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Brewer Middle School
7th Grade Science
Standard: 7.L.3B.2 Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body.
SEP's: 7.S.1A.4. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs.

7.S.1A.6 Construct explanations of phenomena using (1) primary or secondary scientific evidence and models, (2) conclusions from scientific investigations, (3) predictions based on observations and measurements, or (4) data communicated in graphs, tables, or diagrams.

7.S.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.

CCC's: Cause and Effect, Systems and System Models & Structure and Function
Assignment: Students were asked to create a presentation in which they made a claim as to which body system was most important to the living organism.Students could choose the format in which is was turned in (brochure, online media, etc) and the body system they wanted to support in their claim. The students had to use class notes (derived from the standards), text books, and credible (approved by the teacher) articles about their chosen body system.
How it went: The students did a really good job of explaining the important aspects of their body system. They did seem to miss the point of supporting that their system was MOST important above all others.

At the end of the presentations I initiated a class discussion comparing several students claims (with their evidence) and asked the class to choose the MOST important system. The idea seemed to be better understood during and after the discussion.
There will definitely be some changes in the explanation of this assignment when it is given again. I may even choose to pair up students earlier in the project (during research) to give then the opportunity to refine that part of their claim.

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Northside Middle School
7th grade Science
SC Science Standards: 7th grade
7.L.3B. Conceptual Understanding: Multicellular organisms (including humans) are complex systems with specialized cells that perform specific functions. Organs and organ systems are composed of cells that function to serve the needs of cells which in turn serve the needs of the organism.
7.L.3B.1 Develop and use models to explain how the structural organizations within multicellular organisms function to serve the needs of the organism.
7.L.3B.2 Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body.

*Science and Engineering Practices (SEP)

7.S.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.
7.S.1A.4. Analyze and interpret data from informational texts, observations, measurements, or investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning or (2) support hypotheses, explanations, claims, or designs.

7.S.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.

7.S.1A.8 Obtain and evaluate scientific information to (1) answer questions, (2) explain or describe phenomena, (3) develop models, (4) evaluate hypotheses, explanations, claims, or designs or (5) identify and/or fill gaps in knowledge. Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or (2) reporting the results of student experimental investigations.

*Cross Cutting Concepts  (CCC)

2. Cause and effect: Mechanism and explanation: The National Research Council states “Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts” (p 84). Different types of bacteria can be investigated to determine the causal relationships between bacteria and other organisms in their environment. Bacteria can cause both positive and negative effects on these organisms.

4. Systems and system models: The National Research Council states “Defining the system under study—specifying its boundaries and making explicit a model of that system-provides tools for understanding and testing ideas that are applicable throughout science and engineering ” (p 84). A model can be valuable tool to help students understand systems and be able to communicate their understanding to others. Models explain how various organelles within a cell function and relate to how they work together to support life functions of the cell. Structural organization within cells function to serve the needs of the cell.

6. Structure and function: The National Research Council states “The way in which an object or living thing is shaped and its substructure determine many of its properties and functions’ (p 84). A model can be valuable tool to help students understand systems and be able to communicate their understanding to others. Models explain how various structures within a cell have specific shape and function that relate to overall survival. *Teachers have the discretion to enhance the selected SEP’s and CCC’s.

Student Project:
https://docs.google.com/document/d/1DcZF9ZvMUW1-409XTD9f35lS2-Bq4qgkFCSoPsq4zJ4/edit?usp=sharing

Other Ideas our group came up with:
https://docs.google.com/document/d/1HsvAgC7G2-1kivWtV2CcpZOKCl9-WQuPE6AxyULLIUk/edit?usp=sharing

*I will post the actual assignment given to the students with the rubric, a little later.*

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Rice Elementary
3rd Grade
3.L.5B.2  Develop and use models to explain how changes in a habitat cause plants and animals to respond in different ways (such as hibernating, migrating, responding to light, death, or extinction).
3.S.1A.2  Develop, use, and refine models to (1) understand or represent phenomena, processes, and relationships, (2) test devices or solutions, or (3) communicate ideas to others.
3.S.1A.4  Analyze and interpret data from observations, measurements, or investigations to understand patterns and meanings.
3.S.1A.8  Obtain and evaluate informational texts, observations, data collected, or discussions to (1) generate and answer questions, (2) understand phenomena, (3) develop models, or (4) support explanations, claims, or designs. Communicate observations and explanations using the conventions and expectations of oral and written language.

