Download Unit Map. Chemistry of Waste. Kasia Janczura

SAMPLE - work in progress
Class: Everday Chemistry (Elective)
UNIT MAP
Level: 10
Semester: 2
CHEMISTRY OF WASTE (MSW)
Topic/Unit:
Chemistry and Municipal Solid
Waste (MSW)
Theme:
Enduring Understandings:
Essential Questions:
- Mass and energy cannot be created or destroyed.
-Should waste be discarded in the land, water, or atmosphere?
- Successive dilution of a material will decrease its concentration as measured in parts per million.
-Quantitative analysis and acid interactions can be applied to study the contents of waste.
- Combustion and high temperature incineration is different than burning.
-How can waste hierarchy provide solutions to waste management?
-Should waste be placed in landfills?
-How does the interaction of landfill wastes affect the environment?
-What are the risks of hazardous waste incineration?
There is no such as thing as “away”
- Should wastes be burned for energy?
when it comes to MSW disposal.
- Should products be recycled for raw materials or for energy?
- How can managing wastes reduce risk?
NYS CCL Standards-Based Skills & Processes Throughout Unit: Students will
NYS Standards—Key Idea 3: Individual organisms and species change over time.
show mastery of which group of standards?
Major Understandings
Reading:
Writing:
3.1a The basic theory of biological evolution states that the Earth’s present-day species developed from earlier, distinctly different species.
Key Ideas and Details (p. 78)
Text Type and Purpose (p. 80)
Standard 3 (11-12): Follow precisely a
Standard 2a (9-10): Introduce a topic and
3.1b New inheritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells.
complex multistep procedure when
organize ideas, concepts, and information to
carrying out experiments, taking
make important connections and distinctions,
measurements, or performing technical
include formatting (e.g. headings), graphics
mutations can be passed on to offspring; if they occur in other cells, they can be passed on to other body cells only.
tasks; analyze the specific results
(e.g. figures, tables), and multimedia when
based on explanations in the text.
useful to aiding comprehension.
3.1e Natural selection and its evolutionary consequences provide a scientific explanation for the fossil record of ancient life-forms, as well as for the molecular and
Craft and Structure (p. 78)
Standard 5 (11-12): Analyze how the
text structures information or ideas into
categories or hierarchies, demonstrating
understanding of the information of
ideas.
Standard 2c (11-12): Use varied transitions
and sentence structures to link the major
sections of the text, create cohesion, and
3.1c Mutation and the sorting and recombining of genes during meiosis and fertilization result in a great variety of possible gene combinations.
3.1d Mutations occur as random chance events. Gene mutations can also be caused by such agents as radiation and chemicals. When they occur in sex cells, the
structural similarities observed among the diverse species of living organisms.
3.1f Species evolve over time. Evolution is the consequence e of the interactions of (1) the potential for a species to increase its numbers, (2) the genetic variability of
offspring due to mutation and recombination of genes, (3) a finite supply of the resources required for life, and (4) the ensuing selection by the environment of those
clarify the relationships among complex ideas
offspring better able to survive and leave offspring.
and concepts.
3.1g Some characteristics give individuals an advantage over others in surviving and reproducing, and the advantaged offspring, in turn, are more likely than others to
Standard 2e (11-12): Provide a concluding
survive and reproduce. The proportion of individuals that have advantageous characteristics will increase.
There is a rationale for everything we do that is based on student work/data. Everything we do leads to improved student outcomes.
NETWORK 603
SAMPLE - work in progress
Integration of Knowledge of K and
Ideas (p. 78)
Standard 7 (9-10): Translate
quantitative or technical information
expressed in words in a text into visual
form (e.g. a table of chart)
Standard 9 (11-12): Synthesize
information from a range of sources
statement or section that follows from and
3.1h The variation of organisms within a species increases the likelihood that at least some members of the species will survive under changed environmental
supports the information or explanation
conditions.
provided (e.g. articulating implications or the
3.1j Billions of years ago, life on Earth is thought by many scientists to have begun as simple, single-celled organisms. About a billion years ago, increasingly complex
significance of the topic).
multicellular organisms began to evolve.
Production and Distribution of Writing
(p.82)
from the beginning with little or no change, many die out altogether, and others branch repeatedly, sometimes giving rise to more complex organisms.
