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Some of the I can statements have been turned into multiple "I can" statements.  I believe the "I can" on this document should be simple kid friendly language.  Multiple "I can" statements can be used on teacher documents.

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Doing a project on an extinct species or endangered species could include reasons for extinction (natural vs. man-made) as well as adaptations needed in order to survive if they are endangered. This also can involve characteristics of environments, behaviors of species (predator, scavenger), locomotion, and even what they eat to survive.

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http://ed.sc.gov/instruction/standards-learning/science/support-documents-and-resources/middle-instructional-units/

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Are we going to have the opportunity to discuss all of these as a 7th grade?

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We need to work on assessments. It seems to be the weakest column on the sheet.

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Concerns:  Some of the objectives have too many I can statements.  Some objectives have too many activities.  Having to many can be overwhelming.

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Concerns:  Some of the objectives have too many I can statements.  Some objectives have too many activities.  Having to many can be overwhelming.

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With the assessment column, should we be including sample assessments and discussing tests/labs/etc. or should we be listing what elements should be assessed?

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Some standards do not have assessments...

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Some standards do not have assessments...

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because they might not be done yet.

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Adjusted vocabulary in our student-friendly statement of standard. Used labs/resources/prior experiences to discuss engagement options for students.
Incorporate assessment forms to evaluate mastery that build on prior knowledge to show us what they already know (so, use a lab-like activity as a pre-assessment), giving opportunity to solve and learn in real-time by correcting or allowing them to explore adaptation.

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Many teachers worked together in March to start the process of identifying essential standards. We simply needed to build on and tweak the work they did.

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Will there be common assessments? Should we be working on those?

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Concerns: Some standard do not have assessments

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Concerns: Some standard do not have assessments

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We are not done completing the Essential chart. This should be completed before we move onto new work.

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Should all the adjectives be highlighted.

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Is the next step creating a student and parent friendly document?   This may mean evaluating and reducing the number of "I can" statements so that they are manageable for reteaching or extending

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Is the next step creating a student and parent friendly document?   This may mean evaluating and reducing the number of "I can" statements so that they are manageable for reteaching or extending

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Adjectives are highlighted under some standards and not on others.

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Adjectives are highlighted under some standards and not on others.

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Some of the "I can..." statements are more student friendly than others.

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Need to make sure SEP's for all standards are added.

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Need to make sure SEP's for all standards are added.

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There is power in writing things in kid-friendly language but sometimes when you write standards in too much kid friendly language you lose the rigor and scientific language that is necessary to master the standard.

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For resources, could we have primarily links to items we could use?

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http://ed.sc.gov/instruction/standards-learning/science/support-documents-and-resources/middle-instructional-units/

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Also we can add in resources from textbook and maybe activities that will help out with differentiation or tiered assignments. 

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Also we can add in resources from textbook and maybe activities that will help out with differentiation or tiered assignments. 

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Agree, we should finish the essentials before moving on to new work, assessments and all

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Agree, we should finish the essentials before moving on to new work, assessments and all

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The standard focuses on how the systems work together: 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 essential standard is more focused on the organs and systems separately.

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An assessment on gravity should be included in this indicator along with friction.

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Some standards aren't too kid friendly

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Assessment Guidance
Therefore, the primary focus of assessment should be for students to demonstrate the basic form and function of each of the body systems as well as the interrelationships between systems. This could include but is not limited to students being able to understand the basic form and function of each of the body systems listed in this indicator as well as the interrelationships between systems that ensure the survival of the organism

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We tried to cover both parts of the standard

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Middle Instructional Units - South Carolina Department of Education

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Middle Instructional Units: Sixth Grade Earth Science: Earths Weather and Climate Physical Science: Energy Transfer and Conservation Life Science: Diversity of Life Classification and Animals Life