lab-aids correlations for the florida “next … · benchmark code earth/space science benchmark...

LAB-AIDSCORRELATIONSFORTHEFLORIDA“NEXTGENERATION”SUNSHINESTATESCIENCESTANDARDS

GRADES6-8

ForthefollowingFloridaM/Jcourses:2000010 (life science), 2001010 (earth/space science), and 2003010 (physical science)

MaterialsfromtheScienceEducationforPublicUnderstandingProgram(SEPUP)aredevelopedattheLawrenceHallofScience,attheUniversityofCalifornia,Berkeley,anddistributednationallybyLAB-AIDS,Inc.SEPUPmaterialsaresupportedbygrantsfromtheNationalScienceFoundation.AllothermaterialsdevelopedbyLAB-AIDS.ThiscorrelationisintendedtoshowselectedlocationsinSEPUP2ndEditionprogramsthatsupporttheFloridaScienceStandards.Itisnotanexhaustivelist;otherlocationsmayexistthatarenotlistedhere.

ThisdocumentwaspreparedbyMarkKoker,PhD,DirectorofCurriculumandTrainingatLAB-AIDS,withassistancefromLisaKelp,CurriculumSpecialist,andDinSeaver,DirectorofNewProductDevelopment.Formoreinformationaboutthiscorrelationorforquestionsaboutreviewcopies,presentations,oranymattersrelatedtosalesorservice,pleasevisitusonthewebatwww.lab-aids.com

KeytoSEPUPCoreSciencePrograms:SEPUPprogramsareavailableasfullyearcourses,orseparately,asunits,eachtaking3-9weekstocomplete,aslistedbelow.Eachofthefullyearprogramsbeginswitha“starter”unitsequenceonthescientificmethodinthecontextofeachparticulardiscipline.Forexample,theIssuesandLifeScience(IALS)coursecontainsaten-activityunitcalled“ExperimentalDesign:StudyingPeopleScientifically,”whichusesthesciencebehindclinicaltrialsonhumansubjects,toframethestudyofthelifesciences.Thesearelistedfirstineachcourse.

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SEPUPCourse/ActivityNumbers MainUnitIssue

IAES(IssuesandEarthScience)

StudyingSoilsScientifically,1-11 Whydon’tplantsgrowintheschoolgarden?RocksandMinerals,12-23 Howdodiamondsmadeinalabcomparetodiamondsminedfromtheearth?

ErosionandDeposition,24-35 WhereshouldBoomtownconstructthenewbuildings?

PlateTectonics,36-49 Whichsitewouldyourecommendforstoringnuclearwaste?

WeatherandAtmosphere,50-70 IsthegrowthofSunbeamCityaffectingitsweather,atmosphere,andwateravailability?

TheEarthinSpace,71-84 Whyaretheremanydifferentcalendars?

EarthandtheSolarSystem,85-98 Whatkindsoffuturespacemissionsshouldweconduct?

IALS(IssuesandLifeScience)

StudyingPeopleScientifically,1-10 Whichproposalshaveanexperimentaldesignworthfunding?

BodyWorks,11-29 Howcanyouconvincepeopletomakechoicesthatreducetheirlevelofheartdiseaserisk?

CellBiologyandDisease,30-53 Howisanemergingdiseasespread?Whatcanyoudotostopit?Genetics,54-71 Whataretheethicalissuesinvolvedinusinggeneticinformation?

Ecology,72-88 Whatarethetrade-offsofintroducingaspeciesintoanewenvironment?

Evolution,89-101 Whatarethetrade-offsindecidingwhethertosaveanendangeredspeciesortore-createanextinctone?

Bioengineering,102-108 Howarenewsolutionstoproblemsinlifesciencedeveloped?

IAPS(IssuesandPhysicalScience)

StudyingMaterialsScientifically,1-11 Howshouldunidentifiedmaterialsbehandled?

TheChemistryofMaterials,12-29 Whenyoubuyanewproduct,doyouthinkaboutwhatmaterialsitismadeof?Whatwillhappentoitwhenyounolongerhaveauseforit?

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Water,30-52 Whatdoesyourcommunitydotomakeitswatersafetodrink?Whoseresponsibilityisit?

Energy,53-72 Canyouhelpafamilydecidewhatenergyimprovementstheyshouldinvestin?

ForceandMotion,73-88 Shouldnoncommercialvehiclesbemorealike?Waves,89-99 Aretheresituationsinwhichsomewavesareharmfultoyourhealth?KeytoCorrelations

Samplecitation:

SC.6.E.7.4 Differentiateandshowinteractionsamongthegeosphere,hydrosphere,cryosphere,atmosphere,andbiosphere.

IAES5,19,38,53,57,62,66

Floridastandard

Textofstandard

LocationinSEPUPprogramwherethestandardisaddressed.Thiscanbeineitherthestudentedition(SE),teacheredition(TE),orteacherresources(TR).Insomecases,digitaloronlinecontentmaybereferencedwithaURL.

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COURSETITLE:M/JEarth/SpaceScienceCOURSECODE:2001010

BENCHMARKCODE EARTH/SPACESCIENCEBENCHMARKLESSONSWHEREBENCHMARKISDIRECTLYADDRESSEDIN-

DEPTHINMAJORTOOL(Pleaseseeboththestudenteditionandteacheredition)

SC.6.E.6.1 DescribeandgiveexamplesofwaysinwhichEarth'ssurfaceisbuiltupandtorndownbyphysicalandchemicalweathering,erosion,anddeposition.

IAES5,281,29,31,32

SC.6.E.6.2 RecognizethatthereareavarietyofdifferentlandformsonEarth'ssurfacesuchascoastlines,dunes,rivers,mountains,glaciers,deltas,andlakesandrelatetheselandformsastheyapplytoFlorida.

IAES24,25,26,28,29,30,31,32,33,34,37,42,45,47,48

SC.6.E.7.1 Differentiateamongradiation,conduction,andconvection,thethreemechanismsbywhichheatistransferredthroughEarth'ssystem.

IAES46,46A

SC.6.E.7.2 Investigateandapplyhowthecyclingofwaterbetweentheatmosphereandhydrospherehasaneffectonweatherpatternsandclimate.

IAES58,60,62

SC.6.E.7.3 Describehowglobalpatternssuchasthejetstreamandoceancurrentsinfluencelocalweatherinmeasurabletermssuchastemperature,airpressure,winddirectionandspeed,andhumidityandprecipitation.

IAES57,58

SC.6.E.7.4 Differentiateandshowinteractionsamongthegeosphere,hydrosphere,cryosphere,atmosphere,andbiosphere.

IAES5,19,38,53,57,62,66

SC.6.E.7.5 Explainhowenergyprovidedbythesuninfluencesglobalpatternsofatmosphericmovementandthe

IAES55,56,57,58,62

1ActivityreferencesarelinkedtotheTeacher’sEditionunlessotherwisespecified.Whilespecificevidenceofalignmentmaybewithintheactivity,linksareconnectedtothefirstpageofthelessontoprovidecontext.ReviewersmayfindithelpfultosimultaneouslyreferencethesameactivitynumberintheStudentBook.

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temperaturedifferencesbetweenair,water,andland.SC.6.E.7.6 Differentiatebetweenweatherandclimate. IAES52,53,66SC.6.E.7.7 Investigatehownaturaldisastershaveaffectedhuman

lifeinFlorida.IAES30,50,52

SC.6.E.7.8 Describewayshumanbeingsprotectthemselvesfromhazardousweatherandsunexposure.

IAES30,50,52,53,87

SC.6.E.7.9 Describehowthecompositionandstructureoftheatmosphereprotectslifeandinsulatestheplanet.

IAES64,65

SC.6.N.1.1 Defineaproblemfromthesixthgradecurriculum,useappropriatereferencematerialstosupportscientificunderstanding,planandcarryoutscientificinvestigationofvarioustypes,suchassystematicobservationsorexperiments,identifyvariables,collectandorganizedata,interpretdataincharts,tables,andgraphics,analyzeinformation,makepredictions,anddefendconclusions.

SEPUP“DesigningInvestigation(DI)”activitytypescallforstudentstostatehypothesesorpredictionsclearly,designaprocedure,collectandanalyzedata,identifyvariables,stateanddefendconclusions.SeeforexampleIAES16,51,55,67,72

SC.6.N.1.2 Explainwhyscientificinvestigationsshouldbereplicable.

IAES1,4,55,TEScienceSkillsStudentSheet8,“WhatisScience?”

SC.6.N.1.3 Explainthedifferencebetweenanexperimentandothertypesofscientificinvestigation,andexplaintherelativebenefitsandlimitationsofeach.

IAES1,53,68,TEScienceSkillsStudentSheet8,“WhatisScience?”

SC.6.N.1.4 Discuss,compare,andnegotiatemethodsused,resultsobtained,andexplanationsamonggroupsofstudentsconductingthesameinvestigation.

SEPUP“DesigningInvestigation(DI)”activitytypescallforstudentstodesignaprocedure,collectandanalyzedata,identifyvariables,stateanddefendexplanationsandconclusions.SeeIAES16,51,52,55,67,72

SC.6.N.1.5 Recognizethatscienceinvolvescreativity,notjustin IAES16,41,51,52,55,62,67,72

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designingexperiments,butalsoincreatingexplanationsthatfitevidence.

SC.6.N.2.1 Distinguishsciencefromotheractivitiesinvolvingthought.

IAES1,2,41,42

SC.6.N.2.2 Explainthatscientificknowledgeisdurablebecauseitisopentochangeasnewevidenceorinterpretationsareencountered.

IAES1,41,42

SC.6.N.2.3 Recognizethatscientistswhomakecontributionstoscientificknowledgecomefromallkindsofbackgroundsandpossessvariedtalents,interests,andgoals.

IAES35,40,41,50,57,87

SC.6.N.3.1 Recognizeandexplainthatascientifictheoryisawell-supportedandwidelyacceptedexplanationofnatureandisnotsimplyaclaimposedbyanindividual.Thus,theuseofthetermtheoryinscienceisverydifferentthanhowitisusedineverydaylife.

IAES1,41,42,ScienceSkillsStudentSheet8,“WhatisScience?

SC.6.N.3.2 Recognizeandexplainthatascientificlawisadescriptionofaspecificrelationshipundergivenconditionsinthenaturalworld.Thus,scientificlawsaredifferentfromsocietallaws.

IAES21,95,96,ScienceSkillsStudentSheet8,“WhatisScience?”

SC.6.N.3.3 Giveseveralexamplesofscientificlaws. IAES21,95,96,ScienceSkillsStudentSheet8,“WhatisScience?”

SC.6.N.3.4 Identifytheroleofmodelsinthecontextofthesixthgradesciencebenchmarks.

Modelingandtheuseandconstructionofmodels,arekeycomponentstoallSEPUPcurricula.OneofSEPUP’s10differentactivitytypesis“Modeling”andanotheris“ComputerSimulation.”Bothfocusontheuseofdifferenttypesofmodelsinthescienceclassroom.SeeIAES21,28,31,37,43,47,48,62,76,77,80,81,90.Inaddition,otheractivitiesalsoinvolvetheuseofmodelsand“TalkingDrawings.”SeeIAES25,26,32,38,40,67,73,91,93.

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SC.7.E.6.1 DescribethelayersofthesolidEarth,includingthelithosphere,thehotconvectingmantle,andthedensemetallicliquidandsolidcores.

IAES38,42,46.

SC.7.E.6.2 Identifythepatternswithintherockcycleandrelatethemtosurfaceevents(weatheringanderosion)andsub-surfaceevents(platetectonicsandmountainbuilding).

IAES19,22,29,37,42.

SC.7.E.6.3 IdentifycurrentmethodsformeasuringtheageofEarthanditsparts,includingthelawofsuperpositionandradioactivedating.

IAES21,39.

SC.7.E.6.4 ExplainandgiveexamplesofhowphysicalevidencesupportsscientifictheoriesthatEarthhasevolvedovergeologictimeduetonaturalprocesses.

IAES39,41,42,47.

SC.7.E.6.5 ExplorethescientifictheoryofplatetectonicsbydescribinghowthemovementofEarth'scrustalplatescausesbothslowandrapidchangesinEarth'ssurface,includingvolcaniceruptions,earthquakes,andmountainbuilding.

IAES37,42,43,45,47,48.

SC.7.E.6.6 IdentifytheimpactthathumanshavehadonEarth,suchasdeforestation,urbanization,desertification,erosion,airandwaterquality,changingtheflowofwater.

IAES30,36,49.

SC.7.E.6.7 RecognizethatheatflowandmovementofmaterialwithinEarthcausesearthquakesandvolcaniceruptions,andcreatesmountainsandoceanbasins.

IAES37,38,42,43,45,46,47.

SC.8.E.5.1 Recognizethatthereareenormousdistancesbetweenobjectsinspaceandapplyourknowledgeoflightandspacetraveltounderstandthisdistance.

IAES88,90.

SC.8.E.5.2 Recognizethattheuniversecontainsmanybillionsofgalaxiesandthateachgalaxycontainsmanybillionsof

IAES86,87,88.

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stars.SC.8.E.5.3 Distinguishthehierarchicalrelationshipsbetween

planetsandotherastronomicalbodiesrelativetosolarsystem,galaxy,anduniverse,includingdistance,size,andcomposition.

IAES86,88,90,92.

SC.8.E.5.4 ExploretheLawofUniversalGravitationbyexplainingtherolethatgravityplaysintheformationofplanets,stars,andsolarsystemsandindeterminingtheirmotions.

IAES95,96.

SC.8.E.5.5 Describeandclassifyspecificphysicalpropertiesofstars:apparentmagnitude(brightness),temperature(color),size,andluminosity(absolutebrightness).

IAES86,87,88,92.

SC.8.E.5.6 Createmodelsofsolarpropertiesincluding:rotation,structureoftheSun,convection,sunspots,solarflares,andprominences.

IAES92.

SC.8.E.5.7 CompareandcontrastthepropertiesofobjectsintheSolarSystemincludingtheSun,planets,andmoonstothoseofEarth,suchasgravitationalforce,distancefromtheSun,speed,movement,temperature,andatmosphericconditions.

