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Miami-Dade County Public Schools

Office of Academics and Transformation

Comprehension Instructional Sequences (CIS)

Middle Grade ScienceCompiled

Professional Development Resources

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, Chair

Dr. Lawrence S. Feldman, Vice-ChairDr. Dorothy Bendross-Mindingall

Ms. Susie V. CastilloDr. Wilbert “Tee” Holloway

Dr. Martin KarpMs. Lubby Navarro

Ms. Raquel A. RegaladoDr. Marta Pérez Wurtz

Mr. Logan Schroeder-StephensStudent Advisor

Mr. Alberto M. CarvalhoSuperintendent of Schools

Ms. Maria L. IzquierdoChief Academic Officer

Office of Academics and Transformation

Dr. Maria P. de ArmasAssistant SuperintendentDivision of Academics

Mr. Cristian CarranzaAdministrative DirectorDivision of Academics

Department of Mathematics and Science

Dr. Ava D. RosalesExecutive Director

Department of Mathematics and Science

Table of Contents

Quarter 1

Grade 6- SC.6.E.7.2 – The New and Improved Water Cycle........................................................4Grade 7- SC.7.P.11.2 – Canada is Ready for a Transformative Energy Experience.................13Grade 7- SC.7.P.10.1 – Gamma-Ray Bending Opens New Door for Optics..............................21Grade 8- SC.8.P.8.4 – An Oil Filter for Water.............................................................................28Grade 8- SC.8.P.8.5 – Strontium: Breakthrough against Osteoporosis......................................37

Quarter 2

Grade 6- SC.6.P.13.1– Baseball: From Pitch to Hits .................................................................45Grade 7- SC.7.E.6.2 – Do Earthquakes Deposit Gold? New Study Shows That Fault Lines May Be Linked To the Precious Metal ................................................................................................53Grade 8- SC.8.L.18.3 – Life Beneath the ‘berg ..........................................................................60

Quarter 3

Grade 6- SC.6.L.14.4 – “ Zombie” Cells Created in New Mexico Lab Said to Outperform Living Ones in Some Ways....................................................................................................................67Grade 7- SC.7.L.17.1 - What’s Killing the Sea Otters?...............................................................74Grade 7- SC.7.L.15.1 – Blindsight: Animals That See without Eyes..........................................81Grade 8- SC.8.E.5.7 – Wrong-way Planets Do Gymnastics ? .....................................................88

Quarter 4

Grade 7- SC.7.L.16.1 – Animal CSI or From Science Lab to Crime Lab ...................................95

Division of Academics – Department of Science3

CIS: The New and Improved Water CycleBy Joan Rose/ November 216 2012 (http://www.huffingtonpost.com)

Are you experiencing pain, illness, economic problems and you a victim of the new water cycle: hurricanes, flooding, pipe breaks, toxic blooms, boil orders, salt water intrusion, severe contamination and droughts? This is not your grandparents' cycle" -- and unlike resources like oil, water is considered to be a "renewable resource." But humans are now coupled to the water cycle and have modified this global resource which is necessary for all life on earth, where usable and clean water are becoming scarcer.

CLIMATE IMPACTS ON THE WATER CYCLE: It is clear that humans have now affected the earth's very large global climate system with a significant influence on water and the water cycle. This has changed the amount of water that returns as precipitation, where "how much" is important for flooding and how fast it comes. Predictions are that parts of the United States will become drier and other parts will become wetter. This summer the focus was on the drought that spread widely across the country affecting not only water supplies but food security. A new assessment has shown that over the last 60 years global droughts have increased by about 0.8 percent(1). More recently, however, all eyes were turned toward the east coast as we watched with horror as Hurricane Sandy brought huge amounts of water that rushed with a dramatic force into streets, subways and homes. Floods remain the number one disaster globally, causing loss of life, economic damage and illnesses(2). The immediate impact on life and well being, especially with a storm like Sandy, is clearly visible, but the long term concerns are associated with water pollution. Untreated sewage containing billions of bacteria, parasites and viruses are entering waterways and impacting water quality. During the storm 18.3 million gallons of raw waste gushed into a creek, a tributary of the Nansemond River, eventually closing shellfish beds; 500 million gallons of raw sewage every day was flowing into Newark Bay and more than 12 municipalities in New Jersey issued boil orders for the drinking water, but if you don't have power, what will you do? How will you gain access to safe water? Can we adapt our cities, sewage systems and agricultural schemes through water infrastructure to prevent and mitigate these ill effects? Maybe, but we need to be thinking about these issues, as my conclusion is that both quantity and quality will be affected under this "new water cycle."

GROUNDWATER LOSES: Our aquifers and wells are not going to


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http://www.huffingtonpost.com/

be spared as part of the new water cycle, which will impact our agricultural systems, coastal communities and river flows in general. Intensive groundwater extraction (which has a history of only about 50 years) is led by agriculture, and losses are associated with this overdraft as we pump out more groundwater than is recharged, thus dropping the water table. The Wells are going dry, even in places like Michigan, where moving from rain fed agriculture to irrigation in the southwest of the state has led to a drop in the available water from key aquifers. And it is not just quantity; the quality of water under dry conditions shows that the groundwater contribution to our rivers here in Michigan is laced with human fecal pollution markers eventually emptying into one of the Great Lakes. Sea level rise and salt water intrusion also exacerbate groundwater conditions in places like California. This is a global issue that threatens the global food market and the benefits to billions of people around the world. Can we use groundwater in a sustainable way while feeding the future? Can we enhance recharge? Maybe, but it is my opinion that this hidden water resource needs to be brought to the top of the list for vulnerability assessment and protection under the pressures of the "new water cycle."

WASTEWATER AND WATER RECYCLING: One thing is for sure: water does move in a cycle and we reuse it all the time. Even with 20 percent of the surface freshwater in the Great Lakes, the goal is to keep return flows (water that has been used by communities and industries) inside the basin. The largest diversion of water allowed (one billion gallons of water per day) is the wastewater from Chicago, which is now pumped by reversing the flow of the Chicago River eventually to the Mississippi, instead of its natural flow to Lake Michigan. Early in the history of this grand city, one of the greatest engineering feats ('Civil Engineering Monument of the Millennium,' American Society of Civil Engineers) was the building of the Chicago Sanitary and Ship Canal. This was done as a public health measure as waterborne typhoid, a serious disease, was then affecting between one person in every 500 to 1,500. Typhoid in the United States disappeared as the treatment of drinking water and control of wastewater were implemented.

The widespread use and unplanned reuse of wastewater is indicated by the pervasive appearance of pollutants like viruses, Giardia and pharmaceuticals in our water supplies. In countries like Singapore and in water-stressed states (CA), however, planned water reuse is part of the management approach to address both quantity and


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quality under the "new water cycle." Advanced treatment takes care of pathogens and emerging chemicals of concern and the water can be used for irrigation and even for drinking water. About 35 billion gallons of sewage are produced each day in the United States and only five to six percent are reused. Can we improve our reuse of water? Can we enhance our wastewater treatment to produce water fit for beneficial purposes? Maybe. I believe that more water quality testing, better wastewater treatment and acknowledgement of this recycling is needed.

A NATIONAL WATER COMMISSION IS NEEDED: Over-exploitation and manipulation of one part of the water cycle cannot be done without influencing all parts of the cycle. Our attention span to focus on water problems has been described by Dr. Robert Glennon as the hydro-illogical cycle.

We need a national commission to address this new water cycle, we need better science, better technology, better infrastructure and better communication. From my perspective, U.S. engineers and scientists have the capacity as well as the desire to address the nations and world's water resources constraints under this new coupled human water cycle.


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CIS: Water Cycle

Title of Text/Article:

New and Improved Water Cycle

NGSSS for Science

Benchmarks:

Comprehensive Science 1SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate Assessed as SC.6.E.7.4SC.6.E.7. 5 (Cognitive Complexity: Moderate)Explain how energy from the sun influences global patterns of atmospheric movement and the temperature differences between air, water and land. (also asses: SC.6.E.7.1.)

Content Integration

Comprehensive Science 1The student will be able to

Describe and/or explain the movement of water in the water cycle can be manipulated and changed by human infrastructure.

Students will identify and/or explain that uneven heating of the parts of parts of the earth cause temperature differences, which affect the movement of water.

CCSS ELA & Literacy in History/Social Studies, Science, and Technical Subjects

LAFS.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.LAFS.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

Mathematical Practices

MAFS.K12.MP.1: Make sense of problems and persevere in solving them.MAFS.K12.MP.2: Reason abstractly and quantitatively.MAFS.K12.MP.3: Construct viable arguments and critique the reasoning of others.MAFS.K12.MP.7: Look for and make use of structure.MAFS.K12.MP.8: Look for and express regularity in repeated reasoning.

Teacher Notes: Materials:

o Text or article (of sufficient complexity to promote high-level thinking)o Sticky notes (for opening “hook question, question generation, written responses, etc.)o Markers, rubrics (for Text-Based Discussion, Student Written Responses, Question

Generation, etc.)o Student copies of worksheets (for Written Responses, Direct Note-Taking, and Question

Generation). Preparations:

o Number paragraphs of selected text/article for ease of locating text evidence during discussions.

o Develop and display Final/Complex Text-Based Question at the beginning of the lesson to communicate upfront for students the lesson’s final question and learning outcome.

o Text-marking: Develop and display a code system appropriate for the CIS text to use in text-marking. Select a small text segment and preplan corresponding coding example(s) to model the text-marking process for students.

o Directed Note-taking: Develop a graphic organizer with headings appropriate for the CIS text. Select a small text segment and preplan corresponding note(s) to model the note-taking process.

o Question Generation: Select a small text segment and preplan a corresponding question(s) to model the Question Generation process for students.

o Any audio visuals, specimens, and/or samples to enhance lesson.


* * * CIS Step 1 * * *Tasks: Teacher asks hook question to launch opening discussion, reads aloud to students while students mark text, students read the text and participate in directed note-taking.

Purpose: To bring world relevance to text reading, establish a purpose for reading, model fluent reading, provide opportunities for students to become interactive with the text, and think critically about information in the text.

Visual Hook: “New and Improved Water Cycle” By Joan Rose, Huffing Post November 16 2012

Hook Question: How do humans influence the movement of water?Individual responses in journals

Predictive Written Response to Complex Text-Based QuestionWhat are some positive and negative consequences when humans influence the movement of water?

Vocabulary InstructionPara-graph

#Academic or Discipline Specific

VocabularyWord Part or Context

Para-graph #

Academic or Discipline Specific Vocabulary

Word Part or Context

1 Intrusion: Sounds like intrude. Something not supposed to be

where it is.

Word Part

4 Tributary: Contribute. Creeks contribute to rivers their water.

Word Part

6 Laced: Its in it somewhere Context5 Infrastructure: involving the

“structure” of city sewage and irrigation.

Word Part &

Context1 Scarcer: To become less Context

Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root,

suffix) and/or context. Record meanings of word parts and words on chart paper. Variations for Vocabulary Instruction:

o record meanings of word parts and words in word study guide, journal writing, graphic organizers, etc.


opost word parts, words, and their meanings on a vocabulary word wall; refer to word wall during reading, discussions, and writing throughout CIS lesson and subsequent lessons.


Reading #1Text-marking + – this section of text shows a positive impact on society or the individual_ – this section of text shows a negative impact on society or the individualP – this section of text shows a problemS – this section of text shows a solution

Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently. Students share text markings with table group or partner.

Reading #2Directed Note-Taking - Record notes containing the most important information relevant to the guiding question

Visual Hook: Climate Change video segment – PBS Learning MediaGuiding Question: Using evidence from the text and video clip, why is it important to consider positive and negative impacts on society and/or individuals, when developing a solution to our

“water crisis”Para-

graph #Paragraph # Paragraph #

+ Impact Society or Individual

- Impact Society

or Individual

Problem Solution

1 Usable and clean water are becoming scarce X X2 Water crisis X X3 Flooding and hurricanes X XVIDEO Acid rain coming from industrial plant to fish in lakes. X X

Present a guiding question to direct students thinking while taking notes. Teacher models note-taking using an example statement from the text, then selecting the category or categories that support the statement. Students complete note-taking collaboratively or independently.

Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text.


http://www.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.climatechange/climate-change/

First Draft Written Response to Essential QuestionAccording to the text, describe some of the solutions to our water cycle and climate change concerns.

Ask students to complete the second Written Response. Variations for this Written Response: Sticky notes quick writes, collaborative

partners, written conversations

***CIS Step 2 * * *Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then students re-read the text to generate their own questions.

Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.

Reading #3Question Generation: New and Improved Water Cycle

Para-graph

#

Questions Check relevant categories below

+ Impact Society/

Individual

- Impact Society/ Individu

al

Problem

Solution

1 How can droughts occur from the water cycle? X X2 How can we prevent climate change and the

intensification of the water cycle?X X

3 How can we prevent groundwater losses to the water cycle?

X X

5 How can we begin a wastewater reuse program? X X

Teacher models re-reading a portion of the text and generates one or two questions.


Students continue to review/scan the text and use their recorded notes to generate questions about information in the text collaboratively or independently.

To conclude question generation, the teacher has students: share their questions with the related category whole class and discuss

which questions they have in common, and which questions are most relevant or significant to their learning.

record/post common and relevant/significant questions to encourage:oextended efferent text discussionostudents to seek/locate answers in text-reading throughout the

remainder of the chapter/unit focusing on unanswered questions in collaborative inquiry.

* * * CIS Step 3 * * *Task: Teacher posts a Complex Text-Based question, students discuss answers, and review/revise answers to the final/Complex Text-Based question based on discussion.

Purpose: To provide opportunities for students to interact with the text and with their peers to:

identify text information most significant to the final/essential question. facilitate complex thinking and deep comprehension of text.

Final Written Response to Complex Text-Based QuestionAccording to the text and extended text discussion how can society affect the way water moves to avoid negative impact on the environment? How does human society affect the earth’s spheres?

The Final Written Response can be used as an assessment for student learning, aligning to FCAT Item Specifications.


