Grade Curriculum3.docx · Web viewEach sense receptor responds to different inputs...

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Unit Title: Matter and Energy in Organisms and EcosystemsGrade Level: 7

Timeframe: Marking Period 1

Essential Questions

Why is photosynthesis important to all living things? What is the relationship between Photosynthesis and Cellular Respiration? What is an ecosystem and how is it organized? What are the characteristics of an ecosystem? How does climate impact a terrestrial species’ function within an ecosystem? How do disturbances affect ecosystems? How do sharks keep ocean ecosystems healthy?

New Jersey Student Learning Standards

Standards/Cumulative Progress Indicators (Taught and Assessed):

Plant, algae (including phytoplankton), and many microorganisms use energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. (MS-LS1-6)

Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth or to release energy. (MS-LS1-7)

The chemical reactions by which plants produce complex food molecules (sugars) requires energy input (i.e., from sunlight) to occur. In this reaction carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. (secondary to MS-LS1-6)

Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. (MS-LS1-7)

Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)

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Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. (MS-LS2-5)

21st Century Skills Standard and Progress Indicators:

9.1.8.A.1 - Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.

Instructional Plan ReflectionPre-assessment: Unit 1 Pretest

SLO Student Strategies Formative Assessment

Activities and Resources Reflection

Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow

Inquiry Based LearningCooperative Learning

ELL/Bilingual Modifications(http://

Embedded in PSI Matter & Energy in Everyday Life Presentation Slides

1. Vocabulary assessment.2. Model or sketch the molecules of raw materials

(glucose, carbon dioxide, oxygen and water) involved in the photosynthesis and cellular respiration process.

3. Use the Internet or reading materials to collect data

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of energy into and out of organisms.

MS-LS1-6

1. Identify and define: scientific explanation; photosynthesis, cycling of matter; energy; organisms.

2. Investigate the roles of the raw materials in our everyday lives.

3. Compare the molecules of the raw materials involved in the photosynthesis and the cellular respiration.

4. List and describe the raw materials involved in photosynthesis in cellular respirations.

5. Construct the evidence supported explanation on the role of photosynthesis for the cycling of matter and energy into and out of organisms.

www.state.nj.us/education/bilingual/curriculum/)-word/picture wall-cognates-words that have a common origin-graphic organizers-native language support

Special Education Modifications-extended time-more classroom support-small group instruction-graphic organizers

Gifted and Talented Modifications-Allow for maximum independent learning as possible minimizing scaffolding. - After introducing the property of bromothymol blue solution, teacher allows students to design lab and make predictions for the outcome of the data.

on the roles of the raw materials in human survival. 4. Use the Venn diagram to compare and contrast on

the consumptions and the outputs of the raw materials by plants and animals

5. Students will use elodea plants and bromothymol blue solution to investigate for the property of the gas produced. Based on the investigation, students research and determine the role of the gas produced as the life supporter and as the facilitator of the cycling of matter and energy. (PSI investigation lab)

http://www.njctl.org/courses/science/7th-grade-science/matter-energy-in-everyday-life/https://www.brainpop.com/science/diversityoflife/algae/https://www.brainpop.com/science/cellularlifeandgenetics/photosynthesis/

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https://www.brainpop.com/science/cellularlifeandgenetics/photosynthesis/

https://www.brainpop.com/science/cellularlifeandgenetics/photosynthesis/

https://www.brainpop.com/science/diversityoflife/algae/

https://www.brainpop.com/science/diversityoflife/algae/

http://www.njctl.org/courses/science/7th-grade-science/matter-energy-in-everyday-life/


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Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

MS-LS1-7

1. Identify and define: cells; mitochondria; cytoplasm; glucose; oxygen; carbon dioxide; chemical reactions; molecules; matter; organism.2. Identify and describe the roles of cytoplasm and mitochondria in the role of chemical reaction.3. Summarize or model the chemical reaction process turning to energy.

Inquiry Based LearningCooperative LearningProject Based Learning

ELL/Bilingual Modifications(http://www.state.nj.us/education/bilingual/curriculum/)-word/picture wall-cognates-words that have a common origin-graphic organizers-native language support


Gifted and Talented Modifications-Allow for maximum independent learning as possible minimizing scaffolding. - After identifying the conservation process, student describe the chemical reaction process as the formations of new substances with evidences.

Embedded in PSI Matter & Energy in Everyday Life Presentation Slides

1. Vocabulary assessment.

2. Create paragraphs and/or drawings on the chemical reaction process. Include cellular function; raw materials (reactant); the product materials. Analyze in comparing the new materials produced and the conservations of atoms before and after the chemical reaction.

3. Model the cellular respiration molecule by building or drawing with the descriptions and explanations of the chemical structure.

http://www.njctl.org/courses/science/7th-grade-science/matter-energy-in-everyday-life/https://www.brainpop.com/science/cellularlifeandgenetics/cellularrespiration/

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https://www.brainpop.com/science/cellularlifeandgenetics/cellularrespiration/

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Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

MS-LS2-1

Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

MS-LS2-4

1. Identify and describe: biome; ecology; ecosystem; habitat; niche; populations.

2. Develop the model of an ecosystem.

3. Investigate the biotic and abiotic factors in a biome affecting the survival of organisms in the ecosystem.

4. Investigate the prey-predator interaction and its

Critical ThinkingCooperative Learning



Gifted and Talented Modifications-Allow for maximum independent learning as possible minimizing scaffolding. - After investigating molded bread, students engage in further discussions on the topic with additional examples where humans create ecosystems for the possible growths of organisms. Possible examples: leftover

