MS - ESS3.D (0) - Human Activities and Global Climate Change - FINAL (CLF 2/28/2014)

Module: Human Activities and Global Climate Change

DCI: ESS3.D (0) Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.

PE: MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

[Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]

The ideas are: 

- Human activities are contributing factors in the current rise in Earth's mean surface temperature

- One human activity that contributes to this rise in temperature is the release of greenhouse gases as fossil fuels are burned

- Reducing the level of climate change depends on an understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding human behavior and applying that knowledge wisely. 

- Reducing human vulnerability to the effects of climate change depends on an understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding human behavior and applying that knowledge wisely. 

We can't really have kids ask questions on a multiple choice test, we will have to ask all of the questions :) But, we can ask about evidence of a rise in global temperatures or even evidence of factors that contribute to a rise in global temperatures.  We can also squeeze several questions out of the DCI, which types of activities contribute to a rise in global temperature, as more and more fossil fuels are burned as a result of human activity, we can expect to see which of the following changes, etc. 

Possible Question Starters

"A steady increase in global temperature has been recorded between 1900 and today.  Before concluding that this rise in temperature is the result of the increased burning of fossil fuels since that same time, which of the following questions would have to be answered?"

correct answer - what, if any, temperature rise was occurring prior to 1900

incorrect answer - what is the CO2 content in one metric ton of fossil fuels

MS - ESS3.C (A) - Changes to Earth's Environment - FINAL (CLF 2/28/2014)

Module: Changes to Earth’s Environment

DCI: ESS3.C (A) Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things.

PE: MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

[Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]

- human activities have altered the biosphere significantly

- changes to the biosphere have damaged and destroyed natural habitats

- species have become extinct due to these changes 

- changes to the Earth's environment can have different impacts to different living things

- these changes can be both positive and negative

We can't really have kids 'design' a method for monitoring and minimizing a human impact.  However, we can ask things like "the effectiveness of a method could be observed by...", or evaluating the impact of a design method.  We can ask general questions about human impact, including how the effects might be negative or how they might be positive. 

Possible Question Starters:
"The pie chart provides data on the sources and amounts of different pollutants entering the oceans. 

The greatest reduction in pollutants entering the oceans could be achieved by making which of the following changes?"

correct answer - reclaiming and treating sewage waste 

incorrect answer - stricter regulations on transportation

We can ask questions about land use. If we say that one impact of raising crops for food is using land that would have been habitat for other plants and animals, then a table with land use for different crops could be provided. The table would have yields (bushels per acre?). Then we ask which would use the most land? The options would be things like 1 million bushels of wheat or 2 million bushels of corn, etc. so the kid has to do some math.

2 - ESS2.C - Forms of Water - FINAL (WND 2/20/2014)

Module: Forms of Water

DCI: ESS2.C The Roles of Water in Earth’s Surface Processes – Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ace and in liquid form.

PE: 2-ESS2-3 Obtain information to identify where water is found on Earth and that it can be solid or liquid.

No Clarification Statements or Assessment boundaries

The ideas in this standard are: 

- water is found in the oceans

- water is found in rivers

-water is found in lakes

- water is found in ponds

- water exists as a solid

- water exists as a liquid

When they say 'obtain' information, I think they mean that kids should be able to look at a map or maybe at a globe and point to places where water can be found.   Kids should know that water can be liquid or solid, but they do not yet need to know about water vapor. 

HS - LS2.D - Animal Behavior - ASSIGNED (AuMy 2/24/2014)

Module: Animal Behavior

DCI: LS2.D Group behavior has evolved because membership can increase the changes of survival for individuals and their genetic relatives.

PE: HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

[Clarification Statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.]

- Belonging to a group provides advantages because it can increase chances of survival for individuals and their relatives. 

We will have to concentrate on the PE, which means we will have to provide some sort of evidence (changes to population, etc) and relate them to how group behavior provided an advantage.  

This is the only module aligned to this PE, so the clarification statement gives us a better picture of how this might look.  We can ask one question about the first thing in the clarification statement, and two from the other two parts. 

I found a couple of cool resources that talk about social behavior, which we might be able to derive questions from. 

http://seaworld.org/en/animal-info/animal-infobooks/elephants/behavior/

http://www.nature.com/scitable/knowledge/library/how-does-social-behavior-evolve-13260245

http://en.wikipedia.org/wiki/Social_animal

Possible Question Starters:
"Which of the following would provide the best evidence that belonging to a social structure provides advantages to a population of organisms?"

correct answer - Prairie dogs with kin or offspring nearby will more frequently alarm others to the presence of a predator than those who do not. 

"When a family group of zebras is attacked, it forms a semi-circle, turns to face the predator and watches, ready to bite the predator if the attack continues.  When one member of the group is injured, the others will surround it and keep it from being further attacked. This provides evidence for which of the following?"

correct answer - belonging to a group provides zebras with the advantage of being more likely to survive an attack from a predator

MS - LS3.B (A) - Genetic Variation - FINAL (WND 2/25/2014)

Module: Genetic Variation

DCI: LS3.B (A) In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have to of each chromosomes and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other.

PE: 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.

[Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.]

