Anchor Phenomenon: Exploring a Speaker

LESSON OBJECTIVES

In this lesson, students will:

Develop an initial model to describe the phenomenon phone-speaker-listener system and represent sound transmission through this system, including inputs, processes, and outputs.

Ask questions that arise from careful observation of phenomena to seek additional information about how the speaker works.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-PS4-2 - Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

DRIVING QUESTION

How does music transfer to my ears from my phone and a wireless speaker?

Anchor

This lesson serves as the introduction of the Anchor Phenomenon to students. After conducting their observations of the Anchor Phenomenon, students will generate an initial model and, as a class, a consensus model of sound transmission through the phone-speaker-listener system. The model will be refined throughout the unit as students gather applicable knowledge, using the lens of systems throughout the lesson bundle.

After developing their consensus model, students will generate questions about how sound and other signals are transmitted through the sound system and place their questions on a three-column paper or digital class summary chart. Students will use this chart to keep track of what they do in each activity, what they learned in each activity, and the questions they will address in the next activity that relates to the Anchor Phenomenon. Use the class summary chart to help students take ownership of their learning and participate in developing the rationales for the transitions between activities that address each part of the system model of the Anchor Phenomenon in a systematic manner.

ENGLISH LANGUAGE LEARNER SUPPORT FOR THE ANCHOR PHENOMENON

As students work on their models, have them create a glossary of words associated with each part and process of the phone-speaker-listener system on a separate worksheet. The sample worksheet on the following page shows how the first section would be filled out by the end of the unit for a developing English language learner. Note that in the beginning of the unit, the similarities between the unknown signal and sound make it difficult to distinguish between the two. Be sure to focus on the differences between the unknown signal and sound when students fill out the glossary as they proceed through the unit.

Glossary Handout

ACTIVITIES

Models of a Sound System

Sound System Questions

Producing Sound

In this lesson, students will:

Use patterns of cause-and-effect relationships to construct a model in order to explain how sound is transmitted.

Explain cause-and-effect relationships between actions used to play different instruments and the sound characteristics of the sound produced by those actions.

Use a model that represents interactions between components of the paper cup telephone system to explain how sound can be transmitted through a material medium.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-PS4-2 - Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

DRIVING QUESTION

How does the speaker make sound?

Anchor

The activities in Lesson 2 support students' sensemaking about how sound is produced and how sound is transmitted through materials. Lesson 2 begins with students observing a video demonstration of glitter placed on a speaker. Students take notes from their observations in notebooks or in a provided graphic organizer. Students discover that patterns of sound made by the speaker are related to patterns of movement of the speaker, which is revealed by the movement of the glitter. Students use these observations to create a class consensus model of the speaker-glitter system, which explains that the speaker produces sound by vibrating back and forth. Students learn that the part of the speaker that vibrates is called a diaphragm. Students then use noisy instruments to observe if vibrations are the cause of all sounds. Students generate vibrations with different amounts of energy in different kinds of instruments and in different parts of instruments and in each trial, they observe the kinds of sounds the instruments produce. Students take notes from their observations in notebooks or in a provided graphic organizer. They construct cause-effect statements from their observations. Students then build simple telephones to observe how sound travels. From their observations, students infer that the vibrations that create sound also travel through different solid materials and through air. Students then modify their initial Anchor Phenomenon models to show that the speaker diaphragm vibrates and those vibrations then travel from the speaker and through the air to the listener's ears

ACTIVITIES

Glitter on a Speaker

Hands on Investigation: Producing Sound with Noisy Instruments

Hands on Investigation: Transmit Sound with a Paper Cup Telephone

Modeling Sound

LESSON OBJECTIVES

In this lesson, students will:

Collect data about repeating patterns of movement in waves that propagate through an object under a range of conditions.

Read and analyze information about waves in order to be able to recognize and measure the repeating patterns of wave characteristics of wavelength, period/frequency, and amplitude.

Collect visual and numeric data from an investigation about wavelength, frequency, and amplitude in waves generated in the spring toy under a range of conditions and identify patterns that show cause-and-effect relationships.

Construct graph models to represent changes in wavelength, frequency, and amplitude in waves based on patterns that show cause-and-effect relationships, including that the wave transmits energy proportional to its amplitude.

Observe patterns in transferring energy in a system with rubber bands under a range of conditions and use the wave model to identify cause-effect relationships.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-PS4-1 - Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.

ANCHOR

DRIVING QUESTION

How can we represent different sounds made by the speaker?

The activities in Lesson 3 support students' sense making about how different sounds with differences in volume and pitch are made and how they can be represented. Students learned in Lesson 2 that sound is the movement of vibrations through matter and Lesson 3 begins with students choosing a material to model the vibrations that occur when sound is transmitted, with the goal of being able to figure out methods to measure and represent sounds of different volumes and pitches. Students select the spring toy as a model to visualize the unobservable mechanisms of sound transmission. When they first use this model, students discover that waves are the movement of vibrations through matter. Students also discover that when they vibrate the spring toy in different directions relative to the motion of the wave, they can make two different kinds of waves: transverse waves and longitudinal waves. Students read scientific texts about the two kinds of waves and the characteristics of waves. Students learn that sounds waves are longitudinal waves and add this information to their models of the wireless speaker sound system. Students plan and carry out an investigation to measure wave characteristics in the spring toy in order to identify cause-and-effect relationships between changes in the initial vibration and changes in wave characteristics. Students construct two kinds of graphs that use measurements of wave characteristics to model wave shape (amplitude vs. distance) and wave motion (amplitude vs. time). Students then connect what they learned about how different vibrations create waves with different characteristics to sound by repeating the actions they carried in the spring toy with rubber bands and listening to the sounds made. Students construct cause-effect statements from their observations. Students are now able to predict how the diaphragm moves to make different sounds and how to make graphs to model those waves quantitatively. They add this information to their models of the wireless speaker sound system.

ACTIVITIES

Movement of Vibrations

How Do You Measure a Wave

Hands-On Investigation: Measure Waves in a Spring Toy

Graphing Wave Measurements

Hands-On Investigation: Rubber Band Sounds

Sound Transmission

LESSON OBJECTIVES

In this lesson, students will:

Ask questions that arise from careful observation of phenomena to clarify how sound waves transmit through a medium.

Plan and carry out an investigation that will uncover relationships between the state of a medium and sound transmission.

Apply scientific evidence to construct an explanation for how sound waves are transmitted through a medium.

Use a model to represent interactions—such as inputs, processes, and outputs—between components of the speaker-air system to show how a sound wave needs a medium through which it is transmitted.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-PS4-2 - Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

DRIVING QUESTION

How does sound from the speaker travel through the air to my ears?

Anchor

In the lesson, students will explain the mechanism of sound transmission as they build on their understanding that sound is caused by vibrations and is transmitted in the form of waves. Students will observe demonstrations in videos of sound from a guitar and a speaker played underwater and ask questions about the phenomena that will drive some of the learning in the unit. Students will plan and carry out an investigation into how sound travels in different kinds of matter and read scientific texts about state of matter to help them make sense of their results. The investigation will provide evidence of patterns in the data that students use to determine cause-and-effect relationships between the state of the sound medium and the characteristics of sound. Students will then observe models of sound transmission in different states of matter that provide evidence about matter and energy in a wave. Students will use the evidence they obtained to construct an explanation for how sound is transmitted. Students will then observe a demonstration in a video of a wireless speaker playing music in a vacuum. Students will construct an explanation for why sound cannot travel through a vacuum, perhaps using their earlier explanation as part of their reasoning. Students refine their anchor models to show that the mechanism of sound wave transmission through air and water within the speaker-listener system is based on interactions of particles of matter that do not move with the wave.

ACTIVITIES

Sound Underwater

Hands-On Investigation: Sound in Gases, Liquids, and Solids

How Sound Travels

Sound in a Vacuum.

Wireless Signal

LESSON OBJECTIVES

In this lesson, students will:

Apply scientific evidence to construct an explanation for the real-world phenomenon that because light can travel through space, it cannot be a matter wave.

Integrate qualitative scientific and/or technical information in written text with that contained in media and visual displays to clarify the nature of light.

Collect evidence on the interactions of light with matter and analyze the patterns in the data in order to identify cause-and-effect relationships.

Collect evidence on the properties of light and analyze the patterns in the data in order to identify cause-and-effect relationships.

Apply scientific ideas to revise a model for how cell phones use radio waves to transmit information.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-PS4-2 - Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

DRIVING QUESTION

How does the speaker connect to the cell phone without a wire?

In this lesson, students further connect to the Anchor Phenomenon by comprehending how the cell phone signal integrates with the disciplinary core ideas related to light by reading scientific text and comparing and contrasting sound signals and cell phone signals. Students investigate the properties of visible light, which they use as a model for a radio wave signal. Students update their models of the wireless speaker sound system to show that cell phone signals travel from the cell phone to the speaker in the form of electromagnetic waves. Students determine which properties of light waves are analogous to which properties of sound waves. This provides foreshadowing for students’ work in the next lesson where they examine digital signals more deeply and think about the need to convert between different kinds of signals in the wireless speaker sound system.

ACTIVITIES

Cell Phone in a Vacuum

Research the Cell Phone Signal

Hands-On Investigation: Interactions of Light and Matter

Hands-On Investigation: The Properties of Light

The Cell Phone Signal

Extension 1 - STEM in Action: Light Is Energy, and Energy is Worth Saving

Analog and Digital Signals

LESSON OBJECTIVES

In this lesson, students will:

Use a model to transmit information using digital and analog signals to construct an explanation on the type of signal used to encode and transmit information in the wireless speaker system.

Obtain and integrate qualitative information from scientific texts and media in order to answer a question about the reliability of digitized signals.

Revise models to show that sound information can be encoded into electromagnetic waves as patterns in energy, which flows between system components and results in the output of sound waves.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-PS4-3 - Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.

DRIVING QUESTION

How can radio waves from the cell phone carry sound information?

In Lesson 6, students learn how sound information is encoded digitally in the waves traveling between the cell phone and the speaker. To understand why modern technology like the wireless speaker uses digital signals, students will examine degradation in an analog signal. To understand how modern technology can convert analog sound signals into digital signals, students will develop a method to do the conversion. Students will read scientific texts about the use of analog signals and digital signals. Students will identify new questions they have about the advantages and disadvantages of digital recordings and investigate their own research question on this topic and then present a synopsis. Students apply this information and the other kinds of information they have learned during the unit to construct an infographic that fully describes in words and images how the wireless speaker sound system works.

ACTIVITIES

Signals in the System

Which Signal Is Better

Waves Wrap-Up

Extension 2 - STEM Project: Using Radio Waves to Communicate

Unit Project: Designing an Alarm System

LESSON OBJECTIVE:

In this activity, students will:

Develop a model of an alarm system that reacts to light and describe its inputs, processes, outputs, and flow of energy in order to modify the system to include sound as an output.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-PS4-2 - Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

CONNECTIONS TO ANCHOR PHENOMENON

This unit project gives students an opportunity to apply the skills they developed in analyzing the wireless speaker sound system in rems of inputs, outputs, and processes and their understanding of sound waves, light waves, and signals in devices to improve a light sensor circuit so that it meets the needs of people who want to know if an intruder is in their home as indicated by the presence of light.

PERFORMANCE BASED ASSESSMENTS

Additionally, a second option for summative assessment, performance-based assessments (PBAs), are also provided on the Unit Assessments and Resources section of the unit.

PBA: MS-PS4-1: Why Can Loud Sounds at a Concert Harm Your Hearing?

In this performance-based assessment (PBA), students explore a storyline related to loud sounds at a concert and will be able to answer the question: Why can loud sounds at a concert harm your hearing? In the first task, students explore digital media relating to the properties of sound waves. Students then read scientific text to obtain technical information about how ears and the brain perceive sounds and the harm that can occur with loud sounds at a concert. Students use a mathematical representation to demonstrate an understanding of the relationship between the loudness of common sounds and the logarithm of the sound’s intensity. Students analyze a graph to explore the relationship between amplitude and wave energy. In the last task, students apply scientific ideas about waves to construct an explanation for the danger of loud sounds at a concert. Through this assessment, students demonstrate an understanding of the relationship between wave amplitude and wave intensity to describe how the ears can be harmed by loud sounds at a concert.

Use the following resources for students who do not demonstrate proficiency on the unit summative assessment.

Unit Project: Albino Squirrel Zoo Project

Anchor Phenomenon: Exploring Albino Squirrels

LESSON OBJECTIVES

In this lesson, students will:

Ask questions that arise from careful observation of phenomena to seek clarification about the cause of variation of traits in a population.

Ask questions to clarify evidence about the cause of variation of traits in a population.

Construct an initial model about the variation of traits in a population based on observational evidence and the assumption that different organisms vary in how they look because they have different inherited information.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-LS3-2 - Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

Why are there albino squirrels in Olney, Illinois?

This lesson serves as the introduction of the Anchor Phenomenon to students. After making observations about squirrels with different colored fur and eyes, students will generate questions about the causes of the traits they observe and place their questions on a Driving Question Board. The Driving Question Board should serve as the foundation of learning throughout the unit. Teachers should select student questions from the Driving Question Board to set the purpose for learning each day. After conducting their observations of the Anchor Phenomenon, students will generate an initial model and explanation of what they already know about traits and how they are inherited. This explanation will be refined, using the lens of cause and effect throughout the unit.

ACTIVITIES

White-Coated Squirrels

Olney's Squirrels

What's Going On?

Unit Project: Albino Squirrel Zoo Project

Inherited Traits

LESSON OBJECTIVES

In this lesson, students will:

Ask questions that arise from careful observation to seek additional information about the effect of inheritance on trait variation.

Develop a model to visualize and describe the relationship between the genes, proteins, and traits inherited by an individual.

Use a model to construct an explanation about how the inheritance of a gene affects the traits of an individual.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-LS3-1 - Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

What are the differences between an albino squirrel and a gray squirrel?

This lesson provides students with the first piece of information that they will need to explain the prevalence of albino squirrels in Olney. Students will carefully observe an image of albino squirrel siblings and ask questions to seek additional information about the phenomenon. They will then develop an initial model that visualizes the relationship between the chromosomes, genes, and traits inherited by individual animals. They will modify and refine the model to incorporate how genes become proteins and then use the model to refine their explanation about traits and how they are inherited, identifying how genes are inherited by an individual and the genes' effect on proteins accounts for the variation between siblings.

ACTIVITY

Squirrel Siblings

Modeling Squirrel Offspring

Grey or White?

Unit Project: Albino Squirrel Zoo Project

The Effect of Mutations

LESSON OBJECTIVES

In this lesson, students will:

Develop and use a model to visualize how changes to genes may result in effects to the structure of the organism.

Analyze and interpret data to provide evidence that trait changes caused by mutations can be beneficial, harmful, or neutral to an organism.

Obtain and evaluate scientific text about banding patterns to develop a model of normal and mutated genes on chromosomes and explain the relationship between chromosomes, genes, traits, and mutations.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-LS3-1 - Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

What causes a protein not to be made?

This lesson connects genes to their role in creating functional proteins. Students will discover that genes changed by mutations will form proteins that differ from non-mutated genes. These proteins may cause an observable change in an organism that may be harmful, beneficial, or neutral to the organism. Students will explain how what they have learned in this lesson applies to the squirrel population in Olney.

ACTIVITIES

Making Melanin

The Eyes Do Not Have It

Patterns Matter

Extension 1 - Project: Mutations and Survival

Unit Project: Albino Squirrel Zoo Project

It Is All in the Family

LESSON OBJECTIVES

In this lesson, students will:

Analyze data to identify the pattern of inheritance between parent and offspring during sexual and asexual reproduction.

Obtain and evaluate information about the types of reproduction to explain how organisms transfer genetic information to their offspring.

Develop a model to describe the variation of traits between parent and offspring during asexual and sexual reproduction.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-LS3-2 - Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

How are traits and mutations passed on to offspring?

In this lesson, students begin by observing chromosomes and traits of organisms that reproduce asexually and sexually. They use their observations to ask questions about the process of chromosome transmission between parent(s) and offspring. They read about both types of reproduction and use their questions and observations to develop a model that compares sexual and asexual reproduction. Students use their model to predict how often a mutation would be visible in offspring. They analyze data to determine that albinism is not often visible in most wild squirrel populations. Then, students revisit the image of the albino and gray-furred siblings. This challenges students to refine their thinking by generating new questions about how albinism is inherited.

ACTIVITIES

Comparing Chromosomes

Starfish Reproduction

Modeling Sexual and Asexual Reproduction

Unit Project: Albino Squirrel Zoo Project

Squirrels and Squares

LESSON OBJECTIVES

In this lesson, students will:

Construct an explanation about the effects of asexual and sexual reproduction on the visibility of traits in a population.

Develop and use a model to describe that in sexually reproducing organisms, each parent contributes half the genes acquired by the offspring and to predict patterns of gene inheritance.

Analyze and interpret data to find patterns that indicate the cause-and-effect relationship between the traits of an organism and the alleles it has inherited.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-LS3-2 - Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

What do the parents of albino squirrels look like?

This lesson begins by asking students to use the class flowchart model and analysis to construct an explanation about the reason albinism is not often present in squirrels. Students will then learn about the Punnett square as a model used to predict patterns in inheritance in sexually reproducing organisms and then work backward to analyze data provided by these models to determine the relationship between the alleles inherited by an organism and the traits they exhibit. Students will complete the lesson by shifting their thinking and applying what they have learned to the population of squirrels in Olney.

ACTIVITIES

Albinism in Offspring

Punnett Live

Expression of Alleles

Extension 2 - STEM Project: What Are the Odds?

Unit Project: Albino Squirrel Zoo Project

How Humans Change Animals

LESSON OBJECTIVES

In this lesson, students will:

Analyze patterns in data and information to construct an argument about the effects of human influence on the survival of albino squirrels.

Analyze data about how humans can affect characteristics of organisms by selective breeding.

Explain possible effects of selective breeding using multiple sources.

Develop and use a model to predict the effects of traits inherited by offspring from parents.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-LS3-2 - Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

MS-LS4-5 - Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

How can humans influence the traits of living things?

Students will begin this lesson by making observations about the interaction between humans and the albino squirrels in Olney. They will research and synthesize information about how humans have affected the characteristics of organisms through selective breeding and will demonstrate the results of their research by developing and using a model about a specific trait in a dog breed. They will apply what they have learned by using dog breeds as a model, as well as the observations made in the video, to construct a new explanation about the population of albino squirrels in Olney.

ACTIVITIES

Spotlight on Albino Squirrels

Dog Breed Genetics

The Results of Dog Breeding

Inbreeding and Inherited Genes

Unit Project: Albino Squirrel Zoo Project

LESSON OBJECTIVES

In this lesson, students will:

Ask questions about the design of an albino squirrel exhibit to seek clarification about how humans can influence traits in a population.

Develop and use a model to explain how technology affects how humans can influence the inheritance of desired traits in organisms.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-LS3-1 - Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.

MS-LS3-2 - Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

MS-LS4-5 - Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

CONNECTIONS TO ANCHOR PHENOMENON

This lesson serves as the summative assessment for the unit. This project begins by asking students to create a new albino squirrel exhibit for a zoo, which will educate the public about the inheritance of traits and albinism. Students must first create prototype displays based on questions the public might ask about genes, the inheritance of traits, albinism, and human influence on traits. Students add models to the prototypes which show the probabilities of inheritance given specific parent allele combinations. Students learn they will be creating a fourth display about how the zoo population of squirrels has been carefully bred to keep them healthy. Students then research technology that allows for artificial selection through selective breeding and how using a donor population helps increase genetic diversity in a small population to gather information for their displays. Students will complete the project by designing their fourth display.

PERFORMANCE BASED ASSESSMENTS

Additionally, a second option for summative assessment, performance-based assessments (PBAs), are also provided on the Unit Assessments and Resources section of the unit.

PBA: MS-LS3-1: Uncombable Hair

In this performance-based assessment (PBA), students are presented with a storyline driven by uncombable hair syndrome (UHS), a syndrome that is characterized by silvery-blond hair that cannot be combed flat. About 100 people worldwide are known to have this rare condition, which spontaneously regresses in late childhood. The syndrome has been found to be caused by mutations in genes that code for proteins involved in hair shaft formation. Students will be introduced to the phenomenon through text and images along with a description of how hair grows. Using this phenomenon, students create a model to show that they understand that genes are located in the chromosomes of cells and that genes control the production of specific proteins that affect observable traits such as uncombable hair. Next, students analyze microscopic images of hair shafts that are normal and associated with UHS. They will be required to compare these images and identify the explanation for the difference between them in order to show that they understand that the protein has changed. Students evaluate whether the changes are beneficial, harmful, or neutral by sorting descriptions of effects, and then students analyze images of altered proteins caused by mutations to explain which form they think UHS is.