Standard 5 (11-12): Develop and
strengthen writing as needed by planning,
(e.g. texts, experiments, simulations)
revising, editing, rewriting, or trying a new
into a coherent understanding of a
approach, focusing on addressing what is
process, phenomenon, or concept,
most significant for a specific purpose and
resolving conflicting information when
audience.
possible.
3.1k Evolution does not necessitate long-term progress in some set direction. Evolutionary changes appear to be like the growth of a bush: Some branches survive
3.1l Extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient to allow its survival. Fossils indicate that
many organisms that lived long ago are extinct. Extinction of species is common; most of the species that have lived on Earth no longer exist.
Research to Build and Present
Knowledge (p.82)
Standard 7 (11-12): Conduct short as well
as more sustained research projects to
answer a question or solve a problem
Standard 9 (11-12): Draw evidence from
informational texts to support analysis,
reflection, and research.
Range of Writing (p.82)
Standard 10 (11-12): Write routinely over
extended time frames (time for reflection and
revision) and shorter time frames (a single
sitting or a day or two) for a range of
discipline-specific tasks, purposes, and
audiences.
NETWORK 603
There is a rationale for everything we do that is based on student work/data. Everything we do leads to improved student outcomes.
SAMPLE - work in progress
Summative Assessment including Performance Task(s) – Attach task(s):
Formative Assessments including benchmarks throughout the unit:
- Beaks of Finches Lab and Summary Questions
- Diagram Processing
- Graphic Organizers
- Explanatory Essay on the Finches of the Galapagos Islands
- Quick Writes
- Evolution Common Unit Test
- Written Lesson Summaries
- Evolution Research Project on the Evolution of Humans
- Lab Summary Questions
- Evolution Research project on Human Evolution from a self-generated question
- Opinion Voice
-Performance Task: (See attached sheet for full text of task)
th
As part of your 9 grade Living Environment course you will be taking a trip to the American Museum of Natural
History. Your group has been assigned the task of explaining an alternative pathway to the Phylogenic Tree of Human
- Regent Question Explanations
- Notebook Processing
Evolution found in the Anne and Bernard Spitzer Hall of Human Origins to a group of your fellow students. You must produce
a written report to the Museum that includes a table and diagram that compares and contrasts the two pathways and explains
how the alternative pathway could be incorporated into their Phylogenic Tree and would best represent human evolution over
the last 4.5 million years.
Measures of Performance:
Cross-Disciplinary Connections:
(See attached rubrics).
Social Studies: mapping of species evolution and connection to world cultures
Math: mathematical representation of speciation rates and flow, probability and proportional relationships
ELA: Nonfiction reading: On the Origin of Species by Charles Darwin and Fiction reading: Man of the Year 1,000,000 by H G
Wells, Last and First Man by Olaf Stapledon
Instructional Pathways:
What progression of lessons will compromise this unit?
What strategies/best practices will be used to teach these higher order skills,
concepts, and processes?
NYS MST Standards –
NYC Performance
AIM
1. AIM: How are fossils produced?
Standards
LESSON CONTENT/SKILLS
Strategies/Best Practices/Resources
4.3a, 4.2a, 4.6c
Define fossil
-Observational writing that leads to a compare and contrast activity.
S2b/e, S4a/b, S5b
Preservation in amber/ice, preserved hard parts, petrification, sedimentation,
-Drawing and labeling of fossils as a pre-writing activity.
imprints, other traces
-Classification of unknowns
There is a rationale for everything we do that is based on student work/data. Everything we do leads to improved student outcomes.
NETWORK 603
SAMPLE - work in progress
-Fossil Samples
2. AIM: How are fossils dated?
4.3a, 4.2a, 4.6c
Sedimentary rock – layering
-Envelope sort for age or a fossil record. Template (T)
S2b/e, S4a/b, S5b
Relative dating, correlation, index fossils
-Before and after and Step-by-step diagrams enable students to add steps
Absolute dating: uranium-238, C14 (igneous rocks)
inbetween, before and after a process (T)
Graphing half-lives
3. AIM: How can we construct a timeline of the
4.3a, 4.2a, 4.6c
Earth’s history? (optional)
S2b/e, S4a/b, S5b
Geologic Time Scale: Era, Period/Epoch, MYA, fauna/flora
-Process a timeline into a written story
-Writing captions to supplement the timelines. (T)
-String, index cards, rulers, markers
4. AIM: What other evidence do scientists have to
4.3a, 4.2a, 4.6c
Comparative anatomy, embryology, and biochemistry
-Group debates as to the best information to support evolution
show that evolution has occurred?
