Sample UbD Units – Secondary Science 09
SCIENCE – SECONDARY: Climate
Earth Science
Silver Lake Regional High School : Grades 9.
Time Frame:about three weeks
Summary:
By flying kites and forming consulting companies, students will understand the causes and effects of climate. Students will understand how the unequal heating between the equator and poles, earth's rotation and the distribution of land and ocean generate the global wind patterns that determine climate.
Stage 1: Identify Desired Results
State:MA Strand 2.8
Title:Earth and Space Science
Standard(s):Earth and Space Science Strand 2, standard 8: Examine models and illustrate that global wind patterns within the atmosphere are determined by the unequal heating between the equator and poles, Earth's rotation, and the distribution of land and ocean. Consequently, weather in northern and southern mid-latitudes tends to move eastward while in the tropics it moves westward. Illustrate understanding that atmospheric winds transport heat poleward from the warm tropics, helping to maintain Earth's climate.
Transfer Goal:
Apply your understanding knowledge and skill of climate and weather to short-term and long-range forecasting
Understandings:
1. Understand how the unequal heating between the equator and poles, earth's rotation and the distribution of land and ocean generate the global wind patterns that determine climate.
Essential Questions:
1. What causes weather and wind patterns?
2. How do events in one geographical area affect another?
3. How does climate affect agriculture?
4. How does temperature and pressure determine air flow?
5. Where is the best place to fly a kite?
(Task Questions: What causes the coriolis effect, What factors affect climate, and how can I apply these factors to locations on earth to determine the climate?)
Knowledge and Skills:
Unit Objectives: By the conclusion of this unit, you will be able to:
1. Explain how differential heating causes winds and generates circulation cells.
2. Apply the concepts of Newton's First Law, the spherical geometry of the earth, and centripetal acceleration to the Coriolis effect.
3. Explain how the distribution of land and oceans modifies the wind.
4. Interpret data illustrating the relationship between air pressure and temperature.
5. Interpret isobar maps of gradient pressure.
6. Explain how the angle of the sunlight on the land affects its heating.
7. Describe how heat energy flows from the sun to the earth's surface and into the atmosphere.
8. Apply understanding of relationships of temperature and pressure to areas with differential heating such as the ocean/beach and low pressure centers.
9. Represent on a map, the movement of air around high and low pressure centers.
10. Analyze current weather data for our area and others in light of climate determining factors.
11. Explain exceptional climate conditions in terms of variables such as El Nino, and disasters (e.g. volcanoes)
12. Use the internet to search for climate data and supporting materials for their essays.
13. Cite sources from the internet and print media, correctly in the text and create a proper bibliography.
14. Create an effective oral and written presentation useing skills discussed in class.
15. Work cooperatively as a group in creating the project.
[Earth and Space Science, Strand 2, Learning standard 8, Massachusetts State Frameworks]
Stage 2: Determine Acceptable Evidence
TASK Summary:
Students will be asked to research the climate in our area and two other areas. One will be at our latitude but in the interior of the continent. The other will be at our longitude but at a tropical location. The students will compare the climates of these locations in terms of climate determining factors. They will do this in teams representing a climatological consulting firm seeking an account with a large agricultural business that has farms in each area.
Notes:
When using this assignment I generate a list of locations with farms that might be seen in that area. Examples: Sugar Cane in Santo Domingo, Wheat in Iowa, Cranberries in Halifax, Massachusetts or olives in Greece. When giving three locations to the groups for their proposal, try to pick one local place, one that is on the same latitude but in a different place and one that is farther north or south. I have given the same locations to each group but the students tell me that doing that makes the presentations boring. For the follow-up questions, I try to give each group one international location and two domestic ones.
Climate Unit
Some Farms
Olive in GreeceFig near Rome
Potato in IdahoPotato in Ireland
Dates in LebanonPineapple in Hawaii
Apples in New YorkApples in Washington
Wheat in IowaTimber in Maine
Timber in OregonGrapefruit in N. Florida
Oranges in S. California valleyCotton in South Carolina
Rice in South CarolinaRice in N. China
Peaches in GeorgiaWild rice in Wisconsin
Dairy in VermontWool sheep in Scotland
Llamas in ChileCattle in N. Texas
Turf in IrelandHops in Munich
Soy in KansasFishing fleet out of Newfoundland
Kashka in UkraineBananas in Brazil
Coffee in ColumbiaCranberries in Halifax MA
Sugar Cane in Santo DomingoCorn in Sioux Falls SD
There are others, VLA inc. is a Very Large Agribusiness!
Student Directions:
Teams of three students are to form climatological consulting companies. You want to bid on a $3 million account from VLA Inc. (Very Large Agribusiness). VLA has farms all over the world. They want your company to help them predict long term trends in the weather so they can make good decisions. Obviously, understanding climate is essential to them. To win the account, you must convince them that you understand it too.
