PREREQUISITES: Biology

CREDITS: 1.0 Science

COURSE DESCRIPTION:

This course is designed to illustrate the role of chemical processes, inclusive of photosynthesis and cellular respiration, in the cycling of carbon among Earth’s spheres. Students will explore the study of matter and its interactions, motion, stability, and force through laboratory investigations, scientific discussions, and phenomena based instruction. Students will apply the science and engineering practices and crosscutting concepts of the Next Generation Science Standards (NGSS) to explain systems interactions: the flow of energy among organisms in an ecosystem, the control of weather and climate with a major emphasis on the mechanisms and implications of climate change, and the importance of biological and geophysical phenomena that support student explanations of chemical processes such as the release of energy. This course will involve students developing solutions to authentic problem-based science issues and investigations, while exploring career opportunities in Science, Technology, Engineering, and Mathematics (STEM). *Content from Biogeochemical Systems and the 9th Grade Biology course will be assessed on the High School Maryland Integrated Science Assessment (MISA).

PGCPS Science Grading

Biogeochemical Systems

Overview: The goal of grading and reporting is to provide the students with feedback that reflects their progress toward the mastery of the indicators and objectives found in the Science curriculum documents.

Please note: The STEM fair process is designed for students to receive more than a single grade for the entire project. As such, various components of the STEM fair process can be used as classwork, homework and/or assessments.

Factors

Brief Description

Grade Percentage

Per Quarter

Classwork 35%

This includes all work completed in the classroom setting. Assignments may include, but are not limited to:

• Developing and using models
• Engaging in argument from evidence
• Individual and whole class discussions
• Planning and carrying out investigations
• Projects (include parts of the STEM Fair process)
• Hands-on and lab experiences
• Asking questions (for science) and defining problems (for engineering)
• Obtaining, evaluating, and communicating information
• Constructing scientific explanations (for science) and designing solutions (for engineering)

Homework 15%

This includes all work completed outside the classroom. Assignments may include, but are not limited to:

• Developing and using models
• Obtaining, evaluating, and communicating of information
• Constructing scientific explanations (for science) and designing solutions (for engineering)

Assessment 50%

This category entails both the traditional (exams and quizzes) and alternative (presentations, projects, portfolios) methods of assessing student learning:

• Pre/post assessments, final exams, quizzes, final essays/reports, portfolios
• Analyzing and interpreting data, using mathematics and computational thinking
• Oral or written evaluation that reflects the student’s performance on a summary of a lesson, chapter or unit

Final STEM Fair projects should also be a used as an assessment grade. For students that do not participate, teachers will develop an alternative assignment to assess.

An instructional rubric should be created to outline the criteria for success and scoring for each alternative assessment.

Miscellaneous Grading Policy Highlights & Changes:

• Students have one week to present yellow slips for excused absences and make up work. Work cannot be obtained at the close of the quarter.
• One chance to improve selected scores by meeting due dates and participating in re-teaching.
• Unlawfully absent students will receive a “failing” grade(s).
• A student may not withdraw from a course after ten days in a semester course or twenty days in a year-long course without School Instructional Team approval.
• Minimum grade of 50% with a good faith effort (student must complete the entire assignment in order to receive the 50% for good effort). *Good Faith may be interpreted as no later than 1 day late. All work must include attempts at calculations or problems.

Chronic Absences - Referred to SIT

When a student misses 10% of school

days whether lawful or unlawful

absences, including suspensions, for at least:

1. Four (4) days in a quarter
2. Nine (9) days in a semester
3. Eighteen (18) days in a school year

Habitual Absences - In Jeopardy of not receiving credit

Any student who is unlawfully absent from school more that 20% of any grading period, semester or school year is considered as a Habitual Truant, for at least:

1. Nine (9) days in a quarter
2. Eighteen (18) days in a semester
3. Thirty-six (36) days in a school year

_________________________________________ ________________________________________ ________________________

Student’s Name Parent’s/Guardian’s Signature Date

Biogeochemical Systems

Course at a Glance

Quarter 1

September 4, 2018 - November 2, 2018 (44 days)

Quarter 2

November 5, 2018 - January 25, 2019 (47 days)

Unit 1: The Big Bang Theory

Instructional Focus

• Construct an explanation of The Big Bang Theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
• Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
• Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.

