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Unit 1: Being an Environmental Scientist
7th Grade Science
Unit Overview
The purpose of this introductory unit is to establish appropriate classroom procedures for Science instruction through grade appropriate content.
Instruction during this unit will provide a foundation for the procedures, policies, and practices necessary to be a scientist in 7th grade.
Additionally, students will study the levels of organization and symbiotic relationships within an ecosystem.
In 6th grade students learned about the structures, processes, behaviors, and adaptations of living organisms. Additionally, 6 th grade science
included instruction on the forms and conservation of energy. This 7 th grade introductory unit serves to establish relevance for students by making
connections between 6th grade science content and what they will learn in 7th grade, while establishing appropriate rituals and routines.
Effective science instruction involves students actively engaged in asking questions, conducting research, collaborating with peers, planning and
conducting scientific tests, constructing evidence based explanations and arguments, and communicating findings. It is essential that students
experience opportunities to “practice” these procedures in a grade appropriate and structured manner. This unit requires teachers to explicitly
plan and implement instruction that will foster students’ ability to independently use the Science and Engineering Practices (SEP) set forth in the SC
Performance Standards and Indicators for Science.
The content focus of this unit is the organization and interdependence of organisms in ecosystems. The targeted indicators included in this unit
specify end of the year learning outcomes for 7th grade students. This is an introductory unit, and it is not essential that students demonstrate
mastery of all aspects of these learning outcomes at this point in the school year. Indicators included in this unit will be revisited during unit 7,
when more in-depth instruction on all factors of ecosystems will occur. The instructional sequence of indicators within this unit is left to the
teacher’s discretion based on student needs. It is essential for instruction to provide a foundational understanding of each indicator. However,
teachers have flexibility as to what aspects of the indicators are emphasized. When planning this unit teachers must be mindful of ensuring that
students gain mastery of all indicators by the end of unit 7, and that instruction now should provide a foundation on which the teacher and
students can build upon later in the school year. Some teachers may choose to concentrate on students gaining conceptual understanding of all
indicators in relation to one specific type of ecosystem. While other teachers may choose to focus on student mastery of limited forms of
symbiosis or one type of energy diagram (i.e., food web), with the intent of emphasizing other aspects during unit 7.
Each targeted indicator for this unit requires students to develop and use models. Mental and conceptual models are a fundamental component
of science. Conceptual models allow scientists and engineers to visually represent ideas and phenomenon. These models could be in the form of
simple diagrams, 3-D constructs, computer generated animations/simulations, linguistic analogies and pneumonic devices, mathematical
representations, or dramatizations. It will be necessary for students to conduct research through informational text, scientific investigation, and
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
data charts in constructing their models. Instruction in this unit could include students developing three separate models (minimal rigor), one for
each indicator, or developing models that demonstrate a combination of the understanding required by the indicators (high rigor). Having
students create a model as an engagement at the beginning of instruction on this unit, and allowing them to modify these models to demonstrate
new learning as the unit progresses will provide valuable formative assessment data for teachers.
Indicator 7.EC.5A.1 requires students be actively engaged in creating original structural models that demonstrate the levels of organization from a
species to a biome. Acceptable structural models depict the physical arrangement of the levels and the key characteristics of each level. By the
end of this unit students should be able to use their models to describe the hierarchy and characteristics of the levels of organization (species,
populations, communities, ecosystems, and biomes).
Indicator 7.EC.5B.1 requires students to develop original behavioral models that explain the interrelationships of organisms within an ecosystem.
Acceptable behavioral models should demonstrate the symbiotic relationship (competitive or mutually beneficial) of the different organisms within
an ecosystem. By the end of this unit students should be able to use their models to explain the cause and effect relationship between organisms
as they interact within an ecosystem (competition, mutualism, commensalism, parasitism, and predator-prey relationships).
Indicator 7.EC.5B.2 requires students to develop models that demonstrate both the behavioral and structural flow of energy within an ecosystem.
