0,123,(*'#4()'0 UNIT // - // -. · 7th Grade Science Unit 2: Matter Matters Unit Overview Teacher Version Stanford NGSS Integrated Curriculum 2018 5 Statement: Emphasis is on qualitative

UNIT

Stanford NGSS Integrated CurriculumAn Exploration of a Multidimensional World

Stanford Center for Assessment, Learning & Equity

Stanford NGSS Integrated Curriculum

TeacherVersion StanfordNGSSIntegratedCurriculum2018 1

GroupCulminatingProject:Createavideoforanonlinemagazinedescribingasolutiontoaccessfreshwater

IndividualCulminatingProjectWriteadigitalarticledetailingthesciencebehindyoursolutiontofreshwateraccess

Lift-OffTask:AShrinkingSea

Task2:UnequalAccessto

Resources

Task3:WhatisWater?

Task4:ChangingStates

StanfordNGSSIntegratedCurriculum:AnExplorationofaMultidimensionalWorldUnit2:MatterMatters

EssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?

TotalNumberofInstructionalDays:29

Unit2Pop-OutNaturalResources,Wealth,andFairness

(ImplementafterTask2)

Task1:ExplosionsinHuman

Population

ConnecttotheCulminatingProjectusingtheProjectOrganizer

StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters

UnitOverview


StorylineforUnit2

Ashumans,weusemanyresourcesfromoursurroundingecosystemstohelpussurvive.Asour

populationgrows,wetakemoreandmorefromtheenvironment.Inthisunit,studentswilllearnthatthese

naturalresourcesarelimited,inhighdemand,andnotalwaysequallyavailabletopeoplearoundtheworld.As

partoftheirculminatingproject,theywillconsiderhowtheymightuseknowledgeofstatesofmattertomake

onenaturalresource—water—moreaccessibletopeoplearoundtheworldwithoutputtingtoomuchstrainon

theenvironment.

IntheLift-OffTask,studentsareintroducedtothephenomenonoftheshrinkingAralSeaandaskedto

generatealistofquestionstheywouldaskinordertolearnmore.Astheyexplorethesequestionsthroughoutthe

unit,studentswillbegintoformacomplexpictureofnaturalresources,likethewaterintheAralSea,including:

theirimportance,wheretheycomefrom,howtheirmolecularstructureinformstheiruse,andwhytheyareat

riskofdisappearing.

Ashumanpopulationgrows,thispressureonnaturalresources,suchasthefreshwaterintheAralSea,

willonlycontinuetoincrease.InTask1,studentsstepbacktothinkaboutwhyhumanpopulationincreases.They

analyzedatathatlooksathumanpopulationgrowthovertimeandnoticethepatternthatwhenmoreresources

aremadeavailable,throughinnovationslikenewagriculturepracticesorfueluse,humanpopulationcan

dramaticallyincrease.Intheend,studentsareleftwiththequestion:whatdoesthismeanforourfuture?

Studentsthusrealizethathumanpopulationisgrowing,whichcreatesahigherdemandfornatural

resourcesthatishavingdevastatingeffectsonenvironments,liketheAralSea.InTask2,theyaskthemselves:

whyaren’tnaturalresourcesalwaysaccessible?Andatwhatlengthswillhumansgotoinordertoextractallthe

naturalresourcestheydesire?Byexploringdifferenttypesofenergyresources,studentslearnwhysomeregions

havemoreaccesstocertainresourcesthanothers,whyhumanshavetotakemoreextrememeasuresfor

extraction,andwhattheconsequencesare.

Bythispointintheunit,studentshaveapproachedmatterfromabroaderperspective,lookingat

differentexamplesofnaturalresources,wheretheycomefrom,andhowhumansareusingthem.Task3asks

studentstonowlookatmatterfromamicroperspective,usingthefamiliarexampleofanaturalresourcethat

theywillfocusonintheirculminatingproject—water.Inthistask,studentsinvestigatehowwaterbehavesin

differentstatesandbegintohypothesizeaboutwhatishappeningatthemolecularlevel.

InTask4,studentsthenconfirmoradjusttheirhypothesesbasedonacomputersimulationofwaterin

differentstates.Bytheendofthistask,studentswillseethatparticlemotionvariesdependingonthestateand

thataddingorremovingthermalenergyiswhatcausesthesechangesinstate.Byunderstandingchangesinstate,

studentsmakethefinalmovetowardstheirculminatingproject—usingtheirknowledgeofchangingstatesof

mattertomakewatermoreavailableinaregionwithoutmuchliquidwater.

Oncestudentsarecompletewithalllearningtasks,theyarereadytocompletetheirculminatingproject.

Anonline“Zine”islookingforideasonhowtodistributewatermoreequallytopeoplearoundtheworld.Each

grouppicksalocationthatdoesnothaveaccesstoalotoffreshwaterandusestheirknowledgeoftheEarthand

changingstatestofigureoutawaytomakewatermoreavailable.Theythencreateashortvideothatprovidesa

backgroundonwaterandandexplainstheirsolution.Eachstudentindividuallywritesadigitalarticleto

accompanythevideo,explainingthesolutioninmoredetail.Byfocusingonwater(insteadofallowingachoicein

naturalresource),weensurestudentsaremakingaclearconnectionbetweenthephysical,chemical,andlife

sciencePerformanceExpectationsinthisunit.


UnitOverview


Three-DimensionalBreakdownofthePerformanceExpectations

Thisunitwasdevelopedtoalignwith,teach,andassessstudents’understandingandskillsrelatedtothese

PerformanceExpectations.Below,wehavemappedoutthedisciplinarycoreideas,crosscuttingconcepts,and

scienceandengineeringpracticesaddressedinthisunit.Aspectsofthedimensionsthatarenotexplicitly

addressedinthisunitarecrossedout.

PerformanceExpectations ScientificandEngineeringPractices

DisciplinaryCoreIdeas CrosscuttingConcepts

MS-LS2-1.Analyzeandinterpretdatatoprovideevidencefortheeffectsofresourceavailabilityonorganismsandpopulationsoforganismsinanecosystem.[ClarificationStatement:Emphasisison

causeandeffectrelationships

betweenresourcesandgrowth

ofindividualorganismsandthe

numbersoforganismsin

ecosystemsduringperiodsof

abundantandscarceresources.]

AnalyzingandInterpretingData● Analyzeandinterpret

datatoprovide

evidencefor

phenomena.

LS2.A:InterdependentRelationshipsinEcosystems● Organisms,and

populationsof

organisms,are

dependentontheir

environmental

interactionsbothwith

otherlivingthingsand

withnonlivingfactors.

● Inanyecosystem,

organismsand

populationswithsimilar

requirementsforfood,

water,oxygen,orother

resourcesmaycompete

witheachotherfor

limitedresources,

accesstowhich

consequently

constrainstheirgrowth

andreproduction.

(AddressedinUnit1).

● Growthoforganisms

andpopulation

increasesarelimitedby

accesstoresources.

CauseandEffect● Causeandeffect

relationshipsmaybe

usedtopredict

phenomenainnatural

ordesignedsystems.

MS-ESS3-1.ConstructascientificexplanationbasedonevidenceforhowtheunevendistributionsofEarth’smineral,energy,andgroundwaterresourcesaretheresultofpastandcurrentgeoscienceprocesses.[ClarificationStatement:Emphasisisonhow

theseresourcesarelimitedand

typicallynon-renewable,and

howtheirdistributionsare

significantlychangingasaresult

ofremovalbyhumans.

ConstructingExplanations● Constructascientific

explanationbasedon

validandreliable

evidenceobtainedfrom

sources(includingthe

students’own

experiments)andthe

assumptionthat

theoriesandlawsthat

describethenatural

worldoperatetodayas

theydidinthepastand

willcontinuetodosoin

ESS3.A:NaturalResources● Humansdependon

Earth’sland,ocean,

atmosphere,and

biosphereformany

differentresources.

Minerals,freshwater,

andbiosphereresources

arelimited,andmany

arenotrenewableor

replaceableoverhuman

lifetimes.These

resourcesare

distributedunevenly


relationshipsmaybe

usedtopredict

phenomenainnatural

ordesignedsystems.


UnitOverview


Examplesofuneven

distributionsofresourcesasa

resultofpastprocessesinclude

butarenotlimitedtopetroleum

(locationsoftheburialof

organicmarinesedimentsand

subsequentgeologictraps),

metalores(locationsofpast

volcanicandhydrothermal

activityassociatedwith

subductionzones),andsoil

(locationsofactiveweathering

and/ordepositionofrock).]

thefuture.

aroundtheplanetasa

resultofpastgeologic

processes.

MS-PS1-1.Developmodelstodescribetheatomiccompositionofsimplemoleculesandextendedstructures.[ClarificationStatement:

Emphasisisondeveloping

modelsofmoleculesthatvaryin

complexity.Examplesofsimple

moleculescouldinclude

ammoniaandmethanol.

Examplesofextendedstructures

couldincludesodiumchlorideor

diamonds.Examplesof

molecular-levelmodelscould

includedrawings,3Dballand

stickstructures,orcomputer

representationsshowing

differentmoleculeswith

differenttypesofatoms.]

[AssessmentBoundary:

Assessmentdoesnotinclude

valenceelectronsandbonding

energy,discussingtheionic

natureofsubunitsofcomplex

structures,oracomplete

descriptionofallindividual

atomsinacomplexmoleculeor

extendedstructureisnot

required.]

DevelopingandUsingModels● Developamodelto

predictand/ordescribe

phenomena.

PS1.A:StructureandPropertiesofMatter● Substancesaremade

fromdifferenttypesof

atoms,whichcombine

withoneanotherin

variousways.Atoms

formmoleculesthat

rangeinsizefromtwo

tothousandsofatoms.

● Solidsmaybeformed

frommolecules,orthey

maybeextended

structureswith

repeatingsubunits(e.g.,

crystals).

Scale,Proportion,andQuantity● Time,space,and

energyphenomena

canbeobservedat

variousscalesusing

modelstostudy

systemsthataretoo

largeortoosmall.

MS-PS1-4.Developamodelthatpredictsanddescribeschangesinparticlemotion,temperature,andstateofapuresubstancewhenthermalenergyisaddedorremoved.[Clarification


predictand/ordescribe

phenomena.

PS1.A:StructureandPropertiesofMatter• Gasesandliquidsare

madeofmoleculesor

inertatomsthatare

movingaboutrelativeto

eachother.


relationshipsmaybe

usedtopredict

phenomenainnatural

ordesignedsystems.


UnitOverview


Statement:Emphasisison

qualitativemolecular-level

modelsofsolids,liquids,and

gasestoshowthataddingor

removingthermalenergy

increasesordecreaseskinetic

energyoftheparticlesuntila

changeofstateoccurs.

Examplesofmodelscould

includedrawingsanddiagrams.

Examplesofparticlescould

includemoleculesorinert

atoms.Examplesofpure

substancescouldincludewater,

carbondioxide,andhelium.]

• Inaliquid,the

moleculesare

constantlyincontact

withothers;inagas,

theyarewidelyspaced

exceptwhenthey

happentocollide.Ina

solid,atomsareclosely

spacedandmayvibrate

inpositionbutdonot

changerelative

locations.

• Thechangesofstate

thatoccurwith

variationsin

temperatureor

pressurecanbe

describedandpredicted

usingthesemodelsof

matter.


UnitOverview


ConnectionstoCommonCoreMathandELAStandards:

Overthecourseofthisunit,studentswillgainknowledgeandskillsinscience,aswellasinEnglish-language-arts

andmath.BelowwelisttheCommonCoreELAandMathstandardsformiddleschooland7thgradethatare

relevanttothecurriculumtasksinthisunit.Withinthecurriculum,thereareopportunitiestoincorporate

componentsofthefollowingELAandMathStandards:

MiddleSchoolCommonCoreELAStandards UnitTaskKeyIdeasandDetails

CCSS.ELA-Literacy.RST.6-8.1:Citespecifictextualevidencetosupport

analysisofscienceandtechnicaltexts,attendingtotheprecisedetailsof

explanationsordescriptions.

Task1

Task2

Culminating

Project

IntegrationofKnowledgeandIdeas

CCSS.ELA-Literacy.RST.6-8.7:Integratequantitativeortechnical

informationexpressedinwordsinatextwithaversionofthatinformation

expressedvisually(e.g.,inaflowchart,diagram,model,graph,ortable).

Task1

Task3

Task4

Culminating

Project

ResearchtoBuildandPresentKnowledge

CCSS.ELA-Literacy.WHST.6-8.9:Drawevidencefrominformationaltextsto

supportanalysis,reflection,andresearch.

Task1

Task2

Culminating

Project

MiddleSchooland7thGradeCommonCoreMathStandards UnitTask

MathematicalPractice

CCSS.MATH.MP.2:Reasonabstractlyandquantitatively. Task1

Task4

CCSS.MATH.MP.4:Modelwithmathematics. Task3

Task4

Culminating

Project

ConnectionstoEnglishLanguageDevelopment(ELD)Standards:

Weacknowledgethatlanguagedevelopmentisakeycomponentofdisciplinaryunderstandingandhelpsto

supportmorerigorousandequitableoutcomesfordiversestudents.Thiscurriculumthustakesintoaccountboth

thereceptiveandproductivelanguagedemandsoftheculminatingprojectsandstrivestoincreaseaccessibilityby

includingscaffoldsforlanguagedevelopmentandpedagogicalstrategiesthroughoutlearningtasks.Weaimto

supportlanguageacquisitionthroughthedevelopmentofconceptmaps;utilizingsentenceframes;implementing

theCritique,Clarify,Correcttechnique;employingtheStrongerClearerstrategy;andfosteringlargeandsmall

groupdiscussions.

TheCaliforniaELDStandardsarecomprisedoftwosections:thestandardsandarubric.Outlinedbelowarethe

standardsfromSectionOnethataremetwithinthiscurriculum.Foradditionalinformation,pleasereferto:

https://www.pausd.org/sites/default/files/pdf-faqs/attachments/SS_ELD_7.pdf.


UnitOverview


7thGradeELDStandardsPartI:InteractinginMeaningfulWays

A:Collaborative 1.Exchanginginformationandideaswithothersthroughoralcollaborative

discussionsonarangeofsocialandacademictopics

2.InteractingwithothersinwrittenEnglishinvariouscommunicativeforms

(print,communicativetechnology,andmultimedia)

3.Offeringandjustifyingoptions,negotiatingwithandpersuadingothersin

communicativeexchanges

4.Adaptinglanguagechoicestovariouscontexts(basedontask,purpose,

audience,andtexttype)

B:Interpretive 5.ListeningactivelytospokenEnglishinarangeofsocialandacademic

contexts

6.Readingcloselyliteraryandinformationaltextsandviewingmultimedia

todeterminehowmeaningisconveyedexplicitlyandimplicitlythrough

language

7.Evaluatinghowwellwritersandspeakersuselanguagetosupportideas

andargumentswithdetailsorevidencedependingonmodality,texttype,

purpose,audience,topic,andcontentarea

8.Analyzehowwritersandspeakersusevocabularyandotherlanguage

resourcesforspecificpurposes(toexplain,persuade,entertain,etc.)

dependingonmodality,texttype,purpose,audience,topic,andcontent

area

C:Productive

9.Expressinginformationandideasinformaloralpresentationson

academictopics

10.Writingliteraryandinformationaltextstopresent,describe,andexplain

ideasandinformation,usingappropriatetechnology

11.Justifyingownargumentsandevaluatingothers’argumentsinwriting

12.Selectingandapplyingvariedandprecisevocabularyandotherlanguage

resourcestoeffectivelyconveyideas

PartII:LearningAboutHowEnglishWorks

A:Structuring

CohesiveTexts

1.Understandingtextstructure

2.Understandingcohesion

B:Expanding

andEnriching

Ideas

3.Usingverbsandverbphrases

4.Usingnounsandnounphrases

5.Modifyingtoadddetails

C:Connecting

andCondensing

Ideas

6.Connectingideas

7.Condensingideas


UnitOverview


ConnectionstoEnvironmentalAwareness:

Overthecourseofthiscurriculum,studentswillexplorecontentrelatedtovariousenvironmentalprinciplesand

conceptsthatexaminetheinteractionsandinterdependenceofhumansocietiesandnaturalsystems.In

accordancewiththeEducationandtheEnvironmentInitiative(EEI),tasksthroughoutthiscurriculumexplore

manyofCalifornia’sApprovedEnvironmentalPrinciplesandConcepts.Theprinciplesrelevanttothisunitareoutlinedinthechartbelow:

UnitTask EEIPrinciple EEIConceptTask1

Task2

CulminatingProject

PrincipleI:Thecontinuationandhealthof

individualhumanlivesandofhuman

communitiesandsocietiesdependonthe

healthofthenaturalsystemsthatprovide

essentialgoodsandecosystemservices.

ConceptB:Theecosystemservices

providedbynaturalsystemsareessential

tohumanlifeandtothefunctioningof

oureconomiesandcultures.

ConceptC:Thequality,quantity,and

reliabilityofthegoodsandecosystem

servicesprovidedbynaturalsystemsare

directlyaffectedbythehealthofthose

systems.

Task1

Task2

CulminatingProject

PrincipleII:Thelong-termfunctioningand

healthofterrestrial,freshwater,coastaland

marineecosystemsareinfluencedbytheir

relationshipswithhumansocieties.

ConceptA:Directandindirectchangesto

naturalsystemsduetothegrowthof

humanpopulationsandtheir

consumptionratesinfluencethe

geographicextent,composition,biological

diversity,andviabilityofnaturalsystems.

ConceptB:Methodsusedtoextract,

harvest,transportandconsumenatural

resourcesinfluencethegeographic

extent,composition,biologicaldiversity,

andviabilityofnaturalsystems.

ConceptC:Theexpansionandoperation

ofhumancommunitiesinfluencesthe

geographicextent,composition,biological

diversity,andviabilityofnaturalsystems.

Task2

Task3

Task4

CulminatingProject

PrincipleIII:Naturalsystemschangeinways

thatpeoplebenefitfromandcaninfluence.

ConceptA:Naturalsystemsproceed

throughcyclesandprocessesthatare

requiredfortheirfunctioning.

ConceptB:Humanpracticesdependupon

andbenefitfromthecyclesandprocesses

thatoperatewithinnaturalsystems.

Task2 PrincipleIV:Theexchangeofmatter

betweennaturalsystemsandhuman

societiesaffectsthelong-termfunctioningof

both.

ConceptB:Thebyproductsofhuman

activityarenotreadilypreventedfrom

enteringnaturalsystemsandmaybe

beneficial,neutral,ordetrimentalintheir

effect.


TeacherMaterialsList


UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?OverallUnit–AllTasks

• Unit2,TaskCardsStudentVersion,Lift-OffandTasks1through4

• CulminatingProjectStudentTaskCard

• ProjectOrganizer

• ProjectorwithAudio(forvideoorimages,wheneverneeded)Lift-OffTask(2days)PerStudent

• TaskCardStudentVersion:Lift-Off

• Post-Its(Optional)

• TaskCardStudentVersion:CulminatingProject

• ProjectOrganizerPerGroup

• PosterpaperandmarkersWholeClass

• Posterpaperandmarkers

• *SeeInstructionsinLift-OffforotheroptionalmaterialstousefortheclassconceptmapTask1(3.5days)PerStudent

• TaskCardStudentVersion:Task1

• ProjectOrganizerPerPair

• ExplosionsinHumanPopulationResourceCardTask2(3.5days)PerStudent


• ProjectOrganizerPerPair

• StationCardsinsheetprotectorsWholeClass

• ProjectorandSpeakers(forvideo)Task3(4days)PerStudent


• ProjectOrganizer

• JellyBeans(1color)–2

• Gumdrops(1color)–1

• Toothpicks–1,cutinhalf




PerStation(*Recommended:Createmultipleofeachstationsotherearelessstudentsperstation)

• StationCardsinsheetprotectors(cutapartandprovideafewperstation)

• Station1o Hotwaterinaglassbeakero ColdWaterinaglassbeakero Yellowfoodcoloringo Bluefoodcoloring

• Station2o Hotwaterinaglassbeakero Coldwaterinaglassbeakero Glassflasko Soapsolutioninasmallplasticbeaker

• Station3o 2icetrays(identical)

§ Oneempty§ Onewithexactly2tablespoonsofwaterfrozenineachwell

o Tablespoono CupofWater

PerGroup

• EnvironmentImages(cutapartandgiveonetoeachgroup)WholeClass

• Optional:ProjectortoshowenvironmentimagesTask4(4.5days)PerStudent


• ProjectOrganizerGroup

• Computers

• DefinitionCards,cutCulminatingProject(8days)PerGroup:ZineVideo

• PosterPaper

• Colorpencils/pensorcomputergraphics

• Computerswithinternetandpresentationcapabilities

• PhoneorcamerawithvideocapabilitiesPerStudent:DigitalArticle

• ComputerwithwordprocessingUnit2Pop-Out(3.5days)PerStudent

• StudentVersion:Unit2Pop-Out




• Unit2,Pop-OutCaseStudy–Water,Farming,andWealthPerPair

• Computerortablet

• Markets,coloredpencils,orartsuppliesPerGroup

• ComputerortabletWholeClass

• ProjectorandSpeakers(forvideo)


BuildingonPriorKnowledge


Unit2connectsallthreedisciplines—lifescience,physicalscience,andearthscience—asstudentsconsidertheinterdependentrelationshipbetweennaturalresourcesandhumanpopulation.Intheprocess,studentsexplorehowgeoscienceprocessesunevenlydistributenaturalresourcesandhowtheycanuseunderstandingofmolecularstructuretoprovidemoreequitableandsustainableaccesstoresources.Theintegratedmodelrequiresstudentstoaccessanduseawiderangeofideasfrompriorgrades.ThiscontentknowledgespansthreedifferentDisciplinaryCoreIdeas:LS2.A.InterdependentRelationshipsinEcosystems,ESS3.A.NaturalResources,andPS1.A.StructureandPropertiesofMatter.Asstudentsexplorethesecoreideas,theybuildontheirskillsinthefollowingscienceandengineeringpractices:DevelopingandUsingModels,AnalyzingandInterpretingData,andConstructingExplanations.Inadditiontoscienceandengineeringpractices,studentsalsocontinuetobuildontheirknowledgeofthefollowingcrosscuttingconcepts:CauseandEffectandScale,Proportion,andQuantity.*ThissummaryisbasedoninformationfoundintheNGSSFramework.K-8ProgressionofDisciplinaryCoreIdeas,ScienceandEngineeringPractices,andCrosscuttingConceptsforUnit2

DisciplinaryCoreIdeas

K-2 3-5 6-8

LS2.AInterdependentRelationshipsinEcosystems

Plantsdependonwaterandlighttogrow.Plantsdependonanimalsforpollinationortomovetheirseedsaround.

