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Seventh Grade Science

Curriculum Map

Red Clay Consolidated School District

August 2007

ACKNOWLEDGEMENT

The Office of Curriculum and Instruction would like to thank the following people for their hard work in helping create this document.

The Seventh Grade Curriculum Mapping Team:

Denise Foreman: H.B. DuPont Middle School

Sheila Kreer: Conrad Middle School

Leigh Longenecker: Skyline Middle School

Teren Neal: The Central School

Julie Picciotti: Stanton Middle School

Special thanks to Beth Blohm, Conrad Middle School, for proofreading several of the early drafts of this document.

All the seventh grade science teachers of Red Clay, for your continuing hard work in providing quality science education to our students.

SEVENTH GRADE SCOPE AND SEQUENCE

September

Topic Standards GLEs AssessmentNature of Science 1.1.1, 1.1.2, 1.1.4, 1.1.5 7.1.a, 7.1.d, 7.1.e 1. Science Vocabulary

in Context--Operational Terms in Science from SchoolNet, questions 1-5

Safety Right-to-know Law 2. Safety Quiz/safety contract

Measurement/use of microscope—Diversity of Life (DOL) investigations 2 and 3

1.1.6, 6.1.3, 6.1.5 7.1.f, 7.6.c, 7.6.e 3. Microscope Images, Diversity of Life page 9 (lab book) questions 1, 4, 5.

Reading in Science 1.1.5 7.1.e Current events, personal glossary, homework. (ongoing).

What is Life?—DOL investigation 1

6.1.1, 6.1.2 7.6.a 4. Diversity of Life What is Life? question 1.

October:

Topic Standards GLEs AssessmentCell theory/cells, organelles—introduce photosynthesis/respiration DOL Investigation 4

6.1.4, 6.1.5, 6.2.1, 6.2.2 7.6.c, 7.6.e, 7.6.f, 7.6.g, 7.6.h

5. Diversity of Life What are the Requirements of Life? question 1

6. Analogy—Functions of Organelles, questions 1-4.

Levels of organization 6.1.2, 6.1.3 7.6.d 7. Assessment—Levels of Organization, questions 1 and 2.

Kingdoms 6.1.2, 6.1.3, 7.2.5 7.6.b, 7.7.m 8. Five Kingdom assessment, questions 1-3.

Monera—DOL activity 10 6.1.2 7.6.c, 7.6.e 9. Assessment—Monera, questions 1 and 2 (writing prompt).

November

Topic Standards GLEs AssessmentSeeds of Life—DOL activity 5

6.1.1, 6.1.2, 6.1.3, 6.1.4, 6.2.1, 6.2.2, 6.2.3, 6.3.1

7.1.c, 7.6.a, 7.6.d, 7.6.f , 7.6.h

10. Assessment—Seeds of Life, question 1.

Plant reproduction—seeds and Flowers DOL activity 7

6.1.2, 7.1.1, 7.1.3, 7.7.a, 11. Diversity of Life: Mid-Summantive Exam 7, questions 4 and 5.

Genes and traits 1.1.2, 1.1.3, 1.1.5, 7.1.1, 7.1.3,

7.7.b, 7.7.f, 7.7.h 12. Assessment—Genes and Traits questions 1-3. [Analysis questions in Activities 58 (Creature Features p. D-29) from “Our Genes Ourselves” student lab manual. ]

13. Genetics assessment question 2.

December:

Topic Standards GLEs AssessmentReproduction 7.1.1, 7.1.2, 7.1.5, 7.1.6 7.7.a, 7.7.b, 7.7.c, 7.7.e 14. Genetics

assessment, question 3.Outcomes of genetic crosses

1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.5, 7.1.9, 7.1.10, 7.1.11

7.7.h, 7.7.i, 7.7.k 15. Our Genes Ourselves student sheet 61.1. Analysis for Activity 62, pp. D-45 and D-46 from “Our Genes Ourselves” student lab manual, questions 4a, 5.

Pedigree Analysis 1.2.2, 7.1.10, 7.3.2 7.7.j, 7.7.n, 7.7.o 16. Genetics assessment question 1.

17. Activity 67 (What Would You Do?, pp. D-76 to D-77 from “Our Genes Ourselves” student lab manual) question 3.

January:

Topic Standards GLEs AssessmentChromosome analysis 7.1.3, 7.1.4, 7.1.6,

7.1.7, 7.1.8, 7.1.97.7.d, 7.7.f, 7.7.g 18. Genetics

assessment question 4.Measurement 1.1.3, 1.1.6, 1.2.1 7.2.g 19. Assessment—

Measurement. From Properties of Matter Student sheet Lesson 1.1 pp. 11-14 (NOTE: do not do inquiry 1.1).

Particle Model of Matter(Lesson 4, Student models of Particle theory)

1.1.4, 1.1.5, 2.1.1, 2.1.2, 2.1.5

7.1.d, 7.1.e, 7.2.a, 7.2.d, 7.2.g

20. Schoolnet lesson—Properties of Matter, including assessment question 1.

Characteristic Properties and Density.

(Properties of Matter Lessons 1-3)

2.1.1, 2.1.3 7.2.a, 21. Properties of Matter assessment question 2. and 4.

22. Properties of Matter Student Sheet 3, pp. 35-38.

February:

Topic Standards GLEs AssessmentHeat and the Particle Model

1.1.2, 1.1.3, 1.1.5, 2.1.2, 2.1.5, 3.2.6

7.1.b, 7.1.c, 7.1.e, 7.2.a, 7.2.b, 7.2.c, 7.3.a, 7.5.d

23. Student Report from Student sheet 8.1 Investigating Mass and Melting, pp. 97-100.

Manufactured Items 1.1.6, 1.2.1, 1.2.2, 1.3.1, 2.5.1, 2.5.2

7.1.f, 7.2.n, 7.2.o 24. Properties of Matter: Anchor Activity Lesson 10 pp. 113-123. Rubric is on p. 120 of teacher’s manual, Table 10.2.

March:

Topic Standards GLEs AssessmentSolubility in Water 2.2.2, 2.2.3, 2.3.1 7.2.i, 7.2.m, 7.5.f 25. Properties of Matter

assessment Questions 5a and 7.

Temperature and Solubility

2.2.3, 2.2.4 7.2.j, 7.2.k 26. Properties of Matter assessment Question 6.

Separating Parts of a Mixture (may extend into April)

2.2.1, 2.2.3 7.2.g, 7.2.h 27. Properties of Matter assessment Question 3.

April:

Topic Standards GLEs AssessmentWater on the Earth 5.1.1, 5.2.1 7.5.a, 7.5.b, 7.5.c, 7.5.d 28. Watersheds

assessment Questions 1 and 2.

Percolation of water through soil

5.2.2 7.5.e, 7.5.g, 7.5.h 29. Watersheds assessment Question 1.

Topographic maps 1.1.4, 1.1.5, 1.1.6, 1.2.1, 5.2.3, 5.3.2

7.5.i, 7.5.l 30. Watersheds assessment Questions 1-3.

May:

Topic Standards GLEs AssessmentWater Quality Parameters

1.1.4, 1.1.5, 1.2.1, 1.2.2, 5.3.2, 7.2.2, 8.1.2, 8.3.2, 8.3.3

7.5.j, 7.5.k, 7.6.i, 7.6.j, 7.5.m, 7.5.n

31. Watersheds assessment Questions 1-3.

UNDERSTANDING THE SCIENCE CURRICULUM MAP

MIDDLE SCHOOLFall 2008

The Red Clay Consolidated School District is in the process of creating curriculum maps for each grade (K-12) in science. We have prepared a brief description of how the curriculum maps can be used in planning, delivering, and assessing science instruction.

Why use curriculum maps?

Beginning in August 2007, public schools in Delaware will be using the revised (2006) Delaware science standards (http://www.doe.k12.de.us/programs/pcs/science.shtml). The Science Coalition of Delaware has worked hard to create a rich science curriculum at all grades to meet these standards. The curriculum map will allow teachers to create a plan of instruction to meet these standards using curricula in which they have been trained. The map will allow teachers to adjust the pacing of their instruction to the needs of the students, the availability of resources, and the schedule of the school and district.

How are the curriculum maps organized?

I. Standards and GLEs:

The curriculum maps for each grade begin with a list of the standards for that grade cluster and the GLEs (Grade Level Expectations) for that grade. Red Clay has developed a coding system for both the standards and GLEs, and these coding systems are explained (see “Understanding the Revised Science Standards” and “Understanding the GLEs” enclosed). The standards represent the required instruction. In Delaware, the emphasis in science is on big ideas and concepts, not on memorizing facts, formulas, and other trivia. The GLEs represent the sorts of tasks, understandings, and skills we aim for our students to achieve in each grade.

II. Scope and Sequence:

Each map includes a Scope and Sequence. This is a timetable for the school year, organized by month. Listed for each month is a broad topic name, the standards (by number), the GLEs (by number) and the assessments for each topic. The Scope and Sequence is driven by the assessments. The purpose of the scope and sequence is to give an estimate of how long to spend on various topics and a rough sequence of topics. This sequence may be adjusted as needed. In every school, teachers should adjust topics of instruction to meet the needs of their students. Also, since resources are often shared among several teachers, some “juggling” of topics will always be necessary. The most important things about the Scope and Sequence are 1) the Standards must be taught, since the DSTP is a test of the Standards and 2) the Assessments (discussed below) must be administered and scored.

The order of topics on the Scope and Sequence is based on the training schedule at the Science Coalition of Delaware of the big units and the kit delivery schedule for Red Clay. The big units for sixth grade are Diversity of Life, Our Genes Ourselves, Properties of Matter, and Delaware Watersheds. Since teachers who take these trainings are expected to teach the units while in training, the Scope and Sequence reflects the Coalition’s sequence. If teachers must deviate from this sequence, this need should be discussed with the building principal and the Secondary Science Specialist. Because students sometimes change science classes during the year, it is important that they receive a consistent science program.

III. Assessments:

http://www.doe.k12.de.us/programs/pcs/science.shtml

Each topic on the Scope and Sequence has an associated assessment. The assessments are referred to by number (19 in all). The assessments come in several formats:

a. Short answer questions. A topic may have 1-4 short answer questions for students to answer. They are in the same format as short answer questions on the DSTP, and like the DSTP questions, each has a scoring option of 2 points (complete response) 1 point (partial response) and 0 (incorrect response). The rubric which describes the criteria for each is a guideline. Teachers are encouraged to determine whether or not students have met the standards from answers on the assessments.

b. Writing prompts: Some of the assessments include a writing prompt, consisting of a letter or position statement that will require more extensive design on the part of the student. The rubric for writing prompts is included with each prompt.

These are formative assessments. They may be used in a variety of ways: as a warm-up question, as a quiz or test question, or as part of a larger activity. Their purpose is to determine if students have met the standards or not. Each big unit has a checklist for the assessments. Teachers will make a copy of each checklist for each of their classes in the content area. However the assessments are used, teachers will record student results on the checklist.

Some of these assessments are taken from the Science Coalition of Delaware’s assessment website (www.scienceassessment.org). The Coalition website uses a two digit rubric to score student responses. While this is an acceptable way to score the Red Clay assessments, teachers are not required to use the two digit rubric, since it is extremely time consuming. However, if teachers require specific data about student misconceptions, they are encouraged to use the two digit rubric. Contact the Secondary Science Specialist for more information.

IV. Vocabulary: The vocabulary list includes terms that students may have difficulty with, not just terms from the glossary in the student book. The vocabulary list can be helpful for those teachers who use word walls and other vocabulary exercises.

V. Suggested Activities:

This is a list of Science Coalition activities that address each topic. Not all topics have suggested activities. If teachers have received Coalition training, these activities have been practiced. The curriculum map indicates which science standards and GLEs are correlated with each activity. In addition, the goals, synopsis, and context of each activity is included. Teachers are encouraged to use whatever activities they believe will best communicate the Standards to their classes. If teachers wish to use other activities (or to create their own), they should identify which Standards the activities support.

Finally:

This curriculum map is designed to make the teacher’s job easier so the teacher can concentrate on our students. If teachers finish a topic early in a given month, they are encouraged to move on. Likewise, if a topic takes longer than indicated by the map, they should use as much time as necessary to meet the students’ needs. The Office of Curriculum and Instruction will need your feedback about how useful this map is. Any comments, questions, criticisms, or concerns (or praise) should be directed to any of the following:

Edward J. McGrath, Science CoordinatorSusan Rash, Director of CurriculumCarolyn Zogby, Director Instruction

http://www.scienceassessment.org/

UNDERSTANDING THE REVISED SCIENCE STANDARDS

There are eight standards in the Delaware Science Content Standards, each clustered for grades K-3, 4-5, 6-8, and 9-12. These clusters are the grade clusters assessed by the Delaware Student Testing Program (DSTP), are similar to the experiences and certification of teachers, and take into account the organization of schools and the frameworks of other content standards.

Standard 1, The Nature and Application of Science and Technology, is the foundational standard on which all others have been developed. This standard emphasizes learning content through inquiry, the interconnectedness of science, technology, and society, and the history and context of science.

The content standards for physical (standards 2 and 3), earth (standards 4 and 5), and life (standards 6, 7, and 8) science focus on big ideas and concepts that are important for all students to know. The eight standards are composed of broad standard statements which communicate the big ideas in the standards.

Each content standard is subdivided into strands with concepts that spiral up through the grade clusters and are written in developmentally appropriate ways guided by current educational research and experience. The big ideas and concepts in each standard are central to science education and focus on depth of concepts rather than breadth of facts or topics. All eight content standards comprise what is to be taught, learned, and assessed. For each strand, there is at least one Enduring Understanding and Essential Question identified. The Standards, Strands, Enduring Understandings, and Essential Questions are the same for all grade level clusters.

Within each grade level cluster, there are substrands which identify the content and/or skills that are addressed for that grade level cluster.

Understanding the coding system for the science standards:

Each of the substrands is identified by a three digit code. The first digit identifies the standard number. The second digit identifies the strand, and the third digit identifies the sub-strand. Please note: when identifying the standards by their three digit code, it is necessary to specify the grade level cluster.

For example, for the 6-8 grade level cluster, standard 2.1.4 refers to

Standard 2: Materials and their PropertiesStrand 1: Properties and Structure of MaterialsSubstrand 4: An important property of materials is their ability to

conduct heat. Some materials, such as certain metals, are excellent conductors of heat while other materials, such as glass, are poor conductors (good thermal insulators).

UNDERSTANDING THE GRADE LEVEL EXPECTATIONS (GLE) IN SCIENCE

In revising the Delaware Science Content Standards, the Science Design Team has identified a series of Grade Level Expectations (GLEs) for each grade from Kindergarten through twelfth grade. These statements describe activities or performances that are designed to help students meet the standards at each grade level. Although students are tested (through the Delaware Student Testing Program in science) on the Content Standards, the Grade Level Expectations represent a mechanism by which students are expected to meet the standards.

Understanding the coding system for the GLEs:

Each of the GLEs is identified by two numerals (or K) followed by a letter. The first numeral represents the grade (K for Kindergarten). The second numeral represents the standard number as indicated below:

Standard 1: Nature and Application of Science and TechnologyStandard 2: Materials and their PropertiesStandard 3: Energy and its EffectsStandard 4: Earth in SpaceStandard 5: Earth’s Dynamic SystemsStandard 6: Life ProcessesStandard 7: Diversity and Continuity of Living ThingsStandard 8: Ecology

For example, GLE 7.2.k refers to

Grade 7Standard 2 GLE k: Conduct investigations to determine the effect of temperature on

saturation point. Construct a solubility curve based on data collected. Describe solubility and saturation point using the particle model. (1.1.3) (1.1.4) (1.1.5) (2.2.4) (3.1.4)

At the end of the GLE document is a table which summarizes which GLEs support each standard.

Each GLE is followed by the Content Standard(s) it supports (see “Understanding the Revised Science Standards).

RED CLAY SEVENTH GRADE ASSESSMENT LOG SY______________

Unit 1: General science/Diversity of Life

Student Name# 1

Word Splash

#2 Safety Quiz

#3 Microscope

images

#4 What is

Life?

#5 Requirements

of LIfe#6 Organelles #7 Levels of

Organization#8 Five

Kingdoms#9

Monera#10

Seeds of Life

#11 Plant Reproductio

n

Comments:Teacher:_________________________________

School:__________________________________

Period:___________________________________


Unit 2: Our Genes Ourselves

Student Name # 12 Genes and Traits 1

#13 Genes and Traits 2

#14 Reproduction

#15 Outcomes of

Genetic Crosses

#16 Pedigree Analysis 1

#17 Pedigree Analysis

2

#18 Chromosome

Analysis


School:__________________________________

Period:___________________________________


Unit 3: Properties of Matter

Student Name # 19 Measurement #20 Particle Model

#21 Density

#22 Density column

#23 mass and

melting

#24 Manufactured

Item report

#25 solubility in water

#26 temp and

solubility

#27 Separating a mixture


School:__________________________________

Period:___________________________________


Unit 4: Watersheds

Student Name #28 Water on the Earth

#29 Percolation

of water#30 Topographic maps

#31 Water Quality

Parameters


School:__________________________________

Period:___________________________________

SEPTEMBER

Topic 1: Nature of Science

Standards:

1.1.1. Scientific investigations involve asking testable questions. Different kinds of questions suggest different scientific investigations. The current body of scientific knowledge guides the investigation.

1.1.2. A valid investigation controls variables. Different experimental designs and strategies can be developed to answer the same question.

1.1.4. There is much experimental and observational evidence that supports a large body of knowledge. The scientific community supports known information until new experimental evidence arises that does not match existing explanations. This leads to the evolution of the scientific body of knowledge.

1.1.5. Evaluating the explanations proposed by others involves examining and comparing evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations. Conflicting data or conflicting interpretations of the same data suggest the need for further investigation. Continued investigation can lead to greater understanding and resolution of the conflict.

GLEs:

7.1.a. Frame and refine questions that can be investigated scientifically, and generate testable hypotheses.

7.1.d. Form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation.

7.1.e. Communicate scientific procedures, data, and explanations to enable the replication of results. Use computer technology to assist in communicating these results. Critical review is important in the analysis of these results.

Assessments:

1. Science Vocabulary in Context--Operational Terms in Science from SchoolNet, questions 1-5.

Vocabulary:

characteristic (n): a way of describing an individual object (e.g. color, size, shape)

compare: give a similarity and a difference between (among) two or more things.

conclusion: a statement which summarizes a procedure and possibly gives an introduction to a later one.

contrast (v): differentiate between two things.

data: information obtained during a scientific investigation.

describe: list observable features.

evidence: observations that may support a position.

explain: give a reason for an observation or an occurrence.

function (n): the task performed by someone or something.

hypothesis: a possible explanation for an observation or occurrence based on prior understandings. A hypothesis can be tested.

observation: a statement about some occurrence perceived by the senses.

process: a series of events leading to a final outcome.

property: a way of describing a type of matter that does not depend on its amount.

Suggested Activities:

Science Vocabulary in Context--Operational Terms in Science from SchoolNet.

Topic 2: Safety

Activities: General safety training—Right-to-Know Law

Assessments: 1. Safety QuizSafety Contract/Contrato de Seguiridad signed by each student

Text References/Vocabulary: noneStandards: noneGLEs: none

Topic 3: Measurements/Use of the Microscope

Standards:

1.1.6. Scientific habits of mind and other sources of knowledge and skills are essential to scientific inquiry. Habits of mind include tolerance of ambiguity, skepticism, openness to new ideas, and objectivity. Other knowledge and skills include mathematics, reading, writing, and technology.

6.1.3. Most organisms are single celled while others are multi-cellular. Multi-cellular organisms consist of individual cells that cannot survive independently, while single-celled organisms are composed of one cell that can survive independently.

6.1.5. Most cells contain a set of observable structures called organelles which allow them to carry out life processes. Major organelles include vacuoles, cell membrane, nucleus, and mitochondria. Plant cells have a cell wall and chloroplasts.

