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					                             New Jersey Core Curriculum Content Standards
                               Classroom Applications Document – Science
                                Science Practices (by the end of grade 12)


Standard 5.1 Science Practices: Science is both a body of knowledge and an evidence-          By the end
based, model-building enterprise that continually extends, refines, and revises knowledge.    of Grade 12
The four Science Practices strands encompass the knowledge and reasoning skills that
students must acquire to be proficient in science.
Strand A. Understand Scientific Explanations: Students understand core concepts and principles of
science and use measurement and observation tools to assist in categorizing, representing, and interpreting
the natural and designed world.
     Essential Questions                                Enduring Understandings
How do we build and refine      Measurement and observation tools are used to categorize, represent and
models that describe and        interpret the natural world.
explain the natural and
designed world?

 Content and Cumulative
                                                           Classroom Applications
Progress Indicators (CPIs)
Content                           Instructional Guidance
                                  To assist in meeting this CPI, students may:

Mathematical, physical, and          Learn facts, concepts, principles, theories and models.
computational tools are
used to search for and               Then, develop an understanding of the relationships among facts,
explain core scientific               concepts, principles, theories and models.
concepts and principles.
                                     Then, use these relationships to understand and interpret phenomena
                                      in the natural world.


CPI                               Sample Assessments
                                  To show evidence of meeting this CPI, students may complete the
5.1.12.A.1                        following assessment (correlates with 5.1.12.A.1, 5.1.12.D.2 and
Refine interrelationships         5.3.12.A.1):
among concepts and
patterns of evidence found        Your friend and biology lab partner sits down next to you at lunch with
in different central scientific   only a bottle filled with a lemonade, cayenne pepper and honey mixture.
explanations.                     She is in her fifth week of completing this liquid-cleansing diet, and she
                                  looks pale and very weak. You and your friends have tried to convince
                                  her to stop that diet regimen, but because she is losing weight quickly,
                                  she refuses to stop. Use your knowledge of essential biomolecules to
                                  explain to your friend the specific damage she is doing to her body.
                                  Create a quick five-minute explanation of what is happening to her
                                  muscles and other body systems due to the lack of nutrients to share
                                  with her during study hall.
                            New Jersey Core Curriculum Content Standards
                              Classroom Applications Document – Science
                               Science Practices (by the end of grade 12)

                                Resources
                                Ready, Set, Science!
                                 pp. 17-36 Four Strands of Scientific Learning
                                 pp. 87-108 Making Thinking Visible: Talk and Argument
                                Taking Science to School:
                                 pp. 36-45 Goals for Science Education
                                 pp. 93- 129 Knowledge and Understanding of the Natural World

Content                         Instructional Guidance
                                To assist in meeting this CPI, students may:

Interpretation and                 Use tools, evidence and data to observe, measure, and explain
manipulation of evidence-           phenomena in the natural world.
based models are used to
build and critique                 Develop evidence-based models based on the relationships among
arguments/explanations.             fundamental concepts and principals.

                                   Construct and refine explanations, arguments or models of the natural
                                    world through the use of quantitative and qualitative evidence and
                                    data.

CPI                             Sample Assessments
                                To show evidence of meeting this CPI, students may complete the
5.1.12.A.2                      following assessment (correlates with 5.1.12.A.2, 5.1.12.C.2 and
Develop and use                 5.3.12.B.4):
mathematical, physical, and
computational tools to build    You are an agricultural scientist studying the effects of global warming
evidence-based models and       on crop production. While high temperatures can cause plants such as
to pose theories.               rice, corn and wheat to grow faster, they can reduce plant fertility and
                                grain production. Using existing models, predict the impact that a global
                                temperature gain of 2ºC may have on commercially important crops in
                                the United States and worldwide.

                                Some models suggest that average global temperatures will continue to
                                rise, and peaks will occur during prime crop-growing seasons. The
                                hardest-hit areas will be the tropics and subtropics, which encompass
                                about half the world's population and include Africa, much of India,
                                China and South America. Select a region, and conduct independent
                                experiments using simulated regional climate conditions to determine
                                possible strategies to increase plant growth at higher temperature levels.
                                Use statistical analyses to determine if your findings fit one of the
                                existing climate change models, and if climate change will impact crop
                                yield significantly.



                                                     2
                            New Jersey Core Curriculum Content Standards
                              Classroom Applications Document – Science
                               Science Practices (by the end of grade 12)

                                 Resources
                                 Ready, Set, Science!
                                  pp. 17-36 Four Strands of Scientific Learning
                                  pp. 109-119 Making Thinking Visible: Modeling and Representation

Content                          Instructional Guidance
                                 To assist in meeting this CPI, students may:

Revisions of predictions and        Demonstrate understanding that data differs in quality and strength
explanations are based on            of explanatory power based on experimental design.
systematic observations,
accurate measurements, and          Evaluate strength of scientific arguments based on the quality of
structured data/evidence.            the data and evidence presented.

                                    Critique scientific arguments by considering the selected experimental
                                     design and method of data analysis.

CPI                              Sample Assessments
                                 To show evidence of meeting this CPI, students may complete the
5.1.12.A.3                       following assessment (correlates with 5.1.12.A.1, 5.1.12.B.3 and
Use scientific principles and    5.3.12.A.3):
theories to build and refine
standards for data collection,   You are the trainer for your high school’s sports’ teams. During a hot
posing controls, and             and humid day at summer training camp, a football player comes into
presenting evidence.             the training room. His symptoms include nausea, dizziness, severe
                                 headache and blurred vision. He reports that he had a breakfast of eggs,
                                 toast and two cups of coffee. He also has consumed several quick-
                                 energy drinks during practice. You know that coffee and energy drinks
                                 are loaded with caffeine, which is a strong diuretic. Use your
                                 understanding of cellular regulation to determine the underlying cause of
                                 his symptoms and suggest immediate treatment.

                                 Resources
                                 Ready, Set, Science!
                                  pp. 17-36 Four Strands of Scientific Learning
                                  pp. 109-119 Making Thinking Visible: Modeling and Representation
                                 Taking Science to School
                                   pp. 36-45 Goals for Science Education
                                   pp. 93-129 Knowledge and Understanding of the Natural World




                                                     3
                           New Jersey Core Curriculum Content Standards
                             Classroom Applications Document – Science
                              Science Practices (by the end of grade 12)




Standard 5.1 Science Practices: Science is both a body of knowledge and an evidence-           By the end
based, model-building enterprise that continually extends, refines, and revises knowledge. of Grade 12
The four Science Practices strands encompass the knowledge and reasoning skills that
students must acquire to be proficient in science.
Strand B. Generate Scientific Evidence Through Active Investigations: Students master the
conceptual, mathematical, physical, and computational tools that need to be applied when constructing
and evaluating claims.
     Essential Questions                                Enduring Understandings
  What constitutes useful         Evidence is used for building, refining, and/or critiquing scientific
  scientific evidence?            explanations.

 Content and Cumulative
                                                          Classroom Applications
Progress Indicators (CPIs)
Content                          Instructional Guidance
                                 To assist in meeting this CPI, students may:

Logically designed                  Ask a question and decide what to measure in order to answer the
investigations are needed in         question.
order to generate the
evidence required to build          Develop strategies for obtaining measurements, and then
and refine models and                systematically collect data.
explanations.
                                    Structure the gathered data, and then interpret and evaluate the data.

                                    Use the empirical results to determine causal/correlational
                                     relationships.


CPI                              Sample Assessments
                                 To show evidence of meeting this CPI, students may complete the
5.1.12.B.1                       following assessment (correlates with 5.1.12.B.1, 5.1.12.B.2 and
Design investigations, collect   5.3.12.A.2):
evidence, analyze data, and
evaluate evidence to             You are a biochemist working for a company that wishes to develop an
determine measures of central    organic laundry detergent. Conduct independent investigations to
tendencies,                      determine the optimal conditions (temperature, pH, enzyme/substrate
causal/correlational             concentration) for maximum efficiency of enzyme function. When your
relationships, and anomalous     investigation is completed, create a consumer label identifying the
data.                            chemical composition of the detergent and directions for use.




                                                      4
                           New Jersey Core Curriculum Content Standards
                             Classroom Applications Document – Science
                              Science Practices (by the end of grade 12)

                               Resources
                               Ready, Set, Science!
                                pp. 17-36 Four Strands of Scientific Learning
                                pp. 109-119 Making Thinking Visible: Modeling and Representation
                               Taking Science to School
                                pp. 36 - 45 Goals for Science Education
                                pp. 129 – 160 Generating and Evaluating Scientific Evidence and
                                   Explanations

Content                        Instructional Guidance
                               To assist in meeting this CPI, students may:

Mathematical tools and            Use mathematics in the collection and treatment of data and in the
technology are used to             reasoning used to develop concepts, laws and theories.
gather, analyze, and
communicate results.              Use tools of data analysis to organize data and formulate hypotheses
                                   for further testing.

