€¦ · Web viewCALENDAR- Semester 1: September 8 to February 1 - Students will spend an average...

ORANGE PUBLIC SCHOOLS

CONTENT AREA: Science/Hydroponics GRADE: H.S. UNIT #: 1 UNIT NAME: Greenhouse Investigations

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SCOPE AND SEQUENCE

Unit Overview: Students will explore plant growth and the advantages of hydroponics systems. Through experience they will gain the basic skills needed to work the day to day operations of a hydroponics operation including seeding, transplanting, calibrating nutrient salts and pH, pest management and harvesting. Students will strive to improve the operation of the hydroponic greenhouse and to develop ways to use this resource for the purpose of community development.

Overview

Topic PE’s and DCI’s Reference Text(Pearson Your World Your Turn)

Suggested Pacing

Greenhouse Investigations ETS1.B Developing Solutions, ESS3.A Natural Resources

Industrial and sustainable agriculture: Pearson p. 373-383

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Interdependence and Natural Changes ESS3.A Natural Resources, ESS3.B Natural Hazards, ESS2.D Weather and Climate

Greenhouse experience 8-10

Human Impact ESS3.C Human Impact on Earth’s Systems, ESS3.D Global Climate Change

pH: Pearson Environmental Science p. 71 2-4

Research Project ETS1.B Developing Possible Solutions

Nutrients:Pearson Environmental Science p.90-91IPM (Integrated Pest Management): Pearson Environmental Science p.369-

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CALENDAR- Semester 1: September 8 to February 1 - Students will spend an average of at least one block per week doing experiential learning in the hydroponic greenhouse. Unit 1 will not be linear and may not be sequential, but will run concurrently with units 2-4. The actual schedule may be adjusted based on growth rates of plants and other events in the hydroponic greenhouse. Suggested Unit 1 greenhouse investigations are highlighted in yellow.

Semester 2: February 2 to June 22- Students will spend an average of at least one block per week doing experiential learning in the hydroponic greenhouse. Unit 1 will not be linear and may not be sequential, but will run concurrently with units 2-4. The actual schedule may be adjusted based on growth rates of plants and other events in the hydroponic greenhouse. Suggested Unit 1 greenhouse investigations are highlighted in yellow.

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September 2016

Mon Tue Wed Thu Fri

1Staff PD day

2Staff PD day

5District closed

6Staff PD day

7PD Day

8 A 1st Day School StudentsWhat is hydroponics? (U2a) Fishing simulation.

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12 A Science and engineering practices.System analysis.

13 14U2b Universe of ObligationEcosystem services

15 16 A U1 Greenhouse What is a system? /Greenhouse system

19 20 A Sustainable mindset3 Pillars of sustainability (U2)/Case studies

21 A U1 Greenhouse seeding /Types of Hydroponic Systems (U1b). Begin role model project

22 PD Day in p.m.Students 12:30 dismissal

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26Germination Gizmo

27 B 28 GREENHOUSE, germination rate, transplanting; measurepH/electroconductivity

29 30 The food system. How do we eat sustainably? Investigation into food choices and nutrition labels.

October 2106

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Mon Tue Wed Thu Fri

3 4 Food system continued: Food choices, water justice, packaging and marketingRecipe collection

5 6 pH lab and effects of pH on plants

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10Changes to Earth’s spheres. Natural hazardsNatural disasters investigation

11 12Unit 2 Test/Begin Unit 3 Human Impact Urbanization

13 14 GREENHOUSEIntegrated Pest Management

17 18 GREENHOUSEHarvest

19 20Climate Change Gizmo

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24U3 Quantifying human impact with analysis of ecological footprints

25 26U3 Global climate change investigation/analysis of footprint calculations

27 28 GREENHOUSEPlanning crops. Greenhouse maintenance. Marketing

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November 2016

Mon Tue Wed Thu Fri

1U3 A Disaster preparedness

2 3Greenhouse Maintenance

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7U3 Making a positive human impact project check in

