7th grade Diversity of Life Assignments
- Instructor
- Teacher Hang Becker
- Term
- 2019-2020 School Year
- Description
-
Life has existed on Earth for a very, very long tome, more than 3.5 billion years, in fact. Over the millenia, an amazing variety of life has evolved. From humble single-celled beginnings in water to incredibly complex and large multicellular organisms that exist in the widest range of habitats imaginable, the diversity of life that currently exists boggles the mind.Our unit, Diversity of Life, is broken up into 8 investigations with multiple parts and focus questions.This course supports the following principles set forth in A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.Science and Engineering Practices1. Asking questions and defining problems2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating informationCrosscutting Concepts- Patterns- Cause and effect: Mechanism and explanation- Scale, proportion, and quantity- Systems and system models- Energy and matter: Flows, cycles, and conservation- Structure and function- Stability and change
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
WEEK 28: 3/30- 4/4 *SCHOOL CLOSURE plans
Diversity of Life
Focus Question: How is the insect transport system like plant and human transport systems and how is it different?
This week, you will build on what you have learned about the Madagascar hissing cockroaches. You will review the level of complexity to compare the insect circulatory system to the plant vascular system and the human cardiovascular system.
Print out all the attachments to complete the assignments.
Kid-friendly podcast on the coronavirus: Kid's Guide to Coronavirus
Video on how viruses attack your body: https://www.youtube.com/watch?v=Rpj0emEGShQ
IMPORTANT DATES:
- Zoom Meeting at 3 pm Wednesday- 4/1 https://zoom.us/j/343467896
- Notebook sheet 61 (AFL)- 4/1
- Investigation 7 assessment (AOL)- 4/2
Due:
Assignment
WEEK 26: 3/16- 3/21
Diversity of Life
Focus Question: How do the structures and behaviors of the Madagascar hissing cockroach enable life's functions? and How is the insect transport system like plant and human transport systems and how is it different?
Students will observe Madagascar hissing cockroaches' structures and behaviors to focus on specific structure/function and behavior/function relationships. Students will also review the levels of complexity and use online activities to compare the insect circulatory system to the plant vascular system and the human cardiovascular system.
IMPORTANT DATES:
- Investigation 7 assessment (AOL) and Journal Check (AFL)- group A: 3/20 and group B: 3/23
- IAR testing 3/24- 3/26
- Shedd Aquarium Field Trip- 3/31 9:30 am- 3 pm
Due:
Assignment
WEEK 25: 3/09- 3/14
Diversity of Life
*Please note this is a change in schedule as we have not received our cockroaches.
Focus Question: What kind of plant and animal life exists in out schoolyard (neighborhood)? and How do you know if something is living?
Students will watch Secret Garden, a video that takes an amusing look at the life that exists "behind the scenes in a British yard. Students will better understand that biodiversity is the variety of life that exists in a particular habitat or ecosystem. Then in the second half of the week, students will examine the Living/Nonliving class cards and find that there is one card that they have not been able to consider. They make think about their own prior knowledge and then explore viruses in order to determine whether viruses are living organisms.
IMPORTANT DATES:
- Investigation 8 assessment (AFL)- group A: 3/10 and group B: 3/09
- Investigation 7 assessment (AOL) and Journal Check (AFL)- group A: 3/26 and group B: 3/27
- Shedd Aquarium Field Trip- 3/31 9:30 am- 3 pm
Due:
Assignment
WEEK 24: 3/02- 3/07
Diversity of Life
Focus Question: How do environmental factors affect the germination and early growth of different food crops? and What is the purpose of a flower? and What adaptations do flowering plants have to accomplish pollination?
Students will prepare for the investigation assessment by completing a study guide that will address all the focus questions in the series of lessons. By the end of the week, we will begin Investigation 8- Diversity of Life.
IMPORTANT DATES:
- Investigation 6 Study Guide (AFL)- group A: 3/2 and group B: 3/3
- Investigation 6 test (AOL) and Journal Check (AFL)- group A: 3/4 and group B: 3/5
- Shedd Aquarium Field Trip- 3/31 9:30 am- 3 pm
Due:
Assignment
WEEK 23: 2/24- 2/28
Diversity of Life
Focus Question: How do environmental factors affect the germination and early growth of different food crops? and What is the purpose of a flower? and What adaptations do flowering plants have to accomplish pollination?
