Unit 1: Monster Storms: · Web viewDoes this machine you created in Make Observations step 2 illustrate the Conservation of Energy? Explain. Mission 2 Lesson 3: Waves Students will

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I. Unit 1: Monster Storms:A. Mission 1: Profiling the Suspects-Trouble Brewing in Earth’s Atmosphere

1. Operation: Monster Storms Mission 1 Pre-Test Pre-Test for Mission 1 Mission 1 - Lesson 1: Introduction and Pre-Assessment of Mission 1 Generate interest in the concepts that will be presented in Mission 1 and gain an understanding of student readiness for the learning objectives of the mission.

2. Mission 1 - Lesson 2: Defining a Storm and Other Extreme Weather Events Define a storm and other extreme weather events.

3. Mission 1 - Lesson 3: How Energy Gets From the Sun to the Earth Understand how energy gets from the sun to the Earth.

4. Mission 1 - Lesson 4: The Greenhouse Effect vs. Global Warming Recognize the difference between the greenhouse effect and global warming.

5. Mission 1 - Lesson 5: Air and Air Pressure Identify the components of air and understand how air pressure changes.

a. Mission 1 Lab 1: Measuring Weather: Air Pressure, Precipitation, and Temperature As you read in the Mission Briefing, air pressure decreases as you move higher in the atmosphere. How do you think air pressure affects athletes who compete at higher elevations? How do you think air pressure affects athletes who compete at sea level?

6. Mission 1 - Lesson 6: Collecting and Interpreting Community Weather Intelligence Collect and interpret weather intelligence for your community.

7. Mission 1 - Lesson 7: Pushing Up with Pressure Identify the components of air and understand how air pressure changes.

a. Mission 1 Lab 2: Pushing Up with Pressure

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Using your knowledge of air pressure, explain what happens as you drink through a straw.

8. Mission 1 - Lesson 8: Heat Flowing in the Atmosphere Describe how heat flows through the atmosphere.

a. Mission 1 Lab 3: Observing Convection Earth receives more heat at the equator than at the poles. How do wind currents result? What is the overall effect of winds on Earth?

9. Mission 1 - Lesson 9: Weather Data in the Field Collect and interpret weather data in the community.

a. Mission 1 Field Assignment: Profile of a Storm Wind that flows over land is easily disrupted by buildings, hills, trees, and other large objects. How do you think these obstacles change wind patterns on land? How could these “wind breaks” be used to protect people and property? In contrast, wind that flows over water is relatively undisturbed when it reaches shore. What can coastal residents do to deal with wind that flows unimpeded over open water?

10. Mission 1 - Lesson 10: Assessing Mission 1 Concepts Review the mission and assess students’ understanding of the concepts presented in the mission.

11. Operation: Monster Storms Mission 1 Post-Test Post-Test for Mission 1

B. Mission 2: The Plot Condenses-Air and Water

1. Operation: Monster Storms Mission 2 Pre-Test Pre-Test for Mission 2 Mission 2 - Lesson 1: Introduction and Pre-Assessment of Mission 2 Give an overview of the mission and assess students’ understanding of the concepts that will be presented in the mission.

2. Mission 2 - Lesson 2: The Structure of the Atmosphere Understand the molecular structure of air and investigate the structure of the atmosphere.

3. Mission 2 - Lesson 3: Phase Changes of Water Define the phases and phase changes of water. Describe the water cycle.

4. Mission 2 - Lesson 4: Understanding the Water Cycle Describe the water cycle.

a. Mission 2 Lab 1: Energy and the Water Cycle Considering the concern over global warming and the human contribution to it, what can we do to lower the amount of greenhouse gases released into the atmosphere? How could you find more information? How could you inform others of what you find?

5. Mission 2 - Lesson 5: Clouds, Dew, and Fog Explain how clouds are indicators of upcoming weather. Know how dew and fog form. Tell how dew point and humidity indicate the amount of water in the atmosphere.

6. Mission 2 - Lesson 6: Creating Clouds Explain how clouds are indicators of upcoming weather. Know how fog and dew form.

7. Mission 2 - Lesson 7: Water Vapor in the Atmosphere Tell how dew point and humidity indicate the amount of water vapor in the atmosphere.

a. Mission 2 Lab 2: Clouds in a Bottle Now that you know how clouds form, how do you think this knowledge helps Robbie understand monster storms?

8. Mission 2 - Lesson 8: Assessing Mission 2 Concepts Review the mission and assess students’ understanding of the concepts presented in the mission.

a. Mission 2 Field Assignment: Modeling Atmospheric Signatures Why is Robbie Hood’s research important for other scientists who study hurricanes?


C. Mission 3: The Chase-On the Run in Tornado Alley

1. Operation: Monster Storms Mission 3 Pre-Test Pre-Test for Mission 3 Mission 3 - Lesson 1: Introduction and Pre-Assessment of Mission 3 Give an overview of the mission, and assess students’ understanding of the concepts that will be presented in the mission.

