SCIENCE GRADE 7 - Rahway Public Schools · eight other planets and their moons, and smaller...

CURRICULUM

FOR

SCIENCE

GRADE 7

This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.

ACKNOWLEDGMENTS

Dr. Devin K. Robinson, Program Supervisor of STEM

The Board acknowledges the following who contributed to the preparation of this curriculum.

Anjanette Highsmith

Christine H. Salcito, Assistant Superintendent

Subject/Course Title: Date of Board Adoptions:

Science Revised – December 20, 2016

Grade 7

RAHWAY PUBLIC SCHOOLS CURRICULUM

UNIT OVERVIEW

Content Area: Planetary Science

Unit Title: Investigation 1: Where Am I?

Target Course/Grade Level: 7th grade

Unit Summary: The Planetary Science course emphasizes the use of knowledge and evidence to construct explanations for

the structures and motions of objects in the Solar System. Students develop the understanding that the Earth and Solar System

are comprised of closely coupled systems. Earth is the third planet from the Sun in a system that includes the Moon, the Sun,

eight other planets and their moons, and smaller objects, such as asteroids and comets. The Sun, an average star, is the central

and largest body in the solar system. Most objects in the Solar System are in regular and predictable motion governed by the

force of gravity. Those motions explain such phenomena as the day, the year, seasons, phases of the Moon, and eclipses.

Approximate Length of Unit: 3 Class periods

Primary interdisciplinary connections:

ELA/Literacy-

RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-4)

WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content. (MS-ESS1-4)

Mathematics-

6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical

problem; understand that a variable can represent an unknown number, or, depending on the purpose at

hand, any number in a specified set. (MS-ESS1-4)

7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple

equations and inequalities to solve problems by reasoning about the quantities.

21st Century Learning Standards:

Career Ready Practices:

CRP1., CRP2., CRP4., CRP5., CRP6., CRP7., CRP8., CRP9., CRP10., CRP11., CRP12.

LEARNING TARGETS

Next Generation Science Standard(s) Addressed:

MS-ESS1-1. Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases,

eclipses of the sun and moon, and seasons.

Science and Engineering Practices:

Asking questions

Developing and using models

Planning and carrying out investigations

Analyzing and interpreting data

Using mathematics and computational thinking

Constructing explanations

Engaging in argument from evidence

Obtaining, evaluating, and communicating information

Cross Cutting Concepts

Patterns: Graphs, charts, and images can be used to identify patterns in data.

Systems and System Models: Models can be uses to represent systems and their interactions.

Scale, Proportion, and Quantity: Time, space, and energy phenomena can be observed at various scales using models

to study systems that are too large or goo small.

Unit Understandings

Students will understand that…

A map is a representation of a place or an area.

Elevation is the distance above the Earth’s Surface, often measure from sea level.

Unit Essential Questions

How do maps from various elevations vary from each other?

How does your location change your perspective of the world around you?

Knowledge and Skills

Students will know…

As your point of view rises in elevation, details on maps decrease.

Human-made structures decrease as you rise in elevation, while natural made structures increase.

Students will be able to…

Explain that a person’s specific location can be described in many ways, depending on the particular frame of

reference.

Explain that the number of Earth structures that can be identified decreases with elevation due to the ability of the eye

and other optical instruments to resolve detail.

EVIDENCE OF LEARNING

Assessment

What evidence will be collected and deemed acceptable to show that students truly “understand”?

Teacher observations

Collected Maps

Response sheet – Where Am I?

Response sheet – Bird’s Eye View

Mid Summative Exam #1

Homework

Learning Activities

What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Students will draw a map to represent the school environment.

Students will establish location in terms of a frame of reference (relationship to other objects).

Students will interpret representations of human-made and natural structures in photographs taken from various

elevations.

RESOURCES

Teacher Resources:

Full Option Science Systems (FOSS) kit: Teachers Edition

Student Planetary Science Resource Book

Student Planetary Science Lab Book

FOSS Website (www.fossweb.com)

Equipment Needed:

Laptop connection for power point presentations

Overhead Projector as needed

Laboratory equipment as specified for unit


UNIT OVERVIEW


Unit Title: Investigation 2: Round Earth/Flat Earth










ELA/Literacy-


WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information

through the selection, organization, and analysis of relevant content. (MS-ESS2-2)

SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and findings and

emphasize salient points. (MS-ESS2-1) (MS-ESS2-2)

Mathematics-

MP.2: Reason abstractly and quantitatively. (MS-ESS2-2)



hand, any number in a specified set. (MS-ESS2-2)


equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS2-2)




LEARNING TARGETS


MS-ESS1-1. Develop and use a model of the Earth sun-moon system to describe the cyclic patterns of lunar phases,



Asking questions








Disciplinary Core Ideas:

Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and

explained with models. (MS-ESS1-1)

This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction

over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by

the differential intensity of sunlight on different areas of Earth across the year. (MSESS1-1)


Patterns can be used to identify cause and-effect relationships.

Time, space, and energy phenomena can be observed at various scales using models to study systems that are too

large or too small.

Models can be used to represent systems and their interactions. (MSESS1-2)

Unit Understandings


The horizon is where the sky and the Earth appear to meet.

Line of sight is the straight, unimpeded path taken by light from an object to an eye.

Illuminated opaque objects cast shadows on the side away from the source of light.

The length of the shadow depends (in part) upon the angle of the incoming light.


What evidence was historically used to induce that the Earth is round?

Is the Earth round?

How do you know that the Earth is round?



Various cultures throughout history have used evidence to prove that the Earth is round.

Sailors of many cultures understood the Earth to be round because a ship seems to sink into the horizon.

The Earth is round.

We know the Earth is round from observing ships as they sail out to see over the horizon.


Discuss how objects disappear over the horizon.

Explain how the apparent disappearance of ships over a horizon is evidence for a round Earth.

Explain how the relationship between latitude and shadow length is evidence for a round Earth.

Make observations and generate evidence to support an idea.


Assessment


Informal Notes

Work Sheet – Shape of the Earth

Response Sheet – Round Earth/ Flat Earth


Homework


Learning Activities


Use models and computer simulations to observe ships sailing on round and flat Earths.

Model sunlight shining on poles inserted vertically into round and flat Earths.

Observe, collect and graph shadow data.

