7th Grade Science Curriculum Map

7th Grade Science Curriculum Map (v6 – 8/2015: T.
Kristoff)
Wiki: https://curriculumtk.wikispaces.com/7th+Grade+Science
1. Lab Safety PERFORMANCE EXPECTATIONS

and the Scientific Students who demonstrate understanding can:
Method
MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account
relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the
problem.
MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of
each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal
design can be achieved.
Science & Engineering Practices Disciplinary Core Ideas Cross-Cutting Concepts
MS-ETS1-1 Asking questions (for science) and ETS1.A: Defining and Delimiting Engineering Problems Influence of Science, Engineering, and
defining problems (for engineering) The more precisely a design task’s criteria and constraints Technology on Society and the Natural Society
Define a design problem that can be can be defined, the more likely it is that the designed  All human activity draws on natural resources
solved through the development of an solution will be successful. Specification of constraints and has both short- and long-term
object, tool, process, or system and includes considerations of scientific principles and other consequences, positive as well as negative,
includes multiple criteria and relevant knowledge likely to limit possible solutions. for the health of people and the natural
constraints, including scientific (MS-ETS1-1) environment. (MS-ETS1-1)
knowledge that may limit possible
solutions. (MS-ETS1-1)  The uses of technologies and limitations on
their use are driven by individuals or societal
needs, desires, and values; by the finding of
scientific research; and by differences in such
factors as climate, natural resources, and
economic conditions. (MS-ETS1-1)
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7th Grade Science Curriculum Map (v6 – 8/2015: T. Kristoff)
MS-ETS1-2 Engaging in argument from evidence ETS1.B: Developing Possible Solutions 1. Patterns
Evaluate competing design solutions There are systematic processes from evaluating
based on jointly developed and solutions with respect to how well they meet the criteria 2. Cause and Effect
agreed-upon design criteria. (MS- and constraints of a problem. (MS-ETS1-2 & MS-ETS1-3)
ETS1-2) 3. Structure and Function
MS-ETS1-3 Analyzing and interpreting data ETS1.B: Developing Possible Solutions

Analyze and interpret data to  There are systematic processes from evaluating
determine similarities and differences solutions with respect to how well they meet the
in findings. (MS-ETS1-3) criteria and constraints of a problem. (MS-ETS1-2 &
MS-ETS1-3)
 Sometimes parts of different solutions can be

combined to create a solution that is better than any
of its predecessors. (MS-ETS1-3)
ETS1.C: Optimizing the Design Solution

 Although one design may not perform the best across
all tests, identifying the characteristics of the design
that performed the best in each test can provide
useful information for the redesign process – that is,
some of those characteristics may be incorporated
into the new design. (MS-ETS1-3)
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MS-ETS1-4 Developing and using models ETS1.B: Developing Possible Solutions

Develop a model to generate data to  A solution needs to be tested, and then modified on
test ideas about designed systems, the basis of the test results, in order to improve it.
including those representing inputs (MS-ETS1-4)
and outputs. (MS-ETS1-4)
 Models of all kinds are important for testing solutions.
(MS-ETS1-4)
ETS1.C: Optimizing the Design Solution

The iterative process of testing the most promising
solutions and modifying what is proposed on the basis
of the test results leads to greater refinement and
ultimately to an optimal solution. (MS-ETS1-4)
Essential Questions
1. How do we keep safe in a science classroom?
2. How do we keep safe when conducting an experiment?
3. How do we reason deductively and inductively (scientific method)?
4. What the different ways one can construct an experiment?
5. What are the different ways one can collect, demonstrate, and analyze data?
Project and/or Lab
1. Students will conduct the Tissue Paper Test Lab using the scientific method. The students will determine which toilet paper absorbs liquid the best, especially using
the least amount of toilet paper. Students construct their own way to conduct this lab and determine their own way to collect data. Sample of the experiment is at:
https://search.yahoo.com/search;_ylt=AjywyOy9EHdNvIz4J8eXRWubvZx4?p=tissue+paper+experiment&toggle=1&cop=mss&ei=UTF-8&fr=yfp-t-252&fp=1
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2. The culmination of the lab will be a lab report writing by the students.
3. For lab safety, students will create a digital poster for the classroom showing one lab safety rule that will be followed during the year.
Resources
On the wiki, one will find many documents in relation to lab safety and conducting the scientific method with students. For example, you will find:
1. PowerPoint on Lab Rules
2. SpongeBob worksheet on lab safety
3. Lab Safety Quiz
4. Template of a Lab Report
5. Rubric for Grading a Lab Report
6. Paper Towel Test Lab instruction
7. Project-Based Inquiry Science by Janet Kolodner
8. 8. National Science Teacher Association Rules on Lab Safety - http://www.nsta.org/safety/
9. Lab Safety Rules - http://publicationsonline.carnegiescience.edu/first_light_case/horn/labsafety.html
Cross- Curricular Connection Connection to Other NGSS DCIs Connection to other Learning Standards
Same Grade Band:

Social Studies – Research the following in connection with the labs: MS.PS3-3, MS.PS1-6, MS.PS3-3 Common Core State Standards for English Language
MS-LS2-5 Learning
 The creation and use of paper towels
Articulation Across Grade Bands: Reading Informational – RI 6.1, RI 6.2, RI 6.4 & RI
4
 The advertising of paper towels 3-5.ETS1.A – C; HSETS1.A - C 6.8
English Language Arts - Writing – W 6.1, W 6.2, W 6.4 & W 6.5
 Poop Happened!: A History of the World from the Bottom Up by Sarah Speaking and Listening – SL 6.1 & SL 6.4
Albee
Language – L 6.1, L 6.2 & L 6.3
 What Did We Use Before Toilet Paper?: 200 Curious Questions and
Intriguing Answers by Andrew Thompson Reading Standards for Literacy in Science and
Technical Subjects – RST 6–8.1 – RST 6-8.10
 The Toilet Papers: Recycling Waste and Conserving Water by Sim Van Der Writing Standards for Literacy in History/Social
Ryn and Wendell Berry Studies, Science, and Technical Subjects – WHST 6-
8.1, 6-8.2, 6-8.4 – 6-8.10
 The Toilet Papers: Designs to Recycle Human Waste and Water : Dry
Common Core State Standards for Mathematics
Toilets, Greywater Systems and Urban Sewage by Sim Van Der Ryn and
Wendell Berry
Statistics and Probability – 6.SP.4 – 6.SP.5
 Toilet Paper Crafts for Holidays and Special Occasions: 60 Papercraft, Illinois Learning Standards for Social Studies
Sewing, Origami and Kanzashi Projects by Linda Wright 15.B.3b
 Toilet Paper Origami by Linda Wright
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Unit 2: PERFORMANCE EXPECTATIONS

Classifying and Students who demonstrate understanding can:
Exploring Life
through the Lens MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types
of the of cells.
Microscope
MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways the parts of the cells contribute to the function.
MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting sub-systems composed of groups of cells.
MS-LS1-4: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors
and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.
MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior
or storage as memories.
MS-LS1-1 Planning and Carrying Out LS1.A: Structure and Function Scale, Proportion, and Quantity
Investigations All living things are made up of cells, which is the Phenomena that can be observed at one scale may not be
Conduct an investigation to produce smallest unit that can be said to be alive. An observable at another scale. (MS-LS1-1)
data to serve as the basis for evidence organism may consist of one single cell (unicellular)
that meets the goals of an or many different numbers and types of cells
investigation. (MS-LS1-1) (multicellular). (MS-LS1-1)
MS-LS1-2 Developing and Using Models LS1.A: Structure and Function Structure and Function
Develop and use a model to describe Within cells, special structures are responsible for Complex and microscopic structures and systems can be
phenomena. (MS-LS1-2) particular functions, and the cell membrane forms visualized, modeled, and used to describe how their
the boundary that controls what enters and leaves function depends on the relationships among its parts;
the cell. (MS-LS1-2) therefore, complex natural and designed
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structures/systems can be analyzed to determine how

they function. (MS-LS1-2)
MS-LS1-3 Engaging in Argument from Evidence LS1.A: Structure and Function Systems and System Models
Use an oral and written argument In multicellular organisms the body is a system of Systems may interact with other systems; they may have
supported by evidence to support or multiple interacting sub-systems. These sub-systems sub-systems and be part of larger complex systems. (MS-
refute an explanation or a model for a are groups of cells that work together to form tissues LS1-3)
phenomenon. (MS-LS1-3) and organs that are specialized for particular body
functions. (MS-LS1-3)
MS-LS1-4 Engaging in Argument from Evidence LS1.B: Growth and Development of Organisms Cause and Effect
Use an oral and written argument  Animals engage in characteristic behaviors that Phenomena may have more than one cause, and some
supported by evidence to support or increase the odds or reproduction. (MS-LS1-4) cause and effect relationships in systems can only be
refute an explanation or a model for a described using probability. (MS-LS1-4 & MS-LS1-5)
phenomenon. (MS-LS1-4)
 Plants reproduce in a variety of ways, sometimes
depending on animal behavior and specialized
features for reproduction. (MS-LS1-4)
MS-LS1-5 Constructing Explanations and LS1.B: Growth and Development of Organisms Cause and Effect
Designing Solutions Genetic factors as well as local conditions affect the Phenomena may have more than one cause, and some
Construct a scientific explanation growth of the adult plant. (MS-LS1-5) cause and effect relationships in systems can only be
based on valid and reliable evidence described using probability. (MS-LS1-4 & MS-LS1-5)
obtained from sources (including
students’ own experiments) and the
assumption that theories and law that
describe the natural world operate
today as they did in the past and will
continue to do so in the future. (MS-
LS1-5)
MS-LS1-8 Obtaining, Evaluating, and LS1.D: Information Processing Cause and Effect
Communicating Information Each sense receptor responds to different inputs Cause and effect relationships may be used to predict
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Gather, read, and synthesize (electromagnetic, mechanical, chemical), transmitting phenomena in natural systems. (MS-LS1-8)
information from multiple appropriate them as signals that travel along nerve cells to the
sources and assess the credibility, brain. The signals are then processed in the brain,
accuracy, and possible bias of each resulting in immediate behaviors or memories. (MS-
publication and method used, and LS1-8)
describe how they are supported or
not supported by evidence. (MS-LS1-
8)
Essential Questions
1. What is considered living?
2. What is considered non-living?
3. What is an organism?
4. What is a cell?
5. What factors help an organism grow and develop?
6. How do organisms respond to stimuli?
7. How do classify organisms?
8. What is binomial nomenclature?
9. What is the importance of microscopes in science research?
10. How do you appropriately use a microscope?
11. What characteristics do all living things share?
12. Why does very species have a scientific name?

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13. How did microscopes change our ideas about living things?
14. What are the types of microscopes, and how do they compare?
Unit Concepts Project and/or Lab
Unit 1: Chapter 1 – Classifying and Exploring Life Chapter 1 – Lesson 1:

1. Is it alive? (lab on wiki and on pg. 9)
Lesson 1: Characteristics of Life
 Organism 2. Did you blink? (Pg. 12)
 Cell
3. Research Arapaima - http://www.cbsnews.com/news/amazons-biggest-fish-faces-threat-of-extinction/
 Unicellular
 Multicellular What adaptions helped arapaima become successful in its habitat? What solutions do you have to help
 Homeostasis arapaima survive possible extinction?
 Growth & Development
 Reproduction 4. Levels of Organization Lab – http://www.coski.vmsteacher.org/Webpage/4-TASKS/C-
 Response to Stimuli Labs/LevelsofOrganLab/LevelsofOrganLabInfo-0809.htm
 Energy 5. Response to Stimuli: Plant Growth –
http://www79.homepage.villanova.edu/jaime.jamison/Plants_Civ_Hormones1%28spr09%29.pdf
Lesson 2: Classifying Organisms
6. Multiple Labs on Homeostasis – http://www.biocasts.com/mctc/1128/lab3.htm
 Binomial nomenclature
 Species 7. Lab on how energy flows through an ecosystem-
 Genus http://www.mcffa.com/uploads/4/4/8/0/4480777/03_reeve_energy_flow_lab.pdf
 Dichotomous key
 Cladogram
Chapter 1 – Lesson 2:
 Systematics
1. How do you identify similar items? (Pg. 19)
 Carolus Linnaeus
2. Nuts & Bolts Classification Lab – http://www.angelfire.com/de/nestsite/ISCI2001ClassifyLab.html
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Lesson 3: Exploring Life Connected with a Microscope

Unit 3. How can you identify a beetle? (pg. 25)
 Light microscope
 Compound Microscope 4. Constructing a Dichotomous Key (pgs. 32 – 33)
 Electron Microscope
5. How would you name an unknown organism? (pg. 23)
*Microscope Unit contents are all on the wiki. Chapter 1 – Lesson 3:

1. Can a water drop make objects appear bigger or smaller? (pg. 27)
2. How do microscopes help us compare living things? (pg. 30)
Microscope Unit (Please refer to the wiki for the rest of the labs):
1. Learning to Use a Microscope – http://www.biologyjunction.com/microscope_lab.htm
2. Examining the letter “E” – http://www1.broward.edu/~ssimpson/letterE.htm
3. Examining a strand of hair
4. Making a Dry Mount Slide of dry lint – http://www.cas.miamioh.edu/mbi-ws/microscopes/drymount.html
5. Making a Wet Mount Slide of Sea Monkeys
6. Making a Wet Mount Slide of Pond Water
7. Practice using the microscope with prepared slides
8. Examining Onion Cells
9. Examining Cheek Cells – http://legacy.mos.org/sln/sem/staining.html
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Resources
On the wiki and/or on the web, you will find:
1. Classification of organisms- http://www.explorebiology.com/documents/Lab06FishDichotomousKey.pdf
2. Dichotomous Key –
http://www.cabrinihs.com/ourpages/auto/2012/7/23/44335165/Dichotomous%20Key%20Activity.pdf
3. Cladogram Activity – http://wake-science-ed.weebly.com/uploads/9/6/4/2/9642369/wood_inquiryalternative_teacher.pdf
4. Cells Web quest – http://www.biologycorner.com/worksheets/cellsalive.html
5. Calculating surface area to volume ratio in a cell – http://www.biologyjunction.com/cell_size.htm
6. Understanding the 3D nature of cells – http://ofcn.org/cyber.serv/academy/ace/sci/cecsci/cecsci140.html
7. Microscope Lab – http://www.biologyjunction.com/microscope_lab1.htm
8. NPR article – “What goes into Naming a Species? A Lot- http://www.npr.org/templates/story/story.php?storyId=94886658
Cross- Curricular Connection to Other NGSS DCIs Other Learning Standards

Connection
Social Studies: Same Grade Band: Common Core State Standards for English Language Arts
MS.LS2.A, MS.LS3.A
Research the following in connection with the labs: Reading Informational: 7.1 – 7.5, 7.8 – 7.10
MS.PS1.B, MS.ESS2.A
 Stem Cell Research Writing: 7.1 – 7.6, 7.8 – 7.10
 Use of Microscopes to solve crime
Articulation Across Grade Bands: Speaking and Listening: 7.1 – 7.6
 Use of cells for DNA testing
3.LS1.B, 3.LS3.A - B
 Classifying new discoveries in the ocean Language: 7.1 – 7.6
4.LS1.A, 4.LS1.D
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English Language Arts: Reading Standards for Literacy in Science and Technical
5.PS3.D, 5.LS1.C, 5.LS2.A - B Subjects: RST 6–8.1 – RST 6-8.10
1. The Evolution of Calpurnia Tate by Jaqueline
Kelly HS.LS1.A, HS.LS2.A - B, HS.LS2.D, HS.LS1.C, Writing Standards for Literacy in History/Social Studies, Science,
HS.LS3.A - B and Technical Subjects: WHST 6-8.1, 6-8.2, 6-8.4 – 6-8.10
2. The House of the Scorpion by Nancy Farmer
HS.PS1.B – C
3. Perfected by Kate Jarvik Birch Common Core State Standards for Mathematics
HS.ESS2.D
4. Son by Lois Lowry Ratios & Proportional Relationships –
7.RP.1 – 7.RP.3
5. Enjoy Your Cells by Fran Balkwill
The Number System –
6. Learning about Cells by Debbie Routh 7.NS.1 – 7.NS.3
7. Cells by Susan Meredith Expressions & Equations – 7.EE.1 – 7.EE.4
8. The Basics of Cell Life with Max Axiom, Super

