CIS Step 1 * * * - MDCP'S Science Home Pagescience.dadeschools.net/middleSchool/documents... · Web viewExplain that living systems obey the Law of ... oil, sediments, photosynthesis,

Miami-Dade County Public SchoolsOffice of Academics and TransformationDepartment of Mathematics and Science

Science Content and Pacing Middle Q2-Q3 – 8th Grade

Facilitator: Kerlyn Prada

Interactive Science Notebook

Today’s Agenda

8:30 – 8:45 Welcome

8:45 – 10:00 Inquiry-based Life and Space Sciences Content Q2 Infusing Common Core (C-E-R), NGSSS and the 5Es

10:00 – 10:15 Break

10:15 – 11:30 Inquiry-based Life and Space Sciences Content Q1 continued Infusing Common Core (CIS), NGSSS and the 5Es

11:30 – 12:30 Lunch

12:30 – 1:30 Lab Rotations

1:30 – 2:30 Pre-planning with the Pacing Guide and Technology Integration Learning Village NBC Learn Gizmos Florida Achieves

2:30 – 3:30 Developing a 5E Lesson Brainstorming and topic selection Infusion of Common Core State Standards in Math and

Language Arts

Follow up: (Due Friday, 11/22/13)

1. 5E Lesson plan based on content and strategies shared during the session reflecting strategies that support Common Core standards.

2. Assignment must be turned in on Edmodo. (EdModo Code: 8si76s)

How can we embed cognitive complexity into the 5E’s?3.

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MIAMI-DADE COUNTY PUBLIC SCHOOLSDistrict Pacing Guide

M/J COMPREHENSIVE SCIENCE 3 Course Code: 200210001

BODY OF KNOWLEDGE: L. Life Science; P: Physical Science; N: Nature of SciencePacing Date(s)

Traditional 8 Days 11-25-13 to 12-06-13Block 4 Days 11-25-13 to 12-06-13

NEXT GENERATION SUNSHINE STATE STANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLSBig Idea 18: Matter and Energy TransformationsSC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen. Assessed as SC.8.L.18.4 (Cognitive Complexity: Level 3:Strategic Thinking& Complex ReasoningSC.8.L.18.2 Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. Assessed as SC.8.L.18.4 (Cognitive Complexity: Level 3:Strategic Thinking& Complex ReasoningSC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. AA (Cognitive Complexity: Level 3:Strategic Thinking& Complex ReasoningBig Idea 8: Properties of MatterSC.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 (Cognitive Complexity: Level 1: Recall Big Idea 1: Practice of ScienceSC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. AA (Cognitive Complexity: Level 3:Strategic Thinking& Complex ReasoningFair Game Benchmarks: SC.6.L.14.3 Recognize and explore how cells of all organisms undergo similar processes to maintain homeostasis, including extracting energy from food, getting rid of waste, and reproducing. (Cognitive Complexity: Level 2: Basic Application of Skills & ConceptsSC.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: Level 2: Basic Application of Skills & ConceptsSC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. (Cognitive Complexity: Level 3:Strategic Thinking& Complex Reasoning

SC.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. Cognitive Complexity: Level 1: Recall SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed. Cognitive Complexity: Level 3:Strategic Thinking& Complex Reasoning

A. Cell Structure Overview1. Animal cell structure2. Plant cell structure3. Difference between

the two

B. Photosynthesis (reactants)1. Role of light, CO2,

and water

C. Photosynthesis (products)1. Oxygen and Sugars2. The Photosynthesis

Equation

D. Law of Conservation of Mass and Energy

E. Review electromagnetic spectrum1. Wavelengths2. Visible light3. Light waves reflect,

refract, absorb

F. Cell Respiration1. Where it occurs2. Role of Oxygen and

Sugars

G. Process and pathways1. Breakdown of large

molecules2. Products

a. Energyb. Carbon dioxide

Compare/contrast the different organelles found in plant and animal cells and describe their roles and processes

