curriculum guide 2016/2017 - greeley schools · greeley-evans school district 6 grade: 7th...

Reviewed May 2016

7th Grade Science

Curriculum Guide

2016/2017

Reviewed May 2016

EXPERIMENTAL DESIGN UNIT (4 Weeks)

Standard Life Science Standard 2

Graduate Competence Find answers to scientific questions/problems by formulating a hypothesis, identifying variables involved, collecting and analyzing data and to arrive at a conclusion.

Grade Level Expectation Scientists test their explanations using observations, identifying problems, and designing experiments to gather, analyze, an d interpret data.

Big Idea Experimental Design

End of unit Performance Task

Unit one Pre and Post Assessment

Student Outcomes Priority Student Outcomes

Nature of Science Literacy Standards Focus

Writing Standard Focus

Reading/writing Focus Cross Content Connection

a. Analyze evidence and draw

conclusions based on that evidence. b. Define problems and design studies to test the hypothesis. c. Justify and defend scientific explanations

a. Analyze evidence and

draw conclusions based on that evidence.

1. Ask testable questions

and make a falsifiable hypothesis about scientific problems.

RST.6-8.2 Determine the central ideas or conclusions of

the text

WHST.6-8. Draw evidence from informational text

to support analysis, reflection and research.

Lesson 4, 6, 7 and 10 - Studying People Scientifically L (RST .6-8.2) Lesson 9 and 10 (RST .6-8.10) Lesson 5 and 8 (RST .6-8.3)

Reviewed May 2016

Greeley-Evans School District 6 Grade: 7th Curriculum Guide

Unit One: Experimental Design Timeline: August 23trd - September 23rd (suggested)

Standard: Life Science Standard 2

Grade Level Expectation: Scientists test their explanations using observations, identifying problems, and designing experiments to gather,

analyze, and interpret data.

Student Outcomes: 1. Analyze evidence and draw conclusions based on that

evidence.

2. Define problems and design studies to test the hypothesis.

3. Justify and defend scientific explanations

Instruction: SEPUP Lessons 1 - 5 and 7 - 9 Supplemental Lesson on Independent Vs. Dependent Variables: Investigating Worms & Meet the Creatures

Inquiry Questions:

How do you solve problems? How do

scientists solve problems ethically? Do all

scientists solve problems the same way?

What kind of problems do scientists work to

solve? What type of evidence do scientists

use to support a claim?

Vocabulary: Control Evidence Hypothesis Qualitative/Quantitative Data Trade-offs Variables (Independent/Dependent)

Assessments: Unit one Pre and Post Assessment: Experimental Design (Schoology/hard copy)

Science Resources: SEPUP Unit A: Studying People Scientifically Supplemental Lesson: Investigating Worms Supplemental Lesson: Meet the Creatures

Literacy Resources: Lesson 4, 6, 7 and 10 - Studying People Scientifically L (RST .6-8.2) Lesson 9 and 10 (RST .6-8.10) Lesson 5 and 8 (RST .6-8.3)

Reviewed May 2016

ANATOMY UNIT (4 Weeks)


Graduate Competence Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection

Grade Level Expectation 2. The human body is composed of atoms, molecules, cells, tissues, organs, and organ systems that have specific functions and interactions (7th)

Big Idea Anatomy


Common Unit Assessment




Reading/writing Focus Cross Content Connection

a. Develop and design a scientific investigation about human body systems (DOK 2-

4) b. Develop, communicate, and justify an evidence-based scientific explanation

regarding the functions and interactions of the human body (DOK 1-3) c. Gather, analyze, and

interpret data and models on the functions and interactions of the human body (DOK 1-3)

b. Develop, communicate, and justify an evidence-

based scientific explanation regarding the functions and interactions of the

human body (DOK 1-3) 1. Critical ly evaluate models, and identify the strengths and

weaknesses of the model in representing our understanding of the human body (DOK 2-3)

1. Critically evaluate models, and identify the strengths and

weaknesses of the model in representing our understanding of the

human body (DOK 2-3)

RST.6-8.1 Cite specific textual evidence to support

analysis of science and technical texts. 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.

WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.

