Last Revised: May 15, 2007 - ecasd.k12.wi.us Chemical Cycles (carbon, nitrogen, phosphorous, water...

Last Revised: May 15, 2007

2

Table of Contents

Course Name and Description ........................................................................................................ 3 Life on Earth: Ecology: Energy to Sustain Life.............................................................................. 4 Life on Earth: Ecology: Relationships Among Living Things ....................................................... 7 Changing Earth: Weather.............................................................................................................. 10 Changing Earth: Influences on Climate........................................................................................ 14 Changing Earth: Formation of Earth’s Resources: Bonding ........................................................ 17 Changing Earth: Formation of Earth’s Resources: Solutions ....................................................... 20 Changing Earth: Managing Earth's Resources.............................................................................. 22 Changing Earth: The Rock Cycle ................................................................................................ 25 Changing Earth: Sedimentary Processes: Soils and Groundwater .............................................. 27 Changing Earth: Sedimentary Processes: Erosion and Deposition.............................................. 30 Changing Earth: Stratigraphy ...................................................................................................... 33 Changing Earth: Plate Tectonics.................................................................................................. 35 Life on Earth: Biodiversity ........................................................................................................... 39 Life on Earth: Cells....................................................................................................................... 42 Life on Earth: Genetics and Bioengineering................................................................................. 46 Earth in Space: Earth-Moon-Sun.................................................................................................. 49 Earth in Space: Origins of the Universe and the Solar System..................................................... 52 Ideas that seem to be important and run through the entire course… .......................................... 55

3

Course Name and Description Science Pilot Overview: Students taking both years of this 2-credit pilot course will need one additional semester science elective (of their choice) to meet the ECASD graduation requirement of 2.5 science credits. Science Pilot Year 1: Foundations of Natural Science I: Biology, Earth Science, Chemistry This is the first year of a two-year sequence. At the end of the two-year sequence students will have a strong foundation for future science electives and advanced studies. In this first year, students will explore natural processes that intertwine their biological and physical world. Through experimentation, observation and analysis, concepts in ecology, geology, meteorology, natural resources, and chemistry will be studied. Real world applications will include population dynamics, sustaining life, ozone depletion, global warming, chemical reactions, and energy resources. Science Pilot Year 2: Foundations of Natural Science II: Biology, Earth Science, Physics Prerequisite: Foundations of Natural Science I: Biology, Earth Science, Chemistry This is the second year of a two-year sequence. At the end of the two-year sequence students will have a strong foundation for future science electives and advanced studies. In this second year, students will continue to explore natural processes that intertwine their biological and physical world. Through experimentation, observation and analysis, concepts in geology, astronomy, cellular biology, genetics, evolution, and physics will be studied. Real world applications will include forces and motion, plate tectonics, erosion, inherited traits, advances in biotechnology, earth in space, and formation of the universe.

9th and 10th Grade Science Pilot Curriculum

Life on Earth: Ecology: Energy to Sustain Life

Course: Science Pilot Theme: Life on Earth Unit: Ecology: Energy to Sustain Life Timeline: 28 days Unit Description: Energy Pyramid Energy Assets Compounds that sustain life Life processes: photosynthesis, respiration Producers, Consumers, Decomposers Bio/Geo Chemical Cycles (carbon, nitrogen, phosphorous, water)

4

5

Life on Earth: Ecology: Energy to Sustain Life Stage 1—Identify Desired Results (adapted from Understanding by Design by Wiggins and McTighe)

Established Goals: Standards A.12.1; A.12.2; A.12.3; A.12.5; A.12.6; A.12.7 B.12.1; B.12.5 C.12.1; C.12.2; C.12.3; C.12.4; C.12.5; C.12.6; C.12.7 D.12.3; D.12.4; D.12.6 E.12.2 F.12.6; F.12.7; F.12.8; F.12.9; F.12.10; F.12.11 G.12.1; G.12.2; G.12.3; G.12.5 H.12.1; H.12.2; H.12.3; H.12.4; H.12.5; H.12.6; H.12.7

What Essential Questions will be considered? Who wins and loses in the game of life? What happens to life without the sun? What do we need to obtain from our environment in order to survive? How do your food choices affect your health and the world? Are you what you eat? How and why do scientists study ecological issues? How is this knowledge applied? What do food labels really mean? How do our activities or other natural phenomenon affect the energy in an ecosystem? (For example, if you have 100 acres, do you plant corn or raise beef cattle in terms of calories in and calories out?)

What Understandings are desired? Students will understand that…

o The earth is a closed matter system and an open energy system. Resources necessary for life are constantly recycling. (chemical changes)

carbon nitrogen phosphorous water

Energy is transferred into the earth system via solar radiation and is eventually reallocated to thermal energy of particles via endo- and exothermic reactions

Photosynthesis Respiration: Aerobic versus Anaerobic

o There are different organic molecules that serve different functions in living organisms. Primarily... Carbohydrates and lipids are used for energy storage Proteins are used to build structures and perform cellular functions (enzymes)

o Producers (algae, cyanobacteria and plants) play a major role in storing transferred energy for the energy pyramid.

What Knowledge and Skills will students acquire as a result of this unit?

Students will know… 1. a. The role of producers,

consumers, and decomposers in energy pyramids and food webs. (stage 2: pre-assess knowledge)

Students will be able to… 1. Label, interpret and explain an

energy pyramid and be able to explain how changes affect an energy pyramid and food web.

6

2. What photosynthesis and

respiration are, where they take place, and how energy is allocated for living things

3. Materials required for life are

continuously recycled through a series of chemical reactions that take place within biotic and abiotic components of the environment. (endo versus exo)

4. Law of Conservation of Matter in

chemical reactions 5. The characteristics of

o Carbohydrates—simple and complex; quick versus sustained energy

o Lipids—fats and oils, saturated versus unsaturated; stored energy

o Proteins—amino acids: provides cell structure and enzymatic functions; necessary for growth and repair of body tissues

2a. Through experimentation, identify

the products and reactants of photosynthesis and respiration (stage 3: model for reaction)

2b. Account for the energy in each reaction and recognize that bonds store energy

3. Diagram the path of carbon,

nitrogen, phosphorous, and water between living and non-living matter.

4. Account for the reactants and

products in a chemical reaction (with molecular models to show that atoms simply rearrange; no formal balanced equations)

5. Using nutrition facts on food labels,

compare and contrast the type of food you eat to what your body needs.


Life on Earth: Ecology: Relationships Among Living Things

Course: Science Pilot Theme: Life on Earth Unit: Ecology: Relationships Among Living Things Timeline: 20 days Unit Description: Population Dynamics Biotic Versus Abiotic Factors Succession Biotic Relationships Natural Selection

7

8

Life on Earth: Ecology: Relationships Among Living Things Stage 1—Identify Desired Results (adapted from Understanding by Design by Wiggins and McTighe)

Established Goals: Standards A.12.1; A.12.2; A.12.3; A.12.4; A.12.5; A.12.6; A.12.7 B.12.1; B.12.5 C.12.1; C.12.2; C.12.3; C.12.4; C.12.5; C.12.6; C.12.7 D.12.3; D.12.4; D.12.6 F.12.5; F.12.6; F.12.7; F.12.11; F.12.12 G.12.1; G.12.2; G.12.3; G.12.5 H.12.1; H.12.2; H.12.3; H.12.4; H.12.5; H.12.6; H.12.7

What Essential Questions will be considered? How would an alien species affect an ecosystem? (Why does the DNR tell you to…) What practices can we use to control populations of organisms? Why do populations change? What are the impacts of over population? What affects a population more, living or non-living factors? Why? What can you grow in your backyard sandbox? Are you a parasite? Why aren’t all the squirrels in Eau Claire gray?

What Understandings are desired? Students will understand that

o Populations of organisms in an ecosystem are interdependent and dynamic o There are levels of organization within the biosphere o Populations are controlled by abiotic and biotic factors o Changes in populations are the driving force for evolution o Natural selection acts on populations, not individual organisms o Populations are dependent on where their ecosystem is in its succession

What Knowledge and Skills will students acquire as a result of this unit? Students will know… 1. a. Population data can be graphically

represented and used to predict future populations.

b. Factors that allow the human

population to explode in a short period of time: advances in medicines (antibiotics, vaccines, etc.) and technology (sanitation, etc.).

