Download Science - Bourbon County Schools

Standards Curriculum Map
Bourbon County Schools
Level: 8th
Grade and/or Course:
Updated: 2015
Science
Days
Unit/Topic
Standards
14 days
Unit # 1:
LS1. D
8/17- 9/3
CA1
Thur.
9/3
Information
Processing
MS-LS1-8. Gather and synthesize
information that sensory receptors respond
to stimuli by sending messages to the brain
for immediate behavior or storage as
memories. [Assessment Boundary: Assessment does not
include mechanisms for the transmission of this information.]
Activities
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Brain dissection
Brain diagram
model activity
Reflex reactions
Lab
Sensory
receptors
activities
Learning Targets (“I
Can” Statements)
I can…
- Compare and contrast
the differences between
short and long term
memories.
-Create a strategy to
transfer information from
short term to long term
memory.
-Identify the basic
structure of the brain to
explain the functions of
each lobe.
-I can describe what a
sensory receptor is.
- Identify the five basic
types of sensory
receptors and what
stimuli they respond to.
- Describe how sensory
receptors respond to and
transmit information.
- Explain how some
stimuli result in an
immediate behavior.
Vocabulary
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Brain
Cerebellum (motor
movement)
Chemoreceptor
Explicit memory
External Receptors
Frontal Lobe
(decision making)
Implicit memory
Impulses
Insular lobe
Interaction
Internal Receptors
Lobe
Long term memory
Mechanical Inputs
Mechanoreceptor
Nerves
Nervous System
Neurons
Nociceptor
Occipital Lobe (visual
perception)
Photoreceptor
Reflex
Response
Senses
Sensory Receptors
Short term memory
Stimuli/ Stimulus
Storing
Temporal Lobe
(auditory perception)
Thermoreceptor
Transmitters
1
Days
Unit/Topic
Standards
14 Days
Unit # 2:
PS3.A

9/4-9/24
Definitions
of Energy
MS-PS3-1. Construct and interpret
graphical displays of data to describe the
relationships of kinetic energy to the mass
of an object and to the speed of an object.
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CA2
Thur.
9/24
[Clarification Statement: Emphasis is on descriptive
relationships between kinetic energy and mass separately from
kinetic energy and speed. Examples could include riding a
bicycle at different speeds, rolling different sizes of rocks
downhill, and getting hit by a wiffle ball versus a tennis ball.]
MS-PS3-2: Develop a model to describe
that when the arrangement of objects
interacting at a distance changes, different
amounts of potential energy are stored in
the system.
MS-PS3-3: Apply scientific principles to
design, construct, and test a device that
either minimizes or maximizes thermal
energy transfer.*
MS-PS3-4: Plan an investigation to
determine the relationships among the
energy transferred, the type of matter, the
mass, and the change in the average
kinetic energy of the particles as measured
by the temperature of the sample.
MS-PS1-4: Develop a model that predicts
and describes changes in particle motion,
temperature, and state of a pure substance
when thermal energy is added or removed.
Activities
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Design
Rollercoaster
Relationship
between speed
of an object and
Kinetic energy
Relationship
between mass of
an object and
Kinetic energy
Calculation of
Kinetic energy
Thermal Energy
Lab- insulators
vs. conductors
Roller track
demo
Impact craters
Lab
Learning Targets (“I
Can” Statements)
I can…
- Describe the
relationship of kinetic
energy to the mass of an
object and the speed of
an object.
- Compare and contrast
the different between
kinetic and potential
energy and give
examples of each.
-analyze the effect due
to the height on potential
energy.
- Analyze an object at a
given location to
determine the kinetic
and/or the potential
energy and describe
how energy is
transferred between the
two.
- Examine the
relationship between the
change in kinetic energy
of particles based off of
the mass, type of matter,
and temperature of the
sample.
- Predict and describe
change in particle
motion, temperature,
and state of a pure
substance when thermal
energy is added or
removed.
- Design, construct, and
test a device that either
minimizes or maximizes
thermal energy.
Vocabulary
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Absolute Zero
Atoms
Conduction
Conservation
Convection
Energy
Gravity
Heat
Kilograms
Kinetic energy
Mass
Meters
Molecules
Motion
Seconds
Speed
Systeme International
Temperature
Thermal energy
Velocity
2
Days
Unit/Topic
14 days
Unit # 3:
9/2510/14
CA3
Wed.
