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Table 2.

Next Generation Science Standards

Middle School Performance Expectations relevant to the “STOP” curriculum.

NGSS Performance Expectations Middle school students who demonstrate understanding can:Relevant “STOP” Curricular Elements
MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. (Matter and Its Interactions)* Students learn about structure and function of chemicals, including chlorine disinfectants, and apply knowledge in discussions of “reactivity activity” that simulates reactions and in interpretation of the byproduct-formation demonstration. 
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. (From Molecules to Organisms: Structure and Processes)

MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. (From Molecules to Organisms: Structure and Processes) 
Students learn about structure and function of bacterial cells and apply the information when
  • observing colony growth as a proxy for determining bacterial population in a sample and calculating the prevalence and abundance of bacterial species in the original samples and

  • interpreting experimental data that rely on the cellular composition of distinct bacterial species, allowing differential grow under selective conditions.

 
MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms (From Molecules to Organisms: Structure and Processes)

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. (Ecosystems: Interactions, Energy, and Dynamics)

MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations (Ecosystems: Interactions, Energy, and Dynamics) 
Students investigate how exposing mixed populations of cells to specific environmental conditions (three types of selective media and a series of bleach treatments) result in expansion of some populations and the death of others. 
MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services, e.g. water purification. (Ecosystems: Interactions, Energy, and Dynamics)

MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. (Earth and Human Activity)

MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. (Engineering Design) 
  • Students explore methods, effectiveness, and availability of water treatment techniques, in particular those used to treat their drinking water.

  • Students test and critique the pros and cons of using

    • different sample dilutions to quantify microbes in water,

    • different selective media to identify the microbes present, and

    • different concentrations of chlorine bleach to kill microbes within a water sample,

in order to develop a process that considers the usefulness of the information gathered and the effect that excessive bleach treatment would have on byproduct formation and human health. 
NGSS Performance Expectations Middle school students who demonstrate understanding can:Relevant “STOP” Curricular Elements
MS-PS1-2 Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. (Matter and Its Interactions)* Students learn about structure and function of chemicals, including chlorine disinfectants, and apply knowledge in discussions of “reactivity activity” that simulates reactions and in interpretation of the byproduct-formation demonstration. 
MS-LS1-1 Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. (From Molecules to Organisms: Structure and Processes)

MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. (From Molecules to Organisms: Structure and Processes) 
Students learn about structure and function of bacterial cells and apply the information when
  • observing colony growth as a proxy for determining bacterial population in a sample and calculating the prevalence and abundance of bacterial species in the original samples and

  • interpreting experimental data that rely on the cellular composition of distinct bacterial species, allowing differential grow under selective conditions.

 
MS-LS1-5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms (From Molecules to Organisms: Structure and Processes)

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. (Ecosystems: Interactions, Energy, and Dynamics)

MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations (Ecosystems: Interactions, Energy, and Dynamics) 
Students investigate how exposing mixed populations of cells to specific environmental conditions (three types of selective media and a series of bleach treatments) result in expansion of some populations and the death of others. 
MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services, e.g. water purification. (Ecosystems: Interactions, Energy, and Dynamics)

MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. (Earth and Human Activity)

MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. (Engineering Design) 
  • Students explore methods, effectiveness, and availability of water treatment techniques, in particular those used to treat their drinking water.

  • Students test and critique the pros and cons of using

    • different sample dilutions to quantify microbes in water,

    • different selective media to identify the microbes present, and

    • different concentrations of chlorine bleach to kill microbes within a water sample,

in order to develop a process that considers the usefulness of the information gathered and the effect that excessive bleach treatment would have on byproduct formation and human health. 

*Parenthetical phrase contains NGSS Disciplinary Practice.

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