Life Science Program Guide ~2014-2015
7th Grade Life Science Program Guide
2014-2015
Welcome to 7th grade Life Science! The purpose of this document is to guide your daily lesson planning. It details
the learning standards and targets of this course, the sequencing of the lessons and learning standards,
opportunities for formative and summative assessment, district-approved resources, and strategies for
differentiation.
How to Use this Document (Tutorial)
Features of this Program Guide:
 Power Standards are referenced in Green and Complementary Standards are referenced in Yellow
 The program guide is designed to be implemented following a 5E model. In general, elicit student thinking and background knowledge and
engage them in thinking about the concept. Students should have time to explore the big ideas for the unit and then explain the concept or
phenomena at hand. Student understanding can be extended, or additional concepts explored. Finally, student understanding is evaluated
through formative and/or summative assessment. (For more information)
 Assessments and Student Evidence listed are not an exhaustive list, however all students should engage in these fundamental activities.
Pieces of the student text are specifically listed when the text is necessary for student explanations and deeper exploration.
 The district summative assessments are sequenced into the Program Guide. The dates listed are not required dates for assessment, but are
intended to be landmarks through the program guide to assist in planning and pacing. Assessments should be administered during the
window referenced.
 2014-15 is Year 2 of the transition into Next Generation Science Standards. Science & Engineering practices should guide the investigative
work in which students are engaged and teachers should become familiar with the architecture and instructional shifts of the NGSS.
Instructional leads will provide support and PD for this transition.
 There are four units of study within Life Science, that are detailed in this Program Guide: Ecosystems & Living Things, Cells & Heredity,
Evolution & Diversity, Human Body Systems
1
Life Science Program Guide ~2014-2015
Ecosystems and Living Things
Ecosystems are complex, interactive systems that include both biological communities (biotic) and physical (abiotic) components of the
environment. Ecosystems are dynamic, experiencing shifts in population composition and abundance and changes in the physical
environment over time, which ultimately affects the stability and resilience of the entire system. (NGSS Framework, p. 150)
Content Goals:
Essential Questions:
 Students apply their understanding of inquiry and designing
controlled investigations and field studies.
 Students develop an operational definition of a system and
apply it in several contexts.
 Students describe characteristics of living things and non-living
components of living systems.
 Students explain the interaction of living and non-living
components of ecosystems.
 How can I use data to communicate results of an investigation?
 When is it helpful to define a system? How can system boundaries
change?
 How are living things organized?
 In what ways are non-living components important in living systems?
 What is an ecosystem?
 How do living and non-living things interact in an ecosystem?
Summative Assessment
7th
Grade Life Science #1
Ecosystems and Living Things
(Assessment window Nov. 10 to Dec. 1, 2014)
Academic Vocabulary
Controlled Investigation
System: Input, Output, Boundary, Matter, Energy
Organism
Species
Model
Respiration
Photosynthesis
Producer, Consumer, Decomposer
Herbivore, Omnivore, Carnivore
Food Chain, Food Web
Time Line: Approximately 52 instructional days, September 3,
Key Investigations
1B – Marble Launcher (Variables in an Experiment)
3B – Dichotomous Keys
2A – Plant Growth and 2B – Brine Shrimp
3A – Classifying Living Things
4A – Carbon Dioxide and Living Things
4B – PCA Variables and Growth
Water Quality Field Study
5A – Food Webs
NGSS, Standards(2009) and Additional Resources
2014 to November 14, 2014
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2
Life Science Program Guide ~2014-2015
Time Frame:
3 weeks
Sept 8-26, 2014
Marble Launch
Standards
Assessment /
Student Evidence

INQB
INQE
INQD
INQG
SYSB
SYSD





Resources
Additional Support
Investigation 1B: Variables in an Experiment
Doing Science - FA Probe
Learning Targets
 I can identify the manipulated and
Systems
responding variable in an investigation
 I can describe the use of controlled
Systems Diagrams
variables
 I can analyze data to identify relationships
Investigation 1B – The Marble
between variables
Launch
 I can write a procedure and a conclusion
for a scientific investigation
Student designed investigation
 I can redesign a system to answer a
and/or redesign
specific question
CPO Investigations
Lab Safety Contract
Differentiation
Note: Students can explore the scientific practices
and cross-cutting concepts through this system.
The Systems sub-unit can be used here or can be
implemented later, at the beginning of the
Ecosystems sub-unit.
Note: This investigation is meant to be a
formative assessment, in which students
demonstrate what they know coming into your
classroom. Students’ work should inform
lessons that will be needed as these skills come
up later in the curriculum.
Note: Consider including a mini-lesson on linear
measurement to ensure that students are able to
collect accurate measurement data
Marble Launch on Black Board


Doing Science – FA Probe
Systems Power Point presentations:
3

The Incredible
Can Crusher
Key Vocabulary:
 Controlled
investigation
 Variables
 Data
 Procedure
 Conclusion
 Manipulated
Variable
 Responding
Variable
 Dependent
Variable
 Independent
Variable
Extensions

Dice Lab
Computer
simulation
Life Science Program Guide ~2014-2015




o #1 Living Systems?
o #2 System Input & Output
o #3 Open & Closed Systems
System Diagram
Investigation 1B – The Marble Launch
Defending a System
The Incredible Crushing Can
4
Life Science Program Guide ~2014-2015
Standards
Assessment /
Student Evidence
SYSB

Preview of Living Systems
SYSE

Living System Diagram
NGSS Appendix G –
Cross Cutting
Concepts
Resources
Systems 3 days
Learning Targets
 I can describe the components of a system
 I can describe a system based on
inputs/outputs and boundaries
 I can explain how to change the
boundaries of a system
 I can defend whether a system is open or
closed
Note: Teach the systems sub-unit here only if
it wasn’t taught during the Marble Launch
system.
Note: Once students have a foundational
understanding of systems, they should be able
to apply the thinking and concepts to any
system they study in Life Science.
Note: System and System Models are a Cross
Cutting Concept in NGSS, not a unique
standard.
SYSA Any system
may be thought of as
containing subsystems
of a larger system.
Differentiation
Additional Support
Marble Launch on Black Board

