7 grade science curriculum guide 2015/2016 … · grade level expectation scientists test their...
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7th Grade Science
Curriculum Guide
2015/2016
Greeley-Evans School District 6 Page 2 of 21 2015-2016 7th Grade Curriculum Guide
EXPERIMENTAL DESIGN UNIT (4 Weeks)
Standard Life Science Standard 2
Graduate Competence Find answers to scientific questions/problems by formulating a hypothesis, identifying variables involved, and collecting and analyzing data to arrive at a conclusion.
Grade Level Expectation Scientists test their explanations using observations, identifying problems, and designing experiments to gather, analyze, and interpret data.
Big Idea Experimental Design
End of unit Performance Task
Unit one Pre and Post Assessment
Student Outcomes Priority Student Outcomes
Nature of Science Literacy Standards Focus
Writing Standard Focus
Reading/writing Focus Cross Content Connection
a. Analyze evidence and draw conclusions based on that evidence. b. Define problems and design studies to test the hypothesis. c. Justify and defend scientific explanations.
a. Analyze evidence and draw conclusions based on that evidence.
1. Ask testable questions and make a falsifiable hypothesis about scientific problems.
RST.6-8.2 Determine the central ideas or conclusions of the text.
WHST.6-8. Draw evidence from informational text to support analysis, reflection and research.
Lesson 4, 6, 7 and 10 - Studying People Scientifically L (RST .6-8.2) Lesson 9 and 10 (RST .6-8.10) Lesson 5 and 8 (RST .6-8.3)
Greeley-Evans School District 6 Page 3 of 21 2015-2016 7th Grade Curriculum Guide
Greeley-Evans School District 6 Grade: 7th Curriculum Guide
Unit One: Experimental Design Timeline: August 19th - September 25th (suggested)
Standard: Life Science Standard 2
Grade Level Expectation: Scientists test their explanations using observations, identifying problems, and designing experiments to gather, analyze, and interpret
data.
Student Outcomes:
1. Analyze evidence and draw conclusions based on that evidence.
2. Define problems and design studies to test the hypothesis.
3. Justify and defend scientific explanations
Instruction: SEPUP Lessons 1 - 5 and 7 - 9 Supplemental Lesson on Independent Vs. Dependent Variables: Investigating Worms & Meet the Creatures
Inquiry Questions:
How do you solve problems?
How do scientists solve problems ethically?
Do all scientists solve problems the same way?
What kind of problems do scientists work to solve?
What type of evidence do scientists use to support a claim?
Vocabulary: Control Evidence Hypothesis Qualitative/Quantitative Data Trade-offs Variables (Independent/Dependent)
Assessments: Unit one Pre and Post Assessment: Experimental Design (Schoology/hard copy)
Science Resources: SEPUP Unit A: Studying People Scientifically Supplemental Lesson: Investigating Worms Supplemental Lesson: Meet the Creatures
Literacy Resources: Lesson 4, 6, 7 and 10 - Studying People Scientifically L (RST .6-8.2) Lesson 9 and 10 (RST .6-8.10) Lesson 5 and 8 (RST .6-8.3)
Greeley-Evans School District 6 Page 4 of 21 2015-2016 7th Grade Curriculum Guide
ANATOMY UNIT (4 Weeks)
Standard Life Science Standard 2
Graduate Competence Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection
Grade Level Expectation 2. The human body is composed of atoms, molecules, cells, tissues, organs, and organ systems that have specific functions and interactions (7th)
Big Idea Anatomy
End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student Outcomes
Nature of Science Literacy Standards Focus
Writing Standard Focus
Reading/writing Focus Cross Content Connection
a. Develop and design a scientific investigation about human body systems. (DOK 2-4) b. Develop, communicate, and justify an evidence-based scientific explanation regarding the functions and interactions of the human body. (DOK 1-3) c. Gather, analyze, and interpret data and models on the functions and interactions of the human body. (DOK 1-3)
b. Develop, communicate, and justify an evidence-based scientific explanation regarding the functions and interactions of the human body. (DOK 1-3) 1. Critically evaluate models, and identify the strengths and weaknesses of the model in representing our understanding of the human body. (DOK 2-3)
1. Critically evaluate models, and identify the strengths and weaknesses of the model in representing our understanding of the human body. (DOK 2-3)
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and
research.
