AreaofScience:LifeScienceinMiddleSchool

Units:
1. Evolution and Changes Over Time
2. Classification of Living Things and Cell Processes
3. Genetics
4. Viruses, Bacteria, Protists, and Fungi
5. Diversity of Other Living Things
a. Sponges, Cnidarians, and Worms
b. Mollusks, Anthropods, and Echinoderms
c. Fish, Amphibians, and Reptiles
d. Birds and Mammals
6. Human Biology and Health
7. Plants
8. Ecology
Standards:
NebraskaStateStandards:
ThefirstthreeunitsofthecoursetackletheNebraskaStateStandardsconcerning
BiodiversityaswellasotherstandardsscatteredthroughouttheLifeSciences.
Specifically,evolutiontackleshowspeciesadapt,change,andevolvetonewconditions
aswellaswhysomespeciesdieoff.Thislooksattheinheritedcharacteristicsthatare
passedonthroughgeneticsandwhattraitsaredesirableforaspeciestodowellintheir
environment.StudentswithinthisblockofunitswillalsotackleHeredity.Thestructure
andfunctionofthegeneticcarryingcomponentsofcellsarestressedaswellasthe
geneticsbehindsexualreproduction.Finally,cellprocessesdefineshowlivingthingsare
living;howcellsaretheultimatebuildingblockstoalllivingthingsbeingableto
function.
Thenextblockofunitsthatcanbegroupedtogetheraretheforththroughthe
sixthunit,whichlooksatdifferentdiversityacrosslivingthings.Inthisunit,students
lookatsomeaspectsofstructureandfunction.Theycanseethatdespitedifferences
amongstlivingthings,theyallhavesomesimilarcharacteristics.Theywilllookatplant
andanimalcellsaswellasspecializedcellsinmulticellularorganisms.Intheplantsunit,
willseeplantsasproducersthatcreateenergyfromsunlight.Inthebodysystemsunit,

studentswilllookatthemajorstructuresofthehumanbody.Thisunitalsocontainsmore
informationontherelationshipthedifferentlevelsoforganization
Inthefinalunits,studentslookatthebroaderpictureoflifesciences..Intheunit
onecology,studentswilltacklemanyoftheideasbehindtheflowofenergyin
ecosystems.Theywillseefoodchains,relationshipsbetweenlivingorganismsaswellas
withabioticfactors,andfinallymankindsroleintheshapingofecosystems.
Throughouttheunit,inquirywillbeusedtodrivelearningandanenthusiasmfor
thematerial.Studentswilllearnhowtocollectdataanddrawconclusionsfromthedata
thattheycollect.Throughthescientificcommunitythattheclassroomenvironmentwill
encourage,studentswillalsolearnhowtopresentdata.Especiallyintheecologyunit,
studentswilllookintohowsolutionstoproblemshaveconsequencestotheenvironment
andtheworld.
InquiryStandards
SC8.1.1Studentswilldesignandconductinvestigationsthatwillleadto
descriptionsofrelationshipsbetweenevidenceandexplanations.
SC8.1.1.gEvaluatepredictions,drawlogicalinferencesbasedonobserved
patterns/relationships,andaccountfornonrelevantinformation
SC8.1.1.hShareinformation,procedures,results,andconclusionswith
appropriateaudiences
SC8.1.3Studentswillsolveadesignproblemwhichinvolvesoneortwoscience
concepts.
SC8.1.3.hRecognizethatsolutionshaveintendedandunintended
consequences
1.EvolutionandChangesOverTime
SC8.3.4Studentswillidentifycharacteristicsoforganismsthathelpthem
survive..
SC8.3.4.aDescribehowaninheritedcharacteristicenablesanorganismto
improveitssurvivalrate
SC8.3.4.bRecognizetheextinctionofaspeciesiscausedbytheinability
toadapttoanenvironmentalchange
2.ClassificationofLivingThingsandCellProcesses
SC8.3.1Studentswillinvestigateanddescribethestructureandfunctionofliving
organisms.
SC8.3.1.bRecognizethatallorganismsarecomposedofoneormany
cells;thatthesecellsmustgrow,divide,anduseenergy;andthatallcells
functionsimilarly