10/14
Ecosystems
Dynamics,
Functioning
and
Resilience
Standards
LS2.C
MS-LS2-4. Construct an argument
supported by empirical evidence that
changes to physical or biological
components of an ecosystem affect
populations. [Clarification Statement: Emphasis is on
recognizing patterns in data and making warranted inferences
about changes in populations, and on evaluating empirical
evidence supporting arguments about changes to ecosystems.]
MS-LS2-5. Evaluate competing design
solutions for maintaining biodiversity and
ecosystem services.* [Clarification Statement:
Examples of ecosystem services could include water
purification, nutrient recycling, and prevention of soil erosion.
Examples of design solution constraints could include scientific,
economic, and social considerations.]
Activities
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Choice
Chambers
Symbiotic
relationship
scenarios
Endangered
species project
Carrying
Capacity
Learning Targets (“I
Can” Statements)
I can…
-describe what makes up
an organism,
populations,
communities, and
ecosystems.
-describe the biotic and
abiotic factors that make
up an ecosystem.
-construct an argument
and explain changes to
biotic or abiotic
components of an
ecosystem can affect
populations.
-describe the importance
of biodiversity in an
ecosystem and explain
how biodiversity may
influence the overall
health of an ecosystem.
-design solutions for
maintaining biodiversity.
- describe the three
types of symbiotic
relationships and give
examples of each.
-explain the factors that
affect carrying capacity.
Vocabulary
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Abiotic Factors
Aquatic
Biodiversity
Biosphere
Biotic factors
Carrying Capacity
Commensalism
Communities
Competition
Decomposers
Ecosystems
Endangered species
Energy Flow
Energy Pyramid
Extinction
Food Chain
Food Web
Limiting Factors
Mutualism
Organism
Parasitism
Primary Consumer
Recycling matter/
nutrients
Secondary Consumer
Species
Symbiosis/ symbiotic
relationships
Terrestrial
Tertiary Consumer
3
Day
Unit/Topic
Standards
11 days
Unit 4:
LS3.A
10/1410/29
CA4
Thur.
10/29
Inheritance
of Traits
MS-LS3-1. Develop and use a model to
describe why structural changes to genes
(mutations) located on chromosomes may
affect proteins and may result in harmful,
beneficial, or neutral effects to the
structure and function of the organism.
[Clarification Statement: Emphasis is on conceptual
understanding that changes in genetic material may result in
making different proteins.] [Assessment Boundary: Assessment
does not include specific changes at the molecular level,
mechanisms for protein synthesis, or specific types of
mutations.]
MS-LS3-2. Develop and use a model to
describe why asexual reproduction results
in offspring with identical genetic
information and sexual reproduction
results in offspring with genetic variation.
[Clarification Statement: Emphasis is on using models such as
Punnett squares, diagrams, and simulations to describe the
cause and effect relationship of gene transmission from
parent(s) to offspring and resulting genetic variation.]
MS-LS3-1: Develop and use a model to
describe why structural changes to genes
(mutations) located on chromosomes may
affect proteins and may result in harmful,
beneficial, or neutral effects to the
structure and function of the organism.
MS-LS3-2: Develop and use a model to
describe why asexual reproduction results
in offspring with identical genetic
information and sexual reproduction
results in offspring with genetic variation.
Activities
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Strawberry Lab
Punnett Squares
Learning Targets (“I
Can” Statements)
I can…
- describe what a gene is
and where specifically it
is isolated.
-Describe and give
examples of traits and
how they are inherited.
- Accurately complete a
Punnett square and
explain what data it
represents.
-Identify dominant and
recessive traits and
whether or not dominant
or recessive trait will be
shown.
- compare and contrast
asexual reproduction to
sexual reproduction and
give specific examples of
organisms that go
through this process.
- explain the differences
and similarities of
process in which cells
divide, Mitosis and
Meiosis, and describe
the process Mitosis and
Meiosis go through to
replicate.
- explain how mutations
may affect an organism’s
genetic code, as well as
phenotype, and give
examples of different
types of mutations that
have occurred.
