Enriched

7th Grade Curriculum

NGSS STANDARDS
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and
the natural environment that may limit possible solutions.
MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet
the criteria for success.
MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process
such that an optimal design can be achieved

Learning Standards
Unit 1
How can I contribute Addressed (NYS)
to scientific
research?

Skills to be Targeted

Strategies/ Activities

Formative and
Summative
Assessments

Resources

Why are elephants and

rhinos known as
pachyderms?

General Skills 4

Breakdown scientific words

into their greek/latin
prefix/suffix to find the
meaning of the word

- Language of a Life Scientist

Activity

Collect worksheet

Language of a Life Scientist

What about the world

interests me?

S1.1a

Create scientific questions of

ones own choosing and
interests.

- List 4 to 5 general topics

Student independently
identified 4 to 5 topics of
interest.
Student thoroughly
completes concept map of 2
topics of interest
Student elaborates on one
section of concept map
identifying at least five
subtopics.
Student discovers relevant
research articles and
annotates the text.

Science Fair Rubric

Graphical Mapping

Students identified at least

one appropriate primary
resource and 4 appropriate
secondary resources with
correct bibliography.

Science FairRubric

Has anyone researched my

question?

How can I find the truth!?

S1.1b

S1.1b

Break down lexically dense

scientific text into chunks of
information verbalizing the
main points as he/she goes.

Distinguish between
valid/invalid sources as well
as, primary, secondary and
tertiary sources of
information.

- Central topic identified for

focus

-
-

Annotating text
Find scientific text
relating to research
topic

Selecting resources
challenge
Selecting resources
relevant to topic

Brookhaven National Labs Rubric

How do I write like a

scientist?

S1.1c

Cite information utilizing

scientific citations & create a
hypothesis.

Student utilizes appropriate

citations and properly
paraphrases resources &
creates hypothesis utilizing
resources.

Journal Entry- What does a
proper scientific experiment
need to be successful.

Science Fair Rubric

Students properly designs

feasible experiment utilizes
controls, variables and
constants.

Long Island Science Congress Rubric

Is this a valid experiment?

S2.1b
S3.2h

Explain why an experiment

must have proper controls,
variables and constants.

Design my own experiment!

S2.1c

Develop an experiment with

proper controls, variables
and constants & Create a
materials list.

What am I looking for? How

do I know if its happening?

S2.1d
S2.3c

Differentiate between
qualitative and quantitative
observational data

Bacteria collection
and observation

Comparative Journal Entry-

What is qualitative and
quantitative data? Which
will you be using and why?

What can I do better?

S2.2c
S2.2d

Edit procedural flaws for

second trial.

Self and peer

editing
Post it note- gallery
walk

Students evaluate each

others work, identify errors,
and edit procedure.

Peer Editing Rubric

S3.1a
S3.1b

Develop graphical data for

ones independent research
project.

-
-

Graphing Notes
How to graph
Activity
Graph ones own
data

Data is clearly presented

and directly relates to
hypothesis/question Graph
choice is relevant to data
and contains all necessary
elements.
Student withdraws valid
conclusion utilizing the data
shown & proves or
disproves to original
hypothesis. Sources of error
are also assessed.
Science Fair

Science Fair Rubric

Sharing my data for the

world to see!

Sample citation
Reception/Cocktail
Party verbal and
written
Cite resources
relevant to topic
Bean Plant Project

Bean Plant Project Comparison

What did I discover!?

How can I contribute to

scientific research?

S3.2

Standard 1
Analysis, Inquiry and
Design

Appraise their data to draw

conclusions and analyze
experiment for flaws, assess
hypothesis and create further
questioning.
Compile research into an
interactive presentation for
science fair.

-
-

How to draw
conclusions from
ones experiment.
Create ones own
conclusion

-Student choice in
presentation media.

Science Fair Rubric

Science Fair Rubric

Science Fair Rubric

NGSS STANDARDS
MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*
MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*
MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the
temperature of the sample
MS-LS1-7. 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.

Unit 2
Am I what I eat?

Learning Standards
Addressed (NYS)

Skills to be Targeted

Strategies/ Activities

Formative and
Summative
Assessments

Resources

Is air matter?

PS-4-3.3a

http://www.middleschoolchemistry.com/lessonpl
ans/chapter1/lesson5

PS-4-3.1h

- (Lab)- create ones own

experiment to see if air has
mass and takes up space
(Lab) Density of blocks lab

Journal Entry- Is air matter?

How do you know?

Which has more matter?

Develop an experiment to
determine the definition of
matter
Relate density to the amount
of stuff (mass) found in an
object of certain volume

Density of blocks lab

Can I have my Potassium

Iodide back please?

PS-4-3.2a
PS-4-3.2b

Decide the difference

between a physical and
chemical change

I will trade you my gold for

your gold, deal?