Thefoodofalmostanyanimalcanbetracedbacktoplants.Organismsarerelatedinfoodwebsinwhichsomeanimalseatplantsforfoodandotheranimalseattheanimalsthateatplants,whiledecomposersrestoresomematerialsbacktothesoil.

Organismsandpopulationsaredependentontheirenvironmentalinteractionsbothwithotherlivingthingsandwithnonlivingfactors,anyofwhichcanlimittheirgrowth.

ESS3.ANaturalResources

Plantsandanimalscanchangetheirenvironment.Livingthingsneedwater,air,andresourcesfromtheland,andtheyliveinplacesthathavethethingstheyneed.Humansusenaturalresourcesforeverythingtheydo.

Energyandfuelshumansusearederivedfromnaturalsourcesandtheiruseaffectstheenvironment.Someresourcesarerenewableovertime,othersarenot.

HumansdependonEarth’sland,ocean,atmosphere,andbiospherefordifferentresources,manyofwhicharelimitedornotrenewable.Theseresourcesaredistributedunevenlyaroundtheplanetasaresultofpastgeologicprocesses.

PS1.A.StructureandPropertiesofMatter

Matterexistsasdifferentsubstancesthathaveobservabledifferentproperties.Differentpropertiesaresuitedtodifferentpurposes.Objectscanbebuiltupfromsmallerparts.

Becausematterexistsasparticlesthataretoosmalltosee,matterisalwaysconservedevenifitseemstodisappear.Measurementsofavarietyofobservablepropertiescanbeusedtoidentifyparticularmaterials.

Thefactthatmatteriscomposedofatomsandmoleculescanbeusedtoexplainthepropertiesofsubstances,diversityofmaterials,statesofmatter,phasechanges,andconservationofmatter.




ScienceandEngineeringPractices

K-2 3-5 6-8

DevelopingandUsingModels*

ModelinginK-2buildsonpriorexperiencesandprogressestoincludeusinganddevelopingmodels(i.e.,diagram,drawing,physicalreplica,diorama,dramatization,orstoryboard)thatrepresentconcreteeventsordesignsolutions.• Developand/orusea

modeltorepresentamounts,relationships,relativescales(bigger/smaller),and/orpatternsinthenaturalanddesignedworld(s).

Modelingin3-5buildsonpriorexperiencesandprogressestobuildingandrevisingsimplemodelsandusingmodelstorepresenteventsanddesignsolutions.• Developand/oruse

modelstodescribeand/orpredictphenomena.

Modelingin6-8buildsonpriorexperiencesandprogressestodeveloping,using,andrevisingmodelstodescribe,test,andpredictmoreabstractphenomenaanddesignsystems.

• Developamodeltopredictand/ordescribephenomena.

AnalyzingandInterpretingData*

AnalyzingdatainK-2buildsonpriorexperiencesandprogressestocollecting,recording,andsharingobservations.• Recordinformation

(observations,thoughts,andideas).

• Useobservations(firsthandorfrommedia)todescribepatternsand/orrelationshipsinthenaturalanddesignedworld(s)inordertoanswerscientificquestionsandsolveproblems.

.

Analyzingdatain3-5buildsonpriorexperiencesandprogressestointroducingquantitativeapproachestocollectingdataandconductingmultipletrialsofqualitativeobservations.Whenpossibleandfeasible,digitaltoolsshouldbeused.• Representdataintables

and/orvariousgraphicaldisplays(bargraphs,pictographs,and/orpiecharts)torevealpatternsthatindicaterelationships.

• Analyzeandinterpretdatatomakesenseofphenomena,usinglogicalreasoning,mathematics,and/orcomputation.

Analyzingdatain6-8buildsonpriorexperiencesandprogressestoextendingquantitativeanalysistoinvestigations,distinguishingbetweencorrelationandcausation,andbasicstatisticaltechniquesofdataanderroranalysis.• Analyzeandinterpretdatato

provideevidenceofaphenomenon.

ConstructingExplanations*

ConstructingExplanationsinK-2buildsonpriorexperiencesandprogressestotheuseofevidenceandideasinconstructingevidence-basedaccountsofnaturalphenomena.• Useinformationfrom

observations(firsthand

ConstructingExplanationsin3-5buildsonpriorexperiencesandprogressestotheuseofevidenceandideasinconstructingexplanationsthatspecifyvariablesthatdescribeandpredictphenomena.• Useevidence(e.g.,

measurements,

ConstructingExplanationsin6-8buildsonpriorexperiencesandprogressestoincludeconstructingexplanationssupportedbymultiplesourcesofevidenceconsistentwithscientificideas,principles,andtheories.• Constructascientificexplanation

basedonvalidandreliableevidenceobtainedfromsources




andfrommedia)toconstructanevidence-basedaccountfornaturalphenomena.

observations,patterns)toconstructorsupportanexplanationordesignasolutiontoaproblem.

(includingthestudents’ownexperiments)andtheassumptionthattheoriesandlawsthatdescribethenaturalworldoperatetodayastheydidinthepastandwillcontinuetodosointhefuture.

*TheseSEPsaresummativelyassessedusingtheCulminatingProject.

CrosscuttingConcepts

K-2 3-5 6-8

CauseandEffect* Studentslearnthateventshavecausesthatgenerateobservablepatterns.Theydesignsimpleteststogatherevidencetosupportorrefutetheirownideasaboutcauses.• Eventshavecausesthat

generateobservablepatterns.

Studentsroutinelyidentifyandtestcausalrelationshipsandusetheserelationshipstoexplainchange.Theyunderstandeventsthatoccurtogetherwithregularitymightormightnotsignifyacauseandeffectrelationship.• Causeandeffect

relationshipsareroutinelyidentified,tested,andusedtoexplainchange.

Studentsclassifyrelationshipsascausalorcorrelational,andrecognizethatcorrelationdoesnotnecessarilyimplycausation.Theyusecauseandeffectrelationshipstopredictphenomenainnaturalordesignedsystems.Theyalsounderstandthatphenomenamayhavemorethanonecause,andsomecauseandeffectrelationshipsinsystemscanonlybedescribedusingprobability.• Causeandeffectrelationships

maybeusedtopredictphenomenainnaturalordesignedsystems.

Scale,Proportion,andQuantity*

Studentsuserelativescales(e.g.,biggerandsmaller;hotterandcolder;fasterandslower)todescribeobjects.Theyusestandardunitstomeasurelength.• Relativescalesallow

objectsandeventstobecomparedanddescribed(e.g.,biggerandsmaller;hotterandcolder;fasterandslower).

Studentsrecognizenaturalobjectsandobservablephenomenaexistfromtheverysmalltotheimmenselylarge.Theyusestandardunitstomeasureanddescribephysicalquantitiessuchasweight,time,temperature,andvolume.• Naturalobjectsand/or

observablephenomenaexistfromtheverysmalltotheimmenselylargeorfromveryshorttoverylongtimeperiods.

Studentsobservetime,space,andenergyphenomenaatvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall.Theyunderstandphenomenaobservedatonescalemaynotbeobservableatanotherscale,andthefunctionofnaturalanddesignedsystemsmaychangewithscale.Theyuseproportionalrelationships(e.g.,speedastheratioofdistancetraveledtotimetaken)togatherinformationaboutthemagnitudeofpropertiesandprocesses.Theyrepresentscientificrelationshipsthroughtheuseofalgebraicexpressionsandequations.• Time,space,andenergy

phenomenacanbeobservedatvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall.

*TheseCCCsaresummativelyassessedusingtheCulminatingProject.




ProgressionofKnowledgefromKindergarten–8thgradeLS2.A.InterdependentRelationshipsinEcosystems:InKindergarten–secondgrade,studentsexploresomespecificexamplesthatdemonstratehowvariouspartsofanenvironmentinteractwitheachother.Forexample,plantsneednonlivingthings,likewaterandlight,inordertogrow,andtheyalsorelyonlivingthings,likeanimals,forreproductionpurposes.Bythethird–fifthgradelevel,studentsarenolongerconsideringisolatedexamplesofinteractions,butratherconsideringtheecosystemasawhole.Infifthgrade,studentsmodelhowallorganismsareconnectedthroughfeedingrelationshipsanddecomposition.Theycontinuedtoexploretheseinteractionsbetweenorganismsinthefirstseventhgradeunit.Thispreparesthemforthisunit,asstudentsareaskedtodelvedeeperintotheinteractionsbetweenorganismsandtheirenvironment.WhileDevelopingandUsingModelsandSystemsandSystemModelsseemthemostrelevanttothecontentofthisDCI,studentsalsoengageinanumberofotherscienceandengineeringpracticesandcrosscuttingconceptsacrossgradelevels,including:PlanningandCarryingOutInvestigations,AnalyzingandInterpretingData,ConstructingExplanations,Patterns,CauseandEffect,andStructureandFunction.ThefollowingistheprogressionofthePerformanceExpectationsforthisDCI:2-LS2-1 Planandconductaninvestigationtodetermineifplantsneedsunlightandenergytogrow.

2-LS2-2 Developasimplemodelthatmimicsthefunctionofananimalindispersingseedsorpollination.

5-LS2-1 Developamodeltodescribethemovementofmatteramongplants,animals,decomposers,andthe

environment.

MS-LS2-1 Analyzeandinterpretdatatoprovideevidencefortheeffectsofresourceavailabilityonorganismsandpopulationsoforganismsinanecosystem.

MS-LS2-2 Constructanexplanationthatpredictspatternsofinteractionsamongorganismsacrossmultipleecosystems.

ESS3.A.NaturalResources:InKindergarten–secondgrade,studentsarefirstintroducedtotheideathathumansusenaturalresourcesforeverythingtheydo.Atthislevel,studentsareengagingwiththescienceandengineeringpracticeofDevelopingandUsingModelsandthecrosscuttingconceptofSystemsandSystemModelstodescribethisrelationship.Bythird–fifthgradelevel,studentsmovetowardsObtaining,Evaluating,andCommunicatingInformationaboutthespecificexampleofhowenergyandfuelsarederivedfromnaturalresources.Atthispoint,theymovepastjustknowingthathumansusenaturalresources,butalsothattheirusecannegativelyimpacttheenvironment.Thus,theybegintolookatthiscontentthroughthelensofCauseandEffect,whichtheywillcontinuetodointhisseventhgradecurriculum.Inthisunit,studentscontinuetoexplorethisideaoflimitedandnonrenewableresources,butapplyittoothertypesofresources,suchasmineralsandgroundwater.Theybegintoformamorecomprehensivepictureofwhyresourcesaredistributedthewaytheyareduetopastgeoscienceprocessesandcurrenthumanactivity—aconceptthattheywereinitiallyintroducedtoinUnit1.ThefollowingistheprogressionofthePerformanceExpectationsforthisDCI:K-ESS3-1 Useamodeltorepresenttherelationshipbetweentheneedsofdifferentplantsoranimals(including

humans)andtheplacestheylive.




4-ESS3-1 Obtainandcombineinformationtodescribethatenergyandfuelsarederivedfromnaturalresources

andtheirusesaffecttheenvironment.

MS-ESS3-1 ConstructascientificexplanationbasedonevidenceforhowtheunevendistributionsofEarth’smineral,energy,andgroundwaterresourcesaretheresultofpastandcurrentgeoscienceprocesses.

PS1.A.StructureandPropertiesofMatter:InKindergarten-secondgrade,studentsbegintheirinitialexplorationofmatterbybeginningtoobserveandanalyzetangiblematerialsandtheirproperties.Theyalsoexplorehowanobjectmadeofsmallpiecescanbedisassembledandmadeintoanewobject,aconceptthatwillbecrucialastheybegintothinkaboutatoms,molecules,chemicalreactions,andconservationofmatterinlatergradebands.Inthird-fifthgrade,theybuildonexplorationsfromsecondgradetoidentifyspecificmaterialsbasedontheirproperties.Theyalsouseexperimentstogatherevidenceofthelawofconservationofmatter,aschematheystartedtodevelopinsecondgrade.Atthispoint,studentsaremovingpastobservationsofmattertheycanseeandtowardsdevelopinganunderstandingthatmatterismadeofparticlestoosmalltobeseen.Thus,bythisseventhgradeunit,theyareabletodevelopmodelsofunseenparticles,suchastheatomiccompositionofvariousmoleculesandthemovementofparticlesindifferentstatesofmatter.Inlaterseventhgradeunits,studentswillalsodelvedeeperintochemicalreactions,learninghowtodeterminewhenachemicalreactionhasoccurredandapplyingthisknowledgetotheprocessesthattransformsnaturalresourcestosyntheticmaterials.BecauseofthevastnumberofPerformanceExpectationsrelatedtothisDCI,studentsengagewithalargerangeofscienceandengineeringpracticesandcrosscuttingconcepts.ThefollowingistheprogressionofthePerformanceExpectationsforthisDCI:2-PS1-1 Planandconductaninvestigationtodescribeandclassifydifferentkindsofmaterialsbytheir

observableproperties.

2-PS1-2 Analyzedataobtainedfromtestingdifferentmaterialstodeterminewhichmaterialshavethepropertiesthatarebestsuitedforanintendedpurpose.

2-PS1-3 Makeobservationstoconstructanevidence-basedaccountofhowanobjectmadeofasmallsetofpiecescanbedisassembledandmadeintoanewobject.

5-PS1-1

Developamodeltodescribethatmatterismadeofparticlestoosmalltobeseen.

5-PS1-2

Measureandgraphquantitiestoprovideevidencethatregardlessofthetypeofchangethatoccurswhenheating,cooling,ormixingsubstances,thetotalweightofmatterisconserved.

5-PS1-3

Makeobservationsandmeasurementstoidentifymaterialsbasedontheirproperties.

MS-PS1-1

Developmodelstodescribetheatomiccompositionofsimplemoleculesandextendedstructures.

MS-PS1-2

Analyzeandinterpretdataonthepropertiesofsubstancesbeforeandafterthesubstancesinteracttodetermineifachemicalreactionhasoccurred.




MS-PS1-3

Gatherandmakesenseofinformationtodescribethatsyntheticmaterialscomefromnaturalresourcesandimpactsociety.

MS-PS1-4

Developamodelthatpredictsanddescribeschangesinparticlemotion,temperature,andstateofapuresubstancewhenthermalenergyisaddedorremoved.


CulminatingProject


UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?

Introduction

Natureprovidesuswithmanyresourcesthatweuseinourdailylives.Thisiswhywecallthemnaturalresources.Asour

populationgrows,thismeanswetakemoreandmorefromtheenvironment.Unfortunately,whilenaturalresourcesare

inhighandincreasingdemand,theyarealsolimitedandoftennonrenewable.Furthermore,theyarealsonotalways

equallyavailabletopeoplearoundtheworld.

WaterisoneexampleofalimitedresourcefoundinEarth’senvironmentsthatisveryimportanttoalllivingthings.With

theAralSea,studentssawanexampleofawaterreservoirthathasdramaticallychangedovertime.Phenomena,like

these,arehappeningallovertheworld.Forthisunit’sculminatingproject,studentslearnthatanonline“Zine”islooking

forideasonhowtodistributewatermoreequallytopeoplearoundtheworld.Eachgroup’sjobistopickalocationthat

doesnothaveaccesstoalotoffreshwaterandusetheirknowledgeoftheEarthandchangingstatestofigureoutaway

tomakewatermoreavailableinthatcommunity.Eachgroupthencreatesashortvideothatprovidesabackgroundon

waterandexplainstheirsolution.Eachstudentindividuallywritesadigitalarticletoaccompanyhisorhergroup’svideo,

explainingthesolutioninmoredetail.

Inthisproject,wewanttoensurestudentsaremakingaclearconnectionbetweenthephysical,chemical,andlife

sciencePerformanceExpectationsaddressedinthisunit.Wethusdecidedtofocusonwaterratherthanallowstudents

toselectfromavarietyofnaturalresources.Unlikeothernaturalresources,waterprovidesauniquecontextfor

studentstousewhattheylearnaboutchangingstatesofwaterfromTasks3and4tofigureoutawaytomakemoreof

itavailabletopeoplearoundtheworld.Thesecouldincludesolutionslikedivertingsnowmeltorcollectingwatervapor

onsheetsinhumidareas.

3-DimensionalAssessment


CulminatingProject


TimeNeeded(Basedon45-MinutePeriods)8daysatendofunit

• GroupProject:4periods

• IndividualProject:4periods

o Firstdraft:2periods

o Feedback:1period

o Revision:1period

MaterialsZineVideo

• PosterPaper

• Colorpencils/pensorcomputergraphics

• Computerswithinternetandpresentationcapabilities

• Phoneorcamerawithvideocapabilities

DigitalArticle

• Computerwithwordprocessing

InstructionsfortheCulminatingProject

1. IntroducetheCulminatingProjectattheendoftheLift-Offtask,includingbothgroupandindividual

componentsoutlinedintheChallenge.

2. ReadovertheCulminatingProjectTaskCardwiththestudents.WerecommendonlyreadingtheChallengeand

GroupProjectCriteriaforSuccessatthistimeinordertonotoverwhelmstudentswithinformation.

o Takequestionsforclarification.

o Optional:ShowthefollowingvideofromUnit1toremindstudentsaboutwhattheylearnedabout

naturalresources:https://www.youtube.com/watch?v=8LfD_EKze2M.

3. RemindstudentsthatastheygothroughtheProjectOrganizer,theywillbeplanningpiecesoftheirsolutionand

recordingscientificconceptstheywilllikelyneedfortheirindividualproject.However,thereisnothingwrong

withgoingbackandchangingtheirideasoverthecourseoftheunit.Thestudentswon’tfullydesigntheir

solutionuntiltheendoftheunit,sochangeduringtheimaginativeandcreativetimeisacceptableandoften

experienced.

4. MakesurestudentsfillouttheProjectOrganizeraftereachtask,whichwillhelpthemthinkaboutdifferent

partsoftheirsolutionalongtheway.Thisprocessallowsstudentstobothapplyanddocumentrelevant

scientificconceptsastheymovethroughouttheunit.Thiswillinformboththeirgroupandindividualprojects.

o WerecommendthatstudentscompletetheProjectOrganizerindividually.Theymightdiscussideasfirst

asagroup,butshouldthenrespondindividually.Thisallowsstudentstimetoprocessconceptsontheir

ownandgeneratetheirownideas,whichcanbeusedlaterwhenitcomestodevelopingtheirgroup

project.

5. ThetablebelowsummarizeshowtheProjectOrganizerguidesthestudentsthroughdevelopingdifferent

componentsoftheirzinevideoanddigitalarticle.


CulminatingProject


Task ProjectOrganizer GroupandIndividualCulminatingProject

LiftOffAShrinkingSea

• Useyourownpriorknowledgetoidentifysome

wayshumansusethenaturalresourceofwater.

• N/A

Task1ExplosionsinHuman

Population

• Researchandexplainwhywaterisimportantto

humans.

• Explainhowtheavailabilityofwatermightaffect

humangrowthandpopulation,usingdatafrom

thetaskasjustification.

• Anexplanationthatusesdatatojustifyhowtheythinkavailability

ofwateraffectshuman

populationsize

Task2UnequalAccessto

Resources

• Explainwhywaterisnotavailableequallythroughouttheworld,focusingontheprocess

thatmakesit.

• Howaresomehumansusingmorethantheir

shareofwater?

• Whatistheeffectonenvironmentalsystems?

• Anexplanationthatusesevidencetoexplainwhywateris

unevenlydistributedthroughout

theworld

Task3WhatisWater?

• Developamodelofthemolecularstructureof

water,labelingandexplainingitsparts.

• Researchandexplainhowthemolecularstructure

ofwatergivesitpropertiesthatmakeitusefulto

humans.

• Modelofatomiccompositionof

water

• Explanationofvaluablepropertiesofwater

Task4ChangingStates

• Howmightusingwatersometimesrequire

changingitsoriginalstate?

• Brainstormpossiblewaystoprovidewatertoa

communitythatneedsitwithoutputtingtoo

muchstrainontheenvironment.Createafew

possibledesignsketcheswithcaptionsexplaining

howtheywork.Explainsomeoftheprosandcons

ofyoursolutions.

• Solutionthatusesachangeinstatetomakewatermore

available

• Modelofsolutionshowing

moleculemotion,kineticenergy

ofparticles,andhowthermal

energyaffectsstateofwater

6. Afterallthelearningtasksarecompleted,andalltheProjectOrganizersarecompleted,thestudentscanstartto

designtheirsolution.Studentswillthencreateavideopresentationthatgivesabackgroundonwater,explains

allthecomponentsoftheirsolution,andmeetsallthecriteriainthestudenthandout.TheProjectOrganizers

andGroupProjectCriteriaforSuccessshouldbeusedasreferenceforthestudentstoremindthemofallthe

componentsoftheirgroupproject.

o Asalways,werecommendtheuseofgrouprolesforCulminatingProjectworktime(See“HowtoUse

ThisCurriculum”fordetails).Werecommendchangingtheroleseveryworkday.

7. Oncethevideosaredesignedandpresented,studentsarereadytomoveontotheirindividualproject.Students

willwriteadigitalarticletogoalongwiththevideothatexplainstheirsolutioninmoredetailandmeetsallthe

criteriainthestudenthandout.

