diversity of life - linden public · pdf filelife science module diversity of life note: ......

Grade 6

Life Science Module

Diversity of Life Note: The codes used in this curriculum framework are keyed using the following system.

Concepts and skills:

c01, c02, etc. are used to code the concepts addressed. p01, p02, etc. are used to code the process skills addressed.

New Jersey Core Curriculum Content Standards 2009

In a code such as 5.2.8.D.1, the “5” indicates the science standards, the “2” indicates the physical science standard within the set of science standards, the “8” indicates an eighth grade cumulative progress indicator, the “D” indicates a “strand” or theme within the science standards, and the “1” indicates the first of the eighth grade cumulative progress indicators within the “D” strand.

III. Scope and Sequence: Grade 6 Science - Diversity of Life Page 1

In completing the work in Lesson or Investigation 01 of Diversity of Life, students are expected to develop understandings and skills including: c01 Any free-living thing, plant, animal, or other, is an organism.

In doing so they begin to acquire knowledge and abilities such as...

Essential functions required for the well-being of an organism are carried out by specialized structures in plants and animals. [To demonstrate proficiency in learning, students may: Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances.] (5.3.4.A.2)

In completing the work in Lesson or Investigation 01 of Diversity of Life, students are expected to develop understandings and skills including: c02 All living organisms exhibit common characteristics: They grow, move, consume nutrients, exchange gases, respond to

stimuli, reproduce, need water, and eliminate waste.


Essential functions required for the well-being of an organism are carried out by specialized structures in plants and animals. [To demonstrate proficiency in learning, students may: Compare and contrast structures that have similar functions in various organisms, and explain how those functions may be carried out by structures that have different physical appearances.] (5.3.4.A.2)

Living organisms: (1) Interact with and cause changes in their environment. (2) Exchange materials (such as gases, nutrients, water, and waste) with the environment. (3) Reproduce. (4) Grow and develop in a predictable manner. [To demonstrate proficiency in learning, students may: Develop and use evidence-based criteria to determine if an unfamiliar object is living or nonliving.] (5.3.4.A.1)


In completing the work in Lesson or Investigation 01 of Diversity of Life, students are expected to develop understandings and skills including: p01 Categorize pictures of objects and organisms into living and nonliving groups.


Evidence is used to construct and defend arguments. [To demonstrate proficiency in learning, students may: Formulate explanations from evidence.] (5.1.4.B.3)

In completing the work in Lesson or Investigation 01 of Diversity of Life, students are expected to develop understandings and skills including: p02 Investigate unknown materials by placing them in aquatic environments and observing them for evidence of life.


Evidence is used to construct and defend arguments. [To demonstrate proficiency in learning, students may: Formulate explanations from evidence.] (5.1.4.B.3)

In completing the work in Lesson or Investigation 01 of Diversity of Life, students are expected to develop understandings and skills including: p03 Analyze data.


The number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition. [To demonstrate proficiency in learning, students may: Predict the impact that altering biotic and abiotic factors has on an ecosystem.] (5.3.6.C.2)


All organisms cause changes in the ecosystem in which they live. If this change reduces another organism’s access to resources, that organism may move to another location or die. [To demonstrate proficiency in learning, students may: Describe how one population of organisms may affect other plants and/or animals in an ecosystem.] (5.3.6.C.3)

In completing the work in Lesson or Investigation 02 of Diversity of Life, students are expected to develop understandings and skills including: c03 Optical power is the product of the magnification of the eyepiece and the objective lens.


Mathematics and technology are used to gather, analyze, and communicate results. [To demonstrate proficiency in learning, students may: Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies.] (5.1.8.B.2)

Visible light from the Sun is made up of a mixture of all colors of light. To see an object, light emitted or reflected by that object must enter the eye. [To demonstrate proficiency in learning, students may: Describe how to prisms can be used to demonstrate that visible light from the Sun is made up of different colors.] (5.2.6.C.2)

In completing the work in Lesson or Investigation 02 of Diversity of Life, students are expected to develop understandings and skills including: c04 The image seen in a microscope appears reversed and inverted.




In completing the work in Lesson or Investigation 02 of Diversity of Life, students are expected to develop understandings and skills including: c05 Focal plane is a thin plane at a fixed distance from the objective lens.