Systems Power Point presentations


Living Systems Power Point
Living System Diagram
5
Key vocabulary:
 System
 Input
 Output
 Boundary
 Open system
 Closed system
Extensions
Life Science Program Guide ~2014-2015
Timeframe
1 week
Classifying Living Things
Sept 29 – Oct 3, 2014
The curricular sequence was adjusted to begin with the idea of what makes something living and how all living things are organized.
Then students will move into the interaction between living and non-living aspects of ecosystems.
Standards
Assessment /
Resources
Differentiation
Additional
Support
Extensions
Student Evidence
LS1A All organisms  Picture Read – show students a
 Skill Sheet 3.2  Graphic
Learning Targets
are composed of cells
Organizer for
picture of a barnacle and ask, “Is  I can use/create a dichotomous key to
– Dichotomous
which carry on the
student text –
it living? Why or why not?”
identify and classify organisms
Keys
many functions
Types of Living
(Teacher’s Guide p. 30)
needed to sustain life
Things pg. 44Key Vocabulary:
CPO Teachers Guide
LS2D Ecosystems are
46
Note: Multiple standards are listed as this is
 Species
continuously changing.  Is it Living? – formative
assessment probe
an introductory section. Students are not
 Classification
Causes of these
 Classifying
changes include nonexpected to develop understanding at this
 Dichotomous
Shoes –
living factors such as
 Characteristics of Living Things point. It is easy to go into too much depth in
Key
the amount of light,
(Chapter
-reading strategy (student text p. this section.
range of temperatures,
Activity p. 56)
28-30)
Reading Strategy:
and availability of
water, as well as living
factors such as the
disappearance of
different species
through disease,
predation, habitat
MS-LS1 From
Molecules to
Organisms
INQA Scientific inquiry
involves asking and
answering questions and
comparing the answers with
what scientists already know
about the world


Understanding & Using
Dichotomous Keys (student text
p. 50)

Classification Activity-Motivate
(Teacher’s Guide p. 40)

Investigation 3B –
Dichotomous Keys
CPO Investigations
Note: Emphasize writing questions
Note: Rather than using shoes, students can
classify their binders, pasta or anything
similar
Note: Investigation 3B may require modeling
to help students understand the thought
process behind dichotomous keys.
Classification on Black Board



Picture Read
Is it Living?
Modeling Dichotomous keys
Plan Ahead: Aquatic plants for Investigation 4A
6
Consider using
Spring Board
Word Maps
Life Science Program Guide ~2014-2015
Time Frame
2 weeks
Living Things
Oct. 6 - 17, 2014
Students learn about the characteristics of living organisms and begin to build a context for energy in living systems.
Standards
Assessment /
Resources
Differentiation
Additional Support
Extensions
Student Evidence
Living Systems
 Variables that
LS1A All organisms  Using a Compound Microscope Learning Targets
Key Vocabulary:
Effect Life –
are composed of cells
(Investigations p. 147)
 I can demonstrate use of a microscope
 Organism
which carry on the
text p. 36
OR
 I can describe ideal conditions for growth  Respiration
many functions

INV 4A  Microscope Mania
 I can describe the effect of nonliving
 Photosynthesis
needed to sustain life
Investigation
(abiotic) variables on a living system
at Home –
 Investigation 2A – Plant Growth  I can describe a living system
LS1C Multicellular
Yeast
OR
 I can explain how respiration and
 Photosynthesis
organisms have
Experiment
specialized cells that
 Investigation 2B – Brine
photosynthesis are functions to sustain life
Diagram –
perform different
(this does not
Shrimp
(text p. 85,
functions. These cells
need to be
166)
CPO Teachers Guide
join together to form
done in class)
tissues that give organs  Systems Diagram – based on Living CPO Investigations
Systems Diagram
Note: Set up the Investigation 2A or 2B, move
their structure and
enable the organs to
into Investigation 4A and then return for
perform specialized
 Investigation 4A-Carbon
observations and conclusions
functions within organ
Dioxide and Living Things
Note: Consider germinating clover seeds on a
systems.
OR
cotton ball in order to make observations more

Vernier
Cell
Respiration
easily in a smaller system
INQG Scientific
Investigation
Note: Investigation 4A is included here
Reports should enable
another investigator to
because it links the requirement for energy to
repeat the study to
living things. This will flow into ecosystems.
check the results
Note: Jen Chase has Vernier probeware that
can be borrowed for Cell Respiration
SYSB The
boundaries of a system
can be drawn
differently depending
on the features of the
system being
investigated, the size
of the system, and the
Note: Students with a shell fish allergy may
have a reaction to the brine shrimp.
Note: Students learn to use a microscope in
order to look at Brine Shrimp. If you are not
using the Brine Shrimp investigation, consider
7
Life Science Program Guide ~2014-2015
purpose of the
investigation.
MS-LS1 From
Molecules to
Organisms
moving the microscope lessons to accompany
Cells.
Note: Investigation 2B, the salt concentration
table is confusing. Create a data table based
on amount of salt instead of concentration.
Students do not need to do these calculations
to understand the investigation.
Note: Seeds can also be germinated in a paper
towel & petri dish in order to speed up the
investigation
Note: The emphasis for this section should be
on understanding living systems
Note: Red Cabbage Indicator can be used in
place of BTB with students
Ed Tech Standard 1.1.2:...gather data...and
apply information for decision making using
digital tools.
Living Things on Black Board:
 Microscope Mania
 Systems Diagram
 2A & 2B with Systems Questions
 Respiration - Keeley, vol. 3 #17
 Vernier Cell Respiration
 4A with Systems Questions
 Directions for making RCI
8
Life Science Program Guide ~2014-2015
Standards
INQD For an
experiment to be
valid, all variables
must be kept the same
whenever possible
Assessment /
Student Evidence

PCA (Powerful Classroom
Assessment) Variables and
Growth Investigation 4B

Student self-assessment
strategy for PCA
LS2D Ecosystems
are continuously
changing. Causes of
these changes include
non-living factors, as
well as living factors
….
MS-LS2 Ecosystems
LS2A An ecosystem
consists of all the
populations living
within a specific area
and the non-living
factors they interact
with.


