ORAM

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

Ohio Model Curriculum – Environmental Science

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

 

Earth Systems: Interconnected Spheres of Earth

• Biosphere

o Evolution and adaptation in populations

This corresponds with the Next Generation Science Standard HS-LS2-8,  HS-LS4-1, HS-LS4-2,

o Biodiversity

o Ecosystems (equilibrium, species interactions, stability)

This corresponds with the Next Generation Science Standard HS-LS4-3.

o Population dynamics

This corresponds with the Next Generation Science Standard HS-LS2-1, and HS-LS4-3

-Students will be able to examine adaptations and evolution in plant populations

-Students will be able to observe the high biodiversity present in wetlands

-Students will be able to examine species interactions between a variety of organisms found in wetlands

These correspond with the Next Generation Science Standard HS-LS2-8,  HS-LS4-1, HS-LS4-2,

• Atmosphere

o Atmospheric properties and currents

This corresponds with the Next Generation Science Standard HS-ESS2-4

• Lithosphere

o Geologic events and processes

This corresponds with the Next Generation Science Standard HS-ESS2-5

• Hydrosphere

o Oceanic currents and patterns (as they relate to climate)

This corresponds with the Next Generation Science Standard HS-ESS2-2.

o Surface and groundwater flow patterns and movement

This corresponds with the Next Generation Science Standard HS-ESS2-5

o Cryosphere

This corresponds with the Next Generation Science Standard HS-ESS2-5

-Students will examine patterns of surface and groundwater movement and see its implications on wetlands

• Movement of matter and energy through the hydrosphere, lithosphere, atmosphere and biosphere

o Energy transformations on global, regional and local scales

This corresponds to the Next Generation Science Standard HS-LS2-4.

o Biogeochemical cycles

This corresponds to the Next Generation Science Standard HS-LS4-5.

o Ecosystems

This corresponds to the Next Generation Science Standard HS-LS4-5.

o Climate and weather

This corresponds with the Next Generation Science Standard HS-ESS2-2, and HS-ESS2-4

-Students will discover the importance of wetland plants and their contributions to the energy conservation and transfer on a local, regional, and global scale

This corresponds with the Next Generation Science Standard HS-LS1-5.

-Students will look at the different species within the different wetlands and observe their interactions with each other.

This corresponds with the Next Generation Science Standard HS-LS4-2 and HS-LS4-5.

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