ORAM

This page features the ORAM protocol aligned to the Ohio Science Standards:  

Ohio Model Curriculum – Chemistry

Alignment with ORAM Protocol

 

1)  Overall Goals

 

• Know, use and interpret scientific explanations of the natural world;

-Hydrology, habitat alteration and development, and plant communities all relate to the creation of habitat for living organisms.  High scores correlate with better habitat improving biodiversity

 

• Generate and evaluate scientific evidence and explanations, distinguishing science from pseudoscience;

-The ORAM metric scores predict the category a wetland is (higher the score the better the wetland, meaning more biodiversity)

- Predictions for each metric are based on evidence that they collect while completing the ORAM

 

• Understand the nature and development of scientific knowledge;

-ORAM protocol is based on empirical evidence from wetlands across Ohio.  New evidence may change the protocols or their interpretations

 

• Participate productively in scientific practices and discourse.

- Students learn about common scientific protocols, metrics and how they are used to compare results gathered by anyone using the protocol.

- Students see how to interpret their results in light of the results gathered by others using the same protocols increasing discourse among scientists

2) Specific Curricular Goals

Science Inquiry and Application

• Identify questions and concepts that guide scientific investigations;

-Students determine the quality of wetland to support life using six metrics based evidence from observations. They identify questions and concepts that link biological findings to the physical environment, i.e. what type of plant species were prevalent? What was the coverage of invasive species in the wetland?

 

• Design and conduct scientific investigations;

- Students observe wetlands, and hypothesize the hydrology, habitat alteration and development, and plant communities present in the wetland. They follow a standardized protocol to gather data and score the wetland.

 

• Use technology and mathematics to improve investigations and communications;

- The use of QR Codes to connect the students to the six metrics allows the use of technology in the completion of the ORAM.

 

• Formulate and revise explanations and models using logic and evidence (critical thinking);

- Results are compared with other wetlands and other sites where the biological data does not support the physical data, and students have to hypothesize why.

- Results are used to determine the best place to sight future development and to conserve habitat.

 

• Recognize and analyze explanations and models; and

-Students relate habitat to the biology of organisms determining why specific habitats support organisms that are more sensitive to changes in high quality environments

 

• Communicate and support a scientific argument.

- Students use their own data to determine the quality of the wetland based on data.

 

Course Content:

 

Structure and Properties of Matter

• Atomic structure

o Evolution of atomic models/theory

o Electrons

o Electron configurations

• Periodic table

o Properties

Students could test for certain levels of carbon, phosphorus, and nitrate existing within the wetland ecosystem. Students could also collect a sample of the hydric soil and determine the chemical properties of that soil. They could determine what compounds make up the hydric soil and develop their own projects/presentations on the specific compounds found.

This correlates with the Next Generation Science Standard Codes: HS-PS1-2, HS-PS2-6, HS-PS1-3.

o Trends

• Intramolecular chemical bonding

o Ionic

o Polar/covalent

• Representing compounds

o Formula writing

o Nomenclature

o Models and shapes (Lewis structures, ball and stick, molecular geometries)

Students can determine the compounds present in the hydric soil and then draw out the chemical structures in class.

This correlates with the Next Generation Science Standard Code HS-PS1-1.

• Quantifying matter

• Phases of matter

• Intermolecular chemical bonding

o Types and strengths

o Implications for properties of substances

•Melting and boiling point

•Solubility

•Vapor pressure

This correlates with the Next Generation Science Standard Code HS-PS1-3.

 

Interactions of Matter

• Chemical reactions

Students can measure the effects and extent of buffers, or land usage around the wetlands, on the pH levels of water and soil with respect to waste and nutrient runoff.

This correlates with the Next Generation Science Standard Code HS-PS2-6, HS-PS1-6.

o Types of reactions

o Kinetics

o Energy

o Equilibrium

o Acids/bases

• Gas laws

o Pressure, volume and temperature

-Students will measure the pressure and temperature of the surrounding wetland and determine the quality of land

This correlates with the Next Generation Science Standard Codes: HS-PS1-6, HS-PS1-5.

o Ideal gas law

• Stoichiometry

o Molar calculations

o Solutions

o Limiting reagents

This correlates with the Next Generation Science Standard Codes: HS-PS1-6, HS-PS1-7

• Nuclear Reactions

o Radioisotopes

o Nuclear energy

This correlates with the Next Generation Science Standard Codes: HS-PS1-5

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