AMNH Investigation Module - NGSS Scientific Practices
AMNH Investigation Module - NGSS
Scientific Practices
by Suzanne Simons, Dora E. Kravitz, Barbara Smith, and Jim Short
This prototype module developed by staff at the American Museum of Natural History provides a sequence of science
practices, skills, and mini-tasks designed specifically for modules in which students conduct an investigation and produce a
scientific product, which could be a report, a poster, an oral presentation.... Authors will need to consider the following edits
when using this prototype.
1. Authors need to construct their own teaching tasks, but can use the "What Instruction?" section to guide that
process.
2. The Skills List is comprehensive so authors should revise and edit that list to customize for the purpose of their task.
3. Multiple standards have been included. Authors should edit down that list and select a focus cluster--reading, writing,
content and NGSS practice standard.
4. Math standards have been included from CCM and New York State Standards. Authors should edit all standards,
including the math standards, to reflect their context and objectives.
5. No rubric has been selected but the AMNH DSET rubric has been included. Authors can elect to use the DSET
rubric, the LDC student writing rubric, or a combination of the two. For example, it's possible to use the DSET rubric
plus the conventions row from the LDC rubric.
6. This investigation was designed for middle school. If used at other grade levels, authors should revise the
standards, the Skills List, the investigation steps and any other elements as appropriate for that grade level.
7. Some mini-tasks are included and offered as suggestions. The mini-tasks are incomplete, some lacking pacing or
scoring guides or instructional strategies. All mini-tasks should be edited and customized to the purpose of the task,
the context of the classroom, the style of the teacher, and the specific objectives of the module.
GRADES
DISCIPLINE
COURSE
6-8
 Science
 Science
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Section 1: What Task?
Teaching Task
Task Template 1 - Argumentation
After researching a scientific question on the relationship between two variables, write a report/poster in which you argue the
effect the independent variable has on that dependent variable. Support your position with evidence from your research.
Common Core State Standards
Reading Standards for Literacy in Science and Technical Subjects 6—12
RST.6-8.1
RST.6-8.2
RST.6-8.4
RST.6-8.10
Cite specific textual evidence to support analysis of science and technical texts.
Determine the central ideas or conclusions of a text; provide an accurate summary of the text
distinct from prior knowledge or opinions.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases
as they are used in a specific scientific or technical context relevant to grades 6—8 texts and
topics.
By the end of grade 8, read and comprehend science/technical texts in the grades 6—8 text
complexity band independently and proficiently.
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AMNH Investigation Module - NGSS Scientific Practices
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6—12
WHST.6-8.1
Write arguments focused on discipline-specific content.
Provide a concluding statement or section that follows from or supports the argument
presented.
WHST.6-8.1.e
Establish and maintain a formal style.
WHST.6-8.1.d
WHST.6-8.1.c
Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), counterclaims, reasons, and evidence.
WHST.6-8.1.b
Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.1
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence logically.
WHST.6-8.4
WHST.6-8.5
WHST.6-8.9
WHST.6-8.10
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed.
Draw evidence from informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Additional Standards
New York
Learning Standards for Mathematics, Science, and Technology - Standards 1 & 2
The central purpose of scientific inquiry is to develop explanations of natural phenomena in a
continuing, creative process.
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ask "why" questions in attempts to seek greater understanding concerning objects and
events they have observed and heard about.
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question the explanations they hear from others and read about, seeking clarification and
comparing them with their own observations and understandings.
NY
develop relationships among observations to construct descriptions of objects and events
and to form their own tentative explanations of what they have observed.
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formulate questions independently with the aid of references appropriate for guiding the
search for explanations of everyday observations.
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construct explanations independently for natural phenomena, especially by proposing
preliminary visual models of phenomena.
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represent, present, and defend their proposed explanations of everyday observations so
that they can be understood and assessed by others.
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seek to clarify, to assess critically, and to reconcile with their own thinking the ideas
presented by others, including peers, teachers, authors, and scientists.
elaborate on basic scientific and personal explanations of natural phenomena, and
develop extended visual models and mathematical formulations to represent their
thinking.
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hone ideas through reasoning, library research, and discussion with others, including
experts.
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work toward reconciling competing explanations; clarifying points of agreement and
disagreement.
coordinate explanations at different levels of scale, points of focus, and degrees of
complexity and specificity and recognize the need for such alternative representations of
the natural world.
NY
formulate questions independently with the aid of references appropriate for guiding the
search for explanations of everyday observations.
