# SCI-07 "I can ... statements"

## Life Science

 Standard 2 Science Inquiry Categories All categories Not categorized MS-LS1 MS-LS2 MS-LS3 MS-LS4 Prioritized Standards Standard 2 Science Inquiry

# Standard 2:  Science Inquiry

Standards are larger groups of related benchmarks. So the Standard Score is a calculation of all the related benchmarks.

#### SCI-07.2.01



#### Science Targeted Benchmarks

Standard 2: Science Inquiry

SCI-07.2.01 Communicate the results of scientific investigations using an appropriate format (e.g., journals, lab reports, diagrams, presentations, discussions)

7.2a -- Explain the components of a scientific investigation

7.2b -- Use appropriate tools and techniques to gather and analyze data

## Student Learning Targets:

### Knowledge Targets

• I can identify the components of a scientific investigation (ex. hypothesis, observation, data collection, data interpretation, communication of results, replicable).

### Reasoning Targets

• I can explain the components of a scientific investigation (ex. hypothesis, observation, data collection, data interpretation, communication of results, replicable).

### Skills Domain (Performance) Targets

• I can use appropriate tools to gather and analyze data.
• I can use appropriate techniques to gather and analyze data.

## Proficiency Scale

 Score Description Sample Activity 4.0 The student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. -Done independently and consistently, connects to real world or other content areas 3.5 The student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. - 2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 2.0 The student demonstrates 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). - 1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 1.0 A partial understanding of some of the simpler details and processes and some of the more complex ideas and processes, or received help. - 0.5 Little or no understanding of the 2.0 or 3.0 content.

## Resources

### Vocabulary

• hypothesis
• observation
• Independent variable
• Dependent variable
• Control
• Constant

#### SCI-MS.LS3.02.ps

7th Grade (SCI) Life Science Standards
[LS3] Heredity: Inheritance and Variation of Traits

## Student Learning Targets:

• I can

• I can

• I can

### Product Targets

• I can create a Punnett square and describe the outcome of the cross.

## Proficiency Scale

##### 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).
• descriptors
##### 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).
• recognize or recall specific terminology.
Vocabulary: list
##### 3 Proficient
“The Standard.”
... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
• create a Punnett square and describe the outcome the cross.
• compare the results of asexual and sexual reproduction in different organism
Sample Activity:
students use Punnett squares to model the gene combinations possible from sexual reproduction.

... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
• descriptors