Scientist by Amber J Keyser
9. Carl Linnaeus: Father of Classification by

Margaret J. Anderson
10. Variation and Classification by Melanie

Waldron
11. Hidden Worlds: Looking Through a Scientist’s

Microscope by Stephen Kramer
12. Robert Hooke: Creative Genius, Scientist,

Inventor by Mary Gow
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Unit 3: Cell PERFORMANCE EXPECTATIONS

Structure and Students who demonstrate understanding can:
Function
MS-LS1-1: 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-LS1-6: 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-LS1-7: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth
and/or release as this matter moves through an organism.
Science & Engineering Disciplinary Core Ideas Cross-Cutting Concepts

Practices
MS-LS1-1 Planning and Carrying LS1.A: Structure and Function Scale, Proportion, and Quantity
Out Investigations All living things are made up of cells, which is the smallest unit that can be Phenomena that can be observed at
Conduct an said to be alive. An organism may consist of one single cell (unicellular) or one scale may not be observable at
investigation to produce many different numbers and types of cells (multicellular). (MS-LS1-1) another scale. (MS-LS1-1)
data to serve as the
basis for evidence that
meets the goals of an
investigation. (MS-LS1-
1)
MS-LS1-2 Developing and Using LS1.A: Structure and Function Structure and Function
Models Within cells, special structures are responsible for particular functions, Complex and microscopic structures
Develop and use a and the cell membrane forms the boundary that controls what enters and and systems can be visualized,
model to describe leaves the cell. (MS-LS1-2) modeled, and used to describe how
phenomena. (MS-LS1-2) their function depends on the
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relationships among its parts;

therefore, complex natural and
designed structures/systems can be
analyzed to determine how they
function. (MS-LS1-2)
MS-LS1-3 Engaging in Argument LS1.A: Structure and Function Systems and System Models
from Evidence In multicellular organisms the body is a system of multiple interacting Systems may interact with other
Use an oral and written sub-systems. These sub-systems are groups of cells that work together to systems; they may have sub-systems
argument supported by form tissues and organs that are specialized for particular body functions. and be part of larger complex systems.
evidence to support or (MS-LS1-3) (MS-LS1-3)
refute an explanation or
a model for a
phenomenon. (MS-LS1-
3)
MS-LS1-6 Constructing 1. LS1.C: Organization for Matter and Energy Flow in Organisms Energy and Matter
Explanations and Plant, algae (including phytoplankton), and many microorganisms use the Within a natural system, the transfer of
Designing Solutions energy from light to make sugars (food) from carbon dioxide form the energy drives the motion and/or
Construct a scientific atmosphere and water through the process of photosynthesis, which also cycling of matter. (MS-LS1-6)
explanation based on releases oxygen. These sugars can be used immediately or stored for
valid and reliable growth or later use. (MS-LS1-6)
evidence obtained from
sources (including 2. PS3.D: Energy in Chemical Processes and Everyday Life
students’ own The chemical reaction by which plants produce complex food molecules
experiments) and the (sugars) requires an energy input (i.e., from sunlight) to occur. In this
assumption that reaction, carbon-based organic molecules and release oxygen.
theories and laws that (secondary to MS-LS1-6)
describe the natural
world operate today as
they did in the past and
will continue to do so in
the future. (MS-LS1-5 &
MS-LS1-6)
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MS-LS1-7 Developing and Using 1. LS1.C: Organization for Matter and Energy Flow in Organisms Energy and Matter
Models Within individual organisms, food moves through a series of chemical Matter is conserved because atoms are
Develop a model to reactions in which it is broken down and rearranged to form new conserved in physical and chemical
describe unobservable molecules, support growth, or release energy. (MS-LS1-7) processes. (MS-LS1-7)
mechanisms. (MS-LS1-
7) 2. PS3.D: Energy in Chemical Processes and Everyday Life
Cellular respiration in plants and animals involved 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. (secondary to MS-LS1-7)
Essential Questions
1. What is a cell made of?
2. What are the parts of a cell?
3. How was the cell discovered?
4. How are materials and energy moved into and outside of the cell?
5. How do we obtain energy from cells?
6. How did scientists’ understanding of cells develop?
7. What basic substances make up a cell?
8. How are prokaryotic cells and eukaryotic cells similar and how are they different?
9. What are the functions to each organelle inside of an animal and plant cell?
10. How do materials enter and leave the cell?
11. How does cell size affect the transport of materials?

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12. How do some cells make food molecules?
Unit 1: Chapter 2 – Cell Structure and Function Chapter 2 – Lesson 1

1. What’s in a cell? (pg. 43)
Lesson 1: Cells and Life
 Cell Theory 2. How can you observe DNA? (pg. 47)
 Macromolecule
Chapter 2 – Lesson 2
 Nucleic Acid
1. Build a Cell City – Students will compare the parts of a school or the parts of municipal Summit to the parts in a
 Protein cell http://www.biologycorner.com/worksheets/cell-analogy.html
 Lipid
 Carbohydrate 2. Egg and Vinegar Lab - http://cassidysbiology.wordpress.com/2012/10/15/egg-and-vinegar-lab/
 Robert Hooke
 Water 3. Making a Cell Model - http://www.biologycorner.com/worksheets/cellmodel.html#.U-0D0GOZhUA
4. Comparing Plant and Animal Cells - http://www.biologycorner.com/worksheets/cell_research_design.html#.U-

Lesson 2: The Cell 0EEWOZhUA
 Cell Membrane
5. Create a Cell Theory Rap - http://www.biologycorner.com/worksheets/cellrap.html
 Cell Wall
 Cytoplasm 6. Why do eggs have shells? (pg. 51)
 Cytoskeleton
 Organelle 7. How do eukaryotic and prokaryotic cells compare? (pg. 54)
 Nucleus
8. How are plant cells and animal cells similar and how are they different? (pg. 59)
 Chloroplast
 Prokaryotic Cells Chapter 3 - Lesson 3:
 Eukaryotic Cells 1. Smelly Balloons Lab –
 DNA
 Endoplasmic Reticulum (smooth and Fill different balloons with different liquid flavorings or extracts
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rough) (available in cooking aisle) such as

 Ribosomes Banana, root beer, strawberry, mint, etc. and see if students can identify the smells. The rest of the information of
 ATP this lab is on the wiki.
 Chloroplasts
2. Egg Osmosis Lab (on the wiki)
 Vacuoles
 Golgi Apparatus 3. How does an object’s size affect the transport of materials? (pg. 67)
 Chromosomes
 Energy 4. What does the cell membrane do? (pg. 61)
 Vesicles
5. How is a balloon like a cell membrane? (pg.63)
 Flagella
 Mitochondria 6. Passive Transport Labs on Diffusion and Osmosis - http://faculty.stcc.edu/BIOL102/labs/passtran/keyterms.htm
 Lysosomes
Unit 1: Chapter 2 – Cell Structure and Function
1. What do you exhale? (pg. 69)
Lesson 3: Moving Cellular Material
 Passive transport 2. Fermentation Lab - http://www.umsl.edu/~microbes/pdf/Swell%20Lab.pdf (on wiki too)
 Diffusion
3. Photosynthesis Lab - http://www.elbiology.com/labtools/Leafdisk.html
 Osmosis
 Facilitated diffusion 4. Another photosynthesis lab is to place a plant in the light and another plant in the dark (such as a desk drawer or
 Active transport closet). Water the plants the same amount and record what happens to their growth after a week or more.
 Endocytosis
 Exocytosis 5. A lab I used to demonstrate lactic acid is for students to hold the arms straight out from their sides with their
palms facing up. A classmate will place a textbook in each palm. See how long the student can hold the books.
They will feel a “burn” in their arms. This is lactic acid build up in their muscles.
Lesson 4: Cells and Energy
 Cellular Respiration 6. Photosynthesis and Light (pgs. 74 – 75)
 Glycolysis
7. Demo labs on photosynthesis, respiration, and fermentation -
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 Fermentation http://www.indiana.edu/~ensiweb/bioE.PhotoRespFerm.Dem.pdf
 Photosynthesis
 Mitochondria
 Pigments
 Lactic Acid
 ATP (energy)
 Glucose
 Chloroplasts
 Photosynthesis
Resources
1. Information for Photosynthesis and Cellular Respiration - http://www.nclark.net/PhotoRespiration
2. Virtual cell lab on Mitosis - http://bio.rutgers.edu/~gb101/lab2_mitosis/index2.html
3. Explanation of Mitosis - http://www.phschool.com/science/biology_place/labbench/lab3/concepts1.html
4. Student Notes of Mitosis - http://www.sciencespot.net/Media/mitosisnotes.pdf
Explanation of Human Body System - http://anatomyandphysiologyi.com/ap-levels-of-structural-organization/
5. Virtual Lab on Body Systems and Body Organization - http://district.bluegrass.kctcs.edu/rmccane0001/shared_files/bio137website/BIO137/137Lab1/Lab1.html
6. Growing Chicken Eggs through the Cook County Extension Center or Beaver Dam for students to see body organization and growth firsthand.
7. Cell parts and functions - http://www.lifelab.org/tag/vermicomposting/
8. Information on the cytoskeletal - http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/C/Cytoskeleton.html
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9. Explanation about cells - http://www.cellsalive.com/ And http://www2.estrellamountain.edu/faculty/farabee/biobk/BioBookCELL2.html
10. Virtual lab on cellular respiration - http://www.phschool.com/science/biology_place/labbench/lab5/intro.html
11. Aerobic and anaerobic respiration animations: http://www.sp.uconn.edu/~terry/Common/respiration.html
12. Aerobic respiration tutorial: http://www2.nl.edu/jste/aerobic_respiration.htm
13. ATP to ADP animation: http://www.biologyinmotion.com/atp/index.html
14. Respiration and photosynthesis animations: http://www.science.smith.edu/departments/Biology/Bio231/
15. Narrated animation of photosynthesis: http://dendro.cnre.vt.edu/forestbiology/photosynthesis.swf
16. Production of ATP by oxidative phosphorylation animations: http://nhscience.lonestar.edu/bioL/etc/respirat.html
17. Outline of cellular respiration and photosynthesis
18. Another good photosynthesis animation: http://sun.sunyrockland.edu/Members/kbaker/photo.ppt
19. Photosynthesis animations with audio: http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter10/animations.html#
20. Tutorial on photosynthesis: http://www.ftexploring.com/photosyn/chloroplast.html

Connection
Social Studies: Same Grade Band: Common Core State Standards for English
MS.LS2.A, MS.LS3.A Language Arts
Research the following in connection with the labs:
MS.PS1.B, MS.ESS2.A Reading Informational: 7.1 - 7.5, 7.8 – 7.10
 Genetic Diseases (pg. 161)
19
 Genetic Cloning (i.e. Dolly the Sheep) Writing: 7.1 - 7.6, 7.8 – 7.10
 Genetic Engineering Articulation Across Grade Bands:
3.LS1.B, 3.LS3.A - B Speaking and Listening: 7.1 - 7.6
 Stem Cell Research
 Performance Enhancing Drugs in sports 4.LS1.A Language: 7.1 – 7.6
5.PS3.D, 5.LS1.C, 5.LS2.A - B Reading Standards for Literacy in Science and

English Language Arts:
HS.LS1.A, HS.LS2.A - B, HS.LS2.D,
HS.LS1.C, HS.LS3.A - B Writing Standards for Literacy in History/Social
1. The Evolution of Calpurnia Tate by Jaqueline Kelly
Studies, Science, and Technical Subjects –
HS.PS1.B – C WHST 6-8.1, 6-8.2, 6-8.4 – 6-8.10
HS.ESS2.D Common Core State Standards for Mathematics
3. Perfected by Kate Jarvik Birch
Ratios & Proportional Relationships –
4. Son by Lois Lowry 7.RP.1 – 7.RP.3
5. Enjoy Your Cells by Fran Balkwill The Number System –

7.NS.1 – 7.NS.3
6. Learning about Cells by Debbie Routh
Expressions & Equations - 7.EE.1 - 7.EE.4
7. Cells by Susan Meredith
8. The Basics of Cell Life with Max Axiom, Super Scientist by Amber J Keyser
9. The Way We Work: Getting to Know the Amazing Human Body by David
Macaulay
10. The Magic School Bus inside the Human Body by Joanna Cole
11. Robert Hooke: Creative Genius, Scientist, Inventor by Mary Gow
20
Unit 4: From Cell to PERFORMANCE EXPECTATIONS

Organism Students who demonstrate understanding can:
types of cells.
MS-LS1-7: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth
and/or release as this matter moves through an organism.
MS-LS1-1 Planning and Carrying Out Investigations LS1.A: Structure and Function Scale, Proportion, and Quantity
Conduct an investigation to produce data to serve as the All living things are made up of cells, Phenomena that can be observed at one
basis for evidence that meets the goals of an investigation. which is the smallest unit that can be scale may not be observable at another
(MS-LS1-1) said to be alive. An organism may scale. (MS-LS1-1)
consist of one single cell (unicellular)
or many different numbers and types
of cells (multicellular). (MS-LS1-1)
Develop and use a model to describe phenomena. (MS- Within cells, special structures are Complex and microscopic structures and
LS1-2) responsible for particular functions, systems can be visualized, modeled, and
and the cell membrane forms the used to describe how their function
boundary that controls what enters depends on the relationships among its
and leaves the cell. (MS-LS1-2) parts; therefore, complex natural and
analyzed to determine how they function.
21
(MS-LS1-2)
Use an oral and written argument supported by evidence to In multicellular organisms the body is Systems may interact with other systems;
support or refute an explanation or a model for a a system of multiple interacting sub- they may have sub-systems and be part of
phenomenon. (MS-LS1-3) systems. These sub-systems are larger complex systems. (MS-LS1-3)
groups of cells that work together to
form tissues and organs that are
specialized for particular body
functions. (MS-LS1-3)
MS-LS1-5 Constructing Explanations and Designing Solutions LS1.B: Growth and Development of Cause and Effect
Construct a scientific explanation based on valid and Organisms Phenomena may have more than one
reliable evidence obtained from sources (including Genetic factors as well as local cause, and some cause and effect
students’ own experiments) and the assumption that conditions affect the growth of the relationships in systems can only be
theories and law that describe the natural world operate adult plant. (MS-LS1-5) described using probability. (MS-LS1-4 &
today as they did in the past and will continue to do so in MS-LS1-5)
the future. (MS-LS1-5)
MS-LS1-7 Developing and Using Models 1. LS1.C: Organization for Matter Energy and Matter
Develop a model to describe unobservable mechanisms. and Energy Flow in Organisms Matter is conserved because atoms are
(MS-LS1-7) Within individual organisms, food conserved in physical and chemical
moves through a series of chemical processes. (MS-LS1-7)
reactions in which it is broken down
and rearranged to form new
molecules, support growth, or release
energy. (MS-LS1-7)
2. PS3.D: Energy in Chemical

Processes and Everyday Life
Cellular respiration in plants and
animals involved chemical reactions
with oxygen that release stored
22
energy. In these processes, complex

molecules containing carbon react
with oxygen to produce carbon
dioxide and other materials.
(secondary to MS-LS1-7)
Essential Questions
1. What are the phases to the cell cycle?
2. What are the stages to cell division?
3. What is mitosis and what its importance to organisms?
4. What are the levels of organizations within organisms?
5. Why is the result of the cell cycle important?
6. How do unicellular and multicellular organisms differ?
7. How does cell differentiation

