Science Alternate Assessment Resource Guide

Grade Eight July 2017

2

PREFACE All students are expected to participate in state assessments. Students with disabilities who are served in their school districts under an Individualized Education Program (IEP) as required by the Individuals with Disabilities Education Act Amendments of 2004 (IDEA) and Every Student Succeeds Act (ESSA) of 2015, shall be assessed in science in one of two ways. 1. ACT Aspire Science Assessment with accommodations for grades 3-10, or 2. Students with significant disabilities, for whom the science portion of the ACT Aspire assessment is not appropriate, shall participate in an alternate science assessment. This guide should assist school personnel who serve students with significant cognitive disabilities in conceptualizing, planning, and implementing the Arkansas K-12 Science Standards. The content standards are the same for all students in Arkansas. The difference for students with significant cognitive disabilities is the manner in which they are assessed. The following document contains extensions of many of the Arkansas K-12 Science Standards offering teachers ideas to provide scientific experiences and expectations for students with significant cognitive disabilities. The Alternate Assessment will align with the Arkansas K-12 Science Standards.

Disciplinary Core Ideas

Physical Science (PS)

Life Science (LS)

Earth and Space Science (ESS)

Engineering, Technology, and Applications of Science (ETS) In June of 2016, the Arkansas Department of Education convened a committee of educators including science teachers, special education teachers, and administrators to collaborate and develop the following resource guide. The goal for this guide is to target and extend standards for the development of assessment tasks. It is not the purpose of this document to limit in any way what standards are being taught nor to provide a curriculum for schools. The Arkansas K-12 Science Standards were developed with an “All Standards, All Students” vision which the committee embraced.

3

This publication includes selected standards from the Arkansas K-12 Science Standards. Further information about the Arkansas K-12 Science Standards can be found here. This resource guide is organized to present the standard with supporting foundations, and suggests using the instructional strategy of gathering, reasoning, and communicating for instruction with varying levels of expected performance. The committee encourages the use of this document as one resource to assist teachers of students with significant cognitive disabilities. It should not be used as a checklist, a menu of alternate assessment items, or as IEP goals or objectives. The resources listed in this document are intended to give teachers some ideas of ways to access materials for teaching science to students with sever cognitive disabilities. This is not an exhaustive list and Web sources may change over time.

Committee

Notes:

1. Student Performance Expectations (PEs) may be taught in any sequence or grouping within a grade level. 2. An asterisk (*) indicates an engineering connection to a practice, core idea, or crosscutting concept. 3. The Clarification Statements are examples and additional guidance for the instructor. AR indicates Arkansas-specific Clarification Statements. 4. The Assessment Boundaries delineate content that may be taught but not assessed in large-scale assessments. AR indicates Arkansas-specific

Assessment Boundaries.

Adrian Booker, Little Rock School District Christina Johnston, North Little Rock School District Cherie Brown, Jacksonville North Pulaski School District Christie Kennedy, Blytheville School District Cynthia Cardwell, Bentonville School District Crystal King, Bergman School District Onisha Chandler, Pulaski Heights School District Debbie King, Batesville School District Jerrijean Danielson, Forest City School District Angela Larrison, Lisa Academy Dena Decker, Jonesboro School District Carolyn Lewis, Little Rock School District Tami Eggensperger, Cabot School District Roger Rose, Alpena School District Kyla Gentry, Searcy School District Pamela St. John, Cave City School District Frankie Hemphill, Watson Chapel School District Deborah Walker, Magnolia School District Evelyn Johnson, Strong-Huttig School District Ashley Tidwell, Fort Smith School District Stephanie Johnson, Lamar School District Susan Wheeler, Forest City School District

4

Organization of Instruction

5

Disciplinary Core Ideas G

rade

3

Physical Science Life Science Earth and Space Science Forces and Interactions Interdependent Relationships in

