SCI-07.2Standard 2: Science InquiryStandards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks. |
SCI-07.2.01
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills Domain (Performance) Targets
Proficiency Scale
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Vocabulary
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SCI-MS.LS1Performance ExpectationsLS1: help students formulate an answer to the question, “How can one explain the ways cells contribute to the function of living organisms. ” The LS 1 Disciplinary Core Idea is organized into four sub-ideas: Structure and Function, Growth and Development of Organisms, Organization for Matter and Energy Flow in Organisms, and Information Processing . Students can gather information and use this information to support explanations of the structure and function relationship of cells. They can communicate understanding of cell theory. They have a basic understanding of the role of cells in body systems and how those systems work to support the life functions of the organism. The understanding of cells provides a context for the plant process of photosynthesis and the movement of matter and energy needed for the cell. Students can construct an explanation for how environmental and genetic factors affect growth of organisms. They can connect this to the role of animal behaviors in reproduction of animals as well as the dependence of some plants on animal behaviors for the ir reproduction. Calculation Method for DCIDisciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
SCI-MS.LS1.01SCI-MS.LS1.01 Conduct an investigation to provide evidence that living things are unicellular or multicellular and may have different cell types.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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Completes a Venn diagram comparing prokaryotes and eukaryotes Conducts an investigation regarding living vs. nonliving things Microscope lab viewing different types of cells History of the discovery of cells 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Click Here to view the Proficiency Scale ResourcesVocabulary
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SCI-MS.LS1.02SCI-MS.LS1.02 Develop and use a model to describe the function of a cell as a whole and ways cell parts (organelles) contribute to the cell functions.Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified organelle of the
cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
make a model of a cell, computer or 3D create a cell analogy project, ex. Cell as a city complete a Venn diagram for plant and animal cells 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Click Here to view the Proficiency Scale ResourcesVocabulary
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SCI-MS.LS1.03SCI-MS.LS1.03 Use evidence to model how the body is a system of interacting subsystems composed of groups of cells.Clarification Statement: 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.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.LS1.04SCI-MS.LS1.04 Use evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction.Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include
nest building to protect young from cold, herding of animals to protect young from predators, and
vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors
that affect the probability of plant reproduction could include transferring pollen or seeds and creating
conditions for seed germination and growth. Examples of plant structures could include bright flowers
attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen,
and hard shells on nuts that squirrels bury.
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.LS1.05SCI-MS.LS1.05 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water
(photosynthesis). Examples of genetic factors could include large breed cattle and species of grass affecting
growth of organisms. 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,
and fish growing larger in large ponds than they do in small ponds. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.LS1.06SCI-MS.LS1.06 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.Clarification Statement: Emphasis is on tracing movement of matter and flow of energy Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Lab activities centered around photosynthesis, respiration, osmosis, diffusion, and active transport Article comparing respiration rate and exercise 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Click Here to view the Proficiency Scale ResourcesVocabulary
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SCI-MS.LS1.07SCI-MS.LS1.07 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.Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process,
energy is released. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-MS.LS1.08
Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
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SCI-MS.LS2Performance ExpectationsLS2 help student's formulate an answer to the question, “How does a system of living and non-living things operate to meet the needs of the organisms in an ecosystem?” The LS2 Disciplinary Core Idea is divided into three sub-ideas: Interdependent Relationships in Ecosystems; Cycles of Matter and Energy Transfer in Ecosystems; and Ecosystem Dynamics, Functioning, and Resilience . Students can analyze and interpret data, develop models, and construct arguments and demonstrate a deeper understanding of resources and the cycling of matter and the flow of energy in ecosystems. They can also study patterns of the interactions among organisms within an ecosystem. They consider biotic and abiotic factors in an ecosystem and the effects these factors have on population. They evaluate competing design solutions for maintaining biodiversity and ecosystem services. Calculation Method for DCIDisciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations. |
SCI-MS.LS2.01SCI-MS.LS2.01 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and
the numbers of organisms in ecosystems during periods of abundant and scarce resources. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.LS2.02SCI-MS.LS2.02 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the
relationships among and between organisms and abiotic components of ecosystems. Examples of types of
interactions could include competitive, predatory, and mutually beneficial. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Good buddies symbiosis game Ecosystem interactions research project Predator/Prey online simulations and labs Analyzing predator/prey population graphs Relates resource available to the type of organisms found in an ecosystem and recognizes the adaptations of those organisms to the environment. 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Click Here to view the Proficiency Scale. ResourcesVocabulary
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SCI-MS.LS2.03SCI-MS.LS2.03 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various
ecosystems, and on defining the boundaries of the system. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
constructs a food web for a specific ecosystem interprets an energy pyramid and relates the population size to the available producers 4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
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SCI-MS.LS2.04SCI-MS.LS2.04 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in
populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
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SCI-MS.LS2.05SCI-MS.LS2.05 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention
of soil erosion. Examples of design solution constraints could include scientific, economic, and social
considerations. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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