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Live Long and Prosper...Texas Style

Grade 7, Science

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Description of Unit

In this project, students will explore Texas ecosystems and identify their definitive characteristics. The students will research organisms in their natural habitats and determine what traits help them thrive. In the final product, students will select a non-native organism and determine which Texas ecosystem would allow it to thrive and reproduce.

This guide links the Live Long and Prosper . . . Texas Style unit to the Texas Essential Knowledge and Skills (TEKS) for seventh graders. Live Long and Prosper . . . Texas Style is a science unit that allows students to study how different environments support a variety of organisms and how organisms can be selected to be bred and thrive in a specific environment. This unit will make cross-curricular connections to the Social Studies and English Language Arts and Reading TEKS. The following document includes the applicable TEKS and the details of the Live Long and Prosper . . . Texas Style unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Students will view the NOAA video, “What is an Invasive Species?” (http://oceanservice.noaa.gov/facts/invasive.html). Based on the video, students will discuss various ways invasive species can be introduced into an ecosystem. Depending on the size of the class, this can be done with partners, in small group discussions (with each group sharing one idea with the whole class), or in a whole class discussion. Students will use the handout titled “Texas Invasives Engage Activity.”
  2. Place the students in groups. Each group will be responsible for researching one breed of cattle using Encyclopedia Britannica’s online “Livestock Farming” resource (www.britannica.com/topic/livestock-farming). Each group will then create a poster illustrating the characteristics that were bred to help the species thrive in its new environment. These posters should be posted around the room so that students can review and discuss during a gallery walk.
  3. Give students the characteristics of a geographic area of Texas. They will discuss the inherited traits would have been favored in selective breeding to produce organisms that would thrive in that area. Students may wish to utilize these resources:
  4. Using the TexasInvasives.Org website (www.texasinvasives.org), students will research one animal and one plant that are invasive species in Texas. They will need to identify where the species came from and how they were introduced into the Texas ecosystem:
    • What adaptations does your organism have that allows it to thrive in its natural habitat?
    • What aspects of the Texas environment allow the invasives to thrive?
    • What traits does your organism have that would pose a challenge to its survival?
    • What native species might be threatened by this organism?
  5. Students will investigate the characteristics of various Texas ecosystems and determine which organisms thrive in those specific environments. The following questions will be addressed on the “Phase 1: Learning Experience” handout:
    • What are the characteristics of the specific Texas ecosystems?
    • What are unique characteristics of each ecosystem?
    • What organisms are native to this ecosystem?
    • Which organism(s) thrive in each environment? Justify your answers.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Students will choose an animal or plant native to another country that they would like to breed in Texas.
  2. Asking guiding questions. Some questions to consider might include the following:
    • What is your organism’s native habitat? What are the characteristics of that area?
    • Which adaptations does your organism have that allow it to thrive in its natural habitat?
    • What traits does your organism have that could pose a challenge to its survival?
    • In which Texas ecosystem would you like to raise the organism? Why?
    • What potential negative impact could your organism have on its new environment?
  3. Creating a research proposal. Using the “Research Proposal Plan” form from the Middle School Resources (https://www.texaspsp.org/forms?gradeBand[]=middle-school), students will identify their organism, the Texas ecosystem in which they would like to raise it, their guiding questions, and possible resources.
  4. Conducting the research. After the teacher has approved student proposals, each student will begin using the resources he or she has identified and others he or she may encounter. During this stage, the student will need to use the “Primary Resource Process Sheet” and “Secondary Resource Process Sheet” from the Middle School Resources (https://www.texaspsp.org/forms?gradeBand[]=middle-school).

B. The product

Each student will conduct background research on an animal or plant that is native to another country. They will select a Texas ecosystem in which to raise this organism.

  1. Students will write a persuasive paper to justify the introduction of the selected organism into the specific Texas ecosystem. Students will include a discussion on the characteristics of the organism and environment.
  2. Students will create a visual presentation to support the persuasive paper.

C. Communication

Each student will present his or her project to classmates and target audiences (e.g., Texas and Southwestern Cattle Raisers, Texas Masters Gardeners Association, Texas AgriLife Extension Services, local horticulture and gardening groups, Future Farmers of America, Texas Landowners Association, Texas Farm Bureau, 4H clubs), using appropriate science vocabulary. The student will take questions or comments at the end of the report. A Q&A session should follow the presentation.

D. A completed project consists of:

  1. A research proposal
  2. Research notes
  3. A visual representation of a Texas ecosystem and organism
  4. A report with bibliography
  5. A “Primary Resource Process Sheet”
  6. A “Secondary Resource Process Sheet”

This unit may address the following TEKS.

