Life Science Course Description: Open to: Grade 7

District Course #1202

Semester Course

Prerequisite: None Content: Students will explore living processes in the following study areas: cells, genetics, evolution, and ecology. Students will also practice laboratory and research skills that help them understand the natural world.

Adopted Materials Title: Science Explorer: Life Science Author: Coolidge et.al. Publisher: Prentice Hall

Grades The grade received in this course will be a reflection of how students continue to develop their investigatory skills, knowledge, and understanding of the natural world. The course grade will be calculated from scores obtained from labs, projects, essays and selected response tests. The Final is the End of Course Exam (EOC), which will count as 10% of the student’s final grade.

Course Scope and Sequence:

Unit 1: Nature of Science Unit 2: From Molecules to Organisms: Structure and Function Unit 3: Heredity: Inheritance and Variation of Traits Unit 4: Biological Evolution: Unity and Diversity Unit 5: Ecosystems: Interactions, Energy & Dynamics

3 - 4 Weeks* 3 - 4 Weeks* 3 - 4 Weeks* 3 - 4 Weeks* 3 - 4 Weeks*

*The scope for each unit can be modified to each teacher. By adjusting a unit to three weeks this leaves an extra week for another unit. An example could be, a teacher teaches Nature of Science and Evolution in two three-week units, leaving five weeks for Heredity and five weeks for ecology.

NGSS SCIENCE and ENGINEERING PRACTICES EXPLAINED: Practice 1 Asking Questions and Defining Problems: Students should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations. For engineering, they should ask questions to define the problem to be solved and to elicit ideas that lead to the constraints and specifications for its solution.

Practice 2 Developing and Using Models: Modeling can begin in the earliest grades, with students’ models progressing from concrete “pictures” and/or physical scale models (e.g., a toy car) to more abstract representations of relevant relationships in later grades, such as a diagram representing forces on a particular object in a system.

Practice 3 Planning and Carrying Out Investigations: Students should have opportunities to plan and carry out several different kinds of investigations during their K-12 years. At all levels, they should engage in investigations that range from those structured by the teacher—in order to expose an issue or question that they would be unlikely to explore on their own (e.g., measuring specific properties of materials)—to those that emerge from students’ own questions.

Practice 4 Analyzing and Interpreting Data: Once collected, data must be presented in a form that can reveal any patterns and relationships and that allows results to be communicated to others. Because raw data as such have little meaning, a major practice of scientists is to organize and interpret data through tabulating, graphing, or statistical analysis. Such analysis can bring out the meaning of data—and their relevance—so that they may be used as evidence. Engineers, too, make decisions based on evidence that a given design will work; they rarely rely on trial and error. Engineers often analyze a design by creating a model or prototype and collecting extensive data on how it performs, including under extreme conditions. Analysis of this kind of data not only informs design decisions and enables the prediction or assessment of performance but also helps define or clarify problems, determine economic feasibility, evaluate alternatives, and investigate failures.

Practice 5 Using Mathematics and Computational Thinking: Although there are differences in how mathematics and computational thinking are applied in science and in engineering, mathematics often brings these two fields together by enabling engineers to apply the mathematical form of scientific theories and by enabling scientists to use powerful information technologies designed by engineers. Both kinds of professionals can thereby accomplish investigations and analyses and build complex models, which might otherwise be out of the question.

Practice 6 Constructing Explanations and Designing Solutions: “The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories. Asking students to demonstrate their own understanding of the implications of a scientific idea by developing their own explanations of phenomena, whether based on observations they have made or models they have developed, engages them in an essential part of the process by which conceptual change can occur.

Practice 7 Engaging in Argument from Evidence: The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose.

Practice 8 Obtaining, Evaluating, and Communicating Information: Any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering.