Ecosystems Inheritance and Variation Weather and Climate

3-PS2-1 3-PS2-2

3-LS2-1 3-LS4-3 3-LS4-4

3-LS1-1 3-LS3-1 3-LS3-2

3-ESS2-1 3-ESS2-2 3-ESS3-1

Engineering, Technology, and Applications of Science, 3-ETS1-1

Gra

de 4

Physical Science Life Science Earth and Space Science Energy Structure, Function and Information Processing Energy Earth’s Systems 4-PS3-1 4-PS3-2 4-PS3-3

4-LS1-1 4-LS1-2

4-ESS3-1 4-ESS2-1 4-ESS2-2 4-ESS3-2

Engineering, Technology, and Applications of Science, 4-ETS1-1

Gra

de 5

Physical Science Life Science Earth and Space Science Space Systems

Structure and Properties of Matter

Matter and Energy in Organisms & Ecosystems

Matter and Energy in Organisms and Ecosystems Earth’s Systems Space Systems

5-PS2-1 5-PS1-2 5-PS1-3 5-PS1-4

5-PS3-1 5-LS2-1 5-ESS2-1 5-ESS3-1

5-ESS1-2

Engineering, Technology, and Applications of Science, 5-ETS1-1

Gra

de 6

Physical Science Life Science Earth and Space Science Energy Structure, Function and Information

Processing Growth, Development and Reproduction of Organisms

Earth’s Systems

Human Impacts

Weather and Climate

6-PS3-3 6-LS1-1 6-LS1-2 6-LS1-3

6-LS1-4 6-LS3-2

6-ESS2-4 6-ESS3-3 6-ESS3-4

6-ESS2-5

Engineering, Technology, and Applications of Science, 6-ETS1-1, 6-ETS1-4

Gra

de 7

Physical Science Life Science Earth and Space Science Structures and Properties of

Matter

Chemical Reactions

Interdependent Relationships in Ecosystems

Matter and Energy in Organisms and Ecosystems

Earth’s Systems

History of Earth

Human Impacts

7-PS1-1 7-PS1-3 7-PS1-4

7-PS1-2 7-LS2-2 7-LS2-5

7-LS1-6 7-LS2-1 7-LS2-4

7-ESS2-1 7-ESS2-2 7-ESS2-3

7-ESS3-2

Engineering, Technology, and Applications of Science, 7-ETS1-1, 7-ETS1-2

Gra

de 8

Physical Science Life Science Earth and Space Science Waves and Radiation

Forces and Interactions

Natural Selection and Application Space Systems History of Earth

8-PS4-1 8-PS4-2

8-PS2-1 8-PS2-2 8-PS2-3

8-LS4-1 8-LS4-2 8-LS4-3 8-LS4-4

8-ESS1-1 8-ESS1-3

8-ESS1-4

Engineering, Technology, and Applications of Science, 8-ETS1-2

6

GRADE EIGHT

Waves and Electromagnetic Radiation Students who demonstrate understanding can: 8-PS4-1 Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves applying both qualitative and quantitative thinking.] [Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves.]

FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Using Mathematics and Computational Thinking Mathematical and computational thinking at the 6–8 level builds on K–5 and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments. Use mathematical representations to

describe and/or support scientific conclusions and design solutions. (8-PS4-1)

---------------------------------------------------- Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations. (8-PS4-1)

PS4.A: Wave Properties A simple wave has a repeating pattern

with a specific wavelength, frequency, and amplitude. (8-PS4-1)

Patterns Graphs and charts can be used to

identify patterns in data. (8-PS4-1)

7

Phenomenon: Sound, light and mechanical waves LESS COMPLEX MORE COMPLEX GATHERING

Use a model (teacher led) to make observations of patterns created by sound waves.

Use a model (teacher/student led) to gather quantitative data of wave amplitude of simple waves.

Use a model (student led) to gather quantitative and qualitative data of wave amplitude of simple waves.

REASONING

Analyze qualitative data of patterns created by sound waves.