We will continue to investigate the salt tolerance levels of four different seeds and understand genetic factors of plants. And now that students have dissected flowers to learn about its structures, we will get a greater understanding of its sexual reproduction. Students will sequence the steps of pollination and fertilization. They will examine pollinator-attracting characteristics of a flower to determine possible pollinators.
IMPORTANT DATES:
- Investigation 6 take-home quiz (AFL)- group A: 2/25 and group B: 2/26
- Chicago River Student Congress (extra credit)- 2/29 8 am- 1 pm
- Investigation 6 Study Guide (AFL)- group A: 3/2 and group B: 3/3
- Investigation 6 test (AOL) and Journal Check (AFL)- group A: 3/4 and group B: 3/5
- Shedd Aquarium Field Trip- 3/31 9:30 am- 3 pm
Due:
Assignment
WEEK 22: 2/17- 2/21
Diversity of Life
Focus Question: How do the structural adaptations of seeds help them survive? and How do environmental factors affect the germination and early growth of different food crops?
Students will soak a lima bean seed in warm water for a few minutes and then explore the structural adaptations of the seed to gather information about how a seed and newly germinated plant survive. Students will add to their understanding that a dormant seed is alive. Students will also investigate how increasing salinity affects the germination and growth of food crops. They will compare four grains to determine the different levels of salt tolerance. This will lead to a discussion on genetic factors.
IMPORTANT DATES:
- Investigation 6 take-home quiz (AFL)- group A: 2/25 and group B: 2/26
- Chicago River Student Congress (extra credit)- 2/29 8 am- 1 pm
- Investigation 6 Study Guide (AFL)- group A: 3/2 and group B: 3/3
- Investigation 6 test (AOL) and Journal Check (AFL)- group A: 3/4 and group B: 3/5
- Shedd Aquarium Field Trip- 3/31 9:30 am- 3 pm
Due:
Assignment
WEEK 21: 2/10- 2/15
Diversity of Life
Students will present their pathogen projects on Wednesday or Thursday, according to the block schedule. To celebrate their hard work, students may bring in treats to share with their tablemates during the presentations. The new investigation will begin for group A on Friday.
IMPORTANT DATES:
- Pathogen Project Part 2 (AOL)- group A: 2/12 and group B: 2/13
- Chicago River Student Congress (extra credit)- 2/29 8 am- 1 pm
- Shedd Aquarium Field Trip- 3/31 9:30 am- 3 pm
Due:
Assignment
WEEK 20: 2/2- 2/8
Diversity of Life
Focus Question: How do plants use water?
Students will take their investigation assessment at the beginning of the week. Then, they will have two full class periods to work on part 2 of their pathogen project. Students should be practicing their presentations and refining their work, just as much as spend time at home on the project, as needed.
IMPORTANT DATES:
- Investigation 5 assessment (AOL) and journal check (AFL)- group A: 2/3 and group B: 2/4
- Pathogen Project Part 2 (AOL)- group A: 2/12 and group B: 2/11
- Chicago River Student Congress (extra credit)- 2/29 8 am- 1 pm
- Shedd Aquarium Field Trip- 3/31 9:30 am- 3 pm
Due:
Assignment
WEEK 19: 1/27- 1/31
Diversity of Life
Focus Question: How do plants use water?
Students will have captured water in their plastic bags, which will provide evidence that water, in the form of vapor, is escaping from the plant, most likely through the stomata. Students will learn about the process of transpiration and turn their attention to how water is used in a plant to make food during photosynthesis. They will be introduced to the levels of complexity in a multicelullar organism.
Students will begin to work on part 2 of their pathogen project.
