T2L Curriculum Unit Fall 08 -...
Transcript of T2L Curriculum Unit Fall 08 -...
08Fall
T2L Curriculum Unit
Grade 3 Weather and Climate
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WeatherandClimateEarthandSpaceScience/Grade3
Inthisunit,studentswilllearnabouttheimportanceofoursun,howtheearthmovesinrelationshiptothesun,whydifferentplacesontheearthareimpacteddifferentlybythesun,theconceptofenergyasitrelatestoheatandlight,andtheimportanceofenergyexchangebetweentheEarthandthesun.Studentswillfurtherdeveloptheirgraphingskillstocommunicateinformationvisuallyandmakepredictionsaboutweatherdata. Authors JoyDeMayo,SecondGradeTeacher,ColegroveParkElementarySchoolLisaMarceau,FifthGradeTeacher,ColegroveParkElementarySchoolSofiaPhay,Psychologymajor,WilliamsCollegeJadeSchnauber,EarlyChildhoodEducationmajor,Sociologymajor,MassachusettsCollegeofLiberalArtsSophiaRobert,Philosophymajor,Biologymajor,CognitiveScienceminor,Neuroscienceminor,WilliamsCollegeJessicaLesure,ElementaryEducationmajor,Psychologymajor,MassachusettsCollegeofLiberalArtsNatalieTorrey,Educationmajor,InterdisciplinaryStudiesmajor,MassachusettsCollegeofLiberalArtsJuliaChoi,Psychologymajor,Musicmajor,Neuroscienceminor,WilliamsCollege
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TableofContentsUnitPlan Pg.4TieredVocabularyList Pg.8LessonsataGlance Pg.9LessonFeatureKey Pg.11ScienceContentBackground Pg.12EssentialQuestionConceptMaps Pg.17LessonPlansLesson1:WeatherAroundtheWorld Pg.20Lesson2:TheEarthandtheSun~AnEssentialFriendship Pg.26Lesson3:Energy~TeamworkMakestheDreamWork Pg.33Lesson4:UnderstandingCollectionofWeatherData Pg.38Lesson5(TwoPartLesson):EcosystemsandClimates Pg.47Lesson6:AnsweringtheBIGQuestions Pg.55Lesson7:UnderstandingOtherRegions Pg.61Lesson8:ARecipefor(Natural)Disaster Pg.66Lesson9:EarthDoctors Pg.74Lesson10:ThinkGlobal,ActLocal Pg.79UnitResourcesUnitActivityPlanner Pg.84NGSSAlignment Pg.935EInstructionalModelBackground Pg.94ScienceTalkandOracyinT2LUnits Pg.95MasterSupplyList Pg.97
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UnitPlanStage1DesiredResults
GradeLevelStandards
3-ESS2-1.Usegraphsandtablesoflocalweatherdatatodescribeandpredicttypicalweatherduringaparticularseasoninanarea.ClarificationStatements:Examplesofweatherdatacouldincludetemperature,amountandtypeofprecipitation(e.g.,rain,snow),winddirectionandwindspeed.Graphicaldisplaysshouldfocusonpictographsandbargraphs.3-ESS2-2.Obtainandsummarizeinformationabouttheclimateofdifferentregionsoftheworldtoillustratethattypicalweatherconditionsoverayearvarybyregion.ClarificationStatements:Examplesofinformationcanincludeclimatedata(averagetemperature,averageprecipitation,averagewindspeed)orcomparativedescriptionsofseasonalweatherfordifferentregions.3-ESS3-1.Evaluatethemeritofadesignsolutionsthatreducesthedamagecausedbyweather.*ClarificationStatement:Examplesof
MeaningUNDERSTANDINGS UStudentswillunderstandthat…
● Therearedifferenttypesofweatherthatoccuraroundtheworldandthatweathercanvaryfromyeartoyeardependingontheregion.
● Thesunisthedrivingforceforclimateconditions.
● Seasonsdriveweatheranditispossibletopredictweatherpatternsbasedonpreviousdata.
● Humansinteractandimpacttheclimatebywhattheydo.
ESSENTIALQUESTIONS QWhydodifferentplacesonEarthhavevaryingseasonalchanges?HowdohumansrespondtoandinteractwiththeEarth’sClimate?
StudentLearningTargets“Ican”statements1. Icanobtainlocalandglobalweatherdata.2. Icanexplainthatthesunplaysanimportantroleondayvs.night,weather,andseasons.3. Icandescribehowtheearthmovesinrelationshiptothesun.4. Icanusedifferentmodelstoshowwhydifferentplacesontheearthareimpacted
differentlybythesun.5. Icandescribetheconceptofenergy,asitrelatestoheatandlight.6. IcanexplaintheimportanceofenergyexchangebetweentheEarthandtheSun.7. Icanexplaingraphsaretoolstocommunicateinformationvisually8. I canuse graphs tomakepredictions andassumptions aboutweatherdata in a given
area
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designsolutionstoreduceweather-relateddamagecouldincludeabarriertopreventflooding,awind-resistantroof,andalightningrod.ESS2.D:WeatherandClimateScientistsrecordpatternsoftheweatheracrossdifferenttimesandareassothattheycanmakepredictionsaboutwhatkindofweathermighthappennext(3-ESS2-1)Climatedescribesarangeofanarea’stypicalweatherconditionsandtheextenttowhichthoseconditionsvaryoveryears(3-ESS2-2)ESS3.B:NaturalHazardsAvarietyofnaturalhazardsresultfromnaturalprocesses.Humanscannoteliminatenaturalhazards,butcantakestepstoreducetheirimpacts
9. Icanresearchandrecordweatherdataaboutaparticularareaofinterest10. Icandefineclimateanddifferentiateitfromweather.11. Icaninvestigatewaysthatplantsandanimalsadapttotheclimateconditionsintheir
environments.12. Icanexplainhowglobalandlocalclimateconditionscreateandsustainecosystems.13. IcanexplainwhydifferentplacesonEarthhavedifferentseasonalchanges14. Icanexplainhowweatherandclimateindifferentregionsshapethelifestylesand
culturesofthepeoplethatlivethere.15. Icancollectdatatosupportaclaim16. Icanexplaindifferentperspectivesandexperiencesacrosstheglobeinrelationtothe
climate’simpact.17. Icanidentifyanddescribenaturaldisasters,andtheprocessesbywhichtheyoccurand
whytheyoccurinspecificlocations.18. Icanexplainandcompareimpact(magnitude).19. Icandescribeandassesshowregionsrespondtoandpreparefordisasters.20. Icanexplainanddescribehowhumansaffecttheclimate.21. Icandescribewaystobettertheenvironmentandclimate.22. Icanexplainthecoredetailsofthelessonsandcanconstructthoughtfulquestions
aboutthetopics.23. Icanelaborateandgenerateanswerstoquestionsabouthowhumansrespondtoand
interactwithEarth’sclimate.
Stage2–Evidence
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EvaluativeCriteria AssessmentEvidenceSciencejournalClassdiscussionsGrouppresentationsIndividualprojects/activities
UnitAssessmentOTHEREVIDENCE: *● Independentsciencejournalentries● Classdiscussions● Presentations(bothgroupandindividual)● Individual/groupactivitiessuchas,weathergraphs,trioramas,WorldMarketplace,
andthewebsitescavengerhunt.Stage3–LearningPlan
Lesson1:Studentswillexplorelocalweatherdataandmakeweatherpredictions.Theywillthenexploreglobalweatherdataandpredictionsoverlongperiodsoftime.Studentswillthenmakepredictionsaboutwhytemperatureactsthewayitdoesandwhycertainplacesarewarmerthanothers.Lastly,thestudentswillbeintroducedtothesun'srelationshiptotheEarthviatheuseofaglobeandlight.Lesson2:Inthislesson,studentswillexploredifferentmodelsofthesunandearth.Throughexperimentingwithaglobeandaflashlight,andwiththeirownbodiesandspace,studentswillseektounderstandspatialandmovementfeaturesofthesunandearth.Thisexplorationwillbecontextualizedbyreinforcingtheimportancethatthesun-anditsspatialrelationshiptotheearthovertime-dictatesdifferentweatherandclimatefordifferentregionsonearth.Lesson3:Inthislesson,studentswilllearnthedefinitionofenergyandhowitmaydifferfromtheirideaofenergy.ThiswillhelptheirunderstandingofhowthesunaffectstheweatherandclimateonEarth.Studentswilllearnthroughclassroomexperiments,handsonactivitiesandshortdiscussions.Lesson4:Studentswillbeexploringdatacollectiontoolsconcerningweatherinformationtoguideunderstandingthatweatherdiffersindifferentlocations.Studentswillbeexposedtographsasameansof“seeing”dataandbeingabletomakepredictionsaboutregionalweatherpatterns.Studentswillresearchparticularareasofinterestandcollectdatatodescribeconditionsofthatarea.Lesson5:Part1:Thefirstactivitywillhelpstudentsdifferentiateweatherfromclimate.ThestudentswillexplorevariousecosystemsusingGoogleCardboardtogetasenseofvariousclimateconditionsinwellknownecosystemsaroundtheworld.Theywillthenmodelsomeoftheecosystemsandconsiderthevariousplantsandanimalsthatcouldbesustainedinsuchconditions.
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Lesson5:Part2:IntheGoogleEarthPhotoactivity,studentswillobservefourlocations,eachinadifferentclimatezone,andconsidertheclimateconditionsnecessarytosustainthatecosystem.Usingthisinformation,thestudentswillfindthesamelocationsontheirClimateZoneworksheetsanddeterminewhichclimatezonesarelocatedinwhichlatitudesoftheEarth.Lastly,thestudentswillbeencouragedtousetheirknowledgefromLessons2and3toexplainhowtheSunandtheEarth’spositionmightcontributetothecreationofthesebroadclimatezones.Lesson6:Inthislesson,studentswillbereferringtoinformationfrompreviouslessonsshowingthattheyhavegraspedthebasicconcepts.Theywillbereviewingtheseconceptsthroughphysicalmodelsandfillingoutworksheetssothey’reaccountablefortheknowledgeacquiredthroughouttheunit.Lesson7:Studentswillbeexposedtodifferentregions(familiarandunfamiliar)andthelifestylesthatrevolvearoundtheaccordingclimates.Studentswillexploresocioculturalaspectsofspecificregionsandthereimpactontheclimate.Socioculturalaspectsincludefood,clothing,agriculture,jobs,andanyothercategoriesthatarecriticaltohumanlifeandshapedbytheforcesoftheregion’sclimate.Aftergatheringdataaboutaparticularregion,studentswillhavetheopportunitytopresenttheirresearchintheformofaworldmarketplacegame.Lesson8:Inthislesson,studentswillbeexploringnaturaldisastersthroughtheuseofcriticalthinking,modelsandroleplaying.Theywillbeaskedtothinkdeeplyabouthowhumanspreparefornaturaldisasters.Theywillbeconstructingandobservingtheirownmodelsofcertaindisastersandtheywillbeplayingagametogivethemabetterunderstandingoftheeffectsofthesedisasters.Lesson9:Thislessonwillstartwithabriefdiscussiononthefateofourtrash,whichwillconnecttotheideaofhumanbehaviorimpactingclimate.Studentswillexploreexamplesofhumanactionsthroughtheonlinescavengerhuntactivity.Then,studentswillbecomeEarthdoctorsandworktofindsolutionstoimprovetheenvironmentandclimate.Lesson10:Inthislesson,studentswillbereferringbacktoinformationfrompreviouslessons.Theywillbereviewingtheseconceptsthroughphysicalmodelsandexplanation.Theywillbegiventimetointerviewandlearnfromlocalbusinessesbeforecreatingtheirowntown.AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012
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TieredVocabularyList
Tier1 Tier2 Tier3
ThermometerEnergyDataGraphsRecycle
TemperatureFahrenheitRotationTiltEcosystemAbsorbExchangeBalancedPrecipitationClimateTropicalThriveSystem
CulturalLifestyleNaturaldisasterHurricanesTornadoesLandslidesFloodsFlashfloodsClimatechangeSolarenergy
EquatorCircumferenceOrbitAxisHemisphereAirpressureAgriculturalGreenhousegassesCarbonfootprintDeforestation
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LessonsataGlance
Accessinginternet Independentonlinestudentresearch YouTubeVideo
Outdooreducation Googlecardboardexploration
Lesson CoreActivities Extensions TechIntegration
FieldWork
1.WeatherAroundtheWorld ● UsingaThermometer● WeatherAcrossAmerica● FortuneTellers
2.TheEarthandtheSun--AnEssentialFriendship
● GlobeandFlashlightDemonstration
● KinestheticModel● Northern/SouthernHemispheres
3.Energy--TeamworkMakestheDreamwork
● LandVersusWater● SunS’mores● EnergyExchangeSkit
● Cloudrole-play
4.UnderstandingCollectionofWeatherData
● ObservingWeatherGraphs
5.1EcosystemsandClimate ● ExploringEcosystems● Trioramas
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5.2EcosystemsandClimate ● GoogleEarthPhotos● ClimateZones
6.AnsweringtheBIGQuestions
● RolePlay● Whatif?
7.UnderstandingOtherRegions
● WorldMarketplace ● InterviewwithBuddySchoolfromdifferentlocation,orlocalpersonwhohaslivedindifferentclimates
8.ARecipefor(Natural)Disaster
● TornadoinaBottle● SurvivalGame
9.EarthDoctors ● WebsiteScavengerHunt● EarthDoctorCollage
● Fieldtriptolocalgreenhouse
● FieldtriptoHopkinsForest(Carbonfootprint)
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LessonFeatureKeyLessonsinthisunitincludeanumberoffeaturestohelpinstructors.Thiskeyisaquickguidetohelpidentifyandunderstandthemostimportantfeatures.
Icons
Talkscienceicon:Lookforthisicontoletyouknowwhentousesomeofthetalksciencestrategies(foundintheunitresourcesofthisunit)
Anchorphenomenonicon:Indicatesatimewhenananchoringscientificphenomenonisintroducedorwhenanactivityconnectsbacktothisimportantidea.TextFormatting:[SP#:….]Anytimeyouseeasetofbracketslikethis,itindicatesthatstudentsshouldbeengagedinaspecificscienceorengineeringpractice.Underlinedtextinthelesson:Thisformattingindicatesimportantconnectionsbacktothecentralscientificconcepts,
andisusefultonotetheseconnectionsasaninstructor,aswellasforstudents.
TeachingTipInthesecalloutboxes,you’llfindtipsforteachingstrategiesorbackgroundinformationonthetopic.
StudentThinkingAlertLookoutforcommonstudentanswers,waysinwhichstudentsmaythinkaboutaphenomenon,ortypicalmisconceptions.
Callouts
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ScienceContentBackground Pleasereadthroughtheexplanationprovidedinthenextfewpagesandjotdownquestionsoruncertainties.Consultinternetresourcestoansweryourquestions,askcolleagues,andworktogetherasateamtogrowyourownunderstandingofthesciencecontentandthecentralphenomenainthisunit.Thisknowledgeprimesyoutobetterlistenandrespondtostudentideasinproductiveways.Pleasefeelfreetorevisitthisexplanationthroughouttheunittoreviseandimproveyourownunderstandingofthesciencecontent.
EssentialQuestions:
1. WhydodifferentplacesonEarthhavevaryingseasonalchanges?DifferentpartsoftheEarthreceivesmallerorlargeramountsoftheSun’senergy(atspecifictimesandoverlongerperiodsoftime),dependingontheir locationandthetimeofyear.Therefore,thedifferencesresult invariationsintemperature,amountofprecipitation,andotheraspectsofseasonalchange,whichthencreatedifferentecosystems.
2. HowdohumansrespondtoandinteractwiththeEarth’sclimate?
Humans interact with Earth’s climate by constructing ways to survive and thrive in response to factors in theirenvironment,andbyovercomingthebarriersposedbytheirenvironment.Humanactivityalsocontributestochangesinglobalconditions(suchastemperature)overlongperiodsoftime,whichinturnleadstochangesinglobalclimate.
RationalefortheOrderofContent
Inamorechallengingapproach,weputstudentsinthehotseatrightaway.Startingatthegrandestscale,learningabouttheSunmayentailmanystudentmisconceptions,whichwewouldliketocorrecttolaythefoundationforfuturestudentlearning.Knowingtheconcrete,causalmechanismsoftheSun’scontributiontoEarth’senergysystemscreatesascaffoldforstudentstoapplythisconcreteknowledgetofuturelessons,forexampletoexplaindescriptionsofseasonalchangesandhowthesechangesdifferbyclimateoverthegeographiclandscape.Studentsexplorenotonlythemechanismsofclimate,butalsotheinteractionsbetweenEarth’sclimateandhumans.
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AnchoringPhenomena
Inthisunitweusealong-termmysterytocreateacommonthreadbetweenalllessons.Throughouttheunit,studentsaregivenhintsaboutmysterylocations(suchasMt.GreylockandtheGreatBarrierReef)inordertoconnecthowweatherandclimateaffectdifferentplacesonEarth.
KeyScienceIdeas
1) TheSunisadrivingforceinweatherandclimatea) TheEarthorbitstheSun,androtatesonatiltedaxis→differentexposuretosunlight,basedonangleandposition,
impactstheintensitywithwhichsunlighthitsEarthi) Thisdirectlyaffectstheweatherandclimateofalocation.
b) Energy,intheformofsunlight,isexchangedwithEarthc) Itrequireslessenergytoheatuplandthantoheatupwaterd) TheEarth’senergyinputandoutputmustbebalancede) NorthernandSouthernhemispheres
i) Oppositeseasonsii) Landvs.waterdifference(rationoflandtowaterishigherintheNorthernhemisphere)
2) Weathera) Shorttermexperiencesthataffectdaytodaylifeb) Seasonalchangesinweatherpatternsc) Naturaldisastersandtheireffectshorttermandlongterm
3) Climatea) Longtermexperiencesthataffectculturesandlifestylesb) Createdbyweatherpatternssuchasaveragetemperature,rainfall,airpressureandwindsc) Differentclimatescreatedifferentecosystems
i) Ex.Tundra(cold),Rainforest(tropical),Deserts(dry),WoodlandForest(temperate)d) Humans’impactonclimate
i) Basicideasbehindclimatechangeinvolvingdeforestation,ourcarbonfootprint,ourtrash,andgreenhousegasses
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Explanation
TheSunisamajordrivingforceofweatherandtheclimatesthatexistonEarth.TheEarthrevolvesaroundtheSuneveryyearonatiltedaxis.Thisprovidesdifferentdegreesofsunexposuretodifferentlocationsbasedontheangleandpositioninintheorbit.ThefactthatdifferentlocationsonEarthreceivevaryingintensityofsunlightandlengthofsunlightoverthecourseofayeargivesEarthitsmanydifferentclimates.
Theoceanalsoexertsamajorinfluenceonweatherandclimatebecauseitiseasiertoheatuplandthanwater.TheoceanabsorbsandstoreslargeamountsofenergyfromtheSunandreleasesitveryslowly;inthatway,theoceanmoderatesandstabilizesglobalclimates.TheenergybalanceofEarth(incomingenergyfromsunlightisequaltotheoutgoingenergylosttospace)isveryimportantbecauseiftheenergybalanceonEarthisnotstable,theplanetwillbegineitherheatinguporcoolingdownandneitheraregoodforsustaininglifeonearth.
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TheNorthernandSouthernhemispheresalsoplayaroleinthemovementandbalanceofEarth'senergy,duetotheunevenratiooflandtowaterinbothhemispheres.WaterabsorbstheSun’senergymoreslowlythanlandbecause,generally,waterislightercoloredthanthelandandbecauseofwater’sphysicalproperties(especiallyitsspecificheat).Lightercoloredobjectsreflectmorelightthandarkercoloredones,sothereforedarkercoloredobjectsabsorbmorelightandalsomoreenergy.
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The“greenhouseeffect”keepsEarth’ssurfacewarmerthanitwouldbeotherwise.Tomaintainanyaveragetemperatureovertime,energyinputsfromtheSunandfromradioactivedecayinEarth’sinteriormustbebalancedbyenergylossduetoradiationfromtheupperatmosphere.However,greenhousegasesaccumulateintheatmosphereandpreventsomeoftheenergyfromradiatingbackoutintospace.Thiscausesagradualwarmingoftheatmospherebecausemoreenergyisbeingputintothesystemthanisreleased. Weather,whichvariesfromdaytodayandseasonallythroughouttheyear,istheconditionoftheatmosphereatagivenplaceandtime.Climateislongertermandlocationsensitive;itistherangeofaregion’sweatheroveroneormoreyears,and,becauseitdependsonlatitudeandgeography,itvariesfromplacetoplace.SunlighthitstheEarthmostdirectlyaroundtheequator.Duetotemperaturedifferencescausedbydifferencesintheamountofsunlightabsorbed,recurringclimaticconditionsdevelop,whicharecharacterizedbytheaveragetemperatureandprecipitation.Insomeareas,climatezonescanbeinterruptedbygreataltitudedifferencessuchasamountainrangeoroceans.Therearefourmajorclimatezones:thetropicalzone,thesubtropicsorwarmzone,thetemperatezone,andthepolarorcoldzone.Eachzoneischaracterizedbyuniqueamountsofprecipitationandtemperaturerange.Theseconditions,inturn,determinethetypesofvegetationandwildlifethateachclimatezonecansustain.Thus,ecosystemsaredependentuponclimatepatternsandzones,becausedifferentplantsandanimalsrespondbettertodifferentclimateconditions. NaturalprocessescancausesuddenorgradualchangestoEarth’ssystems,someofwhichmayadverselyaffecthumans.Throughobservationsandknowledgeofhistoricalevents,peopleknowwheresomeofthesehazards—suchasearthquakes,tsunamis,volcaniceruptions,severeweather,floods,andcoastalerosion—arelikelytooccur.Understandingthesekindsofhazardshelpsusprepareforandrespondtothem. While humans cannot eliminate natural hazards, they can take steps to reduce their impacts. For example, loss of life andeconomiccostshavebeengreatlyreducedbyimprovingconstruction,developingwarningsystems,identifyingandavoidinghigh-risklocations,andincreasingcommunitypreparednessandresponsecapability. Humansdohavetopreparefortheirsurvivalonthisplanetbutsometimesthatlosessightofmakingsuretheplanetsurvivesaswell.HumansareabigcontributortotheglobalwarmingthatishappeningonEarthrightnow.Climatechangeishighlyaffectedbyhumans.Someexampleswouldbe:theeffectsofgreenhousegasesthatarementionedaboveaswellasdeforestation,ourcarbonfootprint,andourtrash.
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EssentialQuestionConceptMaps
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WeatherClimateIntroduction(engagement)
Thesunisadriverintheearth’senergyandtheearthhasanorthernandsouthernhemisphere(explainandexplore)
Understandingthegeographyandclimate
onaglobalscale(explainandexplore)
“Whatif”statements(elaborateandevaluate)
EssentialQuestion1:WhydodifferentplacesonEarthhavevaryingseasonalchanges?
CausalfactorsofSeasonalChanges
Heatandlightareenergy
Allenergyinputsandoutputsmustbeequal
Descriptionsofseasonalchanges
Weatherpatternsonbothalocalandglobalscale
DataCollection
Ecosystems
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EssentialQuestion2:HowdohumansrespondtoandinteractwiththeEarth’sClimate?
Differentclimatesindifferentregions(engagement)
Howdoesclimateimpacthumans
(exploreandexplain)
Howdohumansimpactclimate
(exploreandexplain)
“Whatif”statements(elaborateandevaluate)
Lifestyles,Culture,Shelter,Resources
BasicsofClimateChange-BasicideaofGreenhousegasses,carbonfootprintanddeforestation-Howourtrashaffectsourclimate
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Lesson1:WeatherAroundtheWorldLessonBackground
ThislessonemphasizesthecrucialrolethattheSunplaysindictatingEarth’sweathersystemsandclimate.Theamountofsunlightaregionreceivescreatesweatherandclimatecharacteristics-overshortandlongtimescales.AstheEngagementphaseofthe5Emodel,thislessonraisesquestionsandsparksintrigueforexploringwhydifferentplacesexperiencedifferentseasons.Thislessonisbuiltarounddispellingtheegocentricmisconceptionfor3rdgradersthatweatheristhesameeverywhere.*Itisimportantthatpriortoeachlessontheinstructorsreviewallinternetresources.*
ScienceContentBackground(forinstructors)
InthislessontheEarth’srelationshiptotheSunisexplainedthroughtheamountofdirectandindirectsunlightcertainlocationsoneartharereceivingandhowthisaffectsthem.TheSunshinesdirectlyattheequatorcreatinghotterclimatesandthefartherawaythelocationisfromtheequatordeterminesthevariationoftheirseasons.DayandnightarealsodirectlyaffectedbywheretheSunisshining.OurtimezonesapproximatelyfollowtheEarth'srotationsothateachtimezonehastheSunshiningdirectlyaboveatnoon.
OverviewoftheLessonStudentsexplorecurrentlocalandglobalweatherdataandpredictpatternsoverlongperiodsoftime.Studentsconstructpreliminaryexplanationsforwhydifferenttemperaturepatternsemergeindifferentregions.Lastly,studentsinitiallyexploretheSun'srelationshiptotheEarthviatheuseofaglobeandlight.
FocusandSpiralStandard3-ESS2-1.Usegraphsandtablesoflocalweatherdatatodescribeandpredicttypicalweatherduringaparticularseasoninanarea.{Clarificationstatements:Examplesofweatherdatacouldincludetemperature,amountandtypeofprecipitation(e.g.,rain,snow),winddirection,andwindspeed.Graphicaldisplaysshouldfocusonpictographsandbargraphs.}
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NGSSAlignment
Science/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)-Askingquestionsanddefiningproblems-Analyzingandinterpretingdata-Obtaining,evaluating,andcommunicatinginformation
ESS2.D:WeatherandClimateScientistsrecordpatternsoftheweatheracrossdifferenttimesandareassothattheycanmakepredictionsaboutwhatkindofweathermighthappennext(3-ESS2-1)Climatedescribesarangeofanarea’stypicalweatherconditionsandtheextenttowhichthoseconditionsvaryoveryears(3-ESS2-2)
Patterns:Patternsofchangecanbeusedtomakepredictions(3-ESS2-1),(3-ESS2-2)
LearningTargets1.Icanidentifywaystoobtainlocalandglobalweatherdata.2.Icanexplainthatthesunplaysanimportantroleondayvs.night,weather,andseasons.AssessmentStudentswillbetestedontheirabilitytomakepredictionsabouttheamountofSunexposureindifferentplaces,fromtheinformationtheyreceiveduringtheglobeactivity.TargetedAcademicLanguageTier1:ThermometerTier2:Temperature,FahrenheitTier3:Equator,Circumference
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RESOURCESANDMATERIALS
Quantity Item Source1perstudent ScienceJournal Classroomteacher6perclass Thermometers(foroutsideuse) Bin http://www.earthcam.com/network/
https://www.timeanddate.com/worldclock/personal.htmlThumbdrive
5perclass TiltedGlobes(orasmanyaspossiblesoeachstudentcanhavehandsontimewiththeglobe)
Bin
5perclass Flashlights(orthesameamountasglobes) Bin1perstudent TheLong-TermLocationMysteryBookletofClues(13pagestotal) Binder**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/ActivatorLeadadiscussionabouttheweathertoday:Isithot?Isitcloudy?Whatdowethinkthetemperatureistoday?Wouldyouratherwearabathingsuitorawintercoatrightnow?Introducethetopicthatthislessonwillbeaboutandpassoutsciencejournals.DuringtheLesson1. UsingaThermometer
A. Beforegoingoutside,demonstratehowstudentsshouldsafelyuseandreadathermometer.Thesearetools,nottoys.
B. Onceoutside,passoutthethermometersinsmallgroupsandaskstudentstomeasureandrecordthetemperatureintheirsciencejournals.
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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C. Gathertheclasstosharetemperatureresults,anddiscusswhyitisthistemperature.Whatmonthisit?Whatseasonisit?Doesitlooklikethiseverywhereintheworld,andwhy?Havestudentsrecordallideasinjournals.(Dependingoncurrentweatherconditions,conductdiscussionoutsideorbackinsideclassroom).
2. WhatIsItLikeAcrossAmerica?A. Asktheclass,“WhatdoyouthinkitlookslikeinCaliforniarightnow?”Visit
http://www.earthcam.com/network/andprojectlivestreamofthelocation(visitthesitebeforeclasstomakesurethecamerasareoperational).
B. Allowstudentstomakeobservationsbasedonreal-timefootageandask:Whatseasondoesitlooklike?Whydoesitlookdifferentorsimilartowhatweseeoutsideourwindow?Whyisthetemperaturedifferent?
3. Tellthefuture A. Afterconveyingthatdifferentpeopleexperienceweatherdifferently,
transitiontopredictionsandask:Whatwilltheweatherbelikehere,inNorthAdams,in4months?WhatwilltheweatherbelikeinCaliforniain4months?
B. Havestudentsdrawpredictionsinsciencejournals.Think-Pair-Sharewithapartnerandthendiscusswiththeclass.Correctanymisconceptionsontheboard.
TeachingTipThink-Pair-Shareisacommonstrategywhereyoufirstgivestudentstimetothinkontheirown,beforetalkingwithapartner/peerabouttheirideas.Youthenhavethepairsshareouttotheclass.
StudentThinkingAlertCommonstudentmisconception:Wehavethesameseasonsandweatheraseverywhereelse.Instructthestudentstousecluesandcriticalthinkingfromthepreviousactivitytocorrectthosemisconceptions.
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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4. HowTheSunHitsEarth
A. Bringoutglobesandflashlightsandsplitupintosamegroupsasbefore.B. Pickthreedifferentlocations,preferablyonesthatareonoppositesidesoftheglobe,tobestdisplaydayand
night(ex.NorthAdamsandHongKong)andonecloseandfarfromtheequator(ex.NorthAdamsandPuertoRico)tosparkdiscussionaboutsunexposureanditsaffectonaveragetemperature.Toemphasizethatdifferentlocationsreceivedifferentsunexposure(andtheimpactthathas),projectaworldclockthatshowsdifferenttimezones(https://www.timeanddate.com/worldclock/personal.html)
C. First,havestudentspredicthowtheythinktheSunshinesonEarth(fromabove,below,theside)andaskthemtoexplainwhytheythinktheyareright.ExplainthatthereisagreatsizedifferencebetweentheEarthandtheSun.Theyare
welcometoexploretheseideaswiththeirmaterials. (ScienceTalk:Tryusingsentencestarterstoexplainpredictionsinfullsentences)
D. Leadstudentstowardtherightanswerthatthesunshinesdirectlyontheequator(askthestudentsiftheyknowwhatandwheretheequatoris,andiftheyareunsure,pointoutandexplainhowitrunsaroundthecircumference).Havestudentsshinetheirflashlightdirectlyattheequator.
E. Havethestudentslocateontheglobeallthreeofyourchosenlocations(maybeputstickersorsomemarkeronthelocationssothatit’seasierforkidstofind)
F. Startadiscussionaboutdayandnightbetweenyourfirsttwolocations.Havethestudentsexplorewhatdayandnightlookslikefromeachlocationandrecordinsciencejournal.
G. StartadiscussionaboutSunexposureondifferentpartsoftheplanet.Havestudentsagainexplorewhythefirstandthirdlocationshavedifferentaveragetemperatures,byusingtheirflashlightandglobe.Recordanythoughtsandideasinsciencejournals.
TeachingTipImportantdetailstonoteherearetheconcentrationofdirectversusindirectlightfrom“theSun”ondifferentareasoftheglobe
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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AssessmentRevisitthewebsitehttp://www.earthcam.com/network/andbringupallthreelocationsusedinglobeactivity,orascloseasyoucanget,andaskthestudentstolisttheminorderofwhattheythinksgetsthemostsunlightyearroundtowhichgetstheleastusingtheconceptsweexploredtodayintheirsciencejournalsandencouragethemtochangetheiranswerslateroniftheydiscoverorlearnsomethingthatchangestheirthoughts.
LessonClosingWriteontheboard“Long-TermLocationMystery”--explainthatthroughoutthisunittheclasswillreceiveaclueaftereachlessonabouttwomysterylocations.HandouttheBookletofCluesandexplainthateachnewcluewillberecorded.Bytheendoftheunit,we’llsolvethemystery!(LocationA:Mt.GreylockandLocationB:GreatBarrierReef).Thengivethemthetemperatureatthattimeofbothlocationsastheirfirsthint.
TeachingTipIntheanswertothisassessment,it’snotimportantthatstudentsgettheanswercompletelyright.ItisimportantthattheyknowPuertoRicoreceivesthemostsunlight(thedistancesfromtheequatortoHongKongandNorthAdamsarenotsufficientlydifferenttobeaccuratelycompared).Theyshouldbeencouragedtocheckbackandseeiftheirnewknowledgecanhelpthembettercompletethisactivityorrevisetheirpreviousanswers(hint:latitudecoordinateswouldbehelpful).
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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Lesson2:TheEarthandtheSun~AnEssentialFriendship
LessonBackgroundThislessonfocusesontherelationshipbetweentheEarthandtheSun,highlightingthespatialandphysicalmovementofeachbodyinrelationtoeachother.Coreactivitiesincludedemonstratingrelationshipswithaglobeandfloodlight,andhavingstudentsconstructamodelofthemovementwiththeirbodies.
ScienceContentBackground(forinstructors)
SincetheSunisthedrivingforceinproducingdifferentweatherandclimatesonearth(whichwillbecoveredoverthecourseoftheunit),itisimportanttoinitiallyunderstandhowtheEarthandSunmoveinrelationtoeachotherinordertothenunderstandwhydifferentpartsoftheEarthexperiencedifferentseasonalchanges.ThemaincontentcoveredinthislessonexplainsthattheEarthsimultaneouslyorbitsaroundtheSunandrotatesaroundatiltedaxis.Contentisfurtherdevelopedbyintroducingthedifferenthemispheres.TheNorthernandSouthernhemisphereexperience“opposite”seasonsbecauseoftheirorientationinrelationtotheSun(i.e.whentheNorthernhemispherereceivesmostdirectsunexposure,theSouthernhemisphereexperiencesrelativelyindirectexposure).ExposuretotheSundeterminedbythesecomponentsdictatesdifferentweatherandclimates.
OverviewoftheLessonInthislesson,studentswillexploredifferentmodelsoftheSunandEarth.StudentsseektounderstandspatialandmovementfeaturesoftheSunandEarththroughexperimentingwithaglobeandaflashlight,andwiththeirownbodiesinspace.ExplorationiscontextualizedbyreinforcingtheimportanceoftheSun-anditsspatialrelationshiptotheEarthovertime–increatingdifferentweatherandclimatefordifferentregionsonEarth.
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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FocusandSpiralStandard5-ESS1-2.UseamodeltocommunicateEarth’srelationshiptotheSun,Moon,andotherstarsthatexplain(a)whypeopleonEarthexperiencedayandnight,(b)patternsindailychangesinlengthanddirectionofshadowsoveraday,and(c)changesintheapparentpositionoftheSun,Moon,andstarsatdifferenttimesduringaday,overamonth,andoverayear.NGSSAlignmentScience/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)-Askingquestionsanddefiningproblems-Developingandusingmodels-Obtaining,evaluating,andcommunicatinginformation
ESS1.B:EarthandtheSolarSystemTheorbitsofEartharoundthesunandofthemoonaroundEarth,togetherwiththerotationofEarthaboutanaxisbetweenitsNorthandSouthpoles,causeobservablepatterns.Theseincludedayandnight;dailychangesinlengthanddirectionofshadows;anddifferentpositionsofthesun,moon,andstarsatdifferenttimesoftheday,month,andyear.(5-ESS1-2)
CauseandEffect:Causeandeffectrelationshipsareroutinelyidentified,tested,andusedtoexplainchange(3-ESS3-1)
LearningTargets1. Icandescribehowtheearthmovesinrelationshiptothesun.2. Icanusedifferentmodelstoshowwhydifferentplacesontheearthareimpacteddifferentlybythesun.
AssessmentEngagementinconstructingmodelswithteams,participatingingroupandclassdiscussions,exitticketandsciencejournalresponses.
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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TargetedAcademicLanguage Tier1: Tier2:Rotation,Tilt Tier3:Orbit,Axis,Equator,Hemisphere
RESOURCESANDMATERIALSQuantity Item Source
1perstudent ScienceJournal Classroomteacher https://www.youtube.com/watch?v=4rMYrP8feJY ThumbDrive5perclass Globe ClassroomTeacher/Bin5perclass Flashlight Bin1perstudent Sunglasses Bin1perstudent ExitWorksheet Binder
**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
Anchorphenomenon 1. ProjectthetimelapsevideoofAlaskawherethesunneverfullysetsduringthesummer
(https://www.youtube.com/watch?v=4rMYrP8feJY).2. Askthestudentswhattheysee,wheretheythinkthisis,andwhattimeofdaytheythinkitis.Oncesomeobservations
andinferenceshavebeenshared,tellstudentsthatthetimelapsewastakeninAlaskathroughouta24-hrperiod!Thisshouldsparknewquestionsandsomeconfusion,butletstudentsholdontothatintrigue(don’thavetogiveclearexplanationsyet).Whyhasn’tthesunsetbymidnight?
3. Emphasizethatthetimelapsedepictsaphenomenonthatisverydifferentfromhowourskylooksoverthecourseofaday.
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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Distributesunglasses(oneperstudent)andhavethemwear(iftheywant)whilestartingadiscussion.Ask,“Whydowewearsunglasses?Dopeopleallacrosstheglobewearsunglasses?”Ifnotdirectlystatedbystudents,emphasizethepointsthatpeopleeverywhereintheworldseetheSun,butseeitdifferently,andrelatebacktopictureofAlaska.[SP1:AskingQuestionsandDefiningProblems]DuringtheLesson1. Globe/flashlightdemonstration[SP2:DevelopingandUsing
Models]A. Breakstudentsupintogroupsof3-4andgiveeachgroupaglobe
andaflashlight.HavegroupsexperimentwiththetoolstodemonstratehowtheythinktheSunmightshineontheEarth.Promptwithquestionssuchas,“HowfarawaydoyouthinkthesunisfromtheEarth?Whatisthesun’spositioninrelationtotheEarth?”
B. TransitionintodiscussionasthestudentsstarttoconstructamodelofhowtheSunandEarthmoveinrelationtoeachother.FindCaliforniaontheglobe(ormarkitwithasticker)andaskstudentstorecalltheir4-monthpredictionsforthatlocationfromthepreviouslesson.Ask,“HowdoyouthinktheEarth’spositioninrelationtotheSunchangesinthose4months?”toreflecttheirpredictionsinchangingweather.Calltheclass’attentionbacktogetherandhaveonegroupdemonstratethemovementmodeltheyconstructedandprovideanexplanationforwhytheythinktheSunandEarthmovesuchinsuchamanner.
TeachingTipIfpossible,acquireatleast5tilted
globes(borrowfromotherclassroomsjustforthislesson!)soeachsmall
groupofstudentscanhavehands-ontimewithamodel.
StudentThinkingAlertAcommonmisconceptioncanmanifestduringthismodel:studentsmightthinktheSunmovesaroundtheEarth.Letstudentsconstruct(potentially)inaccuratemodelsatfirst.
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C. Aftervalidating(butnotcorrecting)students’models,demonstratetheaccuratemodelforthewholeclass(canstillusetwostudentstoactasSunandEarth).EmphasizethattheEarthorbitsaroundtheSun,aswellasrotatesonatiltedaxis
(depictedbyglobe).Explainthatageocentricunderstanding(Earth-centeredsolarsystem)isahistoricalmisconception,butwenowunderstandthatthesolarsystemisheliocentric(Sun-
centered).ExplainthatEarth’saxisofrotation(linefrompoletopole)istiltedata23°angle.Transitionintosemi-kinestheticmodelbyhavingonestudentfixedinthecenterofacircleholdingtheflashlightastheSun,andacircleofstudentssurroundingthesunpassingtheglobearoundtorepresenttheorbit.*Makesurethetiltstaysorientedatafixedpointintheroom.
2. Kinestheticmodel[SP2:Developingandusingmodels]A. Havestudentsreturntotheirgroupsanddesignateone
studentastheSun(dependingonclassneeds,teacherscanassignrolesorhavestudentsself-designate),andanotherastheEarth.Studentscantaketurnsactingoutdifferentroles.
B. AsktheEarthstudenttomoveaccordingtothemodelthatwasjustdemonstratedwiththeglobe.ClassroomTeacherorScienceFellowscanwalkaroundandpromptstudentstoincludeimportantelementsiftheyforgetatfirst-orbit,rotation,andtilt.[SP2:DevelopingandUsingModels]
StudentThinkingAlertAddressacommonmisconception-thataplaceiswarmerwhenitgetsclosertotheSun.TheSun’simpactisnotdictatedbyEarth’sdistance,butinsteadbyintensityordensityofexposuretosunlight(eithermoreorlessdirect).Furthermore,thetiltoftheaxisdoesnotchangethetotalamountofsunlightthattheEarthreceives.Instead,thetiltoftheaxischangeswhenandwheresunlighthits.
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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Includeaquickdebriefofthemodels-caneitherfacilitateasadiscussion,think-pairshare,orwrittenreflectioninsciencejournals.Askstudentstothinkaboutwhatthesemodelsdemonstrateorshow.Whatdidtheyleaveout?3. Northern/Southernhemispheres:
A. Asstudentsinvestigatemovementwiththeirownbodies,introducetheconceptofthetwohemispheres.Askstudentstorecallwhattheylearnedabouttheequatorfromthepreviouslesson,andhavesomeonepointitoutonaglobe.
B. Maketheconnectionbetweentheequatorlineontheglobeandtheirbellybuttonsasthemiddlelineontheirbodiesintheirkinestheticmodel.
C. Askthemtodiscussintheirgroupswhatisdifferentaboutregionsaboveandbelowtheequator-promptthemtomakeobservationsfromtheglobe(howmuchlandorwateroneitherside),andthemodeltheyhavejustconstructed(howdoeseachsidedifferinsunexposure?)
D. Askforsomegroupstoshareobservationsandwritethemontheboard,andtransitiontoabriefclassdiscussion.IntroducethevocabularyofNorthernandSouthernhemispheres,andreinforcetheobservationswrittenontheboard.Ifobservationsarenotmadebystudents,explicitlyinclude:
● ThereisalargeramountoflandintheNorthernhemisphere,andalargeramountofwaterintheSouthernhemisphere
● WhentheNorthernhemispherereceivesdirectexposuretosunlight,theSouthernreceivesindirectexposure.
ExitExercise[SP6:ConstructingExplanationsanddesigningsolutions]ProjecttwoimagesorlivestreamsoflocationsofroughlythesamelongitudeintheNorthernandSouthernhemispheres:NorthAdamsandSantiago,Chile.Askstudentstosharepreliminaryobservationsoftheimages,hintingatwhyseasonscanbeseemingly“opposite”betweenthehemispheres?Handouttheworksheetandaskthemtofillouttheinformation.Dependingontheleveloftheclass,theworksheetcanbecompletedindividually,inpairs,orlargergroups.
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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LessonClosing:Long-termmystery:
Givethenextclue:LocationAisexperiencingseason[x]rightnow.LocationBisexperiencingseason[y]rightnow.
● September-November:LocationAisexperiencingfallrightnow.LocationBisexperiencingspringrightnow.● December-February:LocationAisexperiencingwinterrightnow.LocationBisexperiencingsummerrightnow.● March-June:LocationAisexperiencingspringrightnow.LocationBisexperiencingfallrightnow.
AssessmentEngagementinconstructingmodelswithteams,participatingingroupandclassdiscussions,exitticketandsciencejournalresponses.
TeachingTipTeachersandScienceFellowsshouldprepforthenextlessonbymakingthesolarovens(2-3largeboxeswillbeneededdepending
onthesizeoftheclass).Refertothiswebsitefordirections:https://climatekids.nasa.gov/smores/
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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Lesson3:Energy~TeamworkMakestheDreamWork
LessonBackground Inthepreviouslesson,studentslearnedabouttheSunandEarth’spositionalrelationship.Inthislesson,weexplorehowthemechanismsandprocessesofenergyexchangeshapeweatherandclimate. ScienceContentBackground(forinstructors)ThecoreideasincludeSun’senergyasasourceoflightandheat,heatabsorptioninlandvs.water,andbalancedenergyexchangebetweentheEarthandspace.TheEarthisatalifesustainingtemperaturebecausethereisanapproximatelyequalinputofenergyasthereisanoutput.Iftheinputofenergyweregreaterthantheoutput,theEarthwouldbecomehotter.Likewise,iftheoutputweregreater,theEarthwouldbecomecooler.TheinputofenergyisintheformofsunlightabsorbedbytheEarth.TheoutputistheenergytheEarthreflectsoremitsintospace.OverviewoftheLesson Inthislesson,studentsdefineenergy,whichscaffoldstheirunderstandingofhowtheSunaffectstheweatherandclimateonEarth.Studentswilllearnimportantideasandconceptsthroughclassroomexperiments,handsonactivitiesandshortdiscussions.ItisrecommendedthattheinstructorswatchtheYouTubevideospriortothelesson.FocusandSpiralStandard 4-PS3-1.Makeobservationstoshowthatenergycanbetransferredfromplacetoplacebysound,light,heatandelectriccurrents.{ClarificationStatements:Evidenceofenergybeingtransferredcanincludevibrationsfeltasmalldistancefromasource,asolar-poweredtoythatmoveswhenplacedindirectlight,warmingametalobjectononeendandobservingtheotherendgettingwarm,andawirecarryingelectricenergyfromabatterytolightabulb.}
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NGSSAlignmentScience/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)
-Askingquestionsanddefiningproblems-Developingandusingmodels-Obtaining,evaluating,andcommunicatinginformation-Analyzingandinterpretingdata
PS3.A:DefinitionsofEnergyEnergycanbemovedfromplacetoplacebymovingobjectsorthroughsound,light,orelectriccurrents.(4-PS3-2),(4-PS3-3)
CauseandEffect:Causeandeffectrelationshipsareroutinelyidentified,tested,andusedtoexplainchange(3-ESS3-1)
LearningTargets
1. Icandescribetheconceptofenergy,asitrelatestoheatandlight.2. IcanexplaintheimportanceofenergyexchangebetweentheEarthandtheSun.
Assessment CheckontheSuns’moresandhandthemouttostudentstoeatattheendofclass.Reviewthestudents’sciencejournalsandchecktomakesuretheywerewritingdownthefactsandmakingtheirobservationsandpredictionsabouttheexperiments. TargetedAcademicLanguageTier1:energyTier2:absorb,exchange,balancedRESOURCESANDMATERIALS
Quantity Item Source 1 Floodlight Bin1 StickThermometer Bin2pergroup PlasticCups(anysize) Bin1 Bagofpottingsoil Bin
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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LandandWaterCrashCoursehttps://www.youtube.com/watch?v=7vTfyAMu6G4
ThumbDrive
HereComesTheSunCrashCoursehttps://www.youtube.com/watch?v=6FB0rDsR_rc&t=121s
ThumbDrive
2-3 LargeCardboardbox Bin1 RollofAluminumFoil Bin1 BagofMediumSizedMarshmallows Bin1 BoxofGrahamCracker Bin20Bars Hershey’sChocolate Bin1perstudent Sunglasses Bin1box BlackPermanentMarkers ClassroomTeacher1perstudent ScienceJournals ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILS LessonOpening/ActivatorAskthestudentswhatdifferencestheynoticebetweennightandday.Iftheiranswersconsistof“it’sdarkeratnight”and“atnightIgotobed,”givethemadirectingquestionsuchas,“Whatdoyounoticeaboutthetemperature?”ExplainthattheSunisoursourceofheat.AsourlocationonEarthrotatesawayfromtheSun,thereislessdirectsunlightavailableatourlocationonEarth,causingcoldertemperatures.Handout(paper)sunglasses.PluginthefloodlightandexplainthatthelampislikeourSun.Itreleasesenergyintheformoflightandheat.Discusscommonmisconceptionsofwhatenergyis(i.e.energyiswhenkidsfeelenergeticortheenergythatcomesfromanoutlet).Quicklyplaythisvideotohelpshowthedifference(https://www.youtube.com/watch?v=6FB0rDsR_rc&t=121s).Askacoupleofstudentstovolunteertocomeuptothefloodlightandplacetheirhandinfrontofthelight(butnottooclose,asthebulbgetshot).Askthemiftheycanfeelenergyintheformofheatradiatingfromthelight.
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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DuringtheLesson 1. Sunsmores
A. IntroducetheexperimentasawaywecanharnesstheSun’senergytomakes’moreswithoutafire!Thesolarcookershouldbemadepriortothelesson.Followthedirectionsfromthislink(https://climatekids.nasa.gov/smores/)
2. LandVs.WaterActivity
A. Askstudentswhattheythinkabsorbsmoreenergyintheformofheat,landorwater.(Averycommonexampleofheatabsorptioniswhenblackcarseatsgetreallyhotindirectsunlight).
B. Tellthemtheywillbedoinganexperimenttoshowwhichabsorbsmoreheatandthattheyshouldwritedowntheirpredictionsintheirsciencejournals.Iftimeallows,askifanystudentswouldliketosharetheirpredictions.Alternative:Ifitisrainingorthereisnowindowwithdirectsunlight,usethefloodlightinstead.[SP4:Analyzingandinterpretingdata]
C. Ingroupsof3-4,distributetwoplasticcupsforeachgroup.Onecupshouldbefilledhalfwaywithwaterandtheotheronewithsoil,whicheithertheClassroomTeacherorScienceFellow(s)willbewalkingaroundwithtofillthegroup’scup.
D. Remindstudentsthattheyshouldmarktheircupswiththeirinitialsorasymbol,suchasastar,sotheyknowwhichcupsaretheirs.
E. Havethestudentstaketheinitialtemperatureofthesoilandthewaterintheirsciencejournals.Ifthestudentsdonotknowhowtouseathermometer,giveaquickexplanationofhowthemeasurementswork.
F. Oncethecupsarefilledandmarked,haveeachgroupplacethemonthewindowsillwheretheywillgetthegreatestamountofsunlight.
G. Havethestudentscomebacktomeasurethetemperatureofthesoilandwaterevery20minutesorso.Askthemtorecordthetemperatureeachtimeintheirsciencejournals.
3. YouTubeVideoA. Oncethecupshavebeenplacedonthewindowsill,playthisyoutubevideotogivethemsomecontext:
https://www.youtube.com/watch?v=7vTfyAMu6G4&t=73s
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4. EnergyExchangeSkit[SP2:DevelopingandUsingModels]
ThestudentswillrepresenttheEarth,energyemittedbyEarthtospace,theSun,andtheSun’senergyabsorbedbyEarth.
A. SplittheclassinhalfandassignonehalftoSunandtheotherhalftotheEarth.Givethestudentsidentificationcardstohelp.
B. Requestthat3studentsfromtheSungroupmovetotheotherandthat3studentsfromtheEarthgroupmovetoanew,neutral,thirdgroup(representingspace).Askthestudentswhatisrepresentedwhenthesestudentsmovefromtheirlocationtotheother(transferofenergy).Repeatthisactionasmanytimesasneededforcomprehension.Studentscandictatetheactivityiftheyunderstand.
C. ExplainthatthisactionrepresentstheequalenergyexchangeoftheEarth.AcertainamountofenergyreachesusfromtheSun,andtheEarthreleasesanequalamountofenergyintospace.EqualexchangeallowsourEarthtostayatastabletemperature.
D. (Talkscience:tryusingsentencestartersandmodelingsciencetalk;havestudentsanswerinfullsentences.)Askthestudents“whatif?”questions.Whatiftheenergyexchangewasn’tequal?WhatifwewereabsorbingmoreenergyfromtheSunthantheEarthwasemittingintospace?
TeachingTipUsefulmetaphor:unequalenergyexchangeissimilartoanoven.Toheatupanoven,theenergyinputhastobelargerthantheenergyoutput,sothatthenetenergyorheatwithintheovenishigherthantheoutside.Therefore,iftheEarthweretoabsorbmoreenergythanitreleased,itwouldheatup,justlikeanoven.
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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Extension
Iftheclassismoreadvancedintheirunderstandingofenergy,addincloudsasafactor.HavethekidsbouncebackiftheybumpintothedeskswhentheymovefromtheSungroupasifthedesksweretheclouds.AlsohavesomeofthekidsfromtheEarthgroupsitdowntoshowtheyhavebeenabsorbedbytheground.Refertotheimageformoreoptionsandadditionalinformation.
LessonClosingReviewresultsofthesoilandwaterexperimenttocheckifinitialpredictionswerecorrect.RecallfromthepreviouslessonthattheNorthernhemispherehasmorewaterthantheSouthernhemisphere,thusiswarmeronaveragebecauseland/soilis“easier”toheatup(requireslessenergy).Projectanairtemperatureloop(http://climvis.org/anim/maps/global/tmp2m.html)and
askforobservations.Docertainareasstayhotthroughoutmostoftheyear?Ifso,whatpartoftheworld(usetermslikeNorthernandSouthernhemisphere)?Givethenextclueaboutthetwolongtermmysterylocations.Askthestudents,“WiththisknowledgeaboutLocationAandB,whichdoyouthinkiswarmer?”LocationA(Mt.Greylock):Is1.875sq.milesoflandLocationB(GreatBarrierReef):Is132,974sq.milesofwater If any student wants to make a guess to any of the locations, ask them to come up to you privately.
AssessmentCheckonthesuns’moresandhandthemouttothestudentstoeatattheendofclass.Reviewthestudents’sciencejournalsandchecktomakesuretheywerewritingdownimportantideas,andmakingobservationsandpredictionsabouttheexperiments.
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Lesson4:UnderstandingCollectionofWeatherData
LessonBackgroundThislessonfocusesonthecollectionofweatherdatabytheuseofgraphs,maps,andothertoolssostudentscaneffectivelyusesuchtoolsforfutureactivities.ScienceContentBackground(forinstructors)Throughtherecordofweatherpatternsacrosslongtimeperiodsoftimeweareabletocreatepredictionsandmonitorourclimate.Graphsareonewaytocollectandrecordthesepatternsinavisualdisplay.Linegraphsliketheoneusedinthislessonaregoodatshowingpatternsovertimeandtheyareeasytoreadbecauseyougathertheinformationthesamewayyouwouldreadabook:fromlefttoright.Mapsarealsoausefultoolforgatheringweatherdata.Themapsusedinthislessonareallcolorcodedtorepresentdifferentweatherpatternssuchastemperature,wind,andprecipitation.Allofthesetoolshelpusbetterunderstandweatherpredictionandclimateindifferentlocations.OverviewoftheLessonStudentsexploreweatherdatacollectiontoolsandtechniquestoprovidefurtherevidencethatweatherdiffersovervaryinglocations.Studentswillbeexposedtographsasameansof“seeing”dataanddrawconclusionsaboutregionalweatherpatterns.Studentsresearchindividualareasofinterestandcollectdatafromonlinesourcestodescribeconditionsofthatarea.FocusandSpiralStandard3-ESS2-1.Usegraphsandtablesoflocalweatherdatatodescribeandpredicttypicalweatherduringaparticularseasoninanarea.[ClarificationStatements:Examplesofweatherdatacouldincludetemperature,amountandtypeofprecipitation(e.g.,rain,snow),winddirection,andwindspeed.Graphicaldisplaysshouldfocusonpictographsandbargraphs.
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NGSSAlignment
Science/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)-Planningandcarryingoutinvestigations-Analyzingandinterpretingdata-Obtaining,evaluating,andcommunicatinginformation
ESS2.D:WeatherandClimateScientistsrecordpatternsoftheweatheracrossdifferenttimesandareassothattheycanmakepredictionsaboutwhatkindofweathermighthappennext(3-ESS2-1)Climatedescribesarangeofanarea’stypicalweatherconditionsandtheextenttowhichthoseconditionsvaryoveryears(3-ESS2-2)
Patterns:Patternsofchangecanbeusedtomakepredictions(3-ESS2-1),(3-ESS2-2)
LearningTargets
1. Icanexplainthatgraphsaretoolstocommunicateinformationvisually.2. Icanusegraphstomakepredictionsandassumptionsaboutweatherdatainagivenarea.3. Icanresearchandrecordweatherdataaboutaparticularareaofinterest.
TargetedAcademicLanguageTier1:data,graphsTier2:temperature,precipitationRESOURCESANDMATERIALS
Quantity Item Source ClimateKids“Whatdoallthesegraphsmean?”webpage
[https://climatekids.nasa.gov/graphs/]ThumbDrive
Asneededperclassroom
Chartpaper ClassroomTeacher
Asneededper Markers ClassroomTeacher
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classroom Graphicalmapimages ThumbDrive1pergroup LaminatedUnitedStatesMap Bin1perstudent ComputeroriPad ClassroomTeacher1perstudent “WeatherObservers”Worksheet Binder1perstudent ScienceJournals ClassroomTeacher1perclassroom MiniCactus ContactSueBeauchamp**Itemsinboldshouldbereturnedforusenextyear**LESSONDETAILSLessonOpening/ActivatorEngagestudents’priorknowledgeaboutgraphs--whathavetheyseenbefore,whatdotheyknowaboutgraphs?ExploreClimateKid’s“Whatdoallthesegraphsmean?”webpage[https://climatekids.nasa.gov/graphs/].Explainthatgraphsareonewayofdescribingweatherdata.Howdoyouthinkthisweatherdatawascollected?Whilegraphsareawayofvisuallyrepresentingdata,weneedothertoolstogatherdata,thatallowustounderstanddataandpredicttypicalweatherpatterns.Thinkingaboutaspectsofweather,brainstormalistofwhatmightbeimportanttomeasuretomakeconclusionsandpredictionsabouttheweatherofaregion(Examplesshouldincludetemperature,precipitation,winddirectionandspeed).Recordanswersontheboardorchartpaper.DuringtheLesson1. ObservingWeatherGraphs[SP4:Analyzingandinterpretingdata]
Oneofthemostimportanttypesofweatherdataistemperature.A. Refreshstudentsontheuseofthermometerstomeasuretemperature,whichtheyhaveexploredinprevious
lessons.Temperaturechangehappensoverthecourseoftheday,themonth,andtheyear.
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B. Displaythefollowingimagetotheclassroom(imagesprovidedonUnitDrive):
C. Discussmajoraspectsofthegraph,includingtitleandlegendtomakesenseoftheimage.Askthestudentswhy
thestatesofAlaskaandHawaiiarerepresentedinboxestotheside.D. Askaboutpatternsthatstudentsnoticeinthegraph,includinghowthetemperatureshowsagradientfrom
NorthtoSouth.Whatcausesthis?Whatdoesthatmeanfordifferentregionsonthemap?ShowtheclasstheGIFoftemperaturechanges(locatedontheUnitThumbDrive)overtheglobe.Whatotherobservationscanwemakenow?
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Displaythefollowingimagetotheclassroom(imagesprovidedonUnitThumbDrive):
E. Discussthemajoraspectsofthisgraph,includingtitleandthelegendtomakesenseoftheimage.
F. (TalkScience:wholeclassdiscussionofquestions).Askstudentswhattheynoticeaboutthegraph,includingsimilaritiesanddifferencesfromthepreviousimage.Whatisthemaplacking?Askwhatthestudentsknowabouttheareasthatgetthehighestamountofprecipitationversusthelowestamounts.Whatareotherobservationsthatstudentscanmake?ShowtheclasstheGIFofprecipitationlevels(locatedontheUnitThumbDrive)overtheglobe.Whatotherobservationscanwemakenow?
Winddirectionandwindspeedsarealsoimportanttodescribeweatherpatterns.Whatdostudentsknowaboutwind?Whatarethepotentialdamagingeffects.Howdoweusewindpower?Studentsmaybeabletospeak
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aboutthewindturbineslocatedintheNorthAdamsarea.Displaythefollowingimagetotheclassroom(imagesprovidedonUnitThumbDrive):
G. Leadasimilarconversationasthelasttwoimages.Whatarepointsofinterest,what
dostudentsnotice,whatarestudentquestions?Noticethatthewindspeedisrecordednotonlyoverlandbutoverthewateraswell.Whatistheimpactofthis?
2. BecomingWeatherObservers[SP3:Planningandcarryingoutinvestigations]A. Sortstudentsinto5differentgroups;eachgroupwillbeassignedtoonecity(Houston,TX;Chicago,IL;San
Francisco,CA;Orlando,FL;NewYork,NY).B. Studentswillpredictweatherconditionsineacharea,thenresearchtheweatherconditionsforsummerand
winterineacharea.C. Havestudentsrecordthedatatheyfindontheworksheetprovided,andsavethisintheirsciencejournal.At
teacher’sdiscretion,assigneachstudentaparticulartypeofweatherdatatoresearch,toensurestudentparticipationandaccountability.
D. TheScienceFellowsorClassroomTeachercanprovideademonstrationofhowtoresearchaparticularcity,usingNorthAdams,MAastheexamplelocation.Agreatwebsitetouseforthisresearchis
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http://www.wunderground.com--usethe“History”tabaftersearchingyourcitytodiscoverweatherconditionsforaspecificdate.Forthepurposeofthislesson,useJune21ofpreviousyearforsummerdatesandDecember21ofpreviousyearforwinterdates.
E. Share-outtheinformationforeachlocation.
3. Why? A. Leadashortdiscussiononwhyweatherdatacollectionmatters.Whydowecare?Whatdoesitdoforus?B. Tellstudentsthatexploringweatherpatternsallowsscientiststopredictfutureweather.Whymightitbe
importanttoknowaboutfutureweather?Weusefuturepredictionstoplanvacationsandotheroutdooractivities,andtoprepareforlargestorms-aconcepttobeexploredinmoredetaillaterintheunit.
Furthermore,collectionofweatherdataisimportantforunderstandingclimateconditions,asclimateisdefinedbyweatherpatternsthatexistinanareaoverprolongedperiodsoftime.
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LessonClosingOpendiscussionaboutthemysterylocations--whatdotheyalreadyknowaboutMysteryLocationsAandB?Provideweatherstatisticsduringsummerandwinterdatesaboutthemysterylocations.
MysteryLocationA(Mt.Greylock): MysteryLocationB(GreatBarrierReef):AverageTemperatureforJune21,2016:67°F AverageTemperatureforJune21,2016:61°FAverageTemperatureforDecember21,2016:24°F AverageTemperatureforDecember21,2016:78°FPrecipitationLevelforJune21,2016:0.27in PrecipitationLevelforJune21,2016:0.00inPrecipitationLevelforDecember21,2016:0.00in PrecipitationLevelforDecember21,2016:0.00inWindSpeedforJune21,2016:5MPH WindSpeedforJune21,2016:6MPHWindSpeedforDecember21,2016:3MPH WindSpeedforDecember21,2016:6MPH
Discussanyimportantobservationsmade,anypredictionsthatarerefutedorconfirmedbythisdata,oranyotherstudentquestions.AssessmentReviewstudents’sciencejournalsand“WeatherObservers”worksheet.
TeachingTipSetupminicactusforLesson5afterlesson4iscomplete.Studentsshouldbemonitoringtheseplantsandwateringastheyseefit,butnoformalexplanationisrequiredatthispoint.
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Lesson5:EcosystemsandClimatesLessonBackgroundLesson5willbesplitintotwoclassperiods.Thefirstpartintroducestheconceptofclimatebyextendingtheknowledgefromthepreviouslessonaboutweatheranddatacollectiontohowwedefineclimates:bycollectingdataaboutweatherpatternsinspecificareasoverlongperiodsoftime.Thesecondparthasstudentsinvestigatingwaysthatdifferentplantsandanimalsrespondtospecificclimateconditions,afterwhichstudentswillunderstandhowglobalandlocalclimateconditionscreateandsustaincertainecosystems.ScienceContentBackground(forinstructors)Climateisdefinedbypatternsofweatherinspecificareasoverlongperiodsoftime.Weatheristhemomentarystateofconditionsataspecifictimeandplace.SunlighthitstheEarthmostdirectlyaroundtheequator.Duetotemperaturedifferencescausedbydifferencesintheamountofsunlightabsorbed,recurringclimaticconditionsdevelop,whicharecharacterizedbytheaveragetemperatureandprecipitation.Insomeareas,climatezonescanbeinterruptedbygreataltitudedifferencessuchasamountainrangeoroceans.Therearefourmajorclimatezones:thetropicalzone,thesubtropicsorwarmzone,thetemperatezone,andthepolarorcoldzone.Eachzoneischaracterizedbyuniqueamountsofprecipitationandtemperaturerange.Theseconditions,inturn,determinethetypesofvegetationandwildlifethateachclimatezonecansustain.Thus,ecosystemsaredependentuponclimateconditions,becausedifferentplantsandanimalsrespondbettertodifferentclimateconditions.Moredetailscanbefoundhere:https://content.meteoblue.com/en/meteoscool/general-climate-zones
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OverviewoftheLessonPart1:Thefirstactivitydifferentiatesweatherfromclimatethroughavideoandtakingnoteswithaworksheet.Next,studentsexplorevariousecosystemsthroughGoogleCardboardtogetasenseofvariousclimateconditionsinwellknownglobalecosystems.Theythenmodelecosystemsandconsiderthevariousplantsandanimalsthatcouldbesustainedinsuchconditions.Part2:IntheGoogleEarthPhotoactivity,studentsobservefourlocations,eachinadifferentclimatezone,andconsidertheclimate conditions necessary to sustain that ecosystem. Using this information, students find the same locations on theirClimateZoneworksheetsanddeterminewhichclimatezonesarelocatedinwhichlatitudesoftheEarth.Lastly,studentsareencouragedtousetheirknowledgefromLessons2and3toexplainhowtheSunandtheEarth’spositionmightcontributetothecreationofdifferentclimatezones.FocusandSpiralStandard3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weatherconditionsoverayearvarybyregion.{Clarificationstatement:Examplesofinformationcanincludeclimatedata(averagetemperature,averageprecipitation,averagewindspeed)orcomparativedescriptionsofseasonalweatherfordifferentregions.}NGSSAlignmentScience/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)
-Askingquestionsanddefiningproblems-Developingandusingmodels-Analyzingandinterpretingdata-Constructingexplanations-Obtaining,evaluating,andcommunicatinginformation
ESS2.D:WeatherandClimateScientistsrecordpatternsoftheweatheracrossdifferenttimesandareassothattheycanmakepredictionsaboutwhatkindofweathermighthappennext(3-ESS2-1)Climatedescribesarangeofanarea’stypicalweatherconditionsandtheextenttowhichthoseconditionsvaryoveryears(3-ESS2-2)
Patterns:Patternsofchangecanbeusedtomakepredictions(3-ESS2-1),(3-ESS2-2).CauseandEffect:Causeandeffectrelationshipsareroutinelyidentified,tested,andusedtoexplainchange(3-ESS3-1)
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LearningTargets1. Icandefineclimateanddifferentiateitfromweather.2. Icaninvestigatewaysthatplantsandanimalsadapttotheclimateconditionsintheir
environments.3. Icanexplainhowglobalandlocalclimateconditionscreateandsustainecosystems.
AssessmentAssessstudents’sciencejournals,models,worksheets.TargetedAcademicLanguageTier1:ecosystemTier2:climate,tropical,thriveTier3:temperature,airpressureRESOURCESANDMATERIALS
Quantity Item Source ClimateandWeathervideohttps://www.youtube.com/watch?v=XirAUvS_29I Thumbdrive1perstudent ClimateandWeatherWorksheets(3pagestotal) Binder1perstudent ScienceJournal ClassroomTeacher1perstudent ClimateZoneWorksheet Binder InstructionsforTrioramaModel Binder1perstudent Whitepaper/Cardstockpaper BinForclass Coloredpencils,glue,scissors ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**
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LESSONDETAILSLessonOpening/ActivatorTheclassroomhasbeentakingcareoftwodifferentplantsoverthepastweek.Tellstudentstheplants’namesandhavethemguesswhichecosystemeachplantlikelybelongsin(e.g.desert,forest)anddescribethatenvironment(e.g.dry,sunny,lotsofshade).Talkaboutthecareinvolvedinthetwoplantsthattheteacherbroughttotheclassroom(e.g.sunlight,watering).Askthemtowriteintheirsciencejournalswhyeachplantthrivesinthoseecosystems(howmuchwaterdotheyneed,whattypeofprotectionsdotheyhave)?Theycanalsowritedownanimalsthatmightliveinthesameenvironmentaseachplant.Recallthatlastweekwelookedatweatherchangesovershortperiodsoftime.Overthenexttwolessons,wewillexaminehowlongtermweatherpatterns(overyearsanddecades)createconditionsthatallowecosystems(suchasdesertsandforests)tothrive.Whydoesarainforeststayarainforestacrossseasonalchanges?DuringtheLesson(PartI)1. ClimateandWeatherActivity
A. Havestudentsfilloutworksheetsasthevideoplays.B. Pausethevideoatappropriatepointstoallowstudentsenoughtimetowritedownanswers.Itmaybehelpfulto
havestudentsreadthequestionsbeforethevideo.https://www.youtube.com/watch?v=XirAUvS_29I2. ExploringEcosystems(Techintegration:GoogleCardboard)
A. Posethequestion,“WhatisthebiggestdesertonEarth?”ExplainthattheanswerisactuallyAntarctica,andthesecondlargestistheArcticdesert.Desertsaredefinedbythelevelofprecipitation,notthetemperature.ThethirdlargestdesertistheSahara,whichisveryhot.WewillexploretheseplaceswithGoogleCardboard.
B. ExplorevariousecosystemsonGoogleEarthorGoogleCardboard.ForGoogleEarth,typeinthefollowinglocationsastheyarewritteninthebrackets():(Antarctica),(Saharadesert)lookforphotosphereasthereisnostreetview,theAmazonrainforest(NovoAirao),andtheAfricansavannah(TheSavannahAfrica).
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3. Trioramaactivity[SP2:DevelopingandUsingModels]
A. Splittheclassintogroupsof4,andtellthemthatwearemakingmodelsofdifferentecosystems.
B. Eachstudentinthegroupwillmodeloneoffourecosystems:ahotdesert(liketheSahara),atropicalrainforest(liketheAmazon),atemperateforest(likeHopkinsForest),andtundra(liketheArctic).
C. Promptstudentstothinkabouttheplantsandanimalsthatwouldbepresentinthoseecosystemstogivethemideasforwhattodraw.
D. Oncestudentscompleteindividualecosystemsandfoldthemintotriangularprisms,havethemgluetogetherallgroupmember’secosystems.Instructionsfortrioramamodelscanbefoundinthebinder.
LessonClosing(PartI)Tellstudentstoopenuptheirlongtermmysterybooklets.Displaytheimagesofredspruceandalgaeincludedonthethumbdrivesothattheycansketchitontheirsheets.Theotherscanbesketchedfrompriorknowledge,butifnotfeelfreetolookthemup.Encouragestudentstofindoutmoreabouttheseanimalsandplants.Theycanaskorresearchathome.LocationAhasredsprucetreesandhawks.LocationBhasalgaeandturtles.
--EndofPartI--
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DuringtheLesson(PartII)1. GoogleEarthPhotosactivity
A. Pickfourecosystems,oneineachofthefourmajorclimatezones(asshownontheworksheet).
B. Foreachecosystem,startzoomedoutonthemap,andthenclickonthephotosthatareattachedtothenameofthelocation.Foreachecosystem,havethestudentswritedownthelocation(countryandcontinent)asthetitleintheirsciencejournalsandwhatclimateconditions(notweather)wouldhelpsustainthatecosystem(e.g.itshouldbewarmingeneral,thereshouldbelotsofprecipitation).
C. Thefollowingsuggestionsshouldbetypedintogooglemaps/earthasquoted:i. “Greenland,Denmark”(snowymountains)=arcticclimatezoneii. “NewEngland,USA”(pineforest)=temperateclimatezoneiii. “AmazonRainforest,Codajás-StateofAmazonas,Brazil”
(tropicalrainforest)=tropicalclimatezoneiv. “Saharadesert”(desert)=subtropicalclimatezone
2. ClimateZoneactivity
A. HandouttheClimateZonesworksheet.ProjectanimageofGoogleEarth(a3-dimensionalrepresentation),andhavestudentsidentifytheequatoranddrawitintheappropriatelocationontheworksheet(a2-dimensionalrepresentation).