IAES88,90,91.

SC.8.E.5.8 ComparevarioushistoricalmodelsoftheSolarSystem,includinggeocentricandheliocentric.

IAES92

SC.8.E.5.9 Explaintheimpactofobjectsinspaceoneachotherincluding:theSunontheEarthincludingseasonsandgravitationalattraction,andtheMoonontheEarth,includingphases,tides,andeclipses,andtherelativepositionofeachbody.

IAES75,76,77,82,96.

SC.8.E.5.10 Assesshowtechnologyisessentialtoscienceforsuchpurposesasaccesstoouterspaceandotherremotelocations,samplecollection,measurement,data

IAES85,87,93,94.

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collectionandstorage,computation,andcommunicationofinformation.

SC.8.E.5.11 Identifyandcomparecharacteristicsoftheelectromagneticspectrumsuchaswavelength,frequency,use,andhazardsandrecognizeitsapplicationtoanunderstandingofplanetaryimagesandsatellitephotographs.

IAES87.

SC.8.E.5.12 SummarizetheeffectsofspaceexplorationontheeconomyandcultureofFlorida.

IAES85.

LAFS.6.SL.1.1 Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnersongrade6topics,texts,andissues,buildingonothersideasandexpressingtheirownclearly.Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;explicitlydrawonthatpreparationbyreferringtoevidenceonthetopic,text,orissuetoprobeandreflectonideasunderdiscussion.Followrulesforcollegialdiscussions,setspecificgoalsanddeadlines,anddefineindividualrolesasneeded.Poseandrespondtospecificquestionswithelaborationanddetailbymakingcommentsthatcontributetothetopic,text,orissueunderdiscussion.Reviewthekeyideasexpressedanddemonstrateunderstandingofmultipleperspectivesthroughreflectionandparaphrasing.

SEPUPsupportsdiscussioninthescienceclassroom,seeforexample

● StrategiesforFacilitatingGroupDiscussion,TR2pg.49-50,andpg.80-81.

● GuidelinesforOralPresentations,TRp.82.● “TalkingitOver”activities,IAES36,41,50,71,98.● DiscussionWebStudentSheets11.1,23.1,35.1,36.2,

49.2.● CommunicationSkillssupportforassessmentonTR

pg.131.● ExampleofCommunicationSkillsprompts:Teaching

SuggestionsinIAES69andLiteracyTransparency2,“OralPresentations.”

LAFS.6.SL.1.2 Interpretinformationpresentedindiversemediaandformats(e.g.,visually,quantitatively,orally)andexplainhowitcontributestoatopic,text,orissueunderstudy.

SEPUPhastendistinctanddifferentactivitytypesincludinglabs,readings,viewandreflect,talkingitover,modeling,andmorethatcallforstudentstoprocessinformationindifferent

2The Teacher Resources (TR) book is an additional, invaluable resource for teachers - many refer to it as their “ongoing Professional Development book.” In the correlations, we reference supports from four main sections in the TR; Course Essentials, Diverse Learners, Assessment, and More Resources.

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primaryformats.See,forexample,theSEPUPapproachtoliteracystartingonTRpg.72whichprovidesanoverviewofdiversemediaandformatssuchasmediaviewingstrategies,talkingdrawings)andusesavarietyofformatssuchasprintbased(withliteracysupportsasnotedhere),roleplays(IAES8,35),mediaviewingandcomputersimulations(e.g.,42,47,64,76,81),andTalkingItOveractivities(23,41,50,70,71).

LAFS.6.SL.1.3 Delineateaspeaker’sargumentandspecificclaims,distinguishingclaimsthataresupportedbyreasonsandevidencefromclaimsthatarenot.

StudentprogressinthisareaisassessedusingtheRecognizingRelevantEvidencescoringguideonTRpg.130andtheOrganizingScientificIdeasscoringguideonTRpg.131.ActivitiesthatshowthisskillincludeIAES2,11(AQ23),41(AQ3),SeealsoLiteracyStudentSheet1e,“MediaLiteracy.”

LAFS.6.SL.2.4 Presentclaimsandfindings,sequencingideaslogicallyandusingpertinentdescriptions,facts,anddetailstoaccentuatemainideasorthemes;useappropriateeyecontact,adequatevolume,andclearpronunciation.

SEPUPhasactivitiesandassessmentscoringguidesdesignedtosupportcommunicatingscientificinformation,includingoralspeakingskillssuchasenunciation,projection,andeyecontact,aswellastheabilitytologicallyorganizeargumentsandevidencerelatedtoaproblem.See:

● GuidelinesforOralPresentations,TRpg.82.● “TalkingitOver”activities,IAES2,23,24,36,41,49…● DiscussionWebStudentSheets11.1,23.1,35.1,36.2,

49.1.● CommunicationSkillssupportforassessmentonTR

pg.131.● ExampleofCommunicationSkillsprompts:IAES69

andLiteracyTransparency2,“OralPresentations”.LAFS.6.SL.2.5 Includemultimediacomponents(e.g.,graphics,images,

music,sound)andvisualdisplaysinpresentationstoBesidesusingprint-basedsources,SEPUPusesnontraditionalformatssuchasmediaviewingandcomputersimulations(see

3TheseactivitiesspecificallyreferencetheAnalysisQuestions(AQ)locatedneartheendoftheactivityset.ThelinkconnectstothefirstpageinthelessonbuttheadditionalAQreferencesshouldbenoted.

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clarifyinformation. forexampleIAES42,47,64,76,81).WealsohavemanyonlinevideosofthelabsthemselvesusingouronlineLABsent®program.Seeforexample,LABsentActivity46:ConvectionCurrents,Activity32:ModelingErosion,andActivity28:CuttingCanyonsandBuildingDeltas

LAFS.68.RST.1.1

Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts.

SEPUPhasawell-developedapproachtosupportingliteracythatincludesanalysisoftechnicaltexts.See,forexample,theSEPUPapproachtoliteracy,especiallyDirectedActivitiesRelatedtoText(DART),TRpg.76-77,andthefollowingstrategies:

● Readingswithembedded“Stopping-to-Think”(STT)strategy:5,19,29,33,38,45,58,60,66,74,78,87,92,96

● Three-levelreadingguides:StudentSheets15.1,29.1,78.1,87.1

● Anticipationguides:StudentSheets18.1,44.1,55.1,62.1,63.1,74.1.

LAFS.68.RST.1.2 Determinethecentralideasorconclusionsofatext;provideanaccuratesummaryofthetextdistinctfrompriorknowledgeoropinions.

SEPUPhasawell-developedapproachtosupportingliteracythatincludesdeterminingcentralideasandconclusions,aswellassummarizinginformationaltexts.See,forexample,theSEPUPapproachtoliteracy,especiallyStrategiesforSupportingReadingComprehension,TRpg.76-77,andthefollowingstrategiesbelow.Readingswithembedded“stop-tothink”(STT)strategy:IAES5,19,29,33,38,45,58,60,66,74,78,87,92,96Three-levelReadingGuidesareusedtoanalyzeliteral,interpretive,andappliedlevelsofunderstandingoftexts:Seeforexample,IAESStudentSheets15.1,29.1,78.1,87.1

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DirectedActivitiesRelatedtoText:IAESStudentSheets2.2,19.2,34.1,45.1,53.1.

LAFS.68.RST.1.3 Followpreciselyamultistepprocedurewhencarryingoutexperiments,takingmeasurements,orperformingtechnicaltasks.

SEPUPhastendistinctanddifferentactivitytypes,includinglabsandinvestigations(similarapproachesbutusingless“wet”equipment).Seeforexampleall“laboratory”typeactivities:IAES3,4,6,10,13,16,17,20,46,59,61,63,67,93.

LAFS.68.RST.2.4 Determinethemeaningofsymbols,keyterms,andotherdomain-specificwordsandphrasesastheyareusedinaspecificscientificortechnicalcontextrelevanttogrades6-8textsandtopics.

KeytermsandvocabularywordsandphrasesareintroducedincontextasdescribedintheTeacher’sResourcesforLiteracySupport(seeforexample,TRpg.45,47,73,75,83,86-87).TheTEintroducesnewwordsandphrasesinboldrepresentingfirsttimeuse,soteacherscanplaneffectively.WeathermapsymbolsareintroducedinIAES69(seeforexample,AQ24)andtheuseofstandardweathersymbolsintheStudentBook,pg.E-88-89.

LAFS.68.RST.2.5 Analyzethestructureanauthorusestoorganizeatext,includinghowthemajorsectionscontributetothewholeandtoanunderstandingofthetopic.

SEPUPhasawell-developedapproachtosupportingliteracythatincludesanalysisoftext.See,forexample,theSEPUPapproachtoLiteracy,especiallytheDirectedActivitiesRelatedtoText(DART),TRpg.76-77,andthefollowingstrategies:TheThree-levelReadingGuide(TLRG)isabuilt-inliteracystrategyinSEPUPthathelpsstudentanalyzetheauthor’sintentTheguidecontainsaseriesofstatementsfromthethreelevelsofunderstanding,listedherefromlowertohigher:literal,interpretive,andapplied.Literalstatementsguidethestudenttolookforideasthatareexplicitlypresentedinthereading,insomecasesusingidenticalwords

4Thisactivitycitation,andotherslikeitoccurringlaterinthedocument,specificallyreferencestheAnalysisQuestions(AQ)locatedneartheendoftheactivityset.TheadditionalAQreferencesshouldbenoted.

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orphrases.Interpretivestatementsrequirestudentstoprocessinformationandrecognizeideasthatareoftenimplicit.Appliedstatementsdonothaveasinglecorrectresponse,butarethereforstudentstosupportordisputebasedoninformationfoundinthereadingaswellastheirownideas.Theseappliedstatementssometimesrelatethefactualinformationinthereadingtoeverydaylifeandmaybeusedasthebasisofaclassdiscussion.AtemplateforthisstrategycanbefoundonLiteracyStudentSheet3,“Three-levelReadingGuideTemplate,”andTLRGcanbefoundinIAESStudentSheets15.1,29.1,78.1,87.1.

LAFS.68.RST.2.6 Analyzetheauthor’spurposeinprovidinganexplanation,describingaprocedure,ordiscussinganexperimentinatext.

Three-levelReadingGuidesareusedtoinfertheauthor’spurposeandtopredictmeaningsnotstatedexplicitly.SeeIAESStudentSheets15.1,87.1.

LAFS.68.RST.3.7 Integratequantitativeortechnicalinformationexpressedinwordsinatextwithaversionofthatinformationexpressedvisually(e.g.,inaflowchart,diagram,model,graph,ortable).

SEPUPhasawell-developedapproachtosupportingliteracythatincludescommunicatingscientificinformationwithsupplementaryvisualformats.See,forexample,theSEPUPapproachtoLiteracySupportonStrategiesforUnderstandingConcepts,TRpg.83-86,andthefollowingstrategiesbelow.

● ConceptMaps:IAES5,6,9,15,19,29,33,60,84● VennDiagrams:IAES3,5,42,77● TalkingDrawings:IAES19,38,73,90,91● Makes/interpretsgraphs:IAES27,51,52,55,70,75,

93,95.LAFS.68.RST.3.8 Distinguishamongfacts,reasonedjudgmentbasedon

researchfindings,andspeculationinatext.DiscussionWebsaregraphicorganizersthathelpstudentsarrangeevidencetheyhavegatheredprimarilyfromreadings.LiteracyStudentSheet6,“DiscussionWeb,”providesatemplateforthisstrategy.Discussionwebssupportstudentsinengagingwithinformationfromtextandothersourcesandthenwitheachothertocometoanevidence-based

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conclusion.Anyquestionorissuethatinvolvestwoviewpointsormorethanonepotentiallyacceptableanswercanbeexploredusingthisstrategy.SeeforexampleTRpg.80-81andStudentSheets11.1(notatypicaldiscussionweb,butdoespromoteexaminationofevidence),23.1,35.1,36.2,49.1.SeealsotheRecognizingEvidence(RE)scoringguideonTRpg.130andthefollowingactivitiesthatuseit:34,70,97.

LAFS.68.RST.3.9 Compareandcontrasttheinformationgainedfromexperiments,simulations,video,ormultimediasourceswiththatgainedfromreadingatextonthesametopic.

SEPUPfeaturestendifferentactivitytypestosupportdifferentstudentlearningstyles.Someofthesearetext-based,suchasreadingsandroleplays,andsomeinvolvedirectexperience/handsonlearningsuchaslabs,andstillothersinvolveothermodalities,suchasview/reflectordiscussions.Allprovidesupportforstudentstoexperiencemorethanonewaytolearn.Seeforexample,SEPUPSupportsMultipleLearningStyles,TRpg.40-41.

LAFS.68.WHST.1.1 Writeargumentsfocusedondiscipline-specificcontent.Introduceclaim(s)aboutatopicorissue,acknowledgeanddistinguishtheclaim(s)fromalternateoropposingclaims,andorganizethereasonsandevidencelogically.Supportclaim(s)withlogicalreasoningandrelevant,accuratedataandevidencethatdemonstrateanunderstandingofthetopicortext,usingcrediblesources.Usewords,phrases,andclausestocreatecohesionandclarifytherelationshipsamongclaim(s),counterclaims,reasons,andevidence.Establishandmaintainaformalstyle.Provideaconcludingstatementorsectionthatfollowsfromandsupportstheargumentpresented.

