SEPUP and the California NGSS
What can authentic three-dimensional curriculum look like?
Issues and Science, Revised:
Designed for the NGSS
Designed for the NGSS to support both students and teachers.
SEPUP, at the Lawrence Hall of Science, rises to meet the high
expectations of the NGSS by carefully connecting each element
below into its middle school program, Issues and Science, Revised.
This is not a textbook. This is not a kit. This is a thoughtfully
developed program where each component is a critical part
of the intentional whole.
Program Elements
Student Sensemaking Instruction is designed NGSS/3-D Learning In the context of the unit
to promote student sensemaking by: relating concepts issue, learning objectives are meaningfully connected
to students' current knowledge and experiences, to the standards. Unit materials show how the three
engaging students in each dimension of the NGSS, dimensions, PEs, and assessments are interwoven
allowing students to reflect on new knowledge, and and how each fits into the issue context.
using assessments to build understanding.
Page 40
Page 2
Unlike traditional programs Concrete Experiences Instructional design
that use add-ons to text-based curriculum, SEPUP's
programing is designed for all learners from the start. and unique equipment prioritize student ideas and
Additional supports further allow customization for learning through personal, concrete experiences
each unique classroom. related to the unit’s issue, phenomena, three-dimensions,
and PEs.
Page 10
Page 2
Literacy Rather than separate literacy tools and Complete Program Our program includes all
strategies, SEPUP embeds them into the science and the materials students need to authentically connect
engineering instruction for seamless support. This to, investigate, and understand each unit's real-world
integration creates science learning experiences issue, along with tools for teachers to guide, assess,
that also promote consistent language development. and personalize their robust NGSS instruction.
Page 11 Page 4
Issue Driven Each unit's overarching issue provides Assessment Analysis, quick checks, summative, and
a common entry point and anchoring storyline for formative assessments appear within the body of unit
students to ask questions, collect evidence, and lessons to maintain strong connections to the unit issue
construct explanations around relevant phenomena and investigative phenomena. Assessments help both
and related problems that connect to the real world. teachers and students evaluate their progress towards
understanding the unit's performance expectations.
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Page 12
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STUDENT SENSEMAKING & CONCRETE EXPERIENCES
In the SEPUP 6-8 NGSS program, Issues and Science, Revised sensemaking
is a dynamic process where students build or revise an explanation in
order to “figure something out”—to determine the mechanism underlying
a phenomenon in order to resolve a gap or inconsistency in their
understanding. As such, opportunities for sensemaking are consistently
present so that students may progress in their understanding of the three
dimensions and how those relate to the unit issue and phenomena.
At the beginning of each unit, embedded strategies encourage students
to make connections to their experiences and communities, as well as
share any background knowledge related to the phenomena under
investigation. These prior and alternate ideas surface during the initial
sharing and are later challenged with evidence as they revisit and revise
their understanding.
Whenever possible, students explore concepts by gathering data
through direct, first hand, experience. Rather than only reacting to a
video or following the steps of a computer simulation, SEPUP students
frequently manipulate scientific tools custom designed to investigate a
specific problem or engineer a solution. By conducting valid experiments,
challenging and assessing their own initial ideas, and applying their
understanding to real-world issues, students in the classroom become
scientists and engineers in their own right.
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WHAT MAKES IT A PROGRAM?
It all works together.
All of the SEPUP units contain components that combine to
make a system of learning. Lab equipment and materials are as
important as the well-written investigations and readings. Both
are needed to make the unit storyline come alive for students
and to fully support teachers implementing the CA NGSS.
ACCESS TO TEACHER’S ONLINE PORTAL
• A ssign homework and communicate with students
• N ote taking & highlighting for students
• Online Student and Teacher books
• LABsent sheets & videos for absent students
• Integrated, online assessment system
• Editable PowerPoints for each lesson
• Spanish text and student sheets
• Single Sign-On (SSO) available
PURCHASE OPTIONS:
Complete Equipment Package + Student Access
and/
or
Equipment + Teacher Resources Student Book and/or Online Student Portal
Organized materials for up to 5 classes of 32 students, mobile storage Hard bound, and/ Subscription to online
cart, subscription to online Teacher Portal for one teacher, which non-consumable or student portal: English
includes online access to resources listed above. student books and Spanish student
books, LABsent,
4 | LAB-AIDS | 800.381.8003 student sheets,
resource supplements.
PROGRAM COMPONENTS
Individual components combine to form
a complete learning system.
• Student book that seamlessly integrates
investigations, labs, and readings into the
context of the issue’s storyline
• Equipment to carry out each embedded
activity for 5 classes of 32 students (in
groups of four, pairs or individuals)
• Online student and teacher bookshelf portals
• Student Science Lab notebook
Materials needed for embedded labs and activities
are included in the Complete Equipment Package
CYCLING OF MATTER ACTIVITY 11
cdaurcbeorns,tnoitmroagkeent,haenirdopwhnosfpohoodr.oIunst,hwishwicahy,camnatthteernisbereucsyecdledbywpitrhoi-n ACTIVITY 11 CYCLING OF MATTER
tWehfIdenIemeirnetrtteschasitcolgothiaohmtiuinnyssetydpeyoasdowcftfcesoetosehcimrovnroaeiist.mtlt!vayatii1,phdn8ny3oeed1ocs8nbo4euac1oru8qesw5tlu,tdoioadlflnmteideoacxedtoecafbcomoaeomrisgrlnyapaeeskn-otuesisesosimwmteiildoosssnuwbaw.lmydooupuplolllldaedonskbpttesiloli.ekrEleeoudvowpeuknicattfehnoudodrautldtlothye,aencntoohnymteuhtpirnoig-s.-
PROCEDURE
GUWaInDheaIcNtoiGssytshQteeUmroE?lSeToIfOdeNcomposers in the cycling of matter in 3P.21.af.PautrsSulsOnptatbinocabAtieuerntctl:atgta.ibhIo,nnnuefagi1svtflohdu/es2ehinsinnotcnfgtuiuweognyplnaotnihnotuaeieftlrnt.schlTnegoleeafhitmlsms.eotanMaapsitn;laoiadontdkttsaeeahtcnresehuurdxwcrttthrteiheasetdecehc,tapobltathreymrtebyhfpoywoerupaoatrtulntaeebttrcdeoiincantdacgghnihseiteschdmrper.iniuiptdtsuodhobleutiehndto.eg1af8so6tnhfaetrhe
65.4..tFnhmPAooeualddsmytdoatnoihlwerseaeieanndtftigedhlrlttaeoeftinrollstape1eytparhecparepmreaofarupftdoenetevhrnte.eheeprSel,retteolhtoacneyatttaesshonirodesgti.elhlu.eAeflAvoadefrdridlldfotoiealnfjtrueletapsrhydtaepeaperaypnep.oeroe.rfurfyogiorhnautwtrehasdeotedfilurissntcaon.meclpo.Ylveeo,ru
MATERIALS Nematode Extractor
of four students
For each group sample
1 soil
1 stand P7.adrLeticsBtoem:nIpanonvsdeitsiootbnisgeoarvtveienratgsimdyoee.ucrotmeapchoesritsieotns up the device for following
1 funnel
1 perforated disc
1 clamp of tubing
piece of rectangular
1 piece filter paper P9a8. r.g5CtreAomasCustraLe:pabf)Sulcoioellsflafhayfsworsar,cueamdhmrt.eiiesornctvhiugneostfsdtoohwfretohhrncaelketapemymeeotppauriitnteoodgxdiprtsereehaslc.ectSaktshooeafhrayeaosptmuphreiasnflilsnoaadvmmienropgutlsein.m1it8ne7(,lyaeonsusdrthan
1 large
1 petri dish
1 cup of water
markers
pair of students
For each 1 microscope
1 microscope slide
1 coverslip 10. odtYnhrooteoupwpamaemtrieg,rihac.tnrTobdrseycthoatoebpnleseusstqcloikudseeuee.pezesoonameceooufspmthleaelolt,hfwrdehraoidtpe-sltihkfreroemoabdjt-ehlicektesdironobtpjoepctehtrsein
1 dropper
SAFETY NOTE your hands when you finish the investigation.
Wash or sanitize 11. Carefully touch
mixture. Slowly
one edge coof vtehreslcipovteorsdlirpo,paitnatno angle, to the
allow the place.
183 NNNGGGCLLSCS22EABM413 ECOLOGY 53
184
185
186 NGSPPI3
187 NGSPPI3
54 ECOLOGY
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ONLINE COMPONENTS
Added as appropriate to enhance student learning, technology in the SEPUP program
never replaces what is more effectively taught through concrete student experiences.
