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Science – Grade 7 Unit of Study: Living Systems CURRICULUM OVERVIEW Second Grading Period – Weeks 1 - 9 (38 days) Enduring Understandings (Big Ideas) Unit Rationale The levels of organization in plants and animals include cells, tissues, organs, organ systems, and organisms. Each system of the human organism has a different function. There is a difference between structure and function in plant and animal cells. Functions of a cell are similar to the functions of an organism, such as waster removal. All organisms are composed of cells and cells carry on similar functions to sustain life. Physical and chemical changes occur in the digestion process. Large molecules are broken down into smaller molecules Energy transformations occur within an organism. Students know that living systems at all levels of organization demonstrate the complementary nature of structure and function and. Students should also know that matter undergoes physical and chemical changes in the process of digestion. Energy transformations also occur throughout the human organism. Lessons for this Unit Lesson 1: Cells Lesson 2: Human Body Systems Essential Questions Guiding Questions Why is something as small as a cell so important to your life? How do the different systems of the human organism work in order to keep us healthy? Why is breaking down large molecules into smaller molecules, such as carbohydrates into sugars, important to your daily life? Why is it important that humans are able to maintain homeostasis in response to external and internal stimuli? What are two parts that all cells have in common? What does the cell theory state? What are the levels of organization found in the body? What are the main functions of the following systems of the human organism: circulatory, respiratory, skeletal, nervous, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems? In the digestive process, how are large molecules broken down into smaller molecules? How does the human organism respond to external stimuli found in the environment? How does the human organism respond to internal stimuli? TEKS (Standards) TEKS Specificity - Intended Outcome Matter & Energy 7.6 The student knows that matter has physical and chemical properties and can undergo physical and chemical changes. The student is expected to: (B) distinguish between physical and chemical changes in matter in the digestive system. (C) recognize how large molecules are broken down into smaller molecules such as carbohydrates can be broken down into sugars. Force, Motion, & Energy 7.6 The student knows that there is a relationship among force, motion, and energy. The student is expected to: (B) illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy in digestion. SAISD © 2010-11 – Second Grading Period Lesson 3: Digestion Lesson 4: Stimuli & Responses ” I CAN” statements highlighted in yellow and italicized should be displayed for students. I can: Illustrate and give examples of energy transformations that occur within an organism. (7.6A) Distinguish between physical and chemical changes that occur during the digestive process. (7.6B) Identify the main functions of the 10 body systems found in the human organism. (7.12B) Recognize the levels of organization in animals, including humans. (7.12C) Identify the difference between plant and animal cells. (7.12D) Differentiate between structure and function in cell organelles. (7.12D) Compare the functions of a cell to the functions of organisms. (7.12E) Identify that all organisms are composed of cells. (7.12F) Investigate how organisms respond to external stimuli. (7.13A) Describe how organisms respond to internal stimuli. (7.13B) Science - Grade 7 Page 1 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards. Strand Organisms & Environments 7.12 The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to: (B) identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems. (C) recognize levels of organization in plants and animals, including cells, tissues,organs, organ systems, and organisms. (D) differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole. (E) compare the functions of a cell to the functions of organisms such as waste removal. (F) recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life. 7.13 The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli. The student is expected to: (A) investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight. (B) describe and relate responses in organisms that may result from internal stimuli such as silting in plants and fever or vomiting in animals that allow them to maintain balance. Strand TEKS (Standards) TEKS Specificity - Intended Outcome Scientific Investigation & Reasoning 7.1 The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. 7.2 The student uses scientific inquiry methods during laboratory and field investigations. 7.3 The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. 