Populations and Ecosystems

Transcription

1 Grade 7 Life Science Module Populations and Ecosystems Note: The codes used in this curriculum framework are keyed using the following system. Concepts and skills: c01, c02, etc. are used to code the concepts addressed. p01, p02, etc. are used to code the process skills addressed. New Jersey Core Curriculum Content Standards 2009 In a code such as D.1, the 5 indicates the science standards, the 2 indicates the physical science standard within the set of science standards, the 8 indicates an eighth grade cumulative progress indicator, the D indicates a strand or theme within the science standards, and the 1 indicates the first of the eighth grade cumulative progress indicators within the D strand.

2 Page 1 In completing the work in Lesson or Investigation 01 of Populations and Ecosystems, students are expected to develop understandings c01 An organism is any living thing. Living organisms: (1) Exchange nutrients and water with the environment. (2) Reproduce. (3) Grow and develop in a predictable manner. [To demonstrate proficiency in learning, students may: Group living and nonliving things according to the characteristics that they share.] (5.3.2.A.1) Reproduction is essential to the continuation of every species. [To demonstrate proficiency in learning, students may: Predict the long-term effect of interference with normal patterns of reproduction.] (5.3.6.D.1) In completing the work in Lesson or Investigation 01 of Populations and Ecosystems, students are expected to develop understandings c02 An organism's habitat is where it lives-the place where it can acquire all of its requirements. The number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition. [To demonstrate proficiency in learning, students may: Predict the impact that altering biotic and abiotic factors has on an ecosystem.] (5.3.6.C.2) All organisms cause changes in the ecosystem in which they live. If this change reduces another organism s access to resources, that organism may move to another location or die. [To demonstrate proficiency in learning, students may: Describe how one population of organisms may affect other plants and/or animals in an ecosystem.] (5.3.6.C.3) Changes in environmental conditions can affect the survival of individual organisms and entire species. [To demonstrate proficiency in learning, students may: Describe the impact on the survival of species during specific times in geologic history when environmental conditions changed.] (5.3.6.E.1)

3 Page 2 In completing the work in Lesson or Investigation 01 of Populations and Ecosystems, students are expected to develop understandings c03 Milkweed bugs have a predictable life cycle. Plants and animals have life cycles (they begin life, develop into adults, reproduce, and eventually die). The characteristics of each stage of life vary by species. [To demonstrate proficiency in learning, students may: Compare the physical characteristics of the different stages of the life cycle of an individual organism, and compare the characteristics of life stages among species.] (5.3.4.D.1) Reproduction is essential to the continuation of every species. [To demonstrate proficiency in learning, students may: Predict the long-term effect of interference with normal patterns of reproduction.] (5.3.6.D.1) In completing the work in Lesson or Investigation 01 of Populations and Ecosystems, students are expected to develop understandings c04 An ecosystem is a system of interacting organisms and nonliving factors in a specified area. Living organisms: (1) Exchange nutrients and water with the environment. (2) Reproduce. (3) Grow and develop in a predictable manner. [To demonstrate proficiency in learning, students may: Group living and nonliving things according to the characteristics that they share.] (5.3.2.A.1) Individual organisms with certain traits are more likely than others to survive and have offspring in particular environments. The advantages or disadvantages of specific characteristics can change when the environment in which they exist changes. Extinction of a species occurs when the environment changes and the characteristics of a species are insufficient to allow survival. [To demonstrate proficiency in learning, students may: Organize and present evidence to show how the extinction of a species is related to an inability to adapt to changing environmental conditions using quantitative and qualitative data.] (5.3.8.E.1)

4 Page 3 In completing the work in Lesson or Investigation 01 of Populations and Ecosystems, students are expected to develop understandings p01 A population is all of the interacting individuals of one kind in an area. Results of observation and measurement can be used to build conceptual-based models and to search for core explanations. [To demonstrate proficiency in learning, students may: Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories.] (5.1.8.A.2) Organisms are treated humanely, responsibly, and ethically. [To demonstrate proficiency in learning, students may: Handle and treat organisms humanely, responsibly, and ethically.] (5.1.8.D.4) In completing the work in Lesson or Investigation 01 of Populations and Ecosystems, students are expected to develop understandings p02 A community is all of the interacting populations in a specified area. In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., scientific argumentation and representation). [To demonstrate proficiency in learning, students may: Work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories.] (5.1.4.D.2) Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. [To demonstrate proficiency in learning, students may: Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences.] (5.1.8.D.1) In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation, representation, visualization, etc.). [To demonstrate proficiency in learning, students may: Engage in productive