STUDENT PORTALS
Our online student portal allows access to the
entire curriculum and includes:
ONLINE SIMULATIONS
• simulations enhance a concrete
classroom experience
• simulations are used as models when a
first-hand experience is not possible
LABSENT VIDEOS AND ACTIVITIES
Name ________________________V_o__lc__a_n_i_c__L__a_n_d__f_o_r_m_ s Date_______________
KG1Mie2n._e_y._vo_t_S___tW_ed_3_D_ic_P_s1_en_._2oi_t_to_l.r_eh_igR_.rs__go_n_dr__yR_e_cSacW_ot_s__oia_a_teet_u:_s_e_udna_ad_at_g___str_dMv_ua_ht_bc__th_o_ugr_h_e“e_a_1e_l_esr_Pd_c_g_:eute_:_i_h_3aa:_me_sn__m_rne_1e__t_t_oa_ir_.d__Loc_Ao_r____d_tAd_d_e_:Ro__e_u_ri__B_l_esu_Eec_s__a_c_spxt__r__gi-eo__tup_o___inrr_s_pl_on_ed__tai__t_nem__i_iva_y_n_so___wnip_o_._nd___adl_u_i_e_i_n_to_fr_Co_h__di_f__oe__h__(t_L_pdb_h_fa____ores_e_l_r_e_el_su_e_e_d_fsr__np__onv_i___dGrc_lga__el_t_teoah_si_n_sweoe_t_as_norn_iy_te_tnsu_Aa:__gMr_it_hca_ni_os_ttla_ti_ttn_gppvOa_h_s_mstri_e_beto:_oy_/m_sadc_/f_e”v_ea3_e_rrist_7ov_enma_s_,afi_te_nt:_el“_sta_igo_hV.t_bA_y._eo_lEc_Ile_l–o_nlPr_c_ump_vr_att_opr_ohon_/o_ct_i1li_iesv_cec_o5_xadi_a_n2Ld_anu_c_s3em_air_t_c0dine__vi_2.d_en_Si_1fr_te_tyou_6_e_,arp_0p_m_syt_)s_pi_.o_os_e1_u,_nW_c”-__s8tw__asi__an_iit_ornlc__lye_fh__you_tt__Pohhus___eueera___rr_Sans__tSa_ta_p_Aum_tt_huu_d__oyedr_e_a_.fsen__li_tnt_cEh_w_tBa_e_x_Bl_oo_p_vm_roo_li_la_dodk_o_i_ek.._nd__o._.e___lo___tn_o__l__y_, FOR REMOTE OR ABSENT STUDENTS
Trial 2
© 2014 The Regents of the University of California All activities have a modified version for a
Type of Trial 1 student away from the classroom. Students
are given the tools they need to collect and
Eruption analyze the data so that they may return to
their group caught up and ready to move on.
Less gassy
“magma”
Absent Work
IAES Plate Tectonics: Activity 37
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TEACHER PORTALS
Our online teacher portal allows access to the entire curriculum and includes:
EDITABLE POWERPOINTS
Every activity is supported by a PowerPoint
that encourages a student-driven classroom.
Fully editable, the slides can be customized as
needed to best support the unique needs of
individual classrooms.
SPANISH STUDENT BOOKS AND SHEETS
Accessible on both the student and teacher
portals, Spanish student books and student
sheets are available for grades 6-8.
PROFESSIONAL DEVELOPMENT VIDEOS
A variety of resources ready when you are. These
videos can help with topics ranging from lesson
planning and lab setup to delving deeper into
pedagogy and best practices.
INTEGRATED ASSESSMENT & HOMEWORK
Create and customize assessments, item banks, and homework to print or assign online.
Scoring and feedback can also be done within the Portal system.
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IMPLEMENTING SEPUP
The SEPUP program, coupled with the California NGSS, has the ability to transform how
our students learn science — but that transformation will not happen overnight. Where
is the best place to start? How do we ensure that our teachers will be supported?
We consistently see that schools who thoughtfully incorporate Professional
Development into their adoption plan are able to significantly accelerate the
implementation process.
Suggested PD Plan for Implementation
PD needs vary greatly so we tailor sessions to best meet each school’s needs
(over 2–4 sessions)
YEAR ONE
• S hift from teacher to student driven classroom
• Using overarching issues as content context
• F ocus on engaging students in the Practices
• Notebooking & Student Ownership
• U sing a spiraling curriculum
• E xplore criteria setting with Evidence and Trade-Offs assessment variable
YEAR TWO (over 2–3 sessions)
• D eeper focus on assessment and student work
• More robust use of differentiation and literacy supports
• Making Crosscutting Concepts explicit
• A ddressing misconceptions
• Group Interaction and Communication assessments
• Guided dialog across grade level
Transition to Internal PD Support
• Select internal leadership
• Area based cohorts for collaboration
• SEPUP Summer Academy
• Train the Trainer
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Implementation Pathway Model*:
1 2 3 4
Initial D eepening Planning Full alignment
Exposure of instruction
to NGSS understanding instruction
of NGSS to NGSS
around NGSS
Awareness Transition Implementation
Suggested Implementation Model Using SEPUP:
Purchase Issues and Science for Deeper Internally
California as an exemplary model transition to fine tune and
the CA NGSS
& tools to learn NGSS as staff are customize
curricula to meet
Professional Development ready
to support deepened unique student
and district
understanding of CA NGSS needs.
PURCHASE OPTIONS:
Complete Equipment Package + Student Access
and/
or
Equipment + Teacher Resources Student Book and/or Online Student Portal
Organized materials for up to 5 classes of 32 students, mobile storage Hard bound, and/ Subscription to online
cart, subscription to online Teacher Portal for one teacher, which non-consumable or student portal: English
includes online access to resources listed above. student books and Spanish student
books and student
sheets, LABsent,
resource supplements.
* J. Spiegel and K. Bess, Y. Shimojyo, A. Quan. 2014.
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EQUITABLE ACCESS FOR ALL STUDENTS
Issues and Science, Revised is designed to be inherently accessible to
all students by using unit issues as common entry points, prioritizing
concrete experiences over the abstract, and centering activities around
group work. That said, we recognize that teachers need additional
supports even beyond excellent program design as they work to equitably
include each student. To that end, the tools embedded into the SEPUP
curriculum reflect a central mission to provide materials that facilitate
culturally responsive learning experiences that diverse learners find
meaningful and relevant to their lives.
DIFFERENTIATED INSTRUCTION
In Issues and Science, Revised classroom supports
for differentiated instruction are embedded in
each activity so that students are barely aware
that there is any “additional” instruction. For
teachers, comprehensive teacher guidance is
provided in the teacher materials on how and
when to implement each suggested strategy.
Instructional materials are intentionally flexible for teachers and contain
suggestions for conducting the activities with more or less support for
students as they move toward more self-directed learning. For example,
the Teacher Edition may provide a sample lab procedure that can be
distributed to students who are not yet prepared to design their own
scientific investigation. For those students who are ready to be more
independent, suggestions are also given to help reduce teacher guidance.
Each activity has specific, research-based suggestions for differentiating
instruction for three types of learners: English learners, academically
gifted, and students with learning disabilities. These instructional supports
are embedded directly into the activity and may take on different forms
depending on the goals of the activity. SEPUP’s field-test classrooms have
demonstrated that these embedded instructional approaches in Issues and
Science, Revised helps diverse populations of students succeed.
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LITERACY
Teaching Issues and Science, Revised provides
consistent opportunities for students to
improve English language skills and science
literacy. For example, students are expected
to read informational text and procedures,
write clearly in student notebook entries, and
use oral language skills during discussions. To
support reading, writing and oral discourse, SEPUP embeds strategies
throughout the units. These help students process new content,
develop analytical skills, connect concepts, become more proficient
readers, and express their
knowledge. Students are Name
able to further build their
knowledge and appreciation Possible Explanations: A Day On Date
of science and engineering
while simultaneously Earth
improving their reading and
communication skills. Idea Diagram ObFsoerrvIdaetiaons AOgbasienrsvtaItdioeans
dtnffoEaraiogyari.htmrtthtdhetaurhmnreaidnowSgvcuaeltonyshseaetr Day
Sun Earth
Night
Sun Earth
Day
nmtsTihhgaheahkedSte.Muos nwiotaocdnnoad’vrsekras t Sun Earth Moon
Night
Talking Drawings help students aacdExroaioasmyru.tptnholdetstaopeknlieynistsone Sun Moon Earth
construct diagrams to visually 1 day Sun
communicate their ideas about Earth
a concept. Used before and
after activities, the drawings EcoToanhrmeethldSe.atueynlyttoaakrgoeous nd Sun
can be adjusted to show new Earth
understanding. ©2015 The Regents of the University of California
Issues and Earth Science • Student Sheet 73.3
F-37
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ASSESSMENT SYSTEM
The SEPUP Assessment System is based on the idea that students benefit from
regular opportunities to demonstrate learning through performance in the context
of their work at hand:
• a group redesigning a structure to prevent erosion may also be evaluated on their
understanding of engineering design.
• f eedback can be provided to strengthen a student’s argument as she considers
additional evidence about fossilized footprints and explains the patterns.
Each unit includes a variety of assessments embedded within the instruction to
provide consistent, actionable information to the teacher and students with minimal
impact on instructional time.
VARIABLES (concepts and practices) ASSESSMENT SCORING GUIDES
TASKS
Analyzing and Interpreting Data (rubrics) describing
Communicating Concepts and Ideas for each variable 5 competency levels
Constructing Explanations for each variable
Developing and Using Models
Engaging in Argument from Evidence
Engineering Design Solutions
Evidence and Trade-offs
Organizing Data for Analysis
Planning and Carrying Out Investigations
BLUEPRINTS/OVERVIEWS ASSISTANCE FOR TEACHERS MODERATION
showing where collaboration with other
EXEMPLARS
assessment tasks are found of student work for teachers for setting
throughout a unit each Scoring Guide criteria in scoring
ITEM BANKS FORMATIVE QUICK CHECKS
for tests and quizzes for informal assessment
At the core of the SEPUP assessment system are nine variables, identified in
the diagram above. Assessment items and tasks are used to gather evidence of
students’ learning within each variable, while Scoring Guides and Exemplars are
provided for interpreting their responses.
These nine variables are used throughout Issues and Science, Revised so that
students may demonstrate a deeper understanding and level of sophistication, not
only as one unit progresses, but as they move from unit to unit across grade levels.
These assessment tasks, partnered with quick checks, 3-D formative assessment
opportunities, and unit tools such as unit overviews, assessment blueprints,
learning pathways, and item banks, form the SEPUP assessment system.
