7th Grade Life Science Curriculum ~Why is Life on Earth so unique?~ Overview: Unit 1: Intro to life science and fundamental review (10 days) Unit 2: Structure, function, information processing (20 days) Unit 3: Body systems (10 days) Unit 4: Growth, Development, Reproduction of Organisms (5 days) Unit 5: Inheritance and variation of traits (20 days) Unit 6: Evidence of Common Ancestry (5 days), Unit 7: Selection and adaptations (20 days) Unit 8: Matter/Energy in Organisms and Ecosystems (25 days) Unit 9: Interdependent relationships in Ecosystems (25 days) Throughout the year students will behave like scientists/engineers by: Asking questions Planning and carrying out investigations Engaging in arguments from evidence Constructing explanations Developing and using models Analyzing and interpreting data Defining problems and designing solutions Evaluating findings Communicating information Using scientific and engineering practices
Unit 1: Fundamentals and introduction to life science project Big Idea How do you create a functioning garden? What is needed in an environment to sustain life? How do scientist think and operate? What is the engineering and design process? Unit Summary In this unit the students will use the design and engineering process to create a garden for their classroom. The garden will also help to teach the students environmental conscious decisions and sustainable gardening practices. End Goals Students will behave like scientists/engineers by Researching seed varieties that are appropriate for the local area, climate, and time of year Observing plant growth over a long period of time Designing and engineering a garden that requires little maintenance and is self sustaining Student Learning Objectives 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. ] MS LS4 4. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS ETS1 1. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. MS ETS1 2.
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. MS ETS1 3. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. MS ETS1 4. What are the most effective variations to consider when planning and building a garden in the Autumn? Concepts Distinguish between various types of seeds Explain how climate/seasons affect types of plants/plant growth Determine most effective approaches to plant growth Investigate methods for planning a garden Assessment Students who understand the concepts are able to: Successfully develop a plan to grow plants with limited variations. What does this look like in the classroom? Use Webb s DoK and provide specifics when appropriate. Activity 1 Level 4 DOK: Phenomena/Big Question How is design and engineering be used to create a classroom garden and irrigation system? Who do we scientifically measure growth? What is the process to scientifically measure growth? As a class build a sustainable garden that creates healthy food. The students will first need to identify what is essential for life to grow (ex. air, soil, water). After identifying the necessary factors for growth the students will then design and engineer a garden with rain barrels for water collection. The students will choose one type of plant with two different varieties per class (ex. Two different types of radishes). Data will be collected throughout the year but most notably during Unit 4 (Growth, Development, and Reproduction of Organisms). The students will create a digital journal that tracks the progress of the garden.
The focus of the unit will be to establish proper scientific and engineering practices as well as establishing teamwork. Engage Show the students pictures or videos of school gardens Explore Allow the students to research different seeds that they will grow, garden designs, and rain barrell designs Explain The students will explain their chosen designs Elaborate Build the garden Evaluate Reflect on the design of the garden Plants http://www.bbc.co.uk/education/guides/zq239j6/revision/1 Unit 2: Structure, function, information processing Big Idea How do cells contribute to the functioning of an organism? What is the most fundamental need of living things? Unit Summary Students will be organized by the understanding of how all living things require water for survival. Water transport becomes a common theme to help guide the learning of the cell functions and structures. Students demonstrate age appropriate abilities to plan and carry out investigations to develop evidence that living organisms are made of cells. Students gather information to support explanations of the relationship between structure and function in cells. They are able to communicate an understanding of cell theory and understand that all organisms are made of cells. Students understand that special structures are responsible for particular functions in organisms. They then are able to use their understanding of cell theory to develop and use physical and conceptual models of cells. The crosscutting concepts of scale, proportion, and quantity and structure and function provide a framework for understanding the disciplinary core ideas. Students are expected to demonstrate proficiency in planning and carrying out investigations, analyzing and interpreting data, and developing and using models, Students are also expected to use these to use these science and engineering practices to demonstrate understanding of the disciplinary core ideas.
End Goals Students will behave like scientists/engineers by Determining non living vs. living Identifying the key components of a cell Designing and engineering a microscope Creating independent and dependent variables Observing scale, proportion, and quantity Calculating surface area Student Learning Objectives Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. [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.] ( MS LS1 1 ) Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the 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.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.] ( MS LS1 2 ) Part A: How will astrobiologists know if they have found life elsewhere in the solar system? Concepts Distinguish between living and nonliving things. Cells are the smallest unit of life that can be said to be alive. All living things are made up of cells, either one cell or many different numbers and types of cells. Organisms may consist of one single cell (unicellular). Assessment Students who understand the concepts are able to: Conduct an investigation to produce data that provides evidence distinguishing between living and nonliving things. Conduct an investigation to produce data supporting the concept that living
Nonliving things can be composed of cells. Organisms may consist of many different numbers and types of cells (multicellular). Cells that can be observed at one scale may not be observable at another scale. Engineering advances have led to important discoveries in the field of cell biology, and scientific discoveries have led to the development of entire industries and engineered systems. things may be made of one cell or many and varied cells. Distinguish between living and nonliving things. Observe different types of cells that can be found in the makeup of living things. Part B: How do the functions of cells support an entire organism? Concepts The cell functions as a whole system. Identify parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall. Within cells, special structures are responsible for particular functions. Within cells, the cell membrane forms the boundary that controls what enters and leaves the cell. Complex and microscopic structures and systems in cells can be visualized, modeled, and used to describe how the function of the cell depends on the relationships among its parts. Complex natural structures/systems can be analyzed to determine how they function. A model can be used to describe the function of a cell as a whole. A model can be used to describe how parts of cells contribute to the cell s function. Assessment Students who understand the concepts are able to: Develop and use a model to describe the function of a cell as a whole. Develop and use a model to describe how parts of cells contribute to the cell s function. Develop and use models to describe the relationship between the structure and function of the cell wall and cell membrane.