Lessons 15 and 28 (RST .6-8.2) Lesson 12 (RST .6-8.7)

Reviewed May 2016


Unit Two: Body Works (Anatomy) Timeline: Sept. 26th - Nov. 4th (Suggested)


Grade Level Expectations: 2. The human body is composed of atoms, molecules, cells, tissues, organs, and organ systems that have specific functions and interactions (7th) 4. Photosynthesis and cellular respiration are important processes by which energy is acquired and utilized by organisms. ( 7th)

Student Outcomes: 2.a. Develop and design a scientific investigation about human body systems (DOK 2-4) (7th) 2.b. Develop, communicate, and justify an evidence-based scientific explanation regarding the functions and interactions of the human body (DOK 1-3) (7th) 2.c. Gather, analyze, and interpret data and models on the functions and interactions of the human body (DOK 1-3) (7th) 4.a. Gather, analyze, and interpret data regarding the basic functions of photosynthesis and cellular respiration (DOK 1-2) (7th).

Instruction: SEPUP Lessons: 12-15, 17, 19, 23, 24, 28,29 Optional Lessons: 11, 16, 18, 20, 21, 22, 25, 26 27 http://science-class.net/archive/science-class/Lessons/Photosynthesis_Cell_Resp/respiration_in_yeast_demo.pdf

Inquiry Questions: · How do organs and organ systems in the human body interact to perform specific functions? How can you find out what is your relative risk of disease? How can models help you to understand the function of an organ system?

Vocabulary: Absorption Cardiovascular Cell Digestion Nutrients Organ Respiration System Tissue

Assessments: Unit Two Assessment

Science Resources: SEPUP Unit B: Body Works The Human Body by Tinybop (App for iPad) The Human Body: Pushing the Limits DVD (YouTube Accessible) http://science-class.net/archive/science-class/Lessons/Photosynthesis_Cell_Resp/respiration_in_yeast_demo.pdf

Literacy Resources: Lessons 15 and 28 (RST .6-8.2) Lesson 12 (RST .6-8.7)

http://science-class.net/archive/science-class/Lessons/Photosynthesis_Cell_Resp/respiration_in_yeast_demo.pdf






Reviewed May 2016

CELL BIOLOGY UNIT (6 Weeks)

Standard Life Science

Standard 2

Graduate Competence Analyze the relationship between structure and function in living systems at a variety of organizational levels, and

recognize living systems’ dependence on natural selection

Grade Level Expectation 3. Cells are the smallest unit of life that can function independently and perform all the necessary functions of life (7 th)

Big Idea Cell Biology And Disease

End of unit Performance Task Common Unit Assessment

Student Outcomes Priority Student

Outcomes

Nature of Science Literacy Standards

Focus

Writing Standard Focus Reading/writing Focus

Cross Content

Connection

a. Gather, analyze, and interpret

data and models on the different

types of cells, their structures,

components and functions (DOK 1-2)

b. Develop, communicate, and justify

an evidence-based scientific

explanation regarding cell structures,

components, and their specific

functions (DOK 1-3)

c. Compare and contrast the basic

structures and functions of plant

cells, animal cells, and single-celled

organisms (DOK 2)

d. Employ tools to gather, view,

analyze, and report results for the

scientific investigations of cells (DOK

1-2)

b. Develop,

communicate,

and justify an

evidence-based

scientific

explanation

regarding cell

structures,

components,

and their specific

functions (DOK

1-3)

c. Compare and

contrast the

basic structures

and functions of

plant cells,

animal cells, and

single-celled

organisms (DOK

2)

1. Recognize that

our current

understanding of

cells has

developed over

centuries of

studies by many

scientists, and

that through

continued

scientific

investigations and

advances in data

collection, we will

continue to refine

our understanding

of cells.

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.

WHST.6-8.1

Write arguments focused on

discipline-specific content.

a. Introduce claim(s)

about a topic or issue,

acknowledge and distinguish

the claim(s) from alternate or

opposing claims, and organize

the reasons and evidence

logically.

b. Support claim(s) with

logical reasoning and relevant,

accurate data and evidence that

demonstrate an understanding

of the topic or text, using

credible sources.

c. Use words, phrases,

and clauses to create cohesion

and clarify the relationships

among claim(s), counterclaims,

reasons, and evidence.

d. Establish and maintain

a formal style.

Provide a concluding statement or

section that follows from and

supports the argument presented.