5 Page 4 scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model-building.] (5.1.8.D.2) In completing the work in Lesson or Investigation 02 of Populations and Ecosystems, students are expected to develop understandings c05 An aquatic ecosystem functions in water. The number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition. [To demonstrate proficiency in learning, students may: Predict the impact that altering biotic and abiotic factors has on an ecosystem.] (5.3.6.C.2) In completing the work in Lesson or Investigation 02 of Populations and Ecosystems, students are expected to develop understandings c06 A terrestrial system functions on land Biological communities in ecosystems are based on stable interrelationships and interdependence of organisms. [To demonstrate proficiency in learning, students may: Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem.] ( C.1)

6 Page 5 In completing the work in Lesson or Investigation 02 of Populations and Ecosystems, students are expected to develop understandings c07 All of the feeding relationships in an ecosystem define the food web for that system. Various human activities have changed the capacity of the environment to support some life forms. [To demonstrate proficiency in learning, students may: Explain the impact of meeting human needs and wants on local and global environments.] (5.3.6.C.1) Symbiotic interactions among organisms of different species can be classified as: (1) Producer/consumer, (2) Predator/prey, (3) Parasite/host, (4) Scavenger/prey, (5) Decomposer/prey [To demonstrate proficiency in learning, students may: Model the effect of positive and negative changes in population size on a symbiotic pairing.] (5.3.8.C.1) An ecosystem includes all of the plant and animal populations and nonliving resources in a given area. Organisms interact with each other and with other components of an ecosystem. [To demonstrate proficiency in learning, students may: Create a model of ecosystems in two different locations, and compare and contrast the living and nonliving components.] (5.4.6.G.2) In completing the work in Lesson or Investigation 02 of Populations and Ecosystems, students are expected to develop understandings p03 An ecosystem is a web of interactions and relationships between the organisms and abiotic factors in an area. Evidence is generated and evaluated as part of building and refining models and explanations. [To demonstrate proficiency in learning, students may: Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations.] (5.1.8.B.1)

7 Page 6 In completing the work in Lesson or Investigation 02 of Populations and Ecosystems, students are expected to develop understandings p04 The sequence of organisms that eat one another is a food chain. The number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition. [To demonstrate proficiency in learning, students may: Predict the impact that altering biotic and abiotic factors has on an ecosystem.] (5.3.6.C.2) In completing the work in Lesson or Investigation 02 of Populations and Ecosystems, students are expected to develop understandings p05 Energy is measured in kilocalories. Evidence is generated and evaluated as part of building and refining models and explanations. [To demonstrate proficiency in learning, students may: Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations.] (5.1.8.B.1) In completing the work in Lesson or Investigation 03 of Populations and Ecosystems, students are expected to develop understandings c08 The Mono lake ecosystem is defined by interactions among organisms and physical factors. The number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition. [To demonstrate

8 Page 7 proficiency in learning, students may: Predict the impact that altering biotic and abiotic factors has on an ecosystem.] (5.3.6.C.2) In completing the work in Lesson or Investigation 03 of Populations and Ecosystems, students are expected to develop understandings c09 Food is energy rich organic matter that organisms need for life. The number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition. [To demonstrate proficiency in learning, students may: Predict the impact that altering biotic and abiotic factors has on an ecosystem.] (5.3.6.C.2) In completing the work in Lesson or Investigation 03 of Populations and Ecosystems, students are expected to develop understandings c10 A limiting factor is any biotic or abiotic component of the ecosystem that controls the population size. The number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition. [To demonstrate proficiency in learning, students may: Predict the impact that altering biotic and abiotic factors has on an ecosystem.] (5.3.6.C.2) Symbiotic interactions among organisms of different species can be classified as: (1) Producer/consumer, (2) Predator/prey, (3) Parasite/host, (4) Scavenger/prey, (5) Decomposer/prey [To demonstrate proficiency in learning, students may: Model the effect of positive and negative changes in population size on a symbiotic pairing.] (5.3.8.C.1) An ecosystem includes all of the plant and animal populations and nonliving resources in a given area. Organisms interact with each other and with other components of an ecosystem. [To demonstrate proficiency in learning, students

