columbia middle school science department science …

BERKELEY HEIGHTS PUBLIC SCHOOLS BERKELEY HEIGHTS, NEW JERSEY

COLUMBIA MIDDLE SCHOOL SCIENCE DEPARTMENT

SCIENCE GRADE 7

Curriculum Guide

Date: September 2016 Updated: December 2019

Dr. Melissa Varley, Superintendent Mr. Scott McKinney, Assistant Superintendent

Mr. James Finley, District Supervisor

Developed by: Marcie Hall

This curriculum may be modified through varying techniques, strategies, and materials, as per an individual student’s

Individualized Education Plan (IEP).

Approved by the Berkeley Heights Board of Education

at the regular meeting held on 12/5/19 .

VISION STATEMENT The science curriculum aims to provide students with authentic and enriching experiences that enhance critical thinking and problem solving skills. Students gain a deeper understanding and appreciation of science and are exposed to real-world technologies. Students are challenged to analyze and evaluate data, construct new ideas, develop arguments and explanations, and apply concepts through engineering tasks. To achieve this, the curriculum guides are based on the model science curriculum developed by New Jersey Department of Education and are aligned to the Next Generation Science Standards. The Next Generation Science Standards were created based on the work done by the National Research Council and summarized in their publication, A Framework for K-12 Science Education (NRC, 2011). The work shifts the focus of science education towards the development of overarching enduring concepts and emphasizes the process of science. The standards are no longer isolated components but rather a three dimensional approach to teaching that focuses equally on Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts. Disciplinary Core Ideas have the power to focus K–12 science curriculum, instruction, and assessments on the most important aspects of science. These core ideas:

● Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline;

● Provide a key tool for understanding or investigating more complex ideas and solving problems;

● Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge;

● Are teachable and learnable over multiple grades at increasing levels of depth and sophistication.

The Science and Engineering Practices describe behaviors that scientists engage in as they investigate and build models about the natural world. Additionally, they emphasize the key set of engineering practices that engineers use as they design and build models and systems. Scientific investigation requires not only skill but also knowledge that is specific to each practice. Crosscutting Concepts have application across all domains of science. As such, they are a way of linking the different domains of science. They include patterns; cause and effect; scale, proportion, and quantity; systems and system models; energy and matter; structure and function; and stability and change. These concepts need to be made explicit for students because they provide an organizational schema for interrelating knowledge from various science fields into a coherent and scientifically based view of the world (NSTA, 2014). Throughout the curriculum, engineering tasks have been embedded, which engage students in the design cycle, encourage the development of 21st century skills, and incorporate college and career ready practices.

BERKELEY HEIGHTS PUBLIC SCHOOLS 1

MISSION STATEMENT Seventh Grade Science is a full year, required course at Columbia Middle School and is intended to prepare students for pursuing high school level science courses. The course is offered in two formats, a standard and small group/resource format. While the Middle School science progression spans all four core disciplinary domains, the 7th grade course focuses primarily on life science. The students begin by examining the basic structures of life and exploring the ways that matter and energy are cycled through them. They apply this knowledge as they broaden their studies to include more sophisticated organisms and body system. With the knowledge of how living systems work, the students enter a series of units that challenge them to develop mechanisms to explain how these systems came to be, why they continue to change, and why different organisms share similar characteristics. The course culminates with a unit that explores how organisms function in an environment and why they must depend on other organisms. The objective in both the standard and the small group resources class is for the students to demonstrate mastery of the course standards by meeting the performance expectations. In the beginning of May, all seventh grade students take a placement test to determine if they are prepared for a more accelerated level science. The exam is composed of two parts, a multiple choice section and a short written response. The multiple choice section focuses on common science misconceptions from grades K-8 and assesses the student's analytical skills. The written response section emphasizes processing and evaluates the student’s scientific literacy skills. If students meet all the necessary requirements, they may be placed in an accelerated program for their 8th grade year.