3.Genetics
SC8.3.2Studentswillinvestigateanddescribetherelationshipbetween
reproductionandheredity.
SC8.3.2.aRecognizethathereditaryinformationiscontainedingenes
withinthechromosomesofeachcell
SC8.3.2.bCompareandcontrastsexualandasexualreproduction
4.Viruses,Bacteria,Protists,andFungi
SC8.3.1Studentswillinvestigateanddescribethestructureandfunctionofliving
organisms.
SC8.3.1.bRecognizethatallorganismsarecomposedofoneormany
cells;thatthesecellsmustgrow,divide,anduseenergy;andthatallcells
functionsimilarly
SC8.3.4Studentswillidentifycharacteristicsoforganismsthathelpthemsurvive.
SC8.3.4.cUseanatomicalfeaturesofanorganismtoinfersimilarities
amongotherorganisms
5.DiversityofOtherLivingThings
a.Sponges,Cnidarians,andWorms
b.Mollusks,Anthropods,andEchinoderms
c.Fish,Amphibians,andReptiles
d.BirdsandMammals
SC8.3.1Studentswillinvestigateanddescribethestructureandfunctionofliving
organisms.
SC8.3.1.bRecognizethatallorganismsarecomposedofoneormany
cells;thatthesecellsmustgrow,divide,anduseenergy;andthatallcells
functionsimilarly
SC8.3.4Studentswillidentifycharacteristicsoforganismsthathelpthemsurvive.
SC8.3.4.cUseanatomicalfeaturesofanorganismtoinfersimilarities
amongotherorganisms
6.HumanBiologyandHealth
SC8.3.1Studentswillinvestigateanddescribethestructureandfunction
oflivingorganisms.
SC8.3.1.aRecognizethelevelsoforganizationinlivingorganisms
(cells,tissues,organs,organsystems,organisms)
SC8.3.1.cRecognizespecializedcellsperformspecialized
functionsinmulticellularorganisms

7.Plants
SC8.3.3Studentswilldescribepopulationsandecosystems.
SC8.3.3.cRecognizethatproducerstransformsunlightintochemical
energythroughphotosynthesis

SC8.3.1.dIdentifytheorgansandfunctionsofthemajorsystems
ofthehumanbodyanddescribewaysthatthesesystemsinteract
witheachother
8.Ecology
SC8.3.3Studentswilldescribepopulationsandecosystems.
SC8.3.3.aDiagramandexplaintheflowofenergythroughasimplefood
web
SC8.3.3.bComparetherolesofproducers,consumers,anddecomposers
inanecosystem
SC8.3.3.cRecognizethatproducerstransformsunlightintochemical
energythroughphotosynthesis
SC8.3.3.dDeterminethebioticandabioticfactorsthatimpactthenumber
oforganismsanecosystemcansupport
SC8.3.3.eRecognizeapopulationisalltheindividualsofaspeciesata
givenplaceandtime
SC8.3.3.fIdentifysymbioticrelationshipsamongorganisms
SC8.3.3.gIdentifypositiveandnegativeeffectsofnaturalandhuman
activityonanecosystem
NextGenerationScienceStandards:
Inthefirstthreeunits,studentslookattheoverarchingthemeofevolutionand
howevolutionoccurs,specificallythroughgeneticsandthepropertiesoflivingthings
andtheircells.TheNextGenerationScienceStandardsdoanexcellentjobof
incorporatinginquiryintotheirstandardsbyaskingstudentstoconstructanddevelop
meaningsbehindthestandards.Inthisblockofunits,studentswillworktounderstand
naturalselectionthroughtheinterpretationofmathematicalmodelsaswellasshowhow
geneticvariationhelpspassthebesttraitsontofuturepopulations.Cellprocessesand
thecharacteristicsoflivingthingswillgointothecellsaswellasthewaylivingthings
arestructured.Finally,geneticslooksatdecipheringthedifferencesbetweensexualand
asexualproductionaswellasthespecialtopicofgenemutationsthatultimatelyleadto
variationandevolution.
Intheunitsconcerningthedifferentdiversitiesoflivingthings,studentsagain
lookatthecellstructureofbothunicellularandmulticellularorganisms.Theyalsosee
howthecellultimatelyworkstohelpthelivingorganismsurviveandthrive,specifically
tolive,grow,andreproduce.Theunitonplantsalsogoesintophotosynthesisanditsrole
infuelingalllivingthingsonEarth.Theunitonhumanbiologylooksintothedifferent

systemsofthebody.Italsolooksattheorganizationofpartsandcomponentsofeach
organsystem.Thistieswellintostructureandfunctionofdifferentcells.TheNext
GenerationScienceStandardsalsolookcloselyatthewaythebrainworksandhow
signalsaresent.
ThefinalunitonecologytacklesmanyoftheNextGenerationScienceStandards.
Itlooksatanimalbehaviorandthesuccessesithaswithpassingonidealtraits.Italso
looksatthebroaderscopeofresourcesandhowtheiravailabilityimpactstheecosystem.
Thisunitalsotiesbackintoplantsandphotosynthesisandhowenergycyclesthroughthe
ecosystemandthroughproducers,consumers,anddecomposers.Finally,thechanges
donetoanecosystemandhowitimpactsitrelatesitbacktoevolutionandthechanging
naturalworld.
1.EvolutionandChangesOverTime
MS
Constructanexplanationbasedonevidencethatdescribeshowgenetic
LS44.
variationsoftraitsinapopulationincreasesomeindividualsprobabilityof
survivingandreproducinginaspecificenvironment.
MS
LS46.

