Curriculum Unit Designers

Transcription

Newark Public Schools Next Generation Science Unit
Curriculum Unit Designers
Shara Gilchrist-Hamilton
Monica Peart
Ivory Williams
NPS Science Instructional Leadership Team (SILT)
Monica Peart, Director of Science
Mridula
Carl
Shara
Stacey
Karen
Elizabeth
Caleb
Tina
Mimi
Ivory
Bajaj
Cimiluca
Gilchrest Hamilton
Gruber
Harris
Lozada
Perkins
Powell
Rosenbaum
Williams
Science Park
First Avenue
Speedway
MISE
District
Abington
District
District
District
District
Department Chair (Science)
Teacher
Teacher
Partner Liaison
Special Assistant (ELA)
Teacher
Asst. to the Superintendent
Director of Mathematics
Supervisor (Media)
Master Teacher
TABLE OF CONTENTS
Overview
1
Matrix
2
Culminating Assessment
28
Framework
(Appendix A)
A1
Next Generation Science Standards & Common Core Standards
(Appendix B)
B1
Essential Questions & Enduring Understandings
(Appendix C)
C1
OVERVIEW
NPS NEXT GENERATION SCIENCE UNIT
The NPS science units require a contextual understanding with regard to scientific knowledge, how
it is acquired and applied, and how science is connected through a series of concepts that help
further understanding of the world through the nexus of the three NGSS dimensions: (1) Science
and Engineering Practices, (2) Crosscutting Concepts, and (3) Disciplinary Core Ideas. Performance
expectations require that students demonstrate all three dimensions through contextual
application of the three dimensions. Each unit includes goals (enduring understandings/essential
questions/aligned standards), methods (varied instructional approaches, differentiated
strategies/resources, scaffolded guiding questions), materials (inclusive of instructional supports rubrics, teacher background information, common misconceptions, as well as multimedia
materials), and assessment (a variety of methods and materials in order to determine learners’
level of knowledge, skills, and engagement.)
The Investigating Biodiversity and Interdependence unit begins with a summary followed by
aligned standards, a culminating assessment overview, and the lesson pace and sequence. Each
lesson constructs new ideas on top of old ideas and addresses science misconceptions. Activities
naturally integrate math and/or literacy CCSS for every lesson. Next Generation Science and
Common Core language is infused so that the shifts are clear. Each lesson ends with suggested
modes of receiving qualitative feedback (formative assessments) to determine whether students
have met performance expectations and objectives of the lesson. This data should be used during
class and/or teacher reflection to modify and elevate instruction.
The unit ends with an effective performance task that places the student in an authentic learning
experience. Students are given real world situations that require real world performance and/or
products. The standards for acceptable performance are clearly articulated within the culminating
assessment. Additionally, the accompanying aligned rubric specifically and clearly identifies criteria
for proficiency, including sufficient guidance for interpreting student performance while requiring
the evaluator to give effective feedback. Culminating assessments have a direct link to the unit
performance expectations, essential questions, and enduring understandings. It, at minimum,
requires students to:
•
•
•
•
solve a problem (preferably through design) and design a solution
analyze information
develop and use data to communicate information
use research to communicate their understanding (can be provided by teacher within the unit or
obtained by student through independent research)
• emphasize engineering design performance expectations of the grade band
1
Newark Public Schools
Unit Summary
AUTHENTIC SCIENTIFIC INQUIRY  COMMON CORE SHIFTS
Unit: Investigating Biodiversity and Interdependence
Content Area/Target Course: Life Science/Interdependent Relationships in Ecosystems
Grade Level: 6
Unit Summary: While Investigating Biodiversity and Interdependence, students formulate answers to the
questions like, “How do the structures of organisms contribute to life’s functions?, How do organisms
obtain and use matter and energy?, and How do matter and energy move through an ecosystem?”
Investigations provide an opportunity for students to develop evidence that living organisms are made of
cells and to determine the relationship of organisms to the environment. Ultimately, students understand
that all organisms are made of cells, that special structures are responsible for particular functions in
organisms, and that for many organisms the body is a system of multiple interacting subsystems that form
a hierarchy from cells to the body. Matter and energy in organisms and ecosystems are also emphasized in
this unit. Conceptual and physical models are used to explain the transfer of energy and cycling of matter
as explanations are constructed for the role of photosynthesis in cycling matter in ecosystems. Focus is on
the understanding that life requires substantial energy and matter inputs and the structure and functions
of organisms contribute to the capture, transformation, transport, release, and elimination of matter and
energy.
As the last component of this unit, students investigate interdependent relationships in ecosystems to
formulate an answer to the question, “How do organisms interact with other organisms in the physical
environment to obtain matter and energy? To answer the question, they construct explanations for the
interactions in ecosystems and the scientific, economic, political, and social justifications used in making
decisions about maintaining biodiversity in ecosystems. Students use models, construct evidence-based
explanations, and use argumentation from evidence. Ultimately they gain an understanding that
organisms and populations of organisms are dependent on their environmental interactions both with
other organisms and with nonliving factors.
NGSS:MS-LS1-1, MS-LS1-2, MS-LS1-4, MS-LS1-5, MS-LS1-6, MS-LS1-7, MS-LS2-1, MS-LS2-2, MS-LS2-3, MSLS2-4, MS-LS2-5
NJCCCS: 5.3.6.A.2, 5.3.6.D.1, 5.3.6.B.1, 5.3.6.B.2, 5.3.6.C.2, 5.3.6.C.3
Primary Literacy Connections: RST.6-8.1,RST.6-8.2, RST.6-8.7, RST.6-8.8, WHST.6-8.1, WHST.6-8.2,
WHST.6-8.7, WHST.6-8.8, WHST.6-8.9, SL.6.1, SL.6.4, SL.6.5
Primary Math Connections: 6.EE.2, 6.EE.9
Students are asked to assess the Greater Newark Conservancy land and its resources, living and non-living.
They highlight recommendations for restoring biodiversity after damage caused by Sandy, create a new
biodiversity and design plan for the land, inhabitants, and future Environmental Education Center that will
be protected against impending hurricanes. Before creating their plans, they must take into consideration
the environment and other relevant factors, such as the impact of Sandy on the land and biodiversity of
the Conservancy, as well as the current architectural map.
