Big Ideas and Big Questions in 7Th Grade Science

Bellmore-Merrick Central High School District 7th Grade Science Curriculum

Written by Tami Cruz, Helen Russell, Nora Sheppard, Stephanie Sloane

Supervised by Jane Boyd, Curriculum Developer September 2010

2 Bellmore-Merrick Central High School District 7th Grade Science Curriculum

This curriculum was created using an Understanding by Design framework. Topics and content are organized under Big Ideas to help students transfer understandings.

Contents of each unit:  Big Ideas, Big Questions, Topic, and Suggested Time  Goals as NYS Standards  Common Misunderstandings  Inquiry and Lab Skills  Vocabulary and Additional Resources  Understandings and Essential Questions  What Students will know and be able to do  Corresponding Textbook Pages

Contents Page Big Ideas and Big Questions 2 Decisions and Choices Ecology 4 Form and Function Cells 9 Classification 13 Plants 16 Human Body Systems 19 Patterns of Change Reproduction and Development 23 Genetics 26 Evolution 29 Thinking Like a Scientist Scientific Inquiry and Measurement 31

Textbook: Science Explorer: Life Science, Prentice Hall, Inc. 2002

3 Big Ideas and Big Questions in 7th Grade Science

1.or 4. Big Idea 2. Big Idea Decisions and Choices Form and Function Big Question Big Question Do my choices matter? What does it take to be alive? Content Topic Content Topic Organization Structure & Function Processes Parts of Ecosystem The Cell Reproduction Cycles Variety of Life Photosynthesis Classification Schemes Classificatio Ecology Energy Flow Human Impact n Structure Interactions Interaction Nutrition and Energy Reproduction and Development Plants Body Organization Organ Systems Interactions Homeostasis Metabolism Human Body

4 Systems

3. Big Idea 1. or 4. Big Idea Patterns of Change Thinking like a scientist Big Question Big Question Are you ready for change? Are “you” a scientist?

Content Topic Content Topic Design and Conduct Asexual vs. Sexual Controlled Reproducti Scientific Experiments Role of Mitosis and & on Meiosis in each Inquiry Developmen Life Cycles Length t Mass Metamorphosis Volume Measureme Area Genetic Engineering nt Density

5 Fossils & Extinction Genetics Natural Selection

Evolution

Big Idea: Decisions and Choices Big Question: Do my choices matter? Topic: Ecology Suggested Time: 2-3 weeks

Goals (NYS Standards):

KI 3: Individual organisms and species change over time. 3.2a In all environments, organisms with similar needs may compete with one another for resources.

KI 5: Organisms maintain a dynamic equilibrium that sustains life. 5.1d The methods for obtaining nutrients vary among organisms. Producers, such as green plants, use light energy to make their food. Consumers, such as animals, take in energy-rich foods. 5.1e Herbivores obtain energy from plants. Carnivores obtain energy from animals. Omnivores obtain energy from both plants and animals. Decomposers, such as bacteria and fungi, obtain energy by consuming wastes and/or dead organisms

KI 6: Plants and animals depend on each other and their physical environment. 6.1a Energy flows through ecosystems in one direction, usually from the Sun, through producers to consumers and then to decomposers. This process may be visualized with food chains or energy pyramids. 6.1b Food webs identify feeding relationships among producers, consumers, and decomposers in an ecosystem.

6 6.1c Matter is transferred from one organism to another and between organisms and their physical environment. Water, nitrogen, carbon dioxide, and oxygen are examples of substances cycled between the living and nonliving environment. 6.2a Photosynthesis is carried on by green plants and other organisms containing chlorophyll. In this process, the Suns energy is converted into and stored as chemical energy in the form of a sugar. The quantity of sugar molecules increases in green plants during photosynthesis in the presence of sunlight.

KI 7: Human decisions and activities have had a profound impact on the physical and living environment. 7.1a A population consists of all individuals of a species that are found together at a given place and time. Populations living in one place form a community. The community and the physical factors with which it interacts compose an ecosystem. 7.1b Given adequate resources and no disease or predators, populations (including humans) increase. Lack of resources, habitat destruction, and other factors such as predation and climate limit the growth of certain populations in the ecosystem. 7.1c In all environments, organisms interact with one another in many ways. Relationships among organisms may be competitive, harmful, or beneficial. Some species have adapted to be dependent upon each other with the result that neither could survive without the other. 7.2a In ecosystems, balance is the result of interactions between community members and their environment. 7.2b The environment may be altered through the activities of organisms. Alterations are sometimes abrupt. Some species may replace others over time, resulting in long- term gradual changes (ecological succession). 7.2c Overpopulation by any species impacts the environment due to the increased use of resources. Human activities can bring about environmental degradation through resource acquisition, urban growth, land-use decisions, waste disposal, etc.

Common Misunderstandings: Inquiry Skills:

 The arrows in a food chain point from the organism that eats to the organism that  Interpret and/or illustrate the energy flow in a food gets eaten. chain, energy pyramid, or food web  Tertiary consumer means the last organism in every chain.  Identify structure and function relationships in  The difference between a population and a community organisms  When the tertiary consumer eats the secondary consumer, it also eats the primary  Describe how a change (increase/decrease) in one consumer. They do not realize that the energy from the primary consumer has populations will affect another population already been used by the secondary consumer to live.  Measure area and determine the dandelion population in that square area  Graph the change in the size of a population over time and identify limiting factors and carrying capacity.  Simulate limiting factors to see how they affect a population (“Oh Deer”)

Lab Skills:  Observe  Experiment

7  Measure  Analyze and share  Graphing  Identify cause-and-effect relationships

Additional Resources: Vocabulary:

Food Chain: http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/play_chainreaction.cfm Biotic, Abiotic, Organism, Population, Community, Ecosystem, Consumer, Producer, Decomposer, Niche, Chain Game: http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm Herbivore, Carnivore, Decomposer, Omnivore,

