STAND. LEARNING PACING CONTENT SKILLS (CCCS/NGSS) RESOURCES ACTIVITIES/ASSESSMENTS

Transcription

1 Life Sciences: 6 th Grade Investigation 1: What is Life? Total Number of Days: 5-6 Course: Diversity Of Life (Full Option Science System). Session (period): 42 minutes in length. ESSENTIAL QUESTIONS ENDURING UNDERSTANDINGS How do you if something is living or non-living? Any free living thing is an organism All organisms exhibit common characteristics and have certain requirements: growth, energy, water, exchange of gases, and responds to the environment. An organism can be non-living only if it was living. Some organisms can become dormant to survive an unsuitable environment. STAND. LEARNING PACING CONTENT SKILLS (CCCS/NGSS) RESOURCES ACTIVITIES/ASSESSMENTS FOSS (Manual) OTHER (E.g., tech).5 Introduction Revise predictions or explanations 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. (NGSS) MS-LS1-1 p. 73 (Basic, Average & Advanced). N/A -Assess prior knowledge with a Quick Write : On an index card students answer the essential question in their notebooks: How do you know if something is Living -Class discussion to follow.

2 .5 Lab Observation Observation of unknown material (Camphor crystals) 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. (NGSS) MS-LS1-1 pp Camphor crystals (FOSS teacher materials kit). (Basic, Average & Advanced). Camphor Crystals video: om/video? videoid=g (Basic and Average or if camphor crystals not available). Starboard & Document Camera -Student cooperative learning groups will observe a mysterious material (camphor crystals) and make observations in their science journals. - Students share their observations with each other (justify explanations). and based on their observations determine if the mysterious material is living or non-living

3 1.0 Living Vs. Nonliving Characteristics 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. (NGSS) WHST.6-8.1Write arguments based on discipline context. (NGSS) MS-LS1-1 WHST pp Living/ Non-Living Card Sets (FOSS teacher materials kit). Provide justification for (Basic: Three cards Average: Four cards Advanced: Five Cards). Starboard & Document Camera Video: Living Vs. Non-Living com/watch? v=p51fipo2_kq - Create a Evidence of Life chart in their notebook. - Living/Non-Living Sort : With lab partners students will select a picture using science argumentation sort it on their chart either living or nonliving. If lab partners can t agree the card is placed in the undecided column. - After the pictures are sorted record results on their data table in their science journals..5 Living Vs. Nonliving Characteristics 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. (NGSS) MS-LS1-1 p. 77 Living/ Non-Living Card Sets (FOSS materials kit). (Basic, Average & Advanced). Video: -Whole class debriefing of card sort. Living vs. Non- Living: ube.com/video/livin g-and-non-living

4 .5 Lab Exercise: Habitat Creation Habitat creation 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. (NGSS) MS-LS1-1 p. 78 Living/ Non-Living Card Sets (FOSS materials kit). (Basic, Average & Advanced). Plastic containers, Dry leaves, twigs, Design own habitat (Advanced) N/A Each student group will create an aquatic mini-habitat using specific materials provided by the teacher. -The mini-habitat will be examined in further detail in Investigation 3 for aquatic micro-organisms. -Review proper conduct for outdoor science investigations. Teacher Master B: Minihabitat Setup: (Basic & Average)

5 1.0 Lab Investigation: Living vs. Non- Living. Lab investigation students observe five unknown materials for evidence of life 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. (NGSS) MS-LS1-1 pp.8 Ma lens (FO Fiv she (Ba Ave Illu 2.0 Lab Investigation: Living vs. Non- Living. Collect, analyze data from lab 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. (NGSS) MS-LS1-1 pp.8 (Sa

6 1.0 Lab Investigation: Living vs. Non- Living. Analyze whole class data 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. WHST.6-8.1Write arguments based on discipline context. (NGSS) MS-LS1-1 pp.9 Not Env (Ba WHST INSTRUCTIONAL FOCUS OF UNIT The thought that runs through this investigation is that the characteristics that describe and define human life are exactly the same ones that describe and define all other life-forms. There i The investigations in this unit promote public dialogue and debate with students taking sides, inviting scientific inquiry and engaging in argumentation with evidence.

