Science 4th Nine Weeks Grade 7

Purpose of Science Curriculum Maps

This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.

Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness.

The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education

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that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices.

Science PracticesTo develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

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Commonalities between ELA, Math, and Science As you use the instructional maps, teachers should remember that science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a connection to all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns, as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

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5 E Instructional Model The 5E instructional model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

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Science Curriculum Maps Overview

The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered on four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices).

At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.

As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

How to Use the Science Curriculum Maps

Tennessee State Standards

The TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.

ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

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(More Academic Vocabulary support can be found at the following link: http://www.berkeleyschools.net/wp-content/uploads/2013/05/BUSD_Academic_Vocabulary.pdf)

Following the vocabulary development work of Beck, McKeown and Kucan, the CCSS references three tiers of words that are vital to academic achievement:

Tier One words are the words of everyday speech usually learned in the early grades… Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (dignified, faltered).

Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable.

Tier Three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, legislature, circumference, aorta) and key to understanding a new concept within a text… Recognized as new and “hard” words for most readers (particularly student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary).

It is important to target specific instruction on Tier 2 and Tier 3 vocabulary words to help students develop deep understanding that cannot be acquired through independent reading. Since Tier 3 words are typically targeted in content specific instruction, it's particularly important and challenging to identify and target Tier 2 words, since they appear across all disciplines.

Basic Guidelines for effective structured language practice strategies:

Make the target language rigorous, and mandatory. Never use structured language practice strategies with language that hasn’t been explicitly taught first. Post the graphic organizers or word banks and sentence frames that you’ve taught. Require students to use them during the activity and continuously remind them to focus

on their use of the language. Use a timer, chime, or other signal to mark the beginning, transitions, and ending of the activity. Keep it moving! Don’t adjust your pace to allow all students to finish. If you

use these strategies regularly, students will increase their speed to match your snappy pace. Circulate to monitor for participation as well as accuracy. Provide targeted support as needed. Take it to writing. A brief written product (sentence(s) in a journal, language log, note sheet, poster, post-it, exit ticket…) helps hold all students accountable.

Strategies include

Classroom lnstructional - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ Word Webs - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ Academic Vocabulary Log - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ

State Standards Embedded Standards Outcomes Content Connections

Standard 3 – Flow of Matter and Energy – 3 weeksGLE 0707.3.2 Investigate the exchange of oxygen and carbon dioxide between living things and

GLE 0707.Inq.1 Design and conduct open-ended scientific investigations.

GLE 0707.Inq.2 Use appropriate

Interpret a diagram to explain how oxygen and carbon dioxide are exchanged between living things and the environment.

Tennessee Holt Science and Technology TE, Chapter 3, Section 1: Exchange with the Environment, p. 76-81, Section 2: Cell Energy, p. 82-

Academic vocabulary: gills, lungs, photosynthesis, chlorophyll, cellular respiration, stoma, transpiration, fermentation, metabolism, product

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State Standards Embedded Standards Outcomes Content Connections

the environment.

Scaffolded (Unpacked) ideas

1. All living things need energy to survive.

2. Sunlight is the major source of energy for life on earth.

3. Energy can change from one form to another in living things.

4. Plants capture light energy from the sun, convert it into food energy, and make it available to all living things.

5. When animals consume food, they acquire their energy directly or indirectly from plants.

6. Food is used by all organisms for energy and to provide materials for growth and repair.

tools and techniques to gather, organize, analyze, and interpret data.

GLE 0707.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations.

GLE 0707.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions for further exploration.

GLE 0707.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.

Essential questions:

1. Which organelles are involved in photosynthesis and respiration?

2. Describe the major events occur in photosynthesis.

3. Sequence what occurs during cellular respiration.

Model the pathways of water,oxygen, and carbon dioxide through a plant.

Describe the movement of oxygenand carbon dioxide between living things and the environment.

Describe structures that animalsuse to obtain oxygen.

Explain photosynthesis.

Compare photosynthesis and cellular respiration.

Elaborate on two ways that photosynthesis is important.

