HS - PS1 - Periodic table and trends - ASSIGNED (CJT 1/31/2014)

Module: Periodic Table and Trends

DCI: PS1.A (B) The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.

 PE: 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.

PE: 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.

[Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.]

[Clarification Statement: Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.] [Assessment Boundary: Assessment is limited to chemical reactions involving main group elements and combustion reactions.]

The basic content seems to be as follows.

What kids should KNOW

- The periodic table organizes elements by properties of the atoms.

- From left to right across a rows, the number of protons in the atom increases

- Elements in the same column share properties

- Repeating patterns in the PT reflect patterns in the outer electrons of elements.

What kids should BE ABLE TO DO

- Predict properties of elements based on relative position in the PT

- The properties kids should be able to predict are those relating to the electrons in the outermost shell. 

- Be able to use the information from the PT to explain chemical reactions

MS - LS2.A (A) - Organism Interactions in Ecosystems - ASSIGNED (WND 1/31/2014)

Module: Organism interactions in Ecosystems

DCI: LS2.A (A):  Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)

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.

[Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.]

The ideas we see in this standard are: 

- organisms are dependent on their environmental interactions with other living things.

- organisms are dependent on their environmental interactions with non-living factors. 

- populations are dependent on their environmental interactions with other living things

- populations are dependent on their environmental interactions with non-living factors. 

We will have to provide data, in any form, that shows a correlation between the availability of resources (both living and non-living) and individual organisms or even entire populations.  The clarification statement tells us to stick to cause and effect relationships and either an increase or decrease in populations when resource availability changes. 

Possible Question Starters: 

"The table provides information on the habitat and diet of several organisms. 

Which of the following is an example of one organism depending on another?"

correct answer - white ibis --> frogs

incorrect answer - tree shrew --> grasses

MS - LS1.D - Sensory Receptors - FINAL (WND 1/31/2014)

Module: Sensory Receptors

DCI: LS1.D 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.

PE: 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.

[Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.]

The ideas in this standard are: 

-each sense receptor responds to different inputs

- inputs may be electromagnetic, mechanical, or chemical

- sense receptors transmit these inputs as signals that travel along nerve cells to the brain

- the brain processes these signals then initiates a behavior or storing the information as a memory. 

We have done a similar batch in an earlier grade level, this one is at a higher level because it talks about the different types of inputs and also asks that students be able to 'gather and synthesize information'.  I think we can accomplish this by providing examples of an input and a response and ask them what it provides evidence of.  Also - we might be able to look at the structure or location of sensory receptors do the same type of question. 

Possible Question Starters:
We can have a semi-filled in concept map showing the process of sensory response and ask them to fill in the missing section. 

MS - LS1.C (B) and PS3.D (B) - Energy Flow in Organisms - FINAL (WND 2/3/2014)

Module: Energy Flow in Organisms

DCI: LS1.C (B) Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.

DCI: PS3.D (B) Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.

PE: 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.

[Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.]

The ideas we see in this standard are: 

- food goes through chemical reactions within individual organisms

- food molecules are broken down to form new molecules

- the new molecules formed are used to support growth or release energy within the organism 

- cellular respiration is the process by which plants and animals use oxygen to release stored energy 

- in cellular respiration, complex molecules (which contain carbon) react with oxygen to produce carbon dioxide and other materials 

The 'model' mentioned in the PE might be a conceptual model of the process of cellular respiration in plants and animals, or might be on the breaking down of food molecules into new molecules, releasing energy.  It is not necessary, for this standard, that the steps of the chemical reactions are known.  

Possible Question Starters: 

"A partial concept map for a process that takes place within the cells of individual organisms is provided.

Food consumed --> ? --> Energy released

Which of the following would best replace the "?" in the concept map?

correct answer- chemical reactions

incorrect answer - water absorbed

"Which of the following best summarizes the process of cellular respiration in plants and animals?"

correct answer - carbon based molecules react with oxygen molecules to produce carbon dioxide and other materials

incorrect answer - water molecules react with carbon dioxide to produce carbon based molecules and other materials 

HS - LS2.B (B) - Transfer of Energy in Ecosystems - FINAL (ACM 2/3/2014)

Module: Transfer of Energy in Ecosystems

DCI: LS2.B (B) Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved.

PE: HS-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

[Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.] [Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.]

The ideas in this standard are: 

- the lowest level of the food web is made up of plants and algae (Producers)

- As you move up the food web, only a small amount of the matter consumed at the lower level is transferred upward to produce growth and release energy (through cellular respiration) at the higher level. 

- Because the transfer of matter and energy is somewhat inefficient, there need to be fewer organisms at the top of a food web. 

- some of the matter from lower levels of the food web reacts to release energy for life functions

- some of the matter is stored in the newly made structures

- much of the matter is discarded

- the chemical elements that make up an organisms molecules pass through food webs and out into the atmosphere and soil

- these elements are combined and recombined in different ways 

- at each link in an ecosystem, matter and energy are conserved

We need to keep to a minimum the number of questions which relate directly back to reading a food web diagram.  I will provide one here, but really, we should be moving past that and into conceptualizations of the flow of energy from one level of a food web to the next, and the processes by which that transfer of energy takes place.  

