Lessons and Standards

10th Grade Summary 

During Community Building Day, students focus on the theme: Who is needed for science? I am! They participate in a scavenger hunt revealing a series of videos highlighting Hoover High alumni who are science leaders.  These science leaders tell the story of their journey from high school student to science leader, share challenges they have faced along the way, and talk about unique traits that make them vital to the scientific community.  Students reflect on their similarities with the alumni, discuss the importance of diversity in science, and begin to consider what assets they possess that can contribute to the scientific community.

During Exploration Day at South Mission Beach, students focus on the theme: Who does science – I do! Students collect data to create a beach profile, and consider how sea-level rise is impacting the California coastline. Students use scientific tools, including GPS, beach profile measuring sticks, calculators, and data sheets to gather data on beach topography that they will enter into Google sheets to analyze upon returning to their classroom.  Students take time to explore and ground themselves in the outdoors through a sit spot activity and nature walk along the beach.

During Make a Difference Day, students focus on the theme: Who can be a science leader? I can! They begin by analyzing the data they collected on Explore Day by creating a beach profile using graphing tools, considering how these beaches could change in the coming years, and why protecting our sandy shorelines is important. Students interview a Science Leader to learn about their journey to becoming a science leader and to discuss the importance of equity in science leadership. Finally, students create a Science Leader vision board where they highlight their ideas to protect the California coastline and share personal experiences, skills, traits, etc. that make them the science leaders the world needs.

 

NGSS Alignment:

Performance Expectations

HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.

HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

HS-PS4-2: Evaluate questions about the advantages of using a digital transmission and storage of information.

DCI

ESS2.A: Earth Materials and Systems

ESS2.C: The Roles of Water in Earth’s Surface Processes

ESS2.D: Weather and Climate

Crosscutting Concepts
Systems and System Models – students understand that a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. They can also describe a system in terms of its components and their interactions.

Stability and Change – Much of science deals with constructing explanations of how things change and how they remain stable.

Cause and Effect – Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Lesson Media: 

Schedules

Additional Resources