Identify the factors (reactants) that are needed for photosynthesis to occur

Explain the role of light, Co2, water, and chlorophyll in the process and products of photosynthesis

Explain that light waves can be reflected, refracted, and/or absorbed during photosynthesis

Explain that living systems obey the Law of Conservation of Mass and the Law of Conservation of Energy

Identify the factors that are needed for cell respiration to occur

Describe the process of cellular respiration in the cell and its purpose

See Learning Goals p. 4 and 5

Core Text Book: Pearson Interactive Science Florida Ch. 13.1 - 13.2Vocabulary : Light, carbon dioxide, water, chloroplast, cell, glucose, oxygen,ecosystem, photosynthesis, autotroph, heterotroph, chlorophyll, cellular respiration, oxygen, energyTechnology : 1. Pearson: My science online , My Planet Diary Pearson Interactive Art How Plants use Energy?;

Pearson Virtual Lab: What colors of the light spectrum are most important for plant growth?

2. GIZMO: Cell Energy cycle ; Plants and Snails; Growing Plants ; Photosynthesis Lab , Cell Structure

3. BBC :Respiration and Activity: Life Processes4. OTHER: Cell Respiration Concept Map; Injecting

Inquiry into Photosynthesis ; Cell Respiration Lab bench activity

Strategies : Research, Hands-on, Model, Projects, Jigsaw Powerpoint Presentation, CRISS, Data Analysis, Venn DiagramoELL: TX - ELL SupportoEnrichment: TX- L3oSPED: TX- L1Assessment: Formal/Authentic, project rubric, lab inquiry rubrics, RAFT writing activity, concept mapFormative Assessment: Functions of Living Things (V1), Respiration (V3), Plants in the Dark and Light (V2)Labs:1. TX Lab Zone Quick Lab Exhaling Carbon Dioxide ; Energy From The Sun2. Injecting Inquiry into Photosynthesis3. Photosynthesis: A Controlled Experiment

Related Program: Science Fair

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TOPIC VIII: Photosynthesis and Cellular Respiration

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Pacing Date(s)Traditional 6 Days 12-09-13 to 12-16-13

Block 3 Days 12-09-13 to 12-16-13

BODY OF KNOWLEDGE: L. Life Science; P: Physical Science; N: Nature of ScienceNEXT GENERATION SUNSHINE STATE STANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 18: Matter and Energy TransformationsSC.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.18.4 (Cognitive Complexity: Level 3:Strategic Thinking& Complex ReasoningSC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. AA (Cognitive Complexity Level 3:Strategic Thinking& Complex ReasoningBig Idea 8: Properties of MatterSC.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 (Cognitive Complexity Level 1: RecallBig Idea 1: Practice of ScienceSC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. AA (Cognitive Complexity Level 3:Strategic Thinking& Complex ReasoningFair Game Benchmarks:SC.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. (Cognitive Complexity: Level 3:Strategic Thinking& Complex ReasoningSC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state. (Cognitive Complexity: Level 1: RecallSC.7.P.11.3 Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. (Cognitive Complexity Level 3:Strategic Thinking& Complex ReasoningSC.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. (Cognitive Complexity: Level 3:Strategic Thinking& Complex ReasoningLACC.68.RST.3 Integration of Knowledge and IdeasLACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

A. Cycles in Nature

B. Recycling Carbon, Oxygen andNitrogen

1. The Carbon Cycle2. The Oxygen Cycle3. The Nitrogen Cycle

C. Conservation of Matter andEnergy

1. Respiration2. Conservation Laws

and Earth Systems

Review and identify the different biogeochemical cycles in nature

Describe how matter and energy are transferred in the carbon cycle

Describe the organisms that use carbon dioxide in nature

Describe the role of light, carbon dioxide, water, and/or chlorophyll in the process and products of photosynthesis

Describe the organisms that produce carbon dioxide in nature

Explain that the energy for this process comes from the sun

Identify and describe where in the Earth the carbon cycle occurs (i.e., atmosphere, plants, animals, etc.)

