Post on 01-Jun-2020
Reviewed May 2016
EXPERIMENTAL DESIGN UNIT (4 Weeks)
Standard Life Science Standard 2
Graduate Competence Find answers to scientific questions/problems by formulating a hypothesis, identifying variables involved, collecting and analyzing data and to arrive at a conclusion.
Grade Level Expectation Scientists test their explanations using observations, identifying problems, and designing experiments to gather, analyze, an d interpret data.
Big Idea Experimental Design
End of unit Performance Task
Unit one Pre and Post Assessment
Student Outcomes Priority Student Outcomes
Nature of Science Literacy Standards Focus
Writing Standard Focus
Reading/writing Focus Cross Content Connection
a. Analyze evidence and draw
conclusions based on that evidence. b. Define problems and design studies to test the hypothesis. c. Justify and defend scientific explanations
a. Analyze evidence and
draw conclusions based on that evidence.
1. Ask testable questions
and make a falsifiable hypothesis about scientific problems.
RST.6-8.2 Determine the central ideas or conclusions of
the text
WHST.6-8. Draw evidence from informational text
to support analysis, reflection and research.
Lesson 4, 6, 7 and 10 - Studying People Scientifically L (RST .6-8.2) Lesson 9 and 10 (RST .6-8.10) Lesson 5 and 8 (RST .6-8.3)
Reviewed May 2016
Greeley-Evans School District 6 Grade: 7th Curriculum Guide
Unit One: Experimental Design Timeline: August 23trd - September 23rd (suggested)
Standard: Life Science Standard 2
Grade Level Expectation: Scientists test their explanations using observations, identifying problems, and designing experiments to gather,
analyze, and interpret data.
Student Outcomes: 1. Analyze evidence and draw conclusions based on that
evidence.
2. Define problems and design studies to test the hypothesis.
3. Justify and defend scientific explanations
Instruction: SEPUP Lessons 1 - 5 and 7 - 9 Supplemental Lesson on Independent Vs. Dependent Variables: Investigating Worms & Meet the Creatures
Inquiry Questions:
How do you solve problems? How do
scientists solve problems ethically? Do all
scientists solve problems the same way?
What kind of problems do scientists work to
solve? What type of evidence do scientists
use to support a claim?
Vocabulary: Control Evidence Hypothesis Qualitative/Quantitative Data Trade-offs Variables (Independent/Dependent)
Assessments: Unit one Pre and Post Assessment: Experimental Design (Schoology/hard copy)
Science Resources: SEPUP Unit A: Studying People Scientifically Supplemental Lesson: Investigating Worms Supplemental Lesson: Meet the Creatures
Literacy Resources: Lesson 4, 6, 7 and 10 - Studying People Scientifically L (RST .6-8.2) Lesson 9 and 10 (RST .6-8.10) Lesson 5 and 8 (RST .6-8.3)
Reviewed May 2016
ANATOMY UNIT (4 Weeks)
Standard Life Science Standard 2
Graduate Competence Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection
Grade Level Expectation 2. The human body is composed of atoms, molecules, cells, tissues, organs, and organ systems that have specific functions and interactions (7th)
Big Idea Anatomy
End of unit Performance Task
Common Unit Assessment
Student Outcomes Priority Student Outcomes
Nature of Science Literacy Standards Focus
Writing Standard Focus
Reading/writing Focus Cross Content Connection
a. Develop and design a scientific investigation about human body systems (DOK 2-
4) b. Develop, communicate, and justify an evidence-based scientific explanation
regarding the functions and interactions of the human body (DOK 1-3) c. Gather, analyze, and
interpret data and models on the functions and interactions of the human body (DOK 1-3)
b. Develop, communicate, and justify an evidence-
based scientific explanation regarding the functions and interactions of the
human body (DOK 1-3) 1. Critical ly evaluate models, and identify the strengths and
weaknesses of the model in representing our understanding of the human body (DOK 2-3)
1. Critically evaluate models, and identify the strengths and
weaknesses of the model in representing our understanding of the
human body (DOK 2-3)
RST.6-8.1 Cite specific textual evidence to support
analysis of science and technical texts. RST.6-8.5 Analyze the structure
an author uses to organize a text, including how the major sections
contribute to the whole and to an understanding of the topic.