RESOURCES

Teacher Resources:





Equipment Needed:





UNIT OVERVIEW

Content Area: Science

Unit Title: Earth History - Investigation 3: Seasons










ELA/Literacy-

RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-4), (MS-

ESS2-2)


through the selection, organization, and analysis of relevant content. (MS-ESS1-4), (MS-ESS2-2)


emphasize salient points. (MS-ESS2-1), (MS-ESS2-2)

Mathematics-




hand, any number in a specified set. (MS-ESS1-4), (MS-ESS2-2)


equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS1-4),

(MS-ESS2-2)




LEARNING TARGETS


MS-ESS1-1. Develop and use a model of the Earth Sun-Moon system to describe the cyclic patterns of lunar phases,



Asking questions















Patterns can be used to identify cause and-effect relationships. (MS-ESS1-1)

Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large

or too small. (MS-ESS1-3),(MSESS1-4)


Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through

measurement and observation. (MS-ESS1-1), (MSESS1-2)

Graphs and charts can be used to identify patterns in data. (MS-PS4-1)

Unit Understandings


The lower the angle at which light strikes a surface, the lower the density of the light energy.

Beam spreading affects the intensity of solar radiation on Earth’s surface.

The tilt of Earth’s axis and Earth’s revolution around the Sun results in seasons.

The duration of daylight at a position on Earth’s surface varies as Earth revolves around the Sun, due to the tilt of

Earth’s axis.


Why do we have seasons?

Why it is hotter in the summer than the winter.

What is the difference between rotation and revolution and what impact do they have on the Earth?

Why are there more hours of sunlight in the summer?



That seasons are causes by the tilt and revolution of the Earth.

When the northern hemisphere is tilting towards the Sun it will be summer.

When the northern hemisphere is tilting away from the Sun it will be winter.

The tilt impacts the length of day.

The North Pole always points toward the North Star.

The length of day changes throughout the year.


Explain what causes seasons.

Explain how the angle at which the Sun hits the surface affects temperature.

Explain how length of day changes because of the tilt of the Earth as it revolves around the Sun.


Assessment


Quick Write – What causes seasons?

Quick Write-Why is it hotter in the summer

Informal Notes

Vocabulary

Beam Spreading Questions

Response Sheet

Lab Notebook pages 10-14

Quick Write-Who are there more hours of sunlight in the summer?

Homework


Learning Activities


Use light sources, paper, and meter stick to model beam spreading.

Use light sources and globe to model beam spreading.

Calculate the length of day.

Use light source and globe to investigate hours of daylight.

Use maps, globes and Global time Finder to investigate time zones.

RESOURCES

Teacher Resources:





Equipment Needed:




http://www.fossweb.com/


UNIT OVERVIEW


Unit Title: Investigation 4: Moon Study










ELA/Literacy-

RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-4), (MS-LS4-

1), (MS-LS4-2)

RST.6.8.7: Integrate quantitative or technical information expressed in words in test with a version of that

information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS4-1)


through the selection, organization, and analysis of relevant content. (MS-ESS1-4), (MS-LS4-2)

WHST.6.8.9: Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS4-2)

SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with

diverse partners on grade 6 topics, texts, and issues building on others’ ideas and expressing their own

clearly. (MS-LS4-2)

SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant

evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume,

and clear pronunciation. (MS-LS4-2)

Mathematics-

MP.2: Reason abstractly and quantitatively.



hand, any number in a specified set. (MS-LS4-1), (MS-LS4-2)


equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS1-4)




LEARNING TARGETS


MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.


Asking questions











The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are

held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2),(MS-ESS1-3)



large or too small. (MS-ESS1-3),(MSESS1-4)


Unit Understandings


The Moon has features that can be identified in telescope images: craters, mare, and mountains.

The Moon, Earth’s satellite, is about one-fourth Earth’s diameter and orbits at a distance of about 384,000 km.

Scale is the size relationship between a representation of an object and the object.

Scale can be expressed as a ratio when an object and its representation are measured in related units.


What is visible on the Moon?

What does a scaled Earth/Moon model look like?



That the Moon has different surface features.

That the Moon is about ¼ the Earth’s diameter.


Generate and organize questions about the Moon

Create a scaled model of the Earth Moon system.


Assessment


Informal Notes

Student Journal – Moon Questions

Teacher observations – Organize Moon questions

Student Journal –


Homework


Learning Activities


Observe and record the Moon’s changing appearance day and night for at least one month.

Study an image of the Moon to discover major surface features.

Generate a list of questions about the Moon that will guide further study.

Read Moon Myth.

Review Moon data.

Construct Earth/Moon model.

RESOURCES

Teacher Resources:


Student Planetary Science Resources Book



Equipment Needed:





UNIT OVERVIEW


Unit Title: Investigation 5: Phases of the Moon










ELA/Literacy-


ESS2-3)

RST.6-8.7: Integrate quantitative or technical information expressed in words in text with a version of that

information expressed visually (e.g., flowchart, diagram, model, graph, or table). (MS-ESS2-3)

RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia

sources with that gained from reading a text on the same topic. (MS-ESS2-3)





Mathematics-

MP.2: Reason abstractly and quantitatively. (MS-ESS2-2), (MS-ESS2-3)



hand, any number in a specified set. (MS-ESS2-2), (MS-ESS2-3)



(MS-ESS2-3)




LEARNING TARGETS







Asking questions










over the short term but tilted relative to its orbit around the sun.

The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth

across the year. (MSESS1-1)






Science assumes that objects and events in natural systems occur in consistent patterns that are understandable

through measurement and observation. (MS-ESS1-1), (MSESS1-2)


Unit Understandings


The moon has regular and predictable phases as a result of the moon’s revolution around the Earth and our point

of view from Earth.

Kepler’s laws explain the apparent motion of all celestial objects.

Celestial bodies are in orbit.


How do the movements of the Earth and Moon result in the moon phases that we observe on Earth?

What are Kepler’s Laws of Planetary Motion?



The moon revolves around the Earth, while the Earth revolves around the Sun.

The motions of the Earth and the Moon, cause tidal activity, eclipses and moon phases.

The motions of the Earth and the moon relative to the Sun are constant, therefore tidal activity, moon phases, and

eclipses are predictable.

The major phases of the moon are Full Moon, first and Last Quarter Moon, New Moon.

If the moon is increasing in size it is waxing.

If the moon is decreasing in size it is waning.

Objects closer to the Sun move at a faster speed than objects further away.

A celestial object’s speed is relative to the objects orbit.



