Course Description Life science is a natural science that studies life and living organisms, including their physical structure, chemical composition, function, development and evolution. Materials and Resources Scope and Sequence Timeframe Unit Instructional Topics 7 Week(s) From Cells to Systems 1. Cells 2. Cell Structure and Function 3. Systems and System Models 7 Week(s) Biochemistry 1. Chemical Reactions 2. Photosynthesis -From Micro to Macro 3. Respiration- From Micro to Macro 8 Week(s) Reproduction and Genetics 1. Inheritance of Traits 2. Mutations 3. Factors Affecting the Growth of Organisms 4. Artificial Selection 6 Week(s) Life Over Time 1. Evidence of Common Ancestry and Unity of Life 2. Evolution by Means of Natural Selection 3. Adaptation 6 Week(s) Ecology - Interdependent Relationships in 1. Populations and Communities Ecosystems 2. Energy Transfer 3. Missouri Aquatic Ecosystems MySci curriuculum, chromebooks, Smartboard, various science tools and equipment UNIT: From Cells to Systems -- 7 Week(s) Course Details Unit Description This module is centered on the driving question, How can we as medical professionals help others understand, prevent, and treat disease? In order to answer this question, students will first consider organisms from the cellular viewpoint. They will explore characteristics of life and come to the understanding that all living things are made of one or more cells. They will then investigate how cellular structure and function are interrelated. Once students have a solid understanding of life on the cellular level, they will begin to investigate how cells can work together to form tissues, organs, and organ systems. The effects of disease on the body will also be examined. Ultimately, students will come to the understanding that organisms utilize cellular systems to gather, synthesize, and respond to information in order to maintain homeostasis. The culminating performance task requires students to synthesize this information, apply it to a particular human disease, and consider the importance of cellular and systemic knowledge in the prevention and treatment of disease. Throughout this module, students will explore various career paths that examine these topics, including pathology, epidemiology, medicine, and public health. Essential Questions How can we as medical professionals help others understand, prevent, and treat disease? Summative Assessment See attached Student Essential Vocabulary Cell Organism Unicellular Course Summary Page 1 of 31
Multicellular Virus Bacteria Protist Growth and development Reproduction Homeostasis (Internal Balance) Complex chemistry Cancer Response to environment Molecule Nucleus Chloroplasts Mitochondria Cell membrane Cytoplasm Cell wall Organelle Selectively permeable Subsystem Macroscopic Microscopic Tissue Organ Organ system Circulatory system Digestive system Mechanical digestion Chemical digestion Respiratory system Oxygen Carbon dioxide Nervous system Muscular system Homeostasis (Internal Balance) Metabolism Disease Infectious Noninfectious Antibiotic Virus Vaccine Environment Stimuli Behavior Reaction Homeostasis Metabolism Nervous system Muscular system Memory Nerve cell/neuron Reflex Spinal cord Brain Sensory Receptor Cystic Fibrosis Public Service Announcement (PSA) Materials and Resources MySci units with materials, Smartboard, chromebooks Course Summary Page 2 of 31
Unit Attachments Module 6 Pre%2FPost Assessment District Only (File) TOPIC: Cells -- 12 Day(s) What defines life, and what are common life processes among living things? How do the parts of a cell contribute to a cell s overall function? What makes up organ systems, and how do these systems interact to carry out essential life processes? How is an organism able to use sensory inputs and outputs to respond to environmental changes? Labs/Activities, Exit Tickets, Quiz, Self&Peer Assessment, End Project Essential Vocabulary Cell Organism Unicellular Multicellular Virus Bacteria Protist Growth and development Reproduction Homeostasis (Internal Balance) Complex chemistry Cancer Response to environment Molecule Stimuli Behavior Reaction Homeostasis Ask questions that arise from careful observation of phenomena to seek additional information. Use evidence from images to identify patterns and create a set of criteria for whether or not something is living. Identify and give examples of the six life processes/characteristics common to all living things. Develop a model to describe what classifies something as living. Critically read scientific texts to describe shared characteristics of living things. Distinguish between causal and correlational evidence when determining whether or not something is living. Conduct an investigation to produce data to serve as evidence for whether or not a sample contains living things. Distinguish between causal and correlational relationships in data collected from an investigation about whether or not a sample contains living things. Construct an argument, based on causal evidence obtained in an investigation, that a sample contained living things. Conduct an investigation to produce data to serve as evidence for the idea that living things are made of cells. Compare and contrast the structures of different types of cells under the microscope. Identify that the macroscopic appearance of an organism is related to the microscopic appearance of its cells. Explain how microscopes can be used to show evidence that living things are made of cells. Plan and conduct an investigation to collect and record data on the cellular composition of living organisms. Course Summary Page 3 of 31
