Grade 7 Science Unit Three Title Suggested Time Frame 1​st​ Six Weeks 9 Days Matter and Energy: ➢ Energy Flow Through Living Systems ➢ Cycling of Matter CISD Safety Net Standard: 7.5C Big Ideas/Enduring Understandings ● The relationships of different populations depend upon each other and factors in the environment. ● Matter cycles through ecosystems. ● Energy flows through living systems and is passed from one trophic level to another. It is then returned to the environment through cycles. ●
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Guiding Questions What are the different parts of a food chain? How does the flow of energy transform in a food chain? What is a food web? How are organisms in a food web dependent on one another? How does the flow of energy change in an energy pyramid? How does energy flow through ecosystems? How are food chains, food webs, and energy pyramids related and differentiated? How much energy is available be passed on to the next organisms the chain? How is matter such as energy recycled in an ecosystem? How does the essential element carbon cycle through living systems? How does the essential element nitrogen cycle through living systems? What organisms, found in the soil, aid in the cycling of matter? Vertical Alignment Expectations *TEKS one level below* 6.12E describe biotic and abiotic parts of an ecosystem in which organisms interact 5.9B 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 *TEKS one level above* 8.11A describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems BIO B.12C analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids Sample Assessment Question The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research­based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS 7.2C, 7.4A Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Subtopic: Energy Flow Through Living Systems 7.5 Matter and energy. The student knows that interactions occur between matter and energy. The student is expected to: *CISD Safety Net* (C)​ diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids. *Links to Readiness Standard *Bloom’s Level­ Applying The student will know that energy flows through living systems and is passed from one trophic level to another. Questions and Stems: ● How does energy transfer in living systems? ● How does energy flow through a food chain? ● How does energy flow through an energy pyramid? ● How are food chains, food webs, and energy pyramids related and differentiated? Teacher Notes: ● Misconception: Students may think the top of the food chain has the most energy because it accumulates up the chain. ● Misconception: Students may think that arrows in a food web point toward what the organism eats rather than showing the flow of energy. ● Misconception: Student may think a change in a food web will only Energy pyramid Food Chain Food Web Children’s Literature: Activities: Textbook Gallery Walk Requirements Textbook Gallery Notes Student Textbook Gallery Notes Teacher Construct a food web Websites: Food web rap Food web video Food chain, web pyramid Lessons: Textbook: Energy in Ecosystems pgs 68­73 STEMscopes 7.5C Background/Extra Information: affect one organism, rather than affecting several organisms within the system. ● Give students several opportunities to draw/work with diagrams of food webs, food chains, and energy pyramids. ● Make sure you are stressing the energy transfer and not just the identification of food chains, food webs, and energy pyramids. Additional Vocabulary Needed for Understanding: consumer, producer, primary consumer, secondary consumer, tertiary consumer, decomposer, trophic level Subtopic: Cycling of Matter 7.5 Matter and energy. The student will know that energy is The student knows that returned to the environment through interactions occur cycles. between matter and energy. The student is Questions and Stems: expected to: ● What happens to the energy in matter that is decaying or (B)​ demonstrate and explain the cycling of decomposing? matter within living ● How is energy returned to the systems such as in the environment through the decay of decay of biomass in a biomass? compost bin ● How is matter decomposed? *Links to Supporting Standard Biomass Compost Bin Decay Children’s Literature: Activities: PPT textbook cycle notes Textbook Cycle fill in blank notes students Textbook Cycle fill in the blank notes teacher PPT Basic composting PPT Composting Notes Student PPT Composting Notes Teacher Basic Composting WS Websites: Composting video *Bloom’s Level­ Understanding ● How is energy transferred through the the decay of biomass? Teacher Notes: ● Over time, matter is transferred from one organism to another as well as with its physical environment. The total amount of matter remains constant even though its form and location may change. ● Give students an opportunity to build a compost bin (real or digital). Additional Vocabulary Needed for Understanding: cycling, decompose, biodegradable The role of plants in these cycles: nitrogen cycle, carbon cycle, oxygen cycle, water cycle Composting for fun Bottle composting Lessons: STEMscopes 7.5B Background/Extra Information: