Life Science
Course Description:
Open to: Grade 7
District Course #1202
Semester Course
Prerequisite: None
Content: Students will explore living processes in the following study areas: cells, genetics, evolution, and ecology. Students
will also practice laboratory and research skills that help them understand the natural world.
Adopted Materials
Title: Science Explorer: Life Science
Author: Coolidge et.al.
Publisher: Prentice Hall
Grades
The grade received in this course will be a reflection of how students continue to develop their investigatory skills,
knowledge, and understanding of the natural world. The course grade will be calculated from scores obtained from labs,
projects, essays and selected response tests. The Final is the End of Course Exam (EOC), which will count as 10% of the
student’s final grade.
Course Scope and Sequence:
Unit 1: Nature of Science
Unit 2: From Molecules to Organisms: Structure and Function
Unit 3: Heredity: Inheritance and Variation of Traits
Unit 4: Biological Evolution: Unity and Diversity
Unit 5: Ecosystems: Interactions, Energy & Dynamics
3 - 4 Weeks*
3 - 4 Weeks*
3 - 4 Weeks*
3 - 4 Weeks*
3 - 4 Weeks*
*The scope for each unit can be modified to each teacher. By adjusting a unit to three weeks this leaves an extra
week for another unit. An example could be, a teacher teaches Nature of Science and Evolution in two three-week
units, leaving five weeks for Heredity and five weeks for ecology.
NGSS SCIENCE and ENGINEERING PRACTICES EXPLAINED:
Practice 1 Asking Questions and Defining Problems:
Students should be able to ask questions of each other about the texts they read, the features of the phenomena they observe,
and the conclusions they draw from their models or scientific investigations. For engineering, they should ask questions to
define the problem to be solved and to elicit ideas that lead to the constraints and specifications for its solution.
Practice 2 Developing and Using Models:
Modeling can begin in the earliest grades, with students’ models progressing from concrete “pictures” and/or physical scale
models (e.g., a toy car) to more abstract representations of relevant relationships in later grades, such as a diagram
representing forces on a particular object in a system.
Practice 3 Planning and Carrying Out Investigations:
Students should have opportunities to plan and carry out several different kinds of investigations during their K-12 years. At all
levels, they should engage in investigations that range from those structured by the teacher—in order to expose an issue or
question that they would be unlikely to explore on their own (e.g., measuring specific properties of materials)—to those that
emerge from students’ own questions.
Practice 4 Analyzing and Interpreting Data:
Once collected, data must be presented in a form that can reveal any patterns and relationships and that allows results to be
communicated to others. Because raw data as such have little meaning, a major practice of scientists is to organize and
interpret data through tabulating, graphing, or statistical analysis. Such analysis can bring out the meaning of data—and their
relevance—so that they may be used as evidence. Engineers, too, make decisions based on evidence that a given design will
work; they rarely rely on trial and error. Engineers often analyze a design by creating a model or prototype and collecting
extensive data on how it performs, including under extreme conditions. Analysis of this kind of data not only informs design
decisions and enables the prediction or assessment of performance but also helps define or clarify problems, determine
economic feasibility, evaluate alternatives, and investigate failures.
Practice 5 Using Mathematics and Computational Thinking:
Although there are differences in how mathematics and computational thinking are applied in science and in engineering,
mathematics often brings these two fields together by enabling engineers to apply the mathematical form of scientific theories
and by enabling scientists to use powerful information technologies designed by engineers. Both kinds of professionals can
thereby accomplish investigations and analyses and build complex models, which might otherwise be out of the question.
Practice 6 Constructing Explanations and Designing Solutions:
“The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted
when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories. Asking
students to demonstrate their own understanding of the implications of a scientific idea by developing their own explanations of
phenomena, whether based on observations they have made or models they have developed, engages them in an essential
part of the process by which conceptual change can occur.
Practice 7 Engaging in Argument from Evidence:
The study of science and engineering should produce a sense of the process of argument necessary for advancing and
defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students
should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the
designs they propose.