85, Chapter 7, Section 1: Photosynthesis, p. 184-187

Glencoe Tennessee Science Grade 7 TWE, Chapter 3, Section 3: Energy for Life, p 87-91

Recommended activities

(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Labs:

Science Teacher’s Activity a Day:

Energy molecules ATP and ADP p. 78

Photosynthesis and Respiration p. 88

Calculate your carbon footprint (Energy mission) from Learningblade.com

Informational text:

(With the text, allow students to construct arguments about ideas and concepts while presenting their claims and evidence.)

Vocabulary strategy – Provide an opportunity for students to work in pairs to discuss words related to the targeted standard theme. After three minutes, call time. The last person to say a word must explain how it’s related to the target theme/term. Students will create their own lists in their scientific journal in contrast to their peer’s.

Vocabulary strategy – Word detective – Give students the terms. They will write each target term and its sentence on a sticky note, then place it on their desk each time they encounter a key word. At the end of the period, devote a few minutes to reading each sticky note.

Performance task: Have students work in groups of four. Give each group gumdrops or colored marshmallows—6 of one color (carbon atoms), 18 of a second color 9 oxygen atoms), and 12 of a third color (hydrogen atoms). Give students toothpicks and have them to arrange the gumdrops or marshmallows to demonstrate that six molecules of carbon dioxide and six molecules of water are needed to produce one molecule of sugar and six molecules of oxygen gas. (Science Practices 3 and 5) (Math Practice 1)

Performance task: Wrap a plastic bag around the branch of a tree or a portion of a potted plant. Secure the bag with a piece of tape or a rubber band but not to injure the plant. Record what happens over the next

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State Standards Embedded Standards Outcomes Content Connections

Additional resources:

A lesson in which students study how the respiratory system of a frog changes during its life cycle. http://www.pdesas.org/module/content/resources/14007/view.ashx

This website explains how photosynthesis and cellular respiration are mutually dependent processes. http://www.ehow.com/facts_5900540_photosynthesis-respiration-mutually-dependent-processes_.html

This article will give you information on the process of photosynthesis and cellular respiration. It discusses how they are linked and describes their differences. http://www.buzzle.com/articles/photosynthesis-and-cellular-respiration.html

An interactive game on the carbon dioxide-oxygen cycle can be found at the following website: http://www.windows2universe.org/earth/climate/carbon_cycle.html

The American Association for the Advancement of Science - This is a list of key ideas related to Matter and Energy in Living Systems. For each key idea, you will find a list of sub-ideas, a list of items, results from the AAAS field-testing, and a list of student misconceptions. Question items provided can be used to assess student understanding. http://assessment.aaas.org/topics/ME#/

few days. What happened to the bag? How does this illustrate transpiration? (Science Practice 3 and 6)

Performance task: Pick a leaf from a plant that has been exposed to sunlight for a few hours. Submerge it in water. Observe the surface of the leaf. Describe what forms on the leaf and write the notes in your science journal as well as draw the before and after of the leaf. Tell why this process occurred. (Science Practices 1 and 7) Literacy RST 6-8.3

Performance task: Compare the construction of a house to photosynthesis. Develop a presentation that highlights the similarities of the two processes. (Science Practice 6)

Performance task: There are certain plants such as the Indian pipe and Dodder that lack chlorophyll. Allow students to research these plants and write a report about how they obtain food to present to the class. (Science practice 6)

Performance task: In their science journals, have students to list all the foods they eat in one day. Have them to divide the list into two groups: (1) foods formed directly by photosynthesis (2) foods not formed directly by photosynthesis. Emphasize that all food energy comes from photosynthesis whether directly or indirectly. (Science

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State Standards Embedded Standards Outcomes Content Connections

Community connections (Contact the education department for events and opportunities to engage students)

Pink Palace:

In the classroom (Pink Palace Museum Outreach) Suitcase exhibit (free)

Lichterman Nature Center

Memphis Botanical Garden

practice 4)

Performance task: Using these materials: sugar, water, jar, and yeast, allow five minutes to prepare, several hours before class, and 10 minutes to observe. Prepare a sugar solution by mixing 1 tablespoon of sugar with 1 cup of warm water. Add some yeast to the solution a few hours before class and cover it. Have students note the odor of alcohol and the bubbles of carbon dioxide. Point out that these products result from alcoholic fermentation. (Science practice 3)

Performance task: Make a table to compare and contrast photosynthesis and respiration. (Science practice 4)

Performance task: Identify organisms that photosynthesize and those that carry out cellular respiration or fermentation. (Science practice 1)

Performance task: Research which organs are a part of obtaining oxygen in animals. (Science practices 1 and 6)

Standard 4 –Reproduction – 3 weeks

GLE 0707.4.1 Compare and contrast the fundamental features of sexual and asexual reproduction.