Critically read scientific texts in order to describe how the function of a plant cell depends on the structures within a plant cell. Use models in order to describe how differences in cell structure lead to differences in cell function in plants and animals. SC.6-8.LS1.A.1 SC.6-8.LS1.A.2 Provide evidence that organisms (unicellular and multicellular) are made of cells and that a single cell must carry out all of the basic functions of life. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells.] Develop and use a model to describe the function of a cell as a whole and ways parts of the cells contribute to that function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] TOPIC: Cell Structure and Function -- 12 Day(s) How do parts of a cell contribute to a cell's overall function? How do plant and animal cells differ in structure, and how does this lead to differing functions among these cells? Exit Tickets, Self/Peer Assessments, Quiz, Think/Pair/Share Essential Vocabulary Molecule Nucleus Chloroplasts Mitochondria Cell membrane Cytoplasm Cell wall Organelle Selectively permeable Identify that a cell is made up of smaller parts. Develop and use a model to explain the relationship between the structure and function of the cell membrane, and how the cell membrane contributes to the overall function of the cell. Identify the structures of an animal cell and the functions of those parts. Use a model to describe the cell as a system of smaller parts that work together. Critically read scientific texts and graphics in order to describe the structures and functions of an animal cell. Develop an analogy model to explain how the structures within the cell work together as a system to allow the cell to carry out its life processes. Develop and use a functional model of an animal cell, highlighting a particular structure and function relationship of a part of the cell. OR Course Summary Page 4 of 31
Develop and use a model of an idealized version of an animal cell that optimizes a particular function of an animal cell for the benefit of an organism Identify differences between animals and plants. Ask questions after careful observation of a plant. Conduct an investigation using a microscope in order to visualize the microscopic structure of plants. Relate the macroscopic structure of plants to the microscopic structure of plants. Analyze and interpret data from an investigation in order to describe how microscopic changes in structure might lead to macroscopic changes in function for an organism. Critically read scientific texts in order to describe how the function of a plant cell depends on the structures within a plant cell. Use models in order to describe how differences in cell structure lead to differences in cell function in plants and animals. SC.6-8.LS1.A.2 Develop and use a model to describe the function of a cell as a whole and ways parts of the cells contribute to that function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] SC.6-8.LS1.A.3 Develop an argument supported by evidence for how multicellular organisms are organized by varying levels of complexity; cells, tissue, organs, organ systems. TOPIC: Systems and System Models -- 10 Day(s) Describe the relationship between cells, tissues, organs, and systems. Describe how body systems work together to perform and respond to physical activity. Conduct an investigation to gather data to describe why there are differences in the macroscopic appearance of different structures in the human body. Critically read scientific texts in order to describe the idea that the body is a system composed of various sub-systems that work together. Identify and give examples of each level of organization in multicellular organisms. Develop and use a model to describe how the respiratory system and cardiovascular system interact with each other to help an organism survive. Critically read scientific texts in order to describe how the respiratory system is composed of interacting subsystems that work together to perform the functions of the respiratory system. Develop and use a model to describe how the digestive system and cardiovascular system interact with each other to help an organism survive. Develop and use a model to describe how the digestive system is a system of interacting subsystems, and how these subsystems work together to perform digestion. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Identify ways that disease impacts body systems. Use a model to describe how infectious diseases may be transmitted. Critically read scientific texts to identify causes of infectious disease transmission and ways this can be prevented. Relate some common diseases to the agents that cause them. Critically read scientific texts to relate some common diseases to the agents that cause them. Describe cause and effect of disease on human body systems. Distinguish between infectious and noninfectious diseases. Explain the importance of vaccines. Use evidence from a model simulation to explain what the effect could be if you do not take a full prescription of antibiotics. Create a graph in order to identify patterns in data to support ideas about proper use of antibiotics. Analyze given data in order to identify the cause of illness in a real-world scenario. Exit Tickets, Self/Peer Assessments, Quiz, Think/Pair/Share, Labs/Activities, Project Essential Vocabulary Subsystem Macroscopic Course Summary Page 5 of 31