Unit 1: Nature of Science Science and Engineering Practices Engaging in the practices of science helps students understand how scientific knowledge develops; such direct involvement gives them an appreciation of the wide range of approaches that are used to investigate, model, and explain the world. Engaging in the practices of engineering likewise helps students understand the work of engineers, as well as the links between engineering and science. Participation in these practices also helps students form an understanding of the crosscutting concepts and disciplinary ideas of science and engineering; moreover, it makes students’ knowledge more meaningful and embeds it more

NGSS Performance Expectations

Ask Questions: Ask questions and define problems, progressing to specifying relationships between variable, and clarifying arguments and models. BSD Performance Objectives 01 Define the scientific method and its parts: Identify the Problem, Conduct Research, Hypothesis, Experiment, and Conclusion. (Scientific Method/Inquiry, Hypothesis, Experiment, Investigation, Procedure, Conclusion, Argument) 02 Compare and contrast inference vs. observation. (Direct Observation, Indirect Observation, Inference) 03 Emphasize difference between dependent and independent variables. (Variable, Independent Variable, Dependent Variable, Cause, Effect) 04 Write hypotheses that relate the independent variable being the cause of the dependent variable. (If the IV… then the DV will happen because…) Develop and Use Models: Develop and use models to represent systems or parts of systems, progressing to developing, using and revising models to describe, test, predict more abstract phenomena and design systems. BSD Performance Objectives 01 Construct models of unit concepts. (Models can include: diagrams, simulations, graphs, experiments, dioramas, tables, computer programs, skits, etc.) (Scientific Model, Simulation) Plan and Carry Out Investigations: Plan and carry out investigations, progressing to include investigations that use multiple variables and provide evidence to support explanations or solutions. 01 Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation.(Evidence, Investigation)

3-4 weeks Resources

Text Resources: “Science Explorer: Life Science” Chapter 1 Online resources: Little Alchemy Access Excellence: Making Hypotheses SpongeLab: Genomics Digital lab Teacher Resources: Essential vocabulary Exploration: Tools Of Science Nature of Science Investigations  Water  Fingerprints  Crime Scene  Less is More

By the end of the unit students should have a strong understanding of how scientists complete a scientific investigation. There is no set way to accomplish this objective. Therefore, activities will vary and can incorporate a wide variety of investigations and outcomes.

deeply into their worldview. The actual doing of science or engineering can also pique students’ curiosity, capture their interest, and motivate their continued study; the insights thus gained help them recognize that the work of scientists and engineers is a creative endeavor—one that has deeply affected the world they live in. Students may then recognize that science and engineering can contribute to meeting many of the major challenges that confront society today, such as generating sufficient energy, preventing and treating disease, maintaining supplies of fresh water and food, and addressing climate change. Any education that focuses predominantly on the detailed products of scientific labor—

02

Design data tables to present and record data from an investigation. (data, data tables) 03 Identify independent and dependent variables and controls in the investigation. 04 Determine what tools are needed to do the gathering and how the measurements will be recorded. 05 Explain how many data are needed to support a claim.(Claim) Analyze and Interpret Data: Analyze data, progressing to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. BSD Performance Objectives 01 Identify causes and effects of experimental data. 02 Compare multiple data sets or texts for a single concept. 03 Evaluate the validity of each text or data set. (Validity or Valid) Using Mathematics and Computational Thinking: Apply mathematical and computational thinking, progressing to identifying patterns in large data sets, and us mathematical concepts to support explanations and arguments. BSD Performance Objectives 01 Use digital tools (e.g., computers) to analyze data sets for patterns and trends. 02 Use mathematical representations to solve science related problems and make predictions. 03 Apply mathematical concepts to scientific questions and problems. Constructing Explanations: Construct explanations and design solutions to problems, progressing to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. BSD Performance Objectives 01 Construct an explanation using models or representations.

the facts of science—without developing an understanding of how those facts were established or that ignores the many important applications of science in the world misrepresents science and marginalizes the importance of engineering. (NRC Framework 2012, pp. 42-43)

Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments. 03 Apply scientific ideas, principles, and/or evidence to construct, an explanation for real- world phenomena. (Phenomena) 04 Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion. Engaging in argument from evidence: Engage in arguments from evidence, and progressing to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s). BSD Performance Objectives 01 Compare and critique two arguments on the same topic and analyze whether they emphasize similar or different evidence and/or interpretations of facts. NOTE: Each science 02 Make an oral or written argument process may be used in any unit. Each unit supported by empirical evidence and does not need to have scientific reasoning. all the science Obtaining, evaluating, and communicating processes included in information: Obtain, evaluate, and communicate it. Some units are information, progressing to evaluating the merit and better suited for the various processes validity of ideas and methods. based on student skill BSD Performance Objectives and ability. 01 Critically read scientific texts from multiple appropriate sources adapted for classroom The goal of the first use to determine the central idea of the unit is to introduce students to the first text. three processes. The preferred outcome for this unit is an investigation that students complete during the unit or can complete in a later unit to test a scientific concept.