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
Lessons 15 and 28 (RST .6-8.2) Lesson 12 (RST .6-8.7)
Reviewed May 2016
Greeley-Evans School District 6 Grade: 7th Curriculum Guide
Unit Two: Body Works (Anatomy) Timeline: Sept. 26th - Nov. 4th (Suggested)
Standard: Life Science Standard 2
Grade Level Expectations: 2. The human body is composed of atoms, molecules, cells, tissues, organs, and organ systems that have specific functions and interactions (7th) 4. Photosynthesis and cellular respiration are important processes by which energy is acquired and utilized by organisms. ( 7th)
Student Outcomes: 2.a. Develop and design a scientific investigation about human body systems (DOK 2-4) (7th) 2.b. Develop, communicate, and justify an evidence-based scientific explanation regarding the functions and interactions of the human body (DOK 1-3) (7th) 2.c. Gather, analyze, and interpret data and models on the functions and interactions of the human body (DOK 1-3) (7th) 4.a. Gather, analyze, and interpret data regarding the basic functions of photosynthesis and cellular respiration (DOK 1-2) (7th).
Instruction: SEPUP Lessons: 12-15, 17, 19, 23, 24, 28,29 Optional Lessons: 11, 16, 18, 20, 21, 22, 25, 26 27 http://science-class.net/archive/science-class/Lessons/Photosynthesis_Cell_Resp/respiration_in_yeast_demo.pdf
Inquiry Questions: · How do organs and organ systems in the human body interact to perform specific functions? How can you find out what is your relative risk of disease? How can models help you to understand the function of an organ system?
Vocabulary: Absorption Cardiovascular Cell Digestion Nutrients Organ Respiration System Tissue
Assessments: Unit Two Assessment
Science Resources: SEPUP Unit B: Body Works The Human Body by Tinybop (App for iPad) The Human Body: Pushing the Limits DVD (YouTube Accessible) http://science-class.net/archive/science-class/Lessons/Photosynthesis_Cell_Resp/respiration_in_yeast_demo.pdf
Literacy Resources: Lessons 15 and 28 (RST .6-8.2) Lesson 12 (RST .6-8.7)
Reviewed May 2016
CELL BIOLOGY UNIT (6 Weeks)
Standard Life Science
Standard 2
Graduate Competence Analyze the relationship between structure and function in living systems at a variety of organizational levels, and
recognize living systems’ dependence on natural selection
Grade Level Expectation 3. Cells are the smallest unit of life that can function independently and perform all the necessary functions of life (7 th)
Big Idea Cell Biology And Disease
End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student
Outcomes
Nature of Science Literacy Standards
Focus
Writing Standard Focus Reading/writing Focus
Cross Content
Connection
a. Gather, analyze, and interpret
data and models on the different
types of cells, their structures,
components and functions (DOK 1-2)
b. Develop, communicate, and justify
an evidence-based scientific
explanation regarding cell structures,
components, and their specific
functions (DOK 1-3)
c. Compare and contrast the basic
structures and functions of plant
cells, animal cells, and single-celled
organisms (DOK 2)
d. Employ tools to gather, view,
analyze, and report results for the
scientific investigations of cells (DOK
1-2)
b. Develop,
communicate,
and justify an
evidence-based
scientific
explanation
regarding cell
structures,
components,
and their specific
functions (DOK
1-3)
c. Compare and
contrast the
basic structures
and functions of
plant cells,
animal cells, and
single-celled
organisms (DOK
2)
1. Recognize that
our current
understanding of
cells has
developed over
centuries of
studies by many
scientists, and
that through
continued
scientific
investigations and
advances in data
collection, we will
continue to refine
our understanding
of cells.
RST.6-8.4
Determine the meaning
of symbols, key terms,
and other domain-
specific words and
phrases as they are
used in a specific
scientific or technical
context relevant to
grades 6-8 texts and
topics.
RST.6-8.5
Analyze the structure an
author uses to organize
a text, including how
the major sections
contribute to the whole
and to an
understanding of the
topic.
WHST.6-8.1
Write arguments focused on
discipline-specific content.
a. Introduce claim(s)
about a topic or issue,
acknowledge and distinguish
the claim(s) from alternate or
opposing claims, and organize
the reasons and evidence
logically.
b. Support claim(s) with
logical reasoning and relevant,
accurate data and evidence that
demonstrate an understanding
of the topic or text, using
credible sources.
c. Use words, phrases,
and clauses to create cohesion
and clarify the relationships
among claim(s), counterclaims,
reasons, and evidence.
d. Establish and maintain
a formal style.
Provide a concluding statement or
section that follows from and
supports the argument presented.
