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Science 14 - Unit D

This document outlines the learning outcomes, essential questions, skills, and assessment for a science unit on Science, Technology and Society. The unit will focus on how the flow of matter and energy impacts ecosystems, and how human activity can disrupt natural cycles. Students will develop skills in research, data analysis, collaboration and communication to understand relationships between science, technology and the environment. They will complete a final group project where they research a career, analyze its environmental impacts and sustainability, and present their findings.

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43 views3 pages

Science 14 - Unit D

This document outlines the learning outcomes, essential questions, skills, and assessment for a science unit on Science, Technology and Society. The unit will focus on how the flow of matter and energy impacts ecosystems, and how human activity can disrupt natural cycles. Students will develop skills in research, data analysis, collaboration and communication to understand relationships between science, technology and the environment. They will complete a final group project where they research a career, analyze its environmental impacts and sustainability, and present their findings.

Uploaded by

api-267356151
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Step One: What are the desired learning results of this unit?

Outcomes for Science, Technology and Society (STS) and Knowledge


Students will:
1. Describe how the flow of matter in the biosphere is cyclical along characteristic pathways
and can be disrupted by human activity
2. Analyze a local ecosystem in terms of its biotic and abiotic components, and describe
factors of the equilibrium
Skill Outcomes (focus on the use of research and inquiry skills to inform the decisionmaking process)
Initiating and Planning
Students will:
1. Ask questions about relationships between and among observable variables, and plan
investigations to address those questions
Performing and Recording
Students will:
1.

Conduct investigations into the relationships between and among observations, and
gather and record qualitative and quantitative data

Analyzing and Interpreting


Students will:
1.

Analyze qualitative and quantitative data, and develop and assess possible
explanations

Communication and Teamwork


Students will:
1.

Work collaboratively on problems; and use appropriate language and formats to


communicate ideas, procedures and results

Attitude Outcomes
Interest in Science
Students will be encouraged to:

1.

Show interest in science-related questions and issues, and confidently pursue


personal interests and career possibilities within science-related fields (e.g.,
demonstrate an interest in science and technology topics not
directly related to classroom studies; readily investigate Science,
Technology and Society issues)

Mutual Respect
Students will be encouraged to:
1.

Appreciate that scientific understanding evolves from the interaction of ideas


involving people with different views and backgrounds (e.g., consider
scientific, technological, economic, cultural, political and
environmental factors when formulating conclusions, solving
problems or making decisions on a Science, Technology and Society
issue)

Scientific Inquiry
Students will be encouraged to:
1.

Seek and apply evidence when evaluating alternative approaches to investigations,


problems and issues (e.g., insist on evidence before accepting a new
idea or explanation for waste reduction; insist that the critical
assumptions behind any line of reasoning be made explicit, so that
the validity of the position taken can be judged)

Collaboration
Students will be encouraged to:
1.

Work collaboratively in planning and carrying out investigations, as well as in


generating and evaluating ideas (e.g., be attentive when others speak;
suspend personal views when evaluating suggestions made by a
group; be nonjudgemental in the discussion of ideas and plans)

Stewardship
Students will be encouraged to:
1.

Demonstrate sensitivity and responsibility in pursuing a balance between the needs of


humans and a sustainable environment (e.g., examine their personal role in
the preservation of the environment; make personal decisions
based on feelings of responsibility toward less privileged parts of
the global community and toward future generations; participate in
the social and political systems that influence environmental policy
in their community)

Safety

Students will be encouraged to:


1. Show concern for safety in planning, carrying out and reviewing activities (e.g.,
consider safety and show concern for the environment when
disposing of used materials)
StepTwo:Whatessentialquestionswillanchorstudentstolearning?
1. Howwillyourpotentialjobaffecttheenvironment?
2. Howwilltheseimpactsaffectyourjob/otherjobs?
3. Howdoyoudoyoucreatesustainability(bothintheenvironmentandintheworkforce)?
StepThree:Whatskillsareneededtoachievedesiredresults(nutsandboltsteaching)?
1. Roleoflivingorganismsincyclingmatter
2. Flowofenergythroughthebiosphere
3. Maintainequilibriuminthebiosphere
4. Humanimpactonecosystems
StepFour:Assessment
Finalgroupproject

Careerprofile

Researchaparticularcareer

Answerthe3essentialquestions

Interviewquestionpriortoclassinterview

Fillintablewithinfoduringinterviews

Createapresentation,pamphletwhatevertheychoosetodemonstratetheiridea
Anotheridea:Formgroupsandeachgroupwillrepresentadifferenttypeofenergycompany.
Theydhavetomakeapitchtotheclassfortheirsourceofenergy

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