7.4 The student knows how to use a variety of tools and safety equipment to conduct science inquiry. SAISD © 2010-11 – Second Grading Period I can: Know and use safe practices and safety equipment during investigations. (7.1A; 7.4B) Plan, design, and implement comparative, experimental, or descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment. (7.2A, B) Use appropriate tools to collect and record qualitative and quantitative data and information. (7.2C; 7.4A) Construct tables and graphs to organize data. (7.2D) Analyze data to formulate reasonable explanations and communicate valid conclusions. (7.2E) Use models to represent the natural world and identify advantages and limitations of using models. (7.3B, C) Science - Grade 7 Page 2 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards. ELPS Student Expectations ELPS Specificity - Intended Outcome ELPS 1C - use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. ELPS 1E - internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment. ELPS 2C - learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions. ELPS 2G - understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. ELPS 3E - share information in cooperative learning interactions. ELPS 3F - ask and give information ranging from using a very limited bank of highfrequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments. ELPS 4H - read silently with increasing ease and comprehension for longer periods. ELPS 5B - write using newly acquired basic vocabulary and content-based gradelevel vocabulary. Create labeled diagrams of plant and animal cells in order to acquire vocabulary associated with the cell organelles. (1C) Learn the names of the cell organelles during classroom instruction and interactions. (2C) Understand the main points and important details about the main functions of the human organism. (2G) Write about the functions of the body systems of the human organism by using appropriate vocabulary. (5B) Discuss information about digestion using content-based vocabulary. (3F) Use appropriate academic language when speaking and writing about the digestive process. (1E) Share information about stimulus-response relationships in cooperative learning interactions. (3E) Read silently about responses to external and internal stimuli with increasing comprehension. (4H) College Readiness Student Expectations College Readiness - Intended Outcome Science Standards I - E2: Use essential vocabulary of the discipline being studied. VI - A1: Know that although all cells share basic features, cells differentiate to carry out specialized functions. VI - A3: Describe the structure and function of major sub-cellular organelles. VI - B1: Understand the major categories of biological molecules: lipids, carbohydrates, proteins, and nucleic acids. VI - F1: Know that organisms posses various structures and processes (feedback loops) that maintain steady internal conditions. VI - F2: Describe, compare, and contrast structures and processes that allow gas exchange, nutrient uptake and processing, waste excretion, nervous and hormonal regulation, and reproduction in plants animals, and fungi, give examples of each. Define and use a set of technical terms correctly and in context for the discipline studied. Recognize and describe major features that distinguish plant and animal cells Describe the structure of cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, endoplasmic reticulum, Golgi apparatus, lysosomes, ribosome, and vacuole, and describe important functions of each. Describe the role of each type of biological molecule within a living system. Describe how organisms maintain stable internal conditions (homeostasis) in response to internal and/or external stimuli. Identify the main functions of the systems of the human organism. Evidence of Learning (Summative Assessment) 1. 2. 3. 4. Given diagrams of a plant cell and animal cell, students will describe the functions of the cell organelles with 80% accuracy. Given the names of the body systems of the human organism, students will identify the main function of each system with 80% accuracy. Given information about large molecules, such as carbohydrates, students will explain how they are broken down into smaller molecules with 80% accuracy. Given lab materials, students will investigate how organisms respond to external stimuli with 80% accuracy. SAISD © 2010-11 – Second Grading Period Science - Grade 7 Page 3 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards. Science – Grade 7 Unit of Study: Living Systems CURRICULUM GUIDE Weeks 1 & 2 - Lesson 1 - Cells (9 days) Guiding Questions Essential Pre-requisite Skills The student can: Understand that all organisms are composed of one or more cells (6.12A) Recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic (6.12B) Identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdons (6.12D) What are two parts that all cells have in common? Why does every cell need a membrane? What does the cell theory state? Why is something as small as a cell so important to your life? The Teaching Plan Instructional Model & Teacher Directions The teacher will… 5E Model of Instruction (link) So students can…. Engage Divide the class into small groups of 3 - 4 students. Provide each group with a microscope and a small slice of cork. Have students describe and sketch their observations in their science log. *Note: If equipment is not available, you can find images of Robert Hooke's observations on the internet. The following link has information about Robert Hooke and his observations of cork: Robert Hooke (link) (7.1A; 7.4A. B; 7.12D, F) Show the students the following video clip (6.10B): Cells (link) (7.12D, F) Explore Use the