Explain the roles of rotation and revolution of the Earth and the Moon in the presentation of phases, and when

and where they are observed in the heavens.

Predict relative positions of the Sun, Earth, and Moon when shown a representation of a Moon phase.

Describe how the Moon revolves around the Earth once a month, resulting in the Moon rising about 50 minutes

later each day.

Observe and predict apparent motions of celestial bodies.

Assessment


Quick Write – Explain phases

Informal Notes

Teacher observations – model moon phases

Student Journal – Explain Moon phases

Student Response Sheet – Looking at the Moon from Earth

Teacher Observation – Sequence Phase images

Homework


Learning Activities


Use movements of the Sun, Moon, and Earth to explain the mechanics of Moon phases and Eclipses.

Sequence representations of the phases of the Moon.

RESOURCES

Teacher Resources:





Equipment Needed:





UNIT OVERVIEW


Unit Title: Investigation 6: Moon Craters







force of gravity. Those motions explain such phenomena as the day, the year, seasons, phases of the Moon, and eclipses. Approximate Length of Unit: 7 Class periods


ELA/Literacy-


WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content. (MS-ESS2-2)

SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and

findings and emphasize salient points. (MS-ESS2-1) (MS-ESS2-2)

Mathematics-


6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or

mathematical problem; understand that a variable can represent an unknown number, or,

depending on the purpose at hand, any number in a specified set. (MS-ESS2-2)

7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct

simple equations and inequalities to solve problems by reasoning about the quantities.

(MS-ESS2-2)




LEARNING TARGETS


MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the

development of technologies to mitigate their effects






Asking questions












held in orbit around the sun by its gravitational pull on them. (MS-ESS1- 2), (MS-ESS1-3)

(MS-ESS1- 2), (MS-ESS1-3) Mapping the history of natural hazards in a region, combined with an understanding of

related geologic forces can help forecast the locations and likelihoods of future events. (MS-ESS3-2)

MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the

development of technologies to mitigate their effects.











Unit Understandings


Craters of various sizes result when meteoroids of various sizes hit the Moon’s surface.

Craters can be categorized by size and physical characteristics such as simple, complex, terraced, ringed (basined),

and flooded.


Why are there more craters on the Moon’s surface than Earth’s surface?

What is the difference between Dr. Shoemaker’s theory and Dr. Green’s theory regarding crater formation?



Planets are hit by objects every day.

Impact will be a result of various characteristics of objects including size, speed and angle of impact.


Describe the processes that produce craters with various characteristics and various sizes.

Reconstruct the history of impact events that resulted in the present appearance and existence of the Moon.

Explain the difference in surface appearance between the Moon and the Earth.


Assessment


Informal Notes

Teacher observations – Experimental Design

Collected Data

Response Sheet – Organizing Lunar Craters

Student Journal – support one moon origin theory

Student Journal – Position Paper

Homework


Learning Activities


Simulate impact events to discover the variables that determine crater characteristics.

Conduct experiments to determine the effect of meteoroid speed on crater characteristics.

Design and conduct experiments to determine the effect of meteoroid size on crater characteristic.

Organize data to draw conclusions.

Weigh evidence supporting several theories for the origin of the moon.

RESOURCES

Teacher Resources:


Student Earth History Resource Book

Student Earth History Lab Book


Equipment Needed:






UNIT OVERVIEW


Unit Title: Investigation 7: Beyond the Moon










ELA/Literacy-


ESS3-1), (MS-ESS3-2),


information expressed visually (e.g., flowchart, diagram, model, graph, or table). (MS-ESS2-3),

(MS-ESS-3-2)





WHST.6.8.9: Draw evidence from informational texts to support analysis, reflection, and research. (MS-ESS3-1)

SL.8.5: Include multimedia components and visual displays in presentations to clarify claims and findings and e

Emphasize salient points. (MS-ESS2-1) (MS-ESS2-2)

Mathematics-




hand, any number in a specified set. (MS-ESS2-3), (MS-ESS3-1), (MS-ESS3-2)



(MS-ESS3-1), (MS-ESS3-2)




LEARNING TARGETS


MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.

MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar

system.

MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface

at varying time and spatial scales.


Asking questions








Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe.

(MSESS1-2)



The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MSESS1-2)

The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions

of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.







Unit Understandings


The solar system includes the Sun; eight planets and their satellites; and a host of smaller objects, including dwarf

planets, asteroids, comets, Kuiper Belt objects, and Oort Cloud matter. Scale can be expressed as a ratio when an

object and its representation are measured in the same unit.

The solar system formed during a sequence of events that started with a nebula of dust and gas.

The Moon formed after a massive collision between the forming Earth and a planetesimal about the size of Mars.


What is the Solar System?

Where did the Solar System come from?



What makes up the Solar System?

How the Solar System was formed.

How the Moon formed.


Use prior knowledge to draw a picture of the Solar System.

Use various characteristics to sort cosmos cards.

Understand AU Astronomical Unit.

Sequence events of the formation of the Solar System

Analyze Moon origin theories.


Assessment


Informal Notes


Teacher observations – calculate dimensions, scale craters to map

Quick Writes

Homework


Learning Activities


Sorting cosmos cards.

Drawing of the Solar System

Sequencing Solar System origin cards

RESOURCES

Teacher Resources:





Equipment Needed:





UNIT OVERVIEW


Unit Title: Investigation 8: The Solar System










ELA/Literacy-

RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS2-2),

(MS-ESS3-1), (MS-ESS3-2), (MS-ESS3-4), (MS-ESS3-5), (MS-PS1-3)


information expressed visually (e.g., flowchart, diagram, model, graph, or table). (MS-ESS-3-2)



WHST.6-8.1: Write arguments focused on discipline content. (MS-ESS3-4)


through the selection, organization, and analysis of relevant content. (MS-ESS2-2), (MS-ESS3-1)

WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on

several sources and generating additional related, focused questions that allow for multiple avenues of

exploration. (MS-ESS3-3)

WHST.6-8.8: Gather relevant information from multiple print and digital sources; assess the credibility of each

source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and

providing basic bibliographic information for sources. (MS-ESS3-3), (MS-PS1-3)

WHST.6.8.9: Draw evidence from informational texts to support analysis, reflection, and research. (MS-ESS3-1),

(MS-ESS3-4)



Mathematics-

MP.2: Reason abstractly and quantitatively. (MS-ESS2-2), (MS-ESS3-2), (MS-ESS3-5)

6.RP.A.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two

quantities. (MS-ESS3-3),(MS-ESS3-4)

7.RP.A.2: Recognize and represent proportional relationships between quantities. (MS-ESS3-3), (MS-ESS3-4)



hand, any number in a specified set. (MS-ESS2-2), (MS-ESS3-1), (MS-ESS3-2), (MS-ESS3-3),




(MS-ESS3-1), (MS-ESS3-2), (MS-ESS3-3), (MS-ESS3-4), (MS-ESS3-5)




LEARNING TARGETS


MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system

MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface

at varying time and spatial scales.