Water Cycle Movie: http://teacher.scholastic.com/activities/studyjams/water_cycle/ Scavenger, Photosynthesis, Respiration, Limiting Factors, Carrying Capacity, Food Chain, Food Web, Primary Footprints: Middle School Science, Life Science (BMCHSD staff shared folder) Consumer, Secondary Consumer, Tertiary Consumer, Energy Pyramid, Predator, Prey, Competition, NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by Precipitation, Condensation, Evaporation, Accumulation, Topic/Ecology Succession

Content Essential Understandings Know Do Textbook: Goals Students will understand that: Questions Students will know: Students will be able to:

…an ecosystem is made up of How might the parts of … the levels of organization … identify and give examples of an smaller parts that depend on one an ecosystem be of the ecosystem (organism organism, population, community and another and can be organized. organized? population community an ecosystem ecosystem) What is the give and take Parts of an between you and your Ecosystem environment? Life Science pp. 688 - 698 7.1a 7.2a … all organisms have needs that What factors determine … Habitat (abiotic and … identify the biotic and abiotic parts are met through their environment. where an organism can biotic) of a habitat live and survive? … describe an appropriate habitat for a particular organism to survive in

. . . energy flows through an How do organisms get …Niche (consumer, … read food chains, food webs and

8 Energy Flow ecosystem in the form of food. the energy they need? producer, decomposer, energy pyramids and be able to scavenger) identify: 5.1d  primary, secondary and 5.1e … feeding relationships in tertiary consumers Life Science food chains, food webs and  what the organisms pp. 716 - 722 6.1a energy pyramids consume the organisms 6.1b niche

. . . plants must use the suns energy What makes it possible . . . plants need sun, water … explain what plants need in order to in order to create their own food for certain living things and light in order to make create their own food. to make food? their own food by the process of photosynthesis. Life Science Photosynthesis pp. 61 - 65 . . . oxygen and sugar are 6.2a created as a result of photosynthesis

… the long term survival of a What limits population … impact of limiting factors … describe how the growth of population depends on the balance growth? populations is effected by of living and nonliving factors in environmental limitations the environment.

Life Science Can any two organisms … competitive, harmful, … identify which organism is the pp. 699 - 710 Interaction coexist peacefully? and beneficial relationships predator and which is the prey between populations 3.2a … define competition and explain 7.1b what two organisms are competing for 7.1c … classify the relationship between …. organisms are affected by other What happens to an . . .that a change in one two organisms as harmful, helpful, or populations in their environment. ecosystem when the population will always competitive and explain why balance is upset? effect another population … analyze a food chain and predict the results of a change in one population on another population 9 …. organisms are affected by other How do the choices that I … factors that effect … identify ways in which humans populations in their environment. make affect other changes in an ecosystem have changed the world populations? Human Impact … the negative effect of 7.2b pollution Life Science 7.2c pp. 756 - 766

… identify ways in which humans have changed the world

Understandings Know Do Content Essential Students will understand that: Students will know: Students will be able to: Textbook: Goals Questions

10 . . . abiotic factors are cycled Will important resources, … that water cycles through … label the parts of the water cycle through the environment such as water and the environment through the oxygen, ever run out? processes of precipitation, accumulation, evaporation and condensation

. . . nitrogen is cycled … describe how nitrogen moves throughout the environment throughout the environment

. . . photosynthesis and … explain how the levels of oxygen Life Science Cycles respiration help to cycle and carbon dioxide remain constant in pp. 723 - 727 oxygen and carbon dioxide the environment through the environment 6.1c . . . in relation to photosynthesis and respiration, the ingredients for each process are the products of the other process

11 Big Idea: Form and Function Big Question: What does it take to be alive? Topic: Cell Suggested Time: 2 – 4 weeks

KI 1: Living things are both similar to and different from each other and from nonliving things. The cell is the basic unit of structure and function for all living things. For all living things life activities are accomplished at the cellular level. 1.1a Living things are composed of cells. Cells provide structure and carry on major functions to sustain life. Cells are usually microscopic in size. 1.1b The way in which cells function is similar in all living things. Cells grow and divide, producing more cells. Cells take in nutrients, which they use to provide energy for the work that cells do and to make the materials that a cell or an organism needs. 1.1c Most cells have cell membranes, genetic material, and cytoplasm. Some cells have a cell wall and/or chloroplasts. Many cells have a nucleus. 1.1d Some organisms are single cells; others, including humans, are multicellular. 1.1e Cells are organized for more effective functioning in multicellular organisms. Levels of organization for structure and function of a multicellular organism include cells, tissues, organs, and organ systems.

KI 4: The continuity of life is sustained through reproduction and development. PI 4.4: Observe and describe cell division at the microscopic level and its macroscopic effects. 4.4a In multicellular organisms, cell division is responsible for growth, maintenance, and repair. In some one-celled organisms, cell division is a method of asexual reproduction. 4.4b In one type of cell division, chromosomes are duplicated and then separated into two identical and complete sets to be passed to each of the two resulting cells. In this type of cell division, the hereditary information is identical in all the cells that result.

12 13 Common Misunderstandings: Lab Skills:  Living things grow because their cells get bigger.  Use the microscope to observe cells and cell division  The nucleus of an atom and a cell are the same.  Determining the size of cells  There are only two types of cell: animal and plant.  Preparing a wet mount slide  All cells from an organism look identical.  Staining techniques  Cell division causes growth in single-celled organisms.  Lab safety  Making models to explain cell processes

Inquiry Skills:  Gathering observational data and making measurements  Hypothesizing  Sequence events  Making predictions based on experimental data  Comparing and contrasting  Making generalizations from data  Using and understanding graphs, diagrams and charts  Identify cause-and-effect relationships  Identify structure and function relationships in organisms