110.23., English Language Arts and Reading, Grade 7, Adopted 2017

110.23(b)(5)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.23(b)(6)(G)
discuss and write about the explicit or implicit meanings of text;
110.23(b)(6)(I)
reflect on and adjust responses as new evidence is presented.
110.23(b)(6)(F)
respond using newly acquired vocabulary as appropriate;
110.23(b)(6)(E)
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
110.23(b)(8)(D)(i)
the controlling idea or thesis with supporting evidence;
110.23(b)(8)(D)(ii)
features such as references or acknowledgements
110.23(b)(8)(E)(iii)
identifying the intended audience or reader
110.23(b)(8)(E)(i)
identifying the claim;
110.23(b)(8)(E)(ii)
explaining how the author uses various types of evidence and consideration of alternatives to support the argument
110.23(b)(8)(F)
analyze characteristics of multimodal and digital texts.
110.23(b)(9)(B)
analyze how the use of text structure contributes to the author's purpose;
110.23(b)(11)(C)
compose multi-paragraph argumentative texts using genre characteristics and craft
110.23(b)(12)(H)
examine sources for:
110.23(b)(12)(E)
differentiate between primary and secondary sources;
110.23(b)(10)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.23(b)(10)(C)
revise drafts for clarity, development, organization, style, word choice, and sentence variety;
110.23(b)(10)(B)
develop drafts into a focused, structured, and coherent piece of writing by:
110.23(b)(10)(A)
plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
110.23(b)(10)(D)
edit drafts using standard English conventions, including:
110.23(b)(10)(E)
publish written work for appropriate audiences.
110.23(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.23(b)(11)(B)
compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;
110.23(b)(12)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.23(b)(12)(A)
generate student-selected and teacher-guided questions for formal and informal inquiry;
110.23(b)(12)(D)
identify and gather relevant information from a variety of sources;
110.23(b)(12)(B)
develop and revise a plan;
110.23(b)(12)(G)
differentiate between paraphrasing and plagiarism when using source materials;
110.23(b)(12)(I)
display academic citations and use source materials ethically
110.23(b)(12)(J)
use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
110.23(b)(12)(F)
synthesize information from a variety of sources;
110.23(b)(12)(C)
refine the major research question, if necessary, guided by the answers to a secondary set of questions;
110.23(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

112.19, Science, Grade 7

112.19(b)(2)
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations.
112.19(b)(2)(E)
analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.
112.19(b)(3)
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.
112.19(b)(3)(D)
relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.
112.19(b)(10)
Organisms and environments. The student knows that there is a relationship between organisms and the environment.
112.19(b)(10)(A)
observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms;
112.19(b)(11)
Organisms and environments. The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations.
112.19(b)(11)(B)
explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb;
112.19(b)(11)(C)
identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals.
112.19(b)(12)
Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function.
112.19(b)(12)(A)
investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants;

113.19, Social Studies, Grade 7

113.19(b)(9)
Geography. The student understands the location and characteristics of places and regions of Texas.
113.19(b)(9)(A)
locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions and places of importance in Texas during the 19th, 20th, and 21st centuries such as major cities, rivers, natural and historic landmarks, political and cultural regions, and local points of interest;
113.19(b)(9)(B)
compare places and regions of Texas in terms of physical and human characteristics;
113.19(b)(9)(C)
analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas.
113.19(b)(20)
Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on the political, economic, and social development of Texas.
113.19(b)(20)(C)
analyze the effects of various scientific discoveries and technological innovations on the development of Texas such as advancements in the agricultural, energy, medical, computer, and aerospace industries;
113.19(b)(20)(D)
evaluate the effects of scientific discoveries and technological innovations on the use of resources such as fossil fuels, water, and land;
113.19(b)(21)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology.
113.19(b)(21)(A)
differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas;
113.19(b)(21)(B)
analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
113.19(b)(21)(C)
organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
113.19(b)(22)
Social studies skills. The student communicates in written, oral, and visual forms.
113.19(b)(22)(B)
use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources;
113.19(b)(22)(C)
transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate;
113.19(b)(22)(D)
create written, oral, and visual presentations of social studies information.
113.19(b)(23)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.
113.19(b)(23)(A)
use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
113.19(b)(23)(B)
use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.1
Utilize skepticism, logic, and professional ethics in science.
S.I.A.2
Use creativity and insight to recognize and describe patterns in natural phenomena.
S.I.A.3
Formulate appropriate questions to test understanding of natural phenomena.
S.I.A.4
Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
S.I.D.1
Demonstrate literacy in computer use.
S.I.D.2
Use computer models, applications, and simulations.
S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.II.A.3
Understand ratios, proportions, percentages, and decimal fractions, and translate from any form to any other.
S.II.A.7
Use calculators, spreadsheets, computers, etc., in data analysis.
S.III.A.1
Use correct applications of writing practices in scientific communication.
S.III.B.1
Read technical and scientific articles to gain understanding of interpretations, apparatuses, techniques or procedures, and data.
S.III.B.2
Set up apparatuses, carry out procedures, and collect specified data from a given set of appropriate instructions.
S.III.B.3
Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.IV.A.1
Recognize how scientific discoveries are connected to technological innovations.
S.IV.B.1
Understand how scientific research and technology have an impact on ethical and legal practices.
S.IV.B.2
Understand how commonly held ethical beliefs impact scientific research.
S.IV.C.1
Understand the historical development of major theories in science.
S.IV.C.2
Recognize the role of people in important contributions to scientific knowledge.
S.V.C.1
Recognize patterns of change.
S.V.D.1
Understand that scientists categorize things according to similarities and differences.
S.VI.C.2
Recognize variations in population sizes, including extinction, and describe mechanisms and conditions that produce these variations.
S.VI.G.1
Identify Earth's major biomes, giving their locations, typical climate conditions, and characteristic organisms.
S.X.C.1
Recognize variations in population sizes, including human population and extinction, and describe mechanisms and conditions that produce these variations.
S.X.E.3
Know the different methods used to increase food production.
S.X.E.4
Understand land and water usage and management practices.
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