SEPUPhasactivitiesandassessmentproceduresthatsupportclaimsw/evidencearguments,recognizingevidenceversusopinionandusingevidencetomakeeducateddecisionsthatrequiretrade-offs.ThesearedescribedinmoredetailonTRpg.114-117,theRE(recognizingevidence)andET(evidence/tradeoffs)scoringguidescanbefoundonTRpg.130.ThefollowingactivitiescallforstudentstoproducewritingsamplesscoredwiththeREandETscoringguides:RE:IAES34(AQ1),70(AQ2)ET:35(AQ1),36(AQ2),49,(AQ2)…

LAFS.68.WHST.1.2 Writeinformative/explanatorytexts,includingthenarrationofhistoricalevents,scientificprocedures/experiments,ortechnicalprocesses.Introduceatopic

TheSEPUPprogramrequiresdailywritinginthestudentsciencenotebookforthepurposeofdocumentingscientificproceduresandexperiments.SeeTRpg.78-79,86and

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clearly,previewingwhatistofollow;organizeideas,concepts,andinformationintobroadercategoriesasappropriatetoachievingpurpose;includeformatting(e.g.,headings),graphics(e.g.,charts,tables),andmultimediawhenusefultoaidingcomprehension.Developthetopicwithrelevant,well-chosenfacts,definitions,concretedetails,quotations,orotherinformationandexamples.Useappropriateandvariedtransitionstocreatecohesionandclarifytherelationshipsamongideasandconcepts.Usepreciselanguageanddomain-specificvocabularytoinformaboutorexplainthetopic.Establishandmaintainaformalstyleandobjectivetone.Provideaconcludingstatementorsectionthatfollowsfromandsupportstheinformationorexplanationpresented.

LiteracyStudentSheets1aand1b.ThiswritingisassessedfromtimetotimeusingtheCommunicatingSkills(CS)andOrganizingScientificIdeas(SI)scoringguides,describedonTRpg.131.DesigningInvestigationActivitytypescallforstudentstowritetheirownprocedures.ExamplesofSIprompts:IAES41(AQ3),62(AQ4).ExamplesofCSprompts:69,84(SBProcedures).ExamplesofDIpromptscanbeseenintheSBProceduresforIAES16,55,67.ThreetypesofWritingFramesareprovided,seethediscussiononTRpg.78-79andLiteracyStudentSheets4and5.NotetheSEPUPVocabularyApproach.

LAFS.68.WHST.2.4 Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.

TheSEPUPprogramrequiresdailywritinginthestudentsciencenotebookforthepurposeofdocumentingscientificproceduresandexperiments.SeeTRpg.78andTRpg.86andLiteracyStudentSheets1aand1b.ThiswritingisassessedfromtimetotimeusingtheCommunicationSkills(CS)andOrganizingScientificIdeas(SI)scoringguides,shownonTRpg.131.DesigningInvestigationActivitytypescallforstudentstowritetheirownprocedures.ExamplesofSIprompts:IAES41(AQ3),62(AQ4),83,98.ExamplesofCSprompts:35,69,84.ExamplesofDIpromptscanbeseenintheProceduresforIAES55and67.

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ThreetypesofWritingFramesareprovided,seethediscussiononTRpg.78-79andLiteracyStudentSheets4and5.NotetheSEPUPVocabularyApproach.

LAFS.68.WHST.2.5 Withsomeguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonhowwellpurposeandaudiencehavebeenaddressed.

SEPUPhasawell-developedapproachtosupportingliteracythatincludesanalysisoftext.See,forexample,theSEPUPSupportforLiteracy,andthefollowingstrategiesbelow.WritingFrame-IAES11,16,36,41,55,83WritingReview(usedforpeerreviewofwritingsamples)–pleaseseeLiteracyStudentSheet5intheTR.

LAFS.68.WHST.2.6 Usetechnology,includingtheInternet,toproduceandpublishwritingandpresenttherelationshipsbetweeninformationandideasclearlyandefficiently.

SEPUPhasawell-developedapproachtosupportingliteracythatincludessupportingstudentwritingincludingrevisionofexistingdrafts.See,forexample,theSEPUPSupportforLiteracy,andthefollowingstrategiesbelow.WritingFrame-IAES11,16,36,41,55,83WritingReview(usedforpeerreviewofwritingsamples)–pleaseseeLiteracyStudentSheet5intheTR..Usingthesesupportsinconjunctionwithaclassroomscienceblogcanbeagreatassetforhelpingincreaseyourstudents’literacyskills.AbriefblogtutorialisincludedintheTRpagesasLiteracyStudentSheet12.

LAFS.68.WHST.3.7 Conductshortresearchprojectstoansweraquestion(includingaself-generatedquestion),drawingonseveralsourcesandgeneratingadditionalrelated,focusedquestionsthatallowformultipleavenuesofexploration.

IAES52

LAFS.68.WHST.3.8 Gatherrelevantinformationfrommultipleprintanddigitalsources,usingsearchtermseffectively;assessthe

SeeforexampleIAESTRLiteracyStudentSheets1d,GuidelinesforUsingandCitingInformationfromInternet

17



credibilityandaccuracyofeachsource;andquoteorparaphrasethedataandconclusionsofotherswhileavoidingplagiarismandfollowingastandardformatforcitation.

Sources,andMediaLiteracy,StudentSheet1e.IAES52,89

LAFS.68.WHST.3.9 Drawevidencefrominformationaltextstosupportanalysisreflection,andresearch.

TwoofthedistinctSEPUPactivitytypesinvolvegatheringinformationfrominformationaltexts:

● In“Reading”typeactivities,studentsextractimportantsciencecontentfrompassagesofformalsciencewriting.Theconcludinganalysisitemsaskstudentstodescribe,explain,andreflectupontheinformationpresented.Seeforexample,IAES5,15,19,29,33,38,45

● In“TalkingItOver”typeactivities,studentsreadlessformaltextrelatedto,andextending,topicscoveredbyandobservationsmadein,precedinglabsandinvestigations.Studentsusethisadditionalinformationandtheaccompanyinganalysisitemstoreflectuponandhelpanalyzetheirpreviouslyacquireddata.Seeforexample,IAES2,23,24,36,49,50

ThreeLevelReadingGuidescallforstudentstofurtheranalyzeinformationaltext,seeforexampleIAESStudentSheets15.1,29.1,78.1,87.1.Additionally,severalactivitiesincludeDiscussionSheetswhichpresentashortertextpassagewithconcludingquestionsdesignedforsmallandlargegroupdiscussion.See,forexample,IAESStudentSheets1.1,30.1,63.1,85,87.

LAFS.68.WHST.4.10 Writeroutinelyoverextendedtimeframes(timeforreflectionandrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeofdiscipline-specific

Thebuilt-inSupportforLiteracy(TRpg.72-112)supportsshort-andlong-formstudentwritinginavarietyofcontexts,fromdailyentriesinthestudentlabnotebook,tolongform

18



tasks,purposes,andaudiences. reportwriting.Ashortsummaryofthesestrategiesareprovidedhere,andmoreinformationcanbefoundinSectionIIoftheTeacher’sResources.ScienceNotebookWritingGuidelines.(LiteracyStudentSheets1aand1b).Aswithmostscienceclasses,studentskeepasciencenotebookthroughouttheIAEScourse,makingentriespertheinstructionsintheStudentBookthataskthemtorecorddata,observations,hypotheses,conclusions,andotherinformation.Keepinganotebookhelpsstudentsprocessideas,keeptrackofdata,andbuildscientificobservationandscientificwritingskills.

WritingFrame-IAES11,16,36,41,55,83WritingReview(usedforpeerreviewofwritingsamples)–pleaseseeLiteracyStudentSheet5intheTR.

MAFS.6.EE.3.9 Usevariablestorepresenttwoquantitiesinareal-worldproblemthatchangeinrelationshiptooneanother;writeanequationtoexpressonequantity,thoughtofasthedependentvariable,intermsoftheotherquantity,thoughtofastheindependentvariable.Analyzetherelationshipbetweenthedependentandindependentvariablesusinggraphsandtables,andrelatethesetotheequation.Forexample,inaprobleminvolvingmotionatconstantspeed,listandgraphorderedpairsofdistancesandtimes,andwritetheequationd=65ttorepresenttherelationshipbetweendistanceandtime.

IAES95Seealso“BarGraphingChecklist,"ScienceSkillsStudentSheets3aand3band,ScienceSkillsStudentSheets4aand4b,“ScatterplotandLineGraphingChecklist”.

MAFS.6.SP.2.4 Displaynumericaldatainplotsonanumberline,includingdotplots,histograms,andboxplots.

SEPUPsupportsworkingwithdatasetsgeneratedbystudentsandfromothersources.See,forexample,IAES27,51,55,75,

19



95.SeealsoScienceSkillsStudentSheets3aand3b,“BarGraphingChecklist,”andScienceSkillsStudentSheets4aand4b,“ScatterplotandLineGraphingChecklist,”,andStudentSheet4c,“InterpretingGraphs”.Supportforcalculatingtheinterquartilerange(IQR)andboxplotswithsampleandstudent-generateddatacanbefoundintheMeasuresofCentralTendencyResourceintheTR.

MAFS.6.SP.2.5 Summarizenumericaldatasetsinrelationtotheircontext,suchasby:Reportingthenumberofobservations.Describingthenatureoftheattributeunderinvestigation,includinghowitwasmeasuredanditsunitsofmeasurement.Givingquantitativemeasuresofcenter(medianand/ormean)andvariability(interquartilerangeand/ormeanabsolutedeviation),aswellasdescribinganyoverallpatternandanystrikingdeviationsfromtheoverallpatternwithreferencetothecontextinwhichthedataweregathered.Relatingthechoiceofmeasuresofcenterandvariabilitytotheshapeofthedatadistributionandthecontextinwhichthedataweregathered.

SEPUPprovidessupportforstudentsworkingwithnumericaldatasets,includingreportingnominalinformationsuchasnatureandunitsofmeasurement,andwhichmeasureofcentraltendencyisbestused.See,forexample,IAES21,27,51,54,82.Supportforcalculatingtheinterquartilerange(IQR)andboxplotswithsampleandstudent-generateddatacanbefoundintheMeasuresofCentralTendencyResourceintheTR.

ELD.K12.ELL.SC.1 Englishlanguagelearnerscommunicateinformation,ideasandconceptsnecessaryforacademicsuccessinthecontentareaofScience.

SEPUPprovidesELLstudentswithrichopportunitiesforwrittenandoralcommunicationforsocialandinstructionalpurposesatschool.Thisisaccomplishedthroughtheuseofthefollowingstrategies:

● ThecompletestudentbookispresentedalsoinSpanishlanguageformat.

● Vocabularyisintroducedwithoperationaldefinitions

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thatconnectconceptstolearningexperiences.(SeeTRpg.86-89)

● 4-2-1cooperativegroupingsencouragestudentinteractionsinanunthreateningenvironment(seeTRpg.3).

● StrategiesforfacilitatingGroupDiscussion(seeTRpg.80).Thisincludesinformal,pairtalkandformalpresentations.

● DiscussionWebs(TRpg.80-81),graphicorganizersthathelpstudentsthinkaheadaboutwhattheywanttosayaboutwhattheyhavedoneorread.AsseeninIAESStudentSheets11.1,23.1,35.1,36.2,49.2.

● OralPresentation(TRpg.82),guidelinesforformaloralcommunication.

WalkingDebates(TRpg.82-83),toolsthatallowstudentstoexpresstheiropinionsaboutissuesbymovingfromoneareaoftheroomtoanother.ThiscanbeusedwithDiscussionWebformatsaswellasotheropportunitiesforstudentstoshareopinionsorideas.

ELD.K12.ELL.SI.1 Englishlanguagelearnerscommunicateforsocialandinstructionalpurposeswithintheschoolsetting.



● Vocabularyisintroducedwithoperationaldefinitionsthatconnectconceptstolearningexperiences.(SeeTRpg.86-89)

● 4-2-1cooperativegroupingsencouragestudentinteractionsinanunthreateningenvironment(seeTRpg.3.)

21


DEPTHINMAJORTOOL(Pleaseseeboththestudenteditionandteacheredition)● StrategiesforfacilitatingGroupDiscussion(seeTRpg.

80).Thisincludesinformal,pairtalkandformalpresentations.

● DiscussionWebs(TRpg.80-81),graphicorganizersthathelpstudentsthinkaheadaboutwhattheywanttosayaboutwhattheyhavedoneorread.AsseeninIAESStudentSheets11.1,23.1,35.1,36.2,49.2.


WalkingDebates(TRpg.82-83),toolsthatallowstudentstoexpresstheiropinionsaboutissuesbymovingfromoneareaoftheroomtoanother.ThiscanbeusedwithDiscussionWebformatsaswellasotheropportunitiesforstudentstoshareopinionsorideas.

HE.6.C.1.3 Identifyenvironmentalfactorsthataffectpersonal

health.IAES30,36,49.

SC.7.N.1.1 Defineaproblemfromtheseventhgradecurriculum,useappropriatereferencematerialstosupportscientificunderstanding,planandcarryoutscientificinvestigationofvarioustypes,suchassystematicobservationsorexperiments,identifyvariables,collectandorganizedata,interpretdataincharts,tables,andgraphics,analyzeinformation,makepredictions,anddefendconclusions.

SEPUP“DesigningInvestigation(DI)”activitytypescallforstudentstostatehypothesesorpredictionsclearly,designaprocedure,collectandanalyzedata,identifyvariables,stateanddefendconclusions.SeeforexampleIAES16,32,51,55,67,72

SC.7.N.1.2Differentiatereplication(byothers)fromrepetition(multipletrials).

IAES43,48,72SeealsoStudentScienceSkillsSheet8,WhatisScience?

SC.7.N.1.3 Distinguishbetweenanexperiment(whichmustinvolve Studentshavemultipleexperienceswithdesigninglaboratory

22



theidentificationandcontrolofvariables)andotherformsofscientificinvestigationandexplainthatnotallscientificknowledgeisderivedfromexperimentation.

investigationsandwithusingotherlearningmodes,suchascomputer-basedsimulations.Seeforexample,IAES16,55,56,67,71,68,81SeealsoStudentScienceSkillsSheet8,WhatisScience?

SC.7.N.1.4

Identifytestvariables(independentvariables)andoutcomevariables(dependentvariables)inanexperiment.

IAES55,67SeeStudentScienceSkillsSheet8,WhatisScience?

SC.7.N.1.5

Describethemethodsusedinthepursuitofascientificexplanationasseenindifferentfieldsofsciencesuchasbiology,geology,andphysics.

IAES40,47SeeStudentScienceSkillsSheet8,WhatisScience?

SC.7.N.1.6

Explainthatempiricalevidenceisthecumulativebodyofobservationsofanaturalphenomenononwhichscientificexplanationsarebased.

SeeStudentScienceSkillsSheet8,WhatisScience?

