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Biology Life Science Curriculum

Biology Life Science Curriculum

$500.00

A complete Life Science curriculum differentiated for middle school students. Provides quality science education for traditional classrooms, digital settings and homeschooling families. Aligned with Life Science NGSS across multiple grade-bands to allow for remediation, targeted and honors instruction.

Includes:
• 233 Lessons
• 88 Labs
• Review Materials & Summative Assessments

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Description

This resource is being upgraded! See what is coming to ALL my resources: https://bit.ly/32AmRKr

About this Curriculum
This curriculum includes teaching materials differentiated for grades 6-8:
• Editable Presentations, Notes and Exams
• Printable and Digital Interactive Notebooks
• SNAPs Lab Station Activities
• Bell Ringers, Homework and Task Cards Tiered to Bloom’s Taxonomy
• Reading Passages with Text-Based Evidence Comprehension Questions
• Vocabulary Builders & Word Wall
• High Yield Review Sorts & Activities
• Differentiated Course and Unit Planning Guides

Important Notes:
• Download a FREE Unit Bundle to learn more about all my products.
• View an interactive pacing guide to review my curricula: https://bit.ly/3YhdU4C

Why invest in a curriculum from Stephanie Elkowitz?
★ An exceptional value for a comprehensive, ready-to-use curriculum
★ A one-time purchase grants you lifetime access to superior teaching materials
★ All future updates and iterations included. No additional purchase required.
★ Authentic alignment to NGSS. Thoughtful connections to math and ELA CCSS.
★ Quality FREE teaching tools to help your students at my site. No ads. No fees.
★ The most recent updates include beautiful, accurate, exclusive illustrations
★ Resources will inspire you and students to take pride in teaching and learning

DIGITAL RESOURCES
This bundle includes modified files that facilitate online – distance learning:
• Fillable slides designed to work with Google Slides and Microsoft PowerPoint.
• Digital task cards and assessments designed with Google Forms.

Important Notes about Fillable Slides:
• Digital assignments work seamlessly with Google Slides: WATCH ME
• Each assignment is saved as an individual file with the key removed.
• Digital assignments CANNOT be edited. Only the text boxes or forms can be manipulated.

All Digital resources can be shared via platforms that are password-protected or accessible only to students.

This curriculum includes 17 Life Science units:
• Animal Adaptations Unit Bundle
• Cells and Cell Membrane Unit Bundle
• Cell Division Unit Bundle
• Classification Unit Bundle
• Ecology and Ecosystems Unit Bundle
• Evolution and Natural Selection Unit Bundle
• Five Senses and Sensory Processing Unit Bundle
• Heredity and Genetics Unit Bundle
• Homeostasis and Disease Unit Bundle
• Human Body Systems Overview Unit Bundle
• Human Anatomy and Physiology Unit Bundle
• Immunity Unit Bundle
• Life Cycles Unit Bundle
• Metabolism and Nutrition Unit Bundle
• Microscopes Unit Bundle
• Plants Unit Bundle
• Reproduction and Development Unit Bundle

BONUS – NATURE OF SCIENCE TEACHING MATERIALS
This download also includes Nature of Science Teaching Materials:
• Understanding the Nature of Science Mini Unit Bundle
• Scientific Method and Science Practices Mini Unit Bundle
• Lab Safety, Lab Tools & Lab Skills Mini Unit Bundle
• Engineering Mini Unit Bundle

The following resources are included in this curriculum:

POWERPOINTS, NOTES & EXAMS
These resources are designed to help you deliver, discuss and assess science content. There are three teaching tools included with each PowerPoint product in this curriculum:
• PowerPoint Presentation (differentiated and editable slides)
• Scaffolded Notes (differentiated and editable, scaffolded and modified notes included)
• Summative Examination (differentiated and editable, answer key included)

These resources include PPTX and DOCX files that work with Microsoft PowerPoint and Word AND Google App files adapted to work with Google Slides and Docs. Digital, self-grading summative assessments made with Google Forms are included. Google App resources must be accessed using the Google Drive for Desktop App. Fonts are safe for use with Microsoft Office and Google Apps.

To upload Google App files to your Google Drive, use the Google Drive for Desktop App. You CANNOT directly upload the folders of lessons to your Google Drive within a web browser. Written and video directions included and can be viewed in a web browser: https://bit.ly/3RKqELd. Link to view my drive and manually make copies of Google App files included. 

INTERACTIVE NOTEBOOK UNITS
My interactive notebooks are comprehensive lessons. Each lesson includes:
• One page of input notes
• At least one INB activity (key included)
• A 4-5 question mini assessment (key included)
• A 2-part reflection exercise
• Editable copies of input notes are included as separate docx files

The digital interactive notebook is the counterpart to the printable INB unit. Each lesson includes one page of editable input notes, a digital INB activity, a digital quiz and a two-part formative reflection. Digital quizzes made with Google Forms – force-copy links provided.