In completing the work in Lesson or Investigation 02 of Diversity of Life, students are expected to develop understandings and skills including: p04 Use the microscope to study layers in a sample and structures of brine shrimp.


The number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition. [To demonstrate proficiency in learning, students may: Predict the impact that altering biotic and abiotic factors has on an ecosystem.] (5.3.6.C.2)

All organisms cause changes in the ecosystem in which they live. If this change reduces another organism’s access to resources, that organism may move to another location or die. [To demonstrate proficiency in learning, students may: Describe how one population of organisms may affect other plants and/or animals in an ecosystem.] (5.3.6.C.3)


In completing the work in Lesson or Investigation 02 of Diversity of Life, students are expected to develop understandings and skills including: p05 Draw scale representation of images seen in a microscope to estimate size accurately.




In completing the work in Lesson or Investigation 02 of Diversity of Life, students are expected to develop understandings and skills including: p06 Explain how the object, focal plane, and image are related in a microscope.




In completing the work in Lesson or Investigation 03 of Diversity of Life, students are expected to develop understandings and skills including: c06 The cell is the basic unit of life.


All organisms are composed of cell(s). In multicellular organisms, specialized cells perform specialized functions. Tissues, organs, and organ systems are composed of cells and function to serve the needs of cells for food, air, and waste removal. [To demonstrate proficiency in learning, students may: Compare the benefits and limitations of existing as a single-celled organism and as a multicellular organism.] (5.3.8.A.1)

During the early development of an organism, cells differentiate and multiply to form the many specialized cells, tissues, and organs that compose the final organism. Tissues grow through cell division. [To demonstrate proficiency in learning, students may: Relate the structures of cells, tissues, organs, and systems to their functions in supporting life.] (5.3.8.A.2)

In completing the work in Lesson or Investigation 03 of Diversity of Life, students are expected to develop understandings and skills including: c07 Cells have the same characteristics and perform the same activities as more complex organisms.





In completing the work in Lesson or Investigation 03 of Diversity of Life, students are expected to develop understandings and skills including: c08 Paramecia have structures that have certain functions.




In completing the work in Lesson or Investigation 03 of Diversity of Life, students are expected to develop understandings and skills including: p07 Observe single-celled microorganisms with a microscope and investigate structure-function relationships.




In completing the work in Lesson or Investigation 03 of Diversity of Life, students are expected to develop understandings and skills including: p08 Use models to understand function.



In completing the work in Lesson or Investigation 03 of Diversity of Life, students are expected to develop understandings and skills including: p09 Generate evidence to support the idea that Paramecia are organisms.




In completing the work in Lesson or Investigation 04 of Diversity of Life, students are expected to develop understandings and skills including: c09 There is a difference between observation and inference.




All animals, including humans, are consumers that meet their energy needs by eating other organisms or their products. [To demonstrate proficiency in learning, students may: Analyze the components of a consumer’s diet and trace them back to plants and plant products.] (5.3.8.B.2)

In completing the work in Lesson or Investigation 04 of Diversity of Life, students are expected to develop understandings and skills including: c10 Specialized cells perform specialized functions in multicellular organisms.





In completing the work in Lesson or Investigation 04 of Diversity of Life, students are expected to develop understandings and skills including: p10 Compare microorganisms.



In completing the work in Lesson or Investigation 04 of Diversity of Life, students are expected to develop understandings and skills including: p11 Compare structures and function of cells from different organisms.



All organisms are composed of cell(s). In multicellular organisms, specialized cells perform specialized functions. Tissues, organs, and organ systems are composed of cells and function to serve the needs of cells for food, air, and


waste removal. [To demonstrate proficiency in learning, students may: Compare the benefits and limitations of existing as a single-celled organism and as a multicellular organism.] (5.3.8.A.1)

In completing the work in Lesson or Investigation 05 of Diversity of Life, students are expected to develop understandings and skills including: c11 All organisms are composed of cellsthe fundamental unit of life. Most organisms are single cells; other organisms are

multicellular.




In completing the work in Lesson or Investigation 05 of Diversity of Life, students are expected to develop understandings and skills including: c12 Seeds contain the dormant, living embryo of a plant.