9 Page 8 may: Create a model of ecosystems in two different locations, and compare and contrast the living and nonliving components.] (5.4.6.G.2) In completing the work in Lesson or Investigation 03 of Populations and Ecosystems, students are expected to develop understandings p06 In photosynthesis, food is made from water and carbon dioxide with light. Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions. [To demonstrate proficiency in learning, students may: Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.] (5.1.8.A.1) Organisms are treated humanely, responsibly, and ethically. [To demonstrate proficiency in learning, students may: Handle and treat organisms humanely, responsibly, and ethically.] (5.1.8.D.4) In completing the work in Lesson or Investigation 03 of Populations and Ecosystems, students are expected to develop understandings p07 Feeding relationships define trophic levels: producers, consumers, and decomposers. Evidence is generated and evaluated as part of building and refining models and explanations. [To demonstrate proficiency in learning, students may: Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations.] (5.1.8.B.1) Mathematics and technology are used to gather, analyze, and communicate results. [To demonstrate proficiency in learning, students may: Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies.] (5.1.8.B.2)

10 Page 9 In completing the work in Lesson or Investigation 03 of Populations and Ecosystems, students are expected to develop understandings p08 Reproductive potential is the theoretical unlimited growth of a population over time. Evidence is generated and evaluated as part of building and refining models and explanations. [To demonstrate proficiency in learning, students may: Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations.] (5.1.8.B.1) Mathematics and technology are used to gather, analyze, and communicate results. [To demonstrate proficiency in learning, students may: Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies.] (5.1.8.B.2) In completing the work in Lesson or Investigation 04 of Populations and Ecosystems, students are expected to develop understandings c11 Similar ecosystems occur in areas of similar abiotic conditions on Earth. Symbiotic interactions among organisms of different species can be classified as: (1) Producer/consumer, (2) Predator/prey, (3) Parasite/host, (4) Scavenger/prey, (5) Decomposer/prey [To demonstrate proficiency in learning, students may: Model the effect of positive and negative changes in population size on a symbiotic pairing.] (5.3.8.C.1)

11 Page 10 In completing the work in Lesson or Investigation 04 of Populations and Ecosystems, students are expected to develop understandings c12 An ecosystem is a group of interacting organisms and abiotic factors in a specified area. Symbiotic interactions among organisms of different species can be classified as: (1) Producer/consumer, (2) Predator/prey, (3) Parasite/host, (4) Scavenger/prey, (5) Decomposer/prey [To demonstrate proficiency in learning, students may: Model the effect of positive and negative changes in population size on a symbiotic pairing.] (5.3.8.C.1) In completing the work in Lesson or Investigation 04 of Populations and Ecosystems, students are expected to develop understandings c13 Variation in a population helps the population survive when the environment changes. Biological communities in ecosystems are based on stable interrelationships and interdependence of organisms. [To demonstrate proficiency in learning, students may: Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem.] ( C.1) Plants and animals have life cycles (they begin life, develop into adults, reproduce, and eventually die). The characteristics of each stage of life vary by species. [To demonstrate proficiency in learning, students may: Compare the physical characteristics of the different stages of the life cycle of an individual organism, and compare the characteristics of life stages among species.] (5.3.4.D.1) Symbiotic interactions among organisms of different species can be classified as: (1) Producer/consumer, (2) Predator/prey, (3) Parasite/host, (4) Scavenger/prey, (5) Decomposer/prey [To demonstrate proficiency in learning, students may: Model the effect of positive and negative changes in population size on a symbiotic pairing.] (5.3.8.C.1)

