Download Seventh Grade - Hillsdale Public Schools

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www.nextgenscience.org STAGE 1 – DESIRED RESULTS Unit Title: From Molecules to Organisms: Structures and Processes Grade Level: 7 Length/Timing of Unit: Designer(s): Pascack Valley Regional Science Committee Science State standards addressed ​
(verbatim): MS­LS1­1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. ​
[Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non­living things, and understanding that living things may be made of one cell or many and varied cells.] MS­LS1­2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. ​
[Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [​
Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.​
] MS­LS1­3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. ​
[Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [​
Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.​
] MS­LS1­4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.] MS­LS1­5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. ​
[Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [​
Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.​
] MS­LS1­6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. ​
[Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [​
Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.​
] MS­LS1­7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. ​
[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.​
] MS­LS1­8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. [​
Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.​
] Connections to Common Core Standards ​
(verbatim)​
: ELA/Literacy RST.6­8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions (MS­PS1­2),(MSPS1­3) RST.6­8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS­PS1­6) RST.6­8.7 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). (MS­PS1­1),(MS­PS1­2),(MS­PS1­4),(MS­PS1­5) WHST.6­8.7 Conduct short research projects to answer a question (including a self­generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS­PS1­6) WHST.6­8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS­PS1­3) Mathematics MP.2 Reason abstractly and quantitatively. (MS­PS1­1),(MS­PS1­2),(MS­PS1­5) MP.4 Model with mathematics. (MS­PS1­1),(MS­PS1­5) 6.RP.A.3 Use ratio and rate reasoning to solve real­world and mathematical problems. (MS­PS1­1),(MS­PS1­2),(MS­PS1­5) 6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real­world contexts, explaining the meaning of 0 in each situation. (MS­PS1­4) 8.EE.A.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. (MS­PS1­1) 6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. (MS­PS1­2) Essential Questions ​
(3­4) in provocative, student­friendly language: ● EQ1. What are the basic structures and functions of all living organisms? ● EQ2. How do organisms reproduce and grow? ● EQ3. How does energy flow through all living organisms? ● EQ4. How do living organisms process environmental stimuli? Big Ideas/ Enduring Understandings: Students will understand that… EQ 1: ● All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS­LS1­1) ● Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS­LS1­2) ● In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS­LS1­3) EQ 2: ● Animals engage in characteristic behaviors that increase the odds of successful reproduction. (MS­LS1­4) ● Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. (MS­LS1­4) ● Genetic factors as well as local conditions affect the growth of organisms. (MS­LS1­5) EQ 3: ● 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. (MS­LS1­6) ● 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. (MS­LS1­7) EQ 4: ● Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. (MS­LS1­8) A list of factual knowledge to be taught – Students will know… EQ 1: ● Cell Theory ● Types of Cells (i.e. Eukaryotic; Prokaryotic; Plant; Animal, etc.) ● Unicellular vs. Multicellular ● Characteristics of Living Things ● Cell Parts and Functions (at minimum: nucleus; chloroplast; mitochondria; cell wall; cell membrane) ● Cell Processes such as diffusion, osmosis, and active transport ● Cells ­> Tissue ­> Organs ­> Body Systems (at minimum: circulatory; excretory; digestive; respiratory; muscular; nervous, skeletal) ● Microscope parts, functions, proper care and use EQ 2: ● Animal behaviors ­ sexual selection; nest­building; herding; vocalization; plumage; etc. ● Reproductive Plant structures ­ petals; nectar; scents; seed characteristics; etc. ● Plant reproduction ­ seed dispersal; pollination ● Environmental factors ­ climate; resources ● Variation among organisms EQ 3: ● Definitions: ATP, glucose, photosynthesis, respiration, etc ● Equation of photosynthesis and respiration EQ 4: ● Definitions: sensory receptor and stimuli (and how they relate to one another) ● Types of messages sent to the brain and how the organism reacts A list of skills to be taught or reinforced (including habits of mind) – Students will be able to… ● Conduct an investigation to support the idea that living things are made of cells; organisms differ in numbers and types of cells. ● Develop a model to describe the function of a cell and the ways in which the parts contribute to the function. ● Use arguments supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. ● Develop an argument based on evidence and applied scientific reasoning to explain the ways in which animal behaviors and plant structures affect the probability of successful reproduction. ● Construct a scientific explanation based on evidence for how environmental and genetic factors influence growth in organisms. ● Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. ● Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. ● Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. STAGE 2 – SAMPLE ASSESSMENT Goal: ​
Applying knowledge of the function of cell parts to an analogy Role: ​
Student Mentor Audience: ​
5th Grade Class th​
Situation: ​
The 5​
graders in your district have not learned about cells in their science class. You have been given the responsibility to explain the function of each cell part to a small group. The fifth grade teachers have asked that you use an analogy to help explain what each part does, similar to how your science teacher related each cell part to things in a town. For instance, town hall may represent the nucleus of the town because that is what controls what goes on in the town. Roads may represent the endoplasmic reticulum because that is where materials are transported around the town. Product/ Performance and Purpose:​
Design a chart and supplemental picture of analogy. See details below. Standards and Criteria:
Cell Analogy Project Grade Sheet _____ (4) Overall ____ (2) File name in proper format, title is within document, ____ (2) Grammar/Spelling _____ (28) Analogy Selection and Chart ____ (4) Originality/Creativity ____ (24) Analogies and reasoning/explanation for all 12 listed cell parts _____ (18) Picture/Diagram ____ (2) Each ​
individual analogy​
represented within an ​
overall analogy ____ (10) Each ​
individual analogy​
labeled with name of analogy ____ (2) Coloring ____ (2) Name on picture ____ (2) Picture is clear and included electronically within Google file _____ (50) TOTAL STAGE 3 – LEARNING PLAN Summary of Learning Activities (​
Lectures, mini­lessons, readalouds, independent reading, films, website exploration, discussions, dialogues, debates, partner or small­group work, student presentations, reports, journals, reflections, in­class assessments, written reports, essays, research, and homework): EQ1. What are the basic structures and functions of all living organisms? ● Microscopes ○ Possible Activities: Parts and functions, Care, Use and practice with slides, Drawings, field of view measurement lab, wet mount, “e” lab ● Cell parts and Functions ○ Possible activities: Cell model creation, organization chart of functions and parts, onion lab, ● Cell processes ○ Possible activities: balloons with flavored extract, virtual diffusion lab, elodea plasmolysis, carrots in salt water ○ Diffusion Lab resource: ​
https://phet.colorado.edu/en/simulation/membrane­channels ● Body Systems ○ Possible Activities: Cell→ tissue → organ → system hierarchy, Create 3­D model to help explain component of system, Student centered research/presentation on specific systems, Frog dissection EQ2. How do organisms reproduce and grow? ● Possible Activities: Flower dissection ● http://www.pbslearningmedia.org/resource/tdc02.sci.life.repro.lp_reproduce/reproduction/ ●
Explains the seven different characteristics of life. ​
http://www.4to40.com/science/index.asp?p=Characteristics_of_Life EQ3. How does energy flow through all living organisms? ● Brainpop: Photosynthesis ● Brainpop: Respiration ● Discusses and compares photosynthesis and respiration ​
http://www.cmg.colostate.edu/gardennotes/141.html EQ4. How do living organisms process environmental stimuli? ● Variety of activities to investigate environmental stimuli ​
https://faculty.washington.edu/chudler/chreflex.html ​
www.nextgenscience.org STAGE 1 – DESIRED RESULTS Unit Title: Ecosystems: Interactions, Energy, and Dynamics Grade Level: 7 Length/Timing of Unit: Teacher(s)/Designer(s): Pascack Valley Regional Science Committee Science State standards addressed ​