Vocabulary
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Alleles
Asexual reproduction
Cell Division
Cells
Chromosomes
DNA molecule
Dominant traits/
genes
Gene(s)
Genotype
Germinal mutation
Heterozygous
Homozygous
Inheritance
Meiosis
Mitosis
Mutations
Offspring
Phenotype
Proteins
Punnett Square
Recessive traits/
genes
Relative dominance
Sexual reproduction
Somatic mutation
Traits
Variation
4
Day
Unit/Topic
Standards
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Unit # 5:
15 days
11/411/24
CA5
Tues.
11/24
Natural
Selection &
Adaptations
Activities
LS4.B
MS - LS4 - 4. Construct an explanation
based on evidence that describes how
genetic variations of traits in a population
increase some individuals’ probability of
surviving and reproducing in a specific
environment.
[Clarification Statement: Emphasis is on using simple
probability statements and proportional reasoning to construct
explanations
MS-LS4-5. Gather and synthesize
information about the technologies that
have changed the way humans influence
the inheritance of desired traits in
organisms. [Clarification Statement: Emphasis is on
synthesizing information from reliable sources about the
influence of humans on genetic outcomes in artificial selection
(such as genetic modification, animal husbandry, gene
therapy); and, on the impacts these technologies have on
society as well as the technologies leading to these scientific
discoveries.]
LS4.C
MS - LS4 - 6. Use mathematical
representations to support explanations of
how natural selection may lead to
increases
and decreases of specific traits in
populations over time.
[Clarification Statement: Emphasis is on using mathematical
models, probability statements, and proportional reasoning to
support explanations of trends in changes to populations over
time.] [Assessment Boundary: Assessment does not include
Hardy Weinberg calculations.]
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Breeding
bunnies Lab
Penguin Journey
Adaptations
project
Natural Selection
Candy simulation
Learning Targets (“I
Can” Statements)
I can…
-show how natural
conditions may lead to a
decrease or increase in
specific traits over time.
-explain natural selection
through survival of the
fittest.
-Explain artificial;
selection and give
specific examples.
-explain natural selection
and give examples of
how it leads to specific
traits if organisms in
nature.
-state how the
environment might
influence traits within
organisms to be able to
survive in a given area.
-evaluate how
technology has changed
the way humans
influence the inheritance
of desired traits in
organisms.
-give examples of
adaptations that allow
species to survive in a
given environment.
-analyze and interpret
mathematical models
that give evidence to
natural selection on how
specific traits in
populations are
changing over time.
Vocabulary
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Adaptation
Artificial Selection
Biodiversity
Extinction
Genetic Variation
Natural Selection
Offspring
Population
Predominance
Reproductive isolation
Selective Breeding
Selective pressures
Survival of the fittest
Traits
Inheritance
Genetic engineering
GMO
MS-LS2-5: Evaluate competing design
solutions for maintaining biodiversity and
ecosystem services.*
5
Days
Unit/ Topic
Standards
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14 days
Unit 6:
11/3012/17
Evidence of
Common
Ancestry
and
Diversity
CA6
Thur.
12/17
LS4.A
MS - LS4 - 1. Analyze and interpret data for
patterns in the fossil record that document
the existence, diversity, extinction, and
change of life forms throughout the history
of life on Earth under the assumption that
natural laws operate today as in the past.
[Clarification Statement: Emphasis is on finding patterns of
changes in the level of complexity of anatomical structures in
organisms and the chronological order of fossil appearance in
the rock layers.] [Assessment Boundary: Assessment does not
include the names of individual species or geological eras in the
fossil record.]
MS - LS4 - 2. Apply scientific ideas to
construct an explanation for the
anatomical similarities and differences
among modern organisms and between
modern and fossil organisms to infer
evolutionary relationships.
[Clarification Statement: Emphasis is on explanations of the
evolutionary relationships among organisms in terms of
similarity or differences of the gross appearance of anatomical
structures.]
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Activities
Color coding
homologous vs.
analogous
structures activity
Radiometric
dating graphing
activity
Relative dating
activity
Half-life lab
Learning Targets (“I
Can” Statements)
I can…
-Explain how the
formation of fossils
allows us to find the
relative age of fossils.
-explain how radioactivity
is used to find the exact
age of a fossil.
-analyze the fossil record
to determine how
changes have occurred
in the anatomy of
modern life forms to
fossil organisms over a
period of time.
- use vestigial structures
as evidence of common
ancestry.
-use embryos to
demonstrate
relationships between
different species
developments.