SC.7.N.1.7

Explainthatscientificknowledgeistheresultofagreatdealofdebateandconfirmationwithinthesciencecommunity.

IAES40,41,42,73SeealsoStudentScienceSkillsSheet8,WhatisScience?

SC.7.N.2.1

Identifyaninstancefromthehistoryofscienceinwhichscientificknowledgehaschangedwhennewevidenceornewinterpretationsareencountered.

IAES40,41,42,92

SC.7.N.3.1

Recognizeandexplainthedifferencebetweentheoriesandlawsandgiveseveralexamplesofscientifictheoriesandtheevidencethatsupportsthem.

IAES42,95SeealsoStudentScienceSkillsSheet8,WhatisScience?

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SC.7.N.3.2Identifythebenefitsandlimitationsoftheuseofscientificmodels.

AllSEPUPmodelingactivitiesaskstudentstoconsiderlimitsofthemodelandhowitcanbeimproved.SeeforexampleIAES21,32,37,77

SC.8.N.1.1

Defineaproblemfromtheeighthgradecurriculumusingappropriatereferencematerialstosupportscientificunderstanding,planandcarryoutscientificinvestigationsofvarioustypes,suchassystematicobservationsorexperiments,identifyvariables,collectandorganizedata,interpretdataincharts,tables,andgraphics,analyzeinformation,makepredictions,anddefendconclusions.

SEPUP“DesigningInvestigation(DI)”activitytypescallforstudentstostatehypothesesorpredictionsclearly,designaprocedure,collectandanalyzedata,identifyvariables,stateanddefendconclusions.SeeforexampleIAES16,32,51,55,67,72

SC.8.N.1.2Designandconductastudyusingrepeatedtrialsandreplication.

SEPUP“DesigningInvestigation(DI)”activitytypescallforstudentstodesignaprocedure,collectandanalyzedatausingmultipletrials,andidentifyvariables,whereappropriate.Seeforexample,IAES55,67,72,93

SC.8.N.1.3

Usephrasessuchas"resultssupport"or"failtosupport"inscience,understandingthatsciencedoesnotofferconclusive'proof'ofaknowledgeclaim.

See“DevelopingCommunicationSkills”Studentsheet,TRpp.???,whichcontainsexamplesandpromptsoftheseandothertypesofstatementsdesignedtoencouragemorescientificcommunicationinclassandcanbeusedwithsuchactivitiesasIAES56,49,88.

SC.8.N.1.4

Explainhowhypothesesarevaluableiftheyleadtofurtherinvestigations,eveniftheyturnoutnottobesupportedbythedata.

IAES72,73,77,81SeealsoStudentScienceSkillsSheet8,WhatisScience?

SC.8.N.1.5Analyzethemethodsusedtodevelopascientificexplanationasseenindifferentfieldsofscience.

SeeStudentScienceSkillsSheet8,WhatisScience?

24



SC.8.N.1.6

Understandthatscientificinvestigationsinvolvethecollectionofrelevantempiricalevidence,theuseoflogicalreasoning,andtheapplicationofimaginationindevisinghypotheses,predictions,explanationsandmodelstomakesenseofthecollectedevidence.

SeeStudentScienceSkillsSheet8,WhatisScience?SEPUP“DesigningInvestigation(DI)”and“Modeling”activitytypescallforstudentstostatehypothesesorpredictionsclearly,designaprocedure,collectandanalyzedata,identifyvariables,stateanddefendconclusions.SeeforexampleIAES16,32,51,55,67,72SeealsoIAES21,32,37,77.

SC.8.N.2.1 DistinguishbetweenscientificandpseudoscientificideasIAES92SeeStudentScienceSkillsSheet8,WhatisScience?

SC.8.N.2.2 Discusswhatcharacterizesscienceanditsmethods. SeeStudentScienceSkillsSheet8,WhatisScience?

SC.8.N.3.1Selectmodelsusefulinrelatingtheresultsoftheirowninvestigations

SEPUPmodelingactivitiesaskstudentstodeveloptheirownmodeltorepresenttheirresultsandreflectonhowitcanbeimproved.SeeforexampleIAES21,32,37,77

SC.8.N.3.2Explainwhytheoriesmaybemodifiedbutarerarelydiscarded

IAES40,41,42,95

SC.8.N.4.1

Explainthatscienceisoneoftheprocessesthatcanbeusedtoinformdecisionmakingatthecommunity,state,national,andinternationallevels.

IAES30,35,36,97ThiscanbeexploredusingtheETscoringguide(seeIAES35,36,49,98)

SC.8.N.4.2Explainhowpolitical,social,andeconomicconcernscanaffectscience,andviceversa.

IAES30,35,36,97Students’ideasabouttradeoffs–inthiscasethepoliticalandsocialimplicationsofscience-relatedpolicies--areexploredandcanbeassessedusingtheETscoringguide.

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COURSETITLE:M/JLifeScienceCOURSECODE:2000010

BENCHMARKCODE LIFESCIENCEBENCHMARKLESSONSWHEREBENCHMARKISDIRECTLYADDRESSEDIN-


SC.6.L.14.1 Describeandidentifypatternsinthehierarchicalorganizationoforganismsfromatomstomoleculesandcellstotissuestoorganstoorgansystemstoorganisms.

IALS12,42(seeforexample,C-57).

SC.6.L.14.2 Investigateandexplainthecomponentsofthescientifictheoryofcells(celltheory):allorganismsarecomposedofcells(single-celledormulticellular),allcellscomefrompreexistingcells,andcellsarethebasicunitoflife.

IALS37,42

SC.6.L.14.3 Recognizeandexplorehowcellsofallorganismsundergosimilarprocessestomaintainhomeostasis,includingextractingenergyfromfood,gettingridofwaste,andreproducing.

IALS39,41,42

SC.6.L.14.4 Compareandcontrastthestructureandfunctionofmajororganellesofplantandanimalcells,includingcellwall,cellmembrane,nucleus,cytoplasm,chloroplasts,mitochondria,andvacuoles.

IALS40,42

SC.6.L.14.5 Identifyandinvestigatethegeneralfunctionsofthemajorsystemsofthehumanbody(digestive,respiratory,circulatory,reproductive,excretory,immune,nervous,andmusculoskeletal)anddescribewaysthesesystemsinteractwitheachothertomaintainhomeostasis.

IALS5,6,11,12,13-15,16-18,21-23,24,27,28.

SC.6.L.14.6 Compareandcontrasttypesofinfectiousagentsthatmayinfectthehumanbody,includingviruses,bacteria,fungi,andparasites.

IALS30,31(seeforexampleSS31.1,31.2),32-34,37,38,43,45(SS45.1),47-52.

SC.6.L.15.1 Analyzeanddescribehowandwhyorganismsare IALS44,45,75

26



classifiedaccordingtosharedcharacteristicswithemphasisontheLinnaeansystemcombinedwiththeconceptofDomains.

SC.7.L.15.1 Recognizethatfossilevidenceisconsistentwiththescientifictheoryofevolutionthatlivingthingsevolvedfromearlierspecies.

IALS98,99

SC.7.L.15.2 Explorethescientifictheoryofevolutionbyrecognizingandexplainingwaysinwhichgeneticvariationandenvironmentalfactorscontributetoevolutionbynaturalselectionanddiversityoforganisms.

IALS94,95,96,97,100

SC.7.L.15.3 Explorethescientifictheoryofevolutionbyrelatinghowtheinabilityofaspeciestoadaptwithinachangingenvironmentmaycontributetotheextinctionofthatspecies.

IALS98,99,100,101

SC.7.L.16.1 Understandandexplainthateveryorganismrequiresasetofinstructionsthatspecifiesitstraits,thatthishereditaryinformation(DNA)containsgeneslocatedinthechromosomesofeachcell,andthatheredityisthepassageoftheseinstructionsfromonegenerationtoanother.

IALS58,59,60,63-65.

SC.7.L.16.2 DeterminetheprobabilitiesforgenotypeandphenotypecombinationsusingPunnettSquaresandpedigrees.

IALS59,61,66

SC.7.L.16.3 Compareandcontrastthegeneralprocessesofsexualreproductionrequiringmeiosisandasexualreproductionrequiringmitosis.

IALS57

SC.7.L.16.4 Recognizeandexploretheimpactofbiotechnology(cloning,geneticengineering,artificialselection)ontheindividual,societyandtheenvironment.

IALS56,57,64,67,69,70,71

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SC.7.L.17.1 Explainandillustratetherolesofandrelationshipsamongproducers,consumers,anddecomposersintheprocessofenergytransferinafoodweb.

IALS78,79,80,81,86

SC.7.L.17.2 Compareandcontrasttherelationshipsamongorganismssuchasmutualism,predation,parasitism,competition,andcommensalism.

IALS72,73,77,80,84

SC.7.L.17.3 Describeandinvestigatevariouslimitingfactorsinthelocalecosystemandtheirimpactonnativepopulations,includingfood,shelter,water,space,disease,parasitism,predation,andnestingsites.

IALS72,73,84,85,87

SC.8.L.18.1 Describeandinvestigatetheprocessofphotosynthesis,suchastherolesoflight,carbondioxide,waterandchlorophyll;productionoffood;releaseofoxygen.

IALS42,81,82

SC.8.L.18.2 Describeandinvestigatehowcellularrespirationbreaksdownfoodtoprovideenergyandreleasescarbondioxide.

IALS39,41

SC.8.L.18.3 Constructascientificmodelofthecarboncycletoshowhowmatterandenergyarecontinuouslytransferredwithinandbetweenorganismsandtheirphysicalenvironment.

IALS79(SS79.2),80

SC.8.L.18.4 CiteevidencethatlivingsystemsfollowtheLawofConservationofMassandEnergy.

IALS79(SS79.2),80


IALS5,8,14,48,62,64,81,83

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SC.7.N.1.2 Differentiatereplication(byothers)fromrepetition(multipletrials).

IALS3,5,8,59,62

SC.7.N.1.3 Distinguishbetweenanexperiment(whichmustinvolvetheidentificationandcontrolofvariables)andotherformsofscientificinvestigationandexplainthatnotallscientificknowledgeisderivedfromexperimentation.

IALS37(SS37.2),58,69,SeealsoStudentScienceSkillsSheet8,WhatisScience?

SC.7.N.1.4 Identifytestvariables(independentvariables)andoutcomevariables(dependentvariables)inanexperiment.

IALS3,5,8,14,22,27,32,37(seealsoSS37.2),48,62,77,96SeealsoTR-ScienceSkillSheet4c,InterpretingGraphs

SC.7.N.1.5 Describethemethodsusedinthepursuitofascientificexplanationasseenindifferentfieldsofsciencesuchasbiology,geology,andphysics.

SeeTR-ScienceSkillsStudentSheet8,IALS108SeealsoIALS16and93

SC.7.N.1.6 Explainthatempiricalevidenceisthecumulativebodyofobservationsofanaturalphenomenononwhichscientificexplanationsarebased.

IALS37,50(seeAQ2),94

SeealsoTR-StudentScienceSkillsSheet8,WhatisScience?SC.7.N.1.7 Explainthatscientificknowledgeistheresultofagreat

dealofdebateandconfirmationwithinthesciencecommunity.

IALS37,60,94,97

SC.7.N.2.1 Identifyaninstancefromthehistoryofscienceinwhichscientificknowledgehaschangedwhennewevidenceornewinterpretationsareencountered.

IALS37,60,94,97

SC.7.N.3.1 Recognizeandexplainthedifferencebetweentheoriesandlawsandgiveseveralexamplesofscientifictheoriesandtheevidencethatsupportsthem.

IALS37(seealsoStudentSheet37.1),94.SeealsoStudentScienceSkillsSheet8,WhatisScience?

SC.7.N.3.2 Identifythebenefitsandlimitationsoftheuseofscientificmodels.

SEPUPhasseveralmodelingtypeactivitiesinIALS,mostofwhichcallforstudentstoevaluatetheuseofthemodelintermsofitsstrengthsandweaknesses.Seeforexample18,24,

29



30,40,41,51,58,69,84,95,96LAFS.6.SL.1.2 Interpretinformationpresentedindiversemediaand

formats(e.g.,visually,quantitatively,orally)andexplainhowitcontributestoatopic,text,orissueunderstudy.

SeeforexampleMediaLiteracy,StudentSheet1eintheTR5mediaviewingandcomputersimulations(e.g.,2,33,50,56).

LAFS.6.SL.1.3 Delineateaspeaker’sargumentandspecificclaims,distinguishingclaimsthataresupportedbyreasonsandevidencefromclaimsthatarenot.

StudentprogressinthisareaisassessedusingtheRecognizingEvidence(RE)scoringguide(TRpg.136)andtheOrganizingScientificIdeas(SI)scoringguide(TRpg.137).

ActivitiesthatshowthisskillincludeIALS2(AQ2b6),3,4,5,9,10,18,24,32(AQ2),34,36,39,47,49,53,70(AQ2),71,74,79,86,88,106,109.

SeealsoMediaLiteracy,StudentSheet1eintheTR.

LAFS.6.SL.1.1a Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;explicitlydrawonthatpreparationbyreferringtoevidenceonthetopic,text,orissuetoprobeandreflectonideasunderdiscussion.

SEPUPsupportsthesestudentbehaviorswithactivitiesandassessmentproceduresthatsupportclaimsw/evidencearguments,recognizingevidenceversusopinionandusingevidencetomakeeducateddecisionsthatrequiretrade-offs.ThesearedescribedinmoredetailinTRpg.133,theRecognizingEvidence(RE)andEvidenceandTrade-offs(ET)scoringguidescanbefoundonTRpg.136.Analysisquestions(AQ)foreachlessonbeginwithlowerlevelcognitivedemanditems(recall,comprehend)andmovetohigherlevels(analyze,synthesize,evaluate).

ThefollowingactivitiescallforstudentstoproducewritingsamplesscoredwiththeREandETscoringguides:

5The Teacher Resources (TR) book is an additional, invaluable resource for teachers - many refer to it as their “ongoing Professional Development book.” In the correlations we reference supports from four main sections in the TR; Course Essentials, Diverse Learners, Assessment, and More Resources.6Theseactivities,andthosereferencedlaterinthedocument,specificallyreferencetheAnalysisQuestions(AQ)locatedneartheendoftheactivityset.