CIS: Canada is Ready for a Transformative Energy Experience

By David Suzuki/ May 2, 2013P1 Some people think a widespread shift from fossil fuels to cleaner energy sources is not practical or even possible. You've probably heard the arguments: wind doesn't always blow, sun doesn't always shine, the technology's not advanced enough, installations take up too much space, we need sources of base load power that can only come from fossil fuels or nuclear power. And so we carry on, rushing to squeeze every last drop of oil and gas from the ground using increasingly difficult and destructive methods like fracking, deep-sea drilling and oil sands extraction, with seemingly little concern for what we'll do after we've burned it all.

P2 A lot of research is challenging those skeptical assumptions, including some by the David Suzuki Foundation, working with the Trottier Energy Futures Project. "Canada has vast renewable energy resources in the form of hydropower, solar, wind energy, and biomass, as well as geothermal, wave, and tidal resources that are many times larger than current or projected levels of total fuel and electricity consumption," the recent Trottier report, "An Inventory of Low-Carbon Energy for Canada," concludes.

P3 Those findings are confirmed by research and experience elsewhere in the world. A study by engineers at Stanford University reports, "it is technically and economically feasible to convert New York's all-purpose energy infrastructure to one powered by wind, water and sunlight," and doing so "shows the way to a sustainable, inexpensive and reliable energy supply that creates local jobs and saves the state billions of dollars in pollution-related costs."

P4 An article in the New York Times points to research by the Paris-based International Energy Agency, showing, "Thirteen countries got more than 30 per cent of their electricity from renewable energy in 2011."

P5 The Stanford study's lead author, engineering professor Mark Z. Jacobson, told the New York Times, “You could power America with


http://www.davidsuzuki.org/blogs/science-matters/2013/05/canada-is-ready-for-a-transformative-energy-experience/

renewables from a technical and economic standpoint. The biggest obstacles are social and political -- what you need is the will to do it."P6 It would be even less of a challenge in Canada. Thanks in part to our abundant hydro resources, we produced more than 63 per cent of our electricity with renewable sources in 2011. The U.S. produced 12.3 per cent.

P7 The biggest obstacles in shifting to clean energy may be social and political, but one of the greatest challenges is creating a "smart" electricity grid. As Trottier Project managing director Ralph Torrie says, we'll have to replace our antiquated grid with one that "will use information technologies to balance a wider range of supply sources, energy storage, interprovincial transfers of electricity and a wide variety of energy management and efficiency tools." Because the current system is due for an overhaul, now is an ideal time to invest in reconfiguring it.

P8 Other challenges include the costs and the impacts of renewable energy installations on ecosystems and wildlife. And with biofuels, the sustainability of source materials and effects on land and food supplies must also be considered. But these are far from insurmountable. Fossil fuel and nuclear power sources are also extremely costly and have far greater environmental impacts. And many studies show that moving to renewables creates jobs and contributes to economic health.

P9 The recent Trottier study looked at Canada's potential in the context of reducing energy-related greenhouse gas emissions by 80 per cent by 2050 -- a necessary target if we are to do our part to combat climate change. Reaching that target will also require becoming more efficient in the ways we produce and consume fuels and electricity. This means looking at our individual behaviours as well as considering our habits and practices for everything from public transportation to building design to manufacturing.

P10 Sure, it will be a challenge. But the alternative -- to carry on polluting air, water and soil and putting our future at risk with global warming -- isn't pretty. We've faced and overcome many challenges before. When people


have mobilized resources in the past, we've been able to accomplish a lot in relatively little time -- from defeating the fascist threat in the Second World War to putting people on the moon. Finding smarter ways to power our societies is something we can and must do.

Written with contributions from David Suzuki Foundation Communications Manager Ian Hanington.


CIS: Energy Transformations

Title of Text/Article: Canada Is Ready For a Transformative Energy Experience

NGSSS for Science

Benchmarks:

Comprehensive Science 2 (200207001)Big Idea 11: Energy Transfer and TransformationsSC.7.P.11.2 Investigate and describe the transformation of energy from one form to another. AASC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. Assessed as SC.7.P.11.2

Content Integration Comprehensive Science 2 (200207001)The student will be able to Analyze the transformation of energy from one form to another Differentiate between potential and kinetic energy Describe situations where energy is transformed between kinetic energy and potential energy and vice

versa Describe various forms of energy, i.e., thermal, radiant, electrical, mechanical, chemical Describe sources of energy, i.e., tidal, hydroelectric, geothermal, wind, solar Analyze different transformations of energy within systems, ie., in a flashlight, in renewable and

nonrenewable sources to electricity which powers everyday appliances, Cite evidence that energy cannot be created nor destroyed, only transformed from one form to another Demonstrate an understanding that during energy transfers, heat is released Identify and describe examples of the Law of Conservation of Energy






o Text or article (of sufficient complexity to promote high-level thinking)o Sticky notes (for opening “hook question, question generation, written responses, etc.)o Markers, rubrics (for Text-Based Discussion, Student Written Responses, Question Generation,

etc.)o Student copies of worksheets (for Written Responses, Direct Note-Taking, and Question

Generation).o Any audio visuals, specimens, and/or samples to enhance lesson.




Hook Question: How can green energy impact our lives, health, and future?

Individual responses

Predictive Written Response to Complex Text-Based QuestionWhat are some challenges and benefits of shifting from burning fossil fuels to cleaner energy sources?


Vocabulary InstructionPara-

graph # Academic or Discipline Specific Vocabulary Word Part or Context

Para-graph # Academic or Discipline Specific Vocabulary Word Part or

Context

1 Installations- The act of establishing an indicated place, condition, or status

context 7 Antiquated- outmoded or discredited by reason of age

Context

Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root, suffix)

and/or context. Record meanings of word parts and words on chart paper. Variations for Vocabulary Instruction:



Reading #1Text-marking + – this section of text shows a positive impact on society or the individual_ – this section of text shows a negative impact on society or the individualP – this section of text shows a problemS – this section of text shows a solution



Audio Hook: Fernando Pages on How Affordable and Green Go Together in Home Building:

http://wlrn.pbslearningmedia.org/resource/eded669e-0139-4dbc-81f0-2e128b9ec1a0/eded669e-0139-4dbc-81f0-2e128b9ec1a0/




Directed Note-Taking Guiding Question: Using evidence from the text and video clip, why is it important to consider benefits and challenges of shifting from burning fossil fuels to cleaner energy sources?Para-graph #

Note Category+ Impact Society or Individual

- Impact Society or Individual

Problem Solution

1 We extract oil and gas from the ground using increasingly difficult and destructive methods like fracking, deep-sea drilling and oil sands extraction,

X



First Draft Written Response to Essential QuestionUsing evidence from the text, why is it important to consider challenges and benefits of shifting from burning fossil fuels to cleaner energy sources?


Ask students to complete the second Written Response. Variations for this Written Response: Sticky notes quick writes, collaborative partners,

written conversations

*** CIS Step 2 * * *Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then students re-read the text to generate their own questions.


Reading #3Question Generation

Question Generation:Para-graph #


+ Impact Society/Individual

- Impact Society/ Individual

Problem Solution

1 Do fracking, deep-sea drilling and oil sands negatively affect our environment?

X X

2 Which energy sources are appropriate to replace fossil fuels?

X


Teacher models re-reading a portion of the text and generates one or two questions. Students continue to review/scan the text and use their recorded notes to generate

questions about information in the text collaboratively or independently. To conclude question generation, the teacher has students:

share their questions with the related category whole class and discuss which questions they have in common, and which questions are most relevant or significant to their learning.

record/post common and relevant/significant questions to encourage:o extended efferent text discussiono students to seek/locate answers in text-reading throughout the remainder of

the chapter/unit focusing on unanswered questions in collaborative inquiry.

* * * CIS Step 3 * * *

Task: Teacher posts a Complex Text-Based question, students discuss answers, and review/revise answers to the final/Complex Text-Based question based on discussion.



Final Written Response to Complex Text-Based QuestionUsing evidence from the text, why is it important to consider challenges and benefits of shifting from burning fossil fuels to cleaner energy sources?

The Final Written Response will be used as an assessment for student learning.


CIS: Gamma-Ray Bending Opens New Door for Optics Bending the rules. Gamma ray lenses, which theory had suggested were impossible, could be made from heavy elements such as gold.

Lenses are a part of everyday life—they help us focus words on a page, the light from stars, and the tiniest details of microorganisms. But making a lens for highly energetic light known as gamma rays had been thought impossible. Now, physicists have created such a lens, and they believe it will open up a new field of gamma-ray optics for medical imaging, detecting illicit nuclear material, and getting rid of nuclear waste.

Glass is the material of choice for conventional lenses, and like other materials, it contains atoms which are orbited by electrons. In an opaque material, these electrons would absorb or reflect light. But in glass, the electrons respond to incoming light by shaking about, pushing away the light in a different direction. Physicists describe the amount of bending as the glass's "refractive index": A refractive index equal to one results in no bending, while anything more or less results in bending one way or the other.

Refraction works well with visible light, a small part of the electromagnetic spectrum, because the light waves have a frequency that chimes well with the oscillations of orbiting electrons. But for higher energy electromagnetic radiation—ultraviolet and beyond—the frequencies are too high for the electrons to respond, and lenses become less and less effective. It was only toward the end of last century that physicists found they could create lenses for x-rays, the part of the electromagnetic spectrum just beyond the ultraviolet, by stacking together numerous layers of patterned material. Such lenses opened up the field of x-ray optics which, with x-rays' short wavelengths, allowed imaging at a nanoscale resolution.

There the story should have ended. Theory says that gamma rays, being even more energetic than x-rays, ought to bypass orbiting electrons altogether; materials should not bend them at all and the refractive index for gamma rays should be almost equal to one. Yet this is not what a team of physicists led by Dietrich Habs at the Ludwig Maximilian University of Munich in Germany and Michael Jentschel at the Institut Laue-Langevin (ILL) in Grenoble, France, has discovered.

ILL is a research reactor that produces intense beams of neutrons. Habs, Jentschel, and colleagues used one of its beams to bombard samples of radioactive chlorine and gadolinium to produce gamma rays. They directed


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these down a 20-meter-long tube to a device known as a crystal spectrometer, which funneled the gamma rays into a specific direction. They then passed half of the gamma rays through a silicon prism and into another spectrometer to measure their final direction, while they directed the other half straight to the spectrometer unimpeded. To the researchers' surprise, as they report in a paper due to be published this month in Physical Review Letters, gamma rays with an energy above 700 kiloelectronvolts are slightly bent by the silicon prism.

"Everything was wrongly predicted," explains Habs. "But we said, [the refraction] looks so marvelous for x-rays, why don't we have a look whether there is something? And suddenly we found there is a totally unexpected effect."

So what drives this new bending effect? Although he can't be sure, Habs believes it resides in the nuclei at the heart of the silicon atoms. Although electrons don't normally reside in nuclei because of the very strong electric fields there, quantum mechanics allows pairs of "virtual" electrons and antielectrons, or positrons, to blink briefly into existence and then recombine and disappear again. Habs thinks the sheer number of these virtual electron-positron pairs amplifies the gamma-ray scattering, which is normally negligible, to a detectable amount.

The bending in his group's experiment isn't much—about a millionth of a degree, which corresponds to a refractive index of about 1.000000001. However, it could be boosted using lenses made of materials with larger nuclei such as gold, which should contain more virtual electron-positron pairs. With some refinement, gamma-ray lenses could be made to focus beams of a specific energy.

Such focused beams could detect radioactive bomb-making material, or radioactive tracers used in medical imaging. That's because the beams would only scatter off certain radioisotopes, and stream past others unimpeded. The beams could even make new isotopes altogether, by "evaporating" off protons or neutrons from existing samples. That process could turn harmful nuclear waste into a harmless, nonradioactive byproduct.

"It is great to see that the advances x-ray optics have made … over the past 20 years might now even be moving into the [gamma ray] range," says Gerhard Materlik, chief executive of the Diamond Light Source, an x-ray

facility in Didcot, U.K. "I hope that the predictions made by the authors about possible gamma ray optics can be realized to turn them into real optical components."


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CIS: Gamma-Ray Bending Opens New Door for OpticsBenchmarks: Carefully select text that aligns with State Standards/Benchmarks


Gamma-Ray Bending Opens New Door for Optics

NGSSS for Science Benchmarks:

Comprehensive Science 2 (200207001)Big Idea 10: Forms of EnergySC.7.P.10.1 Illustrate that the sun’s energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors. AASC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed. (Assessed as SC.7.P.10.3)SC.7.P.10.3 Recognize that light waves, sound waves, and other waves move at different speeds in different materials. AA

Content Integration

Comprehensive Science 2 (200207001)The student will be able to Describe various forms of energy, i.e., thermal, radiant, electrical, mechanical, chemical Analyze how light waves travel at different speeds in different media Compare the characteristics of waves using the electromagnetic spectrum

CCSS ELA & Literacy





o Text or article (of sufficient complexity to promote high-level thinking)o Sticky notes (for opening “hook question, question generation, written responses,

etc.)o Markers, rubrics (for Text-Based Discussion, Student Written Responses, Question

Generation, etc.)o Student copies of worksheets (for Written Responses, Direct Note-Taking, and

Question Generation). Preparations:









Visual Hook: Demonstration “Disappearing beaker”The “Disappearing beaker” demo is performed by placing a small Pyrex beaker inside a larger Pyrex beaker, then filling the smaller beaker with vegetable oil, allowing the oil to spill out of the small beaker and into the large beaker. Continue pouring the oil until the small beaker is covered. The result will be the illusion that the smaller beaker has disappeared.

Hook Question: What happens to the “disappearing beaker”?Individual responses in journals

Predictive Written Response to Complex Text-Based QuestionShould gamma-rays be used in everyday applications?



VocabularyWord Part

or Context

Para-graph



3 Nanoscale noun

Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root,

suffix) and/or context. Record meanings of word parts and words on chart paper. Variations for Vocabulary Instruction:




Reading #1Text-marking F – this section of text shows a fact relevant to gamma-ray applications in opticsO – this section of text shows an opinion relevant to gamma-ray applications in

opticsH – this section of text shows a hypothesisE – this section of text shows a piece of evidenceC – this section of texts shows a claim based on evidence



Visual Hook: NBC Learn: Irradiated food: Is a Mango Exposed to Gamma Rays Safe to Eat?

