Orleans Southwest and Lamoille North Science Curriculum (Grade Cluster 9-12)

Transcription

1 Orleans Southwest and Lamoille North Science Curriculum (Grade Cluster 9-12) Big Idea: Life Science 1. Structure and Functions 2. Changes in Living Systems 3. Ecosystems and Energy Big Idea: Scientific Inquiry 1. Change 2. Questioning 3. Investigate 4. Conclude Big Idea: Earth and Space Science 1. Patterns and Cycles 2. Structures and Properties 3. Sustainability Big Idea: Physical Science 1. Matter 2. Energy 3. Motion Science Learning Principles 1 Page

2 Science Learning Principles: 1. Students learn science concepts best when they are actively engaged in an inquiry based process Therefore we will provide opportunities for students to engage with materials, explore through investigation, propose and critique explanations based on evidence, and apply understanding to take the next steps. 2. Students develop deeper understanding when given opportunities to communicate scientifically. Therefore students will be provided the opportunity to construct their understandings through purposeful conversations, multi-media outlets, and writing where students share, evaluate, and defend their ideas. 3. Students learn best when given the opportunity to identify prior knowledge and refine and confront current understandings. Therefore students will be provided the opportunity to formulate new knowledge by modifying and adding to their understanding of concepts that in turn will guide instruction. 4. Students are able to transfer scientific knowledge best when provided the opportunity to relate the big ideas to personal experiences and connect what they learn to the bigger picture for a greater understanding. Therefore students will be provided with curriculum and instruction that is guided by big ideas and will be provided with opportunities to transfer their learning to new contexts. 5. Students gain scientific literacy when provided the opportunity to be taught using common language, skills, and content on a continuum from K-12. Therefore students will be provided the opportunity to be taught a vertically aligned curriculum and instruction. 6. Students develop a deeper understanding of scientific content when assessments are intentional and ongoing. Therefore teachers and students will engage in: ongoing, diagnostic, and formative assessment aligned to enduring understandings and grade level benchmarks. Pre-K to 12 Enduring Understandings and Essential Questions Inquiry 1.1 Students will understand that current scientific knowledge and theory is subject to change based on new evidence. How do questions about our natural world guide our scientific inquiry to help us learn more? How can prior knowledge or misconceptions affect the creation of a hypothesis? 1.2 Students will understand that identifying questions and concepts will guide scientific research. They will understand that they must be able to develop a hypothesis using explanations, models and evidence. How are scientific questions formulated and hypotheses generated? 1.3 Students will understand that they need to collect evidence to answer a question via investigation or research. They will understand how to design and conduct an investigation. Investigations are logically organized and use appropriate tools to gather, organize, represent and summarize data. In what ways can we design and conduct an investigation to test the question? What evidence is necessary to answer a question? 1.4 Students will understand that evidence must be used to analyze and interpret data and develop conclusions about their hypothesis. They will understand it is necessary to communicate scientific findings and be able to generate further question. Students will understand that scientific knowledge gained through investigations can be transferred to other contexts and applied to real world situations. How does your data guide your analysis of an investigation? To what extent does evidence support or refute a hypothesis? How do scientists use their findings to generate alternative explanations and investigations? How do scientists apply their findings to the real world? 2 Page