Literacy Resources:

Lesson 31 (WHST .6-8.6) (WHST .6-8.7)

Reviewed May 2016

CELL BIOLOGY UNIT (6 - Weeks)


Graduate Competence Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection

Grade Level Expectation 4. Photosynthesis and cellular respiration are important processes by which energy is acquired and utilized by organisms (7th)

Big Idea Cell Biology And Disease




Outcomes


Focus

Writing Standard

Focus

Reading/writing Focus Cross

Content Connection

a. Gather, analyze, and interpret data regarding the basic functions of photosynthesis and cellular

respiration (DOK 1-2) b. Use direct and indirect evidence to describe the relationship between

photosynthesis and cellular respiration within plants – and between plants and

animals (DOK 1-2) c. Use computer simulations to model the relationship between photosynthesis and

cellular respiration within plants – and between plants and animals (DOK 1-2)

a. Gather, analyze, and interpret data regarding the basic functions of photosynthesis and

cellular respiration (DOK 1-2) c. Use computer simulations to model the

relationship between photosynthesis and cellular respiration

within plants – and between plants and animals (DOK 1-2) 1. Ask a testable

question and make a falsifiable hypothesis about photosynthesis or respiration and design an

inquiry based method to find an answer. (DOK 2-4)

1. Ask a testable question and make a falsifiable hypothesis about photosynthesis

or respiration and design an inquiry based method to find

an answer. (DOK 2-4) 2. Design an experiment to observe photosynthesis or

respiration, and clearly define controls and variables. (DOK 2-4) 3. Share

experimental data, and respectfully discuss conflicting results emulating the

practice of scientists. (DOK 2-3)

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.6-8.9 Compare and

contrast the information gained from experiments,

simulations, video, or multimedia sources with that gained from reading

a text on the same topic.

WHST.6-8.4 Produce clear and coherent writing in which the

development, organization, and style are appropriate

to task, purpose, and audience.

Literacy Resources:

Lesson 31 (WHST .6-8.6) (WHST .6-8.7)

Reviewed May 2016


Unit Three: Cell Biology And Disease Timeline: Nov. 7th - Dec. 21st


Grade Level Expectation: 3. Cells are the smallest unit of life that can function independently and perform all the necessary functions of life (7 th) 4. Photosynthesis and cellular respiration are important processes by which energy is acquired and utilized by organisms. (7th)

Student Outcomes: 3.a. Gather, analyze, and interpret data and models on the different types of cells, their structures, components and functions (DOK 1-2) 3.b. Develop, communicate, and justify an evidence-based scientific explanation regarding cell structures, components, and their specific functions (DOK 1-3) 3.c. Compare and contrast the basic structures and functions of plant cells, animal cells, and single-celled organisms (DOK 2) 3.d. Employ tools to gather, view, analyze, and report results for the scientific investigations of cells (DOK 1-2) 4.a. Gather, analyze, and interpret data regarding the basic functions of photosynthesis and cellular respiration. (DOK 1-2)

Instruction: SEPUP Lessons: 30, 31, 33, 35, 36 (use pond water), 38, 39, 40, 42, 43 Optional Lessons: 32, 34, 37, 41, 44, 45, 46, 47, 48, 49, 50, 51, 52

Inquiry Questions: What are the similarities and differences between animal cells, plant cells, and single-celled organisms? How do the organelles help to comprise a functioning cell? What are your personal responsibilities to keep diseases from spreading?

Vocabulary: Antibiotic Bacteria Cell Organelles Cell Membrane Protists Cytoplasm Respiration Germ Virus Magnification Vaccine Microbe Mitochondria Multicellular Nuclear Membrane Nucleus

Assessments: Unit Three Assessment

Science Resources: iCell for iPad Cells Alive (http://www.cellsalive.com/)

Literacy Resources: Lesson 31 (WHST .6-8.6) (WHST .6-8.7)

http://www.cellsalive.com/

Reviewed May 2016

GENETICS UNIT (5 Weeks)


Graduate Competence Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics

and their environment

Grade Level Expectation 2. Organisms reproduce and transmit genetic information (genes) to offspring, which influences individuals’ traits in the next

generation (8th)

Big Idea Genetics

End of unit Performance

Task



Outcomes


Focus

Writing Standard Focus Reading/writing Focus

Cross Content Connection

a. Develop, communicate,

and justify an evidence-

based scientific explanation

for how genetic information

is passed to the next

generation (DOK 1-3)

b. Use direct and indirect

observations, evidence, and

data to support claims

about genetic reproduction

and traits of individuals

(DOK 1-3)

c. Gather, analyze, and

interpret data on

transmitting genetic

information (DOK 1-2)

d. Use models and diagrams

to predict the phenotype

a. Develop,

communicate, and

justify an evidence-

based scientific

explanation for how

genetic information is

passed to the next

generation (DOK 1-3)

c. Gather, analyze, and

interpret data on

transmitting genetic

information (DOK 1-2)

d. Use models and

diagrams to predict the

phenotype and

genotype of offspring

based on the genotype

of the parents (DOK 1-2)

1. Understand the

interconnected

nature of math and

science by util izing

math in the

prediction of future

generations. (DOK 2)

2. Recognize that

current

understanding of

genetics has

developed over time

and become more

sophisticated as new

technologies have

led to new evidence.