Vocabulary
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Absolute dating
Analogous structures
Anatomical structure
Ancestry
Chronological order
Embryo
Embryological
development
Evolution
Fossil
Fossil record
Half-life
Homologous
structures
Isotope
Radioactive decay
Radiometric dating
Relative dating
Sedimentary rock
Species
Superposition
Traits
Vestigial structures
MS - LS4 - 3. Analyze displays of pictorial
data to compare patterns of similarities in
the embryological development across
multiple species to identify relationships
not evident in the fully formed anatomy.
[Clarification Statement: Emphasis is on inferring general
patterns of relatedness among embryos of different organisms
by comparing the macroscopic appearance of diagrams or
pictures.] [Assessment Boundary: Assessment of comparisons
is limited to gross appearance of anatomical structures in
embryological development.]
6
Days
Unit/ Topic
Standards
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13 days
Unit # 7:
1/4-1/21
The History
of Planet
Earth
CA7
Fri.
1/21
ESS1.C
MS-ESS1-4. Construct a scientific
explanation based on evidence from rock
strata for how the geologic time scale is
used to organize Earth’s 4.6-billion-yearold history. [Clarification Statement: Emphasis is on how
analyses of rock formations and the fossils they contain are
used to establish relative ages of major events in Earth’s
history. Examples of Earth’s major events could range from
being very recent (such as the last Ice Age or the earliest
fossils of homo sapiens) to very old (such as the formation of
Earth or the earliest evidence of life). Examples can include the
formation of mountain chains and ocean basins, the evolution
or extinction of particular living organisms, or significant
volcanic eruptions.] [Assessment Boundary: Assessment does
not include recalling the names of specific periods or epochs
and events within them.]
MS-ESS2-3: Analyze and interpret data on
the distribution of fossils and rocks,
continental shapes, and seafloor structures
to provide evidence of the past plate
motions.
Activities
Geologic time
scale football
field.
Learning Targets (“I
Can” Statements)
I can…
-Explain the evidence for
the age of Earth.
-Explain how the
Geological Time scale
organizes Earths
History.
-Analyze evidence of a
major extinction event in
Earth’s history.
-explain how volcanism
has played a major role
in Earth's History.
- explain how a period of
mass glaciation has
affected Earth's history.
Vocabulary
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Absolute dating
Aerosol gases
Cenozoic
Climate change
Continental drift
Core samples
Eon
Epoch
Era
Fossil record
Geological Time
Glacial period
Glaciation
Half-life
Ice age
Ice caps
Interglacial period
Isotope
Mesozoic era
Paleozoic era
Period
Phanerozoic eon
Precambrian
Supereon
Radiometric dating
Volcanism
7
Days
Unit/Topic
Standards
16 days
Unit 8:
ESS3.B
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MS-ESS3-2. Analyze and interpret data
on natural hazards to forecast future
catastrophic events and inform the
development of technologies to mitigate
their effects. [Clarification Statement: Emphasis is on
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1/212/12
CA8
Fri.
2/12
Natural
Hazards
how some natural hazards, such as volcanic eruptions and
severe weather, are preceded by phenomena that allow for
reliable predictions, but others, such as earthquakes, occur
suddenly and with no notice, and thus are not yet
predictable. Examples of natural hazards can be taken from
interior processes (such as earthquakes and volcanic
eruptions), surface processes (such as mass wasting and
tsunamis), or severe weather events (such as hurricanes,
tornadoes, and floods). Examples of data can include the
locations, magnitudes, and frequencies of the natural
hazards. Examples of technologies can be global (such as
satellite systems to monitor hurricanes or forest fires) or
local (such as building basements in tornado-prone regions
or reservoirs to mitigate droughts).]
Activities
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Tornado
mapping
Doppler and
reflectivity radar
activity
Earthquake
waves activity
Distance to
Earthquake
calculations
Earthquake
epicenter
mapping
Engineering
Earthquake
resistant
buildings
Learning Targets (“I
Can” Statements)
I can…
-identify what is
considered natural
hazards.
-describe what causes
an earthquake and
where they are most
likely to occur.
-describe how
earthquakes are
measured and give
examples of the
differences between a
weak and strong
earthquake.
-describe the three
different waves of an
earthquake and compare
the similarities and
differences.
-use the difference in
speed of the primary and
secondary waves to find
the epicenter.
