| Inquiry Unit |
Ohio Academic Standard and Lesson Notes |
| ALL Inquiries Identified Below |
Earth and Space |
Life |
Physical |
Science and Technology |
Scientific Inquiry |
Scientific Ways of Knowing |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
| 10 |
11 |
12 |
13 |
14 |
15 |
16 |
17 |
18 |
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1 |
2 |
3 |
4 |
5 |
6 |
7 |
| 8 |
9 |
10 |
11 |
12 |
13 |
14 |
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1 |
2 |
3 |
4 |
5 |
6 |
| 7 |
8 |
9 |
10 |
11 |
12 |
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This chart identifies ALL strand areas in the Eleventh Grade standards. Areas highlighted in yellow are addressed if all of the inquiries identified below are implemented.
Note: Generally, a Science for Ohio inquiry is not included in in a grade level unless it has one or more of the Earth and Space, Life, or Physical science (content-oriented) strands. Indicator statements for these three strands are listed below under the heading Ohio Academic Standard.
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| The Moon |
Earth and Space |
Life |
Physical |
Science and Technology |
Scientific Inquiry |
Scientific Ways of Knowing |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
| 10 |
11 |
12 |
13 |
14 |
15 |
16 |
17 |
18 |
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1 |
2 |
3 |
4 |
5 |
6 |
7 |
| 8 |
9 |
10 |
11 |
12 |
13 |
14 |
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1 |
2 |
3 |
4 |
5 |
6 |
| 7 |
8 |
9 |
10 |
11 |
12 |
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Ohio Academic Standard:
Analyze how the regular and predictable motions of Earth, sun and moon explain phenomena on Earth (e.g., seasons, tides, eclipses and phases of the moon).
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| The Reasons for the Seasons |
Earth and Space |
Life |
Physical |
Science and Technology |
Scientific Inquiry |
Scientific Ways of Knowing |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
| 10 |
11 |
12 |
13 |
14 |
15 |
16 |
17 |
18 |
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1 |
2 |
3 |
4 |
5 |
6 |
7 |
| 8 |
9 |
10 |
11 |
12 |
13 |
14 |
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1 |
2 |
3 |
4 |
5 |
6 |
| 7 |
8 |
9 |
10 |
11 |
12 |
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Ohio Academic Standard:
Analyze how the regular and predictable motions of Earth, sun and moon explain phenomena on Earth (e.g., seasons, tides, eclipses and phases of the moon).
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| Wetlands Are Wonderlands! |
Earth and Space |
Life |
Physical |
Science and Technology |
Scientific Inquiry |
Scientific Ways of Knowing |
1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
| 10 |
11 |
12 |
13 |
14 |
15 |
16 |
17 |
18 |
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1 |
2 |
3 |
4 |
5 |
6 |
7 |
| 8 |
9 |
10 |
11 |
12 |
13 |
14 |
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1 |
2 |
3 |
4 |
5 |
6 |
| 7 |
8 |
9 |
10 |
11 |
12 |
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Ohio Academic Standard:
- Recognize that chemical bonds of food molecules contain energy. Energy is released when the bonds of food molecules are broken and new compounds with lower energy bonds are formed. Some of this energy is released as thermal energy.
Note: See the Pyramid of Energy portion of this lesson.
- Investigate the impact on the structure and stability of ecosystems due to changes in their biotic and abiotic components as a result of human activity.
Note: An independent or group study of the human depletion of Ohio/North American wetland ecosystems is recommended to compliment this lesson.
- Describe real world examples showing that all energy transformations tend toward disorganized states (e.g., fossil fuel combustion, food pyramids and electrical use).
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A division of the 