Directed Note-Taking: Gamma-Ray Bending Opens New Door for OpticsGuiding Question: Using evidence from the text and video clip, should gamma-rays be used in everyday applications?Para-graph

#

Note CategoryFact Opinio

nHypoth

esisEvidence

Claim



First Draft Written Response to Essential QuestionUsing evidence, support a decision to the following question: should gamma-rays be used in everyday applications?


http://archives.nbclearn.com/portal/site/k-12/flatview?cuecard=43789

http://archives.nbclearn.com/portal/site/k-12/flatview?cuecard=43789

Ask students to complete the second Written Response. Variations for this Written Response: Sticky notes quick writes, collaborative

partners, written conversations

* * * CIS Step 2 * * *Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then students re-read the text to generate their own questions.


Reading #3Questions Generation Gamma-Ray Bending Opens New Door for OpticsPara-graph #

Question CategoryFact Opinion Hypoth

esisEvidence

Claim




record/post common and relevant/significant questions to encourage:o extended efferent text discussiono students to seek/locate answers in text-reading throughout the remainder of

the chapter/unit focusing on unanswered questions in collaborative inquiry.





Final Written Response to Complex Text-Based QuestionAccording to the text and extended text discussion, should gamma-rays be used in everyday applications?



CIS: An Oil Filter for WaterFrom Society for Science

A new screen can separate oil and water after they’ve mingled

There’s an old saying that oil and water don’t mix. But sometimes they do — especially when a chemical called a surfactant brings the two together. Once blended, oil and water become tough to pull apart. Unless, that is, you have a new type of sieve.

Researchers led by Anish Tuteja at the University of Michigan have created a new type of filter that lets water pass through but leaves oil behind. The device could be used to help clean water at treatment plants or mop up oil spills. It’s too soon, however, to know if it will be useful for large disasters, notes Tuteja.

In August, Tuteja’s team reported that a test version of the new filter performed almost perfectly in laboratory tests: It removed 99.9 percent of the oil from an oil-water mix.

Materials scientists like Tuteja specialize in trying to build new materials with useful properties. In the past, other scientists have built filters using a material that lets the oil through but stops the water. Tuteja says those filters need lots of energy to work well. They also quickly gum up with oil and must be cleaned.

Tuteja’s filter does the opposite: It allows water through but blocks the oil. And it doesn’t rely on extra energy to move the mixture through the system. Only gravity, a force that pulls objects toward the center of the Earth, tugs the liquids downward.

The scientists created the new device by dipping a base material — like a mesh or a net — into two chemicals. One of those chemicals loves water; the other repels oil. When a water-oil mixture now hits the filter, water — the heavier of the two liquids — gets pulled through, but oil does not.

The scientists tested their device on mixtures containing water and different types of oil. Each time, the water went through and the oil slid off the side into a different container.

“This is nice work,” Di Gao told Science News. He’s a chemical engineer at the University of Pittsburgh who did not work on the new material. As he explains: “It’s not too hard to make a surface that repels water but likes oil — but to do it the other way is hard.”


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https://student.societyforscience.org/article/oil-filter-water

Title of Text/Article: An Oil Filter for Water

NGSSS for Science

Benchmarks:

Comprehensive Science 3 (2002100)SC.8.P.8.4 Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. (Also assesses SC.8.P.8.3.) AA Also Assesses SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes.

Content Integration Comprehensive Science 3 (2002100)The student will be able to Describe and/or explain the physical properties of a substance. Students will identify and/or explain the physical characteristics of a substance are

independent of the amount of the sample. Students will compare and/or contrast density, thermal or electrical conductivity,

solubility, magnetic properties, melting and boiling points.






o Text or article (of sufficient complexity to promote high-level thinking)o Sticky notes (for opening “hook question, question generation, written responses, etc.)o Markers, rubrics (for Text-Based Discussion, Student Written Responses, Question Generation, etc.)o Student copies of worksheets (for Written Responses, Direct Note-Taking, and Question Generation).

Division of Academics – Department of Science 32

Matter’s Properties (Pearson Interactive Science)Matter is anything that has mass and takes up space. A property is something about matter that you can observe with one or more of your senses. Some examples of properties are shape, color, weight, size, smell, and taste.

There is a difference between an object’s properties and a material’s properties. For example, one of the properties of a gold bar might be a rectangular shape. The bar has a certain size and mass. If you cut the bar, some of its physical properties as an object will change.

The properties of a material do not change. The gold bar can be bent, cut, or crushed, but the properties of gold stay the same. The shape of the gold does not change its density. If you cut it into little pieces, the pieces will still not be attracted to a magnet. Its color, hardness, and texture will not change either. These are properties of the material gold, not those of the gold bar.

You can identify an element by its chemical and physical properties. Chemical properties tell how one material changes into another material. Physical properties can be measured without changing the material. Physical properties include the color, smell, texture, or hardness of an object, as well as mass and volume. Each element has its own set of properties. When you measure an object’s physical properties, you do not change the object. When you observe an object’s color, you have done nothing to change it. You can use rulers, microscopes, and thermometers to observe, describe, and measure physical properties. Scales and balances can also be used. More than 3/4 of elements are metals. The physical properties of metals include the following. Metals are shiny and smooth. They can be bent. Metals also conduct heat and electricity well.Parts of Matter: An element is a basic building block of matter. There are more than one hundred different elements. Elements join together to make up all other kinds of matter, and they cannot be broken down into smaller pieces. Only a few elements are found in nature in their pure form. One element found in its pure form is gold. Most of the matter around us is made up of combined elements. For example, rust forms when iron combines with oxygen. Most living and nonliving things are made up of just a few elements, and these elements are combined in many different ways.

All matter is made up of atoms. An atom is the smallest particle of matter that has the properties of an element. Atoms are very small, and you cannot see them with your eyes or a regular microscope. Scientists form images of them using special microscopes.

If you look at a photo in a magazine, the colors appear to be solid.Now, look at the same picture under a microscope. All the many colors are made out of patterns of tiny dots of only a few colors. The dots combine to make the colors in the picture. Different kinds of matter are made up of combinations of atoms in the same way. Some types of matter have a set ratio of elements. For example, a molecule of water (H2O) is always made up of 2 hydrogen atoms and 1 oxygen atom.


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Ideas About Matter: People have always wondered about their world. In ancient times, people observed fire turn wood to ash. They watched gas and smoke rose from the fire. Gas in the air turned to water and rain. Therefore, they concluded that earth, air, fire, and water were the four elements that made up all matter. Today, scientists know there are more than 100 elements. Matter can be made up of one element, two elements, or many kinds of elements. Living things are mostly made up of carbon, oxygen, nitrogen, and hydrogen.

The periodic table is a chart that scientists use to organize all the elements. Each element has a name and a symbol. Some people who have discovered elements have been allowed to suggest names for them. Berkelium was named after the city of Berkeley, California. What do you think californium is named after? Einsteinium is named after Albert Einstein. Seaborgium is named after another scientist, Glenn Seaborg. What would you call an element named after you?

What Forms Does Matter Take? Water has three forms: solid, liquid, or gas. These three forms are called phases, or states, of matter. The phase of any material is due to the motions and arrangements of its particles. The phase that a material is in at room temperature is a physical property.

The particles in a solid are very close together. They vibrate, or shake, in place because the forces between the particles keep them from moving around. Solids have a shape and volume that does not change.

As a solid warms up, it can melt and become a liquid. The particles can now move and slide past each other. That is why liquids take the shape of any container they are placed in. Like solids, liquids have a volume that does not change. The particles might move but they remain close together.

Particles in a gas are farther apart than particles in solids or liquids. The particles don’t affect one another unless they bump together. A gas does not have a definite shape or volume, so when a gas is put in a container, its particles spread out evenly throughout the container.


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Visual Hook: An Oil Filter for Water By Stephen Ornes /September 13, 2012 (https://student.societyforscience.org/article/oil-filter-water) and Matter’s Properties by Pearson Interactive Science, Florida

Hook Question: How can the physical properties of a substance help scientists solve a real world problem?


Predictive Written Response to Complex Text-Based QuestionWhat are some positive and negative consequences of using physical properties to solve a real world problem?



Para-graph # Academic or Discipline Specific Vocabulary Word Part or

Context


https://student.societyforscience.org/article/oil-filter-water

Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or

context. Record meanings of word parts and words on chart paper. Variations for Vocabulary Instruction:

o record meanings of word parts and words in word study guide, journal writing, graphic organizers, etc.opost word parts, words, and their meanings on a vocabulary word wall; refer to word wall during

reading, discussions, and writing throughout CIS lesson and subsequent lessons.

Reading #1Text-marking + – this section of text shows a positive impact on society or the individual _ – this section of text shows a negative impact on society or the individualP – this section of text shows a problemS – this section of text shows a solution



Visual Hook: Gloss Girls – PBS Kids DragonFlyTV

Directed Note-Taking Guiding Question: Using evidence from the text and video clip, What are some positive and negative consequences of using physical properties of this filter to solve real world problems?Para-graph #

Note+ Impact Society or Individual


Problem Solution


http://pbskids.org/dragonflytv/show/makeup.html



First Draft Written Response to Essential QuestionUsing evidence from the text, why is it important to consider the positive and negative impacts on society/individuals, when using physical properties to solve a real world problem?

Ask students to complete the second Written Response. Variations for this Written Response: Sticky notes quick writes, collaborative partners, written

conversations


* * *CIS Step 2 * * *Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then students re-read the text to generate their own questions.



Question Generation: How using chemicals to solve a real world problemPara-graph #


+ Impact Society/Individual


Problem Solution

Teacher models re-reading a portion of the text and generates one or two questions. Students continue to review/scan the text and use their recorded notes to generate questions about

information in the text collaboratively or independently. To conclude question generation, the teacher has students:


record/post common and relevant/significant questions to encourage:o extended efferent text discussiono students to seek/locate answers in text-reading throughout the remainder of the

chapter/unit focusing on unanswered questions in collaborative inquiry.

* * * CIS Step 3 * * *


Purpose: To provide opportunities for students to interact with the text and with their peers to:Division of Academics – Department of Science 38


Final Written Response to Complex Text-Based QuestionAccording to the text and extended text discussion, which factor is most likely the primary concern for scientists when using physical properties to solve real-world problems?




CIS: Strontium: Breakthrough Against Osteoporosis by Ward Dean, MD http://www.worldhealth.net/news/strontium_breakthrough_against_osteoporo/

Mention strontium to most people, and they will almost always think of strontium-90, a highly dangerous, radioactive component of nuclear fallout produced during atmospheric testing of nuclear weapons in the 1950s. As a result of above-ground nuclear testing, radioactive strontium spread throughout the environment and contaminated dairy products and other foods, and subsequently accumulated in the bones of both children and adults.

The media made us well aware that strontium-90 could cause our bones to become radioactive, causing cancer or some other horrible disease as a result. So, in the minds of many, strontium is a poison to be avoided, just like other toxic metals such as lead, mercury, cadmium and aluminum.

However, stable strontium - meaning nonradioactive - is nontoxic, even when administered in large doses for prolonged periods. It also appears to be one of the most effective substances yet found for the prevention and treatment of osteoporosis and other bone-related conditions. Furthermore, repeatedly administering stable strontium can even gradually eliminate radioactive strontium from the body. The stable form slowly replaces the radioactive form in bone, and radioactive strontium is excreted in the urine.

Strontium is element number 38 of the periodic table of elements. It was discovered in 1808 and was named after Strontium, a town in Scotland. Strontium is one of the most abundant elements on earth, comprising about 0.04 percent of the earth's crust. At a concentration of 400 parts per million, there is more strontium in the earth's crust than carbon. Strontium is also the most abundant trace element in seawater, at a concentration of 8.1 parts per million. The human body contains about 320 mg of strontium, nearly all of which is in bone and connective tissue.

Strontium is in row IIa of the periodic table, just below calcium. Like calcium, strontium has two positive charges in its ionic form. Because of its chemical similarity to calcium, strontium can replace calcium to some extent in various biochemical processes in the body, including replacing a small proportion of the calcium in calcified tissues such as bones and teeth. Strontium in these tissues provides additional strength to these tissues. Strontium also appears to draw extra calcium into bones. When rats or guinea pigs are fed increased amounts of strontium, their bones and teeth became thicker and stronger.

Strontium has been safely used as a medicinal substance for more than a hundred years. It was first listed in the British journal Pharma-copoiea in 1884. Subsequently, strontium was used therapeutically in the United States and Europe. For decades in the first half of the twentieth century, strontium salts were administered in dosages of 200 to 400 mg/day without toxic effects.

Strontium and Osteoporosis

Strontium tends to accumulate in bone - especially where active remodeling is taking place. In 1959, researchers at the Mayo Clinic investigated the effect of strontium in 32 individuals suffering from osteoporosis. Each patient received 1.7 grams of strontium per day as strontium lactate. Eighty-four percent of the patients reported marked relief of bone pain, and the remaining 16 percent experienced moderate improvement. No significant side effects were seen, even with prolonged (up to three years) administration of strontium. X-rays taken at the beginning and end of the study showed “probable” increased bone mass in 78 percent of the cases. This is not surprising, considering the symptomatic improvement reported by the patients. Unfortunately, measurement of bone mass in 1959 was pretty crude, leading the researchers to qualify their interpretation of the X-rays. Sophisticated tests such as CT scanning as used today were not available at the time this study was conducted.


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Nevertheless, because of the “strontium scare” of the 1950s, little follow-up was conducted until nearly 30 years later. In 1986, scientists administered 0.27 percent strontium to mice in their drinking water. This resulted in an increased rate of bone formation and decreased rate of bone resorption. In another study, rats given extra strontium showed increased bone formation and greater bone density than rats fed a control diet. These reports suggested that the amount of strontium we ingest may reduce our risk of developing osteoporosis, and that strontium may play a role in the prevention of osteoporosis.

In 1985, Dr. Stanley C. Skoryna of McGill University in Montreal conducted a small-scale study that pointed to a potential role for strontium in the treatment of humans. Three men and three women with osteoporosis were each given 600 to 700 mg/day of strontium in the form of strontium carbonate. Bone biopsies were taken in each patient from the hip bone, before and after six months of treatment with strontium. Biopsy samples showed a 172 percent increase in the rate of bone formation after strontium therapy, with no change in bone resorption. The patients receiving strontium remarked that the pains in their bones had diminished and their ability to move around had improved.

