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Unit 1: Life Grade: 7th Standard/Performance Expectation 07-LS1-1. Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living cells, and understanding that living things may be made of one cell or many and varied cells.] Instructional Resources http://www.pinterest.com/pin/368732288215345426/ Intro to cells video-awesome to begin unit with Cell structure and function overview Major concepts and learning activities http://microscopy4kids.org/Osmosis LS1-1, LS1-2 lesson http://www.mysciencebox.org/book/export/html/432 Is it alive http://www.d123.org/olhms/dedie/documents/Cells1.1A.pdf What Students Need to Know: Characteristics of living things What a cell is Living things may be made of one cell or of many and varied cells Is it alive? NASA Plant vs Ice Cube prompt Is it alive? Living or nonliving…that is the question It’s alive I think What Students Need to be able to Do: Conduct an investigation to provide evidence How Students will Learn :Practice Planning and Carrying Out Investigations Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation. Is it alive? Family astro Characteristics of living things http://www.sciencegamecenter.org/games/build-a-cell build a cell interactive game http://betterlesson.com/common_core/browse/2214/ngss-ms-ls-life-sciences Asking Questions and Defining Problems 1|Page Critical Vocabulary for Word Wall http://betterlesson.com/common_core/browse/2218/ngss-ms-ls1-3-use-argumentsupported-by-evidence-for-how-the-body-is-a-system-of-interacting-subsystemscomposed-of-groups-of-ce http://www.ck12.org/ngss/middle-school-life-sciences/from-molecules-to-organisms:structures-and-processes http://www.lewiscenter.org/documents/AAE/Science/Teaching%20Science/Sample%20 NGSS%20Lesson%20Plan%20ver.%201.pdf LS1-1 http://educade.org/lesson_plans/learn-science-concepts-and-game-mechanics-withvirulent LS1-1 http://www.clemson.edu/iim/lessonplans/public1.php various lessons for LS1 http://pgsci.weebly.com/lessons.html lessons for LS1-1 through LS1-8 http://www.paterson.k12.nj.us/11_curriculum/science/GRADE%206/6%20UNIT%203.p df LS1-1, LS1-2, LS1-3, LS1-4 https://www.glbrc.org/sites/default/files/file-upload/GLBRC-NGSS-Standards.pdf Scroll to standard Lessons for all standards 2|Page 07-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.] http://microscopy4kids.org/Osmosis LS1-1, LS1-2 lesson What Students Need to Know: What a cell is and the function of a cell as a whole The primary role of a cell’s nucleus, chloroplast, mitochondria, cell membrane, and cell wall and how each contributes to the function of the cell as a whole http://www.cellsalive.com/cells/cell_model.htm What Students Need to be able to Do: Develop and use a model to describe How Students will Learn: Practice http://www.biologycorner.com/2012/10/27/5-creative-ways-to-teach-the-cell/ Cell Model lesson Cell Activity Cell-ebrate science without worksheets Cell exploration activities Outbreak http://sciencenetlinks.com/lessons/cells-1-make-a-model-cell/ http://www.schools.manatee.k12.fl.us/072JOCONNOR/celllessonplans/lesson_plan__c ell_structure_and_function.html http://www.neok12.com/Cell-Structures.htm http://learn.genetics.utah.edu/content/cells/insideacell/ http://www.teachengineering.org/view_activity.php?url=collection/van_/activities/van _membrane2/van_membrane_activity2.xml http://www.cpalms.org/Public/PreviewResource/Preview/37958 http://pgsci.weebly.com/lessons.html lessons for LS1-1 through LS1-8 3|Page Developing and Using Models Develop and use a model to describe phenomena. http://middleschoolscience.com/tag/ms-ls1-2/ LS1-2 http://www.paterson.k12.nj.us/11_curriculum/science/GRADE%206/6%20UNIT%203.p df LS1-1, LS1-2, LS1-3, LS1-4 https://www.glbrc.org/sites/default/files/file-upload/GLBRC-NGSS-Standards.pdf Scroll to standard Lessons for all standards 07-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.] What Students Need to Know: Kinesthetic digestive system activity scroll down from balancing equations activity http://www.clemson.edu/iim/lessonplans/lesson.php?lessonid=MjQ0NQ==&viewtype= cHVibGljMQ== digestive and excretory systems http://pgsci.weebly.com/lessons.html lessons for LS1-1 through LS1-8 http://www.aha-nflplay60challenge.org/sites/ahanflplay60.discoveryeducation.com/files/assets/NFLPLAY60Challenge_Lesson_How%20P hysical%20Activity%20Makes%20You%20Healthier_FNL.pdf LS1-3, LS1-7. LS1-8 http://www.paterson.k12.nj.us/11_curriculum/science/GRADE%206/6%20UNIT%203.p df LS1-1, LS1-2, LS1-3, LS1-4 https://www.glbrc.org/sites/default/files/file-upload/GLBRC-NGSS-Standards.pdf Scroll to standard Lessons for all standards 4|Page The organization of multicellular organisms How subsystems of circulatory, excretory, digestive, respiratory, muscular, and nervous systems interact and the normal function of those systems Role of organs with in a body system Systems of the body work together What Students need to be able to Do: Support an argument with evidence Leaves are the Place to Be http://www.einsteinproject.org/for-educators/unit-offerings/human-body-(middleschool)/ http://www.ngsslifescience.com/biology_lesson_plans_human_body_systems.html https://www.pinterest.com/explore/human-body-lesson/ http://www.educationworld.com/a_lesson/lesson065.shtml http://www.lessonplansinc.com/science.php?