Life Science Program Guide 2014-2015

Life Science Program Guide ~2014-2015

7th Grade Life ScienceProgram Guide
2014-2015
Welcome to 7th grade Life Science! The purpose of this document is to guide your daily lesson planning. It details the learning standards and targets of this course, the sequencing of the lessons and learning standards, opportunities for formative and summative assessment, district-approved resources, and strategies for differentiation.
How to Use this Document (Tutorial)
Features of this Program Guide:
Power Standards are referenced in Green and Complementary Standards are referenced in Yellow
The program guide is designed to be implemented following a 5E model. In general, elicit student thinking and background knowledge and engage them in thinking about the concept. Students should have time to explore the big ideas for the unit and then explain the concept or phenomena at hand. Student understanding can be extended, or additional concepts explored. Finally, student understanding is evaluated through formative and/or summative assessment. (For more information)
Assessments and Student Evidence listed are not an exhaustive list, however all students should engage in these fundamental activities. Pieces of the student text are specifically listed when the text is necessary for student explanations and deeper exploration.
The district summative assessments are sequenced into the Program Guide. The dates listed are not required dates for assessment, but are intended to be landmarks through the program guide to assist in planning and pacing. Assessments should be administered during the window referenced.
2014-15 is Year 2 of the transition into Next Generation Science Standards. Science & Engineering practices should guide the investigative work in which students are engaged and teachers should become familiar with the architecture and instructional shifts of the NGSS. Instructional leads will provide support and PD for this transition.
There are four units of study within Life Science, that are detailed in this Program Guide: Ecosystems & Living Things, Cells & Heredity, Evolution & Diversity, Human Body Systems
Ecosystems and Living Things
Ecosystems are complex, interactive systems that include both biological communities (biotic) and physical (abiotic) components of the environment. Ecosystems are dynamic, experiencing shifts in population composition and abundance and changes in the physical environment over time, which ultimately affects the stability and resilience of the entire system. (NGSS Framework, p. 150)
Content Goals:
Students apply their understanding of inquiry and designing controlled investigations and field studies.
Students develop an operational definition of a system and apply it in several contexts.
Students describe characteristics of living things and non-living components of living systems.
Students explain the interaction of living and non-living components of ecosystems. / Essential Questions:
How can I use data to communicate results of an investigation?
When is it helpful to define a system? How can system boundaries change?
How are living things organized?
In what ways are non-living components important in living systems?
What is an ecosystem?
How do living and non-living things interact in an ecosystem?
Summative Assessment
7th Grade Life Science #1
Ecosystems and Living Things
(Assessment window Nov. 10 to Dec. 1, 2014) / Academic Vocabulary
Controlled Investigation
System: Input, Output, Boundary, Matter, Energy
Organism
Species
Model
Respiration
Photosynthesis
Producer, Consumer, Decomposer
Herbivore, Omnivore, Carnivore
Food Chain, Food Web / Key Investigations
1B – Marble Launcher (Variables in an Experiment)
3B – Dichotomous Keys
2A – Plant Growth and 2B – Brine Shrimp
3A – Classifying Living Things
4A – Carbon Dioxide and Living Things
4B – PCA Variables and Growth
Water Quality Field Study
5A – Food Webs
Time Line: Approximately 52 instructional days, September 3, 2014 to November 14, 2014 / NGSS,Standards(2009) and Additional Resources