30



IALS–2(AQ2b),3(AQ1),9(AQ3),10(AQ3),32(AQ2),34(AQ4)…ET:IALS-9(AQ3),10(AQ3),20(AQ5),29(AQ2),32(AQ5),34(AQ4).SeealsoIssue-OrientedScience,4-2-1Model,SEPUPApproachestoAddressConceptualDevelopmentandChange,FacilitatingGroupInteraction,71(AQ1-3),88(AQ1,3).

LAFS.6.SL.1.1b Followrulesforcollegialdiscussions,setspecificgoalsanddeadlines,anddefineindividualrolesasneeded.

SEPUPsupportsthesestudentandteacherbehaviorswithclearexpectationsforstudentsusingtheprogram,seeforexamplethe“4-2-1approach”,“GettingStartedWithSEPUP”,“Checklistforinquiry-basedscience”andthe“SEPUPImplementationContinuum”(providesobservablecriteriaforlow,mid,andhighfunctioningclassrooms).SeealsoDevelopaplanformaterialsmanagementandcleanup,FacilitatingGroupDiscussion.

LAFS.6.SL.1.1c Poseandrespondtospecificquestionswithelaborationanddetailbymakingcommentsthatcontributetothetopic,text,orissueunderdiscussion.

SEPUP’s“TalkingItOver”typeactivitiescallforstudentstodiscusstheoutcomesandmeaningofinformationgainedfromprecedinglabsandinvestigations;seeforexample:

● IALS10,34,52,72,87,89,101,108.● Activitiesusing“DiscussionWebs”(10,29,34,49,53,

67,71,72,87,88,89,101).● AConsistentApproachtoIndividualandCooperative

Learning,FacilitatingGroupDiscussion,Questionsandthelearningenvironment,Inter-ActDiscussionStrategy,especiallyforActivities9,49,and72.

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LAFS.6.SL.1.1d Reviewthekeyideasexpressedanddemonstrateunderstandingofmultipleperspectivesthroughreflectionandparaphrasing.

SEPUP’s“Listen,StopWrite”activities(seeforexample434)givesstudentspracticeinparaphrasing.Thisisalsotypicallydoneinend-of-unitactivities,suchasIALS71,“ShouldWe?”wherestudentsdiscussperspectivesofdifferentstakeholdersinSouthAmericainadecisiondealingwithunitingchildrenwiththeirbiologicalparents.DiscussionWebs(Studentsheets10.2,29.2,34.1,49.2,53.5)andIntra-Acts(Studentsheets9.2,49.1,72.1).MostRolePlayactivitytypeshaveinstancesofparaphrasinginthescripts;seeforexampleIALS11,49,94).SeealsoWalkingDebatesforthefollowingActivities:67,71,and89.ParaphrasingisfoundinRolePlayActivities,seeforexampleIALS20,49,and94andAnalysisQuestionsforIALS10(AQ5),29(AQ1-2),and71(AQ1-3).

LAFS.6.SL.2.4 Presentclaimsandfindings,sequencingideaslogicallyandusingpertinentdescriptions,facts,anddetailstoaccentuatemainideasorthemes;useappropriateeyecontact,adequatevolume,andclearpronunciation.

SEPUPhasactivitiesandassessmentscoringguidesdesignedtosupportcommunicatingscientificinformation,includingoralspeakingskillssuchasenunciation,projection,andeyecontact,aswellastheabilitytologicallyorganizeargumentsandevidencerelatedtoaproblem.

● GuidelinesforOralPresentations(TRpg.86).● “TalkingitOver”activities,IALS10,34,52,67,71,72,

87,89,101.● DiscussionWebsIALSStudentSheets10.2,29.2,34.1,

49.2,53.5,67.1,71.2,72.2,87.2,88.1,SS89.2,101.2.● WalkingDebates,IALS67.1.● CommunicationSkillssupportforassessmenton

TRpg.137.

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DEPTHINMAJORTOOL(Pleaseseeboththestudenteditionandteacheredition)● ExamplesofCommunicationSkills(CS)prompts:IALS

71(AQ2).LAFS.6.SL.2.5 Includemultimediacomponents(e.g.,graphics,images,

music,sound)andvisualdisplaysinpresentationstoclarifyinformation.

Besidesusingprint-basedsources,SEPUPusesnontraditionalformatssuchasmediaviewingandcomputersimulations(seeforexampleIALS2,33,50,56).WealsohavemanyonlinevideosofthelabsthemselvesusingouronlineLABsent®program.Seeforexample,LABsentActivity16:SupportSystem:BonesJoints,andMuscles,Activity35:ALicensetoLearn,andActivity83:ASuitableHabitat.

LAFS.68.RST.1.1

Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts.

SEPUPhasawell-developedapproachtosupportingliteracythatincludesanalysisoftechnicaltexts.See,forexample,theSEPUPapproachtoliteracyintheTRpg.6,andthefollowingstrategies:

● Readingswithembedded“stop-tothink”(STT)strategy:6,7,15,23,28,42,45,57,63,79,85,97,103.

● Threelevelreadingguides:StudentSheets11.1,25.2,57.1,83.1,89.1,101.1

● Anticipationguides:StudentSheets1.1,16.1,17.1,30.2,45.1,51.1,77.2,97.1.


SEPUPhasawell-developedapproachtosupportingliteracythatincludesdeterminingcentralideasandconclusions,aswellassummarizinginformationaltexts.See,forexample,theSEPUPapproachtoliteracy(TRpg.75),andthefollowingstrategies:Readingswithembedded“stop-tothink”(STT)strategy:IALS–6,7,15,23,28,42,45,57,63,79,85,97,103.Three-levelReadingGuidesareusedtoanalyzeliteral,interpretive,andappliedlevelsofunderstandingoftexts:Seeforexample,IALSStudentSheets11.1,25.2,57.1,83.1,89.1,101.1.

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DirectedActivitiesRelatedtoText:IALS–StudentSheets2.2,12.1,23.1,25.1,28.1,66.1,87.1,94.1,98.1.


SEPUPhastendistinctanddifferentactivitytypes,includinglabsandinvestigations(similarapproachesbutusingless“wet”equipment).Seeforexampleall“laboratory”typeactivities:IALS–5,8,14,16,17,19,22,27,35,36,38,39,43,47,55,62,64,70,78,80-83,90,106.


KeytermsandvocabularywordsandphrasesareintroducedincontextasdescribedintheTRpg.6andpg.91,andinthesupportforliteracyinTR-II,p.75.TheTRintroducesnewwordsandphrasesinboldrepresentingfirsttimeuse,soteacherscanplaneffectively.PedigreesandtheirsymbolsareintroducedinIALS66.


SEPUPhasawell-developedapproachtosupportingliteracythatincludesanalysisoftext.See,forexample,theSEPUPapproachtoliteracy(TRpg.75),andthefollowingstrategies:

TheeThree-levelReadingGuide(TLRG)isabuilt-inliteracystrategyinSEPUPthathelpsstudentsanalyzetheauthor’sintent.TheGuidecontainsaseriesofstatementsfromthethreelevelsofunderstanding:literal,interpretive,andapplied.Literalstatementsguidethestudenttolookforideasthatareexplicitlypresentedinthereading,insomecasesusingidenticalwordsorphrases.Interpretivestatementsrequirestudentstoprocessinformationandrecognizeideasthatareoftenimplicit.Appliedstatementshavemultiplecorrectinterpretationsandoftenrelatethefactualinformationinthereadingtoeverydaylifeandmaybeusedasthebasisofaclassdiscussion.

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AtemplateforthisstrategycanbefoundonLiteracyStudentSheet3intheTeacher’sResources,andTLRGcanbefoundinIALSStudentSheets11.1,25.2,57.1,83.1,89.1,101.1.


Three-LevelReadingGuides(TRpg.81)areusedtoinfertheauthor’spurposeandtopredictmeaningsnotstatedexplicitly.Seeforexample:IALSStudentSheets11.1,25.2,57.1,83.1,89.1,101.1.SeealsoWritingReview(TRpg.83)andIALS10,15,32,67,89.


SEPUPhasawell-developedapproachtosupportingliteracythatincludescommunicatingscientificinformationwithsupplementaryvisualformats.See,forexample,theSEPUPapproachtoliteracy(TRpg.75),andthefollowingstrategies:

● ConceptMaps:IALS–86● VennDiagrams:IALS–23,38,43,45,57,82,● TalkingDrawings:IALS–15,55,62,64,79● Makes/interpretsgraphs:IALS–3,14,17,19,30,51,

54,72,77,79,84,85.LAFS.68.RST.3.8 Distinguishamongfacts,reasonedjudgmentbasedon

researchfindings,andspeculationinatext.DiscussionWebsaregraphicorganizersthathelpstudentsarrangeevidencetheyhavegatheredprimarilyfromreadings.LiteracyStudentSheet6intheTRprovidesatemplateforthisstrategy.Discussionwebssupportstudentsinengagingwithinformationfromtextandothersourcesandthenwitheachothertocometoanevidence-basedconclusion.Anyquestionorissuethatinvolvestwoviewpointsormorethanonepotentiallyacceptableanswercanbeexploredusingthisstrategy.SeeforexampleTRpg.85andStudentSheets10.2,29.2,34.1,49.2,53.5,67.1,71.2,72.2,87.2,88.1,89.2,101.2.

LAFS.68.RST.3.9 Compareandcontrasttheinformationgainedfromexperiments,simulations,video,ormultimediasources

SEPUPfeatures10differentactivitytypestosupportdifferentstudentlearningstyles.Someofthesearetext-based,suchas

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withthatgainedfromreadingatextonthesametopic. readingsandroleplays,andsomeinvolvedirectexperience/handsonlearningsuchaslabs,andstillothersinvolveothermodalities,suchasview/reflectordiscussions.Allprovidesupportforstudentstoexperiencemorethanonewaytolearn.Seeforexample,SEPUPSupportsMultipleLearningStyles.SeealsoLABsentforActivities40and41.


SEPUPhasactivitiesandassessmentproceduresthatsupportclaimsw/evidencearguments,recognizingevidenceversusopinionandusingevidencetomakeeducateddecisionsthatrequiretrade-offs.ThesearedescribedinmoredetailinTRpg.142-143,theRecognizingEvidence(RE)andEvidenceandTrade-offs(ET)scoringguidescanbefoundonTRpg.136.

ThefollowingactivitiescallforstudentstoproducewritingsamplesscoredwiththeREandETscoringguides:RE:IALS2(AQ2b),3(AQ1),9(AQ3),10(AQ3),32(AQ2),34(AQ4).ET:IALS-9(AQ3),10(AQ3),20(AQ5),29(AQ2),32(AQ5),34(AQ4).

LAFS.68.WHST.1.2 Writeinformative/explanatorytexts,includingthenarrationofhistoricalevents,scientificprocedures/experiments,ortechnicalprocesses.Introduceatopicclearly,previewingwhatistofollow;organizeideas,concepts,andinformationintobroadercategoriesasappropriatetoachievingpurpose;includeformatting(e.g.,headings),graphics(e.g.,charts,tables),andmultimediawhenusefultoaidingcomprehension.Developthetopicwithrelevant,well-chosenfacts,definitions,concretedetails,quotations,orother

TheSEPUPprogramrequiresdailywritinginthestudentsciencenotebookforthepurposeofdocumentingscientificproceduresandexperiments.SeeTRpg.90andLiteracyStudentSheets1aand1b.

ThiswritingisassessedfromtimetotimeusingtheCommunicatingSkills(CS)andOrganizingScientificSkills(SI)scoringguides,describedonTRpg.145-147.DesigningInvestigations(DI)activitytypescallforstudentstowritetheirownprocedures.

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informationandexamples.Useappropriateandvariedtransitionstocreatecohesionandclarifytherelationshipsamongideasandconcepts.Usepreciselanguageanddomain-specificvocabularytoinformaboutorexplainthetopic.Establishandmaintainaformalstyleandobjectivetone.Provideaconcludingstatementorsectionthatfollowsfromandsupportstheinformationorexplanationpresented.

● ExamplesofSIprompts:IALS4(AQ8),5(AQ7),18(AQ5b).

● ExamplesofCSprompts:IALS29,31,37(Procedures).● ExamplesofDIpromptscanbeseenintheProcedures

forIALS8,14,48,64.ThreetypesofWritingFramesareprovided,seethediscussiononpp.TRpg.83andLiteracyStudentSheets4a,4b,4c.NotetheSEPUPVocabularyApproachonTRpg.6andpg.91.


TheSEPUPprogramrequiresdailywritinginthestudentsciencenotebookforthepurposeofdocumentingscientificproceduresandexperiments.SeeTRpg.90andLiteracyStudentSheets1aand1b.

ThiswritingisassessedfromtimetotimeusingtheCommunicatingSkills(CS)andOrganizingScientificSkills(SI)scoringguides,describedonTRpg.145-147.DesigningInvestigations(DI)activitytypescallforstudentstowritetheirownprocedures.ExamplesofSIprompts:IALS36(AQ3),39(AQ2),47(AQ3).ExamplesofCSprompts:IALS53,67,71(Procedures).ExamplesofDIpromptscanbeseenintheProceduresforIALS81,83,104.ThreetypesofWritingFramesareprovided,seethediscussiononTRpg.83andLiteracyStudentSheets4a,4b,4c.NotetheSEPUPVocabularyApproachonTRpg.6andpg.91.

LAFS.68.WHST.2.5 Withsomeguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonhowwellpurposeandaudiencehavebeenaddressed.

SEPUPhasawell-developedapproachtosupportingliteracythatincludesanalysisoftext.See,forexample,theSEPUPapproachtoliteracy(TRpg.75)andthefollowingstrategies:

WritingFrame-LiteracyStudentSheets4a,4b,and4cwhich

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areusedinseveralactivitiesincludingIALS10,11,14,29,32,34,48.WritingReview(usedforpeerreviewofwritingsamples)–LiteracyStudentSheet5whichisusedinIALS10,15,32,67,72,89.