12 Page 11 In completing the work in Lesson or Investigation 04 of Populations and Ecosystems, students are expected to develop understandings p09 All ecosystems have characteristics in common, such as tropic levels. Mathematics and technology are used to gather, analyze, and communicate results. [To demonstrate proficiency in learning, students may: Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies.] (5.1.8.B.2) Organisms are treated humanely, responsibly, and ethically. [To demonstrate proficiency in learning, students may: Handle and treat organisms humanely, responsibly, and ethically.] (5.1.8.D.4) In completing the work in Lesson or Investigation 04 of Populations and Ecosystems, students are expected to develop understandings p10 Variation is the range of expression of a feature in a population. Mathematics and technology are used to gather, analyze, and communicate results. [To demonstrate proficiency in learning, students may: Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies.] (5.1.8.B.2)

13 Page 12 In completing the work in Lesson or Investigation 05 of Populations and Ecosystems, students are expected to develop understandings c14 Genes are the basic unit of heredity carried by chromosomes in the nucleus of every cell. Genes code for the features of organisms. Plants are producers: They use the energy from light to make food (sugar) from carbon dioxide and water. Plants are used as a source of food (energy) for other organisms. [To demonstrate proficiency in learning, students may: Describe the sources of the reactants of photosynthesis and trace the pathway to the products.] (5.3.6.B.1) All animals, including humans, are consumers that meet their energy needs by eating other organisms or their products. [To demonstrate proficiency in learning, students may: Illustrate the flow of energy (food) through a community.] (5.3.6.B.2) The number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition. [To demonstrate proficiency in learning, students may: Predict the impact that altering biotic and abiotic factors has on an ecosystem.] (5.3.6.C.2) Symbiotic interactions among organisms of different species can be classified as: (1) Producer/consumer, (2) Predator/prey, (3) Parasite/host, (4) Scavenger/prey, (5) Decomposer/prey [To demonstrate proficiency in learning, students may: Model the effect of positive and negative changes in population size on a symbiotic pairing.] (5.3.8.C.1)

14 Page 13 In completing the work in Lesson or Investigation 05 of Populations and Ecosystems, students are expected to develop understandings c15 An organism s particular combination of paired alleles is its genotype; the traits produced by those alleles result in the phenotype. Food is broken down to provide energy for the work that cells do, and is a source of the molecular building blocks from which needed materials are assembled. [To demonstrate proficiency in learning, students may: Relate the energy and nutritional needs of organisms in a variety of life stages and situations, including stages of development and periods of maintenance.] (5.3.8.B.1) In completing the work in Lesson or Investigation 05 of Populations and Ecosystems, students are expected to develop understandings c16 Observe milkweed bug individuals and populations to monitor changes. Plants are producers: They use the energy from light to make food (sugar) from carbon dioxide and water. Plants are used as a source of food (energy) for other organisms. [To demonstrate proficiency in learning, students may: Describe the sources of the reactants of photosynthesis and trace the pathway to the products.] (5.3.6.B.1)

15 Page 14 In completing the work in Lesson or Investigation 05 of Populations and Ecosystems, students are expected to develop understandings c17 Describe and communicate a sequence of events during a long-term study. All animals, including humans, are consumers that meet their energy needs by eating other organisms or their products. [To demonstrate proficiency in learning, students may: Analyze the components of a consumer s diet and trace them back to plants and plant products.] (5.3.8.B.2) Symbiotic interactions among organisms of different species can be classified as: (1) Producer/consumer, (2) Predator/prey, (3) Parasite/host, (4) Scavenger/prey, (5) Decomposer/prey [To demonstrate proficiency in learning, students may: Model the effect of positive and negative changes in population size on a symbiotic pairing.] (5.3.8.C.1) In completing the work in Lesson or Investigation 05 of Populations and Ecosystems, students are expected to develop understandings p11 An adaptation is any trait of an organism that helps it survive and reproduce in its environment. Mathematics and technology are used to gather, analyze, and communicate results. [To demonstrate proficiency in learning, students may: Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies.] (5.1.8.B.2)

