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Basics

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Key Questions

  • MA Curriculum Frameworks: Detailed List5-ESS2 Earth’s Systems

    5-ESS2-1. Use a model to describe the cycling of water on Earth between the geosphere, biosphere, hydrosphere, and atmosphere through evaporation, precipitation, surface runoff, condensation, transpiration, and runoff. [Assessment Boundary: Assessment does not include explanations of mechanisms that drive the cycle.]

    5-ESS2-2. Describe and graph the amounts and percentages of salt water in the ocean; fresh water in lakes, rivers, and ground water; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth’s biosphere. [Clarification Statement: Nearly all of Earth’s available water is in the ocean; most fresh water is in glaciers or underground.] [Assessment Boundary: Assessment does not include the atmosphere.]

    5-ESS3 Earth and Human Activity
    5-ESS3-1. Obtain and combine information about ways communities reduce the impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process. [Clarification Statement: Examples of changed practices or processes include treating sewage, reducing the amounts of materials used, capturing polluting emissions from factories or power plants, and preventing runoff from agricultural activities.] [Assessment Boundary: Assessment does not include social science aspects of practices such as regulation or policy.]

    5-ESS3-2(MA). Test a simple system designed to filter an impurity out of water and propose one change to the design to improve it.* [Clarification Statement: Examples of impurities could include particulates or bacteria.]

    5-LS1 From Molecules to Organisms: Structures and Processes

    5-LS1-1. Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use air, water, and energy from the sun to produce sugars and plant materials . [Assessment Boundary: The chemical formula or details about the process of photosynthesis is not expected.]


    5-LS2 Ecosystems: Interactions, Energy, and Dynamics

    5-LS2-1. Develop a model of a food web to describe the movement of matter among producers, primary and secondary consumers, decomposers, and the air and soil in the environment: a. show that plants produce sugars and plant materials; b. show that some animals eat plants for food and other animals eat the animals that eat plants; and c. show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil. [Clarification Statement: Emphasis is on matter moving throughout the ecosystem. Waste includes matter in the form of gasses (such as air), liquids (such as water), or solids (such as minerals or nutrients).] [Assessment Boundary: Assessment does not include molecular explanations.]

    5-LS2-2(MA). Compare at least two designs for a composter to determine which is most likely to encourage decomposition of materials.* [Assessment Boundary: Assessment is limited to qualitative descriptions or comparisons of decomposition.]

    MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
    MS-LS2-1. Analyze and interpret data to provide evidence for the effects of periods of abundant and scarce resources on the growth of organisms and the number of organisms (size of populations) in an ecosystem.

    MS-LS2-2. Describe how relationships among and between organisms in an ecosystem can be competitive, predatory, parasitic, and mutually beneficial and that these interactions are found across multiple ecosystems. [Clarification Statement: Emphasis is on describing consistent patterns of interactions in different ecosystems in terms of relationships among and between organisms.]

    MS-LS2-3. Develop a model to describe the cycling of matter among living and nonliving parts of an ecosystem including through the process of photosynthesis ans cellular respiration. [Clarification Statement: Emphasis is on a general understanding of cycling of matter in an ecosystem.] [Assessment Boundary: Assessment does not include cycling of specific atoms (such as carbon or oxygen), nor the biochemical steps of photosynthesis or cellular respiration.]

    MS-LS2-4. Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations. [Clarification Statement: Focus should be on ecosystems characteristics varying over time, including disruptions such as hurricanes, floods, wildfires, oil spills, and construction.]

    MS-LS2-5. Evaluate competing design solutions for protecting an ecosystem. Discuss benefits and limitations of each design.* [Clarification Statement: Examples of design solutions could include water, land, and species protection, and the prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]

    MS-LS2-6(MA). Explain how changes to the biodiversity of an ecosystem—the variety of species found in the ecosystem—may limit the availability of resources humans use. [Clarification Statement: Examples of resources can include food, energy, medicine, and clean water.]

    MS-LS2-7(MA). Construct a model of a food web to explain that energy is transferred among producers, primary, secondary, and tertiary consumers, and decomposers as they interact within an ecosystem. [Clarification Statement: Student should be able to predict changes in relative sizes of populations based on food webs.]




    MS-PS3 Energy

    MS-PS3-3. Apply scientific principles of energy and heat transfer to design, construct, and test a device to minimize or maximize thermal energy transfer.* [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred, nor account for specific heat.]
    MS-PS3-4. Determine the relationships among the energy transferred, how well the type of matter retains or radiates heat, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred nor calculations of specific heat.]

Units / Activities

  • Introduction to Gender Constructs: Fairy Tales (1 week)We begin with Fairy Tales because they are primary sources that capture the Gender Constructs of Cult True Womanhood and the Myth of Manhood and reveal how these construct shape our art and gender identity. We compare the originals compare and contrast to the Disney Versions which reveals the influence of the constructs in contemporary times. Through the activities, work, discussions, we lay the foundation for critical and creative exploration of the courses themes and for the form of assessments (poetry, analysis, presentation, discussion, and performance.)
    Activities:
    Four Corner: statements about gender roles
    Each students retells one of the stories from a selected (ONE)
    character’s perspective, including back story of that character
    Create a found poem that captures a theme
    Meal paragraphs on constructs and theme
    Unit one folder in google drive https://drive.google.com/folderview?id=0B0eWsb4pfiY-S0tjVGhyNHhQYm8&usp=sharing Film clips for Disney and modern versions of Cinderella, Beauty and the Beast
  •  

    Web Link: Herstory: Unit One

Assessment Techniques

  • PresentationsStudent will make a presentation to a panel of staff/community members and the garden club.. Student will get feedback from the panel and will be graded pass/fail. The student presentation and journal/notebooks will be posted/linked on the school website.
  • Pre and Post SurveyStudents will participate in a pre and post survey to evaluate attitudes and content knowledge.

Frameworks / Skills

  • VTE Strand 4 - Employability
    4.A.01a
    Evaluate industries, organizations, and careers based on multiple sources of research and information.
    (VTE Strand 4 - Employability)
  • VTE Strand 4 - Employability
    4.A.02a
    Assess interest areas to determine potential career pathways, including career ladders.
    (VTE Strand 4 - Employability)
  • VTE Strand 4 - Employability
    4.A.03a
    Develop a career plan with alternatives.
    (VTE Strand 4 - Employability)
  • VTE Strand 4 - Employability
    4.A.05a
    Create professional cover letters, resumes, and portfolios in a variety of formats (print and electronic) .
    (VTE Strand 4 - Employability)
  • VTE Strand 4 - Employability
    4.A.09a
    Assess alternative occupational choices (e.g. working conditions, benefits, and opportunities to change).
    (VTE Strand 4 - Employability)
  • VTE Strand 4 - Employability
    4.B.08a
    Apply basic skills for work-related oral communication.
    (VTE Strand 4 - Employability)
  • VTE Strand 4 - Employability
    4.D.03a
    Demonstrate willingness to learn and further develop skills.
    (VTE Strand 4 - Employability)
  • VTE Strand 4 - Employability
    4.D.08a
    Explain the importance of setting goals and demonstrate the ability to set, reach, and evaluate goals.
    (VTE Strand 4 - Employability)


Direct website link to this project: http://resources21.org/cl/contextual.asp?projectnumber=0