IMPORTANT DATES:
- Investigation 5 study guide (AFL)- group A: 1/30 and group B: 1/29
- Investigation 5 assessment (AOL) and journal check (AFL)- group A: 2/3 and group B: 2/4
- Pathogen Project Part 2 (AOL)- group A: 2/12 and group B: 2/11
- Chicago River Student Congress (extra credit)- 2/29 8 am- 1 pm
- Shedd Aquarium Field Trip- 3/31 9:30 am- 3 pm
Due:
Assignment
WEEK 18: 1/20- 1/24
Diversity of Life
Focus Question: How is water transported through a plant?
Students will observe the path of the food coloring through the vascular system of a celery stalk and beyond. They will remove the xylem in the celery and observe stomata in plant leaves and set up a way to capture water from the plant.
Students will continue to work on their pathogen project, researching information for part 1.
IMPORTANT DATES:
- Pathogen Project Part 1 (AFL)- group A: 1/24 and group B: 1/23
- Investigation 5 study guide (AFL)- group A: 1/30 and group B: 1/29
- Investigation 5 assessment (AOL) and journal check (AFL)- group A: 2/3 and group B: 2/4
- Pathogen Project Part 2 (AOL)- group A: 2/12 and group B: 2/11
- Chicago River Student Congress (extra credit)- 2/29 8 am- 1 pm
- Shedd Aquarium Field Trip- 3/31 9:30 am- 3 pm
Due:
Assignment
WEEK 17: 1/13- 1/17
Diversity of Life
Focus Question: What happened to the water?
In the next investigation, Plants: The Vascular System, students will help design an investigation to find out what happens to the water when a stalk of celery sits in a vial of water overnight. They will observe the results and consider where the water might have gone.
Students will also begin their pathogen project, researching information for part 1.
IMPORTANT DATES:
- Investigation 4 assessment (AOL) and Journal Check (AFL)- group A: 1/13
- Pathogen Project Part 1 (AFL)- group A: 1/24 and group B: 1/23
- Investigation 5 study guide (AFL)- group A: 1/30 and group B: 1/29
- Investigation 5 assessment (AOL) and journal check (AFL)- group A: 2/3 and group B: 2/4
- Pathogen Project Part 2 (AOL)- group A: 2/12 and group B: 2/11
- Chicago River Student Congress (extra credit)- 2/29 8 am- 1 pm
- Shedd Aquarium Field Trip- 3/5 9:30 am- 3 pm
Due:
Assignment
WEEKS 15 & 16: 1/2- 1/10
Diversity of Life
Focus Question: What are the characteristics of archaea?
When students return from winter break, they will choose one of four extension activities in the investigation of domains. Students can make a "wanted" poster, research taste, interesting fungi or food and microorganisms.
Then during the full week of school, we will begin collecting information on archaea. We will wrap up the investigation with a quiz and study guide to prepare for the end-of-investigation assessment.
IMPORTANT DATES:
- Investigation 4 Quiz (AFL) and Study Guide (AFL)- group A: 1/9 and group B: 1/8
- Investigation 4 assessment (AOL) and Journal Check (AFL)- group A: 1/13 and group B: 1/10
- Pathogen Project Part 1 (AFL)- group A: 1/24 and group B: 1/23
- Investigation 5 study guide (AFL)- group A: 1/30 and group B: 1/29
- Investigation 5 assessment (AOL) and journal check (AFL)- group A: 2/3 and group B: 2/4
- Pathogen Project Part 2 (AOL)- group A: 2/12 and group B: 2/11
Due:
Assignment
WEEK 14: 12/16- 12/20
Diversity of Life
Focus Question: What evidence is there that fungi are living organisms?
Students will examine the bread mold cultures they prepared, eat samples of fungi or foods that were prepared using fungi, and learn more about fungal cell structures and functions.
IMPORTANT DATES:
- Investigation 4 Quiz (AFL) and Study Guide (AFL)- group A: 1/9 and group B: 1/8
- Investigation 4 assessment (AOL) and Journal Check (AFL)- group A: 1/13 and group B: 1/10
Due:
Assignment
WEEK 13: 12/9- 12/14
Diversity of Life
Focus Question: What evidence is there that bacteria are living organisms?
Students will continue to observe the cultures started in part 1. They will look for evidence that bacteria are living organisms and find out more about the role bacteria play on Earth. Students will sample various foods that bacteria had a part in creating. The structures and functions of bacterial cells are introduced as a way to help students consider how like bacteria they are.
