SCIENCE GRADE 7 - Rahway Public Schools · eight other planets and their moons, and smaller...
Transcript of SCIENCE GRADE 7 - Rahway Public Schools · eight other planets and their moons, and smaller...
CURRICULUM
FOR
SCIENCE
GRADE 7
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.
ACKNOWLEDGMENTS
Dr. Devin K. Robinson, Program Supervisor of STEM
The Board acknowledges the following who contributed to the preparation of this curriculum.
Anjanette Highsmith
Christine H. Salcito, Assistant Superintendent
Subject/Course Title: Date of Board Adoptions:
Science Revised – December 20, 2016
Grade 7
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Planetary Science
Unit Title: Investigation 1: Where Am I?
Target Course/Grade Level: 7th grade
Unit Summary: The Planetary Science course emphasizes the use of knowledge and evidence to construct explanations for
the structures and motions of objects in the Solar System. Students develop the understanding that the Earth and Solar System
are comprised of closely coupled systems. Earth is the third planet from the Sun in a system that includes the Moon, the Sun,
eight other planets and their moons, and smaller objects, such as asteroids and comets. The Sun, an average star, is the central
and largest body in the solar system. Most objects in the Solar System are in regular and predictable motion governed by the
force of gravity. Those motions explain such phenomena as the day, the year, seasons, phases of the Moon, and eclipses.
Approximate Length of Unit: 3 Class periods
Primary interdisciplinary connections:
ELA/Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-4)
WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content. (MS-ESS1-4)
Mathematics-
6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical
problem; understand that a variable can represent an unknown number, or, depending on the purpose at
hand, any number in a specified set. (MS-ESS1-4)
7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple
equations and inequalities to solve problems by reasoning about the quantities.
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
MS-ESS1-1. Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases,
eclipses of the sun and moon, and seasons.
Science and Engineering Practices:
Asking questions
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Cross Cutting Concepts
Patterns: Graphs, charts, and images can be used to identify patterns in data.
Systems and System Models: Models can be uses to represent systems and their interactions.
Scale, Proportion, and Quantity: Time, space, and energy phenomena can be observed at various scales using models
to study systems that are too large or goo small.
Unit Understandings
Students will understand that…
A map is a representation of a place or an area.
Elevation is the distance above the Earth’s Surface, often measure from sea level.
Unit Essential Questions
How do maps from various elevations vary from each other?
How does your location change your perspective of the world around you?
Knowledge and Skills
Students will know…
As your point of view rises in elevation, details on maps decrease.
Human-made structures decrease as you rise in elevation, while natural made structures increase.
Students will be able to…
Explain that a person’s specific location can be described in many ways, depending on the particular frame of
reference.
Explain that the number of Earth structures that can be identified decreases with elevation due to the ability of the eye
and other optical instruments to resolve detail.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Teacher observations
Collected Maps
Response sheet – Where Am I?
Response sheet – Bird’s Eye View
Mid Summative Exam #1
Homework
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Students will draw a map to represent the school environment.
Students will establish location in terms of a frame of reference (relationship to other objects).
Students will interpret representations of human-made and natural structures in photographs taken from various
elevations.
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Planetary Science Resource Book
Student Planetary Science Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Laptop connection for power point presentations
Overhead Projector as needed
Laboratory equipment as specified for unit
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Planetary Science
Unit Title: Investigation 2: Round Earth/Flat Earth
Target Course/Grade Level: 7th grade
Unit Summary: The Planetary Science course emphasizes the use of knowledge and evidence to construct explanations for
the structures and motions of objects in the Solar System. Students develop the understanding that the Earth and Solar System
are comprised of closely coupled systems. Earth is the third planet from the Sun in a system that includes the Moon, the Sun,
eight other planets and their moons, and smaller objects, such as asteroids and comets. The Sun, an average star, is the central
and largest body in the solar system. Most objects in the Solar System are in regular and predictable motion governed by the
force of gravity. Those motions explain such phenomena as the day, the year, seasons, phases of the Moon, and eclipses.
Approximate Length of Unit: 2 Class periods
Primary interdisciplinary connections:
ELA/Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS2-2)
WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content. (MS-ESS2-2)
SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and findings and
emphasize salient points. (MS-ESS2-1) (MS-ESS2-2)
Mathematics-
MP.2: Reason abstractly and quantitatively. (MS-ESS2-2)
6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical
problem; understand that a variable can represent an unknown number, or, depending on the purpose at
hand, any number in a specified set. (MS-ESS2-2)
7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple
equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS2-2)
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
MS-ESS1-1. Develop and use a model of the Earth sun-moon system to describe the cyclic patterns of lunar phases,
eclipses of the sun and moon, and seasons.
Science and Engineering Practices:
Asking questions
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Disciplinary Core Ideas:
Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and
explained with models. (MS-ESS1-1)
This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction
over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by
the differential intensity of sunlight on different areas of Earth across the year. (MSESS1-1)
Cross Cutting Concepts
Patterns can be used to identify cause and-effect relationships.
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too
large or too small.
Models can be used to represent systems and their interactions. (MSESS1-2)
Unit Understandings
Students will understand that…
The horizon is where the sky and the Earth appear to meet.
Line of sight is the straight, unimpeded path taken by light from an object to an eye.
Illuminated opaque objects cast shadows on the side away from the source of light.
The length of the shadow depends (in part) upon the angle of the incoming light.
Unit Essential Questions
What evidence was historically used to induce that the Earth is round?
Is the Earth round?
How do you know that the Earth is round?
Knowledge and Skills
Students will know…
Various cultures throughout history have used evidence to prove that the Earth is round.
Sailors of many cultures understood the Earth to be round because a ship seems to sink into the horizon.
The Earth is round.
We know the Earth is round from observing ships as they sail out to see over the horizon.
Students will be able to…
Discuss how objects disappear over the horizon.
Explain how the apparent disappearance of ships over a horizon is evidence for a round Earth.
Explain how the relationship between latitude and shadow length is evidence for a round Earth.
Make observations and generate evidence to support an idea.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Informal Notes
Work Sheet – Shape of the Earth
Response Sheet – Round Earth/ Flat Earth
Teacher observations
Homework
Mid Summative Exam #2
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Use models and computer simulations to observe ships sailing on round and flat Earths.
Model sunlight shining on poles inserted vertically into round and flat Earths.
Observe, collect and graph shadow data.
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Planetary Science Resource Book
Student Planetary Science Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Laptop connection for power point presentations
Overhead Projector as needed
Laboratory equipment as specified for unit
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Science
Unit Title: Earth History - Investigation 3: Seasons
Target Course/Grade Level: 7th grade
Unit Summary: The Planetary Science course emphasizes the use of knowledge and evidence to construct explanations for
the structures and motions of objects in the Solar System. Students develop the understanding that the Earth and Solar System
are comprised of closely coupled systems. Earth is the third planet from the Sun in a system that includes the Moon, the Sun,
eight other planets and their moons, and smaller objects, such as asteroids and comets. The Sun, an average star, is the central
and largest body in the solar system. Most objects in the Solar System are in regular and predictable motion governed by the
force of gravity. Those motions explain such phenomena as the day, the year, seasons, phases of the Moon, and eclipses.
Approximate Length of Unit: 6 Class periods
Primary interdisciplinary connections:
ELA/Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-4), (MS-
ESS2-2)
WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content. (MS-ESS1-4), (MS-ESS2-2)
SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and findings and
emphasize salient points. (MS-ESS2-1), (MS-ESS2-2)
Mathematics-
MP.2: Reason abstractly and quantitatively. (MS-ESS2-2)
6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical
problem; understand that a variable can represent an unknown number, or, depending on the purpose at
hand, any number in a specified set. (MS-ESS1-4), (MS-ESS2-2)
7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple
equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS1-4),
(MS-ESS2-2)
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
MS-ESS1-1. Develop and use a model of the Earth Sun-Moon system to describe the cyclic patterns of lunar phases,
eclipses of the sun and moon, and seasons.
Science and Engineering Practices:
Asking questions
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Disciplinary Core Ideas:
Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and
explained with models. (MS-ESS1-1)
This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction
over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by
the differential intensity of sunlight on different areas of Earth across the year. (MSESS1-1)
Cross Cutting Concepts
Patterns can be used to identify cause and-effect relationships. (MS-ESS1-1)
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large
or too small. (MS-ESS1-3),(MSESS1-4)
Models can be used to represent systems and their interactions. (MSESS1-2)
Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through
measurement and observation. (MS-ESS1-1), (MSESS1-2)
Graphs and charts can be used to identify patterns in data. (MS-PS4-1)
Unit Understandings
Students will understand that…
The lower the angle at which light strikes a surface, the lower the density of the light energy.
Beam spreading affects the intensity of solar radiation on Earth’s surface.
The tilt of Earth’s axis and Earth’s revolution around the Sun results in seasons.
The duration of daylight at a position on Earth’s surface varies as Earth revolves around the Sun, due to the tilt of
Earth’s axis.
Unit Essential Questions
Why do we have seasons?
Why it is hotter in the summer than the winter.
What is the difference between rotation and revolution and what impact do they have on the Earth?
Why are there more hours of sunlight in the summer?
Knowledge and Skills
Students will know…
That seasons are causes by the tilt and revolution of the Earth.
When the northern hemisphere is tilting towards the Sun it will be summer.
When the northern hemisphere is tilting away from the Sun it will be winter.
The tilt impacts the length of day.
The North Pole always points toward the North Star.
The length of day changes throughout the year.
Students will be able to…
Explain what causes seasons.
Explain how the angle at which the Sun hits the surface affects temperature.
Explain how length of day changes because of the tilt of the Earth as it revolves around the Sun.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Quick Write – What causes seasons?
