Download IS 7th Grade OverviewA

Overview of IS 7 Hydroponics Unit
Content Focus
Introduction to
Hydroponics
Project
Students will be
presented with RFP
and Project Scoring
Tool.
Duration
2 Days
What is Life?
Students learn about
the characteristics of
living things, the
parts of the cell and
cell division
9 Days
How is Life
Maintained?
Students learn what
materials are
required by living
things, how the
materials are
delivered and
assembled and how
they sustain life.
11 Days
Hydroponics System
Students will
generate ideas, and
develop solutions to
the challenge.
Maintaining a
Hydroponics System
Students will develop
a nutrient solution for
their system and
monitor and maintain
the chemical
composition of the
system.
Evaluation
Students present and
discuss the
effectiveness of their
hydroponics system.
5 Days
5 Days
4 Days
Instructional Outcomes
 Students will learn to specify criteria and constraints for the design.
 Students will learn that technological advances in agriculture directly affect the time and number of
people required to produce food for a large population.
Hydroponics Project Connection:
Students will identify the challenges of designing a hydroponics system within a classroom. They will
learn about various types of hydroponics systems and what is required by plants for growth.
Students will revisit their ideas throughout the unit, construct a hydroponics system and grow basil
plants.
 Defend the proposition that living things are cellular and cells carry out basic life functions.
 Give examples to illustrate that the life functions of multicellular organisms are carried out within
complex systems of different tissues, organs, and cells.
 Explain that the repeated division of cells enables organisms to grow and make repairs.
Hydroponics Project Connection:
In order for students to design a hydroponics system, students must know what it means to be alive.
In addition, they must know that plants are made of cells that cooperate to carry out life functions
such as reproducing, extracting energy from food, and getting rid of wastes.
 Cite evidence to support the fact that all matter is made up of atoms
 Explain that all living and non-living things can be broken down into elements.
 Describe how elements form compounds and molecules.
 Describe what happens to the properties of elements when they react chemically
 Investigate ways in which organs and tissues function to serve the needs of cells for food, air, and
waste removal.
 Describe the processes that enable plants to use the energy from light to make sugars from carbon
dioxide and water.
 Provide evidence to support that the idea of atoms explains conservation of matter.
Hydroponics Project Connection:
Students learn how plants obtain nutrients and water to stay alive. They will identify how plants use
reactants and products to sustain life how this reaction supports conservations of matter. Students
will explore the relationship between their photosynthesizing hydroponic plants and the exchanging
of gases with animals during cellular respiration.
 Students will learn that design is a creative planning process that leads to useful systems and that
design usually requires taking constraints into account.
Hydroponics Project Connection:
Students apply the knowledge they have gained throughout the entire unit sequence to construct their
Hydroponics system in small collaborative groups.
 Describe how the motion of atoms and molecules in solids, liquids, and gases changes as heat
energy is increased or decreased.
 Explain how the components of mixtures can be separated using indicators and the pH scale to
classify materials as acidic, basic, or neutral
Hydroponics Project Connection:
Students will investigate solubility and pH in order to prepare a nutrient broth to add to their
hydroponics set-up. Finally, students will compare the initial mass of the seed and compare it to the
mass of the plant grown hydroponically to discuss how the conservation of matter applies to their
system.
 Students will learn that modeling, testing, evaluating and modifying are used to transform ideas into
practical solutions.
Hydroponics Project Connection:
Students will share data, successes, and suggestions for improvements with the class.
Overview of IS 7 Chemistry of Life Unit
Content Focus
Introduction to
Menu Project
Students will be
presented with RFP
and Project Scoring
Tool.
Elements of Life
Students will learn
that elements
combine to form the
building blocks
necessary for growth
and development.
Duration
3 Days
4 Days
Food Analysis
Students will learn
the food they eat is
broken down into
nutrients that contain
the raw materials and
energy the body
needs.
10 Days
Nutritional
Requirements
Students will relate
structure and
function of body
systems to nutritional
requirements and
disease prevention.
13 Days
Menu Development
Students design a
menu that meets RFP
specifications
4 Days
Evaluation
Students present their
menu. Based on
feedback, the students
reflect and redesign
for improvement.
3 Days
Instructional Outcomes
 Students will learn that requirements for a design are made up of criteria and constraints.