(DOK 1)

3. Critically evaluate

models used to

RST.6-8.3

Follow precisely a

multistep procedure

when carrying out

experiments, taking

measurements, or

performing technical

tasks.

RST.6-8.10

By the end of grade

8, read and

comprehend

science/technical

texts in the grades 6-

8 text complexity

band independently

and proficiently.

WHST.6-8.2

Write

informative/explanator

y texts, including the

narration of historical

events, scientific

procedures/

experiments, or

technical processes.

a. Introduce a

topic clearly,

previewing what is to

follow; organize

ideas, concepts, and

information into

broader categories as

appropriate to

achieving purpose;

include formatting

Lesson 65 (RST .6-8.3)

Lesson 56 (RST .6-8.8) (WHST .6-8.1)

Lesson 54, 57,60, 61,63

(WHST .6-8.2d)

Reviewed May 2016

and genotype of offspring

based on the genotype of

the parents (DOK 1-2)

e. Use computer

simulations to model and

predict phenotype and

genotype of offspring based

on the genotype of the

parents (DOK 1-2)

1. Understand the

interconnected nature

of math and science by

util izing math in the

prediction of future

generations. (DOK 2)

2. Recognize that

current understanding

of genetics has

developed over time

and become more

sophisticated as new

technologies have led to

new evidence. (DOK 1)

represent

deoxyribonucleic acid

(DNA) and genes;

identify strengths

and weaknesses of

these models for

representing

complex natural

phenomena. (DOK 2-

3)

(e.g., headings),

graphics (e.g., charts,

tables), and

multimedia when

useful to aiding

comprehension.

b. Develop the

topic with relevant,

well-chosen facts,

definitions, concrete

details, quotations, or

other information

and examples.

c. Use

appropriate and

varied transitions to

create cohesion and

clarify the

relationships among

ideas and concepts.

d. Use precise

language and

domain-specific

vocabulary to inform

about or explain the

topic.

e. Establish and

maintain a formal

style and objective

tone.

Provide a concluding

statement or section

that follows from and

supports the

information or

explanation presented.

Reviewed May 2016


Unit Four: Genetics Timeline: Jan. 4th - Feb. 17th (Suggested)


Grade Level Expectation: 2. Organisms reproduce and transmit genetic information (genes) to offspring, which influences individuals’ traits in the nex t generation (8th)

Student Outcomes: 2.a. Develop, communicate, and justify an evidence-based scientific explanation for how genetic information is passed to the next generation (DOK 1-3) (8th) 2.b. Use direct and indirect observations, evidence, and data to support claims about genetic reproduction and traits of individuals (DOK 1-3) (8th) 2.c. Gather, analyze, and interpret data on transmitting genetic information (DOK 1-2) (8th) 2.d. Use models and diagrams to predict the phenotype and genotype of offspring based on the genotype of the parents (DOK 1-2) (8th) 2.e. Use computer simulations to model and predict phenotype and genotype of offspring based on the genotype of the parents (DOK 1-2) (8th)

Instruction: SEPUP Lessons: 54, 55, 56, 57, 58, 59, 60, 61, 62, 63 Optional Lessons: 64, 65, 66, 67, 68, 69, 70 Supplementary Lessons on DNA Testing & GMOs (optional)

Inquiry Questions: How is genetic information passed from generation to generation?

Vocabulary: Allele Asexual Reproduction Chromosome DNA Dominant/Recessive Egg Cell Gene

Assessments: Unit 4 Assessment

Reviewed May 2016

How can we use models and diagrams to predict the phenotype and genotype of offspring?