PS-4-3.1a

Recognize that different

elements are characterized
by different physical and/or
chemical properties

-Students will separate varying

demonstrations and processes
into physical and chemical
categories
- Activity where students
characterize different
elements using physical and
chemical properties

Collect Density Lab- Check

graphing and questioning
on how to determine
density.
What should student
writing/lab evidence?
Journal Entry- What is the
difference between
chemical and physical
change?
Journal Entry- Would you
trade your gold for my
gold? Why or why not?

What is the smallest part of

me?

PS-4-3.3e

Can you make cold?

PS-4-3.1b-f

Describe the structure of an

atom & calculate atomic
number and atomic mass
Postulate the organization
and motion of matter
through each phase(s,l,g)

Rutherford model game

Identify the element game

Journal Entry- What is the

smallest part of me?

- Phase change lab using ice.

Students will graph the
temperature and postulate
what is happening at a
molecular level

Collect Lab Check graph

and questions for
understanding of what
occurs at the molecular
level through each phase.

http://www.middleschoolchemistry.com/lessonpl
ans/chapter6/lesson1
http://www.middleschoolchemistry.com/lessonpl
ans/chapter6/lesson3
http://woodstown.org/cms/lib4/NJ01001783/Cen
tricity/Domain/8/Texts/ACS/resources/ac/ch6/act
6.pdf

http://www.homegrownfun.com/difference-real-
gold-fools-gold/

http://podcasts.shelbyed.k12.al.us/jhill/files/2011
/11/PeriodicityChemicalReactivity.pdf

https://www.flinnsci.com/media/620994/91401.p
df
http://www.middleschoolchemistry.com/lessonpl
ans/chapter4/lesson1
Phase change lab

Can I do a better job

organizing the elements?

PS-4-3.3g
PS-4-3.2d

Formulate a conclusion as to
how the periodic table is
arranged & contrast reactive
properties of metals, non-
metals, transition elements,
and noble gases.
Relate an element to its use
in everyday life and why it is
capable of performing those
actions.
Explain the difference
between a compound and a
mixture
Describe the types of bonds
and how they form

What is my favorite
element? Why?

PS-4-3.2d
PS-4-3.3d

How can I get the salt out of

this?

PS-4-3.2b & c

Can I break/form bonds

between atoms?

PS-4-3.3c

How is TNT similar to sugar?

How are they different?

PS-4-3.3f

What is in hot hands?

PS-4-4.2c

Can I make lead into gold?

PS-4-3.2e

Why do I eat?

LE-4-5.2a

Describe the roles of organic

molecules in the body

Why are some foods good

for me and others bad?

LE-4-5.2b

Categorize the six major

nutrients needed to sustain
life.

How does my body use food

to create energy?

PS-4-4.5a
LE-4-5.2a

How can I see how much

energy food has?

LE-4-5.2d

Explain how complex organic

molecules are digested and
re-synthesized & Relate the
necessary components for a
combustion reaction to
cellular respiration
Construct a simple
calorimeter and measure the
caloric content of various
foods

Create molecular models of

compounds necessary to
sustain life.
Discuss the differences
between endothermic and
exothermic reactions and
develop opinions as to where
these might occur in the
body.
Balance equations that
pertain to life functions to
infer conservation of mass

-(Lab)- Build a periodic table

lab

- Adopt-an element project

- (Lab) Separation of mixtures

- (Lab) Students create a small

electrolysis device capable of
splitting water.
- (Lab) Structural models of
compounds
- Investigate exothermic
reactions (Hot Hands) and
endothermic reactions
(chemical cold pack) and have
students relate these to
processes in the body.
- Balance cooking recipes
- Balance simple equations
using molecular model kits
- Webquest investigating
carbohydrates, lipids, proteins
and nucleic acids and their use
in the body.
- Group readings of each of the
six major nutrients of the body
(water, vitamins, minerals,
proteins, fat, carbohydrates).
Groups create a quick
presentation of what they
have read.
Demonstration: Gummy Bear
Sacrifice
Molecular Models of Glucose
Webquest

- Bomb Calorimetry Lab

Collect Lab Check for

proper organization of the
periodic table, and
questions regarding how
the periodic table is
arranged.
Adopt-an element Rubric
See Adopt an Element
project

Periodic table basics

Journal Entry- Describe the

processes you took to
separate this mixture.
- Collect Lab- Check answers
to questions regarding
bonding.
Journal Entry- How is TNT
similar to sugar? How are
they different?
Journal Entry- How does hot
hands work? What type of
reaction is it?

Separation of Mixtures Lab

Journal Entry- Is it possible

to change lead into gold
using chemical means? How
do you know?
Ipad video presentation-
Why do we eat?

http://sciencespot.net/Media/blncact.pdf
Back of Pancake Box

Cubing- Make dice with the

6 major nutrients on them,
students roll the dice and
describe the importance of
each nutrient with their
group.

http://kidshealth.org/kid/

Cubing- Students roll the

dice and define words like
Glucose, ATP, Mitochondria,
etc

http://sites.jmu.edu/chemdemo/2011/06/14/gu
mmy-bear-sacrifice/

Collect Lab Check

questions regarding which
types of foods release the
most energy and how this

https://www.flinnsci.com/media/510570/soda_ca
n.pdf

Adopt an Element Project

http://www.middleschoolchemistry.com/lessonpl
ans/chapter4/lesson4
Structural models of compounds lab

http://www.kentchemistry.com/links/Matter/End
oExo.htm
Chem demos

http://kidshealth.org/kid/

relates to the human body.