 Students will learn to specify criteria and constraints for the design.
Menu Project Connection:
Students will identify the challenges of designing a menu for either a middle school, a local food
bank, or a developing. Students will discover the amount of nutrients necessary for their diets and
then generate questions about the RFP.
 Cite evidence to support the fact that all matter is made up of atoms, which are far too small to see
directly through a microscope.
 Provide evidence from the periodic table, investigations and research to demonstrate that elements
in the following groups have similar properties.
Menu Project Connection:
Before learning about essential nutrients obtained from food, students will learn about the atoms from which
these nutrients are made. Students will focus on how elements are grouped into families on the Period Table.
 Explain that the transfer and transformation of matter and energy links organisms to one another
and to their physical setting.
 Provide evidence to support the fact that common substances have the ability to change into new
substances.
 Gather and organize data to defend or argue the proposition that all living things are cellular and
that cells carry out the basic life functions.
Menu Project Connection:
Students must have an understanding of the role and sources of all the essential nutrients found in
the food we eat in order to design a healthy menu. Students will make the connection that our food
was once alive by investigating which types of substances contain organic molecules.
 Based on data from readings and designed investigations, cite evidence to illustrate that the life
functions of multicellular organisms are carried out within complex systems of different tissues,
organs, and cells.
 Recognize and provide examples that human beings, like other organisms have complex body
systems of cells, tissues and organs that interact to support an organism’s growth and survival.
Menu Project Connection:
Human body systems will be explored in terms of how they help in obtaining food, extracting
nutrients and removing wastes. The structure and function of the skeletal, muscular and nervous
systems will be related to how humans obtain food. Meanwhile the structure and function of the
digestive, respiratory, circulatory, endocrine, excretory/urinary systems will be related to nutrient
extraction and waste removal.
 Students will learn to make a product or system and document the solution.
 Students will learn to apply a design process to solve problems in and beyond the laboratoryclassroom.
Menu Project Connection:
Students apply the knowledge they have gained throughout the entire unit sequence to research and
design their menus in small collaborative groups.
 Describe the reasoning that led to the interpretation of data and conclusions drawn.
Menu Project Connection:
Students will present their menus to the class. The audience will playing the role of the Committee of
Nutritional Innovation and will be asking questions that will force the presenting group to support
their position.
Overview of IS 7 Unit 3 Genetics
Content Focus
Introduction to
Genetics Project
Duration
3 Days
Students will be
presented with
RFP and Project
Scoring Tool.
Cell Division and
Heredity
Genetic
information is
passed from
parents to
offspring
16 Days
Diseases
Genetic Diseases
are used to
illustrate how
genetic disorders
can be passed on
from one
generation to the
next.
5 Days
Instructional Outcomes
 Students will learn to specify criteria and constraints for the design
 Give examples of when further studies of the question being investigated may be necessary.
Genetics Project Connection:
Students assume a fictional profile containing genotypes for blood type, widow’s peak and a
genetic disorder during the unit. Students will learn about cell division and heredity, and then
research the genetic disorders. Students role play as both couples and genetic counselors. The unit
summative assessment is to create a Genetic Counselor’s report.
Students will:
 Explain that the repeated division of cells enables organisms to grow and make repairs.
 Explain that in some kinds of organisms, all the genes come from a single parent, whereas in
organisms that have sexes, typically half of the genes come from each parent.
 Explain that in sexual reproduction, a single specialized cell from a female (egg) merges with a
specialized cell from a male (sperm) and the fertilized egg now has genetic information from
each parent.
Genetics Project Connection:
Students will compare sexual and asexual reproduction. The location of genes is discussed and a DNA
extraction is performed. Mendalian genetics instruction and use and analysis of Punnett Squares follow.
Students interpret and create pedigrees. Finally, students will research and debate on modern
genetics topics such as genetic engineering. This information is vital to creating a Genetic
Counselor’s report.
 Students will select several body systems and explain the role of cells, tissues and organs that
effectively carry out a vital function for the organism.
Genetics Project Connection:
Each student profile contains the genotype of one of the following disorders: Huntington’s disease, sickle cell
disease, cystic fibrosis or achondroplasia (dwarfism). Students will research each of these disorders to learn the
cause, symptoms, treatment and body systems affected in each. Finally, students will learn the difference
between communicable and genetic disease.

