Grade 7 Science Curriculum Pacing Guide 2018-2019 Pacing... · Grade 7 Science– Curriculum Pacing...

Grade 7 Science– Curriculum Pacing Guide – 2018-2019

Anderson School District Two 2018-2019

Science 7 Pacing

Quarter Unit # Topic # of Days

1 1 Structure and Properties of Matter

2 Classification of Matter

3 Physical and Chemical Properties of Matter

4 Acids and Bases

5 Physical and Chemical Changes and Conservation of Matter

2 6 Cell Theory, Cell Structure, and Cell Classification

7 Multicellular Organisms, The Digestive System, and The Excretory (Urinary) System

8 Circulatory System and Respiratory System

9 Nervous System, Musculoskeletal System, and Body System Relationships

3 10 Genetics- Heredity and Traits

11 Punnett Squares

12 Mutations



13 Genetic Engineering

4 14 Ecosystems: Organization and Energy Flow

15 Ecosystems: Biotic and Abiotic Factors

EOY Review Based on year-long formative and summative data

Science & Engineering Practice (Grades 6-HS) 7.S.1A.1-7.S.1A.8

1. Asking questions and defining problems Ask questions to (1) generate hypotheses for scientific investigations, (2) refine models, explanations, or designs, or (3) extend the results of investigations or challenge claims.

2. Developing and using models Develop and use models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.

3. Planning and carrying out investigations Plan and conduct controlled scientific investigations to answer questions, test

hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses, (2) identify materials, procedures, and variables, (3) select and use appropriate tools or instruments to collect qualitative and quantitative data, and (4) record and represent data in an appropriate form. Use appropriate safety

procedures

4. Analyzing and interpreting data Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or

statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs.

5. Using mathematics & computational thinking Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, (2) collect and analyze data, (3) express relationships

between variables for models and investigations, or (4) use grade-level appropriate



statistics to analyze data.

6. Constructing explanations & designing solutions Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs,

tables, or diagrams.

7. Engaging in argument from evidence Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.

8. Obtaining, evaluating, and communicating information

Construct devices or design solutions using scientific knowledge to solve specific problems or needs: (1) ask questions to identify problems or needs, (2) ask questions about the criteria and constraints of the device or solutions, (3) generate and communicate ideas for possible devices or solutions, (4) build and test devices

or solutions, (5) determine if the devices or solutions solved the problem and refine the design if needed, and (6) communicate the results.

Cross-Cutting Concepts:

1. Patterns

2. Cause and Effect

3. Scale, Proportion, and Quantity

4. Systems and System Models

5. Energy and Matter: Flows, Cycles, and Conservation

6. Structure and Function

7. Stability and Change



FIRST NINE WEEKS

Unit 1 - Structure and Properties of Matter ( days)

Standard 7.P.2: The student will demonstrate an understanding of the structure and properties of matter and that matter is conserved as it undergoes changes.

7.P.2.A Conceptual Understanding: All substances are composed of one or more elements. Elements are pure substances which contain only one kind of atom. The periodic table organizes these elements based on similar properties. Compounds are substances composed of two or more elements. Chemical formulas can be used to describe compounds.

7.P.2A.1: Performance Indicator: Develop and use simple atomic models to illustrate the components of elements (including the relative position and charge of protons, neutrons, and electrons). 7.P.2A.2: Performance Indicator: Obtain and use information about elements (including chemical symbol, atomic number, atomic mass, and group/family) to describe the organization of the periodic table.

Unit 1 – Structure and Properties of Matter ( days)

Essential Tasks/Key Science and Engineering Learning Targets Resources (Suggested Activities)



Concepts Practices and Cross Cutting Concepts

● Atomic models: Subatomic particles

SEP: S.1A.2: Develop and use models

CCC:

● Scale, Proportion and

Quantity ● Structure and Function

● I can develop and label a simple model of an atom.

● I can use my simple atomic model to show (illustrate) the relationships between

the parts (subatomic particles).

● I can show how atoms relate to all matter in terms of

scale, proportion, and quantity.

● Note to self- base directly on CCC theme and SEP verbiage

● Organization of Periodic Table: Key=

Chemical Symbol, Atomic Mass, Atomic Weight, Synonyms for

Periods and Families ● Metals, Nonmetals,

Metalloids

SEP: S.1A.8: Obtain and evaluate scientific information

CCC:

● Patterns

● I can begin to explore the organization of the periodic

table to identify patterns. ● I can obtain scientific

information about various

elements using the patterns in periodic table.

● I can obtain and use information from secondary

sources about elements to describe the organization of the periodic table. (See

Essential Learning Experiences, page 14).

●

Unit Review and Test



Unit 2 - Classification of Matter ( days)

Standard 7.P.2: The student will demonstrate an understanding of the structure and properties of matter and that matter is conserved as it undergoes changes.

7.P.2.A Conceptual Understanding: All substances are composed of one or more elements. Elements are pure substances which contain only one kind of atom. The periodic table organizes these elements based on similar properties. Compounds are substances composed of two or more elements. Chemical formulas can be used to describe compounds. 7.P.2A.3: Performance Indicator: Analyze and interpret data to describe and classify matter as pure substances (elements or

compounds) or mixtures (heterogeneous or homogeneous) based on composition. 7.P.2A.4: Performance Indicator: Construct explanations for how compounds are classified as ionic (metal bonded to nonmetal) or covalent (nonmetals bonded together) using chemical formulas.

Unit 2 – Classification of Matter ( days)

Essential Tasks/Key Concepts Science and Engineering

Practices and Cross Cutting Concepts

Learning Targets Resources (Suggested Activities)

● Matter can be classified on the basis of its composition (flow chart)

● Elements, Compounds, and

Mixtures (Heterogeneous & Homogeneous)

SEP: S.1A.4: Analyze and interpret data

CCC:

● Structure and Function

● I can describe the categories of matter.

● I can classify matter based on its composition (structure and

function). ● I can classify matter based on

composition using data.

● I can analyze and interpret data to describe and classify matter as a pure substance or mixture, and then into the most specific

category, based on its composition.

●



● Common elements ● Common compounds ● Interpreting Chemical

Formulas/Counting atoms

(Coefficients, Subscripts) ● Compound classification- Ionic

vs. Covalent

SEP: S.1A.6: Construct explanations

CCC:

● Structure and Function ● Cause and Effect

● I can identify elements as molecules or compounds based on chemical formulas.

● I can use the periodic table to

help me explain and classify compounds and molecules as ionic or covalent.

● I can construct explanations for how compounds (based on their chemical formulas) are classified as either ionic or covalent.

● I can explain the chemical differences in ionic and covalent bonds based on the actions of

their electrons.

●




Unit 3 - Physical and Chemical Properties of Matter ( days) Standard 7.P.2: The student will demonstrate an understanding of the structure and properties of matter and that matter is conserved as it undergoes changes. 7.P.2B. Conceptual Understanding: Substances (such as metals or acids) are identified according to their physical or chemical

properties. Changes to substances can either be physical or chemical. Many substances react chemically with other substances to form new substances with different properties. According to the law of conservation of matter, total mass does not change in a chemical reaction. 7.P.2B.1 Performance Indicator: Analyze and interpret data to describe substances using physical properties (including state,

boiling/melting point, density, conductivity, color, hardness, and magnetic properties) and chemical properties (the ability to burn or rust).

7.P.2B.2: Performance Indicator: Use mathematical and computational thinking to describe the relationship between the mass, volume, and

density of a given substance

Unit 3 – Physical and Chemical Properties of Matter ( days)

Essential Tasks/Key Concepts

Science and Engineering Practices and Cross Cutting

Concepts


● Classifying substances based on physical and chemical properties

● Metals & Nonmetals


CCC: ● Patterns ● Structure and Function

● I can begin to describe the terms for physical and chemical properties.

● I can use the terms for physical and chemical properties to describe various substances.

● I can analyze and interpret data to describe substances using physical and chemical properties.

● I can classify and identify substances as metals or nonmetals based on their

physical properties. ● I can analyze and interpret data

to classify real-world substances as metals or nonmetals based

on their properties.

● One, possibly two (time-dependent) labs with various real-world materials in stations.