The structures of the cell wall and cell membrane are related to their function. What does this look like in the classroom? Webb s DoK Activity 1 Level 1 DOK: Phenomena/Big Question What is life versus non life? Intro to non living vs living the teacher will engage the students by using a non living material that appears to have the characteristics of life, this material will facilitate the students inquiry and eventual discovery of what are the characteristics of life. The students will go on to identify they key components of living things. Engage https://www.youtube.com/watch?v=o2giag1b_da Explore Group discussion of life vs. non life using the Socratic method Explain The students will explain their formal class created definition of living things Elaborate The students will do continual research on life vs. non life using web resources Evaluate The students will present their final findings on what is life vs non life Activity 2 Level 2 DOK: Phenomena/Big Questions What is the cell? What is the cell made of? Cell presentation/research the students will link to their prior research of what the characteristics of life are from activity 1. The teacher will provide the formal names of the living components in a cell. The students will then go forth and create a slideshow of the key terms. Engage Ask the students what functions are needed to keep a school, city, or person functioning? (ex. Energy production, waste removal, barriers,etc.) Explore The students will arrange into small groups and then explore the different organelles of the cell using chromebooks Explain The students will create a presentation that explains the different organelles of the cell and their functions Elaborate The students will explain in their presentation how the cell organelles are analogous to the different parts of a school, factory, or city Evaluate The students will present their findings to the rest of the class. Activity 3 Level 3 DOK: Phenomena/Big Question What is the cell membrane? What does the cell membrane do? Why is water important to the cell and to life?
The students will design a lab investigation that isolates the important functions the cell membrane plays as specifically related to water regulation. The students will analyze how celery cell size varies with different hydration levels. The hydration levels will serve as a variable that students creates and modifies. Engage ask the students how do you become dehydrated, what happens, why is it important to stay hydrated Explore the students will work in small groups to design a lab that investigates the cell membrane and water regulation (ex. A lab that has one piece of celery exposed to water for 1 day and one piece of celery exposed to salt for a day, the next day both pieces of celery are observed under the microscope) Explain the students will explain how variance in celery cell size as related to water quantity Elaborate the students will use chromebooks to analyze how much of the cell is water, how water comes into the cell, what water is used for. Evaluate the students will present their final findings and explanations for the big questions Activity 4 Level 3 DOK: Phenomena/Big Question What is surface area? Why is surface area important? The students will design a lab investigation that analyzes why surface area is important to the cell. Engage Show the students hands on examples of surface area. Explore Allow the students to explore different ways surface area is used in the cell. Explain The students will explain how surface area is important to the cell through a model, presentation, or poster. Elaborate The students will show the mathematical calculations for surface area of a simple geometric model of the cell Evaluate The students will present their final findings to the rest of the class for review Activity 5 Level 3 DOK: Phenomena/Big Question What is needed for life to exist? What are the signs of life? Create a report that examines how an astrobiologist would identify life somewhere else in the solar system Engage Ask the student if they believe life exist anywhere else in the universe? Follow with a student led discussion. Explore Have the students review the characteristics of life. Explain The students will create a report (essay on google docs with LAL expectations) on the possibility of life on another planet. The report will outline the characteristics of life, what is needed for life to exist, what are signs of life existing or having existed? Elaborate The students will look for news articles that identify planets that have the possibility of containing life
The students will present their final arguments for life on another planet in a large group discussion Activity 6 Level 4 DOK : Phenomena/Big Question How are science and technology related? How has our interpretation of life changed with increasing technology? Design a microscope the students will create their own basic microscope. http://www.scienceinschool.org/2012/issue22/microscope Engage https://www.youtube.com/watch?v=xgw1hiv9sjs Explore The students will explore different microscope types and designs. Explain The students will create a rudimentary microscope. Elaborate The students will make necessary changes Evaluate The students will present their microscope and explain how it works. Variety of living organisms http://www.bbc.co.uk/education/guides/zr46fg8/revision/1 Big Idea Unit 3: Body Systems What are humans made of? How do the systems of the body operate and function? Unit Summary Students develop a basic understanding of the role of cells in body systems and how those systems work to support the life functions of the organism. Students will construct explanations for the interactions of systems in cells and organisms. Students understand that special structures are responsible for particular functions in organisms, and that for many organisms, the body is a system of multiple interaction subsystems that form a hierarchy, from cells to the body. Students construct explanations for the interactions of systems in cells and organisms and for how organisms gather and use information from the environment. The crosscutting concepts of systems and system models and cause and effect provide a framework for understanding the disciplinary core ideas. Students are expected to
demonstrate proficiency in engaging in argument from evidence and obtaining, evaluating, and communicating information. Students use these science and engineering practices to demonstrate understanding of the disciplinary core ideas. End Goals Students will behave like scientists/engineers by Researching the organ systems of the body (structure and function) Observing biological functions such as heart rate, breathing rate, and reflexes Measuring and collecting data Student Learning Objectives Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.] (MS LS1 3) Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. [Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.] (MS LS1 8) Part A: What is the evidence that a body is actually a system of interacting subsystems composed of groups of interacting cells? Concepts In multicellular organisms, the body is a system of multiple, interacting subsystems. Subsystems are groups of cells that work together to form tissues. Organs are groups of tissues that work together to perform a particular body function. Tissues and organs are specialized for particular body functions. Systems may interact with other systems. Assessment Use an oral and written argument supported by evidence to support or refute an explanation or a model of how the body is a system of interacting subsystems composed of groups of cells
