Content Area: Science – Grades 7 - 8
Learning Targets
Standards
5.3 Life Science: All students will understand that life science principles are powerful
conceptual tools for making sense of the complexity, diversity, and interconnectedness
of life on Earth. Order in natural systems arises in accordance with rules that govern the
physical world, and the order of natural systems can be modeled and predicted
through the use of mathematics.
Strand:
A. Organization and Development: Living organisms are composed of cellular units
(structures) that carry out functions required for life. Cellular units are composed of
molecules, which also carry out biological functions.
Content Statements:
1. All organisms are composed of cell(s). In multicellular organisms, specialized cells
perform specialized functions. Tissues, organs, and organ systems are composed of
cells and function to serve the needs of cells for food, air, and waste removal.
2. During the early development of an organism, cells differentiate and multiply to form
the many specialized cells, tissues, and organs that compose the final organism.
Tissues grow through cell division.
CPI #
5.3.8.A.1
Cumulative Progress Indicator (CPI)
Compare the benefits and limitations of existing as a single-celled
organism and as a multicellular organism.
5.3.8.A.2
Relate the structures of cells, tissues, organs, and systems to their functions
in supporting life.
Unit Essential Questions
Unit Enduring Understandings
• What do all living things have in
Living organisms have a variety of
common?
observable features that enable them to
obtain food and reproduce.
Desired Results: On their own, students will know and be able to ...
• A.1 - Describe the benefits of existing as a single-celled organism and as a multicellular
organism.
• A.1 - Explain how the limitations of existing as a single-celled organism, as opposed to
a multicellular organism, affect survival and reproduction.
• A.2 - Explain how each level of organization in multicellular organisms contributes to
the survival of the organism.
• A.2 – Illustrate how the levels of organizations are interconnected and how each
depends on the level below.
Evidence of Learning - Assessments
Using Oral Language:
• Accountable Talk: Cause and effect (consequences/rewards)
o Discuss how cells divide and differentiate.
o Discuss the benefits and drawbacks of being a unicellular and multicellular
organism.
•
•
o Discuss the relationship between the structure and function of cells.
Nonverbal clues: Thumbs up/down
o Check for understanding during initial instruction
Think-Pair-Share: Think, discuss with partner, whole class share
o Why is it necessary that cells divide?
o What is one benefit of a single celled organism?
o Would you prefer to be a unicellular or multicellular organism? Explain
why.
Asking Questions:
• Non-verbal support: Maintain eye contact with students as they respond
• Constructing effective questions: “wait time”
• Response Cards: Wipe boards
o Define the terms unicellular and multicellular.
o How does a cell become an organism? List the steps.
• Developing authentic Questions: require deeper thinking of students; not recall
questions
o Have students design their own assessments for the unit
o Give them question stems, like “What would happen if…” and have them
finish the question.
Using Writing:
• Interactive writing: Draw picture – use labels
o Label the parts of a unicellular organism
o Identify the different levels of organization (cell, tissue, etc).
• Summary Writing: Students summarize the text in their own words (similar to
retelling but in writing)
o Have students write a short response to answer, “What did you learn
yesterday?”
Developing Metacognition:
• Peer Response Group: small group discussion
o Do this during the think-pair-share activity.
• Reflective Journals: foster self awareness of how they are doing
o Have them respond to journal prompts:
! What is something you still don’t understand?
! Write an essay question you think might be on the assessment.
! What do you think we should do tomorrow?
• Teacher interviews: Probe students’ understanding by asking pertinent questions
and encouraging students to talk about what and how they have learned.
o Use exit slips or journals to foster conversations
o Teacher gives interview questions for students to ask each other, have
them write about their responses
• Exit Slips: Ask students to write a few brief comments reacting to how a particular
lesson or assignment has affected their progress toward the learning goal
o Ask questions such as:
!
!
Define the terms unicellular and multicellular.
How does a cell become an organism? List the steps.
Using Projects and Performances:
• Multimedia presentations: Let students summarize their learning using text,
graphics, video, sound, etc...(PowerPoint)
o Have them demonstrate their learning about cells and body systems using
a multimedia presentations.
