Science 3rd Nine Weeks Grade 7

Purpose of Science Curriculum Maps

This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.

Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness.

The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education

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that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices.

Science PracticesTo develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

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Commonalities between ELA, Math, and Science As you use the instructional maps, teachers should remember that science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a connection to all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns, as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

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5 E Instructional Model The 5E instructional model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

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Science Curriculum Maps Overview

The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered on four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices).

At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.

At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.

As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

How to Use the Science Curriculum Maps

Tennessee State Standards

The TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.

ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.

ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.

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(More Academic Vocabulary support can be found at the following link: http://www.berkeleyschools.net/wp-content/uploads/2013/05/BUSD_Academic_Vocabulary.pdf)

Following the vocabulary development work of Beck, McKeown and Kucan, the CCSS references three tiers of words that are vital to academic achievement:

Tier One words are the words of everyday speech usually learned in the early grades… Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (dignified, faltered).

Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable.

Tier Three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, legislature, circumference, aorta) and key to understanding a new concept within a text… Recognized as new and “hard” words for most readers (particularly student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary).

It is important to target specific instruction on Tier 2 and Tier 3 vocabulary words to help students develop deep understanding that cannot be acquired through independent reading. Since Tier 3 words are typically targeted in content specific instruction, it's particularly important and challenging to identify and target Tier 2 words, since they appear across all disciplines.

Basic Guidelines for effective structured language practice strategies:

Make the target language rigorous, and mandatory. Never use structured language practice strategies with language that hasn’t been explicitly taught first. Post the graphic organizers or word banks and sentence frames that you’ve taught. Require students to use them during the activity and continuously remind them to focus

on their use of the language. Use a timer, chime, or other signal to mark the beginning, transitions, and ending of the activity. Keep it moving! Don’t adjust your pace to allow all students to finish. If you

use these strategies regularly, students will increase their speed to match your snappy pace. Circulate to monitor for participation as well as accuracy. Provide targeted support as needed. Take it to writing. A brief written product (sentence(s) in a journal, language log, note sheet, poster, post-it, exit ticket…) helps hold all students accountable.

Strategies include

Frayer Model - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ Word Webs - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ Academic Vocabulary Log - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ

State Standards Embedded Standards Outcomes Content Connections

Standard 1: Cells (1.5 weeks)

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State Standards Embedded Standards Outcomes Content Connections

GLE 0707.1.1 Make observations and describe the structure and function found in plant and animal cells.

Scaffolded (Unpacked) Ideas

1. Living cells contain a variety of smaller structures that perform different tasks.

2. By dividing up the labor, different levels of organization help living things to function more efficiently.

3. In multicellular organisms, each part of a cell must function properly and in unison with other cells for the organism to remain healthy.

GLE 0707.Inq.1 Design and conduct open-ended scientific investigations.

GLE 0707.Inq.2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data.

GLE 0707.Inq.5 Communicate scientific understanding using descriptions, explanations, and models.

Essential questions:

1. What are the unique characteristics of the major cell structures?

2. Describe the functions of the major cell structures.

3. How is the structure of an organelle related to its function?

Identify and describe the function of the major plant and animal cell organelles.

All living systems are composed of one or more cells.

Differentiate between structure and function.

Define the structure and function of cell organelles.

Use experimental data to make conclusions.

Explain the relationship between the structures and functions of cell organelles.

Aligned resources:Tennessee Holt Science and Technology TE, Chapter 2, Section 1: The Diversity of Cells and Section 2: Eukaryotic Cells, p. 46-63Chapter 3, Section 3: The Cell Cycle, pp.86-89

Glencoe Tennessee Science Grade 7 TWE, Chapter 2, Section 1: Cell Structure, p 44-57Chapter 3, Section 2: Moving Cellular Materials, p. 80-85Chapter 6, Section 1: Cell Division and Mitosis, p. 174-180

Recommended activities:

(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Science Activity a Day investigation: Characteristics of life p. 77 Plant or animal cell pp. 84-85 The Mitochondria p. 87

Labs: This lab helps to explore the microscope. - Microscope lab

Comparing animal and plant cells- Biology lab

Academic vocabulary: cell organelles, chromosomes, multicellular, cell membrane, organelle, nucleus, cytoplasm

Vocabulary strategy: Science words for knowledge rating: Teacher prepares a table and lists the words (word, no clue, have heard or seen it, know the word, know it well and can define it) using the following technique. Students will place an X in the box that best describes your understanding of this word.

