SCIENCE/GRADE 6 Page of
Standards | ||
Content Statement | ||
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.] (MS-LS1-4) Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.] (MS-LS1-5) | ||
21st Century Skills and Themes | ||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
English Language Arts Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-4),(MS-LS1-5) RST.6-8.1 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (MS-LS1-5) RST.6-8.2 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (MS-LS1-4) RI.6.8 Write arguments focused on discipline content. (MS-LS1-4) WHST.6-8.1 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS1-5) WHST.6-8.2 Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS1-5) WHST.6-8.9 Mathematics Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. (MS-LS1-4),(MS-LS1-5) 6.SP.A.2 Summarize numerical data sets in relation to their context. (M S-LS1-4),(MS-LS1-5) 6.SP.B.4 |
| By the end of 8th grade,
|
Technology Standards - 8.1 | ||
6-8th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.
| |
| 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. | |
8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory. | ||
8.1.8.A.4 Graph and calculate data within a spreadsheet and present a summary of the results | ||
8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results. | ||
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web). | |
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | ||
| 8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries. | |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media. | |
| 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. | |
8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property. | ||
| 8.1.8.D.4 Assess the credibility and accuracy of digital content.
| |
8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse. | ||
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||
| 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.
| |
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | ||
| 8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision. |
Future Learning |
Life Science
|
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) | |||
(Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and explanations of the modifications.)
|
Appendix A: NGSS and Foundations for the Unit | ||
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.] (MS-LS1-4) | ||
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.] (MS-LS1-5) | ||
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: | ||
Science and Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
Engaging in Argument from Evidence
Constructing Explanations and Designing Solutions
| LS1.B: Growth and Development of Organisms
|
|
Standards | ||
Content Statement | ||
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.] (MS-LS2-1) Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.] (MS-LS2-2) Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.] (MS-LS2-3) | ||
21st Century Skills and Themes | ||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
English Language Arts Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-1),(MS-LS2-2) RST.6-8.1 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS2-1) RST.6-8.7 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS2-2) WHST.6-8.2 Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS2-2) WHST.6-8.9 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS2-2) SL.8.1 Mathematics Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. (MS-LS2-3) 6.EE.C.9 Summarize numerical data sets in relation to their context. (MS-LS2-2) 6.SP.B.5 |
| By the end of 8th grade,
|
Technology Standards - 8.1 | ||
6-8th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.
| |
| 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. | |
8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory. | ||
8.1.8.A.4 Graph and calculate data within a spreadsheet and present a summary of the results | ||
8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results. | ||
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web). | |
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | ||
| 8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries. | |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media. | |
| 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. | |
8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property. | ||
| 8.1.8.D.4 Assess the credibility and accuracy of digital content.
| |
8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse. | ||
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||
| 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.
| |
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | ||
| 8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision. |
Future Learning |
Life Science
|
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) | |||
(Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and explanations of the modifications.)
|
Unit Title | Unit 3: Interdependent Relationships in Ecosystems | Timeframe | Instructional Days: 25 |
Unit Summary | What happens to ecosystems when the environment changes? Students build on their understandings of the transfer of matter and energy as they study patterns of interactions among organisms within an ecosystem. They consider biotic and abiotic factors in an ecosystem and the effects these factors have on a population. They construct explanations for the interactions in ecosystems and the scientific, economic, political, and social justifications used in making decisions about maintaining biodiversity in ecosystems. The crosscutting concept of stability and change provide a framework for understanding the disciplinary core ideas. This unit includes a two-stage engineering design process. Students first evaluate different engineering ideas that have been proposed using a systematic method, such as a tradeoff matrix, to determine which solutions are most promising. They then test different solutions, and combine the best ideas into a new solution that may be better than any of the preliminary ideas. Students demonstrate grade appropriate proficiency in asking questions, designing solutions, engaging in argument from evidence, developing and using models, and designing solutions. Students are also expected to use these practices to demonstrate understanding of the core ideas. This unit is based on MS-LS2-4, MS-LS2-5, MS-ETS1-1, and MS-ETS1-3. | ||
Learning Targets | |||
Essential Questions | How can a single change to an ecosystem disrupt the whole system? What limits the number and variety of living things in an ecosystem? | ||
Enduring Understandings | Students will understand: | ||
Know | By the end of this unit, students will know:
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Do | By the end of this unit, students will be able to:
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Evidence of Learning | |||
Formative | Students who understand the concepts are able to:
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Summative/ Benchmark | |||
Alternative Assessments | |||
Learning Activities | |||
Summary of Key Learning Events and Instruction w/ Integration of Technology/CRP Students will:
At the beginning of this unit of study, students will begin to collect empirical evidence that will be used to argue that physical or biological components of an ecosystem affect populations. Students will evaluate existing solutions for maintaining biodiversity and ecosystem services to determine which solutions are most promising. As part of their evaluation, students will develop a probability and use it to determine the probability that designed systems, including those representing inputs and outputs, will maintain biodiversity and ecosystem services. They will develop mathematical model(s) to generate data to test the designed systems and compare probabilities from the models to observe frequencies. If the agreement is not good, they will explain possible sources of the discrepancy. Distinguish among facts, reasoned judgment based on research findings, and speculation During this process, students will distinguish among facts reasoned judgment based on research findings, and speculation while reading text about maintaining biodiversity and ecosystem services. Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. After determining that ecosystems are dynamic in nature, students may construct an argument to support an explanation for how shifts (large and/or small) in populations are caused by change to physical or biological components in ecosystems (e.g., gas explosions, tornados, mining, oil spills, clear cutting, hurricanes, volcanoes, etc.). Students will study the variety of species found in terrestrial and oceanic ecosystems and use the data they gather to make decisions about the health of the ecosystem. Students may compare, through observations and data analysis, the biodiversity before and after events affecting a specific area—for examples, the Pinelands, that were lost due to the creation of the reservoir; the underground coal fires in Centralia, PA, that caused people to abandon the town; the volcanic eruption in Mt. St. Helen’s, WA; the nuclear reactor meltdown in Chernobyl, Ukraine. Students should recognize patterns in data about changes to components in ecosystems and make inferences about how these changes contribute to changes in the biodiversity of populations. Students should investigate and design investigations to test their ideas and develop possible solutions to problems caused when changes in the biodiversity of an ecosystem affect resources (food, energy, and medicine) as well as ecosystem services (water purification, nutrient recycling, soil erosion prevention) available to humans. Students can then construct arguments using evidence to support recognized patterns of change in factors such as global temperatures and their effect on populations and the environment. As part of their argument, students need to note how small changes in one part of an ecosystem might cause large changes in another part. While collecting evidence for their arguments about maintaining biodiversity, students will trace and evaluate specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. Students will evaluate the argument and claims in text, assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. As a culmination of this unit of study, students will take the evidence they have collected and their understanding of how changes in the biodiversity of populations can impact ecosystem services and use that evidence and understanding to evaluate competing design solutions. Students will include multimedia components and visual displays as part of their argument about competing design solutions based on jointly developed and agreed-upon design criteria to clarify evidence used in their arguments. The multimedia component and visual displays should clarify claims and findings and emphasize salient points in their argument. Students will use a systematic process for evaluating their design solutions with respect to how well they meet the criteria and constraints. Students may determine the systematic process they will use, or the teacher can determine a process for students to use to evaluate ecosystem services. Any process used should include mathematical models that generates data for the iterative testing of competing design solutions involving a proposed object, tool, or process maintaining biodiversity and ecosystem services and quantitative reasoning (with amounts, numbers, sizes) and abstract reasoning (with variables). Ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. For this unit of study, design solution constraints could include scientific, economic, and social considerations. After determining the process for evaluating the design solutions and establishing the criteria and constraints, students will compare competing design solutions to determine the optimal solution. | |||
Materials / Equipment / Resources | |||
Core Instructional Materials and Texts | |||
Equipment | |||
Supplemental Resources | In Exploring the “Systems” in Ecosystems, students are introduced to the concept of an ecosystem, and explore how to analyze ecosystems using a systems thinking approach. A class discussion brings out students' ideas about ecosystems and introduces basic information about the components and processes of ecosystems. Next, students encounter a hypothetical ecosystem and gain experience analyzing it the way scientists do. Students then select a local ecosystem and apply what they have learned to analyze it. Finally, students extend their understanding by characterizing three different types of ecosystems and describing their components and processes. The Flow of Matter and Energy in Ecosystems SciPack explores the systemic interplay and flow of matter and energy throughout ecosystems, populations and organisms. Energy from the sun is the direct or indirect source of energy for nearly all organisms, it can flow only in one direction through ecosystems: from the sun to producers, to consumers, and finally to decomposers. Unlike the unidirectional transformation of energy, matter cycles among ecosystem components. One key ecosystem function, the cycling of carbon from non-living to living components and back, serves as a primary example in this SciPack for how all nutrients cycle on Earth. Webs and pyramids are used to model and communicate about the transfer of energy and cycling of matter within an ecosystem, representing how the total living biomass stays roughly constant—cycling materials from old to new life—accompanied by an irreversible flow of energy from captured