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

Life
From Molecules to Organisms: Structures and Processes Ecosystems: Interactions, Energy, and Dynamics Biological Evolution: Unity and Diversity

### BPS District Science Standards

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# Standard 2:  Science Inquiry

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

#### SCI-07.2.01



#### Science Targeted Benchmarks

Standard 2: Science Inquiry

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

7.2a -- Explain the components of a scientific investigation

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

## Student Learning Targets:

### Knowledge Targets

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

### Reasoning Targets

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

### Skills Domain (Performance) Targets

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

## Proficiency Scale

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

## Resources

### Vocabulary

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

# From Molecules to Organisms: Structure and Processes

## Performance Expectations

LS1: help students formulate an answer to the question, “How can one explain the ways cells contribute to the function of living organisms. ”

The LS 1 Disciplinary Core Idea is organized into four sub-ideas: Structure and Function, Growth and Development of Organisms, Organization for Matter and Energy Flow in Organisms, and Information Processing . Students can gather information and use this information to support explanations of the structure and function relationship of cells. They can communicate understanding of cell theory. They have a basic understanding of the role of cells in body systems and how those systems work to support the life functions of the organism. The understanding of cells provides a context for the plant process of photosynthesis and the movement of matter and energy needed for the cell. Students can construct an explanation for how environmental and genetic factors affect growth of organisms. They can connect this to the role of animal behaviors in reproduction of animals as well as the dependence of some plants on animal behaviors for the ir reproduction.

## Calculation Method for DCI

Disciplinary Core Ideas are larger groups of related Performance Expectations. So the Disciplinary Core Idea Grade is a calculation of all the related Performance Expectations. So click on the Performance Expectation name below each Disciplinary Core Idea to access the learning targets and proficiency scales for each Disciplinary Core Idea's related Performance Expectations.

#### MS SCI Targeted Standards

(LS1) From Molecules to Organisms: Structures and Processes

SCI-MS.LS1.01 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

## Student Learning Targets:

### Knowledge Targets

• I can recognize or recall specific terminology (prokaryote, eukaryote, multicellular, unicellular, cell, microscope).
• I can identify an organism as unicellular or multicellular (using a microscope).

### Reasoning Targets

• I can compare and contrast prokaryotic and eukaryotic cells.

## Resources

### Vocabulary

• Prokaryote
• Eukaryote
• multicellular
• unicellular
• cell
• microscope

#### MS SCI Targeted Standards

(LS1) From Molecules to Organisms: Structures and Processes

SCI-MS.LS1.02 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

## Student Learning Targets:

### Knowledge Targets

• I can recognize or recall specific terminology (cell, nucleus, chloroplast, mitochondria, cell membrane, cell wall, ribosome, cytoplasm).
• I can label the parts of a plant and animal cells.

### Reasoning Targets

• I can explain how each organelle contributes to the function of a cell.

### Product Targets

• I can construct a cell model of a plant or animal cell.

## Resources

### Websites

• Chapter 2 of Life Science textbook

### Vocabulary

• cell, nucleus, chloroplast, mitochondria, cell membrane, cell wall, ribosome, cytoplasm

#### MS SCI Targeted Standards

(LS1) From Molecules to Organisms: Structures and Processes

SCI-MS.LS1.03 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

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## Proficiency Scale

 Score Description Sample Activity 4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. - 2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). - 1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). - 0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 0.0 Even with help, the student demonstrates no understanding or skill. -

## Resources

Websites

Vocabulary

#### MS SCI Targeted Standards

(LS1) From Molecules to Organisms: Structures and Processes

SCI-MS.LS1.04 Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

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## Proficiency Scale

 Score Description Sample Activity 4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. - 2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). - 1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). - 0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 0.0 Even with help, the student demonstrates no understanding or skill. -

## Resources

Websites

Vocabulary

#### MS SCI Targeted Standards

(LS1) From Molecules to Organisms: Structures and Processes

SCI-MS.LS1.05 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

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## Proficiency Scale

 Score Description Sample Activity 4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. - 2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). - 1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). - 0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 0.0 Even with help, the student demonstrates no understanding or skill. -

## Resources

Websites

Vocabulary

#### MS SCI Targeted Standards

(LS1) From Molecules to Organisms: Structures and Processes

SCI-MS.LS1.06 . Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

## Student Learning Targets:

### Knowledge Targets

• I can recognize or recall specific terminology (photosynthesis, glucose, chloroplast, energy, matter, respiration, products, reactants).
• I can write the formula for photosynthesis.
• I can write the formula for respiration.

### Reasoning Targets

• I can describe the process of photosynthesis using raw materials (reactants) and the production of wastes (products) in the storage of energy.
• I can describe the relationship between photosynthesis and respiration.

## Websites

Photosynthesis

Cell transport

• Chapter 3 of Life Science textbook

### Vocabulary

• photosynthesis
• glucose
• chloroplast
• energy
• matter
• respiration
• products
• reactants
• active transport
• endocytosis
• exocytosis
• passive transport
• osmosis
• diffusion

#### MS SCI Targeted Standards

(LS1) From Molecules to Organisms: Structures and Processes

SCI-MS.LS1.07 Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

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## Proficiency Scale

 Score Description Sample Activity 4.0 In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. - 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 “The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. - 2.5 The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). 2.0 The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). - 1.5 The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). 1.0 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). - 0.5 With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). 0.0 Even with help, the student demonstrates no understanding or skill. -

## Resources

Websites

Vocabulary

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