7 RESOURCES AND ABREVIATIONS USED NGSS - Next Generation Science Standards - DCI Arranged Standards - Public Release FOSS Full Option Science System ACADEMIC VOCABULARIES BY ROBERT MARZANO

8 Teaching Vocabulary for Investigation 1 (Based on Marzano s 6 Steps for Teaching Vocabulary Strategies): 1. TEACHER provides a description, explanation. STUDENT gives term and vice versa. (Quizlet.com Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbour, Think. Pair & Share ). 3. Ask students to construct a picture, graphic or symbol for each word. 4. Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format) 5. Ask students to discuss vocabulary words with one another (Collaborate) 6. Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.) Definitions of terms used in this unit: 1. Evidence- information collected by observation or explanation. 2. Habitat- a specific place where an organism lives. 3. Living- the condition of being alive. 4. Non-Living- referring to something that has never been alive 5. Organism- an individual living thing such as a plant or animal 6. Behavior- a manner of acting.

9 ASSESSMENT

10 Assessments for this Investigation can be found in the Diversity if Life Teacher Resource Manual: A. Embedded Assessment Notes Assessment Master #1 B. Science and Engineering Practices Checklist Assessment Master # C. Living/Non-Living Card Sort' Student Notebook Master #1 D. Five Materials Observation Lab Sheet Student Notebook Master #2 (Sample Lab Report Rubric listed below). Multiple Choice Question from Investigation 1 Which of the phrases below are characteristics of all living things? (Mark an X next to each correct answer.) Reproduces Needs water Exchanges gas Has a pulse Moves Responds to the environment Open-Ended Question from Investigation 1 Write living or nonliving for each object, then justify your reasoning for the answer you selected. a. Fire b. Horse

11 SAMPLE LAB REPORT RUBRIC Name- Date- HR- Title of Work: Assessment Scoring Guide 4= 100, 3+ = 95, 3= 90, 2+ = 85, 2=80, 1+= 75, 1=70, 0=60 Grading Parameters: Followed proper lab safety protocols Worked collaboratively in lab groups Written responses demonstrate understanding of concept being taught. Data accurately shown in graph/tables Graph labeled/completed correctly (IF APPLICABLE) 4- Task/Questions are completed and responses are thorough and accurate, relevant data & graphing is displayed effectively, and contain additional or outstanding features, no errors noted, followed lab safety protocols. 3- Task/Questions are completed and responses are complete and accurate, relevant data and graphing is displayed accurately, no significant errors, followed lab safety protocols, worked collaboratively in groups. 2- Task/Questions are completed are mostly complete and accurate, most relevant data/graphing is accurately displayed, minor errors not interfering with meaning/understanding, minimal prompting with lab safety protocols and to work collaboratively in lab groups. 1- Task/Questions are completed, but responses to questions are incomplete or inaccurate, relevant data/graphing contains errors, significant errors interfere with meaning/understanding, frequent reminders to follow lab safety protocols and to work with collaboratively with lab groups. 0- Task/Questions are incomplete and responses to questions are irrelevant or missing, significant errors in data and graphing, errors prevent effective communication, demonstrated little of no lab safety protocols or collaborative work with lab groups.

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13 21S T CENTURY SKILLS & CAREER READY PRACTICES (4Cs & CTE Standards)

14 One of the main goals of education is to prepare students for life beyond the classroom. To this end, the State of New Jersey has established a set of 21 st Century Skills to equip students with the tools necessary to succeed in college, careers and life. This curriculum seeks to support this effort by promoting the following standards: A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. (Example: in classroom and home assignments, students address real-life problems that require them to apply what they know to propose practical solutions and make predictions.) B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. (Example: in laboratory work, students take measurements, generate data and organize such information into tables, graphs and models.) C.5 Assume a leadership position in guiding the thinking of peers in a direction that leads to the successful completion of a challenging task or project. (Example: in laboratory and group assignments, each student will be given the opportunity to direct the work of their group.) D.1 Interpret spoken and written communication within the appropriate cultural context. (Example: Students will respond to presentations and technical texts.) E.2 Generate digital media campaigns in support or opposing a current political, social, or economic issue. (Example: Students will produce power point and other presentations regarding scientific issues that impact society at large.) F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences (Example: students are expected to work diligently in laboratory and classroom activities) O.1 Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities (Example: students will read technical texts, summarize and apply what they have learned to solve problems, and communicate their solutions via oral presentations and written reports.) O.2 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities (Example: students will make measurements, generate data, present data in graphical form, and use equations to make predictions and demonstrate the relationships between quantities.) O.3 Demonstrate science knowledge and skills required to pursue the full range of postsecondary education and career opportunities (Example: students will explore various scientific fields, and apply scientific knowledge and patterns of thought to everyday issues.) CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.

