Brooke Anson & Misty Gardner Leadership Project Updated 2014-2015 Integrated Science Part A Unit 1-Big Bang Theory / Stars Next Generation Science Standards HS-ESS1-1 Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy in the form of radiation. [Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.] [Assessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.] HS-ESS1-2 Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. [Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).] HS-PS1-8 Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary:
Unit 1-Big Bang Theory / StarsNext Generation Science StandardsHS-ESS1-1Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy in the form of radiation. [Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.] [Assessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.]
HS-ESS1-2 Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. [Clarification Statement: Emphasis is on the astronomical evidence of the red shift of light from galaxies as an indication that the universe is currently expanding, the cosmic microwave background as the remnant radiation from the Big Bang, and the observed composition of ordinary matter of the universe, primarily found in stars and interstellar gases (from the spectra of electromagnetic radiation from stars), which matches that predicted by the Big Bang theory (3/4 hydrogen and 1/4 helium).]
HS-PS1-8Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.]
(11 Days)Day 1 - Students illustrate the Big BangDay 2 - Hubble Law Balloon ActivityDay 3 - Class discussion about Hubble Law Activity / ExtrapolatingDay 4 - Research Day #1Day 5 - Research Day #2Day 6 - PresentationsDay 7 - Notes on information following presentationsDay 8 - “Star Light, Star Bright” ActivityDay 9 - Nuclear Fusion and Nuclear Fission DiagramsDay 10 - Unit 1 ReviewDay 11 - Summative Assessment
(Day 1)Daily Objective: I can illustrate the Big Bang Theory by drawing a picture.Students will read Formation of the Universe article and draw a picture to illustrate what they read. Classroom discussion about the theory follows. Short review on different types of graphs needs to take place in preparation for the Hubble Law activity to follow on the next day. Short video showing Big Bang Theory. Students will take a quiz while watching the video.
(Day 2)Daily Objective: I can create a model to show how the universe is expanding.Students will work in groups and use balloons to model the Hubble Law. An important question for students during the activity is, “How did the distances from the Milky Way to each galaxy change when the size of the universe increased?” Students will see how the farthest galaxy will move faster than the other galaxies. Every student will need to graph results.
(Day 3)Daily Objective: I can extrapolate data on my balloon graph that supports the Hubble Law. Students will be asked higher-order thinking questions to help them connect the activity to the Hubble Law. As a class, students will take their individual graphs and interpolate / extrapolate their data. Short video explaining Hubble Law.
(Day 4) Daily Objective: I can construct an explanation of the Big Bang Theory based on astronomical evidence.Students work in groups to begin research for their “Exploring the Big Bang” presentations. Topics to be researched include: Big Bang, redshift, waves and speed of waves, wavelengths and frequency, quasars, background radiation, Alpha, Beta, Gamma Radiation, intro to elements/ atoms -KMT (Kinetic MolecularTheory).
(Day 5)Daily Objective: I can produce a presentation about my topic that shows evidence for the Big Bang Theory.Students continue working in groups on their “Exploring Big Bang” presentations. Powerpoints and / or posters need to be finished by the end of day 5.
(Day 6)Daily Objective: I can teach my peers about evidence of the Big Bang Theory during my presentation.Groups will work together to present their information to the class. Students will use various models to explain their topic. Assigned topics include: Big Bang, Redshift, Waves and Speed of Waves, Wavelengths and Frequency, Quasars, Background Radiation-Alpha, Beta, Gamma Radiation-and Intro to Elements / Atoms. Students will take notes during presentations and ask questions about topics.
(Day 7)Daily Objective: I can list three pieces of evidence for the Big Bang Theory.Lecture follows the student led presentation to provide students with more notes on various topics including: Redshift, Waves and Speed of Waves, Wavelengths and Frequency, Quasars, Background Radiation-Alpha, Beta, Gamma Radiation. Students will finish a Big Bang Theory crossword.