BELL RINGERS (DAILY WARMUPS OR EXIT SLIPS)
These differentiated and tiered 3-part activities are designed to “warmup” students at the beginning of a lesson. The bell ringers align with the interactive notebook chapters for each respective unit. Full and half page printing options and key included. Fillable slides that can be used with Google slides and Microsoft PowerPoint included.

HOMEWORK
These differentiated and tiered 3-part assignments are designed to be a 15 to 20 minute at-home or independent activity. The assignments align with the interactive notebook chapters for each respective unit. They are best used following an INB lesson. Key included. Fillable slides that can be used with Google slides and Microsoft PowerPoint included.

READING PASSAGES
These differentiated reading passages with text-based evidence comprehension questions can be used a variety of ways, including close reading in the classroom, preparation for SNAPs labs or homework. Reading passages align with the interactive notebook chapters for each respective unit. Key included. Fillable slides that can be used with Google slides and Microsoft PowerPoint included.

IMMERSIVE READER
This resource includes reading passages that can be read to a student with Microsoft’s Immersive Reader. Immersive-Reader compatible passages are read-only word documents accessed in a web browser. Internet access required. Students are provided links to the Immersive Reader compatible passages in the printable and digital versions of each activity.

Immersive Reader is a FREE Microsoft educational tool. You do NOT need a Microsoft account to access this tool in a web browser. Learn more about Immersive Reader HERE.

Immersive Reader can:
• Read the entire passage to a student
• Help pronounce individual words in a passage as a student reads
• Translate the entire passage or individual words in the passage for ESL students
• Change the font, text color and background color for students with visual impairments

Additional Notes
• Written and video instructions for students are included: http://safesha.re/ppk
• Download a FREE unit of Immersive Reader compatible reading passages HERE.

VOCABULARY ACTIVITY PACKS
Includes EVERYTHING you need to introduce, reinforce, review and master science vocabulary! Crossword puzzles, flashcards, games and quizzes included. Printable, digital and editable components.

WORD WALL
Each card displays a simple illustration, one vocabulary word and a short definition. Half and quarter page printing options. Color and black and white.

TASK CARDS
Task cards are designed to assess students on key ideas and concepts covered in each respective unit. Questions are differentiated (with a color and shape code) and tiered with a “signal strength” code so to probe lower, mid and higher order thinking. Questions are tiered according to the revised Bloom’s taxonomy. Answer sheets (differentiated) and key included for each task card set.

DIGITAL TASK CARDS
Digital task cards are designed to work with Google Forms. The digital task card can be assigned to students with Google Classrooms or shared as a link with your student any way you choose. Self-grading. Task cards cannot be edited but can be added or removed from the form. Requires internet access.

HIGH-YIELD REVIEW ACTIVITIES
NO-PREP resources to review HIGH-YIELD topics in science! Each activity focuses on a single topic to develop mastery of that topic. Printable and digital activities and self-grading Google Forms included.

SNAPS LAB STATIONS ACTIVITIES
SNAPs Lab Stations Activities require students to use science, math, literacy, problem-solving and engineering skills. They combine the three dimensions of science learning – science and engineering practices, disciplinary core ideas and crosscutting concepts – in order to meet the Next Generation Science Standards. The labs also make interdisciplinary connections to STEM, Math CCSS and ELA CCSS to build the appropriate skills.

DIGITAL LAB ACTIVITIES
The SNAPs labs in this curriculum are offered in a digital format (fillable slides compatible with Microsoft PP and Google Slides) to facilitate distance learning and support digital classrooms. To better support digital classrooms, each assessment station is offered as an editable, self-grading Google Form as well.

DISTANCE LEARNING COMPATIBILITY
SNAPs lab activities are rated for their ease with distance – independent learning. Refer to the Master Lab Skills List for a brief overview of how well each laboratory works in a fully digital classroom and with distance learning.

EDITABLE DOCUMENTS
This download includes an editable word document (docx file) of all lab components:
• Pre-Lab and Post-Lab Activities
• The Lab Overview
• Lab Station Activities and Questions
• Directed Synthesis Project (when applicable)

Important Notes:
• Diagrams, illustrations, tables and graphs essential to lab activities are included
• Illustrative clipart is NOT included
• Editable documents and rubrics are included with the FREE SNAPs Setup Guide

Editable files allow you to:
• Edit the scope of the activities so to suit your students’ needs
• Edit the materials required based on resource availability
• Create single-period “mini-labs” using activities at the individual skills stations

About Differentiation
• Topics are differentiated for upper elementary, middle, and high school levels.
• Flexible pacing supports remediation, targeted instruction, and honors pacing.
• Best suited for grades 6–8, but also effective for grades 4–5 and 9–10.
• A consistent color-shape code across all resources makes differentiation easy.