Practice 8 Obtaining, Evaluating, and Communicating Information:
Any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such,
every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are
intrinsic to science and engineering.
Unit 1: Nature of Science
Science and
Engineering
Practices
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
NGSS Performance Expectations
Ask Questions: Ask questions and define problems,
progressing to specifying relationships between
variable, and clarifying arguments and models.
BSD Performance Objectives
01 Define the scientific method and its parts:
Identify the Problem, Conduct Research,
Hypothesis, Experiment, and Conclusion.
(Scientific Method/Inquiry, Hypothesis,
Experiment, Investigation, Procedure,
Conclusion, Argument)
02 Compare and contrast inference vs.
observation. (Direct Observation, Indirect
Observation, Inference)
03 Emphasize difference between dependent
and independent variables. (Variable,
Independent Variable, Dependent Variable,
Cause, Effect)
04 Write hypotheses that relate the
independent variable being the cause of the
dependent variable. (If the IV… then the DV
will happen because…)
Develop and Use Models: Develop and use models
to represent systems or parts of systems,
progressing to developing, using and revising
models to describe, test, predict more abstract
phenomena and design systems.
BSD Performance Objectives
01 Construct models of unit concepts. (Models
can include: diagrams, simulations, graphs,
experiments, dioramas, tables, computer
programs, skits, etc.) (Scientific Model,
Simulation)
Plan and Carry Out Investigations: Plan and carry
out investigations, progressing to include
investigations that use multiple variables and
provide evidence to support explanations or
solutions.
01 Conduct an investigation to produce data to
serve as the basis for evidence that meet
the goals of the investigation.(Evidence,
Investigation)
3-4 weeks
Resources
Text Resources:
“Science Explorer: Life
Science” Chapter 1
Online resources:
Little Alchemy
Access Excellence: Making
Hypotheses
SpongeLab: Genomics
Digital lab
Teacher Resources:
Essential vocabulary
Exploration: Tools Of
Science
Nature of Science
Investigations
 Water
 Fingerprints
 Crime Scene
 Less is More
By the end of the unit students
should have a strong
understanding of how scientists
complete a scientific
investigation. There is no set
way to accomplish this
objective. Therefore, activities
will vary and can incorporate a
wide variety of investigations
and outcomes.
deeply into their
worldview.
The actual doing
of science or
engineering can
also pique
students’ curiosity,
capture their
interest, and
motivate their
continued study;
the insights thus
gained help them
recognize that the
work of scientists
and engineers is a
creative
endeavor—one
that has deeply
affected the world
they live in.
Students may then
recognize that
science and
engineering can
contribute to
meeting many of
the major
challenges that
confront society
today, such as
generating
sufficient energy,
preventing and
treating disease,
maintaining
supplies of fresh
water and food,
and addressing
climate change.
Any education
that focuses
predominantly on
the detailed
products of
scientific labor—
02
Design data tables to present and record
data from an investigation. (data, data
tables)
03 Identify independent and dependent
variables and controls in the investigation.
04 Determine what tools are needed to do the
gathering and how the measurements will
be recorded.
05 Explain how many data are needed to
support a claim.(Claim)
Analyze and Interpret Data: Analyze data,
progressing to extending quantitative analysis to
investigations, distinguishing between correlation
and causation, and basic statistical techniques of
data and error analysis.
BSD Performance Objectives
01 Identify causes and effects of experimental
data.
02 Compare multiple data sets or texts for a
single concept.
03 Evaluate the validity of each text or data set.
(Validity or Valid)
Using Mathematics and Computational Thinking:
Apply mathematical and computational
thinking, progressing to identifying patterns in large
data sets, and us mathematical concepts to support
explanations and arguments.
BSD Performance Objectives
01 Use digital tools (e.g., computers) to analyze
data sets for patterns and trends.
02 Use mathematical representations to solve
science related problems and make
predictions.
03 Apply mathematical concepts to scientific
questions and problems.
Constructing Explanations: Construct explanations
and design solutions to problems, progressing to
include constructing explanations and designing
solutions supported by multiple sources of evidence
consistent with scientific ideas, principles, and
theories.