2. Mission 3 - Lesson 2: It's Not Just the Heat, It's the Dew Point Appreciate the role and adrenaline-pumping experience of Tim Samaras as he uses probes to study tornadoes. Understand the formation and dynamic structure of a thunderstorm. Measure dew point data to determine the impact this temperature has on weather. (Lab 1: It’s Not Just the Heat, It’s the Dew Point)

a. Mission 3 Lab 1: It's Not Just the Heat, It's the Dew Point! You know that dew point is the temperature at which the air is saturated (cannot absorb more water), and that relative humidity is the percentage of how saturated the air is for a measured air temperature. Why would scientists use dew point, rather than relative humidity, to determine where storms might be found?

3. Mission 3 - Lesson 3: Lightning and Thunder Understand lightning and its association to monster weather. Understand the relationship between lightning and thunder. Estimate the distance to a thunderstorm, and to determine if a storm is approaching or receding. (Lab 2: Distance to a Thunderstorm)

a. Mission 3 Lab 2: Distance to a Thunderstorm Tim is doing research to determine how lightning forms. Based on the Mission Briefing you’ve been reading and the Connection article “Lightning: A Monster Transfer of Energy,” what data must Tim collect to help him solve this mystery?

4. Mission 3 - Lesson 4: Tornado Formation Understand the formation of tornadoes. Appreciate the relationship between thunderstorms and tornado formation. Learn about Tim’s tornado atmospheric data probe. Understand the Fujita and EF-Scale and apply them to inferring tornado wind speeds.

5. Mission 3 - Lesson 5: Modeling Tornadoes Learn about Tornado Alley and appreciate the role played by geography in tornado formation. Understand dry line and its association to the development of tornadoes. Identify similarities between the classroom vortex model and that of a tornado (Lab 3 – Modeling Tornadoes). Learn about Doppler radar and other tools used to forecast and study tornadoes. Learn of future challenges to tornado science.

a. Mission 3 Lab 3: Modeling Tornadoes Tim’s probes record data near the bottom of the tornado. Why do scientists find such data particularly important?

6. Mission 3 - Lesson 6: Interpreting Weather Map Data Interpret a weather map and develop predictions from the information contained in the map.

a. Mission 3 Lab 4: What's in a Map? How do you think people were affected by much less accurate weather predictions before the tools we use today were invented?

7. Mission 3 - Lesson 7: Predicting Severe Weather Design and document a procedure to collect weather intelligence. Enter weather intelligence in a data collection chart online or on paper. Develop a local weather forecast for severe storms for the next few days. Report weather predictions to the class or school community.

a. Mission 3 Field Assignment: Predicting Severe Weather What should people think about before they build homes and businesses or plan activities in places where monster storms are common? Explain your answers.

8. Mission 3 - Lesson 8: Communicating Weather Data Operationally define how graphs communicate weather data. Compare and analyze tornadoes based upon their graphed data sets. Graph the pressure changes associated with a passing tornado.


D. Mission 4: The Hunt-Flying Into the Eye

1. Operation: Monster Storms Mission 4 Pre-Test Pre-Test for Mission 4 Mission 4 - Lesson 1: Introduction and Pre-Assessment of Mission 4 To give an overview of the mission and assess students' understanding of the concepts that will be presented in the mission.

2. Mission 4 - Lesson 2: Tropical Cyclones Describe the structure and dynamic nature of tropical cyclones.

3. Mission 4 - Lesson 3: Where Hurricanes Get Their Energy Explain where a hurricane gets its energy, identify the conditions necessary for a hurricane to form, and explain what causes hurricanes to weaken.

a. Mission 4 Lab 1: Wind Shear in Hurricanes Describe the decay of a hurricane, using what you have learned from your reading and your experiments

4. Mission 4 - Lesson 4: Studying Hurricanes Describe how scientists study hurricanes.

a. Mission 4 Lab 2: Interpreting Hurricane Data What would you tell people who live along the coast (or inland) where Rita is approaching? What do you think cities should do before the storm to help protect their citizens?

5. Mission 4 - Lesson 5: The Saharan Air Layer Understand what the Saharan Air Layer is, and its effects on hurricanes.

a. Mission 4 Lab 3: Saharan Air Layer

6. Mission 4 - Lesson 6: Tracking Hurricanes Describe how scientists track hurricanes.

a. Mission 4 Field Assignment: What's a Storm to Do? Do you think that scientists should try to influence the formation, track, or intensity of hurricanes? Explain your answer.

7. Mission 4 - Lesson 7: Assessing Mission 4 Concepts To assess students' understanding of the concepts learned in Mission 4.


E. Mission 5: The Recovery-Living with Monster Storms

1. Operation: Monster Storms Mission 5 Pre-Test Pre-Test for Mission 5Mission 5 - Lesson 1: Introduction and Pre-Assessment of Mission 5 To give an overview of the mission, and assess students’ understanding of the concepts that will be presented in the mission.