02

(Use critical reading strategies: i.e. mark the text)

Unit 2: Molecule to Organisms NGSS Disciplinary Core Ideas LS1.A: Structure and Function All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions.

3-4 weeks

NGSS Performance Expectations

Resources

MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. BSD Performance Objectives

Text Resources: “Science Explorer: Life Science” Chapter 2 and 3

01

Distinguish between bacterial, animal, and plant cells using their visible properties and characteristics. (Prokaryote, Eukaryote, Unicellular, Multi-cellular)

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Observe prepared slides using a compound microscope. 03 Classify cells according to their bacterial, animal, and plant properties and characteristics. 04 Identify an unknown cell using the properties and characteristics of bacterial, animal, and plant cells. 05 Determine the three parts of Cell Theory. All living things are made of cells. The cell is the basic unit of all living things. All cells come from other preexisting cells. (Theory) MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

01

BSD Performance Objectives Compare that bacteria do not have membrane bound organelles while plant and animal cells have membrane bound organelles. (Cell Wall, Plasma Membrane)

02

Identify the internal organelles and structures in plant and animal cells. (Cytoplasm, Nucleus, Mitochondria, Chloroplast, Ribosomes)

03

Explain how the cell membrane functions for all cells. (Semi-permeable)

Online resources: Amazing Cells Cellcraft iCell app

MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. 01 Explain the Levels of Organization in living things. (Cells Tissues Organs Organ Systems  Organism) (Cell, Tissue, Organ, Organ System) 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. 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. BSD Performance Objectives 01 Identify what photosynthesis needs and what photosynthesis makes. (Reactants, Products, Photosynthesis, Glucose) 02 Explain the pathway that carbon dioxide, water, and sunlight take in photosynthesis. 03 Explain the pathway that glucose and oxygen take in photosynthesis. 04 Discuss the significance of photosynthesis in transferring energy from the sun. (Light Energy. Chemical Energy) 05 Relate how Photosynthesis and Cell Respiration cycle matter and 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.

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BSD Performance Objectives Identify what cell respiration needs and what cell respiration makes. (Reactants, Products, Cellular Respiration) Explain the pathway that carbon dioxide, water, and energy (ATP) take in cell respiration. (ATP) Explain the pathway that glucose and oxygen take in cell respiration. Discuss the significance of cell respiration in transferring energy to build more complex organisms.

Common Core State Standards Connections ELA/Literacy RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS13),(MS-LS1-6) RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (MS-LS1-6) 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.6-8.1 Write arguments focused on discipline content. (MS-LS1-3) 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-LS1-6) 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-LS1-1) WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MSLS1-6) SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS1-2),(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-LS1-1),(MS-LS1-2),(MS-LS1-3),(MS-LS1-6)

Unit 3 : Heredity Inheritance and Variation of Traits NGSS Disciplinary Core Ideas LS3.A: Inheritance of Traits Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits.

NGSS Performance Expectations

MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. BSD Performance Objectives 01 Explain the structure of the DNA molecule. 02 Construct a model that shows the various characteristics of the DNA model. (Double Helix, Complementary Base pairing, and nucleotides.) 03 State the definition of a mutation. (Mutation) 04 Compare the pros and cons of mutations to individuals and populations. MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. 01 Investigate how random changes in alleles and allele combinations affect a population's phenotype. (Gene, Alleles, Genotype, Phenotype, Adaptation) 02 Analyze data that shows how the environment affects how organisms grow and survive. (Natural Selection ) 03 Create a graph or chart to display the data from the investigation. LS1.B: Growth and MS-LS3-2. Develop and use a model to describe Development of why asexual reproduction results in offspring with Organisms identical genetic information and sexual Organisms reproduction results in offspring with genetic reproduce, either variation. sexually or asexually, BSD Performance Objectives and transfer their 01 Diagram or construct a model that shows genetic information the Cell Cycle and its three parts. (Cell to their offspring. In Cycle, Interphase, Mitosis, Cytokinesis, sexually reproducing Diploid) organisms, each 02 Explain the purposes for the Cell Cycle such parent contributes as tissue growth and repair. half of the genes 03 Diagram or construct a model that shows acquired (at the process of Meiosis and the outcome of random) by the sex cell division. (Meiosis, Haploid Cell, Sex offspring. Cells)