Usemathematicalrepresentationstosupportexplanationsofhownatural
selectionmayleadtoincreasesanddecreasesofspecifictraitsinpopulations
overtime.

2.ClassificationofLivingThingsandCellProcesses
MS
Conductaninvestigationtoprovideevidencethatlivingthingsaremadeof
LS11.
cells;eitheronecellormanydifferentnumbersandtypesofcells.
3.Genetics
MS
Developanduseamodeltodescribewhystructuralchangestogenes
LS31.
(mutations)locatedonchromosomesmayaffectproteinsandmayresultin
harmful,beneficial,orneutraleffectstothestructureandfunctionofthe
organism.
MS
LS32.

Developanduseamodeltodescribewhyasexualreproductionresults
inoffspringwithidenticalgeneticinformationandsexualreproductionresults
inoffspringwithgeneticvariation.

4.Viruses,Bacteria,Protists,andFungi
MS
Developanduseamodeltodescribethefunctionofacellasawholeand
LS12.
wayspartsofcellscontributetothefunction.

MS
LS11.

Conductaninvestigationtoprovideevidencethatlivingthingsaremadeof
cells;eitheronecellormanydifferentnumbersandtypesofcells.

5.DiversityofOtherLivingThings
a.Sponges,Cnidarians,andWorms
b.Mollusks,Anthropods,andEchinoderms
c.Fish,Amphibians,andReptiles
d.BirdsandMammals
MS
Developanduseamodeltodescribethefunctionofacellasawholeand
LS12.
wayspartsofcellscontributetothefunction.
6.HumanBiologyandHealth
MSLS1 Useargumentsupportedbyevidenceforhowthebodyisasystem
3.
ofinteractingsubsystemscomposedofgroupsofcells.
MSLS1
8.

7.Plants
MS
LS12.
MS
LS16.

Gatherandsynthesizeinformationthatsensoryreceptorsrespondtostimuli
bysendingmessagestothebrainforimmediatebehaviororstorageas
memories.

Developanduseamodeltodescribethefunctionofacellasawholeand
wayspartsofcellscontributetothefunction.
Constructascientificexplanationbasedonevidencefortheroleof
photosynthesisinthecyclingofmatterandflowofenergyintoandoutof
organisms.

8.Ecology
MSLS1 Useargumentbasedonempiricalevidenceandscientificreasoningtosupportan
4.
explanationforhowcharacteristicanimalbehaviorsandspecializedplant
structuresaffecttheprobabilityofsuccessfulreproductionofanimalsandplants
respectively.
MSLS2
1.

Analyzeandinterpretdatatoprovideevidencefortheeffectsofresource
availabilityonorganismsandpopulationsoforganismsinanecosystem.

MSLS2
3.

Developamodeltodescribethecyclingofmatterandflowofenergyamong
livingandnonlivingpartsofanecosystem.

MSLS2
4.

Constructanargumentsupportedbyempiricalevidencethatchangestophysical
orbiologicalcomponentsofanecosystemaffectpopulations

Middle School Life Sciences

Course Understandings Course Essential Questions
Overarching Question:
How do living things live,
grow, and reproduce while
interacting with their
ecosystems and the larger
world?
1. Evolution and
Changes Over Time
Students will understand
that evolution is a process
based off of the idea of
inheritance and gene
mutations, which show or
cause specific traits.
Students will understand
that evolution is the way
species adapt to their
environment over
generations and without
adapting, species may die
off.
2. Classification of
Living Things and Cell
Processes
Students will understand

What is the significance of

evolution and how do traits
get selected for and passed
along?

Course Skills

Students evaluate
examples of evolution and
traits.
Students will construct
meaning behind the
occurrence of traits
through a mathematical
model

What qualities define living

things and how do cells assist Students construct
living things in living, growing, investigations behind the

the major cell processes

and how they assist in the
life, growth, and
reproduction of living
things

and reproducing?

structure and function of

cells.

Students will understand

what qualities define a
living thing.
Students will understand
how cells grow, divide,
and reproduce while also
providing the structure
and function of living
things.
3. Genetics
Students will understand
the differences between
sexual and asexual
reproduction.

How do traits get passed

along from parent to offspring
and how does this impact the
way species change over
time?

Students analyze real world

mutations and their impact
on the phenotype of the
organism.