-describe how we can
prevent or minimize the
damage caused by
earthquakes and the
hazards associated with
earthquakes.
-describe what a tornado
is and the typical size
and wind speed of a
tornado.
-map the areas in the
USA most likely to have
a tornado.
-describe the weather
conditions most likely to
form tornadoes and how
we can use technology
to track these conditions.
-describe how we detect
and track tornadoes.
Vocabulary
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Air mass
Doppler radar
Earthquakes
Economic Cost
Epicenter
Fault line
Focus
Forecast
Frequency
Fujita Scale
Funnel cloud
Geological Events
High-risk
Impact
Intensity
Modified Mercalli
Intensity Scale
Natural Hazards
Natural Processes
Plate boundary
Prediction
Primary waves
Reflectivity radar
Richter Scale
Satellites
Secondary waves
Severe Weather
Surface Waves
Tornado
Tracking
Tsunamis
Volcanic Eruptions
Warning Systems
Weather
Weather balloon
Weather Patterns
8
Days
Unit/Topic
Standards
12 days
Unit # 9:
ESS3.A
2/16-3/2
Natural
Resources
CA9
Wed.
3/2
MS-ESS3-1. Construct a scientific
explanation based on evidence for how the
uneven distributions of Earth’s mineral,
energy, and groundwater resources are the
result of past and current geoscience
processes. [Clarification Statement: Emphasis is on how
these resources are limited and typically non-renewable, and
how their distributions are significantly changing as a result of
removal by humans. Examples of uneven distributions of
resources as a result of past processes include but are not
limited to petroleum (locations of the burial of organic marine
sediments and subsequent geologic traps), metal ores
(locations of past volcanic and hydrothermal activity associated
with subduction zones), and soil (locations of active weathering
and/or deposition of rock).]
Activities
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Peak oil activity
Geologic trap
activity.
Learning Targets (“I
Can” Statements)
I can…
-identify what natural
resources are.
-explain the differences
between renewable and
non-renewable
resources and give
examples.
-analyze the uneven
distribution of
groundwater.
-analyze the uneven
distribution of coal due to
the formation and
removal.
-analyze the uneven
distribution of oil due to
the formation and
removal.
-define what metal ore is
and explain how to
retrieve it.
-explain the importance
of oil in today’s society.
Vocabulary
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Coal
Crude Oil
Energy Resources
Environment
Freshwater
Geological Traps
Groundwater
Ice caps
Lignite
Metal Ores
Minerals
Non-renewable
resources
Peak oil
Peat
Petroleum
Renewable resources
Sediments
Surface water
9
Days
Unit/Topic
Standards
15 days-
Unit 10:
ESS3.C
3/4- 4/1
CA10
Wed.
3/23
Human
Impacts on
Earth
Systems
MS-ESS3-3. Apply scientific principles to
design a method for monitoring and
minimizing a human impact on the
environment.* [Clarification Statement: Examples of
the design process include examining human environmental
impacts, assessing the kinds of solutions that are feasible,
and designing and evaluating solutions that could reduce
that impact. Examples of human impacts can include water
usage (such as the withdrawal of water from streams and
aquifers or the construction of dams and levees), land
usage (such as urban development, agriculture, or the
removal of wetlands), and pollution (such as of the air,
water, or land).]
MS-ESS3-4. Construct an argument
supported by evidence for how increases
in human population and per-capita
consumption of natural resources impact
Earth’s systems. [Clarification Statement: Examples
of evidence include grade-appropriate databases on human
populations and the rates of consumption of food and
natural resources (such as freshwater, mineral, and
energy). Examples of impacts can include changes to the
appearance, composition, and structure of Earth’s systems
as well as the rates at which they change. The
consequences of increases in human populations and
consumption of natural resources are described by science,
but science does not make the decisions for the actions
society takes.]
Activities
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Alternative
energy sources
comparison
Minecraft mining
activity
Forestry activity
Pennies mining
activity
Wind turbine lab
“How much
space do we
need?”
calculations
Graphing
population
growth
Groundwater
contamination
Learning Targets (“I
Can” Statements)
I can…
-calculate how much
land is required to
support me in all I eat,
drink, and consume.
-describe current trends
in population growth.
-calculate the carrying
capacity of the planet
Earth based on my
consumption.
-analyze the
unsustainable use of
forests and create a
strategy for renewable
and sustainable forestry.