Literacy Resources:
Lesson 31 (WHST .6-8.6) (WHST .6-8.7)
Reviewed May 2016
CELL BIOLOGY UNIT (6 - Weeks)
Standard Life Science Standard 2
Graduate Competence Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection
Grade Level Expectation 4. Photosynthesis and cellular respiration are important processes by which energy is acquired and utilized by organisms (7th)
Big Idea Cell Biology And Disease
End of unit Performance Task
Common Unit Assessment
Student Outcomes Priority Student
Outcomes
Nature of Science Literacy Standards
Focus
Writing Standard
Focus
Reading/writing Focus Cross
Content Connection
a. Gather, analyze, and interpret data regarding the basic functions of photosynthesis and cellular
respiration (DOK 1-2) b. Use direct and indirect evidence to describe the relationship between
photosynthesis and cellular respiration within plants – and between plants and
animals (DOK 1-2) c. Use computer simulations to model the relationship between photosynthesis and
cellular respiration within plants – and between plants and animals (DOK 1-2)
a. Gather, analyze, and interpret data regarding the basic functions of photosynthesis and
cellular respiration (DOK 1-2) c. Use computer simulations to model the
relationship between photosynthesis and cellular respiration
within plants – and between plants and animals (DOK 1-2) 1. Ask a testable
question and make a falsifiable hypothesis about photosynthesis or respiration and design an
inquiry based method to find an answer. (DOK 2-4)
1. Ask a testable question and make a falsifiable hypothesis about photosynthesis
or respiration and design an inquiry based method to find
an answer. (DOK 2-4) 2. Design an experiment to observe photosynthesis or
respiration, and clearly define controls and variables. (DOK 2-4) 3. Share
experimental data, and respectfully discuss conflicting results emulating the
practice of scientists. (DOK 2-3)
RST.6-8.7 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). RST.6-8.9 Compare and
contrast the information gained from experiments,
simulations, video, or multimedia sources with that gained from reading
a text on the same topic.
WHST.6-8.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience.
Literacy Resources:
Lesson 31 (WHST .6-8.6) (WHST .6-8.7)
Reviewed May 2016
Greeley-Evans School District 6 Grade: 7th Curriculum Guide
Unit Three: Cell Biology And Disease Timeline: Nov. 7th - Dec. 21st
Standard: Life Science Standard 2
Grade Level Expectation: 3. Cells are the smallest unit of life that can function independently and perform all the necessary functions of life (7 th) 4. Photosynthesis and cellular respiration are important processes by which energy is acquired and utilized by organisms. (7th)
Student Outcomes: 3.a. Gather, analyze, and interpret data and models on the different types of cells, their structures, components and functions (DOK 1-2) 3.b. Develop, communicate, and justify an evidence-based scientific explanation regarding cell structures, components, and their specific functions (DOK 1-3) 3.c. Compare and contrast the basic structures and functions of plant cells, animal cells, and single-celled organisms (DOK 2) 3.d. Employ tools to gather, view, analyze, and report results for the scientific investigations of cells (DOK 1-2) 4.a. Gather, analyze, and interpret data regarding the basic functions of photosynthesis and cellular respiration. (DOK 1-2)
Instruction: SEPUP Lessons: 30, 31, 33, 35, 36 (use pond water), 38, 39, 40, 42, 43 Optional Lessons: 32, 34, 37, 41, 44, 45, 46, 47, 48, 49, 50, 51, 52
Inquiry Questions: What are the similarities and differences between animal cells, plant cells, and single-celled organisms? How do the organelles help to comprise a functioning cell? What are your personal responsibilities to keep diseases from spreading?
Vocabulary: Antibiotic Bacteria Cell Organelles Cell Membrane Protists Cytoplasm Respiration Germ Virus Magnification Vaccine Microbe Mitochondria Multicellular Nuclear Membrane Nucleus
Assessments: Unit Three Assessment
Science Resources: iCell for iPad Cells Alive (http://www.cellsalive.com/)
Literacy Resources: Lesson 31 (WHST .6-8.6) (WHST .6-8.7)
Reviewed May 2016
GENETICS UNIT (5 Weeks)
Standard Life Science Standard 2
Graduate Competence Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics
and their environment
Grade Level Expectation 2. Organisms reproduce and transmit genetic information (genes) to offspring, which influences individuals’ traits in the next
generation (8th)
Big Idea Genetics
End of unit Performance
Task
Common Unit Assessment
Student Outcomes Priority Student
Outcomes
Nature of Science Literacy Standards
Focus
Writing Standard Focus Reading/writing Focus
Cross Content Connection
a. Develop, communicate,
and justify an evidence-
based scientific explanation
for how genetic information
is passed to the next
generation (DOK 1-3)
b. Use direct and indirect
observations, evidence, and
data to support claims
about genetic reproduction
and traits of individuals
(DOK 1-3)
c. Gather, analyze, and
interpret data on
transmitting genetic
information (DOK 1-2)
d. Use models and diagrams
to predict the phenotype
a. Develop,
communicate, and
justify an evidence-
based scientific
explanation for how
genetic information is
passed to the next
generation (DOK 1-3)
c. Gather, analyze, and
interpret data on
transmitting genetic
information (DOK 1-2)
d. Use models and
diagrams to predict the
phenotype and
genotype of offspring
based on the genotype
of the parents (DOK 1-2)
1. Understand the
interconnected
nature of math and
science by util izing
math in the
prediction of future
generations. (DOK 2)
2. Recognize that
current
understanding of
genetics has
developed over time
and become more
sophisticated as new
technologies have
led to new evidence.