Lead to the organization within a multicellular organism?
Unit 1: Chapter 3 – From a Cell to an Organism Chapter 3 – Lesson 1:
Lesson 1: The Cell Cycle and Cell Division 1. How does mitosis work? (pg. 93) After students build these paper models, they can make a video or movie
 Cell Cycle explaining each step. Example is https://www.youtube.com/watch?v=BUVEsxpyKzU
 Interphase
2. Mitosis can be seen in onion root tips. The lab can be found at
 Sister Chromatid
http://www.biology.arizona.edu/cell_bio/activities/cell_cycle/cell_cycle.html
23
 Centromere
 Mitosis 3. Creating a Mitosis Flip Book - http://www.sciencespot.net/Media/mitosisbook.pdf
 Cytokinesis
(Possible rubric for the flip book - http://www.sciencespot.net/Media/Celldivisionflipbook.pdf
 Daughter Cells
 Prophase 4. Why isn’t your cell like mine? (pg.85)
 Metaphase
 Anaphase 5. How does mitosis work? (pg. 93)
 Telophase
6. Mitosis Rap - http://www.nclark.net/MitosisRap.mp3
 Cell Division
 Chromatin 7. Control the Cell Cycle Online Game - http://www.nobelprize.org/educational/medicine/2001/index.html
 DNA
 Chromosomes 8. Mitosis Online Quiz - http://www.sumanasinc.com/webcontent/animations/content/mitosis.html
 Nucleolus
 Nuclear membrane
 Spindle fibers
1. How is a system organized? (pg. 97)
Lesson 2: Levels of Organization 2. How do cells work together to make an organism? (pg. 103)
 Cell Differentiation
 Unicellular 3. Create a Wanted Poster for an Organ - http://www.sciencespot.net/Media/organtrail.pdf
 Prokaryotes
 Eukaryotes 4. Cell Differentiation (pgs. 106 – 107)
 Multicellular
5. Prezi on Levels of Organization in Organisms - https://prezi.com/cdiqy889uoz8/levels-of-organization-lab/
 Stem Cell
 Tissue
 Organ
 Organ System
 Organism
24
Resources
1. Labs on Mitosis - http://www.biologycorner.com/lesson-plans/cells/
2. Lessons on Mitosis - http://sciencespot.net/Pages/classbio.html#Anchor-mitosis
3. Cell Division Jeopardy - http://hrsbstaff.ednet.ns.ca/bfougere/Science%20Jeopardy_files/frame.htm
4. YouTube Video on Cell Division and Cell Cycle - https://www.youtube.com/watch?v=Q6ucKWIIFmg
5. Lessons, links, and labs on Mitosis - http://www.nclark.net/MitosisMeiosis
6. Information on levels of organization in organisms - http://utahscience.oremjr.alpine.k12.ut.us/sciber00/7th/cells/sciber/levelorg.htm
7. Virtual cell lab on Mitosis - http://bio.rutgers.edu/~gb101/lab2_mitosis/index2.html
9. Student Notes of Mitosis - http://www.sciencespot.net/Media/mitosisnotes.pdf

Connection
Social Studies: Same Grade Band: Common Core State Standards for
MS.LS2.A, MS.LS3.A English Language Arts
MS.PS1.B, MS.ESS2.A Reading Informational: 7.1 – 7.5, 7.8 –
 Genetic Diseases (pg. 161) 7.10
 Genetic Cloning (i.e. Dolly the Sheep)
Articulation Across Grade Bands: Writing: 7.1 – 7.6, 7.8 – 7.10
 Genetic Engineering
3.LS1.B, 3.LS3.A - B
25
 Stem Cell Research Speaking and Listening: 7.1 – 7.6

 Performance Enhancing Drugs in sports 4.LS1.A
Language: 7.1 – 7.6
 Use of cells for DNA testing
5.PS3.D, 5.LS1.C, 5.LS2.A - B
 DNA fingerprinting Reading Standards for Literacy in
 Cancer cells HS.LS1.A, HS.LS2.A - B, HS.LS2.D, HS.LS1.C, HS.LS3.A - Science and Technical Subjects – RST 6–
 Use of DNA testing to solve crimes B 8.1 – RST 6-8.10
HS.PS1.B – C Writing Standards for Literacy in

English Language Arts: History/Social Studies, Science, and
HS.ESS2.D Technical Subjects – WHST 6-8.1, 6-8.2,
1. The Evolution of Calpurnia Tate by Jaqueline Kelly 6-8.4 – 6-8.10
2. The House of the Scorpion by Nancy Farmer Common Core State Standards for
Mathematics
4. Son by Lois Lowry 7.RP.1 – 7.RP.3
5. All about Mitosis and Meiosis (Mission: Science) by Elizabeth R. The Number System –
Crega 7.NS.1 – 7.NS.3
Expressions & Equations – 7.EE.1 –

7.EE.4
26
Unit 5: Genetics PERFORMANCE EXPECTATIONS

Students who demonstrate understanding can:
MS-LS1-4: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal
behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.
MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of
organisms.
MS-LS3-1: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins
and may result in harmful, beneficial, or neutral effects to the structure and function on an organism.
MS-LS3-2: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual
reproduction results in offspring with genetic variation.
MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some
individuals’ probability of surviving and reproducing in a specific environment.
MS-LS4-5: Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired
traits in organisms.
MS-LS4-6: Use mathematical representations to support explanations of how natural selection may lead to increase and decreases of
specific traits in populations over time.
Science & Engineering Practices Disciplinary Core Ideas Cross-Cutting

Concepts
Use an oral and written argument supported by  Animals engage in characteristic behaviors that increase the Phenomena may have
evidence to support or refute an explanation or a odds or reproduction. (MS-LS1-4) more than one cause,
model for a phenomenon. (MS-LS1-4) and some cause and
effect relationships in
 Plants reproduce in a variety of ways, sometimes depending systems can only be
27
on animal behavior and specialized features for described using

reproduction. (MS-LS1-4) probability. (MS-LS1-
4 & MS-LS1-5)
MS-LS1-5 Constructing Explanations and Designing Solutions LS1.B: Growth and Development of Organisms Cause and Effect
Construct a scientific explanation based on valid and Genetic factors as well as local conditions affect the growth Phenomena may have
reliable evidence obtained from sources (including of the adult plant. (MS-LS1-5) more than one cause,
students’ own experiments) and the assumption that and some cause and
theories and law that describe the natural world effect relationships in
operate today as they did in the past and will continue systems can only be
to do so in the future. (MS-LS1-5) described using
probability. (MS-LS1-
4 & MS-LS1-5)
MS-LS3-1 Developing and Using Models LS3.A: Inheritance of Traits Structure and
Develop and use a model to describe phenomena. (MS- Genes are located in the chromosomes of cells, with each Function
LS3-1 & MS-LS3-2) chromosome pair containing two variants of each of many Complex and
distinct genes. Each distinct gene chiefly controls the microscopic structures
production of specific proteins, which in turn affects the traits and systems can be
of the individual. Changes (mutations) to genes can result in visualized, modeled,
changes to proteins, which can affect the structures and and used to describe
functions of the organism and thereby change traits. (MS- how their function
LS3-1) depends on the
shapes, composition,
LS3.B: Variation of Traits and relationships
In addition to variations that arise from sexual reproduction, among its parts;
genetic information can be altered because of mutations. therefore, complex
Though rare, mutations may result in changes to the natural and designed
structure and function of proteins. Some changes are structures/systems
beneficial, other are harmful, and some are neutral to the can be analyzed to
organism. determine how they
MS-LS3-2 Developing and Using Models LS1.B: Growth and Development of Organisms Cause and Effect
Develop and use a model to describe phenomena. (MS- Organisms reproduce, either sexually or asexually, and Cause and effect
28
LS3-1 & MS-LS3-2) transfer their genetic information to their offspring. relationship may be
(secondary to MS-LS3-2) used to predict
phenomena in natural
LS3.A: Inheritance of Traits systems. (MS-LS3-2)
Variations of inherited traits between parent and offspring
arise from genetic differences that result from the sub-set of
chromosomes (an therefore genes) inherited. (MS-LS3-2)
LS3.B: Variation of Traits

In sexually reproducing organisms, each parent contributes
half of the genes acquired (at random) by the offspring.
Individuals have two of each chromosome and hence two
alleles of each gene, one acquired from each parent. These
versions may be identical or may differ from each other.
(MS-LS3-2)
MS-LS4-4 Constructing Explanations and Designing Solutions LS4.B: Natural Selection Cause and Effect
Construct an explanation that includes qualitative or Natural selection leads to the predominance of certain traits Phenomena may have
quantitative relationships between variables that in a population and the suppression of others. (MS-LS4-4) more than one cause,
describe phenomena. (MS-LS4-4) and some cause and
effect relationships in
systems can be only
described using
4, MS-LS4-5 & MS-
LS4-6)
MS-LS4-5 Obtaining, Evaluating, and Communicating LS4.B: Natural Selection Cause and Effect
Information In artificial selection, humans have the capacity to influence Cause and Effect
Gather, read, and synthesize information from multiple certain characteristics of organisms by selective breeding. Phenomena may have
appropriate sources and assess the credibility, One can choose desired parental traits determined by genes, more than one cause,
accuracy, and possible bias of each publication and which are then passed on to offspring. (MS-LS4-5) and some cause and
method used, and describe how they are supported or effect relationships in
29
not supported by evidence. (MS-LS4-5) systems can be only

described using
4, MS-LS4-5 & MS-
LS4-6)
MS-LS4-6 Using Mathematics and Computational Thinking LS4.C: Adaptation Cause and Effect
Use mathematical representations to support scientific Adaptation by natural selection acting over generations is one Cause and Effect
conclusions and design solutions. (MS-LS4-6) important process by which species change over time in Phenomena may have
response to changes in environmental conditions. Traits that more than one cause,
support successful survival and reproduction in the new and some cause and
environment become more common and those that do not effect relationships in
become less common. Thus, the distribution of traits in a systems can be only
population changes. (MS-LS4-6) described using
4, MS-LS4-5 & MS-
LS4-6)
Essential Questions
1. Who is Gregor Mendel and what is his contribution to science?
2. Why did Mendel perform cross-pollination experiments?
3. What did Mendel conclude about inherited traits?
4. How do dominant and recessive factors interact?
5. What determines the expression of traits?
6. How can inheritance be modeled with mathematics?
7. How do some patterns of inheritance differ from Mendel’s model?
30
8. How do humans use their understanding of genetics to modify or alter organisms?
9. What is DNA?
10. What is the role of RNA in protein production?
11. How do changes in the sequence of DNA affect traits?
12. Who discovered DNA?

Unit 2: Chapter 5 – Genetics Chapter 5 – Lesson 1 and Lesson 2:
Lesson 1: Mendel and His Peas 1. Buy flowers from the store which have stamens and pistils for the students to dissect.
 Heredity
 Genetics 2. Dominant and Recessive Phenotype Lab (on wiki)
 Dominant Trait
3. Two Genetics Labs (on wiki)
 Recessive Trait
 Gregor Mendel 4. Genetic Product with a Smile - http://www.sciencespot.net/Media/gen_smilewkst1.pdf
 Self-Pollination
 Cross-Pollination 5. Genetic Product with a Smile – follow-up lab -
http://www.sciencespot.net/Media/gen_smilewkst2.pdf
 First Generation
 Second Generation 6. Genetic Product with a Smile Teacher Instructions -
 Gregor Mendel http://www.sciencespot.net/Media/gen_smilenotes.pdf
 True-Breeding Plants
 Hybrid 7. Genetic Ethics Debate - http://www.sciencespot.net/Media/organtrail.pdf
8. What makes you unique? (pg. 153)

Lesson 2: Understanding Inheritance
 Chromosomes 9. Which is the dominant trait? (pg. 159)
 Genes
31
 Alleles 10. Pioneers of Genetics (pg. 161)

 Genotype
11. What is the span of your hand? (pg. 163)
 Phenotype
 Dominant 12. Can you infer genotype? (pg. 165)
 Recessive
 Homozygous 13. How can you use Punnett Squares to model inheritance? (pg. 172)
 Heterozygous
 Punnet Square
 Ratio 1. Making DNA replication out of candy - http://www.instructables.com/id/How-to-Make-a-DNA-
 Pedigrees Model-Out-of-Candy/
 Incomplete Dominance
 Codominance 2. Extracting DNA out of strawberries -
 Polygenic Inheritance http://www.genome.gov/Pages/Education/Modules/StrawberryExtractionInstructions.pdf
This can also be done with bananas, wheat germ, split peas, and cheek cells.
Lesson 3: DNA and Genetics
 DNA 3. Labs on DNA and RNA -
http://www.esciencelabs.com/files/product_pdfs/Intro%20Bio%20Lab%2012.pdf
 Helix
 Nucleotide 4. Activities to practice Punnett Squares -
 Adenine http://www.lessonplansinc.com/science.php?/biology/lessonplans/C99/
 Cytosine
 Thymine 5. Genetic Traits in the characters of Harry Potter -
http://www.nlm.nih.gov/exhibition/harrypottersworld/education/lessonplans/science.html
 Guanine
 Replication 6. How are codes used to determine traits? (pg. 174)
 Rosalind Franklin
 Maurice Wilkins 7. How can you model DNA? (pg. 176)
 James Watson
8. Gummy Bear Genetics (pg. 182)
 Francis Crick
32
 Proteins 9. Lab on RNA and DNA - http://www.msnucleus.org/membership/html/k-6/lc/organ/5/lco5.html

 RNA (messenger, transfer, and ribosomal)
 Transcription
 Mutations (substitution, insertion, and deletion)
 Junk DNA
 Translation
Resources
1. Virtual Labs: Building DNA, transcription, translation & extraction -

http://msponviaclass.wikispaces.com/file/view/Virtual+Lab+-+DNA+Transcription+%26+Translation.pdf
2. Transcription and Translation -

http://faculty.clintoncc.suny.edu/faculty/Michael.Gregory/files/Bio%20101/Bio%20101%20Laboratory/Transcription,%20Translation/Transcription,%20Translation.htm
3. Transcription and Translation - http://biology.unm.edu/ccouncil/Biology_124/Summaries/T&T.html
4. Virtual Genetics Lab - http://vgl.umb.edu/
5. Multiple Genetics Labs - http://www.nclark.net/Genetics
6. More resources on Genetics - http://www.biologycorner.com/lesson-plans/genetics/

Connection
MS.LS2.A, MS.LS1.A, MS.LS4.A, MS.LS3.A English Language Arts
Research the following in connection with the labs: – B, MS.LS2.C
33
Reading Informational: 7.1 - 7.5, 7.8 –

 Genetic Diseases (pg. 161) MS.ESS1.C 7.10
 Genetic Cloning (i.e. Dolly the Sheep)
Writing: 7.1 - 7.6, 7.8 – 7.10
Articulation Across Grade Bands:
 Stem Cell Research 3.LS1.B, 3.LS3.A – B, 3.LS4.B - C Speaking and Listening: 7.1 - 7.6
 Performance Enhancing Drugs in sports
 Use of cells for DNA testing HS.LS2.A, HS.LS2.C - D, HS.LS1.A – B, Language: 7.1 – 7.6
 DNA fingerprinting HS.LS3.A – B, HS.LS4.B - C
 Cancer cells Reading Standards for Literacy in
Science and Technical Subjects – RST 6–
 Human Genome Project – http://www.genome.gov/Pages/EducationKit 8.1 – RST 6-8.10
 Sickle Cell Anemia
 Bioengineered Food Writing Standards for Literacy in
 Designer Babies History/Social Studies, Science, and
 Blue People of Troublesome Creek - Technical Subjects – WHST 6-8.1, 6-8.2,
6-8.4 – 6-8.10
http://www.nclark.net/BluePeopleofTroublesomeCreek.html
English Language Arts: Common Core State Standards for

