Standards

Next Generation Science Standards (NGSS)

This lesson is building toward:

PERFORMANCE EXPECTATION (PE)

MS-PS2-3

Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. [Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.] [ Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.]

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

SCIENCE AND ENGINEERING PRACTICES (SEP)

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.

Constructing Explanations and Designing Solutions

Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion.

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).

Engaging in Argument from Evidence

Compare and critique two arguments on the same topic and analyze whether they emphasize similar or different evidence and/or interpretations of facts.
Respectfully provide and receive critiques about one’s explanations, procedures, models and questions by citing relevant evidence and posing and responding to questions that elicit pertinent elaboration and detail.
Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

DISCIPLINARY CORE IDEAS (DCI)

PS2.B: Types of Interactions

Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects.

CROSSCUTTING CONCEPTS (CCC)

Cause and Effect

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

Structure and Function

Analyze many complex natural and designed structures and systems to determine how they function.

Patterns

Patterns can be used to identify cause and effect relationships.
Graphs, charts, and images can be used to identify patterns in data.

“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.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. text

CCSS.ELA-LITERACY.SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

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.

CCSS MATH EXPRESSIONS & EQUATIONS

CCSS.MATH.CONTENT.7.EE.B.4
Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

California English Language Development (ELD) Standards

CA ELD

Part 8.1.11: Justifying own arguments and evaluating others’ arguments in writing

EMERGING

EXPANDING

BRIDGING

P1.8.11 a) Justify opinions by providing some textual evidence or relevant background knowledge with substantial support.
b) Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may).

P1.8.11 a) Justify opinions or persuade others by providing relevant textual evidence or relevant background knowledge with moderate support.
b) Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/would).

P1.8.11 a) Justify opinions or persuade others by providing detailed and relevant textual evidence or relevant background knowledge with light support.
b) Express attitude and opinions or temper statements with nuanced modal expressions (e.g., potentially/certainly/absolutely, should/might).

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
P1.8.5: Listening actively to spoken English in a range of social and academic contexts
P1.8.6: Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language
P1.8.8: Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area
P1.8.12: Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas
P2.8.5: Modifying to add details
P2.8.6: Connecting ideas