8. Conductapeerreviewofthedigitalarticlesafterstudentshavecompletedafirstdraft.

o CopytheDigitalArticlePeerReviewFeedbackformfoundintheStudentInstructions.Anotheroptionis

tousetheStudent3-DimensionalIndividualProjectRubric.


CulminatingProject


o Assigneachstudentapartner,preferablyapartnerfromadifferentgroup.

o Studentsswitchdraftsandassessthemusingthepeerreviewfeedbackform.

o Remindeachstudenttogiveonepositivecommentandoneconstructivecommentforeach

sectiononthechecklist.

o Allowstudentstimetopresenttheirfeedbacktotheirpartner,sotheirpartnermayask

clarifyingquestionsifneeded.

9. Afterreceivingfeedback,allowstudentstimetocompleteafinaldraftbasedonthefeedbacktheyreceived.

AssessmentTheProjectOrganizercanbeformativelyassessedusing:

o Criteriaofyourchoice.Werecommendusingthe3-DimensionalAssessmentmatrixfromtheUnitOverviewto

informyourcriteria.

TheGroupCulminatingProjectwillbesummativelyassessedusing:

o TheGroupProjectCriteriaforSuccessChecklist

TheIndividualCulminatingProjectwillbesummativelyassessedusing:

o The3-DimensionalIndividualProjectRubric.o KeepinmindthattheProficientlevelindicatesthatthestudenthassuccessfullydemonstratedunderstandingof

thecriteria.BecauseweareintheearlystagesofNGSSadoption,itmaytakemultipleopportunitiesthroughout

thecourseoftheyearforstudentstoreachProficient.

o Ifyouwishtogivestudentsanumericscore,youcouldtaketheaveragescoreofalloftheirrubricsoraddup

rubricscorestogivestudentsasummationoutofthetotal.Becauseofthenoteabove,thisscoringmaynot

correlatetotraditionalgradingsystems.

o Whilewerecommendscoringalloftheprojectcriteriawiththerubricsforeachstudent,weunderstandthe

burdenofthatlevelofscoring.

o Oneoptionistoselecttherubricsthatyouwishtofocusonforthisprojectandusethosetoassesseach

student’sindividualproject.

o AnotheroptionistoreviewtheProficientlevelofeachoftheproject’srubricsandusethedescriptions

togenerallyanalyzeallstudentworkfortrends.


3-DimensionalIndividualProjectRubric


Overview:Thefollowingrubricscanbeusedtoassesstheindividualproject:thedigitalarticle.EachrubricisalignedtoonesectionoftheIndividualProjectCriteriaforSuccess,locatedontheCulminatingProjectStudentInstructions.*Ifstudentprovidesnoassessableevidence(e.g.,“Idon’tknow”orleavesanswerblank),thenthatstudentresponsecannotbeevaluatedusingtherubricandshouldbescoredasazero.Belowweprovideanalignmenttablethatdetailsthedimensionsassessedforeachcriterion.

StudentCriteriaforSuccess ScienceandEngineeringPractice

DisciplinaryCoreIdea CrosscuttingConcept

1 r Abackgroundonthenaturalresourceofwatero Drawandexplainamodelthatshowsthe

atomiccompositionofwater.§ Explainhowthemolecularstructure

giveswaterpropertiesthatmakeitusefultohumans.

DevelopingandUsingModels● Developamodeltopredict

and/ordescribephenomena.

PS1.A:StructureandPropertiesofMatter• Substancesaremadefrom

differenttypesofatoms,whichcombinewithoneanotherinvariousways.Atomsformmoleculesthatrangeinsizefromtwotothousandsofatoms.Solidsmaybeformedfrommolecules.

Scale,Proportion,andQuantity● Time,space,andenergy

phenomenacanbeobservedatvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall.

2 o Explainhowyouthinktheavailabilityofwater

affectshumanpopulationsizeinaregion.o DescribedatafromTask1thatallowsyouto

concludethiscause-and-effectrelationshipbetweenwateravailabilityandpopulation.

AnalyzingandInterpretingData● Analyzeandinterpretdata

toprovideevidenceforphenomena.

LS2.A:InterdependentRelationshipsinEcosystems● Organisms,andpopulationsof

organisms,aredependentontheirenvironmentalinteractionsbothwithotherlivingthingsandwithnonlivingfactors.

● Growthoforganismsandpopulationincreasesarelimitedbyaccesstoresources.


relationshipsmaybeusedtopredictphenomenainnaturalordesignedsystems.

3 r Anexplanationoftheglobalproblemoffreshwateraccesso Explainwhywaterisunevenlydistributed

throughouttheworld.o Describehowhumansaremakingthe

problemworse.o Referenceyourgroup’slocationasan

exampleandciteevidencefromTask2to

ConstructingExplanations• Constructascientific

explanationbasedonvalidandreliableevidenceobtainedfromsources(includingthestudents’ownexperiments)andtheassumptionthattheories

ESS3.A:NaturalResources• HumansdependonEarth’sland,

ocean,atmosphere,andbiosphereformanydifferentresources.Minerals,freshwater,andbiosphereresourcesarelimited,andmanyarenotrenewableorreplaceableoverhumanlifetimes.

CauseandEffect• Causeandeffect





supportyourexplanation. andlawsthatdescribethenaturalworldoperatetodayastheydidinthepastandwillcontinuetodosointhefuture.

Theseresourcesaredistributedunevenlyaroundtheplanetasaresultofpastgeologicprocesses.

4 o Drawamodelofyoursolutiontodescribehowitchangeswaterintothestatethatismostusefultohumans.Inyourmodel,includepictures,labels,anddescriptionsof:o Themotionofwatermoleculesandkinetic

energyofparticlesineachstateshowno Waterasasolid,liquid,and/orgaso Explainhowthermalenergyandtemperature

affectsthestatesofwaterinyoursolution.

DevelopingandUsingModels● Developamodeltopredict

and/ordescribephenomena.

PS1.A:StructureandPropertiesofMatter• Gasesandliquidsaremadeof

moleculesorinertatomsthataremovingaboutrelativetoeachother.

• Inaliquid,themoleculesareconstantlyincontactwithothers;inagas,theyarewidelyspacedexceptwhentheyhappentocollide.Inasolid,atomsarecloselyspacedandmayvibrateinpositionbutdonotchangerelativelocations.

• Thechangesofstatethatoccurwithvariationsintemperatureorpressurecanbedescribedandpredictedusingthesemodelsofmatter.

CauseandEffect• Causeandeffect





Rubric1:Studentdevelopsascalemodeltodescribetheatomiccompositionofwaterthatistoosmalltobeseen.• DimensionsAssessed:SEP–DevelopingandUsingModels,DCI–PS1.A:StructureandPropertiesofMatter,CCC–Scale,Proportion,andQuantity

Emerging(1) Developing(2) Proficient(3) Advanced(4)

Studentdevelopsaninaccuratescalemodeltodescribetheatomiccompositionofwaterthatistoosmalltobeseen.

Studentdevelopsapartiallyaccuratescalemodeltodescribetheatomiccompositionofwaterthatistoosmalltobeseen.

Studentdevelopsamostlyaccuratescalemodeltodescribetheatomiccompositionofwaterthatistoosmalltobeseen.

Studentdevelopsacompletelyaccuratescalemodeltodescribetheatomiccompositionofwaterthatistoosmalltobeseen.

LookFors:● Studentdevelopsaninaccurate

modeltodescribethemicroscaleofatomiccomposition.

● Forexample,studentshowsinaccuratecomponents(ie.2oxygenatomsand1hydrogenatomOR1gianthydrogenatomand1oxygenatom).

LookFors:● Studentdevelopsapartially

accuratemodeltodescribethemicroscaleofatomiccomposition,includingthemaincomponents(2hydrogenatomsand1oxygenatom)butmissingbothofthefollowingdetails:

o Atomsjoinedinanaccurateformation(showninAdvancedLook-Fors)

o Accuratelabels● Forexample,allthecomponents

arepresentbutthelabelsmaybemissingANDtheatomsarenotdrawninthecorrectformation.

LookFors:● Studentdevelopsamostlyaccurate

modeltodescribethemicroscaleofatomiccomposition,includingthemaincomponents(2hydrogenatomsand1oxygenatom)butmissingoneofthefollowingdetails:

o Atomsjoinedinanaccurateformation(showninAdvancedLook-Fors)

o Accuratelabels● Forexample,allthecomponentsare

presentbutthelabelsmaybemissingORtheatomsarenotdrawninthecorrectformation.

LookFors:● Studentdevelopsacompletely

accuratemodeltodescribethemicroscaleofatomiccomposition,including:

o 2hydrogenatomsand1oxygenatom

o Atomsjoinedinanaccurateformation(shownbelow)

o Accuratelabels




Rubric2:Studentexplainshowtheavailabilityofwaterlikelyaffectshumanpopulationsizeinaregion,usingdataandacause-and-effectrelationshipfromTask2asevidencetojustifythisprediction.

• DimensionsAssessed:SEP–AnalyzingandInterpretingData,DCI–LS2.A:InterdependentRelationshipsinEcosystems,CCC–CauseandEffect

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentinaccuratelyexplainshowtheavailabilityofwaterlikelyaffectshumanpopulationsizeinaregion.ORStudentaccuratelyexplainshowtheavailabilityofwaterlikelyaffectshumanpopulationsizeinaregion,usingnodataandnocause-and-effectrelationshipfromTask2asevidencetojustifythisprediction.

Studentaccuratelyexplainshowtheavailabilityofwaterlikelyaffectshumanpopulationsizeinaregion,usingnodata,justacause-and-effectrelationshipfromTask2asevidencetojustifythisprediction.

Studentaccuratelyexplainshowtheavailabilityofwaterlikelyaffectshumanpopulationsizeinaregion,usingasourceofdataandacause-and-effectrelationshipfromTask2asevidencetojustifythisprediction.

Studentaccuratelyexplainshowtheavailabilityofwaterlikelyaffectshumanpopulationsizeinaregion,usingmultiplesourcesofdataandacause-and-effectrelationshipfromTask2asevidencetojustifythisprediction.

LookFors:● Studentinaccuratelyexplains

thatthemorewaterthereisavailableinaregion,thesmallerthepopulationsize.

OR● Studentaccuratelyexplainsthat

themorewaterthereisavailableinaregion,thelargerthepopulationsizeinaregion.However,studentdoesnotgiveanyexplanationforwhytheythinkthisisthecase.

LookFors:• Studentaccuratelyexplainsthatthe

morewaterthereisavailableinaregion,thelargerthepopulationsizeinaregion.

• Studentdoesnotciteanydataasevidence,butdoesusethecause-and-effectrelationshipidentifiedinTask2.Forexample,“InTask2,welearnedthatwhentherearemoreresourcesavailable,humanpopulationgrows,sothisimpliesthatwhenthereismoreofthenaturalresourceofwateravailable,thepopulationwillgrow.”

LookFors:• Studentaccuratelyexplainsthat

themorewaterthereisavailableinaregion,thelargerthepopulationsizeinaregion.

• Studentcitesonesourceofdataandusesthecause-and-effectrelationshipidentifiedinTask2asevidence.Forexample,“InTask2,welearnedthatwhentherearemoreresourcesavailable,humanpopulationgrows.Thiswasthecaseduringtheindustrialrevolutioninthemid-1800s:whennaturalresourceslikecoalbecameavailable,thepopulationexplodedonthegraph.Thissuggeststhatifthereismoreofthenaturalresourceofwateravailable,thepopulationwillalsogrow.”

LookFors:• Studentaccuratelyexplainsthatthemore

waterthereisavailableinaregion,thelargerthepopulationsizeinaregion.

• Studentcitesmultiplesourcesofdataandusesthecause-and-effectrelationshipidentifiedinTask2asevidence.Forexample,“InTask2,welearnedthatwhentherearemoreresourcesavailable,humanpopulationgrows.Thiswasthecaseduringtheindustrialrevolutioninthemid-1800s:whennaturalresourceslikecoalbecameavailable,thepopulationexplodedonthegraph.ThiswasalsothecaseduringtheGreenrevolutioninthe1950s,whenresourceslikefertilizerandaccesstowaterledtopopulationexplosionsinthegraph.Thissuggeststhatifthereismorewateravailable,thepopulationwillgrow.”




Rubric3:Studentconstructsanexplanationforthecausesofunevendistributionofwaterthroughouttheworld,usingevidencetosupporttheirexplanation.• DimensionsAssessed:SEP–ConstructingExplanations,DCI–ESS3.A:NaturalResources,CCC–CauseandEffect

Emerging(1) Developing(2) Proficient(3) Advanced(4)

Studentconstructsaninaccurateexplanationforthecausesofunevendistributionofwaterthroughouttheworld.

Studentconstructsapartialbutaccurateexplanationforthecausesofunevendistributionofwaterthroughouttheworld,usingnoevidencetosupporttheirexplanation.

Studentconstructsapartialbutaccurateexplanationforthecausesofunevendistributionofwaterthroughouttheworld,usingrelevantevidencetosupporttheirexplanation.

Studentconstructsacompleteandaccurateexplanationforthecausesofunevendistributionofwaterthroughouttheworld,usingrelevantevidencetosupporttheirexplanation.

LookFors:● Studentinaccuratelyexplainswhy

waterisunevenlydistributed.● Forexample,“Theamountof

waterintheregiondependsonhowmanyotherresourcestheregionhas.Iftherearealotofothernaturalresources,therewillbealotofwatertoo.”

LookFors:● Studentaccuratelyexplainsthat

waterisunevenlydistributedduetopastgeoscienceprocesses,butdoesnotdiscusstheeffectofcurrenthumanremovalpractices.

● TheexplanationdoesnotciteanyevidencefromTask2orotherresearch.

● Forexample,“Waterisunevenlydistributedthroughouttheworldbecausedependingontheirlocation,differentregionshavedifferentprecipitationanddifferenttypesofrock.”


waterisunevenlydistributedduetopastgeoscienceprocesses,butdoesnotdiscusstheeffectofcurrenthumanremovalpractices.

● TheexplanationcitesevidencefromTask2orotherresearch.

● Forexample,“AccordingtotheTask3article,waterisunevenlydistributedthroughouttheworldbecausedependingontheirlocation,differentregionshavedifferentprecipitationanddifferenttypesofrock.Forexample,intheregionourgroupresearched,thereisnotverymuchrainorsnow.Therearealsonosedimentaryrocks,whichtendtoholdmorewater.”


waterisunevenlydistributedduetopastgeoscienceprocessesANDcurrenthumanremovalpractices.

● TheexplanationcitesevidencefromTask2orotherresearch.

● Forexample,“AccordingtotheTask3article,waterisunevenlydistributedthroughouttheworldbecausedependingontheirlocation,differentregionshavedifferentprecipitationanddifferenttypesofrock.Youcanseethisinthedifferentcolorsonthegraphthatshowsvariationsinprecipitationaroundtheworld.Forexample,intheregionourgroupresearched,thereisnotverymuchrainorsnow.Therearealsonosedimentaryrocks,whichtendtoholdmorewater.Thisunevendistributionisbeingmadeworsebecausehumansareusinguptoomuchofthewaterforittobenaturallyreplenished.”




Rubric4:Studentdevelopsamodeltodescribehowtheirsolutionchangeswaterintoastatethatismostusefultohumansandaccuratelyexplainsrelevantsciencecontent.

• DimensionsAssessed:SEP–DevelopingandUsingModels,DCI–PS1.A:StructureandPropertiesofMatter,CCC–CauseandEffect

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentdevelopsanirrelevantmodeltodescribehowtheirsolutionchangeswaterintoastatethatismostusefultohumansanddoesnotaccuratelyexplainrelevantsciencecontent.

Studentdevelopsarelevantmodeltodescribehowtheirsolutionchangeswaterintoastatethatismostusefultohumansandaccuratelyexplainslimitedrelevantsciencecontent.

Studentdevelopsarelevantmodeltodescribehowtheirsolutionchangeswaterintoastatethatismostusefultohumansandaccuratelyexplainsalmostallrelevantsciencecontent.

Studentdevelopsarelevantmodeltodescribehowtheirsolutionchangeswaterintoastatethatismostusefultohumansandaccuratelyexplainsallrelevantsciencecontent.

LookFors:● Studentdrawsamodelofa

solutionthatisnotrelevanttothepromptanddoesnotusethesciencecontentrequired.

● Forexample,studentdrawsamodelofawellpullingupgroundwater.

LookFors:● Studentdrawsamodelofarelevant

solution.SeeexampleinAdvancedLook-Fors.

● Studentmodelusespictures,labels,anddescriptionstoaccuratelyexplainsomeoftherelevantscienceconcepts.Forexample,studentmodelmayhaveasimilarexplanationasintheAdvancedLook-Fors,butismissinganymentionoftheeffectofthermalenergyanddoesnotdiscusskineticenergyoftheparticles.


solution.SeeexampleinAdvancedLook-Fors.

● Studentmodelusespictures,labels,anddescriptionstoaccuratelyexplainmost,butnotallrelevantscienceconcepts.Forexample,studentmodelmayhaveasimilarexplanationasintheAdvancedLook-Fors,butismissinganymentionoftheeffectofthermalenergy.


solution.Forexample,collectingwaterfromtheairusingsheetsinhumidareas.

● Studentmodelusespictures,labels,anddescriptionstoaccuratelyexplainallrelevantscienceconcepts.Forexample,“Mysolutionshowswaterinagasstatechangingintowaterinaliquidstatetobeusedbythecommunity.Whenwaterisinagasstateaswatervapor,thewatermoleculesarefarapartandmovingquickly,sothekineticenergyoftheparticlesishigh.Aswatervaporlosesthermalenergy,itcollectsonthesheetsasliquidwater.Inliquidwater,themoleculesarestillmovingbutareclosertogetherandthekineticenergyoftheparticlesisslowerthanagas.”


ProjectOrganizer

StudentVersion StanfordNGSSIntegratedCurriculum2018 1

UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?Youwillbedevelopingasolutiontomakeaspecificnaturalresource—water—moreavailabletopeoplearoundtheworld,whilealsoconsideringstrainontheenvironment.Aftereachtask,youwillreturntothetablebelowtoorganizewhatyoulearnasyougothroughtheunit.Bytheendofthefourtasks,youwillhaveallthisinformationtouseforyourculminatingproject.Foreachactivity,besuretoincludeanswerstoALLthequestionsprovided.Lift-OffTask:AShrinkingSea

Nowthatyouhaveseenanexampleofawaterreservoirchangingdrasticallyovertime,thinkaboutwhythismightmatter.Useyourownpriorknowledgetoidentifysomewayshumansusethenaturalresourceofwater.

Task1:ExplosionsinHumanPopulation

Nowthatyouhaveseenhowtheavailabilityofdifferentresourceshasaffectedhumanpopulationgrowth,applythistotheresourceofwater.

r Researchandexplainwhywaterisimportanttohumans.r Explainhowtheavailabilityofwatermightaffecthumanpopulationgrowth.

o Usedatafromthetasktojustifywhyyouthinkthisisthecase.


ProjectOrganizer


Task2:UnequalAccesstoResources

Everynaturalresourcecomesfromsomegeologicprocess,whichonlyhappensincertainareasoftheworld.

q Explainwhywaterisnotavailableequallythroughouttheworld,focusingontheprocessthatmakesit.

q Howaresomehumansusingmorethantheirshare?q Whatistheeffectonenvironmentalsystems?

Task3:WhatisWater?

You’veexploredmolecularstructurewithasimplemolecule—water.q Drawamodelofthemolecularstructureofwater.

o Labelandexplainitsparts.r Researchandexplainhowthemolecularstructureofwatergivesitpropertiesthat

makeitusefultohumans.


ProjectOrganizer



Sometimeshumansusenaturalresourcesastheyexistinnature;othertimeshumansusethembychangingtheirstate.

q Dosomeresearch:howmightusingwatersometimesrequirechangingitsoriginalstate?

q Manycommunitiesdon’thaveenoughwater(todrink,growcrops,etc.)Usewhatyouhavelearnedaboutchangingstatesofwatertobrainstormpossiblewaystoprovidethemwater.Keepinmindthatyoudonotwanttoputtoomuchstrainontheenvironment!o Createafewpossibledesignsketcheswithcaptionsexplaininghowtheywork.o Explainsomeoftheprosandconsofyoursolutions.





IntroductionTheAralSeaissituatedinCentralAsia,betweenKazakhstanandNorthUzbekistan,andwasoncethe

fourthlargestlakeintheworld.Thankstodecadesofwaterdiversionsforirrigationandarecentdrought,much

ofthisfreshwaterreservoirisnowcompletelydry.InthisLift-OffTask,studentsareintroducedtothe

phenomenonofthisshrinkingAralSeaandaskedtogeneratealistofquestionstheywouldaskinordertolearn

more.Astheyexplorethesequestionsthroughouttheunit,studentswillbegintoformacomplexpictureof

naturalresources,likethewaterintheAralSea,including:theirimportance,wheretheycomefrom,howtheir

molecularstructureinformstheiruse,andwhytheyareatriskofdisappearing.Ingainingthisknowledge,

studentscanstarttoenvisionwhatkindsofsolutionstheycouldusetomakewatermoreaccessibletocertain

regionsinsustainableways—theirculminatingprojectforthisunit.

AlignmentTable

BecausetheLift-Offtasksfocusonstudent-generatedquestions,wedonotidentifyspecificDisciplinary

CoreIdeasorScienceandEngineeringPracticesinthistable.

CrosscuttingConcepts(*dependinguponstudent-generatedquestions)• CauseandEffect

o Causeandeffectrelationshipsmaybeusedtopredictphenomenainnaturalordesignedsystems.

• Scale,Proportion,andQuantity

o Time,space,andenergyphenomenacanbeobservedatvariousscalesusingmodelstostudy

systemsthataretoolargeortoosmall.

EquityandGroupwork• Shareandlistentobroadanddiversestudentcontributions.

• Makeconnectionsbetweeneachother’sideas.

