7th Grade - Pop-Outs Teacher Version - Stanford NGSS ......7th Grade Science Unit 1: A Balanced Biosphere Pop-Out: Environmental Ethics Teacher Version Stanford NGSS Integrated Curriculum

StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere

Pop-Out:EnvironmentalEthics

TeacherVersion StanfordNGSSIntegratedCurriculum2018 1

Pop-OutEssentialQuestion:Howcanhumansinteractethicallywithecosystems?IntroductionThepop-outsaredesignedtoprovideatwotothreedaypop-outlessonthatallowsstudentstoapplywhatthey’velearnedintheunittodelvedeeperintolargerscientificconsiderationsarounddiversity,equity,culturalresponsiveness,andjustice.Suchconsiderationstouchonconceptslikesocialjusticeinresourcedistribution,complexitiesandcontextinscience,ethicalconsiderationsforscientists,ortheroleofenvironmentaljusticeinscience.Theymaybeusedatanypointthroughouttheunitasthecontentisintertwinedwith,yetindependentof,theunitconcepts;howeverweofferatimingrecommendationforeachpop-out.BytheendofUnit1,studentshaveengagedwithvariouscomponentsandaspectsofecosystems.Inthispop-out,studentswillbuilduponthatknowledgebaseandgrapplewiththeroleofethicsinenvironmentalscience,sometimesreferredtoasenvironmentalethics.Humansinteractingwiththeenvironmentgivebirthtocomplex,nuancedethicalconsiderations.Byengagingwithafewdifferentcasesofenvironmentalethics,studentswillconsiderquestionsofwhatisrightandwrongandhowtheymakethesekindsofdecisions.Theywillworkwithexamplesthatdonothaveastraightforwardanswer,butinsteadhavevariousprosandcons.Studentswillcontinuebuildingskillsinevaluating,analyzing,andinterpretinginformationfromavarietyofsources.Theywillusethattowriteanaccountofthechallengestheyfacewhilemakingethicaldecisionsinenvironmentalscience.Throughthisprocess,studentsexaminetheirownbeliefsandconsidertheroleofethicsinenvironmentalscience.Asthesestudentsarepoisedtobecomethenextgenerationofscientists,itisvaluableforthemtoconsidertheirroleinmakingethicalchoicesastheyapplytoEarth’senvironments.Werecommendutilizingthispop-outafteryouhavecompletedUnit1.SincethefinaltaskinUnit1exploreshowchangingonepartofanecosystemmayaffectotherparts,itisusefulforstudentstohaveengagedwiththatcontentpriortoconsideringtheethicalquestionsembeddedintothispop-out.AlignmentTable

Content● Therearecomplexethicsembeddedintohowtoalter,orrespondto,changingecosystems.● Consideringtheroleofethicsinscienceisvaluableinunderstandingthenatureofscienceanda

student’sroleinscience.

UnderstandingsabouttheNatureofScience(fromNGSSAppendixH)● Sciencedependsonevaluatingproposedexplanations.● Scienceknowledgeisbaseduponlogicalandconceptualconnectionsbetweenevidenceand

explanations.● Scienceiscumulativeandmanypeople,frommanygenerationsandnations,havecontributedto

scienceknowledge.● Advancesintechnologyinfluencetheprogressofscienceandsciencehasinfluencedadvancesin

technology.● Scientificknowledgeisconstrainedbyhumancapacity,technology,andmaterials.




● Scienceknowledgecandescribeconsequencesofactionsbutisnotresponsibleforsociety’sdecisions.

Science,Technology,Society,andtheEnvironment(fromNGSSAppendixJ)● Engineeringadvanceshaveledtoimportantdiscoveriesinvirtuallyeveryfieldofscienceandscientific

discoverieshaveledtothedevelopmentofentireindustriesandengineeredsystems.● Allhumanactivitydrawsonnaturalresourcesandhasbothshortandlong-termconsequences,

positiveaswellasnegative,forthehealthofpeopleandthenaturalenvironment.● Theusesoftechnologiesaredrivenbypeople’sneeds,desires,andvalues;butthefindingsofscientific

research,andbydifferencesinsuchfactorsasclimate,naturalresources,andeconomicconditions.

EquityandGroupwork● Worktogethertoanalyze,evaluate,andinterpretinformation.● Discusswithpeerstolearnaboutotherperspectiveswhileexaminingethicallyambiguoussituations.

Language● Useannotationstrategiestodissecttext.● Communicateideasverballyinsmallgroupdiscussions.● Participateinafishbowltopracticeactivelisteningandlanguageproduction.● Communicatemultipleperspectiveswithinanethicaldilemmainwriting.● Incorporateevidencetosupportawrittenargument.