Acceptable models will show how energy is transferred from one organism or group of organisms to another and the role (producer, consumer,
predator, prey, or decomposer) of each organism in a food web and energy pyramid. By the end of this unit students should be able to use their
models to exemplify how energy is conserved within an ecosystem through the transfer of energy from one organism to another.
While the specific SEP associated with each of these indicators is to develop and use models, instruction should also include opportunities for
students to actively engage in the other SEPS. Instruction should allow students to conduct research through informational texts that can be used
in the development of their models. Providing data that students must analyze and interpret will offer students practice with making inferences
and predictions and drawing conclusions. This could include, but is not limited to giving students data on all of the organisms in an ecosystem, and
having students arrange the organisms based on the levels of organization within an ecosystem. Requiring students to evaluate the effective
attributes of models, either their own or those created by someone else, will increase their conceptual understanding of the science content while
developing their skills for critiquing. Furthermore, this type of activity presents chances for students to construct explanations and engage in
scientific argument from evidence. 7th grade students should independently plan and conduct scientific investigations. The timing of this
introductory unit may involve teacher guided (with students input) planning and implementation of scientific investigations as a means of
establishing proper classroom and safety procedures. This should include, but is not limited to, students generating their own questions about
ecosystems as their learning progresses in this unit, and guiding students in planning ways of testing those questions.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
2014 SC Academic Standards
7. EC.5: The student will demonstrate an understanding of how organisms interact with and respond to the biotic and abiotic components of their
environments.
Targeted Learning Indicators
7. EC.5A.1: Develop and use models to describe the characteristics of the levels of organization within ecosystems (including species, populations,
communities, ecosystems, and biomes).
7. EC.5B.1: Develop and use models to explain how organisms interact in a competitive or mutually beneficial relationship for food, shelter, or
space (including competition, mutualism, commensalism, parasitism, and predator-prey relationships).
7. EC.5B.2: Develop and use models (food webs and energy pyramids) to exemplify how the transfer of energy in an ecosystem supports the
concept that energy is conserved.
What students must know, understand, and do
Know
Understand
Do
Know:
Understand:
Do:
Create original models that
 The organization in the natural
 Each level of an ecosystem is defined by the type and number of
demonstrate the levels of
environment from most simple to
biotic (organisms) and/or the abiotic (non-living) factors present
organization and interrelationships
most complex includes the
as described below:
within an ecosystem from research
species (individual organisms),
Species
 Structural
populations, communities,
o The individual living organism
ecosystems, and biomes.
o Organisms of the same species can reproduce to make more of
 Behavioral
Interrelationships:
that species
Conduct research to develop models
o Example – white tail deer
 Symbiosis is the interaction
 Informational text
Populations
between different organisms in
 Scientific investigations
o All of the individuals of a given species in a specific area or region
an environment that results in a
 Data
at a certain time
greater number of species having
Construct explanations of the levels
o Members of a population compete for food, water, space, and
access to resources.
of organization and
mates
 Symbiotic relationships include
interrelationships within an
o
Example
–
all
of
the
white
tail
deer
in
South
Carolina
parasitism, mutualism, and
ecosystem
Communities
commensalism.
 Describe
o All the different populations in a specific area or region at a
 An ecological niche refers to the
 Exemplify
certain
time
role of an organism in its
 Compare
o Communities involve many types of interactions among the
environment including the type of
 Cause-effect relations
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0






food it eats, how it obtains its
food and how it interacts with
other organisms.
Two species with identical
ecological niches cannot coexist
in the same habitat.
Competition usually results in a
decrease in the population of a
species less adapted to compete
for a particular resource.
The parasite-host populations
that have survived have been
those where neither has a
devastating effect on the other.
Parasitism that results in the
rapid death of the host is
devastating to both the parasite
and the host populations.
It is important that the host
survive and thrive long enough
for the parasite to reproduce and
spread.