GLE 0707.4.2 Demonstrate an understanding of sexual

GLE 0707.Inq.1 Design and conduct open-ended scientific investigations.

GLE 0707.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data.

Classify methods of reproduction as sexual or asexual.

Match flower parts with their reproductive functions.

Distinguish between the two types of plant reproduction.

Holt Science and Technology, TE, Chapter 7 Section 2: Reproduction of Flowering Plants, p. 188-191.

Glencoe Tennessee Science Grade 7 TWE, Chapter 7, Section 1: Introduction to Plant Reproduction, Section 2: Seedless Reproduction,

Academic vocabulary – asexual reproduction, flower, pollination, sexual reproduction, dormant

Performance task: Develop and use a model to describe why asexual reproduction results in offspring with

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State Standards Embedded Standards Outcomes Content Connections

reproduction in flowering plants.

Scaffolded (Unpacked) ideas

1. Reproduction, the production of new individuals, is a characteristic of all living things and is essential to the continuation of a species.

2. Some organisms reproduce asexually; other organisms reproduce sexually.

3. Asexual reproduction is more common in plants than in animals and typically involves budding or fragmentation.

4. Sexual reproduction involves the union of gametes (egg and sperm) that produces new individuals.

5. Flowering plants reproduce sexually.

6. Pollination occurs when pollen is transferred from the male parts to the female parts of a flower and is aided by insects, birds, or the wind.

7. Sexual reproduction in plants produces seeds that develop into new plants when conditions are favorable.

8. During sexual reproduction, a single specialized cell from a female merges with a specialized cell from a male.

GLE 0707.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations.

GLE 0707.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions for further exploration.

GLE 0707.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.

Essential questions:

1. Explain the essential differences between sexual and asexual reproduction.

2. Describe the process by which plants and animals reproduce through asexual means.

3. Identify the common functions of various parts of a flower.

4. Identify the important things to know about plant pollination.

5. What conditions support the germination of seeds?

6. How does the genetic makeup of new organisms produced through asexual methods differ from organisms that result from sexual reproduction?

Describe the two stages in a plant’s life cycle.

Section 3: Seed Reproduction, p. 204 -223, Chapter 6, Section 2: Sexual Reproduction and Meiosis, p. 182 - 187

Recommended activities

(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Labs:

Science Teacher’s Activity a Day:

Pedigrees p. 98

Informational text:

(With the text, allow students to construct arguments about ideas and concepts while presenting their claims and evidence.)

Additional resources:

Genome: The Secret of How Life Works - This online tool provides teachers with a number of activities on Sexual Reproduction from Punnett squares to the structure of the DNA. All lessons come with a PDF or a word document option so that you may make changes if needed. http://genome.pfizer.com/educate.cfm

identical genetic information and sexual reproduction results in offspring with genetic variation. [Clarification Statement: Emphasis is on using 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. (Science practice 2) Literacy RST 6-8.1 (Math Practice 2)

Performance task: Create a concept map that details the process of sexual reproduction in plants from the time that pollen grains reach the stigma until a seed develops inside a fruit. Illustrate your work. (Science practice 4)

Performance task: Perform a germination investigation using 1 packet of bean seeds, 2 small plastic containers with snap-on caps, and water, Fill a container with bean seeds. Fill another container with bean seeds and water. Snap the caps onto the bottles. Place the bottles where they can be observed. In a few days, write your daily observations in a science journal. Note which beans are more powerful (the beans with water or the beans without water). (Science practice 3)

Performance task: Draw a flower and label the anthers, stigmas, style, ovary and ovule. Be sure to demonstrate pollination and

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State Standards Embedded Standards Outcomes Content Connections

9. Organisms that result from asexual reproduction are genetically the same as their parent; sexually produced offspring are genetically different from either of their parents.

