New Roots Earth Systems Science II

Transcription

1 New Roots Earth Systems Science II Unit Name: Origins Grade: 10 th Grade Disciplines: Earth Systems Science II: Life Science Authors: Becca Rodomsky-Bish Overarching Question: Where have we come from? Who am I? How do we make meaning in the world? Enduring Understanding: Systems have stories that change over time. We better understand ourselves by understanding the systems around/within us. Understand who I am now, knowing I have and will change over time. Essential Questions: What is Science? What isn t Science? What is the story of Earth s origin? What are the basic building blocks of life established during the origin of the universe? How is Earth a system? What are the systems within Earth s systems? What is the story of the evolution of life on Earth? How did humans get here? How do I fit into the story? What are my systems? Unit Summary: We will examine stories of the origin of the universe, the evolution of biological life and the theory of human evolution. We will use these examinations as a model for assessing what is and isn t science. Also, we will develop an understanding of the basic building blocks of life and how those blocks are the same in our own biology as humans. This interrelationship will begin to develop students understanding of systems thinking. Finally we will conclude the trimester by creating a large visual of the evolution of life on the planet, paralleled to the evolution of the Ithaca landscape.

2 Suggested Time Allowance: 10 weeks State Standards: 1.1, 1.2, 1.3, , 2.3, 3.1, 5.1, 6.1, 6.2, 6.3, 7.1 Education for Sustainability Core Content Standards and Performance Indicators (Name of Standard, letter and number of Performance Indicator) C The Dynamics of Systems and Change: C1, C2, C3, C4, C6, C11, C14, F Natural Laws and Ecological Principles: F1, F4, Learning Outcomes What are the enduring understandings? Understand that science is a lens we use to better understand the past, present and future. The creation of the universe parallels the creation of self. Systems are made up of many parts working together. The Earth is a system. I am a system. Systems function within systems. Systems evolve and change over time. What will students know? The difference between what is and isn t science What the scientific method is and how it is a form of inquiry. The creation story of the universe. The creation of life on earth. Basic building blocks of life that are found in all parts of the universe The entry of humans into the creation story Understand the correlation between the creation of the universe and their own creation as humans. The different earth s systems: exo-, atmos-, hydro-, litho-, bio-, anthro- Theories of creation Theory of Evolution What will students be able to do (performance tasks/ evidence)? Distinguish between processes that are science and not science Give examples of what is science and is not science Begin to set-up the structures for doing science Create a creation story Identify the major earth s systems and describe their characteristics Identify parts of systems Begin to identify biological systems Explain the basics of evolutionary theory Create a visual or production of life s major points of evolution from the creation of the Universe until the emergence of humans

3 Investigation 1: The Universe Story; Through the Lens of Science Guiding Questions: What is the process of doing science? Why do we use science? When do we use science? What is the story of earth s creation? What are the basic building blocks of life established during creation? What are the parts of the earth s system spheres? How do these spheres interact and influence each other? Long Term Learning Targets: I can analyze the interrelatedness of the universe. I can describe what role scientific knowledge plays in developing my understanding of the world. Supporting Targets: I can explain how scientific knowledge is attained. I understand the importance of scale when studying science. I can describe where the elements I am made of come from; the basic building blocks of life. I can explain what a system is. I can compare/contrast earth s major spheres; exosphere, lithosphere, hydrosphere, atmosphere, bio/anthrosphere. I can describe and evaluate the current scientific theories of the creation and evolution of the universe. Assessments: Formative Group Poster of the Different Sphere: Atmosphere, Hydrosphere, Lithosphere and Exosphere (summative) Lab of "What is Science" Checkpoints (Quizzes) Summative Individual exam, short answer or essay on the story of the Universe Create a model of ANY System Investigation 2: Creation of the Biosphere: How did Life Evolve on Earth? Guiding Questions: How did life come to be on earth? What were the major developments that lead life to colonize the earth? When did major extinction events happen and why? What does all life need to survive? How has the Ithaca landscape changed overtime? Long Term Learning Targets:

4 I can analyze the theory of evolution within context of the biosphere. I can describe the significance of change over time locally and globally. Supporting Targets: I can define the theory of evolution and provide an example. I can describe the qualities of a living (biotic) and non-living (abiotic) organism. I can analyze the importance of mutation and diversity in evolutionary history. I can list the qualities of prokaryotic and eukaryotic life and give examples of each. I can explain how life has organized itself on earth based on the movement of energy through the system. I can analyze homeostatic vs nonhomeostatic environments and their implications for change. I can describe the environmental changes to the Ithaca landscape over time. I can perform a geologic timeline of the major phases of evolutionary history of the biosphere. Assessment: Formative Checkpoints (Quizzes) Performance of the Evolution of Life Lab on the Natural History of Ithaca Summative Develop their creation story Individual portion of the Origins of Life timeline Paper on the major phases of evolution and the implications for earth Investigation 3: Where do humans fit in? The Evolution Story of Homo sapiens Guiding Questions: Where do I fit in to all this? What is the major evidence that humans evolved like other organisms? What is or isn't special about the human experience? What are the effects and implications of human population? Where does Ithaca fit into this story? Long Term Learning Targets: I understand where humans (myself) fit in to the geologic history. I understand how humans migrated into the Ithaca Region and used this landscape. Supporting Targets: I can explain the significance of the emergence of humans on earth. I can list the evidence scientists use theorize how humans evolved from other life forms. I can describe the major anatomical characteristics of humans that led to habitation on all continents. I recognize the principals of population growth and apply that to the human condition. I can analyze how humans used the natural resources of Ithaca to establish this community. I understand how Ithaca is one small example of how humans have been colonizing the

5 globe. Assessment: Formative Group Presentation/Involvement in paralleling Geologic Time to Ithaca s Natural History Checkpoints Exam Summative Essay on How am I apart of Science and Science is a apart of me? Visual representation of the past 4.6 billion years of life on earth Individual presentation of this visual to the group Materials/Resources: Books: Swimme, Brian and Berry Thomas, The Universe Story: From the Primordial Flaring Forth to the Ecozoic Era A Celebrating of the Unfolding of the Cosmos. Harper Collins, NY. Wilson, E.O, The Creation; An Appeal to Save Life on Earth, W. W. Norton and Company, NY. Weiner, Jonathan, The Beak of the Finch, Vintage Books, NY Parker, Andrew, In the Blink of an Eye, Pereus Books, Group, NY. Bryson, Bill. A Short History of Nearly Everything, Broadway Books, NY. Sussaman, Art, Dr. Art s Guide to Planet Earth, Chelsea Green Publishing, VT. Wessels, Tom, Reading the Forested Landscape; A Natural History of New England, The Countryman Press, VT Biology; The Living System Glencoe/McGraw-Hill Allmon, Warren D and Moss, Robert, M Ithaca Is Gorges; A Guide to the Geology of the Ithaca Area. The Paleontological Research Institution, NY. Allmon, Warren D, Evolution and Creationism. The Paleontological Research Institution, NY Wilson, David Sloan, Evolution for Everyone; How Darwin s Theory Can Change the Way We Think About Our Lives, Delta Trade, NY Allaby, Michael, EARTH; A Visual Encyclopedia, National Geographic,

6 Washington, D.C. Gamlin, Linda, Evolution; Eyewitness Books. DK Publishing, NY Kerrod, Robin, Unverse; Eyewitness Books. DK Publishing, NY Video/Flim: Powers of Ten: The Cosmic Voyage; Morgan Freeman Origins of the Universe; NOVA Documentary Earth, The Biography; The Story of Our World. BBC Video Evolution; Constant Change and Common Threads; Howard Huges Medical Institute Links: Glossary: Evolution Universe Building Blocks Photosynthesis Homeostasis Mutation Cell Theory Big Bang Hydrogen Helium Carbon Prokaryotic Eukaryotic Symbiosis Natural Selection Speciation Gradualism Punctuated Equilibrium Geologic Time