Resources
Differentiation
Additional Support
Physical Variables
Learning Targets
 I can describe non-living variables that
effect a variety living systems
Key Vocabulary:
 Biotic
 Abiotic
 Habitat
CPO Teachers Guide
Reading Strategy:
CPO Student text
Abiotic Variables reading
Purpose for Reading: Connecting physical,
strategy –(student text 72-76)
non-living variables that affect living things.
Students are building background
Is It Living – FA Probe (revisit) knowledge.
Note: The PCA is available on Black Board
if your students need practice, in context, on
MSP style questions and writing prompts. If
your students need practice with ClaimEvidence-Reason explanations, consider
using that activity instead.
Living Things on Black Board
 Investigation 4B – PCA Variables and
Plant Growth
 Plant Growth Claim-Evidence-Reason
 4B PCA Self-Assessment
9
Consider using Spring
Board Double Entry or
Cornell Notes
Extensions
Life Science Program Guide ~2014-2015
Standards
Assessment /
Student Evidence
INQB Different

kinds of questions
suggest different kinds
of scientific
investigations
Water Quality: Ask the Bugs
power point

Water Quality Field Study
LS2D Ecosystems
are continuously
changing. Causes of
these changes include
non-living factors, as
well as living factors
….
MS-LS2 Ecosystems
Resources
Additional Support
Field Study – 5 days
Learning Targets
 I can describe how abiotic factors affect
biotic factors in an ecosystem. (abiotic:
water quality of a stream, biotic:
macroinvertebrates)
Note: This field study bridges students
understanding of abiotic factors that affect an
ecosystem with a deeper study of ecosystems
in the next sub-unit.
Note: A field study asks about the
relationship between two variables that are
generally not manipulated, or controlled, by
the researcher.
Note: Students need to practice writing
questions for field studies and understand
this as a valid investigation.
Note: Contact Jennifer Chase for information
regarding the materials for this Field Study.
LS2A An ecosystem
consists of all the
populations living
within a specific area
and the non-living
factors they interact
with.
Differentiation
Living Things on Black Board
 Water Quality: Ask the Bugs (project
WET)
 Water Quality: Ask the Bugs powerpoint
 Macroinvertebrate research
 Water Quality Field Study
10
Key Vocabulary:
 Biotic
 Abiotic
 Macroinvertebrate
Extensions
Life Science Program Guide ~2014-2015
Timeframe
3 weeks
Ecosystems
Oct 27 – Nov 14, 2014
Students build a context for energy in living systems and explore how living and non-living components interact in an ecosystem.
Standards
LS2B Energy flows
through an ecosystem
from producers to
consumers to
decomposers. These
relationships can be
shown for specific
populations in a food
web.
SYSD In an open
system, matter flows
into and out of the
system. In a closed
system, energy may
flow into or out of the
system but matter stays
within the system.
Assessment /
Student Evidence

Energy Flow reading strategy –
(student text p. 86-87)

Organizing Living ThingsExplain (teacher’s guide p. 75)
Resources
Differentiation
Additional Support
Energy Flow 2 days
Learning Targets
 I can describe the relationships between
producers, consumers and decomposers
 I can describe how energy flows through
an ecosystem
CPO Teachers Guide
Note: This section should be used to introduce
students to the vocabulary of ecosystems.
Rather than reading pages 86-87, consider
using vocabulary strategies to familiarize
students with these terms.
CPO Student Text
Ecosystems on Black Board
 5.1 5E Lesson Plan
MS-LS2 Ecosystems
LS2C The major
source of energy for
ecosystems on Earth’s
surface is sunlight…
11
Key Vocabulary:
 Producer
 Consumer
 Decomposer
 Carnivore
 Omnivore
 Herbivore
Reading Strategy:
Consider using
Spring Board Word
Maps
Extensions
Life Science Program Guide ~2014-2015
Standards
LS2B Energy flows
through an ecosystem
from producers to
consumers to
decomposers. These
relationships can be
shown for specific
populations in a food
web.
Assessment /
Student Evidence




SYSB The
boundaries of a system
can be drawn
differently depending
on the features of the
system being
investigated, the size
of the system, and the
purpose of the
investigation.
MS-LS2 Ecosystems
LS2C The major
source of energy for
ecosystems on Earth’s
surface is sunlight…

Life Science Interactive DVD
activity
The Popcorn Relay – or other
model of energy flow through an
ecosystem

A Closer Look at the Sagebrush
Steppe Ecosystem- Explain (teachers guide p.77)
Ch. 5 Assessment, 5.2 – Student
text p. 106
Differentiation
Additional Support
Food Chains and Food Webs 5 days
Making a Food Chain – motivate Learning Targets
(teacher’s guide p. 76)
 I can analyze the flow of energy in a local
ecosystem
Food Chain Energy –formative
 I can draw a labeled food web showing the
assessment probe
relationship between producers,
consumers and decomposers
Investigation 5A- Food Webs
CPO Teachers Guide
Food Webs reading strategy –
CPO Investigations
(student text p. 90-92)
Note: As written, Inv 5A is a cumbersome
OR
investigation. Collaborate with teaching team or


Resources
refer to version posted on Black Board for an
alternative.
Note: Consider using Inspiration to create food
webs.
Note: An alternative to having individual students
using DVD’s would be to pause the DVD and
have students whiteboard their answers &
supporting ideas. They can also do 2-minute
writing to hold their thinking.
Ed Tech 1.1.1 - Organize ideas and create
original works for personal and group
expression using digital tools.
CPO Student Text
Ecosystems on Black Board
 Food Chain Energy - Keeley, LS Probes
#15
 Leveled Text: Energy Exchange
 Popcorn Relay
12
Key Vocabulary:
 Food Chain
 Food Web
 Energy
Reading Strategy:
Consider using
Spring Board
Double Entry
Journal or Cornell
Notes
Leveled Text:
Energy Exchange
Extensions
Life Science Program Guide ~2014-2015
Standards
Assessment /
Student Evidence
LS2D Ecosystems are 
continuously changing.
Causes of these
changes include nonliving factors, as well
as living factors ….