/biology/lessonplans/C133 http://www.scholastic.com/teachers/activity/human-body-14-studyjams-interactivescience-activities http://www.most.org/curriculum_project/life_sciences/high/post/travel_the_body.pdf Body Systems Activities How Students will Learn: Practice: Engaging in Argument from Evidence Use an oral and written argument supported by evidence to support or refute an explanation or a model for a phenomenon 07-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence Life with Limited Resources 07-LS1-5 For the Love of Infographics 07-LS1-5, 07-LS1-4 The Surprising Patterns of Health and Disease 07-LS1-5 http://pgsci.weebly.com/lessons.html lessons for LS1-1 through LS1-8 https://www.glbrc.org/sites/default/files/file-upload/GLBRC-NGSS-Standards.pdf Scroll to standard Lessons for all standards 5|Page could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.] http://betterlesson.com/next_gen_science/browse/2220/ngss-ms-ls1-5-construct-ascientific-explanation-based-on-evidence-for-how-environmental-and-genetic-factorsinfluence-the-growt http://participatoryscience.org/standard/ms-ls1-5 http://ngss.nsta.org/Classroom-Resources.aspx http://ambitiousscienceteaching.org/wp-content/uploads/2014/09/5-MicroworldsUnit-All-in-One.pdf What Students Need to Know: Environmental and genetic factors that influence the growth of organisms How identified environmental and genetic factors can influence the growth of organisms How Students will Learn: Practice: Constructing Explanations and Designing 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 the natural world operate today as they did in the past and will continue to do so in the future. 6|Page 07-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen and hard shells on nuts that squirrels bury.] For the Love of Infographics 07-LS1-4, 07-LS1-5 Let’s Play that Again! 07-LS1-4 http://www.clemson.edu/iim/lessonplans/lesson.php?lessonid=NDY1&viewtype=c HVibGljMQ LS1-4 lesson Animal Adaptations http://pgsci.weebly.com/lessons.html lessons for LS1-1 through LS1-8 https://www.glbrc.org/sites/default/files/file-upload/GLBRC-NGSS-Standards.pdf Scroll to standard Lessons for all standards What Students Need to Know: Animal behaviors that affect the probability of successful reproduction of animals Specialized plant structures that affect the probability of successful reproduction of plants 7|Page What Students Need to be able to Do: Construct an argument based on evidence How Students will Learn : Practice Engaging in Argument from Evidence Use an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem 07-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.] What Students Need to Know: The process of photosynthesis The role of photosynthesis in the cycling of mater and energy flow into and out of organisms What Students Need to be able to Do: Construct an explanation based on evidence How Students will Learn : Practice Constructing Explanations and Designing Solutions http://pgsci.weebly.com/lessons.html lessons for LS1-1 through LS1-8 https://www.glbrc.org/education/classroom-materials/exploring-energytransformations-plants-0 LS1-6 https://www.glbrc.org/sites/default/files/file-upload/GLBRC-NGSS-Standards.pdf Scroll to standard Lessons for all standards https://www.opened.com/search?category=from-molecules-to-organisms-structuresand-processes-6-8&grade_group=middle-school-lifesciences&license=free&offset=0&standard=MS.LS1.6&standard_group=nextgeneration-science-standards scroll to standard https://www.teachchemistry.org/content/aact/en/classroom-resources/middleschool/reactions/photosynthesis/building-blocks-of-photosynthesis.html http://www.blackrocksolar.org/wp-content/uploads/2014/09/M.S.-PhotosynthesisTeacher-Guide-Part-1-of-3.pdf http://www.tbi.montana.edu/eye/lessons/lesson_1thru5/3_Microbial%20Mats_TEACH ER%20GD-PRINT.pdf https://sites.google.com/site/sciencemrshardt/life-science/cells 8|Page 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 the natural world operate today as they did in the past and will continue to do so in the future. Critical Vocabulary for Word Wall 07-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.] http://pgsci.weebly.com/lessons.html lessons for LS1-1 through LS1-8 http://www.aha-nflplay60challenge.org/sites/ahanflplay60.discoveryeducation.com/files/assets/NFLPLAY60Challenge_Lesson_How%20P hysical%20Activity%20Makes%20You%20Healthier_FNL.pdf LS1-3, LS1-7. LS1-8 https://www.glbrc.org/sites/default/files/file-upload/GLBRC-NGSS-Standards.pdf Scroll to standard Lessons for all standards What Students need to know: What a chemical reaction is and its results How food is rearranged through chemical reactions and new molecules are formed supporting growth and/or how energy is 9|Page released as the matter moves through an organism Photosynthesis and respiration What a model in science is What Students need to be able to do: Develop a model to describe a process Science and Engineering Practice: 10 | P a g e