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

Ohio Model Curriculum – Physical Science

Alignment with ETA 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.

-The better outcome from the survey, the more money the community will is worth as far as trees goes which is related to habitat improving biodiversity


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

-The ETA metric allows a community to see how much money it will provide based on the tree survey

-The ETA can also display a map of the trees that have been surveyed, which includes the species, diameter, GPS location, and any maintenance that is required


• Understand the nature and development of scientific knowledge;

-The ETA allows the students to understand that scientific knowledge is constantly changing and improving.

• 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 tree in its environment  based on observations and questions from the app. They identify questions and concepts that link biological findings to the physical environment, i.e. Is the bark damaged? What condition are the leaves in?


• Design and conduct scientific investigations;

- Students observe trees, and hypothesize the hydrology, habitat alteration and development, and plant communities present in the urban tree distribution. They follow a standardized protocol to gather data and score the trees through a mobile web app.


• Use technology and mathematics to improve investigations and communications;

-The use of smartphones and tablets in completing ETA will allow the students to use technology to improve their learning.

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

- Results can be compared with other trees and other sites in surrounding areas

- 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 tree they observed.

Course Content

  • Study of Matter


A) Classification of Matter

- Homogeneous vs Heterogeneous

- Properties of Matter

- States of Matter and its Changes

B) Atoms

- Models of the Atom (components)

- Ions (cations and anions)

- Isotopes

C) Periodic Trends of the Elements

- Periodic Law

- Representative Groups

D) Bonding and Compounds

- Bonding (ionic and covalent)

- Nomenclature

E) Reactions of Matter

- Chemical Reactions

- Nuclear Reactions

  • Energy and Waves


A) Conservation of Energy

- Quantifying Kinetic Energy

- Quantifying Gravitational Potential Energy

- Energy is Relative

B) Transfer and Transformation of Energy

C) Waves

- Refraction, reflection, diffraction, absorption, superposition

- Radiant energy and the electromagnetic spectrum

- Doppler shift

D) Thermal Energy

E) Electricity

- Movement of electrons

- Current

- Electric potential (voltage)

- Resistors and transfer of energy

  • Forces and Motions


A) Motions

- Introduction to one-dimensional vectors

- Displacement, velocity (constant, average and instantaneous) and acceleration

- Interpreting position vs. time and velocity vs. time graphs

-Students can graph out the area surrounding the tree and the height of the tree and the position of the student using cross lamination.


B) Forces

- Force diagrams

- Types of forces (gravity, friction, normal, tension)

- Field model for forces at a distance

-Students can re-enact Newton’s discovery as well as throwing an object to exhibit  force and gravity.

C) Dynamics

  • The Universe

A) History of the Universe

B) Galaxy Formation

C) Stars

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