2. What abiotic and biotic factors are

and how they affect populations.

Students will be able to… 1. a. Compare and contrast human

population growth with natural population growth. Draw and interpret graphs related to populations (J and S curves)

b. List 3 factors that have allowed

the human population to grow exponentially.

2. Give examples of abiotic and biotic

factors.

9

3. Ecosystems are comprised of species, populations, and communities. Within an ecosystem, each organism has a niche (“job”) and a habitat (place where organism lives and grows).

4. The abiotic and biotic changes in an

ecosystem will influence an organism.

5. Parasitism, mutualism, and

commensalism are three types of symbiotic relationships.

6. Ecosystems progressively change

over time at a rate related to the abiotic and biotic factors of the ecosystem.

7. Darwin’s postulates (there are

anywhere between 3 & 5) of Natural Selection include: • Individuals within a population

vary in their traits. • Some of these traits are

heritable. • More offspring are produced

than can survive, based on limited resources.

• Individuals with advantageous traits will survive & reproduce.

3. Identify the levels of organization in an ecosystem; identify and describe the niche and habitat of organisms in a sample ecosystem.

4. Use case studies of environmental

changes to show how organisms respond to abiotic and biotic changes.

5. Categorize a symbiotic relationship as parasitism, mutualism, and commensalism.

6. Predict the order of succession of an

area. 7. Apply the postulates of Natural

Selection to a case study, utilizing the principles of evolution.

9th and 10th Grade Science Pilot Curriculum Changing Earth: Weather

Course: Science Pilot Theme: Changing Earth Unit: Weather Timeline: 28 days Unit Description: Composition and structure of the atmosphere Water Cycle Properties of the Atmosphere Gas Laws Weather Forecasting Severe Weather

10

11

Changing Earth: Weather Stage 1—Identify Desired Results (adapted from Understanding by Design by Wiggins and McTighe)

Established Goals: Standards A.12.1; A.12.2; A.12.3; A.12.4; A.12.5; A.12.6; A.12.7 B.12.1; B.12.3; B.12.4; B.12.5 C.12.1; C.12.2; C.12.3; C.12.4; C.12.5; C.12.6; C.12.7 D.12.1; D.12.3; D.12.9; D.12.11; D.12.12 E.12.1; E.12.2 G.12.1; G.12.2; G.12.3; G.12.4 H.12.1; H.12.2; H.12.3; H.12.4; H.12.5; H.12.6; H.12.7

What Essential Questions will be considered? Why is the weather so difficult to forecast? What measuring instruments are used to collect and model weather data? What factors affect weather? Why does the wind blow? Why is Wisconsin prone to tornadoes and the Gulf Coast prone to hurricanes? What causes weather? Why can a plane fly to the East Coast faster than it can to the West Coast? How does the advent of agriculture affect weather in the midwest?


o Water is a finite resource that carries and transfers energy as it cycles through the atmosphere and hydrosphere. (physical changes)

o Weather is difficult to forecast due to the multiple variables that influence it. o Your geographic location can influence weather variables. (sometimes resulting in

severe weather) What Knowledge and Skills will students acquire as a result of this unit?

Students will know… 1. Composition and structure of the

atmosphere 2. Qualitative relationships between

pressure, temperature, and volume of gases in various pairings.

Students will be able to… 1a. Interpret a diagram to determine the

percentage of gases in the atmosphere

1b. Interpret a diagram of the layers of the atmosphere based on temperature and altitude.

1c. Correlate energy transfer to temperature changes in the troposphere and stratosphere.

2a. Interpret graphical sketches of P vs.

V, P vs. T and V vs. T relationships.

2b. Using a variety of real-life scenarios, predict and explain physical behaviors in terms of P vs. V, P vs. T and V vs. T relationships (kinetic theory)

12

3. Cloud formation, dew point, and relative humidity are affected by moisture, pressure and temperature.

4. Heat is reallocated through

conduction, convection and radiation.

5. Uneven heating of the earth’s

surface is the primary influence on air pressure, resulting in global and local winds; The Coriolis Effect results in the apparent deflection of fluids

6.Air masses are regions of air with

similar temperature and moisture content; jet streams are high altitude wind belts that influence the movement of air masses; fronts are the boundaries between air masses.

3a. Interpret a relative humidity chart and explain how relative humidity can be determined using a sling psychrometer.

3b. Explain the variables involved in

cloud formation (moisture, pressure, temperature, condensation nuclei).

3c. Measure relative humidity and dew

point and relate data to cloud formation.

4. Identify the mechanism for

molecular movement using the terms conduction, convection and radiation.

5a. Measure, graph, and qualitatively

compare rates that water and other materials (ex. soil, sand, metals) change temperature based upon their abilities to store energy.

5b. Interpret and explain a diagram of the land and sea breezes and other local phenomenon (lake effects, nor’easters, etc.)

5c. Interpret and explain a diagram of the major wind belts of the earth (ex. trade winds, doldrums, prevailing westerlies etc.), taking into account the Coriolis Effect

6a. Identify the temperature and

moisture associated with the origin of different types of air masses (continental polar; continental tropical; maritime polar; maritime tropical; arctic blasts)

6b. Predict the jet stream’s influence on regional air masses.

6c. Identify and explain the weather associated with the major fronts (cold, warm, stationary, occluded)

13

7. The weather associated with high and low pressure systems and the characteristics of each.

8. Atmospheric factors can be

represented on a weather map and used to forecast future weather events.

9. Thunderstorms, tornadoes and

hurricanes result from extreme atmospheric conditions and are primarily dependent upon the geographic location (i.e. “Tornado Alley”).

7. Explain and predict the conditions (convection, cloud formation, system rotation, wind, etc.) near pressure centers.

8. Analyze weather data and weather

maps to interpret current conditions and forecast future weather events.

9a. Explain the conditions necessary for severe weather formation and be able to locate potential areas for severe weather on an existing weather map.

9b. Use the Fujita Scale (tornadoes) and the Saffir-Simpson Scale (hurricanes) to explain the severity of storms and their potential damage.

9th and 10th Grade Science Pilot Curriculum Changing Earth: Influences on Climate

Course: Science Pilot Theme: Changing Earth 1 Unit: Influences on Climate Timeline: 9 days

Unit Description: Greenhouse Effect Global Warming Pollution (Air) (Acid Rain) Ozone Depletion Electromagnetic radiation Biomes

14

15

Changing Earth: Influences on Climate

Stage 1—Identify Desired Results (adapted from Understanding by Design by Wiggins and McTighe)

Established Goals: Standards A.12.1; A.12.2; A.12.3; A.12.4; A.12.5; A.12.6; A.12.7 B.12.1; B.12.2; B.12.3; B.12.4; B.12.5 C.12.1; C.12.2; C.12.3; C.12.4; C.12.5; C.12.6; C.12.7 D.12.9; D.12.10; D.12.11; D.12.12 E.12.1; E.12.2; E.12.3; E.12.4; E.12.5 F.12.8; F.12.6 G.12.1; G.12.2; G.12.3 H.12.1; H.12.2; H.12.3; H.12.4; H.12.5; H.12.6; H.12.7

What Essential Questions will be considered? Is the greenhouse effect good? Is global warming really happening, and if so, what can we do about it? Do movies present realistic and accurate scenarios about the future of our planet? What would happen to life on Earth there was no ozone in the atmosphere?


o Frequency and wavelength determine the type and energy of electromagnetic radiation.

o Gases in the atmosphere trap energy that has been reradiated from the earth, creating a viable atmosphere to sustain life.

o Gases generated through human activity pose a threat to the earth-atmosphere energy equilibrium in the form of the greenhouse effect and pollution.

o Ozone absorbs enough ultra-violet radiation for life to exist on land, and radiates it into the upper stratosphere.