Vocabulary strategy: Possible sentences- This strategy expands students’ word knowledge by asking them to contextualize words they will encounter in an upcoming unit of instruction. Students are asked to use as many words as possible to create sentences.

Performance task – A lysosome takes a trip to another world and is on the loose to find defective organelles! He is confused however because the environment he is in is not another cell. He’s in our school! Write about what the lysosome’s journey through our school is by describing how the parts of the school are like the lysosome’s environment. (Science Practice 6) RST 6-8.8

Performance task: Using this link, http://www.cellsalive.com/cells/3dcell.htm Work in group interactions and

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State Standards Embedded Standards Outcomes Content Connections

Other resources: This link provides a lesson plan for building a cell model- TN curriculum center

(With the text, allow students to construct arguments about ideas and concepts while presenting their claims and evidence.)

Informational text - Match maker – from Readworks 1060L; Read closely to determine what the text says explicitly and to make logical inferences from it

Cutting edge – from Readworks 1100L; Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

The cell membrane winds up like a watch. Sciencedaily.com ; Determine central ideas or themes of a text and analyze their development

Water these plants - https://portal.achieve3000.com/index (980L); Summarize the key supporting details and ideas.

Videos: Introduction to cells – Motivational clip on the microscopic world

Assessment questions: Here are key ideas related to Cells. For each key idea, you will find a list of sub-ideas, a list of items, results from our field testing, and a list of student misconceptions. After clicking on a tab, click on it again to close the tab.is a list of key

explain the characteristics of both types of cells. (Science Practice 8) RST 6-8.1

Performance task: Students can observe each stage of meiosis. When viewing each stage they may also animate the stage to view the changes that occur in each step. At "Concept 8" students can interactively assembly the stages of meiosis. BioCoach activity (Science Practice 2)

Performance task: In an experiment, which is better able to feed all of the cytoplasm of the cell: the cell membrane of a cell that has mass or the cell membrane of a cell that has low mass? Explain your answer in a verbal presentation to the class or write a report and illustrate it with drawings of your models. (Science Practice 6) RST 6-8.3

Performance task: Government officials in Washington D.C. have been ordered to a mission to Mars. Upon return, they discovered what they believe are cells. Because of your exemplary performance in science, President Obama needs you to explain the characteristics of plant and animal cells. Create a detailed diagram of the 3 types of cells. Draw the organelles and label them for each type. Write a detailed letter to the astronauts identifying

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State Standards Embedded Standards Outcomes Content Connections

ideas related to Cells. For each key idea, you will find a list of sub-ideas, a list of items, results from our field testing, and a list of student misconceptions. After clicking on a tab, click on it again to close the tab. AAAS

Cell organelle match game - Tncurriculumcenter.org

Community connections: (Contact the education department for events and opportunities to engage students)Cure4kids at St. JudeWest TN. STEM hubPink Palace Field trips:

Permanent exhibit Lab or theater program

Pink Palace Museum Outreach

the type of cell they may have found and what made you reach this conclusion. Rubric (Science Practice 4)

Performance task – Compare the parts of a cell and the parts of a school. Describe the correlations between the two functions. Use at least 5 organelles in your description. Your comparisons must show how the parts of a cell and the parts of a school perform similar functions. (Science practice 7)

Performance task: Students can work independently or with a partner to read about cells and organelles' structures and functions. After completing the readings, they can take quizzes to assess understanding. Cells are the starting point (Science Practice 4)

Standard 1: Cell Structure and Function (1 week)

GLE 0707.1.2 Summarize how the different levels of organization are integrated within living systems.

Scaffolded (Unpacked) Ideas

GLE 0707.1.2 Summarize how the different levels of organization are integrated within living systems.

Essential questions:

1. Explain the different levels of organization found in living things.

Interpret a chart to explain the integrated relationships that exist among cells, tissues, organs, and organ systems.

Aligned resources:Tennessee Holt Science and Technology TE, Chapter 2, Section 3: The Organization of Living Things, p. 99, 64-67Chapter 8, Section 1: Body Organization and Section 2: The Skeletal System and Section 3: The Muscular System and Section 4: The Integumentary System, p. 218-221

Glencoe Tennessee Science Grade 7 TWE, Chapter 3, Section 1: Chemistry of Life TE p.