Analyze quantitative data of the amplitude of simple waves.

Analyze quantitative and qualitative data of the amplitude of a simple wave to determine if it is related to the energy in a wave.

COMMUNICATING

Use a model to communicate the data collected (oral, written or augmented) about sound waves.

Use a model to communicate the data collected (oral, written or augmented) about the amplitude of simple waves.

Use a model to communicate the data collected (oral, written, or augmented) about the amplitude of a simple wave to determine if it is related to the energy in a wave.

Investigations could include sound waves on guitar strings, rice vibrating on speakers, spring toys, tuning forks, making sound instruments.

8

GRADE EIGHT

Waves and Electromagnetic Radiation Students who demonstrate understanding can: 8-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.] FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop and use a model to describe

phenomena. (8-PS4-2)

PS4.A: Wave Properties A sound wave needs a medium

through which it is transmitted. (8-PS4-2)

PS4.B: Electromagnetic Radiation When light shines on an object, it is

reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light. (8-PS4-2)

The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. (8-PS4-2)

A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. (8-PS4-2)

However, because light can travel through space, it cannot be a matter wave, like sound or water waves. (8-PS4-2)

Structure and Function Structures can be designed to serve

particular functions by taking into account properties of different materials, and how materials can be shaped and used. (8-PS4-2)

9

Phenomenon: Electromagnetic radiation, rainbows, mirror reflection LESS COMPLEX MORE COMPLEX GATHERING

Ask questions and carry out investigations (teacher guided) with light absorption, opaque, translucent and transparent materials.

Ask questions and carry out investigations (teacher/student guided) with light refraction.

Ask questions and carry out investigations (student guided) with light refraction and reflection.

REASONING

Evaluate the information gathered to construct a model utilizing opaque, translucent, and transparent materials.

Evaluate the information gathered to construct a model utilizing refraction materials.

Evaluate the information gathered to construct models utilizing refraction and reflection.

COMMUNICATING

Use the model to communicate (oral, written, or augmented) an explanation of the relationship of the opaque, translucent and transparent materials on light.

Use the model to communicate (oral, written, or augmented) an explanation of the relationship of refraction materials on light.

Use the model to communicate (oral, written, or augmented) an explanation of the relationship of refracting and reflecting materials on light.

Investigation could include activities with prisms, straws in a glass, activities with mirrors, activities with opaque, translucent and transparent materials.

10

GRADE EIGHT

Forces and Interactions Students who demonstrate understanding can:

8-PS2-1 Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.* [Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.] [Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.]

FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Apply scientific ideas or principles to

design an object, tool, process or system. (8-PS2-1)

PS2.A: Forces and Motion For any pair of interacting objects, the

force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law). (8-PS2-1)

Systems and System Models Models can be used to represent

systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems. (8-PS2-1)

---------------------------------------------- Connections to Engineering,

Technology, and Applications of Science

Influence of Science, Engineering, and Technology on Society and the Natural World The uses of technologies and any

limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. (8-PS2-1)

11

Phenomenon: Car wrecks, asteroid collisions LESS COMPLEX MORE COMPLEX GATHERING

Use models to carry out investigations (teacher guided) about the interaction between two colliding objects, one stationary and one moving object.

Use models to carry out investigations (teacher/student guided) involving unbalanced forces (one stronger push) and the interaction between two colliding objects causing the object to move in a different direction.

Use models to carry out investigations (student guided) involving a difference in mass between two colliding objects causing the object to move in a different direction.

REASONING

Evaluate multiple solutions to the problem of two objects colliding. (e.g., What happens when two cars collide?)

Evaluate multiple solutions to solve a problem about two colliding objects. (e.g., What happens when two cars collide?)

Evaluate multiple solutions to solve a problem about two colliding objects. (e.g., What happens when two cars of different mass collide?)

COMMUNICATING

Use evidence to communicate (oral, written, or augmented) the best solution to the problem of two objects colliding.

