Chetek-Weyerhaeuser Middle School

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1 Chetek-Weyerhaeuser Middle School Science 7 Units and s Science 7A Unit 1 Nature of Science Scientific Explanations (12 days) s 1. I can make an informed decision using a scientific decision-making model to propose a course of action and decide how I would act. I can make an informed decision using a scientific decision-making model to propose a course of action and decide how I would act. 4 Proficient I can make an informed decision using a scientific decision-making model to propose a course of action and decide how I would act. 3 Developing I can organize data in a table, chart or graph to evaluate positive short term and long term consequences and negative short term and long term consequences. 2 Basic I can outline the steps in a decision making model. 1 Minimal I can identify values and bias in decision making and investigation. 2. I can communicate how scientific inquiry is used in investigation and explain the benefits of scientific inquiry. I can communicate how scientific inquiry is used in investigation and explain the benefits of scientific inquiry. 4 Proficient I can communicate how scientific inquiry is used in investigation and explain the benefits of scientific inquiry. 3 Developing I can outline and describe the steps to the scientific approach. 2 Basic I can compare and contrast accuracy and precision and differentiate between quantitative and qualitative research. 1 Minimal I can define vocabulary and identify tools related to scientific inquiry. Mr. Lorenz 2/26/2017 1

2 Unit 2 Is it Living? Classifying and Exploring Life (12 days) s 1. I can apply observations to argue what characteristics define an organism. I can apply observations to argue what characteristics define an organism. 4 Proficient I can apply observations to argue what characteristics define an organism. 3 Developing I can use a table to identify, define and cite examples that characterize a living organism. 2 Basic I can justify that the invention of the microscope changed the ideas about living things. 1 Minimal I can define vocabulary related to characteristics of life. 2. I can highlight how the methods of classifying living things into groups have changed over time. I can highlight how the methods of classifying living things into groups have changed by creating a time line. 4 Proficient I can highlight how the methods of classifying living things into groups have changed by creating a time line. 3 Developing I can create and use a tool to classify living things. 2 Basic I can describe the usefulness of a scientific name and outline the hierarchy for the modern classification scheme used in biology. 1 Minimal I can define vocabulary related to classifying organisms. Unit 3 Interactions of Life - Ecology (20 days) s 1. I can develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. I can develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. 4 Proficient I can develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Mr. Lorenz 2/26/2017 2

3 3 Developing I can summarize how energy moves through an ecosystem. 2 Basic I can summarize a food and energy pyramid. 1 Minimal I can define vocabulary related to matter and energy in the environment. 2. I can construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. I can construct an explanation that predicts patterns of interaction among organisms across multiple ecosystems. 4 Proficient I can construct an explanation that predicts patterns of interaction among organisms across multiple ecosystems. 3 Developing I can predict generalized and consistent patterns of interactions of organisms in different ecosystems. 2 Basic I can identify and give examples of predator-prey relationships, cooperative relationships, rhythms, and symbiotic relationships. 1 Minimal I can define terms related to communities. 3. I can construct an argument using evidence to illustrate changes to physical/biological components of an ecosystem affect populations. I can construct an argument using evidence to illustrate changes to physical/biological components of an ecosystem affect populations. (Predator-prey relationships, availability of food, light, space and water.) 4 Proficient I can construct an argument using evidence to illustrate changes to physical/biological components of an ecosystem affect populations. (Predator-prey relationships, availability of food, light, space and water.) 3 Developing I can identify and explain factors that control population growth by interpreting data. 2 Basic I can summarize a population growth curve and discuss how carrying capacity limits population growth. 1 Minimal I can define vocabulary related to populations. 4. I can recommend actions that would preserve biodiversity and ecosystems. Mr. Lorenz 2/26/2017 3

4 I can recommend actions that would preserve biodiversity and ecosystems. 4 Proficient I can recommend actions that would preserve biodiversity and ecosystems. 3 Developing I can in general profile the earth s major biomes and ecosystems. 2 Basic I can summarize how ecosystems change over time. 1 Minimal I can define vocabulary related to biomes and ecosystems. Unit 4 Cell Structure and Function- Molecules to Organisms (20 days) s 1. I can develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to their function. I can develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. 4 Proficient I can develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to their function. 3 Developing I can compare and contrast prokaryotic and eukaryotic cells and compare and contrast plant and animal cells. 2 Basic I can diagram and describe the basic substances in a cell. 1 Minimal I can diagram and give a brief explanation of the function of cell organelles. 2. I can predict the movement of materials across a cell membrane and relate it to homeostasis. I can predict the movement of materials across a cell membrane and relate it to homeostasis. 4 Proficient I can predict the movement of materials across a cell membrane and relate it to homeostasis. 3 Developing I can use a mathematical model to explain what regulates cell size. 2 Basic I can differentiate between simple diffusion, osmosis, facilitated diffusion, active transport, endocytosis and exocytosis. 1 Minimal I can define vocabulary related to the transport of Mr. Lorenz 2/26/2017 4