COURSE PROFICIENCIES COURSE OBJECTIVES

The 7th grade Science program consists of eight units reflective of the NJDOE Model Curriculum. Each unit is structured to emphasize a three dimensional learning environment and therefore incorporates science and engineering processes, disciplinary core ideas, and crosscutting concepts. The standards, which encompases these three components, that are addressed throughout these units are presented below and are sorted based on domain. LS: Life Science

LS1: From Molecules to Organisms: Structures and Processes ● MS-LS1-1 ● MS-LS1-2 ● MS-LS1-3 ● MS-LS1-4 ● MS-LS1-5 ● MS-LS1-6 ● MS-LS1-7 ● MS-LS1-8

LS2: Ecosystems: Interactions, Energy, and Dynamics ● MS-LS2-1 ● MS-LS2-2 ● MS-PS2-3

LS3: Heredity: Inheritance and Variation of Traits ● MS-LS3-1 ● MS-LS3-2

LS4: Biological Evolution: Unity and Diversity ● MS-LS4-1 ● MS-LS4-2 ● MS-LS4-3 ● MS-LS4-4 ● MS-LS4-5 ● MS-LS4-6

ETS: Engineering, Technology and the Application of Science

ETS1: Engineering Design ● MS-ETS1-1 ● MS-ETS1-2 ● MS-ETS1-3 ● MS-ETS1-4


http://www.state.nj.us/education/modelcurriculum/sci/


STUDENT PROFICIENCIES The student proficiencies represent the broad skills that students will gain by completing the course. These skills spiral throughout the K-12 science progression and are leveled appropriately according to grade level and science domain. Science and Engineer Practice

● Asking Questions and Defining Problems - A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world works and which can be empirically tested.

● Developing and Using Models - A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations.

● Planning and Carrying Out Investigations - Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters.

● Analyzing and Interpreting Data - Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists use a range of tools—including tabulation, graphical interpretation and visualization to identify the significant features and patterns in the data. Scientists identify sources of error in the investigations and calculate the degree of certainty in the results. Modern technology makes the collection of large data sets much easier, providing secondary sources for analysis.

● Using Mathematics and Computational Thinking - In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; analyzing data; and recognizing, expressing, and applying quantitative relationships.

● Constructing Explanations and Designing Solutions - The products of science are explanations and the products of engineering are solutions.

● Engaging in Argument from Evidence -Argumentation is the process by which explanations and solutions are reached.

● Obtaining, Evaluating, and Communicating Information -Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity.

Crosscutting Concepts

● Patterns - Observed patterns in nature guide organization and classification and prompt questions about relationships and causes underlying them.

● Cause and Effect - Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering.


● Scale, Proportion, and Quantity - In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change.

● Systems and System Models - A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.

● Energy and Matter - Tracking energy and matter flows, into, out of, and within systems helps one understand their system’s behavior.

● Structure and Function - The way an object is shaped or structured determines many of its properties and functions.

● Stability and Change - For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand.

Nature of Science

● Scientific Investigations Use a Variety of Methods ● Science Knowledge Is Based on Empirical Evidence ● Scientific Knowledge Is Open to Revision in Light of New Evidence ● Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena ● Science Is a Way of Knowing ● Scientific Knowledge Assumes an Order and Consistency in Natural Systems ● Science Is a Human Endeavor ● Science Addresses Questions About the Natural and Material World

College and Career Ready Practices

● Apply appropriate academic and technical skills. ● Communicate clearly and effectively and with reason. ● Consider the environmental, social and economic impacts of decisions. ● Demonstrate creativity and innovation. ● Employ valid and reliable research strategies. ● Utilize critical thinking to make sense of problems and persevere in solving them. ● Model integrity, ethical leadership and effective management. ● Use technology to enhance productivity. ● Work productively in teams while using cultural global competence.


METHODS OF EVALUATION

1. Homework and classwork 2. Class participation 3. Tests and quizzes 4. Unit Benchmark Assessments 5. Performance Tasks 6. Lab Reports 7. Cooperative learning assignments 8. Final exam, projects and/or reports


MODIFICATIONS & ACCOMMODATIONS

Modifications and Accommodations for Special Education students, students with 504s, English Language Learners and Gifted and Talented students may include but are not limited to the following:

Special Education ● Individualized Education Plans (IEPs) ● Exemplars of varied performance levels ● Multimedia presentations ● Sheltered instruction ● Consultation with ESL teachers ● Manipulatives ● Tiered/Scaffolded Lessons ● Mnemonic devices ● Visual aids ● Modeling ● Guided note-taking ● Study Guides ● Modified homework ● Differentiated pre-typed class notes and example problems ● Use of the special education teacher to re-instruct in flexible small groups for the struggling

learner ● Manipulatives ● Flipped Instruction ● Word banks ● Reduced choice on assessments ● Preferential seating ● Choice activities ● Modified time requirements ● Modified notes ● Modified lesson, assessment and study guide format ● Provide an enriched curriculum and activities ● Independent projects ● Contracts/behavior support plans ● Open-ended responses ● Project-based learning ● Group activities ● Guided Notes ● Functional learning incorporated into each lesson ● Exploration Activities ● Assessment read aloud ● Small group assessments ● Organizational Support ● Oral questioning assessments to supplement written response


