Standards

Next Generation Science Standards (NGSS)

This lesson is building toward:

PERFORMANCE EXPECTATION (PE)

MS-PS4-3

Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. [Clarification Statement: Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic cable to transmit light pulses, radio wave pulses in WiFi devices, and conversion of stored binary patterns to make sound or text on a computer screen.] [Assessment Boundary: Assessment does not include binary counting. Assessment does not include the specific mechanism of any given device.]

A note from the authors: While students are working toward an understanding of the reliability of digital signals over analog signals, it is compelling for students to be able to speak to the fundamental differences between the two types of signals. The addition of the basics of binary terminology and quantitative differences between the two types of signals is above the assessment boundary for this Performance Expectation but does not go beyond observations and basic encoding for students. The mechanism for the encoding and retrieving is not discussed as it is more appropriate for a high school level. Students will revisit their claim chart poster at the end of the lesson to consider if tagging technologies gives further evidence and reasons to support whether there are more, less, or the same number of shark encounters now as compared to the past.

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

SCIENCE AND ENGINEERING PRACTICES (SEP)

Asking Questions and Defining Problems

Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

Analyzing and Interpreting Data

Consider limitations of data analysis (e.g. measurement error) and/or seek to improve precision and accuracy of data with better technological tools and methods (e.g., multiple trials).
Analyze and interpret data to determine similarities and differences in findings.

Planning and Carrying Out Investigations

Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.

DISCIPLINARY CORE IDEAS (DCI)

PS4.C: Information Technologies and Instrumentation

Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information.

CROSSCUTTING CONCEPTS (CCC)

Cause and Effect

Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Systems and System Models

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

CCSS.ELA-Literacy.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

CCSS.ELA-Literacy.RST.6-8.7
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

CCSS ELA WRITING

CCSS.ELA-LITERACY.WHST.6-8.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

California English Language Development (ELD) Standards

CA ELD

Part 1.8.5: Listening actively to spoken English in a range of social and academic contexts

EMERGING

EXPANDING

BRIDGING

P1.8.5 Demonstrate active listening in oral presentation activities by asking and answering basic questions with prompting and substantial support.

P1.8.5 Demonstrate active listening in oral presentation activities by asking and answering detailed questions with occasional prompting and moderate support.

P1.8.5 Demonstrate active listening in oral presentation activities by asking and answering detailed questions with minimal prompting and support.

In addition to the standard above, you may find that you touch on the following standards in this lesson as well:

P1.8.1: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
P1.8.2: Interacting with others in written English in various communicative forms (print, communicative technology and multimedia)
P1.8.3: Offering and justifying opinions, negotiating with and persuading others in communicative exchanges
P2.8.5: Modifying to add details
P2.8.6: Connecting ideas