3- 4 Weeks Resources Text Resources: “Science Explorer: Life Science” Chapter 4 and 5 Skills Lab: Take a Class Survey Skills Lab: Make the Right Call

Online resources: Outcomes of Mutations Changes in Corn Sticklebacks John Kyrk Animations

Teacher Resources: Luck of the Draw Activity: Black Bear/White Bear

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LS3.B: Variation of Traits Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism. Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited.

Explain how meiosis produces variation in populations through crossing over. 05 Compare the similarities and differences of the Cell Cycle and Meiosis. MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. BSD Performance Objectives 01 02

Construct a Punnett square for a single trait. (trait, gene expression) Identify traits that are seen more often in populations (dominant).

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Identify traits that are seen less often in populations (recessive).

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Identify genotypes that are homozygous (homozygous, purebred).

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Identify genotypes that are heterozygous (heterozygous, hybrid).

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Interpret the meaning of the outcomes for a Punnett square (genotype) in relation to a population's expressed traits (phenotype).

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Support an argument for why people have used the phenotype of an organism as the criteria for selecting which organisms to use for mating.

Common Core State Standards Connections ELA/Literacy RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS31),(MS-LS3-2) RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. (MSLS3-1),(MS-LS3-2) 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-LS31),(MS-LS3-2) SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (MS-LS3-1),(MS-LS3-2) Mathematics MP.4 Model with mathematics. (MS-LS3-2) 6.SP.B.5 Summarize numerical data sets in relation to their context. (MS-LS3-2)

Unit 4 – Biological Evolution: Unity and Diversity NGSS Disciplinary Core Ideas LS4.A: Evidence of Common Ancestry and Diversity Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. Comparison of the embryological development of different species also reveals similarities that show relationships not evident in the fully-formed anatomy. LS4.B: Natural Selection Natural selection leads to the predominance of certain traits in a population, and the suppression of others. In artificial selection, humans have the capacity to influence certain characteristics of organisms by

NGSS Performance Expectations MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. BSD Performance Objectives 01

Define a homologous structure in multiple species. (homologous structures, species) 02 Compare similarities and differences between the homologous structures for multiple species. MS-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. BSD Performance Objectives 01 Interpret multiple species' embryological structures. (embryology, embryo) 02 Compare similarities and differences between species. 03 Identify any relationships for the multiple species using the similarities and differences in embryology. MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. BSD Performance Objectives 01 State the definition of natural selection. (natural selection, evolution, mutations) 02

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Explain what an adaptation is and how they change the probability of survival for individuals in a population. (adaptation, population, survivability) Explain how natural selection leads to increases in the expression of particular traits.

3-4 Weeks Resources Text Resources: “Science Explorer: Life Science” Chapter 6

Online resources: Things you may not know about evolution Changes in Corn Sticklebacks John Kyrk Evolution Math and Evolution

Teacher Resources: Game: Natural Selection and Game Sheets

selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring. LS4.C: Adaptation Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes.

04 Compare the similarities and differences of natural selection and artificial selection. (artificial selection) 05 Model how natural selection changes the expression of traits over multiple generations in a population. MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. BSD Performance Objectives 01

02

Model how natural selection changes populations using simulations, games, and/or diagrams. Explain how math can make predictions for trends in population growth and decrease.