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NGSS Learning Pathways (sepuplhs.org/pathways2) visualize the three dimensional
path students take in Issues and Science, Revised as they work up towards a
Performance Expectation (PE). Summative assessments are embedded when
students reach the PE, as well as formative asseBsUsImLDIeNGnStIsTEaPnLAdN qACuTiIcVIkTYc1h6 ecks along
the way so students and teachers may evaluate their progress at multiple places
throughout.
ateSesnhakvoceiwrhdonentrohmsedkerneneosti.ippcsTwsgtorrTuhiimntmnhdiwhscemeaaeainhprsuctilantlsseneyitvetsiccailarwttteaseoyrotsavetepdtseseetreoscholsixe-nhefivsg4piogdanPPeeeeoeraoscsorxllfcmtttooehpeu.gredmemidrtcuohcearpcuopenondllmcaeSntefttrrioeenrEstrpneayxmtat,5spiunrowpeaesgcnriotnheiaaptngsoitalsirrssetoeoihsennseesmvgsmMesCiaediOexntSdnMeied-gtoEdsmSmnaSfcotSiftponhiro3rnileit-marnigh3rrgie:ezaAtGiwuabnhpnicuglehpiiihttalde.iyheTehrass.ueuhcTstmmeiosehspneaetalntusatinfansdiscsmikemneptnsatchttaavosekn been
the
so
This particulaimr paascsteosnstmheeennvtircoonmmeenst, aastwtehlleaseonndthoefiraenugninietewrinhgedreesigsnt.uYdouents have been
immersed in mthaiysatlsoopwiacnat tnodusuestehesEtNhGeSCcoorimngmGuuindiecaastainQguiCckoCnhceecpkttso aasnsedssIdeas variable
and scoring gstuuiddeent. designs. The task does not prompt a Level-4 response, but you
may want to use it with students to achieve a Level-3.
PROCEDURE STEP 5 LEVEL4 STUDENT RESPONSE
Boomtown Middle School
solar
panels
BOOMTOWN MIDDLE
covered parking
walkway garage
erosion erosion measurement stick
measurement stick
main building garage
soccer/football field stairs
porous patio
vegetation stone wall skate park
terraces erosion
plants measurement stick
We made four preliminary designs and picked the best parts of each one and
LabAids SEPUP IAPS Interactions 3e
combined them for theFifgiunrea: Ilntdereascit3genT.E S16i_n3ce building often causes faster erosion,
nutrient runoff, displaMceyrdiadsPerdo Rimege9n.5/t11deposits, and reduced water quality, we
mitigated the human impact with the following design elements:
• A three-story building instead of one-story to reduce the hard surface area on
the ground
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INTERACTIONS 251
Unit Issue
Provides context for relevant and connected anchoring and investigative phenomena within the unit.
How and why do organisms interact with their environment and what are the
effects of these interactions? What if the organisms aren’t native to the area?
Unit Phenomena
What can we observe in science that makes us wonder?
Introduced species are changing their environments,
can cause problems for people, and affect biodiversity.
When people bring new organisms into an ecosystem,
there can be effects for people and the environment.
There are different organisms and different numbers of organisms in different places.
Different species tend to be found together and are
linked through feeding and energy relationships.
Physical and biological factors can disrupt an ecosystem to a small or large degree.
Activities
Students use SEPs, DCI, and CCC to explain, justify, and argue a point of view about the issue.
species research local data transects
black-worm habitats owl pellets and food webs
matter cycles - local nematodes population growth
modeling a new species abiotic impacts in ecosystems
evaluating & presenting solutions
Ecology, Issues and Science California
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ISSUES AND SCIENCE Grade 7
FOR CALIFORNIA
THIRD EDITION
REDESIGNED FOR THE NGSS
THE LAWRENCE HALL OF SCIENCE
UNIVERSITY OF CALIFORNIA, BERKELEY
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Contents
Ecology
1 talking it over A-3 12 l a b o r ato ry
The Miracle Fish? A-9 Population Growth A-65
A-15
2 project A-21 13 i n v e s t i g at i o n
Introduced Species A-25 Interactions in Ecosystems A-69
A-31
3 investigation A-37 14 l a b o r ato ry A-73
Data Transects Cycling of Matter
A-43
4 field study A-49 15 m ode li ng
Taking a Look Outside A-55 Modeling the Introduction
of a New Species A-79
5 laboratory A-61
A Suitable Habitat 16 i n v e s t i g at i o n
Abiotic Impacts
6 investigation on Ecosystems A-83
Ups and Downs
17 i n v e s t i g at i o n
7 laboratory Effects of an
Coughing Up Clues Introduced Species A-87
8 reading 18 ta l k i n g i t o v e r
Eating for Matter Too Many Mussels A-91
and Energy
19 projec t
9 laboratory Presenting the Facts A-97
Cellular Respiration
Unit Summary A-101
10 m ode li ng
Energy and Matter in Food
11 l a b o r ato ry
A Producer’s Source
of Energy
The following pages consist of one sample activity from the 7th Grade Student Book for California.
xi
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16 Abiotic Impacts on Ecosystems
i n v e s t i g at i o n
Ecosystems are always changing. For example, the type and num-
ber of organisms may change or the amount of available water may
change. Sometimes an ecosystem changes back and forth within a
small range. Such an ecosystem is considered stable. At other times,
biotic or abiotic factors undergo major changes, or disruptions, and
the ecosystem is no longer stable.211212
GUIDING QUESTION A landslide is one type of
abiotic disruption.
How can abiotic disruptions, such as fire, affect the flow of
energy and cycling of matter in an ecosystem?
MATERIALS
For each group of four students
1 set of 6 Forest Change cards
1 set of 6 Forest Change Caption cards
For each student
1 Student Sheet 16.1, “Energy Changes in a
Forest Ecosystem”
PROCEDURE
1. Carefully examine the six Forest
Change cards. With your group, use
words to identify or describe the plants
and animals on the cards.
2. The Forest Change cards show
changes in a forest ecosystem. Discuss
how the drawings are similar to and
different from a real forest ecosystem.
3. Which card shows a forest ecosystem
that has existed for a long time? Place
it as the first card in your timeline.
211 NGLS2C1
212 NGCCSC1
LAB-AIDS.COM/CALIEFCOORLONGIYA A|-8137
ECOLOGY ACTIVAICTTYIV14ITY 16 ABIOTIC IMPACTS ON ECOSYSTEMS
4. Determine what happened in this forest over time. Place the
remaining five cards in the order you think they happened, from
oldest to most recent. Record your sequence on Student Sheet
16.1, “Energy Changes in a Forest Ecosystem.” 213214215216
5. Use the information on each card to complete an energy
pyramid on Student Sheet 16.1 for the ecosystem at the time
shown on the card.
• Be sure to draw in the original source of energy for each
pyramid.
• If there are levels of a pyramid that did not contain living
organisms at that time, write “none.”
6. Your teacher will hand out a series of six Forest Change Caption
cards. Read each caption carefully, and match it to the appro-
priate event on Student Sheet 16.1.
7. Read the paragraph below about the role of fire in an ecosystem.
Fire in Ecosystems
While fires can be very destructive when they occur where people live,
fires caused by lightning regularly occur in some ecosystems, including
prairies and forests. By burning dry plant material, fire acts as a decom-
poser. The energy in the fire converts the large molecules stored in plants
to small molecules that return to the soil or air. In some areas with poor
soil, fire actually increases the productivity of the soil by returning sub-
stances to the soil that organisms need to grow and reproduce. Because
fires are so common in some ecosystems, some plants and animals have
adaptations that allow them to succeed in an area that has recently
had a fire. These are called fire-adapted species. Some trees have very
thick bark to insulate against fire and lose their lower branches as they
grow. Some plants have their growing point underground so that if a fire
destroys the parts of the plant above ground, it can still survive. Some
plants have seeds that will only start growing after a fire.
213 NGLS2C1
214 NGCCSC1
215 NGLS2B1
216 NGCCEM3
18 | LAB-AIDAS-8|4 8E0CO0L.3O8G1Y.8003
ABIOTIC IMPACTS ON ECOSYSTEMS ACTIVITY 16
ACTIVITY 14 ECOLOGY
ANALYSIS
1. Explain how fire helps matter cycle through the biotic and abiotic
parts of an ecosystem.
2. Compare and contrast how the cycling of matter and the flow of
energy within an ecosystem change when there is
a. an abrupt ecosystem change, like a fire.
b. an ecosystem change that occurs over time, like a drought.
3. Explain why owls take longer to return to a forest ecosystem after
a fire than do plants or voles. 217218219220221
4. Should fires caused by lightning in forests or prairies be put out or
left to burn? Explain your thinking.
5. What are some types of human-caused disruptions in the ecosys-
tems around you?222223
217 NGSPCE2
218 NGCCEM3
219 ELWH681
220 SEASEX1
221 NGLS2B1
222 NGLS4D1
223 NGES4C1
LAB-AIDS.COM/CALIFOECRONLOIAGY| A1-985
QUICK FIND GUIDE | CALIFORNIA
Student Book (SB) Teacher Edition (TE) Teacher Resources (TR)
In addition to online and equipment samples, our three print resources should be
used during an adoption review. The previous pages consist of a sample lesson
from the Student Book, while the following pages highlight selections from the 7th
Grade Teacher Edition and Teacher Resources.
