Olwen+Jessica,+Lee+and+Carly+Draft+Unit+Plan

Group: Olwen Chin, Lee Rocha, Jessica Tommaselli, Carly-Gene Wickson Unit Plan - Cold War Era/Technology

__Essential questions:__

1) At what point does technology advance or hinder society? (Main question) 2) How does the concept of fear play into the development of technology? (Olwen) 3) How do human conflicts influence the advancement of technology? (Lee) 4) Where do we draw the line at manipulating biology to advance human society? (Carly) 5) What impact does our need for security have on society? (Jessica)

__ Olwen Elizabeth Chin __ __ Draft of 10 Day Plan - Nuclear Power __

__ Day 1: Intro to nuclear energy - what is it? how is it made? fission, fusion, splitting atoms. Word Splash vocab and video about splitting atoms. __

__ Day 2: History of nuclear energy/power. 1930s to 1950s. Basics of nuclear power plants.Show video about nuclear power plants. __

__ Day 3: Continuation of power plant information. Security surrounding plants. Carly - guest speaker? (former employee of Millstone) Show some pics of Millstone. __

__ Day 4: Radiation - what is it? Side effects of exposure. Calculate daily/lifetime dosage. What are safe levels? Pull in history element - fear of nuclear bombs/radiation. __

__ Day 5: Video on radiation/Chernobyl disaster (1986) - 45 minute video __

__ Day 6: Nuclear power and the US military. First nuclear powered submarine - USS Nautilus. 11 minute video (historical). Basics of how reactor on boat works. What happens if something goes wrong? __

__ Day 7: Field trip to USS Nautilus museum - Groton, CT. Assign students e-poster/infographic project dealing with nuclear power/energy - your take on it - political/science cartoons, etc. Due on Day 10. __

__ Day 8: Modern nuclear power plants - how are they different? Any new technology? Safety issues? Breeder reactors. Fukushima 2011. __

__ Day 9: Technology - has the technology of nuclear power/energy helped or hurt us as a society overall? Discussion and outline science paragraph of writing essay to be done in English class. Tie in elements from history class, english class, other science classes, etc. __

__ Day 10: Wrap up/e-poster/infographic presentations/Any questions about joint essay. __

Next Generation Science Standards: __ o __ HS. Structure and Properties of Matter __ o __ HS-PS1-1.__ Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. __ __ o __ HS-PS1-8. __ Matter and Its Interactions __ __ § Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. __ __ o __ HS-PS2-6.__ Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials. __ HS.Space Systems __ o __ HS-ESS1-1__ Develop a model based on evidence to illustrate the lifespan of the sun and the role of nuclear fusion in the sun’s core to release energy in the form of radiation. __ __ o __ HS. Energy __ o __ HS-PS3-1.__ Create a computational modelto calculate the changein the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. __ __ o __ HS-PS3-2.__ Develop and use models to illustrate thatenergy at the macroscopic scalecan be accounted foras a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects). __ __ o __ HS-PS3-4.__ Plan and conduct an investigation to provide evidence thatthe transfer of thermal energy when two components of different temperature are combinedwithin a closed systemresults in a more uniform energy distribution among the components in the system (second law of thermodynamics). [Could take notes/get info from Sub Museum and compare to modern nuclear submarines technology] __ __ o __ HS-PS3-5.__ Develop and use a model oftwo objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objectsdue to the interaction. __

__ o __ A Framework for K-12 Science Education: __ o (http://www.nextgenscience.org/framework-k%E2%80%9312-science-education) __ __ o __ PS1.C Nuclear Processes (pg 111-113) __ Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials. (secondary) __ __ By the end of grade 12. Nuclear processes, including fusion, fission, and radio-active decays of unstable nuclei, involve changes in nuclear binding energies. The total number of neutrons plus protons does not change in any nuclear process. Strong and weak nuclear interactions determine nuclear stability and processes. Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials from the isotope ratios present. __ __ o __ PS3.D Energy in chemical processes and everyday life (pg 128-130) __ Nuclear fusion processes in the center of the sun release the energy that ultimately reaches earth as radiation.(secondary to HS-ESS1-1) __

Common Core State Standards: ELA Standards for Science & Technical Subjects Grades 11-12: · __ [| __CCSS.ELA-Literacy.RST.11-12.1__] __Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. · __ [| __CCSS.ELA-Literacy.RST.11-12.2__] __Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. · __ [| __CCSS.ELA-Literacy.RST.11-12.3__] __Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. · __ [| __CCSS.ELA-Literacy.RST.11-12.4__] __Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. · __ [| __CCSS.ELA-Literacy.RST.11-12.5__] __Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. · __ [| __CCSS.ELA-Literacy.RST.11-12.6__] __Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. · __ [| __CCSS.ELA-Literacy.RST.11-12.7__] __Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. · __ [| __CCSS.ELA-Literacy.RST.11-12.8__] __Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. · __ [| __CCSS.ELA-Literacy.RST.11-12.9__] __Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. · __ [| __CCSS.ELA-Literacy.RST.11-12.10__] __By the end of grade 12, read and comprehend science/technical texts in the grades 11–CCR text complexity band independently and proficiently.