Quick Write-Why is it hotter in the summer
Informal Notes
Vocabulary
Beam Spreading Questions
Response Sheet
Lab Notebook pages 10-14
Quick Write-Who are there more hours of sunlight in the summer?
Homework
Mid Summative Exam #3
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Use light sources, paper, and meter stick to model beam spreading.
Use light sources and globe to model beam spreading.
Calculate the length of day.
Use light source and globe to investigate hours of daylight.
Use maps, globes and Global time Finder to investigate time zones.
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Planetary Science Resource Book
Student Planetary Science Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Laptop connection for power point presentations
Overhead Projector as needed
Laboratory equipment as specified for unit
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Planetary Science
Unit Title: Investigation 4: Moon Study
Target Course/Grade Level: 7th grade
Unit Summary: The Planetary Science course emphasizes the use of knowledge and evidence to construct explanations for
the structures and motions of objects in the Solar System. Students develop the understanding that the Earth and Solar System
are comprised of closely coupled systems. Earth is the third planet from the Sun in a system that includes the Moon, the Sun,
eight other planets and their moons, and smaller objects, such as asteroids and comets. The Sun, an average star, is the central
and largest body in the solar system. Most objects in the Solar System are in regular and predictable motion governed by the
force of gravity. Those motions explain such phenomena as the day, the year, seasons, phases of the Moon, and eclipses.
Approximate Length of Unit: 5 Class periods
Primary interdisciplinary connections:
ELA/Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-4), (MS-LS4-
1), (MS-LS4-2)
RST.6.8.7: Integrate quantitative or technical information expressed in words in test with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS4-1)
WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content. (MS-ESS1-4), (MS-LS4-2)
WHST.6.8.9: Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS4-2)
SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with
diverse partners on grade 6 topics, texts, and issues building on others’ ideas and expressing their own
clearly. (MS-LS4-2)
SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant
evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume,
and clear pronunciation. (MS-LS4-2)
Mathematics-
MP.2: Reason abstractly and quantitatively.
6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical
problem; understand that a variable can represent an unknown number, or, depending on the purpose at
hand, any number in a specified set. (MS-LS4-1), (MS-LS4-2)
7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple
equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS1-4)
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.
Science and Engineering Practices:
Asking questions
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Disciplinary Core Ideas:
Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and
explained with models. (MS-ESS1-1)
The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are
held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3)
Cross Cutting Concepts
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too
large or too small. (MS-ESS1-3),(MSESS1-4)
Models can be used to represent systems and their interactions. (MSESS1-2)
Unit Understandings
Students will understand that…
The Moon has features that can be identified in telescope images: craters, mare, and mountains.
The Moon, Earth’s satellite, is about one-fourth Earth’s diameter and orbits at a distance of about 384,000 km.
Scale is the size relationship between a representation of an object and the object.
Scale can be expressed as a ratio when an object and its representation are measured in related units.
Unit Essential Questions
What is visible on the Moon?
What does a scaled Earth/Moon model look like?
Knowledge and Skills
Students will know…
That the Moon has different surface features.
That the Moon is about ¼ the Earth’s diameter.
Students will be able to…
Generate and organize questions about the Moon
Create a scaled model of the Earth Moon system.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Informal Notes
Student Journal – Moon Questions
Teacher observations – Organize Moon questions
Student Journal –
Lab Notebook pages 23-25
Homework
Mid Summative Exam #4
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Observe and record the Moon’s changing appearance day and night for at least one month.
Study an image of the Moon to discover major surface features.
Generate a list of questions about the Moon that will guide further study.
Read Moon Myth.
Review Moon data.
Construct Earth/Moon model.
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Planetary Science Resources Book
Student Planetary Science Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Laptop connection for power point presentations
Overhead Projector as needed
Laboratory equipment as specified for unit
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Planetary Science
Unit Title: Investigation 5: Phases of the Moon
Target Course/Grade Level: 7th grade
Unit Summary: The Planetary Science course emphasizes the use of knowledge and evidence to construct explanations for
the structures and motions of objects in the Solar System. Students develop the understanding that the Earth and Solar System
are comprised of closely coupled systems. Earth is the third planet from the Sun in a system that includes the Moon, the Sun,
eight other planets and their moons, and smaller objects, such as asteroids and comets. The Sun, an average star, is the central
and largest body in the solar system. Most objects in the Solar System are in regular and predictable motion governed by the
force of gravity. Those motions explain such phenomena as the day, the year, seasons, phases of the Moon, and eclipses.
Approximate Length of Unit: 4 Class periods
Primary interdisciplinary connections:
ELA/Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS2-2), (MS-
ESS2-3)
RST.6-8.7: Integrate quantitative or technical information expressed in words in text with a version of that
information expressed visually (e.g., flowchart, diagram, model, graph, or table). (MS-ESS2-3)
RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic. (MS-ESS2-3)
WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content. (MS-ESS2-2)
SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and findings and
emphasize salient points. (MS-ESS2-1) (MS-ESS2-2)
Mathematics-
MP.2: Reason abstractly and quantitatively. (MS-ESS2-2), (MS-ESS2-3)
6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical
problem; understand that a variable can represent an unknown number, or, depending on the purpose at
hand, any number in a specified set. (MS-ESS2-2), (MS-ESS2-3)
7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple
equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS2-2),
(MS-ESS2-3)
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
MS-ESS1-1. Develop and use a model of the Earth sun-moon system to describe the cyclic patterns of lunar phases,
eclipses of the sun and moon, and seasons.
MS-ESS1-1. Develop and use a model of the Earth sun-moon system to describe the cyclic patterns of lunar phases,
eclipses of the sun and moon, and seasons.
Science and Engineering Practices:
Asking questions
Developing and using models
Analyzing and interpreting data
Constructing explanations
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Disciplinary Core Ideas:
Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and
explained with models. (MS-ESS1-1)
This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction
over the short term but tilted relative to its orbit around the sun.
The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth
across the year. (MSESS1-1)
Cross Cutting Concepts
Patterns can be used to identify cause and-effect relationships. (MS-ESS1-1)
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too
large or too small. (MS-ESS1-3),(MSESS1-4)
Models can be used to represent systems and their interactions. (MSESS1-2)
Science assumes that objects and events in natural systems occur in consistent patterns that are understandable
through measurement and observation. (MS-ESS1-1), (MSESS1-2)
Graphs and charts can be used to identify patterns in data. (MS-PS4-1)
Unit Understandings
Students will understand that…
The moon has regular and predictable phases as a result of the moon’s revolution around the Earth and our point
of view from Earth.
Kepler’s laws explain the apparent motion of all celestial objects.
Celestial bodies are in orbit.
Unit Essential Questions
How do the movements of the Earth and Moon result in the moon phases that we observe on Earth?
What are Kepler’s Laws of Planetary Motion?
Knowledge and Skills
Students will know…
The moon revolves around the Earth, while the Earth revolves around the Sun.
The motions of the Earth and the Moon, cause tidal activity, eclipses and moon phases.
The motions of the Earth and the moon relative to the Sun are constant, therefore tidal activity, moon phases, and
eclipses are predictable.
The major phases of the moon are Full Moon, first and Last Quarter Moon, New Moon.
If the moon is increasing in size it is waxing.
If the moon is decreasing in size it is waning.
Objects closer to the Sun move at a faster speed than objects further away.
A celestial object’s speed is relative to the objects orbit.
EVIDENCE OF LEARNING
Students will be able to…
Explain the roles of rotation and revolution of the Earth and the Moon in the presentation of phases, and when
and where they are observed in the heavens.
Predict relative positions of the Sun, Earth, and Moon when shown a representation of a Moon phase.
Describe how the Moon revolves around the Earth once a month, resulting in the Moon rising about 50 minutes
later each day.
Observe and predict apparent motions of celestial bodies.
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Quick Write – Explain phases
Informal Notes
Teacher observations – model moon phases
Student Journal – Explain Moon phases
Student Response Sheet – Looking at the Moon from Earth
Teacher Observation – Sequence Phase images
Homework
Mid Summative Exam #9
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Use movements of the Sun, Moon, and Earth to explain the mechanics of Moon phases and Eclipses.
Sequence representations of the phases of the Moon.
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Planetary Science Resources Book
Student Planetary Science Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Laptop connection for power point presentations
Overhead Projector as needed
Laboratory equipment as specified for unit
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Planetary Science
Unit Title: Investigation 6: Moon Craters
Target Course/Grade Level: 7th grade
Unit Summary: The Planetary Science course emphasizes the use of knowledge and evidence to construct explanations for
the structures and motions of objects in the Solar System. Students develop the understanding that the Earth and Solar System
are comprised of closely coupled systems. Earth is the third planet from the Sun in a system that includes the Moon, the Sun,
eight other planets and their moons, and smaller objects, such as asteroids and comets. The Sun, an average star, is the central
and largest body in the solar system. Most objects in the Solar System are in regular and predictable motion governed by the
force of gravity. Those motions explain such phenomena as the day, the year, seasons, phases of the Moon, and eclipses. Approximate Length of Unit: 7 Class periods
Primary interdisciplinary connections:
ELA/Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS2-2)
WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content. (MS-ESS2-2)
SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points. (MS-ESS2-1) (MS-ESS2-2)
Mathematics-
MP.2: Reason abstractly and quantitatively. (MS-ESS2-2)
6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or
mathematical problem; understand that a variable can represent an unknown number, or,
depending on the purpose at hand, any number in a specified set. (MS-ESS2-2)
7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct
simple equations and inequalities to solve problems by reasoning about the quantities.
