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Prioritized Standards

SCI-MS.LS1

BPSS-SCI logo 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.

SCI-MS.LS1.01

Life Science Logo7th 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

  • I can

Product Targets

  • I can

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).
  • descriptors
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.
  • descriptors

Click Here to view the Proficiency Scale

Resources

Vocabulary

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

Websites

SCI-MS.LS1.02

Life Science Logo7th 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

  • I can

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).
  • descriptors
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.
  • descriptors

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

SCI-MS.LS1.03

Life Science Logo 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-MS.LS1.04

Life Science Logo 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

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-MS.LS1.06

Life Science Logo7th 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

  • I can

Product Targets

  • I can

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).
  • descriptors
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.
  • descriptors

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

Websites

SCI-MS.LS2

BPSS-SCI logo 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.

SCI-MS.LS2.02

Life Science Logo7th 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

  • I can

Product Targets

  • I can

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).
  • descriptors
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.
  • descriptors

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

SCI-MS.LS2.03

Life Science Logo7th 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

  • I can

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).
  • descriptors
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.
  • descriptors

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

SCI-MS.LS3

BPSS-SCI logo DCI Life Science LS3

Heredity: Inheritance and Variation of Traits

Performance Expectations

LS3 help students formulate an answer to the question, “How do living organism s pass traits from one generation to the next?”

The LS3 Disciplinary Core Idea includes two sub-ideas: Inheritance of Traits and Variation of Traits. Students can use models to describe ways gene mutations and sexual reproduction contribute to genetic variation. Crosscutting concepts of cause and effect and structure and function provide students with a deeper understanding of how gene structure determines differences in the functioning of organisms.

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.LS3.01

Life Science Logo7th Grade (SCI) Life Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

SCI-MS.LS3.01 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.

Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.
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.
LS3.B: Variation of Traits 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.

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall specific terminology (genes, DNA, chromosome, mutation, amino acids, protein synthesis, nitrogen bases, adenine, cytosine, thymine, guanine, DNA replication, sugar and phosphate siderail, double helix).

Reasoning Targets

  • I can explain how mutations located on chromosomes may affect proteins. 
  • I can describe how the changes in DNA replication cause harmful, beneficial, or neutral effects.  
  • I can describe the structure of DNA.  
  • I can compare and contrast genes, DNA, and chromosomes. 

Skills (Performance) Targets

  • I can pair nitrogen bases to show DNA replication.  

Product Targets

  • I can create a model of DNA. 

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).
  • descriptors
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.
  • describe the structure of DNA.
  • compare and contrast genes, DNA, and chromosomes.
  • create a model of DNA.
  • pairs nitrogen bases to show DNA replication.
Vocabulary: genes, DNA, chromosome, mutation, amino acids, protein synthesis, nitrogen bases, adenine, cytosine, thymine, guanine, DNA replication, sugar and phosphate siderails, double helix
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • explain how mutations located on chromosomes may affect proteins.
  • describe how the changes in DNA replication cause harmful, beneficial, or neutral effects.
Sample Activity:
construct a model of DNA, show a mutation on the sequence
label a diagram of DNA, identify a mutation
identify the function of a gene and how a mutation can affect the function of the protein produced
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Click Here to view the proficiency scale. 

Resources

Vocabulary

  • genes
  • DNA
  • chromosome
  • mutation
  • amino acids
  • protein synthesis
  • nitrogen bases
  • adenine
  • cytosine
  • thymine
  • guanine
  • DNA replication
  • sugar and phosphate siderails
  • double helix

Websites

  • Chapters 4 and 5 of Life Science textbook 
  • Title of website with a URL to open in a new window

SCI-MS.LS3.02

Life Science Logo7th Grade (SCI) Life Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

SCI-MS.LS3.02 Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation. (mitosis, meiosis, and binary fission)
Disciplinary Core Ideas
LS1.B: Growth and Development of Organisms Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring (secondary).
LS3.A: Inheritance of Traits Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes inherited. LS3.B: Variation of Traits In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall specific terminology  (dominant, recessive, heterozygous, homozygous, purebred, hybrid, allele, genes, DNA, chromosome, asexual reproduction, mitosis, phases of cell cycle (interphase, prophase, metaphase, anaphase, telophase, and cytokinesis), spindle fibers, sexual reproduction, meiosis, Punnett square, pedigree, inheritance, fertilization, zygote, haploid, diploid, sperm, egg, daughter cells, genotype, phenotype, trait). 

Reasoning Targets

  • I can compare and contrast meiosis and mitosis.

Skills (Performance) Targets

  • I can draw and label the phases of the cell cycle (in a body cell). 

Product Targets

  • I can create a Punnett square and describe the outcome of the cross.

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).
  • descriptors
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.
Vocabulary: dominant, recessive, heterozygous, homozygous, purebred, hybrid, allele, genes, DNA, chromosome, asexual reproduction, Mitosis, phases of cell cycle (Interphase, Prophase, Metaphase, Anaphase, Telophase, and Cytokinesis), spindle fibers, sexual reproduction, Meiosis, punnett square, pedigree, inheritance, fertilization, zygote, haploid, diploid, sperm, egg, daughter cells, genotype, phenotype, trait
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • draw and label the phases of the cell cycle (in a body cell) emphasizing the movement of chromosomes.
  • compare and contrast Meiosis and Mitosis.
  • create a Punnett square and describe the outcome the cross.
  • compare the results of asexual and sexual reproduction in different organism
Sample Activity:
students make a model of mitosis and relate the starting genetic material to the ending genetic material.
students use a model of meiosis to show how sexual reproduction results in offspring with a unique genetic combination
students use Punnett squares to model the gene combinations possible from sexual reproduction.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Click Here to view the Proficiency Scale