sunlight into dissipated heat. Problem Based Learning Scenario You are a cargo inspection agent working in Guam to prevent the introduction of non-native species to your island. People coming into your territory often do not understand why you must spend so much time checking their cargo. Working in small groups, develop a public service announcement and media campaign to explain to the public how devastating the introduction of non-native species can be to an island ecosystem. Research how the region has been affected by invasive species. Connect with experts in the field to further your understandings. Use video clips, podcasts, and other authentic media to help explain the impact. Focus your message on how non-native species can become invasive and affect the biodiversity of the island. Resources • Annenberg Media’s Teachers’ Resources offer short video courses covering essential science content for teachers. http://www.learner.org/resources/series179.html • National Invasive Species Information Center (NISIC) provides data and information regarding invasive species, including covering Federal, State, local, and international sources. This site supports the performance assessment associated with the CPI. http://www.invasivespeciesinfo.gov/ |
Standards | ||
Content Statement | ||
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.] (MS-LS2-4) Evaluate competing design solutions for maintaining biodiversity and ecosystem services. * [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.] (MS-LS2-5) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. (MS-ETS1-1) Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. (MS-ETS1-3) | ||
21st Century Skills and Themes | ||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
English Language Arts Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-4) RST.6-8.1 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (MS-LS2-5) RST.6-8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (MS-LS2-5) RI.8.8 Write arguments to support claims with clear reasons and relevant evidence. (MS-LS2-4),(MS-ETS1-1),(MS-ETS1-3) WHST.6-8.1 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS2-2) WHST.6-8.2 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ETS1-3) RST.6-8.7 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-ETS1-1) WHST.6-8.8 Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS2-2),(MS-LS2-4),(MS-ETS1-3), (MS-ETS1-2) WHST.6-8.9 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ETS1-4) SL.8.5 Mathematics Reason abstractly and quantitatively. (MS-ETS1-1),(MS-ETS1-3) MP.2 Model with mathematics. (MS-LS2-5) MP.4 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-ETS1-1),(MS-ETS1-3) 7.EE.3 Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-LS2-5) 6.RP.A.3 |
| By the end of 8th grade,
|
Technology Standards - 8.1 | ||
6-8th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.
| |
| 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. | |
8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory. | ||
8.1.8.A.4 Graph and calculate data within a spreadsheet and present a summary of the results | ||
8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results. | ||
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web). | |
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | ||
| 8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries. | |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media. | |
| 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. | |
8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property. | ||
| 8.1.8.D.4 Assess the credibility and accuracy of digital content.
| |
8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse. | ||
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||
| 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.
| |
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | ||
| 8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision. |
Future Learning |
Life Science
|
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) | |||
(Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and explanations of the modifications.)
|
Standards | ||
Content Statement | ||
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. * [Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.] [Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.] (MS-PS2-1) Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. [Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.] [Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.] (MS-PS2-2) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. (MS-ETS1-1) Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. (MS-ETS1-2) Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. (MS-ETS1-3) Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. (MS-ETS1-4) | ||
21st Century Skills and Themes | ||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
English Language Arts Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (MS-PS2-1),(MS-ETS1-1),(MS-ETS1-2) RST.6-8.1 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS2-1),(MS-PS2-2) RST.6-8.3 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-ETS1-1) WHST.6-8.8 Draw evidence from informational texts to support analysis, reflection, and research. (MS-ETS1-2) WHST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-ETS1-2),(MS-ETS1-3) RST.6-8.9 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-ETS1-2) Mathematics Reason abstractly and quantitatively. (MS-PS2-1),(MS-PS2-2),(MS-PS2-3),(MS-ETS1-1), (MS-ETS1-2) MP.2 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. (MS-PS2-1) 6.NS.C.5 Write, read, and evaluate expressions in which letters stand for numbers. (MS-PS2-1),(MS-PS2-2) 6.EE.A.2 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form, using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-PS2-1),(MS-PS2-2) 7.EE.B.3 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (MS-PS2-1),(MS-PS2-2) 7.EE.B.4 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. (MS-ETS1-1),(MS-ETS1-2) 7.EE.3 |
| By the end of 8th grade,
|
Technology Standards - 8.1 | ||
6-8th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.
| |
| 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. | |
8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory. | ||
8.1.8.A.4 Graph and calculate data within a spreadsheet and present a summary of the results | ||
8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results. | ||
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web). | |
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | ||
| 8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries. | |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media. | |
| 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. | |
8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property. | ||
| 8.1.8.D.4 Assess the credibility and accuracy of digital content.