(DOK 1)
3. Critically evaluate
models used to
RST.6-8.3
Follow precisely a
multistep procedure
when carrying out
experiments, taking
measurements, or
performing technical
tasks.
RST.6-8.10
By the end of grade
8, read and
comprehend
science/technical
texts in the grades 6-
8 text complexity
band independently
and proficiently.
WHST.6-8.2
Write
informative/explanator
y texts, including the
narration of historical
events, scientific
procedures/
experiments, or
technical processes.
a. Introduce a
topic clearly,
previewing what is to
follow; organize
ideas, concepts, and
information into
broader categories as
appropriate to
achieving purpose;
include formatting
Lesson 65 (RST .6-8.3)
Lesson 56 (RST .6-8.8) (WHST .6-8.1)
Lesson 54, 57,60, 61,63
(WHST .6-8.2d)
Reviewed May 2016
and genotype of offspring
based on the genotype of
the parents (DOK 1-2)
e. Use computer
simulations to model and
predict phenotype and
genotype of offspring based
on the genotype of the
parents (DOK 1-2)
1. Understand the
interconnected nature
of math and science by
util izing math in the
prediction of future
generations. (DOK 2)
2. Recognize that
current understanding
of genetics has
developed over time
and become more
sophisticated as new
technologies have led to
new evidence. (DOK 1)
represent
deoxyribonucleic acid
(DNA) and genes;
identify strengths
and weaknesses of
these models for
representing
complex natural
phenomena. (DOK 2-
3)
(e.g., headings),
graphics (e.g., charts,
tables), and
multimedia when
useful to aiding
comprehension.
b. Develop the
topic with relevant,
well-chosen facts,
definitions, concrete
details, quotations, or
other information
and examples.
c. Use
appropriate and
varied transitions to
create cohesion and
clarify the
relationships among
ideas and concepts.
d. Use precise
language and
domain-specific
vocabulary to inform
about or explain the
topic.
e. Establish and
maintain a formal
style and objective
tone.
Provide a concluding
statement or section
that follows from and
supports the
information or
explanation presented.
Reviewed May 2016
Greeley-Evans School District 6 Grade: 7th Curriculum Guide
Unit Four: Genetics Timeline: Jan. 4th - Feb. 17th (Suggested)
Standard: Life Science Standard 2
Grade Level Expectation: 2. Organisms reproduce and transmit genetic information (genes) to offspring, which influences individuals’ traits in the nex t generation (8th)
Student Outcomes: 2.a. Develop, communicate, and justify an evidence-based scientific explanation for how genetic information is passed to the next generation (DOK 1-3) (8th) 2.b. Use direct and indirect observations, evidence, and data to support claims about genetic reproduction and traits of individuals (DOK 1-3) (8th) 2.c. Gather, analyze, and interpret data on transmitting genetic information (DOK 1-2) (8th) 2.d. Use models and diagrams to predict the phenotype and genotype of offspring based on the genotype of the parents (DOK 1-2) (8th) 2.e. Use computer simulations to model and predict phenotype and genotype of offspring based on the genotype of the parents (DOK 1-2) (8th)
Instruction: SEPUP Lessons: 54, 55, 56, 57, 58, 59, 60, 61, 62, 63 Optional Lessons: 64, 65, 66, 67, 68, 69, 70 Supplementary Lessons on DNA Testing & GMOs (optional)
Inquiry Questions: How is genetic information passed from generation to generation?
Vocabulary: Allele Asexual Reproduction Chromosome DNA Dominant/Recessive Egg Cell Gene
Assessments: Unit 4 Assessment
Reviewed May 2016
How can we use models and diagrams to predict the phenotype and genotype of offspring?
