Running head: RESEARCH PROJECT DESIGN

Research Project Design

Katie Chock
February 12, 2016
Teachers College of San Joaquin

RESEARCH PROJECT DESIGN

Next Generation Science Standards (NGSS) and Common Core State Standards
Next Generation Science Standards
MS-LS1-5
Construct a scientific explanation based on evidence for how environmental
and genetic factors influence the growth of organisms.
LS1.B: Growth and Development of Organisms
Plants reproduce in a variety of ways, sometimes depending on animal
behavior and specialized features for reproduction. (MS-LS1-4)
Genetic factors as well as local conditions affect the growth of the adult
plant. (MS-LS1-5)
Engineering Practices
Planning and carrying out investigations in 68 builds on K5 experiences and progresses to
include investigations that use multiple variables and provide evidence to support explanations
or solutions.
Conduct an investigation to produce data to serve as the basis for evidence that meet the
goals of an investigation. (MS-LS1-1)
Constructing explanations and designing solutions in 68 builds on K5 experiences and
progresses to include constructing explanations and designing solutions supported by multiple
sources of evidence consistent with scientific knowledge, principles, and theories.
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. (MS-LS1-5)
Engaging in argument from evidence in 68 builds on K5 experiences and progresses to
constructing a convincing argument that supports or refutes claims for either explanations or
solutions about the natural and designed world(s).
Use an oral and written argument supported by evidence to support or refute an explanation or a
model for a phenomenon. (MS-LS1-3)
Use 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. (MSLS1-4)
California Common Core State Standards- ELA/Literacy:
RST.68.1
Cite specific textual evidence to support analysis of science and technical
texts. (MS-LS1-3),(MS-LS1-4),(MS-LS1-5)
RST.68.2
Determine the central ideas or conclusions of a text; provide an accurate
summary of the text distinct from prior knowledge or opinions. (MS-LS1-5)
RI.6.8
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.
(MS-LS1-3),(MS-LS1-4)
WHST.68.1.ae
Write arguments focused on discipline-specific content. (MS-LS1-3),(MSLS1-4)
WHST.68.2.af
Write informative/explanatory texts, including the narration of historical
events, scientific procedures/experiments, or technical processes. (MS-LS15)

RESEARCH PROJECT DESIGN

WHST.68.7

WHST.68.8

WHST.68.9
SL.8.5

Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional
related, focused questions that allow for multiple avenues of exploration.
(MS-LS1-1)
Gather relevant information from multiple print and digital sources
(primary and secondary), using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and following a
standard format for citation. CA (MS-LS1-8)
Draw evidence from informational texts to support analysis, reflection, and
research. (MS-LS1-5)
Integrate multimedia and visual displays into presentations to clarify
information, strengthen claims and evidence, and add interest. (MS-LS1-2)

California Common Core State Standards- Mathematics:

6.EE.9
Use variables to represent two quantities in a real-world problem that
change in relationship to one another; write an equation to express one
quantity, thought of as the dependent variable, in terms of the other quantity,
thought of as the independent variable. Analyze the relationship between the
dependent and independent variables using graphs and tables, and relate
these to the equation. (MS-LS1-1),(MS-LS1-2),(MS-LS1-3)
6.SP.2
Understand that a set of data collected to answer a statistical question has a
distribution which can be described by its center, spread, and overall shape.
(MS-LS1-4),(MS-LS1-5)
6.SP.4
Display numerical data in plots on a number line, including dot plots,
histograms, and box plots. (MS-LS1-4),(MS-LS1-5)
Research Project Implementation and Classroom Management
My students will be excited to learn about seed and plant growth. One of the strategies I
need to incorporate is having students decide their own solutes/solvents, and have each group
determine what they want to measure. The Next Generation Science Standards emphasize student
choice, trial and error, and students developing their own experiments. Students will design their
own hypothesis, experiment, and results, which explain what they learned. Students presentations
will also include appropriate vocabulary terms for seed and plant growth and appropriate access to
technology.
Groups of four are ideal. My science classroom is conducive to group work. (See
Appendix-Figure 1) I have 7 tables, three sinks, skylights, and open areas, which are optimal for

RESEARCH PROJECT DESIGN

plant growth. This experiment does not require a lot of materials. For the experiment itself,
students will need Ziploc bags, graduated cylinders, pipettes, a variety of been seeds, water, varied
solutes, markers, and chrome books to conduct research. Students will be advised on rules and
expectations for technology use, and proper laboratory safety before the start of this Project.