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16 Modifications & Accommodations: ELL: a. Word Wall with labels and pictures/illustrations. b. Provide list of vocabulary words used in this investigation. c. Directions reworded and/or read orally. Special Education a. Extended completion time b. Modifications as set forth by student s IEP. c. Quizlet website: for vocabulary At-Risk: a. Extended completion time b. Shortened assignments c. Chunking of assignments or assessments into smaller segments. d. Word Wall with labels and pictures/illustrations. e. Less complex reading level. Gifted and Talented: a. Independent research assignment (design own aquatic habitiat). MODIFICATIONS/ACCOMMODATIONS APPENDIX (Teacher resource extensions)

17 Next Generation Science 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. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells.] WHST Write arguments based on discipline context.

18 ;l The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

19 Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6 8 builds on K 5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop and use a model to describe phenomena. (MS-LS1-2) Develop a model to describe unobservable mechanisms. (MS-LS1-7) Planning and Carrying Out Investigations Planning and carrying out investigations in 6-8 builds on K- 5 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 Constructing explanations and designing solutions in 6 8 builds on K 5 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),(MS-LS1-6) Engaging in Argument from Evidence Engaging in argument from evidence in 6 8 builds on K 5 experiences and progresses to constructing a convincing LS1.A: Structure and Function All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1) Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2) In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-3) LS1.B: Growth and Development of Organisms Animals engage in characteristic behaviors that increase the odds of reproduction. (MS-LS1-4) 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) LS1.C: Organization for Matter and Energy Flow in Organisms 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. (MS-LS1-6) Cause and Effect Cause and effect relationships may be used to predict phenomena in natural systems. (MS-LS1-8) Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. (MS-LS1-4),(MS- LS1-5) Scale, Proportion, and Quantity Phenomena that can be observed at one scale may not be observable at another scale. (MS-LS1-1) Systems and System Models Systems may interact with other systems; they may have subsystems and be a part of larger complex systems. (MS-LS1-3) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-LS1-7) Within a natural system, the transfer of energy drives the motion and/or cycling of matter. (MS-LS1-6) Structure and Function Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function. (MS-LS1-2) Connections to Engineering, Technology, and Applications of Science

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22 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. (MS-LS1-4) Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 6-8 builds on K-5 experiences and progresses to evaluating the merit and validity of ideas and methods. Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. (MS-LS1-7) LS1.D: Information Processing Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. (MS-LS1-8) PS3.D: Energy in Chemical Processes and Everyday Life 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. (secondary to MS-LS1-6) Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. (secondary to MS-LS1-7) Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. (MS-LS1-1) Science is a Human Endeavor Connections to Nature of Science Scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. (MS-LS1-3) or not supported by evidence. (MS-LS1-8) Connections to Nature of ScienceScientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical connections between evidence and explanations. (MS-LS1-6)

23 Life Sciences: 6 th Grade Investigation 2: The Microscope Total Number ESSENTIAL of Days: QUESTIONS 5-6 Course: Diversity Of Life (Full Option Science ENDURING System). Session:42 UNDERSTANDINGS minutes in length. How do objects appear when are viewed through a microscope? How can we estimate the size of an object by looking at it through the microscope? A microscope may reverse and invert images. A compound microscope is a composed of a two-lens system. A microscope s optical power is the product of the magnification of the eyepiece and objective lens. STAND. LEARNING PACING CONTENT SKILLS (CCCS/NGSS) RESOURCES ACTIVITIES/ASSESSMENTS 1.0 Introduction to the Microscope Label/describe the functions of the major parts of a compound microscope Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. MS-LS1-1 (NGSS) FOSS Manual pp Student- Compound Microscopes Microscope Tool Kits (FOSS Teacher Materials Kits). (Basic, Average & Advanced). OTHER (E.g., tech) Microscope Vocabulary: Quizlet /microscopevocabulary-flash-cards/ -Teacher demonstration of basic microscope care and handling of a compound microscope. -Completion of lab Sheet on parts of the microscope.