GLEs:

7.1.f. Use mathematics, reading, writing, and technology in conducting scientific inquiries.

7.6.c. Explain that individual cells are able to carry out basic life functions that are similar in organisms; however, explain that in multi-cellular organisms, cells become specialized, interdependent upon one another, and unable to survive independently.

7.6.e. Observe and sketch cells using microscopes and other appropriate tools. Compare and contrast plant, animal, protist, and bacterial cells by noting the presence or absence of major organelles (i.e., cell membrane, cell wall, nucleus, chloroplasts, mitochondria and vacuoles) using the sketches and other resources.

Assessments:

3: Microscope Images, p. 9, Diversity of Life Lab Book, questions 1, 4, 5.

Vocabulary:

Alga (algae, pl.): Algae are aquatic protists containing chlorophyll. They may be microscopic and unicellular or huge and multicellular.

Amoeba (amoebae, pl.): Amoebae are microscopic, unicellular protists found in decaying organic material at the bottom of bodies of freshwater.

Aquatic: Living or occurring in water.

Cell : The basic unit of life. All organisms are cells or are made of cells.

Cilium (cilia, pl.): Short hairlike structures that propel protists through their fluid environment.

Elodea: Aquatic plant with translucent leaves that grows in freshwater ponds and slow-moving streams throughout North America.

Eyepiece: the lens of a microscope which the viewer looks through to see the specimen.

Field of View: In a microscope, the field of view is the area of a specimen which is visible at any given magnification. The field of view decreases as magnification increases.

Flagellum (flagella, pl.): A whiplike structure that propels protists through water.

Focal plane: In a microscope, the focal plane is a flat region parallel to the microscope slide where the image of the specimen is in focus. The focal plane always stays at a specific distance from the objective lens.

Objective lens: one of the movable lenses on a microscope near the specimen. There are frequently two or three objective lenses on most microscopes to enable the viewer to observe specimens at different magnifications.

Paramecium (paramecia, pl.): A ciliated protist that lives in fresh water and eats other tiny organisms for food.

Response: All organisms are influenced by their environments. The things organisms do when they are influenced by the environment are called responses.

Slide: a glass plate which is used to hold a specimen for viewing with a microscope.

Stage : the flat part of the microscope on which a slide is placed for viewing.

Wet mount slide: a technique for preparing slides of living organisms in which the specimen is suspended in a drop of liquid (usually water) and covered with a coverslip.


Investigation 2: Introduction to the Microscope

(Standards: 1.1.3, 1.1.6GLEs 7.1.c, 7.1.e)

Goals: In this lab activity students will

operate a microscope correctly in order to magnify very small objects. determine the total of a microscope. recognize that images viewed through a microscope are inverted and that the image is three-

dimensional. prepare wet mount slides of living micro-organisms and use the microscope to observe and sketch

microscopic life.

Activity Overview: A synopsis of this activity follows:

Students learn to handle and operate a microscope. They learn the parts of the microscope and the tools in the microscope kit. They observe print and simple objects to learn about image orientation. the observe crossed ribbons and fine netting to learn about focal plane and magnification. Students observe brine shrimp with their microscopes to confirm that these are living organisms. They begin to develop fundamental skills in using a microscope and interpreting what they are seeing. This is the first opportunity for students to use the microscope to make scientific observations.

Context: The concepts that we have been developing and how this activity serves as the next step can be explained as follows:

This is one of the first "skill" activities for seventh graders. Most of the Diversity of Life unit is devoted to creating a working definition of "living." Student will eventually be introduced to the concept of the cell. This activity allows students to extend their senses to observe and make predictions about living things that are truly invisible to the naked eye.

Investigation 3: Microscopic Life

(Standards: 1.1.3, 1.1.6, 6.1.3, 6.1.4GLEs: 7.1.c, 7.1.e, 7.6.c, 7.6.e)


continue to practice microscopy and preparing slides of micro-organisms. observe single celled organisms as an introduction to the cell and to begin to formulate a working

definition of "living." characterize and describe the living things present in a "mini-pond," a self-contained system consisting

of soil, dead plant matter, and water from a natural source (see part 1 of Investigation 1, p. 50 of teacher's manual).

Activity Overview: a synopsis of this activity follows:

Students prepare slides and observe Elodea, Paramecium, Euglena, and Ameba cultures. Students pay particular attention to behaviors they observe and structures unique to the organisms they see. Students are introduced to the concept of a "cell" as a basic unit of life. When they look at Elodea, they are introduced to the idea that plants make their own food through photosynthesis, a topic that will be explored further in Investigation 5 as well as Delaware Watersheds. Students also sample and observe the micro-organisms present in a minipond they have made from local soil, organic matter, and water.


This activity is an extension of the previous one, and may be combined Investigation 2. This activity introduces two concepts that will be explored in the next units. Students observe the organisms for structures and behaviors suggestive of living things in an effort to refine a working definition of "living." In addition, students are introduced to the concept of a "cell" as the basic unit of life. A cell (like Paramecium or Euglena) carries out all the functions associated with life. Finally, the micro-organisms observed here (kingdom Protista) will be discussed later in the unit when classification of living things introduces students to the five kingdoms of life.

Topic 4: Reading in Science

Standards:


GLEs:


Assessments:

Current events (see format and rubric)JournalingPersonal glossaryHomework

Vocabulary: See Topic 1 Nature of Science vocabulary list (above, page 2)

Topic 5: What is Life?

Standards:

1.1.1 Scientific investigations involve asking testable questions. Different kinds of questions involve different scientific investigations. The current body of scientific knowledge guides the investigation.

1.1.4: There is much experimental and observational evidence that supports a large body of knowledge. The scientific community supports known information until new experimental evidence arises that does not match existing explanations. This leads to the evolution of the scientific body of knowledge.

1.1.5: Evaluating the explanations proposed by others involves examining and comparing evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternate explanations for the same observations. Conflicting data or conflicting observations of the same data suggest the need for further investigation. Continued investigation can lead to greater understanding and resolution of the conflict.

6.1.1: Living organisms share common characteristics that distinguish them from non-living, dead, and dormant things. They grow, consume nutrients, exchange gases, respond to stimuli, reproduce, need water, eliminate waste, and are composed of cell(s).

6.1.2: Living systems in all kingdoms demonstrate the complementary nature of structure and function. Important levels of organization for structure and function include cells, tissues, organs, organ systems, and organisms.

GLEs:

7.1.a: Frame and refine questions that can be investigated scientifically, and generate testable hypotheses.

7.1.d: Form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models, and knowledge from other sources as well as results of further investigation.

7.1.e: Communicate scientific procedures, data, and explanations to enable the replication of results. Use computer technology to assist in communicating these results. Critical review is important in the analysis of these results.

7.6.a: Identify and apply criteria for determining whether specimens or samples are living, dead, dormant, or nonliving.

Assessments:

4. What is Life?

Vocabulary:

Dead: Formerly living, but in a state where the characteristics of living things are no longer present.

Dormant: A state of suspended biological activity. Dormant organisms are alive but inactive.

Gas exchange: Gas exchange is one of the characteristics of all organisms. Gas exchange occurs at the cellular level with carbon dioxide, oxygen, and water vapor being the most common gases exchanged.

Growth: Increase in size of an organism. Growth is characteristic of life.

Living: a state where an object exhibits all of the following characteristics: growth, consuming nutrients, exchange gases, respond to stimuli, reproduce, need water, eliminate waste, and is composed of cells.

Nonliving: a state where an object lacks one or more of the characteristics of living things. Unlike dead things, nonliving things were never alive.

Selected Activities:

Investigation 1: What is Life?


create working definitions for "living" and "nonliving." observe several situations in which the distinction between "living" and "nonliving" is vague and evaluate

each using the working definitions they have created.


Students observe the movements of a mysterious material (camphor in water) to evaluate if it is living or not. Students work in groups to sort pictures of common objects into living and non-living categories, defining the characteristics that qualify objects as living. Students place five unidentified materials in different environments overnight and evaluate if each material meets the requirements of living, recording evidence to support their decisions.


Now that students have observed living and nonliving things under the microscope, they are able to establish a working definition of "living." This activity will reveal misconceptions about life that many students bring to seventh grade; for example, many students will identify fire, the sun, and running water as living. This activity also introduces the concepts of death and dormancy, concepts which will be elaborated in Investigation 5 Seeds of Life.

SCIENCE SAFETY QUIZ

Write your responses in the boxes provided.

1. Why should we wear goggles in the lab?

2. What should you do if you cut yourself in lab (even if it’s not bleeding)?

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3. You’ve spilled water on the floor. What should you do?

4. You and a friend are working in lab, and you start chasing each other. Why is this dangerous?

5. Write one safety rule that is important for everyone to follow. It should not be one of the ones mentioned above.

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SCIENCE SAFETY QUIZ--RUBRIC

Write your responses in the boxes provided. (two points each.) NOTE: there are no criteria for a partial response (1). Each question is scored as a complete response (2) or an incorrect response (0)

1. What are two times when we should wear goggles in the lab?

2. What should you do if you cut yourself in lab (even if it’s not bleeding)?

3. You’ve spilled water on the floor. What should you do?

Whenever we work with chemicals, with heat, with glassware,

or with any danger from flying projectiles. (two of these are

required for a complete response)

Immediately tell the teacher and hold the cut under running

water. Clean the injury with soap, and see the school nurse.

(all parts of response are required for a complete

response)

Clean it up immediately with dry paper towels. Inform the teacher and any other people nearby that there is water on the floor. (all parts of response are required for a complete response)

4. You and a friend are working in lab, and you start chasing each other. Why is this dangerous?

5. Write one safety rule that is important for everyone to follow. It should not be one of the ones mentioned above.

Besides being disruptive, this kind of behavior can cause glassware to break from being knocked over, it can cause substances to spill on the floor or on other people, or it can cause heat sources to be knocked into other people (accept any of these responses for a complete response).

Accept any rule that is correctly stated for a complete response.

RUBRIC—MICROSCOPE IMAGES

p. 9, Diversity of Life Lab Manual

1. Draw the letter “e.”

Criteria for a complete response (2):

Student sketches an inverted “e.” Drawing fills the circle.

4. Observe the color photograph


Student sketches a mosaic of colors as seen under the microscope. If parts of the color photograph can be resolved at this magnification, the image appears inverted.

5. Observe the feather.


Student sketches an image consistent with a 100x magnification of a feather. The image may or may not include the feather shaft.

For all questions:

Criteria for a partial response (1):

none.

Criteria for an incorrect response (0):

Student sketches an image that is inconsistent with the specimen being viewed. Such sketches may include (but not be limited to) the edge of the coverslip, a particle of dust or debris on the slide, or the bottom of the condenser (usually a uniform grainy appearance). Students should be assisted with correct placement of the specimen under the objective, with adjusting lighting, and with focusing.

Diversity of Life Assessment—What is Life?

1. A scientist has been asked to study a sample taken from a distant planet. A microscopic image of the sample is shown below. Describe one test the scientist can perform on the sample to see whether it is living or non-living?

Rubric—Diversity of Life Assessment

Assessment 4. What is life?

A scientist has been asked to study a sample taken from a distant planet. A microscopic image of the sample is shown below. Describe one test the scientist can perform on the sample to see whether it is living or non-living?


Student has clearly described a test that will give distinct results to distinguish a living thing from a non-living thing. The results are also clearly described.


Student has described a test that will give distinct results to distinguish a living thing from a non-living thing, but has described test results that are incorrect or are inconclusive (i.e. a result is listed that might occur if the sample is living or is non-living).


Student has described a test, but has not described the results for a living and non-living sample or the test description is unclear (with or without clear test results).

OCTOBER

Topic 6: Cell theory, cells, organelles

Standards:

6.1.4: The cell is the fundamental unit of life. Cells have basic needs for survival. They use energy, consume materials, require water, eliminate waste, and reproduce.

6.1.5: Most cells contain a set of observable structures called organelles which allow them to carry out life processes. Major organelles include vacuoles, cell membrane, nucleus, and mitochondria. Plant cells have a cell wall and nucleus.

6.2.1. All organisms require energy. A general distinction among organisms is that plants use solar energy to make their own food (sugar) and animals acquire energy directly or indirectly from plants.

6.2.2. Plants use the energy from sunlight, carbon dioxide, and water to produce sugars (photosynthesis). Plants can use the food (sugar) immediately or store it for later use.

GLEs:

7.6.b: Classify organisms based on shared characteristics into currently recognized kingdoms and justify their placement. Give examples of organisms from each kingdom.

7.6.c: Explain that individual cells are able to carry out basic life functions that are similar in organisms; however, explain that in multi-cellular organisms, cells become specialized, interdependent upon one another, and unable to survive independently.


Assessments:

5. What are the Requirements of Life? question 1.6. Functions of Organelles, questions 1-4.

Vocabulary:

Cell membrane: A semipermeable “skin” surrounding the cell and separating it from its environment.

Chloroplast: An organelle containing chlorophyll found in plant cells and some protists.

Cytoplasm: The fluid portion of a cell’s interior. The organelles are suspended in the cytoplasm.

Mitochondrion: A cell organelle that processes sugar, providing energy for the cell and releasing simple chemicals into the cell cytoplasm.

Nucleus: This cell organelle regulates the production of proteins and contains genetic material.

Organelle: Structure inside eukaryotic cells that performs specialized functions.


Investigation 4: The Cell (October)


Prepare and stain wet mount slides of human cheek cells and sketch cells, illustrating nuclei. Classify organisms into the five kingdoms of life. Using the concept of the cell as the basis of life, describe the levels of organization of multi-cellular

organisms, including cells, tissues, organs, organ systems, and organism. Students will relate this organization system to the connection between structure and function.

Explain the reliance on water that all organisms share.


Students continue exploring the idea of the cell as the basis of life. They prepare wet mount slides of their own cheek cells to demonstrate that as living things, humans are made of living cells. This is also where students begin to identify organelles (e.g. the nucleus). In "Ribbon of Life," students use a multi-media guide to explore the continuum of organization in multi-cellular organisms from the cell up to the organism.


This unit ties the question of what life is to the idea of the cell as the basis of life. Students were introduced to the idea of organs and organ systems in the sixth grade "My Body and Me" unit. This unit adds the idea that living things must be made of cells. The kingdom classification reminds students that they have already explored one single celled kingdom (protista), and have learned about one multi-cellular kingdom (animals) in elementary school. This unit sets the stage for learning about bacteria and fungi in the next unit as well as learning about some aspects of plants.

Topic 7: Levels of Organization

Standards:


6.1.3: Most organisms are single celled while others are multi-cellular. Multi-cellular organisms consist of individual cells that cannot survive independently, while single celled organisms are composed of one cell that can survive independently.

GLEs

7.6.d. Describe the hierarchical organization of mult-cellular organisms. Recognize that multi-celled organisms are organized as specialized cells within tissues that make up organs within organ systems,

which work together to carry out life processes for the entire organism.

Assessment:

7. Levels of Organization, questions 1 and 2.

Vocabulary:

Organ: a structure in multi-cellular organisms that performs specialized functions. Organs are composed of cells and/or tissues.

Organism: An individual living thing, such as a plant, animal, fungus, bacterium, or protist.

Tissue: a group of cells in multi-cellular organisms that function together to meet a specific requirement in an organism.

Suggested Activity : “Ribbon of Life,” from Investigation 4.

Topic 8: Kingdoms

Standards:


6.1.3: Most organisms are single celled while others are multi-cellular. Multi-cellular organisms consist of individual cells that cannot survive independently, while single celled organisms are composed of one cell that can survive independently.

7.2.5. There is a wide diversity of organisms on Earth. These organisms may be classified in a number of ways. One classification system places organisms into five kingdoms (monera, protista, fungi, plantae, animalia) based on similarities in structure.

GLEs:

7.6.b. Classify organisms based on shared characteristics into currently recognized kingdoms and justify their placement. Give examples of organisms from each kingdom.

7.7.m. Identify “kingdom” as the first main level of the standard classification system. Observe a variety of living organisms and determine into which kingdom they would be classified.

Assessments:

8. Five kingdom assessment, questions 1-3.

Vocabulary:

Fungus (fungi, pl.): One of the five kingdoms of life, fungi are always composed of eukaryotic cells. Fungi, including molds, mushrooms, and yeasts, can be single cell or multicellular. They digest food externally and absorb the nutrient molecules.

Kingdom: A taxonomic category grouping together all forms of life that share fundamental characteristics. In this course we use the five-kingdom system for categorizing all living things (Monera, Protista, Fungi, Plantae, Animalia.)

Protista: One of the five kingdoms of life. This very diverse kingdom is made up of eukaryotic cells, most of which are single-celled organisms.

Taxonomy: The science of classifying organisms based on similarities.

Topic 9: Monera

Standards:


GLEs

7.6.c: Explain that individual cells are able to carry out basic life functions that are similar in organisms; however, explain that in multi-cellular organisms, cells become specialized, interdependent upon one another, and unable to survive independently.


Assessment:

9, Monera, questions 1 and 2 (includes a writing prompt)

Vocabulary:

Bacterium (bacteria, pl.): Microscopic, unicellular organisms that lack a nucleus and organelles (prokaryotic). Bacteria are found in all environments and most are harmless to humans.

Cell wall: A semirigid structure that surrounds cells of plants, fungi, and bacteria.

Eukaryotic: Cells that contain a nucleus and organelles. All cells, except bacteria, are eukaryotic.

Monera: One of the five kingdoms of life. Organisms in this kingdom are all prokaryotic cells called bacteria.

Prokaryotic: A primitive kind of cell containing no nucleus or organelles. All prokaryotic cells are organisms called bacteria.

Sugar: One type of chemical compound produced by plants as a result of photosynthesis. Sugars are sources of energy for living organisms.

Waste: Solids, liquids, or gases that are unusable by the cells of organisms and must be moved outside the cell.

Yeast: A single-celled fungus.


Investigation 10: Kingdoms of Life:


Distinguish the kingdom Monera and Fungi from other living kingdoms. Describe some of the micro-organisms in the environment and their importance to our daily lives. Recognize the reproductive potential of micro-organisms.


In this activity, students learn about bacteria and fungi. A major emphasis of this unit is micro-organisms. Students simulate the experience of obtaining swab samples from the environment and "sending them off to the lab" for identification. Students also explore the concept of colonial growth, exploring the concept of "one million organisms." Through the video "the Unknown World," students are introduced to where these invisible organisms live. Finally, students learn that bacteria and fungi provide many important functions in our lives, both in terms of food preparation and in terms of decomposition in the environment.


The major focus of this unit is the Monera. Students realize that although all living things are made of cells, not all cells contain the same items--in particular, not all cells have nuclei. Bacteria and fungi often are associated with disease, so this activity shows that these organisms serve important functions in our lives. Students learn that most living things on Earth are invisible to us, and that for micro-organisms, an entire population can form within a few hours.

Diversity of Life Assessment—What is Required for Life?

1. A human being needs to eat food, breathe and take in plenty of clean water to remain healthy. What happens to a single cell within the human body if a person is not able to breathe for an extended period of time? Explain why this will occur.

Rubric—Diversity of Life Assessment

A human being needs to eat food, breathe and take in plenty of clean water to remain healthy. What happens to a single cell within the human body if a person is not able to breathe for an extended period of time? Explain why this will occur.


Student states that the cell will die because when we breathe, we take in oxygen. Oxygen is necessary for us to get energy from food (may also state that oxygen is used to burn food in the cells).


Student states that the cell will die because when we breathe, we take in oxygen. Student does not explain why cells need oxygen to live or student gives an incorrect reason for why cells need oxygen.


Student states that the cell will die but does not explain why or gives a reason that is unrelated to the need for oxygen.

ASSESSMENT—FUNCTIONS OF ORGANELLES

Sometimes a concept in science is difficult to understand because it refers to something too small to see (like the organelles of a cell). If we compare this concept to one that is familiar to us, we find that we can understand the difficult concept.