B. ThenlocatetheecosystemsweexploredonGoogleEarth(veryzoomedoutview)ontheClimateZonesworksheetmapandmarktheirapproximatelocations.Studentsshoulddeterminethelocationofeachecosystemasaclass,andmarktheanswerontheirownworksheet.AScienceFellowshouldwalkaroundandensurethattheecosystemsarewithintheboundariesofthecorrectclimatezone.
C. Explainthatareasaroundtheworldwithsimilarlongtermclimateconditionsformclimatezones.DottedlinesonthesheetmarkfourmajorclimatezonesonEarth.Explainthatwewillusetheinformationwejustgatheredtofigureoutwhichclimatezoneisinwhichregion.
TeachingTipOnlyclickonphotosthatshownaturalphenomenarelatedtotheintendedecosystem,tonotconfusestudents.
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D. First,weneedtounderstandthelegend,whichindicatesfourclimatezonesthatwewilllabel.AskthestudentstothinkaboutNewEngland’sclimate(NorthAdams’climate):Howmanyseasonsdowehave?Whatareourseasonslike?ExplainthatNewEnglandhastemperateweather:define“temperate”ontheboardandhavestudentscopyintheirsciencejournalsoronthebackonclimatezoneworksheet.i. Temperate:withoutextremeclimateconditions(temperatureandprecipitation),generallyhasfour
seasons(winter,spring,summer,fall).E. Next,askstudentstothinkabouttheAmazonrainforest:isitevercoldthere?TheAmazonrainforestisa
tropicalrainforest,categorizedbyatropicalclimatezone.i. Tropical:extremeclimateconditions(alltwelvemonthshaveanaveragetemperatureof64 °F),generally
hastwoseasons(dryandwet).F. Applynewandpriorknowledgeaboutthefourecosystemstocolorinthefourmajorclimatezones.
i. Ifstudentsdonotunderstandthedistinctionbetweensubtropical(warm)andtropical,elaboratethatwhilethetropicsarewarmandwet,the‘warm’climatezoneischaracterizedbywarmthanddryness.
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3. ConceptualExtension A. Ingroups,discusstherelationshipbetweentheSunandtheEarth’spositionthat
mightcauseclimatezones.B. Discussioncanbefacilitatedwithquestionsaboutthelocationoftheequator,itsprolongedexposuretomostof
theSun’sintensity,etc.Forexample:atropicalclimatezoneisdefinedbywarmtemperaturesallyeararound,andseasonsareonlydictatedbyprecipitation(dryandwet).Whatisitaboutthelocationofthetropicalclimatezonethatcausesthis(focusmainlyonthewarmtemperaturesyearround)?
LessonClosing(PartII) (TalkScience:sentencestartersandarguingfromevidence)Beforepresentingtheclueforthisweek,havestudents(ingroupsof4-5)refertothecluesfrompreviouslessonsandpredicttheclimatezonesofthemysterylocations(cluesfromLesson4andPartIofLesson5shouldbehelpful).Encouragestudentstowritenotesaboutpreviouscluesinthespaceprovidedthatmighthelpthemfigureitout.Onceagrouphaschosentheclimatezoneforeachlocation,havethemwritedownarationaleastowhytheythink“Location___isinClimateZone______________.”Oncethegroupshavefinished,providethemwiththeaccurateclimatezones:
LocationAisinthetemperateclimatezone,LocationBisinthetropicalclimatezone.AssessmentInPartI,studentswillbeassessedbytheiranswerstotheclimateandweatherworksheet,theresultsofthematchinggameintheirsciencejournals,andanevaluationoftheirtrioramamodels.InPartII,theywillbeassessedontheClimateZoneworksheetandtheirparticipationindiscussion.
StudentThinkingAlertStudentsshouldconnecttheinformationthattheylearnedinLessons2and3towhattheylearnedtoday-locationsneartheequatorreceivethemostconsistentanddirectsunlight.
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Lesson6:AnsweringtheBIGQuestions
LessonBackgroundSynthesizinginformationfrompreviouslessons,Lesson6seekstoassessstudents’understandingandaskthemtoelaborateonthematerialbyroleplaying,usingsystemsthinking,andanswering“whatif”questions.Studentsworktoconstructcausalexplanationsthatdrawontheconceptualframeworksfrompreviouslessons.StudentsshouldbeabletocohesivelyanswerEssentialQuestion1:DifferentpartsoftheEarthreceivesmallerorlargeramountsofthesun’senergy(atspecifictimesandoverlongerperiodsoftime),dependingontheirpositionandthetimeofyear.Therefore,thedifferencesresultinvariationsintemperature,precipitation,andotheraspectsofseasonalchange,whichthendictatedifferentecosystems.ScienceContentBackground(forinstructors)Sincethisisan“evaluate”lesson,allthesciencecontentfromprecedinglessonsapplies.OverviewoftheLessonInthislessonstudentsreferbackto,andintegrateinformationfrom,previouslessons.Theyreviewtheseconceptsthroughphysicalmodelsandfillingoutworksheetssothey’reaccountablefortheknowledgeacquiredthroughouttheunit.FocusandSpiralStandard3-ESS2-2.Obtainandsummarizeinformationabouttheclimateofdifferentregionsoftheworldtoillustratethattypicalweatherconditionsoverayearvarybyregion.[Clarificationstatement:Examplesofinformationcanincludeclimatedata(averagetemperature,averageprecipitation,averagewindspeed)orcomparativedescriptionsofseasonalweatherfordifferentregions.][Stateassessmentboundary:Anunderstandingofclimatechangeisnotexpectedinstateassessment.]
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NGSSAlignment
Science/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)-Askingquestionsanddefiningproblems-Developingandusingmodels-Engaginginanargumentfromevidence-Constructingexplanations-Obtaining,evaluating,andcommunicatinginformation
ESS2.D:WeatherandClimateScientistsrecordpatternsoftheweatheracrossdifferenttimesandareassothattheycanmakepredictionsaboutwhatkindofweathermighthappennext(3-ESS2-1)Climatedescribesarangeofanarea’stypicalweatherconditionsandtheextenttowhichthoseconditionsvaryoveryears(3-ESS2-2)
Patterns:Patternsofchangecanbeusedtomakepredictions(3-ESS2-1),(3-ESS2-2).CauseandEffect:Causeandeffectrelationshipsareroutinelyidentified,tested,andusedtoexplainchange(3-ESS3-1)
LearningTarget
1. IcanexplainwhydifferentplacesonEarthhavedifferentseasonalchanges.AssessmentReviewstudents’worksheets
RESOURCESANDMATERIALSQuantity Item Source
5piecesperclassroom LargePosterpaper Bin1perStudent Markers ClassroomTeacher1perclassroom AnsweringtheBigQuestions:TeacherResourcesandWorksheet(5
pagestotal)Binder
1packetperstudent AllSystemsGoWorksheetPacket(9pagestotal) Binder**Itemsinboldshouldbereturnedforusenextyear**
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LESSONDETAILSLessonOpening/ActivatorSetupagallerywalkforstudents,withonequestionprompt(frombelow)oneachpieceofchartpaper.Splitstudentsintosmallgroupsandgiveeachgroupadifferentcolormarker.Giveeachgrouptimetodiscussanswerstopostedquestionsfirst,thengroupswalkaroundtothedifferentpostersandwritetheiranswers.Thegroupsshouldhave5to6minutesateachposter;timecanberecordedandtransitionscanbemadeastheClassroomTeacherseesfit.Groupsshouldrotateinonedirection,ensuringthateachgrouphasachancetorecordtheiranswerstoeachquestion.
(ScienceTalk:havestudentsusesmallgroupdiscussionstrategiestocomeupwithanswers,andfocustheireffortsonincludingaclaim,evidence,andreasoningfortheiranswers[SP7:Engaginginargumentfromevidence]).
1. Howdoestheamountofsunlightexposureaffecttheaveragetemperatureofalocation?2. DoestheEarthgetthesameamountofsunlightineveryplace?Whataretheeffects(results)oftheamountsofsunlight
thatdifferentpartsoftheEarthget?WhataresomedifferencesbetweentheNorthernandSouthernHemispheres?3. HowdoesenergyaffecttheEarth?Whataredifferentkindsofenergy?4. Whattypeofweatherconditionsdoscientistsstudyandcollectdatafortomakepredictions?Whyisitimportantto
makethesepredictions?5. Whichclimatezoneislocatedaroundtheequator?Whatseasonsdoesthisclimatezonetypicallyexperience?Whatis
oneexampleofanecosystemthatcouldbesustainedinthisclimatezone?
TeachingTipGallerywalk:hangpiecesofchartpaper(orsimilarlargeformatpaper)aroundtheroom.Thecontentofthegallerypieceswillbedeterminedbytheactivity.
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DuringtheLesson1. RolePlayingtheGrandExchangesThisroleplayactivityallowsstudentstoconstructacausalexplanationforwhydifferentplacesexperiencedifferentseasons(EssentialQuestion1).AsystemsthinkingmodelwillallowstudentstothinkcriticallyabouttheinputsandoutputsofEarth.
A. Presentthestudentswithasinglelocationtogroundtheirexplanation(e.g.,closetotheequator)andhavestudentsbrainstormalistofwhattheyknowaboutthisplace(writelistonboard).Trytokeepanswersfocusedincontextofpreviouslessons.
a. TalkScience:possiblediscussionquestionstoguidestudentthinking:Whatisitsrelationshiptothesun?Whatkindoftemperaturesdoesthisplaceexperience?Howdotemperatureandweatherchangeoverthecourseoftheyear?Whatkindofclimate?Whatkindofecosystem?
B. Assignstudentsdifferentpartsofthesystem:3Suns,2Earths,atleast3energyparticles,1-2soil,1-2water,1rainforest,1tundra,1temperate,and1desertecosystem(atleast14studentstotal).
C. Ifthereareextrastudents,theywillgetachancetoparticipateinpart2byeitherreplacingcurrentcharacters,orplayingthe“whatif?”factorsthatwillbeexplainedlateron.Passworksheetsoutandhavestudentsfollowalongwiththeactivitytofillintheblanks.Teacherresourcesareprovidedtovisuallyrepresentthisinformation.
D. System1:StudentsassignedasEarth1andSun1demonstrateandexplaintheEarth'sorbit,rotationandtiltinrelationshiptotheSunforthegivenlocationoverthecourseofayear.Importantpointstomention:areasneartheequatorremaininrelativelydirectsunlightallyearround.
E. System2:Havestudentsexplainwhat(andhow)ishappeningwhentheEarthisexposedtosunlight.StudentsassignedasEarth2,Sun2,andallenergyparticlesdemonstrateandexplainthegiveandtakeprocessofenergyexchangebetweentheSun,Earth,andspace.
F. System3:StudentassignedasSun3,soilandwaterdemonstrateandexplainhowtheSun’senergyinteractswithwaterandsoildifferently.
G. System4:Studentsassignedtoeachecosystem(rainforest,tundra,temperate,desert)demonstrateanddescribewhattheweatherandclimatewouldbelikefortheirecosystem,and
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howitmightchangeoverthecourseoftheyear.Transitiontotalkingaboutwhatorganismscansurviveandthrivedependingontheweatherandclimate.
H. Finally,allstudentscometogetherfor5minsandformanexplanationabouthowalloftheirsystemsworktogether.
I. Topullthesystemsmodelintoavisualrepresentation,havestudentssketchintheirsciencejournalthecausalchainofexplanationfortheprocessestheyjustactedout.Anexampleofasystemsrepresentationisincludedbelow.Alternatively,whiteoutwordsinimagebelowandmakecopiesforeachstudenttofilloutalongsideteacher,ontheirown,oringroups.
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2. Elaborate:What-if?[SP6:Constructingexplanationsanddesigningsolutions]A. Switchoutstudentrolesifnecessary.Alternatively,assignthefollowingrolesto
studentsstillleftsitting;afourthsun,moreenergyparticles(canbeasmanyorasfewasyouwant),asecondsoilandasecondwater.
B. ReturntoSystemone(Sun1andEarth1movement)andaskstudentstoexplainwhatmighthappeniftheEarthstoppedorbitingtheSun(whileEarthcontinuedrotatingandtilting)?.WhatifEarthstoppedrotating?(Earth1studentshouldmoveoractoutaccordinglytothe“whatif”factors).Thenasktheecosystemstudentstospeakuponhowthismightaffectthem.
C. ReturntoSystemtwoandaskstudentstoexplainwhatmighthappenifthesunweretogiveofftwiceasmuchenergy?Insertmoreenergyparticlesintodemonstration.Then,whatwouldhappeniftheSunshutdowncompletely?(removeallenergyparticlesandSunfromroleplay).Thenasktheecosystemstudentstospeakuponhowthismightimpactthem.
D. ReturntoSystemthreeandaskthestudentsdemonstratingandtheaudiencetoexplainwhatmighthappenifthereismorelandthanwater(addinsecondsoil)?Andwhataboutiftherewasmorewaterthanland(takeoutfirstsoilandaddsecondwater)?Thenasktheecosystemstudentstospeakuponhowthismightaffectthem.
LessonClosingPresentClue#6tofillinbooklets:LocationAwasnamedafteraWaranokeNativeAmericanChief.(Mt.Greylock)LocationBwasnamedbyamannamedMatthewFlinders.(GreatBarrierReef)
AssessmentReviewstudents’worksheets
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Lesson7:UnderstandingOtherRegionsLessonBackgroundThislessontransitionstheunittoEssentialQuestion2-studentsnowexplorethesocioculturalimplicationsofdifferentecosystemsandclimates.BecausestudentshavelearnedaboutthescientificprocessesthatdriveandconnecttoEarth’sclimate,theyarepushedtoconsiderhowclimateultimatelyimpactshumanlife,thusencouragingthemtothinkaboutthebidirectionalrelationshipbetweenhumansandtheEarth’sclimate.
ScienceContentBackground(forinstructors)HumansinteractwithEarth’sclimatebyconstructingwaystosurviveandthriveinresponsetofactorsintheirenvironmentandbyovercomingthebarriersposedbytheirenvironment.Peopleofdifferentregionsneedavarietyoftoolsandclothingtoprotectthemselvesfromtheweatherandclimateconditionstheyexperience.Thisalsoimpactstheproduce,naturalresources,jobs,andindustriesthatthepeopleofaregionhaveavailabletothem.OverviewoftheLessonStudentsexploredifferentregions(familiarandunfamiliar)andthelifestylesthatrevolvearoundtheseclimates.Insmallgroups,studentsresearchdifferentregions,exploringthesocioculturalaspectsofthatspecificregionasaproductofclimate.Socioculturalaspectsincludefood,clothing,agriculture,jobs,andanyothercategoriesthatarecriticaltohumanlife.Aftergatheringdataabouttheirparticularregion,studentswillhavetheopportunitytopresentandapplytheirresearchintheformofaworldmarketplacegame.FocusandSpiralStandard3-ESS2-2.Obtainandsummarizeinformationabouttheclimateofdifferentregionsoftheworldtoillustratethattypicalweatherconditionsoverayearvarybyregion.{Clarificationstatement:Examplesofinformationcanincludeclimatedata(averagetemperature,averageprecipitation,averagewindspeed)orcomparativedescriptionsofseasonalweatherfordifferentregions.{{Stateassessmentboundary:Anunderstandingofclimatechangeisnotexpectedinstateassessment.}
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NGSSAlignment
Science/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)-Askingquestionsanddefiningproblems-Planningandcarryingoutinvestigations-Analyzingandinterpretingdata-Obtaining,evaluating,andcommunicatinginformation
ESS2.D:WeatherandClimateScientistsrecordpatternsoftheweatheracrossdifferenttimesandareassothattheycanmakepredictionsaboutwhatkindofweathermighthappennext(3-ESS2-1)Climatedescribesarangeofanarea’stypicalweatherconditionsandtheextenttowhichthoseconditionsvaryoveryears(3-ESS2-2)
CauseandEffect:Causeandeffectrelationshipsareroutinelyidentified,tested,andusedtoexplainchange(3-ESS3-1)InfluenceofEngineering,Technology,andScienceonSocietyandtheNaturalWorld:Engineersimproveexistingtechnologiesordevelopnewonestoincreasetheirbenefits,decreaseknownrisks,andmeetsocietaldemands(3-ESS3-1)
LearningTargets
1. Icanexplainhowweatherandclimateindifferentregionsshapethelifestylesandculturesofthepeoplethatlivethere.2. Icancollectdatatosupportaclaim.3. Icandescribedifferentperspectivesandexperiencesacrosstheglobeinrelationtotheclimate’simpact.
AssessmentScienceJournalworksheetsTargetedAcademicLanguageTier2:culture,lifestyle,ecosystemsTier3:agriculture
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RESOURCESANDMATERIALSQuantity Item Source
http://www.earthcam.com/network/ Thumbdrive1perclass Computerprojector
ClassroomTeacher
10pergroup Countingchips Bin1perstudent ScienceJournals ClassroomTeacher1perstudent WorldMarketMerchantWorksheet(2pagestotal) Binder1perstudent WorldMarketShopperWorksheet(2pagestotal) Binder**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
(TalkScience:wholeclassdiscussionstrategies.)Posequestions:Whatifyoulivedinadifferentregion?Whatwouldyouseeornotseethere?Whatkindsofthingswouldyoufeel,hear,smell,andtaste?Explainthatsincedifferentregionshavedifferentweatherandclimate,peoplehavedifferenteverydayexperiences.Askstudentsifanyonehasbeenoutsideourclimateregionandwhatkindofdifferencestheyobservedandfelt?Noteifanyonehasbeendrasticallyoutofthecurrentclimateregion(forexample,fromNewEnglandstatestoSouthAmerica).