Microscopic Tissure Organ Organ system Circulatory system Digestive system Mechanical digestion Respiratory system Oxygen carbon dioxide nervous system muscular system homeostasis metabolism disease infectious noninfectious antibiotic virus vaccine Describe the relationship between cells, tissues, organs, and systems. Describe how body systems work together to perform and respond to physical activity. Conduct an investigation to gather data to describe why there are differences in the macroscopic appearance of different structures in the human body. Critically read scientific texts in order to describe the idea that the body is a system composed of various sub-systems that work together. Identify and give examples of each level of organization in multicellular organisms. Develop and use a model to describe how the respiratory system and cardiovascular system interact with each other to help an organism survive. Critically read scientific texts in order to describe how the respiratory system is composed of interacting subsystems that work together to perform the functions of the respiratory system. Develop and use a model to describe how the digestive system and cardiovascular system interact with each other to help an organism survive. Develop and use a model to describe how the digestive system is a system of interacting subsystems, and how these subsystems work together to perform digestion. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Identify ways that disease impacts body systems. Use a model to describe how infectious diseases may be transmitted. Critically read scientific texts to identify causes of infectious disease transmission and ways this can be prevented. Relate some common diseases to the agents that cause them. Critically read scientific texts to relate some common diseases to the agents that cause them. Describe cause and effect of disease on human body systems. Distinguish between infectious and noninfectious diseases. Explain the importance of vaccines. Use evidence from a model simulation to explain what the effect could be if you do not take a full prescription of antibiotics. Create a graph in order to identify patterns in data to support ideas about proper use of antibiotics. Analyze given data in order to identify the cause of illness in a real-world scenario. Assessment: Exit Tickets, Quiz, Self/Peer assessments, labs, activities, projects SC.6-8.LS1.A.3 Develop an argument supported by evidence for how multicellular organisms are organized by varying levels of complexity; cells, tissue, organs, organ systems. Course Summary Page 6 of 31
UNIT: Biochemistry -- 7 Week(s) Unit Description This module is centered on the driving question, How can we as engineers produce energy from algae using models from nature? In order to answer this question, students will first consider how matter and energy change in a system during chemical reactions. Next, they use this knowledge of chemical reactions and apply it to the process of photosynthesis and cellular respiration. Students further build on this knowledge in order to describe the cycling of matter in the carbon cycle and how this relates to energy and matter in ecosystems. In the culminating performance task, students design and redesign a photobioreactor and create a scientific presentation to communicate their results. Essential Questions How can we as engineers produce energy from algae using models from nature? Summative Assessment See attached Student Essential Vocabulary reactant product chemical reaction atom molecule compound equation conservation mass biochemistry macromolecules protein lipids sugars nucleic acids photosynthesis light energy algae phytoplankton microorganism carbon dioxide oxygen glucose product yield somatoa roots leaves stem xylem phloem chloroplast chlorophyll ecosystem producer consumer decomposer food web transpiration nutrients Course Summary Page 7 of 31
cellular respiration ATP mitochondria nutrients digestion carbon cycle carbon source carbon sink carbon sequestiration recycling gas exchange fossil fuels combustion emissions evaporation Materials and Resources MySci curriulum units and materials, Smartboard, chromebooks Unit Attachments Module 07_ Pre-%2FPost-Test 2017-18 District Only (File) TOPIC: Chemical Reactions -- 10 Day(s) How does chemistry interact with living systems? What happens during a chemical reaction? Exit Tickets, Quiz, Self/Peer assessments, labs/actvities, think/pair/share Essential Vocabulary reactant product chemical reaction atom molecule compound equation conservation mass energy biochemistry macromolecules protein lipids sugars nucleic acids Describe the driving question and identify key concepts necessary for solving the problem. Critically read scientific text in order to describe biochemistry and make career connections to this field. Categorize reactions as occurring in living systems or not. Analyze and interpret data to determine similarities and differences among the structure and function of macromolecules involved in biological processes. Identify the different roles macromolecules serve in transferring energy to humans. Classify examples of energy and matter and organize matter by its observable scale. Conduct an investigation to produce data to provide evidence related to the change in mass in a system after a chemical Course Summary Page 8 of 31