Additional Resources: Vocabulary: Footprints: Middle School Science, Life Science (BMCHSD staff shared folder) cell, tissue, organ, organ system, cell theory, microscope, Brainpop: http://www.brainpop/health.com field of view, magnification, high power, low power, Mitosis: http://www.biologycorner.com/flash/mitosis.html single celled, multicellular, specialized cells, locomotion, Cells Alive: http://www.cellsalive.com/gallery. respiration, sensitivity, nutrition, excretion, reproduction, Cell Tour: http://www.nsf.gov/news/overviews/biology/interactive.jsp growth, nucleus, cytoplasm, cell membrane, cell wall, Cell Structure: http://www.tvdsb.on.ca/westmin/science/sbi3a1/cells/cells.htm chloroplast, vacuole, genetic material (chromosomes), Middle Level Science Vocabulary site: http://bcs.caboces.org/p25548643 equilibrium, daughter cell, cell division (mitosis) United Steaming: Cell Division http://www5.unitedstreaming.com/index.cfm NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by Topic/Cells

14 Content Essential Understandings Know Do Textbook: Goals Students will understand that: Questions Students will know: Students will be able to:

…evaluate evidence to support …cells are the basic unit of all …cell theory the cell theory Organization living things and can carry on the major life functions to sustain life How can we prove that …major life functions … describe the major life and Life science: cells make up all living functions pp. 18 - 25 Observation … cells are very small and a things? …use of microscope to 1.1a microscope is needed to observe examine and measure cells …use the microscope effectively them to observe and measure cells

…cells contain structures that …structure and function of cell allow them to survive parts …cells function similarly in all …characteristics that …label a diagram of a cell and Structure living things If all living things are distinguish plant cells from explain the function of its parts Life Science: and Function made up of cells, why animal cells pp. 34 - 42 …plant and animal cells have are living organisms so 1.1c …compare and contrast animal, similarities and differences different? 1.1d …as multicellular organisms plant, and bacterial cells develop their cells differentiate …organisms can be single celled or multicellular

…describe ways in which materials move into and out of … cells take in certain … cells take in nutrients which cells substances and release wastes Life Science they use to make energy How do the necessary Processes through their cell membrane. pp. 55 - 60 substances enter or exit a …conduct experiments to prove 1.1b …cells make materials that the cell? that substances move into and …cells act like factories cell or an organism needs out of cells making needed substances

…cell division is responsible for growth and repair in multicellular …identify and sequence the organisms and is a form of steps that a cell goes through as asexual reproduction in some it divides Reproduction …cells must divide so that single celled organisms Life Science: How do cells reproduce? organisms can survive pp. 72 - 79 …explain the importance of cell … cell division results in two new division for multicellular and daughter cells being formed each single celled organisms with an identical set of chromosomes

16 Big Idea: Form and Function Big Question: What does it take to be alive? Topic: Classification Suggested Time: 1 – 2 weeks

KI 1: Living things are both similar to and different from each other and from nonliving things. Living things can be classified according to their similarities and differences.

PI 1.1 Compare and contrast the parts of plants, animals, and one-celled organisms.

1.1d Some organisms are single cells; others, including humans, are multicellular. 1.1h Living things are classified by shared characteristics on the cellular and organism level. In classifying organisms, biologists consider details of internal and external structures. Biological classification systems are arranged from general (kingdom) to specific (species).

17 Common Misunderstandings: Lab Skills:  People are not animals  Classifying living things according to an established  Trees, grass, and vegetables are not plants scheme  Mushrooms are plants  Classifying living things according to a student generated scheme  All bacteria are harmful  Developing and using a dichotomous key  Making measurements using appropriate units  Lab safety  Using the microscope to study microscopic organisms . Inquiry Skills:  Gathering observational data and making measurements  Hypothesizing  Sequence events  Accurately describing procedures  Using tools to solve problems  Comparing and contrasting  Making generalizations from data  Using and understanding graphs, diagrams and charts  Using collected data to communicate a scientific concept Additional Resources: Vocabulary: Footprints: Middle School Science, Life Science (BMCHSD staff shared folder) classification, dichotomous key, kingdom, genus, species, Images of Life on Earth: http://www.arkive.org/ scientific name, single celled, multicellular, nucleus, cell http://www.ric.edu/faculty/ptiskus/Six_Kingdoms/Index.htm wall, chloroplasts, autotroph, heterotroph, http://www.biologycorner.com/worksheets/pamishan.html Brainpop: http://www.brainpop/health.com http://www.ansp.org/education/special_programs/senses/pdf_gwms/harrypotter.pdf Middle Level Science Vocabulary site: http://bcs.caboces.org/p25548643 NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by Topic/Classification

…living things have a variety of Life science: body plans …construct a dichotomous key pp. 186-188 Variety of to group organisms based on …organisms can be single celled … the different types of keys Life Can we identify all the observable characteristics or multicellular used in classification living things on earth? 1.1d …use established keys to …keys are useful tools to identify identify unknown organisms organisms

…classification schemes are …given the levels of organized from general to specific …Linnaean scientific naming classification, identify an Life Science: system organism’s scientific name pp. 182 - 185 …living things are classified Classification pp. 189 - 191 based on shared characteristics Why do we classify …modern seven level system of …place an unknown organism Schemes living organisms? classification into its correct kingdom based 1.1 h …the use of classification on given characteristics systems aids in the organizing of …characteristics and examples of information for better organisms from each kingdom understanding

19 Big Idea: Form and Function Big Question: What does it take to be alive? Topic: Plants Suggested Time: 1-2 weeks

KI 1: Living things are both similar to and different from each other and from nonliving things. Human beings are an interactive organization of cells, tissues, organs, and systems. 1.1c Most cells have cell membranes, genetic material, and cytoplasm. Some cells have a cell wall and/or chloroplasts. Many cells have a nucleus.. 1.1f Many plants have roots, stems, leaves, and reproductive structures. These organized groups of tissues are responsible for a plant’s life activities.

KI 4: The continuity of life is sustained through reproduction and development. 4.1a Some organisms reproduce asexually. Other organisms reproduce sexually. Some organisms can reproduce both sexually and asexually. 4.1b There are many methods of asexual reproduction, including division of a cell into two cells, or separation of part of an animal or plant from the parent, resulting in the growth of another individual. 4.1c Methods of sexual reproduction depend upon the species. All methods involve the merging of sex cells to begin the development of a new individual. In many species, including plants and humans, eggs and sperm are produced. 4.3e Patterns of development vary among plants. In seed-bearing plants, seeds contain stored food for early development. Their later development into adulthood is characterized by varying patterns of growth from species to species.