website Cells Alive! (link) to introduce students to the different cell types (plant & animal) and review the primary structures of each including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, endoplasmic reticulum, Golgi apparatus, lysosomes, ribosome, and vacuole. Differentiate between structure and function and introduce the term, cell organelle. (7.12D, F) Facilitate as students practice making a wet mount and properly use a compound microscope (reference Appendix p. 694 - 695). Microscope Lab (link) *Note: Using the letter "e" cut out of the newspaper is a good way to practice making a wet mound and using a microscope. (7.1A; 7.4A. B; 7.12D, F) Monitor as students observe animal cells and plant cells by doing the following lab, parts 2 & 3 - Microscope Lab (link). Ask students: (1) How are the cells the same? How are they different? (2) Were you able to identify all the cell organelles? Why or why not? (3) When using a microscope, how can you tell the difference between an animal cell and plant cell? (7.1A; 7.4A. B; 7.12D, F) Note: Images to show the students - cell images: biology corner (link) SAISD © 2010-11 – Second Grading Period THINK-PAIR-SHARE (link) Students think about and record information in their science journal. Discuss with their learning partner. Debrief with class. Take notes in their science journal about the structure and function of cell organelles. Create a wet mount of the letter "e" and properly use a compound microscope. In their science journal, summarize procedures and observations. Work in groups of 2 -3 to perform activity. In their science journal, draw diagrams of the cells observed in activity and summarize conclusions. Science - Grade 7 Page 4 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards. Explain Use the website Cells Alive! (link) to review with students the different cell types (plant & animal) and review the primary structures of each including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, endoplasmic reticulum, Golgi apparatus, lysosomes, ribosome, and vacuole. Provide students with handout Cell Parts Review (link) to complete. (7.12D, F) Explain to students that according to the cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life. (7.12D, F) Differentiation (Additional Support): Have students draw one plant cell and one animal cell. They should use color to label all of the structures that are common to both types of cells and should use another color to label all of the structures that are unique to each cell. or Work with students to complete the worksheet Cell and Organelles (link) (7.12D, F) Elaborate Show the following power point with students and discuss. Cell Structure & Function (link) Note: This power point may show more structures than previously discussed. This extension is done for the elaboration activity Cell City Analogy (link). (7.12D, F) Evaluate Have students work in pairs to make edible cells (link) using various food items and also have them explain the way they have represented the cells' structures in food. Examples (pictures - link) of edible cells. (7.1A; 7.4A. B; 7.12D, F) Review the guiding and essential questions for this lesson. (7.12D, F) Content Vocabulary Vocabulary Cards (link) cell cell membrane cytoplasm organelle nucleus cell wall chloroplast vacuole mitochondrion cell wall Academic Vocabulary differentiate structure function theory Team Mind Map (link) Draw and label the central image, brainstorm, draw and label main ideas radiating out of the central image, and finally add details using colors, images, branches, and key words. The main idea (central image) is cells. Identify structures that are common to both types of cells - plant and animal. Complete the handout provided and also draw a diagram of the "city" with each part labeled. Work in pairs to complete edible cell. Students should provide a key that describes which each food part represents. Answer the guiding and essential questions in their science journal. Resources Holt Science & Technology 6th grade Textbook Chapter 7 Sections 1 & 2 pp. 184 - 199 Internet Sites Robert Hooke Microscope Lab Cells Alive Cell City Analogy Video Clip Cells SAISD © 2010-11 – Second Grading Period Science - Grade 7 Page 5 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards. Ignite! Learning - Science Unit: Life Science - Lesson: Cell Biology Topic # 2 The Functions of Cells What Do Cells Do? Functions of Cells Topic # 5 Plant Cell Structure Holding Up the Plant Cell The Structure of Plant Cells Topic # 6 Animal Cell Function How Animal Cells Work Animal Cell Structure Topic # 7 Comparing Plant and Animal Cells Plant Cells vs. Animal Cells Comparing Plant and Animal Cells English Proficiency Standards (ELPS) ELPS Student Expectations ELPS 1C - use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. ELPS 2C - learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions. ELPS Student Sentence Stems I drew a … An attribute ____ and _____have in common is… A new word/phase I heard was… I heard ____ use the word/phase… Evidence of Learning (Summative Assessment) Formative Mini Assessments TAKS College-Readiness Anticipated Skills for SAT/ACT/College Board/Career/Life College Readiness Objectives Addressed: Science Standards I - E2: Use essential vocabulary of the discipline being studied. VI - A1: Know that although all cells share basic features, cells differentiate to carry out specialized functions. 