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. |
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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
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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 |
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Description |
Sample Activity
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| 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 |
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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. |
- |
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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). |
- |
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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. |
- |
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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
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SCI-MS.LS1
DCI Life Science 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. |
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SCI-MS.LS1.01
 7th Grade (SCI) Life Science Standards
[LS1] From Molecules to Organisms: Structures and Processes
SCI-MS.LS1.01 Conduct an investigation to provide evidence that living things are
unicellular or multicellular and may have different cell types.
Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and
non-living things, and understanding that living things may be made of one cell or many and varied cells.
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).
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.
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
2 Developing
... demonstrate 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).- recognizes or recalls specific terminology.
- identifies an organism as unicellular or multicellular (using a microscope).
Essential Vocabulary: Prokaryote, Eukaryote, multicellular, unicellular, cell, microscope parts
3 Proficient
“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.- compares and contrasts prokaryotic and eukaryotic cells.
- shows understanding of the characteristics of a living thing.
- recognizes the cell as the smallest unit of a living thing and that multicellular organisms have different types of cells
- concludes that the use of technology has advanced our understanding of cells (microscope)
Sample Activity:
Completes a Venn diagram comparing prokaryotes and eukaryotes
Conducts an investigation regarding living vs. nonliving things
Microscope lab viewing different types of cells
History of the discovery of cells
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Click Here to view the Proficiency Scale
Resources
- multicellular
- unicellular
- cell
- microscope
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SCI-MS.LS1.02
7th Grade (SCI) Life Science 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 cell parts (organelles) contribute to the cell functions.
Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified organelle of the
cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.
Disciplinary Core Ideas
LS1.A: Structure and Function
Within cells, special structures are responsible
for particular functions, and the cell
membrane forms the boundary that controls
what enters and leaves the cell.
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.
Skills (Performance) Targets
- I can construct a cell model of a plant or animal cell.
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
2 Developing
... demonstrate 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).- recognizes or recalls specific terminology.
- label the parts of a plant and animal cells.
Essential vocabulary: cell, nucleus, chloroplast, mitochondria, cell membrane, cell wall, ribosome, cytoplasm
3 Proficient
“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.- explain the function of each organelle and how the organelle contributes to the function of a cell.
- construct a cell model of a plant or animal cell.
- compare and contrast plant and animal cells
Sample Activity:
make a model of a cell, computer or 3D
create a cell analogy project, ex. Cell as a city
complete a Venn diagram for plant and animal cells
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Click Here to view the Proficiency Scale
Resources
Vocabulary
- cell
- nucleus
- chloroplast
- mitochondria
- cell membrane
- cell wall
- ribosome
- cytoplasm
Websites
- Title of website with a URL to open in a new window
- Chapter 2 of Life Science textbook
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SCI-MS.LS1.03
7th Grade (SCI) Life Science Standards
[LS1] From Molecules to Organisms: Structures and Processes
SCI-MS.LS1.03 Use evidence to model how the body is a system of interacting subsystems
composed of groups of cells.
Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for
particular body functions. Examples could include the interaction of subsystems within a system and the
normal functioning of those systems.
Disciplinary Core Ideas
LS1.A: Structure and Function
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.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
2 Developing
... demonstrate 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).
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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SCI-MS.LS1.04
7th Grade (SCI) Life Science Standards
[LS1] From Molecules to Organisms: Structures and Processes
SCI-MS.LS1.04 Use evidence and scientific reasoning to support an explanation for how
characteristic animal behaviors and specialized plant structures affect the
probability of successful reproduction.
Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include
nest building to protect young from cold, herding of animals to protect young from predators, and
vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors
that affect the probability of plant reproduction could include transferring pollen or seeds and creating
conditions for seed germination and growth. Examples of plant structures could include bright flowers
attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen,
and hard shells on nuts that squirrels bury.
Disciplinary Core Ideas
LS1.B: Growth and Development of
Organisms
Animals engage in characteristic behaviors
that increase the odds of reproduction. Plants
reproduce in a variety of ways, sometimes
depending on animal behavior and specialized
features for reproduction.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
2 Developing
... demonstrate 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).
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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SCI-MS.LS1.05
7th Grade (SCI) Life Science 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.
Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water
(photosynthesis). Examples of genetic factors could include large breed cattle and species of grass affecting
growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer
increasing plant growth, different varieties of plant seeds growing at different rates in different conditions,
and fish growing larger in large ponds than they do in small ponds.
Disciplinary Core Ideas
LS1.B: Growth and Development of
Organisms
Genetic factors as well as local conditions
affect the growth of the adult plant.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
2 Developing
... demonstrate 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).
3 Proficient
“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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SCI-MS.LS1.06
7th Grade (SCI) Life Science 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.