Lessons 15 and 28 (RST .6-8.2) Lesson 12 (RST .6-8.7)
Greeley-Evans School District 6 Page 5 of 21 2015-2016 7th Grade Curriculum Guide
Greeley-Evans School District 6 Grade: 7th Curriculum Guide
Unit Two: Body Works (Anatomy) Timeline: Sept. 28th - Oct. 30 (Suggested)
Standard: Life Science Standard 2
Grade Level Expectations: 2. The human body is composed of atoms, molecules, cells, tissues, organs, and organ systems that have specific functions and interactions. (7th) 4. Photosynthesis and cellular respiration are an important processes by which energy is acquired and utilized by organisms. (7th)
Student Outcomes: 2.a. Develop and design a scientific investigation about human body systems (DOK 2-4) (7th) 2.b. Develop, communicate, and justify an evidence-based scientific explanation regarding the functions and interactions of the human body (DOK 1-3) (7th) 2.c. Gather, analyze, and interpret data and models on the functions and interactions of the human body (DOK 1-3) (7th) 4.a. Gather, analyze, and interpret data regarding the basic functions of photosynthesis and cellular respiration. (DOK 1-2) (7th)
Instruction: SEPUP Lessons: 12-15, 17, 19, 23, 24, 28,29 Optional Lessons: 11, 16, 18, 20, 21, 22, 25, 26 27 http://science-class.net/archive/science-class/Lessons/Photosynthesis_Cell_Resp/respiration_in_yeast_demo.pdf
Inquiry Questions: · How do organs and organ systems in the human body interact to perform specific functions? How can you find out what is your relative risk of disease? How can models help you to understand the function of an organ system?
Vocabulary: Absorption Nutrients Cardiovascular Respiration Cell System Digestion Tissue Organ
Assessments: Unit Two Assessment
Science Resources: SEPUP Unit B: Body Works The Human Body by Tinybop (App for iPad) The Human Body: Pushing the Limits DVD (YouTube Accessible)
http://science-class.net/archive/science-class/Lessons/Photosynthesis_Cell_Resp/respiration_in_yeast_demo.pdf
Literacy Resources: Lessons 15 and 28 (RST .6-8.2) Lesson 12 (RST .6-8.7)
Greeley-Evans School District 6 Page 6 of 21 2015-2016 7th Grade Curriculum Guide
CELL BIOLOGY UNIT (6 Weeks)
Standard Life Science Standard 2
Graduate Competence Analyze the relationship between structure and function in living systems at a variety of organizational levels and recognize living
systems’ dependence on natural selection
Grade Level Expectation 3. Cells are the smallest unit of life that can function independently and perform all the necessary functions of life (7th)
Big Idea Cell Biology And Disease
End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student
Outcomes
Nature of
Science
Literacy Standards
Focus
Writing Standard Focus Reading/writing
Focus Cross
Content
Connection
a. Gather, analyze, and interpret
data and models on the different
types of cells, their structures,
components and functions. (DOK 1-
2)
b. Develop, communicate, and
justify an evidence-based scientific
explanation regarding cell
structures, components, and their
specific functions. (DOK 1-3)
c. Compare and contrast the basic
structures and functions of plant
cells, animal cells, and single-celled
organisms. (DOK 2)
d. Employ tools to gather, view,
analyze, and report results for the
scientific investigations of cells.
(DOK 1-2)
b. Develop,
communicate,
and justify an
evidence-based
scientific
explanation
regarding cell
structures,
components,
and their specific
functions. (DOK
1-3)
c. Compare and
contrast the
basic structures
and functions of
plant cells,
animal cells, and
single-celled
organisms. (DOK
2)
1. Recognize
that our current
understanding of
cells has
developed over
centuries of
studies by many
scientists, and
that through
continued
scientific
investigations
and advances in
data collection,
we will continue
to refine our
understanding of
cells.
RST.6-8.4
Determine the
meaning of symbols,
key terms, and other
domain-specific words
and phrases as they
are used in a specific
scientific or technical
context relevant to
grades 6-8 texts and
topics.
RST.6-8.5
Analyze the structure
an author uses to
organize a text,
including how the
major sections
contribute to the
whole and to an
understanding of the
topic.
WHST.6-8.1
Write arguments focused on discipline-specific
content.
a. Introduce claim(s) about a topic or
issue, acknowledge and distinguish the claim(s)
from alternate or opposing claims, and
organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning
and relevant, accurate data and evidence that
demonstrate an understanding of the topic or
text, using credible sources.
c. Use words, phrases, and clauses to
create cohesion and clarify the relationships
among claim(s), counterclaims, reasons, and
evidence.
d. Establish and maintain a formal style.