In completing the work in Lesson or Investigation 05 of Diversity of Life, students are expected to develop understandings and skills including: c13 Germination is the onset of growth and differentiation in plant seeds.


Food is broken down to provide energy for the work that cells do, and is a source of the molecular building blocks from which needed materials are assembled. [To demonstrate proficiency in learning, students may: Relate the energy and nutritional needs of organisms in a variety of life stages and situations, including stages of development and periods of maintenance.] (5.3.8.B.1)

In completing the work in Lesson or Investigation 05 of Diversity of Life, students are expected to develop understandings and skills including: p12 Relate the structure and function of cells, tissues, organs, systems, and organisms.




In completing the work in Lesson or Investigation 05 of Diversity of Life, students are expected to develop understandings and skills including: p13 Dissect seeds to discover their structures.



In completing the work in Lesson or Investigation 05 of Diversity of Life, students are expected to develop understandings and skills including: p14 Investigate the effect of light on germinated seeds.


Evidence is generated and evaluated as part of building and refining models and explanations. [To demonstrate proficiency in learning, students may: Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations.] (5.1.8.B.1)

In completing the work in Lesson or Investigation 06 of Diversity of Life, students are expected to develop understandings and skills including: c14 Chlorophyll develops in plants that are exposed to light.






In completing the work in Lesson or Investigation 06 of Diversity of Life, students are expected to develop understandings and skills including: c15 The Sun is the primary energy source used by plants.





In completing the work in Lesson or Investigation 06 of Diversity of Life, students are expected to develop understandings and skills including: p15 Compare the development of two groups of complex plantsmonocots and dicots.



In completing the work in Lesson or Investigation 06 of Diversity of Life, students are expected to develop understandings and skills including: p16 Design an experiment to determine what happens to water in a stalk of celery.


Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions. [To demonstrate proficiency in learning, students may: Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.] (5.1.8.A.1)

Food is broken down to provide energy for the work that cells do, and is a source of the molecular building blocks from which needed materials are assembled. [To demonstrate proficiency in learning, students may: Relate the energy and nutritional needs of organisms in a variety of life stages and situations, including stages of development and periods of maintenance.] (5.3.8.B.1)


In completing the work in Lesson or Investigation 06 of Diversity of Life, students are expected to develop understandings and skills including: p17 Collect and analyze data to develop evidence for an explanation for how water enters a plant’s roots and flows through

the plant during transpiration.


Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions. [To demonstrate proficiency in learning, students may: Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.] (5.1.8.A.1)

In completing the work in Lesson or Investigation 07 of Diversity of Life, students are expected to develop understandings and skills including: c16 Xylem is the system of tubelike connected cells that transport water from the roots throughout all structures of the plant.




In completing the work in Lesson or Investigation 07 of Diversity of Life, students are expected to develop understandings and skills including: c17 Stomates on leaf surfaces open and close to regulate the rate of gas exchangewater, carbon dioxide, oxygenin leaves.



In completing the work in Lesson or Investigation 07 of Diversity of Life, students are expected to develop understandings and skills including: p18 Relate transpiration to the water cycle.





In completing the work in Lesson or Investigation 07 of Diversity of Life, students are expected to develop understandings and skills including: p19 Investigate the structure-function relationships of plant flowers.



In completing the work in Lesson or Investigation 07 of Diversity of Life, students are expected to develop understandings and skills including: p20 Make observation to develop a general model of how seeds disperse.


Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. [To demonstrate proficiency in learning, students may: Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences.] (5.1.8.D.1)

In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation, representation, visualization, etc [To demonstrate proficiency in learning, students may: Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model-building.] (5.1.8.D.2)


In completing the work in Lesson or Investigation 08 of Diversity of Life, students are expected to develop understandings and skills including: c18 Pollen from the anthers on stamens and ovules in the ovary of the pistil are the male and female cells that combine

during sexual reproduction to develop the seed.



In completing the work in Lesson or Investigation 08 of Diversity of Life, students are expected to develop understandings and skills including: c19 An adaptation is a structure or function that contributes to survival and reproduction.




In completing the work in Lesson or Investigation 08 of Diversity of Life, students are expected to develop understandings and skills including: p21 Explain seed dispersal strategies in terms of adaptations that contribute to a plant’s survival.


Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. [To demonstrate proficiency in learning, students may: Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences.] (5.1.8.D.1)

In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation, representation, visualization, etc [To demonstrate proficiency in learning, students may: Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model-building.] (5.1.8.D.2)

In completing the work in Lesson or Investigation 08 of Diversity of Life, students are expected to develop understandings and skills including: p22 Design and conduct an experiment safely and appropriately using a living organism.





In completing the work in Lesson or Investigation 08 of Diversity of Life, students are expected to develop understandings and skills including: p23 Collect data and draw conclusions.




In completing the work in Lesson or Investigation 09 of Diversity of Life, students are expected to develop understandings and skills including: c20 Behavior is one kind of response an organism can make to an environmental stimulus.




In completing the work in Lesson or Investigation 09 of Diversity of Life, students are expected to develop understandings and skills including: c21 Environmental preferences of an organism can be inferred by observing their behavior in controlled experiments.



In completing the work in Lesson or Investigation 09 of Diversity of Life, students are expected to develop understandings and skills including: p24 Determine the difference between scientific observations and inferences.





In completing the work in Lesson or Investigation 09 of Diversity of Life, students are expected to develop understandings and skills including: p25 Design and conduct an experiment safely and appropriately using a living organism.




In completing the work in Lesson or Investigation 09 of Diversity of Life, students are expected to develop understandings and skills including: p26 Collect data and draw conclusions.





In completing the work in Lesson or Investigation 10 of Diversity of Life, students are expected to develop understandings and skills including: c22 All insects have certain features in common but there is great diversity in this very important class of organisms.



In completing the work in Lesson or Investigation 10 of Diversity of Life, students are expected to develop understandings and skills including: c23 An adaptation is a structure or function that contributes to survival and reproduction.



In completing the work in Lesson or Investigation 10 of Diversity of Life, students are expected to develop understandings and skills including: c24 Bacteria are prokartyotes and are found everywhere on Earth in large numbers. They are crucial to life on Earth.





In completing the work in Lesson or Investigation 10 of Diversity of Life, students are expected to develop understandings and skills including: c25 Monera and Fungi are two of the five kingdoms of life.



In completing the work in Lesson or Investigation 10 of Diversity of Life, students are expected to develop understandings and skills including: c26 Microbes are very important in recycling nutrients.





In completing the work in Lesson or Investigation 10 of Diversity of Life, students are expected to develop understandings and skills including: p27 Relate structure to function in an insect.



In completing the work in Lesson or Investigation 10 of Diversity of Life, students are expected to develop understandings and skills including: p28 Use lab procedures to inoculate agar plates with bacteria and fungi from natural sources.





In completing the work in Lesson or Investigation 10 of Diversity of Life, students are expected to develop understandings and skills including: p29 Make observations and collect data to draw conclusions.




In completing the work in Lesson or Investigation 10 of Diversity of Life, students are expected to develop understandings and skills including: p30 Compare bacteria and fungi to plants, animals, and protists.