Systems may have subsystems and be part of larger complex systems. Interactions are limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems. Scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. Concepts Assessment Part B: How do organisms receive and respond to information from their environment? Sense receptors respond to different inputs (electromagnetic, mechanical, chemical). Sense receptors transmit responses as signals that travel along nerve cells to the brain. Signals are then processed in the brain. Brain processing results in immediate behaviors or memories. Cause and effect relationships may be used to predict response to stimuli in natural systems. Students who understand the concepts are able to: Gather, read, and synthesize information from multiple appropriate sources about sensory receptors response to stimuli. Assess the credibility, accuracy, and possible bias of each publication and methods used. Describe how publications and methods used are supported or not supported by evidence What does this look like in the classroom? Use Webb s DoK and provide specifics when appropriate. Activity 1 Level 4 DOK Phenomena/Big Question How are the systems of the body interrelated? What are the roles of the different systems? The students will be asked to design an exercise experiment that involves the following body systems: circulatory, respiratory, and muscular. (example doing jumping jacks to raise heart rate and breathing rate) This will lead the students to research the organ systems components and functions. The students will need to identify the experiment s dependent (heart rate, breathing rate, etc) and independent variables (time). Engage Show the following video: https://www.youtube.com/watch?v=0nmwohuy o8
Explore Ask the students in groups to create an investigation that causes a healthy increase in their heart rate. Explain The students will need to be able explain how the circulatory, muscular, and respiratory systems are related in causing an increase in heart rate. Elaborate The students will create a digital report/presentation of their investigation s findings. Evaluate The students will present their findings to the rest of the class. Activity 2 Level 4 Phenomena/Big Question How are the systems of the body interrelated? What are the roles of the different systems? Design a reflex/coordination experiment that involves the following body systems: nervous and muscular. (ex. Ruler drop reflex test http://www.education.com/science fair/article/biology_oops/ ) Engage Show the following video: https://www.youtube.com/watch?v=1 wsft2umom Explore Ask the students in groups to create an investigation that involves the nervous and muscular system. Explain The students will need to be able explain how the nervous system and muscular system are related. Elaborate The students will create a digital report/presentation of their investigation s findings. Evaluate The students will present their findings to the rest of the class. Activity 3 Level 4 Phenomena/Big Question How are the systems of the body interrelated? What are the roles of the different systems? Create a functioning physical model of the digestive and excretory system in its entirety or create a narrative essay of the journey food and water takes through the body. http://www.bbc.co.uk/education/guides/zwqycdm/revision/1 Engage National geographic video of the journey food takes through the digestive system https://www.youtube.com/watch?v=_qywscalnng Explore The students will work with chromebooks to research in more depth the journey food takes through the digestive system Explain The students will create a physical model of the digestive system or create an essay that narrates the journey food takes through the digestive system. Elaborate The students can create supplementary visual aids for their physical model or essay. Evaluate The students will present their findings to the rest of the class. Activity 4 Level 2
Phenomena/Big Question How does food give us energy? The students will investigate how diet and exercise are related. Engage Briefly demonstrate the Colorado Phet simulator for eating and exercise: https://phet.colorado.edu/en/simulation/legacy/eating and exercise Explore Allow the students to explore the simulator in pairs Explain The students will need to explain how food gives us energy Elaborate The students can elaborate on what a healthy diet is Evaluate The students will present their findings to the rest of the class Digestive system http://www.bbc.co.uk/education/guides/zwqycdm/revision Diet http://www.bbc.co.uk/education/guides/zdjfr82/revision Respiratory system http://www.bbc.co.uk/education/guides/z6h4jxs/revision Circulatory system http://www.bbc.co.uk/education/guides/zhnk7ty/revision Big Idea Unit 4: Growth, Development, Reproduction of Organism What influences the growth and development of an organism? Unit Summary Students use data and conceptual models to understand how the environment and genetic factors determine the growth of an individual organism. They connect this idea to the role of animal behaviors in animal reproduction and to the dependence of some plants on animal behaviors for their reproduction. Students provide evidence to support their understanding of the structures and behaviors that increase the likelihood of successful reproduction by organisms. The crosscutting concepts of cause and effect and structure and function provide
a framework for understanding the disciplinary core ideas. Students demonstrate grade appropriate proficiency in analyzing and interpreting data, using models, conducting investigations, and communicating information. Students are also expected to use these practices to demonstrate understanding of the core ideas. This unit is based on MS LS1 4 and MS LS1 5. End Goals Students will behave like scientists/engineers by Analyzing local and genetic factors that promote growth of life Researching how life reproduces Student Learning Objectives Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of 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 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.] ( MS LS1 4 ) 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.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.] ( MS LS1 5 ) Part A: How do characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively? Concepts Assessment
Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. There are a variety of ways that plants reproduce. Specialized structures for plants affect their probability of successful reproduction. Some characteristic animal behaviors affect the probability of successful reproduction in plants. Animals engage in characteristic behaviors that affect the probability of successful reproduction. There are a variety of characteristic animal behaviors that affect their probability of successful reproduction. There are a variety of animal behaviors that attract a mate. Successful reproduction of animals and plants may have more than one cause, and some cause and effect relationships in systems can only be described using probability. Students who understand the concepts are able to: Collect empirical evidence about animal behaviors that affect the animals probability of successful reproduction and also affect the probability of plant reproduction. Collect empirical evidence about plant structures that are specialized for reproductive success. Use empirical evidence from experiments and other scientific reasoning to support oral and written arguments that explain the relationship among plant structure, animal behavior, and the reproductive success of plants. Identify and describe possible cause and effect relationships affecting the reproductive success of plants and animals using probability. Support or refute an explanation of how characteristic animal behaviors and specialized plant structures affect the probability of successful plant reproduction using oral and written arguments. Part B: How do environmental and genetic factors influence the growth of organisms? Concepts Genetic factors as well as local conditions affect the growth of organisms. A variety of local environmental conditions affect the growth of organisms. Genetic factors affect the growth of organisms (plant and animal). Assessment Students who understand the concepts are able to: Conduct experiments, collect evidence, and analyze empirical data. Use evidence from experiments and other scientific reasoning to support oral and written explanations of how environmental and genetic factors influence the growth of organisms.