SEP:  develop and use models , analyze and interpret data, Obtain and evaluate
CCC:  Systems and models

This activity was taken from the SC Aquarium website.  To introduce plant and animal adaptations, I first showed them several items from home and we discussed their various uses.  We then discussed what animals might use in place of those items for a similar purpose.  They were then put into small groups to continue exploring various items and their purposes.  They wrote sentences in their science notebooks to explain the similarities to animals.  (The turtle's shell is like a helmet because they both protect what is underneath.)  After the group activity, students were given a response sheet with pictures of animals.  On their own, they were to study the pictures and write about 2 adaptations they see.  This activity will be continued tomorrow with lots of groups sharing.

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South Carolina Aquarium Online Curriculum

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STEAM Extension
Have students design their own make-believe animal choosing adaptations to help it survive. Students can then create the animal out of recycled materials and art supplies.

STEAM Extension
Have students pick a habitat in South Carolina (saltmarsh, pond, ocean, swamp) and then have each students create an animal or plant from that habitat out of different items available (pipe cleaners, masking tape, popsicle sticks, egg cartons, clay, fabric, construction paper, markers, etc.). Put all the organisms together to create a habitat community in the classroom.

Language Arts Extension
Students should write a narrative story from an animal or plant's point of view. A day in the life of a ____. Your animal or plant wants to survive in their habitat. Adaptations are body parts or behaviors that help a plant or animal to survive in its environment. Describe how an organism's adaptations determine its role in its community. Create characters, dialogue, description, and a sequence of events to tell the story of your animal or plant.

Write a story that includes 3 of the 5 concepts:

How your organism gets energy (carnivore, herbivore, or producer) and what adaptations help it get food?

How your organism moves (walks, swims, flies) and what adaptations help it with movement?

What behaviors help your organisms survive (hibernation, migration, climbing)?

How your organism protects itself (spikes, shells, claws, teeth)?

How your organism interacts with other organisms in its community?

Math Extension
Have students create math problems about animals using their adaptations. Trade with a partner. Solve problems and have students orally explain how they solved the math problem to the author of the math problem. The problem creator can check the answers and explain how they solved the problem. See if students solved the problem the same way or used different strategies.

Math Problem Examples:

Scientists are tracking a 14-foot Great White Shark along the Atlantic Coast to learn more about the migration patterns of sharks. If the shark travels 390 miles in January and traveled the same distance every day, how far did the shark travel per day?

A male fiddler crab waves his big claw to attract a mate and to defend their territory. One fiddler crab waves his claw 15 times every minute. If he waves his claw for 30 minutes, how many times did he wave his claw?

A black skimmer is a shorebird that migrates south for winter. If it travels 2,000 miles during its whole migration. How much of the migration has it completed, if it has traveled 500 miles?

Language Arts Extension
Have students create a picture of an animal and label physical adaptations. Then have students take away an adaptation and discuss how it would impact that animal. Have students write an opinion piece on if the animal should be returned to the wild or raised in captivity. What would be to the best interest of the animal? Students should state their opinion, provide reasons, supporting facts, and a conclusion.

Art Extension
Have students create imaginary physical adaptations that they can add to the animal and discuss how it would help the animal.

A giraffe with wings. (The giraffe could fly to reach leaves higher on the tree and would be able to survive with a shorter neck).

Fish with an elephant trunk. (The fish may use this new trunk to aid in its search for food on the bottom of a lake or ocean).

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South Carolina Aquarium Online Curriculum

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STEAM Extension Have students design their own make-believe animal choosing adaptations to help it survive. Students can then create the animal out of recycled materials and art supplies.

