Waterford Public Schools
Grades 6-12 Science Curriculum
Committee Members
The following staff made significant contributions to the development of the Waterford Public Schools Science Curriculum:
Kim Agins
Jo Ann Dumin
Chad Galipeau
Matthew Guarraia
Diane Herr
Todd Kane
James Lovering
Chris McNeil
Michael O’Connor
Katie Pesko
Dawn Poitras
Molly Quiles
Carson Shook
Lori Venditti
Waterford High School Science Teacher
Waterford High School Science Teacher
Clark Lane Middle School Science Teacher
Clark Lane Middle School Science Teacher
Waterford High School Science Teacher
Waterford High School Science Teacher
Waterford High School Science Teacher
Clark Lane Middle School Science Teacher
Waterford High School Science Teacher
Waterford High School Science Teacher
Waterford High School Science Teacher
Clark Lane Middle School Science Teacher
Clark Lane Middle School Science Teacher
Clark Lane Middle School Science Teacher
Vision of the graduate
Effective Communicators
Information Analysts
Critical Thinkers
Self-Directed Learners
Responsible Citizens
1A: Listen actively to understand information.
1B: Use an appropriate method of communication.
1C: Create a logical and evidence-based argument.
1D: Deliver a clear and effective presentation or performance.
2A: Use appropriate research tools to acquire information from a variety of sources.
2B: Evaluate different perspectives, biases, and levels of credibility.
2C: Analyze information gathered from research tools to demonstrate understanding.
3A: Make reasonable predictions of a real-world issue.
3B: Analyze data in order to justify a claim.
4A: Persevere through challenging situations with flexibility and resourcefulness.
4B: Recognize how thoughts, feelings, and actions affect achievement.
4C: Work independently towards achieving a meaningful goal.
5A: Demonstrate respect for all cultures, identities, and perspectives.
5B: Practice responsible digital citizenship.
Waterford Public Schools is a community of learners that fosters and supports
At Waterford Public Schools, we believe that scienceisnot just asubject but a wayof thinking and understanding the world. Our mission is to inspire and empower the next generation by fostering a deep appreciation and understanding of the natural world. Through immersive learning experiences, inclusive environments, and powerful conversations, we ignite a passion for discovery, innovation, and responsible stewardship of our planet.
We aim to equip our students with the concepts and skills needed to tackle complex challenges and contribute to the advancement of scientific knowledge for the betterment of humanity.
Key Goals: Students with increased independence will…
1. Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
2. Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
3. Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Critical Thinkers, Self-Directed Learners)
4. Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
5. Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
6. Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners)
7. Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts)
8. Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
9. Communicate effectively with peers to build a respectful, productive, and inclusive academic culture to enhance their understanding of the interconnectedness of the world and the role their actions play in the greater environment (Responsible Citizens, Effective Communicators)
**NOTE: The parenthetical reference shows the explicit connection to Vision of the Graduate Instructional Approach for Secondary Science:
We utilize science instructional time to include a rigorous mix of student exploration, explicit instruction, collaboration, and the use of technology for more targeted growth and understanding. We incorporate ongoing checks for understanding to monitor student progress and adjust instruction accordingly to support our individual learners.
INSTRUCTIONAL APPROACH
Toensureeffectivescienceinstruction,weimplementastructuredapproachthat balancesexplorationwithexplicit teaching. Our instructional strategies focus on engagement, collaboration, and data-driven decision-making to support all learners. Key components of our approach include:
● Structured and Rigorous Instruction: We balance student-led exploration with direct, explicit instruction to ensure deep understanding of scientific concepts.
● Collaborative Learning: Lessons encourage teamwork and discussion among students to promote critical thinking and problem-solving skills.
● Technology Integration: Digital tools are embedded in instruction to enhance learning experiences and provide interactive, engaging opportunities for students.
● Formative Assessments: We use various strategies, including questioning techniques, exit tickets, and digital feedback tools, to assess student understanding in real-time.
● Data-Driven Differentiation: Continuous data collection allows for targeted instruction, ensuring individualized support to meet the diverse learning needs of all students.
U1: Light & Matter Trimester 1
Why do we sometimes see different things when looking at the same object? Understanding how light works helps us understand why we see what we see. We start by observing and investigating the oneway mirror phenomenon. We then experiment with light in a box model to measure how it behaves. Along the way, we collaborate to develop models to explain how light interacts with the oneway mirror, glass, regular mirrors, the eye, and the brain.
U2: Thermal Energy Trimester 1
How can containers keep stuff from warming up or cooling down? Ever wondered why some drinks stay cold longer than others? In this unit, we investigate the science of heat transfer. We test different cups to see which one keeps drinks colder and analyze their features like lids, walls, and straw holes and learn about how heat can sneak into your drink through light and air and how to design a cup to block these heat thieves. Your challenge to design their own drink container that can perform as well as the store-bought container, following a set of design criteria and constraints.
6th Grade Science: Year Long Course
U3: Weather, Climate, & Water Cycling Trimester 2
Why does a lot of hail, rain, or snow fall at some times and not others?
Significant weather can disrupt our daily plans, regardless of whether it is something we can prepare for or takes us by surprise. We first explore hailstorms from different locations across the country at different times of the year. We next work to understand how and why unusual weather patterns happen, sparking questions and ideas for investigations, Finally, we investigate how a large winter storm in the midwestern United States affected a different part of the country a day later.
U4: Plate Tectonics & Rock Cycles Trimester 2
What causes Earth’s surface to change? Mt. Everest is steadily moving every year. We first investigate what makes hard solid rock shift and move by analyzing earthquake and plate movement data. We next investigate how Earth’s processes impact the movement of mountains. In the process, we construct scientific explanations, analyze data, and generate models from many locations and time periods to determine the reason why mountains and landscapes grow, move, and shrink.
U5: Natural Hazards Trimester 3
We now brace ourselves and investigate natural hazards. We start by experiencing - through text and video - major flooding in coastal towns of Japan. Through this anchoring phenomenon, we think about ways to detect tsunamis, warn people, and reduce damage from the wave. As we design solutions to this problem, we explore the natural hazard itself: what causes it, where it happens, how it happens, and how it causes damage.
U6: Earth’s Resources & Human Impact Trimester 3
How do changes in Earth’s system impact our communities and what can we do about it?
While climate change news is alarming, we can take action to improve the carbon imbalance. We evaluate data on rising temperatures and determine how they affect Earth’s water system. We end by evaluating different solutions to climate change and how those solutions may be implemented in communities.
Course Name: 6th Grade Science
Unit 1 Title: Light and Matter
Unit 1: Light and Matter
Est. # of Lessons: 8 lessons (18 days)
Unit Overview: Why do we sometimes see different things when looking at the same object? Understanding how light works helps us understand why we see what we see. We start by observing and investigating the one-way mirror phenomenon. We then experiment with light in a box model to measure how it behaves. Along the way, we collaborate to develop models to explain how light interacts with the one-way mirror, glass, regular mirrors, the eye, and the brain.
STAGE 1: DESIRED RESULTS
Established Goals
● MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
● MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Transfer Goals
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
Understandings
● Light can interact with matter in various ways, including reflection, transmission, and absorption. The specific interaction depends on the properties of the material and the angle of incidence of the light.
● Our perception of objects is influenced by the amount and type of light that reaches our eyes. Different materials can alter the path of light, affecting what we see. Models can help us visualize and understand complex phenomena, such as behavior of light and its interaction with matter. By creating and refining models, we can develop deeper insights into the natural world.
Essential Questions
● Why do we sometimes see different things when looking at the same object?
Unit 1: Light and Matter
Knowledge
Key Vocabulary:
Reflect, transmit, model, system, one-way mirror, scale model, norm, independent variable, dependent variable, experimental question, silvering, transparent, opaque, retina, optic nerve, refract, scattering, specular reflection, light source
● Some materials can be reflective and seethrough at the same time.
● Whether the material is reflective or seethrough may be related to where there is a light.
● When we change the location of the light in the box system, the phenomenon reverses.
● Reflection happens on the side that is lit, while the side that is dark is see-through.
● The one-way mirror phenomenon is strongest when there is a large difference in light between the rooms.
● Light travels in straight lines (reinforce 4thgrade understanding).
● When light shines on an object, it is reflected (bounces off), transmitted (passes through), or some combination of these, depending on the object’s material.
● A material can have different structures, even at a microscale, that cause different amounts of light to transmit through or reflect off of it.
● Light changes direction (refracts) when it travels between different transparent materials.
● When a light input is detected by sense receptors in our eye, it is turned into a signal that travels along the optic nerve to the brain, which processes it into what we see.
● Differences in light on either side of an object or material can cause us to see different things when looking at the same object or material.
● The brighter or more prominent an object appears, the more light that reaches our eyes from the object.
Skills (Framed as Learning Targets)
● I can investigate using the box model, readings, videos, and data collected with light sensors to develop a robust model and explanation for how light interacts with an object’s material.
● I can develop an understanding of refraction of light by modeling how light bends at the surface of the lenses.
● I can co-construct an experimental, testable question to guide a controlled investigation.
● I can discuss how to use physical models to test ideas about a phenomenon (i.e., the box model) and how to use diagrammatic models to represent and explain the phenomenon.
● I can model parts of the system at unobservable scales, including unobservable mechanisms that explain observable phenomena (e.g., light reflecting off microscopic, half-silvered, one-way mirror film).
● I can modify a model to match if a variable is changed (e.g., changing the light conditions or swapping the one-way mirror for glass).
● I can independently write an explanation for a question about the phenomena, receive feedback, and revise explanations.
● I can analyze the phenomenon to consider the components, interactions, and processes of the system, and how changes to light and changes to the material affect what is seen.
● I can investigate the microscale composition (structure) of the one-way mirror, and figure out that the one-way mirror is designed with halfsilvering, which affects the amount of light transmitted and reflected.
● I can explore the shapes and components of the human eye to understand how light inputs are processed into what we see.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Develop a full, written explanation for the oneway mirror phenomenon
● Portraits through glass to make sense of light
Formative Assessment
● Driving Question Board on the appearance of an object depending on light conditions
● Create individual models and consensus models
Unit 1: Light and Matter
interactions with objects and our eyes causing us to see different things
explaining the path light travels and what happens when light shines on a one-way mirror
STAGE 3: LEARNING PLAN
First Topic: Why do we sometimes see different things when looking at the same object
Learning Targets:
● I can investigate using the box model, readings, videos, and data collected with light sensors to develop a robust model and explanation for how light interacts with an object’s material.
● I can develop an understanding of refraction of light by modeling how light bends at the surface of the lenses.
● I can co-construct an experimental, testable question to guide a controlled investigation.
● I can discuss how to use physical models to test ideas about a phenomenon (i.e., the box model) and how to use diagrammatic models to represent and explain the phenomenon.
● I can model parts of the system at unobservable scales, including unobservable mechanisms that explain observable phenomena (e.g., light reflecting off microscopic, half-silvered, oneway mirror film).
● I can model parts of the system at unobservable scales, including unobservable mechanisms that explain observable phenomena (e.g., light reflecting off microscopic, half-silvered, oneway mirror film).
● I can modify a model to match if a variable is changed (e.g., changing the light conditions or swapping the one-way mirror for glass).
● I can independently write an explanation for a question about the phenomena, receive feedback, and revise explanations.
● I can analyze the phenomenon to consider the components, interactions, and processes of the system, and how changes to light and changes to the material affect what is seen.
Estimated # of Lessons: 8 lessons (18 days)
Essential Question:
Why do we sometimes see different things when looking at the same object?
Unit 1: Light and Matter
● I can investigate the microscale composition (structure) of the one-way mirror, and figure out that the one-way mirror is designed with half-silvering, which affects the amount of light transmitted and reflected.
● I can explore the shapes and components of the human eye to understand how light inputs are processed into what we see.
Learning Activities:
Lesson 1: Anchoring Phenomenon. How can something act like a mirror and a window at the same time?
● We watch a puzzling video of a music student who can see his reflection in what seems to be a mirror. The student doesn’t see the teacher on the other side of the mirror, but the teacher can see through it like a window. We wonder how something can act like a mirror and window at the same time. We investigate the system using a box model that represents it. We develop an Initial Class Consensus Model, brainstorm related phenomena, and develop a Driving Question Board and an Ideas for Investigation chart. We figure out these things: Some materials can be reflective and see through at the same time. Whether the material is reflective or see through may be related to where there is a light.
Lesson 2: Investigation. What happens if we change the light?
● In this lesson, we observe the one-way mirror in and out of the box model. We move the flashlight to Room B, make both rooms light, and make both rooms dark. We figure out these things: When we change the location of light in the box system, the phenomenon reverses. Reflection happens on the side that is lit, while the side that is dark is see-through. The one-way mirror phenomenon is strongest when there is a difference in light between the rooms. Light travels in straight lines. For us to see an object, light must leave a light source, bounce off the object, and travel in a direct path to enter our eyes.
Lesson 3: Investigation. What happens when light shines on the one-way mirror?
● We know that the one-way mirror acts like a mirror in a brightly lit room and acts like a window in a dark room. To figure out why it behaves this way, we compare what happens when light shines on the one-way mirror, a pane of glass, and a regular mirror. We record initial observations and then use a light meter to measure the amount of light transmitted through and reflected off each of those materials. We use a tool to develop an experimental question and then plan the investigation. We document our observations and analyze data to figure out what happens when light shines on the one-way mirror. We figure out these things: Light travels in straight lines. (reinforcing 4th grade) When light shines on an object, it is reflected (bounces off), transmitted (passes through), or some combination of these, depending on the object’s material.
Lesson 4: Investigation. How do similar amounts of light transmit through and reflect off the one-way mirror?
● We wonder how similar amounts of light transmit through and reflect off the one-way mirror. We think it has something to do with how the one-way mirror is made. We read more about regular mirrors and oneway mirrors and find out that regular mirrors have a thick layer of silver on the glass, and one-way mirrors have a thin layer of silver embedded in a plastic film on the glass. We modify a model to explain what happens when light shines on the different structures in each material. We figure out these things: A material can have different structures, even at a microscale, that cause different amounts of light to transmit through or reflect off of it.
Lesson 5: Putting Pieces Together, Problematizing. How do light and the one-way mirror interact to cause the one-way mirror phenomenon?
● In this lesson, we revisit the anchoring phenomenon and model interactions between light, the people, and the one-way mirror to explain why the music student and the teacher all see the music student. We realize that a little light reflects off the teacher and enters the student’s eyes, which makes us wonder why the
Unit 1: Light and Matter
student doesn’t see the teacher. We figure out these things: When light reflects off the music student and travels to the one-way mirror, about half of the light reflects off the silver structures back to the student’s eyes and the other half transmits through the transparent parts to the teacher’s eyes. The light that transmits through the one way mirror reflects off the teacher and travels to the one-way mirror. About half of that light reflects off the silver structures back to the teacher’s eyes and the other half transmits through the transparent parts to the student’s eyes.
Lesson 6: Investigation. Why does the music student not see the teacher?
● In this lesson, we know that light has reflected off the teacher and enters the student’s eyes. We wonder why the student can’t see her. To figure this out, we obtain more information about what happens when light enters the eye. We model how light inputs transform into signals that the brain processes to tell us what we see. We think about experiences from our everyday lives to help us explain why we only see some inputs of light better than other inputs. We figure out: Light changes direction (refracts) when it travels between different transparent materials. When a light input is detected by sense receptors in our eye, it is turned into a signal that travels along the optic nerve to the brain, which processes it into what we see. When there are multiple inputs, the brain responds to the strongest signal.
Lesson 7: Putting Pieces Together. Why do the music student and the teacher see the music student but the music student can’t see the teacher?
● We review the class models from Lessons 5 and 6, the class science ideas list, and our individual Progress Trackers. We develop a written explanation to answer the question: Why does the teacher see the music student? We individually draft an explanation to answer the question: Why does the music student see himself but not the teacher? We self-assess our explanations and give and receive peer feedback on them. We then revise a final explanation. We figure out: The music student sees himself because light reflects off the music student to the one-way mirror and reflects back to his eyes. This light input is the strongest signal that is processed by his brain. The teacher sees the music student because light reflects off the music student to the oneway mirror and transmits through the one-way mirror to her eyes. This light input is the strongest signal that is processed by her brain. The music student can’t see the teacher and the teacher can’t see her reflection because the light inputs from those objects are weaker and the brain doesn’t respond to them.
Lesson 8: Investigation, Putting Pieces Together. Why do we sometimes see different things when looking at the same object?
● We investigate the best light conditions for the one-way mirror phenomenon to occur and decide the effect is greatest when there is a large difference in light on both sides of the material. We use this idea to investigate related phenomena. We conclude that other materials, like glass, can act like one-way mirrors in situations in which there is a similar light differential on either side of the material. We use our model and science ideas to demonstrate what we have learned on an assessment. We revisit the DQB to document the questions we have answered in the unit and to reflect on our learning. We figure out these ideas: Differences in light on either side of an object or material can cause us to see different things when looking at the same object or material. The brighter or more prominent an object appears, the more light that reaches our eyes from the object.
Course Name: 6th Grade Science
Unit 2 Title: Thermal Energy
Unit 2: Thermal Energy
Est. # of Lessons: 18 Lessons (37-40 Days)
Unit Overview: How can containers keep stuff from warming up or cooling down? Ever wondered why some drinks stay cold longer than others? In this unit, we investigate the science of heat transfer. We test different cups to see which one keeps drinks colder and analyze their features like lids, walls, and straw holes and learn about how heat can sneak into your drink through light and air and how to design a cup to block these heat thieves. Your challenge to design their own drink container that can perform as well as the store-bought container, following a set of design criteria and constraints.
STAGE 1: DESIRED RESULTS
Established Goals
● MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
● MS-PS3-3: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
● MS-PS3-4: Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
● MS-PS3-5: Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object.
● MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
● MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Understandings
● Heat always transfers from higher temperature objects to lower temperature objects to reach equilibrium. (2nd Law of Thermodynamics)
● The greater the temperature difference, the faster the rate of heat transfer.
● The rate of heating/cooling depends on the temperature difference between objects and surroundings, material conductivity and
Transfer Goals
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Critical Thinkers, SelfDirected Learners)
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
Essential Questions
● What causes heat/energy to transfer? How do I describe that?
● How can objects keep stuff from warming up or cooling down?
Unit 2: Thermal Energy
specific heat, surface area exposed to heat transfer, and the type of heat transfer occurring.
Knowledge
Key Vocabulary:
Open system, closed system, Condensation, Temperature, Kinetic energy, thermal energy, Heat, Absorption, conduction, Variable, mean, molecule, control variable, styrene/styrofoam, porous, vacuuminsulated, air-insulated
● Particle movement and collisions at the molecular level facilitate energy transfer
● Conduction: Direct contact between particles transfers energy through collisions. This occurs mainly in solids
● Different materials conduct heat at different rates (conductivity)
● Convection: Transfer through fluid motion (liquids and gasses)
● Hot fluids rise while cool fluids sink creating circulation.
● Natural convection occurs due to density differences.
● Forced convection happens when fluid motion is driven by external forces
● Radiation: Energy transfer through electromagnetic waves. No physical contact or medium is needed.
● All objects emit and absorb radiation.
● Darker surfaces absorb more radiation than lighter surfaces.
● Specific heat capacity affects how quickly materials heat up or cool down.
● Objects heat up when they absorb more energy than they release, have direct contact with warmer objects, are exposed to radiation sources, and are in contact with warmer fluids.
● Objects cool down when they release more energy than they absorb, contact cooler objects, are exposed to cooler surroundings.
● The rate at which heat is transferred between objects is influenced by several factors:
○ Temperature Difference
○ Material Properties
○ Surface Area
○ Mode of Transfer
Skills (Framed as Learning Targets)
● I can make an initial model to describe a phenomenon in which a substance changes temperature and identify parts of the system that slow down or speed up the temperature change.
● I can ask questions from observations to test how parts of the cup systems lead to warming up or maintaining the temperature of the substance inside.
● I can plan and carry out an investigation to gather evidence to answer scientific questions about how parts of the cup system relate to the temperature change of the liquid inside.
● I can analyze and interpret data to find patterns that show which parts of the cup system influence the temperature change of the substance inside the system.
● I can develop and use a model to explain how the best-performing and worst-performing cup systems affect the temperature change of a substance inside a system.
● I can investigate how the lid works to slow the temperature change of a substance inside the system.
● I can plan and carry out investigations to determine the effect of a lid on temperature change and mass change in systems that are more open and less open.
● I can analyze and interpret data by calculating the mean to compare the temperature and mass change across conditions (patterns) and use these measures to make claims about the effect of the lid.
● I can develop a model to describe why mass is lost in some conditions but not others (open systems versus less-open systems), using a particle model of matter for liquids and gases.
● I can collect and analyze data to identify patterns that serve as evidence that condensation that forms on the outside of a cold cup system comes from the air outside the system.
● I can provide evidence to support the claim that water forming on the outside surface of a cold cup system comes from the air outside the system and is not leaving the system through the walls.
● I can develop and use a particle model of matter for solids, liquids, and gasses to show how structural differences in a cup system allow water molecules to
Unit 2: Thermal Energy
○ Mechanisms of Heating and Cooling
○ Direct Heat Transfer
○ Radiation
○ Convection
leave the system at some points in the system but not at others.
● I can plan an investigation where I identify the controls, the tools needed to gather the data, and how much data are needed to support a claim about how much matter leaves two different cup systems over 30 days.
● I can develop two models to show relationships among the parts of the mostly closed cup system and how light and heat or cold cause the liquid inside to warm up or cool down.
● I can develop and use models to describe how light transmission causes changes in the temperature of water inside the cup.
● I can carry out an investigation to measure temperature inside and outside a cup system to test whether heat or cold moves through the wall of the system.
● I can develop models based on evidence to explain that matter is made of particles that are in motion, and this motion changes depending on temperature.
● I can explain why food coloring moves more in hot water than in cold water using the idea that particles in liquids at warmer temperatures have more kinetic energy than particles in liquids at cooler temperatures.
● I can analyze and interpret data to mathematically represent the cause-and-effect relationships between the average kinetic energy of the particles of a gas, the temperature of the gas, and the total kinetic energy of all the particles in the gas.
● I can carry out an investigation to look for patterns in data by using an interactive simulation of the particles in a gas to observe the kinetic energy of individual particles and the transfer of energy when they collide.
● I can carry out investigations using a particle model of matter to generate evidence that one way the temperature of matter changes over time is that kinetic energy is transferred in collisions between the particles (matter) within and between solids, liquids, and gases.
● I can develop and use models to track how energy spontaneously transfers out of hotter regions and into colder ones and causes changes in the water’s temperature within the cup system.
● I can construct written arguments supported by empirical evidence and scientific reasoning to support claims describing how energy spontaneously transfers out of hotter regions or objects and into colder ones.
Unit 2: Thermal Energy
● I can obtain and use information from scientific texts to evaluate the function of certain design features in minimizing energy transfer into a system.
● I can develop a consensus model for explaining two mechanisms for energy transfer into a system, and design features that minimize energy transfer into a system.
● I can design a solution for a cup system with features (structures) to slow energy transfer into the liquid inside the cup (function).
● I can carry out investigations to collect data to evaluate the performance of cup systems that slow energy transfer given the criteria and constraints of the problem, and to modify design features (structures) based on test results (functions).
● I can design a solution that is modified based on test results to improve the features (structures) to better slow energy transfer (effect) by reducing the absorption of light or opportunity for particle collisions (function/cause).
● I can carry out investigations to collect data to evaluate the performance of cup systems that slow energy transfer given the criteria and constraints of the problem, and to propose ways to optimize design features (structures) based on the test results (functions).
● I can develop a model based on patterns in performance that can be used to predict ways to minimize or maximize energy transfer into or out of a variety of systems.
● I can evaluate a design solution for a disaster blanket that includes several design features (structure) to minimize energy transfer (function) that could result in body heat loss.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
● Structured engineering design challenge: redesign the ultimate cold cup
● Disaster blanket design assessment: evaluate design solutions to minimize energy transfer that could result in body heat loss
● Driving Question Board to generate responses and new questions on structures and mechanisms that seem important to figure out about cup systems
● Cold lemonade on a hot day - Understanding how water forms on the outside comes from the air.
● Midpoint assessment to see if students can reason with particles to explain how an amount of liquid might change in the cup over time and what aspects of a system might affect that change
Unit 2: Thermal Energy
● Midpoint assessment Icing Injuries to use their ideas about thermal energy and their understanding of the practices and crosscutting concepts to make sense of a new phenomenon
STAGE 3: LEARNING PLAN
First Topic: How do some cup features close off the system to keep a drink cold or warm and why does it warm up?
Learning Targets (based on each lesson):
● I can make an initial model to describe a phenomenon in which a substance changes temperature and identify parts of the system that slow down or speed up the temperature change.
● I can ask questions from observations to test how parts of the cup systems lead to warming up or maintaining the temperature of the substance inside.
● I can plan and carry out an investigation to gather evidence to answer scientific questions about how parts of the cup system relate to the temperature change of the liquid inside.
● I can analyze and interpret data to find patterns that show which parts of the cup system influence the temperature change of the substance inside the system.
● I can develop and use a model to explain how the best-performing and worst-performing cup systems affect the temperature change of a substance inside a system.
● I can investigate how the lid works to slow the temperature change of a substance inside the system.
● I can plan and carry out investigations to determine the effect of a lid on temperature change and mass change in systems that are more open and less open.
● I can analyze and interpret data by calculating the mean to compare the temperature and mass change across conditions (patterns) and use these measures to make claims about the effect of the lid.
● I can develop a model to describe why mass is lost in some conditions but not others (open systems versus less-open systems), using a particle model of matter for liquids and gases.
● I can collect and analyze data to identify patterns that serve as evidence that condensation that forms
Estimated # of Lessons: 1-6 (13-14 days)
Essential Questions:
What causes heat/energy to transfer? How do I describe that?
● How can objects keep stuff from warming up or cooling down?
Unit 2: Thermal Energy
on the outside of a cold cup system comes from the air outside the system.
● I can provide evidence to support the claim that water forming on the outside surface of a cold cup system comes from the air outside the system and is not leaving the system through the walls.
● I can develop and use a particle model of matter for solids, liquids, and gasses to show how structural differences in a cup system allow water molecules to leave the system at some points in the system but not at others.
● I can plan an investigation where I identify the controls, the tools needed to gather the data, and how much data are needed to support a claim about how much matter leaves two different cup systems over 30 days.
Learning Activities:
Lesson 1: Anchoring Phenomenon. Why does the temperature of the liquid in some cup systems change more than in others?
● We observe an iced drink in a regular cup warming up more quickly compared with an iced drink in a fancy cup. We develop systems models to explain what is happening in the two cups so that one can better maintain the temperature of the drink. We brainstorm related phenomena and ask questions about design features that influence how well an object can keep something hot or cold. We figure out: The cup system includes the different parts of the cup and the water and air inside the cup. All of these parts work together (interact) to form the system. Some systems have structural features that help maintain the temperature of a substance inside the system, keeping the substance hot or cold longer compared with other systems. Heat can enter the cup system and/or cold can leave the cup system, and maybe gasses can escape the system too.
Lesson 2: Investigation. What cup features seem most important for keeping a drink cold?
● We plan and carry out an investigation to figure out 2 things. First, what cup features are important for keeping a drink cold? Second, how would changing the cup features cause the drink to warm up faster? We collect, organize, and publicly analyze data from our investigation to identify patterns to determine which cup features help maintain a drink’s temperature. We figure out: Some systems have structural features that are designed to help maintain the temperature of a substance inside the system. The cup features that seem to play a significant role in keeping a drink cold are a lid, double
Lesson 3: Investigation. How are the cup features that keep things cold the same or different for keeping things hot?
● We look at the order of cups based on their ability to keep liquids cold. We investigate whether these same features are able to keep liquids hot. Based on our findings, we revise our explanation from Lesson 1 to explain how particular cup features help to keep liquids hot and/or cold. We ask additional questions about the cup features now that we know more. We then design an experiment to investigate our questions and ideas about how the lid works. We figure out: Cups that can keep liquids cold are also able to keep liquids hot. Cups with lids are able to keep liquids hot and cold better than cups without lids. Cups with more walls or layers will be able to keep liquids hot and cold better than cups without lids.
Lesson 4: Investigation. How does a lid affect what happens to the liquid in the cup?
● We plan and carry out investigations to determine the effect of a lid on temperature change and mass change of a hot liquid in a cup. We calculate the mean for two cup systems to compare the temperature drop and mass change in each condition. We develop and use a particulate model of liquids and gases to explain the mass loss in an open system. We figure out: The lid helps to maintain the temperature of a hot liquid
Unit 2: Thermal Energy
inside the cup and it slows down matter loss from the system. Liquids and gases are made of particles. Particles in gas have a lot of space between them but those in liquids do not. The smallest particle of water is a molecule. Molecules of water in liquid go into gas over time (evaporation). An open system has space for matter to enter or exit. A closed system is one in which no matter can enter or exit. The hot liquid cools down even when we prevent most matter from leaving the cup system by using a lid.
Lesson 5: Investigation. Where does the water on the outside of the cold cup system come from?
● We construct an investigation to support or refute the claim that the formation of water droplets (condensation) on the outside of a cup of cold water comes from water leaking through the cup walls. We measure the mass of a cup of cold water before and after condensation forms on the outside. We also observe condensation on the outside of a cup of cold water that has been dyed using food coloring. We use our observations and data to construct an argument to refute the claim that water droplets on the outside of the cup come from inside the cup system. The water droplets that form on the outside of a cup of cold water come from the air outside the cup, not from the inside of the cup. Water droplets often condense on a cold surface when humid air comes in contact with the surface. Liquids do not move through solids. Matter does not enter or leave a closed system; therefore, the mass of a closed system does not change.
Lesson 6: Putting Pieces Together. How can we explain the effect of a lid on what happens to the liquid in the cup over time?
● We use a model to show why water molecules cannot leave the cup at some points in the cup system but can at other points. We complete an individual assessment that includes making predictions about whether a cup with a new lid design will keep a drink cooler than a cup with an old lid design, developing a plan for collecting data to see if the amount of liquid changed in either cup over time and developing a model to explain why one cup system would lose more mass than another. We figure out these things: Liquids, gases, and solids are made of particles of matter. Particles in a gas have a lot of space between them, but particles in liquids and solids do not. Liquids and gases are made of particles that can move around freely, but solids are made of particles that cannot.
Second Topic: How and why does energy from outside the system enter the cup system to warm up the cold water?
Learning Targets:
● I can develop two models to show relationships among the parts of the mostly closed cup system and how light and heat or cold cause the liquid inside to warm up or cool down.
● I can develop and use models to describe how light transmission causes changes in the temperature of water inside the cup.
● I can carry out an investigation to measure temperature inside and outside a cup system to test whether heat or cold moves through the wall of the system.
● I can develop models based on evidence to explain that matter is made of particles that are in motion, and this motion changes depending on temperature.
● I can explain why food coloring moves more in hot water than in cold water using the idea that particles in liquids at warmer temperatures
Estimated # of Lessons: 7-14 (14-15 days)
Essential Questions:
● What causes heat/energy to transfer? How do I describe that?
● How can objects keep stuff from warming up or cooling down?
Unit 2: Thermal Energy
have more kinetic energy than particles in liquids at cooler temperatures.
● I can analyze and interpret data to mathematically represent the cause-and-effect relationships between the average kinetic energy of the particles of a gas, the temperature of the gas, and the total kinetic energy of all the particles in the gas.
● I can carry out an investigation to look for patterns in data by using an interactive simulation of the particles in a gas to observe the kinetic energy of individual particles and the transfer of energy when they collide.
● I can carry out investigations using a particle model of matter to generate evidence that one way the temperature of matter changes over time is that kinetic energy is transferred in collisions between the particles (matter) within and between solids, liquids, and gases.
● I can develop and use models to track how energy spontaneously transfers out of hotter regions and into colder ones and causes changes in the water’s temperature within the cup system.
● I can construct written arguments supported by empirical evidence and scientific reasoning to support claims describing how energy spontaneously transfers out of hotter regions or objects and into colder ones.
Learning Activities:
Lesson 7: Problematizing. If matter cannot enter or exit a closed system, how does a liquid in the system change temperature?
● We consider what we know about the components (or structures) of the closed cup system, how they function, and how they interact with one another and with other objects and substances outside of the cup system to determine what else might cause a temperature change in the liquid inside. We develop models to represent our ideas about interactions between energy (light, heat, or cold) and the closed cup system. We use these models to explain the temperature change, and we determine ways to test our ideas to figure out how energy interacts with the closed cup system. We figure out: Since most of the matter does not enter or leave the cup system with a lid, light and heat or cold may interact with the system to cause a temperature change in the liquid inside. *note: students will likely use “heat waves” as an initial representation for heat, and this is OK at this point in the unit. From lessons 8-14, students develop their understanding of heat, and the way they represent it in their models.
Lesson 8: Investigation. How does a cup’s surface affect how light warms up a liquid inside the cup?
● We carry out an investigation to test the interaction between light and the cup surface in warming up the cold water inside the cups. We shine light on cups with walls of different materials and colors and measure the amount of incoming, reflected, and transmitted light, and we also place some cups in a completely dark condition. We figure out that the water in all the cups warms up, even cups in the dark condition, but it warms up more in the cups in the light conditions. We wonder about additional mechanisms by which the
Unit 2: Thermal Energy
water inside the cups warms up.. We figure out: Light can transfer energy into a system. When light that shines on a surface is not reflected or transmitted, it is absorbed, which warms the matter it shines on. Temperature changes in the water can still occur even if light does not transmit through the cup wall and even if there’s no light.
Lesson 9: Investigation. How does the temperature of a liquid on one side of a cup wall affect the temperature of a liquid on the other side of the wall?
● We brainstorm how to test whether heat or cold is entering or leaving a cup system. We plan and carry out an investigation to place the cup in a water bath and measure the temperature inside and outside the cup to see if heat or cold is moving between the two systems. We figure out that when there is a temperature change inside the cup system, there is also a temperature change outside the system. We conclude that heat or cold moves through the cup wall and that the greater the temperature difference between the cup and water bath systems, the more energy is transferred between the two. We figure out: When the temperature of a sample of matter in one system decreases, the temperature of the matter in the neighboring system increases. When the temperature difference between two neighboring systems is great, more energy transfers between them. Heat or cold can move through the wall of the cup system.
Lesson 10: Investigation. What is the difference between a hot and a cold liquid?
● We investigate the differences between hot and cold liquids at the particle scale. A video showing candy dissolving in hot, warm, and cold water motivates us to investigate how water behaves differently at varying temperatures by adding food coloring to hot, room-temperature, and cold water. After collecting qualitative evidence that correlates movement in water to temperature, we read about a historical study supporting the idea that movement of water particles and temperature are closely connected. All three sources of information reinforce the ideas that (1) liquids are made of particles and (2) particles move more when a liquid is hotter and less when it is colder. We figure out that: The movement of particles is related to the temperature of the water, with particles in colder water moving less than particles in hotter water.
Lesson 11: Investigation. Why do particles move more in hot liquids?
● We wonder what happened in the Food Coloring Lab at the particle scale and how this relates to energy. We make observations from a simulation and obtain evidence that hot liquids have particles that move faster and cold liquids have particles that move slower. We call this energy of movement kinetic energy. We spray perfume on one side of the classroom and smell it on the other side, evidence that particles in gas move freely like particles in liquids. We use new ideas about kinetic energy to explain our previous lab observations. We revisit our original iced drink warming up in the regular plastic cup and wonder where the kinetic energy came from. We figure out: A particle’s speed is related to how much kinetic energy it has. The particles in hot liquids and gases have more kinetic energy than the particles in cold liquids and gases. Liquids and gases are made of particles that can move around freely.
Lesson 12: Investigation. How does the motion of particles compare in a sample of matter at a given temperature?
● We use a simulation to investigate how individual particles in a sample of gas do not have the same kinetic energy, and how the kinetic energy of each particle is constantly changing as they collide with one another. We argue that temperature is a measure of the average speed of the particles in a sample of matter, and that the total energy of that sample is the sum of the kinetic energy of all the particles in the sample combined. We figure out: Not all particles in a sample of matter have the same kinetic energy. Kinetic energy is transferred from one particle to another in a particle collision. Temperature is a measure of the average kinetic energy of the particles in a sample of matter. The total kinetic energy of a sample of matter is the sum of the kinetic energy of all the particles in that sample. If you add more particles, the total kinetic energy increases but the temperature (the average kinetic energy) might stay the same.
Lesson 13: Investigation. How could the motion of particles on one side of a solid wall affect the motion of the particles on the other side of that wall?
● We use a simulation to analyze particle speeds before and after a collision. We use marbles to investigate the effects of collisions on particle speeds in different situations to simulate interactions between particles in a gas, a liquid, and a solid. We use a simulation to analyze particle interactions in different solids in contact
Unit 2: Thermal Energy
with each other at different temperatures. We figure out these things: Particles in a solid vibrate back and forth in place. Collisions between particles in a solid, liquid, and/or gas can transfer kinetic energy (KE or motion energy) from one particle to another. The more particles in a sample of matter that are in contact with another sample of matter, the greater the amount of particle KE is transferred from the warmer piece of matter to the cooler pieces of matter over time. The more particles an object is made of, the more energy must leave or enter the system in order to change the temperature of that object.
Lesson 14: Investigation, Putting Pieces Together. Does our evidence support that cold is leaving the system or that heat is entering the system?
● We sort evidence collected during previous lessons to support or refute claims that temperature changes are due to heat or cold moving into or out of the cup system. We conduct an investigation to collect additional evidence, helping us figure out that heat moves into the cup system, causing a temperature change. We revise our cup system models and apply our new understanding to answer questions from the DQB and explain related phenomena.We figure out: Temperatures change when energy moves from warmer to cooler matter. Energy is transferred when higher-energy particles come into contact with lower energy particles.
Third Topic: How can we design a container to keep a substance cold?
Learning Targets:
● I can obtain and use information from scientific texts to evaluate the function of certain design features in minimizing energy transfer into a system.
● I can develop a consensus model for explaining two mechanisms for energy transfer into a system, and design features that minimize energy transfer into a system.
● I can design a solution for a cup system with features (structures) to slow energy transfer into the liquid inside the cup (function).
● I can carry out investigations to collect data to evaluate the performance of cup systems that slow energy transfer given the criteria and constraints of the problem, and to modify design features (structures) based on test results (functions).
● I can design a solution that is modified based on test results to improve the features (structures) to better slow energy transfer (effect) by reducing the absorption of light or opportunity for particle collisions (function/cause).
● I can carry out investigations to collect data to evaluate the performance of cup systems that slow energy transfer given the criteria and constraints of the problem, and to propose ways to optimize design features (structures) based on the test results (functions).
● I can develop a model based on patterns in performance that can be used to predict ways
Estimated # of Lessons: 15-18 (10-11 days)
Essential Questions:
● What causes heat/energy to transfer? How do I describe that?
● How can objects keep stuff from warming up or cooling down?
Unit 2: Thermal Energy
to minimize or maximize energy transfer into or out of a variety of systems.
● I can evaluate a design solution for a disaster blanket that includes several design features (structure) to minimize energy transfer (function) that could result in body heat loss.
Learning Activities:
Lesson 15: Investigation. How do certain design features slow down the transfer of energy into a cup?
● We learn about the Cold Cup Challenge and look at examples of effective cup designs. We still need to explain how certain features work (i.e., double walls, porous materials, color). We jigsaw the gaps in our knowledge and conduct a gallery walk to share our findings. We reach consensus about mechanisms for energy transfer, which will help us in the design challenge. We figure out: Shiny/ light-colored materials (feature) prevent light from being absorbed. Absorption of light by particles (mechanism) transfers energy to the cup. Porous materials with air pockets (feature) slow down the conduction of energy because there are fewer particles to collide across the air pockets. Conduction of energy from particle collisions (mechanism) transfers energy. A double-walled cup with a vacuum or air between the walls (feature) slows down the conduction of energy because there are fewer or no particles to collide between the walls. This is a similar mechanism as in porous materials.
Lesson 16: Investigation. How can we design a cup system to slow energy transfer into the liquid inside it?
● We review the Cold Cup Challenge and design our cups, pointing out features we have evidence will slow energy transfer. We build our first cup designs, test them, and evaluate our results compared to the criteria and constraints. We provide feedback to each other to improve our cup designs. We figure out: The more clearly a design task is defined, the more likely the solution (cup system) will meet the criteria and constraints. A designed cup needs to be tested and then modified on the basis of the test results that will help evaluate the solution to how well it meets the criteria and constraints of a problem.
Lesson 17: Investigation. How can we improve our first design to slow energy transfer into the cup system even more?
● We review our test results and feedback from our first design. We clarify the criteria and constraints and then redesign, build, test, and evaluate a new cup. We make observations from the new data to identify the features of the best performing cups. We figure out: Surface materials that reflect more light help cups perform better on the bright light and temperature test. Materials used on the cup walls that reduce the amount of contact between layers help cups perform better on the regular light and temperature test. The use of fewer materials can still be effective on the two temperature tests, while also reducing costs, diameter, and environmental impact.
Lesson 18: Putting Pieces Together. How can containers keep stuff from warming up or cooling down?
● We review and interpret test results across our best cup designs. We use evidence to offer suggestions as our class works together to design the Ultimate Cold Cup. We generalize our model to explain patterns to minimize or maximize energy transfer, and use our model to predict how energy transfer could be maximized or minimized in everyday examples. Finally, we revisit the Driving Question Board and discuss all of the questions we can now answer. We figure out: The rate of energy transfer between systems speeds up or slows down depending on the number of particle collisions. The rate of energy transfer between matter and light speeds up or slows down depending on how much light is absorbed. The amount of matter in a substance affects the rate of energy transfer and how much energy is needed to increase the substance’s temperature.
Unit 3: Weather, Climate & Water Cycling
Course
Name: 6th Grade Science
Unit 3 Title: Weather, Climate & Water Cycling
Unit Overview:
Est. # of Lessons: 22 Lessons (40-44 days)
Why does a lot of hail, rain, or snow fall at some times and not others? Significant weather can disrupt our daily plans, regardless of whether it is something we can prepare for or takes us by surprise. We first explore hailstorms from different locations across the country at different times of the year. We next work to understand how and why unusual weather patterns happen. These cases spark questions and ideas for investigations, such as investigating how ice can be falling from the sky on a warm day, how clouds form, why some clouds produce storms with large amounts of precipitation and others don’t, and how all that water gets into the air in the first place. Finally, we will explore a weather report of a large winter storm that affected the midwestern United States trying to figure out what could be causing such a large-scale storm and why it would end up affecting a different part of the country a day later.
STAGE 1: DESIRED RESULTS
Established Goals
● MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
● MS-ESS2-4: Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
● MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
● MS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
Transfer Goals
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, SelfDirected Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners)
● Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
Understandings Essential Questions
● Cloud movement in the sky, moving air at Earth’s surface, and temperature may be related to why, where, and when different
● Why does a lot of hail, rain, or snow fall at some times and not others? What is the air outside when this happens?
Unit 3: Weather, Climate & Water Cycling
forms of precipitation fall.
● The temperature of the air always decreases as you move away from Earth’s surface and higher into the atmosphere.
● When the temperature of the air changes, the speed of the molecules changes.
● Surfaces heat up differently depending on how much energy from the Sun is absorbed.
● Water molecules are attracted to each other. When they are moving fast enough, they can break away from each other and bounce off each other. When they are moving slow enough, they clump and stick together and grow over time (condensation)
● As particles in the air come into contact with the ground, energy is transferred to those particles through conduction.
● The more mass something has, the greater the force of gravity pulling down on it (which can be measured as its weight on a scale).
● Changing the temperature of a parcel of air causes changes in the air’s density due to changes in the kinetic energy (speed) and spacing of the molecules that make up the air.
● Moving air (wind) pushes (exerts a force on) matter in its path.
Knowledge
Key Vocabulary:
Humidity, Weather conditions, Parcel of air, Relative humidity, Freezing, Melting point, Deposition, Cloud condensation nuclei (CCN), Air pressure, Barometer, Gravity, Currents, Downdrafts, Updrafts, Hurricane, Forecast, Mass, Temperature, Energy, Conduction, Lux
● Rain and wind accompany some hail events. Some of the water that reaches the ground reached a low enough temperature to freeze, at some point, before it fell.
● Hailstones are made of ice, often in layers.
● Hailstorms are more common in the central United States.
● The days that have hail also have relatively warm air temperatures and relative humidity in the range of 37–96 percent.
● Hailstorms impact a small area and happen later in the day in the spring, summer, and fall.
● Energy from the Sun is absorbed by the ground increasing kinetic energy (and therefore
● Why do some clouds produce precipitation and other clouds don’t?
● What causes large-scale precipitation events and how can we predict them?
Skills (Framed as Learning Targets)
● I can develop an initial model to describe changes and mechanisms at both the observable and the particle level that cause hail to fall during a brief time period.
● I can ask questions that arise from careful observation of phenomena and gaps in our current model to clarify and seek additional information about how changes to the flow of matter and energy in the air above and around a location on Earth’s surface could cause short-duration precipitation events and longer-duration precipitation events (scale).
● I can analyze and interpret data using graphical displays (e.g., maps, charts, graphs, tables) of large data sets to identify temporal and spatial patterns in the range of weather conditions that lead to the formation of precipitation (hail).
● I can analyze and interpret sets of data to identify patterns that provide evidence that air temperature changes based on altitude above Earth’s surface
Unit 3: Weather, Climate & Water Cycling
temperature) of the particles in the ground.
● On a sunny day, air temperatures above the ground are cooler than the ground itself.
● Parcels of air that are less dense than the surrounding air rise. Parcels of air that are more dense than the surrounding air sink.
● As they rise, parcels of warm, less dense air eventually cool off, transferring thermal energy to the surrounding air.
● Air near the surface of the ground is warmed from thermal energy transfer from the ground through conduction. (More common on warm days)
● Air is a mixture of different types of substances in the gas state including water vapor, increasing humidity.. Water comes from many different types of surfaces.
● When individual water molecules on the surface of a liquid gain enough motion energy (kinetic energy), they leave the liquid to become a gas (evaporation.)
● When water is below a certain temperature (its condensation/boiling point), the molecules are moving slow enough to remain in liquid form; when water is above that temperature, the molecules are moving fast enough to remain in gas form; they change state when cooled below or heated above that temperature.
● Clouds are made of water droplets and/or ice crystals and molecules of gas (including water vapor).
● We see clouds because the water droplets or crystals in them reflect and scatter or absorb a noticeable amount of light.
● For molecules of water vapor in the air to start the condensation or deposition process, the air has to reach 100% humidity and then be cooled. The water vapor also needs a solid surface to stick to. In the air, these surfaces are cloud condensation nuclei (small, solid particles).
● A greater difference between near-ground and atmospheric temperatures is correlated with larger storm development.
● Higher humidity is correlated with stronger storms.
● Simulations are models that can represent only parts of a system, which limits their use.
● Air moving upward (updrafts) can keep an object suspended or floating in the air when the
independently of geographical location or time of year.
● I can develop a model to show the relationship between the motion of the molecules that make up air and the energy of those molecules to explain the patterns of change in air temperature at various altitudes.
● I can plan an investigation collaboratively by identifying variables of interest, tools to gather data, methods for obtaining measurements, and how many sites are necessary to determine if a pattern exists between the temperature of the ground and the temperature of the air right above it.
● I can collect, analyze, and interpret data using graphical displays (tables of data we obtain from our own investigations) to identify ground and surface air temperature patterns as they relate to incoming and reflected solar radiation.
● I can develop and use a model to describe phenomena and causes that track the transfer of energy from the Sun to the ground and then to the air at the surface.
● I can conduct investigations to collect and use observations and data as evidence to determine the effects of thermal energy transfer to the air in contact with Earth’s surface.
● I can develop and use a model to track and describe how transferring thermal energy to and from a fixed amount of air (matter) in a closed system affects its volume and density due to causes such as changes in the speed and spacing of the molecules that make up that air.
● I can analyze and interpret data to identify causeand-effect relationships to construct an explanation of how the movement of parcels of air through conduction and convection causes the upward and downward movement of air in clouds.
● I can develop and use a model to describe how thermal energy from the Sun causes movement of parcels of air through conduction to cause the formation of clouds.
● I can read scientific texts and summarize key ideas to determine that the air is a mixture of different types of gases (matter), including water vapor, and that relative humidity is a measure of a small proportion of molecules of water vapor in the air.
● I can plan and conduct an investigation using a model to gather data to serve as evidence to support a claim about where water in the air originates (inputs).
Unit 3: Weather, Climate & Water Cycling
force from the molecules in that air colliding with that object counterbalances the downward force from gravity. When those forces are no longer balanced, the object that was suspended will start moving upward or downward.
● A barometer can detect changes in the density of the air outside of it.
● When one spot in a fluid heats up, it becomes less dense, which causes it to rise. When it cools down, it becomes more dense and sinks. This leads to circular motion in fluids, called convection.
● The greater the thermal energy input into the fluid, the stronger the lift or convection currents. The more of Earth’s surface that is in contact with the air above it, the more thermal energy it can transfer to that air.
● Some winds are the result of this convection. Air at the surface moves toward an area where warmed air rose, filling in the space left behind.
● Many of the mechanisms we used to explain small-scale precipitation events seem like they could be relevant to explaining large-scale storms too.
● Large-scale storms also may have something to do with large areas of cold air and warm air moving over great distances.
● Air masses are large parcels of air (hundreds of miles wide) with similar characteristics (e.g., temperature, humidity) that move horizontally.
● Storms and precipitation can develop where two air masses with different characteristics meet; this boundary is called a front.
● When a warm air mass moves toward a cold air mass, the warm air slides over the cold air. When a cold air mass moves toward a warm air mass, the cold air pushes into and below the warm air, pushing it up and over. Both interactions cause predictable changes in weather.
● The maximum amount of water vapor that air at a given temperature can hold is referred to as 100% relative humidity.
● The maximum amount of water vapor that can be in the air changes based on the temperature of the air; warmer air can hold more water vapor than colder air.
● Cooling air at 100% relative humidity will cause water vapor to condense out of the air;
● I can develop and use a model to predict and describe changes in particle motion and the movement of water molecules from a liquid into the air (via evaporation) when the thermal energy of the water increases (cause).
● I can carry out an investigation to collect data about the patterns in the appearance and growth of water droplets in humid air that is cooled down and how water droplets interact to serve as evidence to explain the causes of condensation (effect).
● I can develop and use a model to describe unobservable causes that explain why the mutual attraction between water molecules and a decrease in their speed causes them to condense (effect) when water reaches a low enough temperature (condensation/boiling point).
● I can read scientific texts to determine key ideas and cause-and-effect relationships related to what clouds are made of, why we can see them, the role of cloud condensation nuclei, and methods of cloud seeding.
● I can apply scientific ideas and principles to construct an explanation and represent interactions between energy and matter that lead to the condensation and crystallization of water in the atmosphere and the formation of clouds.
● I can modify a model based on evidence to build a storm system by changing the input variables, such as temperature and humidity, and measuring changes in the output, the size of storm formation.
● I can evaluate the limitations of the thunderstorm simulation, identifying which aspects of the system are represented in the model and which additional aspects could be added to account for thunderstorm development.
● I can construct an explanation that includes correlational relationships between temperature and humidity that can be used to predict storm development.
● I can use mathematical thinking and construct an explanation to predict patterns in the relationship between the relative strength of two opposing forces on different objects and the resulting change in motion of those objects.
● I can develop a model to represent balanced and unbalanced forces on an object suspended by an upward current of air, and use the model to predict and explain whether the object would remain suspended (stability) or start moving downward or
Unit 3: Weather, Climate & Water Cycling
the greater the decrease in air temperature, the greater the amount of water vapor that will condense out of it.
● When the air pressure outside decreases, it tends to correspond with the appearance of cloudier skies and in some cases precipitation.
● Large-scale, low-pressure air masses can move and their movement can be predicted.
● The movement and location of warm and cold fronts appear to be connected to this low pressure center. Precipitation tends to fall along the line of the cold front and warm front and behind the low pressure center.
● Many storms are due to the path that air masses follow as they are moving, other air masses they interact with along their boundaries (fronts), and how much lift occurs in the air mass or along those fronts.
● We have new questions about whether certain weather patterns are typical for different places in our country and what causes any differences in those from one place to another over longer periods of time.
● There are patterns in the direction that air and precipitation move over a region.
● Patterns in air movement are caused by prevailing winds and the prevailing winds in the northern hemisphere mirror the southern hemisphere.
● These patterns help us predict where air and precipitation come from (colder from the north and warmer from the south).
● Climate is the long-term average of weather in an area, typically averaged over 30 years.
● The ocean is warmer near the equator and cooler near the poles.
● Ocean currents can bring warmer waters toward the poles and cooler waters toward the equator.
● More evaporation occurs over warmer ocean waters.
● The temperature of the ocean affects the humidity of the air moving over it.
● As elevation increases, the air flowing over the land is forced upward; as elevation decreases the air flowing over the land can fall back downward.
● Air that is forced upward cools as it rises and tends to lose much of the water vapor in it through condensation and precipitation.
upward (change) due to the relative strength of the opposing forces.
● I can collaboratively plan an investigation to collect data, identifying independent and dependent variables and controls and how the data are recorded, to serve as the basis for evidence that greater temperature differences between the ground and the air higher in the atmosphere cause greater lift (effect) of air.
● I can develop a model to represent how varying inputs of thermal energy affect the resulting movement of air (output) to show the relationships among variables that can predict greater lift and movement of air.
● I can construct an explanation that includes qualitative relationships between variables that predict the movement of a fluid (air), based on the transfer of energy that drives the motion.
● I can develop and use a model to describe and explain causes that drive the cycling of matter and the flow of energy into and through the air to cause some storms to produce large hail while others do not.
● I can construct an explanation, using a model and previously developed science ideas, to explain what causes hurricanes to form, grow, and produce (effect) strong winds and large amounts of rain (cycling of matter and flow of energy).
● I can analyze data using maps of national weather conditions and forecasts to identify temporal and spatial relationships (patterns) between precipitation, cloud cover, temperature, and air pressure.
● I can develop an initial model to explain how precipitation that is happening in one part of the country at one point in time could be connected (cause/effect) to what is predicted to happen in another part of the country at a later time. Use a previous model to identify mechanisms at the observable and the particle levels to explain the causes of this large-scale weather phenomenon.
● I can ask questions about possible patterns in and causes for a storm affecting large parts of the country over multiple days or causes shared between this precipitation event and a smaller scale, shorter-duration precipitation event (a hailstorm).
● I can use graphical displays of temperature, humidity, and radar data to identify temporal and spatial patterns as air masses interact in a large storm system.
Unit 3: Weather, Climate & Water Cycling
● I can use an argument supported by evidence and reasoning based on patterns from data and maps to support a claim that precipitation forms along the boundary of two air masses with different temperature and humidity characteristics.
● I can develop and use models to observe and describe the complex patterns of change that occur when warm and cold air masses interact in the atmosphere.
● I can describe how patterns in data support explanations of the changes in weather that occur where warm and cold air masses interact.
● I can analyze data using maps of air pressure recorded over the country at different points in time and forecasts to identify patterns (the movement of low pressure systems), the relationship between patterns, and the location of fronts and precipitation.
● I can construct an explanation that includes the qualitative relationships presented in a weather forecast among (1) the area of lowest air pressure and where it will move to, (2) the locations of the fronts, and (3) where precipitation will fall, to explain what would be causing these three things to be connected to one another.
● I can compare and critique two arguments on the same topic and analyze whether they emphasize similar or different causes in their explanations of the patterns in how the weather changed (effect) during the Jan. 19, 2019 storm.
● I can apply scientific ideas and related evidence to evaluate whether the new causes (air mass movement, interaction of fronts, and low pressure areas) that were used in an explanation of one large-scale storm are also needed to explain the patterns in the how the weather will change in the predictions made for three other storms occurring at a different time of year.
● I can ask questions about typical patterns and causes related to these in how air masses move across the country and how where a place is located (near the coast or inland, high elevation or low, in the northeast vs. southwest) affects the amount and type of precipitation that the place receives over more than a few years.
● I can use visualized precipitation data from a large data set to identify spatial patterns in the direction of air masses movement that influences long-term weather patterns in predictable ways.
Unit 3: Weather, Climate & Water Cycling
● I can use both text and media to gather additional information to clarify how ocean currents that circulate cooler and warmer waters to different latitudes affect air mass temperature and humidity.
● I can use sea surface temperature maps and precipitation data to explain a spatial pattern connecting offshore ocean temperatures to precipitation on land.
● I can analyze and interpret data to identify patterns to provide evidence of the relationship between elevation (cause), air temperature, and precipitation (effect).
● I can use graphical displays of global climate datasets (e.g., sunlight, ocean temperature, water and wind movement) to identify relationships between the transfer of energy and the cycling of matter that explain the location and climate of rainforests around the globe.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment Formative Assessment
● Hurricane Assessment Tasks - construct an explanation, using a model and previously developed science ideas, to explain what causes hurricanes to form, grow, and produce strong winds and large amounts of rain.
● Air Pressure Prediction and Map Analysisconstruct an explanation that includes the qualitative relationships presented in a weather forecast.
● Compare and critique two arguments on the same topic and analyze whether they emphasize similar or different mechanisms (cause) in their explanations of the patterns in how the weather changed (effect) during the Jan. 19, 2019 storm.
● Rainforest Climate Assessment Tasks - use graphical displays of global climate datasets to identify relationships between the transfer of energy and the cycling of matter that explain the location and climate of rainforests around the globe.
● Document Question Board to clarify and seek additional information about how changes to the flow of matter and energy in the air above and around a location on Earth’s surface.
● Develop and use a model explaining the Movement of Air in a Hailstorm Cloud.
● Create individual models and consensus models explaining how precipitation that is happening in one part of the country at one point in time could be connected to what is predicted to happen in another part of the country at a later time.
STAGE 3: LEARNING PLAN
First Topic: What is the air outside when this happens? Estimated # of Lessons: 1-6 (13-14 days)
Learning Targets: Essential Questions:
Unit 3: Weather, Climate & Water Cycling
● I can develop an initial model to describe changes and mechanisms at both the observable and the particle level that cause hail to fall during a brief time period.
● I can ask questions that arise from careful observation of phenomena and gaps in our current model to clarify and seek additional information about how changes to the flow of matter and energy in the air above and around a location on Earth’s surface could cause shortduration precipitation events and longerduration precipitation events (scale).
● I can analyze and interpret data using graphical displays (e.g., maps, charts, graphs, tables) of large data sets to identify temporal and spatial patterns in the range of weather conditions that lead to the formation of precipitation (hail).
● I can analyze and interpret sets of data to identify patterns that provide evidence that air temperature changes based on altitude above Earth’s surface independently of geographical location or time of year.
● I can develop a model to show the relationship between the motion of the molecules that make up air and the energy of those molecules to explain the patterns of change in air temperature at various altitudes.
● I can plan an investigation collaboratively by identifying variables of interest, tools to gather data, methods for obtaining measurements, and how many sites are necessary to determine if a pattern exists between the temperature of the ground and the temperature of the air right above it.
● I can collect, analyze, and interpret data using graphical displays (tables of data we obtain from our own investigations) to identify ground and surface air temperature patterns as they relate to incoming and reflected solar radiation.
● I can develop and use a model to describe phenomena and causes that track the transfer of energy from the Sun to the ground and then to the air at the surface.
● I can conduct investigations to collect and use observations and data as evidence to determine the effects of thermal energy transfer to the air in contact with Earth’s surface.
● I can develop and use a model to track and describe how transferring thermal energy to
● Why does a lot of hail, rain, or snow fall at some times and not others? What is the air outside when this happens?
and from a fixed amount of air (matter) in a closed system affects its volume and density due to causes such as changes in the speed and spacing of the molecules that make up that air.
● I can analyze and interpret data to identify cause-and-effect relationships to construct an explanation of how the movement of parcels of air through conduction and convection causes the upward and downward movement of air in clouds.
● I can develop and use a model to describe how thermal energy from the Sun causes movement of parcels of air through conduction to cause the formation of clouds.
● I can read scientific texts and summarize key ideas to determine that the air is a mixture of different types of gases (matter), including water vapor, and that relative humidity is a measure of a small proportion of molecules of water vapor in the air.
● I can plan and conduct an investigation using a model to gather data to serve as evidence to support a claim about where water in the air originates (inputs).
● I can develop and use a model to predict and describe changes in particle motion and the movement of water molecules from a liquid into the air (via evaporation) when the thermal energy of the water increases (cause).
● I can carry out an investigation to collect data about the patterns in the appearance and growth of water droplets in humid air that is cooled down and how water droplets interact to serve as evidence to explain the causes of condensation (effect).
● I can develop and use a model to describe unobservable causes that explain why the mutual attraction between water molecules and a decrease in their speed causes them to condense (effect) when water reaches a low enough temperature (condensation/boiling point).
● I can read scientific texts to determine key ideas and cause-and-effect relationships related to what clouds are made of, why we can see them, the role of cloud condensation nuclei, and methods of cloud seeding.
Unit 3: Weather, Climate & Water Cycling
Learning Activities:
Lesson 1: Anchoring Phenomenon. What causes this kind of precipitation event to occur?
● We observe three video clips of hail falling in different areas of the United States on different days. We develop a model to try to explain what causes this to occur. We develop questions for our Driving Question Board (DQB) about the mechanisms that cause different kinds of precipitation events. We brainstorm investigations we could do and sources of data that could help us figure out answers to our questions
Lesson 2: Investigation. What are the conditions like on days when it hails?
● We examine photos of hailstones and analyze and interpret data from cases of hail events at different locations and times of year to notice patterns and identify relevant factors that might explain the formation of hail.
Lesson 3: Investigation. How does the air higher up compare to the air near the ground?
● We analyze and interpret temperature profiles of the atmosphere collected from weather balloons at various altitudes at different locations during different times of the year. We develop a consensus model for representing the motion of the molecules that make up air at different temperatures
Lesson 4: Investigation. Why is the air near the ground warmer than the air higher up?
● We plan and carry out an investigation to figure out what causes the air above different ground surfaces to be warmer than the air higher in the atmosphere. We measure the temperature of the air at different ground surfaces, the air temperature above those surfaces, and the amount of sunlight reaching and reflecting off those surfaces.
Lesson 5: Investigation. What happens to the air near the ground when it is warmed up?
● We conduct an investigation to figure out how transferring thermal energy into and out of a parcel of air in a closed system (a bottle of air with a soap bubble film over the top) affects that air’s volume and behavior. We conduct a second investigation to observe how density changes in a parcel of air (in a balloon) cause it to float or sink in the surrounding air. For each investigation, we develop a model to represent how the speed, spacing, and density of the molecules that make up air are affected by temperature changes.
Lesson 6: Putting pieces together. How can we explain the movement of air in a hail cloud?
● We examine photos and a video of clouds that produce hail to look for patterns in the motion of air. We construct an explanation using evidence for the path of air movement below, within, and at the top of a cloud that tends to form hail.
Second Topic: Why do some clouds produce precipitation and other clouds don’t?
Learning Targets:
● I can plan and conduct an investigation using a model to gather data to serve as evidence to support a claim about where water in the air originates (inputs).
● I can develop and use a model to predict and describe changes in particle motion and the movement of water molecules from a liquid into the air (via evaporation) when the thermal energy of the water increases (cause).
● I can carry out an investigation to collect data about the patterns in the appearance and growth of water droplets in humid air that is cooled down and how water droplets interact to serve as evidence to explain the causes of condensation (effect).
Estimated # of Lessons: 7-13 (14-15 days)
Essential Questions:
● Why does a lot of hail, rain, or snow fall at some times and not others?
● Why do some clouds produce precipitation and other clouds don’t?
Unit 3: Weather, Climate & Water Cycling
● I can develop and use a model to describe unobservable causes that explain why the mutual attraction between water molecules and a decrease in their speed causes them to condense (effect) when water reaches a low enough temperature (condensation/boiling point).
● I can read scientific texts to determine key ideas and cause-and-effect relationships related to what clouds are made of, why we can see them, the role of cloud condensation nuclei, and methods of cloud seeding.
● I can apply scientific ideas and principles to construct an explanation and represent interactions between energy and matter that lead to the condensation and crystallization of water in the atmosphere and the formation of clouds.
● I can modify a model based on evidence to build a storm system by changing the input variables, such as temperature and humidity, and measuring changes in the output, the size of storm formation.
● I can evaluate the limitations of the thunderstorm simulation, identifying which aspects of the system are represented in the model and which additional aspects could be added to account for thunderstorm development.
● I can construct an explanation that includes correlational relationships between temperature and humidity that can be used to predict storm development.
● I can use mathematical thinking and construct an explanation to predict patterns in the relationship between the relative strength of two opposing forces on different objects and the resulting change in motion of those objects.
● I can develop a model to represent balanced and unbalanced forces on an object suspended by an upward current of air, and use the model to predict and explain whether the object would remain suspended (stability) or start moving downward or upward (change) due to the relative strength of the opposing forces.
● I can collaboratively plan an investigation to collect data, identifying independent and dependent variables and controls and how the data are recorded, to serve as the basis for evidence that greater temperature differences
Unit 3: Weather, Climate & Water Cycling
between the ground and the air higher in the atmosphere cause greater lift (effect) of air.
● I can develop a model to represent how varying inputs of thermal energy affect the resulting movement of air (output) to show the relationships among variables that can predict greater lift and movement of air.
● I can construct an explanation that includes qualitative relationships between variables that predict the movement of a fluid (air), based on the transfer of energy that drives the motion.
● I can develop and use a model to describe and explain causes that drive the cycling of matter and the flow of energy into and through the air to cause some storms to produce large hail while others do not.
● I can construct an explanation, using a model and previously developed science ideas, to explain what causes hurricanes to form, grow, and produce (effect) strong winds and large amounts of rain (cycling of matter and flow of energy).
Learning Activities:
Lesson 7: Investigation. Where did all that water in the air come from, and how did it get into the air?
● We plan and carry out an investigation to determine where the water in the air comes from by measuring the humidity in the air over samples of different Earth surfaces.
Lesson 8: Investigation. What happens to water vapor in the air if we cool the air down, and why?
● We carry out investigations to explore what happens when air containing water vapor is cooled and what happens when water droplets make contact with each other. We use magnetic marbles to develop a model for how mutual attraction between water molecules and changes in their speed cause water to change from gas to liquid
Lesson 9: Investigation. Why don’t we see clouds everywhere in the air, and what is a cloud made of?
● We read about what clouds are made of, why we can see them, the role of cloud condensation nuclei, and methods of cloud seeding. We argue that what happens in clouds is similar to what we see happen on the surface of a cold gel pack over humid air in our 2-L bottles
Lesson 10: Investigation. Why do clouds or storms form at some times but not others?
● We use our Gotta-Have-It Checklist to test and revise a thunderstorm simulation to produce larger and smaller storms. We focus on temperature and humidity conditions that are likely to produce storms. We think about what additional features we would like to include in the simulation and we design interfaces for those features.
Lesson 11: Investigation. Why don’t water droplets or ice crystals fall from the clouds all the time?
● We try to lift or suspend different objects with air blown upward, and we record the weight of different objects and the amount of force registered when air is blown toward or away from a digital scale. We develop a model to show how objects might be lifted, fall, or remain suspended in the air depending on the relative
Unit 3: Weather, Climate & Water Cycling
strength of two different forces acting on them. We record the air pressure using a homemade barometer and record the cloud cover and precipitation outside Lesson 12: Investigation. What causes more lift in one cloud versus another?
● We plan and carry out an investigation to determine what variables affect the amount of lift produced in a fluid. We explain how the results of our investigation help us understand how differences between air and ground temperatures can cause different amounts of lift and movement of air. Lesson 13: Putting Pieces Together. Why do some storms produce (really big) hail and others don’t?
● We add to our Gotta-Have-It checklist and develop a final model to explain why some storms produce hail. We revisit the DQB and discuss the questions that we have now answered. We apply our understanding to a new phenomenon (hurricanes) and individually take an assessment.
Third Topic: What causes large-scale precipitation events and how can we predict them?
Learning Targets:
● I can analyze data using maps of air pressure recorded over the country at different points in time and forecasts to identify patterns (the movement of low pressure systems), the relationship between patterns, and the location of fronts and precipitation.
● I can construct an explanation that includes the qualitative relationships presented in a weather forecast among (1) the area of lowest air pressure and where it will move to, (2) the locations of the fronts, and (3) where precipitation will fall, to explain what would be causing these three things to be connected to one another.
● I can compare and critique two arguments on the same topic and analyze whether they emphasize similar or different causes in their explanations of the patterns in how the weather changed (effect) during the Jan. 19, 2019 storm.
● I can apply scientific ideas and related evidence to evaluate whether the new causes (air mass movement, interaction of fronts, and low pressure areas) that were used in an explanation of one large-scale storm are also needed to explain the patterns in the how the weather will change in the predictions made for three other storms occurring at a different time of year.
● I can ask questions about typical patterns and causes related to these in how air masses move across the country and how where a place is located (near the coast or inland, high elevation or low, in the northeast vs. southwest) affects
Estimated # of Lessons: 14-18 (9-10 days)
Essential Questions:
● Why does a lot of hail, rain, or snow fall at some times and not others?
● What causes large-scale precipitation events and how can we predict them?
Unit 3: Weather, Climate & Water Cycling
the amount and type of precipitation that the place receives over more than a few years.
Learning Activities:
Lesson 14: Anchoring Phenomenon. What causes a large-scale precipitation event like this to occur?
● We explore video and maps from three parts of a weather report and forecast from Jan. 19, 2019. We develop a model to explain how what was happening in one part of the country at one point in time can be connected to what is predicted to happen in another part of the country over a day later. We develop questions for our Driving Question Board (DQB). We brainstorm ways we could investigate these questions.
Lesson 15: Investigation. What happens with temperature and humidity of air in large storms?
● In this lesson we use temperature, humidity, and radar data across eight-hour increments during the timeline of the storm to track the movement of air and precipitation. We consider how air moves horizontally in large parcels, called air masses, and we also notice that precipitation and storms develop where air masses of different characteristics meet. As a class, we develop different ways of representing what is happening with warm air and cold air across the land.
Lesson 16: Investigation. How do warm air masses and cold air masses interact along the boundaries between them?
● We carry out an investigation to explore what happens along a frontal boundary where warm air and cold air meet. We develop models to describe interactions between warm and cold air masses and use patterns in data to explain changes in precipitation that can occur when air masses collide.
Lesson 17: Investigation. Is there a relationship between where the air is rising and where precipitation falls?
● We analyze national pressure maps from around the time of the original forecast. We construct an explanation of the patterns we notice among (1) the area of lowest air pressure, (2) the locations of the fronts, and (3) where precipitation would fall. We apply scientific ideas to explain what is causing these three things to be connected to one another
Lesson 18: Putting Pieces Together, Problematizing. How can we explain what is happening across this storm (and other large-scale storms)?
● We explore video and maps from three parts of a weather report and forecast from Jan. 19, 2019. We develop a model to explain how what was happening in one part of the country at one point in time can be connected to what is predicted to happen in another part of the country over a day later. We develop new questions for our Driving Question Board (DQB) and brainstorm ways we could investigate these questions.
Fourth Topic: Why do some places get more precipitation than others over time?
Learning Targets:
● I can use visualized precipitation data from a large data set to identify spatial patterns in the direction of air masses movement that influences long-term weather patterns in predictable ways.
● I can use both text and media to gather additional information to clarify how ocean currents that circulate cooler and warmer
Estimated # of Lessons: 19-22 (6-7 days)
Essential Questions:
● Why does a lot of hail, rain, or snow fall at some times and not others?
● Why do some places get more precipitation than others over time?
Unit 3: Weather, Climate & Water Cycling
waters to different latitudes affect air mass temperature and humidity.
● I can use sea surface temperature maps and precipitation data to explain a spatial pattern connecting offshore ocean temperatures to precipitation on land.
● I can analyze and interpret data to identify patterns to provide evidence of the relationship between elevation (cause), air temperature, and precipitation (effect).
● I can use graphical displays of global climate datasets (e.g., sunlight, ocean temperature, water and wind movement) to identify relationships between the transfer of energy and the cycling of matter that explain the location and climate of rainforests around the globe.
Learning Activities:
Lesson 19: Investigation. Are there patterns to how air masses move that can help predict where large storms will form?
● In this lesson, we observe a visualization showing precipitation movement across the United States in a predictable pattern from west to east in most locations. These predictable air movements seem to bring colder air from the north and warmer air from the south. We zoom out to a global view and notice the U.S. pattern is the same as other places in the northern hemisphere and a mirror image of the southern hemisphere
Lesson 20: Investigation. How do oceans affect whether a place gets a lot or a little precipitation?
● In this lesson, we come to agreement about the temperature of air masses and the direction of their movement. We gather additional information about the role of the ocean by observing a visualization of ocean temperatures, reading about ocean currents, and interpreting precipitation data for coastal cities. We revise a model for air mass interactions that explain (1) the places where certain kinds of air masses form, and (2) their predictable movements over time.
Lesson 21: Investigation. Why is there less precipitation further inland in the Pacific Northwest than further inland from the Gulf Coast?
● We analyze precipitation, temperature, and elevation data at five locations along two different prevailing wind pathways to explore why there is less precipitation further inland in the Pacific Northwest than there is further inland from the Gulf Coast. We model what happens as an air mass moves from above the ocean to locations over mountains and relatively flat landforms. We develop a list of key ideas and data we need to explain climate patterns in places outside of the United States
Lesson 22: Putting Pieces Together. How can we explain differences in climate in different parts of the world?
● We use our key ideas list from Lesson 21 to explain why the rainforests are located where they are and why they have different climates. We revisit the Driving Question Board and discuss all of our questions that we have now answered.
Unit 4: Plate Tectonics & Rock Cycling: Everest
Course Name: 6th Grade Science
Unit 4 Title: Plate Tectonics & Rock Cycling: Everest
Unit Overview:
Est. # of Lessons: 14 (25-27 days)
What causes Earth’s surface to change? Mt. Everest is steadily moving every year. This leads to questions about whether changes are happening to other mountains in the world. We start by investigating earthquakes and what makes hard solid rock shift and move. Next, we will analyze plate movement data and carry out investigations to model what could happen as these plates move and interact from other mountain peaks and their surroundings . Using ideas brainstormed as potential causes of mountain changes, we next investigate how Earth’s processes impact the movement of mountains. In the process, we construct scientific explanations, analyze data, and generate models from many locations and time periods to determine the reason why mountains and landscapes grow, move, and shrink.
STAGE 1: DESIRED RESULTS
Established Goals
● MS-ESS1-4: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.
● MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
● MS-ESS2-3: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
● MS-ESS2-1: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Transfer Goals
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
● Communicate effectively with peers to build a respectful, productive, and inclusive academic culture to enhance their understanding of the interconnectedness of the world and the role their actions play in the greater environment (Responsible Citizens, Effective Communicators)
Understandings Essential Questions
● Earth is a constantly changing system: Mountains, like Mt. Everest, are not static features. They move and change over time due to various geological processes.
● What causes the Earth’s surface to move and change?
● What causes mountains to grow and move?
● What can cause other changes to mountain
Unit 4: Plate Tectonics & Rock Cycling: Everest
● Earth's surface is composed of moving tectonic plates, whose interactions are responsible for the formation, growth, and changes in mountains.
● Earth's surface is constantly changing due to various geological processes, including plate tectonics, volcanism, erosion, and deposition.
● The current positions of continents and mountain ranges are the result of long-term plate movements.
Knowledge
Key Vocabulary:
Magnitude, Earthquake, Magma, Deposits (ore), Earthquake depth, Epicenter, Causation, Correlation sediment, Bedrock, Sedimentary crust, Mantle, Plate oceanic, Continental volcano, Lava, Destructive, Constructive, Density, Erosion rate, Uplift rate
● Some mountains grow, shrink, and move (ie. Mt. Everest).
● Data analysis from various locations and time periods helps explain the mechanisms behind mountain movement.
● During an earthquake parts of the surface crack open with a noticeable difference in between the ground on either side of the crack. There seems to be a correlation between when mountains were highest or growing and where the earthquakes are the largest or most frequent.
● Sediment and solid rock make up the Earth’s surface. Deeper underground rocks become hotter and compressed causing them to change state, differ in density, and move and shift.
● Sections of bedrock in between the fault lines of cracks from earthquakes are called plates. These cracks go down through the bedrock to where the rock begins to creep and move. Models of the crust and mantle have scale limitations due to the size of the Earth and its layers.
● All plates are constantly moving in different directions and speeds. Plates move because they sit on top of deeper, warmer rock layers which move or creep causing mountains and other features on the plate to also move.
elevation and location?
Skills (Framed as Learning Targets)
● I can develop a model showing what is happening to the different mountains to cause them to change in elevation and/or location.
● I can ask questions from our analysis of information showing that Mt. Everest and four other mountain peaks are changing to seek additional information about what caused the changes (effects) we read about.
● I can present an argument that earthquakes either caused or are correlated to the elevation and location changes of the mountain cases and Ridgecrest, California.
● I can use digital tools to examine a large data set to compare global earthquake activity to local activity.
● I can develop and use models to describe the structure, composition, and temperature of materials below the surface of Earth, and some of the processes such as pressure and heat that cause changes to those earth materials.
● I can construct a scientific explanation based on evidence from text, media, and investigations to explain changes that occur to materials below the surface of Earth that are not directly observable.
● I can develop a profile model across the North American plate to explain the changes seen in bedrock after an earthquake by showing what is found at and below the observable surface.
● I can construct an explanation using qualitative evidence from class investigations to explain what is happening to the bedrock below the observable surface when an earthquake causes a shift or break in the land.
● I can analyze a large data set of plate movement in order to determine the cause or correlation
Unit 4: Plate Tectonics & Rock Cycling: Everest
● When plates move towards each other, they collide and mountains can get taller. Plates can move next to each other in opposite directions. Plate boundaries or edges are rough and so when they interact they can get stuck against each other or slip against each other which we can feel as earthquakes.
● Different types of plate interactions (convergent, divergent, and transform boundaries) result in various geological features and processes, including mountain building, volcanic activity, and the creation of new crust.
● Volcanoes occur in lines where an oceanic plate collides with a continental plate. When an oceanic plate collides with a continental plate, the oceanic plate moves under the continental plate. The oceanic plate heats up, causing the bedrock and sediments to melt and the water in the sediments to boil. The melted earth materials and steam move upward through openings called volcanoes in the continental plate. Volcanic eruptions can cause mountains to grow or shrink in height.
● Scientists call the place where two plates are moving apart a ridge (ie. Mid-Atlantic Ridge). Magma from the mantle is pushing up from under the plate, which can be seen in places like volcanoes and fissures in Iceland and along ridges. New oceanic plate material is formed at ridges. Magma pushes on plates causing plates to move, which changes mountain elevation and location over time.
● Plates move because the magma underneath them is moving. Plate movement causes changes to mountains.
● Oceanic plates that were created over time were not always in existence. Average rates of plate movement and plate direction can be used to determine where plates were once located. Small changes to the distance between continents can add up to larger visible changes seen from a larger scale. Older rock and associated fossils can be found under younger rock and fossils. To support that two land masses were once together, patterns in data across the two land masses need to be similar or the same.
● All major land masses were once touching (ie. Africa/South American), forming a part of a
between plate movement and mountain movement.
● I can develop and use models showing what is happening at varying scales of time and space to describe how plates interact at plate boundaries.
● I can construct an argument supporting a model of how plate interactions could cause mountains and earthquakes.
● I can apply scientific ideas and evidence to explain the processes that cause some of the interactions of Earth’s plates that result in events such as volcanoes.
● I can support or refute a claim orally and in writing, based on evidence from multiple locations over a large distance along the ridge to explain what is happening where two plates are moving apart.
● I can compare data and evidence from the case cards and the Mid-Atlantic Ridge to determine that volcanoes are correlated with some cases of mountain change, but not the cause of all mountains changing.
● I can construct an explanation using representations on the Causal Chain of Events poster to explain how the causal events lead to a mountain changing in elevation or location.
● I can analyze maps displaying patterns of large sets of data to determine that Africa and South America could have been touching at the MidAtlantic Ridge (spatial relationship) between roughly 125 and 146 million years ago.
● I can explain changes in the global position of land masses over time that includes how rock strata and fossil evidence adequately support a map of where Earth’s land masses were located millions of years ago.
● I can construct a scientific explanation based on evidence from a model that colliding tectonic plates caused the formation of the Appalachian Mountains and the Ural Mountains at time and spatial scales that are not observable.
● I can apply proportional relationships and unit rates from the unobservable processes of erosion and plate movement over time to figure out how much Mt. Everest and Mt. Mitchell are changing now and use these to predict how much they would change in the future.
● I can develop and use a model to show the tectonic process of uplift can create mountains at a time scale too large to see
Unit 4: Plate Tectonics & Rock Cycling: Everest
large single landmass that existed hundreds of millions of years ago. Multiple sources of data are necessary to determine where plates were located in the past, such as data from rock strata, fossils, and other changes in the land.
● The Appalachian Mountains, first formed 470 million years ago, and the Ural Mountains, formed more than 300 million years ago, were both created in the same way that other mountains were formed-through plate collisions. Plate interactions cannot explain why the Appalachians are decreasing in elevation or why the Ural Mountains are neither increasing or decreasing in elevation.
● The relationship between the erosion rates above the surface and the uplift rates below the surface determine the elevation above sea level. Erosion rates greater than uplift rates result in decreases in elevation, erosion rates less than uplift rates result in increases in elevation, and erosion rates equal to uplift rates results in no elevation change.
● Plate movement has caused uplift to occur at mountains, pushing up rocks that used to exist on ancient seafloors. Over time, marine fossils from the ancient seafloor are exposed due to erosional processes. Erosional processes will always be occurring and will continue into the distant future.
● Geological features and fossils found in unexpected locations (like marine fossils on Mt. Everest) provide evidence of Earth's longterm changes and the movement of tectonic plates over time.
● I can construct an explanation based upon prior investigations and evidence that gradual changes have caused marine fossils to become exposed on mountains due to erosion (accumulating) over time, and those gradual changes will lead to the destruction of the marine fossils due to erosional processes over time.
● Using models students have co-developed of where the continents might have been in the past based on multiple data sets. Explain why the evidence they have from the data sets supports the models they have created and where the continents will be in the future.
● Use erosion rate data and uplift rate data to predict how Mt. Everest and Mt. Mitchell will potentially be changed over time and in the future.
● Driving Question Board on how mountains grow, move, and shrink.
● Initial Model to explain how mountains grow, move, and shrink.
● Create individual models and consensus models of mountain changes over time.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Unit 4: Plate Tectonics & Rock Cycling: Everest
● Fossil Assessment - construct an explanation based on prior investigations and evidence that gradual changes have caused fish fossils to become exposed on mountains due to erosion.
STAGE 3: LEARNING PLAN
First Topic: What causes mountains to grow and move? Estimated # of Lessons: 1-9 lessons (18-19 days)
Learning Targets:
● I can develop a model showing what is happening to the different mountains to cause them to change in elevation and/or location.