(MS-ESS2-2)
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the
development of technologies to mitigate their effects
Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and
explained with models. (MS-ESS1-1)
The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are
held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3)
Science and Engineering Practices:
Asking questions
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Disciplinary Core Ideas:
Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and
explained with models. (MS-ESS1-1)
The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are
held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2), (MS-ESS1-3)
(MS-ESS1- 2), (MS-ESS1-3) Mapping the history of natural hazards in a region, combined with an understanding of
related geologic forces can help forecast the locations and likelihoods of future events. (MS-ESS3-2)
MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the
development of technologies to mitigate their effects.
Cross Cutting Concepts
Patterns can be used to identify cause and-effect relationships. (MS-ESS1-1)
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too
large or too small. (MS-ESS1-3),(MSESS1-4)
Models can be used to represent systems and their interactions. (MSESS1-2)
Science assumes that objects and events in natural systems occur in consistent patterns that are understandable
through measurement and observation. (MS-ESS1-1), (MSESS1-2)
Graphs and charts can be used to identify patterns in data. (MS-PS4-1)
Science assumes that objects and events in natural systems occur in consistent patterns that are understandable
through measurement and observation. (MS-ESS1-1), (MSESS1-2)
Unit Understandings
Students will understand that…
Craters of various sizes result when meteoroids of various sizes hit the Moon’s surface.
Craters can be categorized by size and physical characteristics such as simple, complex, terraced, ringed (basined),
and flooded.
Unit Essential Questions
Why are there more craters on the Moon’s surface than Earth’s surface?
What is the difference between Dr. Shoemaker’s theory and Dr. Green’s theory regarding crater formation?
Knowledge and Skills
Students will know…
Planets are hit by objects every day.
Impact will be a result of various characteristics of objects including size, speed and angle of impact.
Students will be able to…
Describe the processes that produce craters with various characteristics and various sizes.
Reconstruct the history of impact events that resulted in the present appearance and existence of the Moon.
Explain the difference in surface appearance between the Moon and the Earth.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Informal Notes
Teacher observations – Experimental Design
Collected Data
Response Sheet – Organizing Lunar Craters
Student Journal – support one moon origin theory
Student Journal – Position Paper
Homework
Mid Summative Exam #5
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Simulate impact events to discover the variables that determine crater characteristics.
Conduct experiments to determine the effect of meteoroid speed on crater characteristics.
Design and conduct experiments to determine the effect of meteoroid size on crater characteristic.
Organize data to draw conclusions.
Weigh evidence supporting several theories for the origin of the moon.
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Earth History Resource Book
Student Earth History Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Laptop connection for power point presentations
Overhead Projector as needed
Laboratory equipment as specified for unit
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Planetary Science
Unit Title: Investigation 7: Beyond the Moon
Target Course/Grade Level: 7th grade
Unit Summary: The Planetary Science course emphasizes the use of knowledge and evidence to construct explanations for
the structures and motions of objects in the Solar System. Students develop the understanding that the Earth and Solar System
are comprised of closely coupled systems. Earth is the third planet from the Sun in a system that includes the Moon, the Sun,
eight other planets and their moons, and smaller objects, such as asteroids and comets. The Sun, an average star, is the central
and largest body in the solar system. Most objects in the Solar System are in regular and predictable motion governed by the
force of gravity. Those motions explain such phenomena as the day, the year, seasons, phases of the Moon, and eclipses.
Approximate Length of Unit: 5 Class periods
Primary interdisciplinary connections:
ELA/Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS2-3), (MS-
ESS3-1), (MS-ESS3-2),
RST.6-8.7: Integrate quantitative or technical information expressed in words in text with a version of that
information expressed visually (e.g., flowchart, diagram, model, graph, or table). (MS-ESS2-3),
(MS-ESS-3-2)
RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic. (MS-ESS2-3)
WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content. (MS-ESS3-1)
WHST.6.8.9: Draw evidence from informational texts to support analysis, reflection, and research. (MS-ESS3-1)
SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and findings and e
Emphasize salient points. (MS-ESS2-1) (MS-ESS2-2)
Mathematics-
MP.2: Reason abstractly and quantitatively. (MS-ESS2-3), (MS-ESS3-2)
6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical
problem; understand that a variable can represent an unknown number, or, depending on the purpose at
hand, any number in a specified set. (MS-ESS2-3), (MS-ESS3-1), (MS-ESS3-2)
7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple
equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS2-3),
(MS-ESS3-1), (MS-ESS3-2)
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.
MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar
system.
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface
at varying time and spatial scales.
Science and Engineering Practices:
Asking questions
Developing and using models
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Disciplinary Core Ideas:
Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe.
(MSESS1-2)
The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are
held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3)
The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MSESS1-2)
The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions
of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.
Cross Cutting Concepts
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too
large or too small. (MS-ESS1-3),(MSESS1-4)
Models can be used to represent systems and their interactions. (MSESS1-2)
Science assumes that objects and events in natural systems occur in consistent patterns that are understandable
through measurement and observation. (MS-ESS1-1), (MSESS1-2)
Unit Understandings
Students will understand that…
The solar system includes the Sun; eight planets and their satellites; and a host of smaller objects, including dwarf
planets, asteroids, comets, Kuiper Belt objects, and Oort Cloud matter. Scale can be expressed as a ratio when an
object and its representation are measured in the same unit.
The solar system formed during a sequence of events that started with a nebula of dust and gas.
The Moon formed after a massive collision between the forming Earth and a planetesimal about the size of Mars.
Unit Essential Questions
What is the Solar System?
Where did the Solar System come from?
Knowledge and Skills
Students will know…
What makes up the Solar System?
How the Solar System was formed.
How the Moon formed.
Students will be able to…
Use prior knowledge to draw a picture of the Solar System.
Use various characteristics to sort cosmos cards.
Understand AU Astronomical Unit.
Sequence events of the formation of the Solar System
Analyze Moon origin theories.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Informal Notes
Lab Notebook pages 39-40
Teacher observations – calculate dimensions, scale craters to map
Quick Writes
Homework
Mid Summative Exam #7
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Sorting cosmos cards.
Drawing of the Solar System
Sequencing Solar System origin cards
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Planetary Science Resources Book
Student Planetary Science Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Laptop connection for power point presentations
Overhead Projector as needed
Laboratory equipment as specified for unit
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Planetary Science
Unit Title: Investigation 8: The Solar System
Target Course/Grade Level: 7th grade
Unit Summary: The Planetary Science course emphasizes the use of knowledge and evidence to construct explanations for
the structures and motions of objects in the Solar System. Students develop the understanding that the Earth and Solar System
are comprised of closely coupled systems. Earth is the third planet from the Sun in a system that includes the Moon, the Sun,
eight other planets and their moons, and smaller objects, such as asteroids and comets. The Sun, an average star, is the central
and largest body in the solar system. Most objects in the Solar System are in regular and predictable motion governed by the
force of gravity. Those motions explain such phenomena as the day, the year, seasons, phases of the Moon, and eclipses.
Approximate Length of Unit: 7 Class periods
Primary interdisciplinary connections:
ELA/Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS2-2),
(MS-ESS3-1), (MS-ESS3-2), (MS-ESS3-4), (MS-ESS3-5), (MS-PS1-3)
RST.6-8.7: Integrate quantitative or technical information expressed in words in text with a version of that
information expressed visually (e.g., flowchart, diagram, model, graph, or table). (MS-ESS-3-2)
RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic. (MS-ESS3-5)
WHST.6-8.1: Write arguments focused on discipline content. (MS-ESS3-4)
WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content. (MS-ESS2-2), (MS-ESS3-1)
WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of
exploration. (MS-ESS3-3)
WHST.6-8.8: Gather relevant information from multiple print and digital sources; assess the credibility of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
providing basic bibliographic information for sources. (MS-ESS3-3), (MS-PS1-3)
WHST.6.8.9: Draw evidence from informational texts to support analysis, reflection, and research. (MS-ESS3-1),
(MS-ESS3-4)
SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and findings and
emphasize salient points. (MS-ESS2-1) (MS-ESS2-2)
Mathematics-
MP.2: Reason abstractly and quantitatively. (MS-ESS2-2), (MS-ESS3-2), (MS-ESS3-5)
6.RP.A.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two
quantities. (MS-ESS3-3),(MS-ESS3-4)
7.RP.A.2: Recognize and represent proportional relationships between quantities. (MS-ESS3-3), (MS-ESS3-4)
6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical
problem; understand that a variable can represent an unknown number, or, depending on the purpose at
hand, any number in a specified set. (MS-ESS2-2), (MS-ESS3-1), (MS-ESS3-2), (MS-ESS3-3),
(MS-ESS3-4), (MS-ESS3-5)
7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple
equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS2-2),
(MS-ESS3-1), (MS-ESS3-2), (MS-ESS3-3), (MS-ESS3-4), (MS-ESS3-5)
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system
MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface
at varying time and spatial scales.
Science and Engineering Practices:
Asking questions
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Disciplinary Core Ideas:
Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe.
(MSESS1-2)
The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are
held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3)
Water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s
surface features and create underground formations. (MS-ESS2-2)
Cross Cutting Concepts
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too
large or too small. (MS-ESS1-3),(MSESS1-4)
Models can be used to represent systems and their interactions. (MSESS1-2)
Patterns can be used to identify cause and-effect relationships. (MS-ESS1-1) Time, space, and energy phenomena can
be observed at various scales using models to study systems that are too large or too small. (MS-ESS1-3),
(MSESS1-4)
Science assumes that objects and events in natural systems occur in consistent patterns that are understandable
through measurement and observation. (MS-ESS1-1), (MSESS1-2)
Unit Understandings
Students will understand that…
The distance between solar system objects is enormous.
Liquid water is essential for life as we know it.
The temperature on a planet depends on two major variables: distance from the Sun and the nature of the planet’s
mediating atmosphere
Images can convey information about the presence and history of liquid water on planetary surfaces.
Unit Essential Questions
Where are the planets in the solar system?
Which planet is most like Earth?
Where is there water in the solar system?
