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Public Lab Lesson 3: Photography in a New Light, curricular standards

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National Common Core Standards: Grade 8 specific (as well as general category 6-8 Middle School Standards)

ELA: Speaking and Listening

Comprehension and Collaboration:

CCSS.ELA-LITERACY.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.8.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

CCSS.ELA-LITERACY.SL.8.1.B Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

CCSS.ELA-LITERACY.SL.8.1.C Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.

CCSS.ELA-LITERACY.SL.8.1.D Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. Presentation of Knowledge and Ideas:

CCSS.ELA-LITERACY.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-LITERACY.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

ELA: Language

Vocabulary Acquisition and Use:

CCSS.ELA-LITERACY.L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.

CCSS.ELA-LITERACY.L.8.4.C Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

CCSS.ELA-LITERACY.L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

ELA: Science and Technical Subjects

Key Ideas and Details:

CCSS.ELA-LITERACY.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

CCSS.ELA-LITERACY.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

CCSS.ELA-LITERACY.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Next Generation Science Standards (Middle School)

The following performance expectations developed using elements from NRC document, A Framework for K-12 Science Education:

MS. Waves and Electromagnetic Radiation

Students who demonstrate understanding can:

MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] [Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves.]

MS-PS4-2.
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]

MS. Earth’s Systems

Students who demonstrate understanding can:

MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]

Louisiana Academic Standards (Middle School)

Key Concepts – Grade 8:

Science as Inquiry

  • Use mathematics to connect a data set with a model, graph, symbols, inferences, or a valid conclusion.
  • Describe how technology has helped scientists collect more accurate data or affected society.

Physical Science

  • Describe the colors in the visible light spectrum; the effects of light traveling through a prism; refraction, absorption, transmission of light; and relate wavelengths to colors.
  • Science and the Environment
  • Predict the effects that habitat destruction, the introduction of a nonnative species, or the loss of an organism have on an ecosystem or other species.
  • Differentiate between renewable and nonrenewable natural resources.
  • Identify major sources of pollution, describe their likely effects, and classify them as point or nonpoint sources.

Grade-Level Expectations: Grade 8

The Abilities Necessary to Do Scientific Inquiry

Select and use appropriate equipment, technology, tools, and metric system units of measurement to make observations (SI-M-A3)

Use computers and/or calculators to analyze and interpret quantitative data (SI-MA3) Use data and information gathered to develop an explanation of experimental results (SI-M-A4)

Identify patterns in data to explain natural events (SI-M-A4)

Use evidence to make inferences and predict trends (SI-M-A5)

Recognize that there may be more than one way to interpret a given set of data, which can result in alternative scientific explanations and predictions (SI-M-A6)

Distinguish between observations and inferences (SI-M-A7)

Use evidence and observations to explain and communicate the results of investigations (SI-M-A7)

Understanding Scientific Inquiry

Explain how technology can expand the senses and contribute to the increase and/or modification of scientific knowledge (SI-M-B3)

Describe why all questions cannot be answered with present technologies (SI-M-B3)

Identify areas in which technology has changed human lives (e.g., transportation, communication, geographic information systems, DNA fingerprinting) (SI-M-B7)

Social Studies: Geography Standard 3-Geography Skills

Students develop spatial understanding through the study of location, distance, direction, pattern, shape, and arrangement 8.3.1 Locate and describe the physical features of Louisiana

National Common Core Standards (High School 9-12)

ELA/Literacy: Speaking and Listening

Comprehension and Collaboration:

CCSS.ELA-LITERACY.SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-LITERACY.SL.11-12.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.11-12.1.B Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. Presentation of Knowledge and Ideas:

CCSS.ELA-LITERACY.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-LITERACY.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

CCSS.ELA-LITERACY.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

ELA/Literacy: Language

Vocabulary Acquisition and Use:

CCSS.ELA-LITERACY.L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CCSS.ELA-LITERACY.L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

ELA/Science and Technical Subjects Key Ideas and Details:

CCSS.ELA-LITERACY.RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

CCSS.ELA-LITERACY.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

CCSS.ELA-LITERACY.RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

CCSS.ELA-LITERACY.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

CCSS.ELA-LITERACY.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Next Generation Science Standards (High School 9-12)

The following performance expectations developed using elements from NRC document, A Framework for K-12 Science Education:

HS. Waves and Electromagnetic Radiation

Students who demonstrate understanding can:

HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* [Clarification Statement: Examples could include solar cells capturing light and converting it to electricity; medical imaging; and communications technology.] [Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.]

HS. Interdependent Relationships in Ecosystems Students who demonstrate understanding can:

HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. [Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited to provided data.]

Louisiana Academic Standards (High School 9-12)

Grade Level Expectations:

Science as Inquiry (Grades 9-12)

The Abilities Necessary to Do Scientific Inquiry

Use technology when appropriate to enhance laboratory investigations and presentations of findings (SI-H-A3)

Write and defend a conclusion based on logical analysis of experimental data (SI-HA6) (SI-H-A2)

Understanding Scientific Inquiry

Evaluate selected theories based on supporting scientific evidence (SI-H-B1)

Cite evidence that scientific investigations are conducted for many different reasons (SI-H-B2)

Cite examples of scientific advances and emerging technologies and how they affect society (e.g., MRI, DNA in forensics) (SI-H-B3)

Physical Science (Recommended for Grade 9)

Interactions of Energy and Matter

Compare properties of waves in the electromagnetic spectrum (PS-H-G3)

Physics (Recommended for Grades 11/12)

Interactions of Energy and Matter

Evaluate how different media affect the properties of reflection, refraction, diffraction, polarization, and interference (PS-H-G1)

Social Studies: World Geography (2011)

Standard 1-World in Spatial Terms and Uses of Geography Students organize information and solve geographic problems using geographical tools, representations, and technologies.

WG.1.1 Describe the impact of technology on the study of geography and gather geographic information using technological tools

Standard 2-Physical Systems Students answer geographic questions about Earth’s physical systems to explain ecosystems and natural processes.

W.G.2.4. Explain and give examples of natural human processes that shape Earth’s surface and identify specific locations where the processes occur