An analogy is a comparison between something familiar and something unfamiliar. We use an analogy to identify the similarities and differences between the familiar and unfamiliar. This way, we can understand some of the important characteristics of the unfamiliar concept.

A cell is the basic unit of life, and carries out all the functions necessary for life. However, a cell is so small, it is difficult for us to see most of the structures inside a cell, and even more difficult to study their functions. Your task is to create an analogy between a cell and a school.

There are five cell organelles listed below. You will list the functions of four of them and something that performs the same function for a school. Please refer to the first organelle as an example:

Organelle Function Similar item in a school

ex. Mitochondria Provide energy furnace

1 Cell Membrane

2 Vacuole

3 Endoplasmic reticulum

4 Nucleus

RUBRIC

Organelle Function Similar item in a school

ex. Mitochondria Provide energy furnace

1 Cell Membrane barrier around cell door, outside wall, gate

2 Vacuole storage of extra material closets

3 Endoplasmic reticulum transports items around cell hallways

4 Nucleus main information center main office, library, guidance

For each item:


Function is as listed, similar item given matches the function. NOTE: where more than one similar item is given, student needs to only include one item. Also, other items may be considered correct if they match the function.


Function is as listed or similar item given matches the function. See other criteria for a complete response.


Function is incorrect and similar item is incorrect. NOTE: response is incorrect if both items are incorrect but match each other.

ASSESSMENT—LEVELS OF ORGANIZATION

1. Cells are alive, but not all living cells are organisms. Explain how this is posslble.

2. Algae are a type of protist that contain chloroplasts and make their own food through photosynthesis. Because they are protists, they are single celled organisms.

It is common to see a green slime on the surface of a pond in the summer. This green slime represents millions of algae living together.

Why is this association (“green slime”) of algae not considered a tissue? State one way this association differs from a tissue.

RUBRIC FOR ASSESSMENT 7—LEVELS OF ORGANIZATION

1. Cells are alive, but not all living cells are organisms. Explain how this is posslble.


Student indicates that in multicellular organisms, the cells do not live independently. A multicellular organism is made of many cells. Student may indicate that protists and monerans (bacteria) are organisms made of a single cell, but this is not required for a complete response.


Student indicates that only monerans and protists are single cell organisms, but makes no mention of multicellular organisms.


Student response is irrelevant to the issue of multicellular organisms.

2. Algae are a type of protist that contain chloroplasts and make their own food through photosynthesis. Because they are protists, they are single celled organisms.

It is common to see a green slime on the surface of a pond in the summer. This green slime represents millions of algae living together.

Why is this association (“green slime”) of algae not considered a tissue? State one way this association differs from a tissue.


Student states that the green slime is not a tissue because the cells are each separate organisms and a tissue is made of many cells performing a function for an organism.


Student states that the green slime is not a tissue because the cells are each separate organisms, or describes a tissue as being made of many cells performing a function for the organism.


Student does not describe the nature of the cells in the green slime and gives an incomplete or incorrect description of a tissue.

Diversity of Life Assessment: Kingdoms of Life

We know now that organisms are classified into 7 levels. The kingdom level is the broadest and contains the largest number of organisms. All organisms are presently divided into 5 kingdoms - Monera, Protista, Fungi, Plantae, and Animalia.

This was not always the case.

In ancient times, living things were classified as either plants or animals.

1. DISCUSSION QUESTION - Why did it take so long to move from a2-kingdom to a 5-kingdom classification system (or why were all living things considered only plants or animals for so long...)?

2. DISCUSSION QUESTION - For a long time, fungi (mushrooms, etc.) were classified in the plant kingdom. Eventually, they were placed into their own kingdom (Kingdom Fungi). List two reasons that they are similar to plants. Then list two reasons that they are different from plants.

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3. SYNTHESIS QUESTION - Make a table listing the 5 kingdoms in the first column, a characteristic for each kingdom in the second column, and an example organism for each kingdom in the third column.

Kingdom Characteristic ExampleMoneraProtistaFungiPlants

Animals

4. Using the previous information about the 5 kingdoms and any other resources that you can find, complete the following activity.

The names of 10 organisms are listed along with a picture of the organism.

In the next to last column at the right of each organism, tell what kingdom the organism is classified into.

In the last column write at least one characteristic that places the organism into its kingdom (Monera, Protista, Fungi, Plantae, or Animalia).

Organism Picture Kingdom Characteristic

rose

mushroom

human

bacteria

pine tree

euglena

yeast

mosquito

paramecium

goldfish

The following are descriptions of the 5 kingdoms:

KINGDOM MONERA (monerans) - *1 cell*no true nucleus *some move, others don't*some make their own food, others can't make their own food *examples - bacteria, blue-green bacteria (cyanobacteria)

KINGDOM PROTISTA (protists) - *1 cell*have a true nucleus *some move, others don't*some make their own food, others obtain food from other organisms. *examples - amoeba, diatom, euglena, paramecium, some algae etc

KINGDOM FUNGI - *multicellular *have nuclei*mainly do not move from place to place*food is digested outside of fungus)*examples - mushroom, mold, puffball, yeast, etc.

KINGDOM PLANTAE (plants) - *multicellular*have nuclei*do not move *make their own food (photosynthesis)*examples - mosses, ferns, flowering plants (dandelions, roses, etc.), trees, etc

KINGDOM ANIMALIA (animals) - *multicellular*have nuclei*do move *obtain food from other organisms.*examples - sponge, jellyfish, insect, fish, frog, bird, man

Rubric for Diversity of Life Assessment: Kingdoms of Life

We know now that organisms are classified into 7 levels. The kingdom level is the broadest and contains the largest number of organisms. All organisms are presently divided into 5 kingdoms - Monera, Protista, Fungi, Plantae, and Animalia.

This was not always the case.

In ancient times, living things were classified as either plants or animals.

1. DISCUSSION QUESTION - Why did it take so long to move from a2-kingdom to a 5-kingdom classification system (or why were all living things considered only plants or animals for so long...)?


Students indicate that the only organisms that were identified were those visible to the naked eye. “Animals” were organisms that (move, eat, breathe, many possible responses) and “Plants” were organisms that (remain stationary, need light, have roots, stems, many possible responses).


Student indicates that the only organisms that were identified were those visible to the naked eye, but gives no descriptions of plants or animals or student describes plants and animals but does not address the question.


Student does not answer the question and gives incorrect information about animals and plants or student gives a vague or incorrect response to the question (e.g. “people did not know as much as they do today”)

2. DISCUSSION QUESTION - For a long time, fungi (mushrooms, etc.) were classified in the plant kingdom. Eventually, they were placed into their own kingdom (Kingdom Fungi). List one reason that they are similar to plants (but different from animals). Then list one reason that they are different from plants.


Student states that fungi are similar to plants because both have cell walls (animals do not) or neither fungi or plants can move independently (many other answers are possible. The similarity must be shared by fungi and plants and not by animals.) Student also states one difference between plants and fungi (e.g. plants make their own food (carry out photosynthesis), fungi don’t; plants require light to grow, fungi don’t. Many other choices are possible.)


Student gives at least one similarity between fungi and plants not shared by animals according to the criteria for a complete answer or one difference between plants and fungi but not both.


Student fails to meet either criterion for a complete response. This might include incorrect information, a similarity shared by plants, fungi, and animals, or a difference that does not state unique characteristics of both phyla (e.g. “one needs light, the other doesn’t”)

3. SYNTHESIS QUESTION - Make a table listing the 5 kingdoms in the first column, a characteristic for each kingdom in the second column, and an example organism for each kingdom in the third column.

Kingdom Characteristic ExampleMonera one cell, no organelles, no nucleus bacteria

Protista one cell, organelles, nucleus ameba, euglena, paramecium

Fungi one cell or many cell, cell wall, no chloroplasts mushroom, yeast

Plants many cells, cell wall, chloroplasts answers will vary

Animals many cells, no cell wall, no chloroplasts answers will vary


Characteristics column is correct for all five kingdoms.


Characteristics column is correct for four of the kingdoms.


Characteristics column is correct for less than four of the kingdoms.

4. (optional) Using the previous information about the 5 kingdoms and any other resources that you can find, complete the following activity.The names of 10 organisms are listed along with a picture of the organism.

In the next to last column at the right of each organism, tell what kingdom the organism is classified into.

In the last column write at least one characteristic that places the organism into its kingdom (Monera, Protista, Fungi, Plantae, or Animalia).

Organism Picture Kingdom Characteristic

rose plant many cells, cell walls, chloroplast

mushroom fungus many cells, cell walls, no chloroplasts

human animal many cells, no cell wall, no chloroplast

bacteria Monera one cell, no nucleus

pine tree plant many cells, cell walls, chloroplasts

euglena protist one cell, nucleus, chloroplasts

yeast yeast one cell, cell walls, no choroplasts

mosquito animal many cells, no cell walls, no chloroplasts

paramecium protist one cell, nucleus

goldfish animal many cells, no cell walls, no chloroplasts

ASSESSMENT—MONERA

1. Bacteria and fungi are both single celled organisms found in the environment. State one similarity and one difference in structure of the cells between bacteria and fungi.

2. (writing prompt) You have just moved into an apartment, and your next-door, Mr. Green, is constantly cleaning, scrubbing, and disinfecting his house. He also washes his hands several times per day. He insists that “bacteria are harmful to humans and should be eliminated.”

Write a letter to Mr. Green describing some of the benefits of bacteria to humans. In your letter, tell Mr. Green whether or not you think his cleaning habits will protect him from the harmful effects of bacteria.

RUBRIC FOR ASSESSMENT—MONERA

1. Bacteria and fungi are both single celled organisms found in the environment. State one similarity and one difference in structure of the cells between bacteria and fungi.


a) Student states that both bacteria and fungi have a cell membrane or both have a cell wall or any other structure that is common to both kingdoms or student states that both are single celled organisms (this is true if the fungi in question are yeast).

b) Student also states that fungi have a nucleus but bacteria don’t or that fungi have organelles and bacteria don’t or student identifies any other difference between the two.


Student meets the criteria listed for a complete response under a or the criteria under b, but not both. Either requested information is not given, or information given is incomplete, incorrect, or irrelevant to the question asked.


Student does not meet the criteria listed for a complete response under a or b. Either requested information is not given, or information given is incomplete, incorrect, or irrelevant to the question asked.

2. writing prompt) Your brother or sister (or close friend) has just moved into an apartment. You notice this person is constantly cleaning, scrubbing, and

disinfecting every room. This person also washes his/her hands several times per day, insisting that “bacteria are harmful to humans and should be eliminated.”

Write a letter to this person describing some of the benefits of bacteria to humans. In your letter, explain why all this heavy cleaning and washing will not eliminate all bacteria.

Characteristics of a level 3:

The respondent describes at least two benefits of bacteria to humans. These may include (but are not limited to) foods that are made through the action of bacteria (yogurt, soy sauce), medicines produced through genetic engineering, the role of bacteria in decomposing organic matter, or the importance of bacteria that live in the human body (for example, in the large intestine). The respondent also acknowledges that some bacteria are harmful to humans, but that a person would never be able to eliminate all bacteria, and that more harm may come from the heavy cleaning itself. Rationales for these positions are logical, scientifically sound (e.g. bacteria reproduce quickly, so he’ll never be able to eradicate them entirely, they are so small that some will always survive, they are found everywhere) but respectful to the reader. Transitions in the letter are smooth and logical. The concluding paragraph ties together all points made in the letter. The letter contains no errors in standard written English.


The respondent identifies at least two benefits of bacteria to humans, as described above. The respondent also states at least one rationale for why heavy cleaning will not eliminate all bacteria (as indicated above). Transitions in the letter are smooth and logical. The concluding paragraph ties together all points made in the letter. The letter contains few, if any, errors in standard written English, and these do not interfere with understanding.


The respondent identifies at least one benefit of bacteria to humans but does not clearly explain how this characteristic is beneficial. The respondent also states why heavy cleaning will not eliminate all bacteria (as indicated above). The letter uses subjective language (e.g. “all that cleaning is crazy”). Transitions are smooth and logical. There is a concluding paragraph, but it may not tie together all points made in the letter. The letter contains few, if any, errors in standard written English, and these do not interfere with understanding.


The respondent fails to identify any benefits of bacteria to humans or states positive qualities about bacteria that are not accurate. The respondent either does not address why heavy cleaning will not eliminate all bacteria or states that heavy cleaning will eliminate all bacteria. The letter uses subjective language. Transitions, if present, are not smooth or logical. A concluding paragraph (if present) may not tie together all points made in the letter. Frequent and severe errors in standard written English interfere with understanding. The tone of the letter may be inappropriately emotional.

NOVEMBER

Topic 10: Seeds of Life

Standards :

1.1.1 Scientific investigations involve asking testable questions. Different kinds of questions involve different scientific investigations. The current body of scientific knowledge guides the investigation.

1.1.2: A valid investigation controls variables. Different experimental designs and strategies can be developed to answer the same question.

1.1.3: In a scientific investigation, data collection involves making precise measurements and keeping accurate records so that others can replicate the experiment.


6.2.1: All organisms require energy. A general distinction among organisms is that plants use solar energy to make their own food (sugar) and animals acquire energy directly or indirectly from plants.

6.2.2: Plants use energy from sunlight, carbon dioxide, and water to produce sugars (photosynthesis). Plants can use the food (sugar) immediately or store it for later use.

6.3.1: Regulation of an organism's internal environment involves sensing external changes in the environment and responding physiologically to keep conditions within the range required for survival.

GLEs:

7.1.a: Frame and refine questions that can be investigated scientifically, and generate testable hypotheses.

7.1.b: Design and conduct investigations with controlled variables to test hypotheses.

7.1.c: Accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Compare and question results with and from other students.

7.6.a: Identify and apply criteria for determining whether specimens or samples are living, dead, dormant, or nonliving.

7.6.g: Recognize that the process of photosynthesis occurs in the chloroplasts of producers. Summarize the basic process in which energy from sunlight is used to make sugars from carbon dioxide and water (photosynthesis). Indicate that this food can be used immediately, stored for later use, or used by other organisms.

Assessments :

10. Seeds of Life, question 1.

Vocabulary :

Chlorophyll: A green pigment in chloroplasts that captures light energy, which is used to make food.

Cotyledon: The white, starchy part of a seed. The cotyledon contains food to nourish the embryo during germination.

Embryo: The early developmental stage of a plant or animal.

Energy: The capacity to do work. Most of the energy used by living organisms comes from the Sun.

Food: A substance that provides nutrients for organisms. Photosynthetic organisms produce their own food; all other organisms must consume food. Food is used by organisms for growth, repair, cellular processes, and energy.

Germination: The start of growth and development of a seed.

Photosynthesis: The process by which plants, and some protists and bacteria use light energy, carbon dioxide, and water to make sugar.

Root: The underground part of a plant that functions as an organ to take up water and minerals, store food, and anchor the plant.


Investigation 5 Seeds of Life (November)


Explain dormancy as a specific type of living state. Describe how the structure of a seed enables a new plant to grow. Observe how the structures of an embryonic plant (cotyledons, roots, stems, and eventually leaves)

contribute to the growth and development of the plant. Explain how water and light are necessary for seed germination and seedling growth.


Students dissect a lima bean to observe and sketch the structures of the seed and embryo. They also observe the process of germination in monocot seeds (rye) and dicot seeds (radish) over the course of a week. During this process, they observe how light exposure becomes important in seedling germination. Finally, students continue practicing microscopy and staining as they observe the structures of root tips, comparing the monocot and dicot roots, and learning the function of roots in the plant.


The final two activities deal with characteristics of flowering plants. In this section, students revisit the concept of dormancy previously introduced in Investigation 1. They examine two major divisions of plants (monocots and dicots) and observe first hand the process of development. The germination exercise is a good "rehearsal" for the activities in Our Genes Ourselves when students germinate Nicotiana seedlings to determine genetic ratios. As the seeds germinate and form leaves, students are introduced to the process of photosynthesis, in which plant cells make their own food using sunlight. This process is related back to the structures seen in Investigation 3 in the Elodea leaf. Photosynthesis is revisited in Watersheds during the transpiration lab and in the eighth grade Ecosystems kit. NOTE: Investigation 6 of Diversity of Life is not discussed here. There is a similar unit in the Watersheds kit and it makes more sense to do the activity in that unit.

Topic 11: Plant Reproduction

Standards:



7.1.1: Reproduction is a characteristic of all living systems and is essential to the continuation of every species.

7.1.4: In sexual reproduction, after the egg is fertilized, each of the new cells in the developing organism receives an exact copy of the genetic information contained in the nucleus of a fertilized egg.

GLEs:


7.7.a: Recognize that reproduction is a process that occurs in all living systems and is essential to the continuation of the species. Use models or diagrams to identify the structures of a flowering plant that produce eggs and sperm and explain that plants as well as animals can reproduce sexually.

Assessments:

11. Diversity of Life Investigation 7 Mid-Summative assessment questions 4 and 5.

Vocabulary:

Anther: The part of the stamen (at the tip) where pollen is produced.

Egg: The female sex cell.

Fertilization: The union of the nucleus of an egg cell with the nucleus of a sperm cell to produce a cell that will divide to become a new organism of the same type as the parent cells.

Fruit: The ripened ovary of a plant containing the seeds.

Ovary: The part of the plant at the base of the pistil that contains the egg. After fertilization the ovary turns into a fruit.

Ovule: The potential seeds found within the ovaries of a plant.

Pistil: A part of a flower. It is the female reproductive structure. It consists of the ovary, containing the seeds, and the stigma.

Pollen: The tiny particles that contain the male sex cells. Pollen develops on the anthers. The pollen must be transported to the pistil for fertilization to occur.

Pollination: The transfer of male pollen grains from the anther in one flower to the stigma on the female pistil in another flower.

Reproduction: The process by which organisms create new individuals of their kind. Some reproduce asexually (without the joining of two cells) and others reproduce sexually (the joining of egg and sperm cells).

Seed-dispersal mechanism: A structure or feature of a seed that allows it to be transported some distance from a parent plant.

Seed-dispersal strategy: A way that seeds can be transported away from the parent plant, such as wind or animals.

Sperm: The male sex cell.

Stamen: A part of a flower. It is the male reproductive structure. At the end of the long stamen is the anther where pollen grains form. Inside the pollen grains are the sperm cells.

Stigma: The stigma is the tip of the pistil that is often sticky and receives the pollen grain.


Investigation 7: Plant Reproduction:


Identify the parts of a flower and how these parts contribute to the process of plant reproduction. Relate the structure of a flower to strategies for fertilization. Predict mechanisms of seed dispersal and give a logical reason for each predction.


Students cut up different flower types and observe/sketch the various flower parts (stamens, pistil, petals). They investigate the function of pollen, of the pistil, and the process of fusing sperm with eggs in the plant. Different fertilization strategies are explored, relating the appearance of the flower to the strategy (e.g. a long trumpetlike flower might be fertilized by a hummingbird or other animal with a long proboscis). Students learn how the plant's ovary develops into the fruit. Finally, mechanisms and strategies of seed dispersal are discussed.


This is the final unit in Diversity of Life. Reproduction is the one process of living things that has not been discussed as yet. This unit makes a smooth transition to the next unit Our Genes Ourselves since it introduces the concept of eggs and sperm. The concept of fertilization is introduced and elaborated upon in Our Genes Ourselves when students learn about gametes and chromosomes.

Topic 12: Genes and Traits

Standards:


1.1.2. Understand that: A valid investigation controls variables. Different experimental designs and strategies can be developed to answer the same question.

1.1.3. Understand that: In a scientific investigation, data collection involves making precise measurements and keeping accurate records so that others can replicate the experiment.

1.1.5 Evaluating the explanations proposed by others involves examining and comparing evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations. Conflicting data or conflicting interpretations of the same data suggest the need for further investigation. Continued investigation can lead to greater understanding and resolution of the conflict.

1.1.6. Understand that: Scientific habits of mind and other sources of knowledge and skills are essential to scientific inquiry. Habits of mind include tolerance of ambiguity, skepticism, openness to new ideas, and objectivity. Other knowledge and skills include mathematics, reading, writing, and technology.