Embedded in PSI Ecosystem Dynamics Presentation Slides


2. Investigate molded bread and research for the possible population species and the factors that influenced the growth of the organism population. (PSI lab activity) 3. Given the fictional setting stranded in an island, students identify the island’s biome and problem solve for 5 survival implementations using the available resources. (PSI activity)

4. Analyze two factors on the interactions between hare and lynx (predator-prey) impacting population sizes. (PSI activity, graph retrieved from Pearson’s or the website: https://services.math.duke.edu/education/webfeats/Word2HTML/Predator.html )

5. By investigating the environmental impacts on the coral reefs, provide 3 evidences on how physical or biological factors can influence the species’ population size. (PSI’s Case Study: Coral Reef Interactions)

http://www.njctl.org/courses/science/6th-grade-science/ecosystem-dynamics/https://www.brainpop.com/science/ecologyandbehavior/ecosystems/

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https://www.brainpop.com/science/ecologyandbehavior/ecosystems/

https://www.brainpop.com/science/ecologyandbehavior/ecosystems/

http://www.njctl.org/courses/science/6th-grade-science/ecosystem-dynamics/


https://services.math.duke.edu/education/webfeats/Word2HTML/Predator.html

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impact on the population sizes.

5. Construct evidence supported arguments on the effects of physical and biological changes in ecosystem on populations.

foods attracting mice and insects; bread crumbs in the front yard for scavengers, birdfeeders to attract species of wild birds.- Allow students to investigate their backyard ecosystem and their interactions for controlling population size. Possible examples: hawk squirrels nuts.

Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

MS-LS2-3

1. Identify and describe: producers; herbivores; consumers; omnivores; decomposers;

2. Model food web.

3. Investigate the economy interactions.

4. Evaluate vital abiotic and biotic factors influencing the survival of human communities.

Creation of ModelsResearch Based Learning



Embedded in PSI Ecosystem Dynamics Presentation Slides


2. Develop the food web model (or compose the narrative) on the economy interaction in our local community identifying producers, herbivores, consumers, omnivores and decomposers.

3. Compare and contrast the models of food chain and food web. (PSI’s ‘Desert Food Web’ Activity)

4. Identify if the organisms’ population sizes will increase or decrease when 7 selected abiotic and biotic resources are destroyed. (PSI Quiz: Population Dynamics and Food Web)

5. Research current events impacting global warming and evaluate 3 to 5 factors that threaten the resources (biotic and abiotic factors) humans depend on for survival.

http://www.njctl.org/courses/science/6th-grade-science/ecosystem-dynamics/https://www.brainpop.com/science/ecologyandbehavior/foodchains/

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https://www.brainpop.com/science/ecologyandbehavior/foodchains/

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Gifted and Talented Modifications-Allow for maximum independent learning as possible minimizing scaffolding. - After teacher briefly introduce the role of Paris climate agreement, student formulate two paragraphs on: their researched information on Paris climate agreement and reflection on the President’s decision to pull out of the climate agreement. Connect the event to the importance in participation in voting as an adult citizen.

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Write an argumentative essay on a current event in science using three primary sources.

Why Do We Need Sharks?

1. Identify main key points in the reading article related to the essay topic.

2. Describe the Shark’s food web and biotic and abiotic factors influencing the survival of shark.

3. Interpret the cause-effect using the shark’s food web affecting the population of the species.

4. Analyze the effect of decreasing shark’s population on human survival.

Peer AssessmentPeer FeedbackCooperative Learning Argumentative WritingLiteracyOrganizing Information



Gifted and Talented Modifications-Allow for maximum independent learning as possible minimizing scaffolding.

Article #1 Graphic Organizer


Synthesized Pre-Writing Graphic Organizer

Essay Rough Draft

1. Complete the reading comprehension questions on the article related to the topic.

2. Using the shark’s food web, summarize and describe the predator/prey relationships.

3. Using the shark’s food web, interpret the predator/prey relationships and factors leading to the increase or decrease of the population of sharks.

4. Analyze 3-5 negative impacts of the shrinking shark population on human survival.

http://www.seashepherd.org/requiem/why-we-need-sharks.html http://www.sharksavers.org/en/education/the-value-of-sharks/sharksrole-in-the-ocean/ http://www.supportoursharks.com/en/Conservation/Why_protect_sharks .htm http://guyharveysportswWWW.REWORDIFY.COM

NJSLS Argumentative Writing Essay Checklist

Benchmark Assessment: Unit 1 Benchmark Test on EdConnect

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Summative Written Assessments

Unit 1 Benchmark Test on EdConnect

Summative Performance Assessment

Aquatic vs. Terrestrial ActivityWhy Do We Need Sharks Essay?

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Unit Title: Structure, Function, and Information ProcessingGrade Level: 7


Essential Questions

What are the building blocks of life? How does each part of a cell function? How is the body a system of interacting subsystems composed of groups of cells? What are fundamental differences between animal and plant cells pertaining to cell reproduction? How do our sensory receptors send information to our brain?



All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1)

Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2)

In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-3)

Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. (MS-LS1-8)



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SLO Student Strategies Formative Assessment Activities and Resources Reflection

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Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

MS-LS1-1

1. Identify and describe: organisms; cells; unicellular; multicellular; prokaryotic; eukaryotic; nucleus; membrane.2. Compare and contrast living and non-living things using the cell theory.3. Identify and interpret 5 levels of organization for function and structure. 4. Compare and contrast prokaryotes and eukaryotes.Investigate living things to provide evidence that living things are made of cells.