IMPORTANT DATES:
- Discourse (AFL)- group A: 12/10 and group B: 12/11
- Study Guide (AFL)- group A: 1/9 and group B: 1/8
- Investigation 4 assessment (AOL) and Journal Check (AFL)- group A: 1/13 and group B: 1/10
Due:
Assignment
WEEKS 11 & 12: 11/25- 12/07
Diversity of Life
Students in group B will take the investigations 1-3 assessment and then for the remainder of the Thanksgiving week, all students will watch a short video to get inspiration from a young boy who built an arcade. They will use the cardboard and other recyclable materials and build one with their groups.
Upon return, we will begin investigation 4- Domains. Students will consider if they are most like bacteria, fungi, or archaea. They will set up cultures of mold and bacteria to help explore.
Focus Question: What are the building blocks of cell structures?
IMPORTANT DATES:
- Investigation 1-3 assessment (AOL)- group A: 11/22 and group B: 11/25
- Discourse (AFL)- group A: 12/10 and group B: 12/11
- Study Guide (AFL)- group A: 1/9 and group B: 1/8
- Investigation 4 assessment (AOL) and Journal Check (AFL)- group A: 1/13 and group B: 1/10
Due:
Assignment
Week 10: 11/18- 11/22
Diversity of Life
Focus Question: Is there life in the minihabitats? If so, where did it come from? and What microscopic structures make up organisms such as humans?
Students will present their research on their micro-organisms, as well as be assessed on what we have learned thus far in this investigation on cells, specifically the paramecium (protist) and elodea (plant). Then we will begin the collecting evidence to answer the next focus question. Students will rub the interior surfaces of their cheeks, and view its tissues and cells with microscopes. At week's end, group A will have the investigation assessment.
IMPORTANT DATES:
- Minihabitat project presentations (AOL)- group A: 11/18 and group B: 11/19
- Investigation 3 quiz (AFL)- group A: 11/18 and group B: 11/19
- Investigation 3 assessment (AOL)- group A: 11/22 and group B: 11/25
Due:
Assignment
Week 9: 11/11- 11/16
Diversity of Life
Focus Question: Is there life in the minihabitats? If so, where did it come from?
Students will explore the minihabitats they created to appreciate the diversity in aquatic microorganisms. Students will consider where life in the minihabitats came from and recognize that the organisms they observed were always present, only dormant. Students will then research the microorgansims found and present the additional information to the class.
IMPORTANT DATES:
- Minihabitat project self + peer evaluation (AOL)- group A: 11/14 and group B: 11/15
- Minihabitat project presentations (AOL)- group A: 11/18 and group B: 11/19
- Investigation 3 quiz (AFL)- group A: 11/18 and group B: 11/19
- Investigation 3 assessment (AOL)- group A: 11/22 and group B: 11/25
Due:
Assignment
Week 8: 11/01- 11/08
Diversity of Life
Focus Question: What microscopic structures make up organisms such as elodea? and How are elodea and the paramecium alike, and how are they different?
Students will start a detailed investigation into paramecium structures and behaviors. They will recognize paramecia as single-celled organisms.
IMPORTANT DATES:
-Investigation 3 quiz (AFL)- group A:11/5 and group B: 11/6
Due:
Assignment
Week 7: 10/14- 10/18
Diversity of Life
Focus Question: What microscopic structures make up organisms such as elodea?
Students will look at elodea and discover cells. They may also find something else in the water that they will identify as living, based on their definition.
IMPORTANT DATES:
-Investigation 3 quiz (AFL)- group A:10/23 and group B: 10/24
-Minihabitat peer evaluation (AOL)- group A: 10/29 and group B 10/30
-Minihabitat presentation (AOL) and quiz (AFL)- group A: 10/31 and group B: 11/1
-Discourse (AFL)- group A: 11/6 and group B: 11/7
-Study Guide (AFL)- group A: 11/12 and group B: 11/14
-Investigation 3 test (AOL) and journal check (AFL)- group A: 11/15 and 11/18
Due:
Assignment
Week 6: 10/7- 10/11
Diversity of Life
Focus Question: How can we estimate the size of an object by looking at it through the microscope? and What evidence can we find that brine shrimp are living organisms?