Clarification Statement: Emphasis is on tracing movement of matter and flow of energy
Disciplinary Core Ideas
LS1.C: Organization for Matter and Energy Flow in
Organisms
Within individual organisms, food moves through a
series of chemical reactions in which it is broken
down and rearranged to form new molecules, to
support growth, or to release energy.
PS3.D: Energy in Chemical Processes and Everyday
Life
Cellular respiration in plants and animals involve
chemical reactions with oxygen that release stored
energy. In these processes, complex molecules
containing carbon react with oxygen to produce
carbon dioxide and other materials (secondary)
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.
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
2 Developing
... demonstrate 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).- recognize or recall specific terminology.
- write the equation for photosynthesis.
- write the equation for cellular respiration.
- compare and contrast cell transport types
Vocabulary: photosynthesis, glucose, chloroplast, energy, matter, respiration, products, reactants, active transport, endocytosis, exocytosis, passive transport, osmosis, diffusion
3 Proficient
“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.- describe the process of photosynthesis using raw materials (reactants) and the production of wastes (products) in the storage of energy.
- describe the relationship between photosynthesis and respiration.
- describe how carbon dioxide and oxygen are needed for photosynthesis and respiration.
- compare and contrast types of cell transport
Sample Activity:
Lab activities centered around photosynthesis, respiration, osmosis, diffusion, and active transport
Article comparing respiration rate and exercise
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Click Here to view the Proficiency Scale
Resources
Vocabulary
- photosynthesis
- glucose
- chloroplast
- energy
- matter
- respiration
- products
- reactants
- active transport
- endocytosis
- exocytosis
- passive transport
- osmosis
- diffusion
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SCI-MS.LS1.07
7th Grade (SCI) Life Science 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.
Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process,
energy is released.
Disciplinary Core Ideas
LS1.C: Organization for Matter and Energy
Flow in Organisms
Within individual organisms, food moves
through a series of chemical reactions in
which it is broken down and rearranged to
form new molecules, to support growth, or to
release energy.
PS3.D: Energy in Chemical Processes and
Everyday Life
Cellular respiration in plants and animals
involve chemical reactions with oxygen that
release stored energy. In these processes,
complex molecules containing carbon react
with oxygen to produce carbon dioxide and
other materials (secondary)
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
2 Developing
... demonstrate 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).
3 Proficient
“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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SCI-MS.LS1.08
MS SCI Targeted Standards
(LS1) From Molecules to Organisms: Structures and Processes
SCI-MS.LS1.08 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
| Score |
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Description |
Sample Activity
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| 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. |
- |
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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. |
- |
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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). |
- |
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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). |
- |
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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. |
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Resources
Websites
Vocabulary |
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SCI-MS.LS2
DCI Life Science LS2
Ecosystems: Interactions, Energy, and Dynamics
Performance Expectations
LS2 help student's formulate an answer to the question, “How does a system of living and non-living things operate to meet the needs of the organisms in an ecosystem?”
The LS2 Disciplinary Core Idea is divided into three sub-ideas: Interdependent Relationships in Ecosystems; Cycles of Matter and Energy Transfer in Ecosystems; and Ecosystem Dynamics, Functioning, and Resilience . Students can analyze and interpret data, develop models, and construct arguments and demonstrate a deeper understanding of resources and the cycling of matter and the flow of energy in ecosystems. They can also study patterns of the interactions among organisms within an ecosystem. They consider biotic and abiotic factors in an ecosystem and the effects these factors have on population. They evaluate competing design solutions for maintaining biodiversity and ecosystem services.
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. |
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SCI-MS.LS2.01
7th Grade (SCI) Life Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics
SCI-MS.LS2.01 Analyze and interpret data to provide evidence for the effects of resource
availability on organisms and populations of organisms in an ecosystem.
Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and
the numbers of organisms in ecosystems during periods of abundant and scarce resources.
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.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
2 Developing
... demonstrate 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).
3 Proficient
“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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SCI-MS.LS2.02
7th Grade (SCI) Life Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics
SCI-MS.LS2.02 Construct an explanation that predicts patterns of interactions among
organisms across multiple ecosystems.
Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the
relationships among and between organisms and abiotic components of ecosystems. Examples of types of
interactions could include competitive, predatory, and mutually beneficial.
Disciplinary Core Ideas
LS2.A: Interdependent Relationships in
Ecosystems
Similarly, predatory interactions may reduce
the number of organisms or eliminate whole
populations of organisms. Mutually beneficial
interactions, in 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.
Student Learning Targets:
Knowledge Targets
- I can recognize or recall specific terminology (predator/prey, producer/consumer, symbiotic relationships, biotic and abiotic factors, habitat and niche, competition, levels of organization in the ecosystem: species, population, community, ecosystem).