VLA is challenging each bidding company to write a proposal and make a presentation based on your ability to understand the climate in three of its farms. Each company will receive the locations of the three farms it is to analyze in a separate paper.
Your team will be required to make a presentation in which you summarize the yearly climate for each location. To prove your expertise and gain the confidence of VLA executives, you must: 1. Conduct research on the climate in these locations. 2. Convince them you understand the factors that determine the climate in each location. 3. Explain how the sun and earth's movement cause these factors. Following the presentation, VLA reps may ask ach team member to discuss the climate of other VLA farm holdings. These locations will be kept secret until after the presentation.
The presentation must be accompanied by a written proposal (including visual aids) based on the following format:
1. Company Name
2. Names of Team members
3. Discussion of the climate of each location (each member must contribute analysis of one location)
4. Presentation of factors that affect climate in general
5. Application of these factors to each location (each member must complete this for a different location than in #3 above).
6. A discussion of how differential heating of the earth causes winds.
7. A discussion of how the coriolis effect causes global wind patterns.
Please see the accompanying rubric for more precise information on what it will take to win the account. Each section of the paper should be followed by the initials of the principal author.
Rubric: Comparing Climates
Trait: Comparing Climates
Performance Type:
POLISH & PERSUASION:
1. written proposal follows format 0 1 2
2. work is free from grammar and spelling errors 0 1 2
(points will be lost for each three errors)
3. visuals effectively convey information 0 1 2 3
4. oral presentation is slow, clear and organized 0 1 2 3
5. language is cogent 0 1 2
RESEARCH QUALITY:
1. sources cited in text using proper format 0 1 2
2. proper bibliographic format is consistently used 0 1 2
3. number and variety of sources is appropriate 0 1 2 3
4. internet sources used and of good quality 0 1 2 3
CONTENT:
1. all factual information is accurate 0 1 2 3 4 5
(points lost for each major error or for each three minor errors)
2. all pertinent information is discusses 0 1 2 3 4 5
3. work shows depth of understanding 0 1 2 3 4 5
(can thoroughly explain factors causing climate and how the earth's rotation and sun bring these about)
4. follow-up questions answered correctly and thoroughly 0 1 2 3 4 5
Task: Let's Go Fly a Kite
Summary:
This will be the introductory task for the unit. After completing the first activity, in which students will learn about the relationship between air pressure and wind, they will make predictions about which campus location will have the best kite flying. Then the class will, kites in hand, travel around the campus looking for the best place to fly a kite. Will be in the center of the football field? At the top of the hill behind the school? In the parking lot? We will then use our results to ask questions about what causes wind patterns,why wind patterns differ and what causes these differences. We may also ask students to travel around the area (go to the beach etc.) and further compare kite flying. They may possibly videotape these experiments.
Rubric: Let's Go Fly a Kite
Students will be graded on the quality of their predictions, the rigor of their observations and the quality of explanations they provide.
PREDICTION: 0 1 2 3
The best predictions will be based on the learning that occurs in the preceding activity: they should apply an understanding of the relationship that exists among temperature, air pressure and wind. They should address the role that topography plays in wind production. Predictions that lack rigor (guessing) or are based only on previous observation will lose points.
OBSERVATION: 0 1 2 3
Students must devise a way to quantify the assessment of the "best" place to fly a kite.
EXPLANATION: 0 1 2 3 4
Students must explain the observations in light of the factors they used to make their initial predictions. The best explanations will exhibit thoroughness in the discussion as well as sophistication of thinking and contain questions that occur to the student.
Task/Prompt: Climate Take Home exam
Student Directions:
Earth ScienceClimate Unit Exam
Required Questions:
1. Use vectors and your knowledge of Newton's First Law and centripetal acceleration to describe why winds in the Southern Hemisphere bend to the left. Be sure to describe what happens to the winds as they move north, south and west. (20 points)
2. Describe and draw the circulation cell pattern in the Northern Hemisphere that would exist if the earth rotated to the west. (20 points)
3. Using the maps in your text, and knowledge of wind belts, describe the route you would take to SAIL from England to North America and back. Be sure to discuss any possible trouble points. You can pick the locations of arrival and departure in North America. (20 points)
4. For thousands of years, farmers have, if possible planted their crops on gentle slopes (such as hills or at the base of mountains). How are they taking advantage of the weather by doing this? (20 points)
Choose 1:
5. Describe the relationship between India, the wind belts and the monsoons. (20 points)
6. Explain what El Nino is and how it affects global wind patterns. (20 points)
You will be graded according to the essay grading rubric
Grading Rubric: You will be graded based on the following standards.