• Worktogethertoco-constructaconceptmap.

Language• Useconnectorwordstolinkideas.

• Generateandwritequestionsaboutthephenomenon.

• Organizekeyquestionsinaconceptmap.LearningGoalsThislearningtaskintroducesstudentstothephenomenonofthechangingAralSeaandbeginsgenerating

questionsthatwillguidethemthroughtheunit.Morespecifically,thepurposeisto:

• IndividuallyanalyzesatelliteimagesandgeneratealistofquestionsaboutthechangingAralSea.

• Makeconnectionsbetweenrelatedquestions.

• Generatepossibleanswerstoquestions,usingpriorknowledge.

• Applypriorknowledgeofwaterasanaturalresourcetomakealistofwayshumansusewater.

ContentBackgroundforTeachers Atthispointintheunit,wearebuildingoffofstudents’priorknowledgeofhumanuseofnatural

resources,askingstudentstogeneratequestionstheywouldneedtoasktomakesenseofthisphenomenonof




thechangingAralSea.Thesemightbequestionsrelatedtowhattheyobserveintheimages,whythismightbe

happening,whetherthisphenomenonishappeningelsewhere,whythismatters,andmuchmore.

ThisLift-OfftaskusesthephenomenonoftheshrinkingAralSeabecauseitprovidesastartlingvisual

exampleofhumansdepletingthenaturalresourceofwaterinreallife.Thistiesspecificallytostudents’

culminatingprojectandtothesequenceoftasksinthisunit.Whileconceptsofmatterarenotintroduced

explicitlyinthisLift-Offtask,studentswillbeexploringconceptsofmatterwithinthecontextofwaterlaterinthis

unit.

Inthistask,studentscreateaconceptmap,whichisagraphicaltoolthathelpstoorganizeandrepresent

knowledgeandquestions,andisasuccessfulacademiclanguageinstructiontool.Asstudentslearnmoreabout

matterandresources,theywilladdmorequestionsandideastothisconceptmap.Ifyourstudentshavenothad

previousexperiencemakingconceptmaps,pleaseseetheinstructionsinPartBbelowforstrategiesonteaching

thisskill.

AcademicVocabulary

• Freshwater

• Reservoir

• NaturalResource

• Matter

*Additionalacademicvocabularywillvarybyclass

TimeNeeded(Basedon45-MinutePeriods)2Days

• Introduction,PartAandPartB:1period

• ClassConceptMap,ProjectOverview,andProjectOrganizer:1period

Materials

• Unit2,Lift-OffTaskStudentVersion

PartB

• Posterpaperandmarkers

• Post-Its(Optional)

PartC

• ClassPosterPaperandmarkers

• *SeeInstructionsbelowforotheroptionalmaterialstousefortheclassconceptmap

ConnectingtotheCulminatingProject

• CulminatingProjectHandout

• ProjectOrganizerHandout




Instructions1. IntroducestudentstotheunitbyreadingorprojectingtheUnitEssentialQuestionaloud.

2. Readtheintroductiononpage1ofthestudentguidealoud,whichintroducesthephenomenonforthe

unit:thechangingAralSea.ThenhavestudentsanalyzethesatelliteimagestakenoftheAralSeaovera

35-year-periodandmakeobservationsofwhattheynotice.

PartA1. InthisLift-Offtask,studentswillbegeneratingquestionstohelpthemmakesenseofthephenomenon.

2. Havestudentscompletethissectionindividuallyintheirstudentguide.

o Forstudentswhoneedmoresupport,encouragethemtolookatthesatelliteimagesthey

observed,thinkofwhatnaturalresourceitshows,andconsideranyquestionstheyhave.

o Hereisalistofsomepotentialquestionsstudentsmightgenerate:“WhatishappeningtotheAral

Sea?Whyisitshrinking?Howdoesthisaffectplants,animals,andhumansinthearea?Isthis

phenomenonhappeningelsewhereintheworld?Isthishappeningwithothernaturalresources?

Whoisatfault?Whatcanwedotostopitfromshrinking?Whydoesthismatter?”

PartB:1. Inthispartofthetask,studentscreateaconceptmapasagroup.

o Remindstudentstorefertothedirectionsontheirstudentguidetohelpthemmaketheir

conceptmap.First,studentsshouldcompareeachmember’slistofquestionsandrecord/connect

keyquestionsonapieceofposterpaper.Theywillthendraftpossibleanswerstothequestions,

usingpriorknowledge.

o Remindstudentsthattherearenorightorwrongquestionsorpredictions,sostudentsfeel

encouragedtocontributeanyandallquestionsandideastheythinkof.

o Becausethisisacollaborativetask,itisrecommendedthatyouremindstudentsofgroupwork

normsandassigngrouproles,suchasResourceManager,Facilitator,Recorder,andHarmonizer

(See“HowtoUsethisCurriculum”formoredetails).

2. Studentswillposttheirpostersonawallandthenwalkaroundandlookateachgroup’sideas.One

suggestionforgallerywalksisforstudentstointeractwiththepostersinsomeway.Forexample,

studentsarerequiredtoinitialorleavepost-itsonthreequestionsthattheyarealsoexcitedabouton

otherposters.




HowtoConceptMapForstudentswhohavenothadalotofexperiencemakingconceptmaps,wehavedetailedastrategybelowfor

introducingconceptmappingusingmorefamiliarcontent.Anexampleisalsoprovided,butthiswillvary

dependingonwhatyourstudentscomeupwithasyoumakeyourownmodel.

1. Writethephenomenoninthemiddleoftheposter,inthiscase“Humansbreatheharderwhenthey

exercise.”

2. Askstudentstosharequestions

theymightasktomakesenseof

thisphenomenonandmakealistof

thesequestionsontheboard.

3. Modeltheprocessofreviewingthe

listandfindingsimilaritiesamongst

thequestions.

o Placethesekeyquestions

ontheconceptmapposter,

modelinghowtoput

similarquestionsneareach

otherontheposter.Circle

thesetosignifythatthese

arequestions,notcontent

knowledge.

4. Askstudentstolookatthekeyquestionsandseeifanyofthequestionsareconnected:Wouldanswering

onequestionleadtooneoftheotherquestions?Modelmakingtheseconnectionsbydrawingarrows

betweenthecircles.

5. InthisLift-Offtask,studentswillonlybedraftingpossibleanswerstothequestions,notactually

gatheringandrecordinglearnedconcepts.However,throughouttheunit,theywillbeaddingcontent

theyhavelearned.Modelthisbyrecordingastudent’spriorknowledgetooneofthequestions,using

boxestosignifythatthesearepiecesofcontentknowledgeratherthanquestions.

o Useconnectorwordstoidentifytherelationshipsbetweenthecontentboxes(Seeimageabove

foranexample).

6. Optional:Toemphasizecrosscuttingconceptsusingaconceptmap,makeakeyofdifferentcolorsforthe

crosscuttingconceptsemphasizedinthisunit.Identifyquestionsthatclearlyshowevidenceofthe

differentcrosscuttingconceptsandcirclethemwiththecorrespondingcolors.Explaintostudentshow

youmadethatchoicebypointingoutthelanguagethathintsatthatcrosscuttingconcept.*Note:notall

boxesandcircleswillnecessarilyhaveacrosscuttingconcept.




PartC1. Constructawhole-classconceptmapthatbeginstohelpstudentsmakesenseofthephenomenonofthe

changingAralSea.

o Startwiththephenomenoninthemiddle.

o Thenaskstudentstoshareoutthequestionsthatweremostcommonacrossallthepostersinthe

classroom.Asyourecordquestionsontheposter,organizethembasedonconnectionsyousee.

Drawcirclesaroundeachquestion(asyouaddtotheconceptmapthroughouttheunit,you’llalso

beaddingconceptslearned,whichcanbewritteninboxestodistinguishthemfromthe

questions).

o Askstudentstoidentifyanyconnectionstheyseebetweenthequestionsandrecordtheseas

linesbetweenthequestions.

o Recommended:Givepairsofstudentsthinktimetocomeupwith1-2connectionstoadd

totheclassconceptmapandcallonpairsusingequitysticks.Thisencouragesmore

equitableparticipationinthisclass-wideactivity.

o Thepurposeofthisconceptmapistofacilitategenerationofstudentquestions,promote

languagedevelopment,andsupportunderstandingofthesciencecontentthroughouttheunit.

Allowingstudentstoasktheirownquestionsandusetheirownwordstomakemeaningofthe

conceptswillnotonlyhelpthemmakedeepconnectionsaboutsciencecontent,butwillalsohelp

theiroralandwrittenlanguagedevelopment.

o Thiswholeclassconceptmapwillberevisitedattheendofeachsubunit,askingstudents

questionslike:Arethereanynewquestionsyouhaveaboutthephenomenon?Arethereany

connectionsyouwanttoaddorchange?Whatisyourreasonforthataddition/revision?Arethere

moreconnectionswecanmakebetweenthequestions/ideasalreadyonthemap?Doyouwant

toaddanynewideas/conceptstothemap?

2. Becausethisconceptmapwillbeaddedtoandrevisedthroughouttheunit,herearesomepractical

optionsforimplementation.

o Ifyouhaveaccesstowhiteboardpaper,weencourageyoutousetheseforclassposterssinceit

willallowyouandyourstudentstomakerevisionsthroughouttheunit.

o Anotheroptionistousesmallerpiecesofpaperforeachclassandprojectusingadocument

camera;thiswillsavespaceasopposedtodoinglargeclassposters.

o Wehighlyrecommendstudentskeeptheirownversionofthisconceptmapintheirnotebooks,

addingquestionsandconceptsastheygothroughtheunit.

3. Oncethedraftconceptmapiscomplete,introducestudentstothecrosscuttingconceptsforthisunit.We

recommendpostingpostersofeachcrosscuttingconceptinyourclassroom(Seebeginningofteacher

guidefortemplates).

o Thecrosscuttingconceptsforthisunitare:CauseandEffect;Scale,Proportion,andQuantity.

Assignacolorforeachcrosscuttingconceptthatcanbeusedthroughouttheunit.

o Havestudentsanalyzetheclassconceptmapforasmanyexamplesofthecrosscuttingconcepts

astheycanfind.Dependingonthequestionstheyhave,theymaybeabletofindanexampleof

eachofthecrosscuttingconceptsorperhapsjustsome.




o Werecommendmodelingthisprocessbypickingaquestion,identifyingthecrosscuttingconcept,

andtracingthecircleinthecorrespondingcolor.Explainthekeywordsthathelpedyouidentify

thecrosscuttingconceptinthisquestion.Someidentifyingwordsthatstudentsmightlookfor

are:

o CauseandEffect:Thesecouldbephrasessuchas,“thatresultsin,”“thatcauses,”“thatexplainswhy,”“isdueto,”etc.

o Scale,Proportion,andQuantity:Thesecouldbephrasessuchas,“isproportionalto,”“comparedto,”“hasaratioof,”“isbigger/smallerthan,”“islonger/shorterthan,”etc.

ConnectingtotheCulminatingProject1. HandouttheCulminatingProjectTaskCardandreadtheChallengeandGroupProjectCriteriaforSuccess

aloudasaclass.

o Takequestionsforclarification.

2. Optional:Displayanexampleofanonlinemagazinetoshowwhatavideoanddigitalarticlelooklike.

3. PassouttheirProjectOrganizerandexplainthattheywillcompleteasectionofthisaftereachtaskin

class.StudentsshouldindependentlycompletetheLift-OffTasksectionoftheProjectOrganizerinclass.

Revisionscanbedoneforhomework,dependinguponstudent’sneedsand/orclassscheduling.

o Studentshavebeentaskedwithdevelopingasolutiontomakewatermoreavailabletopeoplein

acertainarea,whilealsoconsideringstrainontheenvironment.Nowthatyouhaveseenan

exampleofawaterreservoirchangingdrasticallyovertime,thinkaboutwhythismightmatter.

Useyourownpriorknowledgetoidentifysomewayshumansusethenaturalresourceofwater.

Reflection1. Attheendofthetask,askstudentstoreflectonwhattheyhavelearnedoverthecourseofthistaskby

answeringthefollowingthreequestionsintheirstudentguide:

o Atthebeginningofthistask,youmadealistofallthequestionsyouhaveaboutthechangingAral

Sea.Lookbackatyourlist:thinkaboutthequestionsyourpeersaskedthatyoudidnotinitially

writedown.Howaretheirquestionsdifferentfromtheonesyouoriginallyasked?

o Inthisunit,wewillbefocusingontwocrosscuttingconcepts:CauseandEffect:causeandeffectrelationshipsmaybeusedtopredictevents;andScale,Proportion,andQuantity:scaledmodels

canbeusedtostudysystemsthataretoolargeortoosmall.Lookingatyourclassconceptmap,

giveoneexampleofhowacrosscuttingconceptcameupintoday’stask.

o Nowthatyouunderstandwhatprojectyou’llbeworkingonoverthecourseofthisunit,whatelse

doyouneedtoknow?Whatadditionalquestionsdoyouhave?

2. Therearenorightanswers,butencouragestudentstolookbackattheirinitiallistofquestionsandtheir

classconceptmap.Theyshouldnotchangetheirinitialresponses,butratherusethisreflectionspaceto

addtotheirquestionsandideasbasedonwhattheyhavelearnedthroughthistask.Bygeneratingmore

oftheirownquestions,studentscontinuetoengageinsense-makingofthephenomenonandthe

gatheringofknowledgeandskillsfortheirfinalproject.





Introduction

IntheLift-Offtask,studentssawanexampleofhumanshavingamajorimpactonapreciousnaturalresource.Ashumanpopulationgrows,thepressureonnaturalresources,suchasthefreshwaterintheAralSea,willonlycontinuetoincrease.Humanpopulationiscurrentlyincreasingatadramaticrate,butithasnotalwaysbeenthisway.Throughouthistory,wehaveseenspikesinhumanpopulationgrowthduetoperiodsofdrastictechnologicalinnovation,suchastheagriculturalrevolutionortheindustrialrevolution.Inthistask,studentswillanalyzedatathatlooksathumanpopulationgrowthovertimeandtrytoidentifythecatalyst.Bytheendofthetask,studentswillnoticeapatternthatwhenmoreresourcesaremadeavailable,throughinnovationslikenewagriculturalpracticesorfueluse,humanpopulationcandramaticallyincrease.Intheend,studentsareleftwiththequestion:whatdoesthismeanforourfuture?Thissetsthestageforthemtobeginthinkingaboutourhumanneedforenvironmentalresourcesandtheresultingimpacts,whicharefoundationalconceptsfortheirculminatingproject.

AlignmentTable

PerformanceExpectations ScienceandEngineering

Practices


MS-LS2-1.Analyzeand

interpretdatatoprovide

evidencefortheeffectsof

resourceavailabilityon

organismsandpopulations

oforganismsinan

ecosystem.[ClarificationStatement:Emphasisisoncauseandeffectrelationshipsbetweenresourcesandgrowthofindividualorganismsandthenumbersoforganismsinecosystemsduringperiodsofabundantandscarceresources.]

Analyzingand

InterpretingData

● Analyzeandinterpretdatatoprovideevidenceforphenomena.

LS2.A:Interdependent

Relationshipsin

Ecosystems

● Organisms,andpopulationsoforganisms,aredependentontheirenvironmentalinteractionsbothwithotherlivingthingsandwithnonlivingfactors.

● Growthoforganismsandpopulationincreasesarelimitedbyaccesstoresources.

CauseandEffect

● Causeandeffectrelationshipsmaybeusedtopredictphenomenainnaturalordesignedsystems.

SupplementaryScienceandEngineeringPractices

• ConstructingExplanationso Applyscientificreasoningtoshowwhythedataorevidenceisadequatefortheexplanationor

conclusion.SupplementaryCrosscuttingConcepts

• Patternso Graphs,charts,andimagescanbeusedtoidentifypatternsindata.




LearningGoals

Thislearningtaskintroducesstudentstotheconceptofresourceavailabilityandpopulationgrowthwithinthecontextofhumanoverpopulation.Morespecifically,thepurposeisto:

• Makepredictionsaboutfuturepopulationsizeandtheimpacts.• Analyzeandinterpretdataonthehistoricalchangesinhumanpopulation.• Explainwhytechnologicalinnovationhasresultedinextraresourcesthatspurhumanpopulationgrowth.• Extrapolatehowthiscause-and-effectrelationshipcanpredictfuturepopulationgrowthandassociated

effects.• Applyknowledgeofresourcesandpopulationtoexplainhowavailabilityofwatermightaffecthuman

populationgrowth.

ContentBackgroundforTeachers InUnit1,studentsengagedwiththissamePerformanceExpectationbysimulatinghowavailableresourcesaffectdifferentorganismsinanecosystem.Inthistask,theyapplythesameconceptstothecaseofnaturalresourcesandhumanpopulation.AccordingtotheUnitedNations,worldpopulationiscurrentlyover7billionpeople.However,therehasnotbeenasteadygrowthinhumanpopulationtogetustothispoint.Forthousandsofyears,humanpopulationincreasedveryslowly.Humanswerehunter-gatherers,meaningtheyhuntedanimalsandgatherednaturallygrowingplantsastheirsourceoffood.Thisresultedinanomadiclifestyle. Around10,000BC,farmingwasdevelopedinaperiodcalledtheAgriculturalRevolution.Farmingmeantasteadysupplyoffood,whichmeantthatpeoplecouldsettleinoneplace,ratherthanmovingaroundinsearchoffood.Thisalsooftenresultedinasurplusoffood,meaninghumanscouldnowaffordtofeedmorechildrenanddootherjobsthathelpedsupportahigherqualityoflife.Thisledtothefirstpopulationexplosionthatstudentsseeontheirgraphsinthistask. Thispopulationexplosion,however,wasverysubtleincomparisontothenextpopulationexplosion,whichhappenedinthelate1700stomid-1850s.ThisperiodisknownastheIndustrialRevolution,inwhichareasmostlyinEuropeandNorthAmericabegantousefossilfuelsinindustry.Previoustothis,mostlaborwasdonemanually.Changingthepowersourcefromhumanstofossilfuelscreatedmuchmoreefficiency.Moreworkwasbeingdone,moreproductsbeingmade,andmorefoodwasbeingproduced.Thistimealsobroughttechnologicalinnovationslikemedicineandimprovedsanitation,whichmeantthedeathratewasalsodecreasing.Forthesereasons,thisperiodsawrapidpopulationgrowth. ThemostrecentincreaseinpopulationisknownastheGreenRevolution,whichbeganinthemid-1900s.ThisGreenRevolutionisso-namedbecauseitreferstoimprovementsinagriculturalpractices.Genetically

EquityandGroupwork

• Discussgraphsandtextanalysisasagroup.Language

• Connectobservationsfromgraphstoinformationgatheredfromtext.• Identifyrelevantevidencetosupportanexplanation.




modifiedcropsimprovedproductivity,artificialfertilizersincreasedcrop-yield,andchemicalpesticidesreducedtheamountofcropslosttopests.Newagriculturalmachinerywasbuiltandpoweredbyfossilfuels,ratherthanhumans,thusincreasingefficiency.Newirrigationpracticesalsoledtoincreasedaccesstowater.Allofthis,whileatgreatcoststotheenvironment,greatlyimprovedtheproductivityoffarms,allowingmorefoodtobegrownandfeedinganadditional1billionpeoplewhootherwisewouldnothavebeenabletolive. Whilethesehistoricaleventspaintaforebodingpictureoframpant,uncheckedpopulationgrowthandtheassociatedrapiddepletionofEarth’sresources,someresearchersmaintainhopethatthismaybecontrolled.Somestudiesonasubjectknownasdemographictransitionhaveshownthatasleancountriescontinuetodevelop,theywillnaturallytransitiontoalowerbirthrate.Formoreinformationonanyoftheseconcepts,pleaseseethegraphsandresourcecardassociatedwiththistask.

AcademicVocabulary• HumanPopulation• PopulationGrowth• PopulationExplosion• AgriculturalRevolution• IndustrialRevolution• GreenRevolution• Fertilizers• Pesticides• GeneticallyModifiedCrops• Resources

TimeNeeded(Basedon45-MinutePeriods)

3.5Days• Engage:0.5period• Explore:1period• Explain:0.5period• Elaborate:0.5period• EvaluateandReflection:1period

Materials• Unit2,Task1StudentVersion

Explain• ExplosionsinHumanPopulationResourceCard

Evaluate• ProjectOrganizerHandout




Instructions

Engage1. IntroduceTask1:IntheLift-OffTask,youlookedatsatelliteimagesandaskedquestionstobegintomake

senseofthephenomenonoftheshrinkingAralSea.Thinkaboutwhatyouwerestillwonderingaboutattheendofthelasttask(lookbackifyouneedto).Whatquestionsdoyoustillhave?

o Beforeyoupassouttheirstudentguide,givestudentstimetoreflectindividuallyorwithapartneraboutthequestionstheyrecordedattheendofthelasttask.Shareafewoftheseoutasaclass,usingfacilitatingquestionstoguidestudentstowardquestionsthatrelatetothistask.

2. TransitiontoTask1:Manyofyouaskedwhythisishappeningandbegantomakepredictionsthathumansmightbesomehowatfault.Inthistask,youwillexplorehowandwhyhumansarehavingmoreofapresenceonplanetEarthandpredicthowthismightbeaffectingenvironmentsliketheAralSea.

o NowpassouttheirTask1studentguide.

3. Asaclass,showthefirst30secondsofthefollowingvideotosetthecontext:https://www.youtube.com/watch?v=QsBT5EQt348.Thisvideointroducesstudentstotheideaofhumanpopulationgrowthandposesafewquestionsthatwillpiquestudents’ownthinkingandquestioning.