                                  Use existing mathematical, physical, and computational models to
                                   analyze and communicate findings.

CPI                            Sample Assessments
                               To show evidence of meeting this CPI, students may complete the
5.1.12.B.2                     following assessment (correlates with 5.1.12.B.2, 5.1.12.B.4 and
Build, refine, and represent   5.3.12.B.2):
evidence-based models
using mathematical,            Your friend is a vegan who excludes the use of animal products for any
physical, and computational    lifestyle purpose. When discussing his vegan diet, you tell him that it is
tools.                         not healthy because it does not allow for a balanced diet. He claims that
                               it is a much more energy-efficient diet and has less of an impact on the
                               ecosystem. Use scientific evidence to either support or debunk that
                               claim.

                               Resources
                               Ready, Set, Science!
                                pp. 17-36 Four Strands of Scientific Learning
                                pp. 127-148 Learning From Science Investigations
                               Taking Science to School
                                pp. 36-45 Goals for Science Education
                                pp. 129–160 Generating and Evaluating Scientific Evidence and
                                   Explanations




                                                    5
                           New Jersey Core Curriculum Content Standards
                             Classroom Applications Document – Science
                              Science Practices (by the end of grade 12)

Content                         Instructional Guidance
                                To assist in meeting this CPI, students may:

Empirical evidence is used to      Make claims based on the available evidence.
construct and defend
arguments.                         Explain the reasoning, citing evidence, behind a proposed claim.

                                   Connect the claim to established concepts and principles.

CPI                             Sample Assessments
                                To show evidence of meeting this CPI, students may complete the
5.1.12.B.3                      following assessment (correlates with 5.1.12.B.3, 5.1.12.C.3,
Revise predictions and          5.1.12.D.1 and 5.3.12.A.5):
explanations using evidence,
and connect                     A local politician has learned that your biology class has been studying
explanations/arguments to       cell differentiation and discussing the possible applications in health and
established scientific          biotechnology. She is particularly interested in gaining support from
knowledge, models, and          young people on embryonic and adult stem cell research and asks for
theories.                       students’ opinions.

                                Because stem cell research is a controversial topic, you have decided to
                                hold a debate that reflects the various positions of students in your class
                                (pro-adult stem cells vs. con-adult stem cells, pro-embryonic stem cells
                                vs. con-embryonic stem cells, etc.) based on research. Both sides should
                                seek out and use specific data and scientific evidence to support their
                                claims about how stem cell research has or has not led to improved
                                therapies or disease prevention efforts. Each group should also consider
                                the moral, ethical, and political questions related to stem cell research.
                                Invite elected officials and the community as the audience for the debate
                                and to provide a forum for further discussion.

                                Resources
                                Ready, Set, Science!
                                 pp. 17-36 Four Strands of Scientific Learning
                                 pp. 127-148 Learning From Science Investigations
                                Taking Science to School
                                 pp. 36-45 Goals for Science Education
                                 pp. 129–160 Generating and Evaluating Scientific Evidence and
                                    Explanations

Content                         Instructional Guidance
                                To assist in meeting this CPI, students may:

Scientific reasoning is used       Analyze experimental data sets using measures of central tendency.


                                                     6
                               New Jersey Core Curriculum Content Standards
                                 Classroom Applications Document – Science
                                  Science Practices (by the end of grade 12)

to evaluate and interpret
data patterns and scientific          Represent and describe mathematical relationships among variables
conclusions.                           using graphs and tables.

                                      Use mathematical tools to construct and evaluate claims.

CPI                                Sample Assessments
                                   To show evidence of meeting this CPI, students may complete the
5.1.12.B.4                         following assessment (correlates with 5.1.12.A.2, 5.1.12.B.4 and
Develop quality controls to        5.3.12.B.1):
examine data sets and to
examine evidence as a              You are a zookeeper at a nationally recognized zoo. You care for the
means of generating and            largest mixed-species exhibit at the zoo, which features a wide variety
reviewing explanations.            of organisms from the Amazonian rainforest. When cleaning the exhibit,
                                   you have noticed that the soil contains far fewer worms and termites
                                   than earlier in the year. Express your concern for the lack of “soil
                                   engineers” in terms of the energy flow and matter cycling in the exhibit.
                                   Prepare a memo to the zoo director highlighting your concerns in order
                                   to request emergency funds, explaining why all of the species living in
                                   the exhibit are at risk. To bolster your argument, use evidence and data
                                   from appropriate peer-reviewed journal articles.