Counselors
Report
Genetic
probability is
applied to an
authentic problem.
4 Days
Creating and
Analyzing
Offspring
Microarrays are
used to confirm
the prediction of
genetic variations.
2 Days
Explain how genes are distributed to offspring from parents. A discussion on meiosis should be
included.
 Explain how genetic disorders are passed down through families compared to communicable
disease.
 Provide evidence in the form of Punnett squares and pedigrees to show the variation possible in
offspring production.
 Give a description of the genetic disorder, the causes, symptoms, treatment options, and
how/which systems are affected by the disease.
Genetics Project Connection:
Students apply the knowledge they have gained throughout the unit sequence to role play as genetic
counselors for another student couple.
 Review data from an experiment, summarize the data, and describe the reasoning that lead to the
interpretation of data and conclusions drawn.
Genetics Project Connection:
Students will create offspring by combining chromosome strips to determine blood type and widow
peak traits. Then a microarray technique is used to determine the genotype for the genetic disorder
of their offspring.
Overview of IS 7 Unit 4 Forensics
Content Focus
Introduction to
Forensics Project
Students will be
presented with RFP and
Project Scoring Tool.
Diagnosing Illness
Analysis of illness on
body systems illustrates
effect of contagion.
Duration
3 Days
Separation of
Mixtures
Chromatography is
applied to an authentic
problem.
4 Days
Gene Expression
Microarray technology
is used to confirm the
source of the contagion.
3 Days
DNA Profiling
Gel electrophoresis is
used to rule out
suspected supplier of
contagion.
5 Days
Origin of Bacteria
Biotechnology
processes are used to
confirm the primary
source of the contagion.
3 Days
3 Days


3 Days
Solution to Problem
Data from
investigations is used to
solve the case.
Creating PSA


9 Days
Instructional Outcomes
Students will learn to specify criteria and constraints for the RFP
Give examples of when further studies of the question being investigated may be necessary.
Forensics Project Connection:
Students will be investigating the cause for a recent food poisoning outbreak. . They will be
introduced to forensics, food poisoning, and the RFP.
Design, analyze, or carry out simple investigations and formulate appropriate conclusions
based on data obtained or provided.
Describe the reasoning that leads to the interpretation of data and conclusions drawn.
Forensics Project Connection:
Students will analyze a case study and describe how the food poisoning impacts the body.
Students will also be able to describe the contagion and the general mechanism of transmission
and narrow down the type of bacteria that has caused the outbreak.
 Cite evidence to support the fact that some substances can be separated into the original
substances from which they were made.
Forensics Project Connection:
Salmonella is determined to originate in a bagged salad mix. Analysis of ink by both paper
chromatography and gel electrophoresis ink chromatography will allow students to identify which
processing plant produced the contaminated salad.
 Review data from a simple experiment, summarize the data, and construct a logical argument
about the cause-and-effect relationships in the experiment.
Forensics Project Connection:
Salad ingredients will be tested for the presence of Salmonella using microarray technology.
Students will pinpoint lettuce as the tainted salad green.
 Review data from a simple experiment, summarize the data, and construct a logical argument
about the cause-and-effect relationships in the experiment.
Forensics Project Connection:
Three lettuce farms supply lettuce to the salad processing plant. Students will create DNA
fingerprints to determine which of three farms is responsible for providing contaminated the
lettuce to the salad processing factory.
 Design, analyze, or carry out simple investigations and formulate appropriate conclusions
based on data obtained or provided.
 Describe the reasoning that leads to the interpretation of data and conclusions drawn.
Forensics Project Connection:
Water used to irrigate the lettuce farm comes from a pond that is fed by water run-off from three
animal farms. Students will perform a biotechnological process to determine which source is
responsible for the animal waste running off into the pond.
o Develop explanations that explicitly link data from investigations conducted, and selected
readings
Forensics Project Connection:
Students will create a written report of their forensics studies detailing the cause of the food
borne illness. Students must research ways to prevent future agricultural contamination and food
contamination in general.
 Students will learn that biotechnology applies the principles of biology to create commercial
products or processes.
Forensics Project Connection:
Students will create and share a public service announcement that will be used educate about the many
uses of biotechnology and its use in forensics.