Standard 1: Nature of Science - Middleton School …€¦ · Web viewThe goals and objectives from Standard 1: Nature of Science are incorporated throughout the other science concept

Science Middleton 7th grade Life Science Curriculum Map 2017-2018

The goals and objectives from Standard 1: Nature of Science are incorporated throughout the other science concept based units of study. These are the process standards of science. They are the tools of science, the scientific method. Please be sure as you develop the lessons to teach the science concept based units for your grade level that you include the objectives specific to your grade level from standard 1.

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Standard 1: Nature of ScienceGoal 1.1: Understand Systems, Order, and Organization

7. S.1.1.1 Define small systems as a part of a whole system.7. S.1.1.2 Determine how small systems contribute to the function of the whole.7. S.1.1.3 Identify the different structural levels of an organism (cells, tissues, organs, and organ systems).

Goal 1.2: Understand Concepts and Processes of Evidence, Models, and Explanations7. S.1.2.1 Describe how observations and data are evidence on which to base scientific explanations and predictions.7. S.1.2.2 Use observations to make defensible inferences.7. S.1.2.3 Use models to explain or demonstrate a concept.

Goal 1.3: Understand Constancy, Change, and Measurement7. S.1.3.1 Identify concepts of science that have been stable over time.7. S.1.3.2 Recognize changes that occur within systems.7. S.1.3.3 Make metric measurements using appropriate tools.

Goal 1.4: Understand the Theory that Evolution is a Process that Relates to the Gradual Changes in the Universe and of Equilibrium as a Physical State.

Goal 1.5: Understand Concepts of Form and Function

Goal 1.6: Understand Scientific Inquiry and Develop Critical Thinking Skills7. S.1.6.1 Identify controls and variables used in scientific investigations.7. S.1.6.2 Use appropriate tools and techniques to gather and display data.7. S.1.6.3 Evaluate data in order to form conclusions.7. S.1.6.4 Use evidence and critical thinking to accept or reject a hypothesis.7. S.1.6.5 Evaluate alternative explanations or predictions.7. S.1.6.6 Communicate and defend scientific procedures and explanations.

Goal 1.7: Understand that Interpersonal Relationships are Important in Scientific Endeavors

Goal 1.8: Understand Technical Communication 7. S.1.8.1 Read and evaluate technical instructions.

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Idaho Content StandardsScience Concepts and Vocabulary Grade 7

(Actually covers grades 5, 6, & 7)

Organ SystemsOrganismOrgansPredicationsScientific ExplanationsScientific ProceduresStableSystemTechnical InstructionsTechniquesTissuesToolsVariablesDependent VariableIndependent VariableAbundanceAtomsBiosphereCarnivoresCellsChemical ReactionsComponentsCycleDecomposers

DistributionDominant TraitsEcosystemsEnergyEnergy FlowFunctionHerbivoresInheritanceLimits to ResourcesLivingMoleculesNatural SelectionNonlivingOrgan SystemsOrganismsPhotosynthesisRecessive TraitsRelationshipsResourcesSpeciesTissuesOrgansAdaptationAdaptedAdditiveAllele

ArteriesArtificial LightATPCellular RespirationCelsiusCentimeterClottingCompositionConsumerDeoxygenatedDiaphragmDominantEndoplasmic ReticulumErosionExcessiveExtendFlexFlow ChartFossilizedGraduated CylinderGuard cellsHeterozygousHomozygousIndicator SolutionJuvenileLarvaLarvae

Manipulated VariableMaturityMeasured VariableMembraneMillimeterMitochondriaMitosisMutationNatural LightNutrientsOmnivoresOrganelleOsmosisOxygenOxygenatedpH IndicatorPhloemPoresPredatorProducerProteinRecessiveStandardSuccessionTrait

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Critical Content/Concept Web

Unit Topic: All Living Things are Composed of Cells

Conceptual Lens: Characteristics of Life: Made of Cells

Grade: 7th - Life Science

Grade: 7th – Life ScienceSubject: ScienceUnit: All Living Things are composed of cellsLens: Characteristics of Life

Enduring Understandings Guiding Questions1. Cells are the basic units of all living organisms.