Use evidence to communicate (oral, written, or augmented) the best solution to the problem of two objects colliding with unbalanced forces.

Use evidence to communicate (oral, written, or augmented) the best solution to the problem of two objects colliding with different masses.

Investigations could include model cars colliding, Newton’s cradle.

Website: http://ngss.nsta.org/Classroom-Resources.aspx *Three Puck Chuck *Newton’s Third Law: Complete Toolkit *Canon Recoil (Phenomenon)

12

GRADE EIGHT

Forces and Interactions Students who demonstrate understanding can:

8-PS2-2 Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. [Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.] [Assessment Boundary: Assessment is limited to forces and changes in motion in one dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.]

FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions. 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. (8-PS2-2)

------------------------------------------------------ Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations. (8-PS2-2)

PS2.A: Forces and Motion The motion of an object is determined

by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (8-PS2-2)

All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (8-PS2-2)

Stability and Change Explanations of stability and change in

natural or designed systems can be constructed by examining the changes over time and forces at different scales. (8-PS2-2)

13

Phenomenon: Objects remain at rest unless acted upon by an external force. LESS COMPLEX MORE COMPLEX GATHERING

Plan and carry out an investigation (teacher guided group collaboration) to collect data involving a slope of an incline and qualitatively measuring the distance traveled (farther, faster).

Plan and carry out an investigation (teacher/student guided group collaboration) to collect data involving changes in the incline (measuring how far the object travels).

Plan and carry out an investigation (student collaboration) to collect data involving changes in the incline and its effects on a stationary object (measuring how far the object travels).

REASONING

Evaluate the results of the investigation involving a flat surface and a slope.

Evaluate the data involving changes in the incline.

Evaluate the data involving changes in the incline and the distances traveled.

COMMUNICATING

Communicate the results of the investigation (oral, written, or augmented).

Communicate the results of the investigation (oral, written, or augmented.)

Communicate the results of the investigation (oral, written, or augmented).

Investigations could include changing the incline of a ramp with an object (paper cup) at the bottom. Measure the distance the object travels at different variations in the slope of the ramp.

Website: http://ngss.nsta.org/Classroom-Resources.aspx *Forces and Motion *Lift Chair Challenge *Bumper Ducks *Science of NHL Hockey *Newton’s Three Laws of Motion *Force and Motion: Newton’s Second Law *Acceleration Simulator

14

GRADE EIGHT

Forces and Interactions Students who demonstrate understanding can:

8-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, and 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.]

FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Asking Questions and Defining Problems Asking questions and defining problems in grades 6–8 builds from grades K–5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models. Ask questions that can be investigated

within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles. (8-PS2-3)

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. (8-PS2-3)

Cause and Effect Cause and effect relationships may be

used to predict phenomena in natural or designed systems. (8-PS2-3)

15

Phenomenon: Electric and magnetic fields LESS COMPLEX MORE COMPLEX GATHERING

Ask and/or identify questions (teacher guided) that can be answered by an investigation for magnetic forces or static electricity.

Ask and/or identify questions (teacher/student guided) that can be answered by an investigation for magnetic forces or static electricity.

Ask and/or identify questions (student guided) that can be answered by an investigation for magnetic forces and/or static electricity.

REASONING

Evaluate the information gathered from the investigation.

Evaluate the information gathered from the investigation.

Evaluate the information gathered from the investigation.

COMMUNICATING

Communicate the information (oral, written or augmented) gathered from the investigation.

Communicate the information (oral, written or augmented) gathered from the investigation.

Communicate the information (oral, written or augmented) gathered from the investigation.

Investigations could include balloon friction, homemade electroscope, testing magnets with different materials.

