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.

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.

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.

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.*

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.