What Knowledge and Skills will students acquire as a result of this unit? Students will know…

1. That electromagnetic radiation is classified according to frequency, wavelength and energy.

2. Greenhouse gases such as carbon

dioxide, water vapor, methane, etc. trap energy within the lower atmosphere.

3. Gases and temperature are dynamic,

but evidence suggests that recent human activity has artificially changed these factors.

Students will be able to… 1. Qualitatively contrast the types of

EMR based on their frequency, wavelength and energy.

2a. Recognize common greenhouse

gases. 2b. Create a visual representation

accounting for the energy change in light between incident and reradiated waves.

3a. Interpret graphical evidence

showing a correlation between increased levels of greenhouse gases and global temperature.

3b. Describe the consequences of various chemicals released into the

16

4. Ozone is a molecular form of

oxygen that, when present in the stratosphere, protects us from receiving too much ultraviolet radiation.

5. The climate, as well as other abiotic

factors of an area, determine which species have adapted to survive in the Earth’s diverse biomes.

atmosphere through human activity (ozone, NOx, SOx, methane, etc,)

4. Describe the impact that ozone has on

living things and predict the biological effects of ozone depletion.

5. Correlate climate data and abiotic factors with the physical characteristics of organisms in a biome.


Changing Earth: Formation of Earth’s Resources: Bonding

Course: Science Pilot Theme: Changing Earth Unit: Formation of Earth’s Resources: Bonding Timeline: 28 days Unit Description: Periodic Table Atomic Structure Elements Electrostatic Forces Compounds/Bonding Inorganic Nomenclature Minerals Chemical Reaction

17

18

Changing Earth: Formation of Earth’s Resources: Bonding Stage 1—Identify Desired Results (adapted from Understanding by Design by Wiggins and McTighe)

Established Goals: Standards A.12.1; A.12.2; A.12.3; A.12.4; A.12.6; A.12.7 B.12.1; B.12.3; B.12.4; B.12.5 C.12.1; C.12.2; C.12.3; C.12.4; C.12.5; C.12.6 E.12.2 D.12.1; D.12.2; D.12.3; D.12.4; D.12.5; D.12.6; D.12.10; D.12.11; D.12.12 G.12.1; G.12.2

What Essential Questions will be considered? Why does the periodic table look the way that it does? Why does an atomic bomb release so much energy? (intra-atomic forces) Why should you run away from a burning firecracker? Why do some things blow up and some don’t? How do you decipher some of the names on product labels?

What Understandings are desired? Students will Understand that…

o The periodic table is arranged according to atomic structure and properties. o The atom is held together by electrostatic and nuclear forces. o The reactivity of an element is based on its atomic structure (valance electrons) o Chemical reactions are the breaking and reforming of bonds (bonds store and

breaking of bonds reallocates energy) o There are general rules for naming chemical compounds. o Minerals are resources that can be classified based on their physical and chemical

properties.


1. a. The periodic table is arranged according to atomic structure (protons, neutrons, electrons) and properties.

1. b. An isotope is an element with a different number of neutrons thus changing its mass.

2 . Atoms can share or transfer

electrons based on their atomic structure in order to achieve a stable valence shell.

Students will be able to… 1a. Diagram the atomic structure of any

of the first 20 elements utilizing the Periodic Table

1b. Categorize and classify unknown elements based on their atomic structure. (metals, non-metals, and metalloids, noble gases)

1c. Given a selection of unknown atoms, recognize isotopes versus different elements.

. 2 Diagram atoms using Bohr models to show the formation of covalent

and ionic bonds.

19

3. There is as system for naming chemical compounds

4. The physical properties and bonding of elements within minerals create the physical properties that are used for identification.

5. The five basic types of chemical

reactions are combustion (ex. fuels and respiration), composition (ex. mineral formation), decomposition (ex. water, calcium carbonate to lime), single replacement (ex. mineral extraction) ,double replacement (ex. acid/base neutralization)

3. Write formulas and names for simple inorganic and organic compounds given a table of examples from each category (ex. sodium chloride, calcium carbonate, aluminum hydroxide, carbon dioxide, methane, (exclude transition metals) 4. Using a key of physical properties (cleavage, hardness, streak, luster) identify various minerals. 5. Classify a chemical reaction and balance it.


Changing Earth: Formation of Earth’s Resources: Solutions

Course: Science Pilot Theme: Changing Earth Unit: Formation of Earth’s Resources: Solutions Timeline: 10 days Unit Description: Solutions Mixtures Acids, Bases Properties of Water

20

21

Changing Earth: Formation of Earth’s Resources: Solutions Stage 1—Identify Desired Results (adapted from Understanding by Design by Wiggins and McTighe)

Established Goals: Standards A.12.1; A.12.2; A.12.3; A.12.4; A.12.6; A.12.7 B.12.1; B.12.3; B.12.4; B.12.5 C.12.1; C.12.2; C.12.3; C.12.4; C.12.5; C.12.6 D.12.1; D.12.2; D.12.3; D.12.4; D.12.5; D.12.6; D.12.10; D.12.11; D.12.12 E.12.2 G.12.1; G.12.2

What Essential Questions will be considered? Why do some things dissolve in water and some things don’t? Why does ice float? Why is it easier to hit a baseball out of a ballpark when it is humid out? Why is it safe to ingest sodium chloride and not sodium and chlorine? Can you make water out of lemon juice and baking soda?


o The water molecule structure (angle and polarity) determines its unique properties (surface tension, polarity, heat capacity, cohesion, adhesion, solvency, density changes, etc.).

o Solubility is based on the molecular structure of the solute and the solvent and is influenced by environmental factors (pressure, temperature, agitation, surface area)

o Mixtures can be classified as homogenous (solutions) or heterogeneous (colloids, suspensions)

o Acids and bases have very different properties determined by their hydrogen ion and hydroxide ion concentrations. What Knowledge and Skills will students acquire as a result of this unit?

Students will know… 1. The polarity of the water molecule

creates its properties (surface tension, heat capacity, cohesion, adhesion, capillary action, solvency, density changes, etc.)

2. Solubility is based on the molecular structure of the solute and the solvent and is influenced by environmental factors (pressure, temperature, agitation, surface area)

3. Mixtures can be classified as homogenous (solutions) or heterogeneous (colloids, suspensions)

4. The general properties of acids and bases (pH, taste, feel, general formula, reactivity, uses) and how they react with each other.

Students will be able to… 1. Given real-life situations, explain

which property of water is responsible for the behavior and relate it to hydrogen bonding.

2a. Predict whether two substances will form a solution after being mixed

2b. Interpret and explain solubility curves in relation to environmental factors.

3. Classify and justify laboratory and common mixtures as solutions, colloids or suspensions.

4a. Classify a substance as an acid or base

4b. Predict the products of a classic acid/base reaction (ex. HCl and NaOH)


Changing Earth: Managing Earth's Resources

Course: Science Pilot Theme: Changing Earth Unit: Managing Earth's Resources Timeline: 13 days Unit Description: How resources are obtained and impact on environment Resource uses Geographic location of resources Finite versus Renewable Alternative energy resources

22

23

Changing Earth: Managing Earth's Resources Stage 1—Identify Desired Results (adapted from Understanding by Design by Wiggins and McTighe)

Established Goals: Standards A12.1; A.12.2; A.12.5; A.12.6; A.12.7 B.12.1; B.12.4; B.12.5 C.12.1; C.12.2; C.12.3; C.12.6; C.12.7 D.12.3; D.12.10 E.12.1; E.12.4 F.12.8 G.12.3; G.12.4; G.12.5 H.12.1; H.12.2; H.12.3; H.12.4; H.12.5; H.12.6; H.12.7

What Essential Questions will be considered? What is a resource and what resources do you use? How does a resource get from the ground to you? Do all locations have the same resources? (Does Eau Claire have the same resources as…?) Does the amount and type of resources affect public policy Are alternative energy resources viable?


o The products they use come from the earth and some resources are finite. o Resources must be processed in order to be useful, often creating harmful bi-

products. o Obtaining and using resources (renewable and non-renewable) can impact the

earth and its inhabitants both positively and negatively. o Location of resources varies geographically based on biotic and abiotic factors. o Lack or abundance of resources affects policy decisions in countries around the

world. o There are a variety of alternatives to traditional resource use.


