Standards

Next Generation Science Standards (NGSS)

This lesson is building toward:

PERFORMANCE EXPECTATION (PE)

MS-LS1-6

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. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]

NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.

SCIENCE AND ENGINEERING PRACTICES (SEP)

Developing and Using Models

Develop a model to describe unobservable mechanisms.

Obtaining, Evaluating and Communicating Information

Critically read scientific texts adapted for classroom use to determine the central ideas and/or obtain scientific and/or technical information to describe patterns in and/or evidence about the natural and designed world(s).

Constructing Explanations and Designing Solutions

Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem. (From Grade 3–5)

DISCIPLINARY CORE IDEAS (DCI)

LS1.C Organization for Matter and Energy Flow in Organisms

Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.

PS3.D Energy in Chemical Processes and Everyday Life

The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon based organic molecules and release oxygen.

CROSSCUTTING CONCEPTS (CCC)

Energy and Matter

Matter is made of particles, Energy can be transferred in various ways and between objects. (From Grade 3–5)
Matter is conserved because atoms are conserved in physical and chemical processes.
Within a natural system, the transfer of energy drives the motion and/or cycling of matter.

Systems and System Models

Models can be used to represent systems and their interactions–such as inputs, processes and outputs–and energy, matter, and information flows within a system.
Systems may interact with other systems; they may have sub-systems and be part of larger complex systems.

“Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts” are reproduced verbatim from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. DOI: https://doi.org/10.17226/13165. National Research Council; Division of Behavioral and Social Sciences and Education; Board on Science Education; Committee on a Conceptual Framework for New K-12 Science Education Standards. National Academies Press, Washington, DC. This material may be reproduced for noncommercial purposes and used by other parties with this attribution. If the original material is altered in any way, the attribution must state that the material is adapted from the original. All other rights reserved.

Common Core State Standards (CCSS)

CCSS READING

ELA-LITERACY.RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.

ELA-LITERACY RI.7.8
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

California English Language Development (ELD) Standards

CA ELD

Part I 7.6: Reading/viewing closely

EMERGING

EXPANDING

BRIDGING

P1.7.6a Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade‐ appropriate texts and viewing of multimedia with substantial support.

P1.7.6a Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade‐level texts and viewing of multimedia with moderate support.

P1.7.6a Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade‐level texts and viewing of multimedia with light support.