Students use quantitative and qualitative observations to record data about physical and

chemical properties. This is when we, in a controlled and safe manner, do demonstrations with fire

(teacher-led). ● Second lab: Let students move

from station-to-station,

investigating properties of metals and nonmetals



● Density- conceptually and quantifiably

SEP: S.1A.5: Use mathematical and computational thinking

CCC: ● Patterns

● I can explain density in words that make sense to me.

● I can use my definition of density and relate it to the

various scientific definitions. ● I can calculate density given

mass and volume of objects

using proper units. ● I can describe/explain the

relationship between mass, volume, and density.

● Gizmo- Density ● Density- various real-world,

common objects. Students first make assumptions about the

densities (order them), then actually calculate density, compile the data class-

wide/grade-wide, and compare overall results to initial assumptions.




Unit 4 - Acids and Bases ( days)

Standard 7.P.2: The student will demonstrate an understanding of the structure and properties of matter and that matter is conserved as it undergoes changes. 7.P.2B. Conceptual Understanding: Substances (such as metals or acids) are identified according to their physical or chemical properties. Changes to substances can either be physical or chemical. Many substances react chemically with other substances to form new substances with different properties. According to the law of conservation of matter, total mass does not change in a chemical reaction.

7.P.2B.3: Performance Indicator: Analyze and interpret data to compare the physical properties, chemical properties (neutralization to form a salt, reaction with metals), and pH of various solutions and classify solutions as acids or bases.

Unit 4 – Acids and Bases ( days)


Science and Engineering



● Properties of Acids & Bases:

Chemical, Physical, & Measurable (indicators)

● Classify substances as acids, bases, or neutrals via

chemical and physical properties as well as data collection using indicators (pH

paper, litmus paper, phenolphthalein)

● Have students distinguish specifically between

indicators, as well as make arguments about when to use which (benefits of each)- this

isn’t overtly in the standard, but important to the overall conceptualizing of the topic

● Students develop a “living” list

of common acids and bases throughout the online interactive, activities, and labs

SEP: S.1A.4: Analyze and

interpret data CCC:

● Patterns

● I can begin to learn the

physical and chemical properties of acids, bases, and neutrals.

● I can analyze and interpret

data about acids and bases to compare their physical and chemical properties.

● I can analyze and interpret data of real-world samples of substances to classify them as acids, bases, or

neutrals based on their properties.

● Alien Juice Bar (online

interactive) ● Using various teacher-

prepared solutions and samples, students use all

standards-based indicators (pH paper, litmus, phenolphthalein) to collect and

interpret data about the various samples. Data is ultimately collectively analyzed across classes.



(though it is in the extensions of the support document, having a working knowledge of “tips” for determining acid

vs. base is very helpful)




Unit 5 - Physical and Chemical Changes and Conservation of Matter ( days)

Standard 7.P.2: The student will demonstrate an understanding of the structure and properties of matter and that matter is conserved as it undergoes changes. 7.P.2B. Conceptual Understanding: Substances (such as metals or acids) are identified according to their physical or chemical properties. Changes to substances can either be physical or chemical. Many substances react chemically with other substances to form new substances with different properties. According to the law of conservation of matter, total mass does not change in a chemical reaction.

7.P.2B.4: Performance Indicator: Plan and conduct controlled scientific investigations to answer questions about how physical and chemical changes affect the properties of different substances. 7.P.2B.5: Performance Indicator: Develop and use models to explain how chemical reactions are supported by the law of conservation of matter.

Unit 5 – Physical and Chemical Changes and Conservation of Matter ( days)


Practices and Cross Cutting

Concepts


-How physical and chemical changes affect the properties of different substances

***Note***We chose to break up this indicator with the closely-related acids and bases indicator

to minimize confusion about the overlap between physical and chemical properties versus changes as student data has

historically shown this is an area prone to confusion

SEP: S.1A.3: Plan and conduct controlled scientific investigations

CCC:

● Cause and Effect

● Stability and Change

● I can recall what I know about physical and chemical properties and compare/contrast that with

physical and chemical changes. ● I can tell the difference between

physical and chemical changes

based on the outcome of a reaction.

● I can plan and conduct an experiment to answer questions

about how physical and chemical changes affect the properties of different substances. *See page

32 Essential Learning Experiences ● I can use my data from the

experiment to show real-world evidence of the Law of

Conservation of Matter.

