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Free Science Resource Sets — High School


High School Life Science Standard: HS-LS2-6 and HS-LS2-7

Performance Expectation (PE):

Biology - HS-LS2-6:

Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions but changing conditions may result in a new ecosystem.

Environmental Science - HS-LS2-7:

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment biodiversity.

Disciplinary Core Ideas (DCI):

Ecosystem Dynamics, Functioning, and Resilience:

A complex set of interactions within an ecosystem can keep the ecosystem’s numbers and types of organisms relatively constant over long periods of time under stable conditions.

If a modest biological or physical disturbance occurs to an ecosystem, that ecosystem may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem.

Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.

Anthropogenic changes (induced by human activity) in the environment can disrupt an ecosystem and threaten the survival of some species.

Biodiversity and Humans (secondary to HS-LS2-7):

Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction).

Humans depend on the living world for the resources and other benefits provided by biodiversity. But, human activity is also having adverse impacts on biodiversity.

Thus, sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth.

Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value.

Developing Possible Solutions:

When evaluating solutions, it is important to take into account a range of constraints including cost, safety, reliability and aesthetics and to consider social, cultural, and environmental impacts.

PHENOMENON-BASED INSTRUCTIONAL TASK:

Don’t Box Me In

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FORMATIVE ASSESSMENT TASK:

Niangua River Darter

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PATTERN ANALYSIS OF STUDENT THINKING (PAST):

Niangua River Darter

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High School Physical Science Standard: HS-PS1-1

Performance Expectation (PE):

Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

Disciplinary Core Ideas (DCI):

Structure and Properties of Matter:

Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.

The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.

PHENOMENON-BASED INSTRUCTIONAL TASK:

Don’t Overreact!

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FORMATIVE ASSESSMENT TASK:

Periodic Table Trends

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PATTERN ANALYSIS OF STUDENT THINKING (PAST):

Periodic Table Trends

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High School Physical Science Standard: HS-PS2-6

Performance Expectation (PE):

Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

Disciplinary Core Ideas (DCI):

Attraction and repulsion between electric charges at the atomic scale explain the structure, properties, and transformations of matter, as well as the contact forces between material objects.

PHENOMENON-BASED INSTRUCTIONAL TASK:

It’s the Little Things That Matter

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FORMATIVE ASSESSMENT TASK:

Molecular Structure and Function

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PATTERN ANALYSIS OF STUDENT THINKING (PAST):

Molecular Structure and Function

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