The factors that influence the growth of organisms may have more than one cause. Some cause and effect relationships in plant and animal systems can only be described using probability. Identify and describe possible causes and effects of local environmental conditions on the growth of organisms. Identify and describe possible causes and effects of genetic conditions on the growth of organisms. What does this look like in the classroom? Use Webb s DoK and provide specifics when appropriate. Activity 1 Graden Growth Level 3: Phenomena/Big Question How do factors (genetic and local) affect growth? (Continuation from unit 1) As a class build a sustainable garden that creates healthy food. The students will first need to identify what is essential for life to grow (ex. air, soil, water). After identifying the necessary factors for growth the students will then design and engineer a garden with rain barrels for water collection. The students will choose one type of plant with two different varieties per class (ex. Two different types of radishes). Data will be collected throughout the year but most notably during Unit 4 (Growth, Development, and Reproduction of Organisms). The final product will include a digital journal that tracks the progress of the garden. The focus in this unit will be to identify how genetic and local factors affect plant growth. Engage Show the students a video of a fall harvest https://www.youtube.com/watch?v=tw1sl_pu4i4 Explore Allow the students to research different seeds that they will grow, garden designs, and rain barrell designs. Explain The students will explain in a digital report which plants were the most successful and why. Elaborate The students will develop an improved strategy for their garden (imagining that their are going to plant again the same time next year) Evaluate The students will present their findings to the rest of the class. Activity 2 Level 2: Phenomena/Big Question How do species reproduce? How does a species adaptations enable success?
The students will explore the school ground with a nature walk. The focus of the nature walk will be to identify different species (ex. Trees and birds), the type of reproduction the species undergoes, and any biological adaptations that species has that allows it to thrive in its environment. The final product will include a digital presentation of the student s finding during the nature walk. Engage Take the students on a nature walk on the school grounds Explore Allow the students to identify the different types of life on the school grounds (ex. Trees, birds, squirrels,etc.) Explain The students will explain in a digital report the specific types of species found of the school ground, the species reproduction type/methods, and adaptation the species has that allows it to survive in its environment. For example maple trees on the school ground reproduce sexually, as they are angiosperms, and a special adaption that they have is a maple seed helicopter that allows their seed to travel far away from their parent. Elaborate The students will create a picture catalog of the different species. Evaluate The students will present their findings to the rest of the class. Plants http://www.bbc.co.uk/education/guides/zq239j6/revision Unit 5: Inheritance and variation of traits Big Idea Why do kids look similar to their parents? Unit Summary Students develop and use models to describe how gene mutations and sexual reproduction contribute to genetic variation. Students understand how genetic factors determine the growth of an individual organism. They also demonstrate understanding of the genetic implications of sexual and asexual reproduction. The crosscutting concepts of cause and effect and structure and function provide a framework for understanding how gene structure determines differences in the functioning of organisms. Students are expected to demonstrate proficiency in developing and using models. Students use these science and engineering practices to demonstrate understanding of the disciplinary core ideas. End Goals
Students will behave like scientists/engineers by Research and analyze what makes each species different Determine how traits are inherited Calculate the genetic probability of inheriting various genetic traits Research and analyze how mutations occur Student Learning Objectives 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.] [Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.] (MS LS3 1) 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. [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.] (MS LS3 2) Part A: How do structural changes to genes (mutations) located on chromosomes affect proteins or affect the structure and function of an organism? Concepts Complex and microscopic structures and systems, such as genes located on chromosomes, can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among the parts of the system; therefore, complex natural structures/systems can be analyzed to determine how they function. Genes are located in the Formative Assessment Students who understand the concepts are able to: 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.
chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affect the traits of the individual. In addition to variations that arise from sexual reproduction, genetic information can be altered due to mutations. Some changes to genetic material are beneficial, others harmful, and some neutral to the organism. Changes in genetic material may result in the production of different proteins. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. 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 Though rare, mutations may result in changes to the structure and function of proteins. Part B: How do asexual reproduction and sexual reproduction affect the genetic variation of offspring? Concepts Organisms reproduce either sexually or asexually and transfer their genetic information to their offspring. Asexual reproduction results in offspring with identical genetic information. Formative Assessment Students who understand the concepts are able to: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic
Sexual reproduction results in offspring with genetic variation. Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. Punnett squares, diagrams, and simulations can be used to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation. information. Develop and use a model to describe why sexual reproduction results in offspring with genetic variation. Use models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation. What does this look like in the classroom? Use Webb s DoK and provide specifics when appropriate. Activity 1 Chromosomes and species Level 2 DOK Phenomena/Big Question What makes each species different? The students will research the number of chromosomes in different species and discover that chromosomes are the basis of genetic information. The final product will be a digital presentation of different species and their chromosome number and will include how gender is determined by chromosomes. Engage Ask the students what makes each species different? Why can different species not successfully mate and reproduce? Explore Allow the students in groups to research how chromosomes are the basis of genetic information and are what determine the species. Explain The students will create a digital catalog of different species which includes information on their chromosomal number. Elaborate The students can make advanced connection to how the different species are related in an evolutionary family tree Evaluate The students will present their findings to the rest of the class.