- During sexual reproduction, each parent contributes half of the genes to the offspring.  

- Individuals inherit two of each chromosome, and then have two alleles for each gene (one copy from each parent). 

- The versions of alleles may be identical to each other or they may be different. 

So, this batch and the last one (inheritance) are the only two aligned to this PE (with no real mention of asexual reproduction in the content standards.  That's a little confusing.  As long as students know that organisms which reproduce sexually have more genetic variation, that's probably really all that matters.  No explicit knowledge of asexual reproduction is required. 

This batch will focus on the mechanics of getting unique copies of chromosomes into the cells of daughter organisms.  We can use Punnett squares for this one, and can use them to point to the idea that one half of the genetic information comes from each parent, and that the combination of genetic information from each parent results in offspring with unique characteristics. 

Possible Question Starters: 

"Sexually reproducing organisms can be distinguished from asexually reproducing organisms by studying which of the following?"
correct answer - the extent of variety in the genetic information between parents and offspring 

MS - LS3.A (B) - Inheritance - FINAL (WND 2/25/2014)

Module: Inheritance

DCI: LS3.A (B) Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited.

PE: 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.

 [Clarification Statement: Emphasis is on using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.]

- Differences in the traits of parents and offspring are the result of differences that result from the chromosomes that are passed down. 

We can use Punnett squares to point to differences in the characteristics of offspring from their parents.  Students need to understand that because of sexual reproduction, genetic information is not identical between generations, it is changed. It looks like it might be ok to ask one question about the difference between sexual and asexual reproduction, but we need to leave the mechanisms of types of reproduction to another batch.  

It may be a stretch to have students use Punnett squares without knowledge of vocabulary terms like heterozygous and homozygous, but we should avoid questions that depend on students knowing these words.  If we can get at the concept without assigning a specific vocabulary term, that will be best. 

Possible Question Starters: 

"The offspring of an organism produced through asexual reproduction is always –

correct answer - genetically identical to its parents

MS - LS3.A (A) - Genes and Gene Mutations - FINAL (WND 2/25/2014)

Module: Genes and Gene Mutations

DCI: LS3.A (A) Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structure and functions of the organisms and thereby change traits.

 PE: 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.

[Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.] [Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.]

The ideas in this standard are: 

- genes are located in the chromosomes of cells

- each chromosome pair contains two variants of many distinct genes

- each distinct gene chiefly controls the production of certain proteins

- these proteins affect the traits of the individual

- changes to genes can result in changes to proteins

- changes to proteins can affect the structure and functions of the organisms and thereby change traits

A model that describes why structural changes to genes may affect proteins and result in effects to structure and function of the organism may include a general understanding that the proteins themselves are affected by mutations.  We cannot get into specifics about gene inheritance, but the underlying notion that defective genes get passed down to offspring seems to be inherent in this standard. 

Possible Question Starters: 

"Genes are located in which part of the cell?"

correct answer - chromosomes

incorrect answer - ribosomes 

2 - PS1.A (A) - Structure and Properties of Matter - FINAL (WND 2/24/2014)

Module: Properties and States of Matter

DCI: PS1.A (A) – Structure and Properties of Matter – Different kinds of matter exist and many of them can be either solid, liquid, depending on the temperature. Matter can be described and classified by its observable properties.

PE: 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

[Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]

The ideas in this standard:

- matter exists in several forms

- matter can be solid or liquid 

- the state of matter depends on temperature

- matter can be described and classified by its observable properties

We can get quite a bit of mileage out of the PE.  Students are expected to be able to classify materials based on their properties.  We can do this by providing a list of materials, and their properties.  Then, they can group several materials by a certain property or can even identify an unknown material based on its properties. 

Possible Question Starters: 

"Whether a material is a solid or liquid depends on the material's - "

correct answer - temperature

HS - LS2.C (B) - Human Impact on the Environment - FINAL (AuMy 2/19/2014)

Module: Human Impact on the Environment

DCI: LS2.C (B) Moreover, anthropogenic changes (induced by human activity) in the environment - including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change - can disrupt an ecosystem and threaten the survival of some species.

PE: HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

[Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species.]

The ideas in this standard are: 

- human activities can cause changes in an ecosystem which disrupts the ecosystem and threaten the survival of some species. 

- these changes may be caused by habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change 

It will be almost impossible to have kids design anything on a multiple choice test, but we can have them evaluate and possibly refine solutions. We can distinguish human/nonhuman, threatening/nonthreatening.  Or, we can get specific about a threat and ask kids to tell us how it will impact an ecosystem. 

Possible Question Starters: 

"Only 200 miles of the 1213 mile long Columbia River are still free-flowing, after the construction of about 200 dams which have been constructed to provide water for electricity, irrigation, and flood control.  The construction of these dams has destroyed salmon habitat, and disrupted the pathways of salmon as they move upstream to reproduce.  Many scientists have suggested that the only way to save the salmon population is to rebuild these dams to allow for safer passage of salmon.  Which of the following types of data would need to be collected in order to evaluate the effectiveness of this solution?"

correct answer - the number of salmon below the dam and above the dam during their migration period

incorrect answer - the average number of eggs laid by salmon during their mating season