1. All factual information is accurate0 1 23 4
(points will be lost for each major error or three minor errors)
2. All pertinent information is discussed 0 1 23 4 5
3. Essay shows depth of understanding0 1 23 4
4. Visuals effectively convey information0 1 2
5. Essay is well organized0 1 23
6. Language used is cogent012
TOTAL POINTS______
Stage 3: Plan Learning Experiences and Instruction
Learning Activities:
Note: The first task in this unit is the "Let's Go Fly a Kite" activity. This begins with the discussion of the sea breeze. If this concept is foreign to students, you may begin by discussing the conditions under which they have done their best kite flying (assuming this is familiar).
1. Students will perform the "Let's Go Fly a Kite" activity. This is the hook!
2. Students will evaluate circulation cell diagram by identifying directions of air movement under specific conditions and explain these movements in terms of differential heating.
3. Students will read articles and perform a series of labs that illustrate Newton's First Law, and centripetal acceleration and then relate these to the coriolis effect.
4. Students will analyze maps showing isobars and label the wind directions (and explain why).
5. Students will study why the angle of the sun's rays cause differential heating. This will be applied to the different areas of the earth and different season's in our area.
6. Students will analyze an energy budget diagram showing the energy (heat) flow between the Sun, earth's surface and earth's atmosphere.
7. Students will analyze diagrams showing high and low pressure centers and describe air flow around and between these centers.
8. Students will study cases (articles supplied by teacher) in which events such as El Nino and volcanoes in one part of the world are thought to affect weather in another part of the world. They will then propose mechanisms by which this is possible.
9. While learning about the coriolis effect, students will write a practice essay (or an alternative product such as video or audio recording) in which they explain the causes of the Coriolis effect. After sharing these in class, and being read by the teacher, the concepts can be re-taught and the students can explain them again.
10. A similar system to the above, can be used in the analysis and demonstration of learning of the Prevailing Winds and the pressure belts.
11. Students will complete the "Comparing Climates" proposal, including presentations and self evaluation.
12. Students will take a unit exam based on the understandings for this unit.
Molecular Genetics
Topics: molecular genetics
Summary: This is a molecular genetics unit for an AP or Honors Biology Course. This would likely be taught after students have studied biochemical molecules, cell structure, enzyme function and DNA structure.
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Stage 1:
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National Science Standards: Life Science Standards (Molecular basis of heredity), Science and Technology Standards (Understanding about science and technology), Science, Personal and Social Perspectives (Personal and community health)
Understandings:
The linear sequence of nucleotides in DNA encodes information that can be used to manufacture complex proteins with different structures and functions. Changes in nucleotide sequence (ie mutations) can cause changes in protein structure and function in ways that have profound effects on physical characteristics and may cause disease. Some genetic diseases can be treated by replacing nonfunctional proteins and possibly by providing functional copies of DNA coding for that protein.
Questions:
1. How can the physical characteristics of organisms be encoded in a linear sequence of DNA?
2. How do mutations lead to disease and how can an understanding of this be used to develop treatments for genetic diseases?
Knowledge and Skills:
1.Students will know and be able to describe the molecular structure of DNA, RNA and proteins.
2.Students will know and be able to explain the processes of transcription and translation.
3.Students will be able to evaluate the accuracy of an analogy for transcription and translation and provide constructive feedback to peers.
4.Students will be able to perform a bacterial transformation and analyze the results.
5.Students will be able to predict the amino acid sequence in a polypeptide from the DNA sequence that codes for that polypeptide.
6.Students will know and be able to explain how mutations in DNA sequence result in changes in amino acid sequence in a polypeptide.
7.Students will be familiar with the properties of cysteines, polar, nonpolar, acidic and basic amino acids and how these influence protein structure.
8.Students will be able to explain the molecular basis for sickle cell anemia at the level of the gene and protein product.
9.Students will be able to research the causes of genetic disease using books and the internet and identify possible candidates for treatment through gene replacement or protein replacement therapy.
Key Evidence:
After lecture, discussion, and video on process of transcriptiona nd translation, students will create an analogy for one or both processes. Once completed, a peer will read the analogy and evaluate it for accuracy (areas where the analogy is appropriate and areas where the analogy breaks down).students will be assessed on their knowledge of the structures of DNA, RNA (mRNA, tRNA) and proteins. they will also be assessed on their knowledge of the steps by which DNA is transcribed and mRNA is translated to protein. Students will transform bacteria with a plasmid carrying one or two genes whose protein products cause a phenotypic change in the bacteria which is easy to visualize. Students will analyze the results of the lab in a formal lab report. After lecture, video, and discussion about how a single base change in the gene for hemoglobin results in sickle cell anemia, students will practice determining how changes in DNA sequence might affect amino acid sequence/composition in such a way as to change it's tertiary structure. They will be given DNA sequence on paper, asked to determine resulting amino acid sequences before and after imposing mutations, use manipulative modeling to connect the effects of sequence to changes in structure and speculate as to the effects on protein function.The following is a twenty amino acid sequence from a polypeptide chain present in an enzyme. The cDNA molecule which codes for this particular amino acid sequence in an active enzyme is given below. Also, five possible mutations of this cDNA are given.