Asking questions





Constructing explanations and designing solutions





(MSESS1-2)



Water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s

surface features and create underground formations. (MS-ESS2-2)





Patterns can be used to identify cause and-effect relationships. (MS-ESS1-1) Time, space, and energy phenomena can

be observed at various scales using models to study systems that are too large or too small. (MS-ESS1-3),

(MSESS1-4)



Unit Understandings


The distance between solar system objects is enormous.

Liquid water is essential for life as we know it.

The temperature on a planet depends on two major variables: distance from the Sun and the nature of the planet’s

mediating atmosphere

Images can convey information about the presence and history of liquid water on planetary surfaces.


Where are the planets in the solar system?

Which planet is most like Earth?

Where is there water in the solar system?



The relative size and spacing of the planets and the Sun.

The different temperatures and atmospheres of the planets in the Solar System.


Use scaling factor to model the distance between each planet.

Use a model to compare temperatures and atmospheres of four planets.

How to use satellite images to identify bodies of water on Earth and evidence of water on other planets.

Compare and contrast major features of the planets to each other and to the Earth.


Assessment


Informal Notes


Space Mission Challenge Questions

Vocabulary

Homework


Learning Activities


Simulate a photographic technique for determining the difference between stars and planets in the night sky.

Simulate producing a digital image of a distant object.

Review the current knowledge about planets and propose a planetary tour to apply the knowledge.

RESOURCES

Teacher Resources:





Equipment Needed:





UNIT OVERVIEW


Unit Title: Investigation 9 Space Exploration










ELA/Literacy-


(MS-ESS3-1), (MS-ESS3-2),



(MS-ESS-3-2)








Mathematics-











LEARNING TARGETS


MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude

of a wave is related to the energy in a wave.


Asking questions








A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. (MS-PS4-1)

When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s

material and the frequency (color) of the light. (MS-PS4- 2)


(MSESS1-2)




Technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations.

(MS-PS4-3)

Advances in technology influence the progress of science and science has influenced advances in technology. (MS-

PS4-3)




(MS-PS4-3)

Unit Understandings


Most of the information used by astronomers comes to them as light.

The methods are planned for answering questions that frame current future missions.


Why is light important in astronomy?

What are the big questions that guide space exploration?



A spectroscope analyzes the wavelengths of light (spectrum) coming from a light source.

Scientists use spectral data from distant moons, planets, and stars to determine their temperature, composition,

motion, and more.

Scientific missions provide data about the composition and environmental conditions on the planets, moons, and other

bodies in the solar system.


Compare the spectra emitted by various light sources.

Research space missions.


Assessment


Informal Notes

Vocabulary

Quick Writes

Space Missions Challenge Questions

Lab Notebook page 47

Homework

Mid Summative Exam 9

Learning Activities


Use a spectroscope to observe and describe the spectra produced by several different light sources.

Complete Space Missions Challenge Questions.

Compare and analyze space missions.

RESOURCES

Teacher Resources:





Equipment Needed:





UNIT OVERVIEW


Unit Title: Investigation 10: Orbits and New Worlds










ELA/Literacy-


(MS-ESS3-1), (MS-ESS3-2),



(MS-ESS-3-2)








Mathematics-











LEARNING TARGETS



Asking questions



















Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries

have led to the development of entire industries and engineered systems. (MS-ESS1-3)




Advances in technology influence the progress of science and science has influenced advances in technology.

(MS-PS4-3)


(MS-PS4-3)

Unit Understandings


That tracking the motion of moons will help determine their orbit radii and periods.

Scientist have a method of studying planets that orbit other starts.


What can be learned from studying the moons of Jupiter?

How are planets outside the solar system found?

What is our cosmic address?



Planetary-system objects move in measurable and predictable patterns.

A transit occurs when a planet passes between a star and an observer, causing a dip in the intensity of light from the

star.

The magnitude and duration of the dip in light intensity during a transit reveals information about the planet.

Location can be described in relation to a frame of reference.


Collect and analyze data.


Assessment


Informal Notes

Quick Writes


Vocabulary

Collected Data

Homework


Learning Activities


Analyze Galileo’s notes.

Analyze and draw conclusions based on the data of Jupiter’s moons.

Use an orrery to model a planetary system.

Collect and analyze data with the orrery.

Draw accurately scaled representations of lunar craters on a map of your state.

RESOURCES

Teacher Resources:





Equipment Needed:






PHYSICAL SCIENCE

Next Generation Science Standard:

MS. Forces and Interactions MS-PS2-1-Apply Newton’s Third Law to design a solution to a problem involving the

motion of two colliding objects


Constructing Explanations and Designing Solutions.

Apply scientific ideas or principles to design an object, tool, process or system.

Disciplinary Core Ideas

PS2.A: Forces and Motion • For any pair of interacting objects, the force exerted by the first object on the second

object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s

third law)


Systems and System Models • Models can be used to represent systems and their interactions—such as inputs,

processes and outputs—and energy and matter flows within systems.

Sample Activity

Test the impact of collisions between two cars; between a car and stationary objects; and between a meteor and a

space vehicle.

Next Generation Science Standard:

MS. Forces and Interactions MS-PS2-2-Plan an investigation to provide evidence that the change in an object’s

motion depends on the sum of the forces on the object and the mass of the object.

Science and Engineering Practices

Planning and Carrying out Investigations


PS2.A: Forces and Motion • The motion of an object is determined by the sum of the forces acting on it; if the total

force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed

to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.


Stability and Change • Explanations of stability and change in natural or designed systems can be constructed by

examining the changes over time and forces at different scales.

Sample Activities:

Students calculate the net force in three different situations: when forces cause motion because they are added

together and they have the same direction, when forces cause motion because they have opposite direction but are

unbalanced, and when forces do not cause motion because they are in opposite directions but are balanced.

