MYP SCIENCES YEAR 1 CURRICULUM TOPICS

Social Emotional Learning, Physical Health and Body Systems (Fall)

Cells and Genetics (Fall/Winter)

Earth and Space Sciences (Winter/Spring)

Microbiology (microscopes) (Spring)

Assignments 

Assignments and daily work are recorded on the LEARNING ASSIGNMENTS page that students should have bookmarked.

Check the Marinelli Google Classroom and work from that. When assignments are "live" and need to be completed, they will show up in the Marinelli Google Classroom.  This website has EVERYTHING on it; just like a syllabus for a college course. 

Not all of the assignments below will need to be completed!  In addition, we complete activities that are not written below. For example, SEL topics/assignments are not included below. Again, check the LEARNING ASSIGNMENTS page daily. 😀

Body Systems Graded Quiz   Formative piece   ATL focus: thinking skills 

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill.   

What does this mean for MY quiz? You selected, analyzed, applied, identified, and interpreted the circulatory system content very well by answering  ALL quiz questions correctly.  

The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments. 

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill.  

What does this mean for MY quiz?  You selected, analyzed, applied, identified, and interpreted the circulatory system content well by answering MOST quiz questions correctly.

The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance.  

What does this mean for MY quiz? You are beginning to select, analyze, apply, identify, and interpret the circulatory system content. You answered SOME of the quiz questions correctly.

The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill.  

What does this mean for MY quiz?  You may still be attempting to select, analyze, apply, identify, and interpret the circulatory system content. You answered FEW of the quiz questions correctly. 

The student is able to:  select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work.

QUIZ QUESTION BREAKDOWN:

Question 1  simple/familiar (identify)

Question 2  simple/familiar (apply; select)

Question 3  similar/familiar (apply) 

Question 4  complex/familiar (analyze) 

Question 5  complex/unfamiliar (analyze; apply)

Question 6  complex/familiar (interpret)

Question 7  complex/unfamiliar (apply; interpret)

Question 8  complex/unfamiliar (identify; interpret) Tier II vocab

Question 9  complex/familiar (identify; select)

Skeleton Graded Quiz     Formative piece   ATL focus: thinking skills    

Statement of Inquiry: As part of a person's physical development, the skeletal and muscular systems interact to provide shape, support and

TARGET: I can identify main ideas and details regarding (having to do with) the skeleton.

This assignment is being graded using the formative rubric below. It is part of Criterion A: Knowing and Understanding. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY quiz? You selected, analyzed, applied, identified, and interpreted the skeleton content very well by answering  ALL quiz questions correctly.  

The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments. 

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY quiz?  You selected, analyzed, applied, identified, and interpreted the skeleton content well by answering MOST quiz questions correctly.

The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY quiz? You are beginning to select, analyze, apply, identify, and interpret the skeleton content. You answered SOME of the quiz questions correctly.

The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY quiz?  You may still be attempting to select, analyze, apply, identify, and interpret the skeleton content. You answered FEW of the quiz questions correctly. 

The student is able to:  select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work.

QUIZ QUESTION BREAKDOWN:

Question 1  complex/unfamiliar (identify) Tier III vocab

Question 2  simple/familiar (apply; select)

Question 3  similar/familiar (apply) 

Question 4  complex/familiar (analyze) Tier II vocab 

Question 5  simple/familiar (identify)

Question 6  simple/familiar (identify)

Question 7  complex/unfamiliar (apply; interpret) Tier II vocab

Question 8  simple/familiar (identify)

Question 9  simple/familiar (identify)

Question 10 complex/unfamiliar (apply; analyze) 

Muscles Graded Quiz     Formative piece   ATL focus: thinking skills  

Statement of Inquiry: As part of a person's physical development, the skeletal and muscular systems interact to provide shape, support and

TARGET: I can identify main ideas and details regarding (having to do with) the muscles.

STEPS TO SUCCESS:

This assignment is being graded using the formative rubric below. It is part of Criterion A: Knowing and Understanding. See Mr. M's website for the complete Sciences Year 1 criteria rubrics. 

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY quiz? You selected, analyzed, applied, identified, and interpreted the muscles content very well by answering  ALL quiz questions correctly.  

The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments. 

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY quiz?  You selected, analyzed, applied, identified, and interpreted the muscles content well by answering MOST quiz questions correctly.

The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY quiz? You are beginning to select, analyze, apply, identify, and interpret the muscles content. You answered SOME of the quiz questions correctly.

The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY quiz?  You may still be attempting to select, analyze, apply, identify, and interpret the muscles content. You answered FEW of the quiz questions correctly. 

The student is able to:  select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work.

QUIZ QUESTION BREAKDOWN:

Question 1  simple/familiar (apply; select)

Question 2  complex/unfamiliar (identify) Tier II vocab 

Question 3  complex/familiar (apply; classify) 

Question 4  simple/familiar (apply; analyze)  

Question 5  simple/familiar (identify; apply; select)

Question 6  complex/unfamiliar (apply; interpret) 

Question 7  complex/familiar (identify; apply; interpret)

Question 8  complex/familiar (identify; apply)

Question 9  complex/familiar (identify; interpret; apply)

Question 10 complex/familiar (identify; apply)

Joints Graded Quiz     Formative piece   ATL focus: thinking skills 

Statement of Inquiry: As part of a person's physical development, the skeletal and muscular systems interact to provide shape, support and

TARGET: I can identify main ideas and details regarding (having to do with) body joints.

STEPS TO SUCCESS:  

This assignment is being graded using the formative rubric below. It is part of Criterion A: Knowing and Understanding. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY quiz? You selected, analyzed, applied, identified, and interpreted the joints content very well by answering  ALL quiz questions correctly.  

The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments. 

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY quiz?  You selected, analyzed, applied, identified, and interpreted the joints content well by answering MOST quiz questions correctly.

The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY quiz? You are beginning to select, analyze, apply, identify, and interpret the joints content. You answered SOME of the quiz questions correctly.

The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY quiz?  You may still be attempting to select, analyze, apply, identify, and interpret the joints content. You answered FEW of the quiz questions correctly. 

The student is able to:  select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work.

QUIZ QUESTION BREAKDOWN:

Question 1  simple/familiar (apply; select)

Question 2  complex/unfamiliar (apply; interpret) Tier II vocab

Question 3  simple/familiar (identify; select) 

Question 4  simple/familiar (apply; select)

Question 5  complex/familiar (identify; apply)

Question 6  complex/familiar (identify; apply)

Question 7  complex/unfamiliar (apply; interpret; select) 

Question 8  complex/unfamiliar (apply; interpret; select) Tier III 

Question 9  complex/unfamiliar (identify; apply)

Question 10 complex/unfamiliar (identify) Tier III 

Science and Engineering Practice: Constructing Explanations and Designing Solutions

TARGET:  I can suggest a solution(s) to the given reflective journal topic.

TOPIC:  Imagine you are the mayor of a town whose economy depends on tourism. This year your town has a serious mosquito problem that is driving visitors away. You know mosquitoes can be controlled by pesticides, but you also know that other life in the area and the environment will be affected by the pesticides. What do you do? (Nancy Stephan; McDonald Publishing)Factors: Environmental, Economic, Political.

The student is able to, with limited success: state the ways in which science is used to address a specific problem or issue; state the implications of using science to solve a specific problem or issue, interacting with a factor; apply scientific language to communicate understanding; document sources.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Statement of Inquiry: As part of a person's physical development, the skeletal and muscular systems interact to provide shape, support and

Specific Scoring Breakdown:

Missed none or one question= 8 Sophisticated

Missed two questions= 7 Sophisticated

Missed three questions= 6 Demonstrating

Missed four questions= 5 Demonstrating

Missed five questions= 4 Emerging

Missed six questions= 3 Emerging

Missed seven questions= 2 Limited

Missed eight questions= 1 Limited

Statement of Inquiry: As part of a person's physical development, the skeletal and muscular systems interact to provide shape, support and

The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Bones and Muscles Unit Project     Summative Piece      ATL focus: communication, research, thinking, self-management

Statement of Inquiry: As part of a person's physical development, the skeletal and muscular systems interact to provide shape, support and

TARGET:  I can demonstrate my learning of the bones and muscles unit in project format. 

PROJECT DESCRIPTION and GUIDELINES (Similar to STEPS TO SUCCESS we use)  

>The project is entirely student choice regarding which unit content to focus on. You may choose any area(s) to complete your project on. Examples include but are not limited to: the entire skeleton, individual bones or groups of bones, the movable and/or immovable joints, three types of muscles (skeletal, smooth, cardiac), skeletal muscles working in pairs, injuries to bones and connective tissue (ligaments, tendons), etc... You may design and create any model or models related to the skeletal and muscular systems content studied in class and beyond our class; however, you do not have to make a three-dimensional model. Keep reading for ideas.

> Student choice of materials, content, and method of presentation. Examples include but are not limited to: poster, display tri-fold, cardboard, wood, clay, PVC or other plastics, rubber (rubber bands included), string, rope, fishing line, etc., computer project (Google Slides), drawings, etc...be sure your project choice(s) shows effort and hard work. Family assistance is encouraged, but necessary if you are cutting materials. make sure you are safe at all times. 

 >You will describe how your model(s) relate(s) to human shape, support, and skeletal and muscular interactions. You will describe all names and functions of all parts of your model(s). 

>You must cite all sources in writing and tell the class during your presentation all sources that you used. 

>You must present your project to the class in a two to five minute presentation. If you are not comfortable alone, Mr. M. will help; don't stress.

Summary:

GOAL: Your goal is to design, create, and present to the class your project in a two to five minute presentation.

ROLE: Your role is to utilize your personal talents and strengths to decide what to design and create following the guidelines above.

AUDIENCE: Your audience is your classmates and teacher.

SITUATION: You will choose among all skeletal and muscular topics covered in class and may also go beyond what was studied. Students will self-evaluate and provide comments regarding classmates' projects; participation is key during presentations. Teacher will cold call to help encourage listening and participation during and/or at the conclusion of each student's presentation.

PRODUCT or PERFORMANCE: You will present all models designed and created to the class in a presentation two to five minutes in length; you must record and share all sources used. 

HAVE FUN AND GOOD LUCK WITH YOUR PROJECT!

This assignment is being graded using the summative rubric below. It is part of Criterion A: Knowing and Understanding. See Mr. M's website for the complete Sciences Year 1 criteria rubrics. 

1 - 2 The student is able to:  select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.

What does this mean for my project? Examples of models within this range: You may have designed and created a  poster drawing or cardboard model of a movable joint, muscles working in pairs, the skeleton, etc,  but shows minimal effort; your model may have crayon, colored pencil, and/or marker coloring to enhance detail and appearance, but may show minimal effort; your model or computer project shows minimal effort overall; your presentation may have been a minute or less, but you stated what your model represents; you may have not mentioned any sources used. 

3 - 4 The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

What does this mean for my project? Examples of models within this range: You may have designed and created a colorful poster drawing, cardboard model, or a clay model of the above content, and showed some effort; your model or computer project shows some effort overall; your presentation may have been two minutes, and you stated what your model represents with a few details; you mentioned one or two sources used. 

5 - 6 The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments. 

What does this mean for my project? Examples of models within this range: You may have designed and created a colorful poster drawing, cardboard model, clay model, a wooden model, and/or a computer project of the content; your model absolutely looks like a solid effort with great detail; you may have chosen to do more than one model representation; your presentation was in detailed form and clearly delivered to the audience; the presentation was within the assigned two to five minute range; you mentioned two or more sources used. 

7 - 8 The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments. 

What does this mean for my project? Examples of models within this range: You may have designed and created more than one model; for example, a poster and a wooden or clay model; a computer project and a poster, etc; you may have designed and created one outstanding model that involved a tremendous amount of effort that shows at first glance; your model(s) show outstanding effort and detail; you clearly outlined and delivered in detailed form within two to five minutes or more the model(s) representation(s) and explained with numerous examples; and two or more sources were mentioned. 

Statement of Inquiry: To be a scientist means to gather evidence about similarities and differences to understand how things are related (or not). 

Science and Engineering Practices: Developing and Using Models, Planning and Carrying Out Investigations, Analyzing and Interpreting Data

TARGET: I can make predictions and draw reasonable conclusions using the given experiment.

a.) BACKGROUND:  Have you ever mixed paints to make new colors? In this activity, we'll see how the dyes used to make a single color can be separated in order to see which colors have been used to make black ink. You will investigate how capillary action (like oxygen and nutrients absorbing into our bloodstream) separates mixtures of different liquids.  

     Black marker pens use ink made from a mixture of other, differently colored inks.  The different colored inks have different solubilities (maximum amount of a substance that will dissolve) in different solvents.  Most board and paper marker pens ("markers") use water-based inks so water can be used as a solvent. Solvents for this activity: 

a mixture of water and vinegar (10 volumes water to 1 volume vinegar)

window cleaning fluid

distilled water

Inquiry [question(s), problem; purpose]:

How many colors are required to make black ink? Which colors?

Which solvent will work best and why?

Materials: Strips of filter paper (coffee filter paper works well) approx. 2cm x 20cm; 250ml beaker; paper clip; metric ruler; black marker pen; the solvents listed above. 

Procedure: Draw a line with the marker pen across the bottom of the filter paper strip, about 1.5cm from one thin edge.  Pour a solvent into the beaker, to a depth that is a little less than 1.5cm.  Carefully lower the filter paper strip into the beaker so that the bottom just dips into the solvent.  Attach the strip to the rim of the beaker using the paper clip. Observe what happens as the solvent is absorbed into the filter strip. Repeat for each solvent. 

b.) C= CLAIM:  A statement that answers the question.

>Does the claim answer the question?

>The claim should only answer the question. Does the claim lack an explanation or reasoning?

>Is the claim more than a "yes" or "no" answer?

>Is the claim a complete and correct sentence?

How many colors do you think are required to make black ink?  Which colors?

Which solvent do you think will work best and why?

c.) E= EVIDENCE     The scientific data and details that support your claim.

>Is each piece of evidence relevant to the claim?

>Is there enough evidence to support the claim?

>The evidence should lack an explanation or reasoning. Is each piece of evidence strictly an observation or data from the lab?

>Is the evidence listed specific and not vague or a generalization?

Tell what happened in the experiment in detailed form. Record your predicted observations here in a table format that allows you to compare and contrast the different tests carried out.  For example,  write about what colors showed, how much the solvents absorbed, how quickly or slowly they absorbed,  and how far along on the 20cm strip of paper they absorbed. 

d.) R= REASONING    Explains how or why the evidence supports your claim; the scientific rule.

>Is there a justification how each piece of evidence supports the claim?

>The reasoning should not simply repeat the evidence. Is there a link between the evidence and claim provided?

>Is the science principle explained why the evidence supports the claim? 

>Is the reasoning written in complete and correct sentences?

(MYP by Concept 1 Sciences Paul Morris and Patricia Deo; Dynamic Learning; Hodder Education)

This assignment is being graded using the formative rubric below. It is part of Criterion C: Processing and Evaluating.

See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Criterion C: Processing and Evaluating

Sophisticated (S) Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill.

What does this mean for MY Colorful Separation document?  Your claim, evidence, and reasoning are very well written. You organized and presented accurately interpreted data and outlined your information very well.   (7-8)

The student is able to: correctly collect, organize, transform and present data in numerical and/or visual forms; accurately interpret data and outline results using correct scientific reasoning; discuss the validity of a prediction based on the outcome of a scientific investigation; discuss the validity of the method based on the outcome of a scientific investigation; describe improvements or extensions to the method that would benefit the scientific investigation.

Demonstrating (D) Produces work of competent quality or understanding and/or makes substantial use of the concept or skill.

What does this mean for MY Colorful Separation document?  Your claim, evidence, and reasoning are good. You organized and presented accurately interpreted data and outlined your information well.   (5-6)

The student is able to: correctly collect, organize and present data in numerical and/or visual forms; accurately interpret data and outline results using scientific reasoning; outline the validity of a prediction based on the outcome of a scientific investigation; outline the validity of the method based on the outcome of a scientific investigation; outline improvements or extensions to the method that would benefit the scientific investigation.

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance.

What does this mean for MY Colorful Separation document?  You are beginning to write a claim, evidence, and reasoning. You are beginning to organize and present accurately interpreted data and outline your information.  (3-4)

The student is able to: correctly collect and present data in numerical and/or visual forms; accurately interpret data and outline results; state the validity of a prediction based on the outcome of a scientific investigation; state the validity of the method based on the outcome of a scientific investigation; state improvements or extensions to the method that would benefit the scientific investigation.

Limited (L) Produces work of limited quality or understanding and/or rarely makes use of the concept or skill.

What does this mean for MY Colorful Separation document?  Your claim, evidence, and reasoning are limited. You had difficulty organizing and presenting accurately interpreted data and outlining your information.  (1-2)

The student is able to: collect and present data in numerical and/or visual forms; interpret data; state the validity of a prediction based on the outcome of a scientific investigation, with limited success; state the validity of the method based on the outcome of a scientific investigation, with limited success; state improvements or extensions to the method that would benefit the scientific investigation, with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Science and Engineering Practices: Developing and Using Models, Planning and Carrying Out Investigations, Analyzing and Interpreting Data

TARGET:  I can successfully complete the following lab and given lab format document.

