Download Earth History - District 146

SCIENCE: TINLEY PARK DISTRICT 146
Earth’s History: Grade Seven
How can we investigate conditions of stability and change within designed and natural systems?
Learning targets:
1. Students will be able to Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the
history of life on Earth under the assumption that natural laws operate today as in the past. MS-LS4-1
2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer
evolutionary relationships MS-LS4-2
3. Analyze displays of pictorial data to compare patterns of similarities in embryological development across species to identify relationships not evident in the fully formed
anatomy MS-LS4-3
4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing
in a specific environment. . MS-LS4-4
5. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time MS-LS4-6
6. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and special scales MS-ESS2-2
7. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. MS-ESS2-3
NGSS Practices
Analyzing and
interpreting data
Analyzing data in 6-8
builds on the k-5
experiences and
progresses to extending
quantitative analysis to
investigations,
distinguishing between
correlation and causation,
and basic statistical
techniques of data and
error analysis.
Analyze and interpret data
to determine similarities
and differences in findings.
Connections to nature of
science
Scientific knowledge is
based on empirical
evidence
Science knowledge is
based upon logical and
conceptual connections
between evidence and
explanations.
Disciplinary Core
Ideas
LS4.A: Evidence of
common ancestry
and diversity.
The collection of
fossils and their
placement in
chronological order
(e.g., through the
location of the
sedimentary layers in
which they are found
or through
radioactive dating) is
known as the fossil
record. It documents
the existence,
diversity, extinction,
and change of many
life forms throughout
the history of life on
Earth.
NGSS Crosscutting
Concepts
Patterns
Graphs, charts, and
images can be used to
identify patterns in data.
Connections to nature
of science.
Scientific knowledge
assumes an order and
consistency in natural
systems.
Science assumes that
objects and events in
natural systems occur in
consistent patterns that
are understandable
through measurement
and observation.
NGSS Performance Descriptors
MS-LS4-1:
Analyze and interpret data for patterns in the fossil record that document the existence,
diversity, extinction, and change of life forms throughout the history of life on Earth under the
assumption that natural laws operate today as in the past.
_____________________
_________________
____________________
_____________________________________________________________
Constructing
explanations and
designing solutions
Constructing explanations
and designing solutions in
6-8 builds on K-5
experiences and
progresses to include
constructing explanations
and designing solutions
supported by multiple
sources of evidence
consistent with scientific
ideas, principles, and
theories.
LS4.A:
Evidence of
Common ancestry
and diversity
Anatomical
similarities and
differences between
various organisms
living today and
between them and
organisms in the
fossil record, enable
the reconstruction of
evolutionary history
and the inference of
lines of evolutionary
decent.
Patterns
Patterns can be used to
identify cause and effect
relationships.
MS-LS4-2:
Apply scientific ideas to construct an explanation for the anatomical similarities and
differences among modern organisms and between modern and fossil organisms to infer
evolutionary relationships.
________________
Comparison of the
embryological
development of
different species also
reveals similarities
that show
relationships not
evident in the fully
formed anatomy
___________________
_____________________________________________________________
Graphs, charts and
images can be used to
identify patterns in data.
MS-LS4-3: Analyze displays of pictorial data to compare patterns of similarities in
embryological development across species to identify relationships not evident in the fully
formed anatomy
_____________________
________________
____________________
_____________________________________________________________
Constructing
explanations and
designing solutions
Constructing explanations
and designing solutions in
6-8 builds on K-5
experiences and
progresses to include
constructing explanations
and designing solutions
supported by multiple
sources of evidence
consistent with scientific
ideas, principles, and
theories.
LS4.B: Natural
Selection
Natural selection
leads to the
predominance of
certain traits in a
population, and the
suppression of
others.
Cause and Effect
Phenomena may have
more than one cause,
and some cause and
effect relationships in
systems can only be
described using
probability.
Apply scientific ideas to
construct an explanation
for real world phenomena,
examples, or events.
_____________________
Analyze displays of data to
identify linear and nonlinear relationships.
Analyze and interpret data
to determine similarities
and differences in findings.
Construct an explanation
that includes qualitative or
quantitative relationships
between variables that
describe phenomena.
Connections to nature
of science.
Scientific knowledge
assumes an order and
consistency in natural
systems.
Science assumes that
objects and events in
natural systems occur in
consistent patterns that
are understandable
through measurement
and observation.
MS-LS4-4:
Construct an explanation based on evidence that describes how genetic variations of traits in
a population increase some individuals’ probability of surviving and reproducing in a specific
environment.
_____________________
_________________
___________________
_____________________________________________________________
Using mathematics and
computational thinking
Mathematical and
computational thinking in
6-8 builds on K-5
experiences and
progresses to identify
patterns in large data sets
and using mathematical
concepts to support
explanations and
arguments.
LS4.C: Adaptation
Adaptation by natural
selection acting over
generations is one
important process by
which species change
over time in response
to changes in
environmental
conditions. Traits
that support
successful survival
and reproduction in
the new environment
become more
common; those that
do not become less
common. Thus, the
distribution of traits
in a population
changes.
Cause and Effect
Phenomena may have
more than one cause,