Please contact us for complete review materials where you can find the following:
RESOURCE LOCATION
Diverse Learning Strategies Teacher Resources, Differentiation
Assessment Teacher Resources, Assessment
Science Literacy Teacher Resources, Literacy
Claims Evidence and Reasoning Teacher Resources, Assessment
Unit/Lesson Phenomena Teacher Edition, NGSS & Common Core
CA Middle School Standards Alignment Teacher Edition
Unit Overview (general & NGSS) Teacher Edition, NGSS & Common Core
Storyline and Phenomena Teacher Edition, NGSS & Common Core
Included Equipment List Teacher Edition, NGSS & Common Core
Teacher Portal Access Teacher Edition, front pocket
Absent Students LABsent, online Portal
Teacher Resources (PPTs, Spanish edition, etc) online Portal
Spanish Student Book online Portal
20 | LAB-AIDS | 800.381.8003
ISSUES AND SCIENCE Grade 7
FOR CALIFORNIA
TEACHER EDITION
THIRD EDITION
REDESIGNED FOR THE NGSS
THE LAWRENCE HALL OF SCIENCE
UNIVERSITY OF CALIFORNIA, BERKELEY
LAB-AIDS.COM/CALIFORNIA | 21
Contents
Ecology TEACHER EDITION
1 talking it over 11 l a b o r ato ry
The Miracle Fish? A Producer’s Source
A-3 of Energy A-153
2 project A-19
Introduced Species A-37 12 l a b o r ato ry A-169
A-49 Population Growth
3 investigation A-59
Data Transects A-73 13 i n v e s t i g at i o n
A-89 Interactions in Ecosystems A-181
4 field study
Taking a Look Outside A-103 14 l a b o r ato ry A-205
A-115 Cycling of Matter
5 laboratory
A Suitable Habitat A-135 15 m ode li ng
Modeling the Introduction
6 investigation of a New Species A-215
Ups and Downs
16 i n v e s t i g at i o n
7 laboratory Abiotic Impacts
Coughing Up Clues on Ecosystems A-222
8 reading 17 i n v e s t i g at i o n
Eating for Matter Effects of an
and Energy Introduced Species A-233
9 laboratory 18 ta l k i n g i t o v e r A-243
Cellular Respiration Too Many Mussels
10 m ode li ng 19 projec t A-259
Energy and Matter Presenting the Facts
in Food
The following pages consist of one sample activity from the 7th Grade Teacher Edition for California.
22 | LAB-AIDS | 800.381.8003 xi
16 Abiotic Impacts on Ecosystems
i n v e s t i g at i o n
1–2 class sessions
ACTIVITY OVERVIEW
NGSS CONNECTIONS
Students explore how abiotic changes in the environment can impact ecosystems.
They explain how these abiotic disruptions affect the flow of energy and cycling
of matter in ecosystems. These disruptions can lead to cycles of stability and
change over time and at different scales. Students are assessed on their abilities to
construct an explanation for why a top predator is the last organism to arrive in a
disrupted ecosystem.
NGSS CORRELATIONS
Performance Expectation
Working towards MS-LS2-4: Construct an argument supported by evidence that
changes to physical or biological components of an ecosystem affect populations.
Disciplinary Core Ideas
MS-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.
Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic
ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often
used as a measure of its health.
MS-LS2.B Cycle of Matter and Energy Transfer in Ecosystems: Food webs are mod-
els 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 recycled repeatedly between the living
and nonliving parts of the ecosystem.
LAB-AIDS.COME/CCOALOLIGFYOAR-N22IA3 | 23
ACTIVITY 16 ABIOTIC IMPACTS ON ECOSYSTEMS
ECOLOGY ACTIVITY 16
Science and Engineering Practices
Constructing Explanations: Construct an explanation that includes qualitative or
quantitative relationships between variables that predict phenomena.
Crosscutting Concepts
Stability and Change: Small changes in one part of a system might cause large
changes in another part.
Energy and Matter: The transfer of energy can be tracked as energy flows through a
natural system.
Common Core State Standards—ELA/Literacy
WHST.6-8.1: Write arguments to support claims with clear reasons and relevant
evidence.
WHAT STUDENTS DO
Students investigate a model of large-scale ecosystem disruption by ordering
cards showing the effects of a large forest fire. They describe what is happening
to the flow of energy by filling in energy pyramids for each stage of succession.
When investigating the forest ecosystem, they match captions describing changes
in energy and matter at each stage of the changes in the ecosystem.
MATERIALS AND ADVANCE PREPARATION
■ For the teacher
1 Scoring Guide: constructing explanations (exp)
■ For each group of four students
1 set of 6 Forest Change cards
1 set of 6 Forest Change Caption cards
■ For each student
1 Student Sheet 16.1, “Energy Changes in a Forest Ecosystem”
1 Scoring Guide: constructing explanations (exp) (optional)
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ABIOTIC IMPACTS ON ECOSYSTEMS ACTIVITY 16
ACTIVITY 16 ECOLOGY
TEACHING SUMMARY
GET STARTED
1. Students are reminded that ecosystems are always changing and begin think-
ing about abiotic disruptions to ecosystems.
a. Select a student to read the introduction aloud to the class.
b. Explain that in this investigation, students will explore abiotic disrup-
tions to an ecosystem. Ask students, “What are some types of abiotic
disruptions?”
DO THE ACTIVITY
2. Students explore the effect of one type of abiotic disruption—fire.
a. Explain to students that they will explore the effects of fire on a forest
inhabited by owls.
b. Distribute one set of Forest Change cards to each group and have them
order the cards to show the natural succession of the forest.
c. Introduce energy pyramid diagrams.
d. Distribute Student Sheet 16.1, “Energy Changes in a Forest Ecosystem,”
and instruct students to complete an energy pyramid for each card.
e. Distribute the Forest Change Caption cards to each group, and have them
match the captions to the events on the Forest Change cards.
3. Students read the paragraph in the Student Book about the role of fire in
ecosystems.
Instruct students to read to themselves the paragraph in their Student Book
about the role of fire in ecosystems and then discuss with their partners.
BUILD UNDERSTANDING
4. Students consider the role of abiotic disruptions in ecosystems.
a. Direct students to Analysis item 1 about the role of fire in ecosystems, and
instruct them to discuss the item with others in their groups.
b. Direct students to Analysis item 2 about the role of time in ecosystem
disruptions. “Does it matter if the disruption happens suddenly or
gradually?”
LAB-AIDESC.COLOOMGY/CAA-2L2I5FORNIA | 25
ACTIVITY 16 ABIOTIC IMPACTS ON ECOSYSTEMS
ECOLOGY ACTIVITY 16
c. (exp assessment) Direct students to Analysis item 3 and let them know
they will be assessed on their responses to this item. Explain the criteria
for their responses.
d. Direct students to Analysis items 4 and 5, and explain how you would like
them to respond.
TEACHING STEPS
GET STARTED
1. Students are reminded that ecosystems are always changing and think about
abiotic disruptions to ecosystems.7475
a. Select a student to read the introduction aloud to the class.
b. Explain that in this investigation, students will explore abiotic disrup-
tions to an ecosystem. Ask students, “What are some types of abiotic
disruptions?”
Encourage students to think of as many types as possible.You may need
to remind students that abiotic disruptions are those caused by nonliv-
ing factors. Some examples include earthquakes, tornadoes, mudslides,
floods, hurricanes, droughts, and fires.
DO THE ACTIVITY
2. Students explore the effect of one type of abiotic disruption—fire.7677
a. Explain to students that they will explore the effects of fire on a forest
inhabited by owls.
By knowing that owls inhabit this forest, students can make a connection
to the food webs constructed for the owl’s ecosystem.
b. Distribute one set of Forest Change cards to each group and have them
order the cards to show the natural succession of the forest.
Give students several minutes to order the cards and to write their rea-
soning on a piece of paper. Consider having half the groups move simul-
taneously to another table to read another group’s reasoning and to share
their own.You might have them visit a second group. Instruct wandering
groups to return to their own tables and revise their ordering if they
learned anything from the other group’s explanation.
74 NGLS2C1
75 NGCCSC1
76 NGLS2C1
77 NGCCSC1
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ABIOTIC IMPACTS ON ECOSYSTEMS ACTIVITY 16
ACTIVITY 16 ECOLOGY
The correct order is E, C, F, A, D, B. The term succession will be new to
them, so explain that it means how the ecosystem changes in a predictable
way over time. Encourage students to consider how the drawings are
similar to and different from a real forest.
c. Introduce energy pyramid diagrams.7879
An energy pyramid is a simple model of energy flow within a food web. It
shows the reduction of energy available to organisms from one level to the
next. Here is an example:
d. Distribute Student Sheet 16.1, “Energy Changes in a Forest Ecosystem,”
and instrucLtabsAtuiddseSnEPtsUPtoIAcPoSmEcpoloegtey 3aen energy pyramid for each card.
Figure: Eco3e TE13_1
EncourageMsytruiaddePnrotsRetog 9n.5o/t1i1ce that the ecosystem is changing as a result of
the disruption (fire).
e. Distribute the Forest Change Caption cards to each group and have them
match the captions to the events on the Forest Change cards.
Circulate throughout the room to answer any groups’ questions about the
caption cards.
3. Students read the paragraph in the Student Book about the role of fire in
ecosystems.
Instruct students to read to themselves the paragraph in their Student Book
about the role of fire in ecosystems and then discuss with their partners.
78 NGLS2B1
79 NGCCEM3
LAB-AIDESC.OCLOOGMY/AC-A22L7IFORNIA | 27
ACTIVITY 16 ABIOTIC IMPACTS ON ECOSYSTEMS
ECOLOGY ACTIVITY 16
BUILD UNDERSTANDING
4. Students consider the role of abiotic disruptions in ecosystems.
a. Direct students to Analysis item 1 about the role of fire in ecosystems, and
instruct them to discuss the item with others in their groups.
Circulate throughout the room to listen as groups have their discussions.
Select one group to share their response, and ask if any groups want to
respond or elaborate on the first group’s response.
b. Direct students to Analysis item 2 about the role of time in ecosystem
disruptions. Ask, “Does it matter if the disruption happens suddenly or
gradually?”
Give students time to respond individually in their science notebooks
before asking students to share their responses. Encourage students to
build off the responses of other students, which will help them develop
their listening skills.
c. (exp assessment) Direct students to Analysis item 3 and let them know
they will be assessed on their responses to this item. Explain the criteria
for their responses.8081828384
Determine how you would like students to respond (e.g., in their science
notebooks, on a separate sheet of paper that you will collect, or through
an electronic submission).
d. Direct students to Analysis items 4 and 5 and explain how you would like
them to respond.