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Marble Launch

Standards / Assessment /
Student Evidence / Resources / Differentiation
Additional Support / Extensions
Investigation 1B: Variables in an Experiment
INQB
INQE
INQD
INQG
SYSB
SYSD / Doing Science - FA Probe
Systems
Systems Diagrams
Investigation 1B – The Marble Launch
Student designed investigation and/or redesign
Lab Safety Contract / Learning Targets
I can identify the manipulated and responding variable in an investigation
I can describe the use of controlled variables
I can analyze data to identify relationships between variables
I can write a procedure and a conclusion for a scientific investigation
I can redesign a system to answer a specific question
CPO Investigations
Note: Students can explore the scientific practices and cross-cutting concepts through this system. The Systems sub-unit can be used here or can be implemented later, at the beginning of the Ecosystems sub-unit.
Note: This investigation is meant to be a formative assessment, in which students demonstrate what they know coming into your classroom. Students’ work should inform lessons that will be needed as these skills come up later in the curriculum.
Note: Consider including a mini-lesson on linear measurement to ensure that students are able to collect accurate measurement data
Marble Launch on Black Board
Doing Science – FA Probe
Systems Power Point presentations:

• #1 Living Systems?
• #2 System Input & Output
• #3 Open & Closed Systems

System Diagram
Investigation 1B – The Marble Launch
Defending a System
The Incredible Crushing Can / The Incredible Can Crusher
Key Vocabulary:
Controlled investigation
Variables
Data
Procedure
Conclusion
Manipulated Variable
Responding Variable
Dependent Variable
Independent Variable / Dice Lab
Computer simulation
Standards / Assessment /
Student Evidence / Resources / Differentiation
Additional Support / Extensions
Systems3 days
SYSB
SYSE
NGSS Appendix G – CrossCutting Concepts / Preview of Living Systems
Living System Diagram / Learning Targets
I can describe the components of a system
I can describe a system based on inputs/outputs and boundaries
I can explain how to change the boundaries of a system
I can defend whether a system is open or closed
Note:Teach the systems sub-unit here only if it wasn’t taught during the Marble Launch system.
Note: Once students have a foundational understanding of systems, they should be able to apply the thinking and concepts to any system they study in Life Science.
Note: System and System Models are a Cross Cutting Concept in NGSS, not a unique standard.
Marble Launch on Black Board
Systems Power Point presentations
Living Systems Power Point
Living System Diagram / Key vocabulary:
System
Input
Output
Boundary
Open system
Closed system
SYSA Any system may be thought of as containing subsystems of a larger system.

Classifying Living Things

The curricular sequence was adjusted to begin with the idea of what makes something living and how all living things are organized.

Then students will move into the interaction between living and non-living aspects of ecosystems.

Standards / Assessment /
Student Evidence / Resources / Differentiation
Additional Support / Extensions
LS1A All organisms are composed of cells which carry on the many functions needed to sustain life
LS2D Ecosystems are continuously changing. Causes of these changes include non-living factors such as the amount of light, range of temperatures, and availability of water, as well as living factors such as the disappearance of different species through disease, predation, habitat
MS-LS1 From Molecules to Organisms / Picture Read – show students a picture of a barnacle and ask, “Is it living? Why or why not?” (Teacher’s Guide p. 30)
Is it Living? – formative assessment probe
Characteristics of Living Things -reading strategy (student text p. 28-30)
Understanding & Using Dichotomous Keys (student text p. 50)
Classification Activity-Motivate (Teacher’s Guide p. 40)
Investigation 3B – Dichotomous Keys / Learning Targets
I can use/create a dichotomous key to identify and classify organisms
CPO Teachers Guide
Note: Multiple standards are listed as this is an introductory section. Students are not expected to develop understanding at this point. It is easy to go into too much depth in this section.
CPO Investigations
Note: Emphasize writing questions
Note: Rather than using shoes, students can classify their binders, pasta or anything similar
Note: Investigation 3B may require modeling to help students understand the thought process behind dichotomous keys.
Classification on Black Board
Picture Read
Is it Living?
Modeling Dichotomous keys
Plan Ahead: Aquatic plants for Investigation 4A / Skill Sheet 3.2 – Dichotomous Keys
Key Vocabulary:
Species
Classification
Dichotomous Key
Reading Strategy:
Consider using Spring Board Word Maps / Graphic Organizer for student text – Types of Living Things pg. 44-46
Classifying Shoes – (Chapter Activity p. 56)
INQA Scientific inquiry involves asking and answering questions and comparing the answers with what scientists already know about the world

Living Things

Students learn about the characteristics of living organisms and begin to build a context for energy in living systems.