2. Mission 5 - Lesson 2: The Hazards of Hurricanes Understand the hazards of hurricanes.

a. Mission 5 Lab 1: Risk Assessment How do human activities, such as land use and urban growth, factor into the damage that can result from a monster storm?

3. Mission 5 - Lesson 3: Emergency Planning Before, During, and After a Hurricane Explain the difference between hurricane watches and warnings. Study emergency planning and responses before, during and after a hurricane.

a. Mission 5 Lab 2: Storm Surge! Describe some of the conditions that limit a city’s ability to prepare for storm surge. Why are these conditions limiting?

4. Mission 5 - Lesson 4: Emergency Planning for Severe Weather Events Investigate emergency planning and response for other weather events.

a. Mission 5 Field Assignment: Build a Better Building Although they live in areas prone to storms such as hurricanes and tornadoes, many people continue to live in homes that are not built to withstand high winds and water. What can be done to protect these people and minimize the damage before, during, and after a storm?

5. Mission 5 - Lesson 5: Assessing Mission 5 Concepts Complete an action plan for emergency response before, during, and after a storm. To assess students’ understanding of the concepts that were presented in the mission.


II. Unit 2: Resilient Planet:

A. Mission 1

1. Operation: Resilient Planet Mission 1 Pre-Test Pre-test to assess student understanding of Mission 1 concepts.Mission 1 Lesson 1: Mission Introduction

Generate interest in the concepts that will be presented in Mission 1 and gain an understanding of student readiness for the learning objectives of the mission.

2. Mission 1 Lesson 2: Close Encounters of an Unknown Kind Students will become familiar with the research of Russell Cuhel.

3. Mission 1 Lesson 3: Battle of the Mussels Students will begin learning the basics of ecology through the Mission Objectives.

a. Mission 1 Lab 1: Dichotomous Key Scientists use dichotomous keys to identify different species in the ecological community. In addition to knowing what kinds of organisms make up the ecological community, what other abiotic and biotic factors does a scientist need to study to understand the ecosystem? Explain.

4. Mission 1 Lesson 4: Major Ecosystems of the World Students will understand the major ecosystems of the world.

a. Mission 1 Lab 2: Ecosystems from Above Evaluate a printed atlas as a tool for studying ecology. Support your evaluation.

5. Mission 1 Lesson 5: Energy Flow Students will understand how energy flows through a system, such as a food chain/web.

a. Mission 1 Lab 3: The Food Web Game Why do ecologists use models in addition to observations and direct measurements? How would data collected through models be useful to ecologists?

6. Mission 1 Lesson 6: Earth's Cycles Students will investigate the connection between the biotic and abiotic components of the Earth through cycles.

a. Mission 1 Lab 4: Cycling Carbon How could you test carbonated beverages to show that the dissolved gas was carbon dioxide?

7. Mission 1 Lesson 7: Field Assignment Students will interpret, collect, and analyze abiotic and biotic data.

a. Mission 1 Field Assignment: Exploring Ecosystems Research how alien species, such as the zebra and quagga mussels, are introduced into a new environment. What conditions are necessary for the alien species to become successful in its environment? How do the aliens affect the abiotic and biotic factors in an ecosystem?

8. Operation: Resilient Planet Mission 1 Post-Test Post-test to assess student understanding of Mission 1 concepts.

B. Mission 2

1. Operation: Resilient Planet Mission 2 Pre-Test Pre-test to assess student understanding of Mission 2 concepts.Mission 2 Lesson 1: Mission Introduction Generate interest in the concepts that will be presented in Mission 2 and gain an understanding of student readiness for the learning objectives of the mission.

2. Mission 2 Lesson 2: Securing a Niche Students will become familiar with Dr. Robert Ballard and will be introduced to ecological succession.

a. Mission 2 Lab 1: Competing Adaptations If your plants represent the pioneer species for the ecosystem, predict what characteristics the next organisms would require to out-compete these pioneers. What would have to happen for the pioneers to become the climax community?

3. Mission 2 Lesson 3: Ecological Relationships Students will be introduced to the interconnected relationships between many organisms.

a. Mission 2 Lab 2: Estimating Populations Why is it important to know the populations of species found in an ecosystem? What can be inferred from data scientists collect on populations?

b. Mission 2 Lab 3: Predator-Prey How does the predator-prey interaction help an ecosystem reach a state of natural stability?

4. Mission 2 Lesson 4: Survival Strategies Students will explore survival strategies used by organisms.

a. Mission 2 Lab 4: Animal Behavior Why is the ability to "learn" an important adaptation for survival? Identify several examples in your local environment.

5. Mission 2 Lesson 5: Ecosystem Stratification Students will become familiar with the stratification of a variety of ecosystems.