16 Page 15 In completing the work in Lesson or Investigation 05 of Populations and Ecosystems, students are expected to develop understandings p12 Environmental factors put selective pressure on populations. Mathematics and technology are used to gather, analyze, and communicate results. [To demonstrate proficiency in learning, students may: Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies.] (5.1.8.B.2) Carefully collected evidence is used to construct and defend arguments. [To demonstrate proficiency in learning, students may: Use qualitative and quantitative evidence to develop evidence-based arguments.] (5.1.8.B.3) Scientific reasoning is used to support scientific conclusions. [To demonstrate proficiency in learning, students may: Use quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations.] (5.1.8.B.4) In completing the work in Lesson or Investigation 05 of Populations and Ecosystems, students are expected to develop understandings p13 Natural selection is the process by which the individuals best adapted to their environment tend to survive and pass their traits to subsequent generations. Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions. [To demonstrate proficiency in learning, students may: Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.] (5.1.8.A.1) Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. [To demonstrate proficiency in learning, students may: Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences.] (5.1.8.D.1)

17 Page 16 In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation, representation, visualization, etc.). [To demonstrate proficiency in learning, students may: Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model-building.] (5.1.8.D.2) In completing the work in Lesson or Investigation 05 of Populations and Ecosystems, students are expected to develop understandings p14 Analyze and sort images on cards to determine which represent individuals, populations, communities, and ecosystems. Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions. [To demonstrate proficiency in learning, students may: Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.] (5.1.8.A.1) Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. [To demonstrate proficiency in learning, students may: Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences.] (5.1.8.D.1) In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation, representation, visualization, etc.). [To demonstrate proficiency in learning, students may: Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model-building.] (5.1.8.D.2)

18 Page 17 In completing the work in Lesson or Investigation 06 of Populations and Ecosystems, students are expected to develop understandings c18 Use reference information about organisms to construct a classroom ecosystem. Plants and animals have life cycles (they begin life, develop into adults, reproduce, and eventually die). The characteristics of each stage of life vary by species. [To demonstrate proficiency in learning, students may: Compare the physical characteristics of the different stages of the life cycle of an individual organism, and compare the characteristics of life stages among species.] (5.3.4.D.1) Reproduction is essential to the continuation of every species. [To demonstrate proficiency in learning, students may: Predict the long-term effect of interference with normal patterns of reproduction.] (5.3.6.D.1) The number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition. [To demonstrate proficiency in learning, students may: Predict the impact that altering biotic and abiotic factors has on an ecosystem.] (5.3.6.C.2) In completing the work in Lesson or Investigation 06 of Populations and Ecosystems, students are expected to develop understandings c19 Observe, describe, and record changes to an ecosystem, using a scientific log. The number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition. [To demonstrate proficiency in learning, students may: Predict the impact that altering biotic and abiotic factors has on an ecosystem.] (5.3.6.C.2)

19 Page 18 In completing the work in Lesson or Investigation 06 of Populations and Ecosystems, students are expected to develop understandings p15 Identify biotic and abiotic elements. Results of observation and measurement can be used to build conceptual-based models and to search for core explanations. [To demonstrate proficiency in learning, students may: Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories.] (5.1.8.A.2) Carefully collected evidence is used to construct and defend arguments. [To demonstrate proficiency in learning, students may: Use qualitative and quantitative evidence to develop evidence-based arguments.] (5.1.8.B.3) In completing the work in Lesson or Investigation 06 of Populations and Ecosystems, students are expected to develop understandings p16 Relate the characteristics of a population, community, and ecosystem. Results of observation and measurement can be used to build conceptual-based models and to search for core explanations. [To demonstrate proficiency in learning, students may: Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories.] (5.1.8.A.2) Carefully collected evidence is used to construct and defend arguments. [To demonstrate proficiency in learning, students may: Use qualitative and quantitative evidence to develop evidence-based arguments.] (5.1.8.B.3)

