Unit #: ____5____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
STAGE 1 – DESIRED RESULTS
Unit Title: Micro-Life
Understandings: Students will understand that…

Essential Questions:
1. How do common single-celled organisms carry out life functions?
The way in which cells function is similar in all living organisms.
Students will know:
2. The ways in which common single-celled organisms extract energy
from food, get rid of waste, move and secrete waste.
3. The major structures and features of:
a. Euglena
b. Amoeba
c. Paramecium
d. Volvox
4. The structures of single-celled organisms that allow them to carry out
basic life functions.
7. L. 1
7.L.1.1
Students will be able to:
 Identify and describe the structures of single-celled organisms that
allow them to carry out basic life functions.
STAGE 1– Standards
Understand the processes, structures and functions of living organisms that enable them to survive, reproduce and carry out the basic
functions of life.
Compare the structure and life functions of single-celled organisms that carry out all of the basic functions of life including:
 Euglena
 Amoeba
 Paramecium
 Volvox
Technology Standards
7.TT.1
Use technology and other resources for assigned tasks
7.TT.1.1
Use appropriate technology tools and other resources to access information.
Use appropriate technology tools and other resources to organize information (e.g. graphic organizers, databases, spreadsheets, and desktop
publishing).
Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia presentations, Web 2.0
tools, graphics, podcasts, and audio files)
Apply responsible behaviors when using information and technology resources.
7.TT.1.2
7.TT.1.3
7.SE.1
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____5____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
7.SE.1.1
Apply ethical behavior (copyright, not plagiarizing, proper netiquette) when using resources.
7.SE.1.2
Apply the safety precautions necessary when using online resources (personal information, passwords, etc.).
7.SI.1
Evaluate information resources based on specified criteria
7.SI.1.1
Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic).
7.SI.1.2
Evaluate content for relevance to the assigned task.
7.SI.1.3
Evaluate resources for point of view, bias, values, or intent of information.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____5____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks:
Other Evidence:
Key Criteria:
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____5____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
STAGE 3 – RESOURCES
District Resources:
Supplemental Resources:
Discovery Education Resources
Standard 7.L.1
Video:
Diversity of Organisms: Life Functions of Organisms
Introduction to Cells
Structure and Function of Animals
What Does the Body Need to Do to Stay Alive? (AGL)
The Five Basic Life Functions (BGL)
Articles:
Physiology
Cell
Standard 7.L.1.1
Video:
Kingdom Protista: Amoebae and Ciliated Protozoa
The Kingdom of Protista: Some Common Types and Their Unique
Characteristics
Protist Facts
Protist Reproduction
Green Algae: Euglenae and Volvox
Articles:
Amoeba
Paramecium
Standard 7.TT.1
Video:
What Are Scientific Measurements?
Using the Computer and Internet for Research
Using a Computer to Organize a Database
Enhancing Lab Experiences (AGL)
Technology in the Classroom (AGL)
Practicing Reading, Writing, and Technology Skills (AGL)
Articles:
Technology
Standard 7.TT.1.1
Video:
Narrowing Your Search & Staying Focused
Determining Your Information Needs (AGL)
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____5____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
Linking Technologies in the Classroom (AGL)
Online Resources (AGL)
The Internet (BGL)
Electronic Media (BGL)
Search Engines (BGL)
Standard 7.TT.1.2
Video:
Gathering Information for a Database
Using a Computer to Organize a Database
Organizing Research: London Bridge (AGL)
A Closer Look at Prewriting Skills (BGL)
Articles:
Database
Spreadsheet
Desktop Publishing
Standard 7.TT.1.3
Video:
What Is Web 2.0?
Web 2.0: YouTube, Digg, and Facebook
The Internet (BGL)
Using Multimedia (AGL)
Presenting Pompeii (AGL)
Articles:
Graphic Arts
Computer Graphics
Standard 7.SE.1
Video:
Video Games and the Internet
What Is Cyberbullying?
Cyberbullies
Internet Bullies: What Is It?
Resources, Responsibilities, and Ramifications: Guidelines for Acceptable Use of
the Internet (AGL)
Monitoring Students' Use of the Internet (AGL)
History of the Internet (BGL)
Standard 7.SE.1.1
Video:
YouTube's New Battle
Music Industry Fights Back
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____5____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
Using Your Computer: Avoiding Plagiarism
Plagiarism
Research Methods and Citing Sources (AGL)
Copying from the Web (BGL)
Articles:
Copyright
Standard 7.SE.1.2
Video:
Internet Safety Review
Online Shopping
Your Words and Pictures in Cyberspace
Internet Safety (AGL)
Website References (AGL)
Internet Safety (BGL)
Practicing Internet Safety (BGL)
Standard 7.SI.1
Video:
Overview of Internet Resources
Plagiarism
Research Sources: Handwritten Documents, Internet, Books, Museums
Research Your Subject
Classroom Profile: Learning to Recognize Valid Research Sources on the
Internet
A Closer Look at Previewing Resources (BGL)
Evaluating Sources (AGL)
Standard 7.SI.1.1
Video:
Extrinsic and Intrinsic Credibility (AGL)
A Question of Credibility (AGL)
Evaluating Sources’ Credibility (AGL)
Plagiarism and Information Literacy (AGL)
Standard 7.SI.1.2
Video:
Information Relevance (BGL)
Standard 7.SI.1.3
Video:
Viral Information: Evaluating Websites (AGL)
Choice of Language
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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Unit #: ____5____ Subject(s): _______Science__________ Grade(s): ____7___ Designer(s): Ellsworth, Harrington, Rodriguez
Evaluating Media
Evaluating Your Information (AGL)
Evaluating Websites for Content Quality (AGL)
Differentiated Resources (AIG, ESL, EC, Technology, etc.):
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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