Students will understand

the idea behind heredity
with the passing on of
genes found in the
chromosomes.
Students will be able to
connect genetics back to
the larger concept of
evolution.
4. Viruses, Bacteria,
Protists, and Fungi
Students will be able to
describe the major
characteristics of each
category of life.
Students will be able to
differentiate between
bacteria, viruses, and

How do viruses, bacteria,

protists, and fungi fit into our
definition of living thing and
what ways are they similar
and different?

Students will use a

microscope to look at
specimens.

protists.
5. Diversity of Other
Living Things

What are defining

characteristics of each group
of life and how do those
characteristics influence the
way they live, grow, and
reproduce?

Students will be able to

describe the major
characteristics of each
category of life.

Students will be observant

of the world around them
and constructing meaning
of their observations.
Students will construct
models of the cell.

Students will understand

what aspects assist in
groups of organisms
thriving.
Students will understand
how physical
characteristics of
organisms influence their
behavior and lifestyles.

How do the various body

systems interact and help
humans function?

Students will work through

body systems and analyze
their own lifestyles and
how their bodies work.

7. Human Biology and

Health
Students can explain the
basic structure and
function of the systems
covered.
Students can apply
information to other
categories of life, such as
other mammals, reptiles,
plants and bacteria.

How are plants different from

other organisms previously
studied and how are they
fundamentally different in
their way they live, grow, and
reproduce?

Students will examine

plants and look at plant
cells under the microscope.

6. Plants
Students will understand
the basics of
photosynthesis.
Students will understand
the differences between
plant and animal cells.

Students will analyze

Students will understand

how the structure and
function of plants
influence where they
inhabit and how they live
grow and reproduce.

How do living things interact

with each other and have and
influence on each other in
both positive and negative
ways?

current events concerning

resource and the
environmental sciences.

8. Ecology
Students will understand
how the flow of energy
through a food chain and
food web.
Students will understand
the effects resource
availability has on the
ecosystem and the larger
world.
Students will understand
the impact humans have
on the world around
them.

Timeline of the Eight Major Units of Study

Unit
Number of Weeks
Evolution and Changes Over Time
5 weeks
Classification of Living Things and
Cell Processes

3 weeks

Genetics
Viruses, Bacteria, Protists, and
Fungi

3 weeks
3 weeks

Diversity of Other Living Things

Human Biology and Health
Plants
Ecology

6
5
5
6

weeks
weeks
weeks
weeks

Conclusion:
Placing the units in a logical order was much more of a daunting
and meticulous process than originally expected. Because life science
is all so interconnected, and all the units relate back to the idea of
evolution, it was clear that I initially wanted all my students to know
everything right at the beginning of the year!
Because evolution is the overarching theme for life sciences, I
put that unit first in my yearlong plan. I then grouped the rest of my
information into units. After the information had been grouped, I
began to think what would be second in the lineage. I decided that
before students could jump into the vastness of living things, they first
needed to know what classifies something as living as well as the what
is a component of all living things: the cell. This would set the stage for
learning about the diversity of live as well as how life relates to each
other.
Next, I decided a unit on genetics would follow. Genetics is a key
for relating organisms to evolution, so I thought it was critical students
received the information on genetics before the diversity of live. I like
to think of this unit as well as the unit on cell processes as the basis for
understanding everything subsequent to them. Without the basic
knowledge of these units, the reasoning behind differing characteristics
and similarities within groups in the diversity of life units would have
no meaning and no previous schema for students to place information.
I decided to group diversity of life as it is often grouped, smallest
to biggest. Thinking of the way I was taught these concepts, even in
college zoology, it seemed the most logical. I would pay special
attention to the animal and plant cells in their respective units. They

are often taught together in a cells unit, which I think is a disservice to

the connection of terms to concepts and the retention of knowledge.
Human biology would receive a large chunk of time based upon the
standards I saw at both the state and national level. I also believe
studying human biology is not only extremely relevant, but also
complex enough in structure to help with gaps students may have in
any of the previous diversities of life. I also stress having a long time
dedicated specifically to plants. One reason being this is that students
often come into school with many misconceptions about plants; plants
have a very different way of living, growing, and reproducing. Also,
plants play a huge role in the ecosystem, cycling of energy, and
photosynthesis, which leads well into the ecology unit.
My final unit is on ecology, which I feel ties everything together
and back to evolution. It is clear that there are many standards on
ecology and it is critical to helping students see how everything is
interconnected. Ecology is truly the culmination of everything learned
in the previous weeks because it deals with every aspect of life and
even nonliving aspects too.
In placing the units in this order, I feel as though I have
constructed a logical sequence of ideas that help students not only
learn the information, but connect it to prior knowledge and the
overarching question.