Knowledge and Skills
Students will know…
The relative size and spacing of the planets and the Sun.
The different temperatures and atmospheres of the planets in the Solar System.
Students will be able to…
Use scaling factor to model the distance between each planet.
Use a model to compare temperatures and atmospheres of four planets.
How to use satellite images to identify bodies of water on Earth and evidence of water on other planets.
Compare and contrast major features of the planets to each other and to the Earth.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Informal Notes
Lab Notebook pages 41-43
Space Mission Challenge Questions
Vocabulary
Homework
Mid Summative Exam #8
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Simulate a photographic technique for determining the difference between stars and planets in the night sky.
Simulate producing a digital image of a distant object.
Review the current knowledge about planets and propose a planetary tour to apply the knowledge.
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Planetary Science Resources Book
Student Planetary Science Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Laptop connection for power point presentations
Overhead Projector as needed
Laboratory equipment as specified for unit
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Planetary Science
Unit Title: Investigation 9 Space Exploration
Target Course/Grade Level: 7th grade
Unit Summary: The Planetary Science course emphasizes the use of knowledge and evidence to construct explanations for
the structures and motions of objects in the Solar System. Students develop the understanding that the Earth and Solar System
are comprised of closely coupled systems. Earth is the third planet from the Sun in a system that includes the Moon, the Sun,
eight other planets and their moons, and smaller objects, such as asteroids and comets. The Sun, an average star, is the central
and largest body in the solar system. Most objects in the Solar System are in regular and predictable motion governed by the
force of gravity. Those motions explain such phenomena as the day, the year, seasons, phases of the Moon, and eclipses.
Approximate Length of Unit: 5 Class periods
Primary interdisciplinary connections:
ELA/Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS2-3),
(MS-ESS3-1), (MS-ESS3-2),
RST.6-8.7: Integrate quantitative or technical information expressed in words in text with a version of that
information expressed visually (e.g., flowchart, diagram, model, graph, or table). (MS-ESS2-3),
(MS-ESS-3-2)
RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic. (MS-ESS2-3)
WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content. (MS-ESS3-1)
WHST.6.8.9: Draw evidence from informational texts to support analysis, reflection, and research. (MS-ESS3-1)
SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and findings and
emphasize salient points. (MS-ESS2-1) (MS-ESS2-2)
Mathematics-
MP.2: Reason abstractly and quantitatively. (MS-ESS2-3), (MS-ESS3-2)
6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical
problem; understand that a variable can represent an unknown number, or, depending on the purpose at
hand, any number in a specified set. (MS-ESS2-3), (MS-ESS3-1), (MS-ESS3-2)
7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple
equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS2-3),
(MS-ESS3-1), (MS-ESS3-2)
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude
of a wave is related to the energy in a wave.
Science and Engineering Practices:
Asking questions
Developing and using models
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Disciplinary Core Ideas:
A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. (MS-PS4-1)
When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s
material and the frequency (color) of the light. (MS-PS4- 2)
Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe.
(MSESS1-2)
The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are
held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3)
Cross Cutting Concepts
Technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations.
(MS-PS4-3)
Advances in technology influence the progress of science and science has influenced advances in technology. (MS-
PS4-3)
Science assumes that objects and events in natural systems occur in consistent patterns that are understandable
through measurement and observation. (MS-ESS1-1), (MSESS1-2)
Technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations.
(MS-PS4-3)
Unit Understandings
Students will understand that…
Most of the information used by astronomers comes to them as light.
The methods are planned for answering questions that frame current future missions.
Unit Essential Questions
Why is light important in astronomy?
What are the big questions that guide space exploration?
Knowledge and Skills
Students will know…
A spectroscope analyzes the wavelengths of light (spectrum) coming from a light source.
Scientists use spectral data from distant moons, planets, and stars to determine their temperature, composition,
motion, and more.
Scientific missions provide data about the composition and environmental conditions on the planets, moons, and other
bodies in the solar system.
Students will be able to…
Compare the spectra emitted by various light sources.
Research space missions.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Informal Notes
Vocabulary
Quick Writes
Space Missions Challenge Questions
Lab Notebook page 47
Homework
Mid Summative Exam 9
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Use a spectroscope to observe and describe the spectra produced by several different light sources.
Complete Space Missions Challenge Questions.
Compare and analyze space missions.
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Planetary Science Resources Book
Student Planetary Science Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Laptop connection for power point presentations
Overhead Projector as needed
Laboratory equipment as specified for unit
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Planetary Science
Unit Title: Investigation 10: Orbits and New Worlds
Target Course/Grade Level: 7th grade
Unit Summary: The Planetary Science course emphasizes the use of knowledge and evidence to construct explanations for
the structures and motions of objects in the Solar System. Students develop the understanding that the Earth and Solar System
are comprised of closely coupled systems. Earth is the third planet from the Sun in a system that includes the Moon, the Sun,
eight other planets and their moons, and smaller objects, such as asteroids and comets. The Sun, an average star, is the central
and largest body in the solar system. Most objects in the Solar System are in regular and predictable motion governed by the
force of gravity. Those motions explain such phenomena as the day, the year, seasons, phases of the Moon, and eclipses.
Approximate Length of Unit: 5 Class periods
Primary interdisciplinary connections:
ELA/Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS2-3),
(MS-ESS3-1), (MS-ESS3-2),
RST.6-8.7: Integrate quantitative or technical information expressed in words in text with a version of that
information expressed visually (e.g., flowchart, diagram, model, graph, or table). (MS-ESS2-3),
(MS-ESS-3-2)
RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic. (MS-ESS2-3)
WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content. (MS-ESS3-1)
WHST.6.8.9: Draw evidence from informational texts to support analysis, reflection, and research. (MS-ESS3-1)
SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and findings and
emphasize salient points. (MS-ESS2-1) (MS-ESS2-2)
Mathematics-
MP.2: Reason abstractly and quantitatively. (MS-ESS2-3), (MS-ESS3-2)
6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical
problem; understand that a variable can represent an unknown number, or, depending on the purpose at
hand, any number in a specified set. (MS-ESS2-3), (MS-ESS3-1), (MS-ESS3-2)
7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple
equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS2-3),
(MS-ESS3-1), (MS-ESS3-2)
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
Science and Engineering Practices:
Asking questions
Developing and using models
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Disciplinary Core Ideas:
Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and
explained with models. (MS-ESS1-1)
The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are
held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3)
This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction
over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by
the differential intensity of sunlight on different areas of Earth across the year. (MSESS1-1)
Cross Cutting Concepts
Patterns can be used to identify cause and-effect relationships. (MS-ESS1-1)
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too
large or too small. (MS-ESS1-3),(MSESS1-4)
Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries
have led to the development of entire industries and engineered systems. (MS-ESS1-3)
Science assumes that objects and events in natural systems occur in consistent patterns that are understandable
through measurement and observation. (MS-ESS1-1), (MSESS1-2)
Graphs and charts can be used to identify patterns in data. (MS-PS4-1)
Advances in technology influence the progress of science and science has influenced advances in technology.
(MS-PS4-3)
Technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations.
(MS-PS4-3)
Unit Understandings
Students will understand that…
That tracking the motion of moons will help determine their orbit radii and periods.
Scientist have a method of studying planets that orbit other starts.
Unit Essential Questions
What can be learned from studying the moons of Jupiter?
How are planets outside the solar system found?
What is our cosmic address?
Knowledge and Skills
Students will know…
Planetary-system objects move in measurable and predictable patterns.
A transit occurs when a planet passes between a star and an observer, causing a dip in the intensity of light from the
star.
The magnitude and duration of the dip in light intensity during a transit reveals information about the planet.
Location can be described in relation to a frame of reference.
Students will be able to…
Collect and analyze data.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Informal Notes
Quick Writes
Lab Notebook pages 48-50
Vocabulary
Collected Data
Homework
Mid Summative Exam #10
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Analyze Galileo’s notes.
Analyze and draw conclusions based on the data of Jupiter’s moons.
Use an orrery to model a planetary system.
Collect and analyze data with the orrery.
Draw accurately scaled representations of lunar craters on a map of your state.
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Planetary Science Resources Book
Student Planetary Science Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Laptop connection for power point presentations
Overhead Projector as needed
Laboratory equipment as specified for unit
RAHWAY PUBLIC SCHOOLS CURRICULUM
PHYSICAL SCIENCE
Next Generation Science Standard:
MS. Forces and Interactions MS-PS2-1-Apply Newton’s Third Law to design a solution to a problem involving the
motion of two colliding objects
Science and Engineering Practices:
Constructing Explanations and Designing Solutions.
Apply scientific ideas or principles to design an object, tool, process or system.
Disciplinary Core Ideas
PS2.A: Forces and Motion • For any pair of interacting objects, the force exerted by the first object on the second
object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s
third law)
Cross Cutting Concepts
Systems and System Models • Models can be used to represent systems and their interactions—such as inputs,
processes and outputs—and energy and matter flows within systems.
Sample Activity
Test the impact of collisions between two cars; between a car and stationary objects; and between a meteor and a
space vehicle.
Next Generation Science Standard:
MS. Forces and Interactions MS-PS2-2-Plan an investigation to provide evidence that the change in an object’s
motion depends on the sum of the forces on the object and the mass of the object.
Science and Engineering Practices
Planning and Carrying out Investigations
Disciplinary Core Ideas
PS2.A: Forces and Motion • The motion of an object is determined by the sum of the forces acting on it; if the total
force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed
to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.
Cross Cutting Concepts
Stability and Change • Explanations of stability and change in natural or designed systems can be constructed by
examining the changes over time and forces at different scales.
Sample Activities:
Students calculate the net force in three different situations: when forces cause motion because they are added
together and they have the same direction, when forces cause motion because they have opposite direction but are
unbalanced, and when forces do not cause motion because they are in opposite directions but are balanced.