Explain the role of carbon and the effects on carbon reservoirs such as the atmosphere, organisms, fossil fuels, sediments, ocean water

Describe the processes within the carbon cycle that produce the carbon on the Earth

Identify roles of decomposers, consumers and producers in carbon cycle

See Learning Goals p. 3

Core Text Book: Pearson Interactive Science Florida Ch. 13.3Vocabulary : carbon dioxide, cycle, energy, fossil fuels, oil, sediments, photosynthesis, respiration, greenhouse gas, algae, bacteria, UV light, producers, consumers, decomposers, carbon cycle, nitrogen fixation, oxygen, energyTechnology : Pearson: My science online; My Planet Diary; Pearson Interactive Art How Matter and Energy are Cycled; Untamed Science Video Give Me That Carbon!5. GIZMO: Cell Energy Cycle, Plants and Snails,

Greenhouse Effect, Photosynthesis Lab, Prairie Ecosystem

6. OTHER: Carbon Cycle Game; Greenhouse Effect

Interactive Lab; What is the Carbon Cycle?

Strategies : Research, Hands-on, Model, Projects, Jigsaw Powerpoint Presentation, CRISS, Data Analysis, Venn DiagramoELL: TX - ELL SupportoEnrichment: TX- L3oSPED: TX- L1Assessment: Formal/Authentic, project rubric, lab inquiry rubrics, RAFT writing activity, concept mapFormative Assessment: Functions Living Things (V1)Labs:1. 1.TX Lab Zone Quick Lab Exhaling Carbon

Dioxide ;2. Modeling the Carbon Cycle 3. Constructivist Version of Snail and Elodea Lab 4. Other The Greenhouse Effect; Carbon cycle:

Releasing Dinosaurs BreathRelated Program: Science Fair

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TOPIC IX: Cycles of Matter

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BODY OF KNOWLEDGE: E. Earth and Space SciencePacing Date(s)


TOPIC X: Stars and Galaxies NEXT GENERATION SUNSHINE STATE STANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 5: Earth in Space and TimeSC.8.E.5.2 Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. Assessed as SC.8.E.5.3 (Cognitive Complexity: Level 1: Recall)SC.8.E.5.1 Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance. Assessed as SC.8.E.5.3 (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)SC.8.E.5.5 Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). AA (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. AA (Cognitive Complexity: Level 3:Strategic Thinking& Complex Reasoning)SC.8.E.5.4 Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Assessed as SC.8.E.5.7 (Cognitive Complexity: Level 3:Strategic Thinking& Complex Reasoning)SC.8.E.5.11 Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs. Assessed as SC.7.P.10.1 (Cognitive Complexity : Level 3:Strategic Thinking& Complex Reasoning)SC.8.E.5.6 Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Assessed as SC.8.E.5.5 (Cognitive Complexity: Level 1: Recall)SC.8.E.5.10 Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information. Assessed as SC.7.N.1.5 (Cognitive Complexity: Level 3:Strategic Thinking& Complex Reasoning)Fair Game Benchmarks:SC.6.P.13.2 Explore the Law of Gravity by recognizing that every object exerts gravitational force on every other object and that the force depends on how much mass the objects have and how far apart they are.LACC.68.RST.2 Craft and StructureLACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-

A. Objects in Space1. Galaxies, Stars, and

Planets2. Asteroids, Meteoroids,

Comets

B Distances in Space1. Light Year

2. Relative Distances

C. Properties of Stars1. Apparent Magnitude

2. Absolute Brightness3. Temperature, color,

size and mass4. Electromagnetic

spectrum for star imaging.

