Download Sparta Middle School 7th Grade Life Science

Sparta Middle School 7th Grade Life Science
Unit: Darwinian Ecology
Crosscutting Idea: Interdependence
Established Goals:
Science Standards Learning Progressions (2009)
5.1.8.B.2: Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies. (Content: Mathematics and technology are used to gather, analyze, and communicate results.)
5.3 Life Science All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in
natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
Strand E. Evolution and Diversity: Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments. These selective differences may
lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.
5.3.8.B.2: Analyze the components of a consumer’s diet and trace them back to plants and plant products. (Content: All animals, including humans, are consumers that meet their energy needs by eating other
organisms or their products.)
5.3.8.C.1: Model the effect of positive and negative changes in population size on a symbiotic pairing.( Content: Symbiotic interactions among organisms of different species can be classified as:
Producer/consumer; Predator/prey; Parasite/host; Scavenger/prey; Decomposer/prey)
5.4.8.G.2: Investigate a local or global environmental issue by defining the problem, researching possible causative factors, understanding the underlying science, and evaluating the benefits and risks of
alternative solutions.( Content: Investigations of environmental issues address underlying scientific causes and may inform possible solutions.)
Students will understand that
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Living things (including human beings) are connected to each other and their
environment.
Human beings can have enormous impacts (both positive and negative) on
ecological systems.
All living things require nutrients and energy to survive.
All organisms have four basic needs within their habitat; air, water, food, and
shelter.
The environment is made up of abiotic and biotic factors, both of which are
important for life to exist.
Essential Questions:
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Are we out of balance in nature because of human activity? If so, what can
we do about this?
What types of relationships exist between organisms?
In the absence of disruption, why do populations and ecosystems remain
relatively stable?
How do I know what is really true?
Adaptation is a product of selection and is not random or by choice.
Students will know:
Concepts:
 Natural Selection
 Niche
 10% rule
 Bioaccumulation
 Biomagnification
 Range of Tolerance
Content:
 Predator/Prey relationships
 Environmental vocabulary
 Symbiotic relationships (Parasitism,
mutualism, commensalism)
 Organizational hierarchy (organism,
population, community, ecosystem,
biosphere)
 Trophic levels
 Energy pyramid
 Energy transfer
 Carrying capacity
 limiting factors
 Scavengers vs. decomposers
 Invasive species
 Island Biodiversity (Galapagos)
Students will be able to:
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Create Food Web showing energy and nutrient transfer
Graph predator/prey cycles
Predict outcomes of disruption of food web
Identify specific symbiotic relationships based on evidence
Use correct terminology
Apply concept of natural selection to a novel scenario
Benchmark Assessments:
Other Evidence:
Formal:
 Teacher made Quizzes and Tests
 Laboratory Reports
 Argumentation Papers: Use of scientific data and
concepts to support claims
 Student presentations
Informal
 Class discussion
 Journaling
 Application of scientific concepts in class
conversations, debates and discussions.
 Ability to play “devil’s advocate”
 Application of scientific vocabulary
 Meaningful homework
 Any formal assessment in this category should
be specified as they are created
Learning Activities
Reference Material
Lesson of the Kaibab Deer http://www.biologycorner.com/worksheets/kaibab.html
“Oh Deer” game
Invasive Species Project
Food Web activity
Mark and Recapture activity
http://illuminations.nctm.org/LessonDetail.aspx?id=L721
Food Web and Bioaccumulation game
https://sites.google.com/site/mercuryourwatershedfriends/watershed- experiences/unit-2-1/the-foodchain-game
Project Wild; “Deadly Links” (pg. 270, copyright 1992) DDT and pesticides in food chain
Songbird sightings graphing/question activity
3-D Pyramid Activity
Access Excellence http://accessexcellence.org
http://www.pac.dfo-mpo.gc.ca/education/lessonplans-lecons/whale-epaulard-eng.htm
Sparta Middle School 7th Grade Life Science
Unit: Evolution
Crosscutting Idea: Random vs. Non-Random
Established Goals:
5.3 Life Science All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and
interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be
modeled and predicted through the use of mathematics.
Strand E. Evolution and Diversity: Sometimes, differences between organisms of the same kind provide advantages for surviving and reproducing in different environments.
These selective differences may lead to dramatic changes in characteristics of organisms in a population over extremely long periods of time.
5.3.6.E.1 Describe the impact on the survival of species during specific times in geologic history when environmental conditions changed.
5.3.8.E.1 Organize and present evidence to show how the extinction of a species is related to an inability to adapt to changing environmental conditions using quantitative and
qualitative data.
5.3.8.E.2 Compare the anatomical structures of a living species with fossil records to derive a line of descent.
Students will understand that
Essential Questions:
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Adaptations are not voluntary occurrences.
Natural selection is based on which organisms are able to survive better in
their environment.
Species change in relationship to their environment and their needs.
Scientific evidence exists that supports the theory of evolution.
Selective breeding can alter the course of evolution.
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How does sexual reproduction differ from asexual reproduction? What effect does
each have on evolution?