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Beyond the use of reasoning and consensus, scientific inquiry involves the testing of
proposed explanations involving the use of conventional techniques and procedures and
usually requiring considerable ingenuity.
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develop written plans for exploring phenomena or for evaluating explanations guided by
questions or proposed explanations they have helped formulate.
share their research plans with others and revise them based on their suggestions.
carry out their plans for exploring phenomena through direct observation and through the
use of simple instruments that permit measurements of quantities (e.g., length, mass,
volume, temperature, and time).
use conventional techniques and those of their own design to make further observations
and refine their explanations, guided by a need for more information.
develop, present, and defend formal research proposals for testing their own explanations
of common phenomena, including ways of obtaining needed observations and ways of
conducting simple controlled experiments.
carry out their research proposals, recording observations and measurements (e.g., lab
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notes, audio tape, computer disk, video tape) to help assess the explanation.
devise ways of making observations to test proposed explanations.
NY
refine their research ideas through library investigations, including electronic information
retrieval and reviews of the literature, and through peer feedback obtained from review
and discussion.
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develop and present proposals including formal hypotheses to test their explanations, i.e.,
they predict what should be observed under specified conditions if the explanation is true.
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carry out their research plan for testing explanations, including selecting and developing
techniques, acquiring and building apparatus, and recording observations as necessary.
develop, present, and defend formal research proposals for testing their own explanations of
common phenomena, including ways of obtaining needed observations and ways of
conducting simple controlled experiments.
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carry out their research proposals, recording observations and measurements (e.g., lab
notes, audio tape, computer disk, video tape) to help assess the explanation.
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The observations made while testing proposed explanations, when analyzed using
conventional and invented methods, provide new insights into phenomena.
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organize observations and measurements of objects and events through classification
and the preparation of simple charts and tables.
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interpret organized observations and measurements, recognizing simple patterns,
sequences, and relationships.
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share their findings with others and actively seek their interpretations and ideas.
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adjust their explanations and understandings of objects and events based on their
findings and new ideas.
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design charts, tables, graphs and other representations of observations in conventional
and creative ways to help them address their research question or hypothesis.
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interpret the organized data to answer the research question or hypothesis and to gain
insight into the problem.
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modify their personal understanding of phenomena based on evaluation of their
hypothesis.
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use various means of representing and organizing observations (e.g., diagrams, tables,
charts, graphs, equations, matrices) and insightfully interpret the organized data.
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apply statistical analysis techniques when appropriate to test if chance alone explains the
result.
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assess correspondence between the predicted result contained in the hypothesis and the
actual result and reach a conclusion as to whether or not the explanation on which the
prediction was based is supported.
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based on the results of the test and through public discussion, they revise the explanation
and contemplate additional research.
develop a written report for public scrutiny that describes their proposed explanation,
including a literature review, the research they carried out, its result, and suggestions for
further research.
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design charts, tables, graphs and other representations of observations in conventional and
creative ways to help them address their research question or hypothesis.
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interpret the organized data to answer the research question or hypothesis and to gain insight
into the problem.
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modify their personal understanding of phenomena based on evaluation of their hypothesis.
NGSS
Next Generation Science Standards
Ask questions that can be investigated within the scope of the classroom, outdoor
environment, and museums and other public facilities with available resources and, when
appropriate, frame a hypothesis based on observations and scientific principles.
Plan an investigation individually and collaboratively, and in the design: identify independent
and dependent variables and controls, what tools are needed to do the gathering, how
measurements will be recorded, and how many data are needed to support a claim.
Analyze and interpret data to provide evidence for phenomena.
Construct an explanation that includes qualitative or quantitative relationships between
variables that predict phenomena.
Apply scientific ideas to construct an explanation for real-world phenomena, examples, or
events.
Construct an explanation that includes qualitative or quantitative relationships between
variables that describe phenomena.
Construct a scientific explanation based on valid and reliable evidence obtained from sources
(including the students' own experiments) and the assumption that theories and laws that
describe the natural world operate today as they did in the past and will continue to do so in
the future.
Construct and present oral and written arguments supported by empirical evidence and
scientific reasoning to support or refute an explanation or a model for a phenomenon or a
solution to a problem.
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AMNH Investigation Module - NGSS Scientific Practices
Construct an oral and written argument supported by empirical evidence and scientific
reasoning to support or refute an explanation or a model for a phenomenon or a solution to a
problem.
Integrate qualitative scientific and technical information in written text with that contained in
media and visual displays to clarify claims and findings.