Students model unbalanced forces in a game of tug-of-war.

Next Generation Science Standard

MS. Forces and Interactions MS-PS2-3 Ask questions about data to determine the factors that affect the strength of

electric and magnetic forces.


Asking Questions and Defining Problems


PS2.B: Types of Interactions • Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their

sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between

the interacting objects.


Cause and Effect • Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Sample Activities:

Measure the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the

number or strength of magnets on the speed of an electric motor.


MS. Forces and Interactions MS-PS2-4 Construct and present arguments using evidence to support the claim that

gravitational interactions are attractive and depend on the masses of interacting objects.


Engaging in Argument from Evidence


PS2.B: Types of Interactions Gravitational forces are always attractive. There is a gravitational force between any

two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun.

Cross Cutting Core Ideas

Systems and System Models Models can be used to represent systems and their interactions—such as inputs,

processes and outputs—and energy and matter flows within systems.


MS. Forces and Interactions MS-PS2-5 Conduct an investigation and evaluate the experimental design to provide

evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.


Planning and Carrying Out Investigations


PS2.B: Types of Interactions Forces that act at a distance (electric, magnetic, and gravitational) can be explained by

fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball,

respectively).


Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Sample Activity

Students observe how the electric force of a charged balloon affects a stream of water.


MS. Energy MS-PS3-1 Construct and interpret graphical displays of data to describe the relationships of kinetic

energy to the mass of an object and to the speed of an object.


Analyzing and Interpreting Data


PS2.B: Types of Interactions Forces that act at a distance (electric, magnetic, and gravitational) can be explained by

fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball,

respectively).


Scale, Proportion, and Quantity • Proportional relationships (e.g. speed as the ratio of distance traveled to time taken)

among different types of quantities provide information about the magnitude of properties and processes

Sample Activity

Students investigate the relationship between kinetic energy and speed by dropping a tennis ball and measuring the

height of the bounce.


MS. Energy MS-PS3-2 Develop a model to describe that when the arrangement of objects interacting at a distance

changes, different amounts of potential energy are stored in the system.


Developing and Using Models


PS3.A: Definitions of Energy • A system of objects may also contain stored (potential) energy, depending on their

relative positions.

PS3.C: Relationship between Energy and Forces • When two objects interact, each one exerts a force on the other that

can cause energy to be transferred to or from the object.


Systems and System Models • Models can be used to represent systems and their interactions – such as inputs,

processes, and outputs – and energy and matter flows within systems.

Sample Activities

Students use models of a roller coaster to construct bar graphs showing the relative amounts of potential and kinetic

energy as the roller coaster moves up and down the tracks.


MS. Energy MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or

maximizes thermal energy transfer


Constructing Explanations and Designing Solutions


PS3.A: Definitions of Energy • Temperature is a measure of the average kinetic energy of particles of matter. The

relationship between the temperature and the total energy of a system depends on the types, states, and amounts of

matter present.

PS3.B: Conservation of Energy and Energy Transfer • Energy is spontaneously transferred out of hotter regions or

objects and into colder ones.


Energy and Matter • The transfer of energy can be tracked as energy flows through a designed or natural system.

Sample Activity

Design, build, and test a solar cooker.


MS. Energy MS-PS3-4 Plan an investigation to determine the relationships among the energy transferred, the type of

matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the

sample.


Planning and Carrying Out Investigations


PS3.A: Definitions of Energy • Temperature is a measure of the average kinetic energy of particles of matter. The

relationship between the temperature and the total energy of a system depends on the types, states, and amounts of

matter present.

PS3.B: Conservation of Energy and Energy Transfer • The amount of energy transfer needed to change the

temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the

environment.


Scale, Proportion, and Quantity • Proportional relationships (e.g. speed as the ratio of distance traveled to time taken)

among different types of quantities provide information about the magnitude of properties and processes.

Sample Activities


MS. Energy MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an

object changes, energy is transferred to or from the object.


Engaging in Argument from Evidence


PS3.B: Conservation of Energy and Energy Transfer • When the motion energy of an object changes, there is

inevitably some other change in energy at the same time.


Energy and Matter • Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).

Sample Activity

Compare the final water temperatures after different masses of ice melted in the same volume of water with the same

initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat

in the environment, or the same material with different masses when a specific amount of energy is added.

ELA/Literacy-

RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise

details of explanations or descriptions. (MS-PS1-2)

RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that

information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS1-2), (MS-PS1-4),

(MS-PS1-5)

Mathematics-

MP.2: Reason abstractly and quantitatively. (MS-PS1-2), (MS-PS1-5), (MS-PS3-4)

MP.4: Model with mathematics. (MS-PS1-5)

6.RP.A.3: Use ration and rate reasoning to solve real-world and mathematical problems. (MS-PS1-2), (MS-PS1-5)

6.NS.C.5: Understand that positive and negative numbers are used together to describe quantities having opposite

directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits,

positive/negative electric charge; use positive and negative numbers to represent quantities in real-world contexts,

explaining the meaning of 0 in each situation. (MS-PS1-4).

6.SP.B.5: Summarize numerical data sets in relation to their context. (MS-PS1-2)





UNIT OVERVIEW

Content Area: Population and Ecosystems

Unit Title: Investigations 1 Milkweed Bugs

Target Course/Grade Level: Science –7th grade

Unit Summary: An ecosystem is an organizational unit of life on Earth, defined by a physical environment and the organism

that live there. Organisms depend on their ecosystem for survival. Disruption to one element of the ecosystem produces wares

and ripples that touch every member of the system. The impact on an individual organism depends on the relationship

between the organism and the change as well as the traits expressed by the individual. Changes may produce pressures in the

ecosystem. When changes are incremental, genetic flexibility may allow a population to change over time to adjust to new

conditions. When change is precipitous, a population may be exterminated. One powerful change agent in just about every

ecosystem on Earth is Human. Human mobility, technology, and institutions place pressures on many ecosystems. The first

step toward placing less disruptive pressure on natural systems is to understand how they work and what they need to remain

healthy.