(verbatim): MS­LS2­1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. ​
[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.] MS­LS2­2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. ​
[Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.​
] MS­LS2­3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. ​
[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.​
] MS­LS2­4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. ​
[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.] MS­LS2­5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* ​
[Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.] Connections to Common Core Standards ​
(verbatim)​
: ELA/Literacy RST.6­8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS­LS2­1),(MS­LS2­2),(MS­LS2­4) RST.6­8.7 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). (MS­LS2­1) RST.6­8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (MS­LS2­5) 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. (MS­LS2­4),(MS­LS2­5) WHST.6­8.1 Write arguments to support claims with clear reasons and relevant evidence. (MS­LS2­4) 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. (MS­LS2­2) WHST.6­8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS­LS2­2),(MS­LS2­4) SL.8.1 Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS­LS2­2) SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well­chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (MS­LS2­2) SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (MS­LS2­3) Mathematics MP.4 Model with mathematics. (MS­LS2­5) 6.RP.A.3 Use ratio and rate reasoning to solve real­world and mathematical problems. (MS­LS2­5) 6.EE.C.9 Use variables to represent two quantities in a real­world 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. (MS­LS2­3) 6.SP.B.5 Summarize numerical data sets in relation to their context. (MS­LS2­2) Essential Questions ​
(3­4) in provocative, student­friendly language: ● EQ 1: How do organisms interact within an ecosystem? ● EQ 2: How does energy and matter cycle through ecosystems? ● EQ 3: How can ecosystems be sustained? ● EQ 4: How do humans adapt to changes in resources? Big Ideas/ Enduring Understandings: ​
Students will understand that… EQ 1: ● Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS­LS2­1) ● In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (MS­LS2­1) ● Growth of organisms and population increases are limited by access to resources. (MS­LS2­1) ● Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. (MS­LS2­2) EQ 2: ●
EQ 3: ●
●
EQ 4: ●
Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS­LS2­3) Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. (MS­LS2­4) Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. (MS­LS2­5) Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling. (MS­LS2­5) A list of factual knowledge to be taught – ​
Students will know… EQ 1: ● Definitions: abiotic, biotic, niche, community, population, etc. ● Abiotic and biotic factors in an ecosystem ● Characteristics of living things ● Symbiotic roles within an ecosystem: predation, competition, commensalism, mutualism, parasitism, etc. ● Factors affecting population growth such as climate and available resources. EQ 2: ● Definitions: food web, food chain, energy pyramid, producer, consumer, decomposer, scavenger etc. ● Cycles in nature: Carbon cycle & Nitrogen cycle ● Levels in an ecosystem: producer > primary consumer>secondary consumer > tertiary consumer ● Diagram of energy pyramid: energy decrease from level to level EQ 3: ● Definitions: adaptations vs. acclimation, resilience, etc. ● Shifts in a population: invasive species, extinction of species, habit limitation, etc. ● Characteristics of land and aquatic biomes: climate, soil, organisms, location, etc. ●
●
Definitions: biodiversity, renewable resources and non­renewable resources, etc. Water purification and recycling A list of skills to be taught or reinforced (including habits of mind) – ​