How do heart cells know
to be heart cells?

LE-4-1.2a

Organize the human body

from cell organism

- Activity where students

define each term, match it to a
given picture and create a
hierarchy for the organization.
Digestive System Webquest

Journal Entry- How is the

human body organized?

Human body organization activity

What is going on when I eat

a cheeseburger?

LE-4-1.2c

Identify parts of the digestive

system and describe their
function

Students place flashcards of

nutrients on a large
digestive system diagram at
each table.
Journal Entry- What are the
ways to speed up a
reaction?

Digestive System Webquest

Why is chewing important?

PS-4-3.3b

Recommend ways to speed

up the solubility(solid)/rate of
a reaction.

- alka-seltzer rate of reaction

lab

What are catalysts &

enzymes?

PS-4-3.1b

- Graphing enzymes lab

Journal Entry- What are

enzymes? What do they do?

What would happen if I

removed my large intestine?

LE-4-1.2c

- Digestive System Lab

- Collect Lab- Check to see if

What are probiotics?

LE-4-7.1d

What can happen when the

digestive system doesnt
work correctly?

LE-4-1.2j

Compose a graph
demonstrating the use of
enzymes to speed up rates of
reactions within our body.
Contrast mechanical and
chemical digestion & Develop
a hypothesis as to why some
parts of the digestive system
are longer than others.
Describe the activities of
several types of
microorganisms that
contribute to human health
Present a disorder that is
involved with the digestion,
intake or metabolism of
nutrients.

Am I what I eat?

LE-4-1.2a

http://www.chem4kids.com/files/react_rates.htm
l
http://www.haspi.org/curriculum-library/Med-
Chem-
lessons/09%20Standard%208%20Reactions%20Ra
tes/Labs%20and%20Activities/RateofReactionActi
vity.pdf
Graphing enzymes lab

Digestive System lab

students are able to

contrast between chemical
and mechanical digestion
-Mutualism worksheet &
Probiotic webquest

Journal Entry/Exit Card- Are

all bacteria bad? Why or
why not?

http://www.drdavidwilliams.com/digestive-
health-probiotic-strains/#axzz39R2ybt00

- Research, create and present

disorders involved with the
digestion or metabolism of
food. (Ex, Chrons disease, food
allergies, lactose intolerance,
Diabetes, etc)
Digestion creative writing
project

Project Specific Rubric

http://www.webmd.com/digestive-disorders/

Compose a book Am I what I

Project Specific Rubric
eat? describing the journey
of food to cell and the
chemical changes that occur
throughout.



MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

Get from Brittany Badean

MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

Unit 3
How does the
human body
survive extremes?

Learning Standards
Addressed (NYS)

Skills to be Targeted

Strategies/ Activities

Formative and
Summative
Assessments

Is a 1.4 F change really that

significant in the body?

LE-4-5.1a

Relate homeostasis to prior

knowledge of human body.

Brainpop: Homeostasis
Choose a system and describe
how it helps to maintain
homeostasis of the body

Journal Entry- Is a 1.4 F

change really that
significant in the body?

Brainpop
Kidshealth
http://www.msichicago.org/fileadmin/Education/l
earninglabs/lab_downloads/Homeostasis.pdf

What is in the oyster bay

water?

Process skills- Living

Environment skill 1

Label the parts of a

microscope and describe
their function

Investigate water directly from

oyster bay to magnify
microscopic organisms within
the water.

Students use sticky notes to

label a microscope

Parts of Microscope Diagram & Function

How big is that creature?

Process skills- Living

Environment skill 2

Determine the size of an

object using a grid slide and
microscope.

Utilize grid slide to find size of

an object under the
microscope

Exit Card- How big is this

creature?

How big is it? lab

Can a muscle cell work as a

nerve cell?

LE-4-1.2a

Compare the similarities and

differences between muscle
cells and nerve cells.

Microscope Lab investigating

muscle and nerve cells under
the microscope

3-2-1
3 differences
2 similarities
1 question you may still
have

Muscle types lab and Nerve Cell lab

How do I move so fast?

LE-4-1.2h

Notes: How signals are sent

through nerves (electrical
potential) and from neuron to
neuron (neurotransmitters)

LE-4-1.2h

Students pretend they are

nerve cells and connect to
send a message to the brain
and from the brain Props
to designate Brain, muscles,
neurotransmitters
Students will discuss
symptoms that may occur
when a concussion occurs in
different parts of the brain
(Using Smartboard)

http://www.bbc.co.uk/schools/gcsebitesize/scien
ce/add_ocr_pre_2011/brain_mind/environmentr
ev1.shtml

What is a concussion?