6th grade District Interim 2008 Correct Answer: J SAISD © 2010-11 – Second Grading Period 8th grade TAKS Release Test 2006 Correct Answer: G Science - Grade 7 Page 6 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards. 10th grade TAKS Release Test 2006 Correct Answer: B SAISD © 2010-11 – Second Grading Period Science - Grade 7 Page 7 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards. Science – Grade 7 Unit of Study: Living Systems CURRICULUM GUIDE Weeks 3 - 5 - Lesson 2 - Human Body Systems (15 days) Guiding Questions Essential Pre-requisite Skills What are the levels of organization found in the body? What are the main functions of the following systems of the human organism: circulatory, respiratory, skeletal, nervous, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems? How do the different systems of the human organism work in order to keep us healthy? The student can: Understand that all organisms are composed of one or more cells (6.12A) Recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic (6.12B) Identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdons (6.12D) The Teaching Plan Instructional Model & Teacher Directions The teacher will… 5E Model of Instruction (link) So students can…. Engage Show the students the following video clip: Human Body System Introduction (link) (7.12B) Ask students to record the correct sequence of the follow list of words from simplest to most complex: Cells Tissues Organs Systems Organisms (7.12C) Explore Note: There is not an exploration activity for each of the body systems identified in the TEKS. Students will gather information about each of the 10 systems during the explanation activity. Facilitate as students perform Start-Up Activity (Too Cold for Comfort) on p. 211 to observe the nervous system in action. Ask students: (1) How did your body react to the cold? (2) What changes in your skin did you observe? (3) Which organ systems were involved in the reaction and what do you believe the functions of those systems are? (7.1A, B; 7.2A, C, E; 7.12B) Create and use Frayer Models (link) to define, illustrate, and give examples/nonexamples of the following words: cells, tissues, organs, organ system, organism Work in groups of 2 - 3 to perform investigation recording observations and conclusions in their science journal. Facilitate as students investigate the muscular system by performing Quick Lab (Power in Pairs) on p. 223. Ask students: (1) What is the function of the muscular system? (2) How does this activity help you to understand the function of the muscular system? (7.2A; 7.12B) TE - Measuring Temperature (p. 227): Have students investigate how the integumentary system and sweating helps to cool the body. Ask students: (1) How does this activity relate to what happens when your body sweats? (2) How does this activity help you to understand the function of the integumentary system? (7.2A; 7.12B) Monitor as students explore carbon dioxide exhalation by performing the Skill SAISD © 2010-2011 – Second Grading Period Science - Grade 7 Page 8 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards. Builder Lab (Carbon Dioxide Breath) on p. 45. Ask students: (1) Is there a relationship between the time it takes to change the solution's color to the person's physical characteristics, such as is the person an athletic? (2) After doing a physical activity, such as jumping jacks, did the timing change? Why (3) How does this activity help you to understand the function of the respiratory system? (7.1A, B; 7.2A, C, E; 7.12B) TE - Circulation Relay (p. 34 - short course textbook): Divide the class into five teams and have students investigate the function of the cardiovascular system by modeling the flow of blood through the body. Ask students: (1) How does this model the function of the respiratory system? (2) What are the limitations of this model? Suggestion: Designate the classroom to have three stations from one end to the other. The lungs are on one end, the heart in the middle, and the body on the opposite end. Divide the class into groups of your choice. Have the groups begin at the lungs holding a red cup or item. Have them walk to the heart, then to the body where it delivers oxygenated blood. There they pick up a blue cup or item and take the deoxygenated blood back to the heart where it then sends it to get oxygen from the lungs. Students must explain the path the blood took through the body and why this is important. (7.2A; 7.3B, C; 7.12B) Explain Note: Set up stations for students to rotate through. Each station contains information on each of the systems identified in the TEKS. Body Systems (link) are Information cards about each system. Note: Have students create a foldable (link) booklet so that they record information about the 10 body systems. Students should be able to identify the main functions of each of the 10 body systems when the task is completed. Monitor as students rotate through the stations gathering information about the body systems. (7.12B) Review with students levels of organization and the main functions of the human organism systems by showing the power point: A Journey Through the Human Body (link) (7.12B) Elaborate Note: Discuss with the students examples