Content Standard(s):
Science 11 ) Construct an argument from evidence to explain the likelihood of an
organism's ability to survive when compared to the resources in a certain
habitat (e.g., freshwater organisms survive well, less well, or not at all in
saltwater; desert organisms survive well, less well, or not at all in
woodlands).
a. Construct explanations that forming groups helps some organisms survive.
b. Create models that illustrate how organisms and their habitats make up a
system in which the parts depend on each other.
c. Categorize resources in various habitats as basic materials (e.g.,
sunlight, air, freshwater, soil), produced materials (e.g., food, fuel, shelter), or as nonmaterial (e.g., safety, instinct, nature-learned behaviors).
NAEP Framework
NAEP Statement::
NAEP Statement::
NAEP Statement::
NAEP Statement::
Unpacked Content
Scientific And Engineering Practices:
Engaging in Argument from Evidence; Constructing Explanations and Designing Solutions; Developing and Using Models; Using Mathematics and Computational Thinking
Crosscutting Concepts: Cause and Effect; Systems and System Models; Structure and Function
Disciplinary Core Idea: Unity and Diversity
Evidence Of Student Attainment:
Students:
Make a claim to be supported with evidence that in a particular habitat, some organisms can survive well, some can survive less well, and some cannot survive at all.
Describe the given evidence necessary to support the claim that in a particular habitat, some organisms can survive well, some can survive less well, and some cannot survive at all.
Evaluate the evidence to determine whether it is relevant to and supports the claim that in a particular habitat, some organisms can survive well, some can survive less well, and some cannot survive at all.
Use reasoning to construct an argument, connecting the relevant and appropriate evidence to the claim, including describing that any particular environment meets different organisms' needs to different degrees due to the characteristics of that environment and the needs of the organisms (including the cause-and-effect relationship).
Describe the evidence necessary to support the explanation that forming groups helps some organisms survive.
Create models to describe and illustrate how organisms and their habitats make up a system in which the parts depend on each other.
Categorize resources in various habitats based on evidence from constructed arguments, explanations, and models. Teacher Vocabulary:
Construct
Argument
Evidence
Likelihood
Organism
Survive
Resources
Habitat
Explanations
Groups
Populations
Communities
Niche
Illustrate
Models
System
Depend (on each other)
Categorize
Basic needs (examples: sunlight, air, fresh water, & soil)
Produced materials (examples: food, fuel, shelter)
Nonmaterial (examples: safety, instinct, nature-learned behaviors) Knowledge:
Students know:
Some kinds of organisms survive well, some survive less well, and some cannot survive at all in a certain habitat.
If an environment fully meets the needs of an organism, that organism can survive well within that environment.
If an environment partially meets the needs of an organism, that organism can survive less well (lower survival rate, increased sickliness, shorter lifespan) than organisms whose needs are met within that environment.
If an environment does not meet the needs of that organism, that organism cannot survive within that environment.
Characteristics of a given environment (Examples: soft earth, trees, and shrubs, seasonal flowering plants).
Characteristics of a given organism (plants with long, sharp, leaves; rabbit coloration) .
Needs of a given organism (shelter from predators, food, water).
Characteristics of organisms that might affect survival.
How and what features of the habitat meet or do not meet the needs of each of the organisms.
Being a part of a group helps animals obtain food, defend themselves, and cope with changes.
Members of groups may serve different functions and different groups may vary dramatically in size.
Habitats and organisms make up a system in which the parts depend upon each other.
Resources and can categorize them as basic materials, produced materials or nonmaterials as resources in various habitats. Skills:
Students are able to:
Make a claim supported by evidence about an organism's likelihood of survival in a given habitat.
Use reasoning to construct an argument.
Evaluate and connect relevant and appropriate evidence to support a claim.
Construct explanations that forming groups helps some organisms survive.
Articulate a statement describing evidence necessary to support the explanation that forming groups helps some organisms survive.
Create a model that illustrates how organisms and habitats make up a system in which the parts depend on each other.
Describe relationships between components of the model.
Categorize resources in various habitats as basic materials, produced material, or nonmaterial.