Students will be able to… ● Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. ● Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. ● Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. ● Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. ● Evaluate competing design solutions for maintaining biodiversity and ecosystem services. STAGE 2 – SAMPLE ASSESSMENT Goal: Construct an argument using evidence showing the ecological impact on an endangered species that lives in an area where an amusement park will be built. Role: Ecological Engineer Audience: New Jersey Department of Environmental Protection (NJDEP) Situation: The NJDEP has requested the assistance of ecological engineers in the form of a letter to prepare a presentation showing the ecological impact and preservation of the environment that the proposed amusement park will have. Products/Performance: A presentation to the NJDEP and the public showing the ecological impact and preservation of the environment due to the proposed amusement park. Presentation must include data from multiple cited sources reflecting their argument. Standards and Criteria: Dear Park Engineers, April 26, 2015 We, the New Jersey Department of Environmental Protection (NJDEP), have a few questions and concerns that need to be addressed by your park planning committee. We believe that your park will have a negative impact on many of the endangered and threatened animal species of New Jersey. We have provided you with a list of the 24 organisms found within the vicinity of your park. They are listed in groups according to the environment in which they are found. Fact sheets about each organism can be found online at http://www.nj.gov/dep/fgw/tandespp.htm​
. If you would like to consider a different organism on this website, please check with your teacher first. While this fact sheet is a starting point, you will need to utilize other sources of information as well. We will allow you to build the park as long as you complete the following requirements… Impact Study 1) Select one endangered or threatened organism from the list. 2) Create a food web that incorporates this organism. Be sure to include at least 15 organisms in your web and don’t forget producers and decomposers. 3) Select a food chain from the web and design an energy pyramid showing the flow of energy between organisms, labeling the levels of the pyramid. 4) Summarize the ​
specific ​
impacts that the amusement park construction will have on the food web and pyramid. 5) If your specific organism needed to be relocated due to construction, what specific effects would removing this organism have on this web and pyramid? Proposed Solution 1) Design an exhibit within this park that has the essential components to sustain the population of this endangered species. Include food resources, shelter, environmental conditions (temperature, etc.) What can visitors do to help/protect the species and its habitat? 2) Support your decisions with data and evidence from your sources! We look forward to hearing from you soon. Good luck with your planning! Bob Martin
Bob Martin Commissioner New Jersey DEP ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­
­­­­ The NJDEP’s descriptions of a threatened and endangered species are as follows… Threatened Species: Applies to species that may become endangered if conditions surrounding it begin to or continue to deteriorate. Thus, a threatened species is one that is already vulnerable as a result of, small population size, restricted range, limited available habitat, significant population decline, etc. Endangered Species: Applies to species whose chances for survival within the state are in immediate danger due to one or several factors, such as loss or destruction of habitat, over­exploitation, predation, competition, disease or environmental pollution, etc. An endangered species likely requires immediate action to avoid extinction within New Jersey. A list of endangered and threatened animal species affected by the construction of your park is shown below. They are grouped according to the environment each is found in. The common name is listed first followed by the scientific name in italics​
. Wetland Environment American Bittern Botaurus lentiginosos Northern Harrier Circus cyaneus Red­ Shouldered Hawk Buteo lineatus Pied­billed Grebe Podilymbus podiceps Short­eared Owl Asio flammeus Sedge Wren​
Cistothorus platensis Wood Turtle Clemmys insculpta Bog Turtle Clemmys muhlenbergii Southern Gray Treefrog Hyla chrysocelis Cliffs and Shoreline Peregrine Falcon Falco peregrinus Piping Plover Charadrius melodus Black Skimmer Rynchops niger Roseate Tern Sterna antillarum Forest Northern Goshawk Accipiter gentiles Red­Headed Woodpecker Melanerpes erythrocephalus Cooper’s hawk Accipiter cooperii Timber Rattlesnake Crotalus horridus Corn Snake​