Recently, interest in strontium has been rekindled by a number of studies using the strontium salt of ranelic acid (strontium ranelate). A large multi-center trial known as the strontium ranelate (SR) for treatment of osteoporosis (STRATOS) trial was designed to investigate the efficacy and safety of different doses of strontium in the treatment of postmenopausal osteoporosis.

Another study included 353 osteoporotic women with at least one previous vertebral fracture and low bone density. Patients received placebo or strontium in doses of 170, 340 or 680 mg/day for two years. The scientists evaluated vertebral and hip bone mineral density (BMD) using dual-energy X-ray absorptiometry (DXA). Vertebral BMD increased in a dose-dependent manner.

Also, there was a significant reduction in the number of patients with new vertebral fractures in the second year of the group receiving the 680 mg/day dose. In the 680 mg/day group, there was also a significant positive change in markers of bone metabolism. The authors concluded that the 680 mg/day dose offered the best combination of efficacy and safety, and stated without equivocation that strontium ranelate therapy increased vertebral BMD and reduced the incidence of vertebral fractures.

A much larger trial by the same research team included 1,649 osteoporotic postmenopausal women. These subjects received 2 g/day of strontium ranelate (providing 680 mg strontium) or placebo for three years. Calcium and vitamin D supplements were also given to both groups before and during the study. In addition to suffering fewer fractures, patients in the strontium group noted a risk reduction of 49 percent in the first year of treatment and 41 percent during the three-year study period. Patients in the strontium group increased lumbar bone mineral density by an average of 14.4 percent and femoral neck BMD an average of 8.3 percent. The authors concluded that “treatment of postmenopausal osteoporosis with strontium ranelate leads to early and sustained reductions in the risk of vertebral fractures.”

Strontium and Cavities

Strontium also has been shown to reduce the incidence of cavities. In a 10-year study, the United States Navy Dental Service examined the teeth of about 270,000 naval recruits. Of those, only 360 were found to be completely free of cavities. Curiously, 10 percent of those 360 individuals came from a small area around Rossburg, Ohio, where the water contains unusually high concentrations of strontium. Epidemiologic studies have shown that strontium concentrations of 6 to 10 mg/liter in the water supply are associated with a reduced incidence of cavities. Administering these levels of strontium also reduced the incidence of cavities in animal studies.


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Conclusion

Strontium in doses up to 1.7 g/day appears to offer a safe, effective and inexpensive approach to preventing and reversing osteoporosis and may be of benefit in patients with osteoarthritis as well as possibly helping to prevent dental cavities. Doses of 680 mg/day appear to be the optimum dose, although lower doses are clinically effective.

Dr. J.Y. Reginster (2002), one of the principal strontium researchers, cautions that co-administration of strontium with calcium appears to impair strontium absorption, “so I recommend that strontium be taken on an empty stomach, and that it especially not be taken with other multi-minerals that usually include calcium.” Although the more recent studies used strontium ranelate, earlier studies used other salts of strontium, including strontium carbonate, strontium lactate, and strontium gluconate. It appears that the active ingredient is strontium, and whatever salt of strontium used is less important than the amount of strontium consumed.


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CIS: Elements and the Periodic TableBenchmarks: Carefully select text that aligns with State Standards/BenchmarksTitle of Text/Article: Strontium: Breakthrough Against OsteoporosisNGSSS for Science Benchmarks:

Comprehensive Science 3 (2002100)SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter. AA Also AssessesSC.8.P.8.6 Recognize that elements are grouped in the periodic table according to similarities of their properties.

Content Integration

Comprehensive Science 3 (2002100)The student will be able to

Describe how the periodic table is arranged as groups (columns) and periods (rows). Describe how atoms combine in a multitude of way to produce compounds that

make up all living and non-living thingsCCSS ELA & Literacy in

History/Social Studies, Science,

and Technical Subjects






Preparations: o Number paragraphs of selected text/article for ease of locating text evidence during discussions.o Develop and display Final/Complex Text-Based Question at the beginning of the lesson to

communicate upfront for students the lesson’s final question and learning outcome.o Text-marking: Develop and display a code system appropriate for the CIS text to use in text-marking.

Select a small text segment and preplan corresponding coding example(s) to model the text-marking process for students.




Guidelines: o Add additional efferent discussion sessions, as needed.o The C.I.S. Model can last 3 days or longer. (Short texts can take less time; long texts, more time)o Schedule a C.I.S .lesson periodically (approximately every 3-4 weeks).




Hook Question: How can chemistry keep you healthy?Individual responses in journals

Predictive Written Response to Complex Text-Based QuestionHow can an understanding of the periodic table help cure diseases?



VocabularyWord Part

or Context

Para-graph



2 Toxic adj

3 cancer noun






Reading #1Text-marking C – this section of text shows a characteristic of strontium A – this section of text shows an application of strontiumD – this section of text shows a danger associated with strontiumB – this section of text shows a benefit of using strontium



Visual Hook: Four days after the Chernobyl Accident, Experts Try to Assess Cause – NBC Learn

Directed Note Taking: Strontium: Breakthrough Against OsteoporosisGuiding Question: Using evidence from the text and video clip, What are some positive and negative consequences of strontium to solve real world problems?

Para-graph #

Notes Check relevant categories belowCharacteristic Application Danger Benefit



First Draft Written Response to Essential Question: Using evidence from the text, how can an understanding of the periodic table help cure diseases?


conversations


http://archives.nbclearn.com/portal/site/k-12/browse?cuecard=5620

* * * CIS Step 2 * * *

Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then students re-read the text to generate their own questions.


Reading #3Question Generation: Strontium: Breakthrough Against Osteoporosis

Para-graph

#


Characteristic Application Danger Benefit

Teacher models re-reading a portion of the text and generates one or two questions. Students continue to review/scan the text and use their recorded notes to generate questions

about information in the text collaboratively or independently. To conclude question generation, the teacher has students:


record/post common and relevant/significant questions to encourage:oextended efferent text discussionostudents to seek/locate answers in text-reading throughout the remainder of the



* * * CIS Step 3 * * *Final Written Response to Complex Text-Based QuestionAccording to the text and extended text discussion, how can an understanding of the periodic table help cure diseases?



CIS: Baseball: From Pitch to HitsBY STEPHEN ORNES, AUGUST 21, 2013 From Society for Science

On June 12, the Kansas City Royals played at home against the Detroit Tigers. When Royals centerfielder Lorenzo Cain stepped up to the plate at the bottom of the ninth, things looked grim. The Royals hadn’t scored a single run. The Tigers had two. If Cain struck out, the game would be over. No player wants to lose — especially at home.

Cain got off to a rocky start with two strikes. On the mound, Tigers pitcher Jose Valverde wound up. He let fly a special fastball: The pitch whizzed toward Cain at more than 90 miles (145 kilometers) per hour. Cain watched, swung and CRACK! The ball flew up, up, up and away. In the stands at Kauffman Stadium, 24,564 fans watched anxiously, their hopes rising with the ball as it climbed through the air.

The cheering fans weren’t the only ones watching. Radar or cameras track the path of virtually every baseball in major league stadiums. Computer programs can use those tools to generate data about the ball’s position and speed. Scientists also keep a close eye on the ball and study it with all those data. Some do it because they love baseball. Other researchers may be more fascinated by the science behind the game. They study how all of its fast-moving parts fit together. Physics is the science of studying energy and objects in motion. And with plenty of fast-swinging bats and flying balls, baseball is a constant display of physics in action.

Scientists feed game-related data into specialized computer programs — like the one called PITCH f/x, which analyzes pitches — to determine the speed, spin and path taken by the ball during each pitch. They can compare Valverde’s special pitch to those thrown by other pitchers — or even by Valverde himself, in previous games. The experts also can analyze Cain’s swing to see what he did to make the ball sail so high and far.

“When the ball leaves the bat with a certain speed and at a certain angle, what determines how far it will travel?” asks Alan Nathan. “We’re trying to make sense of the data,” explains this physicist at the University of Illinois at Urbana-Champaign.

When Cain swung his bat that night, he connected with Valverde’s pitch. He successfully transferred energy from his body to his bat and from the bat to the ball. Fans may have understood those connections. More importantly, they saw that Cain had given the Royals a chance to win the game.

Physicists study the science of a moving baseball using natural laws that have been known for hundreds of years. These laws aren’t regulations enforced by the science police. Instead, natural laws are descriptions of the way nature behaves, both invariably and predictably. In the 17th century, physics pioneer Isaac Newton first put into writing a famous law that describes an object in motion.

Newton’s First Law states that a moving object will keep moving in the same direction unless some outside force acts upon it. It also says that an object at rest won’t move without the prodding of some outside force. That means a baseball will stay put, unless a force — like a pitch — propels it. And once a baseball is moving, it will keep moving at the same speed until a force — such as friction, gravity or the swat of a bat — affects it.

Newton’s First Law gets complicated quickly when you’re talking about baseball. The force of gravity constantly pulls down on the ball. (Gravity also causes the arc traced by a ball on its way out of a ballpark.) And as soon as the pitcher releases the ball, it starts to slow due to a force called drag. This is friction caused by air pushing against the baseball in motion. Drag shows up any time an object — whether a baseball or a ship — moves through a fluid, such as air or water.

“A ball that arrives at home plate at 85 miles per hour may have left the pitcher’s hand 10 miles per hour higher,” says Nathan. Drag slows a pitched ball. That drag depends on the shape of the ball itself. The 108 red stitches roughen a baseball’s surface. This roughness may change how much a ball will be slowed by drag.

In the Royals game against the Tigers, Detroit pitcher Valverde threw a splitter, the nickname for a split-finger fastball, against Cain. The pitcher throws this by placing the index and middle fingers on different sides of the ball. This special kind of fastball sends the ball zipping quickly toward the batter, but then causes the ball to appear to drop as it nears home


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plate. Valverde is known for using this pitch to close down a game. This time, the baseball didn’t drop enough to fool Cain.

“It didn’t split too good and the kid hit it out of the park,” observed Jim Leyland, the Tigers manager, during a press conference after the game. The ball soared over the players on its way out of the field. Cain had hit a home run. He scored, and so did another Royals player already on base. With the score tied, 2-2, the game headed into extra innings.

The smash

Success or failure, for a batter, comes down to something that happens in a split-second: The collision between a bat and the ball.

“A batter is trying to get the head of the bat in the right place at the right time, and with as high a bat speed as possible,” explains Nathan. “What happens to the ball is mainly determined by how fast the bat is moving at the time of collision.” At that moment, energy becomes the name of the game.

In physics, something has energy if it can do work. Both the moving ball and the swinging bat contribute energy to the collision. These two pieces are moving in different directions when they collide. As the bat smacks into it, the ball first has to come to a complete stop and then start moving again in the opposite direction, back toward the pitcher. Nathan has researched where all that energy goes. Some gets transferred from the bat to the ball, he says, to send it back where it came from. But even more energy goes into bringing the ball to a dead stop.

“The ball ends up kind of squishing,” he says. Some of the energy that squeezes the ball becomes heat. “If your body is sensitive enough to feel it, you could actually feel the ball heat up after you hit it.”

Physicists know that the energy before the collision is the same as the energy afterward. Energy cannot be created or destroyed. Some will go into the ball. Some will slow the bat. Some will be lost to the air, as heat.

Scientists study another quantity in these collisions. Called momentum, it describes a moving object in terms of its speed, mass (the amount of stuff in it) and direction. A moving ball has momentum. So does a swinging bat. And according to another natural law, the sum of the momentum of both has to be the same before and after the collision. So a slow pitch and a slow swing combine to produce a ball that doesn’t go far.

For a batter, there’s another way to understand the conservation of momentum: The faster the pitch and the faster the swing, the farther the ball will fly. A faster pitch is harder to hit than a slower one, but a batter who can do it may score a home run.

Baseball tech

Baseball science is all about performance. And it starts before the players step onto the diamond. Many scientists study the physics of baseball to build, test and improve equipment. Washington State University, in Pullman, has a Sports Science Laboratory. Its researchers use a cannon to fire baseballs at bats in a box outfitted with devices that then measure the speed and direction of each ball. The devices also measure the motion of the bats.

The cannon “projects perfect knuckleballs against the bat,” says mechanical engineer Jeff Kensrud. He manages the laboratory. “We’re looking for perfect collisions, with the ball going straight in and going straight back.” Those perfect collisions allow researchers to compare how different bats react to the pitched balls.

Kensrud says they’re also looking for ways to make baseball a safer sport. The pitcher, in particular, occupies a dangerous place on the field. A batted ball can rocket right back toward the pitcher’s mound, traveling just as fast or faster than the pitch. Kensrud says his research team looks for ways to help the pitcher, by analyzing how long it takes for a pitcher to react to an incoming ball. The team is also studying new chest or face protectors that might lessen the blow of an incoming ball.


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Beyond physics

The 10th inning of the Tigers-Royals game went unlike the previous nine. The Tigers didn’t score again, but the Royals did. They won the game 3-2. As the happy Royals fans headed home, the stadium went dark. Though the game might have ended, information from it will continue to be analyzed by scientists — and not just physicists.

Some researchers study the hundreds of numbers, such as the tallies of hits, outs, runs or wins that every game generates. These data, called statistics, can show patterns that otherwise would be hard to see. Baseball is full of statistics, such as data on which players are hitting better than they used to, and which aren’t. In a December 2012 paper published in the research journal PLOS ONE, researchers found that players perform better when they’re on a team with a slugger who is on a hitting streak. Other researchers may compare statistics from different years to look for longer-term patterns, such as whether baseball players overall are getting better or worse at hitting.

As for Cain, the Royals centerfielder, by halfway through the season he had hit only one more home run since that June 12 game against the Tigers. Still, statistics show Cain had by then improved his overall batting average to .259, after a slump earlier in the season.

That is just one way the scientific study of baseball continues to improve the game, for both its players and its fans. Batter up!