of energy transformations that occur in the human body. Example: What are various energy transformations that occur when you are riding a bike? [Chemical Potential energy --->Mechanical energy ---> Kinetic energy. You may even be able to include electrical energy, as within the human body this is derived from chemical energy (from nutrients), and electrical impulses are sent through nerves to contract and relax muscles within the legs to push the pedals of the bike (mechanical energy) to then move the bike (kinetic energy)] (7.7B) SAISD © 2010-2011 – Second Grading Period Work in teams to investigate the function of the circulatory system. In their science journal, record observations and conclusions. Create a foldable (link) in which the 10 systems of the human organism are identified as well as their main functions. Identify an energy transformation that occurs in the human body and create a non-linguistically representation of it. Science - Grade 7 Page 9 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards. Have students use their prior knowledge and information from Lessons 1 & 2 to compare the functions of a cell to the functions of organisms, such as waste removal. (7.12E) Create a 3 column table to compare the functions of a cell to the functions of organisms. See example below: Academic Vocabulary identify function internal structure Function Lysosome & Vacuole Waste removal Human Organism System Excretory Journaling Research and explain ways in which the human body systems relate to each other and help to maintain balance within the body. Differentiation (Mastery): Have students research the topic of organ transplants and have them debate the ethical issues surrounding transplants. Have students think about the following issues: (1) Should transplants happen at all? (2) Who should get a transplant? (3) Should a young person receive a transplant before an older person? (7.12) Evaluate Have students match the correct human organism system to its appropriate function. Note: Use the template Body Systems & Functions (link) to create a set for each student, 1 set per baggie, for evaluation. (7.12B) Review the guiding and essential questions for this lesson. (7.12B) Content Vocabulary Vocabulary Cards (link) cell tissue organ organ system organism circulatory system respiratory system skeletal system muscular system digestive system excretory system reproductive system integumentary system nervous system endocrine system Cell Organelle Correctly match the human organism system to its function. Answer the guiding and essential questions in their science journal. Resources Holt Science & Technology 7th grade Textbook Chapter 9 Sections 1, 2, 3, 4 pp. 212 – 229 Holt Science & Technology Short Course - Human Body Systems and Health (green book) 7th grade Short Course Chapter 2 Sections 1, 2, 3 pp. 30 - 43 Chapter 3 Sections 1 & 2 pp. 54 - 65 Chapter 4 Sections 1, 2, 3 pp. 76 - 91 Chapter 5 Section 2 pp. 106 - 107 Suggested Labs, Investigations, Demonstrations (Textbook): TE - Measuring Temperature p. 227 TE - Circulation Relay p. 34 - short course textbook Unit 3 Resource Booklet SAISD © 2010-2011 – Second Grading Period Science - Grade 7 Page 10 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards. Reinforcement Worksheet 9 - The Hipbone's connected to the … Reinforcement Worksheet 9 - Muscle Map Critical Thinking Worksheet 9 - The Tissue Engineering Debate Texas Directed Reading Workbook Worksheet 9 Sections 1, 2, 3, 4 Internet Sites Body Systems Video Clips Human Body System Introduction Ignite! Learning - Science Unit: Life Science - Lesson: Living Organisms Topic # 1 Levels of Structures Living Structures Structures in Order Unit: Life Science - Lesson: Human Body Topic # 1 - Organ Systems Human Organ Systems Organ Systems in the Body Topic # 2 - More Organ Systems Organ System Interactions Six Organ Systems English Proficiency Standards (ELPS) ELPS Student Expectations ELPS 2G - understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar. ELPS 5B - write using newly acquired basic vocabulary and content-based grade-level vocabulary. SAISD © 2010-2011 – Second Grading Period ELPS Student Sentence Stems Overall our objective is … One characteristic of _____ is … ____ describes _____. _____ best represents _____. Science - Grade 7 Page 11 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards. Evidence of Learning (Summative Assessment) Formative Mini Assessments TAKS 8th grade TAKS Release Test 2006 Correct Answer: J College Readiness Objectives Addressed: Science Standards I - E2: Use essential vocabulary of the discipline being studied. VI - F1: Know that organisms posses various structures and processes (feedback loops) that maintain steady internal conditions. VI - F2: Describe, compare, and contrast structures and processes that allow gas exchange, nutrient uptake and processing, waste excretion, nervous and hormonal regulation, and reproduction in plants animals, and fungi, give examples of each. 10th grade TAKS Release Test 2006 Correct Answer: A 7th grade District Interim 2008 Correct Answer: G SAISD © 2010-2011 – Second Grading Period College-Readiness Anticipated Skills for SAT/ACT/College Board/Career/Life Science - Grade 7 Page 12 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards. Science – Grade 7 Unit of Study: Living Systems CURRICULUM GUIDE Week 7 - Lesson 4 - Digestion (5 days) Guiding Questions Essential Pre-requisite Skills How does the digestive system change matter? In the digestive process, how are large molecules broken down into smaller molecules? Why is breaking down large molecules into smaller molecules, such as carbohydrates into sugars, important to your daily life? The student can: Understand that all organisms are composed of one or more cells (6.12A) Recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic (6.12B) Identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdons (6.12D) The Teaching Plan Instructional Model & Teacher Directions The teacher will… 5E Model of Instruction (link) So students can…. Engage Provide each student with a cracker and have them eat it. Ask students: (1) What changes to the cracker occurred while you were eating the cracker? (2) Were the changes that occurred physical or chemical or both? Explain. (3) Why are these change important in the digestive process? (7.6B) THINK-PAIR-SHARE (link) Students think about and record information in their science journal. Discuss with their learning partner. Debrief with class. Review with students the Periodic Table of Elements. Ask students: (1) What do you remember about the elements found here? (2) Which elements did we study the 1st nine weeks and why were they important? Create a foldable (link) for their science journal defining the following words: protein, carbohydrates, lipids, ATP, and nucleic acids. Use the textbook glossary as a resource. Have students use the Periodic Table of Elements and identify the following six elements: carbon, hydrogen, nitrogen, oxygen, phosphorus, and sulfur. Discuss with students that molecules in cells are usually made of different combinations of these six elements. These elements combine to form proteins, carbohydrates, lipids, ATP, and nucleic acids. (7.6C) Note: Discuss with the students the definition of molecule [smallest particle of a substance that still has the properties of that substance]. Explore Provide students with the materials to do the following investigations: Protein Digestion (link) Exploring Carbohydrates (link) Ask students: (1) How are large molecules, such as carbohydrates, broken down into smaller molecules, such as sugar? (2) When carbohydrates and proteins are broken down in the digestive system, is it a physical change, chemical change, or both? Explain your answer. (3) Why is it important that your body be able to break down these large molecules? (7.6B, C) SAISD © 2010-2011 – Second Grading Period Work in groups of 3 -4 to perform investigations and record observations, data, analysis, and conclusions in their science journal. Science - Grade 7 Page 13 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards. Explain Monitor as students read Chapter 7 - Section 3 (p. 176 - 179). Ask students: (1) Why are proteins important? (2) What are two kinds of carbohydrates? (3) Why are carbohydrates important? (4) What happens if you eat more carbohydrates than your body needs? (5) Why are lipids important? (7.6B, C) Note: Discuss with the students Figure 13 - Cells Use ATP for Fuel on p. 179. Rotating Review (link) Work in teams and discuss topic, chart their thoughts, rotate to the next chart to discuss and chart their thoughts. You should have chart paper for the following: proteins, carbohydrates, lipids, ATP, and nucleic acid. Elaborate Have students research and prepare a report on one of the following conditions hemophilia or diabetes. Both of these are diseases that are a result of the body not being able to produce a necessary protein. (7.6B, C) Write a report with information about either hemophilia or diabetes. The report should include information about the specific protein that is lacking, a brief description of how the condition affects the body, and the role of DNA in the disease. Evaluate Have student write a job description for one of the cell's basic chemical building blocks. [proteins, carbohydrates, lipids, nucleic acids]. Tell students to write a classified ad that describes the required job responsibilities of the building block. (7.6B, C) Quiz with the following as possible questions: (1) What do carbohydrates, fats, and oils have in common? (2) What is the difference between simple and complex carbohydrates? (3) What are two functions of lipids? (4) How are protein used by an organism? (5) What would happen to the supply of ATP in you r cells if you did not eat enough carbohydrates? How would your cells be affected? (6) What are examples of physical and chemical changes that take place in the digestive process? (7.6B, C) Review the guiding and essential questions for this lesson. Content Vocabulary Vocabulary Cards (link) protein carbohydrate lipid nucleic acid ATP Phospholipids molecule Academic Vocabulary distinguish broken down Create a classified ad for one of the cell's basic chemical building blocks. Journaling Record their answers in their science journal. Debrief with class. Answer the guiding and essential questions in their science journal. Resources Holt Science & Technology 7th grade Textbook Chapter 7 Section 3 pp. 176 - 179 Texas Directed Reading Workbook Worksheet 7 – Section 3 Unit 3 Resource Booklet Reinforcement Worksheet 7 – Building Blocks Internet Sites Protein Digestion