Mathematics
*There is book list on the wiki of more great books dealing with genetics.
7.RP.A.2, 7.RP.1 – 7.RP.3
1. Gregor Mendel: The Friar Who Grew Peas by Cheryl Bardoe
The Number System – 7.NS.1 – 7.NS.3
2. The Monk in the Garden: The Lost and Found Genius of Gregor Mendel, the
Father of Genetics by Robin Marantz Henig
Expressions & Equations - 7.EE.1 -
7.EE.4
3. Learning about DNA by Debbie Routh
34
7. Son by Lois Lowry
8. Uglies, Pretties, Specials, and Extras by Scott Westerfeld
35
Unit 6: Reproduction PERFORMANCE EXPECTATIONS

of Organisms Students who demonstrate understanding can:
organisms.
MS-LS3-1: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins
and may result in harmful, beneficial, or neutral effects to the structure and function on an organism.
MS-LS4-5: Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired
traits in organisms.
MS-LS4-6: Use mathematical representations to support explanations of how natural selection may lead to increase and decreases of
specific traits in populations over time.
MS-LS1-4 Engaging in Argument from Evidence LS1.B: Growth and Development of Cause and Effect
Use an oral and written argument supported by evidence to Organisms Phenomena may have more than
support or refute an explanation or a model for a phenomenon.  Animals engage in characteristic one cause, and some cause and
(MS-LS1-4) behaviors that increase the odds or effect relationships in systems
reproduction. (MS-LS1-4) can only be described using
probability. (MS-LS1-4 & MS-LS1-
36
5)
 Plants reproduce in a variety of
ways, sometimes depending on
animal behavior and specialized
features for reproduction. (MS-LS1-
4)
MS-LS1-5 Constructing Explanations and Designing Solutions LS1.B: Growth and Development of Cause and Effect
Construct a scientific explanation based on valid and reliable Organisms Phenomena may have more than
evidence obtained from sources (including students’ own Genetic factors as well as local one cause, and some cause and
experiments) and the assumption that theories and law that conditions affect the growth of the effect relationships in systems
describe the natural world operate today as they did in the past adult plant. (MS-LS1-5) can only be described using
and will continue to do so in the future. (MS-LS1-5) probability. (MS-LS1-4 & MS-LS1-
5)
MS-LS3-1 Developing and Using Models LS3.A: Inheritance of Traits Structure and Function
Develop and use a model to describe phenomena. (MS-LS3-1 & Genes are located in the Complex and microscopic
MS-LS3-2) chromosomes of cells, with each structures and systems can be
chromosome pair containing two visualized, modeled, and used to
variants of each of many distinct describe how their function
genes. Each distinct gene chiefly depends on the shapes,
controls the production of specific composition, and relationships
proteins, which in turn affects the among its parts; therefore,
traits of the individual. Changes complex natural and designed
(mutations) to genes can result in structures/systems can be
changes to proteins, which can affect analyzed to determine how they
the structures and functions of the function. (MS-LS3-1)
organism and thereby change traits.
(MS-LS3-1)

In addition to variations that arise
from sexual reproduction, genetic
37
information can be altered because of

mutations. Though rare, mutations
may result in changes to the structure
and function of proteins. Some
changes are beneficial, other are
harmful, and some are neutral to the
organism.
MS-LS3-2 Developing and Using Models LS1.B: Growth and Development of Cause and Effect
Develop and use a model to describe phenomena. (MS-LS3-1 & Organisms Cause and effect relationship may
MS-LS3-2) Organisms reproduce, either sexually be used to predict phenomena in
or asexually, and transfer their natural systems. (MS-LS3-2)
genetic information to their offspring.
LS3.A: Inheritance of Traits

Variations of inherited traits between
parent and offspring arise from
genetic differences that result from
the sub-set of chromosomes (an
therefore genes) inherited. (MS-LS3-
2)

In sexually reproducing organisms,
each parent contributes half of the
genes acquired (at random) by the
offspring. Individuals have two of
each chromosome and hence two
alleles of each gene, one acquired
from each parent. These versions
may be identical or may differ from
each other. (MS-LS3-2)
38
MS-LS4-4 Constructing Explanations and Designing Solutions LS4.B: Natural Selection Cause and Effect
Construct an explanation that includes qualitative or quantitative Natural selection leads to the Phenomena may have more than
relationships between variables that describe phenomena. (MS- predominance of certain traits in a one cause, and some cause and
LS4-4) population and the suppression of effect relationships in systems
others. (MS-LS4-4) can be only described using
probability. (MS-LS4-4, MS-LS4-5
& MS-LS4-6)
MS-LS4-5 Obtaining, Evaluating, and Communicating Information LS4.B: Natural Selection Cause and Effect
Gather, read, and synthesize information from multiple In artificial selection, humans have Cause and Effect
appropriate sources and assess the credibility, accuracy, and the capacity to influence certain Phenomena may have more than
possible bias of each publication and method used, and describe characteristics of organisms by one cause, and some cause and
how they are supported or not supported by evidence. (MS-LS4- selective breeding. One can choose effect relationships in systems
5) desired parental traits determined by can be only described using
genes, which are then passed on to probability. (MS-LS4-4, MS-LS4-5
offspring. (MS-LS4-5) & MS-LS4-6)
MS-LS4-6 Using Mathematics and Computational Thinking LS4.C: Adaptation Cause and Effect
Use mathematical representations to support scientific Adaptation by natural selection acting Cause and Effect
conclusions and design solutions. (MS-LS4-6) over generations is one important Phenomena may have more than
process by which species change over one cause, and some cause and
time in response to changes in effect relationships in systems
environmental conditions. Traits that can be only described using
support successful survival and probability. (MS-LS4-4, MS-LS4-5
reproduction in the new environment & MS-LS4-6)
become more common and those
that do not become less common.
Thus, the distribution of traits in a
population changes. (MS-LS4-6)
Essential Questions
1. What is sexual reproduction?

39
2. What is meiosis and what is its importance to organisms?
3. What are the stages to meiosis?
4. How have humans used their knowledge of meiosis to modify or alter organisms?
5. What is asexual reproduction?
6. How does asexual reproduction differ across organisms?
Unit 1: Chapter 4 – Reproduction of Organisms Chapter 4 - Lesson 1:
Lesson 1: Sexual Reproduction and Meiosis 1. Virtual simulation on meiosis - http://www.cellsalive.com/meiosis.htm

 Sexual Reproduction
 Egg
2. Animation of meiosis - http://www.rothamsted.ac.uk/notebook/courses/guide/movie/meiosis.htm
 Sperm
 Fertilization
 Zygote 3. Animated Comparison of Meiosis and Mitosis - http://www.pbs.org/wgbh/nova/body/how-cells-divide.html
 Meiosis (I and II)
 Diploid Cells
4. Why do offspring look different? (pg. 117_
 Homologous Chromosomes
 Haploid Cells
 Prophase (I and II) 5. How does one cell produce four cells? (pg. 119)
 Metaphase (I and II)
 Anaphase (I and II) 6. Mitosis and Meiosis (pg. 138 – 139)
 Telophase (I and II)
40
 Cytokinesis Chapter 4 - Lesson 2:

 Genetic Variation
1. Comparing sexual and asexual reproduction - http://www.msnucleus.org/membership/html/k-
 Selective Breeding
6/lc/organ/5/lco5_5a.html
 Nuclear Membrane
 Chromatids
 Daughter Cells 2. How does yeast reproduce? (pg. 129)
 Spindle Fibers
3. What parts of plants can grow? (pg. 133)

Lesson 2: Asexual Reproduction
 Asexual Reproduction
4. Lab of asexual reproduction in yeast and amoeba -
 Fission
http://amrita.olabs.co.in/?sub=79&brch=16&sim=134&cnt=2
 Budding
 Regeneration
 Vegetative reproduction
 Cloning
 Cell Wall
 Chromosome
 Cell Membrane
 Prokaryote
 DNA
 Cytokinesis
Resources
41
1. Lessons and Labs on Meiosis - http://www.nclark.net/MitosisMeiosis
2. Meiosis Tutorial - http://www.biology.arizona.edu/cell_bio/tutorials/meiosis/main.html
3. Movie on Meiosis - http://www.mhhe.com/socscience/anthropology/stein2003/stein.html
4. Audio comparisons of Meiosis and Mitosis - http://highered.mheducation.com/sites/0072437316/student_view0/chapter12/animations.html
5. Meiosis Animation -http://www.johnkyrk.com/meiosis.html
6. Description of asexual reproduction - http://biomeworldlab.blogspot.com/2011/01/asexual-reproduction.html
7. Description of asexual reproduction in yeast and amoeba - http://amrita.olabs.co.in/?sub=79&brch=16&sim=134&cnt=1
8. Virtual cell lab on Mitosis- http://bio.rutgers.edu/~gb101/lab2_mitosis/index2.html
10. Student Notes of Mitosis- http://www.sciencespot.net/Media/mitosisnotes.pdf

Connection
MS.LS2.A, MS.LS1.A, MS.LS4.A, MS.LS3.A – B, Language Arts
Research the following in connection with the labs: MS.LS2.C
Reading Informational: 7.1 - 7.5, 7.8 – 7.10
 Genetic Diseases (pg. 161) MS.ESS1.C
42
 Genetic Cloning (i.e. Dolly the Sheep) Writing: 7.1 - 7.6, 7.8 – 7.10
Articulation Across Grade Bands: Speaking and Listening: 7.1 - 7.6
 Sickle Cell Anemia
3.LS1.B, 3.LS3.A – B, 3.LS4.B - C
 Designer Babies Language: 7.1 – 7.6
 Blue People of Troublesome Creek - HS.LS2.A, HS.LS2.C - D, HS.LS1.A – B, HS.LS3.A – B,
http://www.nclark.net/BluePeopleofTroublesomeCreek. HS.LS4.B - C Reading Standards for Literacy in Science and
html Technical Subjects – RST 6–8.1 – RST 6-8.10
Writing Standards for Literacy in History/Social

English Language Arts: Studies, Science, and Technical Subjects –
WHST 6-8.1, 6-8.2, 6-8.4 – 6-8.10
2. The Monk in the Garden: The Lost and Found Genius of Gregor Common Core State Standards for
Mendel, the Father of Genetics by Robin Marantz Henig Mathematics
3. Learning about DNA by Debbie Routh Ratios & Proportional Relationships – 7.RP.A.2,
7.RP.1 – 7.RP.3
The Number System – 7.NS.1 – 7.NS.3
7. Son by Lois Lowry
9. Wonder by R.J. Palacio
43
Unit 7: The PERFORMANCE EXPECTATIONS

Environment and Students who demonstrate understanding can:
Change Over Time
MS-LS4-1: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life
forms throughout history of life on Earth under the assumption that natural laws operate today as in the past.
MS-LS4-2: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and
between modern fossil organisms to infer evolutionary relationships.
MS-LS4-3: Analyze displays of pictorial data to compare patterns of similarities in embryological development across multiple species to
identify relationships not evident in the fully formed anatomy.
MS-LS4-6: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific
traits in populations over time.
MS-LS4-1 Analyzing and Interpreting Data LS4.A: Evidence of Common Ancestry and Diversity Patterns
Analyze and interpret data to determine The collection of fossils and their placement in Graphs, charts, and images can be used
similarities and differences in findings. (MS- chronological order (e.g., through the location of the to identify patterns in data. (MS-LS4-1
LS4-1) sedimentary layers in which they are found or & MS-LS4-3)
through radioactive dating) is known as the fossil
record. It documents the existence, diversity,
extinction, and change of many life forms throughout
the history of life on Earth. (MS-LS4-1)
MS-LS4-2 Constructing Explanations and Designing LS4.A: Evidence of Common Ancestry and Diversity Patterns
Solutions Anatomical similarities and differences between Patterns can be used to identify cause
Apply scientific ideas to construct an various organisms living today, and between them and effect relationships. (MS-LS4-2)
explanation for real-world phenomena, and organism in the fossil record enable the
44
examples, or events. (MS-LS4-2) reconstruction of evolutionary history and the

inference of lines of evolutionary descent. (MS-LS4-
2)
MS-LS4-3 Analyzing and Interpreting Data LS4.A: Evidence of Common Ancestry and Diversity Patterns
Analyze displays of data to identify linear and Comparison of the embryological development of Graphs, charts, and images can be used
non-linear relationships. (MS-LS4-3) different species also reveals similarities that show to identify patterns in data. (MS-LS4-1
relationships not evident in the fully formed & MS-LS4-3)
anatomy. (MS-LS4-3)
MS-LS4-4 Constructing Explanations and Designing LS4.B: Natural Selection Cause and Effect
Solutions Natural selection leads to the predominance of Phenomena may have more than one
Construct an explanation that includes certain traits in a population and the suppression of cause, and some cause and effect
qualitative or quantitative relationships others. (MS-LS4-4) relationships in systems can only be
between variables that describe phenomena. described using probability. (MS-LS4-4,
(MS-LS4-4) MS-LS4-5 & MS-LS4-6)
MS-LS4-6 Using Mathematics and Computational LS4.C: Adaptation Cause and Effect
Thinking Adaptation by natural selection acting over Phenomena may have more than one
Use mathematical representations to support generations is one important process by which cause, and some cause and effect
scientific conclusions and design solutions. species change over time in response to changes in relationships in systems can only be
(MS-LS4-6) the environmental conditions. Traits that support described using probability. (MS-LS4-4,
successful survival and reproduction in the new MS-LS4-5 & MS-LS4-6)
environment become more common and those that
do not become less common. Thus, the distribution
of traits in a population changes. (MS-LS4-6)
Essential Questions
1. How do fossils form?
2. How do scientists date fossils?
3. How are fossils evidence of biological evolution?

45
4. Who was Charles Darwin?
5. How does Darwin’s theory of evolution by natural selection explain how species change over time?
6. How are adaptations evidence of natural selection?
7. What evidence from living species supports the theory that species descend from other species over time?
8. How are Earth’s organisms related?
Unit 2: Chapter 6 – The Environment and Chapter 6 - Lesson 1:

Change Over Time
1. Virtual Field Trip with Charles Darwin - http://www.shellyssciencespot.com/DarwinTrip/index.htm
Lesson 1: Fossil Evidence of Evolution
 Fossil Record 2. How do fossils form? (pg. 193)

 Tissues
 Mineralization 3. How to species change over time? (pg. 199)
 Carbonization
 Mold
 Cast 4. Can you observe changes through time in collections of everyday objects? (pg. 201)
 Trace Fossil
 Relative-Age Dating 5. Fossils on the Internet Lab - http://facstaff.gpc.edu/~pgore/geology/historical_lab/2010Fossils-on-Internet.pdf
 Absolute-Age Dating
 Geologic Time Scale 6. The Classic Fossil Lab - http://mjksciteachingideas.com/pdf/BlogFossilLab.pdf
 Extinctions
Chapter 6 – Lesson 2 and Lesson 3:
 Biological Evolution
*Please check the wiki for over 20 lab activities related to these sections
Lesson 2: Theory of Evolution by Natural
46
Selection 1. Are there variations within your class? (pg. 203)

 Charles Darwin and his voyage to
the Galapagos Islands
2. Who survives? (pg. 209)
 Naturalist
 Adaptations (functional,
structural, and behavioral) 3. How is the structure of a spoon related to its function? (pg. 213)
 Camouflage
 Mimicry
4. Many instructional tips and activities to teaching evolution for middle school-
 Selective Breeding
http://msp.ehe.osu.edu/wiki/index.php/MSP:MiddleSchoolPortal/Middle_School_Meets_Evolution and at
 Variation
http://www.lessonplansinc.com/biology_lesson_plans_darwin_evolution.php
 Natural Selection
5. Relative Dating Activity - http://www.ucmp.berkeley.edu/fosrec/BarBar.html