- I can identify symbiotic relationships.
Reasoning Targets
- I can predict what would happen to an ecosystem with changing ratios of producers, consumers, or decomposers.
- I can compare and contrast habitat and niche.
- I can differentiate symbiotic relationships.
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
2 Developing
... demonstrate 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).- recognize or recall specific terminology.
- identify symbiotic relationships
Vocabulary: predator/prey, producer/consumer, symbiotic relationships, biotic and abiotic factors, habitat and niche, competition, levels of organization in the ecosystem: species, population, community, ecosystem.
3 Proficient
“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.- predict what would happen to an ecosystem with changing ratios of producers, consumers, or decomposers.
- compare and contrast habitat and niche.
- differentiate symbiotic relationships
- relate competition in across and within ecosystems to resource availability.
- explain predator/prey interactions
Sample Activity:
Good buddies symbiosis game
Ecosystem interactions research project
Predator/Prey online simulations and labs
Analyzing predator/prey population graphs
Relates resource available to the type of organisms found in an ecosystem and recognizes the adaptations of those organisms to the environment.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Click Here to view the Proficiency Scale.
Resources
Vocabulary
- predator/prey
- producer/consumer
- symbiotic relationships
- biotic and abiotic factors
- habitat and niche
- carrying capacity
- limiting factors
- cooperation and competition
- trophic levels
- levels of the ecosystem
Websites
- Ecosystems
- Symbiosis
- Chapter 25 of Life Science textbook
- Title of website with a URL to open in a new window
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SCI-MS.LS2.03
7th Grade (SCI) Life Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics
SCI-MS.LS2.03 Develop a model to describe the cycling of matter and flow of energy
among living and nonliving parts of an ecosystem.
Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various
ecosystems, and on defining the boundaries of the system.
Disciplinary Core Ideas
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 to the soil in terrestrial
environments or to the water in aquatic
environments. The atoms that make up the
organisms in an ecosystem are cycled repeatedly
between the living and nonliving parts of the
ecosystem.
Student Learning Targets:
Knowledge Targets
- I can recognize or recall specific terminology (carrying capacity, limiting factors, food chain, food web, energy pyramid, abiotic and biotic factors, trophic levels (decomposer, producer, and consumer).
- I can identify a food chain or food web.
- I can identify the producer, consumer, and decomposer.
Reasoning Targets
- I can explain the importance of producers to an ecosystem.
- Skills (Performance) Targets
- I can trace the flow of energy through a system.
Skills (Performance) Targets
Product Targets
- I can construct a food chain and/or a food web.
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
2 Developing
... demonstrate 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).- recognize or recall specific terminology.
- identifiy a food chain or food web.
- identify the producer, consumer, and decomposer.
Vocabulary: carrying capacity, limiting factors, food chain, food web, energy pyramid, abiotic and biotic factors, trophic levels (decomposer, producer, and consumer)
3 Proficient
“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.- explain the importance of producers to an ecosystem
- trace the flow of energy through a system.
- explain how matter and energy are conserved
- identify the cycling of matter between living and nonliving parts of an ecosystem
Sample Activity:
constructs a food web for a specific ecosystem
interprets an energy pyramid and relates the population size to the available producers
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Vocabulary
- carrying capacity
- limiting factors
- food chain
- food web
- energy pyramid
- abiotic and biotic factors
- trophic levels
(decomposer, producer, and consumer)
Websites
- Cycling of Matter
- Chapter 24 of Life Science textbook
- Title of website with a URL to open in a new window
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SCI-MS.LS2.04
7th Grade (SCI) Life Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics
SCI-MS.LS2.04 Construct an argument supported by empirical evidence that changes to
physical or biological components of an ecosystem affect populations.
Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in
populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.
Disciplinary Core Ideas
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.
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
2 Developing
... demonstrate 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).
3 Proficient
“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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SCI-MS.LS2.05
7th Grade (SCI) Life Science Standards
[LS2] Ecosystems: Interactions, Energy, and Dynamics
SCI-MS.LS2.05 Evaluate competing design solutions for maintaining biodiversity and
ecosystem services.
Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention
of soil erosion. Examples of design solution constraints could include scientific, economic, and social
considerations.
Disciplinary Core Ideas
LS2.C: Ecosystem Dynamics, Functioning, and
Resilience
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.
LS4.D: Biodiversity and Humans
Changes in biodiversity can influence humans’
resources, such as food, energy, and medicines, as
well as ecosystem services that humans rely on—for
example, water purification and recycling
(secondary)
Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
The Student can ...
1 Beginning
... with help, demonstrate 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).
2 Developing
... demonstrate 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).
3 Proficient
“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Resources
Websites
- Title of website with a URL to open in a new window
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|