8 9U3 c. Water purification Lab (making a positive human impact)

10District Closed

11District Closed

14 15Greenhouse Maintenance

16Students 12:30 dismissal

17U3 Human Impact Marketing Campaign presentations

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21 Greenhouse technical analysis of improvements/growing media comparison/ cost per unit

22 2312:30 dismissal students and staff

24District Closed

25District Closed

28 29AGreenhouse Maintenance

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December 2106

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Mon Tue Wed Thu Fri

1U4 Research Project

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5Research Project citations/outline

6 7A LAB BOOK TEST Day 1/ Research project work

8 9Lab Book test/ Day 2

12 13GREENHOUSE maintenance

14 15UNIT 2 Test Day 1All papers for S1 due

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19Unit 2 test Day 2

20 21U4 Research project rough draft due

22 23Greenhouse maintenance12:30 Dismissal

January 2017

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Mon Tue Wed Thu Fri

2District Closed

3 Greenhouse Maintenance 4 5Research Project check in/gallery walk/peer review

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9U1 LAB book TEST Day 1/Research Projects

10 11Lab Book Test Day 2/ Research Projects

12 13Practical TestResearch project peer review

16District Closed

17U4 Research project presentationsAssessment

18 19U4 Research Project Presentations AssessmentLast day for papers to be submitted

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23GREENHOUSEmaintenance/management

24 25Students 12:30 dismissalReflection and cleanup

26Students 12:30 dismissal

27Reflection and cleanup

30 31Reflection and cleanup

February 2107

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Mon Tue Wed Thu Fri

1 2A Semester 2Syllabus and IntroductionWhat is hydroponics? Fishing simulation (U2a)

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6Science and Engineering practices. System analysis. Norms. Pre-course survey

7 812:30 DismissalParent Conferences 1:15-4

9 10Greenhouse What is a system? /Inquiry into Hydroponic Greenhouse systems. Greenhouse norms U1b

13 14U2 Universe of obligation Ecosystem Services3 pillars of sustainabilityAssign role model project

15 16 A Greenhouse seedingSustainability case studies computer assignment – Easter Island/Abu Dhabi

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20 District Closed 21 District Closed 22 District Closed 23 District Closed 24 District Closed

27GREENHOUSEMeasuring pH and electroconductivity

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March 2107

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Mon Tue Wed Thu Fri

1U2 The food system. How do we eat sustainably? Investigation into food choices and nutrition labels. Recipe collection

2 3U2 Forest Ecosystem Gizmo

6 7U2 Changes to Earth’s spheres. Natural HazardsNatural disasters investigation

8 9Greenhouse Integrated Pest ManagementScience Fair Intro

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13U2 Changes to Earth’s spheres. Natural HazardsNatural disaster recovery

14 15A Unit 2 Test Day 1 /Begin Human Impact/Urbanization

16 17 A Unit 2 Test Day 2/U3 Quantifying human impact with analysis of ecological footprints

20 21A Greenhouse Harvest

22 23U3 Global climate change investigation

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27U3 Making a positive human impact

28 29U3 A Disaster preparedness

30 31A Sustainable Future science fair project research and development.

April 2017

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Mon Tue Wed Thu Fri

3 Testing 4 Testing 5 Testing 6 Testing 7 Testing

10 Testing 11 Testing 12 Testing 13 Testing 14 District Closed

17 District Closed 18 District Closed 19 District Closed 20 District Closed 21 District Closed

24Testing

25 26Sustainable Future Project

27 28Sustainable Future Project

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May 2107

Mon Tue Wed Thu Fri

1 2 U3 Water purification lab 3 4 Greenhouse maintenance/practical test

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8Research project presentation practice/peer review

