Standards Narrative
COMMON CORE SCIENCE LITERACY STANDARDS:
Source: http://www.corestandards.org
CCSS.ELA-Literacy.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of process, phenomenon, or concept, resolving conflicting information when possible.
CCSS.ELA-Literacy.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
The common core standards focus on literacy skills; thus they are relevant for classwork that focuses on research or essay assignments. Standard RST.11.12.9 is used in the webquest on climate change as students need to use information from various sources to complete their research. RST.11-12.3 is relevant to laboratory activities as it focuses on the skills needed to successfully complete a laboratory activity.
NEXT GENERATION SCIENCE STANDARDS:
Source: http://www.nextgenscience.org/
There are three categories of standards in the unit: physical science, life science and engineering design standards. Life science standards are used to inform activities that explore biology concepts in the unit.
HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
Standards HS-LS1-5 & HS- LS1-7 are used in the analysis of photosynthesis and cellular respiration. LS1-5 is especially useful as it focuses on the transformation of light energy into chemical energy of carbohydrates. LS1-7 provides a context to explore cellular respiration as a process that converts the stored energy in food.
The following standards HS-LS2-3 and HS-LS2-5 are used to inform the analysis of the carbon cycle. They are used to establish the ways that the carbon cycle is maintained and how human actions disrupt the balance of carbon stores.
HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
Physical science standard HS-PSS3-3 focuses on the skills needed to build the DSSC as a device that transforms light into electrical energy. An important aspect of this standard is that is asks students to refine their device. This is important to the unit as students will be asked to consider ways to improve the efficiency of their DSSC. Standard HS-PS1-1 is used in the lesson on semiconductors, insulators, and conductors as they are located in specific regions of the periodic table.
HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
The earth space standards are essential to this unit as they address environmental issues that arise as a result of human activity. They are especially relevant to a unit that explores climate change and its projected impact on human life. HS-ESS3-1ask students to analyze how our actions affect the environment, while HS-ESS3-4 asks us to consider solutions that will ameliorate the consequences of our actions. These standards frame the entire unit.
HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
Since evidence is needed to support the claim that human actions are responsible for climate change, HS-ESS3-5 asks that we look at available data for evidence. The webquest assignment will provide students the opportunity to find such evidence.
HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
The last two standards HS-ETS1-1 and HS-ETS1-3 are engineering design standards that ask students to analyze a global challenge (climate change) and to propose solutions based on prioritized criteria and trade-offs. This is perhaps the most challenging standard as the issues of energy policy as they affect the climate are difficult to address because of the many conflicting priorities. Students must understand that there are no easy answers to our problems given the ramifications of any policy we undertake.
HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
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