3 Physical Science 2.1a Students will understand that all objects and substances are composed of matter with physical and chemical properties. How can characteristic properties be used to distinguish one form of matter from another? 2.1 b Students will understand that matter can change form or state but will always be conserved. In what ways can matter be changed while being conserved? 2.2 Students will understand that energy exists in multiple forms and is conserved. What are the different forms of energy and how do they behave? How can energy be changed and conserved? 2.3 Students will understand that motion is affected by energy or force. In what ways can matter move? How do forces effect motion of matter? How can forces change the motion of matter? Life Science 3.1 Students will understand that all living organisms have certain needs and structures with unique functions that allow them to survive. What do living organisms need to survive? How does an organism s physical structure enable it to survive? 3.2 a Students will understand that species have changed, are changing and will continue to evolve over time. How do species change over time? 3.2 b Students will understand that all living organisms have life cycles and reproduce. How do living organisms change and reproduce throughout their life cycles? 3.2 c Students will understand that the characteristics of organisms are influenced by heredity and environment. How do heredity and environment affect living organisms? 3.3 Students will understand that all living organisms depend on each other and their environment to meet their survival needs. Energy is transferred through interdependent systems within an organism and throughout ecosystems. How do organisms obtain energy to survive? How does energy flow within an organism and throughout ecosystems? How do organisms interact with each other and their environment? Earth Science 4.1 a Students will understand that patterns, cycles and movement govern the universe. What are some observable patterns and cycles in the solar system and how does it affect life on earth? What evidence can be used to show the universe has changed over time? 4.1 b Students will understand that the relationship between the earth and sun creates changes over time encompassing the water cycle, climate, weather and seasonal patterns. How does the sun create and affect the water cycle, climate and weather patterns on Earth? 4.2 Students will understand that forces shape the Earth and the Earth is made up of basic materials. In what ways has Earth changed throughout its history AND what evidence can be shown to support it? How do natural forces shape and change the Earth? What are the basic materials that make up the Earth and how have they changed over time? 4.3 Students will understand that humans depend on the earth for different resources and human activities can affect the earth s system. How has life changed the planet over time? How have humans influenced earth s changes? 3 Page

4 Inquiry: Grade Cluster 9-12 Scientists and engineers draw on an extensive body of knowledge about the natural world, including fundamental theories, laws, and facts that are constantly changing and creating new knowledge of our world and solutions to problems. Independently demonstrate appropriate procedures, prior knowledge and a conceptual understanding of scientific investigations by independently framing a testable question and formulating a testable hypothesis. Independently design and conduct a scientific investigation based on major concepts, knowledge obtained from sources other than the actual investigation, appropriate equipment, and safety precautions. Students will be able to identify appropriate evidence that will support or refute a hypothesis. Independently formulate and revise scientific explanations and models using logic and evidence, recognize and analyze alternative explanations, communicate and defend a scientific argument. Physical Science: 9-12 Enduring Understandings: 2.1a Students will understand that differences in the physical and chemical properties of matter are explained by the ways in which the particles are arranged and interact. Students will understand that elements can be organized based on patterns of physical and chemical properties. Atomic Structure: Atoms have a dense nucleus containing positively charged protons and neutral neutrons. The number of protons in the nucleus determines the identity of an element The nucleus of an atom is surrounded by much lighter negatively-charged electrons in.mostly empty space Periodic Table: Elements are arranged in repeating patterns within the Periodic Table The arrangement of electrons of an atom determines placement in the Periodic Table Identify substances based on their properties Explain why the substance demonstrates the properties that it has in relation to the atomic structure Relate the location on the Periodic table to the properties that the element contains-columns and rows 4 Page

5 9-12 Enduring Understandings: 2.1b Students will understand that changes of state require transfer of energy. Students will understand that an atom s electron configuration determines how the atom can interact with other atoms during reactions. Students will understand many processes in daily life involve chemical reactions which are balanced because mass is conserved. Phase Change Different compounds require different amounts of energy for phase change due to their unique molecular structure Bonding The arrangement of electrons of an atom determines what kinds of bonds are formed to produce molecules or formula units for compounds Bonds between atoms are created when electrons are transferred or shared. Matter is conserved in chemical and physical changes The total mass of reactants of any chemical reaction is the same as the total mass of the products of that chemical reaction Be able to Measure energy transfer during phase change Predict energy transfer during phase change of similar substances Measure the mass of reactants and products in a chemical reaction Predict the mass of products given the mass of reactant 9-12 Enduring Understandings: 2.2 All forms of energy can be transformed into other forms of energy. (See conservation of energy) Students will understand the properties of the conservation of energy law in a closed system. The forms of energy and how they relate to one another: Chemical, Kinetic, Potential, Thermal, Electromagnetic, Elastic, Nuclear Energy transformations are complex. Whenever energy is transformed from one form to another, some energy is transformed into other forms. Develop a model system and predict energy outputs based on energy input. Students will be able to account for energy in a closed system Energy is transferred, not destroyed The total energy in an isolated system remains constant regardless of transformation 5 Page