Examples of commensalisms
include: barnacles that attach to
whales are dispersed to different
environments where they can
obtain food and reproduce;
burdock seeds that attach to
organisms and are carried to
locations where they can
germinate.
populations.
o Some of these interactions involve the obtaining and use of food,
space, or other 61 environmental resources
o Example – all of the living organisms (biotic factors) in the
environment with the white tail deer, including pine trees, grass,
squirrels, moss, mushrooms, and Carolina wrens
Ecosystems
o One or more communities in an area and the abiotic factors,
including water, sunlight, oxygen, temperature, and soil is an
ecosystem
o Example – all of the living organisms (biotic factors) in the
environment with the white tail deer, including pine trees, grass,
squirrels, moss, mushrooms, and Carolina wrens as well as all of
the abiotic (non-living) factors such as rivers, soil, air, and rocks
Biomes
o Individual ecosystems grouped together according to the
climate, the predominant vegetation, and characterized by
adaptations of organisms to that particular environment
o Example – the temperate deciduous forest that the white tail
deer lives in
 A symbiotic relationship exists between organisms of two
different species that live together in direct contact
o If the population of one or other of the symbiotic organisms
becomes unbalanced, the populations of both organisms will
fluctuate in an uncharacteristic manner
 The complex symbiotic interactions that exist between organisms
in the environment include:
Competition
 Competition is a relationship that occurs when two or more
organisms need the same resource at the same time.
Use models to support
 Explanations
 Arguments
Critique models
 Personal models
 Those created by others
Analyze and interpret data
 Make predictions
 Make inferences
 Draw conclusions
Engage in scientific argument using
evidence
 Critique
 Support claims
Ask questions about ecosystems to
 Generate hypotheses
 Refine models or
explanations
 Construct arguments or
challenge claims
 Plan scientific investigations
Communicate information about the
levels of organization and
interrelationships within ecosystems
 Written
 Oral
GT Requirements:
 Develop and use models to
demonstrate how the niche of one
organism impacts other organisms
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
 Fluctuations in predator–prey
populations are predictable. At
some point the prey population
grows so numerous that they are
easy to find.
 A graph of predator–prey density
over time shows how the cycle of
fluctuations results in a stable
ecosystem.
 As the prey population increases,
the predator population
increases.
 As the predator population
increases, the prey population
decreases.
Energy Flow:
 Organisms have energy roles in
their environments.
 The energy role of an organism is
determined by how the organism
obtains its energy and how they
interact with other organisms in
the environment.
 The flow of energy in an
environment can be represented
using a food web or an energy
pyramid.
 Competition can be among the members of the same or different
species and usually occurs with organisms that share the same
niche.
Parasitism
 Parasitism is a symbiotic relationship in which one organism (the
parasite) benefits at the expense of the other organism (the host).
In general, the parasite does not kill the host.
 Some parasites live within the host, such as tape worms,
heartworms, or bacteria. Some parasites feed on the external
surface of a host, such as aphids, fleas, or mistletoe.
Mutualism
 Mutualism is a symbiotic relationship in which both organisms
benefit. Because the two organisms work closely together, they
help each other survive.
 For example, bacteria, which have the ability to digest wood, live
within the digestive tracts of termites; plant roots provide food
for fungi that break down nutrients the plant needs.
Commensalism
 Commensalism is a symbiotic relationship in which one organism
benefits and the organism is not affected.
Predator- Prey Relationships
 Predation is an interaction between species in which one species
(the predator) hunts, kills, and eats the other (prey). This
interaction helps regulate the population within an ecosystem
thereby causing it to become stable.
 The energy within an ecosystem is transformed and transferred
between organisms of the ecosystem, but is never lost.
 Food webs describe the organisms in a particular ecosystem
found in interconnecting food chains using pictures or words and
arrows. Food webs describe the complex patterns of energy flow
in a specific ecosystem.