BSD Performance Objectives
01 Construct an explanation using models or
representations.
the facts of
science—without
developing an
understanding of
how those facts
were established
or that ignores the
many important
applications of
science in the
world
misrepresents
science and
marginalizes the
importance of
engineering. (NRC
Framework 2012,
pp. 42-43)
Construct a scientific explanation based on
valid and reliable evidence obtained from
sources (including the students’ own
experiments.
03 Apply scientific ideas, principles, and/or
evidence to construct, an explanation for
real- world phenomena. (Phenomena)
04 Apply scientific reasoning to show why the
data or evidence is adequate for the
explanation or conclusion.
Engaging in argument from evidence: Engage in
arguments from evidence, and progressing to
constructing a convincing argument that supports or
refutes claims for either explanations or solutions
about the natural and designed world(s).
BSD Performance Objectives
01 Compare and critique two arguments on the
same topic and analyze whether they
emphasize similar or different evidence
and/or interpretations of facts.
NOTE: Each science
02 Make an oral or written argument
process may be used in
any unit. Each unit
supported by empirical evidence and
does not need to have
scientific reasoning.
all the science
Obtaining, evaluating, and communicating
processes included in
information: Obtain, evaluate, and communicate
it. Some units are
information, progressing to evaluating the merit and
better suited for the
various processes
validity of ideas and methods.
based on student skill
BSD Performance Objectives
and ability.
01 Critically read scientific texts from multiple
appropriate sources adapted for classroom
The goal of the first
use to determine the central idea of the
unit is to introduce
students to the first
text.
three processes. The
preferred outcome for
this unit is an
investigation that
students complete
during the unit or can
complete in a later unit
to test a scientific
concept.
02
(Use critical reading strategies: i.e. mark the
text)
Unit 2: Molecule to Organisms
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).
Within cells, special
structures are
responsible for
particular functions,
and the cell
membrane forms the
boundary that
controls what enters
and leaves the cell.
In multicellular
organisms, the body
is a system of
multiple interacting
subsystems. These
subsystems are
groups of cells that
work together to
form tissues and
organs that are
specialized for
particular body
functions.
3-4 weeks
NGSS Performance Expectations
Resources
MS-LS1-1. Conduct an investigation to provide
evidence that living things are made of cells; either
one cell or many different numbers and types of
cells.
BSD Performance Objectives
Text Resources:
“Science Explorer: Life
Science” Chapter 2 and 3
01
Distinguish between bacterial, animal, and
plant cells using their visible properties and
characteristics. (Prokaryote, Eukaryote,
Unicellular, Multi-cellular)
02
Online resources:
Amazing Cells
Cellcraft
iCell app
Observe prepared slides using a compound
microscope.
03 Classify cells according to their bacterial,
Teacher Resources:
animal, and plant properties and
Less is More
characteristics.
04 Identify an unknown cell using the
properties and characteristics of bacterial,
animal, and plant cells.
05 Determine the three parts of Cell Theory.
All living things are made of cells. The cell is
the basic unit of all living things. All cells
come from other preexisting cells. (Theory)
MS-LS1-2. Develop and use a model to describe the
function of a cell as a whole and ways parts of cells
contribute to the function.
01
BSD Performance Objectives
Compare that bacteria do not have
membrane bound organelles while plant
and animal cells have membrane bound
organelles. (Cell Wall, Plasma Membrane)
02
Identify the internal organelles and
structures in plant and animal cells.
(Cytoplasm, Nucleus, Mitochondria,
Chloroplast, Ribosomes)
03
Explain how the cell membrane functions
for all cells. (Semi-permeable)
MS-LS1-3. Use argument supported by evidence for
how the body is a system of interacting subsystems
composed of groups of cells.
01 Explain the Levels of Organization in living
things. (Cells Tissues Organs Organ
Systems  Organism) (Cell, Tissue, Organ,
Organ System)
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. 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.