Create a flow chart describing

the pathways between
stimulus and response &
Contrast neural pathways
associated with voluntary
and involuntary bejaviors
Divide the brain and spinal
chord into parts and form
relationships between these
parts and the actions they
control

I know that I can become a

better athlete, but can I
become a better learner?

LE-4-1.2h

Think- Write- Pair- Share-

Students discuss what they
have learned about how the
brain forms connections
and discuss and write about
whether or not students can

http://www.youtube.com/watch?v=zdfF0OnjdPg

Recommend ways to increase

connections within/between
the different lobes of the
brain

-Brain Parts Notes

- Activity: Students diagnose
parts of the brain where a
lesion has occurred using
symptoms that person is
experiencing.
- Neural development
webquest
-Writing assignment of how we
can become better learners

Resources

http://io9.com/5874229/10-incredibly-strange-
brain-disorders

become better learners.

How do cells communicate

with each other?

LE-4-1.2h

Describe the endocrine

system feedback loop
between organs using
hormones

Hormone graphing exercise

where students relate
hormone levels with the bodily
process.

Students create and act out

a feedback loop of their
choice with their group.

http://classroom.kidshealth.org/classroom/9to12
/body/systems/endocrine.pdf
http://classroom.kidshealth.org/classroom/6to8/
body/systems/endocrine.pdf

What do hormones have to

do with me?

LE-4-1.2h

Develop relationships
between hormones and
bodily changes such as
puberty

Graphing exercise in which

students try to diagnose which
individual is not developing
properly.

Collect Lab- Check graph

and questioning regarding
hormones and their effects
on bodily changes such as
puberty.

http://www.teachingbiologyproject.org.za/resour
ces/grade-12/human-endocrine-system/

What other cool hormones

are there?

LE-4-1.2h

Identify important hormones

secreted by these glands and
describe the functions of
each.

Activity where students

research hormones of their
choice

Project Specific Rubric

Ipads
http://en.wikipedia.org/wiki/List_of_human_hor
mones

What can I do better than a

sheep? What can a sheep do
better than me?

Living Environment
Skill #9

Describe physiological
similarities and differences
between sheep and human
brain.

Sheep Dissection Lab

Journal Entry- What can I do

better than a sheep? What
can a sheep do better than
me

Sheep Dissection lab

How does the human body

survive through extremes?

LE-4-5.1a

Create a presentation
Research and create a
Project Specific Rubric
http://kidshealth.org/teen/
describing how the
powerpoint presentation
nervous/endocrine system
describing how the nervous
work together with a system
and endocrine systems
of their choice to maintain
interact with another system
homeostasis
of the body.
MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful
reproduction of animals and plants respectively
MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure
and function of the organism.
MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Learning Standards
Unit 4
Addressed (NYS)
When does life
begin?
How did I acquire my
traits?

Skills to be Targeted

Strategies/ Activities

Formative and
Summative
Assessments

Resources

How did I get here?

LE-4-2.1c

Identify DNA as the blueprint

in each cell capable of
creating an entire organism

DNA notes
Strawberry DNA lab

Journal Entry- What is DNA?

What does it do

http://www.stevespanglerscience.com/lab/experi
ments/strawberry-dna

How does a chemical create

a code?

LE-4-2.1a

Create a DNA model

representing the
sugar/phosphate backbone
and nitrogenous bases that
code for the individual

Design your own DNA lab-

Students create a DNA
molecule representing their
genes using toothpicks and
foam strips

Collect Lab- Check DNA

model for proper measuring
as well as questions
regarding how DNA

Design your own DNA Lab

How do we go from DNA to

me?

LE-4-2.1b

Describe the roles of DNA,

RNA, amino acids and
proteins in determining the
characteristics (traits) of an
individual

Using a DNA template,

students create an RNA
molecule, translate to amino
acids and put together a
protein.

Journal Entry- How do we

go from DNA to me?

Need Protein modeling kits

Which came first, DNA or

RNA?

LE-4-2.1b

Compare and contrast the

molecular structures of DNA
and RNA

Group activity where students

create and edit large Venn
Diagrams of the similarities
and differences of DNA and
RNA

http://www.youtube.com/watch?v=TSv-Rq5C3K8
http://www.youtube.com/watch?v=NJxobgkPEAo

Does anyone have the same

DNA as me?

LE-4-2.1c

Investigate the uses of DNA

in a forensic setting.

Students utilize DNA code to

determine the culprit of a
crime.

Cubing- Place terms and

phrases such as uracil,
double helix, outside of
nucleus etc. Students roll
dice in groups and state
whether it is a property of
DNA, RNA or both
Collect Lab- check answers
to questions regarding the
use of DNA as a unique
property of each individual.

What happens if there is a

change in DNA?

LE-4-2.2a

Relate the occurrence of

genetic disorders to
malfunctions of DNA (non-
disjunction)

Activity in which students

create a karyotype to sex an
individual and determine
genetic disorders (i.e down
syndrome)

Human Karyotype Lab

Can I add Cool genes to an

organism?

LE-4-2.1c

Research current applications

of genetic engineering

How does my body repair

itself?

