7th GRADE SCIENCE

Essential Question: Why classify? Why do we classify? How is classification important?
Guiding Questions:
1. What is classification?
2. How do vertebrates and invertebrates differ from each other?
3. How are types of invertebrates similar and different in terms of physical
characteristics and reproduction?
4. How are plants classified?
5. How do plants take in and give off gases?
6. How are bacteria, protists, and fungi different from each other?
7. What are the roles of bacteria, protists, and fungi in the environment?
8. What are your strengths and struggles in learning science skills and processes?
9. What goals can you set to improve your earning in the next unit?
NYS Standards and Indicators Assessed
NYS 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
4.1.1 Compare and contrast the parts of plants and animals, and one-celled organisms.
4.4.3 Observe and describe developmental patterns in selected plants and animals (insects, frogs, humans, seed-bearing plants).
NYS Common Core Standards for Literacy Assessed:
Reading Standard 6-8.1 Cite textual evidence from multiple secondary sources.
Writing Standard
WHST.6-8.2. Write an Informative texts to convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- introduce the topic clearly and organize ideas, concepts, and information
- develop the topic with relevant facts, definitions, details, and examples.
See alignment of standards and indicators to authentic task.

UNIT 4: Classification

Authentic Performance Task(s):
Students will work individually and in groups to research a specific organism, create a presentation to teach the class about that organism, and write an individual informational essay. / Alignment to NYS Common Core Standards for Literacy:
Reading Standards for Informational Text
Reading Standard 6-8.1 Cite textual evidence from multiple secondary sources.
Writing Standards
WHST.6-8.2. Write an Informative texts to convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- introduce the topic clearly and organize ideas, concepts, and information
- develop the topic with relevant facts, definitions, details, and examples.
Diagnostic and Pre/Post Assessments:
Have students respond to the essential question as a pre/post at the start and end of the unit.
Formative Assessments:
science notebook (individual)
completed graphic organizers about reading (individual)
Summative Assessments:
authentic task(oral/visual presentation)
portfolio
quizzes (graded)
interim assessments
unit test
Teaching and Learning Activities:
1. Use the essential questions to answer the pre-assessment.
2. Introduce unit vocabulary strategies to learn words.
3. Use guiding questions to guide lessons.
4. Discuss topics.
5. Students by group will research information about an organism.
6. Group Presentation.
7. Have students select portfolio pieces to reflect on.
Resources Needed:
7th Grade NY Science ( Glencoe)
Chapter 1- The Omnivores Dilemm
Science Articles related to this Unit:

WEEKLY CALENDAR

Week / Guiding Questions / Topics/Lessons / Assessments
(diagnostic, formative, summative, interim) / Key Vocabulary
1 / 1. What is classification?
2. How do vertebrates and invertebrates differ from each other? / Classification of the animal kingdom / 1. Individual response to essential question (pre)
2. Practice Quiz (formative, ungraded)
3. Notebook / Classification
Symmetry
Invertebrates
Vertebrates
Standards Assessed: / NYS Common Core Standards
NYS 4.1.1
Week / Guiding Questions / Topics/Lessons / Assessments
(diagnostic, formative, summative, interim) / Key Vocabulary
2 / 2. How do vertebrates and invertebrates differ from each other?
3. How are types of invertebrates similar and different in terms of physical characteristics and reproduction? / Classification of the animal kingdom
Physical characteristics and reproduction of the different organisms in the animal kingdom / 1. Interim Assessment: classification of vertebrates and invertebrates
2. Quiz (graded)
3. Practice Quizzes (ungraded) / Cnidarians
Polyp
Sponge
Mollusks
Radula
Open circulatory system
Gastropoda
Bivalves
Closed circulatory system
Anthropods
Echinoderms
Exoskeleton
Arachnida
Standards Assessed: / NYS Common Core Standards
NYS 4.1.1
Week / Guiding Questions / Topics/Lessons / Assessments
(diagnostic, formative, summative, interim) / Key Vocabulary
3 / 3. How are types of invertebrates similar and different in terms of physical characteristics and reproduction? / Physical characteristics and reproduction of vertebrates / 1. Authentic Task begins.
Students will work individually and in groups to research a specific organism, create a presentation to teach the class about that organism, and write an individual informational essay.
a) choose what specific organism to research (by group)
b) look for for resources (by group) / Cnidarians
Polyp
Sponge
Mollusks
Radula
Open circulatory system
Gastropoda
Bivalves
Closed circulatory system
Anthropods
Echinoderms
Exoskeleton
Arachnida
Metamorphosis
Mammals
Reptiles
Amniotic egg
Monotremes
Marsupials
Standards Assessed: / NYS Common Core Standards
NYS 4.4.1
Week / Guiding Questions / Topics/Lessons / Assessments
(diagnostic, formative, summative, interim) / Key Vocabulary
4 / 4. How are plants classified?
/ Classification of plants: vascular and non vascular / 1. Continuation of the authentic task
c) gather information
d) write first draft of the informative essay - use science notebook
2. quizzes (graded) / Rhizoids
Pioneer species
Xylem
Phloem
Cambium
Gymnosperms
Angiosperm
Monocots
Dicots
Standards Assessed: / NYS Common Core Standards
NYS 4.1.1 WHST.6-8.2.
NYS 4.4.1
Week / Guiding Questions / Topics/Lessons / Assessments
(diagnostic, formative, summative, interim) / Key Vocabulary
5 / 5. How do plants take in and give off gases?
/ Photosynthesis
Respiration / 1. Authentic Task continues:
- finalizing the essay and designing presentations
2. Science notebook
3. Graded quiz / Stomata
Chlorophyll
Respiration
Photosynthesis
Aerobics respiration anaerobic respiration
Tropism
Plant hormones
Standards Assessed: / NYS Common Core Standards
NYS 4.1.1 WHST.6-8.2.
NYS 4.4.1
Week / Guiding Questions / Topics/Lessons / Assessments
(diagnostic, formative, summative, interim) / Key Vocabulary
6 / 6. How are bacteria, protists, and fungi different from each other? / Classification of bacteria, fungi, and protists
Structure and functions / 1. science notebook (formative)
2. Authentic Task continues: group presentation / Protists
Protozoan
Anaerobic bacteri
Aerobic bacteria
Pathogens
Saprophyte
Endospore
Vaccine
Pasteurization
Bioremediation
Standards Assessed: / NYS NYC Common Core Standards
NYS 4.1.1 WHST.6-8.2.
NYS 4.4.1
Week / Guiding Questions / Topics/Lessons / Assessments
(diagnostic, formative, summative, interim) / Key Vocabulary
7 / 7. What are the roles of bacteria, protests, ad fungi in the environment? / Classification of bacteria, fungi, and protists
Structure and functions / 1. Science notebook or report on controlled experiments or secondary research projects
2. Quizzes (graded) / Protists
Protozoan
Anaerobic bacteri
Aerobic bacteria
Pathogens
Saprophyte
Endospore
Vaccine
Pasteurization
Bioremediation
Standards Assessed: / NYS NYC Common Core Standards
NYS 4.1.1 WHST.6-8.2.
NYS 4.4.1
Week / Guiding Questions / Topics/Lessons / Assessments
(diagnostic, formative, summative, interim) / Key Vocabulary
8 / 8) What are your strengths and struggles in learning science skills and processes?
9) What goals can you set to improve your earning in the next unit? / reflection
setting goals
strengths and weaknesses / 1. Post Assessment
2. Portfolio
3. Unit test / reflection, goals
Standards Assessed: / NYS NYC Common Core Standards