Embedded in PSI How to Use a Microscope Presentation Slides


2. Create the poster with paragraphs and pictures in identifying three selected organisms as living things based on the 3 rules of the cell theory.

3. Identify and interpret the 5 levels of biological organization: cells, tissues, organs, organ system and organism when given descriptions of the functions and structures.

4. Create the Venn diagram to discover one similarity and 3 differences between prokaryotes and eukaryotes.

5. Investigate the slide of a prepared bacteria, cheek cell, plant cell and a microscopic moving organism under microscope and justify if they are living things based on the cell theory. (PSI lab activity)

http://www.njctl.org/courses/science/7th-grade-science/structure-and-function-information-processing/https://www.brainpop.com/science/cellularlifeandgenetics/cells/

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https://www.brainpop.com/science/cellularlifeandgenetics/cells/

https://www.brainpop.com/science/cellularlifeandgenetics/cells/

http://www.njctl.org/courses/science/7th-grade-science/structure-and-function-information-processing/


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Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

MS-LS1-2

1. Describe the function of organelles and their locations within the cell.2. Compare the functions of organelles to relevant examples found in our everyday activity.3. Compare and contrast plant cell and animal cell.Create a cell city with functional departments each representing the organelles.

Inquiry Based LearningCooperative LearningCreation of ModelsProject Based Learning



Gifted and Talented Modifications-Allow for maximum independent learning as possible minimizing scaffolding. - For the cell city, identify the possible problem that can take place if one department is not working properly. Allow students to make the predictions on possible diseases the organisms can incur should one of the organelles is

Embedded in PSI Structure, Function, and Information Processing - Cell Structure and Function Presentation Slides

1. Quiz assessment on the functions and the locations of organelles in the cell.

2. Identify the functions of the staffs and the departments within the school that match the functions of organelles in the cell.

3. Create the Venn diagram that identify 3 differences and 5 similarities between plant and animal cells in their structures and organelle functions.

4. Construct the cell city using 10 organelles where the city contains the departments and the personnel that identify with the functions of organelles. (PSI activity)

http://www.njctl.org/courses/science/7th-grade-science/structure-and-function-information-processing/https://www.brainpop.com/science/cellularlifeandgenetics/activetransport/https://www.brainpop.com/science/cellularlifeandgenetics/passivetransport/

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https://www.brainpop.com/science/cellularlifeandgenetics/passivetransport/

https://www.brainpop.com/science/cellularlifeandgenetics/passivetransport/

https://www.brainpop.com/science/cellularlifeandgenetics/activetransport/

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Develop a model to explain how senses change energy coming from the environment (light, sound waves, chemicals in gases or food, heat or touch/pressure) into electrical signals in the nerves that go into the brain and spinal cord.

MS-LS1-4

1. Identify and describe: electrical signals; environment; neutrons; nerves; senses; stimuli (singular: stimulus).2. Dramatize the model of communication system. 3. Compare and contrast the structure and function of the central nervous system and peripheral nervous system.4. Identify the three types of stimuli: mechanical, chemical

Cooperative LearningResearchInternet ResearchProject Based LearningCreating ModelsUsing Computer Simulated Models




Embedded in PSI Structure, Function, and Information Processing – Tissue Presentation Slides

1. Vocabulary assessment

2. Identify 3 ways people communicate with each other for food delivery, purchasing goods and safety.

3. Create the Venn diagram comparing 1 similarity and 2 differences between central nervous system and peripheral nervous system.

4. Compose the writing on the daily activity where the mechanical, chemical and electromagnetic stimuli have benefited for survival.

5. Develop the model with drawing and explanation on the function of the two types of the nervous system. The model also includes the relationship between the nervous system and its role in the three types of stimuli.

http://www.njctl.org/courses/science/7th-grade-science/structure-and-function-information-processing/https://www.brainpop.com/science/cellularlifeandgenetics/https://www.brainpop.com/health/bodysystems/

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and electromagnetic stimuli and defend their benefits for survival. 5. Develop the model of communication in the nervous system.

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Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

MS-LS1-3

1. Relate cellular system for healing and defense during illness or injury.2. Describe the cellular response when harmful bacteria invade our body.3. Comparing the analogy of a book to structure of organism.4. Research the functions and structures of the 5 organs and organ systems and their interdependence.5. Compose the evidence supported narrative on the body system as interacting subsystems composed of a group of cells.

Cooperative LearningResearchInternet ResearchProject Based Learning




Embedded in PSI Structure, Function, and Information Processing - Organs and Organ Systems Presentation Slides

1. Recall and describe the events when our body responded towards healing during our injury and illness.

2. Provide the evidence on the cellular interaction for our body defense. Include the cellular response and implementations during the event.

3. Create a graphic organizer in comparing the analogy of a book to structure of organism: 1. cells tissue organs organ system organs; 2. Printed words binding materials pages chapters the book

4. Using Internet and/or reading references, each of five groups of students are assigned in researching on one of 5 organs: heart; lung; knee joint; brain and skin. The research provides the following details on the organ: its function; names of cells, tissue and organ system. Groups rotate the notes and complete the graphic organizer on the 5 organs students researched. (PSI Lab activity)

5. Using the Internet and/or reading references, each of five groups of students are assigned in researching on one of 6 organ systems: circulatory system, digestive; muscular system; nervous system; respiratory system; skeletal system. A group is assigned to one of the systems and create a poster that includes the diagram, types of cells, tissues and organs involved with labels. Also included are the written details on the location of the organ system in the body, its functions, ways to keep it healthy and any diseases associated with the organ system. (PSI lab activity)

6. Using collected researched data, students narrate on the structure of organisms consisting of multiple organs of different functions built with cells connected by specialized tissues. Students also related the interdependency of organ system.

