MS-LS1-5

SCUSD NGSS Curriculum Guide


 * MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. ** [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [//Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.//]

Key Vocabulary:

 * independent variable || dependent variable || controlled variable ||  ||
 * genetic factors || basic needs || control group || controlled experiment ||
 * environmental factors || species ||  ||   ||

Possible Assessments (formative and/or summative):
Direct students to form a claim, cite evidence, and provide reasons to explain how environmental and genetic factors effect the growth of the bean sprouts.

Key Student Activity:
Have students choose one condition (independent variable) to change and design a new controlled experiment using all of the same bean types from the control group. Be sure no two groups in the class use the same independent variable. Have students measure and calculate the average sprout length for each bean type.

Key Teacher Demo/Activity:
Set up three to four groups of bean plants for a control group: Grow the beans under the same conditions for a period of time and measure the average sprout length (not including root) of each bean type. Share your plants and data with the class. Solicit students' ideas on why each sprout length/bean type is different in size even though they were all grown under the same conditions (genetic factors).

Common Student Misconceptions:
[Descriptions of common student mistakes or misconceptions related to this topic.]

Things to Avoid/Correct:
[Descriptions of imprecise language or other mistakes related to this topic that might have to be corrected at a higher grade band.]

====Other Resources (text, video, simulations, activities, models, etc..): ====

[Descriptions or links to other resources that would support student understanding of this topic or mastery of this performance expectation.]