Next Generation Science Standards
This curriculum supports all NGSS Life Science standards for grades 3–5 and 6–8. It includes instructional materials and activities aligned with NGSS performance expectations, disciplinary core ideas (DCIs), Science and Engineering Practices (SEPs), and Crosscutting Concepts (CCCs). Where appropriate, resources also integrate ELA and Math Common Core Standards.

Detailed alignment guides with supporting evidence are being developed for every unit.

In addition to NGSS alignment, the curriculum expands on key concepts to support smooth topic transitions, preserve traditional science content, and incorporate local and historical context. Many states have adapted NGSS with their own unique standards — this curriculum includes lessons and labs designed to meet those specific state requirements.

Accessing Curriculum Resources
The curriculum is accessed in your account at www.stephanieelkowitz.com. Due to the size of the curriculum, you will download the resources “in chunks” with multiple links. A download link is provided for each unit.

Dropbox Access
Educators who own the curriculum (through a direct purchase or completing a full payment plan) can request access to the curriculum through Dropbox. Dropbox access allows alternative methods for download and preview of files before download. Complete this Google Form to request access: https://forms.gle/tKB4N6AyrgaXDPDs7

TERMS OF USE
• All rights reserved by Stephanie Elkowitz.
• This product is to be used by the original purchaser only.
• Intended for classroom and personal use only.
• Copying for more than one teacher, classroom, department, school, or school system is prohibited.
• This product may not be distributed or displayed digitally for public view.
• Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA).

Scope & Sequence

Unit Snapshots

Life Science Units

Nature of Science Units

NGSS

Grade 3-5 NGSS Standards

3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. Changes organisms go through during their life form a pattern.

3-LS2-1. Construct an argument that some animals form groups that help members survive.

3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.

3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment. Examples of the environment affecting a trait could include normally tall plants grown with insufficient water being stunted; and a pet dog that is given too much food and little exercise may become overweight.

3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.

3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Examples of cause and effect relationships could include plants that have larger thorns than other plants may be less likely to be eaten by predators; and animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.

3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.

3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms. Examples of solutions could include habitat restoration, design of green spaces, or animal corridors.

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. Emphasis is on systems of information transfer. Response to stimuli can include behaviors such as habits and reflexes.

5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water. Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.

5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. Emphasis is on the idea that matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Examples of systems could include organisms, ecosystems, and the Earth.

Middle School NGSS Standards

MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that cells are the basic unit of life.

MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. Emphasis is on the cell functioning as a system and the relationship of parts to the whole; parts of cells include the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.

MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.

MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Examples of behaviors that affect reproduction could include nest building, herding of animals, vocalization, and colorful plumage. Examples of plant structures could include bright flowers, nectar, and odors.

MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Examples of environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions.

MS-LS1-6. 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. Emphasis is on tracing movement of matter and flow of energy. Examples of inputs could include carbon dioxide, water, and sunlight; examples of outputs could include oxygen and sugar. Emphasis is on plants’ use of the matter they take in.

MS-LS1-7. 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. Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released. Examples of systems could include organisms, ecosystems, and Earth systems.

MS-LS1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. Emphasis is on cause-and-effect relationships between resources and growth of individual organisms and the population as a whole.

MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. Emphasis is on patterns of interactions, such as competition, predation, mutualism, parasitism, and commensalism.

MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Emphasis is on describing the conservation of matter and the transfer of energy through processes such as photosynthesis and cellular respiration. Models may include food webs and other system diagrams.

MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. Emphasis is on recognizing patterns in data and making inferences about cause and effect.

MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solutions could involve protecting habitats, promoting sustainable agriculture, or preventing habitat fragmentation.

MS-LS3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Emphasis is on conceptual understanding that changes to genetic material may result in changes to proteins, which can affect the structure and function of an organism. Examples may include radiation-induced mutations in plants or animals.

MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Emphasis is on using models to describe the impact of asexual versus sexual reproduction on genetic variation. Examples of models could include Punnett squares, diagrams, or simulations.

MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. Emphasis is on finding patterns of change in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.

MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. Emphasis is on explanations of evolutionary relationships supported by anatomical evidence.

MS-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. Emphasis is on inferring general patterns of relatedness.

MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. Emphasis is on using simple probability statements and proportional reasoning to construct explanations.

MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. Emphasis is on understanding how technologies (such as genetic modification, selective breeding, and cloning) can influence the inheritance of desired traits and how these technologies impact society.

MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. Emphasis is on using mathematical models (e.g., simple probability and proportional reasoning) to describe how traits become more or less common.

Curriculum Support / Alignment Docs

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