Life Science. From Molecules to Organisms: Structures and Processes

Transcription

1 Essential Questions: Life Science 1. How do the structures of organisms contribute to life s functions? 2. How does matter and energy move through individual organisms and ecosystems? 3. How does genetic variation among organisms in species affect survival and reproduction? From Molecules to Organisms: Structures and Processes Anchor Standard 1: Students will analyze how organisms live, grow, respond to their environment and reproduce. (Analysis/Analyzing, Strategic Thinking, Quadrant C)* 1-LS1-1: Use materials to design a solution to a human problem by mimicking plant and animal structures and functions that help them survive, grow and meet their needs.**

2 Prior Background Knowledge Required: Students should be able to list the needs of plants and animals to survive. (K-LS1-1) Students will know examples of human problems (e.g., shelter, safety and diet) types of plant and animal functions and structures Vocabulary: problem/solution external structure internal structure mimic adaptations survive information Students will understand that all organisms have external parts. different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place and seek, find and take in food, water and air. animals have body parts that capture and convey different kinds of information needed for growth and survival. animals respond to these inputs with behaviors that help them survive. plants have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. plants respond to some external inputs. the shape and stability of structures of natural and designed objects. Students will be able to describe a given human problem. with guidance, explain the given scientific information about plants and/or animals, including: o how external structures are used to help the plant and/or animal grow and/or survive. o how animals use external structures to capture and convey different kinds of information they need. o how plants and/or animals respond to information they receive from the environment. design a model that

3 every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world. recreates a plant or animal external structure to solve a given human problem, which may include: o mimicking the way a plant and/or animal uses an external structure to help it survive, grow and/or meet its needs (e.g., a bicycle helmet mimics a turtle shell, a cane mimics how roots stabilize plants). o mimicking the way an external structure of an animal captures and conveys information (e.g., a security alarm system mimics an animal s eyes or ears to detect intruders).

4 o mimicking the way an animal and/or plant responds to information from the environment (e.g., a hunter wearing camouflage mimics a chameleon s ability to change color and blend in with his/her environment). evaluate the designed model for its effect in solving a given human problem.

5 1-LS1-2: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.** Prior Background Knowledge Required: Students will know Students will understand that Students will be able to Students should be able to list the needs of plants and animals to survive. (K-LS1-1) appropriate grade level resources to use types of patterns Vocabulary: offspring parent survive relationship behavior adult plants and animals can have offspring. in many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. patterns in the natural and human designed world can be observed, used to describe phenomena and used as evidence. gather information through the use of books and other media about: o the idea that both plants and animals can have offspring. o behaviors of animal parents that help offspring survive. o behaviors of animal offspring that help the offspring survive. evaluate the information to determine the patterns of what animal parents and their offspring do to help offspring survive. Heredity: Inheritance and Variation of Traits Anchor Standard 3: Students will describe how the characteristics of one generation are passed to the next and explain how individuals of the same species and even siblings can have different characteristics. (Comprehension/Understanding, Recall and Reproduction, Quadrant B)*

6 1-LS3-1: Make an evidence-based explanation of how young plants and animals are like, but not exactly like, their parents.** Prior Background Knowledge Required: Students will know Students will understand that Students will be able to Students should be able to construct an evidencebased explanation. plant and animal traits Vocabulary: trait similarities differences identical parent offspring young animals and plants are very much, but not exactly, like their parents. individuals of the same kind of plant or animal have similar traits but can also vary in many ways. restate the idea that young plants and animals are like, but not exactly like, their parents. describe evidence from observations about patterns of traits in plants and animals, including: o o o key differences between different types of plants and animals. young plants and animals of the same type have similar, but not identical, features. adult plants and animals (i.e., parents) of the same type have similar, but not identical, features.

7 o patterns of similarities and differences in features between parents and offspring. defend, using evidence, how offspring have some individual characteristics. Essential Questions: 1. How is energy transferred through a system? Physical Science 2. How can one explain and predict interactions between objects/substances and within systems of objects/substances? 3. Describe the underlying forces that explain the variety of observed interactions. Waves and Their Applications in Technologies for Information Transfer Anchor Standard 4: Students will evaluate and use supporting evidence to communicate how waves are used to transfer energy and information. (Analysis/Analyzing, Strategic Thinking, Quadrant C)* 1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can cause materials to vibrate.** Prior Background Knowledge Required: Students should be able to Students will know steps of an investigation types of materials Vocabulary: Students will understand that sound can make material vibrate, and vibrating material can make sound. plan and conduct an cause and effect Students will be able to describe the purpose of the investigation, including answering

8 investigation. construct an evidencebased explanation. use tools and materials. vibration sound material simple tests can be designed to gather evidence to support or refute student ideas about causes. questions about the relationship between vibrating materials and sound. plan collaboratively an investigation to collect evidence, including: o that sounds can cause materials to vibrate. o that vibrating materials can cause sounds. o how the data will provide evidence to support or refute ideas about the relationship between vibrating materials and sound. identify and describe the investigation plan, including: o the materials to be used. o how the materials will be

9 made to vibrate to make sound. o how resulting sounds will be observed and described. o what sounds will be used to make materials vibrate. o how it will be determined that a material is vibrating. collect and record collaboratively observations about how sound causes material vibrations and material vibrations cause sound. make a conclusion that sounds cause materials to vibrate, and vibrating materials cause sound. 1-PS4-2: Make observations to construct an evidence-based explanation that objects can be seen only when illuminated.** Prior Background Knowledge Required: Students will know Students will understand that Students will be able to Students should be able to construct an evidence- sources of light types of objects Vocabulary: illuminate objects can be seen if light is available to illuminate them or if they give off their own restate the idea that when an object in the dark is lit, it can be seen.