Gather, read, and synthesize information from multiple appropriate sources and assess the
credibility, accuracy, and possible bias of each publication and methods used, and describe
how they are supported or not supported by evidence.
CCSS
Common Core State Standards for Mathematics
Model with mathematics.
MP.4
8.SP.4
Understand that patterns of association can also be seen in bivariate categorical data by
displaying frequencies and relative frequencies in a two-way table. Construct and interpret a
two-way table summarizing data on two categorical variables collected from the same
subjects. Use relative frequencies calculated for rows or columns to describe possible
association between the two variables.
Investigate patterns of association in bivariate data.
Construct and interpret scatter plots for bivariate measurement data to investigate
patterns of association between two quantities. Describe patterns such as clustering,
outliers, positive or negative association, linear association, and nonlinear association.
8.SP.1
Know that straight lines are widely used to model relationships between two quantitative
variables. For scatter plots that suggest a linear association, informally fit a straight line,
and informally assess the model fit by judging the closeness of the data points to the line.
8.SP.2
Use the equation of a linear model to solve problems in the context of bivariate
measurement data, interpreting the slope and intercept.
8.SP.3
Understand that patterns of association can also be seen in bivariate categorical data by
displaying frequencies and relative frequencies in a two-way table. Construct and
interpret a two-way table summarizing data on two categorical variables collected from
the same subjects. Use relative frequencies calculated for rows or columns to describe
possible association between the two variables.
8.SP.4
8.SP.1
Construct and interpret scatter plots for bivariate measurement data to investigate patterns of
association between two quantities. Describe patterns such as clustering, outliers, positive or
negative association, linear association, and nonlinear association.
Texts
No texts specified
Background for Students
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Not provided
Extension
Not provided
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Section 2: What Skills?
Preparing for the Task
TASK AND RUBRIC ANALYSIS > TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric.
TASK ENGAGEMENT > USING EXEMPLARS: Ability to read, analyze, and use scientific exemplars as models.
PRE-READING > ESSENTIAL VOCABULARY: Ability to notice, collect, and organize new domain specific vocabulary.
Asking Questions
IDENTIFY TESTABLE INVESTIGATION QUESTION: Ability to state a question to guide the investigation.
READING VISUAL DATA REPRESENTATIONS: Ability to read tables, diagrams, graphs, maps, photographs, and
charts.
READING/ RESEARCH: Ability to research the question for the investigation using multiple sources of texts and data.
BACKGROUND: Ability to understand relevant scientific concepts for the investigation.
HYPOTHESIS: Abiility to write a hypothesis relevant to the task.
REFERENCES AND CITATIONS: Ability to cite texts used in the investigation.
Planning and Carrying Out Investigations
INVESTIGATION DESIGN: Ability to design an investigation.
PROCEDURE: Ability to list materials and desribe procedures
DATA COLLECTION: Ability to follow precisely a multistep procedure.
Analyzing and Interpreting Data
DATA CONVERSATION: Ability to link data to investigation question.
DATA ANALYSIS: Ability to identify and summarize trends or patterns in the data.
Constructing Explanations from Empirical Evidence
DISCUSSION/CONCLUSION: SCIENTIFIC EXPLANATION: Ability to construct a scientific explanation using the
Claim, Evidence, Reasoning framework.
DISCUSSION/ CONCLUSION: REFLECTIONS: Ability to reflect upon the investigation.
CONNECT TO RESEARCH: Ability to use research literature to support, contradict, and/or elucidate findings.
REVISION, EDITING, AND COMPLETION > REVISION: Ability to refine text, including line of thought, language usage,
and tone as appropriate to audience and purpose.
Oral Presentation
ORAL PRESENTATION: Ability to present and share investigation process and findings.
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AMNH Investigation Module - NGSS Scientific Practices
Section 3: What Instruction?
PACING
SKILL AND DEFINITION
PRODUCT AND
PROMPT
SCORING GUIDE
INSTRUCTIONAL STRATEGIES
Preparing for the Task
30 mins
PRE-READING >
ESSENTIAL VOCABULARY:
Ability to notice, collect, and
organize new domain specific
vocabulary.
ESSENTIAL
VOCABULARY
WORKSHEETS
Write vocabulary
definitions and explain
concepts in your own
words.
Words/phrases
essential to
understanding
the text are
identified
Essential
vocabulary is
defined in
student's own
words
Rest of
worksheet is
completed for
sufficient
number of key
terms
1) This is an on-going task, despite the pacing guide. Students will do this
throughout the module, and the teacher will stop periodically to model and
check vocabulary collection.