1. a.The difference between non-renewable (do not renew in human relevant periods), renewable resources (a natural resource that comes from an endless or repeating source like the: sun, wind, water, fish, trees, cotton) and recyclable resources.

b.That they use resources in every day life.

Students will be able to… 1. a.Give examples of non-renewable,

renewable, and recyclable resources.

b. Determine the origin of resources in products they use and whether or not those resources are recyclable.

24

2. a.The nature of the resource determines how it is obtained and processed.

b.Removing resources from their place of origin affects the area in different ways. 3. Resources are distributed on the

earth based on biotic and abiotic factors. (ex. volcano, glaciation, ocean beds, swamps, plants and animals)

4. Lack or abundance of resources

affects policy decisions in countries around the world

5. Alternative energy resources

include solar, wind, nuclear (fission vs. fusion) (E=mc2), bio-fuel, hydrogen, geo-thermal, etc.

2. a.Given a resource, identify and evaluate a method used to obtain and process that resource. (ex. drilling, strip mining, logging, farming, extraction through chemical reactions and/or physical processes)

b.Evaluate the sequential effects of removing and using resources. (ex. logging…succession, mining…reclamation, farming…erosion, wind

farms…atmospheric disturbances and migration patterns, dams…deposition and erosion; migration patterns of aquatic life)

3. Given a known resource, explain

why it would form in certain regions. (ex. salt requires an evaporated ocean; petroleum requires a plant-rich, tropical environment)

4. Using a current event, analyze and

debate how the resources influence public policy. (ex. Crandon Mine, spotted owl controversy, ANWR, bottled water plant in Wisconsin)

5. Evaluate the viability of alternative

energy resources and compare the pros and cons to conventional resources.


Changing Earth: The Rock Cycle

Course: 9-10 Science Pilot Theme: Changing Earth Units: The Rock Cycle Timeline: 18 days Unit Descriptions: The Rock Cycle: Characteristics of Rocks Mass vs. Weight Density

25

26

Changing Earth: The Rock Cycle Stage 1—Identify Desired Results (adapted from Understanding by Design by Wiggins and McTighe)

Established Goals: Standards A.12.1; A.12.2; A.12.3; A.12.6; A.12.7 B.12.5 C.12.1; C.12.2; C.12.3; C.12.4; C.12.5; C.12.6 D.12.1; D.12.8; D.12.11; D.12.12 E.12.1; E.12.2 G.12.1; G.12.2; G.12.3

What Essential Questions will be considered? How old is the earth and how do you know? What story does a rock tell you? Why is there so much sand in Eau Claire County? Why are there shells at the top of Mt. Simon? (highest point in Eau Claire)


o Rocks are classified according to their method of formation o Formation determines the strength of a rock. o Physical and chemical characteristics help to determine the method of formation. o Geologic time is different from human perceived time. o The rock cycle provides evidence that the earth is billions of years old. o Rocks are made from minerals and organic matter.


1a. Rocks are made from minerals and organic matter, and can serve as an example of a mixture (heterogeneous/homogenous) or a pure substance (rock salt).

1b. There are three categories of rocks:

igneous, sedimentary, metamorphic a. Igneous form from cooling and

crystallization of magma b. Sedimentary rocks form from the

weathering and lithification of other rocks

c. Metamorphic rocks form from heat, pressure, and/or chemically active fluids altering existing rocks

2. Rock formation usually happens slowly over billions of years

3. Weight is the gravitational force on a mass in a gravitational force field.

4. Materials, including rocks have different densities

Students will be able to… 1. a. Using a key, identify rocks according

to their type and name 1. b. Within the rock cycle determine

where physical and chemical changes occur.

2. Upon identifying the rock, students will

be able to explain the history of the rocks through the rock cycle

3. Identify factors that influence gravitational force and conduct an experiment to determine Earth’s gravitational force field constant.

4. Develop an experiment to measure, graphically represent, and compare the density of different items.


Changing Earth: Sedimentary Processes: Soils and Groundwater

Course: 9-10 Science Pilot Theme: Changing Earth Units: Sedimentary Processes: Soil and Groundwater Timeline: 13 days Unit Descriptions: Sedimentary Processes: soils, ground water Soil formation and classification Human impacts on soil and groundwater Groundwater distribution and use

27

28

Changing Earth: Sedimentary Processes: Soils and Groundwater Stage 1—Identify Desired Results (adapted from Understanding by Design by Wiggins and McTighe)

Established Goals: Standards A.12.1; A.12.2; A.12.3; A.12.5;A.12.6; A.12.7 B.12.3; B.12.5 C.12.1; C.12.2; C.12.3; C.12.4; C.12.5; C.12.6 D.12.5; D.12.11; D.12.12 E.12.1; E.12.2; E.12.4 G.12.1; G.12.2; G.12.3; G.12.4; G.12.5 H.12.1; H.12.2; H.12.3; H.12.4; H.12.5; H.12.6

What Essential Questions will be considered? Are you a water waster or a water saver? Do you contribute to ground water pollution? Is dirt cheap? Why is the soil so different in different parts of the state? What do you need to know about soils and ground water to build a house in the Eau Claire area? Where do we get our drinking water from? Why don’t we throw our used oil down the storm sewer?


o Soil is important for food production, water quality and construction projects, and can be preserved using various methods

o Soil type determines porosity and permeability and texture o Soil formation is a slow process. o Ground water is part of the water cycle o Ground water quality is influenced by the underlying geology. (soils and bedrock) o Ground water is not a river underground. o Ground water contamination is very difficult to clean up, and is a major social

issue. o Eau Claire obtains its drinking water from the ground and continually monitors it

for quality. What Knowledge and Skills will students acquire as a result of this unit?

Students will know… 1. Soils can be classified based on texture

(percent sand, silt, and clay) 2. Soil type determines porosity and

permeability 3. Human activity can affect soil

conservation

Students will be able to… 1a. Using a textural triangle, classify various types of soils. 1b. Use a texture key to analyze soil samples 2. Measure the porosity and permeability of different types of soil and predict the usefulness of the soil for food production, water quality, and construction projects 3. Give examples and explain how

different human activities harm or help soil preservation.

29

4. Humans directly impact the supply and quality of ground water

5. Porosity and permeability affect

ground water movement. 6. How ground water is discharged and

returned to the water cycle in municipalities and private residences

4a. Conduct a water usage survey and analyze their impact on the water supply

4b. Conduct a hazardous waste survey and analyze their impact on water quality.

5. Using a ground water model,

demonstrate how water moves through the ground water system 6. Expand prior water cycle diagrams

to include human activity as it relates to ground water.(example: waste water treatment plant, not every step)


Changing Earth: Sedimentary Processes: Erosion and Deposition

Course: 9-10 Science Pilot Theme: Changing Earth Unit: Sedimentary Processes: Erosion and Deposition (has physics) Timeline: 30(+) days Unit Descriptions: Sedimentary Processes Streams Mass wasting Glacial features of Wisconsin Kinematics (x, v, a) Newton’s Laws

30

31

Changing Earth: Sedimentary Processes: Erosion and Deposition Stage 1—Identify Desired Results (adapted from Understanding by Design by Wiggins and McTighe)

Established Goals: Standards A.12.1; A.12.2; A.12.3; A.12.5;A.12.6; A.12.7 B.12.3;B.12.5 C.12.1; C.12.2; C.12.3; C.12.4; C.12.5; C.12.6 D.12.7; D.12.8; D.12.11; D.12.12 E.12.1; E.12.2; E.12.4 G.12.1; G.12.2; G.12.3; G.12.4; G.12.5 H.12.1; H.12.2; H.12.3; H.12.4; H.12.5; H.12.6

What Essential Questions will be considered? Why should you not build your house in a floodplain? Why shouldn’t we build on wet lands, and why does the DNR get into the expansion of businesses (ex. Menards and Ashley Furniture) How fast does a glacier move? What is the impact of human beings on erosion and deposition? Where in Eau Claire do you see examples erosion and deposition? Can a rock falling off a road cut hurt you? Why don’t all streams look the same? How are glaciers related to Wisconsin topography?


o The floodplain is the portion of the stream channel that is only occupied during times of high water flow.

o The floodplain in Eau Claire is easily identified within the “Chippewa Valley” o Streams continually erode the land and deposit sediment. o Sea level is ultimate base level and streams work to erode to this level. o The different types of mass wasting are caused by gravity. o An object and its motion can be represented in any dimension by its position,

velocity, acceleration and force. (Newton’s Laws) o Many of the topographic features in Wisconsin were formed by glaciers.