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CIS: Force and MotionBenchmarks: Carefully select text that aligns with State Standards/BenchmarksTitle of Text/Article:

Baseball: From Pitch to Hits


Comprehensive Science 1 (200207001)SC.6.P.13.1: Investigate and describe types of forces including contact forces and forces acting at a distance, such) as electrical, magnetic, and gravitational (AA)SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both.

Content Integration

Comprehensive Science 1 (200207001)The student will be able to: Identify and describe steps of the rock cycle and relate them to surface and sub-surface

events. Classify the movement of plates by identifying the events/feature that are caused by

them Describe the scientific theory of plate tectonics and how the movement of Earth’s crustal

plates and flow of heat and material cause various geologic events to occurCCSS ELA & Literacy in History/Social Studies, Science, and Technical Subjects









o Any audio visuals, specimens, and/or samples to enhance lesson. Guidelines:

oAdd additional efferent discussion sessions, as needed.oThe C.I.S. Model can last 3 days or longer. (Short texts can take less time; long texts, more

time)oSchedule a C.I.S .lesson periodically (approximately every 3-4 weeks).




Hook Question: How do forces affect a baseball? (See image)Individual responses in journal

Predictive Written Response to Complex Text-Based QuestionHow are physics and sports related?

Vocabulary InstructionPara

-graph #


Word Part or Conte

xt

Para-

graph #


Word Part or Conte

xt3 Pitch noun4 Energy noun






https://student.societyforscience.org/article/baseball-pitch-hits

Reading #1Text-marking F – this section of text shows a fact based on evidenceO – this section of text shows an opinion based on someone’s thoughtsC – this section of text shows a force that causes a change in motionE – this section of text shows a change in motion caused by a force

Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently.

Students share text markings with table group or partner.

Reading #2Directed Note-Taking Record notes containing the most important information relevant to the guiding question

Visual Hook: Discovery, “Physics of Baseball”

Directed Note Taking: Baseball: From Pitch to HitsGuiding Question: Using evidence from the text and video clip, how do forces play a role in the game of baseball?Para-graph # + Fact

based on evidence

- Opinion based on thoughts

Force Change in Motion



First Draft Written Response to Essential Question: Using evidence from the text, video clip, and class discussion, what forces are important for a baseball player to consider?


conversations


http://science.discovery.com/video-topics/sports/the-physics-of-baseball.htm



Reading #3Question Generation: Baseball: From Pitch to Hits

Para-graph #


+ Fact based on evidence

- Opinion based on thoughts

Force Change in Motion







* * * CIS Step 3 * * *


Purpose: To provide opportunities for students to interact with the text and with their peers to: identify text information most significant to the final/essential question. facilitate complex thinking and deep comprehension of text.

Final Written Response to Complex Text-Based Question: According to the text and extended text discussion, which force is most important for a baseball player to consider?


CIS: Do Earthquakes Deposit Gold? New Study Shows That Fault Lines May Be

Linked To the Precious Metal

The tyrannosaur of the minerals, this gold nugget in quartz weighs more than 70 ounces (2 kilograms).

From Becky Oskin, OurAmazingPlanet Staff Writer:Earthquakes have the Midas touch, a new study claims.

P1 Water in faults vaporizes during an earthquake, depositing gold, according to a model published in the March 17 issue of the journal Nature Geoscience. The model provides a quantitative mechanism for the link between gold and quartz seen in many of the world's gold deposits, said Dion Weatherley, a geophysicist at the University of Queensland in Australia and lead author of the study.

P2 When an earthquake strikes, it moves along a rupture in the ground — a fracture called a fault. Big faults can have many small fractures along their length, connected by jogs that appear as rectangular voids. Water often lubricates faults, filling in fractures and jogs.P3 About 6 miles (10 kilometers) below the surface, under incredible temperatures and pressures, the water carries high concentrations of carbon dioxide, silica and economically attractive elements like gold.

Shake, rattle and goldP4 During an earthquake, the fault jog suddenly opens wider. It's like pulling the lid off a pressure cooker: The water inside the void instantly vaporizes, flashing to steam and forcing silica, which forms the mineral quartz, and gold out of the fluids and onto nearby surfaces, suggest Weatherley and co-author Richard Henley, of the Australian National University in Canberra.

P5 While scientists have long suspected that sudden pressure drops could account for the link between giant gold deposits and ancient faults, the study takes this idea to the extreme, said Jamie Wilkinson, a geochemist at Imperial College London in the United Kingdom, who was not involved in the study.

P6 "To me, it seems pretty plausible. It's something that people would probably want to model either experimentally or numerically in a bit more detail to see if it would actually work," Wilkinson told OurAmazingPlanet.


P7 Previously, scientists suspected fluids would effervesce, bubbling like an opened soda bottle, during earthquakes or other pressure changes. This would line underground pockets with gold -. Others suggested minerals would simply accumulate slowly over time.P8 Weatherley said the amount of gold left behind after an earthquake is tiny, because underground fluids carry at most only one part per million of the precious element. But an earthquake zone like New Zealand's Alpine Fault, one of the world's fastest, could build a mineable deposit in 100,000 years, he said.P9 Surprisingly, the quartz doesn't even have time to crystallize, the study indicates +. Instead, the mineral comes out of the fluid in the form of nanoparticles, perhaps even making a gel-like substance on the fracture walls. The quartz nanoparticles then crystallize over time.

P10 Even earthquakes smaller than magnitude 4.0, which may rattle nerves but rarely cause damage, can trigger flash vaporization, the study finds.

P11 "Given that small-magnitude earthquakes are exceptionally frequent in fault systems, this process may be the primary driver for the formation of economic gold deposits O," Weatherley told OurAmazingPlanet.

The hills have goldP12 Quartz-linked gold has sourced some famous deposits, such as the placer gold that sparked the 19th-century California and Klondike gold rushes. Both deposits had eroded from quartz veins upstream. Placer gold consists of particles, flakes and nuggets mixed in with sand and gravel in stream and river beds. Prospectors traced the gravels back to their sources, where hard-rock mining continues today.P13 But earthquakes aren't the only cataclysmic source of gold. Volcanoes and their underground plumbing are just as prolific, if not more so, at producing the precious metal. While Weatherley and Henley suggest that a similar process could take place under volcanoes, Wilkinson, who studies volcano-linked gold, said that's not the case.P14 "Beneath volcanoes, most of the gold is not precipitated in faults that are active during earthquakes," Wilkinson said. "It's a very different mechanism."

P15 Understanding how gold forms helps companies prospect for new mines. "This new knowledge on gold-deposit formation mechanisms may assist future gold exploration efforts," Weatherley said.

P16 In their quest for gold, humans have pulled more than 188,000 tons (171,000 metric tons) of the metal from the ground, exhausting easily accessed sources, according to the World Gold Council, an industry group.


CIS: Rock Cycle and Earth ProcessesBenchmarks: Carefully select text that aligns with State Standards/BenchmarksTitle of Text/Article:

Do Earthquakes Deposit Gold? New Study Shows That Fault Lines May Be Linked To the Precious Metal


Comprehensive Science 2 (200207001)SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building). (AA)SC.7.P.11.4 Observe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature. (AA)

Content Integration

Comprehensive Science 2 (200207001)The student will be able to: Identify and describe steps of the rock cycle and relate them to surface and sub-surface

events. Classify the movement of plates by identifying the events/feature that are caused by

them Describe the scientific theory of plate tectonics and how the movement of Earth’s crustal

plates and flow of heat and material cause various geologic events to occurCCSS ELA & Literacy in History/Social Studies, Science, and Technical Subjects










o Add additional efferent discussion sessions, as needed.o The C.I.S. Model can last 3 days or longer. (Short texts can take less time; long texts, more

time)o Schedule a C.I.S .lesson periodically (approximately every 3-4 weeks).




Hook Question: How can earthquakes affect our economy?

Individual responses in your journal

Predictive Written Response to Complex Text-Based Question: What is important to consider about the processes and outcomes of earthquakes?

Vocabulary Instruction


Word Part or Conte

xt

Para-

graph #


Word Part or Contex

t1 vaporizes- To convert into a

gascontext

1 quantitative-of, relating to measurement

context

2 Fracture- a crack or a fault in a rock

context






Reading #1Text-marking + – this section of text shows a fact based on evidence- – this section of text shows an opinion based on someone’s thoughtsP – this section of text shows a process of the earthquakeO – this section of text shows an outcome of the earthquake processes


Reading #2

Directed Note Taking: Do Earthquakes Deposit Gold? New Study Shows That Fault Lines May Be Linked To the Precious MetalGuiding Question: Using evidence from the text and video clip, what is important to consider about the processes and outcomes of earthquakes?Para-graph

#

NOTES Check relevant categories below+ Fact based on evidence

-Opinion based on thoughts

Process

Outcome

1 Water in faults vaporizes during an earthquake, depositing gold.

X X X

3 Water carries high concentrations of carbon dioxide,

silica and economically attractive elements, like gold.

X X

4 The steam from the earthquake forces gold out onto the surface.

X x X



First Draft Written Response to Essential Question: Using evidence from the text, what is important to consider about the processes and outcomes of earthquakes?


conversations




Reading #3Question Generation: How do earthquakes impact gold exploration?

Para-graph

#

Questions Check relevant categories below+ Fact based on evidence

-Opinion based on thoughts

Process

Outcome

11 Can more gold be retrieved from earthquakes with higher magnitudes?

X X

11 How should gold explorers pursue gold more safely? X X13 Can gold be found as a result of other geologic

processes?X X







* * * CIS Step 3 * * *

Task: Teacher posts a Complex Text-Based question; students discuss answers, and review/revise answers to the final/Complex Text-Based question based on discussion.


Final Written Response to Complex Text-Based QuestionAccording to the text and extended text discussion, which factor, most likely, is the primary issue when considering the impact of earthquakes on our economy?


CIS: Life beneath the ‘berg Society for Science

Scientists find Antarctic icebergs play a new and bigger role in the climate cycleIcebergs are famous for keeping secrets: The bulk of these giant, icy islands floats beneath the surface of the sea. A 700-foot-tall iceberg, for example, may extend only 100 feet above water. But as new research shows, ice isn’t the only thing icebergs hide. Scientists recently found that free-floating icebergs around Antarctica deposit iron in the water. This iron acts like a vitamin, boosting the growth of tiny plants and algae nearby.

Those growing plants and algae are at the bottom of the food chain, which means they’re gobbled up by slightly bigger critters, like krill and zooplankton. And those organisms, in turn, get consumed by bigger organisms, such as fish and birds. The iron deposits are fueling whole communities of life around the icebergs.

There’s another change happening around those icebergs. Those plants and algae consume carbon in the water that had been absorbed from the atmosphere. So by eating carbon in the sea, these organisms can help remove some carbon from the air. And that could be a good thing, reducing the rate of global warming and climate change.

Until the new studies, “we didn’t know the nature of the biological communities associated with icebergs, and we certainly didn’t know their direct relationship to carbon exports,” Timothy Shaw told Science News. Shaw, who worked on the new research, is a chemist at the University of South Carolina in Columbia.

“The amount of carbon being [removed] near icebergs is twice as high as in areas away from them,”Ken Smith told Science News.

Smith is a senior scientist at the Monterey Bay Aquarium Research Institute in Moss Landing, Calif. In 2008 and 2009, he and other scientists collected data on the Antarctic icebergs, the life around them and the removal of carbon.

As people burn fossil fuels like coal and oil to produce electricity and keep cars running, the process adds carbon dioxide to the air. This form of carbon is a greenhouse gas that traps heat in the Earth’s atmosphere. We need this heat to stay alive. But the atmosphere has been warming, and too much of an increase alters climate. To understand what’s fueling global warming, scientists study how carbon moves from land to sea to air. Smith now says icebergs are part of that process.

“Icebergs should be considered by climate modelers, because the more icebergs that develop [from the breakup of glaciers], the more carbon dioxide you’ll draw out of the atmosphere,” Smith said. And that drawdown could help limit the risk of excessive global warming.


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https://student.societyforscience.org/article/life-beneath-%E2%80%98berg

Icebergs are usually seen as warning signs of our warming planet. As the temperature increases, more icebergs break off Antarctic ice shelves and float free. As a result, the ice shelves are getting smaller, ocean temperatures are increasing, and sea level is expected to rise. This could be bad news for life in the ocean, which makes it bad news for everyone.

But just as there’s more beneath the surface of an iceberg, it turns out these giant ice cubes play a new and bigger role in climate than scientists originally thought.


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CIS: Cycles of MatterBenchmarks: Carefully select text that aligns with State Standards/BenchmarksTitle of Text/Article:

Life Beneath the ‘berg


Comprehensive Science 3 (2002100)SC.8.L.18.3 Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between organisms and their physical environment. Assessed as SC.8.L.18.4SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. AASC.6.E.7.5 Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. AA

Content Integration

Comprehensive Science 3 (2002100)The student will be able to

Describe and/or explain how matter and energy are continuously transferred within and between organisms and their physical environment.

Students will identify and/or explain how living systems follow the Laws of Conservation of Mass and Energy.

Students will identify and/or explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land.













o The C.I.S. Model can last 3 days or longer. (Short texts can take less time; long texts, more time)o Schedule a C.I.S .lesson periodically (approximately once a grading period).




Visual Hook: Life Beneath the ‘berg By Stephen Ornes /June 1, 2011

Hook Question: How can icebergs help with global warming?Individual responses in journals or discussion

Predictive Written Response to Complex Text-Based Question: What are some ways that living organisms affect their environment? Provide examples.

Vocabulary InstructionPara-graph #



Para-graph #



3 Food chain context

4 Cycle context






https://student.societyforscience.org/article/life-beneath-%E2%80%98berg

Reading #1Text-marking C – this section of text shows a causeE – this section of text shows an effect



Visual Hook: Global Warming: Carbon Dioxide and the Greenhouse Effect – PBS Learning

Directed Note Taking: Life Beneath the ‘bergGuiding Question: Using evidence from the text and video clip, why is it important to consider the cause and effects on society/individuals, when evaluating the roles of the environment and organisms in the climate cycle?Para-graph #

Note

Cause Effect



First Draft Written Response to Essential Question: Using evidence from the text and video clip, why is it important to consider the cause and effects on society/individuals, when evaluating the roles of the environment and organisms in the “climate cycle”?


conversations


http://www.pbslearningmedia.org/resource/phy03.sci.ess.watcyc.co2/global-warming-carbon-dioxide-and-the-greenhouse-effect/

* * *CIS Step 2 * * *Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then students re-read the text to generate their own questions.