2) Teacher models for students how to interact with essential vocabulary in
one reading using the first page of the student handout
3) Teacher models how to identify essential vocabulary and define in own
words; teacher has other students model
4) Individually or with partners, students complete second page of handout
for one reading
5) Students share out their vocabulary, definitions, and other work; other
students add essential vocabulary to their own worksheets
6) Teacher provides additional worksheets (page 2) for each additional
reading
7) Teacher collects and scores all worksheets and returns to students so
they can use as notes going forward
Additional Instruction
This mini-task was originally designed for a high school social studies
module on the British Industrial Revolution, and includes sample vocabulary
worksheets that show how those teachers tailored this Essential Vocabulary
activity for that module. Attached is a template version of that worksheet that
teachers can use to adapt for their own module depending on content and
the teacher's choice in terms of how to have students interact with key
vocabulary as they read.
Standards:
CCSS.ELA-LITERACY.CCRA.R.10 : Read and comprehend complex literary and informational texts independently and proficiently.
Additional Attachments:
 Essential_Vocabulary.doc
 Essential_Vocabulary.pdf
 Vocabulary-Student Work.pdf
 Essential_Vocabulary_TEMPLATE.doc
Asking Questions
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PACING
SKILL AND DEFINITION
PRODUCT AND
PROMPT
Not
provided
IDENTIFY TESTABLE
INVESTIGATION
QUESTION: Ability to state a
question to guide the
investigation.
DEVELOP INTEREST
Use the KWL chart to
record what
you already know
about the topic.
SCORING GUIDE
INSTRUCTIONAL STRATEGIES
Not Provided
Students use a KWL graphic organizer to write about what they already know
about a topic, what more they want to know, and if the text answers those
questions. At the end, students have a general sense of what interesting
question they still have about a topic (to transition into the next lesson on
developing a testable investigation question).
Question is
relevant and uses
the "How will..."
format correctly.
Not Provided
Record what question
you have.
After reading, record
what you have learned
so far.
Lastly, what questions
do you still have that
you could develop into
a classroom
investigation?
Not
provided
IDENTIFY TESTABLE
INVESTIGATION
QUESTION: Ability to state a
question to guide the
investigation.
TESTABLE
QUESTION FOR
INVESTIGATION
Write your testable
question using the
template. Include your
own independent and
dependent variables.
"How will (the
independent variable)
affect (the dependent
variable)?"
Standards:
CCSS.ELA-LITERACY.WHST.6-8.7 : Conduct short research projects to answer a question (including a self-generated question), drawing on several
sources and generating additional related, focused questions that allow for multiple avenues of exploration.
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PACING
SKILL AND DEFINITION
Not
provided
READING/ RESEARCH:
Ability to research the
question for the investigation
using multiple sources of texts
and data.
PRODUCT AND
PROMPT
READING SCIENCE
TEXTS USING
INVESTIGATION
QUESTION
Read science text
using your testable
investigation question
as a focus/lens for
reading.
SCORING GUIDE
Not Provided
INSTRUCTIONAL STRATEGIES
Literacy tasks in this module aim to replicate the literacy tasks of real world
scientists. Scientists read articles in their fields to gather as much
knowledge as possible about the topic they are studying, and they generally
read with a particular lens (or a particular purpose) related to their
investigative work.
1. Students will read and research using their investigation question as the
focus to identify information in the text that is relevant to the topic and to their
variables.
2. Model reading a short text passage using the investigation question as the
focus and taking notes based on that investigation question.
3. Guided Practice: give students a short passage of a text with an
investigation question. In pairs, students will read the text using the
investigation question as a guide, taking notes based on the investigation
question.
4. Independent Practice: students will use this technique in their own
research reading.
****************************************************************************************
Other possible Mini-Tasks for this skill include:
stop to paraphrase while reading to monitor their understanding;
make explicit connections between graphics and prose;
visualize and/or sketch when it will enhance understanding of processes
that are explained in the text.
During-reading strategies to further support this mini-task may include
coding
annotating
Select the literacy strategies that will be most useful to help students make
meaning from the text used in this mini-task. Model and engage students in
guided practice of any strategy you ask them to use that is new to them.
Not
provided
READING/ RESEARCH:
Ability to research the
question for the investigation
using multiple sources of texts
and data.