(Day 8)Daily Objective: I can categorize stars by their temperature and luminosity.“Star Light, Star Bright” Activity. Students will work together in groups and categorize various “stars.” The activity will help students see how stars are classified. Groups will turn in activity worksheets. The teacher will then take notes on a variety of topics including: HR Diagram, Color and Size, Color and Temperature, General Characteristics of Stars, and Life Cycles.
(Day 9)Daily Objective: I can distinguish between nuclear fusion and nuclear fission.Students will draw diagrams of nuclear fusion and nuclear fusion. Notes will be given over the two processes. An exit slip will be given.
(Day 10)Daily Objective: I can use the knowledge I have learned in Unit 1 to score proficient during a review activity.Students will work independently reviewing Unit 1 in preparation for the Unit 1 test (Rockin’ Review).
(Day 11)Daily Objective: I can apply what I learned in Unit 1 to score 80% proficiency or above on my unit test. Content includes: The Big Bang Theory, Characteristics of Stars, Nuclear Fusion vs. Nuclear Fission.
Unit 2-Solar SystemNext Generation Science StandardsHS-ESS1-1Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy in the form of radiation. [Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.] [Assessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.]
HS-ESS1-4Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.[Clarification Statement: Emphasis is on Newtonian gravitational laws governing orbital motions, which apply to human-made satellites as well as planets and moons.] [Assessment Boundary: Mathematical representations for the gravitational attraction of bodies and Kepler’s Laws of orbital motions should not deal with more than two bodies, nor involve calculus.]
HS-ESS1-6Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. [Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.]
(11 Days)Day 1 - Design begins on Timeline board games Day 2 - Board games are constructedDay 3 - Students play on the Timeline board gamesDay 4 - Bead ActivityDay 5 - Bead Activity and review / Create Solar System Books Day 6 - More information to Solar System BooksDay 7 - Math problems: Force of attraction on objectsDay 8 - Ellipse Activity / Kepler’s LawsDay 9 - Kepler’s Laws continuedDay 10 - Unit 2 ReviewDay 11 - Summative Assessment
(Day 1)Daily Objective: I can create a timeline of the formation of the solar system from the Big Bang to the present. Students will work in groups to design board games that will include a timeline of the creation of the solar system. Students will also include information on formation of the solar system and Earth. Groups will design a board and create rules for the game.
(Day 2)Daily Objective: I can design a board game that accurately follows the creation of the solar system. Students will spend the class creating their board games. They will have to include an accurate timeline within their game. Information will need to include: Galaxies forming, creation of the sun and planets, Earth separating into its layers, formation of Earth’s ozone, etc.
(Day 3)Daily Objective: I can rate my peer’s board games to make sure they follow an accurate account of the formation of the Solar System and Earth. Students are given a certain amount of time with their groups to rotate around the room and play all of the board games. They will score the accuracy and neatness of the board games by using a rubric.
(Day 4)Daily Objective: I can demonstrate radiometric dating during an activity. Groups will take part in the bead activity. Students will use beads to model radiometric dating and how the decay of radioactive atoms is very predictable. Groups will come up with their group average, class average, and theoretical value. Students will have to graph results.
(Day 5) Daily Objective: I can differentiate between absolute and relative dating. Students will review the bead activity. Class will review and discuss the following: radiometric, absolute, and relative dating. Students will write down information when they create their Solar System books.
(Day 6)Daily Objective: I can explain the effects of solar weather.Students will add more information to their Solar System books. Information to be added includes: solar weather, solar radiation, effects on technology. Students will complete exit slips.
(Day 7)Daily Objective: I can calculate the force of attraction between several objects using the Law of Universal Gravitation equation.Class discuss regarding Law of Universal Gravitation and the equation. Students will work on two math problems to determine the force of attraction on objects. Exit slips will be graded.
(Day 8)Daily Objective: I can use mathematical computational representations to predict the motion of orbiting objects in the solar system.Groups will work together on an ellipse activity. They will use an equation to find the eccentricity of their products. A review will follow about Kepler’s 1st Law and the activity. Activity worksheets will be graded.