Organize data from the categorization to reveal patterns that suggest relationships. Understanding:
Students understand that:
Cause and effect relationships are routinely identified and used to explain change.
Evidence suggests a causal relationship within the system between the characteristics of a habitat and the survival of organisms within it.
The cause and effect relationship between being part of a group and being more successful in obtaining food, defending themselves, and coping with change.
That the relationship between organisms and their habitats is a system of related parts that make up a whole in which the individual parts depend on each other.
Resources in various habitats have different structures that are related to their function. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
Science 9 ) Examine evidence to support an argument that the internal and external
structures of plants (e.g., thorns, leaves, stems, roots, colored petals, xylem,
phloem) and animals (e.g., heart, stomach, lung, brain, skin) function to
support survival, growth, behavior, and reproduction.
NAEP Framework
NAEP Statement::
Unpacked Content
Scientific And Engineering Practices:
Engage in Argument from Evidence
Crosscutting Concepts: Systems and System Models; Structure and Function
Disciplinary Core Idea: From Molecules to Organisms: Structures and Processes
Evidence Of Student Attainment:
Students:
Argue from evidence to support that the internal and external structures of plants function to support survival, growth, behavior, and reproduction.
Argue from evidence to support that the internal and external structures of animals function to support survival, growth, behavior, and reproduction. Teacher Vocabulary:
argue
articulate
evidence
internal
external
structure
survival
function
behavior
reproduction Knowledge:
Students know:
Internal and External structures serve specific functions within plants and animals.
The functions of internal and external structures can support survival, growth, behavior and/or reproduction in plants and animals.
Different structures work together as part of a system to support survival, growth, behavior, and/or reproduction. Skills:
Students are able to:
Articulate an explanation from evidence explaining how the internal and external structures of plants and animals function to support survival, growth, behavior, and reproduction.
Determine the strengths and weaknesses of the evidence collected, including whether or not it supports a claim about the role of internal and external structures of plants and animals in supporting survival, growth, behavior, and/or reproduction.
Use reasoning to connect the relevant and appropriate evidence to support an argument about the function of the internal and external structures of plants and animals. Understanding:
Students understand that:
Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
Unpacked Content
Teacher Vocabulary:
R3.
Background knowledge
Vocabulary
Discussion Knowledge:
R3. Students know:
Relating experiences through discussions, reading, and writing will help build background knowledge and improve vocabulary. Skills:
R3. Students are able to:
Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
Construct the meaning of words through discussions, reading, and writing. Understanding:
R3. Students understand that:
Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts 18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
Unpacked Content
Teacher Vocabulary:
18.
Demonstrate
Content knowledge
Independent reading
Informational text
Literary text
Content-specific discussions Knowledge:
18. Students know:
Content knowledge is information learned about a specific subject.
Content knowledge can be learned by independently reading text.
Informational text is nonfiction text, and literary text is fictional.
Active listening skills.
Writing skills. Skills:
18. Students are able to:
Build content knowledge from independently reading informational or literary text.
Use content knowledge learned from independent reading in content-specific discussions with peers.
Use content knowledge learned from independent reading in writing. Understanding:
18. Students understand that:
Content-specific discussions with peers can demonstrate the content knowledge they learned through independent reading.
They can produce writings that demonstrate knowledge of content-specific information.
English Language Arts 35. Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.
Unpacked Content
Teacher Vocabulary:
35.
Argument
Take an action
Adopt a position
Introduction
Logical reasoning
Evidence
Sources
Conclusion Knowledge:
35. Students know:
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Argumentative writing includes an introduction, logical reasoning supported by evidence, and a concluding statement.
Evidence to support the argument must be collected from various sources. Skills:
35. Students are able to:
Write an argument to convince a reader to take action or adopt a position.
Include an introduction, logical reasoning supported by evidence, and a conclusion in argumentative writing.
Gather evidence from various sources to support a claim. Understanding:
35. Students understand that:
To persuade a reader to take action or adopt an opinion, they must present logical reasoning supported by evidence from various sources.
English Language Arts R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
Unpacked Content
Teacher Vocabulary:
R3.
Digital tools
Electronic tools
Appropriately
Safely
Ethically
Research
Individually
Collaboratively Knowledge:
R3. Students know:
Digital and electronic tools must be used appropriately, safely, and ethically.