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DuringtheLesson1. EcosystemsReview
A. Afterasmalldiscussionaboutexperiencesindifferentregions,projectalistofdifferentecosystemswithcorrespondingimages.
B. Thisisashortreview/refresherofwhatwaspreviouslylearned.http://www.earthcam.com/network/2. WorldMarketplaceGame[SP8:Obtaining,evaluating,andcommunicatinginformation]
A. Dividetheclassintosmallgroupsofthreeorfour,andhavethempickalocationfromalist.Thelistshouldincludethefollowingecosystems(thespecificlocationsareuptotheteacher’spreference.Thesearejustpotentialexamples):i. Tundra:Alaskaii. Desert:ArizonaorEgyptiii. TropicalRainforest:Braziliv. BorealForest:Canadav. DeciduousForest:Korea,Japan,orChinavi. Grassland:Zimbabwe
B. Studentswillusebooksandtheinternettoresearchrelevantplantsandanimals(onesthatareraised,grown,orconsumed),typesofclothingpeoplewear(accessiblematerials),andanyspecifictools/objectsusedforactivitiesortoprepareforaweathercondition.
C. Recordinformationinthe“MerchantWorksheet”(informationisrevisitedlaterinthegame).Promptgroupstoconsider,“Whatdoesthisinformationinformusaboutyourregion’sclimate?Whatmaterialsareaccessibleduringcertainseasons?Forexample,wouldweneedtobuyandsellsnowbootsintropicalrainforests?”
D. Afterstudentsgatherenoughinformation,setupastationforeachgrouparoundtheclassroom.Eachstationrepresentsamarketstandfromthegroup’sregion.Studentssetupmarketstandswithdrawnandlabeledpicturesofitemsthattheypreviouslyresearched(fruits,vegetables,livestock,tools,clothing,etc.).Eachgroupreceives10countingchips(forsimplicity,everycolorwillhavethesamevalue).Groupsshouldlistpricesforeachitem,rangingfrom1chipto5chips.
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E. Assignhalfthegroupsasmerchantsinthefirstround,andtheotherhalfasshoppers.Merchantswillprovideinformationabouttheirproductstotheircustomers,usingtheresearchfromtheir“MerchantWorksheet.”Sellyouritemsbyexplainingwhycustomersneedcertainitemsiftheyweretovisityourregion.Eachshopper/pairofshoppersbuysgoodsfromeverymarketstand,sobesuretowarnthemtobeeconomicalwiththeirchips.Ifthereareleftoverchips,revisitafavoritemarket.Shoppersalsofilloutaworksheetastheyshopandmerchantsteachthemabouttheirgoods.
F. Afterthefirstgroupofshoppershasvisitedeverystand(about10-15minutes),movetothesecondroundandswitchroles.
G. Inthesamegroups,studentscansharewhatkindsofitemstheyboughtfromeachmarketandwhyitwasimportanttobuythem.Askquestionssuchas:Whydoyouthinkthemarketsoldsuchitems?CouldanitemfromMarketStandAbesoldfromMarketStandB?
Extension:1. Student-basedInterview:Ifpossible,connectwithaschoolfromasignificantlydifferentregionandarrangeaSkypecall
(orsimilar)withtheclass.Letstudentspreparequestionstoasktotheotherstudents.Examplesinclude:Whatistheweatherliketheretoday?Whatareyourseasonslike?Alsohavethemnoteanydifferencestheymightobserve.Whataretheywearing?
a. Alternative:IfdifficulttoconnectwithaschoolorarrangeaSkypecall,findalocalperson(fromanearbycollege,aschoolstaff,communityworker,etc.)whohaslivedinadifferentecosystemforsomepartofhisorherlifeandleadastudent-basedinterviewwiththatperson.
LessonClosingLong-TermMysteryHint:MysteryLocationA(Mt.Greylock):You’llneedsnowbootstogohereinthewinter!MysteryLocationB(TheGreatBarrierReef):You’llneedswimmingsuitstogohere!AssessmentStudents’knowledgewillbeassessedbyexaminingwhattheywroteintheworksheetsintheirScienceJournals.
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Lesson8:ARecipefor(Natural)DisasterLessonBackgroundThiswillbeatwopartlesson.ClassroomTeachersandScienceFellowsmaydecidehowtoteachthelessonbutwehaveincludedasuggestedbreakingplace.)Thislessonallowsstudentstoexploredifferenttypesofnaturaldisasters,theirimpacts,andhowcommunitiesrespondtoandprepareforsevereweatherandnaturaldisasters.
ScienceBackgroundContent(forinstructors)
Themainnaturaldisastersfeaturedinthislessonarehurricanes,tornadoes,landslides,andflooding.Thesecondpartofthislessonallowsstudentstothinkcriticallyaboutwayspeopleandcommunitiesrespondtoandpreventnaturaldisasterdamage.Hurricane:startastropicalstormsthatformoverwarmoceanwaters,becomestormswithhighwindsandheavyrain.Tornado:fastspinningcolumnofairstretchingfromthunderstormclouddowntoEarth’ssurface,characterizedbyextremewinds.Landslide:occurwhenaslopebecomesunstable,andmass(canberocks,debris,etc.)movesdowntheslopeundertheforceofgravity.Flood:aftermathwhentoomuchrainforcesrivers,streams,andlakestooverflow,sendingwaterwhereitdoesn’tbelong.Notincludedinourlessonareearthquakes,whicharenotcoveredbecausetheyarerelatedmoreto(andcausedby)tectonicmovementsratherthanclimaticandweatherconditions.
OverviewoftheLessonInthislesson,studentsexplorethecausesandeffectsofnaturaldisastersthroughcriticalthinking,models,androleplaying.Theyconstructandobservetheirownmodelsofcertaindisastersandroleplayanaturaldisasterscenariotogivethemabetterunderstandingoftheeffectsofthesedisasters.
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FocusandSpiralStandard(s)3-ESS3-1.Evaluatethemeritofdesignsolutionthatreducesthedamagecausedbyweather.{Clarificationstatement:Examplesofdesignsolutionstoreduceweather-relateddamagecouldincludeabarriertopreventflooding,awind-resistantroof,andalightningrod.}4-ESS3-2.Evaluatedifferentsolutionstoreducetheimpactsofanaturaleventsuchasanearthquake,blizzardorfloodonhumans*{Clarificationstatement:Examplesandsolutionscouldincludeaearthquake-resistantbuildingoraconstructedwetlandtomediateflooding.}NGSSAlignmentScience/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)
-Askingquestionsanddefiningproblems-Planningandcarryingoutinvestigations-Analyzingandinterpretingdata-Constructingexplanationsanddesigningsolutions-Obtaining,evaluating,andcommunicatinginformation
ESS3.B:NaturalHazardsAvarietyofnaturalhazardsresultfromnaturalprocesses.Humanscannoteliminatenaturalhazards,butcantakestepstoreducetheirimpacts(3-ESS3-1)
CauseandEffect:Causeandeffectrelationshipsareroutinelyidentified,tested,andusedtoexplainchange(3-ESS3-1)InfluenceofEngineering,Technology,andScienceonSocietyandtheNaturalWorld:Engineersimproveexistingtechnologiesordevelopnewonestoincreasetheirbenefits,decreaseknownrisks,andmeetsocietaldemands(3-ESS3-1)
LearningTargets
1. Icanidentifyanddescribenaturaldisasters,theprocessesbywhichtheyoccur,andwhytheyoccurinspecificlocations.
2. Icanexplainandcompareimpact(magnitude).3. Icandescribeandassesshowregionsrespondtoandpreparefordisasters.
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Assessment(s)ParticipationinroleplayingactivityandreviewofsciencejournalsTargetedAcademicLanguageTier2:naturaldisaster,hurricane,tornado,landslide,flood(flashflood)RESOURCESANDMATERIALS
Quantity Item Source1perstudent ScienceJournal ClassroomTeacher Naturaldisasterpicture+clip
https://www.youtube.com/watch?v=-dfi0b6w0JYThumbDrive
SevereWeatherCrashCoursehttps://www.youtube.com/watch?v=QVZExLO0MWA
Thumbdrive
AsNeeded Variousartssupplies(constructionpaper,pipecleaners,pompoms,glue,markers) BinandClassroomTeacher
**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/Activator
Anchorimage:Projectthe“NaturalDisasterPicture”andaskstudentswhattheyseeandwhattheythinkisgoingon?Howdidthishappen?Confusionandquestionsaregood!Trytosparkintrigue,butexplanations/answersarenotnecessaryyet.Next,showthenaturaldisasterclip(https://www.youtube.com/watch?v=-dfi0b6w0JY)andpromptdiscussionabout
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whatstudentsobserveandhowitrelatestothepicturebefore.WatchthevideoasecondtimeandaskthestudentstomatchwhattheyseewithallapplicablewordsfromthewordbankthattheClassroomTeacherorScienceFellowwritesontheboard(Hurricanes,Tornadoes,Landslide,Floods(flashfloods),Rain,Snow,Wind;boldwordsarethecorrectmatchanswers).Discussanswersandprovidefactstobattleanymisconceptions.Thenpromptadiscussiononhowtheycouldpreventorreducethedamageofthedisastershown.DuringtheLesson1. TornadoinaBottle:
Thisactivityallowsstudentstoconstructtheirownmodelofatornado,andextrapolateimportantfeatures/characteristicsofthisnaturaldisaster.Activityadaptedfromhttp://www.sciencekids.co.nz/experiments/makeatornado.html.Preparationrequiresfillingeachgroup’sbottlewithwater(unlessstudentsareabletofilltheirownbottles,atteacher’sdiscretion)
A. Dividetheclassintogroupsof3-4.Distributeaplasticbottle(withthetopon)about¾fullwithwatertoeachgroup,alongwithasmallcupofdishsoap,andasmallcupofglitter.
B. Instructeachgrouptouncapthebottleandputafewdropsofdishsoapin,andsprinkleafewpinchesofglitterin.Putthecapbackontightly.
C. Eachgroupcanthenhaveonestudent(andtaketurnssoeachstudenthastheopportunity)turnthebottleupsidedownandholditbytheneck.Quicklyspinthebottleinacircularmotionforafewseconds,thenpauseandwatchtoseeifyoucanobserveaminitornadoforming.
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HappensincoastalareasCausedbychangingairpressureHappensmostlyintemperateandwarmclimates
NormallywillhappenonflatlandHaslowairpressureinthemiddleandcreatesafunnelshapeHappensmostlyintemperateandwarmclimates
CanbepredictedNormallywillhappeninlowelevation
CannotbeeasilypredictedHappensonmountains
HighWind
Rain
Canhappeninanyclim
atezone
D. Aftereachstudenthastheopportunitytotryactivatingthetornado,askthemtothink-pair-shareintheirgroupsaboutthesequestions:Whatdoweseeinthebottle?Encouragespecificobservations(notjust“Iseeatornado,”or“Iseeglitter”),andpromptwithquestions“Whydoyouthinkit’satornado?Whatistheglitterdoing/howisitmoving?Whatdoestheglitterrepresent?”(Targetedvocabularyshouldattempttoincludefunnelorvortexshaped.)
2.CrashCourseA. Watchthecrashcourseonsevereweather
(https://www.youtube.com/watch?v=QVZExLO0MWA)andencouragestudentstotakenotes.
B. Drawaquadvenndiagram(examplebelow)ontheboardandaskstudentstofollowalonginsciencejournals.
C. Labeleachcirclewithonenaturaldisaster(Hurricanes,Tornadoes,Landslide,Floods)andaskstudentsforsharedanddifferentcharacteristicsofeachdisaster.
D. Focusonstudents’input,butScienceFellowsandClassroomTeachermightguidefurtherthinking.Theexampletotherightconveysknowledgethatstudentsshouldbeabletoexplainfromprioractivities.
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LongTermMystery:HavestudentstakeouttheirLongTermMysterybookletsandgetreadytoreceiveLesson8’sclue:LocationAwasaffectedbyalandslideintheyear1990.LocationBismostlikelytobeaffectedbyahurricaneduetoitslocation.(Thisisthesuggestedbreakingpointinthelesson.)ResponseandPreparationFacilitateintroductoryconversationabouthowhumansocietieshavelearnedtorespondtoandpreparefornaturaldisastersgivenwhatwasjustlearnedaboutthefeaturesandimpactsofnaturaldisasters.Postfourpiecesofchartpaperwitheachnaturaldisasteratthetop(1perpaper)aroundtheroom;studentswalkaroundandwritedownanswersforhowpeoplemightrespondtoorprepareforthedifferentnaturaldisasters.TeachersandSciencefellowscanstandnearpaperandpromptstudentswithquestions.SurvivalGameStudentshavetheopportunitytoactoutandthinkcriticallyabouthowtheywouldrespondtonaturaldisasters.This3-dayresponsescenarioisbrokendown:howweprepare(day1),howwereactandrespond(day2)andhowwemoveforwardandprevent(day3).
1. Dividestudentsinto5teamsandassignthemalocationandnaturaldisaster-Oklahoma,tornadoes-Florida,hurricanes-Virginia,flooding-California,landslides-NorthAdams,tobeusedasacomparison,or“control,”weatherlocation
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2.Studentsroleplayeventsfor3daysconcerningtheirlocationandnaturaldisaster.Day1:Deliverweatherpredictiontoeachgroup(impendingnaturaldisasterandextremeweather)andaskstudentsintheirteamstodecidehowtoprepareindividuallyandasacommunity.Brainstormalist(onestudentcanscribe)intheirgroups,andchooseoneitemofpreparationfromthelisttofurtherdevelop.Construct/representacreativemodelofchosenitem(actitout,buildoutofmaterials).ClassroomTeachersandScienceFellowscirculateandguidebrainstormingprocess.Ideastoinclude:howdowepreparehouses,food,decisiontoleaveorstay,etc.Havestudentsconnecteachoptiontheycomeupwithtothefeatureoftheirspecificnaturaldisaster(i.e.hurricaneshavestrongwinds,soI’mgoingtoboardupthewindowsonmyhouse).Next,havegroupsshareorpresentthecreativemodelandexplainrationaleforpreparation.ClassroomTeacherorScienceFellowcanwriteanswersontheboardtocollectallinoneplaceforreference.
Day2: (ScienceTalk:usesmallgroupdiscussionstrategies.)Thepredictedweatherisnowhappening!Askgroupstodiscusswhatishappeningtothemindividuallyandwhatishappeningtotheirphysicalcommunity.Thenhavegroupsshareandhavetheteacherorsciencefellowwriteanswersontheboardtocollectthemallinoneplaceforallgroupstoreference.Day3:Extremeweatherhasended,askgroupstodiscusswhathappenedandhowtheyplanonfixingdamageonindividualandcommunitylevels.Howisourcommunitygoingtodealwiththeaftermath,andhowwouldweprepareforthisnaturaldisasterinthefuture?Again,havestudentschooseoneoptionfromtheirlisttorepresentcreatively(eitherbuildoractout,etc.)infrontoftheclass.HavetheClassroomTeacherorScienceFellowwriteanswersontheboardtocollectforreference.
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LessonClosing: (TalkScience:useguidingquestionsinwholeclassdiscussiontoconnectideas.)Leadstudentsinaclosingdiscussionaboutwhattheyfoundinterestingorchallengingabouttheroleplayingactivity.TiethisbacktotopicscoveredinLesson4concerningwhyitisimportanttomakepredictionsaboutweather.Howlongdoyouthinkisanadequatetimetoprepare?Whatifyoudidnothavethatmuchtimetoprepare?AssessmentParticipationinroleplayingactivityandreviewofsciencejournals
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Lesson9:EarthDoctorsLessonBackgroundInpreviouslessons,studentslearnedhowclimateshapeshumanlifeandhowhumanssurvive,thrive,andprotectthemselvesagainstclimate.Inthislesson,studentswillshifttheperspectiveandlearnhowhumansimpactclimate.Thislessondevelopsawarenessofhowouractionsimpacttheclimateandinstillresponsibilitytoprotectourenvironmentandclimate.
ScienceContentBackground(forinstructors)Thislessonfocusesonthegreenhouseeffectandwaysthatstudentscanworktomaketheircarbonfootprintsmaller.Thegreenhouseeffectissimilartohowagardengreenhouseworks.AgreenhouseholdsintheheatfromtheSuntohelpplantsgrowallyearround.Itworksbylettinginsunlightbuttrappingheat(intheformofinfraredradiation).Similarly,gassesinouratmospheretrapheatbutletinsunlight,causingtheEarth’saveragetemperaturetobemuchhigherthanitwouldbeotherwise.Oneoftheprimaryheat-trappinggassesisCarbonDioxide.Ourcarbonfootprintistheamountofcarbonemissions(especiallyCarbonDioxide)producedfromourconsumptionneeds(includingalloftheenergyneededtoproduceourfoodandproducts,andtheenergywedirectlyconsumetopowerourcars,houses,etc.).Examplesofwaystoreduceourcarbonfootprintorenergyconsumptioninclude:rememberingtoturnoffallelectronicsandlightswhennotinuse,usingpublicinsteadofprivatetransportation,eatinglocallyproducedfoodandlessmeatanddairy,wastinglesswater,reusingandrecyclingproducts,andinsulatingourhomes.
OverviewoftheLessonThislessonstartswithabriefdiscussiononthefateofourtrash,whichlaterconnectstotheideaofhumanbehaviorimpactingclimate.Studentsexploreexamplesofhumanactionsthroughanonlinescavengerhuntactivityandcorrespondingworksheets.Then,studentswillbecomeEarthDoctorstofindsolutionstoprotecttheenvironment/climate.