Lesson 3: Biological Evidence of Evolution
 Evolution
 Comparative anatomy
 Homologous structures
 Analogous structures
 Vestigial Structures
 Embryology
 Pharyngeal Pouches
 Molecular Biology
 Species
 Diversity
Resources
47
1. Fossil Record Flash Cards - http://quizlet.com/4742853/bio-lab-fossil-record-flash-cards/
2. Understanding Evolution - http://evolution.berkeley.edu/
1. A PBS "Human Evolution" Shockwave activity: http://www.pbs.org/wgbh/aso/tryit/evolution/#
2. Explore this PBS geologic timeline: http://www.pbs.org/wgbh/evolution/change/deeptime/index.html
3. "Life Has History" modules sponsored by the NSF: http://www.ucmp.berkeley.edu/education/explorations/tours/. . .
4. "Fossils, Rocks, and Time" by USGS: http://pubs.usgs.gov/gip/fossils/
5. Geologic timeline from Smithsonian: http://paleobiology.si.edu/geotime/main/
6. Glencoe Section Launcher video on spontaneous generation: http://www.glencoe.com/sec/science/biology/bio2000/
7. NOVA's "A Brief History of Life" interactive timeline: http://www.pbs.org/wgbh/nova/evolution/brief-history-life.html
8. How did life begin? http://www.pbs.org/wgbh/nova/evolution/how-did-life-begin.html
9. Spontaneous Generation and the Origin of Life: http://www.talkorigins.org/faqs/abioprob/spontaneous-generation.html
10. Information on Evolution - http://www.lessonplansinc.com/biology_lesson_plans_darwin_evolution.php and http://evolution.berkeley.edu/

Connection
MS.ESS1.C, MS.ESS2.B English Language Arts
MS.LS3.A – B, MS-LS2.A, MS.LS2.C Reading Informational: 7.1 - 7.5,
7.8 – 7.10
48
 Genetic Diseases (pg. 161)

 Genetic Cloning (i.e. Dolly the Sheep) Articulation Across Grade Bands: Writing: 7.1 - 7.6, 7.8 – 7.10
3.LS4.A - C, 3.LS3.B
Speaking and Listening: 7.1 - 7.6
 Sickle Cell Anemia HS.LS4.A - C, HS.LS2.A, HS.LS4.C
 Designer Babies HS.LS3.B Language: 7.1 – 7.6
 Blue People of Troublesome Creek -
http://www.nclark.net/BluePeopleofTroublesomeCreek.html HS.ESS1.C Reading Standards for Literacy in
 Organisms that have become extinct Science and Technical Subjects –
RST 6–8.1 – RST 6-8.10
 Organisms that evolved due to environmental conditions such as the moths
during the Industrial Revolution Writing Standards for Literacy in
History/Social Studies, Science,
and Technical Subjects – WHST 6-
English Language Arts: 8.1, 6-8.2, 6-8.4 – 6-8.10
2. The Monk in the Garden: The Lost and Found Genius of Gregor Mendel, the Father of Common Core State Standards for
Genetics by Robin Marantz Henig Mathematics
3. Learning about DNA by Debbie Routh Ratios & Proportional

Relationships – 7.RP.A.2, 7.RP.1 –
4. The Evolution of Calpurnia Tate by Jaqueline Kelly 7.RP.3
5. The House of the Scorpion by Nancy Farmer The Number System – 7.NS.1 –
7.NS.3
Expressions & Equations - 7.EE.1 -
7. Son by Lois Lowry 7.EE.4
49
9. Wonder by R.J. Palacio
10. The Origins of Species by Charles Darwin
11. Who was Charles Darwin? By Deborah Hopkinson
12. Charles Darwin and the Beagle Adventure by A.J. Wood
50
Unit 8 – Human PERFORMANCE EXPECTATIONS

Body System Students who demonstrate understanding can:
(including
bacteria & virus) MS-LS1-1: 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-LS1-7: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or
release as this matter moves through an organism.
MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior
or storage as memories.
MS-LS1-1 Planning and Carrying Out Investigations LS1.A: Structure and Function Scale, Proportion, and Quantity
Conduct an investigation to produce data to All living things are made up of cells, which is the Phenomena that can be observed at one
serve as the basis for evidence that meets the smallest unit that can be said to be alive. An scale may not be observable at another
goals of an investigation. (MS-LS1-1) organism may consist of one single cell scale. (MS-LS1-1)
(unicellular) or many different numbers and types
of cells (multicellular). (MS-LS1-1)
Develop and use a model to describe Within cells, special structures are responsible for Complex and microscopic structures and
phenomena. (MS-LS1-2) particular functions, and the cell membrane forms systems can be visualized, modeled, and
the boundary that controls what enters and leaves used to describe how their function
the cell. (MS-LS1-2) depends on the relationships among its
51
parts; therefore, complex natural and

analyzed to determine how they function.
(MS-LS1-2)
Use an oral and written argument supported by In multicellular organisms the body is a system of Systems may interact with other systems;
evidence to support or refute an explanation or multiple interacting sub-systems. These sub- they may have sub-systems and be part of
a model for a phenomenon. (MS-LS1-3) systems are groups of cells that work together to larger complex systems. (MS-LS1-3)
form tissues and organs that are specialized for
particular body functions. (MS-LS1-3)
MS-LS1-5 Constructing Explanations and Designing LS1.B: Growth and Development of Organisms Cause and Effect
Solutions Genetic factors as well as local conditions affect Phenomena may have more than one
Construct a scientific explanation based on the growth of the adult plant. (MS-LS1-5) cause, and some cause and effect
valid and reliable evidence obtained from relationships in systems can only be
sources (including students’ own experiments) described using probability. (MS-LS1-4 &
and the assumption that theories and law that MS-LS1-5)
describe the natural world operate today as
they did in the past and will continue to do so
in the future. (MS-LS1-5)
MS-LS1-7 Developing and Using Models 1. LS1.C: Organization for Matter and Energy Energy and Matter
Develop a model to describe unobservable Flow in Organisms Matter is conserved because atoms are
mechanisms. (MS-LS1-7) Within individual organisms, food moves through conserved in physical and chemical
a series of chemical reactions in which it is broken processes. (MS-LS1-7)
down and rearranged to form new molecules,
support growth, or release energy. (MS-LS1-7)
2. PS3.D: Energy in Chemical Processes and

Everyday Life
Cellular respiration in plants and animals involved
chemical reactions with oxygen that release
52
stored energy. In these processes, complex

molecules containing carbon react with oxygen to
produce carbon dioxide and other materials.
MS-LS1-8 Obtaining, Evaluating, and Communicating LS1.D: Information Processing Cause and Effect
Information Each sense receptor responds to different inputs Cause and effect relationships may be used
Gather, read, and synthesize information from (electromagnetic, mechanical,, chemical), to predict phenomena in natural systems.
multiple appropriate sources and access the transmitting them as signals that travel along (MS-LS1-8)
credibility, accuracy, an possible bias of each nerve cells to the brain. The signals are then
publication and method used, and describe processed in the brain, resulting in immediate
how they are supported or not supported by behaviors or memories. (MS-LS1-8)
evidence. (MS-LS1-8)
Essential Questions
1. How do nutrients enter and leave the body?
2. How do nutrients travel through the body?
3. How does the body defend itself from harmful invaders?
4. How do we breathe?
5. How does the body move?
6. How does the body respond to changes in its environment?
7. How does the body respond to stimuli?
Unit 2: Chapter 7 – Human Body System Chapter 7 – Lesson 1:

53
Lesson 1: Transport and Defense 1. Digestive System Tour Lab -

http://www.myscience8.com/human_biology/module_4/digestive_system_tour_activity_form2.pdf
 Organ Systems
 Homeostasis 2. Virtual Tour of the Digestive System - http://kidshealth.org/kid/interactive/digestive_it.html
 The Digestive System (digestion,
3. Demonstrating the Digestive Process Lab- http://www.homeschoolroom.com/digestive-system-demonstration/
absorption, and excretion)
 Nutrition 4. Homeostasis Lab -
 Nutrients http://www.msichicago.org/fileadmin/Education/learninglabs/lab_downloads/Homeostasis.pdf
 Calorie
 Excretory System 5. Labs on Nutrition and Digestion -
http://www.cabrillo.edu/~pdarcey/Bio%2013A/bio13alab/bio13alabs_pdf/bio13alab_13dig_spr10.pdf
 Respiration
 Respiratory System (pharynx, trachea, 6. Nutrition Labs for Students - http://lifestyle.howstuffworks.com/crafts/other-arts-crafts/science-projects-for-
bronchi, alveoli, and lungs) kids-nutrition-and-health.htm
 Circulation
 Circulatory System (heart, vein, capillaries, 7. Why is Excretion Necessary for Life Lab - http://www.scienceteacherprogram.org/biology/Zulema04.html
arteries, lungs)
8. Label the Kidney - http://www.biologycorner.com/anatomy/urinary/kidney_coloring.html
 Oxygen
 Carbon Dioxide 9. Cross-Curricular Student Experiments on the Respiratory System -
 Iron http://www.henry.k12.ga.us/cur/mybody/resp_lessons.htm
 Blood and Blood Types
10. Make a Model of the Respiratory System - http://www.adprima.com/sci-respsystem.htm
 Lymphatic System (lymph nodes, thymus,
tonsils, spleen, and lymph vessels)
11. Create a Circulatory System - http://www.greatschools.org/science/5275-iridescent-science-experiment-
 White Blood Cells circulatory-system.gs
 Red Blood Cells
 Lymphocyte 12. Student Labs on the Respiratory System & Circulatory System -
 Bone Marrow http://bioserv.fiu.edu/~biolab/labs/1011/Spring%202012/Spring%202012%20Task%20Sheets/Week%2010_Circula
tory%20&%20Respiratory%20Systems.pdf
 Immunity
54
 Disease (infectious and noninfectious) 13. What Goes Around Comes Around: Lab Experiment on the Circulatory System -
 Mucus http://www.msichicago.org/online-science/activities/activity-detail/activities/what-goes-around-comes-around-1/
 Virus
14. Spread the Soap, Not the Germs Lab Experiment - http://www.sciencebuddies.org/science-fair-
 Bacteria projects/project_ideas/MicroBio_p018.shtml?from=Home#makeityourown
 Pathogen
15. Student Projects on Viruses -
Lesson 2: Structure, Movement, and Control http://school.discoveryeducation.com/curriculumcenter/viruses/projectideas.html
 Skeletal System
 Calcium 16. Modeling How Viruses Spread -
 Compact Bone http://school.discoveryeducation.com/curriculumcenter/viruses/activities.html
 Spongy Bone
17. Hand Washing Lab - http://www.cdc.gov/bam/teachers/documents/epi_4_hand_wash.pdf
 Muscular System
 Skeletal Muscle 18. Growing Bacteria in Petri Dishes Lab - http://www.stevespanglerscience.com/lab/experiments/growing-
 Cardiac Muscle bacteria
 Smooth Muscle
 Nervous System This experiment can be extended by having students swab different areas of the school to see the rate of bacteria
growth on an agar medium.
 Neurons
 Voluntary & Involuntary Control 19. Blood Typing Activity - http://sciencespot.net/Media/FrnsScience/bloodtypinglab2wkst.pdf
 Reflexes
 Senses 20. Blood Typing Compatibility - http://lessonplanspage.com/sciencepebloodtypecompatibilitydemonstration512-
 Endocrine System htm/
 Hormones
21. Which tool can transport water quickly? (pg. 231)
22. How much water do you lose each day? (pg. 234)
23. How can you model the function of blood cells? (pg. 243)
Chapter 7 - Lesson 2:
55
1. Skeletal System Lab Tour - http://www.myscience8.com/human_biology/skeletal_system_tour_lab.pdf
2. Skeletal System Lab Tour Version 2 -

http://www.waukeshaschools.com/central/Centralsite/pages/teacherpages/hansen/Skeletal%20System%20N
otesDIG/Skeletal%20System%20Tour%20Lab.pdf
3. The Bone Experiment - http://www.pjteaches.com/PDF/LifeScience/labs/Lab24B.pdf
4. Muscular System Tour Lab - http://www.myscience8.com/human_biology/muscular_system_lab_2007.pdf
5. Structure and Movement Lab -

http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS21/LS21.html
6. Why is the skeletal system so important Lab (pg. 245)
7. Have students dissect a chicken leg or chicken wing to see the bones and muscles attached to the bone.
8. Nervous System Lab - http://www.sciencegeek.net/Biology/biopdfs/Lab_NervousSystem.pdf
9. Making a Model of a Neuron - http://faculty.washington.edu/chudler/chmodel.html
10. Lab on the Senses – http://www.schoonerchantal.com/bio10labnervous.pdf
11. Does your sight help you keep your balance? (pg. 250)
12. Experiments on the Endocrine System (flight or fright response) - http://www.qldscienceteachers.com/junior-

science/biology/experiments/endocrine-system
56
13. Hands-On Endocrine Activity -

https://www.teachengineering.org/view_activity.php?url=collection/cub_/activities/cub_human/cub_human_less
on07_activity1.xml
Resources
1. Information on the Digestive System - http://webanatomy.net/anatomy/digestive_lab-pdf.pdf
2. Explanation of the digestive system - http://www.ducksters.com/science/digestive_system.php
3. Audio & video about the digestive system - http://kidshealth.org/kid/htbw/digestive_system.html
4. Video about Homeostasis - http://www.biocasts.com/mctc/1128/lab3.htm
5. Explanation about the Excretory System - http://www.kidsbiology.com/human_biology/excretory-system.php;

http://www.biology4kids.com/files/systems_excretory.html; and http://www.esciencelabs.com/files/product_pdfs/AandP-SampleLab.pdf
6. Video about the Excretory System - http://easyscienceforkids.com/the-scoop-on-poop-human-excretory-system-basics/
7. Body Systems Online Games- http://www.wartgames.com/themes/humanbody.html
8. Explanation of the Respiratory System - http://www.kidsbiology.com/human_biology/respiratory-system.php
9. Audio and Video of the Respiratory System - http://kidshealth.org/kid/htbw/lungs.html
10. Unit Plan of the Respiratory System -

http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/682/Catch%20Your%20Breath%20%20A%20Study%20of%20the%20Respiratory%20System.pdf
57
11. Unit Plan of the Circulatory System - http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/792/The%20Highway%20of%20Life.pdf
12. Video on the Lymphatic System - http://kids.britannica.com/lm/animations/olympha001d4/product.html
13. Explanation of the Lymphatic System - http://www.biology4kids.com/files/systems_lymphatic.html and

http://kidshealth.org/teen/your_body/body_basics/spleen.html
14. Online Games on Viruses – http://www.wartgames.com/themes/science/viruses.html
15. Explanation of Bacteria - http://www.ducksters.com/science/bacteria.php
16. Information on Blood - http://kidshealth.org/kid/word/b/word_bloodtype.html
17. Information on the Skeletal System - http://phs.psdr3.org/science/anatomy/skeletal.html
18. Information of the Muscular System - http://www.sciencebob.com/research/muscles.php
19. Study Guide on the Muscular System - http://www.pecentral.org/lessonideas/musclepairs.pdf
20. Information on the Nervous System - http://www.kidsbiology.com/human_biology/nervous-system.php
21. Information on the Endocrine System - http://www.kidsbiology.com/human_biology/endocrine-system.php
Cross- Curricular Connection to Other NGSS Other Learning Standards

Connection DCIs
MS.LS2.A, MS.LS3.A English Language Arts
MS.PS1.B, MS.ESS2.A Reading Informational: 7.1 - 7.5, 7.8
 Evolution from wolves to domesticated dogs. – 7.10
 Designer dogs (labor doodle)
Articulation Across Grade Writing: 7.1 - 7.6, 7.8 – 7.10
 How do invasive species such as the Asian carp upset evolutionary balance?
58
 Controlling the population of deer Bands:

 What happens when owls are gone from an ecosystem? 3.LS1.B, 3.LS3.A - B Speaking and Listening: 7.1 - 7.6
 Anti-acid mediations
4.LS1.A Language: 7.1 – 7.6
 Ulcers
 Hypothermia/Hyperthermia 5.PS3.D, 5.LS1.C, 5.LS2.A - B Reading Standards for Literacy in
 Nutritional Labels Science and Technical Subjects –
 Lung Cancer HS.LS1.A, HS.LS2.A - B, RST 6–8.1 – RST 6-8.10
HS.LS2.D, HS.LS1.C, HS.LS3.A -
 Kidney Transplants
B Writing Standards for Literacy in
 The Important of Blood Typing and Compatibility History/Social Studies, Science, and
 Infectious Diseases such as Superbugs, AIDS, Avian Flu, Swine Flu, the Bubonic Plague, and HS.PS1.B – C Technical Subjects – WHST 6-8.1, 6-
the 1917 Flu Epidemic, Ebola, and Measles 8.2, 6-8.4 – 6-8.10
 Signs of Diabetes HS.ESS2.D
 Why we do not drink salt water Common Core State Standards for
Mathematics
 Bone Marrow Transplants
 Osteoporosis Ratios & Proportional Relationships
 Growth Hormones –
 Performance Enhancing Drugs in Professional Sports 7.RP.1 – 7.RP.3
 Biological Weapons (Agent Orange or Nerve Gas)
English Language Arts: 7.NS.1 – 7.NS.3
13. Poop Happened! The History of the World Told from the Bottom Up! By Sarah Albee Expressions & Equations - 7.EE.1 -
7.EE.4
14. Guts: Our Digestive System by Seymour Simon
15. What Happens to a Hamburger by Paul Showers
16. Magic School Bus inside the Human Body by Joanne Cole
17. Janice VanCleave's Food and Nutrition for Every Kid: Easy Activities That Make Learning
59
Science Fun by Janice VanCleave
18. Ultimate Bodypedia: An Amazing Inside-Out Tour of the Human Body (National Geographic
Kids) by Patricia Daniels
19. The Everything KIDS' Human Body Book: All You Need to Know About Your Body Systems -
From Head to Toe! by Sheri Amsel
20. Viruses & Bacteria by Dennis Holley
21. Human Body Factivity (Discovery Kids) by Parragon Books
22. The Very Hungry Caterpillar by Eric Carle
22. “Stand Back” said the Elephant, “I’m Going to Sneeze” by Patricia Thompson and Wallace
Tripp
23. The Velveteen Rabbit by Margery Williams
24. Human Body: A Book with Guts by Dan Green
25. Ultimate Bodypedia: An Amazing Inside-Out Tour of the Human Body (National Geographic
Kids) by Patricia Daniels
26. The Everything KIDS' Human Body Book: All You Need to Know About Your Body Systems -
From Head to Toe! by Sheri Amsel
27. Human Body Factivity (Discovery Kids) by Parragon Books
28. The Hunger Games by Suzanne Collins
29. Human Body: A Book with Guts by Dan Green
60
Unit 9: PERFORMANCE EXPECTATIONS

Interactions of Students who demonstrate understanding can:
Living Things
MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an
ecosystem.
MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and non-living parts of an ecosystem.
MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect
populations.
MS-LS2-5: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Science & Engineering Disciplinary Core Ideas Cross-Cutting Concepts

Practices
MS-LS2-1 Analyzing and LS2.A: Interdependent Relationships in Ecosystems Cause and Effect
Interpreting Data  Organisms, and populations of organisms, are dependent on their Cause and effect relationships may be used to
Analyze and interpret data environmental interactions both with living things and with non-living predict phenomena in natural or designed
to provide evidence for factors. (MS-LS2-1) systems. (MS-LS2-1)
phenomena. (MS-LS2-1)
 In any ecosystem, organisms and populations with similar requirements
for food, water, oxygen, or other resources may compete with each other
for limited resources, access to which consequently constraints their
growth and reproduction. (MS-LS2-1)
 Growth of organisms and population increases are limited by access to

resources. (MS-LS2-1)
MS-LS2-2 Constructing Explanations LS2.A: Interdependent Relationships in Ecosystems Patterns

and Designing Solutions Similarly, predatory interactions may reduce the number of organisms or Patterns can be used to identify cause and effect
61
Construct an explanation eliminate whole populations of organisms. Mutually beneficial interactions, in relationships. (MS-LS2-2)
that includes qualitative or contrast, may become so interdependent that each organism requires the
quantitative relationships other for survival. Although the species involved in these competitive,
between variables that predatory, and mutually beneficially interactions vary across ecosystems, the
predict phenomena. (MS- patters of interactions of organisms with their environments, both living and
LS2-2) non-living, are shared. (MS-LS2-2)
MS-LS2-3 Developing and Using LS2.B: Cycle of Matter and Energy Transfer in Ecosystems Energy and Matter
Models Food webs are models that demonstrate how matter and energy are The transfer of energy can be tracked as energy
Develop a model to transferred between producers, consumers, and decomposers as the three flows through a natural system. (MS-LS2-3)
describe phenomena. groups interact within an ecosystem. Transfers of matter into an out of the
(MS-LS2-3) physical environment occur at every level. Decomposers recycle nutrients
from dead plant or animal matter back to the soil in terrestrial environments
or to the water in aquatic environments. The atoms that make up the
organisms in an ecosystem are cycled repeatedly between the living and non-
living parts of the ecosystem. (MS-LS2-3)
MS-LS2-4 Engaging in Argument LS2.C: Ecosystem Dynamics, Functioning, and Resilience Stability and Change
from Evidence Ecosystems are dynamic in nature; their characteristics can vary over time. Small changes in one part of a system might
Construct an oral and Disruptions to any physical or biological component of an ecosystem can lead cause large changes in another part. (MS-LS2-4
written argument to shifts in all its populations. (MS-LS2-4) & MS-LS2-5)
supported by empirical
evidence and scientific
reasoning to support or
refute an explanation or a
model for a phenomenon
or a solution to a problem.
(MS-LS2-4)
MS-LS2-5 Engaging in Argument LS2.C: Ecosystem Dynamics, Functioning, and Resilience Stability and Change
from Evidence Biodiversity describes the variety of species found in Earth’s terrestrial and Small changes in one part of a system might
Evaluate competing design oceanic ecosystems. The completeness or integrity of an ecosystem’s cause large changes in another part. (MS-LS2-4
solutions based on jointly biodiversity is often used as a measure of its health. (MS-LS2-5) & MS-LS2-5)
62
developed and agreed

upon design criteria. (MS- LS4.D: Biodiversity and Humans
LS2-5) Changes in biodiversity can influence humans’ resources, such as food, energy,
and medicines, as well as ecosystem services that humans rely on – for
example, water purification and recycling. (secondary to MS-LS2-5)
ETS1.B: Developing Possible Solutions

There are systematic processes for evaluating solutions with respect to how
well they meet the criteria and constraints of a problem. (secondary to MS-
LS2-5)
Essential Questions
1. What are ecosystems?
2. What are biomes?
3. What happens when environments change?
4. How do individuals and groups of organisms interact?
5. What are the different relationships organisms have for survival?
6. What factors can cause a negative impact on the environment?
7. How does energy move in ecosystems?
8. How is the movement of energy in an ecosystem modeled?
9. How does matter move in ecosystems?

Unit 2: Chapter 9 – Chapter 9 - Lesson 1:

Interactions of Living Things
63
1. Ecosystem Changes Lab - http://utahscience.oremjr.alpine.k12.ut.us/Sciber06/9th/Stand_2/html/2_2f.htm

Lesson 1: Ecosystems and
Biomes 2. How do environments differ? (pg. 309)
 Ecosystem
 Abiotic factors 3. Abiotic & Biotic Factors in an Ecosystem - http://jklsciencelab.weebly.com/biotic-and-abiotic-factors.html
(water, light,
4. Analyzing an Ecosystem - http://www.pbslearningmedia.org/asset/lsps07_int_ecosystem/
temperature &
atmosphere) 5. Population Virtual Lab - http://biologycorner.com/worksheets/virtual_lab_population.html
 Biotic factors
(populations, 6. How many living and nonliving things can you find? (pg. 311)
communities &
biomes) 8. Biomes in a Baggie - http://pbskids.org/zoom/activities/sci/biomeinabaggie.html
 Succession
9. Unique Plants of the Biomes Research - http://www.discoveryeducation.com/teachers/free-lesson-plans/unique-plants-of-the-
biomes.cfm
Lesson 2: Populations and
10. Habitats of the World - http://www.discoveryeducation.com/teachers/free-lesson-plans/habitats-of-the-world.cfm
Communities
 Population Size
11. Ecological Succession Lab - http://www.kbs.msu.edu/images/stories/docs/K12/succession_lesson.pdf
 Population Density
 Limiting Factors Chapter 9 - Lesson 2:
(biotic potential,
carrying capacity & 1. Web Quest on Population Growth Rate - http://www.worldbank.org/depweb/english/modules/social/pgr/index.html and
overpopulation) http://geosim.cs.vt.edu/Java/IntlPop/IntlPop.html
 Community
2. What is the density of your environment? (pg. 317)
 Symbiotic
relationship 3. How does a fish population change? (pg. 318)
 Habitat
 Niche 4. Can you make predictions about a population size? (pg. 323)
 Mutualism
5. Estimating Population Size - http://www.biologycorner.com/worksheets/estimating_population_size.html
64
 Parasitism
 Commensalism 6. Population Density Lab - http://dhs.dist113.org/faculty/TuckeyD/website/Lab%20Pop%20Density.pdf
7. Limiting Factors Lab - http://www.schools.manatee.k12.fl.us/webdisk/HLENTINI/unit_7/limiting_factors_lab.pdf

Lesson 3: Energy and Matter 8. Population and Carrying Capacity Lab - http://verderbz.com/files/PopulationLab1.pdf
 Energy Flow
 Producers 9. Lab on Symbiotic Relationships - http://www.mhhe.com/biosci/genbio/maderbiology7/graphics/mader07b/tipsheets/14student.pdf
 Photosynthesis
10. Termite Symbiotic Lab -
 Chemosynthesis http://science.dadeschools.net/documents/ETO%20Science%20Resources/High%20School/APES/Biodiversity/Termite%20Symbiosis%20La
 Consumers b.pdf
(Herbivores,
Omnivores,
Carnivores &
Detritivores)
1. Energy Flow in an Ecosystem Lab - http://www.mcffa.com/uploads/4/4/8/0/4480777/03_reeve_energy_flow_lab.pdf
 Food Chain
 Food Webs 2. Modeling on how energy flows in an ecosystem - http://mhhe.com/biosci/genbio/virtual_labs/BL_02/BL_02.html
 Energy Pyramids
 Water Cycle 3. Producers and Consumers Worksheet - http://superteacherworksheets.com/food-chains/producer-consumer-
decomposer_WMNRT.pdf
 Oxygen Cycle
 Carbon Cycle 4. Food Chains and Food Webs Lab -
http://www.frontier.wnyric.org/cms/lib/NY19000265/Centricity/Domain/96/food_chain_web_lab.pdf
5. Food Web Lab - https://sites.google.com/a/cfsd16.org/lang-bio/assignments/foodchainlab
6. Energy Pyramid Lab - http://www.allenisd.org/cms/lib/TX01001197/Centricity/ModuleInstance/6965/Energy%20Pyramid%20Lab%20-

%202010.pdf
7. Ecological Pyramid Virtual Lab -

http://richardsonscience.weebly.com/uploads/8/0/7/6/8076828/ecological_pyramids_virtual_lab_questions_and_data_table1.pdf
65
8. Build a Model of the Water Cycle - http://www.ucar.edu/learn/1_1_2_4t.htm
9. How the Water Cycle impacts the Water Crisis - http://thewaterproject.org/resources/download/water-cycle-water-crisis.pdf
10. Water Cycle Lab - http://gk12.bio.fsu.edu/lessons/earth/gaboardi/water_cycle_I.pdf
11. Oxygen Cycle Lab - http://www.scientistinresidence.ca/pdf/life-

science/Living%20with%20Oxygen/SRP_Living_with_Oxygen_Lesson_4.pdf
12. Where do you get energy? (pg. 325)
13. How id energy transferred in a food chain? (pg. 329)
14. Can you observe part of the carbon cycle? (pg. 334 – 335)
15. Various online carbon cycle labs - http://sites.gsu.edu/geog1112/lab-4-2/ and http://serc.carleton.edu/earthlabs/carbon/lab_2.html
16. Web quest on the Carbon Cycle - http://www.thegeoexchange.org/carboncycle/carbon-cycle.html
Resources
1. Videos on the abiotic and biotic factors in an ecosystem - http://jklsciencelab.weebly.com/biotic-and-abiotic-factors.html
2. Virtual Ecosystems - http://mhhe.com/biosci/genbio/virtual_labs/BL_02/BL_02.html
3. Ecosystems Labs - http://ecosystemslab.disl.org/projects.htm
4. Environments Kit from Foss
66
5. Cool Facts about Ecosystem - http://eschooltoday.com/ecosystems/levels-of-organisation-in-an-ecosystem.html
6. Virtual Biome Lab - http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS19/LS19.html
7. Virtual Biome Lab - http://earthobservatory.nasa.gov/Experiments/Biome/
8. Biomes and Ecosystems Labs - http://www.juliantrubin.com/encyclopedia/ecology/ecosystem.html
9. Virtual Lab on Ecosystem Changes - http://concord.org/stem-resources/experiment-ecosystems
10. Ecosystem Experiments from the Department of Energy- http://science.energy.gov/~/media/ber/pdf/Ecosystem_experiments.pdf
11. Environments from Foss
12. Movie – An Inconvenient Truth by Al Gore
13. Information on Overpopulation - http://www.juliantrubin.com/encyclopedia/ecology/overpopulation.html
14. Field Trip a forest preserve or Little Red Schoolhouse
15. Causes of Overpopulation - http://www.conserve-energy-future.com/causes-effects-solutions-of-overpopulation.php
16. Food Webs - http://www.gould.edu.au/foodwebs/kids_web.htm
17. Explanation on how energy flows in an ecosystem - http://www.learner.org/courses/envsci/unit/text.php?unit=4&secNum=3;

http://www.shmoop.com/ecology/ecosystem-energy-flow.html;
and http://www.angelo.edu/faculty/mdixon/ManEnvironment/pyramids.htm
18. Information on Producers and Consumers - http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/producersconsumers.htm
19. Fun with Food Webs - http://www.harcourtschool.com/activity/food/food_menu.html
67
20. Food Web Challenge - http://www.learner.org/courses/envsci/interactives/ecology/food_web.php
21. Explanation on Energy Pyramids - http://www.learner.org/courses/essential/life/session7/closer5.html
22. Water Cycle Explanation - http://thewaterproject.org/resources/the_water_cycle_presentation
23. Lesson Plans on the Water Cycle - http://thewaterproject.org/resources/lesson-plans/
24. Information on the water cycle - http://www.scholastic.com/teachers/activity/water-cycle-studyjams-activity
25. Visual Tour of the Water Cycle - http://www.units.miamioh.edu/dragonfly/water/watercycle.shtml
26. Oxygen Cycle Explanation- http://www.ducksters.com/science/ecosystems/oxygen_cycle.php; and http://www.geography4kids.com/files/cycles_oxygen.html
27. More info at the oxygen cycle at http://water.me.vccs.edu/concepts/oxycycle.html and http://www.realtrees4kids.org/sixeight/cycles.htm#oxygen
28. Carbon Cycle Virtual Lab - http://serc.carleton.edu/eslabs/carbon/lab2.html
29. Carbon Lab Simulator - http://www.learner.org/courses/envsci/interactives/carbon/
30. Various Carbon Cycle Labs - http://www.rsc.org/Education/Teachers/Resources/jesei/lab/home.htm
31. Information about the Carbon Cycle - http://www.visionlearning.com/en/library/Earth-Science/6/The-Carbon-Cycle/95
32. Debating Deforestation - http://www.nwf.org/News-and-Magazines/Media-Center/News-by-Topic/Global-Warming/2011/12-05-11-Debating-Deforestation-at-