10. A fertilized egg carrying genetic information from each parent multiplies to form a new organism.

Scholastic Study Jams Video and Check for understanding on Plants and Reproduction http://studyjams.scholastic.com/studyjams/jams/science/index.htm

A slideshow featuring the purpose of reproduction, three types of asexual reproduction (with real images), and sexual reproduction explained. http://science-class.net/archive/science-class/PowerPoints/Types%20of%20Reproduction_files/frame.htm

A simple explanation of reproduction in flowering plants. http://www.saburchill.com/chapters/chap0041.html

A simple explanation of the Pollinating Mechanisms of flowering plants. http://www.saburchill.com/chapters/chap0043.html

Have students use this interactive website to label the parts of a flower or use it during a whole class session with your interactive whiteboard. http://www.neok12.com/diagram/Plants-01.htm

Student handouts and PowerPoints on reproduction and the parts of a flower. http://ladwig.vmsteacher.org/Webpage/4-TASKS/C-Exercises%20&%20Activities/AsexualvSexualRepro/StudentInstrSht-AsexvsSexRepro-1011a2.pdf

fertilization. (Science practice 2)

Performance task: Find out about asexual propagation techniques used by gardeners and farmers to produce identical plants. Create a poster describing one of these techniques. (Science practice 7)

Performance task: Using a coleus plant, cup of water, scissors, and a container of soil, devise an experiment that will allow you to observe the asexual reproduction of a houseplant. Write your observations in your science journal. (Science practice 3)

Performance task: Draw a Venn diagram comparing the gametophyte and sporophyte generations including the number of chromosomes in each and the process that begins each generation. (Science practice 4)

Performance task: Write a poem that includes information about sexual and asexual reproduction. Share the poem with your classmates. (Science practice 6)

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State Standards Embedded Standards Outcomes Content Connections

Community connections: (Contact the education department for events and opportunities to engage students)

Lichterman Nature Center

Kitchen Community

Memphis Botanical Garden

Standard 4 Hereditary - 3 weeksGLE 0707.4.3 Explain the relationship among genes, chromosomes, and inherited traits.

GLE0707.4.4 Predict the probable appearance of offspring based on the genetic characteristics of the parents.

Scaffolded (Unpacked) ideas

1. Every organism possesses inherited information that determines its inherited characteristics.

2. Other traits result from an individual's interactions with the environment and cannot be passed on to the next generation.

3. Hereditary information is found in genes; segments of coded information found in DNA molecules.

4. A human cell contains thousands of different genes.

GLE 0707.Inq.1 Design and conduct open-ended scientific investigations.

GLE 0707.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data.

GLE 0707.Inq.3 Synthesize information to determine cause and effect relationships between evidence and explanations.

GLE 0707.Inq.4 Recognize possible sources of bias and error, alternative explanations, and questions for further exploration.

GLE 0707.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.

Essential questions:

1. Describe the relationships between DNA, genes, and chromosomes.

2. Explain the basic laws that

Describe the relationship among genes, chromosomes, and inherited traits.

Interpret a Punnett square to predict possible genetic combinations passed from parents to offspring during sexual reproduction.

Explain how traits are inherited.

Identify Mendel’s role in the history of genetics.

Compare and contrast the difference between an individual’s genotype and phenotype.

Holt Science and Technology, TE, Chapter 4, Section 1: Mendel and His Peas, and Section 2: Traits, Inheritance, Section 3: Meiosis, p. 98-119

Glencoe Tennessee Science Grade 7 TWE, Chapter 6, Section 3: DNA, p. 188 – 193, Chapter 8, Section 1: Genetics, Section 2 Genetic Since Mendel, Section 3: Advances in Genetics p. 234 - 251

Recommended activities:

(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Labs:

Academic vocabulary: chromosome, dominant trait, gene, genetic characteristic, genetic engineering, genotype, monohybrid cross, phenotype, Punnett square, recessive trait

Performance task: 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. (Science Practice 2)

Performance task: 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. (Science Practices 6 and 7) (Math Practice 3)

Performance task: Survey as many dogs in your neighborhood as you can for the presence of a solid color

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State Standards Embedded Standards Outcomes Content Connections

5. Genes are located on the chromosomes found in the nucleus of cells.

6. In humans, most cells contain two copies of each of 22 different chromosomes.

7. Another pair of human chromosomes determines sex; cells of a female contain two X chromosomes; male cells have one X and one Y chromosome.