(Day 9)Daily Objective: I can state all three of Kepler's Laws of orbital motions. Class will take notes on Kepler’s 2nd and 3rd Laws. They will complete a worksheet involving Kepler’s 3rd Law. Those worksheets will be graded.
(Day 10)Daily Objective: I can use the knowledge I gained from Unit 2 to answer questions correctly during a review. Students will take turns asking questions to their peers using their Solar System books. An exit slip will be given and graded following the review.
(Day 11)Daily Objective: I can use the knowledge from Unit 2 to score proficient on my test. Students will take the Unit 2 Summative Assessment. Topics covered include the formation of the solar system, Universal Law of Gravity, and Kepler’s 3 Laws.
Unit 3-Earth’s FeaturesNext Generation Science StandardsHS-ESS1-5Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. [Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust decreasing with distance away from a central ancient core (a result of past plate interactions).]
HS-ESS2-3Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.[Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.]
(11 Days)Day 1 - Density simulationsDay 2 - Demonstration / Temperature and Density Lab Day 3 - Lava lamp demonstration / Convection Current LabDay 4 - Seismic Waves notes and simulationsDay 5 - Magnetic Field notes and videoDay 6 - Plate Tectonics Activity Day 7 - Diagrams of lithosphere and asthenosphereDay 8 - Seafloor spreading video / bookworkDay 9 - Seafloor spreading ActivityDay 10 - Unit 3 ReviewDay 11 - Summative Assessment
(Day 1)Daily Objective: I can relate how density is affected by mass and volume. The next several lessons will include methods scientists use to determine how the Earth is layered. The class will discuss and watch a variety of simulations as it relates to density. Students will predict what will happen to several blocks as mass and volume changes. A review and discussion will consist of several topics including: Crust, Mantle, & Core-Density-D=M/V-Thermal Convection. Exit slips will be graded.
(Day 2)Daily Objective: I can demonstrate how temperature affects density using colored water. The class will begin with an engaging demonstration conducted by the teacher. A jar full of hot (red) water will be placed on top of a jar that is cold (blue) water. Before the demonstration students will predict what will happen when the hot water is placed on top. Students will also predict what will happen when the jars are flipped. Students will work in groups during a temperature and density lab. Students will use pipettes, food coloring, and hot / cold water. Group and individual worksheets will be graded.
(Day 3)Daily Objective: I can create a convection cell current to understand the movement of plate tectonics.The teacher will engage students by having a lava lamp in front of the room. Students will be asked higher-order thinking questions about how the lava lamp operates. Groups will work together during a convection current lab. Students need hot plates, a beaker full of water and small pieces of paper. Lab and individual worksheets will be graded.
(Day 4)Daily Objective: I can compare and contrast P and S waves.The teacher will provide notes on seismic waves. If iPads will work with certain websites, students should be given this piece of technology and a worksheet to answer questions about the different types of waves and how they travel. The teacher can play those simulations in front of the room in case the technology is not working properly. Students will be reminded how scientists use seismic waves to determine how the Earth is layered.
(Day 5) Daily Objective: I can describe how scientists use information from the magnetic field to determine how the Earth is layered. Students will be shown a video explaining the magnetic field. Students will see how the magnetic field protects Earth from solar winds and cosmic radiation. They will be asked higher-order thinking questions to understand how the elements in the core and movement create the magnetic field. This is another method scientists depend on when determining how the Earth is layered. Students will watch a real world application video where scientists have created their own model of the Earth. In the video, scientists model how the magnetic field is created.
(Day 6)Daily Objective: I can demonstrate the three main types of plate boundaries using graham crackers. Students will use graham crackers, Fruit Roll-Ups and Cool-Whip to model several plate boundaries. The main focus will be convergent boundaries involving oceanic and continental crust. Students will have to analyze their convergent boundaries and answer questions pertaining to the results of those boundaries. Students will also see firsthand how crust goes through subduction which allows it to be recycled.
(Day 7)Daily Objective: I can draw the process of subduction and explain how crust is recycled. The class will review the results from the Plate Tectonics Activity from the previous day. The teacher will clear up any misconceptions. Students will draw diagrams of the lithosphere and asthenosphere. Students will watch a real world application video that shows how convection currents drive plate tectonics.