Seeforexample,TR-StudentLiteracySheet12,“UsingClassroomScienceBlogs.”


SeeforexampleIALS29,31,71,73.

LAFS.68.WHST.3.8 Gatherrelevantinformationfrommultipleprintanddigitalsources,usingsearchtermseffectively;assessthecredibilityandaccuracyofeachsource;andquoteorparaphrasethedataandconclusionsofotherswhileavoidingplagiarismandfollowingastandardformatforcitation.

SeeforexampleIALSLiteracyStudentSheets1dand1e.IALS:2,3,9,10,29,31,71,73.


TwoofthedistinctSEPUPactivitytypesinvolvegatheringinformationfrominformationaltexts:

In“Reading”typeactivities,studentsextractimportantsciencecontentfrompassagesofformalsciencewriting.Theconcludinganalysisitemsaskstudentstodescribe,explain,andreflectupontheinformationpresented.Seeforexample,IALS5,6,7,15,23,25,29

In“TalkingItOver”typeactivities,studentsreadlessformaltextrelatedto,andextending,topicscoveredbyandobservationsmadein,precedinglabsandinvestigations.

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Studentsusethisadditionalinformationandtheaccompanyinganalysisitemstoreflectuponandhelpanalyzetheirpreviouslyacquireddata.Seeforexample,IALS10,34,67,71

Additionally,Three-levelReadingGuidescallforstudentstofurtheranalyzeinformationaltext,seeforexampleIALSstudentsheets11.1,25.2,57.1,83.1,89.1,101.1.

LAFS.68.WHST.4.10 Writeroutinelyoverextendedtimeframes(timeforreflectionandrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeofdiscipline-specifictasks,purposes,andaudiences.

Thebuilt-inliteracysupportinSEPUPsupportsshort-andlong-formstudentwriting.Ashortsummaryofthesestrategiesareprovidedhere,andmoreinformationcanbefoundinSectionIIIoftheTeacher’sResources.

● ScienceNotebookWritingGuidelines.(Literacy

StudentSheets1aand1b.Aswithmostscienceclasses,studentskeepasciencenotebookthroughouttheIALScourse,makingentriespertheinstructionsintheStudentBookthataskthemtorecorddata,observations,hypotheses,conclusions,andotherinformation.Keepinganotebookhelpsstudentsprocessideas,keeptrackofdata,andbuildscientificobservationandscientificwritingskills.

WritingFrame-LiteracyStudentSheets4a,4b,and4cwhichareusedinseveralactivitiesincludingIALS10,11,14,29,32,34,48

WritingReview(usedforpeerreviewofwritingsamples)–LiteracyStudentSheet5whichisusedinIALS10,15,32,67,72,89.

HE.6.C.1.8 Examinethelikelihoodofinjuryorillnessifengagingin IALS11,13(AQ3),28(AQ2and4),29(AQ1,2).

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unhealthy/riskybehaviors.MAFS.6.EE.3.9 Usevariablestorepresenttwoquantitiesinareal-

worldproblemthatchangeinrelationshiptooneanother;writeanequationtoexpressonequantity,thoughtofasthedependentvariable,intermsoftheotherquantity,thoughtofastheindependentvariable.Analyzetherelationshipbetweenthedependentandindependentvariablesusinggraphsandtables,andrelatethesetotheequation.Forexample,inaprobleminvolvingmotionatconstantspeed,listandgraphorderedpairsofdistancesandtimes,andwritetheequationd=65ttorepresenttherelationshipbetweendistanceandtime.

SeealsoScienceSkillsStudentSheets3aand3b,“BarGraphingChecklist”and,ScienceSkillsStudentSheets4aand4b,“ScatterplotandLineGraphingChecklist.”

SeeforexampleIALS51,77.

MAFS.6.SP.2.4 Displaynumericaldatainplotsonanumberline,includingdotplots,histograms,andboxplots.

TheIALSprogramcallsforstudentstousebar,histogram,scatterplot,andlinegraphs;seeforexampleIALS3,8,14,17,19,22,27,30,31,49,51,54,77,84,95,96,98.

SeealsoScienceSkillsStudentSheets3aand3b,“BarGraphingChecklist”,andScienceSkillsStudentSheets4aand4b,“ScatterplotandLineGraphingChecklist”,andInterpretingLineGraphs,SkillSheet4c.

MAFS.6.SP.2.5 Summarizenumericaldatasetsinrelationtotheircontext,suchasby:Reportingthenumberofobservations.Describingthenatureoftheattributeunderinvestigation,includinghowitwasmeasuredanditsunitsofmeasurement.Givingquantitativemeasuresofcenter(medianand/ormean)andvariability(interquartilerangeand/ormeanabsolutedeviation),aswellasdescribinganyoverallpatternandanystrikingdeviationsfromtheoverallpatternwithreferencetothecontextinwhichthedatawere

IALS8,17,77.SeeTR-AdditionalResources,WorkingWithMeasuresofCentralTendency.

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gathered.Relatingthechoiceofmeasuresofcenterandvariabilitytotheshapeofthedatadistributionandthecontextinwhichthedataweregathered.

HE.7.C.1.3 Analyzehowenvironmentalfactorsaffectpersonalhealth.

IALS48,53,64

HE.7.C.1.7 Describehowhereditycanaffectpersonalhealth. IALS56,66ELD.K12.ELL.SC.1 Englishlanguagelearnerscommunicateinformation,

ideasandconceptsnecessaryforacademicsuccessinthecontentareaofScience.



● Vocabularyisintroducedwithoperationaldefinitionsthatconnectconceptstolearningexperiences(seeTRpg.91).



● DiscussionWebs(TRpg.85-86),graphicorganizersthathelpstudentsthinkaheadaboutwhattheywanttosayaboutwhattheyhavedoneorread.AsseeninIALSStudentSheets10.2,29.2,34.1,49.2,53.5,67.1,71.2,72.2,87.2,88.1,89.2,101.2.


WalkingDebates(TRpg.87),toolsthatallowstudentstoexpresstheiropinionsaboutissuesbymovingfromoneareaoftheroomtoanother.AsseeninIALS67,71,89.

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● Vocabularyisintroducedwithoperationaldefinitionsthatconnectconceptstolearningexperiences.(SeeTRpg.91).



● DiscussionWebs(TRpg.85-86),graphicorganizersthathelpstudentsthinkaheadaboutwhattheywanttosayaboutwhattheyhavedoneorread.AsseeninIALSStudentSheets10.2,29.2,34.1,49.2,53.5,67.1,71.2,72.2,87.2,88.1,89.2,101.2


● WalkingDebates(TRpg.87),toolsthatallowstudentstoexpresstheiropinionsaboutissuesbymovingfromoneareaoftheroomtoanother.AsseeninIALS67,71,89.

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COURSETITLE:M/JPhysicalScienceCOURSECODE:2003010

BENCHMARKCODE PHYSICALSCIENCEBENCHMARKLESSONSWHEREBENCHMARKISDIRECTLYADDRESSEDIN-DEPTHINMAJORTOOL

(Pleaseseebothstudenteditionandteacheredition)

SC.6.P.11.1 ExploretheLawofConservationofEnergybydifferentiatingbetweenpotentialandkineticenergy.Identifysituationswherekineticenergyistransformedintopotentialenergyandviceversa.

IAPS54-55,57,58

SC.6.P.12.1 Measureandgraphdistanceversustimeforanobjectmovingataconstantspeed.Interpretthisrelationship.

IAPS74,75

SC.6.P.13.1 Investigateanddescribetypesofforcesincludingcontactforcesandforcesactingatadistance,suchaselectrical,magnetic,andgravitational.

IAPS56A,65A(EMtypeforces),80A(gravitational)

SC.6.P.13.2 ExploretheLawofGravitybyrecognizingthateveryobjectexertsgravitationalforceoneveryotherobjectandthattheforcedependsonhowmuchmasstheobjectshaveandhowfaraparttheyare.

IAPS80A

SC.6.P.13.3 Investigateanddescribethatanunbalancedforceactingonanobjectchangesitsspeed,ordirectionofmotion,orboth.

IAPS80,81

SC.7.P.10.1 Illustratethatthesun'senergyarrivesasradiationwithawiderangeofwavelengths,includinginfrared,visible,andultraviolet,andthatwhitelightismadeupofaspectrumofmanydifferentcolors.

IAPS96

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SC.7.P.10.2 Observeandexplainthatlightcanbereflected,refracted,and/orabsorbed.

IAPS70,95

SC.7.P.10.3 Recognizethatlightwaves,soundwaves,andotherwavesmoveatdifferentspeedsindifferentmaterials.

IAPS93

SC.7.P.11.1 Recognizethataddingheattoorremovingheatfromasystemmayresultinatemperaturechangeandpossiblyachangeofstate.

IAPS59-62

SC.7.P.11.2 Investigateanddescribethetransformationofenergyfromoneformtoanother.

IAPS54-56,58,64,66,68

SC.7.P.11.3 Citeevidencetoexplainthatenergycannotbecreatednordestroyed,onlychangedfromoneformtoanother.

IAPS57

SC.7.P.11.4 Observeanddescribethatheatflowsinpredictableways,movingfromwarmerobjectstocooleronesuntiltheyreachthesametemperature.

IAPS59,60,61

SC.8.P.8.1 Explorethescientifictheoryofatoms(alsoknownasatomictheory)byusingmodelstoexplainthemotionofparticlesinsolids,liquids,andgases.

IAPS35-36

SC.8.P.8.2 Differentiatebetweenweightandmassrecognizingthatweightistheamountofgravitationalpullonanobjectandisdistinctfrom,thoughproportionaltomass.

IAPS80A

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SC.8.P.8.3 Exploreanddescribethedensitiesofvariousmaterialsthroughmeasurementoftheirmassesandvolumes.

IAPS8,9,10

SC.8.P.8.4 Classifyandcomparesubstancesonthebasisofcharacteristicphysicalpropertiesthatcanbedemonstratedormeasured;forexample,density,thermalorelectricalconductivity,solubility,magneticproperties,meltingandboilingpoints,andknowthatthesepropertiesareindependentoftheamountofthesample.

IAPS6,9,10,12,13,14,15

SC.8.P.8.5 Recognizethatthereareafinitenumberofelementsandthattheiratomscombineinamultitudeofwaystoproducecompoundsthatmakeupallofthelivingandnonlivingthingsthatweencounter.

IAPS15,16,17

SC.8.P.8.6 Recognizethatelementsaregroupedintheperiodictableaccordingtosimilaritiesoftheirproperties.

IAPS15,16

SC.8.P.8.7 Explorethescientifictheoryofatoms(alsoknownasatomictheory)byrecognizingthatatomsarethesmallestunitofanelementandarecomposedofsubatomicparticles(electronssurroundinganucleuscontainingprotonsandneutrons).

IAPS16

SC.8.P.8.8 Identifybasicexamplesofandcompareandclassifythepropertiesofcompounds,includingacids,bases,andsalts.

IAPS16,18,47,48

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SC.8.P.8.9 Distinguishamongmixtures(includingsolutions)andpuresubstances.

IAPS3,5,15,16

SC.8.P.9.1 ExploretheLawofConservationofMassbydemonstratingandconcludingthatmassisconservedwhensubstancesundergophysicalandchemicalchanges.

IAPS25,27

SC.8.P.9.2 Differentiatebetweenphysicalchangesandchemicalchanges.

IAPS14BackgroundInformation.SeealsoIAPS27,BackgroundInformationandDOINGTHEACTIVITYstep2andFOLLOWUPstep3.IAPS65,especiallyBACKGROUNDINFORMATIONandTEACHINGSUGGESTIONS,step1

SC.8.P.9.3 Investigateanddescribehowtemperatureinfluenceschemicalchanges.

IAPS27BackgroundInformationandDOINGTHEACTIVITYstep2andFOLLOWUPstep3.

SC.8.N.1.1 Defineaproblemfromtheeighthgradecurriculumusingappropriatereferencematerialstosupportscientificunderstanding,planandcarryoutscientificinvestigationsofvarioustypes,suchassystematicobservationsorexperiments,identifyvariables,collectandorganizedata,interpretdataincharts,tables,andgraphics,analyzeinformation,makepredictions,anddefendconclusions.

SEPUP“DesigningInvestigation(DI)”activitytypescallforstudentstostatehypothesesorpredictionsclearly,designaprocedure,collectandanalyzedata,identifyvariables,stateanddefendconclusions.SeeforexampleIAPS3,38,51,54,56A,65,66,68,74,77,98

SC.8.N.1.2 Designandconductastudyusingrepeatedtrialsandreplication.

AsseeninDItypeactivitiessuchasIAPS74,77

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SC.8.N.1.3 Usephrasessuchas"resultssupport"or"failtosupport"inscience,understandingthatsciencedoesnotofferconclusive'proof'ofaknowledgeclaim.

Seeforexample“WhatisScience?”ScienceSkillsStudentSheet8intheTR.

SC.8.N.1.4 Explainhowhypothesesarevaluableiftheyleadtofurtherinvestigations,eveniftheyturnoutnottobesupportedbythedata.

SeeforexampleIAPS33andIAPS33,whichdiscussesthespreadofcholerainLondonin1849.AlsoseeLiteracyStudentSheet1bintheTR.

SC.8.N.1.5 Analyzethemethodsusedtodevelopascientificexplanationasseenindifferentfieldsofscience.

Seeforexample“WhatisScience?”ScienceSkillsStudentSheet8

SC.8.N.1.6 Understandthatscientificinvestigationsinvolvethecollectionofrelevantempiricalevidence,theuseoflogicalreasoning,andtheapplicationofimaginationindevisinghypotheses,predictions,explanationsandmodelstomakesenseofthecollectedevidence.

IAPS32-33,35,36

SC.8.N.2.1 Distinguishbetweenscientificandpseudoscientificideas.

Seeforexample“WhatisScience?”ScienceSkillsStudentSheet8

SC.8.N.2.2 Discusswhatcharacterizesscienceanditsmethods. Seeforexample“WhatisScience?”ScienceSkillsStudentSheet8

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SC.8.N.3.1 Selectmodelsusefulinrelatingtheresultsoftheirowninvestigations.