Provide a concluding statement or section that
follows from and supports the argument
presented.
Literacy
Resources:
Lesson 31 (WHST
.6-8.6) (WHST .6-
8.7)
Greeley-Evans School District 6 Page 7 of 21 2015-2016 7th Grade Curriculum Guide
CELL BIOLOGY UNIT (6 - Weeks)
Standard Life Science Standard 2
Graduate Competence Analyze the relationship between structure and function in living systems at a variety of organizational levels and recognize living systems’ dependence on natural selection
Grade Level Expectation 4. Photosynthesis and cellular respiration are important processes by which energy is acquired and utilized by organisms (7th)
Big Idea Cell Biology And Disease
End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student Outcomes
Nature of Science Literacy Standards Focus
Writing Standard Focus
Reading/writing Focus Cross Content Connection
a. Gather, analyze, and interpret data regarding the basic functions of photosynthesis and cellular respiration. (DOK 1-2) b. Use direct and indirect evidence to describe the relationship between photosynthesis and cellular respiration within plants – and between plants and animals. (DOK 1-2) c. Use computer simulations to model the relationship between photosynthesis and cellular respiration within plants – and between plants and animals. (DOK 1-2)
a. Gather, analyze, and interpret data regarding the basic functions of photosynthesis and cellular respiration. (DOK 1-2) c. Use computer simulations to model the relationship between photosynthesis and cellular respiration within plants – and between plants and animals. (DOK 1-2) 1. Ask a testable question and make a falsifiable hypothesis about photosynthesis or respiration and design an inquiry based method to find an answer. (DOK 2-4)
1. Ask a testable question and make a falsifiable hypothesis about photosynthesis or respiration and design an inquiry based method to find an answer. (DOK 2-4) 2. Design an experiment to observe photosynthesis or respiration, and clearly define controls and variables. (DOK 2-4) 3. Share experimental data, and respectfully discuss conflicting results emulating the practice of scientists. (DOK 2-3)
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Literacy Resources:
Lesson 31 (WHST .6-8.6) (WHST .6-8.7)
Greeley-Evans School District 6 Page 8 of 21 2015-2016 7th Grade Curriculum Guide
Greeley-Evans School District 6 Grade: 7th Curriculum Guide
Unit Three: Cell Biology And Disease Timeline: Nov. 2nd - Dec. 17
Standard: Life Science Standard 2
Grade Level Expectation: 3. Cells are the smallest unit of life that can function independently and perform all the necessary functions of life. (7th) 4. Photosynthesis and cellular respiration are an important processes by which energy is acquired and utilized by organisms. (7th)
Student Outcomes: 3.a. Gather, analyze, and interpret data and models on the different types of cells, their structures, components and functions (DOK 1-2) 3.b. Develop, communicate, and justify an evidence-based scientific explanation regarding cell structures, components, and their specific functions (DOK 1-3) 3.c. Compare and contrast the basic structures and functions of plant cells, animal cells, and single-celled organisms (DOK 2) 3.d. Employ tools to gather, view, analyze, and report results for the scientific investigations of cells (DOK 1-2) 4.a. Gather, analyze, and interpret data regarding the basic functions of photosynthesis and cellular respiration. (DOK 1-2)
Instruction: SEPUP Lessons: 30, 31, 33, 35, 36 (use pond water), 38, 39, 40, 42, 43 Optional Lessons: 32, 34, 37, 41, 44, 45, 46, 47, 48, 49, 50, 51, 52
Inquiry Questions: What are the similarities and differences between animal cells, plant cells, and single-celled organisms? How do the organelles help to comprise a functioning cell? What are your personal responsibilities to keep diseases from spreading?
Vocabulary: Antibiotic Organelles Bacteria Protists Cell Respiration Cell Membrane Virus Cytoplasm Magnification Germ Multicellular Nuclear Membrane Nucleus Microbe Vaccine Mitochondria
Assessments: Unit Three Assessment
Science Resources: iCell for iPad Cells Alive (http://www.cellsalive.com/)
Literacy Resources: Lesson 31 (WHST .6-8.6) (WHST .6-8.7)
Greeley-Evans School District 6 Page 9 of 21 2015-2016 7th Grade Curriculum Guide
GENETICS UNIT (5 Weeks)
Standard Life Science Standard 2
Graduate Competence Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their
environment
Grade Level Expectation 2. Organisms reproduce and transmit genetic information (genes) to offspring, which influences individuals’ traits in the next generation
(8th)
Big Idea Genetics
End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards
Focus
Writing Standard Focus Reading/writing Focus Cross
Content Connection
a. Develop, communicate, and justify
an evidence-based scientific
explanation for how genetic
information is passed to the next
generation. (DOK 1-3)
b. Use direct and indirect observations,
evidence, and data to support claims
about genetic reproduction and traits
of individuals. (DOK 1-3)
c. Gather, analyze, and interpret data
on transmitting genetic information.