ACTIVITIES

Squirrels on Display

Albino Squirrel Exhibit Model

Extension - STEM in Action: The Art of Breeding

Unit Project: Its Fossil History

Anchor Phenomenon: Exploring a Mystery Fossil

LESSON OBJECTIVES

In this lesson, students will:

Ask questions that arise from careful observation of the mystery fossil in order to seek information related to patterns in the fossil record and changes over time that can be used to construct an initial explanation about the identity of the fossil organism.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-LS4-1 - Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

What type of organism is the mystery fossil?

This lesson serves as the introduction of the Anchor Phenomenon to students. After making observations about the information in the video, students will generate questions about the fossil organism and develop a plan to determine the identity of the mystery fossil organism. Student questions and investigational plans should serve as the foundation of learning throughout the lesson bundle. Teachers and students will work together to select student-generated questions to set the purpose for learning each day. Student findings and new questions in each lesson will be added to the Evidence Board or the Evidence/Driving Question combination board. After conducting their observations of the Anchor Phenomenon, students will generate an initial investigative plan for identifying the fossil organism, as well as an initial explanation for its identity. This explanation will be refined using evolutionary concepts throughout the unit.

ENGLISH LANGUAGE LEARNER SUPPORT FOR THE ANCHOR PHENOMENON

Throughout the unit, have students work to relate questions and claims to evidence. Students can list the investigative questions that will help them to identify the mystery fossil organism in the graphic organizer. For each question, students can identify investigative steps that will provide evidence to help answer the question. This activity will allow students to express their individual thinking and develop their investigative plan before the class consensus plan is created. As they progress through the unit, students will use their findings as evidence to answer their questions. The Question/Evidence graphic organizer can be used to help students organize their findings before constructing their explanation of the mystery fossil identity.

ACTIVITIES

An Interesting Discovery

Unit Project: Its Fossil History

Rock Story

LESSON OBJECTIVES

In this lesson, students will:

Analyze and interpret patterns in the location of fossils in sedimentary rock layers to order the layers chronologically and construct an explanation about how the fossil record can be used to show evidence of stability and change in Earth’s history over time.

Analyze patterns of fossils in sedimentary rock layers to construct an explanation about the chronological order of rock layer formation and about the relative age of the fossils, including the mystery fossil, while drawing conclusions about the limitations of relative dating and using clues in the rock layers to identify changes in life forms throughout Earth’s history.

Use graphical displays of data to identify patterns to support an explanation about the use of relative dating and absolute dating to analyze the ages of rock layers from the mystery fossil dig site and determine the age of the mystery fossil.

Apply scientific ideas and evidence from patterns in data to explain changes in the natural environment related to the emergence, existence, and extinction of organisms in the fossil record, including the mystery fossil organism.

Apply computational thinking to develop a scale model of Earth’s 4.6-billion-year history to document change in Earth’s history over time, including the emergence and disappearance of the mystery fossil at the dig site, the emergence of other organisms, and the change in the environment at the mystery fossil dig site.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-LS4-1 - Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

When did the fossil organism live?

This lesson provides students with an Investigative Phenomenon that promotes the use of data as evidence for constructing an explanation of the age of the mystery fossil. Students use patterns in the placement of fossils in rock layers over time to establish the relative age of the mystery fossil. Then, students examine the change in atomic composition of rock layers for evidence of the absolute age of the mystery fossil.

ACTIVITIES

Colossal Fossil Jostle

Meeting the Neighbors

How Old is that Fossil?

Layers Upon Layers

A Time For Everything

Unit Project: Its Fossil History

It’s All Relative

LESSON OBJECTIVES

In this lesson, students will:

Apply evidence from the fossil record and the movement of Earth’s continents to describe changes in the mystery organism’s environment and construct and present arguments related to the descendants of the mystery organism, while providing feedback and asking clarifying questions about peer arguments.

Analyze patterns in the embryological development of chordates to determine that some anatomical structures change or are lost during later stages and embryological development can provide evidence of common ancestry and diversity within a line of evolutionary descent in order to ask questions about how embryology can lead to figuring out the identity of the mystery fossil.

Analyze data related to the characteristics of chordates to identify patterns in anatomical structure in order to construct an evolutionary tree model and make a prediction about the chordate group that the mystery organism belongs to.

Compare the limb structures of various modern species to analyze homologous structures and infer lines of evolutionary descent to construct an evidence-based argument about the mystery fossil’s closest relatives.

Identify patterns of similarities and differences in the anatomical structure of chordate skeletons to construct an evidence-based explanation about which organism is most likely to share a recent common ancestor with the mystery fossil organism.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-LS4-1 - Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.

MS-LS4-2 - Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.

MS-LS4-3 - Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

Is the mystery fossil organism related to other organisms?

Students examine embryological development and homologous structures as evidence of lineage relationships. They then identify similarities with modern chordates and the mystery fossil to infer the chordate groups to which the mystery organism belongs. Through their investigation, students conclude that the mystery organism is, in fact, an ancestor of the modern whale.

ACTIVITIES

Environmental Changes

Embryologic Development

Evolutionary Tree

Mirror Image

Skeleton Similarities

Unit Project: Its Fossil History

A Whale of a Tale

LESSON OBJECTIVES

In this lesson, students will:

Analyze and compare changes over time in stages of whale embryological development to provide evidence of how change in the embryo can be applied in an explanation of evolutionary relationships in the whale lineage.

Analyze and interpret data to identify patterns in anatomical similarities and differences to construct an explanation using changes over time as evidence for the whale’s evolutionary line of descent.

Apply the principle of common descent to anatomical similarities and differences between modern and fossil organisms to construct an explanation of changes over time in the evolutionary history of the mystery fossil.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-LS4-2 - Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.

MS-LS4-3 - Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

Is there a modern descendant of the mystery fossil?

Students identify features that change during whale embryonic development to form an evolutionary link between the mystery fossil and modern whales. Students then use patterns in the fossil record as evidence of change over time between the mystery fossil and modern whales. Students use their evidence to explain the lineage relationship between the modern whale and the mystery organism of the Anchor Phenomenon.

ACTIVITIES

Whale Embryos

Transitions

Telling the Story

Unit Project: Its Fossil History

Unit Project: It’s Fossil History

In this lesson, students will:

Use evidence from patterns in sedimentary layers, the fossil record, and anatomical similarities and differences to construct a written argument that supports or refutes a model of a line of evolutionary descent.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-LS4-1 - Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.

MS-LS4-2 - Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.

MS-LS4-3 - Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

How can we apply what we have figured out to assess the evolutionary relationships among other organisms?

This lesson serves as the summative assessment for the unit. Students analyze data from the fossil record to assess an evolutionary model—a proposed evogram for lineage of tetrapods. Students then write an argument, citing their evidence, that supports or refutes the information given in the proposed line of descent. Additionally, a second option for the summative assessment, performance-based assessments (PBAs), are also provided online.

PERFORMANCE BASED ASSESSMENTS

Additionally, a second option for summative assessment, performance-based assessments (PBAs), are also provided on the Unit Assessments and Resources section of the unit.

