{"id":55,"date":"2017-04-09T20:01:36","date_gmt":"2017-04-09T20:01:36","guid":{"rendered":"http:\/\/www.ms-stamer.net\/cells\/?page_id=55"},"modified":"2017-04-09T21:30:24","modified_gmt":"2017-04-09T21:30:24","slug":"standards","status":"publish","type":"page","link":"https:\/\/www.ms-stamer.net\/cells\/standards","title":{"rendered":"Standards"},"content":{"rendered":"

Next Generation Science Standards-Objective Statements<\/strong><\/span><\/h3>\n

MS-LS1-1<\/strong><\/span><\/h4>\n

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.<\/h4>\n

MS-LS1-2<\/strong><\/span><\/h4>\n

Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.<\/h4>\n

Next Generation Science Standards-Science and Engineering Practices<\/strong><\/span><\/h3>\n

Developing and Using Models<\/strong><\/span><\/h4>\n

Modeling in 6\u20138 builds on K\u20135 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.<\/span><\/h4>\n
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    Develop and use a model to describe phenomena. (MS-LS1-2)<\/span><\/h4>\n<\/li>\n
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    Develop a model to describe unobservable mechanisms. (MS-LS1-7)<\/span><\/h4>\n<\/li>\n<\/ul>\n

    Planning and Carrying Out Investigations<\/strong><\/span><\/h4>\n

    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.<\/span><\/h4>\n
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      Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of an investigation. (MS-LS1-1)<\/span><\/h4>\n<\/li>\n<\/ul>\n

      Constructing Explanations and Designing Solutions<\/strong><\/span><\/h4>\n

      Constructing explanations and designing solutions in 6\u20138 builds on K\u20135 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific knowledge, principles, and theories.<\/span><\/h4>\n
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        Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students\u2019 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)<\/span><\/h4>\n<\/li>\n<\/ul>\n

        Engaging in Argument from Evidence<\/strong><\/span><\/h4>\n

        Engaging in argument from evidence in 6\u20138 builds on K\u20135 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).<\/span><\/h4>\n
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          Use an oral and written argument supported by evidence to support or refute an explanation or a model for a phenomenon. (MS-LS1-3)<\/span><\/h4>\n<\/li>\n
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          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)<\/span><\/h4>\n<\/li>\n<\/ul>\n

          Obtaining, Evaluating, and Communicating Information<\/strong><\/span><\/h4>\n

          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.<\/span><\/h4>\n
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            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 or not supported by evidence. (MS-LS1-8)<\/span><\/h4>\n<\/li>\n<\/ul>\n

            Scientific Knowledge is Based on Empirical Evidence<\/strong><\/span><\/h4>\n

            Science knowledge is based upon logical connections between evidence and explanations. (MS-LS1-6)<\/span><\/h4>\n

            Next Generation Science Standards-Disciplinary Core Ideas<\/strong><\/span><\/h3>\n

            LS1.A \u00a0Structure and Function<\/strong><\/span><\/h4>\n
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              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)<\/span><\/h4>\n<\/li>\n
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              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)<\/span><\/h4>\n<\/li>\n
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              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)<\/span><\/h4>\n<\/li>\n<\/ul>\n

              LS1.B \u00a0 \u00a0Growth and Development<\/strong><\/span><\/h4>\n
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                Animals engage in characteristic behaviors that increase the odds of reproduction. (MS-LS1-4)<\/span><\/h4>\n<\/li>\n
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                Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. (MS-LS1-4)<\/span><\/h4>\n<\/li>\n
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                Genetic factors as well as local conditions affect the growth of the adult plant. (MS-LS1-5)<\/span><\/h4>\n<\/li>\n<\/ul>\n

                Next Generation Science Standards-Crosscutting Concepts<\/strong><\/span><\/h3>\n

                Cause and Effect<\/strong><\/span><\/h4>\n
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                  Cause and effect relationships may be used to predict phenomena in natural systems. (MS-LS1-8)<\/span><\/h4>\n<\/li>\n
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                  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)<\/span><\/h4>\n<\/li>\n<\/ul>\n