(DOK 1-2)
d. Use models and diagrams to predict
the phenotype and genotype of
offspring based on the genotype of the
parents. (DOK 1-2)
e. Use computer simulations to model
and predict phenotype and genotype of
offspring based on the genotype of the
parents. (DOK 1-2)
a. Develop, communicate, and
justify an evidence-based scientific
explanation for how genetic
information is passed to the next
generation (DOK 1-3)
c. Gather, analyze, and interpret
data on transmitting genetic
information (DOK 1-2)
d. Use models and diagrams to
predict the phenotype and
genotype of offspring based on the
genotype of the parents (DOK 1-2)
1. Understand the interconnected
nature of math and science by
utilizing math in the prediction of
future generations. (DOK 2)
2. Recognize that current
understanding of genetics has
developed over time and become
more sophisticated as new
technologies have led to new
evidence. (DOK 1)
1. Understand the
interconnected nature of
math and science by
utilizing math in the
prediction of future
generations. (DOK 2)
2. Recognize that current
understanding of genetics
has developed over time
and become more
sophisticated as new
technologies have led to
new evidence. (DOK 1)
3. Critically evaluate
models used to represent
deoxyribonucleic acid
(DNA) and genes; identify
strengths and weaknesses
of these models for
representing complex
natural phenomena. (DOK
2-3)
RST.6-8.3
Follow precisely a
multistep
procedure when
carrying out
experiments,
taking
measurements, or
performing
technical tasks.
RST.6-8.10
By the end of
grade 8, read and
comprehend
science/technical
texts in the grades
6-8 text
complexity band
independently and
proficiently.
WHST.6-8.2
Write informative/explanatory texts, including the
narration of historical events, scientific procedures/
experiments, or technical processes.
a. Introduce a topic clearly, previewing what
is to follow; organize ideas, concepts, and
information into broader categories as appropriate
to achieving purpose; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-
chosen facts, definitions, concrete details,
quotations, or other information and examples.
c. Use appropriate and varied transitions to
create cohesion and clarify the relationships
among ideas and concepts.
d. Use precise language and domain-specific
vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and
objective tone.
Provide a concluding statement or section that
follows from and supports the information or
explanation presented.
Lesson
65 (RST
.6-8.3)
Lesson
56 (RST
.6-8.8)
(WHST
.6-8.1)
Lesson
54,
57,60,
61,63
(WHST
.6-
8.2d)
Greeley-Evans School District 6 Page 10 of 21 2015-2016 7th Grade Curriculum Guide
Greeley-Evans School District 6 Grade: 7th Curriculum Guide
Unit Four: Genetics Timeline: Jan. 5th - Feb. 5th (Suggested)
Standard: Life Science Standard 2
Grade Level Expectation: 2. Organisms reproduce and transmit genetic information (genes) to offspring, which influences individuals’ traits in the next generation (8th)
Student Outcomes: 2.a. Develop, communicate, and justify an evidence-based scientific explanation for how genetic information is passed to the next generation (DOK 1-3) (8th) 2.b. Use direct and indirect observations, evidence, and data to support claims about genetic reproduction and traits of individuals (DOK 1-3) (8th) 2.c. Gather, analyze, and interpret data on transmitting genetic information (DOK 1-2) (8th) 2.d. Use models and diagrams to predict the phenotype and genotype of offspring based on the genotype of the parents (DOK 1-2) (8th) 2.e. Use computer simulations to model and predict phenotype and genotype of offspring based on the genotype of the parents (DOK 1-2) (8th)
Instruction: SEPUP Lessons: 54, 55, 56, 57, 58, 59, 60, 61, 62, 63 Optional Lessons: 64, 65, 66, 67, 68, 69, 70 Supplementary Lessons on DNA Testing & GMOs (optional)
Inquiry Questions: How is genetic information passed from generation to generation? How can we use models and diagrams to predict the phenotype and genotype of offspring?