Standards / Assessment /
Student Evidence / Resources / Differentiation
Additional Support / Extensions
Living Systems
LS1A All organisms are composed of cells which carry on the many functions needed to sustain life
LS1C Multicellular organisms have specialized cells that perform different functions. These cells join together to form tissues that give organs their structure and enable the organs to perform specialized functions within organ systems.
INQG Scientific Reports should enable another investigator to repeat the study to check the results
SYSB The boundaries of a system can be drawn differently depending on the features of the system being investigated, the size of the system, and the purpose of the investigation.
MS-LS1 From Molecules to Organisms / Using a Compound Microscope (Investigations p. 147)
OR
Microscope Mania
Investigation 2A – Plant Growth
OR
 Investigation 2B – Brine Shrimp
Systems Diagram – based on Living Systems Diagram
Investigation 4A-Carbon Dioxide and Living Things
OR
Vernier Cell Respiration Investigation / Learning Targets
I can demonstrate use of a microscope
I can describe ideal conditions for growth
I can describe the effect of nonliving (abiotic) variables on a living system
I can describe a living system
I can explain how respiration and photosynthesis are functions to sustain life
CPO Teachers Guide
CPO Investigations
Note: Set up the Investigation 2A or 2B, move into Investigation 4A and then return for observations and conclusions
Note: Consider germinating clover seeds on a cotton ball in order to make observations more easily in a smaller system
Note: Investigation 4A is included here because it links the requirement for energy to living things. This will flow into ecosystems.
Note: Jen Chase has Vernier probeware that can be borrowed for Cell Respiration
Note: Students with a shell fish allergy may have a reaction to the brine shrimp.
Note: Students learn to use a microscope in order to look at Brine Shrimp. If you are not using the Brine Shrimp investigation, consider moving the microscope lessons to accompany Cells.
Note: Investigation 2B, the salt concentration table is confusing. Create a data table based on amount of saltinstead of concentration. Students do not need to do these calculations to understand the investigation.
Note: Seeds can also be germinated in a paper towel & petri dish in order to speed up the investigation
Note: The emphasis for this section should be on understanding living systems
Note: Red Cabbage Indicator can be used in place of BTB with students
Ed Tech Standard 1.1.2:...gather data...and apply information for decision making using digital tools.
Living Things on Black Board:
Microscope Mania
Systems Diagram
2A & 2B with Systems Questions
Respiration - Keeley, vol. 3 #17
Vernier Cell Respiration
4A with Systems Questions
Directions for making RCI / Key Vocabulary:
Organism
Respiration
Photosynthesis
Photosynthesis Diagram – (text p. 85, 166) / Variables that Effect Life – text p. 36
INV 4A - Investigation at Home – Yeast Experiment (this does not need to be done in class)
Standards / Assessment /
Student Evidence / Resources / Differentiation
Additional Support / Extensions
Physical Variables
INQD For an experiment to be valid, all variables must be kept the same whenever possible
LS2D Ecosystems are continuously changing. Causes of these changes include non-living factors, as well as living factors….
MS-LS2 Ecosystems / PCA (Powerful Classroom Assessment) Variables and Growth Investigation 4B
Student self-assessment strategy for PCA
Abiotic Variablesreading strategy –(student text 72-76)
Is It Living – FA Probe (revisit) / Learning Targets
I can describe non-living variables that effect a variety living systems
CPO Teachers Guide
CPO Student text
Purpose for Reading: Connecting physical, non-living variables that affect living things. Students are building background knowledge.
Note: The PCA is available on Black Board if your students need practice, in context, on MSP style questions and writing prompts. If your students need practice with Claim-Evidence-Reason explanations, consider using that activity instead.
Living Things on Black Board
Investigation 4B – PCA Variables and Plant Growth
Plant Growth Claim-Evidence-Reason
4B PCA Self-Assessment / Key Vocabulary:
Biotic
Abiotic
Habitat
Reading Strategy:
Consider using Spring Board Double Entry or Cornell Notes
LS2A An ecosystem consists of all the populations living within a specific area and the non-living factors they interact with.
Standards / Assessment /
Student Evidence / Resources / Differentiation
Additional Support / Extensions
Field Study – 5 days
INQB Different kinds of questions suggest different kinds of scientific investigations
LS2D Ecosystems are continuously changing. Causes of these changes include non-living factors, as well as living factors ….
MS-LS2 Ecosystems / Water Quality: Ask the Bugs power point
Water Quality Field Study / Learning Targets
I can describe how abiotic factors affect biotic factors in an ecosystem. (abiotic: water quality of a stream, biotic: macroinvertebrates)
Note: This field study bridges students understanding of abiotic factors that affect an ecosystem with a deeper study of ecosystems in the next sub-unit.
Note: A field study asks about the relationship between two variables that are generally not manipulated, or controlled, by the researcher.
Note: Students need to practice writing questions for field studies and understand this as a valid investigation.
Note: Contact Jennifer Chase for information regarding the materials for this Field Study.
Living Things on Black Board
Water Quality: Ask the Bugs (project WET)
Water Quality: Ask the Bugs powerpoint
Macroinvertebrate research
Water Quality Field Study / Key Vocabulary:
Biotic
Abiotic
Macroinvertebrate
LS2A An ecosystem consists of all the populations living within a specific area and the non-living factors they interact with.