2. Physical characteristics differentiate plant and animal systems.

3. All living things are composed of cells.

4. We classify living things based on their cell structure (plant vs animal).

1. What is the smallest living unit of an organism?

1. What are some of the parts and functions of a plant and animal cell?

2. Why are there structural and functional differences between plant and animal cells?

1. How do we classify an object as living non-living?2. What is the “basic unit of life?”

1. How do we classify living things?2. What cell structures help us make that determination?3. Why are those cell structures different?

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Cell Theory

3 parts of Cell Theory

Unit Topic:

All Living Things are Composed of CellsPlant Cells

NucleusChloroplastMitochondriaCell

MembraneCell WallSpecialized

Cells

Animal Cells

NucleusMitochondriaCell MembraneSpecialized Cells

Unit Overview

The conceptual lens for this year is the characteristics of life. It is suggested that these characteristics be given a brief overview at the start of this unit. Through this lens, students will investigate the similarities and differences between plant and animal cells and understand how cells are the basis for life. Students will practice using microscopes.

This unit engages students in understanding that the cell is the smallest unit of life.

Students will analyze the similarities and differences between plant and animal cells.

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5. Cells have many organelles which carry out specific functions in a cell to keep them alive.

6. Technology is used to enhance the understanding of cells.

4. How do those cell structures help the organism survive?

1. What do cells all need to survive?2. How do the organelles in a cell provide for those needs?3. What would happen to the cell if one of those organelles no

longer carried out its function?

1. What types of technology are currently available to advance our knowledge of cells?

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Grade: 7th – Life ScienceSubject: ScienceUnit: All Living Things are composed of cellsLens: Characteristics of Life

AC = Assessment Code:Q - Quizzes P - PromptsCritical Content and Skills O - Observations WS - Work Samples

D - Dialogues SA - Student Self-AssessmentT - Tests

Students will know… AC Students will be able to… AC1. The cell is the basic living unit of all organisms.

2. The parts and function of a plant cell.

3. The parts and function of an animal cell.

4. Three parts of The Cell Theory:● All living things are made of cells.● Cells are the basic unit of structure and function in

living things.● Cells come from preexisting cells.

5. In multi-cellular organisms there are specialized cells that perform different functions.

6. Form and function of the following organelles:● Nucleus● Chloroplast● Mitochondria● Cell Membrane● Cell Wall

7. Cells can be classified as plant or animal by the organelles they contain.

1. Describe why a living thing is considered living using the six characteristics of living organisms.

2. Identify cell parts and state their function.Cell Membrane-Holds cell together and allows substances to pass in and out.Cell Wall-Protects the plant cell and gives it shape.Chloroplasts-Makes food for a plant cell through photosynthesis.Mitochondria-Releases food energy in a cell through respiration.Nucleus-Directs all cell activity (control center)

3. Classify cells based on their organelles.

4. Describe the basic function of the organelle.

5. Compare and contrast plant and animal cells.

6. Interpret models of cells to classify them based on their organelles.

7. Make a model of plant and animal cells.

8. Design and conduct inquiry based investigations.

9. Analyze and interpret data.

10. Be able to use a microscope properly including finding the total magnification, focusing a

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specimen, and preparing slides.

Instructional Plan/Activities(Correlations)

1. Introduction to Characteristics of all living things.2. Use a microscope to compare/contrast onion cells and cheek cells on wet-mount slides.3. Create basic cell models.4. Argue if viruses are alive using the characteristics of living things.5. Look at pond water through the microscope.6. Design and conduct an experiment related to cells.7.8.9.

10.11.12.13.14.15.16.17.18.19.20.

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Unit Topic: Cell Processes

Conceptual Lens: Characteristics of Life: Energy Use, Chemicals of Life


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Unit Overview

Using the lens of the characteristics of life, students will understand that cells perform processes which keep plant and animal systems alive.

These processes move energy and matter between plant and animal systems.