Diverse Learners
The project consists of groups of four. Each group will be heterogeneously mixed to
address needs of my diverse learners. (EL, GATE and special needs) Modeling, sentence starters,
journaling, and small group shares are strategies to aid student growth. Providing students with
chrome books allows students to work at their own pace. Students have the luxury to conduct their
own type of research, look up definitions to unfamiliar words, or match pictures to illustrate
thoughts. Additionally, because groups are able to choose their own experiment and final project
demonstration, students can show off their talents in the best way they see fit.
Assessment Practices
At the middle school level, it is easy for students to fall behind if I do not have assignments
due. Therefore, I would present students with a timeline of when parts of the project must be
completed. I will award points for a testable hypothesis, identifying independent and dependent
variables, bringing in materials to class (Or using what I already have in the classroom),
conducting the experiment, and a final project. The final project will be graded on the attached
rubric (Appendix-Figure 2)

RESEARCH PROJECT DESIGN

Appendix
Figure 1

Sink #3

RESEARCH PROJECT DESIGN

Figure 2
Understand
Sink seed and
plant growth

#1

Design and conduct

experiment

1
I cannot accurately identify
and explain in detail all of
the necessary conditions for
plant growth

I cannot correctly identify

appropriate vocabulary
terms associated with seed
and plant growth

I cannot make informed

inferences about plant
growth based on
environmental conditions

2
I can sometimes accurately
identify and explain in
detail all of the necessary
conditions for plant growth

I can sometimes correctly

identify appropriate
vocabulary terms
associated with seed and
plant growth

I can sometimes make

informed inferences about
plant growth based on
environmental conditions

3
I can accurately identify
and explain in detail all of
the necessary conditions
for plant growth

I can correctly identify

appropriate vocabulary
terms associated with
seed and plant growth

I can make informed

inferences about plant
growth based on
environmental conditions

I did not develop a testable

hypothesis

I can develop a testable

hypothesis

I can develop a testable

hypothesis

I did not plan an experiment

that can prove or disprove
the hypothesis

I can plan an experiment

that can prove or disprove
the hypothesis

I can plan an experiment

that can prove or disprove
the hypothesis

I did not successfully carry

out an experiment, and
identify all controls all
variables for the experiment

I can successfully carry out

an experiment, and
sometimes identify all
controls all variables for
the experiment

I can successfully carry

out an experiment, and
identify all controls all
variables for the
experiment

I did not document all

observations, measurements, and record change over time
with accuracy

I can sometimes document

all observations,
measurements, and record
change over time with
accuracy

I can document all

observations,
measurements, and record
change over time with
accuracy

Conduct and analyze data

-

I cannot successfully draw

several conclusions based
on evidence.
I cannot communicate ideas
clearly and concisely with
group members or in a
presentation.
I cannot consider additional
variables when comparing
findings with others to
determine the best
conditions for growing
plants.
I cannot compare what I
learned about plants to the
results of the experiment

I can successfully draw

I can successfully draw
Ms.based
Chocksseveral
Deskconclusions based
several conclusions
on evidence.
on evidence.
I can sometimes
I can communicate ideas
communicate ideas clearly
clearly and concisely
and concisely with group
with group members and
members and in a
in a presentation.
presentation.
I consider additional
I sometimes consider
variables when
additional variables when
comparing findings with
comparing findings with
others to determine the
others to determine the
best conditions for
best conditions for
growing plants.
growing plants.
I can compare what I
learned about plants to
the results of the

Sink
#2

RESEARCH PROJECT DESIGN

Communication and
collaboration

and describe new learning

in detail.

I can sometimes compare

what I learned about plants
to the results of the
experiment and describe
new learning in detail.

Does not treat all group

member with respect
Does not listens to group
members ideas
Does not clearly articulates
tasks to all group members
in a respectful manner

Sometimes treats all group

member with respect
Sometimes listens to group
members ideas
Sometimes articulates
tasks to all group members
in a respectful manner

experiment and describe

new learning in detail.

Treats all group member

with respect
Listens to group
members ideas
Clearly articulates tasks
to all group members in a
respectful manner