• Laboratory exercises
o Have students use a microscope to look at cells. They can compare and
contrast different types of cells and how their functions relate to specific
body systems. Example – unicellular organism vs. a cell from a multicellular
organism
Using Tests:
• Multiple Choice, short-answer, dichotomous-choice tests, match test item format
with the instructional targets in both content and thought process required.
• Oral Testing
o Class discussions about the functions of organelles and body systems
• Essays: Design prompts that match instructional targets in both content and
thought processes required.
o Map how chemicals move throughout the body (explain how the different
systems are connected).
! Examples: food (glucose), oxygen, waste
Content Area: Science – Grades 7 - 8
Learning Targets
Standards
5.3 Life Science: All students will understand that life science principles are powerful
conceptual tools for making sense of the complexity, diversity, and interconnectedness
of life on Earth. Order in natural systems arises in accordance with rules that govern the
physical world, and the order of natural systems can be modeled and predicted
through the use of mathematics.
Strand:
B. Matter and Energy Transformations: Food is required for energy and building cellular
materials. Organisms in an ecosystem have different ways of obtaining food, and some
organisms obtain their food directly from other organisms.
Content Statements:
1. Food is broken down to provide energy for the work that cells do, and is a source of
the molecular building blocks from which needed materials are assembled.
2. All animals, including humans, are consumers that meet their energy needs by eating
other organisms or their products.
CPI #
5.3.8.B.1
Cumulative Progress Indicator (CPI)
Relate the energy and nutritional needs of organisms in a variety of life
stages and situations, including stages of development and periods of
maintenance.
5.3.8.B.2
Analyze the components of a consumer’s diet and trace them back to
plants and plant products.
Unit Essential Questions
Unit Enduring Understandings
• How is matter transformed, and energy
• All organisms transfer matter and convert
transferred/transformed in living systems?
energy from one form to another.
Desired Results: On their own, students will know and be able to ...
• B.1 - Describe and discuss the different types of food that organisms eat throughout
their life cycle, with a focus on how their food sources and requirements change over
time.
• B.2 – Model the flow of energy through an ecosystem, beginning at photosynthesis,
and explain how energy and matter are both acquired and used by each organism in
a food web.
Evidence of Learning - Assessments
Using Oral Language:
• Accountable Talk: Cause and effect (consequences/rewards)
o What happens if you change the availability of one of the reactants of
cellular respiration?
o How does the process of photosynthesis help consumers survive?
o How does respiration help consumers and producers survive?
• Nonverbal clues: Thumbs up/down; “round” of applause; “pat” on the back
o Students will indicate if they are understanding with a thumbs up or down
•
•
Think-Pair-Share: Think, discuss with partner, whole class share
o Use accountable talk questions
o Have students trace the path of glucose/energy through an ecosystem
(food web).
Misconception analysis: KWL Chart/preconceived notions
o Ask questions like: What makes plants grow?, Do plants respire?, How do
plants get food?, How do consumers get food?
Asking Questions:
• Hand Signals: Thumbs up/down
• Non-verbal support: Maintain eye contact with students as they respond
• Constructing effective questions: “wait time”
• Response Cards: Wipe boards
o What do organisms do with the food they acquire?
o What are the reactants and products of cellular respiration?
o What is a consumer?
o What is a producer?
• Developing authentic Questions: require deeper thinking of students; not recall
questions
o What is something you still want to know about photosynthesis or cellular
respiration?
o What is something you still want to know about the relationship between
consumers and producers?
o Have students read an article about the content and come up 3 questions
for discussion or questions they would ask the author.
Using Writing:
• Read-Write-Pair-Share: Have students read a text, write a response, discuss with a
partner, share with class.
• Summary Writing: Students summarize the text in their own words (similar to
retelling but in writing)
o Have them summarize the article they read.
Developing Metacognition:
• Reflective Journals: foster self awareness of how they are doing
o Are you comfortable tracing the path of energy through a food
web?
•
•
•
Teacher interviews: Probe students’ understanding by asking pertinent questions
and encouraging students to talk about what and how they have learned.