Website: http://ngss.nsta.org/Classroom-Resources.aspx *Electromagnetic Power *Electromagnetism

16

GRADE EIGHT

Space Systems Students who demonstrate understanding can: 8-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.] FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop and use a model to describe

phenomena. (8-ESS1-1)

ESS1.A: The Universe and Its Stars Patterns of the apparent motion of the

sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (8-ESS1-1)

ESS1.B: Earth and the Solar System This model of the solar system can

explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (8-ESS1-1)

Patterns Patterns can be used to identify cause

and effect relationships. (8-ESS1-1) ----------------------------------------------- Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and

events in natural systems occur in consistent patterns that are understandable through measurement and observation.

(8-ESS1-1)

17

Phenomenon: Moon Phases, Seasons, Eclipses LESS COMPLEX MORE COMPLEX GATHERING

Use a model to gather data to represent patterns of the seasons of the year.

Use models to gather data about the patterns of the Earth-sun-moon systems.

Use models to gather data about the patterns of the Earth-sun-moon eclipses.

REASONING

Use a model to determine patterns of the seasons of the year.

Evaluate the information to determine the patterns of the phases of the moon.

Evaluate the information to determine the causes of the solar and lunar eclipse.

COMMUNICATING

Use a model to communicate the patterns of the seasons of the year.

Use models to communicate the patterns of the phases of the moon.

Use information to communicate the causes of the solar and lunar eclipse.

Investigations could include using lunar calendars.

How Big is Space?, an Interactive Video, found on BBC.com

pHET interactive simulations

Websites: http://ngss.nsta.org/Classroom-Resources.aspx *Seasons Interactive *Seasons Interactive – SEPUP *Eclipse Interactive *NASA Eclipse Website *Lunar Phases *Asteroid Impact *Pollution Patrol *Including Students in a Model of the Earth, Moon, and Sun System *Exploring Solar and Lunar Eclipses via 3-D Modeling Design Task

18

GRADE EIGHT

Space Systems Students who demonstrate understanding can: 8-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, or spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust or atmosphere), surface features (such as volcanoes), or orbital radius. Examples of data include statistical information, drawings and photographs, or models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets or other solar system bodies.] FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Analyze and interpret data to

determine similarities and differences in findings. (8-ESS1-3)

ESS1.B: Earth and the Solar System The solar system consists of the sun

and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (8-ESS1-3)

Scale, Proportion, and Quantity Time, space, and energy phenomena

can be observed at various scales using models to study systems that are too large or too small. (8-ESS1-3)

---------------------------------------------- Connections to Engineering,

Technology, and Applications of Science

Interdependence of Science, Engineering, and Technology Engineering advances have led to

important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems. (8-ESS1-3)

19

Phenomenon: Objects in the solar system exhibit scale and proportion. LESS COMPLEX MORE COMPLEX GATHERING

Gather information using models regarding the size (bigger, smaller) of the planets in the solar system

Use models to compare the relative size of the moon and the sun, recognizing that from Earth they appear similar in size, however, the sun is immensely larger than the moon.

Use models to compare the actual size and distance of the planets from the Earth or the Sun, or the distance between stars.

REASONING

Use models to develop evidence that the planets nearest the sun are smaller than the planets further away.

Use models to develop evidence that the sun is immensely larger than the moon.

Use models to develop evidence that celestial bodies vary in size and distance.

COMMUNICATING

Communicate (oral, written, or augmented) using models, to demonstrate that the planets that are near the sun are smaller in size than those farther away.

Communicate (oral, written, or augmented) using models that the sun is immensely larger than the moon.

Communicate (oral, written, or augmented) using models that celestial bodies vary in size and/or distance.

