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Life Science Progressions: Rockaway Township Public Schools Science Unit Guide Life Science – Grade 6 Matter and Energy in Organisms and Ecosystems Key Concepts: From: Appendix E: Progressions within the Next Generation Science Standard The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. Food webs model how matter and energy are transferred among producers, consumers, and decomposers as the three groups interact within an ecosystem. Including: From Molecules to Organisms: Structures and Processes (Structure & Function; Growth & Development of Organisms; Organization for Matter & Energy Flow in Organisms; and Information Processing) Photosynthesis (cycling of matter & flow of energy in organisms) Release of energy in the chemical process of food Topic Standard(s) MS-LS1-6 MS-LS1-7 MS-LS2-1 MS-LS2-3 MS-LS2-4 Next Generation Science Standard Storyline The performance expectations in LS1: From Molecules to Organisms: Structures and Processes help students formulate an answer to the question, “How can one explain the ways cells contribute to the function of living organisms.” The LS1 Disciplinary Core Idea includes Organization for Matter and Energy Flow in Organisms. Students can gather information and use this information to: support explanations of the structure and function relationship of cells communicate their understanding of cell theory understand the basic role of cells in body systems and how those systems work to support the life functions of the organism further understanding how cells provide a context for the plant process of photosynthesis and the movement of matter and energy needed for the cell construct an explanation for how environmental and genetic factors affect growth of organisms. They can connect this to the role of animal behaviors in reproduction of animals as well as the dependence of some plants on animal behaviors for their reproduction. Crosscutting concepts of cause and effect, structure and function, and matter and energy are called out as organizing concepts for the core ideas about processes of living organisms. Rockaway Township Public Schools Science Unit Guide Life Science – Grade 6 Matter and Energy in Organisms and Ecosystems Disciplinary Core Ideas(DCI): LS1.A: Structure and Function Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. PS3.D: Energy in Chemical Processes and Everyday Life The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. (secondary to MS-LS1-6) LS1.C: Organization for Matter and Energy Flow in Organisms Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. (MS-LS1-6) PS3.D: Energy in Chemical Processes and Everyday Life Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. (secondary to MS-LS1-7) LS1.C: Organization for Matter and Energy Flow in Organisms Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. (MS-LS1-7) Rockaway Township Public Schools Science Unit Guide Life Science – Grade 6 Matter and Energy in Organisms and Ecosystems Performance Expectations (PE) / Clarification Statement and Assessment Boundary: Students who demonstrate understanding can: 1. MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into 2. and out of organisms. 3. 4. 5. Clarification Statement: Emphasis is on tracing movement of matter and flow of energy. Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis. 1. MS-LS1-7 Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth 2. and/or release energy as this matter moves through an organism. 3. 4. 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. 5. 6. 1. MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms 2. in an ecosystem. 3. 4. 5. 6. Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources. Assessment Boundary: none 1. MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. 2. 3. 4. 5. Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system. Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes. 1. MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem 2. affect populations. 3. 4. 5. Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems. Assessment Boundary: none Essential Question: Rockaway Township Public Schools Science Unit Guide Life Science – Grade 6 Matter and Energy in Organisms and Ecosystems Enduring Understanding: How can one explain the ways cells contribute to the function of living organisms? Sustaining life requires substantial energy and matter inputs and the structure and functions of organisms contribute to the capture, transformation, transport, release, and elimination of matter and energy. Organisms and populations of organisms are dependent on their environmental interactions both with other organisms and with nonliving factors. The limits of resources influence the growth of organisms and populations, which may result in competition for those limited resources. Rockaway Township Goals: Show and explain the flow of energy through an ecosystem Explain how the sun’s energy is used in photosynthesis Understand the Law of Conservation of Energy Describe an ecosystem, including all of the plant and animal populations and nonliving resources in a given area. Describe and explain how organisms interact with each other and with other components of an ecosystem Give examples of how personal activities impact the local and global environment. Unit Learning Targets: The student will be able to…. Rockaway Township Public Schools Science Unit Guide Life Science – Grade 6 Matter and Energy in Organisms and Ecosystems Suggested Activities: Including Differentiated Strategies (DI) Recognize that plants are producers: They use the energy