● Pre-writing Structural Supports for extended writing tasks ● Ongoing teacher feedback as part of the writing process ● Interactive Study Guides ● Multi-sensory approach to instruction ● Written and spoken step-by-step directions ● Content-focused assessment (not grading for spelling/grammar) ● Graphic organizers ● Non-verbal cues to begin task/remain on task/refocus ● Individual monitoring for understanding/reinforced instruction ● Printed copies of class readings for application of Active Reading Strategies

Gifted & Talented

● Provide one-to-one teacher support ● Curriculum Compacting ● Advanced problems to extend the critical thinking skills of the advanced learner ● Supplemental reading material for independent study ● Elevated questioning techniques using Webb’s Depth of Knowledge matrix ● Curriculum Compacting ● Flexible grouping ● Tiered assignments ● Topic selection by interest ● Manipulatives ● Tiered Lessons ● Flipped Instruction ● Multimedia Presentations ● Open-ended responses ● Project-based learning ● Group activities ● Guided Notes ● Conclusions and analysis of exploratory activities ● Career based learning incorporated into each lesson ● Exploration Activities ● Student choice

ELLs

● Exemplars of varied performance levels ● Multimedia presentations ● Sheltered instruction ● Consultation with ESL teachers ● Manipulatives ● Tiered/Scaffolded Lessons ● Mnemonic devices ● Visual aids ● Modeling ● Guided note-taking


● Study Guides ● Modified homework ● Differentiated pre-typed class notes and example problems ● Individualized instruction plans ● Manipulatives ● Flipped Instruction ● Words banks ● Reduced choice on assessments ● Preferential seating ● Choice activities ● Modified time requirements ● Modified notes ● Modify lesson, assessment and study guide format ● Provide an enriched curriculum and activities ● Contracts/management plans ● Open-ended responses ● Project-based learning ● Group activities ● Guided Notes ● Exploration Activities ● Assessment read aloud ● Small group assessments ● Oral questioning assessments to supplement written response ● Pre-writing Structural Supports for extended writing tasks ● Ongoing teacher feedback as part of the writing process ● Interactive Study Guides ● Multi-sensory approach to instruction ● Written and spoken step-by-step directions ● Graphic organizers ● Non-verbal cues to begin task/remain on task/refocus ● Individual monitoring for understanding/reinforced instruction ● Printed copies of class readings for application of Active Reading Strategies

504s

● Exemplars of varied performance levels ● Multimedia presentations ● Sheltered instruction ● Tiered/Scaffolded Lessons ● Mnemonic devices ● Visual aids ● Modeling ● Guided note-taking ● Study Guides ● Differentiated pre-typed class notes and example problems ● Manipulatives


● Words banks ● Reduced choice on assessments ● Preferential seating ● Modified time requirements ● Modified notes ● Modify lesson, assessment and study guide format ● Modified homework ● Independent projects ● Contracts/management plans ● Open-ended responses ● Project-based learning ● Group activities ● Guided Notes ● Exploration Activities ● Assessment read aloud ● Small group assessments ● Organizational Support ● Oral questioning assessments to supplement written response ● Pre-writing Structural Supports for extended writing tasks ● Ongoing teacher feedback as part of the writing process ● Interactive Study Guides ● Multi-sensory approach to instruction ● Written and spoken step-by-step directions ● Content-focused assessment (not grading for spelling/grammar) ● Graphic organizers ● Non-verbal cues to begin task/remain on task/refocus ● Individual monitoring for understanding/reinforced instruction ● Printed copies of class readings for application of Active Reading Strategies

Students at Risk of Failure

● Exemplars of varied performance levels ● Multimedia presentations ● Tiered/Scaffolded Lessons ● Modeling ● Guided note-taking ● Study Guides ● Differentiated pre-typed class notes and example problems ● Individualized instruction plans ● Words banks ● Reduced choice on assessments ● Preferential seating ● Choice activities ● Modified time requirements ● Modified notes ● Modified lesson, assessment and study guide format