Linden Public Schools Linden, New Jersey

INQUIRY-BASED SCIENCE CURRICULUM

focusing on the

HAWK RISE ECOSYSTEM

HAWK RISE CURRICULUM OVERVIEW Hawk Rise, in the City of Linden, New Jersey, represents a unique 37-acre natural preserve that offers nearly limitless opportunity for Linden public school students to learn about natural systems and their relationships to those systems. The sitewhich includes terrestrial, wetland, and aquatic habitatsis within a 15-minute bus ride from most of the schools in the district, and will ultimately be accessible by means of parking facilities and a pedestrian trail system that winds its way through notable features of the site. The site’s natural features and phenomena are also very well-suited to inquiry-based lessons that can be correlated to the K-12 Science Curriculum of the Linden Public Schools. A Science curriculum consultant has drafted a curriculum framework designed to engage students from Grades 2 through Grade 8 in science lessons that pertain to the Hawk Rise ecosystem. The lessons will support the District’s existing grade-level science modules and units, but also add an outdoor, discovery/investigation dimension to the modules and units that will enrich them and engage the students, at times, in field-based, experiential learning. Most of the lessons will also be very well-adapted to interdisciplinary connections to the learning domains of Mathematics, Social Studies, and Language Arts Literacy. Field trips to Hawk Rise are planned for Grades 2,4,6 and 7 with perhaps select opportunities for Grade 8 students to visit the Hawk Rise site as part of their Environmental Issues Unit. Grades 3,5, and 8 students will be engaged in classroom, school-site, or local park habitat sites that will either prepare them for or follow-up learning experiences at the Hawk Rise site. All lessons will be correlated to the recently revised New Jersey Department of Education Core Curriculum Content Science Standards, as well as the “Four Strands of Science Learning” championed by the text that serves as a guideline reference for the Linden District’s Science Curriculum: Ready, Set, Science. As with all innovations in science education in the Linden Public School District, a rigorous program of professional development training is recommended that will seek to familiarize teachers from each of the participating grade levelsGrades 2 through 8in classroom and field-based strategies for enhancing student awareness and understanding of the Hawk Rise ecosystem. Experts in ecology-based instructionsome from the New Jersey Audubon Societywill be recruited to facilitate the professional development training of classroom teachers, as well as initial field trips that will include their students. It is hoped that, ultimately, Linden’s classroom teachers will not only develop a command of classroom, school-yard, or park-based lessons relating to Hawk Rise, but also be capable of facilitating lessons at the Hawk Rise preserve on their own.


GRADE 6 INQUIRY-BASED CURRICULUM

focusing on the

HAWK RISE ECOSYSTEM and Correlated with the Grade 6

FOSS Science Module: “DIVERSITY OF LIFE”

The following outline highlights key ecosystem concepts pertinent to Hawk Rise that can be focused on through adherence to key New Jersey Core Curriculum Content Science Standards and the Grade 6 Science curriculum module, “DIVERSITY OF LIFE.” “DIVERSITY OF LIFE” Grade 6 Science Module: NJCCC SCIENCE STANDARDS

CPI# 5.3.6.E.1 Background Content: (Life Science Strand EEvolution and Diversity)

Changes in environmental conditions can affect the survival of individual organisms and entire species. Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may lead to dramatic changes in the characteristics of organisms in a population over extremely long periods of time.

NSRC/STC GRADE 6 “DIVERSITY OF LIFE” MODULEKEY

CONCEPTS Any free-living thingplant, animal, or otheris an organism. All living organisms exhibit common characteristics; they grow, consume

nutrients, exchange gases, respond to stimuli, reproduce, need water, and eliminate waste.

Humans and all other complex life-forms are made of cells. The cell is the basic unit of life. Cells have the same needs and perform the same functions as more complex

systems.

HAWK RISE ECOSYSTEM CURRICULUM CORRELATION FEATURES Hawk Rise, as revealed in plant and animal inventories carried out by the New

Jersey Audubon Society, has living with it an incredible diversity of life forms aquatic, wetland, and terrestrial.

This diversity phenomenacoupled with the potential for students to learn and practice observation and journaling skillsprovides a unique opportunity

NJAS/ Linden Public Schools Hawk Rise Grade 6 Field Trips Curriculum and Planning Considerations

2

for Grade 6 classes to carry out an ongoing ‘natural history’ and ‘biodiversity’ inventory on the Hawk Rise site.


INQUIRY-BASED CURRICULUM

focusing on the

HAWK RISE ECOSYSTEM

KEY CURRICULUM SUPPORT REFERENCE

Essential guidelines from a reference that has been strongly endorsed and institutionalized in the Linden School District will be seamlessly woven into the Hawk Rise Curriculum: Ready, Set, SCIENCE!Putting Research to Work in K-8 Classrooms (National Research Council of the National Academies, 2008). A credible and well-respected ‘blueprint’ for quality Science Education, this reference reviews principles from the latest educational research and applies them to effective teaching practice. Four interrelated and learner-focused science education strands are highlighted: 1) marshalling scientific explanations 2) using their own data as evidence 3) reflecting on their current understanding, and 4) participating in authentic scientific practices as presenters and audience members. Each of these Strands will be purposefully infused into the Hawk Rise curriculum, since it will focus on student-based observations, investigations, data-based documentation, and inquiry skills. The Strands also correlate very closely with the New Jersey Core Curriculum Content Standards in Science, and the associated Cumulative Progress Indicators (CPI’s).

diversity of life - linden public · pdf filelife science module diversity of life note: ......

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