6. Mission 2 Lesson 6: Field Assignment Study and observe animal behavior and analyze survival strategies

a. Mission 2 Field Assignment: Observing Animal Behavior in the Wild Analyze the strengths and limitations of using video for data collection in the field. What recommendations would you make to other researchers about using video as a tool for field studies?

7. Mission 2 Lesson 7: Mission Debrief Review the mission and assess students’ understanding of the concepts presented in the mission.


C. Mission 3

1. Operation: Resilient Planet Mission 3 Pre-Test Pre-test to assess student understanding of Mission 3 concepts Mission 3 Lesson 1: Mission Introduction Generate interest in the concepts that will be presented in Mission 3 and gain an understanding of student readiness for the learning objectives of the mission.

2. Mission 3 Lesson 2: A Fragile Environmental Recovery Students will become familiar with the research of Dr. Sylvia Earle.

3. Mission 3 Lesson 3: Estuaries Students will explore the components of estuaries.

a. Mission 3 Lab 1: Observing Sediment Deposition As more people want to settle along the shores of the Chesapeake Bay and the rivers that feed into the Bay, how might human development make an impact on the process of sediment deposition?

4. Mission 3 Lesson 4: Transitional Habitats Students will investigate the habitat produced when freshwater meets saltwater

a. Mission 3 Lab 2: Layering with Salt Describe several different ways that a halocline might affect the living components of the Bay's environment.

5. Mission 3 Lesson 5: Challenges to Estuaries Students will examine, analyze, model, inquire, and project about the current and future pressures on the Chesapeake Bay ecosystem from human developmental processes.

a. Mission 3 Lab 3: Modeling Nitrate Pollution How does this activity model nitrate pollution in the real world? What are the limits to this type of modeling? How might using models such as this improve the fertilizing process?

6. Mission 3 Lesson 6: Restoration Students will explore plans and methods for ecological restoration.

a. Mission 3 Lab 4: Oysters to the Rescue! Compare and contrast the filtering done by riparian forests to oysters and other filter feeders. How are they similar and how do they differ? Explain.

7. Mission 3 Lesson 7: Field Assignment Students will gather historical ecological information about their surrounding area.

a. Mission 3 Field Assignment: The Road to Recovery

Sylvia Earle believes ecosystems have the ability to self-repair. If your community decided not to implement your plan, forecast what your ecosystem might look like in fifty years.



D. Mission 4

1. Operation: Resilient Planet Mission 4 Pre-Test Pre-test to assess student understanding of Mission 4 concepts. Mission 4 Lesson 1: Mission Introduction Generate interest in the concepts that will be presented in Mission 4 and gain an understanding of student readiness for the learning objectives of the mission.

2. Mission 4 Lesson 2: Earth's Natural Treasures Students will become familiar with the research of Dr. Enric Sala.

a. Mission 4 Lab 1: Apex Predator Based on your understanding of predators, food webs, and Dr. Sala's new biomass model, what can you infer about the role of the apex predator and the impact it makes on the ecosystem?

3. Mission 4 Lesson 3: Adaptation Students will investigate the relationship between an organisms traits and its niche within a habitat.

a. Mission 4 Lab 2: Adaptation Lab Look at the adaptations of plants and animals in terrestrial ecosystems. Why do they have those adaptations? How do those adaptations help them to survive? Explain.

4. Mission 4 Lesson 4: Geography + Biodiversity Students will explore the effects of geography on biodiversity to understand its importance to ecology.

a. Mission 4 Lab 3: Field Trip to an Island Some companies, mindful of Best Management Practices (BMP) in wildlife conservation, work with local ecologists to provide natural corridors to connect habitats fragmented by construction. Take on the role of that ecologist. What types of corridors would you recommend to a land developer who wants to build a new housing estate that will separate and isolate a forest known to contain a rare arboreal herbivore? Support your recommendations.

5. Mission 4 Lesson 5: Survival Plans Students will understand Biotic Potential and Carrying Capacity of an ecosystem.

a. Mission 4 Lab 4: Analyzing Population Growth Humans have the power to alter their environment and affect the carrying capacity of their ecosystem. How do humans increase or decrease the carrying capacity in their local ecological communities? Explain.

6. Mission 4 Lesson 6: Field Assignment Students will identify a local healthy ecosystem and propose a plan that can protect it.

a. Mission 4 Field Assignment: Protecting Paradise How can policy makers use investigative tools, print and online resources, and quantitative analysis like biodiversity indexes to protect ecosystems?



E. Mission 5

1. Operation: Resilient Planet Mission 5 Pre-Test Pre-test to assess student understanding of Mission 5 concepts. Mission 5 Lesson 1: Mission Introduction Generate interest in the concepts that will be presented in Mission 5 and gain an understanding of student readiness for the learning objectives of the mission.

a. Mission 5 Lab 1: Determining a Sound Field Whales, like humans, are highly social creatures dependent on complex sound communication. If whales cannot hear because specific noises are masking their sounds, how might this affect their survival?