These items encourage students to think about human actions and their
roles in causing ecosystem disruptions.
SAMPLE RESPONSES TO ANALYSIS
1. Explain how fire helps matter cycle through the biotic and abiotic parts of an
ecosystem.
Fire is important for mature forests, which often have depleted soil, and in dry ecosys-
tems, where decomposition is very slow. Fire breaks down organic matter and returns
it in molecular form to the abiotic environment. Producers can then use the returned
carbon dioxide, water, and other molecules to make their own food.
80 NGSPCE2
81 NGCCEM3
82 ELWH681
83 SEASEX1
84 NGLS2B1
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ABIOTIC IMPACTS ON ECOSYSTEMS ACTIVITY 16
ACTIVITY 16 ECOLOGY
2. Compare and contrast how the cycling of matter and the flow of energy within
an ecosystem change when there is
a. an abrupt ecosystem change, like a fire.
The flow of energy within the ecosystem after an abrupt change is greatly
reduced as higher levels of the energy pyramid disappear from the ecosystem.
The sun continues to provide energy to new plant life, but little of that energy is
harnessed until young plants mature.
b. an ecosystem change that occurs over time, like a drought.
The plant life that is the foundation of the energy pyramid can slowly disappear
after a gradual change like a drought.The sun’s energy is no longer captured
and transferred into the biotic part of the ecosystem. Over time, higher levels
of the energy pyramid disappear from the ecosystem.
3. (exp assessment) Explain why owls take longer to return to a forest
ecosystem after a fire than do plants or voles.8586878889
Animals, like owls, that eat other animals need the matter and energy
provided by other consumers. Producers and plant-eating animals must be
established within the ecosystem before this can occur. After a disruption, it
takes time for producers, such as plants and grasses, to reestablish themselves
and grow. Only then can there be enough food to provide matter and energy
for populations of plant-eating animals to reestablish themselves.
4. Should fires caused by lightning in forests or prairies be put out or left to
burn? Explain your thinking.
Student responses may vary. Two sample responses are shown here:
Fires should be put out because fires can be dangerous to people and buildings in the
area. Animals and trees may die.The ecosystem can change gradually over time
without fire.
Fires should be allowed to happen in ecosystems where there aren’t many decomposers.
Fire may be the only way for the matter in the ecosystem to become available to new
organisms.
5. What are some types of human-caused disruptions in the ecosystems
around you?9091
Student responses may vary based on where students live. Students in urban
areas will probably recognize that building houses and commercial buildings is
disruptive to the ecosystems that were in place.
85 NGLS2B1
86 NGCCEM3
87 NGSPEC2
88 SEASEX1
89 ELWH681
90 NGLS4D1
91 NGES3C1
LAB-AIDESC.OCLOOGMY/AC-A22L9IFORNIA | 29
ACTIVITY 16 ABIOTIC IMPACTS ON ECOSYSTEMS
ECOLOGY ACTIVITY 16
REVISIT THE GUIDING QUESTION
How can abiotic disruptions, such as fire, affect the flow of energy and cycling of
matter in an ecosystem?
Abiotic disruptions can completely eliminate both the flow of energy (among the
biotic components of the environment) and the cycling of matter (between the
biotic and abiotic components of the environment) suddenly or gradually, depend-
ing on the nature of the disruption. Sometimes abiotic disruptions, like fire, return
matter to the abiotic components of the ecosystem, in essence, functioning like
decomposers.
ACTIVITY RESOURCES
KEY VOCABULARY
disruption
energy pyramid
stable
BACKGROUND INFORMATION
SUCCESSION
Disturbances happen to all ecosystems. Sometimes these disturbances are small
and sometimes they are large. They may happen episodically or continuously.
In many ecological communities, the return or resurgence of populations of
organisms happens predictably following a particular successional pattern. This
predictability of successional stages was first noticed in sand dunes along the shore
of Lake Michigan. The typical pattern goes from grassland to shrubland to forest.
More recent ecological research has used mathematical modeling to predict suc-
cession in more complicated ecosystems with more organisms and more types of
disruptions.
REFERENCES
The Nature Education Knowledge Project. (n.d.). Succession: A closer
look. Retrieved from http://www.nature.com/scitable/knowledge/library/
succession-a-closer-look-13256638
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©2019 The Regents of the University of California
1
Name______________________________________________________________ Date____________23
STUDENT SHEET 16.1CARD: ______CARD: ______CARD: ______
LabAids SEPUP IACPAS EPcTolIoOgyN3e: ______ LabAids SEPUP IACPSAEPcoTloIgOy N3e: ______ LabAids SEPUP IACPAS EPcoTloIOgyN3e: ______
ENERGY CHANGES IN A FOREST ECOSYSTEM
Figure: Eco3e TE13_2SS Figure: Eco3e TE13_2SS Figure: Eco3e TE13_2SS
LAB-AIDS.COM/CALIFORNIA | 31MyriadPro Reg 9.5/11 MyriadPro Reg 9.5/11 MyriadPro Reg 9.5/11
45 6
CARD: ______ CARD: ______ CARD: ______
LabAids SEPUP ICAPASPEcTolIoOgyN3:e ______ LabAids SEPUP IACPAS EPcoTloIgOyN3e: ______ LabAids SEPUP IACPAS EPcTolIoOgyN3e: ______
Figure: Eco3e TE13_2SS Figure: Eco3e TE13_2SS Figure: Eco3e TE13_2SS
MyriadPro Reg 9.5/11 MyriadPro Reg 9.5/11 MyriadPro Reg 9.5/11
©2019 The Regents of the University of California Name___S_a__m__p__l_e__s_t_u_d__e_n_t__r_e_s__p_o_n__s_e_______________________________ Date____________
STUDENT SHEET 16.1
1 2 3
ENERGY CHANGES IN A FOREST ECOSYSTEM
Owl None None
Shrews32 | LAB-AIDS | 800.381.8003
None None
Insects, voles
None None
Grasses, trees, or plants
None Some plants
CARD: ___E___
LabAids SEPUP IACPAS EPcTolIoOgyN3e: ___2___ CARD: ___C___ CARD: ___F___
LabAids SEPUP IACPSAEPcoTloIgOy N3e: ___3___ LabAids SEPUP IACPAS EPcoTloIOgyN3e: ___4___
Figure: Eco3e TE13_2SS
MyriadPro Reg 9.5/11 Figure: Eco3e TE13_2SS Figure: Eco3e TE13_2SS
MyriadPro Reg 9.5/11 MyriadPro Reg 9.5/11
4 5 6
None None Owl
None Shrews Shrews
Insects
Insects, voles Insects
Plants
Plants Voles
CARD: ___A___
LabAids SEPUP ICAPASPEcTolIoOgyN3:e ___6___ CARD: ___D___ CARD: ___B___
LabAids SEPUP IACPAS EPcoTloIgOyN3e: ___1___ LabAids SEPUP IACPAS EPcTolIoOgyN3e: ___5___
Figure: Eco3e TE13_2SS
MyriadPro Reg 9.5/11 Figure: Eco3e TE13_2SS Figure: Eco3e TE13_2SS
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UNIT SPECIFIC RESOURCES TEACHER RESOURCES IVPhenomenon Driving QuestionsGuiding QuestionsActivitiesPEStoryline/Flow
(How an activity leads to
PHENOMENA, DRIVING QUESTIONS AND STORYLINE
subsequent activities)
ECOLOGY
People have What are the effects How have introduced Nile 1, 2 (18, MS-LS2-4 Does this happen elsewhere?
How and why do organisms interact with their environment and what are the effects of these interactions?introducedof introducedperch changed Lake Victoria?19)MS-LS2-5(Find out in Activity 2)
many kinds of species, and what What are the trade-offs of MS- ETS1.A
Phenomena connectedspecies into newcan be done aboutintroducing Nile perch into thisMS- ETS1.B
to the larger unit issueecosystems eitherthem?environment? (Activity 1)
drive student motivationon purpose or
and create a coherentaccidentally, andWhat effect can an Students research such
progression for the unit.they can causeintroduced species have on a species, but in order to
problems for an environment? What, if understand that research, they
ECOLOGY UNIT SPECIFIC RESOURCES 169both people andanything, can or should be need to learn about Ecology.
the environment. done to control introduced (Find out in Activity 3)
LAB-AIDS.COM/CALIFORNIA | 33 species? (Activity 2)
There are Why are certain What patterns do you detect 3, 4, 5, 6 MS-LS2-1 How can we look for and
different species more in the two environments, and MS-LS2-2 detect patterns in the living
organisms and common than how might the information in MS-LS2-4 environment? Transects are one
different numbers others, and why do these patterns be helpful to method.
of organisms in some species become scientists? (Activity 3) (Find out in Activity 4)
different places. more common over
time? What patterns do you observe These differences occur
when you investigate your own everywhere, including one’s
environment, and what might own backyard/school grounds,
be causing these patterns? and we can use the transect
(Activity 4) method, too.
(Find out in Activity 5)
How do the habitat Populations are found in places
requirements of individual that have the right kind of
organisms determine where features in the environment.
a species will be found in (Find out in Activity 6)
nature? (Activity 5)
Do zebra mussel populations Populations fluctuate in size, and
change or stay the same in their determining the causes for those
native range? (Activity 6) changes is an important question
in ecology.
(Find out in Activity 7)
TEACHER RESOURCES IV UNIT SPECIFIC RESOURCESPhenomenon Driving QuestionsGuiding QuestionsActivitiesPEStoryline/Flow
(How an activity leads to
PHENOMENA, DRIVING QUESTIONS AND STORYLINE
subsequent activities)
ECOLOGY (continued)
A variety of How do different What is an owl’s place and role 7, 8, 9, MS-LS2-3 What an organism eats helps
How and why do organisms interact with their environment and what are the effects of these interactions?species tend to bespecies in the samein a food web? (Activity 7)10, 11,MS-LS2-1ecologists understand their role
found together ecosystem interact 12, 13, MS-LS2-2 in an ecosystem.
