Download Unit 1 Scientific Inquiry Learning Goal: Students will use the

Unit 1 Scientific Inquiry
Learning Goal: Students will use the Scientific inquiry process to identify, and solve problems.
Score
4
3
2
1
0
Skill
Student can use the scientific inquiry process to evaluate the validity of other’s
experiments.
Student can use the scientific inquiry process to identify, and solve problems.
Student can list the steps and define the variables in the inquiry process.
Student can list the steps in the inquiry process.
Student has no understanding of the inquiry process.
Standards:
SC.6.N.1.1: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific
understanding, plan and carry out scientific investigation of various types such as systematic observations or experiments, identity
variables, collect and organize date, interpret data in charts, tables and graphics, analyze information, make predictions, and defend
conclusions.
SC.6.N.1.4: Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment.
SC.7.N.3.1: Recognize and explain the difference between theories and laws and give several examples of scientific theories and the
evidence that supports them.
©2010 Marzano Research Laboratory
Unit 2 Characteristics and Classification of Life
Learning Goal: Students will be able to describe the characteristics that all living things share and list the
levels of classification.
Score
4
3
2
1
0
Skill
Student can use the levels of classification to categorize a variety of species.
Student can describe the characteristics that all living things share and list the levels
of classification.
Student can name the levels of classification.
Student can define taxonomy.
Student has no understanding of taxonomy.
Standards:
SC.6.L.15.1: Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the
Linnaean system combined with the concept of domains.
SC.6.L.14.2: Investigate and explain the components of the scientific theory of cells (Cell theory: All organisms are composed of cells
(single-celled or multi-cellular), all cells come from pre existing cells and cells are the basic unit of life. SC.6.N.2.2#: Explain that
scientific knowledge is durable because it is open to change as new evidence or interpretations are encountered.
©2010 Marzano Research Laboratory
Unit 3 Cells
Learning Goal: Students will explain cell theory and identify at least 7 cell organelle.
Score
4
3
2
1
0
Skill
Student can explain cell theory, identify at least 7 cell organelle, and describe
photosynthesis and respiration.
Student can explain cell theory and identify at least 7 cell organelle.
Student can differentiate between plant and animal cells.
Student can define cells.
Student has no understanding of cells.
Standards:
SC.6.L.14.2: Investigate and explain the components of the scientific theory of cells (Cell theory: All organisms are composed of cells
(single-celled or multi-cellular), all cells come from pre existing cells and cells are the basic unit of life.
SC.6.L.14.3: Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including
extracting energy from food, getting rid of waste, and reproducing.
SC.6.L.14.4: Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell
membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles.
©2010 Marzano Research Laboratory
Unit 4 Genetics
Learning Goal: Students will explain the role of genes in inheritance.
Score
4
3
2
1
0
Skill
Student can explain the role of genes in inheritance and predict genetic outcomes by solving
a punnett square.
Student can explain the role of genes in inheritance.
Student can give examples of DNA, chromosomes, traits and genes
Student can define DNA, chromosomes, traits and genes.
Student has no understanding of genetics.
SC.7.L.16.1: Understand and explain that every organism requires a set of instructions that specifies it’s traits, that this hereditary
information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from
one generation to another.
SC.7.L.16.2: Determine the probabilities for genotype and phenotype combinations using Punnett Squares and pedigrees.
©2010 Marzano Research Laboratory
Unit 5 Changes over Time
Learning Goal: Students will explore the scientific theory of evolution.
Score
4
3
2
1
0
Skill
Student can explain the scientific theory of evolution and trace evolutionary patterns from
bacteria to human.
Student can explain the scientific theory of evolution.
Student can give examples of natural selection, adaptation, survival of the fittest and
mutations.
Student can define natural selection, adaptation, survival of the fittest and mutations.
Student has no understanding of evolution.
Standards:
SC.7.L.15.2: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and
environmental factors contribute to evolution by natural selection and diversity of organisms.
SC.7.L.15.3: Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing
environment may contribute to the extinction of the species.
©2010 Marzano Research Laboratory
Unit 6: Protist, Bacteria, Virus and Fungi
Learning Goal: Students will understand the basic characteristics of bacteria, virus, protest and fungi.
Score
4
3
2
1
0
Skill
Student can compare and contrast species of bacteria, virus, protist and fungi
Student can explain the basic characteristics of bacteria, virus, protist and fungi.
Student can define producers, consumers and decomposers.
Student can list 4 different types of micro-organism.
Student has no understanding of micro-organisms.
Standards:
SC.6.L.14.2: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and
commensalism.
SC.7.L.17.1: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of
energy transfer in a food web.
SC.6.L.14.6 Compare and Contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi and
parasites.
©2010 Marzano Research Laboratory
Unit 7: Plants
Learning Goal: Students will be able to describe the characteristics and classifications of plants.
Score
4
3
2
1
0
Skill
Student can compare and contrast plants within the different classification levels.
Student can describe the characteristics and classifications of plants.
Student can define photosynthesis and respiration.
Student can identify a plant cell.
Student has no understanding of plants.
Standards:
SC.6.L.14.1: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues
to organs to organ systems to organisms.
SC.6.L.15.1: Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the
Linnaean system combined with the concept of Domains.
SC.912.L.18.9: Explain the interrelated nature of photosynthesis and cellular respiration
©2010 Marzano Research Laboratory
Unit 8: Animals
Learning Goal: Students will be able to describe the characteristics and classifications of animals.
Score
4
3
2
1
0
Skill
Student can classify animals based on their characteristics.
Student can describe the characteristics and classifications of animals.
Student can list the levels of classification.
Student can identify an animal cell.
Student has no understanding of animals.
Standards:
SC.6.L.14.1: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues
to organs to organ systems to organisms.
SC.6.L.15.1: Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the
Linnaean system combined with the concept of Domains.
©2010 Marzano Research Laboratory
Unit 9: Human Anatomy
Learning Goal: Students will be able to describe the levels of organization in the body and name each
systems basic function.
Score
4
3
2
1
0
Skill
Student can describe the levels of organization in the body and explain in detail the
different organs and roles of each system.
Student can describe the levels of organization in the body and name each systems
basic function.
Student can name the body systems.
Student can define cell, tissue, organ and organ system.
Student has no understanding of human anatomy.
SC.6.L.14.1: Describe and identify patterns in the hierarchical organization of organisms from atoms to molecules and cells to tissues
to organs to organ systems to organisms.
SC.6.L.14.5: Indentify and investigate the general functions of the major systems of the human body (digestive, respiratory,
circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other
to maintain homeostasis.
©2010 Marzano Research Laboratory
Unit 10: Ecology
Learning Goal: Students will be able to understand relationships between organisms within the biosphere.
Score
4
3
2
1
0
Skill
Student can describe and give examples of relationships between organisms within each
biome, and describe the impact of climate.
Student can describe relationships between organisms within the biosphere.
Student can name the different biomes on earth.
Student can define energy pyramid, food web, producer, consumer and decomposer.
Student has no understanding of ecology.
Standards:
SC.7.L.17.2: Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and
commensalism.
SC.7.E.6.6: Identify the impact that humans have had on earth, such as deforestation, urbanization, desertification, erosion, air and
water quality, changing the flow of water.
SC.7.L.17.1: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers, in the process of
energy transfer in a food web.
©2010 Marzano Research Laboratory