● I can ask questions from our analysis of information showing that Mt. Everest and four other mountain peaks are changing to seek additional information about what caused the changes (effects) we read about.
● I can present an argument that earthquakes either caused or are correlated to the elevation and location changes of the mountain cases and Ridgecrest, California.
● I can use digital tools to examine a large data set to compare global earthquake activity to local activity.
● I can develop and use models to describe the structure, composition, and temperature of materials below the surface of Earth, and some of the processes such as pressure and heat that cause changes to those earth materials.
● I can construct a scientific explanation based on evidence from text, media, and investigations to explain changes that occur to materials below the surface of Earth that are not directly observable.
● I can develop a profile model across the North American plate to explain the changes seen in bedrock after an earthquake by showing what is found at and below the observable surface.
● I can construct an explanation using qualitative evidence from class investigations to explain what is happening to the bedrock below the observable surface when an earthquake causes a shift or break in the land.
● I can analyze a large data set of plate movement in order to determine the cause or correlation between plate movement and mountain movement.
Essential Question:
● What causes the Earth’s surface to move and change?
● What causes mountains to grow and move?
Unit 4: Plate Tectonics & Rock Cycling: Everest
● I can develop and use models showing what is happening at varying scales of time and space to describe how plates interact at plate boundaries.
● I can construct an argument supporting a model of how plate interactions could cause mountains and earthquakes.
● I can apply scientific ideas and evidence to explain the processes that cause some of the interactions of Earth’s plates that result in events such as volcanoes.
● I can support or refute a claim orally and in writing, based on evidence from multiple locations over a large distance along the ridge to explain what is happening where two plates are moving apart.
● I can compare data and evidence from the case cards and the Mid-Atlantic Ridge to determine that volcanoes are correlated with some cases of mountain change, but not the cause of all mountains changing.
● I can construct an explanation using representations on the Causal Chain of Events poster to explain how the causal events lead to a mountain changing in elevation or location.
Learning Activities:
Lesson 1: Anchoring Phenomenon. What is causing Mt. Everest and other mountains to move, grow, or shrink?
● We read about how Mt. Everest is getting taller and moving yearly to the northeast. We analyze other mountain peaks around the world and find that other mountains are also getting taller, but others are shrinking. We develop an initial model explaining how mountains grow, move, and shrink. We brainstorm related phenomena, ask questions, and generate a list of data and information we need to better understand how mountain peaks can grow, shrink, and move.
Lesson 2: Investigation. How are earthquakes related to where mountains are located?
● We look at data sources from Ridgecrest, CA before and after an earthquake. We use Seismic Explorer to determine that there seems to be a pattern with greater earthquake activity at mountains that are increasing in elevation
Lesson 3: Investigation. How does what we find on and below Earth’s surface compare in different places?
● After we figure out that earthquakes are correlated to mountain changes, we wonder what is happening underground where earthquakes occur and what we will find at and below the surface in different places around Earth. We develop models and gather data from various media and investigations about the structure and composition of materials at and below the surface. We share observations and data and update our Progress Trackers.
Lesson 4: Investigation. What is happening to Earth’s surface and the material below it during an earthquake?
● We develop a profile view model of Ridgecrest. We use a foam board to model the bedrock and determine the break in the land must go all the way through the bedrock. We analyze the area of the earthquake by making a cross section in Seismic Explorer. We develop a profile model of North America. We determine that the big sections of Earth between long fault lines are plates. We look at a world map for where there could be other plates on the map
Lesson 5: Investigation, Putting Pieces Together. How does plate movement affect the land around mountains
Unit 4: Plate Tectonics & Rock Cycling: Everest
such as Mt. Everest?
● We look for patterns in GPS data to examine land movement around Mt. Mitchell, and use a physical model to demonstrate that the entire North American plate moves at a constant speed and in a specific direction. We further revise a cross section model of the North American plate from the previous lesson to connect its movement to the behavior of the deeper, hotter bedrock. We use Seismic Explorer to investigate the movement of all plates on Earth’s surface.
Lesson 6: Investigation, Putting Pieces Together. How could plate movement help us explain how Mt. Everest and other locations are changing in elevation?
● We use models of plates and plate movement to identify and describe in detail the results of plate interactions between plates of similar or differing densities, and develop drawn models to communicate our findings. We use the models we develop to help explain what might cause the elevation changes and other changes we know about at Mt. Everest. We consider how earthquakes could be a result of uneven plate movement. We celebrate how many questions we can now answer from the DQB.
Lesson 7: Investigation. What happens at mountains where we see volcanic activity?
● In this lesson, we use map images to determine that most volcanoes occur along the boundary between oceanic and continental plates. We observe and describe what happens when a denser oceanic plate collides with a less dense continental plate. We revisit our mountain cards from Lesson 1, and read to figure out that volcanic eruptions can either add new earth material to existing landforms or destroy them. We update our Potential Causes for Mountain Movement Chart.
Lesson 8: Investigation. What is occurring at locations where two plates are moving away from each other?
● We make claims about what could be occurring at the Mid-Atlantic Ridge. We collect evidence to determine if the claims are supported or refuted by evidence. We use our knowledge of the ridge, volcanoes, and the presence of magma to update our Potential Causes for Mountain Movement chart.
Lesson 9: Putting the Pieces Together. What causes mountains to change?
● We revisit our Potential Causes for Mountain Movement chart to take stock of what we have figured out. We revise this chart to capture the causal chain of events that need to occur for a mountain to move or grow. We revisit the DQB to see what questions we can answer and we make predictions about what we think the Andes mountains and the Mid-Atlantic Ridge will look like in the future and what it looked like in the past.
Second Topic: What can cause other changes to mountain elevation and location?
Learning Targets:
● I can analyze maps displaying patterns of large sets of data to determine that Africa and South America could have been touching at the MidAtlantic Ridge (spatial relationship) between roughly 125 and 146 million years ago.
● I can explain changes in the global position of land masses over time that includes how rock strata and fossil evidence adequately support a map of where Earth’s land masses were located millions of years ago.
● I can construct a scientific explanation based on evidence from a model that colliding tectonic plates caused the formation of the Appalachian Mountains and the Ural Mountains at time and spatial scales that are not observable.
Estimated # of Lessons: 10-14 (7-8 days)
Essential Questions:
● What causes the Earth’s surface to move and change?
● What can cause other changes to mountain elevation and location?
Unit 4: Plate Tectonics & Rock Cycling: Everest
● I can apply proportional relationships and unit rates from the unobservable processes of erosion and plate movement over time to figure out how much Mt. Everest and Mt. Mitchell are changing now and use these to predict how much they would change in the future.
● I can develop and use a model to show the tectonic process of uplift can create mountains at a time scale too large to see
● I can construct an explanation based upon prior investigations and evidence that gradual changes have caused marine fossils to become exposed on mountains due to erosion (accumulating) over time, and those gradual changes will lead to the destruction of the marine fossils due to erosional processes over time.
Learning Activities:
Lesson 10: Investigation.
● We use math to determine that Africa and South America could have been together 146 million years ago and reason out data from this time period will be found underground. We look for patterns in mapped data across the continents from this period. We then complete an exit ticket to make a claim about the two plates touching.
Lesson 11: Investigation, Putting Pieces Together.
● We use multiple types of data from models of all the land masses as evidence to develop a flat map model that predicts where the land masses used to be located relative to each other millions of years ago. We identify and discuss the strengths and weaknesses of the evidence supporting our model. We diagram our model and the data that supports it, and articulate our reasoning to explain the positions of the land masses millions of years ago that are predicted by the model.
Lesson 12: Putting Pieces Together, Problematizing.
● We use map images and data to compare the mountain sites we are studying. We remember that the Appalachians are decreasing in elevation, while the Urals are neither increasing nor decreasing. We know that colliding plates cause mountains to form and increase in elevation, but the Appalachians and the Urals are not located near plate boundaries. We use evidence from an online simulation to construct an explanation for how and when the Applachians and the Urals were formed.
Lesson 13: Problematizing.
● After recalling what we already know about erosion and weathering, we read about erosion rates and how scientists use these rates to determine how erosion is changing the surface. Then, using both the erosion rates and uplift rates for Mt. Everest and Mt. Mitchell, we develop a representation of each model and how these two processes are affecting them. We determine that when erosion rates are higher than uplift rates, like at Mt. Mitchell, a mountain will shrink in elevation.
Lesson 14: Putting Pieces Together.
● We revisit our Driving Question Board and determine what questions we have made progress on. We explain our related phenomena. We revisit our mountain cards to determine that we still need to explain the presence of marine fossils on mountains. We gather evidence to help support what is occurring for marine
Unit 4: Plate Tectonics & Rock Cycling: Everest
fossils to end up on mountains and take an assessment. We then revisit our Driving Question Board and answer our unit question.
Course Name: 6th Grade Science
Unit 5 Title: Natural Hazards
Unit Overview:
Est. # of Lessons: 10 lessons (21 days)
We now brace ourselves and investigate natural hazards. We start by experiencing - through text and video - major flooding in coastal towns of Japan. Through this anchoring phenomenon, we think about ways to detect tsunamis, warn people, and reduce damage from the wave. As we design solutions to this problem, we explore the natural hazard itself: what causes it, where it happens, how it happens, and how it causes damage.
STAGE 1: DESIRED RESULTS
Established Goals
● MS-PS4-3: Integrate qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information.
● MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
● MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
● MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Understandings
● Data about where hazards have occurred in the past can determine where hazards may happen in the future and which communities are at risk.
● Impacts of natural hazards can be mitigated by knowing how quickly a hazard develops and moves, and how large and intense it can become.
● Engineering design solutions include structural
Transfer Goals
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens
Essential Questions
● Where do natural hazards happen? How do we prepare for them?
solutions and technologies to detect hazards, warn people, and reduce damage.
● Design solutions and technologies can be evaluated using a systematic process that accounts for an understanding of the science of the hazard and the needs of the people at risk.
● Communication strategies include educating the community before a natural hazard happens and alerting people when the hazard is happening.
● Knowledge about hazards (the causes of the hazard, locations at risk, how to design solutions, and how to respond when it happens) can empower us and others to design safer communities and save lives.
Knowledge
Key Vocabulary:
Amplitude, Primary criteria, Secondary criteria, Tradeoffs, Stakeholders, Systems, Subsystem, Seismometer, Tsunameter, Buoy, Satellite, Sonar, Reliability, Transmitter, Digital, Analog, Magnitude, Correlation, Caution, Epicenter, Criteria, Constrains
● A tsunami is a large wave that results from movement of the ocean floor.
● Tsunamis cause major flooding that damages homes and property and harms people in the community.
● Proposed solutions include a system of detection sensors, warning plans, and design solutions to reduce damage.
● Tsunamis form as a result of earthquakes, volcanic eruptions, and landslides.
● Stronger, shallow earthquakes tend to be most related to tsunami formation.
● Almost all tsunamis occur along plate boundaries where the plates are colliding.
● Data about where tsunamis have occurred in the past help to forecast where they might happen in the future.
● Physical waves form from a single point of movement, and then move outward in a circular pattern.
● The bigger the movement of the ocean floor, the greater the movement of the water above it.
● When a wave approaches shore, it gets taller
Skills (Framed as Learning Targets)
● I can ask questions that arise from careful observations of a sudden natural event that causes damage to communities.
● I can apply scientific ideas to design an object, tool, process, or system that detects a tsunami when it starts (cause) and warns people or reduces damage to communities (effect).
● I can use graphical displays (maps) of large data sets to identify spatial and temporal patterns in historical tsunami occurrence.
● I can use digital tools, including maps and graphs, to analyze large data sets to identify cause-andeffect relationships between characteristics of related geologic forces and resulting tsunamis.
● I can integrate quantitative and qualitative scientific information to connect cause-and-effect relationships to predict communities at risk for future tsunami occurrence.
● I can analyze and interpret data from different wave models to identify patterns in how the tsunami wave forms and moves toward shore, changing height (amplitude) as it interacts with the ocean floor.
● I can evaluate the limitations and benefits of different wave models for explaining how tsunamis form from a movement in the ocean
Unit 5: Natural Hazards
until it reaches the shore, where it collapses and flows, or runs up onto the shore.
● The bigger the wave is when it reaches shore, the farther onto the land the water will flow.
● As waves move and interact with surrounding land at the shore and in the ocean, they transfer energy to the land and reflect off its surface. As this continues, the waves get smaller and smaller due to losing energy that has been transferred to their surroundings.
● Places with more people, closer to water, or at low elevations have greater risk for a tsunami to cause damage.
● We can use science ideas to forecast tsunamis and predict which areas will experience damage to people and property.
● Engineers account for relevant scientific principles and potential impacts on people and the natural environment when designing and evaluating solutions.
● Clearly identifying the design problem, criteria, and constraints allows for the evaluation of solutions and increases the likelihood that a solution will meet the needs of communities at risk.
● Effective solutions to reduce damage from tsunamis need to not only dissipate the energy of the wave and deflect the water, but also meet the needs of communities at risk.
● Tsunamis happen suddenly and can travel at high speeds over great distances. Depending on where the tsunami forms, communities have more or less time to respond.
● To help prevent or reduce loss of life, we need to detect a tsunami quickly and accurately in order to provide timely information to an atrisk community.
● Criteria and constraints for a tsunami detection system must consider the available scientific information (earthquake data) and design limitations (signal transmission through air and water).
● Groups of people can be affected by hazards in different ways. People particularly at-risk during a hazard are older people, children, people who speak a different language, and those who are sick or need assistance.
● Effective plans account for the people living in a place and the resources communities have to respond.
floor (cause), and how they move and change as they approach the shore (effect).
● I can apply scientific ideas to construct an explanation for how sudden changes in the ocean floor during an earthquake lead to the formation of a tsunami.
● I can construct an explanation that includes qualitative relationships between variables (distance to epicenter, shoreline topography) that predicts which communities are most at risk for damage as a result of a sudden change.
● I can make an oral argument based on a systematic evaluation process using relevant scientific principles to support or refute the ability of different existing solutions (structure) to mitigate the effects of tsunamis and meet the needs of at-risk communities (function).
● I can critically read scientific text to understand how a system designed to detect tsunamis follows specific criteria (related to earthquake activity) and constraints (related to signal transmission).
● I can integrate written text with multimedia displays of tsunami warning and preparedness systems to clarify additional ways communities at-risk of tsunami can mitigate potential future effects.
● I can evaluate communication systems, using a systematic process and agreed-upon criteria and constraints, to determine how well the system (structure) communicates with stakeholders (function).
● I can use digital tools and/or mathematical concepts to integrate and synthesize information to compare the reliability of emergency communication systems.
● I can construct a system model to represent the interactions of subsystems designed to detect, warn communities, and reduce damage from a tsunami hazard.
● I can use digital tools to analyze patterns in large data sets (maps) of the history of natural hazards in regions and use this information to forecast future risk.
● A variety of communication strategies and modalities are necessary to ensure that all people at risk receive the warning.
● Communication strategies include educating the community before a natural hazard happens.
● Communication technologies use different equipment and signals to transmit and receive information during a hazard.
● Digital signals use technology that makes them more reliable means of communication than analog signals.
● A combination of communication technologies are important to use during a hazard to ensure as many people receive the warning messages as possible.
● Engineers can design a system for responding to hazards that includes design solutions to forecast, detect, warn and communicate with people, and reduce damage.
● Each part of the system is dependent on another part of the system; subsystems work together to meet the criteria for the overall system.
● Engineers engage in a generalized process to define problems, develop solutions, and optimize those solutions.
● All communities are impacted by natural hazards with different levels of risk, and these hazards often require different ways to detect risk, warn people, and reduce damage.
● Knowledge about hazards (the causes of the hazard, locations at greater or lesser risk, how to design solutions, and how to respond when it happens) can empower us and others to design solutions to save lives.
● Effective communication and response plans account for the needs of people living in a place and the available resources to respond.
● Communication strategies include educating the community before a natural hazard happens and alerting people when the hazard is happening.
● I can critically read scientific texts adapted for classroom use to obtain scientific and technical information related to predicting the locations and severity of a hazard and understanding the response systems designed to mitigate the effects.
● 10.C Communicate scientific and technical information in writing and/or oral presentations about a system designed to meet the criteria and constraints for communicating with identified stakeholder groups about a natural hazard. STAGE
● Assessing Hazard Risk: Investigate general
● Driving Question Board: Understand what
regional patterns in risk for other natural hazards, as well as the risk of each natural hazard for their local community. Using this data and their wonderings about how other natural hazards impact communities, students make decisions about which natural hazards to investigate further to develop education and communication plans.
● Hazard Communication Project: Develop a communication plan for a hazard in order to prepare a community to respond in the event of the hazard. Identify (1) critical information about how the natural hazard forms, moves, and impacts communities, (2) methods to detect, warn people, and reduce damage, and (3) how people in the community can prepare for, respond during, and recover after a natural hazard.
tsunamis are, what causes them to be so powerful, and what engineering solutions might mitigate their effects to reduce damage.
● Explaining and Forecasting Tsunami Risk: Develop ideas about (1) how tsunamis form, (2) how tsunamis move, and (3) which coastal communities might be at risk for damage
STAGE 3: LEARNING PLAN
First Topic: What causes tsunamis and other natural hazards to form, and how can we predict which communities are at risk?
Learning Targets:
● I can ask questions that arise from careful observations of a sudden natural event that causes damage to communities.
● I can apply scientific ideas to design an object, tool, process, or system that detects a tsunami when it starts (cause) and warns people or reduces damage to communities (effect).
● I can use graphical displays (maps) of large data sets to identify spatial and temporal patterns in historical tsunami occurrence.
● I can use digital tools, including maps and graphs, to analyze large data sets to identify cause-and-effect relationships between characteristics of related geologic forces and resulting tsunamis.
● I can integrate quantitative and qualitative scientific information to connect cause-and-
Estimated # of Lessons: Lessons 1-4
Essential Questions:
● Where do natural hazards happen? How do we prepare for them?
effect relationships to predict communities at risk for future tsunami occurrence.
● I can analyze and interpret data from different wave models to identify patterns in how the tsunami wave forms and moves toward shore, changing height (amplitude) as it interacts with the ocean floor.
● I can evaluate the limitations and benefits of different wave models for explaining how tsunamis form from a movement in the ocean floor (cause), and how they move and change as they approach the shore (effect).
● I can apply scientific ideas to construct an explanation for how sudden changes in the ocean floor during an earthquake lead to the formation of a tsunami.
● I can construct an explanation that includes qualitative relationships between variables (distance to epicenter, shoreline topography) that predicts which communities are most at risk for damage as a result of a sudden change.
Learning Activities:
Lesson 1: Anchoring Phenomenon. What happens to a community when a tsunami occurs?
● We read about and watch the 2011 tsunami triggered by an earthquake off the eastern coast of Japan, causing devastating loss of life and structural damage. We develop initial engineering ideas intended to detect tsunamis, provide warning of their approach, and reduce their impact. We think about what makes some engineering ideas more promising or challenging than others. We brainstorm related natural hazards and ask questions to generate a list of data and information we need to better understand where these hazards occur and how we can prepare for them.
Lesson 2: Investigation. Where do tsunamis happen and what causes them?
● We investigate historical tsunami data and figure out spatial patterns for where tsunamis occur and that most are caused by earthquakes. We use digital tools, analyze maps and graphs, and notice that only certain types of earthquakes cause tsunamis. We establish a cause-and-effect relationship between types of earthquakes and tsunami formation. We use this relationship to forecast the locations that may be at risk for future tsunamis.
Lesson 3: Investigation. What causes a tsunami to form and move?
● We analyze three wave models to make sense of how an earthquake-driven tsunami forms and moves to shore. We use different perspectives to understand various aspects of the phenomena, and then we identify benefits and limitations of each model.
Lesson 4: Putting Pieces Together. How can we forecast where and when tsunamis will happen and which communities are at risk?
● Using the Tsunami Chain of Events poster as evidence from previous lessons, we construct an explanation that describes the geologic changes that cause a tsunami. Then we use what we know about tsunamis where they happen and what causes them to consider how to protect people and property from their effects. We revisit the DQB to determine which questions we are now able to answer and document responses for each question.
Unit 5: Natural Hazards
Second Topic: How can we design systems to detect, warn communities, and reduce damage from tsunamis and other natural hazards?
Learning Targets:
● I can make an oral argument based on a systematic evaluation process using relevant scientific principles to support or refute the ability of different existing solutions (structure) to mitigate the effects of tsunamis and meet the needs of at-risk communities (function).
● I can critically read scientific text to understand how a system designed to detect tsunamis follows specific criteria (related to earthquake activity) and constraints (related to signal transmission).
● I can integrate written text with multimedia displays of tsunami warning and preparedness systems to clarify additional ways communities at-risk of tsunami can mitigate potential future effects.
● I can evaluate communication systems, using a systematic process and agreed-upon criteria and constraints, to determine how well the system (structure) communicates with stakeholders (function).
● I can use digital tools and/or mathematical concepts to integrate and synthesize information to compare the reliability of emergency communication systems.
● I can construct a system model to represent the interactions of subsystems designed to detect, warn communities, and reduce damage from a tsunami hazard.
● I can use digital tools to analyze patterns in large data sets (maps) of the history of natural hazards in regions and use this information to forecast future risk.
● I can critically read scientific texts adapted for classroom use to obtain scientific and technical information related to predicting the locations and severity of a hazard and understanding the
Estimated # of Lessons: Lessons 5-10
Essential Questions:
● Where do natural hazards happen? How do we prepare for them?
response systems designed to mitigate the effects.
● I can communicate scientific and technical information in writing and/or oral presentations about a system designed to meet the criteria and constraints for communicating with identified stakeholder groups about a natural hazard.
Learning Activities:
Lesson 5: Investigation. How can we reduce damage from a tsunami wave?
● We revisit the coastal communities of Japan that were affected by the 2011 tsunami to evaluate existing solutions. We define our problem, identify criteria and constraints, and evaluate each solution using a systematic process. We consider what it means for a solution to be promising for one community versus another.
Lesson 6: Investigation. How are tsunamis detected and warning signals sent?
● We read about how tsunamis are detected using a complex system of instruments set up on land (seismometers), on the ocean surface (surface buoys), on the ocean floor (tsunameters), and in space (satellites). We read that tsunami warnings are sent only when specific sets of criteria are met, first regarding the location, strength, and depth of the earthquake that is detected, and then regarding whether the tsunami is expected to reach land.
Lesson 7: Investigation. What are ways we can communicate with people before and during a tsunami?
● We listen to a tsunami warning signal and read accounts of tsunami survivors from Japan. We identify stakeholders who the warning signal must work for, and then develop criteria and constraints for tsunami communication. We evaluate different communication options based on stakeholder needs. From this we learn that there are many ways to communicate with different stakeholders before and during a tsunami event.
Lesson 8: Investigation. Which emergency communication systems are the most reliable in a hazard?
● We consider the ways in which people are alerted during a hazard and what would make a warning system reliable. We read about analog and digital signals and discuss what forms of communication best meet the needs and are most reliable for multiple stakeholder groups.
Lesson 9: Putting Pieces Together. How can we model the systems put into place to protect communities?
● We develop a tsunami system model. We analyze the model to determine the importance and interactions of the various subsystems. We develop a process engineers use to solve problems and determine we can use our ideas to prepare for a hazard that is important to us.
Lesson 10: Putting Pieces Together. How can we effectively prepare our communities for a natural hazard?
● We investigate the general patterns of risk of other natural hazards in the United States and determine our local level of risk for each hazard. We choose a natural hazard, gather information, and plan for communication to an identified stakeholder community at risk for the hazard. We evaluate our final plans and products using constraints and criteria for effective communication with our stakeholder groups.
Unit 6: Earth's Resources & Human Impact: Droughts & Floods
Course
Name: 6th Grade Science
Unit 6 Title: Earth's Resources and Human Impact: Droughts and Floods
Est. # of Lessons: 1-18 (33-36 days)
Unit Overview:
How do changes in Earth’s system impact our communities and what can we do about it? Many of us have been bombarded by news stories and headlines about climate change which has resulted in an increase of devastating events such as drought, wildfires and flooding across the United States. While this is alarming, our communities can work together to develop innovations, policies and actions to improve the carbon imbalance. We first evaluate data on rising temperatures and wonder about the causes and how changes in Earth’s system impact our communities. Next, we gather evidence for how a change in temperature affects Earth’s water system and use that to support a scientific explanation that climate variables - caused by an imbalance in Earth’s carbon system - are changing precipitation patterns. We end by evaluating different solutions to climate change and how those solutions may be implemented in communities.
STAGE 1: DESIRED RESULTS
Established Goals
● MS-ESS3-1: Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
● MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
● MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
● MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
● MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Understandings
● Increased temperatures lead to increased evaporation rates and more water vapor in the atmosphere.
● Year-to-year variability in precipitation and temperature is a normal pattern.
Transfer Goals
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
Essential Questions
● How do changes in Earth’s system impact our communities and what can we do about it?
● What is causing changes to water resources in these communities?
● What is causing rising temperatures in all communities?
Unit 6: Earth's Resources & Human Impact: Droughts & Floods
● Small changes in one part of Earth’s system can have big impacts on another part. A small change in temperature in the atmosphere can have big changes in Earth’s water system.
● Changes in the carbon system have an effect on Earth’s water system.
Knowledge
Key Vocabulary:
Drought, flood, vary, short-term, variability, long-term trend, climate change, greenhouse gases, per-capita consumption, combustion, resilience, groundwater, aquifer, average annual temperature, Palmer Drought Severity Index (PDSI), snowpack, snow water equivalent, storm events, flash floods, sea level, tides, streamflow, sea ice, parts per million, greenhouse effect, ice core, fossil fuel, carbon footprint, community resilience
● Floods and droughts are increasing. Floods and droughts are linked to a change in precipitation. Heat waves and warmer temperatures are linked to the increase in floods and droughts.
● Earth’s freshwater is distributed in the air, at the ground, and below the ground and moves in between these spaces.
● The amount of water vapor is not the same for every location and winds move the water vapor to different locations.
● Changes to sources of water affect communities in different ways.
● An increase in temperatures can be used to explain the cause for multiple climate related phenomena.
● An increase in temperatures can cause an increase in both wildfires and a decrease in multi-year sea ice.
● The atmosphere is made from different concentrations of gases. Some gases have not really changed over time, but some show an unusual increase. Carbon dioxide and methane are a small percent of the atmosphere but are increasing at a high rate.
● GHGs are gas molecules in the atmosphere that absorb, vibrate, and release energy back into the atmosphere. This keeps Earth at a livable temperature. As the amount of GHGs increases in our atmosphere, they cause the atmosphere to get warmer.
● How can communities use a mix of solutions to correct the carbon imbalance in the atmosphere and adapt to changes they are experiencing now?
Skills (Framed as Learning Targets)
● I can develop a model to explain how a small change in temperature can cause large changes in precipitation leading to floods and droughts.
● I can develop a model to explain what could cause an increase in temperatures that are linked to an increase in floods and droughts.
● I can ask questions that arise from initial observations of stories and headlines about rising temperatures, floods, and droughts to clarify whether increasing temperatures are related to or causing both floods and droughts.
● I can develop and use a model to describe the components, interactions, and processes of water distribution and movement on Earth.
● I can use graphical displays (e.g., maps, charts, graphs, and/or tables) of data to identify temporal patterns in temperature, total precipitation, and seasonal precipitation in the local community and at case sites.
● I can analyze and interpret data about patterns in rates of change and numerical relationships to determine similarities and differences between drought and flood sites.
● I can analyze evaporation investigation data for patterns to provide evidence that increased temperatures cause an increase in evaporation leading to more water vapor entering the atmosphere.
● I can modify a model - based on evidence - to match how a change in atmospheric temperature causes a change in evaporation in Earth’s water system.
● I can integrate scientific information with media and graphical displays of data to clarify how a small change in temperature affects components of Earth’s water system.
● I can construct a scientific explanation based on valid and reliable evidence that changes in temperature can have impacts on the water sources available for communities.
Unit 6: Earth's Resources & Human Impact: Droughts & Floods
● Levels of CO2 are increasing at a faster rate than the normal cycles, which means the new levels are out of the normal range.
● CO2 levels over the last 100 years have been rising consistently.
● We look back at data from hundreds of thousands of years through analyzing ice core data and find there are cycles, but the last 100 years are not following the normal cycle.
● Large deposits of mineral resources (such as “fossil fuels”) are used to power our communities and transportation networks, and this use has increased over time.
● Population growth increases consumption of resources (per-capita consumption).
● A growing population that consumes large amounts of mineral resources is correlated with the rapid increases in CO2 in Earth’s atmosphere.
● Combustion of fossil fuels is creating a carbon imbalance in the atmosphere.
● Photosynthesis is a way to get CO2 out of the atmosphere, but the rate of photosynthesis is not enough to take up CO2 from combustion of fossil fuels and cellular respiration combined.
● Our carbon imbalance in our atmosphere is due to human combustion. Any reduction in emissions helps to slow the global temperature increase.
● Changes to daily activities and behaviors can reduce atmospheric CO2
● Changes to behaviors are limited by other constraints, so each person may have different options available to them.
● Multiple solutions need to be done together in order for any reduction to occur to help decrease the imbalance of CO2 in the air.
● Communities develop plans to rebalance CO levels in the atmosphere while also building a more resilient community adapting to changes already occurring within the community.
● Communities can design plans to help rebalance carbon dioxide which will take awhile, but they can also do things to make the community resilient to changes happening now.
● I can compare graphs and charts depicting a changing climate in Alaska looking for similarities and differences to determine that trend lines and patterns across Alaskan claims are caused by increasing temperatures.
● I can analyze graphs and charts from multiple claims to identify the similarities and differences in patterns to determine that changes in the environments are caused by increasing temperatures.
● I can use numerical data to understand the proportion and quantity of and stability and/or change in the concentration of gases in the atmosphere over time.
● I can develop and use a model to describe how greenhouse gas molecules respond to energy transfer from Earth to the atmosphere and cause the temperatures to rise.
● I can analyze and interpret data on graphs of carbon dioxide levels collected from ice cores to collect evidence of whether the changes in these levels are cyclical in nature and a normal occurrence or are changing at an non-normal rate.
● I can integrate qualitative and quantitative scientific information in written text with digital tools to analyze trends of atmospheric CO2 levels, energy consumption, and human population over time to determine a correlation between human activities and CO2 emissions.
● I can ask questions that require sufficient and appropriate evidence as to whether CO2 comes from combustion of fossil fuels for energy, and is causing the rising CO2 levels in the atmosphere.
● I can apply mathematical concepts to compare the rate of combustion and cellular respiration putting CO2 into the atmosphere to the rate for photosynthesis taking CO2 out of the atmosphere leading to an imbalance in the system.
● I can develop a model to describe how fossil fuel use causes changes to the climate, which affects community water resources.
● I can construct an argument supported by science ideas to disprove and clarify claims through an explanation of the causal chain of events between the changing climate and water resources.
● I can use the carbon dioxide model simulation to generate data and test ideas about different
Unit 6: Earth's Resources & Human Impact: Droughts & Floods
emissions rates scenarios to determine how to reach carbon dioxide equilibrium in the atmosphere.
● I can apply mathematical concepts to calculate an average carbon impact and possible carbon reduction solutions and scale those reductions to see what would happen if more people were to change their behaviors.
● I can evaluate competing solutions using a systematic process and jointly develop agreed upon criteria to determine how small changes in behaviors and technologies can add up to larger impacts on reducing CO2 in the atmosphere.
● I can critically read scientific texts adapted for classroom use to obtain information on how communities are implementing new activities at different scales to decrease the flow of carbon into and out of the atmosphere and/or adapt to changes in the community
● I can apply scientific principles to design a process/system that the school can undertake to reduce the vulnerability to climate change impacts (e.g., high heat, changing water resources) in the short-term and contribute to rebalancing carbon in the long-term.
● I can ask questions to challenge the proposed resilience plan to evaluate whether the solutions meet the class’ agreed criteria checklist and will reduce vulnerabilities to climate impacts in the short-term and rebalance carbon in the long-term.
● I can construct an argument grounded in evidence and scientific reasoning to recommend a design solution that will prepare a community for predicted changes to temperature and/or precipitation (effect).
● I can communicate information in writing and/or oral presentation about how adopting individual, family, or school solutions (subsystems) to reduce vulnerabilities to climate change and/or rebalance carbon can contribute to broader community resilience (larger system) (optional).
● I can communicate scientific information orally about the patterns of class questions that have been explained with sufficient evidence about the impact of a changing climate and community solutions, and ask additional questions that require appropriate and sufficient evidence to answer.
Unit 6: Earth's Resources & Human Impact: Droughts & Floods
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Alaska Wildfire and Sea Ice Transfer Taskconstruct another explanation for an Alaskan community experiencing related changes to the other case sites.
● Social Media Post Assessment (Version 1 or Version 2) to identify claims being made, which of those claims match our science ideas (supporting), and which claims are in need of clarification or explanation (refuting).
● Community Resilience Plan - design a plan and argue for the best solution to solve a problem in Your community.
Formative Assessment
● Driving question board on rising temperatures, floods, and droughts to clarify whether increasing temperatures are related to or causing both floods and droughts.
● Construct an explanation, using evidence, about how changes in temperature are having impacts on the water stories in our case site communities
● Develop an initial diagram to represent where water is distributed on Earth.
● Create individual models and consensus models explaining how small changes in temperature could affect Earth’s water system as well as what leads to those changes.
STAGE 3: LEARNING PLAN
First Topic: What is causing changes to water resources in these communities?
Learning Targets:
● I can develop a model to explain how a small change in temperature can cause large changes in precipitation leading to floods and droughts.
● I can develop a model to explain what could cause an increase in temperatures that are linked to an increase in floods and droughts.
● I can ask questions that arise from initial observations of stories and headlines about rising temperatures, floods, and droughts to clarify whether increasing temperatures are related to or causing both floods and droughts.
● I can develop and use a model to describe the components, interactions, and processes of water distribution and movement on Earth.
● I can use graphical displays (e.g., maps, charts, graphs, and/or tables) of data to identify temporal patterns in temperature, total precipitation, and seasonal precipitation in the local community and at case sites.
● I can analyze and interpret data about patterns in rates of change and numerical relationships to determine similarities and differences between drought and flood sites.
● I can analyze evaporation investigation data for patterns to provide evidence that increased
Estimated # of Lessons: 1-6 (13-14 days)
Essential Questions:
● How do changes in Earth’s system impact our communities and what can we do about it?
● What is causing changes to water resources in these communities?
Unit 6: Earth's Resources & Human Impact: Droughts & Floods
temperatures cause an increase in evaporation leading to more water vapor entering the atmosphere.
● I can modify a model - based on evidence - to match how a change in atmospheric temperature causes a change in evaporation in Earth’s water system.
● I can integrate scientific information with media and graphical displays of data to clarify how a small change in temperature affects components of Earth’s water system.
● I can construct a scientific explanation based on valid and reliable evidence that changes in temperature can have impacts on the water sources available for communities.
● I can compare graphs and charts depicting a changing climate in Alaska looking for similarities and differences to determine that trend lines and patterns across Alaskan claims are caused by increasing temperatures.
● I can analyze graphs and charts from multiple claims to identify the similarities and differences in patterns to determine that changes in the environments are caused by increasing temperatures.
Learning Activities:
Lesson 1: Anchoring Phenomenon. Why are floods and droughts happening more often?
● We observe two news clips of extreme flood and drought events and share our own water stories. We examine headlines that show a “new normal” of increased floods and droughts and notice a pattern of rising temperatures. We develop an initial model explaining what could be causing warmer temperatures and how warmer temperatures could lead to both droughts and floods. We develop a Driving Question Board (DQB) and brainstorm investigations and sources of data that could help us figure out answers to our questions.
Lesson 2: Investigation. What would we normally expect for these places and how do we know it’s really changing?
● We develop a systems model to describe Earth’s water system. We analyze data to determine what is normal and not normal about temperature and precipitation as it relates to floods and droughts. We do this with our community and six case sites in the United States.
Lesson 3: Investigation. How would increased temperatures affect evaporation?
● We create bottle setups to test how increased temperatures affect evaporation rates. We also view visualizations of water vapor movement across the US and ocean temperatures in an open system.
Lesson 4: Investigation. Are rising temperatures affecting anything else in Earth’s water system?
● We obtain additional scientific and technical information about other components of Earth’s water system and how those components are changing as temperatures increase. We conclude that all components and processes in the system have been affected by a temperature rise. We update our model and add an entry to our Progress Tracker.
Lesson 5: Putting Pieces Together, Problematizing. How are rising temperatures changing water stories in these communities?
● We use our key model ideas from previous lessons to construct explanations, using evidence, about how
Unit 6: Earth's Resources & Human Impact: Droughts & Floods
changes in temperature are having impacts on the water stories in our case site communities. We peer review our explanations and revise them using the feedback from our peers.
Lesson 6: Putting Pieces Together, Problematizing. How are rising temperatures connected to two seemingly different phenomena?
● We revisit our Alaskan headlines about wildfires and also learn about another community in Alaska that is experiencing multi-year sea ice loss. We apply our key model ideas in a transfer task to explain how an increase in temperatures is causing both phenomena to occur.
Second Topic: What is causing rising temperatures in all communities?
Learning Targets:
● I can use numerical data to understand the proportion and quantity of and stability and/or change in the concentration of gases in the atmosphere over time.
● I can develop and use a model to describe how greenhouse gas molecules respond to energy transfer from Earth to the atmosphere and cause the temperatures to rise.
● I can analyze and interpret data on graphs of carbon dioxide levels collected from ice cores to collect evidence of whether the changes in these levels are cyclical in nature and a normal occurrence or are changing at an non-normal rate.
● I can integrate qualitative and quantitative scientific information in written text with digital tools to analyze trends of atmospheric CO2 levels, energy consumption, and human population over time to determine a correlation between human activities and CO2 emissions.
● I can ask questions that require sufficient and appropriate evidence as to whether CO2 comes from combustion of fossil fuels for energy, and is causing the rising CO2 levels in the atmosphere.
● I can apply mathematical concepts to compare the rate of combustion and cellular respiration putting CO2 into the atmosphere to the rate for photosynthesis taking CO2 out of the atmosphere leading to an imbalance in the system.
● I can develop a model to describe how fossil fuel use causes changes to the climate, which affects community water resources.
● I can construct an argument supported by science ideas to disprove and clarify claims through an explanation of the causal chain of
Estimated # of Lessons: 7-12 (6-7 days)
Essential Questions:
● How do changes in Earth’s system impact our communities and what can we do about it?
● What is causing rising temperatures in all communities?
Unit 6: Earth's Resources & Human Impact: Droughts & Floods
events between the changing climate and water resources.
Learning Activities:
Lesson 7: Investigation. Are there any changes in the air that could be related to rising temperatures?
● We wonder if changes in the air are related to the rise in temperatures. By looking at data, we build our understanding of the meaning of parts per million and figure out how to find the percent change in the quantity of these gases over time. We notice that, while some gases have not changed at all, some have changed very little, and other gases show an unusual increase over the 100-year period.
Lesson 8: Investigation. Are changes in carbon dioxide and methane related to or causing temperatures to increase?
● We use molecular models to investigate the way molecules move in response to energy transfer. We investigate this idea further using an interactive showing how molecules move when energy is absorbed. Using these ideas and the ideas from a reading, we figure out that because greenhouse gases absorb, vibrate, and release energy, they keep our atmosphere warm. We apply these ideas to what we learned about GHGs increasing in our atmosphere to figure out that increasing GHGs are why temperatures are currently increasing.
Lesson 9: Investigation. Are the changes in the amount of CO2 in the atmosphere part of normal cycles that Earth goes through?
● We carry out an investigation to determine if gas can be trapped in ice. When we figure out it can, we find out more about how scientists use ice core samples from locations on Earth that have very old ice to determine the amounts of carbon dioxide in the air over time. We focus on carbon dioxide because we know that recently it has been rising the most.
Lesson 10: Investigation. What is happening in the world to cause the sharp rise in CO2?
● We zoom into the last 200 years of Earth’s history to understand what led to a rapid increase in CO emissions. We watch a visualization and read about key innovations in human history that transformed the types of energy used to power our communities.
Lesson 11: Investigation. Why could burning fossil fuels create a problem for CO2 in the atmosphere?
● We modify an Earth’s Carbon System model to represent the locations of carbon and processes that move carbon around. We simulate these processes using a kinesthetic activity. We figure out that photosynthesis cannot take up CO at the same rate that burning fuels puts CO in the atmosphere and that this is creating a buildup of CO in the atmosphere.
Lesson 12: Putting Pieces Together. How are changes to Earth’s carbon system impacting Earth’s water system?
● We model the causal relationship between fossil fuel use and changing water resources. We review a tweet regarding climate change and its impacts, break the tweet down into claims, and clarify the information as a class. We take an assessment identifying claims made in another tweet and refute any inaccurate claims by providing an explanation of the causal relationships between human activities and climate change.
Third Topic: How can communities use a mix of solutions to correct the carbon imbalance in the atmosphere and adapt to changes they are experiencing now?
Learning Targets:
● I can use the carbon dioxide model simulation to generate data and test ideas about different emissions rates scenarios to determine how to
Estimated # of Lessons: 13-18 (9-10 days)
Essential Questions:
● How do changes in Earth’s system impact our communities and what can we do about it?
● How can communities use a mix of solutions to correct the carbon imbalance in the atmosphere
Unit 6: Earth's Resources & Human Impact: Droughts & Floods
reach carbon dioxide equilibrium in the atmosphere.
● I can apply mathematical concepts to calculate an average carbon impact and possible carbon reduction solutions and scale those reductions to see what would happen if more people were to change their behaviors.
● I can evaluate competing solutions using a systematic process and jointly develop agreed upon criteria to determine how small changes in behaviors and technologies can add up to larger impacts on reducing CO2 in the atmosphere.
● I can critically read scientific texts adapted for classroom use to obtain information on how communities are implementing new activities at different scales to decrease the flow of carbon into and out of the atmosphere and/or adapt to changes in the community
● I can apply scientific principles to design a process/system that the school can undertake to reduce the vulnerability to climate change impacts (e.g., high heat, changing water resources) in the short-term and contribute to rebalancing carbon in the long-term.
● I can ask questions to challenge the proposed resilience plan to evaluate whether the solutions meet the class’ agreed criteria checklist and will reduce vulnerabilities to climate impacts in the short-term and rebalance carbon in the long-term.
● I can construct an argument grounded in evidence and scientific reasoning to recommend a design solution that will prepare a community for predicted changes to temperature and/or precipitation (effect).
● I can communicate information in writing and/or oral presentation about how adopting individual, family, or school solutions (subsystems) to reduce vulnerabilities to climate change and/or rebalance carbon can contribute to broader community resilience (larger system) (optional).
● I can communicate scientific information orally about the patterns of class questions that have been explained with sufficient evidence about the impact of a changing climate and community solutions and ask additional
and adapt to changes they are experiencing now?
Unit 6: Earth's Resources & Human Impact: Droughts & Floods
questions that require appropriate and sufficient evidence to answer.
Learning Activities:
Lesson 13: Problematizing. Why is solving the climate change problem so challenging?
● We determine that the problem of increasing temperatures is due to the CO imbalance in the atmosphere caused by human combustion. We use a simulation to determine what cuts are needed to emissions rates to reach equilibrium.
Lesson 14: Investigation. What things can people do to reduce carbon dioxide going into the atmosphere?
● We calculate our daily carbon footprint and create a class Carbon Scoreboard. We calculate the average carbon footprint for someone in our class and compare it to the average American’s footprint. We revisit our footprint and choose carbon reduction activities and behaviors we are willing to make that would reduce our carbon emissions and would benefit our family in other ways. We compound the effects of these changes if everyone in our classroom, school, and community are willing to make changes.
Lesson 15: Investigation. How can large-scale solutions work to reduce carbon in the atmosphere?
● We use a Design Matrix to organize the different solutions for reducing CO in the atmosphere that we evaluated last class. From our evaluations we determine our constraints for the solutions in trying to meet the criteria of reducing the imbalance of carbon in the air. We reevaluate each solution using our constraints and decide that multiple solutions would need to be implemented to meet our criteria
Lesson 16: Investigation. How are these solutions working in our communities?
● In this lesson, we obtain information from community plans to determine how the solutions are being used in the communities and how they rebalance carbon and/or help the community to become more resilient to changes already occurring in the community. We use these plans as examples to help motivate the need to evaluate and/or develop a plan for their own community.
Lesson 17: Investigation, Putting Pieces Together. What solutions work best for our school or community?
● We create a checklist for what a resilience plan for our school and local community should include. We work in groups to design resilience plans that contribute to the long-term rebalancing of carbon and also prepare the community for change. We provide feedback to other groups and evaluate the plans by asking questions. We brainstorm how to communicate our plans to other audiences. We argue for the one best for our community.
Lesson 18: Putting Pieces Together. What can we explain now, and what questions do we still have?
● We identify the questions from our DQB that we can now answer. We celebrate all that we have learned in this unit and across the school year. We spend time identifying the questions that we did not answer and build a new DQB of these questions. We create a plan to answer some of them on our own and in school next year and beyond.
U1: Cells & Systems
Trimester 1
How do living things heal?
As we ride into seventh grade science, we learn about an injury that happened to a middle school student that caused him to need stitches, pins, and a cast. We then investigate what the different parts of our body are made of, from the macro scale to the micro scale. We figure out parts of our body are made of cells and that these cells work together for our body to function and heal. Finally, we apply our model for healing to explain growth at growth plates in children's bodies as they become adults.
U2: Metabolic Reactions
Trimester 1
How do things inside our bodies work together to make us feel the way we do ? Next, we apply our understanding of cellular systems to examine a case study of a middle school girl who reported some alarming symptoms to her doctor. The goal is to discover what happens to the food we eat after it enters our bodies and how her different symptoms are connected. Finally, we discover how chemical reactions break down and burn food molecules for energy in other organisms.
7th Grade Science: Year Long Course
U3: Matter Cycling & Photosynthesis
Trimester 2
Where does food come from and where does it go next ? We connect cellular respiration to the food making process in plants. We build hydroponic systems to determine how plants produce food and where the plants obtain the inputs/ reactants to photosynthesis. We explore how matter and energy is transferred between producers, consumers, and decomposers. We create models of matter and energy cycles to explain the decomposition of moldy bread and a whale carcass.
U4: Ecosystem Dynamics & Biodiversity Trimester 2
How does changing an ecosystem affect what lives there? Our next unit focuses on the link between orangutan endangerment and chocolate production. For orangutans to survive, they are dependent on the tropical plants for food. We analyze palm oil in chocolate and discover its connection to rainforest habitat loss. We then explore sustainable agriculture alternatives and design a palm oil farm to support orangutan conservation and farmer livelihoods.
U5: Chemical Reactions & Matter Trimester 3
How can we make something new that was not there before? We move into chemistry as we conduct investigations on how the components of bath bombs react with water to produce gas, a chemical reaction. We develop and compare models to account for how new types of particles can appear. Finally, we apply our learning about chemical reactions to the formation of foam and the crumbling of the marble surface of the Taj Mahal.
U6: Chemical Reactions & Energy Trimester 3
How can we use chemical reactions to design a solution to a problem? We now take on an engineering challenge to redesign a flameless heater that provides hot food to people by just adding water. This deepens our exploration of chemical reactions as we design solutions by investigating how much food and reactants should be included. Finally, we apply the energy transfer model to evaluate different designs for sea turtle incubators and develop an argument for which features would work best based on relevant criteria and constraints.
Course Name: Grade 7
Unit 1 Title: Cells & Systems
Unit Overview:
Unit 1: Cells & Systems
Est. # of Lessons: 13 (27 days)
How do living things heal? As we ride into seventh grade science, we learn about an injury that happened to a middle school student that caused him to need stitches, pins, and a cast. We then investigate what the different parts of our body are made of, from the macro scale to the micro scale. We figure out parts of our body are made of cells and that these cells work together for our body to function and heal. Finally, we apply our model for healing to explain growth at growth plates in children's bodies as they become adults.
STAGE 1: DESIRED RESULTS
Established Goals
● MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells.
● MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
● MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
● MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Transfer Goals
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
Understandings
● The body is composed of interconnected systems (skeletal, muscular, nervous, circulatory) that work together to perform functions. Each system has specific structures that serve particular purposes, and these systems must coordinate for processes like healing and growth.
● Living organisms are composed of cells that
Essential Questions
● What happened to the student’s foot so they could walk again?
● How can medical images and diagrams help us figure out more about the structures in our body?
● What will we see if we look at skin, bone, and muscle with the microscope, too?
● How do the structures and systems in the body work together to heal the injury?
Unit 1: Cells & Systems
have specific needs, structures, and functions. Cells can grow, divide, and repair themselves, which is fundamental to body healing and growth processes.
● Body structures and processes can be understood at multiple scales - from visible body parts to microscopic cellular structures. Medical imaging and microscopy help us understand these different levels of organization.
● Healing involves coordinated cellular and system-level responses, including cell division, tissue repair, and system restoration.
● Understanding body systems and healing processes informs our perspective on human diversity, ability, and the importance of creating accessible environments for all people.
Knowledge
Key Vocabulary:
Healing, focus, cells, tissue, structure, single cell organism, multiple celled organism, red blood cell, white blood cell, nerve cell, platelet, plasma, nerve cell, cell membrane, cytoplasm, bone cell, bacteria cells, skin cell, muscle cell, cell wall, plant cell
● Skin is attached to the muscle underneath it, and the muscle is attached to bones. Bones move when the muscles attached to them move. The muscles and bones are both parts of the wing system (or foot system) and interact for the wing (or foot) to move.
● When one part of the system is broken or injured, the whole system is affected and can’t function the way it used to.
● There are blood vessels in the different parts of the bone, muscle, and skin. There are nerves that run through the layers of the skin, the muscle, and the bone.
● As a whole, the blood’s function is to travel around the body carrying the things the body needs.
● Blood is made of red blood cells, white blood cells, platelets, and blood plasma.
● The structure of blood cells relates to their function: their round shape helps them travel easily through the tubular blood vessels.
● Platelets’ structure relates to their function: their branching arms and stickiness help them plug damaged parts of the blood vessels to stop
● How is the process of growing similar to healing?
Skills (Framed as Learning Targets)
● I can create a timeline of important events that show evidence of healing and develop models to show how the parts of the foot work together so the patient can walk again.
● I can analyze various scientific diagrams to help me interpret the different structures within the images I observed.
● I can revisit the foot injury and think about how I can leverage what I now know about the function of nerves to better understand how the foot works and the healing process of the skin, muscles, and bones affected by the injury to the foot.
● I can revise my definition of healing to include that healing must involve filling in the gaps in the injury with cells.
● By observing this process at different spatial (zoomed in/out video and images) and time scales (full/half speed video), I can make sense of how our body fills a gap at the site of an injury, such as broken skin or bone.
● I can revisit the timeline of healing from Lesson 1 and develop explanations for how healing happens based on each event I had listed. and come to consensus about how the healing in the foot happened, developing a list of key science ideas.
● I can apply what I have figured out about healing to explain a related phenomenon, growth.
● I can revise my definition of healing to include thinking about the impacts on the way our body functions.
leaks.
Unit 1: Cells & Systems
● Nerve cells have a very unique structure they have long, thin “branches” or “tentacles” extending from a central portion. Nerve cells branch out and connect to other nerve cells, forming a network of nerves that carry signals between all parts of the body and the brain.
● Bone, muscle, and skin are made up of repeating patterns of microscopic structures called cells, and groups of these cells form tissues.
● Microscopic samples from living things that we analyze are made of cells. Microscopic samples from things that were never living are not made of cells.
● New cells come from old cells, which grow and split through a repeated and nonrandom process.
● When cells grow and split, they make new cells of the same type (mitosis).
● Cells need food to make more cells. More cells grow when they have more food around them..
● The cell membrane and cell wall act as a barrier and allow things the cell needs (food, nutrients, etc.) into and out of the cell.
● The body reacts to an injury by swelling, which increases blood flow and brings extra fluid to injured tissue to help it heal.
● Children have growth plates in their skeletons which are gaps between their bones.
● A person could be healed, but that part of the body may have a different function than before.
● CER Essay: (using articles) How do unfamiliar organisms heal?
● Growth Plates in Children to apply learning about how the body heals
● Unit Summative Assessment: based on cells, body systems (skeletal, skin, circulatory, nervous and muscular), identification of different cells, vocabulary
● Driving Question Board on questions about injury about macroscopic and microscopic body part (throughout)
● Initial Model: Injured foot & Healed Foot
● Interpretation of Medical Imaging and Diagrams
● Time Lapse Video of Skin Healing Analysis
● Make a digital timeline of healing process
● Systems Poster (skin, muscle, bone, nerve and blood)
● Analysis of Microscopic images (living and nonliving things)
● Lab: Plant & Animal Cells (Onion and Cheek)
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE Summative Assessment Formative Assessment
Unit 1: Cells & Systems
● Compare & Contrast of Living Tissue (skin, bone, muscle, nerve , & bone)
● Lab: Chicken Wing Dissection (Normal vs. Injured)
● Mapping of chicken wing and human foot (comparative anatomy)
● Make a chart of what the structure of a cell looks like and how it functions in the body (skin, muscle, bone, nerve and blood)
STAGE 3: LEARNING PLAN
First Topic: Interpreting diagrams, MRIs & x-rays and a doctor’s report to understand the foot injury
Learning Targets:
● I can create a timeline of important events that show evidence of healing and develop models to show how the parts of the foot work together so the patient can walk again.
● I can analyze various scientific diagrams to help me interpret the different structures within the images I observed.
● I can revisit the foot injury and think about how I can leverage what I now know about the function of nerves to better understand how the foot works and the healing process of the skin, muscles, and bones affected by the injury to the foot.
Learning Activities:
Estimated # of Lessons: 7 (14 days)
Essential Questions:
● What happened to the student’s foot so they could walk again?
● How can medical images and diagrams help us figure out more about the structures in our body?
● What will we see if we look at skin, bone, and muscle with the microscope, too?
● How do the structures and systems in the body work together to heal the injury?
● How is the process of growing similar to healing?
Lesson 1: Anchoring Phenomenon. What happened to the student’s foot so they could walk again?
● We share our experiences moving our bodies and times when we were unable to. We read doctor’s notes and see images of an injury. We create a timeline of important events that show evidence of healing. We develop models to show how the parts of the foot work together so the patient can walk again. We brainstorm related phenomena of other times we have seen healing in humans and other living things.
Lesson 2: Investigation. What do our bones, skin, and muscles do for us?
● We investigate the parts that make up a chicken wing and how they work together when moving by watching a video of the dissection of its skin, muscle, and bone. We map the parts of the chicken wing to the parts of the human foot to make sense of how these parts work together in similar ways in each. Then, we revise the investigation to figure out how function can be affected because of an injury.
Lesson 3: Investigation. How can medical images and diagrams help us figure out more about the structures in our body?
● We decide we need to see the different structures inside a body. We observe different types of medical images of a body. We analyze various scientific diagrams to help us interpret the different structures within the images we observed.
Lesson 4: Investigation. Why is there blood in all of these places in the body?
● We view an image of blood vessels to determine that blood circulates everywhere in the body, and we notice that blood in a test tube settles into layers. We use microscopes to investigate human and mammal blood on pre-prepared slides, observing that blood is composed of several different smaller structures. We read an article to make sense of the patterns we saw, considering how the structures of the blood and its
Unit 1: Cells & Systems
components support their functions in the body.
Lesson 5: Investigation. What do nerves do, and why are they in different parts of the body?
● Nerves, like blood vessels, are found throughout the body. We investigate nerves under a microscope and we notice that nerves have a unique and intricate structure. We read about nerves and learn that the nerve cell’s structure suits its function. We engage in a few quick experiences that help us understand the role that nerves play in our bodies. Then we revisit the foot injury and think about how we can leverage what we now know about the function of nerves to better understand how the foot works and the healing process of the skin, muscles, and bones affected by the injury to the foot.
Lesson 6: Investigation. What will we see if we look at skin, bone, and muscle with the microscope, too?
● We investigate pre-prepared slides of bone, skin, and muscle and then use our observational data to come to consensus around how cells’ unique structures support their functions in the body.
Lesson 7: Putting Pieces Together. Are all things made of cells?
● This lesson marks the end of the first lesson set. Students take an individual assessment where they plan an investigation to collect data to determine if other things are made of cells. They analyze microscopic images of living and non-living things as data to look for evidence of cells. They use these data to argue from evidence that parts of living (or formerly living) things are made of cells not things that were never living are not made of cells.
Second Topic: Healing
Learning Targets:
● I can revise my definition of healing to include that healing must involve filling in the gaps in the injury with cells.
● By observing this process at different spatial (zoomed in/out video and images) and time scales (full/half speed video), I can make sense of how our body fills a gap at the site of an injury, such as broken skin or bone.
● I can revisit the timeline of healing from Lesson 1 and develop explanations for how healing happens based on each event I had listed. and come to consensus about how the healing in the foot happened, developing a list of key science ideas.
● I can apply what I have figured out about healing to explain a related phenomenon, growth.
Learning Activities:
Estimated # of Lessons: 6 (13 days)
Essential Questions:
● What happened to the student’s foot so they could walk again?
● How can medical images and diagrams help us figure out more about the structures in our body?
● What will we see if we look at skin, bone, and muscle with the microscope, too?
● How do the structures and systems in the body work together to heal the injury?
● How is the process of growing similar to healing?
Lesson 8: Problematizing, Investigation. What happened as the skin on top of the foot healed?
● We revisit the healing timeline and Driving Question Board to connect what questions we have answered, like what the foot is made of and how these parts work together to help us function. We revise our definition of healing to include that healing must involve filling in the gaps in the injury with cells, but we do not know how. We observe a time-lapse video of a skin wound healing to gather more information about what must be happening in the healing process. We revise our model to specifically focus on and predict what happens with cells for skin to heal.
Lesson 9: Investigation. What is happening at the site of an injury to fill the gap?
● We analyze a video and microscopic images of cells splitting and growing in different organisms. By observing this process at different spatial (zoomed in/out video and images) and time scales (full/half speed video), we make sense of how our body fills a gap at the site of an injury, such as broken skin or bone.
Lesson 10: Investigation
Unit 1: Cells & Systems
What do cells need to grow and make more of themselves?
● We recall what we (humans) need to grow and wonder if cells also need the same things to grow, since they are living, too. Since we can’t easily study cells from our bodies, we investigate single-celled organisms. We look at data from a scientist, who grew bacteria on agar plates with different nutrient levels. We analyze the data and notice that the quantities of bacteria made increased with increasing nutrient levels. We read about other unicellular organisms and figure out that they are living things that need food to make more of themselves.
Lesson 11: Investigation. How do cells get what they need to grow?
● We observe onion cells using microscopes. We add saltwater, then plain water, to the onion skin and observe changes in the cells. We use our observations to explain how plant cells let water out of and into the cell.
Lesson 12: Putting Pieces together. How do the structure and systems in the body work together to heal the injury?
● We revisit the timeline of healing from Lesson 1 and develop explanations for how healing happens based on each event we had listed. We come to consensus about how the healing in the foot happened, developing a list of key science ideas. We use what we have figured out about healing so far to see if we can explain how the systems in our body interact to support the healing process.
Lesson 13: Putting Pieces together. How is the process of growing similar to healing?
● We apply what we have figured out about healing to explain a related phenomenon, growth. We revisit the Driving Question Board and discuss all of our questions that we have now answered, which leads us to revise our main question to include growth. We reflect on and celebrate our experiences in this unit and this year of OpenSciEd science.
Unit 2: Metabolic Reactions: Inside Our Bodies
Course Name: 7th Grade Science
Est. # of Lessons: 14 (29 days) Unit 2 Title: Metabolic Reactions: Inside Our Bodies
Unit Overview:
How do things inside our bodies work together to make us feel the way we do ? Next, we apply our understanding of cellular systems to examine a case study of a middle school girl who reported some alarming symptoms to her doctor. The goal is to discover what happens to the food we eat after it enters our bodies and how her different symptoms are connected. Finally, we discover how chemical reactions break down and burn food molecules for energy in other organisms.
STAGE 1: DESIRED RESULTS
Established Goals
● MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures.
● MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
● MS-LS1-3: Use arguments supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
● MS-LS1-7: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
● MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Understandings
● The digestive system breaks down food molecules through mechanical and chemical processes, allowing nutrients to be absorbed by the body.
● Large food molecules are broken down into smaller, absorbable units as they move through the digestive tract. This process explains why some molecules seem to "disappear" in the small and large intestines.
● Problems in one body system can have cascading effects on other systems which explains how digestive issues can lead to broader health problems, such as weight loss or
Transfer Goals
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Self-Directed Learners, Information Analysts, Critical Thinkers, Responsible Citizens)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
Essential Questions
● How does our digestive system work? When the digestive system is unhealthy what impact does it have on the body?
● How do body systems affect each other?
● How and why do food molecules change during digestion?
Unit 2: Metabolic Reactions: Inside Our Bodies
nutritional deficiencies.
● The body obtains energy from food through chemical reactions which is fundamental to how organisms use food for energy and growth.
● Different animals may have similar mechanisms for obtaining energy from food through chemical reactions, highlighting evolutionary connections across species.
Knowledge
Key Vocabulary:
Interaction, Endoscopy, Esophagus, Small intestine, Large intestine, Amino acids, Protein, Fatty acids, Complex carbohydrate, Glucose, Starch, Absorption, Dialysis tubing, Iodine, Benedict’s solution, Food molecules, Fiber, Chemical reaction, Saliva, Salivary gland, Amylase, Secrete, Digestion, Enzymes, Bile, Diverticular disease, Celiac disease, Irritable bowel syndrome, Colitis, Crohn’s disease, Gastrointestinal conditions, Villi, Cells, Tissues, Median, Fuel reactant, Product, Relative humidity, Cellular respiration, Bromothymol blue (BTB), Trachea, Bronchial tubes, Alveoli, Cardiovascular system, Gullet, Pepsin, Archaebacteria, Flagella, Hibernation, Defecate, Stomach, Digestion, Saliva, Urinate, Organ
● The digestive system is made up of different parts called organs. The different organs have similarities and differences in their structures.
● The structure of the walls of the small intestine and dialysis tubing must have microscopic openings/gates in them that let small food molecules through but not large ones. Sugar molecules, such as glucose, are much smaller than molecules of complex carbohydrates, such as starch, but both are made up of the same types of atoms (carbon, hydrogen, and oxygen).
● As food moves through a healthy digestive system, food molecules disappear. Fiber always stays the same in the digestive system and leaves the body as waste. Most other molecules are gone when they reach the large intestine in a healthy person. Only fiber and water remain. Waste contains some additional food molecules (glucose, starch, fatty acids), too, which are not found in a healthy person’s solid waste.
● Some types of complex carbohydrates decrease in the mouth while glucose increases. Chemical
Skills (Framed as Learning Targets)
● I can read medical records and interpret clues to identify what might be happening in a person’s body.
● I can compare healthy and unhealthy body parts that impact the digestive system using models.
● I can plan and do an experiment to investigate how food can and cannot pass through a semipermeable membrane and communicate my results from the experiment to illustrate what food molecules get absorbed (or do not) and explain why.
● I can examine a person’s lab results and compare that to a healthy digestive system to find a pattern that could explain the symptoms.
● I can design and conduct an experiment using indicators to find out if saliva contains something that breaks down food.
● I can examine and explain how each part of the body works together to digest food using key vocabulary.
● I can read and review possible illnesses that impact the digestive system to identify which ones may be related to a person’s symptoms.
● I can develop a claim that is supported by data to support a diagnosis.
● I can explain with data from a demonstration why the mass of oil burned in an open system decreases, while it stays the same in a closed system.
● I can develop a model and explain how bears can rearrange matter in food through chemical reactions to release energy and use stored food in the form of fat to survive during hibernation.
Unit 2: Metabolic Reactions: Inside Our Bodies
reactions that occur in the mouth break down some types of complex carbohydrates into glucose, and no matter what, they disappear when this happens.
● Certain food molecules are broken down by different portions of the digestive system. Different organs in the digestive system perform different functions.
● In a healthy digestive system, multiple subsystems, or organs, work together to help the body break large food molecules down into smaller food molecules. Large food molecules are broken down into smaller food molecules through chemical reactions that occur in the mouth, stomach, and small intestine. Each organ plays a different role in the breakdown of large food molecules. In a healthy person, the small intestine absorbs the small food molecules that had been broken down in preceding organs in the digestive system.
● Body systems are organized by System > Subsystems > Tissues > Cells
● A healthy person’s is folded back and forth (forming villi), Increased villi height results in more surface area that food molecules come into contact with as they flow through the small intestine; this results in a greater rate of absorption in a healthy small intestine.
● When a person/animal loses weight, fat seems to go away. Some say when you lose weight you “burn” fat. When we literally burn different types of fat, the mass seems to go down, just like when a person loses weight! The properties of the vegetable oil and duck fat change before and after they are burned.
● When food is burned, it goes through a chemical reaction that releases energy. Foods require oxygen to release energy. When a food reacts with oxygen to release energy, carbon dioxide gas and water vapor are products of that process.
● Oxygen is taken in (inhaled) through the lungs, and carbon dioxide is exhaled through them. These gases enter and exit the blood by passing through the lung membrane wall and are transported to and from the cells of the body. Chemical reactions that happen within cells inside the body rearrange glucose and oxygen into carbon dioxide and water, and release energy that the cells in the body can use. This reaction, which we call cellular respiration, happens when we’re resting, but it happens even more when we
exercise.
Unit 2: Metabolic Reactions: Inside Our Bodies
● The digestive system takes in food and breaks it down through chemical reactions, and the small food molecules get absorbed into the body’s circulatory system through the small intestine. The respiratory and circulatory systems work together to bring food molecules and oxygen to cells in the body and to remove carbon dioxide. Humans need to take in food. Food is a type of fuel, which means that it can react with other substances to release energy.
● Cells rearrange food and oxygen through a chemical reaction, which creates carbon dioxide and water and releases energy that cells can use. The body system’s inputs are food (molecules mainly with C,H,O’s) and oxygen. Outputs are mainly carbon dioxide, water, and energy (students might also include waste, which is mostly fiber and water). When the body takes in excess food, it can be stored for later in the form of fat molecules in the body. When the body doesn’t take in enough food, it can use the stored fat or food molecules dedicated for growth to burn as fuel. Most of the matter goes into the air when fat is burned.
● All animals, including humans, rearrange matter in food through chemical reactions to release energy. In humans and other animals, oxygen reacts with food to produce carbon dioxide and provide energy. Different kinds of animals might have different structures inside of their bodies to perform the same functions. Other living things, such as anaerobic bacteria, don’t need oxygen for chemical reactions to get energy.
Summative Assessment
● CER: Providing four pieces of evidence supporting your claim that M’Kenna has Celiac disease.
● Bears Assessment:
○ Develop a model to explain how bears can rearrange matter in food through chemical reactions to release energy and use stored food in the form of fat to survive during hibernation.
Construct an explanation by applying scientific ideas
Formative Assessment
● Initial Model: Dialysis Tube System
● Food Data Investigation
● Complex Carbohydrates & Chemical Reactions in the Body
● Small Intestine Structure & Function Investigation
● Weight Loss & Fat Disappearance Investigation
● Burning of Food In Open & Closed Systems & Tracing Oxygen & Carbon Dioxide Levels
● Do All Animals Get Energy from Chemical Reactions like Humans? Research/Readings
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Unit 2: Metabolic Reactions: Inside Our Bodies
and evidence to show how bears obtain energy to survive for several months without eating during hibernation.
● Glucose Levels In the Blood Interactive
● Check For Understandings (Google Form)
● M’Kenna’s Digestive Model & Healthy Person’s Digestive Model: Students create models to describe how metabolic reactions transform energy and matter within organisms. Teachers assess students' models to ensure they accurately represent the processes of metabolism, including the breakdown and synthesis of molecules. This occurs during class discussions and individual modeling activities.
● The use of Progress Trackers and Ongoing class discussions help teachers assess students' developing understanding of key concepts.Teachers use these discussions to gauge student understanding, clarify misconceptions, and guide instruction based on student responses and questions.
STAGE 3: LEARNING PLAN
First Topic: Metabolic Reactions: Inside Our Bodies Estimated # of Lessons: 8 (16 days)
Learning Targets:
● I can read medical records and interpret clues to identify what might be happening in a person’s body.
● I can compare healthy and unhealthy body parts that impact the digestive system using models.
● I can plan and do an experiment to investigate how food can and cannot pass through a semipermeable membrane and communicate my results from the experiment to illustrate what food molecules get absorbed (or do not) and explain why.
● I can examine a person’s lab results and compare that to a healthy digestive system to find a pattern that could explain the symptoms.
Essential Questions:
● How does our digestive system work? When the digestive system is unhealthy what impact does it have on the body?
● How do body systems affect each other?
● How and why do food molecules change during digestion?
Unit 2: Metabolic Reactions: Inside Our Bodies
Learning Activities:
Lesson 1: Anchoring Phenomenon. What is going on inside M’Kenna’s body that is making her feel the way she does?
● M’Kenna, a 13-year-old girl, seems to be really sick and we aren’t sure why. We notice she has symptoms in all different parts of her body and some symptoms started before others.
Lesson 2: Investigation. Can we see anything inside M’Kenna that looks different?
● We examined M’Kenna’s endoscopy report and some graphs that show what happens to food as it travels through M’Kenna’s digestive system in comparison to a healthy one.
Lesson 3: Investigation. Why do molecules in the small intestine seem like they are disappearing?
● We plan and conduct an investigation to determine whether food molecules can pass through or travel across a surface with a structure similar to the small intestine. We argue for how our results and molecular models of the substances we used might help explain how some kinds of food molecules could be absorbed into the body by passing through openings in the wall of the small intestine and others could not.
Lesson 4: Investigation. What happens to food molecules as they move through the small intestine and large intestine?
● Does this chemical reaction to burn food happen inside our bodies?We investigate food data from the mouth to the large intestine and determine that (1) most of the molecules are gone by the time they reach the large intestine, and only fiber and water remain, and (2) M’Kenna has other molecules in her large intestine. We examine poop data to confirm what molecules should be expected
Lesson 5: Investigation. Why do large food molecules, like some complex carbohydrates, seem to disappear in the digestive system?
● We make observations about what happens to complex carbohydrates, other than fiber, in the mouth. We analyze data from a graham cracker noting how the complex carbohydrates and glucose change in the mouth. We also notice that glucose molecules look like smaller pieces of complex carbohydrates. We plan and conduct an investigation to determine whether complex carbohydrates, other than fiber, undergo a chemical reaction when mixed with a substance in saliva to produce glucose.
Lesson 6: Investigation. What happens to the different substances in food as it travels through the digestive system?
● We analyzed food data, noting how the food changes in different parts of a healthy digestive system. We noticed patterns in which some molecules decreased by the same amount that other molecules increased. We argued that this is a sign of chemical reactions happening in the digestive system.
Lesson 7: Putting Pieces Together. What is the function of the digestive system, and how is M’Kenna’s digestive system different?
● We developed a model to represent the inputs, processes, and outputs of the digestive system and the role that the system plays in breaking down matter through chemical reactions, absorbing food, and excreting unused matter. We constructed an argument, based on evidence, to eliminate two of five possible conditions that could be causing the symptoms that M’Kenna is experiencing in her digestive system.
Lesson 8: Investigation. What does the surface of M’Kenna’s small intestine look like up close compared with a healthy one?
● We zoom in on the small intestine to better understand its structure and function. First, we take stock of where we are in the body by mapping M’Kenna’s system to the organization of the human body systems. We identify structures called “villi” that line the small intestine and use an interactive simulation to learn more about the villi.
Second Topic: Digestion & Diagnosis Estimated # of Lessons: 6 (13 days)
Learning Targets:
● I can design and conduct an experiment using indicators to find out if saliva contains something that breaks down food.
Essential Questions:
● How does our digestive system work? When the digestive system is unhealthy what impact does it have on the body?
Unit 2: Metabolic Reactions: Inside Our Bodies
● I can examine and explain how each part of the body works together to digest food using key vocabulary.
● I can read and review possible illnesses that impact the digestive system to identify which ones may be related to a person’s symptoms.
● I can develop a claim that is supported by data to support a diagnosis.
● I can explain with data from a demonstration why the mass of oil burned in an open system decreases, while it stays the same in a closed system.
● I can develop a model and explain how bears can rearrange matter in food through chemical reactions to release energy and use stored food in the form of fat to survive during hibernation,
Learning Activities:
● How do body systems affect each other?
● How and why do food molecules change during digestion?
Lesson 9: Problematizing. How can a problem in one body system cause problems in other systems?
● We revisit the Driving Question Board (DQB) to see the progress we have made on our initial questions. We add new questions to the DQB and reorganize them in clusters related to the system to which they are connected. We revisit M’Kenna’s Doctor's Note to look at her symptoms in other systems and realize that, although her symptoms started in the digestive system, there are still other systems having symptoms. We add two big questions to our DQB: “How can a problem in one body system cause problems in other systems?” and “How are these different systems connected?”
Lesson 10: Investigation. Why is M’Kenna losing so much weight?
● We analyze trends in M’Kenna’s weight and look at images of weight loss over time. It looks like the fat is disappearing, which makes us wonder, where is the fat going? We read an article that says that, when kids lose weight, the fat is being “burned.” We wonder if this is the same “burning” as when we light something on fire. We do an experiment and light different types of fats on fire, weigh them, and compare their properties before and after they burn.
Lesson 11: Investigation. What happens to matter when it is burned?
● We conduct two investigations to trap the gases produced by burning food. First, we burn vegetable oil in a closed versus an open system and compare the masses of the systems. Second, we burn vegetable oil in a closed system and track carbon dioxide and water in the air within the system using a sensor.
Lesson 12: Investigation. Does this chemical reaction to burn food happen inside our bodies?
● We gather evidence showing that a chemical reaction happens in the cells of the body to provide them with energy. The reaction helps us explain why certain materials that we take into our bodies, like oxygen and food, are different from the materials that leave our bodies, like carbon dioxide and water. If our activity level increases, the chemical reaction happens faster to meet cells’ needs.
Lesson 13:Putting Pieces Together. How does a healthy body use food for energy and growth? How is M’Kenna’s body functioning differently?
● We developed a model to show how food is rearranged in the body in terms of matter inputs, processes, outputs, and energy flows within a body system. We constructed an explanation to explain the relationships between differences in M’Kenna’s digestive system and a healthy digestive system to predict symptoms (effects), such as M’Kenna’s decreased growth rate.
Lesson 14: Investigation. Do all animals get energy from chemical reactions of food like humans?
● We investigate an organism of our choice to see if it does metabolic reactions similar to the way humans do. We argue from evidence whether (1) our organism does chemical reactions to break down and burn food molecules the same way as humans and (2) it has the same structures inside its body that work together to do those processes. Then we come together to share our findings with other groups to give and receive
Unit 2: Metabolic Reactions: Inside Our Bodies
feedback.
Lesson 15: Putting the Pieces Together. What questions on our driving question board can we now answer?
● We revisit the Driving Question Board and discuss all of our questions that we have now answered. Then we demonstrate our understanding by individually taking an assessment. Finally, we reflect on our experiences in the unit.
Unit 3: Where does food come from and where does it go next?
Course Name: 7.4 Matter Cycling & Photosynthesis
Est. # of Lessons: 15 (29 days) Unit 3 Title: Where does food come from, and where does it go next?
Unit Overview:
Where does food come from and where does it go next ? We connect cellular respiration to the food making process in plants. We build hydroponic systems to determine how plants produce food and where the plants obtain the inputs/ reactants to photosynthesis. We explore how matter and energy is transferred between producers, consumers, and decomposers. We create models of matter and energy cycles to explain the decomposition of moldy bread and a whale carcass.
STAGE 1: DESIRED RESULTS
Established Goals
● MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
● MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
● MS-LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
● MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Understandings
● Within cells, special structures are responsible for particular functions.
● Plants, algae, and many microorganisms use the energy from light to make sugars from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen.
● Each pure substance has characteristic physical and chemical properties that can be used to identify it.
● Substances react chemically in characteristic ways. In a chemical process the atoms that make up the original substances are regrouped into different molecules and these new substances have different properties from those
Transfer Goals
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Self-Directed Learners, Information Analysts, Critical Thinkers, Responsible Citizens)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
Essential Questions
● How do plants obtain and produce their food?
● What roles do light, air, and water play in plant survival?
● How do plants store and use energy when conditions change?
● How does food energy cycle through ecosystems?
Unit 3: Where does food come from and where does it go next?
of the reactants.
● The chemical reaction by which plants produce complex food molecules requires an energy input to occur.
Knowledge
Key Vocabulary:
Hydroponics, stomata/stoma (optional,)photosynthesis, mitochondria, natural, synthetic, decomposers, consumers and producers, fats, transpiration and chloroplasts, system, inputs, outputs, food molecules, carbohydrates, proteins, relative humidity, glucose matter energy and calories cellular respiration
● Plants use energy from the sun to make sugars (food) from carbon dioxide and water. Plants release oxygen as an additional output in this process. This process is called photosynthesis. During the process of photosynthesis, energy is transferred from the sunlight to the plant. All plants make their own food molecules through the process of photosynthesis. Photosynthesis occurs in the chloroplasts of plant cells.
● Maple trees are tapped in early spring before there are any leaves. Maple trees have sap, or food, even in the winter when there aren’t leaves on the tree. People have been tapping trees for sap for a long time. Besides maple trees, there are other trees that sap can be collected from and made into syrup.
● In the dark, plants do not do photosynthesis. Instead, they do some kind of chemical reaction that takes in oxygen and releases carbon dioxide and water (cellular respiration).
● Plants do cellular respiration. This is how their cells (and our cells) get energy to survive and grow. If plants make sugar (through photosynthesis) faster than their cells use it for energy (through cellular respiration), they store up that extra food by converting it to starches (or fats). These can be used later for fuel or building blocks. Plants use their stored food as building blocks by reassembling the atoms in that food to make new substances.
● Everything we eat contains matter that came from either plants or animals. Some foods we eat have been processed either physically or chemically, but we can still trace them back to originally coming from plants. Most animals, including humans, eat plants, other animals
Skills (Framed as Learning Targets)
● I can use a hydroponic plant system and indicators of food molecules to investigate whether soil, plant food, water, or air could be potential sources of food molecules in plants.
● I can develop a list of candidates coming into contact with the hydroponic plants both below and above the surface that light is shining on.
● After looking at air and light (in addition to water and hydroponic plant food), I can figure out none of our initial candidates contain whole food molecules.
● I can conduct an investigation and produce data showing carbon dioxide decreasing and water increasing in the air surrounding plant leaves exposed to light.
● I can analyze and interpret second hand data, confirm carbon dioxide and water patterns, and discover that oxygen levels are increasing around the plant.
● I can see small openings on the leaf surface and discuss how these could allow plants to “breathe,” by letting gases in and out. Inside the leaves, we see moving green circles inside repeating structures.
● I can gather information from a reading that the repeating structures are plant cells, and the green circles, or chloroplasts, are moving in response to light.
● I can discuss how light and chloroplasts fit in our plant model and review the other inputs and outputs.
Unit 3:
that once ate plants, or both.
● Most animals, including humans, use the food molecules they eat to build up larger molecules for growth, to get energy by burning glucose through cellular respiration, or to store for later use.
● Many decomposers take in oxygen and food molecules and give off carbon dioxide and water. Decomposers recycle dead plant and animal matter and transfer energy back into the system. Decomposers use matter for food that humans (and many animals) cannot use for energy and matter.
● The outputs of living things become the inputs of other living things and part of the nonliving components of the system. Systems consist of living (producers, consumers, and decomposers) and nonliving (air and water) components where atoms are continuously recycled between these components.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Mid point assessment: revised initial model opportunity to explain adjacent phenomena
Whale Fall Task: apply their understanding of matter cycling and energy flow to a real-world scenario involving a whale fall ecosystem
Formative Assessment
● Develop and revise models to describe how matter cycles among nonliving and living parts of a system during processes like photosynthesis.
● Explain the process of photosynthesis, including the inputs and outputs, and the role of plant structures like chloroplasts.
● Written Response: cite evidence and reasoning for water as both an input and output
● Written Explanation : explanation of how trees or saplings that do not have leaves can survive
● Ongoing class discussions and the use of a Driving Question Board help teachers assess students' developing understanding of key concepts.
Story of a Food Atom: Using a story format, bullet notes, or steps, write everything learned about where food comes from and goes at an atomic level.
First Topic: Photosynthesis & Plants
Estimated # of Lessons: 8 (14 days)
STAGE 3: LEARNING PLAN
Unit 3: Where does food come from and where does it go next?
Learning Targets:
● I can use a hydroponic plant system and indicators of food molecules to investigate whether soil, plant food, water, or air could be potential sources of food molecules in plants.
● I can develop a list of candidates coming into contact with the hydroponic plants both below and above the surface that light is shining on.
● After looking at air and light (in addition to water and hydroponic plant food) I can figure out none of our initial candidates contain whole food molecules.
● I can conduct an investigation and produce data showing carbon dioxide decreasing and water increasing in the air surrounding plant leaves exposed to light.
Learning Activities:
Essential Questions:
● How do plants obtain and produce their food?
● What roles do light, air, and water play in plant survival?
● How do plants store and use energy when conditions change?
● How does food energy cycle through ecosystems?
Lesson 1: Anchoring Phenomenon. Where does this stuff come from?
● We brainstorm food we ate that we think come from plants, animals, or other sources. We taste maple syrup and maple sap - foods that we are surprised comes from plants and watch a video of sap being extracted from a tree. We review nutrition labels for the plant foods we ate. All the plants have some food molecules. We know we get our food from eating, but how do plants get their food? Where is the food in plants coming from? We develop a model to try to explain this and develop a Driving Question Board to guide future investigations
Lesson 2: Investigation. Do plants get their food molecules by taking them in?
● We use a hydroponic plant system and indicators of food molecules to investigate whether soil, plant food, water, or air could be potential sources of food molecules in plants. We develop a list of candidates coming into contact with the hydroponic plants both below and above the surface that light is shining on.
Lesson 3: Problematizing. What other inputs could be sources of food molecules for the plant?
● We revisit the composition of air and light to look for possible sources of food molecules. After looking at air and light (in addition to water and hydroponic plant food) we figure out none of our initial candidates contain whole food molecules. We realize that we might have to adjust our question and look to find whether plants could be putting together parts of food molecules, instead of directly taking in whole food molecules.
Lesson 4: Investigation. Are any parts that make up food molecules coming into the plant from above the surface?
● We conduct an investigation and produce data showing carbon dioxide decreasing and water increasing in the air surrounding plant leaves exposed to light. We analyze and interpret second hand data, confirm carbon dioxide and water patterns, and discover that oxygen levels are increasing around the plant.
Lesson 5: Investigation. How are these gases getting into and out of leaves?
● We observe the surface of real leaves along with microscopic leaf images and a video. We see small openings on the leaf surface and discuss how these could allow plants to “breathe,” by letting gases in and out. Inside the leaves, we see moving green circles inside repeating structures. We gather information from a reading that the repeating structures are plant cells, and the green circles, or chloroplasts, are moving in response to light. We discuss how light and chloroplasts fit in our plant model and review the other inputs and outputs. We discuss how a simulation could help us figure out what exactly is happening inside plant
Unit 3: Where does food come from and where does it go next?
leaves.
