Matter and Energy in Life

Discovery Education Unit: Kelp Forest

Literacy / Driving Question Board Connections

Nonfiction Science Literacy Resources

Graphic Organizers / Thinking Maps

Driving Question Boards

Kelp Forest DQB Presentation

Multilingual Learner Language Expectations

Citizen Science Opportunities

MS-LS1-6: Photosynthesis - Matter Cycling and Energy Flow

Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

Clarification & Boundary Statements

Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.

Boundary Statement: Assessment does not include the biochemical mechanisms of photosynthesis.

MS-LS1-7: Food and Chemical Reactions

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.

Clarification & Boundary Statements

Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.

Boundary Statement: Assessment does not include details of the chemical reactions for photosynthesis or respiration.

MS-LS2-3: Matter Cycling and Energy Flow in Ecosystems

Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

Clarification & Boundary Statements

Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of

various ecosystems, and on defining the boundaries of the system.

Boundary Statement: Assessment does not include the use of chemical reactions to describe the processes.

What is the NGSS & 3 Dimensional Science Learning and Why is it Important?

Science Practices - Disciplinary Core Ideas - Crosscutting Concepts

Anchor Phenomenon / Local Colorado Phenomenon Connections

Kelp Forest

DRIVING QUESTION: Why is kelp forest density higher when otter populations are highest?

Anchor

Students will develop an initial model of the Anchor Phenomenon in groups that will be maintained for all group activity through this unit. These models will help students build understanding of how the presence of otters affects the transfer of matter and energy in the ecosystem. Students then analyze and interpret data presented in a graph that shows the presence of sea otters in healthy kelp forests and the absence of sea otters in degraded kelp forests.

Discovery Education Lesson / Connections to Anchor Phenomenon

Exploring Kelp Forest / Why is kelp forest density higher when otter populations are highest?
How Kelp Grows / How does kelp grow?
Using Energy / How do living things like kelp get energy?
Flow of Matter and Energy / How do sea otters get their energy and food for growth?
Cycles of Matter / How does what sea otters and the other species eat cause changes in the kelp forest?

Local Colorado Phenomena Connections

To address NGSS standard MS-LS2-3, which focuses on the interactions between organisms and their environments, you can explore several local Colorado phenomena:

Aspen Tree Clones: Colorado is home to some of the largest living organisms on Earth, the aspen tree clones. Discuss how these trees reproduce through root sprouts and the impact on local biodiversity.

Pine Beetle Infestation: The mountain pine beetle epidemic in Colorado forests can illustrate how changes in an ecosystem affect populations and community dynamics.

Rocky Mountain Elk Migration: Explore how elk populations in Colorado adapt and interact with their environment during seasonal migrations, affecting plant communities and predator-prey relationships.

Prairie Dog Ecosystems: Study the role of prairie dogs as a keystone species in Colorado's grasslands, influencing the structure and function of their ecosystems.

Colorado River Basin: Examine the interactions between water availability, plant life, and wildlife in the Colorado River Basin to understand human impacts and ecological balance.

These examples can help students connect with local ecological phenomena while meeting the NGSS standards.

Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena

Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"

Using SchoolAI

1) Navigate to Assistants

2) Select Curriculum Coach

3) Use the prompt above

Career Connections

Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.

Local Colorado Career Connections

Connecting science concepts like matter and energy to real-world careers can be really engaging for students. Here are some Colorado-based career connections you might consider:

Environmental Scientist: In Colorado, environmental scientists study ecosystems to understand how matter and energy flow through them, particularly in unique environments like the Rocky Mountains.

Renewable Energy Engineer: With Colorado's focus on renewable energy, engineers work on projects related to wind and solar power, analyzing how energy conversion impacts the environment.

Wildlife Biologist: Studying the interactions of organisms in Colorado's diverse habitats, wildlife biologists analyze how energy flows through food webs.

Agricultural Scientist: In Colorado's agricultural sector, scientists research how matter and energy processes affect crop production and soil health.