Exploring Carbohydrates SAISD © 2010-2011 – Second Grading Period Science - Grade 7 Page 14 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards. Ignite! Learning - Science Unit: Life Science - Lesson: Living Organisms Topic # 11 Molecules in Living Things The Molecules of Life Life's Molecules English Proficiency Standards (ELPS) ELPS Student Expectations ELPS 1E - internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment. ELPS 3F - ask and give information ranging from using a very limited bank of highfrequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments. ELPS Student Sentence Stems The group has… All ____ have… One characteristic of _____ is… How do you…? Evidence of Learning (Summative Assessment) Formative Mini Assessments No District FMA item available TAKS No 8th grade TAKS Release item available College-Readiness Anticipated Skills for SAT/ACT/College Board/Career/Life College Readiness Objectives Addressed: Science Standards I - E2: Use essential vocabulary of the discipline being studied. VI - B1: Understand the major categories of biological molecules: lipids, carbohydrates, proteins, and nucleic acids. No 10th or 11th grade TAKS Release Item available SAISD © 2010-2011 – Second Grading Period Science - Grade 7 Page 15 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards. Science – Grade 7 Unit of Study: Living Systems CURRICULUM GUIDE Weeks 8 & 9 - Lesson 5 - Stimuli & Responses (9 days) Guiding Questions Essential Pre-requisite Skills How do the nervous and endocrine systems help to maintain stable internal conditions? How does the human organism respond to external stimuli found in the environment? How does the human organism respond to internal stimuli? Why is it important that humans are able to maintain homeostasis in response to external and internal stimuli? The student can: Understand that all organisms are composed of one or more cells (6.12A) Recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic (6.12B) Identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdons (6.12D) The Teaching Plan Instructional Model & Teacher Directions The teacher will… 5E Model of Instruction (link) So students can…. Engage Invite students to describe a time when they reacted quickly, such as jerking a hand away from a hot object, quickly catching a falling object, or extending one's hand out to brace for a fall. Encourage students to describe not what happened but also how quickly they were able to react and what they were thinking about as they reacted. Lead a discussion about how quickly the nervous system is able to respond to a stimulus. (7.13A, B) Ask students to list the five senses a person uses to respond to the environment and draw the organ associated with each sense as well as an object detected by each sense. Use p. 83 - 87 in the short course book as a reference. (7.13A, B) Explore Facilitate as students investigate the nervous system and how the system responds to a stimulus. Students will perform activity Stimulus - Response: Reaction Time (link); Reaction Time Cards (link). Ask students: (1) What type of investigation is this? (2) Why isn't your reaction time always the same? (3) What could affect your reaction time? (7.2B, C, D, E; 7.4A; 7.13A, B) Have students relate the events in Figure 17 (p. 90) to the events that affect a thermostat. Ask the students the following questions: (1) What happens to your body when the temperature becomes too warm? (2) What happens to your body if the temperature becomes too cool? (3) What is the overall effect of feedback control? *Note: Lead students in a discussion about how the events that affect a thermostat are similar to that of feedback control system described in Figure 17. (7.1A; 7.2B, C, D, E; 7.4A, B; 7.13A, B) SAISD © 2010-2011 – Second Grading Period THINK-PAIR-SHARE (link) Think about and record information in their science journal. Discuss with their learning partners. Debrief with class. Journaling Create a foldable (link) and identify the five senses a person uses to respond to the environment and draw the organ associated with each sense as well as an object. Pairs Compare Work in pairs to generate ideas or answers, then compare their answers with another pair, and then see if working together they can come up with additional responses neither pair alone had. THINK-PAIR-SHARE (link) Think about and record information in their science journal. Discuss with their learning partners. Debrief with class. Science - Grade 7 Page 16 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards. Monitor as students investigate how earthworms respond to different stimuli by the doing the activity Stimulus-Response (link). Note: Red wigglers, a type of earthworm, can be ordered through Region 20 Living Science Center. (7.1A; 7.2A, C, D, E; 7.4A, B; 7.13A, B) Apply : Fight or Flight? (p. 89): Read the scenario found in the "Apply" box on the top of p. 89 in the short course textbook. Have students write a paragraph describing a time when they had a fight-or-flight experience. (7.13A, B) Differentiation (Additional Support): Have students form a circle and hold hands. Explain that each person in the circle represents a neuron. Every left hand represents a dendrite, every body represents a cell body, and every right hand represents an axon. Have a student initiate a nerve