S2b/e, S4a/b, S5b
Homologous structures, vestigial structures
-Evaluation of evidence – Graphic Organizer (GO)
5. AIM: How did Darwin explain evolution?
4.3a, 4.2a, 4.6c
Natural Selection: overproduction, struggle for existence, variation, survival of the
-Reading of Darwin’s actual writings
S2b/e, S4a/b, S5b
fittest, reproduction
-Comparison of different interpretations of Darwin’s work (GO)
4.3a, 4.2a, 4.6c
Mutations: gene and chromosome (nondisjunction, polyploidy)
-Create to models and simulations for representations
S2b/e, S4a/b, S5b
Crossing over, recombination, immigration/emigration
-Pictures of specific outcome: animals and plants
6. AIM: How does variation in species occur?
-Pipe cleaners – 2 colors
7. AIM: How do new species arise?
4.3a, 4.2a, 4.6c
Speciation: Isolation, geographic-reproductive
-Cause and Effect identification and writing (GO)
S2b/e, S4a/b, S5b
Adaptive radiation
-Predicting original organism and why (T)
8. AIM Why do gene frequencies change over time?
4.3a, 4.2a, 4.6c
Hardy Weinburg: population must be large, no migration in/out, mutations, random
-Red and white beans so students work with actual objects that can be
(optional)
S2b/e, S4a/b, S5b
reproduction
sorted and counted
Seldom occurs in any population – gene pool not stable and gene frequencies
-Explaining limitations and restrictions
change
graphing
9. AIM: How quickly does speciation occur? (can be
4.3a, 4.2a, 4.6c
Rate of speciation: gradualism, punctuated equilibrium
-Use of graphs (time x-axis)
collapsed in previous lesson)
S2b/e, S4a/b, S5b
Graphing
-Sort written examples into the two types (grad, punct equil) (T)
NETWORK 603
There is a rationale for everything we do that is based on student work/data. Everything we do leads to improved student outcomes.
SAMPLE - work in progress
10. How can natural selection be observed?
11. How did life begin on Earth?
12. STATE LAB: Beaks of Finches
13. STATE LAB: Beaks of Finches
4.3a, 4.2a, 4.6c
Industrial melanism
-Storyboarding (T)
S2b/e, S4a/b, S5b
Bacterial resistance to Antibiotics
-Video clips with writing prompts (GO)
Insect resistance to DDT/pesticides
-Create your own example
4.3a, 4.2a, 4.6c
Heterotroph hypothesis: heterotrophs, release of carbon dioxide, autotrophs,
-Expanding and contracting 1-picture story diagrams (T)
S2b/e, S4a/b, S5b
release of oxygen, aerobic respiration
-Write a story with the facts.
4.3a, 4.2a, 4.6c
Interpret data
Seeds, bowls, 4 different grasping tools, stop watches, graph paper
S2b/e, S4a/b, S5, S6,
Analysis of results
S7, S8
Making conclusions
4.3a, 4.2a, 4.6c
Interpret data
S2b/e, S4a/b, S5, S6,
Analysis of results
S7, S8
Making conclusions
Seeds, bowls, 4 different grasping tools, stop watches, graph paper
14. Review
15. Test
Notes/Reflections:
Students will struggle with the understanding that organisms have genetic differeneces and some of these differences may provide a greater survival valve – it is difficult for them to change their belief (understanding) that organisms can evolve from
a specific action. For example students tend to believe that roaches that are resistant to insecticide because they became resistant to the insecticide.
Also students tend to believe that positive traits are developed because organisms “need them”.
In terms of Natural Selection it is critical that students make a connection with differences and how changes in the environment acts as a selecting agent.
In the State Lab: Beaks of Finches – students struggle with the summary questions. Therefore, it is best to work in groups to create bulleted lists of ideas for each questions and then allow students to put it together.
Living Environment Performance Task in the Evolution Unit
There is a rationale for everything we do that is based on student work/data. Everything we do leads to improved student outcomes.
NETWORK 603
SAMPLE - work in progress
PERFORMANCE TASK:
As part of your 9th grade Living Environment course you will be taking a trip to the American Museum of Natural History. Your group has been assigned the task of explaining an alternative pathway to the Phylogenic Tree of Human
Evolution found in the Anne and Bernard Spitzer Hall of Human Origins to a group of your fellow students. You must produce a written report to the Museum that includes a table and diagram that compares and contrasts the two
pathways and explains how the alternative pathway could be incorporated into their Phylogenic Tree and would best represent human evolution over the last 4.5 million years.