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Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

MS-LS1-8

1. Identify the modes of 5 senses and their implementations for our survival tools. 2. Identify and describe: sensory receptors; pain receptors; temperature receptors; mechanoreceptors; chemoreceptors; photoreceptors.3. Analyze the integrative roles of the three nervous system functions: sensory input, integration and motor output.





Embedded in PSI Structure, Function, and Information Processing - Information Processing Presentation Slides

1. Write a narrative on how our five senses: touch, smell, see, hear and taste protect us from possible dangers.


3. Dramatize the internal interactions of the nervous system for the motor output given imagined sensory input. The dramatization can be accomplished by students’ conducting dramas as neurons and three nervous system functions or by drawings and detailed written explanations.


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Should the Plug Have Been Pulled?

1. Research on the Internet for 3 news articles on the topic of euthanasia. 2. Identify the topic key issues for the debate.3. Evaluate the issue on the topic of euthanasia from the student’s point of view with supporting evidences.4. Compose the analytical essay evaluating on the topic of euthanasia. .








Essay Rough Draft

1. Using the researched internet news articles, summarize the two key issues on the topic of euthanasia describing different positions against or for.

2. Criticize or support the act of euthanasia with 3 rationales on both sides with the explanations of defense.

3. Evaluate the position for or against with criticisms and support with the rationales on the position taken.

http://usnews.nbcnews.com/_news/2014/01/06/22204149- case-of-jahi-mcmath-raises-questions-about-life-afterbrain-death http://abcnews.go.com/Health/jahi-mcmaths-momdaughter-brain-dead/story?id=27570953www.rewordify.com

CCSS Argumentative Writing Essay Checklist

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Benchmark Assessment: Unit 2 Benchmark Test on EdConnect Teacher will self create using http://electronicportfolios.com/reflection.html


Unit 2 Benchmark Test on EdConnect Teacher will self create using http://electronicportfolios.com/reflection.html

Summative Performance Assessment

Build an Organ ActivityCell City ProjectShould the Plug Have Been Pulled Argumentative Essay

Teacher will self create using http://electronicportfolios.com/reflection.html

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http://electronicportfolios.com/reflection.html






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Unit Title: Natural Selection and AdaptationGrade Level: 7


Essential Questions

What are fossils and how are they created? What is the geological timeline? What evolution and what are the mechanisms for evolution? How do anatomical similarities and differences help reconstruct evolutionary history? What is embryological development and how does it support a common ancestry? How do children get traits from their parents? Why do some people look more like their dad and some look more like their mom? What is a Punnett Square and how does it help us predict the traits of offspring? Why do some children show traits that neither of their parents display? Why are some people born with birth defects or diseases?



The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1)

Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2)

Comparison of the embryological development of different species also reveals similarities that show relationships not evident in the fully-formed anatomy. (MS-LS4-3)

The geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (MS-ESS1-4)

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Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS- LS3-2)

Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1)

Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2)

In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS3-2)

In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. (MS-LS3-1)



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SLO Student Strategies Formative Assessment


Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.

MS-LS4-1

1. Identify and describe: geological time scale; Cenozoic era; Mesozoic era and Paleozoic era; mold and cast; true forms; trace; carbon film. 2. Compare and contrast the four types of fossils: mold and cast; true forms; tract and carbon film.3. Explain how fossilization process can

Project Based LearningCooperative Learning




Embedded in Evidence of Common Ancestry Presentation Slides

1. Using a vertical or a horizontal line, create the personal time scale from the day of the birth to the present day using the space of 3 centimeter distance as one year. Include 5 to 10 main events remembered in the correct spacing of the scale.

2. Categorize the geological events into the three eras. Include the specific types of organisms that appeared and their ecosystem. (Internet research or the PSI topic pictures are referenced)

3. Compose the narrative: “Which era would you travel back in time if you could? List five organisms you expect to meet. Give two reasons for you selection.

4. Given the descriptions and/or examples such as pictures, students identify the correct types of fossils.

5. Construct the fossil using variations of toys using clays and plaster Paris. The fossilized objects are exchanged amongst classmates to be investigated for identification. (PSI activity)

6.. Model with drawing or written articulations on the formations of fossils discovered in layers. Explain in details using relevant analogies on how the fossils found in the top layers are youngest and chronologically older as their layers increase in their depths.

8. Use the model of the fossil layers to analyze and interpret as the evidences for the existence of

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be used for the inference to identify organisms and the ecosystem that existed in the geological past.4. Model the rock strata fossil records to indicate the existence, diversity and extinction and change of life forms.5. Analyze and interpret data using the geological time scale according to the patterns and evidences found in the fossil records.

diversity, extinction, and change of life forms throughout the history of life.

9. Using the unit measurements compared as the geological time scale such as 1mm = 1 million years; 1 cm = 10 million years and 1 meter = 1 billion years, students calculate for the required distances for the timeline according to the major events provided in the table data. Students create the model of the geological time scale on an appropriate material such as a roll of adding machine tape. (http://www2.mbusd.org/staff/pware/pdf/GeologicalTimeline.pdf)

http://www.njctl.org/courses/science/6th-grade-science/evidence-of-common-ancestry-and-diversity/https://www.brainpop.com/science/diversityoflife/fossils/

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https://www.brainpop.com/science/diversityoflife/fossils/

https://www.brainpop.com/science/diversityoflife/fossils/

http://www.njctl.org/courses/science/6th-grade-science/evidence-of-common-ancestry-and-diversity/



http://www2.mbusd.org/staff/pware/pdf/GeologicalTimeline.pdf

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Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.