(Day 8)Daily Objective: I can relate the process of sea floor spreading to subduction. The class will begin with students watching a short video over seafloor spreading evidence. This real world application showcases divers that search for lava coming out of the ocean floor. Students will answer questions out of their books as they relate to seafloor spreading, the Mid-Atlantic Ridge, and mid-ocean ridges.
(Day 9)Daily Objective: I can create a model to demonstrate seafloor spreading. Students will work in pairs to model seafloor spreading using two pieces of paper and desks. Students will also use markers to demonstrate the minerals in the new formed crust. Students will use another marker when the poles “switch.” Students will see pictures of how rocks point toward the poles. Students will also watch a video narrated by Bill Nye that explains how the poles have switched over the years. A crossword will be assigned for homework.
(Day 10)Daily Objective: I can use the knowledge I obtained during Unit 3 to answer questions during a review with my peers. Students will work in pairs to complete the “Science Trivia Crack” review. The game will be modified to include three categories related to the unit: Plate Tectonics, Evidence, and Earth’s Layers. Students will use iPads to create spinners. An exit-slip will be given to allow students a chance to practice drawing convergent boundaries with oceanic and continental crust.
(Day 11)Daily Objective: I can use the knowledge I obtained during Unit 3 to score proficient on my summative assessment. Students will answer questions on the summative assessment dealing with Earth’s Features. Assessment will include multiple choice, true or false, and short answer.
Unit 4-Weather and ClimateNext Generation Science StandardsHS-ESS2-4Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. [Clarification Statement: Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.]
HS-ESS3-5Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.]
(11 Days)Day 1 - Pre-assessment on weather and climate. Intro to Unit 4Day 2 - “Straws of Logs” ActivityDay 3 - Antarctica Video / Scavenger Hunt with iPadsDay 4 - Topics / group assigned for Gallery Walk.Day 5 - Research / illustration work for Gallery WalkDay 6 - Gallery Walk DayDay 7 - Gallery Walk Review / Gizmos on iPadsDay 8 - Geoscience data worksheetDay 9 - Eco-friendly video / worksheet on being “green”Day 10 - Unit 4 Rockin’ ReviewDay 11 - Summative Assessment
(Day 1)Daily Objective: I can use my prior knowledge of weather and climate to score a 75% on my pre-assessment.Students will take a pre-assessment on weather and climate. Notes and discussion will take place on: weather vs. climate, paleoclimatologists, palynology (study of plant pollen), ice cores from glaciers.
(Day 2)Daily Objective: I can evaluate tree rings and describe climate change.Students will work in groups of three to complete the “Straw of Logs” activity. During the activity students will estimate the age of trees and describe climate changes after reading tree rings. The class will have discussions over dendrochronology and what tree rings can tell us about past climate changes.
(Day 3)Daily Objective: I can describe the process of studying ice cores to explain past climate patterns. Students will watch a current video showing scientists studying ice cores from Antarctica. Students will discuss and take notes over four methods scientists use to study past climate patterns. Methods to discuss include: studying tree rings, pollen, ice cores, and volcanic eruptions. The class will briefly review interactions that relate to climate change. Students will use the iPads to go on a scavenger hunt to complete a worksheet. Class will end with students finishing an exit slip.
(Day 4)Daily Objective: I can research my assigned topic to explain how climate is affected. Students will be assigned groups and begin research for a gallery walk. Topics to be assigned include: volcanoes, ocean circulation, human and tectonic activity, solar output, and earth’s orbit and orientation of its axis. Students will showcase how their topic affects climate. They will use the iPads and create their own Tellagami. Students will also be encouraged to create models for their group for bonus points.
(Day 5)Daily Objective: I can illustrate information I have researched for a gallery walk. Students will take their research information and create a poster for the gallery walk.
(Day 6)Daily Objective: I can answer a variety of questions about weather and climate correctly during a gallery walk. Students will hang up posters and bring in their models for the gallery walk. Before the gallery walk begins the groups will play their tellagami’s to the class. Groups will circulate throughout the room and answer a serious of questions about various topics and how they affect climate.