Your oral presentation to the class must include answer the following questions:
a. Why are humans and Australopithecus classified in the same family as the great apes?
b. How does the fossil record support the evolution of the Hominines into humans?
c. How has the classification of humans changed over time?
d. How does current research support the “Out-of –Africa Model” which states that our genus originated in Africa and then migrated to the rest of the world?
e. How does recent evidence suggest that Australopithecus africanus may not be a direct ancestor of humans?
Also be prepared to share your opinion on the following:
Homo sapiens and Neanderthals coexisted for thousands of years. How do you think the Neanderthals affected our species’ evolution? Why?
There is a rationale for everything we do that is based on student work/data. Everything we do leads to improved student outcomes.
NETWORK 603
SAMPLE - work in progress
continued
Before the museum trip you will need to create:
a. A table that compares and contrasts three different phylogenic trees of human evolution.
b. A written report on the phylogenic tree that you feel best represents human evolution in the last 4.5 million years.
c. A series of “museum cards” for the different species represented in the Museum’s Phylogenic Tree of Human Evolution (above). The front of the card should include a picture of the species best represents this species
interaction and/or activities within the environment. The back of the card should include important information about the species – that is organized in the same manner for all cards (think of a baseball card).
d. Three “props” that you will use in your presentation at the museum. (These props can be objects or pictures that represent anatomical differences, signs with information that your classmates will hold up, colored maps,
additional species pictures, pictures of researchers, a string timeline, a replica tool, etc.)
e. A peer evaluation that provides feedback on both the presentation and the content addressed in the presentation (as compared to the information obtained at the Museum).
CCS Reading: KID#1, CS#6, IKI#7/8/9
CCS Writing: TTP#2, PDW#4/6, RBPK#7/8/9, RW#10
REFLECTION:
In terms of the Museum presentation, what did you feel /learn …
-
was the best part of the presentation? Why?
-
was the part of the presentation that you would need to revise? Why?
NETWORK 603
There is a rationale for everything we do that is based on student work/data. Everything we do leads to improved student outcomes.
SAMPLE - work in progress
-
about the “added-value” and audience response to your presentation props?
-
from your classmates evaluations of your presentation and the content it addressed?
continued
EVALUATION RUBRICS (Self, Peer, Teacher)
Report
4
Comparison of
3 phylogenic trees are thoroughly compared with
3
3 phylogenic trees are sufficiently compared and
2
3 phylogenic trees are minimally compared and
1
2 phylogenic trees are poorly compared and
There is a rationale for everything we do that is based on student work/data. Everything we do leads to improved student outcomes.
NETWORK 603
SAMPLE - work in progress
Phylogenic Trees
appropriate and detailed evidence
contrasted with acceptable evidence
contrasted
contrasted
Evidence to Support
Evidence is presented represents well-chosen,
Acceptable evidence is presented to support your
Limited evidence is presented to support your opinion
Little if any appropriate evidence is presented and it
Opinion
relevant with numerous facts, concrete details,
opinion and selected quotes are appropriate.
and greater explanation is needed to make a
does not make a strong case to support your
stronger connections to your case
opinion
multiple well-selected quotations, and other
appropriate information
Use of multiple
Multiple sources of information from print and digital
Several sources (+3) of information are used and
Only 2-3 sources of information have been used and
Only 1 source of information have been used and
sources
sources are used, cited correctly, and assessed for
correctly cited
are cited correctly
are not cited correctly
No plagiarism, written in own words and
Mostly written with own words with acceptable use
A moderate amount of material should be rewritten in
A significant amount of materials need to be
appropriately quoted
of quoted material
your own words and the number and amount of
rewritten in your own words and amount of quoted
quotes is too great for the size of the report
material is excessive
credibility
Avoid Plagiarism
Conclusion
Conclusion represents the best supports the
Conclusion mostly supports the information
Conclusion has a minimal connection to evidence
Conclusion is not appropriate for evidence
information presented
supported
presented
presented
Museum Cards & Props
4
Front of Card
3
2
1
A well selected, completely labeled picture of the
An acceptable labeled picture that represents 1-2
An acceptable labeled picture with a “generic
A picture with little or any detail that is not labeled
species is selected that best represents multiple
species interaction and/or activities within the
background” and no specific species interaction
or represent any interactions or activities with the
species interaction and/or activities within the
environment
and/or activities within the environment
environment
8-12, well selected fact categories with detailed
5-7, well selected fact categories with sufficient
4-7, fact categories with minimal information that are
1-5 poorly selected fat categories with limited
information that are well organized for ease of use
information that are well organized for ease of use
not well organized for ease of use
information and poorly organized
3 different types of highly useful props that are
3 prop that make minimal connections to audience
2 props that make minimal connections to audience
1 prop with limited use and connect to audience’s
clearly appropriate to the audience’s knowledge and
knowledge and interest
knowledge and interest
interest
environment
Back of Card
Props
NETWORK 603
There is a rationale for everything we do that is based on student work/data. Everything we do leads to improved student outcomes.