24 1.5 Use of a compound microscope. Summarize how to prepare a wet-mount of an object. Illustrate how images appear under a compound microscope Conduct an investigation to provide evidence that living things are made of MS-LS1-1 cells; either one cell or many different numbers and types of cells. (NGSS) pp Student- Compound Microscopes Microscope Tool Kits (FOSS Teacher Materials Kits). Notebook Sheet #5: Microscope Use and Practice. UD Virtual Microscope Lab: iology/ketcham/microsc ope/scope.html Virtual Microscope: (Class Login Each class has their own page to login). -Students prepare a wet mount of a color photo. (Use photo to orient student to microscopes). -Record observations of the letter e. - Introduce field of field of view. -Monitor progress of students with lab. -Time permitting review image behavior with online activity. (Basic, Average & Advanced).

25 2.0 Use of a compound microscope. Estimate the size of a microscopic image using the diameter of the Fieldof-View Conduct an investigation to provide evidence that living things are made of MS-LS1-1 cells; either one cell or many different numbers and types of cells. (NGSS) pp Student- Compound Microscopes Microscope Tool Kits (FOSS Teacher Materials Kits). -Notebook sheet #7: Field of View. (Basic & Average). Notebook sheet #8: Estimating Size. Field of View Diameter Tables (Advanced). UD Virtual Microscope Lab: iology/ketcham/microsc ope/scope.html Virtual Microscope: (Class Login Each class has their own page to login). m/delegate/ssi-wdfucm- Day 1: - Think, Pair & Share : Ask about size through the microscope. Using Teacher Masters G, H & I: How Big Is It? -Introduce measurement challenge. -Determine width of one line and estimate field-of-diameter. -Review field-of-view using online activity: Virtual Microscope. -Distribute notebook sheet: Field-ofwebContent/Contributio View and complete activity on lab sheet n and discuss results %20Folders/FOSS/multi media_ms_1e/diversity -Day 2: oflife/media/microscop - Review magnification/field-of-view. e.htm -Distribute notebook sheet: Estimating Size, complete activity, and discuss results. -Monitor progress of students throughout lab and redirecting if necessary.

26 2.0 Laboratory Exercise: Microscocpic Life: Brine Shrimp. Observation of Brine Shrimp Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Write arguments based on displinary content (NGSS) MS-LS1-1 WHST pp Database: Brine Shrimp. (Basic and Average). Student- Compound Microscopes & Microscope Tool Kits (FOSS Teacher Materials Kits). (Advanced). Teacher Master K: Evidence of Life. (Basic, Average & Advanced). Database: Brine Shrimp : (Class Login Each class has their own page to login). Brine Shrimp Eating You Tube Video: m/watch?v=zuncmvin7w Day 1: -Review characteristics of life. -Introduce the lab exercise and the brine shrimp. -Distribute Notebook sheet 10: Brine Shrimp, student groups complete investigation and enter results on lab sheets using either microscopes or Database: Brine Shrimp. -Monitor student progress. Lab Technigues Video: - Making a brine shrimp slide view Making a Brine Shrimp video: Making a Brine Shrimp Slide. Slide : (If applicable) m/video? Day 2: videoid=g Students complete lab investigation by examining a brine shrimp under a microscope or using the Fossweb Database. - Discuss Brine Shrimp Investigation. Record evidence of life in notebook/lab sheet.

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28 INSTRUCTIONAL FOCUS OF UNIT The idea of scale is embedded in this introduction to microscopes. Humans are restricted to a narrow range of perception of the universe. There is a lot that humans cannot perceive because it is either too big or too small on our unaided senses. The microscope is one device that allows us to extend our range of vision into our world that reveals a whole new level of complexity. Students will learn that microscopic organisms can be beneficial to our health, deadly, or, as in most cases, neither beneficial nor harmful. RESOURCES AND ABREVIATIONS USED NGSS - Next Generation Science Standards - DCI Arranged Standards - Public Release FOSS Full Option Science Systems

29 ACADEMIC VOCABULARIES BY ROBERT MARZANO Marzano s Six Steps for Teaching Vocabulary: 1. TEACHER provides a description, explanation. STUDENT gives term and vice versa (Quizlet.com Ask students to restate or re-explain meaning in their own words. (Journal, community circle, turn to your neighbor) 3. Ask students to construct a picture, graphic or symbol for each word. (Word Walls present in classroom as anchor charts illustrating the parts of the microscope and unit vocabulary). 4. Engage students in activities to expand their word knowledge. (Add to their notes, use graphic organizer format) 5. Ask students to discuss vocabulary words with one another (Collaborate) 6. Have students play games with the words. (Bingo with definitions, Pictionary, Charades, etc.) Definitions of terms used in this unit: 1. Compound Microscope a microscope that uses two lenses (eyepiece and objective lens). 2. Field of View - the diameter of the circle of light seen through a microscope. 3. Magnify- to make something appear larger than it actually is. 4. Magnification- the amount by which an object is magnified by a lens. 5. Power- the amount a lens magnifies an object viewed through a microscope 6. Scale- the proportional size of a magnified image compared to the original. ASSESSMENT