Simple or Not? (mini-lab)   Formative task portioned; summative in entirety . Formative rubric noted. ATL focus: thinking, self-management

Statement of Inquiry: The brain, spinal cord, and nerves of the nervous system control all movements and functions of the human body.

MS-LS 1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. 

Science and Engineering Practices: Developing and Using Models, Planning and Carrying Out Investigations

TARGET: I can complete the following mini-lab activity to help demonstrate how the nervous system functions.

STEPS TO SUCCESS:

1.) Gather these materials: a penny, full sheet of paper, pencil

2.) Trace the outline of a penny in twelve different places on a piece of paper.

3.) Number the circles from 1 through 12. Write the numbers randomly, in no particular order.

4.) Now pick up the penny again. Put it in each circle, one after another, in numerical order, beginning with 1 and ending with 12.

5.) THINK IT OVER written work:

a.) Make a list of all sense organs, muscle movements, and thought processes in this activity.

b.) Compare your list with your classmates' lists. We'll do this part together in class. What organ system coordinated all the different processes involved in this task? (Prentice Hall)

This assignment is being graded using the formative rubric below. It is part of Criterion C: Processing and Evaluating. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Sophisticated (S) Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill.

What does this mean for MY mini-lab?   You followed the steps to success extremely well, and your responses are very thorough and well written, showing excellent scientific reasoning.  You have "Stretched It!"  

The student is able to: correctly collect, organize, transform and present data in numerical and/or visual forms; accurately interpret data and outline results using correct scientific reasoning; discuss the validity of a prediction based on the outcome of a scientific investigation; discuss the validity of the method based on the outcome of a scientific investigation; describe improvements or extensions to the method that would benefit the scientific investigation.

Demonstrating (D) Produces work of competent quality or understanding and/or makes substantial use of the concept or skill.

What does this mean for MY mini-lab?  You followed the steps to success, and your responses are good, showing good use of scientific reasoning.

The student is able to: correctly collect, organize and present data in numerical and/or visual forms; accurately interpret data and outline results using scientific reasoning; outline the validity of a prediction based on the outcome of a scientific investigation; outline the validity of the method based on the outcome of a scientific investigation; outline improvements or extensions to the method that would benefit the scientific investigation.

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance.

What does this mean for MY mini-lab?  You are beginning to follow the steps to success, and your responses are beginning to show some scientific understanding.

The student is able to: correctly collect and present data in numerical and/or visual forms; accurately interpret data and outline results; state the validity of a prediction based on the outcome of a scientific investigation; state the validity of the method based on the outcome of a scientific investigation; state improvements or extensions to the method that would benefit the scientific investigation.

Limited (L) Produces work of limited quality or understanding and/or rarely makes use of the concept or skill.

What does this mean for MY mini-lab?  You had difficulty following the steps to success, and/or had difficulty completing the written work; your responses may show a lack of effort with scientific detail.

The student is able to: collect and present data in numerical and/or visual forms; interpret data; state the validity of a prediction based on the outcome of a scientific investigation, with limited success; state the validity of the method based on the outcome of a scientific investigation, with limited success; state improvements or extensions to the method that would benefit the scientific investigation, with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (E) The student is not required to complete the work. 

Reflective Journal Entry #2    Formative piece     ATL focus:  communication. thinking

Criterion D: Reflecting on the Impacts of Science

Science and Engineering Practice: Constructing Explanations and Designing Solutions

TARGET:  I can suggest a solution(s) to the given reflective journal topic.

STEPS TO SUCCESS: 

a.) Read the given reflective journal topic carefully. Ask a classmate or the teacher for help if you don't understand it.

b.) Write a paragraph response between 7-15 correct sentences (including correct spelling), addressing the given problem. Your paragraph must explain details regarding your solution(s) to the problem. Cite completely any and all sources used. Take notes first if you'd like; use a graphic organizer if you'd like.

c.) Turn in when you are completed, but check over your work first.

TOPIC:  A fungus is a plant-like organism, but is unable to produce its own food like plants do. In the late 1840's, a fungus killed off most of the potato crops in Ireland. Tragically, almost a million people there starved to death because their main food had been potatoes.  Scientists work with plants to find ways to prevent such disasters. In what other ways could scientists' work with plants help prevent a problem(s) that humans encounter?  (Nancy Stephan; McDonald Publishing) Factors: Environmental, Cultural.

This assignment is being graded using the formative rubric below. It is part of Criterion D: Reflecting on the Impacts of Science. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY paragraph? You clearly described and summarized a solution or solutions to the problem, explained using scientific reasoning, documented sources VERY WELL, and followed the steps to success VERY WELL.

The student is able to: summarize the ways in which science is applied and used to address a specific problem or issue; describe and summarize the implications of using science and its application to solve a specific problem or issue, interacting with a factor; consistently apply scientific language to communicate understanding clearly and precisely; document sources completely.

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY paragraph? You clearly described and summarized a solution or solutions to the problem, explained using scientific reasoning, documented sources, and followed the steps to success.

The student is able to: outline the ways in  which science is used to address a specific problem or issue; outline the implications of using science to solve a specific problem or issue, interacting with a factor; usually apply scientific language to communicate understanding clearly and precisely; usually document sources correctly. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY paragraph? You are beginning to describe and summarize a solution or solutions to the problem, explain using scientific reasoning, document sources, and follow some or most of the steps to success. You may have not provided enough details to support your solution(s) to the problem.

The student is able to: state the ways in  which science is used to address a specific problem or issue; state the implications of using science to solve a specific problem or issue, interacting with a factor; sometimes apply scientific language to communicate understanding; sometimes document sources.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY paragraph? You may demonstrate that you had difficulty describing and summarizing a solution or solutions to the problem, explaining using scientific reasoning, documenting sources and following the steps to success. Your paragraph may not include much detail at all.

The student is able to, with limited success: state the ways in which science is used to address a specific problem or issue; state the implications of using science to solve a specific problem or issue, interacting with a factor; apply scientific language to communicate understanding; document sources.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work.

Heredity Graded Quiz     Formative piece   ATL focus: thinking skills 

Statement of Inquiry: Reproduction of organisms involves the passing of traits from parents to offspring and includes similar and different forms and

patterns.

MS-LS 1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

MS-LS 3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and functions of the organism.

TARGET:  I can demonstrate my learning about heredity.

STEPS TO SUCCESS:  

This assignment is being graded using the formative rubric below. It is part of Criterion A: Knowing and Understanding. See Mr. M's website for the complete Sciences Year 1 criteria rubrics. :-)

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY quiz? You selected, analyzed, applied, identified, and interpreted the heredity content very well by answering  ALL quiz questions correctly.  

The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments. 

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY quiz?  You selected, analyzed, applied, identified, and interpreted the heredity content well by answering MOST quiz questions correctly.

The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY quiz? You are beginning to select, analyze, apply, identify, and interpret the heredity content. You answered SOME of the quiz questions correctly.

The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY quiz?  You may still be attempting to select, analyze, apply, identify, and interpret the heredity content. You answered FEW of the quiz questions correctly. 

The student is able to:  select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work.

Genetics Graded Quiz     Formative piece   ATL focus: thinking skills 

Statement of Inquiry: Reproduction of organisms involves the passing of traits from parents to offspring and includes similar and different forms and

patterns.

MS-LS 1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

MS-LS 3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and functions of the organism.

TARGET:  I can demonstrate my learning about genetics.

STEPS TO SUCCESS:  

This assignment is being graded using the formative rubric below. It is part of Criterion A: Knowing and Understanding. See Mr. M's website for the complete Sciences Year 1 criteria rubrics. :-)

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY quiz? You selected, analyzed, applied, identified, and interpreted the genetics content very well by answering  ALL quiz questions correctly.  

The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments. 

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY quiz?  You selected, analyzed, applied, identified, and interpreted the genetics content well by answering MOST quiz questions correctly.

The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY quiz? You are beginning to select, analyze, apply, identify, and interpret the genetics content. You answered SOME of the quiz questions correctly.

The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY quiz?  You may still be attempting to select, analyze, apply, identify, and interpret the genetics content. You answered FEW of the quiz questions correctly. 

The student is able to:  select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work.

DNA Graded Quiz     Formative piece   ATL focus: thinking skills 

Statement of Inquiry: Reproduction of organisms involves the passing of traits from parents to offspring and includes similar and different forms and

patterns.

MS-LS 1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

MS-LS 3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and functions of the organism.

TARGET:  I can demonstrate my learning about DNA.

STEPS TO SUCCESS:  

This assignment is being graded using the formative rubric below. It is part of Criterion A: Knowing and Understanding. See Mr. M's website for the complete Sciences Year 1 criteria rubrics. :-)

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY quiz? You selected, analyzed, applied, identified, and interpreted the DNA content very well by answering  ALL quiz questions correctly.  

The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments. 

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY quiz?  You selected, analyzed, applied, identified, and interpreted the DNA content well by answering MOST quiz questions correctly.

The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY quiz? You are beginning to select, analyze, apply, identify, and interpret the DNA content. You answered SOME of the quiz questions correctly.

The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY quiz?  You may still be attempting to select, analyze, apply, identify, and interpret the DNA content. You answered FEW of the quiz questions correctly. 

The student is able to:  select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work.

Genetic Mutations Graded Quiz     Formative piece   ATL focus: thinking skills 

Statement of Inquiry: Reproduction of organisms involves the passing of traits from parents to offspring and includes similar and different forms and

patterns.

MS-LS 1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

MS-LS 3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and functions of the organism.

TARGET:  I can demonstrate my learning about genetic mutations.

STEPS TO SUCCESS:  

a.) Go to BrainPOP.com    Log in.   username:  jems  password:  brainpop   Type Genetic Mutations into the search box.

b.) Read the movie transcript first.  It is at the bottom of the screen.  When completed with the reading, click on the topic, Genetic Mutations at the top to get back to the topic main screen.

c.) Watch the video with Closed Captions on.  You can listen and follow the text.   Be sure to pause the video so you may understand the content, especially when a term is displayed.  You may scan back, and also watch the video more than once before taking the GRADED QUIZ.   This is strongly recommended since the quiz is graded.  You may also open another tab of the same topic and go back to check the video while taking the quiz.

d.) Do the GRADED QUIZ ONLY AND DO NOT VIEW YOUR RESULTS!  Viewing your results for this assignment would be considered cheating.  You will see which questions you may have missed (the x's), but DO NOT CLICK ON VIEW YOUR RESULTS to see the questions with the correct answers.  

e.) Take a screenshot of the screen with Moby with the x's and check marks. Attach the screenshot to this assignment. Mark as done.

This assignment is being graded using the formative rubric below. It is part of Criterion A: Knowing and Understanding. See Mr. M's website for the complete Sciences Year 1 criteria rubrics. :-)

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY quiz? You selected, analyzed, applied, identified, and interpreted the genetic mutations content very well by answering  ALL quiz questions correctly.  

The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments. 

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY quiz?  You selected, analyzed, applied, identified, and interpreted the genetic mutations content well by answering MOST quiz questions correctly.

The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY quiz? You are beginning to select, analyze, apply, identify, and interpret the genetic mutations content. You answered SOME of the quiz questions correctly.

The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY quiz?  You may still be attempting to select, analyze, apply, identify, and interpret the genetic mutations content. You answered FEW of the quiz questions correctly. 

The student is able to:  select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work.

Coin Crosses (mini-lab)     Formative Task     ATL focus: thinking

Statement of Inquiry: Reproduction of organisms involves the passing of traits from parents to offspring and includes similar and different forms and

patterns.

MS-LS 1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

MS-LS 3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and functions of the organism.

TARGET:  I can investigate trait combinations using scientific and mathematical reasoning.

STEPS TO SUCCESS:

1.) Place a small piece of masking tape on each side of two coins.

2.) Write a T for tall on one side of each coin and a t for short on the other.

3.) Toss both coins together 20 times and record the letter combinations that you obtain from each toss on a sheet of loose leaf. Be sure to label your paper with your name and Sciences class mod.

4.) Answer these questions in complete and correct sentences on the same sheet of loose leaf paper, and be sure to label your answers with the question letters. Show all mathematics work that you use for your scientific reasoning:

a.) How many of the offspring would be tall plants and how do you know they would be tall? Explain. (hint: What different letter combinations would result in a tall plant?) 

b.) How many of the offspring would be short plants and how do you know they would be short? Explain. (hint: What different letter combinations would result in a short plant?)

c.) Convert your results to percentages, then compare your results to Mendel's. Explain.  If you don't remember or didn't learn Mendel's results, read pgs. 80-85 of the cells and Heredity textbook for really good help. Watch the Heredity and Genetics BrainPOPs again too; these may be a lot easier for you than the textbook.

This assignment is being graded using the formative rubric below. It is part of Criterion C: Processing and Evaluating. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Sophisticated (S) Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill.

What does this mean for MY mini-lab?   You followed the steps to success extremely well, and your responses are very thorough and well written, showing excellent scientific reasoning.  You have "Stretched It!"  

The student is able to: correctly collect, organize, transform and present data in numerical and/or visual forms; accurately interpret data and outline results using correct scientific reasoning; discuss the validity of a prediction based on the outcome of a scientific investigation; discuss the validity of the method based on the outcome of a scientific investigation; describe improvements or extensions to the method that would benefit the scientific investigation.

Demonstrating (D) Produces work of competent quality or understanding and/or makes substantial use of the concept or skill.

What does this mean for MY mini-lab?  You followed the steps to success, and your responses are good, showing good use of scientific reasoning.

The student is able to: correctly collect, organize and present data in numerical and/or visual forms; accurately interpret data and outline results using scientific reasoning; outline the validity of a prediction based on the outcome of a scientific investigation; outline the validity of the method based on the outcome of a scientific investigation; outline improvements or extensions to the method that would benefit the scientific investigation.

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance.

What does this mean for MY mini-lab?  You are beginning to follow the steps to success, and your responses are beginning to show some scientific understanding.

The student is able to: correctly collect and present data in numerical and/or visual forms; accurately interpret data and outline results; state the validity of a prediction based on the outcome of a scientific investigation; state the validity of the method based on the outcome of a scientific investigation; state improvements or extensions to the method that would benefit the scientific investigation.

Limited (L) Produces work of limited quality or understanding and/or rarely makes use of the concept or skill.

What does this mean for MY mini-lab?  You had difficulty following the steps to success, and/or had difficulty completing the written work; your responses may show a lack of effort with scientific detail.

The student is able to: collect and present data in numerical and/or visual forms; interpret data; state the validity of a prediction based on the outcome of a scientific investigation, with limited success; state the validity of the method based on the outcome of a scientific investigation, with limited success; state improvements or extensions to the method that would benefit the scientific investigation, with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (E) The student is not required to complete the work. 

Traits Lab   Summative Task    ATL focus:  social skills, thinking, research

Statement of Inquiry: Reproduction of organisms involves the passing of traits from parents to offspring and includes similar and different forms and

patterns.

MS-LS 1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. 

MS-LS 3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and functions of the organism.

Science and Engineering Practices: Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Mathematical and Computational Thinking, Constructing Explanations and Designing Solutions

TARGET:  I can complete the Traits Lab successfully, following all steps.

STEPS TO SUCCESS:

1.) Read this overview:

In this lab, you will explore how greatly traits can vary in a group of people--your classmates.

GOAL: Your task is to investigate whether traits controlled by dominant alleles are more common than traits controlled by recessive alleles, completing the scientific method lab work. 

ROLE: You are a junior scientist investigating that human traits are controlled by dominant and recessive alleles, causing many different combinations of traits among groups of people. 

AUDIENCE: You need to convince your fellow classmate junior scientists that your findings are valid. 

SITUATION: Laboratory where fellow scientists are relying on each other to collect significant data relative to the task at hand.

PURPOSE: To successfully answer the task's problem (question) backed up by empirical data, analysis, and conclusions. 

STANDARDS: Your lab write-up must meet the task-specific rubric guidelines outlined below to be considered a successful scientific achievement.

2.) Use the textbook, Prentice Hall Science Explorer: Cells and Heredity to see the entire lab work.  Open to pages 86 and 87 and find "Take a Class Survey." This is what you will use along with the given document.  You'll also use pg. 83 to help you write your hypothesis. Mr. M will help too.

3.) Click on the document and complete it thoroughly while using the Cells and Heredity textbook  Be sure to include your completed data table within the document.

This assignment is being graded using the summative rubric below. It is part of Criterion B: Inquiring and Designing. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

0  The student does not reach a standard described by any of the descriptors below.

1-2  The student is able to:  select a problem or question to be tested by a scientific investigation; select a testable prediction; state a variable; design a method with limited success. 

What does this mean for MY lab?  You may have followed the lab format partially; in your lab write-up, you may have omitted and/or not completed the title, problem, materials, hypothesis, variables, data table, observations, and/or the analysis and conclusion questions are incomplete and/or lacking detail; your write-up is limited overall; you may have many spelling and/or grammatical errors. 

3-4  The student is able to: state a problem or question to be tested by a scientific investigation; state a testable prediction; state how to manipulate the variables, and state how data will be collected; design a safe method in which he or she selects materials and equipment.