Vocabulary: Allele Asexual Reproduction Chromosome DNA Dominant/Recessive Egg Cell Gene Genetics Genotype Heterozygous
Homozygous Inherited Mutation Offspring Pedigree Phenotype Probability Punnett Square Sexual Reproduction Sperm Cell Trait
Assessments: Unit 4 Assessment
Greeley-Evans School District 6 Page 11 of 21 2015-2016 7th Grade Curriculum Guide
Science Resources: Snurfle Meiosis for iPad (Simulation: Creating a DNA Fingerprint): http://www.pbs.org/wgbh/nova/education/body/create-dna-fingerprint.html
Literacy Resources: Lesson 65 (RST .6-8.3) Lesson 56 (RST .6-8.8) (WHST .6-8.1) Lesson 54, 57,60, 61,63 (WHST .6-8.2d)
Greeley-Evans School District 6 Page 12 of 21 2015-2016 7th Grade Curriculum Guide
ECOLOGY UNIT (7 Weeks)
Standard Life Science Standard 2
Graduate Competence Explain and illustrate with examples how living systems interact with the biotic and abiotic environment
Grade Level Expectation 1. Changes in environmental conditions can affect the survival of individual organisms, populations, and entire
species (6th)
Big Idea Ecology
End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student Outcomes Nature of Science Literacy
Standards Focus
Writing
Standard
Focus
Reading/
writing
Focus
Cross
Content
Connecti
on
a. Interpret and analyze data about changes in
environmental conditions – such as climate change – and
populations that support a claim describing why a specific
population might be increasing or decreasing.
b. Develop, communicate, and justify an evidence-based
explanation about how ecosystems interact with and
impact the global environment. (DOK 1-3)
c. Model equilibrium in an ecosystem, including basic
inputs and outputs, to predict how a change to that
ecosystem such as climate change might impact the
organisms, populations, and species within it such as the
removal of a top predator or introduction of a new species.
d. Examine, evaluate, question, and ethically use
information from a variety of sources and media to
investigate how environmental conditions affect the
survival of individual organisms (DOK 1-2)
c. Model equilibrium in an
ecosystem, including basic
inputs and outputs, to predict
how a change to that ecosystem
such as climate change might
impact the organisms,
populations, and species within
it such as the removal of a top
predator or introduction of a
new species.
2. Recognize and describe the
ethical traditions of science:
value peer review; truthful
reporting of methods and
outcomes; making work public;
and sharing a lens of
professional skepticism when
reviewing the work of others.
1. Ask testable questions and make a
falsifiable hypothesis about how
environmental conditions affect
organisms, populations, or entire
species and design a method to find
the answer. (DOK 2-4)
2. Recognize and describe the ethical
traditions of science: value peer
review; truthful reporting of methods
and outcomes; making work public;
and sharing a lens of professional
skepticism when reviewing the work
of others.
3. Use models and technology tools
to show what might happen to
individuals, populations, and species
as environmental conditions change.
(DOK 1-2)
RST.6-8.2
Determine the
central ideas or
conclusions of a
text; provide an
accurate summary
of the text distinct
from prior
knowledge or
opinions.
RST.6-8.8
Distinguish among
facts, reasoned
judgment based
on research
findings, and
speculation in a
text.
WHST.6-8.7
Conduct short
research
projects to
answer a
question
(including a self-
generated
question),
drawing on
several sources
and generating
additional
related, focused
questions that
allow for
multiple
avenues of
exploration.
Lesson 72
(RST .6-8.7)
Lesson 73
(WHST .6-
8.7)
Lesson 77
(RST .6-8.7)
Lesson 85
(RST .6-
8.10)
Greeley-Evans School District 6 Page 13 of 21 2015-2016 7th Grade Curriculum Guide
ECOLOGY UNIT (7 Weeks)
Standard Life Science Standard 2
Graduate Competence Explain and illustrate with examples how living systems interact with the biotic and abiotic environment
Grade Level Expectation 2. Organisms interact with each other and their environment in various ways that create a flow of energy and cycling of matter
in an ecosystem (6th)
Big Idea Ecology
End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards
Focus
Writing
Standard Focus
Reading/writing Focus
Cross Content
Connection
a. Develop, communicate, and
justify an evidence-based
explanation about why there
generally are more producers than
consumers in an ecosystem.