30 Assessments for this Investigation can be found in the Diversity if Life Teacher Resource Manual: A. Embedded Assessment Notes Assessment Master #1 B. Science and Engineering Practices Checklist Assessment Master # C. The Microscope Student Notebook Master #4 D. Microscope Use and Practice Lab Sheet Student Notebook Master #5 E. Microscope Images Student Notebook Master #6 (Sample Lab Report Rubric listed below). Multiple Choice Question from Investigation #2 If you use a microscope that has an eyepiece that is 10X and an objective lens that is 4X, what is the magnification? (Mark the one best answer.) A14X B 6X C 10X D 40X Open-Ended Question from Investigation #2 Describe the function of the objective lenses.

31 SAMPLE LAB REPORT RUBRIC Name- Date- HR- Title of Work: Assessment Scoring Guide 4= 100, 3+ = 95, 3= 90, 2+ = 85, 2=80, 1+= 75, 1=70, 0=60 Grading Parameters: Followed proper lab safety protocols Worked collaboratively in lab groups Written responses demonstrate understanding of concept being taught. Data accurately shown in graph/tables Graph labeled/completed correctly (IF APPLICABLE) 4- Task/Questions are completed and responses are thorough and accurate, relevant data & graphing is displayed effectively, and contain additional or outstanding features, no errors noted, followed lab safety protocols. 3- Task/Questions are completed and responses are complete and accurate, relevant data and graphing is displayed accurately, no significant errors, followed lab safety protocols, worked collaboratively in groups. 2- Task/Questions are completed are mostly complete and accurate, most relevant data/graphing is accurately displayed, minor errors not interfering with meaning/understanding, minimal prompting with lab safety protocols and to work collaboratively in lab groups. 1- Task/Questions are completed, but responses to questions are incomplete or inaccurate, relevant data/graphing contains errors, significant errors interfere with meaning/understanding, frequent reminders to follow lab safety protocols and to work with collaboratively with lab groups.

32 0- Task/Questions are incomplete and responses to questions are irrelevant or missing, significant errors in data and graphing, errors prevent effective communication, demonstrated little of no lab safety protocols or collaborative work with lab groups. Teacher Comments: 21S T CENTURY SKILLS & CAREER READY PRACTICES (4Cs & CTE Standards)

33 One of the main goals of education is to prepare students for life beyond the classroom. To this end, the State of New Jersey has established a set of 21 st Century Skills to equip students with the tools necessary to succeed in college, careers and life. This curriculum seeks to support this effort by promoting the following standards: A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. (Example: in classroom and home assignments, students address real-life problems that require them to apply what they know to propose practical solutions and make predictions.) B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. (Example: in laboratory work, students take measurements, generate data and organize such information into tables, graphs and models.) C.5 Assume a leadership position in guiding the thinking of peers in a direction that leads to the successful completion of a challenging task or project. (Example: in laboratory and group assignments, each student will be given the opportunity to direct the work of their group.) D.1 Interpret spoken and written communication within the appropriate cultural context. (Example: Students will respond to presentations and technical texts.) E.2 Generate digital media campaigns in support or opposing a current political, social, or economic issue. (Example: Students will produce power point and other presentations regarding scientific issues that impact society at large.) F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences (Example: students are expected to work diligently in laboratory and classroom activities) O.2 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities (Example: students will make measurements, generate data, present data in graphical form, and use equations to make predictions and demonstrate the relationships between quantities.) CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.

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35 MODIFICATIONS/ACCOMMODATIONS Modifications & Accommodations: ELL: a. Word Wall with labels and pictures/illustrations. b. Provide list of vocabulary words used in this investigation. c. Directions reworded and/or read orally. Special Education a. Extended completion time b. Modifications as set forth by student s IEP. c. Quizlet website: for vocabulary At-Risk: a. Extended completion time b. Shortened assignments c. Chunking of assignments or assessments into smaller segments. d. Word Wall with labels and pictures/illustrations. e. Less complex reading level. Gifted and Talented: a. Independent research assignment (design own aquatic habitiat).