Elaphe guttata Indiana Bat Myotis sodalis Bobcat Lynx rufus Grassland Upland Sandpiper Batramia longicauda Loggerhead Shrike Lanius ludovicianus Vesper Sparrow Bobolink Pooecetes gramineus Dolichonyx oryzivorus Endangered Species Proposal Teacher Name: Student Name: ________________________________________ CATEGORY 4 3 2 1 Required Elements The proposal includes all required elements as well as additional information. All required elements are included in the proposal. All but 1 of the required elements are included in the proposal. Several required elements were missing. Food Web At least 15 organisms included in the food web with proper energy flow of web. At least 12 organisms included in the food web with proper energy flow of web. only 10 organisms included in the food web without energy proper flow of web. Less than 10 organisms included in the food web without proper energy flow. Energy Pyramid Energy pyramid shows the flow of energy between organisms with appropriate levels of the pyramid. Energy pyramid shows the flow of energy between organisms but the appropriate levels of the pyramid are missing Energy pyramid inaccurately shows the flow of energy between organisms and lacks appropriate levels of the pyramid. Energy pyramid is missing from proposal Construction Impact A detailed summary including all of the specific impacts of construction on this web and pyramid. A detailed summary includes most the specific impacts of construction on this web and pyramid. The summary includes some specific impacts of construction on this web and pyramid. The summary includes few to none specific impacts of construction on this web and pyramid. Organism Relocation Impact A detailed summary including all of the specific impacts A detailed summary includes most the specific impacts that The summary includes some specific impacts that relocating this The summary includes few to none specific impacts that that relocating this organism would have on this web and pyramid. relocating this organism would have on this web and pyramid. organism would have on this web and pyramid. relocating this organism would have on this web and pyramid. Solution The design of the exhibit within this park has all of the essential components to sustain the population of this endangered species with supporting evidence. The design of the exhibit within this park has most of the essential components to sustain the population of this endangered species with supporting evidence. The design of the exhibit within this park has some of the essential components to sustain the population of this endangered species with supporting evidence. The design of the exhibit within this park has few to none of the essential components to sustain the population of this endangered species with a lack of supporting evidence. Graphics ­ Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. All graphics relate to the topic. Most borrowed graphics have a source citation. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. STAGE 3 – LEARNING PLAN Summary of Learning Activities (​
Lectures, mini­lessons, readalouds, independent reading, films, website exploration, discussions, dialogues, debates, partner or small­group work, student presentations, reports, journals, reflections, in­class assessments, written reports, essays, research, and homework): EQ 1​
: ●
Brainpop­ Characteristics of living things ●
A model is used to demonstrate competition between species. ​
http://www.concord.org/activities/competition ●
Limiting Factors​
​
http://www.econlib.org/library/Enc/bios/Malthus.html EQ 2: ●
●
Activity where students identify organisms as producers, consumers, or decomposers. http://www.sheppardsoftware.com/content/animals/kidscorner/games/producersconsumersgame.htm Investigate the levels of four different food webs. ​
http://www.gould.edu.au/foodwebs/kids_web.htm ​
EQ 3​
: ● Biomes ​
http://www.nhptv.org/natureworks/nwepecosystems.htm ● Aquatic Biomes ​
​
http://www.ucmp.berkeley.edu/glossary/gloss5/biome/aquatic.html ●
Terrestrial Biomes ​
http://www.blueplanetbiomes.org/world_biomes.htm ​
www.nextgenscience.org STAGE 1 – DESIRED RESULTS Unit Title: Heredity: Inheritance and Variation of Traits Grade Level: 7 Length/Timing of Unit: Teacher(s)/Designer(s): Pascack Valley Regional Science Committee Science State standards addressed ​
(verbatim): MS­LS3­1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.​
[Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.] [​
Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.​
] MS­LS3­2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.​
​
[​
Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.] Connections to Common Core Standards ​
(verbatim)​
: ELA/Literacy RST.6­8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS­LS3­1),(MS­LS3­2) RST.6­8.4 Determine the meaning of symbols, key terms, and other domain­specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6­8 texts and topics. (MS­LS3­1),(MS­LS3­2) RST.6­8.7 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). (MS­LS3­1),(MS­LS3­2) SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (MS­LS3­1),(MS­LS3­2) Mathematics MP.4 Model with mathematics. (MS­LS3­2) 6.SP.B.5 Summarize numerical data sets in relation to their context. (MS­LS3­2) Essential Questions ​