Approximate Length of Unit: 5 class sessions


ELA/ Literacy-

RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3)

RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by

reasons and evidence from claims that are not. (MS-LS1-3)

WHST.6-8.7: Conduct short research projects to answer a question (including a self-generate question), drawing on

several sources and generating additional related, focused questions that allow for multiple avenues of

exploration. (MS-LS1-1)

Mathematics-

6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another;

write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of

as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and

tables, and relate these to the equation. (MS-LS1-1), (MS-LS1-3)




LEARNING TARGETS


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. (Foundational)


Asking questions









LS1.B: Growth and Development of Organisms: Organisms, and populations of organisms, are dependent on their

environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)

LS2.A: Interdependent Relationships in Ecosystems: Growth of organisms and population increases are limited by

access to resources. (MS-LS2-1)


Patterns: Patterns in rates of change and other numerical relationships can provide information about natural and

human designed systems.

Systems and System Models: Systems may interact with other systems; they may have sub-systems and be a part of

larger complex systems.

Unit Understandings


An organism is any living thing.

An organisms’ habitat is where it lives – the place where it can meet all of its requirements for life.

A kind of organism that is different from all other kinds of organisms is called a species.


What are the essential elements needed for an organism to survive in an ecosystem.

What are the stages of a milkweed bug’s life cycle?



All organism need food, water, air, shelter, and a mate in their habitat in order to be successful.

Milkweed bugs have physical and observable gender differences.

Milkweed bugs go through many stages of life including: mating, egg laying, hatching, and molting.


Describe the sequence of changes that constitute the milkweed bug’s life cycle.


Assessment



Student Resource Sheet – Milkweed-Bug Changes

Homework

Learning Activities


Observe adult milkweed bugs to determine gender difference.

Construct a habitat suitable for raising milkweed bugs.

Monitor events and changes that yield information about milkweed-bug reproduction.

Read and Discuss – Milkweed Bugs.

RESOURCES

Teacher Resources:


Student Populations and Ecosystems Resource Book

Student Populations and Ecosystems Lab Book


Equipment Needed:



Live organisms


UNIT OVERVIEW

Content Area: Population and Ecosystem

Unit Title: - Investigations 2 Sorting Out Life

Target Course/Grade Level: Science – 7th grade









healthy.



ELA/ Literacy-




SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and

evidence, and add interest. (MS-LS1-7)

Mathematics-


write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity ,

thought of as the independent variable. Analyze the relationship between the dependent and independent

variables using graphs and tables, and relate these to the equation. (MS-LS1-3)




LEARNING TARGETS


MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple

ecosystems.


populations of organisms in an ecosystem.






LS2.A: Interdependent Relationships in Ecosystems: Organisms, and populations of organisms, are dependent on their

environmental interactions both with other living things and with nonliving factors. (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 constrains their growth and

reproduction. (MS-LS2-1)

LS2.C: Ecosystem Dynamics, Functioning, and Resilience: Ecosystems are dynamic in nature; their characteristics

can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its

populations. (MS-LS2-4)


Scale, Proportion, and Quantity: The observed function of natural and designed systems may change with scale.



Patterns can be used to identify cause and effect relationships.

Unit Understandings


An individual is one single organism.

A population is all the individuals of one kind (one species) in a specified area at one time.

A community is all the interacting populations in a specified area.

Biotic factors are living elements in an ecosystem; abiotic factors are nonliving elements.


Explain at least two discoveries that were monumental to Dr. Jane Goodall’s research.

What are the advantages and disadvantages of a population study?



All elements of an Ecosystem can be grouped into Abiotic and Biotic Factors.

A Population Study enhances a scientist’s knowledge of a population without the scientist interfering with the

population.

Students will be able to….

Explain the defining characteristics of an individual, population, community, and ecosystem.


Assessment



Student Sheet -Ecosystems Card-Sort Results

Student Sheet – Among the Wild Chimpanzees

Mid Summative Exam #1-2

Homework

Learning Activities


Analyze and sort images on cards to determine which represent individuals, populations, communities, and

ecosystems.

Identify biotic and abiotic factors in an ecosystem.

View and discuss – Among the Wild Chimpanzees.

Read and discuss – Life in the Community.

RESOURCES

Teacher Resources:





Equipment Needed:



DVD



UNIT OVERVIEW


Unit Title: - Investigations 3 Mono Lake










healthy.



ELA/ Literacy-






Mathematics-


write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity , thought

of as the independent variable. Analyze the relationship between the dependent and independent variables using

graphs and tables, and relate these to the equation. (MS-LS1-3)




LEARNING TARGETS



ecosystems.

MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of

an ecosystem.






LS2.A: Interdependent Relationships in Ecosystems: Organisms, and populations of organisms, are dependent on their

environmental interactions both with other living things and with nonliving factors. (MS-LS2-1) • Similarly, predatory

interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial

interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the

species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of

interactions of organisms with their environments, both living and nonliving, are shared. (MS-LS2-2)

LS2.B: Cycle of Matter and Energy Transfer in Ecosystems: Food webs are models that demonstrate how matter and energy

is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of

matter into and out of the 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 nonliving parts of the ecosystem. (MS-LS2-3)


Cause and Effect: Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Energy and Matter: The transfer of energy can be tracked as energy flows through a natural system.

Stability and Change: Small changes in one part of a system might cause large changes in another part.




The sequence of organisms that eat one another is a food chain.

All the feeding relationships in an ecosystem define the food web for that ecosystem.

The Mono Lake ecosystem is defined by the interactions among the organisms and physical factors that exist in the

Mono Lake Basin.


Why does the population of the brine shrimp and brine does flies change throughout the year?

How is the ecosystem of the Mono Lake impacted if the brine shrimp population were to significantly decrease? How

would this impact the food web?



Mono Lake is an example of an alkaline lake system.

Mono Lake is comprised of interrelated biotic factors such as algae, brine shrimp, brine flies, Caspian Terns, Earred

Grebes, Snowy Plovers, Coyotes, and bacteria.

The biotic factors of Mono Lake are affected by each other, human impact, and the abiotic factors such as water and

salt.


Explain the functional roles and feeding relationships that constitute a food web.


Assessment


Student Sheet – Thinking About Mono Lake

Response sheet – Food Web Diagram

Multi-media Food Webs

Mid Summative Exam #3-4

Homework

Learning Activities


Research the functional roles of 12 organisms in the Mono Lake ecosystem in order to construct a food web.

Diagram a Food web, using arrows to indicate what eats what.

Use computer simulations to create food webs.

Create Power Point presentation.

View and discuss – Of Ice and Fire: A Portrait of the Mono Basin.

RESOURCES

Teacher Resources:





Equipment Needed:





UNIT OVERVIEW


Unit Title: Investigations 4 Mini-habitats










healthy.