● Modified homework ● Provide an enriched curriculum and activities ● Contracts/management plans ● Open-ended responses ● Project-based learning ● Group activities ● Guided Notes ● Exploration Activities ● Assessment read aloud ● Small group assessments ● Oral questioning assessments to supplement written response ● Pre-writing Structural Supports for extended writing tasks ● Ongoing teacher feedback as part of the writing process ● Interactive Study Guides ● Multi-sensory approach to instruction ● Written and spoken step-by-step directions ● Graphic organizers ● Non-verbal cues to begin task/remain on task/refocus ● Individual monitoring for understanding/reinforced instruction ● Printed copies of class readings for application of Active Reading Strategies


SCOPE AND SEQUENCE COURSE OUTLINE/STUDENT OBJECTIVES

Each unit in the 7th grade science curriculum is listed below with the associated performance expectations students with master. The units are then broken down further in the subsequent sections. The unit provide detailed objectives, clarification statements, possible activities, and suggested timelines. Unit 1: Structure and Function

● MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

● MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

Unit 2: Organization for Matter and Energy Flow in Organisms

● MS-LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

● MS-LS1-7: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

Unit 3: Body Systems

● MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

● MS-LS1-8 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

Unit 4: Inheritance and Variation of Traits

● MS-LS3-1 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.

● MS-LS3-2 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.

Unit 5: Selection and Adaptation

● MS-LS4-4 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.

● MS-LS4-5 Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

● MS-LS4-6 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.


Unit 6: Evidence of Common Ancestry ● MS-LS4-1 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.

● MS-LS4-2 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.

● MS-LS4-3 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.

Unit 7: Growth, Development, and Reproduction of Organisms

● MS-LS1-4 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.

● MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

Unit 8: Matter and Energy in Organisms and Ecosystems

● MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

● MS-LS2-2 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.*

● MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.


Unit 1: Structure and Function Duration: 20 days Overview: 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. Standards:

● MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

● MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

● MS-LS1.D: Develop a model to explain how senses change energy coming from the environment (light, sound waves, chemicals in gases or food, heat or touch/pressure) into electrical signals in the nerves that go into the brain and spinal cord.

Technology: 8.1.8.A.1; 8.1.8.A.3; 8.1.8.A.4; 8.2.8.A.3; 8.2.8.A.2; 8.2.8.C.4; 8.2.8.C.5 21st Century: CRP2; CRP4; CRP8; 9.3.ST.2; 9.3.ST-ET.2; 9.3.ST-ET.3; 9.3.ST-SM.1; 9.3.ST-SM.2 Cross Curricular: RST.6-8.1; RST.6-8.2; RI.6-8; SL.8.5 Essential Questions:

● How do cells contribute to the functioning of an organism? ● How do characteristic animal behaviors and specialized plant structures affect the

probability of successful reproduction of animals and plants, respectively? ● How do environmental and genetic factors influence the growth of organisms?

Student Learning Objectives Students will know…

● 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). ● 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. ● 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. ● The structures of the cell wall and cell membrane are related to their function.

Students will be 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 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. ● 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. Possible Activities:

● Living vs. Nonliving Station Activity - Students will then use those characteristics, examine different objects, and place them into the categories of living and nonliving things.

● Microscope Lab- Comparing Unicellular vs Multicellular samples - Use bacteria slide, vs human slides and create a Venn Diagram comparing/contrasting unicellular vs. multicellular .

● Microscope Lab Compare Eukaryotic vs Prokaryotic Cell samples - Use bacteria slide, vs human slides and create a Venn Diagram comparing/contrasting and prokaryotic vs. eukaryotic.

● “Gummy Bear Lab” to demonstrate cell membrane functioning ( diffusion/osmosis) . Students will analyze a 3-D model comparing and contrasting different salt concentrations and their effect on cell size. This will be based on how the cell membrane functions using concentration gradients.

● Cell Station Activity - Students create various models and visualizations (example: skits, poems, songs) to describe the relationship between different parts of the cell using the microscope, online resources, and ipads.

● Cells Alive WebQuest - Students examine different 3D models of prokaryotic cells, animal cells, and plant cells. They compare/contrast similarities and differences.