Ecosystem Interactions - Skill &
Practice with text page 94

Ecosystem Interactions (reading
strategy) – student text p. 94-96

Modeling Interactions - Explain
(teacher’s guide p. 83)
LS2B Energy flows
through an ecosystem
from producers to
consumers to
decomposers. These
relationships can be
shown for specific
populations in a food
web.
MS-LS2 Ecosystems
Ecosystems Odd One Out –
formative assessment
Resources
Differentiation
Additional Support
Ecosystems 10 days
Learning Targets
 I can predict how changing a living
(biotic) factor may impact an ecosystem
 I can predict how changing a non-living
(abiotic) factor may impact an ecosystem
 I can explain cause and effect within an
ecosystem.
CPO Teacher Guide

Extensions
Skill Sheet 5.3
Key Vocabulary:
 Competition
 Predator
 Prey
 Population
 Symbiosis
 Invasive
Species
CPO Investigations
Reading Strategy:

Understanding Introduced Species

Student Synthesis Project:
Consider using Power Point,
Photostory or another digital
application
CPO Ancillary Activities
 Skill & Practice worksheets
Ed Tech 1.1.1 Organize ideas and design and
produce multimedia projects
Consider using
Spring Board
Marking Text
strategy
Ecosystems on Black Board
 Ecosystems Odd One Out
 Fishing for the Future
 Understanding Introduced Species ppt
Plan Ahead: Order Ulothrix for investigation
7B
Assessment: Students take summative assessment, Ecosystems and Living Things #1 (on or around Nov. 14)
Answer sheets available on Nov. 10, scan before Dec. 1, 2014
13
Life Science Program Guide ~2014-2015
Cells and Heredity
Cells are the basic unit of life and all living organisms are made of cells.
Heredity explains why offspring resemble, but are not identical to, their parents and is a unifying biological principal.
Content Goals:
Essential Questions:
 Students examine cells microscopically and analyze similarities
and differences.
 Students can describe relationships between structure and
function within different types of cells.
 Students distinguish between plant cells and animal cells.
 Students explore hereditability by analyzing traits passed from
one generation to another. This understanding is applied to
the use of Punnett Squares to predict heredity.
 What are the differences in the structure and function of plant and
animal cells?
 How do we use models to study living systems?
 What is heredity?
 What kinds of traits are heritable?
Summative Assessment
7th
Grade Life Science #2
Cells and Heredity*
(Assessment window Dec 8 -19, 2014)
7th Grade Life Science #3
Heredity
(assessment window Jan 20 – 30, 2015)
Academic Vocabulary
Cell: Membrane, Nucleus, Organelle, Cytoplasm
Systems: input, output, boundary
Heredity
Genetics
Gene, Allele, Dominant, Recessive
Genotype, Phenotype
Punnett Square
Asexual vs Sexual Reproduction
Time Line: Approximately 30 instructional days, Nov. 17, 2014
Key Investigations
7A – Examining Onion Tissue
7B – Plant and Animal Cells
11A – Observing Human Traits
11B – Crazy Traits
NGSS, Standards (2009) and Additional Resources
to Jan 23, 2015.
Back to Top
14
Life Science Program Guide ~2014-2015
Cell Structure and Function
Timeframe
3 weeks+
Nov 17 – Dec. 12, 2014
Students learn that cells are the basic unit of structure and function in living organisms and distinguish between plant and animal cells.
Standards
Assessment /
Resources
Differentiation
Additional Support
Extensions
Student Evidence
What Are Cells? 4 days
LS1A All organisms  Using a Compound Microscope Learning Targets
Key Vocabulary:
 Cell Size
are composed of cells
(Investigations p. 147)
 I can explain that cells make up all living
 Cell
Investigation
which carry on the
OR
things
 Organelle
 Explain many functions needed
 Microscope Mania
 I can apply the Cell Theory to explain the  Cytoplasm
Prokaryotes vs
to sustain life
relationship between cells and living
 Nucleus
Eukaryotes  Distilled vs Pond -Motivatethings
TG p. 115
Note:
SPS Power
Reading
Strategy:
(teacher’s
guide
p.
114)
MS-LS1 From
Standards
do not
Consider
using
CPO Teachers Guide
Molecules to
require
students
to
Spring Board
 Investigation 7A – Examining
Organisms
differentiate
between
Marking Text or
Onion Tissue
CPO Investigations
Predicting strategies prokaryotic and
LS1D Both plant and animal
Note: If students have not yet done the
eukaryotic cells.
cells must carry on life

What
are
Cells?
Reading
microscope
activities,
they
could
be
used
here
functions, so they have parts
Leveled Text: Cells
in common and specialized
strategy (student text p. 136-139 Note: Onions are needed for this investigation
parts…
do not include fluoroscopy)
Note: If you are short of time, Onion Root Tip
INQA Scientific inquiry
slides are included in the Life science kit
involves asking and

Muscle
Cells
vs.
Nerve
Cells
–
answering questions and
comparing the answer with
Explain (student text p. 141)
what scientists already know
CPO Student Text
about the world.
Note: Use the Muscle Cells vs Nerve Cells
activity as a formative assessment
Cell Structure & Function on Black Board
 Leveled Text: Cells
15
Life Science Program Guide ~2014-2015
Assessment /
Student Evidence
Standards
LS1A All organisms are

composed of cells which
carry on the many
functions needed to
sustain life
Structure and Function
formative assessment

Investigation 7B – Plant and
Animal Cells

Exploring Cells & Specialized
Cells powerpoint

Organelle Survivor
INQE Models are used
to represent objects,
events, systems, and
processes. Models can
be used to test hypotheses
and better understand
phenomena, but they
have limitations.
SYSB
SYSE
MS-LS1 From
Molecules to
Organisms
LS1D Both plant and animal
cells must carry on life
functions, so they have parts
in common … But plants
have specialized cell parts…
which provide plants their
overall structure.