10 based explanation. light visible invisible light. simple tests can be designed to gather evidence to support or refute student ideas about causes. describe evidence from observation about: the appearance of objects in a space with no light. the appearance of objects in a space with light. the appearance of objects that give off light in a space with no other light. observe an object with no light, an object in the light and an object that produces its own light (e.g., flashlight, glow stick). defend, using evidence, that when an object in the dark is lit, it can be seen. 1-PS4-3: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.** Prior Background Knowledge Required: Students should be able to plan and conduct an Students will know sources of light types of objects steps of an investigation Vocabulary: Students will understand that some materials allow light to pass through them, others allow only some light through and Students will be able to describe the purpose of the investigation, which includes answering what

11 investigation. use tools and materials. translucent transparent opaque reflective beam others block all of the light and create a dark shadow. mirrors can be used to redirect a light beam. simple tests can be designed to gather evidence to support or refute student ideas about causes. happens when objects made of different materials (that allow light to pass through them in different ways) are placed in the path of a beam of light. plan collaboratively an investigation to collect evidence, including: o a material that allows all light through results in the background lighting up. o a material that allows only some light through results in the background lighting up, but looking darker than when the material allows all light in. o a material that blocks all of the light will create a shadow.

12 o a material that changes the direction of the light will light up the surrounding space in a different direction. with support, identify and describe the investigation plan, including: o how evidence will be observed and recorded. o types of light sources to be used. collect and record collaboratively observations about what happens when objects made of materials that allow light to pass through them in different ways are placed in the path of a beam of light. explain the effect of placing objects made with different materials

13 in the path of a beam of light. 1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.** Prior Background Knowledge Required: Students should be able to n/a Students will know ways to communicate Vocabulary: light sound communication device long distance Students will understand that people use a variety of devices to communicate (send and receive information) over long distance. people depend on various technologies in their lives; human life would be very different without technology. Students will be able to describe a given problem involving people communicating over long distances. with guidance, design and build a device that solves the given problem, with these required features: o the device is able to send or receive information over a given distance. o the device must use light or sound to communicate. o the device is built with only the materials provided.

14 evaluate the design model for its effect in solving the given human problem. Essential Questions: 1. What are Earth s systems and how are they related? 2. How and why is change constant in any system? 3. What is the universe and what is Earth s place in it? Earth and Space Science 4. How do the Earth s surface processes and human activities affect each other? 5. How do scientists use tools to observe, describe, and measure the interactions of the natural world? 6. How do science and technology help us to live more productive lives? 7. What does it mean to be a good steward of Earth? (IEFA) Earth s Place in the Universe Anchor Standard 1: Students will explain, communicate, evaluate and use evidence to explain what the universe is and what Earth s place is in the universe. (IEFA) Students will integrate an awareness of Montana Indian traditional ways of knowing the how and why of everything s place in and harmonious connections to nature. (Analysis/Analyzing; Strategic Thinking; Quadrant C)* 1-ESS1-1: Use observations of the sun, moon, and stars to describe patterns that can be predicted.** Prior Background Knowledge Required: Students will know Students will understand that Students should be able to use and share observations of local objects in the sky types of patterns Vocabulary: data patterns of movement and appearance of the sun, moon and stars in the sky can be observed, described, predict Students will be able to with guidance, collect and organize data from given observations about the sun, moon and stars

15 weather conditions to describe patterns over time. (K-ESS2-1) patterns observe position movement appearance and predicted. patterns in the natural world can be observed, used to describe phenomena and used as evidence. science assumes natural events happen today as they happened in the past. many events are repeated. and their position in the sky, including: o objects visible in the sky during the day. o objects visible in the sky during the night. o the position of the sun in the sky at various times during the day. o the position of the moon in the sky at various times during the day or night. identify and describe patterns in the data from their observations, including: o stars are not seen in the sky during the day, but they are seen in the sky during the night. o the sun is at different positions in the

16 sky at different times of the day, appearing to rise in one part of the sky in the morning and appearing to set in another part of the sky in the evening. o the moon can sometimes be seen during the day and at night, but the sun can only be seen during the day. o the moon is at different positions in the sky at different times of the day or night, appearing to rise in one part of the sky and appearing to set in another part of the sky. predict future movement

17 and appearance of the sun, moon and stars based on previous observations and data. 1-ESS1-2: Make observations at different times of year to relate the amount of daylight to the time of year.** Prior Background Knowledge Required: Students will know Students will understand that Students will be able to Students should be able to use and share observations of local weather conditions to describe patterns over time. (K-ESS2-1) daytime vs. nighttime Vocabulary: daylight seasons patterns sunrise/dawn sunset/dusk seasonal patterns of sunrise and sunset can be observed, described and predicted. patterns in the natural world can be observed, used to describe phenomena and used as evidence. describe the purpose of the investigation, which includes identifying the relationship between the amount of daylight and the time of year. with support, describe the data and evidence that will result from the investigation, including: o how the relative length of the day will be determined. o o when observations will be made and how they will be recorded, both within a day and across the year. how these

18 observations could reveal the pattern between the amount of daylight and the time of year. collect and organize collaboratively data from observations to compare the amount of daylight at different times of the year (i.e., seasons).