RESEARCH NOTES
Take notes relevant to
the investigation using
_________ (field
notebook, graphic
organizer, notetaking
form, anticipation
guide...).
Completes the
task with accurate
and relevant
information.
Students will be well prepared to take notes if they have annotated the text in
a meaningful way in the last mini-task. Direct students to go back to the text
they read last session and ask them to take notes on relevant information that
they marked with codes and/or annotations. It is essential that students note
take in their own words. Teach students how to note take in their own words
by using the "read, flip, write" strategy. In addition, teach students that if
there are particular parts of the text they want to copy verbatim, they need to
use quotation marks to indicate that the words are the author's, and they
need to include the title and author of the text below the quote.
Provide a graphic organizer for note-taking. Examples include two-column
notes, fact boxes, etc.
Standards:
CCSS.ELA-LITERACY.RST.6-8.1 : Cite specific textual evidence to support analysis of science and technical texts.
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PACING
SKILL AND DEFINITION
30 mins
READING/ RESEARCH:
Ability to research the
question for the investigation
using multiple sources of texts
and data.
PRODUCT AND
PROMPT
TIER 3
VOCABULARY
WORD WALL
1. On your first
page, list words and
phrases that are
new to you and are
essential to the
texts.
2. As you begin to
notice patterns in
your lists, you will
begin to group your
words.
3. Make a separate
page for each
group. For
example, if you
notice a lot of words
that relate to data
collection, such as
variable,
systematic,
dependent,
independent,
quantitative,
qualitative--then
you will want them
all on one page.
4. Add to your groups
as you continue to
read and research.
5. As needed, add
definitions, and (if
appropriate) notes
on connotation in
this context.
SCORING GUIDE
Groups words
by patterns.
Lists
appropriate
words and
phrases.
Provides
accurate
definitions and
notes.
INSTRUCTIONAL STRATEGIES
This is an on-going task, despite the pacing guide. Students will do this
throughout the module, and the teacher will stop periodically to model and
check vocabulary collection.
After scoring, ask some students to share definitions of terms that others
overlooked or misunderstood.
After scoring, be willing to provide direct instruction or guide a close
reading if needed to work through a key phrase most students missed.
Standards:
CCSS.ELA-LITERACY.CCRA.R.4 : Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
Not
provided
BACKGROUND: Ability to
understand relevant scientific
concepts for the investigation.
BACKGROUND
1. Write an introduction
that describes the
context of the
investigation.
2. Write three body
paragraphs that
describe the relevance
of the following to the
investigation:
Completes the
task with all four
sections. Provides
accurate and
relevant
information.
Show students an exemplar essay (on a different topic), and discuss how the
exemplar meets the criteria on the rubric. You can do this in an interactive
way by modeling at first, but then asking students to work in partners to
assess the essay using the rubric. Student partnerships can share out why
the essay would score a "3" or "4" for a given criteria using the descriptors on
the rubric.
Independent
variable
Dependent variable
Science concept
that describes the
relationship
between the
independent and
dependent
variables.
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PACING
PRODUCT AND
PROMPT
SKILL AND DEFINITION
SCORING GUIDE
INSTRUCTIONAL STRATEGIES
Standards:
CCSS.ELA-LITERACY.WHST.6-8.2A : Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding
comprehension.
Not
provided
HYPOTHESIS: Abiility to
write a hypothesis relevant to
the task.
HYPOTHESIS
Write a hypothesis that
shows how changing
the independent
variable will affect the
dependent variable.
Use the following
format.
Not Provided
Not Provided
"If ____ then ____
because ______."
"If (describe a change
in the independent
variable) then (predict
how the dependent
variable will be
affected) because
(reasoning based on
evidence from
background research
and experience)."
Standards:
CCSS.ELA-LITERACY.WHST.6-8.7 : Conduct short research projects to answer a question (including a self-generated question), drawing on several
sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Planning and Carrying Out Investigations
Not
provided
INVESTIGATION DESIGN:
Ability to design an
investigation.
INVESTIGATION
DESIGN DIAGRAM
Complete the IDD
graphic organizer
based on the question,
hypothesis and
variables you have
identified.
Includes
descriptions that
are logical
and testable.
Not Provided
Standards:
CCSS.ELA-LITERACY.WHST.6-8.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
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PACING
SKILL AND DEFINITION
Not
provided
PROCEDURE: Ability to list
materials and desribe
procedures
PRODUCT AND
PROMPT
PROCEDURE
Use your IDD to write a
multistep procedure for
your investigation.
Include the list of
materials to be used.
