HS - LS1.A - Feedback Mechanisms - FINAL (ACM 1/30/2014)

Module: Feedback Mechanisms

DCI: LS1.A (D) Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.

 PE: HS-LS1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

 [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.]

The ideas in this standard are: 

- feedback mechanisms maintain internal conditions

- feedback mechanisms mediate behaviors

- feedback mechanisms allow the living system to remain alive

- feedback mechanisms all the living system to remain functional 

- feedback mechanisms can encourage what is going on inside the living system (positive feedback)

- feedback mechanisms can discourage what is going on inside the living system (negative feedback)

In order to address the content portion of this standard, we can provide examples of feedback responses in living systems and ask general questions.  For our TEK on homeostasis, we gave a lot of scenarios and asked kids to tell how a living thing would respond to that change.  For this standard, those kinds of questions are probably not the way to go. 

Possible Question Starters: 

"Some students are observing stomate of a leafy plant under a microscope.  They record the following data in a table. 

Time (hours)	External Condition	Stomata
2	Dry	Closed
6	Moist	Open
10	Dry	Closed

This data provides evidence of a feedback mechanism because -"

correct answer -  the stomate open and close in response to changing external conditions

incorrect answer - the stomate open and close at regular intervals throughout the day

"Students recorded their heart rates in several situations. Which of the following data collected would illustrate a feedback response?"

correct answer - a heart rate increase when the students exercise

incorrect answer - a student's heart remains consistent while at rest

incorrect answer - all of the students' heart rates within a close range

3 - LS2 - Social and Group Behavior - FINAL (LH 1-10-14)

Module: Social and Group Behavior

DCI: LS2.D Social Interactions and Group Behavior – Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.

PE: 3-LS2-1 Construct an argument that some animals form groups that help members survive.

There are no clarification statements for this standard. 

The ideas in this standard are:

- being in a group helps animals get food

- being in a group helps animals defend themselves

- being in a group helps animals cope with changes

- groups of animals may serve different functions

- groups of animals vary dramatically in size 

In order to address the PE, we will have to provide evidence of some group behavior and ask why this group does this certain thing, with the emphasis being on the fact that it allows them to survive. 

Possible Question Starters 

"Ants live in colonies with different ants doing different jobs. How does living like this help the ants?"

correct answer - Ants can protect themselves better in a large group

incorrect answer - A large group of ants needs more food than one ant

"Which of the following is true for all animal groups?"
correct = animal groups help the animals survive
incorrect = all animals live in groups the same size

"How does living in a group help a pack of wolves get food?"
correct = a group of wolves can more easily catch animals 
incorrect = wolves in groups can share their living space
(other wrong answers should be non-advantages of advantages that do not relate to food.)

HS - LS1.C Photosynthesis - FINAL (ACM 1/30/2014)

DCI: LS1.C (A) The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.

 PE: HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

[Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps.]

This one is pretty straight forward.  The ideas in the content standard are - 

- light energy is converted into chemical energy during photosynthesis

- the inputs of photosynthesis are carbon dioxide and water

- the outputs of photosynthesis are sugars and released oxygen 

For our five questions, we can ask a couple of strict content questions about input/output or transformation of energy.  Note, we do not need to ask about specifics of these processes (where they take place, light/dark reactions, etc.). 

For the PE - again, we need to stick to input/output and energy transformation, but we can add the chemical equation and other diagrams as needed.  

Possible Question Starters

"Which of the following best summarizes the energy transformation that takes place during photosynthesis?"

correct answer - light energy is converted into chemical energy

incorrect answer - chemical energy is converted into mechanical energy, etc. 

"An incomplete diagram of the process of photosynthesis is provided. 

What is the missing component that correctly replaces the question mark to complete the diagram?"

correct answer - water

incorrect answer - soil nutrients, etc

"A test tube is filled with water and a green plant called elodea. When the plant is exposed to sunlight, it begins to produce bubbles. Which of the following is the most likely conclusion for the identity of the gas in the bubbles?"

correct answer - oxygen

incorrect answer - carbon dioxide, etc. 

MS - ESS1 B Earth, Sun, and Moon System - FINAL (WND 12-23-13)

Module: Earth, Sun, and Moon System

DCI: ESS1.B (B) This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.

Connections to Nature of Science: Scientific Knowledge Assumes and Order and Consistency in Natural Systems: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.

PE: 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.

 [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]

This standard comes directly after a standard that reads, "the solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them."

We see the following ideas in this standard: 

-Seasons are a result of the tilt of the axis relative to orbit. 

-The tilt results in differential intensity of sunlight. 

-A lunar eclipse occurs when the Moon passes directly behind the Earth into its umbra (shadow). 

-a solar eclipse occurs when the Moon passes between the Sun and Earth, and the Moon fully or partially blocks ("occults") the Sun.

Possible Question Starters: 

"Regular eclipses of the sun and moon can best be explained by which of the following?"

-correct answer - the rotations of the earth around the sun and the moon around the earth

-incorrect answer - the movements of the sun and moon around the earth 

"The tilt of the Earth on its spin axis is responsible for which of the following?"

correct answer - changing seasons

incorrect answer - solar and lunar eclipses

MS - ESS1.B The Solar System - FINAL (WND 12-23-13)

Module: The Solar System

DCI: ESS1.B (A) The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.

Connections to Engineering, Technology, and Application of Science: Interdependence of Science, Engineering, and Technology: Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.

Connections to Nature of Science: Scientific Knowledge Assumes and Order and Consistency in Natural Systems: Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.

PE: MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

PE: MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.

Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.]

[Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.]  [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]

It is important to note that this standard does not imply that students should know the components or even the characteristics of the components in the solar system.  Instead, the focus is on gravity and its role in holding the system together. After reading the clarification statements, it is clear that we can ask about specific parts of the solar system, if we provide information. Students should not be required to recall any facts about planets. 

Here are the ideas we see in the standard: 

-the solar system is made up of parts (sun, planets, moons of planets, and asteroids) 

-gravity holds the parts of the solar system in an orbital rotation around the sun

When we address the idea of modeling, it is ok to use both physical and conceptual models. 

Possible Question Starters:

"Students are planning to build a scale model of the outer planets of the solar system.  Based on the information in the table provided, which of the following representative objects and scaled diameter should they choose for the planet Saturn? 

Planetary Object	Representative Object	Actual Diameter (km)	Scaled Diameter (cm)
Jupiter	Bowling Ball	139822	23.3
Neptune	Softball	49244	8.2
Uranus	Tennis Ball	31518	5.2
Saturn	?	72367	?

Correct Answer - basketball, 12 cm

Incorrect Answers- ping pong ball, 4 cm - beach ball, 30 cm - soccer ball, 20 cm

We can probably use some vector drawings for this module.  We will work on getting some graphics to use.