Activity 2 Inheritance of traits Level 3 DOK Phenomena/Big Question How are traits inherited? The students will be asked to investigate how traits are inherited. The students will investigate the inheritance of traits in asexual and sexual reproducing organisms. The students will begin their investigation by researching the lack of variation in asexual organisms. Next, in the investigation the students will research reproduction in sexually reproducing organisms. The students can take a survey of genetic traits in the classroom. For example widow s peak, attached earlobes, eye color, etc. From their the students will create punnett squares that model the inheritance of these traits. Engage In whole group explore the eye color calculator http://genetics.thetech.org/online exhibits/what color eyes will your children have Explore Allow the students in groups to research different genetic traits (each group should choose a different trait). The following traits can be researched widow s peak vs. straight hairline, unattached vs. attached ear lobes, can roll tongue vs. cannot roll tongue, face dimples vs. none, freckles vs none, natural eye color variations, natural hair color variations, and being left hand dominant vs. being right hand dominant. Explain The students will create a statistical report of the different genetic traits in the classroom. Elaborate The students will create punnett squares that show how the traits are inherited in a monohybrid cross (ex. What are the dominant and recessive traits). Each group can focus on a different trait for the punnett squares. Evaluate The students will present their findings to the rest of the class. Activity 3 Mutations Level 2 Phenomena/Big Question What is a mutation? How does it occur? The students will be asked to research different mutations. The focus will be to discover how mutations occur in chromosomes. Engage Engage the students with the question of what is a mutation? What is a mutation in pop culture (movies and tv)? What is a mutation in real life? Explore Allow the students in groups to explore the following different types of mutations: Autism, Down Syndrome, Color blindness, Sickle Cell Anemia, Fragile X Syndrome, Baldness, Muscular Dystrophy, Hemophilia, Blue eye color, Chin dimple, Lactose Tolerance, and Tay Sachs Explain The students will create a statistical report of the different genetic traits in the classroom. Elaborate The students will create punnett squares that show how the traits are inherited (ex. What are the dominant and recessive traits) Evaluate The students will present their findings to the rest of the class.
Variation and Traits http://www.bbc.co.uk/education/guides/zhp4jxs/revision/1 Eye Color Calculator http://genetics.thetech.org/online exhibits/what color eyes will your children have Unit 6 Evidence of common ancestry Big Idea How do we know when an organism (fossil) was alive? How do we know that birds and dinosaurs are related? Unit Summary In this unit of study, students analyze graphical displays and gather evidence from multiple sources in order to develop an understanding of how fossil records and anatomical similarities of the relationships among organisms and species describe biological evolution. Students search for patterns in the evidence to support their understanding of the fossil record and how those patterns show relationships between modern organisms and their common ancestors. The crosscutting concepts of cause and effect, patterns, and structure and function are called out as organizing concepts for these disciplinary core ideas. Students use the practices of analyzing graphical displays and gathering, reading, and communicating information. Students are also expected to use these practices to demonstrate understanding of the core ideas. This unit is based on MS LS4 1, MS LS4 2, and MS LS4 3. End Goals Students will behave like scientists/engineers by Researching and analyzing what early life on Earth looked like Researching and analyzing how life has changed over time on Earth Student Learning Objectives Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. [Clarification Statement: Emphasis
is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record.] (MS LS4 1) Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.] (MS LS4 2) Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. [Clarification Statement: Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures.] [Assessment Boundary: Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.] (MS LS4 3) Part A: How do we know when an organism (fossil) was alive? Concepts The fossil record documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. The collection of fossils and their placement in chronological order as identified through the location of sedimentary layers in which they are found or through radioactive dating is known as the fossil record. Relative fossil dating is achieved by examining the fossil s relative position in sedimentary rock layers. Objects and events in the fossil record occur in consistent patterns that are understandable through measurement and observation. Patterns exist in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in rock Formative Assessment Students who understand the concepts can: Use graphs, charts, and images to identify patterns within the fossil record. Analyze and interpret data within the fossil record to determine similarities and differences in findings. Make logical and conceptual connections between evidence in the fossil record and explanations about the existence, diversity, extinction, and change in many life forms throughout the history of life on Earth.
layers. Patterns can occur within one species of organism or across many species. Part B: How do we know that birds and dinosaurs are related? Concepts Similarities and differences exist in the gross anatomical structures of modern organisms. There are anatomical similarities and differences among modern organisms and between modern organisms and fossil organisms. Similarities and differences exist in the gross anatomical structures of modern organisms and their fossil relatives. Similarities and differences in the gross anatomical structures of modern organisms enable the reconstruction of evolutionary history and the inference of lines of evolutionary decent. Patterns and anatomical similarities in the fossil record can be used to identify cause and effect relationships. Science assumes that objects and events in evolutionary history occur in consistent patterns that are understandable through measurement and observation. Formative Assessment Students who understand the concepts can: Apply scientific ideas to construct explanations for evolutionary relationships. Apply the patterns in gross anatomical structures among modern organisms and between modern organisms and fossil organisms to construct explanations of evolutionary relationships. Apply scientific ideas about evolutionary history to construct an explanation for evolutionary relationships evidenced by similarities or differences in the gross appearance of anatomical structures. Part C: Other than bones and structures being similar, what other evidence is there that birds and dinosaurs are related? Concepts Formative Assessment