MS-LS4-2

1. Identify and describe: anatomy; fossil strata; homology; vestigial 2. Investigate the anatomical features past and present to infer the evolutionary relationships amongst the organisms in our modern times. 3. Construct explanations supporting evolutionary relationships between organisms past and today using the anatomical similarities and differences

Project Based LearningCooperative Learning




Embedded in Evidence of Common Ancestry Presentation Slides

1. Using the diagram of a fossil strata provided (PSI slide may be referenced), students describe the gradual changes in the forms of the same species of organisms in each proceeding fossil layer.

2. Using the PSI slide or other teacher provided example, students compare and contrast the anatomical similarities and differences of one type of species of organism as they transformed in their evolutionary changes.

3. Using the PSI slide or teacher provided example, students compare two different species of organisms in their anatomical features to analyze for their common ancestry thus introducing the term ‘anatomical homology’.

4. Using the PSI slides or teacher provided examples, students investigate each species’ vestigial structures. Student relate the vestigial structures as the evidence for evolutionary event.

5. Using the collected data from the investigations of fossil records, students narrate on the evolutionary relationships between organisms in the past and present using the evidences of gradual anatomical changes, anatomical homology and vestigial structures in organisms.

http://www.njctl.org/courses/science/6th-grade-science/evidence-of-common-ancestry-and-diversity/https://www.brainpop.com/science/ecologyandbehavior/humanevolution/ www.youtube.com

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Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.

MS-LS4-3

1. Compare and contrast the similarities and differences in the embryological developments of varied species to that of human.2. Explain the value of embryological evidences in the support of the theory of evolution.3. Analyze the pictorial data of embryological development across multiple species to identify evolutionary relationships.

Cooperative LearningCritical Thinking




Graphic Organizer 1. Using the PSI slide or teacher provided example, students observe 4 different species and compare the similar anatomical features in their embryological developments.

2. Students make the inference in support of the evolutionary theory with the details found in the human embryological structures that are absent in the human anatomical structures Students can accomplish this task by creating a data table categorizing similar patterns found in the embryos amongst different species and then record any similar features found in the anatomical features of the same species compared. Students use the collected data to analyze the vast quantities of similarities found as embryos that are missing as grown anatomical features.

3. Using the PSI references and articles researched, students provide 5 presentations that support the evolution theory in the embryological development across species. Students critique the reading references on the persuasiveness of the evidences.

http://www-tc.pbs.org/wgbh/evolution/library/04/2/pdf/l_042_03.pdfhttp://www.pbs.org/wgbh/evolution/library/04/2/l_042_02.htmlhttp://www.truthinscience.org.uk/tis2/index.php/evidence-for-evolution-mainmenu-65/49-haeckels-embryos.htmlhttps://www.brainpop.com/health/geneticsgrowthanddevelopment/fetaldevelopment/

CAR © 2009

https://www.brainpop.com/health/geneticsgrowthanddevelopment/fetaldevelopment/



http://www.truthinscience.org.uk/tis2/index.php/evidence-for-evolution-mainmenu-65/49-haeckels-embryos.html



http://www.pbs.org/wgbh/evolution/library/04/2/l_042_02.html

http://www.pbs.org/wgbh/evolution/library/04/2/l_042_02.html

http://www-tc.pbs.org/wgbh/evolution/library/04/2/pdf/l_042_03.pdf

http://www-tc.pbs.org/wgbh/evolution/library/04/2/pdf/l_042_03.pdf

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Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

MS-LS4-4

1. Identify and describe structures and functions of DNA.2. Explain the proteins of genetic codes in building physical traits in organisms and the possibility of mutations.3. Analyze the role of mutations in the natural selection process.4. Compare and contrast the natural selections by mutations and by adaptations.5. Construct evidence support explanations that genetic variations of traits in a species increase its probability of surviving and

Computer Simulation ModelsCooperative Learning




Embedded in Inheritance and Variation of Traits Presentation Slides

1. Identify the location of DNA in the cellular structure and describe the four functions of DNA.

2. Students illustrate the process of genetic codes as the instructions for proteins to build physical traits and the possibility of mutations.

3. Using the two examples provided by PSI slides or by teacher, students identify the benefit of mutations to promote the survival of organisms.

4. Using examples provided in PSI slides or by teacher, Identify the traits of organisms that adapted to the conditions of the environments for survival.

5. Using the Venn diagram, identify the key differences and the similarity between mutations and adaptations that increase the organisms’ probability of survival.

6. Use the pepper moth simulation to conduct experiment on the evidence of natural selection where dark moths were able to camouflage while the white moths’ population declined naturally increasing the population of the dark moth.. https://www.biologycorner.com/worksheets/pepperedmoth.html

7. Using the virtual lab activity, students identify an important genetic survival strategy aimed to increase the survival probability. (http://www.sciencechannel.com/games-and-interactives/charles-darwin-game.htm )

8. From the lab activity, students describe the types of environment the species endured and identify the factor leading to the success or failure as the species

CAR © 2009

http://www.sciencechannel.com/games-and-interactives/charles-darwin-game.htm


https://www.biologycorner.com/worksheets/pepperedmoth.html

https://www.biologycorner.com/worksheets/pepperedmoth.html

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reproducing in changing environments.

leading them towards continued survival or extinction.