(3­4) in provocative, student­friendly language: ● EQ1. How do organisms grow and develop? ● EQ2. How are traits inherited? ● EQ3. Why is there variation between organisms? Big Ideas/ Enduring Understandings: ​
Students will understand that… EQ 1: ● Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS­LS3­2) EQ2: ● Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS­LS3­1) ● Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS­LS3­2) EQ3: ● In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS­LS3­2) ● In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS­LS3­1) A list of factual knowledge to be taught – ​
Students will know… EQ1 ● Definition: reproduction, asexual, sexual, offspring, binary fission, conjugation, mitosis, meiosis, gamete, zygote, etc. EQ2 ● Definitions: gene, chromosomes, nucleotide, transcription, translation, duplication, amino acids, proteins, etc. ● Structure of Cell ­ Nucleus ­ Chromosomes ­ DNA ● Processes of transcription, translation, replication, etc. ● Structure of DNA: twisted ladder/double helix and components of ladder and rungs EQ3 ● Definitions: dominant, recessive, phenotype, genotype, homozygous, heredity , mutation, allele, protein synthesis, etc. ● Stages of meiosis ● Punnett squares ● Pedigree Chart ● Types of mutations: insertion, deletion, substitution, etc ● Examples of codominance, incomplete dominance, polygenic inheritance, multiple allele traits, etc. A list of skills to be taught or reinforced (including habits of mind) – ​
Students will be able to… ● Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. ● Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. STAGE 2 – SAMPLE ASSESSMENT Assessments ​
(Quizzes, tests, and a performance task to assess student mastery formatively and summatively, including an exemplar of proficient student work and a scoring guide for the performance task): Goal:​
To determine the likelihood of a future offspring inheriting a specific trait and then develop a presentation to inform the parents Role:​
Genetic Counselor Audience:​
Potential parents Situation:​
A couple is planning a family and are visiting a genetic counselor to try to identify any possible genetic defects that their future offspring could potentially inherit. Products/Performance: ​
Students will present the couple with a background on the trait/disease, using key terms. Students will create a sample pedigree of at least three generations to help illustrate how the trait is inherited. Students would need to create one or more Punnett squares for the couple for their potential children using data supplied by teacher (could be more than one set of data given) and describe probability of trait to couple using evidence from the pedigree. Students should then make a recommendation about offspring to the couple based on probability supported by their findings. Students should explain the type of mutation (insertion, deletion, substitution) and if they view it as positive, negative, neutral, or a combination. Students will present their argument to the couple and will be assessed on their explanation of material, pedigree, Punnett square, mutation explanation, and data driven recommendation to couple. Teacher can choose genetic traits (simple or complex) from the list below or come up with their own. Complex cystic fibrosis phenylketonuria blood types down syndrome Huntington’s disease color blindness sickle cell anemia blood Rh factor tay­sachs disease albinism bent pinkie freckles tongue rolling freckles hitchhiker’s thumb widow’s peak ear lobes dimples color blindness red hair Simple Standards and Criteria: They will be assessed on their explanation of material, pedigree, Punnett square, mutation explanation, and data driven recommendation to couple. STAGE 3 – LEARNING PLAN Summary of Learning Activities (​
Lectures, mini­lessons, readalouds, independent reading, films, website exploration, discussions, dialogues, debates, partner or small­group work, student presentations, reports, journals, reflections, in­class assessments, written reports, essays, research, and homework): EQ1. How do organisms grow and develop? ● Discusses the tradeoffs of sexual reproduction and asexual reproduction.​
http://www.sciencedaily.com/releases/2010/01/100121161238.htm ●
Features background on both mitosis and meiosis and an interactive model showing both types of cell division. http://www.pbs.org/wgbh/nova/body/how­cells­divide.html EQ2. How are traits inherited? ● Genetic Variation at ​