LE-4.4b
LE-4-4.a

Relate the role of mitosis in

asexual reproduction, growth
and repair

Students will choose readings

on different types of GMOs
(Genetically modified
organisms) and discuss the
benefits and potential
problems associated with
them.
Students are given the stages
of mitosis at random and work
together to place them in the
correct order.

Collect Lab- Check

karyotype and answers to
questions regarding
disorders (downs
syndrome) related to
DNA(genetics).
Think-Pair-Share- What kind
of gene would you add from
one organism to another
and why?

Journal Entry- How does my

body repair itself?

Mitosis Activity

Who Done it? lab

http://www.mnn.com/green-tech/research-
innovations/photos/12-bizarre-examples-of-
genetic-engineering/mad-science

How did I get half of my

parents DNA?

LE-4-4.4a
LE-4-4.4c

Compare and contrast

mitosis and meiosis,

Students use pipe cleaners as

chromosomes and lay out
mitosis and meiosis in front of
them. They then analyze the
similarities and differences
between them.

Cubing- Terms/definitions
are written down such as, (4
daughter cells, same DNA as
parent, sexual
reproduction) students roll
dice in groups and state
which these belong to.
Journal Entry- What is
Cancer, why is it so difficult
to combat?

Comparing Meiosis & Mitosis

What is Cancer?

LE-4-4.4d

Develop an opinion as to why

cancer is such a difficult
disease to combat.

What is the advantages and

disadvantages of sexual and
asexual reproduction?

LE-4-4.1c
LE-4-3.1a

Develop reasoning as to why

sexual reproduction would be
important for the survival of
a species and creating
complex organisms.

How are boys different from

girls?

LE-4-1.2i

Identify structures of the

male/female reproductive
system; relate structures to
specific functions

How do we go from zygote

to baby?

LE-4-1.2i

Classify the stages of

gestation

Webquest on Cancer followed

by group activity where
students develop opinions as
to why cancer is so difficult to
combat and if there is only one
cause, or one type of cancer.
Students choose to read about
20 different species
reproductive techniques.
Students then discuss these
organisms with their group
and determine why these
different methods may be
advantageous/harmful
Reproductive System notes
Create a flow chart of the
fertilization process through
the ovary, oviduct/fallopian
tube & uterus
Students will also
anonymously generate
questions they have that they
will attempt to answer through
the remainder of the unit.
Intoduction: Pictures of
different species in their
embryonic forms. Students
decide which species is which.
Webquest through gestation

Think-Write-Pair-Share-
Which is better for the
survival of a species, sexual
or asexual reproduction?

http://learn.genetics.utah.edu/content/variation/
reproduction/

K-W-L on the reproductive

system (male/female) and
sex.

Reproductive System Notes

Students will work in groups

to arrange gestation
diagrams and labels in
order.

From egg to Baby webquest

Why doesnt my sibling look

exactly like me?

LE-4-2.1b

Recognize that traits are

inherited and determined by
one or more pairs of genes
and can be split in different
combinations

Students will create

Reebops. Fictitious
marshmallow creatures by
randomly selecting from their
parents DNA.

Collect Lab- Check answers

to questions regarding how
traits are inherited and why
we dont look exactly like
our siblings.

Reebops Lab

How does one get blue eyes

if one of their parents have
brown?

LE-4-2.2b

Contrast dominant and

recessive genes in Mendelian
and molecular terms.

Mendelian genetics notes &

Punnett square basics activity

Journal Entry- How does a

person get blue eyes if one
parent has brown? (Brown
is dominant)

http://bonaire.cshl.edu/plantrep/ppt/ExploringGe
netics.pdf

http://teachercenter.insidecancer.org/

Can I have children with blue

eyes?

LE-4-2.2c

Predict the probability of trait

expression (genotype and
phenotype rations) using
Punnett squares

How did I acquire my traits?

LE-4-2.2c

Create a pedigree chart of

ones own family tree to
predict the probability of trait
expression of the next
generation

Students create a Punnett

square problem of their own
using

Punnett Square Project

Rubric

http://bonaire.cshl.edu/plantrep/ppt/ExploringGe
netics.pdf

Students bring in a small family Collect Pedigree Lab- Check

http://bonaire.cshl.edu/plantrep/ppt/ExploringGe
tree of their family and list a
for understanding of symbol netics.pdf
simple trait (Ex, natural eye or
use and how pedigree can
hair color) and then create a
be used to determine
pedigree chart using this
genetic lineage.
information.
When does life begin?
Standard 4
Develop ones own opinion,
Students are presented with a
Journal Entry- When does
http://learn.genetics.utah.edu/content/stemcells/
Key Idea 2
based on presented evidence slideshow on (Embryonic) stem life begin?
See the great stem cell debate
as to when life begins.
cell technology. Students then
write a paper on their opinion
as to when life begins using
the information given to them
over the course of the unit.
MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that
natural laws operate today as in the past.
MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
MS-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals probability of surviving and reproducing in a specific environment
MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

Learning Standards
Unit 5
What are the genetic Addressed (NYS)
similarities between
me, E-coli, bananas,
mushrooms and
whales?