What does this mean for MY lab?  Your lab write-up shows that you are beginning to understand each part of the complete lab format; in your lab write-up, you may have omitted and/or not completed one or two of the following: title, problem, materials, hypothesis, variables, data table, observations, and/or the analysis and conclusion questions are incomplete or lacking detail.  You may have many spelling and/or grammatical errors. 

5-6  The student is able to: state a problem or question to be tested by a scientific investigation; outline a testable prediction; outline how to manipulate the variables, and state how relevant data will be collected; design a complete and safe method in which he or she selects appropriate materials and equipment.

What does this mean for MY lab?  Your lab write-up is good overall and you demonstrated success with the complete lab write-up format, with all sections completed; you provided good details in your analysis and conclusion sections. You may have a few spelling and/or grammatical errors.

 7-8  The student is able to: outline a problem or question to be tested by a scientific investigation; outline a testable prediction using scientific reasoning; outline how to manipulate the variables, and outline how sufficient, relevant data will be collected; design a logical, complete and safe method in which he or she selects appropriate materials and equipment.

What does this mean for MY lab?  Your lab write-up is excellent overall and you showed a sophisticated approach to the complete lab write-up format, with all sections completed thoroughly; you may have especially provided excellent details in your analysis and conclusion sections. Your lab write-up contains scientific explanations that include excellent detail. 

Plant and/or Animal Cell Poster   Formative Task  ATL focus:  thinking

Statement of Inquiry: The cells of plants and animals contain several organelles and cell structures that allow the cells to perform all necessary

functions to sustain life. 

 MS-LS 1-1. Construct investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

MS-LS 1-2. Develop and use model to describe function of cell as a whole and ways parts of cells contribute to function.

TARGET:   I can create a model(s) of a plant and/or animal cell labelling cell organelles.  

STEPS TO SUCCESS:

1.)  Decide which cell(s) you'd like to draw, color, and label organelles of.  You may do both, but be sure you are able and willing.

2.)  Use the Cells and Heredity textbook pgs 26 and 27 to work from. If you choose a Google image outside of class time, be sure that the image is middle-school level and not too elementary. Please use the cell structures and organelles in the textbook. Cite any images that you use by writing the website(s) on the back of your poster.

3.) Put your name and mod on the back, along with all the image citations you used.

4.) Be sure to include organelle labels with correct spellings on your drawing, and color your drawing using crayons or colored pencils. Using markers for this assignment doesn't work as well; markers for labeling will work, though.  

5.)  Place your poster in the classroom hand-in box. Mark as done on the assignment on this Google Classroom. Take a picture of it and add it to the assignment, if you're home; you may do the same if you're in school too.

This assignment is being graded using the formative rubric below. It is part of Criterion C: Processing and Evaluating. See Mr. M's website for the complete Sciences Year 1 criteria rubrics. 

Sophisticated (S) Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill.

What does this mean for MY poster?  Your poster may show excellent effort overall, and/or may contain one spelling error, and/or may include 7-10 or more cell structure labels.

The student is able to: correctly collect, organize, transform and present data in numerical and/or visual forms; accurately interpret data and outline results using correct scientific reasoning; discuss the validity of a prediction based on the outcome of a scientific investigation; discuss the validity of the method based on the outcome of a scientific investigation; describe improvements or extensions to the method that would benefit the scientific investigation.

Demonstrating (D) Produces work of competent quality or understanding and/or makes substantial use of the concept or skill.

What does this mean for MY poster?  Your poster may show good effort overall, and/or may contain a couple spelling errors, and/or may include 7-10 cell structure labels.

The student is able to: correctly collect, organize and present data in numerical and/or visual forms; accurately interpret data and outline results using scientific reasoning; outline the validity of a prediction based on the outcome of a scientific investigation; outline the validity of the method based on the outcome of a scientific investigation; outline improvements or extensions to the method that would benefit the scientific investigation.

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY poster? Your poster may show adequate effort overall, and/or may contain a few spelling errors, and/or may include a few cell structure labels. 

The student is able to: correctly collect and present data in numerical and/or visual forms; accurately interpret data and outline results; state the validity of a prediction based on the outcome of a scientific investigation; state the validity of the method based on the outcome of a scientific investigation; state improvements or extensions to the method that would benefit the scientific investigation.

Limited (L) Produces work of limited quality or understanding and/or rarely makes use of the concept or skill.

What does this mean for MY poster?  Your poster may show limited effort overall, may not be colored, and/or may contain many spelling errors, and/or may not include enough cell structure labels.

The student is able to: collect and present data in numerical and/or visual forms; interpret data; state the validity of a prediction based on the outcome of a scientific investigation, with limited success; state the validity of the method based on the outcome of a scientific investigation, with limited success; state improvements or extensions to the method that would benefit the scientific investigation, with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (E) The student is not required to complete the work. 

Cell Structures Concept Map     Formative Piece    ATL focus:  Communication, Thinking

Statement of Inquiry: The cells of plants and animals contain several organelles and cell structures that allow the cells to perform all necessary

functions to sustain life. 

 MS-LS 1-1. Construct investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

MS-LS 1-2. Develop and use model to describe function of cell as a whole and ways parts of cells contribute to function.

STEPS TO SUCCESS:

a.) Go to BrainPOP.com   Type Cell Structures into the search box.

b.) Watch the Cell Structures video with the text, closed captions turned on. Click on the gear to make the video go slower, if you choose.  Repeat video as necessary for solid comprehension.

c.) Do the Review Quiz; you DO NOT need to email your results or report your results on here. 

d.) Begin your Make-A-Map. It is your choice how to design your map; however, you must use at least 10 key words and at least 7 images. Keep going back to the video to check for understanding--especially because the images are similar and smaller; you'll need to go back to the video to see things better.

e.) Take a screen shot of your map; attach it to the assignment. 

f.) Turn in/Mark as Done.

This assignment is being graded using the formative rubric below. It is part of Criterion A: Knowing and Understanding. See Mr. M's website for the complete Sciences Year 1 criteria rubrics. 

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY map? You designed, classified, constructed, and labeled your body systems map VERY WELL and followed the steps to success VERY WELL.

The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments. 

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY map? You designed, classified, constructed, and labeled your body systems map and followed the steps to success.

The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY map? You are beginning to design, classify, construct, and label your body systems map and follow the steps to success.

The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY map? You may demonstrate that you had difficulty designing, classifying, constructing, and labeling your body systems map, and you may not have followed the steps to success. 

The student is able to:  select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work. 

Cell Size (mini-lab)   Formative Task    ATL focus: thinking 

Statement of Inquiry: The cells of plants and animals contain several organelles and cell structures that allow the cells to perform all necessary

functions to sustain life. 

MS-LS 1-1. Construct investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

MS-LS 1-2. Develop and use model to describe function of cell as a whole and ways parts of cells contribute to function.

TARGET: I can investigate cell size using scientific and mathematical reasoning. 

STEPS TO SUCCESS:

View an image of an amoeba; it is a larger single-celled organism about 1 mm long. 

Follow this procedure with paper and pencil--no Google document. Label your paper with Cell Size and your science class mod.

1.) Multiply your height in meters by 1,000 to get your height in millimeters. How many amoebas would you have to stack end to-end to equal your height;

2.) Many of the cells in your body are about 0.01 mm long--one hundredth the size of an amoeba; how many body cells would you have to stack end-to-end to equal your height?

3.) INFERRING: Look at a metric ruler to see how small 1 mm is. Imagine a distance one-hundredth as long, or 0.01 mm. Why can't you see your body's cells without the aid of a microscope?

This assignment is being graded using the formative rubric below. It is part of Criterion C: Processing and Evaluating. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Sophisticated (S) Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill.

What does this mean for MY mini-lab?   You followed the steps to success extremely well, and your responses are very thorough and well written, showing excellent scientific reasoning.  You have "Stretched It!"  

The student is able to: correctly collect, organize, transform and present data in numerical and/or visual forms; accurately interpret data and outline results using correct scientific reasoning; discuss the validity of a prediction based on the outcome of a scientific investigation; discuss the validity of the method based on the outcome of a scientific investigation; describe improvements or extensions to the method that would benefit the scientific investigation.

Demonstrating (D) Produces work of competent quality or understanding and/or makes substantial use of the concept or skill.

What does this mean for MY mini-lab?  You followed the steps to success, and your responses are good, showing good use of scientific reasoning.

The student is able to: correctly collect, organize and present data in numerical and/or visual forms; accurately interpret data and outline results using scientific reasoning; outline the validity of a prediction based on the outcome of a scientific investigation; outline the validity of the method based on the outcome of a scientific investigation; outline improvements or extensions to the method that would benefit the scientific investigation.

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance.

What does this mean for MY mini-lab?  You are beginning to follow the steps to success, and your responses are beginning to show some scientific understanding.

The student is able to: correctly collect and present data in numerical and/or visual forms; accurately interpret data and outline results; state the validity of a prediction based on the outcome of a scientific investigation; state the validity of the method based on the outcome of a scientific investigation; state improvements or extensions to the method that would benefit the scientific investigation.

Limited (L) Produces work of limited quality or understanding and/or rarely makes use of the concept or skill.

What does this mean for MY mini-lab?  You had difficulty following the steps to success, and/or had difficulty completing the written work; your responses may show a lack of effort with scientific detail.

The student is able to: collect and present data in numerical and/or visual forms; interpret data; state the validity of a prediction based on the outcome of a scientific investigation, with limited success; state the validity of the method based on the outcome of a scientific investigation, with limited success; state improvements or extensions to the method that would benefit the scientific investigation, with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (E) The student is not required to complete the work. 

Gelatin Cell Project    Summative Task    ATL focus:  thinking, self-management

Statement of Inquiry: The cells of plants and animals contain several organelles and cell structures that allow the cells to perform all necessary

functions to sustain life. 

MS-LS 1-1. Construct investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

MS-LS 1-2. Develop and use model to describe function of cell as a whole and ways parts of cells contribute to function.

TARGET:   I can create a model of a plant and/or animal cell. 

STEPS TO SUCCESS:

1.) You may group up with any other JEMS sixth grade science student; you'll have to work that out on your own with families. Gather your materials (see below). If it is a problem for you to complete this activity, let Mr. M. know, and you can complete an alternate model.

2.) Dissolve 2 packets of colorless gelatin (or green for plant cell, and another color for animal cell) in warm water. Pour the gelatin into a rectangular pan (for the plant cell) and a round pan (for the animal cell). 

3.) Choose at least 7 different items that resemble and represent each of the cell structures and organelles in plant and animal cells. Gummy candies, other candies, cooked/uncooked pasta all work great! Your choice...be creative.  Be sure your hands are clean while creating your model, especially if you plan on eating it after you take a picture of it, of course!  All items must be inserted into the gelatin before it begins to solidify. 

4.) Create a key that describes what cell organelles and structures all of your chosen items represent. Bring the key into school with your name and mod written on it, or just take a picture of the key and attach it to this assignment.

5.) You MUST attach a picture of your model(s) to this assignment. 

PLEASE NOTE: As we will discuss (or have discussed, depending on when you read this) together in class, there are so many variations of this project that you may complete. Also, there are many alternate models you may complete. See Mr. M. or ask a classmate if you missed school when we discussed the alternate ideas.

This assignment is being graded using the formative rubric below. It is part of Criterion C: Processing and Evaluating. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

0  The student does not reach a standard described by any of the descriptors below. 

1-2 The student is able to: collect and present data in numerical and/or visual forms; interpret data; state the validity of a prediction based on the outcome of a scientific investigation, with limited success; state the validity of the method based on the outcome of a scientific investigation, with limited success; state improvements or extensions to the method that would benefit the scientific investigation, with limited success.

What does this mean for MY project?  You had difficulty following the steps to success, and/or had difficulty completing the project overall.  

3-4 The student is able to: correctly collect and present data in numerical and/or visual forms; accurately interpret data and outline results; state the validity of a prediction based on the outcome of a scientific investigation; state the validity of the method based on the outcome of a scientific investigation; state improvements or extensions to the method that would benefit the scientific investigation.

What does this mean for MY project?  You are beginning to follow the steps to success, and your model and key may be partially completed.  

5-6 The student is able to: correctly collect, organize and present data in numerical and/or visual forms; accurately interpret data and outline results using scientific reasoning; outline the validity of a prediction based on the outcome of a scientific investigation; outline the validity of the method based on the outcome of a scientific investigation; outline improvements or extensions to the method that would benefit the scientific investigation.

What does this mean for MY project?  You followed the steps to success, and your model and key are done well; you were creative with your 7 items to represent cell structures and organelles.  

7-8 The student is able to: correctly collect, organize, transform and present data in numerical and/or visual forms; accurately interpret data and outline results using correct scientific reasoning; discuss the validity of a prediction based on the outcome of a scientific investigation; discuss the validity of the method based on the outcome of a scientific investigation; describe improvements or extensions to the method that would benefit the scientific investigation.

What does this mean for MY project?   You followed the steps to success extremely well; your model and key are excellent, showing creative use of 7 or more items to represent cell structures and organelles.  You have "Stretched It!"  

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (E) The student is not required to complete the work.

Earth's Atmosphere Graded Quiz     Formative piece   ATL focus: thinking skills 

Statement of Inquiry: TBD

MS-ESS 2-5. Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.

TARGET: I can identify main ideas and details regarding (having to do with) the weather topic.

STEPS TO SUCCESS:  

a.) Go to BrainPOP.com by clicking on your JE Google apps waffle (array of dots that form a square), in top, right corner. Type Earth's Atmosphere into the search box.

b.) Read the movie transcript first.  It is at the bottom of the screen.  When completed with the reading, click on the topic Earth's Atmosphere at the top to get back to the topic main screen.

c.) Watch the video with Closed Captions on.  You can listen and follow the text.   Be sure to pause the video so you may understand the content, especially when a term is displayed.  You may scan back, and also watch the video more than once before taking the GRADED QUIZ.   This is strongly recommended since the quiz is graded.  You may also open another tab of the same topic and go back to check the video while taking the quiz.

d.) Do the GRADED QUIZ ONLY AND DO NOT VIEW YOUR RESULTS!  Viewing your results for this assignment would be considered cheating.  You will see which questions you may have missed (the x's), but DO NOT CLICK ON VIEW YOUR RESULTS to see the questions with the correct answers.  

e.) Take a screenshot of the screen with Moby with the x's and check marks. Attach the screenshot to this assignment. Mark as done.

How to attach your screenshot: Click on + add or create on the assignment--Google Drive--Uploads then Browse--Downloads (left margin) to get your screenshot; open or double click on screenshot. Mark as done.

This assignment is being graded using the formative rubric below. It is part of Criterion A: Knowing and Understanding. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY quiz? You selected, analyzed, applied, identified, and interpreted the weather content very well by answering  ALL quiz questions correctly.  

The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments. 

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY quiz?  You selected, analyzed, applied, identified, and interpreted the Earth's Atmosphere content well by answering MOST quiz questions correctly.

The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY quiz? You are beginning to select, analyze, apply, identify, and interpret the Earth's Atmosphere content. You answered SOME of the quiz questions correctly.

The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY quiz?  You may still be attempting to select, analyze, apply, identify, and interpret the Earth's Atmosphere content. You answered FEW of the quiz questions correctly. 

The student is able to:  select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work.

Weather Graded Quiz     Formative piece   ATL focus: thinking skills 

Statement of Inquiry: TBD

MS-ESS 2-5. Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.

TARGET: I can identify main ideas and details regarding (having to do with) the weather topic.

STEPS TO SUCCESS:  

a.) Go to BrainPOP.com by clicking on your JE Google apps waffle (array of dots that form a square), in top, right corner. Type Weather into the search box.

b.) Read the movie transcript first.  It is at the bottom of the screen.  When completed with the reading, click on the topic Weather at the top to get back to the topic main screen.

c.) Watch the video with Closed Captions on.  You can listen and follow the text.   Be sure to pause the video so you may understand the content, especially when a term is displayed.  You may scan back, and also watch the video more than once before taking the GRADED QUIZ.   This is strongly recommended since the quiz is graded.  You may also open another tab of the same topic and go back to check the video while taking the quiz.

d.) Do the GRADED QUIZ ONLY AND DO NOT VIEW YOUR RESULTS!  Viewing your results for this assignment would be considered cheating.  You will see which questions you may have missed (the x's), but DO NOT CLICK ON VIEW YOUR RESULTS to see the questions with the correct answers.  

e.) Take a screenshot of the screen with Moby with the x's and check marks. Attach the screenshot to this assignment. Mark as done.

How to attach your screenshot: Click on + add or create on the assignment--Google Drive--Uploads then Browse--Downloads (left margin) to get your screenshot; open or double click on screenshot. Mark as done.

This assignment is being graded using the formative rubric below. It is part of Criterion A: Knowing and Understanding. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY quiz? You selected, analyzed, applied, identified, and interpreted the weather content very well by answering  ALL quiz questions correctly.  

The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments. 

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY quiz?  You selected, analyzed, applied, identified, and interpreted the weather content well by answering MOST quiz questions correctly.

The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY quiz? You are beginning to select, analyze, apply, identify, and interpret the weather content. You answered SOME of the quiz questions correctly.

The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY quiz?  You may still be attempting to select, analyze, apply, identify, and interpret the weather content. You answered FEW of the quiz questions correctly. 

The student is able to:  select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work.

Humidity Graded Quiz     Formative piece   ATL focus: thinking skills 

Statement of Inquiry: TBD

MS-ESS 2-5. Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.