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FocusandSpiralStandard5-ESS3-1.ObtainandcombineinformationaboutwayscommunitiesreducehumanimpactontheEarth’sresourcesandenvironmentbychanginganagricultural,industrial,orcommunitypracticeorprocess.NGSSAlignmentScience/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)-Askingquestionsanddefiningproblems-Planningandcarryingoutinvestigations-Constructingexplanationsanddesigningsolutions-Engaginginanargumentfromevidence-Obtaining,evaluating,andcommunicatinginformation
LS2.C:EcosystemDynamics,Functioning,andResilienceWhentheenvironmentchangesinwaysthataffectaplace’sphysicalcharacteristics,temperature,oravailabilityofresources,someorganismssurviveandreproduce,othersmovetonewlocations,yetothersmoveintothetransformedenvironment,andsomedie.(3-LS4-4)
CauseandEffect:Causeandeffectrelationshipsareroutinelyidentified,tested,andusedtoexplainchange(3-ESS3-1)InfluenceofEngineering,Technology,andScienceonSocietyandtheNaturalWorld:Engineersimproveexistingtechnologiesordevelopnewonestoincreasetheirbenefits,decreaseknownrisks,andmeetsocietaldemands(3-ESS3-1)
LearningTargets
1. Icanexplainanddescribehowhumansaffecttheclimate.2. Icandescribewaystobettertheenvironmentandclimate.
AssessmentReviewworksheetsTargetedAcademicLanguageTier1:RecycleTier2:ClimateChange,SolarEnergyTier3:GreenhouseGasses,CarbonFootprint,Deforestation
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RESOURCESANDMATERIALS
Quantity Item Source1perclass Computerprojector ClassroomTeacher ToyStoryCliphttps://www.youtube.com/watch?v=QtQPmDjuA5s ThumbDrive1perstudent ClassroomLaptops ClassroomTeacher1pergroup PrinterPaper ClassroomTeacher1setpergroup Coloredpencils/markers ClassroomTeacher1perstudent ScavengerHuntWorksheet(3pagestotal) Binder**Itemsinboldshouldbereturnedforusenextyear**
LESSONDETAILSLessonOpening/ActivatorAsk,“Wheredoesourtrashgo?”Ifstudentsanswer“trashcan,”prompttothinkfurtherbyasking,“Wheredoesitgoafterwethrowitawayinthetrashcan?”Next,asavisualandrelatableexample,showtheYouTubeclipfromthemovieToyStory3(https://www.youtube.com/watch?v=QtQPmDjuA5s).Brieflydiscusswhathappenedintheclip:wheredidthescenetakeplace?Whatdidyounoticeaboutthelocation?Importantpoints:“Thetoyswereinthefurnace”and“Thetrashwasbeingburned.”Explainthatalotofourtrashistakentoanincinerator/furnaceandburned.Askthemthefollowingquestions:
- Isburningeveryone’strashgoodorbad?Why?- Whereelsedoesourtrashendup?(answersincludetheriver,lake,ocean,landfill,underground,etc.)
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DuringtheLesson1. TrashTalk
A. Haveashortdiscussionwiththestudentsabouttheimpactofourtrashontheenvironment.Weoftenhandletrashirresponsibly,whichmakestheEarthsick!
B. Ask,“Howdowetellifsomeoneissick?”Wemightcheckifthatpersonhasafever.Similarly,wecantellthattheEarthissickbylookingattheglobaltemperature.
C. Introducetheconceptofclimatechange:Notonlydoestheclimateaffectoureverydaylives,we,ashumans,alsohaveagreatimpactontheclimatebythethingswedo.Theglobaltemperatureisrisingbecauseofhumanactivity.
2.ScavengerHunt
A. Studentsengageinanonlinescavengerhuntonlaptops,visitingClimateKidswebsite(climatekids.nasa.gov).
B. Distributethescavengerhuntworksheetsandallowstudentstoexplorethewebsiteabouttheclimateandclimatechange.
C. Afterstudentsfinish,reviewworksheetasaclass.Discusswaysthatstudentscanhelpwithglobalwarming.
D. Whengivinganswersabouthowhumansarethemaincauseofglobalwarming,discussingreaterdetailtheideasofourcarbonfootprintanddeforestation(mayrequirepreparationbytheClassroomTeacherand/orScienceFellows).
3.EarthDoctorCollage[SP6:Constructingexplanationsanddesigningsolutions]
A. WearenowEarthDoctorsandwillbrainstormwaystomaketheEarthfeelbetter(Optional:handouttoydoctorequipmentforstudentstowear,andtheClassroomTeacherandScienceFellowscanbethepatient--Earth).
B. Asaclass,havestudentscomeupwithseveralideasandrecordontheboard.Examples:rideabikeinsteadofacar,recycle,usesolar/wind/waterenergy,turnoffelectricitywhennotinuse,usereusablewaterbottles,etc.
TeachingTipGamesfeaturedonthiswebsitemightdistractstudentsfromtask.
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C. Dividetheclassintogroupsof3-4,andinstructeachgrouptopickasolutionfromtheboardanddrawapicturewithacaption.Thefinisheddrawingsshouldbehungonaclassroomwalllabeled“AsEarthDoctors,WeCan…”
Optional:Createachartlistingthesolutionsthatthestudentscameupwith,andthroughouttheyeareverytimesomeoneannouncesthatheorshehasdonesomethingonthesolutionchart,putastickeronthechart.
Extension*Willneedtobeplannedinadvance*
1. Fieldtriptoalocalgreenhousewherestudentscanexploreandasktheworkersquestionstheymayhaveabouthowgreenhouseswork,andhowthisrelatestotheEarth.
2. FieldtriptoHopkinsForesttoexploretheimpactsofdeforestation.
LessonClosingGivestudentsanotherhintabouttheirlongtermmysterylocationtorecordintheirbooklets.Thehintsare:LocationA(Mt.Greylock)hasbeenchangedoverthecourseofmanyyearsduetoweatheringanderosion.Naturaldisastershavecausedafacetoappearonit.LocationB(TheGreatBarrierReef)hasbeenchangedduetocoalpollution,whichisbleachingandkillingthesurroundingwildlife.
AssessmentReviewworksheets.
TeachingTipCaptionsforthepicturesshouldbefullsentencesthatfeaturetheproblem,thesolution(s),andtheWHYorHOW
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Lesson10:ThinkGlobal,ActLocalLessonBackgroundThiswillbeatwopartlesson.ClassroomTeachersandScienceFellowsmaydecidehowtosplitthelesson,butwehaveincludedasuggestedbreakingpoint.Synthesizinginformationfrompreviouslessons,Lesson10seekstoassessstudents’understandingandelaborateonthematerialbyinterviewinglocalbusinessesandconstructingmodelsofatownthatcanprepareforandrespondtoclimateconditions.Studentsconstructcausalexplanationsthatdrawonconceptualframeworksfrompreviouslessons.StudentsshouldbeabletocohesivelyanswerEssentialQuestions1and2(butthislessonfocusesonEQ2).HumansinteractwithEarth’sclimatebyconstructingwaystosurviveandthriveinresponsetofactorsintheirenvironmentandbyovercomingthebarriersposedbytheirenvironment.Humanactivityalsocontributestochangesinglobalconditions(suchastemperature)overlongperiodsoftime,whichinturnleadstochangesinglobalclimate.ScienceContentBackground(forinstructors)Sincethisisaevaluatelessonallthesciencecontentfromeveryprecedinglessonapplies. OverviewoftheLesson Thislessonrequiresstudentstointerviewlocalbusinessesorindividuals.ContactshouldbemadepriortotheteachingofPart1ofthislessontoprepareinstructors,students,andintervieweesfortheirassignments.Inthislesson,studentswillbereferringbacktoinformationfrompreviouslessonstoshowtheirmasteryoftheconcepts.Theywillbereviewingtheseconceptsthroughphysicalmodelsandexplanations.Theywillbegiventimetointerviewandlearnfromlocalbusinessesbeforecreatingtheirowntown.
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FocusStandard(s) 3-ESS2-2.Obtainandsummarizeinformationabouttheclimateofdifferentregionsoftheworldtoillustratethattypicalweatherconditionsoverayearvarybyregion.{Clarificationstatement:Examplesofinformationcanincludeclimatedata(averagetemperature,averageprecipitation,averagewindspeed)orcomparativedescriptionsofseasonalweatherfordifferentregions.}{Stateassessmentboundary:Anunderstandingofclimatechangeisnotexpectedinstateassessment.} 3-ESS3-1.Evaluatethemeritofdesignsolutionthatreducesthedamagecausedbyweather.{Clarificationstatement:Examplesofdesignsolutionstoreduceweather-relateddamagecouldincludeabarriertopreventflooding,awind-resistantroof,andalightningrod.} NGSSAlignment Science/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)
-Askingquestionsanddefiningproblems -Constructingexplanationsanddesigningsolutions -Engaginginanargumentfromevidence -Obtaining,evaluating,andcommunicatinginformation
LS2.C:EcosystemDynamics,Functioning,andResilience Whentheenvironmentchangesinwaysthataffectaplace’sphysicalcharacteristics,temperature,oravailabilityofresources,someorganismssurviveandreproduce,othersmovetonewlocations,yetothersmoveintothetransformedenvironment,andsomedie.(3-LS4-4)
InfluenceofEngineering,Technology,andScienceonSocietyandtheNaturalWorld: Engineersimproveexistingtechnologiesordevelopnewonestoincreasetheirbenefits,decreaseknownrisks,andmeetsocietaldemands(3-ESS3-1)
LearningTargets
1. Icanexplainthecoredetailsofthelessonsandcanconstructthoughtfulquestionsaboutthetopics.2. IcanelaborateandgenerateanswerstoquestionsabouthowhumansrespondtoandinteractwithEarth’sclimate.
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RESOURCESANDMATERIALS
Quantity Item Source
Markers ClassroomTeacher
Coloredpencils ClassroomTeacher 1perstudent Whiteprinterpaper ClassroomTeacher 1perstudent MyTownWorksheet(3pagestotal) Binder 1pack Constructionpaper Bin 112pack Gluesticks ClassroomTeacher 2pergroup Scissors ClassroomTeacher **Itemsinboldshouldbereturnedforusenextyear** LESSONDETAILS
LessonOpening/Activator Engagestudents’priorknowledgebycreatingamindmapofthebigideasthatweretalkedaboutinpreviouslessons.Studentsareencouragedtofindtheconnectionsbetweenallthemainideasandconcepts(regions,naturaldisasters,andoureffectsonclimate)thattheylearnedpreviouslyastheydrawouttheirmaps.Supplythestudentswithmarkersandorcoloredpencilssotheycancolorcoordinateconnectingideas,iftheywish.Thisshouldtakearound10minutes. DuringtheLesson Part1:
1. Brainstorm!A. Explainthatwewillinterviewlocalbusinessestocollectdataforthefinalproject.Conveydetailsofthefinalproject,sostudentsunderstandtheexpectations(directionsforfinalprojectfoundinPart2).B. Facilitateadiscussionabouteffectiveinterviewingandquestionsrelatedtocontentfrompreviouslessons.Worktogethertobrainstormalistofinterviewquestionsthatfocusonimportantfactorsofclimate.
TeachingTipMindmaps(sometimescalledconceptmaps)areagoodwayforstudentstovisualizetheirideas,andtheconnectionsbetweenthoseideas.Toconnectideas,theycanusearrowstoindicatedirection,aswellastexttoindicatetherelationship(e.g.,“leadsto”or“resultsfrom”).
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Questionsmayinclude: • Whatdoesyourbusinessdo?• Howdoesyourbusinesschangeorrespondtothechangingseasonsandweather?Do
youhavetodoanythingdifferentlyfromwintertosummer?• Wouldyourbusinesssurvive/thriveinadifferentclimatezone?• Whatnaturalresourcesdoesyourbusinessuse?Howdoyougetthem?• Doyoutakepartinanymeasuresto“gogreen”orreduceyoureffectontheEarth’sclimate?Ifso,whatarethey?
2. InterviewLocalBusinesses[SP8:Obtaining,evaluating,andcommunicatinginformation]
Allowthestudentstointerviewlocalpeoplearoundthecommunityonhowtheirbusinessaffectstheenvironmentinbothgoodandbadwaysandonsomewaystheirbusiness isreducingtheirnegative impact. (Intervieweeexamples:Localmuseum,Schools,Colleges,Localbusinesses)
• ClassroomTeacher&ScienceFellows:Pleaserecordand/ortakenotesontheinterviewanswers. LessonClosing Tellstudentsthatthiswillbetheirlastcluefortheirlongtermmysteries.ForLocationA,thecluewillbeParkRangersandforLocationB,theclueisSnorkelingbusiness.Havestudentsconsidertheimpactsonthelocalenvironmentsthatthesetypesofbusinessesmighthave.Itmaybehelpfultotellthemwhateachbusiness/organizationdoes,e.g.parkrangerspatrolthegroundsandmakesurethatcampers,hikers,andothervisitorsarefollowingtherules-includingfiresafetyregulations;andsnorkelinganddivingbusinessesallowtouriststocomeandgetclosetolotsoffishandotherseacreatures.Withthisinformation,thestudentscanthinkabouthowthesejobsmayimpactthelocalenvironment,positivelyornegatively. LessonPart2:
1. FinalProject:Createyourowntown[SP2:Developingandusingmodels]Thisprojectprovidesstudentstheopportunitytoapplyknowledgeaboutenvironmentalimpactsonatownandconsiderationsatownmusttakeintoaccounttoreduceimpactonclimatechange.
a. Encouragestudentstoconsidertheideaspresentedbythelocalbusinessinterviewsandevaluatewhattheythoughtwerethemosteffectiveplans.Theyshouldalsofeelfreetocomeupwithmodificationsorgenerateideasoftheirown.
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b. Providestudentswiththeartsuppliesneeded/desiredfortheconstructionoftheirtown.Itemssuchasconstructionpaper,printerpaper,markers/coloredpencils,scissorsandgluessticksshouldbedistributedtoeachgroup.Allowupto20minutesforthestudentstocreateavisualofthetown.
c. PassouttheTownWorksheetthatthestudentscanfillout.Thisworksheetwillhavespaceforthestudentstotakedowntheimportantfactorsofhowtheirtownruns.Thingssuchashowtheycombatclimatechange,whatproductstheysell,andhowweatherandclimateaffectsthemshouldbewrittendown.
d. (ScienceTalk:oralpresentationsshouldbestructuredsostudentscanpracticepresentationskillsandtheirpeerscanpracticeactivelistening.)Onceeveryoneisdonewiththeprojects,allowforstudentstopresenttheirtownseitherfromtheirdesksorinfrontoftheclass.Theclassisencouragedtoaskthepresentersanyquestionstheymighthave.Ifthestudentswhoarepresentingarehavingtroubleansweringanyquestions,theClassroomTeacherandScienceFellowsarewelcometojumpinandhelpthem.
LessonClosing (FinalpageintheirMysterybooklets.)Havestudentstakeacoupleguessesastowhattheythinkthemysterylocationsare;askstudentswhytheyguessedwhattheydid.Ifastudentguessescorrectlyandhasn’ttoldanyoftheirpeers,rewardthemwithcandyorsmalltoy/trinket.Ifnooneguessescorrectly,revealtotheclass(withdrumroll)thatthemysterylocationswereMountGreylock(locationA)andtheGreatBarrierReef(locationB). Assessment Reviewstudents’mindmapsandfinalprojects-boththeirparticipationinthecreationoftheprojectandthequalityofthefinishedproduct.
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UnitActivityPlannerActivity LearningTargets ScienceConnectionto
PhenomenaMAStandards
Lesson1Activity1:UsingaThermometer
Iobtainlocalandglobalweatherdata.Icanexplainthatthesunplaysanimportantroleindayandnight,weather,andseasons.
TheSunhasadirectrelationshiptotheEarth’sweathersystemsandclimate.Specifically,theaveragetemperatureisdependentontheamountofsunlightanareareceives.
3-ESS2-1.Usegraphsandtablesoflocalweatherdatatodescribeandpredicttypicalweatherduringaparticularseasoninanarea.[ClarificationStatements:Examplesofweatherdatacouldincludetemperature,amountandtypeofprecipitation(e.g.,rain,snow),winddirectionandwindspeed.Graphicaldisplaysshouldfocusonpictographsandbargraphs.]
Lesson1Activity2:WeatherAcrossAmerica
Lesson1Activity3:FortuneTellers
Lesson1Activity4:HowtheSunHitstheEarth
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Lesson2Activity5:GlobeandFlashlightDemonstration
IcandescribehowtheEarthmovesinrelationshiptothesun.IcanusedifferentmodelstoshowwhydifferentplacesontheEarthareimpacteddifferentlybythesun.
TheSunshinesdirectlyontheequator.TheNorthernandSouthernhemispheresexperienceoppositeseasons,becausetheEarthsimultaneouslyorbitstheSunandrotatesonitstiltedaxis.
5-ESS1-2.UseamodeltocommunicateEarth’srelationshiptotheSun,Moon,andotherstarsthatexplain(a)whypeopleonEarthexperiencedayandnight,(b)patternsindailychangesinlengthanddirectionofshadowsoveraday,and(c)changesintheapparentpositionoftheSun,Moon,andstarsatdifferenttimesduringaday,overamonth,andoverayear.
Lesson2Activity6:KinestheticModelsoftheEarthandSun
Lesson2Activity7:DiscussingNorthernandSouthernHemispheres
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Lesson3Activity8:LandVersusWaterLesson3Activity9:EnergyExchangeSkit
Icandescribetheconceptofenergy,asitrelatestoheatandlight.IcanexplaintheimportanceofenergyexchangebetweentheEarthandtheSun.
LandandwaterabsorbandretainheatfromtheSunatdifferentrates.TheNorthernhemispherehasagreaterproportionofland,whiletheSouthernhemispherehasagreaterproportionofwater,thusleadingtodifferencesinclimate.TheenergyexchangebetweentheEarthandtheSunisbalanced.Anyimbalancesinenergydistributionwouldleadtodrasticclimateproblems.
4-PS3-1.Makeobservationstoshowthatenergycanbetransferredfromplacetoplacebysound,light,heatandelectriccurrents.[ClarificationStatements:Evidenceofenergybeingtransferredcanincludevibrationsfeltasmalldistancefromasource,asolar-poweredtoythatmoveswhenplacedindirectlight,warmingametalobjectononeendandobservingtheotherendgettingwarm,andawirecarryingelectricenergyfromabatterytolightabulb.]
Lesson4Activity10:ObservingWeatherGraphs
Icanexplaingraphsaretoolstocommunicateinformationvisually.Icanusegraphstomakepredictionsandassumptionsaboutweatherdatainagiven
Collectionofweatherdataisnecessarytorecordpatternsacrossdifferenttimesandareasinordertomakepredictionsaboutfutureweather.
3-ESS2-1.Usegraphsandtablesoflocalweatherdatatodescribeandpredicttypicalweatherduringaparticularseasoninanarea.
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Lesson4Activity11:BecomingWeatherObservers
area.Icanresearchandrecordweatherdataaboutaparticularareaofinterest.
Tounderstandclimate,weatherpatternsareobservedoverprolongedperiodsoftime.
[ClarificationStatements:Examplesofweatherdatacouldincludetemperature,amountandtypeofprecipitation(e.g.,rain,snow),winddirectionandwindspeed.Graphicaldisplaysshouldfocusonpictographsandbargraphs.]