Hydrologist: With Colorado's significant water resources, hydrologists study water cycles and energy exchanges in rivers and reservoirs.

To explore these careers further, you could reach out to local universities, environmental agencies, or energy companies for guest speakers or field trip opportunities.

Hands On, Minds On Connections

Discovery

A Biodiversity Index

Discovery Hands-On Refurbishments

Refurbishment Order Form

PASCO

Photosynthesis

Ocean First Education

St Vrain Science Center

Data Puzzle Connections

Tracing Carbon Through the Arctic Food Web

Simulations

GIZMOS

GIZMOS in Science

Nearpod Lessons / Activities / Videos

LabXchange Lessons / Activities / Videos

Teacher Notes / Assessments

Discovery Hands-On Refurbishments

Refurbishment Order Form

To Extend Student Learning

6) Restoring Kelp Forest Additional Remediation, Extension, Differentiation Resources

Teacher Prep: Content Background Unit Storyline Driving Question Boards English Language Learner Support

3 Dimensional Science Assessments

This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 8th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory

CDE: Grade Level Expectations

Prepared Graduates:

2.5: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how individual organisms are configured and how these structures function to support life, growth, behavior and reproduction.
2.7: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how genetic and environmental factors influence variation of organisms across generations.

Grade Level Expectation:

2-1: All living things are made up of cells, which is the smallest unit that can be said to be alive.
2-3: Sustaining life requires substantial energy and matter inputs.

Colorado Department of Education - Middle School Science Standards

Connecting Thinking Maps to Science Instruction

To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide

Graphic Organizers (Science Practices & Cross-Cutting Concepts)

Thinking Maps Guide Thinking Maps Guide (Spanish)

Thinking Map Resources (Spanish)

Patterns

Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?

Possible Thinking Maps:

Flow or Bridge Maps for analyzing patterns (Page 54)

Tree Map for classifying (Page 42)

Bridge Map for relationships (Page 66)

Multi-flow Map for causes of patterns and making predictions (Page 60)

Double Bubble Map for comparing / contrasting patterns (Page 36)

Cause and Effect

Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?

Possible Thinking Maps:

Multi-flow Map for cause and effect (Page 60)

Partial Multi-flow Map (Page 60)

Circle Map for Brainstorming (Page 24)

Double Bubble Map for cause and effect (Page 36)

Scale, Proportion, Quantity

Critical Questions: How does this system look at a smaller or larger scale? What is new and what is the same? What is new and what is the same? How does this scale relate to you? What happens if we change the quantity involved?

Possible Thinking Maps:

Multi-flow Map for cause and effect (Page 60)

Tree Map for details at different measures (Page 42)

Double-Bubble Map (Page 36)

Brace Map for analyzing parts at different scales or proportions (Page 48)

Bridge Map for relationships (Page 66)

Systems and System Models

Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?

Possible Thinking Maps:

Brace Map for taking systems apart (Page 48)

Flow Map for organization of the system (Page 54)

Double-Bubble Map to systems (Page 36)

Multi-flow Map to analyze impact of modifying systems (Page 60)

Energy and Matter

Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?

Possible Thinking Maps:

Flow Map for tracking energy (Page 54)

Partial Multi-Flow Map for effects of changes (Page 60)

Bridge Map for relating energy and matter (Page 66)

Partial Multi-flow for causes of energy (Page 60)

Structure and Function

Critical Questions: How does the function depend on the structure? Are there other structures that serve the same function?

Possible Thinking Maps:

Brace Map to analyze structure (Page 48)

Partial Multi-Flow Map to explain how the structure causes the function (Page 60)

Double Bubble Map for different structures (Page 36)

Stability and Change

Critical Questions: What causes change in this system? Stability? Is the stability static or dynamic? What are possible catalysts for changing the stability?

Possible Thinking Maps:

Partial Multi-Flow Map for change (Page 60)

Circle Maps for defining dynamic and static stability (Page 24)

Flow map for evolution of a system (Page 54)

Double Bubble to dynamic and static stability (Page 36)