Exit Slips: Ask students to write a few brief comments reacting to how a particular
lesson or assignment has affected their progress toward the learning goal
Use previous questions for teacher interviews and exit slips.
Using Projects and Performances:
• Multimedia presentations: Let students summarize their learning using text,
graphics, video, sound, etc...(PowerPoint)
o Have them trace energy through a specific food web, incorporating what
they know about photosynthesis and respiration. They should explain what
would happen if the number of photosynthetic organisms declined. Have
them present their analysis.
! Students could research a specific ecosystem.
Using Tests:
• Multiple Choice, short-answer, dichotomous-choice tests, match test item format
with the instructional targets in both content and thought process required.
• Checklists: Student (Self-monitor for behavior, writing, etc...) Teacher (evaluation)
• Essays: Design prompts that match instructional targets in both content and
thought processes required.
o Use previous questions and tasks to design essay questions.
Content Area: Science – Grade 7 - 8
Learning Targets
Standards
5.3 Life Science: All students will understand that life science principles are powerful
conceptual tools for making sense of the complexity, diversity, and interconnectedness
of life on Earth. Order in natural systems arises in accordance with rules that govern the
physical world, and the order of natural systems can be modeled and predicted
through the use of mathematics.
Strand:
C. Interdependence: All animals and most plants depend on both other organisms and
their environment to meet their basic needs.
Content Statements:
1. Symbiotic interactions among organisms of different species can be classified as:
•
•
•
•
•
Producer/consumer
Predator/prey
Parasite/host
Scavenger/prey
Decomposer/prey
CPI #
5.3.8.C.1
Cumulative Progress Indicator (CPI)
Model the effect of positive and negative changes in population size on
a symbiotic pairing.
Unit Essential Questions
Unit Enduring Understandings
• In what ways do organisms interact
• All animals and most plants depend
within ecosystems?
on both other organisms and their
environments for their basic needs.
Desired Results: On their own, students will know and be able to ...
• C.1 - Describe and differentiate among the different types of symbiotic relationships.
• C.1 - Given a specific symbiotic pairing, predict the effects of positive and negative
changes in population size.
Evidence of Learning - Assessments
Using Oral Language:
• Accountable Talk: Cause and effect
o How does symbiotic pairing effect survival rates.
•
Retelling:
o Explain the different types of symbiotic relationships and how they
effect survival.
•
•
Nonverbal clues: Thumbs up/down
Think-Pair-Share: Think, discuss with partner, whole class share
o How do symbiotic relationships work and benefit ecosystems.
Asking Questions:
• Hand Signals: Thumbs up/down
• Non-verbal support: Maintain eye contact with students as they respond
• Constructing effective questions: “wait time”
• Response Cards: Wipe boards
o Identify types of symbiotic relationships based on pictures on the board.
• Developing authentic Questions:
o Students develop open-ended questions based on what they have learned
that they feel may be on the exam.
Using Writing:
• Interactive writing:
o Label symbiotic relationships
•
Summary Writing:
o Summarize what you learned in class today.
Developing Metacognition:
• Peer Response Group: small group discussion
• Reflective Journals:
o Give different examples of symbiotic relationships.
o Reflect on how well you identified factors effecting symbiotic relationships.
• Teacher interviews:
o During performance based assessments, discuss progress related to
their specific task.
•
Exit Slips:
o Symbiotic pairs
o Progress for the day
o Effects on populations.
Using Projects and Performances:
•
Laboratory exercises
o Create and analyze population graphs.
o Create and explain food webs given specific organisms.
Using Tests:
• Multiple Choice, short-answer, dichotomous-choice tests, match test item format
with the instructional targets in both content and thought process required.
• Checklists:
o How have you progressed today?
•
Essays:
o How symbiotic pairings effect population sizes.
o Given a certain situation describe the types of symbiotic relationships shown.
Content Area: Science – Grade 7 - 8
Learning Targets
Standards
5.3 Life Science: All students will understand that life science principles are powerful
conceptual tools for making sense of the complexity, diversity, and interconnectedness
of life on Earth. Order in natural systems arises in accordance with rules that govern the
physical world, and the order of natural systems can be modeled and predicted
through the use of mathematics.