(Day 7)Daily Objective: I can explain how interactions within Earth affect the climate.Students will review the main points from the gallery walk. They will work out of the Earth Science book and use the iPads to complete a Gizmos assignment for an introduction to the Greenhouse Effect.
(Day 8)Daily Objective: I can use the geoscience data found in a climate model to make an evidence-based forecast of the rate of global climate change. Students will complete a worksheet that features several sets of geoscience data. They will finish the assignment by illustrating a forecast of climate change for the future.
(Day 9)Daily Objective: I can determine how “green” I am and list several ways to cut down on global warming.Students will watch a current video of a family that is very eco-friendly. Following a discussion, students will finish a worksheet to see how “green” they are. They will also brainstorm with their peers and compile a list of ways they can help cut down on global warming.
(Day 10)Daily Objective: I can score at least a 75% after answering questions during a “Rockin’ Review.” Students will listen to music provided by the teacher while they walk around and answer several questions from the unit.
(Day 11)Daily Objective: I can use the knowledge I gained during Unit 4 to score 80% on my test. Students will complete a summative assessment that includes multiple choice, matching, true / false, and short answer questions.
*****In addition to the units, students will complete a long write assignment. They will do this in the form of a lab report following a detergent lab testing enzymes. These long writes will be given to the English Department to go into writing portfolios. Students will also have to complete seven current events. Students will have to summarize seven current event articles, come up with a multiple choice question for each and provide a source. Current events will also be given to the English Department to go in writing portfolios.
Unit 1: EcologyNext Generation Science StandardsHS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. [Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited to provided data.]
HS-LS2-1Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. [Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.] [Assessment Boundary: Assessment does not include deriving mathematical equations to make comparisons.]
HS-LS2-6Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. [Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption or sea level rise.]
HS-LS2-8Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.[Clarification Statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.]
HS-LS4-6Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*[Clarification Statement: Emphasis is on designing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species.]
HS-LS2-7Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* [Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species.]
(13 Days) Day 1 - Population Growth LabDay 2 - Population Growth Lab continued (Mark and Recapture Fish)Day 3 - Biotic versus AbioticDay 4 - Kaibab Deer worksheet Day 5 - Relationships between species Day 6 - Panther Lab (carrying capacity), worksheetDay 7 - Panther Lab continuedDay 8 - Computer lab to research how to build a dam Day 9 - Computer lab to research how to build a dam Day 10 - Construct a dam (Show the Hoover Dam video). Day 11 - Work on dams Day 12 - Dam presentations and a model of their damDay 13 - Dam presentations continued (Day 1) Daily Objective: I can identify explanations of factors affecting populations in ecosystems of different scales.Population Growth Lab, Study Jams and Quiz (population growth), Why do we set limits every year on hunting deer?
(Day 2) Daily Objective: I can calculate population growth for various organisms. Population Growth Lab continued (Mark and Recapture Fish), forest fire video.
(Day 3)Daily Objective: I can graph data to predict the carrying capacity of the Kaibab Plateau.Biotic versus Abiotic, Invasive Species, Video, Invasive Species Video (ex. Zebra mussel and Asian carp).
(Day 4) Daily Objective: I can model how limited resources can affect the carrying capacity of panthers in a certain region.Kaibab Deer Worksheet (carrying capacity and population growth) Real World Application, R and K strategist Video.
(Day 5)Daily Objective: I can illustrate the various types of relationships between species. Relationships between species. Vocab: mutualism, parasitism, commensalism, etc.
(Day 6) Daily Objective: I can predict the carrying capacity of a species. Panther Lab (carrying capacity), worksheet.
(Day 7) Daily Objective: I can identify and explain the structure of a dam through research.Panther Lab continued, Nerdles Video (Quiz and discuss).
(Day 8) Daily Objective: I can illustrate the purpose of a dam and how it works.Computer lab to research how to build a dam and a topic to explore (Pass out Rubric).
