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Next Generation Science Standards (NGSS) and Common Core State Standards
Next Generation Science Standards
MS-LS1-5
Construct a scientific explanation based on evidence for how environmental
and genetic factors influence the growth of organisms.
LS1.B: Growth and Development of Organisms
Plants reproduce in a variety of ways, sometimes depending on animal
behavior and specialized features for reproduction. (MS-LS1-4)
Genetic factors as well as local conditions affect the growth of the adult
plant. (MS-LS1-5)
Engineering Practices
Planning and carrying out investigations in 68 builds on K5 experiences and progresses to
include investigations that use multiple variables and provide evidence to support explanations
or solutions.
Conduct an investigation to produce data to serve as the basis for evidence that meet the
goals of an investigation. (MS-LS1-1)
Constructing explanations and designing solutions in 68 builds on K5 experiences and
progresses to include constructing explanations and designing solutions supported by multiple
sources of evidence consistent with scientific knowledge, principles, and theories.
Construct a scientific explanation based on valid and reliable evidence obtained from
sources (including the students own experiments) and the assumption that theories and
laws that describe the natural world operate today as they did in the past and will continue
to do so in the future. (MS-LS1-5)
Engaging in argument from evidence in 68 builds on K5 experiences and progresses to
constructing a convincing argument that supports or refutes claims for either explanations or
solutions about the natural and designed world(s).
Use an oral and written argument supported by evidence to support or refute an explanation or a
model for a phenomenon. (MS-LS1-3)
Use an oral and written argument supported by empirical evidence and scientific reasoning to
support or refute an explanation or a model for a phenomenon or a solution to a problem. (MSLS1-4)
California Common Core State Standards- ELA/Literacy:
RST.68.1
Cite specific textual evidence to support analysis of science and technical
texts. (MS-LS1-3),(MS-LS1-4),(MS-LS1-5)
RST.68.2
Determine the central ideas or conclusions of a text; provide an accurate
summary of the text distinct from prior knowledge or opinions. (MS-LS1-5)
RI.6.8
Trace and evaluate the argument and specific claims in a text, distinguishing
claims that are supported by reasons and evidence from claims that are not.
(MS-LS1-3),(MS-LS1-4)
WHST.68.1.ae
Write arguments focused on discipline-specific content. (MS-LS1-3),(MSLS1-4)
WHST.68.2.af
Write informative/explanatory texts, including the narration of historical
events, scientific procedures/experiments, or technical processes. (MS-LS15)
WHST.68.8
WHST.68.9
SL.8.5
Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
(MS-LS1-1)
Gather relevant information from multiple print and digital sources
(primary and secondary), using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and following a
standard format for citation. CA (MS-LS1-8)
Draw evidence from informational texts to support analysis, reflection, and
research. (MS-LS1-5)
Integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest. (MS-LS1-2)
plant growth. This experiment does not require a lot of materials. For the experiment itself,
students will need Ziploc bags, graduated cylinders, pipettes, a variety of been seeds, water, varied
solutes, markers, and chrome books to conduct research. Students will be advised on rules and
expectations for technology use, and proper laboratory safety before the start of this Project.
Diverse Learners
The project consists of groups of four. Each group will be heterogeneously mixed to
address needs of my diverse learners. (EL, GATE and special needs) Modeling, sentence starters,
journaling, and small group shares are strategies to aid student growth. Providing students with
chrome books allows students to work at their own pace. Students have the luxury to conduct their
own type of research, look up definitions to unfamiliar words, or match pictures to illustrate
thoughts. Additionally, because groups are able to choose their own experiment and final project
demonstration, students can show off their talents in the best way they see fit.
Assessment Practices
At the middle school level, it is easy for students to fall behind if I do not have assignments
due. Therefore, I would present students with a timeline of when parts of the project must be
completed. I will award points for a testable hypothesis, identifying independent and dependent
variables, bringing in materials to class (Or using what I already have in the classroom),
conducting the experiment, and a final project. The final project will be graded on the attached
rubric (Appendix-Figure 2)
Sink #3
Figure 2
Understand
Sink seed and
plant growth
#1
1
I cannot accurately identify
and explain in detail all of
the necessary conditions for
plant growth
2
I can sometimes accurately
identify and explain in
detail all of the necessary
conditions for plant growth
3
I can accurately identify
and explain in detail all of
the necessary conditions
for plant growth
Sink
#2
Communication and
collaboration