Investigations could include Scale of the Solar System, at NASA.gov, and Toilet Paper Solar System, by AstroSociety.org. Website: http://ngss.nsta.org/Classroom-Resources.aspx *Solar System Scale and Size *Toilet Paper Solar System

20

GRADE EIGHT

History of Earth Students who demonstrate understanding can: 8-ESS1-4 Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. [Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events could range from being very recent (such as the last Ice Age or the earliest fossils of Homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains or ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.] [Assessment Boundary: Assessment does not include recalling the names of specific periods or epochs and events within them.] FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Construct a scientific explanation

based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (8-ESS1-4)

ESS1.C: The History of Planet Earth The geologic time scale interpreted

from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. (8-ESS1-4)

Scale Proportion and Quantity Time, space, and energy phenomena

can be observed at various scales using models to study systems that are too large or too small. (8-ESS1-4)

21

Phenomenon: Fossils, rock layers, extinction of organisms, geological time scale LESS COMPLEX MORE COMPLEX GATHERING

Gather information from observation or from media (teacher provided) about the geological time scale as evidence of Earth’s history.

Gather information from observation or from media (teacher/student provided) about the geological time scale as evidence of Earth’s history.

Gather information from observation or from media (student provided) about the geological time scale as evidence of Earth’s history.

REASONING

Use information to construct an evidence based account for geological time scale.

Use evidence (e.g., measurements, observations, and/or patterns) to construct or support an explanation of the geological time scale.

Use evidence (e.g., measurements, observations and/or patterns) to construct or support an explanation of the geological time scale.

COMMUNICATING Communicate (oral, written or augmented) the information based on evidence of the geologic timescale of Earth’s history.

Communicate (oral, written or augmented) information that supports the explanation of the geological time scale.

Communicate (oral, written or augmented) that the rock strata and fossils are evidence of historical events in Earth’s history (dinosaur age, ice age).

Investigations could include fossils and rock strata (sequencing of events, timelines, card sorts)

Website: http://ngss.nsta.org/Classroom-Resources.aspx *Musical Plates – A Study of Earthquakes and Plate Tectonics *Who’s on First? A Relative Dating Activity

22

GRADE EIGHT

Natural Selection and Adaptations Students who demonstrate understanding can:

8-LS4-1 Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. [Clarification Statement: Emphasis is on finding patterns of change in the level of complexity of anatomical structures in organisms or the chronological order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record.]

FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Analyze and interpret data to

determine similarities and differences in findings. (8-LS4-1) ----------------------------------------------

Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon

logical and conceptual connections between evidence and explanations.

(8-LS4-1)

LS4.A: Evidence of Common Ancestry and Diversity The collection of fossils and their

placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (8-LS4-1)

Patterns Graphs, charts, and images can be

used to identify patterns in data. (8-LS4-1)

---------------------------------------------- Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and

events in natural systems occur in consistent patterns that are understandable through measurement and observation. (8-LS4-1)

23

Phenomenon: Fossil record can connect Tectonic plates LESS COMPLEX MORE COMPLEX GATHERING

Obtain information (teacher guided group collaboration) about fossils as a record of a living organism.

Obtain information (teacher/student guided group collaboration) about the types of fossils and the environment that existed long ago.

Obtain information (student guided group collaboration) comparing anatomical similarities of fossil to indicate evolutionary descent.

REASONING

Analyze and interpret data for patterns in fossils to document extinction as a record of a living thing.

Analyze and interpret data for patterns in fossils to document existence and extinction as a record of living things.

Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change.

COMMUNICATING

Use a model to communicate patterns in fossils as a record of a living thing.

Compare and contrast data collected in order to discuss similarities and differences in the patterns in the fossil record.

Compare and contrast data collected in order to discuss similarities and differences in the patterns in the fossil record.

Investigations could include pictographs, diagrams, models, fossil location mapping, study of index fossils.

Website: http://ngss.nsta.org/Classroom-Resources.aspx *The Day the Mesozoic Died *A Guide to Developing Literacy Practices in Science: Supporting Claims with Evidence by Using Argumentation Card Sort: Fossils *Phylogenetic Trees and the Classification of Fossils: How Should Biologists Classify Seymouria

24

GRADE EIGHT

Natural Selection and Adaptations Students who demonstrate understanding can:

8-LS4-2 Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarities or differences of the gross appearance of anatomical structures.]

FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Apply scientific ideas to construct an

explanation for real-world phenomena, examples, or events. (8-LS4-2)

LS4.A: Evidence of Common Ancestry and Diversity Anatomical similarities and differences

between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (8-LS4-2)

Patterns Patterns can be used to identify cause

and effect relationships. (8-LS4-2) ----------------------------------------------

Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and

events in natural systems occur in consistent patterns that are understandable through measurement and observation. (8-LS4-2)

25

Phenomenon: Analogous and homologous anatomical structures in plants or animals LESS COMPLEX MORE COMPLEX GATHERING

Gather information from observations (firsthand and from media) (teacher led) about anatomical structures in modern organisms.

Gather information from observations (firsthand and from media) (teacher/student led) about anatomical structures between fossils and modern organisms.

Gather information from observations (firsthand and from media) (student led) about anatomical structures between fossils and modern organisms.

REASONING

Use information to construct an explanation for anatomical similarities in the structures of modern organisms.

Use information to construct or support an explanation about the similarity of patterns of fossils and modern organisms.

Use information to construct or support an explanation about the similarity of patterns of fossils and modern organisms.

COMMUNICATING

Communicate an explanation for anatomical similarities in the structures of modern organisms.

Communicate an explanation about the anatomical similarities in the structures of patterns of fossils and modern organisms.

Communicate an explanation about the anatomical similarities in the structures of fossils and modern organisms.

Investigations could include whale bone structure, bat wing structure, human skeletal structure, or NetLogo Models Library simulations.

Website: http://ngss.nsta.org/Classroom-Resources.aspx *Teaching with Tarantulas *Using Local Street Trees to Teach the Concept of Common Ancestry *Stickleback Evolution Virtual Lab

26

GRADE EIGHT

Natural Selection and Adaptations Students who demonstrate understanding can:

8-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. [Clarification Statement: Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures.] [Assessment Boundary: Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.]

FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Analyze displays of data to identify

linear and nonlinear relationships. (8-LS4-3)

LS4.A: Evidence of Common Ancestry and Diversity Comparison of the embryological

development of different species also reveals similarities that show relationships not evident in the fully-formed anatomy. (8-LS4-3)

Patterns Graphs, charts, and images can be

used to identify patterns in data. (8-LS4-3)

27

Phenomenon: Different species have similar embryological patterns LESS COMPLEX MORE COMPLEX GATHERING

Obtain information about the similarities of the embryotic stages of different species.

Obtain information about the about the differences in the stages of embryotic development.

Obtain information about the differences in the embryo by observing the stages of development of different species.

REASONING

Analyze information to identify patterns in embryological development.

Analyze information to predict or determine which embryo will develop into which species.

Analyze information to compare patterns of similarities in the embryological development across multiple species.

COMMUNICATING

Communicate (oral, written, or augmented) the information about the patterns and similarities in embryotic stages.

Communicate (oral, written, or augmented) patterns of similarities and differences in embryotic stages to determine the species.

Communicate (oral, written, or augmented) patterns of similarities and differences in embryological development across multiple species.

Investigations could include pictures of embryos at different stages of development.

Website: Website: http://ngss.nsta.org/Classroom-Resources.aspx *Lab 20: Descent with Modification and Embryonic Development: Does Animal Embryonic Development Support or Refute

the Theory of Descent with Modification?

28

GRADE EIGHT

Natural Selection and Adaptations Students who demonstrate understanding can:

8-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Construct an explanation that includes

qualitative or quantitative relationships between variables that describe phenomena. (8-LS4-4)

LS4.B: Natural Selection Natural selection leads to the

predominance of certain traits in a population, and the suppression of others. (8-LS4-4)

Cause and Effect Phenomena may have more than one

cause, and some cause and effect relationships in systems can only be described using probability. (8-LS4-4)

29

Phenomenon: Survival of the fittest, adaptations such as camouflage, mimicry LESS COMPLEX MORE COMPLEX GATHERING

Gather information (teacher provided) about how genetic variations affect the population.