We can also ask what happens to the matter that is not cycled, or the energy which is not used, etc, and get to the fact that matter and energy are conserved.  When they say mathematical model, my guess is that they mean the 10% rule, but since they don't say that, we can't use it exactly like that.  We will have to use the idea in a vague, general sense.  We can concentrate too, on the atoms of carbon, hydrogen, or oxygen that get moved between organisms and how they are the same atoms, just changing forms as they move from one level to the next. 

Possible Questions: 

"A food web diagram is provided. 

The trophic level which represents the greatest amount of stored energy in the food web includes which of the following organisms?"

correct answer - red oat grass

incorrect answer - wildebeast 

"The energy animals need to carry out their life functions is made available to them when which of the following processes takes place?"

correct answer - glucose molecules are broken down and recombined into carbon dioxide and water 

incorrect answer - nitrogen gas from the atmosphere is taken in and carried to all of the cells of the body

A question relating the inefficiency of energy transfer to energy conservation might work. Something like...
"As energy is transferred between trophic levels, from producers to primary consumers, to secondary consumers, each level only a small fraction of the available energy is transferred. How can this be reconciled with the concept of conservation of energy?"
* the remaining energy is lost to heat through metabolic processes
- organic systems do not demonstrate the conservation of energy
?

If we want to do some math, we could have a diagram similar to this one.
http://media.web.britannica.com/eb-media/00/95200-004-52061B80.gif
We could leave out some numbers and ask the kids about the missing data.

3 - LS4.C - Adaptation

Module: Adaptation

DCI: LS4.C Adaptation – For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.

PE: 3-LS4-3 Construct an argument with evidence that in a particular habitat, some organisms can survive well, some survive less well, and some cannot survive at all.

[Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]

The ideas in this standard are: 

- no matter what kind of environment, some organisms survive well, some less well, and some not at all 

So we might be able to provide a data table for the characteristics of a certain environment (very hot, very cold, etc.) and ask which kinds of animals may have a better chance of surviving (those with thick fur, etc.).  

I'm noticing that the focus is not on the particular adaptation as it relates to a certain function, like we may have previously focused on in the TEKS, but more that it's the adaptation as it relates to the characteristics of the environment.  This might make it a bit trickier. 

Possible Question Starters: 

"Some characteristics of the mole cricket are shown in the diagram. Based on its characteristics, the mole cricket will survive well in which type of environment?"

correct answer - deep underground

incorrect answer - freshwater ponds, tops of trees, open grassland

"Seals and polar bears, have thick layers of fat that help them stay warm.  Because of this characteristic, seals and polar bears would be more likely to survive under which of the following conditions?"

correct answer - extreme cold

incorrect answer - very dry 

3 - LS4.A (B) - Fossils - ASSIGNED (LH 1/30/2014)

Module: Fossils

DCI: LS4.A (B) Evidence of Common Ancestry and Diversity – Fossils provide evidence about the types of organisms that lived long ago and also about the nature of their environments.

PE: 3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

[Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]

The ideas in this standard are: 

- fossils provide evidence about the types of living things that lived long ago

- the fossils also provide evidence about the types of environments from long ago

We will be splitting hairs between this batch and the extinct plants and animals batch.  Really, the only difference is that this batch throws more of a spotlight on the types of environments.  

Possible Question Starters: 

"This table gives information on different fossils.  According to the information on the table, finding which fossil in a region would lead to the conclusion that the area was, long ago, covered with trees?"

"Finding fossils of which type of organism in the rock layers below a forest would lead to the conclusion that the area long ago had a large lake?"

correct answer - freshwater plants

incorrect answer - small reptiles 

3 - LS4.A (A) - Plant and Animal Extinction - ASSIGNED (LH 1/30/2014)

Module: Plant and Animal Extinction

DCI: LS4.A (A) Evidence of Common Ancestry and Diversity – Some kinds of plants and animals that once lived on Earth are no longer found anywhere.

PE: 3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

[Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]

The ideas in this standard are: 

- there are some plants and animals that lived on Earth long ago, but are no longer living on earth. 

- we can find evidence of these plants and animals in fossils

Ok, so the basic idea is that the fossil record provides evidence of extinct plants and animals.  We can also draw a connection to the fact that the environments they lived in might be very different than they are today. 

We can also get a general question about the use of fossils out of this. 

Possible Question Starters: 

"Fossils are best used to provide evidence of - 

correct answer - plants and animals that lived a very long time ago. 

incorrect answer - the processes that change the Earth over time. 

What evidence do scientists use to show that an animals went extinct in the past?
- Fossils of the animal are in the oldest rocks, but do not appear in younger rocks
- The fossils show that the animals were often killed and eaten by other animals

We can show rock layers with ages labeled and have fossil present then absent and ask kids when the thing went extinct.

We can have multiple fossils and ask which organisms lived at the same time.