 Use mathematical and
computational thinking to
demonstrate how energy moves
through an ecosystem
 Predict what will happen to the
ecosystem if various organisms
are lost (through any of the other
means mentioned in this
standard).
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
in an ecosystem by modeling who consumes whom or what.
 Energy pyramids is a graphical representation of the energy flow
in an ecosystem. The amount of energy that moves from one
trophic level to another in an energy pyramid is not the same.
Energy availability decreases as it moves up the energy pyramid.
The most energy is available at the producer level of the pyramid.
GT Requirements:
 Within an ecosystem, organisms have specific places where their
needs are met and specific roles within the ecosystem.
 The place where an organism lives in order to obtain its food,
water, shelter, and other things needed for survival is called its
habitat.
 The particular role of an organism in its environment including
type of food it eats, how it obtains its food, and how it interacts
with other organisms is called its niche. For example, the niche of
a bee is to pollinate flowers as it gathers nectar for its food.
 With regard to energy flow with in an ecosystem, the sun
produces 100% of the energy but only 10% is used by producers
during photosynthesis. The other 90% is lost to heat in the
environment.
 At each trophic level, only 10% of available energy from the
previous level is transferred.
Enduring Understanding
Organisms in all ecosystems interact with and depend upon each other.
Organisms with similar needs compete for limited resources. Food webs
and energy pyramids are models that demonstrate how energy is
transferred within an ecosystem.
Overarching Essential Questions
The overarching questions are based on the targeted learning indicators
for this unit. Students should be able to answer these questions by the
end of this instructional unit.
Overarching Questions:
How are the organisms within an ecosystem organized into hierarchal
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
levels?
How do the interrelationships of organisms within an ecosystem help
maintain survival of all organisms?
How is energy conserved within an ecosystem?
ecosystem
communities
environment
food
region
mutualism
parasitism
predation
energy pyramid
trophic
primary consumer
Domain - Specific Vocabulary
organisms
species
biomes
biotic
climate
interactions
water
space
adaptations
characteristics
competition
niche
commensalism
predator
prey density
fluctuate
energy flow
availability
producer
consumer
secondary consumer
tertiary consumer
GT Vocabulary
populations
abiotic
resources
mates
relationships
symbiosis
prey
food webs
consume
herbivore
Carnivore
niche
Cross Cutting Concepts (CCCs)
Cross Cutting Concepts (CCCs) are reoccurring themes that are evident in all domains of science and engineering. They transcend the
boundaries of disciplines and serve to help students create a framework for connecting knowledge across disciplines. Instruction of CCCs
should not be isolated, but rather teachers must plan to include intentional references to the CCCs within their science instruction.
The following Cross Cutting Concepts and a description of their relevance to this unit of study have been identified:
Patterns: Patterns can be used to identify cause and affect relationships. Patterns of the symbiotic interactions among organisms in an
environment present patterns that can be studied to predict effects on an ecosystem.
Cause and Effect: The symbiotic relationships among organisms in an ecosystem present clear cause and effect relationships. These cause and
effect relationships may be used to predict effects to the ecosystems.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
Scale, Quantity, and Proportion: Models and graphs can be used to demonstrate scale cause and effect relationships among organisms within
an ecosystem.
Systems and system models: Ecosystems are composed of the interactions of the biotic and abiotic factors in a given area.
Energy and Matter: Flows, cycles, and conservation: Energy in an ecosystem is conserved. Energy flow within an ecosystem can be tracked
with food webs and energy pyramids.
Structure and Function: Not applicable for this unit of instruction.
Stability and Change: Small changes in on factor of an ecosystem might cause large changes to other factors in the ecosystem or to the
ecosystem at large.