                                   Resources
                                   Ready, Set, Science!
                                    pp. 17-36 Four Strands of Scientific Learning
                                    pp. 109-119 Making Thinking Visible: Modeling and Representation
                                   Taking Science to School
                                    pp. 36-45 Goals for Science Education
                                    pp. 129–160 Generating and Evaluating Scientific Evidence and
                                       Explanations




                                                       7
                            New Jersey Core Curriculum Content Standards
                              Classroom Applications Document – Science
                               Science Practices (by the end of grade 12)




Standard 5.1 Science Practices: Science is both a body of knowledge and an evidence-        By the end
based, model-building enterprise that continually extends, refines, and revises             of Grade 12
knowledge. The four Science Practices strands encompass the knowledge and reasoning
skills that students must acquire to be proficient in science.
C. Reflect on Scientific Knowledge: Scientific knowledge builds on itself over time.
     Essential Questions                                   Enduring Understandings
 How is scientific                  Scientific knowledge builds upon itself over time.
 knowledge constructed?
  Content and Cumulative
                                                            Classroom Applications
 Progress Indicators (CPIs)
Content                           Instructional Guidance
                                  To assist in meeting this CPI, students may:

Refinement of                      Reflect on the status of one’s thinking and learning (e.g., uncovering
understandings,                     how they know what they know and why).
explanations, and models
occurs as new evidence is          Demonstrate understanding that scientific knowledge can be revised
incorporated.                       as new evidence emerges.

CPI                             Sample Assessments
                                To show evidence of meeting this CPI, students may complete the
5.1.12.C.1                      following assessment (correlates with 5.1.12.C.1, 5.1.12.D.2 and
Reflect on and revise           5.3.12.B.6):
understandings as new
evidence emerges.               Recently, in your biology class, there was a discussion about climate
                                change. You learned that human activities are changing the composition
                                of Earth's atmosphere, and that levels of greenhouse gases like carbon
                                dioxide (CO2) have been increasing since pre-industrial times. Your
                                teacher stated that the atmospheric buildup of CO2 and other greenhouse
                                gases is largely the result of human activities such as the burning of
                                fossil fuels. One student in your class disagreed. He said that the
                                increase in human population worldwide is causing the higher level of
                                CO2. His argument is that as people exhale, they release CO2 from
                                cellular respiration; more people, more CO2.

                                Your class responded with a heated discussion, and your teacher has
                                asked that you choose a side and research the argument. Working in
                                small groups, create short documentary (3-5 minutes) about how
                                respiration and fossil fuel burning are similar processes. Use data and
                                evidence from peer-reviewed sources to make a claim regarding whether
                                or not one (or both) of these processes can be the root cause of climate
                                change.

                                                     8
                           New Jersey Core Curriculum Content Standards
                             Classroom Applications Document – Science
                              Science Practices (by the end of grade 12)

                               Resources
                               Ready, Set, Science!
                                  pp. 17-36 Four Strands of Scientific Learning
                                  pp. 109-119 Making Thinking Visible: Modeling and Representation
                               Taking Science to School
                                pp. 36-45 Goals for Science Education
                                pp. 168–182 Understanding How Scientific Knowledge is
                                   Constructed

Content                        Instructional Guidance
                               To assist in meeting this CPI, students may:

Data and refined models are       Recognize that predictions or explanations can be revised on the
used to revise predictions         basis of seeing new data and evidence.
and explanations.
                                  Use data and evidence to modify and extend investigations.

                                  Demonstrate understanding that explanations are increasingly
                                   valuable as they account for the available evidence more completely.

CPI                            Sample Assessments
                               To show evidence of meeting this CPI, students may complete the
5.1.12.C.2                     following assessment (correlates with 5.1.12.B.2, 5.1.12.C.2 and
Use data representations       5.3.12.C.2):
and new models to revise
predictions and                You are a wetland ecologist who is working to preserve the wetlands of
explanations.                  the Mississippi Delta. In order to understand how to proceed with
                               conservation efforts, you must study the human-induced changes to the
                               delta from the past 100 years. Create an interactive digital timeline that
                               illustrates how humans have altered the ecosystem, specifically
                               describing the impact on the physical terrain and, ultimately, living
                               systems.