(Day 9)Daily Objective: I can predict the cost of building a dam. Computer lab to research how to build a dam and a topic to explore.
(Day 10)Daily Objective: I can explain the forces applied to a dam. Construct a dam. (Show the Hoover Dam video).
(Day 11) Daily Objective: I can identify the affects a dam can have on the ecosystem.Work on dams.
(Day 12)Daily Objective: I can successfully create a dam that will hold back 2 liters of water.Present their dam presentation and a model of their dam. (Only half of the students). The other half will be grading their peers and taking notes.
(Day 13) Daily Objective: I can successfully create a dam that will hold back 2 liters of water.Other half of the class groups will present their dam and model.
Unit 2: EvolutionNext Generation Science StandardsHS-LS1-4Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
HS-LS3-1Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of
HS-LS3-2Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. [Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.] [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]
HS-LS3-3Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. [Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.] [Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.]
HS-LS4-1Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. [Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.]
HS-LS4-2Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. [Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.] [Assessment Boundary: Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.]
HS-LS4-3Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. [Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.] [Assessment Boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.]
HS-LS4-4Construct an explanation based on evidence for how natural selection leads to adaptation of populations. [Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.]
HS-LS4-5Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. [Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.]
(11 Days) Day 1 - DNA cheek cell extraction / Genetic Testing KitsDay 2 - DNA models Day 3 - Creature AdaptationsDay 4 - Mitosis on papers platesDay 5 - Mitosis presentations / Gallery Walk. Day 6 - Mitosis versus Meiosis Day 7 - Lactose Intolerance Video and notes Day 8 - Survival of the fittest mothsDay 9 - Snarfinkle Lab / Evolution by Natural SelectionDay 10 - Unit 2 Review Day 11 - Unit 2 Summative Test
(Day 1)Daily Objective: I can defend my position on genetic testing. Survey (using Socrative), DNA probing questions, DNA cheek cell extraction, Genetic Testing commercial, Genetic Babies video, compare and contrast groups, consumerism on how commercials can use advertisement to get sales, & exit slip using Socrative.
(Day 2) Daily Objective: I can create a model of DNA and how it codes for characteristics of traits passed from parents to offspring.Create a DNA model using licorice, marshmallows, and toothpicks. Complete lab worksheet and exit slip.
(Day 3) Daily Objective: I can apply statistics and probability to explain the variation of expressed traits in a population. Students illustrate a creature they have to adapt based on criteria that would best suit the environment.
(Day 4) Daily Objective: I can create a model of a phase during mitosis and explain its role in cellular division.Create a phase of mitosis in groups of two using paper plates and materials provided by the teacher. Research using iPads. Explain the role of mitosis on the back of the paper plate. Complete a worksheet.
(Day 5) Daily Objective: I can explain my phase of mitosis during group presentations. Gallery walk will take place featuring student work of the phases of mitosis.
(Day 6) Daily Objective: I can explain each phase of mitosis and predict the next phase.Quiz using the “best” models of each phase. Discuss the importance of mitosis. Students will be filling in a table on the various stages. Compare and contrast mitosis versus meiosis.
(Day 7) Daily Objective: I can compare and contrast lactose intolerance and lactase persistent.Students watch a video regarding lactose intolerance and answer questions from the video.
(Day 8) Daily Objective: I can create a moth that is camouflaged in its environment to increase its chance of survival.Camouflage moth, current event, and gizmo groups. Discuss inheritance of traits.
(Day 9) Daily Objective: I can evaluate the evidence supporting claims of increasing or decreasing a species survival rate. Students will work in groups during this activity to adapt the beak of their Snarfinkle in order to survive. Complete a lab worksheet.
(Day 10) Daily Objective: I can score proficient on my Unit 2 Review.Unit 2 Review
(Day 11) Daily Objective: I can score proficient on my summative assessment for Unit 2.Unit 2 Summative Test.
Unit 3: Biogeochemical CyclesNext Generation Science StandardsHS-LS1-5Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps.]
HS-LS1-6Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large
carbon-based molecules. [Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.]