1a. Streams have stages of development and can be in more than one stage at a time (youth, mature, and old-age)

1b. An object and its motion can be

represented in any dimension by its position and velocity

2. Human development within a stream’s

Students will be able to… 1a. Identify patterns of stream

development and recognize how deposition and erosion determine a pattern. (use Chippewa Valley as one example)

1b. Utilize a stream table to design an

experiment to show how slope affects the velocity and, thus, the erosion of a stream (graph and interpret x vs. t {slope = velocity} AND t vs. x {slope = slowness}, v vs. t graphs)

2. Debate the pros and cons of human

32

drainage basin can alter the natural flow of the stream.(levees, dams, filling in wetlands, bank stabilization projects, i.e. UWEC)

3a. The type of mass wasting is dependent

on the amount of water and the slope of the land

3b. An object and its motion can be

represented in any dimension by its position, velocity, acceleration and force. (Newton’s Laws

3c. The components of gravity parallel to

the slope must be greater than friction to have mass wasting.

3d. Energy is reallocated in mass wasting. 4. Slopes can be affected by human

activities (plowing, removing trees, retaining walls, construction on hill sides)

5. Many of the topographic features in Wisconsin were formed by glaciers.

development within the stream’s drainage basin

3a. Identify the types of mass wasting and

describe the conditions that led to the slope failure. (creep, slump, rock fall, rock slide, mudflow)

3b.1. Design and conduct an experiment to

show how slope and free-fall affects the acceleration of a rock (graph and interpret x vs. t, v vs. t, a vs. t graphs)

3b.2. Identify forces, write force diagrams (including two-dimensions), and determine the resulting motion for a stationary rock, a rock slide, a rock fall.(Newton #1 and #2)

3c. Conduct an experiment to determine

the factors influence of friction (grain size, mass, surface area, angle, surface type including the addition of a lubricant)

3d. Represent mass wasting events through

energy reallocations

4. Identify cause/effect relationships of human activities on slope failure.

5. Utilize a Wisconsin glaciation map to

identify glacial features and explain how they formed.

9th and 10th Grade Science Pilot Curriculum Changing Earth: Stratigraphy

Course: 9-10 Science Pilot Theme: Changing Earth Units: Stratigraphy Timeline: 8 days Unit Descriptions: Stratigraphy Relative and absolute dating Radioactivity Simple nuclear reactions

33

34

Changing Earth: Stratigraphy Stage 1—Identify Desired Results (adapted from Understanding by Design by Wiggins and McTighe)

Established Goals: Standards A.12.3; A.12.6; A.12.7 B.12.5 C.12.1; C.12.2; C.12.3; C.12.4; C.12.5; C.12.6 E.12.1; E.12.3 D.12.1; D.12.2; D.12.3; D.12.10; D.12.11; D.12.12 G.12.2

What Essential Questions will be considered? How do we know the earth is approximately 4.6 billion years old?


o Rocks can be determined to be younger or older than another rock using principles of relative dating

o Rocks can be absolutely dated using the half-life of radioisotopes. What Knowledge and Skills will students acquire as a result of this unit?

Students will know… 1a. Relative dating simply determines a

sequence of rock formation, not an actual age of the rock.

1b. Scientists use relative dating to interpret geologic history

2a. Radioisotopes are unstable because

they have a higher number of neutrons.

2b. Radioactive decay occurs when an

isotope emits radiation to become a more stable isotope. (alpha, beta, gamma)

3. Half-life is the time required for half

of the radioisotope to decay into its products and it is mathematically extrapolated for each radioisotope.

4. The absolute and relative dating of

rocks can be used to determine the geologic history of earth

Students will be able to… 1a.b. Utilize relative dating principles to

identify the relative ages of a rock sequences (law of superposition, principle of original horizontality, the principle of cross cutting relations, principle of inclusions, unconformities, deformations, and index fossils)

2a. Given multiple isotopes, determine

which ones are unstable and be able to complete simple nuclear decay equations (including U-238).

2b. Explain the general characteristics of the three types of radiation and determine what factors affect their ability to penetrate an object.

3. Conduct a simulation of a radioactive

decay and graph and interpret the results.

4. Interpret the geologic history of an area

using absolute and relative dating of rocks found in that area


Changing Earth: Plate Tectonics

Course: 9-10 Science Pilot Theme: Changing Earth Unit: Plate Tectonics Timeline: 20 days Unit Description: Plate Tectonics Earth’s interior Continental drift Sea floor spreading Plate boundaries Earthquakes Volcanoes Wave dynamics Magnetic forces

35

36

Changing Earth: Plate Tectonics Stage 1—Identify Desired Results (adapted from Understanding by Design by Wiggins and McTighe)

Established Goals: Standards A.12.1; A.12.2, A.12.3; A.12.4; A.12.5; A.12.6; A.12.7 B.12.1; B.12.2; B.12.3; B.12.4; B.12.5 C.12.1; C.12.2; C.12.3; C.12.4; C.12.5; C.12.6; C.12.7 D.12.7; D.12.8; D.12.9; D.12.11; D.12.12 E.12.1; E.12.3; E.12.4 G.12.2; G.12.3; G.12.4; G.12.5 H.12.1; H.12.2; H.12.3; H.12.4; H.12.5; H.12.6; H.12.7

What Essential Questions will be considered? If plate tectonics is “just a theory”, what is a theory? Why aren’t there volcanoes and earthquakes in Eau Claire? Why are there different types of eruptions? (Mt. St. Helen’s versus Hawaiian volcanoes) How do we know the continents have changed position? Can volcanic eruptions and earthquakes be predicted? What impact do earthquakes and volcanic eruptions have on society?


o Internal earth processes drive external events and features o The earth’s interior is divided into layers that have different properties. o A magnet has north and south poles; opposite poles attract, like poles repel and

strength of that force decreases with distance. o The continents have drifted to their present positions over geologic time and

continue to drift. o Continental drift occurs because of plate tectonics. o New ocean floor is created at mid-ocean ridges and old ocean floor is destroyed at

trenches because of sea floor spreading. o A scientific theory is a dynamic model that is supported by a vast amount of

empirical evidence, and is widely accepted through peer review in the scientific community.

o Plate tectonic theory states that earth’s lithosphere is broken into several large, low-density plates that float and move on a higher density asthenosphere driven by convection currents.

o Energy in an earthquake is reallocated through transverse (“S” – Shear) and longitudinal (“P” – Compressional) waves, which have properties of amplitude, frequency and period.

o Sound and light waves are parallel to an earthquake’s P & S waves, respectively. What Knowledge and Skills will students acquire as a result of this unit?

Students will know… 1. a. The earth’s interior is divided into

layers based on composition and structure.

1. b. The earth’s outer core is a liquid metal that is in motion and generates the earth’s magnetic field. The strength of the earth’s magnetic field

Students will be able to… 1. Create a 3-dimensional model

simulating the size, composition, and structure of the earth’s interior

37

decreases with distance from the earth.

2. Scientists use multiple sources and meaningful evidence to support the theory of plate tectonics. (fossils, coal and salt deposits, rock type, plant and animal similarities, continental drift, glacial deposits, paleomagnetism, structural geology, climatic evidence)

3a. The upper layer of the mantle is broken up into numerous segments known as plates that float on the weaker region of the mantle called the asthenosphere.

3b. The crust (both continental and oceanic) is embedded in the lithosphere and move along with the lithosphere resulting in three types of plate boundaries (divergent, convergent, and transform).