2. Mission 5 Lesson 2: Stellwagen Bank National Marine Sanctuary Students will become familiar with the research of Dr. Leila Hatch.

a. Mission 5 Lab 2: Detecting Sound in Water Research and describe other technology ecologists use to study ecosystems.

3. Mission 5 Lesson 3: Environmental Debate Students will monitor their local environment to assess its quality.

a. Mission 5 Lab 3: Monitoring the Atmosphere Design a monitoring system that would test the quality of air in your community. How would you account for seasonal differences in air quality?

4. Mission 5 Lesson 4: Protecting the Biosphere Students will examine their local environment to develop action plans for energy reduction.

a. Mission 5 Lab 4: Protecting the Biosphere Many of the activities in Operation: Resilient Planet have required you to consult with your instructor, family member, or classmate. What is the value of working in teams and communicating your ideas, plans and data?

5. Mission 5 Lesson 5: Field Assignment Students will identify a local healthy ecosystem and propose a plan that can protect it.

a. Mission 5 Field Assignment: Plans into Action Research the difference between preservation and conservation in ecosystem management. Describe and evaluate the strengths and limitations of each method.



III. Unit 3: Infinite Potential:

A. Mission 1

1. Operation: Infinite Potential Mission 1 Pre-Test Pre-test to assess student understanding of the concepts in Mission 1. Mission 1 Lesson 1: Mission Introduction Students will generate interest in the concepts related to Mission 1 and gain an understanding of student readiness for the learning objectives of the mission.

2. Mission 1 Lesson 2: Forms of Energy Students will observe and understand the different forms of energy that are all around them.

3. Mission 1 Lesson 3: Potential and Kinetic Energy Students will understand the different forms of potential and kinetic energy and the relationship between these two energy types.

a. Mission 1 Lab 1: Energy Survey Lab Try to list all of the forms of energy that you encounter during a typical day. Explain how you interact with each energy form.

4. Mission 1 Lesson 4: Energy, Work, and Power Students will understand the relationships between the concepts of energy, work, and power.

a. Mission 1 Lab 2: Changes in Potential Imagine and draw a machine that could be powered by elastic potential energy

5. Mission 1 Lesson 5: Exploring Visible Light Students will understand the basic properties of visible light and optics.

a. Mission 1 Lab 3: Exploring Visible Light Explain the role of different lenses that are found in your home, school, and neighborhood.

6. Mission 1 Lesson 6: Exploring UV and IR Light Students will understand the basic properties of ultraviolet and infrared light.

a. Mission 1 Lab 4: Detecting Ultraviolet Radiation How can you use these beads to help you protect yourself against UV radiation?

7. Mission 1 Lesson 7: Electromagnetic Energy Students will understand the different forms of electromagnetic energy within the electromagnetic spectrum.

8. Mission 1 Lesson 8: Field Assignment Students will use their knowledge of space weather and energy forms to survey and evaluate the strengths and limitations of energy forms found in their local area.

a. Mission 1 Field Assignment: Exploring Energy Describe how we know energy is present, even though it is not always visible.

9. Mission 1 Lesson 9: Mission Debrief Review the Mission objectives and assess students’ understanding of the concepts learned.

10. Operation: Infinite Potential Mission 1 Post-Test Post-test to assess student understanding of the concepts in Mission 1.

B. Mission 2

1. Operation: Infinite Potential Mission 2 Pre-Test Pre-test to assess student understanding of the concepts in Mission 2. Mission 2 Lesson 1: Mission Introduction Generate interest in the concepts that will be presented in Mission 2 and gain an understanding of student readiness for the learning objectives of the mission.

2. Mission 2 Lesson 2: Energy Transfers and Transformations Students will understand that energy is transferred and transformed within a system.

a. Mission 2 Lab 1: Energy Transfers and Transformations Does this machine you created in Make Observations step 2 illustrate the Conservation of Energy? Explain.

3. Mission 2 Lesson 3: Waves Students will understand different types of waves and the properties of each.

4. Mission 2 Lesson 4: Tsunamis Students will understand energy transfers and transformations associated with tsunami waves.

a. Mission 2 Lab 2: Wave Tank Tsunami Describe two ways in which ocean waves can be produced.

5. Mission 2 Lesson 5: Exploring Thermal Energy Students will understand different ways thermal energy is transferred between matter.

a. Mission 2 Lab 3: Thermal Energy Survey Lab Identify and describe five different sources and uses of thermal energy from your everyday experiences.

6. Mission 2 Lesson 6: Efficiency Students will understand factors related to the efficiency of an energy transfer or transformation.

a. Mission 2 Lab 4: Electrochemical Cells Identify the different types of batteries you are aware of and explore the differences and variety of uses.

7. Mission 2 Lesson 7: Field Assignment Students will use their knowledge of energy transfers and transformations to interpret tsunami data and use an egg to evaluate the effectiveness of an egg protective device.

a. Mission 2 Field Assignment: Exploring Energy Transfers and Transformations Explain how researchers like Dr. Titov use mathematical models and relationships to help save lives and protect property.