KI 5: Organisms maintain a dynamic equilibrium that sustains life. 5.1a Animals and plants have a great variety of body plans and internal structures that contribute to their ability to maintain a balanced condition. 5.1b An organism’s overall body plan and its environment determine the way that the organism carries out the life processes. 5.1d The methods for obtaining nutrients vary among organisms. Producers such as green plants, use light energy to make their food. 5.1g The survival of an organism depends on its ability to sense and respond to its external environment.

KI 6: Plants and animals depend on each other and their physical environment. PI 6.2: Provide evidence that green plants make their own food and explain the significance of this process to other organisms. 6.2a Photosynthesis is carried on by green plants and other organisms containing chlorophyll. In this process, the Sun’s energy is converted into and stored as chemical energy in the form of a sugar. The quantity of sugar molecules increases in green plants during photosynthesis in the presence of sunlight. 6.2b The major source of atmospheric oxygen is photosynthesis. Carbon dioxide is removed from the atmosphere and oxygen is released during photosynthesis. 6.2c Green plants are producers of food, which is used directly or indirectly by consumers.

20 Common Misunderstandings: Lab Skills:  Plants photosynthesize during the day and conduct cellular respiration only at  Graph variables that affect photosynthesis night.  Use indicators and interpret results for  Plants feed by absorbing food through their roots. photosynthesis/respiration experiments  Plants produce oxygen for our benefit.  Collect and record data  Plants cannot grow without light  Lab safety  Plants absorb water through their leaves.  Use the microscope – observing plant cells  Plants obtain their energy directly from the sun. Inquiry Skills:  Formulate questions about natural phenomena  Hypothesizing  Sequence events  Design and conduct a controlled experiment  Comparing and contrasting  Drawing inferences and conclusions from data  Making generalizations from data  Using and understanding graphs, diagrams and charts  Identify cause-and-effect relationships  Identify structure and function relationships in organisms

Additional Resources: Vocabulary: Footprints: Middle School Science, Life Science (BMCHSD staff shared folder) cell, tissue, organ, root, stem, leaves, flower, Brainpop: http://www.brainpop/health.com photosynthesis, carbon dioxide, glucose, starch, oxygen, Science Net Links: http://www.sciencenetlinks.com/interactives/systems.html chlorophyll, chloroplast, cell wall, nucleus, vacuole, gas Science Spot: http://sciencespot.net/ exchange, respiration, reactants, products, iodine, The Great Plant Escape: http://urbanext.illinois.edu/gpe/gpe.html fertilization, pollination, sexual reproduction, asexual Photosynthesis facts: reproduction, seed bearing plants, minerals, molecules, http://www.bbc.co.uk/schools/ks3bitesize/science/organisms_behaviour_health/food_chains/revise2.shtml chemical energy. Science News for Kids (science articles): http://www.sciencenewsforkids.org Middle Level Science Vocabulary site: http://bcs.caboces.org/p25548643 NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by

21 Topic/Plants

…plants have specialized cell structures …plant cells contain cell walls … distinguish between plant cells Structure ….many plants have roots, stems, and chloroplasts and animal cells 1.1c leaves, and reproductive How are plants designed …the basic functions and …label a diagram of a flowering Life science: 1.1f structures to ensure survival? adaptive features of plant plant describing the basic functions pp. 273 - 283 5.1a …the structure of plant organs organs (roots, stem, leaf and and adaptive features of its organs maximizes their function and flower) survival

Interactions Life Science: 5.1a …plants respond to their Do plants respond to …plants respond to light, …describe ways that plants pp. 297 - 299 5.1b environment stimuli? gravity, water and temperature respond to their environment 5.1g

… conduct experiments to provide Nutrition and … photosynthesis occurs in the …green plants use the sun’s evidence that green plants make chloroplasts Energy energy to produce food through food …the reactants, conditions and 5.1d photosynthesis …write out and explain the word Life Science: How do plants grow? products of photosynthesis …green plants undergo equation for photosynthesis pp. 61 – 65 6.2a … plants get energy from respiration to provide energy for …describe how plants get the 6.2b respiration life processes energy they need to grow 6.2c Reproduction …compare and contrast methods and …plants reproduce sexually and …methods of sexual and of asexual and sexual reproduction Development asexually asexual reproduction in plants in plants Life Science: How do plants pp: 276 - 278 4.1a reproduce? 4.1b …plants have a different patterns … the stages in a plant’s life … describe the stages in the life pp. 284 - 296 of development cycle cycle of a flowering plant 4.1c 4.3e

22 23 Big Idea: Form and Function Big Question: What does it take to be alive? Topic: Human Body Systems Suggested Time: 5-6 weeks