Genetics Genotype Heterozygous Homozygous Inherited Mutation Offspring Pedigree Phenotype Probability Punnett Square Sexual Reproduction Sperm Cell Trait

Science Resources: Snurfle Meiosis for iPad (Simulation: Creating a DNA Fingerprint): http://www.pbs.org/wgbh/nova/education/body/create-dna-fingerprint.html

Literacy Resources: Lesson 65 (RST .6-8.3) Lesson 56 (RST .6-8.8) (WHST .6-8.1) Lesson 54, 57,60, 61,63 (WHST .6-8.2d)

http://www.pbs.org/wgbh/nova/education/body/create-dna-fingerprint.html

http://www.pbs.org/wgbh/nova/education/body/create-dna-fingerprint.html

Reviewed May 2016

ECOLOGY UNIT (7 Weeks)


Graduate Competence Explain and illustrate with examples how living systems interact with the biotic and abiotic environment

Grade Level Expectation 1. Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species (6 th)

Big Idea Ecology



Outcomes

Nature of Science Literacy

Standards Focus

Writing Standard

Focus

Reading/writing Focus

Cross Content

Connection

a. Interpret and analyze data about

changes in environmental conditions

– such as climate change – and

populations that support a claim

describing why a specific population

might be increasing or decreasing

b. Develop, communicate, and justify

an evidence-based explanation about

how ecosystems interact with and

impact the global environment (DOK

1-3)

c. Model equilibrium in an ecosystem,

including basic inputs and outputs, to

predict how a change to that

ecosystem such as climate change

might impact the organisms,

populations, and species within it

such as the removal of a top predator

or introduction of a new species

d. Examine, evaluate, question, and

ethically use information from a

variety of sources and media to

investigate how environmental

conditions affect the survival of

individual organisms (DOK 1-2)

c. Model equilibrium in an

ecosystem, including basic inputs and outputs, to

predict how a change to

that ecosystem such as climate change might

impact the organisms,

populations, and species within it such as the

removal of a top predator

or introduction of a new species

2. Recognize and describe

the ethical traditions of science: value peer review;

truthful reporting of

methods and outcomes; making work public; and

sharing a lens of

professional skepticism when reviewing the work

of others.

1. Ask testable questions and

make a falsifiable hypothesis

about how environmental

conditions affect organisms,

populations, or entire species

and design a method to find

the answer. (DOK 2-4)

2. Recognize and describe the

ethical traditions of science:

va lue peer review; truthful

reporting of methods and

outcomes; making work public;

and sharing a lens of

professional skepticism when

reviewing the work of others.

3. Use models and technology

tools to show what might

happen to individuals,

populations, and species as

environmental conditions change. (DOK 1-2)

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.6-8.8

Distinguish

among facts,

reasoned

judgment based

on research

findings, and

speculation in a

text.

WHST.6-8.7

Conduct short

research projects

to answer a

question (including

a self-generated

question), drawing

on several sources

and generating

additional related,

focused questions

that allow for

multiple avenues

of exploration.

Literacy Resources:


Lesson 73 (WHST .6-

8.7)


Lesson 85 (RST .6-8.10)

Reviewed May 2016




Grade Level Expectation 2. Organisms interact with each other and their environment in various ways that create a flow of energy and cycling of matter in

an ecosystem (6th)

Big Idea Ecology



Outcomes


Focus

Writing Standard

Focus




and justify an evidence-based

explanation about why there

generally are more producers

than consumers in an

ecosystem (DOK 1-3)

b. Design a food web diagram

to show the flow of energy

through an ecosystem (DOK 1-

2)

c. Compare and contrast the

flow of energy with the

cycling of matter in

ecosystems (DOK 2)


and justify an evidence-based explanation about

why there generally are

more producers than consumers in an

ecosystem (DOK 1-3)

b. Design a food web

diagram to show the flow

of energy through an ecosystem (DOK 1-2)

c. Compare and contrast the flow of energy with the

cycling of matter in

ecosystems (DOK 2)

3. Create and evaluate

models that show how

interactions create a flow of energy and a cycling of

matter in an ecosystem.

(DOK 2-3)

1. Scientists work from

the assumption that the universe is a single

system in which the basic

rules are the same everywhere – that energy

follows the same rules in

an ecosystem as it does in physics experiments.

(DOK 1)

2. Generate solutions to

help mitigate

environmental problems

based on an understanding of the

cycling of matter and

energy. (DOK 2-4)

3. Create and evaluate

models that show how interactions create a flow

of energy and a cycling of

matter in an ecosystem. (DOK 2-3)

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.6-8.10

By the end of grade

8, read and

comprehend

science/technical

texts in the grades 6-

8 text complexity

band independently

and proficiently.