Skills to be Targeted

Strategies/ Activities

Formative and
Summative
Assessments

Resources

Is the world the same as it

was when the dinosaurs
were around?

LE-4-3.2d

Investigate a geological time

period and describe the
climate and organisms
present during that period.
Comparing and contrasting to
that of today.

Journal Entry- Is the world

the same as it was when the
dinosaurs were around?

http://education-
portal.com/academy/lesson/geologic-time-scale-
major-eons-eras-periods-and-epochs.html#lesson

http://www.ig.utexas.edu/research/projects/plat
es/recons.htm

Did I come from monkeys?

LE-4-3.2a

Explain Darwinian theory of

species evolution in terms of
variation, competition,
survival of the fittest &
natural selection.

Students are given a geological

time period to investigate.
Students create a world map
of the continents during that
period, and investigate the
climate and organisms that
flourished at that time.
Peppered moth classroom
opening.
Darwin notes, definitions and
evidence.

Think-Write- Pair- Share

Students discuss how it is
possible that we evolved
from apes and how that
could work using Darwin
notes.

Peppered moth cutouts

Darwinian evolution notes

Are we still evolving?

LE-4-3.1b

Decide which traits will be

most beneficial to the
survival of a species during
times of environmental
pressure

Jelly Bean Evolution: Activity in

which students randomly
choose genes for specific
traits. As the game progresses
ecological disasters occur
which only allow those who
have the traits to survive and
reproduce to the next
generation.
Students will move about the
classroom from station to
station investigating the
different evidence surrounding
evolution.

Collect Lab- Check answers

to questions regarding how
the environment selects for
desired traits and the
evolution of a species over
the course of generations.

Jelly Bean Evolution

What evidence is there for

evolution?

LE-4-3.2c
LE-4-3.2d

Utilize fossils, DNA,

comparative biochemistry,
and comparative anatomy to
formulate evidence of
evolution.

Journal Entry- What

evidence is there for
evolution?

Get From Brittany Badean

Can I make a species evolve?

LE-4-3.1c

Explain how humans

artificially select individuals in
certain plant and animal
species in order to
accentuate desired traits.

Unit 6
Why can human
beings throw a ball
better than any
other species?

Learning Standards
Addressed (NYS)

Skills to be Targeted

Strategies/ Activities

Formative and
Summative
Assessments

Resources

What does fast mean?

PS-4-5.1a & b

Define speed, velocity,

acceleration and momentum
& Calculate the velocity and
acceleration of an object

Basic of Physics Notes

Motion of Man interactive
teaching tool
Basic velocity and acceleration
problems

White board group

calculations

http://phet.colorado.edu/en/simulations/categor
y/new

Students will be presented

Think-Write-Pair- Share-
Natural Geographic The Evolution of Dogs
with wild corn, blueberries,
Choose an organism and a
tomatoes and images of early
desired trait from that
cows, chickens, horses to see
organism, how could you
how humans have selected for enhance that trait?
favorable traits over time.
Students will also watch a
short video on the evolution of
the dog.
Create an evolutionary tree
Using comparative biology
Project Specific Rubric
http://evolution.berkeley.edu/evosite/evo101/IIC
What are the genetic Living Environment
Standard 4
relating humans, Ecoli,
(such as DNA, multicellular,
Treebuilding.shtml
similarities between Key Idea 3
banana trees, mushrooms
vertebrate, mammalian etc

and whales to a common
etc) Students will create a
http://www.hhmi.org/biointeractive/creating-
me, E-coli, bananas,
ancestor.
phylogenetic tree mapping the
phylogenetic-trees-dna-sequences
mushrooms and
first cell to the different
whales?
species of today.
MS-PS2-1. Apply Newtons Third Law to design a solution to a problem involving the motion of two colliding objects.*
MS-PS2-2. Plan an investigation to provide evidence that the change in an objects motion depends on the sum of the forces on the object and the mass of the object.
MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

Is this object moving?

PS-4-5.2b

Graph the velocity &

acceleration of an object as a
function of distance vs time

Students will use PASCO

probes to create graphs of
objects at rest, objects in
motion and objects
accelerating/decelerating.

Collect lab- Check graphs

and questions regarding the
motion of objects.

Ipads and PASCO Probes

How could I make this ball

move faster?

PS-4-5.1d

Define and calculate the

force placed on an object as
well as, the direction of that
force. (Newtons second law)

Demo: Moving students push

cart
Notes: Forces
Calculating Force Worksheet

Smart board force

calculations

http://phet.colorado.edu/en/simulations/categor
y/new

Calculating Forces worksheet

How does a spaceship move

in space?

PS-4-5.1e

Students will explain

Newtons third law of motion
(For every action there is an
equal and opposite reaction)

Newtons law notes

Students will create and test
Balloon Rockets to explain and
confirm Newtons third law of
physics.

Collect Lab- Check

calculations and answers to
questions regarding

Balloon Rockets Lab

What will hit the ground

first, a tennis ball or a
basketball?