20 Page 19 In completing the work in Lesson or Investigation 06 of Populations and Ecosystems, students are expected to develop understandings p17 Describe the relationship between biotic and abiotic factors. Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions. [To demonstrate proficiency in learning, students may: Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.] (5.1.8.A.1) Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. [To demonstrate proficiency in learning, students may: Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences.] (5.1.8.D.1) In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation, representation, visualization, etc.). [To demonstrate proficiency in learning, students may: Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model-building.] (5.1.8.D.2) In completing the work in Lesson or Investigation 07 of Populations and Ecosystems, students are expected to develop understandings c20 Investigate and measure the amount of energy from a food source. Biological communities in ecosystems are based on stable interrelationships and interdependence of organisms. [To demonstrate proficiency in learning, students may: Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem.] ( C.1)

21 Page 20 The number of organisms and populations an ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition. [To demonstrate proficiency in learning, students may: Predict the impact that altering biotic and abiotic factors has on an ecosystem.] (5.3.6.C.2) An ecosystem includes all of the plant and animal populations and nonliving resources in a given area. Organisms interact with each other and with other components of an ecosystem. [To demonstrate proficiency in learning, students may: Create a model of ecosystems in two different locations, and compare and contrast the living and nonliving components.] (5.4.6.G.2) In completing the work in Lesson or Investigation 07 of Populations and Ecosystems, students are expected to develop understandings c21 Determine the mass of production needed to support primary, secondary, and third-level consumers. Various human activities have changed the capacity of the environment to support some life forms. [To demonstrate proficiency in learning, students may: Explain the impact of meeting human needs and wants on local and global environments.] (5.3.6.C.1) Biological communities in ecosystems are based on stable interrelationships and interdependence of organisms. [To demonstrate proficiency in learning, students may: Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem.] ( C.1) An ecosystem includes all of the plant and animal populations and nonliving resources in a given area. Organisms interact with each other and with other components of an ecosystem. [To demonstrate proficiency in learning, students may: Create a model of ecosystems in two different locations, and compare and contrast the living and nonliving components.] (5.4.6.G.2)

22 Page 21 In completing the work in Lesson or Investigation 07 of Populations and Ecosystems, students are expected to develop understandings c22 Relate food webs to tropic levels. Various human activities have changed the capacity of the environment to support some life forms. [To demonstrate proficiency in learning, students may: Explain the impact of meeting human needs and wants on local and global environments.] (5.3.6.C.1) Biological communities in ecosystems are based on stable interrelationships and interdependence of organisms. [To demonstrate proficiency in learning, students may: Analyze the interrelationships and interdependencies among different organisms, and explain how these relationships contribute to the stability of the ecosystem.] ( C.1) An ecosystem includes all of the plant and animal populations and nonliving resources in a given area. Organisms interact with each other and with other components of an ecosystem. [To demonstrate proficiency in learning, students may: Create a model of ecosystems in two different locations, and compare and contrast the living and nonliving components.] (5.4.6.G.2) In completing the work in Lesson or Investigation 07 of Populations and Ecosystems, students are expected to develop understandings p18 Research the functional roles of organisms in an ecosystem. Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions. [To demonstrate proficiency in learning, students may: Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.] (5.1.8.A.1)

23 Page 22 Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. [To demonstrate proficiency in learning, students may: Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences.] (5.1.8.D.1) In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation, representation, visualization, etc.). [To demonstrate proficiency in learning, students may: Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model-building.] (5.1.8.D.2) In completing the work in Lesson or Investigation 07 of Populations and Ecosystems, students are expected to develop understandings p19 Use data to construct feeding relationships (food web). Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions. [To demonstrate proficiency in learning, students may: Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.] (5.1.8.A.1) Mathematics and technology are used to gather, analyze, and communicate results. [To demonstrate proficiency in learning, students may: Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies.] (5.1.8.B.2)

24 Page 23 In completing the work in Lesson or Investigation 07 of Populations and Ecosystems, students are expected to develop understandings p20 Infer how energy moves through an ecosystem. Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions. [To demonstrate proficiency in learning, students may: Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.] (5.1.8.A.1) Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. [To demonstrate proficiency in learning, students may: Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences.] (5.1.8.D.1) In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation, representation, visualization, etc.). [To demonstrate proficiency in learning, students may: Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model-building.] (5.1.8.D.2) In completing the work in Lesson or Investigation 08 of Populations and Ecosystems, students are expected to develop understandings c23 Describe and communicate the abiotic and biotic components and their interrelations in a specific area. Variations exist among organisms of the same generation (e.g., siblings) and of different generations (e.g., parent to offspring). [To demonstrate proficiency in learning, students may: Explain how knowledge of inherited variations within and between generations is applied to farming and animal breeding.] (5.3.6.D.2)