Digital and electronic tools can be used for research or for writing tasks.
Digital and electronic tools can be independently or with others. Skills:
R3. Students are able to:
Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively. Understanding:
R3. Students understand that:
Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts 14. Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text.
Unpacked Content
Teacher Vocabulary:
14.
Comprehension
Literary text
Informational text
Discussing
Writing
Response Knowledge:
14. Students know:
Comprehension of text can be demonstrated by referring to the text in discussions or written responses.
Informational text is nonfiction text, and literary text is fictional. Skills:
14. Students are able to:
Demonstrate understanding of literary and informational text by referring to the text in discussions.
Demonstrate understanding of literary and informational text by referring to the text in written responses. Understanding:
14. Students understand that:
They can show that they understood literary and informational text by discussing or writing about specific content from the text.
English Language Arts 37. Write an argument to persuade the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from relevant sources, and linking words to connect their argument to the evidence.
Unpacked Content
Teacher Vocabulary:
37.
Argument
Persuade
Take an action
Adopt a position
Introduction
Logical reasoning
Evidence
Relevant sources
Linking words Knowledge:
37. Students know:
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Argumentative writing includes an introduction, logical reasoning supported by evidence, and a concluding statement.
Evidence to support the argument must be collected from various sources.
Linking words are used to connect their claim to the corresponding evidence. Skills:
37. Students are able to:
Write an argument to convince a reader to take action or adopt a position.
Include an introduction, logical reasoning supported by evidence, and a conclusion in argumentative writing.
Gather evidence from relevant sources to support a claim.
Use linking words to connect their argument to the corresponding evidence. Understanding:
37. Students understand that:
To persuade a reader to take action or adopt an opinion, they must present logical reasoning supported by evidence from relevant sources.
Linking words can help connect their argument to the evidence supporting their argument.
English Language Arts R3. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
Unpacked Content
Teacher Vocabulary:
R3.
Digital tools
Electronic tools
Appropriately
Safely
Ethically
Research
Individually
Collaboratively Knowledge:
R3. Students know:
Digital and electronic tools must be used appropriately, safely, and ethically.
Digital and electronic tools can be used for research or for writing tasks.
Digital and electronic tools can be independently or with others. Skills:
R3. Students are able to:
Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively. Understanding:
R3. Students understand that:
Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts 16. Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.
Unpacked Content
Teacher Vocabulary:
16.
Comprehension
Literary text
Informational text
Discussing
Writing
Response Knowledge:
16. Students know:
Comprehension of text can be demonstrated by referring to the text in discussions or written responses.
Informational text is nonfiction text, and literary text is fictional. Skills:
16. Students are able to:
Demonstrate understanding of varied literary and informational text by referring to the text in discussions.
Demonstrate understanding of varied literary and informational text by referring to the text in written responses. Understanding:
16. Students understand that:
They can show that they understood a wide variety of literary and informational text by discussing or writing about specific content from the text.
English Language Arts 36. Write an argument to persuade the reader to take an action or adopt a position, stating a claim, supporting the claim with relevant evidence from sources, using connectives to link ideas, and presenting a strong conclusion.
Examples: first, as a result, therefore, in addition
Unpacked Content
Teacher Vocabulary:
36.
Argument
Persuade
Take an action
Adopt a position
Claim
Relevant evidence
Sources
Connectives
Conclusion Knowledge:
36. Students know:
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Argumentative writing includes introducing the topic by stating an argumentative claim, logical reasoning supported by evidence, and a concluding statement.
Evidence to support the argument must be collected from various sources.
Connective words, like first, as a result, therefore, in addition, are used to link ideas in argumentative writing. Skills:
36. Students are able to:
Write an argument to convince a reader to take action or adopt a position.
Include a claim, logical reasoning supported by evidence, and a conclusion in argumentative writing.
Gather evidence from relevant sources to support a claim.
Use connective words to link their ideas within the writing. Understanding:
36. Students understand that:
To persuade a reader to take action or adopt an opinion, they must present logical reasoning supported by evidence from relevant sources.
Connective words can help connect their argument to the evidence supporting their argument.