7.1.3. Some organisms reproduce sexually involving two parents. Sexual reproduction results in offspring that have greater genetic diversity than those resulting from asexual reproduction. One-half of the offspring’s genetic information comes from the “male” parent and one-half comes from the “female” parent. These genetic differences help to ensure the survival of offspring in varied environments.

7.1.9. Alternative versions of genes (different alleles) account for variations in inherited characteristics (i.e., flower color). Pairs of chromosomes that have the same allele present on both chromosomes are homozygous. Pairs of chromosomes with different alleles are heterozygous.

7.1.10 A dominant trait will be expressed if the organism is heterozygous or homozygous for the trait. A recessive trait will only be expressed if the organism is homozygous for the trait.

7.1.11. Mendelian genetics can be used to predict genotypes and phenotypes of offspring resulting from sexual reproduction.

7.2.3. Small genetic differences between parents and offspring accumulate over many generations, and ultimately new species may arise.

GLEs

7.1.a Frame and refine questions that can be investigated scientifically, and generate testable hypotheses.

7.1.b Design and conduct investigations with controlled variables to test hypotheses.


7.1.d: Form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation.

7.7.i Use single trait Punnett squares to examine the genotypes of individuals and indicate which individuals will express dominant or recessive traits. Justify the indication by relating that dominant alleles appearing heterozygously or homozygously are expressed or that two recessive alleles (homozygous) are required for an offspring to express a recessive trait phenotypically.

7.7.l: Explain through the use of models or diagrams why sexually produced offspring are not identical to their parents.

Assessments :

12. Genes and Traits,, questions 1-3.13. State Genetics assessment, question 3.

Vocabulary :

gene: a unit of inherited information in a cell’s DNA.

genetics: scientific study of inheritance of traits from one organism to another through reproduction. Also called heredity.

heredity: see genetics.

inherited: passed from parent to child through genes.

offspring: live organisms that result from reproduction of other organisms.

sexual reproduction: type of reproduction in which two organisms each contribute half of their genes to produce a new offspring. The new offspring has a unique set of genes.

trade-off: a benefit that is given up when a decision is made.

trait: any physical characteristic.


Activity 54: Investigating Human Traits (Standards 1.1.1, 1.1.5, 7.1.10, 7.1.11GLEs 7.1.c, 7.1.d)

GOALS: In this lab activity students will

Collect and present individual and group data about human traits. Inquire about whether or not human traits are inherited from parents or acquired by other means.

ACTIVITY OVERVIEW: A synopsis of this activity follows:

Students will work in groups to investigate traits for six human characteristics as the beginning of an ongoing discussion of human variation and heredity. The idea of inherited traits is introduced.

CONTEXT: The concepts that we have been developing and how this activity serves as the next step can be explained as follows:

Students finished Diversity of Life by talking about plant reproduction and fusion of egg with sperm. All of Diversity of Life was about structures of living things. In this unit, students will explore how those structures (traits) come about. This activity is the first step in this process.

Activity 55: Plants Have Genes, Too!(Standards 1.1.2, 1.1.3, 1.1.6, 7.1.3, 7.1.9, 7.1.10, 7.1.11GLEs 7.1.a, 7.1.b, 7.1.c, 7.1.d, 7.7.i)


Prepare seeds resulting from a genetic cross to germinate for a later activity. Predict the outcome of the colors of the offspring seedlings.


Students germinate seeds that are the offspring of plants bred from true-breeding green and pale yellow strains of flowering tobacco. By predicting and then quantifying the colors of the offspring plants, students obtain genetic data for analysis.

CONTEXT: The concepts we have been developing and how this activity serves as the next step can be explained as follows:

This activity is actually the preparation for Activity 62 "Analyzing Genetic Data." However, it also serves as a way to assess students' prior understandings about inheritance and genetics. Students may realize that Nicotiana is a dicot if they remember this concept from Investigation 5 of Diversity of Life (Seeds of Life).

Activity 58 Creature Features(Standards 1.1.2, 1.1.3, 1.1.6, 7.1.3, 7.1.9, 7.1.10, 7.1.11, 7.2.3GLEs 7.1.a, 7.1.c, 7.1.d, 7.7.l)

GOALS Students in this lab activity will be able to

Explore the results of a single factor cross in genetics. Collect data (imaginary) from this cross and hypothesize about why these results were obtained.


Students develop hypotheses to explain the behavior of genes in a story about zoo scientists breeding imaginary creatures. They use models to evaluate how well the hypotheses fit additional evidence about the "critter" offspring.


This activity is a simulation of an idealized genetic cross. It is designed to illustrate the kind of work Gregor Mendel did with pea plants. This activity will eventually serve as a way to illustrate dominance and transmission of genetic information through generations. For now, it is used to clarify students pre-conceptions about inheritance. Many students believe that if parents have two different traits, (e.g. blond hair and dark hair) the offspring will have a mixture of the traits (e.g. light brown hair). Although this sometimes occurs (incomplete dominance) many other possibilities also exist. This activity will be continued in Activity 59 Gene Combo.

ASSESSMENT—SEEDS OF LIFE

1. When you go to a gardening store to buy green bean seeds, you usually buy an envelope with several dry brown beans inside. You plant one of these beans according to the directions on the envelope, and a green plant grows within the month.

Are the rest of the brown beans living or non-living? Explain. In your explanation, give specific characteristics of living or non-living things. (assume that they will all react the same way to planting as the first did.)

RUBRIC FOR ASSESSMENT—SEEDS OF LIFE

1. When you go to a gardening store to buy green bean seeds, you usually buy an envelope with several dry brown beans inside. You plant one of these beans according to the directions on the envelope, and a green plant grows within the month.

Are the rest of the brown beans living or non-living? Explain. In your explanation, give specific characteristics of living or non-living things. (assume that they will all react the same way to planting as the first did.)


Student states that the seeds are living because when the circumstances are favorable, the seed carries out all the functions of living things (cell reproduction, using energy). Student does not need to list the favorable circumstances for a complete response. Student may also state that living things (the green plant) only come from other living things (the seed); therefore, the seed is living.


Student states that the seeds are living but gives no explanation or an insufficient explanation (i.e. “they’re dormant” without explaining what dormant means).


Student states that the seeds are non-living, with or without an explanation (e.g. they’re non-living, but when planted, they become living).

RUBRIC FOR ASSESSMENT 11—DIVERSITY OF LIFE, MID-SUMMATIVE EXAM 7

4. Plants reproduce sexually. Explain this process.


Student response indicates the following:

a) Pollen contains the sperm cells, which are the male sex cells. The ovule in the flower contains the egg cells, which are the female sex cells (NOTE: student may indicate only that “a flower contains male sex cells and female sex cells” to meet this criterion).

b) Pollination involves bringing pollen grains to the pistil (or ovule). A pollen tube forms from the pollen grain, and the sperm cell joins with the egg cell (this is fertilization).

c) The fertilized egg becomes a seed, which may grow into a new plant.

(NOTE: students should be provided with a vocabulary bank or word wall for this assessment question).


Student response contains two of the three criteria for a correct response or student response contains all three criteria, but vocabulary terms are incorrectly used in one criterion (e.g. “seed” is used instead of “ovule.”)


Student response contains fewer than two of the three criteria or student response contains all three criteria but vocabulary terms are incorrectly used in two or more criteria.

5. Why is it usually important for seeds to be dispersed away from a parent plant?


Student states that a new plant will have a better chance to obtain sunlight, water, and nutrients if it is not under or near a large parent plant.


Student states that a new plant will grow better if it is not under or near a large parent plant but gives no details about why.


Student response does not indicate that seed dispersal is beneficial for the new plants or student has confused seed dispersal with pollination or student response reflects teleological or anthropomorphic thinking (e.g. “plants like to grow away from their parents.”)

ASSESSMENT—GENES AND TRAITS

This assessment comes from “Our Genes Ourselves” Activity 58, “Creature Features”

Imagine two islands in the ocean, far from land. The only known population of blue-tailed critters lives on one island. The only known population of orange-tailed critters lives on the other island. The critter population is shrinking and critters have just been classified as an endangered species. Although they produce many offspring, very few of the critter offspring survive in the wild because most are eaten by the black-billed yellowbird.

Critters are hard to capture, so very few critters exist in captivity. Skye, a blue-tailed critter, lives in the Petropolis zoo. Poppy, an orange-tailed critter, lives in the Lawrenceville zoo. Critters reproduceby sexual reproduction. The research departments in these two world-famous zoos have decided to try breeding Skye and Poppy in order to produce offspring and keep the rare critters from becoming extinct.

Part Two: The Second GenerationThe breeding program is a great success. Skye and Poppy produce 100 offspring!

However, all 100 of these second-generation critters have blue tails. The scientists are concerned. “Will the orange-tail trait be lost?” they wonder.

The zoo scientists wonder why none of the critter pups have orange tails. They begin to argue about several possible explanations.

Part Three: The Third Generation

Once Skye and Poppy’s offspring mature, they begin to have pups of their own. The scientists are fascinated by the results. Some of Skye and Poppy’s “grandpups” have orange tails. The scientists notice that about one-fourth of all the pups in this third generation have orange tails. The rest have blue tails.

1. Assuming the letter T or t is used to represent tail color, write the genotypes of Skye and Poppy. Explain your reasoning.

2. Write the genotypes for any one of the offspring (pups) of Skye and Poppy (from the second generation). Why are all the pups blue tailed?

3. Two of the pups that breed in the third generation give birth to three pups, all with blue tails. What is the probability that the fourth pup will have a blue tail? Explain your reasoning.

RUBRIC FOR ASSESSMENT—GENES AND TRAITS

1. Assuming the letter T or t is used to represent tail color, write the genotypes of Skye and Poppy. Explain your reasoning.


Student indicates that Skye’s genotype is TT and Poppy’s is tt. Explanation indicates that because all the offspring resembled Skye (i.e. blue tails) and all offspring had contributions from both Skye and Poppy, blue must be dominant over orange. (NOTE: Student does not have to use the word “dominant” for a complete response)


Student identifies the correct genotypes for each animal and that blue tails are dominant over orange, but doesn’t refer to Skye and Poppy’s offspring or how their appearances indicate which trait is dominant.


Student writes incorrect genotypes for Skye and Poppy or confuses phenotype with genotype or shows an incomplete or incorrect understanding of dominance.

2. Write the genotypes for any one of the offspring (pups) of Skye and Poppy (from the second generation). Why are all the pups blue tailed?


Student indicates that all of the offspring have a genotype of Tt. Since the dominant gene (blue) is present in all of these offspring, the blue tail trait will be expressed in all the offspring.


Student indicates that all offspring are Tt but gives an incomplete or incorrect understanding of why.


Student writes an incorrect genotype for the offspring or indicates that more than one genotype is present or shows an incomplete or incorrect understanding of the concept of genotype. These responses are incorrect with or without an explanation.

3. Two of the pups that breed in the third generation give birth to three pups, all with blue tails. What is the probability that the fourth pup will have a blue tail? Explain your reasoning.


Student indicates that the probability of this pup having a blue tail is 75 %. This may be expressed as a percentage, as a ratio (3:1) or as a fraction (3/4). Student also states that with this mating (two parents with a genotype of Tt), every offspring has the same chance (75%) of having a blue tail. Student may include a Punnett Square, but this is not necessary for a complete response.


Student produces an accurate Punnett Square showing the mating of two heterozygous individuals, but does not relate its results to the question.


Student produces an incorrect Punnett Square (with or without an explanation) or gives an incorrect probability.

DECEMBER

Topic 13: Reproduction

Standards:


1.2.2. Science and technology in society are driven by the following factors: economical, political, cultural, social, and environmental. Increased scientific knowledge and technology create changes that can be beneficial or detrimental to individuals or society through impact on human health and the environment.

7.1.1. Reproduction is a characteristic of all living systems and is essential to the continuation of every species.

7.1.2. Some organisms reproduce asexually involving one parent. Asexual reproduction results in offspring that are genetically identical to the parent organism (clones). This process is advantageous in maintaining the genetic make-up of organisms that are successful in a specific environment.



GLEs:

7.7.a Recognize that reproduction is a process that occurs in all living systems and is essential to the continuation of the species. Use models or diagrams to identify the structures of a flowering plant that produce eggs and sperm and explain that plants, as well as, animals can reproduce sexually.

7.7.b Given varied scenarios (including one or two parent reproduction, and having traits identical to or different than the parents), classify offspring as either sexually or asexually produced and justify your response.

7.7.c Compare and contrast asexual and sexual reproduction in terms of potential variation and adaptation to a static or changing environment. Relate advantages and/or disadvantages of each strategy.

7.7.d Explain through the use of models or diagrams, why sexually-produced offspring are not identical to their parents.

Assessment:

14. State Genetics Assessment, question 3.

Vocabulary:

asexual reproduction: type of reproduction in which one organism produces a genetic copy of itself.

clone: A cell or organism that has identical genes to another cell or organism.

egg cell: a sex cell produced by a female.

identical twin: One of a pair of twins that resulted from a single zygote. During cell division, the embryo is split and each part grows into a new person. Identical twins are born with the same genes.

reproduction: a process that occurs in an organism in which it produces new members of its own species (or in cell reproduction, when a cell produces more cells of its own kind)

species: a grouping of organisms that are similar enough that they can produce offspring with similar traits to the parent organism(s).

sperm cell: a sex cell produced by a male. In humans, the sex cells combine DNA to produce a new organism.

zygote: a fertilized egg cell.

Suggested Activity:

Activity 57 Copycat

GOALS: In this activity students will be able to

Distinguish sexual reproduction from asexual reproduction. Reflect on advantages and disadvantages of each type of reproduction for the species.


In this reading, asexual and sexual reproduction are introduced. Differences between the two prepare students to understand the mechanisms of heredity in sexually reproducing organisms.


Students have been introduced to sexual reproduction during Investigation 7 of Diversity of Life. In this reading, they learn that asexual reproduction results in two identical offspring from one parent, while sexual reproduction results in one offspring that differs from both parents. Class discussion should involve mentioning that having

non-identical offspring increases the probability that the offspring will be more tolerant (physically) of environmental changes than if it were identical to its parent.

Topic 14: Outcomes of Genetic Crosses

Standards:

1.1.2. Understand that: A valid investigation controls variables. Different experimental designs and strategies can be developed to answer the same question.

1.1.3. Understand that: In a scientific investigation, data collection involves making precise measurements and keeping accurate records so that others can replicate the experiment.


1.3.1: Over the course of human history, contributions to science have been made by different people from different cultures. Studying some of these contributions and how they came about provides insight into the expansion of scientific knowledge.


7.1.9. Alternative versions of genes (different alleles) account for variations in inherited characteristics (i.e., flower color). Pairs of chromosomes that have the same allele present on both chromosomes are homozygous. Pairs of chromosomes with different alleles are heterozygous.

7.1.10. A dominant trait will be expressed if the organism is heterozygous or homozygous for the trait. A recessive trait will only be expressed if the organism is homozygous for the trait.



7.2.6: The great variety of body forms and structures found in difference species enable organisms to survive in diverse environments.

GLEs


7.1.c Accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Construct tables, diagrams and graphs, showing relationships between two variables, to

display and facilitate analysis of data. Compare and question results with and from other students.

7.1.d Form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation.

7.7.h. Model a random process (e.g., coin toss) that illustrates which alleles can be passed from parent to offspring.

7.7.i. Use single trait Punnett squares to examine the genotypes of individuals and indicate which individuals will express dominant or recessive traits. Justify the indication by relating that dominant alleles appearing heterozygously or homozygously are expressed or that two recessive alleles (homozygous) are required for an offspring to express a recessive trait phenotypically.

7.7.k. Research and report on the contributions of Gregor Mendel and other genetic researchers and how their contributions altered the body of scientific knowledge.

7.7.l: Explain through the use of models or diagrams why sexually produced offspring are not identical to their parents.

Assessments:

15. Outcomes of Genetic Crosses.

Vocabulary:

allele: alternate form of a gene which may result in a predictable phenotype.

carrier: in genetics, an individual that does not express a given trait but carries a recessive gene. Usually carriers are heterozygous.

diversity: a description of the variation within a system.

dominant: an allele that is expressed in the homozygous or heterozygous state.

fertilization: The combination of genes from an egg and a sperm to create a zygote.

genotype: (note—term is not used in Our Genes Ourselves) a description of the alleles in an individual that affect expression of a gene or genes.

heterozygous: For a gene, possessing one dominant allele and one recessive allele.

homozygous: For a gene, possessing two dominant alleles or two recessive alleles.

phenotype: (note—term is not used in Our Genes Ourselves) a description of the physical appearance of an organism as it is affected by the alleles of a gene the organism possesses.

probability: study of mathematics involving the likelihood of possible events occurring under a set of conditions.

random: occurring by chance, without being pre-determined.

recessive: an allele that is only expressed in the homozygous state.


Activity 59: Gene Combo (Standards 1.1.2, 1.1.3, 1.1.6, 7.1.3, 7.1.9, 7.1.10, 7.1.11, 7.2.3GLEs 7.7.h, 7.7.i)

GOALS: In this lab activity students will be able to

Use coin tossing as an illustration of the outcomes of crossing single gene traits.


Students use a coin tossing simulation to model the pattern of inheritance exhibited by many single gene traits, including the critter tail color characteristic. Pairs of students flip two coins and record the results of both flips. For both coins, heads represents a dominant allele and tails a recessive allele. They pool class data and compare the results to those displayed in Activity 58 for "critters."

CONTEXT: The concepts we have been developing and the way this activity serves as the next step can be explained as follows:

This activity targets many misconceptions students have about inheritance and many more they usually develop. By comparing gene distribution to the likelihood of flipping a coin to heads (50 %) students realize that genetic "predictions" are only a report of probabilities. They do not necessarily predict the appearance of an individual offspring. Also, students frequently believe "dominant" means "most likely to appear." By relating the alleles to coin toss outcomes, students see that dominant alleles and recessive alleles (under these circumstances) are equally likely to emerge. The results of this activity will eventually be compared to the results of the Nicotiana seedlings. Dominance will be explored in depth in the tenth grade unit Genetics and Biotechnology.

Activity 65 Breeding Critters--More Traits (Standards 7.1.3, 7.1.9, 7.1.10, 7.1.11, 7.2.3GLEs 7.7.h, 7.7.l)

GOALS: In this lab investigation students will be able to

visualize how allelic distributions (genotypes) are expressed in organisms (phenotypes).


Students use the coin toss model to create plastic representations of the "critters" described in Activities 58 and 59. Students model the diversity of offspring possible from two parents and discover patterns of inheritance other than strict dominant/recessive traits.

CONTEXT: the concepts we have been developing and how this activity serves as the next step can be explained as follows:

This activity brings closure to the story of Skye and Poppy (the "critters") and allows students to compare physical characteristics to genetic make-up. The concept of chromosomes is introduced in activity 63 (Show Me the Genes) which will be done in January. Teachers may want to introduce chromosomes now and use this part of the activity or introduce chromosomes later and not do step 6 of the procedure at this time. This activity is similar to one they will do in tenth grade Genetics and Biotechnology (Potato Head Genetics).

Activity 60: Mendel, First Geneticist, Activity 61: Gene Squares, Activity 62: Analyzing Genetic Data (Standards 1.1.2, 1.1.3, 1.1.6, 1.3.1, 7.1.3, 7.1.9, 7.1.10, 7.1.11, 7.2.3GLEs 7.1.a, 7.1.c, 7.1.d, 7.7.h, 7.7.i, 7.7.k, 7.7.l)

GOALS: In these lab activities students will

Use Punnett Squares to predict the appearance of offspring and distribution of alleles in genetic crosses.

Analyze data from Nicotiana seedlings to confirm or refute the predictions made with Punnett Squares. Relate the outcome of Nicotiana appearances to the work Gregor Mendel did with pea plants.