Unit 2: Organization for Matter and Energy Flow in Organism Duration: 20 days Overview: 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. Standards:

● MS-LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

● MS-LS1-7: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.


● How do some organisms turn electromagnetic radiation into matter and energy? ● What is the role of photosynthesis in the cycling of matter and flow of energy into and out

of an organism? ● How is food rearranged through chemical reactions to form new molecules that support

growth and/or release energy as this matter moves through an organism? Student Learning Objectives Students will know…

● Photosynthesis has a role in the cycling of matter and flow of energy into and out of organisms.

● The flow of energy and cycling of matter can be traced. ● The chemical reaction by which plants produce complex food molecules (sugars) requires

an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon based organic molecules and release oxygen.

● Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen.

● Sugars produced by plants can be used immediately or stored for growth or later use. ● Within a natural system, the transfer of energy drives the motion and/or cycling of


matter. ● Food is rearranged through chemical reactions, forming new molecules that support

growth. ● Food is rearranged through chemical reactions, forming new molecules that release

energy as this matter moves through an organism. ● Molecules are broken apart and put back together to form new substances, and in this

process, energy is released. ● Cellular respiration in plants and animals involves chemical reactions with oxygen that

release stored energy. ● In cellular respiration, complex molecules containing carbon react with oxygen to

produce carbon dioxide and other materials. ● Within individual organisms, food moves through a series of chemical reactions in which

it is broken down and rearranged to form new molecules to support growth or to release energy.

● Matter is conserved during cellular respiration because atoms are conserved in physical and chemical processes.


● Construct a scientific explanation for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms based on valid and reliable evidence obtained from sources (including the students’ own experiments).

● Construct a scientific explanation for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms based on the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

● Develop and use a model to describe how food is rearranged through chemical reactions. Possible Activities:

● Oxygen Probe Lab - Students will place three plant samples in different locations, some receiving more sunlight than others and they will monitor over three days, how much oxygen is produced. They will graph their results and draw conclusions.

● Ball and Stick Models- Students will show how carbon dioxide and water are rearranged to form glucose.

● Online Plant Photosynthesis Lab- Plants exposed to different wavelengths of light , students will measure the average height and then graph their results. They will then determine which light is the most effective for plant growth and why.

● Students will be given a form of human impact to research and then make predictions based on their research regarding the effect of different environmental changes on the cycling of matter.

● Boiling Tube/Sodium Hydroxide Lab - Using different samples and showing how they react - how can we tell a chemical change has taken place?

● Cell Respiration- Using bromothymol blue, water, straws, and test tubes students carry out a lab demonstrating that energy must be released in order to carry out activities, and that the faster the rate of respiration, the more energy will be released. They will be timing how long it takes for the solution to change color before and after exercise.


Unit 3: Body Systems Duration: 18 days Overview: 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-interacting 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. Standards:

● MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

● MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.


● What is the evidence that a body is actually a system of interacting subsystems composed of groups of interacting cells?

● How do organisms receive and respond to information from their environment? Student Learning Objectives: Students will know…

● 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. ● 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. ● 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 will be able to…

● 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.

● 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. Possible Activities:

● Microscope Tissue Lab- Looking at different tissue sample slides and making comparisons.

● Research and defend which of the mentioned body systems is the most important for overall functioning of the body . Within the response or argumentative piece describe and discuss how that body system relies on the other mentioned systems or how they work together to keep the body running.

● Muscular System WebQuest - Students use the links provided to observe various muscles in the human body, discover the functions of each, and how muscles are connected to other systems (example: skeletal system)

● Digest This! - Digestive System Lab - What happens to the food you eat at lunch? Students will complete lab activity using unsalted crackers and record the physical and chemical changes of the crackers after two minutes. Next, the students will utilize lollipops to compare what happens after the lollipop has been in your mouth vs in a cup of water.

● Frog Dissection Activity - Students will utilize the Frog Dissection app to complete the dissection lab.

● “Reaction Time” Lab - Students will use a ruler and a timer to determine their personal reaction time when a ruler is dropped. They will complete three trials and average the number. They will discuss and describe which body systems worked together and affected the reaction time. This will lead to a discussion on how nerve cells work including rectors, etc.


Unit 4: Inheritance and Variation of Traits Duration: 23 days Overview: 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. Standards:

● MS-LS3-1: 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.

● MS-LS3-2: 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.