● Assist students (differentiation) in brainstorming from given

materials methods for demonstrating physical and chemical changes



-Use models to explain how chemical reactions are supported by the law of conservation of matter

-Models= Chemical equations in terms of products and reactants (balanced versus unbalanced) and

calculation thereof -Revisit counting molecules (Coefficients & Subscripts) -Review/remediate/reorient

students to the Law of Conservation of Matter, this time in terms of chemical equations as

opposed to qualitative or quantitative observations. In other words, students need to be able to not only determine if the equation

is balanced or not, but support their answer with the fate of the matter (perhaps state change, for example) and the energy flow

(never is lost, only changes form as per 6th grade standards).


CCC:

● Scale, Proportion and Quantity

● System and System

Models ● Energy and Matter

● I can review how to count atoms in chemical formulas and use this info in terms of a chemical equation.

● I can distinguish between reactants and products by correctly identifying the parts of

the chemical equations. ● I can determine if a chemical

equation is balanced or unbalanced based on the quantity

and relative proportion of atoms. ● I can apply what I know about

the Law of Conservation of matter

to chemical equations. ● I can develop my own way of

showing the fate of matter and energy in a chemical reaction

(equation). ● I can develop my own models for

my peers and trade equations to evaluate each other’s ability to

interpret them.

● Pre/Early assessment for differentiation: Various online (Quia) self-paced assessments of varying

degrees of difficulty (some students are so masterful as to be ready

for HS level stoichiometry ● Perhaps useful in Unit 1,

but there is a Gizmo on counting atoms and

balancing equations that can be modified depending on the

student’s understanding ● Small grouping is a MUST

using something such as whiteboards for struggling

students and as an assessment tool to move up students/diagnostic tool

● The SEP is for students to develop and use models, therefore an excellent

activity involves student-generated equations which they trade with classmates.


END OF FIRST NINE WEEKS



SECOND NINE WEEKS

Unit 6 - Cell Theory, Cell Structure, and Cell Classification - ( days)

Standard 7.L.3: The student will demonstrate an understanding of how the levels of organization within organisms support the essential functions of life.

7.L.3A Conceptual Understanding: Cells are the most basic unit of any living organism. All organisms are composed of one (unicellular) or many cells (multicellular) and require food and water, a way to dispose of waste, and an environment in which they can live in order to survive. Through the use of technology, scientists have discovered special structures within individual

cells that have specific functions that allow the cell to grow, survive, and reproduce. Bacteria are one-celled organisms found almost everywhere and can be both helpful and harmful. They can be simply classified by their size, shape and whether or not they can move. 7.L.3A.1: Performance Indicator: Obtain and communicate information to support claims that (1) organisms are made of one

or more cells, (2) cells are the basic unit of structure and function of organisms, and (3) cells come only from existing cells 7.L.3A.3: Performance Indicator: Develop and use models to explain how the relevant structures within cells (including cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, and vacuoles) function to support the life of

plant, animal, and bacterial cells. 7.L.3A.2: Performance Indicator: Analyze and interpret data from observations to describe different types of cells and classify cells as plant, animal, protist, or bacteria. 7.L.3A.4: Performance Indicator: Construct scientific arguments to support claims that bacteria are both helpful and harmful

to other organisms and their environment.



Unit 6 – Cell Theory, Cell Structure, and Cell Classification ( days)


Science and Engineering Practices and Cross Cutting

Concepts Learning Targets Resources (Suggested Activities)

● Cell Theory- be sure to not only have students “memorize” the tenants, but

also explain in their own words AND indicate mastery through application to real-life examples such as

bacteria, algae, fungi, etc.

SEP: S.1A.8: Obtain and evaluate scientific information… communicate

CCC:

● Systems and System Models


● I can begin to communicate the three tenets of the Cell Theory.

● I can obtain scientific information about organisms from various sources and sort it into

the components of the Cell Theory.

● After the initial introduction of the tenets, provide students with several resources, both visual and

primarily written, for them to categorize and attribute to specific tenets using evidence to support their answers. Often,

these claims will overlap, which is correct, so long as students have given worthy justification for their

choices/decisions.

● Function of relevant structures within cells- Students tend to quickly

gain a good grasp on the basics of the organelles form and function (CCC), but special emphasis should be

placed on the processes of respiration and photosynthesis as these

topics are historically difficult. Also be sure to overlap with the chemistry units in terms of memorizing

the equations and the formula for glucose (which is one of the formulas the support doc indicates for

memorization).


