Ecosystems Investigation: Learnings

Standards, Guiding Questions, and
Essential Learnings

The following information identifies the Grade 8 Benchmarks from the OSPI.

EALR 1 Systems: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems.

The system concept includes inputs, outputs, and transfers of matter and energy, and information to understand how the natural universe functions. The natural world can be understood in terms of the following three system components:

Properties and Characteristics
Structures
Changes

Students develop an understanding of the scientific concepts and principles in the contexts of physical, earth/space, and living systems that can be applied to solve human problems.

EALR 2 Inquiry: The student knows and applies the skills, processes, and nature of scientific inquiry.

Inquiry describes the skills necessary to investigate systems and asks students to understand the nature of science, which gives integrity to scientific investigations. Inquiry represents the application of science concepts and principles to the scientific investigative processes that aims to answer scientific questions about the natural world. These concepts, principles, and processes are expressed in two components:

2.1 Investigating Systems
- 2.1.1 Understand how to generate a question that can be answered through scientific investigation. W
  - (6, 7, 8) Generate multiple questions based on observations.
  - (6, 7, 8) Generate a question that can be investigated scientifically.
  - (6, 7, 8) Generate a new question that can be investigated with the same materials and/or data as a given investigation.
- 2.1.3 Apply understanding of how to construct a scientific explanation using evidence and inferential logic. W
  - (6, 7, 8) Generate a scientific conclusion including supporting data from an investigation using inferential logic (e.g., chewing gum loses more mass than bubble gum after being chewed for 5 minutes; chewing gum lost 2.00 grams while bubble gum only lost 1.47 grams).
  - (6,7,8) Describe a reason for a given conclusion using evidence from a given investigation.
  - (6, 7, 8) Generate a scientific explanation of an observed phenomenon using given data.
  - (6) Predict what logically might occur if an investigation lasted longer or changed.
  - (7, 8) Describe the difference between evidence (data) and conclusions.
- 2.1.5 Apply understanding of how to report investigations and explanations of objects, events, systems, and processes. W
  - (6, 7, 8) Report observations of scientific investigations without making inferences.
  - (6, 7, 8) Summarize an investigation by describing:
    - reasons for selecting the investigative plan
    - materials used in the investigation
    - observations, data, results
    - explanations and conclusions in written, mathematical, oral, and information technology presentation formats
    - ramifications of investigations
    - safety procedures used
  - (6, 7, 8) Describe the difference between an objective summary of data and an inference made from data.
Nature of Science
- 2.21 Apply curiosity, honesty, skepticism, and openness when considering explanations and conducting investigations. W
  - (6, 7, 8) Explain why an honest response to questionable results, conclusions, or explanations is important to the scientific enterprise.
  - (8) Describe a flaw in a claim or a conclusion (i.e., limited data, flawed procedure, or overgeneralization).
  - (6, 7, 8) Describe how scientists accurately and honestly record, report, and share observations and measurements without bias.
  - (6, 7, 8) Explain why honest acknowledgement of the contributions of others and information sources are necessary.
- 2.2.5 Understand that increased comprehension of systems leads to new inquiry. W
  - (6, 7, 8) Describe how scientific inquiry results in new facts, evidence, unexpected findings, ideas, and explanations.
  - (7, 8) Describe how results of scientific inquiry may change our understanding of the systems of the natural and constructed world.
  - (6, 7, 8) Describe how increased understanding of systems leads to new questions to be investigated.
  - (7, 8) Describe how new ideas need repeated inquiries before acceptance.
  - (8) Describe how new investigative questions arise at the completion of scientific inquiry.

EALR 3 Application: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts.

Scientific design process skills are used to develop and evaluate scientific solutions to problems in real world contexts.

The application of an understanding of systems and inquiry is comprised of two components:

Designing Solutions Science
- 3.1.1 Analyze common problems or challenges in which scientific design can be or has been used to design solutions. W
  - (6, 7, 8) Describe how science and technology could be used to solve all or part of a human problem and vice versa (e.g., understanding erosion can be used to solve some flooding problems).
  - (6, 7, 8) Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., understanding of the relationship between electricity and magnetism has been used to make electric motors and generators).
  - (6, 7, 8) Explain how to scientifically gather information to develop a solution (e.g., collect data by measuring all the factors and establish which are the most important to solve the problem).
  - (6, 7, 8) Describe an appropriate question that could lead to a possible solution to a problem.
- 3.1.2 Apply the scientific design process to develop and implement solutions to problems or challenges. W
  - (6, 7, 8) Propose, implement, and document a scientific design process used to solve a problem or challenge:
    - define the problem
    - scientifically gather
    - information and collect measurable data
    - explore ideas
    - make a plan
    - list steps to do the plan
    - scientifically test solutions
    - document the scientific design process
  - (6, 7, 8) Explain possible solutions to the problem (e.g., use pulleys instead of levers to lift a heavy object).
  - (6, 7, 8) Explain the reason(s) for the effectiveness of a solution to a problem or challenge.
- 3.1.3 Analyze multiple solutions to a problem or challenge. W
  - (6, 7, 8) Describe the criteria to evaluate an acceptable solution to the problem or challenge.
  - (6, 7, 8) Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles.
  - (7, 8) Describe the consequences of the solution to the problem or challenge (e.g., using rocks on the edge of a stream to prevent erosion may destroy habitat).
  - (7, 8) Describe how to change a system to solve a problem or improve a solution to a problem.
  - (8) Compare the effectiveness of different solutions to a problem or challenge based on criteria, using scientific concepts and principles.
Technology, and Society
- 3.2.4 Analyze how human societies’ use of natural resources affects the quality of life and the health of ecosystems. W
  - (6, 7, 8) Discriminate between renewable and nonrenewable resources in an ecosystem.
  - (6, 7, 8) Explain the effects that the conservation of natural resources has on the quality of life and the health of ecosystems.
  - (6, 7, 8) Explain the effects of various human activities on the health of an ecosystem and/or the ability of organisms to survive in that ecosystem (e.g., consumption of natural resources; waste management; urban growth; land use decisions; pesticide, herbicide, or fertilizer use.)

Essential Academic Learning Requirements in Reading

1) The student understands and uses different skills and strategies to read.
To meet this standard, the student will:

1.1 use word recognition and word meaning skills to read and comprehend text
1.2 build vocabulary through reading
1.3 read fluently, adjusting reading for purpose and material
1.5 use features of non-fiction text and computer software such as titles, headings, pictures, maps, and charts to find and understand specific information

2) The student understands the meaning of what is read.
To meet this standard, the student will:

2.1 comprehend important ideas and details
2.2 expand comprehension by analyzing, interpreting, and synthesizing information and ideas
2.3 think critically and analyze authors' use of language, style, purpose, and perspective