WHST.6-8.6

Use technology,

including the

Internet, to produce

and publish writing

and present the

relationships

between information

and ideas clearly and

efficiently.

Literacy Resources:


Lesson 73 (WHST .6-8.7)


Lesson 85 (RST .6-8.10)

Reviewed May 2016




Grade Level Expectation 1. Human activities can deliberately or inadvertently alter ecosystems and their resiliency (8 th)

Big Idea Ecology




Outcomes


Focus

Writing Standard

Focus

Reading/writing Focus Cross

Content Connection a. Develop, communicate, and justi fy an evidence-based scientific example of how

humans can alter ecosystems (DOK 1-3) b. Analyze and interpret data about human impact on local

ecosystems (DOK 1-3) c. Recognize and infer bias in print and digital resources while

researching an environmental i s sue (DOK 1-3) d. Use technology resources

such as online encyclopedias, onl ine databases, and credible websites to locate, organize,

analyze, evaluate, and synthesize information about

human impact on local ecosystems (DOK 1-2) e. Examine, evaluate, question,

and ethically use information from a variety of sources and

media to investigate an

environmental issue (DOK 1-2)

b. Analyze and interpret data about human impact on local ecosystems (DOK 1-3) c. Recognize and infer bias in print and digital resources while researching an

environmental issue (DOK 1-3)

1. Critically evaluate scientific claims in popular media and peer generated explanations regarding interactions in ecosystems, and determine if the evidence presented is appropriate and sufficient to support the claims.

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.6-8.9 Compare and contrast the information gained

from experiments, simulations, video, or multimedia sources with that gained from

reading a text on the same topic.

WHST.6-8.9 Draw evidence from informational texts to support analysis,

reflection, and research.

Literacy Resources:


Lesson 73 (WHST .6-8.7)


Lesson 85 (RST .6-8.10)

Reviewed May 2016


Unit Five: Ecology Timeline: Feb. 20th - April 4th. (Suggested)


Grade Level Expectation: 1. Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species (6 th) 2. Organisms interact with each other and their environment in various ways that create a flow of energy and cycling of matter in an ecosystem (6th) 4. Photosynthesis and cellular respiration are important processes by which energy is acquired and utilized by organisms (7 th) 1. Human activities can deliberately or inadvertently alter ecosystems and their resiliency (8th)

Student Outcomes: 1.a. Interpret and analyze data about changes in environmental conditions – such as climate change – and populations that support a claim describing why a specific population might be increasing or decreasing (6th) 2.b. Develop, communicate, and justify an evidence-based explanation about how ecosystems interact with and impact the global environment (DOK 1-3) (6th) 2.c. Model equilibrium in an ecosystem, including basic inputs and outputs, to predict how a change to that ecosystem such as climate change might impact the organisms, populations, and species within it such as the removal of a top predator or introduction of a new species (6th) 2.d. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate how environmental conditions affect the survival of individual organisms (DOK 1-2) (6th) 2.a. Develop, communicate, and justify an evidence-based explanation about why there generally are more producers than consumers in an ecosystem (DOK 1-3) (6th) 2.b. Design a food web diagram to show the flow of energy through an ecosystem (DOK 1-2) (6th)

Instruction: SEPUP Lessons: 72, 73, 77, 78, 79, 81, 83, 85, 87. Optional Lessons: 74, 75, 76, 80, 82, 84, 86 Suggested Lesson Topics:

● Climate Change ● Impact of ecosystems on global environment ● Farming Impact on Ecosystems ● Fracking ● Green Energies ● Carbon Footprint ● Water/air pollution ● Deforestation ● Sustainability/Recycling

Supplemental: (Predator/Prey Graphing Activity) http://www.biologycorner.com/worksheets/predator_prey_graphing.html (Personal Responsibility in Ecosystem Activity) http://www.k12reader.com/worksheet/ecology-taking-care-of-earth/

http://www.biologycorner.com/worksheets/predator_prey_graphing.html


http://www.k12reader.com/worksheet/ecology-taking-care-of-earth/


Reviewed May 2016

2.c. Compare and contrast the flow of energy with the cycling of matter in ecosystems (DOK 2) (6th)

4.b. Use direct and indirect evidence to describe the relationship

between photosynthesis and cellular respiration within plants – and between plants and animals (DOK 1-2) (7th)