Reading #3Question Generation: How can icebergs can further help with climate changePara-graph #


Cause Effect







* * * CIS Step 3 * * *



Final Written Response to Complex Text-Based Question: According to the text and extended text discussion, which factor is most likely the primary concern for scientists when considering climate change?



CIS: Zombie CellsBy David Freeman/ February 21, 2013 (http://www.huffingtonpost.com)

Think the only zombies out there are the ones you see in science fiction movies? Think again.

Researchers in New Mexico say they've created zombie cells -- near-perfect replicas of mammalian cells that can perform many of the same functions despite the fact that they're not actually alive. But instead of pursuing and eating people as sci-fi zombies often do, these experimental cells may someday do our bidding -- finding use in commercial applications ranging from sensors to catalysts to fuel cells. Not quite sure you understand? Think of the cells as a possible next step in nanotechnology, in which scientists create machines not from big hunks of metal but from individual atoms and molecules.

"It's very challenging for researchers to build structures at the nanometer scale," lead researcher Dr. Bryan Kaehr, a materials scientist at Sandia National Laboratories in Albuquerque, said in a written statement. "We can make particles and wires, but 3-D arbitrary structures haven't been achieved yet. With this technique, we don't need to build those structures -- nature does it for us."

The technique involves first depositing silica -- the stuff sand is made of -- onto the tiny structures inside living cells. Then the cells are heated to burn away the proteins they're made of, leaving behind the nonliving but structurally similar zombies.

And like the lumbering zombies dreamed up by Hollywood screenwriters, these cellular zombies are very hard to get rid of.

Dr. Jeffrey Brinker, a University of New Mexico professor and another member of the research team, said in the statement that the zombie cells exist in a "robust, three-dimensionally stable form that resists shrinkage even upon heating to over 500 degrees Centigrade [932 degrees Fahrenheit]. The refractoriness of these delicate structures is amazing."

Let's just hope these zombies don't swell up, sprout legs, and start following us around.


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http://www.huffingtonpost.com/2013/02/21/zombie-cells-sandia-national-labs-university-new-mexico_n_2730166.html

CIS: Structure and Function of CellsBenchmarks: Carefully select text that aligns with State Standards/BenchmarksTitle of Text/Article:

“Zombie” Cells Created in New Mexico Lab Said to Outperform Living Ones in Some Ways.

NGSSS for

Science

Benchmarks:

Comprehensive Science 1SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. AA (Cognitive Complexity: Moderate)

Content Integration


Analyze and identify the role of the cell membrane and nucleus. Explain the importance of cellular respiration. Recognize the basic structures that most cells have.







Preparations: o Number paragraphs of selected text/article for ease of locating text evidence during discussions.o Develop and display Final/Complex Text-Based Question at the beginning of the lesson to communicate

upfront for students the lesson’s final question and learning outcome.o Text-marking: Develop and display a code system appropriate for the CIS text to use in text-marking.





o Add additional efferent discussion sessions, as needed.o The C.I.S. Model can last 3 days or longer. (Short texts can take less time; long texts, more time)o Schedule a C.I.S .lesson periodically (approximately every 3-4 weeks).




Visual Hook: Show image of Zombie cell, not video, at “Zombie” Cells Created in new Mexico Lab Said to Outperform Living Ones in some ways By David Freeman/ February 21, 2013

Hook Question: How can “Zombie” cells affect society?

Individual responses in journal and for discussion

Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using “Zombie” cell technology?




Para-graph #



2 Replicas: Copies. To replicate is to copy.

Word Part

2 Bidding: Work. Context

3 Nanotechnology: Using technology to make things on a small scale

Word part & Context

Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root, suffix)

and/or context. Record meanings of word parts and words on chart paper. Variations for Vocabulary Instruction:






Reading #1Text-marking + – This section of text shows a positive impact of Nano technology on society or the individual_ – This section of text shows a negative impact of Nano technology on society or the

individualP – This section of text shows a problemS – this section of text shows a solution



Visual Hook: Show video for “Zombie” Cells Created in New Mexico Lab Said to Outperform Living Ones in Some Ways. – Huffington Post Video

Directed Note-Taking: “Zombie” Cells Created in New Mexico Lab Said to Outperform Living Ones in Some WaysGuiding Question: Using evidence from the text and video clip, why is it important to consider positive and negative impacts on society and/or individuals, when using Nano technology on cells?Para-graph #

Para-graph # Para-graph #+ Impact Society or Individual


Problem

Solution

2 “…these experimental cells may someday do our bidding.”

X

4 It's very challenging for researchers to build structures at the nanometer scale.

X

6 “…these cellular zombies are very hard to get rid of.”

X X

Video Nano cells may take the shape of a red blood cell to assist in the medical field.

X X






First Draft Written Response to Essential QuestionUsing evidence from the text and video, why is it important to consider positive and negative impacts on society and/or individuals, when using Nano cell technology?

Ask students to complete the second Written Response. Variations for this Written Response: Sticky notes quick writes, collaborative partners,

written conversations




Reading #3Question Generation: “Zombie” Cells Created in New Mexico Lab Said to Outperform Living Ones in Some WaysPara-

graph #


+ Impact Society/

Individual


Problem

Solution

2 What other possibilities can these cells offer society?

X X

Video Can these cells replicate out of control? X X



Share their questions with the related category whole class and discuss which questions they have in common, and which questions are most relevant or significant to their learning.

Record/post common and relevant/significant questions to encourage:oExtended efferent text discussionoStudents to seek/locate answers in text-reading throughout the remainder of

the chapter/unit focusing on unanswered questions in collaborative inquiry. o


* * * CIS Step 3 * * *


Purpose: To provide opportunities for students to interact with the text and with their peers to: Identify text information most significant to the final/essential question. Facilitate complex thinking and deep comprehension of text.

Final Written Response to Complex Text-Based QuestionAccording to the text, video and extended text discussion, which factor is most likely the primary concern for scientists when conducting Nano Cell Technology such as the creation of zombie cells?



Sunday, Sep. 24, 2006

CIS: What's Killing the Sea OttersBy Dan Cray

Los Angeles They're cute, furry, and when they're not chasing each other around kelp forests, they're floating on their backs like miniature teddy bears. Hunted nearly to extinction for their luxuriant fur--the thickest of any mammal's--the sea

otters of California were making a comeback until they started mysteriously dying off. State wildlife officials recovered a record 281 dead otters last year, and this year looks to be even worse. Five or six wash up on California's beaches and rocks each week. In August alone, 28 dead otters were cast ashore, including an alarming number of full-grown females. "When we start losing breeding females," says veterinarian Mike Murray at the Monterey Bay Aquarium, "that's not a healthy population."

What's killing the sea otters? Sometimes the cause is clear: a shark bite, a bullet, an outboard motor. But about one-quarter of last year's fatalities have been traced to a pair of protozoan parasites, Toxoplasma gondii and Sarcocystis neurona, that are

known to breed in cats and opossums. Could sea otters be dying because California cat owners are flushing used litter down the toilet?

State legislators were sufficiently convinced of the threat to pass a bill--signed into law last week by Governor Arnold Schwarzenegger--that raises the maximum fine for harming a sea otter to $25,000 and requires that all cat litter sold in California carry a warning label advising cat owners not to dump their pet's droppings into toilets or

storm drains.

But cat litter is only a small part of the problem. Thorny-headed worms dropped into the ocean by seabirds are known to be killing otters, as are toxic algae blooms triggered by urea, a key ingredient in fertilizer. And sea otters, because they feed on

shellfish that tend to accumulate whatever floats their way, are particularly susceptible to PCBS and other man-made pollutants.

Sea otters are not the only species harmed by ocean pollution, of course, but they are easier than most to study. They sit at the top of a food chain that may extend less

than half a mile from shore. "The sea otter is the canary in the coal mine for the coastal ecosystem," says Monterey's Murray.

Right now, Murray contends, that mine is looking pretty dark. While the state's otter population is holding steady at nearly 2,700, projections show that number should already have reached at least 13,000. The next step, say scientists, is to pinpoint--

then shut down--the sources of runoff that are pouring toxins into the otters' playgrounds.

In this effort, the charismatic sea otter may be its own best friend. Marine mammal experts aren't always as sentimental about the sharp-toothed creatures as the public is--one expert referred to otters eating shellfish on their tummies as "buzz saws in a fur coat"--but no one doubts the value of the "aww" factor. "When you've been bitten by one, you don't think they're so cute," says Michelle Staedler, the Monterey

Aquarium's sea otter research coordinator, "but then you look, and they're a big ball of


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fluff." [This article contains a complex diagram. Please see hardcopy or pdf.] Hunted Nearly To Extinction Russia's Peter the Great declared a monopoly on sable in 1697 and sent hunters to find sea routes to America. When Vitus Bering's expedition was shipwrecked in 1741, his crew killed sea otters instead. They returned with 900 luxuriant pelts, setting off the Great Hunt. When the otters were depleted, Russia sold Alaska to the U.S. SEA OTTER FUR Built for warmth 1 million hairs per sq. in. Guard Hair Underfur Trapped Air HUMAN SCALP 150,000 hairs total Before 1741, there were as many as 300,000 sea otters on the Pacific Coast. By 1900 only a few colonies remained

Historic range

Remnant colonies Now New Threats Emerge Industrial chemicals, algae blooms and other toxins linked to coastal pollution are among the sea otter s new enemies. The threat from feline-borne toxoplasmosis, a common danger to pregnant women, helped trigger California's new law

1 Cat eats rodent or bird infected with Toxoplasma gondii parasite

2 Parasite develops in cat's gut and its eggs are released in scat

3 Eggs travel through runoff or are flushed into sewers

4 Eggs end up in the ocean and are ingested by mussels, clams and oysters

5 Otter eats shellfish; eggs infect the otter's brain and organs and kill it

Sources: Sea Otter Alliance; David Jessup, California Department of Fish and Game

Find this article at: http://content.time.com/time/magazine/article/0,9171,1538645,00.html


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http://content.time.com/time/magazine/article/0,9171,1538645,00.html

CIS: What’s Killing the Sea OttersTitle of Text/Article:

What’s Killing the Sea Otters

NGSSS for Science

Benchmarks:

Comprehensive Science 2SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.SC.7.L.17.2 Compare and contrast the relationships among organisms, such as mutualism, predation, parasitism, competition, and commensalism.SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.

Content Integration


Analyze food webs to determine the roles, relationships, and transfer of energy among organisms






o Text or article (of sufficient complexity to promote high-level thinking)o Sticky notes (for opening “hook question, question generation, written responses, etc.)o Markers, rubrics (for Text-Based Discussion, Student Written Responses, Question Generation,

etc.)o Student copies of worksheets (for Written Responses, Direct Note-Taking, and Question


o Text-marking: Develop and display a code system appropriate for the CIS text to use in text-marking. Select a small text segment and preplan corresponding coding example(s) to model the text-marking process for students..


* * * CIS Step 1 * * *Hook Question: Have humans caused disruptions in the food chain or food webs in the environment?

Predictive Written Response to Complex Text-Based QuestionDo all human activities cause damage to the environment? Describes your reasons for your answer and examples?



Para-graph # Academic or Discipline Specific Vocabulary Word Part

or Context

2 protozoan context

2 parasites context

4 Algal blooms context


Reading #1Text-marking Students will mark the text using a teacher created coding system to categorize important parts of the article.



Visual Hook: http://www.marinemammal.org/newsletters/sept-2014-field/ Display of sample pathways for pathogens such as the one infecting the sea otters to be transmitted.

Guiding Question: Using evidence from the text, why is it important to consider different possible causes of impacts on the environment before agreeing on a solution? Refer to the discussion on legislation as well as the possible acts of humans that caused the problems in the first place.Para-graph #

Para-graph #

Para-graph #

+ Impact Society or Individual


Ethical issues

New discovery

First Draft Written Response to Essential QuestionUsing evidence from the text, why is it important to consider different possible causes of impacts on the environment before agreeing on a solution? Refer to the discussion on legislation as well as the possible acts of humans that caused the problems in the first place.


http://www.marinemammal.org/newsletters/sept-2014-field/




Question Generation: What’s Killing the Sea Otters?Para-graph #


+ Impact Society

- Impact Society

Ethical issues

New discovery



Share their questions with the related category whole class and discuss which questions they have in common, and which questions are most relevant or significant to their learning.

Record/post common and relevant/significant questions to encourage:oExtended text discussionoseek/locate answers in text-reading throughout the remainder of the



* * * CIS Step 3 * * *Task: Teacher posts a Complex Text-Based question; students discuss answers, and review/revise answers to the final/Complex Text-Based question based on discussion.

Purpose: To provide opportunities for students to interact with the text and with their peers to: Identify text information most significant to the final/essential question. Facilitate complex thinking and deep comprehension of text.

Final Written Response to Complex Text-Based QuestionAccording to the text and extended text discussion, which factor is most likely the primary concern when conducting scientific research to find solutions to different environmental issues?



CIS: Scientific American - Blindsight: Animals That See without Eyes By Ferris Jabr

Light bathes our planet, splashing off the mountaintops, flooding the deserts, tundra, savanna and forests, and seeping as deep as 1,000 meters into the ocean. Bacteria, plants, animals and all kinds of living things have evolved different ways to detect and respond to light. Despite their familiarity and prevalence, eyes are not essential.

Biologists have known for several decades that some eyeless animals perceive light. Likewise, some animals with eyes—even rather sophisticated eyes—rely on other body parts to see. Exactly how organisms sense light without eyes has, in many cases, remained mysterious. In recent years, with the help of new tools like genome sequencing, scientists have discovered light-sensitive cells and proteins in unexpected places, and have established that creatures once thought to be blind can in fact see. Light-reactive proteins cover the ends of a sea urchin's feet, for example, possibly turning the spiky animal's whole body into a compound eye. Similarly, tiny jellyfish-like hydras can sense light with their stinging tentacles. And although nematodes live in darkness underground, some of their neurons respond to light, helping them wriggle away from danger.