(DOK 1-3)
b. Design a food web diagram to
show the flow of energy through
an ecosystem. (DOK 1-2)
c. Compare and contrast the flow
of energy with the cycling of
matter in ecosystems. (DOK 2)
a. Develop, communicate, and
justify an evidence-based
explanation about why there
generally are more producers
than consumers in an
ecosystem. (DOK 1-3)
b. Design a food web diagram
to show the flow of energy
through an ecosystem.
(DOK 1-2)
c. Compare and contrast the
flow of energy with the cycling
of matter in ecosystems.
(DOK 2)
3. Create and evaluate models
that show how interactions
create a flow of energy and a
cycling of matter in an
ecosystem. (DOK 2-3)
1. Scientists work from the
assumption that the universe
is a single system in which the
basic rules are the same
everywhere – that energy
follows the same rules in an
ecosystem as it does in
physics experiments. (DOK 1)
2. Generate solutions to help
mitigate environmental
problems based on an
understanding of the cycling
of matter and energy. (DOK 2-
4)
3. Create and evaluate
models that show how
interactions create a flow of
energy and a cycling of
matter in an ecosystem. (DOK
2-3)
RST.6-8.7
Integrate
quantitative or
technical information
expressed in words in
a text with a version
of that information
expressed visually
(e.g., in a flowchart,
diagram, model,
graph, or table).
RST.6-8.10
By the end of grade
8, read and
comprehend
science/technical
texts in the grades 6-
8 text complexity
band independently
and proficiently.
WHST.6-8.6
Use technology,
including the
Internet, to
produce and
publish writing
and present the
relationships
between
information and
ideas clearly and
efficiently.
Lesson 72 (RST .6-8.7)
Lesson 73 (WHST .6-8.7)
Lesson 77 (RST .6-8.7)
Lesson 85 (RST .6-8.10)
Greeley-Evans School District 6 Page 14 of 21 2015-2016 7th Grade Curriculum Guide
ECOLOGY UNIT (7 Weeks)
Standard Life Science Standard 2
Graduate Competence Explain and illustrate with examples how living systems interact with the biotic and abiotic environment
Grade Level Expectation 1. Human activities can deliberately or inadvertently alter ecosystems and their resiliency (8th)
Big Idea Ecology
End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Focus
Writing Standard Focus
Reading/writing Focus Cross Content Connection
a. Develop, communicate, and justify an evidence-based scientific example of how humans can alter ecosystems. (DOK 1-3) b. Analyze and interpret data about human impact on local ecosystems. (DOK 1-3) c. Recognize and infer bias in print and digital resources while researching an environmental issue. (DOK 1-3) d. Use technology resources such as online encyclopedias, online databases, and credible websites to locate, organize, analyze, evaluate, and synthesize information about human impact on local ecosystems. (DOK 1-2) e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate an environmental issue. (DOK 1-2)
b. Analyze and interpret data about human impact on local ecosystems. (DOK 1-3) c. Recognize and infer bias in print and digital resources while researching an environmental issue. (DOK 1-3)
1. Critically evaluate scientific claims in popular media and peer generated explanations regarding interactions in ecosystems, and determine if the evidence presented is appropriate and sufficient to support the claims.
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
Lesson 72 (RST .6-8.7)
Lesson 73 (WHST .6-8.7)
Lesson 77 (RST .6-8.7)
Lesson 85 (RST .6-8.10)
Greeley-Evans School District 6 Page 15 of 21 2015-2016 7th Grade Curriculum Guide
Greeley-Evans School District 6 Grade: 7th Curriculum Guide
Unit Five: Ecology Timeline: Feb. 8th - March 25th. (Suggested)
Standard: Life Science Standard 2
Grade Level Expectation: 1. Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species (6th) 2. Organisms interact with each other and their environment in various ways that create a flow of energy and cycling of matter in an ecosystem (6th) 4. Photosynthesis and cellular respiration are an important processes by which energy is acquired and utilized by organisms (7th) 1. Human activities can deliberately or inadvertently alter ecosystems and their resiliency (8th)
Student Outcomes: 1.a. Interpret and analyze data about changes in environmental conditions, such as climate change, and populations that support a claim describing why a specific population might be increasing or decreasing (6th) 2.b. Develop, communicate, and justify an evidence-based explanation about how ecosystems interact with and impact the global environment (DOK 1-3) (6th) 2.c. Model equilibrium in an ecosystem, including basic inputs and outputs, to predict how a change to that ecosystem such as climate change might impact the organisms, populations, and species within it, such as the removal of a top predator or introduction of a new species (6th) 2.d. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate how environmental conditions affect the survival of individual organisms (DOK 1-2) (6th) 2.a. Develop, communicate, and justify an evidence-based explanation about why there generally are more producers than consumers in an ecosystem (DOK 1-3) (6th) 2.b. Design a food web diagram to show the flow of energy through an ecosystem (DOK 1-2) (6th) 2.c. Compare and contrast the flow of energy with the cycling of matter in ecosystems (DOK 2) (6th)