4.c. Use computer simulations to model the relationship between

photosynthesis and cellular respiration within plants – and between plants and animals (DOK 1-2) (7th)

1.a. Develop, communicate, and justify an evidence-based scientific example of how humans can alter ecosystems (DOK 1-3) (8th)

1.b. Analyze and interpret data about human impact on local

ecosystems (DOK 1-3) (8th)

1.c. Recognize and infer bias in print and digital resources while researching an environmental issue (DOK 1-3) (8th)

1.d. Use technology resources such as online encyclopedias, online

databases, and credible websites to locate, organize, analyze,

evaluate, and synthesize information about human impact on local ecosystems (DOK 1-2) (8th)

1.e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate an environmental issue (DOK 1-2) (8th)

(Environmental Issues Articles) http://msms.ehe.osu.edu/category/environmental-issues/ (Photosynthesis and Respiration Simulations) http://www.biomanbio.com/GamesandLabs/PhotoRespgames/photoresp.html (Cellular Respiration Virtual Lab) http://lhsblogs.typepad.com/files/cell-respiration-virtual-lab.pdf

Inquiry Questions: What is the role of energy in an ecosystem? How do producers, consumers, and decomposers affect each other in an ecosystem?

Vocabulary: Carrying Capacity Chloroplast Consumer Decomposer Ecology Ecosystem Food Web/Chain Habitat

Assessments: Unit Assessment Five

http://msms.ehe.osu.edu/category/environmental-issues/

http://www.biomanbio.com/GamesandLabs/PhotoRespgames/photoresp.html


http://lhsblogs.typepad.com/files/cell-respiration-virtual-lab.pdf

Reviewed May 2016

What is the impact of humans on local and global ecosystems? What is the relationship between cellular respiration and photosynthesis?

Introduced Species Photosynthesis Population Predator Prey Producer Respiration

Science Resources: Go Wild for iPad App http://www.biologycorner.com/worksheets/predator_prey_graphing.html http://www.k12reader.com/worksheet/ecology-taking-care-of-earth/ http://msms.ehe.osu.edu/category/environmental-issues/ http://www.biomanbio.com/GamesandLabs/PhotoRespgames/photoresp.html Pangaea Safari App

Literacy Resources: Lesson 72 (RST .6-8.7) Lesson 73 (WHST .6-8.7) Lesson 77 (RST .6-8.7) Lesson 85 (RST .6-8.10)





http://msms.ehe.osu.edu/category/environmental-issues/



Reviewed May 2016

EVOLUTION UNIT (5 Weeks)


Graduate Competence Explain how biological evolution accounts for the unity and diversity of living organisms

Grade Level Expectation 1. Individual organisms with certain traits are more likely than others to survive and have offspring in a specific environme nt

(7th)

Big Idea Evolution End of unit Performance Task Common Unit Assessment

Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards

Focus

Writing Standard

Focus



a. Develop, communicate, and justi fy an evidence-based explanation for why a given organism with specific traits will or wi l l not survive to have offspring in a

given environment (DOK 1-3) b. Analyze and interpret data about specific adaptations to provide

evidence and develop claims about di fferential survival and reproductive success (DOK 1-3) c. Use information and communication technology tools to gather information from credible

sources, analyze findings, and draw conclusions to create and justify an

evidence-based scientific explanation (DOK 1-2) d. Use computer simulations to

model differential survival and reproductive success associated with specific tra its in a given environment (DOK 1-2)

b. Analyze and interpret data about specific adaptations to provide evidence and

develop claims about differential survival and reproductive success (DOK 1-

3) 2. Describe several ways in which scientists would study genetics, and suggest ways

that this has contributed to our understanding of survival and populations. (DOK 1-2)

1. Create and use sound experimental designs to collect data

around survival and genetic traits. (DOK 2-3) 2. Describe several

ways in which scientists would study genetics, and suggest

ways that this has contributed to our understanding of survival and

populations. (DOK 1-2)

RST.6-8.3 Follow precisely a multistep procedure

when carrying out experiments, taking measurements, or

performing technical tasks. RST.6-8.6 Analyze the author’s

purpose in providing an explanation, describing a

procedure, or discussing an experiment in a text.

WHST.6-8.6 Use technology, including the

Internet, to produce and publish writing and present the

relationships between information and ideas clearly and

efficiently.