the rate of photosynthesis. Gather, read and synthesize information from multiple sources in order describe photosynthesis as a chemical change with reactants (CO2 & H2O) and products (energy-rich sugar & O2) that takes place in the chlorophyll when light energy is present. Develop a model to show the flow of energy and cycling of matter during photosynthesis. Model the process of photosynthesis by creating a chemical equation to represent photosynthesis and using it to provide evidence that matter is conserved in this reaction. Obtain textual information to describe how scientists have constructed explanations for the role of energy, gasses, and water in photosynthesis over time. Apply scientific ideas to construct an explanation for the phenomenon of plant growth. Use models and analyze results of an experiment to describe the process of photosynthesis. Conduct an investigation to serve as evidence for how the structure of a leaf contributes to the function of photosynthesis. SC.6-8.PS1.A.2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. [Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with hydrogen chloride.] SC.6-8.PS1.A.4 Develop a model that describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.] TOPIC: Photosynthesis -From Micro to Macro -- 12 Day(s) How do plants convert energy from the sun into energy we can use? How does the structure of photosynthetic organisms support photosynthesis? How do engineers use what they know about photosynthesis to design and use photobioreactors? Exit tickets, self/peer assessments, quiz, think/pair/share, labs/activities, project Essential Vocabulary photosynthesis light energy algae phytoplankton microorganism carbon dioxide oxygen glucose product yield stomata roots leaves stem xylem phloem chloroplast chlorophyll ecosystem producer consumer Course Summary Page 9 of 31
decomposer food web transpiration nutrients Use prior knowledge to identify organisms that carry out photosynthesis in order to get food. Ask questions to clarify the premise of scientific arguments related to a photosynthesis experiment. Compare and critique different arguments provided as an explanation for the results of a photosynthesis experiment. Plan and carry out an investigation to collect data in order to describe how changing variables such as reactants, energy input, or products affects the rate of photosynthesis. Construct an explanation using data from an investigation about the relationship between the independent variables and plant growth. Construct an explanation using data from an investigation about the relationship between the independent variables and the rate of photosynthesis. Gather, read and synthesize information from multiple sources in order describe photosynthesis as a chemical change with reactants (CO2 & H2O) and products (energy-rich sugar & O2) that takes place in the chlorophyll when light energy is present. Develop a model to show the flow of energy and cycling of matter during photosynthesis. Model the process of photosynthesis by creating a chemical equation to represent photosynthesis and using it to provide evidence that matter is conserved in this reaction. Obtain textual information to describe how scientists have constructed explanations for the role of energy, gasses, and water in photosynthesis over time. Apply scientific ideas to construct an explanation for the phenomenon of plant growth. Use models and analyze results of an experiment to describe the process of photosynthesis. Conduct an investigation to serve as evidence for how the structure of a leaf contributes to the function of photosynthesis. Ask questions that arise from an investigation of leaf structure to seek additional information about the structure of a leaf and the process of photosynthesis. Analyze and interpret data from an investigation to describe the role of chlorophyll in the transfer of energy that occurs during photosynthesis. Develop a model of a plant and a plant cell to illustrate the flow of energy and cycling of matter during the process of photosynthesis. Construct an explanation for the relationship between structure and function at the macroscopic and microscopic scale of organs and organelles in the process of photosynthesis. Examine the structure of microscopic and macroscopic plant parts to determine how they function. Draw conclusions about how the structure and function of plant parts allows for the flow of matter and energy in and out of a system. Create a model to demonstrate the process of photosynthesis and which parts of the plants are involved. SC.6-8.LS1.A.1 Provide evidence that organisms (unicellular and multicellular) are made of cells and that a single cell must carry out all of the basic functions of life. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells.] SC.6-8.LS1.A.2 Develop and use a model to describe the function of a cell as a whole and ways parts of the cells contribute to that function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] SC.6-8.LS1.C.1 Construct a scientific explanation based on evidence for the role of photosynthesis and cellular respiration in the cycling of matter and flow of energy into and out of organisms. Course Summary Page 10 of 31
TOPIC: Respiration- From Micro to Macro -- 12 Day(s) How do organisms use chemistry to produce energy to carry out life processess? How does the stucture of photosynthetic organisms support respiration? How can we use what we know about respiration to redesign our photobioreactors? Exit tickets, quiz, think/pair/share, self/peer assessments, labs/activities, project Essential Vocabulary cellular respiration ATP mitochondria nutrients digestion carbon cycle carbon source carbon sink carbon sequestiration recycling gas exchange fossil fuels combustion emissions evaporation Students will; Observe a living organism transferring matter and energy through a chemical reaction and predict what is causing the chemical reaction. Trace the flow of energy by using observations of a chemical reaction when carbohydrates are a source of matter and energy in a chemical reaction. Discuss how a variety of organisms use energy to carry on life processes at