8. Mission 2 Lesson 8: Mission Debrief Students will review the Mission objectives and assess their understanding of the concepts learned.


C. Mission 3

1. Operation: Infinite Potential Mission 3 Pre-Test Pre-test to assess student understanding of the concepts in Mission 3 Mission 3 Lesson 1: Mission Introduction Students will generate interest in the concepts that will be presented in Mission 3 and gain an understanding of student readiness for the learning objectives of the mission.

2. Mission 3 Lesson 2: The History of Energy Students will examine energy use from a historical perspective.

3. Mission 3 Lesson 3: Magnetism Students will understand the basic properties of magnets and the relationship between magnetism and electricity.

a. Mission 3 Lab 1: Exploring Magnetism From what you discovered about poles, what are the advantages and limitations of a horseshoe shaped magnet?

4. Mission 3 Lesson 4: Generating Electricity Students will examine how to create electricity with a generator and analyze factors that affect the efficiency of electricity generation.

a. Mission 3 Lab 3: Generating Electricity Compare and contrast a generator with an electrical motor.

5. Mission 3 Lesson 5: Circuits Students will understand how electricity can be transmitted from supplier to consumer.

a. Mission 3 Lab 2: Series and Parallel Circuits What are the possible advantages and limitations of series and parallel circuits? Describe applications of these types of circuits within your home.

6. Mission 3 Lesson 6: The Current State of the Grid Students will examine and understand the four major sources of energy currently used in electricity production.

a. Mission 3 Lab 4: Water Wheel How might using a denser liquid in place of water affect the wheel’s movement and how could this relate to energy generation?

7. Mission 3 Lesson 7: Field Assignment Students will use their knowledge to compare emissions control technology using emissions data from electrical energy production. They will also analyze carbon emission data from a variety of countries.

a. Mission 3 Field Assignment: Don't Leave Footprints Predict the role that fossil fuels will play as an energy resource in the future. Explain your reasoning.



D. Mission 4

1. Operation: Infinite Potential Mission 4 Pre-Test Pre-test to assess student understanding of the concepts in Mission 4. Mission 4 Lesson 1: Mission Introduction Generate interest in the concepts that will be presented in Mission 4.

2. Mission 4 Lesson 2: The Quest for Sustainable Resources Students will understand the role of sustainable alternative energy sources in our current and future society.

a. Mission 4 Lab 1: Wind Power Compare and contrast a wind turbine that generates electricity with a windmill that is constructed to grind corn or pump water Use the terms transfer and transformation in your answer.

3. Mission 4 Lesson 3: Solar Energy Students will understand the different ways solar energy is collected and used as a renewable energy source.

a. Mission 4 Lab 2: Generating Hydrogen Gas Why might the burning of hydrogen gas be better for the environment than burning carbon-based fuels such as gasoline? Identify any limitations to this type of fuel source.

4. Mission 4 Lesson 4: Biofuels Students will understand how biofuels are produced and used as renewable energy sources.

a. Mission 4 Lab 3: Biofuels: Into the Woods Some biologists believe that the Endangered Species Act should protect the smallest organisms such as bacteria and fungi. Justify this position with respect to alternative energy resources such as biofuels.

5. Mission 4 Lesson 5: Wind Energy Students will understand the different ways wind energy is collected and used as a renewable energy source.

6. Mission 4 Lesson 6: Ocean Energy Students will understand how the movement of water in the ocean is being used to generate renewable energy.

7. Mission 4 Lesson 7: Geothermal Energy Students will understand the source and process of collecting and transforming the earth’s internal energy into usable renewable energy.

a. Mission 4 Lab 4: Biofuels: Into the Lab During fermentation experiments, why can the balloon’s inflation with carbon dioxide be used as a measure of ethanol production?

8. Mission 4 Lesson 8: Fusion and Fuel Cells Students will understand the process of nuclear fusion and energy generation from fuel cells.

9. Mission 4 Lesson 9: Field Assignment Students will use their knowledge to assess the benefits and limitations of alternative energy sources in their region.

a. Mission 4 Field Assignment: Enzymes are Key What is the potential for renewable and/or inexhaustible forms of energy in your local area?

10. Mission 4 Lesson 10: Mission Debrief Students will review the Mission objectives and assess their understanding of the concepts learned.


E. Mission 5

1. Operation: Infinite Potential Mission 5 Pre-Test Pre-test to assess student understanding of the concepts in Mission 5. Mission 5 Lesson 1: Mission Introduction Generate interest in the concepts that will be presented in Mission 5 and gain an understanding of student readiness for the learning objectives of the mission.

2. Mission 5 Lesson 2: Powering our Future Students will understand the effects of supply and demand on energy sources and generation.

a. Mission 5 Lab 1: Cooling Off How might the concepts observed in this lab be applied to space heating and cooling?