SCORING GUIDE
The procedure is:
INSTRUCTIONAL STRATEGIES
Not Provided
a step-by-step
description of
how the
investigation
will be done
AND
uses precise
language and
scientific
vocabulary to
describe both
the sequence
of actions
taken and
materials used
AND
is sufficiently
detailed to
enable the
reader to
replicate the
investigation
AND
is consistent
with the IDD
and is
appropriate
test of the
hypothesis.
that uses
precise
language and
scientific
vocabulary.
Standards:
CCSS.ELA-LITERACY.WHST.6-8.7 : Conduct short research projects to answer a question (including a self-generated question), drawing on several
sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Not
provided
DATA COLLECTION: Ability
to follow precisely a multistep
procedure.
DATA SET
Carry out your
investigation. Follow
your procedure
carefully. Gather and
record your data.
Data set are
accurate, include
labels, address
the hypothesis,
and have been
chosen to clearly
address the
original question.
Not Provided
DATA
CONVERSATION
Discuss your data set
and its relationship to
the investigation
question. Discuss how
your data set will
support your final
product.
Informal scoring
based on
participation or
informal check for
understanding.
Sample prompts for the data conversation:
Analyzing and Interpreting Data
Not
provided
DATA CONVERSATION:
Ability to link data to
investigation question.
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What did you notice in your data?
What are you wondering about your question, hypothesis, data...?
How does your data compare to others' data sets?
What was surprising in your data?
What challenges did you encounter in your data collection?
Were there any patterns in your data?
How do your noticings compare to what you learned during your
research?
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AMNH Investigation Module - NGSS Scientific Practices
PACING
SKILL AND DEFINITION
Not
provided
DATA ANALYSIS: Ability to
identify and summarize trends
or patterns in the data.
Not
provided
DATA ANALYSIS: Ability to
identify and summarize trends
or patterns in the data.
PRODUCT AND
PROMPT
SCORING GUIDE
IDENTIFY PATTERNS
1. Present your data,
in the appropriate
format. (This might
be a table or a chart
or a graph).
2. Identify trends or
patterns in your
data.
All sections are
complete,
accurate and
relevant.
DATA SUMMARY
Write a textual
summary of the results
of your investigation.
Not Provided
DATA ANALYSIS: Ability to
identify and summarize trends
or patterns in the data.
VISUAL DATA
REPRESENTATION
Create visual
representations of your
data, as needed.
1. May include different visual representations of data: graphs, tables,
maps....
2. May include grouping categories, slope, averages, measures of central
tendency, range distribution...
**note: students are not yet connecting their data to the scientific concepts-this is not interpretation yet.
1. Model writing a data summary or show students examples of data
summaries.
2. Students will practice writing a data summary in pairs.
3. Students will write the summary of their own data.
Include data
representations as
needed (charts,
graphs, tables...)
Not
provided
INSTRUCTIONAL STRATEGIES
Not Provided
Visual representations of data include: charts, graphs, tables, photographs...
1. Model creating a visual from a data summary or share exemplars with
students.
2. Guided Practice: give students a data summary. In pairs they will create a
visual.
3. Students will add visual representations of their data summary, if needed.
Constructing Explanations from Empirical Evidence
Not
provided
DISCUSSION/CONCLUSION:
SCIENTIFIC EXPLANATION:
Ability to construct a scientific
explanation using the Claim,
Evidence, Reasoning
framework.
REVIEW SCIENTFIC
WRITING
EXEMPLARS
Not Provided
Not Provided
Not Provided
Not
provided
DISCUSSION/CONCLUSION:
SCIENTIFIC EXPLANATION:
Ability to construct a scientific
explanation using the Claim,
Evidence, Reasoning
framework.
USING THE DSET TO
WRITE A SCIENTIFIC
EXPLANATION
Using the DSET, data
table, and text
provided, write a
scientific explanation.
DSET
RUBRIC
The purpose of this lesson is to provide students an opportunity to learn how
to use the DSET, before applying it to their own investigation.
Lesson outline:
Students are introduced to definitions of CLAIM, EVIDENCE and
REASONING.
They are then introduced to the DSET as a graphic organizer to help them
write scientific explanations through making claims based on evidence and
reasoning.
Lastly, they are provided with experimental data and relevant science text,
and the final activity is to use what is provided to complete the DSET.
