Longfellow Middle School Science Program Meeting the needs of all learners Inspiring excellence and

Environmental/Life Science Content Process Skills

Units of Study Ecology (Understanding our environment) Observing Living Things Heredity and Diversity

Through inquiry Qualitative versus Quantitative Observations Experimental design using metric system Analysis of real life situations and problems Guided and independent practice Depth and complexity for all students

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.

Student using microscope to observe protists from model aquatic ecosystem.

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.

Students will analyze the structure and function of cells and tissues needed to conduct life processes. Using analogies to aid a high level of understanding

Students will investigate the passage of hereditary information from generation to generation.  Use Punnett squares  Construct a DNA model  Summarize the major contributions  Simulate genetic replication  Identify the benefits and risks of genetic engineering.

Integrating Technology

Students using Google Earth to research different community models for development

Differentiating Instruction and Projects Extracting DNA Project: Advanced Academics, Honors, Extension opportunities for all

Development Dilemmas1”: Students working collaboratively to design a traditional city with standard development templates.

Using traditional templates to develop a community

AA students design without any set templates/ existing developmental constraints

Science Clubs