3. Mission 5 Lesson 3: Efficiency Students will understand how efficiency is measured and how it relates to energy use within a system.

4. Mission 5 Lesson 4: Heating Spaces Students will understand how thermal energy transfers within a system.

a. Mission 5 Lab 2: Making Models

What can we learn from the International Space Station about meeting our planet’s energy needs?

5. Mission 5 Lesson 5: Our Energy Future Students will investigate energy production and distribution in the future.

a. Mission 5 Lab 3: Using the Sun's Power at Night How can a solar lawn light be used to model the strengths and limitations associated with alternative energy resources?

6. Mission 5 Lesson 6: Making Models Students will understand the variety of models scientists develop and use within their research.

7. Mission 5 Lesson 7: Argos to the Rescue Students will examine ways they can monitor and influence their daily energy usage.

a. Mission 5 Lab 4: Communicating with Graphics How will “going green affect a community's energy supply and use

8. Mission 5 Lesson 8: Field Assignment Students will use their knowledge of energy to develop a plan to make their home more energy efficient.

a. Mission 5 Field Assignment: Commencing Count Down TransHab was a collaborative project that took almost a decade to put into orbit. Evaluate the importance of careful planning, testing, and collaboration as an approach to creating new and innovative energy efficient products.

9. Mission 5 Lesson 9: Mission Debrief

Students will review the Mission objectives and assess their understanding of the concepts learned.


IV. Unit 4: Tectonic Fury:

A. Mission 1

1. Operation: Tectonic Fury Mission 1 Pre-Test Pre-Test for Mission 1 of Operation Tectonic Fury Mission 1 Lesson 1: Mission Introduction Students will generate interest in the concepts related to Mission 1 and gain an understanding of student readiness for the learning objectives of the mission.

2. Mission 1 Lesson 2: What are Minerals? Students will understand what a mineral is and the five characteristics all minerals share.

3. Mission 1 Lesson 3: Identifying Materials Students will understand how the properties of minerals can be used to classify and identify unknown samples.

4. Mission 1 Lesson 4: Mineral Formation Students will understand how minerals form.

5. Mission 1 Lesson 5: Uses of Minerals Students will understand that minerals are used to make a wide variety of items that they use in their everyday lives.

a. Mission 1 Lab 1: Identifying Minerals Identify several ways mineral identification can be helpful for scientists, businesses, or agriculture in your local community.

6. Mission 1 Lesson 6: What is a Rock? Students will understand what a rock is and how the three types of rocks form.

7. Mission 1 Lesson 7: Rocks and their Uses Students will understand the three types of rocks and the properties that are used to identify and classify each, and use that knowledge to identify samples within their region.

a. Mission 1 Lab 2: Analyzing Rocks Using one of the samples from this lab, write a hypothetical story of how this rock has changed, naturally or through human induced actions, over the last billion years.

8. Mission 1 Lesson 8: The Rock Cycle Students will understand how rocks are transformed and changed through the rock cycle.

9. Mission 1 Lesson 9: Field Assignment Students will use their knowledge of rocks and minerals to analyze maps and geochemical data in order to determine areas which contain high concentrations of specific rock types.

a. Mission 1 Field Assignment: Locating Rocks and Minerals Describe how maps and rocks collected from your area can provide you with information about the geology of your local community.

10. Mission 1 Lesson 10: Mission Debrief Students will review the Mission objectives and assess their understanding of concepts learned.

11. Operation: Tectonic Fury Mission 1 Post-Test Post-Test for Mission 1 of Operation Tectonic Fury

B. Mission 2

1. Operation: Tectonic Fury Mission 2 Pre-Test Pre-Test for Mission 2 of Operation: Tectonic FuryMission 2 Lesson 1: Mission Introduction Generate interest in the concepts related to Mission 1 and gain an understanding of student readiness for the learning objectives of the mission.

2. Mission 2 Lesson 2: What is Weathering? Students will understand weathering and the difference between mechanical and chemical weathering.

a. Mission 2 Lab 1: Exploring Weathering Discuss some factors that may influence how materials weather.

3. Mission 2 Lesson 3: Rates of Weathering Students will understand how various factors affect the rate at which rock weathers.

4. Mission 2 Lesson 4: What is Erosion? Students will understand what erosion is and what agents cause erosion.

a. Mission 2 Lab 2: Erosion Modeling Why should communities be aware of areas of erosion and deposition in their local area? Recommend some strategies for monitoring erosion and deposition in your area.

5. Mission 2 Lesson 5: Earth’s Varied Geography Students will understand that a variety of landforms on Earth’s surface are created by weathering and erosion.

6. Mission 2 Lesson 6: What is Soil? Students will understand what soil is, what it is comprised of, the differences in soil texture, and how soil forms.

a. Mission 2 Lab 3: Soil Analysis What can the analysis of your local soils potentially tell you about the geologic history of your area?

