# SCI-07 "I can ... statements"

## Life Science

 Prioritized Standards Categories All categories Not categorized MS-LS1 MS-LS2 MS-LS3 MS-LS4 Prioritized Standards Standard 2 Science Inquiry

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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

## 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

### Vocabulary

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

# 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

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.

• I can

• I can

## Proficiency Scale

##### 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

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

### Vocabulary

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

### Websites

• Chapters 1 and 2 of Life Science textbook
• CK12:

#### 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.

• I can

## Proficiency Scale

##### 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

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## 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

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.

• I can

• I can

• I can

• I can

## Proficiency Scale

##### 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
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

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

# 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

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.

• I can

• I can

## Proficiency Scale

##### 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.

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## 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

•
• Chapter 25 of Life Science textbook
• Title of website with a URL to open in a new window

#### 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.

• I can

### Product Targets

• I can construct a food chain and/or a food web.

## Proficiency Scale

##### 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

... 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

•
• Chapter 24 of Life Science textbook
• Title of website with a URL to open in a new window

#### 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.

• I can

• I can

• I can

• I can

## Proficiency Scale

##### 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
... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors

## Resources

• words
• list

### Websites

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

# 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.

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