Resources

Vocabulary

  • dominant
  • recessive
  • heterozygous
  • homozygous
  • purebred
  • hybrid
  • allele
  • genes
  • DNA
  • chromosome
  • asexual reproduction
  • mitosis
  • phases of cell cycle
    (interphase, prophase, metaphase, anaphase, telophase, and cytokinesis)
  • spindle fibers
  • sexual reproduction
  • meiosis
  • Punnett square
  • pedigree
  • inheritance
  • fertilization
  • zygote
  • haploid
  • diploid
  • sperm
  • egg
  • daughter cells
  • genotype
  • phenotype
  • trait

Websites

  • Chapter 4 of Life Science textbook 
  • Title of website with a URL to open in a new window

SCI-MS.LS3.02.mm

Life Science Logo7th Grade (SCI) Life Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

SCI-MS.LS3.02.mm Develop and use a model to describe why asexual reproduction ends with offspring with identical genetic information and sexual reproduction results in offspring with genetic variation (mitosis and meiosis).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can compare and contrast meiosis and mitosis.

Skills (Performance) Targets

  • I can draw and label the phases of the cell cycle (in a body cell)

Product Targets

  • I can

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).
  • descriptors
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.
Vocabulary: text
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • draw and label the phases of the cell cycle (in a body cell) emphasizing the movement of chromosomes.
  • compare and contrast Meiosis and Mitosis.
Sample Activity:
students make a model of mitosis and relate the starting genetic material to the ending genetic material.
students use a model of meiosis to show how sexual reproduction results in offspring with a unique genetic combination .
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Click Here to view the Proficiency Scale

Resources

Vocabulary

  • mitosis
  • meiosis
  • phases of cell cycle 
    (interphase, prophase, metaphase, anaphase, telophase, and cytokinesis)

Websites

  • Chapter 4 of Life Science textbook 
  • Title of website with a URL to open in a new window

SCI-MS.LS3.02.ps

Life Science Logo7th Grade (SCI) Life Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

SCI-MS.LS3.02.ps Develop and use a Punnett square to show that sexual reproduction ends with offspring with genetic variation.  Model how genes are transmitted from parents to offspring.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can create a Punnett square and describe the outcome of the cross.

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).
  • descriptors
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.
Vocabulary: list
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • create a Punnett square and describe the outcome the cross.
  • compare the results of asexual and sexual reproduction in different organism
Sample Activity:
students use Punnett squares to model the gene combinations possible from sexual reproduction.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Click Here to view the Proficiency Scale

Resources

Vocabulary

  • Punnett square
  • listt

Websites

  • Chapter 4 of Life Science textbook 
  • Title of website with a URL to open in a new window

SCI-MS.LS4

BPSS-SCI logo DCI Life Science LS4

Biological Evolution: Unity and Diversity

Performance Expectations

LS4 help students formulate an answer to the question, “ How do organisms change over time in response to changes in the environment?”

The LS4 Disciplinary Core Idea is divided into four sub-ideas: Evidence of Common Ancestry and Diversity, Natural Selection , Adaptation, and Biodiversity and Humans . Students can construct explanations based on evidence to support fundamental understandings of natural selection and evolution. They can use ideas of genetic variation in a population to make sense of organisms surviving and reproducing, hence passing on the traits of the species. They are able to use fossil records and anatomical similarities of the relationships among organisms and species to support their understanding. 

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.LS4.02

Life Science Logo 7th Grade (SCI) Life Science Standards
[LS4] Biological Evolution: Unity and Diversity

SCI-MS.LS4.02 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.

Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures (examples could include bone structure comparisons of different organisms).
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.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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).
  • descriptors
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).
  • descriptors
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • descriptors
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Resources

Vocabulary

  • words
  • list

Websites

  • Title of website with a URL to open in a new window

SCI-MS.LS4.04

Life Science Logo7th Grade (SCI) Life Science Standards
[LS4] Biological Evolution: Unity and Diversity 

SCI-MS.LS4.04 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.

Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.
Disciplinary Core Ideas
LS4.B: Natural Selection Natural selection leads to the predominance of certain traits in a population, and the suppression of others.

Student Learning Targets:

Knowledge Targets

  • I can recognize or recall specific terminology (geographic isolation, mutation, variation, adaptation, natural selection, trait, evolution, species, vestigial structures, DNA, embryology, homologous structures).  
  • I can list the three sources of variation (mutation, geographic isolation, movement).  
  • I can recall Charles Darwin’s principals of natural selection.

Reasoning Targets

  • I can explain how variation in a population can lead to the formation of a new species.  
  • I can explain why variation is important in a population. 
  • I can describe the effects of natural selection.   
  • I can list and explain the evidences of evolution. 

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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).
  • descriptors
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.
  • list the three sources of variation.
  • recall Charles Darwin’s principles of natural selection. 
Vocabulary: geographic isolation, mutation, variation, adaptation, natural selection, trait, evolution, species, vestigial structures, DNA, embryology, homologous structures
3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • explain how variation in a population can lead to the formation of a new species.
  • describe the effects of natural selection. 
  • explain why variation is important in a population.
  • list and explain the evidences of evolution. 
  • explain how natural selection influences the passing on of traits.
Sample Activity:
model the influence of the environment on traits by calculating allele frequencies over several generations.
4 Advanced
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • descriptors

Click Here to view the Proficiency Scale

Resources

Vocabulary

  • geographic isolation
  • mutation
  • variation
  • adaptation
  • natural selection
  • trait
  • evolution
  • species
  • vestigial structures
  • DNA
  • embryology
  • homologous structures

Websites

  • Chapter 6 of Life Science textbook 
  • Title of website with a URL to open in a new window