4. Inpairs,havestudentsmakepredictionstothequestionsfromthevideoandrespondintheirstudentguide.

o Thisactivityintroducesstudentstothecrosscuttingconceptthattheywillfocusonthroughoutthetask—CauseandEffect.Throughoutthetask,studentswillbeusingdatatoidentifycause-and-effectrelationships,whichtheywillthenusetopredictfuturephenomena.Herestudentslaythefoundationbyusingacause-and-effectrelationshipfromtheirpriorknowledgetopredictwhatpopulationgrowthmightmeanforthefuture.

o IfstudentsarestuckonQuestion2,encouragestudentstolookattheimageforinspiration:WhatproblemsmightthiscauseforEarth’senvironment?Howarethepeopleinteractinginthisphotoastheyrunoutofspace?

5. Shareoutpredictionsinaclass-widediscussion,emphasizingtostudentsthatthereareno“correct”answers,justpredictions.

o ForQuestion1,moststudentswillusethedatatopredictthatwecanexpecthumanpopulationtocontinuetoincreaseinthefuture.

o ForQuestion2,therearealargevarietyofanswersstudentsmaybrainstorm,suchas:overcrowding,conflict,foodshortages,environmentaldegradation,habitatlossforplantsandanimals,etc.

o Theuseofequitysticksisencouragedformoreequitableparticipationinclass-widediscussionslikethese(See“HowToUseThisCurriculum”formoredetails).

Explore

1. Nowthatstudentshavemadeinitialpredictionsaboutthefutureofpopulationgrowth,theyneedtogatherdatainordertomakemoreinformedpredictions.Inthisactivity,studentslookatthreedifferentgraphsthatsequentiallyintroducethemtothehistoryofhumanpopulationgrowth.




o ThissectionofthetaskasksstudentstoengagewiththeSEPofAnalyzingandInterpretingDataandtheCCCofPatterns,asstudentsanalyzegraphsthatbegintoprovideevidenceofhumanpopulationexplodingatparticulartimeperiods.Here,studentsarealsobeginningtoutilizetheCCCofCauseandEffectbystartingtoidentifycauseandeffectrelationshipsinthepastthatcanhelpinformpredictionsoffuturepopulationgrowth.TheywillcontinuedevelopmentofthisCCCthroughouttheExplainandElaborate.

2. Havestudentsworkinsmallgroupstoanalyzeeachofthethreegraphs.Assignrolestoeachgroup.Youmayusewhateverrolesyouprefer.WerecommendtheuseoftheMaterialsManager,Facilitator,Harmonizer,andRecorder.

o AsktheMaterialsManagertohandleanyresourcesneededtocompletethetask,includinggatheringanyadditionalmaterialsneededtounderstandthegraphs.

o AsktheFacilitatortoreadthedirections,makesureeveryoneunderstandsthetask,andfacilitatediscussion.

o AsktheHarmonizertomakesurethateveryonecontributestheirideasandthateveryone’svoiceisheard.

o AsktheRecordertomakesurethegroupisrecordingtheirgraphanalysisintheirstudentguides.

3. Studentsshouldworktogethertoanswerthediscussionquestionsthatfolloweachgraph.Thepurposeofthesediscussionquestionsistohelpstudentswiththeirgraphanalysisandpushthemtothinkaboutwhatmightleadtohumanpopulationgrowth.

o Predictionsaboutcausesofhumanpopulationexplosionwillvarybystudentinterpretation,butoverallstudentsshouldfindthattherearethreedifferentperiodsofpopulationexplosion.Theagriculturalrevolutionaround10,000BCprovidedasurplusoffood,thussupportingmorehumanlife.Theindustrialrevolutionfromthelate1700s-1850ledtoincreasedefficiencythatincreasedhumanpopulation.TheGreenRevolutionimprovedfarmingtechniques,makingitpossibletofeedmorepeopleandleadingtomorepopulationgrowth.

o Atthispoint,thefocusisonstudentsanalyzingdataforeventsofpopulationexplosionandbeginningtomakepredictionsaboutcauses.Inthenextactivity,studentswillmakeconnectionsbetweentheseeventsandtheresourcesthatbecameavailableatthesetimes.

Explain1. Whilestudentshavemadepredictionsaboutwhythesethreepopulationexplosionshaveoccurred,they

havenotyetreceivedtheinformationtodrawconcreteconclusions.Inthissectionofthetask,studentsareprovidedaresourcecardthatgivesmoredetailaboutthethreetechnologicalrevolutions.Usingthisresourcecardanddatafromthegraphs,studentsarethenabletowriteaparagraphthatdrawsconclusions.

o Here,studentsareaskedtopracticetheSEPofConstructingExplanations,astheyapplyscientificreasoningtoshowwhytheevidenceisadequatefortheconclusionthatresourceavailabilityaffectshumanpopulationgrowth.Thisprocessalsocontinuesstudents’engagementwiththeCCCofCauseandEffectasstudentsgathertheinformationtheyneedtoidentifythiscause-and-effectrelationship,whichtheycanthenusetomakepredictionsintheElaborate.

o ThisactivityrefersexplicitlybacktotheirlearningfromUnit1aboutresourceavailabilityandpopulationsoforganismsinecosystems.




2. Distributearesourcecardtoeachpairofstudentsandhavethemreadanddiscussitinpartnersbeforewritingtheparagraphontheirown.

o Youmaywanttohavestudentsannotatethereadingwithanannotationstrategyofyourchoice(Anoptionisprovidedinthe“HowtoUseThisCurriculum”document).

o Studentsshoulduseexplicitevidencefromthegraphsandresourcecardintheirparagraph.

3. Optionalscaffold:ConductaCritique,Correct,andClarifylanguageexerciseinpairsbeforestudentswritetheirownparagraphs.Werecommendusingequitystickstoshareoutafewpair’scritiquesasaclassbeforetheymoveontoindependentlywritinganimprovedparagraphintheirstudentguides.Anexampleprotocolandgraphicorganizerisprovidedbelow:

Critique,Correct,andClarify:TheEffectsofResourceAvailabilityonHumanPopulationPrompt:Individuallywriteaparagraphexplainingiftheevidence(graphsandresourcecard)supportstheideathattheavailabilityofnaturalresourcesaffectshumanpopulationgrowth.Inpairs:

1. Critique:Analyzetheresponsebelow.Identifytheerror(s)orthingsthataren’tclear.Shareyourideaswithapartner.Thedatasupportsthattheavailabilityofnaturalresourcesaffectshumanpopulationgrowth.Forexample,inGraphs1and2,Iobservedthattherewasanincreaseinpopulationaround10,000BCandagainmoredramaticallyaround1700-1850.Ingraph3,Isawthatthishappenedagaininthelast50yearsbecauseoftheGreenRevolution.Thus,theevidenceclearlyshowsthroughthesethreecasesthatavailabilityofnaturalresourcesaffectshumanpopulation.

2. Correct:Individuallywriteanimprovedparagraphinyourstudentguide.

3. Clarify:Describehowandwhyyoucorrectedtheresponse.

4. OptionalSentenceStemstoProvide:

o Thegraphsandresourcecardtogethersupporttheideathat…o Forexample,inGraphs1and2,Iobserved…o Onepieceofevidenceis_____,whichshows…o Lastly,ingraph3,wesawthat…o Theresourcecardexplainedthat…o Ineachpopulationexplosion…




o Forexample,inthe___Revolution…o Similarly,inthe____Revolution…o Thisisbecause…o Thus,theevidenceclearlyshowsthroughthesethreecasesthat…

5. SampleParagraph:Thegraphsandresourcecardtogethersupporttheideathattheavailabilityofnatural

resourcesaffectshumanpopulationgrowth.Forexample,inGraphs1and2,Iobservedthattherewasanincreaseinpopulationaround10,000BCandagainmoredramaticallyaround1700-1850.Theresourcecardexplainedthatduringbothofthesetimeperiodstherewasatechnologicalrevolutionthatmademoreresourcesavailabletohumans.Forexample,intheAgriculturalRevolution,morefoodbecameavailablethroughfarming,whichincreasedthepopulation.Similarly,intheIndustrialRevolution,theybegantousefossilfuels,likecoalandoil,forindustry,whichincreasedefficiencyandthushumanpopulationcouldgrow.Lastly,ingraph3,wesawthatthishappenedagaininthelast50yearsbecauseoftheGreenRevolution.GMOs,fertilizers,chemicalpesticides,andbetteraccesstowaterincreasedcropyieldsomanymorepeoplecouldbefed.Thisaccesstoresourcesalsoincreasedpopulation.Thus,theevidenceclearlyshowsthroughthesethreecasesthatavailabilityofnaturalresourcesaffectshumanpopulation.

6. Optionalpeerreview:Havetablepartnersswitchparagraphsandmakesuggestionsforrevisions.

o Thisrevisedparagraphcanalsobeagoodoptionforformativeassessment.Collectstudentworktoidentifytrendsinstudents’abilitytoapplyscientificreasoningtoshowwhytheevidenceisadequatefortheconclusion.See“HowtoUseThisCurriculum”forstrategiesonutilizingformativeassessmentdatatoprovidefeedbacktostudentsandinformclassroominstruction.

Elaborate

1. ThefirstquestionofthisElaborateasksstudentstotakewhattheyhavelearnedtomakeapredictionabouthumanpopulationinthefuture.

o Indoingso,studentsapproachtheseconceptsthroughthelensoftheCCCofCauseandEffect,astheyusecause-and-effectrelationshipstheyidentifiedfrompastpopulationdatainordertoinformpredictionsaboutthefutureofthehumanpopulation.

o Werecommendstudentsdothisindividuallyasitcanalsoserveasagoodformativeassessmentforthistask.Collectstudentworktoidentifytrendsinstudents’abilitytouseacause-and-effectrelationshiptomakearelevantpredictionandsupporttheirpredictionwithdatafromthetask.See“HowtoUseThisCurriculum”forstrategiesonutilizingformativeassessmentdatatoprovidefeedbacktostudentsandinformclassroominstruction.

2. ThesecondquestionasksstudentstothinkbacktothephenomenonoftheAralSeafromtheLift-Offtask

asawaytosparktheirthinkingonwhatresourceswemightrunoutofifhumanpopulationcontinuestogrowinthisway.

o Thepurposeofthisquestionistogetstudentstobegintoconsiderhowandwhysomenaturalresourcesareatriskofdepletion.Thiswillorientstudentstowardstheirculminatingproject.




3. Towrapupthetask,werecommendsharingoutresponsestothesequestionsinaclass-widediscussion.TheuseofaThink-Pair-Sharewithequitysticksisencouragedformoreequitableparticipationinclass-widediscussions(See“HowToUseThisCurriculum”formoredetails).

4. Returntothewhole-classconceptmapfromtheLift-OffTask.

o Insmallgroups,havestudentsbrainstormnewconceptsandnewconnectionsthattheyhavelearnedinthistask,aswellasanynewquestionsthathavecomeupforthem.Thenhavegroupssharethesealoudinaclass-widediscussionandaddtotheclassconceptmap.Theuseofequitysticksisencouragedformoreequitableparticipationinclass-widediscussions(See“HowToUseThisCurriculum”formoredetails).

o Somefacilitatingquestionstoaskstudentsare:Whatnewideas/conceptsdoyouwanttoaddtothemap?Whatconnectionsdoyouwanttoaddorchange?Whatisyourreasonforthataddition/revision?Whatconnectionscanwemakebetweenthequestions/ideasalreadyonthemap?Whatnewquestionsdoyouhaveaboutthephenomenon?

o Drawcirclesaroundeachquestionandboxesaroundeachconcept.o Writeconnectorwordstodescribeconnectionsbetweentheconceptboxes.o Forthistask,studentsmaybegintoconnectsomeoftheirpreviousquestioncirclesto

conceptboxesaboutthefollowing:otherexamplesofresourcesandhumanpopulationgrowth.

o Havestudentsanalyzetheadditionstotheclassconceptmapforasmanyexamplesofthistask’scrosscuttingconceptastheycanfind.Onceastudenthasidentifiedthecrosscuttingconcept,youcantracethecircleinthecorrespondingcolor(decidedonintheLift-Offtask).Werecommendaskingstudentstosharekeywordsthathelpedthemidentifythecrosscuttingconceptforthatconceptorquestion.Someidentifyingwordsstudentsmightlookforare:

o CauseandEffect.Thesecouldbephrasessuchas,“whichresultsin,”“whichcauses,”“thatexplainswhy,”“isdueto,”etc.

o Onceagain,thepurposeofthisconceptmapistofacilitategenerationofstudentquestions,promotelanguagedevelopment,andsupportunderstandingofthesciencecontentthroughouttheunit.Allowingstudentstoasktheirownquestionsandusetheirownwordstomakemeaningoftheconceptswillnotonlyhelpthemmakedeepconnectionsaboutsciencecontent,butwillalsohelptheiroralandwrittenlanguagedevelopment.

Evaluate:ConnectingtotheCulminatingProject

1. StudentsindependentlycompletetheTask1sectionoftheUnit2ProjectOrganizerinclass.Revisionscanbedoneforhomework,dependinguponstudent’sneedsand/orclassscheduling.

2. Studentshavebeentaskedwithdevelopingasolutiontomakeaspecificnaturalresource—water—moreavailabletopeoplearoundtheworld,whilealsoconsideringstrainontheenvironment.Theirpromptisasfollows:Nowthatyouhaveseenhowavailabilityofdifferentresourceshasaffectedhumanpopulationgrowth,applythistotheresourceofwater.

o Researchandexplainwhywaterisimportanttohumans.o Explainhowtheavailabilityofwatermightaffectpopulationgrowth.

§ Usedatafromthetasktojustifywhythisisthecase.




Reflection

1. Attheendofthetask,askstudentstoreflectonwhattheyhavelearnedoverthecourseofthistaskbyansweringthefollowingthreequestionsintheirstudentguide:

o Atthebeginningofthistask,youwereaskedtopredictwhatpopulationgrowthmightmeanforourfuture.Lookbackatyourprediction:aftercollectingalltheevidencetoday,howwouldyouchangeoraddtoyourprediction?Useevidencefromthetasktojustifyyourchangesoradditionsandrecordbelow.

o Inthistask,wefocusedonthecrosscuttingconceptofCauseandEffect:causeandeffectrelationshipsmaybeusedtopredictevents.WheredidyouseeexamplesofCauseandEffectinthistask?

o Nowthatyouhavelearnedmoreabouthowavailabilityofresourcesaffectshumanpopulation,whatquestionsdoyoustillhave?

2. Therearenorightanswers,butencouragestudentstolookbackattheirstudentguidesandtheirclassconceptmap.Theyshouldnotchangetheirinitialresponses,butratherusethisreflectionspacetoaddtotheirideasandquestionsbasedonwhattheyhavelearnedthroughthistask.Bygeneratingmoreoftheirownquestions,studentscontinuetoengageinsense-makingofthephenomenonandgatheringknowledgeandskillsfortheirfinalprojects.

Assessment1. Youmaycollectstudents’ProjectOrganizerandassessusing:

o Criteriaofyourchoice.Werecommendusingthe3-DimensionalAssessmentmatrixatthebeginningofthisdocumenttoinformyourcriteria.

o Thiscanbeaformativetooltoperiodicallylookfortrendsinstudentunderstandingafterthecompletionofatask.Youcanthenusethisformativedatatoinformanyre-teachingasnecessary.

2. Youmayalsogivestudentstimetomakerevisionswithoneofthetwooptions:o StudentsmaymakechangestotheirProjectOrganizeraccordingtoyourcommentsORo AskstudentstoexchangeProjectOrganizerswithapartnerandgivepartners5minutestogive

writtenfeedback.Thenallowstudentstimetomakechangestotheirworkaccordingtothefeedback.

Unit2,Task1

ExplosionsinHumanPopulationExplain

TheAgriculturalRevolution:10,000BC

BeforetheAgriculturalRevolution,humanswerehunter-gatherers,meaningtheymovedaroundtohuntanimalsandgathernaturallygrowingplantsforfood.DuringtheAgriculturalRevolution,farmingpracticesweredeveloped,whichmeantthathumanscouldsettleinoneplaceandgrowasurplus(extraamount)offood.Thismeantthathumanscouldnowaffordtofeedmorechildrenanddootherjobsthathelpedsupportahigherqualityoflife.Thisledtothefirstpopulationexplosionthatyousawonyourgraphs.Discuss:

• WhydidtheAgriculturalRevolutionleadtoahugeincreaseinhumanpopulation?• WhatnaturalresourcesdidhumanshavemoreofbecauseoftheAgriculturalRevolution?

TheIndustrialRevolution:Late1700stomid-1850s

TheIndustrialRevolutionledtoapopulationexplosionthatwasmuchlargerthantheAgriculturalRevolution.Duringthistimeperiod,manyareas,mostlyinEuropeandNorthAmerica,begantousefossilfuels(oil,coal)inindustry.Previoustothis,mostlaborwasdonebyhand.Changingthepowersourcefromhumanstofossilfuelscreatedmuchmoreefficiency.Moreworkwasbeingdone,moreproductsbeingmade,andmorefoodwasbeingproduced.Thistimealsobroughttechnologicalinnovationsinmedicineandimprovedsanitation,whichmeantthedeathratewasalsodecreasing.Forthesereasons,thisperiodsawrapidpopulationgrowth.Discuss:

• WhydidtheIndustrialRevolutionleadtoahugeincreaseinhumanpopulation?• WhatnaturalresourcesdidhumanshavemoreofbecauseoftheIndustrialRevolution?

TheGreenRevolution:mid-1900s ThemostrecentincreaseinpopulationisknownastheGreenRevolution.ThisGreenRevolutionisso-namedbecauseitreferstoimprovementsinagriculturalpractices.Geneticallymodifiedcropsandartificialfertilizersincreasedcrop-yield,andchemicalpesticidesreducedtheamountofcropslosttopests.Newagriculturalmachinerywasbuiltandpoweredbyfossilfuels,ratherthanhumans,whichincreasedefficiency.Newirrigationpracticesalsoledtoincreasedaccesstowater.Allofthis,whileatgreatcoststotheenvironment,greatlyimprovedtheproductivityoffarms,allowingmorefoodtobegrown.Thisfedanadditional1billionpeoplewhootherwisewouldnothavebeenabletolive.Discuss:

• WhydidtheGreenRevolutionleadtoahugeincreaseinhumanpopulation?• WhatnaturalresourcesdidhumanshavemoreofbecauseoftheGreenRevolution?





Introduction

Thereisnodoubtthathumansrequirenaturalresourcestolive.Inthelasttask,studentsuseddatatoconfirmwhattheymostlikelyalreadylogicallyunderstood—thathumansthrivewhenmoreresourcesbecomeavailable.However,asourpopulationcontinuestogrowandourdemandfornaturalresourcesgrowsalongwithit,wearebeginningtorunloweronthesenaturalresources.Becausemanyoftheseresourcesarelimitedandnonrenewable,thishascreatedacontentiousstrugglebetweenaccesstotheseresourcesandsustainingEarth’snaturalecosystems.Butwhyaren’tthesenaturalresourcesalwaysaccessible?Andatwhatlengthswillhumansgotoinordertoextractallthenaturalresourcestheydesire?Inthistask,studentsexploredifferenttypesofenergyresourcestotryandfigureoutwhysomeregionshavemoreaccesstocertainresourcesthanothers,whyhumanshavetotakemoreextrememeasuresforextraction,andwhattheconsequencesare.Thiswilllaythefoundationfortheirculminatingprojectastheythinkaboutwhywaterisnotavailabletoeveryoneandhowtheymightmakeitmoreaccessibleinasustainableway.AlignmentTable

PerformanceExpectations ScienceandEngineering

Practices


MS-ESS3-1.Constructa

scientificexplanationbased

onevidenceforhowthe

unevendistributionsof

Earth’smineral,energy,and

groundwaterresourcesare

theresultofpastand

currentgeoscience

processes.[ClarificationStatement:Emphasisisonhowtheseresourcesarelimitedandtypicallynon-renewable,andhowtheirdistributionsaresignificantlychangingasaresultofremovalbyhumans.Examplesofunevendistributionsofresourcesasaresultofpastprocessesincludebutarenotlimitedtopetroleum(locationsoftheburialoforganicmarinesedimentsandsubsequentgeologictraps),metalores(locations

Constructing

Explanations

● Constructascientificexplanationbasedonvalidandreliableevidenceobtainedfromsources(includingthestudents’ownexperiments)andtheassumptionthattheoriesandlawsthatdescribethenaturalworldoperatetodayastheydidinthepastandwillcontinuetodosointhefuture.

ESS3.A:Natural

Resources

● HumansdependonEarth’sland,ocean,atmosphere,andbiosphereformanydifferentresources.Minerals,freshwater,andbiosphereresourcesarelimited,andmanyarenotrenewableorreplaceableoverhumanlifetimes.Theseresourcesaredistributedunevenlyaroundtheplanetasaresultofpastgeologicprocesses.

CauseandEffect

● Causeandeffectrelationshipsmaybeusedtopredictphenomenainnaturalordesignedsystems.




LearningGoals:

ThislearningtaskasksstudentstoexplainhowEarth’sresourcesareunevenlydistributedonEarthbecauseofpastandcurrentgeoscienceprocesses.Morespecifically,studentswill:

• Engagewithfrackingasacasestudyofextrememeasurestakentoextractnaturalresourcesincertainregions.

• Explorehowdifferenttypesofresourcesareformedthroughouttheworldandhowhumanshaveaffectedthem.

• Explainifeverytypeofresourceisavailableequallyandwhy.• Discusspossibleconservationeffortsfornaturalresources.• Applyknowledgeofunevendistributionofresourcestowater.