http://www.eoearth.org/view/article/152942/ ​
. ●
Virtual Lab ­ ​
http://glencoe.mheducation.com/sites/0078778085/student_view0/unit3/chapter11/virtual_lab.html​
How traits are passed from parents to offspring? EQ3. Why is there variation between organisms? ● ​
www.nextgenscience.org STAGE 1 – DESIRED RESULTS Unit Title: Biological Evolution: Unity and Diversity Grade Level: 7 Length/Timing of Unit: Teacher(s)/Designer(s): Pascack Valley Regional Science Committee Science State standards addressed ​
(verbatim): MS­LS4­1.​
​
Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.​
[Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] ​
[Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record.] MS­LS4­2. ​
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.​
[Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.] MS­LS4­3. ​
Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. ​
[Clarification Statement: Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures.]​
[Assessment Boundary: Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.] MS­LS4­4. ​
Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. ​
[Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.] MS­LS4­5. ​
Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. ​
[Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.] MS­LS4­6. ​
Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.​
[Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [​
Assessment Boundary: Assessment does not include Hardy Weinberg calculations.​
] Connections to Common Core Standards ​
(verbatim)​
: ELA/Literacy RST.6­8.1 ­ Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (MS­LS4­1),(MS­LS4­2),(MS­LS4­3),(MS­LS4­4),(MS­LS4­5) RST.6­8.7 ­ 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). (MS­LS4­1),(MS­LS4­3) RST.6­8.9 ­ Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.(MS­LS4­3),(MS­LS4­4) 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. (MS­LS4­2),(MS­LS4­4) WHST.6­8.8 ­ Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. (MS­LS4­5) WHST.6­8.9 ­ Draw evidence from informational texts to support analysis, reflection, and research. (MS­LS4­2),(MS­LS4­4) SL.8.1 ­ Engage effectively in a range of collaborative discussions (one­on­one, in groups, teacher­led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS­LS4­2),(MS­LS4­4) SL.8.4 ­ Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well­chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (MS­LS4­2),(MS­LS4­4) Mathematics MP.4 ­ Model with mathematics. (MS­LS4­6) 6.RP.A.1 ­ Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS­LS4­4),(MS­LS4­6) 6.SP.B.5 ­ Summarize numerical data sets in relation to their context. (MS­LS4­4),(MS­LS4­6) 6.EE.B.6 ­ Use variables to represent numbers and write expressions when solving a real­world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS­LS4­1),(MS­LS4­2) 7.RP.A.2 ­ Recognize and represent proportional relationships between quantities. (MS­LS4­4),(MS­LS4­6) Essential Questions ​
(3­4) in provocative, student­friendly language: ● EQ1: How do we know that evolution occurs? ● EQ2: How do populations change over time? Big Ideas/ Enduring Understandings: ​
Students will understand that… EQ1​
: ● The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS­LS4­1) ● Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. ●
(MS­LS4­2) Comparison of the embryological development of different species also reveals similarities that show relationships not evident in the fully­formed anatomy. (MS­LS4­3) EQ2​
: ●
●
●
●
Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS­LS4­4) Environmental factors have and can change species over time ​
(MS­LS4­4) In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. (MS­LS4­5) Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. (MS­LS4­6) A list of factual knowledge to be taught – ​
Students will know… EQ1 ● Definitions: fossils, sedimentary rock, law of superposition, index fossils, fossil record, radioactive dating, homologous structures, embryology, vestigial structures, mass extinction, etc. ● Types of evidence for evolution: fossils, comparative anatomy, embryology, etc. ● Eras of geologic time: Precambrian, Cenozoic, Paleozoic, Mesozoic; Mass Extinctions EQ2 ● Definitions: natural selection, predominance, suppression, selective breeding, variation, competition, adaptive radiation, speciation, etc. ● Components of Darwin’s Theory ● Influences on Darwin (Lamarck, Wallace, Lyell, Malthus, etc) ● Definitions: adaptations, evolution, sexual selection, etc. ● Interrelationships between populations in an environment. Symbiotic relationships: mutualism, commensalism, parasitism, competition, and predation A list of skills to be taught or reinforced (including habits of mind) – ​