9 10U1 Lab Book TEST Day 1

11 12Lab book test Day 2

15 16 Growing Plants Gizmo 17 18 TEST/science fair 19

22 U3 Disaster preparedness/recovery analysis

23 24Science Fair Project check in/TEST day 2

25 26Greenhouse maintenance

29 District Closed 30. U3 Greenhouse technical analysis for improvements

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June 2017

Mon Tue Wed Thu Fri

1Greenhouse maintenance

2

5Growing media comparison

6 7A Product packaging analysis 8 9Last day for papers to be submitted/Maintenance

12 13Reflection and cleanup

14 15GreenhouseReflection and cleanup

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19 2012:30 dismissalCleanup

2112:30 dismissalCleanup



26 27 28 29 30

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Essential Questions for the Unit: What is Hydroponics? How do we manage and maintain a hydroponic greenhouse?

How do we monitor and control variables? How can we improve our hydroponic greenhouse operation?

Unit Overview: Students will explore plant growth and the advantages of hydroponics systems. Through experience they will gain the basic skills needed to work the day to day operations of a hydroponics operation including seeding, transplanting, calibrating nutrient salts and pH, pest management and harvesting. Students will strive to improve the operation of the hydroponic greenhouse develop ways to use this resource for the purpose of community development.

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# Blocks

STUDENT LEARNING OBJECTIVES CORRESPONDING PE’s and DCIs

CURRICULAR & SUPPLEMENTAL RESOURCES ASSESSMENT

Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

a. Define hydroponicsb. Compare and contrast

hydroponics to traditional agriculture

c. Compare and contrast different hydroponic systems-NFT system, Dutch Pot System analysis

d. Identify missing plant nutrientse. Explain the connection

between electroconductivity and greenhouse work

f. Explain the important of proper pH balance

g. Test and balance pH and

HS-ESS3-4ESS3.CETS1.B

Introduction to hydroponicshttps://app.discoveryeducation.com/player/view/assetGuid/dd3f24cd-0c8a-4651-b2a3-80e70e07a9a5

https://www.youtube.com/watch?v=pZJWnpz_mMU

Space Foodhttps://app.discoveryeducation.com/learn/videos/1b6d1732-6603-493e-865e-5f15ab7e7910?hasLocalHost=false

Introduction to Hydroponics Power Pointhttp://www.conference.ifas.ufl.edu/aitc/presentations/Session%204/Hydroponics%20in%20the%20Classroom/Hydroponics%20in%20the%20Classroom%20PowerPoint%20Presentation.pdf

Project based assessment may include an individual or group research project that connects to improving sustainability on a small scale or larger scale.

Authentic Assessments will be comprised of 50% lab report product and 50% performance per departmental approved rubrics and may include

a. Self-Watering System Modelb. Hydroponic Greenhouse System Analysis (vocabulary, sketch, boundaries, inputs/outputs, interactions with other systems)c. Seeding and germination rated. Transplantinge. Integrated Pest Managementf. Controlling Variablesg. Harvesting

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https://app.discoveryeducation.com/learn/videos/1b6d1732-6603-493e-865e-5f15ab7e7910?hasLocalHost=false





https://app.discoveryeducation.com/player/view/assetGuid/dd3f24cd-0c8a-4651-b2a3-80e70e07a9a5





electroconductivity in the greenhouse

h. Analyze growing media strengths and weaknesses

i. Explain Integrated Pest Management (IPM)

j. Identify pestsk. Explain the conditions for seed

germinationl. Germinate cropsm. -Explain other possible ways of

producing plants from a parent plant

n. Find the best conditions for growing a plant through experimentation

o. Identify and perform daily maintenance tasks in the greenhouse

Hydroponics is not new technologyhttp://www.aces.uiuc.edu/vista/html_pubs/hydro/hydrotoc.html

Activity 1: Explanation DevelopmentExploring Energy Transformation in Plants. Creation of a self-watering grow systemhttps://www.glbrc.org/education/classroom-materials/exploring-energy-transformations-plants-0