6 9-12 Enduring Understandings: 2.3 Students will understand that motion is relative Students will understand that motion is predictable The motion of an object is observed and measured relative to a given frame of reference Predict the motion of an object from multiple frames of reference Motion adheres to rules and patterns that are predictable 6 Page

7 Life Science: 9-12 Enduring Understandings 3.1: Cellular processes are carried out by many different molecules and regulated both internally and externally by the environment in which cells exist to allow for survival. Organisms are made of complex systems that allow for survival and homeostasis Students Will The main functions of a cell: -transport of materials -energy transfer -protein building - information feedback - movement - reproduction Transport Cell membranes control the entrance and exit of all substances from the cell. Reproduction Organelles and molecules function together to allow cellular reproduction Energy Transfer Cells release energy by breaking chemical bonds -ATP Cells store energy by making chemical bonds. Protein Building Many organelles function together to produce various proteins. Information Feedback Cellular homeostasis is regulated internally by negative feedback Movement Cells have the internal and external components which allow movement. Students Will Be Able To: Predict the direction a substance will move across a cell membrane Describe the role of cellular structures in reproduction Create a model of energy storage and release within a cell including chemical stored potential energy Describe and compare different proteins Identify, describe, and compare the function of: carbohydrates, lipids, proteins, and nucleic acids Describe the role of cellular structures in movement 7 Page

8 9-12 Enduring Understandings: 3.2a Natural selection leads to organisms well suited for survival in particular environments. Modern ideas about evolution including natural selection and common descent provide a scientific explanation for the history of life on Earth. The diversity of present-day organisms resulted from changes over time in many ancestral organisms. The degree of kinship between organisms or species can be estimated from the similarity of their molecules (DNA/RNA/Proteins) Students Will The factors of natural selection. Formal classification systems of organisms are based upon molecular similarities and differences in structures among organisms Life on earth is thought to have begun four billion years ago, as simple, one-celled organisms, there are modern variations of these ancestral organisms still living today Students Will Be Able To: Apply the theory of Natural Selection to a scenario depicting change within a given population over time (through many generations) Compare and sort organisms with similar characteristics into group based on internal and external structures Develop a graphic representation that illustrates and compares the degree of molecular similarity among several species Create a timeline detailing the major evolutionary steps leading to modern life 9-12 Enduring Understandings: 3.2b The sorting and recombining of genes in sexual reproduction results in a great variety and diversity of traits in offspring (mitosis/meiosis). Offspring receive pairs of alleles, one from each parent. Organisms are formed from cells that contain homologous pairs of each chromosome. Meiosis produces haploid cells which are used for sexual reproduction Mitosis clones cells Model or diagram new gene combinations that result from sexual reproduction Model and identify similarities and differences between mitosis and meiosis Enduring Understandings: 3.2c Every cell in an organism contains DNA that determines inherited traits. DNA sequences (ATGC) determine proteins which, in turn, determine traits. The genetic information in a cell s DNA is used to direct the synthesis of proteins. The sequence of nucleotides in DNA specifies the traits in organisms Both genetics and environment influence the expression of genes Explain how the cells of an organism have the same DNA, yet produce different proteins and have different functions Explain how alterations of a DNA sequence may affect physical characteristics of the human body Explain how the environment of an organism can influence the expression of a specific gene 8 Page