7. Mission 2 Lesson 7: Soil Conservation Students will understand the importance of soil conservation and the value of soil.

8. Mission 2 Lesson 8: Field Assignment Students will use what they know about soil to analyze soil samples and soil changes over time and to assess the quality of soil.

a. Mission 2 Field Assignment: Monitoring Soil Changes What are some other ways you could monitor the soils at each research location in your local community? Conduct research to learn about

other methods for measuring soil quality besides carbon content and infiltration. How can this analysis be helpful when making decisions and policies about your community?


10. Operation: Tectonic Fury Mission 2 Post-Test Post-Test for Mission 2 of Operation: Tectonic Fury

C. Mission 3

1. Operation: Tectonic Fury Mission 3 Pre-Test Pre-Test for Mission 3 of Operation: Tectonic FuryMission 3 Lesson 1: Mission Introduction Students will generate interest in the concepts related to Mission 3 and gain an understanding of student readiness for the learning objectives of the mission.

2. Mission 3 Lesson 2: The Age of Earth Students will understand how scientists use clues and technology to determine the age of the Earth.

3. Mission 3 Lesson 3: Relative Dating Students will understand how stratigraphy is used to find the relative age of rock.

a. Mission 3 Lab 1: Analyzing Core Samples Describe what other information or methods of sampling would help you further develop the sequence of events that created the rock layers.

4. Mission 3 Lesson 4: Radiometric Dating Students will understand how radioactive decay is used to determine the radiometric age of rock.

5. Mission 3 Lesson 5: Fossils Students will understand what fossils are and how they form.

6. Mission 3 Lesson 6: Fossil Record Students will understand how fossils can be used to date rock.

a. Mission 3 Lab 2: Fossil Formation Describe some characteristics of an organism that may make it more suitable for fossilization, and what effect this may have on our understanding of Earth’s past.

7. Mission 3 Lesson 7: Geologic Time Students will understand how geologic time is divided and what major events occurred in Earth’s history.

8. Mission 3 Lesson 8: Exploring Earth’s Past Students will gain an understanding of time scales and dating methods for developing the history of Earth.

a. Mission 3 Lab 3: Exploring Earth's Past How would increasing the number of events on your timeline affect your understanding of Earth’s geologic past?

9. Mission 3 Lesson 9: Field Assignment Students will describe the location and distribution of carbon sources and potential carbon sinks.

a. Mission 3 Field Assignment: Finding Carbon Sinks Dr. Guthrie and his team have focused their research on point sources of carbon, such as power plants and refineries, because the carbon from these facilities can be easily captured and stored. However, non-point sources, such as cars, also emit carbon into the atmosphere every year. Develop some ideas for how we could collect and store carbon from non-point sources and then effectively transport it to a sequestration sink.



D. Mission 4

1. Operation: Tectonic Fury Mission 4 Pre-Test Pre-Test for Mission 4 of Operation: Tectonic Fury Mission 4 Lesson 1: Mission Introduction Students will generate interest in the concepts related to Mission 4 and gain an understanding of student readiness for the learning objectives of the mission.

2. Mission 4 Lesson 2: Structure of Earth Students will understand the basic structure of Earth and early theories of continental drift.

3. Mission 4 Lesson 3: Plate Tectonics Objective: Students will understand how processes within Earth’s interior may cause movements of the lithosphere resulting in plate boundaries and surface landforms that Walter Smith studies on the ocean floor.

a. Mission 4 Lab 1: The Moving SurfaceDescribe the processes which may cause Earth’s lithosphere to move and break at the surface.

4. Mission 4 Lesson 4: What is an Earthquake? Students will understand where earthquakes occur.

5. Mission 4 Lesson 5: Studying Earthquakes Students will understand how earthquakes are measured.

6. Mission 4 Lesson 6: Modeling Earthquakes Students will understand and evaluate the effect of geologically rapid changes caused by earthquakes on sediment and structures.

a. Mission 4 Lab 2: Modeling Earthquakes Based on what you have learned, describe some major cities which may experience liquefaction, and provide your reasoning.

7. Mission 4 Lesson 7: What is a Volcano? Students will understand how and where volcanoes form and the characteristics of different types of volcanoes.

8. Mission 4 Lesson 8: Monitoring Volcanoes Students will understand how technology is used to monitor volcanoes.

a. Mission 4 Lab 3: Viscosity and Volcanoes Describe the relationships between lava viscosity, volcano type, and plate boundaries.

9. Mission 4 Lesson 9: Field Assignment Students will analyze geologic data and develop recommendations for further research.

a. Mission 4 Field Assignment: Exploring Our Oceans Analyze the advantages and limitations of using maps and mapping tools, such as Google Earth™, for geologic research. What recommendations would you make to other researchers when using maps as a tool during their research?



Documents

Unit 1: Monster Storms: · Web viewDoes this machine you created in Make Observations step 2 illustrate the Conservation of Energy? Explain. Mission 2 Lesson 3: Waves Students will