Academic Vocabulary: levels of organization, organ system, tissue, organ, function

Performance task: You are a finalist for a forensic scientist position available with the Memphis Police Department. Explain how the knowledge of cells, tissues, organs, and systems would enhance your

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State Standards Embedded Standards Outcomes Content Connections

1. Different kinds of cells combine to form different tissue types.

2. Different kinds of tissues combine to form organs that perform particular functions.

2. Outline the roles of the major types of cells, tissues, organs, and organ systems.

3. Why is each part of the cell essential to survival?

72 - 79Chapter 2, Section 1: Cell Structure, p .51

Recommended activities:(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

STEM Missions – learningblade.comLabs: Virtual experience - Glencoe.com(With the text, allow students to construct arguments about ideas and concepts while presenting their claims and evidence.)

Informational text: 3 share Nobel Prize for DNA findings that helped cancer researchers - Newsela.com -1020L; Read and comprehend complex literary and informational texts independently and proficiently

Scientists turn to Chinese woodblocks for cell printing - Cell-printing 1020L; Demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Assessment questions: Below is a list of key ideas related to Cells. For each key idea, you will find a list of sub-ideas, a list of items, results from our field testing, and a list of

role. (Science practice 6) RST 6-8.1

Performance task: Make a brochure for science that help make a 5th grader understand the similaritiesof the levels of organization. Make sure to include information and colors that will make the brochure interesting to read. (Science practice 8)

Performance task: You have been asked to plan, design, and create a model for the purpose of aiding 7th grade students to understand the structure and function of the organelles of a plant or animal cell. You will choose a functioning system from their every day lives, construct a 3-D model, and write a description using analogies to compare the parts of that system to the parts of the cell. (Science practice 2) RST 6-8.3

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State Standards Embedded Standards Outcomes Content Connections

student misconceptions. After clicking on a tab, click on it again to close the tab. - AAAS

Standard 1: Cell Structure and Function (1.5 weeks)

GLE 0707.1.3 Describe the function of different organ systems and how collectively they enable complex multicellular organisms to survive.

Scaffolded (Unpacked) Ideas

1. Different organs work together in systems ton perform particular functions.

2. Higher organisms are composed of various organ systems that combine to support life.

3. In simple organisms there are fewer levels of organizations

GLE 0707.1.3 Describe the function of different organ systems and how collectively they enable complex multicellular organisms to survive.

Essential questions:

1. Explain the advantage for an organism to have different levels of organization.

2. How do different organ systems work collectively to ensure the survival of an individual organism?

3. Why is an organism the sum of all its parts?

Explain the basic functions of a major organ system.

Know that the organization of living things follows a distinct pattern.

Describe how cells take nutrients to grow, divide, and make needed materials.

Outline the levels of cellular organization.

Aligned resources:

Tennessee Holt Science and Technology TE, Chapter 2, Section 3: The Organization of Living Things, p. 99, 64-67Chapter 8, Section 1: Body Organization and Section 2: The Skeletal System and Section 3: The Muscular System and Section 4: The Integumentary System, p. 218-221

Glencoe Tennessee Science Grade 7 TWE, Chapter 3, Section 1: Chemistry of Life TE p. 72 - 79Chapter 2, Section 1: Cell Structure, p .51

Recommended activities:(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Labs: Students will measure and record the function of both their circulatory system and respiratory systems at rest, intermediate, and high levels. - Organ system lab

Organ system lab exercise - Learning.hccs.edu

Academic vocabulary: single cell, multicellular, prokaryote, eukaryote

Performance task: With election season coming up, you have been approached by organs to run their presidential campaign. The president of the organ system is an important position, and one that should not be taken lightly. Over the next 3 weeks in class, you and your group will campaign for your organ. During this campaign, you must create a campaign ad and participate in a debate on behalf of your candidate. As you are running against other organs, you must research information on both their structure and function to determine the best way to campaign against them. At the end of the project, our class will vote on who they believe could best serve the role of organ system president. (Science practice 1) RST 6-8.8

Performance task: Create flow chart illustrating the flow of oxygen from the outside of the body into the organ system, organs, tissues, and cell. For example: Oxygen enters the respiratory system (organ system), travels through the trachea, bronchi, lungs (organs), into the

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State Standards Embedded Standards Outcomes Content Connections

(With the text, allow students to construct arguments about ideas and concepts while presenting their claims and evidence.)