Research as well as connections to the investigations and readings from the unit, help to inform and justify
their findings. The design plan must include the most cost effective selection of plants and gardening
procedures, while addressing the ideal conditions in which the recommended organisms, plants and
animals, can optimally survive.
2
Unit Summary
Lesson Pace & Sequence
Lessons
PE/CPI
PreAssessment
5.3.6.A.1
5.3.6.A.2
Lesson 1: What Are Organisms?
Students are given an opportunity to share what they already know about
organisms as well as to demonstrate their skill at making observations. Students
begin filling out their organism photo cards, which they will revisit and revise
throughout the unit. After reading a selection about taxonomy, they use a list of
Latin and Greek terms to assign genus and species names to the organisms on the
photo cards.
Major Scientific Concepts: A working definition is one that changes to
accommodate new information. An organism is a complete living thing. Living
things share certain characteristics. Organisms have unique scientific names.
Scientists name and classify organisms.
Literacy: STC Literacy Series™ Investigating Biodiversity and Interdependence:
That’s Life, p. 7-9, What’s in an Organism’s Name?, p. 10-15, Taxonomy – Taken a
Step Further, p. 16-19
Sample CCSS Tasks:
That’s Life
What is the significance of one of the criteria necessary to be considered a living
organism is being composed of cells? Use details from the text to support your
answer. RST.6-8.1, RST.6-8.2
What’s in an Organism’s Name?
Why did Linnaeus think it was useful to classify organisms? How can taxonomy
help us understand the relationships among organisms? Cite textual evidence to
support your answer RST.6-8.1, RST.6-8.2
Taxonomy – Taken a Step Further
What distinguishes Linnaeus’ system from cladograms? How has technology
enabled scientists to create more accurate cladograms?
What Do You Know About plants?
Students will have an opportunity to reflect on how much they already know
about plants and what they would like to learn. They are also asked to look
closely at the outside of a bean seed, and discuss their observations. This
exercise introduces skills that will be developed throughout the unit: observing,
recording, and predicting. Students share what they know about plants and
discuss what else they would like to know. SL.6.1
Suggested Formative Assessments
KWL Chart
Responses to reading materials
Appropriate use of introductory terms
Formal Assessments can be found in TG
Suggested
Teaching
Periods
2
3
Teacher Notes :
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Unit Summary
MS-LS1-1
MS-LS1-2
5.3.6.A.2
Lesson 2: The WOWBug: Getting a Closer Look
Students are introduced to the compound light microscope and an interesting
insect called the WOWBug™. Students learn and hone microscope skills while
performing authentic scientific tasks—preparing slides of a live organism,
observing the organism through the microscope under different
magnifications, drawing the organism while following a set of guidelines, and
peer-evaluating drawings of other group members. The “structure and
function” theme, inherent throughout the unit, is introduced in this lesson.
Major Scientific Concepts: A compound light microscope uses two convex
lenses to produce a clear, magnified image that is upside down and backward.
Different combinations of lenses provide a range of magnifications.
Literacy: STC Literacy Series™, Investigating Biodiversity and Interdependence:
Intriguing Insects, p. 32-34, Dr. Matthews and the WOWBug, p. 35-36,
Microscope Pioneers, p. 37-39
Sample CCSS Tasks:
Intriguing Insects
Why are insects described as “intriguing” in the title of this text? Based on the
text, what type of relationships do insects have with humans? RST.6-8.1,
RST.6-8.2
Dr. Matthews and the WOWBug
According to the author, what about WOWBugs has made them an excellent
subject for laboratory research? RST.6-8.1, RST.6-8.2
Microscope Pioneers
Support the author’s claim that “You can’t study organisms thoroughly
without a good microscope.” Create a Venn diagram comparing the
characteristics and capabilities of Hooke’s microscope to that of
Leeuwenhoek. RST.6-8.1, RST.6-8.2, RST.6-8.7
Mathematics: Students calculate total magnification and field of view using
equations. 6.EE.2
Total magnification = magnification of eyepiece x magnification of objective
lens
2
5
Teacher Notes :
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Unit Summary
MS-LS1-2
MS-LS1-4
MS-LS1-5
5.3.6.D.1
Participation in investigation (preparation of dry mount slide of WOWBug,
following the procedures of scientific drawing) and class discussion
Journals (measurements, scientific drawings)
Appropriate use of terms
Lesson 3: Investigating Lumbriculus
Students work with an organism called Lumbriculus variegatus, a relative of the
common earthworm. More commonly known as the California blackworm,
Lumbriculus affords students a relatively large specimen to observe. While
students can easily observe various blackworm behaviors without magnification,
they continue to enhance their microscope skills as they determine the pulse rate
of the blackworm. Students observe the most common method of reproduction of
the blackworm—asexual reproduction by means offragmentation.
Major Scientific Concepts: Organisms have structures that perform specific
functions. Internal and external structures of organisms contribute to their survival
in their habitat. Lumbriculus has a segmented body that is similar to that of the
earthworm.
More than Just Bait, p. 49-53
Sample CCSS Tasks:
Guiding Question(s):
How do earthworms contribute to their ecosystems? RST.6-8.1, RST.6-8.2
More than Just Bait
How do the bodies and behaviors of blackworms and earthworms work together to
help them survive in their habitats? RST.6-8.1, RST.6-8.2
Describe 5 qualitative and 5 quantitative observations of the blackworm such that
it can be drawn accurately. WHST.6-8.1, WHST.6-8.2
3
Participation in investigation (following the procedures of the lab and
scientific drawing) and class discussion
Journals (measurements, scientific drawings, comparison of the structure of
the blackworm to the earthworm)
Responses to lesson activities (Student Sheet 3.3)
7
Teacher Notes :
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Unit Summary
MS-LS1-5
MS-LS1-6
MS-LS2-1
MS-LS2-2
MS-LS2-3
5.3.6.B.1
5.3.6.B.2
5.3.6.C.2
5.3.6.C.3
Lesson 4: Creating Your Own Pond
Students set up a pond in a 16-oz plastic cup. They make macro- and microscopic
observations of both the solid and liquid parts of the pond. They place five Lemna
(duckweed) fronds in their ponds. (In Lesson 8, when they revisit their ponds to
observe any changes that have occurred, they determine the average daily increase
in the number of Lemna fronds when they perform a final count.)
Major Scientific Concepts: Microorganisms and macroorganisms live within an
ecosystem. A pond is an example of an ecosystem.
Literacy: STC Literacy Series™, Investigating Biodiversity and Interdependence: Even
a Habitat Has to Live Somewhere, p.60-63
2
Sample CCSS Tasks:
How do living things and their physical and chemical environment function
together as a unit within an ecosystem?
Even a Habitat Has to Live Somewhere
Why are nonliving things included in the definition of “ecosystem”? Create a table
identifying the living and non-living components of a pond ecosystem. RST.6-8.1,
RST.6-8.2, RST.6-8.7
Participation in investigation (following the procedures of the lab,
construction of pond) and class discussion
Journals (predictions of changes in pond over time, observations of pond,
list of six things in and around a pond)
9
Teacher Notes :
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Unit Summary
MS-LS1-2
MS-LS1-5
5.3.6.A.2
Lesson 5: Exploring Cells
Students get acquainted with several types of cells—algal, plant, and animal—and
their components. Students hypothesize about how the structures of the various
cells and their organelles are suited to their functions.
Major Scientific Concepts: Different cells serve different functions. The cells of
animals differ from those of plants.
Literacy: STC Literacy Series™, Investigating Biodiversity and Interdependence: Who
Eats Whom?, p. 76-79
Sample CCSS Tasks:
What is the significance of the relationship between plants and animals?
5
Who Eats Whom?
Create a Venn diagram comparing the characteristics of autotrophs and
heterotrophs. Create a table of the different types of heterotrophs and what they
consume. Support the author’s claim that “Without autotrophs, we’d be history
ourselves!” RST.6-8.1, RST.6-8.2, RST.6-8.7
Journals (measurements, scientific drawings, comparison of the structure of
the blackworm to the earthworm)
Responses to lesson activities (Student Sheet)
11
Teacher Notes :
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Unit Summary
MS-LS1-2
5.3.6.A.2
Lesson 6: Exploring Microorganisms
Students observe and draw four protists—Amoeba, Euglena, Paramecium, and
Volvox. They identify and label the protists’ organelles and their methods of
movement.
Major Scientific Concepts: Some organisms are composed of a single cell. Internal
and external structures contribute to their survival in their habitat.
Bacteria: Friends or Foes?, p.90-92, Mighty Microbes, p. 93-95
Sample CCSS Tasks:
Are bacteria a necessary component to a thriving ecosystem?
Bacteria: Friends or Foes?
Answer the following using details from the text: What would Earth be like
without any bacteria?
Compile a list of the ways that humans and other living organisms are helped by or
benefit from bacteria. RST.6-8.1, RST.6-8.2
Mighty Microbes
Answer the following using details from the text: Why were early microbes on
Earth important to life forms that evolved later? Support Dr. Leleng Isaacs’s claim
that “microbes have shaped the history of Earth and of human beings.” What
would you say to convince a friend to buy a bar of regular soap instead of a liquid
antibacterial soap? RST.6-8.1, RST.6-8.2
3
Journals (measurements, scientific drawings, comparison of structure of
organisms)
Responses to lesson activities (Student Sheet)
13
Teacher Notes :
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Unit Summary
MS-LS1-5
5.3.6.A.2
Lesson 7: Exploration Activity: Vertebrates and Their Habitats
Students are introduced to an Exploration Activity, a group research project on
which students will continue to work for the remainder of the unit. In this
activity, students research the structure and function of various parts of a
vertebrate and identify and describe the components of its habitat. They present
their findings to the class using a method approved by the teacher.
Major Scientific Concept: An organism’s habitat influences its structure.
Additional Science Resources and Activities:
Daphnia’s Change of Appetite, p. 106-108, Habitats as Homes, p. 109-113
Sample CCSS Tasks:
Why must species adapt to changes in their habitat and/or find suitable habitats
in order to survive and reproduce?
Daphnia’s Change of Appetite
Answer the following using details from the text: Why is Daphnia described as a
“shrimp’s shrimp?”
How long did it take Daphnia to adapt to its new diet? Explain how this
adaptation occurred and how it was discovered. RST.6-8.1, RST.6-8.2,
Habitats as Homes
Using the text, answer the following: What is the difference between evolution
and adaptation? What characteristics make an organism more vulnerable to
changes in their habitat? What sorts of change in a habitat could force a
population to evolve or go extinct? RST.6-8.1, RST.6-8.2,
3
Research check points
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Teacher Notes :
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Unit Summary
MS-LS1-5
MS-LS1-6
MS-LS2-1
MS-LS2-2
MS-LS2-3
5.3.6.B.1
5.3.6.B.2
5.3.6.C.2
5.3.6.C.3
Lesson 8: Revisiting Your Pond
Students revisit the ponds they constructed in Lesson 4 and document changes they
observe, including the average daily increase in the number of Lemna fronds.
Major Scientific Concept: The structure of an organism’s parts is related to their
function.
Literacy: STC Literacy Series™, Investigating Biodiversity and Interdependence: The
Changing Pond, p.121-122
Sample CCSS Tasks:
Why is succession essential to the sustainability of an ecosystem?
The Changing Pond
Using the text, create a flowchart of the succession of a natural pond. Do all ponds
eventually fill in? Use details from the text to explain why or why not? RST.6-8.1 ,
RST.6-8.7 , RST.6-8.8.
Mathematics: Calculate the average daily increase in the number of Lemna fronds.
6.EE.2
2
Journals (observations, calculation of average daily increase)
17
Unit Summary
MS-LS1-5
5.3.6.B.2
Lesson 9: Introducing Daphnia
Students work with a tiny freshwater organism—Daphnia. They explore the effects
of cola and alcohol solutions on Daphnia.
Major Scientific Concepts: Crustaceans have an external rather than an internal
skeleton. An organisms habitat influences its structure.
Additional Science Resources and Activities:
Literacy: STC Literacy Series™, Investigating Biodiversity and Interdependence: The
Transparent Water Flea, p. 132-133
Sample CCSS Tasks:
How can small organisms play a big part in the preservation of food chains within an
ecosystem?
The Transparent Water Flea, p. 132-133
Why are Daphnia easy to study and what has it allowed us to learn about them?
Why is the reproduction process of Dahpnia described as “unusual?” RST.6-8.1 ,
RST.6-8.2 RST.6-8.8
Mathematics: Have students check the prices of lobster meat at a local supermarket
and calculate the cost of a lobster dinner for five. Ask them to assume that each
person would require 6 ounces of lobster meat for the main course. Have them list
the lobster and side dishes in menu form with prices to the right of each item. The
total cost should be at the bottom of the price column. 6.EE.9
Journals (observations, claims and evidence, conclusion)
Lab Report
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3
Teacher Notes :
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Unit Summary
MS-LS2-3
5.3.6.B.2
Lesson 10: Exploring the Hydra
Students work with another tiny freshwater organism—Hydra. The observe Hydra’s
feeding habits using Daphnia and blackworm fragments that remain from previous
lessons.
Major Scientific Concept: Like some plants, Hydra can reproduce asexually by
budding. Scientists communicate through scientific drawings that incorporate clear
labels, magnification scale, and perspective.
Hydra: Up Close and Personal, p. 140-143, Jellyfish Get a Bad Rap, p. 144-147
Sample CCSS Tasks:
Hydra: Up Close and Personal, p. 140-143
A Hydra is likely to be found rooted to a particular spot, looking more like a statue
or plant than an animal. What characteristics prove that it is in fact alive, and an
animal? Cite evidence from text to support your conclusion. RST.6-8.1 , RST.6-8.2
Create a flowchart of the feeding and digestion process of the Hydra. RST.6-8.1 ,
RST.6-8.7
Describe the different ways can Hydra reproduce and discuss the significance of
having several methods of reproduction? RST.6-8.1 , RST.6-8.2 WHST.6-8.1 , SL.6.1
Jellyfish Get a Bad Rap, p. 144-147
What are some characteristics of jellyfish that have allowed them to persist since
before the time of the dinosaurs? How have jellyfish been impacted by human
activity? Cite evidence from the text. RST.6-8.1 , RST.6-8.2
Journals (scientific drawings)
Writing assignment
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3
Teacher Notes :
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MS-LS1-2
MS-LS1-4
MS-LS1-7
MS-LS2-2
MS-LS2-3
5.3.6.A.2
5.3.6.B.2
5.3.6.C.3
5.3.6.D.1
MS-LS1-2
MS-LS1-4
MS-LS1-6
MS-LS1-7
MS-LS2-2
MS-LS2-3
5.3.6.A.2
5.3.6.B.2
5.3.6.C.3
5.3.6.D.1
Unit Summary
Lesson 11: Investigating Fungi I—The Molds
Students investigate the Fungi kingdom. They compare the rate of mold formation
on freshly baked or homemade bread and brand-name bread and follow the
progress of a fungal garden over several weeks.
Major Scientific Concept: Fungi comprise a kingdom of organisms that includes
mushrooms, yeasts, and molds. Fungi are decomposers, obtaining their food by
breaking down living or dead organic matter.
There’s a Fungus Among Us, p. 154-157
Sample CCSS Tasks:
What are the various roles that fungi play in nature?
There’s a Fungus Among Us
Based on textual evidence, explain why fungi is not included in the Plant or Animal
kingdoms? Use the text to describe and explain what you are eating if you eat a
piece of moldy bread. Support the author’s claim “they’re mighty important to our
lives—and to our world.” RST.6-8.1, RST.6-8.2, RST.6-8.8, SL.8.1
Lesson 12: Investigating Fungi II—Yeast
Students continue to investigate the Fungi kingdom. They design an inquiry in
which they explore substances that affect yeast activity.
Major Scientific Concept: Unlike most fungi, yeasts are single-celled. Most yeasts
reproduce by budding. Like other fungi, many types of yeast break down and
recycle plant and animal matter. Some species of yeasts are beneficial to humans;
others are harmful.
Yeast: Rising to the Occasion, p. 163-165
Sample CCSS Tasks:
Yeast: Rising to the Occasion
How is it correct to say that making bread means making alcohol? What happens
to the alcohol?
Support the author’s claim that “yeast cells are extremely busy, often useful, and
occasionally irritating, organisms.” RST.6-8.1, RST.6-8.2, WHST.6-8.1, WHST.6-8.2
Journals (inquiry design)
Writing assignment
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6
Teacher Notes :
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Unit Summary
MS-LS1-1
MS-LS1-2
MS-LS1-4
MS-LS1-6
MS-LS2-2
MS-LS2-3
MS-LS2-4
5.3.6.A.2
5.3.6.D.1
5.3.6.B.1
5.3.6.B.2
5.3.6.C.2
5.3.6.C.3
5.3.6.A.2
5.3.6.D.1
5.3.6.B.1
5.3.6.B.2
5.3.6.C.2
5.3.6.C.3
Lesson 13: Organizing Living Things— An Assessment
Students use the information on their organism photo cards, which they have revised
and updated during the unit, to construct Venn diagrams.
Tropical Rain Forests: What’s All the Hype?, p. 172-177
Sample CCSS Tasks:
What is the significance of biodiversity to an ecosystem?
Tropical Rain Forests: What’s All the Hype?
What are some of the adaptations of plants and animals that thrive in the rainforest?
Why have tropical rainforests not provided high-quality farmland, despite the
millions of acres that have been cleared? Using the information provided in the text,
create an informational “Save the Rainforest” poster. RST.6-8.1, RST.6-8.2, RST.6-8.7
4
Culminating Assessment:
Urban Utopia
Students conduct independent research to gather information to support their
design solution.
3
Bolded lessons identify areas of important relevance for the culminating assessment.
24
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Unit Summary
Curriculum Resources: Background information can be found at http://carolinascienceonline.com,
Investigating Biodiversity and Interdependence, Module, Teacher Guide (TG), Student Investigation book (SI),
Content Reader: Investigating Biodiversity and Interdependence, Next Generation Science Standards
www.nextgenscience.org, Internet
Spanish versions of text as well as auditory text (ebooks) are available online at
http://carolinascienceonline.com
Teacher Notes:
Guiding Questions: Guiding questions are intended to provide students with a focus as they read the selected
pieces of complex text and complete the corresponding CCSS Literacy in Science Tasks.
Science Misconceptions: In middle school, the following misconceptions may persist among students:
Humans are not animals.
Animals breathe, but plants do not.
Plants do not undergo sexual reproduction.
Reproduction requires participation of both sexes.
Organisms viewed through the microscope are two-dimensional.
Insects are not as microscopic as the WOWBug™.
Ponds do not contain both microscopic organisms and macroscopic organisms, such as plants.
Larger organisms have larger cells than smaller organisms.
When species have specific needs due to changes in the environment, their bodies will adapt to fulfill
those needs.
Cyclical processes (i.e. recycling of matter) are not significant to the maintenance of an ecosystem.
Pond succession involves only changes that take place in its microenvironment.
Daphnia’s appendage movement is its heartbeat.
Substances from decomposing organisms are just waste, they do not get reused by other organisms.
Spores are simply little seeds.
Fungi, such as mushrooms, have roots similar to those of plants.
Dried yeast granules do not contain living yeast cells that can be activated, in other words organisms
that are dormant will remain dormant.
Dehydration destroys yeast cells.
26
Unit Summary
Unit Vocabulary
Vocabulary terms cannot be introduced until students have achieved conceptual understanding. Teachers should teach the concepts without the
technical language and then only add technical language AFTER the students have an idea to hang it on. Technical terms must be “labeled” after
inquiry based activities and in conjunction with student conceptual understanding as STC lesson structure indicates (constructivist approach to
teaching science/7E model.) (http://www.project2061.org/publications/designs/ch7intro.htm) Students must be required to use technical language
after “labeling” in order to reinforce their understanding of concepts and content thereby making communication easier.
Lesson 1: What Are Organisms?
genus
species
organism
cellular respiration
digestion
excretion
taxonomy
Lesson 2: The WOWBug: Getting a Closer Look
compound microscope
dry-mount slide
field of view
exoskeleton
dorsal
lateral
ventral
compound
thorax
regeneration
chaeta
clitellum
fragmentation
seta
community
habitat
niche
population
Lesson 3: Investigating Lumbriculus
anterior
posterior
blood vessel
digestive tract
ecosystem
frond
Lemna
pulse rate
Lesson 4: Creating Your Own Pond
macroorganism
microorganism
Lesson 5: Exploring Cells
cell wall
chlorophyll
chloroplast
organelle
cell membrane
cytoplasm
nucleus
plasmolysis
epithelial tissue
mammal
mammalian
nerve tissue
autotroph
consumer
decomposer
heterotroph
producer
antibiotic
bacteria
microbiologist
rod
spherical
spiral
Lesson 6: Exploring Microorganisms
Amoeba
Euglena
Paramecium
Volvox
eyespot
protist
contractile vacuole
oral groove
pellicle
cilia
flagella
pseudopod
Lesson 7: Exploration Activity: Vertebrates and Their Habitats
adaptation
vertebrate
abiotic
biotic
evolution
natural selection
variation
class Amphibia
class Aves
class Mammalia
class Pisces
class Reptilia
cold-blooded
genes
warm-blooded
Lesson 8: Revisiting Your Pond
carnivore
climax community
asexual reproduction
herbivore
succession
Lesson 9: Introducing Daphnia
antenna
intestine
heart rate
arthropod
crustacean
Lesson 10: Exploring the Hydra
tentacle
budding
diffusion
invertebrate
Lesson 11: Investigating Fungi I—The Molds
spore
organic matter
parasitic
rhizoid
fungal inhibitor
Lesson 12: Investigating Fungi II—Yeast
Ascomycetes
fermentation
Baker’s yeast
Brewer’s yeast
27
Unit Summary
Sample Culminating Assessment
Urban Utopia
Background: Greater Newark Conservancy continues to expand and enhance its Urban Environmental
Center in downtown Newark, NJ. What will become the Environmental Education Building of the
Center, is an historic 1884 former synagogue/church on Prince Street, near Springfield Avenue. This
15,800-square-foot building will be transformed into a large lecture hall/community space,
environmental classrooms, a demonstration kitchen/laboratory, environmental exhibit galleries and
meeting rooms. Next to the former synagogue, the Conservancy has created the Prudential Outdoor
Learning Center, featuring outdoor "classroom" thematic gardens, a greenhouse for raising nursery
plants and for demonstration purposes, and operational composters for fertilizer production. The
Outdoor Learning Center features ten garden galleries, pathways leading past flowering trees and
shrubs, an analemmatic sundial, a pond with a cascading stream and demonstration gardens where
community residents can learn how to raise vegetables and flowers in their own yards.
Problem: The land and biodiversity of the Conservancy, particularly that of the pond in the Riparian
Habitat Area, were severely impacted by Hurricane Sandy. The ground was left completely saturated,
which led to runoff. The composters, which were full at the time of the storm, were upended and all
their contents were dumped out. Piles of plant debris blanketed gardens and the pond. In addition,
since Sandy, the gardens have become overgrown, with some plants monopolizing space and nutrients.
A new biodiversity and design plan must be developed and implemented prior to proceeding with the
transformation of the former synagogue/church into the much anticipated Environmental Education
Building.
Prompt: Greater Newark Conservancy has hired your company to assess their land and its resources,
living and non-living. You are also asked to create a new biodiversity and design plan for its land,
inhabitants, and future Environmental Education Center that will be protected against impending
hurricanes. Before creating your plans, you must take into consideration the environment and other
relevant factors, such as the impact of Sandy on the land and biodiversity of the Conservancy, as well as
the current architectural map.
Task: Present the findings from your assessment and your biodiversity and design plan in the form of a
multimedia presentation, highlighting your recommendations for restoring biodiversity, including
acceptable forms of seeds and plants that would flourish on the designated land, as well as the types of
animals that could be safely introduced; and landscaping, including grading and space allocation.
Directions: Reference and make connections to the investigations and readings from the unit to inform
and justify your findings and your biodiversity and design plan to the Education Director on the most
cost effective selection of plants and gardening procedures, as well as animals and their care. Be sure
to support your findings by addressing the ideal conditions in which the recommended organisms,
plants and animals, can optimally survive; justify your plan for grading the land and allocating space.
Use the scientific terms from this unit accurately and appropriately in the discussion of your findings
and in the presentation of your biodiversity and design plan. Utilize diagrams, graphs, data charts,
pictures and/or models to strengthen your ideas and conclusions. Make use of the provided rubric to
28
guide you as you complete and assess your plan and multimedia presentation to be sure that all
requirements are met.
