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Unit Title:Matter and Energy in Organisms and EcosystemsGrade Level: 7
Timeframe:Marking Period 1
Essential Questions
- Why is photosynthesis important to all living things?
- What is the relationship between Photosynthesis and Cellular Respiration?
- What is an ecosystem and how is it organized?
- What are the characteristics of an ecosystem?
- How does climate impact a terrestrial species’ function within an ecosystem?
- How do disturbances affect ecosystems?
- How do sharks keep ocean ecosystems healthy?
New Jersey Student Learning Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
- Plant, algae (including phytoplankton), and many microorganisms use energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. (MS-LS1-6)
- Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth or to release energy. (MS-LS1-7)
- The chemical reactions by which plants produce complex food molecules (sugars) requires energy input (i.e., from sunlight) to occur. In this reaction carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. (secondary to MS-LS1-6)
- Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. (MS-LS1-7)
- Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)
- Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. (MS-LS2-5)
9.1.8.A.1 - Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.
Instructional Plan / Reflection
Pre-assessment: Unit 1 Pretest
SLO / Student Strategies / Formative Assessment / Activities and Resources / Reflection
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
MS-LS1-6
1. Identify and define: scientific explanation; photosynthesis, cycling of matter; energy; organisms.
2. Investigate the roles of the raw materials in our everyday lives.
3. Compare the molecules of the raw materials involved in the photosynthesis and the cellular respiration.
4. List and describe the raw materials involved in photosynthesis in cellular respirations.
5. Construct the evidence supported explanation on the role of photosynthesis for the cycling of matter and energy into and out of organisms. / Inquiry Based Learning
Cooperative Learning
ELL/Bilingual Modifications
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-word/picture wall
-cognates-words that have a common origin
-graphic organizers
-native language support
Special Education Modifications
-extended time
-more classroom support
-small group instruction
-graphic organizers
Gifted and Talented Modifications
-Allow for maximum independent learning as possible minimizing scaffolding.
- After introducing the property of bromothymol blue solution, teacher allows students to design lab and make predictions for the outcome of the data. / Embedded in PSI Matter & Energy in Everyday Life Presentation Slides / 1.Vocabulary assessment.
2.Model or sketch the molecules of raw materials (glucose, carbon dioxide, oxygen and water) involved in the photosynthesis and cellular respiration process.
3.Use the Internet or reading materials to collect data on the roles of the raw materials in human survival.
4.Use the Venn diagram to compare and contrast on the consumptions and the outputs of the raw materials by plants and animals
5.Students will use elodea plants and bromothymol blue solution to investigate for the property of the gas produced. Based on the investigation, students research and determine the role of the gas produced as the life supporter and as the facilitator of the cycling of matter and energy. (PSI investigation lab)
Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
MS-LS1-7
1. Identify and define: cells; mitochondria; cytoplasm; glucose; oxygen; carbon dioxide; chemical reactions; molecules; matter; organism.
2. Identify and describe the roles of cytoplasm and mitochondria in the role of chemical reaction.
3. Summarize or model the chemical reaction process turning to energy. / Inquiry Based Learning
Cooperative Learning
Project Based Learning
ELL/Bilingual Modifications
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-word/picture wall
-cognates-words that have a common origin
-graphic organizers
-native language support
Special Education Modifications
-extended time
-more classroom support
-small group instruction
-graphic organizers
Gifted and Talented Modifications
-Allow for maximum independent learning as possible minimizing scaffolding.
- After identifying the conservation process, student describe the chemical reaction process as the formations of new substances with evidences. / Embedded in PSI Matter & Energy in Everyday Life Presentation Slides / 1. Vocabulary assessment.
2. Create paragraphs and/or drawings on the chemical reaction process. Include cellular function; raw materials (reactant); the product materials. Analyze in comparing the new materials produced and the conservations of atoms before and after the chemical reaction.
3. Model the cellular respiration molecule by building or drawing with the descriptions and explanations of the chemical structure.
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
MS-LS2-1
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS2-4
1. Identify and describe: biome; ecology; ecosystem; habitat; niche; populations.
2. Develop the model of an ecosystem.
3. Investigate the biotic and abiotic factors in a biome affecting the survival of organisms in the ecosystem.
4. Investigate the prey-predator interaction and its impact on the population sizes.
5. Construct evidence supported arguments on the effects of physical and biological changes in ecosystem on populations. / Critical Thinking
Cooperative Learning
ELL/Bilingual Modifications
(
-word/picture wall
-cognates-words that have a common origin
-graphic organizers
-native language support
Special Education Modifications
-extended time
-more classroom support
-small group instruction
-graphic organizers
Gifted and Talented Modifications
-Allow for maximum independent learning as possible minimizing scaffolding.