http://www.njctl.org/courses/science/7th-grade-science/inheritance-and-variation-of-traits/http://www.sciencechannel.com/games-and-interactives/charles-darwin-game.htmhttp://www.techapps.net/interactives/pepperMoths.swfhttps://www.brainpop.com/science/cellularlifeandgenetics/genetics/https://www.brainpop.com/science/cellularlifeandgenetics/heredity/https://www.brainpop.com/science/cellularlifeandgenetics/geneticmutations/

CAR © 2009

https://www.brainpop.com/science/cellularlifeandgenetics/geneticmutations/

https://www.brainpop.com/science/cellularlifeandgenetics/geneticmutations/

https://www.brainpop.com/science/cellularlifeandgenetics/heredity/

https://www.brainpop.com/science/cellularlifeandgenetics/heredity/

https://www.brainpop.com/science/cellularlifeandgenetics/genetics/

https://www.brainpop.com/science/cellularlifeandgenetics/genetics/

http://www.techapps.net/interactives/pepperMoths.swf

http://www.techapps.net/interactives/pepperMoths.swf



http://www.njctl.org/courses/science/7th-grade-science/inheritance-and-variation-of-traits/


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Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

MS-LS4-6

1. Identify and describe: alleles; homozygous; heterozygous; dominant and recessive.2. Analyze the probabilities of the number of traits from alleles donated by two parents.3. Determine the traits of the offspring based on the alleles donated by parents.4. Construct the evidence based on the mathematical representations to support that natural selection may lead to increases and decreases of specific traits in populations over time.

Cooperative LearningProblem SolvingCritical Thinking



Gifted and Talented Modifications-Allow for maximum independent learning as possible minimizing scaffolding. -Use media presentations such as YouTube video on Mendel’s discovery process on the genetics. Students identify the Mendel’s implementations process and tools for Mendel’s success in his discovery. One possible example may be Mendel’s choice of plants for his experiment. Plants are stationary effective for monitoring and data collection.

Embedded in Inheritance and Variation of Traits Presentation Slides

1. Vocab and matching assessments.

2. Types of alleles and traits provided, students practice using Punnett square to determine the offspring traits. Students relate two pairs of alleles are assigned for a dominate trait while one set of alleles for recessive trait.

3. Students identify the parents’ genotypes based on the traits of offspring. (PSI activity, ‘Test Cross Stations’)

4. Using the data table consisting of genotypes and phenotypes, students determine the outcome traits in the offspring by randomly selecting the donated alleles from the parents. (PSI’s ‘jane and john activity’)

5. Students defines and describes the natural selection process leading to increase and decrease of traits in organisms over time. The narration is supported by the mathematical representation of Punnett square where environment determines the surviving alleles contributing to the parental allele donations towards the creation of the probable offspring traits.

http://www.njctl.org/courses/science/7th-grade-science/inheritance-and-variation-of-traits/https://www.brainpop.com/science/ecologyandbehavior/naturalselection/

CAR © 2009

https://www.brainpop.com/science/ecologyandbehavior/naturalselection/

https://www.brainpop.com/science/ecologyandbehavior/naturalselection/



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1. Identify the 5 evidences in support of evolution.2. Take the position in support or against evolution theory.3. Defend or refute the evidences presented in support of the theory of evolution.




Gifted and Talented Modifications-Allow for maximum independent learning as possible minimizing scaffolding. -After critiquing the websites students used for researching evolution, students create 3 – 5 standards in making effective website research materials for the topic of evolution.




Essay Rough Draft

1. Create the graph organizer of 5 evidences of evolutions: anatomical homologies/vestigial; embryological developments; fossil records; natural selections and adaptions by mutations on the left column of the table. On the right column, collect 3 to 5 details on any notes from the teacher or from PSI slides or from the Internet research. http://evolutionfaq.com/articles/five-proofs-evolution

2. Present the evidences in the support of the evolutionary theory using three primary sources.

3. (Optional) Present the evidences against the evolutionary theory refuting the evidences presented.

4. Critique the sources used in support of the evolution with reasonable and persuasive explanations.

www.rewordify.comhttp://evolutionfaq.com/articles/five-proofs-evolution http://www.pbs.org/wgbh/evolution/library/04/4/l_044_02.ht ml http://www.onthewing.org/user/Sci_Journey%20of%20Man. pdf http://www.agiweb.org/news/evolution/examplesofevolution. html

NJSLS Argumentative Writing Essay Checklist

CAR © 2009

http://www.rewordify.com/

http://evolutionfaq.com/articles/five-proofs-evolution

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Unit 3 Benchmark Test

John and Jane ActivityWhat is the strongest proof of Evolution essay?

Unit Title: Growth, Development, and Reproduction of OrganismsGrade Level: 7


Essential Questions

How do organisms reproduce? What is the difference between sexual and asexual reproduction? How can an organism’s behavior increase its chance of survival and reproduction? What structures or mechanisms aid in plant reproduction? How does the environment contribute to successful reproduction or growth? How do genetic factors influence the growth of organisms? How do natural differences in organisms increase survival and reproduction?



Animals engage in characteristic behaviors that increase the odds of reproduction (MS-LS1-4)

Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction (MS-LS1-4)

Genetic factors as well as local conditions affect the growth of the adult plant (MS-LS1-5)

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Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring (secondary to MS-LS3-2)




SLO Student Strategies

Formative Assessment


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Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

MS-LS1-4

1. Identify and describe the following behaviors amongst the classifications of insects, amphibians, reptiles and mammals: mating system; fertilization method and creating offspring/parenting. 2. Model the plants’ reproductive structures and the pollination process. 3. Identify 3 ways insects are used for pollination. 4. Investigate the contributions of the

Scientific WritingCiting Evidence




Embedded in PSI Growth and Development of Organisms Presentation Slides

1. Using PSI slides or Internet research, select one animals from each category of insects, amphibians, reptiles and mammals and describe their mating system; fertilization method; parenting on a graphic organizer. Investigate the benefits of these behaviors in promoting their survival probabilities as species. (PSI lab activity)

2. Using PSI slide or teacher provided materials, identify and model the reproductive structures of plants creating the diagram illustrating the following anatomies: anther; stigma; style, ovule and ovary.