Genetics Genotype Heterozygous Homozygous Inherited Mutation Offspring Pedigree Phenotype Probability Punnett Square Sexual Reproduction Sperm Cell Trait
Science Resources: Snurfle Meiosis for iPad (Simulation: Creating a DNA Fingerprint): http://www.pbs.org/wgbh/nova/education/body/create-dna-fingerprint.html
Literacy Resources: Lesson 65 (RST .6-8.3) Lesson 56 (RST .6-8.8) (WHST .6-8.1) Lesson 54, 57,60, 61,63 (WHST .6-8.2d)
Reviewed May 2016
ECOLOGY UNIT (7 Weeks)
Standard Life Science Standard 2
Graduate Competence Explain and illustrate with examples how living systems interact with the biotic and abiotic environment
Grade Level Expectation 1. Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species (6 th)
Big Idea Ecology
End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student
Outcomes
Nature of Science Literacy
Standards Focus
Writing Standard
Focus
Reading/writing Focus
Cross Content
Connection
a. Interpret and analyze data about
changes in environmental conditions
– such as climate change – and
populations that support a claim
describing why a specific population
might be increasing or decreasing
b. Develop, communicate, and justify
an evidence-based explanation about
how ecosystems interact with and
impact the global environment (DOK
1-3)
c. Model equilibrium in an ecosystem,
including basic inputs and outputs, to
predict how a change to that
ecosystem such as climate change
might impact the organisms,
populations, and species within it
such as the removal of a top predator
or introduction of a new species
d. Examine, evaluate, question, and
ethically use information from a
variety of sources and media to
investigate how environmental
conditions affect the survival of
individual organisms (DOK 1-2)
c. Model equilibrium in an
ecosystem, including basic inputs and outputs, to
predict how a change to
that ecosystem such as climate change might
impact the organisms,
populations, and species within it such as the
removal of a top predator
or introduction of a new species
2. Recognize and describe
the ethical traditions of science: value peer review;
truthful reporting of
methods and outcomes; making work public; and
sharing a lens of
professional skepticism when reviewing the work
of others.
1. Ask testable questions and
make a falsifiable hypothesis
about how environmental
conditions affect organisms,
populations, or entire species
and design a method to find
the answer. (DOK 2-4)
2. Recognize and describe the
ethical traditions of science:
va lue peer review; truthful
reporting of methods and
outcomes; making work public;
and sharing a lens of
professional skepticism when
reviewing the work of others.
3. Use models and technology
tools to show what might
happen to individuals,
populations, and species as
environmental conditions change. (DOK 1-2)
RST.6-8.2
Determine the
central ideas or
conclusions of a
text; provide an
accurate
summary of the
text distinct from
prior knowledge
or opinions.
RST.6-8.8
Distinguish
among facts,
reasoned
judgment based
on research
findings, and
speculation in a
text.
WHST.6-8.7
Conduct short
research projects
to answer a
question (including
a self-generated
question), drawing
on several sources
and generating
additional related,
focused questions
that allow for
multiple avenues
of exploration.
Literacy Resources:
Lesson 72 (RST .6-8.7)
Lesson 73 (WHST .6-
8.7)
Lesson 77 (RST .6-8.7)
Lesson 85 (RST .6-8.10)
Reviewed May 2016
ECOLOGY UNIT (7 Weeks)
Standard Life Science Standard 2
Graduate Competence Explain and illustrate with examples how living systems interact with the biotic and abiotic environment
Grade Level Expectation 2. Organisms interact with each other and their environment in various ways that create a flow of energy and cycling of matter in
an ecosystem (6th)
Big Idea Ecology
End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student
Outcomes
Nature of Science Literacy Standards
Focus
Writing Standard
Focus
Reading/writing Focus
Cross Content Connection
a. Develop, communicate,
and justify an evidence-based
explanation about why there
generally are more producers
than consumers in an
ecosystem (DOK 1-3)
b. Design a food web diagram
to show the flow of energy
through an ecosystem (DOK 1-
2)
c. Compare and contrast the
flow of energy with the
cycling of matter in
ecosystems (DOK 2)
a. Develop, communicate,
and justify an evidence-based explanation about
why there generally are
more producers than consumers in an
ecosystem (DOK 1-3)
b. Design a food web
diagram to show the flow
of energy through an ecosystem (DOK 1-2)
c. Compare and contrast the flow of energy with the
cycling of matter in
ecosystems (DOK 2)
3. Create and evaluate
models that show how
interactions create a flow of energy and a cycling of
matter in an ecosystem.
(DOK 2-3)
1. Scientists work from
the assumption that the universe is a single
system in which the basic
rules are the same everywhere – that energy
follows the same rules in
an ecosystem as it does in physics experiments.