Instruction: SEPUP Lessons: 72, 73, 77, 78, 79, 81, 83, 85, 87. Optional Lessons: 74, 75, 76, 80, 82, 84, 86 Suggested Lesson Topics:
● Climate Change ● Impact of ecosystems on global environment ● Farming Impact on Ecosystems ● Fracking ● Green Energies ● Carbon Footprint ● Water/air pollution ● Deforestation ● Sustainability/Recycling
Supplemental: (Predator/Prey Graphing Activity) http://www.biologycorner.com/worksheets/predator_prey_graphing.html (Personal Responsibility in Ecosystem Activity) http://www.k12reader.com/worksheet/ecology-taking-care-of-earth/
(Environmental Issues Articles) http://msms.ehe.osu.edu/category/environmental-issues/
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4.b. Use direct and indirect evidence to describe the relationship between
photosynthesis and cellular respiration within plants – and between plants and animals
(DOK 1-2) (7th)
4.c. Use computer simulations to model the relationship between photosynthesis and
cellular respiration within plants and between plants and animals (DOK 1-2) (7th)
1.a. Develop, communicate, and justify an evidence-based scientific example of how
humans can alter ecosystems (DOK 1-3) (8th)
1.b. Analyze and interpret data about human impact on local ecosystems (DOK 1-3)
(8th)
1.c. Recognize and infer bias in print and digital resources while researching an
environmental issue (DOK 1-3) (8th)
1.d. Use technology resources such as online encyclopedias, online databases, and
credible websites to locate, organize, analyze, evaluate, and synthesize information
about human impact on local ecosystems (DOK 1-2) (8th)
1.e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate an environmental issue (DOK 1-2) (8th)
(Photosynthesis and Respiration Simulations) http://www.biomanbio.com/GamesandLabs/PhotoRespgames/photoresp.html (Cellular Respiration Virtual Lab) http://lhsblogs.typepad.com/files/cell-respiration-virtual-lab.pdf
Inquiry Questions: What is the role of energy in an ecosystem? How do producers, consumers, and decomposers affect each other in an ecosystem? What is the impact of humans on local and global ecosystems? What is the relationship between cellular respiration and photosynthesis?
Vocabulary: Carrying Capacity Chloroplast Consumer Decomposer Ecology Ecosystem Food Web/Chain
Habitat Introduced Species Photosynthesis Population Predator Prey Producer Respiration
Assessments: Unit Assessment Five
Science Resources: Go Wild for iPad App http://www.biologycorner.com/worksheets/predator_prey_graphing.html
Literacy Resources: Lesson 72 (RST .6-8.7) Lesson 73 (WHST .6-8.7)
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http://www.k12reader.com/worksheet/ecology-taking-care-of-earth/ http://msms.ehe.osu.edu/category/environmental-issues/ http://www.biomanbio.com/GamesandLabs/PhotoRespgames/photoresp.html Pangaea Safari App
Lesson 77 (RST .6-8.7) Lesson 85 (RST .6-8.10)
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EVOLUTION UNIT (5 Weeks)
Standard Life Science Standard 2
Graduate Competence Explain how biological evolution accounts for the unity and diversity of living organisms
Grade Level Expectation 1. Individual organisms with certain traits are more likely than others to survive and have offspring in a specific environment (7th)
Big Idea Evolution
End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Focus
Writing Standard Focus
Reading/writing Focus Cross Content Connection
a. Develop, communicate, and justify an evidence-based explanation for why a given organism with specific traits will or will not survive to have offspring in a given environment. (DOK 1-3) b. Analyze and interpret data about specific adaptations to provide evidence and develop claims about differential survival and reproductive success. (DOK 1-3) c. Use information and communication technology tools to gather information from credible sources, analyze findings, and draw conclusions to create and justify an evidence-based scientific explanation. (DOK 1-2) d. Use computer simulations to model differential survival and reproductive success associated with specific traits in a given environment. (DOK 1-2)