impulse by gently squeezing the hand of the student to the right. Instruct students to pass the nerve impulse to the person to their right by gently squeezing his or her hand. Discuss the mechanics of the nervous and how this system helps the body maintain homeostasis. (7.13A, B) Explain Monitor as students read Chapter 4 - Section 1 (p. 76 - 82 in short course textbook). Ask students: (1) How does the nervous system help the human organism to respond to external stimuli? Reinforce Two Systems Within a System (p. 76) & Ouch! That Hurt! (p. 82) (7.13A, B) Monitor as students read Chapter 4 - Section 2 (p. 83 - 87 in short course textbook). Ask students: (1) What are examples of the human organism responding to external stimuli found in the environment? (7.13A, B) Monitor as students read Chapter 4 - Section 3 (p. 88 - 91 in short course textbook). Ask students: (1) What is the function of the endocrine system? (2) Why are feedback controls important? (3) How does the endocrine system help maintain a stable internal environment? Reinforce Chemical Messengers & Figure 16 (p. 89) & Controlling the Controls & Figure 17 (p. 90) (7.13A, B) Monitor as students read p. 171 (Chapter 7 Section 1 in textbook) and analyze Figure 3 - Maintaining Homeostasis on p. 217. Ask students: (1) What is homeostasis? (2) How do organisms maintain homeostasis? (7.13A, B) Differentiation (Mastery): Have students research the different parts of the brain and how these different parts help maintain homeostasis, such as the cerebellum and balance. Have students draw and label the brain and its parts and describe how the different parts help the body maintains homeostasis. (7.13A, B) SAISD © 2010-2011 – Second Grading Period Work in groups of 3 - 4 to investigate how earthworms respond to different stimuli. Write a paragraph describing a time when they had a fight-or-flight experience. Graffiti Board Students work in small groups and use a large piece of butcher paper, a book cover, or piece of poster board to sketch or write their ideas on a subject based on a text or other form of information. *Note: Have different groups of students work on different sections and then share with group. Science - Grade 7 Page 17 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards. Elaborate Divide the class into groups of three or four students, and assign each group a sense. Each group is to imagine what it would be like to live without the sense that they were assigned. Have students develop an example of life without the assigned sense. Ask students: How would the loss of this sense affect the way in which a person might respond to external stimuli? (7.13A, B) Evaluate Quiz with the following as possible questions: (1) How do different sensory receptors respond to external stimuli, for example, the skin, ears, eyes, nose, and tongue? (2) How does the endocrine system help the body maintain stable internal conditions? (3) Why is it important that humans are able to maintain homeostasis in response to external and internal stimuli? (7.13A, B) Work in groups of 2 - 3 to develop an example of life without the assigned sense inferring how the loss of this sense would affect the person's life. Journaling Record their answers in their science journal. Debrief with class. Review the guiding and essential questions for this lesson. (7.13A, B) Content Vocabulary Vocabulary Cards (link) nervous system impulse reflex endocrine system feedback control external stimuli stimuli homeostasis Academic Vocabulary identify organism function internal external stable environment response Answer the guiding and essential questions in their science journal. Resources Holt Science & Technology Short Course - Human Body Systems and Health (green book) 7th grade Short Course Chapter 4 Sections 1, 2, 3 pp. 76 - 91 Holt Science & Technology 7th grade Textbook Chapter 7 Section 1 pp. 171 Internet Sites Stimulus - Response: Reaction Time Reaction Time Cards Ignite! Learning - Science Unit: Life Science - Lesson: Living Systems Topic # 5 Organisms and Internal Stimuli Stimulus and Responses External and Internal Stimuli Topic # 6 Responses to Internal Stimuli Voluntary and Involuntary Responses Internal Stimuli SAISD © 2010-2011 – Second Grading Period Science - Grade 7 Page 18 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards. English Proficiency Standards (ELPS) ELPS Student Expectations ELPS 3E - share information in cooperative learning interactions. ELPS 4H - read silently with increasing ease and comprehension for longer periods. ELPS Student Sentence Stems I think… What I know about ____is… I understood/didn't understand… I read about… Evidence of Learning (Summative Assessment) Formative Mini Assessments TAKS College-Readiness Anticipated Skills for SAT/ACT/College Board/Career/Life College Readiness Objectives Addressed: Science Standards I - E2: Use essential vocabulary of the discipline being studied. VI - F1: Know that organisms posses various structures and processes (feedback loops) that maintain steady internal conditions. 7th grade District Interim 2008 Correct Answer: F 8th grade TAKS Release Test 2006 Correct Answer: J 10th grade TAKS Release Test 2006 Correct Answer: A SAISD © 2010-2011 – Second Grading Period Science - Grade 7 Page 19 of 19 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.