Cookie Factory Metaphor for
Cells – Extend (teacher’s guide
p. 121)
OR
 Cell Model demonstrating
organelles & organelle function
Resources
Differentiation
Additional Support
Cells, a Look Inside 6 days
Learning Targets
 I can describe cell functions and how they
relate to the structure of cells
 I can compare and contrast plant and animal
cells
CPO Teachers Guide
Note: Consider using digital media for the
Cookie Factory activity.
Ed Tech 1.1.1 Organize ideas and design and
produce multimedia projects
Note: MSP data would suggest that students do not
have a deep understanding of how the function of a
cell would impact the structure. For example; a
muscle cell is likely to have more mitochondria than
a blood cell because of the function, a nerve cell is
very long to carry signals. This is true of plant cells
as well.
Note: While the terms osmosis and diffusion are not
important for students to memorize, it is important
in developing an understanding of the cell as a
system that students realize particles and/or
molecules move across the membrane. Also,
include that cells have waste products.
CPO Investigations
Note: Prepared slides can be used
CPO Ancillary Activities
 Power Point diagrams and information for
students
Cell Structure & Function on Black Board


Structure and Function FA
Atoms and Cells - Keeley, LS Probes #6

Exploring Cells & Specialized Cells PowerPoint

Organelle Survivor
16
Key Vocabulary: 
 Cell Wall
 Cell
Membrane
 Nucleus
 Mitochondria
 Chloroplast
Reading
Strategy:
Consider using
Spring Board
Word Maps or
Cornell Notes
Extensions
Models for a
cell membrane
could be egg
osmosis, raisin
osmosis etc...
Life Science Program Guide ~2014-2015
Protozoans
Standards
SYSB The boundaries
of a system can be drawn
differently depending on
the features of the system
being investigated, the
size of the system, and
the purpose of the
investigation.
SYSE If the input of
matter or energy is the
same as the output, then
the amount of matter or
energy in the system
won’t change; but if the
input is more or less than
the output, then the
amount of matter or
energy in the system will
change
MS-LS1 From
Molecules to
Organisms
LS1B One-celled



Timeframe
1 day
Students learn about the structure and functions of single-celled organisms.
Assessment /
Resources
Differentiation
Additional Support
Extensions
Student Evidence
Protozoans
 Student Text –
Pond Water (formative assessment
 INV 9A Learning Targets
pictures of
probe)
 I can explain how single celled organisms
Exploring on
protozoan
carry out life processes.
Your Own
feeding and
Investigation 9A –Protozoans
 Bread Mold
movement (p.
Field Study
CPO Teachers Guide
175)
Thinking About What you
Observed– Student explanation
CPO Investigations
and class discussion (teacher’s
Note: Use “Instant Protozoa” for Inv 9A. This Leveled Text:
guide p. 151)
requires distilled water and a warm
Microscopic
environment.
Behavior
Note: Rather than using instant protozoa and
microscopes, students can use pictures and
video clips
CPO Ancillary Activities
 Black Line Master 9A
Protozoans on Black Board


Pond Water - Keeley, LS Probes, #5
Leveled Text: Microscopic Behavior
organisms must
contain parts to carry
out all life functions.
Assessment: Students take summative assessment, Cells #2 (on or around Dec. 12)
Answer sheets available on Dec. 8, scan before Dec 19, 2014
17
Life Science Program Guide ~2014-2015
Timeframe
3 weeks
Heredity
Dec 15, 2014 – Jan 23, 2015
Students are introduced to the idea of heritability by studying traits passed from one generation to the next.
This is Spokane students’ only opportunity to study Mendelian genetics in depth, as high school biology focuses on molecular genetics.
Standards
Assessment /
Resources
Differentiation
Additional Support
Extensions
Student Evidence
Traits 7 days
LS3B Every
 Eye Color formative assessment
Key Vocabulary:
Learning Targets
organism contains a set
probe
 I can explain that information on how cells  Trait
of genetic information
grow and function is contained in genes
 Heredity
to specify its traits.
 Investigation 11A – Observing
and chromosomes
 Genetics
This information is
Human
Traits

I
can
describe
the
location
of
genetic
 DNA
contained within genes
material
in
all
organisms
 Gene
in the chromosomes in
 Traits reading strategy (student text
the nucleus of each
 Allele
pages 213 – 219)
cell
 chromosome
CPO Teachers Guide
OR
Note: Students need to understand that in the
 Dominant
INQB Different kinds  What About Genetics reading
same
organisms
DNA
in
skin
cells
(for
 Recessive
of questions suggest
strategy (Black Board)
example) is the same as the DNA that is in
 Genotype
different kinds of
muscle
cells.
 Phenotype
scientific
 Revisit Eye Color FA – connect
investigations
 Homozygous /
to reading and vocabulary
pure breed
CPO Investigations
 Heterozygous /
 Vocabulary game to differentiate
hybrid
CPO
Student
Text
MS-LS3 Heredity
similar terms
Note: This section has a great deal of
vocabulary that students will be using for a
couple of weeks. Once they have completed
the initial investigation, they should have a
graphic organizer that will help them make
sense of the vocabulary
Heredity on Black Board
 Eye Color - Keeley, LS Probes #22
 What About Genetics
 Family Genes Activity
18
Life Science Program Guide ~2014-2015
Standards
LS3B Every
organism contains a set
of genetic information
to specify its traits.
This information is
contained within genes
in the chromosomes in
the nucleus of each
cell.
INQE
MS-LS3 Heredity
LS3D In sexual
reproduction the new
organism receives half
of its genetic
information from each
parent, resulting in
offspring that are
similar but not
identical to either
parent. In asexual
reproduction just one
parent is involved, and
genetic information is
passes on nearly
unchanged
Assessment /
Student Evidence
 Genetics Agree/Disagree formative
assessment probe

