Appendix On Implementing District Standards
As indigenous peoples, we take care of Mother Earth because we know how important Earth’s resources are. I will be using the Navajo Standard for this section and culture stories to support native students’ culture, history, and language. The Dine Story of Creation and Southwest Navajo Story, The Earth on Turtle’s Back, an Onondaga creation story from the Northeast Woodland, and The White Buffalo Calf Woman and the Sacred Pipe, a Lakota Sioux-Great Plains Story.
Spring Season: Natural and Traditional Events
6DCC4 PO1 - I will explain ways to be thankful for the land and its resources.
6DCC4 PO2 - I will show respect for and take care of natural resources.
6DCC4 PO3- I will describe ways to appreciate the natural elements of earth and sky
The science standard I will be using is the Next Generations Science Standards. The Bureau of Indian Education has decided to use the Next Generations Science Standards to teach our students. I will be using the middle school standards LS2: Interactions, Energy, and Dynamics Relationships in Ecosystems helps students formulate an answer to the question. How does a system of living things and non-living things operate to meet the needs of the organisms in an ecosystem? Students can and will analyze and interpret data, develop models, construct arguments, and demonstrate a deeper understanding of resources and the cycle of matter and the flow of energy in ecosystems. They will also consider biotic and abiotic factors in an ecosystem and the effects these factors have on population. The Standards I will be using are.
MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resources available on organisms and population of organisms in an ecosystem.
MS-LS2-3 Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
LS2.A: Interdependent relationships in Ecosystems.
Growth of organisms and population increase are limited by access to resources. (MS-LS2-1)
LS2.C: Ecosystem Dynamics, functions, and resilience
- Ecosystems are in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its population. (MS-LS2-4)
- Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem's biodiversity is often used as a measure to its health. (MS-LS2-5)
LS4.D Biodiversity and Humans
Change in biodiversity can influence human resources, such as food energy, and medicines, as well as ecosystem services that humans rely on, for example, water purification and recycling, deforestation. (second to MS-LS2-5)
EST.1.B: Developing Possible Solutions
There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (second to MS-LS2-5)
I will be using some ELA standards for these science projects. The first ELA standard I will use is 6.RI.1, 6.RI.2,6.W.1 and 6.W.2, 6.RI.1, 6.RI.2, 6.RI.6, and 6.RI.7. These standards are an important part of this curriculum unit because students will need to cite text evidence when they are writing their papers. Students will also need to find the central ideas and their supporting details to support their findings. They will also write an arument to support their claim with clear reasons and relevant evidence. They will also need to introduce a claim and organize their reasons and evidence clearly. Students will also write and explanatory/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. All these ELA standards will be used in their writing process when we are experimenting in this curriculum unit.
6.W.1- Write arguments to support claims with clear reasons and relevant evidence.
6.W.a- Introduce claim(s) and organize the reasons and evidence clearly.
6.W.b- Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
6.W.c- Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
6.W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
2.W.A- Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
2.W.B- Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
2.W.C- Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
2.W.d- Use precise language and domain-specific vocabulary to inform about or explain the topic.
2.W.F- Provide a concluding statement or section that follows from the information or explanation presented.
6.RI.1- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6.RI.2- Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements.
6.RI.7- Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
6.RI.8- Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
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