Gather information (teacher/student provided) about how genetic variations affect the population.

Gather information (student provided) about how genetic variations affect the population.

REASONING

Analyze information to construct an explanation based on evidence of how genetic variations affect the survival of population in a specific environment.

Analyze information to construct an explanation based on evidence of how genetic variations affect the survival and reproduction of population in a specific environment.

Analyze information to construct an explanation based on evidence of how genetic variations affect the survival and reproduction of population in a specific environment.

COMMUNICATING

Communicate explanation (oral, written, and augmented) based on evidence of how genetic variations affect the survival of population in a specific environment.

Communicate explanation (oral, written, and augmented) based on evidence of how genetic variations affect the survival and reproduction of population in a specific environment.

Communicate explanation (oral, written, and augmented) based on evidence of how genetic variations affect the survival and reproduction of population in a specific environment.

Investigations could include peppered moths, walking sticks camouflaged on bushes, size of elephant tusks, and coloration of mice or rabbits with the changing environment, Darwin bird beak variations.

Website: http://ngss.nsta.org/Classroom-Resources.aspx *Color Variation over Time in Rock Pocket Mouse Populations *An Origin of Species: Pollenpeepers *99.99% Antibacterial Products and Natural Selection *Clipbirds *Making Sense of Natural Selection *Big Hunt *The Gene Scene *Natural Selection

*Color Vision Genetics Evolution Simulation *Stickleback Evolution Virtual Lab *Lab 17: Mechanisms of Evolution: Why Does a Specific Version of a Trait Become More Common in a Population over Time

*Environmental Change and Evolution: Which Mechanism of Microevolution Caused the Beak of the Medium Ground Finch Population on Daphne Major to Increase in Size from 1976 to 1978? *Evolutionary Technology: Using Google Earth, Cyber Databases, and Geotagged Photos to Enhance Students’ Scientific Practices and Understanding of Darwin’s Theory of Evolution

30

GRADE EIGHT

Engineering, Technology, and Applications of Science Students who demonstrate understanding can: 8-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. [AR Clarification Statement: Students could investigate ways that humans consume resources and design a solution to a problem created by increased human population and consumption.] FOUNDATIONS: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Engaging in Argument from Evidence Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (8-ETS1-2)

ETS1.B: Developing Possible Solutions There are systematic processes for

evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (8-ETS1-2)

31

Solution: Seatbelts, fenders, bumpers, horns, airbags LESS COMPLEX MORE COMPLEX GATHERING

Using models, carry out investigations (teacher guided) about the interaction between two colliding objects, one stationary and one moving object.

Using models, carry out investigations (teacher/student guided) involving unbalanced forces (one stronger push) and the interaction between two colliding objects causing the object to move in a different direction.

Using models, carry out investigations (student guided) involving a difference in mass between two colliding objects causing the object to move in a different direction.

REASONING

Use tools and/or materials to design and/or build a device that solves the problems of two colliding objects, then evaluate multiple solutions to the problem of two objects colliding.

Use tools and/or materials to design and/or build a device that solves the problems of two colliding objects, then evaluate multiple solutions to the problem of two objects colliding.

Use tools and/or materials to design and/or build a device that solves the problems of two colliding objects, then evaluate multiple solutions to the problem of two objects colliding.

COMMUNICATING

Use evidence to communicate (oral, written, or augmented) the best solution to the problem of two objects colliding.

Use evidence to communicate (oral, written, or augmented) the best solution to the problem of two objects colliding with unbalanced forces.

Use evidence to communicate (oral, written, augmented) the best solution to the problem of two objects colliding with different masses.

Investigations could include trials with different materials to test the effectiveness of solutions such as seat belts, fenders, bumpers, horns, and airbags. Investigations should include the engineering design cycle. https://linkengineering.org