Students model unbalanced forces in a game of tug-of-war.
Next Generation Science Standard
MS. Forces and Interactions MS-PS2-3 Ask questions about data to determine the factors that affect the strength of
electric and magnetic forces.
Science and Engineering Practices
Asking Questions and Defining Problems
Disciplinary Core Ideas
PS2.B: Types of Interactions • Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their
sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between
the interacting objects.
Cross Cutting Concepts
Cause and Effect • Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Sample Activities:
Measure the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the
number or strength of magnets on the speed of an electric motor.
Next Generation Science Standard
MS. Forces and Interactions MS-PS2-4 Construct and present arguments using evidence to support the claim that
gravitational interactions are attractive and depend on the masses of interacting objects.
Science and Engineering Practices
Engaging in Argument from Evidence
Disciplinary Core Ideas
PS2.B: Types of Interactions Gravitational forces are always attractive. There is a gravitational force between any
two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun.
Cross Cutting Core Ideas
Systems and System Models Models can be used to represent systems and their interactions—such as inputs,
processes and outputs—and energy and matter flows within systems.
Next Generation Science Standard
MS. Forces and Interactions MS-PS2-5 Conduct an investigation and evaluate the experimental design to provide
evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
Science and Engineering Practices
Planning and Carrying Out Investigations
Disciplinary Core Ideas
PS2.B: Types of Interactions Forces that act at a distance (electric, magnetic, and gravitational) can be explained by
fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball,
respectively).
Cross Cutting Concepts
Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Sample Activity
Students observe how the electric force of a charged balloon affects a stream of water.
Next Generation Science Standard
MS. Energy MS-PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic
energy to the mass of an object and to the speed of an object.
Science and Engineering Practices
Analyzing and Interpreting Data
Disciplinary Core Ideas
PS2.B: Types of Interactions Forces that act at a distance (electric, magnetic, and gravitational) can be explained by
fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball,
respectively).
Cross Cutting Concepts
Scale, Proportion, and Quantity • Proportional relationships (e.g. speed as the ratio of distance traveled to time taken)
among different types of quantities provide information about the magnitude of properties and processes
Sample Activity
Students investigate the relationship between kinetic energy and speed by dropping a tennis ball and measuring the
height of the bounce.
Next Generation Science Standard
MS. Energy MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance
changes, different amounts of potential energy are stored in the system.
Science and Engineering Practices
Developing and Using Models
Disciplinary Core Ideas
PS3.A: Definitions of Energy • A system of objects may also contain stored (potential) energy, depending on their
relative positions.
PS3.C: Relationship between Energy and Forces • When two objects interact, each one exerts a force on the other that
can cause energy to be transferred to or from the object.
Cross Cutting Concepts
Systems and System Models • Models can be used to represent systems and their interactions – such as inputs,
processes, and outputs – and energy and matter flows within systems.
Sample Activities
Students use models of a roller coaster to construct bar graphs showing the relative amounts of potential and kinetic
energy as the roller coaster moves up and down the tracks.
Next Generation Science Standard
MS. Energy MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or
maximizes thermal energy transfer
Science and Engineering Practices
Constructing Explanations and Designing Solutions
Disciplinary Core Ideas
PS3.A: Definitions of Energy • Temperature is a measure of the average kinetic energy of particles of matter. The
relationship between the temperature and the total energy of a system depends on the types, states, and amounts of
matter present.
PS3.B: Conservation of Energy and Energy Transfer • Energy is spontaneously transferred out of hotter regions or
objects and into colder ones.
Cross Cutting Concepts
Energy and Matter • The transfer of energy can be tracked as energy flows through a designed or natural system.
Sample Activity
Design, build, and test a solar cooker.
Next Generation Science Standard
MS. Energy MS-PS3-4 Plan an investigation to determine the relationships among the energy transferred, the type of
matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the
sample.
Science and Engineering Practices
Planning and Carrying Out Investigations
Disciplinary Core Ideas
PS3.A: Definitions of Energy • Temperature is a measure of the average kinetic energy of particles of matter. The
relationship between the temperature and the total energy of a system depends on the types, states, and amounts of
matter present.
PS3.B: Conservation of Energy and Energy Transfer • The amount of energy transfer needed to change the
temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the
environment.
Cross Cutting Concepts
Scale, Proportion, and Quantity • Proportional relationships (e.g. speed as the ratio of distance traveled to time taken)
among different types of quantities provide information about the magnitude of properties and processes.
Sample Activities
Next Generation Science Standard
MS. Energy MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an
object changes, energy is transferred to or from the object.
Science and Engineering Practices
Engaging in Argument from Evidence
Disciplinary Core Ideas
PS3.B: Conservation of Energy and Energy Transfer • When the motion energy of an object changes, there is
inevitably some other change in energy at the same time.
Cross Cutting Concepts
Energy and Matter • Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
Sample Activity
Compare the final water temperatures after different masses of ice melted in the same volume of water with the same
initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat
in the environment, or the same material with different masses when a specific amount of energy is added.
ELA/Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise
details of explanations or descriptions. (MS-PS1-2)
RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS1-2), (MS-PS1-4),
(MS-PS1-5)
Mathematics-
MP.2: Reason abstractly and quantitatively. (MS-PS1-2), (MS-PS1-5), (MS-PS3-4)
MP.4: Model with mathematics. (MS-PS1-5)
6.RP.A.3: Use ration and rate reasoning to solve real-world and mathematical problems. (MS-PS1-2), (MS-PS1-5)
6.NS.C.5: Understand that positive and negative numbers are used together to describe quantities having opposite
directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits,
positive/negative electric charge; use positive and negative numbers to represent quantities in real-world contexts,
explaining the meaning of 0 in each situation. (MS-PS1-4).
6.SP.B.5: Summarize numerical data sets in relation to their context. (MS-PS1-2)
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Population and Ecosystems
Unit Title: Investigations 1 Milkweed Bugs
Target Course/Grade Level: Science –7th grade
Unit Summary: An ecosystem is an organizational unit of life on Earth, defined by a physical environment and the organism
that live there. Organisms depend on their ecosystem for survival. Disruption to one element of the ecosystem produces wares
and ripples that touch every member of the system. The impact on an individual organism depends on the relationship
between the organism and the change as well as the traits expressed by the individual. Changes may produce pressures in the
ecosystem. When changes are incremental, genetic flexibility may allow a population to change over time to adjust to new
conditions. When change is precipitous, a population may be exterminated. One powerful change agent in just about every
ecosystem on Earth is Human. Human mobility, technology, and institutions place pressures on many ecosystems. The first
step toward placing less disruptive pressure on natural systems is to understand how they work and what they need to remain
healthy.
Approximate Length of Unit: 5 class sessions
Primary interdisciplinary connections:
ELA/ Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3)
RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by
reasons and evidence from claims that are not. (MS-LS1-3)
WHST.6-8.7: Conduct short research projects to answer a question (including a self-generate question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of
exploration. (MS-LS1-1)
Mathematics-
6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another;
write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of
as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and
tables, and relate these to the equation. (MS-LS1-1), (MS-LS1-3)
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and
populations of organisms in an ecosystem. (Foundational)
Science and Engineering Practices:
Asking questions
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Disciplinary Core Ideas:
LS1.B: Growth and Development of Organisms: Organisms, and populations of organisms, are dependent on their
environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)
LS2.A: Interdependent Relationships in Ecosystems: Growth of organisms and population increases are limited by
access to resources. (MS-LS2-1)
Cross Cutting Concepts
Patterns: Patterns in rates of change and other numerical relationships can provide information about natural and
human designed systems.
Systems and System Models: Systems may interact with other systems; they may have sub-systems and be a part of
larger complex systems.
Unit Understandings
Students will understand that…
An organism is any living thing.
An organisms’ habitat is where it lives – the place where it can meet all of its requirements for life.
A kind of organism that is different from all other kinds of organisms is called a species.
Unit Essential Questions
What are the essential elements needed for an organism to survive in an ecosystem.
What are the stages of a milkweed bug’s life cycle?
Knowledge and Skills
Students will know…
All organism need food, water, air, shelter, and a mate in their habitat in order to be successful.
Milkweed bugs have physical and observable gender differences.
Milkweed bugs go through many stages of life including: mating, egg laying, hatching, and molting.
Students will be able to…
Describe the sequence of changes that constitute the milkweed bug’s life cycle.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Teacher observations
Student Resource Sheet – Milkweed-Bug Changes
Homework
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Observe adult milkweed bugs to determine gender difference.
Construct a habitat suitable for raising milkweed bugs.
Monitor events and changes that yield information about milkweed-bug reproduction.
Read and Discuss – Milkweed Bugs.
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Populations and Ecosystems Resource Book
Student Populations and Ecosystems Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Laptop connection for power point presentations
Overhead Projector as needed
Live organisms
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Population and Ecosystem
Unit Title: - Investigations 2 Sorting Out Life
Target Course/Grade Level: Science – 7th grade
Unit Summary: An ecosystem is an organizational unit of life on Earth, defined by a physical environment and the organism
that live there. Organisms depend on their ecosystem for survival. Disruption to one element of the ecosystem produces wares
and ripples that touch every member of the system. The impact on an individual organism depends on the relationship
between the organism and the change as well as the traits expressed by the individual. Changes may produce pressures in the
ecosystem. When changes are incremental, genetic flexibility may allow a population to change over time to adjust to new
conditions. When change is precipitous, a population may be exterminated. One powerful change agent in just about every
ecosystem on Earth is Human. Human mobility, technology, and institutions place pressures on many ecosystems. The first
step toward placing less disruptive pressure on natural systems is to understand how they work and what they need to remain
healthy.