Lesson 6: Investigation. How are all these things interacting together in this part of the plant?
● We use a computer simulation to explore how water, carbon dioxide, light, and chloroplasts interact in a plant cell. We use the simulation to carry out an investigation into how changing the amount of one of these inputs affects the outputs of the plant cell. We use the evidence we collect to argue that decreasing the amount of water, carbon dioxide, light, and chloroplasts decreases the amount of oxygen and sugar produced by the plant cell. We also argue that removing any one of these inputs prevents the plant from producing oxygen or sugar.
Lesson 7: Investigation/Problematizing. Why do plants need light?
● We know sunlight is needed for plants to make food, but we aren't sure what it’s doing. We think sunlight gives plants energy, but so far our models only account for matter. We investigate the role of sunlight by examining food labels to figure out how much energy water, carbon dioxide, and glucose can provide for the body. We argue from evidence that since glucose (an output of plants) provides energy for our bodies in the form of calories, but inputs of plants, water and carbon dioxide, do not have energy in the form of calories, the energy must be coming from some other input. The sunlight must be the source of the energy for plants to rearrange the Cs, Hs, and Os through chemical reactions.
Lesson 8: Putting Pieces Together. Where are plants getting food from?
● We develop a Gotta-Have-It Checklist to highlight the key ideas that we figured out in Lessons 1–7. On day 2, students take an individual assessment, applying what we have learned to explain new phenomena. We revise our consensus model by drawing and explaining what we figured out in Lessons 1–7 to explain how plants get food molecules. Our models include key inputs and outputs and differentiate between matter and energy.
Second Topic: Photosynthesis & Food
STAGE 3: LEARNING PLAN
● I can analyze and interpret second hand data, confirm carbon dioxide and water patterns, and discover that oxygen levels are increasing around the plant.
● I can see small openings on the leaf surface and discuss how these could allow plants to “breathe,” by letting gases in and out. Inside the leaves, we see moving green circles inside repeating structures.
● I can gather information from a reading that the repeating structures are plant cells, and the green circles, or chloroplasts, are moving in response to light.
● I can discuss how light and chloroplasts fit in our plant model and review the other inputs and outputs.
Estimated # of Lessons: 6 (15 days)
Essential Questions:
● How do plants obtain and produce their food?
● What roles do light, air, and water play in plant survival?
● How do plants store and use energy when conditions change?
● How does food energy cycle through ecosystems?
Lesson 9: Problematizing. Where do the food molecules in the maple tree come from?
● We apply our models to try to explain how maple trees can produce sap in the winter, but our models predict that plants only make food molecules when leaves are present and sugar comes out of maple trees when leaves aren’t there. We realize that our models can’t yet explain how food molecules can be found in
Unit 3: Where does food come from and where does it go next?
plants when all the inputs or structures needed are gone. We develop initial explanations for how food molecules can be found in plants when leaves aren’t present. Then we add new questions to our Driving Question Board (DQB).
Lesson 10: Investigation. Why don’t plants die at night?
● We use our model to predict when plants don’t make food molecules and wonder why plants don’t die at night. We conduct an investigation and produce data showing that plants release carbon dioxide and water when in the dark. We analyze and interpret second hand data and discover that plants take in oxygen in the dark. We argue that photosynthesis doesn’t happen in the dark, but now we are curious about what is happening. We wonder, are plants breathing like us? We compare our findings to humans and theorize that maybe plants burn stored food through cellular respiration when they can’t make food molecules through photosynthesis.
Lesson 11: Investigation. Why don’t plants die when they can’t make food?
● We plan and carry out an investigation to see whether plants without leaves are doing cellular respiration. We use the results to argue from evidence that the food plants make is able to provide them energy (just as in humans). We read about where this happens in plant and animal cells and what plants do with extra food they produce from photosynthesis. We use the ideas from this and the evidence we collected to construct an explanation of what is happening to a maple tree in a time-lapse video filmed over many years.
Lesson 12: Investigation Where does the rest of our food come from?
● We obtain information from ingredients lists for common processed foods and argue that they are made of matter from plants and/or animals. We obtain information from nutrition facts and data about animal diets and argue that animals have food molecules in them that come from eating plants or other animals that once ate plants. We argue that processed foods are made of matter from plants and/or animals.
Lesson 13:Investigation.What happens to food that doesn’t get eaten?
● In this lesson, we watch videos of decomposers that recycle matter and transfer energy from dead plants and animals. We examine data (for changing inputs and outputs of the system) from bread mold (a decomposer) in the light and dark. We read about decomposers in systems around the world and revise our model to include decomposers as a living part of the system.
Lesson 14: Putting the Pieces Together. Where does food come from and where does it go next?
● We share photographs and pictures of decomposers we have seen in our own lives. We revise our consensus model to include arrows representing the continuous cycling of matter and energy. We create a Gotta-HaveIt Checklist from our final revised consensus model using what we figured out from each investigation.
Lesson 15: Putting the Pieces Together. Where does food come from, and where does it go next?
● We revisit the DQB and discuss all of our questions that we have now answered. Then we demonstrate our understanding by individually taking an assessment. Finally, we reflect on our experiences in the unit.
Course Name: 7th Grade Science
Unit 4: Ecosystem Dynamics
Est. # of Lessons: 21 (33 days) Unit 4 Title: Ecosystem Dynamics
Unit Overview:
How does changing an ecosystem affect what lives there? Our next unit focuses on the link between orangutan endangerment and chocolate production. For orangutans to survive, they are dependent on the tropical plants for food. We analyze palm oil in chocolate and discover its connection to rainforest habitat loss. We then explore sustainable agriculture alternatives and design a palm oil farm to support orangutan conservation and farmer livelihoods.
STAGE 1: DESIRED RESULTS
Established Goals
● MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
● MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
● MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
● MS-LS2-5: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
● MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
● MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Understandings
● Ecosystems are complex and interconnected. Actions in one part of an ecosystem, such as deforestation for palm oil plantations, can have far-reaching consequences for other species and the overall health of the ecosystem.
● A diverse ecosystem is better able to withstand disturbances and recover from them.
● There is often a tension between human needs and environmental protection.
Transfer Goals
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
Essential Questions
● How does changing an ecosystem affect what lives there?
Unit 4: Ecosystem Dynamics
Knowledge
Key Vocabulary: Plantation, Palm oil, Oil palm, Land-use change, Population, Trend, Fluctuation, Stable, Disruption, Biodiversity, Monocrop, Natural kinds, Seed dispersal, Extinct, Endangered, Diversified farming, Sustainable, Customary forest
● Palm oil is used in many candies and makeup products. Farmers are cutting down rainforests to grow oil palm plants. When oil palm farms increase, orangutans and tigers lose their homes. More oil palm farms mean more rats, pigs, and snakes in the area.
● Different food and product oils come from farms in various environments. To make farms, original plants are removed. Palm oil is more efficient because it needs less land to grow
● Oil palm plants need lots of sunlight, rain, and warm temperatures. They grow best near the equator, where tropical rainforests are located.
● People in oil palm regions often have few ways to make money. Cutting down rainforests might be their only way to support their families.
● Populations are groups of living things in the same area. Each organism and population needs a certain amount of space to survive.
● Orangutans compete for food within their group. They prefer high-energy food but can eat less nutritious food to survive. When food is scarce, competition increases and survival becomes harder.
● Population sizes naturally go up and down. More resources mean population growth. Limited resources cause population decline. If orangutans can't get enough food, fewer will survive and reproduce. Changes in resources, big or small, affect the population.
● When resources are plentiful, both predators and prey can thrive. Competition helps prevent any one population from growing too large. Tropical rainforests are more complex than palm farms, with many interconnected plants and animals. If one species disappears, it can cause changes to other species.
● Orangutans disperse seeds throughout the tropical rainforest by spitting and defecating. Both orangutans and fruit trees benefit from each other because orangutans get food from
Skills (Framed as Learning Targets)
● I can investigate how organisms and populations of organisms depend on interactions with other populations particularly as they search for food resources.
● I can model different interactions in the rainforest and oil palm systems and model different disruption scenarios and predict how those disruptions would shift populations.
● I can compare rainforest systems to oil palm systems in terms of the biodiversity found in each system.
● I can figure out different ways to grow food compared to monocrop in order to obtain different benefits, or services.
● I can use criteria and constraints paying particular attention to what land-use strategies work for different stakeholders and the limits of their application.
● I can use a computer model to generate data to test ideas about population dynamics in the rainforest and farm designs.
● I can calculate ratios of orangutans to land area to understand population density.
● I can discuss limitations of system models for representing the complexity of real-world systems.
● I can make sense of small changes in the system that have large impacts, as well as sudden and gradual changes over time for orangutan populations and farmers income in their final designs.
Unit 4: Ecosystem Dynamics
fruit trees and fruit trees get their seeds spread throughout the tropical rainforest. If orangutans go extinct, some fruit tree populations may decrease, because seeds may not get spread and grow into trees, which could affect other populations.
● Rainforests have more populations and connections than oil palm farms. Any change or disruption to the ecosystem will impact different populations Everything in an ecosystem is connected and depends on each other. A disruption in a monocrop system will impact all the populations in the system.
● Communities can grow food in ways that help ecosystem populations. Diversified farming means growing multiple crops together. Sustainable oil palm farms protect forests and create wildlife habitats. Some villages use forest areas to grow food, medicine, and craft plants.
● Intercropping helps farmers protect their income if one crop fails. Sustainable farms maintain healthy soil and improve harvests. Customary forests provide food, water, materials, and protection from landslides.
● Different food growing methods affect humans, animals, and plants differently. Some approaches work for some people but not for everyone. We can grow food in ways that minimize disruptions to natural systems.
● Some food growing solutions can help both people and orangutans. Farmers can set aside land to support orangutan populations without losing income. Neighboring farms can work together to create more space for wildlife. Connecting forest areas can help increase orangutan populations.
● Keeping tropical rainforests helps orangutans the most. Some forest areas provide income for local people. Large farms make money, but don't help orangutans. Mixed land-use designs work best for both people and wildlife.
● Communities can take big and small actions to protect nature. Small changes in habits can make a big difference over time. Some actions are easier to do than others. When people work together, they can help protect natural systems.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Unit 4: Ecosystem Dynamics
Summative Assessment
● Monarch Butterflies on the Shortgrass Prairie: analyze and interpret data about the organism’s survival and reproduction
● Southwestern Willow Flycatcher: construct and argument based on small subset of data
● Disruption Scenarios: present models and predictions, showing their understanding of how ecosystems are dynamic and how disruptions can lead to changes in populations
● Use of a computer model: simulate population dynamics and test ideas about ecosystem stability and disruptions.
● Redesign Land To Support Orangutans & People Embedded Task: to protects diversity and increases production based on key criteria and constraints
First Topic: Monoculture
Learning Targets:
Formative Assessment
● Driving Question Board on parts of the ecosystem
● Initial diagram showing what they have learned about Candy & Orangutans
● Palm Farm Designs to define the problem and develop a design that protects diversity and increases production
STAGE 3: LEARNING PLAN
● I can figure out different ways to grow food compared to monocrop in order to obtain different benefits, or services.
● I can use criteria and constraints paying particular attention to what land-use strategies work for different stakeholders and the limits of their application.
● I can use a computer model to generate data to test ideas about population dynamics in the rainforest and farm designs.
● I can discuss limitations of system models for representing the complexity of real-world systems.
Learning Activities:
Estimated # of Lessons: 10 (18 days)
Essential Questions:
● How does changing an ecosystem affect what lives there?
Lesson 1: Anchoring Phenomenon. How could buying candy affect orangutan populations in the wild?
● We read headlines that claim that our candy-buying habits could affect orangutan populations in the wild. We examine candy ingredients and realize that one ingredient, palm oil, is produced in the same location in which orangutans live. We read about tropical rainforests in Indonesia being cut down to grow oil palm. We wonder how oil palm trees lead to a decrease in the orangutan population. We develop a Driving Question Board (DQB) to guide future investigations.
Lesson 2: Investigation. Can we replace palm oil with something else?
● We explore other crops as a substitute for palm oil. We analyze data for soybean and canola oil and realize that palm oil requires much less land and produces way more oil than the other oils. We conclude that any oil would require clearing land for farming and that palm oil is very efficient, so it is probably not going away. This makes us wonder if there is somewhere else to grow oil palm, so we won’t harm orangutans.
Unit 4: Ecosystem Dynamics
Lesson 3: Investigation. Can we grow oil palm trees somewhere else so that we’re not cutting down tropical rainforests?
● We wonder if we can grow oil palm in other places. We obtain more information about the nonliving conditions that the oil palm plant needs to grow and examine maps that meet these conditions. We figure out that oil palm grows best in equatorial regions, which is also where tropical rainforests are located. We conclude that both kinds of plants share the same nonliving requirements and compete for the same space to grow. This makes us wonder how oil palm farmers and other farmers grow crops in places where they harm the ecosystem that was there first.
Lesson 4: Investigation. Why do people cut down tropical rainforests when they know it is harmful to the animals that live there?
● We decide we need to learn more about the people who farm oil palms. We watch interviews with some of these farmers, and we learn that cutting down tropical rainforests to sell or grow resources is sometimes the only way for people in these areas to support themselves. We revisit our original problem with a new priority: We need to make sure that our solution allows all people to support themselves and their families. This makes us wonder if there are better ways for farmers to grow oil palms that could also save tropical rainforest animals.
Lesson 5: Investigation. How have changes in our community affected what lives here?
● We share our murals documenting changes in our own community since major human disturbance. We make outdoor observations of evidence of the plant and animal life around the school, along with observations about the changes humans have made to the land. We share what we notice and compare the changes in our own community to those in Indonesia. We modify our model, and then we add questions to the DQB about our local community.
Lesson 6: Problematizing. If palm oil is not going away, how can we design palm farms to support orangutans and farmers?
● We reflect on what we have figured out to define the problems associated with palm oil farms. We think about how we can design a better palm farm system that will support both the farmers and the orangutan and tiger populations. We use what we learn to co-construct criteria and constraints to guide our design decisions. We revisit our Driving Question Board to add new questions that will help us design a system that is more stable and will help us refine our criteria and constraints.
Lesson 7: Investigation. How many orangutans typically live in the tropical rainforest?
● We examine a StoryMap that presents information about the number of orangutans in four protected areas with intact tropical rainforests. We notice that the number of orangutans in each area fluctuates some but is relatively steady. We notice that larger areas seem to have more orangutans. We calculate how many orangutans are in 1 km2 for each park and realize that it is similar across parks, and only about 1-3 orangutans can live in 1 km2 .
Lesson 8: Investigation.Why do orangutans need so much forest space?
● We gather data from a computer simulation in which individual orangutans compete with each other for food resources (fruit and termites). We run multiple trials of experiments to test three different environmental conditions with more or less rainforest fruit available (independent variable). After constructing class histograms using data from each trial, we examine how well individual orangutans and the orangutan population overall responded by analyzing averages and ranges of energy points for orangutans (dependent variables). We make claims about food resources and competition between individuals within the population.
Lesson 9: Investigation. Would planting more rainforest fruit trees help the orangutan population increase?
● We conduct experiments in a simulation, manipulating the amount of food resources (independent variable) over time to observe how orangutan population sizes increase or decrease (dependent variable).
Second Topic: Man’s Impact on Species Extinction
Learning Targets:
● I can investigate how organisms and
Estimated # of Lessons: 11 (15 days)
Essential Questions:
Unit 4: Ecosystem Dynamics
populations of organisms depend on interactions with other populations particularly as they search for food resources.
● I can model different interactions in the rainforest and oil palm systems and model different disruption scenarios and predict how those disruptions would shift populations.
● I can compare rainforest systems to oil palm systems in terms of the biodiversity found in each system.
● I can calculate ratios of orangutans to land area to understand population density.
● I can make sense of small changes in the system that have large impacts, as well as sudden and gradual changes over time for orangutan populations and farmers income in their final designs.
Learning Activities:
● How does changing an ecosystem affect what lives there?
Lesson 10: Putting Pieces Together. How do changes in the amount of resources affect populations?
● We analyze other cases where populations changed due to a change in available resources. We see a pattern that connects the population of an organism to the availability of resources that organism needs. Afterward, we apply these understandings to an assessment in which we explain why the loss of short and tallgrass prairies has caused monarch butterfly populations to decrease.
Lesson 11: Investigation. How does planting oil palm affect other populations?
● We are curious about other populations affected by the palm oil industry. We develop system models for the oil palm system and realize when there are unlimited resources, both predators and prey do well. We develop system models for the tropical rainforest and realize there is more competition to keep populations at a stable size. We decide the rainforest system has more components and interactions than the oil palm system.
Lesson 12: Investigation. What would happen if orangutans go extinct?
● We are curious about what would happen if orangutans went extinct. We read an interview with Andrea Blackburn, who studies orangutans. We watch videos, examine images, and make noticings from data tables from her research. We support tentative claims with the data, and identify additional questions and data that would help clarify those claims.
Lesson 13: Putting Pieces Together. How does an ecosystem change when the plants change?
● We use an updated system model to make predictions and test ideas about different kinds of disruptions to the rainforest and oil palm systems. We figure out that the rainforest system can withstand some disruptions due to its interconnectedness, but the oil palm system cannot. We apply ideas to a new case and complete a short individual assessment. We summarize what we know about monocrop oil palm farming to motivate us to design a better way to farm it.
Lesson 14: Investigation. How can people benefit from growing food in ways that support plants and animals in the natural ecosystem?
● We are curious about what would happen if orangutans went extinct. We read an interview with Andrea Blackburn, who studies orangutans. We watch videos, examine images, and make noticings from data tables from her research. We support tentative claims with the data, and identify additional questions and data that would help clarify those claims.
Lesson 15: Investigation. How can people benefit from growing food in ways that support plants and animals in the natural ecosystem?
Unit 4: Ecosystem Dynamics
● We wonder how people can benefit from growing food in ways that help plants and animals. We view StoryMaps that include people’s perspectives about (1) diversified farming where farmers grow different crops together; (2) sustainable oil palm and prairie strips where farmers do not expand their farms and include wildlife habitat on their farms; and (3) customary forests where people cultivate and harvest plants from existing tropical rainforest.
Lesson 16: Investigation. How can people benefit from growing food in ways that support plants and animals in the natural ecosystem?
● We summarize what we know about monocropped farms. We jigsaw to synthesize information about different approaches to growing food. We rank how the approaches work for plants and animals and people. We discuss the trade-offs between each approach and clarify claims about which approach we think will work best. We brainstorm how to test our claims in a simulation.
Lesson 17: Investigation. How can we redesign the way land is used in Indonesia to support orangutans and people at the same time?
● Working in groups of three, students use a computer simulation to redesign the way land is used in Indonesia to support orangutans and people at the same time. Students evaluate design solutions created by other groups and optimize their own design solutions.
Lesson 18: Putting Pieces Together. How do our designs work for orangutans and people in Indonesia?
● We present our best designs to our peers and evaluate each other’s designs based on the agreed-upon criteria and constraints. We consider how well each design would work in the real world and trade-offs made in the design process. We argue for which designs work best for people, orangutans, and both, and make claims about why they work well.
Lesson 19: Putting Pieces Together. How can we inform others in our community about the palm oil problem and convince them to take action?
● We have figured out that the problem will require large-scale solutions combined with individual action. We create public service announcements (PSAs) to inform stakeholders in our community about the palm oil problem and how they can act to address this problem. We present our PSAs to our peers, teachers, and/or stakeholders and receive feedback on our approach.
Lesson 20: Investigation. What should we do to take care of our local land, plants, and animals?
● We are introduced to a local phenomenon, either a declining local population (Pathway A) or a way our community is currently caring for the land (Pathway B). We investigate this phenomenon through readings, videos, and/or learning with community members. We are introduced to one action we can take or multiple actions we could consider taking. We take action in our community in service of addressing a challenge with this local phenomenon, such as habitat restoration, monitoring biodiversity, or communicating with stakeholders about the issues.
Course Name: 7th Grade Science
Unit 5 Title: Chemical Reactions & Matter
Unit Overview:
Est. # of Lessons: 14 (25 days)
How can we make something new that was not there before? We move into chemistry as we conduct investigations on how the components of bath bombs react with water to produce gas, a chemical reaction. We develop and compare models to account for how new types of particles can appear. Finally, we apply our learning about chemical reactions to the formation of foam and the crumbling of the marble surface of the Taj Mahal.
STAGE 1: DESIRED RESULTS
Established Goals
● MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures.
● MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
● MS-PS1-5: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
● MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Understandings
● Chemical reactions can occur when certain substances are combined, potentially resulting in the formation of new substances, including gases. This understanding applies to phenomena like bath bombs in water and other reactions that produce gas bubbles.
● In a closed system, the total mass remains constant during chemical reactions, even when new substances are formed. This concept relates to Dalton's atomic theory and explains how gases can be produced without changing the system's total mass.
● The addition of energy (e.g., heat or electricity) to a substance can cause phase changes or chemical reactions, potentially resulting in the formation of new substances.
● Chemical reactions involve rearrangements of particles at the molecular level, leading to the formation of new substances with different
Transfer Goals
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
Essential Questions
● Where is the gas coming from?
● What’s in a bath bomb that is producing the gas? Which combinations of the substances in a bath bomb produce a gas?
● What gas(es) could be coming from the bath bomb? How can we explain another phenomenon where gas bubbles appear from combining different substances together?
● How can particles of a new substance be formed out of the particles of an old substance?
● Does heating liquid water produce a new substance in the gas bubbles that appear?
● How can a new substance (a gas) be produced and the total mass of the closed system not change?
properties.
● Substances can undergo chemical changes when exposed to environmental factors, leading to alterations in their composition or structure.
Knowledge
Key Vocabulary:
Citric acid, baking soda, Epsom salt , property, substance, soluble, state of matter, dissolve, mixture, viscosity, insoluble, solubility, density, flammability, nitrogen, oxygen, argon, carbon dioxide, neon, helium, methane, hydrogen, propane, meniscus, atom, molecule sulfur, chemical reaction, phase change, chemical process, product, reactant, odor, acid rain, pollutants, algae, sulphuric acid, nitric acid, iron, calcium carbonate, marble, malic acid
● The gas we observed from the bath bomb does not come from any gas that was originally trapped in the bath bomb itself. Instead, the gas we observed when the bath bomb was placed in water comes from some change to the matter that is already there.
● Substances in the bath bomb have properties that can help us identify them (e.g., solubility, odor, state of matter at room temperature, melting point, density, and color).
● Mixing only one substance from a bath bomb with water does not cause gas bubbles to appear.
● Citric acid and baking soda combined are the only substances from the bath bomb that, when combined with water, cause gas bubbles to form. The gas(es) in the bubbles are substance(s) that are different from any of the substances we started with.
● Density and flammability are properties. In high concentrations, gases that are non flammable will extinguish a flame.
● Materials that are less dense float upward when surrounded by matter that is more dense; materials that are more dense sink downward when surrounded by matter that is less dense.
● The mass of a partially open system where potassium iodide and hydrogen peroxide are combined decreases because a gas is formed and some of it escapes the system.
● The gas makes a glowing ember burst into flame and an already burning flame glow brighter.
Skills (Framed as Learning Targets)
● I can develop a model showing what is happening at a scale smaller than we can see (patterns) to help explain what happened to the matter in the solid bath bombs (matter) and what caused the gas bubbles to appear (matter).
● I can ask questions that arise from our observations of different bath bombs before and after they were added to water in order to seek additional information about what caused the changes (effects) we saw occurring. This includes what happened to the matter in the solid bath bombs and what caused the gas bubbles to appear as well as what kind of changes are happening to the matter in examples of other related phenomena we raised.
● I can collaboratively plan and carry out an investigation in a closed system to answer the question, “Where does the gas produced by the bath bomb come from?”
● I can construct and present an oral and written argument supported by empirical evidence and scientific reasoning to support the claim that gas is not trapped in the bath bomb to start with but must come from some change to the matter that was already in the system to begin with.
● I can analyze and interpret data to identify patterns in the characteristic properties of substances.
● I can plan and carry out an investigation to collect data to identify patterns in the characteristic properties of substances from a bath bomb when they are individually added to water.
● Flammability data can help identify the types of gases that aren’t being produced.
● Testing the melting/freezing point, density, and/or comparing the results of the flammability test to results from controls could help identify additional gases that aren’t being produced in this process.
● The same substance is made of the same type of particles throughout.
● Different substances are made of different materials throughout.
● The particles that make up the substances in the gas bubbles from a bath bomb must be a different type of particle than any of those in the substances that were combined together to make it (water, baking soda, and citric acid).
● When new substances form from old substances, the particles of the old substances might break apart and/or stick together to form new combinations of particles.
● Density is calculated as a ratio of mass to volume (a unit rate). It is constant (a property) for any sample of a substance, regardless of size.
● Two different gases with different properties are produced from adding energy from a battery to water.
● Molecules are made of atoms and all the substances in our world are made of very few types of atoms.
● A substance is made of the same type of molecules (or atoms throughout). The number, type, and arrangement of atoms in the molecules that make up a substance are unique to that substance.
● In a chemical reaction, the particles that make up old substances can be broken apart and the atoms that make them up can be rearranged to form new molecules to make new substances.
● In a chemical reaction, the amount of matter at the beginning (in the reactants) is the same amount of matter at the end of the reaction (in the products). This is because all of the atoms we started with are still there.
● No new atoms can appear that weren’t there to start with. Chemical reactions, phase changes, and dissolving are all chemical processes that involve rearrangement of the particles that make up the matter in the system.
● Odor is a property of a substance that is determined by the number, type, and arrangement of atoms that make up that substance.
Unit
● Molecules of substances must travel into our nose for us to detect an odor. Our nose has many different cells that each have different structures (sensory receptors for odor) that different shaped molecules can fit into, which will cause that cell to send a signal to other nerve cells that relay that signal to our brain.
● The perception of different scents is the result of a combination of signals that the brain receives from different nerve cells.
● Two pollutants in the air around the Taj Mahal are interacting with the surface causing a chemical reaction to occur and change the surface to a new substance.
● Algae that is on the surface of the Taj Mahal secretes different acids that cause a chemical reaction to occur with the (calcium carbonate) marble surface.
● The algae and pollutants in the air around the Taj Mahal are causing it to crumble due to chemical reactions that are occurring.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Related Phenomena Poster: create a poster based on a phenomena that is different, but related to the bath bomb phenomena
● Hydrolysis CER: write an argument using property data to identify the two gases produced from hydrolysis
● Construct an explanation: write a response on two explanations of the bath bomb reaction.
● Taj Mahal Transfer Task: apply understanding of chemical reactions to a real-world scenario. This task involves investigating the chemical reactions causing the deterioration of the Taj Mahal's marble surface.
First Topic: Matter
Learning Targets:
● I can develop a model showing what is happening at a scale smaller than we can see (patterns) to help explain what happened to the matter in the solid bath bombs (matter) and what caused the gas bubbles to appear (matter).
Formative Assessment
● Initial Model: Students develop a comprehensive model that represents the conservation of matter and the rearrangement of atoms in chemical reactions.
● Odor Detection Essay: a written response explaining what an odor is and how it is detected based on the results of the lab investigation and informational text
● Final Model: Students demonstrate their understanding of chemical reactions by creating a final model that accurately depicts the transformation of reactants into products.
Estimated # of Lessons: 7 (14 days)
Essential Questions:
● Where is the gas coming from?
● What’s in a bath bomb that is producing the gas? Which combinations of the substances in a bath bomb produce a gas?
STAGE 3: LEARNING PLAN
● I can ask questions that arise from our observations of different bath bombs before and after they were added to water in order to seek additional information about what caused the changes (effects) we saw occurring. This includes what happened to the matter in the solid bath bombs and what caused the gas bubbles to appear as well as what kind of changes are happening to the matter in examples of other related phenomena we raised.
● I can collaboratively plan and carry out an investigation in a closed system to answer the question, “Where does the gas produced by the bath bomb come from?”Where does the gas produced by the bath bomb come from?”
Learning Activities:
● What gas(es) could be coming from the bath bomb? How can we explain another phenomenon where gas bubbles appear from combining different substances together?
● How can particles of a new substance be formed out of the particles of an old substance?
● Does heating liquid water produce a new substance in the gas bubbles that appear?
● How can a new substance (a gas) be produced and the total mass of the closed system not change?
Lesson 1: Anchoring Phenomenon. What happens when a bath bomb is added to water (and what causes it to happen)?
● We observe different bath bombs and what they do when added to water and then develop individual models and explanations to show what is happening at a scale smaller than we can see. We develop an initial class consensus model, brainstorm related phenomena, develop a DQB and ideas for investigations to pursue.
Lesson 2: Investigation. Where is the gas coming from?
● We investigate bath bombs, measuring their mass in a closed and open system before and after crushing them and before and after we add the bath bomb to water. We argue from evidence about where the gas came from.
Lesson 3: Investigation. What’s in a bath bomb that is producing the gas?
● We make observations and collect data on each of the main ingredients in a bath bomb, recording the properties of each. We also investigate each ingredient as it mixes with water and record our observations. However, we see that the ingredients interact with water in different ways.
Lesson 4: Putting Pieces Together, Investigation. Which combinations of the substances in a bath bomb produce a gas?
● We will discuss and record what we’ve figured out so far in the unit. We will plan and carry out an investigation to test different combinations of substances from a bath bomb, and we will use the results to argue that the gas produced must be a new substance.
Lesson 5: Investigation. What gas(es) could be coming from the bath bomb?
● We brainstorm phenomena related to gases and identify some different properties. We analyze the data by taking into account common gases and their known densities and flammabilities. We test the flammability of air from the room, gas from the bath bomb, and helium gas. We carry out an investigation to see if gas from the bath bomb rises or sinks. We argue from evidence (density and flammability data) that the gas from the bath bomb can be narrowed down to three candidate substances.
Lesson 6: Putting Pieces Together. How can we explain another phenomenon where gas bubbles appear from combining different substances together?
● We apply what we have figured out about properties to explain a related phenomena (elephant’s toothpaste). We revisit our DQB and reflect on what other related phenomena we might explain using the same key model ideas.
Lesson 7:Putting Pieces Together. How can we revise our model to represent the differences in the matter that goes into and comes out of the bath bomb system?
● We work as a class to summarize and review all of the science ideas we have figured out through the
investigations we have done so far in order to put all the pieces together. We develop a new way to represent what we figured out, using an input/output table. We identify an unanswered question about where the particles that make up the substance(s) of the gas came from and individually develop a model to try to explain this.
STAGE 3: LEARNING PLAN
Second Topic: Chemical Reactions
Learning Targets:
● I can construct and present an oral and written argument supported by empirical evidence and scientific reasoning to support the claim that gas is not trapped in the bath bomb to start with but must come from some change to the matter that was already in the system to begin with.
● I can analyze and interpret data to identify patterns in the characteristic properties of substances.
● I can plan and carry out an investigation to collect data to identify patterns in the characteristic properties of substances from a bath bomb when they are individually added to water.
Learning Activities:
Estimated # of Lessons: 7 (11 days)
Essential Questions:
● Where is the gas coming from?
● What’s in a bath bomb that is producing the gas? Which combinations of the substances in a bath bomb produce a gas?
● What gas(es) could be coming from the bath bomb? How can we explain another phenomenon where gas bubbles appear from combining different substances together?
● How can particles of a new substance be formed out of the particles of an old substance?
● Does heating liquid water produce a new substance in the gas bubbles that appear?
● How can a new substance (a gas) be produced and the total mass of the closed system not change?
Lesson 8:Problematizing. How can particles of a new substance be formed out of the particles of an old substance?
● We develop alternate models for how new particles might be made from old particles using manipulatives (printed colored circles). We formulate questions we have about how we could figure out what happens when new substances are made from old. We read about what Dalton and other scientists did to see if adding energy to water could form new particles.
Lesson 9: Investigation. Does heating liquid water produce a new substance in the gas bubbles that appear?
● We carry out an investigation to test the flammability of the gas produced by heating water. We collect data on the mass and volume of different samples of the water we started with and two other clear liquids and compare the mass and volume of each to the substance we collected from the gas produced by heating the water. We analyze graphs of the data and determine that the ratio of mass to volume for a substance is constant and that this is a property (density). We argue that the property data indicates that the gas we collected is made of the same particles that were in the water we started with.
Lesson 10: Investigation. When energy from a battery was added to water, were the gases produced made of the same particles as were produced from heating the water?
● We will carry out an investigation to test the flammability of gases produced by providing energy to water with electricity. We will construct an explanation for whether the gas(es) produced from water using energy from a battery were made of the same particles as those produced from heating the water.
Lesson 11: Investigation. How do Dalton’s models of the particles that change in a reaction compare to the ones we developed?
● We gather and summarize information from a reading on investigations that Dalton and other scientists did and molecular models they developed for atoms, compound particles, chemical reactions, and substances. We will individually use those models to predict and explain what gas is produced in the bath bomb reaction
and what is happening to the particles in the system.
Lesson 12: Putting Pieces Together. How can a new substance (a gas) be produced and the total mass of the closed system not change?
● We revise our consensus model with the molecules of the reactants and the gas produced from the bath bomb. We explain why it could be possible that water is also a product in this chemical reaction. Using property data and molecular models, we argue whether one the solids found in the container after the water has been boiled off is a new substance. We develop a model to represent what is happening to particles in three different chemical processes.
Lesson 13: Putting Pieces Together. Why do different substances have different odors and how do we detect them?
● We carry out an investigation about the scents of different substances to see if we can identify these substances by their odors. We gather information from a reading about how sensory receptors in our nose work. We use what we figure out from the odor lab and the reading to write an explanation about why different substances have different odors and how we detect them.
Lesson 14: Putting Pieces Together.What is happening to the Taj Mahal?
● We apply what we have figured out about properties to explain a related phenomena (pollution and erosion on marble). We carry out an investigation to collect data about what happens when different substances in the air interact with marble. We identify what other evidence we would want to collect in terms of property data to be able to argue whether a chemical reaction occurs.
Unit 6: How can we use chemcal reactions to design a solution to a problem?
Course Name: 7.2 Chemical Reactions & Energy
Est. # of Lessons: 10 (22 days) Unit 6 Title: How can we use chemical reactions to design a solution to a problem?
Unit Overview:
How can we use chemical reactions to design a solution to a problem? We now take on an engineering challenge to redesign a flameless heater that provides hot food to people by just adding water. This deepens our exploration of chemical reactions as we design solutions by investigating how much food and reactants should be included. Finally, we apply the energy transfer model to evaluate different designs for sea turtle incubators and develop an argument for which features would work best based on relevant criteria and constraints.
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
● MS-PS1-6: Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
● MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
● MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
● MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Understandings
● Some chemical reactions release energy, others store energy.
● A solution needs to be tested and then modified on the basis of the test results in order to improve it.
● There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Self-Directed Learners, Information Analysts, Critical Thinkers, Responsible Citizens)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
Essential Questions
● How can we heat food without traditional cooking?
● What chemical reactions can produce heat?
● How do heaters generate heat without flame? What are some possible designs to increase efficiency?
Unit 6: How can we use chemcal reactions to design a solution to a problem?
● Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.
● Models of all kinds are important for testing solutions.
● Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information to the design process.
● The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.
Knowledge
Key Vocabulary:
Exothermic, endothermic stakeholders trade-offs cascading consequences, optimize, & prototype, criteria, constraints, chemical reaction
● Prepackaged emergency food is expensive and hard to use. Getting these meals to people can be challenging.
● Energy transfers from the system of atoms that rearrange during the chemical reaction to surrounding systems (which includes the water and air inside the heater device, the material the device is made of, the thermometer, the food container, the food, and the environment outside of the MRE).
● In an exothermic reaction, energy is transferred and feels warm.
● In an endothermic reaction, energy is absorbed and feels cold.
● The combination of reactants that results in the greatest temperature change is 8% aluminum and 92% CuSO.
●
Skills (Framed as Learning Targets)
● I can develop an initial model to consider how the flameless heater in an MRE works, but I also notice some problems with prepackaged MREs.
● I can research the different ingredients and observe changes in the substances as they warm up to confirm new substances are made. I can model energy transfer in the MRE system using what we learn.
● I can test different chemical reactions to determine if any of them cause an increase in temperature for use in our flameless heater designs.
● I can choose the reaction that increases the temperature the most, model the reaction as particles and the transfer of energy out of the reaction system to the food system, and investigate the weight of each system.
● I can plan and conduct an investigation to determine which proportion of reactants will work best to heat up our food. Then, I can reflect on what makes good instructions and identify our stakeholders.
Unit 6: How can we use chemcal reactions to design a solution to a problem?
● I can work in teams to draw designs for our homemade flameless heaters. My teacher checks our plans for safety before we build prototypes and test them using a Design Testing Matrix based on our criteria and constraints.
● I can provide and receive critique about my flameless heater designs with other teams and work as a class to identify the most promising design characteristics.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Design and Test a Flameless Heater: apply the understanding of chemical reactions and energy transfer to design, construct, and test a homemade flameless heater. Create a heater that meets specific design criteria and constraints.
● Redesign: refine flameless heater designs based on test results and stakeholder feedback. Redesign to improve the heater's performance.
● Sea Turtle Incubators Transfer Task: apply the understanding of energy transfer and design principles to evaluate and optimize designs for a sea turtle incubator.
Learning Targets:
● I can develop an initial model to consider how the flameless heater in an MRE works, but I also notice some problems with prepackaged MREs.
● I can research the different ingredients and observe changes in the substances as they warm up to confirm new substances are made. I can model energy transfer in the MRE system using what we learn.
● I can test different chemical reactions to determine if any of them cause an increase in temperature for use in our flameless heater designs.
● I can choose the reaction that increases the temperature the most, model the reaction as
Formative Assessment
● Developing and Revising Models: develop models to describe how energy is transferred between different parts of the reaction system
● Conducting Investigations: conduct investigations to confirm that chemical reactions are occurring when temperature changes are observed.
● Data Collection and Analysis: collect and analyze data to determine which chemical reaction transfers the most energy to the food system.
Essential Questions:
● How can we heat food without traditional cooking?
● What chemical reactions can produce heat?
● How do heaters generate heat without flame? What are some possible designs to increase efficiency?
STAGE 3: LEARNING PLAN
First Topic: Chemical Reactions
Estimated # of Lessons: 5 (11 days)
Unit 6:
How can we use chemcal reactions to design a solution to a problem?
particles and the transfer of energy out of the reaction system to the food system, and investigate the weight of each system.
● I can plan and conduct an investigation to determine which proportion of reactants will work best to heat up our food. Then, I can reflect on what makes good instructions and identify our stakeholders.
Learning Activities:
Lesson 1: Anchoring Phenomenon. How can we heat up food when we don’t have our typical methods available?
● We develop an initial model to consider how the flameless heater in an MRE works, but we also notice some problems with prepackaged MREs. After brainstorming criteria and constraints for a homemade flameless heater, we create designs. We build a Design Questions Board and gather ideas for investigations.
Lesson 2: Investigation. How do heaters get warm without a flame?
● We revise an investigation to see how hot flameless heaters and hand warmers get. We collect more data to support the idea that a chemical reaction is happening when the devices heat up. We research the different ingredients and observe changes in the substances as they warm up to confirm new substances are made. We model energy transfer in the MRE system using what we learn.
Lesson 3: Investigation. What other chemical reactions could we use to heat up food?
● We test different chemical reactions to determine if any of them cause an increase in temperature for use in our flameless heater designs. We choose the reaction that increases the temperature the most. We model the reaction as particles and the transfer of energy out of the reaction system to the food system and investigate the weight of each system
Lesson 4: Investigation. How much of each reactant should we include in our homemade flameless heater?
● We plan and conduct an investigation to determine which proportion of reactants will work best to heat up our food. Then, we reflect on what makes good instructions and identify our stakeholders. Finally, we administer a survey to our potential stakeholders to figure out what aspects they find most important.
Lesson 5: Putting Pieces Together. How can we refine our criteria and constraints?
● We analyze readings about food temperatures to revise our criteria and constraints. We determine the optimal solution for our homemade flameless heater, including total cost and mass. We reorganize and refine our What We Do as Engineers board to reveal the cyclical process of engineering design.
STAGE 3: LEARNING PLAN
Second Topic: Energy Estimated # of Lessons: 5 (11 days)
Learning Targets:
● I can work in teams to draw designs for our homemade flameless heaters. My teacher checks our plans for safety before we build prototypes and test them using a Design Testing Matrix based on our criteria and constraints.
● I can provide and receive critique about my flameless heater designs with other teams and work as a class to identify the most promising design characteristics.
Essential Questions:
● How can we heat food without traditional cooking?
● What chemical reactions can produce heat?
● How do heaters generate heat without flame? What are some possible designs to increase efficiency?
Unit 6:
Learning Activities:
Lesson 6: Investigation
How can we redesign our homemade flameless heater?
● We work in teams to draw designs for our homemade flameless heaters. Our teacher checks our plans for safety before we build prototypes and test them using a Design Testing Matrix based on our criteria and constraints. After testing, we complete a self assessment of how well our team works as engineers and how well we individually meet expectations as teammates.
Lesson 7: Problematizing. How did our design compare to others in the class?
● We provide and receive critique about our flameless heater designs with other teams and work as a class to identify the most promising design characteristics.
Lesson 8: Investigation, Putting Pieces Together. What effects might result from our design changes?
● We consider possible changes to implement in our design and chart the effects on the other characteristics of our homemade heater.
Lesson 9: Investigation. What is our optimal design for a homemade flameless heater?
● We work in teams to optimize our homemade flameless heaters, build optimized prototypes, and test them using a Design Testing Matrix. We solidify our how-to instructions, and a partner team uses our instructions to build and test our homemade heater. After testing, we complete two self-assessments of how we did as a team in our engineering work. We revisit our Design Questions Board to evaluate and answer any remaining questions.
Lesson 10: Putting the Pieces Together. How can we decide between competing designs?
● We demonstrate understanding on a summative assessment transfer task involving sea turtle incubators. In this assessment we evaluate different designs and develop an argument for which sea turtle incubator design or combination of design features would work best based on relevant criteria and constraints. Then we celebrate our designs by thinking of other applications for our homemade heaters.
Why do things sometimes get damaged when they hit each other? We've all dropped our phones. It lands face down, and that split second before picking it up feels like an eternity. Will it still work, or will we need to buy a replacement? In this first unit, we delve into forces, and how the interactions between them drive how they impact the world around us. Through hands-on experiments, data collection, mathematical analysis and modeling, we will explore how these invisible yet powerful collisions can determine not only how we can better engineer a rover to survive a trip to Mars, but to also help us determine which cell phone case to buy!
How can a sound make something move? In 7th grade, we learned that all matter is composed of atoms that are in various structures and move in various ways. We now connect our atom knowledge to sound. We explore how a truck playing loud music in a parking lot can shake the windows of a building across the parking lot, even set off car alarms! How does sound travel so far? In this unit, we explore sound through hands-on experiments, investigating how vibrations impact the natural world. By collecting data and using mathematical analysis, we examine how invisible waves travel through different materials.
8th Grade Science Year Long Course
How can something move another object without touching it? In our last unit, we explored how sound can move objects from a distance. Now, we investigate what makes a speaker produce sound in the first place. How does pressing play on a Bluetooth device create the notes of our favorite song? What happens inside speakers and how does that compare to earbuds? It all has to do with magnets. Our anchoring event dives into how tiny magnets produce different sounds, with a chance to build our own! We'll then apply what we've learned about magnetism to technologies like Maglev trains, electric motors, and more!
Have you ever looked up to the sky at night and wondered about what else is out there, or where we all fit into the universe? Using our knowledge of gravity from our last unit, we explore Earth's place in the solar system, starting with Manhattanhenge a yearly sunset aligning perfectly with NYC streets. This phenomenon sparks an investigation into sky patterns like eclipses, moon phases, seasons, and tides through podcasts, hands-on investigations, and historical accounts. Finally, we build models of the Earth, Moon, and Sun to uncover how they interact, powering the cosmic dance above us each night.
Why are living things different from one another? Earth is the only known celestial body where life exists, thanks to its position in the Earth-Moon-Sun system. Building on that knowledge, we'll explore the diversity of life on Earth. We'll start by investigating why dogs are developing increasingly different traits. Then, we'll model how members of the same species—like dogs, cattle, fish, rabbits, and mice can vary so much. Using dog pedigrees and genetic data, we'll uncover how genetic and environmental factors drive trait variation and how selective breeding can shape species over time.
How could things living today be connected to the things that lived long ago? We build on our understanding of genetic differences by exploring how species have changed throughout Earth's history. This unit investigates connections between ancient animals and species today, starting with Darwinius Masillae, a prehistoric ancestor of humans whose fossils will inspire us to model how species evolve over time. Using photos, journals, case studies, and genetic data from our genetics unit, we'll examine how environmental and behavioral factors drive Natural Selection and trace the lineage of traits across millions of years.
U1: Contact Forces
U2: Sound Waves
U3: Forces at a Distance
Course Name: 8th Grade Science
Unit 1 Title: 8.1 Contact Forces
Unit Overview:
Unit 1: Contact Forces
Est. # of Lessons: 16-18
Why do things sometimes get damaged when they hit each other? We’ve all been there - we’ve dropped our phone while juggling what feels like fifteen things in our hands at once. It’s laying face down, and before we pick it up to see the possible damage that was caused, you have to take a second to hope and pray it still works, knowing full well there’s a chance we might be in need of a new phone. In this unit, we’ll be delving into forces, and how the interactions between them drive how they impact the world around us. Through hands-on experiments, data collection, mathematical analysis and modeling, we will explore how these invisible yet powerful collisions can determine not only how we can better engineer a rover to survive a trip to Mars, but to also help us determine which cell phone case to buy!
STAGE 1: DESIRED RESULTS
Established Goals
● MS-PS2-1: Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
● MS-PS2-2: Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
● MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
● MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
● MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
Understandings
● When objects collide, their movement always changes.
● When objects collide how much damage or change occurs depends on mass of the objects, speed of the objects, and the energy they have when they collide.
● When objects hit each other, they push on each other with equal force but in opposite
Transfer Goals
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Self-Directed Learners, Information Analysts, Critical Thinkers, Responsible Citizens)
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
Essential Questions
● What happens to the shape and motion of individual objects when they collide with each other?
● How much force is necessary to deform an object temporarily or permanently?
● How do the force, mass, and acceleration of an object play a role in how much damage is caused when they collide with one another?
Unit 1: Contact Forces
directions.
● All colliding objects transfer energy that may result in transformation.
● Different materials can handle different amounts of force before they break.
● Effective protective devices work by reducing force and spreading out the force over a larger area.
Knowledge
Key Vocabulary:
Collision, force, contact force, deform, elastic limit, breaking point, peak force, kinetic energy, free body diagram, air resistance, friction, stored (potential) energy, criteria, independent variable, dependent variable
● When objects collide, they exert equal and opposite forces on each other.
● All solid objects deform when force is applied, first elastically (temporary) then potentially permanently if past their elastic limit.
● The force needed to change an object's motion depends on its mass (F=ma)
● Kinetic energy increases with mass and speed
● Higher kinetic energy means greater potential for damage in collisions
● Energy transfers during collisions can convert to different forms (heat from friction, potential energy in deformed materials)
● Spreading force over larger areas or longer time periods reduces peak forces and damage
● Effective protective devices typically have: space to deform into, ability to absorb energy through deformation, sufficient thickness to extend collision time.
● Engineering designs involve trade-offs between different stakeholder needs
● Protection device effectiveness depends on shape, material choice, and structure
● Solutions should balance multiple criteria rather than perfectly meeting all requirements.
● How are kinetic and potential energy exchanged between colliding objects?
● Why do some objects break or not break in a collision?
● How can cushioning structures be used in order to design a device to protect colliding objects from damage in a collision?
Skills (Framed as Learning Targets)
● I can design and build models to show what happens when two objects collide and how energy is transferred between them.
● I can collect and analyze experimental data to explain the relationship between forces, energy, and damage caused during a collision.
● I can use evidence, like free-body diagrams and experiments, to explain how mass, speed, and cushioning affect forces and energy in a collision between two or more objects.
● I can design solutions to protect objects in collisions by choosing materials and shapes that reduce forces and prevent damage.
● I can evaluate materials and designs by analyzing data, patterns, and trade-offs to decide which works best in reducing collision forces.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Baseball Assessment
● Protection Device Redesign Project
● Cheerleading Headgear Engineering Project
Formative Assessment
● Initial Model Illustrating Phone Collision System
● Driving Question Board: Brainstorming Why Damage Occurs During Collisions
Unit 1: Contact Forces
● Peak Forces Lab - The Role of Mass & Speed in Collisions
● Soccer Assessment - Newton’s Second Law
● Protection Device Initial Design
STAGE 3: LEARNING PLAN
Topic 1: Cause of change of motion and shape in collisions (First Law)
Learning Targets:
● I can design and build models to show what happens when two objects collide and how energy is transferred between them.
Learning Activities:
Estimated # of Lessons: 4 (5-6 days)
Essential Questions:
● What happens to the shape and motion of individual objects when they collide with each other?
● How much force is necessary to deform an object temporarily or permanently?
Lesson 1: Anchoring Phenomena and Guiding Question Board. What happens when two things hit each other?
● We model what we think might happen at the moment of impact and a split second after a collision where something breaks and a collision where something doesn’t break. We consider some of the factors that could have made a difference in the outcomes of these collisions. This motivates us to create a Driving Question Board (DQB) and brainstorm possible investigations we could do in order to answer our questions.
Lesson 2: Collision Investigation. What causes changes in the motion and shape of colliding objects?
● We explore colliding objects and record observations about changes in their motion and shape. We analyze slow-motion videos of some of these collisions. We develop a model to represent what we know about energy transfer and forces occurring in collisions when we see changes in motion of objects, shape of objects, or damage to objects.
Lesson 3: Collision & Bending Investigation w/ Video. Do all objects change shape or bend when they are pushed in a collision?
● We make a claim about whether all solid objects bend or not when pushed during a collision. We analyze slow-motion videos, carry out an investigation with a laser and a mirror, and analyze images from a timelapse concrete joint load testing video. We argue for whether our original claims are supported or refuted by the evidence.
Lesson 4: Elastic Limits & Permanent Deformation Investigation. How much do you have to push on any object to get it to deform (temporarily vs. permanently)?
● We plan and carry out an investigation to look at the relationship between contact force applied and the amount of deformation that occurs in different materials. We construct graphs of our data and compare them to those from other materials tests. We develop a model to represent the elastic and inelastic behavior of all solid objects in response to varying amounts of force applied to them.
Topic 2: Topic 2: F=ma (2nd Law)
Learning Targets:
● I can collect and analyze experimental data to explain the relationship between forces, energy, and damage caused during a collision.
Estimated # of Lessons: 3 (3-5 days)
Essential Questions:
● How do the force, mass, and acceleration of an object play a role in how much damage is caused when they collide with one another?
Learning Activities:
Unit 1: Contact Forces
● How does changing the mass or speed of a moving object before it collides with another object affect the forces on those objects during the collision and the resulting energy exchange and damage?
Lesson 5: Strength of Forces Between Two Objects from a Collision Investigation. How does changing the mass or speed of a moving object before it collides with another object affect the forces on those objects during the collision?
● We carry out investigations to explore the strength of forces between two objects when they collide. We plan and carry out an investigation about how different speeds and masses of objects affect the amount of peak force on each object. We develop and use a model to represent the relationship between the energy of a moving object and the strength of the peak forces from a collision.
Lesson 6: Driving Question Board Reflection (Assessment- Progress Check). What have we figured out about objects interacting in collisions? How can we apply our new learning to answer questions about objects interacting in collisions?
● We look back at questions from our Driving Question Board and answer questions we have made progress on during Lesson Set 1. We take an assessment to apply our science ideas to a new context and determine we need to figure out what causes more damage and energy transfer during a collision increases in mass or increases in speed.
Lesson 7: Doubling Speed vs. Doubling Mass Affects Collision Damage Investigation. How much does doubling the speed or doubling the mass affect the kinetic energy of an object and the resulting damage that it can do in a collision?
● We carry out an investigation to determine how doubling the speed of an object vs. doubling its mass affects the amount of damage it does in a collision. We analyze data to determine how to quantify the relative change in the kinetic energy of an object. We use a computer simulation to collect additional data on changes in the mass and the speed of a moving object and the amount of kinetic energy. We develop mathematical models of these relationships and use them to predict and explain how this could affect the amount of damage in a collision.
Topic 3: Energy Transfer in Collisions
Learning Targets:
● I can collect and analyze experimental data to explain the relationship between forces, energy, and damage caused during a collision.
● I can use evidence, like free-body diagrams and experiments, to explain how mass, speed, and cushioning affect forces and energy in a collision between two or more objects.
Estimated # of Lessons: 3 (3-5 days)
Essential Questions:
● How are kinetic and potential energy exchanged between colliding objects?
Lesson 8: How Contact Forces Cause Energy Transfer Investigation. Where did the energy in our launcher system come from, and after the collisions where did it go to?
● We develop a model to show where energy is transferred between the spring, cart, and box and how contact forces cause this energy transfer. We use this to start brainstorming other places where contact forces may be causing energy transfer in the system.
Lesson 9: What Other Forces Affect Kinetic Energy of Objects Before Collision. How do other contact forces from interactions with the air and the track cause energy transfers in the launcher system?
● We conduct investigations to gather evidence to explain what other forces affect the kinetic energy of an object before a collision. We develop claims using our evidence and provide and receive feedback with
Unit 1: Contact Forces
peers to synthesize our ideas. We revise our model to show additional places in the launcher system where energy is transferred and how contact forces cause this energy transfer.
Lesson 10: Apply New Ideas to a New Collision Related Phenomena (baseball). Why do some objects break or not break in a collision?
● We revisit our collision types from Lesson 1 and explain why some objects were damaged and others weren’t in different collisions. We use these ideas to answer questions on the Driving Question Board and take an assessment to apply our new ideas to a new set of collision-related phenomena in the context of baseball.
Topic 4: Reduction of Damage in collisions (design) Estimated # of Lessons: 6 (6-7 days)
Learning Targets:
● I can design solutions to protect objects in collisions by choosing materials and shapes that reduce forces and prevent damage.
● I can evaluate materials and designs by analyzing data, patterns, and trade-offs to decide which works best in reducing collision forces.
Essential Questions:
● How can cushioning structures be used in order to design a device to protect colliding objects from damage in a collision?
● Why do some objects break or not break in a collision?
● What cushioning structures can we design to better protect objects in a collision by reducing peak force?
Lesson 11: Design A Protection Device. What can we design to better protect objects in a collision?
● We look back at our anchor and discover that some phones were in protective cases when they were damaged. We develop new phone case criteria and constraints and design our own protection device for something we want to protect. We receive feedback on our designs and consider what criteria and constraints all designs need to protect objects. We develop questions about our designs and ideas for investigation. We determine that we need to figure out the best damage-reducing materials.
Lesson 12: Reducing Peak Force w/ Everyday Materials Investigation. What materials best reduce the peak forces in a collision?
● We conduct an investigation to determine what easily accessible materials reduce peak force in a collision. We compare the structure of the materials and find similarities in their compositions that might affect their function. We also determine that the peak force is reduced equally on both objects, regardless of size. We try to develop a model to explain how the structures of the materials function in a collision that helps to reduce peak forces on the objects we want to protect.
Lesson 13: Material Structure & Effects on Peak Force Reduction. How (and why) does the structure of a cushioning material affect the peak forces produced in a collision?
● We develop a model to represent how the structures of materials compare in the top four performers for peak force reduction. We use scaled-up versions of these structures to generate data using slow-motion video about the unobservable mechanisms at work in the system. We carry out an investigation to determine how the amount of force applied to different points of a cushioning structure is affected by the shape of that structure.
Lesson 14: Redesigning a Device using Stakeholder Feedback. How can we use our science ideas and other societal wants and needs to refine our designs?
● We redesign our protective devices and receive stakeholder feedback. We use the feedback and considerations to inform decisions on primary, secondary and tertiary criteria for materials in a decision matrix. We evaluate the overall scores of the materials and consider the consequences of each change made to the protective devices.
Lesson 15: Evaluation of Engineers’ Design Solutions to Protect Cheerleader’s Concussions. How can we use what we figured out to evaluate another engineer’s design?
● We evaluate other engineers’ design solutions to protect cheerleaders from concussions in collisions using the science and engineering ideas we have figured out over the course of the unit. We design our own solution and argue how it takes into consideration the criteria, constraints, and trade-offs considered in the proposed solution. We revisit the DQB to take stock of the questions we have answered. Lesson 16 (optional): Share Design with Potential Investors. How can we market our designs to our potential investors?
● We develop a presentation to share our design with potential investors. We have the option to create a scale prototype and test our design and/or add visual aids to our presentation. We also present our design ideas to investors.
Course Name: 8th Grade Science
Unit 2 Title: 8.2 Sound Waves
Unit Overview:
Unit 2 Sound Waves
Est. # of Lessons: 14 ( 24-26 days)
How can a sound make something move? We understand that all matter is composed of atoms that are in various structures and move in various ways. In this unit we see how atoms connect to sound. We explore how a truck playing loud music in a parking lot can shake the windows of a building across the parking lot, even set off car alarms! How does sound travel so far? In this unit, we explore sound through hands-on experiments, investigating how vibrations impact the natural world. By collecting data and using mathematical analysis, we examine how invisible waves travel through different materials.
STAGE 1: DESIRED RESULTS
Established Goals
● MS-PS4-1: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
● MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
● MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Transfer Goals
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Self-Directed Learners, Information Analysts, Critical Thinkers, Responsible Citizens)
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, SelfDirected Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts)
Understandings
● A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. A sound wave needs a medium through which it is transmitted.
● Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories.
Essential Questions
● How are different types of sounds (pitch and volume) created and detected?
● How does sound travel through and between various materials?
● How does sound cause objects to move?
Unit 2 Sound Waves
Key Vocabulary:
Vibration, deform, receiver, detector, loudness, peak, valley, amplitude, frequency, pitch, medium, sound wave, wavelength, compression, eardrum, cochlea, stereocilia, median, outlier, cymbal, collisions, energy, force, reflect, laser, matter, particles, molecules, simulation, dense, mean
● All sound-producing objects vibrate (move back and forth)
● Greater force causes a bigger vibration and bigger wave amplitude and therefore louder sounds
● Faster force causes more frequent vibrations and smaller wavelength and therefore Higherpitch sounds
● Sound creates bands of compressed and expanded particles in matter
● Larger amplitudes and higher frequencies transfer more energy
● Sound requires matter to travel through (solids, liquids, or gases) and travels through particleto-particle collisions in the medium
● The particles themselves don't travel long distances; they transfer energy to neighboring particles
● Sound cannot travel through a vacuum
● I can make a model that explains how sound can make objects move from afar.
● I can ask questions about what I observe and can use them to figure out how sound travels to eventually move objects.
● I can notice patterns in data that proves there is a relationship between forces being applied to objects causing them to move.
● I can use evidence to support the claim that all solid objects vibrate when they make sound.
● I can use position-time graphs and data tables to describe the differences between how objects move at higher and lower pitches
● I can find patterns in how frequency and amplitude of waves impact how we hear sounds, and use evidence from graphs to support those claims.
● I can use a model to explain how a force can cause an object to vibrate and make a sound, even if I can’t see it vibrating with my own eyes.
● I can use evidence from my experiments to critique arguments that air is needed for the sound to move the window.
● I can make and use a model to describe how particles in solids, liquids, and gasses transfer sound energy as they collide with one another
● I can graph data that shows how frequency affects energy, and how amplitude affects energy, and identify the relationship between them as direct or inverse.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
● Mid-Point Assessment- Written test
● Transfer Task- Lab exploring energy transferred with frequency versus amplitude
● Unit Assessment- Written test
● Initial Model- How can a speaker move a window?
● Instrument Model
● Revised Model- How can a speaker move a window
● Progress Trackers- Checking in periodically on understanding
● Formative Assessment: Volume of a Wave CER
● Reflection: How can we explain our anchoring phenomenon, and which of our questions can we now answer?
STAGE 3: LEARNING PLAN
First Topic: What is physically happening when objects make sound? Est. # of Lessons: 6 (9-11 days) Learning Targets:
● I can use evidence to support the claim that all solid objects vibrate when they make sound.
● I can use position-time graphs and data tables to describe the differences between how objects move at higher and lower pitches
● I can find patterns in how frequency and amplitude of waves impact how we hear sounds, and use evidence from graphs to support those claims.
● I can use a model to explain how a force can cause an object to vibrate and make a sound, even if I can’t see it vibrating with my own eyes.
Learning Activities:
● How are different types of sound created and detected? (High vs. Low Pitch; Loud vs. Soft)
Lesson 1: Anchoring Phenomenon. How does a sound source make something like this happen?
● First, we observe a perplexing phenomenon: Sound from a truck appears to make a window move from the parking lot. We create an initial model to hypothesize why the sound from a truck speaker would shake a window.
Lesson 2: Exploration. What is happening when speakers and other music makers make sounds?
● What is happiness when instruments make sounds? We observe that instruments vibrate to make sound. We observe. We observe that when a force is applied to an object, it bends or deforms and changes shape due to energy being transferred.
Lesson 3: Investigation. Do all objects vibrate when they make sounds?
● We note observations of this phenomenon as well as of a speaker in the classroom. Our observations, models, and other sound-related phenomena lead us to add a broad set of questions about sound to our DQB and to list ideas for investigations to pursue.
Lesson 4: Putting Pieces Together. How do the vibrations of the sound source compare for louder versus softer sounds?
● We deform (push) a stick to represent how sound makers move differently for louder or softer sounds. We notice that motion graphs of louder sounds have higher amplitude, and softer sounds have lower amplitude, but the number of vibrations of the stick per second (we called this frequency) didn’t change whether we deformed the stick more or less.
Lesson 5: Investigation. How do the vibrations from a sound source compare for higher-pitch versus lower-pitch sounds?
● We use mathematical representations of Position versus Time graphs generated from a tool used to scale up the vibrations of an object to describe wave patterns and support scientific conclusions about how objects move when they make higher-pitch and lower-pitch sounds.
Lesson 6: Putting Pieces Together. How can any object make so many different sounds?
● We apply our understanding to explain different sounds coming from different objects, complete a summative mid-unit assessment, and return to our DQB. Mid-Point Assessment (Lesson 6)
Second Topic: Sound Traveling through different media (liquid, solid, gas)
Learning Targets:
● I can use evidence from my experiments to critique arguments that air is needed for the sound to move the window.
Est. # of Lessons: 4 (6-8 days)
Essential Questions:
● How does sound travel through and between various materials?
Unit 2 Sound Waves
● I can make and use a model to describe how particles in solids, liquids, and gasses transfer sound energy as they collide with one another
● I can graph data that shows how frequency affects energy, and how amplitude affects energy, and identify the relationship between them as direct or inverse.
Learning Activities:
Lesson 7: Problematizing, Investigation. What is actually moving from the sound source to the window?
● We test the idea that the air from the sound source is traveling to the window or our ears by placing a sound source in an airtight container and testing whether we can still hear it. We use the understandings we gain from these investigations to revisit our initial models to analyze our earlier claims for what’s traveling between the speaker and the window in the anchoring video.
Lesson 8: Investigation. Do we need air to hear sound?
● We test, through two investigations, whether air is even needed to hear sound. One investigation provides evidence that sound moves through any type of matter, while the other investigation provides evidence that sound can’t move across empty space that has no matter in it (a vacuum).Sound can travel through all different kinds of matter (solids, liquids, and gasses), not just air. Sound cannot travel through an empty space with no matter; sound needs matter to travel.
Lesson 9: Investigation. How can we model sound traveling through a solid, liquid, or gas?
● We recall that models of all states of matter have particles, empty space, and motion. We simulate what happens in the surrounding matter as a vibrating object is interacting with it. This model suggests that motion (or energy) might be transferred through the medium from one end to another through particle collisions. We figure out that the three states of matter have different spacing of particles.
Lesson 10: Investigation. What exactly is traveling across the medium?
● We manipulate a computer simulation by changing either the pitch or loudness of the sound produced to see how the motion of the particles in the medium is affected. When an object moves back and forth, it produces bands of compressed and expanded particles that move through the medium (bands of compression travel, but particles do not). The density of particle compression gets greater when the amplitude of vibration at the sound source increases. The distance between compression bands appears to change when we change the frequency of vibration. Collisions between the particles in the medium result in compression bands moving away from a sound source. Collisions transfer energy across the medium.
Third Topic: Sound Energy transferring from source to receiver (through multiple media from beginning to end)
Learning Targets:
● I can make a model that explains how sound can make objects move from afar.
● I can notice patterns in data that proves there is a relationship between forces being applied to objects causing them to move.
Learning Activities:
Est. # of Lessons: 4 (6-8 days)
Essential Questions:
● How does sound cause objects to move?
Lesson 11: Putting Pieces Together. How does sound make matter around us move?
● We develop a model to explain a new phenomenon: salt jumping on plastic wrap when a drum is hit. We develop a checklist that includes the key ideas we have developed about how sounds are caused and how
Unit 2 Sound Waves
sound can cause other things to move. Then, we apply that checklist to revising the model that explains why a window near the parking lot moved when a truck speaker was blasting music.
Lesson 12: Investigation. What goes on in people’s ears so they can detect certain sounds?
● In order to find answers to their questions about how our ears detect sounds, students read an interview with experts and watch several videos and animations about the structures of the ear and how hearing loss can occur. They synthesize that information to annotate a model showing how energy is transferred through the parts of the ear to the nerve cells that send signals to the brain.
Lesson 13: Investigation. What transfers more energy, waves of bigger amplitude or waves of greater frequency?
● We conduct two investigations to measure “What transfers more energy, waves of bigger amplitude or waves of greater frequency?” First, we change how many times a marker representing the sound detector is hit by marbles in a given time period (the frequency) and measure the total distance the marker moved (the amount of energy transferred to the detector). Next, we change the force acting upon the marbles (changing the amplitude) and measure how this changes the distance the marker moves. We figure out that waves with bigger amplitude transfer more energy than waves with less amplitude, waves with higher frequency transfer more energy than waves with less frequency and Proportional increases in amplitude have a bigger effect on the energy transferred than increases in frequency.
Lesson 14: Putting Pieces Together. How can we explain our anchoring phenomenon, and which of our questions can we now answer?
● We connect all the information we now have in a unit test that applies our knowledge of sound to hearing loss.
Unit 3 Forces at a Distance: Magnets & Electricity
Course
Name: 8th Grade Science
Unit 3 Title: Forces at a Distance: Magnets and Electricity
Unit Overview:
Est. # of Lessons: 12 (23-25 days)
How can something move another object without touching it? In our last unit, we explored how sound can move objects from a distance. Now, we investigate what makes a speaker produce sound in the first place. How does pressing play on a Bluetooth device create the notes of our favorite song? What happens inside speakers and how does that compare to earbuds? It all has to do with magnets. Our anchoring event dives into how tiny magnets produce different sounds, with a chance to build our own! We'll then apply what we've learned about magnetism to technologies like MagLev trains, electric motors, and more!
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
● MS-PS2-3:Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
● MS-PS2-5:Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
● MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Self-Directed Learners, Information Analysts, Critical Thinkers, Responsible Citizens)
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts)
Understandings
● Magnets interact with each other to produce forces that can be attractive or repulsive, and whose strength diminishes with distance.
● Energy is transferred between magnets via magnetic fields. Electric currents in electromagnets create these fields, which store energy that can be converted into kinetic energy or sound. The strength of these interactions and the energy transferred depend on factors like current strength, coil configuration, and distance between magnets.
● Electric currents control the behavior of
Essential Questions
● How can magnets cause objects to move, even from a great distance away?
● How is energy transferred in magnetic and electric systems?
● What cause-effect relationships explain how magnetic forces at a distance make things work?
Unit 3 Forces at a Distance: Magnets & Electricity
electromagnets, influencing the direction and strength of magnetic fields. Current direction determines magnetic pole orientation (attractive or repulsive), which in turn affects the nature of forces between magnets.
Knowledge
Key Vocabulary: Magnet, wire, speaker, attraction, repulsion, electromagnet, magnetic field, current, electricity, quantify, compass, circuit, north and south pole, magnetic levitation, linear, non-linear, voltage, energy, force, sound, kinetic energy, potential energy, energy, force, sound, cause, effect, force, kinetic energy, independent variable, dependent variable, potential energy, frequency (pitch) volume (sound)
● Speakers use a magnet, wire coil, and cone to produce sound. Changing electrical current creates alternating magnetic forces that make the cone vibrate
● Magnetic forces can attract (opposite poles) or repel (like poles), without the need for physical contact or air to be present.
● Force strength decreases with distance
● Electric current through a coiled wire creates a magnetic field. Reversing current direction flips magnetic poles.
● A stronger current or adding more coils will increase magnetic field strength.
● Energy can be stored in magnetic fields by converting electrical energy to kinetic energy.
● The strength of energy transfer depends on magnet size and proximity, current strength, number of coils, and the arrangement of the magnets
Skills (Framed as Learning Targets)
● I can develop models that explain how the magnet and coil of wire in a speaker system interact to produce sound without physically touching each other.
● I can collect and analyze data to show how magnets interact with each other, creating forces that can either attract or repel. I can explain how changing the orientation of the magnets or coil affects these forces.
● I can test hypotheses to show how energy transfers between magnets without going through matter, causing the magnets to move.
● I can investigate how the strength of the magnetic field and the distance between magnets affect the energy transferred and the forces experienced in the system.
● I can analyze how changing electric current in a speaker’s coil affects the strength of the magnetic field and the forces on the magnet, and explain how this impacts the sound produced.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● CER: Providing evidence supporting your
Formative Assessment
● Pre-Assessment: Initial model describing what’s
Unit 3 Forces at a Distance: Magnets & Electricity
claim about the cause and effect relationship between magnets and metals in a doorbell system.
● Electromagnetic Engineering Lab: Students are asked to use their knowledge about electromagnetic systems to design an experiment to improve upon an existing invention.
going on inside of a speaker
● DQB and Hypothesis Development: Build an initial hypothesis to explain how energy moves through an electronic speaker
● Progress Tracker: Evaluate and revise model of the speaker system
● Mag-Lev Train Lab: Investigate how the strength of magnetic forces changes with distance.
STAGE 3: LEARNING PLAN
First Topic: How can a magnet move another object without touching it?
Learning Targets:
● I can develop models that explain how the magnet and coil of wire in a speaker system interact to produce sound without physically touching each other.
● I can collect and analyze data to show how magnets interact with each other, creating forces that can either attract or repel. I can explain how changing the orientation of the magnets or coil affects these forces.
Learning Activities:
Est. # of Lessons: 3 (5-7 days)
Essential Questions:
● What causes a speaker to vibrate?
● What can a magnet pull or push without touching?
● How does energy transfer between things that are not touching?
Lesson 1: Anchoring Phenomenon. What causes a speaker to vibrate?
● We dissect a store bought speaker and then build a homemade speaker. We develop an initial model to describe how interactions between parts of a speaker system cause sound without touching each other. Finally, we generate questions for our Driving Question Board (DQB) using a cause-effect scaffold that we will return to throughout the unit.
Lesson 2: Investigation. What can a magnet pull or push without touching?
● We experiment with magnets, coils and other metal objects to establish that while certain metals do interact with magnets, including other magnets, the copper coil does not. We notice force pairs between the magnet and the coil only when the coil is hooked up to a battery.
Lesson 3: Investigation. How does energy transfer between things that are not touching?
● We are wondering how energy could transfer between parts of the speaker when the parts aren’t touching. We think the energy might be transferring through the air. We write two hypotheses that predict the causeand-effect relationships we would observe if energy transferred between magnets through the air.
Second Topic: What is happening in the invisible space between magnets?
Learning Targets:
● I can test hypotheses to show how energy transfers between magnets without going through matter, causing the magnets to move.
Est. # of Lessons: 4 (6-7 days)
Essential Questions:
● What can we figure out about the invisible space around a magnet?
● How does the magnetic field change when we add another magnet to the system?
● How can we use magnetic fields to explain interactions at a distance between the magnet and the coil?
Learning Activities:
Unit 3 Forces at a Distance: Magnets & Electricity
● How does changing the distance between two magnets affect the amount of energy transferred out of the field?
Lesson 4: Investigation. What can we figure out about the invisible space around a magnet?
● We wonder about the space around a magnet that seems to push and pull on certain things. We learn that this space is called a magnetic field. We decide to investigate the field with test objects, like iron filings and compasses. We learn what the magnetic field looks like and that the field is not the same in every location around a magnet.
Lesson 5: Investigation. How does the magnetic field change when we add another magnet to the system?
● We use a computer interactive to simulate the fields between a magnet and a coil for both attractive and repulsive forces at two different distances apart. We make diagrammatic models of the fields and come to consensus around how to represent the fields.
Lesson 6: Putting Pieces Together, Problematizing. How can we use magnetic fields to explain interactions at a distance between the magnet and the coil?
● We develop an initial model to describe how forces and energy transfer in magnetic fields explain causeand-effect relationships between parts of a speaker system (magnet and coil of wire). We ask questions about how interactions between the magnet and the coil of wire cause sound without those parts touching each other.
Lesson 7: Investigation. How does changing the distance between two magnets affect the amount of energy transferred out of the field?
● We plan and carry out an investigation using a cart on a track to determine how changing the distance between two magnets that experience repulsive forces between them affects the energy transferred in a magnetic field between them. We use our results to explain how changing the distance between two magnets affects the amount of energy transferred into and out of the magnetic field.
Third Topic: How does the strength of the magnetic field affect energy transferred?
Learning Targets:
● I can investigate how the strength of the magnetic field and the distance between magnets affect the energy transferred and the forces experienced in the system.
Learning Activities:
Est. # of Lessons: 5 (7-9 days)
Essential Questions:
● How does the energy transferred from a battery to a wire coil compare to the energy transferred from a computer to a speaker?
● How do the magnet and the electromagnet work together to move the speaker?
● How does distance affect the strength of force pairs in a magnetic field?
● What else determines the strength of the force pairs between two magnets in a magnetic field?
● What cause-effect relationships explain how magnetic forces at a distance make things work?
Lesson 8: Investigation. How does the energy transferred from a battery to a wire coil compare to the energy transferred from a computer to a speaker?
● We vary the volume and frequency of sounds being produced by a sound generator on a computer and observe the effects. We gather information using various materials including light bulbs to help explain how changes in the electric current produced by the computer results in changes to a magnetic field within the speaker system.
Lesson 9: Putting Pieces Together. How do the magnet and the electromagnet work together to move the
Unit 3 Forces at a Distance: Magnets & Electricity
speaker?
● We add to our list the cause-and-effect relationships. Then we construct a classroom consensus model to explain these relationships and how they work together to produce the patterns of movement we see in the speaker. After a brainstorm and a reading jigsaw, we wonder what we could do to make magnetic forces strong enough to lift trains and cars.
Lesson 10: Investigation. How does distance affect the strength of force pairs in a magnetic field?
● We co-design and then carry out an investigation using a digital scale to test the relationship between distance and magnetic force. We analyze graphs to determine the relationship between distance and magnetic force between two magnets.
Lesson 11: Investigation. What else determines the strength of the force pairs between two magnets in a magnetic field?
● We plan and carry out an investigation to produce data to support a hypothesis about what factors cause changes in the strength of magnetic forces. We figure out that magnetic forces can vary in strength across a field, and that the strength of the field is proportional to magnet strength. We find out that coil numbers in an electromagnet are proportional to magnet strength.
Lesson 12: Putting Pieces Together. What cause-effect relationships explain how magnetic forces at a distance make things work?
● We took stock of how far we have come and applied our new ideas about the strength of forces to both the speaker and the other electromagnet applications we have considered. We revisited the DQB one last time to answer our remaining questions. Finally, we took an assessment.
Course Name: 8th Grade Science
Unit 4 Title: Earth in Space: Space
Unit Overview:
Unit 4 Earth in Space: Space
Est. # of Lessons: 17 ( 28-30 days)
Have you ever looked up to the sky at night and wondered about what else is out there, or where we all fit into the universe? Using our knowledge of gravity from our last unit, we explore Earth's place in the solar system, starting with Manhattanhenge a yearly sunset aligning perfectly with NYC streets. This phenomenon sparks an investigation into sky patterns like eclipses, moon phases, seasons, and tides through podcasts, hands-on investigations, and historical accounts. Finally, we build models of the Earth, Moon, and Sun to uncover how they interact, powering the cosmic dance above us each night.
STAGE 1: DESIRED RESULTS
Established Goals
● MS-PS2-4: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects
● MS-PS4-2:Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
● MS-ESS1-1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
● MS-ESS1-2: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
● MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar system.
Understandings
● The Earth's rotation on its axis and orbit around the Sun create observable patterns in the sky, affecting day length, solar elevation, and seasonal changes. These patterns are cyclical and predictable, influencing life on Earth.
● Our understanding of celestial objects is based on the light we observe from them. Light travels in straight lines and interacts with
Transfer Goals
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Self-Directed Learners, Information Analysts, Critical Thinkers, Responsible Citizens)
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts)
Essential Questions
● What patterns are happening in the sky that I have experienced and can observe (through models and tools)?
● How can we explain the Sun’s path change over time and the impacts those changes have on Earth?
● Why do we see the shape of the Moon change?
Unit 4 Earth in Space: Space
Earth's atmosphere, affecting how we perceive celestial bodies and phenomena like eclipses, moon phases, and the colors of the sky.
● The solar system formed from a disk of gas, with gravity playing a crucial role in shaping its current structure. Planets, moons, and other objects orbit in predictable patterns, with inner planets being rocky and small, while outer planets are large and gaseous.
● Gravity is the primary force organizing celestial bodies at all scales, from planetary systems to galaxies. The strength of gravitational attraction depends on mass and distance, influencing orbital patterns and the formation of celestial structures.
● Comprehending complex astronomical systems often requires viewing them from various perspectives. This includes using different models, considering cultural knowledge (like star stories), and examining phenomena at different scales - from our local solar system to the vast universe.
Knowledge
Key Vocabulary: pattern, change in perspective, elevation, Polaris, daily (or diurnally), yearly (or annually), orbit, solar, (lunar) phases, eclipse, scatter, reflect, transmit, refract, transit, solar system, gravitational forces, accretion, galaxy, universe
● Earth rotates daily and orbits the Sun yearly, with its tilt causing seasonal changes in sunlight.
● In the Northern Hemisphere, stars move around the North Star, and the Sun rises in the east and sets in the west. The length of the day and the Sun’s angle change regularly.
● The Moon’s appearance changes based on its position relative to Earth and the Sun
● Eclipses happen when the Moon aligns between the Earth and the Sun.
● The atmosphere scatters sunlight, making the Sun appear redder at sunrise and sunset. Light also bends through water and glass to form rainbows.
● Planets orbit the Sun, with gravity keeping them in place. Earth orbits the Sun, and moons orbit planets, as part of a larger pattern in the universe.
● Why do we see eclipses and when do we see them?
● What light interactions happen in matter to have the Moon and Sun appear to change color near the horizon?
● What new patterns regarding orbits, alignment, and planetary connections do we see when we look more closely at other objects in the sky?
● What patterns and phenomena are beyond our solar system that we cannot see with just our eyes?
Skills (Framed as Learning Targets)
● I can ask questions and use information from images, videos, and other sources to describe patterns we observe in the sky, such as the motion of the sun, moon, and stars.
● I can collect and analyze data to explain how the Earth's tilt and orbit around the Sun cause changes in daylight, seasons, and the angle of the Sun in the sky.
● I can use and revise models of the Earth-Sun system to explain seasonal patterns, temperature changes, and how sunlight energy reaches Earth.
● I can develop models of the Earth-Sun-Moon system to explain and predict patterns like moon phases, solar and lunar eclipses, and why the Moon changes color during a lunar eclipse.
● I can investigate and model how light interacts with objects and materials, including how white light separates into colors and how light affects the appearance of objects underwater or in the atmosphere.
● I can analyze data to identify patterns in the size, shape, and other properties of planets and moons in our solar system, including their orbits and surface features.
Unit 4 Earth in Space: Space
● Gravity depends on mass and distance, and the Sun formed in a gas disk that led to planet creation.
● I can use simulations and models to show how gravity affects the motion, strength of forces, and organization of objects in space systems, from the solar system to the universe.
● I can develop evidence-based explanations for how the solar system formed and how gravity creates patterns in the organization of galaxies and other space systems.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● CER: What Causes Seasonal Temperature Variation Between Hemispheres ?
● Light Through Different Mediums
● Model & Gallery Walk: Gravity’s Role on Organizing the Galaxy
Formative Assessment
● Initial Model: Preliminary Explanation for Astrological Patterns in the Sky
● Driving Question Board: What Causes Astrological Events to Reoccur over time?
● Patterns & Phenomena in the Sky Poster Activity
● Earth-Sun-Moon Consensus Models
STAGE 3: LEARNING PLAN
First Topic: How are humans connected to patterns of the solar system?
Learning Targets:
● I can ask questions and use information from images, videos, and other sources to describe patterns we observe in the sky, such as the motion of the sun, moon, and stars.
Learning Activities:
Est. # of Lessons: 3 (4-6 days)
Essential Questions:
● What patterns are happening in the sky that I have experienced and can observe (through models and tools)?
Lesson 1: Introduce Phenomena, Create Driving Question Board (DQB). How are we connected to the patterns we see in the sky?
● We analyze and consider how light from the Sun aligned with structures made by humans on a particular day and develop an initial model to explain this phenomenon. We gather, connect with, and jigsaw stories about patterns in the sky they have seen or heard about and how these might be connected to the rhythms of human life. We develop a model of the parts of the system that are needed to explain many of the patterns we have identified.
Lesson 2: Investigation. What patterns are happening in the sky that I have experienced and can observe (through models and tools)?
● We watch a video to observe the simulated motion of the Sun through the sky over a day for different times of the year. We notice that in summer the apparent path of the Sun in the sky is higher and the daytime is longer. We create physical models to see if our understanding about why this is happening is correct. Our physical models cannot account for differences in the length of daylight over a year. We revise our model of the system in small groups to try to account for changes in the amount of daylight.
Lesson 3: Investigation. What patterns are happening in the sky that I have experienced and can observe (through models and tools)?
Unit 4 Earth in Space: Space
● We watch a video to observe the simulated motion of the Sun through the sky over a day for different times of the year. We notice that in summer the apparent path of the Sun in the sky is higher and the daytime is longer. We create physical models to see if our understanding about why this is happening is correct. Our physical models cannot account for differences in the length of daylight over a year. We revise our model of the system in small groups to try to account for changes in the amount of daylight.
Second Topic: How do patterns and movements of the Sun and Moon in relation to Earth affect what we experience on Earth?
Learning Targets:
● I can collect and analyze data to explain how the Earth's tilt and orbit around the Sun cause changes in daylight, seasons, and the angle of the Sun in the sky.
● I can use and revise models of the Earth-Sun system to explain seasonal patterns, temperature changes, and how sunlight energy reaches Earth.
● I can develop models of the Earth-Sun-Moon system to explain and predict patterns like moon phases, solar and lunar eclipses, and why the Moon changes color during a lunar eclipse.