In what ways are organisms of the same kind different from each other?
How do variations help organisms to survive?
What role does mutation play in evolution?
What evidence supports the theory of evolution?
How do I know what is really true?
Students will know:
Students will be able to:
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Theory of Natural Selection
Adaptation is a product of selection and is not random or by choice.
Asexual vs. sexual reproduction
Evidence of evolution (fossils, vestigial organs, DNA, similar structures,
embryonic structures)
Darwin’s journey to the Galapagos
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Define species and population
Compare LaMarck and Darwin’s theories
Describe Darwin’s observations
List several survival strategies that exist in the natural world
List four steps of Natural Selection (Overproduction, Genetic Variation, Struggle to
Survive, Successful Reproduction)
List three steps in speciation (Separation, Adaptation, Division)
List at least three evidences of evolution
Benchmark Assessments:
Other Evidence:
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Learning Activities
The Great Fossil Find activity
http://sciencenetlinks.com/lessons/dinosaur-eggs-discovered-unscrambling-the-clues/
http://www.indiana.edu/~ensiweb/lessons/gff.nar.pdf
Materials for The Great Fossil Find activity
http://www.indiana.edu/~ensiweb/lessons/gff.fos.pdf
Darwin Webquest
Reference Material
Graphs
Class discussion
Informal journal writing
Point/Counterpoint Debates
Use of scientific data to support claims
Quizzes
Ability to apply scientific concepts in class
conversations, debates and discussions.
Ability to play “devil’s advocate”
Use of appropriate vocabulary
Fast Five questions
Biweekly multiple choice 20 questions in 24
minutes (clickers or scantron quiz forms)
Sparta Middle School 7th Grade Life Science
Unit: Cells
Crosscutting Idea: Organization
Established Goals:
5.3.8.A.1: Compare the benefits and limitations of existing as a single or multicellular organism. (Content: All organisms are
composed of cell(s). In multicellular organisms, specialized cells perform specialized functions. Tissues, organs, and organ
systems are composed of cells and function to serve the needs of cells for food, air, and waste removal.)
5.3.8.A.2: Relate the structures of cells, tissues, organs, and systems to their functions in supporting life. (Content: During the early development of an
organism, cells differentiate and multiply to form the many specialized cells, tissues, and organs that compose the final organism. Tissues grow through cell
division.)
Students will understand that
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Essential Questions:
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Science is about getting our understanding of the natural world less wrong
over time.
Our “aliveness” is due to the things our cells do for us.
We need to know the differences between living and non-living things.
Unicellular/simple organisms meet the demands of life differently than
multicellular organisms.
Complex organisms have distinct levels of organization from the cell to the
organism level.
Students will know:
What does it mean to be alive?
Why do we need to know about cells, bacteria, and other simple life forms?
What are the differences between simple life forms and complex life forms?
How do I know what is really true?
How is the process of science similar to how people grow and mature?
Students will be able to:
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 The characteristics of life
 The Cell Theory
 Cellular functions are included in the features that can be used to compare organisms.
 Multicellular organisms are more complex due to cell/tissue specialization.
 That non-living molecules form living cells
 The relative sizes of smaller molecules (e.g., water, oxygen), larger molecules (e.g.,
proteins), viruses, prokaryotic cells, and eukaryotic cells
 The names and functions of cell organelles
 The benefits of being multicellular
 The differences between prokaryotic and eukaryotic cells
 The differences between asexual and sexual reproduction
 Bacteria and protists have various influences and impacts on humans and ecosystems
 How we classify protists into groups, the major characteristics of each group, and
representative species from each group
 The purpose of mitosis and an understanding of the steps involved as a process of
chromosome separation
 That cancer is uncontrolled cell division
 Cancer preventative drugs could block a stage/stages of mitosis
 All related vocabulary.
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Identify and compare unicellular and multicellular organisms
Identify and compare plant and animal cells
Correctly use a compound light microscope using prepared slides.
Create and use temporary wet mount microscope slides
Utilize sterile sampling techniques to culture bacteria
Benchmark Assessments:
Other Evidence:
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Learning Activities
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Study Guides
United Streaming video clips
Cells DVD
Interactive Velcro cell model activity
Class chart on comparison of cell to school or factory
Optional cell drawings or models
Cell parts worksheet
Text message to slime mold persuading it to be multicellular
Introductory microscope lab
Protozoa lab
Mutlicellular Cells Lab
Use of Vertebrate Histology Slide Set/DVD
Wise4 Mitosis Project
Bacteria Agar Plate Lab
Graphs
Class discussion
Informal journal writing
Point/Counterpoint Debates
Use of scientific data to support claims
Quizzes
Ability to apply scientific concepts in class
conversations, debates and discussions.