Technology: 8.1.8.A.1; 8.1.8.A.3; 8.1.8.A.4; 8.2.8.A.3; 8.2.8.A.2; 8.2.8.C.4; 8.2.8.C.5 21st Century: CRP2; CRP4; CRP8; 9.3.ST.2; 9.3.ST-ET.2; 9.3.ST-ET.3; 9.3.ST-SM.1; 9.3.ST-SM.2 Cross Curricular: RST.6-8.1; RST.6-8.4; RST.6-8.7; SL.8.5; 6.SP.B.5 Essential Questions:

● Why do kids look similar to their parents? ● How do structural changes to genes (mutations) located on chromosomes affect proteins

or affect the structure and function of an organism? ● How do asexual reproduction and sexual reproduction affect the genetic variation of

offspring? Student Learning Objectives: Students will know…

● 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 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. ● Organisms reproduce either sexually or asexually and transfer their genetic information

to their offspring. ● Asexual reproduction results in offspring with identical genetic information. ● 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.


● 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.

● Develop and use a model to describe why asexual reproduction results in offspring with identical genetic 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.

Possible Activities:

● Use the Virtual Cell Application to examine and identify the parts/structure of a chromosome. Then relate mutations to chromosome structure. Identify the three types of mutations.

● In order to demonstrate gene location on chromosome is inherited we can give groups different karyotype samples and ask them to determine which child is related to the parent card. They would do this comparing striping and banding patterns.

● Act out gene mutations such as insertion, and deletion using letter cards. The student's hold the letter cards and pick out the mutations. The class will discuss if the sentence is still readable and relate that to incorrect proteins being produced.

● Hidden Messages - Students will use the given codon table as a reference to decode and create a message to be shared with the class. The class will decode each other’s messages using the same table.


● “How a Mutation Affects an Organism” Lab - Students will examine the coding errors produced when there is a mutation in the DNA and the examine the effect of a mutation in the gene that codes for blood hemoglobin.

● M&M Lab: Students receive different baggies of varied M&Ms. They will be given different scenarios where invasive species are introduced and they will discuss which form of reproduction makes them more likely to survive and why. This will lead to a discussion on advantages and disadvantages of asexual and sexual reproduction.

● “Variations on a Human Face” Lab- Students use a coin to show that both parents donate 50% of the genetics material to their offspring. They flip a coin to determine what traits the offspring will have. They also answer discussion questions related to inheritance.

● “Genetics with a Smile” Lab - Students will create their own “Smiley Face” offspring on the computer using two coins to complete the genotype for each trait the then determine the phenotype.


Unit 5: Selection and Adaption Duration: 22 days Overview: 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. Standards:

● MS-LS4-4: 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.

● MS-LS4-5: Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

● MS-LS4-6: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

Technology: 8.1.8.A.1; 8.1.8.A.3; 8.1.8.A.4; 8.2.8.A.3; 8.2.8.A.2; 8.2.8.C.4; 8.2.8.C.5 21st Century: CRP2; CRP4; CRP8; 9.3.ST.2; 9.3.ST-ET.2; 9.3.ST-ET.3; 9.3.ST-SM.1; 9.3.ST-SM.2 Cross Curricular: RST.6-8.1; RST.6-8.7; RST.6-8.9; SL.8.1; SL.8.4; 7.RP.A.2; MP.4 Essential Questions:

● Are Genetically Modified Organisms (GMO) safe to eat? ● How can changes to the genetic code increase or decrease an individual’s chances of

survival? ● How can the environment affect natural selection?

Student Learning Objectives: Students will know…

● 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.

● Natural selection, which over 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. ● 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.

● 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 Students will be able to…

● 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.

● 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.

● 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.

● 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).


● Peppered Moth Lab- Students use newspaper and cut our newspaper circles and white circles. While being timed students are asked to collect as many “moths” as possible. They will change the background as well.

● Goldfish natural selection lab- mrswilsonscience.com/10-11/wp.../Natural-Selection-in-Goldfish.doc- In an isolated body of water, the fish population is made up of orange fish, which are slow and easily caught, and yellow fish, which are fast and not easily caught. There is a single predator


http://mrswilsonscience.com/10-11/wp-content/uploads/2010/09/Natural-Selection-in-Goldfish.doc

for these fish in these isolated bodies of water is the student. What effect does natural selection have on these two fish populations?