from light to make food (sugar) from carbon dioxide and water. Explain how plants are used as a source of food (energy) for other organisms. Understand that all animals, including humans, are consumers that meet their energy needs by eating other organisms or their products. Understand that all animals, including humans, are consumers that meet their energy needs by eating other organisms or their products. Various human activities have changed the capacity of the environment to support some life forms. The number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition. All organisms cause changes in the ecosystem in which they live. If this change reduces another organism’s access to resources, that organism may move to another location or die. This curriculum has been revised and updated for September, 2016, using the NGSS. Target activities may be modified, revised, or added by the sixth grade middle school teachers to maintain relevancy to the ever-changing scientific world. Changes to target activities will reflect 100% agreement with the science certified teachers at the sixth grade level. Any changes to target activities will be shared with grades 6-8 to provide consistency with all middle school grade levels. Target Activities: Owl Pellet Dissection Lab Construct 3D Energy Pyramid Illustrate 10% Rule for energy transfer Construct a digital simulation to explain how energy entering the ecosystem as sunlight is transferred by producers into chemical energy through photosynthesis. Create a digital interactive food web that traces energy from light through an ecosystem. Highlight each transfer of energy between organisms, and discuss how the pathway may vary within one ecosystem and between ecosystems. Vocabulary: producer carnivore consumer energy pyramid food chain food web herbivore omnivore predator prey producer Resource Materials: Rockaway Township Public Schools Science Unit Guide Life Science – Grade 6 Matter and Energy in Organisms and Ecosystems Assessments: Assessments: Harvard-Smithsonian Center for Astrophysics’ Digital Video Library provides short video clips of teachers describing experiments associated with this CPI. http://www.hsdvl.org/video.php?record_serial=231 Harvard-Smithsonian Center for Astrophysics’ Digital Video Library provides short video clips of classroom experiences and interviews with students and scientists regarding the content aligned with this CPI. http://www.hsdvl.org/video.php?record_serial=110 Harvard-Smithsonian Center for Astrophysics’ Digital Video Library provides short video clips of an interview with a science education expert regarding content associated with this CPI. http://www.hsdvl.org/video.php?record_serial=1005 Harvard-Smithsonian Center for Astrophysics’ Digital Video Library provides short video clips of an interview with a science education expert regarding student misconceptions associated with this CPI. http://www.hsdvl.org/video.php?record_serial=43 Teachers’ Domain provides lesson plans and other multimedia resources (video clips and simulations) that support this CPI. http://www.teachersdomain.org/resource/tdc02.sci.life.oate.decompose/ http://www.mce.k12tn.net/science/life_science/diversity/diversity.htm Organized Science Notebooks/ Science Journals Daily and Graded Homework Assignments Lab Investigations (controlled variables) Teacher observation, checklists, rubrics Student assessment rubrics (self checking / student created / teacher created) Lab group assessments (student created / teacher created, student peer-to-peer feedback) Projects / STEM Activity as determined by grade level Project – Straw Skyscraper Structure – tested on Earthquake Shake table (located in room 216) in conjunction with Force Unit Exit Tickets Quizzes Tests Benchmark Assessment ( for SGO, as determined by grade level) Rockaway Township Public Schools Science Unit Guide Life Science – Grade 6 Matter and Energy in Organisms and Ecosystems Science and Engineering Practices : Constructing Explanations and Designing Solutions Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena. (MS-LS2-2) 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. Engaging in Argument from Evidence Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (MS-LS2-5) Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s). Cross Cutting: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-LS2-1) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-LS1-7) Within a natural system, the transfer of energy drives the motion and/or cycling of matter. (MS-LS1-6) The transfer of energy can be tracked as energy flows through a natural system. (MS-LS2-3) Stability and Change Small changes in one part of a system might cause large changes in another part. (MS-LS2-4) Rockaway Township Public Schools Science Unit Guide Life Science – Grade 6 Matter and Energy in Organisms and Ecosystems Common Core State Standard Connections: Common Core State Standard Connections: ELA/Literacy Mathematics RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. , (MS-LS1-6),(MS-LS2-1),(MS-LS2-4) RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (MS-LS1-6) RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS2-1) RI.8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (MS-LS2-4) WHST.68.1 Write arguments focused on discipline content. (MS-LS2-4) WHST.68.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS1-6) WHST.68.9 Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS1-6) SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS1-7),(MS-LS2-3) 6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. (MS-LS1-6),(MS-LS2-3)