● I can investigate and model how light interacts with objects and materials, including how white light separates into colors and how light affects the appearance of objects underwater or in the atmosphere.
Learning Activities:
Est. # of Lessons: 9 (13-15 days)
Essential Questions:
● How can we explain the Sun’s path change over time and the impacts those changes have on Earth?
● Why do we see the shape of the Moon change?
● Why do we see eclipses and when do we see them?
● What light interactions happen in matter to have the Moon and Sun appear to change color near the horizon?
Lesson 4: Investigation. How do these changes in sunlight impact us here on Earth?
● We analyze seasonal temperature and daylight data from two cities and argue that changes in Earth’s distance from the Sun do not explain seasonal temperature differences. We develop a physical model and use it to collect changes of sunlight energy on Earth’s surface as a result of changes in solar elevation. We use this relationship to explain seasonal temperature differences in other parts of the world.
Lesson 5: Putting Pieces Together. How can we explain phenomena like Manhattanhenge?
● We use a video simulation to investigate patterns we think might be responsible for Manhattanhenge. We revise a model of the Manhattan solar phenomenon. We revisit the Driving Question Board to connect what questions we have answered and what questions remain.
Lesson 6: Investigation. Why do we see the shape of the Moon change?
● We use a physical model and an online interactive to help make sense of the positions of the objects in the Earth-Sun-Moon system that cause us to see the current shape of the Moon. We also use our physical models to predict the next phase of the Moon.
Lesson 7: Solar Eclipse Model & Investigation. Why do we see eclipses and when do we see them?
● We watch a video of a solar eclipse. We develop a model to explain what we saw in the video using a physical model of the system. We compile the ideas we want to include in a drawn model using multiple perspectives to communicate what is seen when a solar eclipse happens and why. We return to our physical models to figure out why we do not see a solar eclipse every month and how often we might expect to see a solar eclipse.
Lesson 8: Lunar Eclipse Analysis. What does a lunar eclipse look like and how can we explain it?
Unit 4 Earth in Space: Space
● We analyze images of lunar eclipses and compare them to the lunar eclipse predictive model we made as a class in Lesson 7. The reddish color of the Moon that we observe during a lunar eclipse is unexpected. We list possible causes of that reddish color and gather examples of related phenomena of objects reddening in the sky. After posting our color-related questions, we generate ideas for investigating them.
Lesson 9: Investigation. Why do the Moon and Sun appear to change color near the horizon?
● We examine images of the Sun and Moon and propose that something about the Earth’s atmosphere could be contributing to the color changes. We examine diagrams of the atmosphere and images of the Sun from space. We add the Earth’s atmosphere to our model of the Earth–Sun system and zoom in on the Sun at different times. We predict different angles of light and/or the amount of the atmosphere affects the color at sunrise compared to midday.
Lesson 10: Investigation. How does light interact with matter in the atmosphere?
● We investigate the color and brightness changes we see as light travels through the Earth’s atmosphere by using a flashlight to simulate the Sun and a rectangular bin of milky water to simulate the atmosphere. We use our investigation results to co-construct a model of light transmitting and scattering through the simulated atmosphere.
Lesson 11: Investigation. How does the shape of a water droplet or an ice crystal cause sunlight to form into a rainbow?
● We investigate times, places and perspectives needed to see white light split into its component colors making a rainbow. We investigate the effect that different materials and their shapes have on (white) light causing it to change direction (refract) and sometimes make colors and rainbows. We conduct another investigation to recombine colors of light. We discover that combining light in different ways can change the overall color and brightness of the light that you see.
Lesson 12: Putting Pieces Together. Why does the Moon always change color during a lunar eclipse?
● We celebrate the knowledge we have figured out in previous lessons that can help us explain color change during lunar eclipses. We evaluate models created in those lessons before co-constructing a new model of what is happening during a lunar eclipse. We prepare for and complete a transfer task.
Third Topic: What patterns and phenomena are not visible from Earth?
Learning Targets:
● I can analyze data to identify patterns in the size, shape, and other properties of planets and moons in our solar system, including their orbits and surface features.
● I can use simulations and models to show how gravity affects the motion, strength of forces, and organization of objects in space systems, from the solar system to the universe.
● I can develop evidence-based explanations for how the solar system formed and how gravity creates patterns in the organization of galaxies and other space systems.
Learning Activities:
Est. # of Lessons: 4 (7-9 days)
Essential Questions:
● What new patterns regarding orbits, alignment, and planetary connections do we see when we look more closely at other objects in the sky?
● What patterns and phenomena are beyond our solar system that we cannot see with just our eyes?
Lesson 13: Investigation. What new patterns do we see when we look more closely at other objects in the sky?
● We revisit unanswered DQB questions and decide to focus on other objects in our solar system. We gather information to identify connections and observations about one other planet, Venus. We notice additional patterns and record new questions about these. We use a model showing the relative position of motion of Venus and Earth in the system to explain these patterns. We analyze the scale properties of other planets to look for other patterns.
Unit 4 Earth in Space: Space
Lesson 14: Investigation. Why do some solar system objects orbit planets and others orbit the Sun?
● We share initial ideas about patterns of motion in the solar system, which leads us to conduct a cause-andeffect thought experiment around those patterns. We use a simulation to investigate how changing distance and size affects an object's orbit around another object in the solar system. We build understanding as a class about the relationship between size, distance, and the strength of the force of gravity before demonstrating our understanding on a formative assessment.
Lesson 15: Investigation. How did the solar system get to be the way it is today?
● We analyze images of craters on the surface of Mercury and two moons. We watch a video showing the results of a computer simulation that models the formation of the solar system. We develop storyboards to support the claim that the solar system was formed from a disk of gas and dust, drawn together by gravity. We build a class consensus storyboard model of the formation of the solar system.
Lesson 16: Investigation. What patterns and phenomena are beyond our solar system that we cannot see with just our eyes?
● We look at a photo taken by the Hubble telescope of blobs in the space between stars. We learn that these are galaxies, islands of stars much like the ones we see in the sky. We watch the Tour of the Universe to visualize how scientists model the universe at various scales. We notice that the universe appears to be organized into systems held together by gravity, separated by vast emptiness.
Lesson 17: Putting the Pieces Together. How are we connected to all of the systems in space beyond the planet we live on?
● We make a classroom consensus model at various scales to show how gravity organizes the universe. We return to the DQB to take stock of how far we have come in this unit and then reflect on the unit and Earth’s place in the universe.
Unit 5 Genetics: Muscles & Selective Breeding
Course Name: 8th Grade Science
Unit 5 Title: Genetics: Muscles and Selective Breeding
Unit Overview:
Est. # of Lessons: 17 (27-29 days)
Why are living things different from one another? Earth is the only known celestial body where life exists, thanks to its position in the Earth-Moon-Sun system. Building on that knowledge, we'll explore the diversity of life on Earth. We'll start by investigating why dogs are developing increasingly different traits. Then, we'll model how members of the same species like dogs, cattle, fish, rabbits, and mice can vary so much. Using dog pedigrees and genetic data, we'll uncover how genetic and environmental factors drive trait variation and how selective breeding can shape species over time.
STAGE 1: DESIRED RESULTS
Established Goals
● MS-LS1-2:Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
● MS-LS1-4:Use arguments based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
● MS-LS1-5:Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
● MS-LS3-1:Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
● MS-LS3-2:Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
● MS-LS4-5:Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
Understandings
● Genetic material from parents is passed to offspring through sexual reproduction, leading
Transfer Goals
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts)
Essential Questions
● What causes differences in diversity between and amongst species?
Unit 5 Genetics: Muscles & Selective Breeding
to variations in specific traits .
● Proteins, composed of atoms, play crucial roles in biological processes.
● Variations in traits are influenced by a host of genetic and environmental factors.
● Humans can influence trait variations in populations over time by choosing individuals with desirable traits to reproduce. This process, along with natural mutations that contribute to evolutionary changes.
● Organisms employ various reproductive strategies, including sexual and asexual reproduction. While sexual reproduction leads to genetic variation, asexual reproduction typically produces genetically identical offspring.
Knowledge
Key Vocabulary:
Trait, Variation, Pedigree, Phenotype, Sexual reproduction, Genotype, Genetic material, Genetic information, Homozygous, Heterozygous, Asexual reproduction, Gene, Allele, Mutation, Protein, chromosome, nucleus
● Animals, including dog breeds, show trait variations like musculature, influenced by genetics and environment.
● Muscles contract using proteins like actin and myosin. Exercise plays a major role in muscle growth, while diet has a smaller effect.
● Muscle fibers grow through microtears repaired with protein. However, innate musculature is largely genetic.
● Offspring inherit chromosomes from both parents, with genes (alleles) coding for proteins that influence traits like muscle size.
● Myostatin protein variations affect muscle development. Genetic recombination causes differences among siblings.
● Parental genotypes help predict offspring traits as alleles separate and recombine during reproduction.
● Selective breeding alters traits over generations. Mutations can be beneficial or harmful.
● Genetic models apply beyond musculature; traits vary along a spectrum.
● DNA is microscopic but abundant in cells, allowing for extraction and study.
● What variables (natural and human-driven) contribute to variation seen in plants & animals?
● How do various types of reproduction contribute to differentiated genetic outcomes in their offspring?
● How much of the variation we see in a population is caused by the genetics of that species compared to their environment?
Skills (Framed as Learning Targets)
● I can develop and use models to predict and explain how genetic and environmental factors cause variation in traits within populations.
● I can use models to describe chromosomal inheritance patterns, predict offspring traits, and explain how specific genes and proteins influence trait development.
● I can use mathematical and computational thinking to analyze the effects of selective breeding on trait variations in sexually reproducing organisms.
● I can obtain, evaluate, and communicate information about how organisms reproduce and transfer genetic information, including differences between sexual and asexual reproduction.
● I can analyze and interpret data patterns to provide evidence of how genetic and environmental factors contribute to trait variation.
Unit 5 Genetics: Muscles & Selective Breeding
● Flowers reproduce sexually, while some plants also reproduce asexually, creating genetic clones.
● Asexual reproduction usually produces identical offspring, but exceptions exist.
● Most traits result from both genetic and environmental influences, often involving multiple genes.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Pedigree and Fertilization Comprehension Check
● Goldfish assessment- Breeding for Traits
● Redwoods Assessment- Influence of Environmental and Genetic Factors
● Research and Application Assessment: Other Dog Breed Variations and their cause
Formative Assessment
● Initial Model of dog breed variation
● Model revision of dog breed variation
● Progress Trackers
STAGE 3: LEARNING PLAN
First Topic: How do genetic and environmental factors contribute to muscle development for different organisms?
Learning Targets:
● I can develop and use models to predict and explain how genetic and environmental factors cause variation in traits within populations.
● I can obtain, evaluate, and communicate information to determine the effects of exercise and diet in the development of muscle tissue.
Learning Activities:
Est. # of Lessons: 5 (5-8 days)
Essential Questions:
● How do chromosomes cause traits to exist at birth?
● Why don't offspring always look like their parents or their siblings?
Lesson 1: Anchoring Phenomenon. How do organisms get their differences?
● We observe a bull and other animals that have extra big muscles. We develop initial models to explain what could be causing this phenomenon. We also realize that there is a range of musculature in animals, and we identify variations in traits other than musculature in different organisms. After listing related phenomena, we develop a Driving Question Board and ideas for future investigations.
Lesson 2: Investigation. How do extra-big muscles compare to typical ones up close?
● We observe images and video animations about what muscles look like up close and how muscles work. We compare photos and data about muscle cells from extra-big-muscled animals and typical ones.
Lesson 3: Investigation. How do diet and exercise affect muscle size?
● We evaluate information in texts, images, graphs, and tables in order to determine the effect of diet and exercise on muscle growth.
Lesson 4: Problematizing. What is different about the food and exercise for dog breeds with extra-big muscles?
● We update our classroom consensus model to include our findings about the role diet and exercise play in making muscles. We attempt to apply our class model to explain how the extra-muscled dog breeds such as rottweilers and pit bulls would have developed their muscles, but we realize the model cannot explain the
Unit 5 Genetics: Muscles & Selective Breeding
differences in musculature we see. We learn more about the diet and habits of these dogs by reading veterinary reports of their diets and exercise, and we also find out that the breeds that grow up to be heavily muscled are born with more muscles than dogs of breeds that don’t grow up to be heavily muscled. We discuss how this information impacts our model.
Lesson 5: Investigation. Where do the babies with extra-big muscles get that trait variation?
● We analyze dog family photos to find patterns between relatedness and musculature. We wonder how muscles actually get from parents to offspring, and we zoom in to look at the chromosomes inside sperm and egg cells. We make connections between the karyotype of an offspring’s muscle cell and chromosomes in the sex cells of the parents.
Second Topic: How do genes and selective breeding influence trait variation across generations?
Learning Targets:
● I can use models to describe chromosomal inheritance patterns, predict offspring traits, and explain how specific genes and proteins influence trait development.
● I can use mathematical and computational thinking to analyze the effects of selective breeding on trait variations in sexually reproducing organisms.
Learning Activities:
Est. # of Lessons: 4 (5-7 days)
Essential Questions:
● How do humans control the variation in their animals?
Lesson 6: Investigation. How do chromosomes cause cattle to be born with extra-big muscles?
● We consider the scale of chromosomes and proteins, then reorganize cattle photos that include new information about each individual’s chromosomes and myostatin proteins. We construct initial models showing the patterns we found, and construct a consensus model to explain the correlations we see. We read and synthesize articles to find evidence of cause-effect relationships among allele, protein, and phenotype.
Lesson 7: Putting Pieces Together. How does an animal get extra-big muscles?
● We update our classroom consensus model and revise our initial models to include our recent findings about the roles of genes, alleles, and the myostatin protein in development of the typically, medium-, and heavily muscled phenotypes. Using our model, we predict that a sibling’s phenotype will be the same, but we see examples of dog siblings with different phenotypes, so we need to figure out more about that next time.
Lesson 8: Investigation. Why don’t offspring always look like their parents or their siblings?
● We investigate the inheritance patterns of the myostatin gene by comparing the proportion of different genotypes collected from pedigrees that show the results of known crosses. We use simple mathematical models to help us predict the outcome of known genetic crosses.
Lesson 9: Investigation. How do farmers control the variation in their animals?
● We read three articles about how farmers breed animals for selected-for trait variations, and we run a computer simulation to control breeding in order to create individuals with selected-for trait variations.
Third Topic: How do reproduction methods and environmental factors shape trait variations in living things?
Learning Targets:
● I can obtain, evaluate, and communicate information about how organisms reproduce and transfer genetic information, including differences between sexual and asexual reproduction.
Est. # of Lessons: 8 (12-14 days)
Essential Questions:
● Do plants have genetic material?
● How do plants reproduce?
● (How) do other organisms reproduce without sperm and eggs?
● How do we get variations if the genetic
Unit 5 Genetics: Muscles & Selective Breeding
● I can analyze and interpret data patterns to provide evidence of how genetic and environmental factors contribute to trait variation. information is exactly the same?
● How much of trait variation in a population is controlled by genes or by the environment?
● Why are living things different from one another?
Learning Activities:
Lesson 10: Putting Pieces Together. How can we use our model to explain a different trait variation?
● After a brief navigation conversation, we work independently to demonstrate understanding on a midpoint assessment a transfer task involving goldfish breeding.
Lesson 11: Problematizing. How can we answer the rest of our questions?
● We check in on our DQB to acknowledge what we’ve figured out so far and take note of where we still have questions about organisms other than dogs and traits other than muscles. We sort images of other organisms and discover that their variations encompass a continuous range rather than a few distinct phenotypes. Based on our model, we record new questions to drive further investigation.
Lesson 12: Investigation. Do plants have genetic material?
● We question whether plants also have genetic material and wonder if there is an investigation that would allow us to see that material. We watch a video of a scientist isolating genetic material from animal cells and then we plan an investigation to break open plant cells (strawberries) and see if we can isolate the same material from them. We carry out our investigations and discuss the results as a class.
Lesson 13: Investigation. How do plants reproduce?
● After determining that flowers are involved in plant reproduction, we investigate their structures, comparing their functions to reproductive structures in humans. We obtain information about how the structures of flowers can interact specifically with different pollinators. Revisiting the trait variations that we saw in Lesson 11, we read and watch videos about how farmers breed and propagate plants.
Lesson 14: Investigation. (How) do other organisms reproduce without sperm and eggs?
● We work in small groups to research and share about an organism that uses asexual reproduction. We discuss how the genetic information of offspring from asexual reproduction compares to that of the parent. We observe a video of planarian regeneration, and we discover that the resulting planaria do not always look identical.
Lesson 15: Investigation. How do we get variations if the genetic information is exactly the same?
● We integrate information from images and text about how planaria color was affected by light exposure, and we consider how environmental factors like light might influence other ranges of variation we’ve seen. We obtain scientific information from texts about color variation in apples and flamingos and then construct and use models to explain the different environmental factors that cause the range of variation we see in apple and flamingo colors.
Lesson 16: Investigation. How much of trait variation in a population is controlled by genes or by the environment?
● We investigate the variation found in wheat kernel coloration to learn this trait is controlled by more than one pigment-producing gene. We use this new idea in addition to what we learned about environmental factors in Lesson 15 to update our classroom consensus model explaining variation we see in dog breed musculature. We investigate the distribution of human arm span lengths and independently use our model to explain which factor(s) affect arm span. Finally, we share our models in small groups and hold a Consensus Discussion about what we figured out about these influences on all traits.
Lesson 17: Putting Pieces Together. Why are living things different from one another?
● We revisit our Driving Question Board to evaluate and answer our questions. We use this time to ask any clarifying questions to refine our understanding about our models for how living things are different from one another. Then we demonstrate understanding on a summative assessment transfer task involving redwood trees.
Unit
Course Name: 8th Grade Science
Unit 6 Title: 8.6 Natural Selection & Common Ancestry
Unit Overview:
Est. # of Lessons: 15 (25-27 days)
How could things living today be connected to the things that lived long ago?
We build on our understanding of genetic differences by exploring how species have changed throughout Earth's history. This unit investigates connections between ancient animals and species today, starting with Darwinius Masillae, a prehistoric ancestor of humans whose fossils will inspire us to model how species evolve over time. Using photos, journals, case studies, and genetic data from our genetics unit, we'll examine how environmental and behavioral factors drive Natural Selection and trace the lineage of traits across millions of years.
STAGE 1: DESIRED RESULTS
Established Goals
● MS-LS1-4: Use arguments based on evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
● MS-LS4-1: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
● MS-LS4-2: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
● MS-LS4-3: Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
● MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
● MS-LS4-6: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Transfer Goals
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts)
Unit 6 Natural Selection & Common Ancestry
● Species evolve over time through natural selection, leading to diverse adaptations. Fossil records and existing species variations provide evidence of this process.
● Organisms with advantageous heritable traits are more likely to survive and reproduce, gradually shifting traits in a population.
● Similarities in development, shared traits, and fossils support the idea that species evolved from common ancestors.
● Changes in the environment create selective pressures, shaping species' adaptations to their habitats.
Knowledge
Key Vocabulary:
Heritable, Extinction, Fossil record, Population, Species, Sample, Distribution, Mean, Line of descendants, Environmental interactions, Competitive advantage, Selection, Natural selection, Adaptation by natural selection, Common ancestor, Characteristic, Ancient, ancestors, Immediate ancestors, Salmonella, Flagella, Embryo, Species, fossil, offspring, variation, genes, alleles, genes, typical, trait, biotic, abiotic, asexual reproduction, mutation
● Fossils found in the Earth suggest species have evolved over time.
● Species inherit traits and behaviors, with variations across species. Some species share more traits with each other than others.
● Modern species are more similar to less ancient fossils than to older ones. Ancient fossils help trace the evolution of today's species.
● Traits within populations vary, and those that help individuals survive and reproduce become more common over generations due to natural selection.
● Environmental changes can shift trait variations, and beneficial traits in one environment may be disadvantageous in another.
● Natural selection causes traits that offer survival or reproductive advantages to become more common over time.
● Mutations introduce new traits, and natural selection shapes those traits, linking modern organisms with their ancient ancestors.
● Isolated populations accumulate mutations, and
● How are modern organisms connected to their ancient ancestors, and what evidence supports these connections?
● Which body structures or other data metrics can scientists use to compare ancient species to modern ones?
● What evidence from embryo development and other sources helps us understand evolutionary connections?
● How do traits found in a population change over short and long-term periods of time?
● Which natural, genetic, and environmental factors are influencing the changes populations experience across all time periods?
Skills (Framed as Learning Targets)
● I can analyze data (images, charts, and descriptions) in order to identify patterns in the evolution and diversity of species over time and compare modern and ancient species.
● I can use data and timelines to identify patterns in body structure changes in species over time and predict how traits may vary in different species.
● I can explain how changes in species’ diversity, body structures, and behaviors occur over time, and how these patterns help us understand relationships between species.
● I can use models to explain how natural selection causes changes in traits within a population based on environmental factors, and predict how traits will change over time.
● I can analyze graphical data and conduct investigations (including simulations) to understand how environmental changes affect the traits and survival of populations over time.
● I can explain how natural selection causes changes in body structures and behaviors over generations in response to environmental factors using patterns in body structures and embryonic development.
● I can use models to understand cause and effect relationships in evolution and explain stability and change in species over time.
Unit 6 Natural Selection & Common Ancestry
natural selection leads to differences in body structures over time.
● Similarities in early development suggest relatedness between organisms, even if structures later diverge.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● CER: Where Did All the Ancient Creatures Go?
● Modeling Natural Selection: Animal Case Study
● Ancient & Modern Species Ancestry Debate
● CER: Chicken or the Egg?
Formative Assessment
● Driving Question Board: Explaining Species Similarities & Differences Over Time
● Population Change Lab : Modeling Generational Impacts of Natural Selection & Environmental Conditions on a Population
● Revise Model: A Look Into Embryo Development
STAGE 3: LEARNING PLAN
First Topic: How do modern species' structures and traits compare to their ancient relatives?
Learning Targets:
● I can analyze data (images, charts, and descriptions) in order to identify patterns in the evolution and diversity of species over time and compare modern and ancient species.
● I can use data and timelines to identify patterns in body structure changes in species over time and predict how traits may vary in different species.
Learning Activities:
Est. # of Lessons: 4 (5-7 days)
Essential Questions:
● How are modern organisms connected to their ancient ancestors, and what evidence supports these connections?
● Which body structures or other data metrics can scientists use to compare ancient species to modern ones?
Lesson 1: Anchoring Phenomenon. How could humans and other things living today be connected to the things that lived long ago?
● We record what we notice and wonder about a fossil of an animal from long ago and we analyze data about a similar animal living today. We develop initial explanations of how these animals could be connected. We brainstorm possible mechanisms to help explain two things: (1) Where did all the ancient animals go? and (2) Where did all the different species of modern animals come from? We develop a DQB to guide future investigations.
Lesson 2: Investigation. How similar or different are different species of the same animals?
● We analyze a data set of heritable external structures and behavior in modern species to look for patterns and infer connections among them. We develop questions on how other heritable internal structures would compare for these animals and for other ancient animal fossils.
Lesson 3: Investigation. How do the body structures of other ancient animals compare to modern animals?
● We analyze data tables of bone structures for ancient animal fossils and modern animals and develop a timeline-based representation of the patterns in the data. We analyze images, maps, and descriptions of where these fossils formed.
Lesson 4: Putting Pieces Together, Problematizing. Why are there similarities and differences in the body structures of modern and ancient animals?
Unit 6 Natural Selection & Common Ancestry
● We revise our initial explanation to account for the patterns in data from previous lessons, including several candidate ideas for what might be causing these patterns. We revisit our Driving Question Board and our list of related phenomena and decide to investigate connections among other ancient and modern organisms.
Second Topic: How do environmental conditions influence changes in populations over generations?
● I can use models to explain how natural selection causes changes in traits within a population based on environmental factors, and predict how traits will change over time.
● I can analyze graphical data and conduct investigations (including simulations) to understand how environmental changes affect the traits and survival of populations over time.
Learning Activities:
Est. # of Lessons: 7 (8-12 days)
● How do traits found in a population change over short and long-term periods of time?
● Which natural, genetic, and environmental factors are influencing the changes populations experience across all time periods?
Lesson 5: Investigation. How might other living things be connected to ancient organisms?
● We investigate other organisms to see if patterns of connections between ancient and modern organisms also occur in other types of organisms than the ones we have explored so far. We sort data cards for ancient and modern horseshoe crabs, horses, and whales to see what patterns of similarities and differences exist in their body structures. We discuss how patterns we notice in their body structures might be connected to when or where they live(d).
Lesson 6: Putting Pieces Together, Problematizing. How could organisms living today be connected to organisms that lived long ago?
● We argue for whether the fossil data we’ve been investigating represents what is found in only one individual or represents what is typical of any individual in their population. We construct revised explanations for how modern organisms are connected to ancient organisms.
Lesson 7: Investigation. How do traits found in a population change over a shorter amount of time?
● We explore five cases where trait distributions in the population changed over a few generations. We use a jigsaw strategy to analyze data from different studies on our group’s assigned case. We develop a model to explain what was causing the shift in trait distribution over time for our individual cases.
Lesson 8: Putting Pieces Together. How can we model what is causing the changes in the populations happening across all our case studies?
● We compare case-specific system models (for finches, moths, swallows, sticklebacks, and plants) and argue for which parts and interactions these cases have in common. We develop a general model to explain what causes changes in the population and use it to make predictions about what would happen in any population, in any environment, and over a different number of generations.
Lesson 9: Investigation. How well does our General Model predict and explain the changes happening over time in a different population?
● We carry out two investigations using a computer simulation. We argue for why we get different outcomes when we simulate different types of white blood cells in the environment with the same starting population of bacteria.
Lesson 10: Investigation, Putting Pieces Together. Why does our General Model tend to produce different outcomes in different environmental conditions?
● We plan and carry out an investigation using a new bacteria simulation to test what will happen when we change the environment by a different factor other than predation. We run our investigation, collect data, and use our General Model for Natural Selection to explain our results.
Lesson 11: Putting Pieces Together. Can we use our General Model for Natural Selection to explain changes over time in green anole lizards?
Unit 6 Natural Selection & Common Ancestry
● We demonstrate what we have learned on an assessment. We give and receive peer feedback on our explanations. We revise our explanation based on peer feedback.
Third Topic: How can we use evidence from multiple sources to explain evolutionary connections between ancient and modern organisms?
● I can explain how changes in animal diversity, body structures, and behaviors occur over time, and how these patterns help us understand relationships between species.
● I can explain how natural selection causes changes in body structures and behaviors over generations in response to environmental factors using patterns in body structures and embryonic development.
● I can use models to understand cause and effect relationships in evolution and explain stability and change in species over time.
Learning Activities:
Est. # of Lessons: 4 (6-8 days)
● What evidence from embryo development and other sources helps us understand evolutionary connections?
Lesson 12: Putting Pieces Together, Problematizing. Can our model explain changes over really long periods of time?
● We update our General Model for Natural Selection to include mutation and use it to explain differences in body structures in horses and horseshoe crabs over very long periods of time.
Lesson 13: Putting Pieces Together. Can we apply the General Model for Natural Selection over millions of years to explain how all the ancient and modern animals are connected?
● We use what we know about natural selection and mutation to develop a model to show how modern animals could be connected to one another and to ancient animals. We construct a hypothetical explanation for how the animals are connected and compare our explanations with others.
Lesson 14: Investigation. What do the patterns in embryo development tell us about how things living today could be connected to the things that lived long ago?
● We analyze sketches of embryos at different points in development for a variety of living things, such as a chicken, a turtle, a rabbit, and a human. We construct an argument and raise questions about how and why different organisms share so many physical structures in common in their embryological development. We share these arguments and questions as a class.
Lesson 15: Putting Pieces Together. What can we explain now, and what questions do we still have?
● We identify the questions from our DQB that we can now answer. We celebrate all that we have learned in this unit and across the school year. We spend time identifying the questions that we did not answer and build a new DQB of these questions. We create a plan to answer some of them on our own and in school next year and beyond.
Scientific Inquiry-A
0.5 Credit (STEM)
This course is aligned with the crosscutting concepts in the Next Generation Science Standards. It serves as an introductory course covering fundamental science topics and methodologies. The curriculum utilizes experimentation and hands-on activities to facilitate understanding of the scientific process, from experimental design to data analysis along with the presentation and communication of results. Through experimentation students will investigate the hierarchy of life, exploring from the atomic level to the complexity of organisms providing a solid science foundation. This course prepares students for further study in Biodiversity and the Environment class, as well as advanced courses in Chemistry and Physics.
Title & Time
Unit 1: Building the Foundation 7-9 Lessons
Our first unit dives into testable questions, hypotheses, and theories, guiding you through the ins and outs of experimental design. Through hands-on experience, we discover the power of cause and effect, learn to collect and analyze data (both quantitative and qualitative), and ultimately design and execute an experiment.
Scientific Inquiry: Semester Course
Unit 2: The Power of Numbers 7-8 Lessons
Building on our experimental design, we practice how to measure, record and evaluate data that is essential for evidence-based conclusions. In this unit, we engage in a series of challenges that explore the crucial difference between accuracy and precision, master the metric system and scientific notation, and even create our own units. These skills are critical for success in a laboratory setting and beyond.
Unit 3: Never Trust an AtomThey Make Up Everything 5-6 Lessons
Unit 4: From One to Many - Cells Growing and Evolving 19-21 Lessons
Inspired by Carl Sagan’s quote “we are all made of star stuff,” this unit dives into the very beginning of life, starting with the atoms (star stuff) and how they build everything. We apply what we have learned in the first two units to explore atoms and key elements to see how they link up to form essential molecules like water through interactive simulations and laboratory experiments. Discover why water is so crucial for life, and finally, unpack the four macromolecules (carbs, lipids, proteins, and nucleic acids) that build entire cells.
The final unit now focuses on the simple cells of bacteria to the complex cells that make up you. We investigate what a cell is and how the different types of cells grow and adapt to the environment around them. Through experimentation, we study the pressing issue of bacteria and antibiotic resistance, exploring how these tiny organisms evolve and how antibiotics work (or sometimes don't). Moving to human cells, we learn about the tightly controlled process of cell division and what happens when the process goes wrong, leading to cancer.
Unit 1 Building the Foundation
Course Name: Scientific Inquiry
Unit 1
Title: Building the Foundation
Unit Overview:
Est. # of Lessons: 7-9
Our first unit dives into testable questions, hypotheses, and theories, guiding you through the ins and outs of experimental design. Through hands-on experience, we discover the power of cause and effect, learn to collect and analyze data (both quantitative and qualitative), and ultimately design and execute an experiment.
STAGE 1: DESIRED RESULTS
Established Goals
This is a brief foundational unit to ensure students have the necessary laboratory skills before starting the class
- Defining variables and controls within an experiment
- Identifying a testable question/hypothesis
- Design of a proper experiment to answer the testable question/hypothesis
- Utilization of laboratory equipment to properly and safely perform a valid experiment
- Analyze data to come to a conclusion which can be communicated and defended with data
Transfer Goals
● Ask questions or define problems to design an investigation, or seek additional information
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Communicate effectively with peers and community members to build a respectful and productive academic culture (Effective Communicators, Responsible Citizens)
Understandings
● The precision of measurements is dependent on the type of equipment and human technique.
● Scientists collaborate with each other based on a common understanding of the accuracy of scientific findings reliable, reproducible, and understood universally.
Essential Questions
● How can I design a question/hypotheses that I can investigate in a laboratory setting?
● How can we design and execute controlled experiments that yield reliable, analyzable data, ensuring we can confidently draw conclusions?
● Can I trust the data? What might be sources of error within the experiment or data analysis?
Knowledge Skills (Framed as Learning Targets)
Key Vocabulary: variables, dependent variable, independent variable, control, constants, hypothesis, theory, law, dogma, testable question, qualitative, quantitative
● I can apply principles of laboratory safety when performing an experiment.
● I can identify a testable question/hypothesis.
● I can design a properly controlled experiment and
Unit 1 Building the Foundation
● Key lab safety rules and guidelines for maintaining a safe environment (e.g., proper handling and storage of chemicals, location and use of safety equipment such as eyewash stations, fire extinguishers, and fume hoods) are in place for preventing accidents.
● Proper usage of laboratory equipment and when to use the equipment
identify the key variables.
● I can utilize the correct laboratory tools (e.g., beakers, flasks, balances) to perform an experiment that is valid.
● I can collect and use qualitative and quantitative data to reach a data-driven conclusion.
● I can communicate the result of an experiment and defend it with data.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Quizzes: safety, equipment and scientific method including identifying testable questions, variables, constants and valid scientific design
● Plop, Plop, Fizz, Fizz Lab: from the design to the implementation of the student’s protocol, to data analysis and conclusion; the hands-on portion of the lab will allow in-lab safety behaviors, and actual equipment usage to be observed
Formative Assessment
● Closure Activities: for example using a graduated cylinder, variable Jeopardy, safety situations
● Check Ins: observe and provide feedback on targeted skills and concepts that are being practiced (e.g., measuring using graduated cylinder, balances, standard safety protocols)
STAGE 3: LEARNING PLAN
First Topic: Laboratory Safety and Equipment
Learning Targets:
● I can apply principles of laboratory safety when performing an experiment.
● I can utilize the correct laboratory tools (e.g., beakers, flasks, balances) to perform an experiment that is valid.
Learning Activities:
Lesson 1: Introduction to Science
Estimated # of Lessons: 4-5
Essential Questions:
● How can we design and execute controlled experiments that yield reliable, analyzable data, ensuring we can confidently draw conclusions?
● Can I trust the data? What might be sources of error within the experiment of data analysis?
● We'll begin by setting classroom expectations, focusing on essential safety protocols and grading procedures to ensure a productive and secure learning atmosphere
● We will explore the various scientific fields and understand how experimentation can lead to significant discoveries
● We will participate in an activity where we categorize images based on their corresponding scientific fields. We will choose an image, explain the reasoning for putting it in that category, and discuss the scientific areas that interest us
Lesson 2: Introduction to Scientific Method and Safety
● We will cover comprehensive safety protocols for lab work, emphasizing the use of personal protective equipment. This will include engaging videos, informative articles, and demonstrations of both proper and improper safety practices.
Unit 1 Building the Foundation
● We will independently complete a worksheet focused on the importance of safety in scientific research allowing us to explore proper techniques
● We will conclude with a practical assessment where we evaluate and determine the correct response to a simulated laboratory incident
Lesson 3: Safety and Equipment
● Together, we'll establish a set of safety rules tailored for our class environment
● We will embark on a scavenger hunt to locate laboratory equipment, identify their locations, and understand their uses
● We will collaboratively demonstrate the proper use of lab equipment and discuss which tools are suitable for measurement tasks.
Lesson 4: Safety and Equipment
● We'll review detailed information about the various lab equipment and how to use each piece safely and effectively
● We will rotate through lab stations to practice using equipment correctly and adhering to safety procedures
● We will evaluate students' abilities to measure both liquid and solid chemicals accurately
Second Topic: Experimental Design and Implementation
Learning Targets:
● I can identify a testable question/hypothesis.
● I can design a properly controlled experiment and identify the key variables.
● I can collect and use qualitative and quantitative data to reach a data-driven conclusion.
● I can communicate the result of an experiment and defend it with data.
Learning Activities:
Lesson 1: Introduction to Experimentation
Estimated # of Lessons: 4-5
Essential Questions:
● How can I design a question/hypotheses that I can investigate in a laboratory setting?
● How can we design and execute controlled experiments that yield reliable, analyzable data, ensuring we can confidently draw conclusions?
● Can I trust the data? What might be sources of error within the experiment or data analysis?
● We'll begin by exploring how to perform experimentation using an activity that allows us to create our own testable questions, identify both independent and dependent variables, collect and graph data
● We will practice our vocabulary using a Jeopardy Game of Variables
Lesson 2: Experimental Design Part 1
● We will practice identifying testable questions and hypotheses
● We begin an investigation of how Alka-Seltzer dissolves and what factors may impact the rate of the reaction - generate a testable question, explore how we could perform the experiment, create a detailed protocol, identify our independent and dependent variables and make a prediction about what will happen in the experiment (experiment may be varied depending upon the year)
Lesson 3: Experimental Design Part 2
● We will run the experiment that we designed in Lesson 2
● We will work in groups to show our ability to properly use equipment, safely perform an experiment, collect data
Lesson 4: Experimental Design Part 3
● We will learn ways to represent our data by using charts and graphs
● We will then analyze the data and determine if our prediction was correct
● We will learn how to communicate the data to peers
● We will evaluate how we could improve the experiment and determine the next steps
Unit 2 The Power of Numbers
Course Name: Scientific Inquiry
Unit 2 Title: The Power of Numbers
Unit Overview:
Est. # of Lessons: 7-8
Building on our experimental design, we practice how to measure, record and evaluate data that is essential for evidence-based conclusions. In this unit, we engage in a series of challenges that explore the crucial difference between accuracy and precision, master the metric system and scientific notation, and even create our own units. These skills are critical for success in a laboratory setting and beyond.
STAGE 1: DESIRED RESULTS
Established Goals
- Using the proper laboratory equipment for accurate measurements,
- Utilizing the correct metric units to record data
- Perform common conversions within the metric system and across other types of units
- Measuring with significant figures,
- Performing calculations using scientific notation,
- Interpret data to draw conclusions and communicate results
- Understanding the concept of scale and being able to determine the actual size
Understandings
● The precision of measurements is dependent on the type of equipment and human technique.
● Scientists collaborate with each other based on a common understanding of the accuracy of scientific findings reliable, reproducible, and universally understood units.
● Accurate unit conversions are essential for comparing data across different scales and ensuring consistency in analysis.
● Data inherently varies, and analysis is essential to characterize this variability, including measures of central tendency (mean, mode) and error.
● Data is often best communicated visually or graphically but requires clear labels and scale.
Transfer Goals
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
Essential Questions
● How do the tools I use to measure impact the accuracy and precision of the technique?
● How do I express data by using consistent units to allow for direct comparisons?
● How can size or quantity be represented numerically to show large differences?
● How does the way we measure and report data impact our understanding and communication in science?
● How do we describe really big and really small mathematically?
Unit 2 The Power of Numbers
● Scientific notation allows scientists to represent and compare great differences in quantity or size.
Knowledge
Key Vocabulary: units, metric system, gram, liter, meter, celsius, accuracy, precision, scale, scientific notation, mean, mode, standard error
● Science uses the metric system which works in multiples of 10. In Science and Engineering this system is used to communicate all scientific findings. The ability to recognize, convert and compare data using the metric system is key to understanding the scientific literature
● Understanding the concept of scale and how to numerically use scientific notation to represent very small and very large numbers allows scientists to make measurements in a manageable form.
Skills (Framed as Learning Targets)
● I can make accurate and precise measurements using different laboratory equipment.
● I can identify which laboratory equipment provides the most accurate measurements.
● I can use the metric system and convert between it and other units.
● I can use scientific notation in equations and understand what the values represent.
● I can determine the scale of objects.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Quizzes: accuracy vs precision; mean, median, mode and standard error; common conversions; temp Fahrenheit vs Celsius; reading data from graphs; basic scientific notation
● Precision & Accuracy Hands-on Lab: questions require students to determine is there data accurate, precise, both and what could improve their measurement
● Smoot Lab: demonstrate understanding of measurement and units along with the ability to convert to metric
First Topic: Accuracy & Precision
Learning Targets:
Formative Assessment
● Closure Activities: activities directly related to the lesson to gauge current understanding (e.g., data analysis - it is accurate or precise, which lab equipment would be most accurate, unit conversion)
● Coaching for Increased Independence: handson learning demonstrations such as accuracy & precision activities, scale and magnification with the microscopes
● Check Ins: observe and provide feedback on targeted skills and concepts that are being practiced (e.g. conversion worksheets, metric problems, scientific notation practice)
STAGE 3: LEARNING PLAN
● I can make accurate and precise measurements using different laboratory equipment.
● I can identify which laboratory equipment provides the most accurate measurements.
Estimated # of Lessons: 2
Essential Questions:
● How do the tools I use to measure impact the accuracy and precision of the technique?
● How does the way we measure and report data impact our understanding and communication in science?
Unit 2 The Power of Numbers
Learning Activities:
Lesson 1:Accuracy & Precision
● I will explore why proper measurement is important and inaccuracy can cause real world failures
● I will perform an activity (darts, penny toss, cornhole) that allows me to examine the difference. between accuracy and precision - allowing me to determine the mean, median, mode, range and graph the data for analysis.
Lesson 2: Experimental Design Part 1
● I will use laboratory equipment (graduated cylinders, micropipettes) to practice being accurate and precise.
● I will perform a standard curve to demonstrate my abilities in handling lab equipment properly, safely and accurately.
Second Topic: Metric System & Conversion
Learning Targets:.
● I can use the metric system and convert between it and other units.
● I can determine the scale of objects.
Learning Activities:
Lesson 1: Metric System
Estimated # of Lessons:3
Essential Questions:
● How do I express data by using consistent units to allow for direct comparisons?
● How can size or quantity be represented numerically to show large differences?
● How does the way we measure and report data impact our understanding and communication in science?
● I will learn about how the metric system is used in science and engineering.
● I will review and learn the base units for each key measurement (mass, volume, length, temperature).
● I can convert within the metric system and understand the most common conversions such as milligram to gram and kilometer to meter.
● I can utilize online tools to convert between English units to metric units and recognize the conversions that are used commonly such as the boiling and freezing points of water.
Lesson 2: Metric System Application to Data
● I can perform conversion within the metric system and use scientific notation to represent the values.
● I can use conversions to present data in a way that allows comparisons.
Second Topic: Measurement & Scale
Learning Targets:.
● I can use the metric system and convert between it and other units
● I can use scientific notation in equations and understand what the values represent
● I can determine the scale of objects
Learning Activities:
Lesson 1: Measuring
Estimated # of Lessons:2-3
Essential Questions:
● How can size or quantity be represented numerically to show large differences?
● How does the way we measure and report data impact our understanding and communication in science?
● How do we describe really big and really small mathematically?
● I can use different measurements to address a common problem.
● I can convert between different units to perform comparisons.
Lesson 2: Scale and Magnification
Unit 2 The Power of Numbers
● I can recognize how big the universe is compared to how small an atom is.
● I can use scientific notation to represent really large things versus really small things.
● I can use a microscope to see small things and understand how magnification works.
● I have observed that cells are small.
Unit 3 Never Trust an Atom, They Make Up
Course Name: Scientific Inquiry
Unit 3
Title: Never Trust an Atom, They Make Up Everything
Unit Overview:
Est. # of Lessons: 5-6
Inspired by Carl Sagan’s quote “we are all made of star stuff,” this unit dives into the very beginning of life, starting with the atoms (star stuff) and how they build everything. We apply what we have learned in the first two units to explore atoms and key elements to see how they link up to form essential molecules like water through interactive simulations and laboratory experiments. Discover why water is so crucial for life, and finally, unpack the four macromolecules (carbs, lipids, proteins, and nucleic acids) that build entire cells.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-LS1-1: Construct 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.
● HS.LS1.2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Transfer Goals
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
Understandings Essential Questions
● Isotopes of an element vary in neutron count, influencing their mass and nuclear stability, while atomic number defines the identity of the element.
● Neutral atoms become ions by gaining or losing electrons, with the process explained at both macroscopic (chemical behavior)
● Atoms combine to form molecules/compounds which have unique properties based on the types of bonds.
● The structure of a molecule/compound impacts how it interacts.
● Specific molecules called monomers can
● How does the structure of an atom vary and which atomic particles play a role?
● What types of bonding can occur between atoms that make molecules? How does that impact the behaviors and properties?
● How do small building blocks (monomers) combine to make the four main types of large molecules (macromolecules)?
● How does the unique structure of each macromolecule impact the function and role of it in the cell?
Unit 3 Never Trust an Atom, They Make Up Everything
interact to form macromolecules which are used to build organelles and eventually cells.
● The 4 macromolecules carbohydrates, lipids, proteins, and nucleic acids have specific structures and functions.
Knowledge
Key Vocabulary: Atom, proton, neutron, electron, subatomic particle, charge, mass, microscopic structure, atomic model, isotope, atomic number, Bohr Model, polar, non-polar, ionic, molecule, compound, monomer, polymer, macromolecule, carbohydrate, lipid, protein, nucleic acid, monosaccharide, fatty acid, amino acid, nucleotide
● Properties of water and how it impacts life
● How the arrangement of smaller units (monomers) within a macromolecule determines its overall structure and function
● Basic building blocks of matter and how their arrangement affects properties
Skills (Framed as Learning Targets)
● I can draw the Bohr Model structure of the atom and identify each particle.
● I understand what an isotope and ion are and that atoms of an element can vary.
● I know that elements combine to form molecules/compounds and the structure will affect the properties and function
● I can identify the monomers of each macromolecule and understand how the macromolecules form
● I can identify the functions and sources of the macromolecules.
● I can develop models to describe the atomic composition of simple molecules and extended structures.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Macromolecule focused laboratory/task: focus on understanding the structures and function of the 4 macromolecules and properties of water
● Cumulative Test: a blend of structured and constructed response questions as well as performance at lab stations to measure key skills across the three units.
First Topic:You’re Made of Star Stuff
Learning Targets:
Formative Assessment
● Closure Activities: activities directly related to the lesson to gauge current understanding (e.g., atomic modeling, identify the subatomic particle, what makes atoms different, identify the type of compound)
● Coaching for Increased Independence: handson learning demonstration such as how small is an atom, pHET interactive, Properties of Water Lab, M&Mium activity, Build a Macromolecule
STAGE 3: LEARNING PLAN
● I can draw the Bohr Model structure of the atom and identify each particle.
● I understand what an isotope and ion are and that atoms of an element can vary.
● I know that elements combine to form molecules/compounds and the structure will affect the properties and function
Estimated # of Lessons: 5-6
Essential Questions:
● How does the structure of an atom vary and which atomic particles play a role?
● What types of bonding can occur between atoms that make molecules? How does that impact the behaviors and properties?
● How do small building blocks (monomers) combine to make the four main types of large
● I can identify the monomers of each macromolecule and understand how the macromolecules form
● I can identify the functions and sources of the macromolecules.
● I can develop models to describe the atomic composition of simple molecules and extended structures. molecules (macromolecules)?
Learning Activities:
Lesson 1: Atoms
● How does the unique structure of each macromolecule impact the function and role of it in the cell?
● I know what the structure of the atom is and the properties of each particle.
● I can determine the difference between an ion and isotope.
● I can determine the element based on atomic number.
Lesson 2: Matter is Made of Atoms
● I can recognize that not all atoms are the same and that this impacts the mass and stability.
● I will complete the M&Mium activity or similar allowing me to see how the mass and prevalence of isotopes result in average atomic mass.
Lesson 3: Molecules to Macromolecules 1
● I can recognize that there are different type of bonds and these cause molecules to have certain physical properties
● I can identify an unknown compound based on its physical properties
● I know what polarity is and that this gives water its unique properties
● I will use a series of lab stations allowing me to examine the properties of water
Lesson 4: Molecules to Macromolecules 2
● I can recognize that macromolecules are formed as monomers join to form a polymer
● I will build a macromolecule out of paper so I understand how the monomers bond
● I know that there are 4 macromolecules, their monomers, properties and why they are important for the body
Lesson 5/6: Molecules to Macromolecules 3
● I can perform an experiment/research project/task that analyzes the type of macromolecules used or needed by the body.
Unit 4 From One to Many-Cells Growing & Evolving
Course Name: Scientific Inquiry
Unit 4
Title: From One to Many - Cells Growing and Evolving
Unit Overview:
Est. # of Lessons: 18-21
The final unit now focuses on the simple cells of bacteria to the complex cells that make up you. We investigate what a cell is and how the different types of cells grow and adapt to the environment around them. Through experimentation, we study the pressing issue of bacteria and antibiotic resistance, exploring how these tiny organisms evolve and how antibiotics work (or sometimes don't). Moving to human cells, we learn about the tightly controlled process of cell division and what happens when the process goes wrong, leading to cancer.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-LS1-1: Construct 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.
● HS.LS1.2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
● HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Transfer Goals
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
● Communicate effectively with peers to build a respectful, productive, and inclusive academic culture to enhance their understanding of the interconnectedness of the world and the role their actions play in the greater environment (Responsible Citizens, Effective Communicators) Understandings
Essential Questions
Unit 4 From One to Many-Cells Growing & Evolving
● Cells are the basic units of life, and their specialized structures (organelles) work together to carry out essential functions necessary for survival.
● While all cells share common features, differences between prokaryotic and eukaryotic cells, as well as between plant and animal cells, reflect their adaptations to different roles and environments.
● The selectively permeable cell membrane regulates the movement of substances in and out of the cell to maintain homeostasis.
● The DNA molecule stores the master code for making all of the enzymes and other proteins of a cell, thus dictating both the structure and the function of the cell.
● Cells are part of a hierarchical organization system of tissues, organs, and systems in organisms. Cell division happens in all cells through a series of phases, ending with mitosis when one cell forms two new cells.
● Chromosomes are duplicated through DNA replication. During DNA replication, mutations can occur.
● Genetic information flows from DNA to RNA to proteins through the processes of transcription and translation.
● Mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some may have no observable effect.
Knowledge
Key Vocabulary:
Macromolecule, organelle. cell, prokaryote, bacteria, eukaryote, tissue, organ, body system, organism, homeostasis, bacterial resistance, tumor, benign, malignant, metastasis, cell cycle, mitosis organelle, nutrient, protein, chromosome, cell membrane, nucleus, spindle, synthesis, relative, mutation, replication, complementary base pairs, DNA, gene expression RNA, ribosome, amino acid, helicase, complementary base pairs, meiosis, allele inheritance, crossing over
● Cells have smaller units called organelles that act in a hierarchical systems.
● Similarities and differences between humans and other organisms at the cellular level.
● Each organelle plays an important role in the process of maintaining homeostasis.
● How do the structures of organisms enable life’s functions?
● What are the similarities and differences between prokaryotes and eukaryotes as well as plants and animals at the cellular level?
● How does the cell membrane control what goes in and out of the cell?
● How does the structure of DNA enable it to act as a blueprint for life, ensuring both the accurate storage and faithful replication of genetic information?
● What steps does a cell perform to reproduce in a way that ensures the correct division of DNA and the organelles? And what occurs if there are errors?
● How is the genetic code, carried by DNA, translated into the functional molecules (proteins) that drive cellular processes?
● What are the consequences of changes to the genetic code (mutations), and how can these changes impact an organism?
Skills (Framed as Learning Targets)
● I can illustrate the relationship between systems of specialized cell parts called organelles.
● I can identify differences between prokaryotic and eukaryotic cells using images and a microscope.
● I can conduct an investigation to explain why cells are small and how this helps a cell to maintain homeostasis.
● I can examine patterns that explain the relationships between cell structure and function.
● I can explain the structure of DNA, how it replicates and how it dictates the structure of the protein.
● I can explain the key steps of protein synthesis.
● I can use evidence from experiments that inherited genetic variations may result in new traits.
Unit 4 From One to Many-Cells Growing & Evolving
● How DNA, ribosomes, golgi apparatus and cell membrane help cells produce proteins for survival.
● Bacteria differ from viruses and eukaryotic cells.
● Prokaryotes undergo cell division using binary fission and are susceptible to mutations.
● DNA is organized into genes in chromosomes. Each gene codes for a protein.
● Chromosomes are duplicated through DNA replication. During DNA replication, mutations can occur.
● Cell division happens in all cells through a series of phases, ending with mitosis when one cell forms two new cells.
● Mutations can occur during cell division and can result in uncontrolled growth or cancer.
● I can explain the differences between bacterial growth and eukaryotic cell division.
● I can describe the steps of cell cycle and identify the steps based on histology.
● I can describe how changes in the DNA can impact cell growth and cause cancer.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Quizzes: DNA structure and replication, Protein Synthesis and Mutations, Cell Cycle
● Antibiotic Resistance Lab: select a testable question, design and perform a controlled study to gather data to address the question.
● Eukaryotic Cell Cycle Lab: (Flatworm/yeast) select a testable question, design and perform a controlled study to gather data to address the question.
● Cumulative Test: a blend of structured and constructed response questions as well as performance at lab stations to measure key skills across the three units.
First Topic: Cells - Unit of Life
Learning Targets:
Formative Assessment
● Closure Activities: activities directly related to the lesson to gauge current understanding (e.g., cell organelle function, steps of protein synthesis, what is mutation, identify cell cycle step, what is cancer)
● Coaching for Increased Independence: handson learning demonstration such as: model of a cell, evolution of antibiotic resistance, image sort activity for cell cycle, cell cycle game, DNA replication practice, microscopy and cell cycle.
STAGE 3: LEARNING PLAN
● I can illustrate the relationship between systems of specialized cell parts called organelles.
● I can identify differences between prokaryotic and eukaryotic cells using images and a microscope.
● I can conduct an investigation to explain why cells are small and how this helps a cell to
Estimated # of Lessons: 3-4
Essential Questions:
● How do the structures of organisms enable life’s functions?
● What are the similarities and differences between prokaryotes and eukaryotes as well as plants and animals at the cellular level?
● How does the cell membrane control what goes in and out of the cell?
Unit 4 From One to Many-Cells Growing & Evolving
maintain homeostasis.
● I can examine patterns that explain the relationships between cell structure and function.
Learning Activities:
Lesson 1: Evaluation of differences between organisms
● I can use the microscope to explore the differences in the types of cells documenting what visible differences exist.
Lesson 2: Why are cells so small?
● I can use laboratory experiments and demonstrations to observe how cells maintain homeostasis by regulating what enters and leaves the cell.
● I can design an experiment to examine osmosis and the impact of solutes on the cell.
Lesson 3: Why are cells so small?
● I can perform an experiment and use the data to come to conclusions about the cell membrane function.
● I can identify the differences between diffusion and osmosis.
Lesson 4: Investigate differences of cell organelles
● I can identify the key differences between prokaryotic, eukaryotic cells
● I can distinguish a plant cell from an animal cell along with identifying the differences in organelles.
Second Topic: Understanding DNA, Growth, and Cellular Transformation
Learning Targets:
● I can explain the structure of DNA, how it replicates and how it dictates the structure of the protein.
● I can explain the key steps of protein synthesis.
● I can use evidence from experiments that inherited genetic variations may result in new traits.
● I can explain the differences between bacterial growth and eukaryotic cell division.
● I can describe the steps of the cell cycle and identify the steps based on histology.
● I can describe how changes in the DNA can impact cell growth and cause cancer.
Estimated # of Lessons: 14-16
Essential Questions:
● How do the structures of organisms enable life’s functions?
● What are the similarities and differences between prokaryotes and eukaryotes as well as plants and animals at the cellular level?
● How does the structure of DNA enable it to act as a blueprint for life, ensuring both the accurate storage and faithful replication of genetic information?
● What steps does a cell perform to reproduce in a way that ensures the correct division of DNA and the organelles? And what occurs if there are errors?
● How is the genetic code, carried by DNA, translated into the functional molecules (proteins) that drive cellular processes?
● What are the consequences of changes to the genetic code (mutations), and how can these changes impact an organism?
Learning Activities:
Lesson 1:DNA and Structure
● I can explain the structure of DNA, how it replicates.
● I can build a model of DNA and understand how base pairing occurs.
Unit 4 From One to Many-Cells Growing & Evolving
Lesson 2:Protein Synthesis
● I can explain the structure of DNA, how it replicates and how it dictates the structure of the protein.
● I can explain the key steps of protein synthesis.
Lesson 3: Introduction to Bacteria and Antibiotic Resistance
● I can explain the difference between a bacteria and a virus.
● I can describe how bacteria cause disease and have impacted history.
● I can explain how antibiotics impact bacterial growth.
● I can explain how bacteria replicate and why it is so quick.
Lesson 4: Bacteria and Disease
● I can examine data from actual infection cases and see where antibiotics have an impact.
● I can design testable questions to gain more detail.
Lessons 5/6: Bacterial Growth Investigation
● I can design an experiment to explore the difference between antiseptics and antibiotics.
● I can handle, plate and monitor the growth of bacteria.
● I can make predictions about a result.
● I can collect data, analyze it and provide scientific reasoning for the result.
Lessons 7-9: Introduction to Bacteria and Antibiotic Resistance
● I can build a model that shows the evolution of antibiotic resistance.
● I can design a controlled experiment to examine if bacteria are antibiotic resistant (this is a kit and the organisms are safe for school use).
● I can perform and collect data from an experiment and communicate that data to my peers.
Lesson 10: Eukaryotic Cell Division
● I can recognize the difference in complexity between bacteria and eukaryotic cells during cell division.
● I can explain why cell cycle is important for a multicellular organism.
● I can list the key steps of cell cycle.
● I can ask testable questions about the process.
Lessons 11-13: Cell Cycle Steps
● I can use a model system to answer a testable question (flatworms/yeast)
● I can design and perform a basic experiment to answer my testable question.
● I can explain the process of cell cycle and the key checkpoints for the cell.
● I can recognize when cells are in different stages of cell cycle by using the microscope, images or description of the cell
● I can collect and analyze data to describe why cells would or would not grow based on changes in their DNA.
Lessons 14/15:
● I can describe how changes in the DNA can impact cell growth and cause cancer using the OpenSciEd images.
● I can create a model that compares normal cell division to that of cancer.
Lessons 16: CAE
● I can use the laboratory skills to perform an experiment to answer a testable question (Li-Fraumeni Diagnosis, Yeast Mutation, Flatworm Lab-modified).
● I can analyze data to come to a conclusion and provide scientific reasoning to support it.
Cell Biology and Genetics-A
0.5 Credit (STEM)
This course provides students with a comprehensive understanding of how genetic information shapes life and drives the evolution of species. Students will leave the course equipped with scientific literacy and critical thinking skills essential for navigating modern biological challenges. In the first unit, students will explore the molecular and genetic foundations of heredity. Students will investigate how traits are passed down, how genetic variations arise, and how environmental factors influence gene expression. This includes real-world phenomena like patterns of inheritance in organisms and mutations that drive diversity. In the second unit, students will examine the mechanisms of evolution, focusing on natural selection, adaptation, and common ancestry. Students will analyze evidence for evolution, explore case studies of population changes over time, and investigate the role of genetic variation in species survival and extinction.
Title & Time
Advanced Biology: Semester 1
Focus
How do the structures of organisms enable life’s functions? We start our year by exploring how cells function and how this translates to changes in the overall function of systems, such as our human body. We first investigate similarities and differences between different organisms by looking at our own cells under the microscope and comparing them with additional samples. Next we evaluate how changes in the functioning of cellular components can lead to specialization within the cells of an organism. We apply this as we examine and model the causes of systemic diseases such as cystic fibrosis and T-SACs.
Who gets cancer and why? What can we do about it? We deepen our knowledge about cells and systems in the next unit as we examine inheritance and variation of traits through an exploration of cancer as a phenomenon. We first explore the genetic basis of cancer by investigating what cancer is and how mutations that can increase risk for cancer occur. Next, we investigate cancer caused by both inherited mutations and how the environment can cause mutations. Finally, we investigate additional factors in the United States that can affect the instances of cancer and mortality. We use this understanding to develop information for people that are personally experiencing cancer or want to better understand the severity in their geographic location.
What will happen to Arctic bear populations as their environment changes? We apply our understanding of inheritance patterns across a span of evolutionary time. We investigate the unusual sightings of polar, brown, and black bears in the Wapusk National Park and what this means for the future of the bears as the Arctic warms. We examine the impact humans can have on the environment and debate what role they should play in protecting species in danger of extinction. We end the semester by applying our learning to the case study of bumble bees that are threatened with extinction.
Unit 1 Cells & Systems: How do the
Course Name: Cell Biology and Genetics S1
Est. # of Lessons: 4-6
Unit 1 Title: Cells and systems: How do the structures of organisms enable life’s functions?
Unit Overview:
How do the structures of organisms enable life’s functions? We start our year by exploring how cells function and how this translates to changes in the overall function of systems, such as our human body. We first investigate similarities and differences between different organisms by looking at our own cells under the microscope and comparing them with additional samples. Next we evaluate how changes in the functioning of cellular components can lead to specialization within the cells of an organism. We apply this as we examine and model the causes of systemic diseases such as cystic fibrosis and T-SACs.
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
● HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms
● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens)
● Communicate effectively with peers and community members to build a respectful and productive academic culture (Effective Communicators, Responsible Citizens)
Understandings Essential Questions
● The hierarchical organization of living systems, from macromolecules to organisms, allows for key cellular processes that maintain homeostasis.
Knowledge
Key Vocabulary: Macromolecule, organelle. cell, tissue, organ, body
● How do the structures of organisms enable life’s functions?
Skills (Framed as Learning Targets)
● I can develop and revise a model to illustrate the relationship between systems of
system, organism, homeostasis, enzyme
● Cells have smaller units called organelles that act in a hierarchical systems
● Similarities and differences between humans and other organisms at the cellular level
● Each organelle plays an important role in the process of maintaining homeostasis
● How DNA, ribosomes, golgi apparatus and cell membrane help cells produce proteins for survival
● Enzyme action is one process that helps cells function and relates to many organelles in the cell
Summative Assessment
● Unit test/summative quizzes: on cellular structures and enzymes
● Final model and questionnaire: show connections between organelles, cell, organ, and systems for creating lactase
First Topic: Cells and Systems
Learning Targets:
specialized cell parts called organelles.
● I can conduct an investigation to evaluate the differences between plant and animal cells
● I can ask questions about specialized cell examples that will help identify patterns that explain the relationships between cell structure and function.
● I can conduct an investigation of enzymes and transport proteins to clarify their role in maintaining cellular function.
● I can make and defend a claim about how removal of certain components of the cell will affect the overall functioning of the system in various ways.
Formative Assessment
● Initial model to generate questions and notice inconsistencies about cellular organization
● Organelle research and share learning with others
● Design specialized cell poster and share with others
● Cell microscope lab comparing human, plant and bacteria cells
● Catalase lab showing effects of environmental factors on function
STAGE 3: LEARNING PLAN
● I can develop and revise a model to illustrate the relationship between systems of specialized cell parts called organelles.
● I can conduct an investigation to evaluate the differences between plant and animal cells
● I can ask questions about specialized cell examples that will help identify patterns that explain the relationships between cell structure and function.
● I can conduct an investigation of enzymes and transport proteins to clarify their role
Estimated # of Lessons: 4-6
Essential Questions:
● How do the structures of organisms enable life’s functions?
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Unit 1 Cells & Systems: How do
in maintaining cellular function.
● I can make and defend a claim about how removal of certain components of the cell will affect the overall functioning of the system in various ways.
Learning Activities:
Lesson 1: Introduce the anchoring phenomenon
● We explore what makes something a system vs just a bunch of pieces.
● We make initial models of how a cell operates as a system
Lesson 2: Evaluation of differences between organisms
● We share what we found out about particular organelles and notice that they are found in different cell types
● We look at different cell types and note similarities and differences in size, shape, and structures.
Lesson 3: Investigate differences of cell organelles
● We focus on animal cells and their functions by looking at cell specialization
● We investigate differences between the organelles of pancreatic beta cells, brain cells, and red blood cells and how those cells function
Lesson 4: Analyze process of transport proteins
● We look at some specific proteins and their roles within the cell
● We investigate transport proteins and enzymes through experimentation and readings
Lesson 5: Revise model to include evidence
● We review the learning from the unit with regard to how cells function as systems
● We develop a Gotta-Have-It Checklist and revise our initial consensus model using new evidence.
● We investigate several scenarios that occur when cells when organelles don’t function correctly.
Lesson 6: Develop our consensus model
● We develop our consensus model that puts together all of the ideas that we figured out about how the structural units within cells work independently and together in order for the system of the cell to survive. We acknowledge that we have made a lot of progress since the last consensus model and pause to put these new ideas together.
Course Name: Cell Biology and Genetics S1
Unit 2 Title: Inheritance and Variation of Traits:
Unit Overview:
Est. # of Lessons: 10-15
Who gets cancer and why? What can we do about it? We deepen our knowledge about cells and systems in the next unit as we examine inheritance and variation of traits through an exploration of cancer as a phenomenon. We first explore the genetic basis of cancer by investigating what cancer is and how mutations that can increase risk for cancer occur. Next, we investigate cancer caused by both inherited mutations and how the environment can cause mutations. Finally, we investigate additional factors in the United States that can affect the instances of cancer and mortality. We use this understanding to develop information for people that are personally experiencing cancer or want to better understand the severity in their geographic location.
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
● HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
● HS-LS1-1: Construct 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
● HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
● HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
● HS-LS3-2: Make 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
● HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens)
population
Understandings Essential Questions
● Based on the structure of DNA and its semiconservative replication, errors can be made resulting in mutations that lead to changes in protein structure and function. This can lead to altered cell cycle regulation due to changes in proteins such as p53, which can cause cancer.
● People with certain genetic conditions have an increased risk of developing cancer because of inherited alleles. This can be shown or traced through pedigrees to show how the occurrence of traits in families can help model inheritance. UV radiation and other environmental factors can cause spontaneous mutations in DNA that are not inherited but can still lead to cancer.
● Chemotherapy, radiation, surgery, and immunotherapy are common cancer treatments. These treatments affect cancer cells and non-cancer cells and can disrupt body systems. There are a number of constraints that affect decisions about cancer treatment.
Knowledge
Key Vocabulary:
Tissue, organ, body system, organism, tumor, benign, malignant, metastasis, cell cycle, mitosis organelle, nutrient, protein, chromosome, cell membrane, nucleus, spindle, synthesis, relative, mutation, replication, complementary base pairs, DNA, gene expression RNA, ribosome, amino acid, helicase, complementary base pairs, meiosis, allele inheritance, crossing over
● Cells are part of a hierarchical organization system of tissues, organs, and systems in organisms. Cell division happens in all cells through a series of phases, ending with mitosis when one cell forms two new cells.
● Chromosomes are duplicated through DNA replication. During DNA replication, mutations can occur.
● DNA is organized into genes in
● Who gets cancer and why?
● What is cancer and how are genes involved?
● What are the causes of cancer?
● What can we do about cancer?
Skills (Framed as Learning Targets)
● I can develop and share an initial model to show how I think cancer happens.
● I can make revisions of my model to illustrate how mechanisms (such as random mutation, inheritance, and environmental factors) can result in cancer.
● I can make and defend a claim based on evidence that inherited genetic variations may result from new genetic combinations through meiosis, viable errors occurring during replication, and/or mutations caused by environmental factors.
● I can research and share findings on current cancer treatment options.
● I can predict outcomes for populations using criteria related to human systems.
chromosomes. Each gene codes for a protein
● During meiosis, chromosome pairs can swap regions of DNA in a process called crossing over. Crossing over can result in new combinations of alleles along a chromosome and thus more genetic variation. Mutations in genes can lead to different structures and functions in proteins potentially leading to cancer.
● Chemotherapy, radiation, surgery, and immunotherapy are common cancer treatments that affect cancer cells and non-cancer cells and can disrupt body systems. Social determinants impact health and wellness, and we may not have control over them.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Unit test/summative quizzes: on DNA and chromosomes; cell cycle and cancer; basic probability and cancer
● Genetics transfer task: Predict inheritance of celiac and lactose intolerance
● Interview protocol on cancer treatment: Create interview questionnaire about cancer risks
First Topic: Cancer
Learning Targets:
Formative Assessment
● Initial model to generate questions and notice inconsistencies about cancer mechanisms
● Driving question board on cancer
● Mitosis card sort to determine the sequence
● Followup discussion of gene simulation
● Draw and interpret pedigrees
● Find and share cancer treatment research
● Research and record social predeterminations that increase risk for cancer
STAGE 3: LEARNING PLAN
● I can develop and share an initial model to show how I think cancer happens.
● I can make revisions of my model to illustrate how mechanisms (such as random mutation, inheritance, and environmental factors) can result in cancer.
● I can make and defend a claim based on evidence that inherited genetic variations may result from new genetic combinations through meiosis, viable errors occurring
Estimated # of Lessons: 8-10
Essential Questions:
● Who gets cancer and why?
● What is cancer and how are genes involved?
● What are the causes of cancer?
during replication, and/or mutations caused by environmental factors.
Learning Activities:
Lesson 1: Introduce the anchoring phenomenon
● We explore cancer data and factors that might affect who gets cancer, such as geographic location and genetics.
Lesson 2: Revisit anchoring phenomenon, Investigate the differences between cancerous and noncancerous cells
● We look at pictures of cancer and non-cancer cells. We read about what happens when cancer cells stick together.
Lesson 3: Revisit anchoring phenomenon, Investigate the role of checkpoints in regulating the cell cycle
● We use a Cell Game and a scientific model to investigate how non-cancer cells can make cancer cells.
Lesson 4: Revisit anchoring phenomenon, Perform data analysis, Construct an argument from evidence to support a claim to explain polar bear and brown bear speciation
● We review the mechanism of natural selection and use it to connect evidence at different scales to explain how polar and brown bears split from a common ancestor. We investigate evidence from glacial cycles, fossils, and allele variations. We develop and revise an argument to explain the speciation of polar and brown bears. We decide to use what we know about the impact of glacial cycles on bears in the past to figure out what will happen to Arctic bears in the future.
Lesson 5: Revisit anchoring phenomenon, Investigation on where mutations that cause cancer come from
● We interact with a computer simulation and a reading to understand how DNA replication happens and where the mutations that cause cancer come from.
Lesson 6: Revisit anchoring phenomenon
● We work with a kinesthetic model and a reading to make sense of gene expression.
Lesson 7: Develop a consensus model
● We develop our class consensus model to connect ideas from Lesson Set 1. We return to our Driving Question Board to update our questions and prioritize next steps
Lesson 8: Introduce the anchoring phenomenon, create initial models
● We watch videos about two young individuals, Lakita and Lauren, who survived multiple cancers. We model Lakita’s family in a pedigree and use a second model to try to understand more about Lauren’s family. We figure out how mutations that increase the risk of cancer can be inherited in families. We decide to investigate mutations due to the environment next.
Lesson 9: Revisit anchoring phenomenon, Data analysis of skin cancer incidences, design an investigation
● We read about the mechanism of UV radiation causing mutations in our cells and about a protective mechanism in our skin. We investigate scientific data related to incidence of skin cancer and design and carry out our own investigations.
Lesson 10: Develop a consensus model and figure out next steps
● We develop our consensus model that puts together all of the ideas that we figured out about random mutations, inheritance, and environmental factors. We acknowledge that we have made a lot of progress since the last consensus model and pause to put these new ideas together. We decide that we need to figure out if our ideas would hold up in a different context and complete a transfer task to continue to make progress on figuring out who gets cancer and why.
Second Topic: Cancer Treatment
Estimated # of Lessons: 3-4
Learning Targets:
● I can research and share findings on current cancer treatment options.
● I can predict outcomes for populations using criteria related to human systems.
Learning Activities:
Lesson 11: Explore treatments, analyze data
Essential Questions:
● What can we do about cancer?
● We consider what we already know about cancer treatment options and hear about different treatments that Lakita and Lauren experienced. We explore how different treatments work and revise our Cell Game model to predict the relationship between treatment and the cell cycle. We wonder about access to treatment in different places.
Lesson 12: Revisit anchoring phenomenon, Data analysis of skin cancer incidences, design an investigation
● We decide to further investigate cancer incidence and mortality data and conclude that both are affected by geography and access to health services. We learn about social determinants of health and the impact they have on access to treatment. We hear about advocates called health navigators who can support friends and family in cancer treatment and develop an interview protocol as a resource.
Unit 3 Common Ancestry & Speciation
Course Name: Cell Biology and Genetics S1
Unit 3 Title: Common Ancestry and Speciation
Unit Overview:
Est. # of Lessons: 7-12
What will happen to Arctic bear populations as their environment changes? We apply our understanding of inheritance patterns across a span of evolutionary time. We investigate the unusual sightings of polar, brown, and black bears in the Wapusk National Park and what this means for the future of the bears as the Arctic warms. We examine the impact humans can have on the environment and debate what role they should play in protecting species in danger of extinction. We end the semester by applying our learning to the case study of bumble bees that are threatened with extinction.
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
● HS-ESS2-7: Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
● HS-LS2-6: Evaluate 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.
● HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
● HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
● HS-LS4-2: Construct 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
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners)
● Foster collaboration and communication with peers from different cultural backgrounds, enhancing their understanding of the interconnectedness of the world and the role their actions play in the greater environment (Responsible Citizens, Effective Communicators)
Unit 3 Common Ancestry & Speciation
environment .
● HS-LS4-4:Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
● HS-LS4-5: Evaluate 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.
Understandings Essential Questions
● Changes in climate are impacting the habitat of organisms/animals resulting in changing their range, increasing interactions between multiple species and may result in either speciation or the decline of some populations.
● The rapid pace of climate change may be too fast for certain species to adapt. Understanding the patterns of extinction may potentially guide us in our protective actions for our most vulnerable species.
● Various strategies, such as habitat conservation, breeding programs, and species relocation, are necessary to protect endangered species, though not all species can be protected in the same way.
Knowledge
Key Vocabulary:
Seasonally available ice, permanent ice, species, adaptation, population, convergent, divergent, archipelago, thermoregulation refute, common ancestry, speciation glacial period, interglacial period, hybrid, family, mass extinction
● Speciation occurred in the common ancestor bear after thousands of generations, leading to polar bears that are adapted to polar environments and brown bears that are adapted to nonpolar environments.
● Overlapping ranges are resulting in competition and inter-species breeding
● What will happen to Arctic polar bear populations as their environment changes? How might those findings apply to other species who are in danger of becoming extinct?
Skills (Framed as Learning Targets)
● I can analyze and develop geologic time sequence.
● I can construct an argument based on the mechanism of evolution by natural selection to explain how and why speciation of polar and brown bears occurred over geologic time and predict what will happen to Arctic bear. populations as their environment changes.
● I can construct and revise an argument using a pattern of evidence that explains the main cause of mass extinctions on Earth and its effect on biodiversity.
● I can integrate and evaluate information from multiple sources to communicate and explain how well a solution designed to prevent
Unit 3 Common Ancestry & Speciation
between animals with a common ancestor.
● Genetic differences in thermoregulation may lead to brown bears dominating over polar bears in a warming Arctic.
● Five times in Earth’s history, significant environmental changes that resulted in major shifts in global climate caused the extinction of at least 75% of all species at the time. Extinction is a significant threat to biodiversity, which is necessary for ecosystem resistance.
● Options for protecting endangered species from extinction include habitat conservation, breeding programs, species relocation, long-term storage of genetic material, and others, but not all species at risk of extinction can be protected in the same way.
extinction reaches its goal, taking into account a range of constraints.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Unit test/summative quizzes: on speciation and population, impacts of climate change
● Bumble bee transfer task: Recommend ways to protect endangered bumble bees
First Topic: Arctic Polar Bears
Learning Targets :
● I can construct an argument based on data and evidence to explain how and why speciation of polar and brown bears occurred over geologic time due to environmental changes caused by glaciation.
● I can construct an argument based on the mechanism of evolution by natural selection to explain how and why
Formative Assessment
● Initial model to generate questions and notice inconsistencies about future bear populations
● Driving questions board on bear populations
● Three bear data analysis on interactions between species and environment
● Human thermoregulation investigation
● Bears and glacial cycles investigation
● Constructing arguments genetic bear data
● Making sense of matings between polar bears and brown bears
Estimated # of Lessons: 5-7
Essential Questions:
● What will happen to Arctic polar bear populations as their environment changes?
STAGE 3: LEARNING PLAN
Unit 3 Common Ancestry & Speciation
speciation of polar and brown bears occurred over geologic time and predict what will happen to Arctic bear populations as their environment changes.
Learning Activities:
Lesson 1: Introduce Anchoring Phenomenon
● We investigate changing Arctic environmental conditions and their relationship to Arctic bear populations. We read about polar, brown, and black bears and consider how they may adapt to changing conditions. We investigate the stability of Arctic bear populations in different regions of the Arctic. We develop and share initial models about the future of different polar bear populations.
Lesson 2: Investigate thermoregulation
● We decide to investigate interactions between black, brown, and polar bears. We investigate thermoregulation to figure out why polar bears might run away from brown bears. We construct claims about what will happen in polar and brown bear interactions in the future. We wonder about other similarities and differences between the bears.
Lesson 3: Investigation anatomy of bear species
● We decide to investigate how similar/different the three species of bears are. We investigate similarities and differences in anatomical evidence and realize it is hard to figure out how the bears are related. We decide to use DNA evidence and build a tree of the polar, brown, and black bears with five other bear species. We figure out that polar bears are most similar to brown bears and that they shared a more recent common ancestor than they do with other bears.
Lesson 4: Investigate natural selection
● We review the mechanism of natural selection and use it to connect evidence at different scales to explain how polar and brown bears split from a common ancestor. We investigate evidence from glacial cycles, fossils, and allele variations. We develop and revise an argument to explain the speciation of polar and brown bears. We decide to use what we know about the impact of glacial cycles on bears in the past to figure out what will happen to Arctic bears in the future.
Lesson 5: Revise model to include new evidence
● We develop a Gotta-Have-It Checklist and revise our initial consensus model using new evidence. We revisit the DQB and answer questions we have figured out, notice what questions are left unanswered, and add new questions.
Second Topic: Future of Polar Bears
Learning Targets:
● I can construct and revise an argument using a pattern of evidence that explains the main cause of mass extinctions on Earth and its effect on biodiversity.
● I can integrate and evaluate information from multiple sources to communicate and explain how well a solution designed to prevent extinction reaches its goal, taking into account a range of constraints.
Learning Activities:
Estimated # of Lessons: 4-6
Essential Questions:
● What will happen to Arctic polar bear populations as their environment changes?
● How might those findings apply to other species who are in danger of becoming extinct?
Unit 3 Common Ancestry & Speciation
Lesson 6: Investigate temperature increase impact on polar bears
● We decide to investigate what will happen to polar bears in the future as the Arctic environment changes. We figure out the climate is likely changing too fast for polar bears to evolve and adapt to environmental changes. We use a model to generate evidence to help us predict hybrid fitness in the future.
Lesson 7: Analyze geological history
● We investigate extinction rates for the whole Earth and wonder how this compares with events in the geologic past. We investigate the five mass extinctions in Earth’s history and figure out that in each, a major event precipitated a significant shift in climate. We connect what we learned in the past to what is happening today and update our Progress Trackers.
Lesson 8: Evaluate solutions for conservation
● We research and evaluate solutions people have used to protect species from extinction and present what we learn. We discuss if these solutions could work to protect the polar bear and if people should intervene. We write an individual argument with our position on whether we should do something to save polar bears from extinction.
Lesson 9: Apply understandings to new scenario of bumble bees
● We complete a Transfer Task to evaluate claims about ways to protect endangered bumble bees to demonstrate how what we figured out throughout the unit about finding common ancestry, biological evolution, and extinction applies to other systems.
Biodiversity and the Environment-A
0.5 Credit (STEM)
This course provides students with a comprehensive understanding of how genetic information shapes life and drives the evolution of species. Students will leave the course equipped with scientific literacy and critical thinking skills essential for navigating modern biological challenges. In the first unit, students will explore the molecular and genetic foundations of heredity. Students will investigate how traits are passed down, how genetic variations arise, and how environmental factors influence gene expression. This includes real-world phenomena like patterns of inheritance in organisms and mutations that drive diversity. In the second unit, students will examine the mechanisms of evolution, focusing on natural selection, adaptation, and common ancestry. Students will analyze evidence for evolution, explore case studies of population changes over time, and investigate the role of genetic variation in species survival and extinction.
Title & Time
Focus
Unit 1: Ecosystem Interactions & Dynamics
How do ecosystems work, and how can understanding them help us protect them? This semester zooms out to look at how the elements of nature interact with the living world to help better understand what you see every day in the world around you. We first investigate human motivation for conservation and what that looks like in ecosystems around the United States. We then examine the case study of the creation of the Serengeti National Park as a way to protect migrating species. We analyze data to develop and use models to figure out how all the pieces interact as part of a complex system. Finally, we use this evaluation to make recommendations about how humans can preserve additional lands and waters.
Advanced Biology: Semester 2
Unit 2: Ecosystems Matter & Energy
Lessons Unit 3: Natural Selection & Evolution of Populations
What causes fires in ecosystems to burn and how should we manage them? We move from examining complex species interactions in ecosystems to examining the energy and matter that move through those ecosystems. We first investigate permafrost and how it decomposes at different temperatures and the potential for releasing large amounts of carbon dioxide. We then grapple with how carbon dioxide causes increased temperature and contributes to an increase in zombie fires.
We conduct a series of investigations to evaluate the impact of varying levels of carbon dioxide on the environment. Finally, we examine successful strategies of fire management to consider how to protect our communities.
How does urbanization affect nonhuman populations, and how can we minimize harmful effects? As we continue to focus on making resilient ecosystems, our last unit shifts to looking at direct human impacts on species. We first examine how increased urbanization has impacted animal and plant populations by conducting a series of investigations to examine how these populations have changed due to genetic pressures caused by humans. Next, we consider how to maintain genetically diverse and resilient populations and ecosystems. Finally, we apply what we have learned to the case study of Buckeye, AZ by proposing urban designs to growing neighborhoods.
Unit 1 Ecosystem Interactions & Dynamics
Course Name: Biodiversity and the Environment
Unit 1 Title: Ecosystem Interactions & Dynamics
Unit Overview:
Est. # of Lessons 10-12
How do ecosystems work, and how can understanding them help us protect them? This semester zooms out to look at how the elements of nature interact with the living world to help better understand what you see every day in the world around you. We first investigate human motivation for conservation and what that looks like in ecosystems around the United States. We then examine the case study of the creation of the Serengeti National Park as a way to protect migrating species. We analyze data to develop and use models to figure out how all the pieces interact as part of a complex system. Finally, we use this evaluation to make recommendations about how humans can preserve additional lands and waters.
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
● HS-ESS3-3: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
● HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems of different scales.
● HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
● HS-LS2-6: Evaluate 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.
● HS-LS2-8: Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
● Communicate effectively with peers and community members to build a respectful and productive academic culture (Effective Communicators, Responsible Citizens)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts)
Understandings
● Conservation efforts are crucial for
Essential Questions
● How do populations interact with components of 171
Unit 1 Ecosystem Interactions & Dynamics
maintaining biodiversity and ecosystem stability. Each ecosystem is composed of unique living (biotic) and nonliving (abiotic) components that interact in complex ways. These interactions can change over time due to various factors, including human intervention.
● Keystone species play a critical role in supporting biodiversity and ecosystem stability. Protecting these species and their habitats can enhance overall ecosystem resilience.
● Migration patterns and population dynamics in species are influenced by various factors, including food availability, predation, and environmental conditions such as rainfall. These factors collectively determine the carrying capacity of an ecosystem.
● The success of conservation plans is evaluated by assessing ecosystem interactions, population trends, and ecosystem resilience. Effective conservation balances achieving goals with minimizing negative impacts on stakeholders.