Approximate Length of Unit: 7 class sessions
Primary interdisciplinary connections:
ELA/ Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3)
RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by
reasons and evidence from claims that are not. (MS-LS1-3)
SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and
evidence, and add interest. (MS-LS1-7)
Mathematics-
6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another;
write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity ,
thought of as the independent variable. Analyze the relationship between the dependent and independent
variables using graphs and tables, and relate these to the equation. (MS-LS1-3)
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple
ecosystems.
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and
populations of organisms in an ecosystem.
Science and Engineering Practices:
Developing and using models
Constructing explanations
Obtaining, evaluating, and communicating information
Disciplinary Core Ideas:
LS2.A: Interdependent Relationships in Ecosystems: Organisms, and populations of organisms, are dependent on their
environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)•
In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources
may compete with each other for limited resources, access to which consequently constrains their growth and
reproduction. (MS-LS2-1)
LS2.C: Ecosystem Dynamics, Functioning, and Resilience: 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)
Cross Cutting Concepts
Scale, Proportion, and Quantity: The observed function of natural and designed systems may change with scale.
Systems and System Models: Systems may interact with other systems; they may have sub-systems and be a part of
larger complex systems.
Patterns can be used to identify cause and effect relationships.
Unit Understandings
Students will understand that…
An individual is one single organism.
A population is all the individuals of one kind (one species) in a specified area at one time.
A community is all the interacting populations in a specified area.
Biotic factors are living elements in an ecosystem; abiotic factors are nonliving elements.
Unit Essential Questions
Explain at least two discoveries that were monumental to Dr. Jane Goodall’s research.
What are the advantages and disadvantages of a population study?
Knowledge and Skills
Students will know…
All elements of an Ecosystem can be grouped into Abiotic and Biotic Factors.
A Population Study enhances a scientist’s knowledge of a population without the scientist interfering with the
population.
Students will be able to….
Explain the defining characteristics of an individual, population, community, and ecosystem.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Teacher observations
Student Sheet -Ecosystems Card-Sort Results
Student Sheet – Among the Wild Chimpanzees
Mid Summative Exam #1-2
Homework
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Analyze and sort images on cards to determine which represent individuals, populations, communities, and
ecosystems.
Identify biotic and abiotic factors in an ecosystem.
View and discuss – Among the Wild Chimpanzees.
Read and discuss – Life in the Community.
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Populations and Ecosystems Resource Book
Student Populations and Ecosystems Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Laptop connection for power point presentations
Overhead Projector as needed
DVD
Laboratory equipment as specified for unit
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Population and Ecosystem
Unit Title: - Investigations 3 Mono Lake
Target Course/Grade Level: Science – 7th grade
Unit Summary: An ecosystem is an organizational unit of life on Earth, defined by a physical environment and the organism
that live there. Organisms depend on their ecosystem for survival. Disruption to one element of the ecosystem produces wares
and ripples that touch every member of the system. The impact on an individual organism depends on the relationship
between the organism and the change as well as the traits expressed by the individual. Changes may produce pressures in the
ecosystem. When changes are incremental, genetic flexibility may allow a population to change over time to adjust to new
conditions. When change is precipitous, a population may be exterminated. One powerful change agent in just about every
ecosystem on Earth is Human. Human mobility, technology, and institutions place pressures on many ecosystems. The first
step toward placing less disruptive pressure on natural systems is to understand how they work and what they need to remain
healthy.
Approximate Length of Unit: 7 class sessions
Primary interdisciplinary connections:
ELA/ Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3)
RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by
reasons and evidence from claims that are not. (MS-LS1-3)
SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and
evidence, and add interest. (MS-LS1-7)
Mathematics-
6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another;
write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity , thought
of as the independent variable. Analyze the relationship between the dependent and independent variables using
graphs and tables, and relate these to the equation. (MS-LS1-3)
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple
ecosystems.
MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of
an ecosystem.
Science and Engineering Practices:
Developing and using models
Constructing explanations
Obtaining, evaluating, and communicating information
Disciplinary Core Ideas:
LS2.A: Interdependent Relationships in Ecosystems: Organisms, and populations of organisms, are dependent on their
environmental interactions both with other living things and with nonliving factors. (MS-LS2-1) • Similarly, predatory
interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial
interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the
species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of
interactions of organisms with their environments, both living and nonliving, are shared. (MS-LS2-2)
LS2.B: Cycle of Matter and Energy Transfer in Ecosystems: Food webs are models that demonstrate how matter and energy
is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of
matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or
animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the
organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS-LS2-3)
Cross Cutting Concepts
Cause and Effect: Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Energy and Matter: The transfer of energy can be tracked as energy flows through a natural system.
Stability and Change: Small changes in one part of a system might cause large changes in another part.
Systems and System Models: Systems may interact with other systems; they may have sub-systems and be a part of
larger complex systems.
Students will understand that…
The sequence of organisms that eat one another is a food chain.
All the feeding relationships in an ecosystem define the food web for that ecosystem.
The Mono Lake ecosystem is defined by the interactions among the organisms and physical factors that exist in the
Mono Lake Basin.
Unit Essential Questions
Why does the population of the brine shrimp and brine does flies change throughout the year?
How is the ecosystem of the Mono Lake impacted if the brine shrimp population were to significantly decrease? How
would this impact the food web?
Knowledge and Skills
Students will know…
Mono Lake is an example of an alkaline lake system.
Mono Lake is comprised of interrelated biotic factors such as algae, brine shrimp, brine flies, Caspian Terns, Earred
Grebes, Snowy Plovers, Coyotes, and bacteria.
The biotic factors of Mono Lake are affected by each other, human impact, and the abiotic factors such as water and
salt.
Students will be able to…
Explain the functional roles and feeding relationships that constitute a food web.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Student Sheet – Thinking About Mono Lake
Response sheet – Food Web Diagram
Multi-media Food Webs
Mid Summative Exam #3-4
Homework
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Research the functional roles of 12 organisms in the Mono Lake ecosystem in order to construct a food web.
Diagram a Food web, using arrows to indicate what eats what.
Use computer simulations to create food webs.
Create Power Point presentation.
View and discuss – Of Ice and Fire: A Portrait of the Mono Basin.
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Populations and Ecosystems Resource Book
Student Populations and Ecosystems Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Laptop connection for power point presentations
Overhead Projector as needed
Laboratory equipment as specified for unit
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Population and Ecosystem
Unit Title: Investigations 4 Mini-habitats
Target Course/Grade Level: Science – 7th grade
Unit Summary: An ecosystem is an organizational unit of life on Earth, defined by a physical environment and the organism
that live there. Organisms depend on their ecosystem for survival. Disruption to one element of the ecosystem produces wares
and ripples that touch every member of the system. The impact on an individual organism depends on the relationship
between the organism and the change as well as the traits expressed by the individual. Changes may produce pressures in the
ecosystem. When changes are incremental, genetic flexibility may allow a population to change over time to adjust to new
conditions. When change is precipitous, a population may be exterminated. One powerful change agent in just about every
ecosystem on Earth is Human. Human mobility, technology, and institutions place pressures on many ecosystems. The first
step toward placing less disruptive pressure on natural systems is to understand how they work and what they need to remain
healthy.
Approximate Length of Unit: 4 class sessions
Primary interdisciplinary connections:
ELA/Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3)
RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by
reasons and evidence from claims that are not. (MS-LS1-3)
WHST.6-8.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source;
and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic
bibliographic information for sources. (MS-LS1-8)
Mathematics-
6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another;
write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity,
thought of as the independent variable. Analyze the relationship between the dependent and independent
variables using graphs and tables, and relate these to the equation. (MS-LS1-3)
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and
populations of organisms in an ecosystem.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components
of an ecosystem affect populations.
Science and Engineering Practices:
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Constructing explanations
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Disciplinary Core Ideas:
LS2.A: Interdependent Relationships in Ecosystems: Organisms, and populations of organisms, are dependent on
their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1) In any
ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may
compete with each other for limited resources, access to which consequently constrains their growth and reproduction.
(MS-LS2-1)
LS2.C: Ecosystem Dynamics, Functioning, and Resilience: 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)
Cross Cutting Concepts
Cause and Effect: Cause and effect relationships may be used to predict phenomena in natural or designed systems.
(MS-LS2-1)
Stability and Change: Small changes in one part of a system might cause large changes in another part.
Systems and System Models: Systems may interact with other systems; they may have sub-systems and be a part of
larger complex systems.
Unit Understandings
Students will understand that…
An aquatic ecosystem functions in water.
A terrestrial ecosystem functions on land.
An ecosystem is a web of interactions and relationships among the organisms and abiotic factors in an area.
Unit Essential Questions
Explain how biotic and abiotic factors impact ecosystems, aquatic and terrestrial.
Knowledge and Skills
Students will know…
Over time changes occur within an ecosystem as a result of the interactions of the biotic and abiotic factors.
Students will be able to…
Describe how organisms depend on abiotic elements in their ecosystem.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Informal Notes
Teacher observations
Student Journal
Student Log
Homework
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Assemble the abiotic elements of an aquatic and terrestrial mini-ecosystem.
Introduce organisms into aquatic and terrestrial mini-ecosystems.
Use a scientific log to record interactions and changes in mini-ecosystems over time.
Read and discuss- Mini-ecosystem Organisms.
Read and discuss – Biosphere 2: An Experiment in Isolation.