8. New organisms that result from sexual reproduction receive half of their genetic information from each parent via egg and sperm cells.

9. Knowing the genetic makeup of the parents enables the traits of their offspring to be predicted.

10. A Punnett Square diagram summarizes every possible combination of genes that can occur during a cross between parents of known genetic makeup.

11. A Punnett Square for a simple monohybrid cross predicts the outcome of a cross for a single inherited characteristic passed from parents to offspring.

govern inheritance.3. How can a Punnett Square

be used to predict the outcome of a monohybrid cross?

Science Activity a Day:

Chromosomes p. 92

Genetic diversity p. 93

Genetic combinations p. 95

Dolphin rescue mission from http://learningblade.com/

Informational text:

(With the text, allow students to construct arguments about ideas and concepts while presenting their claims and evidence.)

Newsela. https://www.newsela.com/Newsela provides students with non-fiction text, related to content, that can be read on the most appropriate lexile level for maximum reading comprehension.

ReadWorks passage and comprehension questions on Heredity. https://www.readworks.org/sites/default/files/passages/1380_variation_of_traits.pdf

Additional resources:

A slideshow offering a basic introduction to genetics. Key vocabulary is defined, Punnett Squares are explained, and three principles of heredity are listed. This resource also offers enrichment for honors classes. http://science-class.net/archive/science-class/Power

or spotted coat, short or long hair, and floppy or upright ears. Make a data table that lists each of the traits. Record your data in the data table. Compare the number of dogs that have one form of a trait with those that have the other form. What can you conclude about the variations you noticed in the dogs? (Science Practice 4) RST 6-8.7

Performance task: Using blocks of two different colors, model the cross involving pea plant flowers. Use these tools to distinguish between genotype and phenotype, and homozygous and heterozygous. (Science Practice 6)

Performance task: Predict the possible allele combinations for a pea plant that is heterozygous for plant height, tall (Tt), and homozygous for seed shape, wrinkled (rr). Create a chart to show your outcomes. (Science practice 4)

Performance task: Students will choose one or two inherited traits (eye color, left- or right-handedness, and so on) and survey classmates to see how many of them display the characteristics. Results should be graphed. Other classrooms can be surveyed. Students can determine whether larger populations have the same ratio of the traits as subgroups. (Science practice 1)

Performance task: Fill in a Punnett square on a large poster that shows the results of a trihybrid cross

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State Standards Embedded Standards Outcomes Content Connections

Points/Genetics_files/frame.htm

The American Association for the Advancement of Science - This is a list of key ideas related to Reproduction, Genes, and Heredity. For each key idea, you will find a list of sub-ideas, a list of items, results from the AAAS field-testing, and a list of student misconceptions. Question items provided can be used to assess student understanding. http://assessment.aaas.org/topics/RH#/

Bikini Bottom Genetics II Worksheet. http://sciencespot.net/Media/gen_spbobgenetics2.pdf

Khan Academy Video - Punnett Square Fun. http://www.khanacademy.org/science/biology/heredity-and-genetics/v/punnett-square-fun

Community connections (Contact the education department for events and opportunities to engage students)

St. Jude

Medtronic

between individuals who are heterozygous for all three traits. (Science practice 2)

Performance task: Take the class to a paved portion of the schoolyard and have students role-play the alleles in a cross. Use masking tape to mark out a large Punnett square on the pavement. Assign students to be certain alleles and allow them to arrange themselves and announce the phenotypes and genotypes produced. (Science practice 5)

Performance task: Measure the hand spans of your classmates. Using a ruler, measure from the tip of the thumb to the tip of the little finger when the hand is stretched out. Read the measurement to the nearest centimeter. Record the name and hand span of each person in a data table. In analyzing, what range of hand spans did you find? What are the mean, median, and mode for your class’s data? Explain the reasoning behind the findings. (Science practice 5)

Performance task: In pairs, research genetic disorders. Create a Slideshow presentation that features the disorder, its patterns of inheritance, and what characteristics someone with the disorder would have. (Science practice 7)

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