Knowledge
Carrying capacity, Algorithm, Group behavior, Mechanism, Resilience, Keystone species,, Disturbance, Conservation, Criteria, Ecosystem, Nature-culture reactions, Biodiversity, Conservation plan, Empirical evidence, Mortality factors, Limiting factor, Biomass, Biodiversity, Criteria, Constraints, Interest holder
● Migration is motivated by factors such as limited food sources due to wet/dry rainfall seasons and predators
● Migration increases carrying capacity and supports biodiversity across the Serengeti.
● Biodiversity contributes to ecosystem resilience and leads to greater stability within the ecosystem
● Humans consider many criteria when making decisions about conserving or using the natural world which includes cultivating relationships between the conservation managers and the broader community and evaluating the goals of interest holders
ecosystems?
● How do all the living and nonliving components interact in an ecosystem?
● How can we use what we learned about ecosystems to protect them?
Skills (Framed as Learning Targets)
● I can research information about how and why humans manage natural resources.
● I can analyze how relationships between living and nonliving interactions of the ecosystem have changed over time as a result of humans.
● I can develop a model to explain how the Serengeti National Park was designed based on data from patterns in migration, predation, and food availability that show how seasonal changes affect wildebeest locations.
● I can support explanations about the effect of limiting factors on population size and carrying capacity using a mathematical representation.
● I can evaluate and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Unit 1 Ecosystem Interactions & Dynamics
Summative Assessment
● Unit test / summative quizzes: on ecosystem components, interactions, carrying capacity and conservation
● African Wild Dog Transfer Task: determine the limiting factors that affect the size of African wild dog packs to decide if a park can support a pack of wild dogs
● Prairie Transfer Task: analyze factors that affect biodiversity in the prairie and evaluate solutions and constraints of conservation
Learning Targets:
Formative Assessment
● Initial model to generate questions and notice inconsistencies about ecosystem conservation
● Driving question board on creation of the Serengeti National Park
● Wildebeest, migration, food availability and climate data analysis and display
● Revised models to include components and interactions of ecosystems
● Road proposal analysis and evaluation
STAGE 3: LEARNING PLAN
● I can research information about how and why humans manage natural resources.
● I can analyze how relationships between living and nonliving interactions of the ecosystem have changed over time as a result of humans.
● I can develop a model to explain how the Serengeti National Park was designed based on data from patterns in migration, predation, and food availability that show how seasonal changes affect wildebeest locations.
Learning Activities:
Essential Questions:
● How do populations interact with components of ecosystems?
● How do all the living and nonliving components interact in an ecosystem?
Lesson 1: Introduce anchoring phenomena, create initial models, begin Driving Question Board
● We hear about a plan called the 30 by 30 Initiative designed to preserve land and water in the US and beyond. We brainstorm a list of criteria that motivates conservation. We look at examples of conservation and develop initial models of what happened in these places over time. We build a Driving Question Board and generate ideas for investigation.
● We figure out that people conserve places, lands, and waters for many different reasons in many different ways.
Lesson 2: Information scavenger hunt
● We watch a video and look at maps of the Serengeti ecosystem and read about the history of its conservation. We collect more information in a scavenger hunt. We create a consensus model and short explanation of why Serengeti National Park and surrounding reserves were created.
● We figure out that Serengeti National Park and surrounding reserves were created to protect the migration of the wildebeest.
Lesson 3: Create data displays of wildebeest patterns
● We reflect on wildebeest migration and brainstorm why wildebeest migrate. We hear from a scientist about what he figured out from studying wildebeest. We look closer at wildebeest field data and organize it to look for patterns to explain wildebeest migration. We communicate what we figure out on data displays and co-construct a classroom consensus model to explain what we figured out about wildebeest migration.
● We figure out that there is evidence that the wildebeest migration is caused by food. We have a lot of questions about this connection between food and wildebeest moving from location to location.
Lesson 4: Analyze data between rainfall and food
First Topic: Populations and Ecosystem Components
Estimated # of Lessons: 6-8
Unit 1 Ecosystem Interactions & Dynamics
● We decide to investigate how food drives the migration. We hear from a scientist that rain is a good way to understand food because it is a limiting factor that affects how much grass there can be.
● We figure out what the limiting factors are driving wildebeest migration, which makes us wonder about the large wildebeest population and how that can be so big.
Lesson 5: Model food as a driving factor for wildebeest migration
● We decide to use a kinesthetic model to simulate what is happening with food and wildebeest in the Serengeti. We make sense of the data we collect to determine that the amount of food regulates how many wildebeest can survive. We conclude that more food is available because the wildebeest migrate.
● We figure out more food is available to wildebeest when they migrate.
Lesson 6: Apply carrying capacity concepts with African Wild Dogs
● We apply the concepts of limiting factors and carrying capacity to a new scenario as we learn how to complete transfer tasks. We revisit the Driving Question Board to determine what else we need to know about the Serengeti ecosystem to learn how ecosystems work and protect them.
● We determine that we understand some of the limiting factors for the wildebeest, but we do not completely understand the role of their predators in the Serengeti ecosystem.
Second Topic: Living and Nonliving Components Interactions in an Ecosystem
Learning Targets:
● I can support explanations about the effect of limiting factors on population size and carrying capacity using a mathematical representation.
● I can evaluate and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Learning Activities:
Lesson 7: Analyze predator prey relationships
Estimated # of Lessons: 2-4
Essential Questions:
● How do populations interact with components of ecosystems?
● How do all the living and nonliving components interact in an ecosystem?
● We investigate the role of predators in the migration. We read about the behaviors of wildebeest and their predators and relate them to rules in an agent-based modeling game. We play the game and analyze our data to determine that group behaviors increase survival for predators and prey. We realize our model is limited because we only investigated a few components and wonder how we can include more of the components.
● We figure out that group behaviors increase survival and wonder about the rest of the components of the Serengeti system.
Lesson 8: Revise models to include more complex interactions
● We investigate other components of the Serengeti ecosystem. We gather information to develop a model that includes mechanisms and mathematical representations of relationships. We use our models to predict outcomes of disturbances and figure out that biodiversity can support resilience in the system. We update our Progress Trackers and the DQB and complete an exit ticket to show what we have learned.
● We figure out that interactions between components based on the combined influences of competition, predation, and group behavior create biodiversity, which can lead to stability of the overall number of organisms in an ecosystem and resilience to disturbances.
Third Topic: Protecting Ecosystems
Learning Targets:
● I can evaluate and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Estimated # of Lessons: 3-5
Essential Questions:
● How can we use what we learned about ecosystems to protect them?
Unit 1 Ecosystem Interactions & Dynamics
Learning Activities:
Lesson 9: Consider where and how people fit into an ecosystem
● We explore how human interest holders interact with the Serengeti ecosystem and we add them to our models. We use our model to evaluate the Serengeti conservation plan and decide that it was successful in achieving its goals. We wonder what will happen in the future and investigate a proposal to build a road in the Serengeti. We evaluate road proposals and make a recommendation about the Serengeti conservation plan.
● We figured out how a possible road could affect humans and nonhumans in Serengeti National Park. Lesson 10: Analyze conservation plan
● We return to our conservation profiles from Lesson 1. We evaluate the conservation plans in those systems by considering the impact the plan would have on organisms, the ecosystem overall, and other interest holders. We build understanding about what it means for conservation to be successful and how we can use what we learned to protect more lands and waters.
● We figure out that conservation success relies on the plan’s goals being met while supporting ecosystem resilience and minimizing any negative impacts on interest holders.
Lesson 11: Apply concepts of conservation and ecosystem mechanisms to the prairie
● We complete a transfer task about the American Prairie Preserve to demonstrate what we figured out throughout the unit about how ecosystems work and how understanding them can help us protect them.
Unit 2 Ecosystems Matter & Energy
Course Name: Biodiversity and the Environment
Unit 2 Title: Ecosystems Matter & Energy
Unit Overview:
Est. # of Lessons: 12-14
What causes fires in ecosystems to burn and how should we manage them? We move from examining complex species interactions in ecosystems to examining the energy and matter that move through those ecosystems. We first investigate permafrost and how it decomposes at different temperatures and the potential for releasing large amounts of carbon dioxide. We then grapple with how carbon dioxide causes increased temperature and contributes to an increase in zombie fires.
We conduct a series of investigations to evaluate the impact of varying levels of carbon dioxide on the environment. Finally, we examine successful strategies of fire management to consider how to protect our communities.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
● HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
● HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
● HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
● HS-LS1-6: Construct 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.
● HS-LS1-7: Use 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 the new compounds are formed resulting in a net transfer of energy.
● HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
● HS-LS2-4: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an
Transfer Goals
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Communicate effectively with peers and community members to build a respectful and productive academic culture (Effective Communicators, Responsible Citizens)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
ecosystem.
Unit 2 Ecosystems Matter & Energy
● HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
Understandings
● Energy and matter flow through ecosystems via processes such as photosynthesis, cellular respiration, and decomposition. These processes are influenced by environmental conditions like temperature and oxygen levels, which in turn affect the rate of decomposition and the release of carbon dioxide.
● Rising temperatures accelerates the thawing of Arctic permafrost, releasing trapped carbon from peat layers. This process contributes significantly to the release of greenhouse gases into the atmosphere, disrupting the carbon cycle, enhancing the greenhouse effect and global warming.
● Human activities, including the burning of fossil fuels and deforestation, have shifted the balance of carbon and energy within the Earth's systems. These actions lead to increased atmospheric carbon dioxide levels, higher global temperatures, and a feedback loop that exacerbates climate change and the frequency of wildfires.
Knowledge
Key Vocabulary:
Zombie fire, Fuel, Peat, Energy, Matter, Carbon Sink, Photosynthesis , Chemical Energy, Climate Change, Greenhouse Gasses, Feedback loop, Carbon Cycle, Trade-Offs, Burn Scar, Socio-ecological Systems Components, Interactions, Scale, Cellular Respiration, Aerobic , Anaerobic, Tilt, Directional Hypothesis, Fire, Suppression, Biosphere, Atmosphere, Geosphere, Hydrosphere, Biomass, Food web, Criteria, Constraints, Interest Holder, Dissolved Oxygen
● Plants in the Arctic die and get submerged where it is too cold for decomposition to happen quickly. Generations of plants die on top of one another resulting in more and more matter, called peat, and energy remaining underwater/ice.
● Many different ecosystems have carbon sinks created from the flow of energy and matter into
Essential Questions
● What causes zombie fires to burn and how should we manage them?
● How is global carbon cycling affected by fires?
● How do we design solutions to manage the impact of fires?
Skills (Framed as Learning Targets)
● I can use evidence to explain how photosynthesis and cellular respiration change energy and matter in the four spheres and predict what might happen in the future.
● I can research information about how changes to carbon sinks in ecosystems affect how matter and energy are exchanged between components of the four spheres.
● I can develop a quantitative model to explain the flow of carbon (matter) and energy within and between the four spheres including chemical, physical, geological, and biological processes.
● I can communicate solutions and constraints in the fire management system designed to change the flow of matter and energy.
Unit 2 Ecosystems Matter & Energy
plants by photosynthesis.
● Human actions caused the burning of carbon sinks, which shifted the balance of carbon (matter) and energy in the Earth system, releasing energy and matter from plant-based carbon sinks from the biosphere into the atmosphere.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Unit test/summative quizzes on the flow of matter and energy within ecosystems and the cycling of carbon
● Zombie Fire Explanation: use evidence to explain the components and mechanisms of how matter and energy sustain zombie fires
● Dead Zone Transfer Task: evaluate evidence of the cycling of matter in the Gulf of Mexico to determine suggestions for reducing the dead zone's size
Learning Targets:
● I can use evidence to explain how photosynthesis and cellular respiration change energy and matter in the four spheres and predict what might happen in the future.
● I can research information about how changes to carbon sinks in ecosystems affect how matter and energy are exchanged between components of the four spheres.
Learning Activities:
Lesson 1: Introduce Anchoring Phenomenon
Formative Assessment
● Initial model to generate questions and notice inconsistencies about zombie fires and the carbon cycle
● Decomposition Investigation on how temperature impacts the flow of matter and energy
● Peat/Permafrost explanation of changes to the rate of cellular respiration
● Investigate the relationship between CO2 and temperature
● Fire management fire design evaluation and solution
PLAN
Essential Questions:
● What causes zombie fires to burn and how should we manage them?
● How is global carbon cycling affected by fires?
● We do a visual inquiry to investigate zombie fires. We share our experiences and ideas about how our lives are connected to fires. We develop initial models to explain the interactions in the zombie fire system and how they release so much carbon. We develop a DQB and decide to investigate how zombie fires could be burning under the ice.
Lesson 2: Investigate energy of different fuels
● We decide to investigate what is burning in zombie fires. We observe and burn peat and other fuels for fire. We read about the relationships between permafrost and peat and notice and wonder about why peat formed.
Lesson 3: Investigate temperature and decomposition
STAGE 3: LEARNING
First Topic: Zombie Fires and Carbon Cycle
Estimated # of Lessons: 6-8
Unit 2 Ecosystems Matter & Energy
● We look at images, develop models, and investigate how temperature affects decomposition rate. We plan and carry out an investigation, using yeast to generate evidence for an explanation about why there is so much peat.
Lesson 4: Explore earth’s history and change of climate over time
● We investigate how so much plant matter was stored as peat under the permafrost. We read about Earth's conditions thousands of years ago that allowed for the formation of all of that peat.
Lesson 5: Investigate seasonal changes in solar energy
● We plan and carry out an investigation to determine how differences in available solar energy impact how much carbon dioxide is captured and stored as chemical energy in plants.
Lesson 6: Putting pieces together of zombie fire’s matter and energy
● We develop our class consensus model based on evidence we collected to construct an explanation for zombie fires. We return to our DQB to update our questions and revise our Driving Question: What causes fires in ecosystems to burn?
Second Topic: Carbon Cycle
Learning Targets:
● I can communicate solutions and constraints in the fire management system designed to change the flow of matter and energy.
● I can develop a quantitative model to explain the flow of carbon (matter) and energy within and between the four spheres including chemical, physical, geological, and biological processes.
Learning Activities:
Lesson 7: Analyze carbon sink examples
Estimated # of Lessons: 3-5
Essential Questions:
● How is global carbon cycling affected by fires?
● We use case studies to investigate places, lands, and waters where global carbon sinks are burning with more frequency. We analyze how energy and matter are moving through each system and discuss then historical events and decisions that contributed to the current conditions that make each carbon sink more likely to burn. We develop small-group models to help us come to consensus on the conditions that make carbon sinks more likely to burn.
Lesson 8: Investigate the relationship between carbon dioxide and temperature
● We investigate the effect of increased carbon dioxide on temperature, develop directional hypotheses, and collect evidence to support our hypotheses. We revise our hypotheses to explain the relationship between atmospheric carbon dioxide and temperature at the global scale and investigate data collected by scientists.
Lesson 9: Putting pieces together of changes in the global carbon cycle
● We use a quantitative model to simulate how carbon and energy flow through Earth's systems. We develop a model to determine if carbon dioxide levels and temperature will continue to grow as more carbon sinks burn.
Third Topic: Fire Management
Learning Targets:
● I can communicate solutions and constraints in the fire management system designed to change the flow of matter and energy.
Learning Activities:
Lesson 10: Investigate fire management strategies
Estimated # of Lessons: 3-5
Essential Questions:
● How do we design solutions to manage the impact of fires?
Unit 2 Ecosystems Matter & Energy
● We investigate four case studies of successful fire management. We read about how prescribed burning, cultural burning, restoring grazer populations, and replanting forests help manage the amount of available carbon and energy that burn in wildfires. We use a mathematical representation to explain how these techniques could help fire management in ecosystems. We investigate fire risk in our own community and ways to reduce that risk.
Lesson 11: Putting pieces together between solutions and constraints of fire management
● We create fire, matter, and energy management systems for reducing carbon emissions for places, lands, and waters we care about. We acknowledge species, kinds, and behaviors at different scales of the ecosystem we want to protect. We break down fire management criteria into simpler criteria. We share and seek knowledge from our community members. We share and revise fire matter and energy management systems, putting pieces together from the unit connected to five dimensions of complex socio-ecological systems.
Lesson 12: Apply mechanisms of energy and matter flow to a marine ecosystem
● We complete a Transfer Task about eutrophication in marine ecosystems to demonstrate how what we figured out throughout the unit about the flow of energy and matter applies to other systems.
Unit 3 Natural Selection & Evolution of Populations
Course Name: Biodiversity and the Environment
Unit 3 Title: Natural Selection & Evolution of Populations
Unit Overview:
Est. # of Lessons: 10-12
How does urbanization affect nonhuman populations, and how can we minimize harmful effects? As we continue to focus on making resilient ecosystems, our last unit shifts to looking at direct human impacts on species. We first examine how increased urbanization has impacted animal and plant populations by conducting a series of investigations to examine how these populations have changed due to genetic pressures caused by humans. Next, we consider how to maintain genetically diverse and resilient populations and ecosystems. Finally, we apply what we have learned to the case study of Buckeye, AZ by proposing urban designs to growing neighborhoods.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
● HS-LS4-2: Construct 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.
● HS-LS4-3: Apply 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.
● HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
● HS-LS4-5: Evaluate 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.
● HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity
Understandings
Transfer Goals
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Ask or define problems to develop a prototype, design an investigation, or seek additional information
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Foster collaboration and communication with peers from different cultural backgrounds, enhancing their understanding of the interconnectedness of the world and the role their actions play in the greater environment (Responsible Citizens, Effective Communicators)
Essential Questions
Unit 3 Natural Selection & Evolution of Populations
● Urbanization leads to significant changes in the survival and behavior of various nonhuman populations. Understanding these impacts helps explain the differences between urban and non-urban nonhuman populations. Urban environments create selection pressures that favor these heritable traits, leading to adaptations over generations. Selection pressures underscore the importance of genetic variation in enabling populations to adapt to changing environments.
● Urbanization often results in habitat fragmentation, creating physical barriers that affect genetic diversity. Fragmented populations of species may experience reduced fitness and loss of genetic diversity, impacting their ability to adapt to environmental changes.
● Effective urban planning and land use decisions can mitigate the negative impacts of urbanization on nonhuman populations. Creating corridors to connect fragmented habitats and reducing physical barriers can help maintain genetic diversity and resilience, benefiting both human and nonhuman populations. Understanding the principles of evolution by natural selection is essential for evaluating and designing stable urban ecosystems.
Knowledge
Adaptation, natural selection, selection pressure, Physiological adaptation, Behavioral adaptation, Fitness, Evolution, Biodiversity, Resilience, Standard deviation, Urbanization, Fragmentation, Allele, Trait, Theory, Gene pool, Correlation coefficient
● How is urbanization a driving force for change?
● How can we use what we know about natural selection to design cities that support resilient populations and ecosystems?
Skills (Framed as Learning Targets)
● I can develop an initial model to illustrate the cause and effect relationship between increasing urbanization and survival of nonhuman populations.
● I can use evidence to explain what increases the ability of certain individuals in a population to survive
● I can revise models based on evidence for how natural selection leads to adaptation of populations.
● I can describe and support an explanation for how traits in an urban nonhuman population change or remain stable as their physical environment changes with a mathematical representations of allele frequencies
● I can design a growing urban system to counteract the adverse impacts of human development with a goal to sustain biodiversity
Unit 3 Natural Selection & Evolution of Populations
Summative Assessment
● Antibiotic Resistance Transfer Task: explain population change over time using evidence from antibiotic use and resistance
● Consensus Discussion Buckeye Plan: research solutions and constraints of urban planning to create stable populations and ecosystems
● Banana Transfer Task: use data to explain that species with greater genetic variation can perform better under fluctuating environmental conditions
Formative Assessment
● Initial models on how increasing urbanization may impact nonhuman populations
● Data collection, analysis, and comparison of case studies on juncos, hawksbeard and rats
● Revised models to include changes in population because of natural selection
● Fish study data excursion to examine the relationship between patch size and number of alleles (genetic diversity)
STAGE 3: LEARNING PLAN
First Topic: How is urbanization a driving force for change?
Learning Targets:
● I can develop an initial model to illustrate the cause and effect relationship between increasing urbanization and survival of nonhuman populations.
● I can use evidence to explain what increases the ability of certain individuals in a population to survive
● I can revise models based on evidence for how natural selection leads to adaptation of populations.
Learning Activities:
Estimated # of Lessons: 5-6
Essential Questions:
● How is urbanization a driving force for change?
Lesson 1: Introduce anchoring phenomena, create initial models, begin driving question board
● We see examples of increasing urbanization around the world. We find and model examples of nonhuman populations affected by urbanization that live in our own community. We read about three populations: hawksbeard, juncos, and rats. We develop an initial consensus model of the effects of urbanization on nonhuman populations.
● We decide to investigate why hawksbeard make fewer feathery seeds in cities
Lesson 2: Hawksbeard Garden Experiment, group explanations, compare to other experiments
● We conduct an investigation of the impact of fragmentation on seed dispersal strategies in hawksbeard and compare our results with published studies. We discuss why common garden experiments are useful in natural selection investigations. We update our consensus model and start a Progress Tracker.
● We decide to learn more about how rats developed resistance to poison and whether poison is a selection pressure.
Lesson 3: Investigate data models, construct and revise explanations
● We investigate how rats in Tokyo became resistant to poison. We discuss ethical decision-making when living things are involved. We investigate a model for how rats developed resistance and write a preliminary explanation. We gather information from studies about genetic variations in rats that affect their physiology and evaluate the impact of new data on our explanations. We revise and self-assess our explanations.
● We figured out that rat poison is a selection pressure for physiological adaptations, which made us wonder what else we need to figure out on our initial class consensus model.
Unit 3 Natural Selection & Evolution of Populations
Lesson 4: Interpret the design of and outcomes from an experiment, analyze data, interpret statistical relationships
● We investigate juncos to see if bold behavior is an advantageous trait for living in the urban UCSD campus. We figure out that boldness is inherited and we develop initial models to explain how the UCSD juncos came to be bolder. We figure out that a hormone called CORT has a negative relationship with boldness and that there are still some unknown components and mechanisms that would explain this phenomenon. We engage in an electronic exit ticket to check our understanding.
● We engage with an electronic exit ticket as a formative check of our understanding.
Lesson 5: Put pieces together, evaluate class model
● We synthesize our knowledge to create group models and then a class consensus model explaining how urbanization is a force of change in nonhuman populations. We read about Lamarck’s and Darwin’s theories of evolution and recognize that our model supports Darwin’s theory of evolution by natural selection.
● We apply our model of evolution by natural selection to a new phenomenon.
Lesson 6: Transfer task / summative assessment; Antibiotic Resistance Transfer Task
● We apply what we figured out to a new context and complete a transfer task about bacteria that developed resistance to antibiotics.
● We decided to investigate if all populations are helped by natural selection in cities.
Second Topic: How can we use what we know about natural selection to design cities that support resilient populations and ecosystems?
Learning Targets:
● I can describe and support an explanation for how traits in an urban nonhuman population change or remain stable as their physical environment changes with a mathematical representations of allele frequencies
● I can design a growing urban system to counteract the adverse impacts of human development with a goal to sustain biodiversity
Learning Activities:
Lesson 7: Driving question board check-in
Estimated # of Lessons: 4-6
Essential Questions:
● How can we use what we know about natural selection to design cities that support resilient populations and ecosystems?
● We explore a new case of a nonhuman population affected by urbanization, the Florida panther. We use our class consensus model and figure out that it cannot explain what we observe. We hear about a fast-growing urban area in Buckeye, AZ where mountain lions live. We generate questions to help figure out why genetic diversity and fitness are reduced in some nonhuman populations and how the city’s growth plan can support resilient populations.
● We investigate a new case of the Florida panther and see new urbanization in Buckeye, AZ..
Lesson 8: Investigate mathematical models, compare results
● We use a mathematical model to explain why nonhuman populations that experience fragmentation have lower genetic diversity. We apply a selection pressure to the model and graph how allele frequencies change over time and then compare results from different groups. We have a consensus discussion to develop an explanation for our lesson question.
● We review wonderings that remain about possible solutions for preventing fragmentation and the loss of genetic diversity in urban areas from our Progress Tracker.
Lesson 9: Analyze solutions for habitat fragmentation
● We decide to investigate if connecting habitats to make them bigger helps nonhuman populations be more stable and resilient. We discover there are different structures that humans use to connect habitats for
Unit 3 Natural Selection & Evolution of Populations
nonhuman populations. We apply mathematical and statistical thinking to evaluate how effective these structures are at removing barriers and connecting habitats. We think again about the city of Buckeye and what criteria the community would develop if they were to add these structures.
● We decided we want additional information about Buckeye AZ in order to refine our criteria.
Lesson 10: Compare solutions and constraints for conservation
● We investigate the conflicting requirements for protecting biodiversity and providing for the needs of human populations in Buckeye, AZ. We read about the requirements of mountain lions, mule deer and other wildlife. We compare our criteria from Lesson 9 to criteria and constraints developed by citizens of Buckeye. We evaluate two proposed designs for urbanizing Buckeye. We consider how to apply what we learn to areas of concern to us.
● We apply our understanding of evolution by natural selection to a new phenomenon.
Lesson 11: Apply learning to new task about bananas
● We complete a transfer task to apply what we know about natural selection to consider ways to protect banana crops from fungal infections.
● This is the last lesson in the unit
Biology-H 1 Credit (STEM)
This course is aligned with the Next Generation Science Standards and is an in-depth study of the processes and principles of biology, the science of life. The rigorous curriculum is taught at the introductory college course level and serves to prepare students who intend to takeAP or ECE Science classes and/or pursue a science major in college. The focus of this course is at the molecular level. Emphasis will be placed on cellular structure and function, gene structure and function, genetics, evolution and interdependence of organisms. The concepts and practices of biotechnology will be explored and students will participate in advanced labs. Reading level must be above grade level. Students must be able to learn independently and use critical thinking skills to solve real world problems.
RECOMMENDATION: Afinal grade of 90 or above in 8th grade science and a teacher recommendation
Unit Title and Time
Focus
Unit 1: Unlocking the Secrets of the Cell: The Foundation of Life 4-6 weeks
We begin by going back to basics to strengthen our understanding of what the cell is and how it functions. We practice our scientific investigative skills by carrying out a series of labs where we dissect the cell, exploring its different parts (organelles) and discovering how their structures enable them to perform specific functions. We compare plant and animal cells, and even simpler cells like bacteria. A key focus will be the cell membrane and how it controls what enters and exits the cell, maintaining a stable environment (homeostasis).
Honors Biology: Year Long Course
Unit 2: Decoding Life: From DNA to Protein 4-6 weeks
Building on our understanding of cells and their functions, this unit explores the central role of protein synthesis: how DNA's instructions are used to create proteins, the workhorses of our cells. We'll investigate the specific roles of the key players in this process – mRNA (the messenger), tRNA (the transporter), and rRNA (the assembler) – and how they work together to translate genetic information into functional proteins. Finally, we'll examine how changes in DNA (mutations) can affect protein function and potentially impact an organism, considering the influence of environmental factors.
Unit 3: Cell Division: The Delicate Balance of Life (and What Happens When It Breaks) 4-6 weeks
This next unit focuses on how cells obtain the full set of DNA-coded instructions to build the proteins needed to function. We explore the intricate process of cell division, from DNA replication to the actual splitting of the cell (mitosis and cytokinesis). Think of it as a carefully choreographed dance, with checkpoints and signals ensuring everything stays in order. But what happens when the dance goes wrong? We investigate how disruptions in cell cycle regulation can lead to uncontrolled growth – the hallmark of cancer. Finally, we explore the fascinating world of stem cells, special cells with the potential to revolutionize medicine, including how they might be used to treat cancer.
Unit 4: Passing the Torch: Heredity and the Legacy of DNA 4-6 weeks
This unit tracks how DNA carries genetic information from one generation to the next. We begin by understanding how meiosis creates genetically unique germ cells. Using tools like Punnett squares, we learn to predict inheritance patterns and explore how some traits are more complex than others. We also examine how changes in DNA (mutations) and environmental factors can influence inherited characteristics. Finally, we trace genetic traits through families using pedigrees, a valuable tool in genetic counseling, and connect it back to genetic disorders and how they are passed down.
Image
Title and Time
Honors Biology: Year Long Course
Unit 5: Evolution: How Life Changes and Thrives 4-6 weeks
Life on Earth is constantly evolving – it's a dynamic process of change and adaptation. This next unit explores the driving forces behind evolution, starting with genetic variation. Not all mutations are bad; some can actually be beneficial, giving individuals an edge in survival and becoming the basis for evolutionary change. We investigate how natural selection, along with other mechanisms like genetic drift and gene flow, shapes populations over time. We examine the evidence for evolution, from fossils and comparative anatomy to molecular biology and embryology, and see how it all fits together. We also explore how new species arise (speciation) and how we map evolutionary relationships using tools like cladograms. Finally, we connect these principles to realworld challenges such as antibiotic resistance and emerging diseases, understanding how evolution impacts our lives today.
Unit 6: Fueling Life: Exploring the Big Four Macromolecules 4-6 weeks
We've already explored DNA and proteins – two of the four essential macromolecules that make life possible. Now, we dive into the other two: carbohydrates and lipids – the primary fuels for life. We investigate photosynthesis, the amazing process by which plants capture light energy and turn it into chemical energy (sugars!), which all living things then use through cellular respiration to produce the energy currency of the cell (ATP). We see how these molecules are built and broken down, and how they play crucial roles in energy storage and use. Finally, we explore how enzymes speed up biochemical reactions and how feedback mechanisms, like glucose regulation, help keep everything in balance (homeostasis).
Unit 7: Ecology: The Study of Life in Delicate Balance 4-6 weeks
Ecosystems are buzzing with life, constantly changing and adapting. Our final unit begins by examining how carbon cycles through ecosystems through cellular respiration and photosynthesis - an extension of our previous unit. We explore how living (biotic) and nonliving (abiotic) factors interact to shape populations and keep ecosystems stable and resilient. We trace the flow of energy through ecosystems and see how energy is lost at each step in the food chain, limiting the number of top predators. We also investigate how interactions, both natural and humandriven, maintain balance in ecosystems, and what happens when things go wrong. We examine the co-evolution of Earth's systems and life over time, using evidence from fossils and climate data. Our final exploration focuses on how to mitigate human activities like pollution and habitat destruction because of their impact on biodiversity and ecosystem health.
Unit 1 Unlocking the Secrets of the Cell: The Foundation of Life
Course Name: Honors Biology
Unit Title: Unlocking the Secrets of the Cell: The Foundation of Life
Unit Overview:
Est. # of Lessons: 10-15
We begin by going back to basics to strengthen our understanding of what the cell is and how it functions. We practice our scientific investigative skills by carrying out a series of labs where we dissect the cell, exploring its different parts (organelles) and discovering how their structures enable them to perform specific functions. We compare plant and animal cells, and even simpler cells like bacteria. A key focus will be the cell membrane and how it controls what enters and exits the cell, maintaining a stable environment (homeostasis).
STAGE 1: DESIRED RESULTS
Established Goals
● HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Transfer Goals
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens)
● Communicate effectively with peers and community members to build a respectful and productive academic culture (Effective Communicators, Responsible Citizens)
Understandings
● Scientific inquiry relies on systematic investigation, accurate measurement, and data analysis to explore natural phenomena and ensure reliable conclusions.
● Cells are the basic units of life, and their specialized structures (organelles) work together to carry out essential functions necessary for survival.
● While all cells share common features, differences between prokaryotic and eukaryotic cells, as well as between plant and animal cells, reflect their adaptations to different roles and environments.
● The selectively permeable cell membrane regulates the movement of substances in and out of the cell through passive and
Essential Questions
● How does the way we measure and report data impact our understanding and communication in science?
● How do the structures of organisms enable life’s functions?
● What are the similarities and differences between prokaryotes and eukaryotes as well as plants and animals at the cellular level?
● How does the cell membrane control what goes in and out of the cell?
Unit 1 Unlocking the Secrets of the Cell: The Foundation of Life
Knowledge Skills (Framed as Learning Targets)
Key Vocabulary: Scientific method, independent variable, dependent variable, control group, constants, organelle, prokaryote, eukaryote, virus, pathogen, vaccine, fluid-mosaic model, phospholipid bilayer, hydrophobic, hydrophilic, selectively permeable, transport proteins, concentration gradient, diffusion, facilitated diffusion, osmosis, active transport, hypotonic, hypertonic, isotonic, plasmolysis, cytolysis, exocytosis, endocytosis, aquaporin, equilibrium, homeostasis
● The scientific method is a systematic approach used to investigate natural phenomena, involving observation, hypothesis formation, experimentation, data analysis, and conclusions.
● Accurate measurement and data reporting, including the use of SI units, significant figures, and proper graphing techniques, ensure clear communication and reproducibility in science.
● Experimental design includes controlled variables, independent and dependent variables, and the importance of sample size and replication.
● Data interpretation involves identifying trends, recognizing sources of error, and drawing evidence-based conclusions.
● Cells contain specialized structures called organelles, each with specific functions that contribute to the overall operation of the cell (e.g., nucleus stores genetic information, mitochondria produce energy, ribosomes synthesize proteins).
● The structure of an organelle relates to its function, and together, organelles work as a system to maintain cellular processes.
● Prokaryotic cells (bacteria and archaea) are smaller, lack a nucleus, and contain fewer organelles compared to eukaryotic cells (plants, animals, fungi, protists), which have membrane-bound organelles and a defined nucleus.
● Both prokaryotic and eukaryotic cells share common features, including a cell membrane, cytoplasm, ribosomes, and genetic material.
● Plant cells have unique structures such as a cell wall, chloroplasts for
● I can identify independent and dependent variables as well as controls and constants to plan an investigation.
● I can accurately measure and record data (including the use of SI units, significant figures, and proper graphing techniques) to ensure clear communication and reproducibility in science.
● I can analyze data and draw conclusions that prove or disprove the hypothesis.
● I can develop and revise a model to illustrate the relationship between systems of specialized cell parts called organelles.
● I can compare/contrast prokaryotes and eukaryotes as well as plant and animal cells.
● I can assess the relationship between cell structure and the ways in which specialized cells function to meet the needs of an organism.
● I can observe and explain how cells transport molecules across the membrane.
Unit 1 Unlocking the Secrets of the Cell: The Foundation of Life
photosynthesis, and a large central vacuole, whereas animal cells contain centrioles and lysosomes for intracellular digestion.
● The cell membrane is a selectively permeable barrier composed of a phospholipid bilayer with embedded proteins, regulating the movement of substances in and out of the cell.
● Passive transport (diffusion, osmosis, facilitated diffusion) moves molecules across the membrane without requiring energy, relying on concentration gradients.
● Active transport requires energy (ATP) to move substances against a concentration gradient through protein pumps or processes such as endocytosis and exocytosis.
● The ability of the cell membrane to control transport is essential for maintaining homeostasis within the cell.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Quizzes: on experimental design terminology and numeracy, cell structure and function, and cell transport.
● Lab Report: design and carry out an investigation, analyze data, and communicate their findings.
● Transport Performance Task: gather information about a patient, make a claim / diagnosis, provide evidence to support their claim, then use the understandings of osmosis and cell transport to explain their reasoning.
Formative Assessment
● Process oriented guided inquiry learning (POGIL) activities:
○ Measurement
○ Experimental design
○ Analysis & conclusion
○ Cell structure = function
● Cell Organelle Case Study - “diagnose” a patient supporting their claim with evidence and reasoning based on knowledge about 3 diseases caused by defective organelle
● Cell membrane initial and revised modelcreate an initial model of the cell membrane, then revise model as learning takes place.
● Case Studies: Water Can Kill - use understanding of osmosis to explain 3 true case studies about patients who have died from drinking too much water.
● Carrot Cell Lab - test various saline solutions on carrot slices to explain impact on cell transport and use collected data to determine which slices were in a hypotonic environment.
● BioDrills - use class time to engage in activities that reinforce skills or new learning.
STAGE 3: LEARNING PLAN
Unit 1 Unlocking the Secrets of the Cell: The Foundation of Life
First Topic: Scientific Inquiry
Learning Targets:
● I can identify independent and dependent variables as well as controls and constants to plan an investigation.
● I can accurately measure and record data (including the use of SI units, significant figures, and proper graphing techniques) to ensure clear communication and reproducibility in science.
● I can analyze data and draw conclusions that prove or disprove the hypothesis.
Learning Activities:
Estimated # of Lessons: 2-3
Essential Questions:
● How does the way we measure and report data impact our understanding and communication in science?
● Measurement Lab - scientific measurement, numeracy, and data analysis is reviewed through various data collection activities and the analysis of graphs and charts.
● Controlled Experiments - the experimental design process and how to display data are reviewed and reinforced through various exploration activities.
● Science is a Process in Medicine Lab - scientific communication is reinforced using data and reasoning to support claims.
Second Topic: Structure & Function
Learning Targets:
● I can develop and revise a model to illustrate the relationship between systems of specialized cell parts called organelles.
● I can compare/contrast prokaryotes and eukaryotes as well as plant and animal cells.
● I can assess the relationship between cell structure and the ways in which specialized cells function to meet the needs of an organism.
Learning Activities:
Estimated # of Lessons: 3-5
Essential Questions:
▪ How do the structures of organisms enable life’s functions?
▪ What are the similarities and differences between prokaryotes and eukaryotes as well as plants and animals at the cellular level?
● Notes - organization & hierarchy of life, cell organelles & cell types (prokaryotic, eukaryotic, plant, animal)
● Little Girl Lost: A Case Study on Defective Cellular Organelles - the impacts that defective cellular organelles can have on bodily functions are explored.
● Cell structure = function investigation - various cell types are analyzed for structure and function as conclusions about this relationship is synthesized.
● Microscope Lab - students learn to use a microscope
● Observing prokaryotic and eukaryotic cells - the structures of prokaryotic and eukaryotic (plant and animal) cells are observed under the microscope
Third Topic: Cell Transport & Homeostasis Estimated # of Lessons: 4-6
Learning Targets:
● I can observe and explain how cells transport molecules across the
Essential Questions:
▪ How does the cell membrane control what goes in and out of the cell?
Unit 1 Unlocking the Secrets of the Cell: The Foundation of Life
Learning Activities:
● Why Cells Are So Tiny Exploration: the relationship between cell transport and a cell’s area to volume ratio is explored.
● Notes: cell membrane structure, cell transport terminology, osmosis & diffusion
● Dialysis Tubing Lab - students explore the semipermeable membrane of dialysis tubing and its ability to regulate what can diffuse in and out.
● Onion Cell Lab - under the microscope, students explore what happens when onion cells are placed in hypertonic and hypotonic solutions.
● Case Study: Cell Transport: students explore 2 types of diarrhea, diagnose a patient, then support their reasoning with evidence and background learned about osmosis.
Unit 2 Decoding Life: From DNA to Protein
Course Name: Honors Biology
Unit 2 Title: Decoding Life: From DNA to Protein
Unit Overview:
Est. # of Lessons: 10-15
Building on our understanding of cells and their functions, this unit explores the central role of protein synthesis: how DNA's instructions are used to create proteins, the workhorses of our cells. We'll investigate the specific roles of the key players in this process – mRNA (the messenger), tRNA (the transporter), and rRNA (the assembler) – and how they work together to translate genetic information into functional proteins. Finally, we'll examine how changes in DNA (mutations) can affect protein function and potentially impact an organism, considering the influence of environmental factors.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-LS1-1: Construct 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.
Transfer Goals
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, SelfDirected Learners, Responsible Citizens)
Understandings
● The DNA molecule stores the master code for making all of the enzymes and other proteins of a cell, thus dictating both the structure and the function of the cell.
● Genetic information flows from DNA to RNA to proteins through the processes of transcription and translation.
● Mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some may have no observable effect.
Key Vocabulary:
Knowledge
Essential Questions
● How does the structure of DNA enable it to act as a blueprint for life, ensuring both the accurate storage and faithful replication of genetic information?
● How is the genetic code, carried by DNA, translated into the functional molecules (proteins) that drive cellular processes?
● What are the consequences of changes to the genetic code (mutations), and how can these changes impact an organism?
Skills (Framed as Learning Targets)
● I can identify key components of a
Unit 2 Decoding Life: From DNA to Protein
DNA, nucleotide, sugar-phosphate backbone, phosphate group, deoxyribose, adenine, cytosine, thymine, guanine, nitrogenous base, double helix, complementary bases, antiparallel strands, pyrimidine, purine, hydrogen bonds, James Watson, Francis Crick, Rosalind Franklin, RNA, tRNA, mRNA, rRNA, protein synthesis, enzyme, helicase, transcription, translation, RNA polymerase, promoter, Intron, Exon, Peptide bond, amino acid, polypeptide, protein, missense mutation, codon, start codon, stop codon, point mutation, mutagen, chromosomal mutation, substitution, insertion, deletion, frameshift mutation, nonsense mutation, anticodon, silent mutation
▪ DNA is a double-helix molecule composed of two complementary strands that efficiently store genetic information.
▪ The structure of DNA enables accurate replication and stability of genetic material across generations.
▪ Each nucleotide consists of a sugar (deoxyribose), a phosphate group, and a nitrogenous base (A, T, C, G).
● The base-pairing rules (A-T, C-G) ensure the precise replication of DNA and the integrity of genetic information.
● DNA serves as a template for mRNA synthesis through transcription, a process facilitated by RNA polymerase.
● mRNA carries genetic instructions from DNA to ribosomes for protein synthesis.
● The sequence of three nucleotides in mRNA (codons) specifies amino acids, forming the basis of the genetic code.
● The genetic code is nearly universal and redundant, providing resilience against some mutations.
● Ribosomes coordinate the process of translation, in which mRNA is decoded into a polypeptide.
● tRNA molecules bring amino acids to the ribosome, matching their anticodons to mRNA codons, while rRNA helps catalyze peptide bond formation.
● Mutations (point, insertion, deletion) can alter protein structure and function, potentially leading to genetic disorders or evolution.
● Silent mutations do not change the amino acid sequence, whereas missense and nonsense mutations can have significant
nucleotide, and explain how they contribute to the overall structure of DNA.
● I can use a model to illustrate a complementary DNA strand when given an original strand.
● I can explain the significance of base pairing rules (A-T, C-G) in maintaining the integrity of genetic information.
● I can explain how the information encoded in DNA is transcribed into mRNA.
● I can explain the roles of tRNA and rRNA in the process of translation and how they ensure accurate protein synthesis.
● I can simulate the process of protein synthesis by transcribing a strand of DNA into mRNA and translating mRNA into an amino acid chain.
● I can identify the types of mutations in a DNA strand and potential sources for these mutations.
● I can analyze the effects that mutations in DNA have on the resulting protein.
Unit 2 Decoding Life: From DNA to Protein
effects on protein function.
● Environmental factors such as radiation, chemicals, and viruses can increase mutation rates.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Quizzes: DNA structure, protein synthesis (transcription & translation), and mutations
● Cystic Fibrosis Performance Task Part Igather information about cystic fibrosis, use understanding of protein synthesis and mutations to explain the underlying cause of the disease, and analyze treatment options.
Formative Assessment
● BioDrills - use class time to engage in activities that reinforce skills or new learning.
● DNA Model - demonstrate understanding of DNA structure by creating a model, identifying key components, and explaining how the molecule assembles itself at the molecular level.
● Transcription & Translation Simulationcreate a fictional character by transcribing gene sequences and translating them into the traits that they code for.
● White Tiger Mutation - apply understanding of protein synthesis and mutations to explain a noticeable trait.
STAGE 3: LEARNING PLAN
First Topic: DNA Structure & Protein Synthesis Estimated # of Lessons: 6-9
Learning Targets:
● I can identify key components of a nucleotide, and explain how they contribute to the overall structure of DNA.
● I can use a model to illustrate a complementary DNA strand when given an original strand.
● I can explain the significance of base pairing rules (A-T, C-G) in maintaining the integrity of genetic information.
● I can explain how the information encoded in DNA is transcribed into mRNA.
● I can explain the roles of tRNA and rRNA in the process of translation and how they ensure accurate protein synthesis.
● I can simulate the process of protein synthesis by transcribing a strand of DNA into mRNA and translating mRNA into an amino acid chain.
Learning Activities:
● Notes: DNA structure & protein synthesis
Essential Questions:
● How does the structure of DNA enable it to act as a blueprint for life, ensuring both the accurate storage and faithful replication of genetic information?
● How is the genetic code, carried by DNA, translated into the functional molecules (proteins) that drive cellular processes?
Unit 2 Decoding Life: From DNA to Protein
● BioDrills - students will use class time to engage in activities that reinforce DNA structure and protein synthesis
● DNA Structure Timeline - students will research the work of various scientists throughout history and the contributions they made to understanding DNA structure.
● DNA vs. RNA Exploration - students will engage in an exploration to identify the similarities and differences between DNA and RNA
● Transcription and translation diagram analysis - students will observe diagrams showing protein synthesis and start to uncover the key steps in this process.
● Virtual Protein Synthesis Lab - students will engage in an online protein synthesis simulation in order to understand and visualize the steps in this process.
● Transcription Simulation - students will simulate the transcription of a gene sequence into a mRNA strand that will leave the nucleus and travel to a ribosome
● Protein Synthesis & Codon Practice - students will learn how to use a codon chart or wheel to translate a mRNA sequence into an amino acid chain / protein.
Second Topic: Mutations Estimated # of Lessons: 4-6
Learning Targets:
● I can identify the types of mutations in a DNA strand and potential sources for these mutations.
● I can analyze the effects that mutations in DNA have on the resulting protein.
Learning Activities:
● Notes: genetic mutations
Essential Questions:
● What are the consequences of changes to the genetic code (mutations), and how can these changes impact an organism?
● Mutations diagram analysis - students will observe the coding for various genetic mutations and begin understanding how a mutation can affect an amino acid sequence, then in turn affect the developing protein. Students will also begin to realize that mutations do not always have observable effects.
● Mutations practice - in various scenarios, students will use their understanding of protein synthesis and mutations to identify the type of mutation and its impact.
Unit 3 Cell Division: The Delicate Balance of Life (what happens if it breaks)
Course Name: Honors Biology
Est. # of Lessons: 10-15
Unit 3 Title: Cell Division: The Delicate Balance of Life (and What Happens When It Breaks)
Unit Overview:
This next unit focuses on how cells obtain the full set of DNA-coded instructions to build the proteins needed to function. We explore the intricate process of cell division, from DNA replication to the actual splitting of the cell (mitosis and cytokinesis). Think of it as a carefully choreographed dance, with checkpoints and signals ensuring everything stays in order. But what happens when the dance goes wrong? We investigate how disruptions in cell cycle regulation can lead to uncontrolled growth – the hallmark of cancer.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Understandings
Transfer Goals
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts)
● Communicate effectively with peers and community members to build a respectful and productive academic culture (Effective Communicators, Responsible Citizens)
Essential Questions
Unit 3 Cell Division: The Delicate Balance of Life (what happens if it breaks)
● DNA replication is a precise and regulated process essential for cell division. Enzymes work together to maintain genetic stability as they ensure accurate DNA synthesis, proofread, and repair errors.
● The cell cycle is a highly regulated sequence of events that controls cell growth and division.
● Checkpoints and regulatory proteins control the progression of the cell cycle as they prevent damaged or unprepared cells from dividing.
● Disruptions in cell cycle regulation can lead to uncontrolled cell division and cancer.
Key Vocabulary:
● Why is the accuracy of DNA replication so crucial?
● How does the structure of DNA enable its accurate replication, and what mechanisms ensure the fidelity of this process?
● Why is DNA repair so crucial for maintaining genetic integrity, and what pathways do cells use to fix damaged DNA?
● How is the cell cycle regulated, and what role do checkpoints and molecular controls play in ensuring proper cell division?
● What are the consequences of errors in cell cycle regulation, and how can these errors contribute to diseases like cancer?
Knowledge Skills (Framed as Learning Targets)
DNA replication, lagging strand, leading strand, Okazaki fragments, primase, ligase, DNA polymerase, semiconservative, helicase, chromatin, histones, chromosome
Cell Cycle, sister chromatids, interphase, M phase, Mitosis, G0 phase, G1 phase, G2 phase, S phase, Synthesis, Prophase, Metaphase, Spindle fibers, equator, anaphase, telophase, metaphase plate, cytokinesis, cell plate, cleavage furrow, apoptosis, carcinogen, protein checkpoints, tumor, cancer, Go/No-go switches, benign tumor, metastasis, malignant tumor
● Enzymes play specific roles in replication: helicase unwinds DNA, primase lays down RNA primers, DNA polymerase synthesizes new strands, and ligase seals gaps in the sugar-phosphate backbone.
● Proofreading by DNA polymerase and repair mechanisms such as mismatch repair correct replication errors, ensuring high fidelity in DNA duplication.
● The cell cycle consists of interphase (G1, S, G2), where the cell grows, replicates DNA, and prepares for division, and mitosis (M phase), where nuclear and cellular division occur.
● Cell cycle checkpoints (G1, G2, and M) ensure cells only divide when conditions are favorable, preventing errors and uncontrolled growth.
● Cyclins and cyclin-dependent kinases
● I can model and explain how DNA’s structure facilitates accurate duplication of genetic information.
● I can identify key enzymes involved in DNA replication and explain their specific roles.
● I can explain the mechanisms by which cells proofread and repair DNA damage and how important this process is for maintaining genetic stability.
● I can identify the steps of the cell cycle, including mitosis, and the key events that occur during each phase.
● I can analyze the effects of cell cycle regulators, including cyclins and cyclindependent kinases on maintaining the cell cycle.
● I can connect errors in cell cycle regulation to their potential consequences on normal cell proliferation, including uncontrolled growth and cancer.
● I can use data collected to generalize and defend a scientific claim.
● I can ask clarifying questions of a peer to better understand the scientific claim and the evidence used to substantiate it.
Unit 3 Cell Division: The Delicate Balance of Life (what happens if it breaks)
(CDKs) regulate cell cycle progression by controlling transitions between phases.
● Checkpoints, particularly the G1 checkpoint, prevent damaged or unprepared cells from dividing.
● When regulatory mechanisms fail, uncontrolled cell division can occur, leading to cancer.
● Mutations in key regulatory genes, such as proto-oncogenes (which promote division) and tumor suppressor genes (which inhibit division, like p53), can lead to abnormal cell proliferation.
● Cells have multiple DNA repair mechanisms.
● Failure of DNA repair systems can lead to mutations that disrupt normal cell function, contributing to genetic diseases and cancer development.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
Quizzes: DNA replication, cell cycle, mitosis, cell differentiation.
Cancer Discovery Activity Final Projectresearch one or more of the genes discovered in this activity and present findings to include the following: What is the normal function of the gene? Specifically, what does the mutated version of the gene do that contributes to cancer? In what other type(s) of cancer is the gene mutated? Are the mutations loss-offunction or gain-of-function types?
Formative Assessment
● DNA Replication Model - create a model of DNA replication that includes all proteins and structures involved. Analyze peer models, provide feedback, and revise.
● Cell Cycle Organizer - create an organizer for the cell cycle that identifies the key happenings during each phase.
● Mitosis Model - create a model of mitosis highlighting the key structures and happenings during each phase.
● Onion Cell Post Lab Questions - synthesize data and make conclusions
● Cell Cycle Organizer Revision - revise organizers to include cell cycle checkpoints and regulators.
● Cancer Discovery Activity Post Lab Questions - demonstrate understanding through a series of post lab questions
● BRCA1 and MAD check-in - summarize understanding
STAGE 3: LEARNING PLAN
First Topic: DNA Replication & Cell Cycle Estimated # of Lessons: 6-9
Learning Targets : Essential Questions:
● Why is the accuracy of DNA replication so
Unit 3 Cell Division: The Delicate Balance of Life (what happens if it breaks)
● I can model and explain how DNA’s structure facilitates accurate duplication of genetic information.
● I can identify key enzymes involved in DNA replication and explain their specific roles.
● I can explain the mechanisms by which cells proofread and repair DNA damage and how important this process is for maintaining genetic stability.
● I can identify the steps of the cell cycle, including mitosis, and the key events that occur during each phase.
● I can analyze the effects of cell cycle regulators, including cyclins and cyclindependent kinases on maintaining the cell cycle.
Learning Activities:
crucial?
● How does the structure of DNA enable its accurate replication, and what mechanisms ensure the fidelity of this process?
● Why is DNA repair so crucial for maintaining genetic integrity, and what pathways do cells use to fix damaged DNA?
● How is the cell cycle regulated, and what role do checkpoints and molecular controls play in ensuring proper cell division?
● Notes: DNA replication, cell cycle, mitosis, cell cycle checkpoints & regulators
● BioDrills - students will use class time to engage in activities that reinforce their understanding of DNA replication
● DNA Replication Inquiry - students work with various diagrams of DNA replication to synthesize and understand the basic aspects of this process.
● DNA Replication Character Profile - students will gather information about the various proteins and structures that work together to orchestrate the replication of DNA as well as those that proofread and fix mistakes.
● Cell Cycle and Mitosis Discovery Activity Parts I and II - through a guided series of collaborative tasks, students explore what cells must do before they divide and the stages of the cell cycle. They begin to trace genes on chromosomes as DNA replicates itself and cells divide during mitosis.
● Cell Cycle and Mitosis Discovery Activity Parts III - students will model mitosis with pairs of homologous chromosomes to deepen their understanding of this process.
● Mitosis of Onion Cells Lab - students will observe root tip onion cells under the microscope to identify stages of mitosis and collect data that help students understand how long cells stay in the various stages.
● Cell Cycle Regulators Exploration - students will work through various tasks that include text, charts, and graphs to gather information about cell cycle regulators and begin drawing conclusions about the roles they play.
Unit 3 Cell Division: The Delicate Balance of Life (what happens if it breaks)
Second Topic: Cancer Estimated # of Lessons: 3-6
Learning Targets:
● I can connect errors in cell cycle regulation to their potential consequences on normal cell proliferation, including uncontrolled growth and cancer.
● I can use data collected to generalize and defend a scientific claim.
● I can ask clarifying questions of a peer to better understand the scientific claim and the evidence used to substantiate it.
Learning Activities:
Essential Questions:
● What are the consequences of errors in cell cycle regulation, and how can these errors contribute to diseases like cancer?
● Cancer Discovery Activity - Students will begin by mapping the locations of genes involved in cancer on chromosomes. Then, students will explore the genetic basis of cancer using information from actual cancer patients to understand the genes that are mutated in different types of cancers and the cellular processes that the affected genes control. Students will be asked to identify patterns and trends in the data, develop claims, and support their claims with evidence and reasoning.
● BRCA1 and MAD Proteins - Students will investigate two proteins, BRCA1 and MAD, to bridge their understanding of proto-oncogenes, tumor suppressor genes, and how mutations can impact the function of these genes. .
● P53 Data Analysis - students will examine data that demonstrates cells with either 1, 2 or no disrupted p53 alleles (mutations) to begin discovering inheritance patterns and prevalence of consequences of these mutations.
Unit 4 Passing the Torch: Heredity & the Legacy of DNA
Course Name: Honors Biology
Unit 4 Title: Passing the Torch: Heredity and the Legacy of DNA
Unit Overview:
Est. # of Lessons: 10-15
This unit tracks how DNA carries genetic information from one generation to the next. We begin by understanding how meiosis creates genetically unique germ cells. Using tools like Punnett squares, we learn to predict inheritance patterns and explore how some traits are more complex than others. We also examine how changes in DNA (mutations) and environmental factors can influence inherited characteristics. Finally, we trace genetic traits through families using pedigrees, a valuable tool in genetic counseling, and connect it back to genetic disorders and how they are passed down.
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
● HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
● HS-LS3-2: Make 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.
● HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
Understandings
● Parents pass traits to their offspring through DNA, which is organized into chromosomes. Genes in DNA act as instructions for making proteins, which determine an organism’s traits.
● Traits depend on the proteins an organism produces. Since genes can have different versions (alleles), individuals inherit variations that create diversity in traits.
● Meiosis is the process that reduces chromosome numbers by half, ensuring that when sperm and egg unite, the offspring has the correct number of chromosomes, with one
● Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Communicate effectively with peers and community members to build a respectful and productive academic culture (Effective Communicators, Responsible Citizens)
Essential Questions
● How is genetic information passed from parents to offspring, and what is the role of DNA in this process?
● How does meiosis generate genetic diversity, and why is this diversity important for populations?
● How can we predict patterns of inheritance, and how do these patterns sometimes deviate from simple Mendelian rules?
● What are the consequences of changes in genetic information (mutations), and how do these changes, along with environmental factors, influence an organism's traits?
Unit 4 Passing the Torch: Heredity & the Legacy of DNA
copy of each gene from each parent.
● Genetic diversity is ensured through random fertilization and processes that take place during Meiosis.
● Mendel’s principles help explain how traits are inherited. Punnett squares predict possible trait outcomes, while pedigree charts help trace traits through generations.
● Only mutations in reproductive cells (sperm and egg) can be passed to offspring. Mutations in body cells do not get inherited.
● Not all traits follow basic dominantrecessive rules. Some show incomplete dominance (a blend of traits), codominance (both traits appear), polygenic inheritance (many genes influence a trait), or sex-linked inheritance (traits linked to sex chromosomes).
● The environment can influence which genes are turned on or off, affecting traits without changing the DNA itself.
Knowledge
Key Vocabulary:
Zygote, somatic cell, germ cell, gamete, egg, sperm, haploid, diploid, crossing over, genetic recombination, segregation, independent assortment, hybrid, meiosis, karyotype,sperm, autosomes, sex chromosomes genetics, heredity, trait, inherited, Gregor Mendel, P generation, F1 generation, F2 generation, gene, allele, dominant, recessive, genotype, phenotype, homozygous, heterozygous, purebred, carrier, monohybrid cross, cross, punnett square, genotypic ratio, complete dominance, phenotypic ratio, probability, codominance, incomplete dominance, sex-linked trait, polygenic traits, probability, dihybrid cross, pedigree, homologous chromosome
● Traits are passed from parents to offspring through genetic material in DNA which are located on chromosomes. Genes encode for proteins that determine an organism's traits.
Skills (Framed as Learning Targets)
● I can explain the role of DNA in heredity.
● I can differentiate between germ and somatic cells as well as compare and contrast the processes that make them (mitosis & meiosis).
● I can identify the steps of meiosis & explain the processes that occur to create haploid cells that are genetically diverse.
● I can utilize Punnett squares, both monohybrid and dihybrid, to predict the probability that offspring will inherit specific traits based on the genetics of its parents
● I can explain the exceptions to simple Mendelian inheritance (e.g.,complete dominance, incomplete dominance, codominance, sex-linked, and multiple allele problems) and predict the probability of inheriting these types of traits.
● I can create and analyze a pedigree to determine if a trait, including a germline mutation, is dominant or recessive and/or sexlinked or autosomal.
Unit 4 Passing the Torch: Heredity & the Legacy of DNA
● Alleles are different versions of a gene that contribute to variation in inherited characteristics.
● Meiosis is a specialized type of cell division that reduces chromosome number by half (segregation - alleles of a single gene separate), producing haploid gametes (sperm and egg) that carry only one allele for each gene.
● Processes that occur during meiosis create genetic diversity; crossing over and independent assortment. Random fertilization also contributes to genetic diversity.
● We predict inheritance patterns using the principles of Mendilian genetics and tools such as punnett squares and pedigree charts. Punnett squares help predict the probability of inheriting specific traits based on parental genotypes. Pedigree charts trace inheritance patterns through generations, identifying dominant, recessive, and sex-linked traits.
● There are exceptions to Mendelian genetics where the inheritance pattern of a trait does not strictly follow the simple dominant-recessive relationship observed by Mendel. This is often due to interactions between multiple genes or the influence of environmental factors. Exceptions include incomplete dominance, codominance, polygenic traits, and sex-linked inheritance.
● Germline mutations can be passed on to offspring, while somatic mutations affect only the individual.
● I can research and explain the implications that a genetic mutation can have on one’s phenotype and its inheritance.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Quizzes: meiosis, inheritance & genetics, punnett square and pedigree application, non mendelian genetic inheritance patterns
● Genetic Disorder Project Presentationpresent findings to educate others about a germline genetic disorder including its impacts and inheritance patterns.
● Cystic Fibrosis Performance Task Part 2a continuation of the performance task from unit 2. Gather information about the
Formative Assessment
● Identical Twin Follow Up - answer the probing question that was posed at the beginning of the unit and support your thinking with evidence and reasoning.
● Blood Type Scenarios - use the genetics of blood types and punnett squares to solve various scenarios centered on crime scenes and paternity.
● Genetics of Labrador Coat Color - apply understanding of genetics and punnett squares to explain inheritance patterns in the
Unit 4 Passing the Torch: Heredity & the Legacy of DNA
inheritance patterns of this disease and explain the genetics behind how it’s inherited through generations.
coat color of labrador retrievers.
● Pedigree Application - use your understanding of pedigrees to identify patterns for a genetic mutation and how it’s inherited through generations within a family.
STAGE 3: LEARNING PLAN
First Topic: Meiosis & Genetic Diversity
Learning Targets:
● I can explain the role of DNA in heredity.
● I can differentiate between germ and somatic cells as well as compare and contrast the processes that make them (mitosis & meiosis).
● I can identify the steps of meiosis & explain the processes that occur to create haploid cells that are genetically diverse.
Learning Activities:
● Notes: meiosis terminology and process
Estimated # of Lessons: 4-6
Essential Questions:
▪ How is genetic information passed from parents to offspring, and what is the role of DNA in this process?
▪ How does meiosis generate genetic diversity, and why is this diversity important for populations?
● BioDrills - students will use class time to engage in activities that reinforce their understanding of meiosis and genetic diversity.
● Identical Twin Probe - Students are presented with the following question: Will the babies of two sets of identical twins also be identical? In groups, students will develop their initial thinking and engage in developing a whole class prediction.
● Meiosis Webquest - Students engage in a self guided discovery of meiosis that includes images and text.
● Meiosis Simulation - With hands-on materials, students will create chromosomes and use them to simulate the production of gametes through the process of meiosis. Students will trace genes on their chromosomes to identify how meiosis results in gametes that are genetically unique. The processes of crossing over and independent assortment will be highlighted through this activity.
● Human Karyotyping Investigation - students will analyze a person’s chromosomes to identify abnormalities caused by unequal chromosome separation during meiosis and investigate the diseases or birth defects that these abnormalities might cause.
Second Topic: Genetics Estimated # of Lessons: 6-9
Learning Targets:
● I can utilize Punnett squares, both monohybrid and dihybrid, to predict the probability that offspring will inherit specific traits based on the genetics of its parents
● I can explain the exceptions to simple Mendelian inheritance (e.g.,complete dominance, incomplete dominance, codominance, sex-linked, and multiple allele problems) and predict the probability of inheriting these types of traits.
● I can create and analyze a pedigree to determine if a trait, including a germline
Essential Questions:
● How can we predict patterns of inheritance, and how do these patterns sometimes deviate from simple Mendelian rules?
● What are the consequences of changes in genetic information (mutations), and how do these changes, along with environmental factors, influence an organism's traits?
Unit 4 Passing the Torch: Heredity & the Legacy of DNA
mutation, is dominant or recessive and/or sex-linked or autosomal.
● I can research and explain the implications that a genetic mutation can have on one’s phenotype and its inheritance.
Learning Activities:
● Notes: Mendelian genetics, terminology for understanding punnett squares and non mendelian forms of genetics, pedigrees
● BioDrills - Students will use class time to engage in activities that reinforce their understanding of genetics
● Baby Lab - Students will engage in a hands-on investigation to explore the passing of genes from parent to offspring. They will create a fictitious baby using the genes, and resulting phenotypes, that it inherits from its parents. Students will begin to understand the connection between the production of gametes through meiosis as well as the combining of gametes during fertilization, creates genetic variability.
● Mendelian Genetics - Students will read about Gregor Mendel and how his work contributed to our understanding of modern day genetics. Then, students will engage in a group activity and whole discussion where we will piece together his contributions and begin to make sense of it all.
● Punnett Square Activity - Students will learn how to use punnett squares, both monohybrid and dihybrid, to make predictions about genotypic and phenotypic outcomes.
● Blood Type Lab - Using what they know about genetics and punnett squares, students will learn the inheritance patterns of the 8 blood types.
● Nonmendelian genetics - Students will work through a series of scenarios and use their punnett square skills to understand the various ways in which traits can be inherited through incomplete dominance, codominance, and X-linked Traits.
● Pedigree Study - Students will analyze family pedigrees to understand the genetics of various mutations and how they are inherited through generations.
● Genetic Disorder Project - Students will research a genetic disorder that is caused by a germline mutation and learn how it can affect the normal functioning of an individual as well as its inheritance pattern.
Unit 5 Evolution: How Life Changes & Thrives
Course Name: Honors Biology Est. # of Lessons: 10-15
Unit 5 Title: Evolution: How Life Changes and Thrives
Unit Overview:
Life on Earth is constantly evolving – it's a dynamic process of change and adaptation. This next unit explores the driving forces behind evolution, starting with genetic variation. Not all mutations are bad; some can actually be beneficial, giving individuals an edge in survival and becoming the basis for evolutionary change. We investigate how natural selection, along with other mechanisms like genetic drift and gene flow, shapes populations over time. We examine the evidence for evolution, from fossils and comparative anatomy to molecular biology and embryology, and see how it all fits together. We also explore how new species arise (speciation) and how we map evolutionary relationships using tools like cladograms. Finally, we connect these principles to real-world challenges such as antibiotic resistance and emerging diseases, understanding how evolution impacts our lives today.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-LS2-8: Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
● HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
● HS-LS4-2: Construct 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.
● HS-LS4-3: Apply 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.
● HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
● HS-LS4-5: Evaluate 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.
Transfer Goals
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners)
● Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts)
Unit 5 Evolution: How Life Changes & Thrives
Understandings Essential Questions
● Evolution is driven by genetic variation and natural selection. Adaptations enhance an organism’s fitness and may become more common in a population over time.
● Multiple lines of evidence support the theory of evolution. Evolutionary relationships among species can be analyzed using cladograms and phylogenetic trees.
● Evolution occurs through various mechanisms including natural selection, mutation, genetic drift, and gene flow. Speciation occurs when populations become reproductively isolated.
● Understanding evolution informs modern biological issues and conservation efforts.
Key Vocabulary:
Knowledge
Species, fossil, evolution, extinct, Jean-Baptiste Lamarck, Law of Superposition, Charles Lyell, Inheritance of Acquired Traits, Uniformitarianism, Charles Darwin, Alfred Russell Wallace, natural selection, survival of the fittest, fitness, adaptation, variation, overproduction, artificial selection, selective breeding, macroevolution, microevolution, common descent, descent with modification, adaptive radiation, genetic drift, gene flow, speciation, allopatric speciation, sympatric speciation, geographic isolation, reproductive isolation, behavioral isolation, temporal isolation, biogeography, embryology, homologous structures, analogous structures, vestigial structures, atavism, contrivance, taxonomy, carolus linnaeus, binomial nomenclature, cladogram, common ancestors, scientific name
● Evolution is driven by genetic variation within a population, which arises through mutations, genetic recombination, and other sources of diversity.
● Include the knowledge about Lamarck and Darwin’s contributions to the theory of evolution
● Natural selection favors individuals with traits that increase survival and reproductive success, leading to changes in allele frequencies over generations.
● How does genetic variation fuel the process of evolution, and what role does natural selection play in shaping populations over time?
● What lines of evidence support the theory of evolution, and how do they converge to provide a comprehensive understanding of life's history?
● How do new species arise, and what factors contribute to the diversification of life on Earth?
● How can we reconstruct and visualize evolutionary relationships, and what tools do scientists use to represent the tree of life?
● How does an understanding of evolution inform our approach to contemporary biological challenges, such as antibiotic resistance and emerging diseases?
Skills (Framed as Learning Targets)
● I can model and explain how genetic variation within a population drives evolution through natural selection.
● I can apply 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.
● I can trace the history of the theory of evolution including major contributions from Lamarck and Charles Darwin.
● I can investigate and explain how fossils, molecular evidence, embryology, homologous structures, vestigial structures, analogous structures, geographical distribution types support the theory of evolution
● I can identify the key mechanisms of evolution beyond natural selection, like mutation, genetic drift and gene flow.
● I can define speciation and describe events that may lead to speciation.
● I can visualize evolutionary relationships by creating and analyzing cladograms and phylogenetic trees.
● I can apply my understanding of evolution to inform an understanding of current biological issues like antibiotic resistance or emerging diseases.
Unit 5 Evolution: How Life Changes & Thrives
● Adaptations are traits that enhance an organism’s fitness in a given environment and may become more common in a population over time.
● Evidence for evolution comes from many areas in biology including the fossil record, comparative anatomy (homologous, analogous, and vestigial structures), molecular evidence (DNA and protein similarities), and embryological similarities.
● Other mechanisms of evolution, beyond natural selection, include mutation, genetic drift, gene flow and sexual selection.
● Speciation, the formation of a new species, arises when populations become reproductively isolated and accumulate genetic differences over time. Allopatric speciation occurs when physical barriers separate populations and sympatric speciation occurs with ecological or behavior differences.
● Common ancestors can be inferred by analyzing cladograms and phylogenetic trees as they illustrate evolutionary relationships based on shared traits and genetic evidence.
● Evolutionary principles help explain realworld biological issues such as antibiotic resistance in bacteria and the emergence of new diseases. These understandings guide conservation efforts by helping scientists understand how species respond to environmental changes and human impact.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Evolution Performance Task - gather data and information about human skin color variation and the genes that code for pigment proteins. Learn the links between folate and vitamin D and reproductive success in humans. Combine new learning and understanding of evolution to support reasoning behind the evolution of human skin color.
● Antibiotic Resistance Real Stories Presentation - present findings and gather information from classmates. Synthesize information and summarize.
Formative Assessment
● Evolution Concept Map - use basic evolution concepts and linking words to create a concept map for evolution.
● Evidence of Evolution Post Lab Questionsdemonstrate understanding through comprehension and application
● Evolution and Selection Checkpointdemonstrate understanding through the analysis of models and scenarios
● Evolution of Lactose Intolerance CERdefend your claim with evidence and reasoning
● Phylogenetic Tree Model - demonstrate understanding of evolutionary relationships by designing a phylogenetic tree and
Unit 5 Evolution: How Life Changes & Thrives
indicate where speciation had occurred.
STAGE 3: LEARNING PLAN
First Topic: Theory of Evolution & Supporting Evidence
Learning Targets:
● I can model and explain how genetic variation within a population drives evolution through natural selection.
● I can apply 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.
● I can trace the history of the theory of evolution including major contributions from Lamarck and Charles Darwin.
● I can investigate and explain how fossils, molecular evidence, embryology, homologous structures, vestigial structures, analogous structures, geographical distribution types support the theory of evolution
Learning Activities:
Estimated # of Lessons: 5-7
Essential Questions:
● How does genetic variation fuel the process of evolution, and what role does natural selection play in shaping populations over time?
● What lines of evidence support the theory of evolution, and how do they converge to provide a comprehensive understanding of life's history?
● Notes: theory of evolution, evidence of evolution terminology,
● BioDrills - Students will use class time to engage in activities that reinforce their understanding of evolutionary theory and the evidence to support it.
● Peppered Moth Model (or a model that is similar) - Students will engage in a simulation that collects data about population fluctuations as environmental factors change. They will begin to understand the impact that environmental factors have on observable traits within a species. Student will begin to understand the role that genetic mutations play in the “selection” of favorable traits. ,
● Opposable Thumbs Adaptation Lab - In this exercise students will perform several common actions with their hand, then modify their hand so it resembles that of a non-primate animal. Students will determine whether or not they can successfully perform the same actions to demonstrate how the human hand is adapted for the actions it performs.
● Larmarck vs. Darwin - Students will explore their theories and use what they have learned about genetics to draw their own conclusions about whose theory is more accurate.
● Evidence of Evolution Lab - Students will work through a series of stations as they explore evidence of evolution including fossils, embryology, comparative anatomy, and molecular biology.
Second Topic: Mechanisms of Evolution
Learning Targets:
● I can identify the key mechanisms of evolution beyond natural selection, like mutation, genetic drift and gene flow.
● I can define speciation and describe events that may lead to speciation.
● I can visualize evolutionary relationships by creating and analyzing cladograms and
Estimated # of Lessons: 3-5
Essential Questions:
● How do new species arise, and what factors contribute to the diversification of life on Earth?
● How can we reconstruct and visualize evolutionary relationships, and what tools do scientists use to represent the tree of life?
Unit 5 Evolution: How Life Changes & Thrives
phylogenetic trees.
Learning Activities:
● Notes: natural selection, scales of evolution, mechanisms of evolution, speciation
● BioDrills - Students will use class time to engage in activities that reinforce their understanding of mechanisms that drive evolution and how we quantify it.
● Population Genetics Explorer through BioInteractive - Students will use an online tool that is based on the Hardy-Weinberg model and simulates how allele and genotype frequencies respond to natural selection, genetic drift (including population bottlenecks), mutation, migration, inbreeding, and assortative mating. This concept and activity can also be done through Virtual Biology Lab.
● Tiger Fur Lab - Through a hands-on investigation students will determine the effect on allele frequency of random mating in a population of tigers with a recessive gene.
● Evolution of Lactose Intolerance Study - Students will learn about the gene that codes for lactase and how its prevalence in certain regions of the world came to be. Students will gather information, make conclusions and prepare for a CER formative assessment.
● Speciation Continuum Task - Students will use their understanding of speciation to determine if pairs of organisms are the same species and defend their claims with evidence and reasoning.
● Taxonomy and Cladograms - Students will learn how to create and use phylogenetic trees to study evolutionary relationships using both observable traits and molecular biology.
Third Topic: Biological Issues Explain Through Evolution Estimated # of Lessons: 2-4
Learning Targets:
● I can apply my understanding of evolution to inform an understanding of current biological issues like antibiotic resistance or emerging diseases.
Learning Activities:
Essential Questions:
● How does an understanding of evolution inform our approach to contemporary biological challenges, such as antibiotic resistance and emerging diseases?
● Notes: bacteria and antibiotic background terminology
● Antibiotic Resistance Case Study - Students will engage in a case study to understand the evolutionary thinking around antibiotic resistance using the MEGA-plate experiment. Activities include individual, small group and whole class models. Students will be gathering information and data, analyzing data, and developing conclusions about the impact that antibiotics have on the prevalence of bacterial strains.
● Antimicrobial Resistance Stories - Students will become familiar with real stories of antibiotic resistance and their impact on populations. Through a group task, students will research a real story and present their findings to the whole class.
Unit 6 Fueling Life: Exploring the Big Four Macromolecules
Course Name: Honors Biology
Unit 6 Title: Fueling Life: Exploring the Big Four Macromolecules
Unit Overview:
Est. # of Lessons: 10-15
We've already explored DNA and proteins – two of the four essential macromolecules that make life possible. Now, we dive into the other two: carbohydrates and lipids – the primary fuels for life. We investigate photosynthesis, the amazing process by which plants capture light energy and turn it into chemical energy (sugars!), which all living things then use through cellular respiration to produce the energy currency of the cell (ATP). We see how these molecules are built and broken down, and how they play crucial roles in energy storage and use. Finally, we explore how enzymes speed up biochemical reactions and how feedback mechanisms, like glucose regulation, help keep everything in balance (homeostasis).
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
● HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
● HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
● HS-LS1-6: Construct 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.
● HS-LS1-7: Use 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.
● Engage in hands-on experiments and realworld applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
● Communicate effectively with peers and community members to build a respectful and productive academic culture (Effective Communicators, Responsible Citizens)
Understandings
● Living things are built from large molecules called macromolecules carbohydrates, lipids, proteins, and nucleic acids. Each type has a specific job that helps keep organisms alive.
● Cells get energy by breaking down these macromolecules. This process releases stored energy that powers all cell activities.
● Carbohydrates provide quick energy, like an
Essential Questions
● How do the structure and properties of the four major macromolecules (carbohydrates, lipids, proteins, and nucleic acids) relate to their diverse functions within cells?
● How do organisms obtain and utilize energy, and what roles do macromolecules play in energy storage, transfer, and use?
● How do cells convert energy from one form
Unit 6 Fueling Life: Exploring the Big Four Macromolecules
immediate fuel source, while lipids store energy for long-term use.
● Special proteins called enzymes speed up chemical reactions, helping cells efficiently use and produce energy. Their function can be affected by environmental conditions.
● Photosynthesis and cellular respiration work together to keep life going. Photosynthesis captures sunlight and turns it into energy-rich molecules, while cellular respiration breaks those molecules down to release energy for cells to use.
● Organisms regulate energy use to maintain balance. Enzymes help control how energy is used, and systems like blood sugar regulation keep energy levels stable.
Knowledge
Key Vocabulary:
Macromolecules, monomer, polymer, carbohydrates, monosaccharide, disaccharide, polysaccharide, lipids, fatty acids, saturated fat, unsaturated fat, triglycerides, proteins, amino acids, nucleic acids, nucleotides, dehydration synthesis, hydrolysis, activation energy, hydrolysis, enzyme, reactants, products, substrate, active site, denaturation, chemosynthesis, photosynthesis, autotroph, producer, chloroplast, thylakoid, chlorophyll, granum, stroma, calvin cycle, light-dependent reaction, ETC, ADP, Consumer, light Independent reaction, cellular respiration, heterotroph, mitochondria, anaerobic respiration, cristae, aerobic glycolysis, alcohol fermentation, anaerobic, ATP synthase, fermentation, lactic acid fermentation, matrix krebs cycle.
● Living organisms are made up of four major types of macromolecules that play a vital role in cell function: carbohydrates, lipids, proteins, and nucleic acids, each composed of smaller building blocks.
● Macromolecules are built through dehydration synthesis and are broken down through hydrolysis.
● Organisms obtain energy from their environment in the form of macromolecules, which are broken down to release energy for cellular processes.
● Carbohydrates provide a readily available energy source, while lipids store energy for long-term use.
● Proteins play a key role in metabolic processes, including serving as enzymes that speed up energy-releasing chemical reactions
to another, and what are the key chemical reactions and molecular players involved in these transformations (e.g., photosynthesis, cellular respiration, enzymes)?
● How do feedback mechanisms, such as glucose regulation, maintain homeostasis by controlling metabolic pathways and energy availability?
Skills (Framed as Learning Targets)
● I can explain the structure of carbohydrates, proteins, nucleic acids, and lipids and how they (including their building blocks) contribute to cell function.
● I can model how macromolecules are formed and broken down through chemical reactions.
● I can explain how organisms obtain energy from their environment, and the role that macromolecules play in this process.
● I can demonstrate that carbohydrates serve as a readily available source of energy and the role of lipids in energy storage.
● I can explain how proteins function as enzymes to facilitate chemical reactions necessary for energy production.
● I can demonstrate the cyclical nature of photosynthesis and cellular respiration using their chemical equations.
● I can explain how a plant cell utilizes sunlight to convert light energy into usable chemical energy, which is stored within molecules like glucose, through the process of photosynthesis.
● I can identify types of organisms that perform photosynthesis and explain why they need to perform photosynthesis.
● I can explain how the breaking of bonds in food molecules and oxygen during cellular respiration lead to the formation of new compounds, ultimately transferring energy to the cell in a usable form (like ATP)?
Unit 6 Fueling Life: Exploring the Big Four Macromolecules
by lowering activation energy.
● Enzymes have specific shapes that fit substrates ensuring precise regulation of energy-releasing and energy-storing reactions. Factors such as temperature, pH, and substrate concentration affect enzyme activity.
● Photosynthesis allows plants to convert light energy into chemical energy stored in glucose molecules. Photosynthesis occurs in the chloroplasts through light-dependent reactions (converting sunlight into ATP and NADPH) and light-independent reactions (calvin cycle: using ATP and NADPH to produce glucose)
● Cellular respiration breaks down glucose in the presence of oxygen, releasing energy stored in its bonds and converting it into ATP. This process consists of three stages: glycolysis, Krebs cycle, and the electron transport chain.
● In the absence of oxygen, some cells undergo fermentation, producing lactic acid or alcohol while generating small amounts of ATP.
● Cells use ATP for various functions, including growth, movement, reproduction, and maintaining homeostasis.
● Feedback mechanisms regulate energy balance, such as insulin and glucagon controlling blood glucose levels to maintain homeostasis.
● I can explain why cells need to undergo cellular respiration (growth, movement, reproduction).
● I can describe the difference between aerobic and anaerobic respiration (fermentation)
● I can model how feedback mechanisms, particularly those involving glucose levels, work to maintain homeostasis.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Quizzes - macromolecules with a focus on carbohydrates and lipids, hydrolysis & dehydration synthesis, enzymes, cellular respiration, photosynthesis, homeostasis, and feedback loops.
● Catalase Lab Performance Task - gather and synthesize information from text, images, and graphs to demonstrate understanding of factors that affect rate of enzyme function.
● Chicago Cyanide Murder Case Study - gather information about an unsolved murder mystery from the 1980’s and demonstrate an understanding of cellular respiration.
Formative Assessment
● Macromolecule Concept Map - combine prior learning on nucleic acids and proteins with new learning on carbohydrates and lipids and create a concept map that highlights their properties, similarities, and differences.
● Enzyme DIY Project
● Digestive Enzyme Follow Up - explain the impact that a defective digestive enzyme can have on health and nutrition.
● Lactose Intolerance Case Study - combine prior learning about protein synthesis and genetic mutations with new learning about proteins and enzymes to explain the molecular basis of lactose intolerance.
● Blow Up a Balloon With Respiration -
Unit 6 Fueling Life: Exploring the Big Four Macromolecules
demonstrate understanding through answering post lab questions.
● Cell Energy Phrases - categorize phrases as belonging to the process of photosynthesis or cellular respiration.
● Respiration Exercise Lab Model - create a model to demonstrate understanding of a feedback loop.
● Glucose and Glycogen Analysis and Modelsynthesize information gained from activity and create a model demonstrating homeostasis.
STAGE 3: LEARNING PLAN
First Topic: Macromolecules
Learning Targets:
● I can explain the structure of carbohydrates, proteins, nucleic acids, and lipids and how they (including their building blocks) contribute to cell function.
● I can model how macromolecules are formed and broken down through chemical reactions.
● I can explain how proteins function as enzymes to facilitate chemical reactions necessary for energy production.
● I can explain how organisms obtain energy from their environment, and the role that macromolecules play in this process.
Learning Activities:
Estimated # of Lessons: 6-9
Essential Questions:
● How do the structure and properties of the four major macromolecules (carbohydrates, lipids, proteins, and nucleic acids) relate to their diverse functions within cells?
● Notes: macromolecules with a focus on carbohydrates and lipids, chemical reactions, reactant, products, dehydration synthesis and hydrolysis
● BioDrills - Students will use class time to engage in activities that reinforce their understanding of the 4 macromolecules
● Protein & Nucleic Acid Review - Students will review the structure and function of 2 macromolecules that they have already learned about.
● Carbohydrates and Lipids Stations - Students will rotate through various stations where they will engage in hands-on activities and discourse as they learn about the structure and function of carbohydrates and lipids.
● Chemical Structure Exploration Part 1 - Students will explore the chemical bonding power of carbon, hydrogen, and oxygen and learn the structure of glucose molecules. Students will begin to understand how glucose molecules join together to make larger carbohydrate molecules.