References/Sources __ [|__http://www.corestandards.org/ELA-Literacy/RST/11-12__] __ __ [|__http://www.nextgenscience.org/framework-k%E2%80%9312-science-education__] __) __ [|__http://www.nextgenscience.org__] __ __ [|__http://www.wordle.net__] __ Video about Nuclear Power Plants: __ [|__http://youtu.be/p5ZB6SK88Hc__] __ Video about Chernobyl: http://youtu.be/GwO3Ivahx30 Video about USS Nautilus: __ [|__http://youtu.be/XXw_J41oYUE__]  __ Website of USS Nautilus Museum - Groton, CT - __ [|__http://www.ussnautilus.org/__] __ Radiation: __ [|__http://www.world-nuclear.org/Nuclear-Basics/What-is-radiation-/__] __ __ [|__http://www.world-nuclear.org/info/Safety-and-Security/Radiation-and-Health/Nuclear-Radiation-and-Health-Effects/__] __ Fukushima Accident/Disaster: __ [|__http://www.world-nuclear.org/info/Safety-and-Security/Safety-of-Plants/Fukushima-Accident/__] __

For Carly? Effects of radiation on our health/DNA: __ [|__http://youtu.be/tq6FDyFeCN0__] __

For Lee or Carly? Medical Aspects of Nuclear Radiation (1951) US Army video: __ [|__http://youtu.be/95EgyExSzwk__] __

Website from Carly to Lee about Biological Warfare __ [|__http://www.loc.gov/rr/scitech/tracer-bullets/chemicalbiotb.html__] __

__ [|__http://mcm.fhpr.osd.mil/cb_exposures/project112_shad/shadfactSheets.aspx__] __

__ Jessica Tommaselli __ __ Draft of 10 Day Unit Plan - ELA - 1984 __ __ Essential Questions: At what point does technology advance or hinder society? What impact does our need for security have on society? __

Day 1__ - Intro to 1984, Anticipation Guide, general talk about themes that will arise, define made-up words that appear in book. Homework: Read to specified page number, have students write down what strategies they use while reading. __ __ Day 2 - During Reading Strategy: Double-Entry Journal. Read Harrison Bergeron, get into groups and practice with Double-Entry Journal. Write on poster paper and present. Homework: Use Double-Entry journal on the next selected reading. __ Day 3__ - Discuss Double-Entry journals and their usefulness. Discuss “Newspeak” and our modern day translation: tweetspeak. Article on twitter and the implications it has on our language. Is it positive or negative? What will this do to our language? Does it permeate our spoken language, or is it its own language in a specified space? Homework: Read selection. Double-Entry Journal: focus on Newspeak and what it does to the language in the book - how does it obscure meaning? __ Day 4__ - __ Day 5 Day 6 Day 7 Day 8 Day 9__ - Technology write: Has technology in our novel 1984 advanced or hindered society? What are the implications for our modern society? Tie in elements from History class, Nuclear Power class and other science classes. Day 10 - After Reading Strategy: It Says-I Do

Twitterology: [|__http://www.nytimes.com/2011/10/30/opinion/sunday/twitterology-a-new-science.html__]

Biotechnology

====Biotechnology is usually taught with DNA during a 5 to 6 week time frame. The students will have basic Biology knowledge and will initially start with 2 weeks focused on DNA/genetics. The rest of the weeks will be a mixture of DNA and Biotechnology focus with some Bioethics mixed in. I plan on doing 4-5 days on health, 2-4 days on food and 2 on energy sources. Ideally I would do better with a 15 day plan. ====

====Day 2: Review of quiz. What did everyone find out? Chart answers on board to show misconceptions of society. (if available use a program for students to add data at home?) ====

==== Introduce ‘articles’ on new technology of printing organs using 3d printers. Determine which is the better article on information for the new technology. ====

====Day 4: Connection to History – Biological warfare what is it? When did America use it? Is it still an option today? (Cold War, Nixon 1969, Syria today) Videos/articles/government documents ====

==== Homework: Make a T-chart of pros and cons for Health Biotechnology with supported evidence from readings, class notes, or research on internet from reliable sources. ====

====Days 8-9: Energy Sources – Biofuels What are they? What are the different kinds? How are they made and used? What other energy sources are Americans using and why? ====


 * ====HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. ====

====**__Common Core State Standards: ELA Standards for Science & Technical Subjects Grades 11-12: __**__Same listed as Olwen above __====