TARGET: I can identify main ideas and details regarding (having to do with) the humidity topic.

STEPS TO SUCCESS:  

a.) Go to BrainPOP.com by clicking on your JE Google apps waffle (array of dots that form a square), in top, right corner. Type Humidity into the search box.

b.) Read the movie transcript first.  It is at the bottom of the screen.  When completed with the reading, click on the topic Humidity at the top to get back to the topic main screen.

c.) Watch the video with Closed Captions on.  You can listen and follow the text.   Be sure to pause the video so you may understand the content, especially when a term is displayed.  You may scan back, and also watch the video more than once before taking the GRADED QUIZ.   This is strongly recommended since the quiz is graded.  You may also open another tab of the same topic and go back to check the video while taking the quiz.

d.) Do the GRADED QUIZ ONLY AND DO NOT VIEW YOUR RESULTS!  Viewing your results for this assignment would be considered cheating.  You will see which questions you may have missed (the x's), but DO NOT CLICK ON VIEW YOUR RESULTS to see the questions with the correct answers.  

e.) Take a screenshot of the screen with Moby with the x's and check marks. Attach the screenshot to this assignment. Mark as done.

How to attach your screenshot: Click on + add or create on the assignment--Google Drive--Uploads then Browse--Downloads (left margin) to get your screenshot; open or double click on screenshot. Mark as done.

This assignment is being graded using the formative rubric below. It is part of Criterion A: Knowing and Understanding. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY quiz? You selected, analyzed, applied, identified, and interpreted the humidity content very well by answering  ALL quiz questions correctly.  

The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments. 

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY quiz?  You selected, analyzed, applied, identified, and interpreted the humidity content well by answering MOST quiz questions correctly.

The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY quiz? You are beginning to select, analyze, apply, identify, and interpret the humidity content. You answered SOME of the quiz questions correctly.

The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY quiz?  You may still be attempting to select, analyze, apply, identify, and interpret the humidity content. You answered FEW of the quiz questions correctly. 

The student is able to:  select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work.

NYS Weather and Climate Investigation: How's The Weather Up There?    Summative piece    ATL focus: thinking, collaboration

MS-ESS 2-5. Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.

OVERALL TARGET: I can collect and analyze data of weather variables to determine how the motions and interactions of air masses cause changes in the weather.

STEPS TO SUCCESS:

The assessment is entirely on paper--it is not electronic. 

a.) Part 1 is to be completed with a partner. The teacher will select who you are working with; you may be asked to work only with the teacher as your partner. Complete all questions.

Part 1 detailed targets:

Describe the data that would be collected from various weather maps; 

Identify the tools and methods that were used to gather the data found on the weather maps; 

Collect data from weather maps for a certain location;

Predict how the movement and interaction of air masses will affect local weather conditions;

Describe the influence of latitude and altitude on weather conditions;

Identify the relationships between weather variables using data from the weather maps.

b.) Part 2 is to be completed independently.  

Part 2 detailed targets:

Collect data from various weather maps for certain locations;

Synthesize information from different types of maps in order to draw conclusions;

Explain why weather can only be predicted within probabilistic ranges;

Describe the complex interaction between air masses at fronts;

Describe how the movement and interaction of air masses causes changes in weather conditions;

Describe the influence of oceans on air mass development and weather;

Describe the relationship between: large weather patterns (pressure systems) and associated weather conditions; types of fronts and the interactions of air masses; types of pressure systems and winds.

This assignment is being graded using the summative rubric below. It is part of Criterion A: Knowing and Understanding. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

7-8  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY test? You selected, analyzed, applied, identified, and interpreted the weather content very well by answering  ALL or ALL except one, two, or three test questions correctly.  

The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments. 

5-6 Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY test?  You selected, analyzed, applied, identified, and interpreted the weather content well by answering MOST test questions correctly.

The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments. 

3-4 Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY test? You are beginning to select, analyze, apply, identify, and interpret the weather content. You answered SOME of the quiz questions correctly.

The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

1-2  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY test?  You may still be attempting to select, analyze, apply, identify, and interpret the weather content. You answered FEW of the quiz questions correctly. 

The student is able to:  select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work.

Reflective Journal Entry #3    Formative piece     ATL focus:  communication. thinking

Science and Engineering Practice: Constructing Explanations and Designing Solutions

TARGET:  I can suggest a solution(s) to the given reflective journal topic.

STEPS TO SUCCESS: 

a.) Read the given reflective journal topic carefully. Ask a classmate, the teacher, or someone else for help if you don't understand it. Open the given document to read more about the topic, and to complete your entry:

b.) Write a paragraph response between 7-15 correct sentences (including correct spelling), addressing the given problem. Your paragraph must explain details regarding your solution(s) to the problem. Cite completely any and all sources used.

c.) Turn in when you are completed, but check over your work first.

TOPIC:   Scientists in the field of genetic engineering are learning how to alter (change) the genetic structure of organisms in order to create new and different organisms. Do you think genetic engineering is a good idea? Name some possible outcomes, and especially describe the advantages and disadvantages of each outcome. (Nancy Stephan; McDonald Publishing) Factors: Ethics, Environmental 

This assignment is being graded using the formative rubric below. It is part of Criterion D: Reflecting on the Impacts of Science. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY paragraph? You clearly described and summarized a solution or solutions to the problem, explained using scientific reasoning, documented sources VERY WELL, and followed the steps to success VERY WELL.

The student is able to: summarize the ways in which science is applied and used to address a specific problem or issue; describe and summarize the implications of using science and its application to solve a specific problem or issue, interacting with a factor; consistently apply scientific language to communicate understanding clearly and precisely; document sources completely.

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY paragraph? You clearly described and summarized a solution or solutions to the problem, explained using scientific reasoning, documented sources, and followed the steps to success.

The student is able to: outline the ways in  which science is used to address a specific problem or issue; outline the implications of using science to solve a specific problem or issue, interacting with a factor; usually apply scientific language to communicate understanding clearly and precisely; usually document sources correctly. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY paragraph? You are beginning to describe and summarize a solution or solutions to the problem, explain using scientific reasoning, document sources, and follow some or most of the steps to success. You may have not provided enough details to support your solution(s) to the problem.

The student is able to: state the ways in  which science is used to address a specific problem or issue; state the implications of using science to solve a specific problem or issue, interacting with a factor; sometimes apply scientific language to communicate understanding; sometimes document sources.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY paragraph? You may demonstrate that you had difficulty describing and summarizing a solution or solutions to the problem, explaining using scientific reasoning, documenting sources and following the steps to success. Your paragraph may not include much detail at all.

The student is able to, with limited success: state the ways in which science is used to address a specific problem or issue; state the implications of using science to solve a specific problem or issue, interacting with a factor; apply scientific language to communicate understanding; document sources.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work. 

Reflective Journal Entry #4    Formative piece     ATL focus:  communication. thinking

Science and Engineering Practice: Constructing Explanations and Designing Solutions

TARGET:  I can suggest a solution(s) to the given reflective journal topic.

STEPS TO SUCCESS: 

a.) Read the given reflective journal topic carefully. Ask a classmate, the teacher, or someone else for help if you don't understand it. Open the given document to read more about the topic, and to complete your entry:

b.) Write a paragraph response between 7-15 correct sentences (including correct spelling), addressing the given problem. Your paragraph must explain details regarding your solution(s) to the problem. Cite completely any and all sources used.

c.) Turn in when you are completed, but check over your work first.

TOPIC: Do you think it is cruel to keep birds in cages as pets? Is it cruel to keep animals in zoos? What are some of the advantages of keeping animals in captivity? Be sure to follow the STEPS TO SUCCESS above! (Nancy Stephan; McDonald Publishing) Factors: Ethics, Environmental 

This assignment is being graded using the formative rubric below. It is part of Criterion D: Reflecting on the Impacts of Science. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY paragraph? You clearly described and summarized a solution or solutions to the problem, explained using scientific reasoning, documented sources VERY WELL, and followed the steps to success VERY WELL.

The student is able to: summarize the ways in which science is applied and used to address a specific problem or issue; describe and summarize the implications of using science and its application to solve a specific problem or issue, interacting with a factor; consistently apply scientific language to communicate understanding clearly and precisely; document sources completely.

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY paragraph? You clearly described and summarized a solution or solutions to the problem, explained using scientific reasoning, documented sources, and followed the steps to success.

The student is able to: outline the ways in  which science is used to address a specific problem or issue; outline the implications of using science to solve a specific problem or issue, interacting with a factor; usually apply scientific language to communicate understanding clearly and precisely; usually document sources correctly. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY paragraph? You are beginning to describe and summarize a solution or solutions to the problem, explain using scientific reasoning, document sources, and follow some or most of the steps to success. You may have not provided enough details to support your solution(s) to the problem.

The student is able to: state the ways in  which science is used to address a specific problem or issue; state the implications of using science to solve a specific problem or issue, interacting with a factor; sometimes apply scientific language to communicate understanding; sometimes document sources.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY paragraph? You may demonstrate that you had difficulty describing and summarizing a solution or solutions to the problem, explaining using scientific reasoning, documenting sources and following the steps to success. Your paragraph may not include much detail at all.

The student is able to, with limited success: state the ways in which science is used to address a specific problem or issue; state the implications of using science to solve a specific problem or issue, interacting with a factor; apply scientific language to communicate understanding; document sources.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work. 

It's in the Bag (mini-lab)  Formative Task     ATL focus: thinking, communication, self-management 

Statement of Inquiry: The brain, spinal cord, and nerves of the nervous system control all movements and functions of the human body.

MS-LS 1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.  

TARGET:  I can complete the following mini-lab activity to help demonstrate how the nervous system controls the sense of touch.

Important:  Someone else besides you must prepare the materials for this mini-lab!!

Have someone place five smaller objects in a paper bag (or another type of bag you cannot see through).  Be sure the objects cannot hurt you in any way.

STEPS TO SUCCESS:

1.) The paper bag should contain five smaller objects. Your challenge is to use only your sense of touch to identify and differentiate between each of the five objects.  DO NOT LOOK IN THE BAG, and DO NOT REMOVE THE OBJECTS TO VIEW THEM. If you look in the bag,  or remove the objects and view them, the mini-lab activity is ruined, and you would have to start over with someone preparing another bag with different objects. 

2.) Without looking in the bag, put your hand in the bag and carefully touch each object.  Touch one object at a time and note its characteristics.  Write a few observation notes for each object.  You may type directly on the given document, or use paper and pencil first, and then type on the document. 

 Here are some ideas on what you can note:  Its shape, whether its surface is rough or smooth, what material or substance it seems to be made of,  whether it can be bent or not, etc.  Be specific and detailed with your observations.  Don't just write one or two words for each object, and be sure to write your predictions about what each object is.   Your observations serve as the evidence  proving what you think the objects are.  Use correct spelling and grammar.  You may use phrases and list format, but you may also write in complete and correct sentences.

This assignment is being graded using the formative rubric below. It is part of Criterion C: Processing and Evaluating. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Criterion C: Processing and Evaluating

Sophisticated (S) Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill.

What does this mean for MY mini-lab?   You have excellent details in your observation notes and your responses to the questions, that provide an excellent amount of evidence toward your object predictions.  You have "Stretched It!"  

The student is able to: correctly collect, organize, transform and present data in numerical and/or visual forms; accurately interpret data and outline results using correct scientific reasoning; discuss the validity of a prediction based on the outcome of a scientific investigation; discuss the validity of the method based on the outcome of a scientific investigation; describe improvements or extensions to the method that would benefit the scientific investigation.

Demonstrating (D) Produces work of competent quality or understanding and/or makes substantial use of the concept or skill.

What does this mean for MY mini-lab?   You have good details in your observation notes and your responses to the questions, that provide a good amount of evidence toward your object predictions.

The student is able to: correctly collect, organize and present data in numerical and/or visual forms; accurately interpret data and outline results using scientific reasoning; outline the validity of a prediction based on the outcome of a scientific investigation; outline the validity of the method based on the outcome of a scientific investigation; outline improvements or extensions to the method that would benefit the scientific investigation.

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance.

What does this mean for MY mini-lab?  You have adequate details in your observation notes and your responses to the questions, that provide an adequate amount of evidence toward your object predictions.

The student is able to: correctly collect and present data in numerical and/or visual forms; accurately interpret data and outline results; state the validity of a prediction based on the outcome of a scientific investigation; state the validity of the method based on the outcome of a scientific investigation; state improvements or extensions to the method that would benefit the scientific investigation.

Limited (L) Produces work of limited quality or understanding and/or rarely makes use of the concept or skill.

What does this mean for MY mini-lab?   Your observation notes and/or responses to the questions are limited; they may not provide much detail and evidence proving what the objects are or may be, according to your sense of touch.  You may not have completed all 5 objects. 

The student is able to: collect and present data in numerical and/or visual forms; interpret data; state the validity of a prediction based on the outcome of a scientific investigation, with limited success; state the validity of the method based on the outcome of a scientific investigation, with limited success; state improvements or extensions to the method that would benefit the scientific investigation, with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (E) The student is not required to complete the work.  

Ready or Not Lab   Summative Task   ATL focus:   thinking, social skills 

Statement of Inquiry:  The brain, spinal cord, and nerves of the nervous system control all movements and functions of the human body. 

MS-LS 1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.  

TARGET:  I can complete the following lab activity to demonstrate how the nervous system functions.

GOAL: Your job is to determine whether or not people carry out tasks better at certain times of day. You will participate in an experiment to test reaction time. 

ROLE: You are a student in the science department of a competitive university. Your assignment is to present your lab conclusions to your audience.

AUDIENCE: Your fellow classmates and professor.

SITUATION: Address the problem: Do people's reaction times vary at different times of day? First form a hypothesis to answer this question. 

PRODUCT:  The independent lab write-up including the following sections: Problem, Hypothesis, Experiment with Variables and Data Table, Analyze and Conclude.

STANDARDS: You must follow the lab write-up format as taught in class, with complete responses to Analyze and Conclude questions, with correct spelling and grammar.   

Procedure: First form a hypothesis that predicts a solution to the problem.

1.) Have your partner hold a meter stick with the zero end about 50cm above the table or desk. 

2.) Controlled Variables: Get ready to catch the meter stick by positioning the top of your thumb and forefinger just at the zero position. Your partner should drop the stick without warning. Using your thumb and forefinger only (no other part of your hand), catch the meter stick as soon as you can.

Record the distance that the meter stick fell in centimeters and millimeters. 

3.) Create a data table with all recorded measurements for you and your partner; conduct 5-6 trials within one class period, and then 5-6 trials the next day. We will compare data with other teams from other class periods. 

4.) Analyze and Conclude questions to complete individually: 

a.) In this lab, what is the stimulus? What is the response? Is this response voluntary or involuntary?  Explain. 

b.) Why/how can you use the distance on the meter stick as a measure of reaction time? 

c.) Based on results and your data, and your knowledge, do people's reaction times vary at different times? Explain. Think about all times throughout a 24 hour period, not just the school day.

d.) Why is it important conducting the experiment to control all variables except the time of day? 

This assignment is being graded using the summative rubric below. It is part of Criterion B: Inquiring and Designing. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

0  The student does not reach a standard described by any of the descriptors below.

1-2  The student is able to:  select a problem or question to be tested by a scientific investigation; select a testable prediction; state a variable; design a method with limited success. 

What does this mean for MY lab?  You may have followed the lab format partially; Ex: You may have omitted and/or left incomplete your hypothesis, variables, data table, and/or the analysis and conclusion questions are incomplete or lacking detail. You may have many spelling and/or grammatical errors. 

3-4  The student is able to: state a problem or question to be tested by a scientific investigation; state a testable prediction; state how to manipulate the variables, and state how data will be collected; design a safe method in which he or she selects materials and equipment.

What does this mean for MY lab?  Your lab write-up adequately covers a majority of the task requirements, but may lack in detail and scientific explanation. You may have many spelling and/or grammatical errors. 

5-6  The student is able to: state a problem or question to be tested by a scientific investigation; outline a testable prediction; outline how to manipulate the variables, and state how relevant data will be collected; design a complete and safe method in which he or she selects appropriate materials and equipment.

What does this mean for MY lab?  Your lab write-up is good and you covered all of the task requirements. You provided good details in your hypothesis, variables, and analysis and conclusion sections. You may have a few spelling and/or grammatical errors.

 7-8  The student is able to: outline a problem or question to be tested by a scientific investigation; outline a testable prediction using scientific reasoning; outline how to manipulate the variables, and outline how sufficient, relevant data will be collected; design a logical, complete and safe method in which he or she selects appropriate materials and equipment.

What does this mean for MY lab?  Your lab write-up is excellent; it is very well-written and your scientific explanations include excellent detail.

(Prentice Hall) 

Freezing Freshwater and Saltwater Lab  Summative task   ATL focus:  thinking, self-management

TARGET:  I can follow the scientific method to complete the freezing freshwater and saltwater lab.                

STEPS TO SUCCESS:  

A.)  Complete the lab format on the given document.  Be sure to write your hypothesis BEFORE completing the experiment. Use the documents in the Marinelli Google Classroom Classwork material titled:  “Scientific Method” and “Conducting a Scientific Investigation” for help.