Goals (NYS Standards): KI 1: Living things are both similar to and different from each other and from nonliving things. Human beings are an interactive organization of cells, tissues, organs, and systems. 1.1e Cells are organized for more effective functioning in multicellular organisms. Levels of organization for structure and function of a multicellular organism include cells, tissues, organs, and organ systems. 1.1g Multicellular animals often have similar organs and specialized systems for carrying out major life activities. 1.2a Each system is composed of organs and tissues which perform specific functions and interact with each other, e.g., digestion, gas exchange, excretion, circulation, locomotion, control, coordination, reproduction, and protection from disease. 1.2b Tissues, organs, and organ systems help to provide all cells with nutrients, oxygen, and waste removal. 1.2c The digestive system consists of organs that are responsible for the mechanical and chemical breakdown of food. The breakdown process results in molecules that can be absorbed and transported to cells. 1.2d During respiration, cells use oxygen to release the energy stored in food. The respiratory system supplies oxygen and removes carbon dioxide (gas exchange). 1.2e The excretory system functions in the disposal of dissolved waste molecules, the elimination of liquid and gaseous wastes, and the removal of excess heat energy. 1.2f The circulatory system moves substances to and from cells, where they are needed or produced, responding to changing demands. 1.2g Locomotion, necessary to escape danger, obtain food and shelter, and reproduce, is accomplished by the interaction of the skeletal and muscular systems, and coordinated by the nervous system. 1.2h The nervous and endocrine systems interact to control and coordinate the body’s responses to changes in the environment, and to regulate growth, development, and reproduction. Hormones are chemicals produced by the endocrine system; hormones regulate many body functions. 1.2i The male and female reproductive systems are responsible for producing sex cells necessary for the production of offspring. 1.2j Disease breaks down the structures or functions of an organism. Some diseases are the result of failures of the system. Other diseases are the result of damage by infection from other organisms (germ theory). Specialized cells protect the body from infectious disease. The chemicals they produce identify and destroy microbes that enter the body. KI 5: Organisms maintain a dynamic equilibrium that sustains life. 5.1a Animals and plants have a great variety of body plans and internal structures that contribute to their ability to maintain a balanced condition. 5.1b An organism’s overall body plan and its environment determine the way that the organism carries out the life processes. 5.1f Regulation of an organism’s internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required for survival. Regulation includes a variety of nervous and hormonal feedback systems. 5.1g The survival of an organism depends on its ability to sense and respond to its external environment. PI 5.2: Describe the importance of major nutrients, vitamins, and minerals in maintaining health and promoting growth. 5.2b Foods contain a variety of substances, which include carbohydrates, fats, vitamins, proteins, minerals, and water. Each substance is vital to the survival of the organism. 5.2c Metabolism is the sum of all chemical reactions in an organism. Metabolism can be influenced by hormones, exercise, diet, and aging. 5.2d Energy in foods is measured in Calories. The total caloric value of each type of food varies. The number of Calories a person requires varies from person to person.

24 5.2e In order to maintain a balanced state, all organisms have a minimum daily intake of each type of nutrient based on species, size, age, sex, activity, etc. An imbalance in any of the nutrients might result in weight gain, weight loss, or a diseased state.

Common Misunderstandings: Lab Skills:  An organ can function in more than one system.  Graph breathing rates over time  An organ system does not work alone; it interacts with other organ systems.  Measure reaction rate  Ligaments connect bone to bone; tendons connect muscle to bone.  Record data  The large intestine absorbs water into the blood; the small intestine absorbs  Lab safety nutrients into the blood.  Use indicators and interpret results – nutrient  Breathing and respiration are not the same. testing  Respiration is not a function of the respiratory system. Respiration is facilitated  Identify pulse points and rates by the interaction of the respiratory, digestive, and circulatory systems.  Use the microscope – types of muscles  Plant organs are similar in function to human organs. Inquiry Skills:  Predicting  Hypothesizing  Sequence events  Conducting a controlled experiment  Comparing and contrasting  Drawing inferences and conclusion from data  Making generalizations from data  Using and understanding graphs, diagrams and charts  Identify cause-and-effect relationships  Identify structure and function relationships in organisms

Additional Resources: Vocabulary: Footprints: Middle School Science, Life Science (BMCHSD staff shared folder) cell, tissue, organ, system, organism, multicellular, digestion, gas Brainpop: http://www.brainpop/health.com exchange, excretion, circulation, locomotion, control, coordination, reproduction, mechanical digestion, chemical digestion, respiration, Science Net Links: http://www.sciencenetlinks.com/interactives/systems.html hormone, germ theory, microbes, pathogens, dynamic equilibrium, Inner Body: http://www.innerbody.com/htm/body.html joint, cartilage, ligament, voluntary, involuntary, tendon, dermis, Body Quest (web quest): http://library.thinkquest.org/10348/ epidermis, absorption, artery, vein, capillary, diffusion, inhale, exhale, Science News for Kids (science articles): http://www.sciencenewsforkids.org neuron, rget cell, target gland, homeostasis Middle Level Science Vocabulary site: http://bcs.caboces.org/p25548643 25 NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by Topic/Human Body Systems

Organization … identify the levels of …the human body is organized How is the human body Life science: … levels of organization organization within specific 1.1e from simple to complex organized? pp. 472 – 475 1.1g human body systems

… respiration is accomplished Life Science: through the interactions of the Interactions digestive, respiratory, Skeletal system 1.2a circulatory, and excretory pp. 480 – 487 1.2b systems Muscular system 1.2c …body systems interact with … circulatory and immune pp. 489 – 492 1.2d each other to achieve homeostasis How do the different systems work together to fight … compare various systems 1.2e human systems work to disease and discuss how they relate Skin pp. 494 – 500 1.2f …organs may function in more keep us alive? and work together Digestive system than one system … locomotion is accomplished pp. 506 – 529 1.2g through the interactions of the 1.2h skeletal and muscular systems Circulatory system 1.2i pp. 518 – 560 1.2j … endocrine, nervous, and reproductive systems interact Respiratory system for species survival pp. 566 – 580 …each body system has a unique How does the structure … parts, functions, and … identify and label the major Excretory system Form Relates form which enables it to of body parts affect what disorders of the following parts of each body system accomplish specific life functions they have to do? systems: pp. 581 – 586 to Function skeletal, muscular, … describe disorders Immune system 1.2a What can go wrong with circulatory, immune, associated with each body pp. 592 – 609 1.2b your body? respiratory, excretory, system 1.2c digestive, reproductive, Nervous system nervous, and endocrine pp. 622 – 652 1.2d 1.2e Endocrine system 1.2f pp. 658 – 662 1.2g Reproductive system 1.2h pp. 663 - 677

26 1.2i 1.2j

… how the body maintains Homeostasis stable internal conditions 5.1a … describe how the body …body systems interact with How does the human Life Science: … how the nervous and responds to changes in its 5.1b each other to achieve homeostasis body adjust to changes? pp. 476 – 479 5.1f endocrine systems work environment together to control and 5.1g coordinate all the body systems

… carbohydrates are starches and sugars, and are the main sources of energy … food contains nutrients that are … proteins are used for repair necessary for health and growth and survival Metabolism … test foods and identify … fats are needed for cell food nutrients … metabolism includes all the 5.2b membranes, protection, and chemical reactions in an organism 5.2c What does it take to insulation, and are a source of … analyze a food label Life Science: remain healthy? energy pp. 506 – 516 5.2d … energy in foods is measured in … use the food guide 5.2e calories … vitamins and minerals are pyramid to plan a nutritious needed for health and to daily diet … humans have a minimum daily prevent disease intake of each type of food nutrient … water dissolves and transports substances in the body

27 28 Big Idea: Patterns of Change Big Question: Are you ready for change? Topic: Reproduction & Development Suggested Time: 1-2 Weeks

KI 1: Living things are both similar to and different from each other and from nonliving things. 1.2i The male and female reproductive systems are responsible for producing sex cells necessary for the production of offspring.)