Informational text: 20 years since the first sheep was cloned — are we ready for humans? - Newsela.com 1020L; Read closely to determine what the text says explicitly and to make logical inferences from it

Three English Biochemists Unravel DNA to Unlock the Mystery of Life- Newsela.com - 1060L; Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Assessments:Ten multiple choice items on organ systems - www.austincc.edu/biology/assessment

Community connections: (Contact the education department for events and opportunities to engage students)St. Jude – Cure4kids

Science fair/STEM challenges:Human body science fair project ideas - Sciencekids.co

alveoli bundles (tissues), alveoli cells (cells). Students then need to show the transfer of the oxygen to the circulatory system to travel to other body cells. (Science practice 6)

Performance task: “You are a lawyer in the city of Humanus. An epidemic of cell death has occurred. The police have rounded up and questioned numerous suspects in order to determine the cause of death. These suspects will appear before Judge Justice to defend themselves against the charge of murder.” Each student or group of students should be assigned an organelle and defend why their organelle was not the cause of the cell’s death. They must understand the role of their organelle in the function of the cell, as well as the responsibilities of other organelles. They will present their defense in the form of a classroom trial. (Science practice 7) RST 6-8.1

Standard 1: Cell processes (1.5 weeks)

GLE 0707.1.4 Illustrate how cell division occurs in sequential stages to maintain the chromosome number of

GLE 0707.1.4 Illustrate how cell division occurs in sequential stages to maintain the chromosome number of a species.

Sequence a series of diagrams that depict chromosome movement during cell division.

Aligned resources:Tennessee Holt Science and Technology TE, Chapter 2, Section 1: The Diversity of Cells and Section 2: Eukaryotic Cells, p. 46-63

Academic vocabulary: cell division, diffusion, mitosis, semi-permeable, cell cycle, chromosome, homologous chromosomes, mitosis,

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State Standards Embedded Standards Outcomes Content Connections

species.

Scaffolded (Unpacked) Ideas

1. Cells regularly divide as an organism grows.

2. New cells replace old or damaged cells.

3. Cell division follows an orderly and predictable series of events that can be described.

4. When cells divide the number of chromosomes in new cells is generally the same as in the cells from which they originated.

Essential questions:1. What are the stages through which cells pass as they divide?

2. Which events occur during the different stages of cell division?

3. How does cell division ensure that all cells of the same species contain the same number of chromosomes and why is this important?

Demonstrate how cell division impacts chromosomes.

Explain the process of diffusion.

Chapter 3, Section 3: The Cell Cycle, pp.86-89

Glencoe Tennessee Science Grade 7 TWE, Chapter 2, Section 1: Cell Structure, p 44-57Chapter 3, Section 2: Moving Cellular Materials, p. 80-85Chapter 6, Section 1: Cell Division and Mitosis, p. 174-180

Recommended activities:

(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Science Activity a Day investigation: Cell cycle p. 81

Labs: Modeling mitosis- Science-class.net

Division drawings - Science-class.net

(With the text, allow students to construct arguments about ideas and concepts while presenting their claims and evidence.)

Informational text - In this close reading assignment, students will read about the chemical language cells used to communicate and link information to

cytokinesis

Performance task: Create a graphic organizer of the cell cycle with mitosis and one of how cancer develops. (Science Practice 6)

Performance task: Describe in an essay how the cell cycle including the process of mitosis is affected by cancer. (Science Practice 7) RST6-8.2

Performance task: Make a model of one of the phases of mitosis. Use four chromosomes in the model. Choose your materials e.g. play-doh, string, yarn, pipe cleaners, toothpicks and other creative arts and crafts items. Clearly label it. (Science Practice 2)

Performance task: Meet as a group to create and rehearse a short (2-3 min) theatrical performance, song, and/or dance to depict the stages of mitosis (prophase, metaphase, anaphase, and telophase). All group members must play a role. You can create characters, props, a storyline and a script to help tell the story of mitosis and cell division. (Science Practice 8) RST 6-8.3

Performance task: Show students phases of the cell cycle. Allow them to put the pictures in order they think they should go. Encourage peer

