Ohio Model Curriculum –Chemistry

Alignment with Primary Headwater Habitat Protocol

1) Overall Goals

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

-Stream morphology (substrate, pool depth and bankfull width) 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 HHEI metric scores predict the suitability of the habitat for aquatic life.

-Absence of living creatures when HHEI metrics indicate they should be present is a sign of environmental degradation. Predictions are based on evidence.

• Understand the nature and development of scientific knowledge;

-PHWH protocol is based on empirical evidence from thousands of streams that allow predictions about other streams to be made. 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 protcols 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 primary headwater streams to support life using three metrics based on physical measurements. They then collect biological evidence and determine if the quality of the stream determined using biological data supports the quality of the stream determined using physical data. They identify questions and concepts that link biological findings to the physical environment, i.e. what kind of organisms are found in what kind of physical environments.

• Design and conduct scientific investigations;

- Students Observe Streams, Hypothesize what kind of organisms will be found based on habitat, Predict what kinds of organisms will be found, Follow a standardized protocol to gather data using replicates and different variables, Analyze results using data aligned to standardized protocol outcomes and then support or reject their hypoheses.

• Use technology and mathematics to improve investigations and communications;

- Data can be entered electronically using an App that reports results to a central database. GPS coordinates are used to identify field site.

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

- Results are compared with other streams and other sites where the biological data do 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 best uses for streams based on data.

Course Content

  • Structure and Properties of Matter

  • Atomic Structure

- Evolution of atomic models/theory

- Electrons

- Electron Configurations

  • Periodic Table

- Properties

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

- Trends

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.

  • Intramolecular Chemical Bonding

- Ionic

- Polar/covalent

  • Representing Compounds

- Formula writing

- Nomenclature

- Models and shapes

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

- Types and strengths

- 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

A) Chemical Reactions

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

- Types of reactions

- Kinetics

- Energy

- Equilibrium

- Acids/bases

B) Gas Laws

- Pressure, volume and temperature

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

- Ideal gas law


C) Stoichiometry

- Molar calculations

- Solutions

- Limiting reagents


D) Nuclear Reactions

- Radioisotopes

- Nuclear energy


· Biosphere- Evolution and adaptation in populations

-Students will be able to go into the spring and identify the different species co-adapting

-Students will then be able to determine the native and invasive organisms within the stream

- Movement of matter and energy through the hydrosphere, lithosphere, atmosphere and biosphere Climate and weather

-Students will be able to identify stormwater damage and predict where the stormwater rises

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