170 UNIT SPECIFIC RESOURCES ECOLOGYand linkedwith each other andHow do matter and energy14, 15MS-LS1-6
through feeding with the physical move in an ecosystem? MS-LS1-7 We can look at what all the
34 | LAB-AIDS | 800.381.8003relationships.environment?(Activity 8) organisms in an ecosystem eat
and connect them through
What evidence can you gather energy and matter relationships.
that cells respire? (Activity 9)
Cellular respiration is the
How does food provide energy process used by all organisms
and matter for organisms? to obtain matter and energy
(Activity 10) from food.
What is the evidence that Food is rearranged through
plants both produce and break chemical reactions that
down sugars? (Activity 11) support growth and/or release
energy for cells.
Experiments can provide
evidence of photosynthesis and
respiration in plants--producers
in many ecosystems.
How does the availability When a population’s prey
of food affect a population? increases in abundance, its
(Activity 12) size may grow; when its prey is
scarce, its size may decrease.
Phenomenon Driving Questions UNIT SPECIFIC RESOURCES TEACHER RESOURCES IVGuiding QuestionsActivitiesPEStoryline/Flow
(How an activity leads to
PHENOMENA, DRIVING QUESTIONS AND STORYLINE
subsequent activities)
ECOLOGY (continued)
A variety of How do different What is an owl’s place and role 7, 8, 9, MS-LS2-3 There are patterns to the
species tend to be How and why do organisms interact with their environment and what are the effects of these interactions?species in the samein a food web? (Activity 7)10, 11,MS-LS2-1ways organisms interact in an
found together ecosystem interact How do interactions with 12, 13, MS-LS2-2 ecosystem, and these patterns
and linkedECOLOGY UNIT SPECIFIC RESOURCES 171with each other andliving or non- living factors in14, 15occur in all ecosystems.
through feeding with the physical ecosystems affect populations?
relationships.LAB-AIDS.COM/CALIFORNIA | 35environment?(Activity 13)
How does a new species Decomposers break down
affect the flow of energy and dead organisms and return the
movement of matter through matter to the environment.
an ecosystem? (Activity 14)
What is the role of Ecologists can use models to
decomposers in the cycling try to predict the impact of an
of matter in an ecosystem? introduced species.
(Activity 15)
TEACHER RESOURCES IV UNIT SPECIFIC RESOURCESPhenomenon Driving QuestionsGuiding QuestionsActivitiesPEStoryline/Flow
(How an activity leads to
PHENOMENA, DRIVING QUESTIONS AND STORYLINE
subsequent activities)
ECOLOGY (continued)
Physical and What happens How can an abiotic disruption 13, 14 MS-LS2-4 Physical disruption can impact
How and why do organisms interact with their environment and what are the effects of these interactions?biological factorsto organismssuch as fire affect the flow ofthe flow of energy and cycling
can disrupt an and relationships energy and cycling of matter in of matter in an ecosystem.
Assessmentsecosystem to aamong them whenan ecosystem? (Activity 16)
throughout thesmall or largean ecosystem is
program reflectdegree.disrupted?What do the scientific dataEcologists have a large amount
each of the threetell you about how theof data to examine the effects
distinct dimensionsHudson River changed afterof Zebra Mussels; students will
of science and theirintroduction of the zebraexamine these same data.
interconnectednessmussel? (Activity 17)
172 UNIT SPECIFIC RESOURCES ECOLOGYPeople haveWhat are the effectsHow can an invasive species(1, 2) 15,MS-LS2-5How can we look for and
introduced of introduced be controlled or eliminated? 16 MS-LS2-4 detect patterns in the living
36 | LAB-AIDS | 800.381.8003many kinds ofspecies, and what(Activity 18) MS- ETS1.A environment? Transects are one
species into new can be done about MS- ETS1.B method.
ecosystems either them? What effect can certain
on purpose or introduced species have on These differences occur
accidentally, and an environment? What, if everywhere, including one’s
they can cause anything, can or should be own backyard/school grounds,
problems for done to control these species? and we can use the transect
both people and (Activity 19) method, too.
the environment.
TEACHER RESOURCES IV UNIT SPECIFIC RESOURCES
UNIT OVERVIEW
ECOLOGY
Listed below is a summary of the activities in this unit. Note that the total teaching time is listed as 34–41
periods of approximately 45–50 minutes (approximately 7–8 weeks).
Activity Topics Advance Assessment Teaching
Description ecology, evidence, Preparation Periods
1. Talking it Over: The Miracle trade-offs, introduced Send drop card arg quick
Fish? species for blackworms 2
Students read and discuss what (need by Activity check A6 2
happened after the Nile perch was literacy 5) and Paramecium e&t A7
introduced into Lake Victoria. (Activity 9); prepare 2
ecology, introduced Student Sheet. To be 2–3
2. Project: Introduced Species species, ecosystem, Gather research assessed
After learning about eight species biodiversity resources; decide lo- at a later 2
that have been introduced into gistics, schedule, and date: exp:
the United States; students begin ecology, transects, eco- timeline for research Introduced 2
research to be presented later in the logical relationships, projects; prepare Species 1–2
unit (Activity 16). ecosystem compo- Student Sheet. Research,
nents, restoration and com:
3. Investigation: Data Transects Prepare Student Introduced
Students use a model of a transect ecology, transects, Sheet. Species
to compare organisms found in two abiotic and biotic eco- Reports
different physical environments system components, Identify one or more 3 aid quick
located in a prairie. ecological relationships suitable field sites; check A3
obtain hygrometer
4. Investigation: Taking a Look ecology, habitat, or sling psychrome- pci Proc.
Outside habitat requirements, ter (optional). oda Proc.
Students explore patterns in their adaptation
local environment by using the tran- Request blackworm quick check
sect method learned in the previous literacy shipment 2–3 weeks
activity. in advance; obtain pci Proc.
population size, popu- spring water or arg A2
5. Laboratory: A Suitable Habitat lation fluctuation, de-chlorinated tap
Students plan and conduct a water, aquatic leaf arg A1
laboratory investigation to explore mathematics litter, fish food. aid A3
blackworms’ responses to different Obtain transparent
habitats. food web, predator, tape (optional); exp A1
prey, competition, obtain visual aid;
6. Investigation: Ups and Downs energy flow prepare Student
Students graph and interpret popu- Sheet.
lation data over time. Obtain glue and
cardboard (option-
7. Laboratory: Coughing Up Clues al); prepare visual
Students gather information on owl aid; prepare Student
diets and the owl’s place in a food Sheet.
web as students dissect owl pellets.
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UNIT SPECIFIC RESOURCES TEACHER RESOURCES IV
ECOLOGY (continued)
Activity Topics Advance Assessment Teaching
food web, energy flow, Preparation Periods
Description matter, producers, exp A2
consumers, predator, Obtain materials 2–3
8. Reading: Eating for Matter and prey for student models, mod quick 2
Energy such as stickers, col-
Students read the text on food webs literacy ored markers, paper, check A3 1–2
and the flow of energy through graduated cylinders,
them. They create a model to ex- cell, cellular and beakers. 2–3
plain the dissipation of energy from respiration,
one level to the next. energy, indicator, Obtain packets of oda proc. 2
matter fresh active dry aid a4
9. Laboratory: Cellular yeast; prepare yeast
Respiration literacy solution; prepare
Students explore the idea that clay suspension;
cellular respiration occurs inside carbohydrates, cell, test tap water with
the cells of all organisms. Students cellular respiration, BTB.
investigate the ability of cells to digestion, energy,
respire using yeast, a single-celled fats, matter, Prepare Student mod A3
organism. multicellular, Sheets. exp A4
proteins
10. Modeling: Energy and Matter Order and prepare pci Proc.
in Food literacy Elodea; prepare exp A6
Students use physical models to Student Sheet;
explore the breakdown of food cell, cellular determine light
during digestion and the use of respiration, source(s).
the resulting subunits as building chloroplasts, energy,
blocks for animal proteins or for photosynthesis Request Parame- AID A3
generating usable energy. They cium shipment 2–3
then create drawn models to rep- population growth, weeks in advance;
resent the use of food as a source resource availability, obtain visual aid; ob-
for matter and energy. competition tain spring water or
de-chlorinated tap
11. Laboratory: A Producer’s water, paper towels,
Source of Energy milk and toothpicks
Students collect evidence for (optional); need
photosynthesis by examining microscopes.
the aquatic plant Elodea. They
first perform an investigation to
observe the uptake of carbon
dioxide by the plant as one
indicator that photosynthesis is
taking place. Students then design
an experiment to investigate the
role of light in photosynthesis.
12. Laboratory: Population
Growth
Students use microscopes
to compare populations of
Paramecium that have been
growing in environments with
different amounts of food.
Helpful at-a-glance Advance
Preparation references the more
detailed supports in the Teacher Edition.