SAMPLE - work in progress
interest
continued
Presentation
4
Introduction
Organization
3
2
1
A highly interesting and thorough introduction that
An interesting and sufficient introduction that
A minimal introduction with an incomplete connection
A very brief introductory remark that leads directly
clearly identifies what will be presented and the
identifies what will be addressed in terms of the
to the goal of the presentation
into the presentation questions
most important aspects of the presentation
presentation questions
Extremely well organized presentation that follows a
Sufficient organization to keep audience
Somewhat limited organization that gives the
Poorly organized presentation that does not make
formal style and makes important connections and
“connected” to the flow of information and
presentation a “jumping or choppy” feel and is not
important connections and distinctions – leading to
distinctions that the audience easily follows
progression of evidence
always easy for audience to follow leading to several
confusion in the audience and lack of interest
clarifying questions.
Address Questions
All questions are thoroughly answered with detailed
Most questions are answered with appropriate facts
Several questions are answered with appropriate
Few if any questions are answered with appropriate
facts and numerous examples
and examples
facts and examples
facts and examples
Analyze Authors’
A thorough assessment of the author’s purpose and
A sufficient assessment of the author’s purpose
An incomplete assessment of the author’s purpose
Incorrect identification of author’s purpose and/or
Purpose &
extent to which his/her reasoning and evidence
and extent to which his/her reasoning and
and extent to which his/her reasoning and evidence
reasoning
Reasoning in
support his/her claim
evidence support his/her claim
support his/her claim
3+ Cards/Props are highly effective at enhancing
3 Cards/Props are appropriate and enhance the
2 Cards/Props are appropriate and enhance the
1-2 Cards/Props have limited value and generate
the content and interest of the presentation
content and interest of the presentation
content and interest of the presentation
little if any audience interest
A thoroughly convincing and well supported case is
A sufficient case is presented to support your
A limited case is presented for your opinion to
A weak case is presented with little if any support
presented to support your opinion for question (e)
opinion for question (e)
question (e) with incomplete support for your opinion
for your opinion for question (e)
Diagram
Use of Card/Props
Support Opinion
NETWORK 603
There is a rationale for everything we do that is based on student work/data. Everything we do leads to improved student outcomes.
SAMPLE - work in progress
continued
LE CCS-Type Assessment
Based on the information provided in the diagram below and your knowledge of biology, write an essay that will be published on your school’s website for Regents Review that answers all of the following:
1. Explain how Large Ground Finches and Large Tree Finches can coexist on the same
island.
2. Identify and explain why other species of finches are more likely to compete for food
with the Large Ground Finch.
3. Identify and describe traits, other than those in the diagram below, that would
contribute to the ability of different finch species to compete with the Large Tree
Finch.
4. Describe how a change in the structure of available seeds on an island would affect
the different Ground Finch populations.
NETWORK 603
There is a rationale for everything we do that is based on student work/data. Everything we do leads to improved student outcomes.
SAMPLE - work in progress
You must start your Essay with an OUTLINE that contains/demonstrates the following:
- Restatement of the task and purpose
- Identification of audience
- How you will open you will open/start your essay
- How your essay will be organized
- Which information is most significant (strongest-weakest evidence)
- Science concepts/facts that will be addressed
- Details and examples that will be presented
- Connections and distinctions that will be made with the information/evidence
- Thoughts on your introduction and conclusion
NETWORK 603
There is a rationale for everything we do that is based on student work/data. Everything we do leads to improved student outcomes.