Common Core State Standards Connections: 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-LS4-2),(MS-LS4-3),(MS-LS4-4) 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-LS4-3) 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-LS4-3),(MS-LS4-4) WHST.6-8.2 Write informative texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS4-2),(MS-LS4-4) WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MSLS4-2),(MS-LS4-4) 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),(MS-LS4-4)

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),(MS-LS4-4) Mathematics – MP.4 Model with mathematics. (MS-LS4-6) 6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-LS4-4),(MS-LS4-6) 6.SP.B.5 Summarize numerical data sets in relation to their context. (MS-LS4-4),(MS-LS4-6) 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-LS4-2) 7.RP.A.2 Recognize and represent proportional relationships between quantities. (MS-LS4-4),(MS-LS46)

Unit 5 Ecosystems: Interactions, Energy and Dynamics NGSS 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. 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. Growth of organisms and population increases are limited by access to resources. Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in

NGSS Performance Expectations 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. BSD Performance Objectives 01

Define biotic (living) and abiotic (non-living) limiting factors. (biotic, abiotic, limiting factors) 02 Explain how competition occurs and what types of organisms will compete for limiting factors. (competition) 03 Describe how competition is a determining factor in growth of organisms and populations. 04 Investigate the limiting factors for a local habitat or an ecosystem. (habitat, climate, ecosystem) 05 Collect data to support your investigation. 06 Construct a graphical representation (chart, histogram, and graph) of the data from the habitat investigation. 07 Interpret how the limiting factors affect the organisms in a habitat and/or an ecosystem. MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. BSD Performance Objectives 01 Define what a competitive relationship is between two or more organisms. (Predation and Parasitism) 02 Define what a symbiotic relationship is between two or more organisms. (Symbiosis, Parasitism, Mutualism and Commensalism) 03 Compare how competitive and symbiotic relationships affect populations of organisms. 04 Compare competitive and symbiotic relationships in two different ecosystems. 05 Define what role (niche) a producer fills and give examples of various producers in multiple ecosystems. (niche, autotroph,

Weeks 3-4 Resources Text Resources: “Science Explorer: Life Science” Chapter 21, 22 and 23 A World in a Bottle

Online resources: National Geographic: Ecosystems National Geographic: Animals National Geographic: Oceans Giant Pandas: Into the Wild

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. 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

producer, consumer, heterotroph, decomposer) 06 Define what role (niche) a consumer fills and give examples of various consumers in multiple ecosystems. 07 Define what role (niche) a decomposer fills and give examples of various decomposers in multiple ecosystems. 08 Explain how the various roles (niches) work in at least two 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. BSD Performance Objectives Construct a trophic pyramid with decomposers, producers, and consumers. (energy pyramid, trophic levels) 02 Diagram a food web that integrates the trophic pyramid. (food chain, food web) 03 Explain how the biotic (living) and abiotic (non-living factors interact in the food web. MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. BSD Performance Objectives 01

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Investigate how human interactions have historically affected ecosystems. 02 Evaluate the successfulness of human conservation projects in various ecosystems. (conservation) MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. BSD Performance Objectives 01

02

Read multiple articles that promote biodiversity and healthy ecosystems. (biodiversity) Evaluate how these articles improved the conservation of biodiversity and healthy ecosystems.

to the soil in terrestrial environments or to the water in aquatic environments. 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. Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health.

03

Explain how human populations are affected wither positively or negatively by changes in biodiversity in ecosystems.

Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS21),(MS-LS2-2),(MS-LS2-4) 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-LS2-1) RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (MS-LS2-5) RI.8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (MS-LS-4),(MS-LS2-5) WHST.6-8.1 Write arguments to support claims with clear reasons and relevant evidence. (MS-LS2-4) 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-LS2-2) WHST.6-8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS2-2),(MS-LS2-4) SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS2-2) 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-LS2-2) SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS2-3) Mathematics – 6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-LS2-5) 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. (MSLS2-3) 6.SP.B.5 Summarize numerical data sets in relation to their context. (MS-LS2-2) 6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-LS4-4),(MS-LS4-6) 6.SP.B.5 Summarize numerical data sets in relation to their context. (MS-LS4-4),(MS-LS4-6) 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.RP.A.2 Recognize and represent proportional relationships between quantities. (MS-LS4-4),(MS-LS4-6)