Nutrient deficiency chartshttp://youkous.com/bnV0cmllbnQtZGVmaWNpZW5jeS1jaGFydC1mb3ItcGxhbnRz/

Discovery Education: Identify nutrient deficiencies in plantshttps://www.nutrientsforlife.org/games/humanity/

Pest Managementhttp://www.growuphydrogarden.com/hydrogarden/eco-friendly-pest-control-

h. Field Notes and Lab Booki. Gizmosj. Practical Assessment of greenhouse skillsk. Authentic assessment of nutrient deficiency through an online simulation to help African farmers maximize crop production

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http://www.growuphydrogarden.com/hydrogarden/eco-friendly-pest-control-options-hydrogarden


https://www.nutrientsforlife.org/games/humanity/

https://www.nutrientsforlife.org/games/humanity/

http://youkous.com/bnV0cmllbnQtZGVmaWNpZW5jeS1jaGFydC1mb3ItcGxhbnRz/



http://www.aces.uiuc.edu/vista/html_pubs/hydro/hydrotoc.html

http://www.aces.uiuc.edu/vista/html_pubs/hydro/hydrotoc.html



options-hydrogarden

Plant Tissue Analysishttp://www.soiltest.uconn.edu/analysis.php

Plant nutrition in tomatoes:http://ag.arizona.edu/hydroponictomatoes/nutritio.htm

Seed Germination Gizmohttps://www.explorelearning.com/index.cfm?method=cResource.dspView&ResourceID=378

HS-ESS3-2ESS3.AETS1.B

http://hydroponicsonline.com/lessons/Introduction/lesson1-1intro.htm

Electroconductivityhttp://easyponic.com/control-ph-conductivity-hydroponics/

pH analysis17

http://easyponic.com/control-ph-conductivity-hydroponics/

http://easyponic.com/control-ph-conductivity-hydroponics/

http://ag.arizona.edu/hydroponictomatoes/nutritio.htm

http://ag.arizona.edu/hydroponictomatoes/nutritio.htm

http://www.soiltest.uconn.edu/analysis.php

http://www.soiltest.uconn.edu/analysis.php




Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.*

HS-ESS3-2ESS3.A

Pearson Environmental Science p.71 (pH)What is pH and why do we care?http://anrcatalog.ucanr.edu/pdf/8488.pdf

pH and cropshttp://www.nutrientstewardship.com/implementation/article/soil-ph-and-availability-plant-nutrients

Benefits of urban farminghttp://www.growuphydrogarden.com/hydrogarden/benefits-home-garden

Traditional agriculture versus hydroponicshttp://www.growuphydrogarden.com/blog/traditional-gardening-hydroponic-gardening

Students develop a scientific argument in support of or against hydroponics or urban farming as a best practice for use of natural resources. Students will create a presentation or other representation to support their scientific argument, citing quantitative evidence from research to support their claim.

Students may track the use of resources in growing a hydroponic crop and compare this to the use of resources for growing and marketing a field crop.

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http://www.growuphydrogarden.com/blog/traditional-gardening-hydroponic-gardening



http://www.growuphydrogarden.com/hydrogarden/benefits-home-garden

http://www.growuphydrogarden.com/hydrogarden/benefits-home-garden

http://www.nutrientstewardship.com/implementation/article/soil-ph-and-availability-plant-nutrients



http://anrcatalog.ucanr.edu/pdf/8488.pdf



a. Compare and contrast different hydroponic systems-NFT system, Dutch Pot System analysis

b. Analyze growing media strengths and weaknesses

c. Evaluate different pest removal solutions

How to Know the Different Types of Hydroponic Garden Systems

https://www.youtube.com/watch?v=3mWJtbNucJQ

Aquaponics: http://www.fao.org/3/a-i4021e/i4021e06.pdf

Growing Media:https://www.youtube.com/watch?v=ZRrcA-7fgmA

Growing Media text: http://www.epicgardening.com/hydroponic-growing-media/

Students may evaluate the cost to sales ratio for greenhouse products, refining the business end of the operation to increase profitability.

Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.

Assess cost per unit of hydroponic

HS-ESS3-3ESS3.C

Students may assess agricultural efficiency and levels of conservation involved in the hydroponic operation.

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http://www.epicgardening.com/hydroponic-growing-media/

http://www.epicgardening.com/hydroponic-growing-media/

https://www.youtube.com/watch?v=ZRrcA-7fgmA

https://www.youtube.com/watch?v=ZRrcA-7fgmA

http://www.fao.org/3/a-i4021e/i4021e06.pdf

http://www.fao.org/3/a-i4021e/i4021e06.pdf





operation and develop ways to reduce cost per unit.

Evaluate the agricultural efficiency of the hydroponic greenhouse in comparison to traditional farming.

Story line for HS-ESS3 Human Sustainability: Earth and Human Activity help students formulate an answer to the question: “How do Earth’s surface processes and human activities affect each other?” The ESS3 Disciplinary Core Idea from the NRC Framework is broken down into four sub-ideas: natural resources, natural hazards, human impact on Earth systems, and global climate change. Students understand the complex and significant interdependencies between humans and the rest of Earth’s systems through the impacts of natural hazards, our dependencies on natural resources, and the significant environmental impacts of human activities. Engineering and technology figure prominently here, as students use mathematical thinking and the analysis of geoscience data to examine and construct solutions to the many challenges facing long-term human sustainability on Earth. The crosscutting concepts of cause and effect, systems and system models, and stability and change are called out as organizing concepts for these disciplinary core ideas. In the ESS3 performance expectations, students are expected to demonstrate proficiency in developing and using analyzing and interpreting data, mathematical and computational thinking, constructing explanations and designing solutions and engaging in argument; and to use these practices to demonstrate understanding of the core ideas.

During Sustainability/Hydroponics course students will analyze the three pillars of human sustainability exploring examples of sustainable and unsustainable practices. They will perform an in-depth investigation into food and food choices, with a focus on using the hydroponic greenhouse at Orange High School as an example of sustainable agriculture and a community development effort. Students will be asked to undertake a science fair

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research project with the aim of improving human sustainability.

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Using Mathematics and Computational ThinkingMathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

● Create a computational model or simulation of a phenomenon, designed device, process, or system. (HS-ESS3-3)

● Use a computational representation of phenomena or design solutions to describe

Disciplinary Core Ideas

ESS2.D: Weather and Climate● Current models predict that, although future

regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6)

ESS3.A: Natural Resources● Resource availability has guided the

development of human society. (HS-ESS3-1)● All forms of energy production and other

resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of

Crosscutting Concepts

Cause and Effect● Empirical evidence is required to

differentiate between cause and correlation and make claims about specific causes and effects. (HS-ESS3- 1)

Systems and System Models● When investigating or describing a

system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. (HS-ESS3-6)

Stability and Change● Change and rates of change can be

quantified and modeled over very short or very long periods of time. Some system changes are

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and/or support claims and/or explanations. (HS-ESS3-6)

Constructing Explanations and Designing SolutionsConstructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories.

● Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-ESS3-1)

● Design or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and

these factors. (HS-ESS3-2)

ESS3.B: Natural Hazards● Natural hazards and other geologic events have

shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations. (HS-ESS3-1)

ESS3.C: Human Impacts on Earth Systems● The sustainability of human societies and the

biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3)

● Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. (HS-ESS3-4)

ESS3.D: Global Climate Change● Through computer simulations and other

studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities. (HS-ESS3-6)

ETS1.B: Developing Possible Solutions● When evaluating solutions, it is important to take

into account a range of constraints, including

irreversible. (HS-ESS3-3)● Feedback (negative or positive) can

stabilize or destabilize a system. (HS-ESS3-4)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Engineering, Technology, and Applications of Science