D. Astronomical Bodies1. Order of Hierarchy

2. Universe, Galaxy, Solar System

E. Law of Universal Gravitation and the Formation of Stars

1. Gravity Forms Stars, Solar Systems, and Planets

2. Relationship between Mass and Gravity (Force acting at a distance)

F. Interim Test

Compare and contrast the relative distance, relative size, and general composition of astronomical bodies in the universe.

Describe distances between objects in space in the context of light and space travel.

Describe that the universe contains billions of galaxies and stars.

Identify astronomical bodies as planets, stars, moons, asteroids, nebulae, galaxies, dwarf planets, and comets only.

Describe distances astronomical units (AU) or light-years.

Describe and classify physical properties of stars: apparent magnitude, temperature (color), size, and absolute brightness.

Compare the different scientific theories on how the Universe came to be.

Explain the importance of technology in collecting information about the Universe, but not specific technology. (as in telescopes and probes)

Compare and/or contrast the forces of gravity that form stars and solar systems.

Evaluate models of solar properties Describe the relationship among

distance, mass, and gravitational force between any two objects.

See Learning Goals p. 3 and 4

Core Text Book : Pearson Interactive Science Florida Ch. 3.1 - 3.5Vocabulary: Scientific Theory, Scientific Model, Nebula, Light-year, Empirical Evidence, Dwarf Planet, Astronomical Unit, Amplitude, relative distance, star, moon, asteroid, comet, apparent magnitude, absolute magnitude, electromagnetic spectrum, universe, galaxy, solar system, nebulaeTechnology:• Pearson: My science online , My Planet Diary;

Untamed Science Video Reaching into Deep Space; Pearson Interactive Art Scale of the Universe, Lives of Stars; Vocabulary eFlashcards: Star Classification (VL)

• GIZMOS H-R Diagram, Star Spectra, Gravitational Force, Orbital Motion – Kepler's Laws

• Other NASA Star Child

Strategies : Research, Direct Instruction, Presentation, Modeling, CRISS, Analyzing Data, Cooperative groups, CRISS, Data Analysis, Venn DiagramoELL: TX - ELL SupportoEnrichment: TX- L3oSPED: TX- L1Assessment: Formal/Authentic; Pre-Assessment; InterimFormative Assessment Emmy’s Moon and Stars (V2); Where Do Stars Go? (V3); Objects in the Sky (V2)

Labs:1. TX LabZone Quick labs How Far is that Star?; Measuring the Universe ; Planets Around Other Stars ; A Spiral Galaxy ; What’s Doing the Pulling?

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NEXT GENERATION SUNSHINE STATE STANDARD(S) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLSspecific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

Related Program: Science Fair

BODY OF KNOWLEDGE: E. Earth and Space SciencePacing Date(s)


TOPIC XI: Sun NEXT GENERATION SUNSHINE STATE

STANDARD(S)ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Big Idea 5: Earth in Space and TimeSC.8.E.5.4 Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. Assessed as SC.8.E.5.7 Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)SC.8.E.5.5 Describe and classify specific physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness). AA (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)SC.8.E.5.6 Create models of solar properties including: rotation, structure of the Sun, convection, sunspots, solar flares, and prominences. Assessed as SC.8.E.5.5 (Cognitive Complexity: Level 1:Recall)Fair Game Benchmarks:SC.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. (Cognitive Complexity: Level 1:Recall)SC.7.P.10.2 Observe and explain that light can be reflected, refracted, and/or absorbed. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning)SC.7.P.10.3 Recognize that light waves, sound waves, and other waves move at different speeds in different materials. (Cognitive Complexity: Level 1:Recall)LACC.68.RST.3 Integration of Knowledge and IdeasLACC.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).MACC.8.F FunctionsMACC.8.F.2 Use functions to model relationships between

A.Scientific Knowledge1. Observations2. Collection of Data3. Inferences4. Empirical Evidence5. Logical Reasoning6. Pseudoscience

B.The Sun’s Characteristics1. Temperature and Size2. Rotation3. Convection4. Sunspots, Solar Flares,

and Prominences

C.Energy from the Sun

Identify the physical properties of stars: apparent magnitude (brightness), temperature (color), size, and luminosity (absolute brightness)

Identify the role that gravity plays in the formation and motion of the planets, stars, and solar system

Identify solar properties (rotation, structure of the Sun, convection, sunspots, solar flares, and prominences) on a model

Compare models of solar properties Compare and contrast the relative distance, relative size,

and general composition of astronomical bodies in the universe.

