Classifying Living Things The curricular sequence was adjusted to begin with the idea of what makes something living and how all living things are organized. Then students will move into the interaction between living and non-living aspects of ecosystems. Standards Assessment / Student Evidence Resources Differentiation Additional Support Extensions LS1A All organisms are composed of cells which carry on the many functions needed to sustain life LS2D Ecosystems are continuously changing. Causes of these changes include factors such as the amount of light, range of temperatures, and availability of water, as well as living factors such as the disappearance of different species through disease, predation, habitat Picture Read – show students a picture of a barnacle and ask, “Is it living? Why or why not?” (Teacher’s Guide p. 30) Is it Living? – formative assessment probe Characteristics of Living Things -reading strategy (student text p. 28-30) Understanding & Using Dichotomous Keys (student text p. 50) Classification Activity-Motivate (Teacher’s Guide p. 40) Investigation 3B – Dichotomous Keys Learning Targets I can use/create a dichotomous key to identify and classify organisms CPO Teachers Guide Note: Multiple standards are listed as this is an introductory section. Students are not expected to develop understanding at this point. It is easy to go into too much depth in this section. CPO Investigations Note: Emphasize writing questions Note: Rather than using shoes, students can classify their binders, pasta or anything similar Note: Investigation 3B may require modeling to help students understand the thought process behind dichotomous keys. Picture Read Is it Living? Modeling Dichotomous keys Plan Ahead: Aquatic plants for Investigation 4A Skill Sheet 3.2 – Dichotomous Keys Key Vocabulary: Species Classification Dichotomous Key Reading Strategy: Consider using Spring Board Word Maps Graphic Organizer for student text – Types of Living Things pg. Classifying Shoes – (Chapter Activity p. 56) INQA Scientific inquiry involves asking and answering questions and comparing the answers with what scientists already know about the world
Standards Assessment / Student Evidence Resources Differentiation Additional Support Extensions Physical Variables INQD For an experiment to be valid, all variables must be kept the same whenever possible LS2D Ecosystems are continuously changing. Causes of these changes include non-living factors, as well as living factors …. PCA (Powerful Classroom Assessment) Variables and Growth Investigation 4B Student self-assessment strategy for PCA Abiotic Variables reading strategy –(student text 72-76) Is It Living – FA Probe (revisit) Learning Targets I can describe non-living variables that effect a variety living systems CPO Teachers Guide CPO Student text Purpose for Reading: Connecting physical, non-living variables that affect living things. Students are building background knowledge. Note: The PCA is available on Black Board if your students need practice, in context, on MSP style questions and writing prompts. If your students need practice with explanations, consider using that activity instead. Investigation 4B – PCA Variables and Plant Growth Plant Growth Claim-Evidence-Reason 4B PCA Self-Assessment Key Vocabulary: Biotic Abiotic Habitat Reading Strategy: Consider using Spring Board Double Entry or Cornell Notes LS2A An ecosystem consists of all the populations living within a specific area and the non-living factors they interact with. Standards Assessment / Resources Differentiation
Ecosystems Students build a context for energy in living systems and explore how living and non-living components interact in an ecosystem. Standards Assessment / Student Evidence Resources Differentiation Additional Support Extensions Energy Flow 2 days LS2B Energy flows through an ecosystem from producers to consumers to decomposers. These relationships can be shown for specific populations in a food web. SYSD In an open system, matter flows into and out of the system. In a closed system, energy may flow into or out of the system but matter stays within the system. Energy Flow reading strategy text p. 86-87) Organizing Living (teacher’s guide p. 75) Learning Targets I can describe the relationships between producers, consumers and decomposers I can describe how energy flows through an ecosystem CPO Teachers Guide Note: This section should be used to introduce students to the vocabulary of ecosystems. Rather than reading pages 86-87, consider using vocabulary strategies to familiarize students with these terms. CPO Student Text 5.1 5E Lesson Plan Key Vocabulary: Producer Consumer Decomposer Carnivore Omnivore Herbivore Reading Strategy: Consider using Spring Board Word Maps LS2C The major source of energy for ecosystems on Earth’s surface is sunlight… Explain
Standards Assessment / Student Evidence Resources Differentiation Additional Support Extensions Food Chains and Food Webs 5 days LS2B Energy flows through an ecosystem from producers to consumers to decomposers. These relationships can be shown for specific populations in a food web. SYSB The boundaries of a system can be drawn differently depending on the features of the system being investigated, the size of the system, and the purpose of the investigation. Making a Food Chain – motivate (teacher’s guide p. 76) Food Chain Energy –formative assessment probe Investigation 5A- Food Webs Food Webs reading strategy – (student text p. 90-92) OR Life Science Interactive DVD activity The Popcorn Relay – or other model of energy flow through an ecosystem A Closer Look at the Sagebrush Steppe Ecosystem- - (teachers guide p.77) Ch. 5 Assessment, 5.2 – Student text p. 106 Learning Targets I can analyze the flow of energy in a local ecosystem I can draw a labeled food web showing the relationship between producers, consumers and decomposers CPO Teachers Guide CPO Investigations Note: As written, Inv 5A is a cumbersome investigation. Collaborate with teaching team or refer to version posted on Black Board for an alternative. Note: Consider using Inspiration to create food webs. Note: An alternative to having individual students using DVD’s would be to pause the DVD and have students whiteboard their answers & supporting ideas. They can also do 2-minute writing to hold their thinking. Ed Tech 1.1.1 - Organize ideas and create original works for personal and group expression using digital tools. CPO Student Text Food Chain Energy - Keeley, LS Probes #15 Leveled Text: Energy Exchange Popcorn Relay Key Vocabulary: Food Chain Food Web Energy Reading Strategy: Consider using Spring Board Double Entry Journal or Cornell Notes Leveled Text: Energy Exchange LS2C The major source of energy for ecosystems on Earth’s surface is sunlight…
Standards Assessment / Student Evidence Resources Differentiation Additional Support Extensions Ecosystems 10 days LS2D Ecosystems are continuously changing. Causes of these changes include factors, as well as living factors …. LS2B Energy flows through an ecosystem from producers to consumers to decomposers. These relationships can be shown for specific populations in a food web. Ecosystems Odd One Out – formative assessment Ecosystem Interactions - Skill & Practice with text page 94 Ecosystem Interactions (reading strategy) – student text p. 94-96 Modeling Interactions - Explain (teacher’s guide p. 83) Understanding Introduced Species Student Synthesis Project: Consider using Power Point, Photostory or another digital application Learning Targets I can predict how changing a living (biotic) factor may impact an ecosystem I can predict how changing a non-living (abiotic) factor may impact an ecosystem I can explain cause and effect within an ecosystem. CPO Teacher Guide CPO Investigations CPO Ancillary Activities Skill & Practice worksheets Ed Tech 1.1.1 Organize ideas and design and produce multimedia projects Ecosystems Odd One Out Fishing for the Future Understanding Introduced Species ppt Plan Ahead: Order Ulothrix for investigation 7B Skill Sheet 5.3 Key Vocabulary: Competition Predator Prey Population Symbiosis Invasive Species Reading Strategy: Consider using Spring Board Marking Text strategy Assessment: Students take summative assessment, (on or around Nov. 14) Answer sheets available on Nov. 10, scan before Dec. 1, 2014
Cell Structure and Function Students learn that cells are the basic unit of structure and function in living organisms and distinguish between plant and animal cells. Standards Assessment / Student Evidence Resources Differentiation Additional Support Extensions What Are Cells? 4 days LS1A All organisms are composed of cells which carry on the many functions needed to sustain life Using a Compound Microscope (Investigations p. 147) OR Microscope Mania Distilled vs Pond -Motivate- (teacher’s guide p. 114) Investigation 7A – Examining Onion Tissue What are Cells? Reading strategy (student text p. 136-139 do not include fluoroscopy) Muscle Cells vs. Nerve Cells – Explain (student text p. 141) Learning Targets I can explain that cells make up all living things I can apply the Cell Theory to explain the relationship between cells and living things CPO Teachers Guide CPO Investigations Note: If students have not yet done the microscope activities, they could be used here Note: Onions are needed for this investigation Note: If you are short of time, Onion Root Tip slides are included in the Life science kit CPO Student Text Note: Use the Muscle Cells vs Nerve Cells activity as a formative assessment Leveled Text: Cells Key Vocabulary: Cell Organelle Cytoplasm Nucleus Reading Strategy: Consider using Spring Board Marking Text or Predicting strategies Leveled Text: Cells Cell Size Investigation Explain vs Eukaryotes - TG p. 115 Note: SPS Power Standards do not require students to differentiate between prokaryotic and eukaryotic cells. LS1D Both plant and animal cells must carry on life functions, so they have parts in common and specialized parts… INQA Scientific inquiry involves asking and answering questions and comparing the answer with what scientists already know about the world.
Standards Assessment / Student Evidence Resources Differentiation Additional Support Extensions Cells, a Look Inside 6 days LS1A All organisms are composed of cells which carry on the many functions needed to sustain life INQE Models are used to represent objects, events, systems, and processes. Models can be used to test hypotheses and better understand phenomena, but they have limitations. SYSB SYSE Structure and Function formative assessment Investigation 7B – Plant and Animal Cells Exploring Cells & Specialized Cells powerpoint Organelle Survivor Cookie Factory Metaphor for Cells – Extend (teacher’s guide p. 121) OR Cell Model demonstrating organelles & organelle function Learning Targets I can describe cell functions and how they relate to the structure of cells I can compare and contrast plant and animal cells CPO Teachers Guide Note: Consider using digital media for the Cookie Factory activity. Ed Tech 1.1.1 Organize ideas and design and produce multimedia projects Note: MSP data would suggest that students do not have a deep understanding of how the function of a cell would impact the structure. For example; a muscle cell is likely to have more mitochondria than a blood cell because of the function, a nerve cell is very long to carry signals. This is true of plant cells as well. Note: While the terms osmosis and diffusion are not important for students to memorize, it is important in developing an understanding of the cell as a system that students realize particles and/or molecules move across the membrane. Also, include that cells have waste products. CPO Investigations Note: Prepared slides can be used CPO Ancillary Activities Power Point diagrams and information for students Structure and Function FA Atoms and Cells - Keeley, LS Probes #6 Exploring Cells & Specialized Cells PowerPoint Organelle Survivor Key Vocabulary: Cell Wall Cell Membrane Nucleus Mitochondria Chloroplast Reading Strategy: Consider using Spring Board Word Maps or Cornell Notes Models for a cell membrane could be egg osmosis, raisin osmosis etc... LS1D Both plant and animal cells must carry on life functions, so they have parts in common … But plants have specialized cell parts… which provide plants their overall structure.
Students are introduced to the idea of heritability by studying traits passed from one generation to the next. This is Spokane students’ only opportunity to study Mendelian genetics in depth, as high school biology focuses on molecular genetics. Standards Assessment / Student Evidence Resources Differentiation Additional Support Extensions Traits 7 days LS3B Every organism contains a set of genetic information to specify its traits. This information is contained within genes in the chromosomes in the nucleus of each cell INQB Different kinds of questions suggest different kinds of scientific investigations Eye Color formative assessment probe Investigation 11A – Observing Human Traits Traits reading strategy (student text pages 213 – 219) OR What About Genetics reading strategy (Black Board) Revisit Eye Color FA – connect to reading and vocabulary Vocabulary game to differentiate similar terms Learning Targets I can explain that information on how cells grow and function is contained in genes and chromosomes I can describe the location of genetic material in all organisms CPO Teachers Guide Note: Students need to understand that in the same organisms - DNA in skin cells (for example) is the same as the DNA that is in muscle cells. CPO Investigations CPO Student Text Note: This section has a great deal of vocabulary that students will be using for a couple of weeks. Once they have completed the initial investigation, they should have a graphic organizer that will help them make sense of the vocabulary Eye Color - Keeley, LS Probes #22 What About Genetics Family Genes Activity Key Vocabulary: Trait Heredity Genetics DNA Gene Allele chromosome Dominant Recessive Genotype Phenotype Homozygous / pure breed Heterozygous / hybrid Standards Assessment / Resources Differentiation
Student Evidence Additional Support Extensions Predicting Heredity 5 days LS3B Every organism contains a set of genetic information to specify its traits. This information is contained within genes in the chromosomes in the nucleus of each cell. INQE Genetics Agree/Disagree formative assessment probe Picture Read - Reproduction Asexual vs Sexual Reproduction Investigation 11B – Crazy Traits Explain (TG p. 191) Punnett Squares Genetics Cross - Flowers Genetics Cross - Butterflies Learning Targets I can use a Punnett Square to predict the outcome of a genetic cross CPO Teachers Guide CPO Investigations Note: Inv 11B will take several days for students to complete and understand, text should be used as clarification and supporting evidence Note: Use analysis questions to highlight the connection to LS3D. This is an important concept for students to understand. Note: The DVD can be used in a computer lab or as a large group discussion with white boarding CPO Student Text Note: Mitosis and meiosis are not processes that students need to understand in middle school. They will learn these processes in high school biology. Genetics Agree/Disagree Picture Read - Reproduction Asexual vs Sexual Reproduction Genetics Cross Flowers & Butterflies Sesame Street Genetics Sponge Bob Genetics Leveled Text: Genetics Leveled Text: Genetics Sesame Street Genetics OR Sponge Bob Genetics Life Science DVD “Heredity” LS3D In sexual reproduction the new organism receives half of its genetic information from each parent, resulting in offspring that are similar but not identical to either parent. In asexual reproduction just one parent is involved, and genetic information is passes on nearly unchanged
Evolution Students are introduced to evolution as the process of how organisms acquire adaptations over time. Standards Assessment / Student Evidence Resources Differentiation Additional Support Extensions Evidence for Evolution 5 days LS3A The scientific theory of evolution underlies the study of biology and explains both the diversity of life on Earth and similarities of all organisms at the chemical, cellular and molecular level. Evolution is supported by multiple forms of scientific evidence. INQG Fossil Footprints Evidence for Evolution reading strategy – (student text 13.1) Fossil Kit Investigation Fossil Find A Closer Look at Adaptations - Explain (teacher’s guide p. 221) Learning Targets I can describe evidence of evolution. I can explain how fossil footprints can provide evidence to interpret past events. CPO Teachers Guide Note: Students may not understand that DNA is not always available in fossils CPO Student Text CPO Interactive DVD Fossil Footprint and support images Fossil Kit Investigation Fossil Find Vocabulary: Adaptation Evolution Ancestor Fossil Fossil Record Reading Strategy: Consider using Spring Board Word Maps or Cornell Notes Greatest Discoveries with Bill Nye: The Origin and Evolution of Life (Discovery Education Streaming) LS3G Evidence for evolution includes similarities among anatomical and cell structures, and patterns of development make it possible to infer degree of relatedness among organisms
Human Growth and Development Standards Assessment / Student Evidence Resources Differentiation Additional Support Extensions 2.2.1 Understands structure and function of body systems 2.2.2 Understands how to maintain sexual health throughout life 2.3.1 Understands factors and prevention related to communicable disease Engage – Values vs Facts HIV-AIDS formative assessment and video notes Understanding HIV and AIDS - video Understanding HIV and AIDS – post-test with Turning Point HIV and the Immune System Secondary Sexual Characteristics and the Reproductive System Explore - The Daily Risk Synthesis – Addressing myths through a C-E-R explanation Learning Targets I can describe ways in which HIV is transmitted I can describe ways to prevent HIV transmission Note: Many teachers prefer teaching HGD during MSP. This unit and Human Body can be taught in either sequence. All materials to support this instructional unit can be found on the Secondary Human Growth and Development Black Board including a Teacher’s Guide. Ed Tech 1.2.1 Communicate and collaborate to learn with others Use Turning Point presentations to facilitate class discussions and share student thinking. Ed Tech 1.3.2 Locate and organize information from a variety of sources and media. The Daily Risk Note: The graphic organizer is intended to be for student use only, as a way to explore topics of personal interest. These should not be collected by the teacher, in order to ensure student privacy.
Human Body Systems Students learn about the structure and functions of human body systems. Standards Assessment / Student Evidence Resources Differentiation Additional Support Extensions Human Body Systems 10 days LS1C Multicellular organisms have specialized cells that perform different functions. These cells join together to form tissues that give organs their structure and enable the organs to perform specialized functions within organ systems. APPD The process of technological design begins by defining a problem and identifying criteria for a successful solution, followed by research to better understand the problem and brainstorming to arrive at potential solutions. APPF Solutions must be tested to determine whether or not they will solve the problem. Human Body (formative assessment probe) Investigation 18A – Who’s Got the Beat? Explain - Breathing and Respiration – TG p. 319 Section Review #5 – Student Text p. 393 Learning Targets I can describe several organ systems within the human body I can describe matter and energy within human body systems. I can design and conduct a controlled experiment. I can compare and contrast several body systems. I can explain the human body using a systems model CPO Teachers Guide CPO Investigations CPO Student Text Human Body - Keeley, LS Probes, #23 Key Vocabulary: Circulatory system Arteries Veins Respiration Respiratory system Digestive System Investigation 18B – The Pressure’s On Standards Assessment / Student Evidence Resources Differentiation Additional Support Extensions