Resources
Content Resources:
Levels of organization:
http://eschooltoday.com/ecosystems/levels-of-organisation-in-an-ecosystem.html Informational text
Energy Flow:
http://education.nationalgeographic.com/education/encyclopedia/food-web/?ar_a=1 informational text
http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/play_chainreaction.cfm simulation
http://educators.brainpop.com/lesson-plan/food-chains-and-food-webs-lesson-plan/ Create dramatization model of food web
Literature:
Breining, G. (1999). The northern forest. NewYork: Marshall Cavendish Corporation
ISBN 0-7614-0901-7Lexile Level: 1110L
This book focuses on the interaction of the organisms within the northern forest. Emphasis is placed on the energy flow of the various ecosystems
and on how abiotic factors, such as fire and acid water, affecting the habitat.
Burnie, D. (2004) Kingfisher knowledge: Endangered planet. New York: Kingfisher Books
ISBN 0-7534-5776-8
This book describes the impact humans have on the environment and how living things change and adapt.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
Crensen, V. (2003). Horseshoe crabs and shorebirds: the story of a food web.
Ann Arbor, MI: Cavendish Press
ISBN 0-7614-5115-3
This book illustrates a shoreline food web involving the journey of the horseshoe crab.
Dobson, C., & Beck, G. (1999). Watersheds: a practical handbook for healthy water.
Toronto, Ontario, BC: Firefly Books Inc.
ISBN 1-55209-330-1
This book provides information about watersheds and its impact upon the environment. Other topics include bioregions and aquatic habitats,
water and nutrient cycles, water and air pollution, invasions of exotic species, habitat loss, and ecological restoration.
Hamilton, G. (2005). Frog rescue: changing the future for endangered wildlife. Toronto, Ontario, BC: Firefly Books Inc
ISBN 1552975975
This book addresses the declining frog population and scientists work to save the frog population. Topics include the frog dependency on water
and land food chains, how other organisms are in turn dependent upon the frog and the effects of pollution, disease, droughts, and bush fires on
biodiversity in frog habitats.
Johnson, R. (2001). A walk in the desert. Minneapolis, MN: Lerner Publications Co.
ISBN 1-57505-152-4
This book provides information about the interrelationships of plants and animals that live in the desert.
Mastro, J. & Wu, N. (2003). Antarctic ice. NewYork: Henry Holt and Co.
ISBN 0-8050-6517-2
This book provides information about Antarctic food webs and the importance of phytoplankton and algae.
Nardi, J. (2003). World beneath our feet: a guide to life in the soil. New York:
Oxford Press.
ISBN 0195139909
This book describes the organisms in the soil ecosystem. It also includes general information about soil, how it is formed, what kinds of microbial
interactions nourish it, a discussion of human misuse of the soil as a natural resource, and how composting can help soil quality.
Wallace, M. (2001). America's prairies and grasslands: guide topPlants and animals. Golden, CO: Fulcrum Publishing.
ISBN 1-55591-992-8
Readers of this book will gain insight about the types of plants and animals that reside within these habitats.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.
Aiken County Public Schools
Division of Instruction and Accountability
Version 1.0
Winner, C. (2003). Life in the tundra. Minneapolis, MN: Lerner Publications Co.
ISBN 0822546868
This book provides information on the ecosystem of the tundra. Maps, diagrams, and color photographs are included as well.
Career Connections
Ecological Modeler
Ecological modelers study ecosystems, the control of environmental pollution, and the management of resources.
Environmental Consultant
Environmental Consultants look at ecological impacts of conservation and development. They also recommend different methods to solve
ecological problems.
Environmental Chemist
Environmental chemists may study the toxicity of various chemicals—how those chemicals affect plants, animals, and people.
Environmental Ecologist
Environmental ecologists study the relationships between organisms and their environments and the effects of influences such as population size,
pollutants, rainfall, temperature, and altitude.
Hydrologists
Hydrologists study the quantity, distribution, circulation, and physical properties of underground and surface waters.
District Purpose
The mission of the Aiken County Public School District is to create in students a passion for learning and achievement that will serve them as they compete
and contribute in a global society.