7th Grade Science
Unit 3: Flow of Energy in Living Systems
GPISD Curriculum Map
Dates:
Big Idea:
2 Weeks Dates: September 14-25
The student knows that interactions occur between matter and energy.
Teaching
Targets
TEKS:
7.5 A
TSW recognize that radiant energy from the
Sun is transformed into chemical energy
through the process of photosynthesis
7.7 B
TSW illustrate the transformation of energy
within an organisms such as the transfer from
chemical energy to heat and thermal energy in
digestion
7.5 C
TSW diagram the flow of energy through living
systems, including food chains, food webs, and
energy pyramids (STAAR supporting)
ELPS
2015-2016
Student Objectives:
1. 6th grade spiral: I can describe that the energy from the sun is a form of
radiant energy.
2. I can describe how glucose is the chemical energy in photosynthesis.
3. I can describe how radiant energy is used in the process of
photosynthesis.
4. I can label the forms of energy in the photosynthesis equation.
5. I can describe and illustrate the energy transformations that occur in
organisms (plants and animals).
6. I can create a food chain to demonstrate the flow of energy in an
ecosystem.
7. I can understand arrows represent the flow of energy in a food web,
chain, and energy pyramid.
8. I can describe the flow of energy in a terrestrial, marine, and freshwater
food web, beginning with the sun.
9. I can diagram and explain the structure of an energy pyramid.
10. Using an energy pyramid, I can describe the energy flow occurring at
each trophic level.
Listening
2C
Page 1 of 5
updated: 6/8/2015
7th Grade Science
Unit 3: Flow of Energy in Living Systems
GPISD Curriculum Map
increasingly comprehensible.
Reading
4J TSW demonstrate English
comprehension and expand reading skills by
employing inferential skills such as predicting,
making connections between ideas, drawing
inferences and conclusions from text and
graphic sources, and finding supporting text
evidence commensurate with content area
needs.
Writing
5G TSW narrate, describe, and explain
with increasing specificity and detail to fulfill
content area writing needs as more English is
acquired.
2015-2016
TSW demonstrate English comprehension and expand reading skills by
employing inferential skills such as predicting, making connections between
ideas, drawing inferences and conclusions of energy transformations by
finding textual evidence from reading passages.
TSW describe the flow of energy in a terrestrial ecosystem in complete
sentences. The student will then edit the sentences to add detail and
content vocabulary.
TSW use a pyramid graphic organizer to describe in writing the flow of
energy in an ecosystem
As a part of language acquisition, students will:
Suggested Teacher Behaviors by Level and Domain
Prior
Knowledge
3.9 A
Observe and describe the physical characteristics of environments and how they support populations and communities within
an ecosystem.
4.9 B
Describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the
food web such as a fire in a forest.
5.6 A
Explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy
5.9 B
Describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a
food chain and food web to consumers and decomposers.
6.9 C
Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy
to light energy
6.12 E
Describe biotic and abiotic parts of an ecosystem in which organisms interact.
6.12 F
Page 2 of 5
updated: 6/8/2015
7th Grade Science
Unit 3: Flow of Energy in Living Systems
GPISD Curriculum Map
2015-2016
Diagram the levels of organization within an ecosystem including organism, population, community, and ecosystem
Distractor
Factors
Misconception:
Students do not understand that food chains and webs show energy relationships.
Students draw food chains with arrows in the wrong direction of the energy flow.
Students may
may vary with a particular system, such as an individual ecosystem but it is dissipated, or directed into areas that do not aid
in the transfer of energy between organisms. What this means for the food web is that each successive level contains less
energy than the levels that precede it.
Recommended Lessons
Resources
Energy Flow in the Garden Ecosystem
Flow of Energy in Living Systems Resources
Technology Integration
Virtual Lab: Flow of Energy
Extensions and Interventions
Intervention: Virtual Lab: Photosynthesis
PreAP:
Photosynthesis Investigation
Content Reference - Photosynthesis Investigation
Writing Prompts
7.5 A
Explain the process of photosynthesis in complete sentences. Be sure to include the energy transformation that occurs during this process.
7.5 C
The diagram provided illustrates the flow of energy through a terrestrial food web. Describe how energy flows through from
the sun to the organisms in the food web.
7.7B
Describe a situation where energy is transformed within an organism. Be sure to include the forms of energy utilized and the how the forms of
energy are used by the organism.
Essential Questions
Assessment
7.5 A
Page 3 of 5
updated: 6/8/2015
7th Grade Science
Unit 3: Flow of Energy in Living Systems
GPISD Curriculum Map
2015-2016
Plants use photosynthesis to meet their survival needs by enabling
them to
A convert radiant energy into chemical energy.
B change carbohydrates into proteins.
C release carbon dioxide into the atmosphere.
D capture oxygen from water molecules.
7.5 C
Which of the energy pyramids below correctly diagrams the flow of
energy in living systems?
7.7 B
During digestion, chemical energy is transformed into useable forms
of energy, including
A electrical energy.
B light energy.
C mechanical energy.
D radiant energy.
Vocabulary
Food chain, food web, energy pyramid, abiotic, biotic, consumer, producer, scavenger, decomposer, photosynthesis, chemical energy, radiant
energy, reactant, product, energy transformation, stomata, digestive system, chemical energy, thermal energy
LEP Accommodations
Bilingual Dictionaries
Extended Time spreadsheet
STAAR L accommodations in computer
SPED Accommodations
Supplemental Aids
Manipulatives
Extended Time
TEA Accommodation Triangle
Lead4ward Accommodations Sheet
SPED/LEP Accommodations
Bilingual Glossary
Bilingual Dictionary
Extended Time
Reading Aloud of Text
Oral Translation
Clarification in English of Word Meaning
Note: Expected to be used in class
Page 4 of 5
updated: 6/8/2015
7th Grade Science
Unit 3: Flow of Energy in Living Systems
GPISD Curriculum Map
2015-2016
routinely and can ONLY be used on
tests with students who meet
eligibility as documented on IEP.
Should be specific to individual
student.
Page 5 of 5
updated: 6/8/2015