Relationships between embryos of different species show similarities in their development. General patterns of relatedness among embryos of different organisms can be inferred by comparing the macroscopic appearance of diagrams or pictures. Pictorial data can be used to identify patterns of similarities in embryological development across multiple species. Similarities in embryological development across multiple species show relationships that are not evident in the fully formed organisms. Students who understand the concepts can: Use diagrams or pictures to identify patterns in embryological development across multiple species. Analyze displays of pictorial data to identify where the embryological development is related linearly and where that linear nature ends. Infer general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures. What does this look like in the classroom? Use Webb s DoK and provide specifics when appropriate. Activity 1 Level 4 DOK Phenomena/Big Question What did early life look like on Earth? How has life changed over time on Earth? The students will create a model of the fossil record. The product will be a simpler, middle school, version of this: http://www.detectingdesign.com/images/fossilrecord/time%20scale.jpg The students will discover the different time periods and types of life through their own research. The model can be a physical, paper, or digital model. The final product should include an analysis of how anatomical features how changed over time and how they are related. The model will need to answer the following three questions: How do we know when an organism (fossil) was alive? How do we know that birds and dinosaurs are related? Other than bones and structures being similar, what other evidence is there that birds and dinosaurs are related? Engage Ask the students to create a drawing of what early life on Earth looked like
Explore Allow the students to explore the following websites: http://www.hhmi.org/biointeractive/deep history life earth http://www.pbs.org/wgbh/nova/evolution/brief history life.html Explain The students will create a model of the fossil record. Elaborate The students will include a broad analysis of anatomical features of various species have changed over time. Evaluate The students will present their findings to the rest of the class. Unit 7 Selection and adaptation Big Idea Are Genetically Modified Organisms (GMOs) safe to eat? Unit Summary Students construct explanations based on evidence to support fundamental understandings of natural selection and evolution. They will use ideas of genetic variation in a population to make sense of how organisms survive and reproduce, thus passing on the traits of the species. The crosscutting concepts of patterns and structure and function are called out as organizing concepts that students use to describe biological evolution. Students use the practices of constructing explanations, obtaining, evaluating, and communicating information, and using mathematical and computational thinking. Students are also expected to use these practices to demonstrate understanding of the core ideas. This unit is based on MS LS4 4, MS LS4 5, and MS LS4 6. End Goals Students will behave like scientists/engineers by : Creating physical model of adaptations Researching different biological adaptations Student Learning Objectives 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] (MS LS4 4)
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, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.] (MS LS4 5) Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.] (MS LS4 6) Part A: How can changes to the genetic code increase or decrease an individual s chances of survival? Concepts Genetic variations of traits in a population increase or decrease some individuals probability of surviving and reproducing in a specific environment. Natural selection leads to the predominance of certain traits in a population and the suppression of others. Natural selection may have more than one cause, and some cause and effect relationships within natural selection can only be described using probability Formative Assessment Students who understand the concepts can: Construct an explanation that includes probability statements regarding variables and proportional reasoning of how genetic variations of traits in a population increase some individuals probability surviving and reproducing in a specific environment. Use probability to describe some cause and effect relationships that can be used to explain why some individuals survive and reproduce in a specific environment. Part B: How can the environment effect natural selection? Concepts Natural selection, which over Formative Assessment Students who understand the concepts can:
generations leads to adaptations, is one important process through which species change over time in response to changes in environmental conditions. The distribution of traits in a population changes. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Natural selection may have more than one cause, and some cause and effect relationships in natural selection can only be described using probability. Mathematical representations can be used to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. Explain some causes of natural selection and the effect it has on the increase or decrease of specific traits in populations over time. Use mathematical representations to support conclusions about how natural selection may lead to increases and decreases of genetic traits in populations over time Part C: Are Genetically Modified Organisms (GMO) safe to eat? Concepts In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. In artificial selection, humans choose desirable, genetically determined traits in to pass on to offspring. Phenomena, such as genetic outcomes in artificial selection, may have more than one cause, and some cause and effect relationships in systems can only be described using probability. Technologies have changed the way humans influence the inheritance of desired traits in organisms. Formative Assessment Students who understand the concepts can: Gather, read, and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms (artificial selection) from multiple appropriate sources. Describe how information from publications about technologies and methods that have changed the way humans influence the inheritance of desired traits in organisms (artificial selection) used are supported or not supported by evidence.
Engineering advances have led to important discoveries in the field of selective breeding. Engineering advances in the field of selective breeding have led to the development of entire industries and engineered systems. Scientific discoveries have led to the development of entire industries and engineered systems. Assess the credibility, accuracy, and possible bias of publications and the methods they used when gathering information about technologies that have changed the way humans influence the inheritance of desired traits in organisms (artificial selection). What does this look like in the classroom? Use Webb s DoK and provide specifics when appropriate. Activity 1 Level 4 DOK Phenomena/Big Question How are adaptations and survival related? The students will conduct an investigation that analyzes how adaptations are linked to survival. Specifically, the students will be asked to create four different bird beaks (ex. Chopsticks, spoon, tweezers, etc.) and gather four different seed types (ex. Lima beans, raisins, popcorn, pennies, etc.). The investigation will determine which bird beak is the most suitable for which type of seed and why. Engage Show the following video to the students: https://www.youtube.com/watch?v=l25mbq8t77w&feature=youtu.be Explore the students will work in group to create model of four different bird beaks (ex. Chopsticks, spoon, tweezers, etc.), the bird beaks will be used to gather four different seed types (ex. Lima beans, raisins, popcorn, pennies, etc.). Explain The students will be asked to explain which bird beak is the most suitable for which type of seed and why. Elaborate The students will research real world examples of birds that have beak adaptations to pick up different types of seeds Evaluate The students will present their findings to the rest of the class. Activity 2 Level 3 DOK Phenomena/Big Question How do genetic variations influence survival? The students will conduct an investigation of genetic variations and survival by using the bunny natural selection from colorado phet:
https://www.youtube.com/watch?v=watcdwevqey https://phet.colorado.edu/en/simulation/natural selection Engage Engage the students with the question of what happened to the wooly mammoth Explore The students will explore the natural selection simulator on Colorado PHET Explain The students will explain how adaptations and natural selection work together to allow different individuals and species to survive while others do not. Elaborate The students will research further examples of species that have specific adaptations for their environment (ex. Polar bears and the Arctic environment) Evaluate The students will present their findings to the rest of the class. Unit 8: Matter/ Energy in Organisms and Ecosystems Big Idea How and why do organisms interact with their environment and what are the effects of these interactions? Unit Summary Students analyze and interpret data, develop models, construct arguments, and demonstrate a deeper understanding of the cycling of matter, the flow of energy, and resources in ecosystems. They are able to study patterns of interactions among organisms within an ecosystem. They consider biotic and abiotic factors in an ecosystem and the effects these factors have on populations. They also understand that the limits of resources influence the growth of organisms and populations, which may result in competition for those limited resources. The crosscutting concepts of matter and energy, systems and system models, patterns, and cause and effect provide a framework for understanding the disciplinary core ideas. Students demonstrate grade appropriate proficiency in analyzing and interpret data, developing models, and constructing arguments. Students are also expected to use these practices to demonstrate understanding of the core ideas. This unit is based on MS LS2 1, MS LS2 2, and MS LS2 3. End Goals
Students will behave like scientists/engineers by: Creating a controlled experiment to investigate abiotic and biotic factors Researching and analyzing ecological interactions in a local ecosystem Student Learning Objectives Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.] (MS LS2 1) Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.] (MS LS2 2) 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, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.] (MS LS2 3) Part A: How do changes in the availability of matter and energy effect populations in an ecosystem? Concepts Organisms and populations of organisms are dependent on their environmental interactions with other living things. Organisms and populations of organisms are dependent on their environmental interactions with non living factors. In any ecosystem, organisms and Formative Assessment Students who understand the concepts are able to: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Use cause and effect relationships to predict the effect of resource
populations with similar requirements for food, water, oxygen, or other resources may compete with others for limited resources. Access to food, water, oxygen, or other resources constrain organisms growth and reproduction. availability on organisms and populations in natural systems. Part B: How do relationships among organisms, in an ecosystem, effect populations? Concepts Predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions may become so interdependent that each organism requires the other for survival. The patterns of interactions of organisms with their environment, both its living and nonliving components, are shared. Interactions within ecosystems have patterns that can be used to identify cause and effect relationships. Patterns of interactions among organisms across multiple ecosystems can be predicted. Patterns of interactions can be used to make predictions about the relationships among and between organisms and abiotic components of ecosystems. Formative Assessment Students who understand the concepts are able to: Construct an explanation about interactions within ecosystems. Include qualitative or quantitative relationships between variables as part of explanations about interactions within ecosystems. Make predictions about the impact within and across ecosystems of competitive, predatory, or mutually beneficial relationships as abiotic (e.g., floods, habitat loss) or biotic (e.g., predation) components change. Part C: How can you explain the stability of an ecosystem by tracing the flow of matter and energy? Concepts Formative Assessment
Food webs are models that demonstrate how matter and energy are transferred among producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments. Decomposers recycle nutrients from dead plant or animal matter back to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. The transfer of energy can be tracked as energy flows through an ecosystem. Science assumes that objects and events in ecosystems occur in consistent patterns that are understandable through measurement and observation. Students who understand the concepts are able to: Develop a model to describe the cycling of matter among living and nonliving parts of an ecosystem. Develop a model to describe the flow of energy among living and nonliving parts of ecosystem. Track the transfer of energy as energy flows through an ecosystem. Observe and measure patterns of objects and events in ecosystems. What does this look like in the classroom? Use Webb s DoK and provide specifics when appropriate. Activity 1 Investigation of abiotic and biotic factors Level 4 DOK Phenomena/Big Question How do biotic and abiotic factors limit growth? The students will create an investigation of how biotic and abiotic factors limit growth. The students will conduct this investigation by using three petri dishes that will have bacterial growth samples placed in it. The bacterial samples can be gathered throughout the classroom (ex. From keyboards, telephones, pens, etc.) One petri dish will serve as the control and has no extra substances added. A second petri dish will have an additional biotic factor such as yogurt or crumbled up tree leaves. A third petri dish will have abiotic factors such as water, lemon juice, antimicrobial soap, salt, etc.
Engage Have a discussion with the students on the purpose of antimicrobial soap. Also, discuss with the students microbial life and how it all around them. Lastly, discuss with the students what factors (biotic and abiotic) promote life on all scales. Explore The students will conduct an investigation that discovers the different types of microbial life that are present in the classroom. Explain Have the students explore, using chromebooks, the different types of common microbial life. Elaborate The students will create a diagram that summarizes how biotic and abiotic factors have limited growth of the microbial life. Evaluate The students will present their findings to the rest of the class. Activity 2 Level 4 DOK Phenomena/Big Question How do organisms interact with their environment? How do relationships among organisms, in an ecosystem, effect populations? How can you explain the stability of an ecosystem by tracing the flow of matter and energy? The students will conduct an investigation of species interactions at the local Rancocas creek. The end product will be for the students to create a food web model that demonstrates multiple trophic levels and different types of species interactions (ex.producer consumer, predator prey, etc). The students will need to be able to explain the cycling of matter, flow of energy, and resources in the food chain. This project can be done as digital presentation or with physical models. Engage Show the students satellite imagery of the Rancocas Creek and ask them to share a personal story of nature that they have seen on or by the creek. Explore All the students to research and investigate the different types of wildlife found by and in the rancocas creek. Explain The students will create a food web of the different species that have been identified to live at the creek, They will look to answer the following questions in relation to the creek: How do organisms interact with their environment? How do relationships among organisms, in an ecosystem, effect populations? How can you explain the stability of an ecosystem by tracing the flow of matter and energy? Elaborate The students will explain the different relationships (ex. Predator prey, producer consumer) that exist at the creek. Evaluate The students will present their findings to the rest of the class.