                               Resources
                               Ready, Set, Science!
                                pp. 17-36 Four Strands of Scientific Learning
                                pp. 109-119 Making Thinking Visible: Modeling and Representation
                               Taking Science to School
                                pp. 36-45 Goals for Science Education
                                pp. 168–182 Understanding How Scientific Knowledge is
                                   Constructed




                                                    9
                            New Jersey Core Curriculum Content Standards
                              Classroom Applications Document – Science
                               Science Practices (by the end of grade 12)

Content                         Instructional Guidance
                                To assist in meeting this CPI, students may:

Science is a practice in           Demonstrate understanding that there might be multiple
which an established body           interpretations of the same phenomena.
of knowledge is continually
revised, refined, and              Step back from evidence and explanations to consider whether
extended as new evidence            another interpretation of a particular finding is plausible with respect
emerges.                            to existing scientific evidence.

                                   Consider alternative perspectives worthy of further investigations.

CPI                             Sample Assessments
                                To show evidence of meeting this CPI, students may complete the
5.1.12.C.3                      following assessment (correlates with 5.1.12.A.3, 5.3.12.C.3 and
Consider alternative            5.3.12.E.1):
theories to interpret and
evaluate evidence-based         You are a primatologist who studies lemurs focusing on the nocturnal
arguments.                      aye-aye. The aye-aye has a number of traits that set it apart from other
                                primates and allow it to exploit different niches than other lemurs. In the
                                mid-1800’s, Richard Owen used the aye-aye as an example of an animal
                                that natural selection did not act upon. Compare the aye-aye to other
                                lemurs, documenting which traits they share and do not share with other
                                lemurs. Describe their unique niche and justify the claim that natural
                                selection did act on the aye-aye, and use scientific evidence to describe
                                how it fits its niche in Madagascar. Prepare a digital poster for a
                                primatology conference.

                                Resources
                                Ready, Set, Science!
                                 pp. 17-36 Four Strands of Scientific Learning
                                 pp. 109-119 Making Thinking Visible: Modeling and Representation
                                Taking Science to School
                                 pp. 36-45 Goals for Science Education
                                 pp. 168–182 Understanding How Scientific Knowledge is
                                    Constructed




                                                    10
                           New Jersey Core Curriculum Content Standards
                             Classroom Applications Document – Science
                              Science Practices (by the end of grade 12)




Standard 5.1 Science Practices: Science is both a body of knowledge and an evidence-          By the end
based, model-building enterprise that continually extends, refines, and revises               of Grade 12
knowledge. The four Science Practices strands encompass the knowledge and reasoning
skills that students must acquire to be proficient in science.
Strand D. Participate Productively in Science: The growth of scientific knowledge involves critique
and communication, which aresocial practices that are governed by a core set of values and norms.
     Essential Questions                                   Enduring Understandings
 How does scientific                The growth of scientific knowledge involves critique and
 knowledge benefit –                communication - social practices that are governed by a core set of
 deepen and broaden - from          values and norms.
 scientists sharing and
 debating ideas and
 information with peers?
  Content and Cumulative
                                                            Classroom Applications
 Progress Indicators (CPIs)
Content                           Instructional Guidance
                                  To assist in meeting this CPI, students may:

Science involves practicing         See themselves as effective participants and contributors in science.
productive social interactions
with peers, such as partner         Interact with others to test new ideas, solicit and provide feedback,
talk, whole-group                    articulate and evaluate emerging explanations, develop shared
discussions, and small-group         representations and models, and reach consensus.
work.
                                    Develop a sense of appropriate trust and skepticism when evaluating
                                     others’ claims, evidence and reasoning.

CPI                              Sample Assessments
                                 To show evidence of meeting this CPI, students may complete the
5.1.12.D.1                       following assessment (correlates with 5.1.12.A.1, 5.1.12.D.1 and
Engage in multiple forms of      5.3.12.E.4):
discussion in order to
process, make sense of, and      You are an evolutionary biologist studying salamanders, and focus on
learn from others’ ideas,        the ring species Ensatina eschscholtzii. Two distinct forms of the
observations, and                species, differing dramatically in color, coexist in southern California
experiences.                     and are not successful at interbreeding. These two forms of salamanders
                                 are connected by a series of salamander populations with a gradient of
                                 varying color patterns, which encircle the Central Valley of California.
                                 A contractor is planning to purchase and develop the habitat of the
                                 salamander, and you are concerned that this species provides a unique
                                 opportunity to study evolution in situ.