IAPS18,20,35,36

SC.8.N.3.2 Explainwhytheoriesmaybemodifiedbutarerarelydiscarded.

IAPS16,“WhatisScience?”ScienceSkillsStudentSheet8

SC.8.N.4.1 Explainthatscienceisoneoftheprocessesthatcanbeusedtoinformdecisionmakingatthecommunity,state,national,andinternationallevels.

IAPS4,11,29,52,72

SC.8.N.4.2 Explainhowpolitical,social,andeconomicconcernscanaffectscience,andviceversa.

IAPS29,52,72,88

LAFS.68.RST.1.1 Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts.

SEPUPhasawell-developedapproachtosupportingliteracythatincludesanalysisoftechnicaltexts.See,forexample,theSEPUPapproachtoliteracy(TRpg.76-112),andthefollowingstrategiesbelow.Readingswithembedded“stop-tothink”(STT)strategy:IAPS16,34,43,80,93Threelevelreadingguides:IAPS21,23,50,57,64,84,93Anticipationguides:IAPS53,55,56,63,67,71,80,96

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SEPUPhasawell-developedapproachtosupportingliteracythatincludesdeterminingcentralideasandconclusions,aswellassummarizinginformationaltexts.See,forexample,theSEPUPapproachtoliteracy(TRpg.76-112),andthefollowingstrategiesbelow.Readingswithembedded“stop-tothink”(STT)strategy:IAPS16,34,43,80,93ThreeLevelReadingGuidesareusedtoanalyzeliteral,interpretive,andappliedlevelsofunderstandingoftexts:Seeforexample,IAPSStudentSheets21.1,23.1,50.2,54.1,84.2,93.1


SEPUPhastendistinctanddifferentactivitytypes,includinglabsandinvestigations(similarapproachesbutusingless“wet”equipment).Seeforexampleall“laboratory”typeactivities:IAPS5,6,7,8,9,14,18,19,24,25,26,27,28,35,37,38,41,42,43,45,46,48,51,54,56A,59,60,61,63,65,65A,67,68,69,74,76,77,79,82,90,91,94,95,97,98

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KeytermsandvocabularywordsandphrasesareintroducedincontextasdescribedintheTRpg.6-7,andinthesupportforliteracyinTRSec.II,pg.76-79.TheTRintroducesnewwordsandphrasesinboldrepresentingfirsttimeuse,soteacherscanplaneffectively,seeforexampleTE12,13.ChemicalsymbolsareintroducedinIAPS15-16,andfollowedupthroughoutthestudentbook,e.g.,Activity36.


SEPUPhasawell-developedapproachtosupportingliteracythatincludesanalysisoftext.See,forexample,theSEPUPapproachtoliteracy(TRpg.76-112),andthefollowingstrategiesbelow.TheThree-levelReadingGuide(TLRG)isabuilt-inliteracystrategyinSEPUPthathelpsstudentsanalyzetheauthor’sintent.Theguidecontainsaseriesofstatementsfromthethreelevelsofunderstanding,listedherefromlowertohigher:literal,interpretive,andapplied.Literalstatementsguidethestudenttolookforideasthatareexplicitlypresentedinthereading,insomecasesusingidenticalwordsorphrases.Interpretivestatementsrequirestudentstoprocessinformationandrecognizeideasthatareoftenimplicit.Appliedstatementsdonothaveasinglecorrectresponse,butarethereforstudentstosupportordisputebasedoninformationfoundinthereadingaswellastheirownideas.Theseappliedstatementssometimesrelatethefactualinformationinthereadingtoeverydaylifeandmaybeusedasthebasisofaclass

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discussion.AtemplateforthisstrategycanbefoundonLiteracyStudentSheet3intheTeacherResources,andTLRGcanbefoundinIAPSStudentSheets21.1,23.1,50.2,57.1,64.1,84.2,93.1.


Three-LevelReadingGuidesareusedtoinfertheauthor’spurposeandtopredictmeaningsnotstatedexplicitly.Seeforexample:IAPSStudentSheets21.1,23.1,50.2,57.1,64.1,84.2


SEPUPhasawell-developedapproachtosupportingliteracythatincludescommunicatingscientificinformationwithsupplementaryvisualformats.See,forexample,theSEPUPapproachtoliteracy(TRpg.76-112),andthefollowingstrategiesbelow.

• ConceptMaps:IAPS34,38,83• VennDiagrams:IAPS2,47,66,93• TalkingDrawings:IAPS39,55,84• Makes/interpretsgraphs:IAPS12,22,75,78,

83,92,94

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LAFS.68.RST.3.8 Distinguishamongfacts,reasonedjudgmentbasedonresearchfindings,andspeculationinatext.

DiscussionWebsaregraphicorganizerthathelpsstudentsarrangeevidencetheyhavegatheredprimarilyfromreadings.LiteracyStudentSheet6providesatemplateforthisstrategy.Discussionwebssupportstudentsinengagingwithinformationfromtextandothersourcesandthenwitheachothertocometoanevidence-basedconclusion.Anyquestionorissuethatinvolvestwoviewpointsormorethanonepotentiallyacceptableanswercanbeexploredusingthisstrategy.SeeforexampleTRpg.85-86andStudentSheets52.1and88.1.

LAFS.68.RST.3.9 Compareandcontrasttheinformationgainedfromexperiments,simulations,video,ormultimediasourceswiththatgainedfromreadingatextonthesametopic.

SEPUPfeaturestendifferentactivitytypestosupportdifferentstudentlearningstyles.Someofthesearetext-based,suchasreadingsandroleplays,andsomeinvolvedirectexperience/handsonlearningsuchaslabs.Stillothersinvolveothermodalities,suchasview/reflectordiscussions.Allprovidesupportforstudentstoexperiencemorethanonewaytolearn.Seeforexample,SEPUPSupportsMultipleLearningStyles,TRpg.42-43.

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LAFS.68.RST.4.10 Bytheendofgrade8,readandcomprehendscience/technicaltextsinthegrades6-8textcomplexitybandindependentlyandproficiently.

SEPUPcoursematerialsaresupportedbynumerousliteracysupportforreadingcomprehension,designedtohelpallstudentsreadgrade-appropriatetextsindependentlyandproficiently.TheSEPUPapproachtosupportingreadingcomprehensionacquisitionisoutlinedonTRpg.80-82andalistofallliteracysupportsforAnticipationGuides,DART,Listen-Stop-Write,andThreeLevelReadingGuidescanbefoundonTRpg.77-79.SeeforexampleIAPSStudentSheets21.1,64.1,53.1,80.1.


SEPUPhasactivitiesandassessmentproceduresthatsupportclaimsw/evidencearguments,recognizingevidenceversusopinionandusingevidencetomakeeducateddecisionsthatrequiretrade-offs.ThesearedescribedinmoredetailinTRpg.120-123,theRE(recognizingevidence)andET(evidence/tradeoffs)scoringguidescanbefoundonTRpg.136.ThefollowingactivitiescallforstudentstoproducewritingsamplesscoredwiththeREandETscoringguides:RE:IAPS13,33,82.ET:IAPS11,12,13,27,28,29,33,40,51,52,64,72,82,88,94,99.

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LAFS.68.WHST.1.2 Writeinformative/explanatorytexts,includingthenarrationofhistoricalevents,scientificprocedures/experiments,ortechnicalprocesses.Introduceatopicclearly,previewingwhatistofollow;organizeideas,concepts,andinformationintobroadercategoriesasappropriatetoachievingpurpose;includeformatting(e.g.,headings),graphics(e.g.,charts,tables),andmultimediawhenusefultoaidingcomprehension.Developthetopicwithrelevant,well-chosenfacts,definitions,concretedetails,quotations,orotherinformationandexamples.Useappropriateandvariedtransitionstocreatecohesionandclarifytherelationshipsamongideasandconcepts.Usepreciselanguageanddomain-specificvocabularytoinformaboutorexplainthetopic.Establishandmaintainaformalstyleandobjectivetone.Provideaconcludingstatementorsectionthatfollowsfromandsupportstheinformationorexplanationpresented.

TheSEPUPprogramrequiresdailywritinginthestudentsciencenotebookforthepurposeofdocumentingscientificproceduresandexperiments.SeeTRpg.90-91andLiteracyStudentSheets1aand1b.ThiswritingisassessedfromtimetotimeusingtheCommunicatingSkills(CS)andOrganizingScientificIdeas(SI)scoringguides,describedonTRpg.137.DesigningInvestigation(DI)Activitytypescallforstudentstowritetheirownprocedures.ExamplesofSIprompts:IAPS27,29,33(AQ73),39(AQ7),51,52,85.ExamplesofCSprompts:27(AQ2).ExamplesofDIpromptscanbeseenintheProceduresforIAPS74and77.ThreetypesofWritingFramesareprovided,seethediscussiononTRpg.83andLiteracyStudentSheets4a,4b,and4c.NotetheSEPUPVocabularyApproachonTRpg.91-93.


TheSEPUPprogramrequiresdailywritinginthestudentsciencenotebookforthepurposeofdocumentingscientificproceduresandexperiments.SeeTRpg.82andLiteracyStudentSheets1aand1b.ThiswritingisassessedfromtimetotimeusingtheCommunicating

7Thecitation“AQ”referstoanalysisquestions,typicallyfoundattheendofeachActivityintheStudentBook.Thus,“AQ2”referstoanalysisquestion2.

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Skills(CS)andOrganizingScientificIdeas(SI)scoringguides,describedonTRpg.137.DesigningInvestigation(DI)Activitytypescallforstudentstowritetheirownprocedures.ExamplesofSIprompts:IAPS27,29,33(AQ3),39(AQ7),51,52,85.ExamplesofCSprompts:27(AQ2).ExamplesofDIpromptscanbeseenintheProceduresforIAPS74and77.ThreetypesofWritingFramesareprovided,seethediscussiononTRpg.83andLiteracyStudentSheets4a,4b,4c.NotetheSEPUPVocabularyApproachonTRpg.91-93.

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TheSEPUPprogramrequiresdailywritinginthestudentsciencenotebookforthepurposeofdocumentingscientificproceduresandexperiments.SeeTRpg.82andLiteracyStudentSheets1aand1b.ThiswritingisassessedfromtimetotimeusingtheCommunicatingSkills(CS)andOrganizingScientificIdeas(SI)scoringguides,describedonTRpg.137.DesigningInvestigation(DI)Activitytypescallforstudentstowritetheirownprocedures.ExamplesofSIprompts:IAPS27,29,33(AQ3),39(AQ7),51,52,85.ExamplesofCSprompts:27(AQ2).ExamplesofDIpromptscanbeseenintheProceduresforIAPS74and77.ThreetypesofWritingFramesareprovided,seethediscussiononTRpg.83andLiteracyStudentSheets4a,4b,4c.NotetheSEPUPVocabularyApproachonTRpg.91-93.

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LAFS.68.WHST.2.5

Withsomeguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonhowwellpurposeandaudiencehavebeenaddressed.

SEPUPhasawell-developedapproachtosupportingliteracythatincludessupportingstudentwritingincludingrevisionofexistingdrafts.See,forexample,theSEPUPapproachStrategiesforEnhancingStudents’Writing(TRpg.82),andthefollowingstrategiesbelow.WritingFrame.IAPSStudentsheets33.2,72.2,88.2.WritingReview(usedforpeerreviewofwritingsamples).LiteracyStudentSheet5intheTR.


SEPUPhasawell-developedapproachtosupportingliteracythatincludessupportingstudentwritingincludingrevisionofexistingdrafts.See,forexample,theSEPUPapproachStrategiesforEnhancingStudents’Writing(TRpg.82),andthefollowingstrategiesbelow.WritingFrame.IAPSStudentsheets33.2,72.2,88.2.WritingReview(usedforpeerreviewofwritingsamples).LiteracyStudentSheet5intheTR.Usingthesesupportsinconjunctionwithaclassroomscienceblogcanbeagreatassetforhelpingincreaseyourstudents’literacyskills.AbriefblogtutorialinincludedintheTRpagesasLiteracyStudentSheet12.

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SeeforexampleIAPS85.

LAFS.68.WHST.3.8 Gatherrelevantinformationfrommultipleprintanddigitalsources,usingsearchtermseffectively;assessthecredibilityandaccuracyofeachsource;andquoteorparaphrasethedataandconclusionsofotherswhileavoidingplagiarismandfollowingastandardformatforcitation.

SeeforexampleLiteracyStudentSheets1dand1e.


TwoofthedistinctSEPUPactivitytypesinvolvegatheringinformationfrominformationaltexts:In“Reading”typeactivities,studentsextractimportantsciencecontentfrompassagesofformalsciencewriting.Theconcludinganalysisitemsaskstudentstodescribe,explain,andreflectupontheinformationpresented.Seeforexample,IAPS13,16,21,23,31,34In“TalkingItOver”typeactivities,studentsreadlessformaltextrelatedto,andextending,topicscoveredbyandobservationsmadein,precedinglabsandinvestigations.Studentsusethisadditionalinformationandtheaccompanyinganalysisitemstoreflectuponandhelpanalyzetheirpreviouslyacquireddata.Seeforexample,IAPS11,29,33,47,52Additionally,ThreeLevelReadingGuidescallforstudentstofurtheranalyzeinformationaltext,seeforexampleIAPSstudentsheets21.1,23.1,50.2,57.1,64.1

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LAFS.68.WHST.4.10

Writeroutinelyoverextendedtimeframes(timeforreflectionandrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeofdiscipline-specifictasks,purposes,andaudiences.

Thebuilt-inliteracysupportinSEPUPsupportsshortandlong-formstudentwriting.Ashortsummaryofthesestrategiesareprovidedhere,andmoreinformationcanbefoundinSectionIIIoftheTeacherResources.

• Listen,Stop,Write.(TRpg.81).Inthisstrategy,theteacherreadsasectionoftextaloud,andstopsforstudentstowritedownwhattheyunderstoodfromthepassage.AsseeninIAPS71.