ContentBackgroundforTeachers Unevendistributionofresourcesisoneoftheforemostpoliticallychargedenvironmentalissuesoftoday.Notonlyareresourcesunevenlydistributed,causingconflictandtension,butmanyoftheresourceshumansareusingarenon-renewable,meaningtheyarenotabletorenewthemselvesinmeaningfulhumantimeframes.Asourhumanpopulationincreases,ourdemandfornaturalresourcesgrows,andthisrelianceonnon-renewableenergysourcescreatesaconundrum. InUnit1,studentslearnedaboutplatemotionsleadingtothegeologicalworldtheyexperience.TheyhavealsopreviouslyengagedwiththisPerformanceExpectationtounderstandwhysomeresourcesarelocatedinspecificlocationsonEarth,focusingontheroleofplatemovements.Inthistask,studentsareremindedthattectonicplatesmoveandthusattheirboundaries,theycanbanginto,diveunder,splitfurtherapart,orslidealongeachother.Thethermalenergygeneratedattheseplateboundariescanbeusedtogenerateelectricityandasasourceofenergyforheatingbuildingsandcommercialpurposes.Volcanicandupliftprocessescanalsobringimportantmineralsonornearthesurfacewheretheycanbeprofitablymined. ThisperformanceexpectationfocusesonEarth’smineral,energy,andgroundwaterresources.StudentshavealreadyexploredmanyoftheseconceptsinUnit1,sosomeofthiswillbeareview.Onenewconceptcomesintheformofmineralresources,suchasgold,copper,andothermetalores,whicharebroughttothesurfaceby

ofpastvolcanicandhydrothermalactivityassociatedwithsubductionzones),andsoil(locationsofactiveweatheringand/ordepositionofrock).]EquityandGroupwork

• Participateinajigsawactivitythatrequireseachgroupmembertoberesponsibleforcontributinginformationononeofthreeresources.

Language

• Watchavideoandsummarizeaswritteninformation.• Read,listen,anddiscussinformationonresources.• Constructanexplanationusingevidence.




volcanicandupliftprocessesasstatedabove.Thus,thesemineralresourcesareconcentratedtoareasofvolcanicandupliftprocesses.ThesemineralresourcesarelimitedandashumanscontinuetoremovethemfromtheEarth,itisbecomingmoreandmoredifficultandenvironmentallydamagingtoextractthem(ex:pollution). Twoofourmostusedenergyresources,fossilfuelsandcoal,comeaboutfromtwodifferentgeoscienceprocesses.Fossilfuels,suchaspetroleumandnaturalgas,aregenerallyassociatedwithsedimentaryrocks.Thesefuelsformedfromsoft-bodiedseaorganismswhoseremainssanktotheoceanfloor,decomposedintherelativeabsenceofair,andwerefurthertransformedbyheatandpressuredeepunderground.TheMiddleEasthasabout2/3oftheworld’sprovenreservesofcrudeoil.Thisresourceisextremelylimitedandmoreextrememeasuresofextractionaswellastheburningoffossilfuelsarecausingincreasedenvironmentalpollution,nottomentiontheconsequencesforclimatechange.

Coal,anotherimportantenergyresource,wascreated300to400millionyearsagoduringtheCarboniferousperiodthathadagenerallywarmandhumidclimate.TropicalswampforestsofEuropeandNorthAmericaprovidedmuchoftheorganicmaterialthatwasburiedandcompressedinsedimentstoformcoal.Locations,suchastoday’sAppalachianMountainregion,thatsupportedtheseCarboniferousswampforestshavemoreoftheunevenlydistributedcoal.Whilecoalisthe

mostabundantfossilfuel,itisstillindangerofdepletionbecauseofthelongtimeperiodneededtomakecoal.Extractionandburningofcoalalsocausesmanynegativeenvironmentalimpacts,suchasairpollution,waterpollution,andhabitatloss. Lastly,groundwater,anaturalresourceessentialforhumanlife,referstothewaterlocatedinstoragebelowthesurfaceoftheEarth.Itsdistributionisdirectlytiedtotheamountofprecipitationinthatareaandthepermeabilityofthesoilandrocksinthatregion.Atpresent,humansareusingmuchmorewaterthancannaturallybereplenishedbynature,resultinginmajordroughtsandinsomeareas,completedesertification. Regardlessoftheexample,studentswillfindthatnoneoftheseresourcesarefoundequallythroughouttheworldbecauseoftheprocessesthatformthem.Thisresultsinunevenaccessthatcancausemajorglobalconflict.Notonlythat,butallofthesenaturalresourcesdescribedarelimitedandashumanscontinuetoremovethemfromtheEarth,itisbecomingmoreandmoredifficultandenvironmentallydamagingtoextractthem.Someenvironmentaleffectsoftheextractionprocessesincludeairpollution,waterpollution,




carbonemission(whichthencontributestoclimatechange),andhabitatloss.ThefrackingvideointheEngagesectionofthistaskisaprimeexampleofthehumandemandonnaturalresourcesandtheenvironmentalconsequencesofextraction.Studentswillconsidertheseideasintheirculminatingproject.Formoreinformationonanyofthesetopics,pleasereferencetheresourcecardsforthistask. AcademicVocabulary

• Fracking• Resource• Energy• Coal• Distribution• Pollution• MetalOre• Extraction• Groundwater• Unevendistribution

TimeNeeded(Basedon45-MinutePeriods)

3.5Days• Engage:0.5period• Explore:1period• Explain:0.5period• Elaborate:0.5period• EvaluateandReflection:1period

Materials

• Unit2,Task2StudentVersionEngage

• ProjectorandSpeakers(forvideo)Explore

• StationCardsinsheetprotectorsforeachstation(1perpair)Explain

• ProjectorandSpeakers(forvideo)Evaluate

• ProjectOrganizerHandoutInstructions

Engage

1. IntroduceTask2:Inthelasttask,youdiscoveredthathumans,likeallorganisms,needdifferentnaturalresourcestosustainpopulations.Thinkaboutwhatyouwerestillwonderingaboutattheendofthelasttask(lookbackifyouneedto).Whatquestionsdoyoustillhave?




o Beforeyoupassouttheirstudentguide,givestudentstimetoreflectindividuallyorwithapartneraboutthequestionstheyrecordedattheendofthelasttask.Shareoutafewoftheseasaclass,usingfacilitatingquestionstoguidestudentstowardquestionsthatrelatetothistask.

2. TransitiontoTask2:Asourpopulationgrows,sodoesourneedformoreandmoreofthesenaturalresources.Inthistask,wewillaskthequestions:Wheredotheseresourcescomefrom?AndwhatlengthswillwegotoinordertoextractthesenaturalresourcesfromtheEarth?


3. Projectthefollowingvideoaboutfrackingtowatchasaclass:https://www.youtube.com/watch?v=7wXZE1uuJ8o.Thisvideoisintendedtoengagestudentswithaninterestingreal-lifephenomenonthatbringstolightsomeofthecoreconceptsofthistask.Bytheendofthisactivity,studentsshouldunderstandthatnaturalgasisanexampleofanaturalresourcethatisnotevenlydistributedthroughouttheworld.Theyshouldalsounderstandthatasweuseupmoreofit,moreextrememeasuresarebeingtakentoextractitfromtheEarth,leadingtonegativeconsequences.

o Studentsmaythencompletethediscussionquestionsinpairs,butwerecommendsharingresponsesaloudinaclass-widediscussion.Theuseofequitysticksisencouragedformoreequitableparticipationinclass-widediscussions(See“HowToUseThisCurriculum”formoredetails).

Explore

1. Thequestionsforstudentsnowbecome:Whyisn’tthereanunlimitedamountofresourcesforustouse?Whyaresomeresources,likenaturalgas,availableinsomeplacesbutnotothers?

o Inordertoanswerthesequestions,studentsmustexplorethegeoscienceprocessesthatcreatedtheseresources.

2. Beforestudentsresearchresources,theywillneedalittlereviewontectonicplates.

o Studentsmayreadthisbackgroundfromtheirstudentguidesilently,inpairs,orasaclass.ThisreviewconnectstotheirpriorknowledgefromUnit1,inwhichtheylearnedthatthecontinentshavemovedovertimeandcreatedifferentgeologicfeatures.

o ThisintroductionemphasizesthecrosscuttingconceptofCauseandEffectasstudentsusepriorknowledgeofthecause-and-effectrelationshipbetweengeoscienceprocessesandgeologicalfeaturestomakepredictionsaboutnaturalresourceformation.

3. Nowthatstudentshaveanunderstandingofhowplatesinteract,theycanmoveontolearningaboutdistributionofresources.Thispartofthetaskisajigsawactivityinwhichthereisahomegroupofthreemembersandthreedifferentexpertgroupsthatstudentsmoveto(youmaywanttosplitupexpertgroupssothetablesizesaresmaller).ThejigsawstrategyisknowntobeespeciallyhelpfulforEnglishLanguageLearners.

o Studentswillleavetheirhomegrouptobecomeanexpertincoal,metalore,orgroundwater.Atthesegroups,youwillprovidestationcardsforstudentstoreadanddiscussbeforerecordingtheirdataintheirstudentguide.Asyoucansee,theguidingquestionsemphasizethecrosscuttingconceptofCauseandEffect,sostudentsgatherinformationtomakecausalconnectionsbetweengeologicprocesses/humanactivitiesandresourcedistributionforusein




theirexplanationofallresourceslaterinthistask.Werecommendthatstudentsprepareastatementintheirexpertgroups,sotheyarereadytopresentbacktotheirhomegroups.

o Studentsthenreturntotheirhomegroupstopresentabouttheresourcetheybecameanexpertin.Werecommendthatstudentsturnovertheirstudentguidesastheypresenttotheirhomegroup,sothatothergroupmembersdon’tjustcopywhattheyhave.Othermembersofthegroupthushaveachancetolistenandtakenotes,aswellasaskquestionsoftheexpertasneeded.Bytheendofthissection,studentsshouldhavenotesonalloftheresources.

o Jigsawactivitiesnaturallylendthemselvestoequitableparticipation,aseverymemberofthehomegroupisanexpertwithnecessaryinformationtoprovide.Thus,grouprolesarenotnecessaryforthispartofthetask.

SampleResourceDataCollectionChart

Resource Whatcausedittoform? Wherecanyoufindit? Howhavehumansaffected

it?

Coal(Energy)

Coalwascreated300to400millionyearsagoduringtheCarboniferousperiodthathadagenerallywarmandhumidclimate.PlantsinthetropicalswampforestsofEuropeandNorthAmericadiedandbecameburiedandcompressedinsedimentstoformcoal.

Locations,suchastoday’sAppalachianMountainregion,thatsupportedtheseCarboniferousswampforestshavemoreoftheunevenlydistributedcoal.Areaswithoutcoaleitherdidnothavethesetropicalswampforests300-400millionyearsagoortherockshavebeenerodedaway.

Coalisindangerofdepletionbecausehumansareextractingittoofastandittakesalongtimeperiodtomakecoal.Extractingcoalandburningcoalleadstomanynegativeenvironmentalimpacts,suchashabitatlossfrommountaintopremoval,airpollution,andwaterpollution.

MetalOres(Mineral)

Volcanicandupliftprocessescanbringimportantmineralsonornearthesurfacewheretheycanbemined.Erosionalsohelpstobringthesemineralsclosertothesurface.

Youwillonlyfindcertainresourcesincertainareasaroundtheworld.Forexample,copperminesarelocatednearplateboundaries,suchasonthewesterncoastofSouthAmerica.Youmayalsoremembertheprospectorsaying,“There’sgoldinthemtharhills,”whichdirectlyconnectsgolddistributionwiththeplatetectonicsthatcreatedthosehills.

Humansarecontinuingtodepletethesemineralresourcesatanincreasedrate.Atpresent,wearenotrunningoutofanymineral,butitisbecomingmoreandmoredifficult,expensive,andenvironmentallydamagingtoextractbecausetheoresarebecomingdepleted.

Groundwater

Afterrainorsnow,theexcesswaterenterstheporesorcracksofthesoil

Sedimentaryrockssuchassandstonetendtoholdmorewater.Theuneven

Rightnow,humansareusingwaymorewaterthancanbeequallyreplenishedby




androcksandisstoredthere.

distributionofgroundwaterstronglycorrelateswiththeregionallatitudeandgeographicconditions(ex:climate)thatdeterminetheamountofprecipitation.

nature.WhenmajordroughtshitregionslikeCalifornia,thiscanleadtomajorwatershortages.Insomecases,completedesertificationcanoccur,whichmeansthatoncefertilelandistransformedintoadesert.

Explain

1. NowthatstudentsunderstandwhereallthesedifferentresourcescomefromandwhytheyarenotavailableeverywhereonEarth,theycanusewhattheyknowtothinkaboutwhatthismeansfortheworld.First,havestudentswatchthefollowingvideothatsummarizesmanyofthethingstheyhavelearnedaboutnaturalresources:https://www.youtube.com/watch?v=LxHdUd_Q12Y(Stopat2:45).Theymayusethisinformationintheexplanationtheyconstruct.

2. Thepromptfortheexplanationasksstudentstoconsiderhowresourcesaredistributed,ifeveryonehasaccess,andhowthisaffectsdifferentindividuals.

o Thiswillsetthestageforthemtobeginthinkingabouttheirculminatingproject,inwhichtheyconsiderwhatthismeansforpeoplewhodon’thavedirectaccesstoresourceslikewater.

o ThisexercisefocusesonthecrosscuttingconceptofCauseandEffect,asstudentsusetherelationshipbetweenplatetectonicsandvariousresourcestopredicthowthisaffectspeoples’accesstoallkindsofresourcesaroundtheglobe.

o TheyshouldalsouseevidencefromtheEngage,Explore,andvideotojustifytheirresponse,thusexplicitlypracticingtheskillofConstructingExplanations.

OptionalSentenceStemstoProvideClaim Everynaturalresourceis/isnot(pickone)availabletoeveryonearoundtheworldbecause…Evidence • Oneexampleofhowresourcesareunevenlydistributedis…

• _____ismostlylocated…• Anotherexampleofthisis…• …whichcanonlybefoundin…• Lastly,thesourcesof______servesasanotherpieceofevidenceforhowonlysome

resourcesareavailableincertainregions.Reasoning • ______’sdistributioncanbeexplainedby…

• ______canexplaintheunevendistributionof______.• Lastly,unevendistributionof______resultsbecause…• Eachoftheseresourcesissusceptibleto…• Inconclusion…• Thus…• Thismeansthat…• Thisiswhy…




SampleStudentResponseClaim Everynaturalresourceisnotavailabletoeveryonearoundtheworldbecausethegeoscience

processesthathavecreatedtheseresourceshappenindifferentpartsoftheworldandhumansextractthematdifferentrates.

Evidence Oneexampleofhowresourcesareunevenlydistributediscoal.CoalismostlylocatedinNorthAmericaandEurope,wheretropicalswampforestswerelocated300-400millionyearsago.Anotherexampleofthisismetalores,whichcanonlybefoundinareasnearplateboundaries,likemountainsalongthecoastofSouthAmerica.Lastly,thesourcesofgroundwaterservesasanotherpieceofevidenceforhowonlysomeresourcesareavailableincertainregions.Groundwaterisstronglycorrelatedwithregionallatitudeandgeographicconditions,somoreisfoundinsomeregionsthanothers.

Reasoning Coal’sdistributioncanbeexplainedbythefactthatitisextractedfromareaswheretherewereoncewarmandhumidswamps.Theseswampshadplantsthatdiedandwerethenburiedandcompressedtoformcoal.Thevolcanicandupliftprocessesthathappenalongplateboundaries,bringingmineralstothesurface,canexplaintheunevendistributionofmetalores.Lastly,unevendistributionofgroundwaterresultsbecauseofdifferentclimatesthatdeterminetheamountofprecipitationintheregion.Eachoftheseresourcesisthensusceptibletohowmuchhumansremoveineachregion.Thus,differentgeoscienceprocessesaswellashumanremovalcauseresourcestobeunevenlydistributedthroughouttheworld.Thismeansthatdifferentindividualswillhaveaccess,whichoftendecideswhoiswealthyandwhoislessadvantaged.Thisiswhynaturalresourcedistributionoftencausesconflict.

3. Thisparagraphcanbeagoodoptionforformativeassessment.Collectstudentworktoidentifytrendsin

students’abilitytouseevidencetosupportanexplanation.See“HowtoUseThisCurriculum”forstrategiesonutilizingformativeassessmentdatatoprovidefeedbacktostudentsandinformclassroominstruction.

Elaborate

1. ThissectionfocusesonthehumanimpactaspectofthisPEandhelpsstudentstobetterconnecttotheirculminatingproject.Studentsareaskedtothinkaboutalltheresourcestheyhaveexploredandbrainstormwaysthattheycanhelpconservetheseresources.

o Studentresponseswilllikelyincludesuggestions,suchas:takepublictransportationorwalkinsteadofdrivingacar,takeshortershowers,eatlessmeat(reduceswater),barbequeless,etc.


o Insmallgroups,havestudentsbrainstormnewconceptsandnewconnectionsthattheyhavelearnedinthistask,aswellasanynewquestionsthathavecomeupforthem.Thenhavegroupssharethesealoudinaclass-widediscussionandaddtotheclassconceptmap.Theuseofequitysticksisencouragedformoreequitableparticipationinclass-widediscussions(See“HowToUseThisCurriculum”formoredetails).

o Somefacilitatingquestionstoaskstudentsare:Whatnewideas/conceptsdoyouwanttoaddtothemap?Whatconnectionsdoyouwanttoaddorchange?Whatisyourreasonforthataddition/revision?Whatconnectionscanwemakebetweenthe




questions/ideasalreadyonthemap?Whatnewquestionsdoyouhaveaboutthephenomenon?


conceptboxesaboutthefollowing:howgeologicprocessesandhumanactivityleadtotheunevendistributionofnaturalresources.

o Havestudentsanalyzetheadditionstotheclassconceptmapforasmanyexamplesofthistask’scrosscuttingconceptastheycanfind.Onceastudenthasidentifiedthecrosscuttingconcept,youcantracethecircleinthecorrespondingcolor(decidedonintheLift-Offtask).Werecommendaskingstudentstosharekeywordsthathelpedthemidentifythecrosscuttingconceptforthatconceptorquestion.Someidentifyingwordsstudentsmightlookforare:





2. Studentshavebeentaskedwithcreatingaproposaltomakewatermoreavailabletopeoplearoundtheworld,whilealsoconsideringstrainontheenvironment.Thestudentpromptisasfollows:Everynaturalresourcecomesfromsomegeologicprocess,whichonlyhappensincertainareasoftheworld.

o Explainwhywaterisnotavailableequallythroughouttheworld,focusingontheprocessthatmakesit

o Howaresomehumansusingmorethantheirshare?o Whatistheeffectonenvironmentalsystems?

Reflection


o Atthebeginningofthistask,youwatchedavideoonfrackingandthoughtabouttheavailabilityofnaturalgasthroughouttheworld.Lookbackatyourresponse:doesthisexampleseemtomatchwhatyouhavelearnedaboutdistributionofotherresources?Whyorwhynot?

o Inthistask,wefocusedonthecrosscuttingconceptofCauseandEffect:causeandeffectrelationshipsmaybeusedtopredictphenomena.WheredidyouseeexamplesofCauseandEffectinthistask?

o Nowthatyouhavelearnedmoreabouthownaturalresourcesaredistributed,whatquestionsdoyoustillhave?





Assessment1. Youmaycollectstudents’ProjectOrganizerandassessusing:

o Criteriaofyourchoice.Werecommendusingthe3-DimensionalAssessmentmatrixatthebeginningofthisdocumenttoinformyourcriteria.

o Thiscanbeaformativetooltoperiodicallylookfortrendsinstudentunderstandingafterthecompletionofatask.Youcanthenusethisformativedatatoinformanyre-teachingasnecessary.



Unit2,Task2

AppalachianMountains

Station1–Coal(EnergyResource)

Coalisthemostabundantfossilfuelwehavetoday.Itcanbeburnedforenergyorheat.

Coalwascreated300to400millionyearsagoduringtheCarboniferousperiod,whichhadagenerallywarmandhumidclimate.Plantsinthesetropicalswampforestsdiedandbecameburiedandcompressedintheearthtoformcoal.

TheseswampforestswerelocatedunevenlyacrosstheEarth—mostwereinwhatisnowNorthAmerica,Europe,andRussia.Asaresult,thosesameareashavemorecoal.Forexample,areassuchastoday’sAppalachianMountainssupportedtheseCarboniferousswampforestsandthushavemoreofthedistributionsofcoal.Areaswithoutcoaleitherdidnothavethesetropicalswampforests300-400millionyearsagoortherockshavebeenerodedaway.

Whilecoalisoneofthemoreabundantfossilfuels,wearestillindangerofrunningoutbecauseittakesaverylongtimeforcoaltoform.Moreimportantly,extractingcoal(takingitoutfromtheEarth)andburningcoalleadstomanynegativeenvironmentalimpacts,suchashabitatlossfrommountaintopremoval,airpollution,andwaterpollution.Sources:

• http://www.open.edu/openlearn/ocw/pluginfile.php/66232/mod_oucontent/oucontent/460/ab23d665/6f74db2a/s278_3_f034hi.jpg

• https://c03.apogee.net/contentplayer/?coursetype=kids&utilityid=pseg&id=16200• https://www.scientificamerican.com/article/what-to-do-about-coal-2006/• DraftCAScienceFramework–Chapter5B:PreferredIntegratedGrades6-8,NGSS

Unit2,Task2

Station2–MetalsMetals,suchascopper,gold,andironareessentialtoindustryandtrade.Copperisoftenusedforelectricalwireandconstructionmaterials.Goldisusedforjewelryandcoins.Ironisusedtomakethestrongestbuildingmaterialpossible.Thesemetalscanbefoundinrocksthatarecalled“metalores”.TheEarthcontainsonlyalimitedamountofmetaloreandittakesmillionsofyearstomake.Volcaniceruptionsandplatemovementcanbringimportantmetalsonornearthesurfacewheretheycanbemined.Erosionalsohelpstobringthesemetalsclosertothesurface.

Forthisreason,youwillonlyfindcertainresourcesincertainareasaroundtheworld.Forexample,copperminesarelocatednearplateboundaries.Youmayremembertheprospectorsaying,“There’sgoldinthemtharhills.”Thisdirectlyconnectsgolddistributionwiththeplatetectonicsthatcreatedthosehills.