5 materials across a selectively permeable membrane. 3. I can trace the movement of matter and energy in the process of photosynthesis and cellular respiration while showing that the two equations are complementary processes. I can trace the movement of matter and energy in the process of photosynthesis and cellular respiration while showing that the two equations are complementary processes. 4 Proficient I can trace the movement of matter and energy in the process of photosynthesis and cellular respiration while showing that the two equations are complementary processes. 3 Developing I can justify that living cells use photosynthesis to make food molecules and that living cells release energy through the processes of fermentation and cellular respiration. 2 Basic I can write using English words and chemical symbols the equations for photosynthesis and cellular metabolism. 1 Minimal I can define vocabulary related to cells and energy. 4. I can connect the cell cycle, mitosis and cell differentiation to describe how an individual cell becomes a multicellular organism. I can connect the cell cycle, mitosis and cell differentiation to describe how an individual cell becomes a multicellular organism. 4 Proficient I can connect the cell cycle, mitosis and cell differentiation to describe how an individual cell becomes a multicellular organism. 3 Developing I can outline the phases of mitosis. 2 Basic I can outline the parts of the cell cycle. 1 Minimal I can define vocabulary related to cell cycle and cell division. Science 7B Unit 5 Reproduction of Organisms-Sexual and Asexual Reproduction (12 days) Mr. Lorenz 2/26/2017 5

6 1. I can develop and use models to compare mitosis and meiosis to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. I can develop and use models to compare mitosis and meiosis to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. 4 Proficient I can develop and use models to compare mitosis and meiosis to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. 3 Developing I can create of model to illustrate and communicate the phases of meiosis. 2 Basic I can outline the types of asexual reproduction and discuss the advantages and the disadvantages of for each. 1 Minimal I can define vocabulary related to reproduction of organisms. Unit 6 Genetics- Heredity: Inheritance and Variation of Traits (16 days) s 1. I can summarize Mendel s experimental design and predict the outcomes of first and second generation crosses. I can summarize Mendel s experimental design and predict the outcomes of first and second generation crosses. 4 Proficient I can summarize Mendel s experimental design and predict the outcomes of first and second generation crosses. 3 Developing I can use empirical evidence and mathematical reasoning to summarize Mendel s conclusions. 2 Basic I can outline Mendel s experimental methods. 1 Minimal I can define vocabulary related to genetics. 2. I can use a Punnett Square and mathematical reasoning to model how inheritance is predicted. I can use a Punnett Square and mathematical reasoning to model how inheritance is predicted. Mr. Lorenz 2/26/2017 6

7 4 Proficient I can use a Punnett Square and mathematical reasoning to model how inheritance is predicted. 3 Developing I can use a pedigree to show how traits are inherited. 2 Basic I can identify and explain patterns of inheritance that do not follow Mendel s model and cite examples of how the environment influences gene expression. 1 Minimal I can define vocabulary related to understanding inheritance. 3. I can create an analogy to model why structural changes to genes (mutations) located on chromosomes may affect the structure and function of an organism. I can create an analogy to model why structural changes to genes (mutations) located on chromosomes may affect the structure and function of an organism. 4 Proficient I can create an analogy to model why structural changes to genes (mutations) located on chromosomes may affect the structure and function of an organism. 3 Developing I can summarize the results of changes made to DNA base pair sequencing relating it to natural selection. 2 Basic I can identify and summarize several types of DNA mutations. 1 Minimal I can define mutation. 4. I can use a model to illustrate the structure, function and replication of DNA in the process of translation proteins. I can use a model to illustrate the structure, function and replication of DNA in the process of translating proteins. 4 Proficient I can use a model to illustrate the structure, function and replication of DNA in the process of translating proteins. 3 Developing I can model and summarize DNA, DNA replication and RNA transcription. 2 Basic I can model a nucleotide and identify the nitrogen bases of DNA and RNA. 1 Minimal I can define vocabulary related to DNA and genes. Unit 7 Environment and Change over Time- Biological Evolution: Unity, Diversity, Natural Selection and Adaptation. (20 days) Mr. Lorenz 2/26/2017 7