These new insights are changing how biologists understand the evolution and function of vision. Two important questions are when light-sensitive proteins first evolved and in what ways animals originally used these proteins. Another question is whether complex eyes evolved many times in different groups of animals or if later generations inherited and tinkered with a single primitive eye archetype. Although biologists do not yet have definitive answers to these inquiries, it's already clear that vision and light-detection are older, more diverse and more widespread than researchers previously realized. Here are six striking examples of animals that have surprised researchers with eyeless sight.

SEA URCHINS: Sea urchins respond to light in various ways: they might change color, twitch their spines or move toward or away from light. Scientists have known as much for a long time, but they were never certain how urchins detect light, because no known species has eyes of any kind. Their best guess was that the net of nerves enveloping an urchin's body included some diffuse light-sensitive tissue. The remarkable truth is that sea urchins have a much more organized visual system than anyone expected.

When researchers sequenced the genome of the purple sea urchin (Strongylocentrotus purpuratus), they were surprised to discover a number of genes important for the development of the vertebrate retina—the thin sheet of light-sensitive tissue that lines the back of our eyes. Maria Arnone of the Stazione Zoologica Anton Dohrn in Italy and her colleagues revealed that the ends of an urchin's tubular feet are pockmarked with opsins, the same light-sensitive proteins our own eyes depend on. When certain wavelengths of light hit an opsin protein, it changes shape, triggering a chemical cascade that opens tiny gates in cell walls called ion channels. Depending on the animal, this sequence of molecular events results in a reflexive behavior—like moving toward or away from light—or informs the nervous system about some aspect of vision. A sea urchin's hundreds of feet may act as one giant compound eye, allowing them to see just as well as a horseshoe crab or nautilus, both of which have genuine, if primitive, eyes.

HYDRAS: Hydras, tiny relatives of jellyfish, look like dandelion seeds: they have thin tubular bodies crowned with slender tentacles. They usually cling to weeds, stinging and eating even tinier aquatic invertebrates that swim by, such as water fleas (daphnia). Like sea urchins, hydras also respond to light even though they lack eyes. When scientists sequenced the genome of Hydra magnipapillata, they found plenty of opsin genes.

Recently, scientists confirmed that hydras have opsins in their tentacles, specifically in their stinging cells, known as cnidocytes. David Plachetzki of the University of California, Davis, and his colleagues showed that hydras respond not only to touch and chemicals, but also to changes in the light in their immediate environment. Hydras sting with greater force in dim light than in bright light, perhaps because they have evolved to recognize shadows as signs of prey or predators—the more they fire in the presence of a shadow, the likelier they are to hit their


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targets.Hydras belong to one of the oldest groups of animals on the planet, the Cnidarians. Although hydras do not have eyes, other members of their family have simple eyes called ocelli. Box jellyfish have remarkably sophisticated eyes with lenses and retinas. The fact that hydras, which evolved much earlier than most Cnidarians, can detect light with their tentacles suggests that the origins of vision stretch further back in time than anyone realized. Later, jellyfish and other animals may have modified these existing, primitive visual systems to form more complex eyes.

SQUIDS, CUTTLEFISHES AND OCTOPUSES: Octopuses have large eyes and humongous occipital lobes—the parts of the brain that process vision. These wily, squishy marine masters of disguise can match the texture, color and patterns of almost anything in their environment. But they cannot see color—at least not with their eyes. The octopus eye is technically color-blind. So is the eye of the cuttlefish, a related mollusk.

Roger Hanlon of the Marine Biological Laboratory in Woods Hole, Mass., and his colleagues recently discovered that cuttlefishes actively express opsin genes throughout their skin, particularly in their fins and underbellies. And Desmond Ramirez of the University of California, Santa Barbara, has detected opsin genes in octopus skin. Octopus, squid and cuttlefish skin is also peppered with chromatophores—elastic sacks of pigment that expand and retract, allowing the mollusk to change its color. Other cells called iridophores and leucophores make the skin more or less reflective. Hanlon and his colleagues propose that opsins work with chromatophores, iridophores and leucophores in an unknown way to detect and mimic the color of nearby objects.C. ELEGANS: Caenorhabditis elegans—tiny worm-like nematodes—live in complete darkness in the soil, so scientists assumed they could not perceive or respond to light. When X. Z. Shawn Xu of the University of Michigan and his colleagues shined beams of bright light at the nematodes' heads, however, they stopped inching forward and reversed direction. When the researchers flashed light at the tail or body of a nematode moving in reverse, the creature began wriggling forward instead. By annihilating various neurons in the nematodes' heads with a laser, Xu and his colleagues identified four cells without which C. elegans cannot perceive light. The researchers propose that avoiding light is an adaptation that helps nematodes stay in the soil, out of which they will not survive long (unless scientists keep them alive in the lab).

In later work, Xu and his team showed that the light-sensitive neurons in nematodes do not depend on opsins. Rather, they use LITE-1, a protein that functions as a taste receptor in invertebrates. A separate team of scientists discovered that neurons in fruit fly larvae detect light with a protein highly related to LITE-1. Like nematodes, it's advantageous for fly larvae to remain in the shadows, unexposed to harsh light and predators.SCORPIONS: Scorpions instinctively avoid light. During the day, the eight-legged arachnids seek shelter beneath rocks, in underground crevices or in people's boots. At night they emerge to hunt small insects. Scorpions detect light, and may even perceive images, with two main eyes atop their heads as well as up to five pairs of nearby smaller eyes. Recently, scientists investigated whether scorpions can detect light with their skin as well. The answer is a preliminary yes.

Most scorpion species have a dark, waxy exoskeleton that looks like black or amber armor in daylight. If certain wavelengths of ultraviolet light strike a scorpion, however, it glows an eerie neon turquoise because of fluorescent molecules in its cuticle. Biologists have speculated that this fluorescence might help scorpions lure prey or warn predators to stay away; alternatively, the sheen might be an inevitable physical property of scorpion skin that offers no adaptive benefit.Douglas Gaffin of the University of Oklahoma exposed 40 scorpions from Texas to both green light and UV light. Half the time the animals wore tiny aluminum foil eye patches; the other half their eyes were unobstructed. The scorpions were much less active under green light when their eyes were covered compared with when they were unmasked, but they were similarly active under UV light regardless of whether their eyes were exposed. One interpretation of this pattern is that scorpions change their behavior in response to UV light even when they cannot see with their eyes because their skin detects UV on its own. Another possibility is that scorpions somehow perceive the green light from their armor's turquoise fluorescence. Using its entire body to sense light, rather than its eyes alone, might improve a scorpion's chances of finding shelter during the day.


CIS: Evolution and AdaptationBenchmarks: Carefully select text that aligns with State Standards/BenchmarksTitle of Text/Article:

Blindsight: Animals That See without Eyes, By Ferris Jabr


SC.7.L.15.1 Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species. Assessed as SC.7.L.15.2 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. AA (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. Assessed as SC.7.L.15.2 (Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)


LAFS.68.RST.4.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.


MAFS.K12.MP.1: Make sense of problems and persevere in solving them.MAFS.K12.MP.2: Reason abstractly and quantitatively.MAFS.K12.MP.3: Construct viable arguments and critique the reasoning of others.MAFS.K12.MP.4: Model with mathematics.MAFS.K12.MP.5: Use appropriate tools strategically.MAFS.K12.MP.6: Attend to precision.MAFS.K12.MP.7: Look for and make use of structure.MAFS.K12.MP.8: Look for and express regularity in repeated reasoning.









o Add additional efferent discussion sessions, as needed.o The C.I.S. Model can last 3 days or longer. (Short texts can take less time; long texts, more time)o Schedule a C.I.S .lesson periodically (approximately every 3-4 weeks).




Visual Hook: Jabr, Ferris. (August 2012). Blindsight: Animals That See without Eyes. Retrieved from Scientific American

Hook Question: What are adaptations and why are they important to an organism?

Allow for individual responses in journal and discussion

Predictive Written Response to Complex Text-Based Question: Predict the adaptations that scorpions, jellyfish, urchins, and octopuses possess that allow them to sense light and/or see.

Vocabulary InstructionPara

-graph #


Word Part or Conte

xt

Para-

graph #


Word Part or Conte

xt2 Nemat/ode

Nemat = ThreadOde = Like

Word Part

10 Chromato/phore, Iridi/phores,Leuco/phoresChromato = ColorIrid = iris = of the eyeLeuco = leuk = whitePhore = bearer of

Word part

2 Compound Eye – “…turning the spiky animal's whole body into a compound eye.”

Context

3 Arche/typeArche = prior, original, firstType = Type

Word Part

12 Advantageous – “…it's advantageous for fly larvae to remain in the shadows…”

Context






http://www.scientificamerican.com/slideshow.cfm?id=seeing-without-eyes

Reading #1Text-marking B – this section of text shows the benefit of an adaptation H – this section of text shows an adaptation that is harmfulN – this section of text shows an adaptation that is neutral (no harm or benefit)



Directed Note Taking: Blindsight: Animals That See without EyesGuiding Question: Using evidence from the article, write down information about the adaptations and how they have allowed certain animals to survive.Para-graph

#

NOTES Check relevant categories belowBenefit Harmful Neutral



First Draft Written Response to Essential Question: According to the text, describe some of the adaptations that may have led to the evolution of compound eyes and sight.


conversations




Reading #3Question Generation: Blindsight: Animals That See without Eyes

Para-graph

#


Benefit Harmful Neutral









Final Written Response to Complex Text-Based QuestionAccording to the text and extended text discussion, which factor is most likely the primary cause for sight adaptations?



CIS: Wrong-way planets do gymnasticsBy Stephen Ornes / April 28, 2010

Cartwheels aren't just f or gymnasts anymore — a gang of distant, unusual planets, a team of astronomers say, may have done giant, deep-space cartwheels to get into place. And those cartwheels are making scientists think again about what they know about planet formation.

These planets are unusual because they orbit, or move around their stars, backward. In the solar system, all eight major planets (sorry, Pluto!) move around the sun in the same direction: counter-clockwise when looking down on the sun's north pole. The sun, too, is spinning in that direction.

Scientists believe that all the planets in the solar system were formed from the same giant disk of debris — mainly gas and dust — that was slowly moving around the sun billions of years ago. Since the debris was moving, the planets, including Earth that formed also moved in the same direction as the debris.

This image is from a video that illustrates a planet in retrograde orbit: The star is spinning to the right and the planet is rotating to the left. See the European Southern Observatory's video.

In addition, the paths of all the planets should be in the same plane. Imagine a giant, flat piece of paper that cuts through the middle of the sun and extends to the end of the solar system. If all the planets orbit in the same plane, then all their orbits will be on that piece of paper.

That's the way it works in the solar system, so astronomers have wondered whether planetary systems around other stars work in the same way.

Last summer, astronomers found six planets moving around their host stars in the opposite direction. This finding suggests that scientists may have to think again about how planets form. All six of these planets are "hot Jupiters." Hot Jupiters are giant — as big as or bigger than Jupiter — and orbit so close to their host stars that they're blazing hot.


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Illustrated here are a few planets that orbit their stars in the wrong direction. The lower right image shows a planet orbiting in the same direction its parent star rotates.These six aren't the only problematic planets. Some other recently discovered planets orbit in the forward direction around their host stars, but their orbital planes tilt at various angles.

At a recent meeting of astronomers in Glasgow, Scotland, Andrew Collier Cameron proposed an explanation f or these wrong-way and tilted planets.

Cameron, an astronomer at the University of St. Andrews in Scotland, suggested that a much larger object — another star, or a giant planet, perhaps — may have come along. Gravity is a force that comes with mass, so planets or stars with more mass have more gravity, and thus a stronger pull on other objects. Large objects have strong gravitational forces, and these strong forces may have affected the way the planets move around their stars. Astronomers believe these forces can be so strong that they cause the planet's orbit to f lip like a jump rope over the star.

This effect, called the Kozai mechanism, may explain how a hot Jupiter ends up orbiting backward around its star. It may also explain how the other planets ended up with tilted orbits.

Cameron says the wrong-way planets match up with the change his team would have expected from the Kozai mechanism. "That looks very much like what we're now observing," Cameron says. "It looks almost too good to be true."

Other scientists say it's too early to say f or certain whether the Kozai mechanism is responsible f or the planets' behavior. "Their data isn't that definitive to eliminate any other possibilities," Adam Burrows told Science News. Burrows is a scientist at Princeton University.

Astronomers have identified more than 400 exoplanets, and most of them are gas giants, like the hot Jupiters. (Exoplanet is short f or "extra-solar planet," which is a planet outside the solar system.) Astronomers would like to find a small, rocky planet not too far from or too close to its star — one that looks a lot like Earth. These types of planets are most likely to host life as we know it, so if we find an Earthlike planet, we may find life somewhere else in the universe.

Then again, we may not. If Cameron is right, then hot Jupiters on strange orbits may f ling rocky debris — debris that would have made a small planet — out of the system. So in a way, more hot Jupiters may mean fewer Earthlike planets. More studies are needed to know for sure why some planets run backward around their host stars.


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Benchmarks: Carefully select text that aligns with State Standards/Benchmarks


Wrong-way Planets Do Gymnastics


Comprehensive Science 3 (2002100)SC.8.E.5.7 Compare and contrast the properties of objects in the Solar System including the Sun, planets, and moons to those of Earth, such as gravitational force, distance from the Sun, speed, movement, temperature, and atmospheric conditions. AA (Cognitive Complexity: Moderate)

Content Integration

Comprehensive Science 3 (2002100)The student will be able to Compare and/or contrast how the Sun, planets, and moons to those of Earth are

alike and different Compare and/or contrast gravitational force, distance from the Sun, speed,

movement, temperature, and atmospheric conditions.CCSS ELA & Literacy in History/Social Studies, Science, and Technical Subjects












Guidelines: o Add additional efferent discussion sessions, as needed.o The C.I.S. Model can last 3 days or longer. (Short texts can take less time; long texts, more time)o Schedule a C.I.S .lesson periodically (approximately every 3-4 weeks).