ELA/Literacy-




WHST.6-8.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source;

and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic

bibliographic information for sources. (MS-LS1-8)

Mathematics-


write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity,






LEARNING TARGETS




MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components

of an ecosystem affect populations.









LS2.A: Interdependent Relationships in Ecosystems: Organisms, and populations of organisms, are dependent on

their environmental interactions both with other living things and with nonliving factors. (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 constrains their growth and reproduction.

(MS-LS2-1)

LS2.C: Ecosystem Dynamics, Functioning, and Resilience: Ecosystems are dynamic in nature; their characteristics





(MS-LS2-1)




Unit Understandings


An aquatic ecosystem functions in water.

A terrestrial ecosystem functions on land.

An ecosystem is a web of interactions and relationships among the organisms and abiotic factors in an area.


Explain how biotic and abiotic factors impact ecosystems, aquatic and terrestrial.



Over time changes occur within an ecosystem as a result of the interactions of the biotic and abiotic factors.


Describe how organisms depend on abiotic elements in their ecosystem.


Assessment


Informal Notes


Student Journal

Student Log

Homework

Learning Activities


Assemble the abiotic elements of an aquatic and terrestrial mini-ecosystem.

Introduce organisms into aquatic and terrestrial mini-ecosystems.

Use a scientific log to record interactions and changes in mini-ecosystems over time.

Read and discuss- Mini-ecosystem Organisms.

Read and discuss – Biosphere 2: An Experiment in Isolation.

RESOURCES

Teacher Resources:





Equipment Needed:

Projector/computer and Internet Connection as needed


Live Organisms


UNIT OVERVIEW


Unit Title: - Investigations 5 Producers










healthy.



ELA/ Literacy-






Mathematics-








LEARNING TARGETS


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 energy as this matter moves through an organism.


an ecosystem.






LS1.C: Organization for Matter and Energy Flow in Organisms • Plants, algae (including phytoplankton), and many

microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water

through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored

for growth or later use. (MS-LS1-6)

LS2.B: Cycle of Matter and Energy Transfer in Ecosystems • The atoms that make up the organisms in an ecosystem

are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS-LS2-3) PS3.D: Energy in

Chemical Processes and Everyday Life • The chemical reaction by which plants produce complex food molecules

(sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to

form carbon-based organic molecules and release oxygen. (secondary to MSLS1-6) • Cellular respiration in plants and

animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules

containing carbon react with oxygen to produce carbon dioxide and other materials. (secondary to MS-LS1-7)


Energy and Matter: The transfer of energy can be tracked as energy flows through a natural system.


larger complex systems. Models are limited in that they only represent certain aspects of the system under study.

Scale, proportion, and quantity: Time, space, and energy phenomena can be observed at various scales using models

to study systems that are too large or too small.

Unit Understandings


Food is an Energy rich organic matter that organisms need to conduct their life processes.

Energy in food is measured in kilocalories.

Photosynthesis is the process by which energy rich molecules (food) are made from water, carbon dioxide, and light.

Feeding relationships define Trophic levels: producers, consumers, and decomposers.


How is food produced?

Explain how energy transfers within a food web?



Food is produced by photosynthesis in photosynthetic organisms.

Food contains energy from the Sun that drives life processes.

Food energy moves from one Trophic level to another throughout a food web – the rule of 10%.


Explain how organisms get the energy they need for life.

Discuss how photosynthesis makes energy available to organisms.

Describe how energy moves from one Trophic level to another in an ecosystem.

Describe how every activity undertaken by living organisms involves expenditure of energy.


Assessment


Quick Write

Student Sheet – Measuring Food Energy

Student Sheet – Food Producers Experiment

Self-Assessment – revise Quick Write



Homework

Learning Activities


Burn food to confirm that it contains energy and that energy in food can be measured.

Analyze experimental data to confirm that plants require water, carbon dioxide, and light to increase in biomass

(food).

Use a simulation to reinforce the 10% rule of energy transfer across Trophic levels.

Read and discuss – Where Does Food Come From?

Read and discuss – Trophic Levels.

RESOURCES

Teacher Resources:





Equipment Needed:

Projector/ Computer and Internet connection as needed


Live Organisms


UNIT OVERVIEW


Unit Title: - Investigations 6 Following the Energy










healthy.



ELA/ Literacy-






Mathematics-






Skills:



LEARNING TARGETS


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 energy as this matter moves through an organism.


an ecosystem






LS1.C: Organization for Matter and Energy Flow in Organisms • Plants, algae (including phytoplankton), and many

microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water

through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored

for growth or later use. (MS-LS1-6)

LS2.A: Interdependent Relationships in Ecosystems • 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 constrains their growth and reproduction. (MS-LS2-1)

LS2.B: Cycle of Matter and Energy Transfer in Ecosystems • Food webs are models that demonstrate how matter and

energy is transferred between producers, consumers, and decomposers as the three groups interact within an

ecosystem. Transfers of matter into and out of the 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

nonliving parts of the ecosystem. (MS-LS2-3)


Energy and Matter -The transfer of energy can be tracked as energy flows through a designed or natural system.

Within a natural system, the transfer of energy drives the motion and/or cycling of matter.

Systems and System Models - Systems may interact with other systems; they may have sub-systems and be a part of


Unit Understandings


Organisms use energy to do work.

Energy moves through a food chain.

Feeding relationships define Trophic levels: producers, consumers, and decomposers.


What are the kinds of work you do that require energy?

What is needed to sustain a food chain?

How does biomass and energy flow through an ecosystem?

What happens to the energy stored in the biomass of an organism when it dies?



Every activity undertaken by living organisms involves expenditure of energy.

Feeding relationships identify trophic roles: producers, consumers, and decomposers. •

Biomass moves through an ecosystem from one trophic level to the next.

Only a small fraction of the biomass consumed at a level is used to produce growth (biomass) at that level; much of

the biomass consumed is used for energy and much is lost to the environment.

Decomposers recycle food molecules to basic particles for use by organisms in the ecosystem.


Explain how organisms get the energy they need for life.

Discuss how photosynthesis makes energy available to organisms.

Describe how energy moves from one Trophic level to another in an ecosystem.

Describe how every activity undertaken by living organisms involves expenditure of energy.


Assessment


Quick Writes

Lab Notebook page 19-25



Homework

Learning Activities


Add food to the terrariums

Classify energy use.

Model the Mono Lake food chain.