ACTIVITY OVERVIEW: A synopsis of these activities follows:

These three activities are so closely related that it makes sense to combine them. Activity 60 describes the work of Gregor Mendel with pea plants in establishing the concepts of genetic inheritance and dominance. Activity 61 introduces the Punnett Square as a graphic organizer to predict approximate frequencies of genetic crosses. Then, Activity 62 puts the concepts developed in the preceding activities to the test. Does an actual cross of yellow plants with green plants produce outcomes like those seen by Mendel as predicted with a Punnett Square?

CONTEXT: the concepts we have been developing and how these activities serve as the next step can be explained as follows:

Activities 60 and 61 may either be connected with the work done in with Nicotiana as described here or connected with work done before with the "critters." The Punnett Square is a powerful tool in predicting genetic outcomes, and will be used again in tenth grade when students learn about co-dominance (blood type genetics) and sex linkage. Activity 62 involves analyzing the data generated from Activity 55 (Plants have Genes, Too!)

Topic 15: Pedigree Analysis

Standards:


1.1.5 Evaluating the explanations proposed by others involves examining and comparing evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations. Conflicting data or conflicting interpretations of the same data suggest the need for further investigation. Continued investigation can lead to greater understanding and resolution of the conflict.

1.1.6 Scientific habits of mind and other sources of knowledge and skills are essential to scientific inquiry. Habits of mind include tolerance of ambiguity, skepticism, openness to new ideas, and objectivity. Other knowledge and skills include mathematics, reading, writing, and technology.

1.2.1. Advances in technology can expand the body of scientific knowledge. Technological tools allow people to observe objects and phenomena that otherwise would not be possible. Technology enhances the quality, accuracy, speed and analysis of data gathered.


1.3.1. Over the course of human history, contributions to science have been made by different people from different cultures. Studying some of these contributions and how they came about provides insight into the expansion of scientific knowledge.

6.4.1. Technological advances in medicine and improvements in hygiene have helped in the prevention and treatment of illness.

6.4.2. The functioning and health of organisms are influenced by many factors (i.e., heredity, diet, lifestyle, bacteria, viruses, parasites, and the environment). Certain body structures and systems function to protect against disease and injury.

7.1.9 Alternative versions of genes (different alleles) account for variations in inherited characteristics (i.e., flower color). Pairs of chromosomes that have the same allele present on both chromosomes are homozygous. Pairs of chromosomes with different alleles are heterozygous.

7.1.10. A dominant trait will be expressed if the organism is heterozygous or homozygous for the trait. A recessive trait will only be expressed if the organism is homozygous for the trait.


7.3.1. Selective breeding is used to cultivate plants and domesticated animals with desirable traits.

7.3.2. Knowledge gained from research in genetics is being applied to areas of human health. Geneticists and genetic counselors may use pedigrees and Punnett squares to help predict the possibility of genetic disorders in future generations.

GLEs:


7.1.e Communicate scientific procedures, data, and explanations to enable the replication of results. Use computer technology to assist in communicating these results. Critical review is important in the analysis of these results.

7.1.f Use mathematics, reading, writing, and technology in conducting scientific inquiries.

7.7.i Use single trait Punnett squares to examine the genotypes of individuals and indicate which individuals will express dominant or recessive traits. Justify the indication by relating that dominant alleles appearing heterozygously or homozygously are expressed or that two recessive alleles (homozygous) are required for an offspring to express a recessive trait phenotypically.

7.7.j. Use pedigrees to illustrate the heritability of dominant and recessive alleles over several generations.

7.7.n. Research and report on selective breeding. Select an organism (e.g., race horses, pedigree dogs, drought resistant plants) and trace its history of development and the traits of the plant or animal that were enhanced by selective breeding.

7.7.o. Recognize that the health profession uses pedigree charts to trace genetic disorders in past generations make predictions for future generations. Research and report on a chromosomal disorder. Complete a simulated pedigree for a fictional family based on your research.

Assessments:

16. State Assessment, question 117. What Would You Do? Writing prompt, question 3 from student lab manual of Our Genes Ourselves.

Vocabulary:

pedigree: A chart used to illustrate the incidence of a genetic trait in members of a family.

syndrome: a group of symptoms that are seemingly unrelated but are, in fact, caused by an underlying condition.


Activity 66, Patterns in Pedigrees(Standards: 7.1.9, 7.1.10, 7.1.11, 7.3.1, 7.3.2GLEs 7.1.d, 7.7.j, 7.7.n, 7.7.o)


Use a pedigree to identify patterns of inheritance of genetic traits. Use pedigrees to solve problems in human genetics and to make decisions about selective breeding.


Students investigate the behavior of genes for human traits. Pedigrees are introduced as a way to study genes. Pedigrees are used to analyze the patterns of transmission for dominant and recessive human traits.


Students use pedigrees as a way of connecting appearances of organisms (phenotypes) to their genetic make-up (genotypes). This process is the reverse of how a Punnett Square is used. In the next activity about Marfan's syndrome, students will explore using a pedigree to make a decision about genetic testing. Although selective breeding is not addressed specifically by this activity, pedigrees can be used to identify organisms that will produce desired traits in offspring (e.g. pest resistant tomatoes, Holstein cattle (bred for milk production) vs. Angus cattle (bred for beef production).

Activity 56 Joe's Dilemma, Activity 67, What Would You Do?(Standards 1.1.4, 1.1.5, 1.1.6, 1.2.1, 1.2.2, 1.3.1, 6.4.1, 6.4.2, 7.1.9, 8.1.10, 7.1.11, 7.3.2GLEs 7.1.d, 7.1.e, 7.1.f, 7.7.i, 7.7.j, 7.7.o)


Learn about a hereditary condition that may not show symptoms until later in life. Use a pedigree to make a decision about genetic conditions Evaluate benefits and trade-offs that accompany genetic testing


Students are introduced to the issue of genetic testing through a story about a student who suspects he may have inherited a genetic syndrome (Marfan's Syndrome). They generate questions they would have if they were in this situation. In Activity 67, they use pedigree analysis to make predictions about the transmission of Marfan's Syndrome and to make recommendations to a person who may have inherited this condition.

CONTEXT: The concepts we are developing and how this activity serves as the next step can be explained as follows:

This activity illustrates that science is a human endeavor and that they might make individual decisions based on the findings of science. This activity also highlights the importance of personal tolerance of diversity. Like all organisms, humans display great variation in traits. This activity also highlights the idea that some traits do not appear right away. Although genetic characteristics are "hard-wired" into an organism, humans can make lifestyle choices based on the information we obtain from genetics. This is a concept first developed in the sixth grade unit My Body and Me (also part of the Science and Life Issues series).

Assessment—Inheritance

1. Demetrius looks very similar to his father. Did he receive more genetic information from his father than from his mother? Support your decision.

Rubric Assessment 13

2. Demetrius looks very similar to his father. Did he receive more genetic information from his father than from his mother? Support your decision.

Criterion for a correct response (2):

Student states that Demetrius gets one half of his genetic information from each parent.


Student answers “yes” but states that he gets one half of his genetic information from each parent.


Student states that Demetrius received more genetic information from his father or mother.

Assessment—Reproduction

1. Both species below live in a small puddle and share the same food source.

Species A Species B

a. Which species, A or B, reproduces asexually? What information shows that the other species does not reproduce asexually

b. The pond floods and the food source is carried away to another part of the pond. Which species would be more capable of surviving several generations? Explain your answer.

Rubric for Assessment—Reproduction

Both species below live in a small puddle and share the same food source.

a. Which species, A or B, reproduces asexually? What information shows that the other species does not reproduce asexually?

Criteria for a correct response:

1. Student states that species A reproduces asexually.2. Student states that species B does not reproduce asexually due to the variation in the offspring.


Student states that species A reproduces asexually and that species B does not reproduce asexually but does not give information to support this conclusion or student does not state that species A reproduces asexually but student meets the second criterion.

Criteria for an incomplete response (0):

Student does not correctly identify which species reproduces asexually and student does not give information to support that species B reproduces sexually.

b. If the puddle flooded and the food source moved away, which species would be more capable of surviving several generations? Explain your answer.

Criterion for a complete response (2):

Student states that the physical traits of some members of species B will allow them to move and follow their food source.

Criterion for a partial response (1):

Student states that B would be more likely to survive but does not give a reason for why.


Student states that neither species will be more likely to survive or states that A would be more likely to survive, with or without a reason.

OUTCOMES OF GENETIC CROSSES

1. When you first set out these seedlings to germinate (Nicotiana) you were the offspring of two green parent plants. You were also told that each of the green parents had one green parent and one yellow parent.

Based on the class results, what can you conclude about the color alleles of each of the green parents of your seedlings?

2. Construct a Punnett square to show what will happen if one of the green parent generation Nicotiana plants is crossed with a pale yellow plant. Explain the results.

RUBRIC—OUTCOMES OF GENETIC CROSSES

1. When you first set out these seedlings to germinate (Nicotiana) you were the offspring of two green parent plants. You were also told that each of the green parents had one green parent and one yellow parent.

Based on the class results, what can you conclude about the color alleles of each of the green parents of your seedlings?

(NOTE: This question assumes that students obtained viable seedlings from Activity 55 of Our Genes Ourselves, “Plants Have Genes Too.” If this activity has not been done or if the seedlings did not germinate, assume the following results:

Group A: 7 green seedlings, 3 yellow seedlings

Group B: 9 green seedlings, 1 yellow seedlings

Group C: 6 green seedlings, 4 yellow seedlings

Group D: 7 green seedlings, 2 yellow seedlings

Group E: 8 green seedlings, 2 yellow seedlings


Student states that the green allele is dominant over the yellow allele, since whenever the green allele is present, it produces a green seedling.


Student states that the green allele is present but offers no explanation.


Student states that the yellow allele is dominant, with or without an explanation.

2. Construct a Punnett square to show what will happen if one of the green parent generation Nicotiana plants is crossed with a pale yellow plant. Explain the results.


Student creates the following Punnett square:

G g

g Gg gg

g Gg gg

Student states that 50 % of all offspring will be green seedlings and 50 % will be yellow seedlings.


Student creates a Punnett square as above, but gives an incorrect or incomplete explanation or student gives a correct explanation as above, but the Punnett square is incorrect, incomplete, or missing.


Both Punnett square and explanation are incorrect, incomplete, or missing.

Genetics Assessment7th Grade

Lady Spike

Jake Glory Rascal Belle

Sassy Lassie Dot Mo Spot Patch

1. This pedigree shows a family of fictional organisms that have either plain or spotted noses. Glory, Belle and Spot have spotted noses. Use this pedigree to answer the following questions.

a.) Are spotted noses the result of a dominant or recessive gene? How do you know?

?

b.) What are the genotypes of individuals Lady and Spike?

c.) If Jake’s father has a spotted nose, what is the chance that Lassie has a spotted nose? Use a Punnett square to help answer your question.

GENETICS UNIT ASSESSMENT RUBRIC

1. This pedigree shows a family of fictional organisms that have either plain or spotted noses. Glory, Belle and Spot have spotted noses. Use this pedigree to answer the following questions.

a.) Are spotted noses the result of a dominant or recessive gene? How do you know?

Criteria for correct response (2):

1. Student states that spotted noses are the result of a recessive gene.2. Student states that parents Lady and Spike do not express the trait.


Student states that spotted nose is the result of a recessive trait but does not provide an explanation or does not make reference to the parents Lady and Spike.


Indicates that the spotted nose is the result of a dominant gene with or without an explanation.

b.) What are the genotypes of individuals Lady and Spike?

Criterion for a correct response (2):

Student indicates that both parents Lady and Spike are heterozygous for the spotted nose trait. Response may indicate the genotype using an uppercase and lowercase letter (same letter) for each parent.


Student states that either parent is heterozygous for the spotted nose trait but not both or indicates that both parents are heterozygous but uses different letters for the two alleles (e.g. Hs).


Student does not refer to genotypes of parents or refers to the genotypes of organisms other than the parents or indicates that the parents are homozygous (dominant or recessive).

c.) If Jake’s father has a spotted nose, what is the chance that Lassie has a spotted nose? Use a Punnett square to help answer your question.


1. Lassie has a fifty percent chance of getting a spotted nose.2. Punnett Square needs to be completed correctly.


Punnett Square is done correctly, but the percentage is wrong (Punnett Square is misinterpreted) or Punnett Square is incorrect or missing but the percentage is correct.


Punnett square is incorrect or missing and percentage is incorrect.

RUBRIC—MARFAN’S SYNDROME, WHAT WOULD YOU DO?

Read Joe’s email to his friend on pages D-75 to D-76 of the “Our Genes Ourselves” lab manual. Then answer the following question.

3. Pretend that you are Joe’s friend. Write a letter to Joe telling him whether you think he should be tested.

To write a complete answer, first state your opinion. Provide two or more pieces of evidence that support your opinion. Then consider all sides of the issue and identify the trade-offs of your decision.

Criteria for a level 3 response:

Student states an opinion early in the message. At least two pieces of evidence in support of that opinion are supplied. The response shows a thorough understanding of the patterns of inheritance of Marfan’s syndrome (based on what was learned in the unit.) In presenting at least one trade-off, the student explains the ramifications of the trade-off thoroughly (i.e. plays “devil’s advocate”). The letter contains no errors in standard written English.


Student states an opinion early in the message. Then, two pieces of evidence in support of that opinion are supplied. At least one trade-off is provided. The letter contains few, if any, errors in standard written English, and these do not interfere with understanding.


Student states an opinion in the message, but it is not stated early or it is vague. Student supplies one piece of evidence in support of this opinion. No trade-off is provided. The letter contains few, if any, errors in standard written English, and these do not interfere with understanding.


Student does not state an opinion clearly or states two contradictory opinions without indicated which is preferred. Evidence in support of the opinion (if stated) is inaccurate, irrelevant, or subjective. Frequent and severe errors in standard written English interfere with understanding. The tone of the letter may be inappropriately emotional.

JANUARY

Topic 16: Chromosome Analysis

Standards:

7.1.4 In sexual reproduction after the egg is fertilized, each of the new cells in the developing organism receives an exact copy of the genetic information contained in the nucleus of a fertilized egg.

7.1.6 Chromosomes are found in the nucleus of the cell and contain genes that are made of DNA. Inherited traits of individuals are controlled by genes.

7.1.7. Chromosomes can be arranged in pairs (one-half of each pair from each parent). These pairs are approximately the same size and shape, and have similar sequences of genes. Humans have 23 pairs (46) of chromosomes. Other organisms may have different numbers of chromosomes.

7.1.8. In humans, gender is determined by a pair of sex chromosomes. Females possess two X chromosomes; males an X and a Y chromosome. The sex of an embryo is determined by the sex chromosome found in the sperm cell.

GLEs:

7.7.d Make a simple labeled drawing of human reproductive cells. Indicate that the sex cells (sperm and egg) each have half of the chromosomal number (23) as a fertilized egg (46). The fertilized egg has the same number of chromosomes as each of the body cells of the new organism. Recognize that different organisms may have different numbers of chromosomes and that the number of chromosomes does not relate to the complexity of the organism.

7.7.e Make a simple labeled drawing of asexual reproduction as it occurs in sexually produced organisms at the cellular level. Indicate that resulting cells contain an identical copy of genetic information from the parent cell.

7.7.f Describe the relationship between genes, chromosomes, and DNA in terms of location and relative size.

7.7.g Explain how the sex chromosomes inherited from each parent determines the gender of the offspring.

Assessments:

18. Genetics state assessment, question 4.

Vocabulary:

cell division: reproduction of a cell.

chromosome: a structure in the nucleus of cells which contains the genes in the form of DNA.

DNA: a chemical found in the nucleus which contains the cell’s genes.

X chromosome/Y chromosome: The chromosomes in humans that determine the sex of a person. A female possesses two X chromosomes (one from each parent). A male possessed an X (from his mother) and a Y (from his father) chromosome.


Activity 63 Show Me the Genes! (January)


identify chromosomes as the carrier of genes in the cell.

trace chromosome number in cells during asexual reproduction, sexual reproduction, and fertilization.

explain how half of a person's chromosomes came from each parent and relate chromosome inheritance to diversity during sexual reproduction.

explain that the sex of a zygote is determined by the contribution of an X or Y chromosome from the sperm, and that eggs always contribute an X chromosome.


This activity includes a reading that describes the behavior of chromosomes during sexual reproduction and how this behavior relates to basic patterns of inheritance. The function of DNA and the effects of randomly occurring mutations are introduced.


This reading introduces the idea of chromosomes as the cellular component that carries genes. This reading ties the concept of the cell developed in Diversity of Life with the concept of the gene developed in Our Genes Ourselves. The chromosome is a concrete entity that explains how genes are inherited from parents to children, why sexual reproduction never produces genetically identical offspring (that is, not identical to either parent) and how sex is determined at the cellular level. DNA is introduced as a component of inheritance, but no further clarification is needed. If students have not completed Activity 65 Procedure 6 (or Analysis question 6) they should do so now.

Topic 17: Measurement

Standards:


1.1.6: Scientific habits of mind and other sources of knowledge and skills are essential to scientific inquiry. Habits of mind include tolerance of ambiguity, skepticism, openness to new ideas, and objectivity. Other knowledge and skills include mathematics, reading, writing, and technology.

GLEs:


7.1.f: Use mathematics, reading, writing, and technology in conducting scientific inquiries.

Assessment:

19. Measurement, questions 1-5.

Vocabulary:

characteristic property: An attribute that can be used to help identify a substance. A characteristic property is not affected by the amount or shape of a substance.

gas: A phase of matter in which a substance has no definite shape or volume. Gases fill the container they occupy.

gram: A metric unit used to measure mass. Approximately the mass of one kidney bean.

liquid: A phase of matter in which a substance has a definite volume but no definite shape. Liquids take the shape of that part of the container they occupy.

mass: A measure of the total amount of matter in an object.

material: the substance from which an object is made.

matter: Anything in the universe that has mass and takes up space.

solid: A phase of matter in which a substance has a definite shape (which is not dependent on its container) and volume.

substance: a physical description of a type of matter.

temperature: A measure of how hot an object or substance is.

unit: In measurements, the label that identifies a measured or derived quantity (e.g. cm, kg).

volume: The amount of space occupied by a sample of matter.

Suggested Activity:

Lesson 1: Our Ideas About Matter:


observe some of the physical properties of matter in a variety of forms. practice making measurements with a variety of laboratory apparatus. Practice safe lab technique.

ACTIVITY OVERVIEW: a synopsis of this activity follows:

Students investigate some of the characteristics of matter through a series of short inquiry activities. Students practice determination of volume, mass, length, and temperature.


Although this activity serves as the first inquiry into matter and particle theory, it represents a drastic change in the flow of information that has occurred up to this point. Students are given the opportunity to practice measuring, to make mistakes, and to observe matter in a variety of forms. Since Red Clay is latex free, do not have students perform Inquiry 1.1 The Bottle and the Balloon.

Topic 18: Particle Model of Matter

Standards:

1.1.5: Evaluating the explanations proposed by others involves examining and comparing evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations. Conflicting data or conflicting interpretations of the same data suggest the need for further investigation. Continued investigation can lead to greater understanding and resolution of the conflict.


2.1.1 All matter consists of particles too small to be seen with the naked eye. The arrangement, motion, and interaction of these particles determine the three states of matter (solid, liquid, and gas). Particles in all three states are in constant motion. In the solid state, tightly packed particles have a limited range of motion. In the liquid state, particles are loosely packed and move past each other. In the gaseous state, particles are free to move.

GLEs:


7.1.e Communicate scientific procedures, data, and explanations to enable the replication of results. Use computer technology to assist in communicating these results. Critical review is important in the analysis of these results.

7.1.f Use mathematics, reading, writing, and technology in conducting scientific inquiries.

7.2.a Recognize that all matter consists of particles and how the particles are arranged determines the physical state. Use the particle model to describe solids, liquids, and gases in terms of the packing and motion of particles.

7.2.d Make a model or drawing of particles of the same material in solid, liquid, and gas state. Describe the arrangement, spacing and energy in each state.