● Chemical Structure Exploration Part 2 - Dehydration Synthesis & Hydrolysis - Students will combine their understanding from part 1 and observations made while engaging in simulations of dehydration synthesis and hydrolysis to understand how monosaccharides and polysaccharides are synthesized and broken down.
● Build a Lipid Activity - During this quick hands on activity, students will use ordinary objects and a set of directions to build a lipid model and understand its basic chemical structure.
● Digestive Enzyme Group Task - Students will understand the role of enzymes in the breakdown of macromolecules from the foods that we eat. In groups, students will research an assigned enzyme and put together a mini presentation for the class. As groups present their findings, students will
Unit 6 Fueling Life: Exploring the Big Four Macromolecules
record details about the molecules that each enzyme breaks down and where they are located in the digestive tract. Students will also begin to understand how heterotrophic organisms obtain the raw ingredients needed for making energy from the foods that they eat.
● Catalase Lab - Students will experiment with catalase, an enzyme that breaks down hydrogen peroxide, to explore factors that impact reaction rate.
● Lactose Intolerance Case Study - Students will gather information about the enzyme lactase in order to provide them with the necessary background information that’s needed to complete a summative assessment on the topic.
Second Topic: Photosynthesis & Cellular Respiration
Learning Targets:
● I can demonstrate that carbohydrates serve as a readily available source of energy and the role of lipids in energy storage.
● I can demonstrate the cyclical nature of photosynthesis and cellular respiration using their chemical equations.
● I can explain how a plant cell utilizes sunlight to convert light energy into usable chemical energy, which is stored within molecules like glucose, through the process of photosynthesis.
● I can identify types of organisms that perform photosynthesis and explain why they need to perform photosynthesis.
● I can explain how the breaking of bonds in food molecules and oxygen during cellular respiration lead to the formation of new compounds, ultimately transferring energy to the cell in a usable form (like ATP)?
● I can explain why cells need to undergo cellular respiration (growth, movement, reproduction).
● I can describe the difference between aerobic and anaerobic respiration (fermentation)
● I can model how feedback mechanisms, particularly those involving glucose levels, work to maintain homeostasis.
Learning Activities:
Estimated # of Lessons: 4-6
Essential Questions:
● How do organisms obtain and utilize energy, and what roles do macromolecules play in energy storage, transfer, and use?
● How do cells convert energy from one form to another, and what are the key chemical reactions and molecular players involved in these transformations (e.g., photosynthesis, cellular respiration, enzymes)?
● How do feedback mechanisms, such as glucose regulation, maintain homeostasis by controlling metabolic pathways and energy availability?
● Notes: cellular respiration, photosynthesis, homoeostasis, feedback loop
● BioDrills - Students will use class time to engage in activities that reinforce their understanding of photosynthesis, cellular respiration, homeostasis, and feedback loops.
● Blow Up A Balloon With Respiration - Using yeast, sugar, warm water, and a funnel, students will explore how yeast use carbohydrates and oxygen to obtain energy through cellular respiration. They will observe the production of carbon dioxide, a byproduct of cellular respiration, through the inflation of a balloon. Students will then collaborate with their peers to synthesize their fundings and draw conclusions.
● Photosynthesis and Cellular Respiration Reading and Questions - Students will gather information through text and graphics about photosynthesis and cellular respiration and begin understanding how these two processes are cyclical and dependent upon one another. They will understand how autotrophs produce their own raw ingredients for making energy and the important role that autotrophs play as producers.
Unit 6 Fueling Life: Exploring the Big Four Macromolecules
● Photosynthesis and Cellular Respiration Stations - Through a series of stations, students will take part in activities that will engage them in discourse about cellular respiration and photosynthesis. Activity topics include, but not limited to,
● Respiration Exercise Lab - Students will explore aerobic and anaerobic respiration with their own bodies, then begin to understand feedback loops by making the connections between exercise, increased cellular respiration and carbon dioxide production, and increased respiration and heart rate.
● Feedback: Glucose and Glycogen - through a hands-on activity students will discover how our bodies maintain homeostatic blood glucose levels. They will discover the feedback loops that occur when our levels get too high and too low.
Course
Unit 7
Unit 7 Ecology: The Study of Life in Delicate Balance
Name: Honors Biology
Ecology: The Study of Life in Delicate Balance
Unit Overview:
#
of
Lessons:
10-15
Ecosystems are buzzing with life, constantly changing and adapting. Our final unit begins by examining how carbon cycles through ecosystems through cellular respiration and photosynthesis - an extension of our previous unit. We explore how living (biotic) and non-living (abiotic) factors interact to shape populations and keep ecosystems stable and resilient. We trace the flow of energy through ecosystems and see how energy is lost at each step in the food chain, limiting the number of top predators. We also investigate how interactions, both natural and human-driven, maintain balance in ecosystems, and what happens when things go wrong. We examine the co-evolution of Earth's systems and life over time, using evidence from fossils and climate data. Our final exploration focuses on how to mitigate human activities like pollution and habitat destruction because of their impact on biodiversity and ecosystem health.
STAGE 1: DESIRED RESULT
Established Goals
● HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
● HS-LS2-4: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
● HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
● HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
● HS-LS2-6: Evaluate the claims, evidence, and reason 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.
● HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
● HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Transfer Goals
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, Self-Directed Learners)
● Foster collaboration and communication with peers from different cultural backgrounds, enhancing their understanding of the interconnectedness of the world and the role their actions play in the greater environment (Responsible Citizens, Effective Communicators)
Unit 7 Ecology: The Study of Life in Delicate Balance
● HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*
● HS-ESS2-7: Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
Understandings
● Through photosynthesis and cellular respiration, energy flows through ecosystems while matter cycles continuously.
● Ecosystems are dynamic and regulated by biotic and abiotic factors that influence population size and ecosystem stability and resilience.
● Interactions, both natural and human, within ecosystems maintain balance, but disruptions can lead to change.
● Mathematical models (e.g. population models) and computational tools (e.g. simulations) help explain and predict ecological patterns.
● Human activities that create pollution, habitat destruction, and climate change impact biodiversity and ecosystem health, however, sustainable practices and conservation efforts help mitigate negative impacts.
● Earth’s systems and life have co-evolved over time as evidenced by the fossil record and climate data.
Key Vocabulary:
Knowledge
Biotic factor, abiotic factor, ecology, ecologist, biodiversity, population, community, ecosystem, biome, biosphere, weather, climate, climatogram, climatograph, producer/autotroph, consumer/heterotroph, photosynthesis, chemosynthesis, herbivore, carnivore, omnivore, detrivore, decomposer, food chain, rule of 10%, food web, trophic level, primary consumer, secondary consumer, tertiary consumer, trophic pyramid, habitat, niche, competitive exclusion, niche partitioning, evolutionary response, competition, predation, intraspecific competition, interspecific completion, predator, prey, herbivory, symbiosis, mutualism, commensalism, parasitism, host, parasite, ectoparasite, endoparasite, immigration, emigration, exponential growth, logistic growth, carrying capacity, limiting factors, density-dependent limiting factor, density-independent limiting factor.
Essential Questions
● How do matter and energy cycle through ecosystems? How do photosynthesis and cellular respiration contribute to these cycles?
● How do environmental factors and resource availability influence population size and the carrying capacity of ecosystems?
● How do biodiversity and species interactions contribute to the stability of an ecosystem? How can changing conditions alter ecosystems over time?
● How can scientific models and simulations help us understand and address environmental challenges such as climate change, resource depletion, and habitat destruction?
● How do human activities impact biodiversity, ecosystem stability, and the cycling of matter and energy?
● How have Earth's systems and life coevolved over time, and what evidence supports this relationship?
Skills (Framed as Learning Targets)
● I can read and synthesize information to explain the basic ecology terminology.
● I can analyze charts and graphs to understand the qualities and characteristics of Earth’s biomes, including the interactions between biotic and abiotic factors
● I can create models to demonstrate the cycling of matter through ecosystems and the interdependence of photosynthesis and cellular respiration.
● I can apply my understanding of organism relationship dynamics and the 10% rule to create models of food webs and pyramids for ecosystems
● I can use mathematical models and computational tools to study population growth dynamics and understand the meaning of limiting factors and carrying capacity.
Unit 7 Ecology: The Study of Life in Delicate Balance
● Ecosystems are dynamic systems where organisms interact with each other and their environment.
● Matter cycles through ecosystems via the carbon, nitrogen, phosphorus, and water cycles, ensuring the continuous recycling of essential nutrients.
● Photosynthesis and cellular respiration drive the carbon cycle, linking the biosphere, atmosphere, hydrosphere, and geosphere.
● Energy flows through ecosystems in a oneway direction, from sunlight to producers (via photosynthesis) to consumers and decomposers, with energy lost as heat at each trophic level.
● Trophic pyramids illustrate the decreasing energy, biomass, and number of organisms at higher levels in a food chain or food web. Energy is lost at each trophic level, which limits the number of organisms in higher levels.
● The carrying capacity of an ecosystem is the maximum number of individuals of a species that can be supported over time, determined by factors like food availability, space, water, and competition.
● Limiting factors, both density-dependent (e.g., predation, disease, competition) and densityindependent (e.g., natural disasters, climate change), regulate population size.
● Mathematical models and computational tools can be used to represent and predict changes in population dynamics and ecosystem stability
● Biodiversity includes genetic diversity, species diversity, and ecosystem diversity, all of which contribute to the resilience of ecosystems.
● Changes in environmental conditions (e.g., habitat loss, invasive species, climate change) can affect biodiversity and lead to shifts in ecosystem structure and function.
● Population growth can be modeled using exponential and logistic growth curves, showing how resources and environmental resistance affect population sizes.
● Keystone species, indicator species, and invasive species play significant roles in ecosystem balance.
● Human activities, such as deforestation, pollution, and overfishing, can disrupt ecological balance, reduce biodiversity, and
● I can analyze and interpret data about population dynamics amd the environment to make claims supported with evidence and reasoning.
● I can use my understanding of the interactions between biotic and abiotic factors to suggest ways humans can interfere, both positive and negative, with population dynamics.
● I can gather information and evidence to model how Earth’s systems and life have coevolved.
Unit 7 Ecology: The Study of Life in Delicate Balance
alter biogeochemical cycles.
● Climate change, driven by increased greenhouse gas emissions, affects global weather patterns, ocean levels, and species distributions.
● Strategies for mitigating human impact include conservation efforts, habitat restoration, sustainable resource management, and reducing carbon footprints.
● Computational models and simulations can predict the outcomes of human activities and evaluate solutions for reducing negative environmental effects.
● Life on Earth has evolved alongside geological and atmospheric changes, such as oxygen accumulation from photosynthetic organisms and the development of the ozone layer.
● The interactions between Earth’s systems (biosphere, atmosphere, hydrosphere, geosphere) shape ecosystems over time and influence climate, resource availability, and species adaptation.
● Fossil records, ice core data, and genetic evidence provide insight into past climate shifts, extinctions, and evolutionary changes.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Quizzes - ecology basics, cycles (carbon, nitrogen, phosphorus, water), biomes, food webs and pyramids, population dynamics, ecological relationships
● Ecosystem Project - construct a presentation that demonstrates understanding of the dynamic relationships between the biotic and abiotic factors within a chosen ecosystem; biomes, cycles, food web and pyramid, population dynamics and human impact.
● Time Machine Project - gather, synthesize, and present information about a time in Earth’s history that provides evidence for the coevolution of Earth and life.
Formative Assessment
● Carbon Cycling Project - given an ecosystem to investigate, research and present findings on how carbon cycles through the biomes within.
● Food Pyramid Model - create a model that demonstrates an understanding of an ecosystem’s food web and trophic levels based on the 10% rule.
● Population Size Check - defend an argument with evidence and reasoning for a population size scenario that is either influenced by density dependent or density independent limiting factors.
● Population Shift Experiment - analyze population data and suggest ways that human interference can have an impact (either positive or negative)
● Using Data as Evidence of Climate Change CER - support a claim with evidence and reasoning
STAGE 3: LEARNING PLAN
Unit 7 Ecology: The Study of Life in Delicate Balance
First Topic: Cycling of Matter & Energy
Learning Targets:
● I can read and synthesize information to explain the basic ecology terminology.
● I can analyze charts and graphs to understand the qualities and characteristics of Earth’s biomes, including the interactions between biotic and abiotic factors
● I can create models to demonstrate the cycling of matter through ecosystems and the interdependence of photosynthesis and cellular respiration.
● I can apply understanding of organism relationship dynamics and the 10% rule to create models of food webs and pyramids for ecosystems
Learning Activities:
Estimated # of Lessons: 4-6
Essential Questions:
● How do matter and energy cycle through ecosystems? How do photosynthesis and cellular respiration contribute to these cycles?
● Notes: ecosystems, biomes, cycles (carbon, nitrogen, phosphorus, water), food web, food pyramid, terminology for producers and consumers, 10% rule,
● BioDrills - Students will use class time to engage in activities that reinforce their understanding of
● Ecosystem Reading - Students will read text and answer questions about the basics of ecosystems.
● Biomes Guided Inquiry - Students will read and analyze charts and graphs to discover the qualities and characteristics of North America’s biomes. Information to discover includes temperature, precipitation, plant and animal species, geographic location, and biodiversity.
● Climatogram Analysis - Students will analyze climatograms for each biome and draw conclusions about their climate and biodiversity.
● Carbon Cycling Through Ecosystems - Students will research and present their findings on how carbon cycles through the biomes of a chosen ecosystem.
● Food Web Investigation and Pyramid Model - Students will investigate various organisms within an ecosystem and develop a food web model based on their findings. Then, students will utilize the 10% rule to make predictions about population sizes within the ecosystem.
Second Topic: Ecosystem Stability
Learning Targets:
● I can use mathematical models and computational tools to study population growth dynamics and understand the meaning of limiting factors and carrying capacity.
● I can analyze and interpret data about population dynamics amd the environment to make claims supported with evidence and reasoning.
● I can use my understanding of the interactions between biotic and abiotic factors to suggest ways humans can interfere, both positive and negative, with population dynamics.
Estimated # of Lessons: 4-6
Essential Questions:
● How do environmental factors and resource availability influence population size and the carrying capacity of ecosystems?
● How do biodiversity and species interactions contribute to the stability of an ecosystem? How can changing conditions alter ecosystems over time?
● How can scientific models and simulations help us understand and address environmental challenges such as climate change, resource depletion, and habitat destruction?
● How do human activities impact biodiversity, ecosystem stability, and the cycling of matter and energy?
Learning Activities:
Unit 7 Ecology: The Study of Life in Delicate Balance
● Notes: population growth, exponential growth, logistic growth, limiting factors, carrying capacity,
● How Populations Grow Part 1 - Students will uncover the meanings of population growth, exponential growth, and logistic growth and begin to understand how these terms are applied to various ways in which populations grow.
● How Populations Grow Part 2: Students will deepen their understanding of population growth by discovering limiting factors and their influence on carrying capacity.
● Lynx and Hare Activity - Students will begin by gathering information about the appearance, range, habitat, and diet of the snowshoe hare and canadian lynx. Then, students will investigate the natural shift in populations of these two organisms over a 20 year span by graphing and analyzing data. Then, students will draw conclusions about shifts that occurred in the populations and use what they learned about population growth, limiting factors, and carrying capacity to explain their thinking.
● Symbiosis and Competition Stations - Students will be introduced to the ecological relationships of symbiosis and competition as they rotate through a series of stations. Each station provides information about a relationship that students will analyze and draw conclusions from as they engage in discourse with their peers.
● The Lesson of the Kaibab - Students will investigate the Kaibab deer population of Arizona, determine factors responsible for the changing populations and determine the carrying capacity of the Kaibab Plateau. They will explore the environmental and human impacts on population fluctuations and draw conclusions on the benefits and drawbacks of human interference.
● Using Data as Evidence of Climate Change - Students will analyze population growth data in order to write claims on how increases in human population impact earth’s systems by drawing connections to population growth and carbon dioxide levels.
Third Topic: Coevolution of Systems and Life on Earth
Learning Targets:
● I can gather information and evidence to model how Earth’s systems and life have coevolved.
Learning Activities:
Estimated # of Lessons: 2-4
Essential Questions:
● How have Earth's systems and life coevolved over time, and what evidence supports this relationship?
● Geological Timeline of the Earth - Students will review the Earth’s geological timeline by piecing together a whole class model.
● That Time Oxygen Almost Killed Everything - From the Great Oxidation Event to the Cambrian Explosion, this activity ties together several concepts learned throughout the year including cells, energy transformation through photosynthesis and cellular respiration, heredity, evolution, and population dynamics. Students will watch the short video clip (5 min) That Time Oxygen Almost Killed Everything. As they watch, students will gather information about the coevolution of Earth and life and create a model of parallel timelines. Then, after a small group and whole class share out we will co construct a whole class parallel timeline model. Finally, we will analyze where there are holes in our timeline leaving space for exploration. This will lead us to the next task.
● Project Time Machine - Students will research and investigate a time period from the whole class model that was created prior. Pretending to travel by time machine, students will create a presentation to share with their peers showcasing what they “found” during their travels. We will then add events gleaned from student presentations to our whole class model.
Energy in Chemistry-A
0.5 Credit (STEM)
Prerequisite 1.0 credits of science and concurrently inAlgebra 1 or higher
Through hands-on investigations and real-world phenomena, students will examine how energy flows, is transformed, and drives changes in matter, from atomic interactions to planetary-scale processes. Students will explore the principles of energy transfer and transformation in chemical and nuclear reactions. Students will investigate phenomena such as exothermic and endothermic reactions, nuclear decay, and energy released in processes like combustion and fission, gaining insights into how these reactions drive change in systems. In addition, students will examine how chemical reactions contribute to climate change, focusing on the production and effects of greenhouse gases. Students will explore the role of energy in processes such as fuel combustion and investigate chemical innovations to reduce carbon emissions and mitigate climate impacts. Students will gain the skills to critically evaluate and address real-world challenges involving energy and environmental systems.
Unit Title & Time
Image
Advanced Chemistry: Semester 1
Unit 1: Thermodynamics in Earth’s Systems
Lessons 18-22
Focus How can we slow the flow of energy on Earth to protect vulnerable coastal communities? We start by exploring coastal communities affected by rising sea levels which are causing people to relocate. We analyze data and then conduct an investigation to determine possible reasons why sea levels are rising. Finally, we figure out how energy transfers on the molecular level as well as on the Earthsystems level through radiation, convection, and conduction.
Unit 2: Energy from Chemical and Nuclear Processes: Fuels Lessons 18-22
How can chemistry help us evaluate fuels and transportation options to benefit the Earth and our communities? Next, we explore fifteen fuels used for transportation, ranging from “human power” to fossil fuels, biofuels, batteries, hydrogen, and uranium. We will use what we learned about energy to imagine possible future fuels using science ideas and engineering tools. The goal is to explain the mechanisms behind different fuels providing energy to vehicles and evaluate possible sources that are increasingly sustainable.
Unit 1 Thermodynamics in Earth's Systems
Course Name: Chemistry - Energy
Unit 1 Title: Thermodynamics in Earth’s Systems
Unit Overview:
Est. # of Lessons: 18-22
How can we slow the flow of energy on Earth to protect vulnerable coastal communities? We start by exploring coastal communities affected by rising sea levels which are causing people to relocate. We analyze data and then conduct an investigation to determine possible reasons why sea levels are rising. Finally, we figure out how energy transfers on the molecular level as well as on the Earth-systems level through radiation, convection, and conduction.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth Systems
● HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems results in changes in climate
● HS-ESS2-7: Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth
● HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influence human activity
● HS-ESS3-5: Analyze 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
● HS-ESS3-6: Use computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity
● HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known
● HS-PS3-4: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
Transfer Goals
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information (Critical Thinkers, SelfDirected Learners)
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
Unit 1 Thermodynamics in Earth's Systems
Understandings Essential Questions
● Rising sea levels continue to impact vulnerable coastal communities because of a combination of local factors like storms and erosion, and global factors such as climate change which are driven by living organisms and climate feedback loops.
● Changes in carbon dioxide levels, resulting from both natural processes and human activity, can significantly affect the climate.
● Scientists rely on indirect sources of evidence, such as ice cores and sediment layers, to reconstruct Earth’s past climate conditions.
● Climate models, which use equations for energy and matter transfer, help predict future climate changes.
● Climate feedback loops can either amplify (positive feedback) or mitigate (negative feedback) changes in the climate system.
Knowledge
Key Vocabulary:
Climate migrant, Greenhouse effect, Albedo, Feedback loop, System, Input, Output, Density, Convection, Equilibrium, Conduction, Heat, Specific heat, Greenhouse gasses, Cryosphere, Land and sea ice, Microbeads, Berm, Climate model
● Sea levels are rising some causes we find are local like storms and erosion, but polar ice melt due to climate change is also something that is affecting sea levels globally. Scientists predict that this will continue.
● Changes in the sunlight that reaches Earth’s surface can affect climate.
● Changes in carbon dioxide due to plant growth or human activity can affect climate and can help explain current temperature increases.
● The concentration of carbon dioxide in Earth’s atmosphere has increased rapidly over time. Because it can last in the atmosphere for a very long time, we need to find another way to address sea level rise besides reducing CO2 emissions.
● Different materials absorb and reflect light energy differently.
● Earth’s atmosphere and surface have changed significantly over time due to changes in living things, and changes in these systems impact
● Why and how is the sea level rising?
● How can we slow the flow of energy on Earth to minimize or stop the land ice melt to protect vulnerable coastal communities?
● How do feedback loops affect Earth’s systems?
Skills (Framed as Learning Targets)
● I can ask questions that arise from examining models to clarify and seek additional information about changes and rates of change in sea levels and the resulting impact on human migration.
● I can ask questions based on an existing model around how energy causes matter cycling in a system with conserved and transferred energy and how it affects global temperatures
● I can ask questions to clarify the role of positive and negative feedback loops involving the coevolution of plants and other organisms with other Earth systems.
● I can use energy transfer consensus models to ask questions that challenge the suitability of the design solutions based on their current and future impacts.
● I can construct an argument of how changes in Earth’s orbit, the Sun’s energy output, volcanic activity, vegetation, and carbon dioxide affect changes in climate over different timescales.
● I can use mathematical models to support a claim about current and future changes in sea levels and the impact on human populations, using energy conservation as a tool
● I can use a computational model to support claims about the impacts of energy and matter flows amid complexity.
Unit 1 Thermodynamics in Earth's Systems
living things in a feedback loop.
● A positive feedback loop is one where effects end up reinforcing the original cause, driving more change. A negative feedback loop is one where effects end up counteracting the original cause and limiting its impact.
● Density of a substance (or a sample) is its mass per unit volume.
● Changes in energy and matter happen together, including in convection, when energy transfers as substances move.
● Energy transfer between two objects/samples initially at different temperatures will cause both to eventually reach the same final temperature, which will be between the initial temperatures.
● Energy is conserved. It flows between objects but is not created or destroyed.
● Conduction is the transfer of energy through direct contact as particles collide.
● The specific heat (c) of a substance or mixture tells us how much energy in calories is needed to change 1 gram of it by 1 °C.
● Heat transfer Q into or out of a substance can be found by multiplying the specific heat, mass, and temperature change.
● Heat pumps provide a possible solution to help limit carbon dioxide emissions while keeping homes safe and comfortable.
● I can develop a model based on evidence to predict how energy flows between the Sun, the atmosphere, hydrosphere and the cryosphere and how its absorption impacts climate and human migration.
● I can plan and conduct an investigation to identify the directional relationship between the amount of carbon dioxide and reflection, absorption, storage and reradiation of energy from the sun on temperature in a defined model atmospheric system and ocean system.
● Thawing Permafrost Transfer Task: Assess understanding of feedback loops, interactions between Earth’s systems, and the practice of asking questions
● Heat Pump Transfer Task: Introduce two possible solutions and figure out how these solutions, along with decreasing carbon dioxide emissions could help slow sea level rise.
● Berm Model
● Calculating Berm Impact
● Developing an initial model to show student understanding of changes in matter and energy to explain mechanisms and impact of natural hazards
● Driving Question Board to help students formulate questions on climate change
● Carbon Dioxide Investigation
● Sea Level Calculations
STAGE 3: LEARNING PLAN
First Topic: Historical Reasons for Sea Level Rising and Current Factors That Impact Human Migration
Estimated # of Lessons: 4-6
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Unit 1 Thermodynamics in Earth's Systems
Learning Targets :
● I can ask questions that arise from examining models to clarify and seek additional information about changes and rates of change in sea levels and the resulting impact on human migration.
● I can develop a model based on evidence to predict how energy flows between the Sun, the atmosphere, hydrosphere and the cryosphere and how its absorption impacts climate and human migration.
● I can plan and conduct an investigation to identify the directional relationship between the amount of carbon dioxide and reflection, absorption, storage and reradiation of energy from the sun on temperature in a defined model atmospheric system and ocean system.
Learning Activities:
Lesson 1: Introduce Anchoring Phenomenon
Essential Questions:
● Why and how is the sea level rising?
● We explore coastal communities that are affected by rising sea levels, which is a recent global problem that deeply affects people.
● We develop community agreements, a class consensus model, a Driving Question Board, and ideas for investigation.
Lesson 2: Analyze historical data
● We look at historical data of temperature, polar ice volume, sea level, and different possible causes.
● We discuss and model the likely cause of current ice melt and sea level rise.
Lesson 3: Investigate effects of carbon dioxide on temperature
● We investigate, model, and read about how increased CO2 in the atmosphere causes warmer temperatures. Lesson 4: Perform Sea Level Calculations and Investigation
● We develop a mathematical model to figure out the impact on sea level if Greenland and Antarctic ice melted.
● We evaluate our answer using a simulation of sea levels and notice that the ice in the Arctic Ocean is not represented.
● We wonder if this ice affects sea levels, so we plan and carry out an investigation to see if ice in water affects the water level when it melts.
Second Topic: Feedback Loops
Learning Targets:
● I can ask questions to clarify the role of positive and negative feedback loops involving the co-evolution of plants and other organisms with other Earth systems.
● I can use a computational model to support claims about the impacts of energy and matter flows amid complexity.
Learning Activities:
Lesson 1: Explore glacier melt solutions
Estimated # of Lessons: 3-5
Essential Questions:
● How do feedback loops affect Earth’s systems?
Unit 1 Thermodynamics in Earth's Systems
● We use satellite images and modern design ideas to consider possible mitigations for glacier melt.
Lesson 2: Plan Thawing Permafrost Transfer Task
● We plan an investigation to test our ideas about how microbeads prevent ice melt.
● We read about light energy and discuss how what we read can explain both how carbon dioxide causes temperature increases and how the beads can help prevent melt.
● We reflect on who should get to decide to use microbeads.
Lesson 3: Complete Thawing Permafrost Transfer Task, Revisit Driving Question Board
● We discuss who should decide whether microbeads should be used to slow polar ice melt.
● We read about feedback loops.
● We engage with a short mid-unit assessment and check in on our Driving Question Board.
Third Topic: Possible Solutions
Learning Targets:
● I can ask questions based on an existing model around how energy causes matter cycling in a system with conserved and transferred energy and how it affects global temperatures.
● I can use energy transfer consensus models to ask questions that challenge the suitability of the design solutions based on their current and future impacts.
● I can develop a model based on evidence to predict how energy flows between the Sun, the atmosphere, hydrosphere and the cryosphere and how its absorption impacts climate and human migration.
● I can plan and conduct an investigation to identify the directional relationship between the amount of carbon dioxide and reflection, absorption, storage and reradiation of energy from the sun on temperature in a defined model atmospheric system and ocean system.
Learning Activities:
Estimated # of Lessons: 6-8
Essential Questions:
● How can we slow the flow of energy on Earth to minimize or stop the land ice melt to protect vulnerable coastal communities?
Lesson 1: Generate questions about glacial ice and energy transfers
● We pose questions about the interface where glacial ice meets ocean water, and learn from Inuit and NASA experts to frame hypotheses about how proposed solutions would affect energy flows in the area.
Lesson 2: Investigate the mass, volume, and density of water in different conditions
● We create models of water at different conditions.
● We investigate the mass and volume of water under these conditions, graph our results, and calculate densities.
Lesson 3: Explore energy transfer
● We use an investigation, simulations, and mathematical modeling to examine energy transfer when substances are in direct contact.
Lesson 4: Investigate the heat of fusion
● We reflect on where our new heat equation fits into our energy transfer model.
● We realize that we do not know what affects the amount of ice melt other than incoming heat, so we plan and conduct an investigation in which we measure both the temperature change of the water and the mass change of the melting ice.
Unit 1 Thermodynamics in Earth's Systems
● We figure out from the slope of the best-fit line of the data that 80 calories of energy are required to melt 1 gram of ice.
● We consider how this understanding might help us in addressing glacier melt and sea level rise.
Lesson 5: Develop and apply a mathematical model to evaluate the impact of a berm
● We develop a model that can help us further evaluate the berm solution.
● We develop this mathematical model, then use it to calculate the berm’s impact on ice melt.
● We brainstorm ideas for an expanded computational model that includes the Earth system beyond the glacier.
Lesson 6: Use climate modeling to analyze data, ask questions, and complete a final transfer task
● We read about how scientists carry out and use climate modeling.
● We use this understanding to develop questions we can ask of our computational model, then test them. We discuss our results and reflect on how they make us feel.
● We close out our Driving Question Board and complete a transfer task focused on indoor heating in a changing climate.
Unit 2 Energy from Chemical & Nuclear Processes: Fuels
Course Name: Chemistry - Energy
Unit 2 Title: Energy from Chemical and Nuclear Processes: Fuels
Unit Overview:
Est. # of Lessons: 18-22
How can chemistry help us evaluate fuels and transportation options to benefit the Earth and our communities? Next, we explore fifteen fuels used for transportation, ranging from “human power” to fossil fuels, biofuels, batteries, hydrogen, and uranium. We will use what we learned about energy to imagine possible future fuels using science ideas and engineering tools. The goal is to explain the mechanisms behind different fuels providing energy to vehicles and evaluate possible sources that are increasingly sustainable.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
● HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* [
● HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.*
● HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
● HS-PS1-4: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
● 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.
● HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
● HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects).
Transfer Goals
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
● Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts)
Unit 2 Energy from Chemical & Nuclear Processes: Fuels
● HS-PS3-5: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
Understandings
● Most CO₂ emissions globally come from transportation and electric power, with cars and trucks being major contributors. Reducing emissions requires addressing the fuels used in transportation.
● Combustion reactions, involving fuel and oxygen as inputs and producing carbon dioxide and water as outputs, release energy that powers vehicle engines. This energy is converted into mechanical motion to turn vehicle wheels.
● Fuels differ in their atomic composition, energy output, and environmental impact. Fuels like diesel and biodiesel emit less CO₂ and provide more energy than gasoline but are less widely used.
● The energy released during combustion depends on the relative strengths of the bonds broken in reactants and formed in products. Stronger bonds in products transfer more energy out, while weaker bonds require more energy to break.
● Carbon-based fuels emit significant CO₂ during combustion, contributing to climate change. Alternative fuels and technologies, like hydrogen fuel cells, batteries, and biodiesel, offer potential solutions but come with tradeoffs.
● Designing sustainable transportation requires balancing energy efficiency, environmental impact, and practical constraints such as cost, infrastructure, and resource availability.
● Chemistry knowledge about bond energies, fuel properties, and energy transfer, combined with engineering design, can lead to innovations in transportation systems that reduce environmental harm.
● Evaluating transportation technologies involves weighing trade-offs using criteria such as emissions, energy efficiency, safety, and feasibility. Tools like radar charts can help visualize and compare these trade-offs to make
Essential Questions
● How do carbon-based fuels release energy?
● How do fuels that are not carbon based release energy?
● How can we make transportation decisions to benefit our communities and Earth?
Unit 2 Energy from Chemical & Nuclear Processes: Fuels
informed decisions.
Knowledge
Key Vocabulary:
Carbon-Based Fuels, Combustion Reaction, Activation Energy, Exothermic and Endothermic Reactions, Bond Energy, Isotopes, Nuclear Fission, Emission, Combined Gas Law, Electronegativity, Lattice Energy, Anode and Cathode, Voltage, Strong Nuclear Force, Nuclear Waste, Control Rod, Trade-offs, Radar Charts
● Understand that combustion reactions involve fuel and oxygen, producing carbon dioxide, water vapor, and energy.
● Analyze different fuel types (carbon-based and alternative fuels) in terms of CO₂ emissions and how different fuels release varying energy levels, affecting efficiency.
● Explore the advantages and limitations of fuels like biodiesel, batteries, hydrogen, and uranium in real-world applications.
● Apply the Combined Gas Law to understand relationships in engines, especially diesel engines where air compression ignites fuel.
● Investigate how temperature increases with compression in closed systems.
● Identify the basics of nuclear fission and its high-energy output for applications such as space exploration.
● Examine hydrogen fuel cells and battery systems, understanding how they produce electricity and their environmental impacts.
● Anode/Cathode: Key parts in electrochemical reactions in batteries.
● Voltage: Measure of energy potential in cells, which affects power output.
● Assess fuels using criteria like emissions, sustainability, and trade-offs (e.g., availability, cost, environmental impact).
● Use Radar Charts to visualize fuel comparisons and make data-driven assessments.
● Apply the concepts of resource extraction costs and trade-offs to evaluate transportation solutions.
Skills (Framed as Learning Targets)
● I can conclude how matter and energy change during bond breaking and formation.
● I can model energy transfer and conservation during bond interactions in chemical reactions.
● I can analyze relationships between pressure, volume, and temperature in diesel engines to explain their functionality.
● I can model the energy required for bond breaking and trace energy conservation from fuel formation to usage.
● I can explain how chemical processes release energy to power vehicle movement.
● I can evaluate new transportation technologies, such as batteries and EVs, for their potential to reduce pollution.
● I can assess greenhouse gas data to determine hydrogen’s environmental impact and evaluate rocket fuel options based on exploration goals and environmental criteria.
● I can propose vehicle systems that reduce emissions, considering trade-offs and engineering constraints.
● I can use quantitative tools to analyze future transportation options and argue for the best choices based on evidence.
Unit 2 Energy from Chemical & Nuclear Processes: Fuels
● Cold/Hot Pack Scenarios: Energy transfer in reactions.
● Rocket Fuel Argument: Comparative evaluation of fuels for space missions.
● Final Design Proposal: Comprehensive fuel design incorporating sustainability and efficiency.
First Topic: Carbon-Based Fuels
Learning Targets:
● Driving Question Board to help students formulate questions on understanding energy transfers through a vehicle system from both a scientific point of view and engineering point of view
● Energy and Forces Simulation
● Predicting Energy Changes “comic strip”
● Fuel Energy Calculations
● Carbon Emissions Calculations
● Battery Design
STAGE 3: LEARNING PLAN
● I can conclude how matter and energy change during bond breaking and formation.
● I can model energy transfer and conservation during bond interactions in chemical reactions.
● I can analyze relationships between pressure, volume, and temperature in diesel engines to explain their functionality.
Learning Activities:
Lesson 1: Introduce Anchoring Phenomenon
Estimated # of Lessons: 8-10
Essential Questions:
● How do carbon-based fuels release energy?
● We analyze data on sources of carbon emissions to think about which fuels we should consider for future vehicles.
Lesson 2: Complete Combustion Investigation
● We watch several demonstrations, examine different models, and revise models based on new information.
Lesson 3: Investigate pressure, volume, and temperature relationships
● We examine relationships between the pressure, volume, and temperature of air in a closed system and use the Combined Gas Law to quantify those relationships.
Lesson 4: Investigate bond-breaking in combustion reactions
● We use marbles and a computer model to examine what is happening as bonds break in a combustion reaction.
Lesson 5: Investigate bond formation and energy changes
● We investigate bond formation using the magnet marbles and a simulation similar to the one from the prior lesson.
● We use the magnet marbles and simulation to observe the forces involved and energy changes that occur when a bond forms.
● We update our class consensus model to include energy transfers during bond breaking and formation, and read about the source of energy in carbon-based fuels.
● We complete an Electronic Exit Ticket to assess our understanding of changes in matter and energy when bonds form.
Lesson 6: Examine kinetic energy changes
● We use a physical model and a simulation to examine changes in kinetic energy as bonds break and form.
Lesson 7: Apply bond energy concepts
● We revisit everything we have figured out about how energy is involved in bond breaking and formation to make sense of how the types of atoms being bonded affect the bond energy.
Unit 2 Energy from Chemical & Nuclear Processes: Fuels
● We then use these different bond energies to create a visual and mathematical representation of the energy transferred into fields to break the reactant bonds in methane combustion and the energy released when forming its products.
● We end our class revisiting the DQB to see what questions we can answer.
Lesson 8: Create hot and cold packs
● We explain and model why carbon-based fuels provide energy.
● We think about the impacts of carbon dioxide emissions and return to our Progress Trackers.
● We check in on our DQB and complete a mid-unit assessment on hot and cold packs.
Second Topic: Non-Carbon Fuels
Learning Targets:
● I can model the energy required for bond breaking and trace energy conservation from fuel formation to usage.
● I can explain how chemical processes release energy to power vehicle movement.
Learning Activities:
Lesson 1: Investigate electric vehicles pros and cons
Estimated # of Lessons: 4-6
Essential Questions:
● How do fuels that are not carbon based release energy?
● We learn about the benefits and drawbacks of using electric vehicles powered by batteries.
● We analyze images of batteries and conduct investigations using different metal electrodes.
● We analyze data on the current produced by different electrolytes.
● We develop a battery design proposal that would provide the highest energy output rate.
Lesson 2: Explore hydrogen fuel cells
● We learn about how fuel cells generate electricity from hydrogen fuel.
● We determine that most hydrogen is produced from methane with the emission of carbon dioxide.
● We identify the locations of hydrogen refueling and battery recharging stations.
Lesson 3: Compare nuclear processes
● We examine how nuclear processes are similar and different from chemical reactions using M-E-F thinking.
● We jigsaw readings that describe different concerns with using uranium as fuel and added to our Progress Trackers.
Lesson 4: Analyze rocket fuel options
● We observe a video showing the process of how astronauts will reach Mars.
● We develop a list of criteria and constraints that engineers and scientists need to explore when choosing a rocket fuel.
● We read an article comparing the differences between chemical and nuclear rockets.
● We then work in groups to rank our criteria and constraints and compare each type of rocket against them.
● Finally, we individually argue for which, or neither, fuel should be used in future space missions.
Third Topic: Transportation System Improvement Estimated # of Lessons: 4-6
Learning Targets:
● I can evaluate new transportation technologies, such as batteries and EVs, for their potential to reduce pollution.
● I can assess greenhouse gas data to determine hydrogen’s environmental impact and evaluate rocket fuel options based on exploration goals
Essential Questions:
● How can we make transportation decisions to benefit our communities and Earth?
Unit 2 Energy from Chemical & Nuclear Processes: Fuels
and environmental criteria.
● I can propose vehicle systems that reduce emissions, considering trade-offs and engineering constraints.
● I can use quantitative tools to analyze future transportation options and argue for the best choices based on evidence.
Learning Activities:
Lesson 1: Evaluate transportation solutions
● We create a draft decision matrix and use it to evaluate two transportation solutions on the basis of environmental impact. We realize that our initial criteria and constraints are too complex and should be broken into subcategories. We update our consensus decision matrix to include subcategories for other criteria and constraints.
Lesson 2: Develop arguments for future transportation options
● We use data from various sources to evaluate transportation options and develop arguments for which ones are best to use in the future.
Lesson 3: Propose Final Transportation Design Solution
● We use our prioritized criteria, arguments from Lesson 14, and feedback on our arguments to propose a final transportation design solution. We reflect on our progress in this unit and throughout the chemistry course.
Matter in Chemistry-A
0.5 Credit (STEM)
Prerequisite 1.0 credits of science and concurrently inAlgebra 1 or higher
This course integrates the exploration of key chemistry concepts through three interconnected phenomena: lightning, resource sustainability in space, and ocean acidification. Students investigate the atomic structure and subatomic forces driving lightning, using Coulomb’s law and concepts like polarization and ionization to explain energy transfers and safety measures. They delve into atomic-level interactions and periodic trends to understand how these properties influence material behavior, enabling sustainable practices such as material recycling and resource management for space exploration. Finally, students explore reversible reactions and ocean acidification, analyzing how changes in pH affect ecosystems like oyster populations and using stoichiometry and engineering principles to design solutions to mitigate acidification’s effects. Together, these units build a comprehensive understanding of chemical processes, their real-world applications, and their role in addressing global challenges.
Advanced Chemistry: Semester 2
Focus What causes lightning and why are some places safer than others when it strikes?
We explore the fascinating phenomenon of lightning and uncover the science behind why it occurs, how it transfers energy, and why certain materials and places are safer when lightning strikes. Guided by intriguing videos, real-life stories, and data about lightning strikes, we’ll develop a deep understanding of the forces and interactions that create this powerful natural event.
How can we find, make and recycle the substances we need to live on and beyond Earth? Next, we extend our learning about electrostatic particle interactions in order to explore the challenges and possibilities of living and working for extended periods on the Moon, inspired by NASA’s Artemis mission. We consider the constraints of lunar living—how to find, recycle, and produce the substances needed to survive and use these to design solutions for the challenges of living off Earth while also addressing sustainability on our planet.
Why are oysters dying, and how can we use chemistry to protect them? Lastly, we build upon our knowledge of periodicity and chemical bonding in order to examine oyster larvae die-offs in the Pacific Northwest due to a chemical reaction known as ocean acidification, linking this phenomenon to chemical principles and environmental impacts. We will explore acids, bases, chemical equilibrium, and the carbon cycle, using computational models and stoichiometry to propose solutions for mitigating acidic conditions in oyster habitats.
Unit 1 Structure & Properties of Matter
Course Name: Chemistry - Matter and Reactions
Unit 1 Title: Structure & Properties of Matter
Unit Overview:
Est. # of Lessons: 11-15
What causes lightning and why are some places safer than others when it strikes? We explore the fascinating phenomenon of lightning and uncover the science behind why it occurs, how it transfers energy, and why certain materials and places are safer when lightning strikes. Guided by intriguing videos, real-life stories, and data about lightning strikes, we’ll develop a deep understanding of the forces and interactions that create this powerful natural event.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
● HS-PS2-4: Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
● HS-PS2-6: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*
● HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects).
● HS-PS3-5: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
● HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms
Transfer Goals
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
Understandings Essential Questions
● Lightning does not strike evenly across the earth. It tends to occur more frequently in warmer and wetter locations, particularly during the summer months. This distribution is influenced by atmospheric conditions such as temperature and humidity, which are higher in these regions and seasons.
● Lightning is caused by the buildup of electric
● What causes lightning, and why are some places safer during a strike?
● How and why does a lightning strike transfer energy?
● Why are certain structures safer than others?
● What role does water play in conducting electricity during lightning?
Unit 1 Structure & Properties of Matter
charges within thunderclouds, where collisions between ice crystals and water molecules result in a separation of charges. The bottom of the cloud becomes negatively charged, while the top becomes positively charged. When the electric field strength becomes significant, a lightning strike occurs. Understanding the mechanisms behind lightning can help explain why some places are safer than others during lightning storms, such as being indoors with proper grounding systems like lightning rods.
● There is a correlation between rain and lightning from clouds. Rainfall is often accompanied by lightning due to the same atmospheric conditions that lead to the formation of thunderstorms. Additionally, laboratory experiments with water droplets can create lightning-like sparks, illustrating how falling water can contribute to electrical discharges.
● Electrostatic forces, which include both attractive and repulsive interactions, play a crucial role in the phenomena associated with lightning. These forces are stronger at closer distances and weaker at greater distances. Observations made using water dropper systems in the lab, which mimic the behavior of charges at a smaller scale, help explain the larger scale lightning phenomena. Objects with charges generate electric fields, and these fields result in forces that drive the movement of charges, leading to lightning.
● The properties of materials as conductors or insulators significantly impact their safety during lightning events. Conductors, like metals, have free electrons that allow them to conduct electricity easily, making them more likely to be struck by lightning. Insulators, such as air and certain materials, do not have free electrons and therefore do not conduct electricity well, providing some protection against lightning. Understanding these differences explains why it is safer to stay indoors or away from water during lightning storms and why buildings with lightning rods or indoor plumbing offer additional safety.
Knowledge
Key Vocabulary:
Correlation, causation, electrostatic force, electric field, charge, proton, electron, newtron, nucleus, electricity, Coulomb’s law, partial charge, polarizations, induced polarization, electric field, insulator, conductor, ion, ionization, bond, element, polar, dissolve, ionic bond, ionic compound
Skills (Framed as Learning Targets)
● I can develop and use models to explain and predict lightning formation and electrostatic interactions.
● I can analyze patterns and mathematical representations to understand charge and force relationships.
● I can use models to explain energy changes in
Unit 1 Structure & Properties of Matter
● Understand and explain how atomic structures and electrostatic forces, including Coulomb's Law, contribute to phenomena such as lightning.
● All atoms are made of different combinations of the same three subatomic particles: positively charged protons, uncharged neutrons, and negatively charged electrons.
● The relative number of protons and electrons determines the atom's overall (net) charge.
● As objects in contact produce static, a small amount of matter in the form of electrons is removed from one object and accumulated on another. This movement changes the net charge on each object.
● The strength of the electrostatic forces on any two amounts of charge, separated by a distance, can be predicted using Coulomb's law.
● Explore how energy is transferred during lightning and apply this understanding to assess why certain places are safer than others during lightning storms.
● Energy is stored in the electric field that exists between charged particles. The electric field exists because of attractive and repulsive forces between charged particles. Energy transfers to or from particles to or from the electric field as charged particles are moved toward or away from one another.
● Energy transfers to or from particles to or from the electric field as charged particles are moved toward or away from one another.
● Metals have “free” electrons that allow them to conduct electricity relatively easily. We call these materials conductors.
● Materials that are insulators do not have free electrons to transfer energy through them. These differences in the structures of matter help to explain differences in electrical conductivity and why some materials are safer than others during lightning.
● The model components/relationships/ mechanisms for why going inside buildings with lightning rods or indoor plumbing is safer when lightning strikes.
macroscopic lightning systems.
● I can communicate scientific information about energy transfer through light and sound.
● I can evaluate models of lightning rods and their effectiveness in energy transfer.
● I can investigate the conductivity of water and the role of salt in electricity conduction.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Static Interactions Assessment OR N95 Mask Assessment: Use mathematical thinking and Coulomb’s Law to explain static phenomena
Formative Assessment
● Driving Question Board to initiate students questions about the interactions between air, ground, clouds, rain, and some representation of
Unit 1 Structure & Properties of Matter
● End-of-Unit Assessment: examine structures of different materials, such as the radome of airplanes and conductive gels used to mimic brain tissue, to explain why their properties make them good or poor conductors of electricity
lightning to try to explain electrostatic interactions
● Solving for Force Activity to understand the meaning of Coulomb’s Law
● Lightning Polarization Models to explain what is happening at the atomic and subatomic levels in a lightning strike
● Energy/Charge Model Simulation to build understandings of how movement of charges in an electric field results in energy transfer
● Lightning Safety Claims
STAGE 3: LEARNING PLAN
First Topic: Atomic Structure & Electrostatic Forces
Learning Targets:
● I can develop and use models to explain and predict lightning formation and electrostatic interactions.
● I can analyze patterns and mathematical representations to understand charge and force relationships.
Learning Activities:
Lesson 1: Introduce Anchoring Phenomenon
Estimated # of Lessons: 5-7
Essential Questions:
● What causes lightning, and why are some places safer during a strike?
● We watch videos, engage with stories, and analyze patterns in data to try to determine how lightning forms and why some places are safer than others.
Lesson 2: Investigate connection between water and lightning
● We analyze graphical data and examine a physical model to consider whether there is a causal relationship between falling water and lightning formation.
Lesson 3: Observe forces and energy transfers in a water dropper system
● We carry out two rounds of investigations by adding different test objects to the water dropper system.
● We record what we notice and wonder and develop a model to illustrate the patterns in forces acting on the test objects.
● We discuss the patterns in forces and energy transfer that we noticed.
● We identify related phenomena (static) that we think would produce similar interactions.
Lesson 4: Investigate static electricity
● We use several objects to investigate attractions and repulsions in different materials when we rub them together.
Lesson 5: Examine static interactions and apply to an atomic model
● We investigate more static interactions.
● We use a reading and a simulation to develop models of atomic structure to help explain the interactions we observed.
Second Topic: Energy Transfer
Learning Targets:
● I can use models to explain energy changes in macroscopic lightning systems.
● I can communicate scientific information about energy transfer through light and sound.
Learning Activities:
Lesson 1: Connect lightning to in-class static systems
Estimated # of Lessons: 4-6
Essential Questions:
● How and why does a lightning strike transfer energy?
● We use information from a reading to compare the lightning system to our in-class static systems.
Unit 1 Structure & Properties of Matter
Lesson 2: Investigate the relationship between charge and distance
● We carry out an investigation to determine how electrostatic forces between objects are affected by the amount of charge and the distance between them.
● We compare graphs of our results and identify patterns in how different variables affect these forces.
● We evaluate a mathematical model for how these variables are related and use algebraic methods to predict the effects of larger-scale changes in the amount of charge and distance between charges in a system.
Lesson 3: Explore polarization
● We use a simulation and our paper-clip models to explain what we think is happening in atoms of neutral objects when they interact with charged objects.
Lesson 4: Create a Gotta-Have-It Checklist
● We create Gotta-Have-It Checklists and use them to develop updated models to answer the question, “What causes lightning to strike at a particular place and time?”.
● We take stock of the Driving Question Board and then complete an assessment task to demonstrate our understanding of static interactions and Coulomb’s law.
Third Topic: Safety & Conductivity
Learning Targets:
● I can evaluate models of lightning rods and their effectiveness in energy transfer.
● I can investigate the conductivity of water and the role of salt in electricity conduction.
Learning Activities:
Lesson 1: Investigate how lightning transfers energy
Estimated # of Lessons: 2-4
Essential Questions:
● Why are certain structures safer than others?
● What role does water play in conducting electricity during lightning?
● We analyze data that show that lightning transfers a LOT of energy. We use a computational model that shows energy storage between charges.
Lesson 2: Evaluate sources to explain lightning
● We consider what we know about air to figure out that there is no easy path for electrons to move through it.
● We conduct research online and evaluate our sources to explain how charges move through air to cause the lightning we can see.
Lesson 3: Compare metals with nonmetals in regards to lightning safety
● We look at data about lightning safety, read about how lightning rods work, and examine models of metals and nonmetals.
● We compare two models of lightning rods and identify the merits and limitations of each.
Lesson 4: Investigate electrical conductivity in water
● We determine that pure water does not conduct electricity.
● We argue that the salt found in different water sources conducts electricity.
● We plan an investigation to determine whether this is true.
● We evaluate different models to determine which one best explains the results of our investigations.
● We explain how a lightning strike on water would cause the death of a group of geese floating on it.
Lesson 5: Build a model to explain lightning safety
● We create a consensus Gotta-Have-It Checklist and use it to build models to explain lightning safety.
● We take stock of our DQB questions and complete an assessment task.
Unit 2 Molecular Processes in Earth Systems
Course Name: Chemistry - Matter and Reactions
Unit 2 Title: Molecular Processes in Earth Systems
Unit Overview:
Est. # of Lessons: 13-18
How can we find, make and recycle the substances we need to live on and beyond Earth? Next, we extend our learning about electrostatic particle interactions in order to explore the challenges and possibilities of living and working for extended periods on the Moon, inspired by NASA’s Artemis mission. We consider the constraints of lunar living how to find, recycle, and produce the substances needed to survive and use these to design solutions for the challenges of living off Earth while also addressing sustainability on our planet.
STAGE 1: DESIRED RESULTS
Established Goals
● 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.
● HS-ESS2-1: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
● HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
● HS-PS1-2: Construct 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.
● HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
● HS-PS2-6: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*
● HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
Understandings
● Essential resources in space are limited, requiring in-situ sourcing and recycling.
● Water’s unique properties support life and chemical processes, both on Earth and beyond.
● Molecular polarity influences interactions and reactions essential for life-supporting materials.
● Spectroscopy enables the identification of
Transfer Goals
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
Essential Questions
● What are water’s roles in supporting life and facilitating reactions?
● How can we source, recycle, and create necessary substances beyond Earth?
● How do atomic structure and bonding predict the properties of needed materials?
Unit 2 Molecular Processes in Earth Systems
elements and compounds in space for sustainable resource utilization.
Knowledge Learning Targets
Key Vocabulary: chemical changes, physical changes, reactant, product, decomposition, synthesis, polarity, cohesion, adhesion, surface tension, specific heat, solubility, atomic mass, atomic radius, electrons, neutrons, protons, charge, electronegativity, valence electrons, periodicity, ionic bond, covalent bond, polar covalent bond, metallic bond, intermolecular forces, conservation of matter, sustainability, recycling, thermoplastic, thermoset, synthetic materials.
● Essential substances for survival must be sourced, recycled, or synthesized on-site due to the high cost and limitations of space travel.
● Water’s properties (e.g., high specific heat, solvent ability, polarity) are critical for lifesupporting processes and chemical reactions.
● Spectroscopy allows scientists to determine the presence of elements by examining how substances interact with light.
● Atomic structure and bonding determine properties like reactivity, stability, and molecular polarity, which are crucial for resource use and sustainability.
● Chemical reactions rearrange matter without loss or creation, fundamental for understanding resource management and sustainable processes.
● Material properties, influenced by molecular and atomic structure, determine recyclability and suitability for specific functions.
● I can identify needs, constraints, and potential solutions for sourcing essential substances beyond Earth, considering sustainability and trade-offs.
● I can represent atomic compositions and interactions in chemical reactions using particlelevel models.
● I can use patterns in atomic properties to assess and modify models, explaining bonding patterns and molecular properties based on forces between atoms.
● I can compare water’s polarity and ability to absorb, store, and transport energy and materials, explaining its bulk properties.
● I can determine causality in surface features by comparing water and similar substances, defending claims about geologic processes shaping Earth and solar system objects.
● I can use light spectra to analyze and locate needed elements for survival in space, connecting atomic structure to practical applications.
● I can create and assess balanced chemical equations to illustrate matter conservation, including in processes like fertilizer formation and water purification.
● I can model and differentiate reactants and products in chemical transformations, explaining matter transformations in real-world contexts.
● I can evaluate the recyclability of materials and bulk interactions based on atomic forces, considering ethical implications and the conservation of matter.
● I can assess arguments about the use of sustainable materials for Earth and space, proposing solutions based on evidence and models.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Mid-Point Assessment: Evaluate the structures of two different biomolecules (ibuprofen and sila-ibuprofen) using their knowledge of patterns in the periodic table and bonding, connections to Coulomb’s Law, electronegativities, and overall molecular polarity
● End-of-Unit Transfer Task: Develop models explaining the formation of soap scum due to the presence or absence of specific ions in
Formative Assessment
● Driving Question Board to initiate student’s ideas about finding, recycling, and making the resources needed for living and working off Earth (and on it)
● Atmospheric Spectra Data to understand how light interacts with atoms and molecules
● Comparing Atomic Models Activity to develop understanding of the role of valence electrons in bonding
● Search for Elements Activity to obtain, evaluate
Unit 2 Molecular Processes in Earth Systems
water. Students will use their knowledge of patterns in the periodic table and bonding, connections to Coulomb’s Law, electronegativities, and overall molecular polarity and communicate information about elements in outer space that we will need to make other substances for survival
STAGE 3: LEARNING PLAN
First Topic: Finding and Utilizing Water and Essential Substances
Learning Targets:
● I can identify needs, constraints, and potential solutions for sourcing essential substances beyond Earth, considering sustainability and trade-offs.
● I can represent atomic compositions and interactions in chemical reactions using particle-level models.
● I can use patterns in atomic properties to assess and modify models, explaining bonding patterns and molecular properties based on forces between atoms.
● I can compare water’s polarity and ability to absorb, store, and transport energy and materials, explaining its bulk properties.
● I can determine causality in surface features by comparing water and similar substances, defending claims about geologic processes shaping Earth and solar system objects.
● I can use light spectra to analyze and locate needed elements for survival in space, connecting atomic structure to practical applications.
Learning Activities:
Lesson 1: Introduce Anchoring Phenomenon
Estimated # of Lessons: 5-7
Essential Questions:
● What are water’s roles in supporting life and facilitating reactions?
● We examine a video of NASA’s plans in the near future.
● We identify criteria, constraints, and solutions for living and working beyond Earth for longer periods of time.
● We develop models of how new substances are made through chemical reactions.
● We add questions to a Driving Question Board and brainstorm ideas for data and investigations that could help answer them.
Lesson 2: Investigate the unique properties of water
● We discuss other chemical reactions that include water, what is special about water, and properties of water we previously studied.
● We gather information on water’s properties from two out of six investigation stations.
● We integrate our information from across the six investigation stations.
Lesson 3: Analyze surface features on Earth, the Moon, and Mars
● We develop the “Surface Features and Causes” poster we use as evidence to support claims about which geologic processes caused the formation of surface features on Earth, the Moon, and Mars.
Lesson 4: Investigate erosion by water
● We investigate how liquids interact with surface materials to help us determine that surface features on Mars were likely made by water.
● We examine molecular models of them to compare polarities of different liquids.
Unit 2 Molecular Processes in Earth Systems
Lesson 5: Use spectrometry to analyze light absorption in space and atmospheric mixtures
● We use a projector-based spectrometer to investigate the absorption and transmission of light by solutions of pure substances and construct a way to graphically display this phenomenon.
● We use reference spectra to identify gasses in simple mixtures and in the atmospheres of objects in space.
Second Topic: Atomic Structure and Bonding for Resource Creation
Learning Targets:
● I can create and assess balanced chemical equations to illustrate matter conservation, including in processes like fertilizer formation and water purification.
● I can model and differentiate reactants and products in chemical transformations, explaining matter transformations in real-world contexts.
Learning Activities:
Lesson 1: Complete Periodicity Activity
Estimated # of Lessons: 4-6
Essential Questions:
● How do atomic structure and bonding predict the properties of needed materials?
● We identify patterns in the numbers of subatomic particles (especially protons) and of bonds that different elements form and use these patterns to organize the elements.
Lesson 2: Evaluate different atomic models
● We examine new models of atomic structure and evaluate the usefulness of different models to explain and make predictions about interactions between elements (bonds).
Lesson 3: Explore electronegativity and bond polarity in molecular structures
● We predict whether another substance could replace water for some processes and model the structures of H2O and H2S molecules.
● We explain why the electronegativities of O and S are different and use a simulation to explore how electronegativity differences affect where electrons are in a bond, the bond characteristic, and its polarity.
Lesson 4: Analyze bond characteristics in materials
● We describe bond characteristics in salt, wood, and metal and consider salt substitutes in our diets.
● We complete the Mid-Point Assessment.
Third Topic: Synthesizing Essential Substances for Sustainability and Recycling Approaches
Learning Targets:
● I can evaluate the recyclability of materials and bulk interactions based on atomic forces, considering ethical implications and the conservation of matter.
● I can assess arguments about the use of sustainable materials for Earth and space, proposing solutions based on evidence and models.
Learning Activities:
Lesson 1: Investigate patterns of reactivity
Estimated # of Lessons: 5-8
Essential Questions:
● How can we source, recycle, and create necessary substances beyond Earth?
● We return to the different processes we encountered at the beginning of the unit, with more information about the reactions that are occurring.
● We read about how copper can be cleaned from water by forming a precipitate and model this reaction.
Lesson 2: Model fertilizer production in space
● We engage in a reading about growing plants in space and model the differences between ammonia (NH3) and ammonium (NH4 +).
● We read about perchlorate ions in martian soil and model chemical reactions.
Unit 2 Molecular Processes in Earth Systems
Lesson 3: Balance chemical equations
● We add more molecules of some reactants and products to ensure there are equal numbers of elements on both sides of the equation.
● We obtain information about cement production using substances on Mars.
Lesson 4: Complete Recycling Ideas Organizer
● We synthesize information from various sources to answer questions about why we recycle some of the substances we need but not others, and how this could apply to our long-term plans for living and working beyond and/or on Earth.
Lesson 5: Research and evaluate innovative materials technologies
● We read articles about different innovative materials technologies.
● We share with a partner and evaluate the arguments made in the articles.
● Then we share our evaluations with a pair that investigated a different set of materials technologies.
Lesson 6: Revisit space travel perspectives
● We read about perspectives on space travel, balance a final equation, close out the DQB, and then demonstrate their understanding on a transfer task about the formation of soap scum.
Course Name: Chemistry - Matter and Reactions
Unit 3 Title: Chemical Reactions in Our World
Unit Overview:
Est. # of Lessons:13-16
Why are oysters dying, and how can we use chemistry to protect them? Lastly, we build upon our knowledge of periodicity and chemical bonding in order to examine oyster larvae die-offs in the Pacific Northwest due to a chemical reaction known as ocean acidification, linking this phenomenon to chemical principles and environmental impacts. We will explore acids, bases, chemical equilibrium, and the carbon cycle, using computational models and stoichiometry to propose solutions for mitigating acidic conditions in oyster habitats.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
● HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.*
● HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
● HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
● HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
● HS-PS1-6: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*
● HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
Transfer Goals
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
Understandings Essential Questions
● The interplay of human actions and natural processes can disrupt ecological systems, but understanding the chemistry behind these interactions can help us design targeted solutions.
● Increased CO₂ levels from human activity can alter natural balances, like ocean pH, affecting the survival of species such as oysters; by analyzing these changes, we gain insights into
● What processes influence water acidity?
● How does CO₂ contribute to acidification?
● How can acidified water be neutralized?
● What criteria are crucial for designing solutions to protect oysters?
Unit 3 Chemical Reactions in Our World
mitigating broader environmental impacts.
● Acidity and basicity, fundamental chemical properties, govern how substances interact with the environment, and we can manipulate these properties to create beneficial outcomes.
● Chemical reactions are dynamic systems where adjusting conditions like concentration or temperature allows us to control reaction rates and outcomes a principle that applies to fields beyond chemistry, including engineering and environmental science.
● Effective problem-solving requires breaking down complex issues into smaller, manageable parts that can be addressed through scientific reasoning and modeling.
● Engineering solutions must consider both scientific and societal factors, as well as environmental trade-offs, to be sustainable and meaningful.
● Mathematical and computational models in science provide powerful tools for predicting outcomes and making data-driven decisions, critical skills in tackling real-world challenges.
● Solutions to environmental problems, such as ocean acidification, must balance immediate needs with long-term ecosystem stability, emphasizing the interconnectedness of all Earth systems.
Knowledge
Key Vocabulary:
Ocean acidification, carbon cycle, pH scale, acid/base, molarity (concentration), neutralization, stoichiometry, equilibrium, reversible reaction, conservation of mass, criteria, constraints
● Understand that increased atmospheric CO₂ reacts with water to form carbonic acid, lowering ocean pH and affecting oyster shell formation and ecosystem health.
● Explore the carbon cycle's movement of carbon among the atmosphere, ocean, biosphere, and geosphere, emphasizing how human activities accelerate ocean CO₂ absorption.
● Define acids and bases by ion production, use the logarithmic pH scale to measure acidity/basicity, and distinguish between strong and weak acids/bases based on dissociation.
● Grasp the principles of reversible reactions and equilibrium, recognizing how changes in reactants or conditions can shift equilibrium and impact ocean chemistry.
● Analyze how acidic conditions reduce carbonate ion availability, directly impacting oyster shell formation and marine calcifiers.
Skills
(Framed as Learning Targets)
● I can construct and refine models to explain the impact of CO₂-driven ocean acidification on pH, weak acid dissociation, and its consequences for marine life, particularly oysters.
● I can plan and conduct investigations to demonstrate the effects of CO₂ on ocean pH and acid-base reactions, using empirical evidence and computational tools.
● I can explain particle-level interactions and chemical equilibria to understand the relationship between acidification, reaction rates, and oyster shell formation.
● I can use mathematical reasoning and systems analysis to predict the outcomes of acid-base reactions and model changes in ocean chemistry over time.
● I can develop and assess strategies to mitigate the effects of ocean acidification on marine ecosystems, balancing environmental, social, and technical factors.
● I can analyze the relationships between CO₂ emissions, ocean acidification, and their broader ecological impacts, including on oyster populations.
● I can evaluate trade-offs and refine solutions to
Unit 3 Chemical Reactions in Our World
● Apply stoichiometric principles, mole ratios, and molarity to calculate reactant/product amounts, particularly in neutralization reactions to adjust ocean pH.
● Model conservation of mass and atoms in chemical reactions, using balanced equations to predict outcomes and assess the feasibility of interventions.
● Define criteria and constraints for engineering interventions, assess trade-offs, and refine models to predict the effectiveness of solutions like adding calcium carbonate to mitigate impacts on marine life.
stabilize oyster populations and address ocean acidification on local and global scales.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Acid Behavior Assessment: Compare how addition of a salt to an acidic solution affects the pH of a weak acid differently than a strong acid in order to develop a predictive and explanatory model based on particle-level interactions found in solutions.
● Ammonia Fertilizer Task: Apply their knowledge of reactions to make enough fertilizer for worldwide agriculture
Formative Assessment
● Driving Question Board to generate ideas on why oysters are dying and how can chemistry be used to protect them
● Interested Parties Jigsaw to understand different perspectives on the impact of oysters on certain communities and stakeholders
● Neutralization Investigation to help students practice stoichiometric calculations to determine the amount of a base to add to a solution in order to neutralize that solution
● Ocean Water Calculations so students can apply their understanding of stoichiometric calculations and molarity
● Solution Planning document so students can begin developing a plan to help the oysters for a particular community
STAGE 3: LEARNING PLAN
First Topic: Acidity and Ocean Systems Estimated # of Lessons: 7-8
Learning Targets:
● I can construct and refine models to explain the impact of CO₂-driven ocean acidification on pH, weak acid dissociation, and its consequences for marine life, particularly oysters.
● I can plan and conduct investigations to demonstrate the effects of CO₂ on ocean pH and acid-base reactions, using empirical evidence and computational tools.
● I can explain particle-level interactions and chemical equilibria to understand the relationship between acidification, reaction rates, and oyster shell formation.
Essential Questions:
● What processes influence water acidity?
● How does CO₂ contribute to acidification?
Learning Activities:
Unit 3 Chemical Reactions in Our World
Lesson 1: Introduce anchoring phenomenon
● We explore cases, analyze data, and read about how carbon dioxide in the atmosphere is entering the ocean and making it more acidic, which hurts oysters and the ecosystem that relies on them in order to develop an initial model and build a Driving Question Board.
Lesson 2: Investigate acidity of various solutions
● We brainstorm a list of substances that contain both water and carbon dioxide to plan an investigation to test whether solutions of carbon dioxide and water are acidic.
Lesson 3: Analyze different solution concentrations
● Molecular formulas are used to predict which substances are acids, bases, or neither.
● We then use mathematical thinking to compare quantities of particles and concentrations in different solutions and conduct an investigation in order to develop a model to explain the results.
Lesson 4: Investigate the dissolution of carbon dioxide
● We investigate how CO could naturally dissolve in water with an experimental setup in the lab, and examine amounts of CO in the atmosphere and hydrosphere.
Lesson 5: Explore reversible reactions
● A simulation to investigate how acidic water could become less acidic again is utilized.
● We use the results to argue that a reversible reaction was taking place that reaches an equilibrium state.
● Data is used to determine a relationship between bond strength, stability, and reversibility of reactions.
Lesson 6: Compare how salts affect pH of different solutions
● We compare how addition of a salt to an acidic solution affects the pH of a weak acid differently than a strong acid in order to develop a predictive and explanatory model based on particle-level interactions found in solutions.
Second Topic: Mathematical Modeling for Acid Neutralization
Learning Targets:
● I can use mathematical reasoning and systems analysis to predict the outcomes of acid-base reactions and model changes in ocean chemistry over time.
● I can develop and assess strategies to mitigate the effects of ocean acidification on marine ecosystems, balancing environmental, social, and technical factors.
Learning Activities:
Estimated # of Lessons: 3-5
Essential Questions:
● How can acidified water be neutralized?
Lesson 1: Investigate ratios of acid-base neutralization reactions
● Acid-base neutralization is modeled and argues that the ratios in balanced chemical equations are mass ratios.
● This model is tested and we figure out that these ratios are particle-number ratios rather than mass ratios.
● We then apply a mathematical model using these ratios and molar masses to predict the amount of base needed to neutralize an acid and carry out a second neutralization investigation to test this.
Lesson 2: Calculate ocean pH after addition of different base amounts
● We use mathematical thinking to determine how many grams of a base would need to be added to return ocean pH levels to one that is safe for baby oysters.
● We wonder whether this solution would be feasible, effective, or safe for other organisms.
Lesson 3: Investigate the effects of ocean acidification on oysters
● We investigate how different pH levels affect oyster shells and read about the oyster’s life cycle.
Lesson 4: Model the relationship between temperature and concentration on reaction rates
● We design an investigation to test how temperature and concentration might influence how much product a reaction makes in a given time.
● We then build a particle model of reaction rate and use this model to identify the effects of adding calcium carbonate which slightly reverses acidification.
Third Topic: Engineering Design and Problem Solving for Oyster Die-Off
Learning Targets:
● I can analyze the relationships between CO₂ emissions, ocean acidification, and their broader ecological impacts, including on oyster populations.
● I can evaluate trade-offs and refine solutions to stabilize oyster populations and address ocean acidification on local and global scales.
Learning Activities:
Lesson 1: Develop solutions to prevent oyster die-off
Estimated # of Lessons: 4-6
Essential Questions:
● What criteria are crucial for designing solutions to protect oysters?
● We develop and narrow down a class list of possible solutions to prevent oyster die-off based on the criteria and constraints for our design, the information gathered about the priorities of impacted communities, and our own knowledge and experience.
● We choose a promising solution to develop in groups.
Lesson 2: Refine design solutions
● We brainstorm a list of information that helps us refine our solutions, criteria, and constraints.
● They work in groups and choose a site profile to design a solution for.
Lesson 3: Present refined design solutions
● We identify the main points of and the criteria that guided our design solution.
● We present our design solution to a group of our peers and receive feedback, then use the peer feedback to refine our solution.
● We engage in a discussion to come to a consensus on the chemistry and Earth science ideas that we used in our design solutions.
Lesson 4: Apply knowledge to produce ammonia fertilizer
● We apply our knowledge of reactions to make enough fertilizer for worldwide agriculture.
Chemistry-H
1 Credit (STEM)
Prerequisite 1.0 credits of science and concurrently inAlgebra 2Aor higher
This course is aligned with the Next Generation Science Standards and is an in depth study of the nature of matter and its reactions. Students will be asked to problem solve and use deductive reasoning and experimentation in real world applications. Topics included are states of matter; stoichiometry of chemical reactions; equilibrium; electronic structure of atoms and the connection of matter to the periodic chart; thermodynamics; gas laws, solution chemistry and organic chemistry. Students will be asked to problem solve and use deductive reasoning and experimentation in real world applications. Scientific experimentation, research, and discussion are integral parts of this course. The honors section places a strong emphasis on mathematical applications, writing, and independent work. Students, who wish to take AP/ ECE Chemistry or any otherAP science and/ or pursue science in college should consider taking this course.
Focus We first get equipped with essential skills every chemist needs. We learn the rules for staying safe in a chemistry lab, from handling equipment correctly to knowing where important safety gear is located. Chemistry relies on clear communication, so next we focus on reporting measurements in the right format using tools like beakers, flasks, and balances. We use significant figures, scientific notation, and learn how to handle calculations with them to make sure your data is accurate and understandable. Finally, we explore the relationship between mass and volume to understand density through conducting experiments and creating models.
Honors Chemistry: Yearlong Course (semester 1)
Let's explore the atom, the foundation of all matter! We trace the evolution of atomic models, meet protons, neutrons, and electrons, and explore isotopes and ions. We'll see how light's wave-particle duality influences atomic structure and electron behavior, comparing the Bohr and Quantum Mechanical models. Finally, we'll use the periodic table to determine electron configurations, understanding how atoms interact. By the end, you'll be an atom expert, ready for chemical bonding!
Now that we know what atoms are made of, let's see how they connect to build the world around us! We explore the periodic table's secrets, uncovering trends in atomic size, electronegativity, and ionization energy, using concepts like electron shielding and nuclear charge. We predict bond types (ionic, polar covalent, or nonpolar covalent) just by looking at the periodic table! Oxidation numbers will help us understand how atoms charge up during reactions. We rank bond polarity, seeing how different bonds affect a compound's properties. Get ready to name compounds, write formulas, and draw Lewis dot diagrams to predict molecular shapes with VSEPR theory. Finally, we connect structure to properties like melting point, boiling point, solubility, and conductivity, understanding how atoms and bonds determine a substance's characteristics.
Now that we understand matter's structure and properties, let's explore how chemists measure it! We'll investigate the laws of definite and multiple proportions, seeing how elements combine in fixed ratios. Then, we master the mole, a crucial tool for connecting tiny atoms to measurable quantities. We use it to count atoms, calculate molar mass and percent composition, and determine empirical and molecular formulas of substances. We apply that knowledge to real world chemical systems that helps us see how chemistry relies on precision and patterns to explain the natural world around us.
Unit
Honors Chemistry: Yearlong Course (semester 2)
Focus Next, we explore how matter changes physically and chemically. We describe these changes macroscopically and microscopically to visualize transformations. We dive into chemical reactions, seeing how atoms rearrange and applying the law of conservation of matter to balance equations. We also use stoichiometry to analyze reactions quantitatively, using balanced equations, molar mass, and molarity to calculate reactant and product amounts. We explore limiting reactants, theoretical yield, and percent yield, using both calculations and visual models.
We connect our knowledge of bonding and the periodic table to a real-world problem: oyster larvae die-offs due to ocean acidification. We explore acids, bases, chemical equilibrium, and the carbon cycle, using models and stoichiometry to propose solutions.
Finally, we explore energy's role in physical and chemical changes, learning about energy conservation and distinguishing between endothermic and exothermic processes. We then investigate energy flow and thermodynamics, using models to calculate energy changes and exploring heat transfer (the first law of thermodynamics). Analyzing global and regional energy flows, we examine geoscience data and climate models to understand how natural resources, hazards, and climate change impact human activity, making evidencebased predictions about future climate.
Unit 1 The Chemist's Toolbox
Course Name: Honors Chemistry
1
The Chemist’s Toolbox
Unit Overview:
We first get equipped with essential skills every chemist needs. We learn the rules for staying safe in a chemistry lab, from handling equipment correctly to knowing where important safety gear is located. Chemistry relies on clear communication, so next we focus on reporting measurements in the right format using tools like beakers, flasks, and balances. We use significant figures, scientific notation, and learn how to handle calculations with them to make sure your data is accurate and understandable. Finally, we explore the relationship between mass and volume to understand density through conducting experiments and creating models.
STAGE 1: DESIRED RESULTS
Established Goals
This is a brief foundational unit to ensure students have the necessary math skills before launching into Chemistry -
- Measuring with significant figures,
- Performing calculations using scientific notation,
- Understanding characteristics of mass and volume and their relationship to each other,
- Acquiring foundational laboratory skills and analytical techniques that are essential for success in chemistry and future scientific investigations
Understandings
● The precision of measurements is dependent on the type of equipment and human technique.
● Scientists collaborate with each other based on a common understanding of the accuracy of scientific findings reliable, reproducible, and understood universally.
● As volume increases so does the mass of an object. This relationship is described as density - helping us to describe and compare different substances.
● Scientific models, like particle diagrams, allow us to visualize concepts that aren’t directly observable, helping us make sense of abstract properties and behaviors of matter.
Knowledge
Transfer Goals
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Communicate effectively with peers and community members to build a respectful and productive academic culture (Effective Communicators, Responsible Citizens)
Essential Questions
● How does the way we measure and report data impact our understanding and communication in science?
● What is the relationship between mass and volume for various substances?
● How can particle models help us understand the differences in density among solids, liquids, and gases?
Skills (Framed as Learning Targets)
Unit 1 The Chemist's Toolbox
● Key vocabulary: mass, volume, and density, significant figures, qualitative observation, quantitative observation, scientific notation, inference
● Key lab safety rules and guidelines for maintaining a safe environment (e.g., proper handling and storage of chemicals, location and use of safety equipment such as eyewash stations, fire extinguishers, and fume hoods) are in place for preventing accidents.
● I can apply principles of chemical safety when working in a laboratory.
● I can properly communicate the use of significant figures and scientific notation when making measurements.
● I can measure with precision and accuracy using laboratory tools (e.g., beakers, flasks, balances) and recognize the importance of using correct units and measurement techniques.
● I can use scientific notation to represent very large or very small numbers, perform calculations with scientific notation, and apply this concept in real-world scientific contexts.
● I can graph mass vs. volume data in order to deduce the density of an object and explain the physical meaning of the y-intercept on such graphs.
● I can create and interpret particle diagrams to visualize the atomic structure of different states of matter and to assess differences in density based on particle arrangement.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment Formative Assessment
● Quizzes on significant figures, scientific notation, mass vs. volume, density
● Scenarios to evaluate safety in the lab and propose the proper protocols
● Aluminum Foil Lab: the mass, length, and width of a piece of aluminum foil is measured in order to predict the number of atoms based upon limitations of the measuring equipment and significant figures
● “Board Meetings” - using whiteboards to make student thinking visible on mass and volume relationship
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
● Process oriented guided inquiry learning (POGIL) activities:
○ Lab safety
○ Measurements
○ Significant figures
STAGE 3: LEARNING PLAN
First Topic: Safety in the Laboratory, Measurements, Significant Figures, and Scientific Notation
Learning Targets:
● I can apply principles of chemical safety when working in a laboratory.
● I can properly communicate the use of significant figures and scientific notation when making measurements.
● I can measure with precision and accuracy using laboratory tools (e.g., beakers, flasks, balances) and recognize the importance of using correct units and measurement
Estimated # of Lessons: 2-3
Essential Questions:
● How does the way we measure and report data impact our understanding and communication in science?
techniques.
Unit 1 The Chemist's Toolbox
● I can use scientific notation to represent very large or very small numbers, perform calculations with scientific notation, and apply this concept in real-world scientific contexts.
Learning Activities:
● Lab Safety Challenge - station-based activity where students will watch videos to become acquainted with different pieces of safety equipment and their uses as well as engage in cringe-worthy scenarios in order to develop safety rules to follow in the chemistry lab.
● What’s in a Chemist’s Toolbox? lab - different pieces of equipment are assessed on their precision and effects on measurement quality.
● Exploring the Concept of Scientific Notation Activity - using a button, students will move like a decimal point so they are actively involved in putting numbers into and out of scientific notation. Students will then use an interactive simulation to compare the size of an atom to other objects using scientific notation.
● Notes on measurement and scientific notation
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
Second Topic: Mass, Volume, and Density
Learning Targets:
● I can graph mass vs. volume data in order to deduce the density of an object and explain the physical meaning of the y-intercept on such graphs.
● I can create and interpret particle diagrams to visualize the atomic structure of different states of matter and to assess differences in density based on particle arrangement.
Learning Activities:
Estimated
# of Lessons: 3-5
Essential Questions:
● What is the relationship between mass and volume for various substances?
● How can particle models help us understand the differences in density among solids, liquids, and gases?
● Comparing Volumes Lab - the volume of different shapes is measured using two different methods (graduated cylinder and ruler) in order to compare the volume units of milliliters (mL) and cubic centimeters (cm3).
● Discovering Density Lab - different size samples of two different metals are measured in regard to mass and volume and data is plotted in a graph to deduce the relationship of density
● Density of a Gas Lab - a gas is produced via a chemical reaction and collected in a graduated cylinder using the method “gas collection over water” in order to compare the density of a gas to the densities of solids and liquids.
● Notes on mass vs. volume relationship (density)
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
● Aluminum Foil Lab - the concept of density is used to predict the number of atoms thick a piece of aluminum foil is based upon limitations of the measuring equipment and significant figures
Course Name: Honors Chemistry
Unit 2 Title: Matter and Its Structure
Unit Overview:
Est. # of Lessons: 9-13
Let's explore the atom, the foundation of all matter! We trace the evolution of atomic models, meet protons, neutrons, and electrons, and explore isotopes and ions. We'll see how light's wave-particle duality influences atomic structure and electron behavior, comparing the Bohr and Quantum Mechanical models. Finally, we'll use the periodic table to determine electron configurations, understanding how atoms interact. By the end, you'll be an atom expert, ready for chemical bonding!
STAGE 1: DESIRED RESULTS
Established Goals
● HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
● HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
● 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.
● HS-PS2-4: Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
● HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*
● HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects).
● HS-PS3-5: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
Understandings
● Isotopes of an element vary in neutron count, influencing their mass and nuclear stability,
Transfer Goals
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
Essential Questions
● How have experimental discoveries led to the refinement of atomic models over time?
while atomic number defines the identity of the element.
● The neutron-to-proton ratio in isotopes determines nuclear stability and influences radioactive decay patterns.
● Neutral atoms become ions by gaining or losing electrons, with the process explained at both macroscopic (chemical behavior) and microscopic (electron transfer) levels.
● As scientific discoveries about the nature, movement, and energy of electrons have advanced, models of the atom have shifted to better explain experimental observations.
● The Periodic Table is systematically organized to reflect the arrangement of electrons in atoms, allowing for the prediction of electron locations.
● How do the subatomic particles (protons, neutrons, electrons) determine the structure and properties of an atom?
● How can particle diagrams and models be used to represent the structure of atoms and ions?
● How do neutral atoms form ions, and what are the macroscopic and microscopic consequences of this process?
● How does the periodic table help us predict oxidation states and ion formation in metals and non-metals?
● What information can isotopic notation reveal about the structure of an atom, and how does this relate to atomic mass and nuclear stability?
● How does the dual nature of light (wave and particle) help scientists understand atomic structure?
● How are frequency, wavelength, and photon energy related, and what do these relationships reveal about light's interaction with matter?
● How do quantized energy levels and the conservation of energy explain the emission and absorption of light in atoms?
● What is the significance of orbitals in determining electron behavior and atomic structure?
Knowledge
Key vocabulary: Atom, proton, neutron, electron, subatomic particle, charge, mass, microscopic structure, atomic model, Rutherford’s gold foil experiment, isotope, neutron count, atomic number, nuclear stability, particle diagram, Bohr model, Quantum Mechanical model, electron distribution, ion, electron transfer, oxidation state, periodic table, neutron-to-proton ratio, radioactive decay, light (waveparticle duality), energy transitions, frequency, wavelength, energy, speed of light, atomic emission spectra, photon, quantized energy levels, conservation of energy, orbital, electron configuration, orbital diagram, ground state, chemical reactivity, quantum mechanics, and wave-particle duality.
● Atoms consist of protons, neutrons, and electrons, each with specific locations, charges, and masses contribute to atomic identity (atomic number), isotopes (mass number), and overall structure.
● Nuclear decay occurs to stabilize an unstable nucleus which is based upon the proton:neutron ratio. Types of decay include alpha decay, beta decay, and positron emission.
● Key experiments (e.g., Rutherford’s gold foil
Skills (Framed as Learning Targets)
● I can describe the different structures of an atom on both the macroscopic and microscopic level.