Ability to play “devil’s advocate”
Use of appropriate vocabulary
Fast Five questions
Biweekly multiple choice 20 questions in 24
minutes (clickers or scantron quiz forms)
Reference Material
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Holt Life Science Text
United Streaming.com
Wise4.berkeley.edu Mitosis Project
Cell models, posters
Cells websites:
http://library.thinkquest.org/trio/TR0110561/
cellsalive.com
http://camillasenior1.homestead.com/cells.html
http://www.edtechpolicy.org/CourseInfo/educ476/CellUnit.pdf
http://micro.magnet.fsu.edu/optics/activities/students/perspectives.html
http://micro.magnet.fsu.edu/cells/index.html
http://www.cherokee.k12.ga.us/ps/Standards/ninth/S9IVA.pdf
http://www.glencoe.com/sec/science/webquest/content/newresearch.shtml
http://mrrottbiology.weebly.com/cells-photosynthesis--respiration.html
http://www.visionlearning.com/library/module_viewer.php?mid=64
http://www.nclark.net/Cells
 Unicellular vs. multicellular websites:
 http://www.ncbi.nlm.nih.gov/books/NBK28332/
 http://universe-review.ca/F10-multicell.htm#evolution
 http://garyjmorecraft.wordpress.com/category/grade-five-science
Unit: Heredity
Crosscutting Idea: Unity and Diversity
Sparta Middle School 7th Grade Life Science
Established Goals:
5.3.8.D.1: Defend the concept that through reproduction, genetic traits are passed from one generation to the next using evidence collected from observations of inherited traits.
(Content: Some organisms reproduce asexually. In these organisms, all genetic information comes from a single parent. Some organisms reproduce sexually through which half
of the genetic information comes from each parent.)
5.3.8.D.2: Explain the source of variation among siblings. (Content: The unique combination of genetic material from each parent in sexually reproducing organisms results in the
potential for variation.)
5.3.8.D.3: Describe the environmental conditions or factors that may lead to a change in a cell’s genetic information or to an organism’s development and how these changes are
passed on. (Content: Characteristics of organisms are influenced by heredity and/or their environment.)
Students will understand that
Essential Questions:
 Heredity follows some basic rules
 There are exceptions to the basic rules
 Within the cell, DNA acts as the heredity material
 Sexual reproduction results in increased variation in offspring
 Organisms are influenced by heredity and/or their environment
 Certain conditions/disorders are hereditary
 Genetic engineering is an advanced field that involves contentious ethical issues
 How do I know what is really true?
 Why do we resemble our relatives?
 How different am I from my parents?
 How similar to me will my children be?
Students will know:
Students will be able to:
 How Mendel conducted/interpreted his crosses
 Related vocabulary: dominant, recessive, homozygous, heterozygous, genotype,
phenotype, allele, gene, true-breeding, self-pollinating, cross-pollination, probability,
meiosis
 The rules of basic Mendelian genetics
 That for advanced organisms, parents are equally likely to donate either of their two
genes for a trait to their offspring
 Exceptions to basic Mendelian genetics
 How genetic engineering is used in the medical field and in agriculture/food
production
 How genetic engineering can be used to create “designer babies” and related ethical
issues
 The basic structure and shape of the DNA molecule
 How DNA holds a lot of info. but can copy quickly
 How mutations occur (randomly or due to mutagens) and examples of mutagens
 That mutations can be positive, negative, or have no effect on the organism
 How 3 copied DNA bases code for amino acids to form proteins and thus all
organism traits
 How meiosis creates sex cells with the haploid number of chromosomes and why this
is necessary for sexual reproduction
 How males determine the gender of human babies
 Reproduce and interpret Mendel’s crosses using manipulatives
 Create and interpret Punnett squares to predict results of genetic crosses
 Interpret a genetic pedigree chart trace traits through generations, and to predict
future occurrence of traits
 Form and defend a position on the use of genetic engineering in the following arenas:
food production, medical reasons, aesthetic/improvement reasons, and ensuring
membership in a subgroup such as deaf people or dwarves.
Benchmark Assessments:
Other Evidence:
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Learning Activities
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Intro. Activity simulating Mendel’s crosses with manipulatives (flowers) and
data sheet
Common traits visuals (from www.uni.edu/walsh/genetics.html)
Directed reading sheets from text on Mendel’s crosses
Dimples worksheet
Discussion of traits in families
Beads lab
Spongebob sheets
Discussion/questions/guided notes on Inherited vs. acquired characteristics
Learning Packet
Packet on genetic pedigrees
Directed reading sheets from text on meiosis
Video clips on Designer Baby issue
Video clips on genetics from United Streaming
About.com genetics page with quizzes/tutorials
Graphs
Class discussion
Informal journal writing
Point/Counterpoint Debates
Use of scientific data to support claims
Quizzes
Ability to apply scientific concepts in class
conversations, debates and discussions.
Ability to play “devil’s advocate”
Use of appropriate vocabulary
Fast Five questions
Biweekly multiple choice 20 questions in 24
minutes (clickers or scantron quiz forms)
Reference Material
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Holt Life Science Text
Video clips on Designer Baby issue
Video clips on genetics from United Streaming
About.com genetics page with quizzes/tutorials
www.uni.edu/walsh/genetics.html
Packet with info. on exceptions to Mendel’s rules