Assessments:

20 SchoolNet lesson, Properties of Matter, lesson 1.

Vocabulary:

energy: the ability of particles or objects to do work or exhibit motion.

model: a concrete description or analogy of an abstract concept. The model is not meant to be an exact representation of the abstract concept, but rather, to illustrate specific aspects of the abstract concept.

particle: an indivisibly small unit of matter.


SchoolNet Lesson--Properties of Matter--Flexible Grouping


Relate the particles in a solid, liquid, and gas to relative amounts of energy, movement, and spacing. Use a concrete representation to illustrate the Particle Model.


Students will watch a video clip illustrating the characteristics of the particles in a solid, a liquid, and a gas. Then, using marbles and a clear dish, they will illustrate the behavior of particles in a solid, a liquid, and a gas. Student groups will report out to the class.


Although the STC module "Properties of Matter" does not refer to it, the Particle Model of matter is a crucial piece to this unit in seventh and eighth grade (Transformation of Energy). Before students learn about atomic theory and the elements, it is crucial that a firm foundation in the Particle Model be understood, especially as the particles are affected by temperature. Students will use this model to describe phase changes, density, and dissolving. This unit does not address the concept of atoms, molecules, ions, compounds, or elements; in fact, these concepts are not addressed until ninth grade.

Topic 19: Characteristic properties/density

Standards:


1.1.3. In a scientific investigation, data collection involves making precise measurements and keeping accurate records so that others can replicate the experiment.

1.2.1. Advances in technology can expand the body of scientific knowledge. Technological tools allow people to observe objects and phenomena that otherwise would not be possible. Technology enhances the quality, accuracy, speed and analysis of data gathered.

2.1.3. Some physical properties, such as mass and volume, depend upon the amount of material. Other physical properties, such as density and melting point, are independent of the quantity of material. Density and melting point are unique physical properties for a material. Tools such as microscopes, scales, beakers, graduated cylinders, Celsius thermometers, and metric rulers are used to measure physical properties.

GLEs:

7.1.c. Accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Compare and question results with and from other students.

7.2.e Ddistinguish between physical properties that are dependent upon mass (size, shape) and those physical properties such as boiling point, melting point, solubility, density, conduction of heat and pH of a substance or material that are not altered when the mass of the material is changed.

7.2.f. Calculate the density of various solid materials. Use density to predict whether an object will sink or float in water. Given the density of various solids and liquids, create a density column and explain the arrangement in terms of density.

Assessments:

20. Characteristic Properties and Density questions 1 and 2.21. Density Column.

Vocabulary:

density: The mass of a known volume of a substance. (Note: the unit for density is grams per ml of a substance. Compare this with the unit for concentration).

miscible: a property of two or more liquids. Miscible liquids can dissolve one another. Immiscible liquids cannot dissolve one another--they form distinct layers.

weight: A measure of the force of gravity. On Earth, the weight of an object is affected only by its mass.


Lesson 2: Determining Density

Lesson 3: Density Predictions

Lesson 4: Do Gases Have Density?

GOALS: In these lab activities the students will be able to

Use laboratory apparatus to find the mass and volume of a known amount of water. Determine the volume of solid objects by calculating their volume (cubes) or by displacement of water

(irregularly shaped objects) Determine the density of solids and liquids experimentally. Relate an object's density to its tendency to float or sink in a density column. Design an experiment to determine the mass, volume, and density of a volume of air.


In these three lessons, students are introduced to the concept of density (mass per unit volume) as a characteristic property of matter. In Lesson 2, they determine the density of various liquids and solid objects by determining (through a variety of strategies) the mass (in grams) and the volume (in ml) and dividing mass by volume. In Lesson 3, students relate the density of an object or fluid to it's tendency to float on or sink in a substance of a different density. The concept of miscibility is introduced but not explored until later in the unit. In Lesson 4, students apply the techniques for measuring density (i.e. mass and volume) to the question of how to measure the mass and volume (therefore, the density) of a gas (air).


Density is a difficult concept in science. This is the second time students have worked with a derived unit (in Forces that Cause Motion in sixth grade, they learn about speed as a measure of distance divided by time). Students harbor many misconceptions about density (see p. 17 of the Properties of Matter Teacher's Guide). It is necessary to assess exactly which misconceptions your students may have about density and differentiate your instruction toward creating an accurate understanding of density. Density will be revisited in the Weather unit in eighth grade, as students study the density of air layers in convection currents. In ninth grade, students will explore the idea of density as a characteristic property of matter further (specifically, elements and compounds).

ASSESSMENT—CHROMOSOME ANALYSIS

A male and a female creature have five pairs of chromosomes each. The chromosomes have been provided for you in two separate envelopes. Use the materials provided to answer the questions.

a. Attach (tape or glue) a karyotype for an offspring of these parents in the space provided.

a. List a complete description of your offspring in the table below.

Genotypes Phenotypes Sex (male or female)

b. Which parent is male? How can you tell?

RUBRIC FOR ASSESSMENT—CHROMOSOME ANALYSIS

1. A male and a female creature have five pairs of chromosomes each. The chromosomes have been provided for you in two separate envelopes. Use the materials provided to answer the questions.

a. Attach (tape or glue) a karyotype for an offspring of these parents in the space provided.


1. Chromosomes are lined up on paper in pairs. Each pair consists of two chromosomes with the same size and shape.

2. The X chromosome is paired with either another X chromosome or a Y chromosome.


Autosomes are correctly paired. Sex chromosomes are not paired.


More than one homologous autosomes are not correctly paired.

b. List a complete description of your offspring in the table below.


1. Genotypes match the karyotype prepared in part a.

2. Genotypes showing homozygous dominant or heterozygous alleles are equated with the dominant phenotype.

3. XX individuals are female, XY individuals are male.


Genotypes do not agree with karyotype. All other criteria are met or phenotypes do not agree with genotypes. All other criteria are met or identification of sex does not match sex chromosomes. All other criteria are met.


Two or more criteria are not met.

c. Which parent is male? How can you tell?


1. Student identifies Creature 1 as male and Creature 2 as female.2. Student explains that Creature 1 has a Y chromosome and Creature 2 does not.


Student correctly identifies which organism is male and female, but provides no explanation.


Student identifies Creature 1 as female and Creature 2 as male. Explanation may or may not be present.

ASSESSMENT—MEASUREMENT

Inquiry 1.2 Use the following for Table 1:

Question Object Mass of object

(grams)

Volume of water (ml)

Volume of water +

object (ml)

Volume of object (ml)

1. ball2. rectangular

block

Table 2: Dimension of objects:

question Object Length of object (cm)

Width of object (cm)

Height of object (cm)

Volume of object (cm3)

3. book4. rectangular

block

Inquiry 1.8 Reacting a Tablet

5. Temperature of the water before reacting the tablet: _____ º C

Temperature of the water after no further changes have taken place: ________ º C

RUBRIC FOR ASSESSMENT—MEASUREMENT

For all: Actual answers will depend on the objects chosen.


Student results are within 1 cm or within 2 º C for all measurements. Calculated volumes are correct compared to the measured amounts.


Student results are within 1 cm or within 2 º C. Calculated volumes are correct compared to the measured amounts.


Student results are more than 1 cm from actual measurements or more than 2 º C. It is evident that the measuring devices have been read incorrectly. Calculated volumes are incorrect compared to the measured amounts.

Properties of Matter Assessment—Characteristic Properties and Density

1. Examine the two materials given to you. Using the tools provided, decide whichmaterial you would use to build the best floatation device for fresh water. Show all calculations, and explain why your choice is the best.

2. Carefully examine the mystery object provided. Using the data sheet of physical and characteristic properties for four different metals, determine what metal makes up your mystery object. Record your data and show calculations.

Rubric for Properties of Matter Assessment—Characteristic Properties and Density

Note: Please consult Handout “Properties of Matter Unit Assessment Instructions to Teachers” before giving this assessment. Be sure all necessary materials are ready for students.

1. Examine the two materials given to you. Using the tools provided, decide whichmaterial you would use to build the best floatation device for fresh water. Show all calculations, and explain why your choice is the best.


1. Shows calculation of densities for materials provided. (If calculators are used, a number given for density will suffice).

2. Explains that a density less than water (1 g/cm3 ) is needed for floatation in water.

3. Makes explicit connection between the density of the object and its relationship with the density of water that allows floatation.


Student explains that a density less than 1 g/cm3 is necessary for a substance to float but does not calculate or miscalculates the densities of the materials or

student chooses material with greater density. Explanation states that molding or combining with another material can reduce overall density and allow floatation in water or

units are not used or are incorrect or

student shows correct calculations and chooses material with least density but does not relate floatation to the density of water.


Calculations and/or measurements are incorrect and student logic for floatation is invalid (object is lighter, object is flatter, object has less volume etc.) or calculation of densities is shown, but no choice of material or explanation of floatation is provided.

2. Carefully examine the mystery object provided. Using the data sheet of physical and characteristic properties for four different metals, determine what metal makes up your mystery object. Record your data and show calculations.


1. Includes correctly computed data regarding the density of the mystery object.

2. States the identity of the mystery object.


Shows correct density calculations and/or hardness observations but incorrectly identifies the mystery object or meets the criteria above but the units are incorrect or missing.


Shows incorrect density calculations or identifies the mystery object correctly but does not provide evidence.

ASSESSMENT—DENSITY COLUMN

1. You have created a density column similar to the one diagramed below. The column consists of four liquids:

alcohol, density = 0.7 g/ml vegetable oil, density = 0.8 g/ml water, density = 1.0 g/ml corn syrup, density = 4.0 g/ml

You have a pile of very small particles to separate. You need to separate the following with the density column:

birdseed density = 0.5 g/ml

wood chips density = 0.9 g/ml

sand density = 6.0 g/ml

If you poured the pile of small particles into the density column, identify where in the column each particle would finally settle. Explain your reasoning for each particle using data from the question. (NOTE: none of the particles will dissolve into any of the liquids in the column). alcohol

oil

water

corn syrup

RUBRIC FOR ASSESSMENT—DENSITY COLUMN

2. You have created a density column similar to the one diagramed below. The column consists of four liquids:

alcohol, density = 0.7 g/ml vegetable oil, density = 0.8 g/ml water, density = 1.0 g/ml corn syrup, density = 4.0 g/ml

You have a pile of very small particles to separate. You need to separate the following with the density column:

birdseed density = 0.5 g/ml

wood chips density = 0.9 g/ml

sand density = 6.0 g/ml

If you poured the pile of small particles into the density column, identify where in the column each particle would finally settle. Explain your reasoning for each particle, using data from the question. (NOTE: none of the particles will dissolve into any of the liquids in the column). alcohol

oil

water

corn syrup

Characteristics of a complete response (2):

1. Student shows that birdseed will float on the top of the density column, explaining that since birdseed’s density of 0.5 g/ml is less dense than anything in the density column (alcohol’s density is 0.7 g/ml), it will float on top.

2. Student shows that wood chips will settle between the oil layer and the water layer, explaining that wood has a density of 0.9 g/ml. Since this density falls between the density of oil (0.8 g/ml) and that of water (1.0 g/ml), the wood chips will settle between the two layers.

3. Student shows that sand will fall to the bottom of the column. Since the density of sand is 6.0 g/ml and the most dense liquid in the column (corn syrup) has a density of 5.0 g/ml, sand will sink below all the liquids in the column.

NOTE: Students may identify which item settles to which points in the density column using diagrams, but they must explain their reasoning. Diagrams are not required for a complete response.

Characteristics of a partial response (1):

Student meets two of the three criteria listed above or student meets all three criteria but does not refer to numbers in the table (i.e. indicates something is “more dense” or “less dense” accurately.

Characteristics of an incomplete response (0):

Student meets less than two of the three criteria listed above or indicates that substances are separated by selective dissolving.

FEBRUARY

Topic 20: Heat and the Particle Model

Standards:



1.2.1 Advances in technology can expand the body of scientific knowledge. Technological tools allow people to observe objects and phenomena that otherwise would not be possible. Technology enhances the quality, accuracy, speed and analysis of data gathered.


2.1.2. A phase change may occur when a material absorbs or releases heat energy. Changes in phase do not change the particles but do change how they are arranged.

2.1.3. Some physical properties, such as mass and volume, depend upon the amount of material. Other physical properties, such as density and melting point, are independent of the quantity of material. Density and melting point are unique physical properties for a material. Tools such as microscopes, scales, beakers, graduated cylinders, Celsius thermometers, and metric rulers are used to measure physical properties.

2.1.5 Exposure to energy, such as light and heat, may change the physical properties of materials.

2.3.1. The total mass of the mixture is equal to the sum of the masses of the components. Total mass is conserved when different substances are mixed.

GLEs:



7.2.b. Measure and record the temperature of ice water as it is heated. Plot the graph of measurements taken and interpret the change of phase graph using the particle model, identifying the states of matter.

7.2.c. Analyze a standard change of phase graph of water. Using the particle model, identify where water is a solid, liquid or gas, is freezing/melting or evaporating/condensing. Relate the states of matter to the changes (increase, decrease) of energy in the system.

Assessments:

23. Mass and Melting, Lab Procedure.

Vocabulary:

Celsius: a temperature scale in which 0 degrees is the freezing temperature of water and 100 degrees is the boiling temperature of water.

condensation: a process by which a gas becomes a liquid or solid.

evaporation: a process by which a liquid becomes a gas.

Fahrenheit: A temperature scale in which 32 degrees is the freezing temperature of water and 212 degrees is the boiling temperature of water.

freezing: a process by which a liquid becomes a solid.

phase (of matter): a description of the physical arrangement of particles of matter. The three familiar phases are solid, liquid, and gas.


Lesson 5: Temperature and Density

Lesson 7: Just a Phase

Lesson 8: Changing Matter and Mass

GOALS: In these lab activities students will be able to

describe how increasing the heat of a substance (without changing its phase) affects its volume (and therefore, its density).

explore how the temperature of a substance undergoing a phase change varies with time. distinguish between heat and temperature. describe how changing the phase of matter in a closed system affects its total mass.


In Lesson 5, students create a water thermometer to explore the effects of changing temperature on the density of water in a closed system. In Lessons 7 and 8, students change water from a solid to a liquid and observe how the temperature varies (they see that during the actual phase change, the temperature stays the same, as the ice gains the necessary heat to melt) and how the mass changes (it doesn't).

CONTEXT: The concepts we have been developing and how these activities serve as the next step may be explained as follows:

This set of activities extends the concept of density by addressing how density of a substance is affected by temperature. The effects of energy transfer on matter is addressed throughout all the science units. Although the effect of phase changes on density is not specifically addressed in this unit, students do address how changing the phase of matter affects and is affected by temperature. Through these activities, they discover that heat and temperature are not the same. Heat represents the total kinetic energy of particles. Heat is determined by the amount of a substance. Temperature is an average measure of kinetic energy. While temperature is not a characteristic property, it is not dependent on the quantity of matter. Lesson 8 introduces the important concept of conservation of mass. Students in seventh grade are usually secure that changing the shape of an object does not change its mass. However,they may not be as sure that changing the phase of a substance does not change its mass. Lesson 8 shows them that the only way to change the mass of an object is to add matter to it.

Topic 21: Manufactured Items

Standards:

1.1.4: There is much experimental and observational evidence that supports a large body of knowledge. The scientific community supports known information until new experimental evidence arises that does not match existing explanations. This leads to the evolution of the scientific body of knowledge.


1.2.1 Advances in technology can expand the body of scientific knowledge. Technological tools allow people to observe objects and phenomena that otherwise would not be possible. Technology enhances the quality, accuracy, speed and analysis of data gathered.


1.3.1 Over the course of human history, contributions to science have been made by different people from different cultures. Studying some of these contributions and how they came about provides insight into the expansion of scientific knowledge.

2.5.1 Synthetic materials and/or modified natural materials are produced to make products used in everyday life.

2.5.2. The production of new materials has social, environmental, and other implications that require analysis of the risks and benefits.

GLEs:



7.2.n. Select a manufactured item and identify its component materials. Explain how the physical properties of the materials contribute to the function of the item

7.2.o. Discuss the social, economic, and/or environmental consequences of the production of new materials to meet human wants and needs.

Assessments:

24. Anchor Activity Lesson 10, pp. 113-123 in Teacher’s manual (86-97 in Student manual).

Vocabulary:

artificial: made by people

manufactured item: an item or substance that is produced by people (as opposed to found in nature).

synthetic: manufactured.

Suggested Activities;

Lesson 10: Anchor Activity--Manufactured Item research


Connect the properties of matter discussed so far to an actual manufactured item. Determine the rationale behind what the item is made from.

Conduct research using books, magazines, the Internet, and other useful resources.


In this activity, students choose a manufactured item to research and prepare a report on the item, its history, the raw materials that make it up, and how those materials are prepared to make the object. The final project is a written report about the object, its function, its component materials, and properties of those materials.


This activity serves as a capstone for the work done in Properties of Matter thus far. It can be assigned any time after this unit has begun, and may be done individually or in pairs. Its purpose is to illustrate how society values an understanding of what matter is and how it is manipulated.

ASSESSMENT—INVESTIGATING MASS AND MELTING

You will write a procedure for investigating what happens to the mass of ice when it melts. Your report will include the following:

1. Introduction : Here you will write a testable question that will be answered in your investigation. Your question will be based on observations you have made about what happens to ice when it melts. The introduction will contain a hypothesis of the outcome of your investigation.

2. Materials/Procedure: In this section you will list the materials used and write the procedure you follow in the investigation. Your teacher will tell you what materials are available. In your procedure, number the steps you follow. Be sure to list what you did, not what you should have done.

3. Results: In this section you will describe what happened during your investigation. Your results will include a data table of important data and a graph of the data. Your teacher will give you details of what data you should present.

4. Discussion: In this section you will report whether or not your hypothesis was supported by the investigation.

5. Appearance: The report should be typed, neat, and free of spelling or punctuation errors.

RUBRIC FOR LABORATORY REPORTS

Teachers should use this rubric as a guide for scoring student laboratory reports. The expected score for a lab report using this rubric is 10 points: 2 points per section. A score of 3 is considered to “exceed the standard” in some way. Teachers are encouraged to modify this rubric as needed to meet the needs and goals of their individual classes.

I. Introduction

This part of the report lays the foundation for the investigation. In this section, the student identifies a testable question or problem based on observations or previous knowledge and a hypothesis to steer the investigation.

Score 0: Introduction is missing, illegible, or fails to introduce the investigation. No testable question is presented or no hypothesis is offered.

1: Introduction includes a testable question and a hypothesis. Question is stated vaguely or is disconnected from observations or prior knowledge or hypothesis does not include a rationale.

2: Introduction includes a testable question and a hypothesis. The question is stated clearly and is based on observations and/or prior knowledge. The hypothesis includes a rationale tied to the testable question.

3. Introduction meets criteria stated in score of 2, and includes a short description of how this investigation may be applied to other “real world” situations.

II. Materials/Procedure

This part of the report lists the materials used during the investigation and walks the reader through the procedure used to generated the data in the next part (Results).

Score 0: Materials/procedure is missing, illegible, or incorrect. Materials section lists items that were not used in the investigation or procedure describes an idealized protocol rather than what was actually done (i.e. it appears that this section was copied out of a lab manual).

1: Materials section lists items that were used in the investigation, but some of the items are missing or procedure describes what was done in a confusing manner (e.g. steps may be presented out of order) or steps from the procedure are missing.

2. Materials section lists all items that were used in the investigation. The procedure section gives a thorough description of all steps performed in the order they were performed. The procedure may be written in paragraph form or as an enumerated list of steps (at the discretion of the teacher).

3. Materials/procedure section meets criteria stated in score of 2 and includes a commentary of unanticipated problems that occurred or other factors that may have affected the results that are not considered by the hypothesis.

III. Results/Data

This part of the report describes (in narrative form) the outcome of the investigation objectively without interpretation (interpretation occurs in the “Discussion” section). Results are displayed in tabular form and/or as a graph.