25 Page 24 The unique combination of genetic material from each parent in sexually reproducing organisms results in the potential for variation. [To demonstrate proficiency in learning, students may: Explain the source of variation among siblings.] (5.3.8.D.2) In completing the work in Lesson or Investigation 08 of Populations and Ecosystems, students are expected to develop understandings c24 Apply understanding of ecological concepts to a new system. Characteristics of organisms are influenced by heredity and/or their environment. [To demonstrate proficiency in learning, students may: Describe the environmental conditions or factors that may lead to a change in a cell s genetic information or to an organism s development, and how these changes are passed on.] (5.3.8.D.3) Individual organisms with certain traits are more likely than others to survive and have offspring in particular environments. The advantages or disadvantages of specific characteristics can change when the environment in which they exist changes. Extinction of a species occurs when the environment changes and the characteristics of a species are insufficient to allow survival. [To demonstrate proficiency in learning, students may: Organize and present evidence to show how the extinction of a species is related to an inability to adapt to changing environmental conditions using quantitative and qualitative data.] (5.3.8.E.1) In completing the work in Lesson or Investigation 08 of Populations and Ecosystems, students are expected to develop understandings c25 Describe the ways that ecosystems are the same and different. Changes in environmental conditions can affect the survival of individual organisms and entire species. [To demonstrate proficiency in learning, students may: Describe the impact on the survival of species during specific times in geologic history when environmental conditions changed.] (5.3.6.E.1)

26 Page 25 Individual organisms with certain traits are more likely than others to survive and have offspring in particular environments. The advantages or disadvantages of specific characteristics can change when the environment in which they exist changes. Extinction of a species occurs when the environment changes and the characteristics of a species are insufficient to allow survival. [To demonstrate proficiency in learning, students may: Organize and present evidence to show how the extinction of a species is related to an inability to adapt to changing environmental conditions using quantitative and qualitative data.] (5.3.8.E.1) In completing the work in Lesson or Investigation 08 of Populations and Ecosystems, students are expected to develop understandings p21 Calculate theoretical growth of a milkweed bug population with no limits. Evidence is generated and evaluated as part of building and refining models and explanations. [To demonstrate proficiency in learning, students may: Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations.] (5.1.8.B.1) Mathematics and technology are used to gather, analyze, and communicate results. [To demonstrate proficiency in learning, students may: Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies.] (5.1.8.B.2) Carefully collected evidence is used to construct and defend arguments. [To demonstrate proficiency in learning, students may: Use qualitative and quantitative evidence to develop evidence-based arguments.] (5.1.8.B.3) In completing the work in Lesson or Investigation 08 of Populations and Ecosystems, students are expected to develop understandings p22 Analyze results of experiments on abiotic factors and bug egg hatching.

27 Page 26 Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions. [To demonstrate proficiency in learning, students may: Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.] (5.1.8.A.1) Results of observation and measurement can be used to build conceptual-based models and to search for core explanations. [To demonstrate proficiency in learning, students may: Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories.] (5.1.8.A.2) In completing the work in Lesson or Investigation 08 of Populations and Ecosystems, students are expected to develop understandings p23 Relate abiotic and biotic factors to the growth or decline of populations. Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions. [To demonstrate proficiency in learning, students may: Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.] (5.1.8.A.1) Science involves practicing productive social interactions with peers, such as partner talk, whole-group discussions, and small-group work. [To demonstrate proficiency in learning, students may: Engage in multiple forms of discussion in order to process, make sense of, and learn from others ideas, observations, and experiences.] (5.1.8.D.1) In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation, representation, visualization, etc.). [To demonstrate proficiency in learning, students may: Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model-building.] (5.1.8.D.2)