Students will be able to… ● Analyze and interpret data for​
​
patterns in​
​
the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. ● Apply scientific ideas to construct an explanation for​
​
the anatomical​
​
similarities and differences​
​
among modern organisms and between modern and fossil organisms to infer evolutionary relationships. ● Analyze displays of pictorial data​
​
to compare patterns of similarities​
​
in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. ● Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. ● Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. ● Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. STAGE 2 – SAMPLE ASSESSMENT Goal:​
To create a model showing the evolutionary changes of a specific organism over time. Role:​
Paleontologist Audience:​
Paleontological Conference Members Situation​
: You have discovered a “new” fossil. You need to make a claim as to how this organism fits into evolutionary history, providing embryological and anatomical evidence to support your ideas. Product:​
Using anatomical and embryological evidence, construct an argument showing how an assigned transitional organism developed from its ancestors and created the descendants we see today. Students will show their understanding of their findings by citing evidence and using visuals as needed. Examples of Existing Fossils to be assigned: Archaeopteryx, Kryptobaatar, Pinacosaurus, Byronosaurus, Rahonavis, etc. Others found at ​
http://www.transitionalfossils.com/ Standards/Criteria: Students will be scored on their understanding within their argument. They will need to cite anatomical and embryological evidence from supplied materials and other resources. Resources for Students: ●
Embryological Comparison Chart STAGE 3 – LEARNING PLAN Summary of Learning Activities (​
Lectures, mini­lessons, read alouds, independent reading, films, website exploration, discussions, dialogues, debates, partner or small­group work, student presentations, reports, journals, reflections, in­class assessments, written reports, essays, research, and homework): EQ 1:​
How do we know that evolution occurs? EQ 2:​
How do populations change over time? ​
Sample Activities leading up to Assessment: 1. http://mjksciteachingideas.com/pdf/MysteryBones.pdf 2. http://www.amnh.org/explore/ology/paleontology 3. See Fossil Investigation Lab below... In this investigation, all of the fossil reconstructions belong to the genus ​
Barbellus. ​
These fossils were found in the rock layers along an eroded stream bank as shown in Fig. 1. Materials: scissors, colored pencils, glue/tape Procedure: 1. Color the eroded stream bank in Figure 1 using ​
realistic​
colors. Different rock layers should be slightly different colors. 2. Cut out the pictures in Figure 2. Make sure to keep the name with each picture. 3.​
​
Refer to Figure 1 to see the relative ages of the species based on the rock layer in which they were found. Use this fossil evidence to help determine the correct relationships in descent. 4.​
​
Arrange the pictures to form an evolutionary tree to show the sequence of changes over time you think may have taken place in the genus ​
Barbellus​
. 5.​
​
Double check that your fossil arrangement corresponds to the evidence provided in Figure 1. 6.​
​
Glue each picture into position on blank paper to represent your ​
Barbellus​
family tree. Color the pictures in a logical and consistent manner. You may have a different explanation than others. That is ok! Analysis Questions: 1.​
​
How do you know which layers of rock are the oldest? 2.​
​
Which species of Barbellus represents the common ancestor for all the others? 3.​
​
Which two species on the tree are youngest? 4.​
​
What factors could cause a species to change over time? What causes variation within a species? 5.​
​
What types of different ​
environments ​
do you think ​
B. opticus​
and ​
B. dorsalis​
had to adapt to which resulted in their different features? 6.​
​
What is the role of the environment in evolution by natural selection? 7.​
​
Give an example of a trait in the species of Barballus that was passed along multiple generations. Explain why you think this trait survived and how it may have done so. 8.​
​
Find a place where there is a “missing link” in your evolutionary tree. In other words, find any two fossils that you have connected where you think there might be a transitional form. On your diagram, ​
draw ​
what you predict this transitional form would look like. Explain here, why you made the prediction that you did.