Students will continue to practice operating a microscope and the small, transparent millimeter rulers to confirm that brine shrimp are living organisms. They will also estimate its size, as this will be their first opportunity for students to use the microscope to make scientific observations.
IMPORTANT DATES:
-Investigation 2 test (AOL) and Journal Check (AFL)- group A:10/10 and group B: 10/11
Due:
Assignment
Week 5: 9/30- 10/5
Diversity of Life
Focus Question: How do objects appear when they are viewed through a microscope?
and How can we estimate the size of an object by looking at it through the microscope?
As students continue to practice operating a microscope, they will be introduced to the concept of scale. They will use small, transparent millimeter rulers to discover the diameter of the field of view at various magnifications. They will use this information to estimate the size of two organisms at different magnifications. Practice with digital resources reinforces the skills learned.
IMPORTANT DATES:
-Investigation 2 test (AOL) and Journal Check (AFL)- group A:10/10 and group B: 10/11
Due:
Assignment
Week 4: 9/23- 9/27
Diversity of Life
Focus Question: How do you know if something is living? and
How do objects appear when they are viewed through a microscope?
Students in group B will have their investigation test on Monday, and then we will begin Investigation 2 during the latter half of the week. Students will learn how to handle and operate a microscope, as they learn the parts and tools in the microscope kit. They will observe print and simple objects to learn about image orientation, as well as engage with a virtual microscope to reinforce care and use.
IMPORTANT DATES:
-Investigation test (AOL) and Journal Check (AFL): group A: 9/20; group B: 9/23
-Field trip to the Auditorium Theatre: both groups A & B: 9/25 permission slip is attached
Due:
Assignment
Week 3: 9/16- 9/20
Diversity of Life
Focus Question: How do you know if something is living?
Students will determine whether or not an object is living by using the Evidence/Characteristics of Life list to explain their conclusion in the CER (claim-evidence-reasoning) format. They will determine the key ideas from this first investigation and complete a study guide to prepare for the investigation test.
IMPORTANT DATES:
-Overnight trip: both groups A & B: 9/16- 9/17
-Overnight trip: both groups A & B: 9/16- 9/17
-Study Guide (AFL) and Journal Check (AFL): group A: 9/18 group B: 9/19
-Investigation test (AOL): group A: 9/20; group B: 9/23
-Field trip to the Auditorium Theatre: both groups A & B: 9/25 permission slip is attached
Due:
Assignment
Week 2: 9/9- 9/13
Diversity of Life
Focus Question: How do you know if something is living?
Students will place five unidentified materials in different environments and observe what happens over several days. They will determine if each material is living and record the evidence that supports their determinations.
IMPORTANT DATES:
-Quiz (AFL)- group A: 9/10; group B: 9/11
-Quiz (AFL)- group A: 9/10; group B: 9/11
-Overnight trip: both groups A & B: 9/16- 9/17
-Study Guide (AFL): group A: 9/18 group B: 9/19
-Investigation test (AOL): group A: 9/20; group B: 9/23
Due:
Assignment
Week 1: 9/3- 9/6
Diversity of Life
Focus Question: How do you know if something is living?
We are beginning the school year with a refresher on the growth mindset, so we can approach challenges with the right attitude and actions. Our first official unit is entitled, Diversity of Life, and in our first investigation of this unit, we will explore living and nonliving things. This week, students will observe the antics of a mysterious material when it is placed in water and record their observations. They will work in groups to sort pictures of objects into living and nonliving categories, defining the characteristics that qualify objects as living. Students will also set up mini-habitats for future study, using organic materials collected locally.
IMPORTANT DATES:
-Quiz (AFL)- group A: 9/10; group B: 9/11
-Quiz (AFL)- group A: 9/10; group B: 9/11
-Overnight trip: both groups A & B: 9/16- 9/17
-Study Guide (AFL): group A: 9/18 group B: 9/19
-Investigation test (AOL): group A: 9/20; group B: 9/23