● I can predict the type of radioactive decay based upon the proton:neutron ratio in the atomic nucleus
● I can describe how the dual nature of light has helped scientists understand atomic structure and decipher the location of electrons within an atom.
● I can communicate electron locations in a neutral atom or ion
experiment, Bohr’s energy level model) led to advancements in atomic theory and the understanding of electron behavior.
● Particle diagrams and models (e.g., Thomson, Rutherford, Bohr, and Quantum Mechanical) provide visual representations of atomic structure and electron distribution.
● Light exhibits a dual nature (wave and particle). The mathematical relationships among frequency, wavelength, energy, and speed of light ) help to explain the behavior of electrons and energy transitions within an atom which has allowed scientists to modify one’s understanding of atomic structure.
● Mathematical relationships linking frequency, wavelength, speed, and energy include E=hν, E = hc\λ, c =λν
● The arrangement of electrons in an atom follows specific principles that govern how they fill energy levels in the Bohr model and orbitals in the Quantum Mechanical model. In the Bohr model, electrons occupy distinct energy levels, while in the Quantum Mechanical model, they exist in orbitals defined by probability distributions. The shapes, energies, and capacities of orbitals s, p, d, and f determine how electrons are distributed within an atom, influencing chemical properties and bonding behavior.
● The Periodic Table’s structure divided into periods and groups reveals patterns in electron distribution, including the filling of s, p, d, and f orbitals. These trends help predict an element’s chemical properties, reactivity, and bonding behavior based on valence electron arrangements.
● Quizzes on numbers of protons, neutrons, electrons within an atom or ion, average atomic mass, types of radioactive decay, wave and particle equations that describe light behavior and how it applies to the Bohr model of the atom, and electron configurations and orbital diagrams
● Fireworks Lab: the concepts of wave and particle nature of light and atomic emission spectra in atoms as a result of electron movement is applied to explain the different colors of fireworks
● “Board Meetings” - using whiteboards to make student thinking visible
● Isotope and Mass Spectrometry POGIL - the concept of isotopes and average atomic mass is reinforced with multiple images and graphs
● Model of the atom from Rutherford to Bohr to show how the structure evolved as a result of experimental observation
● Lung Cancer Mystery - a case study on the element radon’s radioactive decay and its correlation to lung cancer cases is investigated using knowledge of half-life.
● “Does the World Need Nuclear Energy?” opinion piece - a TED Talks debate between Stewart Brand and Mark Jacobson is watched and students take a stance on whether the United States should continue to pursue nuclear energy as a fuel source.
● Electron Configuration Battleship - different size “ships” are hidden on the periodic table in which students have to use electron configurations as coordinates to hit/miss their opponents ships.
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
3: LEARNING PLAN
First Topic: Atomic Structure and Models
Learning Targets:
● I can describe the different structures of an atom on both the macroscopic and microscopic level.
Estimated # of Lessons: 3-4
Essential Questions:
● How have experimental discoveries led to the refinement of atomic models over time?
● How do the subatomic particles (protons, neutrons, electrons) determine the structure and properties of an atom?
● How can particle diagrams and models be used to represent the structure of atoms and ions?
● How do neutral atoms form ions, and what are the macroscopic and microscopic consequences of this process?
● How does the periodic table help us predict oxidation states and ion formation in metals and non-metals?
Learning Activities:
● Evolution of Atomic Theories and Models WebQuest - the philosophers and scientists who contributed to our current understanding of atomic structure are reviewed through various websites and simulations.
● Projectile Pennies Experiment - Pennies are used in a “Black Box Experiment” to determine the radius of an unknown object without seeing the object.
● Discovering the Charge of an Electron Experiment - BBs and magnets are used to determine the “fundamental charge” of an electron.
● Are All Atoms the Same? Activity - the “Build an Atom” pHet simulation is used to investigate structural differences of isotopes and ions.
● Isotope Eggs Lab - plastic eggs with various amounts of “protons” (black nuts) and “neutrons” (silver nuts) are massed and organized in order to determine how the average atomic mass on the periodic table is calculated.
● Isotope and Mass Spectrometry POGIL - the concept of isotopes and average atomic mass is reinforced with multiple images and graphs.
● Notes on the Rutherford and Bohr models of the atom, isotopes and ions, and average atomic mass.
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
Second Topic: Nuclear Decay
Learning Targets:
Estimated # of Lessons: 2-3
Essential Questions:
STAGE
● I can predict the type of radioactive decay based upon the proton:neutron ratio in the atomic nucleus
Learning Activities:
● What information can isotopic notation reveal about the structure of an atom, and how does this relate to atomic mass and nuclear stability?
● Exploring Nuclear Decay Activity - the “Build a Nucleus” pHet simulation is used to investigate three major types of nuclear decay: alpha decay, beta decay, and positron emission.
● Decay of Skittleium - the radioactive decay of a mythical element, Skittleium (Sk) to become the stable “Blankium” is modeled to introduce students to the idea of half-lives
● Lung Cancer Mystery - a case study on the element radon’s radioactive decay and its correlation to lung cancer cases is investigated using knowledge of half-life.
● Exploring the Processes of Nuclear Fission and Fusion - the “Nuclear Fission” and “Isotopes and Atomic Mass” pHet simulations in addition to reading information from various websites are used to understand the processes of nuclear fission and fusion but also the concept of mass defect and its relationship to the energy of nuclear processes.
● Notes on the types of radioactive decay, half-lives of radioisotopes, and nuclear fission/fusion and mass defect
● “Does the World Need Nuclear Energy?” opinion piece - a TED Talks debate between Stewart Brand and Mark Jacobson is watched and students take a stance on whether the United States should continue to pursue nuclear energy as a fuel source.
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
Third Topic: Light and Atomic Structure
Learning Targets:
● I can describe how the dual nature of light has helped scientists understand atomic structure and decipher the location of electrons within an atom.
Learning Activities:
Estimated # of Lessons: 2-3
Essential Questions:
● How does the dual nature of light (wave and particle) help scientists understand atomic structure?
● How are frequency, wavelength, and photon energy related, and what do these relationships reveal about light's interaction with matter?
● How do quantized energy levels and the conservation of energy explain the emission and absorption of light in atoms?
● Matter and Light Explore Activity - students explore the emission of light from atoms using diffraction grating film glasses to observe the spectrums from incandescent light and gaseous elements. A definition of light and the relationship among its characteristics like wavelength, frequency, and energy is developed using the “Electric Field Hockey” and “Waves” pHet simulations as well as Process Oriented Guided Inquiry Learning (POGIL) style questions. Finally, students draw an initial model on a large Post-It to begin processing how colored light is produced by electrons within the atom.
● Light and Its Interactions with Matter Activity - the “Models of the Hydrogen Atom” pHet simulation is used to investigate what happens to electrons when light is absorbed or emitted within an atom and how this relates to the characteristics of light explored in the Matter and Light Activity. Process Oriented Guided Inquiry Learning (POGIL) style questions are included to help students make sense of the phenomena.
● Fireworks Lab - the concepts of wave and particle nature of light and atomic emission spectra in atoms as a result of electron movement is applied to explain the different colors of fireworks.
● Notes on the dual nature of light, light’s interactions with matter and atomic emission spectra.
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
Fourth Topic: Electron Configurations
Estimated # of Lessons: 2-3
Learning Targets:
Unit 2 Matter & Its Structure
● I can communicate electron locations in a neutral atom or ion
Learning Activities:
Essential Questions:
● What is the significance of orbitals in determining electron behavior and atomic structure?
● Evolution of the Bohr Atomic Model to Schrodinger Atomic Model WebQuest - various YouTube videos and the “Models of the Hydrogen Atom” pHet simulation are used to illustrate differences in the Bohr model of the atom and why the model had to be changed based upon experimental observations. The current model of the Quantum Mechanical model is introduced.
● Atomos University Activity - students use an analogy of assigning dorm rooms at a fictitious university to learn how electrons fill up the available spaces in an atom and how their “addresses” or configurations are assigned.
● Cracking Periodic Table Code POGIL - students study how the ground state electron configurations and structure of atoms are related to the shape and organization of the Periodic Table through a collaborative “Gallery Walk” board meeting.
● Electron Configuration Battleship - different size “ships” are hidden on the periodic table in which students have to use electron configurations as coordinates to hit/miss their opponents ships.
● Notes on the dual nature of the electron and the Quantum Mechanical atomic model, rules for assigning electron configurations, and using the periodic table to assign electron configurations
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
Unit 3 Periodicity & Chemical Bonding
Course Name: Honors Chemistry
Unit 3 Title: Periodicity and Chemical Bonding
Unit Overview:
Est. # of Lessons: 9-13
Now that we know what atoms are made of, let's see how they connect to build the world around us! We explore the periodic table's secrets, uncovering trends in atomic size, electronegativity, and ionization energy, using concepts like electron shielding and nuclear charge. We predict bond types (ionic, polar covalent, or nonpolar covalent) just by looking at the periodic table! Oxidation numbers will help us understand how atoms charge up during reactions. We rank bond polarity, seeing how different bonds affect a compound's properties. Get ready to name compounds, write formulas, and draw Lewis dot diagrams to predict molecular shapes with VSEPR theory. Finally, we connect structure to properties like melting point, boiling point, solubility, and conductivity, understanding how atoms and bonds determine a substance's characteristics.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
● HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
● HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
● HS-PS2-6: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*
● HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources impacts human activity.
Transfer Goals
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Engage in scientific debates and discussions, articulating ideas and defending scientific phenomena with evidence in a clear, concise manner (Effective Communicators, Information Analysts)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
Understandings Essential Questions
● Physical properties such as electronegativity, atomic radius, first ionization energy, and ionic radius follow predictable trends based on an element’s position in the periodic table. These trends can be justified using concepts of
● How does an element’s electronic structure and location on the periodic table determine its physical properties such as electronegativity, atomic radius, ionization energy, and ionic radius?
Unit 3 Periodicity & Chemical Bonding
Coulombic attraction, shielding, and Zeff.
● The type of bond (ionic, covalent, or metallic) between atoms depends on the elements’ positions on the periodic table and their electronegativity differences.
● The arrangement of polar bonds and lone pairs in a molecule determines its three-dimensional shape and thus, its overall polarity and impacts its physical and chemical properties.
● Essential resources in space are limited, requiring in-situ sourcing and recycling.
● Water’s unique properties support life and chemical processes, both on Earth and beyond.
● Molecular polarity influences interactions and reactions essential for life-supporting materials.
● What is Coulombic attraction, and how does it explain periodic differences in atomic radius, ionic radius, electronegativity, and first ionization energy as you move across a period or down a group?
● How do factors like electron shielding and effective nuclear charge (Zeff) influence periodic trends in atomic radius, ionic radius, electronegativity, and first ionization energy?
● How can the type of bonding (ionic, covalent, metallic) between atoms be predicted based on their positions on the periodic table and their electronegativities?
● How can particle diagrams, chemical formulas, and Lewis dot structures be used to represent the types of bonds and ratios of atoms in compounds?
● How do Lewis dot diagrams and VSEPR theory help predict molecular geometry, bond angles, and the presence of dipole moments?
● How does the arrangement of polar bonds and lone pairs in a molecule determine its overall polarity and influence its properties?
● What are water’s roles in supporting life and facilitating reactions?
● How can we source, recycle, and create necessary substances beyond Earth?
● How do atomic structure and bonding predict the properties of needed materials?
Knowledge
Key Vocabulary: Periodic trends, electronegativity, ionization energy, atomic radius, ionic radius, coulombic attraction, nuclear charge, effective nuclear charge (Zeff), electron shielding, ionic bonding, covalent bonding, VSEPR theory, polarity, intermolecular forces, London dispersion forces, dipole-dipole forces, hydrogen bonding, surface tension, mineral composition, natural resources, chemical reactivity, Earth processes
● The force of attraction between protons and electrons (Coulombic attraction) depends on the distance between charges and the number of charges involved.
● Coulombic attraction, electron shielding and effective nuclear charge play critical roles in the observed trends of atomic radius, ionic radius, electronegativity, and first ionization energy across periods and down groups on the periodic table.
● Differences in electronegativity determine bond polarity (nonpolar covalent, polar covalent, or ionic), and the extent of polarity
Skills (Framed as Learning Targets)
● I can use an element’s electronic structure and location on the periodic table to predict and compare differences in physical properties like electronegativity, atomic radii, first ionization energy, and ionic radii.
● I can predict the type of bonding present between two atoms in a compound.
● I can name and write chemical formulas for ionic, molecular, and acid compounds.
● I can describe the differences in physical properties as a result of differences in structure.
● I can compare water’s polarity and ability to absorb, store, and transport energy and materials, explaining its bulk properties.
● I can determine causality in surface features by comparing water and similar substances, defending claims about geologic processes shaping Earth and solar system objects.
Unit 3 Periodicity & Chemical Bonding
can be ranked using periodic trends.
● Ionic and covalent bonds can be represented with particle diagrams, Lewis dot structures, and chemical formulas to illustrate bonding ratios and arrangements.
● Lewis dot structures show bonding pairs, lone pairs, and overall charges, while particle diagrams visualize the arrangement of ions or molecules.
● Lewis dot diagrams and VSEPR theory predict molecular geometry, bond angles, and the presence of dipole moments, which influence a molecule’s overall polarity based upon the arrangement of polar bonds and lone pairs.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Quizzes on periodic trends, predicting type of bond, writing and naming chemical formulas for covalent, ionic and acid formulas, and predicting the structures of unknown compounds based upon differences in physical properties
● Intermolecular Forces Lab Practical: Complete a lab with hexane, water, and isopropanol to learn the lab procedure, techniques, and analysis process. They then repeat the procedure with acetone, ethanol, heptane, and water in order to demonstrate their understanding of covalent bonding and intermolecular forces.
● Chemical Bonding” Vibrant Colors and Determining the Unknowns Lab: Four unknown solids and two dyed unknown fabrics are identified using knowledge of types of bonds and intermolecular forces.
First Topic: Periodicity
Learning Targets:
Formative Assessment
● Periodically Puzzling Activity - A series of clues that represent elements with atomic numbers 1-20 and 31-36 are given to students that refers to a property of an element or a relationship an element has to other elements in the periodic table. Along with logic and knowledge of properties, students will place the element in the proper place in the blank periodic table using knowledge of periodic trends.
● Go Bond! Card Sort - a “Go Fish” style game is followed using various cation and anion cards where students have to complete a chemical formula for an ionic compound with the proper ratio of atoms and the correct name.
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
STAGE 3: LEARNING PLAN
● I can use an element’s electronic structure and location on the periodic table to predict and compare differences in physical properties like electronegativity, atomic radii, first ionization energy, and ionic radii.
Estimated # of Lessons: 2-3
Essential Questions:
● How does an element’s electronic structure and location on the periodic table determine its physical properties such as electronegativity, atomic radius, ionization energy, and ionic radius?
● What is Coulombic attraction, and how does it explain periodic differences in atomic radius, ionic radius, electronegativity, and first ionization energy as you move across a period or down a
Learning Activities:
Unit 3 Periodicity & Chemical Bonding
group?
● How do factors like electron shielding and effective nuclear charge (Zeff) influence periodic trends in atomic radius, ionic radius, electronegativity, and first ionization energy?
● Intro to Periodicity Activity - An alternate periodic table is assigned to groups of students to observe and identify how their table is organized, how their table is different or similar to our current periodic table, and the properties that make their table unique in order to develop a definition of periodicity
● Periodic Trends Activity - four blank periodic tables are filled in with measurements of an element’s data on atomic radius, ionic radius, first ionization energy, and electronegativity to begin investigating how these properties change across periods and down groups within the periodic table
● Periodic Trends POGIL - guided questions are answered in order to understand coulombic attraction and factors affecting it and how this applies to the trends explored in the Periodic Trends Activity
● Periodically Puzzling Activity - A series of clues that represent elements with atomic numbers 1-20 and 3136 are given to students that refers to a property of an element or a relationship an element has to other elements in the periodic table. Along with logic and knowledge of properties, students will place the element in the proper place in the blank periodic table using knowledge of periodic trends.
● Zeff and Shielding Effects POGIL - guided questions are answered in order to define and understand two additional concepts that affect properties of elements, effective nuclear charge (Zeff) and electron shielding.
● Notes on periodic trends and effective nuclear charge and the shielding effect
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
Second Topic: Chemical Bonding and Nomenclature Estimated # of Lessons: 3-4
Learning Targets:
● I can predict the type of bonding present between two atoms in a compound.
● I can name and write chemical formulas for ionic, molecular, and acid compounds.
Learning Activities:
Essential Questions:
● How can the type of bonding (ionic, covalent, metallic) between atoms be predicted based on their positions on the periodic table and their electronegativities?
● How can particle diagrams, chemical formulas, and Lewis dot structures be used to represent the types of bonds and ratios of atoms in compounds?
● Bond Character and Molecular Polarity pHet Activity - the “Molecule Polarity” pHet simulation is used to investigate how differences in two atoms’ electronegativities leads to different types of bonds.
● An In-Depth Look into Covalent Molecules Activity - covalent bonding and how these bonds are formed are revisited to reinforce Lewis dot structures on illustrating these types of bonds. In addition, students answer guided questions to make sense of how to write and name covalent molecules.
● An In-Depth Look into Ionic Compounds Activity - ionic bonding and how these bonds are formed are revisited to reinforce Lewis dot structures on illustrating these types of bonds. In addition, students answer guided questions to make sense of how to write and name ionic formula units and crystal lattices.
● Go Bond! Card Sort - a “Go Fish” style game is followed using various cation and anion cards where students have to complete a chemical formula for an ionic compound with the proper ratio of atoms and the correct name.
● Naming/Writing Acids Guided Inquiry Exercise - guided questions and card sorts are answered to aid students in defining what an acid is as well as understanding the relationship behind acid names and anion names.
● Notes on introduction to chemical bonding, naming/writing covalent compounds, naming/writing ionic compounds, writing and naming chemical formulas for acids.
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
Unit 3 Periodicity & Chemical Bonding
Third Topic: Properties of Chemical Compounds Estimated # of Lessons: 2-3
Learning Targets:
● I can describe the differences in physical properties as a result of differences in structure.
Learning Activities:
Essential Questions:
● How do Lewis dot diagrams and VSEPR theory help predict molecular geometry, bond angles, and the presence of dipole moments?
● How does the arrangement of polar bonds and lone pairs in a molecule determine its overall polarity and influence its properties?
● A Look into Structural Differences between Ionic and Covalent Compounds - guided questions about differences in particle diagrams for ionic and covalent compounds are answered. In addition, Magz Molecule Kit is used to investigate the three-dimensional arrangement of bonding electrons and lone pairs to understand covalent molecular geometry.
● Exploring Properties of Ionic and Covalent Compounds Activity - the “Sugar and Salt Solutions” pHet simulation and guided questions are used to help students connect compound structure to various physical properties like solubility, conductivity, melting/boiling points, and states of matter.
● Intermolecular Forces Lab Practical - students complete a lab with hexane, water, and isopropanol to learn the lab procedure, techniques, and analysis process. They then repeat the procedure with acetone, ethanol, heptane, and water in order to demonstrate their understanding of covalent bonding and intermolecular forces.
● Chemical Bonding” Vibrant Colors and Determining the Unknowns Lab - Four unknown solids and two dyed unknown fabrics are identified using knowledge of types of bonds and intermolecular forces.
● Notes on structures of compounds and intermolecular forces and properties of ionic and covalent compounds.
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
Fourth Topic: Human and Environmental Connections Estimated # of Lessons: 2-3
Learning Targets:
● I can compare water’s polarity and ability to absorb, store, and transport energy and materials, explaining its bulk properties.
● I can determine causality in surface features by comparing water and similar substances, defending claims about geologic processes shaping Earth and solar system objects.
Learning Activities:
Essential Questions:
● What are water’s roles in supporting life and facilitating reactions?
● How can we source, recycle, and create necessary substances beyond Earth?
● How do atomic structure and bonding predict the properties of needed materials?
● Properties of Water Investigation - information is gathered on water’s properties from two out of six investigation stations. Information is then integrated from across the six investigation stations.
● Surface Features and Causes Activity - evidence is gathered to support claims about which geologic processes caused the formation of surface features on Earth, the Moon, and Mars.
● Erosion Investigation - An investigation into how liquids interact with surface materials in order to help students determine that surface features on Mars were likely made by water. In addition, students examine molecular models of them to compare polarities of different liquids.
● Notes that wrap up results from lab investigations
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
Course Name: Honors Chemistry
Unit
4 Title: Quantifying Matter
Unit Overview:
Est. # of Lessons: 9-13
Now that we understand matter's structure and properties, let's explore how chemists measure it! We'll investigate the laws of definite and multiple proportions, seeing how elements combine in fixed ratios. Then, we master the mole, a crucial tool for connecting tiny atoms to measurable quantities. We use it to count atoms, calculate molar mass and percent composition, and determine empirical and molecular formulas of substances. We apply that knowledge to real world chemical systems that helps us see how chemistry relies on precision and patterns to explain the natural world around us.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
● HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
● HS-PS1-8: Develop models to illustrate the relationships between systems or components of systems.
Transfer Goals
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
Understandings
● The Law of Definite Proportions and the Law of Multiple Proportions provide fundamental insights into the composition of matter, which has challenged scientists to consider how atoms interact and combine, forming the foundation of modern chemical formulas and stoichiometry.
● The mole is the heart of chemistry - connecting the macroscopic level of measurement (e.g. grams, volume) and atomic scales (numbers of particles).
● Empirical and molecular formulas are determined using experimental data, demonstrating how the composition of a substance can be quantified and represented.
● The ability to calculate molarity and relate it to
Essential Questions
● How do the laws of definite and multiple proportions help us understand the composition of compounds?
● How can we quantify matter in a way that connects the atomic scale to the macroscopic world?
● How does the mole concept help us analyze and calculate the composition of substances?
● How can we apply the laws of proportions and the mole concept to real-world chemical systems?
● How can molarity be used to quantify solutions and predict the outcomes of chemical reactions?
Unit 4 Quantifying Matter
the amount of solute and volume of solution is key to preparing and analyzing chemical solutions.
Knowledge
Key Vocabulary:
Law of definite proportions, law of multiple proportions, mole, molar mass, Avogadro’s number, percent composition, empirical formula, molecular formula, stoichiometry, conservation of mass
● The law of definite proportions states that a given compound always contains the same elements in fixed mass ratios, regardless of the sample size or source.
● The law of multiple proportions shows that when two elements form multiple compounds, the masses of one element that combine with a fixed mass of the other are in simple wholenumber ratios.
● A mole is a quantity that represents 6.022 x 1023 particles (atoms, molecules, or ions).
● Molar mass is the mass of one mole of a substance, expressed in grams per mole, and is numerically equivalent to the atomic or molecular mass in atomic mass units (amu).
● The percent composition of a compound can be presented as the mass or volume percentage of each element within a compound and it allows for the calculation of the relative amounts of each element in a substance.
● The empirical formula shows the simplest whole-number ratio of elements in a compound, while the molecular formula represents the actual number of atoms in a molecule.
● Molarity (M) is the concentration of a solution, defined as the number of moles of solute per liter of solution (M=moles of solute/liters of solution) which can be used to calculate the amount of solute needed or the volume required for a reaction.
● In a chemical reaction, matter is conserved, meaning the total mass of reactants equals the total mass of products.
Skills (Framed as Learning Targets)
● I can qualitatively and quantitatively deduce the composition of compounds.
● I can convert between mass, moles, and number of particles for an element or compound.
● I can determine the empirical formula or molecular formula of a compound given the mass or percent composition.
● I can relate the molar concentration (molarity) of a solution to the number of moles and volume of the solution.
Unit 4 Quantifying Matter
Summative Assessment
● Quizzes on the law of definite proportions, the law of multiple proportions, mole concept, empirical and molecular formulas, and molarity
● Percent Water in a Hydrate Lab: the percent water in a crystalline hydrated ionic compound is analyzed and the hydrate is identified from a list of possible unknowns.
● Molar Relationships Lab: Inquiry-based lab where students are given seven sealed bags that are filled with a different powder and labeled with the number of moles of powder that is inside the bag. Students will develop their own procedure to identify the powder in each bag using their understanding of the mole and molar mass.
● Percent Composition and Formula of Magnesium Oxide Lab: A sample of magnesium is massed then reacted with oxygen. The ending product is massed and its percent composition is determined. From this information, students determine the experimental empirical formula and compare it to the known empirical formula.
Formative Assessment
● “Board Meetings” - using whiteboards to make student thinking visible
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
● Mole Lab - Students rotate through different stations where they will measure the mass of various objects (chalk to write their name, salt in pretzels, iron in Raisin Bran, sugar in Red Bull, aluminum in can tabs) and find the number of moles and particles in each sample.
● Strange Case of Mole Airlines Flight 1023 activity - A fictitious scenario is presented to students where they act as forensic examiners to deduce the empirical formulas of various compounds that were found on victims of a plane crash in order to piece together the events that led up to the crash.
STAGE 3: LEARNING PLAN
First Topic: Exploring the Laws of Proportions Estimated # of Lessons: 2-3
Learning Targets:
● I can qualitatively and quantitatively deduce the composition of compounds.
Learning Activities:
Essential Questions:
● How do the laws of definite and multiple proportions help us understand the composition of compounds?
● Percent Composition of an Oreo Mini-Lab - A regular stuffed oreo and double stuffed oreo are cut into their corresponding pieces in order to calculate the percentages by mass for each component to answer whether double stuffed oreos are truly double stuffed.
● Percent Water in a Hydrate Lab - the percent water in a crystalline hydrated ionic compound is analyzed and the hydrate is identified from a list of possible unknowns.
● Exploring the Law of Multiple Proportions - sample experimental evidence regarding elemental mass ratios in compounds are analyzed to determine formulas of compounds.
● Notes on the Law of Definite Proportions and the Law of Multiple Proportions.
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
Second Topic: Mole Concept Estimated # of Lessons: 3-4
Learning Targets:
Essential Questions:
Unit 4 Quantifying Matter
● I can convert between mass, moles, and number of particles for an element or compound.
Learning Activities:
● How can we quantify matter in a way that connects the atomic scale to the macroscopic world?
● How does the mole concept help us analyze and calculate the composition of substances?
● Relative Mass Lab - 50 grams of four different types of beans are measured. Students then use the mass of 50 of the smallest bean and divide all of the other masses by this number. They then get the “relative” masses compared to the smallest bean. They make comparisons of the relative mass of beans to the relative mass of elements and are introduced to the concept of the mole.
● Mole Lab - Students rotate through different stations where they will measure the mass of various objects (chalk to write their name, salt in pretzels, iron in Raisin Bran, sugar in Red Bull, aluminum in can tabs) and find the number of moles and particles in each sample.
● Molar Relationships Lab - Inquiry-based lab where students are given seven sealed bags that are filled with a different powder and labeled with the number of moles of powder that is inside the bag. Students will develop their own procedure to identify the powder in each bag using their understanding of the mole and molar mass.
● Notes on counting particles with the mole
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
Third Topic: Empirical and Molecular Formulas
Learning Targets:
● I can determine the empirical formula or molecular formula of a compound given the mass or percent composition.
Learning Activities:
Estimated # of Lessons: 2-3
Essential Questions:
● How can we apply the laws of proportions and the mole concept to real-world chemical systems?
● Empirical Formulas POGIL - Guided questions are answered to help students deduce the two types of useful chemical formulas used in chemistry: empirical (simplest ratio of atoms) and molecular (true ratio of atoms)
● Strange Case of Mole Airlines Flight 1023 activity - A fictitious scenario is presented to students where they act as forensic examiners to deduce the empirical formulas of various compounds that were found on victims of a plane crash in order to piece together the events that led up to the crash.
● Percent Composition and Formula of Magnesium Oxide Lab - A sample of magnesium is massed then reacted with oxygen. The ending product is massed and its percent composition is determined. From this information, students determine the experimental empirical formula and compare it to the known empirical formula.
● Notes on empirical formulas.
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
Third Topic: Molarity
Learning Targets:
● I can relate the molar concentration (molarity) of a solution to the number of moles and volume of the solution
Estimated # of Lessons: 2-3
Essential Questions:
● How can molarity be used to quantify solutions and predict the outcomes of chemical reactions?
Unit 4 Quantifying Matter
Learning Activities:
● Introduction to Molarity - Guided questions and the “Molarity” pHET Simulation are used to deduce the relationship of moles of solute, volume of solution, and molarity as a measure of concentration to students.
● Notes on molarity.
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
Unit 5 Changes in Matter
Course Name: Honors Chemistry Est. # of Lessons: 8-12
Unit 5 Title: Changes in Matter
Unit Overview:
Next, we explore how matter changes physically and chemically. We describe these changes macroscopically and microscopically to visualize transformations. We dive into chemical reactions, seeing how atoms rearrange and applying the law of conservation of matter to balance equations. We also use stoichiometry to analyze reactions quantitatively, using balanced equations, molar mass, and molarity to calculate reactant and product amounts. We explore limiting reactants, theoretical yield, and percent yield, using both calculations and visual models.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
● HS-PS1-2: Construct 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 patterns of chemical properties.
● HS-PS1-4: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
● HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
● HS-PS1-8: Develop models to illustrate the structure of simple chemical compounds and reactions.
Understandings
● Physical and chemical changes can be described at both the macroscopic level (e.g., color, shape, state) and the microscopic level (e.g., particle arrangement and motion).
● Particle diagrams can be used to visually explain how matter transforms during physical and chemical changes.
● Chemical reactions have distinct patterns of atom rearrangement and energy changes which makes them categorizable and predictable.
● Quantitative relationships in chemical reactions
Transfer Goals
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
Essential Questions
● What are physical and chemical changes, and how can they be identified?
● How do chemical reactions rearrange atoms to create new substances?
● How can the Law of Conservation of Matter be demonstrated at both macroscopic and microscopic levels?
● How do balanced chemical equations quantitatively describe chemical reactions?
● How can stoichiometry be used to predict the outcomes of chemical reactions?
Unit 5 Changes in Matter
can be analyzed using mole ratios, molar mass, Avogadro’s number, and molarity to determine the amounts of reactants and products.
● In a chemical reaction, the limiting reactant determines the maximum amount of product that can be formed, while excess reactants remain unused.
Knowledge
Key Vocabulary: physical change, chemical change, reactants, products, Law of Conservation of Matter, balanced chemical equation, mole, molar mass, Avogadro’s number, molarity, stoichiometry, limiting reactant, excess reactant, theoretical yield, percent yield, reaction types (synthesis, decomposition, single replacement, precipitation, combustion, acid-base), particle diagram, and precipitate
● Physical changes alter the form or appearance of a substance but do not change its chemical composition, while chemical changes result in the formation of new substances through the rearrangement of atoms.
● Observable evidence of a chemical reaction includes color changes, gas production, temperature changes, formation of a precipitate, or changes in energy.
● In chemical reactions, atoms rearrange but are not created or destroyed, demonstrating the Law of Conservation of Matter. On the microscopic level, this conservation is reflected in the total number of atoms remaining constant. On the macroscopic level, the total mass of reactants equals the total mass of products.
● Balanced equations represent chemical reactions symbolically, showing reactants, products, and their physical states while adhering to the Law of Conservation of Matter.
● Coefficients in a balanced equation indicate the relative quantities of substances, while subscripts describe the composition of molecules or ionic compounds.
● Chemical reactions can be classified into categories such as synthesis, decomposition, single replacement, precipitation, combustion, and acid-base reactions.
● Stoichiometry is the quantitative study of reactants and products in a chemical reaction, using mole ratios derived from balanced equations.
● The limiting reactant determines the maximum
● What is the role of limiting and excess reactants in determining the amount of product formed?
Skills (Framed as Learning Targets)
● I can describe physical and chemical changes of matter on both the macroscopic and microscopic levels.
● I can write balanced chemical equations to represent physical and chemical changes symbolically.
● I can relate the amounts of reactants and products in a chemical reaction using a balanced chemical equation to find the theoretical yield of a substance involved in the reaction.
● I can identify the limiting reactant in a chemical reaction using a balanced equation.
Unit 5 Changes in Matter
yield of a reaction, while excess reactants are left over; stoichiometric calculations can be used to identify both.
● Theoretical yield is the calculated amount of product that can form based on the limiting reactant, while the percent yield measures the efficiency of the reaction by comparing the actual amount of product obtained to the theoretical yield.
● Particle diagrams visually represent the arrangement, motion, and changes in matter during physical and chemical processes. They also illustrate stoichiometric relationships, balanced equations, and the presence of limiting and excess reactants.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Quizzes on physical and chemical changes, types of reactions, balancing equations, predicting amounts of reactants and products using stoichiometry, and predicting the limiting/excess reactant in a reaction
● Changes in Matter Lab: Five scenarios of different chemicals are mixed and students determine if a physical or chemical change occurred.
● Types of Reactions Lab: A six station lab where each station has students performing a specific type of chemical reaction. Students analyze the chemical equations to deduce the type of reaction based upon rearrangements of atoms.
● Decomposition of Sodium Bicarbonate Lab: Four different balanced chemical equations for the thermal decomposition of sodium bicarbonate are presented to students. Sodium bicarbonate is decomposed using a bunsen burner and a crucible. The ending product mass is measured and compared to the theoretical yields for each of the four equations to identify the correct reaction that occurred.
● Will You Get the Job? Lab: A solution of calcium chloride and a solution of sodium carbonate are prepared by students using their knowledge of molarity. The solutions are then mixed, and the product that is made is dried and massed. Students determine their percent
Formative Assessment
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
● Stoichiometry Scavenger Hunt - The premise of the activity is each student or pair of students gets a starting number that identifies their first clue. The clue prompts them to solve a stoichiometry problem. The correct answer (roundable within 0.05) should be a whole number. That number is their next clue. The path is a loop that leads students through up to 30 stoichiometry problems. The scavenger hunt clues use mixed units (molecules, atoms, grams, moles and liters of a gas at STP) and various starting and ending points in the stoichiometric process.
Unit 5 Changes in Matter
yield to determine their efficiency in the laboratory.
● Air Bag Challenge: Different ratios of sodium bicarbonate and acetic acid are mixed in order to produce a maximum yield of gaseous product in the shortest amount of time to create the ideal “airbag”. Students then apply this knowledge to how modern car airbags are produced.
STAGE 3: LEARNING PLAN
First Topic: Physical and Chemical Changes
Learning Targets:
● I can describe physical and chemical changes of matter on both the macroscopic and microscopic levels.
Learning Activities:
Estimated # of Lessons: 2-3
Essential Questions:
● What are physical and chemical changes, and how can they be identified?
● How do chemical reactions rearrange atoms to create new substances?
● XYZ Lab - Three unknown chemicals (hydrochloric acid, water, and copper (II) chloride) are labeled as “X”, “Y”, and “Z” and are mixed together. Observations are recorded and the differences between physical and chemical changes on the macroscopic level are explored.
● Changes in Matter Lab - Five scenarios of different chemicals are mixed and students determine if a physical or chemical change occurred.
● Types of Reactions Card Sort - Students are given 3 baggies. One bag contains 16 different chemical equations, one bag contains 8 different particle diagrams, and one bag contains 5 general chemical equations. Students sort each baggie based on similarities and differences in order to come up with a description or definition for each reaction type.
● Types of Reactions Lab - A six station lab where each station has students performing a specific type of chemical reaction. Students analyze the chemical equations to deduce the type of reaction based upon rearrangements of atoms.
● Notes on physical and chemical changes and types of reactions and patterns of reactivity,
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
Second Topic: Balancing Chemical Equations and Conservation of Matter
Learning Targets:
● I can write balanced chemical equations to represent physical and chemical changes symbolically.
Learning Activities:
Estimated # of Lessons: 2-3
Essential Questions:
● How can the Law of Conservation of Matter be demonstrated at both macroscopic and microscopic levels?
● How do balanced chemical equations quantitatively describe chemical reactions?
● What is a Chemical Reaction? Lab - The chemical properties of hydrochloric acid and copper (II) chloride are examined to identify the types of reactions that they undergo and to determine if the law of conservation of mass applies to a sample chemical reaction in one of these series
● Balancing Equations WebQuest - Various YouTube videos are watched and the idea that mass is conserved
during physical and chemical changes and therefore, the number of atoms is introduced.
● Notes on physical and chemical changes and types of reactions and patterns of reactivity,
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
Third Topic: Stoichiometry
Learning Targets:
● I can relate the amounts of reactants and products in a chemical reaction using a balanced chemical equation to find the theoretical yield of a substance involved in the reaction.
● I can identify the limiting reactant in a chemical reaction using a balanced equation.
Learning Activities:
Estimated # of Lessons: 4-6
Essential Questions:
● How can stoichiometry be used to predict the outcomes of chemical reactions?
● What is the role of limiting and excess reactants in determining the amount of product formed?
● S’More Stoichiometry - A fictitious compound “S2MmOr3” is analyzed using mole data and a balanced chemical equation to introduce connections between amounts of reactants and products.
● Stoichiometry Scavenger Hunt - The premise of the activity is each student or pair of students gets a starting number that identifies their first clue. The clue prompts them to solve a stoichiometry problem. The correct answer (roundable within 0.05) should be a whole number. That number is their next clue. The path is a loop that leads students through up to 30 stoichiometry problems. The scavenger hunt clues use mixed units (molecules, atoms, grams, moles and liters of a gas at STP) and various starting and ending points in the stoichiometric process.
● Decomposition of Sodium Bicarbonate Lab - Four different balanced chemical equations for the thermal decomposition of sodium bicarbonate are presented to students. Sodium bicarbonate is decomposed using a bunsen burner and a crucible. The ending product mass is measured and compared to the theoretical yields for each of the four equations to identify the correct reaction that occurred.
● Will You Get the Job? Lab - A solution of calcium chloride and a solution of sodium carbonate are prepared by students using their knowledge of molarity. The solutions are then mixed, and the product that is made is dried and massed. Students determine their percent yield to determine their efficiency in the laboratory.
● LEGO Stoichiometry Activity - Students are tasked with constructing unique designs using a standardized set of LEGO pieces and exploring various scenarios where the amount of product produced is interrupted due to the exhaustion of one or more of the LEGO pieces.
● Air Bag Challenge - Different ratios of sodium bicarbonate and acetic acid are mixed in order to produce a maximum yield of gaseous product in the shortest amount of time to create the ideal “airbag”. Students then apply this knowledge to how modern car airbags are produced.
● Notes on “Before/Change/After” (BCA) tables and stoichiometry, and limiting/excess reactants
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
Course Name: Honors Chemistry
# of Lessons: 13-16 Unit 6 Title: Chemical Reactions in the World
Unit Overview:
We connect our knowledge of bonding and the periodic table to a real-world problem: oyster larvae die-offs due to ocean acidification. We explore acids, bases, chemical equilibrium, and the carbon cycle, using models and stoichiometry to propose solutions.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
● HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.*
● HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
● HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
● HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
● HS-PS1-6: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.*
● HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
Understandings
● The interplay of human actions and natural processes can disrupt ecological systems, but understanding the chemistry behind these interactions can help us design targeted solutions.
● Increased CO₂ levels from human activity can alter natural balances, like ocean pH, affecting
Transfer Goals
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
Essential Questions
● What processes influence water acidity?
● How does CO₂ contribute to acidification?
● How can acidified water be neutralized?
● What criteria are crucial for designing solutions to protect oysters?
Unit 6 Chemical Reactions in the World
the survival of species such as oysters; by analyzing these changes, we gain insights into mitigating broader environmental impacts.
● Acidity and basicity, fundamental chemical properties, govern how substances interact with the environment, and we can manipulate these properties to create beneficial outcomes.
● Chemical reactions are dynamic systems where adjusting conditions like concentration or temperature allows us to control reaction rates and outcomes a principle that applies to fields beyond chemistry, including engineering and environmental science.
● Effective problem-solving requires breaking down complex issues into smaller, manageable parts that can be addressed through scientific reasoning and modeling.
● Engineering solutions must consider both scientific and societal factors, as well as environmental trade-offs, to be sustainable and meaningful.
● Mathematical and computational models in science provide powerful tools for predicting outcomes and making data-driven decisions, critical skills in tackling real-world challenges.
● Solutions to environmental problems, such as ocean acidification, must balance immediate needs with long-term ecosystem stability, emphasizing the interconnectedness of all Earth systems.
Knowledge
Key Vocabulary: ocean acidification, carbon cycle, pH scale, acid/base, molarity (concentration), neutralization, stoichiometry, equilibrium, reversible reaction, conservation of mass, criteria, constraints
● Understand that increased atmospheric CO₂ reacts with water to form carbonic acid, lowering ocean pH and affecting oyster shell formation and ecosystem health.
● Explore the carbon cycle's movement of carbon among the atmosphere, ocean, biosphere, and geosphere, emphasizing how human activities accelerate ocean CO₂ absorption.
● Define acids and bases by ion production, use the logarithmic pH scale to measure acidity/basicity, and distinguish between strong and weak acids/bases based on dissociation.
● Grasp the principles of reversible reactions and equilibrium, recognizing how changes in
Skills
(Framed as Learning Targets)
● I can construct and refine models to explain the impact of CO₂-driven ocean acidification on pH, weak acid dissociation, and its consequences for marine life, particularly oysters.
● I can plan and conduct investigations to demonstrate the effects of CO₂ on ocean pH and acid-base reactions, using empirical evidence and computational tools.
● I can explain particle-level interactions and chemical equilibria to understand the relationship between acidification, reaction rates, and oyster shell formation.
● I can use mathematical reasoning and systems analysis to predict the outcomes of acid-base reactions and model changes in ocean chemistry over time.
● I can develop and assess strategies to mitigate the effects of ocean acidification on marine ecosystems, balancing environmental, social, and
Unit 6 Chemical Reactions in the World
reactants or conditions can shift equilibrium and impact ocean chemistry.
● Analyze how acidic conditions reduce carbonate ion availability, directly impacting oyster shell formation and marine calcifiers.
● Apply stoichiometric principles, mole ratios, and molarity to calculate reactant/product amounts, particularly in neutralization reactions to adjust ocean pH.
● Model conservation of mass and atoms in chemical reactions, using balanced equations to predict outcomes and assess the feasibility of interventions.
● Define criteria and constraints for engineering interventions, assess trade-offs, and refine models to predict the effectiveness of solutions like adding calcium carbonate to mitigate impacts on marine life.
technical factors.
● I can analyze the relationships between CO₂ emissions, ocean acidification, and their broader ecological impacts, including on oyster populations.
● I can evaluate trade-offs and refine solutions to stabilize oyster populations and address ocean acidification on local and global scales.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Acid Behavior Assessment: Compare how addition of a salt to an acidic solution affects the pH of a weak acid differently than a strong acid in order to develop a predictive and explanatory model based on particle-level interactions found in solutions.
● Ammonia Fertilizer Task : Apply their knowledge of reactions to make enough fertilizer for worldwide agriculture
Formative Assessment
● Driving Question Board to generate ideas on why oysters are dying and how can chemistry be used to protect them
● Interested Parties Jigsaw to understand different perspectives on the impact of oysters on certain communities and stakeholders
● Neutralization Investigation to help students practice stoichiometric calculations to determine the amount of a base to add to a solution in order to neutralize that solution
● Ocean Water Calculations so students can apply their understanding of stoichiometric calculations and molarity
● Solution Planning document so students can begin developing a plan to help the oysters for a particular community
STAGE 3: LEARNING PLAN
Learning Targets:
● I can construct and refine models to explain the impact of CO₂-driven ocean acidification on pH, weak acid dissociation, and its consequences for marine life, particularly oysters.
● I can plan and conduct investigations to
Essential Questions:
● What processes influence water acidity?
● How does CO₂ contribute to acidification?
First Topic: Acidity and Ocean Systems
Estimated # of Lessons: 4-5
Unit 6 Chemical Reactions in the World
demonstrate the effects of CO₂ on ocean pH and acid-base reactions, using empirical evidence and computational tools.
● I can explain particle-level interactions and chemical equilibria to understand the relationship between acidification, reaction rates, and oyster shell formation.
Learning Activities:
● Driving Question Board - Students explore cases, analyze data, and read about how carbon dioxide in the atmosphere is entering the ocean and making it more acidic, which hurts oysters and the ecosystem that relies on them in order to develop an initial model and build a Driving Question Board.
● pH Investigation - Students brainstorm a list of substances that contain both water and carbon dioxide to plan an investigation to test whether solutions of carbon dioxide and water are acidic.
● Molarity Investigation - Molecular formulas are used to predict which substances are acids, bases, or neither. Students then use mathematical thinking to compare quantities of particles and concentrations in different solutions and conduct an investigation in order to develop a model to explain the results.
● Dissolution of Carbon Dioxide Investigation - Students investigate how CO could naturally dissolve in water with an experimental setup in the lab, and examine amounts of CO in the atmosphere and hydrosphere.
● Reversibility of Chemical Reactions Investigation - A simulation to investigate how acidic water could become less acidic again is utilized. Students use the results to argue that a reversible reaction was taking place that reaches an equilibrium state. Data is used to determine a relationship between bond strength, stability, and reversibility of reactions.
● Acid Behavior Assessment - students compare how addition of a salt to an acidic solution affects the pH of a weak acid differently than a strong acid in order to develop a predictive and explanatory model based on particle-level interactions found in solutions.
Second Topic: Mathematical Modeling for Acid Neutralization
Learning Targets:
● I can use mathematical reasoning and systems analysis to predict the outcomes of acid-base reactions and model changes in ocean chemistry over time.
● I can develop and assess strategies to mitigate the effects of ocean acidification on marine ecosystems, balancing environmental, social, and technical factors.
Learning Activities:
Estimated # of Lessons: 4-5
Essential Questions:
● How can acidified water be neutralized?
● Acid/Base Neutralization Investigation - Acid-base neutralization is modeled and argues that the ratios in balanced chemical equations are mass ratios. This model is tested and students figure out that these ratios are particle-number ratios rather than mass ratios. Students then apply a mathematical model using these ratios and molar masses to predict the amount of base needed to neutralize an acid and carry out a second neutralization investigation to test this.
● Ocean Water Calculations Activity - Students use mathematical thinking to determine how many grams of a base would need to be added to return ocean pH levels to one that is safe for baby oysters. They wonder whether this solution would be feasible, effective, or safe for other organisms.
● Ocean Acidification Investigation - Students investigate how different pH levels affect oyster shells and read about the oyster’s life cycle.
● Factors Affecting Rates of Chemical Reactions Investigation - Students design an investigation to test how temperature and concentration might influence how much product a reaction makes in a given time. They then build a particle model of reaction rate and use this model to identify the effects of adding calcium carbonate which slightly reverses acidification.
Third Topic: Engineering Design and Problem Solving for Oyster Die-Off
Learning Targets:
● I can analyze the relationships between CO₂ emissions, ocean acidification, and their broader ecological impacts, including on oyster populations.
● I can evaluate trade-offs and refine solutions to stabilize oyster populations and address ocean acidification on local and global scales.
Learning Activities:
Estimated # of Lessons: 5-6
Essential Questions:
● What criteria are crucial for designing solutions to protect oysters?
● Development of Solutions to Oyster Die-Off - Students develop and narrow down a class list of possible solutions to prevent oyster die-off based on the criteria and constraints for our design, the information gathered about the priorities of impacted communities, and our own knowledge and experience. They choose a promising solution to develop in groups.
● Solution Design - Students brainstorm a list of information that helps us refine our solutions, criteria, and constraints. They work in groups and choose a site profile to design a solution for.
● Design Solution Reflection - Students identify the main points of and the criteria that guided our design solution. They present their design solution to a group of our peers and receive feedback, then use the peer feedback to refine their solution. They engage in a discussion to come to a consensus on the chemistry and Earth science ideas that they used in their design solutions.
● Ammonia Fertilizer Task - Students will apply their knowledge of reactions to make enough fertilizer for worldwide agriculture
Unit 7 Matter & Energy
Course Name: Honors Chemistry
# of Lessons: 14-18 Unit 7 Title: Matter and Energy
Unit Overview:
Finally, we explore energy's role in physical and chemical changes, learning about energy conservation and distinguishing between endothermic and exothermic processes. We then investigate energy flow and thermodynamics, using models to calculate energy changes and exploring heat transfer (the first law of thermodynamics). Analyzing global and regional energy flows, we examine geoscience data and climate models to understand how natural resources, hazards, and climate change impact human activity, making evidence-based predictions about future climate.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-PS3-1: Create a computational model to calculate changes in energy for components within a system when energy flows in and out.
● HS-PS3-4: Plan and conduct an investigation to show that thermal energy transfer results in a more uniform energy distribution within a closed system.
● HS-ESS2-4: Use a model to describe how variations in energy flow into and out of Earth’s systems affect climate.
● HS-ESS3-1: Construct an explanation based on evidence for how natural resources, natural hazards, and climate changes influence human activity.
● HS-ESS3-5: Analyze geoscience data and results from global climate models to forecast current rates of climate change and future impacts.
Understandings
● Energy flows within systems are governed by the conservation of energy and can be calculated using computational models.
● Thermal energy transfer in closed systems leads to equilibrium, demonstrating the first law of thermodynamics.
● Variations in energy flow into and out of Earth’s systems, such as solar radiation and greenhouse gas effects, drive climate processes and changes.
● The availability of resources, frequency of natural hazards, and impacts of climate change influence human behavior and decisionmaking.
Transfer Goals
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
Essential Questions
● What are the differences between endothermic and exothermic processes, and how can we observe them?
● How is energy involved in physical and chemical changes?
● How does the conservation of energy apply to physical and chemical changes?
● How do variations in energy flow impact Earth’s climate and ecosystems?
● How do natural resources, natural hazards, and climate changes shape human activity?
● What evidence can we use to predict the impacts of global and regional climate changes?
● Geoscience data and climate models provide critical evidence for understanding and predicting climate change and its effects.
Knowledge
Key Vocabulary: physical change, chemical change, reactants, products, Law of Conservation of Matter, balanced chemical equation, mole, molar mass, Avogadro’s number, molarity, stoichiometry, limiting reactant, excess reactant, theoretical yield, percent yield, reaction types (synthesis, decomposition, single replacement, precipitation, combustion, acid-base), particle diagram, and precipitate Frame of Reference:
● Energy is conserved within a system, and changes in energy can be modeled mathematically.
● Thermal energy transfer between components in a system results in a more uniform energy distribution and aligns with the second law of thermodynamics.
● Earth’s climate is influenced by variations in energy flow, including changes in solar radiation, atmospheric composition, and surface reflectivity.
● The availability of natural resources, the occurrence of natural hazards, and changes in climate shape human activity and societal development.
● Geoscience data and global climate models are tools for analyzing current climate changes and making evidence-based forecasts for the future.
Skills (Framed as Learning Targets)
● I can distinguish between endothermic and exothermic processes using macroscopic observations and energy diagrams.
● I can differentiate between physical and chemical changes and identify the role of energy in each.
● I can explain the conservation of energy during physical and chemical changes.
● I can develop computational models to calculate changes in energy within a system when energy flows are known.
● I can plan and conduct investigations to demonstrate the transfer of thermal energy between components of different temperatures and describe the outcomes using the first law of thermodynamics.
● I can use models to describe how variations in energy flow impact Earth’s climate systems.
● I can construct evidence-based explanations for how the availability of natural resources, natural hazards, and climate changes influence human activity.
● I can analyze and interpret geoscience data and climate models to forecast climate change and predict future impacts on human and natural systems.
● Quizzes on endothermic/exothermic reactions, calculating different variables in Q = mCΔT, calculating ΔH from Q
● Hit and Run Lab: Calorimetry is used in a fictitious scenario to determine the specific heat capacity of various metals to link them to a scene of a crime.
● Enthalpy of Reactions Lab: Two different reactions are performed and the enthalpies of reactions are calculated (one endothermic and one exothermic).
● Collaborative Project: In groups, create a model (poster or digital) showing how energy
● Enthalpy of Physical and Chemical Processes
Simulation - A Pearson simulation is used to calculate the enthalpy of reactions for various mixtures of two reactants.
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
● Energy Flow Models - Students create energy flow diagrams illustrating the role of greenhouse gases.
flow variations impact climate.
Unit 7 Matter & Energy
● Collaborative Project: Design a sustainability plan addressing a specific climate challenge, incorporating evidence from geoscience data. Groups present their solutions to the class, emphasizing feasibility and impact.
STAGE 3: LEARNING PLAN
First Topic: What is Energy?
Learning Targets:
● I can distinguish between endothermic and exothermic processes using macroscopic observations and energy diagrams.
Learning Activities:
Estimated # of Lessons: 4-6
Essential Questions:
● What are the differences between endothermic and exothermic processes, and how can we observe them?
● Popcorn/Food Coloring Demonstrations - Students watch a demonstration where food coloring is added to two different water samples at different temperatures and a bag of freshly popped popcorn is open to begin understanding particle motion and how it relates to temperature.
● Icy Hot Lab - Students melt ice and plot a temperature vs. time curve to begin understanding how energy from a hot plate affects movement of water particles
● Stearic Acid Lab - Students apply their knowledge of phase energy and thermal energy to interpret a temperature vs. time graph for the cooling of a liquid sample of stearic acid.
● Calorimetry Simulation - A Pearson simulation is used to introduce students to the laboratory technique of calorimetry and how it can be used to determine the specific heat capacities of unknown substances
● Hit and Run Lab - Calorimetry is used in a fictitious scenario to determine the specific heat capacity of various metals to link them to a scene of a crime.
● Notes on describing particle motion and energy and its effect on the states of matter.
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
Second Topic: Conservation of Energy and Its Role in Physical and Chemical Processes
Learning Targets:
● I can differentiate between physical and chemical changes and identify the role of energy in each.
● I can explain the conservation of energy during physical and chemical changes.
● I can develop computational models to calculate changes in energy within a system when energy flows are known.
● I can plan and conduct investigations to demonstrate the transfer of thermal energy between components of different temperatures and describe the outcomes using the first law of thermodynamics.
Estimated # of Lessons: 5-6
Essential Questions:
● How is energy involved in physical and chemical changes?
● How does the conservation of energy apply to physical and chemical changes?
Learning Activities:
Unit 7 Matter & Energy
● Enthalpy of Solution Dry Lab - A mathematical model (equation) is developed via graphical analysis that describes the amount of energy released/absorbed and its effect on temperature using a YouTube experiment video.
● Enthalpy of Physical and Chemical Processes Simulation - A Pearson simulation is used to calculate the enthalpy of reactions for various mixtures of two reactants.
● Enthalpy of Reactions Lab - Two different reactions are performed and the enthalpies of reactions are calculated (one endothermic and one exothermic).
● Enthalpy of Vaporization Lab - Students perform a “thought experiment” where data is analyzed in order to determine the enthalpy of vaporization of water.
● Enthalpy of Fusion Lab - Students perform coffee-cup calorimetry to measure the enthalpy of fusion for water and compares this value to the enthalpy of vaporization. Particle models and prior knowledge of intermolecular forces are revisited to justify the difference in the values.
● Notes on enthalpy
● “Workshop” - class time is used to practice the skills introduced in the exploration activities and notes.
Third Topic: Energy Flow and Climate Systems Estimated # of Lessons: 5-6
Learning Targets:
● I can use models to describe how variations in energy flow impact Earth’s climate systems.
● I can construct evidence-based explanations for how the availability of natural resources, natural hazards, and climate changes influence human activity.
● I can analyze and interpret geoscience data and climate models to forecast climate change and predict future impacts on human and natural systems.
Learning Activities:
Essential Questions:
● How do variations in energy flow impact Earth’s climate and ecosystems?
● How do natural resources, natural hazards, and climate changes shape human activity?
● What evidence can we use to predict the impacts of global and regional climate changes?
● Interactive Diagram - Students explore the concept of Earth’s energy budget through a visual representation of solar radiation, reflected energy, and emitted infrared energy.
● Simulation - Students use an online tool (e.g., PhET or NASA Earth Energy Budget) to manipulate variables like greenhouse gas concentration and surface reflectivity.
● Demonstration - Students use a simple setup (e.g., two bottles, one with added CO₂) to show how greenhouse gases retain heat. Students then examine real-world data on atmospheric CO₂ concentrations and global temperature trends.
● Energy Flow Models - Students create energy flow diagrams illustrating the role of greenhouse gases.
● Data Set Exploration - Students analyze graphs of historical temperature, CO₂ levels, and solar radiation. They identify patterns and anomalies in the data and discuss their implications. They then connect findings to key climate events like volcanic eruptions, industrialization, and natural cycles.
● Case Study - Students explore examples of feedback loops (e.g., ice-albedo feedback, water vapor feedback). They then create visual models of a specific feedback loop and present it to the class. The implications of feedback loops for global climate stability are discussed at the conclusion of the presentation.
● Collaborative Project - In groups, students create a model (poster or digital) showing how energy flow variations impact climate.
● Case Study - Students examine the connection between rising temperatures and the intensity of hurricanes, wildfires, or floods.
● Lab Activity - Students use a simple simulation to model rising sea levels and their impact on coastal areas.
They discuss how societies can adapt to and mitigate these challenges.
● Role-Play Project - Students act as stakeholders (e.g., policymakers, farmers) to propose solutions to a specific climate impact.
● Collaborative Project - Students design a sustainability plan addressing a specific climate challenge, incorporating evidence from geoscience data. Groups present their solutions to the class, emphasizing feasibility and impact.
Physics of Earth’s Systems-A
0.5 Credit (STEM)
Prerequisite 1.0 credits of science and concurrently inAlgebra 1 or higher
This course offers an immersive exploration of foundational physical science concepts. Through handson investigations, collaborative problem-solving, and real-world applications, students will develop a deep understanding of energy, forces, motion, waves, and matter interactions. This course equips students with the skills and knowledge to connect scientific principles to their everyday lives and fosters curiosity, collaboration, and scientific literacy.
Title & Time
Advanced Physics: Semester 1
Focus
How did the shutdown of the Texas power grid in February 2021 reveal the need for more reliable energy sources? We start our year by exploring how social, environmental, and physical factors are involved in any energy source. We first investigate how energy transfers. Next we evaluate the reliability of energy sources and how we generate electricity. Finally, we model the crisis from micro to macro scales as we tackle engineering tradeoffs and design a reliable energy solution, culminating in a project that empowers them to advocate for a sustainable energy future.
How do forces in the Earth’s interior determine what will happen to the surface of the Earth? In the first unit, we looked at how energy flows in electrical systems. We now look at energy flow from the context of plate tectonics. We first examine a case study about a crack in Earth’s crust that appeared in the Afar region in 2005 to figure out how changes in the structures of matter and energy transfers are the result of unbalanced forces. This realization explains why earthquakes and volcanic eruptions occur. We then investigate the interior of the Earth and use a simulation to figure out the interactions happening at tectonic plate boundaries. We finally apply these ideas to explain why the Midcontinent Rift failed to create an ocean in the middle of North America 1.1 billion years ago.
3: Collisions and Momentum
Why have vehicle collisions and injuries increased despite advancements in safety features? While we are leaving plate tectonics behind, we continue our investigation of forces that cause change by looking at concepts of collision and momentum through something that is much more recognizable: car crashes. Despite decades of safety improvements, both collisions and fatalities have risen recently. We first look at real-world data to better understand foundations of mechanics concepts such as mass, speed, momentum, force, and acceleration. We next model vehicle collisions applying Newton’s second law: any changes in matter have to be accompanied by unbalanced forces. Finally, we test potential safety features to learn how factors like distracted driving, vehicle design, and speed impact collision outcomes.
Unit 1 Energy Flow from Earth's Systems
Course Name: Earth System Physics Est. # of Lessons:11-15
Unit 1 Title: Energy Flow from Earth’s Systems
Unit Overview: How did the shutdown of the Texas power grid in February 2021 reveal the need for more reliable energy sources? We start our year by exploring how social, environmental, and physical factors are involved in any energy source. We first investigate how energy transfers. Next we evaluate the reliability of energy sources and how we generate electricity. Finally, we model the crisis from micro to macro scales as we tackle engineering tradeoffs and design a reliable energy solution, culminating in a project that empowers them to advocate for a sustainable energy future.
Established Goals
● HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
● HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
● HS-ETS1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
● HS-PS2-5: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
● HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
● HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects).
● HS-PS3-3: Design, build, and refine a device that works within given constraints to convert
Transfer Goals
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
STAGE 1: DESIRED RESULTS
Unit 1 Energy Flow from Earth's Systems
one form of energy into another form of energy.
● HS-PS3-5: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
Understandings Essential Questions
● For energy to flow from a source to a device, the circuit must be complete.
● Stable energy distribution requires balancing energy production with demand.
● Effective solutions for energy distribution must account for environmental, economic, and social factors,
● Energy storage systems stabilize supply by holding excess energy and providing backup during shortages.
● Decisions on who loses power in a crisis can have unequal impacts. Fair solutions should consider community needs and ensure equitable access.
Knowledge
Key Vocabulary: electricity, energy, infrastructure, grid, circuit, switch, ground, substation, reliability efficiency, power, generator, power plant, wind turbine, magnetic field field, electron, current, hypothesis, correlation, ��2, storage solution, costs, benefits, insulator, constraint, trade off
● Energy transfers from a source to a device when there’s a complete circuit. Breaks or short circuits can stop or redirect energy, potentially causing blackouts in buildings or neighborhoods.
● Blackouts have varied impacts across communities, often hitting those with existing disparities hardest.
● Electrical energy production typically draws on Earth’s systems, such as fossil fuels or renewables
● Energy transfer occurs through electric and magnetic fields, moving electrons in a wire, causing "electrical energy." As electrons
● How does electricity flow through systems to power communities? Why does electricity distribution vary during blackouts?
● What makes an energy source reliable based on environmental, social, and political factors?
● How can energy storage and smart planning make electricity systems more reliable in crises?
● How do design choices about energy sources impact different communities?
Skills (Framed as Learning Targets)
● Develop models to explain how energy transfers through systems, powering communities, and identify how changes or issues (like broken circuits) can cause blackouts.
● Ask questions to understand and design energy systems for our community, balancing local and global needs and addressing challenges like demand fluctuations and reliability.
● Gather and interpret data from systems to identify how energy transfers and where failures may happen.
● Build and test models to show how energy flows within systems and where energy loss may contribute to issues, such as blackouts.
● Analyze patterns in data to assess how scientific knowledge and limitations impact solutions.
● Analyze different energy sources to understand what makes them reliable and how we can design systems to balance energy supply and demand.
Unit 1 Energy Flow from Earth's Systems
move, some energy dissipates as heat,
● Reliable energy distribution systems must account for fluctuations in supply and demand, with design solutions like energy storage systems to stabilize supply during crises.
● Engineering constraints (cost, safety, reliability) affect the development of these solutions, and design trade-offs must consider social, cultural, and environmental impacts.
● Effective energy management during crises may require prioritizing power for critical infrastructure, which can result in inequitable impacts.
● Decisions about energy infrastructure need to weigh multiple factors economic, environmental, social, and geopolitical since all energy sources carry both benefits and risks.
● Energy storage solutions, like batteries, can improve grid reliability by providing power during supply drops, helping to prevent future crises.
● Design, build, and refine devices that convert motion into electrical energy, identifying variables that improve performance.
● Use models and simulations to understand how particles and fields within systems contribute to energy transfer, making connections at different scales.
● Model scenarios to ensure fair energy distribution during shortages, and evaluate factors that can reduce disparities in energy access.
● Create and refine solutions for reliable energy, considering trade-offs in cost, safety, and environmental impacts, and gather community feedback to guide improvements.
● Interview community members to gather insights and set criteria for successful energy solutions, ensuring they consider social, cultural, and environmental impacts.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Motor transfer task: Communicate using a model the flow of energy in a motor
● Sand and mirrors transfer task: Use solar power to generate electricity
First Topic: How does electricity transfer through systems to power communities, and what causes instability in these systems?
Formative Assessment
● Driving question board on reliable energy sources
● Develop and use the power strip models to investigate electrical distribution in a city
● Analyze graphs of forecasted energy supply and demand and record patterns to share with peers
● Build a generator to power bulbs
● Create a model and explain how energy transfer works in power plants
● Wire simulation investigation using simulation
● Series of experiments using real equipment to verify simulation results
● Design a possible solution for a given community and model reliability using simulation
Estimated # of Lessons: 8-10
STAGE 3: LEARNING PLAN
Unit 1 Energy Flow from Earth's Systems
Learning Targets:
● Develop models to explain how energy transfers through systems, powering communities, and identify how changes or issues (like broken circuits) can cause blackouts.
● Ask questions to understand and design energy systems for our community, balancing local and global needs and addressing challenges like demand fluctuations and reliability.
● Gather and interpret data from systems (like power strips) to identify how energy transfers and where failures may happen.
● Build and test models to show how energy flows within systems (like the electric grid) and where energy loss may contribute to issues, such as blackouts.
● Analyze patterns in data (such as Texas energy demand spikes) to assess how scientific knowledge and limitations impact solutions.
● Analyze different energy sources to understand what makes them reliable and how we can design systems to balance energy supply and demand.
● Design, build, and refine devices (like generators) that convert motion into electrical energy, identifying variables that improve performance.
● Use models and simulations to understand how particles and fields within systems contribute to energy transfer, making connections at different scales.
Learning Activities:
Lesson 1: Learning from Texas Blackout
Essential Questions:
● How does electricity flow through systems to power communities? Why does electricity distribution vary during blackouts?
● What makes an energy source reliable based on environmental, social, and political factors?
● We explore a new phenomenon by jigsawing a series of articles about widespread blackouts in Texas, and by drawing on the experiences of our friends and family.
● We make an initial consensus model of what happens to our electricity production system when it is stable and during a blackout.
● We develop questions for our DQB and brainstorm initial ideas about ways we could design more reliable systems to meet our communities’ energy needs.
Lesson 2: System Structures Enabling Energy Transfer
● We compare photos of structures that provide electricity in our buildings.
● We dissect a power strip as an analog for what’s behind the walls of buildings, and we connect a battery and a couple of small devices.
● We read about the function of ground wires and circuit breakers.
● We develop a model to show how systems transfer electrical energy.
Unit 1 Energy Flow from Earth's Systems
Lesson 3: Impact of Broken Circuits on Texas Blackouts
● We read about an energy crisis that began in Ohio, and a strategy used by engineers to prevent short and broken circuits in power lines.
● We use the Engineering Design Tracker to keep track of our ideas.
● We develop a new representation to model energy transferred in various parts of the system.
● We analyze electricity demand and supply data in Texas and use this to brainstorm ideas of where to go next.
Lesson 4: Characteristics of Reliable Energy Sources
● We use informational cards and several data representations from the 2021 Texas energy crisis to seek additional information about specific sources of energy to help us figure out which source might be responsible for the drop in supply we discovered in Lesson 3.
● We use a new tool called a Decisions Matrix to keep track of how well each source meets criteria we think are important.
Lesson 5: Origins of Electrical Energy
● We use diagrams of wind and natural gas power plants to figure out how power plants transfer energy into wires.
● We dissect a generator and then reverse engineer it.
● We use compasses to investigate energy transfer between the magnet and wire, and model the energy transfer through fields inside our generators.
Lesson 6: Energy Transfer Mechanisms in Wires
● We read about electric and magnetic fields to help us model energy transfer involving fields more closely, focusing on transfers inside a wire.
● Using a simulation, we explore how various characteristics of an electrical system could influence the transfer of electrical energy, as well as their relation to energy loss, and check our results using classroom equipment.
Lesson 7: Disparities in Texas Blackouts: Causes
● We develop a model showing how insufficient supply entering the system could lead to buildings losing power during a crisis.
● We test our models using Electric City, and we notice that to keep the lights on in one building, we need to cut power to others.
● We use data to test for correlations with county-level factors, and we consider limitations on this analysis.
Lesson 8: Design Solutions: Differential Impacts on People
● We listen to (and read the transcript of) a podcast featuring a scientist whose research group used satellite data to investigate patterns in who lost power in Texas.
● We read about two fictionalized families in Texas and consider how existing disparities can make the impact of a power outage inequitable across communities.
Second Topic: What design solutions could improve the electricity systems in our communities?
Learning Targets:
● Model scenarios to ensure fair energy distribution during shortages, and evaluate factors that can reduce disparities in energy access.
● Create and refine solutions for reliable energy, considering trade-offs in cost, safety, and environmental impacts, and gather community feedback to guide improvements.
Estimated # of Lessons: 3-5
Essential Questions:
● How can energy storage and smart planning make electricity systems more reliable in crises?
● How do design choices about energy sources impact different communities?
Unit 1 Energy Flow from Earth's Systems
● Interview community members to gather insights and set criteria for successful energy solutions, ensuring they consider social, cultural, and environmental impacts.
Learning Activities:
Lesson 9: Energy Storage for Crisis Reliability
● We develop and revise energy transfer models to represent how batteries can make electric grid systems more reliable.
● We quantify how much energy was needed to prevent the energy crisis in Texas 2021.
● We use data from energy storage solutions to calculate the number of batteries needed and the costs associated with adding these batteries to the system.
● We wonder about the costs from design solutions that are not financial.
Lesson 10: Designing Reliable Energy Systems: Decision Making
● We read about tradeoffs associated with various energy sources.
● We create a class Consensus Decisions Matrix that represents the criteria we agree are important when making decisions.
● We read quotes from interested parties, and develop and carry out an interview protocol to capture the values of people in our community.
● We begin developing a plan for improving electricity infrastructure in our community.
Lesson 11: Lessons Learned and Future Directions in Energy
● We learn about the Energy Grid Calculator, a computational model that we use to measure the success of our solutions against a variety of criteria.
● We describe our design solution to our classmates, and we give each other feedback that we use to refine our designs.
● We return to the DQB and celebrate our progress in light of all the questions we can answer.
Unit 2 Energy, Forces and Earth's Crust
Course Name: Earth System Physics
Unit 2 Title: Energy, Forces and Earth’s Crust
Est. # of Lessons: 13-17
Unit Overview: How do forces in the Earth’s interior determine what will happen to the surface of the Earth? In the first unit, we looked at how energy flows in electrical systems. We now look at energy flow from the context of plate tectonics. We first examine a case study about a crack in Earth’s crust that appeared in the Afar region in 2005 to figure out how changes in the structures of matter and energy transfers are the result of unbalanced forces. This realization explains why earthquakes and volcanic eruptions occur. We then investigate the interior of the Earth and use a simulation to figure out the interactions happening at tectonic plate boundaries. We finally apply these ideas to explain why the Midcontinent Rift failed to create an ocean in the middle of North America 1.1 billion years ago.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-ESS1-5: Evaluate 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.
● HS-ESS2-1: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
● HS-ESS2-3: Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
● 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.
Transfer Goals
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
● Communicate effectively with peers and community members to build a respectful and productive academic culture (Effective Communicators, Responsible Citizens)
Understandings
● Earth's surface changes are driven by
Essential Questions
● How do forces within Earth’s crust and mantle
Unit 2 Energy, Forces and Earth's Crust
unbalanced forces within the crust and mantle, which result in earthquakes, volcanic eruptions, and the formation of new geological features.
● The cycling of matter and energy within Earth’s interior, fueled by radioactive decay and mantle convection, explains the movement of tectonic plates and the dynamic nature of Earth’s surface.
● Seismic wave data and modeling reveal Earth’s layered structure, helping us understand how variations in material properties influence surface processes and features.
● The movement and interactions of tectonic plates over time have shaped Earth’s history and continue to influence its future, as seen in regions like Afar and the Midcontinent Rift.
● The properties of rocks, including their age and composition, provide critical evidence for understanding Earth’s processes, such as plate motion, and the events that create rift zones, faults, and mountain ranges.
● Because models have limitations, the use of multiple representations clarifies complex concepts like plate tectonic theory to provide a more accurate explanation.
Knowledge
Key Vocabulary: vector, magnitude, force, balanced forces, unbalanced forces, net force, contact forces, plate vector component, elastic behavior, deformation, elastic limit, bond, electric field, pressure compression, tension, nucleus, protons, electrons, magnetic field, heterogeneous, seismic waves, anomaly, homogeneous, seismic waves, Moho, tectonic plates, convection, radioactive decay neutron, crystal, spectrometer, parent element, daughter element, plate boundary, continental crust, oceanic crust, convergent boundary, divergent boundary, transform boundary, friction, slab pull, ridge push
● Earthquakes often occur along faults and plate boundaries but can also happen in other regions due to unbalanced forces within Earth’s crust.
● Volcanic eruptions and earthquakes result from the deformation and breaking of Earth’s crust under extreme forces.
● Tectonic plates interact at convergent,
cause events like earthquakes and volcanic eruptions?
● How does the movement of tectonic plates create new surface features and reshape Earth over time?
● How does energy transfer, including radioactive decay and mantle convection, drive changes in Earth’s surface and interior?
● How do the ages and properties of rocks reveal the history and predict the future of geologic features?
Skills (Framed as Learning Targets)
● Explain how forces within Earth cause the surface to crack, move, and form new features, and use models to predict future changes in areas like the Afar region.
● Ask and answer questions about what drives changes in Earth’s crust, especially for events that are too large or slow to observe directly.
● Use experiments and diagrams to show how forces acting on Earth’s crust cause changes and stability.
● Create models to predict how different forces impact the stability of Earth’s systems.
● Describe how forces on different materials cause them to bend, break, or transfer energy.
● Use models to illustrate and explain how energy and matter interact within Earth’s crust.
● Use computer models to illustrate and explain how forces acting on Earth’s crust cause changes in stability and energy across scales.
Unit 2 Energy, Forces and Earth's Crust
divergent, and transform boundaries, shaping Earth’s surface and causing geological events.
● Seismic waves travel through Earth’s layers at different speeds, revealing variations in material properties and the structure of Earth’s interior.
● Mantle convection, driven by heat from radioactive decay, is a key force moving tectonic plates and cycling matter within Earth’s interior.
● Unbalanced forces, such as slab pull and ridge push, contribute to the motion of tectonic plates and the creation of surface features like rift zones and mountains.
● The elastic behavior of materials allows Earth’s crust to deform under stress, but when the elastic limit is exceeded, it leads to cracking and earthquakes.
● Rock ages and the ratios of parent and daughter isotopes from radioactive decay help scientists determine the timing and progression of geological processes.
● Earth’s layered structure includes a solid inner core, liquid outer core, mantle, and crust, with each layer contributing to geologic activity at the surface.
● The Midcontinent Rift in North America and the Afar region in East Africa share similarities in geological processes, demonstrating how forces and conditions influence the success or failure of rift formation.
● Use patterns in seismic data to explain how Earth’s internal composition affects its surface.
● Explain how radioactive decay generates heat that drives movement within Earth’s mantle.
● Use data to determine rock ages and understand the geologic history of areas like Afar.
● Use simulations to illustrate and explain how tectonic plate movements shape Earth’s surface.
● Explain current and future changes in Earth’s surface using the theory of plate tectonics.
● Midcontinent Rift Transfer Task: Why the midcontinent rift failed to create an ocean
● Develop and annotate a model showing how unbalanced forces and energy transfers result in the formation of cracks, earthquakes, and volcanic eruptions, such as those in the Afar region.
● Compare and contrast the geological processes occurring in the Afar region with those of the Midcontinent Rift, identifying similarities and differences in plate motion and surface features.
● Explain how the structure and composition of Earth’s interior, as revealed by seismic wave data, contribute to mantle convection and the movement of tectonic plates.
● Interpret a simulation of radioactive decay to
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Unit 2 Energy, Forces and Earth's Crust
explain how parent-daughter isotope ratios are used to determine the age of rocks and geological events.
● Using key vocabulary, describe how elastic deformation and the elastic limit of Earth’s crust influence the occurrence of earthquakes.
● Construct a timeline or sequence of events showing the processes that led to the Afar region's crack formation, including energy transfer, plate interactions, and geological changes.
● Analyze a seismic wave velocity chart to identify Earth’s interior layers and explain how variations in material properties affect surface features.
● Design a simple experiment or demonstration to show how temperature and density changes in the mantle drive convection currents, leading to plate movement and surface deformation.
STAGE 3: LEARNING PLAN
First Topic: How does land stretch and when/why does it break?
Learning Targets:
● Explain how forces within Earth cause the surface to crack, move, and form new features, and use models to predict future changes in areas like the Afar region.
● Ask and answer questions about what drives changes in Earth’s crust, especially for events that are too large or slow to observe directly.
● Use experiments and diagrams to show how forces acting on Earth’s crust cause changes and stability.
● Create models to predict how different forces impact the stability of Earth’s systems.
● Describe how forces on different materials cause them to bend, break, or transfer energy.
● Use models to illustrate and explain how energy and matter interact within Earth’s crust.
● Use computer models to illustrate and explain how forces acting on Earth’s crust cause changes in stability and energy across scales.
● Use patterns in seismic data to explain how Earth’s internal composition affects its surface.
Learning Activities:
Estimated # of Lessons: 7-9
Essential Questions:
● How do forces within Earth’s crust and mantle cause events like earthquakes and volcanic eruptions?
● How does energy transfer, including radioactive decay and mantle convection, drive changes in Earth’s surface and interior?
Unit 2 Energy, Forces and Earth's Crust
Lesson1: Introduce Anchoring Phenomenon
● We explore a StoryMap about a series of events that left a giant crack in Earth’s crust in the Afar region.
● We connect to prior earthquake experiences and earthquakes near us.
● We read about selected earthquakes and compare them with the events in Afar.
● We develop an initial model for before, during, and after the events.
● We develop questions for the Driving Question Board and ideas for investigations.
Lesson 2: Understanding Equilibrium and Sudden Changes
● We analyze plate motion data.
● We develop a model of force interactions between plates.
● We investigate the conditions that result in stability and change in motion of an object when multiple forces act on it.
● We use free-body diagrams to explain and predict how the magnitude of the forces applied at different scales impact the stability and changes in the matter within the system.
Lesson 3. Matter and Energy Dynamics Under Balanced Forces
● We explore changes in a piece of foam as higher- magnitude forces are applied to it.
● We develop a model relating how unbalanced forces cause the observed changes in matter and energy transfer.
● We predict whether rock would behave like a piece of foam.
● We gather information from a reading.
● We ask questions about the relationship of our new ideas to what is happening in Earth systems.
Lesson 4: Pre-Earthquake and Elastic Deformation
● We evaluate different models for understanding and explaining earthquakes, elastic deformation, and breaking of solid matter.
● We use a computer simulation to investigate how external forces on a solid affect matter changes and energy transfers at the particle level.
● We revise our M-E-F poster to account for the roles of fields, and we use these ideas to explain volcanic eruptions in an Electronic Exit Ticket.
Lesson 5: Linking Subsurface Matter to Surface Features
● We wonder what could be happening in Earth’s interior that could cause unbalanced forces on the crust of the Afar region.
● We investigate how energy transfers differently through different types of matter.
● We create a scale model to predict how long it should take seismic waves to reach various distances around Earth if the planet is made of solid rock.
● We analyze seismic data to determine how long it actually takes the waves to reach these distances.
● We graph the data to explore how well our model fits reality.
Lesson 6: Temperature and Mantle Dynamics
● We develop a model to explain the movement of material in the mantle.
● We analyze a video of a tank simulating the matter in the mantle to figure out what happens to the matter when heat is added.
● We observe convection in the tank and revise our model to represent it.
● We compare this model to tomography data and revisit our DQB.
Lesson 7: The Origin of Convection Energy in Earth’s Mantle
● We want to know where the heat comes from that drives mantle convection.
● We jigsaw a series of articles that answer this question from a forces perspective, a matter perspective, and
Unit 2 Energy, Forces and Earth's Crust
an energy perspective.
● We develop a cause-effect model that integrates these three perspectives to explain how radioactive decay results in the release of enough heat to drive convection in the solid rock of Earth’s mantle.
● Navigation to Next Lesson: Radioactive decay helped us understand what might be driving some of the processes we see in Earth’s mantle. We wonder whether we will find radioactive material in the rock in the Afar region.
Second Topic: How do forces determine what will happen on Earth's surface?
Learning Targets:
● Explain how radioactive decay generates heat that drives movement within Earth’s mantle.
● Use data to determine rock ages and understand the geologic history of areas like Afar.
● Use simulations to illustrate and explain how tectonic plate movements shape Earth’s surface.
● Explain current and future changes in Earth’s surface using the theory of plate tectonics.
Learning Activities:.
Lesson 8: Radioactivity in Afar Rocks
Estimated # of Lessons: 6-8
Essential Questions:
● How does the movement of tectonic plates create new surface features and reshape Earth over time?
● How do the ages and properties of rocks reveal the history and predict the future of geologic features?
● We analyze the radioactive element composition of rocks from Afar.
● We use a simulation to collect data on how the amount of radioactive material in a rock crystal changes over time.
● We use mathematical thinking to compare patterns in our graphs to those in an equation of exponential decay, and we use that equation to determine the age of rocks from Afar.
Lesson 9: Afar Rocks vs. Global Geology
● We look at data on the crustal ages of rocks around the world and notice that the farther the rock is from some plate boundaries in the ocean, the older it is.
● We model what might be going on at these boundaries.
● We determine the density of basalt (oceanic crust) and granite (continental crust) and wonder about how that affects forces and energy transfer.
● Finally, we add questions to the DQB about plate boundaries and types of crust.
Lesson 10: Understanding Tectonic Activities
● We use a simulation to investigate how plates interact at divergent and convergent plate boundaries.
● We analyze data to compare the surface features on Earth to the surface features represented in the simulation.
● We develop a model that explains how the interactions of plates result in the surface features we identified.
● We wonder which forces are acting on plates that can help us explain the patterns we identified in their motion.
Lesson 11:Mantle Forces and Plate Motion
● We investigate variables that we consider may affect friction forces between an object and the surface it slides over.
● We connect our conclusions from our investigations to properties of the plates and motion.
Lesson 12: Inclined Forces: The Impact on Tectonic Plates
Unit 2 Energy, Forces and Earth's Crust
● We model forces acting on plates and investigate forces on an object placed on an incline.
● We model how the force of gravity can be split into two vector components to make sense of how gravity pulls down inclines, and we connect this to plate motion to update our plate interactions model. Lesson 13: Deciphering the Midcontinent Rift
● We revisit our Scale Chart poster and Driving Question Board and complete a transfer task comparing the fate of the Midcontinent Ridge to the growing
Course Name: Earth System Physics
Unit 3
Title: Collisions & Momentum
Est. # of Lessons: 15-20
Unit Overview: Why have vehicle collisions and injuries increased despite advancements in safety features? While we are leaving plate tectonics behind, we continue our investigation of forces that cause change by looking at concepts of collision and momentum through something that is much more recognizable: car crashes. Despite decades of safety improvements, both collisions and fatalities have risen recently. We first look at real-world data to better understand foundations of mechanics concepts such as mass, speed, momentum, force, and acceleration. We next model vehicle collisions applying Newton’s second law: any changes in matter have to be accompanied by unbalanced forces. Finally, we test potential safety features to learn how factors like distracted driving, vehicle design, and speed impact collision outcomes.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
● HS-PS2-1: Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
● HS-PS2-2: Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
HS-PS2-3: Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*
Transfer Goals
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
● Collaborate with their peers through group work, discussions, and presentations to develop a coherent product, conclusion, or solution that reflects each individual’s contributions (Effective Communicators, Self-Directed Learners, Responsible Citizens)
Understandings
Essential Questions
Unit 3 Collusions
● While fatalities from vehicle crashes have decreased due to advancements in safety features and policies, the rise in collisions and injuries highlights ongoing risks.