PS-4-5.1c

Add and subtract forces to

determine Net force and the
motion of an object
Measure the force of gravity.

Discrepant event using tennis

ball and basketball.
Calculating Net Force Activity
Gravity

Journal Entry- What would

happen if a feather and
bowling ball were dropped
on the moon? Why doesnt
that happen on earth?

http://phet.colorado.edu/en/simulations/categor
y/new

Why is the skiing better

upstate than on long island?

PS-4-4.1e

Utilize Conservation of
Energy to Calculate kinetic
and potential energies.

Students will utilize the online

activity Energy skate park to
calculate kinetic and potential
energies

Collect Energy Skate Park

Lab- Check questions
regarding potential/kinetic
energy calculations and how
energy is conserved.

http://phet.colorado.edu/en/simulation/energy-
skate-park

Where did the energy go?

PS-4-4.5b
PS-4-5.2d
PS-3-5.2e

Determine what forms of

energy motion can be
converted into using
friction..etc. (Newtons First
Law)

Friction board lab

Demo: Creating Fire using
friction (Bow drill)

Collect Friction Lab- Check

answers to questions
regarding what forms of
energy friction can convert
motion into.

Friction Lab
Bow Drill Kit

Why do we need machines?

PS-4-5.2e
PS-4-5.2f
PS-4-5.2g

Determine the simple

machine necessary to
perform each task utilizing
less force and/or changing
the direction of that force.

Notes: Simple Machines

Simple Machines Rotation Labs
(Lever, Pulley, Inclined plane,
Wheel and Axel)

Lever, Pulley, Wheel and Axle, and Inclined Plane

Labs

What are the differences in

movement between a fish, a
snake, a monkey and me?
Why do we move differently

LE-4-1.2g

Explain the importance of

locomotion to animals in
order to do work.

Students will look at the

anatomy of multiple species
and determine how it
physiology allows it to move
within its environment
(Rotation Activity)

Collect Simple machine

labs- check mechanical
advantage calculations and
answers regarding force
directional change and
utilizing less force.
Group Share: Students find
common themes in
physiology for different
environments (aquatic,
terrestrial, avian)

http://www.sciencedaily.com/releases/2005/12/0
51230083922.htm
http://www.dnr.state.md.us/education/envirotho
n/FISH%20ANATOMY.pdf

How do bones allow us to

move?

LE-4-1.2g

Describe structure/function
of skeletal system
components (e.g., bone,
cartilage, ligaments)

Skeletal System Webquest

Cubing- Dice contains

terms such as bone,
cartilage, ligament, spongy
bone, bone marrow.
Students spin dice and
define these terms with the
group
Journal Entry- Are all my
muscles the same? What
does each muscle do?

Skeletal System Webquest

Are all my muscles the

same?

LE-4-1.2g

Contrast structure/function
of skeletal, smooth and
cardiac muscle tissues

Students will view the three

types of muscle under the
microscope and compare and
contrast the muscles

How is it possible for the

human body to move in so
many ways?

LE-4-1.2g
PS-4-5.2g

Explain how the muscular

and skeletal systems interact
to create simple machines
within our own body.

Activity: Relate joints found in

everyday life (Door hinges,
mortar and pistil etc) to joints
found in the body and how
they allow the body to move.
Also utilize class skeleton with
bungee cords to teach
antagonistic muscle groups
(Ex. Bicep & Tricep)
Students draw, discuss and
evaluate the joints of our body
and compare and contrast
them to prosthetic joint
systems.

Group Activity- Students

design a robot with joints
that allow it to crouch
down, pick up a box high
up, turn and place the box
on a shelf.

Joint Notes

What would I change about

how my joints work?

Living Environment
General Skills 9

Judge the effectiveness of a

joint system within the body.

Journal Entry- What are the

necessary components to a
fully functioning joint?

Relate the force of

atmospheric pressure to
vacuums and how the
respiratory system functions

Demonstration: Can Crush &

Balloon in the Bottle
Building a model respiratory
system

PS-4-5.2f
PS-4-5.2g
LE-4-1.2j

Build a simple machine using

hydraulic pressure. & Explain
how the Benz disrupts of
the hydraulics of the
circulatory system

Students will use a simple

hydraulic system to operate
simple machines. Students will
us different size syringes and
also place air into the system
to see how that alters/disrupts
the system.

Collect lab- Check model

respiratory system, what
part of the body each part
of the model represents and
how atmospheric pressure
allows us to breathe.
Writing frame- (Example
The _____________ system
utilizes _____________
pressure. The __________
pumps liquid blood
throughout the body.)

http://connect-
bridgeport.com/connect.cfm?func=view&section=
Community&item=Students-Construct-3D-Body-
Joints6284
http://www.heart.org/idc/groups/heart-
public/@wcm/@fc/documents/downloadable/uc
m_306500.pdf

Modeling the human respiratory system
https://www.flinnsci.com/media/590441/cf10707
.pdf
https://www.flinnsci.com/media/620557/91238.p
df

http://www.instructables.com/id/Easy-Hydraulic-
Machines/

Does a vacuum really suck?