CCC: ● Systems and System

Models ● Structure and Function

● I can begin to identify the various structures within the major cell

types/classifications. ● I can identify the

structures (organelles) within cell types and

begin to explain their functions to support the life of the cell.

● I can master the structures (organelles) within cells and their functions as

demonstrated through the development of an original model.

● I can use my model to

explain how the relevant

● Cell Metaphors project- Major assessment. Students brainstorm metaphors with relevance to their

own life (hobby, sport, place of significance). Each student “claims” their metaphor to avoid multiple students doing the same

projects. This essentially covers the entire indicator and encompasses the SEP and CCCs.

A rubric is used for grading, and students have choice in topic and product (poster, online tool) so long as it follows specified criteria

and is ultimately a functioning infographic/model.



cell structures support life of plant, animal, and bacterial cells.

● Classify cells- Special emphasis should be placed on the distinctions between plant and animal cells. It is

important to note that the prior standards delved deeper into single-celled

organisms, whereas the current standards emphasize bacteria as the only specific example to be

compared/contrasted/classfied. Protists are included in the performance indicator,

but practically absent from the support document, so it is our belief that it should be used as an example in terms

of prokaryotic vs. eukaryotic classification (not delving into amoeba, euglena, and paramecium as in former

standards). ● Important- do not forget to

include the vocabulary:

prokaryotic and eukaryotic as related to classification along with visual aids


CCC:


● I can use prior knowledge and data to describe and classify a cell as plant, animal, bacteria, or

protist. ● I can analyze and

interpret data from real-

life examples to classify cells into the major types (plant, animal, bacteria, protist) and also based on

the presence or absence of a nucleus.

● I can explain how the

structures particular to certain cell types benefit the cell’s function.

●



● Bacteria can be harmful and/or helpful

SEP: S.1A.7: Construct and analyze scientific arguments

CCC:


●




Unit 7 - Multicellular Organisms, The Digestive System, and The Excretory (Urinary System) - ( days)


7.L.3B Conceptual Understanding: Multicellular organisms (including humans) are complex systems with specialized cells that perform specific functions. Organs and organ systems are composed of cells that function to serve the needs of cells which in turn serve the needs of the organism. 7.L.3B.1: Performance Indicator: Develop and use models to explain how the structural organizations within multicellular

organisms function to serve the needs of the organism. 7.L.3B.2: Performance Indicator: Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body.

Unit 7 – Multicellular Organisms, The Digestive System, and The Excretory (Urinary) System ( days)



Concepts


● Structural organization of multicellular organisms

-cells, tissues, organs, systems


CCC: ● Structure and Function

●

● Digestive System SEP: S.1A.6: Construct explanations

CCC: ● Systems and System

Model

●



● Excretory System SEP: S.1A.6: Construct explanations

CCC:

● Systems and System Model




Unit 8 - The Circulatory System and The Respiratory System- ( days)


7.L.3B Conceptual Understanding: Multicellular organisms (including humans) are complex systems with specialized cells that perform specific functions. Organs and organ systems are composed of cells that function to serve the needs of cells which in turn serve the needs of the organism. 7.L.3B.2:Performance Indicator: Construct explanations for how systems in the human body (including circulatory, respiratory,

digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body.

Unit 8 – The Circulatory System and The Respiratory System ( days)



Concepts


● Circulatory System


CCC:


●

● Respiratory System SEP: S.1A.6: Construct explanations

CCC:


●




Unit 9 - Nervous System, Musculoskeletal System, and Body System Relationships- ( days)


7.L.3B Conceptual Understanding: Multicellular organisms (including humans) are complex systems with specialized cells that perform specific functions. Organs and organ systems are composed of cells that function to serve the needs of cells which in turn serve the needs of the organism. 7.L.3B.2:Performance Indicator: Construct explanations for how systems in the human body (including circulatory, respiratory,

digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body.