(DOK 1)
2. Generate solutions to
help mitigate
environmental problems
based on an understanding of the
cycling of matter and
energy. (DOK 2-4)
3. Create and evaluate
models that show how interactions create a flow
of energy and a cycling of
matter in an ecosystem. (DOK 2-3)
RST.6-8.7
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).
RST.6-8.10
By the end of grade
8, read and
comprehend
science/technical
texts in the grades 6-
8 text complexity
band independently
and proficiently.
WHST.6-8.6
Use technology,
including the
Internet, to produce
and publish writing
and present the
relationships
between information
and ideas clearly and
efficiently.
Literacy Resources:
Lesson 72 (RST .6-8.7)
Lesson 73 (WHST .6-8.7)
Lesson 77 (RST .6-8.7)
Lesson 85 (RST .6-8.10)
Reviewed May 2016
ECOLOGY UNIT (7 Weeks)
Standard Life Science Standard 2
Graduate Competence Explain and illustrate with examples how living systems interact with the biotic and abiotic environment
Grade Level Expectation 1. Human activities can deliberately or inadvertently alter ecosystems and their resiliency (8 th)
Big Idea Ecology
End of unit Performance Task
Common Unit Assessment
Student Outcomes Priority Student
Outcomes
Nature of Science Literacy Standards
Focus
Writing Standard
Focus
Reading/writing Focus Cross
Content Connection a. Develop, communicate, and justi fy an evidence-based scientific example of how
humans can alter ecosystems (DOK 1-3) b. Analyze and interpret data about human impact on local
ecosystems (DOK 1-3) c. Recognize and infer bias in print and digital resources while
researching an environmental i s sue (DOK 1-3) d. Use technology resources
such as online encyclopedias, onl ine databases, and credible websites to locate, organize,
analyze, evaluate, and synthesize information about
human impact on local ecosystems (DOK 1-2) e. Examine, evaluate, question,
and ethically use information from a variety of sources and
media to investigate an
environmental issue (DOK 1-2)
b. Analyze and interpret data about human impact on local ecosystems (DOK 1-3) c. Recognize and infer bias in print and digital resources while researching an
environmental issue (DOK 1-3)
1. Critically evaluate scientific claims in popular media and peer generated explanations regarding interactions in ecosystems, and determine if the evidence presented is appropriate and sufficient to support the claims.
RST.6-8.7 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). RST.6-8.9 Compare and contrast the information gained
from experiments, simulations, video, or multimedia sources with that gained from
reading a text on the same topic.
WHST.6-8.9 Draw evidence from informational texts to support analysis,
reflection, and research.
Literacy Resources:
Lesson 72 (RST .6-8.7)
Lesson 73 (WHST .6-8.7)
Lesson 77 (RST .6-8.7)
Lesson 85 (RST .6-8.10)
Reviewed May 2016
Greeley-Evans School District 6 Grade: 7th Curriculum Guide
Unit Five: Ecology Timeline: Feb. 20th - April 4th. (Suggested)
Standard: Life Science Standard 2
Grade Level Expectation: 1. Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species (6 th) 2. Organisms interact with each other and their environment in various ways that create a flow of energy and cycling of matter in an ecosystem (6th) 4. Photosynthesis and cellular respiration are important processes by which energy is acquired and utilized by organisms (7 th) 1. Human activities can deliberately or inadvertently alter ecosystems and their resiliency (8th)
Student Outcomes: 1.a. Interpret and analyze data about changes in environmental conditions – such as climate change – and populations that support a claim describing why a specific population might be increasing or decreasing (6th) 2.b. Develop, communicate, and justify an evidence-based explanation about how ecosystems interact with and impact the global environment (DOK 1-3) (6th) 2.c. Model equilibrium in an ecosystem, including basic inputs and outputs, to predict how a change to that ecosystem such as climate change might impact the organisms, populations, and species within it such as the removal of a top predator or introduction of a new species (6th) 2.d. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate how environmental conditions affect the survival of individual organisms (DOK 1-2) (6th) 2.a. Develop, communicate, and justify an evidence-based explanation about why there generally are more producers than consumers in an ecosystem (DOK 1-3) (6th) 2.b. Design a food web diagram to show the flow of energy through an ecosystem (DOK 1-2) (6th)
Instruction: SEPUP Lessons: 72, 73, 77, 78, 79, 81, 83, 85, 87. Optional Lessons: 74, 75, 76, 80, 82, 84, 86 Suggested Lesson Topics:
● Climate Change ● Impact of ecosystems on global environment ● Farming Impact on Ecosystems ● Fracking ● Green Energies ● Carbon Footprint ● Water/air pollution ● Deforestation ● Sustainability/Recycling