SincethereisonlyalimitedamountofmetaloreintheEarth,weshouldbecareful,buthumansarecontinuingtousetheseresourcesatanincreasedrate.Rightnow,wearenotrunningoutofanymetal,butitisbecomingmoreandmoredifficult,expensive,andenvironmentallydamagingtoextractthembecausetheamountoforeisrunninglow.Sources:

• DraftCAScienceFramework–Chapter5B:PreferredIntegratedGrades6-8,NGSS• http://www.nationalgeographic.org/encyclopedia/ore/• http://www.yourarticlelibrary.com/essay/production-and-distribution-of-copper-around-the-world-with-

maps/25468/• https://www.theguardian.com/environment/earth-insight/2014/jun/04/mineral-resource-fossil-fuel-

depletion-terraform-earth-collapse-civilisation

Unit2,Task2

Station3–Water(Groundwater)GroundwateristhewaterlocatedinstoragebelowthesurfaceoftheEarth.Becausealllivingthingsneedwatertosurvive,groundwaterisoneofthemostimportantnaturalresourceswehave.Groundwaterissimplythewaterthatfullysoaksintoporesorcracksinsoilsandrocks.Afterrainorsnow,theextrawaterenterstheporesorcracksofthesoilandrocksandisstoredthere.

Thedistributionofgroundwaterismostdirectlyrelatedtotheamountofrain/snowinthatareaandtotheamountofwaterthesoilandrockscanhold.Sedimentaryrockssuchassandstonetendtoholdmorewater.Theunevendistributionofgroundwaterstronglyrelatestowhereitisonearthandthegeographicconditions(ex:climate)thatdeterminetheamountofrainandsnow.

Groundwaterneedstoberefilledbyrainandsnowmeltsinceitcanbeusedupbyplants,evaporationandhumanuses.However,rightnow,humansareusingwaymorewaterthancanbeequallyrefilledbynature.WhenmajordroughtshitregionslikeCalifornia,thiscanleadtomajorwatershortages.Insomecases,complete“desertification”canoccur,whichmeansthatonceuseablelandistransformedintoadesert.

Sources

• https://pubs.usgs.gov/gip/gw/how_a.html• DraftCAScienceFramework–Chapter5B:PreferredIntegratedGrades6-8,NGSS• https://ensia.com/features/groundwater-wake-up/


Task3:WhatisWater?


UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?IntroductionSofarinthisunit,studentshaveapproachedmatterfromabroaderperspective,lookingatdifferentexamplesofnaturalresources,wheretheycomefrom,andhowhumansareusingthem.Thistaskasksstudentstonowlookatmatterfromamicroperspective,usingthefamiliarexampleofanaturalresourcethattheywillfocusonintheirculminatingproject—water.InaccordancewiththeideaofScale,Proportion,andQuantity,studentsstartbig,lookingatdifferentexamplesofwatertheyseeindifferentenvironments,suchasrain,snow,rivers,watervapor,etc.Thenstudentsmakephysicalmodelsofwatermoleculesbeforeinvestigatinghowwaterbehavesindifferentstates.Bytheendofthistask,studentsshouldbeabletomakehypothesesaboutthebehaviorofwatermoleculesindifferentstatesandwhatcauseswatertochangeintoadifferentstate.Theywillexploretheseideasinmoredepthinthenexttask.AlignmentTable

PerformanceExpectations ScienceandEngineeringPractices


MS-PS1-1.Developmodelstodescribetheatomiccompositionofsimplemoleculesandextendedstructures.[ClarificationStatement:Emphasisisondevelopingmodelsofmoleculesthatvaryincomplexity.Examplesofsimplemoleculescouldincludeammoniaandmethanol.Examplesofextendedstructurescouldincludesodiumchlorideordiamonds.Examplesofmolecular-levelmodelscouldincludedrawings,3Dballandstickstructures,orcomputerrepresentationsshowingdifferentmoleculeswithdifferenttypesofatoms.][AssessmentBoundary:Assessmentdoesnotincludevalenceelectronsandbondingenergy,discussingtheionicnatureofsubunitsofcomplexstructures,ora


predictand/ordescribephenomena.

PS1.A:StructureandPropertiesofMatter● Substancesaremade

fromdifferenttypesofatoms,whichcombinewithoneanotherinvariousways.Atomsformmoleculesthatrangeinsizefromtwotothousandsofatoms.

● Solidsmaybeformedfrommolecules.

Scale,Proportion,andQuantity● Time,space,and

energyphenomenacanbeobservedatvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall.


Task3:WhatisWater?


completedescriptionofallindividualatomsinacomplexmoleculeorextendedstructureisnotrequired.]MS-PS1-4.Developamodelthatpredictsanddescribeschangesinparticlemotion,temperature,andstateofapuresubstancewhenthermalenergyisaddedorremoved.[ClarificationStatement:Emphasisisonqualitativemolecular-levelmodelsofsolids,liquids,andgasestoshowthataddingorremovingthermalenergyincreasesordecreaseskineticenergyoftheparticlesuntilachangeofstateoccurs.Examplesofmodelscouldincludedrawingsanddiagrams.Examplesofparticlescouldincludemoleculesorinertatoms.Examplesofpuresubstancescouldincludewater,carbondioxide,andhelium.]


predictand/ordescribephenomena.


madeofmoleculesorinertatomsthataremovingaboutrelativetoeachother.

• Inaliquid,themoleculesareconstantlyincontactwithothers;inagas,theyarewidelyspacedexceptwhentheyhappentocollide.Inasolid,atomsarecloselyspacedandmayvibrateinpositionbutdonotchangerelativelocations.

• Thechangesofstatethatoccurwithvariationsintemperatureorpressurecanbedescribedandpredictedusingthesemodelsofmatter.



SupplementaryScienceandEngineeringPractices• PlanningandCarryingOutInvestigations

o Conductaninvestigationtoproducedatatoserveasthebasisforevidencethatmeetthegoalsoftheinvestigation.

EquityandGroupwork• Participateingrouprolestoconductexperimentsandanalyzedata.• Worktogethertodiscussobservationsanddrawconclusions.

Language• Orallypresentobservationsofanimage.• Recordlabobservations.• Readandannotateanarticle.


Task3:WhatisWater?


LearningGoalsThislearningtaskasksstudentstomodeltheatomiccompositionofsimplemoleculesandthechangesinstatethatoccurwhenthermalenergyisaddedorremoved.Morespecifically,thepurposeisto:

• Identifydifferentexamplesofwaterinanenvironment.• Constructamodeldisplayingtheatomiccompositionofawatermolecule.• Investigateandmodelhowwatermoleculesbehaveindifferentconditions.• Readandannotateanarticleaboutatoms,molecules,andstatesofmatter.• Explainlabconclusionsrelatedtostatesofwater.• Applyknowledgeofstatesofmattertoareal-lifeproblem.• Useunderstandingofmolecularstructuretoinformresearchonpropertiesofwater.

ContentBackgroundforTeachers

Matteriseverythingthatexistsaroundus—anythingthathasmassandtakesupspace.Inthistask,studentsbeginbythinkingofmatterinthisbasic,experientialway—byusingtheireyestothinkaboutwhattheysee.Ineveryenvironment,studentscanobservethatmatterispresentinmanydifferentexamples—differentplants,suchastreesandflowers;differentanimals,suchasantelopeandwildebeest;non-livingobjects,likesoil,rocks,andwater.Studentsmayalsousetheirpriorknowledgetothinkaboutmatterthatexists,butthattheycan’tsee—thematterintheair,suchasoxygen,nitrogen,andcarbondioxide.

http://www.chem4kids.com/files/matter_intro.html

Throughoutthistask,studentsengagemoredeeplywiththesciencebehindmatterbyfocusingonwaterasanexample.Theylearnthatatomsarethebuildingblocksforalltypesofmatter.Theyarelikethelettersthatmakeupeverylanguage.Eachtypeofatomisknownasanelementandeachelementhasitsowndifferentcharacteristicsandproperties.

Whenonetypeofatomcombineswithanothertypeofatom,itcreatesamolecule.Thismoleculehas

differentpropertiesthaneitheroftheoriginalatoms.Theexamplestudentsexploreinthistaskisaverysimple


Task3:WhatisWater?


molecule—water.Waterisformedwhenhydrogenandoxygencombineandformcovalentbonds.Eachwatermoleculeconsistsoftwohydrogensandoneoxygen,hencethenameH20.Afterstudentsmakemodelsofawatermolecule,itwilloftenneedtobemadeexplicittostudentsthatthewaterthattheyareabletoseeconsistsofmillionsofthesemoleculesputtogether.Thisalsoemphasizesoneofthecrosscuttingconceptsforthistask—Scale,Proportion,andQuantity.

Whenstudentsinvestigatewaterindifferentstates,theyareactuallylookingatthebehaviorofmany

watermoleculestogether.Intheselabstations,studentswillseethatwatercancomeinseveraldifferentstates—solid,liquid,andgas.Inallthesestates,thewatermoleculesthemselvesdonotchange,butratherthemotionofthemoleculeschanges.Watermoleculesmovefasterwhenathighertemperatures.Waterbehavesalittledifferentlywhenfrozenbecauseitexpandswheninsolidform.Thisisbecauseoftheshapeofthewatermolecule;thewayinwhichthemoleculeslinktogetherinsolidformcreateslargespacesbetweenthemolecules,thuscausingwatertoexpandwhenfrozen.Studentswillexploretheseconceptsmoreinthenexttask.AcademicVocabulary

• Water• Matter• Atoms• Molecules• Hydrogen• Oxygen• States• Properties

TimeNeeded(Basedon45-MinutePeriods)4Days

• Engage:0.5period• Explore:1.5periods• Explain:0.5period• Elaborate:0.5period• EvaluateandReflection:1period

Materials

• Unit2,Task3StudentVersionEngage

• EnvironmentImages(cutapartandgiveonetoeachgroup)• Optional:Projectortoshowimages

Explore(*Recommended:Createmultipleofeachstationsotherearelessstudentsperstation)• JellyBeans(1color)–2perstudent• Gumdrops(1color)–1perstudent• Toothpicks–1perstudent,cutinhalf• StationCardsinsheetprotectors(cutapartandprovideafewperstation)• Station1


Task3:WhatisWater?


o Hotwaterinaglassbeakero Coldwaterinaglassbeakero Yellowfoodcoloringo Bluefoodcoloring

• Station2o Hotwaterinaglassbeakero Coldwaterinaglassbeakero Glassflasko Soapsolutioninasmallplasticbeaker

• Station3o 2icetrays(identical)

§ Oneempty§ Onewithexactly2tablespoonsofwaterfrozenineachwell

o Tablespoono CupofWater

Evaluate• ProjectOrganizerHandout

InstructionsEngage

1. IntroduceTask3:Inthelasttask,youlearnedabouttheprocessesthatdistributenaturalresourcesaroundtheworld.Thinkaboutwhatyouwerestillwonderingaboutattheendofthelasttask(lookbackifyouneedto).Whatquestionsdoyoustillhave?

o Beforeyoupassouttheirstudentguide,givestudentstimetoreflectindividuallyorwithapartneraboutthequestionstheyrecordedattheendofthelasttask.Shareafewoftheseoutasaclass,usingfacilitatingquestionstoguidestudentstowardquestionsthatrelatetothistask.

2. TransitiontoTask3:Oneofthoseresourceswaswater—averyimportantresourceforhumansandallotherorganisms.Inthisactivity,youwilllookatpicturesofenvironmentsanddiscusswhereyouseeexamplesofwater.


3. Distributeoneenvironmentpicturetoeachgroupofstudents.Ingroups,studentswilldiscussandrecordexamplesofmattertheyseeaswellasexamplesofwatertheysee.

o Formatter,studentswillmostlikelycomeupwithexampleslike:water,rocks,air,plants,animals,humans,etc.Forwater,studentswillmostlikelycomeupwithexampleslike:rain,snow,rivers,lakes,ocean,clouds,fog,watervapor,groundwater,etc.

o Thepurposeofthisactivityistohelpstudentstounderstandwateratalarger,moreexperientialscalebeforetheydiveintolookingatthemicroscopicscale.ThisbeginsstudentsexplorationofthecrosscuttingconceptofScale,Proportion,andQuantity,whichtheywillusemodelstoexplorethroughoutthistask.


Task3:WhatisWater?


4. Onceallstudentshavediscussedtheirobservations,projecttheimagestodebriefasaclass.Calloneachgrouptosharetheirobservationsbeforeopeningupthediscussiontootherstudentswhonoticeexamplesthegroupmayhavemissed.

o Encouragestudentstothinkaboutmatterthatmaybeintheenvironment,buttheycan’tnecessarilyseewiththenakedeye(Ex:carbondioxide,oxygen,waterwithinplants,watervapor,etc).

o Youmaywanttokeeplistsofexamplesofmatterandexamplesofwaterontheboard,soyoucanaddtallymarksforexamplesthatarecommonacrossenvironments.

Explore

1. Nowthatstudentshaveconsideredexamplesofwaterinrealenvironments,theycanbegintoinvestigatewateronamoremicroscopicscale.

o Bymakingamodelofawatermolecule(microscale)andthenusinginvestigationstomodelhowwatermoleculesbehavewhentogether(macroscale),theyareengagingwiththecrosscuttingconceptofScale,Proportion,andQuantity.Modelsarenecessarytostudythesesystemsbecausewatermoleculesaretoosmalltobeseen.

o StudentsarealsousingthescienceandengineeringpracticeofDevelopingandUsingModels,astheyconstructbothphysicalandvisualmodelstomakesenseofwateratthemolecularlevelindifferentconditions.

2. Beforestudentsarereadytoinvestigatehowwaterbehavesunderdifferentconditions,theymustfirst

understandtheatomiccompositionofwater—somethingtheymayalreadybefamiliarwithfromearliergradelevels.Giveeachstudent2jellybeansofthesamecolor,onegumdrop,andatoothpicksplitinhalf.

o Displayanexampleofawatermoleculetoguidetheirmodelingandexplainwhateachpiecerepresents.Optional:drawakeyontheboard.

o Studentsmakeaphysicalmodelofawatermolecule,liketheonetotheright.

o Optionalcheckforunderstanding:havestudentspracticeidentifyingthepartswiththeirshoulderpartner.

3. Studentsarenowreadytobegininvestigatinghowwatermoleculesbehaveindifferentforms.Atthispoint,makeitexplicittostudentsthattheirmodelonlyrepresentsonewatermolecule.Whentheyseewaterinreal-life,theyareseeingmillionsofwatermoleculestogether.

4. Assignrolestoeachgroup.Youmayusewhateverrolesyouprefer.WerecommendtheuseoftheFacilitator,MaterialsManager,Harmonizer,andRecorder.

o AsktheFacilitatortoreadthedirectionsandtomakesureeveryoneunderstandsthetask.o AsktheMaterialsManagertohandleallthematerialsrelatedtothetask.o AsktheHarmonizertomakesurethateveryonecontributestheirideasandthateveryone’svoice

isheard.o AsktheRecordertomakesurethegroupisrecordingtheirobservationsanddrawingmodelsin

theirstudentguides.


Task3:WhatisWater?


5. Rotatestudentsthroughthethreelabstations.o Itisrecommendedthatyouprovideatleasttwoofeachstationsotherearenottoomany

studentsateachstation.o Theyshouldfollowtheproceduresprovidedonthestationcards.Encouragestudentstodiscuss

thediscussionquestionswiththeirgroupmembers,asthesequestionsaremeanttohelpfacilitatestudentthinking.

6. Ateachstation,studentsshoulddiagramtheexperimentitself,recordtheirobservations,anddrawamodelpredictinghowtheythinkwatermoleculesarebehaving.

o ThiscontinuestheirengagementwiththepracticeofDevelopingandUsingModelsandthecrosscuttingconceptofScale,Proportion,andQuantityasdescribedabove.

o StudentsarealsonowbeginningtoapplythelensofCauseandEffectastheyuserelationshipstheyidentifywithintheexperimentstopredicthowthemoleculesmightbebehaving.Thehopeisthatstudentsbegintonoticethatdifferenttemperaturescausewatertobehavedifferentlyandsothemoleculesthemselvesmightbemovingdifferently.

ExpectedLabObservationsStation1:LiquidWater—HotandCold

Studentsshouldobservethatthefoodcoloringmixesmuchmorequicklyinthewarmwaterbeakerthaninthecoldwaterbeaker.

Station2:GaseousWater(WaterVapor)

Studentsshouldobservethatwhentheflaskisplacedinwarmwater,thesoapbubbleinflates.Whenitisplacedincoldwater,thesoapbubbledeflates.

Station3:SolidWater(Ice)

Studentsshouldobservethatthealreadyfrozenwatertakesupmorespacethantheliquidwater.

Explain

1. Nowthatstudentshaveexperimentedwithwater,itistimeforthemtolearnmoreaboutthesciencewithinthematter.

2. Studentsindependentlyreadanarticleintheirstudentguidesthattellthemmoreaboutthescienceofwhattheyhaveexperienced.Thisarticledelvesintoconceptssuchasmatter,atoms,molecules,andstatesofmatterandappliestheseconceptstothecaseofwater.

o Providestudentswiththeannotationprotocolyoutypicallyuseinyourclassroomtohepthemmakesenseoftheideasinthereading.Foranannotationprotocoloption,see“HowtoUseThisCurriculum.”

3. Usingwhattheyhavelearningthroughtheinvestigationsandthearticle,groupsofstudentsdraw

conclusionsabouttheirlabandusecauseandeffectrelationshipstheyhaveidentifiedthroughoutthistasktomakehypotheses.Itisimportanttorememberthatatthispoint,theyarejusthypotheses.Studentswillbeabletoconfirmtheseideaswithmoreinformationinthenexttask.

o Thefirstquestionasksthemtoreferbacktotheirmodeltoremindthemofwateratamicroscopicscale.Thisre-emphasizesthecrosscuttingconceptofScale,Proportion,andQuantity.


Task3:WhatisWater?


o Thesecondquestionasksstudentstodrawmodelsofhowtheythinkwatermoleculesarebehavinginthedifferentexperimentsbasedontheirobservations.

§ Giveeachgroupablankpieceofpaper.Havestudentsputtheirwatermoleculemodelsonthepieceofpaperandkinestheticallymodelhowtheythinkwaterisbehavingateachofthestations.Thisallowsstudentstoworktogetherandthinkaloudastheytrytofigureoutwatermoleculemotionatdifferenttemperatures.

§ Asstudentsbegintodrawtheirmodels,youmaywanttorecommendaparticularshape/symboltorepresentawatermolecule(Ex:acircle).Thisgivesstudentsastartingpointwhendrawingtheirmodels.

§ Theirfirstdrawingmayshowthatthewatermoleculesinthewarmwaterarefartherapartandmovingfaster(Thisiswhatcausedthefoodcoloringtomixmorequickly).Theirseconddrawingmayshowthatthewatermoleculesinthecoldwaterareclosertogetherandmovingmoreslowly(Thisiswhatcausedthefoodcoloringtomixmoreslowly).Thelastdrawingismorecomplicatedforstudentssodrawingswillvarywidely,butthecorrectdrawingwouldshowwatermoleculesstationaryinanorderlyformationwithspacesbetweenthemthatcausestheexpansion.

o Thethirdquestionasksstudentstousetheinvestigationstoidentifywhattheythinkcauseswatertochangestates.Studentsshouldbeabletodeducethatheatingorcoolingwatercauseschangesinstatefromtheirownexperienceandtheinvestigations.Theyarealsoaskedwhethertheythinkthewatermoleculesthemselveschange.Basedontheinvestigationsandtheirmodel,moststudentswillrespondthatthewatermoleculesarethesame,butthespeedofthemoleculesischanging.

Elaborate

1. Inthissection,studentsaregivenareal-lifescenarioofastudentwhotriestofreezewaterinherwaterbottle,butfindsthatitexploded.Studentsusewhattheylearnedthroughoutthetasktoexplainwhathappened.

o Thisscenarionotonlyallowsstudentstoapplylearnedknowledge,butalsoshowsstudentsthereal-lifevalueofunderstandingthisscience.

o Werecommendstudentsdothistaskindividuallyasitcanbeagoodoptionforformativeassessment.Collectstudentworktoidentifytrendsinstudents’abilitytoapplytheirlearningaboutstatesofmattertoanewsituation.See“HowtoUseThisCurriculum”forstrategiesonutilizingformativeassessmentdatatoprovidefeedbacktostudentsandinformclassroominstruction.

2. Returntothewhole-classconceptmapfromtheLift-OffTask.o Insmallgroups,havestudentsbrainstormnewconceptsandnewconnectionsthattheyhave

learnedinthistask,aswellasanynewquestionsthathavecomeupforthem.Thenhavegroupssharethesealoudinaclass-widediscussionandaddtotheclassconceptmap.Theuseofequitysticksisencouragedformoreequitableparticipationinclass-widediscussions(See“HowToUseThisCurriculum”formoredetails).

o Somefacilitatingquestionstoaskstudentsare:Whatnewideas/conceptsdoyouwanttoaddtothemap?Whatconnectionsdoyouwanttoaddorchange?Whatisyourreason


Task3:WhatisWater?


forthataddition/revision?Whatconnectionscanwemakebetweenthequestions/ideasalreadyonthemap?Whatnewquestionsdoyouhaveaboutthephenomenon?


conceptboxesaboutthefollowing:differentexamplesofmatterinenvironments,themolecularstructureofwater,andhowwaterbehavesindifferentstates.

o Havestudentsanalyzetheadditionstotheclassconceptmapforasmanyexamplesofthistask’scrosscuttingconceptsastheycanfind.Onceastudenthasidentifiedthecrosscuttingconcept,youcantracethecircleinthecorrespondingcolor(decidedonintheLift-Offtask).Werecommendaskingstudentstosharekeywordsthathelpedthemidentifythecrosscuttingconceptforthatconceptorquestion.Someidentifyingwordsstudentsmightlookforare:


o Scale,Proportion,andQuantity:Thesecouldbephrasessuchas,“isproportionalto,”“comparedto,”“hasaratioof,”“isbigger/smallerthan,”“islonger/shorterthan,”etc.