Content Specifics

• The Big Bang Theory
• Earth and the Solar System
• Waves- Motions and Forces
• Evidence of Life
• Systemic Literacy Task

Assessments

• SLO Biogeochemical Systems Pre- Test
• Unit One PGCPS District Assessment
• Formative Assessment Systems Test (FAST-1)

Unit 2: Earth’s Properties

Instructional Focus

• Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
• Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
• Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
• Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

Content Specifics

• Earth’s History
• Systems of Matter and Energy
• Plate Tectonics
• Earths’ Changing Surfaces
• Earth’s Waters

Assessments

• SLO Biogeochemical Systems Post- Test
• Unit Two PGCPS District Assessment
• Formative Assessment Systems Test (FAST-2)

Quarter 3

January 28, 2019 - March 28, 2019 (43 days)

Quarter 4

March 29, 2019 - June 14, 2019 (46 days)

Unit 3: Interactions of Earth’s Systems

Instructional Focus

• Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
• Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
• Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
• Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.

Content Specifics

• Earth’s Cycles (Interactions)
• Human Impact/Activity and Earth

Assessments

• Unit Three PGCPS District Assessment

Unit 4: Systems Thinking

Instructional Focus

• Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical, and/or environmental considerations.
• Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system.
• Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

Content Specifics

• Engineering, Technology, and Applications of Science
• High School Maryland Integrated Science Assessment Content Review (Life Science, Physical Science, and Earth and Space Science)

Assessments

• High School Maryland Integrated Science Assessment
• Unit Four PGCPS District Assessment

Next Generation Science Standards Parents’ Guide

https://www.nextgenscience.org/ and https://www.nextgenscience.org/parentguides

The Next Generation Science Standards (NGSS) enable students to: Develop a deeper understanding of science beyond memorizing facts, and Experience similar scientific and engineering practices as those used by professionals in the field.

How can you support your child’s success? Although this new approach to teaching and learning K–12 sciences is different than the past, you can still actively support your child’s success in the classroom!

1. Speak to your child’s teacher(s) or principal about how these important changes affect your school.

2. Ask your child’s teacher thoughtful questions based on the information provided in this syllabus.

3. Learn how you can help the teacher(s) reinforce classroom instruction at home.

Next Generation Science Standards Performance Expectations (PEs)

Performance Expectations state what students should be able to do in order to demonstrate that they have met the standard, thus providing the same clear and specific targets for curriculum, instruction, and assessment.

Three Dimensional Learning (3D Learning)

The NGSS emphasizes three distinct, yet equally important dimensions that help students learn science. Each dimension is integrated into the NGSS and—combined—the three dimensions build a powerful foundation to help students build a cohesive understanding of science over time.

Dimension 1: Science and Engineering Practices (SEPs): The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems. This dimension emphasizes that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice.

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Dimension 2: Crosscutting Concepts (CCCs): Crosscutting concepts describe concepts that bridge disciplinary boundaries, having explanatory value throughout much of science and engineering. These crosscutting concepts have application across all domains of science; they are a way of linking the different domains of science. The Framework emphasizes that these concepts need to be made explicit for students because they provide an organizational schema for interrelating knowledge from various science fields into a coherent and scientifically based view of the world.

1. Patterns

2. Cause and effect: Mechanism and explanation

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter: Flows, cycles, and conservation

6. Structure and function

7. Stability and change

Dimension 3: Disciplinary Core Ideas (DCIs): Disciplinary core ideas have the power to focus K–12 science curriculum, instruction, and assessments on the most important aspects of science. To be considered core, the ideas met at least two of the following criteria and ideally all four:

Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline;

Provide a key tool for understanding or investigating more complex ideas and solving problems;

Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge;

Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.

Disciplinary ideas are grouped in four major domains: physical sciences; the life sciences; the earth and space sciences; and engineering, technology and applications of science.

DCIs are grouped in four domains: the physical sciences; the life sciences; the earth and space sciences; and engineering, technology and applications of science.

Physical Sciences (PS)

PS1: Matter and its interactions

PS2: Motion and stability: Forces and interactions

PS3: Energy

PS4: Waves and their applications in technologies for information transfer

Life Sciences (LS)

LS1: From molecules to organisms: Structures and processes

LS2: Ecosystems: Interactions, energy, and dynamics

LS3: Heredity: Inheritance and variation of traits

LS4: Biological evolution: Unity and diversity

Earth and Space Sciences (ESS)

ESS1: Earth’s place in the universe

ESS2: Earth’s systems

ESS3: Earth and human activity

Engineering, Technology, and Applications of Science (ETS)

ETS1: Engineering design

ETS2: Links among engineering, technology, science, and society