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State Standards Embedded Standards Outcomes Content Connections

knowledge gained in the What are Cells? close reading assignment in lesson one to form an argument. -Cure4kids.org

Videos: This dramatic video choreographed to powerful music introduces the viewer/student to the wonder and miracle of the cell division and cell cycle. -Cell division and the cell cycle

Assessment questions: Eighty-five multiple choice questions on cell division - Multiple choice quiz

Online quiz on cell division - khanacademy.org

Community connections: (Contact the education department for events and opportunities to engage students)

Cure4kids at St. Jude West TN. STEM hub Pink Palace Museum Outreach

Connection to academic competition: Engineering cell division -

Stemmom.org

evaluating and opportunities to revise. (Science Practice 4)

Standard 1: Cell processes (1.5 weeks)GLE 0707.1.5 Observe and explain how materials move through simple diffusion.

Scaffolded (Unpacked)

GLE 0707.1.5 Observe and explain how materials move through simple diffusion.

Essential questions:1. Why does molecular movement

Explain how materials move through simple diffusion.

Interpret the relationship between he structure of a plasma membrane and its function.

Aligned resources:

Tennessee Holt Science and Technology TE, Chapter 2, Section 1: The Diversity of Cells and Section 2: Eukaryotic Cells, p. 46-63Chapter 3, Section 3: The Cell Cycle, pp.86-

Academic vocabulary: diffusion, osmosis, passive transport, active transport, endocytosis, exocytosis

Performance task: Students should solve the following problem in class.

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State Standards Embedded Standards Outcomes Content Connections

Ideas

1. Molecules of a substance display some degree of movement.

2. Molecules move fastest in a gas; slowest in a solid.

3. In a mixture of two or more substances there is often more of one kind of material in one place than another.

4. Concentration refers to the amount of a particular substance in a given amount of another substance, especially a solution or mixture.

5. Diffusion is the movement of molecules from an area of higher concentration to an area of lower concentration.

occur?

2. Explain what a concentration difference (gradient) is.

3. What causes materials to move by simple division?

4. How does the concentration affect the movement of materials?

Describe how organisms maintain homeostasis.

Demonstrate how materials move across a membrane.

89

Glencoe Tennessee Science Grade 7 TWE, Chapter 2, Section 1: Cell Structure, p 44-57Chapter 3, Section 2: Moving Cellular Materials, p. 80-85Chapter 6, Section 1: Cell Division and Mitosis, p. 174-180

Recommended activities:(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Science Activity a Day investigation: Cell transport p. 82

Labs:20 minute activity on diffusion - Science-class.net

Observing movement across a membrane - Science-class.net

(With the text, allow students to construct arguments about ideas and concepts while presenting their claims and evidence.)

Informational text - In this close reading assignment, students will read about the chemical language cells used to

Gases diffuse about 10,000 times faster in air than in water. If a gas diffuses to fill a room completely in 6 min., how long would it take the gas to fill a similar volume of still water? How many hours would that be? How many days? (Science Practice 5)

Performance task: Design a demonstration that illustrates how materials move by simple diffusion across a semi-permeable membrane. (Science Practice 6) RST 6-8.3

Performance task: Students will use demonstrations of osmosis and diffusion experiments to observe the movement of water, sugars and starches across artificial and natural membrane systems. Students will develop schematic drawings to model and explain the movement of molecules across the cell membrane as an essential component of cell function. Students will use their understanding of simple membrane functions at the cellular level, combined with online & literature research to write a paper on the topic, ”Importance of Diffusion in the human body”. In their paper student groups will use arguments, supported by their schematic drawing models, and evidence from their research and experimental findings to explain how cell-based organ systems depend on diffusion as an important part of their normal

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Science 3rd Nine Weeks Grade 7

State Standards Embedded Standards Outcomes Content Connections

communicate and link information to knowledge gained in the What are Cells? close reading assignment in lesson one to form an argument.- Cure4kids.org

Videos: How osmosis works - Short clip

Assessment questions: Ten multiple choice questions on osmosis and diffusion - Scienceprofonline.com

Diffusion - Tncurriculumcenter.org

Community connections: (Contact the education department for events and opportunities to engage students)Cure4kids at St. JudeWest TN. STEM hubPink Palace Field trips:

Permanent exhibit Lab or theater program

Pink Palace Museum Outreach

Connection to academic competition: Diffusion across a selectively

permeable membrane - MembraneProtocol

functioning. (Science Practice 7) RST 6-8.8

Standard 3: Flow of energy (1 week)

GLE 0707.3.1 Distinguish between the basic features of photosynthesis and respiration.