B.) Use the experimental procedure below for the experiment.  Next to “EXPERIMENT” in the lab format, be sure to include your observations, results and data. You will write about your observations, results, and data in your ANALYSIS and CONCLUSION. Use the documents in the Marinelli Google Classroom Classwork material titled:  “Scientific Method” and “Conducting a Scientific Investigation” for help.

Experimental Procedure for Freezing Fresh Water and Salt Water:

1.) Fill three containers each with 300mL (1.25 US cup) of cold tap water. Label each container with a number: container #1, container #2, container #3

2.) Add 10g (1.7 tsp for fine salt) of salt to container #1 and stir;

Add 20g (3.38 tsp for fine salt) of salt to container #2 and stir;

Do not add salt to container #3.

3.) Place the three containers into a freezer.

4.) Check the containers every 15 mins. Be sure to record your observations. Write down the times you check (ex. 12:00pm, 12:15pm, 12:30, etc.) and what the water looks like in each container, each time you check.  Especially record how long it takes each container to freeze; this is very important.

This assignment is being graded using the summative rubric below. It is part of Criterion B: Inquiring and Designing. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

0  The student does not reach a standard described by any of the descriptors below.

1-2  The student is able to:  select a problem or question to be tested by a scientific investigation; select a testable prediction; state a variable; design a method with limited success. 

What does this mean for MY lab?  You may have followed the lab format partially; in your lab write-up, you may have omitted and/or not completed the title, problem, materials, hypothesis, variables, data table, observations, and/or the analysis and conclusion questions are incomplete and/or lacking detail; your write-up is limited overall; you may have many spelling and/or grammatical errors. 

3-4  The student is able to: state a problem or question to be tested by a scientific investigation; state a testable prediction; state how to manipulate the variables, and state how data will be collected; design a safe method in which he or she selects materials and equipment.

What does this mean for MY lab?  Your lab write-up shows that you are beginning to understand each part of the complete lab format; in your lab write-up, you may have omitted and/or not completed one or two of the following: title, problem, materials, hypothesis, variables, data table, observations, and/or the analysis and conclusion questions are incomplete or lacking detail.  You may have many spelling and/or grammatical errors. 

5-6  The student is able to: state a problem or question to be tested by a scientific investigation; outline a testable prediction; outline how to manipulate the variables, and state how relevant data will be collected; design a complete and safe method in which he or she selects appropriate materials and equipment.

What does this mean for MY lab?  Your lab write-up is good overall and you demonstrated success with the complete lab write-up format, with all sections completed; you provided good details in your analysis and conclusion sections. You may have a few spelling and/or grammatical errors.

 7-8  The student is able to: outline a problem or question to be tested by a scientific investigation; outline a testable prediction using scientific reasoning; outline how to manipulate the variables, and outline how sufficient, relevant data will be collected; design a logical, complete and safe method in which he or she selects appropriate materials and equipment.

What does this mean for MY lab?  Your lab write-up is excellent overall and you showed a sophisticated approach to the complete lab write-up format, with all sections completed thoroughly; you may have especially provided excellent details in your analysis and conclusion sections. Your lab write-up contains scientific explanations that include excellent detail. 

Soda and Powder (min-lab)   Formative Task    ATL focus: thinking, self-management

TARGET: I can complete the following mini-lab that investigates chemical changes.

STEPS TO SUCCESS:

1.) Gather a sheet of paper and a pencil. No Google Doc for this. Write Soda and Powder mini-lab at the top with your name and sciences class mod.

2.) Gather one beaker with 1 tbsp baking soda, and one beaker with 1 tbsp baking powder. You'll also need two of the smaller cups of water (2 tbsp each)

3.) Place one of the cups of water into the beaker with baking soda. Record what happens on your paper in a couple complete and correct sentences. Draw a diagram of what you see. Label your diagram.

4.) Place the other cup of water into the beaker with baking powder. Record what happens on your paper in a couple complete and correct sentences. Draw a diagram of what you see. Label your diagram.

5.) Answer the following questions in complete and correct sentences:

     a.) What is a chemical change? Use the reading material titled, "Physical and Chemical Changes" in Classwork.

     b.) Explain the chemical changes occurring in this mini-lab. Be sure to write about both the baking soda and the baking powder, comparing and contrasting what occurred in the beakers after adding the water.

6.) Check your work then turn in. 

This assignment is being graded using the formative rubric below. It is part of Criterion C: Processing and Evaluating. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Sophisticated (S) Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill.

What does this mean for MY mini-lab?   You followed the steps to success extremely well, and your responses are very thorough and well written, showing excellent scientific reasoning.  You have "Stretched It!"  

The student is able to: correctly collect, organize, transform and present data in numerical and/or visual forms; accurately interpret data and outline results using correct scientific reasoning; discuss the validity of a prediction based on the outcome of a scientific investigation; discuss the validity of the method based on the outcome of a scientific investigation; describe improvements or extensions to the method that would benefit the scientific investigation.

Demonstrating (D) Produces work of competent quality or understanding and/or makes substantial use of the concept or skill.

What does this mean for MY mini-lab?  You followed the steps to success, and your responses are good, showing good use of scientific reasoning.

The student is able to: correctly collect, organize and present data in numerical and/or visual forms; accurately interpret data and outline results using scientific reasoning; outline the validity of a prediction based on the outcome of a scientific investigation; outline the validity of the method based on the outcome of a scientific investigation; outline improvements or extensions to the method that would benefit the scientific investigation.

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance.

What does this mean for MY mini-lab?  You are beginning to follow the steps to success, and your responses are beginning to show some scientific understanding.

The student is able to: correctly collect and present data in numerical and/or visual forms; accurately interpret data and outline results; state the validity of a prediction based on the outcome of a scientific investigation; state the validity of the method based on the outcome of a scientific investigation; state improvements or extensions to the method that would benefit the scientific investigation.

Limited (L) Produces work of limited quality or understanding and/or rarely makes use of the concept or skill.

What does this mean for MY mini-lab?  You had difficulty following the steps to success, and/or had difficulty completing the written work; your responses may show a lack of effort with scientific detail.

The student is able to: collect and present data in numerical and/or visual forms; interpret data; state the validity of a prediction based on the outcome of a scientific investigation, with limited success; state the validity of the method based on the outcome of a scientific investigation, with limited success; state improvements or extensions to the method that would benefit the scientific investigation, with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (E) The student is not required to complete the work. 

Earth and Space Sciences topics that you need to complete on BrainPOP under Science

 MS-ESS 1-1. Develop and use a model of the Earth-sun-moon-system to describe cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

 MS-ESS 1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. 

FOR EACH TOPIC:

a.) Watch video. Watch it again with closed captions.

b.) Do the Review quiz; check your mistakes.

c.) Do the Challenge (Review) if there is one.

d.) Read all Related Reading articles and comic if there is one. Use Immersive Reader if you need to/would like to.

EARTH SYSTEM  (follow in this order)

Plate Tectonics

Mountains

Earthquakes

Volcanoes

      SPACE (follow in this order)

Sun

Moon

Moon Phases

Eclipse

Galaxies

Milky Way

Solar System

Big Bang

Black Holes

Dark Matter

Asteroids

Comets

Telescopes

Satellites

      NATURE OF THE UNIVERSE (follow in this order)

Atoms

Gravity

Newton's Laws of Motion

Relativity 

Plate Tectonics Graded Quiz     Formative piece   ATL focus: thinking skills 

Statement of Inquiry: Earth's materials and movements can affect our planet's geography, economy, and all the cultures of its continents and countries in many different ways.

MS-ESS 2-3.  Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. 

TARGET:  I can demonstrate my learning about plate tectonics.

STEPS TO SUCCESS:  

a.) Go to BrainPOP.com    Log in.   username:  jems  password:  brainpop   Type Plate Tectonics into the search box.

b.) Read the movie transcript first.  It is at the bottom of the screen.  When completed with the reading, click on the topic, Plate Tectonics at the top to get back to the topic main screen.

c.) Watch the video with Closed Captions on.  You can listen and follow the text.   Be sure to pause the video so you may understand the content, especially when a term is displayed.  You may scan back, and also watch the video more than once before taking the GRADED QUIZ.   This is strongly recommended since the quiz is graded.  You may also open another tab of the same topic and go back to check the video while taking the quiz.

d.) Do the GRADED QUIZ ONLY AND DO NOT VIEW YOUR RESULTS!  Viewing your results for this assignment would be considered cheating.  You will see which questions you may have missed (the x's), but DO NOT CLICK ON VIEW YOUR RESULTS to see the questions with the correct answers.  

e.) Take a screenshot of the screen with Moby with the x's and check marks. Attach the screenshot to this assignment. Mark as done.

This assignment is being graded using the formative rubric below. It is part of Criterion A: Knowing and Understanding. See Mr. M's website for the complete Sciences Year 1 criteria rubrics. 

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY quiz? You selected, analyzed, applied, identified, and interpreted the content very well by answering  ALL quiz questions correctly.  

The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments. 

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY quiz?  You selected, analyzed, applied, identified, and interpreted the content well by answering MOST quiz questions correctly.

The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY quiz? You are beginning to select, analyze, apply, identify, and interpret the content. You answered SOME of the quiz questions correctly.

The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY quiz?  You may still be attempting to select, analyze, apply, identify, and interpret the content. You answered FEW of the quiz questions correctly. 

The student is able to:  select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work.

Plate Tectonics Concept Map     Formative Piece    ATL focus:  Communication, Thinking

Statement of Inquiry: Earth's materials and movements can affect our planet's geography, economy, and all the cultures of its continents and countries in many different ways.

MS-ESS 2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. 

TARGET: I can apply my knowledge of the Plate Tectonics topic to create my concept map.

STEPS TO SUCCESS:

a.) Go to BrainPOP.com    Log in.   username:  jems  password:  brainpop   Type Plate Tectonics into the search box.

b.) Watch the Plate Tectonics video with the text, closed captions turned on. Click on the gear to make the video go slower, if you choose.  Repeat video as necessary for solid comprehension.

c.) Do the Review Quiz; you DO NOT need to email your results or report your results on here. 

d.) Begin your Make-A-Map. It is your choice how to design your map; however, you must use at least 10 key words and at least 7 images. Keep going back to the video to check for understanding--especially because the images are similar and smaller; you'll need to go back to the video to see things better.

e.) Take a screen shot of your map; attach it to the assignment. 

f.) Turn in/Mark as Done.

This assignment is being graded using the formative rubric below. It is part of Criterion A: Knowing and Understanding. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY map? You designed, classified, constructed, and labeled your map VERY WELL and followed the steps to success VERY WELL.

The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments. 

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY map? You designed, classified, constructed, and labeled your map and followed the steps to success.

  The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY map? You are beginning to design, classify, construct, and label your map and follow the steps to success.

The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY map? You may demonstrate that you had difficulty designing, classifying, constructing, and labeling your map, and you may not have followed the steps to success. 

The student is able to:  select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work.

Earthquakes Graded Quiz     Formative piece   ATL focus: thinking skills 

Statement of Inquiry: Earth's materials and movements can affect our planet's geography, economy, and all the cultures of its continents and countries in many different ways.

MS-ESS 2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. 

TARGET:  I can demonstrate my learning about earthquakes.

STEPS TO SUCCESS:  

a.) Go to BrainPOP.com    Log in.   username:  jems  password:  brainpop   Type Earthquakes into the search box.

b.) Read the movie transcript first.  It is at the bottom of the screen.  When completed with the reading, click on the topic, Earthquakes at the top to get back to the topic main screen.

c.) Watch the video with Closed Captions on.  You can listen and follow the text.   Be sure to pause the video so you may understand the content, especially when a term is displayed.  You may scan back, and also watch the video more than once before taking the GRADED QUIZ.   This is strongly recommended since the quiz is graded.  You may also open another tab of the same topic and go back to check the video while taking the quiz.

d.) Do the GRADED QUIZ ONLY AND DO NOT VIEW YOUR RESULTS!  Viewing your results for this assignment would be considered cheating.  You will see which questions you may have missed (the x's), but DO NOT CLICK ON VIEW YOUR RESULTS to see the questions with the correct answers.  

e.) Take a screenshot of the screen with Moby with the x's and check marks. Attach the screenshot to this assignment. Mark as done.

This assignment is being graded using the formative rubric below. It is part of Criterion A: Knowing and Understanding. See Mr. M's website for the complete Sciences Year 1 criteria rubrics. :-)

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY quiz? You selected, analyzed, applied, identified, and interpreted the content very well by answering  ALL quiz questions correctly.  

The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments. 

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY quiz?  You selected, analyzed, applied, identified, and interpreted the content well by answering MOST quiz questions correctly.

The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY quiz? You are beginning to select, analyze, apply, identify, and interpret the content. You answered SOME of the quiz questions correctly.

The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY quiz?  You may still be attempting to select, analyze, apply, identify, and interpret the content. You answered FEW of the quiz questions correctly. 

The student is able to:  select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work.

Volcanoes Graded Quiz     Formative piece   ATL focus: thinking skills 

Statement of Inquiry: Earth's materials and movements can affect our planet's geography, economy, and all the cultures of its continents and countries in many different ways.

MS-ESS 2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

TARGET:  I can demonstrate my learning about volcanoes.

STEPS TO SUCCESS:  

a.) Go to BrainPOP.com    Log in.   username:  jems  password:  brainpop   Type Volcanoes into the search box.

b.) Read the movie transcript first.  It is at the bottom of the screen.  When completed with the reading, click on the topic, Volcanoes at the top to get back to the topic main screen.

c.) Watch the video with Closed Captions on.  You can listen and follow the text.   Be sure to pause the video so you may understand the content, especially when a term is displayed.  You may scan back, and also watch the video more than once before taking the GRADED QUIZ.   This is strongly recommended since the quiz is graded.  You may also open another tab of the same topic and go back to check the video while taking the quiz.

d.) Do the GRADED QUIZ ONLY AND DO NOT VIEW YOUR RESULTS!  Viewing your results for this assignment would be considered cheating.  You will see which questions you may have missed (the x's), but DO NOT CLICK ON VIEW YOUR RESULTS to see the questions with the correct answers.  

e.) Take a screenshot of the screen with Moby with the x's and check marks. Attach the screenshot to this assignment. Mark as done. 

This assignment is being graded using the formative rubric below. It is part of Criterion A: Knowing and Understanding. See Mr. M's website for the complete Sciences Year 1 criteria rubrics. :-)

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY quiz? You selected, analyzed, applied, identified, and interpreted the content very well by answering  ALL quiz questions correctly.  

The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments. 

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY quiz?  You selected, analyzed, applied, identified, and interpreted the content well by answering MOST quiz questions correctly.

The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY quiz? You are beginning to select, analyze, apply, identify, and interpret the content. You answered SOME of the quiz questions correctly.

The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY quiz?  You may still be attempting to select, analyze, apply, identify, and interpret the content. You answered FEW of the quiz questions correctly. 

The student is able to:  select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (EX) The student is not required to complete the work.

LAB PERFORMANCE ASSESSMENT    Summative Task    ATL focus: self-management, thinking

Water of the World Lab (IN SCHOOL ONLY) Statement of Inquiry: To be a scientist means to gather evidence about similarities and differences to understand how things are related (or not). 

TARGET: I can complete the following eight steps demonstrating use of lab equipment, creating models of the water of the world, and responding to related questions. 

STEPS TO SUCCESS: 

1.) Identify and fill the 1000 mL pitcher with water from the 5 gallon bucket. You may use the identified 250 mL beaker for the measurement. Be able to tell that the 1000 mL represents all the water of the Earth.

2.) Fill 500 mL from the pitcher into each of two bowls.

3.) Pour 28 mL into the identified 100 mL graduated cylinder using the 250 mL beaker and identified pipette (eye dropper). Tell that this represents all the freshwater of the Earth, and the remaining water in the bowls represents all the salt water of the Earth . 

4.) Pour 23 mL into the first given cup, telling that this represents the freshwater found in ice caps and glaciers. 

5.) Pour 4 mL into the second given cup, telling that this represents the freshwater found in groundwater.

6.) Place 2 drops into the third given cup, telling that this represents the freshwater found in surface water. 

7.) Place 1 drop into the fourth cup, telling that this represents the freshwater found in air and soil.

BREAKDOWN OF PERCENTAGES: Saltwater: Oceans.....97.200% Freshwater: Icecaps and Glaciers.....2.380% Freshwater: Groundwater.....0.397% Freshwater: Surface water.....0.022%Freshwater: Air (atmosphere) and Soil....0.001%

8.) QUESTIONS TO BE ANSWERED VERBALLY:

A.) Which freshwater model is not practical or safe to obtain freshwater sources from and why? 

B.) Explain which freshwater models are needed most by living organisms, with a focus on humans. Give scientific reasoning for your explanations.

C.) Explain 2 ways in which you and your family could conserve the freshwater made available to us in the community we live in and also in communities that we may visit anywhere on Earth, in order to contribute to conserving (saving) and not running out of Earth's freshwater. Describe the independent and dependent variables for the lab.

This assignment is being graded using the summative rubrics below. It is part of Criterion B: Inquiring and Designing, and Criterion D: Reflecting on the Impacts of Science. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Criterion B: Inquiring and Designing

0  The student does not reach a standard described by any of the descriptors below.

1-2  The student is able to:  select a problem or question to be tested by a scientific investigation; select a testable prediction; state a variable; design a method with limited success. 