8 s 1. I can 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. I can analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout history on Earth. 4 Proficient I can analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout history on Earth. 3 Developing I can use fossil record data to justify that extinctions are common and infer that environmental change is a major driving force of these events. 2 Basic I can relate dating techniques, the fossil record and the law of superposition to the development of the geologic time scale. 1 Minimal I can identify several fossil types and describe the ways in which they form. 2. I can give examples of how natural selection and adaptations explains how genetic variation in a population increases some individuals probability to survive. I can give examples of how natural selection and adaptations explains how genetic variation in a population increases some individuals probability to survive. 4 Proficient I can give examples of how natural selection and adaptations explains how genetic variation in a population increases some individuals probability to survive. 3 Developing I can connect Darwin s theory of descent with modification to the mechanism of change-(natural selection). 2 Basic I can answer the question who was Charles Darwin? 1 Minimal I can define vocabulary to natural selection and evolution. 3. I can use mathematical representations to support explanations of how natural selection may lead to increase and decreases of specific traits in populations over time. Mr. Lorenz 2/26/2017 8

9 I can use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. 4 Proficient I can use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. 3 Developing I can use a mathematical model to define evolution as a change in allelic frequency over time. 2 Basic I can outline the Hardy-Weinberg principle and relate it to the process of evolution and natural selection. 1 Minimal I can define vocabulary related to natural selection and evolution. 4. I can apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and fossil organisms to infer evolutionary relationships I can apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and fossil organisms to infer evolutionary relationships. 4 Proficient I can apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and fossil organisms to infer evolutionary relationships. 3 Developing I can define transitional fossil, recognize that archaeopteryx and Tiktaalik as being transitional fossils and conclude that they offer biological support to the theory of evolution. 2 Basic I can cite examples of biological evolution. 1 Minimal I can define vocabulary related to biological evolution. 5. I can research reliable sources to evaluate information about how technology has influenced the inheritance of desired traits. I can research reliable sources to evaluate information about how technology has influenced the inheritance of desired traits. 4 Proficient I can research reliable sources to evaluate information about how technology has influenced the inheritance of desired traits. 3 Developing I can define and give examples of selective breeding, Mr. Lorenz 2/26/2017 9

10 relate selective breeding to artificial selection, and infer that selective breeding supports the theory of biological evolution. 2 Basic I can give examples of gene modification, animal husbandry, and gene therapy. 1 Minimal I can define genetic modification, animal husbandry, and gene therapy. Unit 8 Human Body Systems (20 days) s 1. I can connect and communicate how the human muscular system and human skeletal system work together. I can connect and communicate how the human muscular system and human skeletal system work together. 4 Proficient I can connect and communicate how the human muscular system and human skeletal system work together. 3 Developing I can discover how the skeletal system and muscular system enables the body to move by completing a journal on the previous mentioned systems from a power point presentation. 2 Basic I can identify major muscles and bones by completing a model of the human skeletal system and by labeling a diagram of the human muscular system. 1 Minimal I can define vocabulary related to the muscular and skeletal systems. 2. I can connect and communicate how the muscular system, respiratory system, and the circulatory system work together. I can connect and communicate how the muscular system, respiratory system, and the circulatory system work together. 4 Proficient I can connect and communicate how the muscular system, respiratory system, and the circulatory system work together. 3 Developing I can discover how the respiratory and circulatory systems work together by completing a journal for a power point presentation for the previous mentioned systems, by labeling a lung diagram, and by sketching a human heart showing blood circulation. Mr. Lorenz 2/26/

