SEP 8: Obtaining, evaluating, and communicating information Students integrate sources of information presented in videos and words to address scientific questions about the cycling of carbon. HS-LS1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.Įach step provides opportunities for formative assessment as the instructor elicits student thinking the final step provides an opportunity for a summative assessment.HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.This investigation will help students make progress towards the following performance expectations: The steps ar are described in more detail in the table below. The steps in the investigation are illustrated in the diagram, showing the science and engineering practices that the student engage in along with major cross-cutting concepts and core ideas that will be developed. The investigation described here is intended for a 9th-10th-grade biology class, and should take about two weeks. Students may be especially interested in the cycling of carbon since it is a source of energy, has an impact on climate, and is part of all living things. Many materials cycle through Earth's systems, providing a wide range of opportunities for students to investigate these processes and build their understanding of the cycling of matter. In both middle school and high school, students are expected to develop and use models that describe the cycling of energy and matter within the Earth and between the Earth and its ecosystems. Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license. Provenance: Anne Egger, Central Washington University
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