Smsubdg 7 Lifescience
Smsubdg 7 Lifescience
Smsubdg 7 Lifescience
Massachusetts Department of Elementary and Secondary Education Template Adapted from 2011 Grant Wiggins and Jay McTighe Used with Permission October 2011
CDSM G7 U7: Page 1 of 3
including disruptions such as parasitism, parasite, host, producer, calculating the change in the
hurricanes, floods, wildfires, oil spills, consumer, herbivore, carnivore, omnivore,
and construction.]
growth and population size of a
scavenger, decomposer, food chain, food web, species (including humans) by
7.MS-LS2-5. Evaluate energy pyramid, desertification, Birth rate, analyzing and interpreting data
competing design solutions death rate, immigration, emigration, population with abundance and scarcity of
for protecting an ecosystem. density, limiting factor, carrying capacity, resources
Discuss benefits and Resources, greenhouse effect, Carbon cycle, determining factors that affect
limitations of each design.* biodiversity, keystone species, extinction, the probability of reproduction
[Clarification Statement: Examples endangered species, threatened species, analyzing and using the
of design solutions could include habitat destruction, habitat fragmentation, evidence from examples to
water, land, and species protection, poaching, captive breeding.
and the prevention of soil erosion. develop an argument of how
Examples of design solution animal behaviors and
constraints could include scientific, specialized plant structures
economic, and social affect the probability of
considerations.]
reproduction
7.MS-LS2-6(MA). Explain
how changes to the
biodiversity of an
ecosystemthe variety of
species found in the
ecosystemmay limit the
availability of resources
humans use. [Clarification
Statement: Examples of resources
can include food, energy, medicine,
and clean water.]
7.MS-ESS3-4. Construct an
argument supported by
evidence that human activities
and technologies can mitigate
the impact of increases in
human population and per
capita consumption of natural
resources on the
environment. [Clarification
Statement: Arguments should be
based on examining historical data
such as population graphs, natural
resource distribution maps, and
water quality studies over time.
Examples of negative impacts can
include changes to the amount and
quality of natural resources such as
water, mineral, and energy supplies.]
7.MS-LS1-4. Construct an
explanation, based on
evidence for how
characteristic animal
behaviors and specialized
plant structures increase the
probability of successful
reproduction of animals and
plants. [Clarification Statement:
Examples of animal 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
Massachusetts Department of Elementary and Secondary Education Template Adapted from 2011 Grant Wiggins and Jay McTighe Used with Permission October 2011
CDSM G7 U7: Page 2 of 3
could include transferring pollen or
seeds; and, creating conditions for
seed germination and growth.
Examples of plant structures that
affect the probability of plant
reproduction 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.]
[Assessment Boundary: Assessment
does not include natural selection.]
Practices:
Engaging in argument from
evidence
Developing and Using Models
Analyzing and Interpreting
Data
Constructing Explanations
and Designing Solutions
Engaging in Argument
from Evidence
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE
TASKS)
Students will create an infographic to visually display data and information
related to their biome and ecosystem. This will include Biome map, climate
stats, description of plant and animal life and how they have adapted to the
climate. They will also include a food web and energy pyramid, symbiotic
relationships, and have graphs and visuals to show trends in predator prey
relationships, population sizes, birth rate/death rate, etc. To tie in our human
impact unit they will be investigating and selecting an environmental problem
within their ecosystem/biome as a result of human actions. They will need to
evaluate and describe potential solutions to solving this problem.
This project will have checkpoints built into the unit so they research and gather
information as we go through the unit. In the end they will work with a group to compile it
in a visually appealing digital display.
OTHER EVIDENCE:
Individual check points for Curriculum Embedded Performance Assessment
Field Guide - Individual Assessment
Quizzes
Graph interpretation activities
Resources:
biointeractive.org
venngage.com
Books: Interactive Science Massachussetts Grade 7 Pearson
Massachusetts Department of Elementary and Secondary Education Template Adapted from 2011 Grant Wiggins and Jay McTighe Used with Permission October 2011
CDSM G7 U7: Page 3 of 3