-analyze the impact the
mining of ores and coals
has on the environment.
-describe the impacts
coal power has on the
environment.
-analyze the alternative
sources of power and
decide which is best.
-Design the most
efficient turbine to
minimize the use of
fossil fuels.
Vocabulary
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Air pollution
Alternative energy
Carrying capacity
Deforestation
Ecosystem
degradation
Environmental impact
Fossil fuels
Hazardous waste
Human activities
Hydroelectric
Limiting factors
Mining
Negative impacts
Overburden
Per-capita
consumption
population
Power station
Radiation
Solar energy
Solar panel
Sustainability
Tailings
Water pollution
Wind turbine
10
Days
Unit/Topic
Standards
15 days
Unit 11:
ESS3.D
4/114/29
Global
Climate
Change
MS-ESS3-5. Ask questions to clarify
evidence of the factors that have caused
the rise in global temperatures over the
past century. [Clarification Statement: Examples of
CA11
Fri.
4/29
factors include human activities (such as fossil fuel
combustion, cement production, and agricultural activity)
and natural processes (such as changes in incoming solar
radiation or volcanic activity). Examples of evidence can
include tables, graphs, and maps of global and regional
temperatures, atmospheric levels of gases such as carbon
dioxide and methane, and the rates of human activities.
Emphasis is on the major role that human activities play in
causing the rise in global temperatures.]
Activities
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Tree ring activity
Graphing CO2
vs. temperature
Mapping
emissions
Carbon footprint
calculations
Calculating
albedo
Carbon dioxide
temperature
analysis
demonstration
Sea ice vs. land
ice sea- level
change
demonstration
Learning Targets (“I
Can” Statements)
I can…
-describe the trends in
historic CO2 levels and
global temperatures.
-describe the causes of
climate change through
greenhouse gases.
-explain how past
greenhouse gas
concentration and
temperatures are found.
-describe effects of
climate change.
-describe the positive
feedback loop(s) of
climate change.
-find out how much
carbon dioxide I release
into the atmosphere and
suggest ways to lower it.
Vocabulary
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Albedo
Anthropogenic
Arctic
Atmosphere
Atmospheric carbon
Carbon dioxide
Climate
Emissions
Fossil fuels
Global Climate
Change
Global warming
Greenhouse effect
Greenhouse gases
Human activities
Ice caps
Ice cores
Methane
Natural Resources
Ocean Warming
Paleoclimate
Parts per million
(PPM)
Permafrost
Predictive Models
Sea Level
Sediment
Solar radiation
Surface systems
Temperature
Tree rings
Weather
11
Days
Unit/Topic
12-20
days
Let’s Build
something!
Throughout each
unit
Engineering
the future
The
following
standards
are to be
used
throughout
each of the
units.
Standards
MS-ETS1-1. Define the criteria and
constraints of a design problem with
sufficient precision to ensure a successful
solution, taking into account relevant
scientific principles and potential impacts
on people and the natural environment
that may limit possible solutions.
MS-ETS1-2. Evaluate competing design
solutions using a systematic process to
determine how well they meet the criteria
and constraints of the problem.
MS-ETS1-3. Analyze data from tests to
determine similarities and differences
among several design solutions to identify
the best characteristics of each that can be
combined into a new solution to better
meet the criteria for success.
MS-ETS1-4. Develop a model to generate
data for iterative testing and modification
of a proposed object, tool, or process such
that an optimal design can be achieved.
Learning Targets (“I
Can” Statements)
I can…
-define the criteria and
constraints of a design
problem with sufficient
precision to ensure a
successful solution,
taking into account
relevant scientific
principles and potential
impacts on people and
the natural environment
that may limit possible
solutions.
-evaluate competing
design solutions using a
systematic process to
determine how well they
meet the criteria and
constraints of the
problem.
-analyze data from tests
to determine similarities
and differences among
several design solutions
to identify the best
characteristics of each
that can be combined
into a new solution to
better meet the criteria
for success.
Vocabulary
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Characteristics
Communication
Computers
Constraints
Criteria
Design
Durability
Evaluating
Feedback
Function
Goals
Improvements
Iterative process
leader
Models
Optimal solution
perform
Predecessors
Predicting
problem
Process
Quantifiable
redesign
Scientific principles
Simulating/
simulations
Solutions
System
Technology
Test
12