Considerations: Make full use of the architectural map provided on the next page. Note, the
greenhouse and its adjacent composters, which were returned to their original location after Sandy, are
located at the highest point of the land.
29
30
Pond
Composters
Urban Utopia
Scoring Rubric
Biodiversity & Design Plan
Assessment & Findings
4
Provides an accurate
assessment of the
needs of the
Conservancy using all
relevant background
information and
scientific knowledge
(e.g., interaction,
dependency,
correlation, causation).
Expresses findings that
are accurately linked
to the assessment and
clearly stated so as to
suggest specific details
of biodiversity and
design plan.
Proposes a plan that is
scientifically logical,
well-organized,
precise, safe, ethical,
and consistent with
accepted
environmental and
scientific practices.
Communicates a
coherent plan and
logical, detailed
procedures which can
be fully replicated
anticipating the need
for adjustment.
Plan includes all
required elements.
3
Provides an
appropriate
assessment of the
needs of the
Conservancy using
relevant background
information and
scientific knowledge
(e.g., interaction,
dependency,
correlation, causation)
but is missing a few
details.
Expresses findings that
are appropriately
linked to the
assessment and stated
so as to suggest some
specific details
biodiversity and design
plan.
scientifically
appropriate,
organized, safe,
ethical, and consistent
with most accepted
environmental and
Communicates a plan
and logical procedures
which can be
replicated anticipating
some need for
adjustment.
Plan includes most
required elements.
2
1
Provides a partially
accurate assessment
of the needs of the
Conservancy using
minimal background
information and
scientific knowledge.
Expresses findings
that are inaccurately
linked to the
assessment and
vaguely stated so as
to suggest few details
of biodiversity and
design plan.
Provides an inaccurate
assessment of the
needs of the
Conservancy using
irrelevant background
information and
scientific knowledge.
Expresses findings
that are unlinked to
the assessment and
unclearly stated so as
to suggest no specific
details biodiversity
and design plan.
Proposes a plan that
is scientifically
inaccurate,
disorganized and
consistent with only a
few accepted
environmental and
Communicates a plan
and procedures which
cannot be readily
replicated.
Plan includes few
required elements.
scientifically illogical,
unorganized, unsafe,
unethical, and
inconsistent with
accepted
environmental and
Communicates an
incoherent plan and
illogical procedures
which cannot be
replicated.
Plan is missing most
required elements.
31
Presentation
Multimedia elements
and content combine
to adequately deliver a
high impact message
with the elements and
words reinforcing each
other while
accentuating main
ideas or themes.
Enhancements, such as
graphics, video, audio,
3-D images, are used
appropriately to
convey meaning.
The sequence of
information is logical.
Most sources are
properly cited.
Teacher Comments
The combination of
multimedia elements
and content takes
communication to a
superior level. There is
clear attention given
to balance, proportion,
harmony, and
restraint. The synergy
reaches the intended
audience and
accentuates main
ideas or themes.
Enhancements, such as
graphics, video, audio,
3-D images, contribute
significantly to convey
the intended meaning.
The sequence of
information is logical
and intuitive.
All sources are
properly cited.
32
Multimedia elements
accompany content
but there is little sign
of mutual
reinforcement. There
is little attention to
visual design criteria
such as balance,
proportion, harmony
and restraint. There is
some tendency
toward random use of
graphical elements
that do not reinforce
message and/or does
not accentuate main
ideas or themes.
Enhancements, if
used, are
inappropriate and/or
do not convey
meaning.
The sequence of
information is
somewhat logical.
Few sources are
properly cited.
Multimedia elements
accompany content
but there is no mutual
reinforcement. There
is no attention to
visual design criteria
such as balance,
proportion, harmony
and restraint.
Exaggerated emphasis
on graphics and
special effects
weakens the message
and interferes with
the communication of
content, main ideas,
or themes.
Enhancements are not
used.
The sequence of
information is not
logical.
No sources are
properly cited.
Unit Summary
APPENDIX A –Unit Framework
Unit: Title of Unit
Content Area/Target Course: Science content around which the unit’s standards are primarily aligned; grade level of the unit;
primary unit content
Grade Level: Grade band by which the unit is aligned
Unit Summary: Includes a clear and explicit purpose for instruction that builds students’ ability to reason in a scientific
context through engagement in authentic work of the science disciplines and the practices of science and engineering of the
unit. Next Generation Science Standards alignment is evident.
NGSS: Primary alignment to Next Generation Science Standards
NJCCCS: Primary alignment to 2009 NJ State Standards for Science
Primary Literacy Connections: Primary alignment to ELA Common Core State Standards
Primary Math Connections: Primary alignment to Math Common Core State Standards
An effective performance task places the student in authentic learning experiences. Students are given real world situations
that require real world performance and/or products. The standards for acceptable performance are clearly articulated
within the culminating assessment. Additionally, the accompanying aligned rubric specifically and clearly identifies criteria for
proficiency, including sufficient guidance for interpreting student performance while requiring the evaluator to give effective
feedback. Culminating assessments have a direct link to the unit performance expectations, essential questions, and enduring
understandings. It should, at minimum, require students to:
• solve a problem (preferably through design) and design a solution
• analyze information
• develop and use data to communicate information
• use research to communicate their understanding (can be provided by teacher within the unit or obtained by
student through independent research)
• emphasize engineering design performance expectations of the grade band
Lesson Pace & Sequence
PE/CPI
Performance
Expectations/Cumulative
Progress Indicator
Lessons
• Construct new ideas on top of old ideas (provide sequence) and
addresses science misconceptions.
• Naturally integrate math and/or literacy CCSS for every lesson.
• Infuse NGSS and common core language so that the shifts are
clear.
• Suggested modes of receiving qualitative feedback (formative
assessments) used to determine whether students have met
performance expectations and objectives of the lesson. This
data should be used during class and/or teacher reflection to
modify and elevate instruction.
Suggested Teaching
Periods
Suggested pacing
based on a 40 minute
class period
Unit Vocabulary
Vocabulary terms cannot be introduced until students have achieved conceptual understanding. Teachers should teach the
concepts without the technical language and then only add technical language after the students have an idea to hang it on.
Technical terms must be “labeled” after inquiry based activities and in conjunction with student conceptual understanding as
STC lesson structure indicates (constructivist approach to teaching science/7E model.)
