Standards

Next Generation Science Standards (NGSS)

This lesson is building toward:

PERFORMANCE EXPECTATION (PE)

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. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

SCIENCE AND ENGINEERING PRACTICES (SEP)

Planning and Carrying Out Investigations

Plan an investigation collaboratively and in the design identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded and how many data are needed to support a claim.
Conduct an investigation and/or evaluate and/or revise the experimental design to produce data to serve as the basis for evidence that meet the goals of the investigation.
Collect data to produce data to serve as the basis for evidence to answer scientific questions.

Engaging in Argument from Evidence

Respectfully provide and receive critiques about one’s explanations, procedures, models, and questions by citing relevant evidence and posing and responding to questions that elicit pertinent elaboration and detail.

Developing and Using Models

Develop or modify a model–based on evidence–to match what happens if a variable or component of a system is changed.
Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution (from Grade 3–5).

DISCIPLINARY CORE IDEAS (DCI)

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.

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.

CROSSCUTTING CONCEPTS (CCC)

Energy and Matter

Within a natural system, the transfer of energy drives the motion and/or cycling of matter.

Systems and System Models

Models can be used to represent systems and their interactions–such as inputs, processes and outputs–and energy, matter, and information flows within a system.
Models are limited in that they only represent certain aspects of the system under study.

“Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts” are reproduced verbatim from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. DOI: https://doi.org/10.17226/13165. National Research Council; Division of Behavioral and Social Sciences and Education; Board on Science Education; Committee on a Conceptual Framework for New K-12 Science Education Standards. National Academies Press, Washington, DC. This material may be reproduced for noncommercial purposes and used by other parties with this attribution. If the original material is altered in any way, the attribution must state that the material is adapted from the original. All other rights reserved.

Common Core State Standards (CCSS)

CCSS SPEAKING & LISTENING

ELA-LITERACY.SL.7.1.B
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

California English Language Development (ELD) Standards

CA ELD

Part I 7.3: Supporting opinions and persuading others

EMERGING

EXPANDING

BRIDGING

P1.7.3 Negotiate with or persuade others in conversations (e.g., to gain and hold the floor or ask for clarification) using learned phrases (e.g., I think &ellips;, Would you please repeat that?) and open responses.

P1.7.3 Negotiate with or persuade others in conversations (e.g., to provide counter-arguments) using learned phrases (I agree with X, but &ellips;), and open responses.

P1.7.3 Negotiate with or persuade others in conversations using appropriate register (e.g., to acknowledge new information) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before), and open responses.