9 9-12 Enduring Understandings: 3.3 The energy of life enters the biosphere through the process of photosynthesis and passes through trophic levels until it is lost along the way as heat At each link in the ecosystem some energy is stored in newly made structures, but much is dissipated into the environment as heat. Continual sunlight energy input is needed to keep the process going. The stability of an ecosystem can be impacted by many different factors; (abiotic/biotic disturbance, changes in the environment, human interactions, etc.) *Refer to Earth 4.2c The specific chemical components and their arrangement involved in photosynthesis. The important inorganic materials within an ecosystem and their cycles. Food passes through the ecosystem providing energy for organisms and materials to build structures As matter cycles and energy flows through trophic levels, chemical elements are recombined in different ways. Each recombination results in storage and dissipation of energy in the environment as heat. Design an experiment that demonstrates the reactants and products of photosynthesis Develop and explain a model that shows the recycling of inorganic materials within a natural ecosystem Develop a model that compares the amount of energy at different trophic levels in a given ecosystem Research and investigate the movement of a specific material through an ecosystem and describe the impacts and mitigation of that material Matter and energy are conserved at each stage, however, some energy is converted into heat and must be replaced by the sun 9 Page

10 Earth and Space Science: 9-12 Enduring Understandings: 4.1a Students will understand that mathematical models can be use to explain the motion of the objects in the universe. Every object exerts gravitational force on every other object. The force depends on how much mass the objects have and on how far apart they are. Due to gravitational force, we have observable and predictable patterns with the Earth, sun and moon. Calculate and compare the relationship between gravitational force, mass, and distance. Investigate/ model the patterns and cycles with the Earth, sun and moon to explain orbits, tides, and phases of the moon Enduring Understandings: 4.1a The universe is regular and predictable. Students will understand where matter in the universe comes from and how matter is changed. The Universe expanded explosively into being around 14 billion years ago. The role of electromagnetic radiation (EM) in the universe. Scientific theories on the nature of the Universe have evolved significantly over the past 2000 years Nuclear reactions generate energy to produce stars and form elements larger than H and He. Give evidence for the big bang theory and describe how the universe evolved under the influence of gravitational force. Identify and compare the spectral patterns of different electromagnetic wave signatures and the impact they have in the environment Explain how technology over time has influenced our understanding of the nature of the Universe. Describe the process of star formation in relation to its size, including the interaction of the force gravity, fusion, and energy release 10 Page

11 9-12 Enduring Understandings: 4.1b Students will understand that Earth s climate patterns and weather are governed by the transfer of heat energy between the atmosphere, land and oceans which affects weather related phenomena. ACROSS TIME The changes to Earth over time have been governed by changes Earth s system and energy within all of Earth's systems. Make a prediction using evidence in what might happen to in one or multiple earth system based on the evidence of what has happen in the past. (i.e. predicting next ice ages, global climate change, etc.) 9-12 Enduring Understandings: 4.2 Students will understand that the rock cycle provides evidence of the forces within the earth and the connection between different types of rock. Students will understand that internal heat sources which cause convection currents in the mantle create tectonic movement, plate tectonics. Igneous, sedimentary and metamorphic rocks are made up of minerals. The structure of the rocks varies depending on the mineral type. Over time, rocks undergo both physical and chemical changes. Minerals each have their own unique properties. Plate movement is a result of subduction and convention Over time, Earth s surface undergoes both physical and chemical changes (ie weathering/erosions, glacial, surface water, soils, etc.). Classify different rocks based on their formation, structure and mineralogy Describe / model the processes of physical and chemical weathering. Identify minerals based on their properties. Investigate and explain plate movement based on evidence. Describe / model the processes that change Earth s surface. 11 Page

12 9-12 Enduring Understandings: 4.3 Students will understand that human sustainability requires continued efforts to responsibly manage natural resources. That the renewability of a resource is based on many factors. Each resource has own set of cost and benefits for use and sustainability. Resources are local and global commodity. Trace a resource from extraction, through manufacture to disposal. Student will be able to analyze resources, as nonrenewable, potentially renewable and perpetually renewable and cite which factors make this determination. Analyze and debate the responsible use and impact of the different management plans for a particular resource. 12 Page