- After investigating molded bread, students engage in further discussions on the topic with additional examples where humans create ecosystems for the possible growths of organisms. Possible examples: leftover foods attracting mice and insects; bread crumbs in the front yard for scavengers, birdfeeders to attract species of wild birds.
- Allow students to investigate their backyard ecosystem and their interactions for controlling population size. Possible examples: hawk squirrels nuts. / Embedded in PSI Ecosystem Dynamics Presentation Slides / 1. Vocabulary assessment.
2. Investigate molded bread and research for the possible population species and the factors that influenced the growth of the organism population. (PSI lab activity)
3. Given the fictional setting stranded in an island, students identify the island’s biome and problem solve for 5 survival implementations using the available resources. (PSI activity)
4. Analyze two factors on the interactions between hare and lynx (predator-prey) impacting population sizes. (PSI activity, graph retrieved from Pearson’s or the website: )
5. By investigating the environmental impacts on the coral reefs, provide 3 evidences on how physical or biological factors can influence the species’ population size. (PSI’s Case Study: Coral Reef Interactions)
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-3
1. Identify and describe: producers; herbivores; consumers; omnivores; decomposers;
2. Model food web.
3. Investigate the economy interactions.
4. Evaluate vital abiotic and biotic factors influencing the survival of human communities. / Creation of Models
Research Based Learning
ELL/Bilingual Modifications
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-word/picture wall
-cognates-words that have a common origin
-graphic organizers
-native language support
Special Education Modifications
-extended time
-more classroom support
-small group instruction
-graphic organizers
Gifted and Talented Modifications
-Allow for maximum independent learning as possible minimizing scaffolding.
- After teacher briefly introduce the role of Paris climate agreement, student formulate two paragraphs on: their researched information on Paris climate agreement and reflection on the President’s decision to pull out of the climate agreement. Connect the event to the importance in participation in voting as an adult citizen. / Embedded in PSI Ecosystem Dynamics Presentation Slides / 1. Vocabulary assessment.
2. Develop the food web model (or compose the narrative) on the economy interaction in our local community identifying producers, herbivores, consumers, omnivores and decomposers.
3. Compare and contrast the models of food chain and food web. (PSI’s ‘Desert Food Web’ Activity)
4. Identify if the organisms’ population sizes will increase or decrease when 7 selected abiotic and biotic resources are destroyed. (PSI Quiz: Population Dynamics and Food Web)
5. Research current events impacting global warming and evaluate 3 to 5 factors that threaten the resources (biotic and abiotic factors) humans depend on for survival.
Write an argumentative essay on a current event in science using three primary sources.
Why Do We Need Sharks?
1. Identify main key points in the reading article related to the essay topic.
2. Describe the Shark’s food web and biotic and abiotic factors influencing the survival of shark.
3. Interpret the cause-effect using the shark’s food web affecting the population of the species.
4. Analyze the effect of decreasing shark’s population on human survival. / Peer Assessment
Peer Feedback
Cooperative Learning
Argumentative Writing
Literacy
Organizing Information
ELL/Bilingual Modifications
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-word/picture wall
-cognates-words that have a common origin
-graphic organizers
-native language support
Special Education Modifications
-extended time
-more classroom support
-small group instruction
-graphic organizers
Gifted and Talented Modifications
-Allow for maximum independent learning as possible minimizing scaffolding. / Article #1 Graphic Organizer
Article #2 Graphic Organizer
Synthesized Pre-Writing Graphic Organizer
Essay Rough Draft / 1. Complete the reading comprehension questions on the article related to the topic.
2. Using the shark’s food web, summarize and describe the predator/prey relationships.
3. Using the shark’s food web, interpret the predator/prey relationships and factors leading to the increase or decrease of the population of sharks.
4. Analyze 3-5 negative impacts of the shrinking shark population on human survival.
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/ NJSLS Argumentative Writing Essay Checklist
Benchmark Assessment: Unit 1 Benchmark Test on EdConnect
Summative Written Assessments
Unit 1 Benchmark Test on EdConnect
Summative Performance Assessment
Aquatic vs. Terrestrial Activity
Why Do We Need Sharks Essay?
Unit Title: Structure, Function, and Information Processing
Grade Level: 7
Timeframe: Marking Period 2
Essential Questions
- What are the building blocks of life?
- How does each part of a cell function?
- How is the body a system of interacting subsystems composed of groups of cells?
- What are fundamental differences between animal and plant cells pertaining to cell reproduction?
- How do our sensory receptors send information to our brain?