GLE 0707.3.1 Distinguish between the basic features of photosynthesis and respiration.

Compare the chemical compounds that makeup the reactants and products of photosynthesis and respiration.

Construct an explanation based on

Aligned resources:

Tennessee Holt Science and Technology TE, Chapter 3, Section 1: Exchange with the Environment, p. 76-81, Section 2: Cell

Academic vocabulary: chloroplasts, photosynthesis, products, reactants, respiration, synthesize

Performance task: A member of SCS 2016-2017

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Science 3rd Nine Weeks Grade 7

State Standards Embedded Standards Outcomes Content Connections

Scaffolded (Unpacked) Ideas

1. Gases are exchanged between living things and the environment.

2. Plants use carbon dioxide and release oxygen.

3. Animals use oxygen and release carbon dioxide.

4. Plants convert carbon dioxide and water into sugar.

5. Most living things need oxygen to survive.

6. Living things have evolved a variety of strategies and structures for obtaining oxygen from the environment.

Essential questions:

1. Which materials found in the environment are used and released during photosynthesis and respiration?

2. Describe the fundamental differences between photosynthesis and respiration in terms of their reactant and products.

3. Compare the major methods used by animals to obtain the oxygen needed for survival.

evidence for the role of photosynthesis in the flow of energy.

Develop a model to describe the flow of energy.

Energy, p. 82-85Chapter 7, Section 1: Photosynthesis, p. 184-187

Glencoe Tennessee Science Grade 7 TWE, Chapter 3, Section 3: Energy for Life, p 87-91

Recommended activities:(For labs and investigations, allow students to identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, provide evidence to support explanations or solutions and how many data are needed to support a claim.)

Science Activity a Day investigation: Photosynthesis and respiration p.

88Labs: Photosynthesis- Science-class.netRespiration - Phschool.comMissions – learningblade.com

(With the text, allow students to construct arguments about ideas and concepts while presenting their claims and evidence.)

Informational text – Aerobic and anaerobic respiration - Dontstoplearning.com

Energy “The Basics” - Achieve3000.com 980L

Videos: Go inside the human body and see first-hand how the respiratory system works.

the research team, Luke, has been living successfully in a greenhouse on Mars. As a member of the rescue mission you travel to Mars to rescue Luke and bring him home. When you arrive, you find that the plants are dying and notice that Luke is confused and having difficult time breathing. You have 26 hours to figure out what is going wrong before the plants, Luke AND all of you die. The key is the plants…your task is to figure out why theplants are dying. A. Organize and analyze the data from the greenhouse in order to determine the problem. B. Describe the process of Photosynthesis and how the plant is affected. C. Discuss how the death of the plants causes the symptoms seen in Luke. D. Determine how the problem can be fixed. (Science Practice 7)

Performance task: Organize the class into groups of three or four. Have each group write the story of a carbon atom as it is used throughout time. Stories should begin with a molecule of carbon dioxide. Ask “What plant uses it for photosynthesis? What animals swallow it and use it to fuel respiration? (Science Practice 6) RST 6-8.8

Performance task: Plants are sometimes called the ‘lungs of the Earth.” Think about this and prepare an illustrated presentation for the

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Science 3rd Nine Weeks Grade 7

State Standards Embedded Standards Outcomes Content Connections

- Short clip

Assessment questions: Twenty multiple choice questions on photosynthesis - Quibblo.com

Community connections: (Contact the education department for events and opportunities to engage students)

Cure4kids at St. Jude West TN. STEM hub

Pink Palace Field trips: Permanent exhibit Lab or theater program

Pink Palace Museum Outreach

Connection to academic competition: Breathe in-breathe out -

Teachengineering.org

class. Research this role that rain forests play as Earth’s “lungs” and explain the contributions rain forests make to the health of the planet. (Science Practice 8)

Performance task: Make up riddles about the heart, lungs, oxygen, or any other body concept in this standard. Present them to the class and allow your peers to guess what they are. (Science Practice 8) RST 6-8.1

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