Score 0: Either the narrative of results or table/graph is missing, illegible, or impossible to interpret. Narrative description does not match data displayed in tables or graphs or graphs are inappropriately titled, labeled, or plotted.

1: Narrative does not address some of the displayed data or narrative attempts to interpret the data.

2: This section includes a complete narrative description of the data (without interpretation) and data displayed in a table and/or graph. Tables and graphs are titled, labeled with correct units. Graphs use suitable numerical increments and are plotted correctly.

3: Results/Data section meets criteria stated in score of 2 and includes a rationale for the type of data table or graph used (e.g. why was a pie graph used rather than a line graph?)

IV. Discussion

This part of the report interprets the results in terms of the hypothesis. Either the testable question is answered or a description of what is necessary to answer the question is proposed.

Score 0: The Discussion section is missing, illegible, or impossible to interpret. There is no mention of the hypothesis or of the testable question or the interpretation of the data does not make sense (e.g. the discussion states that the data support the hypothesis even though the displayed results clearly refute the hypothesis).

1: The Discussion addresses some of the data but not all of it. The Discussion addresses the hypothesis and answers the testable question, but little or no rationale is provided to support the explanation.

2. The Discussion answers the testable question or provides an alternate means to do so and it states whether the hypothesis is supported or refuted. A rationale based on the results and prior understandings justifies the assertions made.

3. The Discussion section meets the criteria stated in score of 2 and includes sources of experimental error or a new testable question that resulted from this investigation.

V. Appearance

Score: 0: Sloppy, poorly organized, many mechanical errors. Not presentable.

1: Neat and presentable, but containing many mechanical errors. Needs to be proofread.

2: Neat and presentable, free of mechanical errors.

3: Meets criteria stated in score of 2 and includes some feature that exceeds a level 2 report (e.g.) an abstract or a reference section.

.

MARCH

Topic 22: Solubility in Water

Standards:





2.2.1. Mixtures can be homogeneous or heterogeneous. Mixtures may be solids, liquids, and/or gases. Most materials are physical mixtures consisting of different components in varying concentrations. The individual components can be separated using the components’ unique physical properties.

2.2.2. Solutions are homogeneous mixtures of two or more components. The properties of a solution depend on the nature and concentration of the solute(s) and the nature of the solvent(s).

2.2.3. The rate of solubility is influenced by temperature and the surface area of the solute.

GLEs:



7.1.c Accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Compare and question results with and from other students.

7.1.d. Form explanations based on accurate and logical analysis of evidence. Revise the explanation using alternative descriptions, predictions, models and knowledge from other sources as well as results of further investigation.

7.2.h Distinguish between homogeneous and heterogeneous mixtures. Using their physical properties, design and conduct an investigation to separate the components of a homogeneous or heterogeneous mixture. Recognize that a homogeneous mixture is a solution.

7.2.i Prepare solutions of different concentrations recognizing that the properties of the solution (color, density, boiling point) depend on the nature and concentration of the solute and solvent.

7.2.j. Conduct investigations to determine the effect of temperature and surface area of the solute on the rate of solubility. Describe the rate of solubility using the particle model.

Assessments:

25. Solubility in Water, 1 (part a), 2.

Vocabulary:

composite: a synthetic material made from two or more substances.

concentration: referring to a solution, the amount of solute dissolved in a given volume of solvent (note: the units for concentration are grams solute per ml solvent. Compare this to the unit for density)

dissolve: to mix two or more substances together and create a solution.

heterogeneous: referring to a mixture, having a variable composition throughout.

homogeneous: referring to a mixture, having the same general composition throughout. Solutions are homogeneous mixtures, but not all homogeneous mixtures are solutions (e.g.: milk).

mixture: two or more substances that are physically combined. A mixture can be separated by physical means.

saturation: referring to a solution, the largest mass of solute that can be dissolved in a given volume of solvent.

soluble: the ability of a solute to dissolve into a solvent. The opposite is "insoluble."

solute: a substance that dissolves in a solvent. By convention, "solute" refers to the component (solute vs. solvent) in lower concentration.

solution: a homogeneous mixture in which the smallest particles of the substances are mixed.

solvent: a substance that dissolves a solute. By convention, "solvent" refers the the component (solute vs. solvent) in highest concentration. A solution may have many solutes but only one solvent.


Lesson 11: Pure Substance or Mixture?

Lesson 12: What Happens When Substances are Mixed with Water?

Lesson 13: How Much Solute Dissolves in a Solvent?

Lesson 14: Mass, Volume, and Dissolving

GOALS: In these lab activities students will be able to:

Distinguish a pure substance from a mixture, and classify a mixture as homogeneous or heterogeneous. Identify whether substances are soluble or insoluble in water and classify substances by their relative

solubilities in water. Describe what is meant by a saturated solution and determine the saturation point of a solute in water. Describe what happens to the total mass and total volume of a system when a solute (solid or liquid) is

dissolved in water.


In all of these activities, students are introduced to the concepts of mixtures as combinations of particles. In Lesson 11, a mixture is compared to a pure substance. Mixtures are also classified as homogeneous and heterogeneous. Students observe a variety of substances, including rocks (granite and slate), shaving cream, and solutions. In Lessons 12 and 13, students ask the question, "what dissolves in water?" They classify materials in terms of whether they dissolve in water, and identify the saturation point of a solute in water. In Lesson 14, the conservation of mass concept is revisited in terms of combining a solute with a solvent.

CONTEXT: the concepts we have been developing and how these activities serve as the next step can be explained as follows:

The second half of Properties of Matter is devoted to mixtures and solutions. In Lessons 11 and 12, no distinction is made between an element and a compound; both are listed as "pure substances." The distinction between homogeneous and heterogeneous mixtures is determined by particle size. The more widely distributed the particles are, the more homogeneous the mixture will be. The importance of mixing will be addressed in Watersheds under soil porosity. Lessons 12 and 13 establish water solubility as a characteristic property (like density) of matter. Oil does not dissolve in water in any amount. It is a good idea at this point to revisit the density column and the term "miscible," since dissolving makes it difficult to use a density column (more advanced students may be able to devise a strategy for determining the volume of a soluble solid like salt). Lesson 14 reinforces the idea that combining a solute with a solvent does not add or remove matter (hence, the total mass is the sum of the masses of the components). This activity targets a common misconception of students that the solute "disappears" in the solvent.

Topic 23: Temperature and Solubility

Standards:


2.2.4. Temperature of the solvent can affect the saturation point of the solution.

GLEs:

7.2.j Conduct investigations to determine the effect of temperature and surface area of the solute on the rate of solubility. Describe the rate of solubility using the particle model.

7.2.k. Conduct investigations to determine the effect of temperature on saturation point. Construct a solubility curve based on data collected. Describe solubility and saturation point using the particle model.

Assessments:

26. Temperature and Solubility, questions 1 and 2.


Lesson 18: Changing Materials


determine the effect of temperature on the solubility of a solid in water.


In this activity, students explore the effect of solvent temperature on the solubility of salt to water. They determine the solubility of salt in ice water and in boiling water.


This activity extends the concept of solubility and saturation to the effects of temperature on solubility. This activity only considers solid solutes. It may be wise, however, to introduce the question of gaseous solutes and how temperature affects solubility of a gas, since this topic is important in Watersheds with dissolved oxygen. In both cases, the particle model explains the behavior of solute. With a solid solute, the particles move more with increased temperature and tend to disperse throughout the solvent more easily than they do in lower temperatures. With a gaseous solute, the particles disperse so much that they are likely to escape the solvent into the air. Applications of the role of temperature on solubility include using road salt on ice in the winter, adding anti-freeze/coolant to the radiator, and the effects of temperature on dissolved oxygen in water.

Topic 24: Separating the Parts of a Solution

Standards:




2.2.1. Mixtures can be homogeneous or heterogeneous. Mixtures may be solids, liquids, and/or gases. Most materials are physical mixtures consisting of different components in varying concentrations. The individual components can be separated using the components’ unique physical properties.


GLEs:



7.1.c Accurately collect data through the selection and use of tools and techniques appropriate to the investigation. Construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Compare and question results with and from other students.

7.2.h. Distinguish between homogeneous and heterogeneous mixtures. Using their physical properties, design and conduct an investigation to separate the components of a homogeneous or heterogeneous mixture.

Assessments:

27. Separating the Parts of a Solution, questions 1 and 2.

Vocabulary:

adsorption: the process in which particles adhere to a surface.

alloy: a solid solution consisting of two metals or a metal and a nonmetal.

chromatography: a process used to separate different solutes from a solution by passing them through a medium.

component: a part of a mixture. Sometimes called "component part."

filtration: the process of separating a solid and a liquid by passing a mixture of the two through a screen (filter). Filtration is only effective if the solid is insoluble in the liquid.


Lesson 15: Separating a Soluble and an Insoluble Substance

Lesson 17: Separating Solutes

GOALS: In these lab activities students will be able to

Identify which mixtures can be separated by ordinary physical means (e.g. filtration, sedimentation) and employ these means successfully.

Identify which mixtures must be separated by using a phase change (e.g. evaporation). Describe a procedure to separate and collect the components of a mixture. Use chromatography to separate and identify several solutes in a solution.

ACTIVITY OVERVIEW: a synopsis of these activities follows:

Both of these activities are focused on separating a mixture into its component parts. In Lesson 15, students separate an insoluble solid from a liquid using filter paper. They also devise a procedure for separating a dissolved solute from its solvent after learning that filtration will not accomplish this task. They are required to focus on collecting the desired component as well as separating it. In Lesson 17, students separate different colors of ink from a mixture using paper chromatography. This technique involves separating the component inks by adsorbing them to paper. Different inks adsorb to paper at different concentrations.


This final activity of Properties of Matter focuses on mixtures and solutions in reverse. Rather than creating a mixture, students are asked to separate the parts of a mixture into pure substances. Although the unit places this activity before Lesson 18, by placing it Lesson 18, students can explore using temperature change as a method for separating parts of a mixture. Students should discover that salt water cannot be made fresh by filtration. Also, if the goal is to purify the water, students should also consider that evaporation of water is not enough--a plan for collecting evaporated water (through condensation) should be proposed. This activity can be revisited in Watersheds during the Water on the Earth topic. The chromatography lesson is optional, but it is a dramatic illustration of how inks may be separated. Students with an interest in forensic science will find the chromatography unit interesting. This same strategy is used in tenth grade to separate DNA molecules.

ASSESSMENT—SOLUBILITY IN WATER

1. Using the materials provided to you, determine how many grams of salt can be dissolved in 10 mL (10 grams) of water before saturation occurs.

a. What is saturation and how will you know when saturation has occurred?

b. Describe your procedure for completing this task.

c. Use the area below to organize your data and show any calculations. Circle your final answer.

2. A cube of ice with a mass of 18.6 grams is in a sealed container. The next day the ice is melted. What is the mass of the water in the container? Explain why.

RUBRIC FOR ASSESSMENT—SOLUBILITY IN WATER

1. Using the materials provided to you, determine how many grams of salt can be dissolved in 10 mL (10 grams) of water before saturation occurs.

a. What is saturation and how will you know when saturation has occurred?


Student indicates that saturation occurs when a solute no longer will dissolve and can be seen settling in the solution.


Student indicates solutes can be seen settling in the solution but does not specifically define saturation or defines saturation but does not indicate how it is observed with the salt or meets criterion but confuses vocabulary (ie. reverses solute and solvent).


Student omits or incorrectly defines saturation but does indicate how it is observed with the salt.

2. A cube of ice with a mass of 18.6 grams is in a sealed container. The next day the ice is melted. What is the mass of the water in the container? Explain why.

Criteria for a correct response (2):

Indicates that the mass is the same because no matter is able to enter or leave the container.


Indicates that the mass is the same but does not give an explanation.


Student indicates that the mass changes (higher or lower) with or without an explanation.

ASSESSMENT—TEMPERATURE AND SOLUBILITY

The following graph shows the solubility of a sweetener in water. Point S on the graph represents a saturation point (at 40°C) of the sweetener in water.

1. Using information from the graph, how could you get more sweetener to dissolve in the water? Use specific data from the graph to support your suggestion.

S

2. What is happening to the particles in the solution to allow a greater amount of solute to be added?

RUBRIC—TEMPERATURE AND SOLUBILITY

1. Using information from the graph, how could you get more sweetener to dissolve in the water? Use specific data from the graph to support your suggestion.


1. Indicates that increasing the temperature of the solution will increase solubility.

2. Uses specific data from the graph to illustrate criterion number one. For example: “At 22 degrees there was 1 gram of solute, but at 36 degrees there were 2 grams, and at 44 degrees there were 3.5 grams. Therefore I concluded that…..”


Indicates that increasing the temperature of the solution will increase solubility but data is missing, incomplete or incorrect or meets all criteria but units are absent or incorrect.


Does not indicate that increased temperature is necessary to add more sweetener to the solution or indicates that a lower temperature is necessary to add more sweetener to the solution or suggests that the addition of water will increase solubility.

2. What is happening to the particles in the solution to allow a greater amount of solute to be added?


Student explains that heating the solution increases energy (causing particles to move faster and/or spread farther apart) thereby allowing more solute to become dissolved in the solvent.


Student discusses movement and/or spacing of particles but does not discuss energy.


Student indicates that increasing temperature allows more solute to dissolve, but does not explain the mechanism involved.

ASSESSMENT—SEPARATING PARTS OF A SOLUTION

1. Peter Piper needs to use salt to pickle his peppers. Unfortunately, he has no salt. Bo Peep tells him not to worry since he lives less than 200 meters from the ocean. Explain what steps Peter must perform to obtain the salt he needs from the ocean water.

2. You’re ordering breakfast in a restaurant with a friend, and the friend orders a glass of orange juice. When the orange juice comes, your friend sends it back because it has pulp, and your friend doesn’t like pulp (pulp is the stringy part of the orange).

What can the restaurant do to the orange juice to remove the pulp without changing the flavor of the juice? Explain why your suggestion will work.

RUBRIC FOR ASSESSMENT—SEPARATING PARTS OF A SOLUTION

1. Peter Piper needs to use salt to pickle his peppers. Unfortunately, he has no salt. Bo Peep tells him not to worry since he lives less than 200 meters from the ocean. Explain what steps Peter must perform to obtain the salt he needs from the ocean water.


Student explains that to separate the salt water solution the water must be evaporatedleaving the salt behind.


Student’s explanation of separation (water and salt) is correct, but student distills andcollects the water instead of the salt or student fails to mention the process of evaporation (Example: contents “dried up”).


Student states that the ocean water (untouched) can be used for the pickling or uses filtration with no mention of evaporation.

2. You’re ordering breakfast in a restaurant with a friend, and the friend orders a glass of orange juice. When the orange juice comes, your friend sends it back because it has pulp, and your friend doesn’t like pulp (pulp is the stringy part of the orange).

What can the restaurant do to the orange juice to remove the pulp without changing the flavor of the juice? Explain why your suggestion will work.


Student suggests filtering (straining) the juice into a glass and discarding the pulp. Student explains that the flavor of the juice is dissolved in the liquid and will pass through the filter (strainer). NOTE: student

may use any synonym for filter in a complete response. Student may use any descriptor for the juice flavor in a complete response.


Student suggests filtering (see NOTE above) the juice into a glass but does not address the idea of the juice’s flavor.


Student suggests separating the juice from the pulp by evaporation or student states that filtering will remove or alter the flavor of the juice.

APRIL

Topic 25: Water on the Earth

Standards:







5.1.1. Water exists on the Earth in reservoirs (on or within the Earth’s surface and atmosphere). The total amount of water in these reservoirs does not change, however, the ratio of water in solid, liquid, or gaseous form varies over time and location.

5.1.2. The movement of water among the geosphere, hydrosphere and atmosphere affects such things as weather systems, ocean currents, and global climate.

5.2.1. Water cycles from one reservoir to another through the processes of evaporation, transpiration, condensation and precipitation. Energy transfers and/or transformations are associated with each of these processes.

GLEs:



7.5.a Create models that simulate the amount of salt, frozen, fresh, and potable water available on Earth’s surface. Compare total water supply on Earth to the amount of potable water available for human use.

7.5.b. Calculate the ratio/percent of water generally found in solid, liquid and gaseous form on or within the Earth’s surface and use this ratio to compare the amounts of water stored in different states.

7.5.c. Use diagrams of the hydrologic cycle to show and describe the circulation of water through the Earth’s crust, oceans, and atmosphere.

7.5.d Use the particle model to describe solids, liquids, and gases in terms of the packing, motion of particles, and energy gain or loss. Apply this to the processes of evaporation, condensation, and precipitation in the water cycle. Explain how heat energy drives the water cycle.

7.5.e. Use models or diagrams to explain how water stored underground (groundwater and aquifers) and water stored above ground (lakes, rivers, air, etc.) interact to form a continuous cycle.

Assessments:

28. Water on the Earth, questions 1 and 2.

Vocabulary:

fresh water: Naturally occurring water with low amounts of salt. Ocean water contains approximately 3.5 % salt and is not safe to drink for humans.

glacier: a mountain of ice, sometimes several square miles in area, that moves on the land. Glaciers trap large amounts of fresh water, and create many distinctive land forms through erosion and deposition.

groundwater: water that is located below the Earth’s surface in the soil.

pollution: introduction of foreign substances or energy to an environment such that organisms in the environment are aversely affected.

potable: referring to water, safe for humans to drink.

renewable resource: a resource that is replenished after it is used by living things in a short period of time. Generally, if the overall concentration of the resource on Earth does not change over time, it is considered renewable.

reservoir: large holding area for fresh (or potable) water. This term may also refer to a generalized part of the water cycle (e.g. groundwater, glaciers).

resource: a material that may be used by living things to satisfy basic needs.

surface water: Water that exists on the Earth’s surface, e.g. oceans, rivers, lakes.

transpiration: a process occurring in plants where water is moved from the ground into the atmosphere. Unlike evaporation, transpiration occurs as a biological process.

usable water: Water that may be used by living things to survive. Usually this term is applied to use by humans, and therefore, refers to fresh water.

water cycle: a generalized representation of the transitions and movements water undergoes throughout the atmosphere, hydrosphere, geosphere and biosphere. The water cycle is not an actual description of a path of water through time or space, but a summary of the transitions water undergoes as ice, water, and vapor.

watershed: the entire geographic area directly affected by a body of water.


1. Preassessment: What do You Think You Know about Water as a Resource?

GOALS: GOALS: In this lab activity, students will

Record what you know about how water is used, where water is found, how water is part of the Earth’s systems, and how to ensure a safe and useable water supply.

ACTIVITY OVERVIEW:ACTIVITY OVERVIEW: A synopsis of this lesson is as follows:

This is a pre-assessment activity in which you are asked to work in groups with other students to record ideas about water as a resource. This will help your teacher understand what you know about water and be able to plan lessons to increase your knowledge. By recording this information in your journal or notebook, it allows you to compare your current understanding with what you learn throughout the unit. You will be able to turn back to these pages in your journal and reread them at any time and use the information to make scientific plans.

CONTEXT: CONTEXT: The concepts that we have been developing and how this activity serves as the ‘next step’ can be explained as follows:

This is the very first activity in this unit. It serves as a starting point on which to assess student prior knowledge and misconceptions. This allows the teacher to be aware of these misconceptions and plan to provide

appropriate opportunities for students to construct new meaning. It also allows the teacher to be aware of prior knowledge and to construct opportunities so students can build upon this previous knowledge

Activity 2: Drop in the Bucket

GOALS: In this lab activity, students will

Learn that water is a limited resource.


This investigation presents students with a model of water availability that will stay with them for a long time. Students are asked to guess how much water on the Earth is salty, frozen, fresh, and fresh but unavailable for use. After marking their predictions, students will be presented with a demonstration that shows ~97% of the Earth’s water is salty, ~2.5% is frozen in glaciers and polar ice caps, ~1.4% is fresh water unavailable due to pollution or inaccessibility, and ~0.00003% is potable fresh water.