Describe distances between objects in space in the context of light and space travel, but not distances from the Sun.

Describe that the universe contains billions of galaxies and stars.

Identify astronomical bodies as planets, stars, moons, asteroids, nebulae, galaxies, dwarf planets, and comets only.

Describe distances astronomical units (AU) or light-years. Assess the importance of technology in collecting

information about the Universe, but not specific technology. (as in telescopes and probes)

Describe and classify the physical properties of the Sun: apparent magnitude, temperature (color), size, and absolute brightness.

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.

Core Text Book : Pearson Interactive Science Florida Ch. 2.1 and Ch. 3.6Vocabulary:observation, inference, empirical evidence, objective reasoning, subjective reasoning, opinion, pseudoscience, Scientific Theory, Scientific Model, Nebula, Light-year, Empirical Evidence, Dwarf Planet, Astronomical Unit, Amplitude, relative distance, star, moon, asteroid, comet, apparent magnitude, absolute magnitude, electromagnetic spectrum, universe, galaxy, solar system, nebulae, convection, sunspots, solar flares, prominencesTechnology: (CPALMS see p. 3)

1. Pearson: My science online , My Planet Diary; Pearson Interactive Art Structure of Sun

2. GIZMO Herschel Experiment; Solar System, H-R Diagram

3. Brainpop Scientific Knowledge4. Other The Sun

Strategies : Research, Direct Instruction, Presentation, Modeling, CRISS, Analyzing Data, FCAT Practice, Cooperative groupsoELL: TX - ELL SupportoEnrichment: TX- L3oSPED: TX- L1Assessment: Formal/AuthenticFormative Assessment Objects in the Sky (V2)Labs: (CPALMS, see p. 3)

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NEXT GENERATION SUNSHINE STATE STANDARD(S)

ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

quantities.MACC.8.F.2.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

Observe and explain that light can be reflected, refracted, and/or absorbed.

Recognize that light waves move at different speeds in different materials.

See Learning Goals p. 4 - 6

• TX LabZone Quick lab Layers of the Sun ; Viewing Sunspots

• Solarscapes Activities : 1. Features of the Sun; 2. Sunspot Number Variations; 3. Rate and Period of Rotation; 4. Sun’s Period of Rotation

Related Program: Science Fair; CPALMS p3

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Potential test variables (Circle the one that your group will test):

________________________________________________________________Method(s) of measuring the rate of photosynthesis (outcome variable):

________________________________________________________________Hypothesis:

________________________________________________________________Experimental overview:

Data:

Post-Lab Discussion1. Analyze your data to help answer the problem statement for the lab. What additional information might you need to provide a thorough answer?

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2. After the leaf disks have floated, explain how can make the leaf disks sink.

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Factors Affecting the Rate of PhotosynthesisModified from http://smsmiami.org/sms/wp-content/uploads/2013/03/Photosynthesis-and-Cellular-Respiration.pdf

SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen.

SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.

Problem Statement: What factors affect the rate of photosynthesis?

Background InformationPhotosynthesis is the process by which organisms that contain the pigment chlorophyll convert light energy into chemical energy that can be stored for later use in molecules such as sugar. The overall process of photosynthesis is described by the following equation: 6CO2 + 6H2O --> C6H12O6 + 6O2

Carbon Dioxide + Water --> Sugar (glucose) + OxygenThis equation simply means that carbon dioxide from the air and water combine in the presence of sunlight to form sugars; oxygen is released as a by-product of this reaction.