Influence of Science, Engineering, and Technology on Society and the Natural World

● Modern civilization depends on major technological systems. (HS-ESS3-1),(HS-ESS3-3)

● Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks. (HS-ESS3-2),(HS-ESS3-4)

● New technologies can have deep impacts on society and the environment, including some that were not anticipated. (HS-ESS3-3)

● Analysis of costs and benefits is a critical aspect of decisions about technology. (HS-ESS3-2)

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tradeoff considerations. (HS-ESS3-4)

Engaging in Argument from EvidenceEngaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.

● Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations). (HS-ESS3-2)

cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary to HS-ESS3-2),(secondary HS-ESS3-4)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Science is a Human Endeavor● Science is a result of human

endeavors, imagination, and creativity. (HS-ESS3-3)

Science Addresses Questions About the Natural and Material World

● Science and technology may raise ethical issues for which science, by itself, does not provide answers and solutions. (HS-ESS3-2)

● Science knowledge indicates what can happen in natural systems—not what should happen. The latter involves ethics, values, and human decisions about the use of knowledge. (HS-ESS3-2)

● Many decisions are not made using science alone, but rely on social and cultural contexts to resolve issues. (HS-ESS3-2)

Connections to other DCIs in this grade-band:HS.PS1.B (HS-ESS3-3); HS.PS3.B (HS-ESS3-2); HS.PS3.D (HS-ESS3-2); HS.LS2.A (HS-ESS3-2),(HS-ESS3-3); HS.LS2.B (HS-ESS3-2), (HS-ESS3-3),(HS-ESS3-6);HS.LS2.C (HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-6); HS.LS4.D (HS-ESS3-2),(HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-6); HS.ESS2.A (HS-ESS3-2),(HS-ESS3-3),(HS-

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ESS3-6);HS.ESS2.E (HS-ESS3-3)

Articulation of DCIs across grade-bands:MS.PS1.B (HS-ESS3-3); MS.PS3.D (HS-ESS3-2); MS.LS2.A (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-3); MS.LS2.B (HS-ESS3-2),(HS-ESS3-3); MS.LS2.C (HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-6); MS.LS4.C (HS-ESS3-3); MS.LS4.D (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-3); MS.ESS2.A (HS-ESS3-1),(HS-ESS3-3),(HS-ESS3- 4),(HS-ESS3-6);MS.ESS2.A HS-ESS3-1),(HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-6); MS.ESS2.C (HS-ESS3-6); MS.ESS3.A (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-3); MS.ESS3.B (HS-ESS3-1),(HS-ESS3-4); MS.ESS3.C (HS-ESS3-2),(HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-6); MS.ESS3.D (HS-ESS3-4),(HS-ESS3-6)

Common Core State Standards Connections:ELA/Literacy -RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or

inconsistencies in the account. (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-4)RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging

conclusions with other sources of information. (HS-ESS3-2),(HS-ESS3-4)WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-ESS3-1)Mathematics -MP.2 Reason abstractly and quantitatively. (HS-ESS3-1),(HS- ESS3-2),(HS-ESS3-3),(HS-ESS3-4),(HS-ESS3-6)MP.4 Model with mathematics. (HS-ESS3-3),(HS-ESS3-6)HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose

and interpret the scale and the origin in graphs and data displays. (HS-ESS3-1),(HS-ESS3-4),(HS-ESS3-6)HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (HS-ESS3-1),(HS-ESS3-4),(HS-ESS3-6)HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-ESS3-1),(HS-ESS3-4),(HS-ESS3-6)* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

Table: Component Ideas arranged into courses. The table uses the information in the NGSS foundation boxes to connect the high school NGSS performance expectations to the component ideas from the Framework.

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€¦ · Web viewCALENDAR- Semester 1: September 8 to February 1 - Students will spend an average...

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