                  Scale, Proportion and Quantity<\/strong><\/span><\/h4>\n
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                    Phenomena that can be observed at one scale may not be observable at another scale. (MS-LS1-1)<\/span><\/h4>\n<\/li>\n<\/ul>\n

                    Systems and System Models<\/strong><\/span><\/h4>\n
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                      Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems. (MS-LS1-3)<\/span><\/h4>\n<\/li>\n<\/ul>\n

                      Structure and Function<\/strong><\/span><\/h4>\n
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                        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)<\/span><\/h4>\n<\/li>\n<\/ul>\n

                        Interdependence of Science, Engineering and Technology<\/strong><\/span><\/h4>\n
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                          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)<\/span><\/h4>\n<\/li>\n<\/ul>\n

                          Science is a Human Endeavor<\/strong><\/span><\/h4>\n
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                            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)<\/span><\/h4>\n<\/li>\n<\/ul>\n

                            NJ Student Learning Standards – Science<\/strong><\/span><\/h3>\n

                            5.3.4.A.2<\/strong><\/span><\/h4>\n
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                              Essential functions required for the well-being of an organism are carried out by specialized structures in plants and animals.<\/h4>\n<\/li>\n<\/ul>\n

                              5.3.6.A.2<\/strong><\/span><\/h4>\n
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                                Essential functions of plant and animal cells are carried out by organelles.<\/h4>\n<\/li>\n<\/ul>\n

                                Common Core English Language Arts\/Literacy Connections to Next Generation Science Standards-Middle School Level<\/strong><\/span><\/h3>\n

                                RST.6-8.1<\/strong><\/span><\/h4>\n
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                                  Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3),(MS-LS1-4),(MS-LS1-5),(MS-LS1-6)<\/h4>\n<\/li>\n<\/ul>\n

                                  RST.6-8.2<\/strong><\/span><\/h4>\n
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                                    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)<\/h4>\n<\/li>\n<\/ul>\n

                                    RI.6.8<\/strong><\/span><\/h4>\n
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                                      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)<\/h4>\n<\/li>\n<\/ul>\n

                                      WHST.6-8.2<\/strong><\/span><\/h4>\n
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                                        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)<\/h4>\n<\/li>\n<\/ul>\n

                                        WHST.6-8.7<\/strong><\/span><\/h4>\n
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                                          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. (MSLS1-1)<\/h4>\n<\/li>\n<\/ul>\n

                                          WHST.6-8.9<\/strong><\/span><\/h4>\n
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                                            Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS1-5),(MS-LS1-6)<\/h4>\n<\/li>\n<\/ul>\n

                                            SL.8.5<\/strong><\/span><\/h4>\n
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                                              Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS1-2),(MS-LS1-7)<\/h4>\n<\/li>\n<\/ul>\n

                                              W.4.1<\/strong><\/span><\/h4>\n
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                                                Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4-LS1-1)<\/h4>\n<\/li>\n<\/ul>\n

                                                SL.4.5<\/strong><\/span><\/h4>\n
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                                                  Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (4-LS1-2)<\/h4>\n<\/li>\n<\/ul>\n

                                                  ISTE Technology Standards for Students<\/strong><\/span><\/h3>\n

                                                  Empowered Learner<\/strong><\/span><\/h4>\n
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                                                    1.a- Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.<\/span><\/h4>\n<\/li>\n
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                                                    1.c- Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.<\/span><\/h4>\n<\/li>\n
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                                                    1.d- Understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.<\/span><\/h4>\n<\/li>\n<\/ul>\n

                                                    Digital Citizen<\/strong><\/span><\/h4>\n
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                                                      2.b-\u00a0Engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.<\/span><\/h4>\n<\/li>\n<\/ul>\n

                                                      Knowledge Constructor<\/strong><\/span><\/h4>\n