the macro level. Develop a model tracing the flow of matter and energy through cellular respiration. Develop a model that shows how molecules in food rearrange at the atomic level, releasing energy during the process. Use observations of an organism undergoing photosynthesis and respiration as evidence when constructing an argument. Compare and contrast structures found in plants and algae and hypothesize if similar structures have similar functions. Obtain information from scientific text to compare and contrasts the natural processes of photosynthesis and respiration. Analyze the causal relationship between a plant s environment and the flow of matter during respiration and photosynthesis. Hypothesize the concentration of carbon dioxide using the causal relationship between variables and a system to support a claim. Support claims regarding photosynthesis and respiration using information obtained through scientific texts, models, and data. Discuss how humans imitate structures found in nature to serve a purpose similar to the function of the natural structure. Graph and analyze data from the photobioreactor lab to answer the testable question and support or falsify a hypothesis. Construct an explanation for algal growth based on factors that affect photosynthesis. Design an investigation to determine other factors that affect algae growth. Justify the redesign of a photobioreactor using scientific evidence to support the change in variables. SC.6-8.LS1.C.1 Construct a scientific explanation based on evidence for the role of photosynthesis and cellular respiration in the cycling of matter and flow of energy into and out of organisms. SC.6-8.LS2.B.3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, including food chains and food webs.] Course Summary Page 11 of 31
UNIT: Reproduction and Genetics -- 8 Week(s) Unit Description This module is based on the driving question: How can we as science journalists help consumers make informed decisions about what they eat and the choices they make? In this module students learn about inheritance and variation of traits and explore the impact of mutations on structure and function. Students also investigate factors that affect the growth and development of organisms and consider the impact of humans on the inheritance of desired traits through artificial selection. The module culminates in a performance task where students develop an infographic, data blitz, or article to inform the public about genetic technologies. Essential Questions How can we as science journalists help consumers make informed decisions about what they eat and the choices they make? Summative Assessment See attached Student Essential Vocabulary Asexual Reproduction Sexual Reproduction Inheritance/Heredity Genetic information Gene Chromosome Chromosome Pair Offspring Genetic Variation Trait Punnett Square Probability Chromosome Gene Allele Protein Trait Mutation Beneficial Effect Harmful Effect Neutral Effect Genotype Phenotype Environmental Factor Genetic Factor Growth Development Epigenetics Gene Technology Desired Trait Artificial Selection Genetic Modification Selective Breeding Animal Husbandry Gene Therapy GMO Bias Consumer Objective Scientific Journalism Materials and Resources MySci unit and curriculum materials, Smartboard. chromebooks Course Summary Page 12 of 31
Unit Attachments Module 9_ Reproduction and Genetics Pre%2FPost Assessment District Only (File) TOPIC: Inheritance of Traits -- 12 Day(s) How are characteristics of one generation passed to the next? How can individuals of the same species and even siblings have similar yet different characteristics? How can we compare the different ways that traits get passed? Exit tickets, self/peer assessments, quiz, labs/activities, think/pair/share, project Essential Vocabulary Asexual Reproduction Sexual Reproduction Inheritance/Heredity Genetic information Gene Chromosome Chromosome Pair Offspring Genetic Variation Trait Punnett Square Probability Plan and set up an investigation to determine the factors that affect plant growth. Ask questions after observing a phenomenon in order to seek additional information. Develop an initial model to describe a phenomenon. Analyze and interpret data to describe patterns of reproduction amongst organisms. Describe how offspring chromosomes compare to parent chromosomes in asexual reproduction. Recognize and describe how the genetic information in the parent cell is copied and passed on to each new daughter cell. Conduct an investigation to observe the creation of offspring in asexual reproduction. Develop and use a model to describe that during asexual reproduction, a single parent s chromosomes (one set) are the source of genetic material in the offspring. Develop and use a model to describe the cause and effect relationship between number of parent cells and genetic characteristics of the offspring cells. Describe why siblings are similar to yet different than each other and their parents. Create a model to describe the process of sexual reproduction. Describe the sources of genetic material in an offspring created by sexual reproduction. Recognize and describe that when sexual reproduction occurs, genetic material from two parents is passed on and combined to form an organism that is genetically different than either parent. Recognize and describe that when sexual reproduction occurs, genetic material from two parents is passed on and combined to form an organism that is genetically different than either parent. Analyze Mendel s pea breeding data for patterns. Describe examples of Mendelian inheritance in plants. Critically read a scientific text in order to describe the process of sexual reproduction. Develop a diagram to compare and contrast the processes of asexual and sexual reproduction. Use Punnett squares to predict the ratio of genetic variation in offspring. Use Punnett squares as models to predict the ratio of genetic variation in plant and animal offspring. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Use cause and effect relationships in the model to predict which type of reproduction results in more genetic variation. SC.9-12.LS3.A.1 Develop and use models to clarify relationships about how DNA in the form of Course Summary Page 13 of 31