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Grade: 7th Life ScienceSubject: ScienceUnit: Cells ProcessesLens: Characteristics of Life: energy use, chemicals of life

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Photosynthesis

Flow of EnergyFormula for PhotosynthesisCycle of MatterBasis of Energy for most life on Earth

Cellular Respiration

Flow of EnergyFormula for RespirationCycle of MatterPlant and Animal Cells respire

Unit Topic:

Cell Processes

Diffusion

Materials are moved within and between cells

Enduring Understandings Guiding Questions

1. Cells do processes that keep plant and animal systems alive using energy and matter from their surroundings.

1. What processes are unique to plants that support most life on earth?

2. What processes do plants and animals have in common that are critical to the survival of the plant or animal?

3. What is the relationship between the processes unique to plant and the processes common to plants and animals?

4. How do these processes cycle both energy and matter between plants and animals?

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Grade: 7th – Life ScienceSubject: ScienceUnit: Cells ProcessesLens: Characteristics of Life: energy use, chemicals of life



Students will know… AC Students will be able to… AC

1. Photosynthesis and cellular respiration form a cycle.

2. Both plant and animal cells respire.

3. Photosynthetic organisms convert sunlight to chemical energy.

4. Materials are exchanged among and within cells by way of diffusion.

1. Compare and contrast photosynthesis and cellular respiration.

2. Create a model to represent how photosynthesis and cellular respiration work together in a cycle.

3. Model how diffusion facilitates the movement of matter in and out of cells.



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1. Make a model to represent how photosynthesis and respiration work together in a cycle (drawings are models).

2. Breath Lab - CO2 indicator3. Elodea Lab - Oxygen production4.5.6.7.8.9.

10.11.12.13.14.15.16.17.18.19.20.

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Unit Topic: Cells are Organized into Systems

Conceptual Lens: Characteristics of Life: Growth and Development


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Unit Overview

Through the lens of characteristics of life, students will understand that there are levels of organization in living things. Each level contributes to the survival of the organism. There are parallels between plant and animal systems. Systems within an organism work together to maintain homeostasis.

In order to facilitate understanding the levels of organization, it is suggested that teachers cover one or two of the body systems in more detail.

If teachers use the human body as their body systems model, it is important that parallels are drawn to other animal body systems to avoid the misconception that human systems are unique.

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Plant Systems

RootsStemsLeaves

Unit Topic:

Cells are Organized into SystemsAnimal Systems

Functions and Interactions

CirculatoryDigestiveExcretoryMuscularNervous Respiratory Skeletal

Homeostasis

Systems deliver needed substances

Remove wasteMaintain life processes

Levels of Organization

CellsTissuesOrgansOrgan SystemsOrganisms

Grade: 7th – Life ScienceSubject: ScienceUnit: Cells are organized into systemsLens: Characteristics of Life: growth and development


1. Organisms are comprised of different levels.

2. Multicellular organisms have multiple levels of organization, all of which are essential to its survival.

3. Within organisms, processes work together to deliver needed substances, remove waste and maintain homeostasis.

1. What are the five structural levels of an organism? (cells, tissues, organs, organ systems, organisms)

1. Why would complex organisms need to have a hierarchy of organization?

2. How does that organizational system contribute to the survival of the organism?

1. What function does each organ system do which is critical to the survival of the organism?

2. How do systems interact and what process do they do?

3. Are there any systems that are not necessary for the survival of the organism?

4. Are there any systems that are not necessary to the survival of the species?

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Grade: 7th – Life ScienceSubject: ScienceUnit: Cells are organized into systemsLens: Characteristics of Life: growth and development

AC = Assessment Code:Q – Quizzes P - PromptsCritical Content and Skills O – Observations WS – Work Samples

D – Dialogues SA – Student Self-AssessmentT - Tests

Students will know…(testable information) AC Students will be able to… AC

1. The five structural levels of an organism.

2. Each level of organization has a specific function crucial to the function of the next level.

3. General function of each system, relate functioning of systems to the survival of the organism.

4. Components of individual systems:● General function of each system.● Relationship of the function of systems to

the survival of the organism.

1. Explain the organization of the structural level of an organism.

2. Compare and contrast plant and animal organ systems.

3. List the levels of organization from cells to organism.

4. Model how levels of organization within an organism allows it to maintain homeostasis.



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1. Organism dissection(s)2. Grow plant(s)3. Build model of organ system/organism4.5.6.

7.8.9.10.

11.12.13.14.15.16.17.18.19.20.

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Unit Topic: Plants and Animals Reproduce

Conceptual Lens: Characteristics of Life: Reproduction, Chemicals of Life


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Traits

GenesDomin

antReces

sive

Probability

Punnett Squares

Reproduction

Asexual

Sexual

Unit Topic:Plants and Animals

Reproduce

DNA

Function ofGenetic

CodeMutations

Meiosis

Reproductive Cells

Genetic

Cell Cycle

InterphaseMitosisCytokinesisBody Cells - exact

copy

Unit Overview

Through the lens of the characteristics of living things, students will understand that organisms reproduce.

The outcome of reproduction is dependent in part on DNA. Reproduction can take sexual and asexual forms. Sexual reproduction leads to greater genetic diversity. Asexual reproduction leads to clone-like offspring.

Students will learn how traits are passed from parents to offspring.

Only monohybrid crosses are expected to be covered.

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Grade: 7th – Life ScienceSubject: ScienceUnit: ReproductionLens: Characteristics of Life: reproduction, chemicals of life


1. Cells undergo the cell cycle to produce cells with similar genetic information.

2. Meiosis reduces the genetics by half to produce a reproductive cell.

3. Sexual reproduction leads to biodiversity and genetic change.

4. DNA is responsible for the transfer of traits from parents to offspring.

5. Principles of probability can be used to predict the outcomes of genetic crosses.

6. Technology is used to enhance the understanding of cells.

1. Why do cells need to reproduce?2. Why would they need to make exact copies of themselves?3. Why would this be important to the survival of the organism?

1. Do organisms need to reproduce?2. What impact does reproduction have on the survival of the organism?3. What impact does reproduction have on the survival of the species?

1. Why do organisms only contribute half their genetic materials when they reproduce?

2. What are the advantages and disadvantages of this type of reproduction?

1. What is an inherited trait?2. How are traits passed from parents to offspring?3. Are all traits “good” or “bad”?

1. How are Punnett Squares used to predict the probability of inherited traits?

2. How do we predict the outcome of any genetic cross?3. How do we use that understanding to our advantage?4. What would happen to a breed of dog (Poodle, Lab, German

Shepard, etc.) if dogs were allowed to reproduce freely?

1. How does technology foster scientific understanding of cells and

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inheritance?

Grade: 7th – Life ScienceSubject: ScienceUnit: ReproductionLens: Characteristics of Life: reproduction, chemicals of life

AC = Assessment Code: Q - Quizzes P - PromptsCritical Content and Skills O - Observations WS - Work Samples


Students will know…(testable information) AC Students will be able to… AC1. Cellular reproduction (cell cycle) produces an exact genetic copy

with the possibility of mutation.

2. Cellular reproduction (meiosis) reduces the chromosome numbers in half to form sex cells.

● Recombine sex cells to form new organism with new combination of genes.

● Leads to genetic diversity within a species.

3. Organisms have adapted a variety of reproductive strategies: asexual and sexual.

4. What is an inherited trait?

5. Mendel’s role in the identification of inherited traits.

6. DNA is found in the nucleus of most cells and is an instructional code for all living things.

7. DNA contains genes which control inherited traits.

8. How traits are passed through genes from parent to offspring.

9. Mutations occur leading to positive, negative, and neutral outcomes.

10. Punnett Squares are a tool used to predict the probability of a

1. Compare and contrast the outcomes of asexual versus sexual reproduction using models.

2. Compare and contrast the outcomes of mitosis and meiosis using models.

3. Explain how and why a mutation could have a positive, negative, or neutral effect on an organism.

4. Create, read, and interpret Punnett Squares to show the probability of inherited traits being passed from parent to offspring.



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genetic cross.

11. Predictions can be reported as fractions, percentages and ratios.

12. Probability is a chance not an absolute.


1. Dissect flowers2. Paper Pets activity3. Flip coins for traits (human, reindeer, SpongeBob) activity4. Look at onion root cells using microscope for stages of the cell cycle.5.6.7.8.9.

10.11.12.13.14.15.16.17.18.19.20.

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Unit Topic: Change Over Time

Conceptual Lens: Characteristics of Life: Respond to Surroundings


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Adaptation

Species change over multiple generations

BehavioralPhysical

Unit Topic:

Change Over Time

Artificial Selection

Human Influences

Selective Breeding

Genetic

Natural Selection

Environmental influencesTraits change over timeTraits are suppressed or

encouraged

Unit Overview

Through the lens of characteristics of life, students will understand how plants and animals change as they adapt to their surroundings.

Factors such as environmental conditions as well as human influences will be discussed.

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Grade:7thSubject: Life ScienceUnit: Change over TimeLens: Characteristics of Life: Respond to Surroundings

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1. Plants and animals adapt and change as they respond to their surroundings.