Strand:
D. Heredity and Reproduction: Organisms reproduce, develop, and have predictable
life cycles. Organisms contain genetic information that influences their traits, and they
pass this on to their offspring during reproduction.
Content Statements:
1. Some organisms reproduce asexually. In these organisms, all genetic information
comes from a single parent. Some organisms reproduce sexually, through which
half of the genetic information comes from each parent.
2. The unique combination of genetic material from each parent in sexually
reproducing organisms results in the potential for variation.
3. Characteristics of organisms are influenced by heredity and/or their environment.
CPI #
Cumulative Progress Indicator (CPI)
5.3.8.D.1
Defend the principle that, through reproduction, genetic traits are passed
from one generation to the next, using evidence collected from
observations of inherited traits.
5.3.8.D.2
Explain the source of variation among siblings.
5.3.8.D.3
Describe the environmental conditions or factors that may lead to a
change in a cell’s genetic information or to an organism’s development,
and how these changes are passed on.
Unit Essential Questions
Unit Enduring Understandings
• How do organisms change as they go
• Organisms reproduce, develop, have
through their life cycle?
predictable life cycles, and pass on some
traits to their offspring.
Desired Results: On their own, students will know and be able to ...
• D.1 – Trace a trait as it is passed down in a family and predict what traits will be more
prevalent in future generations.
• D.2 – Explain how, even though two people may have the same parents, patterns of
inheritance still allow for variations.
• D.3 - Illustrate how the environment selects for specific inherited traits that allow the
organism to survive in that environment.
Evidence of Learning - Assessments
Using Oral Language:
• Accountable Talk: Cause and effect (consequences/rewards)
o How do organisms get certain traits? (Show a picture of a family and/or
give examples of inherited traits.)
o Why do some organisms survive and others don’t in a given environment?
• Nonverbal clues: Thumbs up/down; “round” of applause; “pat” on the back
•
•
o Use this to check for understanding.
Think-Pair-Share: Think, discuss with partner, whole class share
! In the picture of the family, do the children look like both parents?
Explain your thinking.
! What does the term natural selection mean?
Misconception analysis: KWL Chart/preconceived notions
o “What determines a person’s hair color?”
o “Why do siblings have different traits is they come from the same parents?”
o “Why do giraffe’s have long necks?”
o “If your mom has big muscles, will her children inherit big muscles?”
Asking Questions:
• Hand Signals: Thumbs up/down
• Non-verbal support: Maintain eye contact with students as they respond
• Constructing effective questions: “wait time”
• Response Cards: Wipe boards
o What is a trait?
o What does it mean if something is inherited?
o What is an example of an inherited trait?
o What is an example of a trait that cannot be inherited?
o What is natural selection?
• Developing authentic Questions: require deeper thinking of students; not recall
questions
o Have students write down questions they have about their families and/or
inheritance in general.
o Show students a pedigree and have them come up with conclusions and
questions about inheritance patterns.
Using Writing:
• Read-Write-Pair-Share: Have students read a text, write a response, discuss with a
partner, share with class.
o Have students read an article about animal breeding and write-pair-share.
• Summary Writing: Students summarize the text in their own words (similar to
retelling but in writing)
o Can also be used for the animal breeding article.
Developing Metacognition:
• Peer Response Group: small group discussion
o Can use previously listed questions
o Can use the pedigree and/or article for this assessment
• Reflective Journals: foster self awareness of how they are doing
• Teacher interviews: Probe students’ understanding by asking pertinent questions
and encouraging students to talk about what and how they have learned.
• Exit Slips: Ask students to write a few brief comments reacting to how a particular
lesson or assignment has affected their progress toward the learning goal
o The white board questions could be used on exit slips, also.
Using Tests:
• Multiple Choice, short-answer, dichotomous-choice tests, match test item format
with the instructional targets in both content and thought process required.
• Checklists: Student (Self-monitor for behavior, writing, etc...) Teacher (evaluation)
• Oral Testing: Class discussion
• Essays: Design prompts that match instructional targets in both content and
thought processes required.
o Can be linked to the pedigree and article activities
o Can use misconception questions