Durban.aspx

Connection
Social Studies: Same Grade Band: Common Core State

MS. ESS2.A, MS.ESS3.A, MS.ESS3.C Standards for English
Research the following in connection with the labs: Language Arts
68
MS.LS1.B, MS.LS4.C - D
Research the following in connection with the labs: Reading Informational: 7.1 -
MS.PS1.B 7.5, 7.8 – 7.10
 The introduction of invasive species such as wild hogs, kudzu, and Asian carp to the U.S.
What has it done to the ecosystems? Articulation Across Grade Bands: Writing: 7.1 - 7.6, 7.8 – 7.10
 Research and debate the impact of urban/suburban spread on coyotes, geese, barn owls, 1.LS1.B
Speaking and Listening: 7.1 -
and bats.
3.LS2.C, 3.LS4.D 7.6
 Car emissions
 Rise of electrical cars or flex fuel cars 5.LS2.A - B Language: 7.1 – 7.6
 Global warming impact on coral reefs and the ice shelves
 The importance of planting trees to the ecosystem (versus deforestation) HS.LS1.C, HS.LS2.A - C, HS.LS2.C - D, Reading Standards for
HS.LS4.C – D Literacy in Science and
 World’s food supply efforts to support a growing world population
Technical Subjects – RST 6–
HS.ESS3.A - C, HS.ESS2.A, HS.ESS2.E, 8.1 – RST 6-8.10
English Language Arts: HS.ESS3.D
Writing Standards for
Ecosystems (Ecology & the Environment) by Angela Wagner HS.PS3.B Literacy in History/Social
Studies, Science, and
Technical Subjects – WHST 6-
What If There Were No Bees?: A Book About the Grassland Ecosystem (Food Chain Reactions) by
8.1, 6-8.2, 6-8.4 – 6-8.10
Suzanne Slade and Carol Schwartz
Common Core State
Exploring Ecosystems with Max Axiom, Super Scientist (Graphic Science) by Agnieszka Biskup and
Standards for Mathematics
Todd G Smith
Ratios & Proportional
Many Biomes, One Earth by Sneed B. Collard III
Relationships –
7.RP.1 – 7.RP.3
What If There Were No Gray Wolves?: A Book About the Temperate Forest Ecosystem (Food Chain
Reactions) by Suzanne Slade and Carol Schwartz
7.NS.1 – 7.NS.3
Biomes and Ecosystems by Barbara J. Davis
Expressions & Equations -
What If There Were No Sea Otters?: A Book About the Ocean Ecosystem (Food Chain Reactions) by
69
Suzanne Slade and Carol Schwartz 7.EE.1 - 7.EE.4
What Is a Biome? by Bobbie Kalman
The World of Food Chains with Max Axiom, Super Scientist (Graphic Science) by Liam O'Donnell,
Bill Anderson and Cynthia Martin
What Are Food Chains and Webs? by Bobbie Kalman and Jacqueline Langille
Ecology: The Study of Ecosystems by Susan Heinrichs Gray
What's a Penguin Doing in a Place Like This? by Miriam Schlein
Human Impact on the Environment by Elizabeth Rose
Changing Planet: What is the Environmental Impact of Human Migration and Settlement? by Sally
Morgan
An Inconvenient Truth: The Crisis of Global Warming by Al Gore
The Human Impact on the Natural Environment: Past, Present, and Future by Andrew S. Goudie
An Introduction to Human-Environment Geography: Local Dynamics and Global Processes by

William G. Moseley
70
Unit 10 – Plant PERFORMANCE EXPECTATIONS

Processes and Students who demonstrate understanding can:
Reproduction
types of cells.
organisms.
MS-LS1-6: 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-LS1-1 Planning and Carrying Out LS1.A: Structure and Function Scale, Proportion, and Quantity
Investigations All living things are made up of cells, which is the smallest unit that Phenomena that can be observed at
Conduct an investigation to produce data can be said to be alive. An organism may consist of one single cell one scale may not be observable at
to serve as the basis for evidence that (unicellular) or many different numbers and types of cells another scale. (MS-LS1-1)
meets the goals of an investigation. (MS- (multicellular). (MS-LS1-1)
LS1-1)
Develop and use a model to describe Within cells, special structures are responsible for particular Complex and microscopic structures
phenomena. (MS-LS1-2) functions, and the cell membrane forms the boundary that controls and systems can be visualized,
what enters and leaves the cell. (MS-LS1-2) modeled, and used to describe how
71
their function depends on the

relationships among its parts;
therefore, complex natural and
analyzed to determine how they
Use an oral and written argument  Animals engage in characteristic behaviors that increase the odds or Phenomena may have more than one
supported by evidence to support or reproduction. (MS-LS1-4) cause, and some cause and effect
refute an explanation or a model for a relationships in systems can only be
phenomenon. (MS-LS1-4) described using probability. (MS-LS1-
 Plants reproduce in a variety of ways, sometimes depending on 4 & MS-LS1-5)
animal behavior and specialized features for reproduction. (MS-
LS1-4)
MS-LS1-5 Constructing Explanations and Designing LS1.B: Growth and Development of Organisms Cause and Effect
Solutions Genetic factors as well as local conditions affect the growth of the Phenomena may have more than one
Construct a scientific explanation based adult plant. (MS-LS1-5) cause, and some cause and effect
on valid and reliable evidence obtained relationships in systems can only be
from sources (including students’ own described using probability. (MS-LS1-
experiments) and the assumption that 4 & MS-LS1-5)
theories and law that describe the
natural world operate today as they did
in the past and will continue to do so in
the future. (MS-LS1-5)
MS-LS1-6 Constructing Explanations and Designing 1. LS1.C: Organization for Matter and Energy Flow in Organisms Energy and Matter
Solutions Plant, algae (including phytoplankton), and many microorganisms use Within a natural system, the transfer
Construct a scientific explanation based the energy from light to make sugars (food) from carbon dioxide form of energy drives the motion and/or
on valid and reliable evidence obtained the atmosphere and water through the process of photosynthesis, cycling of matter. (MS-LS1-6)
from sources (including students’ own which also releases oxygen. These sugars can be used immediately or
experiments) and the assumption that stored for growth or later use. (MS-LS1-6)
72
theories and laws that describe the

natural world operate today as they did 2. PS3.D: Energy in Chemical Processes and Everyday Life
in the past and will continue to do so in The chemical reaction by which plants produce complex food
the future. (MS-LS1-5 & MS-LS1-6) molecules (sugars) requires an energy input (i.e., from sunlight) to
occur. In this reaction, carbon-based organic molecules and release
oxygen. (secondary to MS-LS1-6)
MS-LS3-2 Developing and Using Models LS1.B: Growth and Development of Organisms Cause and Effect
Develop and use a model to describe Organisms reproduce, either sexually or asexually, and transfer their Cause and effect relationship may be
phenomena. (MS-LS3-1 & MS-LS3-2) genetic information to their offspring. (secondary to MS-LS3-2) used to predict phenomena in
natural systems. (MS-LS3-2)
LS3.A: Inheritance of Traits
Variations of inherited traits between parent and offspring arise from
genetic differences that result from the sub-set of chromosomes (an
therefore genes) inherited. (MS-LS3-2)

In sexually reproducing organisms, each parent contributes half of the
genes acquired (at random) by the offspring. Individuals have two of
each chromosome and hence two alleles of each gene, one acquired
from each parent. These versions may be identical or may differ from
each other. (MS-LS3-2)
Essential Questions
1. How do materials move through plants?
2. How do plants perform photosynthesis?
3. What is cellular respiration?
4. What is the relationship between photosynthesis and cellular respiration?
5. How do plants respond to environmental stimuli?

73
6. How do plants respond to chemical stimuli?
7. What is the alternation of generations in plants?
8. How do seedless plants reproduce?
9. How do seeded plants reproduce?

Unit 2: Chapter 8 – Plant Chapter 8 - Lesson 1:

Processes and Reproduction
1. Label the parts of a leaf: http://www.biologycorner.com/worksheets/leaf_coloring.html
Lesson 1: Energy Processing in
Plants 2. Where do plants get their food Lab - http://www.biologycorner.com/worksheets/plantfood.html
 Xylem
 Phloem 3. Investigation of Plant Hormones - http://www.biologycorner.com/worksheets/planthormones.html
 Photosynthesis
9. How can you show the movement of materials inside a plant? (p. 271)
 Root
 Stem 10. Can you observe the plant processes? (pg. 274)
 Leaves
 Mesophyll Cells (spongy 11. The Effects of Light Intensity and Wavelength on the Rate of Photosynthesis Lab-
& mesophyll) http://www.biologycorner.com/worksheets/photosynthesis_sim.html
 Cuticle
12. Respiration vs. Photosynthesis Lab - http://www.nclark.net/RespirationvsPhotosynthesis.pdf
 Stoma
 Epidermal Cells (upper & 13. Photosynthesis Lab Stations - http://www.shellyssciencespot.com/Worksheets/Plantae/PhotosynthesisStations.pdf
lower)
 Chloroplast Chapter 8 - Lesson 2:
 Chlorophyll 1. Plant Hormones Lab - http://www.biologycorner.com/worksheets/planthormones.html
 Sugar Molecules
2. How do plants respond to stimuli? (pg. 279)
(Glucose)
74
 Cellular Respiration 3. Effects of Light Intensity on Plant Growth - http://www.biologycorner.com/worksheets/photosynthesis_sim.html

 Mitochondrion
4. When will plants flower? (pg. 283)
Lesson 2: Plant Responses 5. What happens to seeds if you change the intensity of light? (pg. 287)
 Stimuli
 Tropism 6. Leaf Transpiration Lab - http://www.biologycorner.com/worksheets/leaf_transpiration.html
 Thigmotropism
7. Germination Inhibitors - http://www.biologycorner.com/worksheets/germination_inhibitors.html
 Gravity
 Photoperiodism 8. Seed Germination Experiments - http://www.biologycorner.com/worksheets/germination.html
 Plant Hormones
 Auxims Chapter 8 - Lesson 3:
 Ethylene
1. Comparing gymnosperms and angiosperms -
 Gibberellins http://www.shellyssciencespot.com/Worksheets/Plantae/ComparingGymnosperms&Angiosperms.pdf
 Cytokinins
2. Fruits, Vegetables, and Spices – What part of the plant do we eat? -
http://www.shellyssciencespot.com/Worksheets/Plantae/FruitsVegetables&Spices.pdf
Lesson 3: Plant Reproduction
 Asexual Reproduction 3. Online Plant Dissection Lab - http://www.glencoe.com/sites/common_assets/science/virtual_labs/LS11/LS11.html
 Sexual Reproduction
 Alternation of generations 4. Buy tulips or lilies at the grocery store or flower shop. Have students dissect the flower parts to see the reproductive organs.
 Spores
5. Soft a lima bean in a cup of water with a very damp cotton ball. When the seed is softened, open the seed up for students to
 Pollen Grains dissect the seed parts.
 Pollination
 Ovule 6. Dissect a Flower Lab - http://www.lessonsite.com/ArchivePages/Biology/BiologyLabs1.1_SecondSemester.pdf
 Embryo
 Seed 7. Lab on Seed Parts - http://www.troy.k12.ny.us/Old%20Sites/thsbiology/labs_online/school_labs/seed_lab_school.html and
http://www.abcteach.com/free/p/plants_handsonscience_seeds.pdf
 Stamen (anther &
filament)
75
 Stigma
 Pistil
 Zygote
 Cones
 Ovary
 Fruit
 Diploid Generation
 Haploid Generation
 Moss
 Fern
 Gymnosperm
 Angiosperm
Resources
1. Information on Photosynthesis from Nova - http://www.pbs.org/wgbh/nova/nature/photosynthesis.html
2. Video on cellular metabolism - http://www.biologyinmotion.com/atp/index.html
3. Video on how light activates photosynthesis - http://www.science.smith.edu/departments/Biology/Bio231/ltrxn.html
4. Narrated videos on photosynthesis - http://dendro.cnre.vt.edu/forestbiology/photosynthesis.swf;

http://highered.mheducation.com/sites/0072437316/student_view0/chapter10/animations.html#; and http://www.johnkyrk.com/photosynthesis.html
5. Tutorial on Photosynthesis - http://www.ftexploring.com/photosyn/chloroplast.html
6. All About Flowering Plant Reproduction - http://www.personal.psu.edu/mnm14/blogs/biology_12_lab_flowering_plant_reproduction/

76
7. Information on plant reproduction - http://www.shmoop.com/plant-biology/plant-reproduction.html

Connection
Social Studies: Same Grade Band: Common Core State Standards for English Language
MS.ESS2.A Arts
MS.LS3.A, MS.LS2.A Reading Informational: 7.1 - 7.5, 7.8 – 7.10
 Deforestation (and carbon dioxide in the atmosphere)
 The Importance of Bee in Pollination MS.PS1.B Writing: 7.1 - 7.6, 7.8 – 7.10
 Insecticides and Pesticides on crops
Articulation Across Grade Speaking and Listening: 7.1 - 7.6
 Genetically Modified Plants (i.e. seedless watermelons) Bands:
 Crop farming in the U.S. Language: 7.1 – 7.6
 Organic Farming 3.LS1.B, 3.LS3.A - B
 Aeroponics and vertical farming in Chicago’s abandoned buildings Reading Standards for Literacy in Science and
 Food Deserts 4.LS1.A, 4.LS1.D Technical Subjects – RST 6–8.1 – RST 6-8.10
5.PS3.D, 5.LS1.C, 5.LS2.A - B Writing Standards for Literacy in History/Social

English Language Arts: Studies, Science, and Technical Subjects – WHST 6-
HS.LS1.A - B, HS.LS1.C, HS.LS2.A, 8.1, 6-8.2, 6-8.4 – 6-8.10
1. The Ugly Vegetables by Grace Lin HS.LS2.B, HS.LS2.D, HS.LS3.A - B
Common Core State Standards for Mathematics
2. Dem’ Bones by Bob Barner HS.ESS3.D
3. The Lightening Thief series by Rick Riordan HS.PS1.B 7.RP.1 – 7.RP.3

4. The Harry Potter Series by J.K Rowling
7.NS.1 – 7.NS.3
5. The Hunger Games by Suzanne Collins
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6. The Carrot Seed by Ruth Krauss
7. From Seed to Pumpkin by Gail Gibbons
8. One Green Apple by Eve Bunting
9. Auntie Yang’s Great Soybean Picnic by Ginnie Lo
10. From Seed to Plant by Gail Gibbons
11. From Seed to Plant by National Geographic
78
Unit 11 – Earth’s PERFORMANCE EXPECTATIONS

Atmosphere Students who demonstrate understanding can:
MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather
conditions.
MS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic
circulation that determine regional climates.
MS-ESS3-1: Construct a scientific explanation based on evidence for how the even distributions of Earth’s mineral, energy, and groundwater
resources are the result of past and current geoscience processes.
MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural
resources impact Earth’s systems.
MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
MS-ESS2-5 Planning and Carrying 1. ESS2.C: The Roles of Water in Earth’s Surface Systems and System Models
Investigations The complex patterns of the changes and the movement of water in the Models can be used to represent
Collect data to produce data to atmosphere, determined by winds, landforms, and ocean temperatures systems and their interactions – such
serve as the basis for evidence to and currents, are major determinants of local weather patterns. (MS- as inputs, processes, and outputs –
answer scientific questions or test ESS2-5) and energy, matter, and information
design solutions under a range of flows within systems. (MS-ESS2-6)
conditions. (MS-ESS2-5) 2. ESS2.D: Weather and Climate
Because these patterns are so complex, weather can only be predicted
probabilistically. (MS-ESS2-5)
MS-ESS2-6 Developing and Using Models ESS2.C: The Roles of Water in Earth’s Surface Systems and System Models
Develop and use a model to Variations in density due to variations in temperature and salinity drive a Models can be used to represent
79
describe phenomena. (MS-ESS2-6) global pattern of interconnected ocean currents. (MS-ESS2-6) systems and their interactions – such
as inputs, processes, and outputs –
ESS2.D: Weather and Climate and energy, matter, and information
 Weather and climate are influenced by interactions involving sunlight, flows within systems. (MS-ESS2-6)
the ocean, the atmosphere, ice, landforms, and living things. The
interactions vary with latitude, altitude, and local and regional
geography, all of which can affect oceanic and atmospheric flow
patterns. (MS-ESS2-6)
 The ocean exerts a major influence on weather and climate by

absorbing energy from the sun, releasing it over time, and globally
redistributing it through ocean currents. (MS-ESS2-6)
MS-ESS3-1 Constructing Explanations and ESS3.A: Natural Resources Cause and Effect
Designing Solutions Humans depend on Earth’s land, ocean, atmosphere, and biosphere for Cause and effect relationships may be
Construct a scientific explanations many different resources. Minerals, fresh water, and biosphere resources used to predict phenomena in natural
based on valid and reliable are limited, and many are not renewable or replaceable over human or designed systems. (MS-ESS3-1)
evidence obtained from sources lifetimes. These resources are distributed unevenly around the planet as
(including the students’ own a result of past geologic processes. (MS-ESS3-1)
experiments) and the assumption
that theories and laws that describe
that natural world operate today as
they did in the past and will
continue to do so in the future.
(MS-ESS3-1)
MS-ESS3-3 Constructing Explanations and ESS3.C: Human Impacts on Earth Systems Cause and Effect
Designing Solutions  Human activities have significantly altered the biosphere, sometimes Relationships can be classified as
Apply scientific principles to design damaging or destroying natural habitats and causing the extinction of casual or correlational, and correlation
an object, tool, process, or system. other species. But changes to Earth’s environments can have different does not necessarily imply causation.
(MS-ESS3-3) impacts (negative and positive) for different living things. (MS-ESS3-3) (MS-ESS3-3)
 Typically as human populations and per-capita consumption of natural