What does this mean for MY assessment?  You may have had difficulty with three or more of the steps to success, including the questions to be answered verbally.

3-4  The student is able to: state a problem or question to be tested by a scientific investigation; state a testable prediction; state how to manipulate the variables, and state how data will be collected; design a safe method in which he or she selects materials and equipment.

What does this mean for MY assessment?  You completed most of the steps successfully, but may have had difficulty with one or two steps, including the questions to be answered verbally. 

5-6  The student is able to: state a problem or question to be tested by a scientific investigation; outline a testable prediction; outline how to manipulate the variables, and state how relevant data will be collected; design a complete and safe method in which he or she selects appropriate materials and equipment.

What does this mean for MY assessment?  You completed the lab performance assessment successfully, completing all of the steps and answering all of the verbal questions satisfactorily. Your assessment is good overall.

7-8  The student is able to: outline a problem or question to be tested by a scientific investigation; outline a testable prediction using scientific reasoning; outline how to manipulate the variables, and outline how sufficient, relevant data will be collected; design a logical, complete and safe method in which he or she selects appropriate materials and equipment.

What does this mean for MY assessment?  You completed the lab performance assessment very well; you completed all of the steps and answered all of the verbal questions very well. Your assessment was outstanding overall.

Criterion D: Reflecting on the Impacts of Science

0  The student does not reach a standard described by any of the descriptors below.

1-2  The student is able to, with limited success: state the ways in which science is used to address a specific problem or issue; state the implications of using science to solve a specific problem or issue, interacting with a factor; apply scientific language to communicate understanding; document sources.

What does this mean for MY assessment? You may have had difficulty describing and summarizing a solution or solutions to the problem, explaining using scientific reasoning, documenting sources and following the steps to success. Your paragraph may not include much detail at all.

3-4  The student is able to: state the ways in  which science is used to address a specific problem or issue; state the implications of using science to solve a specific problem or issue, interacting with a factor; sometimes apply scientific language to communicate understanding; sometimes document sources.

What does this mean for MY assessment? You are beginning to describe and summarize a solution or solutions to the problem, explain using scientific reasoning, document sources, and follow some or most of the steps to success. You may have not provided enough details to support your solution(s) to the problem.

5-6  The student is able to: outline the ways in  which science is used to address a specific problem or issue; outline the implications of using science to solve a specific problem or issue, interacting with a factor; usually apply scientific language to communicate understanding clearly and precisely; usually document sources correctly. 

What does this mean for MY assessment? You clearly described and summarized a solution or solutions to the problem, explained using scientific reasoning, documented sources, and followed the steps to success.

7-8 The student is able to: summarize the ways in which science is applied and used to address a specific problem or issue; describe and summarize the implications of using science and its application to solve a specific problem or issue, interacting with a factor; consistently apply scientific language to communicate understanding clearly and precisely; document sources completely.  

What does this mean for MY assessment? You clearly described and summarized a solution or solutions to the problem, explained using scientific reasoning, documented sources VERY WELL, and followed the steps to success VERY WELL.  

Reflective Journal Entry #5   Formative piece     ATL focus:  communication. thinking

Science and Engineering Practice: Constructing Explanations and Designing Solutions

TARGET:  I can suggest a solution(s) to the given reflective journal topic.

STEPS TO SUCCESS: 

a.) Read the given reflective journal topic carefully. Ask a classmate, the teacher, or someone else for help if you don't understand it. Open the given document to read more about the topic, and to complete your entry:

b.) Write a paragraph response between 7-15 correct sentences (including correct spelling), addressing the given problem. Your paragraph must explain details regarding your solution(s) to the problem. Cite completely any and all sources used.

c.) Turn in when you are completed, but check over your work first.

TOPIC:  Earth's distance from the sun may be one of the most important factors contributing to the existence of life on Earth.  Why do you think this is true? What would happen to life on Earth if its distance from the sun was different? Explain using examples of a few different organisms and scientific reasoning. Be sure to follow the STEPS TO SUCCESS above! (Nancy Stephan; McDonald Publishing) Factor: Environmental 

This assignment is being graded using the formative rubric below. It is part of Criterion D: Reflecting on the Impacts of Science. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Sophisticated (S)  Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill. 

What does this mean for MY paragraph? You clearly described and summarized a solution or solutions to the problem, explained using scientific reasoning, documented sources VERY WELL, and followed the steps to success VERY WELL.

The student is able to: summarize the ways in which science is applied and used to address a specific problem or issue; describe and summarize the implications of using science and its application to solve a specific problem or issue, interacting with a factor; consistently apply scientific language to communicate understanding clearly and precisely; document sources completely.

Demonstrating (D)  Produces work of competent quality or understanding and/or makes substantial use of the concept or skill. 

What does this mean for MY paragraph? You clearly described and summarized a solution or solutions to the problem, explained using scientific reasoning, documented sources, and followed the steps to success.

 The student is able to: outline the ways in  which science is used to address a specific problem or issue; outline the implications of using science to solve a specific problem or issue, interacting with a factor; usually apply scientific language to communicate understanding clearly and precisely; usually document sources correctly. 

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance. 

What does this mean for MY paragraph? You are beginning to describe and summarize a solution or solutions to the problem, explain using scientific reasoning, document sources, and follow some or most of the steps to success. You may have not provided enough details to support your solution(s) to the problem.

 The student is able to: state the ways in  which science is used to address a specific problem or issue; state the implications of using science to solve a specific problem or issue, interacting with a factor; sometimes apply scientific language to communicate understanding; sometimes document sources.

Limited (L)  Produces work of limited quality or understanding and/or rarely makes use of the concept or skill. 

What does this mean for MY paragraph? You may have had difficulty describing and summarizing a solution or solutions to the problem, explaining using scientific reasoning, documenting sources and following the steps to success. Your paragraph may not include much detail at all.

The student is able to, with limited success: state the ways in which science is used to address a specific problem or issue; state the implications of using science to solve a specific problem or issue, interacting with a factor; apply scientific language to communicate understanding; document sources.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity. 

Reassemble an Image (mini-lab)     Formative Task       ATL focus: thinking 

Statement of Inquiry: Earth's materials and movements can affect our planet's geography, economy, and all the cultures of its continents and countries in many different ways.

MS-ESS 2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

STEPS TO SUCCESS:

1.) Collect photographs of your choice that may be cut up, preferably from an old magazine or newspaper.

2.) You and a partner each select one photo, but don't show them to each other! Then each of you cut your photo into 15-20 pieces; if your picture is smaller, 10-15 pieces may work better.

3.) Trade your cut-up photo for your partner's.

4.) Observe the pieces, and reassemble the photograph your partner has cut up--just like a puzzle. 

5.) On a sheet of loose leaf, describe at least four characteristics of the cut-up photograph that helped you put the image back together. Think of other examples in which characteristics of objects are used to match them up with other objects; this can be anything.  Write down at least three examples. (Glencoe)

This assignment is being graded using the formative rubric below. It is part of Criterion C: Processing and Evaluating. See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Sophisticated (S) Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill.

What does this mean for MY mini-lab?   You followed the steps to success extremely well, and your responses are very thorough and well written, showing excellent scientific reasoning.  You have "Stretched It!"  

The student is able to: correctly collect, organize, transform and present data in numerical and/or visual forms; accurately interpret data and outline results using correct scientific reasoning; discuss the validity of a prediction based on the outcome of a scientific investigation; discuss the validity of the method based on the outcome of a scientific investigation; describe improvements or extensions to the method that would benefit the scientific investigation.

Demonstrating (D) Produces work of competent quality or understanding and/or makes substantial use of the concept or skill.

What does this mean for MY mini-lab?  You followed the steps to success, and your responses are good, showing good use of scientific reasoning.

The student is able to: correctly collect, organize and present data in numerical and/or visual forms; accurately interpret data and outline results using scientific reasoning; outline the validity of a prediction based on the outcome of a scientific investigation; outline the validity of the method based on the outcome of a scientific investigation; outline improvements or extensions to the method that would benefit the scientific investigation.

Emerging (E) Produces work of basic quality or understanding and/or begins to make use of the concept or skill with guidance.

What does this mean for MY mini-lab?  You are beginning to follow the steps to success, and your responses are beginning to show some scientific understanding.

The student is able to: correctly collect and present data in numerical and/or visual forms; accurately interpret data and outline results; state the validity of a prediction based on the outcome of a scientific investigation; state the validity of the method based on the outcome of a scientific investigation; state improvements or extensions to the method that would benefit the scientific investigation.

Limited (L) Produces work of limited quality or understanding and/or rarely makes use of the concept or skill.

What does this mean for MY mini-lab?  You had difficulty following the steps to success, and/or had difficulty completing the written work; your responses may show a lack of effort with scientific detail.

The student is able to: collect and present data in numerical and/or visual forms; interpret data; state the validity of a prediction based on the outcome of a scientific investigation, with limited success; state the validity of the method based on the outcome of a scientific investigation, with limited success; state improvements or extensions to the method that would benefit the scientific investigation, with limited success.

No Attempt (NA) The student did not attempt the work or did not participate in the learning activity.

Exempt (E) The student is not required to complete the work. 

Predicting the Shakes   Summative Task    ATL focus: Research; Thinking

Statement of Inquiry: Earth's materials and movements can affect our planet's geography, economy, and all the cultures of its continents and countries in many different ways.

MS-ESS 2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

TARGET: I can successfully complete the predicting tectonic activity (full lab).

STEPS TO SUCCESS:  

GOAL: Using the scientific method, your task is to investigate the possibility of predicting tectonically active areas by plotting locations of earthquake epicenters and volcanic eruptions; you must follow the procedures outlined in our text pgs. 116-117. Use the lab format we have used all school year. Create your own document. Click on past labs in Classwork on here to help you.

ROLE: Your job as a scientist is to investigate whether or not one may predict tectonically active areas by plotting locations of earthquake epicenters and volcanic eruptions. 

AUDIENCE: Your fellow worldwide scientists (and your teacher!)

SITUATION: The leading seismologists, volcanologists, and geophysicists of the world are counting on your investigations for the latest data evidence regarding earthquakes and volcanoes. 

PRODUCT: Your entire scientific method report that follows pgs. 116-117.

Use this for help along with the text:

PREDICTING TECTONIC ACTIVITY

     The movement of plates on Earth causes forces that build up energy in rocks. The release of this energy can produce vibrations in Earth that you know as earthquakes. Earthquakes occur every day. Many of them are too small to be felt by humans, but each event tells scientists something more about the planet. Active volcanoes can do the same and often form at plate boundaries. Glencoe Science: Earth Materials and Processes 

Recognize the Problem

     Can you predict tectonically active areas by plotting locations of earthquake epicenters and volcanic eruptions? 

Form a Hypothesis

     Think about where earthquakes and volcanoes have occurred in the past. Form a hypothesis about whether the locations of earthquake epicenters and active volcanoes can be used to predict tectonically active areas.

Major goals: Research the locations of recent earthquakes and volcanic eruptions around the world; plot earthquake epicenters and the locations of volcanic eruptions; predict locations that are tectonically active based on the plot of the locations of earthquake epicenters and active volcanoes.

Test your Hypothesis 

     Create a data table on your Google Doc (4x11 works well). Record five recent earthquake locations and five recent (as much as possible) volcanic eruption locations. Record each earthquake epicenter latitude and longitude, and each volcanic eruption latitude and longitude. Record start time and end time for each, if available. These sites are best to complete your research:  USGS and volcano.si.edu 

     On Google Slides, obtain an image of a blank world map. Cite the source! This is what you will plot your ten locations on; create a key to differentiate between earthquakes and volcanoes.

     Be sure your Google Doc and Google Slide(s) are attached to this assignment in this Marinelli Google Classroom.

     After you have collected the necessary data, predict where the tectonically active areas on Earth are. Compare and contrast the areas that you predicted to be tectonically active with a plate boundary map (on pg. 107 of textbook; also check out pgs. 109, 127, and 159 too! they will be very helpful to your understanding for this lab).

Analyze Your Data

     1. What areas on Earth do you predict to be the locations of tectonic activity?

     2. How close did your predictions come to the actual location of tectonically active areas?

Draw Conclusions

     1. How could you make your predictions closer to the locations of actual tectonic activity?

     2. Would data from a longer period of time help? Explain.

     3. What types of plate boundaries were close to your locations of earthquake epicenters? Volcanic eruptions? Explain.

     4. Explain: Which types of plate boundaries produce volcanic eruptions. Be specific.

TURN IN!!

Glencoe Science: Earth Materials and Processes  

This assignment is being graded using the summative rubrics below. It is part of Criteria A and C: Knowing and Understanding and Processing and Evaluating See Mr. M's website for the complete Sciences Year 1 criteria rubrics.

Criterion A: Knowing and Understanding

0 The student does not reach a standard described by any of the descriptors below. 

1 - 2 The student is able to select scientific knowledge, select scientific knowledge and understanding to suggest solutions to problems set in familiar situations, apply information to make judgments, with limited success. 

What does this mean for my lab? Examples may include but are not limited to: You selected and recognized the problem, but your hypothesis may not be relevant to the situation, and/or you could not write a clear hypothesis; You may have written a hypothesis that suggests a solution to the problem, but may have done minimal research to plot earthquake epicenters and locations of volcanic eruptions; You may have applied some of the research in your hypothesis to test your hypothesis with limited success; Your predictions may have not been clearly expressed; You may have had difficulty comparing and contrasting the areas you predicted, or attempted to predict, with the given plate boundary map; You may have made an attempt to apply your data to complete the analysis questions and drawing conclusions questions, but your written responses are limited.

3 - 4 The student is able to recall scientific knowledge, apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations, and apply information to make judgments. 

What does this mean for my lab?  Examples may include but are not limited to: You have proven recall of the problem by expressing it and have written a relevant, clear hypothesis; You completed and applied your research directly to your hypothesis and have tested your hypothesis satisfactorily; Your predictions have been expressed satisfactorily; You compared and contrasted the areas you predicted with the given plate boundary map satisfactorily; You applied your data and completed the analysis and drawing conclusions questions satisfactorily.

5 - 6 The student is able to state scientific knowledge, apply scientific knowledge and understanding to solve problems set in familiar situations, apply information to make scientifically supported judgments.

What does this mean for my lab?  Examples may include but are not limited to: You have stated the problem and have written a relevant, clear hypothesis; You completed and applied your research directly to your hypothesis and have tested your hypothesis well; Your predictions have been expressed well; You compared and contrasted the areas you predicted with the given plate boundary map well; You completed and applied your data and answered the analysis and drawing conclusions questions well, giving examples and details.

7 - 8 The student is able to outline scientific knowledge, apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations, interpret information to make scientifically supported judgments. 

What does this mean for my lab?  Examples may include but are not limited to: You have outlined the problem and have written a relevant, clear hypothesis VERY well; You completed, applied, and interpreted your research directly to your hypothesis and have tested your hypothesis VERY well; Your predictions have been expressed VERY well; You compared and contrasted the areas you predicted with the given plate boundary map VERY well; You completed, applied, and interpreted your data and answered the analysis and drawing conclusions questions VERY well, giving thorough explanation and details. 

Criterion C:  Processing and Evaluating

0 The student does not reach a standard described by any of the descriptors below.

1-2 The student is able to: collect and present data in numerical and/or visual forms; interpret data; state the validity of a prediction based on the outcome of a scientific investigation; state the validity of the method based on the outcome of a scientific investigation, with limited success; state improvements or extensions to the method that would benefit the scientific investigation, with limited success.

What does this mean for my lab?  Examples may include but are not limited to: You selected and recognized the problem, but your hypothesis may not be relevant to the situation, and/or you could not write a clear hypothesis; You may have written a hypothesis that suggests a solution to the problem, but may have done minimal research to plot earthquake epicenters and locations of volcanic eruptions; You may have applied some of the research in your hypothesis to test your hypothesis with limited success; Your predictions may have not been clearly expressed; You may have had difficulty comparing and contrasting the areas you predicted, or attempted to predict, with the given plate boundary map; You may have made an attempt to apply and interpret your data to complete the analysis questions and drawing conclusions questions, but your written responses are limited.

3-4 The student is able to: correctly collect and present data in numerical and/or visual forms; accurately interpret data and outline results; state the validity of a prediction based on the outcome of a scientific investigation; state the validity of the method based on the outcome of a scientific investigation; state improvements or extensions to the method that would benefit the scientific investigation.

What does this mean for my lab?  Examples may include but are not limited to: You have proven recall of the problem by expressing it and have written a relevant, clear hypothesis; You completed and applied your research directly to your hypothesis and have tested your hypothesis satisfactorily; Your predictions have been expressed satisfactorily; You compared and contrasted the areas you predicted with the given plate boundary map satisfactorily; You applied and interpreted your data and completed the analysis and drawing conclusions questions satisfactorily.

5-6 The student is able to: correctly collect, organize and present data in numerical and/or visual forms; accurately interpret data and outline results; outline the validity of a prediction based on the outcome of a scientific investigation; outline the validity of the method based on the outcome of a scientific investigation; outline improvements or extensions to the method that would benefit the scientific investigation.