11 2 Basic I can create a pulse-o-meter to indirectly observe heart rate and create a model of a human lung to demonstrate how the muscular system and the respiratory system work together. 1 Minimal I can define vocabulary related to the respiratory and circulatory systems. 3. I can identify and communicate the function of the digestive system. I can identify and communicate the function of the digestive system. 4 Proficient I can identify and communicate the function of the digestive system. 3 Developing I can discover how the digestive system works by completing a journal from a power point presentation, labeling a diagram of the digestive system, and completing a Journal of a Hamburger. 2 Basic I can create a simple model of the digestive system. 1 Minimal I can define vocabulary related to the digestive system. 4. I can relate the integumentary system to the respiratory system and circulatory system to justify how the skin and hair help to maintain homeostasis. I can relate the integumentary system to the respiratory system and circulatory system to justify how the skin and hair help to maintain homeostasis. 4 Proficient I can relate the integumentary system to the respiratory system and circulatory system to justify how the skin and hair help to maintain homeostasis. 3 Developing I can discover how the integumentary system functions by completing a journal from a power point presentation on the integumentary system. 2 Basic I can create a model of the structure of the skin and explain the function of the skin and hair. 1 Minimal I can define vocabulary related to the integumentary system. 5. I can identify and summarize how the four body systems that function to remove wastes from the body. I can identify and summarize how the four body systems that function to Mr. Lorenz 2/26/

12 remove wastes from the body. 4 Proficient I can identify and summarize how the four body systems that function to remove wastes from the body. 3 Developing I can discover how the body removes wastes by completing a journal from a power point presentation on the excretory system. 2 Basic I can build a model of a filtration system and identify the major organs of the excretory system. 1 Minimal I can define vocabulary related to excretion in the human body. 6. I can summarize the function of the nervous system. I can summarize the function of the nervous system. 4 Proficient I can summarize the function of the nervous system. 3 Developing I can discover how the nervous system functions, what organs are involved in nerve transmission, and what systems are involved in nerve transmission by completing a journal from a power point presentation. 2 Basic I can participant in an activity that models how fast a nervous impulse travels through the central nervous system. 1 Minimal I can define vocabulary related to the nervous system. 7. I can identify responses to stimuli by the human body as it relates to the endocrine system. I can identify responses to stimuli by the human body as it relates to the endocrine system. 4 Proficient I can identify responses to stimuli by the human body as it relates to the endocrine system. 3 Developing I can summarize how the endocrine system works and identify what other systems are involved by completing a journal from a power point presentation. 2 Basic I can identify the organs that allow the endocrine system to function. 1 Minimal I can define vocabulary as it relates to the endocrine system. Mr. Lorenz 2/26/

13 8. I can identify the function of the male and female reproductive system by modeling the sequence of events. I can identify the function of the male and female reproductive system by model the sequence of events. 4 Proficient I can identify the function of the male and female reproductive system by modeling the sequence of events. 3 Developing I can summarize how the reproductive system works by completing a journal from a power point presentation. 2 Basic I can identify and label organs of the reproductive system. 1 Minimal I can define vocabulary related to the reproductive system. Science 7C Unit 9 Survey of Kingdoms -Bacteria and Viruses (12 days) s 1. I can profile a bacterium describing its structure, shape, energy requirements, movement and reproduction. I can profile a bacterium describing its structure, size, energy requirements, movement and reproduction. 4 Proficient I can profile a bacterium describing its structure, shape, energy requirements, movement and reproduction. 3 Developing I can create a model of a typical bacterial cell and explain the adaptive advantage of an endospore. 2 Basic I can differentiate between beneficial and harmful bacteria. 1 Minimal I can define vocabulary related to microbiology. 2. I can justify how a virus causes a disease and communicate how viral diseases are prevented and treated. I can justify how a virus causes a disease and communicate how viral diseases are prevented and treated. 4 Proficient I can justify how a virus causes a disease and Mr. Lorenz 2/26/

14 communicate how viral diseases are prevented and treated. 3 Developing I can illustrate how a virus causes disease. 2 Basic I can outline how a virus replicates. 1 Minimal I can define vocabulary related to virology and state diseases that are caused by viruses. Unit 10 Survey of Kingdoms-Protists and Fungi (12 days) s 1. I can describe and illustrate how protists are categorized by identifying general characteristics, by identifying major types and by illustrating a representative specimen for each of the three different groups of protists. I can describe and illustrate how protists are categorized by identifying general characteristics, by identifying major types and by illustrating a representative specimen for each of the three different groups of protists. 4 Proficient I can describe and illustrate how protists are categorized by identifying general characteristics, by identifying major types and by illustrating a representative specimen for each of the three different groups of protists. 3 Developing I can identify and summarize the importance of algae, protozoans, and funguslike protists. 2 Basic I can distinguish protist type by major protist group. 1 Minimal I can define vocabulary related to protists. 2. I can defend how science is used to solve real world problems by identifying the problem, identifying the variables, identifying the hypotheses, comparing the different experimental designs and predicting future applications for a case study. I can defend how science is used to solve real world problems by identifying the problem, identifying the variables, identifying the hypotheses, comparing the different experimental designs and predicting future applications for a case study. 4 Proficient I can defend how science is used to solve real world problems by identifying the problem, identifying the variables, identifying the hypotheses, comparing the different experimental designs and predicting future applications for a case study. 3 Developing I can outline by using an example how the scientific method could be used to solve a problem. Mr. Lorenz 2/26/