| |
8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse. | ||
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||
| 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.
| |
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | ||
| 8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision. |
Future Learning |
Physics
|
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) | |||
(Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and explanations of the modifications.)
|
Appendix A: NGSS and Foundations for the Unit | ||
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects. * [Clarification Statement: Examples of practical problems could include the impact of collisions between two cars, between a car and stationary objects, and between a meteor and a space vehicle.] [Assessment Boundary: Assessment is limited to vertical or horizontal interactions in one dimension.] (MS-PS2-1) | ||
Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. [Clarification Statement: Emphasis is on balanced (Newton’s First Law) and unbalanced forces in a system, qualitative comparisons of forces, mass and changes in motion (Newton’s Second Law), frame of reference, and specification of units.] [Assessment Boundary: Assessment is limited to forces and changes in motion in one-dimension in an inertial reference frame and to change in one variable at a time. Assessment does not include the use of trigonometry.] (MS-PS2-2) | ||
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. (MS-ETS1-1) | ||
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. (MS-ETS1-2) | ||
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. (MS-ETS1-3) | ||
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. (MS-ETS1-4) | ||
The Student Learning Objectives above were developed using the following elements from the NRC document A Framework for K-12 Science Education: | ||
Science and Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
Planning and Carrying Out Investigations
Constructing Explanations and Designing Solutions |
ETS1.A: Defining and Delimiting Engineering Problems
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
|
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Engineering, Technology, and Applications of Science Influence of Science, Engineering, and Technology on Society and the Natural World
|
Unit Title | Unit 5: Types of Interactions | Timeframe | Instructional Days: 25 |
Unit Summary | Is it possible to exert on an object without touching it? Students use cause and effect; system and system models; and stability and change to understand ideas that explain why some materials are attracted to each other while others are not. Students apply ideas about gravitational, electrical, and magnetic forces to explain a variety of phenomena including beginning ideas about why some materials attract each other while others repel. In particular, students develop understandings that gravitational interactions are always attractive but that electrical and magnetic forces can be both attractive and negative. Students also develop ideas that objects can exert forces on each other even though the objects are not in contact, through fields. Students are expected to consider the influence of science, engineering, and technology on society and the natural world. Students are expected to demonstrate proficiency in asking questions, planning and carrying out investigations, designing solutions, and engaging in argument. Students are also expected to use these practices to demonstrate understanding of the core ideas. This unit is based on MS-PS2-3, MS-PS2-4, and MS-PS2-5. | ||
Learning Targets | |||
Essential Questions | Can you apply a force on something without touching it? How does a Maglev train work? If I were able to eliminate air resistance and dropped a feather and a hammer at the same time, which would land first? | ||
Enduring Understandings | Students will understand: | ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
| ||
Evidence of Learning | |||
Formative | Students who understand the concepts are able to:
| ||
Summative/ Benchmark | |||
Alternative Assessments | |||
Learning Activities | |||
Summary of Key Learning Events and Instruction w/ Integration of Technology/CRP
* NOTE: The Teacher’s Guide does not contain the lesson plan. You will need to click on the Student Handout heading of the website to download the “Inspector Detector Challenge Leader’s Notes”. Or you can go to the Design Squad webpage
Students will conduct investigations of fields that exist between objects exerting forces on each other, even though the objects are not in contact. Through first-hand experiences or simulations, students will observe and evaluate the behavior of objects and record evidence of fields that exist and are responsible for the observed behavior of the objects. Students can investigate the interactions between magnets, electrically charged strips of tape, and/or electrically charged pith balls. Through hands-on investigations or simulations, students will be able to observe how the motion or behavior of objects change when they are exposed to electric or magnetic fields. For example, a pith ball could be suspended from a lightweight string and students can apply a charge to a balloon, comb, or plastic rod and make observations about the motion of the pith ball when these objects are placed in close proximity to the ball. The same type of investigation could be conducted with magnets or strips of electric tape. If instruction starts with students making these observations, students could then generate questions that they could use to ask questions about the cause-and-effect relationships that could explain their observations. A short research project could be conducted to provide data that students would use to help them answer their self-generated questions. Students will investigate magnetic and electric forces to determine the nature of the force (repulsive, attractive, or both), and factors that affect the strength of the forces. Before beginning the investigations, students will generate questions that will be used to guide their investigations. Depending on the nature of their questions, students may need to cite specific textual evidence to support the generation of a hypothesis. During the investigation, students will identify cause-and-effect relationships and use their understanding of these relationships to make predictions about what would happen if a variable in the investigation were changed. They will also determine the impact of distance on the strength of a force. Investigations may include the use of electromagnets, electric motors, or generators. During these investigations, students will collect data that they will use to answer their self-generated questions. Students will investigate magnetic and electric forces to determine the nature of the force (repulsive, attractive, or both), and factors that affect the strength of the forces. Before beginning the investigations, students will generate questions that will be used to guide their investigations. Depending on the nature of their questions, students may need to cite specific textual evidence to support the generation of a hypothesis. During the investigation, students will identify cause-and-effect relationships and use their understanding of these relationships to make predictions about what would happen if a variable in the investigation were changed. They will also determine the impact of distance on the strength of a force. Investigations may include the use of electromagnets, electric motors, or generators. During these investigations, students will collect data that they will use to answer their self-generated questions. Investigations can take place in the classroom, outdoor environment, or museums and other public facilities with available resources and when appropriate. Students will frame a hypothesis based on observations and scientific principles about the behavior of electromagnetic forces and carry out investigations to collect data about the factors that affect the strength of electric and magnetic forces. Examples of investigations could include the effect of the number of turns of wire on the strength of an electromagnet or the effect of increasing the number or strength of magnets on the speed of an electric motor. Students will analyze both numerical and symbolic data and use these data to determine the factors that affect the strength of electric and magnetic fields. Students will conclude this portion of the unit by citing specific textual evidence to support the analysis of information they access while reading science and technical texts or online sources about electric and magnetic forces, attending to the precise details of explanations or descriptions. The next portion of this unit will focus on gravitational forces. Students will construct and present oral and written arguments using evidence to support the claim that gravitational interactions are always attractive and depend on the masses of interacting objects. Students will also understand that there is gravitational force between any two masses, but it is very small except when one or both of the objects have large mass. Because of this, gravitational fields will only be observed through the observation of simulations, the use of models, or the analysis of data. These could include simulations or digital tools and charts displaying mass, strength of interactions, distance from the sun, and orbital periods of objects within the solar system. Models used need to represent gravitational interactions between two masses within and between systems. | |||
Materials / Equipment / Resources | |||
Core Instructional Materials and Texts | |||
Equipment | |||
Supplemental Resources | Electromagnetic Power! Students investigate the characteristics of electromagnetism and then use what they learn to plan and conduct an experiment on electromagnets. Inspector Detector Challenge: Students use the engineering design process to design and build magnetic-field detectors, and use them to find hidden magnets. Parallels are drawn to real-world NASA missions and how NASA scientists use magnetic field data from planets and moons. The website has video clips, teaching suggestions, a student handout, and a link to the pdf of the Teacher’s Guide for Mission: Solar System. The Inspector Detector challenge is a series of activities that form a unit in the Mission: Solar System collection. * NOTE: The Teacher’s Guide does not contain the lesson plan. You will need to click on the Student Handout heading of the website to download the “Inspector Detector Challenge Leader’s Notes”. Or you can go to the Design Squad webpage |
Standards | ||
Content Statement | ||
Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. [Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or simulations.] [Assessment Boundary: Assessment is limited to electric and magnetic fields, and is limited to qualitative evidence for the existence of fields.] (MS-PS2-5) Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. [Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.] [Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.] (MS-PS2-3) Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.] (MS-PS2-4) | ||
21st Century Skills and Themes | ||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
English Language Arts Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.(HS-PS2-5), (HS-PS2-3) WHST.11-12.7 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-PS2-5) WHST.11-12.8 Draw evidence from informational texts to support analysis, reflection, and research. (HS-PS2-5) WHST.11-12.9 Mathematics Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-PS2-5),(HS-PS2-4) HSN.Q.A.1 Define appropriate quantities for the purpose of descriptive modeling. (HS-PS2-5),(HS-PS2-4) HSN.Q.A.2 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-PS2-5),(HS-PS2-4) HSN.Q.A.3 Reason abstractly and quantitatively. (HS-PS2-4) MP.2 Model with mathematics. (HS-PS2-4) MP.4 Interpret expressions that represent a quantity in terms of its context. (HS-PS2-4) HSA.SSE.A.1 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. (HS-PS2-4) HSA.SSE.B.3 |
| By the end of 8th grade,
|
Technology Standards - 8.1 | ||
6-8th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.
| |
| 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. | |
8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory. | ||
8.1.8.A.4 Graph and calculate data within a spreadsheet and present a summary of the results | ||
8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results. | ||
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web). | |
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | ||
| 8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries. | |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media. | |
| 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. | |
8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property. | ||
| 8.1.8.D.4 Assess the credibility and accuracy of digital content.
| |
8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse. | ||
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||
| 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.
| |
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | ||
| 8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision. |
Future Learning |
Physics and Chemistry
|
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) | |||
(Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and explanations of the modifications.)
|
Appendix A: NGSS and Foundations for the Unit | ||
Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. [Clarification Statement: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or simulations.] [Assessment Boundary: Assessment is limited to electric and magnetic fields, and is limited to qualitative evidence for the existence of fields.] (MS-PS2-5) | ||
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. [Clarification Statement: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasing the number or strength of magnets on the speed of an electric motor.] [Assessment Boundary: Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.] (MS-PS2-3) | ||
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.] (MS-PS2-4) | ||
The Student Learning Objectives above were developed using the following elements from the NRC document A Framework for K-12 Science Education: | ||
Science and Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Planning and Carrying Out Investigations
|
ETS1.A: Defining and Delimiting an Engineering Problem ETS1.C: Optimizing the Design Solution
|
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
|
Standards | ||
Content Statement | ||
Generate and analyze evidence (through simulations or long term investigations) to explain why the Sun’s apparent motion across the sky changes over the course of a year. (ESS1.B) [Clarification Statement: This SLO is based on a disciplinary core idea found in the Framework. It is included as a scaffold to the following SLO.] Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.] (MS-ESS1-1) Develop and use a model that shows how gravity causes smaller objects to orbit around larger objects at increasing scales, including the gravitational force of the sun causes the planets and other bodies to orbit around it holding together the solar system. (ESS1.A; ESS1.B) [Clarification Statement: This SLO is based on disciplinary core ideas found in the Framework. It is included as a scaffold to the following SLO.] Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.] (MS-ESS1-3) Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.] (MS-ESS1-2) | ||
21st Century Skills and Themes | ||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
English Language Arts Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-3) RST.6-8.1 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ESS1-3) RST.6-8.7 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS1-1),(MS-ESS1-2) SL.8.5 Mathematics Reason abstractly and quantitatively. (MS-ESS1-3) MP.2 Model with mathematics. (MS-ESS1-1),(MS-ESS1-2) MP.4 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-ESS1-1),(MS-ESS1-2),(MS-ESS1-3) 6.RP.A.1 Recognize and represent proportional relationships between quantities. (MS-ESS1-1),(MS-ESS1-2),(MS-ESS1-3) 7.RP.A.2 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS1-2) 6.EE.B.6 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (MS-ESS1-2) 7.EE.B.6 |
| By the end of 8th grade,
|
Technology Standards - 8.1 | ||
6-8th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.
| |
| 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. | |
8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory. | ||
8.1.8.A.4 Graph and calculate data within a spreadsheet and present a summary of the results | ||
8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results. | ||
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web). | |
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | ||
| 8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries. | |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media. | |
| 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. | |
8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property. | ||
| 8.1.8.D.4 Assess the credibility and accuracy of digital content.
| |
8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse. | ||
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||
| 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.
| |
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | ||
| 8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision. |
Future Learning |
|
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) | |||
(Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and explanations of the modifications.)
|
Appendix A: NGSS and Foundations for the Unit | ||
Generate and analyze evidence (through simulations or long term investigations) to explain why the Sun’s apparent motion across the sky changes over the course of a year. (ESS1.B) | ||
Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.] (MS-ESS1-1) | ||
Develop and use a model that shows how gravity causes smaller objects to orbit around larger objects at increasing scales, including the gravitational force of the sun causes the planets and other bodies to orbit around it holding together the solar system. (ESS1.A; ESS1.B) | ||
Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.] (MS-ESS1-3) | ||
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.] (MS-ESS1-2) | ||
The Student Learning Objectives above were developed using the following elements from the NRC document A Framework for K-12 Science Education: | ||
Science and Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
ESS1.A: The Universe and Its Stars
ESS1.B: Earth and the Solar System
| Scale, Proportion, and Quantity
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural Systems
|
Unit Title | Unit 7: Weather and Climate | Timeframe | Instructional Days: 20 |
Unit Summary | What factors interact and influence weather and climate? This unit is broken down into three sub-ideas: Earth's large-scale systems interactions, the roles of water in Earth's surface processes, and weather and climate. Students make sense of how Earth's geosystems operate by modeling the flow of energy and cycling of matter within and among different systems. A systems approach is also important here, examining the feedbacks between systems as energy from the Sun is transferred between systems and circulates though the ocean and atmosphere. The crosscutting concepts of cause and effect, systems and system models, and energy and matter are called out as frameworks for understanding the disciplinary core ideas. In this unit, students are expected to demonstrate proficiency in developing and using models and planning and carrying out investigations as they make sense of the disciplinary core ideas. Students are also expected to use these practices to demonstrate understanding of the core ideas. This unit is based on MS-ESS2-4, MS-ESS2-5, and MS-ESS2-6. | ||
Learning Targets | |||
Essential Questions | What are the processes involved in the cycling of water through Earth’s systems? What is the relationship between the complex interactions of air masses and changes in weather conditions? What are the major factors that determine regional climates? | ||
Enduring Understandings | Students will understand: | ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
| ||
Evidence of Learning | |||
Formative | Students who understand the concepts are able to:
| ||
Summative/ Benchmark | |||
Alternative Assessments | |||
Learning Activities | |||
Summary of Key Learning Events and Instruction w/ Integration of Technology/CRP
During this unit, students will answer the question “What factors interact and influence weather and climate?” beginning with the cycling of water in Earth’s systems. Models will be created and emphasis will be on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Students will model the continuous movement of water from land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation. Students will focus on the global movement of water and its changes in form that are driven by sunlight as it heats the Earth’s surface water. The motions and complex interactions of air masses result in changes in weather conditions. The patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. Students will collect data from weather maps, diagrams, visualizations, and laboratory experiments to explain how the movements of air masses from regions of high pressure to regions of low pressure cause weather at a fixed location. For example, students can observe the movement of colored water that simulates the movement of hot and cold air masses. Students can observe the cooler water flowing in the direction of the warmer area and equate this with wind being created from the uneven heating of the Earth. Students will compare data collected from sources such as simulations, video, or experiments to identify the patterns of change in the movement of water in the atmosphere that are used to make weather predictions, understanding that any predictions are reported within probability ranges. Students will also make predictions about the conditions that result in sudden changes in weather. Students will use models, diagrams, maps, and globes to understand atmospheric and ocean circulation patterns. Since the ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents, the ocean will be studied as a system with interactions such as inputs, outputs, processes, energy, and matter. Students will model how the unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. They will describe how the unequal heating of the global ocean produces convection currents. By examining maps, globes and digital representations of the movement of ocean currents, students will model the patterns by latitude, altitude, and geographic distribution. They will show that these patterns vary as a result of sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing wines. Digital models like NOAA videos can be used to help students visualize how variations in density due to temperature and salinity drive a global pattern of interconnected ocean currents. This can be demonstrated in the classroom using models in which colored water with different temperatures or water with different densities is added to clear tubs of water. Students can observe that the warmer water is pushed upwards by the colder water. This same demonstration can be used with water that has different salinities. Using a turntable and drawing a straight line from the middle to the edge can model the Coriolis effect. If a turntable is not available, a Lazy Susan is a great substitute. The turntable or Lazy Susan can be painted with chalk paint, and the students can draw the line using chalk. Using chalk paint and chalk will enable the teacher to use them over and over. After the turntable is stopped, students will see that the motion of the turntable resulted in a curved line, and they will then be able to correlate how the rotation of Earth results in the movement of air. | |||
Materials / Equipment / Resources | |||
Core Instructional Materials and Texts | |||
Equipment | |||
Supplemental Resources | Air Masses of a set of Level 1 activities designed by the Science Center for Teaching, Outreach, and Research on Meteorology (STORM) Project. The authors suggest that previous activities in the unit be completed before Activity 12: Air Masses, including those that address pressure systems and dew point temperature. In Activity 12, the students learn about the four main types of air masses that affect weather in the United States, their characteristic temperatures, and humidity levels as it relates to dew point temperatures. The lesson plan follows the 5E format. Initially, students discuss local weather and then examine surface temperature and dew point data on maps to determine patterns and possible locations of air masses. They learn about the source regions of air masses and compare their maps to a forecast weather map with fronts and pressure systems drawn in. During the Extension phase, students access current maps with surface and dew point temperatures at http://www.uni.edu/storm/activities/level1 and try to identify locations of air masses. They sketch in fronts and compare their results to the fronts map. Evaluation consists of collection of student papers. Ocean Currents and Sea Surface Temperature allows students to gather data using My NASA Data microsets to investigate how differential heating of Earth results in circulation patterns in the oceans and the atmosphere that globally distribute the heat. They examine the relationship between the rotation of Earth and the circular motions of ocean currents and air. Students also make predictions based on the data to concerns about global climate change. They begin by examining the temperature of ocean’s surface currents and ocean surface winds. These currents, driven by the wind, mark the movement of surface heating as monitored by satellites. Students explore the link between 1) ocean temperatures and currents, 2) uneven heating and rotation of Earth, 3) resulting climate and weather patterns, and 4) projected impacts of climate change (global warming). Using the Live Access Server, students can select data sets for various elements for different regions of the globe, at different times of the year, and for multiple years. The information is provided in maps or graphs which can be saved for future reference. Some of the data sets accessed for this lesson include Sea Surface Temperature, Cloud Coverage, and Sea Level Height for this lesson. The lesson provides directions for accessing the data as well as questions to guide discussion and learning. The estimated time for completing the activity is 50 minutes. Inclusion of the Extension activities could broaden the scope of the lesson to several days in length. Links to informative maps and text such as the deep ocean conveyor belt, upwelling, and coastal fog as needed to answer questions in the extension activities are included. Adopt a Drifter: Do Ocean Surface Currents Influence Climate? Students construct climographs showing both precipitation and temperature for 3 coastal cities and describe how ocean surface currents affect climate on nearby land. They are provided with the research question, “Do ocean currents influence climate?” and are asked to construct a hypothesis. The students are asked to read an introductory paragraph explaining the relationship between the temperature of the ocean current and temperature and precipitation on adjacent land and examine a map of major ocean currents. They construct 3 climographs using data provided. The labels on the graphs are not directly on the lines, so the teacher would need to instruct students on the placement of their data points. Conclusion and analysis questions are provided asking students to examine the direction of flow of ocean currents, temperature of the water, source regions of the current, and impact on both temperature and precipitation on coastal regions. Extension activities include researching additional information on vegetation, culture and physical geography of the 3 cities studied, plus comparing data for 2 additional cities. The activity should take 2 class periods |
Standards | ||
Content Statement | ||
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.] (MS-ESS2-4) Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.] (MS-ESS2-5) Explain how variations in density result from variations in temperature and salinity drive a global pattern of interconnected ocean currents. [Note: This SLO is based on a disciplinary core idea found in the Framework. It is included as a scaffold to the following SLO.] (ESS2.C) Use a model to explain the mechanisms that cause varying daily temperature ranges in a coastal community and in a community located in the interior of the country. [Note: This SLO is based disciplinary core ideas found in the Framework. It is included as a scaffold to the following SLO.] (ESS2.C; ESS2.D) Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.] (MS-ESS2-6) | ||
21st Century Skills and Themes | ||
Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
English Language Arts Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS2-5),(MS-ESS3-5) RST.6-8.1 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-ESS2-5) RST.6-8.9 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (MS-ESS2-5) WHST.6-8.8 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-ESS2-6) SL.8.5 Mathematics Reason abstractly and quantitatively. (MS-ESS2-5),(MS-ESS3-5) MP.2 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. (MS-ESS2-5) 6.NS.C.5 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-ESS3-5) 6.EE.B.6 |
| By the end of 8th grade,
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Technology Standards - 8.1 | ||
6-8th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.
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| 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability. | |
8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory. | ||
8.1.8.A.4 Graph and calculate data within a spreadsheet and present a summary of the results | ||
8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results. | ||
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology. | ||
| 8.1.8.B.1 Synthesize and publish information about a local or global issue or event (ex. telecollaborative project, blog, school web). | |
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. | ||
| 8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries. | |
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. | ||
| 8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media. | |
| 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. | |
8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property. | ||
| 8.1.8.D.4 Assess the credibility and accuracy of digital content.
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8.1.8.D.5 Understand appropriate uses for social media and the negative consequences of misuse. | ||
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. | ||
| 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.
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F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. | ||
| 8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision. |
Future Learning |
Physical Science
Earth and Space Science
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Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS) | |||
(Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and explanations of the modifications.)
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Appendix A: NGSS and Foundations for the Unit | ||
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.] (MS-ESS2-4) | ||
Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.] (MS-ESS2-5) | ||
Explain how variations in density result from variations in temperature and salinity drive a global pattern of interconnected ocean currents. (ESS2.C) | ||
Use a model to explain the mechanisms that cause varying daily temperature ranges in a coastal community and in a community located in the interior of the country. (ESS2.C; ESS2.D) | ||
Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.] (MS-ESS2-6) | ||
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.] (MS-ESS2-4) | ||
Science and Engineering Practices | Disciplinary Core Ideas | Crosscutting Concepts |
Planning and Carrying Out Investigations
| ESS2.C: The Roles of Water in Earth's Surface Processes
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