80
resources increase, so do the negative impacts on Earth, unless the

activities and technologies involved are engineered others. (MS-ESS3-
3 & MS-ESS3-4)
MS-ESS3-4 Engaging in Argument from ESS3.C: Human Impacts on Earth Systems Cause and Effect
Evidence Typically as human populations and per-capita consumption of natural Cause and effect relationships may be
Construct an oral and written resources increase, so do the negative impacts on Earth, unless the used to predict phenomena in natural
argument supported by empirical activities and technologies involved are engineered others. (MS-ESS3-3 & or designed systems. (MS-ESS3-1 &
evidence and scientific reasoning to MS-ESS3-4) MS-ESS3-4)
support or refute an explanation or
a model for a phenomenon or a
solution to a problem. (MS-ESS3-4)
MS-ESS3-5 Asking Questions and Defining ESS3.D: Global Climate Change Stability and Change
Problems Human activities, such as the release of greenhouse gases from burning Stability might be disturbed either by
Ask questions to identify and clarify fossil fuels, are major factors in the current rise in Earth’s mean surface sudden events or gradual changes that
evidence of an argument. (MS- temperature (global warming). Reducing the level of climate change and accumulate over time. (MS-ESS3-5)
ESS3-5) reducing human vulnerability to whatever climate changes do occur
depend on the understanding of climate science, engineering capabilities,
and other kids of knowledge, such as understanding human behavior and
applying that knowledge wisely in decisions and activities. (MS-ESS3-5)
Essential Questions
1. How we can protect the atmosphere?
2. How do air currents affect weather patterns and topography on Earth?
3. How does the atmosphere protect all life forms on Earth?
4. How can we protect the air from pollutants?
5. If the air quality and atmosphere is damaged through human causes, is the damage reversible?
81
Unit 4: Chapter 16 – Earth’s Atmosphere Chapter 16 - Lesson 1:
Lesson 1: Describing Earth’s Atmosphere 1. Burning up the Atmosphere - http://formontana.net/burning.html

 Atmosphere
 Water Vapor 2. Atmosphere Web Quest –
http://www.clickandteachit.com/click.cfm?subpage=1018342
 Troposphere
 Stratosphere 3. Atmosphere Design Lab - http://forces.si.edu/atmosphere/interactive/atmosphere.html
 Mesosphere
 Thermosphere 4. Where does air apply pressure? (pg. 573)
 Ionosphere
 Auroras 5. Why does the furniture get dusty? (pg. 574)
 Exosphere 6. Atmosphere Virtual Lab -
 Air Pressure http://glencoe.mheducation.com/sites/0078617588/student_view0/chapter1/virtual_lab.html
 Altitude
7. All About Air Pressure Lab Stations - http://d32ogoqmya1dw8.cloudfront.net/files/earthlabs/hurricanes/lab5-
activitysheet.v3.pdf
Lesson 2: Energy Transfer in the Atmosphere
 Radiation Chapter 16 - Lesson 2:
 Visible Light 1. Using a spectroscope to see the visible spectrum -
http://www.chemistryland.com/CHM107Lab/Exp7/Spectroscope/Spectroscope.html
 Ultraviolet Light
 Infrared Radiation 2. Use prisms and spectrum glasses to break up white light into its visible spectrum.
 Energy Absorption
 Energy Reflection 3. Use UV beads for students to see what happens when ultraviolet is absorbed by the beads. - http://solar-
 Greenhouse Effect center.stanford.edu/activities/UV-Bead-Instructions.pdf
 Thermal Energy
4. Multiple Labs with UV light - http://solar-center.stanford.edu/webcast/wcpdf/SunBurns5-8.pdf
 Conduction
 Convection 5. Herschel Infrared Experiment -
82
 Latent Heat http://coolcosmos.ipac.caltech.edu/cosmic_classroom/classroom_activities/herschel_experiment2.html

 Convection
6. Multiple Experiments about Infrared Radiation - http://www.ipac.caltech.edu/outreach/Edu/activities.html
 Stability
 Temperature Inversion 7. Greenhouse Effect lab - http://gabesapeslabs.weebly.com/greenhouse-effect-lab.html
8. Multiple Labs on the Greenhouse Effect - http://enviroliteracy.org/pdf/labge1.pdf

Lesson 3: Air Currents
 Wind
9. Greenhouse Effect Lab and Teacher Guide -
 Coriolis Effect http://www.ei.lehigh.edu/eli/cc/resources/handouts/labs/greenhouse_lab_teacher.pdf
 Trade Winds
 Westerlies 10. Multiple Heat Transfer Labs - http://www.powersleuth.org/docs/EHM%20Lesson%205%20FT.pdf
 Polar Easterlies
11. Unit Plan on Thermal Energy Heat Transfer - http://oeydms.weebly.com/conduction-convection--radiation.html
 Jet Stream
 Sea Breeze 12. What happens to air as it warms? (pg. 582)
 Land Breeze
13. Can you identify a temperature inversion? (pg. 587)
Lesson 4: Air Quality 14. Can you conduct, convect, and radiate? (pg. 589)
 Air Pollution
 Acid Precipitation Chapter 16 - Lesson 3:
 Photochemical Smog 1. Why does air move? (pg. 591)
 Particulate Pollution
2. Can you model the Coriolis effect? (pg. 593)
 Clean Air Act of 1970
 Indoor Air Pollution 3. Can you model global wind patterns? (pg. 596)
4. Air Currents Web Quest - http://schools.bcsd.com/fremont/5th_Sci_weather_Wind.htm
5. Multiple Experiments on Air Currents -

http://www.carolinacurriculum.com/premium_content/eBooks/Catastrophic+Events/pdfs/Lesson_5.pdf
83
1. Labs on Acid Rain - http://www.juliantrubin.com/encyclopedia/environment/acidrain.html
2. Labs on Air Pollution - http://www.juliantrubin.com/encyclopedia/environment/airpollution.html
3. Air Pollution Experiment - http://www.kirkbio.com/download_files/AirPollutionLab.pdf
4. Air Quality Activity - http://www.broward.org/Kids/Documents/airquality_activity.pdf
5. Catch the Pollution - http://www.hcdoes.org/airquality/Kids/activities.htm
Resources
1. Explanation of the Atmosphere - http://aspire.cosmic-ray.org/Labs/OurAtmosphere/atmosphere_main.html
2. Explanation of the Ozone - http://sunshine.chpc.utah.edu/Labs/OurAtmosphere/ozone_main.html
3. Video explanation of the atmosphere - http://mcsmearthscience.blogspot.com/2013/02/week5-atmosphere.html
4. Atmosphere Unit Plan - http://teachertech.rice.edu/Participants/louviere/atmos.html
5. Movie – Earth 2100
6. The movie WALL-E
7. The Science of Energy from the NEED Project (ComEd)
8. Information on Visible Light - http://science.hq.nasa.gov/kids/imagers/ems/visible.html and http://www.ducksters.com/science/light_spectrum.php
9. Information on Infrared Radiation - http://science.hq.nasa.gov/kids/imagers/ems/infrared.html

84
10. Information on Ultraviolent Light - http://science.hq.nasa.gov/kids/imagers/ems/uv.html
11. Discovery of Visible Light, Ultra-Violet Light, and Infrared Radiation - http://www.juliantrubin.com/bigten/lightexperiments.html
12. Light for Kids - http://www.sciencekids.co.nz/light.html
13. Human Impact on the Environment - http://www.thehenryford.org/education/erb/HumanImpactonEcosystems.pdf
14. How does an iPod affect polar bears? - http://msms.ehe.osu.edu/category/environmental-issues/
15. Articles on Climate Change - http://www.climatechangeeducation.org/k-12_schools/curriculum/middle_school.html
16. Environmental Impact Labs - http://www.juliantrubin.com/encyclopedia/topics/environmentalsciences.html
17. Information on air currents - http://serc.carleton.edu/earthlabs/climate/5.html

Connection
MS.PS1.A - B, MS.PS2.A, Language Arts
Research the following in connection with the labs: MS.PS3.A – B, MS.PS4.B
 Hot Air Balloons Reading Informational: 7.1 - 7.5, 7.8 – 7.10
 Ozone Depletion MS.ESS2.D
Writing: 7.1 - 7.6, 7.8 – 7.10
 Greenhouse Effect
MS.LS2.A, MS.LS2.C, MS.LS4.D
 Commercial Air flight Speaking and Listening: 7.1 - 7.6
 Clean Air Act
 Ping Pong Satellite Balls - http://www.space.com/17589-pongsat-ping- Articulation Across Grade Bands: Language: 7.1 – 7.6
pong-balls-space-balloon.html 3.ESS2.D, 3.PS2.A, 3.LS2.C,
 Sun Block and Sun Burns 3.LS4.D Reading Standards for Literacy in Science and
 How Bees use UV light
85
 Air Pollution (such as during the Olympics in Beijing) 4.PS3.D, 4.ESS3.A

Writing Standards for Literacy in History/Social
English Language Arts: 5.ESS2.A, 5.ESS3.C Studies, Science, and Technical Subjects –
WHST 6-8.1, 6-8.2, 6-8.4 – 6-8.10
Where do Balloons Go? An Uplifting Mystery by Jamie Lee Curtis HS.PS2.B, HS.PS3.B, HS.PS3.D,
HS.PS4.B Common Core State Standards for
The Secret Life of Bees by Sue Monk Kidd Mathematics
HS.ESS1.B, HS.ESS2.A - B,
What Do You Know About Earth’s Atmosphere? (20 Questions: Earth Science) by HS.ESS2.C – E, HS.ESS3.A, Ratios & Proportional Relationships –
Jillian Gosman HS.ESS3.C - D 7.RP.1 – 7.RP.3
Are Humans Damaging the Atmosphere? (Earth Debates) by Catherine Chambers HS.LS1.C, HS.LS2.C, HS.LS4.C – D, The Number System –
HS.LS2.A 7.NS.1 – 7.NS.3
The Atmosphere: Planetary Heat Engine (Earth's Spheres) by Gregory Vogt
Expressions & Equations – 7.EE.B.4, 7.EE.1 -
Atmosphere: Sea of Air by Roy Gallant 7.EE.4
The Rainbow Book by Kate Ohrt
The Lightning Thief by Rick Riordan
Physics: Why Matter Matters! By Dan Green

The Wind Blew by Pat Hutchins
I Feel the Wind by Vicki Cobb
When the Wind Blows by Linda Booth Sweeney
When the Wind Stops by Charlotte Zolotow
Gusts and Gales by Josepha Sherman
86
The Atmosphere: Planetary Heat Engine (Earth's Spheres) by Franklyn Branley
Air Pollution by Rhonda Donald
Atmosphere: Air Pollution and Its Effects by Dana Desonie
87

7th Grade Science Curriculum Map

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7th Grade Science Curriculum Map (v6 – 8/2015: T.

1. Lab Safety PERFORMANCE EXPECTATIONS

Science & Engineering Practices Disciplinary Core Ideas Cross-Cutting Concepts

MS-ETS1-3 Analyzing and interpreting data ETS1.B: Developing Possible Solutions

 Sometimes parts of different solutions can be

ETS1.C: Optimizing the Design Solution

MS-ETS1-4 Developing and using models ETS1.B: Developing Possible Solutions

ETS1.C: Optimizing the Design Solution

1. How do we keep safe in a science classroom?

2. How do we keep safe when conducting an experiment?

3. How do we reason deductively and inductively (scientific method)?

4. What the different ways one can construct an experiment?

Project and/or Lab

1. PowerPoint on Lab Rules

2. SpongeBob worksheet on lab safety

3. Lab Safety Quiz

4. Template of a Lab Report

5. Rubric for Grading a Lab Report

6. Paper Towel Test Lab instruction

7. Project-Based Inquiry Science by Janet Kolodner

8. 8. National Science Teacher Association Rules on Lab Safety - http://www.nsta.org/safety/

9. Lab Safety Rules - http://publicationsonline.carnegiescience.edu/first_light_case/horn/labsafety.html

Same Grade Band:

 The advertising of paper towels 3-5.ETS1.A – C; HSETS1.A - C 6.8

English Language Arts - Writing – W 6.1, W 6.2, W 6.4 & W 6.5

 Toilet Paper Origami by Linda Wright

Unit 2: PERFORMANCE EXPECTATIONS

Science & Engineering Practices Disciplinary Core Ideas Cross-Cutting Concepts

structures/systems can be analyzed to determine how

1. What is considered living?

2. What is considered non-living?

5. What factors help an organism grow and develop?

6. How do organisms respond to stimuli?

7. How do classify organisms?

8. What is binomial nomenclature?

9. What is the importance of microscopes in science research?

10. How do you appropriately use a microscope?

11. What characteristics do all living things share?

12. Why does very species have a scientific name?

Unit Concepts Project and/or Lab

Unit 1: Chapter 1 – Classifying and Exploring Life Chapter 1 – Lesson 1:

Lesson 3: Exploring Life Connected with a Microscope

*Microscope Unit contents are all on the wiki. Chapter 1 – Lesson 3:

2. How do microscopes help us compare living things? (pg. 30)

2. Examining the letter “E” – http://www1.broward.edu/~ssimpson/letterE.htm

3. Examining a strand of hair

4. Making a Dry Mount Slide of dry lint – http://www.cas.miamioh.edu/mbi-ws/microscopes/drymount.html

5. Making a Wet Mount Slide of Sea Monkeys

6. Making a Wet Mount Slide of Pond Water

7. Practice using the microscope with prepared slides

8. Examining Onion Cells

9. Examining Cheek Cells – http://legacy.mos.org/sln/sem/staining.html

On the wiki and/or on the web, you will find:

1. Classification of organisms- http://www.explorebiology.com/documents/Lab06FishDichotomousKey.pdf

3. Cladogram Activity – http://wake-science-ed.weebly.com/uploads/9/6/4/2/9642369/wood_inquiryalternative_teacher.pdf

4. Cells Web quest – http://www.biologycorner.com/worksheets/cellsalive.html

5. Calculating surface area to volume ratio in a cell – http://www.biologyjunction.com/cell_size.htm

6. Understanding the 3D nature of cells – http://ofcn.org/cyber.serv/academy/ace/sci/cecsci/cecsci140.html

7. Microscope Lab – http://www.biologyjunction.com/microscope_lab1.htm

8. NPR article – “What goes into Naming a Species? A Lot- http://www.npr.org/templates/story/story.php?storyId=94886658

Cross- Curricular Connection to Other NGSS DCIs Other Learning Standards

7. Cells by Susan Meredith Expressions & Equations – 7.EE.1 – 7.EE.4

8. The Basics of Cell Life with Max Axiom, Super