2. Studentshavebeentaskedwithcreatingaproposaltomakewatermoreavailabletopeoplearoundtheworld,whilealsoconsideringstrainontheenvironment.Theirpromptisasfollows:You’veexploredmolecularstructurewithasimplemolecule—water.

o Drawamodelofthemolecularstructureofwater.§ Labelandexplainitsparts.

o Researchandexplainhowthemolecularstructureofwatergivesitpropertiesthatmakeitusefultohumans.

Reflection


o Atthebeginningofthistask,youidentifieddifferentexamplesofwaterinanenvironment.Lookbackatyourinitialresponse:afterlearningeverythingyouhaveaboutpropertiesofwater,howwouldyoucategorizeeachoftheexamplesyouidentified:assolid,liquid,orgas?

o Inthistask,wefocusedonthecrosscuttingconceptsofCauseandEffect:causeandeffectrelationshipsmaybeusedtopredictphenomena,andScale,Proportion,andQuantity:scaledmodelscanbeusedtostudysystemsthataretoolargeortoosmall.WheredidyouseeexamplesofCauseandEffectandScale,Proportion,andQuantityinthistask?


Task3:WhatisWater?


o Nowthatyouhavelearnedmoreaboutthemolecularstructureofwaterandhowitbehavesincertainconditions,whatquestionsdoyoustillhave?


Assessment

1. Youmaycollectstudents’ProjectOrganizerandassessusing:o Criteriaofyourchoice.Werecommendusingthe3-DimensionalAssessmentmatrixatthe

beginningofthisdocumenttoinformyourcriteria.o Thiscanbeaformativetooltoperiodicallylookfortrendsinstudentunderstandingafterthe

completionofatask.Youcanthenusethisformativedatatoinformanyre-teachingasnecessary.



Unit2,Task3

EnvironmentImagesEngage

Unit2,Task3

Unit2,Task3

Unit2,Task3

Source:FlickrCreativeCommons

Unit2,Task3

StationCardsExplore

Station1:LiquidWater—HotandCold

Procedure:1. Carefullyplaceonedropofyellowfoodcoloringandonedropofbluefoodcoloringatthesame

timeintoeachbeaker(onewithhotwaterandonewithcoldwater).2. Observeforafewminutesascolorsmixontheirown.Recordyourobservations.

DiscussionQuestions:

• Whydoyouthinkonemixedmorequicklythantheother?• Whatdoesthistellyouaboutthespeedofthewatermoleculesinhotvs.coldwater?

Station2:GaseousWater(WaterVapor)

Procedure:1. Carefullyturnoveryourglassflaskanddiptheopeningofitintothesoaptogetafilmofsoap

coveringtherim.2. Whileholdingtheflask,slowlypushthebottomoftheflaskdownintothehotwater.Write

downyourobservations.3. Ifthereisstillasoapbubble,slowlypushthebottomofyourflaskdownintothecoldwater.If

thereisnobubble,makeanotherbydippingtheopeningintoasoapsolutionandthenslowlypushthebottomoftheflaskintocoldwater.Recordyourobservations.

DiscussionQuestions:

• Whydoyouthinkthebubblebehavedinthesewaysinhotvs.coldwater?• Whatdoesthistellyouaboutthespeedofthewatermolecules?

Station3:SolidWater(Ice)

Procedure1. Carefullymeasureandpour2tablespoonsofwaterintotheicetrayprovided.2. Yourteacherhasalsocarefullymeasuredandpoured2tablespoonsintothesametypeofice

trayandputitinthefreezerovernight.3. Lookattheliquidandfrozenwaterintheicecubetrayssidebysideandnoteanydifferences.

Recordyourobservations.DiscussionQuestions:

• Whydoyouthinktherewasadifferencebetweenfrozenwaterandliquidwater?• Whatdoesthistellyouaboutthewatermoleculesinfrozenwatervs.liquidwater?





IntroductionInthelasttask,studentbegantoexplorethesciencebehindmatter,modelingwhatawatermolecule

lookslikeattheatomiclevelandobservinghowwaterbehavesindifferentstates.Studentsendedthelasttaskby

drawinghypothesesofhowwatermoleculesbehavebasedonwhattheyobservedinrealexperiments.Inthis

task,studentsconfirmoradjustthesehypothesesbasedonacomputersimulationofwaterindifferentstates.By

theendofthistask,studentswillseethatparticlemotionvariesdependingonthestateandthataddingor

removingthermalenergyiswhatcausesthesechangesinstate.Byunderstandingchangesinstate,studentsmake

thefinalmovetowardstheirculminatingproject—usingtheirknowledgeofchangingstatesofmattertomake

watermoreavailableinaregionwithoutmuchliquidwater.

AlignmentTable

PerformanceExpectations ScienceandEngineeringPractices


MS-PS1-4.Developamodelthatpredictsanddescribeschangesinparticlemotion,temperature,andstateofapuresubstancewhenthermalenergyisaddedorremoved.[ClarificationStatement:Emphasisison

qualitativemolecular-level

modelsofsolids,liquids,and

gasestoshowthataddingor

removingthermalenergy

increasesordecreaseskinetic

energyoftheparticlesuntila

changeofstateoccurs.

Examplesofmodelscould

includedrawingsand

diagrams.Examplesof

particlescouldinclude

moleculesorinertatoms.

Examplesofpuresubstances

couldincludewater,carbon

dioxide,andhelium.]


predictand/or

describe

phenomena.


madeofmoleculesor

inertatomsthatare

movingaboutrelative

toeachother.

• Inaliquid,the

moleculesare

constantlyincontact

withothers;inagas,

theyarewidely

spacedexceptwhen

theyhappento

collide.Inasolid,

atomsareclosely

spacedandmay

vibrateinpositionbut

donotchangerelative

locations.

• Thechangesofstate

thatoccurwith

variationsin

temperatureor

pressurecanbe

describedand

predictedusingthese

modelsofmatter.


relationshipsmay

beusedtopredict

phenomenain

naturalordesigned

systems.




LearningGoalsThislearningtaskasksstudentstomodelthechangesinparticlemotion,temperature,andstatethatoccurwhen

thermalenergyisaddedorremoved.Morespecifically,thepurposeisto:

• Usepriorknowledgetoformanideaofwhatishappeningwhenwaterchangesstate.

• Explorestatesofwaterthroughacomputersimulation.

• Constructakinestheticmodelshowingthesciencebehindchangingstatesofwater.

• ShareandrevisescienceconceptsandlanguageusingtheStrongerClearerprotocol.

• Applyknowledgeofchangingstatestobrainstormsolutionsthatwillmakewatermoreavailableina

region.

ContentBackgroundforTeachers Becausestudentshavealreadybeguntoexplore

statesofmatterintheprevioustask,mostbackground

informationcanbefoundintheTask3TeacherGuide.

Watercanoccurinthreestates:solid,liquid,or

gas.Thesearealsocommonlyreferredtoasice,water,and

vapororsteam.Solidwater,orice,isjustwaterthathas

beenfrozen.Whenwaterfreezesat0degreesCelsius,its

moleculesmovefartherapart,causingittoexpandinsize.

Thisalsomakesicelessdensethanwaterandiswhyicefloatswithinwater.Liquidwateristheformstudentsare

mostfamiliarwith.Watervaporisalwayspresentintheairaroundus,butcannotbeseen.Whenwaterisboiled

to100degreesCelsius,liquidwaterchangesintowatervapor,whichstudentscanseeassteam.

Thus,wecanseethatmattercanchangefromonestatetoanotherwhenthermalenergyisaddedor

removed.Evenwithallofthesestatechanges,itisimportanttorememberthatthesubstancestaysthesame—

thesearestillwatermolecules.Allthatischangingisthemotionandpositionofthemoleculesandthekinetic

energyoftheparticles.Inasolidstate,watermoleculesarearrangedinapatternandcanonlyvibratebutnot

movearoundmuch.Inaliquidstate,watermoleculesarespacedfartherapart,canslidearoundeachother,and

arenotarrangedinaspecificpattern.Inagaseousstate,watermoleculesareevenfartherapartandmove

quicklyandfreelywithnopatternatall.

EquityandGroupwork• Studentsworktogethertoanalyzeacomputersimulation.

• Studentstakeondifferentrolesinakinestheticmodelofchangingstates.

• UsetheStrongerClearerprotocoltoshareandlearnfromothers.

• StudentsusefeedbackfromtheStrongerClearerprotocoltorevisetheirmodelasateam.

Language• Annotateamodel.

• Representobservationsinvisualandwrittenformats.

• Usedefinitioncardstoincorporatevocabularyintoamodel.

• UsetheStrongerClearerlanguageprotocoltopracticeandrefinelanguage.

• Orallypresentscientificconceptsthroughaskit.

https://www.homesciencetools.com/a/states-of-matter




AcademicVocabulary• Solid

• Liquid

• Gas

• Molecule

• Particles

• ThermalEnergy

• Temperature

• KineticEnergy

• States

TimeNeeded(Basedon45-MinutePeriods)4.5Days

• Engage:0.5period

• Explore:1period

• Explain:1period

• Elaborate:1period

• EvaluateandReflection:1period

Materials• Unit2,Task4StudentVersion

Explore

• Computers(1pergroup)

Explain

• DefinitionCards,cut(1pergroup)

Evaluate

• ProjectOrganizerHandout

InstructionsEngage

1. IntroduceTask4:Inthelasttask,weobservedwaterindifferentstates—solid,liquid,andgas.Think

aboutwhatyouwerestillwonderingaboutattheendofthelasttask(lookbackifyouneedto).What

questionsdoyoustillhave?

o Beforeyoupassouttheirstudentguide,givestudentstimetoreflectindividuallyorwitha

partneraboutthequestionstheyrecordedattheendofthelasttask.Shareafewoftheseoutas

aclass,usingfacilitatingquestionstoguidestudentstowardquestionsthatrelatetothistask.

2. TransitiontoTask4:Buthowdowechangewaterfromasolidtoaliquidtoagas?Andwhatishappening

towateratthemolecularleveltochangeitsstate?Inthistask,wewilltrytomakesenseofthese

questions.





3. Inthelasttask,studentsobservedwaterthroughinvestigationsanddevelopedtheirownhypothesesfor

howwaterbehavesatthemolecularlevel.Thisactivityasksstudentstodrawoffpriorknowledgefrom

thelasttaskaswellastheirowndailyexperiencestodrawandexplainwhattheythinkishappeningwhen

waterchangesstates.

o Studentsindividuallydrawwhattheythinkmoleculeslooklikeindifferentstatesandwritedown

anideaofwhatcauseswatertochangefromonestatetoanother.

o Thenhavestudentssharetheirdrawingsandideaswithapartnerbeforesharingafewoutasa

class.

o Whilemoleculedrawingsmayvarybasedonpriorknowledge,moststudentsshouldbeableto

identifythataddingheatcauseswatertochangestates.

Explore

1. Whilestudentshavealreadydonelabinvestigationsonstatesofwater,theycouldnotdefinitively

visualizethemovementofmoleculesinthesedifferentstates.Thisactivityusesamodelintheformofa

computersimulation,sostudentsmayconfirmoradjusttheirdrawingsfromtheEngage.

o Thisactivitybeginswithstudents’explorationofthescienceandengineeringpracticeof

DevelopingandUsingModelsastheyexploreacomputersimulationmodelbeforecreatingtheir

ownthatwilltiealltheseconceptstogether.

2. Assignrolestoeachgroup.Youmayusewhateverrolesyouprefer.Werecommendtheuseofthe

Facilitator,MaterialsManager,Harmonizer,andRecorder.

o AsktheFacilitatortoreadthedirectionsandtomakesureeveryoneunderstandsthetask.

o AsktheMaterialsManagertohandleallthematerialsrelatedtothetask.

o AsktheHarmonizertomakesurethateveryonecontributestheirideasandthateveryone’svoice

isheard.

o AsktheRecordertomakesurethegroupisrecordingtheirobservationsanddrawingmodelsin

theirstudentguides.

3. StudentsshouldfollowthedirectionsonthestudentguidetousethePhETsimulationaboutStatesof

Matter:https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-

basics_en.html.

a. Foreachstateselected(solid,liquid,orgas),werecommendstudentsobserveforaboutone

minutesotheygetagoodideaofmolecularmotioninthatstate.

b. Thegraphicorganizerprovidedintheirstudentguidesismeanttohighlighttherelationships

betweentemperature,particlemotion,andkineticenergyofparticles.Indoingso,studentsare

consideringtheseconceptsthroughthecrosscuttingconceptofCauseandEffectbybeginningtoidentifysomecauseandeffectrelationshipsthattheywillutilizeintheirmodellaterinthistask.

c. Studentswilldrawadiagramaswellasrecordtheirobservationsofmotionandtemperaturein

theirstudentguide.

d. Optional:Insteadofjustclickingonthestates,studentscanusethethermometerbuttononthe

bottomtoadjustthetemperatureandseehowthatchangesmoleculemotion.Thishelps

emphasizehowaddingorremovingthermalenergyaffectsparticlemotionandthestateofwater.




Explain1. Thispartofthetaskasksstudentstodrawconclusionsabouttherelationshipstheyobservedinthe

computersimulationanduseittodevelopamodelofwaterchangingstates.

o ThisasksstudentstousethescienceandengineeringpracticeofDevelopingandUsingModelsasstudentsdevelopaskittodescribewhathappenswhenthermalenergyisaddedorremoved.This

alsoemphasizesthecrosscuttingconceptofCauseandEffectasstudentsusetheirmodelto

provideacausalaccountoftherelationshipbetweentheadditionorremovalofthermalenergy

andthechangeinparticlemotion,temperature,andstateofasubstance.

2. Werecommendyoureadtheinstructionsonthestudentguidealoudandtakequestionsforclarification.

Again,assignrolestoeachgroup.YoumayusethesamerolesusedintheExplore,butchangeupwhichstudentsareassignedeachrole.

o PassouttheDefinitionCardstoeachgroup,sostudentsmayusethemforreferenceastheyplan

theirskits.

o Emphasizetostudentsthatastheynarratetheirskit,theymustusethesciencewordsontheir

studentguide.

o Eachstudentshouldindividuallyrecordanyfinalplanningintheirstudentguidesastheywilleach

beresponsibleforsharingtheirskitwithpeersinthenextactivity.

3. Walkaroundandobservegroupsplanningandpracticingtheirmodels,sothatyoucanselectafew

groupsthathaverelativelydifferentmodels.Whilegroupswillnothavetheopportunitytopresentuntil

aftertheElaborate,itishelpfultoidentifysomespecificgroupsthatyoumaycallonlater.

o Somestudentsmaycreatemetaphoricalstoriestorepresentchangesinstate.Othergroupswill

simplymodelthemolecularmotionusingtheirbodies,callingoutthedifferentstatesandacting

outtheaddingorremovingofthermalenergy.

Elaborate

1. StudentswillnowparticipateinalanguageroutineknownasStrongerClearer.Thisactivitygivesstudentstheopportunitytosharetheirideas,gatherfeedback,andrevisetheirskits.Thisprotocolisespecially

usefulforthistasksincetheskitsrequirethemtointegratemanyscienceconceptsandusealotofnew

content-specificlanguage.

2. Studentswillsharewiththreedifferentpartnersfromdifferentgroups,allowingthemtodiscussfeedback

andrecordanynoteseachtime.Oncecomplete,havestudentsreturntotheiroriginalgroupstorevise

andpracticetheirskitsbasedontheirdiscussions.Aprotocolisprovidedintheirstudentguide.

3. Oncegroupshaverevisedtheirskits,youmaywishtohaveallgroupspresentorjustafewgroupsthat

youobservedtohaverelativelyuniquemodels.

o Ifallgroupspresent,theserevisedskitscanbeagoodoptionforformativeassessment.Asyou

watchtheskits,identifytrendsinstudents’abilitytointegrateallthescientificconceptsina

model,usingappropriatescientificlanguage.See“HowtoUseThisCurriculum”forstrategieson

utilizingformativeassessmentdatatoprovidefeedbacktostudentsandinformclassroom

instruction.





o Insmallgroups,havestudentsbrainstormnewconceptsandnewconnectionsthattheyhave

learnedinthistask,aswellasanynewquestionsthathavecomeupforthem.Thenhavegroups

sharethesealoudinaclass-widediscussionandaddtotheclassconceptmap.Theuseofequity

sticksisencouragedformoreequitableparticipationinclass-widediscussions(See“HowToUse

ThisCurriculum”formoredetails).

o Somefacilitatingquestionstoaskstudentsare:Whatnewideas/conceptsdoyouwantto

addtothemap?Whatconnectionsdoyouwanttoaddorchange?Whatisyourreason

forthataddition/revision?Whatconnectionscanwemakebetweenthequestions/ideas

alreadyonthemap?Whatnewquestionsdoyouhaveaboutthephenomenon?

o Drawcirclesaroundeachquestionandboxesaroundeachconcept.

o Writeconnectorwordstodescribeconnectionsbetweentheconceptboxes.

o Forthistask,studentsmaybegintoconnectsomeoftheirpreviousquestioncirclesto

conceptboxesaboutthefollowing:howtheparticlemotion,temperature,andstateof

waterchangeswhenthermalenergyisaddedorremoved.

o Havestudentsanalyzetheadditionstotheclassconceptmapforasmanyexamplesofthistask’s

crosscuttingconceptastheycanfind.Onceastudenthasidentifiedthecrosscuttingconcept,you

cantracethecircleinthecorrespondingcolor(decidedonintheLift-Offtask).Werecommend

askingstudentstosharekeywordsthathelpedthemidentifythecrosscuttingconceptforthat

conceptorquestion.Someidentifyingwordsstudentsmightlookforare:


o Onceagain,thepurposeofthisconceptmapistofacilitategenerationofstudentquestions,

promotelanguagedevelopment,andsupportunderstandingofthesciencecontentthroughout

theunit.Allowingstudentstoasktheirownquestionsandusetheirownwordstomakemeaning

oftheconceptswillnotonlyhelpthemmakedeepconnectionsaboutsciencecontent,butwill

alsohelptheiroralandwrittenlanguagedevelopment.


1. StudentsindependentlycompletetheTask4sectionoftheUnit2ProjectOrganizerinclass.Revisionscan

bedoneforhomework,dependinguponstudent’sneedsand/orclassscheduling.

2. Studentshavebeentaskedwithcreatingaproposaltomakewatermoreavailabletopeoplearoundthe

world,whilealsoconsideringstrainontheenvironment.Theirpromptisasfollows:Sometimeshumans

usenaturalresourcesastheyexistinnature;othertimeshumansusethembychangingtheirstate.

§ Createafewpossibledesignsketcheswithcaptionsexplaininghowtheywork.

§ Explainsomeoftheprosandconsofyoursolutions.

o Dosomeresearch:howmightusingwatersometimesrequirechangingitsoriginalstate?

o Manycommunitiesdon’thaveenoughwater(todrink,growcrops,etc.)Usewhatyouhave

learnedaboutchangingstatesofwatertobrainstormpossiblewaystoprovidethemwater.Keep

inmindthatyoudonotwanttoputtoomuchstrainontheenvironment!




Reflection1. Attheendofthetask,askstudentstoreflectonwhattheyhavelearnedoverthecourseofthistaskby

answeringthefollowingthreequestionsintheirstudentguide:

o Atthebeginningofthistask,youdrewaninitialmodelofwatermoleculesindifferentstatesand

cameupwithanideaofwhatcauseswatertochangefromonestatetoanother.Lookbackat

yourinitialdrawingsandideas.Nowthinkaboutwhatyouhavelearnedaboutparticlemotion

usingthecomputersimulation.Howwouldyouchangeoraddtoyourinitialdrawingsandideas?

o Inthistask,wefocusedonthecrosscuttingconceptofCauseandEffect:causeandeffectrelationshipsmaybeusedtopredictphenomena.WheredidyouseeexamplesofCauseandEffectinthistask?

o Nowthatyouhavelearnedmoreaboutwhathappenstowaterwhenthermalenergyisaddedor

removed,whatquestionsdoyoustillhave?

2. Therearenorightanswers,butencouragestudentstolookbackattheirstudentguidesandtheirclass

conceptmap.Theyshouldnotchangetheirinitialresponses,butratherusethisreflectionspacetoaddto

theirideasandquestionsbasedonwhattheyhavelearnedthroughthistask.Bygeneratingmoreoftheir

ownquestions,studentscontinuetoengageinsense-makingofthephenomenonandgathering

knowledgeandskillsfortheirfinalprojects.

Assessment

1. Youmaycollectstudents’ProjectOrganizerandassessusing:

o Criteriaofyourchoice.Werecommendusingthe3-DimensionalAssessmentmatrixatthe

beginningofthisdocumenttoinformyourcriteria.

o Thiscanbeaformativetooltoperiodicallylookfortrendsinstudentunderstandingafterthe

completionofatask.Youcanthenusethisformativedatatoinformanyre-teachingasnecessary.

2. Youmayalsogivestudentstimetomakerevisionswithoneofthetwooptions:

o StudentsmaymakechangestotheirProjectOrganizeraccordingtoyourcommentsOR

o AskstudentstoexchangeProjectOrganizerswithapartnerandgivepartners5minutestogive

writtenfeedback.Thenallowstudentstimetomakechangestotheirworkaccordingtothe

feedback.

Unit2,Task4

DefinitionCardsExplain

ThermalEnergy

Theenergyanobjecthasbecauseofthemovementofitsparticles.Alsoknownasheat

energy.

Temperature

Theaveragekineticenergyofthemovingparticlesina

substance.

KineticEnergy

Theenergyanobjectorparticleshaveduetomotion.

StateofMatter

Aforminwhichmattercanexist,whichdependsonthearrangementandmotionof

molecules.Ex:solid,liquid,andgas.

Documents

0,123,(*'#4()'0 UNIT // - // -. · 7th Grade Science Unit 2: Matter Matters Unit Overview Teacher Version Stanford NGSS Integrated Curriculum 2018 5 Statement: Emphasis is on qualitative