PBA: MS-LS4-1: Diversity and Extinction of Ammonoids

In this performance-based assessment (PBA), students are presented with a storyline about the appearance and extinction of a group of fossil organisms called ammonoids. Students explore a local geologic column to observe patterns of when species of ammonoids emerged, went extinct, or evolved over a relatively short geologic time frame. In this task, students analyze and interpret data in the rock layers to identify patterns that explain changes in the ammonoid populations over time. Next, students analyze a graph that details the diversity (by genus) of ammonoids over geologic time to document patterns in diversity and to identify patterns in extinction and adaptive radiation. Then, students explore a model that outlines increasing complexity or specialization of anatomical structures to demonstrate how, within organisms, complexity of anatomical structures increases, which increases diversity. Lastly, students synthesize information and draw conclusions about how they can apply patterns of fossil appearance, diversity, and disappearance and relative complexity of anatomical structures of organisms to make claims about the life history of a group of organisms other than ammonoids. Students evaluate a chart of the diversity of different groups of living things over geologic time and analyze the timeline to identify the first appearance of a group, describe changes in the diversity of the group over time, and identify extinction events.

ACTIVITIES

Mistaken Identity?

Extension 1 - STEM in Action: Career: Evolutionary Biologist

Anchor Phenomenon: Exploring Fruit Flies of Hawai'i

LESSON OBJECTIVES

In this lesson, students will:

Ask questions that arise from observation of local conditions in Hawaii and use patterns to begin to identify the similarities and differences in physical or biological components on the islands.

Ask questions about observed changes in Hawaiian plants and animals over time and develop an initial model to describe the causes of these changes.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-LS1-5 - Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

MS-LS4-6 - Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

Why are all the Hawaiian flies so different?

This lesson serves as the introduction of the Anchor Phenomenon to students. After making observations and gathering information, students write questions about why and how there are so many different types of plants and fruit flies in Hawaiʻi and place their questions on a Driving Question Board. The Driving Question Board should serve as the source of driving questions for each lesson of the unit and a repository of questions generated throughout the unit that can be used to drive student understanding. Students will construct an initial model showing how plants, flies, and Hawai’i have changed over time and will revisit and modify the model to improve it throughout the unit.

ENGLISH LANGUAGE LEARNER SUPPORT FOR THE ANCHOR PHENOMENON

As students work on their Driving Question Board and their models throughout the unit, have them create a glossary of words that can be sorted into categories on a worksheet. The sample worksheet provided shows how the first section would be filled out by the end of the unit for a developing English language learner. Teachers should suggest categories like words about animals, plants, things organisms do, climate, or environment (places where organisms live) that can help students create lists as they progress throughout the unit.

ACTIVITIES

A Hawaiian Journey

Changes Happening

So Many Different Kinds of Fruit Flies

LESSON OBJECTIVES

In this lesson, students will:

Obtain information from media and text about fruit fly behaviors and traits and evaluate if the traits support survival.

Ask questions about fruit fly behavior and obtain, evaluate, and communicate by modeling information about how fruit fly behaviors can increase the odds of successful reproduction.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-LS1-4 - Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

MS-LS4-6 - Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

How did so many different kinds of fruit flies end up on the Hawaiian Islands?

Students investigate survival needs of fruit flies and other animals and how traits can be advantageous or disadvantageous to their survival in different environments. Then, students investigate behaviors of fruit flies and think about whether certain traits or behaviors are favorable or unfavorable in different environments. Students end the lesson by constructing explanations about how certain traits or behaviors help flies succeed in certain environments and revising their models based on the new information.

ACTIVITIES

Fruit Fly Survival

Fruit Fly Behaviors

Extension 1 - STEM Project: Common Garden Experiments

Variation and Selection

LESSON OBJECTIVES

In this lesson, students will:

Identify patterns in graphs to refine a model that explains why fruit fly reproduction can lead to increases in the population, but not indefinitely.

Analyze data from an investigation to identify patterns that will help to explain changing traits in fruit fly populations.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-LS1-4 - Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

MS-LS4-4 - Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

MS-LS4-6 - Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

How do traits change in fruit fly populations?

Students investigate data related to population changes in the coffee borer beetle in Kona and a population of fruit flies in an area on the island of Oʻahu. Students identify patterns in the data and think about what may have caused the patterns in the data. They describe the cause-and-effect relationships that lead to population changes and use the relationships to think about how they can improve their models. Then, students develop a model to address outside factors that affect fly populations.

Students examine a carnivorous caterpillar, Eupithecia, and think about how wing patterns of flies could cause flies to be seen and eaten by predators like the Eupithecia. Students predict how different wing patterns would fare against a rotting tree bark background. Students conduct a hands-on investigation to model prey selection and observe what happens when different-colored beans are put onto a piece of colored paper. Students then study male peacock traits and conduct a second investigation to observe what happens when certain bean colors are selected to be mates. Students finish the lesson by reading a passage and watching a video about natural selection to learn the terms species and natural selection.

ACTIVITIES:

Why Not More?

Hands-On Investigation: Trait Variations

Speciation

LESSON OBJECTIVES

In this lesson, students will:

Obtain and synthesize information from media and text to make a claim about whether variations in the wings of fruit flies definitively determines whether individual flies are from different species.

Integrate scientific information from text and maps and analyze patterns in data to provide evidence about factors that influence plant growth.

Refine a model to construct an explanation for how the process of natural selection caused the many species of fruit flies are in Hawai’i.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-LS1-5 - Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

MS-LS4-4 - Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

MS-LS4-6 - Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

How can there be so many different species of fruit flies in Hawaiʻi?

In this lesson, students will examine nine fruit fly wings and use information about what makes a species, dog breeds, and different genetic or environmentally influenced traits to make a claim if they think the fruit fly wings are from flies of the same or different species. Students will construct an argument about whether they think the change in appearance of a population of individuals can be predicted if you know how the environment is going to change.

In the next activity, students will read a passage about a species of fruit fly on the Big Island of Hawaiʻi and learn about how populations of flies can be isolated by lava flows. Then, students will analyze and interpret data about rainfall, elevation, and vegetation on the Big Island through a series of graphics. They will fill out a table explaining the relationships between the variables and think about how these relationships might affect their models.

In the last activity of the lesson, student will read about a theory that all the flies on the Hawaiian Islands came from a single pregnant fruit fly carried to the islands by a storm or a bird. Students will reflect on the information up until this point of the unit and revise and simplify their Driving Question Board with help from teachers. Students will list a piece of evidence from each activity thus far and use the information to revise their model again. Once students have revised their Driving Question Board and models, they will construct an explanation to explain how 800 species of fruit flies came to be on the Hawaiian Islands using as much evidence as they can from each activity. Teachers will wrap up the lesson with a discussion of endangered species in Hawaiʻi and ask students to think about why certain fruit fly species might be endangered.

ACTIVITIES

Are All the Same Species?