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Student Evidence

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Cleva Garner - Lakeview Elementary School

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Cleva Garner - Lakeview Elementary School

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Characteristics and Structure of a Leaf
Standard 1.L.5: The student will demonstrate an understanding of how the structures of plants help them survive and grow in their environments.

1.S.1A.1 Ask and answer questions about the natural world using explorations, observations, or structured investigations
1.S.1A.4 Analyze and interpret data from observations, measurements, or investigations to understand patterns and meanings.

CCC- Patterns, Structure and Function
I had the students go on a nature walk to collect different leaves on the grounds of the school.  The students used a leaf chart to identify leaves by their blades and lobes.  In the class the students used magnifiers to make observations, measurements, different patterns present in each leaf.  After making these observations and recording their findings the students used graphing paper to sketch, measure and label their leaf by the number of blades and lobes. This  lesson will be followed by investigating the words veins in comparing them to the body and different leafs.

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Robin Pryor                                                                 Westview Middle 

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Robin Pryor                                                                 Westview Middle 

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Characteristics and Properties of Transverse and Longitudinal Waves

Standards: SCI.8P.3A.1  Construct explanations of the relationship between
matter and energy based on the characteristics of
mechanical and light waves.
SCI.8P.3A.2  Develop and use models to exemplify the basic
properties of waves (including frequency, amplitude,
wavelength, and speed).
SEP: 2 (Develop and Use Models)
CCC: (Patterns, Cause and Effect, Structure and Function)

I put my students in groups of 2 and had each group draw and label the parts of a transverse and longitudinal wave, then describe how each travels and gives 3 examples of each. Then each group used their drawings to answer a list of questions. The next day each group was given an enormous spring to create transverse and longitudinal waves, then describe the patterns, cause and effects, and structure and function they observed.  Having the students draw, label, and create transverse and longitudinal waves increased their understanding of the characteristics and properties of transverse and longitudinal waves.

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Standards:
2005: PS-6:The student will demonstrate an understanding of the nature, conservation and transformation of energy.
2014:Chemistry standard:
Standard H.C.7: The student will demonstrate an understanding of the conservation of energy and energy transfer.
Performance Indicators: Students who demonstrate this understanding can: H.C.7A.1 Analyze and interpret data from energy diagrams and investigations to support claims that the amount of energy released or absorbed during a chemical reaction depends on changes in total bond energy
There are also several standards and performance indicators in Physics that this touches on as well....

SEP's: Construct explanations and design solutions.  Engage in scientific arguments.
Students: 9th grade_Physical Science
learning activity: I call it an energy pass. We used this at the beginning of our Energy and Work unit to allow students to build on prior knowledge. It is an activity that is done in small groups or rows. Students were given a simple statement and then asked to think about the exchanges of energy in that situation. The sheet is started at the beginning of the row, and the student has to write what the origin of the energy is, and then pass it to the next person where they continue to write about all the transformations that take place within that situation. If a group member sees a step left out, they can draw an arrow and write it in. After completing the energy pass, each situation is shared and discussed with the whole class. Students were asked what cross cutting concepts each situation related to, which allowed them to have more exposure to the concepts and how they overlap. This activity helps students think more deeply and critically about how energy is transferred in various ways and how it is conserved. They construct explanations based on prior observations, experiences and knowledge as well as current knowledge from the text.

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They were further able to:
SEPs:
CCCs

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Michelle Watson 8th Grade Honea Path Middle School

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Michelle Watson 8th Grade Honea Path Middle School

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Standard 8.E.5 The student will demonstrate an understanding of the processes that alter the structure of Earth and provide resources for life on the planet.

Performance Indicator 8.E.5A.3 Obtain and communicate information about the relative position, density, and composition of Earth’s layers to describe the crust, mantle, and core.

I can obtain and communicate information about the relative position, density, and composition of Earth’s layers to describe the crust, mantle, and core. Form and Function

Students watched and took notes on a video about Earth's Interior Layers.
https://www.youtube.com/watch?v=eXiVGEEPQ6c

Students then shared their notes with each other.

