Standards

Next Generation Science Standards-Objective Statements

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-LS1-2

Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

Next Generation Science Standards-Science and Engineering Practices

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 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 or not supported by evidence. (MS-LS1-8)

Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based upon logical connections between evidence and explanations. (MS-LS1-6)

Next Generation Science Standards-Disciplinary Core Ideas

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

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)

Next Generation Science Standards-Crosscutting Concepts

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 sub-systems and be a part of larger complex systems. (MS-LS1-3)

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)

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

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)

NJ Student Learning Standards – Science

5.3.4.A.2

Essential functions required for the well-being of an organism are carried out by specialized structures in plants and animals.

5.3.6.A.2

Essential functions of plant and animal cells are carried out by organelles.

Common Core English Language Arts/Literacy Connections to Next Generation Science Standards-Middle School Level

RST.6-8.1

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.6-8.2

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.6-8.2

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.6-8.7

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)

WHST.6-8.9

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)

W.4.1

Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4-LS1-1)

SL.4.5

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (4-LS1-2)

ISTE Technology Standards for Students

Empowered Learner

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.
1.c- Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
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.

Digital Citizen

2.b- Engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

Knowledge Constructor

3.a- Plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
3.b- Evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
3.c- Curate information from digital resources using a variety of tools and methods to create collections or conclusions.

Creative Communicator

6.c- Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Global Collaborator

7.b- Use collaborative technologies to work with others, including peers, experts or community members, to examine ideas and problems from multiple viewpoints.
7.c- Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

NJ Student Learning Standards- Technology

8.1.5.A.1 Understand and use technology systems

Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

8.1.5.A.2 Select and use application effectively and productively

Format a document using a word processing application to enhance text and include graphics, symbols and/or pictures.

8.1.5.A.3 Select and use application effectively and productively

Use a graphic organizer to organize information about problem or issue.

8.1.5.A.5 Select and use application effectively and productively

Create and use a database to answer basic questions.

8.1.5.C.1 Communicate information and ideas to multiple audiences using a variety of media and formats

Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

8.1.5.D.2 Advocate and practice safe, legal, and responsible use of information and technology

Analyze the resource citations in online materials for proper use.

8.1.5.D.3 Demonstrate personal responsibility for lifelong learning

Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

8.1.5.D.4 Exhibit leadership for digital citizenship

Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

8.1.5.E.1 Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

8.1.5.F.1 Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions.

Apply digital tools to collect, organize, and analyze data that support a scientific finding.

8.2.5.C.1 The attributes of design

Collaborate with peers to illustrate components of a designed system.

Next Generation Science Standards-Objective Statements

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-LS1-2

Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

Next Generation Science Standards-Science and Engineering Practices

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.

Engaging in Argument from Evidence

Engaging in argument from evidence in 6–8 builds on K–5 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).

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 or not supported by evidence. (MS-LS1-8)

Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based upon logical connections between evidence and explanations. (MS-LS1-6)

Next Generation Science Standards-Disciplinary Core Ideas

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

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)

Next Generation Science Standards-Crosscutting Concepts

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 sub-systems and be a part of larger complex systems. (MS-LS1-3)

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)

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

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)

NJ Student Learning Standards – Science

5.3.4.A.2

Essential functions required for the well-being of an organism are carried out by specialized structures in plants and animals.

5.3.6.A.2

Essential functions of plant and animal cells are carried out by organelles.

Common Core English Language Arts/Literacy Connections to Next Generation Science Standards-Middle School Level

RST.6-8.1

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.6-8.2

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.6-8.2

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.6-8.7

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)

WHST.6-8.9

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)

W.4.1

Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4-LS1-1)

SL.4.5

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (4-LS1-2)

ISTE Technology Standards for Students

Empowered Learner

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.

1.c- Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

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.

Digital Citizen

2.b- Engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

Knowledge Constructor