Reviewed May 2016

EVOLUTION UNIT (5 Weeks)


Graduate Competence Explain how biological evolution accounts for the unity and diversity of living organisms

Grade Level Expectation 5. Multiple lines of evidence show the evolution of organisms over geologic time (7 th)

Big Idea Evolution





Reading/writing Focus Cross Content

Connection

a. Interpret and analyze data from the fossil record to support a claim that organisms and environments

have evolved over time (DOK 1-2) b. Analyze and critique the evidence regarding the causes

and effects of a mass extinction event (DOK 2-3) c. Analyze and interpret data that show human evolution

(DOK 1-3) d. Use technology to share research findings about the evidence regarding the causes

and effects of a mass extinction event (DOK 1-2)

a. Interpret and analyze data from the fossil record to support a claim that organisms and

environments have evolved over time (DOK 1-2) c. Analyze and interpret

data that show human evolution (DOK 1-3) 1. Share experimental data, and respectfully

discuss conflicting results emulating the practice of scientists. (DOK 2-3)

1. Share experimental data, and respectfully discuss conflicting results emulating the

practice of scientists. (DOK 2-3) 2. Cite various scientific arguments

regarding the causes and effects of mass extinctions. (DOK 1)

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.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text

complexity band independently and proficiently.

WHST.6-8.4 Produce clear and coherent writing in which the

development, organization, and style are appropriate

to task, purpose, and audience.

Reviewed May 2016


Unit Six: Evolution Timeline: April 17th. - May 19th.


Grade Level Expectation: 1. Individual organisms with certain traits are more likely than others to survive and have offspring in a specific environment (7th) 5. Multiple lines of evidence show the evolution of organisms over geologic time (7th)

Student Outcomes: 1.a. Develop, communicate, and justify an evidence-based explanation for why a given organism with specific traits will or will not survive to have offspring in a given environment (DOK 1-3) (7th) 1.b. Analyze and interpret data about specific adaptations to provide evidence

and develop claims about differential survival and reproductive success (DOK 1-3) (7th) 1.c. Use information and communication technology tools to gather information from credible sources, analyze findings, and draw conclusions to create and

justify an evidence-based scientific explanation (DOK 1-2) (7th) 1.d. Use computer simulations to model differential survival and reproductive success associated with specific traits in a given environment (DOK 1-2) (7th) 5.a. Interpret and analyze data from the fossil record to support a claim that

organisms and environments have evolved over time (DOK 1-2) (7th)

5.b. Analyze and critique the evidence regarding the causes and effects of a mass

extinction event (DOK 2-3) (7th)

5.c. Analyze and interpret data that show human evolution (DOK 1-3) (7th)

5.d. Use technology to share research findings about the evidence regarding the

causes and effects of a mass extinction event (DOK 1-2) (7th)

Instruction: SEPUP Lessons: 89, 90, 92, 93, 94, 97, 99, 101 Optional Lessons: 91, 95, 96, 98, 100 Recommended: (HHMI Rock Pocket Mouse Lesson) http://www.hhmi.org/biointeractive/color-variation-over-time-rock-pocket-mouse-populations (Darwin’s Journey: Interactive Website) http://www.cnrs.fr/cw/dossiers/dosdarwinE/darwin.html

Inquiry Questions: What information can we collect from our fossil record? How do inherited traits help or hinder an organism’s chances of reproductive success and survival?

Vocabulary: Adaptation

Ancestor

Camouflage

Endangered Species

Evolution

Extinction

Assessments: Evolution Unit Assessment

http://www.hhmi.org/biointeractive/color-variation-over-time-rock-pocket-mouse-populations

http://www.hhmi.org/biointeractive/color-variation-over-time-rock-pocket-mouse-populations

http://www.cnrs.fr/cw/dossiers/dosdarwinE/darwin.html

Reviewed May 2016

Fossil

Geologic time

Law of Superposition

Migration

Mutation

Natural selection

Science Resources: Cenozoic Era App for iPad HHMI App: Click and Learn (Darwin’s Journey: Interactive Website) http://www.cnrs.fr/cw/dossiers/dosdarwinE/darwin.html

Literacy Resources: Lesson 89 (RST .6-8.8) Lesson 94 (RST .6-8.5) Lesson 99 (RST .6-8.9) Lesson 101 (RST .6-8.2)

http://www.cnrs.fr/cw/dossiers/dosdarwinE/darwin.html

curriculum guide 2016/2017 - greeley schools · greeley-evans school district 6 grade: 7th...

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