What does this mean for my lab?  Examples may include but are not limited to: You have stated the problem and have written a relevant, clear hypothesis; You completed and applied your research directly to your hypothesis and have tested your hypothesis well; Your predictions have been expressed well; You compared and contrasted the areas you predicted with the given plate boundary map well; You completed and applied your data and answered the analysis and drawing conclusions questions well, giving scientific reasoning, explanation, and details.

7-8 The student is able to: correctly collect, organize, transform and present data in numerical and/or visual forms; accurately interpret data and outline results using correct scientific reasoning; discuss the validity of a prediction based on the outcome of a scientific investigation; discuss the validity of the method based on the outcome of a scientific investigation; describe improvements or extensions to the method that would benefit the scientific investigation.

What does this mean for my lab?  Examples may include but are not limited to: You have outlined the problem and have written a relevant, clear hypothesis VERY well; You completed, applied, and interpreted your research directly to your hypothesis and have tested your hypothesis VERY well; Your predictions have been expressed VERY well; You compared and contrasted the areas you predicted with the given plate boundary map VERY well; You completed, applied, and interpreted your data and answered the analysis and drawing conclusions questions VERY well, giving thorough scientific reasoning, explanation, and details. 

EXTRAS...

Bones and Muscles Unit Essay    Summative Piece    ATL focus: communication, research, thinking

Statement of Inquiry: As part of a person's physical development, the skeletal and muscular systems interact to provide shape, support and movement to the human body. 

TARGET: I can demonstrate my learning of the bones and muscles unit main ideas in written essay form.

STEPS TO SUCCESS:

    > Create your own Google document and title it, "Bones and Muscles End Essay."  Your essay will be a minimum of four paragraphs. TAKE NOTES FIRST before you try to write all your sentences. Use a graphic organizer to plan if you'd like.  Plan ahead on paper or your created Google document.

     >Be sure to use an introductory sentence for your introduction paragraph. This paragraph could be 3-4 sentences re-stating the main ideas of the bones and muscles topic. Then, you will organize your essay into at least two body paragraphs of around 5-7 sentences each, and also include a brief 3-4 sentence conclusion paragraph that wraps up your essay. Be sure to use 

You decide how to write the body paragraphs, but HERE IS WHAT TO WRITE ABOUT:

> Write about the functions of the skeletal system. Use the "List of Skeletal and Muscular Functions" assignment for reference; use the "Skeletal and Muscular System Functions" reading material in Classwork, and research other sources too. BE SURE TO CITE SOURCES WITHIN YOUR SENTENCES, and PROVIDE A COMPLETE LIST OF CITATIONS AT THE BOTTOM OF YOUR ESSAY.

> Write about the three types of muscles. Are they voluntary or involuntary? Be sure to define voluntary and involuntary. Write about how skeletal muscles work in pairs. The BrainPOP on muscles will help with this too. Use examples and details. Use the "List of Skeletal and Muscular Functions" assignment for reference; use the "Skeletal and Muscular System Functions" reading material in Classwork, and research other sources too. BE SURE TO CITE SOURCES WITHIN YOUR SENTENCES, and PROVIDE A COMPLETE LIST OF CITATIONS AT THE BOTTOM OF YOUR ESSAY.

> Write about the movable joints. What are the four main movable joints that we studied? How do they work? Where are they found in the human body? Use the "List of Skeletal and Muscular Functions" assignment for reference; use the "Skeletal and Muscular System Functions" reading material in Classwork, and research other sources too. BE SURE TO CITE SOURCES WITHIN YOUR SENTENCES, and PROVIDE A COMPLETE LIST OF CITATIONS AT THE BOTTOM OF YOUR ESSAY.

> Predict what body movements could be restricted due to a bone, joint, connective tissue, and/or muscle injury(ies). Give an example of at least one type of bone, joint, and/or muscle injury (including connective tissue such as tendons and ligaments) and explain how the injury(ies) prevents movement. What are some ways to get back to how things were before the injury (rehabilitate)? Describe ways to heal and rehabilitate the injury(ies) you have chosen to write about. If you personally have experienced a bone, joint, and/or muscle injury, you should write about it. 

>BE SURE TO CITE SOURCES WITHIN YOUR SENTENCES, and PROVIDE A COMPLETE LIST OF CITATIONS AT THE BOTTOM OF YOUR ESSAY.

>ATTACH YOUR GOOGLE DOCUMENT TO THE ASSIGNMENT! Mark as done/turn in.

This assignment is being graded using the summative rubric below. It is part of Criterion A: Knowing and Understanding. See Mr. M's website for the complete Sciences Year 1 criteria rubrics. 

1 - 2 The student is able to select scientific knowledge, select scientific knowledge and understanding to suggest solutions to problems set in familiar situations, apply information to make judgments, with limited success.

What does this mean for MY ESSAY?   You attempted to complete the essay independently, but had difficulty expressing knowledge and using sources and may not have cited your sources; you may have selected some of the functions of the skeletal system and/or named and described functions of one or more of the three types of muscles studied in class; you may have written how muscles work in pairs, but may not have explained enough with details and examples; you may have named the movable joints but may not have explained enough with details and examples; you selected a musculoskeletal injury, but may not have fully applied it to what movement(s) would be restricted; your essay may be far less than the total requirement of four paragraphs; your essay may contain many spelling, punctuation, and/or grammatical errors.

3 - 4 The student is able to recall scientific knowledge, apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations, and apply information to make judgments. 

What does this mean for MY ESSAY?   You completed the essay independently, expressed your knowledge, used sources and cited them fairly well; you may have recalled the functions of the skeletal system and/or named and described functions of one or more of the three types of muscles studied in class; you applied your knowledge and understanding of how muscles work in pairs with a detail or example; you named and described the movable joints with details and examples; you applied your knowledge of a musculoskeletal injury(ies) and suggested which movements would be restricted with details and examples; your essay may be less than four full paragraphs, and may contain a few spelling, punctuation, and/or grammatical errors.

5 - 6 The student is able to state scientific knowledge, apply scientific knowledge and understanding to solve problems set in familiar situations, apply information to make scientifically supported judgments. 

What does this mean for MY ESSAY?  You completed the essay independently, expressed your knowledge, used and cited sources well; you stated all of the functions of the skeletal system and named and described the functions of the three types of muscles studied in class well; you applied your knowledge of how muscles work in pairs with examples and details, and may have included, for example, what someone could do when important muscles humans need for daily movements are injured; you named and described the movable joints studied in class with several details and examples; you applied your knowledge of a musculoskeletal injury(ies), suggested which movements would be restricted from said injuries with several details and examples; you offered a solution(s) to help rehabilitate the injuries; your essay is at least four paragraphs; your essay may contain three or four spelling, punctuation, and/or grammatical errors.

7 - 8 The student is able to outline scientific knowledge, apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations, interpret information to make scientifically supported judgments. 

What does this mean for MY ESSAY?  You completed the essay independently, expressed your knowledge, used and cited sources VERY well; you stated and outlined all of the functions of the skeletal system and named and described functions of the three types of muscles studied in class you VERY well; you applied your knowledge of how muscles work in pairs with several examples and details, including, for example, what one could do when movements are limited as a result of injuries to different types of muscles, bones, or joints, perhaps from playing certain sports; you named and described the movable joints studied in class with several details and examples, and may have included additional information utilizing sources; you applied your knowledge of a musculoskeletal injury(ies), and created possible scenarios of which movements would be restricted from said injuries; you offered solutions to rehabilitate the injuries described in the scenarios outlined; your essay is at least four paragraphs, and may contain two or fewer spelling, punctuation, and/or grammatical errors. 

List of Skeletal and Muscular System Functions     Formative Piece     ATL focus: communication, thinking 

TARGET:  I can identify and describe in a list format skeletal and muscular system functions.

STEPS FOR SUCCESS:

Create a three-part list of the functions of the skeletal system, the types of movable joints and their functions, and the types of muscles and their functions, on the given document.

**Use the material in Classwork titled, "Skeletal and Muscular System Functions."  DO NOT do any Google research for this.  

Assessment Criteria A: Knowing and Understanding 

Achievement Level Descriptor 0 The student does not reach a standard described by any of the descriptors below. 

1 - 2 The student is able to: i. select scientific knowledge ii. select scientific knowledge and understanding to suggest solutions to problems set in familiar situations 

3 - 4 The student is able to: i. recall scientific knowledge ii. apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations iii. apply information to make judgments. 

5 - 6 The student is able to: i. state scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar situations iii. apply information to make scientifically supported judgments. 

7 - 8 The student is able to: i. outline scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations 

IB Musculoskeletal Paragraph Essay       Formative Piece       ATL focus: communication, research, thinking

TARGET:  I can demonstrate my learning and research capabilities regarding the musculoskeletal system. 

STEPS TO SUCCESS:

a.) Select a specific movement; it can be quite basic or something more involved.  We will discuss ideas in class.

b.) Identify the major bones and movable joints involved in the movement; medical terms are best.  We will practice the research during class.

c.) Identify the skeletal muscle pairs that allow the movement along with the major bones and joints; medical terms are best.  We will practice the research during class.

d.) Describe all functions (jobs) and interactions (how all parts work together) of the bones, joints, and skeletal muscles in a 7-10 sentence correct paragraph.

e.) Include citations. Note all sources used within your paragraph, using quotes around material taken directly; note all sources in a list at the end of your paragraph.  We will practice this in class.

f.) Check your paragraph for errors prior to turning in.   

Assessment Criteria A: Knowing and Understanding 

Achievement Level Descriptor 0 The student does not reach a standard described by any of the descriptors below. 

1 - 2 The student is able to: i. select scientific knowledge ii. select scientific knowledge and understanding to suggest solutions to problems set in familiar situations iii. apply information to make judgments, with limited success. Your essay may not describe a specific movement, the joints involved, the muscle pairs, and/or is missing many functions. You may have 5 or more spelling, grammatical, and/or punctuation errors. Your essay may be too brief and lacks details; it may be less than 7 sentences in length. You may have not included citations for your sources. 

3 - 4 The student is able to: i. recall scientific knowledge ii. apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations iii. apply information to make judgments. Your essay may not include all necessary topics related to your chosen movement; for example, you may have not included details regarding muscle pairs. You may have 3-4 spelling, grammatical, and/or punctuation errors. Your essay could contain more details. You may not have included all citations of your sources.

 5 - 6 The student is able to: i. state scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar situations iii. apply information to make scientifically supported judgments. Your essay contains good details, and contains all parts. You may have 2 or fewer spelling, grammatical, and/or punctuation errors. You have included citations of your sources. 

7 - 8 The student is able to: i. outline scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations iii. interpret information to make scientifically supported judgments. Your essay is very well written with excellent details, containing all parts. It may contain one or no spelling, grammatical, and/or punctuation errors. You have included all citations of your sources.

Bones and Muscles Unit End Essay     Summative Piece      ATL focus: communication, research, thinking

TARGET:  I can demonstrate my learning of the bones and muscles unit main ideas in written essay form.

STEPS TO SUCCESS:  Read them all prior to beginning. :-)

a.) Your essay will be a minimum of four paragraphs.  TAKE NOTES FIRST before you try to write all your sentences.  Use a graphic organizer to plan if you'd like. Be sure to use an introductory sentence for your introduction paragraph.  This paragraph could be 3-4 sentences re-stating the main ideas of the bones and muscles topic.  Then, you will organize your essay into at least two body paragraphs of around 5-7 sentences each, and also include a brief 3-4 sentence conclusion paragraph that wraps up your essay.  You decide how to write the body paragraphs, but this is what you need to include in them in:

b.) Write about the functions of the skeletal system.  Write about the three types of muscles and if they are voluntary or involuntary.  Be sure to define voluntary and involuntary.  Write about how skeletal muscles work in pairs.  Use examples and details.   Use the "Skeletal and Muscular System Functions" reading material in Classwork for a quick review, and research other sources too.  BE SURE TO CITE SOURCES WITHIN YOUR SENTENCES, and PROVIDE A COMPLETE LIST AT THE BOTTOM OF YOUR ESSAY.

c.) Write about the movable joints.  What are the four main movable joints that we studied? How do they work?  Where are they found in the human body?  Use the "Skeletal and Muscular System Functions" reading material in Classwork, and research other sources too. BE SURE TO CITE SOURCES WITHIN YOUR SENTENCES and PROVIDE A COMPLETE LIST AT THE BOTTOM OF YOUR ESSAY. 

d.) Predict what body movements could be restricted due to a bone, joint, and/or muscle injury(ies).  Give an example of at least one type of bone, joint, and/or muscle injury (including connective tissue such as tendons and ligaments) and explain how the injury(ies) prevents movement.  What are some ways to get back to how things were before the injury? Describe ways to heal and rehabilitate the injury(ies) you have chosen to write about.  If you personally have experienced a bone, joint, and/or muscle injury, you should write about it. 

e.) BE SURE TO CITE SOURCES WITHIN YOUR SENTENCES and PROVIDE A COMPLETE LIST AT THE BOTTOM OF YOUR ESSAY. 

Assessment Criteria A: Knowing and Understanding

 Achievement Level Descriptor 0 The student does not reach a standard described by any of the descriptors below.

 1 - 2 The student is able to select scientific knowledge, select scientific knowledge and understanding to suggest solutions to problems set in familiar situations, apply information to make judgments, with limited success. You attempted to complete the essay independently, but had difficulty expressing knowledge and using sources and may not have cited your sources; you may have selected some of the functions of the skeletal system and/or named and described functions of one or more of the three types of muscles studied in class; you may have written how muscles work in pairs, but may not have explained enough with details and examples; you may have named the movable joints but may not have explained enough with details and examples; you selected a musculoskeletal injury, but may not have fully applied it to what movement(s) would be restricted; your essay may be far less than the total requirement of four paragraphs; your essay may contain many spelling, punctuation, and/or grammatical errors.

3 - 4 The student is able to recall scientific knowledge, apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations, and apply information to make judgments. You completed the essay independently, expressed your knowledge, used sources and cited them fairly well; you may have recalled the functions of the skeletal system and/or named and described functions of one or more of the three types of muscles studied in class; you applied your knowledge and understanding of how muscles work in pairs with a detail or example; you named and described the movable joints with details and examples; you applied your knowledge of a musculoskeletal injury(ies) and suggested which movements would be restricted with details and examples; your essay may be less than four full paragraphs, and may contain a few spelling, punctuation, and/or grammatical errors.

5 - 6 The student is able to state scientific knowledge, apply scientific knowledge and understanding to solve problems set in familiar situations, apply information to make scientifically supported judgments. You completed the essay independently,  expressed your knowledge, used and cited sources well; you stated all of the functions of the skeletal system and named and described the functions of the three types of muscles studied in class well; you applied your knowledge of how muscles work in pairs with examples and details,  and may have included, for example, what someone could do when important muscles humans need for daily movements are injured; you named and described the movable joints studied in class with several details and examples; you applied your knowledge of a musculoskeletal injury(ies), suggested which movements would be restricted from said injuries with several details and examples; you offered a solution(s) to help rehabilitate the injuries; your essay is at least four paragraphs; your essay may contain three or four spelling, punctuation, and/or grammatical errors. 

7 - 8 The student is able to outline scientific knowledge, apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations, interpret information to make scientifically supported judgments. You completed the essay independently,  expressed your knowledge, used and cited sources VERY well; you stated and outlined all of the functions of the skeletal system and named and described functions of the three types of muscles studied in class  you VERY well; you applied your knowledge of how muscles work in pairs with several examples and details, including, for example, what one could do when movements are limited as a result of injuries to different types of muscles, bones, or joints, perhaps from playing certain sports; you named and described the movable joints studied in class with several details and examples, and may have included additional information utilizing sources; you applied your knowledge of a musculoskeletal injury(ies), and created possible scenarios of which movements would be restricted from said injuries; you offered solutions to rehabilitate the injuries described in the scenarios outlined; your essay is at least four paragraphs, and may contain two or fewer spelling, punctuation, and/or grammatical errors.

Thirsty Cell!  Summative Task  ATL focus:  communication, research skills 

GOAL: Your task is to investigate all that can go wrong if a cell is unable to take in water and explain your findings to an audience. 

ROLE: You are a scientist who has been asked to decide which plant OR animal cell (YOUR CHOICE) organelles and structures will survive the longest and also the least amount of time without the cell being able to take in water. 

AUDIENCE: You must present your report, backed by research and outlining all your findings, to a group of people who know nothing about cell organelles and structures. 

SITUATION: The challenge involves providing a detailed report explaining all of your findings, while applying scientific language effectively, and documenting all research. 

PURPOSE: Your report must provide a detailed account (three to four paragraphs of four to five sentences each) of all cell organelles and structures of your chosen cell, including all functions that could be adversely affected by a lack of water. You must predict based on what you learned in class, and from at least two other sources, which organelles and structures you believe will be affected the worst and least; tell your opinion using scientific facts which will survive the longest and shortest times without water; suggest what specific jobs organelles will perform, and which organelles and structures will have to work the hardest in "emergency mode," and which ones will be affected the most. The report must summarize how important water is to a cell's survival, and include solid, scientific judgments and solutions to the problem of the cell being deprived of water. STANDARDS and Criteria for Success: Your report must be clear, complete, and detailed following all task guidelines within the task specific rubric. Please see rubric guidelines for a score of 7-8. 

Assessment Criteria A: Knowing and Understanding

 Achievement Level Descriptor 0 The student does not reach a standard described by any of the descriptors below. 

