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 and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena.
Develop a model to describe unobservable mechanisms.

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

Energy can be transferred in various ways and between objects. (From Grades 3–5)
Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.

“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 SPEAKING & LISTENING

CCSS.ELA-LITERACY.SL.7.1.B
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

California English Language Development (ELD) Standards

CA ELD

Part 7.I.3: Offering and justifying opinions, negotiating with and persuading others in communicative exchanges

EMERGING

EXPANDING

BRIDGING

P1.7.3 Negotiate with or persuade others in conversations (e.g., to gain and hold the floor or ask for clarification) using learned phrases (e.g., I think …, Would you please repeat that?) and open responses.

P1.7.3 Negotiate with or persuade others in conversations (e.g., to provide counterarguments) using learned phrases (I agree with X, but …), and open responses.

P1.7.3 Negotiate with or persuade others in conversations using appropriate register (e.g., to acknowledge new information) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before), and open responses.