LS1.C. Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. 
LS2.B.
Food webs are models that demonstrate how matter and energy is transferred
between producers, consumers, and decomposers as the three groups interact
within an ecosystem.
Transfers of matter into and out of the physical environment occur at every level.
Decomposers recycle nutrients from dead plant or animal matter back to the soil in
terrestrial environments or to the water in aquatic environments.
The atoms that make up the organisms in an ecosystem are cycled repeatedly
between the living and nonliving parts of the ecosystem.
PS1.A.  Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.
PS1.B. Substances react chemically in characteristic ways. In a chemical process, the
atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. 
PS3.D. The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. 
This unit builds toward the following NGSS Performance Expectations (PEs): 

    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.
    MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
    MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. 

Partial NGSS Performance Expectations (PEs) addressed by this unit:

    MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. (Specifically, chloroplasts and mitochondria.


Focal Science & Engineering Practices

    Developing and Using Models
    Constructing Explanations and Design Solutions
    Engaging in Argument from Evidence
    Obtaining, Evaluating, and Communication Information


Focal Crosscutting Concepts

    Systems and System Models
    Energy and Matter

I have been working in science-based museums doing curriculum, programming, and education for students in a variety of settings for over twelve years. I worked at the Creative Discovery Museum on a pilot program which involved biological science and dissections for home educated students. I served as a peer tutor for the biology class listed above and helped college level students with a variety of backgrounds and support needs obtain content mastery. I led programming on a variety of inclusive science based summer camps including those partnering with the local zoo and aquarium. 
During my graduate degree, I worked on projects with the Seattle Aquarium and Burke Museum on science education concepts. I collaborated on the design of virtual field trips which supported concept standards in earth and life sciences and applied science through museum evaluation. I have been teaching science to students in grades k-8 online for over two years in a variety of settings and have seen significant success. Last year, many of my students achieved above the 90th percentile on nationally standardized tests. 
At East Tennessee State University I completed the following courses receiving near-perfect grades and completing all extension and academic work: 
Integrated Stem for Education Majors, which I applied to the development and teaching of this course through the inclusion of math, technology and engineering principles and which prepares me well to teach them. 
Concepts in Biology this course was designed for those wishing to teach Biology at a K-8 level and included teaching demonstrations, standards, and preparation for the K-6 Praxis exam for science concepts on which I scored in the 96%. 
Life in the Universe this course was an exploration of life science using an inquiry based model and which inspired my adaptation for this course. It covered a variety of life-science topics. Based on my performance in this course, I was nominated for nationally competitive research internships. 
Science Education: Wildife Conservation: As part of a science education track, I took an honor’s section of this senior course focusing on wildlife conservation which included a variety of life science skills and strategies for those teaching kindergarten through eighth grade. 

commercial use. This curriculum has won awards for it's alignment to the NGSS. It has been adapted by Malikai Bass for home learning and for neurodiverse and twice exceptional students including reading, writing, communication and fine motor supports. Additionally, the discussions on disability have been revised to come from an identity and human rights perspective and carefully reviewed with the understanding that students with disabilities will be present in the unit. 

"All OpenSciEd units are designed as open educational resources that are licensed as CC-BY-4.0. This license allows educators to use, modify, and reuse all of our resources to meet their students’ needs. This license does require appropriate attribution, which means you must give credit to the author, provide a link to the license, and indicate if changes were made."

It was written by

    Jamie Noll, Unit Lead, Northwestern University
    Tara McGill, Field Test Unit Lead and Reviewer, Northwestern University
    Dawn Novak, Writer, BSCS Science Learning
    Meghan McCleary, Writer, University of Illinois Extension
    Sue Gasper, Writer, University of Illinois Extension
    Katy Fattaleh, Writer, The Nora Project
    Michael Novak, Writer, Northwestern University
    Kate Cook-Whitt, Writer, Maine Mathematics and Science Alliance
    Emily Harris, Writer, BSCS Science Learning
    Tyler Scaletta, Writer, Chicago Public Schools
    Katie Van Horne, Assessment Specialist
    Kelsey Edwards, Project Coordinator, Northwestern University
    Christina Murzynski,  Project Coordinator, Northwestern University
    Misty Richmond, Pilot Teacher, James Ward School 
    Mary Colannino, Teacher Advisor, Hugh B. Bain Middle School
    Elizabeth Xeng de los Santos, Advisory Team, University of Nevada – Reno
    Chris Griesemer, Advisory Team, University of California – Davis
    Cindy Passmore, Unit Advisory Chair, University of California – Davis

The license can be found here: https://creativecommons.org/licenses/by/4.0/ 

This class is not affiliated with or endorsed by the creators of this curriculum nor does it used their trademarks.