36 APPENDIX Next Generation Science 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. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells.] WHST Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

37 Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6 8 builds on K 5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop and use a model to describe phenomena. (MS-LS1-2) Develop a model to describe unobservable mechanisms. (MS-LS1-7) Planning and Carrying Out Investigations Planning and carrying out investigations in 6-8 builds on K- 5 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 Constructing explanations and designing solutions in 6 8 builds on K 5 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),(MS-LS1-6) Engaging in Argument from Evidence LS1.A: Structure and Function All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS1-1) Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2) In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-3) LS1.B: Growth and Development of Organisms Animals engage in characteristic behaviors that increase the odds of reproduction. (MS-LS1-4) 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) LS1.C: Organization for Matter and Energy Flow in Organisms 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. (MS-LS1-6) Cause and Effect Cause and effect relationships may be used to predict phenomena in natural systems. (MS-LS1-8) Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. (MS-LS1-4),(MS- LS1-5) Scale, Proportion, and Quantity Phenomena that can be observed at one scale may not be observable at another scale. (MS-LS1-1) Systems and System Models Systems may interact with other systems; they may have subsystems and be a part of larger complex systems. (MS-LS1-3) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-LS1-7) Within a natural system, the transfer of energy drives the motion and/or cycling of matter. (MS-LS1-6) Structure and Function Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function. (MS-LS1-2) Engaging in argument from evidence in 6 8 builds on K 5 experiences and progresses to constructing a convincing Connections to Engineering, Technology, and Applications of Science

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39 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. (MS-LS1-4) Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 6-8 builds on K-5 experiences and progresses to evaluating the merit and validity of ideas and methods. Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. (MS-LS1-7) LS1.D: Information Processing Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories. (MS-LS1-8) PS3.D: Energy in Chemical Processes and Everyday Life 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. (secondary to MS-LS1-6) Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. (secondary to MS-LS1-7) Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems. (MS-LS1-1) Science is a Human Endeavor Connections to Nature of Science Scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas. (MS-LS1-3) or not supported by evidence. (MS-LS1-8) Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical connections between evidence and explanations. (MS-LS1-6)

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41 Common Core State Standards Connections: ELA/Literacy RST Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3),(MS-LS1-4),(MS-LS1-5),(MS-LS1-6) RST 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),(MS-LS1-6) 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 Write arguments focused on discipline content. (MS-LS1-3),(MS-LS1-4) WHST Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS1-5),(MS-LS1-6) WHST Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-LS1-1) WHST Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. (MS-LS1-8) WHST Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS1-5),(MS-LS1-6) SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS1-2),(MS-LS1-7) Mathematics 6.EE.C.9 6.SP.A.2 6.SP.B.4 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. (MS-LS1-1),(MS-LS1-2),(MS-LS1-3),(MS-LS1-6) Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. (MS- LS1-4),(MS-LS1-5) Summarize numerical data sets in relation to their context. (MS-LS1-4),(MS-LS1-5)

42 Life Sciences: 6 th Grade Investigation 3: The Cell ESSENTIAL QUESTIONS ENDURING UNDERSTANDINGS What microscopic structures make up organisms such as elodea? How are elodea and paramecium The cell is the basic unit of life. All living things are made up of cells. Every cell has a structure that enables it to carry our life s functions. Both single-celled and multi-cellular organisms exhibit characteristics of life. Some organisms can become dormant to survive in an unsuitable environment. Asexual reproduction is a method of reproduction that results in offspring with identical genetic information. STANDARDS PACING CONTENT SKILLS (CCCS/ NGSS) RESOURCES FOSS TM OTHER (E.g., tech) LEARNING ACTIVITIES/ASSESSMENTS

43 2.5 Observing an Elodea leaf. Observation an Elodea leaf lab 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. MS-LS 1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. (NGSS) MS-LS1-2 MS-LS1-1 pp Student compound microscopes. Microscope Tool Kits (FOSS Teacher Materials Kits). -Elodea sprigs. -Notebook Master #11: Looking at Elodea. (Basic, Average & Advanced). -Notebook Master #12: Plant Structures and Functions. (Basic & Average: (#2,3 &4) (Advanced: All). Lab Techniques video: Making A Wet Mount. /video? videoid=g Database: Elodea & Elodea Cytoplasmic Streaming (Class Login Each class has their own page to login). UD Virtual Microscope Lab: ology/ketcham/microsco pe/scope.html Day 1: -Introduce elodea plant and observation. -Describe wet mount preparation. View video Lab Techniques: Making a Wet Mount. -Distribute lab sheet,students conduct observation of the Elodea looking for individual cells. -Access the Virtual Microscope digital resource. -Estimate the size of the cells and draw them, then discuss. -Monitor student progress. Day 2: -Finish/re-examine elodea sprigs & observation if necessary. -Students view Database: Elodea Cytoplasmic Streaming.