● Fashion A Fish- Students receive certain traits on card (selected out of a bag), they put them together in designing a fish, they draw the, and then determine why those traits might help the fish survive.

● Students will research and debate controversial issues like gene therapy, genetic engineering, and artificial selection. They will familiarize themselves with the technology behind each practice and given certain “scenarios” they will debate their use based on research. They will then discuss how societies will change if certain advances in genetics are legalized.

● Kaibab Graphing Activity- Students graph both the predator and prey populations in order to determine patterns. They then relate the change in population to starvation and or overpopulation.

● Bird Beak Lab- Students use different tools that demonstrate beak adaptations. They have a set time to pick up “food.” They draw conclusions as to which species would become extinct based on lack of access to food.


Unit 6: Evidence of Common Ancestry Duration: 22 days Overview: 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. Standards:

● MS-LS4-1: 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.

● MS-LS4-2: 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.

● MS-LS4-3: 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.

Technology: 8.1.8.A.1; 8.1.8.A.3; 8.1.8.A.4; 8.2.8.A.3; 8.2.8.A.2; 8.2.8.C.4; 8.2.8.C.5 21st Century: CRP2; CRP4; CRP8; 9.3.ST.2; 9.3.ST-ET.2; 9.3.ST-ET.3; 9.3.ST-SM.1; 9.3.ST-SM.2 Cross Curricular: RST.6-8.1; RST.6-8.7; RST.6-8.9; SL.8.1; SL.8.4; 7.RP.A.2; MP.4 Essential Questions:

● How do we know when an organism (fossil) was alive? ● How do we know that birds and dinosaurs are related?


● 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 layers.

● Patterns can occur within one species of organism or across many species. ● 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 descent.

● 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.

● 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.


● 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.

● 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.

● 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.


● Students develop a model evolutionary tree based on morphology and age of fossils


● Fossil Card Activity: Students will compare and contrast pictures of ancient organisms and compare them to modern day organisms. They will order the fossils from oldest to youngest.

● Radioactive Dating/Penny Lab - Students will complete a lab that will emphasize how scientists determine the age of fossils.

● Ancient Organism- Students will be given an arrangement of bones of an ancient organism. They will arrange the bones into what they think the organism would look like. They will then go around and examine different groups to compare ideas. They will then be shown the actual organism picture and make comparisons. They will discuss which modern day organisms they believe to be relatives of the ancient organism.

● Students will carry out a “fossil” dig where they will use a spoon to “dig up” five fossils. They will then use a fossil key to identify them and place them into an era of the geologic time scale. Only give certain groups certain fossils and have them determine why certain fossils might be missing.

● Guess The Embryo Activity: Students use an Interactive to examine and guess which embryo goes with which organism. While completing this they write down observations or traits the embryo shows such as a tail, gill slits, etc. Once they have identified all of them they will design a T-Chart comparing and contrasting the two embryos.


Unit 7: Growth, Development, and Reproduction of Organisms Duration: 22 days Overview: 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. Standards:

● MS-LS1-4: 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.

● MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.


● How do characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively?

● How do environmental and genetic factors influence the growth of organisms? ● What influences the growth and development of an organism?


● 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. ● 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). ● 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. Students will be 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.

● 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.

● 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.


● Students examine different animal behaviors using videos, Internet resources, books, etc. that could affect the probability of successful animal reproduction. They will discuss why certain traits have enabled them to survive for so long.

● Defense Strategy Cards- Students order the cards 1-5 choosing which defense strategies ● Pick The Pollinator NOVA Activity- Students will match the pollinator with what it

pollinates and describe why they believe them to be in a symbiotic relationship- what physical traits enable pollination.

● Designer Animal - Students pick one of four environments and design an animal that could survive in that particular environment.

● “Limiting Factors” Lab - Students design a lab that determines how certain conditions affect plant growth ( germination of seeds). Some conditions could be limited water, limited soil, etc. Students measure the germination rate over one week and draw conclusions based on measurements.