Measuring Photosynthesis In today’s lab we will be measuring the rate of photosynthesis using leaf disks. The leaf disks float, normally. But when the leaf’s air spaces soak up the bicarbonate solution the overall density of the leaf disk increases and the leaf disk sinks. As photosynthesis proceeds, oxygen is released into the interior of the leaf, which changes the buoyancy, and causes the disks to rise. Here are some general procedures to get the leaf disks to sink prior to experimentation:

1. Remove the syringe’s plunger and place the leaf disks into the syringe barrel. Replace the plunger being careful not to crush the leaf disks. Push on the plunger until only a small volume of air and leaf disk remain in the barrel

2. Pull a small volume of sodium bicarbonate solution into the syringe.

3. Holding a finger over the syringe opening, draw back on the plunger to create a vacuum. Hold this vacuum for about 10 seconds.

4. If needed, repeat this procedure 2-3 times in order to get the disks to sink.

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http://smsmiami.org/sms/wp-content/uploads/2013/03/Photosynthesis-and-Cellular-Respiration.pdf

How is energy and matter transferred within living systems?

Claim:

Evidence:

Reasoning

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Conclusion Writing - Claim-Evidence-Reasoning

• Students should support their own written claims with appropriate justification.

• Science education should help prepare students for this complex inquiry practice where students seek and provide evidence and reasons for ideas or claims (Driver, Newton and Osborne, 2000).

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CIS: Life Beneath the ‘berg

Functions of OrganellesCells Cells are the smallest unit of living matter. They carry out complex chemical reactions. Some reactions make substances needed by the cell. For example, most people have cells that make a dark substance called melanin. Melanin clusters around the nucleus to protect the DNA from sun damage. Kidney cells make a chemical that is released when blood oxygen levels are low. This chemical triggers cells in your bones to make more red blood cells to transport more oxygen to the body tissues.

Other chemical reactions break things apart. Cells in the spleen carry out reactions that break down old red blood cells. Other cells in your body produce chemicals that help break apart parasites. Usually, you have very few of these cells. If high levels of these cells are found in your body, it suggests that you have a parasite infection.

Organelles Many chemicals take part in these reactions, and they must be carefully regulated. Many cells have compartments called organelles that separate reactions and perform different jobs. There are many types of organelles.

In multicellular organisms, different kinds of cells carry out different jobs. Skeletal muscle cells help otters to swim. Fat cells help keep polar bears warm. Sweat glands help cool you on a hot day.Cells that perform different functions may have different types of organelles and different numbers of organelles.

Nucleus The nucleus is an organelle that directs the cell’s activities. It contains DNA, the cell’s operating instructions. DNA stores information that is passed along to other cells. It is coded information that directs how a living thing will grow and work. The nucleus is usually a large round organelle. It is easily visible under the microscope. The nucleus contains holes, or pores. Molecules exit the pores and affect what the cell is doing.

Many cells have one large nucleus, but not all cells. Some of your muscle cells are very long, and each cell contains many nuclei. In fat cells, much of the interior space is occupied by a big blob of fat stored inside a membrane. In these cells, called adipocytes, the membrane is squished off to the side of the cell.

Mitochondria All cells need energy to stay alive. Energy comes in different forms. The sun that warms your skin is one type of energy. The wind that blows your hair about is another type of energy. The electricity that lights and heats your home is yet another type of energy.

Cells cannot use just any type of energy, so cells have mitochondria. Mitochondria are organelles that change chemical energy from food into a form of energy that cells can use. They are shaped liked jellybeans. Your muscle cells use a lot of energy, so they have thousands of mitochondria. In fact, the more you use your muscles, the more mitochondria you have. Skin cells do not use as much energy, so they have fewer mitochondria.

Chloroplasts You probably eat several times a day, but have you ever seen a plant eat? Plants have some organelles that animal cells do not have. And these organelles help plants to do things that animals cannot do.