Lesson4Activity12:WhyDoWePredict?
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Lesson5Activity13:ClimateandWeatherActivity14:ExploringEcosystemsActivity15:TrioramasActivity16:GoogleEarthPhotosActivity17:ClimateZones
Icandefineclimateanddifferentiateclimatefromweather.Icaninvestigatewaysthatplantsandanimalsadapttotheclimateconditionsintheirenvironments.
Climateandweatheraredifferentconcepts.Climateisdefinedbycollectingdataaboutweatherpatternsinspecificareasoverlongperiodsoftime.Ecosystemsaredependentuponclimatepatternsandzones,becausedifferentplantsandanimalsrespondbettertodifferentclimateconditions.
3-ESS2-2.Obtainandsummarizeinformationabouttheclimateofdifferentregionsoftheworldtoillustratethattypicalweatherconditionsoverayearvarybyregion.[ClarificationStatements:Examplesofinformationcanincludeclimatedata(averagetemperature,averageprecipitation,averagewindspeed)orcomparativedescriptionsofseasonalweatherfordifferentregions.]
Lesson6Activity18:RolePlayingtheGrandExchanges
IcanexplainwhydifferentplacesonEarthhavedifferentseasonalchanges.
DifferentpartsoftheEarthreceivesmallerorlargeramountsoftheSun’senergy(atspecifictimesandoverlongperiodsoftime),dependingontheirpositionandthetimeofyear.Therefore,thedifferences
3-ESS2-2.Obtainandsummarizeinformationabouttheclimateofdifferentregionsoftheworldtoillustratethattypicalweatherconditionsoverayearvarybyregion.
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Lesson6Activity19:WhatIf?
resultinvariationsintemperature,precipitations,andotheraspectsofseasonalchange,whichthendictatedifferentecosystems.
[ClarificationStatements:Examplesofinformationcanincludeclimatedata(averagetemperature,averageprecipitation,averagewindspeed)orcomparativedescriptionsofseasonalweatherfordifferentregions.]
Lesson7Activity20:WorldMarketplaceGame
Icanexplainhowweatherandclimateindifferentregionsshapethelifestyleandculturesofthepeoplethatlivethere.Icancollectdatathatsupportsaclaim.Icanexplaindifferentperspectivesandexperiencesacrosstheglobeinrelationtotheclimate’simpact.
Climateconditionsdictatesocioculturalaspectsofhumans’lives.Differencesinclimatecancausedifferencesinhowpeoplelivetheirdaytodaylives-fromlifestylechoicestocareeroptions,fromavailableresourcestothestateoftheeconomy.HumansinteractwithEarth’sclimatebyconstructingwaystosurviveandthriveinresponsetofactorsintheirenvironmentandbyovercomingthebarriersposedbytheirenvironment.
3-ESS2-2.Obtainandsummarizeinformationabouttheclimateofdifferentregionsoftheworldtoillustratethattypicalweatherconditionsoverayearvarybyregion.[ClarificationStatements:Examplesofinformationcanincludeclimatedata(averagetemperature,averageprecipitation,averagewindspeed)orcomparativedescriptionsofseasonalweatherfordifferentregions.]
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Lesson8Activity21:TornadoinaBottle
Icanidentifyanddescribenaturaldisasters,theprocessbywhichtheyoccur,andwhytheyoccurinspecificlocations.Icanexplainandcompareimpact(magnitude).Icandescribeandassesshowregionsrespondtoandpreparefordisasters.
Naturaldisastersareanimportantaspectofweatherandclimatethatcanplayalargeroleinshapingthebidirectionalrelationshipbetweenhumansandtheirenvironment.Localcommunitiesconstructwaysofrespondingtoandpreparingfornaturaldisasters.
3-ESS3-1.Evaluatethemeritofadesignsolutionsthatreducesthedamagecausedbyweather.*[ClarificationStatement:Examplesofdesignsolutionstoreduceweather-relateddamagecouldincludeabarriertopreventflooding,awind-resistantroof,andalightningrod.]4-ESS3-2.Evaluatedifferentsolutionstoreducetheimpactsofanaturaleventsuchasanearthquake,blizzardorfloodonhumans.*[ClarificationStatement:Examplesandsolutionscouldincludeaearthquake-resistantbuildingoraconstructedwetlandtomediateflooding.]
Lesson8Activity22:CrashCourseonNaturalDisasters
Lesson8Activity23:ResponseandPreparation
Lesson8Activity24:SurvivalGame
Lesson9Activity25:TrashTalk
Icanexplainanddescribehowhumansaffecttheclimate.Icandescribewaystobetterthe
Humans’impactontheclimatecanbemeasuredthroughourcarbonfootprint,which
5-ESS3-1.Obtainandcombineinformationaboutwayscommunitiesreduce
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Lesson9Activity26:ClimateKid’sScavengerHunt
environmentandclimate. considersprocesseslikedeforestationandenergyconsumption.Therearewaysofreducinghumans’negativeeffectsontheenvironmentbyreducingtheirconsumptionandwasteoutput,andbyrecycling,ridingabikeinsteadofdrivinginacar,andusingcleansourcesofenergy.
humanimpactontheEarth’sresourcesandenvironmentbychanginganagricultural,industrial,orcommunitypracticeorprocess.Lesson9
Activity27:EarthDoctorCollage
Lesson10Activity28:BrainstormforInterviews
Icanexplainthecoredetailsofthelessonsandcanconstructthoughtfulquestionsaboutthetopics.IcanelaborateandgenerateanswerstoquestionsabouthowhumansrespondtoandinteractwithEarth’sclimate.
HumansinteractwithEarth’sclimatebyconstructingwaystosurviveandthriveinresponsetofactorsintheirenvironmentandbyovercomingbarriersposedbytheirenvironment.Humanactivitycontributestochangesinglobalconditions,suchastemperature,overlongperiodsoftime,whichinturnleadstochangesinglobalclimate.
3-ESS2-2.Obtainandsummarizeinformationabouttheclimateofdifferentregionsoftheworldtoillustratethattypicalweatherconditionsoverayearvarybyregion.[ClarificationStatements:Examplesofinformationcanincludeclimatedata(averagetemperature,averageprecipitation,averagewindspeed)orcomparativedescriptionsofseasonalweatherfordifferentregions.]
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Lesson10Activity29:InterviewingLocalBusiness
3-ESS3-1.Evaluatethemeritofadesignsolutionsthatreducesthedamagecausedbyweather.*[ClarificationStatement:Examplesofdesignsolutionstoreduceweather-relateddamagecouldincludeabarriertopreventflooding,awind-resistantroof,andalightningrod.]
Lesson10Activity30:CreateYourOwnTown
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NextGenerationScienceStandards(NGSS)Alignment
PerformanceStandard
Science/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)
3-ESS2-1.Representdataintablesandgraphicaldisplaystodescribetypicalweatherconditionsexpectedduringaparticularseason.3-ESS2-2.Obtainandcombineinformationtodescribeclimatesindifferentregionsoftheworld.3-ESS3-1.Makeaclaimaboutthemeritofadesignsolutionthatreducestheimpactsofaweather-relatedhazard.W.3.7Conductshortresearchprojectsthatbuildknowledgeaboutatopic
AnalyzingandInterpretingData:Representdataintablesandvariousgraphicaldisplays(bargraphsandpictographs)torevealpatternsthatindicaterelationships(3-ESS2-1)EngaginginArgumentfromEvidence:Makeaclaimaboutthemeritofasolutiontoaproblembycitingrelevantevidenceabouthowitmeetsthecriteriaandconstraintsoftheproblem(3-ESS3-1)Obtaining,Evaluation,andCommunicatingInformation:Obtainandcombineinformationfrombooksandotherreliablemediatoexplainphenomena(3-ESS2-2)
ESS2.D:WeatherandClimateScientistsrecordpatternsoftheweatheracrossdifferenttimesandareassothattheycanmakepredictionsaboutwhatkindofweathermighthappennext(3-ESS2-1)Climatedescribesarangeofanarea’stypicalweatherconditionsandtheextenttowhichthoseconditionsvaryoveryears(3-ESS2-2)ESS3.B:NaturalHazardsAvarietyofnaturalhazardsresultfromnaturalprocesses.Humanscannoteliminatenaturalhazards,butcantakestepstoreducetheirimpacts(3-ESS3-1)
Patterns:Patternsofchangecanbeusedtomakepredictions(3-ESS2-1),(3-ESS2-2).CauseandEffect:Causeandeffectrelationshipsareroutinelyidentified,tested,andusedtoexplainchange(3-ESS3-1)InfluenceofEngineering,Technology,andScienceonSocietyandtheNaturalWorld:Engineersimproveexistingtechnologiesordevelopnewonestoincreasetheirbenefits,decreaseknownrisks,andmeetsocietaldemands(3-ESS3-1)ScienceisaHumanEndeavor:Scienceaffectseverydaylife(3-ESS3-1)
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5EInstructionalModelBackgroundThisinstructionalmodelexistsasasetofphasesforscienceinstructionthatstartswithstudents’priorknowledgeinordertoreconstructanewknowledgewithdeeperunderstanding.TheEngagementphaseisfirst,inwhichteachersandstudentsbegintomulloverquestions,priorknowledgeandunderstanding,andpotentialfrustrationstheymighthavewithatopic.Thisphaseismeanttobeinformal–thisisthestartofthelesson.ThesecondstepinvolvesExploringphenomena,whichactsasanintroductiontothelargerconceptsthatengagesstudentsinahands-onapproach.Afterexploration,Explanationofscientificconceptsbegins.Tofurtherstudentunderstanding,Elaborationisnext,inwhichstudentsarepresentedwithevenmorechallengingactivitiesandproblems.FollowingthelearningprocesscomesEvaluation,asdeemednecessarybylearninggoalsanddefinedachievements.Themodelisbasedonscientificresearchabouthowchildrenlearnandismeanttobefollowedchronologically,althoughsomestepsmayberepeated.
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ScienceTalkandOracyinT2LUnits Sciencetalkismuchmorethantalkingaboutscience.Inlinewiththescienceandengineeringpractices,studentsareexpectedtomakeaclaimthatcanbesupportedbyscientificevidence.TheMASTEStandards(andtheNGSS)valuetheimportanceofengaginginanargumentfromevidence.NGSSdefineshowthispracticetakesformintherealworld:“Inscience,reasoningandargumentareessentialforidentifyingthestrengthsandweaknessesofalineofreasoningandforfindingthebestexplanationforanaturalphenomenon.Scientistsmustdefendtheirexplanations,formulateevidencebasedonasolidfoundationofdata,examinetheirownunderstandinginlightoftheevidenceandcommentsofferedbyothers,andcollaboratewithpeersinsearchingforthebestexplanationforthephenomenonbeinginvestigated.”Studentsareaskedtoparticipateinarticulateandsensibleconversationsinwhichtheyareabletocommunicatetheirideaseffectively,listentootherstounderstand,clarifyandelaborateideas,andreflectupontheirunderstanding.Theseformsoftalkcanbedevelopedusing scaffolds suchas theA/BTalkprotocol (below)andstrategies for classdiscussions (from theTalkSciencePrimer,linkbelow).Oracyisdevelopedinthephysical,linguistic,cognitive,andsocial-emotionalrealms;eachoftheserealms can be expanded upon over time in order to develop a thoughtful speaker. Being able to display appropriate bodylanguage, use proper tone and grammar, be thoughtful and considerate thinkers, and allow space for others thoughts andopinionsareallimportantfacetsoforacytoworkonandthroughwithstudents.Incorporatingtheappropriatescaffoldingisanimportantaspectoffosteringtheseskills.Techniquesforteachingeffectivesciencetalkoftenincludemodeling,discussionguidelines, sentence-starters, and generating roles, while gradually putting more responsibility on students to own theirthinkingandlearning. Partofcreatingasafeschoolenvironmentforstudentsisallowingthemaspacethatiscomfortableenoughforthemtoexpressideasandaskquestions,whilebeingvalidatedfortheirthoughtsandquestions;studentsshouldbefeelcomfortableandconfidentwhenspeakingandlisteningforunderstanding.Effectivetalkisanimportantpartofbeinganactive,intelligentmemberofacommunityandsociety.Successfuldevelopmentinoracyisimportantforfutureemployabilityandgeneralwell-beingofadults. Thefollowingresourcesshouldbehelpfulexamplesofhowtoemployeffectiveuseofprogressiveoracyandsciencetalkinyourclassrooms.
• OracyintheClassroom:https://www.edutopia.org/practice/oracy-classroom-strategies-effective-talk• ScienceTalkPrimer:https://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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A/BTalkProtocolAdaptedfromhttps://ambitiousscienceteaching.org/ab-partner-talk-protocol/
1.Shareyourideas
PartnerA• Ithink_______happenedbecause…• Evidencethatsupportsmyideais…• Theactivitywedidwith_______helpsmeknowmoreabout_______because…
• OnethingI’mwonderingaboutis…
2.ListentoUnderstandPartnerB• Iheardyousay_______.Whatmakesyouthinkthat?
• Iheardyousay_______.Whatif_______?• Canyouexplainthepartabout_______again?• Whatdoyoumeanwhenyousay_______?
3.ClarifyandelaboratePartnerA
Answerpartner’squestionsoraskforclarificationinordertounderstandaquestion.
4.Repeatsteps2&3untilallquestionsareanswered
5.Switchrolesandrepeatsteps1-4
6.Reflectonyourunderstandinginwriting
• Myideaabout_______changedwhenmypartnersaid_______.
• Iwilladd_______tomyideaabout_______because…• Istillhavequestionsabout…• Imaybeabletoanswermyquestion(s)ifIcould
investigate_______.
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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MasterSupplyListLesson1
Quantity Item Source1perstudent ScienceJournal Classroomteacher6perclass Thermometers(foroutsideuse) Bin http://www.earthcam.com/network/
https://www.timeanddate.com/worldclock/personal.htmlThumbdrive
5perclass TiltedGlobes(orasmanyaspossiblesoeachstudentcanhavehandsontimewiththeglobe)
Bin
5perclass Flashlights(orthesameamountasglobes) Bin1perstudent TheLong-TermLocationMysteryBookletofClues(13pagestotal) BinderLesson2
Quantity Item Source1perstudent ScienceJournal Classroomteacher https://www.youtube.com/watch?v=4rMYrP8feJY ThumbDrive5perclass Globe ClassroomTeacher/Bin5perclass Flashlight Bin1perstudent Sunglasses Bin1perstudent ExitWorksheet Binder
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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Lesson3
Quantity Item Source1 Floodlight Bin1 StickThermometer Bin2pergroup PlasticCups(anysize) Bin1 Bagofpottingsoil Bin LandandWaterCrashCourse
https://www.youtube.com/watch?v=7vTfyAMu6G4ThumbDrive
HereComesTheSunCrashCoursehttps://www.youtube.com/watch?v=6FB0rDsR_rc&t=121s
ThumbDrive
2-3 LargeCardboardbox Bin1 RollofAluminumFoil Bin1 BagofMediumSizedMarshmallows Bin1 BoxofGrahamCracker Bin20Bars Hershey’sChocolate Bin1perstudent Sunglasses Bin1box BlackPermanentMarkers ClassroomTeacher1perstudent ScienceJournals ClassroomTeacherLesson4
Quantity Item Source ClimateKids“Whatdoallthesegraphsmean?”webpage
[https://climatekids.nasa.gov/graphs/]ThumbDrive
Asneededperclassroom
Chartpaper ClassroomTeacher
Asneededper Markers ClassroomTeacher
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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classroom Graphicalmapimages ThumbDrive1pergroup LaminatedUnitedStatesMap Bin1perstudent ComputeroriPad ClassroomTeacher1perstudent “WeatherObservers”Worksheet Binder1perstudent ScienceJournals ClassroomTeacher1perclassroom MiniCactus ContactSueBeauchampLesson5
Quantity Item Source ClimateandWeathervideo
https://www.youtube.com/watch?v=XirAUvS_29IThumbdrive
1perstudent ClimateandWeatherWorksheets(3pagestotal) Binder1perstudent ScienceJournal ClassroomTeacher1perstudent ClimateZoneWorksheet Binder InstructionsforTrioramaModel Binder1perstudent Whitepaper/Cardstockpaper BinForclass Coloredpencils,glue,scissors ClassroomTeacherLesson6
Quantity Item Source5piecesperclassroom
LargePosterpaper Bin
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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1perStudent Markers ClassroomTeacher1perclassroom AnsweringtheBigQuestions:TeacherResourcesandWorksheet(5
pagestotal)Binder
1packetperstudent AllSystemsGoWorksheetPacket(9pagestotal) BinderLesson7
Quantity Item Source http://www.earthcam.com/network/ Thumbdrive1perclass Computerprojector
ClassroomTeacher
10pergroup Countingchips Bin1perstudent ScienceJournals ClassroomTeacher1perstudent WorldMarketMerchantWorksheet(2pagestotal) Binder1perstudent WorldMarketShopperWorksheet(2pagestotal) BinderLesson8
Quantity Item Source1perstudent ScienceJournal ClassroomTeacher Naturaldisasterpicture+clip
https://www.youtube.com/watch?v=-dfi0b6w0JYThumbDrive
SevereWeatherCrashCoursehttps://www.youtube.com/watch?v=QVZExLO0MWA
Thumbdrive
AsNeeded Variousartssupplies(constructionpaper,pipecleaners,pompoms,glue, BinandClassroomTeacher
ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.
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markers)Lesson9
Quantity Item Source1perclass Computerprojector ClassroomTeacher ToyStoryCliphttps://www.youtube.com/watch?v=QtQPmDjuA5s ThumbDrive1perstudent ClassroomLaptops ClassroomTeacher1pergroup PrinterPaper ClassroomTeacher1setpergroup Coloredpencils/markers ClassroomTeacher1perstudent ScavengerHuntWorksheet(3pagestotal) BinderLesson10
Quantity Item Source Markers ClassroomTeacher Coloredpencils ClassroomTeacher1perstudent Whiteprinterpaper ClassroomTeacher1perstudent MyTownWorksheet(3pagestotal) Binder1pack Constructionpaper Bin112pack Gluesticks ClassroomTeacher2pergroup Scissors ClassroomTeacher