Supplemental: (Predator/Prey Graphing Activity) http://www.biologycorner.com/worksheets/predator_prey_graphing.html (Personal Responsibility in Ecosystem Activity) http://www.k12reader.com/worksheet/ecology-taking-care-of-earth/
Reviewed May 2016
2.c. Compare and contrast the flow of energy with the cycling of matter in ecosystems (DOK 2) (6th)
4.b. Use direct and indirect evidence to describe the relationship
between photosynthesis and cellular respiration within plants – and between plants and animals (DOK 1-2) (7th)
4.c. Use computer simulations to model the relationship between
photosynthesis and cellular respiration within plants – and between plants and animals (DOK 1-2) (7th)
1.a. Develop, communicate, and justify an evidence-based scientific example of how humans can alter ecosystems (DOK 1-3) (8th)
1.b. Analyze and interpret data about human impact on local
ecosystems (DOK 1-3) (8th)
1.c. Recognize and infer bias in print and digital resources while researching an environmental issue (DOK 1-3) (8th)
1.d. Use technology resources such as online encyclopedias, online
databases, and credible websites to locate, organize, analyze,
evaluate, and synthesize information about human impact on local ecosystems (DOK 1-2) (8th)
1.e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate an environmental issue (DOK 1-2) (8th)
(Environmental Issues Articles) http://msms.ehe.osu.edu/category/environmental-issues/ (Photosynthesis and Respiration Simulations) http://www.biomanbio.com/GamesandLabs/PhotoRespgames/photoresp.html (Cellular Respiration Virtual Lab) http://lhsblogs.typepad.com/files/cell-respiration-virtual-lab.pdf
Inquiry Questions: What is the role of energy in an ecosystem? How do producers, consumers, and decomposers affect each other in an ecosystem?
Vocabulary: Carrying Capacity Chloroplast Consumer Decomposer Ecology Ecosystem Food Web/Chain Habitat
Assessments: Unit Assessment Five
Reviewed May 2016
What is the impact of humans on local and global ecosystems? What is the relationship between cellular respiration and photosynthesis?
Introduced Species Photosynthesis Population Predator Prey Producer Respiration
Science Resources: Go Wild for iPad App http://www.biologycorner.com/worksheets/predator_prey_graphing.html http://www.k12reader.com/worksheet/ecology-taking-care-of-earth/ http://msms.ehe.osu.edu/category/environmental-issues/ http://www.biomanbio.com/GamesandLabs/PhotoRespgames/photoresp.html Pangaea Safari App
Literacy Resources: Lesson 72 (RST .6-8.7) Lesson 73 (WHST .6-8.7) Lesson 77 (RST .6-8.7) Lesson 85 (RST .6-8.10)
Reviewed May 2016
EVOLUTION UNIT (5 Weeks)
Standard Life Science Standard 2
Graduate Competence Explain how biological evolution accounts for the unity and diversity of living organisms
Grade Level Expectation 1. Individual organisms with certain traits are more likely than others to survive and have offspring in a specific environme nt
(7th)
Big Idea Evolution End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student Outcomes Nature of Science Literacy Standards
Focus
Writing Standard
Focus
Reading/writing Focus
Cross Content Connection
a. Develop, communicate, and justi fy an evidence-based explanation for why a given organism with specific traits will or wi l l not survive to have offspring in a
given environment (DOK 1-3) b. Analyze and interpret data about specific adaptations to provide
evidence and develop claims about di fferential survival and reproductive success (DOK 1-3) c. Use information and communication technology tools to gather information from credible
sources, analyze findings, and draw conclusions to create and justify an
evidence-based scientific explanation (DOK 1-2) d. Use computer simulations to
model differential survival and reproductive success associated with specific tra its in a given environment (DOK 1-2)
b. Analyze and interpret data about specific adaptations to provide evidence and
develop claims about differential survival and reproductive success (DOK 1-
3) 2. Describe several ways in which scientists would study genetics, and suggest ways
that this has contributed to our understanding of survival and populations. (DOK 1-2)
1. Create and use sound experimental designs to collect data
around survival and genetic traits. (DOK 2-3) 2. Describe several
ways in which scientists would study genetics, and suggest
ways that this has contributed to our understanding of survival and
populations. (DOK 1-2)
RST.6-8.3 Follow precisely a multistep procedure
when carrying out experiments, taking measurements, or
performing technical tasks. RST.6-8.6 Analyze the author’s
purpose in providing an explanation, describing a
procedure, or discussing an experiment in a text.