Follow biomass and energy through tropic levels.

Read and discuss – Trophic Levels.

RESOURCES

Teacher Resources:





Equipment Needed:

Projector/ Computer and Internet connection as needed


Live Organisms


UNIT OVERVIEW


Unit Title: - Investigations 7: Population Size










healthy.



ELA/ Literacy-






Mathematics-








LEARNING TARGETS





ecosystems.

MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological

components of an ecosystem affect populations.






LS2.A: Interdependent Relationships in Ecosystems • 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 constrains their growth and reproduction. (MS-LS2-1) • Growth of organisms and population

increases are limited by access to resources. (MS-LS2-1) • Similarly, predatory interactions may reduce the number of

organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so

interdependent that each organism requires the other for survival. Although the species involved in these competitive,

predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with

their environments, both living and nonliving, are shared. (MS-LS2-2)

LS2.C: Ecosystem Dynamics, Functioning, and Resilience • Ecosystems are dynamic in nature; their characteristics






larger complex systems. Models are limited in that they only represent certain aspects of the system under study


Unit Understandings


Reproductive potential is the theoretical unlimited growth of a population over time.

A limiting factor is any biotic or abiotic component of the ecosystem that controls the size of a population.


What are the factors in an ecosystem that are limiting factors in a population?



Population size is regulated by limiting factors within an Ecosystem.

Abiotic and Biotic factors affect population size.

Availability of essential resources effect population size.


Discuss how biotic and abiotic factors in an environment can limit a population.

Explain the roles of both lab experimentation and field observation in the study of populations.

Describe the population fluctuations in Mono Lake in terms of limiting factors and feeding relationships.


Assessment


Student Sheet – Milkweed Bug Hatching Analysis

Student Sheet - Algae and Brine Shrimp Experiments Analysis


Student Journals

Graphs and Analyses


Homework

Learning Activities


Calculate the theoretical growth of a population of milkweed bugs, assuming no limiting factors.

Use computer simulations to find out how reproductive strategies and limiting factors affect population growth.

Analyze laboratory experiments to determine the effects of abiotic and biotic factors on population size.

Analyze field observations to determine the effects of biotic factors on population size.

Read and discuss – Limiting Factors.

Read and Discuss – Mono Lake in the Spotlight.

RESOURCES

Teacher Resources:





Equipment Needed:


Projector as needed



UNIT OVERVIEW


Unit Title: - Investigation 8 Human Impact










healthy.



ELA/ Literacy-






Mathematics-








LEARNING TARGETS




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.






LS2.A: Interdependent Relationships in Ecosystems • Similiarly predatory interactions may reduce the number of

organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so

interdependent that each organism requires the other for survival. Although the species involved in these competitive,

predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with

their environments, both living and nonliving, are shared. (MS-LS2-2)




ESS3.C: Human Impacts on Earth Systems • Human activities have significantly altered the biosphere, sometimes

damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s

environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) • Typically

as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth

unless the activities and technologies involved are engineered otherwise. (MS-ESS3-3),(MS-ESS3-4


Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Stability and Change • Small changes in one part of a system might cause large changes in another part. Stability

might be disturbed either by sudden events or gradual changes that accumulate over time.

Systems in dynamic equilibrium are stable due to a balance of feedback mechanisms.

Unit Understandings


Biodiversity and how it relates to the health of an ecosystem.

The positive and negative human impact on an ecosystem.


Why is biodiversity important in an ecosystem?

What can happen when a species is introduced to an ecosystem?

What impact have people had on Mono Lake?



Biodiversity is the variety of organisms in an ecosystem.

A biodiversity index is one measure of the ability of an ecosystem to deal with stress. In a sustainable ecosystem, the

system is resilient to change. Abiotic and Biotic factors affect population size.

Introduced species compete with native species in an ecosystem.

If an introduced species has no predators in the new ecosystem, it can thrive and become invasive.

Humans affect ecosystems in both positive and negative ways.


Understand why biodiversity is important to an ecosystem.

Understand what happens when a species is introduced to an ecosystem.


Assessment


Lab Notebook 36-38


Student Journals

Data Collection and Analysis

Vocabulary


Homework

Learning Activities


Study the biodiversity of their school yard/surrounding area.

Analyze human impact in Mono Lake.

Read and Discuss – Mono Lake in the Spotlight.

RESOURCES

Teacher Resources:





Equipment Needed:


Projector as needed



UNIT OVERVIEW


Unit Title: - Investigations 9 Eco-scenarios










healthy.



ELA/ Literacy-






Mathematics-








LEARNING TARGETS




MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

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-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.









LS4.D: Biodiversity and Humans • 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.

(MSLS2-5)

ESS3.C: Human Impacts on Earth Systems • Human activities have significantly altered the biosphere, sometimes

damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s

environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3) • Typically

as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth

unless the activities and technologies involved are engineered otherwise. (MS-ESS3-3),(MS-ESS3-4)

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)


Patterns • Patterns can be used to identify cause and effect relationships.

Cause and Effect • Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Stability and Change • Small changes in one part of a system might cause large changes in another part.

Influence of Science, Engineering, and Technology on Society and the Natural World • The use of technologies and

any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific

research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology

use varies from region to region and over time.

Unit Understandings


Similar ecosystems occur in areas of similar abiotic conditions on Earth.

An ecosystem is a group of interacting organisms and nonliving factors in a specified area.

All ecosystems have characteristics in common, such as Trophic levels – producers, consumers, and

decomposers.


How are sensitive Ecosystems affected by biotic factors, abiotic factors, and human impact?



Ecosystems are composed of many interdependent factors.

Both Abiotic and Biotic factor affect the populations within the ecosystem.

Ecosystems are often negatively affected by human impact.


Describe ways that all ecosystems are alike.

Describe factors that make ecosystems different from each other.

Discuss ways that activities of humans affect natural ecosystems.


Assessment


Power Point Presentations

Poster presentation

Individual Eco-scenario Report

Peer Assessment

Learning Activities


Use print, Eco-scenario Introductions, electronic resources, and electronic simulations (food webs) to acquire

information about the populations, abiotic conditions, interactions, and human issues in an ecosystem.

Use written reports, visual aids (posters), computer presentations, and oral presentations to share information.

RESOURCES

Teacher Resources:





Equipment Needed:


Projector as needed


SCIENCE GRADE 7 - Rahway Public Schools · eight other planets and their moons, and smaller...

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