Grade/Subject
7-12/ Environmental Science
Topic
Exploring seed dispersal, identification of seed, seed and dispersal connection, part animals and abiotic factors play- connections
Task Title
Roots and Winds
Pacing
3-6 weeks
Task Overview
Models allow students to communicate ideas and explore spatial relationships in two or three dimensions. Models also provide an opportunity for students to use oral communication as well as written communication such as drawing and language.A scientific model is a theory formulated to explain and integrate all the information that is known about a particular natural phenomenon. As new information is discovered, it is tested against the accepted model and if it conflicts, the model or theory may be altered or replaced to accommodate the new information. Students will develop and use models to analyze and interpret data and become experts in their field. As botanists, students will plan and carry out an investigation to formulate a proposal and grow a plant from a seed. Student models and data will substantiate their presentations. Through participation in the gathering of evidence to support a claim, students will discern interactions. between seed and animals and abiotic factors. After presenting their fact in a debate over the best type of seed dispersal students will submit a final paper that will support the argument for the ‘best’ type of seed dispersal
Objectives - To become Essential questions:
Identify and describe common seed dispersal strategies
Determine the primary seed dispersal strategies for five different seeds
Identify and describe the advantages and disadvantages of different seed
Identify different types of fruit and seed dispersal
Relate velocity and acceleration to determine where seeds will land.
Design fruits/seeds so that they will disperse effectively in the wind
Measure the distance the fruit/seed travels and estimate the time aloft
Summarize their data in graphical format and analyze their results.
Determine if there is a correlation between the distance a fruit or seed travels and the amount of time aloft
Essential Question(s)
How can data reveal the changes that occur in systems?
Which systems within the earth structure support agriculture?
What are the connections between Earth systems and living things?
How can a model of research data support a claim?
NGSS Performance Expectations / CT Framework for Science
In middle school students developed models of earth’s materials and cycling of water and atmospheric circulation. ( MS – ESS2-1, ESS2-4, ESS2-6) .
HS-ESS2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth’s systems.
HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
HS-LS4-2.Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. [Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.]
HS-LS4-4.Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. [Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.]
[Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.]
HS-LS4 Biological Evolution: Unity and Diversity ...... 95
HS-ESS1 Earth’s Place in the Universe ...... 97
HS-ESS2 Earth’sSystems...... 99
HS-ESS3 Earth and Human Activity...... 101
HS-ESS2-7. Construct an argument based on evidence about the simultaneous co-evolution of Earth’s systems [and life on Earth].
HS-ETS-1. Analyze a major global challenge to specify [qualitative] and quantitative criteria [and constraints] for solutions that account for societal needs and wants
HS-ETS-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
CT 9.7: Elements on Earth move among the reservoirs in the solid earth, oceans, atmosphere, and organisms as part of biogeochemical cycles.
Science & Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Analyzing and Interpreting Data - Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.
Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible. (HS-LS4-3)
Using Mathematics and Computational Thinking - Mathematical 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 or revise a simulation of a phenomenon, designed device, process, or system. (HS-LS4-6)
Constructing Explanations and Designing Solutions - Constructing 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 ideas, 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-LS4-2),(HS-LS4-4)
Engaging in Argument from Evidence - Engaging 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 the natural and designed world(s). Arguments may also come from current or historical episodes in science.
Evaluate the evidence behind currently accepted explanations or solutions to determine the merits of arguments. (HS-LS4-5)
Obtaining, Evaluating, and Communicating Information - Obtaining, evaluating, and communicating information in 9–12
ESS2.A: Earth materials and systems
ESS2.C: the roles of water in earth’s surface processes
ESS2.D: Weather and climate
ESS3.D: Global Climate Change
ETS.A Defining and Delimiting Engineering Problems
ETS1.B Developing Possible Solutions
-Patterns
-Cause and Effect: -Mechanism and Explanation
-Systems and System Models
-Stability and Change
-Systems and Systems Models
CCS Core Literacy Standards
CCSS.ELA-Literacy.RST.9-10.1
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
CCSS.ELA-Literacy.RST.9-10.3
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
CCSS.ELA-Literacy.RST.9-10.9
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
ISTE Standards
(
After reading their descriptions, check those that apply to performance task.
☐ Creativity
☐ Communication and Collaboration
☐ Research and Information Fluency
☐ Critical Thinking, Problem Solving, and Decision Making
☐ Digital Citizenship
☐ Technology Operations and Concepts
K-D-U
KNOW
Facts, formulas, information, vocabulary
DO
Skills of the discipline, social skills, production skills, processes (usually verbs/verb phrases)
Articulate conclusions and explanations based on research data
Interpret models & results based on the investigation
Identify questions that can be answered through scientific investigation
Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.
Design and conduct appropriate types of scientific investigations to answer different questions.
Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation
Identify independent and dependent variables including those that are kept constant and those used as controls.
Explain how the different Earth Systems can change and create feedback resulting in changes to other systems.
Assess the reliability of the data that was generated in the investigation.
Communicate about science using relevant science vocabulary and supporting evidence and clear logic.
UNDERSTAND
Big ideas, generalizations, principles, concepts, ideas that transfer across situations
Students will understand that feedback loops are cycles of mutual reinforcement that exist between the earth systems.
Students will understand that data can explain and predict changes
Students will understand that displays of data are models.
Students will understand that creating models can give structure to a solution design.
Students will understand that by sharing information they can make valid arguments for a proposed solution.
Notes for Teachers
For this task -
Possible Student Misconceptions
Students may misunderstand that each cycle; for example, the water, carbon, and phosphate cycles; are not interconnected.
Students may not understand that Earth’s feedback loops are the intersection of cycles that cause change in the initiating system. (Cause & Effect)
Argumentative writing is different than persuasive writing. Claims and warrant are based on research and evidence (not emotions or anecdotes). The solution design is intended to be argumentative not persuasive.
Materials & Resources
Computers with internet accessibility
Resources:
Seed Dispersal
Wind Dispersal
- Daily Nuggets for the classroom- co-designed by scientistsand teachers, which give students practice interpreting quantitative information and making claims based on evidence.
Seed Story
Worksheets:
Directions for Students
Grades 9-12
Performance Task
Roots & Wind
Background Information
Task
Your task is to recommend to
Rubric
Performance Level Exemplary
Performance Level Proficient
Performance Level Developing
Performance level Emerging
Suggested Inquiry-Based Instruction/Activities
In order to learn:
(learnings identified in KDU)
Students might:
(one or more learning experiences)
How to articulate conclusions and explanations based on research data
research plate tectonics to understand the geology in CT Find an article or a story or an event that might spark student interest and generate student inquiry into plate tectonics
How to interpret models based on an investigation.
design an experiment to gather their own data based on research
How to design and investigate appropriate scientific investigation to answer different questions
formulate an answer to a question by designing an experiment
How to use data to support a claim
examine research data and experimental data to support their choice of arable land
How system interact
compare data with other team member’s data and make connections.
How to determine if land is arable
examine and investigate data
Possible Student-Generated Inquiry Experiences
Students will brainstorm topics, collaborate, research, design an original experiment, examine data.
In small collaborative groups, students will generate original questions and design an experiment to collect data. They will use this data to identify parcels of arable land and present in a formal recommendation.
"How do I know I know?"; "What does this leave me not knowing?"; "What things do I assume rather than examine?"