Picture Read - Reproduction

Asexual vs Sexual Reproduction

Investigation 11B – Crazy Traits

Explain (TG p. 191) Punnett
Squares

Genetics Cross - Flowers

Genetics Cross - Butterflies
Resources
Differentiation
Additional Support
Predicting Heredity 5 days
Learning Targets
 I can use a Punnett Square to predict the
outcome of a genetic cross
CPO Teachers Guide
CPO Investigations
Note: Inv 11B will take several days for
students to complete and understand, text
should be used as clarification and supporting
evidence
Note: Use analysis questions to highlight the
connection to LS3D. This is an important
concept for students to understand.
Note: The DVD can be used in a computer lab
or as a large group discussion with white
boarding
CPO Student Text
Note: Mitosis and meiosis are not processes
that students need to understand in middle
school. They will learn these processes in
high school biology.
Heredity on Black Board
 Genetics Agree/Disagree
 Picture Read - Reproduction
 Asexual vs Sexual Reproduction
 Genetics Cross Flowers & Butterflies
 Sesame Street Genetics
 Sponge Bob Genetics
 Leveled Text: Genetics
19

Leveled Text:
Genetics

Sesame Street
Genetics
OR
Sponge Bob
Genetics


Life Science
DVD
“Heredity”
Extensions

Life Science Program Guide ~2014-2015
Standards
LS3B Every
organism contains a set
of genetic information
to specify its traits.
This information is
contained within genes
in the chromosomes in
the nucleus of each
cell
INQG
Assessment /
Student Evidence


Resources
Differentiation
Additional Support
Other Patterns of Inheritance 3 days
Learning Targets
 I can write a scientific explanation based
Check for Understanding - Student
on a claim.
Simulated Blood Lab
Extensions

Text p. 229
CPO Teachers Guide
CPO Student Text
Heredity on Black Board
 Simulated Blood Lab
MS-LS3 Heredity
LS3D In sexual
reproduction the new
organism receives half
of its genetic
information from each
parent, resulting in
offspring that are
similar but not
identical to either
parent. In asexual
reproduction just one
parent is involved, and
genetic information is
passes on nearly
unchanged
Assessment: Students take summative assessment, Heredity #3 (On or around January 23)
Answer sheets available on January 20, scan before January 30, 2015.
20
Other Patterns
of Inheritance
Reading
Strategy (Student Text,
p. 226-228)
Life Science Program Guide ~2014-2015
Evolution and Diversity
Biological evolution explains both the unity and diversity of species and provides a unifying principle for the history and diversity of life
on Earth. Evolution, which is continuous and ongoing, occurs when natural selection acts on the genetic variation in a population and
changes the distribution of traits in that population gradually over multiple generations. (Framework for NGSS p. 161)
Content Goals:
Essential Questions:
 Students develop an operational definition of evolution.
 Students are able to describe natural selection and other
processes of evolution.
 What evidence supports changes on Earth over time?
 How has evolution affected biodiversity?
Summative Assessment
7th
Grade Life Science #4
Evolution and Diversity
(assessment window Feb 17 to Mar 6, 2015)
Academic Vocabulary
Evolution
Adaptation
Diversity
Natural Selection
Biodiversity
Key Investigations
Fossil Kit Investigation
13B – Natural Selection or online simulations at PhET
Time Line: Approximately 18 instructional days, January 26 –
NGSS, Standards (2009) and Additional Resources
February 20, 2015.
Back to Top
21
Life Science Program Guide ~2014-2015
Timeframe
4 weeks
Evolution
Standards
LS3A The scientific
theory of evolution
underlies the study of
biology and explains
both the diversity of
life on Earth and
similarities of all
organisms at the
chemical, cellular and
molecular level.
Evolution is supported
by multiple forms of
scientific evidence.





Students are introduced to evolution as the process of how organisms acquire adaptations over time.
Assessment /
Resources
Differentiation
Additional Support
Extensions
Student Evidence
Evidence for Evolution 5 days
 Greatest
Fossil Footprints
Vocabulary:
Learning Targets
Discoveries
 I can describe evidence of evolution.
 Adaptation
with Bill Nye:
Evidence for Evolution reading  I can explain how fossil footprints can
 Evolution
The Origin and
strategy – (student text 13.1)
provide evidence to interpret past events.
 Ancestor
Evolution of
 Fossil
Life (Discovery
Fossil Kit Investigation
 Fossil Record
CPO Teachers Guide
Education
Note: Students may not understand that DNA
Streaming)
Reading Strategy:
Fossil Find
is not always available in fossils
A Closer Look at Adaptations Explain (teacher’s guide p. 221)
CPO Student Text
CPO Interactive DVD
INQG
MS-LS4 Biological
Evolution
LS3G Evidence for
evolution includes
similarities among
anatomical and cell
structures, and patterns
of development make
it possible to infer
degree of relatedness
among organisms
Jan 26 to Feb 20, 2015
Evolution on Black Board
 Fossil Footprint and support images
 Fossil Kit Investigation
 Fossil Find
22
Consider using
Spring Board Word
Maps or Cornell
Notes
Life Science Program Guide ~2014-2015
Standards
Assessment /
Student Evidence
Resources
Additional Support
Mechanisms for Evolution 10 days
Changing Environment formative Learning Targets
theory of evolution
assessment probe
 I can describe natural selection as a
underlies the study of
mechanism of evolution.
biology and explains
 From Dog to Wolf
 I can describe the process of natural
both the diversity of
selection.
life on Earth and