4a. Plates interact with neighboring plates

resulting in earthquakes and volcanoes, strain and deformation of rocks at their edges

4b. Faults are large fractures in the earth’s

crust along which movement can occur 5. Energy reallocated in an

oscillation/vibration results in waves, which may be transverse or longitudinal. They have properties of amplitude, frequency and period. Greater energy is reallocated with a greater frequency and/or greater amplitude.

6a. An earthquake is the vibration of Earth

produced by the rapid reallocation of energy in the form of transverse (S) and longitudinal (P) waves, usually along faults

6b. Seismic waves are classified based on the type of movement and the speed at which they travel.

6c. The structure of the earth can be inferred using earthquake waves.

2. Interpret scientific evidence to

support continental drift and sea floor spreading.

3. Identify examples of the three types

of plate boundaries (divergent, convergent, and transform) and predict plate movement, geologic events and resulting land formations at each boundary (mountains, volcanoes, trenches, mid-ocean ridges).

4a. Plot the locations of earthquakes and volcanoes on a plate boundary map and correlate both geologic events with known plate boundaries.

4b. Construct and utilize a model to interpret resulting landforms and structural damage caused by faulting and folding

5. Create both types of waves with a spring,

and measure each of its properties. When creating a wave, relate the energy required to create the wave to its resulting frequency and/or amplitude.

6a. Explain the motion of P, S and surface

waves and how this motion varies based on the medium through which the wave travels. Compare and contrast seismic waves to sound & light waves.

6b. Using a time-travel graph, interpret the velocity of S and P wave and the distance to the earthquake epicenter

6c. Describe how P & S waves are used to determine the interior structure of earth. Describe the significance of P & S wave shadow zones.

7. The difference in velocities of P and S waves provide a method for locating an earthquakes epicenter

8. Seismologists describe the size of an

earthquake based on intensity (damage done – Modified Mercalli Scale) and magnitude (energy reallocated - Richter Magnitude Scale). See the following URL for clarification on terminology.

http://earthquake.usgs.gov/learning/topics/how_much_bigger.php 9a. The Hot Spot theory was developed to

explain volcanoes that occur in plate interiors not at plate boundaries

9b. Hot spots help to determine plate movement and direction

10. Volcanoes extrude molten rock that

formed at great depths and their interruptions can be classified as violent or quiet based on silica content/ magma type and dissolved gas content (includes water vapor)

11. Humans who live in plate tectonically

active zones are at risk for loss of property and life

7. Using a seismogram, time-travel graph and triangulation, locate an earthquake epicenter (virtual earthquake computer simulation).

8a. Utilizing distance and amplitude of the

earthquake waves, determine the magnitude of the earthquake (virtual earthquake computer simulation)

8b. Compare and contrast the Richter Magnitude Scale and the Modified Mercalli Scale to analyze an earthquake

9a. Describe hot spots and compare and

contrast continental (Yellowstone) vs. oceanic (Hawaii)

9b. Using the Hawaiian Islands as an example, determine velocity (direction and speed) of the Pacific Plate.

10. Identify the factors that affect the

explosiveness of a volcanic eruption and how this determines the physical appearance of a volcano.

11. Evaluate the risks associated with

living near an active fault or a volcano (including nuee ardentes, lahars, tsunamis)

38


Life on Earth: Biodiversity

Course: Science Pilot Theme: Life on Earth Unit: Biodiversity Timeline: 25(+) days Unit Description: Microevolution and macroevolution (supporting evidence for natural selection) Classification schemes for categorization Phylogeny

39

40

Life on Earth: Biodiversity Stage 1—Identify Desired Results (adapted from Understanding by Design by Wiggins and McTighe)

Established Goals: Standards A.12.1; A.12.2; A.12.3; A.12.4; A.12.6; A.12.7 B.12.1; B.12.2; B.12.3; B.12.4 B.12.5 C.12.1; C.12.2; C.12.3; C.12.4; C.12.5; C.12.6; C.12.7 E.12.3 F.12.5; F.12.6; F.12.7; F.12.12 G.12.1; G.12.2; G.12.3; H.12.1; H.12.3; H.12.5; H.12.6; H.12.7

What Essential Questions will be considered? Are you a monkey’s uncle, or a niece/nephew? If evolution is “just a theory”, what is a theory? Can all members of the deer family live in the same ecosystem? If evolution were on scientific trial, would it win beyond a reasonable doubt? What’s in a name…especially a scientific name?


o Organisms are classified into a hierarchical system according to physical, chemical

and behavioral similarities. o Relationships between organisms can be mapped using a variety of tools. o A scientific theory is a dynamic model that is supported by a vast amount of

empirical evidence, and is widely accepted through peer review in the scientific community.

o Theory of evolution is supported by a multitude of diverse scientific evidence for all species, including humans.

o Darwinian natural selection is the mechanism for the theory of evolution.


1. Organisms are classified into a hierarchical system based upon their complexity.

2. Relationships between organisms can

be mapped using a variety of tools (ex. dichotomous key).

3. The evidence for evolution includes but

is not limited to: homologous structures, vestigial structures, analogous structures, comparative embryology, biochemistry, bacterial resistance, fossil records, stratigraphy,

Students will be able to… 1. Compare and contrast organisms

according to their different characteristics (ex. complexity of systems, behavior, biochemistry)

2. Develop and use dichotomous keys,

cladograms and phylogenetic trees to infer relationships between organisms.

3. Critically analyze evidence and

synthesize an argument supporting the change in biodiversity over time.

41

continental drift. 4. Organisms with advantageous adaptations are more likely to survive and reproduce thus providing the mechanism for evolution.

4. Predict the evolutionary impact of an environmental change on a group of organisms (class or family).


Life on Earth: Cells

Course: Science Pilot Theme: Life on Earth Unit: Cells Timeline: 28 days Unit Description: Cell Theory Cellular Structure and intracellular function Bacteria and viruses human immunology Cell Cycle Cell Transport Central Dogma DNA RNA Proteins

42

43

Life on Earth: Cells Stage 1—Identify Desired Results (adapted from Understanding by Design by Wiggins and McTighe)

Established Goals: Standards A.12.1; A.12.2; A.12.3; A.12.4; A.12.5; A.12.6; A.12.7 B.12.1; B.12.2; B.12.3; B.12.4 B.12.5 C.12.1; C.12.2; C.12.3; C.12.4; C.12.5; C.12.6; C.12.7 F.12.1; F.12.2; F.12.3; F.12.4; F.12.6; G.12.1; G.12.2; G.12.3; G.12.5 H.12.4; H.12.5; H.12.6; H.12.7

What Essential Questions will be considered? How is a cell like a factory? Why are cells so small? Why wouldn’t your doctor prescribe an antibiotic for a cold (viruses)? If stranded on a desert island, why would you die of thirst if you only drank salt water? What causes cancer? How many cells do you swallow when you eat a handful of potato chips? How could a “typo” in the DNA sequence result in life-threatening illnesses? How do you become what you are from what you eat? Can you crack the genetic code?


o Cells are the basic unit of structure and function for all living organisms (cells tissues organs organ system organism)

o There are different types of cells with different characteristics but they all have the same basic chemical functions carried out by organelles.

o Bacteria are critical organisms in all aspects of the biosphere; the human immune system has evolved to defend itself against bacteria and viruses.

o Viruses are not living organisms but they do interact with cells. o Cells grow and divide cyclically in an effort to become more efficient. o Mitosis is necessary to ensure that daughter cells receive identical genetic information

from parent cells. o Abnormal cell growth and division is the basis of cancer o Genetic information encoded in DNA provides instructions for the assembly of

proteins that serve structural (cells) and functional purposes. o Changes in DNA sequence are called mutations and may be detrimental, beneficial,

or harmless, depending on how the mutation affects the function of the intended protein.

o Materials enter and exit cells via passive (diffusion) and active (Na-K pump, endo/exocytosis) transport


1. All living things are made of cells; in multicellular organisms, cells often work in conjunction with one another to perform more complex functions.

2. Though cells differentiate to perform

Students will be able to… 1. Give an example in the human body of

how cells give rise to tissues, organs and organ systems.

