7th Grade Life Science





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S

SCI-07.2

Standard 2:  Science Inquiry

Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks.

SCI-07.2.01

 

Science Targeted Benchmarks

Standard 2: Science Inquiry

SCI-07.2.01 Communicate the results of scientific investigations using an appropriate format (e.g., journals, lab reports, diagrams, presentations, discussions)

     7.2a -- Explain the components of a scientific investigation

     7.2b -- Use appropriate tools and techniques to gather and analyze data

 

Student Learning Targets:

Knowledge Targets

  • I can identify the components of a scientific investigation (ex. hypothesis, observation, data collection, data interpretation, communication of results, replicable).

Reasoning Targets

  • I can explain the components of a scientific investigation (ex. hypothesis, observation, data collection, data interpretation, communication of results, replicable).

Skills Domain (Performance) Targets

  • I can use appropriate tools to gather and analyze data.
  • I can use appropriate techniques to gather and analyze data.

Proficiency Scale

Score   Description Sample Activity
4.0 The student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -Done independently and consistently, connects to real world or other content areas
  3.5 The student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 A partial understanding of some of the simpler details and processes and some of the more complex ideas and processes, or received help. -
  0.5 Little or no understanding of the 2.0 or 3.0 content.

Resources

Websites

Vocabulary

  • hypothesis
  • observation
  • Independent variable
  • Dependent variable
  • Control
  • Constant

 

SCI-MS.LS1

BPSS-SCI logo

DCI (LS1)

From Molecules to Organisms: Structure and Processes

Performance Expectations

LS1: help students formulate an answer to the question, “How can one explain the ways cells contribute to the function of living organisms. ”

The LS 1 Disciplinary Core Idea is organized into four sub-ideas: Structure and Function, Growth and Development of Organisms, Organization for Matter and Energy Flow in Organisms, and Information Processing . Students can gather information and use this information to support explanations of the structure and function relationship of cells. They can communicate understanding of cell theory. They have a basic understanding of the role of cells in body systems and how those systems work to support the life functions of the organism. The understanding of cells provides a context for the plant process of photosynthesis and the movement of matter and energy needed for the cell. Students can construct an explanation for how environmental and genetic factors affect growth of organisms. They can connect this to the role of animal behaviors in reproduction of animals as well as the dependence of some plants on animal behaviors for the ir reproduction. 

Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

SCI-MS.LS1.01

MS SCI Targeted Standards

(LS1) From Molecules to Organisms: Structures and Processes

SCI-MS.LS1.01 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall specific terminology (prokaryote, eukaryote, multicellular, unicellular, cell, microscope).  
  • I can identify an organism as unicellular or multicellular (using a microscope).

Reasoning Targets

  • I can compare and contrast prokaryotic and eukaryotic cells.

Proficiency Scale

Click Here to view the Proficiency Scale

Resources

Websites

Vocabulary

  • Prokaryote
  • Eukaryote
  • multicellular
  • unicellular
  • cell
  • microscope

 

SCI-MS.LS1.02

MS SCI Targeted Standards

(LS1) From Molecules to Organisms: Structures and Processes

SCI-MS.LS1.02 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall specific terminology (cell, nucleus, chloroplast, mitochondria, cell membrane, cell wall, ribosome, cytoplasm).  
  • I can label the parts of a plant and animal cells.  

Reasoning Targets

  • I can explain how each organelle contributes to the function of a cell.

Product Targets

  • I can construct a cell model of a plant or animal cell.

Proficiency Scale

Click Here to view the Proficiency Scale

Resources

Websites

  • Chapter 2 of Life Science textbook

Vocabulary

  • cell, nucleus, chloroplast, mitochondria, cell membrane, cell wall, ribosome, cytoplasm

 

SCI-MS.LS1.03

MS SCI Targeted Standards

(LS1) From Molecules to Organisms: Structures and Processes

SCI-MS.LS1.03 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

SCI-MS.LS1.04

MS SCI Targeted Standards

(LS1) From Molecules to Organisms: Structures and Processes

SCI-MS.LS1.04 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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

SCI-MS.LS1.05

MS SCI Targeted Standards

(LS1) From Molecules to Organisms: Structures and Processes

SCI-MS.LS1.05 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

SCI-MS.LS1.06

MS SCI Targeted Standards

(LS1) From Molecules to Organisms: Structures and Processes

SCI-MS.LS1.06 . 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.

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall specific terminology (photosynthesis, glucose, chloroplast, energy, matter, respiration, products, reactants).  
  • I can write the formula for photosynthesis.  
  • I can write the formula for respiration.  

Reasoning Targets

  • I can describe the process of photosynthesis using raw materials (reactants) and the production of wastes (products) in the storage of energy.  
  • I can describe the relationship between photosynthesis and respiration.  

Proficiency Scale

Click Here to view the Proficiency Scale

Resources

Websites

Photosynthesis

Respiration 

Cell transport

  • Chapter 3 of Life Science textbook

Vocabulary

  • photosynthesis
  • glucose
  • chloroplast
  • energy
  • matter
  • respiration
  • products
  • reactants
  • active transport
  • endocytosis
  • exocytosis
  • passive transport
  • osmosis
  • diffusion

 

SCI-MS.LS1.07

MS SCI Targeted Standards

(LS1) From Molecules to Organisms: Structures and Processes

SCI-MS.LS1.07 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.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can
  • I can

Proficiency Scale

Score   Description Sample Activity
4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. -
  2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). -
  1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). -
  0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary


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