New Jersey Student Learning Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
- All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1)
- Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2)
- In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-3)
- Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. (MS-LS1-8)
9.1.8.A.1 - Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.
Instructional Plan / Reflection
Pre-assessment: Unit 2 Pretest
SLO / Student Strategies / Formative Assessment / Activities and Resources / Reflection
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
MS-LS1-1
1. Identify and describe: organisms; cells; unicellular; multicellular; prokaryotic; eukaryotic; nucleus; membrane.
2. Compare and contrast living and non-living things using the cell theory.
3. Identify and interpret 5 levels of organization for function and structure.
4. Compare and contrast prokaryotes and eukaryotes.
Investigate living things to provide evidence that living things are made of cells. / Inquiry Based Learning
Cooperative Learning
ELL/Bilingual Modifications
(
-word/picture wall
-cognates-words that have a common origin
-graphic organizers
-native language support
Special Education Modifications
-extended time
-more classroom support
-small group instruction
-graphic organizers
Gifted and Talented Modifications
-Allow for maximum independent learning as possible minimizing scaffolding. / Embedded in PSI How to Use a Microscope Presentation Slides / 1. Vocabulary assessment.
2. Create the poster with paragraphs and pictures in identifying three selected organisms as living things based on the 3 rules of the cell theory.
3. Identify and interpret the 5 levels of biological organization: cells, tissues, organs, organ system and organism when given descriptions of the functions and structures.
4. Create the Venn diagram to discover one similarity and 3 differences between prokaryotes and eukaryotes.
5. Investigate the slide of a prepared bacteria, cheek cell, plant cell and a microscopic moving organism under microscope and justify if they are living things based on the cell theory. (PSI lab activity)
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
MS-LS1-2
1. Describe the function of organelles and their locations within the cell.
2. Compare the functions of organelles to relevant examples found in our everyday activity.
3. Compare and contrast plant cell and animal cell.
Create a cell city with functional departments each representing the organelles. / Inquiry Based Learning
Cooperative Learning
Creation of Models
Project Based Learning
ELL/Bilingual Modifications
(
-word/picture wall
-cognates-words that have a common origin
-graphic organizers
-native language support
Special Education Modifications
-extended time
-more classroom support
-small group instruction
-graphic organizers
Gifted and Talented Modifications
-Allow for maximum independent learning as possible minimizing scaffolding.
- For the cell city, identify the possible problem that can take place if one department is not working properly. Allow students to make the predictions on possible diseases the organisms can incur should one of the organelles is malfunctioning. / Embedded in PSI Structure, Function, and Information Processing - Cell Structure and Function Presentation Slides / 1. Quiz assessment on the functions and the locations of organelles in the cell.
2. Identify the functions of the staffs and the departments within the school that match the functions of organelles in the cell.
3. Create the Venn diagram that identify 3 differences and 5 similarities between plant and animal cells in their structures and organelle functions.
4. Construct the cell city using 10 organelles where the city contains the departments and the personnel that identify with the functions of organelles. (PSI activity)
Develop a model to explain how senses change energy coming from the environment (light, sound waves, chemicals in gases or food, heat or touch/pressure) into electrical signals in the nerves that go into the brain and spinal cord.
MS-LS1-4
1. Identify and describe: electrical signals; environment; neutrons; nerves; senses; stimuli (singular: stimulus).
2. Dramatize the model of communication system.
3. Compare and contrast the structure and function of the central nervous system and peripheral nervous system.
4. Identify the three types of stimuli: mechanical, chemical and electromagnetic stimuli and defend their benefits for survival.
5. Develop the model of communication in the nervous system. / Cooperative Learning
Research
Internet Research
Project Based Learning
Creating Models
Using Computer Simulated Models
ELL/Bilingual Modifications
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-word/picture wall
-cognates-words that have a common origin
-graphic organizers
-native language support
Special Education Modifications
-extended time
-more classroom support
-small group instruction
-graphic organizers
Gifted and Talented Modifications
-Allow for maximum independent learning as possible minimizing scaffolding. / Embedded in PSI
Structure, Function, and Information Processing – Tissue Presentation Slides / 1. Vocabulary assessment
2. Identify 3 ways people communicate with each other for food delivery, purchasing goods and safety.
3. Create the Venn diagram comparing 1 similarity and 2 differences between central nervous system and peripheral nervous system.
4. Compose the writing on the daily activity where the mechanical, chemical and electromagnetic stimuli have benefited for survival.
5. Develop the model with drawing and explanation on the function of the two types of the nervous system. The model also includes the relationship between the nervous system and its role in the three types of stimuli.