SC.9-12.LS3.B.1 chromosomes is passed from parents to offspring through the processes of meiosis and fertilization in sexual reproduction. Compare and contrast asexual and sexual reproduction with regard to genetic information and variation in offspring TOPIC: Mutations -- 12 Day(s) How do genes influence what an organism looks like and how it functions? What effects do changes in genetic structure have on an organism? Exit tickets, quiz, self/peer assessments, labs/activities, project Essential Vocabulary Chromosome Gene Allele Protein Trait Mutation Beneficial Effect Harmful Effect Neutral Effect Genotype Phenotype Describe how genetic information is housed in cells of an organism, and what influences the appearance of an organism. Analyze data to describe patterns concerning what most living things are made of, and why this is true. Describe how protein structure influences protein function. Describe how protein structure influences protein function, and how these structures lead to an observable trait in an organism. Develop and use a model to describe how structural changes in proteins may or may not contribute to changes in function of the proteins. Critically read scientific texts and interactive media in order to describe the general structure of DNA, and how the structure of DNA helps cells function. Critically watch a scientific video to describe where the body gets the instructions that create the structures of proteins, and how these proteins function in the body. Critically read a scientific text to describe how structural changes to DNA (genes) affect an organism. Develop and use a model to describe how structural changes to DNA (genes) may result in effects on an organism. Draw a model to represent an example of the effects of mutations on human beings. Draw a model to represent an example of the effects of mutations on human beings. Describe how mutations in DNA alter protein structure and function. SC.9-12.LS3.A.1 Develop and use models to clarify relationships about how DNA in the form of chromosomes is passed from parents to offspring through the processes of meiosis and fertilization in sexual reproduction. SC.9-12.LS3.B.1 Compare and contrast asexual and sexual reproduction with regard to genetic information and variation in offspring SC.9-12.LS3.B.2 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. [Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.] Course Summary Page 14 of 31
TOPIC: Factors Affecting the Growth of Organisms -- 8 Day(s) How do organisms grow and develop? What factors affect the growth of organisms? Exit tickets, quiz, self/peer assessments, labs/activities, project Essential Vocabulary Environmental Factor Genetic Factor Growth Development Epigenetics Gather data to serve as evidence for what factors affect plant growth. Graph class data to serve as evidence for what factors affect plant growth. Use evidence from the data tables and a graph to draw conclusions. Construct an explanation based on evidence for what influences the growth of organisms. Critically read a scientific text and analyze data from an experiment in order to explain what factors influence the growth and development of organisms. Define epigenetics. Explain what factors influence the growth and development of organisms. Describe the cause and effect relationship between an organism s environment, its genes, and its growth and development. Construct an argument supported by evidence that describes the factors that influence the growth of organisms. Construct an explanation based on evidence about what factors influence the growth of organisms. SC.6-8.LS1.B.2 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] TOPIC: Artificial Selection -- 8 Day(s) How has technology been used by humans to influence the inheritance of desired traits in organisms? Exit tickets, self/peer assessments, quiz, labs/activities, think/pair/share, project Essential Vocabulary Gene Technology Desired Trait Artificial Selection Genetic Modification Selective Breeding Animal Husbandry Gene Therapy GMO Course Summary Page 15 of 31
Identify some key examples of gene technology. Ask questions about a phenomenon after careful observation. Describe how humans have influenced the inheritance of desired traits in organisms. Conduct an investigation in order to extract DNA from a living thing. Analyze results from a DNA test in order to determine how the microscopic patterns in the DNA can tell us something about the macroscopic properties (taste, smell, look) of an organism. Critically read and watch videos to obtain information about practical applications of gene technology. Critically read scientific texts to determine how humans can affect traits in species. Explain how an understanding of the cause and effect relationship between DNA and traits has allowed us to create organisms with desired traits. Use a checklist as evidence in order to assess the credibility, accuracy, and bias of publications. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Assess the credibility, accuracy, and bias of publications Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. SC.6-8.LS4.B.2 Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, and farming practices).] UNIT: Life Over Time -- 6 Week(s) Unit Description This module is centered on the driving question, How can we as inventors and engineers gain inspiration from nature to develop solutions? In order to answer this question, students will consider the evidence for common ancestry and diversity of life on Earth. Next, students will explore the process of natural selection. They will then consider how natural selection can lead to adaptations. The culminating performance task requires students to synthesize this information and use it to develop an invention inspired by an adaptation of a living thing. Throughout the module, students move from looking at the evidence of the unity and diversity of life, and wondering how this might occur, to looking at the mechanism of natural selection as one way that the process of evolution occurs. The Crosscutting Concepts of Structure and Function, Patterns, and Cause and Effect are highlighted most prominently as students explore these topics. Essential Questions How can we as inventors and engineers gain inspiration from nature to develop solutions? Summative Assessment See attached. Student Essential Vocabulary fossil sedimentary rock radiometric dating geology species embryo homologous structure analogous structure vestigial structure population individual trait heritable survival Course Summary Page 16 of 31
reproduction proportion environment (food availability, predators, nesting sites, light availability, etc.) generation natural selection adaptation extinction natural selection population traits fitness survival of the fittest animal behavior (nest building, herding, vocalization, camouflage, coloration, transferring pollen or seeds) plant structures (bright flowers, nectar and odors, hard shells on nuts) biomimicry engineering adaptation natural selection survival reproduction evolution population species environment generation Materials and Resources MySci curriculum units with materials, Smartboard, chromebooks Unit Attachments Mod 10 Pre-Post Assessment District Only (File) TOPIC: Evidence of Common Ancestry and Unity of Life -- 12 Day(s) How does the fossil record provide evidence for the change in diversity and complexity of life forms throughout the hisroy of life on Earth? How can we use both the fossil record and comparisons of modern organisms in order to construct evolutionary relationships and lines of descent? How can we use embryology as one piece of multiple lines of evidence to support the claim that very diverse-looking species are evolutionarily related? Exit tickets, quiz, self/peer assessments, think/pair/share, labs/activities Essential Vocabulary fossil sedimentary rock radiometric dating geology species embryo homologous structure analogous structure vestigial structure Identify fossils and describe what fossils tell us about the history of life on Earth. Create a model that describes the time scale of evolution of life on Earth. Course Summary Page 17 of 31
Use a model to describe the cause and effect relationship between traits and survival. Analyze and interpret data from a model simulation for patterns in order to describe a cause and effect relationship. Identify limitations of a model. Students will describe the process of natural selection. Students will identify key examples of natural selection. Critically read scientific texts in order to describe patterns of natural selection seen across animal species. Construct an explanation based on evidence to describe reasons for changing traits in a mouse population. Describe the cause and effect relationship between an organism s traits and its ability to survive and reproduce in its environment. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals probability of surviving and reproducing in a specific environment. Students will construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals probability of surviving and reproducing in a specific environment. SC.6-8.LS4.A.1 SC.6-8.LS4.B.1 Analyze and interpret evidence from the fossil record to infer patterns of environmental change resulting in extinction and changes to life forms throughout the history of the Earth. [Clarification Statement: Examples of evidence include sets of fossils that indicate an environment, anatomical structures that indicate the function of an organism in the environment, and fossilized tracks that indicate behavior of organisms.] Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.] TOPIC: Evolution by Means of Natural Selection -- 8 Day(s) How does genetic variation among organisms affect survival and reproduction? exit tickets, self/peer assessments, quiz, think/pair/share, labs/activities Essential Vocabulary population individual trait heritable survival reproduction proportion environment (food availability, predators, nesting sites, light availability, etc.) generation natural selection Ask questions that arise from careful observation of a video and a graph to seek additional information. Course Summary Page 18 of 31