BSD Performance Objectives
01 Identify what photosynthesis needs and
what photosynthesis makes. (Reactants,
Products, Photosynthesis, Glucose)
02 Explain the pathway that carbon dioxide,
water, and sunlight take in photosynthesis.
03 Explain the pathway that glucose and
oxygen take in photosynthesis.
04 Discuss the significance of photosynthesis in
transferring energy from the sun. (Light
Energy. Chemical Energy)
05 Relate how Photosynthesis and Cell
Respiration cycle matter and energy into
and out of organisms.
MS-LS1-7. Develop a model to describe how food is
rearranged through chemical reactions forming
new molecules that support growth and/or release
energy as this matter moves through an organism.
01
02
03
04
BSD Performance Objectives
Identify what cell respiration needs and
what cell respiration makes. (Reactants,
Products, Cellular Respiration)
Explain the pathway that carbon dioxide,
water, and energy (ATP) take in cell
respiration. (ATP)
Explain the pathway that glucose and
oxygen take in cell respiration.
Discuss the significance of cell respiration in
transferring energy to build more complex
organisms.
Common Core State Standards Connections
ELA/Literacy RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS13),(MS-LS1-6)
RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text
distinct from prior knowledge or opinions. (MS-LS1-6)
RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are
supported by reasons and evidence from claims that are not. (MS-LS1-3)
WHST.6-8.1 Write arguments focused on discipline content. (MS-LS1-3)
WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content. (MS-LS1-6)
WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for multiple
avenues of exploration. (MS-LS1-1)
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MSLS1-6)
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen
claims and evidence, and add interest. (MS-LS1-2),(MS-LS1-7)
Mathematics 6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship
to one another; write an equation to express one quantity, thought of as the dependent variable, in
terms of the other quantity, thought of as the independent variable. Analyze the relationship between
the dependent and independent variables using graphs and tables, and relate these to the equation.
(MS-LS1-1),(MS-LS1-2),(MS-LS1-3),(MS-LS1-6)
Unit 3 : Heredity Inheritance and Variation of Traits
NGSS Disciplinary
Core Ideas
LS3.A: Inheritance
of Traits
Genes are located in
the chromosomes of
cells, with each
chromosome pair
containing two
variants of each of
many distinct genes.
Each distinct gene
chiefly controls the
production of
specific proteins,
which in turn affects
the traits of the
individual. Changes
(mutations) to genes
can result in changes
to proteins, which
can affect the
structures and
functions of the
organism and
thereby change
traits.
NGSS Performance Expectations
MS-LS3-1. Develop and use a model to describe
why structural changes to genes (mutations)
located on chromosomes may affect proteins and
may result in harmful, beneficial, or neutral effects
to the structure and function of the organism.
BSD Performance Objectives
01 Explain the structure of the DNA molecule.
02 Construct a model that shows the various
characteristics of the DNA model. (Double
Helix, Complementary Base pairing, and
nucleotides.)
03 State the definition of a mutation.
(Mutation)
04 Compare the pros and cons of mutations to
individuals and populations.
MS-LS1-5. Construct a scientific explanation based
on evidence for how environmental and genetic
factors influence the growth of organisms.
01 Investigate how random changes in alleles
and allele combinations affect a
population's phenotype. (Gene, Alleles,
Genotype, Phenotype, Adaptation)
02 Analyze data that shows how the
environment affects how organisms grow
and survive. (Natural Selection )
03 Create a graph or chart to display the data
from the investigation.
LS1.B: Growth and
MS-LS3-2. Develop and use a model to describe
Development of
why asexual reproduction results in offspring with
Organisms
identical genetic information and sexual
Organisms
reproduction results in offspring with genetic
reproduce, either
variation.
sexually or asexually,
BSD Performance Objectives
and transfer their
01 Diagram or construct a model that shows
genetic information
the Cell Cycle and its three parts. (Cell
to their offspring. In
Cycle, Interphase, Mitosis, Cytokinesis,
sexually reproducing
Diploid)
organisms, each
02 Explain the purposes for the Cell Cycle such
parent contributes
as tissue growth and repair.