Then students used the Essentials, the two diagrams, and the foam model of Earth to create a model of Earth's interior. It must be in color and include the position, composition, and relative density of the crust, mantle (including lithosphere and asthenosphere), and the outer and inner core. All parts must be labeled.

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Structure Of The Earth | The Dr. Binocs Show | Educational Videos For Kids

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Amy Strickland 7th Grade Gettys Middle School

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Amy Strickland 7th Grade Gettys Middle School

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After studying each of the human body systems, I had my students write a Claim-Evidence-Reasoning paper explaining which body system is the most vital for our survival. After writing, I grouped my students based on which system they chose, and had them collaborate to create a commercial about why their system is the most important. This assignment was a culminating activity in which students evaluated the importance of the different body systems. The main CCC that was addressed in this assignment is the Structure and Function. The performance indicator that is addresses is:  7.L.3B.2 Construct explanations for how systems in the human body (including circulatory, respiratory, digestive, excretory, nervous, and musculoskeletal systems) work together to support the essential life functions of the body. The SEP that this activity supports is:  7.S.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence from observations, data, or informational texts.

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The SEP that follows our standard asks that the students compare and analyze the data with two different plants. We are growing two types of beans and we are recording the data. When we are finished, we will construct graphs and analyze the data collected through a series of questions.

Mrs. Sanders and I are doing the same lesson.

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The learning covered separating mixtures. Groups were given a method for separating mixtures (filtration, sifting, magnetic attraction, chromatography, evaporation, and flotation). First, each group discussed the method (what do you think it is? how does it work?). Next, each group researched the method and discussed any misconceptions. Then, they gathered materials and constructed a model of the method. Each group presented the model to the class. They demonstrated and discussed how each method for separating a mixture worked.
Students: 5th
Students did this to analyze and describe the different processes for separating mixtures.
They were further able to design and test methods for separating mixtures.
SEP's: Construct devices or design solutions
CCC's: Matter and Energy and Systems and Models

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In an attempt to make connections for review of the cells, biochemistry, matter and energy, and ecology units, I divided my class into 5 groups. I gave each group a topic card to research and find connections with the other topic cards. The topic cards included:
1. carbohydrates
2. cellular respiration
3. photosynthesis
4. food webs
5. organelles (mitochondria and chloroplasts)

Once the students brainstormed and researched their topics, they wrote their connections on notebook paper, underlining the topic with which they were connecting. Then, we held a class discussion and made a graphic organizer of their input.

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Melanie Johnson at Pinecrest Elementary in Greenwood

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Melanie Johnson at Pinecrest Elementary in Greenwood

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We are integrating writing and science this month. We planned and conducted an investigation exploring the question, "Which will go farther a cottonball  or a metal ball when it is thrown from a student constructed catapult?" They are developing their own catapults, using mathematical thinking, constructing explanations, analyzing data, and communicating information by writing a science lab report. Our cross-cutting concepts are cause and effect, structure and function, and systems and system models. I will take a picture of the students working on their catapults they are building.

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The SEP that follows our standard asks that the students compare and analyze data with two different plants. We are growing two types of beans and we are recording the data. When we are finished, we will construct graphs and analyze the data collected through a series of questions.

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The learning covered: Was completed at the very start of the physical science unit on energy. Started to develop ideas on energy and how it converts to different forms. Each row was given a statement and asked to write a statement on where the energy started. The statement would be passed down the row to complete how the energy flows through that system.
Students: Freshman Physical Science
Students did this to: Developing their critical thinking on how energy works and what it is. Also, worked together to develop a timeline of how energy flows through systems.
They were further able to: Make corrections to their statement if they felt that there was a missed step.
SEPs: Construct Explanations and Design Solutions; Engage in Scientific Argument Using Evidence
CCCs: Matter & Energy

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The learning covered:
Students:
Students did this to:
They were further able to:
SEPs:
CCCs

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