longfellow middle school meeting the needs of all learners inspiring excellence and
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Longfellow Middle School
Meeting the needs of all learners
Inspiring excellence and
Environmental Science
• Content• Process Skills
Units of Study•Observing Living Things
•Heredity and Diversity
•Ecology
Observing Living Things • Students will review the
basic characteristics and needs of all living things.– Give examples of how
plants and animals meet their basic needs.
– Make detailed scientific drawings.
– List qualitative and quantitative observations of organisms.
– Determine the key components of experimental design: dependent variable, independent variable, constants, control, and repeated trials.
– Develop a clear and precise set of experimental procedures.
– Construct appropriate data tables and graphs.
• Students will plan, design, conduct, and analyze experiments.
• Students will analyze the structure and function of cells and tissues needed to conduct life processes.– Use a compound light microscope to observe a variety of
microscopic cells and tissues.– Differentiate between a plant and an animal cell.– Distinguish between cells, tissues, organs, and systems.
Using analogies to aid a high level of understanding
Give examples of how cell or tissue structure is related to its function within an organism.Describe basic life processes: growth, reproduction, movement, metabolism, response, osmosis, and diffusion.Analyze the cell cycle and compare mitosis to meiosis.
INTEGRATING TECHNOLOGY IN ALL UNITS
Students will investigate the passage of hereditary information from generation to generation.
• Use Punnett squares to make predictions showing combinations of inherited factors possible among single trait crosses.
• Construct a DNA model and demonstrate its role in passing on hereditary information.
• Summarize the major contributions of Mendel, Franklin, Watson, and Crick.
• Simulate genetic replication and mutation.
• Identify the benefits and risks of genetic engineering.
Differentiating Instruction and Projects
By questioning and extensions.
• Students will cite evidence that organisms and their environment change over time.– Describe variation,
mutation, adaptation, natural selection, and extinction.
– Illustrate evidence of change over time among different species in the fossil record.
– Analyze a timeline of the four major geological eras and the characteristics of the dominant organisms in each era.
– Describe the formation of fossil fuels and limits on supplies.
– Compare primary and secondary succession.
• Students will compare the similarities among organisms from an analysis of their characteristics.– Use a classification system and a dichotomous key.– Observe and describe representatives of the six kingdoms and the major
animal phyla and plant divisions.• Students will investigate the interdependence of life in an ecosystem.
– Differentiate between populations, communities, ecosystems, and biomes.– Construct a model aquatic ecosystem.– Investigate limiting factors on a population.– Describe the processes of photosynthesis and respiration.– Trace the flow of energy from the sun through a food web.– Compare the water, carbon dioxide/oxygen, and nitrogen cycles.– Give examples of how a change in the population of one organism may affect the
population of other organisms.
• Students will evaluate the interrelationships of biotic and abiotic resources within their local ecosystem. – Examine the Chesapeake Bay as a case study of
water pollution problems and solutions.– Given a situation in which a factor is altered, predict
the expected change over time. – Conduct a variety of tests on water samples and
analyze whether living things can survive in the sample.
– Identify positive and negative influences that people have on the environment.
Analysis for All Students
Using PDF versions of GIS overlays to synthesize information
• Using Arc View GIS software
Using GIS software to develop overlays and compare GPS data
• Through inquiry• Experimental design• Analysis of real life situations and
problems• Depth and complexity for all students• Guided and independent practice
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