Unit 9: Interdependent Relationships in Ecosystems Big Idea What happens to ecosystems when the environment changes? Unit Summary: Students build on their understandings of the transfer of matter and energy as they study patterns of interactions among organisms within an ecosystem. They consider biotic and abiotic factors in an ecosystem and the effects these factors have on a population. They construct explanations for the interactions in ecosystems and the scientific, economic, political, and social justifications used in making decisions about maintaining biodiversity in ecosystems. The crosscutting concept of stability and change provide a framework for understanding the disciplinary core ideas. This unit includes a two stage engineering design process. Students first evaluate different engineering ideas that have been proposed using a systematic method, such as a tradeoff matrix, to determine which solutions are most promising. They then test different solutions, and combine the best ideas into a new solution that may be better than any of the preliminary ideas. Students demonstrate grade appropriate proficiency in asking questions, designing solutions, engaging in argument from evidence, developing and using models, and designing solutions. Students are also expected to use these practices to demonstrate understanding of the core ideas. This unit is based on MS LS2 4, MS LS2 5, MS ETS1 1, and MS ETS1 3. End Goals Students will behave like scientists/engineers by: Create a design for maintaining local waterways, through a dam, while minimizing negative ecological impacts Student Learning Objectives Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.] (MS LS2 4) Evaluate competing design solutions for maintaining biodiversity and ecosystem services. * [Clarification Statement: Examples of ecosystem services could include water purification,
nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.] (MS LS2 5) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. (MS ETS1 1) Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. (MS ETS1 3) Part A: How can a single change to an ecosystem disrupt the whole system? Concepts Ecosystems are dynamic in nature. The characteristics of ecosystems can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all the ecosystem s populations. Small changes in one part of an ecosystem might cause large changes in another part. Patterns in data about ecosystems can be recognized and used to make warranted inferences about changes in populations. Evaluating empirical evidence can be used to support arguments about changes to ecosystems. Formative Assessment Students who understand the concepts are able to: Construct an argument to support or refute an explanation for the changes to populations in an ecosystem caused by disruptions to a physical or biological component of that ecosystem. Empirical evidence and scientific reasoning must support the argument. Use scientific rules for obtaining and evaluating empirical evidence. Recognize patterns in data and make warranted inferences about changes in populations. Evaluate empirical evidence supporting arguments about changes to ecosystems. Part B: What limits the number and variety of living things in an ecosystem? Concepts Biodiversity describes the variety of species found in Earth s terrestrial and oceanic ecosystems. Formative Assessment Students who understand the concepts are able to:
The completeness, or integrity, of an ecosystem s biodiversity is often used as a measure of its health. Changes in biodiversity can influence humans resources, such as food, energy, and medicines. Changes in biodiversity can influence ecosystem services that humans rely on. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. A solution needs to be tested and then modified on the basis of the test results, in order to improve it. Models of all kinds are important for testing solutions. The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. Small changes in one part of a system might cause large changes in another part. Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes. Construct a convincing argument that supports or refutes claims for solutions about the natural and designed world(s). Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. Create design criteria for design solutions for maintaining biodiversity and ecosystem services. Evaluate competing design solutions based on jointly developed and agreed upon design criteria. What does this look like in the classroom? Use Webb s DoK and provide specifics when appropriate. Activity 1 Local waterways Level 4 DOK Phenomena/Big Question How can the local community create a dam that regulates overflow water while not causing negative environmental impacts? The students will create an action plan that addresses how to create a new dam on the North Branch Rancocas Creek. The action plan will need to include both the local terrestrial and
aquatic wildlife. The action plan will also need to include a design of the dam. Physical models can be encouraged but written reports are also sufficient. Engage Show the students news reports or video of flooding on the Rancocas Creek in past years. Explore The students will explore how the Rancocas Creek is subject to periodic flooding. They will also explore how different dam designs regulate water flow. Lastly, they will explore the environmental impacts of creating a dam. Explain The students will create a design for a dam that will regulate the water flow on the Rancocas Creek. Elaborate The students will elaborate on how their design is environmentally considerate of the local habitat Evaluate The students will present their findings to the rest of the class. Report on the North Branch Rancocas Creek http://www.nj.gov/dep/damsafety/docs/task_force_find.pdf Teacher Roles Student Roles Facilitator Organizes Designs Questions Clarifies Guides Analyzes Argues Questions Justifies Examines Compares Modifications/Differentiation (Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and explanations of the modifications.)
Structure lessons around questions that are authentic, relate to students interests, social/family background and knowledge of their community. Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling). Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts from the community helping with a project, journal articles, and biographies). Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences). Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to demonstrate their understandings. Use project based science learning to connect science with observable phenomena. Structure the learning around explaining or solving a social or community based issue. Provide ELL students with multiple literacy strategies. Collaborate with after school programs or clubs to extend learning opportunities. Restructure lesson using UDL principals ( http://www.cast.org/our work/about udl.html#.vxmoxcfd_ua )
Guiding Document The intent of the Next Generation Science Standards and the updated Mount Holly Science Curriculum is to embed students in a rigorous learning environment that challenges students to work collaboratively, think critically, be creative and to communicate, solving real world problems and questions. Students should be provided an opportunity to be innovative in planning investigations and organizing their learning through research. 5 E Instructional Model The 5 E Instructional Model should be referenced when planning. How does each lesson/unit address the following attributes? Students should be engaged and have the opportunity to explore and explain conclusions. They should be able to elaborate on their process and findings through self evaluation. Engage: This phase of the 5 E's starts the process. An "engage" activity should do the following: 1. Make connections between past and present learning experiences 2. Anticipate activities and focus students' thinking on the learning outcomes of current activities. Students should become mentally engaged in the concept, process, or skill to be learned. Explore: This phase of the 5 E's provides students with a common base of experiences. They identify and develop concepts, processes, and skills. During this phase, students actively explore their environment or manipulate materials. Explain: This phase of the 5 E's helps students explain the concepts they have been exploring. They have opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors. This phase also provides opportunities for teachers to introduce formal terms, definitions, and explanations for concepts, processes, skills, or behaviors.
Elaborate: This phase of the 5 E's extends students' conceptual understanding and allows them to practice skills and behaviors. Through new experiences, the learners develop deeper and broader understanding of major concepts, obtain more information about areas of interest, and refine their skills. Evaluate: This phase of the 5 E's encourages learners to assess their understanding and abilities and lets teachers evaluate students' understanding of key concepts and skill development. Webb s DoK Webb s Depth of Knowledge should be a strong consideration when planning lessons. Teachers should make every effort to live in level 3 while visiting the other levels as needed (1 2) and when possible (4).