Additional Attachments:
 DSET instructions
 DSET
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AMNH Investigation Module - NGSS Scientific Practices
PRODUCT AND
PROMPT
PACING
SKILL AND DEFINITION
Not
provided
DISCUSSION/CONCLUSION:
SCIENTIFIC EXPLANATION:
Ability to construct a scientific
explanation using the Claim,
Evidence, Reasoning
framework.
CLAIM
Write a claim in the
form of a statement,
describing the
relationship between
your independent
variable and
dependent variable
based on the evidence
from your investigation.
Claim answers the
question, is
accurate, and is
complete.
Completely
describes the
trend in the
relationship
between the
independent
variable and
dependent
variable where
appropriate.
Not Provided
Not
provided
DISCUSSION/CONCLUSION:
SCIENTIFIC EXPLANATION:
Ability to construct a scientific
explanation using the Claim,
Evidence, Reasoning
framework.
SCIENTIFIC
CONCEPTS FROM
TEXTS
Review the research
texts and
identify scientific
principles to support
your scientific
reasoning. Highlight,
mark, bullet citations
that connect your claim
and your evidence.
Students identify
relevant citation/s.
Not Provided
Not
provided
DISCUSSION/CONCLUSION:
SCIENTIFIC EXPLANATION:
Ability to construct a scientific
explanation using the Claim,
Evidence, Reasoning
framework.
SCIENTIFIC
EXPLANATION
1. Complete the
Developing a
Scientific
Explanation Tool
(DSET) using all
your evidence.
2. Write a scientific
explanation
paragraph that
includes:
The scientific
explanation:
Not Provided
claim
evidence
(data from
your
investigation)
scientific
reasoning
(scientific
principles
that form a
logical
argument
that the
relationship
between the
claim and the
evidence)
Literacy Design Collaborative
SCORING GUIDE
INSTRUCTIONAL STRATEGIES
makes an
overall claim
addressing the
additional
investigation
question AND
supports the
claim with
evidence and
relevant,
accurate data
from the
investigation
AND
contains
relevant
scientific
concepts AND
uses words,
phrases and
clauses that
clarify and
connect the
relationship
between claim,
evidence, and
science
concepts AND
demonstrates
an
understanding
of the topic.
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AMNH Investigation Module - NGSS Scientific Practices
PACING
SKILL AND DEFINITION
Not
provided
DISCUSSION/
CONCLUSION:
REFLECTIONS: Ability to
reflect upon the investigation.
PRODUCT AND
PROMPT
REFLECTION
PARAGRAPH
Write a reflection
paragraph that
includes:
a statement as to
whether
your hypothesis
was supported or
not AND
a description of
possible sources of
error AND
a description of the
limitations of the
investigation AND
suggested solutions
to these sources or
error AND
"next steps"
determined as a
result of this
investigation.
Note to students:
Sources of error may
include: investigation
design, environmental
factors, unexpected or
unaccounted
variables....
Not
provided
CONNECT TO RESEARCH:
Ability to use research
literature to support,
contradict, and/or elucidate
findings.
REVIEW RESEARCH
LITERATURE
1. Return to your
research notes and
review them in light of
your findings.
SCORING GUIDE
Reflection
paragraph
includes:
INSTRUCTIONAL STRATEGIES
Not Provided
a statement as
to whether the
hypothesis
was supported
or not AND
a description of
possible
sources of
error AND
a description of
the limitations
of the
investigation
AND
suggested
solutions to
these sources
or error AND
"next steps"
determined as
a result of this
investigation.
Note: sources of
error may include:
investigation
design,
environmental
factors,
unexpected or
unaccounted
variables....
Not Provided
Not Provided
2. If needed, return to
the research literature
to clarify, elucidate,
expand any of the
ideas you have as a
result of your research.
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AMNH Investigation Module - NGSS Scientific Practices
PACING
20 mins
SKILL AND DEFINITION
CONNECT TO RESEARCH:
Ability to use research
literature to support,
contradict, and/or elucidate
findings.
PRODUCT AND
PROMPT
UNDERSTANDING
CITATION SYSTEMS
(WAW)
Analyze the citation
systems representing
three major fields of
study to determine how
each system
represents the values
of the fields that use it.
SCORING GUIDE
Student meets
expectations if
he/she does the
following:
Articulates the
visible
differences
between
citation
systems
Provides an
explanation
for how the
differences
correlate with
the values of
the disciplines
that use that
citation system
INSTRUCTIONAL STRATEGIES
1. Begin by reviewing three of the major citation systems students are likely
to see (MLA, APA, and IEEE). Give the full name of each citation system
(Modern Language Association, American Psychological Association, and
Institute of Electrical and Electronics Engineers) and ask students what fields
of study or professions they believe might use each system.