Vegetation on the Big Island of Hawai'i

Modeling Speciation

Extension 2 - STEM PROJECT: Adaptations of a Desert Lizard

Endangered Fruit Flies

LESSON OBJECTIVES

In this lesson, students will:

Obtain scientific information and analyze data for patterns to identify reasons for why the Kauaʻi fruit fly is endangered.

Construct an explanation using evidence from data obtained from koa tree growers about how changes in growth of the koa tree have impacted the Kaua‘i fruit fly population over time.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-LS1-4 - Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

MS-LS1-5 - Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

MS-LS4-4 - Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

MS-LS4-6 - Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

How can some fruit flies be decreasing in population?

In this lesson, students will study plant growth through the koa tree and learn about how many fruit fly species are endangered. Students will discuss what they think is causing fruit fly species to become endangered. They will examine a table of endangered fly species in Hawaiʻi and record patterns in the data. Students will study a table of information about the Kauaʻi fruit fly and the koa tree. They will list questions that need to be answered to find out why the population of Kauaʻi fruit flies is decreasing.

In the next activity, students will study the populations of koa trees and think about how this could contribute to the decline in Kauaʻi fruit flies. They will think about traits that might have increased or decreased in the fruit flies as the koa trees decreased. Then, students will learn about conservation techniques to help repopulate the koa trees and advise planters on how to successfully grow koa trees. Students will then collect evidence for an explanation for why Hawaiian fruit flies are endangered and how the decline in fruit flies could impact other life on the islands. They will finish by trying to stump a partner by creating three true statements and one lie about why it is important to save the Kauaʻi fruit fly.

ACTIVITIES

Kaua'i Fruit Fly

The Koa Tree and the Kaua'i Fruit Fly

Extension 3 - STEM in Action: Careers and Evolution

Unit Project: Adapt or Go Extinct?

LESSON OBJECTIVES

In this lesson, students will:

Explain how a change may affect a species’ chance of successful reproduction or survival.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-LS1-4 - Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

MS-LS4-4 - Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

MS-LS4-6 - Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.

CONNECTIONS TO ANCHOR PHENOMENON

In the unit project, students read a passage about three endangered species on the Hawaiian Islands and choose one to explain how a change could affect the species’ chance for successful reproduction or survival. They will fill out a graphic organizer describing changes that threaten the species and describe how certain traits were favorable before the change and how the change may have affected the survival or reproduction of that species.

Students will then develop a model of how these traits may change over three generations using a table and a drawing. They will create an explanation using their model about how a species might adapt, form a new species, or go extinct. Students will finish the unit by answering a question about how small changes to a place can create large changes for the species that live there and reflect on what they learned about cause and effect and using data to construct explanations throughout the unit.

PERFORMANCE BASED ASSESSMENTS

Additionally, a second option for summative assessment, performance-based assessments (PBAs), are also provided on the Unit Assessments and Resources section of the unit.

PBA: MS-LS1-4: Monarchs and Milkweed

In this performance-based assessment (PBA), students are presented with a storyline highlighting the relationship between monarch butterflies and milkweed plants. Using this phenomenon, students gather empirical evidence from reading, video clips, graphs, and diagrams to explain how monarch behavior and specialized structures in milkweed plants affect the probability of successful reproduction in each organism. In the first task, students gather evidence on the monarch behavior of using milkweed plants as a habitat and food source and how this affects the probability of monarch survival and successful reproduction. Additionally, students analyze a population graph to develop an understanding of the temporal relationship between the two organisms. Next, students analyze a diagram and create a flowchart model of the fertilization process in milkweed plants in order to identify the cause-and-effect relationship between specialized milkweed plant structures and successful reproduction as well as monarch behaviors that increase the probability of successful milkweed reproduction. In the third task, students determine how specialized structures in the milkweed plant provide for seed dispersal and how this affects the probability of milkweed reproduction. For the final task, students write an argument supported by evidence and reasoning for why milkweed should be planted in a nature preserve in order to attract monarch butterflies. In their argument, students describe how the relationship between milkweed plants and monarch butterflies is beneficial in terms of affecting the probability of successful reproduction of both organisms.

ACTIVITY

Next Generation

Anchor Phenomenon: Exploring the Puerto Rico Earthquake

LESSON OBJECTIVES

In this lesson, students will:

Ask questions from observations of videos, images, and firsthand accounts about the causes of damage to Earth from earthquakes and their effect on Puerto Rico.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-ESS2-2 - Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

Why have earthquakes occurred more in some places than others?

This lesson introduces the Anchor Phenomenon to students.

ENGLISH LANGUAGE LEARNER SUPPORT FOR THE ANCHOR PHENOMENON

To support ELLs in engaging in the Anchor Phenomenon, engage in a discussion about earthquakes and create a spider concept map to organize the students’ knowledge about earthquakes. Begin by asking students whether any of them know about earthquakes. If they do, ask them to provide words to describe earthquakes using prior knowledge. Have students make a list of these words. As students read through the lesson, look at the images, and watch the video. Ask them to add to the list as new terms relating to earthquakes are heard or inferred by the lesson resources. Allow students to watch the video as many times as necessary. After they have listed at least six terms, have them write “earthquake” in the center circle of the spider concept map and write the descriptors from their lists on the lines. They can add additional lines as needed. The concept map can be used to help form a description of an earthquake. Students can revisit the concept map and make additions as they progress through the unit.

ACTIVITIES

Earthquake in the News

Earthquakes and Continents

LESSON OBJECTIVES

In this lesson, students will:

Analyze and interpret data in maps to find patterns in Earth’s shifting continents.

Develop a model to find patterns in Earth’s shifting continents.

Critically read scientific text to obtain information on how the transfer of energy drives the cycling of matter inside the Earth to cause plate movement.

Develop and use models to describe and predict the cause-and-effect relationship between movement at plate boundaries and formation of surface features.

Develop a model that shows the relationship between the flow of energy and the movement of matter at plate boundaries.

Critically read scientific texts to obtain information to describe patterns and obtain evidence about how the flow of energy and cycling of matter have caused chemical and physical changes in rocks.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-ESS2-1 - Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

MS-ESS2-3 - Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

What are the driving forces behind earthquakes?

Students make connections related to plate motion and the role this plays in the occurrence of earthquakes. They learn that plate motion can result in earthquakes and occurs more often in some locations than in others. They determine patterns of aftershocks and those of features and landforms and relate these patterns to the frequency of earthquakes. They use continental drift, the structure of Earth’s layers, and the movement of materials in Earth to gather evidence that the movement of Earth’s continents and plates is caused by convection currents within Earth and that these currents cause earthquakes more in locations near plate boundaries.

ACTIVITIES

Earthquake Data
Continent Puzzle

Changing Continents

Hands on Investigation: Plate Interactions

Setting Boundaries

Rock and Roll

Extension 1 - STEM Project: Classifying Minerals

Extension 2 - STEM Project: San Andreas Earthquakes

The Vast Ocean Floor

LESSON OBJECTIVES

In this lesson, students will:

Analyze and interpret patterns in data to explain the geological activity and its effect in regions around the Ring of Fire.

Use models to make a claim and provide evidence and reasoning to explain the geological activity and its effect around the Puerto Rico Trench.