28 Page 27 In completing the work in Lesson or Investigation 09 of Populations and Ecosystems, students are expected to develop understandings c26 Describe how a population can change over time in response to environmental factors. Traits such as eye color in human beings or fruit/flower color in plants are inherited. [To demonstrate proficiency in learning, students may: Distinguish between inherited and acquired traits/characteristics.] (5.3.6.D.3) Some organisms reproduce asexually. In these organisms, all genetic information comes from a single parent. Some organisms reproduce sexually, through which half of the genetic information comes from each parent. [To demonstrate proficiency in learning, students may: Defend the principle that, through reproduction, genetic traits are passed from one generation to the next, using evidence collected from observations of inherited traits.] (5.3.8.D.1) The unique combination of genetic material from each parent in sexually reproducing organisms results in the potential for variation. [To demonstrate proficiency in learning, students may: Explain the source of variation among siblings.] (5.3.8.D.2) In completing the work in Lesson or Investigation 09 of Populations and Ecosystems, students are expected to develop understandings c27 Use a simulation to determine the transfer of genetic information during breeding and the traits that result. Traits such as eye color in human beings or fruit/flower color in plants are inherited. [To demonstrate proficiency in learning, students may: Distinguish between inherited and acquired traits/characteristics.] (5.3.6.D.3) Some organisms reproduce asexually. In these organisms, all genetic information comes from a single parent. Some organisms reproduce sexually, through which half of the genetic information comes from each parent. [To demonstrate proficiency in learning, students may: Defend the principle that, through reproduction, genetic traits are passed from one generation to the next, using evidence collected from observations of inherited traits.] (5.3.8.D.1)

29 Page 28 The unique combination of genetic material from each parent in sexually reproducing organisms results in the potential for variation. [To demonstrate proficiency in learning, students may: Explain the source of variation among siblings.] (5.3.8.D.2) In completing the work in Lesson or Investigation 09 of Populations and Ecosystems, students are expected to develop understandings p24 Use a multimedia simulation to investigate the adaptive value of protective coloration. Evidence is generated and evaluated as part of building and refining models and explanations. [To demonstrate proficiency in learning, students may: Design investigations and use scientific instrumentation to collect, analyze, and evaluate evidence as part of building and revising models and explanations.] (5.1.8.B.1) Mathematics and technology are used to gather, analyze, and communicate results. [To demonstrate proficiency in learning, students may: Gather, evaluate, and represent evidence using scientific tools, technologies, and computational strategies.] (5.1.8.B.2) Carefully collected evidence is used to construct and defend arguments. [To demonstrate proficiency in learning, students may: Use qualitative and quantitative evidence to develop evidence-based arguments.] (5.1.8.B.3) In completing the work in Lesson or Investigation 09 of Populations and Ecosystems, students are expected to develop understandings p25 Explain how adaptations help organisms survive in a specific environment. Core scientific concepts and principles represent the conceptual basis for model-building and facilitate the generation of new and productive questions. [To demonstrate proficiency in learning, students may: Demonstrate understanding and use interrelationships among central scientific concepts to revise explanations and to consider alternative explanations.] (5.1.8.A.1)

30 Page 29 Results of observation and measurement can be used to build conceptual-based models and to search for core explanations. [To demonstrate proficiency in learning, students may: Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories.] (5.1.8.A.2) In completing the work in Lesson or Investigation 09 of Populations and Ecosystems, students are expected to develop understandings p26 Use Punnett squares to predict the proportion of offspring that will have certain traits. Results of observation and measurement can be used to build conceptual-based models and to search for core explanations. [To demonstrate proficiency in learning, students may: Use mathematical, physical, and computational tools to build conceptual-based models and to pose theories.] (5.1.8.A.2) In order to determine which arguments and explanations are most persuasive, communities of learners work collaboratively to pose, refine, and evaluate questions, investigations, models, and theories (e.g., argumentation, representation, visualization, etc.). [To demonstrate proficiency in learning, students may: Engage in productive scientific discussion practices during conversations with peers, both face-to-face and virtually, in the context of scientific investigations and model-building.] (5.1.8.D.2) Carefully collected evidence is used to construct and defend arguments. [To demonstrate proficiency in learning, students may: Use qualitative and quantitative evidence to develop evidence-based arguments.] (5.1.8.B.3)