half of the genes
acquired (at
03 Diagram or construct a model that shows
random) by the
the process of Meiosis and the outcome of
offspring.
sex cell division. (Meiosis, Haploid Cell, Sex
3- 4 Weeks
Resources
Text Resources:
“Science Explorer: Life
Science” Chapter 4 and 5
Skills Lab: Take a Class
Survey
Skills Lab: Make the Right
Call
Online resources:
Outcomes of Mutations
Changes in Corn
Sticklebacks
John Kyrk Animations
Teacher Resources:
Less is More
Luck of the Draw
Activity: Black Bear/White
Bear
LS3.B: Variation of
Traits
Individuals have two
of each
chromosome and
hence two alleles of
each gene, one
acquired from each
parent. These
versions may be
identical or may
differ from each
other.
In addition to
variations that arise
from sexual
reproduction,
genetic information
can be altered
because of
mutations. Though
rare, mutations may
result in changes to
the structure and
function of proteins.
Some changes are
beneficial, others
harmful, and some
neutral to the
organism.
Variations of
inherited traits
between parent and
offspring arise from
genetic differences
that result from the
subset of
chromosomes (and
therefore genes)
inherited.
Cells)
04 Explain how meiosis produces variation in
populations through crossing over.
05 Compare the similarities and differences of
the Cell Cycle and Meiosis.
MS-LS1-4. Use argument based on empirical
evidence and scientific reasoning to support an
explanation for how
characteristic animal behaviors and specialized
plant structures affect the probability of successful
reproduction of animals and plants respectively.
BSD Performance Objectives
01
02
Construct a Punnett square for a single
trait. (trait, gene expression)
Identify traits that are seen more often in
populations (dominant).
03
Identify traits that are seen less often in
populations (recessive).
04
Identify genotypes that are homozygous
(homozygous, purebred).
05
Identify genotypes that are heterozygous
(heterozygous, hybrid).
06
Interpret the meaning of the outcomes for
a Punnett square (genotype) in relation to a
population's expressed traits (phenotype).
07
Support an argument for why people have
used the phenotype of an organism as the
criteria for selecting which organisms to
use for mating.
Common Core State Standards Connections
ELA/Literacy RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS31),(MS-LS3-2)
RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases
as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. (MSLS3-1),(MS-LS3-2)
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of
that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS31),(MS-LS3-2)
SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points. (MS-LS3-1),(MS-LS3-2)
Mathematics MP.4 Model with mathematics. (MS-LS3-2)
6.SP.B.5 Summarize numerical data sets in relation to their context. (MS-LS3-2)
Unit 4 – Biological Evolution: Unity and Diversity
NGSS Disciplinary
Core Ideas
LS4.A: Evidence of
Common Ancestry
and Diversity
Anatomical
similarities and
differences between
various organisms
living today and
between them and
organisms in the
fossil record enable
the reconstruction
of evolutionary
history and the
inference of lines of
evolutionary
descent.
Comparison of the
embryological
development of
different species
also reveals
similarities that
show relationships
not evident in the
fully-formed
anatomy.
LS4.B: Natural
Selection
Natural selection
leads to the
predominance of
certain traits in a
population, and the
suppression of
others. In artificial
selection, humans
have the capacity to
influence certain
characteristics of
organisms by
NGSS Performance Expectations
MS-LS4-2. Apply scientific ideas to construct an
explanation for the anatomical similarities and
differences among modern organisms and between
modern and fossil organisms to infer evolutionary
relationships.
BSD Performance Objectives
01
Define a homologous structure in multiple
species. (homologous structures, species)
02 Compare similarities and differences
between the homologous structures for
multiple species.
MS-LS4-3. Analyze displays of pictorial data to
compare patterns of similarities in the
embryological development across multiple species
to identify relationships not evident in the fully
formed anatomy.
BSD Performance Objectives
01 Interpret multiple species' embryological
structures. (embryology, embryo)
02 Compare similarities and differences
between species.