2a. Give examples of cells that possess

44

specialized functions, the basic structure and function of cellular organelles (including nucleus, endoplasmic reticulum, golgi apparatus, lysosome, mitochondrion, ribosome, vacuole, plasma membrane, cell wall – plant, chloroplast – plants) is similar in most cells.

3a. General characteristics of bacteria and

viruses and that they are both beneficial and harmful to humans

3b. The human immune system has evolved to defend itself against bacteria and viruses.

4a. Cells grow and then divide to achieve

the optimum surface area to volume ratio.

4b. The cell cycle consists of two main stages: interphase and mitosis

5a. Cancer is a disease characterized by

abnormal or uncontrolled cell growth and division as a result of mutations in DNA, (include carcinogens both natural and man-made).

5b. Some cancers have a genetic link and

some are caused by environmental factors which may be mitigated.

6a. Genetic information encoded in DNA

provides instructions for the assembly of proteins, which is carried out by cellular organelles.

6b. Mutations in DNA can result in errors

in protein synthesis which may affect the ability of the protein to carry out its

special characteristics to perform a specific function (i.e. flagellum in sperm, lysosomes in white blood cells, mitochondria in muscles).

2b. Create an analogy for cellular organelles using common everyday objects to explain the function of each organelle (i.e. ribosomes ~ factories, nucleus ~ blueprint…)

3a. Give examples of the roles (beneficial

and harmful) of bacteria and viruses; create and model the conditions necessary to promote their growth and propogation.

3b. Explain how the human immune system functions to rid the body of bacterial and viral pathogens.

4a. Calculate the surface area to volume

ratio of different cells and explain which cell is most efficient and why.

4b. Explain the general events that take place during interphase (cell is “working” and DNA is replicated) and mitosis (duplicated chromosomes are divided), and describe why mitosis is necessary to maintain the integrity of genetic information.

5a. 1. Contrast cell division in a healthy

tissue with cell division in cancerous tissue.

5a. 2. Compare and contrast various cancer treatments and their effect on cancerous and health tissues.

5b. Identify risk factors and possible preventative measures.

6a. Given a sequence of DNA nucleotides

and the genetic code, determine the sequence of amino acids that will result when the DNA is transcribed, and trace the route from DNA to proteins.

6b. Predict the effect of a mutation (point and/or frame shift) on the sequence of amino acids in a protein, and infer

45

function. 7a. In the process of osmosis, water

passively diffuses across a cell’s semi permeable membrane in order to achieve solute concentration equilibrium.

7b. While some materials may diffuse

passively across the cell membrane, the cell must reallocate energy to “pump” materials into or out of the cell, against the concentration gradient.

whether this change will impair the protein’s function.

7a. Using observation obtained through

experimentation, explain common phenomena related to osmosis in terms of the movement of water across the cell membrane. (i.e. saltwater fish in freshwater, fresh fruits/vegetables in water, drinking saltwater, saline solutions in IV’s)

7b. Give examples of how cells use active transport to move materials against their concentration gradient.

(possible resource from Access Excellence: http://www.accessexcellence.org/MTC/96PT/Share/conley.html)


Life on Earth: Genetics and Bioengineering

Course: Science Pilot Theme: Life on Earth Unit: Genetics and Bioengineering Timeline: 28 days Unit Description: Mendel’s Principles Simple and complex inheritance (monohybrid, dihybrid, co-dominance, incomplete dominance, sex-linked traits, multiple alleles, polygenics) Punnett Squares Meiosis Mutations Pedigree/Karyotype Common human genetic disorders Human Genome Project Cloning Selective Breeding/Transgenics/RDNA

46

47

Life on Earth: Genetics and Bioengineering Stage 1—Identify Desired Results (adapted from Understanding by Design by Wiggins and McTighe)

Established Goals: Standards A.12.1; A.12.2; A.12.3; A.12.4; A.12.5; A.12.6; A.12.7 B.12.1; B.12.2; B.12.3; B.12.4 B.12.5 C.12.1; C.12.2; C.12.5; C.12.6; C.12.7 F.12.1; F.12.2; F.12.3; F.12.4; F.12.6; F.12.8 G.12.1; G.12.2; G.12.3; G.12.4; G.12.5 H.12.1; H.12.2; H.12.3; H.12.4; H.12.5; H.12.6; H.12.7

What Essential Questions will be considered? Can you predict what your children will look like? Can two golden labs have a black puppy? Why is a mutt often healthier than a purebred? Why is it more common for a man to be color blind than a woman? How is it possible for two biological siblings to look nothing like one another or their parents? Why does blood type matter? Can two sperm fertilize one egg? If someone in your family has a genetic disorder, can you predict whether you or any of your relatives may inherit it? Could the movie “Multiplicity” ever become reality? Are designer babies the way of the future? Is it ethical to select the traits we desire our children to possess (or not possess)? Can we “transplant” DNA?


o The DNA sequence contains the directions for their traits, which are grouped in genes found on chromosomes.

o Their traits are determined by interaction of the genetic material from their parent’s sperm and egg.

o Meiosis is the process of chromosomal reduction division to produce reproductive cells with half of the chromosomes found in somatic cells.

o Genetic variations arise from sexual reproduction, genetic recombination (meiosis and crossing over), and mutation.

o Simple inheritance can be diagrammed using a Punnett Square. o Most traits have complex inheritance patterns o Human genetic disorders can be caused by mutations within DNA or mistakes during

gamete formation. o Pedigrees and karyotypes are tools to track and identify genetic disorders in

individuals and families. o The entirety of the human genome has been recently mapped (Human Genome

Project) and the implications of this knowledge are being explored. o Bioengineering is the human manipulation of genetic material and its implications.

48

What Knowledge and Skills will students acquire as a result of this unit?

Students will know… 1. DNA is a very complex molecule that is

highly condensed in the nucleus 2. Meiosis is the process of chromosomal

reduction division to produce reproductive cells with half of the chromosomes found in somatic cells.

3. Some traits follow simple patterns of

dominant/recessive behavior. 4. Complex inheritance patterns include:

co-dominance, incomplete dominance, sex-linked traits, multiple alleles, polygenics

5. Human genetic disorders can be caused

by mutations within DNA or mistakes during gamete formation.

6. Pedigrees are family trees that can be

used to trace inherited traits through multiple generations.

7a. The entirety of the human genome has

been recently mapped (Human Genome Project) and the implications of this knowledge are being explored.

7b. Bioengineering is the human manipulation of genetic material and its implications (DNA fingerprinting, forensics, agriculture, cloning, stem cell research, recombinant DNA)

Students will be able to… 1. Through DNA extraction, explain the

rationale for each step in terms of the DNA gene chromosome nucleus

cell sequence. 2a. Compare and contrast the end results

of mitosis and meiosis (meiosis/mitosis simulation)

2b. Explain how crossing over leads to increased genetic variation.

3. Use a Punnett Square to predict the

probable genetic and physical outcomes of offspring between parents (monohybrid & dihybrid crosses).

4. Use a Punnett Square to predict the

probable genetic and physical outcomes of offspring between parents demonstrating complex inheritance patterns.

5. Research and present information on a

human genetic disorder. 6. Diagram and analyze of hypothetical or

historical pedigrees. 7. Discuss the implications of mapping

the Human Genome and bioengineering (ex. panel discussion, report, etc.).