Analyze and interpret data to understand the causes of the formation of the Mid-Atlantic Ridge and its relationship to plate motion.

Construct an explanation to explain that movement of the seafloor causes it to continually change.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-ESS1-4 - Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.

MS-ESS2-1 - Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

MS-ESS2-3 - Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

What other events/hazards happen when plates on the ocean floor meet?

Students continue to discover why earthquakes occur near Puerto Rico by exploring how the tectonic plates on the ocean floor have caused the land to change over time. They conclude that events such as earthquakes occur more frequently in locations, such as Puerto Rico, that are near plate boundaries, where plate interactions cause unstable conditions in Earth’s crust.

ACTIVITIES

The Global Ring of Fire

Down in the Trenches

Ocean Ridges

Movement over Time

Extension 3 - STEM Project: Drilling for Information

Impacts of Earthquakes and Earth’s Features

LESSON OBJECTIVES

In this lesson, students will:

Analyze data to describe and explain the patterns in energy before, during, and after an earthquake.

Investigate the causes of changes in Earth’s surface to describe their effects over different timescales.

Conduct an investigation to understand how water’s movements caused the formation of Puerto Rico’s natural arches.

Use models to generate data about how weathering and erosion can cause large- and small-scale changes in Earth’s surface.

Use models to construct explanations for how and why natural features found in Puerto Rico change over time.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-ESS1-4 - Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.

MS-ESS2-2 - Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

Do earthquakes cause changes to natural features?

Students will explain how the surface of Earth changes in areas of frequent earthquakes, including the area in Puerto Rico around Punta Ventana. They will investigate quick changes that occur as the result of hazards such as earthquakes and landslides in those locations and slow changes that result from phenomena such as chemical and physical weathering, which occur in all areas that experience agents of change.

ACTIVITIES

Energy Data

Hands-On Investigation: Landslides

Hands-On Investigation: Puerto Rico Rocks

Hands-On Investigation: Cave Formation

Agents of Change

Planning for Earthquakes

LESSON OBJECTIVES

In this lesson, students will:

Obtain information from several sources about technologies and patterns that scientists use to forecast, detect, and analyze natural hazards.

Analyze patterns of data in the map to choose locations for an early-detection system.

Ask questions to obtain reliable information about how people prepare for natural hazards and their effects on the land.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-ESS2-1 - Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

MS-ESS2-2 - Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

MS-ESS3-2 - Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

How can damage from an earthquake be predicted or prevented?

Students investigate technologies that scientists use to forecast, detect, and analyze natural hazards such as earthquakes and discuss why these are more important in some locations than in others. They study data about types of natural disasters including earthquakes and relate them to how land differs before and after the disaster. Students design detection strategies, including those for earthquakes and landslides, that can be used in areas where these events are most frequent.

ACTIVITIES

Natural Hazard Detection Systems

Analyzing Past Earthquakes

Natural Hazard Emergencies

Extension 4 - STEM in Action: Careers: Seismologists

Unit Project: Earthquake

In this lesson, students will:

Analyze data to identify patterns scientists can use to make predictions about earthquakes and warn people living in areas of potential natural hazards.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-ESS1-4 - Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.

MS-ESS2-2 - Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

MS-ESS2-3 - Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

MS-ESS3-2 - Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

MS-ETS1-3 - Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

How could technology predict the next earthquake in Puerto Rico?

In this unit project, students analyze and interpret data about earthquakes in the Caribbean region. They use patterns in the data to identify cause-and-effect relationships that allow for earthquake monitoring. This gives students an opportunity to apply what they have learned about earthquakes in Puerto Rico through determining locations for earthquake monitors. Students identify patterns scientists can use to make predictions about earthquakes and warn people living in areas of potential natural hazards such as earthquakes. They recommend a device to be used to gather data and, using maps, make recommendations as to effective locations of monitoring stations. These locations are those that, because of their location near plate boundaries, experience more frequent earthquakes than other locations.

Additionally, a second option for summative assessment, performance-based assessments (PBAs), are also provided online:

PERFORMANCE BASED ASSESSMENTS

Additionally, a second option for summative assessment, performance-based assessments (PBAs), are also provided on the Unit Assessments and Resources section of the unit.

PBA: MS-ESS1-4: Geologic Time of the Grand Canyon

In this performance-based assessment (PBA), students are presented with a storyline driven by evidence that shows the geologic time scale of the Grand Canyon and what evidence is used to construct this time scale. Students analyze data from a geologic time scale graphic about the Grand Canyon. Students use the data to construct an explanation on how rock strata were used to organize the history of the Grand Canyon. Then, students investigate scale, proportion, and quantity by viewing a chart on the time scale of Earth. Students identify which fossils might have been present in the Grand Canyon by correlating rock strata and fossils from different locations. Students are then presented with details on major fossils found in the Grand Canyon. They describe how these fossils aid in determining the relative ages of rock strata and fossils found in the Grand Canyon.

ACTIVITIES

Earthquake Monitoring Stations

Anchor Phenomenon: Exploring Dead Fish in the Delta

LESSON OBJECTIVES

In this lesson, students will:

Ask questions that arise from careful observation of a negative impact on Earth to clarify and seek additional information.

Develop a preliminary model, representing temporal and spatial relationships from data sets, to describe possible cause-and-effect relationships negatively impacting the fish in the dead zone.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-ESS3-3 - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

What killed all of the fish?

The lesson introduces the Anchor Phenomenon. After making observations of the Anchor Phenomenon, a photograph of a fish kill in a Mississippi River estuary, students ask questions based on their observations and place them on a Driving Question Board. Next, the students interpret data on dissolved oxygen in the northern Gulf of Mexico and construct an explanation for the Anchor Phenomenon based on the pattern observed in the data. This explanation is in the form of a mind map and will be enhanced as more information becomes available throughout the unit.

ENGLISH LANGUAGE LEARNER SUPPORT FOR THE ANCHOR PHENOMENON

Throughout the unit, encourage students to participate by using the Give One, Get One strategy to complete the Information Chart about a topic of their choosing from the unit. Before starting the unit, students should fill in the first cell of the chart with one piece of information they have learned or researched about what causes large fish kills. As they progress through the unit, they will talk with other students (when the teacher deems it a good time to do so) who will verbally give them new information to add to their chart about that topic. As students share information, have them jot down notes in their chart. Students should share their information with other students and collect new information until they complete the remaining cells. Students can then use this chart to help them construct their final explanations. The Information Chart can be completed as a whole-class activity, or you can use it to provide additional support to diverse learners.

ACTIVITIES

Fish Kill

What Is in the Water?

Dead Zone

LESSON OBJECTIVES:

In this lesson, students will:

Plan and conduct an investigation to determine the effects of fertilizer on algae growth in water to utilize as evidence for their refined model of the dead fish.

Use scientific reasoning to construct a written argument on the impact of fisheries related to human access to economic and natural resources.

Ask questions to clarify and seek additional information about patterns in data related to nitrogen data from the rivers and the size of the dead zone.

PERFORMANCE STANDARDS

During this lesson, students will be working toward the following performance expectations:

MS-ESS3-1 - Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.