2. Show students the "Sample In-Text Citation Comparison Chart" and ask
them to point out differences within the citations listed. When a table such as
this is shown to students, one of the first things they notice is the inclusion of
publication date in APA format but no publication date in MLA format. This
difference is important. In the social sciences, when an article was published
is significant. A study on cancer cells from 1956 may not be as relevant as a
study on cancer cells from 2012. Thus, whenever evidence in the form of
citation is introduced in an APA-style paper, the date is included to alert the
reader to the timeliness of the piece. In MLA, which is commonly used in the
humanities, timeliness isn’t as important. For example, a literary
interpretation of Hamlet from 1972 is just as relevant and significant as one
from 2011. Students should also point out that in IEEE, no page number is
included at all. The lack of included page numbers points out how rare direct
quotation is in these disciplines. Students also point out that IEEE doesn't
show the author at all. This demonstrates that in IEEE disciplines authorship
is significantly less valued than the data itself. This differs significantly from
MLA or APA, where "who" said something can be just as important, if not
more important, than "what" was said.
3. Show students the "Sample Works Cited or References Comparison
Chart." Once again, ask them to point out the differences between the three
citation systems and invite them to consider why these differences might
arise. There are two major differences that students should note. The first is
that in MLA, an author’s full first name is given whereas in APA, only the first
initial is listed. The lack of full first name in APA indicates that disciplines
employing APA as a citation style tend to favor the data (the methods,
results, and discussion) over individual authorship. In MLA disciplines,
authorship is very significant, in part because these disciplines tend to be
data-driven, meaning that theories and abstractions tend to be associated
with individuals rather than with disciplines as a whole. Student will also once
again note the placement of publication date. A final difference of interest is
the way that IEEE style citation uses numbers to order citations rather than
alphabetically-listed last names. When using IEEE, citations appear in the
reference list in the same order they appear in the text itself. Disciplines that
use IEEE tend to value concision and efficiency. By numbering their citations,
IEEE writers can include less information in the text itself and numerically
refer the reader to the reference page.
4. Wrap up discussion by reminding students that citation is not arbitrary, and
that the information included in citations, and the way those citations are
presented, represent critical ways that disciplines and professions make
knowledge.
Standards:
CCSS.ELA-LITERACY.CCRA.L.3 : Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
Additional Attachments:
 Sample Works Cited or References Comparison Chart
 Sample In-Text Citation Comparison Chart
Not
provided
CONNECT TO RESEARCH:
Ability to use research
literature to support,
contradict, and/or elucidate
findings.
Literacy Design Collaborative
REFERENCE LIST
Write a reference list
that includes all cited
texts.
Reference lists
uses appropriate
format and
sufficient number
of credible
sources.
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Possible places in the final product that might include citations are:
background information, hypothesis, discussion and conclusion, data set...
Note: references include books, articles, scholarly websites, or personal
communication with knowledgeable experts/scientists.
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AMNH Investigation Module - NGSS Scientific Practices
PRODUCT AND
PROMPT
PACING
SKILL AND DEFINITION
Not
provided
REVISION, EDITING, AND
COMPLETION > REVISION:
Ability to refine text, including
line of thought, language
usage, and tone as
appropriate to audience and
purpose.
PEER REVIEW
Using the final scoring
guide for long-term
science investigations,
review your partners
final
(report/presentation)
and provide critical
feedback to use for
revisions.
Long-term
Science
Investigation
Rubric
Not Provided
Not
provided
REVISION, EDITING, AND
COMPLETION > REVISION:
Ability to refine text, including
line of thought, language
usage, and tone as
appropriate to audience and
purpose.
FINAL COPY
Combine your written
products into a final
product.
UA Long-term
science
investigation
rubric
*Note - students should use the question to create a title in the form of a
statement.
Revise and edit your
final copy.
Final copy:
Check for accuracy.
SCORING GUIDE
INSTRUCTIONAL STRATEGIES
completes all
sections of the
report with
accurate and
relevant
information
and data
demonstrates
a 3 on each
section of the
rubric.
Standards:
CCSS.ELA-LITERACY.WHST.6-8.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
Oral Presentation
Instructional Resources
No resources specified
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AMNH Investigation Module - NGSS Scientific Practices
Section 4: What Results?
Student Work Samples
No resources specified
Teacher Reflection
Not provided
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