1 - 2 The student is able to select scientific knowledge about cell organelles and structures, select scientific knowledge and understanding of cell organelles and structures to suggest solutions to the problem of the cell being deprived of water, and apply information to make judgments, with limited success. 

3 - 4 The student is able to recall scientific knowledge about cell organelles and structures, apply scientific knowledge and understanding of cell organelles and structures to suggest solutions to the problem of the cell being deprived of water, and apply information to make judgments. 

5 - 6 The student is able to state scientific knowledge about cell organelles and structures, apply scientific knowledge and understanding of cell organelles and structures to solve the problem of the cell being deprived of water, and apply information to make scientifically supported judgments. 

7 - 8 The student is able to outline scientific knowledge about cell organelles and structures, apply scientific knowledge and understanding of cell organelles and structures to solve the problem of the cell being deprived of water, and suggest solutions to said problem, and interpret information to make scientifically supported judgments.

 D: Reflecting on the Impacts of Science 

Achievement Level Descriptor 0 The student does not reach a standard described by any of the descriptors below. 

1 - 2 The student is able to, with limited success state the ways in which science is used to address the problem of the cell being deprived of water, state the implications using science to solve the problem, interacting with a factor, apply scientific language to communicate understanding, and document sources. 

3 - 4 The student is able to state the ways in which science is used to address the problem of the cell being deprived of water, state the implications of using science to solve the problem, interacting with a factor, sometimes apply scientific language to communicate understanding, and sometimes document sources correctly. 

5 - 6 The student is able to outline the ways in which science is used to address the problem of the cell being deprived of water, outline the implications of using science to solve the problem, interacting with a factor, usually apply scientific language to communicate understanding clearly and precisely, and usually document sources correctly. 

7 - 8 The student is able to summarize the ways in which science is applied and used to address the problem of the cell being deprived of water, describe and summarize the implications of using science and its application to solve the problem of the cell being deprived of water, interacting with a factor, consistently apply scientific language to communicate understanding clearly and precisely, and document sources completely.

MICROSCOPES 

LESSON 1

Lesson Title/Topic:  The Magnifier

Student Learning Outcomes:  The students will be expected to use a double-view hand lens correctly; students will be able to compare and contrast two fields of view (3x, 6x).

Anticipatory Set:  (5 min.) Needed: ONE of the following:  overhead projector, computer projector, or a pair of binoculars; eye glasses would also be suitable:  Ask the entire group, what is the main purpose or job of the given object(s)?  Students will most likely arrive at… to make something look larger or clearer.  If they do not on their own, DON’T share answer until Checking for Understanding.  Ask students (independently) to make a list of words that identify objects that we cannot see well with just our eyes.    

Purpose/Rationale:  The overall purpose of the lesson is for the students to compare the function of a magnifier to everyday items that magnify smaller objects.  It is intended for them to think of cells, taught in previous units.  This lesson is an introduction to the learning about microscopes.    

Input/Modeling:  (5-7 min.) No lecture/presentation of information. Each student must have their “Ponds and Wetlands Kit #17” lab packet.   Distribute one magnifier (hand lens) and newspaper page to each student.  Students may work in teams; no more than 4 students to a group.  It is not mandatory for students to work cooperatively during this lesson, however it is recommended.  Give directions to follow self-guided pg. 4 on “The Magnifier.”  Each student is responsible for completing their own lab packet page.   

Guided Practice:  (25 min.) As stated above, students complete lab pg. 4. Monitor/observe completion, providing feedback; student teammates do the same.

Abbreviated Lab Packet pg. 4:

1.  Look at the magnifier. How many lenses can you find?

2. a. Use the 3x lens and a piece of newspaper (can be the size of your hand).  Find some letters to magnify.  Move the magnifier so the letters are sharp and clear. Draw what you see in the given circle below.

b. Use the 6x lens and do the same as above, using the same exact piece of newspaper letters.  Move the lens to focus the letters like above.  Draw.

3.  Which lens magnified the letters more (less)?

4.  Which lens has the largest (smallest) field of view (amount of area you can see)?

5.  Identify which statements are correct: The smaller the field, the smaller the magnification; the larger the field, the smaller the magnification; the larger the field, the larger the magnification; the smaller the field, the larger the magnification.

Checking For Understanding: Be sure to observe and assist students working, but allow students to help each other first.  Give feedback during the Guided Practice.  Check every student’s paper.  Tell them how much time they have left.  Leave 4-5 minutes for closure.

Independent Practice: In order to cement learning, allow students opportunity to participate in the period activity again, if needed, at the end of the school day, with teacher and peer assistance.  All students are expected to review their work for completion by the start of the next Science class period.

Closure:   (4-5 min.) Back to teacher-directed whole-group; call upon students to compare and contrast the magnifier and newspaper letters with objects that project/enlarge images and their previous lists of objects to magnify.  Write out their responses for their viewing.  Continue next class period if necessary.

LESSON 2

Lesson Title/Topic:  How to Prepare a Microscope Slide

Student Learning Outcomes:  The students will be expected to prepare their own microscope slide using a small piece of thread as the specimen.

Anticipatory Set:  (10 min.) Ask students to individually write 4-7 sentences about the process of making a sandwich.  Stress that they must be very detailed about the actual process; they may write using a numbered-list format.  The sandwich may be any type containing any items they wish; allow them to have some fun with it for about 5 mins.  Do a quick share by calling on three to four students to share their sandwich.

Purpose/Rationale:  The main idea is to get students thinking that preparing a microscope slide, and then using the pocket scope, is similar to making a sandwich.  This is made clearer below within Guided Practice.   The major skill of the lesson is for the students to prepare a microscope slide of their own, which involves more complicated dexterity and hand-eye coordination.  This particular lesson introduces a new tool, the pocket scope, to accompany the hand-held dual-view magnifier taught in lesson 1.  The concept of enlarging images is again reinforced today.  This lesson continues the bridge to the actual use of microscopes.

Input/Modeling:  (10 min.) No lecture/presentation of information Each student must have their “Ponds and Wetlands Kit #17” lab packet.  Page 5 “How to make a Slide.”  The major teaching is to give specific directions on following the lab page.  Read aloud procedure as students follow along, and/or call upon students to read two of them; do not spend more than 10 mins.  Each student is to prepare their own slide, but may work with team members.  Distribute materials.

Guided Practice:  (20 min.) As stated above, students complete self-directed  lab pg. 5. Monitor/observe slide preparations of each student, providing feedback; student teammates do the same.

Procedure from Lab Packet pg. 5:

1. Place the specimen (thread) on the slide.

2. Very carefully add a drop of water on the specimen.

3. To cover the specimen with a cover slip, touch one edge of the cover slip to the drop of water, then gently lower the cover slip onto the specimen.  Keep the bottom of the slide dry.

4.  If bubbles occur, remove cover slip and repeat step #3. Lower cover slip more slowly to allow air to escape.

5. Save this slide for lesson3.

Checking For Understanding:  Be sure to observe and assist students working. Check every student’s progress in preparing the slide.  You must see that each student has prepared a slide successfully.  Tell them how much time they have left, but state that they may finish at the end of the day.  Leave 4-5 minutes for closure.

Independent Practice: Allow students opportunity to participate in the period activity again, if needed, at the end of the school day with teacher and peer assistance.

Closure:   (2-3 min.) Back to teacher-directed whole-group, call upon students to tell how preparing a sandwich and a microscope slide are related.

LESSON 3

Lesson Title/Topic:  How to Use a Pocket scope

Student Learning Outcomes:  The students will be expected to use a prepared slide within a hand-held microscope, a pocket scope; The students will be able to operate the pocket scope and explain the basic principle of how a microscope works.

Anticipatory Set:  (3-5 min.) Needed:  Any type of light projector (overhead) or a camera with a flash.  Review with the whole-group the concept of magnification of an image using certain tools students have already shared/learned. Ask for a volunteer to turn on the projector or take a picture with a flash.  What is needed for both tools/machines to operate successfully? (the concept of light in addition to the lens magnification).

Purpose/Rationale:  This lesson introduces the concept of light and magnification working together.  The goal is for students to learn that all microscopes, including the pocket scope, work on the same principle:  light passes through the specimen, through the lens where it is magnified, and into the eye.  What the pocket scope provides now is a way to introduce the concept of light and the ability to focus, by changing the distance between the lens and the specimen.  This will assist students in the operation of the compound light microscopes that will be used.

Input/Modeling:  (5 min.) Demonstrate use of the pocket scope for whole-group as students follow lab packet pg. 6.  Call upon students to read procedure aloud, and distribute materials.

Guided Practice: (15-20 min.) Each student is responsible for using their slide prepared in lesson 2 for their own pocket scope.  Students work in their teams, using lab packet pg. 6.  Monitor/observe each student’s pocket scope preparation and operation, providing feedback; student teammates do the same.

1. Insert the slide under the two clips so that the specimen is over the round light hole on the bottom of the pocket scope.

2. Close the pocket scope firmly and hold.  Be careful not to press too hard and break the slide.

3. Aim toward a light source or white paper while looking through the lens opening.

4. Slowly let the pocket scope open until the specimen is in focus.

Checking for Understanding:  Every students pocket scope must be checked and students may not move on to lesson 4 if they are unsuccessful.  Allow extra time for teacher/peer assistance at the end of the school day.

Independent Practice: Allow extra time for teacher/peer assistance at the end of the school day.  Use of the pocket scope must be mastered individually in order to move on to the compound light microscopes.

Closure:  (10 min.) Discuss with whole group the similarities between the hand lens and pocket scope.  Use a graphic organizer (t-chart) to record student responses for a visual during discussion.  Stress that the function of the compound light microscopes is the same as the hand lens and pocket scope.  Ask students to bring from home specimens from plant life to view for lesson 4.  These may include very small amounts of fruits and vegetables, bread, etc.  Have them try to bring a piece of ONION, but provide it just in case.  Students may also view a small piece of their own hair.

LESSON 4    (2 class periods)

Lesson Title/Topic:  Three Slides Lab

Student Learning Outcomes:  Students will be able to prepare three separate specimen slides and view them with both the hand lens and pocket scope; students will be able to compare and contrast three different fields of view.

Anticipatory Set:  (2 min.) Whole group:  Ask students to share orally a task that can be completed equally successfully using two different tools.  The tools may be similar.  Have them identify the tools and tasks specifically.  Perhaps they will recall the items used in the previous lessons; encourage them to think of new items and tasks.  Associate hand lens and pocket scope as two tools that can perform the same function.

Purpose/Rationale:  The main goal of this lesson is to allow students the opportunity to connect what they have learned in the previous lessons and apply it in this lesson.  This will be the final hands-on lab activity prior to the next labs involving actual microscope operation. 

Input/Modeling:  (5-10 min.)  Have students refer to lab packet pg. 7.  As they are looking at pg. 7, explain to the whole group that they will each be preparing three slides of their own with the pieces of fruit and/or vegetable, bread, etc. that students were asked to bring in.   Teacher will cut specimens to be used; distribute same materials to prepare the slides.

Guided Practice: (25 min.) Completed during 2 class period:  Students follow lab packet pg. 7, preparing their three separate slides.  Each student must prepare three different slides, but they work in their teams.  Each student needs to draw each specimen in three separate fields of view:

2 views with the hand lens and one view with pocket scope.  Drawings should be completed and colored on lab packet pg. 7; each student should have a total of 9 drawings. 

Checking for Understanding:   Monitor/observe slide preparations giving feedback and assistance when needed.  Teammates do the same.  Students have 2 class periods to complete this activity.  Each student’s work will be observed and checked for completion.

Independent Practice:  After the two given class periods, students may receive extra assistance from teacher/peers at the end of the day.  Assign homework: Students need to complete the first two questions at the bottom of pg. 7: Which slide was easier to view? Why? Explain.  This is to be completed by the end of the second class period.

Closure: (2 min.)  At the end of the first class period working on this lesson, be sure to review aloud to the whole group that they have another class period to complete work; eliminate stress of feeling the need to finish before clean-up time as the end of class approaches.  At the conclusion of the second day, preview aloud to the whole group that they will next be studying the parts and operation of the compound light microscope.

LESSON 5

Lesson Title/Topic:  Discovering Microscopes and Cells

Student Learning Outcomes:  Students will be able to: describe how a light microscope works, including how a lens magnifies an object; begin to think about how the invention of the microscope contributed to scientists’ understanding of living things; state the three points of the cell theory.

Anticipatory Set:  (3-5 min.)  Since we have already studied cells in our human biology units, remind students of the large number of cells that make up living things by having them consider how many grains of sand make up a beach and then relating grains of sand to cells.  Ask students to volunteer their experiences being on a beach, perhaps building a sand castle.  Guide students in relating the concept of cells making up living things as the sand makes the castle, or another sand object.  

Purpose/Rationale:  The goal of this lesson is to allow the students an opportunity to learn about the parts of a microscope, some history regarding different types, and its purpose in assisting people learn about cells.  Our content of study involves viruses, bacteria, protists, fungi, plants, and animals.  Learning about what makes a microscope work and the purpose of its function will provide students a fundamental understanding on the way to comparing and contrasting the parts of these living things.

Input/Modeling:  (35 min.)  Using textbook, Science Explorer: Cells and Heredity Chapter 1 Section 1 pgs.16-22, direct a whole-group shared reading exercise to accompany a teacher led presentation of the microscope history, cell theory, and how the light microscope works.  Also, students need their lab packets open to pg 8 for an additional visual of the microscope.  Use lab packet pages 8-11 as additional information resource (see independent practice below).  Provide enlarged image of microscope, and actual microscope for demonstration (See Guided Practice). 

Guided Practice and Checking for Understanding:  (within time described above) Keep students focused on presentation by calling upon them to read from the section, and questioning them throughout.  All of the feedback during this lesson is verbal; be sure to provide feedback to students regarding their answers.  Students are to remain independent in the teacher-led whole-group setting. MICROSCOPE QUIZ.

Independent Practice:  Students are to read lab packet pgs. 8-11 and complete the diagram of the microscope on pg. 12.  This page is similar to the quiz students must earn a perfect score in order to use the microscopes beginning in lesson 6.  Allow two days for students to independently prepare for the quiz.

Closure: (3 min.)  Remind students’ knowledge of the sand and cell analogy presented above.  Ask them what they think the microscope will do to assist them in gaining a better understanding of how viewing one grain of sand is like viewing a cell (oral share); guide them in recalling how the hand lens and pocket scope could do the same job.  Share with students that their pond water samples, as well as teacher provided organisms, will now replace the objects used within our previous lessons.  

 LESSON 6 (5 days)

Lesson Title/Topic:  Working with Microscopes and Observing Microorganisms

Student Learning Outcomes:  Students will be able to prepare several microscope slides given samples provided by the teacher and within the pond water aquariums.  Students will be able to record and draw/color observations.

Anticipatory Set:  (3-5 min) 1st day only: Ask students if they have ever heard of the idiom, “being under the microscope.”  Have them think about what it could mean, if no one volunteers prior knowledge.  The idea is to get them thinking about how the microscope magnifies an image to be seen.  Teacher role-play as the person being described in great detail in terms of personality, interests, etc.  If comfortable, allow students to be critical—have fun with it!  Have a student volunteer who is a “good sport” role play too; do not allow students to get too critical and perhaps even silly with placing a student volunteer “under the microscope.”

Purpose/Rationale:  The goal of this lesson is to allow the students an opportunity to have several class days to work independently and with teammates preparing microscope slides, and using the microscope.  This is the point of the school year where students have an ample amount of time to begin development of positive laboratory skills that they will need to possess in the coming grade levels.  They will also be involved with more skilled lab experiences in a later unit working with live crayfish.  Their work time will consist of guided discovery with minimal teacher input, but a great amount of guided practice.

Input/Modeling:  (1st day only; 15min.)  Demonstrate the mounting of the microscope slide on the microscope slide.  Teach the importance of safety with the glass slides; review laboratory procedures by modeling the materials gathering procedure. Go through materials line just like students need to.  Call upon a volunteer to demonstrate after teacher completes.  Give directions required to complete the data record document of the lab packet.

Guided Practice:  (30 min; except 1st day) Guide and assist students with their samples; pay special attention to the management of the classroom, since students will be on the move throughout the class periods gathering samples.  Student team leaders are responsible for peer assistance, but any/all students may provide it.   

Checking for Understanding:  By the end of the 5th day, students will need to have their data sheets completed for a minimum of three organisms from the pond water and the teacher-provided organisms:

 Type of organism (if known)

 Estimated numbers of organism per sample

Method of locomotion (if known)

Other observations (stressed as important)

DRAWINGS with color of each organism

  Monitor/observe progress as well as motivate students to pace throughout the 5 days.  Give special attention to those who need the most assistance in completing within the time allotted. (See independent practice)

Independent Practice:   Students may require an additional amount of time to complete their microscope work.  As with previous performance tasks, have students use the end of the school day for additional practice.  Students may record extra data for more than three organisms during the actual class periods throughout the five days, but also during the last school period.  Extra credit will be given for extra work completed.

Closure: (5 min.) Students are to view their teammate’s samples, but also samples from other student teams.  They may “borrow” their organism for their own recording assignment, if they are having difficulty discovering one of their own within the pond water samples ONLY at the end of the 5th day.  Always leave time to review procedure of returning materials, and provide positive reinforcement of work to the whole-group.