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CIS: Life Beneath the ‘bergA major difference between plant and animal cells is that plants have chloroplasts. Chloroplasts contain pigments give plants their green color. Chloroplasts use energy from sunlight to turn water and carbon dioxide into sugar and oxygen. This means that plants make their own food from sunlight. Imagine how handy it would be if you were able to snack on sunlight. Animals depend on plants for life. Plants provide the oxygen that we and other animals breathe, and they provide the food we eat. Even animals that eat only meat depend on plants. For example, snakes and hawks eat mice, but mice eat plants.

Life beneath the ‘bergScientists 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

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CIS: Life Beneath the ‘bergclimate. 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.

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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Title of Text/Article:

Life Beneath the ‘berg

NGSSS for Science Benchmarks:

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.18.4 (High)SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. AA (DOK High)SC.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 (DOK High)

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.

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

LACC.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.LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

Mathematical Practices

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

Teacher Notes:Carefully select text that aligns with State Standards/Benchmarks 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. Guidelines:

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).

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* * * CIS Step 1 * * *Hook Question: How can icebergs help with global warming? Individual responses

Predictive Written Response to Complex Text-Based QuestionWhat are some ways that living organisms affect their environment?

Vocabulary InstructionPara-graph #

Academic or Discipline Specific Vocabulary

Word Part or Context

Para-graph #

Academic or Discipline Specific Vocabulary

Word Part or Context

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* * * 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: Life Beneath the ‘berg By Stephen Ornes /June 1, 2011 (http://www.sciencenewsforkids.org/?s=life+beneath+the+berg) and Functions of Organelles by Pearson Interactive Science, Florida

Hook Question: How can icebergs help with global warming?

Vocabulary Instruction 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 C – this section of text shows a causeE – this section of text shows an effect

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.

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http://www.sciencenewsforkids.org/?s=life+beneath+the+berg


Reading #2Directed Note-Taking Guiding 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 #

NoteProblem Solution

First Draft Written Response to Essential QuestionUsing 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”?

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

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

Directed Note-Taking Guiding 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?

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.

First Draft Written Response to Essential QuestionUsing 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”?

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* * *CIS Step 2 * * *

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

Questions Check relevant categories below

Problem Solution

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 considering climate change?

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* * *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 #3 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.

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

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

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H-R Diagram Activity from http://astrobio.terc.edu/samples/chpt2_act3.html

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http://astrobio.terc.edu/samples/chpt2_act3.html

H-R Diagram Activity from http://astrobio.terc.edu/samples/chpt2_act3.html

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http://astrobio.terc.edu/samples/chpt2_act3.html

THE SUN

Name Date Class

Layers of the SunLike Earth, the sun has several layers. In this activity, you will design and construct a model of the sun’s layers.

INQUIRY FOCUS Make ModelsProcedure

1. Measure and record the diameter of your ball inmillimeters.______________________________________________

2. The diameter of the sun’s interior is about 700,000 km.

Use the equation to determine a scale for your model.

3. Using your scale and the materials provided, designand build a model to show the layers of the sun. The round surface of the ballshould represent the top of the photosphere. But be sure to include in your modelthe layers above the photosphere: the chromosphere and the corona.

Think It OverComplete the table below to figure out how large to make each layer in your model.

Layer Actual thickness (km) Model thickness (mm)

Core 175,000

Radiation zone 325,000

Convection zone 200,000

Photosphere 100

Chromosphere 10,000

Explain why you chose each material you used in your model. What properties of the sun were you trying to show with each material?

Materials½ foam ball tissue paper

pushpins calculatormarkers metric ruler

construction paper

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Documents

CIS Step 1 * * * - MDCP'S Science Home Pagescience.dadeschools.net/middleSchool/documents... · Web viewExplain that living systems obey the Law of ... oil, sediments, photosynthesis,