● Effective safety features in vehicles manage energy transfer and reduce peak forces.
● Effective vehicle safety design applies scientific principles while balancing societal and engineering considerations to develop practical, evidence-based solutions.
● Mathematical models allow us to predict stopping distances and motion, despite their limitations.
Knowledge
Key Vocabulary: Reaction time, Braking distance, Reaction distance, Constraints, Δt = (m * Δ speed)/F, Acceleration, a = F/m, F = m*a, Velocity, mA*ΔvA + mB*ΔvB = 0, momentum, F*Δt = m*Δv, Distance = speed * time, delta (Δ), Collision avoidance system, Following distance, Braking force, Inelastic collision, Elastic collision,Magnitude, Peak force, Crash test dummy, Accelerometer, Rigidity, Crumple zone, Trade-off, Limitations
● Vehicle collisions and injuries have risen due to factors like distracted driving, vehicle design (e.g., airbags), road conditions, and policies such as speed limits, despite a decrease in fatalities.
● Analyzing a vehicle's motion, including acceleration and changes in speed, helps understand stopping distances and how distractions impact driving.
● Speed influences stopping distance; higher speeds require longer distances to stop, emphasizing the importance of engineering solutions like speed limits and heads-up displays.
● Stopping time depends on mass, initial speed, and braking force, where more braking force shortens stopping time, but greater mass or speed increases it.
● Mathematical models predict motion, but their accuracy can be affected by minor measurement errors, which can be minimized
● What factors contribute to making driving more riskier?
● How do safety features like seat belts, airbags, and crumple zones reduce forces during collisions to help protect car occupants?
● What variables influence a car’s ability to stop? How does that inform the rules of the road?
● How can motion and collision models be used to understand and predict the outcomes of vehicle crashes?
● How might we engineer solutions to vehicles to make driving safer in our community?
Skills (Framed as Learning Targets)
● Evaluate data to explain the potential causes of increased driving risks, considering the influence of technology on driver behavior and safety.
● Predict the impact of safety features based on collision outcomes and traffic safety statistics
● Develop models to simulate the sequence of a crash and possible impact it could have on passengers.
● Analyze and evaluate crumple zones and safety designs using simulations to test rigidity, material choices, and their effectiveness in collisions.
● Use mathematical models to analyze the effect of distractions on reaction distance and collision risk by graphing distance over time (distance = speed * time).
● Graph and interpret data on reaction distance, speed, and braking force to understand how these variables influence collision outcomes.
● Apply Newton’s second law and algebraic thinking to relate mass, speed, force, and stopping time, predicting changes due to varying braking forces.
● Analyze the impact of safety features like seat belts and airbags in reducing injury by extending force duration during collisions.
Unit 3 Collusions & Momentum
but not entirely eliminated.
● Acceleration is the rate of change of speed over time, resulting from unbalanced forces and can be represented by the slope of a speed-time graph.
● In a collision, two objects exert equal and opposite forces for the same duration; however, larger vehicles typically reduce occupant injury risk.
● Momentum, calculated by multiplying mass by velocity, is conserved in collisions in the absence of external forces, allowing predictions about changes in motion.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Bus collision assessment: Develop a model of a vehicle-driver system incorporating safety features to predict their effect on collision outcomes and traffic safety statistics.
● Survivability versus Length Activity: Create timeline models and simulations of vehicle collisions to observe motion changes and their impact on crash test dummies.
● Pedestrian Solutions Activity: Design and assess safety solutions to minimize peak forces in collisions by testing crumple zone structures, materials, and vehicle design choices.
Formative Assessment
● Driving question board on patterns in collisions
● Develop and use a mathematical model to generate data about how speed affects reaction distance.
● Develop and use a mathematical representation between mass, speed and force.
● Analyze graphs to explain differences in braking force due to road conditions.
● Develop and evaluate a solution to reduce the peak force in a collision.
STAGE 3: LEARNING PLAN
First Topic: What factors can make driving more risky?
Learning Targets:
● Evaluate data to explain the potential causes of increased driving risks, considering the influence of technology on driver behavior and safety.
● Predict the impact of safety features based on collision outcomes and traffic safety statistics
● Develop models to simulate the sequence of a crash and possible impact it could have on passengers.
Estimated # of Lessons: 7-9
Essential Questions:
● What factors contribute to making driving more riskier?
● How do safety features like seat belts, airbags, and crumple zones reduce forces during collisions to help protect car occupants?
● What variables influence a car’s ability to stop? How does that inform the rules of the road?
Unit 3 Collusions & Momentum
● Use mathematical models to analyze the effect of distractions on reaction distance and collision risk by graphing distance over time (distance = speed * time).
● Apply Newton’s second law and algebraic thinking to relate mass, speed, force, and stopping time, predicting changes due to varying braking forces.
Learning Activities:
Lesson 1: Safety Trends
● We develop models to show how distracted driving and changes in vehicle design might contribute to trends in vehicle safety over time.
● We ask questions about the causes of these trends and develop ideas for investigation to help figure out the answers to our questions.
Lesson 2: Driver Distraction
● We analyze videos of two drivers encountering a sudden obstacle: one who is undistracted and one who is distracted.
● We plot each to show how being distracted affects the motion of the vehicle over time.
Lesson 3: Reaction Distance
● We use mathematical models to generate data about how speed affects reaction distance.
● We identify design features that can decrease reaction distances to prevent collisions in the event of a sudden obstacle.
Lesson 4: Stopping Time
● We use a speed versus time graph to predict how the initial speed, braking force, and mass of a moving vehicle affect its stopping time.
● We collect data to test our predictions and graph it in CODAP.
● We use curve fits to identify patterns indicating a mathematical relationship.
● To further test this relationship, we use a simulation to gather additional data.
Lesson 5: Forces and Motion
● We rearrange our equations to show a = F / m and F = ma and add to our M-E-F triangle to show that unbalanced forces cause change in motion.
● We analyze vehicle stopping times in wet and rainy conditions.
● We complete an Electronic Exit Ticket to predict the stopping time for carts going various speeds with friction.
Lesson 6: Different Momentum Cases
● We analyze sensor data from a collision of a cart with a barrier and another between two carts.
● We analyze fatality data from collisions between different-mass vehicles.
● We develop an equation for the outcomes of two-vehicle collisions and test it with data from a simulation.
● We develop and use alternate algebraic models to solve for the mass or velocity of an object before or after a collision.
Lesson 7: Bus Collision
● We apply our ideas about momentum to an assessment about vehicles colliding with a stopped bus.
● We look at new data on factors to explore possible correlations with the trends we identified in Lesson 1.
● We discuss correlation versus causality.
● We explore a simulation of a vehicle collision to look for additional variables we want to explore.
Unit 3 Collusions & Momentum
● We add new questions to the Driving Question Board about safety features.
Second Topic: How are vehicles designed to keep people safe?
Learning Targets:
● Develop models to simulate the sequence of a crash and possible impact it could have on passengers.
● Analyze and evaluate crumple zones and safety designs using simulations to test rigidity, material choices, and their effectiveness in collisions.
● Graph and interpret data on reaction distance, speed, and braking force to understand how these variables influence collision outcomes.
● Analyze the impact of safety features like seat belts and airbags in reducing injury by extending force duration during collisions.
Learning Activities:.
Lesson 8: Collision Timelines
Estimated # of Lessons: 5-7
Essential Questions:
● What variables influence a car’s ability to stop? How does that inform the rules of the road?
● How can motion and collision models be used to understand and predict the outcomes of vehicle crashes?
● We watch a video of people in a collision and determine it is too fast to analyze.
● We create collision timelines using an animation based on simulation data for the vehicle and crash test dummy with and without the seat belt and airbag.
● We use velocity data from the simulation to add velocity data to our timelines.
Lesson 9: Comparing Three Speeds
● We read about force interactions on drivers during collisions.
● We make predictions and collect data from a simulation about how safety features affect force versus time.
● We try to optimize the characteristics of seat belts and airbags in a simulation.
● We explain why survivability changes in different vehicle collisions using simulation results.
Lesson 10: Crumple Zones
● We make observations of a collision between two cars designed and built 50 years apart.
● We propose and compare solutions for the design of a vehicle’s crumple zone to determine which of these designs provide better protection for the driver.
Lesson 11: Survivability versus Length
● We analyze crash test results from simulated collisions to identify how the rigidity and length of the crumple zone affect the forces acting on vehicle occupants.
● We apply the concepts about matter, energy, and forces to explain how the design of the crumple zone can enhance safety during a collision.
Lesson 12: Speed and Safety
● We compare arguments about speed limits, considering both science ideas and societal impacts.
● We construct a Gotta-Have-It Checklist and use the list to develop explanations of how criteria and design solutions can increase vehicle safety.
Third Topic: How can we make design decisions that will make driving safer for everyone?
Estimated # of Lessons: 3-5
Learning Targets:
● Evaluate data to explain the potential causes of increased driving risks, considering the influence of technology on driver behavior and safety.
● Analyze the impact of safety features like seat belts and airbags in reducing injury by extending force duration during collisions.
Learning Activities:.
Lesson 13: Risk and Design
Essential Questions:
● How might we engineer solutions to vehicles to make driving safer in our community?
● We determine that risk is always involved in driving, but the risks are outweighed by benefits.
● We consider other issues in our community.
● We use the Argument Comparison Tool to compare arguments about a design solution relevant to our community and survey others to determine other issues related to transportation in our community.
Lesson 14: Driving Solutions
● We develop solutions to driving-related problems we care about, using physics models to present our proposal in a format we choose.
Lesson 15: Unit Reflection
● We take an end-of-unit, transfer-task assessment.
● We revisit the DQB and determine what questions we can now answer.
● We reflect on and document the most important things learned in our unit.
Physics of the Cosmos-A
0.5 Credit (STEM)
Prerequisite 1.0 credits of science and concurrently inAlgebra 1 or higher
This course offers an in-depth exploration of real-world phenomena to uncover the principles of motion, energy, and the origins of the universe, fostering a deeper understanding of the physical world and our place within it. Students will explore the forces that govern motion in space, focusing on meteors, orbital dynamics, and gravitational interactions. Students will investigate how gravity shapes the motion of celestial objects and its role in phenomena like meteor impacts and planetary orbits. Students will then dive into the nature of electromagnetic waves, including light, radio waves, and other forms of radiation. Finally, students will examine the origins and evolution of the universe, focusing on evidence from stars, galaxies, and cosmic phenomena
Title & Time
Focus
Unit 1: Meteors, Orbits, and Gravity 15-20 Lessons
How have collisions with objects from space changed Earth in the past, and how could they affect our future? We start the semester by exploring how gravity shapes the motion of objects in space and why some objects collide with Earth. By examining real data on near-Earth objects, we predict the likelihood of high-energy collisions and investigate how mass and velocity impact the damage caused by a meteor strike. We then learn how to model gravitational forces using magnets, investigate Kepler’s laws to understand orbital shapes, and analyze how forces influence motion in space. Next, we explore how when celestial bodies crash into the Earth how it impacts the Earth by possibly triggering mass extinctions and shaping planetary evolution.
Advanced Physics: Semester 2
Unit 2: Electromagnetic Radiation: Microwaves 15-20 Lessons
How do we use radiation in our lives, and is it safe for humans? We leave the orbital world behind to investigate wave properties and how electromagnetic radiation is produced, specifically focusing on microwaves. Through simulations, we explore how microwaves interact with materials, explain wave reflection, and examine the heating patterns and hot spots that occur in a microwave oven. Finally, we apply what we have learned about how microwaves transfer energy to evaluate the safety of 5G radiation that is often used in contemporary communication devices.
Unit 3: Stars and the Big Bang 7-11 Lessons
Why do stars shine and will they shine forever? We return our sights to the sky and learn about stellar evolution inspired by our study of electromagnetic radiation. We examine light that comes from distant stars that tells an incredible story of what is happening within the star itself. We focus on matter, energy, and forces as we analyze photos and spectra of star remnants, and build consensus on the fusion and lifecycle of stars. Finally, we conduct further research using spectra data that supports evidence for the Big Bang theory.
Image
Unit 1 Meteors, Orbits, Gravity
Course Name: Physics of the Cosmos
Unit 1 Title: Meteors, Orbits, Gravity
Est. # of Lessons: 15-20
Unit Overview: How have collisions with objects from space changed Earth in the past, and how could they affect our future? We start the semester by exploring how gravity shapes the motion of objects in space and why some objects collide with Earth. By examining real data on near-Earth objects, we predict the likelihood of high-energy collisions and investigate how mass and velocity impact the damage caused by a meteor strike. We then learn how to model gravitational forces using magnets, investigate Kepler’s laws to understand orbital shapes, and analyze how forces influence motion in space. Next, we explore how when celestial bodies crash into the Earth how it impacts the Earth by possibly triggering mass extinctions and shaping planetary evolution.
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
● HS-ESS1-4: Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
● HS-ESS1-6: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
● HS-PS2-4: Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
● HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
● HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects).
Understandings
● Space is a dynamic system where gravitational interactions shape the motion and collisions of asteroids, comets, and meteors.
● The relationship between mass, distance, and gravitational attraction determines whether an object remains in orbit or follows a different trajectory, shaping planetary systems and
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
Essential Questions
● How can we predict and assess the risk of collisions between space objects and Earth?
● How do objects move within their orbits and what can change their paths?
● How do collisions from celestial objects change the Earth’s surface and habitability?
● What do some planets and moons have visible
Unit 1 Meteors, Orbits, Gravity
potential collisions.
● The effects of a space object’s impact depend on its mass, velocity, angle, and composition. Larger and faster-moving objects create more substantial craters and can alter planetary environments.
● The stability of orbits depends on gravitational forces and velocity, and changes in these factors can result in orbital shifts, ejections, or collisions.
● Scientists use principles of physics to develop strategies to alter the paths of potentially hazardous objects and protect Earth. craters while Earth’s Surface does not?
Knowledge
Key Vocabulary: Gravitational field, Newton’s universal law of gravitation, ���� =����1��2 ��2 , Orbit, Kepler’s third law, ��2 ��3 =���������������� , Period of revolution, Ellipse, Eccentricity, gravitational potential energy = mgh, K-Pg boundary, Meteor, Asteroid, Comet, Satellite, Magnetic field, Circular motion, Semimajor axis, Foci, Perturbation, Logarithmic, Impactor, Ejecta, Crater, Vaporize, Atmosphere, Micrometeorite, Accretion, Erosion, Glaciation, Mass extinction
● Some space objects collide with Earth, while others remain in orbit or pass by.
● The force of gravity and an object’s velocity determine whether it orbits or collides with another object.
● Newton’s law of universal gravitation models how mass and distance affect gravitational forces.
● Orbits are elliptical, with objects moving faster when closer to the Sun and slower when farther away.
● Asteroids, comets, and meteors can collide with Earth, with impacts influenced by speed, angle, mass, and material.
● Impacts from space objects can release enough energy to create craters, vaporize matter, or alter Earth’s surface.
● The size of a crater depends more on the impactor’s velocity than its mass, though both are factors.
● Earth’s atmosphere often causes meteors to
● How can scientific evidence help us explain the formation of the Moon?
● What strategies do scientists use to prevent or mitigate the impact of a potentially hazardous space object given the constraints?
Skills (Framed as Learning Targets)
● Create and refine models to explain how gravitational forces and collisions influence the motion and energy of space objects, including meteors, planets, and moons.
● Examine evidence from past meteor impacts to identify patterns in matter, energy transfer, and orbital changes.
● Generate and refine questions based on observations, models, and data to explore causes of space object motion, impact risks, and longterm planetary changes.
● Use Newton’s Law of Universal Gravitation and algebraic reasoning to predict gravitational interactions and orbital behaviors.
● Use simulations and physical models to explain stable orbits, changes in orbital paths, and how forces from planets and other objects affect space motion.
● Use mathematical and statistical models to estimate the frequency, energy, and potential consequences of meteor collisions with Earth.
● Design and conduct experiments to explore how impactor mass and velocity influence crater size, applying kinetic energy principles.
● Analyze evidence of how erosion, geological processes, and atmospheric interactions alter impact craters over time.
● Identify and explain differences in cratering on planetary surfaces with and without atmospheres using empirical evidence.
● Analyze data and competing explanations to understand how impact events, such as
Unit 1 Meteors, Orbits, Gravity
burn up before reaching the surface, while larger objects may still impact.
● Space collisions, gravitational interactions, and velocity changes can redirect objects toward Earth.
● Scientists study craters on Earth and other celestial bodies to understand past impacts and Earth’s history.
● Earth has fewer visible craters compared to the Moon due to processes like erosion and plate tectonics.
● A large meteor impact around 65 million years ago is linked to mass extinction events, including the dinosaurs.
● Impacts can affect energy flow, matter cycles, and ecosystems over both short and long timescales.
● The Moon likely formed after a collision between Earth and a Mars-sized object (Theia) early in Earth’s history.
● Scientists use models and evidence to understand past impacts and predict potential future collisions.
Chicxulub, transferred energy and altered ecosystems.
● Read, summarize, and explain scientific findings about meteor impacts, planetary changes, and extinction events in accessible language.
● Use valid evidence to explain how energy and matter interact in meteor-Earth systems, revising explanations based on new data.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Changing Asteroid Orbits: Design a strategy to deflect hazardous impactors.
● Moon Formation: Assess whether the evidence from moon rocks supports ideas about the formation of the moon from a impact between the Earth and another planet.
Formative Assessment
● Driving Question Board that questions the stability and/or change in the motion of space objects, the frequency of meteor collisions, and Earth’s surface.
● Develop and use Newton's law of gravity to determine the strength of the force at different distances.
● Develop and use a relationship between period and orbital radius.
● Develop and use a model that relates velocity , mass and crater size.
3: LEARNING PLAN
First Topic: How can we know if Earth is at risk for future large-scale, high-energy collisions?
Learning Targets:
● Create and refine models to explain how gravitational forces and collisions influence the
Estimated # of Lessons: 7-10
Essential Questions:
● How can we predict and assess the risk of collisions between space objects and Earth?
STAGE
Unit 1 Meteors, Orbits, Gravity
motion and energy of space objects, including meteors, planets, and moons.
● Examine evidence from past meteor impacts to identify patterns in matter, energy transfer, and orbital changes.
● Generate and refine questions based on observations, models, and data to explore causes of space object motion, impact risks, and long-term planetary changes.
● Use Newton’s Law of Universal Gravitation and algebraic reasoning to predict gravitational interactions and orbital behaviors.
● Use simulations and physical models to explain stable orbits, changes in orbital paths, and how forces from planets and other objects affect space motion.
Learning Activities:
Lesson 1: The Chelyabinsk meteor
● We explore video of the Chelyabinsk meteor.
● We categorize data on related phenomena.
● How do objects move within their orbits and what can change their paths?
● We develop two models, one to explain the observed changes during the Chelyabinsk event, and one to explain the motion of different space objects.
● We record questions and ideas for investigations and data we need to answer them for our Driving Question Board.
Lesson 2: Gravitational Forces
● We make predictions about the gravitational force experienced by objects at different distances from Earth’s surface and carry out an investigation of magnetic forces versus distance.
● We analyze data for various objects and distances.
● We use mathematical models to determine the strength of the force acting on different space objects and consider whether this helps explain why some objects collide with Earth while others remain in orbit.
Lesson 3: Circular Motion
● We use a simulation to figure out the relationship between velocity and force necessary for orbit.
● We investigate how the distance between two objects affects this relationship and identify the period of revolution of an object to predict its orbital motion.
● We identify a relationship between period and orbital radius.
Lesson 4: Orbital Shapes
● We explore elliptical orbits and their properties.
● We read about objects in space that may have the potential to collide with Earth and model the orbits of Earth and the Peekskill meteor to explain their collision.
● We wonder how to know if objects on crossing orbits will actually meet at the crossing point and collide.
Lesson 5: Orbital Energy Transfer
● We want to know more about how to predict the motion of orbiting objects.
● We look at a simulation of orbits and notice that the speed of objects in elliptical orbits changes along the path.
● We use energy thinking to make sense of this and construct energy transfer diagrams to model this change.
● We make predictions about the Chelyabinsk meteor's orbit to compare with scientists' predictions next time. Lesson 6: Redirection of Asteroids
Unit 1 Meteors, Orbits, Gravity
● We are wondering if gravitational forces can change orbital paths and consider the limitations of our twoobject models.
● We look at an image of our solar system with the asteroid belt and make predictions as to what could have led to the redirection of the Chelyabinsk meteor from the asteroid belt towards Earth.
● We develop models for the two possibilities: gravitational forces from other objects or a collision with another asteroid.
Lesson 7: Changing Asteroid Orbits
● We read about two strategies designed to deflect hazardous impactors on a collision course with Earth.
● We use data collected by scientists and some of the mathematical models we have developed in this unit to explain how these strategies work.
Second Topic: What causes collisions between Earth and objects in space?
Learning Targets:
● Use mathematical and statistical models to estimate the frequency, energy, and potential consequences of meteor collisions with Earth.
● Design and conduct experiments to explore how impactor mass and velocity influence crater size, applying kinetic energy principles.
● Analyze evidence of how erosion, geological processes, and atmospheric interactions alter impact craters over time.
● Identify and explain differences in cratering on planetary surfaces with and without atmospheres using empirical evidence.
● Analyze data and competing explanations to understand how impact events, such as Chicxulub, transferred energy and altered ecosystems.
● Read, summarize, and explain scientific findings about meteor impacts, planetary changes, and extinction events in accessible language.
● Use valid evidence to explain how energy and matter interact in meteor-Earth systems, revising explanations based on new data.
Learning Activities:
Lesson 8: Impact Prediction
Estimated # of Lessons: 8-10
Essential Questions:
● How do collisions from celestial objects change the Earth’s surface and habitability?
● What do some planets and moons have visible craters while Earth’s Surface does not?
● How can scientific evidence help us explain the formation of the Moon?
● What strategies do scientists use to prevent or mitigate the impact of a potentially hazardous space object given the constraints?
● We construct a line that best fits a graph of objects that have entered Earth’s atmosphere and use it to predict the frequency of larger-mass objects reaching Earth’s atmosphere.
● We estimate the potential damage these could inflict using kinetic energy.
● We argue for why we should continue to invest in DART-like technologies and what this might imply about Earth’s past.
Lesson 9: Impact History
● We share initial explanations for what might have happened to all the objects of different sizes that reached Earth from space over its 4.5-billion-year history.
● We brainstorm factors besides mass that might affect what happens to these objects when they reach Earth.
Unit 1 Meteors, Orbits, Gravity
● We record new questions we have and sources of data and investigations that could help us answer these questions.
Lesson 10: Revise Explanation of Meteor Collision
● We investigate whether a meteor's velocity or mass better predicts its crater size.
● We analyze our results using the coefficient of correlation to establish that the velocity of an impactor better predicts the crater's size.
● We learn that meteors with sufficient kinetic energy can vaporize upon surface impact.
● We explain the changes in matter and energy within the meteor-Earth system.
Lesson 11: Explanation of Changes in Small Rocks
● We analyze data from a video of a satellite being tested in a high-speed wind tunnel.
● We develop an explanation for why only a relatively small amount of the Chelyabinsk meteor’s matter was still in solid pieces when it reached the surface.
● We argue that only a small amount of the matter that most frequently enters Earth’s atmosphere ends up actually leaving an impact on its surface.
Lesson 12: Claims About Changes in Frequency
● We examine images of objects in space that lack atmospheres to see what happens when objects fall into them without burning up in an atmosphere.
● We make observations of cratering activity on the Moon over its history and find periods with high and low cratering activity.
● We consider why we don’t see evidence of large meteor impacts on the Moon.
Lesson 13: Geological Processes Explanation
● We will analyze data and find visible impact cratering is absent in over half of Earth's timeline.
● We will use images of terrestrial craters to observe that older ones have less-clear features.
● We will use an erosion model to test how the surface can change.
● We will read about geological processes and will use these ideas to explain differences in cratering evidence between the Moon and Earth.
Lesson 14: Extinction Evidence
● We analyze a graph showing mass extinctions in Earth’s history.
● We develop a model to explain how an impactor collision leads to mass extinctions.
● We gather information about the Chicxulub crater formation.
● We use a Gotta-Have-It Checklist to revise the model to explain how some but not all types of organisms go extinct.
Lesson 15: Moon Formation
● We return to the DQB to evaluate which questions we have answered in this unit.
● We work through an assessment task where we assess whether the evidence from moon rocks supports scientists' ideas about the formation of the Moon from a giant impact between Earth and another planet known as Theia.
Unit 2 Electromagnetic Radiation: Microwaves
Course Name: Physics of the Cosmos
Unit 2 Title: Electromagnetic Radiation: Microwaves
Est. # of Lessons: 15-20
Unit Overview: How do we use radiation in our lives, and is it safe for humans? We leave the orbital world behind to investigate wave properties and how electromagnetic radiation is produced, specifically focusing on microwaves. Through simulations, we explore how microwaves interact with materials, explain wave reflection, and examine the heating patterns and hot spots that occur in a microwave oven. Finally, we apply what we have learned about how microwaves transfer energy to evaluate the safety of 5G radiation that is often used in contemporary communication devices.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
● HS-PS2-5: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
● HS-PS4-1: Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
● HS-PS4-2: Evaluate questions about the advantages of using digital transmission and storage of information.
● HS-PS4-3: Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
● HS-PS4-4: Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
● HS-PS4-5: Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.*
Transfer Goals
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
Understandings Essential Questions
● The amount of energy transferred depends on
● How does a microwave oven heat food?
● What causes the hot and cold spots observed in a
Unit 2 Electromagnetic Radiation: Microwaves
the amplitude and frequency of the waves, with higher frequencies or larger amplitudes resulting in more energy transfer.
● While microwaves are generally safe, there are real dangers based on what is put into the microwave and how it interacts with the electromagnetic radiation.
● Electromagnetic radiation, including microwaves, travels through empty space, generated by changing electric fields that create changing magnetic fields, forming a continuous wavelike cycle.
● Wave interference (constructive or destructive) leads to uneven heating patterns in a microwave.
● High-frequency, ionizing radiation can damage DNA and increase cancer risk, posing risks to living organisms.
Knowledge
Key Vocabulary:
Amplitude, frequency, wavelength, wave speed, electromagnetic waves, electromagnetic radiation, reflection, absorption, transmission, interference, constructive interference, destructive interference, electromagnetic spectrum, ionizing radiation, photon, photovoltaic material, digital information, binary code, encryption, digital signal, antenna, Bluetooth, wireless, microwave oven, microwave radiation, electromagnetic radiation, arc, magnetron, damping, tension, polar molecule, bits, amplitude-shift keying, Global Positioning System (GPS), unicode (universal code), metadata, 5G
● Microwave ovens heat food by transferring energy from electromagnetic (EM) waves into the food’s molecules.
● Electrons vibrating in the magnetron create changing electric and magnetic fields that produce microwave radiation.
● Microwaves transfer energy across space, which can be absorbed (heating food), reflected (off metal), or transmitted through certain materials.
● The oven’s metal structure blocks most microwaves, while the door’s window lets visible light through but not microwave
microwave oven? How do the features and use of the microwave impact the distribution of heat?
● How do the structure and function of a microwave oven affect wireless signals?
● How does electricity and a magnetron produce microwave radiation in a microwave oven?
● How does energy transfer through electromagnetic waves?
● What are the different types of electromagnetic radiation, and how do we use them?
● How can interactions between matter and electromagnetic radiation explain global temperature increases?
● How do we manage the risks electromagnetic radiation poses to living organisms?
Skills (Framed as Learning Targets)
● Develop and revise models of electromagnetic radiation systems, including microwave ovens, to explain how components transfer energy and how structure affects energy interactions (e.g., Bluetooth signal, reflection, absorption, transmission).
● Ask questions and plan investigations to explore the structure, function, and interactions of technologies and phenomena relying on electromagnetic radiation.
● Integrate multiple sources of information to analyze how changing electric and magnetic fields generate and affect energy transfer in systems, such as microwave ovens.
● Plan and conduct investigations to produce data supporting claims about wave properties (e.g., frequency, speed, wavelength) and their impact on energy transfer.
● Use algebraic techniques and models to identify relationships between wave properties (frequency, speed, wavelength) and energy transfer.
● Revise and apply models of electromagnetic radiation to explain energy transfer through changing electric and magnetic fields, using empirical evidence from investigations.
● Analyze smaller-scale mechanisms (e.g., particle-
Unit 2 Electromagnetic Radiation: Microwaves
radiation.
● Changing electric fields cause polar molecules like water to rotate, converting EM energy into heat.
● Electrons in metal can move when pushed by changing electric fields, causing reflection or dangerous sparks (arcing).
● Waves can combine through constructive and destructive interference, creating hot and cold spots in the microwave oven.
● The turntable rotates food to move it through these spots, ensuring more even heating.
● Wave energy depends on amplitude (more amplitude = more energy) and frequency (higher frequency = more energy).
● Electromagnetic radiation travels without matter, spreading out and weakening with distance.
● Different EM waves interact with matter in various ways, such as heating, ionizing atoms, or breaking molecules.
● High-frequency EM radiation (like X-rays) can damage DNA, increasing cancer risk with higher doses and longer exposure.
● Digital communication uses EM waves to send binary code, where changes in wave amplitude or frequency represent “on” and “off” states.
● Sensors detect EM radiation to create digital images, which can be stored and used in technologies like medical imaging.
● While most modern wireless technology (like 5G) is non-ionizing and generally safe, longterm exposure effects are still being studied.
● The interaction between electromagnetic radiation and greenhouse gases contributes to global warming,
level forces) and use them to explain energy transfer through electromagnetic radiation.
● Develop, revise, and use models to explain how energy flows into and out of systems (e.g., Earth's climate or a microwave oven) and the resulting changes.
● Evaluate claims from media and scientific literature to determine the validity of assertions about electromagnetic radiation’s effects, including health impacts and material interactions (e.g., aluminum foil, X-ray imaging).
● Use multiple models to explain wave interactions and energy transfer patterns in systems (e.g., microwave ovens), considering reflection, interference, and energy conservation.
● Develop arguments based on wave properties (frequency, wavelength) to explain how electromagnetic radiation is used in various technologies for specific tasks.
● Integrate information from diverse sources (e.g., models, texts, data) to communicate how modern technologies use electromagnetic radiation principles to reliably transmit and capture information.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Temperature Rise Transfer Task: Develop and use a model to explain global temperature rise.
● Evaluating 5G Safety Task: Apply what we have learned about how microwaves transfer energy to evaluate the safety of 5G radiation
Formative Assessment
● Develop and use a model of a magnetron that shows the relationship between moving electrons and changing electric fields .
● Evaluate different representations of electromagnetic radiation propagating through space.
Unit 2 Electromagnetic Radiation: Microwaves
● Manipulate a model to show waters response to to a changing electric field
● Use a model to investigate the properties of a wave focusing on interference.
STAGE 3: LEARNING PLAN
First Topic: How do we use radiation in our lives, and is it safe for humans?
Learning Targets:
● Develop and revise models of electromagnetic radiation systems, including microwave ovens, to explain how components transfer energy and how structure affects energy interactions (e.g., Bluetooth signal, reflection, absorption, transmission).
● Ask questions and plan investigations to explore the structure, function, and interactions of technologies and phenomena relying on electromagnetic radiation.
● Integrate multiple sources of information to analyze how changing electric and magnetic fields generate and affect energy transfer in systems, such as microwave ovens.
● Plan and conduct investigations to produce data supporting claims about wave properties (e.g., frequency, speed, wavelength) and their impact on energy transfer.
● Use algebraic techniques and models to identify relationships between wave properties (frequency, speed, wavelength) and energy transfer.
● Revise and apply models of electromagnetic radiation to explain energy transfer through changing electric and magnetic fields, using empirical evidence from investigations.
● Analyze smaller-scale mechanisms (e.g., particle-level forces) and use them to explain energy transfer through electromagnetic radiation.
● Develop, revise, and use models to explain how energy flows into and out of systems (e.g., Earth's climate or a microwave oven) and the resulting changes.
● Use multiple models to explain wave interactions and energy transfer patterns in
Estimated # of Lessons: 10-13 days
Essential Questions:
● How does a microwave oven heat food?
● What causes the hot and cold spots observed in a microwave oven? How do the features and use of the microwave impact the distribution of heat?
● How do the structure and function of a microwave oven affect wireless signals?
● How does electricity and a magnetron produce microwave radiation in a microwave oven?
● How does energy transfer through electromagnetic waves?
Unit 2 Electromagnetic Radiation: Microwaves
systems (e.g., microwave ovens), considering reflection, interference, and energy conservation.
Learning Activities:
Lesson 1: Microwave Exploration
● We read an article about an interesting trend: people are storing their phones, keys, and other electronic devices in their microwave ovens.
● We observe a Bluetooth speaker paired to a device inside a closed microwave oven, read the Microwave Oven Manual, and then safely heat food and make additional observations.
● We model the structure and function of the microwave oven, build a Driving Question Board, and brainstorm future investigations and data we need.
Lesson 2: Microwave Mechanics
● We integrate information from our Microwave Oven Manual, a video of a magnetron being dissected, a reading, and a brief investigation to identify a relationship between moving electrons and changing electric fields.
● Navigation to Next Lesson: We have many ideas about how the changing electric fields emitted from the magnetron transfer energy from the antenna to the food. We recognize that we need to know more about waves to investigate these ideas in more detail.
Lesson 3: Wave Energy
● We recall examples of physical waves and produce waves with a spring.
● We develop a model of how physical waves transfer energy through solids.
● We use a computer simulation to plan and carry out four investigations.
● Using our results, we make claims for how various wave properties affect energy transfer.
● We develop a mathematical model of the relationship between some of these properties.
Lesson 4: EM Radiation
● We investigate how moving electrons in an antenna cause energy to transfer.
● We use and evaluate different representations of electromagnetic radiation propagating through space, and read about the mechanism that generates electric and magnetic fields from a vibrating charged particle.
● We develop a mechanistic explanation of electromagnetic radiation and use it to predict its interactions with matter inside the microwave oven.
Lesson 5: Microwave Interactions
● We argue for, plan, and carry out investigations to determine what happens to microwave radiation when it reaches the material(s) in the microwave oven door and walls.
● We develop a model to explain the results of our investigations, showing what happens to the energy transferred by these waves when they interact with these parts of the system.
Lesson 6: Greenhouse Effect
● We add new questions to the Driving Question Board and use our science ideas about the interactions of different types of EM radiation with different types of matter to explain how an increase in greenhouse gases could be contributing to the overall increase in global temperatures.
Lesson 7: Material Interactions
○ We use simulations to model how matter of different materials (water, plastic, metal) interact with changing electric fields of different frequencies.
○ We connect this particle-scale evidence to macroscopic evidence about materials heating up in the microwave oven, then model our understanding.
○ We read articles to consider whether metal in the microwave oven is safe, and consider the validity and reliability of these claims.
Lesson 8: Wave Interference
Unit 2 Electromagnetic Radiation: Microwaves
● We observe a pattern when light bulbs are placed in the microwave oven.
● We use simulations to make sense of wave interference.
● We model wave interference from an energy perspective to explain hot and cold spots in the microwave oven.
● We revise our initial consensus model from the anchor phenomenon and our Driving Question Board.
Second Topic: How do we use electromagnetic radiation safely in our lives?
Learning Targets:
● Use multiple models to explain wave interactions and energy transfer patterns in systems (e.g., microwave ovens), considering reflection, interference, and energy conservation.
● Develop arguments based on wave properties (frequency, wavelength) to explain how electromagnetic radiation is used in various technologies for specific tasks.
● Evaluate claims from media and scientific literature to determine the validity of assertions about electromagnetic radiation’s effects, including health impacts and material interactions (e.g., aluminum foil, X-ray imaging).
● Integrate information from diverse sources (e.g., models, texts, data) to communicate how modern technologies use electromagnetic radiation principles to reliably transmit and capture information.
Learning Activities:
Lesson 9: EM Spectrum
Estimated # of Lessons: 5-7
Essential Questions:
● What are the different types of electromagnetic radiation, and how do we use them?
● How can interactions between matter and electromagnetic radiation explain global temperature increases?
● How do we manage the risks electromagnetic radiation poses to living organisms?
● We examine the remaining categories of DQB questions and construct the EM spectrum using the wavelength and frequency of various types of EM radiation.
● We write an argument about the relationship between the frequency and wavelength of EM radiation and its interactions with matter, and how this relationship helps explain some of the uses of EM radiation.
● We add new questions to the DQB.
Lesson 10: Radiation & Health
● We question whether higher frequency or higher amplitude EM radiation leads to an increase in skin cancer.
● We use multiple sources of evidence to try to identify patterns in frequency, amplitude, and skin cancer.
● We use both a wave model and a photon model to try to explain our evidence.
Lesson 11: EM in Imaging
● We wonder how EM radiation is used to create and store digital images.
● We read about how the interactions of X-rays with matter can be harnessed to create images of the internal structure of our body, and about the advantages and disadvantages of digital versus conventional radiography.
● We wonder how EM radiation is used in wireless communication to transmit information.
Unit 2 Electromagnetic Radiation: Microwaves
Lesson 12: Wireless Communication
● We develop ways to send messages with EM waves using a simulation.
● We develop a model for how this system works and compare it to digital communication systems.
● We gather information from multiple sources in various formats from four different stations.
● We integrate this information with our model to summarize how our wireless electronic devices are designed to use EM waves to reliably communicate various types of information.
Lesson
13:
5G & Safety
● We return to the Driving Question Board to take stock of where we have been and what questions we have answered.
● We work through an assessment task in which we evaluate two social media posts about 5G radiation, and we use our model for EM radiation to argue from evidence about whether this technology is safe.
Unit 3 Stars & the Big Bang
Course Name: Physics of the Cosmos
Unit 3 Title: Stars and the Big Bang
Est. # of Lessons: 7-11
Unit Overview: .Why do stars shine and will they shine forever? We return our sights to the sky and learn about stellar evolution inspired by our study of electromagnetic radiation. We examine light that comes from distant stars that tells an incredible story of what is happening within the star itself. We focus on matter, energy, and forces as we analyze photos and spectra of star remnants, and build consensus on the fusion and lifecycle of stars. Finally, we conduct further research using spectra data that supports evidence for the Big Bang theory.
STAGE 1: DESIRED RESULTS
Established Goals
● 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 that eventually reaches Earth in the form of radiation.
● 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.
● HS-ESS1-3: Communicate scientific ideas about the way stars, over their life cycle, produce elements.
● 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.
Transfer Goals
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
Understandings
● In the death of a star, all of the heavy elements are created and then thrown into space.
● The fusion process is what powers stars by turning lighter elements into heavier elements.
● A star's life is a balancing act a constant struggle between the inward pull of gravity and the outward push of energy from fusion. When the fuel runs out, this balance is disrupted,
Essential Questions
● What causes some stars to remain stable over time while others undergo dramatic changes and fade away as their fuel deplates?
● How do stars form, evolve, and end their life cycles?
Unit 3 Stars & the Big Bang
leading to the star's death.
● The evolution of a star is determined by the mass of the star at its birth and its mass determines its life span and the way it will die.
● The universe is dynamic and evolving. Supernovae and the formation of new stars demonstrate that the universe is constantly changing.
● The Big Bang theory describes the universe's origin and early development, which is supported by verified observations including the movement of distant galaxies, composition of stars, and cosmic microwave background radiation.
Knowledge
Key Vocabulary: Supernova, Feedback loop, Equilibrium, Hydrogen, Remnant, Exothermic, Endothermic, Big Bang, Nucleogenesis, Cosmic microwave background, Spectroscopy, Absorption lines, Fusion, Credibility
● A guest star is a star that suddenly appears and then fades away, often due to a supernova.
● Guest stars are found across the sky but are more common along the Milky Way’s plane.
● Stable stars, like our Sun, are mostly made of hydrogen and helium the lightest elements.
● Stars shine because fusion in their cores releases energy, producing electromagnetic radiation.
● Fusion in stars creates new elements by combining lighter nuclei into heavier ones.
● A star’s stability depends on the balance between gravity pulling inward and fusion pushing outward.
● Stars eventually run out of fuel, and what happens next depends on their mass and fusion process.
● Massive stars that fuse iron in their cores collapse and explode in a supernova.
● Supernovae create and spread elements heavier than iron, forming bright guest stars that fade as gas disperses.
● Star temperatures range from thousands to tens of thousands of degrees, while remnants can
● How does the matter composition and energy processes in stable stars relate to the behavior of guest stars?
● What evidence supports and traces the changes in matter across the universe over time?
Skills (Framed as Learning Targets)
● Develop models to explain why some stars appear stable, while others change dramatically.
● Ask questions based on historical accounts of guest stars to refine our models and gather more information.
● Use spectra data to compare and describe the differences in composition and temperature between stable stars and guest stars.
● Ask questions about the spectra of guest stars to understand why some stars change rapidly and others remain stable.
● Compare and integrate information about nuclear processes in stars to understand how the Sun and other stars change during their life cycles.
● Ask questions based on research about fusion and forces in stars to understand how stars change when they run out of fuel.
● Gather and evaluate information from reliable sources to explain how stars stay stable and why they can become unstable, sharing findings through graphics and text.
● Develop and revise models to show how feedback loops stabilize stars and how disruptions cause dramatic changes depending on the star’s mass.
Unit 3 Stars & the Big Bang
reach millions of degrees.
● Guest star remnants often contain heavier elements with little to no hydrogen or helium.
● The lifespan of a star varies from millions of years (massive stars) to trillions of years (small stars).
● Evidence for the Big Bang includes the movement of distant galaxies, star compositions, and cosmic microwave background data.
● Using scientific models and tools helps us investigate the universe both in and beyond the classroom.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Running Out Of Fuel: Develop and explain what cause-effect relationships occur within stars.
● The Big Bang Theory: Read, evaluate and communicate information about the big bang to explain that the theory is supported by empirical evidence.
Formative Assessment
● Research and then construct a poster that shows understandings of forces within stars.
● Develop models based on evidence that illustrate how feedback loops keep stellar systems stable.
● Develop a model to explain why the stars we see at night appear stable.
STAGE 3: LEARNING PLAN
First Topic: How are stars born, and how do they die?
Learning Targets:
● Develop models to explain why some stars appear stable, while others change dramatically.
● Ask questions based on historical accounts of guest stars to refine our models and gather more information.
● Use spectra data to compare and describe the differences in composition and temperature between stable stars and guest stars.
● Ask questions about the spectra of guest stars to understand why some stars change rapidly and others remain stable.
● Compare and integrate information about nuclear processes in stars to understand how the Sun and other stars change during their life cycles.
Estimated # of Lessons: 5-7
Essential Questions :
● What causes some stars to remain stable over time while others undergo dramatic changes and fade away as their fuel deplates?
● How do stars form, evolve, and end their life cycles?
● How does the matter composition and energy processes in stable stars relate to the behavior of guest stars?
Unit 3 Stars & the Big Bang
● Ask questions based on research about fusion and forces in stars to understand how stars change when they run out of fuel.
Learning Activities:
Lesson 1: Star Appearances
● We examine historical evidence that some stars appear in the night sky even though we could not see a star there previously.
● The star fades away and seems to disappear.
● We map these events on a star map and look for patterns.
Lesson 2: Stellar Remnants
● We compare photos of the parts of the sky where some of these guest star events were observed and notice remnants of what looks like gas or dust.
● We analyze spectra to determine the composition of the matter that these remnants are made of and its temperature.
● We compare the spectra of stable stars to the spectra of remnants and add to our Progress Trackers.
● We ask new questions and add them to our Driving Question Board.
Lesson 3: Stellar Research
● We consider how studying energy and matter in stable stars, including the Sun, could help us answer our questions about guest stars and form research groups.
● We are introduced to the Planning for Obtaining Information Tool and consider the credibility of sources.
● We use a new tool called the Obtaining Information Tool to keep track of what we find out.
● We come to consensus around the answers to our research questions and record our ideas in our Progress Trackers and Personal Glossaries.
● We revisit questions on the DQB.
Lesson 4: Star Stability
● We model the macro forces of a star to help us figure out what keeps stars stable and make sense of the balance between gravity and pressure in stable stars.
● We develop research questions and are introduced to a new tool: the Evaluating Sources of Information Tool
● We gather information and communicate our findings in a gallery tour.
● We come to consensus on what causes stars to remain stable or become unstable and change and record those ideas in our Progress Trackers.
Lesson 5: Star Formation
● We create a Gotta-Have-It Checklist to explain what cause-effect relationships occur within stars.
● We individually, then collectively, model the feedback loop that keeps stars stable and what happens when this loop is disrupted. We update the Scale Chart and revisit the DQB.
● We begin to wonder where the stuff for the first stars came from.
Second Topic: How has the matter in the universe changed over time?
Learning Targets:
● Gather and evaluate information from reliable sources to explain how stars stay stable and
Estimated # of Lessons: 2-4
Essential Questions:
Unit 3 Stars & the Big Bang
why they can become unstable, sharing findings through graphics and text.
● Develop and revise models to show how feedback loops stabilize stars and how disruptions cause dramatic changes depending on the star’s mass.
Learning Activities:
Lesson 6: Cosmic Evolution
● What evidence supports and traces the changes in matter across the universe over time?
● We look at spectra of stars, galaxies, and empty space and notice puzzling patterns in each that might hold clues to how the matter in the Universe has changed over time.
● We are introduced to the [material: PB.L6.HO2] and use all four research tools in small groups to obtain, evaluate, and communicate our ideas.
● We come to consensus about the evidence we uncovered, which points to an event called the Big Bang, and read about what it means that people call the Big Bang a “theory.”
● Finally, we add to our Progress Trackers and our Personal Glossaries.
Lesson 7: Lifetime Curiosity
● We consider how the M-E-F triangle frames and our understanding of stability and change help us make sense of our phenomena.
● We record questions we still want answered on our DQB and then broaden to think about questions we have about other types of phenomena.
● We reflect on what investigations we can through online research, future science classes, a career in STEM, and/or a lifetime of curiosity. We then engage in a final transfer task.
AP/ECE Physics 1-H
1 Credit (STEM)
(UCONN ECE 1201Q, 4 ECE credits from UCONN)
Prerequisite 1.0 credits of science and concurrently inAlgebra 2Aor higher
Designed for academically motivated students, this rigorous course emphasizes both problem-solving and conceptual understanding, preparing participants for advanced studies in physics and related fields. In this course the focus is on the big ideas typically included in the first semester of algebra-based, college level physics. Students will cultivate a deeper understanding of physics as they explore Kinematics, dynamics, circular motion, simple harmonic motion, conservation of momentum/ angular momentum/energy, torque and fluid dynamics. Students engage in a variety of activities, including labs, projects, and assessments, to deepen their knowledge and apply physics principles in real-world contexts. The course grading system incorporates multiple evaluation methods, with UConn grading policies influencing final outcomes for dual-enrolled students. Students enrolled in this course will have the opportunity to take the Physics 1AP exam in May.
Honors Physics: Year Long ECE Course
In this unit, students will explore the fundamental concepts of motion, focusing on displacement, velocity, acceleration, and graphical analysis. They will learn to use dimensional analysis and order of magnitude estimations to approximate complex physical systems. Through hands-on labs, students will investigate motion in one dimension, including freely falling objects and projectile motion. By the end of the unit, students will be able to describe and analyze motion using both mathematical models and graphical representations.
In this unit, students will delve into Newton's Laws of Motion and their applications in realworld scenarios. They will study the relationship between force, mass, and acceleration and learn about energy transformations, including kinetic and potential energy. The unit will also cover momentum, impulse, and the conservation of momentum in both one- and twodimensional collisions. Through experiments and problem-solving, students will develop a deep understanding of how forces influence motion and energy transfer.
In this unit, students will investigate the properties of fluids, including pressure, density, and buoyancy, as well as the principles governing fluid flow, such as Bernoulli’s and Pascal’s principles. The unit will transition into the study of thermal physics, where students will explore concepts like temperature, heat transfer, and the behavior of gases. Students will also learn about the laws of thermodynamics, energy conservation, and entropy. Practical experiments will help solidify these concepts, including determining specific heat and studying thermal expansion
In this unit, students will examine the principles of wave motion, focusing on both mechanical and sound waves. They will study wave parameters such as frequency, wavelength, and amplitude, and explore phenomena like interference and standing waves. The unit will also cover oscillatory motion, including harmonic motion and the behavior of pendulums and mass-spring systems. Students will apply their understanding of waves to sound waves, exploring topics like Doppler effect, sonic booms, and resonance.
Unit 1 Kinematics & Motion Analysis
Course Name: Honors Physics
Unit 1 Title: Kinematics and Motion Analysis
Unit Overview:
Est. # of Lessons: 15-23
In this unit, students will explore the fundamental concepts of motion, focusing on displacement, velocity, acceleration, and graphical analysis. They will learn to use dimensional analysis and order of magnitude estimations to approximate complex physical systems. Through hands-on labs, students will investigate motion in one dimension, including freely falling objects and projectile motion. By the end of the unit, students will be able to describe and analyze motion using both mathematical models and graphical representations.
STAGE 1: DESIRED RESULTS
Established Goals
NOTE:
This is a foundational unit linked heavily to the science and engineering practices outlined in NGSS.
● Model motion using equations of displacement, velocity and acceleration to describe the movement of objects.
● Motion is graphed, and mathematical relationships between, velocity ,and acceleration are interpreted.
● Experimental data is analyzed to describe patterns and make predictions about the future motion of objects.
● Patterns in motion such as constant speed and acceleration and identified and interpreted through graphical representations and mathematical models, providing insights into how objects move under different conditions
Understandings
● Understanding motion requires distinguishing between different types of velocity, such as average, instantaneous, and relative velocity.
● Dimensional analysis and order of magnitude estimations simplify complex systems and solving physics problems.
● The relationship between displacement, velocity, and acceleration can be described mathematically, and this description can be visualized graphically through motion graphs.
● Constant acceleration and freely falling objects
Transfer Goals
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
Essential Questions
● How can we describe the motion of an object using both words and mathematical equations?
● What is the relationship between displacement, velocity, and acceleration, and how can we represent this relationship graphically?
● How do vectors help us analyze motion in two dimensions, and what are the advantages of breaking them into components?
● How can dimensional analysis help simplify complex physics problems and make approximate calculations more manageable?
Unit 1 Kinematics & Motion Analysis
can be analyzed using the same equations.
● Projectile motion is a combination of motions, and understanding how these components interact allows predictions about the object's path.
Knowledge
Key Vocabulary:
Displacement(���� =���� ����), velocity(�� = ���� ����), and acceleration(�� =����/����), slope(�������� ������), acceleration due to gravity(��=9.8��/��/��), vector components, projectile motion, order of magnitude, free fall
● Average velocity and instantaneous velocity differ in that average velocity describes overall motion between two points, while instantaneous velocity refers to speed and direction at a specific moment in time.
● Motion graphs, including position vs. time and velocity vs. time graphs, provide visual representations of an object's movement, where the slope of position vs. time graphs indicates velocity, and the area under velocity vs. time graphs represents displacement.
● Acceleration describes the rate at which an object's velocity changes, and it applies to objects moving with constant acceleration, such as freely falling objects or those experiencing uniform forces.
● Order of magnitude estimates the scale or size of a physical quantity, simplifying large or small values to powers of 10, and is useful for making approximate comparisons and simplifying calculations.
● Dimensional analysis ensures that equations are dimensionally consistent by comparing units on both sides, helping verify the correctness of physical formulas and unit conversions.
● Vectors represent quantities with both magnitude and direction, and resolving vectors into horizontal and vertical components simplifies the analysis of motion in two dimensions.
● Free fall occurs when an object falls under the influence of gravity alone, with acceleration due to gravity being constant at approximately
● How do objects in free fall behave, and what factors influence their motion in terms of acceleration?
● In what ways do projectile motion and motion in one dimension differ, and how can we predict the path of a projectile?
Skills (Framed as Learning Targets)
● I can develop models to represent the motion of objects in one and two dimensions, using both graphical and mathematical approaches.
● I can analyze and interpret motion graphs to determine key variables such as displacement, velocity, and acceleration.
● I can apply the kinematic equations to solve problems involving constant velocity and acceleration.
● I can calculate the trajectory of projectiles and determine the time of flight, maximum height, and horizontal distance.
● I can use vector decomposition to solve problems involving vector quantities like velocity and acceleration in two dimensions.
● I can design and conduct simple experiments to measure and analyze the motion of objects in different conditions.
● I can communicate the results of motion experiments through both written explanations and graphical representations.
Unit 1 Kinematics & Motion Analysis
9.8 m/s² near Earth's surface.
● Projectile motion combines horizontal and vertical motion, with the horizontal motion being uniform and the vertical motion being influenced by gravity, and the two components are independent of each other.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Kinematics Problem Set & Analysis: Solve and explain kinematic problems involving motion equations and motion graphs, demonstrating their understanding of displacement, velocity, and acceleration.
● Projectile Motion Lab Report: Design and conduct an experiment to analyze projectile motion, calculating key variables and comparing experimental data to theoretical predictions.
First Topic: Describing Motion
Learning Targets:
● I can describe the motion of an object using
Formative Assessment
● Displacement and Velocity Analysis: Students analyze motion graphs to calculate displacement, velocity, and acceleration.
● Acceleration Demonstration: Students conduct a lab to investigate the relationship between velocity and acceleration for objects in free fall.
● Vector Components Practice: Students break down vector quantities into components and solve for net displacement and velocity.
● Graphing Motion Practice: Students plot motion data on position vs. time and velocity vs. time graphs to analyze different types of motion.
● Order of Magnitude Estimations: Students practice making rough estimates of physical quantities in different systems using order of magnitude techniques.
● One-Dimensional Motion Problem Set: Students complete problem sets involving onedimensional motion, calculating time, velocity, and acceleration.
● Projectile Motion Prediction: Students predict the path and calculate the velocity of a projectile, comparing theoretical predictions with experimental results.
● Interactive Kinematics Simulation: Students use simulations to visualize and modify different kinematic scenarios, predicting how changes in initial conditions affect the outcome.
Estimated # of Lessons: 5-8
Essential Questions:
● How can we describe the motion of objects using
STAGE 3: LEARNING PLAN
Unit 1 Kinematics & Motion Analysis
both words and mathematical equations, accurately applying kinematic formulas to solve problems.
● I can represent the relationship between displacement, velocity, and acceleration graphically, interpreting motion graphs and making predictions based on them.
Learning Activities:
velocity and acceleration?
● What is the relationship between displacement, velocity, and acceleration in different scenarios?
● Measuring Motion with Motion Detectors – Students use motion detectors to record position vs. time and velocity vs. time graphs, interpreting different types of motion.
● Exploring Constant Velocity Motion – Students walk at a steady pace in front of a motion detector to analyze and match constant velocity graphs.
Second Topic: Changing Motion
Learning Targets:
● I can explain how the acceleration of an object changes under different forces, using Newton's second law and analyzing real-life applications.
● I can identify and calculate the forces acting on an object in various situations, and determine how these forces result in changes to the object's motion.
Learning Activities:
Estimated # of Lessons: 5-8
Essential Questions:
● How do objects in free fall behave, and what factors influence their motion in terms of acceleration?
● In what ways do projectile motion and motion in one dimension differ, and how can we predict the path of a projectile?
● Comparing Position, Velocity, and Acceleration Graphs – Students predict and test graphical representations of motion to understand how these quantities are related.
● Analyzing Free Fall Motion – Using motion sensors or video analysis, students examine the acceleration of a falling object and determine the value of gravitational acceleration (g).
● Studying Motion with Changing Acceleration – Students use motion detectors to analyze how velocity and acceleration change when an object moves on a curved or variable incline.
Third Topic: Motion in Different Frames of Reference
Learning Targets:
● I can analyze the motion of an object from different reference frames and calculate velocity relative to multiple observers.
● I can apply the concepts of relative velocity and motion in two-dimensional frames, accurately predicting the path of an object from varying viewpoints.
Learning Activities:
Estimated # of Lessons: 5-8
Essential Questions:
● How do vectors help us analyze motion in two dimensions, and what are the advantages of breaking them into components?
● How can dimensional analysis help simplify complex physics problems and make approximate calculations more manageable?
● Observing Relative Motion on a Moving Cart – Students ride on or push a moving cart while tracking an object's motion from both the cart and the ground to compare reference frames.
● Adding Velocities in Different Frames – Students roll a ball on a moving cart and measure its velocity relative to both the cart and the ground to explore vector addition of velocities.
● Investigating Frames of Reference in Two Dimensions – Students track an object's motion ( tossed ball) from different viewpoints to explore how perpendicular velocity components transform between reference frames.
Unit 2 Forces, Energy, & Momentum
Course Name: Honors Physics
Unit 2 Title: Forces, Energy, and Momentum
Unit Overview:
Est. # of Lessons: 15-23
In this unit, students will delve into Newton's Laws of Motion and their applications in real-world scenarios. They will study the relationship between force, mass, and acceleration and learn about energy transformations, including kinetic and potential energy. The unit will also cover momentum, impulse, and the conservation of momentum in both one- and two-dimensional collisions. Through experiments and problem-solving, students will develop a deep understanding of how forces influence motion and energy transfer.
STAGE 1: DESIRED RESULTS
Established Goals
● HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
● HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
● HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
● HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
● HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known
● HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
● HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*
Transfer Goals
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
Unit 2 Forces, Energy, & Momentum
● Newton’s Laws of Motion explain the fundamental principles behind how and why objects move.
● Energy transforms between different forms, driving physical processes and interactions.
● Momentum is conserved in isolated systems, and its relationship with impulse helps explain the outcomes of collisions and interactions between objects.
● Friction influences motion by affecting energy transfer and the forces acting on moving objects.
● Inelastic and elastic collisions behave differently, but the principle of conservation of momentum applies to both types of collisions.
● Rotational and linear motion are governed by related principles that describe movement in circular and straight-line paths.
Knowledge
● Force, Contact forces, Non-contact forces, Free body diagram, Newton’s Laws (First, Second, Third), Acceleration(�� = ���� ����), Work(�� =��⋅ ����), Kinetic energy(���� = 1 2 �� ��2), Potential energy(���� = ����ℎ), Impulse (�� =��⋅����), Momentum(�� =����) , Collision, Friction(���� =�� ��), Torque (�� =�� ����)
● Forces, including contact (e.g., friction, tension) and non-contact forces (e.g., gravitational, electromagnetic), are defined by their interactions and affect the motion of objects.
● Newton’s First, Second, and Third Laws describe the relationship between forces and motion, with each law offering insights into object behavior in different situations, such as at rest, in motion, or in collision.
● Free body diagrams are used to visually represent the forces acting on an object, helping to analyze their direction and magnitude for problem-solving in various scenarios.
● The relationship between force, mass, and acceleration, as described by Newton’s Second
● How do Newton’s Laws explain the motion of objects and their response to forces?
● What is the relationship between work and energy, and how does this relationship apply to real-world situations?
● How does the principle of conservation of momentum help explain the behavior of objects in collisions?
● How does friction affect the motion of objects, and why is it an important factor in everyday mechanical systems?
● What is the difference between elastic and inelastic collisions, and how does momentum conservation apply to each?
● How does rotational motion differ from linear motion, and what principles govern the motion of rotating objects?
Skills (Framed as Learning Targets)
● I can apply Newton's Laws of Motion to explain the relationship between forces, mass, and acceleration.
● I can create free-body diagrams to represent and solve problems involving forces acting on objects.
● I can analyze the forces involved in different types of frictional situations and solve related problems.
● I can calculate the work done and the energy transferred in various mechanical systems, including kinetic and potential energy.
● I can use the conservation of momentum to solve problems involving collisions, both elastic and inelastic.
● I can perform experiments involving rotational dynamics to measure angular velocity and acceleration in rotating objects.
● I can evaluate the role of gravitational forces in planetary motion and orbital mechanics.
● I can design and test systems that demonstrate the principles of equilibrium and torque to solve realworld engineering problems.
Unit 2 Forces, Energy, & Momentum
Law, explains how an object’s acceleration is determined by the applied force and its mass.
● Work, kinetic energy, and potential energy are related concepts that describe energy transfer and transformation; their interrelationship helps explain energy conservation in physical systems.
● The principle of conservation of energy states that energy cannot be created or destroyed, only transformed, and this principle is applied to solve problems involving energy transformations in mechanical systems.
● Impulse and momentum describe the effects of forces acting over time, and momentum conservation is key in analyzing collisions and predicting the outcomes in isolated systems.
● The principle of momentum conservation allows for the analysis of one-dimensional and two-dimensional collisions, helping to solve for velocities and directions post-collision in elastic and inelastic interactions.
● Friction is a force that resists the motion of objects, and its magnitude depends on the nature of the surfaces in contact and the normal force acting between them, influencing motion and energy loss.
● Torque, a measure of rotational force, influences rotational motion and equilibrium; its calculation helps to understand how forces applied at different distances from a pivot point affect rotational behavior.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Newton’s Laws Application Project: Students apply Newton's Laws to a real-world scenario, creating a report and presentation that includes free-body diagrams and force calculations.
● Momentum and Collisions Test: Students solve problems involving the conservation of momentum in elastic and inelastic collisions and explain the concepts behind them.
Formative Assessment
● Force and Motion Diagramming: Students draw free-body diagrams for objects in various states of motion to identify forces and predict motion.
● Newton’s Laws Concept Check: Students answer conceptual questions to test their understanding of Newton’s First, Second, and Third Laws.
● Friction and Normal Force Calculation: Students calculate frictional forces and normal forces in simple systems, applying Newton’s Second Law.
● Impulse and Momentum Practice: Students solve problems involving impulse and
Unit 2 Forces, Energy, & Momentum
momentum, demonstrating the principle of conservation of momentum.
● Energy Transfer in Collisions: Students investigate the energy loss and conservation of momentum in elastic and inelastic collisions using both calculations and experiments.
● Centripetal Force Exploration: Students use experiments to measure centripetal force in circular motion and calculate the variables affecting it.
● Rotational Motion Calculation: Students solve problems involving angular velocity, acceleration, and rotational inertia, making connections to linear motion concepts.
● Rotational Equilibrium Problem Set: Students calculate torque and determine conditions for rotational equilibrium in various mechanical systems.
STAGE 3: LEARNING PLAN
First Topic:Understanding and Applying Forces
Learning Targets:
● I can apply Newton’s three laws of motion to explain how forces affect the movement of objects in various scenarios.
● I can analyze how friction influences the motion of objects and understand its role in everyday mechanical systems.
Learning Activities:
● Measuring Forces with a Force Sensor
Estimated # of Lessons: 5-8
Essential Questions:
● How do Newton’s Laws explain the motion of objects and their response to forces?
● How does friction affect the motion of objects, and why is it an important factor in everyday mechanical systems?
Students will use a force sensor to measure the force needed to accelerate objects of varying masses and analyze the relationship between force and acceleration.
● Exploring Newton’s Third Law with Collisions
Students will conduct experiments where two objects collide and observe how the forces between the objects are equal in magnitude and opposite in direction, demonstrating Newton’s Third Law.
● Motion and Net Force: A Dynamic Approach
Students will analyze motion by applying varying amounts of force to an object and examine how the net force affects the object's velocity and direction of movement.
Second Topic: Energy and Its Conservation
Learning Targets:
● I can explain the relationship between work, energy, and power, and apply these concepts to real-world situations.
Estimated # of Lessons:5-8
Essential Questions:
● What is the relationship between work and energy, and how does this relationship apply to real-world situations?
Unit 2 Forces, Energy, & Momentum
● I can differentiate between rotational and linear motion and identify the principles that govern each type of motion.
Learning Activities:
● Work and Energy: Lifting Objects
● How does rotational motion differ from linear motion, and what principles govern the motion of rotating objects?
Students will calculate the work done in lifting different objects to various heights and analyze how work relates to the energy required for lifting.
● Conservation of Energy: Rolling Objects
Students will explore the principle of conservation of mechanical energy by rolling objects down ramps and measuring the potential and kinetic energy at different points.
● Power in Action: Lifting and Moving
Students will measure the time taken to lift objects of different masses and calculate the power involved, understanding how power depends on the rate of doing work.
Third Topic: Momentum and Its Applications
Learning Targets:
● I can use the principle of conservation of momentum to explain the behavior of objects during collisions, including elastic and inelastic types.
● I can calculate momentum and impulse in a variety of situations and apply the conservation of momentum to solve problems involving collisions.
Learning Activities:
● Momentum in Collisions
Estimated # of Lessons: 5-8
Essential Questions:
● How does the principle of conservation of momentum help explain the behavior of objects in collisions?
● What is the difference between elastic and inelastic collisions, and how does momentum conservation apply to each?
Students will explore the conservation of momentum in elastic and inelastic collisions by measuring the velocity and mass of objects before and after the collision.
● Impulse and Momentum Change
Students will investigate the relationship between impulse and momentum by applying different forces over varied time intervals and measuring the resulting changes in velocity.
● Exploring Elastic and Inelastic Collisions
Students will set up and observe elastic and inelastic collisions in a controlled lab environment, measuring how momentum is conserved in each case and calculating the energy loss in inelastic collisions.
Unit 3 Fluid Mechanics & Thermodynamics
Course Name: Honors Physics
Unit
3 Title: Fluid Mechanics and Thermodynamics
Unit Overview:
Est. # of Lessons: 15-23
In this unit, students will investigate the properties of fluids, including pressure, density, and buoyancy, as well as the principles governing fluid flow, such as Bernoulli’s and Pascal’s principles. The unit will transition into the study of thermal physics, where students will explore concepts like temperature, heat transfer, and the behavior of gases. Students will also learn about the laws of thermodynamics, energy conservation, and entropy. Practical experiments will help solidify these concepts, including determining specific heat and studying thermal expansion.
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
● HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
● HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known
● HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects).
Understandings
● Fluids exhibit unique behaviors and properties which can be explained by principles like Archimedes’ and Bernoulli’s principles.
● Thermal energy is transferred through multiple mechanisms and drives many everyday processes and natural phenomena.
● The behavior of ideal gases can be a good model for real gasses.
● The first law of thermodynamics governs energy transfer and transformations in thermal processes.
● The nature of the universe makes it so you
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
Essential Questions
● How do fluids behave differently from solids and gases, and what are the key principles that explain fluid behavior?
● How can we predict the buoyant force on an object submerged in a fluid, and how does Archimedes’ principle apply in different scenarios?
● How does the first law of thermodynamics relate to energy conservation, and how is this principle applied in heat engines?
● How do the properties of gases, such as temperature, pressure, and volume, interact
Unit 3 Fluid Mechanics & Thermodynamics
can’t ever get the theoretical maximum amount of joules out of a system entropy.
Knowledge
● Density(�� = �� ��), Pressure(�� =�������� +����ℎ), Viscosity, Bernoulli's Principle, Buoyant force(���� =����������), Archimedes’ Principle, Pascal’s Principle, Ideal gas law(���� = ������), Temperature, Heat transfer, Specific heat capacity (�� =��������), First Law of Thermodynamics, Entropy ,Second Law of Thermodynamics
● Properties of fluids, including density, pressure, and viscosity, describe how fluids behave under different conditions and influence the flow and resistance to motion.
● Bernoulli’s Principle explains the relationship between pressure and velocity in fluid flow, illustrating how changes in velocity lead to changes in pressure within a fluid.
● Buoyant force, explained by Archimedes' Principle, describes the upward force exerted by a fluid on an object, which is used to calculate whether an object will sink or float.
● Pascal’s Principle states that pressure applied to a confined fluid is transmitted equally in all directions, and this principle is applied in hydraulic systems to multiply force.
● The Ideal Gas Law describes the relationship between pressure, volume, temperature, and the number of particles in a gas, allowing for predictions about gas behavior in different conditions.
● Temperature, as a measure of the average kinetic energy of particles, is related to thermal energy and heat, which describe how energy is transferred between substances.
● Heat transfer occurs through three methods: conduction (energy transfer through direct contact), convection (energy transfer through fluid motion), and radiation (energy transfer through electromagnetic waves).
● Specific heat capacity defines the amount of
according to the ideal gas law?
● How does heat transfer occur through conduction, convection, and radiation, and how do these methods impact everyday life?
● How does entropy describe the natural progression of energy and disorder in systems, and why is it fundamental to understanding the second law of thermodynamics?
Skills (Framed as Learning Targets)
● I can use fluid dynamics principles to explain how liquids and gases behave under different conditions (e.g., pressure, velocity).
● I can calculate the buoyant force and determine the conditions for an object to float or sink in a fluid.
● I can apply Bernoulli’s Principle to solve problems related to fluid flow, including airspeed and pressure differences.
● I can conduct experiments to measure the specific heat capacity of materials and determine how they respond to heat transfer.
● I can use the ideal gas law to solve problems relating to pressure, volume, and temperature of gases in closed systems.
● I can explain and model the different methods of heat transfer: conduction, convection, and radiation.
● I can apply the First and Second Laws of Thermodynamics to explain energy conservation and entropy in different physical processes.
● I can design and evaluate thermal systems (such as heat engines or refrigerators) and optimize for efficiency based on thermodynamic principles.
Unit 3 Fluid Mechanics & Thermodynamics
heat needed to raise the temperature of a substance, and it is used to calculate the heat transferred in temperature changes of materials.
● The First Law of Thermodynamics, or the Law of Energy Conservation, states that energy cannot be created or destroyed, only transformed, and is applied in closed systems to track energy changes.
● Entropy, a measure of disorder, relates to the Second Law of Thermodynamics, which states that the total entropy of an isolated system always increases, reflecting the tendency toward greater disorder in natural processes.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Thermodynamics and Fluid Dynamics Application Test: Students answer problems on buoyant forces, Bernoulli’s Principle, heat transfer, and gas laws to demonstrate their understanding of thermodynamics and fluid mechanics.
● Lab Report on Heat Transfer: Students design experiments to investigate heat transfer methods (conduction, convection, radiation), analyze the results, and apply thermodynamic principles to real-world scenarios.
Formative Assessment
● Buoyancy and Density Problem Solving: Students solve problems relating to Archimedes’ Principle, calculating the buoyant force on submerged objects.
● Pressure in Fluids Lab: Students conduct a lab to measure fluid pressure at different depths and use this data to explain pressure-depth dependence.
● Bernoulli’s Principle Application: Students apply Bernoulli’s Principle to solve problems involving fluid flow and velocity changes in pipes.
● Heat Transfer Methods Exploration: Students conduct simple experiments to compare conduction, convection, and radiation, then explain the results in terms of energy transfer.
● Ideal Gas Law Practice: Students solve problems using the ideal gas law, relating temperature, pressure, and volume of gases.
● Thermodynamic Cycles Quiz: Students answer questions related to the first and second laws of thermodynamics, applying these concepts to real-world heat engines.
● Specific Heat Capacity Calculation: Students measure the specific heat capacity of various materials and calculate the energy required to heat them.
● Latent Heat Investigation: Students calculate the latent heat of fusion by observing the melting of ice and measuring energy input.
Unit 3 Fluid Mechanics & Thermodynamics
First Topic:Fluid Statics and Dynamics
Learning Targets:
STAGE 3: LEARNING PLAN
● I can explain how fluids behave differently from solids and gases, using key principles like pressure, flow, and viscosity.
● I can calculate the buoyant force on an object submerged in a fluid using Archimedes' principle and apply it to various scenarios.
Learning Activities:
● Exploring Fluid Pressure
Estimated # of Lessons: 5-8
Essential Questions:
● How do fluids behave differently from solids and gases, and what are the key principles that explain fluid behavior?
● How can we predict the buoyant force on an object submerged in a fluid, and how does Archimedes’ principle apply in different scenarios?
Students investigate how fluid pressure changes with depth by measuring the pressure at different points in a water column.
● Buoyancy in Action
Students determine the buoyant force on various objects by measuring the force of displacement in water and comparing it to the object’s weight.
● Flow Rate Measurement
Students use different diameter tubes to investigate how the flow rate of water changes with varying pipe size, demonstrating the principle of continuity in fluids.
Second Topic: Thermodynamics and Heat Transfer
Learning Targets:
● I can describe the first law of thermodynamics and explain its application to energy conservation in systems such as heat engines.
● I can analyze the relationship between temperature, pressure, and volume of gases using the ideal gas law and apply it to realworld situations.
Learning Activities:
● Heat Transfer Methods
Estimated # of Lessons: 5-8
Essential Questions:
● How does the first law of thermodynamics relate to energy conservation, and how is this principle applied in heat engines?
● How do the properties of gases, such as temperature, pressure, and volume, interact according to the ideal gas law?
● How does heat transfer occur through conduction, convection, and radiation, and how do these methods impact everyday life?
Students compare conduction, convection, and radiation by setting up experiments to measure temperature changes in various materials under different conditions.
● Gas Laws in Action
Students investigate the behavior of gases by altering the temperature and volume of a gas inside a sealed container and measuring the pressure, applying the ideal gas law.
● Thermodynamic Cycles
Students observe and analyze the efficiency of heat engines in a model, measuring the work output and energy input to understand the first law of thermodynamics.
Third Topic:Applications of Fluid and Thermal Principles Estimated # of Lessons: 5-8
Learning Targets:
Unit 3 Fluid Mechanics & Thermodynamics
● I can explain how heat transfer occurs through conduction, convection, and radiation and recognize their effects in everyday life.
● I can explain the concept of entropy and apply it to understand the second law of thermodynamics and energy transfer in natural systems.
Learning Activities:
● Convection Currents in Fluids
Essential Questions:
● How does entropy describe the natural progression of energy and disorder in systems, and why is it fundamental to understanding the second law of thermodynamics?
Students set up a tank with heated water to observe convection currents, demonstrating how heat transfer causes fluid movement.
● Archimedes’ Principle in Action
Students use various objects and fluids to test Archimedes' principle and calculate buoyant forces on submerged objects to verify the theory
● Calorimetry Experiment
Students use a calorimeter to measure the heat transferred during chemical reactions, applying principles of energy conservation and the first law of thermodynamics.
Unit 4 Waves, Sound & Harmonic Motion
Course Name: Honors Physics
4
Waves, Sound, and Harmonic Motion
Unit Overview:
In this unit, students will examine the principles of wave motion, focusing on both mechanical and sound waves. They will study wave parameters such as frequency, wavelength, and amplitude, and explore phenomena like interference and standing waves. The unit will also cover oscillatory motion, including harmonic motion and the behavior of pendulums and mass-spring systems. Students will apply their understanding of waves to sound waves, exploring topics like Doppler effect, sonic booms, and resonance.
STAGE 1: DESIRED RESULTS
Established Goals Transfer Goals
● HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
● HS-PS2-6: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials
● HS-PS4-1:Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
● Critically evaluate scientific information from diverse sources, distinguishing reliable science from pseudoscience (Information Analysts, Responsible Citizens)
● Develop skills in reading, writing, thinking, and discourse to apply scientific reasoning (Effective Communicators, Self-Directed Learners)
● Ask questions or define problems to develop a prototype, design an investigation, or seek additional information
● Engage in hands-on experiments and real-world applications to investigate scientific phenomena (Effective Communicators, Critical Thinkers, Self-Directed Learners)
● Analyze and interpret data, looking for trends, patterns, and relationships in order to draw evidence-based conclusions (Effective Communicators, Information Analysts, Critical Thinkers)
● Communicate their findings, ideas, and information effectively through oral, print, and digital media (Effective Communicators, SelfDirected Learners)
Understandings
● Waves transfer energy without transferring matter.
● Wave properties determine how waves interact with their environment.
● Sound is a mechanical wave which requires a medium to propagate influencing how it travels.
● Harmonic motion occurs in many systems with significant effect in physical systems.
● Resonance leads to amplified oscillations.
● Standing waves and interference patterns
Essential Questions
● How do the properties of waves, such as amplitude, frequency, and wavelength, influence wave behavior and energy transfer?
● How does the Doppler effect explain the observed change in frequency of sound and light waves as the source or observer moves?
● How does harmonic motion occur in systems like mass-spring systems and pendulums, and how is this motion described mathematically?
● How do sound waves travel through different media, and how do their speed and intensity
Unit 4 Waves, Sound & Harmonic Motion
demonstrate fundamental principles of wave behavior. change with the medium and temperature?
● How does resonance amplify oscillations in systems, and what real-world examples can we find of resonance in action?
● How does interference affect wave patterns, and how can we observe the creation of standing waves in different contexts, such as musical instruments?
Knowledge
Key Vocabulary:
Amplitude, Wavelength, Frequency, Wave speed(�� = �� ��), Longitudinal wave, Transverse wave, Wave interference, Doppler effect, Resonance, Simple harmonic motion (SHM), Restoring force (�� = ��⋅ ����)
● Basic properties of waves, including amplitude, wavelength, frequency, and velocity, define wave characteristics and describe how energy is transferred through a medium.
● The relationship between wave speed, frequency, and wavelength explains how changes in one property affect the others, with the speed of a wave being the product of its frequency and wavelength.
● Longitudinal and transverse waves differ in their direction of particle motion relative to the wave’s direction of travel, with longitudinal waves oscillating parallel to the wave and transverse waves oscillating perpendicular.
● Wave interference, including constructive and destructive interference, occurs when two or more waves overlap, leading to the amplification (constructive) or cancellation (destructive) of wave amplitudes.
● Sound waves, including properties like speed, frequency, and intensity, describe how sound travels through different media, with frequency determining pitch and intensity related to loudness.
● The Doppler effect causes a change in the frequency of waves due to the relative motion between the source and the observer, resulting in a higher frequency when moving toward each other and a lower frequency when moving apart.
● Resonance occurs when a vibrating system, such as a musical instrument, is driven at its natural frequency, amplifying the vibrations and producing sound at a greater intensity.
Skills (Framed as Learning Targets)
● I can analyze simple harmonic motion in systems like springs and pendulums, using mathematical models to predict behavior.
● I can calculate wave properties such as wavelength, frequency, speed, and amplitude in both transverse and longitudinal waves.
● I can use wave superposition to solve problems involving interference, diffraction, and standing waves.
● I can investigate sound wave properties and determine the speed of sound in various media.
● I can apply the Doppler effect to calculate changes in frequency due to relative motion between wave sources and observers.
● I can design and conduct experiments with sound waves to measure sound intensity and determine the relationship between amplitude and intensity.
● I can use resonance principles to explain phenomena such as musical instruments, tuning forks, and air column resonance.
● I can construct models of waves and oscillations to explain complex phenomena like sonic booms and shock waves.
Unit 4 Waves, Sound & Harmonic Motion
● The speed of a wave on a string depends on the tension, mass per unit length, and the string's properties, and can be calculated using the wave speed formula involving these variables.
● Harmonic motion, including systems like springs and pendulums, involves repetitive oscillation around a central point, where restoring forces act to bring the system back to equilibrium.
● Simple harmonic motion (SHM) describes periodic motion where the restoring force is proportional to displacement, and the relationships between displacement, velocity, and acceleration can be described mathematically using sine or cosine functions.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessment
● Wave Interference and Sound Wave Test: Students answer questions on wave properties, interference, diffraction, and the Doppler effect to demonstrate their understanding of sound waves and wave behavior.
● Resonance and Sound Experiment Report: Students conduct an experiment to explore resonance in sound waves, measure frequencies, and analyze the underlying principles of resonance and wave interference.
Formative Assessment
● Harmonic Motion Calculation: Students calculate the period, frequency, and amplitude of simple harmonic motion using Hooke’s Law and other formulas.
● Pendulum Period Lab: Students measure and analyze the period of a simple pendulum, testing the relationship between length, gravity, and period.
● Wave Interference Problem Set: Students solve problems involving the superposition principle, exploring constructive and destructive interference in waves.
● Doppler Effect Exploration: Students analyze how the Doppler effect changes the frequency of sound waves based on the relative motion between source and observer.
● Standing Waves on Strings: Students create standing waves on strings and calculate the wave velocity, relating it to tension and length.
Unit 4 Waves, Sound & Harmonic Motion
● Sound Wave Properties Analysis:
Students measure the speed, frequency, and wavelength of sound waves in air, calculating the sound wave's intensity and pitch.
● Resonance and Frequency Investigation:
Students observe resonance in air columns and determine the frequencies at which resonance occurs.
● Slinky Wave Demonstration:
Students use a slinky to model wave propagation, demonstrating longitudinal and transverse wave characteristics.
STAGE 3: LEARNING PLAN
First Topic:Waves and Their Properties
Learning Targets:
● I can explain how the amplitude, frequency, and wavelength of waves affect their energy transfer and behavior.
● I can analyze the effects of interference and demonstrate the creation of standing waves in various contexts.
Learning Activities:
● Wave Behavior Exploration
Estimated # of Lessons: 5-8
Essential Questions:
● How do the properties of waves, such as amplitude, frequency, and wavelength, influence wave behavior and energy transfer?
● How does interference affect wave patterns, and how can we observe the creation of standing waves in different contexts, such as musical instruments?
Students create waves on a slinky and observe how changes in amplitude and frequency affect wave motion and energy transfer.
● Standing Wave Patterns
Students use a vibrating string to generate standing waves and measure how the wave patterns change with varying frequency and tension.
● Wave Interference
Students observe and analyze the results of interference between two waves traveling in opposite directions on a string.
Second Topic: Sound Waves and Their Behavior
Learning Targets:
● I can describe how sound waves travel through different media and how factors like temperature and medium affect their speed and intensity.
● I can explain the Doppler effect and calculate the observed change in frequency of sound and light waves based on relative motion.
Learning Activities:
● Sound Wave Speed Investigation
Estimated # of Lessons: 5-8
Essential Questions:
● How do sound waves travel through different media, and how do their speed and intensity change with the medium and temperature?
● How does the Doppler effect explain the observed change in frequency of sound and light waves as the source or observer moves?
Students measure the speed of sound through air and other materials, then analyze how the medium and
Unit 4 Waves, Sound & Harmonic Motion
temperature affect the speed of sound.
● Doppler Effect Demonstration
Students observe how the frequency of a sound wave changes as the source of the sound moves towards or away from the observer, calculating the Doppler shift.
● Pitch and Frequency
Students use a tuning fork to generate sound waves, then alter the frequency and observe how pitch changes based on frequency.
Third Topic: Harmonic Motion and Resonance Estimated # of Lessons: 5-8
Learning Targets:
● I can model and mathematically describe the motion of objects in harmonic systems, such as mass-spring systems and pendulums.
● I can explain the phenomenon of resonance and identify real-world examples where resonance amplifies oscillations.
Learning Activities:
● Pendulum Motion Analysis
Essential Questions:
● How does harmonic motion occur in systems like mass-spring systems and pendulums, and how is this motion described mathematically?
● How does resonance amplify oscillations in systems, and what real-world examples can we find of resonance in action?
Students use a pendulum to investigate simple harmonic motion, measuring the period and frequency as they change the length of the string and the mass.
● Spring System Exploration
Students use a mass-spring system to observe how changing the mass and spring constant affects the period and amplitude of oscillations in harmonic motion.
● Resonance in Air Columns
Students use a tube filled with air and a speaker to explore resonance, determining how certain frequencies of sound can amplify vibrations in the air column.
● Resonance in a Mass-Spring System
Students investigate how resonance affects oscillations in a mass-spring system by driving the system at different frequencies and measuring amplitude changes.