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Populations and Ecosystems Resource Book
Student Populations and Ecosystems Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Projector/computer and Internet Connection as needed
Laboratory equipment as specified for unit
Live Organisms
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Population and Ecosystem
Unit Title: - Investigations 5 Producers
Target Course/Grade Level: Science – 7th grade
Unit Summary: An ecosystem is an organizational unit of life on Earth, defined by a physical environment and the organism
that live there. Organisms depend on their ecosystem for survival. Disruption to one element of the ecosystem produces wares
and ripples that touch every member of the system. The impact on an individual organism depends on the relationship
between the organism and the change as well as the traits expressed by the individual. Changes may produce pressures in the
ecosystem. When changes are incremental, genetic flexibility may allow a population to change over time to adjust to new
conditions. When change is precipitous, a population may be exterminated. One powerful change agent in just about every
ecosystem on Earth is Human. Human mobility, technology, and institutions place pressures on many ecosystems. The first
step toward placing less disruptive pressure on natural systems is to understand how they work and what they need to remain
healthy.
Approximate Length of Unit: 7 class sessions
Primary interdisciplinary connections:
ELA/ Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3)
RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by
reasons and evidence from claims that are not. (MS-LS1-3)
SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and
evidence, and add interest. (MS-LS1-7)
Mathematics-
6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another;
write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity ,
thought of as the independent variable. Analyze the relationship between the dependent and independent
variables using graphs and tables, and relate these to the equation. (MS-LS1-3)
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter
and flow of energy into and out of organisms.
MS-LS1-7. 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-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of
an ecosystem.
Science and Engineering Practices:
Developing and using models
Constructing explanations
Obtaining, evaluating, and communicating information
Disciplinary Core Ideas:
LS1.C: Organization for Matter and Energy Flow in Organisms • Plants, algae (including phytoplankton), and many
microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water
through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored
for growth or later use. (MS-LS1-6)
LS2.B: Cycle of Matter and Energy Transfer in Ecosystems • The atoms that make up the organisms in an ecosystem
are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS-LS2-3) PS3.D: Energy in
Chemical Processes and Everyday Life • The chemical reaction by which plants produce complex food molecules
(sugars) requires an 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 MSLS1-6) • 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. (secondary to MS-LS1-7)
Cross Cutting Concepts
Energy and Matter: The transfer of energy can be tracked as energy flows through a natural system.
Systems and System Models: Systems may interact with other systems; they may have sub-systems and be a part of
larger complex systems. Models are limited in that they only represent certain aspects of the system under study.
Scale, proportion, and quantity: Time, space, and energy phenomena can be observed at various scales using models
to study systems that are too large or too small.
Unit Understandings
Students will understand that…
Food is an Energy rich organic matter that organisms need to conduct their life processes.
Energy in food is measured in kilocalories.
Photosynthesis is the process by which energy rich molecules (food) are made from water, carbon dioxide, and light.
Feeding relationships define Trophic levels: producers, consumers, and decomposers.
Unit Essential Questions
How is food produced?
Explain how energy transfers within a food web?
Knowledge and Skills
Students will know…
Food is produced by photosynthesis in photosynthetic organisms.
Food contains energy from the Sun that drives life processes.
Food energy moves from one Trophic level to another throughout a food web – the rule of 10%.
Students will be able to…
Explain how organisms get the energy they need for life.
Discuss how photosynthesis makes energy available to organisms.
Describe how energy moves from one Trophic level to another in an ecosystem.
Describe how every activity undertaken by living organisms involves expenditure of energy.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Quick Write
Student Sheet – Measuring Food Energy
Student Sheet – Food Producers Experiment
Self-Assessment – revise Quick Write
Teacher observations
Mid Summative Exam #5
Homework
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Burn food to confirm that it contains energy and that energy in food can be measured.
Analyze experimental data to confirm that plants require water, carbon dioxide, and light to increase in biomass
(food).
Use a simulation to reinforce the 10% rule of energy transfer across Trophic levels.
Read and discuss – Where Does Food Come From?
Read and discuss – Trophic Levels.
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Populations and Ecosystems Resource Book
Student Populations and Ecosystems Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Projector/ Computer and Internet connection as needed
Laboratory equipment as specified for unit
Live Organisms
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Population and Ecosystem
Unit Title: - Investigations 6 Following the Energy
Target Course/Grade Level: Science – 7th grade
Unit Summary: An ecosystem is an organizational unit of life on Earth, defined by a physical environment and the organism
that live there. Organisms depend on their ecosystem for survival. Disruption to one element of the ecosystem produces wares
and ripples that touch every member of the system. The impact on an individual organism depends on the relationship
between the organism and the change as well as the traits expressed by the individual. Changes may produce pressures in the
ecosystem. When changes are incremental, genetic flexibility may allow a population to change over time to adjust to new
conditions. When change is precipitous, a population may be exterminated. One powerful change agent in just about every
ecosystem on Earth is Human. Human mobility, technology, and institutions place pressures on many ecosystems. The first
step toward placing less disruptive pressure on natural systems is to understand how they work and what they need to remain
healthy.
Approximate Length of Unit: 7 class sessions
Primary interdisciplinary connections:
ELA/ Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3)
RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by
reasons and evidence from claims that are not. (MS-LS1-3)
SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and
evidence, and add interest. (MS-LS1-7)
Mathematics-
6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another;
write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity ,
thought of as the independent variable. Analyze the relationship between the dependent and independent
variables using graphs and tables, and relate these to the equation. (MS-LS1-3)
21st Century Learning Standards:
Skills:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter
and flow of energy into and out of organisms.
MS-LS1-7. 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-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of
an ecosystem
Science and Engineering Practices:
Developing and using models
Constructing explanations
Obtaining, evaluating, and communicating information
Disciplinary Core Ideas:
LS1.C: Organization for Matter and Energy Flow in Organisms • Plants, algae (including phytoplankton), and many
microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water
through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored
for growth or later use. (MS-LS1-6)
LS2.A: Interdependent Relationships in Ecosystems • In any ecosystem, organisms and populations with similar
requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to
which consequently constrains their growth and reproduction. (MS-LS2-1)
LS2.B: Cycle of Matter and Energy Transfer in Ecosystems • Food webs are models that demonstrate how matter and
energy is transferred between producers, consumers, and decomposers as the three groups interact within an
ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle
nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic
environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and
nonliving parts of the ecosystem. (MS-LS2-3)
Cross Cutting Concepts
Energy and Matter -The transfer of energy can be tracked as energy flows through a designed or natural system.
Within a natural system, the transfer of energy drives the motion and/or cycling of matter.
Systems and System Models - Systems may interact with other systems; they may have sub-systems and be a part of
larger complex systems.
Unit Understandings
Students will understand that…
Organisms use energy to do work.
Energy moves through a food chain.
Feeding relationships define Trophic levels: producers, consumers, and decomposers.
Unit Essential Questions
What are the kinds of work you do that require energy?
What is needed to sustain a food chain?
How does biomass and energy flow through an ecosystem?
What happens to the energy stored in the biomass of an organism when it dies?
Knowledge and Skills
Students will know…
Every activity undertaken by living organisms involves expenditure of energy.
Feeding relationships identify trophic roles: producers, consumers, and decomposers. •
Biomass moves through an ecosystem from one trophic level to the next.
Only a small fraction of the biomass consumed at a level is used to produce growth (biomass) at that level; much of
the biomass consumed is used for energy and much is lost to the environment.
Decomposers recycle food molecules to basic particles for use by organisms in the ecosystem.
Students will be able to…
Explain how organisms get the energy they need for life.
Discuss how photosynthesis makes energy available to organisms.
Describe how energy moves from one Trophic level to another in an ecosystem.
Describe how every activity undertaken by living organisms involves expenditure of energy.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Quick Writes
Lab Notebook page 19-25
Teacher observations
Mid Summative Exam #6
Homework
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Add food to the terrariums
Classify energy use.
Model the Mono Lake food chain.
Follow biomass and energy through tropic levels.
Read and discuss – Trophic Levels.
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Populations and Ecosystems Resource Book
Student Populations and Ecosystems Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Projector/ Computer and Internet connection as needed
Laboratory equipment as specified for unit
Live Organisms
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Population and Ecosystem
Unit Title: - Investigations 7: Population Size
Target Course/Grade Level: Science – 7th grade
Unit Summary: An ecosystem is an organizational unit of life on Earth, defined by a physical environment and the organism
that live there. Organisms depend on their ecosystem for survival. Disruption to one element of the ecosystem produces wares
and ripples that touch every member of the system. The impact on an individual organism depends on the relationship
between the organism and the change as well as the traits expressed by the individual. Changes may produce pressures in the
ecosystem. When changes are incremental, genetic flexibility may allow a population to change over time to adjust to new
conditions. When change is precipitous, a population may be exterminated. One powerful change agent in just about every
ecosystem on Earth is Human. Human mobility, technology, and institutions place pressures on many ecosystems. The first
step toward placing less disruptive pressure on natural systems is to understand how they work and what they need to remain
healthy.
Approximate Length of Unit: 8 class sessions
Primary interdisciplinary connections:
ELA/ Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3)
RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by
reasons and evidence from claims that are not. (MS-LS1-3)
SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and
evidence, and add interest. (MS-LS1-7)
Mathematics-
6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another;
write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity ,
thought of as the independent variable. Analyze the relationship between the dependent and independent
variables using graphs and tables, and relate these to the equation. (MS-LS1-3)
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and
populations of organisms in an ecosystem.
MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple
ecosystems.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological
components of an ecosystem affect populations.
Science and Engineering Practices:
Developing and using models
Constructing explanations
Obtaining, evaluating, and communicating information
Disciplinary Core Ideas:
LS2.A: Interdependent Relationships in Ecosystems • In any ecosystem, organisms and populations with similar
requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to
which consequently constrains their growth and reproduction. (MS-LS2-1) • Growth of organisms and population
increases are limited by access to resources. (MS-LS2-1) • Similarly, predatory interactions may reduce the number of
organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so
interdependent that each organism requires the other for survival. Although the species involved in these competitive,
predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with
their environments, both living and nonliving, are shared. (MS-LS2-2)
LS2.C: Ecosystem Dynamics, Functioning, and Resilience • 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)
Cross Cutting Concepts
Stability and Change: Small changes in one part of a system might cause large changes in another part.