KI 4: The continuity of life is sustained through reproduction and development. 4.1a Some organisms reproduce asexually. Other organisms reproduce sexually. Some organisms can reproduce both sexually and asexually. 4.1b There are many methods of asexual reproduction, including division of a cell into two cells, or separation of part of an animal or plant from the parent, resulting in the growth of another individual. 4.1c Methods of sexual reproduction depend upon the species. All methods involve the merging of sex cells to begin the development of a new individual. In many species, including plants and humans, eggs and sperm are produced. 4.1d Fertilization and/or development in organisms may be internal or external.

4.2a The male sex cell is the sperm. The female sex cell is the egg. The fertilization of an egg by a sperm results in a fertilized egg. 4.2b In sexual reproduction, sperm and egg each carry one-half of the genetic information for the new individual. Therefore, the fertilized egg contains genetic information from each parent.

4.3a Multi-cellular organisms exhibit complex changes in development, which begin after fertilization. The fertilized egg undergoes numerous cellular divisions that will result in a multi-cellular organism, with each cell having identical genetic information. 4.3b In humans, the fertilized egg grows into tissue which develops into organs and organ systems before birth. 4.3c Various body structures and functions change as an organism goes through its life cycle. 4.3d Patterns of development vary among animals. In some species the young resemble the adult, while in others they do not. Some insects and amphibians undergo metamorphosis as they mature. 4.3e Patterns of development vary among plants. In seed-bearing plants, seeds contain stored food for early development. Their later development into adulthood is characterized by varying patterns of growth from species to species. 4.3f As an individual organism ages, various body structures and functions change.

29 Common Misunderstandings: Lab Skills:  Observe  Only animals reproduce sexually  Sequence events  Only unicellular organisms reproduce asexually  Recognize and analyze patterns and trends  Graph the rate of asexual reproduction in one-celled organisms  Describe the processes of complete and incomplete metamorphosis

Inquiry Skills:  Hypothesizing  Comparing and contrasting asexual versus sexual reproduction  Making generalizations from data  Using and understanding diagrams and charts  Drawing inferences and conclusions from data  Identify the advantages and disadvantages of sexual versus asexual reproduction

Additional Resources: Vocabulary: www.brainpop.com (Reproduction and Development: asexual reproduction, reproductive system, fetal Asexual reproduction, budding, fission, vegetative development) propagation, regeneration, mitosis, meiosis, unicellular, Footprints: Middle School Science, Life Science (BMCHSD staff shared folder) multicellular, sexual reproduction, internal and external NYS Asses NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School fertilization, zygote, embryo, fetus, complete and incomplete Science/Assessments by Topic/Evolution Science/Assessments by Topic/Reproduction and Development metamorphosis, larva, pupa, nymph

Asexual vs. . . . reproduction is a characteristic What is reproduction? … asexual and sexual … compare and contrast asexual and Sexual Life Science: of life reproduction sexual reproduction Asexual 4.1b What are the different pp. 195-196, 4.1c . . . there are different forms of methods of reproduction? … various forms of asexual … identify types of asexual 236 reproduction reproduction reproduction 4.1d Sexual in 4.2a Humans 2.1d pp. 663-681 2.1e Role of Mitosis . . . one-celled organisms undergo How do the results of . . . the role of mitosis in … differentiate between mitosis and in Asexual mitosis in order to reproduce mitosis differ in one- asexual reproduction meiosis asexually celled organisms Reproduction & compared to multi- … describe the result of mitosis and During Growth . . . multi-cellular organisms cellular organisms? meiosis Life Science: & Repair undergo mitosis for growth and Mitosis repair How do living things ... identify the role of mitosis in pp. 72-77 4.3a grow and develop? embryonic development 4.3b . . . mitosis occurs right after Meiosis 4.3c fertilization to form an embryo pp. 104-105 4.3d . . . living things grow and develop 4.3e 4.3f Role of Meiosis . . . that meiosis must occur before What is the sequence of . . . meiosis is necessary for . . . identify the role of meiosis in sex Preceding fertilization takes place events during the life the formation of sex cells cell production cycle of a multi-cellular . . . the role of meiosis Meiosis Sexual organism from meiosis to preceding sexual pp. 104-105 Reproduction zygote formation? reproduction 4.2b . . . Some living things undergo How do organisms . . . the difference between . . . identify organisms that undergo Life Cycles & Metamorphosis dramatic changes in development change from birth to complete and incomplete complete versus incomplete Metamorphosis in Frogs during their lifetime adulthood? metamorphosis metamorphosis pp. 390-391 . . . there are two types of Metamorphosis 4.3d metamorphosis What is metamorphosis? … fertilization and early … describe a development process in Insects development including like metamorphosis pp. 355-356, metamorphosis 463 31 Big Idea: Patterns of Change Big Question: Are you ready for change? Topic: Genetics Suggested Time: 2-3 Weeks

KI 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. PI 2.1: Describe sexual and asexual mechanisms for passing genetic materials from generation to generation. 2.1a Hereditary information is contained in genes. Genes are composed of DNA that makes up the chromosomes of cells. 2.1b Each gene carries a single unit of information. A single inherited trait of an individual can be determined by one pair or by many pairs of genes. A human cell contains housands of different genes. 2.1c Each human cell contains a copy of all the genes needed to produce a human being. 2.1d In asexual reproduction, all the genes come from a single parent. Asexually produced offspring are genetically identical to the parent. 2.1e In sexual reproduction typically half of the genes come from each parent. Sexually produced offspring are not identical to either parent.