2. Many factors influence how organisms change over time.

1. What environmental pressures would cause an organism to adapt or change?

2. Can environmental pressures favor a trait in a species over another?

3. How could that affect a species over time?

1. What are the factors that can cause a species to change over time?

2. How do those factors cause the changes?

Grade:7thSubject: Life ScienceUnit: Change over TimeLens: Characteristics of Life: Respond to Surroundings

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AC = Assessment Code: Q - Quizzes P - PromptsCritical Content and Skills O - Observations WS - Work Samples

D - Dialogues SA - Student Self-Assessment T - Tests

Students will know… AC Students will be able to do… AC

1. Environmental conditions lead to the predominance of certain traits in a population and the suppression of others.

2. Humans have the capacity to influence certain characteristics of organisms by selective breeding and genetic manipulation.

3. Species change over time (multiple generations) in response to changes in environmental conditions.

4. Individual organisms can adapt behaviorally.

5. Traits that support successful survival and reproduction in the new environment become more common, those that do not become less common.

6.

1. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms: (Genetic Engineering, Genetically Modified Organism(s) (GMO), Cloning, Gene Therapy).

2. Create or analyze and interpret a model of how an environmental change may lead to natural selection and the increases or decreases of specific traits in populations over time.



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1. Debate the ethical implications of modern genetic topics: Genetic Engineering, Genetically Modified Organism(s) (GMO), Cloning, Gene Therapy.2. Study Galapagos Island creatures.3. Create a new species and identify its adaptations.4. Activity from Zoo Boise on how zoos decide to breed tigers.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.

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Unit Topic: Plants and Animals are Interdependent

Conceptual Lens: Characteristics of Life: Chemicals of Life, Energy Use


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Flow of Energy and Matter

Carbon CycleOxygen Cycle

Food Chains / Webs

Energy rolesImpact of changes

Unit Topic:

Plants and Animals are Interdependent

Levels of Organization

OrganismPopulationCommunityEcosystem

Population

Limiting FactorsCarrying CapacityBioticAbiotic

Unit Overview

Through the lens of the characteristics of life, energy transfer through living organisms and the environment will be covered. Students will learn the many factors that can influence the attributes of an ecosystem. The human impact on ecosystems will be discussed.

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Grade: 7th – Life ScienceSubject: ScienceUnit: Plants and Animals are InterdependentLens: Characteristics of Life: chemicals of life, energy use


1. Energy flows and matter cycles through an ecosystem.

2. Plants and animals are interdependent.

3. There are biotic and abiotic factors that limit the carrying capacity of an ecosystem.

4. Organization of organisms and ecosystems are a continuum.

1. If we all started life as a single microscopic cell and we are all now very much bigger, where did all the “stuff” that we now consist of come from?

2. How do we get the energy and matter we need to grow bigger?

3. What does the saying “You are what you eat” mean?

1. How does energy and matter flow and cycle between plants and animals?

2. Why do we say plants and animals are interdependent?

1. Why is there more biomass in some parts of Idaho or the United States than others?

2. Why some areas are heavily forested and others have no trees at all?

3. What factors limit the amount of biomass?

1. How do we organize living systems?2. Why do we organize them that way?

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Grade: 7th – Life ScienceSubject: ScienceUnit: Plants and Animals are InterdependentLens: Characteristics of Life: chemicals of life, energy use



Students will know…(testable information) AC Students will be able to do… AC

1. Carbon and oxygen cycle through an ecosystem.

2. Human activities impact an ecosystem both positively and negatively.

3. Biotic and abiotic factors influence the carrying capacity of an ecosystem.

4. Changes in ecosystems can affect organisms and populations both positively and negatively.

5. Energy is reduced throughout a food chain or web.

6. Energy roles in an ecosystem include producer, consumer, and decomposer.

7. Changes in one level of a food web or chain impacts the overall system.

8. Continuum of Levels of Organization:● Organism● Population● Community● Ecosystem

1.

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1. Bottle Ecosystems2. Camouflage Butterfly activity3. Vernier probes to measure carbon dioxide and oxygen in a closed system.4. Analyze predator/prey population and graph the data.5. Create a food web using a given set of organisms.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.

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Documents

Standard 1: Nature of Science - Middleton School …€¦ · Web viewThe goals and objectives from Standard 1: Nature of Science are incorporated throughout the other science concept