3. Identify the male and female reproductive anatomies in plants and describe the pollinations process. (PSI lab activity)

4. Analyze three ways plants attract insects and evaluate the success level on the pollination process with the statistic on the populations of plant species studied.

5. Investigate the symbiotic relationships between plants and animals in the dispersal of plant seeds. Included are the contributions of abiotic factors such as wind and water.

6. Compose a scientific narrative on the collected data on the behaviors of animals which are investigated to support with evidences that animals modify their behaviors for the purpose of increasing their survival probability.

7. Compose a scientific narrative on the collected data on the structures of plants which are investigated to support with evidences that plants adapted their structures for the purpose of increasing their survival probability.

http://www.njctl.org/courses/science/7th-grade-science/growth-and-development-of-organisms/https://www.brainpop.com/science/ecologyandbehavior/

Student Essay Checklist

CAR © 2009

https://www.brainpop.com/science/ecologyandbehavior/

http://www.njctl.org/courses/science/7th-grade-science/growth-and-development-of-organisms/


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wind, water and animals in increasing the survival probability of plants.5. Compose two-paragraph scientific narrative on the adaptations of animals’ behaviors and plants’ structures to increase their survival probability backed with supporting evidences.

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35

Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

MS-LS1-5

1. Review on the DNA’s role in shaping physical traits in the developments of organisms. 2. Compare and contrast the mitosis process of animal cells and plant cells.3. Compare and contrast the sexual and asexual reproductions. 4 .Investigate the examples occurring in nature as the evidences on the environmental and genetic factors for the development of organisms.5. Construct evidences backed explanations that the growth of organisms depend on two factors that are of environmental and

Scientific WritingCiting Evidence





1. Quiz assessment on the role of DNA: its cellular location, its four base chemicals; its coding system for instructions.

2. Using PSI slides or teacher provided materials, students model the 6 phases of mitosis. Students describe the three roles of mitosis organisms depend on for survival as species.

3. Create the graphic organizer and identify the similarities and differences in the mitosis of animal cells and plant cells.

4. Create the graphic organizer and identify the similarities and difference in the asexual and sexual reproductions and the developments of the offspring.

5. Using PSI slides or teacher provided examples, students investigate the following organisms as the evidences that their developments resulted from both environmental and genetic contributions: positions of sponges and trees growths; environmental factors affecting the genders of turtles and alligators; colors of hydrangea flowers determining factor in soil.

6. Using the Internet and/or reading references, students conduct research on a controversial topic such as height, weight, and intelligence if the trait is influence by genetic factor, environmental factor or both. Students may need to reference to evidences used from the PSI slides and add new evidences found in their research in support of the claim that some traits are influence by both factors.

http://www.njctl.org/courses/science/7th-grade-science/growth-and-development-of-organisms/https://www.brainpop.com/science/ecologyandbehavior/

Student Essay Checklist

CAR © 2009




36

Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

MS-LS3-1

1. Identify and describe the roles of the four base chemicals that make up DNA: adenine; thymine; cytosine; guanine. 2. Identify and describe the role of ribosomes in reading three DNA codes as the instructions for protein synthesis.3. Describe and identify the 5 roles of proteins for body regulations in organisms.

Research Based LearningCritical ThinkingDeveloping Scientific Models



Gifted and Talented Modifications-Allow for maximum independent learning as possible minimizing scaffolding. -Students add 3-5


1. Model with drawing and written articulations on the DNA structure specifying the 4 bases and their matching counterparts. Include DNA relationship to the chromosome structures.

2. Students identify the cellular location of ribosomes and describe its mechanism and its translation process of protein synthesis using three DNA codes. (https://www.mrsec.psu.edu/sites/mrsec.psu.edu/files/dnas_secret_code.pdf)

3. Using PSI slides or teacher provided materials, students create a graphic organizer in identifying and describing the roles of proteins in regulating body functions: antibodies; enzymes; messengers, storage and transportation.

4. Model the three causes of genetic mutations: duplication, insertion and deletion. Provide examples and their consequences leading to erroneous protein synthesis and genetic mutations.

5. Using PSI slides and/or Internet, create a graphic organizer using three classifications of genetic mutations that are beneficial, neutral and harmful. Explain why the mutations are beneficial or harmful. Include three on the wish list the types of practical mutations students would like to acquire or inherit described with rationales. (http://listverse.com/2014/12/29/10-amazing-powers-from-rare-genetic-mutations/)

http://www.njctl.org/courses/science/7th-grade-science/growth-and-development-of-organisms/https://www.brainpop.com/science/ecologyandbehavior/http://www.gate.net/~rwms/EvoMutations.htmlhttp://genetics.thetech.org/about-genetics/mutations-and-diseasehttp://en.wikipedia.org/wiki/Mutationhttp://www.askabiologist.org.uk/answers/viewtopic.php?id=7845http://www.gene-expression-programming.com/GepBook/Chapter1/Section2/SS2/SSS1.htm