                                                     11
                            New Jersey Core Curriculum Content Standards
                              Classroom Applications Document – Science
                               Science Practices (by the end of grade 12)

                                Develop a conservation campaign, stressing why these species must be
                                saved to study and better understand the processes and mechanisms of
                                evolution. Write and deliver a speech to be given to the California
                                Department of Fish and Game’s Environmental Review and Permitting
                                Program officers. Focus not only on the need to conserve habitat, but
                                stress the importance of preserving a model study species.

                                Resources
                                Ready, Set, Science!
                                 pp. 17-36 Four Strands of Scientific Learning
                                 pp. 109-119 Making Thinking Visible: Modeling and Representation
                                Taking Science to School:
                                 pp. 36-45 Goals for Science Education
                                 pp. 186–203 Participation in Scientific Practices and Discourse

Content                         Instructional Guidance
                                To assist in meeting this CPI, students may:

Science involves using             Construct literal representations from empirical evidence and
language, both oral and             observations.
written, as a tool for making
thinking public.                   Present and defend a scientific argument using literal
                                    representations.

                                   Evaluate others’ literal representations for consistency with their
                                    claims, evidence and reasoning.

                                   Move fluently between representations such as graphs, data,
                                    equations, diagrams and verbal explanations.

CPI                             Sample Assessments
                                To show evidence of meeting this CPI, students may complete the
5.1.12.D.2                      following assessment (correlates with 5.1.12.A.1, 5.1.12.D.2 and
Represent ideas using literal   5.3.12.A.4):
representations, such as
graphs, tables, journals,       After biology class, you explain to a friend who isn’t in your biology
concept maps, and               class that all humans start out as a single cell. Your friend is doubtful, so
diagrams.                       you decide to create a time-lapse video using digital images of a
                                fertilized egg developing into a human being to prove your point.
                                Narrate the video, explaining the specific changes that occur between
                                each developmental stage. You can also mention certain stages where
                                errors can occur in human development.




                                                     12
                            New Jersey Core Curriculum Content Standards
                              Classroom Applications Document – Science
                               Science Practices (by the end of grade 12)

                                Resources
                                Ready, Set, Science!
                                 pp. 17-36 Four Strands of Scientific Learning
                                 pp. 109-119 Making Thinking Visible: Modeling and Representation
                                Taking Science to School
                                 pp. 36-45 Goals for Science Education
                                 pp. 186–203 Participation in Scientific Practices and Discourse

Content                         Instructional Guidance
                                To assist in meeting this CPI, students may:

Ensure that instruments and        Select and use appropriate instrumentation to design and conduct
specimens are properly cared        investigations.
for and that animals, when
used, are treated humanely,        Understand, evaluate and practice safe procedures when conducting
responsibly, and ethically.         science investigations.

                                   Demonstrate appropriate digital citizenship (e.g., cyber-safety and
                                    cyber-ethics) when accessing scientific data from collaborative
                                    spaces.

                                   Ensure that living organisms are properly cared for and treated
                                    humanely, responsibly, and ethically.


CPI                             Sample Assessments
                                To show evidence of meeting this CPI, students may complete the
5.1.12.D.3                      following assessment (correlates with 5.1.12.B.1, 5.1.12.C.2,
Demonstrate how to use          5.1.12.D.3 and 5.3.12.B.5):
scientific tools and
instruments and knowledge       You work for an eco-friendly toy company interested in designing and
of how to handle animals        marketing a desktop-sized self-contained ecosystem. You are asked to
with respect for their safety   include active micro-organisms, red shrimp and green algae, and filtered
and welfare.                    sea water. The living organisms within the sealed ecosystem must
                                utilize their resources without overpopulating or contaminating the
                                environment. Research the system, and then conduct a series of
                                experiments to determine the appropriate ratios and types of plants,
                                animals and amount of external light for this delicate balance to occur.

                                Resources
                                Ready, Set, Science!
                                 pp. 17-36 Four Strands of Scientific Learning
                                 pp. 109-119 Making Thinking Visible: Modeling and Representation



                                                    13
New Jersey Core Curriculum Content Standards
  Classroom Applications Document – Science
   Science Practices (by the end of grade 12)

    Taking Science to School
       pp. 36-45 Goals for Science Education
       pp. 186–203 Participation in Scientific Practices and Discourse




                       14

				
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