Visual Hook: Wrong-way Planets Do Gymnastics By Stephen Ornes /April 28, 2010 (http://www.sciencenewsforkids.org/?s=wrong-way+planets+do+gymnastics) and The Earth, Moon, and Gravity by Pearson Interactive Science, Florida

Hook Question: How do scientists discover new planets outside of our solar system (exoplanets)?


Predictive Written Response to Complex Text-Based QuestionHow are these exoplanets similar and different to the planets in our solar system?



VocabularyWord Part

or Context

Para-graph



Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or context.

Record meanings of word parts and words on chart paper. Variations for Vocabulary Instruction:

o record meanings of word parts and words in word study guide, journal writing, graphic organizers, etc.o post word parts, words, and their meanings on a vocabulary word wall; refer to word wall during

reading, discussions, and writing throughout CIS lesson and subsequent lessons.


Reading #1Text-marking S – this section of text shows a similarityD – this section of text shows a difference



Visual Hook: Exoplanets – PBS Learning

Directed Note-TakingGuiding Question: Using evidence from the text and video clip, how are these newly

discovered exoplanets similar and different to the planets in our Solar system?Para-graph

#

NoteSimilarity Difference



First Draft Written Response to Essential QuestionUsing evidence from the text and video, how are these newly discovered exoplanets similar and different to the planets in our Solar system?


conversations


http://www.pbslearningmedia.org/resource/idptv11.sci.ess.eiu.d4kexp/exoplanets/

* * * CIS Step 2 * * *Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then students re-read the text to generate their own questions. Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.

Reading #3Question Generation: How will new technology help with future discoveries

Para-graph

#


Similarity Difference









Final Written Response to Complex Text-Based QuestionAccording to the text and extended text discussion, which factors affect the type of planets in

the different solar systems and how they behave?




CIS: Animal CSI or from Science Lab to Crime LabScientists are finding new ways to help stop poachers from hunting

endangered animals.By Emily Sohn [1], March 26, 2008

Robbery, vandalism, murder: Crimes happen every day. But people aren't the only victims of illegal activity. Bad guys can also target animals. And since animals can't tell police officers what they've seen, these are some of the toughest cases to solve.

Particularly challenging are the crimes that involve poaching—taking animals from the wild that are protected by law. Poachers can make a lot of money selling meat, tusks, fur, fins, and other parts of protected animals. Poaching can devastate even large wildlife populations if too many animals are taken in any year or from any area. The problem becomes even more serious when a species is endangered. Then, losing even a few animals can make it harder for the species to survive.

What's really bad is that poaching creates an unfortunate cycle: As the animals become more rare, their parts become more valuable. So, poachers earn even greater rewards for their collection of protected species. Now, scientists are helping fight back. Using the genetic material DNA, they are finding ways to clinch hard-to-solve cases involving a wide range of creatures, from elephants to seahorses.

If you've ever read a legal thriller or watched shows on TV such as CSI: Crime Scene Investigation, you know that DNA plays a big part in solving human crimes. The molecule appears in every cell. Like fingerprints, DNA is unique to every person. So, by analyzing DNA in blood, saliva, or hair left behind at the scene of a crime, detectives can identify criminals and victims.

When authorities find poached animal parts, they aren't usually interested in identifying individual creatures. Instead, they want to know what species the parts belong to. That may not be obvious if all you have is a bit of meat, bone, or perhaps a fish fin. DNA can also prove helpful in figuring out where an animal came from. That's because members of one local group of animals tend to share more DNA in common with each other than they do with more distant groups of their species. Based on concepts such as these, scientists are developing new tests to untangle complicated webs of animal-related crime.

Tusk trackers

Elephants have been particularly devastated by poachers in recent decades. Between 1979 and 1987, poachers killed hundreds of thousands of wild elephants in Africa and Asia. This poaching reduced the animals' numbers by more than half, says Samuel Wasser, director of the Center for Conservation Biology at the University of Washington, Seattle.

The motivation? Ivory. Elephant tusks are made of the hard, white material, which has long been used in jewelry and art, among other applications. Poaching slowed down after an international ban on the ivory trade was passed in 1989. For a variety of reasons, however, the practice started creeping up again a few years later. By 2005, Wasser says, "the illegal ivory trade had come back with a vengeance."

Even though it's against the law to buy newly harvested ivory, people prize it so much that some are willing to buy it illegally. Such sales are said to be on the "black market." In the past few years, the black-market price of


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ivory has quadrupled to about $850 per kilogram (2.2 pounds). A tusk can weigh 11 kg (24 pounds) or more. Tens of thousands of elephants are dying each year as a result. There are fewer than 500,000 elephants living in the wild today. Elephant poaching is hard to squelch because hunters often work in remote areas. Middlemen gather tusks from a variety of places. And well-hidden shipments follow complicated routes to destinations far from where they started. A single shipment can contain hundreds of tusks, thousands of pounds, and many millions of dollars’ worth of ivory. Authorities intercept just 10 percent of these shipments, Wasser estimates. But even when officials retrieve the ivory, they usually don't know where it came from.

To answer this question, Wasser has been looking for clues in elephant DNA. First, he collected elephant dung from 28 regions in 16 countries throughout Africa. He analyzed DNA in the dung samples. Then, he used the results to start mapping connections between an elephant's DNA and its home range. Finally, he used statistics to fill in the blanks.

"I've been working for 8 years on building this map," Wasser says. "It has taken a while, but we've done it."

But poachers trade tusks, not poop. And getting the genetic material out of ivory is more difficult. That's because the outside of a tusk is made of dead cells, while the DNA is in living cells on the inside of the tusk. But smashing or drilling into the tusk destroys the DNA. To overcome this problem, Wasser developed a way to extract DNA from ivory under supercold conditions. With liquid nitrogen, he was able to freeze the material. Then, he used a magnet and alternating magnetic fields to grind up the sample without destroying the DNA.

Using the technique, Wasser helped trace the origins of one of the largest ivory seizures ever made. The shipment, which contained 13,000 pounds (5,900 kilograms) of ivory, was seized in Singapore in 2002. Wasser's analysis showed that nearly all the seized ivory had come from a small region in Zambia. It was an important discovery because wildlife officials originally thought the shipment's contents had come from many different places. Findings like these are helping authorities narrow the hunt for elephant hunters.

"DNA can really help us stop the [ivory] trade at its source," Wasser says. "For the first time, we don't just have information about shipping and receiving, but about where the ivory comes from. This has completely changed the way law enforcement thinks about how to deal with these cases."

Something's fishy

Authorities are also getting better at nabbing shark poachers, thanks to Mahmood Shivji, a conservation geneticist at a shark conservation consortium at Nova Southeastern University's Oceanographic Center in Dania Beach, Fla. Trained as both an oceanographer and geneticist, Shivji is now a DNA detective of the sea.

There are more than 400 species of sharks in the world's oceans, Shivji says. Fishermen kill about 50 of those fish species for their fins, which people eat. The fins of some species are especially valuable. Sometimes sharks are also killed for their meat. As a result of hunting pressures, shark numbers have dropped 70 percent in the past 2 decades. Many populations are now threatened and a few are even endangered.

It is legal to fish for most sharks, especially if the fish will be sold for meat. However, most sharks are killed for their fins—not meat. Fishers haul in the animals, slice off their fins and then throw the rest of the still living shark back in the water to slowly die.


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It's gruesome. It's also a tremendous waste of majestic animals that help keep ocean ecosystems healthy. That's why it is now illegal to kill a shark in the United States—unless the entire animal is kept for sale. Any ship containing fins without the rest of the animal is automatically guilty of shark "finning", an illegal activity (poaching).

To protect sharks from poachers, Shivji says, authorities must first figure out which species are being hit hardest. But that's hard to do when the only evidence is fins—which pretty much look alike, regardless of which shark species they came from. "Markets are supplied from all over the world," he says. "No one is keeping track of whether populations in certain parts of the world are being overfished relative to other populations."

With those two goals in mind, Shivji started by studying DNA from 70 shark species, including all the varieties that end up in the fin trade. He found a small region of DNA that differs between species. Then, he created a simple test that identifies species on the basis of DNA taken from a meat or fin sample.

Next, Shivji found a different region of DNA that varies between members of the same species. He developed another test that identifies whether a sand tiger shark, for example, came from the northwest Atlantic, the southwest Atlantic, Australia, or South Africa. Finally, he combined the two tests. The biggest advantage of Shivji's technique is that it spits out results quickly. In just 2 days, he says, he and his team can identify the sources, by geography and species, for 50 fins.

Right now, the rapid tests can reliably identify 30 shark species. And they can distinguish between geographic populations of two of those species—sand tiger sharks and porbeagle sharks. Shivji is working on incorporating more groups into the tests. And he wants to make the process even faster by eventually replacing much of the work that humans do with robotic technologies.

The technique has already helped solve a number of suspicious cases for the National Oceanic and Atmospheric Administration. NOAA's Office for Law Enforcement is responsible for inspecting fishing boats that enter U.S. ports. Shivji is also working on cases in foreign waters and helping train foreign colleagues. As the tests get better and faster, word is spreading that it might not be so easy to get away with shark poaching anymore.

"Now, fishermen can't say, 'They're never going to be able to tell the difference'" between legal and illegal catches, Shivji says. This "is having a positive impact on reducing the amount of illegal activity."

It usually takes a long time for basic research to make an impact in the real world, Shivji adds. But animal-DNA detective work has quickly made the transition from science lab to crime lab. Scientists are now doing similar work to protect seahorses, seals, and other animals.

If the world's poaching victims could talk, they would probably thank these scientists for their detective work.


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CIS: DNA, Chromosomes, and HeredityBenchmarks: Carefully select text that aligns with State Standards/Benchmarks


Animal CSI or From Science Lab to Crime Lab


Comprehensive Science 2 (200207001)SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.)SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics. (Also assesses SC.7.N.3.2, SC.8.N.1.5, and SC.8.E.5.10.)

Content Integration

Comprehensive Science 2 (200207001)The student will be able to Describe and/or explain that every organism requires a set of instructions that specifies its

traits Students will identify and/or explain that hereditary information (DNA) contains genes

located in the chromosomes of each cell and/or that heredity is the passage of these instructions from one generation to another.

Students will compare and/or contrast general processes of sexual and asexual reproduction that result in the passage of hereditary information from one generation to another.

Describe and/or analyze common methods used in different fields of study.CCSS ELA & Literacy in History/Social Studies, Science, and Technical Subjects



MAFS.K12.MP.1: Make sense of problems and persevere in solving them.MAFS.K12.MP.2: Reason abstractly and quantitatively.MAFS.K12.MP.3: Construct viable arguments and critique the reasoning of others.MAFS.K12.MP.8: Look for and express regularity in repeated reasoning.









o Add additional efferent discussion sessions, as needed.o The C.I.S. Model can last 3 days or longer. (Short texts can take less time; long texts, more time)


o Schedule a C.I.S .lesson periodically (approximately every 3-4 weeks).




Visual Hook: “Animal CSI or from Science Lab to Crime Lab” Science news for kids, By Emily Sohn/ March 26, 2008

Hook Question: How can the science of DNA analysis affect society?Individual responses in journals and for discussions

Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using the science of DNA analysis to solve crimes?



Word Part or

Context

Para-graph #

Academic or Discipline Specific VocabularyWord Part

or Context

2 Poaching “taking animals from the wild that are protected by law”

context 1 DNA – “chemical that stores the information for making an organism;

molecule found in chromosomes

Context

4 UnfortunateUn – not fortunate

Word part

1 & 2

Chromosome - -made up of genes and DNA; each species has a certain number

Context

6 DNA – “unique to every person…found in blood, saliva, hair - - can identify

criminals and victims”

Word part

4 Trait – “the way a species looks or acts” Context

14 Squelch “poaching is hard to squelch” –stop

Context 6 & 8

Sexual reproduction – when sex cells (egg and sperm) from 2 parents from opposite

sex come together to make offspring

Context






http://www.sciencenewsforkids.org/?s=DNA

Reading #1Text-marking + – this section of text shows a positive impact of the science of DNA analysis on society or the individual_ – this section of text shows a negative impact of the science of DNA analysis on society or the

individualP – this section of text shows a problemS – this section of text shows a solution

Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently.

Students share text markings with table group or partner.


Visual Hook: DNA Evidence video segment – Discovery EducationDirected Note Taking: Animal CSI or From Science Lab to Crime Lab

Guiding Question: Using evidence from the text and video clip, why is it important to consider positive and negative impacts on society and/or individuals, when using DNA as evidence of a crime?Para-graph

#

Notes Check relevant categories below+ Impact

Society or Individual


Problem Solution

3 Poaching can devastate even large wildlife populations X XScientists can fight back and help prevent poaching X X

video film indicated that DNA evidence can clear someone of a crime if blood samples at the scene do not match the DNA of the accused

X X

video film indicated that DNA analysis is also tied to human error an people can make mistakes when analyzing the DNA and incorrectly

free criminals or keep innocent people in jail

X X



First Draft Written Response to Essential Question: Using evidence from the text, why is it important to consider positive and negative impacts on society and/or individuals, when using DNA as evidence of a crime?


conversations


https://app.discoveryeducation.com/player/view/assetGuid/173906D4-98A2-4091-8389-804E995C5A92

* * *CIS Step 2 * * *Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then students re-read the text to generate their own questions. Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.

Reading #3Question Generation: Animal CSI or From Science Lab to Crime Lab

Para-graph

#


+ Impact Society/

Individual

- Impact Society/ Individu

al

Problem

Solution

5 Is DNA analysis being used only for protected species? X Xvideo Have scientists ever found that an error was made in

DNA analysis in a crime?X X

Question Generation Teacher models re-reading a portion of the text and generates one or two questions. Students continue to review/scan the text and use their recorded notes to generate questions






* * * CIS Step 3 * * *Task: Teacher posts a Complex Text-Based question; students discuss answers, and review/revise answers to the final/Complex Text-Based question based on discussion.Purpose: To provide opportunities for students to interact with the text and with their peers to:


Final Written Response to Complex Text-Based QuestionAccording to the text and extended text discussion, which factor, most likely, is the primary issue when using scientific evidence, such as DNA, to solve a problem?




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