CONTEXT: The concepts that we have been developing and how this activity serves as the ‘next step’ can be explained as follows:

This lesson acts as an introductory lesson the goal of which is to engage students in thinking about the water found on earth and its relevance to people.

Activity 3: Travelin' Water


act as a water particle and move about through the water cycle to show that water travels a varied and non-linear path as it travels through the cycle.


This activity demonstrates the complexity of the water cycle as students act as a particle of water moving through the model Earth’s system. You will experience that as water particles, they “cycle” through an infinite number varied paths.

CONTEXT: The concepts that we have been developing and how this activity serves as the “next step” can be explained as follows:

This activity expands upon the student’s knowledge of the water cycle. Many students tend to think of the water cycle as a conveyor belt that moves water from land to the river to ocean to atmosphere and then back to the land as rainwater. This activity demonstrates that water can stay in a particular location for an extended period of time (such as in the deep ocean or in an aquifer) and that it moves in a variety of paths.

Activity 4: Transpiration


Learn that plants transport water through transpiration. Describe the importance of plants in the water cycle.

Activity Overview: A synopsis of this lesson is as follows:

This is an activity that shows the role of transpiration by plants in the water cycle. You will gather data on the rate of transpiration of a variety of plants and analyze the data to determine if all plants transpire at the same rate.

CONTEXT: The concepts that we have been developing and how this activity serves as the “next step” can be explained as follows:

This activity introduces the process of transpiration as part of the water cycle. This is additional information as the students have been learning about the water cycle since elementary school, but plant transpiration has not been included prior to this unit. Students need to understand this is an important part of the water cycle.

Topic 26: Percolation of Water Through Soil

Standards:



5.2.2. Water within a watershed travels over and through the land at various speeds based on the rate of change in elevation and the permeability and porosity of the soil. Water carries with it products of human activity.

GLEs:

7.1.b. Design and conduct investigations with controlled variables to test hypotheses. 7.1.c. Accurately collect data through the selection and use of tools and techniques appropriate to the

investigation. Construct tables, diagrams and graphs, showing relationships between two variables, to display and facilitate analysis of data. Compare and question results with and from other students.


Assessments:

29. Percolation of Water Through Soil, question 1.

Vocabulary:

percolation: movement of water through a partition or medium, usually accompanied by the water dissolving substances as it moves through the partition.

porosity: the amount of space between particles in a partition or medium.

riparian: referring to rivers and streams.

riparian buffer zone: an area near riverbanks where plants with extensive root systems are established to prevent excessive runoff.

sediment: soil or other material deposited by running water, wind, or other moving matter.


Activity 5: Flow of Groundwater:


Observe the flow of groundwater through sand, gravel, clay and a combination of all three. Compare the results of their investigations to determine the effect of porosity on groundwater flow.

Activity Overview: A synopsis of this lesson is as follows

This investigation provides students with a visible model that helps them simulate real-world events and processes. Students will observe the porosity of gravel, sand, clay and a combination of the three. After hypothesizing about the probable flow of water through each material, or combination of materials, students will see that the greater the porosity of a material, the greater its permeability. They should also see that combining different amounts of materials will affect the flow of water, dependent upon the resulting porosity of the mixture.


This lesson is meant to illustrate the role of groundwater flow as part of the overall water cycle. In second grade, students investigate water flow through sand, clay and humus but do not make the connection to the water cycle. In the fourth grade Land and Water Unit they test both porosity and permeability for sand, gravel, humus and clay. This unit revisits previously observed phenomena and provides a venue in which connections to new situations can be made.

Topic 27: Topographic Maps

Standards:


5.2.3. Surface water always flows downhill. Areas of higher elevation separate watersheds. In Delaware, this water eventually reaches the Delaware River, the Delaware Bay, the Atlantic Ocean or the Chesapeake Bay.

GLEs:


7.5.i. Use topographic maps to locate Delaware watersheds and to identify the bodies of water into which they drain. Analyze and describe the relationship between elevation of land and the flow rate of water in a watershed.

Assessments:

30. Topographic Maps, questions 1-3.

Vocabulary:

Altitude: distance above sea level.

contour interval: the difference in elevation (measured in feet) between two adjacent contour lines.

Contour line: on a topographic map, a continuous line of a given elevation. Numerals on contour lines represent feet above or below sea level.

Elevation: vertical distance. see Altitude.

index contour line: every 5th contour line on a map; these lines are bolder and often have the elevation above sea level printed on them.

Topographic map: a map of a region which indicates differences in elevation.

Tributary: a smaller stream or river that empties into a larger stream or river.


Activity 6: Topographic maps


Use a topographic map of the Ashland, Delaware vicinity to do the following: Identify and use map symbols Determine the difference in elevation between two points Identify and trace streams and their tributaries Identify watershed boundaries Determine the directional flow of water


In the past lessons, you have examined water as a resource and observed the water use in both your home and school. You have learned about topographic maps through the use of an imaginary river system. In this lesson, you will apply these skills to an actual topographic map of Delaware from the hilly piedmont area, called Ashland.

ASSESSMENT 28—WATER ON THE EARTH

1. Below is a picture from an elementary science textbook that illustrates the movement of water. What additions would you make to the illustration to demonstrate a more complete understanding of the movement of water? Be sure to include appropriate labels in your illustration.

2. Explain the path water travels in your diagram.

RUBRIC FOR ASSESSMENT 28—WATER ON THE EARTH

1. Below is a picture from an elementary science textbook that illustrates the movement of water. What additions would you make to the illustration to demonstrate a more complete understanding of the movement of water? Be sure to include appropriate labels in your illustration.


1. Includes the sun.2. Adds transpiration, run-off and groundwater/aquifer/recharge to the illustration.

Student may also include aquifers, although this is not required for a complete response.


Includes sun, and at least two of the following: transpiration, run-off, and groundwater/aquifer/recharge.


Does not include sun or does not include at least two of the following: transpiration, run-off, and groundwater/aquifer/recharge.

2. Explain the path water travels in your diagram.


1. Includes all processes that move water through the cycle (i.e. evaporation, condensation, precipitation, transpiration, and run-off).

2. Identifies groundwater/aquifer/recharge as a storage location.3. Describes cyclical nature of the movement of water.


Includes four of the five processes and describes cyclical nature of the movement of water or includes four of the five processes and describes the cyclical nature of the movement of water but includes groundwater/aquifer or includes all five processes but the cyclical nature of the movement of water is not present.

Criteria for an incomplete response (0):

Does not describe the cyclical nature of the movement of water and only identifies fewer than three of the processes or describes cyclical nature of the movement of water but does not show clear understanding of the cycle.

ASSESSMENT—PERCOLATION OF WATER THROUGH THE EARTH

3. Clay, gravel, and sand are examples of Earth’s materials. How does the particle size of these Earth materials determine the rate at which water moves? You may include a diagram in your response.

RUBRIC FOR ASSESSMENT—PERCOLATION OF WATER THROUGH THE EARTH

1. Clay, gravel, and sand are examples of Earth’s materials. How does the particle size of these Earth materials determine the rate at which water moves? You may include a diagram in your response.


1. Explains the correct relationship between particle size and spaces between the particles (e.g. the smaller the particle size the less space between them.)

2. Explains that the more space between particles the faster the water will move.

NOTE: a diagram may be present but is not required for a complete response.


Explains the relationship between particle size and pore space with no relationship to the rate of water movement or explains the rate of water movement through the Earth materials in regard to pore space not particle size or explains movement, space, and/or particle size but no rate of movement or includes a correct diagram but explanation is wrong.


States that water goes into the ground or gives description of ground only.

ASSESSMENT—TOPOGRAPHIC MAPS

Part I. Evaluating the Wiggins Mill Pond Watershed

The Delaware Department of Resources and Environmental Control (DNREC) has asked you to investigate the Wiggins Mill Pond Watershed. It is your job to determine the health of this watershed and to consider how a suggested recommendation might affect the watershed. In order to evaluate the health of the watershed and to determine the effects of the recommendation you will need to carefully study the data sheets and maps that are included in the Wiggins Mill Pond Data File. Before you begin Part I of this assessment make sure that your file includes the following:

one topographic map one land use map

If any information is missing from your packet, please inform your teacher immediately before attempting to complete the following questions.

1. Look carefully at the topographic map. The boundary for the Wiggins Mill Pond Watershed has been drawn. Explain why the Delaware Department of Natural Resources drew the boundary for the watershed in this way.

2. Study your land use and topographic maps. Identify a land use that may affect the Wiggins Mill Pond. Is this land use a point source or a non-point source of pollution? Explain why.

3. A recommendation has been made to create riparian buffer zone(s) along Wiggins Mill Pond. The two recommended sites are marked A and B on the map below. Using information from your topographic and land use maps, choose the best location for this buffer zone. Explain your choice using evidence from your maps.

RUBRIC FOR ASSESSMENT—TOPOGRAPHIC MAPS

1. Look carefully at the topographic map. The boundary for the Wiggins Mill Pond Watershed has been drawn. Explain why the Delaware Department of Natural Resources drew the boundary for the watershed in this way.


Student explains the importance of elevation in determining watershed boundaries because water runs downhill.


Student mentions the idea of elevation but does not include a statement that water runs downhill.

Criterion for an incorrect response (0):

Student does not explain the role of elevation in identifying a watershed boundary.

2. Study your land use and topographic maps. Identify a land use that may affect the Wiggins Mill Pond. Is this land use a point source or a non-point source of pollution? Explain why.


1. Student correctly identifies a specific land use as being a point source or non-point source of pollution.

2. Student explains that point source pollution is discharged directly into a body of water such as a sewage pipe or that non-point source pollution is not dischargeddirectly into a body of water.

NOTE: the land use may or may not be identified from the key (e.g. crops, development, farms etc. are not identified from the key) for a complete response.


Gives appropriate land use and type of pollution source, but has no explanation or describes point source and non-point source pollution, but does not refer to the maps.


Indicates a land use, but fails to include any additional correct information.

3. A recommendation has been made to create riparian buffer zone(s) along Wiggins Mill Pond. The two recommended sites are marked A and B on the map below. Using information from your topographic and land use maps, choose the best location for this buffer zone. Explain your choice using evidence from your maps.


1. Student selects “A” as the appropriate location for a riparian buffer zone.2. Student explains that placing buffer zone(s) in this location will help limit additional run-off into the pond from the urban area.


Student chooses a riparian buffer zone appropriately on the map, but provides no justification or student includes appropriate justification, but fails to choose buffer zone(s) correctly on the map.


Identifies incorrect location with or without an explanation

MAY

Topic 28: Water Quality Parameters

Standards:







5.3.2. Water from some natural sources is unfit to drink and requires the use of specialized technology to analyze and purify it.

6.4.3. The environment may contain dangerous levels of substances in the water and soil that are harmful to organisms. Careful monitoring of these is important for healthy life processes.

8.3.3. Individuals and policymakers make decisions regarding the use of resources based on estimated personal and societal benefits and risks. Impacts on environmental systems result from these decisions.

GLEs:






7.5.j Conduct tests including temperature, pH, salinity, dissolved oxygen, turbidity, nitrate, and phosphate to determine the potability of local water samples.

7.5.k Identify macro-invertebrates in a local stream and apply this identification in determining the stream’s ecological health.

7.5.l Explain the impact of human activities (e.g., building roads, fertilizing golf courses, etc.) on the quality of Delaware’s waters.

7.5.m Research and report on the processes used by municipalities to ensure water taken from local reservoirs is safe to return to the environment.

Assessments:

31. Water Quality Parameters, questions 1-3.

Vocabulary:

dissolved oxygen: The amount of oxygen dissolved in a water sample. Dissolved oxygen is an indicator of whether the water source can support life.

macroinvertebrates: small invertebrates that have various tolerances for pollution. If certain sensitive macroinvertebrates are thriving in a watershed, that watershed is probably not polluted.

non-point source pollution: a type of pollution that occurs because of widespread contamination, where no one source is the cause (e.g. agricultural runoff)

pH: a measure of the acidity or alkalinity of a water sample. A low pH indicates acid conditions, and a high pH indicates alkaline conditions. Living things can only survive in a narrow range of pH (near pH 7).

point source pollution: a type of pollution that occurs from a specific location or a specific action (e.g. dumping raw sewage at a broken line).


Activity 7: Water Quality


take qualitative and quantitative measurements of various parameters of several natural water samples.

identify correlations between trends seen in the water samples (e.g. dissolved oxygen and temperature) and their ability to sustain life.

use macroinvertebrate study to give an indication of the level of pollution in a water sample.

predict why some water samples are less able to support life than others based on where the water came from.

make recommendations for improving water quality.


In this activity, students perform a variety of analyses on several water samples (e.g. pH, nitrates, dissolved oxygen). Then, after predicting the quality of water is represented by each sample, they look at the samples under a microscope to determine if their hypotheses about what kinds of living things might be present is confirmed.


This final activity of seventh grade ties up Diversity of Life, Properties of Matter, and Watersheds. Students measure non-living parameters of the various water samples, then make predictions about which will support life. The correlation between living things and the watershed sets the stage for the Ecosystems unit in eighth grade.

ASSESSMENT—WATER QUALITY PARAMETERS

Part II. Evaluating the Wiggins Mill Pond Watershed

The Delaware Department of Resources and Environmental Control (DNREC) has asked you to investigate the Wiggins Mill Pond Watershed. It is your job to determine the health of this watershed and to consider how a suggested recommendation might affect the watershed. In order to evaluate the health of the watershed and to determine the effects of the recommendation you will need to carefully study the data sheets and maps that are included in the Wiggins Mill Pond Data File. Before you begin Part II of this assessment make sure that your file includes the following:

one topographic map one land use map two water quality data sheets one water quality parameters sheet one Stream Insects and Crustaceans Sheet

If any information is missing from your packet, please inform your teacher immediately before attempting to complete the following questions.

1. Compare the Wiggins Mill Pond water data sheets to the water quality parameters. Identify any data from the sheets that may indicate a problem with the quality of the water in the pond. What might have caused the problem?

2. Use the data from the Water Quality Data Sheets, Stream Insects and Crustaceans sheets, and Water Quality parameters sheet. Which invertebrate group (Group One, Group Two, or Group Three) would you expect to find in the pond? Explain your choice.

3. Scientists who study watersheds spend a lot of time trying to determine what kinds of macro-invertebrates live in the watershed. Your neighbors may not understand why this data is important to their lives. How would you explain to your neighbors why the living organism data is important to them?

RUBRIC FOR ASSESSMENT—WATER QUALITY PARAMETERS

1. Compare the Wiggins Mill Pond water data sheets to the water quality parameters. Identify any data from the sheets that may indicate a problem with the quality of the water in the pond. What might have caused the problem?


1. Student identifies only nitrate and/or dissolved oxygen levels as being problematic.

2. Student correlates data to appropriate land use or pollution source (fertilizer run-off from farms.)


Student identifies nitrate and/or dissolved oxygen levels as being problematic with no inferences to land use or pollution source being made or student does not identify data but gives appropriate land use, for example agriculture or student identifies nitrate and/or dissolved oxygen levels and one other piece of relevant data only, e.g. pH with no inferences.


Student identifies all data as being problematic or student states that there is no problem in the water.

2. Use the data from the Water Quality Data Sheets, Stream Insects and Crustaceans sheets, and Water Quality parameters sheet. Which invertebrate group (Group One, Group Two, or Group Three) would you expect to find in the pond? Explain your choice.


1. Student predicts that mostly macro-invertebrates from group two or three inhabit the pond.

2. Student justifies the predictions based on the low dissolved oxygen levels and/or high nitrate levels reported on both data sheets.


Student identifies appropriate macro-invertebrate group with no justification or student identifies appropriate macro-invertebrate group but has a flaw in the justification,( e.g. doesn’t mention dissolved oxygen or nitrates or just says “pollution”) or student provides appropriate justification, but no macro-invertebrate group is listed.


Student lists macro-invertebrates from group one or student makes a vague statement about macro-invertebrates (e.g. “macro-invertebrates tell you the health of a stream.”).

3. Scientists who study watersheds spend a lot of time trying to determine what kinds of macro-invertebrates live in the watershed. Your neighbors may not understand why this data is important to their lives. How would you explain to your neighbors why the living organism data is important to them?


1. Macro-invertebrate data may be used as indicators of water quality.

2. Explains that people depend on healthy water supplies to meet their needs.


Student states that macro-invertebrates indicate water quality but makes no connection to people dependent upon healthy water supplies or student makes a connection to importance of water quality but not to macro-invertebrates as indicators.


Student does not mention macro-invertebrates and/or their importance.Stream Insects and Crustaceans

Group One Taxa Group Two Taxa Group Three TaxaPollution sensitive organisms found in good quality water.

1. Stonefly2. Caddisfly3. Water Penny4. Riffle Beetle5. Mayfly6. Gilled Snail7. Dobsonfly

Somewhat pollution tolerant organisms can be in fair quality water.

8. Crayfish9. Sowbug10.Scud11.Alderfly larva12.Fishfly larva13.Damselfly14.Watersnipe Fly

larva15.Crane Fly

Pollution tolerant organisms can be in poor quality water.

19.Aquatic Worm20.Midge Fly Larva21.Blackfly Larva22.Leech23.Pouch Snail and

Pond Snail24.Other Snails

16.Beetle Larva17.Dragon Fly18.Clam

Water Quality Parameters

Nitrates● Limit 10 ppm in public water supply to safeguard infant well

being● Best if less than 3 ppm in freshwater streams, and more may

indicate organic pollution, such as fertilizer or feedlot runoff, or sewage contamination.

● Elevated nitrate levels may cause algal bloom (overgrowth).

Phosphates● Limit 0.5 mg/L in drinking water.● Wastewater often has 30 mg/L.● Best if less than 0.1 mg/L in streams as elevated levels can

trigger algal blooms.

PH● 6.5 to 8.5 is best range for sensitive fish and almost all

invertebrates.● 5.0 to 9.0 is suitable for human consumption.● Below pH 4.5, few fish and invertebrates can survive.

Hardness (measured in mg CaCO3/L)● 0-75 soft water.● 75-150 moderately hard water.● 150-300 hard water.● 300+ very hard water.● The harder the water, the more likely deposits will build up in

pipes and in water heaters. Both calcium and iron salts in water cause hardness. High levels of hardness limits the foaming or lathering capacity of soaps.

Salinity● Limit of <.5 ppt in drinking water.● <.02 ppt in unpolluted water.● Along roadways, during the winter, road salt may increase

levels up to 18 ppt in rural areas, and 45 ppt in urban areas.● Salts also enter water through industrial and human/animal

wastes, and soil leaching.

Dissolved Oxygen● Cooler water holds more oxygen than warmer water.

● 6 ppm or more dissolved oxygen is necessary for oxygen sensitive fish, and many invertebrates.

● Most fish cannot tolerate less than 4 ppm dissolved oxygen.

Non-Tidal Water Quality Data SheetSample Date: __10/16/01, 2:30 A.M.___

Sampling Team:___DNREC Scientists__

Location Sampled Wiggins Mill Pond

Water Temperature in

Degrees Celsius15° C

Degrees Fahrenheit

(1.8 x C + 32)59° F

Hydrometer Reading 1.000

Salinity .5 ppt

Dissolved Oxygen 3 ppm

Nitrate 11 ppm

pH 7.0

Non-Tidal Water Quality Data SheetSample Date: __10/16/01, 12:00 P.M.__

Sampling Team:___DNREC Scientists__

Location Sampled Wiggins Mill Pond

Water Temperature in

Degrees Celsius18.5° C

Degrees Fahrenheit

(1.8 x C + 32)65.3° F

Hydrometer Reading 1.000

Salinity .5 ppt

Dissolved Oxygen 10 ppm

Nitrate 11 ppm

pH 7.0

Documents

Seventh Grade Science - RCCSecondaryScience - homerccsecondaryscience.wikispaces.com/file/view/7th Grade... · Web viewprepare wet mount slides of living micro-organisms and use the