15 2 Basic I can list the steps and explain the steps of the scientific method. 1 Minimal I can define vocabulary related to scientific inquiry. 3. I can relate the importance of fungi to society. I can relate the importance of fungi to society. 4 Proficient I can relate the importance of fungi to society. 3 Developing I can justify how the major groups of fungi are classified. 2 Basic I can sketch and identify the major structural parts of a fungi 1 Minimal I can define vocabulary related to mycology. Unit 11 Survey of Kingdoms Plants (12 days) s 1. I can create a project foldable that summarizes plant diversity by discussing characteristics common to all plants, comparing and contrasting vascular seedless plants to nonvascular seedless plants and comparing and contrasting gymnosperms and angiosperms. I can create a project foldable that summarizes plant diversity by discussing characteristics common to all plants, comparing and contrasting vascular seedless plants to nonvascular seedless plants and comparing and contrasting gymnosperms and angiosperms. 4 Proficient I can create a project foldable that summarizes plant diversity by discussing characteristics common to all plants, comparing and contrasting vascular seedless plants to nonvascular seedless plants and comparing and contrasting gymnosperms and angiosperms. 3 Developing I can classify the major groups of plants and justify how they are grouped. 2 Basic I can create a sketch to illustrate and define the functions for a typical plant structures. 1 Minimal I can define vocabulary related to plant diversity. 2. I can predict the response of plants to environmental and chemical stimuli. I can predict the response of plants to environmental and chemical stimuli. Mr. Lorenz 2/26/

16 4 Proficient I can predict the response of plants to environmental and chemical stimuli. 3 Developing I can summarize how the knowledge of plant responses to stimuli is exploited by humans. 2 Basic I can make a chart or table that records the types of plant stimuli. 1 Minimal I can define vocabulary related to plant responses. 3. I can compare reproduction in seedless plants, flowerless seedless plants and flowering seed plants. I can compare reproduction in seedless plants, flowerless seedless plants and flowering seed plants. 4 Proficient I can compare reproduction in seedless plants, flowerless seedless plants and flowering seed plants. 3 Developing I can create a chart to summarize alternation of generations. 2 Basic I can identify the basic structure and function of a typical flower. 1 Minimal I can define vocabulary related to plant reproduction. Unit 12 Survey of Kingdoms Characteristic organism behaviors and structures: Animals (12 days) s 1. I can create a dichotomous key for identifying an animal from the nine major phyla using characteristics that all animals show. I can create a dichotomous key for identifying an animal from the nine major phyla using characteristics that all animals show. 4 Proficient I can create a dichotomous key for identifying an animal from the nine major phyla using characteristics that all animals show. 3 Developing I can outline and justify and what is used to classify animals into their major phyla. 2 Basic I can list and give examples of the nine major animal phyla. 1 Minimal I can define vocabulary related to animal diversity. Mr. Lorenz 2/26/

17 2. I can characterize learned behaviors and innate behaviors showing how these behaviors maintain homeostasis. I can characterize learned behaviors and innate behaviors showing how these behaviors maintain homeostasis. 4 Proficient I can characterize learned behaviors and innate behaviors showing how these behaviors maintain homeostasis. 3 Developing I can choose an animal s unique behavior and defend how the behavior maintains homeostasis. 2 Basic I can defend how an animal s response to stimuli maintains homeostasis. 1 Minimal I can define vocabulary related to animal behavior. 3. I can outline animal reproduction and development by identifying the reproductive organs, by differentiating between sexual and asexual reproduction, by explaining fertilization, and by summarizing animal development. I can outline animal reproduction and development by identifying the reproductive organs, by differentiating between sexual and asexual reproduction, by explaining fertilization and by summarizing animal development. 4 Proficient I can outline animal reproduction and development by identifying the reproductive organs, by differentiating between sexual and asexual reproduction, by explaining fertilization and by summarizing animal development. 3 Developing I can outline external development, internal development and metamorphosis 2 Basic I can compare and contrast internal and external reproduction. 1 Minimal I can define vocabulary related to animal reproduction and development. Mr. Lorenz 2/26/