b. Analyze and interpret data about specific adaptations to provide evidence and develop claims about differential survival and reproductive success. (DOK 1-3) 2. Describe several ways in which scientists would study genetics, and suggest ways that this has contributed to our understanding of survival and populations. (DOK 1-2)
1. Create and use sound experimental designs to collect data around survival and genetic traits. (DOK 2-3) 2. Describe several ways in which scientists would study genetics, and suggest ways that this has contributed to our understanding of survival and populations. (DOK 1-2)
RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST.6-8.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
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EVOLUTION UNIT (5 Weeks)
Standard Life Science Standard 2
Graduate Competence Explain how biological evolution accounts for the unity and diversity of living organisms
Grade Level Expectation 5. Multiple lines of evidence show the evolution of organisms over geologic time (7th)
Big Idea Evolution
End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards Focus
Writing Standard Focus
Reading/writing Focus Cross Content Connection
a. Interpret and analyze data from the fossil record to support a claim that organisms and environments have evolved over time. (DOK 1-2) b. Analyze and critique the evidence regarding the causes and effects of a mass extinction event. (DOK 2-3) c. Analyze and interpret data that show human evolution. (DOK 1-3) d. Use technology to share research findings about the evidence regarding the causes and effects of a mass extinction event. (DOK 1-2)
a. Interpret and analyze data from the fossil record to support a claim that organisms and environments have evolved over time. (DOK 1-2) c. Analyze and interpret data that show human evolution. (DOK 1-3) 1. Share experimental data, and respectfully discuss conflicting results emulating the practice of scientists. (DOK 2-3)
1. Share experimental data, and respectfully discuss conflicting results emulating the practice of scientists. (DOK 2-3) 2. Cite various scientific arguments regarding the causes and effects of mass extinctions. (DOK 1)
RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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Greeley-Evans School District 6 Grade: 7th Curriculum Guide
Unit Six: Evolution Timeline: April 4th. - May 20th.
Standard: Life Science Standard 2
Grade Level Expectation: 1. Individual organisms with certain traits are more likely than others to survive and have offspring in a specific environment (7th) 5. Multiple lines of evidence show the evolution of organisms over geologic time (7th)
Student Outcomes: 1.a. Develop, communicate, and justify an evidence-based explanation for why a given organism with specific traits will or will not survive to have offspring in a given environment (DOK 1-3) (7th) 1.b. Analyze and interpret data about specific adaptations to provide evidence and develop claims about differential survival and reproductive success (DOK 1-3) (7th) 1.c. Use information and communication technology tools to gather information from credible sources, analyze findings, and draw conclusions to create and justify an evidence-based scientific explanation (DOK 1-2) (7th) 1.d. Use computer simulations to model differential survival and reproductive success associated with specific traits in a given environment (DOK 1-2) (7th) 5.a. Interpret and analyze data from the fossil record to support a claim that
organisms and environments have evolved over time (DOK 1-2) (7th)
5.b. Analyze and critique the evidence regarding the causes and effects of a mass
extinction event (DOK 2-3) (7th)
5.c. Analyze and interpret data that show human evolution (DOK 1-3) (7th)
5.d. Use technology to share research findings about the evidence regarding the causes and effects of a mass extinction event (DOK 1-2) (7th)
Instruction: SEPUP Lessons: 89, 90, 92, 93, 94, 97, 99, 101 Optional Lessons: 91, 95, 96, 98, 100 Recommended: (HHMI Rock Pocket Mouse Lesson) http://www.hhmi.org/biointeractive/color-variation-over-time-rock-pocket-mouse-populations (Darwin’s Journey: Interactive Website) http://www.cnrs.fr/cw/dossiers/dosdarwinE/darwin.html
Inquiry Questions: What information can we collect from our fossil record?
Vocabulary:
Adaptation
Ancestor
Fossil
Geologic time
Assessments: Evolution Unit Assessment
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How do inherited traits help or hinder an organism’s chances of reproductive success and survival?
Camouflage
Endangered Species
Evolution
Extinction
Law of Superposition
Migration
Mutation
Natural selection
Science Resources: Cenozoic Era App for iPad HHMI App: Click and Learn (Darwin’s Journey: Interactive Website) http://www.cnrs.fr/cw/dossiers/dosdarwinE/darwin.html
Literacy Resources: Lesson 89 (RST .6-8.8) Lesson 94 (RST .6-8.5) Lesson 99 (RST .6-8.9) Lesson 101 (RST .6-8.2)