Earth in Space: Earth-Moon-Sun

Course: Science Pilot Theme: Earth in Space Unit: Earth-Moon-Sun Timeline: 15 days Unit Description: Gravitational force Motions of Earth (rotation vs. revolution) Seasons Phases of the Moon Eclipses

49

50

Earth in Space: Earth-Moon-Sun Stage 1—Identify Desired Results (adapted from Understanding by Design by Wiggins and McTighe)

Established Goals: Standards A.12.1; A.12.2; A.12.3; A.12.4; A.12.5; A.12.6; A.12.7 B.12.1; B.12.2; B.12.3; B.12.4 B.12.5 C.12.1; C.12.2; C.12.3; C.12.4; C.12.5; C.12.6 D.12.7; D.12.8; D.12.11; D.12.12 E.12.2; E.12.3 G.12.1; G.12.2

What Essential Questions will be considered? Why do we have Seasons? What is the significance of the Tropics of Cancer and Capricorn, the Equator and the Arctic Circles? Why do we have longer hours of daylight in the summer than in the winter? If the “official” first day of winter is December 21 or 22, why is it cold in November? What causes gravity? Why aren’t we tossed off earth? What would happen if there was no moon? Why doesn’t the moon look the same each day/night? Why do we sometimes see the moon in the daytime? Why do we only see one face of the moon? (Pink Floyd’s “Dark Side of the Moon”) Why don’t we have a lunar eclipse every month? Why do solar eclipses occur less frequently than lunar eclipses? Why should you not look directly at the sun during a solar eclipse (or at any time)? Why do we have a leap day?


o Gravitational force is dependent on mass of interacting objects and the distance between their centers of mass.

o Earth has two primary motions in space: rotation and revolution o Seasons occur because the earth is tilted on its axis as it revolves around the sun. o The Tropics, Arctic Circles and Equator represent the sun’s position in the zenith on

the solstices and equinoxes o Lunar phases are the consequence of the motion of the moon and the sunlight that is

reflected from its surface. o Eclipses are caused by shadows cast by the moon and earth.


1. Rotation of the earth on its axis causes day and night and the revolution of the earth around the sun is used to measure years

2. The earth’s tilt on its axis leads to

unequal heating of earth’s surfaces because of a changing angle of incidence and duration of exposure of

Students will be able to… 1. Utilizing a model, demonstrate rotation

of earth on its axis and its revolution around the sun

2. Utilizing a model, determine how the

motion of the earth and the tilt of its axis cause seasons.

51

sun rays. 3. Gravitational force (weight) is

dependent on mass of interacting objects and the distance between their centers of mass.

4. Centripetal force keeps an object

moving in circular motion (instead of moving tangent to the circle). Gravitational force provides the centripetal force for a satellite to stay in orbit around another celestial body.

5. Interaction of gravitational forces

between the sun-moon-earth system stabilizes rotation and revolution of earth and creates tides.

6. a. The appearance of the moon changes

throughout the month. b. We only see one side of the moon

because the period of revolution around earth is equal to its own period of rotation in relation to the ecliptic.

7. Eclipses occur when one celestial body

passes between the sun and another celestial body.

3. Students will design and conduct an

experiment to determine which factors influence gravitational force.

4. Students will design and conduct an

experiment to determine which factors influence circular motion (force, velocity, and radius).

5. Predict the consequences to earth if its

moon was immediately removed from the solar system.

6. a. Diagram and correlate the position

of the moon relative to earth with its appearance to earthlings.

b. Demonstrate the relative motion of earth and moon to each other. 7. Diagram and identify the relative

locations of earth-moon-sun during a solar and lunar eclipse and predict the visible results of these events.


Earth in Space: Origins of the Universe and the Solar System

Course: Science Pilot Theme: Earth in Space Unit: Origins of the Universe and the Solar System Timeline: 12 days Unit Description: Formation of our sun and moon Lifecycle of our star Electromagnetic waves & spectrum Nebular Hypothesis General Properties of Planets Big Bang Theory

52

53

Earth in Space: Origins of the Universe and the Solar System Stage 1—Identify Desired Results (adapted from Understanding by Design by Wiggins and McTighe)

Established Goals: Standards A.12.1; A.12.2; A.12.3; A.12.4; A.12.6; A.12.7 B.12.1; B.12.2; B.12.3; B.12.4 B.12.5 C.12.1; C.12.2; C.12.3; C.12.4; C.12.5; C.12.6; C.12.7 D.12.2; D.12.3; D.12.7; D.12.9, D.12.10; D.12.11; D.12.12 E.12.1; E.12.3; E.12.5 F.12.5; F.12.6; F.12.7; G.12.1; G.12.2;

What Essential Questions will be considered? What will happen to the earth when the sun “dies”? How did the moon form? Where did the sun and planets come from? How and when did the universe form? How big is the universe, and what is beyond it? How long would it take to travel to Pluto?


o Much of the information we have about the universe is obtained from studying the spectra of electromagnetic radiation emitted from celestial bodies.

o The Doppler Effect explains the expansion or contraction of waves (light or sound) based on relative movement.

o Our sun is an average star that is half way through its lifecycle o All stars produce energy through the process of nuclear fusion o Scientists use a variety of evidence to propose multiple hypotheses about the

formation of celestial objects, including the moon and planets (impact hypothesis, nebular hypothesis, Big Bang Theory)

o Conventional measurements of distance are not practical in the context of space; therefore, the speed of light is used as a unit of measurement.

o Planets in our solar system are grouped according to similar characteristics. What Knowledge and Skills will students acquire as a result of this unit?

Students will know… 1a. Celestial bodies emit various form of

electromagnetic radiation (light, x-ray, radio waves)

1b. Scientists use various tools to detect electromagnetic radiation

2. If the emitter and/or receiver of a wave

are moving towards one another the wave compresses resulting in a higher wave frequency. The opposite happens when they move away from one another.

3. Our sun is an average star that is half

Students will be able to… 1. Observe and analyze the differences

between different atomic spectra and identify additional instrumentation to measure E-M radiation.

2. Demonstrate the Doppler Effect as

related to sound waves. 3. Referencing the H-R diagram and

explain the lifecycle of a medium-size

54

way through its lifecycle 4. The fusing of hydrogen atoms to create

helium atoms in a star results in the conversion of a very small amount of mass into a very large amount of energy

5. The leading hypothesis to explain the

formation of the moon involves the collision of a Mars-sized object with proto-earth.

6. The nebular hypothesis is the leading

hypothesis to explain the formation of the solar system.

7. The Big Bang Theory is a dynamic

model based upon evidence including Hubble’s Law (Red shifts/the Doppler Effect), background microwave radiation, particle acceleration, etc.

8. Conventional measurements of distance

are not practical in the context of space; therefore, the speed of light is used as a unit of measurement.

9. Planets in our solar system are grouped

according to similar characteristics.

star such as our sun. 4. Compare and contrast fusion reactions

and fission reactions. 5. Analyze evidence supporting the

impact hypothesis and evaluate the plausibility of the hypothesis.

6. Draw a timeline depicting the likely

events that occurred during the formation of the sun, planets and minor members of the solar system.

7a. Apply the Doppler Effect to the visible

light spectrum to explain red shifts. 7b. Analyze evidence supporting the Big

Bang Theory and evaluate the plausibility of the hypothesis.

8. Create a scale model for travel from

earth to various celestial objects. 9. Classify planets based on similar

characteristics according to accepted nomenclature. (ex: Major planets (Terrestrial and Jovian) and Dwarf Planets)

55

Ideas that seem to be important and run through the entire course… Qualitative relationships should focus on the scientific phenomena. Water’s properties (surface tension, polarity, heat capacity, cohesion, adhesion, solvency, density changes, etc.) are strongly dependent upon hydrogen bonding. Students will initially learn water’s properties. The connection to hydrogen bonding will not occur until late in the first year. EMR=Light Make sure the scientific method is introduced and used throughout the course as a process, not something taught in isolation. There is a strong theme of time: i.e. having students understand the difference between human time and geological/evolutionary time Cross referencing between units:

o Water properties: Example ground water to Formation of Earth’s Resources unit #8 o Changing Earth 2 to Life on Earth 2: Biodiversity

What is a theory? Wherever measurements are made they should be made using the instrument to the correct degree of precision (estimating the last digit; always have students underline the estimated digit) and with the correct SI units. Calculations should not go to a more precise decimal place value than any measurement. This issue needs to be discussed K-12 in 2007-8. Converting between units should not be a priority (pounds to grams). However, converting within the metric system should be a priority (e.g. kilometers to meters).

Last Revised: May 15, 2007 - ecasd.k12.wi.us Chemical Cycles (carbon, nitrogen, phosphorous, water...

Documents

Transcript of Last Revised: May 15, 2007 - ecasd.k12.wi.us Chemical Cycles (carbon, nitrogen, phosphorous, water...