CAR © 2009

http://www.gene-expression-programming.com/GepBook/Chapter1/Section2/SS2/SSS1.htm

http://www.gene-expression-programming.com/GepBook/Chapter1/Section2/SS2/SSS1.htm

http://www.askabiologist.org.uk/answers/viewtopic.php?id=7845

http://en.wikipedia.org/wiki/Mutation

http://genetics.thetech.org/about-genetics/mutations-and-disease

http://www.gate.net/~rwms/EvoMutations.html




http://listverse.com/2014/12/29/10-amazing-powers-from-rare-genetic-mutations/

http://listverse.com/2014/12/29/10-amazing-powers-from-rare-genetic-mutations/

https://www.mrsec.psu.edu/sites/mrsec.psu.edu/files/dnas_secret_code.pdf

https://www.mrsec.psu.edu/sites/mrsec.psu.edu/files/dnas_secret_code.pdf

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4. Identify and describe 3 events in DNA leading to genetic mutations.5. Analyze three categories of mutations that are: beneficial, neutral and harmful.

additional mutations to the human acquired mutation list and explain why they might be beneficial towards human survival.

https://www.boundless.com/biology/textbooks/boundless-biology-textbook/evolution-and-the-origin-of-species-18/evolution-of-genomes-127/noncoding-dna-512-13092/http://en.wikipedia.org/wiki/Pseudogene

CAR © 2009

http://en.wikipedia.org/wiki/Pseudogene

https://www.boundless.com/biology/textbooks/boundless-biology-textbook/evolution-and-the-origin-of-species-18/evolution-of-genomes-127/noncoding-dna-512-13092/



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Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

MS-LS3-2

1. Review the activity on mitosis: interphase; prophase; metaphase; telophase; anaphase; cytokinesis.2. Compare and contrast mitosis and meiosis.3. Investigate the role of two phases of meiosis and ‘swapping’ parts of chromosomes during the first meiosis process.4. Analyze the data on the genetic variation of offspring originating from one meiotic cycle. 5. Compare and contrast asexual and sexual reproduction.

Scientific WritingCiting Evidence Critical ThinkingDeveloping Scientific ModelsOrganizing InformationUsing Graphic Organizers



Gifted and Talented Modifications-Allow for maximum independent


1. Match correct diagrams and descriptions to correct phase of mitosis.

2. Identify the similarities and differences in the mitosis and meiosis process on a graphic organizer. Explain the role of meiosis as sex cells contributing to the fertilization process.

3. Relate the two cycles of meiosis leading to less number of chromosomes as vital part of meiosis for the fertilization purpose.

4. Using varied colors of beads or paper clips, model the swapping of parts of chromosomes. Simulate the fertilization process by coupling the male and female sex cells. Only switch the male sex cells to one egg cell as only one of four female meiosis cell becomes the egg cell.

5. Using the student created ‘swapped’ chromosomes from one male meiotic cycle and simulation of fertilization process with a female egg, students gather the data on the probability of the variations of traits of offspring.

6. Using graphic organizer, students identify two factors that differentiate asexual and sexual reproductions: (PSI Lab on Yeast Budding) Added are the details on the advantages and disadvantages of asexual and sexual reproductions.

http://www.njctl.org/courses/science/7th-grade-science/growth-and-development-of-organisms/https://www.brainpop.com/science/ecologyandbehavior/www.youtube.com

CAR © 2009





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learning as possible minimizing scaffolding. - For the activity 6, students are to engage on the additional activity by predicting on the scenarios if a human child was acquired by asexual reproduction. Would it be advantageous or disadvantageous? Students defend position.

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Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

MS-LS4-5

1. Collect information on genetic engineering, its process and purposes.2. Conduct research on the genetic engineering on three classifications: genetic engineering on plants (crops); animals and selections for gender. 3. Analyze on how humans have used technology to genetically modify plants (crops), animals, and for gender selection.

Research Based LearningInternet ResearchOral Presentations





1. Using Internet research or teacher provided article, model genetic engineering with diagrams and written articulations. Descriptions include the history of genetic engineering and its original purpose for implementation.

2. Collect well written researched Internet articles to collect information on the process of genetic engineering, the name of the technology used if available and the purpose of genetic engineering on the three classifications: crops, animals and gender selection.

3. Using the researched articles, students create a graphic organizer that includes the process, the name of the technology if available and the purpose of the genetic modification. The graphic organizers are completed on three classifications of genetic engineering: modification in plants (crops), animals and gender of offspring. (Names of websites used as references cited.)

4. Students share their findings with classmates for presentations.

http://www.njctl.org/courses/science/7th-grade-science/growth-and-development-of-organisms/https://www.brainpop.com/science/ecologyandbehavior/www.youtube.comhttp://blogs.kqed.org/science/2014/02/24/new-technology-allows-for-precise-genetic-engineering-in-primates/http://en.wikipedia.org/wiki/Genetic_engineering_techniqueshttp://www.fertility-docs.com/programs-and-services/gender-selection/select-the-gender-of-your-baby-using-pgd.php

CAR © 2009

http://www.fertility-docs.com/programs-and-services/gender-selection/select-the-gender-of-your-baby-using-pgd.php

http://www.fertility-docs.com/programs-and-services/gender-selection/select-the-gender-of-your-baby-using-pgd.php

http://en.wikipedia.org/wiki/Genetic_engineering_techniques

http://blogs.kqed.org/science/2014/02/24/new-technology-allows-for-precise-genetic-engineering-in-primates/

http://blogs.kqed.org/science/2014/02/24/new-technology-allows-for-precise-genetic-engineering-in-primates/





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Benchmark Assessment: Unit 4 Benchmark on EdConnect


Unit 4 Benchmark on EdConnect

Technology Presentation

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