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Next Generation Science Standards
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MS-LS2-1 - Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
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- I can read and describe my cafeteria waste data using simple statements (for example, which food scraps are most common) and point to the data that helped me
- I can explain how I think a lack or abundance of a resource might affect organisms in an ecosystem, using one example from the school data.
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- I can analyze cafeteria waste and compost observations by organizing data into basic graphs or tables and identifying clear patterns (for example, which scraps most affect nutrient availability)
- I can use the evidence to explain how changes in resource availability could affect organisms and populations in an ecosystem, citing specific numbers or trends from my data.
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- I can interpret multiple data sources from my waste audit and decomposition/comparison observations to support a claim about how resource availability changes ecosystems
- I can connect patterns in the data to effects on organisms and populations (such as growth or survival) and justify my reasoning with evidence from my graphs and observations.
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- I can evaluate and interpret data rigorously to provide evidence-based conclusions about how resource availability affects organisms and populations across an ecosystem
- I can accurately quantify trends from graphs, identify relationships and limitations in the data, and use the evidence to explain how different levels of resources would likely shift ecosystem outcomes.
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Next Generation Science Standards
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MS-LS1-7 - Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
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- I can create a simple model (drawing or diagram) showing that food in an organism changes into new substances and that some substances help me grow or provide energy
- I can label the starting food, at least one new substance, and show the direction of change in my model.
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- I can develop a more detailed model that shows how food is rearranged into new molecules through chemical reactions inside an organism
- I can explain, using my model, which parts support growth and which parts help release energy, with labels that connect each step to my claim.
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- I can refine my model to accurately show multiple stages of matter moving through an organism and changing forms into new molecules
- I can use evidence from our investigations or research to support how those reactions support growth and/or energy release, and I can revise my model when details don’t fit.
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- I can develop a comprehensive, clear model that traces matter through an organism and explains how chemical reactions rearrange it into new molecules that enable growth and energy release
- I can justify my model with evidence, make accurate connections between reaction steps and outcomes, and explain the limitations of my model.
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Next Generation Science Standards
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MS-LS1-6 - Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
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- I can use evidence from our waste audit and compost observations to describe that plants use sunlight to make their own food through photosynthesis.
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- I can construct a scientific explanation using specific evidence (e.g., compost changes, plant growth observations, or research notes) to show how photosynthesis helps cycle matter by turning CO₂ and water into new plant molecules.
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- I can explain how photosynthesis connects cycling of matter and flow of energy by linking what plants make to how nutrients enter the food web and how energy moves from the Sun to organisms, using multiple pieces of evidence.
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- I can create a complete, scientifically accurate explanation that traces matter and energy through an ecosystem—starting with photosynthesis—using data from our compost system (or model/research) and clearly connecting cause-and-effect relationships.
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Next Generation Science Standards
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MS-LS2-2 - Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
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- I can identify interactions between organisms (such as plants, decomposers, and insects) and describe one way an environmental factor can change those interactions in different ecosystems
- I can use simple examples from my school/community observations or research to support my claim.
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- I can construct a basic explanation about how organisms interact across two ecosystems and I can predict a pattern (for example, more decomposers where organic matter is available)
- I can use evidence from a waste audit, decomposition observations, or sources to justify my prediction.
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- I can explain and predict patterns of interactions among organisms across multiple ecosystems by connecting resource availability (like organic waste/compost), habitat conditions, and organism roles (producers, consumers, decomposers)
- I can support my explanation with data trends (graphs/notes) and scientific reasoning that shows why the pattern would occur.
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- I can construct a detailed explanation that predicts how interaction patterns will change across multiple ecosystems, including urban conditions such as limited space, contamination risk, pests, and uneven access to green infrastructure
- I can use multiple pieces of evidence from my data and research to justify the prediction, and I can clearly describe how changes in one factor would affect the ecosystem interactions.
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Next Generation Science Standards
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MS-LS2-3 - Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
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- I can draw a simple model that shows how food scraps turn into nutrients and how those nutrients help plants
- I can label at least two living and two nonliving parts of my model (like plants, decomposers, soil, and air/water).
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- I can develop a model that explains the cycling of matter from food scraps to decomposition to soil nutrients and then to plant growth
- I can include arrows to show the direction of matter movement and identify at least one flow of energy (like energy from sunlight for photosynthesis).
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- I can create a detailed model that describes how matter cycles and how energy flows among living and nonliving parts of an ecosystem using accurate connections (food scraps → decomposition → nutrients in soil → plant growth)
- I can use evidence from my observations or research (e.g., decomposition changes over time, plant growth) to support why each part and arrow belongs in the model.
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- I can refine and justify a comprehensive model that accurately represents matter cycling and energy flow among living and nonliving ecosystem components (decomposers, plants, soil, air/water, and sunlight)
- I can explain how my model would change under different conditions (like limited air/moisture or mixed materials) and use my collected data to support the predicted impact on cycling and growth.
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