(http://www.project2061.org/publications/designs/ch7intro.htm) Students must be required to use technical language after
“labeling” in order to reinforce their understanding of concepts and content thereby making communication easier.
Appendix A
Page 1 of 1
Unit Summary
APPENDIX B –Unit Next Generation Science Standards & Common Core Standards
Performance Expectations (PE)
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers
and types of cells. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells,
distinguishing between living and non-living cells, and understanding that living things may be made of one cell or many and
varied cells.] MS-LS1-1 (5.3.8.A.1)
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
[Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the
cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of
organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the
other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of
cells or cell parts.] MS-LS1-2 (5.3.6.A.2)
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. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include
nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and
colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction
could include transferring pollen or seeds; and, creating conditions for seed germination and growth. Examples of plant
structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects
that transfer pollen, and hard shells on nuts that squirrels bury.] MS-LS1-4 (5.3.6.D.1)
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of
organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light,
space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of
organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different
varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do
in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical
processes.]
MS-LS1-5 (5.3.6.C.2)
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. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.]
[Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.] MS-LS1-6 (5.3.6.B.1)
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. [Clarification Statement: Emphasis is on
describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment
Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.] MS-LS1-7
(5.3.12.B.5)
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of
organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and
growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce
resources.] MS-LS2-1 (5.3.6.C.2)
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification
Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships
among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include
competitive, predatory, and mutually beneficial.] MS-LS2-2 (5.3.6.C.3)
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
[Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various
ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of
chemical reactions to describe the processes.] MS-LS2-3 (5.3.6.B.2)
Construct an argument supported by empirical evidence that changes to physical or biological components of an
ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted
Page 1 of 8
Appendix B
Unit Summary
inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to
ecosystems.] MS-LS2-4 (5.3.6.C.2)
Evaluate competing design solutions for maintaining biodiversity and ecosystem services. [Clarification Statement:
Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples
of design solution constraints could include scientific, economic, and social considerations.] MS-LS2-5
NGSS Disciplinary Core Ideas
LS1.A: Structure and Function
 All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one
single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1)
 Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that
controls what enters and leaves the cell. (MS-LS1-2)
LS1.B: Growth and Development of Organisms
 Animals engage in characteristic behaviors that increase the odds of reproduction. (MS-LS1-4)
 Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction.
(MS-LS1-4)
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)
 Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged
to form new molecules, to support growth, or to release energy. (MS-LS1-7)
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 MS-LS1-6)
 Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these
processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.
(secondary to MS-LS1-7)
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)
 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. (MSLS2-2)
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)
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)
Appendix B
Page 2 of 8
Unit Summary
 Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or
integrity of an ecosystem’s biodiversity is often used as a measure of its health. (MS-LS2-5)
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. (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)
NGSS Science and Engineering Practices (SEPs)
Developing and Using Models
Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and
predict more abstract phenomena and design systems.
o Develop and use a model to describe phenomena. (MS-LS1-2)
o Develop a model to describe unobservable mechanisms. (MS-LS1-7)
Planning and Carrying Out Investigations
Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use
multiple variables and provide evidence to support explanations or solutions.
Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation. (MSLS1-1)
Analyzing and Interpreting Data
Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations,
distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.
Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include
constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific
knowledge, principles, and theories.
Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’
own experiments) and the assumption that theories and laws that describe the natural world operate today as they did
in the past and will continue to do so in the future. (MS-LS1-6)
Construct an explanation that includes qualitative or quantitative relationships between variables that predict
phenomena. (MS-LS2-2)
Engaging in Argument from Evidence
Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing
argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).
Construct an oral and written argument 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)
Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (MS-LS2-5)
NGSS Cross Cutting Concepts (CCCs)
Cause and Effect
Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using
probability. (MS-LS1-4),(MS-LS1-5)
Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-LS2-1)
Scale, Proportion, and Quantity
Phenomena that can be observed at one scale may not be observable at another scale. (MS-LS1-1)
Energy and Matter
Matter is conserved because atoms are conserved in physical and chemical processes. (MS-LS1-7)
Page 3 of 8
Appendix B
Unit Summary
APPENDIX B –Unit Next Generation Science Standards & Common Core Standard
Within a natural system, the transfer of energy drives the motion and/or cycling of matter. (MS-LS1-6)
The transfer of energy can be tracked as energy flows through a natural system. (MS-LS2-3)
Structure and Function
Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their
function depends on the relationships among its parts, therefore complex natural and designed
structures/systems can be analyzed to determine how they function. (MS-LS1-2)
Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering,
and Technology
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-LS1-1)
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. (MS-LS2-5)
Science assumes that objects and events in natural systems occur in consistent patterns that are understandable
through measurement and observation. (MS-LS2-3)
Patterns
Patterns can be used to identify cause and affect relationships. (MS-LS2-2)
Stability and Change
Small changes in one part of a system might cause large changes in another part. (MS-LS2-4),(MS-LS2-5)
Science Addresses Questions About the Natural and Material World
Science knowledge can describe consequences of actions but does not make the decisions that society takes. (MSLS2-5)
NJCCCS
Content Statements
5.3.6.A.2
Essential functions of plant and animal cells are carried out by organelles.
5.3.6.D.1
Reproduction is essential to the continuation of every species.
5.3.6.B.1
Plants are producers: They use the energy from light to make food (sugar) from carbon
5.3.6.B.2
dioxide and water. Plants are used as a source of food (energy) for other organisms.
5.3.6.C.2
All animals, including humans, are consumers that meet their energy needs by eating other
5.3.6.C.3
organisms or their products.
The number of organisms and populations an ecosystem can support depends on the biotic
resources available and on abiotic factors, such as quantities of light and water, range of
temperatures, and soil composition.
All organisms cause changes in the ecosystem in which they live. If this change reduces
another organism’s access to resources, that organism may move to another location or die.
Essential functions required for the well-being of an organism are carried out by specialized
structures in plants and animals.
Organisms can only survive in environments in which their needs are met. Within
ecosystems, organisms interact with and are dependent on their physical and living
environment.
Plants and animals have life cycles (begin life, develop into adults, reproduce, and eventually
die).The characteristics of each stage of life vary by species.