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TEACHER RESOURCES IV UNIT SPECIFIC RESOURCES
ECOLOGY (continued)
Activity Topics Advance Assessment Teaching
Description Preparation exp Proc. 5c Periods
interactions, predator, Prepare Student
13. Investigation: Interactions in prey, competition, Sheets. mod quick 1
Ecosystems symbiosis, mutualism,
Students interpret data from commensalism, para- Obtain soil samples; check A1 2
graphs and match them to ecologi- sitism need microscopes. 2
cal scenarios describing patterns of mod Proc.
interaction that affect population literacy Obtain materials for 1–2
sizes. student ecosystem exp A3 2
decomposers, decom- models, such as
14. Laboratory: Cycling of Matter position, cycling of string, stickers, and arg A1, A2 2
Students investigate the role of de- matter, producers, paper. 2–3
composers while isolating and ex- consumers, food web arg A1a
amining nematodes in soil samples. Prepare Student e&t A1b
Students study decomposition in a cycling of matter, flow Sheet.
small classroom compost container. of energy, ecosystem, com Presen-
food web Arrange access to tations
15. Modeling: Modeling the Intro- multiple computers exp Written
duction of a New Species disruptions, dynamics, with Internet access. Report
Students work in groups to model resilience, ecosystem,
a food web using a set of organ- succession Prepare Student
ism cards. They are then given an Sheets.
additional card representing an introduced species,
introduced species and must revise ecosystem, dynamics, Prepare Student
their models. disturbance, disrup- Sheet.
tion, biodiversity
16. Investigation: Abiotic Impacts
on Ecosystems engineering, design,
Students investigate a model of solution, criteria,
large- scale ecosystem disruption constraints, ecosystem
by arranging cards showing the services, biodiversity
effects of a large forest fire.
ecosystem, ecology,
17. Investigation: Effects of an In- food web, introduced
troduced Species species, competi-
Students use a Web-based graphing tion, predator, prey,
tool to graph and analyze a large engineering, solution,
data set on zebra mussels and biodiversity, ecosystem
their effects on several ecosystem services
components.
18. Talking it Over: Too Many
Mussels
Students evaluate control options
to address the problems caused
by zebra mussels for humans and
ecosystems.
19. Project: Introduced Species
Student groups present their
introduced species research. The
class discusses the characteristics
of an introduced species that make
it likely to proliferate in a given
ecosystem.
Authentic integration of LAB-AIDS.COM/CALIFORNIA | 39
Engineering design, NoS and SEPs
throughout the unit.
162 UNIT SPECIFIC RESOURCES ECOLOGY
UNIT SPECIFIC RESOURCES TEACHER RESOURCES IV
NGSS CORRELATIONS
ECOLOGY
Crosscutting Concepts Activity number
Patterns Patterns can be used to identify cause and effect 3, 4, 5, 6, 13, 17,
relationships. 19
The transfer of energy can be tracked as energy flows 7, 8, 12, 14, 15,
through a designed or natural system. 16
Energy and Matter Within a natural system, the transfer of energy drives 11
the motion and/or cycling of matter.
Matter is conserved because atoms are conserved in 9, 10
physical and chemical processes.
Stability and Change Small changes in one part of a system might cause 1, 2, 5, 6, 16, 17,
large changes in another part. 18, 19
Cause and Effect Cause and effect relationships may be used to predict 1, 2, 3, 4, 5, 6,
phenomena in natural or designed systems. 12, 13, 17, 19
Systems and System Models can be used to represent systems and their
Models interactions—such as inputs, processes and outputs— 7, 8, 14, 15
and energy and matter flows within systems.
Scale, Proportion, and Proportional relationships (e.g. speed as the ratio 12
Quantity of distance traveled to time taken) among different
types of quantities provide information about the
magnitude of properties and processes.
Connections to the Scientific knowledge can describe the consequences 1, 2, 18
Nature of Science of actions but does not necessarily prescribe the 8, 14, 15
decisions that society takes.
Science assumes that objects and events in
natural systems occur in consistent patterns and
are understandable through measurement and
observation.
Science and Engineering Practices Activity number
Analyzing and Analyze and interpret data to determine similarities 11
Interpreting Data and differences in findings. 3, 4, 6, 9, 12, 17
Analyze and interpret data to provide evidence for
phenomena.
Asking Questions and Ask questions that can be investigated within the 4
Defining Problems scope of the classroom, outdoor environment, and
museums and other public facilities with available
resources and, when appropriate, frame a hypothesis
based on observations and scientific principles.
Authentic intersection
of the three dimensions
of NGSS in classroom
instruction.
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TEACHER RESOURCES IV UNIT SPECIFIC RESOURCES
Science and Engineering Practices Activity number
9, 10, 11
Constructing Construct a scientific explanation based on valid and
Explanations and reliable evidence obtained from sources (including 2, 7, 8, 13, 14, 16
Designing Solutions students’ own experiments) and the assumption 7, 8, 14, 15
that theories and laws that describe the natural 9, 10
world operate today as they did in the past and will 1, 5, 6
continue to do so in the future. 17
18
Construct an explanation that includes qualitative 19
or quantitative relationships between variables that
predict or describe phenomena. 2
Developing and Using Develop a model to predict and/or describe 4, 5, 7, 12
Models phenomena. 9, 11, 14
Develop a model to describe unobservable 17
mechanisms. 3, 4, 5, 17
10
Construct and present oral and written arguments
supported by empirical evidence and scientific
reasoning to support or refute an explanation or a
model for a phenomenon or a solution to a problem.
Engaging in Argument
from Evidence Use an oral and written argument supported by
evidence to support or refute an explanation or a
model for a phenomenon.
Evaluate competing design solutions based on jointly
developed and agreed-upon design criteria.
Obtaining, Evaluating, Integrate qualitative scientific and technical
and Communicating information in written text with that contained in
Information media and visual displays to clarify claims and findings.
Gather, read, and synthesize information from
multiple appropriate sources and assess the
credibility, accuracy, and possible bias of each
publication and methods used, and describe how
they are supported or not supported by evidence.
Planning and Conduct an investigation and evaluate the
Carrying Out experimental design to produce data to serve as the
Investigations basis for evidence that can meet the goals of the
investigation.
Conduct an investigation to produce data to serve
as the basis for evidence that meet the goals of an
investigation.
Using Mathematics Use digital tools (e.g., computers) to analyze very
and Computational large data sets for patterns and trends.
Thinking
Connections to the Science disciplines share common rules of obtaining
Nature of Science and evaluating empirical evidence.
Scientific knowledge is based on logical and
conceptual connections between evidence and
explanations.
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UNIT SPECIFIC RESOURCES TEACHER RESOURCES IV
Ecosystems: Performance Expectations Activity number
Interactions, Energy, Analyze and interpret data to provide evidence for 12
and Dynamics (LS2) the effects of resource availability on organisms and 13
populations of organisms in an ecosystem. (MS- 15
Structure and LS2-1) 17
Function (LS1.A) Construct an explanation that predicts patterns 18
Organization for of interactions among organisms across multiple 11
Matter and Energy ecosystems. (MS-LS2-2) 10
Flow in Organisms Develop a model to describe the cycling of matter Activity number
(LS1.C) and flow of energy among living and nonliving parts 9, 10
Information of an ecosystem. (MS-LS2-3)
Processing (LS1.D) Construct an argument supported by empirical 9, 10
evidence that changes to physical or biological
components of an ecosystem affect populations. 11
(MS-LS2-4)
Evaluate competing design solutions for maintaining 5
biodiversity and ecosystem services.* (MS-LS2-5)
Construct an explanation based on evidence for the
role of photosynthesis in the cycling of matter and
flow of energy into and out of organisms. (MS-LS1-6)
Develop a model to describe how food is rearranged
through chemical reactions forming new molecules
that support growth and/or release energy as this
matter moves through an organism. (MS-LS1-7)
Disciplinary Core Ideas
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).
Within individual organisms, food moves through
a series of chemical reactions in which it is broken
down and rearranged to form new molecules,
support growth, or release energy.
Plants, algae (including phytoplankton), and
many microorganisms use the energy from light
to make sugars (food) from carbon dioxide from
the atmosphere and water through the process of
photosynthesis, which also releases oxygen. These
sugars can be used immediately or stored for growth
or later use.
Each sense receptor responds to different
inputs (electromagnetic, mechanical, chemical),
transmitting them as signals that travel along nerve
cells to the brain. The signals are then processed
in the brain, resulting in immediate behaviors or
memories.
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TEACHER RESOURCES IV UNIT SPECIFIC RESOURCES
Disciplinary Core Ideas Activity number
Organisms, and populations of organisms, are 1, 2, 5, 6, 7, 8,
dependent on their environmental interactions both 12, 17, 19
with other living things and with nonliving factors.
In any ecosystem, organisms and populations with
similar requirements for food, water, oxygen, or other
resources may compete with each other for limited 1, 5, 6, 7, 12, 15,
resources, access to which consequently constrains 17, 19
their growth and reproduction.
Interdependent Growth of organisms and population increases are 6, 7, 12, 19
Relationships in limited by access to resources.
Ecosystems (LS2.A)
Similarly, predatory interactions may reduce the 2, 6, 7, 13, 15, 19
Cycle of Matter and number of organisms or eliminate whole populations
Energy Transfer in of organisms. Mutually beneficial interactions, in
Ecosystems (LS2.B) contrast, may become so interdependent that each
Ecosystem Dynamics, organism requires the other for survival. Although the
Functioning, and species involved in these competitive, predatory, and
Resilience (LS2.C) mutually beneficial interactions vary across ecosystems,
Adaptation (LS4.C) the patterns of interactions of organisms with their
environments, both living and nonliving, are shared.
Food webs are models that demonstrate how matter 7, 8, 14, 15, 16
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.
Ecosystems are dynamic in nature; their 1, 2, 3, 4, 6, 15,
characteristics can vary over time. Disruptions to any 16, 17, 19
physical or biological component of an ecosystem
can lead to shifts in all its populations.
Biodiversity describes the variety of species found 2, 3, 4, 5, 17, 18,
in Earth’s terrestrial and oceanic ecosystems. 19
The completeness or integrity of an ecosystem’s
biodiversity is often used as a measure of its health.
Adaptation by natural selection acting over generations 5
is one important process by which species change
over time in response to changes in environmental
conditions. Traits that support successful survival and
reproduction in the new environment become more
common; those that do not become less common.
Thus, the distribution of traits in a population changes.