Identify that characteristics of a species change over time in response to environmental conditions. Gather and analyze data about variation in a particular population of organisms. Conduct an investigation and analyze the data to describe how environmental conditions affect the proportions of traits in a population. Identify traits that support survival and reproduction become more common within a population. Utilize mathematical representations from historical peppered moth data to describe the relationship between distribution of traits in a population and environment. Use a model to explain the conditional relationship between adaptation and environment. Use a model to describe what the effect may be if environmental changes are too extreme. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. Describe how a population will respond to environmental changes. Predict how certain adaptations of plants and animals to their ability to survive and reproduce in a particular environment. Critically read scientific texts to relate characteristics of Earth s biomes to the characteristics of the organisms that inhabit SC.6-8.LS4.B.1 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.] SC.6-8.LS4.C.1 Interpret graphical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. TOPIC: Adaptation -- 10 Day(s) How does the environment influence populations of organisms over multiple generations? How do certain adaptations affect the probability of successful reproduction of animals and plants? Exit tickets, self/peer assessments, quiz, labs/activities, think/pair/share Essential Vocabulary adaptation extinction natural selection population traits fitness survival of the fittest animal behavior (nest building, herding, vocalization, camouflage, coloration, transferring pollen or seeds) plant structures (bright flowers, nectar and odors, hard shells on nuts) Describe the impact the environment has on populations of organisms. Identify that characteristics of a species change over time in response to environmental conditions. Gather and analyze data about variation in a particular population of organisms. Conduct an investigation and analyze the data to describe how environmental conditions affect the proportions of traits in a population. Identify traits that support survival and reproduction become more common within a population. Utilize mathematical representations from historical peppered moth data to describe the relationship between distribution of traits in a population and environment. Use a model to explain the conditional relationship between adaptation and environment. Use a model to describe what the effect may be if environmental changes are too extreme. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. Describe how a population will respond to environmental changes. Course Summary Page 19 of 31
Predict how certain adaptations of plants and animals to their ability to survive and reproduce in a particular environment. Critically read scientific texts to relate characteristics of Earth s biomes to the characteristics of the organisms that inhabit them. Use models to explain the cause and effect relationship between adaptations and the environment. Critically read scientific texts to explain what causes adaptations to develop over time. Use evidence from text and images to describe the cause and effect relationship between organism behaviors and structures and successful reproduction. Use evidence from text and images to describe the cause and effect relationship between organism behaviors and structures and successful reproduction. SC.6-8.LS1.B.1 Construct an explanation for how characteristic animal behaviors as well as specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of animal behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds; and, creating conditions for seed germination and growth. Examples of plant structures that affect the probability of plant reproduction could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.] SC.6-8.LS4.B.1 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.] SC.6-8.LS4.C.1 Interpret graphical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. UNIT: Ecology - Interdependent Relationships in Ecosystems -- 6 Week(s) Unit Description Students will construct explanations for the interactions in ecosystems and the scientific, economic, and social justifications used in making decisions about maintaining biodiversity in ecosystems. Students will use models and a field study to construct evidence -based explanations, and use argumentation from evidence. Essential Questions How do organisms interact with other organisms in their physical environment to obtain matter and energy? Summative Assessment See attached Student Essential Vocabulary abiotic biotic population community ecosystem organism species ecology resources habitat biosphere competition producer consumer Course Summary Page 20 of 31
decomposer scavenger herbivore carnivore omnivore limiting factor carrying capacity predator prey food chain food web energy pyramid trophic level niche adaptations symbiosis competition commensalism mutualism parasitism parasite host invasive species biodiversity sustainability natural resource watershed erosion sediment ground water surface water non-point source pollution pont source pollution water quality citizen science Materials and Resources Missouri Department of Conservation's Conserving Missouri's Aquatic Ecosysems Unit Books: Missouri Fishes, Missouri Frogs and Toads, Pond Life, Eastern Bird field guides Missouri Pond Ecosystem poster Aquatic Ecosystems Student book and field data booklets All field study equipment provided by a Missouri Department of Conservation grant Smartboard, chromebook Unit Attachments Pre-Post Test District Only (File) TOPIC: Populations and Communities -- 10 Day(s) What are the levels of organization within an ecosystem? how do populations change in size? What factors limit population growth? How do an organism's adaptations help it to survive? What are the major ways in which organisms in an ecosystem interact? Exit Tickets Course Summary Page 21 of 31