PS-4-2.1b
LE-4-1.2d

What is the Benz and how

could it kill me!?

Which species has the best

hearts?

LE-4-1.2f

Compare the effectiveness of

two, three, and four
chambered hearts

Students will investigate the use of

chambers and valves for
unidirectional flow of blood
throughout the body. Students will
then investigate three and four
chambered hearts to determine
which is more beneficial.

Collect lab- Check students

understanding for how the
heart works, what valves
and chambers of the heart
does and their postulation
of what is the best type of
heart and why.

Muscle types lab

Get from Brittany Badean

Whats in my blood?

LE-4-1.2f

Contrast structure and

function of the components
of blood (red blood cells,
white blood cells, platelets,
plasma)

Whats in blood webquest-

Describes each part of blood
and its importance to
homeostasis of the body

Take and Pass- Students

write down a part of the
blood and what it does and
pass it on. The group then
discusses their work.

Whats in Blood?

What are the forces involved

in your favorite activity?

Physical Science
Key Idea 5

Living Environment
Key Idea 1

Dissect ones favorite activity

into the forces involved and
how the human body
overcomes these forces.

Unit 7
How does it work?

Learning Standards
Addressed (NYS)

Skills to be Targeted

Strategies/ Activities

Formative and
Summative
Assessments

Resources

What does an MRI machine

do to the atoms of my body?

PS-4-4.4g
PS-4-5.2b

Develop laws of magnetic

attraction

Review of atomic structure.

Magnetism notes & utilizing
magnets lab

Think-Pair-Share- What real

life application uses the
laws of magnetic attraction?

100 Science Experiments with Magnets Book

What is a compass pointing

to? Why?

Physical setting skill- 5

Explain how a compass uses

earths magnetic field to give
direction

Journal Entry- Explain how a

compass uses earths
magnetic field to give
direction? What causes the
earths magnetic field?

http://oceanservice.noaa.gov/education/for_fun/
MakeyourownCompass.pdf

How can I create electricity?

PS-4-4.4d

Describe different sources of

electrical energy

Videos on earths core and its

magnetic pull as well as solar
winds & Aurora Borealis.
Students will create their own
compasses as well as utilize
manufactured compasses to
find magnetic north.
Students will create a battery
utilizing fruit! (chemical
energy)

Collect lab- Check answers

regarding what electricity is,
how it works and how it can
be created.

http://www.stevespanglerscience.com/lab/experi
ments/fruit-power-
battery?utm_source=Steve+Spangler+Science&ut
m_campaign=787b15ad6c-
EOW_20120321&utm_medium=email

How can I wield electricity?

PS-4-4.4e

Identify and explain the

components of a circuit:
contrast an open and a
closed circuit as a means of
transferring energy

Electricity Notes

Students create their very

first circuit and explain the
necessary components
needed

http://www.energyquest.ca.gov/projects/light-
friction.html

Students will create a picture

Project Specific Rubric
http://www.physics4kids.com/files/motion_intro.
book explaining the forces in
html
ones favorite athletic activity
(baseball, basketball, hockey,
dancing, gymnastics etc) and
how the human body
overcomes these forces.
MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces
MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

Can you bend water?

PS-4-4.4f

Explain static electricity;

understand the attraction
between unlike charges and
the repulsion between like
charges

How does a speaker work?

PS-4-4.4d

Describe the forces that

electrical currents and
magnets can exert on each
other

What kinds of circuits can I

create?

PS-4-4.4e

How does it work?

Physical Setting Standard

4
Performance Indicator
4.4

Static Electricity notes, review

of the shape (and thus
polarity) of water
Students will utilize balloons to
store static electricity and
perform activities such as
bending water.
Students will create a simple
electric motor and speaker
using electricity and magnets.

Collect Lab- check for

understanding of the law of
attraction and what static
electricity is in terms of
subatomic particles.

http://www.stevespanglerscience.com/lab/experi
ments/static-flyer-flying-bag

Static Electricity lab & Notes

Journal Entry- Describe how

a speaker works, what are
the necessary components
and what they do.

http://gadgetboy.hubpages.com/hub/Fun-Things-
to-do-with-Magnets-Cool-Experiments-and-Tricks

http://www.instructables.com/id/Build-your-own-
speaker-from-scratch/

Create a basic circuit diagram

Circuit Diagram notes

Building Circuits lab

Students will work in pairs

to create a circuit via a
circuit diagram.

Need new circuit kits!!

Explain how a common

electrical device such as a
cellphone/ hairdryer/ toaster
utilizes electrical energy to
function.

Students will print out a simple

circuit diagram (hairdryer,
alarm clock, car lights etc).
Explain the energy source for
their circuit, how electricity
flows through and label at
least 5 symbols found in the
diagram.

Project specific Rubric

http://www.electronicshub.org/electronics-mini-
projects-ideas/

http://www.instructables.com/id/radioshack/