Getting Started Home Scenario Steps Research Cycle Questioning Planning Gathering Sorting/Sifting Synthesizing Evaluating Reporting Assessment Reflection Rubrics Learnings Resources Resources Teacher Tips		We're All In This Ecosystem Together How do organisms interact with and respond to the environment and other organisms?
		Standards, Guiding Questions, and Essential Learnings The following information identifies the Grade 8 Benchmarks from the OSPI. EALR 1 Systems: The student knows and applies scientific concepts and principles to understand the properties, structures, and changes in physical, earth/space, and living systems. The system concept includes inputs, outputs, and transfers of matter and energy, and information to understand how the natural universe functions. The natural world can be understood in terms of the following three system components: Properties and Characteristics Structures Changes Students develop an understanding of the scientific concepts and principles in the contexts of physical, earth/space, and living systems that can be applied to solve human problems. EALR 2 Inquiry: The student knows and applies the skills, processes, and nature of scientific inquiry. Inquiry describes the skills necessary to investigate systems and asks students to understand the nature of science, which gives integrity to scientific investigations. Inquiry represents the application of science concepts and principles to the scientific investigative processes that aims to answer scientific questions about the natural world. These concepts, principles, and processes are expressed in two components: 2.1 Investigating Systems 2.1.1 Understand how to generate a question that can be answered through scientific investigation. W (6, 7, 8) Generate multiple questions based on observations. (6, 7, 8) Generate a question that can be investigated scientifically. (6, 7, 8) Generate a new question that can be investigated with the same materials and/or data as a given investigation. 2.1.3 Apply understanding of how to construct a scientific explanation using evidence and inferential logic. W (6, 7, 8) Generate a scientific conclusion including supporting data from an investigation using inferential logic (e.g., chewing gum loses more mass than bubble gum after being chewed for 5 minutes; chewing gum lost 2.00 grams while bubble gum only lost 1.47 grams). (6,7,8) Describe a reason for a given conclusion using evidence from a given investigation. (6, 7, 8) Generate a scientific explanation of an observed phenomenon using given data. (6) Predict what logically might occur if an investigation lasted longer or changed. (7, 8) Describe the difference between evidence (data) and conclusions. 2.1.5 Apply understanding of how to report investigations and explanations of objects, events, systems, and processes. W (6, 7, 8) Report observations of scientific investigations without making inferences. (6, 7, 8) Summarize an investigation by describing: reasons for selecting the investigative plan materials used in the investigation observations, data, results explanations and conclusions in written, mathematical, oral, and information technology presentation formats ramifications of investigations safety procedures used (6, 7, 8) Describe the difference between an objective summary of data and an inference made from data. Nature of Science 2.21 Apply curiosity, honesty, skepticism, and openness when considering explanations and conducting investigations. W (6, 7, 8) Explain why an honest response to questionable results, conclusions, or explanations is important to the scientific enterprise. (8) Describe a flaw in a claim or a conclusion (i.e., limited data, flawed procedure, or overgeneralization). (6, 7, 8) Describe how scientists accurately and honestly record, report, and share observations and measurements without bias. (6, 7, 8) Explain why honest acknowledgement of the contributions of others and information sources are necessary. 2.2.5 Understand that increased comprehension of systems leads to new inquiry. W (6, 7, 8) Describe how scientific inquiry results in new facts, evidence, unexpected findings, ideas, and explanations. (7, 8) Describe how results of scientific inquiry may change our understanding of the systems of the natural and constructed world. (6, 7, 8) Describe how increased understanding of systems leads to new questions to be investigated. (7, 8) Describe how new ideas need repeated inquiries before acceptance. (8) Describe how new investigative questions arise at the completion of scientific inquiry. EALR 3 Application: The student knows and applies science concepts and skills to develop solutions to human problems in societal contexts. Scientific design process skills are used to develop and evaluate scientific solutions to problems in real world contexts. The application of an understanding of systems and inquiry is comprised of two components: Designing Solutions Science 3.1.1 Analyze common problems or challenges in which scientific design can be or has been used to design solutions. W (6, 7, 8) Describe how science and technology could be used to solve all or part of a human problem and vice versa (e.g., understanding erosion can be used to solve some flooding problems). (6, 7, 8) Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., understanding of the relationship between electricity and magnetism has been used to make electric motors and generators). (6, 7, 8) Explain how to scientifically gather information to develop a solution (e.g., collect data by measuring all the factors and establish which are the most important to solve the problem). (6, 7, 8) Describe an appropriate question that could lead to a possible solution to a problem. 3.1.2 Apply the scientific design process to develop and implement solutions to problems or challenges. W (6, 7, 8) Propose, implement, and document a scientific design process used to solve a problem or challenge: define the problem scientifically gather information and collect measurable data explore ideas make a plan list steps to do the plan scientifically test solutions document the scientific design process (6, 7, 8) Explain possible solutions to the problem (e.g., use pulleys instead of levers to lift a heavy object). (6, 7, 8) Explain the reason(s) for the effectiveness of a solution to a problem or challenge. 3.1.3 Analyze multiple solutions to a problem or challenge. W (6, 7, 8) Describe the criteria to evaluate an acceptable solution to the problem or challenge. (6, 7, 8) Describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts and principles. (7, 8) Describe the consequences of the solution to the problem or challenge (e.g., using rocks on the edge of a stream to prevent erosion may destroy habitat). (7, 8) Describe how to change a system to solve a problem or improve a solution to a problem. (8) Compare the effectiveness of different solutions to a problem or challenge based on criteria, using scientific concepts and principles. Technology, and Society 3.2.4 Analyze how human societies’ use of natural resources affects the quality of life and the health of ecosystems. W (6, 7, 8) Discriminate between renewable and nonrenewable resources in an ecosystem. (6, 7, 8) Explain the effects that the conservation of natural resources has on the quality of life and the health of ecosystems. (6, 7, 8) Explain the effects of various human activities on the health of an ecosystem and/or the ability of organisms to survive in that ecosystem (e.g., consumption of natural resources; waste management; urban growth; land use decisions; pesticide, herbicide, or fertilizer use.) Essential Academic Learning Requirements in Reading 1) The student understands and uses different skills and strategies to read. To meet this standard, the student will: 1.1 use word recognition and word meaning skills to read and comprehend text 1.2 build vocabulary through reading 1.3 read fluently, adjusting reading for purpose and material 1.5 use features of non-fiction text and computer software such as titles, headings, pictures, maps, and charts to find and understand specific information 2) The student understands the meaning of what is read. To meet this standard, the student will: 2.1 comprehend important ideas and details 2.2 expand comprehension by analyzing, interpreting, and synthesizing information and ideas 2.3 think critically and analyze authors' use of language, style, purpose, and perspective

		Copyright Notice: No materials on any of the Bellingham Schools' WWW pages may be copied without express written permission unless permission is clearly stated on the page. Graphics: Microsoft Clip Art. Collaborative team: Eileen Andersen, Criss Forslund, and Linda St. Andre Research modules based on use of the Research Cycle, Module Maker, and ideas in Beyond Technology by Jamie McKenzie