Systems and System Models: Systems may interact with other systems; they may have sub-systems and be a part of
larger complex systems. Models are limited in that they only represent certain aspects of the system under study
Cause and Effect: Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Unit Understandings
Students will understand that…
Reproductive potential is the theoretical unlimited growth of a population over time.
A limiting factor is any biotic or abiotic component of the ecosystem that controls the size of a population.
Unit Essential Questions
What are the factors in an ecosystem that are limiting factors in a population?
Knowledge and Skills
Students will know…
Population size is regulated by limiting factors within an Ecosystem.
Abiotic and Biotic factors affect population size.
Availability of essential resources effect population size.
Students will be able to…
Discuss how biotic and abiotic factors in an environment can limit a population.
Explain the roles of both lab experimentation and field observation in the study of populations.
Describe the population fluctuations in Mono Lake in terms of limiting factors and feeding relationships.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Student Sheet – Milkweed Bug Hatching Analysis
Student Sheet - Algae and Brine Shrimp Experiments Analysis
Teacher observations
Student Journals
Graphs and Analyses
Mid Summative Exam #6
Homework
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Calculate the theoretical growth of a population of milkweed bugs, assuming no limiting factors.
Use computer simulations to find out how reproductive strategies and limiting factors affect population growth.
Analyze laboratory experiments to determine the effects of abiotic and biotic factors on population size.
Analyze field observations to determine the effects of biotic factors on population size.
Read and discuss – Limiting Factors.
Read and Discuss – Mono Lake in the Spotlight.
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Populations and Ecosystems Resource Book
Student Populations and Ecosystems Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Laptop connection for power point presentations
Projector as needed
Laboratory equipment as specified for unit
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Population and Ecosystem
Unit Title: - Investigation 8 Human Impact
Target Course/Grade Level: Science – 7th grade
Unit Summary: An ecosystem is an organizational unit of life on Earth, defined by a physical environment and the organism
that live there. Organisms depend on their ecosystem for survival. Disruption to one element of the ecosystem produces wares
and ripples that touch every member of the system. The impact on an individual organism depends on the relationship
between the organism and the change as well as the traits expressed by the individual. Changes may produce pressures in the
ecosystem. When changes are incremental, genetic flexibility may allow a population to change over time to adjust to new
conditions. When change is precipitous, a population may be exterminated. One powerful change agent in just about every
ecosystem on Earth is Human. Human mobility, technology, and institutions place pressures on many ecosystems. The first
step toward placing less disruptive pressure on natural systems is to understand how they work and what they need to remain
healthy.
Approximate Length of Unit: 7 class sessions
Primary interdisciplinary connections:
ELA/ Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3)
RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by
reasons and evidence from claims that are not. (MS-LS1-3)
SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and
evidence, and add interest. (MS-LS1-7)
Mathematics-
6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another;
write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity ,
thought of as the independent variable. Analyze the relationship between the dependent and independent
variables using graphs and tables, and relate these to the equation. (MS-LS1-3)
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components
of an ecosystem affect populations.
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the
environment.
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita
consumption of natural resources impact Earth’s systems.
Science and Engineering Practices:
Developing and using models
Constructing explanations
Obtaining, evaluating, and communicating information
Disciplinary Core Ideas:
LS2.A: Interdependent Relationships in Ecosystems • Similiarly predatory interactions may reduce the number of
organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so
interdependent that each organism requires the other for survival. Although the species involved in these competitive,
predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with
their environments, both living and nonliving, are shared. (MS-LS2-2)
LS2.C: Ecosystem Dynamics, Functioning, and Resilience • 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)
ESS3.C: Human Impacts on Earth Systems • Human activities have significantly altered the biosphere, sometimes
damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s
environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) • Typically
as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth
unless the activities and technologies involved are engineered otherwise. (MS-ESS3-3),(MS-ESS3-4
Cross Cutting Concepts
Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Stability and Change • Small changes in one part of a system might cause large changes in another part. Stability
might be disturbed either by sudden events or gradual changes that accumulate over time.
Systems in dynamic equilibrium are stable due to a balance of feedback mechanisms.
Unit Understandings
Students will understand that…
Biodiversity and how it relates to the health of an ecosystem.
The positive and negative human impact on an ecosystem.
Unit Essential Questions
Why is biodiversity important in an ecosystem?
What can happen when a species is introduced to an ecosystem?
What impact have people had on Mono Lake?
Knowledge and Skills
Students will know…
Biodiversity is the variety of organisms in an ecosystem.
A biodiversity index is one measure of the ability of an ecosystem to deal with stress. In a sustainable ecosystem, the
system is resilient to change. Abiotic and Biotic factors affect population size.
Introduced species compete with native species in an ecosystem.
If an introduced species has no predators in the new ecosystem, it can thrive and become invasive.
Humans affect ecosystems in both positive and negative ways.
Students will be able to…
Understand why biodiversity is important to an ecosystem.
Understand what happens when a species is introduced to an ecosystem.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Lab Notebook 36-38
Teacher observations
Student Journals
Data Collection and Analysis
Vocabulary
Mid Summative Exam #8
Homework
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Study the biodiversity of their school yard/surrounding area.
Analyze human impact in Mono Lake.
Read and Discuss – Mono Lake in the Spotlight.
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Populations and Ecosystems Resource Book
Student Populations and Ecosystems Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Laptop connection for power point presentations
Projector as needed
Laboratory equipment as specified for unit
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Population and Ecosystem
Unit Title: - Investigations 9 Eco-scenarios
Target Course/Grade Level: Science – 7th grade
Unit Summary: An ecosystem is an organizational unit of life on Earth, defined by a physical environment and the organism
that live there. Organisms depend on their ecosystem for survival. Disruption to one element of the ecosystem produces wares
and ripples that touch every member of the system. The impact on an individual organism depends on the relationship
between the organism and the change as well as the traits expressed by the individual. Changes may produce pressures in the
ecosystem. When changes are incremental, genetic flexibility may allow a population to change over time to adjust to new
conditions. When change is precipitous, a population may be exterminated. One powerful change agent in just about every
ecosystem on Earth is Human. Human mobility, technology, and institutions place pressures on many ecosystems. The first
step toward placing less disruptive pressure on natural systems is to understand how they work and what they need to remain
healthy.
Approximate Length of Unit: 7 class sessions
Primary interdisciplinary connections:
ELA/ Literacy-
RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3)
RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by
reasons and evidence from claims that are not. (MS-LS1-3)
SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and
evidence, and add interest. (MS-LS1-7)
Mathematics-
6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another;
write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity ,
thought of as the independent variable. Analyze the relationship between the dependent and independent
variables using graphs and tables, and relate these to the equation. (MS-LS1-3)
21st Century Learning Standards:
Career Ready Practices:
CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.
LEARNING TARGETS
Next Generation Science Standard(s) Addressed:
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components
of an ecosystem affect populations.
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the
environment.
MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita
consumption of natural resources impact Earth’s systems.
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful
solution, taking into account relevant scientific principles and potential impacts on people and the natural environment
that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the
criteria and constraints of the problem.
Science and Engineering Practices:
Developing and using models
Constructing explanations
Obtaining, evaluating, and communicating information
Disciplinary Core Ideas:
LS2.C: Ecosystem Dynamics, Functioning, and Resilience • 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)
LS4.D: Biodiversity and Humans • Changes in biodiversity can influence humans’ resources, such as food, energy,
and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling.
(MSLS2-5)
ESS3.C: Human Impacts on Earth Systems • Human activities have significantly altered the biosphere, sometimes
damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s
environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) • Typically
as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth
unless the activities and technologies involved are engineered otherwise. (MS-ESS3-3),(MS-ESS3-4)
ETS1.B: Developing Possible Solutions • There are systematic processes for evaluating solutions with respect to how
well they meet the criteria and constraints of a problem. (secondary to MS-LS2-5)
Cross Cutting Concepts
Patterns • Patterns can be used to identify cause and effect relationships.
Cause and Effect • Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Stability and Change • Small changes in one part of a system might cause large changes in another part.
Influence of Science, Engineering, and Technology on Society and the Natural World • The use of technologies and
any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific
research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology
use varies from region to region and over time.
Unit Understandings
Students will understand that…
Similar ecosystems occur in areas of similar abiotic conditions on Earth.
An ecosystem is a group of interacting organisms and nonliving factors in a specified area.
All ecosystems have characteristics in common, such as Trophic levels – producers, consumers, and
decomposers.
Unit Essential Questions
How are sensitive Ecosystems affected by biotic factors, abiotic factors, and human impact?
Knowledge and Skills
Students will know…
Ecosystems are composed of many interdependent factors.
Both Abiotic and Biotic factor affect the populations within the ecosystem.
Ecosystems are often negatively affected by human impact.
Students will be able to…
Describe ways that all ecosystems are alike.
Describe factors that make ecosystems different from each other.
Discuss ways that activities of humans affect natural ecosystems.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Power Point Presentations
Poster presentation
Individual Eco-scenario Report
Peer Assessment
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
Use print, Eco-scenario Introductions, electronic resources, and electronic simulations (food webs) to acquire
information about the populations, abiotic conditions, interactions, and human issues in an ecosystem.
Use written reports, visual aids (posters), computer presentations, and oral presentations to share information.
RESOURCES
Teacher Resources:
Full Option Science Systems (FOSS) kit: Teachers Edition
Student Populations and Ecosystems Resource Book
Student Populations and Ecosystems Lab Book
FOSS Website (www.fossweb.com)
Equipment Needed:
Laptop connection for power point presentations
Projector as needed
Laboratory equipment as specified for unit