HS-LS1-7Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.[Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.] [Assessment Boundary: Assessment should not include identification of the steps or specific processes involved in cellular respiration.]
HS-LS2-3Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. [Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.] [Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.]
HS-LS2-4Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. [Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.] [Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.]
HS-LS2-5Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. [Clarification Statement: Examples of models could include simulations and mathematical models.] [Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration.]
(15 Days)Day 1 - Food Web ActivityDay 2 - Watch a video and design solar ovensDay 3 - Build and test solar ovensDay 4 - Trace the flow of energy Day 5 - Light energy to chemical energy Day 6 - Photosynthesis play Day 7 - Carbon cycle gameDay 8 - Photosynthesis and cellular respirationDay 9 - Properties of water lab / water cycleDay 10 - Nitrogen Cycle Day 11 - Unit 3 ReviewDay 12 - Biogeochemical Summative Assessment.
(Day 1) Daily Objective: I can create a food web to show the flow of energy.Food Web Activity (yarn). Discuss the importance of species in an ecosystem. Energy pyramid. Flow of energy.
(Day 2) Daily Objective: I can design a solar oven that can successfully heat a food item.An engaging solar oven video will be shown. Students will work in groups designing their solar ovens.
(Day 3) Daily Objective: I can build a solar oven that can reflect the sun’s rays to successfully heat a food item. Students will construct their solar ovens and test them.
(Day 4) Daily Objective: I can explain to my peers the different types of energy and trace the flow of energy back to its original source. Notes on flow of energy. Discuss background knowledge of terms related to the food web/chain.
(Day 5) Daily Objective: I can interpret how light energy is converted to chemical energy.Watch a Photosynthesis video (using the sun to make food). Light energy to chemical energy. What they remember, facts, what they learned. Power Point and create a diagram.
(Day 6) Daily Objective: I can create a short story to explain the role of energy in photosynthesis.Perform the photosynthesis play. Create a story about photosynthesis like that of the play. Photosynthesis worksheet and current event about photosynthesis. How do other species benefit from photosynthesis?
(Day 7) Daily Objective: I can evaluate the relative timing of movement through various locations in the carbon cycle. Candle demonstration. Carbon cycle game. Human impacts, lab worksheet, and quiz.
(Day 8) Daily Objective: I can compare and contrast the relationship between photosynthesis and cellular respiration.What factors affect photosynthesis and cellular respiration? Seed into a tree inquiry. CO2 has mass video on YouTube. Lay out terms and explain them.
(Day 9) Daily Objective: I can compare and contrast water properties through an interactive lab. Water Cycle notes and quiz. Discuss properties of water and students complete a lab to demonstrate properties of water. Show a clip from “Frozen.”
(Day 10) Daily Objective: I can illustrate the Nitrogen Cycle.Students will watch a video over the Nitrogen Cycle and take notes. Students will also draw a picture of the Nitrogen Cycle. (Day 11) Daily Objective: I can score proficient on my Biogeochemical Cycle review.Unit 3 Review.
(Day 12) Daily Objective: I can score proficient on my Biogeochemical Cycle summative assessment. Biogeochemical Summative Assessment.
Unit 4: Early life/ChemistryNext Generation Science StandardsHS-LS1-1Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. [Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.]
HS-LS1-2Develop and use a model to illustrate the hierarchical organization of interacting systems thatprovide specific functions within multicellular organisms. [Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.] [Assessment Boundary: Assessment
HS-LS1-3Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.]
HS-PS1-2Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. [Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group
HS-PS1-4Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy. [Clarification Statement: Emphasis is on the idea that a chemical reaction is a system that affects the energy change. Examples of models could include molecular-level drawings and diagrams of reactions, graphs showing the relative energies of reactants and products, and representations showing energy is conserved.] [Assessment Boundary: Assessment does not include calculating the total bond energy changes during a chemical reaction from the bond energies of reactants and products.]