WHST.6-8.6 Use technology, including the
Internet, to produce and publish writing and present the
relationships between information and ideas clearly and
efficiently.
Reviewed May 2016
EVOLUTION UNIT (5 Weeks)
Standard Life Science Standard 2
Graduate Competence Explain how biological evolution accounts for the unity and diversity of living organisms
Grade Level Expectation 5. Multiple lines of evidence show the evolution of organisms over geologic time (7 th)
Big Idea Evolution
End of unit Performance Task Common Unit Assessment
Student Outcomes Priority Student Outcomes
Nature of Science Literacy Standards Focus
Writing Standard Focus
Reading/writing Focus Cross Content
Connection
a. Interpret and analyze data from the fossil record to support a claim that organisms and environments
have evolved over time (DOK 1-2) b. Analyze and critique the evidence regarding the causes
and effects of a mass extinction event (DOK 2-3) c. Analyze and interpret data that show human evolution
(DOK 1-3) d. Use technology to share research findings about the evidence regarding the causes
and effects of a mass extinction event (DOK 1-2)
a. Interpret and analyze data from the fossil record to support a claim that organisms and
environments have evolved over time (DOK 1-2) c. Analyze and interpret
data that show human evolution (DOK 1-3) 1. Share experimental data, and respectfully
discuss conflicting results emulating the practice of scientists. (DOK 2-3)
1. Share experimental data, and respectfully discuss conflicting results emulating the
practice of scientists. (DOK 2-3) 2. Cite various scientific arguments
regarding the causes and effects of mass extinctions. (DOK 1)
RST.6-8.5 Analyze the structure an author uses to organize a text,
including how the major sections contribute to the
whole and to an understanding of the topic. RST.6-8.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text
complexity band independently and proficiently.
WHST.6-8.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience.
Reviewed May 2016
Greeley-Evans School District 6 Grade: 7th Curriculum Guide
Unit Six: Evolution Timeline: April 17th. - May 19th.
Standard: Life Science Standard 2
Grade Level Expectation: 1. Individual organisms with certain traits are more likely than others to survive and have offspring in a specific environment (7th) 5. Multiple lines of evidence show the evolution of organisms over geologic time (7th)
Student Outcomes: 1.a. Develop, communicate, and justify an evidence-based explanation for why a given organism with specific traits will or will not survive to have offspring in a given environment (DOK 1-3) (7th) 1.b. Analyze and interpret data about specific adaptations to provide evidence
and develop claims about differential survival and reproductive success (DOK 1-3) (7th) 1.c. Use information and communication technology tools to gather information from credible sources, analyze findings, and draw conclusions to create and
justify an evidence-based scientific explanation (DOK 1-2) (7th) 1.d. Use computer simulations to model differential survival and reproductive success associated with specific traits in a given environment (DOK 1-2) (7th) 5.a. Interpret and analyze data from the fossil record to support a claim that
organisms and environments have evolved over time (DOK 1-2) (7th)
5.b. Analyze and critique the evidence regarding the causes and effects of a mass
extinction event (DOK 2-3) (7th)
5.c. Analyze and interpret data that show human evolution (DOK 1-3) (7th)
5.d. Use technology to share research findings about the evidence regarding the
causes and effects of a mass extinction event (DOK 1-2) (7th)
Instruction: SEPUP Lessons: 89, 90, 92, 93, 94, 97, 99, 101 Optional Lessons: 91, 95, 96, 98, 100 Recommended: (HHMI Rock Pocket Mouse Lesson) http://www.hhmi.org/biointeractive/color-variation-over-time-rock-pocket-mouse-populations (Darwin’s Journey: Interactive Website) http://www.cnrs.fr/cw/dossiers/dosdarwinE/darwin.html
Inquiry Questions: What information can we collect from our fossil record? How do inherited traits help or hinder an organism’s chances of reproductive success and survival?
Vocabulary: Adaptation
Ancestor
Camouflage
Endangered Species
Evolution
Extinction
Assessments: Evolution Unit Assessment
Reviewed May 2016
Fossil
Geologic time
Law of Superposition
Migration
Mutation
Natural selection
Science Resources: Cenozoic Era App for iPad HHMI App: Click and Learn (Darwin’s Journey: Interactive Website) http://www.cnrs.fr/cw/dossiers/dosdarwinE/darwin.html
Literacy Resources: Lesson 89 (RST .6-8.8) Lesson 94 (RST .6-8.5) Lesson 99 (RST .6-8.9) Lesson 101 (RST .6-8.2)