03 Identify any relationships for the multiple
species using the similarities and
differences in embryology.
MS-LS4-4. Construct an explanation based on
evidence that describes how genetic variations of
traits in a population increase some individuals’
probability of surviving and reproducing in a specific
environment.
BSD Performance Objectives
01 State the definition of natural selection.
(natural selection, evolution, mutations)
02
03
Explain what an adaptation is and how they
change the probability of survival for
individuals in a population. (adaptation,
population, survivability)
Explain how natural selection leads to
increases in the expression of particular
traits.
3-4 Weeks
Resources
Text Resources:
“Science Explorer: Life
Science” Chapter 6
Online resources:
Things you may not
know about evolution
Changes in Corn
Sticklebacks
John Kyrk Evolution
Math and Evolution
Teacher Resources:
Less is More
Game: Natural Selection
and Game Sheets
selective breeding.
One can choose
desired parental
traits determined by
genes, which are
then passed on to
offspring.
LS4.C: Adaptation
Adaptation by
natural selection
acting over
generations is one
important process
by which species
change over time in
response to changes
in environmental
conditions. Traits
that support
successful survival
and reproduction in
the new
environment
become more
common; those that
do not become less
common. Thus, the
distribution of traits
in a population
changes.
04
Compare the similarities and differences of
natural selection and artificial selection.
(artificial selection)
05 Model how natural selection changes the
expression of traits over multiple
generations in a population.
MS-LS4-6. Use mathematical representations to
support explanations of how natural selection may
lead to increases and decreases of specific traits in
populations over time.
BSD Performance Objectives
01
02
Model how natural selection changes
populations using simulations, games,
and/or diagrams.
Explain how math can make predictions for
trends in population growth and decrease.
Common Core State Standards Connections:
ELA/Literacy –
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to
the precise details of explanations or descriptions (MS-LS4-2),(MS-LS4-3),(MS-LS4-4)
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of
that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS4-3)
RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or
multimedia sources with that gained from reading a text on the same topic. (MS-LS4-3),(MS-LS4-4)
WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content. (MS-LS4-2),(MS-LS44)
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MSLS4-2),(MS-LS4-4)
SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their
own clearly. (MS-LS4-2),(MS-LS4-4)
SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation. (MS-LS4-2),(MS-LS4-4)
Mathematics –
MP.4 Model with mathematics. (MS-LS4-6)
6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship
between two quantities. (MS-LS4-4),(MS-LS4-6)
6.SP.B.5 Summarize numerical data sets in relation to their context. (MS-LS4-4),(MS-LS4-6)
6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or
mathematical problem; understand that a variable can represent an unknown number, or, depending
on the purpose at hand, any number in a specified set.(MS-LS4-2)
7.RP.A.2 Recognize and represent proportional relationships between quantities. (MS-LS4-4),(MS-LS46)
Unit 5 Ecosystems: Interactions, Energy and Dynamics
NGSS Disciplinary
Core Ideas
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. 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.
Growth of organisms
and population
increases are limited
by access to
resources. Similarly,
predatory
interactions may
reduce the number
of organisms or
eliminate whole
populations of
organisms. Mutually
beneficial
interactions, in
NGSS Performance Expectations
MS-LS2-1. Analyze and interpret data to provide
evidence for the effects of resource availability on
organisms and populations of organisms in an
ecosystem.
BSD Performance Objectives
01
Define biotic (living) and abiotic (non-living)
limiting factors. (biotic, abiotic, limiting
factors)
02 Explain how competition occurs and what
types of organisms will compete for limiting
factors. (competition)
03 Describe how competition is a determining
factor in growth of organisms and
populations.
04 Investigate the limiting factors for a local
habitat or an ecosystem. (habitat, climate,
ecosystem)
05 Collect data to support your investigation.
06 Construct a graphical representation (chart,
histogram, and graph) of the data from the
habitat investigation.
07 Interpret how the limiting factors affect the
organisms in a habitat and/or an ecosystem.
MS-LS2-2. Construct an explanation that predicts
patterns of interactions among organisms across
multiple ecosystems.