Ecosystems

Students build a context for energy in living systems and explore how living and non-living components interact in an ecosystem.

Standards / Assessment /
Student Evidence / Resources / Differentiation
Additional Support / Extensions
Energy Flow 2 days
LS2B Energy flows through an ecosystem from producers to consumers to decomposers. These relationships can be shown for specific populations in a food web.
SYSD In an open system, matter flows into and out of the system. In a closed system, energy may flow into or out of the system but matter stays within the system.
MS-LS2 Ecosystems / Energy Flow reading strategy –(student text p. 86-87)
Organizing Living Things-Explain(teacher’s guidep. 75) / Learning Targets
I can describe the relationships between producers, consumers and decomposers
I can describe how energy flows through an ecosystem
CPO Teachers Guide
Note: This section should be used to introduce students to the vocabulary of ecosystems. Rather than reading pages 86-87, consider using vocabulary strategies to familiarize students with these terms.
CPO Student Text
Ecosystems on Black Board
5.1 5E Lesson Plan / Key Vocabulary:
Producer
Consumer
Decomposer
Carnivore
Omnivore
Herbivore
Reading Strategy:
Consider using Spring Board Word Maps
LS2C The major source of energy for ecosystems on Earth’s surface is sunlight…
Standards / Assessment /
Student Evidence / Resources / Differentiation
Additional Support / Extensions
Food Chains and Food Webs 5 days
LS2B Energy flows through an ecosystem from producers to consumers to decomposers. These relationships can be shown for specific populations in a food web.
SYSB The boundaries of a system can be drawn differently depending on the features of the system being investigated, the size of the system, and the purpose of the investigation.
MS-LS2 Ecosystems / Making a Food Chain – motivate (teacher’s guide p. 76)
Food Chain Energy –formative assessment probe
Investigation 5A- Food Webs
Food Webs reading strategy–(student text p. 90-92)
OR
Life Science Interactive DVD activity
The Popcorn Relay – or other model of energy flow through an ecosystem
A Closer Look at the Sagebrush Steppe Ecosystem- Explain - (teachers guide p.77)
Ch. 5 Assessment, 5.2 – Student text p. 106 / Learning Targets
I can analyze the flow of energy in a local ecosystem
I can draw a labeled food web showing the relationship between producers, consumers and decomposers
CPO Teachers Guide
CPO Investigations
Note: As written, Inv 5A is a cumbersome investigation. Collaborate with teaching team or refer to version posted on Black Board for an alternative.
Note: Consider using Inspiration to create food webs.
Note: An alternative to having individual students using DVD’s would be to pause the DVD and have students whiteboard their answers & supporting ideas. They can also do 2-minute writing to hold their thinking.
Ed Tech 1.1.1 - Organize ideas and create original works for personal and group expression using digital tools.
CPO Student Text
Ecosystems on Black Board
Food Chain Energy - Keeley, LS Probes #15
Leveled Text: Energy Exchange
Popcorn Relay / Key Vocabulary:
Food Chain
Food Web
Energy
Reading Strategy:
Consider using Spring Board Double Entry Journal or Cornell Notes