and some cause and
effect relationships in
systems can only be
described using
probability.
MS-LS4-6:
Constructing
explanations and
designing solutions
ESS2.A: Earth’s
materials and
systems
Scale Proportion and
Quantity
Constructing explanations
and designing solutions in
6-8 builds on K-5
experiences and
progresses to include
constructing explanations
and designing solutions
supported by multiple
sources of evidence
consistent with scientific
ideas, principles, and
theories.
The planet’s systems
interact over scales
that range from
microscopic to global
size, and they
operate over
fractions of a second
to billions of years.
These interactions
have shaped Earth’s
history and will
determine it’s future.
Use mathematical
representations to support
scientific conclusions and
design solutions.
Construct a scientific
explanation based on valid
and reliable evidence
obtained from sources
(including the students’
own experiments) and the
assumption that theories
and laws that describe
nature operate today as
they did in the past and
will continue to do so in the
future.
Time, space, and energy
phenomena can be
observed at various
scales using models to
study systems that are
too large or too small.
Use mathematical representations to support explanations of how natural selection may lead
to increases and decreases of specific traits in populations over time.
MS-ESS2-2:
Construct an explanation based on evidence for how geoscience processes have changed
Earth’s surface at varying time and special scales.
Analyzing and
interpreting data
Analyzing data in 6-8
builds on the K-5
experiences and
progresses to extending
qualitative analysis to
investigations,
distinguishing between
correlation, and causation,
and basic statistical
techniques of data and
error analysis.
Analyze and interpret data
to provide evidence for
phenomena.
Connections to nature of
science
Scientific knowledge is
open to revision in light
of new evidence.
ESS1.C: The
history of planet
Earth
Tectonic processes
continually generate
new ocean seafloor
at ridges and destroy
old seafloor at
trenches.
Patterns
Patterns in rates of
change and other
numerical relationships
can provide information
about natural systems
ESS2.B: Plate
tectonics and large
– scale system
interactions
Maps of ancient land
and water patterns
based on
investigations of
rocks and fossils,
make clear how
Earth’s plates have
moved great
distances, collided,
and spread apart.
Science findings are
frequently revisited and/ or
reinterpreted based on new
evidence.
Guiding Questions:
Practices
How can we use data
analysis to support
scientific explanations?
How can we use valid and
reliable evidence to
support explanations?
Why are theories open to
scrutiny?
Guiding Questions:
Disciplinary Core
Ideas
How do people
reconstruct and date
events in earth’s
planetary history?
How and why is the
Earth constantly
changing?
How do the Earth’s
major systems
Guiding Questions:
Crosscutting Concepts
How can we support our
explanation of Earth’s
history by analyzing
patterns of change?
How can we use models
to study Earth systems of
various scale and
proportion?
MS-ESS2-3
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and
seafloor structures to provide evidence of the past plate motions.
interact?
What evidence do we
have that Earth’s
plates have moved
great distances?
What causes
earthquakes and
volcanoes?
Guiding Questions:
Practices
Guiding Questions:
Disciplinary Core
Ideas
How can we analyze
displays of data to identify
linear and nonlinear
relationships in living
things?
How can we use the
fossil record to
document the story
of evolution?
How can we analyze and
interpret data to determine
similarities and differences
How can we use
mathematical
representations to support
conclusions?
How can we explain
modern examples of
evolution by applying our
observations of natural
selection?
How can we analyze
variables to support our
explanations of natural
selection?
How can we
reconstruct
evolutionary history
by examining
similarities and
differences in the
fossil record?
Why is it important
to compare earlier
embryological
development with
fully formed
anatomy?
How does genetic
variation amongst
organisms affect
survival and
reproduction?
How does the
environment
influence populations
of organisms over
Guiding Questions:
Disciplinary Core Ideas
How can we use the
fossil record to
document the story of
evolution?
How can we reconstruct
evolutionary history by
examining similarities
and differences in the
fossil record?
Why is it important to
compare earlier
embryological
development with fully
formed anatomy?
How does genetic
variation amongst
organisms affect survival
and reproduction?
How does the
environment influence
populations of
organisms over multiple
generations?
multiple
generations?
Storyline Grade Seven
How can we determine the earth’s age?
What evidence can we find of change over time?
What can we infer by examining fossil remains?
Is the fossil record complete?
Why are complete skeletons a rarity?
Vocabulary
Tier Two: evidence, claim, support, argue, defend, analyze, justify, rarity, scale
Tier Three: fossil, geologic time, plate tectonics, lithosphere, asthenosphere, continental drift, sea floor spreading, crust, mantle, inner core, outer core, palentologist
ASSESSMENTS
SUMMATIVE
Construct an argument supported with evidence
that the earth has changed over time (incorporate
evidence from rock strata, geological timescale,
geoscience processes, distribution of fossils,
continental shapes and plate movements.)
Develop an evidence based explanation of the
relationship between modern and fossil organisms
based upon analysis of anatomical similarities and
differences. Incorporate evidence from the fossil
record and embryological development.
FORMATIVE/INTERIM

Place organisms on a geologic time line.

Compare and contrast both organisms and
time periods on the geologic time scale.

Manipulate continents to demonstrate
plate movement

Tell why complete skeletons are rare and
why the fossil record is not complete
EXPERIMENTAL DESIGN
SUMMATIVE
Design and carry out a scientific investigation that
controls all but one variable. Analyze results
developing claims and providing supporting
evidence.
FORMATIVE/INTERIM
 Develop a testable question
 Develop a hypothesis
 Identify manipulated/independent and
responding/dependent variables
 Record quantitative/qualitative data
 Represent data
 Analyze data
 State claims/conclusions
 Support claim with evidence
 Identify limitations