BSD Performance Objectives
01 Define what a competitive relationship is
between two or more organisms. (Predation
and Parasitism)
02 Define what a symbiotic relationship is
between two or more organisms. (Symbiosis,
Parasitism, Mutualism and Commensalism)
03 Compare how competitive and symbiotic
relationships affect populations of
organisms.
04 Compare competitive and symbiotic
relationships in two different ecosystems.
05 Define what role (niche) a producer fills and
give examples of various producers in
multiple ecosystems. (niche, autotroph,
Weeks 3-4
Resources
Text Resources:
“Science Explorer: Life
Science” Chapter 21, 22
and 23
A World in a Bottle
Online resources:
National Geographic:
Ecosystems
National Geographic:
Animals
National Geographic:
Oceans
Giant Pandas: Into the
Wild
Teacher Resources:
Less is More
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.
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
producer, consumer, heterotroph,
decomposer)
06 Define what role (niche) a consumer fills and
give examples of various consumers in
multiple ecosystems.
07 Define what role (niche) a decomposer fills
and give examples of various decomposers
in multiple ecosystems.
08 Explain how the various roles (niches) work
in at least two ecosystems.
MS-LS2-3. Develop a model to describe the cycling
of matter and flow of energy among living and
nonliving parts of an ecosystem.
BSD Performance Objectives
Construct a trophic pyramid with
decomposers, producers, and consumers.
(energy pyramid, trophic levels)
02 Diagram a food web that integrates the
trophic pyramid. (food chain, food web)
03 Explain how the biotic (living) and abiotic
(non-living factors interact in the food web.
MS-LS2-4. Construct an argument supported by
empirical evidence that changes to physical or
biological components of an ecosystem affect
populations.
BSD Performance Objectives
01
01
Investigate how human interactions have
historically affected ecosystems.
02 Evaluate the successfulness of human
conservation projects in various ecosystems.
(conservation)
MS-LS2-5. Evaluate competing design solutions for
maintaining biodiversity and ecosystem services.
BSD Performance Objectives
01
02
Read multiple articles that promote
biodiversity and healthy ecosystems.
(biodiversity)
Evaluate how these articles improved the
conservation of biodiversity and healthy
ecosystems.
to the soil in
terrestrial
environments or to
the water in aquatic
environments.
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.
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.
03
Explain how human populations are
affected wither positively or negatively by
changes in biodiversity in ecosystems.
Common Core State Standards Connections:
ELA/Literacy –
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS21),(MS-LS2-2),(MS-LS2-4)
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of
that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS2-1)
RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a
text. (MS-LS2-5)
RI.8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient to support the claims. (MS-LS-4),(MS-LS2-5)
WHST.6-8.1 Write arguments to support claims with clear reasons and relevant evidence. (MS-LS2-4)
WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content. (MS-LS2-2)
WHST.6-8.9 Draw evidence from literary or informational texts to support analysis, reflection, and
research. (MS-LS2-2),(MS-LS2-4)
SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their
own clearly. (MS-LS2-2)
SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation. (MS-LS2-2)
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen
claims and evidence, and add interest. (MS-LS2-3)
Mathematics –
6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-LS2-5)
6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to
one another; write an equation to express one quantity, thought of as the dependent variable, in terms
of the other quantity, thought of as the independent variable. Analyze the relationship between the
dependent and independent variables using graphs and tables, and relate these to the equation. (MSLS2-3)
6.SP.B.5 Summarize numerical data sets in relation to their context. (MS-LS2-2)
6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship
between two quantities. (MS-LS4-4),(MS-LS4-6)
6.SP.B.5 Summarize numerical data sets in relation to their context. (MS-LS4-4),(MS-LS4-6)
6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or
mathematical problem; understand that a variable can represent an unknown number, or, depending on
the purpose at hand, any number in a specified set. (MS-LS4-1),(MS-LS4-2)
7.RP.A.2 Recognize and represent proportional relationships between quantities. (MS-LS4-4),(MS-LS4-6)