Individuals of the same species may differ in their characteristics, and sometimes these
differences give individuals an advantage in surviving and reproducing in different
environments.
CPI#
Cumulative Progress Indicator (CPI)
5.3.6.A.2
Model and explain ways in which organelles work together to meet the cell’s needs.
Appendix B
Page 4 of 8
5.3.6.D.1
5.3.6.B.1
5.3.6.B.2
5.3.6.C.2
5.3.6.C.3
Predict the long-term effect of interference with normal patterns of reproduction.
Describe the sources of the reactants of photosynthesis and trace the pathway to the products.
Illustrate the flow of energy (food) through a community.
Predict the impact that altering biotic and abiotic factors has on an ecosystem.
Describe how one population of organisms may affect other plants and/or animals in an ecosystem.
Page 5 of 8
Appendix B
Unit Summary
CCSS
RST.6-8.1
RST.6-8.2
RST.6-8.7
RST.6-8.8
WHST.6-8.1
WHST.6-8.2
WHST.6-8.7
WHST.6-8.8
WHST.6-8.9
SL.6.1
SL.6.4
SL.6.5
CCSS
6.EE.2
6.EE.9
Common Core Literacy Standards
Cite specific textual evidence to support analysis of science and technical texts.
Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct
from prior knowledge or opinions.
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).
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
Write arguments focused on discipline-specific content.
Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
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.
Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions
of others while avoiding plagiarism and following a standard format for citation.
Draw evidence from informational texts to support analysis reflection, and research.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing
their own clearly.
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and
details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information.
Common Core Math Standards
Write, read, and evaluate expressions in which letters stand for numbers.
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. For
example, in a problem involving motion at constant speed, list and graph ordered pairs of distances
and times, and write the equation d = 65t to represent the relationship between distance and time.
Appendix B
Page 6 of 8
Unit Summary
Performance Expectations (PE)
Performance expectations simply clarify the expectations of what students will know and be able to do be the end of the unit grade band.
Additionally, they include a student’s ability to apply a practice to content knowledge; thereby focusing on understanding and application as
opposed to memorization of facts devoid of context. (NGSS Appendix A, p. 1)
NGSS Disciplinary Core Ideas (DCIs)
Specifically, a core ideas for K-12 science instruction should:
1. Have broad importance across multiple sciences or engineering disciplines or be a key organizing principle of a single discipline.
2. Provide a key tool for understanding or investigating more complex ideas and solving problems.
3. Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or
technological knowledge.
4. Be teachable and learnable over multiple grades at increasing levels of depth and sophistication. That is, the idea can be made
accessible to younger students but is broad enough to sustain continued investigation over years. (NGSS Appendix A, p. 3)
NGSS Science and Engineering Practices (SEPs)
Engaging in the practices of science helps students understand how scientific knowledge develops; such direct involvement gives them an
appreciation of the wide range of approaches that are used to investigate, model, and explain the world. Engaging in the practices of
engineering likewise helps students understand the work of engineers, as well as the links between engineering and science. Participation in
these practices also helps students form an understanding of the crosscutting concepts and disciplinary ideas of science and engineering;
moreover, it makes students’ knowledge more meaningful and embeds it more deeply into their worldview.
The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are
listed below:
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information (NGSS Appendix F, p. 1-2)
NGSS Cross Cutting Concepts (CCCs)
Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing
areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. (Framework p. 233)
1. Pattern: Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and
the factors that influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of
science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be
tested across given contexts and used to predict and explain events in new contexts.
3. Scale, proportion, and quantity: In considering phenomena, it is critical to recognize what is relevant at different measures of size, time,
and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.
4. Systems and system models: Defining the system under study—specifying its boundaries and making explicit a model of that system—
provides tools for understanding and testing ideas that are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one
understand the systems’ possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and
functions.
7. Stability and change: For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a
system are critical elements of study. (NGSS Appendix G, p. 1)
NJCCCS
Content Statements
Standard/Strand
New Jersey’s Core Curriculum Content Standards (CCCS) describe expectations for all students by the end of a variety of
grades and in different subjects. They are the road map that guides the development of each district’s curriculum and
the State’s standards-based assessments.
CPI#
Cumulative Progress Indicator (CPI)
Standard/Strand/
Indicator
The cumulative progress indicators (CPIs) break the CCCS into smaller grade groupings to better guide expectations and
judge progress. Consequently, the CPIs for each subject and grade are good barometers to assess each student’s
progress in the general education curriculum and identify academic strengths and weaknesses.
Page 7 of 8
Appendix B
Unit Summary
CCSS
Anchor
Standard
and Strand
CCSS
Anchor
Standard
and Strand
Common Core ELA Standards
Unit primary literacy options that:
• give students the lens of language with which to focus and clarify their thinking.
• allow students to extend their learning beyond the classroom, presenting them with relevant, challenging,
age-appropriate reading selections and research activities with which they can enhance literacy skills.
Common Core Math Standards
Unit primary math options that:
• provide a focus and coherence of math standards stressing conceptual understanding of key ideas that
naturally integrate within the unit.
Appendix B
Page 8 of 8
Unit Summary
APPENDIX C –Unit Essential Questions & Enduring Understandings
Unit Essential Questions
Unit Enduring Understandings
What do all living things have in common?
Living organisms have a variety of observable
features that enable them to obtain food and
In what ways do organisms interact within
reproduce.
ecosystems?
All animals and most plants depend on both
How do organisms change as they go through their
other organisms and their environments for
life cycle?
their basic needs.
Organisms reproduce, develop, have predictable
life cycles, and pass on some traits to their
offspring.
Unit Essential Questions
Designed to engage student interest, promote and
guide inquiry into the important ideas of the unit.
Essential questions:
Have no simple “right” answer.
Address conceptual or philosophical foundations.
Can be differentiated to meet student needs.
Raise other important questions.
Naturally and appropriately recur.
Stimulate vital, ongoing discussion and rethinking.
Unit Enduring Understandings
Frame the big ideas that give meaning and
importance to the unit elements. Enduring
understandings:
Summarize the core processes and relevant
ideas that are central to the unit.
Have lasting value beyond the classroom.
Unpack areas of the unit where students may
struggle to gain understanding or demonstrate
misunderstandings and misconceptions.
Page 1 of 1
Appendix C

Curriculum Unit Designers

Transcription

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