• ScienceNotebookWritingGuidelines.(LiteracyStudentSheets1aand1b).Aswithmostscienceclasses,studentskeepasciencenotebookthroughouttheIAEScourse,makingentriespertheinstructionsintheStudentBookthataskthemtorecorddata,observations,hypotheses,conclusions,andotherinformation.Keepinganotebookhelpsstudentsprocessideas,keeptrackofdata,andbuildscientificobservationandscientificwritingskills.

• WritingFrame.IAPSStudentsheets33.2,72.2,88.2.

• WritingReview(usedforpeerreviewofwritingsamples).LiteracyStudentSheet5intheTR

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LAFS.8.SL.1.1 Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnersongrade8topics,texts,andissues,buildingonothersideasandexpressingtheirownclearly.Cometodiscussionsprepared,havingreadorresearchedmaterialunderstudy;explicitlydrawonthatpreparationbyreferringtoevidenceonthetopic,text,orissuetoprobeandreflectonideasunderdiscussion.Followrulesforcollegialdiscussionsanddecision-making,trackprogresstowardspecificgoalsanddeadlines,anddefineindividualrolesasneeded.Posequestionsthatconnecttheideasofseveralspeakersandrespondtoothersquestionsandcommentswithrelevantevidence,observations,andideas.Acknowledgenewinformationexpressedbyothers,and,whenwarranted,qualifyorjustifytheirownviewsinlightoftheevidencepresented.

SEPUPsupportsdiscussioninthescienceclassroom,seeforexample:

● StrategiesforFacilitatingGroupDiscussion(TRpg.84-85).

● GuidelinesforOralPresentations(TRpg.86)● “TalkingitOver”activities,IAPS11,29,33,44,

47,49,52,73,87,99.● DiscussionWebsIAPS52.1,88.1.● WalkingDebates,IAPS73.● TheCommunicationSkillssupportfor

assessmentonTRpg.137.● ExamplesofCommunicationSkillsprompts:27

(AQ2)8.

8ThisactivityspecificallyreferencestheAnalysisQuestions(AQ)locatedneartheendoftheactivityset.Again,thelinkconnectstothefirstpageinthelessonbuttheadditionalAQreferencesshouldbenoted.

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LAFS.8.SL.1.2 Analyzethepurposeofinformationpresentedindiversemediaandformats(e.g.,visually,quantitatively,orally)andevaluatethemotives(e.g.,social,commercial,political)behinditspresentation.

SeeMediaLiteracy,LiteracyStudentSheet1eintheTR.

LAFS.8.SL.1.3 Delineateaspeaker's’argumentandspecificclaims,evaluatingthesoundnessofthereasoningandrelevanceandsufficiencyoftheevidenceandidentifyingwhenirrelevantevidenceisintroduced.

StudentprogressinthisareaisassessedusingtheRecognizingEvidence(RE)scoringguide(TRpg.136).AndtheOrganizingScientificIdeas(SI)scoringguide(TRpg.137)ActivitiesthatshowthisskillincludeIAPS33(AQ93),39(AQ7),82(AQ3).

9TheseactivitiesspecificallyreferencetheAnalysisQuestions(AQ)locatedneartheendoftheactivityset.Again,thelinkconnectstothefirstpageinthelessonbuttheadditionalAQreferencesshouldbenoted.

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LAFS.8.SL.2.4 Presentclaimsandfindings,emphasizingsalientpointsinafocused,coherentmannerwithrelevantevidence,soundvalidreasoning,andwell-chosendetails;useappropriateeyecontact,adequatevolume,andclearpronunciation.

SEPUPhasactivitiesandassessmentscoringguidesdesignedtosupportcommunicatingscientificinformation,includingoralspeakingskillssuchasenunciation,projection,andeyecontact,aswellastheabilitytologicallyorganizeargumentsandevidencerelatedtoaproblem.See:

● GuidelinesforOralPresentations(TRpg.86)● “TalkingitOver”activities,IAPS11,29,33,44,

47,49,52,73,87,99.● DiscussionWebs,IAPS52.1,88.1.● WalkingDebates,IAPS73.● CommunicationSkillssupportforassessmenton

TRpg.137.● ExamplesofCommunicationSkillsprompts:

IAPS27(AQ2)10.

LAFS.8.SL.2.5 Integratemultimediaandvisualdisplaysintopresentationstoclarifyinformation,strengthenclaimsandevidence,andaddinterest.

Besidesusingprint-basedsources,SEPUPusesnontraditionalformatssuchasmediaviewingandcomputersimulations.WealsohavemanyonlinevideosofthelabsthemselvesusingouronlineLABsent®program.Seeforexample,LABsentActivity65:ChemicalBatteries,Activity74:MeasuringSpeed,andActivity86:InvestigatingCenterofMass

10ThisactivityspecificallyreferencestheAnalysisQuestions(AQ)locatedneartheendoftheactivityset.Again,thelinkconnectstothefirstpageinthelessonbuttheadditionalAQreferencesshouldbenoted.

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MAFS.6.SP.2.5 Summarizenumericaldatasetsinrelationtotheircontext,suchasby:Reportingthenumberofobservations.Describingthenatureoftheattributeunderinvestigation,includinghowitwasmeasuredanditsunitsofmeasurement.Givingquantitativemeasuresofcenter(medianand/ormean)andvariability(interquartilerangeand/ormeanabsolutedeviation),aswellasdescribinganyoverallpatternandanystrikingdeviationsfromtheoverallpatternwithreferencetothecontextinwhichthedataweregathered.Relatingthechoiceofmeasuresofcenterandvariabilitytotheshapeofthedatadistributionandthecontextinwhichthedataweregathered.

SeeforexampleIAPS76Extension:ComparingMeasuresofCentralTendency

MAFS.7.SP.3.5 Understandthattheprobabilityofachanceeventisanumberbetween0and1thatexpressesthelikelihoodoftheeventoccurring.Largernumbersindicategreaterlikelihood.Aprobabilitynear0indicatesanunlikelyevent,aprobabilityaround½indicatesaneventthatisneitherunlikelynorlikely,andaprobabilitynear1indicatesalikelyevent.

SeeforexampleIAPS87Extension:IntroducingBasicProbability

MAFS.8.F.2.5 Describequalitativelythefunctionalrelationshipbetweentwoquantitiesbyanalyzingagraph(e.g.,wherethefunctionisincreasingordecreasing,linearornonlinear).Sketchagraphthatexhibitsthequalitativefeaturesofafunctionthathasbeendescribedverbally.

SeeforexampleIAPS75andStudentSheet75.1,InterpretingMotionGraphs

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MAFS.8.G.3.9 Knowtheformulasforthevolumesofcones,cylinders,andspheresandusethemtosolvereal-worldandmathematicalproblems.

IAPS8(ExtensionActivity)

ELD.K12.ELL.SC.1 Englishlanguagelearnerscommunicateinformation,ideasandconceptsnecessaryforacademicsuccessinthecontentareaofScience.


• ThecompletestudentbookispresentedalsoinSpanishlanguageformat.

• Vocabularyisintroducedwithoperationaldefinitionsthatconnectconceptstolearningexperiences.(SeeTRpg.91-93)

• 4-2-1cooperativegroupingsencouragestudentinteractionsinanunthreateningenvironment(seeTRpg.3).

• StrategiesforfacilitatingGroupDiscussion(seeTRpg.84-85).Thisincludesinformal,pairtalkandformalpresentations.

• DiscussionWebs(TRpg.85-86),graphicorganizersthathelpstudentsthinkaheadaboutwhattheywanttosayaboutwhattheyhavedoneorread.AsseeninIAPSStudentSheets52.1,88.1.

• OralPresentation(TRpg.86),guidelinesforformaloralcommunication.

WalkingDebates(TRpg.87),toolsthatallowstudentstoexpresstheiropinionsaboutissuesbymovingfromoneareaoftheroomtoanother.AsseeninIAPS73.

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• Vocabularyisintroducedwithoperationaldefinitionsthatconnectconceptstolearningexperiences.(SeeTRpg.91-93.)





• WalkingDebates(TRpg.87),toolsthatallowstudentstoexpresstheiropinionsaboutissuesbymovingfromoneareaoftheroomtoanother.AsseeninIAPS73.

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• Vocabularyisintroducedwithoperationaldefinitionsthatconnectconceptstolearningexperiences.(SeeTRpg.91-93.)





• WalkingDebates(TRpg.87),toolsthatallowstudentstoexpresstheiropinionsaboutissuesbymovingfromoneareaoftheroomtoanother.AsseeninIAPS73.

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SC.6.N.1.1 Defineaproblemfromthesixthgradecurriculum,useappropriatereferencematerialstosupportscientificunderstanding,planandcarryoutscientificinvestigationofvarioustypes,suchassystematicobservationsorexperiments,identifyvariables,collectandorganizedata,interpretdataincharts,tables,andgraphics,analyzeinformation,makepredictions,anddefendconclusions.


SC.6.N.1.2 Explainwhyscientificinvestigationsshouldbereplicable.

IAPS35,45,54,94

Seealso“WhatisScience?”ScienceSkillsStudentSheet8intheTR.

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SC.6.N.1.3 Explainthedifferencebetweenanexperimentandothertypesofscientificinvestigation,andexplaintherelativebenefitsandlimitationsofeach.

SEPUPhaslaboratorytype(IAPS5,14,25,35,etc.)aswellasinvestigation(12,22,32,etc.)andproblemsolving(IAPS3,78)activitiesthathighlightthedifferencesineachlineofinquiry.Seealso,“WhatisScience?”ScienceSkillsStudentSheet8intheTR.

SC.6.N.1.4 Discuss,compare,andnegotiatemethodsused,resultsobtained,andexplanationsamonggroupsofstudentsconductingthesameinvestigation.

SEPUP“DesigningInvestigation(DI)”activitytypescallforstudentstodesignaprocedure,collectandanalyzedata,identifyvariables,stateanddefendconclusions.SeeforexampleIAPS3,38,51,54,56A,65,66,68,74,77,98

SC.6.N.1.5 Recognizethatscienceinvolvescreativity,notjustindesigningexperiments,butalsoincreatingexplanationsthatfitevidence.

SEPUPactivitiesencouragestudentcreativity.Seeforexample,IAPS23,32,39,85.See“WhatisScience?”ScienceSkillsStudentSheet8intheTR

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SC.6.N.2.1 Distinguishsciencefromotheractivitiesinvolvingthought.

See“WhatisScience?”ScienceSkillsStudentSheet8intheTR

SC.6.N.2.2 Explainthatscientificknowledgeisdurablebecauseitisopentochangeasnewevidenceorinterpretationsareencountered.

IAPS16(examineschangesinbeliefsaboutthestructureofmattersincetheancientGreeks),33(causeofcholeraepidemicsin19thcenturyLondon)See“WhatisScience?”ScienceSkillsStudentSheet8intheTR

SC.6.N.2.3 Recognizethatscientistswhomakecontributionstoscientificknowledgecomefromallkindsofbackgroundsandpossessvariedtalents,interests,andgoals.

IAPS16,33,80.

SC.6.N.3.1 Recognizeandexplainthatascientifictheoryisawell-supportedandwidelyacceptedexplanationofnatureandisnotsimplyaclaimposedbyanindividual.Thus,theuseofthetermtheoryinscienceisverydifferentthanhowitisusedineverydaylife.

IAPS16,36,37,48,49,57,96

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SC.6.N.3.2 Recognizeandexplainthatascientificlawisadescriptionofaspecificrelationshipundergivenconditionsinthenaturalworld.Thus,scientificlawsaredifferentfromsocietallaws.

IAPS25,55,57,80,97

SC.6.N.3.3 Giveseveralexamplesofscientificlaws. IAPS25,55,57,80,97

SC.6.N.3.4 Identifytheroleofmodelsinthecontextofthesixthgradesciencebenchmarks.

SEPUPhasspecificactivitytypesdealingwithdevelopmentanduseofmodels,andeachtimestudentscreateoruseamodeltheyareencouragedtoconsiderthebenefitsandlimitationsofthemodels.SeeforexampleIAPS17,36,39,70,86.

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SC.7.N.1.2 Differentiatereplication(byothers)fromrepetition(multipletrials).

Repetition/multipletrials:IAPS46,51,74,76,77,82Replication:IAPS35

SC.7.N.1.3 Distinguishbetweenanexperiment(whichmustinvolvetheidentificationandcontrolofvariables)andotherformsofscientificinvestigationandexplainthatnotallscientificknowledgeisderivedfromexperimentation.

Contrastlaboratory-typeinvestigations,suchasIAPS35,37,41,withinvestigations,suchasIAPS22,32,85,whichpresentmoreas“thoughtexperiments”andtheory-buildingexercises,e.g.,IAPS16,48.See“WhatisScience?”ScienceSkillsStudentSheet8intheTR

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SC.7.N.1.4 Identifytestvariables(independentvariables)andoutcomevariables(dependentvariables)inanexperiment.

IAPS23,35,37,41,78,80,84,

SC.7.N.1.5 Describethemethodsusedinthepursuitofascientificexplanationasseenindifferentfieldsofsciencesuchasbiology,geology,andphysics.


SC.7.N.1.6 Explainthatempiricalevidenceisthecumulativebodyofobservationsofanaturalphenomenononwhichscientificexplanationsarebased.


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SC.7.N.1.7 Explainthatscientificknowledgeistheresultofagreatdealofdebateandconfirmationwithinthesciencecommunity.

IAPS16,25,80;Seealso“WhatisScience?”ScienceSkillsStudentSheet8intheTR

SC.7.N.3.1 Recognizeandexplainthedifferencebetweentheoriesandlawsandgiveseveralexamplesofscientifictheoriesandtheevidencethatsupportsthem.

Theories:IAPS16,36,37,48,49,57,96Laws:IAPS25,55,57,80,97See“WhatisScience?”ScienceSkillsStudentSheet8intheTR

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SC.7.N.3.2 Identifythebenefitsandlimitationsoftheuseofscientificmodels.

SEPUPhasspecificactivitytypesdealingwithdevelopmentanduseofmodels,andeachtimestudentscreateoruseamodeltheyareencouragedtoconsiderthebenefitsandlimitationsofthemodels.SeeforexampleIAPS17,36,39,70,86.

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