Unit 9 – Nervous System, Musculoskeletal System, and Body System Relationships ( days)



Concepts


● Nervous System


CCC:


●

● Musculoskeletal System SEP: S.1A.6: Construct explanations

CCC:


●



● Body System Relationships SEP: S.1A.6: Construct explanations

CCC:





THIRD NINE WEEKS

Unit 10 - Genetics- Heredity and Traits ( days)

Standard 7.L.4: The student will demonstrate an understanding of how genetic information is transferred from parent to

offspring and how environmental factors and the use of technologies influence the transfer of genetic information. 7.L.4A Conceptual Understanding: Conceptual Understanding: Inheritance is the key process causing similarities between parental organisms and their offspring. Organisms that reproduce sexually transfer genetic information (DNA) to their offspring. This transfer of genetic information through inheritance leads to greater similarity among individuals within a population than

between populations. Technology allows humans to influence the transfer of genetic information. 7.L.4A.1: Performance Indicator: Obtain and communicate information about the relationship between genes and chromosomes to construct explanations of their relationship to inherited characteristics.

7.L.4A.2: Performance Indicator: Construct explanations for how genetic information is transferred from parent to offspring in organisms that reproduce sexually.

Unit 10 – Genetics- Heredity and Traits ( days)




● Genes, chromosomes, and inherited characteristics

SEP: S.1A.8: Obtain and evaluate … Communicate

CCC:


●



● Transfer of genetic information from parent to offspring in organisms that reproduce sexually


CCC:

● Patterns ● Cause and Effect

●




Unit 11 - Punnett Squares ( days)

Standard 7.L.4: The student will demonstrate an understanding of how genetic information is transferred from parent to offspring and how environmental factors and the use of technologies influence the transfer of genetic information.

7.L.4A Conceptual Understanding: Inheritance is the key process causing similarities between parental organisms and their offspring. Organisms that reproduce sexually transfer genetic information (DNA) to their offspring. This transfer of genetic information through inheritance leads to greater similarity among individuals within a population than between populations. Technology allows humans to influence the transfer of genetic information.

7.L.4A.3: Performance Indicator: Develop and use models (Punnett squares) to describe and predict patterns of the inheritance of single genetic traits from parent to offspring (including dominant and recessive traits, incomplete dominance, and co-dominance). 7.L.4A.4: Performance Indicator: Use mathematical and computational thinking to predict the probability of phenotypes and

genotypes based on patterns of inheritance.

Unit 11 – Punnett Squares ( days)


Science and Engineering



● Use Punnett Squares to describe and predict

patterns of inheritance


CCC:

● Patterns


●

● Probability of phenotypes

and genotypes

SEP: S.1A.5: Use mathematical

and computational thinking CCC:

● Patterns ● Cause and Effect

●




Unit 12 - Mutations ( days)

Standard 7.L.4: The student will demonstrate an understanding of how genetic information is transferred from parent to

offspring and how environmental factors and the use of technologies influence the transfer of genetic information. 7.L.4A Conceptual Understanding: Conceptual Understanding: Inheritance is the key process causing similarities between parental organisms and their offspring. Organisms that reproduce sexually transfer genetic information (DNA) to their offspring. This transfer of genetic information through inheritance leads to greater similarity among individuals within a population than

between populations. Technology allows humans to influence the transfer of genetic information. 7.L.4A.5: Performance Indicator: Construct scientific arguments using evidence to support claims for how changes in genes (mutations) may have beneficial, harmful, or neutral effects on organisms.

Unit 12 – Mutations ( days)




● Support claims for how mutations may be beneficial, harmful, or neutral

SEP: S.1A.7: Construct and analyze scientific arguments t

CCC:

● Structure and Function ● Stability and Change

●




Unit 13 - Genetic Engineering ( days)

Standard 7.L.4: The student will demonstrate an understanding of how genetic information is transferred from parent to offspring and how environmental factors and the use of technologies influence the transfer of genetic information.

7.L.4A Conceptual Understanding: Conceptual Understanding: Inheritance is the key process causing similarities between parental organisms and their offspring. Organisms that reproduce sexually transfer genetic information (DNA) to their offspring. This transfer of genetic information through inheritance leads to greater similarity among individuals within a population than between populations. Technology allows humans to influence the transfer of genetic information.

7.L.4A.6: Performance Indicator: Construct scientific arguments using evidence to support claims concerning the advantages and disadvantages of the use of technology (such as selective breeding, genetic engineering, or biomedical research) in influencing the transfer of genetic information.