MS-ESS3-3 - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

MS-ESS3-4 - Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

What could cause the oxygen levels to drop and the algae to increase? 

In this lesson, students begin by conducting a hands-on activity in which they experimentally determine the effect of fertilizer on algal growth and dissolved oxygen. They refine their explanation for the Anchor Phenomenon based on the results of this experiment and their ability to predict phenomena in the natural systems based on the cause-and-effect relationships identified in the experiment. Following this, students analyze data on nutrient flux from the Mississippi River and the size of the Gulf of Mexico dead zone. In response to the data, students ask questions to clarify the patterns observed and to see additional information. Finally, students evaluate data on the fisheries of the Gulf of Mexico and construct explanations for how much humans depend on the Gulf for resources.

ACTIVITIES

Hands-On Investigation: Fertilizer and Algae

Human Dependence on Water

Nutrients and the Dead Zone

Sources of Nutrients

LESSON OBJECTIVES

In this lesson, students will:

Revise a model based on patterns in map data about human activities that may impact the amount of nitrogen contaminating groundwater resources.

Develop and critique a model to describe how systems interact in a watershed and how human activities play a role in the watershed system.

Revise a model of the Mississippi watershed system and its components to include evidence of how human activities have significantly altered the biosphere.

Revise a model to include evidence for how stability in a system can be disturbed either by a sudden event or gradual changes that accumulate over time.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-ESS3-3 - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

MS-ESS3-4 - Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

Why does so much nitrogen and phosphorus flow into the dead zone in the Gulf?

In this lesson, students begin by evaluating data on the risk of nitrate contamination in groundwater and agricultural activity in the Mississippi Basin and construct further explanations for the Anchor Phenomenon based on the patterns they identify in the data. Then, students observe data on nitrogen and phosphorus loading in the Mississippi River system and the various sources of these nutrients and use these data to further enhance their constructed explanations for the Anchor Phenomenon. Finally, students evaluate text information on watersheds and further enhance their explanations for the Anchor Phenomenon based on their understanding of how the watershed system can interact with the Gulf of Mexico system.

ACTIVITIES

Nutrients on Land

Flowing Water

Nutrients and the Watershed

Nutrients and Human Health

Extension 1 - STEM Project: Exploring Your Watershed

Agriculture in the United States

LESSON OBJECTIVES

In this lesson, students will:

Analyze patterns in data sets to gather evidence and refine a model to include evidence of the impact of climate, crop distribution, and soil type related to the Mississippi River watershed.

Analyze data based on patterns in graphs, charts, and images to describe how the increase in human population has increased the negative impacts on Earth of farming practices in the United States.

Critically read scientific texts adapted for classroom use to describe patterns of how farming impacts species found in the prairie ecosystem and in the biosphere.

Ask questions that arise from observations to clarify how the transport system of the Mississippi River interacts with the biosphere and may lead to negative impacts.

Construct an explanation based on valid and reliable evidence related to changes to land and biosphere resources as a result of human activities.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-ESS3-1 - Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.

MS-ESS3-3 - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

MS-ESS3-4 - Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

Why is there so much farming going on in the central region of the United States?

In this lesson, students evaluate data on the distribution of agricultural land resources in the United States and crop production to gain an understanding of human dependence on land and biosphere resources and that mineral, fresh water, and biosphere resources are limited and there is an uneven distribution of those resources. Students use these data to further refine their explanations of the Anchor Phenomenon. Then, students evaluate text and data on the historical development of agriculture in the Midwest of the United States and in particular the effect of fertilizer production on agricultural productivity. They further refine their explanations for the Anchor Phenomenon based on these data. Finally, students evaluate data on the impact of Midwest agriculture on populations of wild organisms. They use these data to ask questions about how human systems interact with the systems of the biosphere and the negative impacts human consumption has on natural systems, specifically terrestrial systems.

ACTIVITIES

Agriculture in the Midwest

Farming and Population Growth

Farming and Extinctions

Extension 2 - STEM Project: Reducing Soil Erosion on a Farm

Extension 3 - STEM Project: Land Use

Mississippi River Transport

LESSON OBJECTIVES

In this lesson, students will:

Ask questions that arise from observations to clarify how the transport system of the Mississippi River interacts with the biosphere and may lead to negative impacts.

Construct an explanation based on valid and reliable evidence related to changes to land and biosphere resources as a result of human activities.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-ESS3-1 - Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.

MS-ESS3-3 - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

MS-ESS3-4 - Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

How do people living in different parts of the country receive the food grown in the central region of the country?

In this lesson, students evaluate text and data on barge transport on the Mississippi River. Based on these data, they ask questions to understand how the river transport system interacts with the biosphere and may lead to negative impacts, such as the Anchor Phenomenon. Then, students evaluate data about the benefits and costs of Mississippi River transport. They ask questions that challenge the interpretation of a data set and construct a written argument in support or against river transport as a solution to movement of unevenly distributed natural resources.

ACTIVITIES

Mississippi Barges

River Transport

Unit Project: Restoring the Dead Zone

LESSON OBJECTIVES

In this lesson, students will:

Ask questions to clarify cause-and-effect relationships for an engineering problem to prevent the dead zone and future fish kills.

Undertake a design project to construct a solution that meets specific design criteria and constraints—to prevent the dead zone and future fish kills.

PERFORMANCE EXPECTATIONS

During this lesson, students will be working toward the following performance expectations:

MS-ESS3-1 - Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.

MS-ESS3-3 - Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

MS-ESS3-4 - Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

MS-ETS1-1 - Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

CONNECTIONS TO ANCHOR PHENOMENON

DRIVING QUESTION

How can we eliminate the Gulf of Mexico dead zone?

In the unit project, students begin by examining their mind map models and determining points where it would be possible to prevent the dead zone and future fish kills. Students identify the cause-and-effect relationships at each of the points they identified and write questions that can guide the group to a possible solution for the dead fish in the Delta. With these understandings, students in groups work through a design process to decide on a particular solution to the Anchor Phenomenon. As a part of the process, students explain how their solution is implemented and tested to see if it has an effect in solving the Anchor Phenomenon.

PERFORMANCE BASED ASSESSMENTS

Additionally, a second option for summative assessment, performance-based assessments (PBAs), are also provided on the Unit Assessments and Resources section of the unit.

PBA: MS-ESS3-1: Mining for Diamonds

In this performance-based assessment (PBA), students are presented with a storyline driven by a scenario in which students analyze geological and hydrological information and make a recommendation for the best location for a new diamond mine. Students analyze geologic maps related to the processes that form diamonds and identify the locations of rocks of the appropriate ages to identify where diamonds are likely to be located. Then, students evaluate maps of locations of current known diamond resources to determine whether a commercially viable diamond deposit is likely in each proposed location. Next, students analyze a global map of major and minor aquifer systems to identify how the locations of potential diamond mines may affect and be affected by groundwater resources. Finally, students make a recommendation based on evidence for the location of a new diamond mine.

ACTIVITIES

Using a Model

Hands-On Engineering: Design Process

Extension 4 - STEM in Action: Careers and Coastal Erosion