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UNIT SPECIFIC RESOURCES TEACHER RESOURCES IV
Biodiversity and Disciplinary Core Ideas Activity number
Humans (LS4.D) Changes in biodiversity can influence humans’ re- 1, 2, 3, 4, 17, 18,
sources, such as food, energy, and medicines, as well as 19
Human Impacts ecosystem services that humans rely on—for example, 16, 17, 19
on Earth Systems water purification and recycling. 18
(ESS3.C) Human activities have significantly altered the 15, 16
biosphere, sometimes damaging or destroying natural
Energy in Chemical habitats and causing the extinction of other species. 9, 10, 11
Processes and But changes to Earth’s environments can have
Everyday Life different impacts (negative and positive) for different 18, 19
(PS3.D) living things. 2, 3, 18, 19
Defining and Typically as human populations and per-capita
Delimiting consumption of natural resources increase, so do the
Engineering Problems negative impacts on Earth unless the activities and
(ETS1.A) technologies involved are engineered otherwise.
Defining and The more precisely a design task’s criteria and
Delimiting constraints can be defined, the more likely it is that
Engineering Problems the designed solution will be successful. Specification
(ETS1.A) of constraints includes consideration of scientific
Developing Possible principles and other relevant knowledge that is likely
Solutions (ETS1.B) to limit possible solutions.
Cellular respiration in plants and animals involves
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.
The more precisely a design task’s criteria and con-
straints can be defined, the more likely it is that the
designed solution will be successful. Specification of
constraints includes consideration of scientific princi-
ples and other relevant knowledge that is likely to limit
possible solutions.
There are systematic processes for evaluating solutions
with respect to how well they meet the criteria and
constraints of a problem.
Students revisit the CCC, DCI, and SEP
multiple times throughout the unit, and
even more so across multiple SEPUP
units taught in one grade level.
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TEACHER RESOURCES IV UNIT SPECIFIC RESOURCES
COMMON CORE STATE STANDARDS CORRELATIONS
ECOLOGY
Common Core State Standards – English Language Arts Activity number
18, 19
Trace and evaluate the argument and specific 1, 2
Reading Informational claims in a text, assessing whether the reasoning 10
Text (RI) is sound and the evidence is relevant and 3, 4, 6, 7, 9, 11, 14
sufficient to support the claims. (RI. 8.8) 8
2, 19
Cite specific textual evidence to support analysis
of science and technical texts, attending to the 2, 19
precise details of explanations or descriptions.
(RST.6-8.1) 2, 19
1, 5, 12, 13, 16, 17,
Determine the central ideas or conclusions 18
of a text; provide an accurate summary of the 19
text distinct from prior knowledge or opinions. 1, 2, 8
(RST.6-8.2)
Reading in Science Follow precisely a multi-step procedure when
and Technical carrying out experiments, taking measurements, or
Subjects (RST) performing technical tasks. (RST.6-8.3)
Integrate quantitative or technical information
expressed in words in a text with a version of
that information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table).
(RST.6-8.7)
Distinguish among facts, reasoned judgment
based on research findings, and speculation in a
text. (RST.6-8.8)
Speaking and Present claims and findings, emphasizing salient
Listening (SL) points in a focused, coherent manner with
relevant evidence, sound and valid reasoning,
and well-chosen details: use appropriate
eye contact, adequate volume, and clear
pronunciation. (SL.8.4)
Integrate multimedia and visual displays into
presentations to clarify information, strengthen
claims and evidence, and add interest. (SL.8.5)
Writing in History/ Write arguments focused on discipline-specific
Social Studies, content. (WHST.6-8.1)
Science, and Write informative/explanatory texts to examine
Technological and convey ideas, concepts, and information
Subjects (WHST) through the selection, organization, and analysis
of relevant content. (WHST.6-8.2)
Draw evidence from informational texts to support
analysis, reflection, and research. (WHST.6-8.9)
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UNIT SPECIFIC RESOURCES TEACHER RESOURCES IV
Common Core State Standards – Mathematics Activity number
6, 8, 12
Mathematical Practice Reason abstractly and quantitatively. (MP.2) 8, 12
(MP) 8, 12
Model with mathematics. (MP.4) 7
Ratios and Understand the concept of a ratio, and use 1, 13
Proportional ratio language to describe a ratio between two
Reasoning (RP) quantities. (6.RP.A.1) 3, 4, 5, 17
Use ratio and rate reasoning to solve real-world
and mathematical problems. (6.RP.A.3)
Expressions and Use variables to represent two quantities in a
Equations (EE) real-world problem that change in relationship
to one another; write an equation to express one
quantity, thought of as the independent variable.
Analyze the relationship between the dependent
and independent variables using graphs and ta-
bles, and relate these to the equation. (6.EE.C.9)
Statistics and Summarize numerical data sets in relation to
Probability (SP) their context. (6.SP.B.5)
Common Core for ELA
and Math skills overlap
the science within
the activities, not as
separated supports.
Since the unit issue transfers
beyond the classroom and formal
6-8 schooling, the Environmental
Principles and Concepts fit
naturally into the SEPUP Issues
and Science programs.
ECOLOGY UNIT SPECIFIC RESOURCES 179
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TEACHER RESOURCES V RESOURCES FOR CALIFORNIA TEACHERS
CORRELATIONS FOR ISSUES AND SCIENCE FOR CALIFORNIA TO THE
CALIFORNIA ENVIRONMENTAL PRINCIPLES AND CONCEPTS
Key to Correlations
California’s Environmental Principles and Concepts (EP&Ss) highlight the deep relationship between humans
and the natural world. This document shows the unit alignment to Principles I-V and corresponding concepts.
How to read this table:
The EP&Cs are displayed as major column heads and subheads. Citations showing where the content can be
found are listed below, by Unit.
SB: Student Book page numbers, e.g., A13 is Unit A, p. 13
TE: Teacher Edition page numbers, e.g. A17-A20 refers to the TE for Unit A, pp.17-20
SS: Student sheets; these do not have page numbers but can be found in the TE at the end of the Activity;
thus SS 6.1 can be found at the end of Activity 6
VA: Visual aid, these do not have page numbers but can be found in the TE at the end of the Activity;
thus VA 8.2 can be found at the end of Activity 8, after VA 8.1
GRADE 7: ECOLOGY
Principle I: Principle II: People Principle III: Natural Principle IV: There Principle V: Decisions
People depend on influence natural systems change in are no permanent affecting resources
ways that people or impermeable and natural systems
natural systems systems benefit from and can boundaries that prevent
matter from flowing are complex and
A, B, & C. People influence between systems involve many factors
depend on natural
resources for a A, B, & C. People A, B, & C. The A, B, & C. The A & B. Preventing
reliable supply of introduce new species cycling of matter and introduction of new and mitigating effects
goods and ecosystem and alter habitats as flow of energy can be species introduces of introduced species
resources their activities grow impacted by human more matter and involved tradeoffs
activity energy into an
SB: A3-A8, A9-14, SB: A3-8, A9-A14, ecosystem SB: A3-8, A9-14,
A15-19, A85, A19, A32-35, SB: A3-8, A9-14, A91-95, A97-99
A91-95, A97-99 A79-81, A85, A79-81, A85, SB: A3-8, A9-14,
A87-90, A91-95, A91-95 A91-A95, TE: A3, A7-17,
TE: A3, A7-17, A97-99 A97-A99 A21-85,
A21-30, TE: A3, A7-17, A248-253
A229-231, TE: A3, A7-17, A21-30, TE: A3, A7-17, SS2.1
A235-243 A21-30, A220-223, A231, A21-85,
A255, A261-269 A37-A38, A238, A248-253, A248-253
A41-42, A83-84, A261-269
A220-223, A231,
A238-255,
A261-269
SS2.1
Video—Teacher Link
Activity 17: Go to
http:// sepuplhs.org/
middle/third- edition/
ecology/ teacherlinks.
html and select “River
Ecology-- Videos”
Online Simulation—
Teacher Link Activity
17: http://sepuplhs.org/
middle/ third-edition/
ecology/ teacherlinks.
html and Select” River
Ecology-- Data”
RESOURCES FOR CALIFORNIA TEACHERS 377
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TEACHER RESOURCES IV UNIT SPECIFIC RESOURCES
MATERIALS PROVIDED IN KIT
ECOLOGY from 7th Grade for California
Drawer Quantity Description Activity #
1 1 Certificate, Lumbriculus variegatus (blackworms) 5
1 1 Certificate, Paramecium caudatum and Wheat Seed 9
1 64 Connectors, plastic, 6-hole, (quadrat connectors) 4
1 1 Ecology SDS (Safety Data Sheet)
1 1 Flagging tape, vinyl, 180 ft roll 4
1 16 Magnifiers, 4X 4
1 16 Number cubes 3
1 16 Pipets, plastic 5
1 1 Sand, 950 cc bottle 5
1 4 String, 840 ft balls 4
1 8 Thermometers 4
1 8 Transect 1 cards, set of 11 3
1 8 Transect 2 cards, set of 11 3
1 64 Wooden dowels, 49.5 cm (quadrat edges) 4
2 1 Aquarium gravel, 950 cc bottle 5
2 16 Droppers 5, 9, 11
2 40 Owl pellets 7
2 50 Petri dishes, 100 mm 5
2 16 Plastic cups, 9 oz 5, 9, 11
2 64 Pointed wooden sticks 7
3 2 Compostable bags, small 11
3 2 Food Web cards, set of 40 12
3 8 Forest Change Caption cards, set of 6 13
3 8 Forest Change cards, set of 6 13
3 2 Glass coverslips, box of 100 9, 11
3 2 Microscope slides, box of 30 9, 11
3 8 Nematode extractor clamps 11
3 50 Nematode extractor filter papers 11
(rectangular tissue in bag)
3 8 Nematode extractor funnels 11
3 8 Nematode extractor perforated discs 11
3 8 Nematode extractor stands 11
3 8 Nematode extractor tubing 11
Box 2 2 Plastic bins with lids (not shown) 11
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