PI 2.2: Describe simple mechanisms related to the inheritance of some physical traits in offspring. 2.2a In all organisms, genetic traits are passed on from generation to generation. 2.2b Some genes are dominant and some are recessive. Some traits are inherited by mechanisms other than dominance and recessiveness. 2.2c The probability of traits being expressed can be determined using models of genetic inheritance. Some models of prediction are pedigree charts and Punnett squares.

KI 3: Individual organisms and species change over time. PI 3.1: Describe sources of variation in organisms and their structures and relate the variations to survival. 3.1a The processes of sexual reproduction and mutation have given rise to a variety of traits within a species. 3.1b Changes in environmental conditions can affect the survival of individual organisms with a particular trait. Small differences between parents and offspring can accumulate in successive generations so that descendants are very different from their ancestors. Individual organisms with certain traits are more likely to survive and have offspring than individuals without those traits. 3.1c Human activities such as selective breeding and advances in genetic engineering may affect the variations of species

32 Common Misunderstandings: Lab Skills:  Recognize and analyze patterns and trends  Traits only come from one specific parent  Predicting  Differences between chromosomes, genes, and DNA  Inferring  The Punnett square shows only the 4 specific organisms that will result  Observing  Hypothesizing  Making generalizations  Interpret patterns and trends

Inquiry Skills:  Design and use a punnett square or pedigree chart to predict the probability of certain traits  Interpreting data found on models of inheritance  Observing patterns of inheritance  Drawing inferences and conclusions from models of inheritance  Comparing and contrasting types of inheritance

Additional Resources: Vocabulary: Purebred, hybrid, genotype, phenotype, www.brainpop.com (DNA, genetics, heredity) dominant, recessive, punnett square, pedigree, blending, Footprints: Middle School Science, Life Science (BMCHSD staff shared folder) (this power point incomplete dominance has a spelling error) NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by Topic/Genetics

… information is passed on from Why does sexual … structure of DNA … use Punnett squares and pedigrees parent to offspring reproduction result in to determine probability of traits variations? … the law of dominance Genetics … genes are composed of DNA … use symbols to represent different that make up chromosomes How are tools used to … how to determine the forms of genes 2.1a determine the probability probability of specific traits 2.1b … some genes are dominant while of traits being expressed using Punnett squares … identify and discuss various others are recessive in offspring? advancements in genetics 2.1c … traits are determined by 2.1d …sexual reproduction results in Why does a specific trait genes … recognize that individuals of a Life Science: 2.1e variations in the offspring appear in an individual? species are different pp. 85-143 2.2a … traits can be inherited by …probability is involved in genetic What is DNA? various mechanisms 2.2b inheritance 2.2c How does the … examples of genetic 3.1a …a person’s traits are determined environment play a factor advancements 3.1b by their genetic makeup in an organism’s traits? 3.1c …there exists advancements in the field of genetics

. . . the agricultural and medical How does genetic . . . genes can be altered to . . . identify the role of mitosis in fields have been directly affected engineering affect produce favorable traits genetic engineering (plasmids in by genetic engineering society? bacteria) Genetic . . . some of these traits may Is genetic engineering not be favorable . . . recognize that one-celled Engineering Life Science: helpful or harmful? organisms such as bacteria can be used pp. 132-138 as vectors in carrying altered DNA for 3.1c Should there be its integration into the genome of restrictions on genetic multi-cellular organisms engineering?

34 Big Idea: Patterns of Change Big Question: Are you ready for change? Topic: Evolution Suggested Time: 1-2 weeks

KI 3: Individual organisms and species change over time. 3.1a The processes of sexual reproduction and mutation have given rise to a variety of traits within a species. 3.1b Changes in environmental conditions can affect the survival of individual organisms with a particular trait. Small differences between parents and offspring can accumulate in successive generations so that descendants are very different from their ancestors. Individual organisms with certain traits are more likely to survive and have offspring than individuals without those traits. 3.1c Human activities such as selective breeding and advances in genetic engineering may affect the variations of species. 3.2a In all environments, organisms with similar needs may compete with one another for resources. 3.2b Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to permit its survival. Extinction of species is common. Fossils are evidence that a great variety of species existed in the past. 3.2c Many thousands of layers of sedimentary rock provide evidence for the long history of Earth and for the long history of changing life forms whose remains are found in the rocks. Recently deposited rock layers are more likely to contain fossils resembling existing species. 3.2d Although the time needed for change in a species is usually great, some species of insects and bacteria have undergone significant change in just a few years.

Common Misunderstandings: Lab Skills:  Observe  The strongest and most intelligent organisms are the most fit (more likely to  Infer survive and reproduce)  Analyze  That adaptations occur during an organisms lifetime on a needs basis  Sequence events  Identify cause and effect relationships  Recognize and analyze patterns and trends

Inquiry Skills: Additional Resources:  Sequencing fossilization www.brainpop.com (evolution: natural selection, Darwin, human evolution, Scopes monkey trial)  Describe the process of evolution by natural selection Sciencenewsforkids.org (dinosaurs and fossils)  Interpret diagrams showing the process of natural Footprints: Middle School Science, Life Science (BMCHSD staff shared folder) selection NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Vocabulary: Science/Assessments by Topic/Evolution evolution, adaptation, natural selection, camouflage, mimicry, survival of the fittest, fossilization 35 Content Essential Understandings Know Do Textbook: Goals Students will understand that: Questions Students will know: Students will be able to:

… organisms can change over time

… fossils provide evidence of the fact that organisms have changed over time

… the theory of evolution Evolution . . . evolution is a fact and the states that all species of mechanism for evolution can be Why have some species living things have evolved explained by different theories 3.1a of plants and animals from simpler organisms . . . provide examples of how living 3.1b died out? things have changed over time Life Science: . . . adaptation is a helpful trait that … diversity of a species pp. 145-173 3.1c they are born with 3.2a Can we be certain about occurs through gradual how life began? processes of change . . . variation within a species is a 3.2b occurring over many result of sexual reproduction or generations mutations … individuals with characteristics well suited for their environment are more likely to survive and breed and then pass on traits to the next generation. . . . fossils are the strongest line of Why are most fossils . . . fossils can be formed in . . . analyze the fossil record Fossils & Fossil Record Extinction evidence for evolution found in sedimentary amber, ice, tar, and . . . if a species cannot adapt, they rocks? sedimentary rock pp. 160-161 will become extinct What can you infer about Fossilization 3.2b the age of fossils based pp. 157-158, pp. 377-379 3.2c on where they are found? Natural . . . natural selection is the driving Why can we see the . . . more organisms are . . . describe how natural selection Selection force of evolution results of natural produced than can possibly results in the evolution of a particular selection in some survive trait unicellular organisms . . . similar organisms . . . recognize that natural selection Life Science: 3.1a fairly quickly? compete for resources depends on environmental conditions pp. 150-151 3.1b . . . organisms that are best and can revert back to a previous 3.2a fit survive and reproduce adaptation if the environment allows

36 Big Idea: Thinking like a scientist Big Question: Are “you” a scientist? Topic: Scientific Inquiry & Measurement Suggested Time: 3-4 weeks

Scientist use mathematical analysis, scientific inquiry, and design experiments to pose questions, seek answers, and develop solutions.

KI 1: Abstraction and symbolic representation are used to communicate mathematically. M1.1a identify independent and dependent variables M1.1b identify relationships among variables including: direct, indirect, cyclic, constant; identify non-related material

KI 2: Deductive and inductive reasoning are used to reach mathematical conclusions. M2.1a interpolate and extrapolate from data M2.1b quantify patterns and trends

KI 3: Critical thinking skills are used in the solution of mathematical problems M3.1a use appropriate scientific tools to solve problems about the natural world

KI 2: 1 Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity. S2.1d use appropriate tools and conventional techniques to solve problems about the natural world, including: measuring and observing S2.3c collect quantitative and qualitative data

37 Inquiry Skills: Common Misunderstandings:  Predicting  Hypothesizing  The scientific method is a strict set of steps that every scientist follows in order to  Conducting a controlled experiment find the answer to a problem.  Drawing inferences and conclusion from data  The difference between independent and dependent variable.  Making generalizations from data  The centimeter side of the ruler is different than the inch side of the ruler.  Using and understanding graphs, diagrams and  Mass and weight are not the same thing. charts  Area is 2-dimensional, while volume is 3-dimensional.  Identify cause-and-effect relationships  Divide mass by volume to calculate density; this sometimes means dividing the smaller number by the larger number. Lab Skills:  A substance with a density of 1.00 g/mL will not sink or float when placed into  Observe water.  Experiment  Analyze and share  Follow safety procedures in the classroom and laboratory  Recognize and analyze patterns and trends  Graph variables  Identify cause and effect relationships

38 Additional Resources: Vocabulary:

Scientific Method with Crickets: Observation, Inference, Prediction, Scientific Method, Problem, https://www.gc.maricopa.edu/biology/glacier/scientific_method/index.swf Hypothesis, Experiment, Materials, Procedures, Conclusion, Variable, Constant, Control, Independent Variable, Dependent Volume Displacement: Variable, Direct Graphing Relationship, Indirect Graphing http://www.cstephenmurray.com/onlinequizes/chemistry/measuring/displacementmethod.htm Relationship, Meter, Centimeter, Millimeter, Mass, Grams, Milligrams, Triple Beam Balance, Volume, Displacement, Liter, Virtual Triple Beam Balance: http://www.touchspin.com/chem/DisplayTBB.html Milliliter, Graduated Cylinder, Density

Footprints: Life Processes and Living Things/Coursework.ppt

NYS Assessment Questions: BMCHSD/Vm-sF2/Shared Teachers/ Middle School Science/Assessments by Topic/Scientific Method – Inquiry & Processes

… observations are a link between What leads a scientist to … the difference between … use observations to create Life Science the real world and scientific a new discovery? observations and inferences inferences pp. 688 - 698 concepts. Design and Conduct Controlled … science attempts to explain the What steps might a … the elements of an … design a controlled experiments world in which we live. scientist take in order to experiment Experiments answer questions about … identify the dependent and … reliable data comes from the world around them? … the difference between independent variables within an M1.1a repeating controlled experiments dependent, independent, and experiment M1.1b What makes an controlled variables experiment controlled? … use observations to describe the M2.1a . . .in order for an relationship between dependent and M2.1b Why do experiments experiment to be reliable, independent variables need to be controlled? there should only be 1 independent variable Why is there only one manipulate variable? . . . experimental results are most accurate if the Why should experiments experiment has been be repeated? repeated and the results 39 were similar each time. How do we know if our data is valid?

… data should be approached with Why do we graph data? ….that graphing your data … organize data in tables and a critical eye allows you to visually see represent relationships between the effect, if any, of the variables graphically independent variable on the dependent variable

Measurement … the distance between 2 … scientists use quantitative How can scientists points is length Life science: measurements to express their communicate? … the unit for length is … determine the length of an object p. 788 observations more precisely meters Length 2.1 d How are mass and …the amount of matter in a 2.3 c … scientists use a standard system weight different? substance can be determined of measurement, called the metric using a balance system, to communicate with other … the weight of a substance scientists How are volume and area a measure of the force of Mass different? gravity pulling on the Life science: 2.1 d substance … determine the mass of an object … lab instruments are read p. 789 2.3 c … the unit for mass is accurately to a precise number of How can you determine grams units whether one substance … mass is measured using a will sink or float in balance Volume another substance? … weight is measured using 2.1 d a scale 2.3 c … the volume of a … determine the volume of a regular Life science: substance is the space it solid object p. 788 occupies … the amount of liquid that … determine the volume of an 40 a solid displaces is it volume … the unit for volume is irregular solid object using volume liters or cubic centimeters displacement … the formula for regular solids is V = l x w x h … the space on the surface … determine the area of a surface of an object Area … density is a measure of 2.1 d how tightly packed the … determine the density of a solid 2.3 c molecules in a substance are … density can be calculated … determine the density of a liquid using the formula D = m/v