Unit 13 – Genetic Engineering ( days)




● Genetic Engineering- beneficial, harmful, or neutral

SEP: S.1A.7: Construct and analyze scientific arguments

CCC:

● Structure and Function ● Stability and Change

●


END OF THIRD NINE WEEKS



FOURTH NINE WEEKS

Unit 14 - Ecosystems: Organization and Energy Flow ( days)

Standard 7.EC.5: The student will demonstrate an understanding of how organisms interact with and respond to the biotic and abiotic components of their environments. 7.EC.5A Conceptual Understanding: In all ecosystems, organisms and populations of organisms depend on their

environmental interactions with other living things (biotic factors) and with physical (abiotic) factors (such as light, temperature, water, or soil quality). Disruptions to any component of an ecosystem can lead to shifts in its diversity and abundance of populations.

7.EC.5B Conceptual Understanding: Organisms in all ecosystems interact with and depend upon each other. Organisms with similar needs compete for limited resources. Food webs and energy pyramids are models that demonstrate how energy is transferred within an ecosystem. 7.EC.5A.1: Performance Indicator: Develop and use models to describe the characteristics of the levels of organization within

ecosystems (including species, populations, communities, ecosystems, and biomes). 7.EC.5B.1: Performance Indicator: Develop and use models to explain how organisms interact in a competitive or mutually beneficial relationship for food, shelter, or space (including competition, mutualism, commensalism, parasitism, and predator-prey

relationships). 7.EC.5B.2:Performance Indicator: Develop and use models (food webs and energy pyramids) to exemplify how the transfer of energy in an ecosystem supports the concept that energy is conserved.

Unit – ( days)






● Levels of ecosystem organization- species, populations,communities, ecosystems, and biomes


CCC:

● Systems and Systems Models

●

● Explain how organisms interact in a competitive or mutually beneficial

relationship for resources


CCC: ● Cause and Effect

●

● Demonstrate energy flow in an ecosystem using Food webs and energy

pyramids


CCC: ● Systems and Systems

Models




Unit 15 - Ecosystems: Biotic and Abiotic Factors ( days)

Standard 7.EC.5: The student will demonstrate an understanding of how organisms interact with and respond to the biotic and abiotic components of their environments.

7.EC.5A Conceptual Understanding: In all ecosystems, organisms and populations of organisms depend on their environmental interactions with other living things (biotic factors) and with physical (abiotic) factors (such as light, temperature, water, or soil quality). Disruptions to any component of an ecosystem can lead to shifts in its diversity and abundance of populations.

7.EC.5B Conceptual Understanding: Organisms in all ecosystems interact with and depend upon each other. Organisms with similar needs compete for limited resources. Food webs and energy pyramids are models that demonstrate how energy is transferred within an ecosystem.

7.EC.5A.2: Performance Indicator: Construct explanations of how soil quality (including composition, texture, particle size, permeability, and

pH) affects the characteristics of an ecosystem using evidence from soil profiles. 7.EC.5B.3: Performance Indicator: Analyze and interpret data to predict how changes in the number of organisms of one species affects the balance of an ecosystem.

7.EC.5B.4: Performance Indicator: Define problems caused by the introduction of a new species in an environment and design devices or solutions to minimize the impact(s) to the balance of an ecosystem. 7.EC.5A.3: Performance Indicator: Analyze and interpret data to predict changes in the number of organisms within a population when certain changes occur to the physical environment (such as changes due to natural hazards or limiting factors).

Unit 15 – Ecosystems: Biotic and Abiotic Factors ( days)



Concepts


● Soil quality- composition, texture, particle size, permeability, and pH


CCC: ● Structure and Function

●



● Predict how changing the number of organisms of a species affects the ecosystem

SEP: S.1.A.4: Analyze and interpret data

CCC:


●

● Define problems caused by a new species in an ecosystem

● Design devices or

solutions to minimize the impact of a new species in an ecosystem

SEP:S.1.B.1: Construct devices or design solutions

CCC:


● Predict changes in the number of organisms within a population due to natural hazards or limiting

factors ● Biotic Factors ● Abiotic Factors


CCC:



END OF FOURTH NINE WEEKS

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