Natural
Selection
and
the
 I can describe how adaptations enhance an
similarities of all
Peppered Moth - Explain
organisms at the
organisms ability to survive in a particular
chemical, cellular and
(teacher’s guide p. 223)
environment.
molecular level.
OR

I can explain why extinction occurs.
Evolution is supported

Computer
Simulation
on
CPO
Teachers Guide
by multiple forms of
Peppered
Moth
CPO Investigations
scientific evidence.
Ed Tech 1.1.2 Use simulations to explore

Investigation
13B
–
Natural
LS3E Adaptations are
systems
Selection
physical or behavioral
Note: Simulations may leave students with a
changes that are
OR
naïve conception about natural selection. The
inherited and enhance
 Natural Selection PhET
video, “Dogs and More Dogs” uses the
the ability of an
Simulation
context of dogs to describe different
organism to survive
http://phet.colorado.edu/en/simulation/natural-selection
hereditary and evolutionary scenarios.
and reproduce in a
particular
CPO Ancillary Activities
 How Evolution Works 13.2
environment
 Power Point 13.2
Reading Lesson
Evolution on Black Board
OR
INQE
 Changing Environment - Keeley, LS
 CPO Power point
Probes, #18
 From Dog to Wolf
 Hunter and the Hunted –
 PBS Nova Dogs and More Dogs video
MS-LS4 Biological
(student text, chapter activity p.
 13.2 Reading Lesson
Evolution
278)
 Computer Simulation on Peppered Moth
LS3A The scientific
Differentiation

http://biologycorner.com/worksheets/pepperedmoth.html

Lady Bug scenario power point
23
Key Vocabulary:
 Diversity
 Adaptation
 Natural
Selection
Reading Strategy:
Consider using
Marking Text
Extensions

Life Science
interactive
DVD
Life Science Program Guide ~2014-2015
LS3F Extinction
occurs when the
environment changes
and the adaptive
characteristics of a
species, including its
behaviors, are
insufficient to allow its
survival.
Assessment: Students take summative assessment, Evolution & Diversity #4 (On or around February 20, 2015)
Answer sheets available on February 17 to March 6, 2015
24
Life Science Program Guide ~2014-2015
Human Body Systems
In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work
together to form tissues, or organs that are specialized for particular body functions. (Framework for NGSS p. 144)
Content Goals:
Essential Questions:
 Students are able to analyze several body systems and explain
why they are open or closed.
 Students demonstrate their ability to conduct controlled
investigations, share their data and write a conclusion.
 Why might it be useful to change the boundaries when describing a
body system?
 How do the body subsystems work together to support the function
of the human body?
Summative Assessment
7th
Grade Life Science #5
Human Body Systems*
(assessment window March 10 - March 28)
Academic Vocabulary
Organ system
Subsystem
Body Systems
Key Investigations
18A – Who’s got the Beat?
18B – The Pressure’s On
* This assessment will be included in the
Fall SSAT Data Review and will be posted
to Black Board in October 2014.
Time Line: Approximately 14 instructional days, Feb 23 to
NGSS, Standards (2009) and Additional Resources
March 12, 2014
Back to Top
25
Life Science Program Guide ~2014-2015
Human Growth and Development
Standards
2.2.1 Understands
structure and
function of body
systems
2.2.2 Understands
how to maintain
sexual health
throughout life
2.3.1 Understands
factors and
prevention related
to communicable
disease
Washington State Health and
Fitness Standards, 7th grade
Assessment /
Student Evidence

Engage – Values vs Facts

HIV-AIDS formative assessment
and video notes
Understanding HIV and AIDS video

Resources
Learning Targets
 I can describe ways in which HIV is
transmitted
 I can describe ways to prevent HIV
transmission
Note: Many teachers prefer teaching HGD
during MSP. This unit and Human Body can
be taught in either sequence.

Secondary Sexual Characteristics
and the Reproductive System

Explore - The Daily Risk

Synthesis – Addressing myths
through a C-E-R explanation
HGD Resources on Black Board
All materials to support this instructional unit
can be found on the Secondary Human
Growth and Development Black Board
including a Teacher’s Guide.

Differentiation
Additional Support
Understanding HIV and AIDS –
post-test with Turning Point
HIV and the Immune System

Timeframe
1 week
Ed Tech 1.2.1 Communicate and collaborate
to learn with others Use Turning Point
presentations to facilitate class discussions
and share student thinking.
Ed Tech 1.3.2 Locate and organize
information from a variety of sources and
media.
The Daily Risk www.thedailyrisk.com
Note: The graphic organizer is intended to be for
student use only, as a way to explore topics of
personal interest. These should not be collected
by the teacher, in order to ensure student privacy.
26
Extensions
Life Science Program Guide ~2014-2015
Timeframe
2 weeks
Human Body Systems
Standards
LS1C Multicellular
organisms have
specialized cells that
perform different
functions. These cells
join together to form
tissues that give organs
their structure and enable
the organs to perform
specialized functions
within organ systems.
APPD The process of
technological design
begins by defining a
problem and identifying
criteria for a successful
solution, followed by
research to better
understand the problem
and brainstorming to
arrive at potential
solutions.
APPF Solutions must be
tested to determine
whether or not they will
solve the problem.
MS-LS1-3 From
Molecules to
Organisms




March 2 – 12, 2015
Students learn about the structure and functions of human body systems.
Assessment /
Resources
Differentiation
Additional Support
Extensions
Student Evidence
Human Body Systems 10 days
Key Vocabulary:
Human Body (formative assessment Learning Targets
 Investigation
 Circulatory
probe)
 I can describe several organ systems
18B – The
system
within the human body
Pressure’s On

Arteries
Investigation 18A – Who’s Got

 I can describe matter and energy within
 Veins
the Beat?
human body systems.
 Respiration
 I can design and conduct a controlled
 Respiratory
experiment.
system
Explain - Breathing and
 I can compare and contrast several body
 Digestive
Respiration – TG p. 319
systems.
System
 I can explain the human body using a
Section Review #5 – Student
systems model
Text p. 393