(9 Days)Day 1 - Characteristics of life lab Day 2 - Electric Impulse Neuron Game Day 3 - Homeostasis: Comparing heart rates labDay 4 - Computer Lab to complete the graphing portionDay 5 - Alien Periodic Table Lab Day 6 - Chemical Reactions Lab. Day 7 - Crime Scene pH Lab.Day 8 - Rockin’ Review Day 9 - Summative Assessment on Early life and Chemistry.
(Day 1) Daily Objective: I can differentiate between living and non-living objects using scientific observations.Characteristics of life lab (lesson planet). Use scientific observations to establish criteria, differentiate between living and non-living objects, and attribute criteria as Earth-based definitions of life.
(Day 2) Daily Objective: I can create a model of a neuron to explain the organization of interacting systems. Electric Impulse Neuron Game. Interacting systems. Create a neuron using clay, pipe cleaners, masking tape, and stryofoam balls. Students will complete a lab worksheet when finished with their model. iPads will be needed.
(Day 3) Daily Objective: I can demonstrate one way the human body maintains homeostasis.What happens when you get heat stroke video. Homeostasis: Comparing heart rates lab. Go outside if weather permits.
(Day 4) Daily Objective: I can explain the affect exercise has on the human circulatory system.Continued from day 3. Access to a computer to complete the graphing portion. (Computer lab) Worksheet and exit slip will be graded.
Daily Objective: I can interpret the trend and setup of the periodic table.Alien Periodic Table Lab and worksheet. Structure and setup of the periodic table.
(Day 6) Daily Objective: I can develop a model to illustrate the release or absorption of energy from a chemical reaction. Chemical Reactions Lab.
(Day 7) Daily Objective: I can conclude who the suspect is using background knowledge and pH strips.Crime Scene pH Lab.
(Day 8) Daily Objective: I can score proficient on my rockin’ review study guide for Unit 4.Rockin’ Review Study Guide.
(Day 9) Daily Objective: I can score proficient on my summative assessment for Unit 4.Summative Assessment on Early life and Chemistry.
*****In addition to the units, the students will complete a career writing story book on a 500 lexile reading score. A rubric will be used to grade the book. This book is intended to be sent to the elementary school to inform those students of the various science jobs that are offered. The story book needs to be creative and informative. Students will also have to complete seven current events. Students will have to summarize seven current event articles, come up with a multiple choice question for each and provide a source. Current events will also be given to the English Department to go in writing portfolios.
Career Write RubricCreate a FlyerTitleHas to be about a Science Career. (Look it up and be creative)Needs to include:1. Steps to get there2. What are you going to be doing on the job?3. Why it’s important4. Three 21st Century skills: able to communicate, curious, argumentative, analytical, accurate, problem-solver, etc.(Example: Skills you need to be a librarian: Communication skills: You need to be able to talk to people and explain certain books and where to find them.)
Current Events Rubric with Reading Standards/Writing Standards - Throughout entire course Summary:
ReadingRST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
RST.11-12.4. 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 11–12 texts and topics.
RST.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
RST.11-12.10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently.
Multiple Choice Qs:
1. Ask the meaning of a certain word in a certain paragraph. For example, In paragraph 4, the word impasse means
2. What best describes the main purpose of the passage?3. The author’s viewpoint is that ___4. The author’s perspective is that ___5. The author of this article would most likely agree with the idea that____.6. According to the author, all of the following are benefits, except
RST.11-12.1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
RST.11-12.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
7. Ask for the type of article. For example, the mode (type) of writing in this excerpt is: lyric, satire, persuasive, narration, informative, etc.
8. Who is the intended audience for this article?9. According to the article (excerpt), which is least important?10. According to the article (excerpt), which is most important?
RST.11-12.5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
11. According to the graph, which of the following is not true?12. According to the diagram in the piece, which of the following is true?13. According to the information in this article, which is the correct sequence of events?14. Ask for the type of article. For example, the mode (type) of writing in this excerpt is: lyric,
satire, persuasive, narration, informative, etc.
RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Writing StandardsSummary
W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
o Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
o Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
o Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
o Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
o Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
o Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
W.11-12.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes
Speaking and Listening Standards (see Unit resources for specific assessments for each standard)
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 here for specific expectations.)