44 2.5 Observing paramecia Observing of paramecia lab 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. MS-LS 1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. (NGSS) SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. MS-LS1-1 MS-LS1-2 SL.8.5 pp Student Database: Paramecia compound Collection. (Class microscopes. Login Each class has Microscope Tool their own page to login). Kits (FOSS Teacher Materials Kits) Paramecium culture m/watch? Notebook Master v=zs0f82zjtvk #13: Paramecia. (Basic, Average & Advanced). T-Chart comparing Elodea and Paramecia structures. (Basic & Average). Notebook Master #14: Protist Cell Structures. (Advanced). You Tube video: Paramecium Feeding: Day 1: -Review living and non-living. -Describe a paramecia wet mount. -Distribute lab sheet, prepare paramecia, slides, find the paramecia and record observation on lab sheets. -Assess progress of students. -Discuss student observations and evidence of life with student groups. Day 2: -Review yesterday s work. -Identify contractile and food vacuoles using online video Paramecium 3 using small discussion.. -Compare and contrast elodea and paramecium using a t-chart. (Advanced). -View online resource: Protist Cell. -Compare plant and protist cell structure by projecting Teacher Master P; Protist Cell -Structures and students complete notebook sheet #14 of the same name. -Assess progress and review student vocabulary.

45 2.5 Observing an aquatic environment. Observing micro-organisms in an aquatic environment 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. MS-LS 1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. (NGSS) MS-LS1-1 MS-LS1-2 pp Student Database: compound Microorganism microscopes. Collection. (Class Microscope Tool Login Each class has Kits (FOSS their own page to Teacher Materials login) Kits).. - Mini-habitat from Investigation #1(Basic, Average & Advanced). -Notebook Sheet#16: Habitat Safari. (Basic, Average & Advanced). YouTube video: m/watch? v=1clwkdhbyxo Day 1: -Discuss biotic and abiotic factors in an environment. -Discuss/design strategies for exploration and planning the mini-habitat safari. -Distribute the lab sheet and search for the habitats for life. -Use student microscopes if needed to examine aquatic microorganisms. -Online resource: Database: Microorganism Collection if needed. Day 2: -Continue the safari -Discuss findings within cooperative learning groups.

46 2.5 Observation of a human cheek cell. Identify, illustrate then describe the major structures of a human cheek cell by obtaining a cheek swab 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. MS-LS 1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. (NGSS) MS-LS1-1 MS-LS1-2 pp Student Video: Making a compound Human-Cheek Tissue microscopes. Slide. Microscope Tool Kits (FOSS m/video? Teacher Materials videoid=g Kits). Notebook #17: Human Cheek Tissue. (Basic, Average & Advanced). Notebook #18: Animal Cell Structures and Functions. (Advanced). Virtual Human Cheek Cell Lab: See website next column. (Basic & Average alternative to cheek tissue swab.). Database: Human Cheek Cell. & Animal Cell. (Class Login Each class has their own page to login) m Day 1: -Review cells from investigation #3. -Introduce challenge: Ask Question: What are YOU made of? -Explain procedure of taking a human cheek sample. View video: Lab Techniques: Making a Human-Cheek Tissue Slide. -Distribute lab sheet and have student groups conduct human-cheek lab. (Note: Students have the choice of opting out of the lab, the alternative is performing a virtual microscope lab.) -Assess progress. If having difficulty project Database; Human Cheek Cell. on SmartBoard. Google: Images of Day 2: Human Cheek Cells. -Finish re-examine Human Cheek cell lab if necessary. UD Virtual Microscope -Review lab procedures. Lab: - For student groups that are completed their lab. Read: Cells in student iology/ketcham/microsc resources pp In cooperative ope/scope.html learning groups complete (Alternate Opt-out Lab). Teacher master R: Cell Tracking.