CPO Teachers Guide
CPO Investigations
CPO Student Text
Human Body Systems on Black Board
 Human Body - Keeley, LS Probes, #23
 http://www.scoilnet.ie/humanbody.shtm
27
Life Science Program Guide ~2014-2015
Standards
Assessment /
Student Evidence
APPD The process of
technological design
begins by defining a
problem and identifying
criteria for a successful
solution, followed by
research to better
understand the problem
and brainstorming to
arrive at potential
solutions.
APPF Solutions must be
tested to determine
whether or not they will
solve the problem.
Results are used to
modify the design, and
the best solution must be
communicated
persuasively.
SYSB The boundaries
of a system can be drawn
differently depending on
the features of the system
being investigated.
SYSE If the input of
matter or energy is the
same as the output, then
the amount of matter or
energy in the system
won’t change...

Body System Synthesis Project
Resources
Differentiation
Additional Support
Other Organ Systems 5 days
Learning Targets

CPO Teachers Guide
CPO Investigations
CPO Student Text
CPO Ancillary Activities
Human Body Systems on Black Board
 Leveled Text: Safety Systems
 Leveled Text: Systems for Movement
 Body System Synthesis
Note: Students can use Power Point,
Photostory or other digital application for the
synthesis project.
Ed Tech 1.1.1 Organize ideas and design and
produce multimedia projects
Extensions
Key Vocabulary:
 Reproductive
system
 Nervous system
 Skeletal system
 Muscular
system
 Immune system
 Digestive
system
Leveled Text:
 Safety Systems
 Systems for
Movement
MS-LS1-3 From
Molecules to
Organisms
Assessment: Students take summative assessment, Human Body Systems #5 (on our around March 12)
Answer sheets available on March 9 to March 20, 2015.
28
Life Science Program Guide ~2014-2015
Additional Planning Information:
 Approximately 100 instructional days included in this curriculum guide
 Learning Targets included are suggestions based on standards, content and assessments. This is not an exhaustive list and teachers are
encouraged to use these as a starting point for classroom specific learning targets.
 All students should engage in the investigations and activities listed in Assessment/Student Evidence. Additional activities may be included
when formative assessment indicates students need additional practice with a concept. (Reference “More of This/Less of That” document
for CPO Implementation).
 Specific pages and sections of text intended for student reading are listed in Assessment/Student Evidence with “Graphic Organizer for text
pages…”
 When activities not included in the CPO resources are referenced in the Program Guide, they are posted on Black Board in connection to the
relevant chapter.
 When specific investigations or activities are not listed in connection to Complementary Standards, it is intended that aspects of those
connected to the Power Standard will also assess the complementary standards.
 Additional calendar days were included in the Program guide to account for conferences, MSP and MAP testing. The assessment days listed
in the Program Guide are guidelines to help track pace through the instructional sequence. Please consider the testing window reflected by
the dates included.
 Next Generation Science Standards are connected where appropriate. Teachers should become aware of the instructional shifts, changes in
Science & Engineering Practice and shifts in rigor of the NGSS.
 Key Content as reflected in the SPS Power Standards (not necessarily listed sequentially):
o
o
o
o
o
o
o
o
All organisms are composed of cells which carry on the many functions needed to sustain life. (LS1A: 4.2, 7.1, 7.2)
Multicellular organisms have specialized cells that perform different functions. These cells join together to form tissues that give organs their
structure and enable the organs to perform specialized functions within organ systems. (LS1C: 2.2, 18.1, 18.2)
Energy flows through an ecosystem from producers to consumers to decomposers. These relationships can be shown for specific populations in
a food web. (LS2B: 5.1, 5.2, 5.3)
Ecosystems are continuously changing. Causes of these changes include nonliving factors such as the amount of light, range of temperatures,
and availability of water, as well as living factors such as the disappearance of different species through disease, predation, habitat destruction
and overuse of resources or the introduction of new species. (LS2D: 4.3)
The scientific theory of evolution underlies the study of biology and explains both the diversity of life on Earth and similarities of all organisms at
the chemical, cellular, and molecular level. Evolution is supported by multiple forms of scientific evidence. (LS3A: 2.1, 13.1, 13.2)
Every organism contains a set of genetic information to specify its traits. This information is contained within genes in the chromosomes in the
nucleus of each cell. (LS3B: 11.1, 11.2, 11.3, 13.3)
Adaptations are physical or behavioral changes that are inherited and enhance the ability of an organism to survive and produce in a particular
manner. (LS3E: 13.2)
Different kinds of questions suggest different kinds of scientific investigations. (INQB: 3.1)
29
Life Science Program Guide ~2014-2015
o
o
o
o
o
o
o
For an experiment to be valid, all variables must be kept the same whenever possible, except for the manipulated variable being tested and the
responding variable being measured and recorded. If a variable cannot be controlled, it must be reported and accounted for. (INQD: 1.3, 2.1,
2.2, 4.3, 18.1)
Models are used to represent objects, events, systems and processes. Models can be used to test hypotheses and better understand
phenomena, but they have limitations. (INQE: 7.2, 13.2)
Scientific reports should enable another investigator to repeat the study to check results. (INQG: 3.1)
Science advances through openness to new ideas, honesty, and legitimate skepticism. Asking thoughtful questions, querying other scientists’
explanations and evaluating ones’ own thinking in response to the ideas of others are abilities of scientific inquiry. (INQH: 13.1)
The boundaries of a system can be drawn differently depending on the features of the system being investigated, the size of the system, and the
purpose of the investigation. (SYSB: 5.2)
In an open system, matter flows into and out of the system. In a closed system, energy may flow into or out of the system, but matter stays
within the system. (SYSD: 18.1)
The process of technological design begins by defining a problem and identifying criteria for a successful solution, followed by research to better
understand the problem and brainstorming to arrive at potential solutions. (APPD)
30