● Students will read and discuss an experiment designed by McGill University on changing an ant’s habitat and its effect on the size of the ants. They will then be given an organism and they will have to re-design the organism's habitat


Unit 8: Matter and Energy in Organisms and Ecosystems Duration: 18 days Overview: 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. Standards:

● MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

● MS-LS2-2: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.*

● MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Technology: 8.1.8.A.1; 8.1.8.A.3; 8.1.8.A.4; 8.2.8.A.3; 8.2.8.A.2; 8.2.8.C.4; 8.2.8.C.5 21st Century: CRP2; CRP4; CRP8; 9.3.ST.2; 9.3.ST-ET.2; 9.3.ST-ET.3; 9.3.ST-SM.1; 9.3.ST-SM.2 Cross Curricular: RST.6-8.1; RST.6-8.7; RST.6-8.8; RI.8.8; SL.8.1, SL.8.4; SL.8.5; MP.4 Essential Questions:

● How and why do organisms interact with their environment and what are the effects of these interactions?

● How do changes in the availability of matter and energy affect populations in an ecosystem?

● How can you explain the stability of an ecosystem by tracing the flow of matter and energy?

● How do relationships among organisms, in an ecosystem, affect populations? Student Learning Objectives: Students will know…

● 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 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.


● 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. ● 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 will be 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 availability on organisms and populations in natural systems.

● 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.

● 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. Possible Activities:

● Limited Resources Lab ● Ecosystems and Biodiversity Lab


● Food Web Application ● “Pond Water Food Web” Lab -Students are given organism cards and asked to place them

into five food webs that they turn into food webs. ● Biomes Food Web Lab -Students design webs based on an organism list and research

available food in an ecosystem. They then design food webs and discuss if certain resources were eliminated how it would affect the food web.


SUGGESTED AUDIO VISUAL/COMPUTER AIDS

1. Computer Interface Probe System: PASCO Interfaces and Probes 2. Graphing Calculator 3. iPad apps and peripherals 4. Microscopes, stereoscopes, and viewers 5. Discovery Channel’s Mythbusters 6. http://video.mit.edu/ 7. http://scienceworld.scholastic.com/


http://video.mit.edu/

http://scienceworld.scholastic.com/

SUGGESTED MATERIALS

Resources for Students http://phet.colorado.edu - excellent simulation site. Includes lessons and resources at the bottom of each simulation that follow the NGSS framework. https://www.khanacademy.org/ - useful videos, practice problems, and quizzes in both math and science.

http://www.bozemanscience.com/ - short explanatory videos on science concepts and pedagogical approaches to teaching science Resources for Teachers http://www.state.nj.us/education/modelcurriculum/sci/ - site of the NJ DOe model curriculum project. Contains sample plans, storylines, progressions and more. Science Engineering Practices Grades 6-8 Quick Reference A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.National Research Council. (2012).Washington, DC: National Academy of Sciences.

Quick Reference Guide to the Framework for K-12 Science Education, NJDOE. (2016). This quick reference document hyperlinks the user to specific sections of the Framework. Next Generation Science Standards. NGSS Lead States. (2013).Washington, DC: The National Academies Press. Guide to Implementing the Next Generation Science Standards. National Research Council. (2015).Washington, DC: National Academy of Sciences Primer on Science Instruction: This two-page document highlights some of the essential characteristics of evidence-based teaching practices. Planning NGSS-Based Instruction: Where Do You Start? (Colson, M. and Colson, R., 2016) This article addresses the question "So what comprises an authentic classroom science experience?" National Science Teachers Association - the classroom resources and curriculum planning sections provide a plethora of lesson ideas and plans that can be incorporated into the curriculum. http://assessment.aaas.org/topics - as we develop a learning progression, we should consider misconceptions that students may have as it relates to the content/skills we are teaching. http://pum.rutgers.edu/index.php - excellent resources for developing physical science ideas


http://phet.colorado.edu/

https://www.khanacademy.org/

http://www.bozemanscience.com/


http://www.state.nj.us/education/aps/cccs/science/resources/QR68.pdf

http://www.nap.edu/catalog.php?record_id=13165

http://www.nap.edu/catalog.php?record_id=13165

http://www.state.nj.us/education/aps/cccs/science/resources/FrameworkQuickReferenceGuide.pdf

http://www.nextgenscience.org/

http://www.nap.edu/catalog/18802/guide-to-implementing-the-next-generation-science-standards

http://www.state.nj.us/education/aps/cccs/science/resources/NJSLS-SPrimer.pdf

http://static.nsta.org/files/tst1602_51.pdf



http://ngss.nsta.org/Default.aspx

http://assessment.aaas.org/topics

http://pum.rutgers.edu/index.php

columbia middle school science department science …

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