Leveled Text: Energy Exchange
LS2C The major source of energy for ecosystems on Earth’s surface is sunlight…
Standards / Assessment /
Student Evidence / Resources / Differentiation
Additional Support / Extensions
Ecosystems 10 days
LS2D Ecosystems are continuously changing. Causes of these changes include non-living factors, as well as living factors ….
LS2B Energy flows through an ecosystem from producers to consumers to decomposers. These relationships can be shown for specific populations in a food web.
MS-LS2 Ecosystems / Ecosystems Odd One Out – formative assessment
Ecosystem Interactions - Skill & Practice with text page 94
Ecosystem Interactions (reading strategy) –student text p. 94-96
Modeling Interactions - Explain(teacher’s guide p. 83)
Understanding Introduced Species
Student Synthesis Project: Consider using Power Point, Photostory or another digital application / Learning Targets
I can predict how changing a living (biotic) factor may impact an ecosystem
I can predict how changing a non-living (abiotic) factor may impact an ecosystem
I can explain cause and effect within an ecosystem.
CPO Teacher Guide
CPO Investigations
CPO Ancillary Activities
Skill & Practice worksheets
Ed Tech 1.1.1 Organize ideas and design and produce multimedia projects
Ecosystems on Black Board
Ecosystems Odd One Out
Fishing for the Future
Understanding Introduced Species ppt
Plan Ahead: Order Ulothrix for investigation 7B / Skill Sheet 5.3
Key Vocabulary:
Competition
Predator
Prey
Population
Symbiosis
Invasive Species
Reading Strategy:
Consider using Spring Board Marking Text strategy
Assessment: Students take summative assessment, Ecosystems and Living Things #1(on or around Nov. 14)
Answer sheets available on Nov. 10, scan before Dec. 1, 2014
Cells and Heredity
Cells are the basic unit of life and all living organisms are made of cells.
Heredity explains why offspring resemble, but are not identical to, their parents and is a unifying biological principal.
Content Goals:
Students examine cells microscopically and analyze similarities and differences.
Students can describe relationships between structure and function within different types of cells.
Students distinguish between plant cells and animal cells.
Students explore hereditability by analyzing traits passed from one generation to another. This understanding is applied to the use of Punnett Squares to predict heredity. / Essential Questions:
What are the differences in the structure and function of plant and animal cells?
How do we use models to study living systems?
What is heredity?
What kinds of traits are heritable?
Summative Assessment
7thGrade Life Science #2
Cells and Heredity*
(Assessment window Dec 8 -19, 2014)
7th Grade Life Science #3
Heredity
(assessment window Jan 20 – 30, 2015) / Academic Vocabulary
Cell: Membrane, Nucleus, Organelle, Cytoplasm
Systems: input, output, boundary
Heredity
Genetics
Gene, Allele, Dominant, Recessive
Genotype, Phenotype
Punnett Square
Asexual vs Sexual Reproduction / Key Investigations
7A – Examining Onion Tissue
7B – Plant and Animal Cells
11A – Observing Human Traits
11B – Crazy Traits
Time Line: Approximately 30 instructional days, Nov. 17, 2014 to Jan 23, 2015. / NGSS, Standards (2009) and Additional Resources