LearningGoalsInthispop-out,studentswillexaminemultipleperspectivesofacoupleethicaldilemmastoconsidertheethicalcomplexitiesthataccompanyscientificadvancements.Morespecifically,thepurposeisto:

● Engagestudentsthroughanimaginarycasestudy.● AnalyzeatextandvideotoexaminethevariouscomponentsofreintroducingwolvestotheYellowstone

ecosystem.● GenerateanopiniononthewolvesinYellowstoneandsharetheirideasinafishbowldiscussion.● Applytheirlearningstothecaseofinvasivespecies(zebramussels).● Writeanargumentthatevaluatesthecomplexitiesofethicalsituationsthatinvolvehumansand

ecosystems.ContentBackgroundforTeachersEthicsunderpinscientificresearchandtheapplicationsofresearchandtechnologyinsociety.Ashumansareincreasinglyinteractingwithecosystems,questionsariseofhowtoeffectorreversechangeindelicateecosystems.Oftentimes,thereisacomplexinterplayofsocietyandecosystemsthatinformthesedebates.Formoredetailedinformationofacouplesuchcases,pleaserefertothestudentmaterials.Withtheriseofclimatechange,itisincreasinglyimportantforstudentstoconsiderthevariousaspectsinvolvedinhuman-ecosysteminteractions.AcademicVocabulary

● Ethics● Symbiotic




● Replicate● Resistant● Trophiccascade● Foodchain● Livestock● InvasiveSpecies

TimeNeeded(Basedon45-MinutePeriods)3Days

● Engage:0.5period● ExploreandExplain:1period● Elaborate:1period● EvaluateandReflection:0.5period

Materials

● Unit1,Pop-OutStudentVersionExplore

● Unit1,Pop-OutCaseStudy-WolvesinYellowstone(1/student)● ComputerorTablet(1/studentorprojectvideoasaclass)

Elaborate● Unit1,Pop-OutCaseStudy-ZebraMussels(1/student)

InstructionsEngage

1. Werecommendintroducingthispop-outbyreadingtheparagraphsonthestudentguidesaloud.Inthispop-out,studentswillbelinkingtheirunderstandingofecosysteminteractionstocasesofenvironmentalethics.Throughoutthistaskstudentswillaskthemselvesthequestion:Whenascientificdiscoveryhelpssomepeoplebutnegativelyimpactsanecosystem,howdowedecidewhattodo?

2. Individually,havestudentsreadthroughtheimaginarycaseaboutanantibioticmadefromaflowerintheAmazon.

3. Discussingthequestionswiththeirgroup,havestudentscompletetheirgraphicorganizer(seebelow).

o Werecommendhavingstudentsdiscusstheirthoughtsinpartnerssotheycanlearnfromeachothers’perspectives.Thispop-outcontinuesthethemeofdiscussingtopicsinpartnersorgroupstoencouragestudentstoengagewithavarietyofideas.Whatarebenefitsofmakingthemedicine?

Antibioticscanreallyhelppeoplewhoaresickwithbacterialinfections.Antibioticresistanceisincreasing,sohavinganewantibioticwouldhelppeoplewhoneedit.

Whataredownsidesofmakingthemedicine?

Thedownsidesarethattheflowerisanimportantpartoftheecosystem(ithelpsanotherplantsurvive,whichgiveshomestodifferentanimals,itfeedsthreespeciesofbirds,insects,andHowlermonkeys).Eachdoseofmedicineuses




200flowers.Therefore,makingthemedicinemightnegativelyimpacttheecosystem.

Wouldyoumakethemedicine?Whyorwhynot?

Thereisnorightorwronganswer,aslongasstudentsarethoughtfullyconstructingaresponsethatusesevidencefromthecasestudytosupporttheirviews.

4. Asaclass,shareideasfromeachfacilitatingquestioninaclass-widediscussion.Theuseofequitysticksis

encouragedformoreequitableparticipationinclass-widediscussionslikethese(See“HowToUseThisCurriculum”formoredetails).Youcanusethequestionslistedaboveasajumpingoffpoint.Bytheendofthediscussion,theclassshouldhaveageneralunderstandingofthebenefitsanddownsidesofthemedicine,aswellasanideaofwhethertheywouldmakethemedicineornot.

Explore

1. GiveeachstudentacopyoftheUnit1,Pop-OutCaseStudy-WolvesinYellowstoneandhavethemreadandannotateitindividually.Remindstudentsthattheirannotationstrategieshelpthemlearnfromthereading.

o Distributeonecomputerortabletperstudentsotheycanwatchthevideoafterreadingthearticleindependently,oryoumayprojectthevideotoshowasaclass.

2. Havestudentsworkinpartnerstodiscussandrespondtothequestionsinthetablebelow.o Walkaroundandlookattheresponsesstudentsaregenerating.

o Trynottoprovideanyexplicitanswers,butyoumaypointoutpartsoftheinformationtofocusonifstudentsarestruggling.

Possiblestudentresponsesareincludedbelow:

Describethesituation:

o Whywerethewolvesoriginallykilled?o Whathappenedtotheecosystemwithout

wolves?Why?o Whathappenedtotheecosystemwhen

wolveswerereintroduced?Why?

Thewolveswereoriginallykilledbecausetheywerekillingrancher’ssheep,cattle,andotherlivestock.Withoutwolves,theYellowstoneecosystemchangedalot.Forexample,therewerealotofdeerandtheyatevegetation.Oncethewolveswerereintroduced,scientistsnoticedsmallernumbersofdeer,differentgrasses,andriversmovinginnewways.

Describethepeopleinvolvedinthesituation:

o Whowantedtokillthewolves?Why?o Whowantedthewolvestostayalive?

Why?

Itwasprimarilythelocalranchersandlandownerswhowantedtokillthewolvesbecausethewolvesposedathreattothepeople’slivestock.Scientistsgenerallywantedthewolvestoremainalivebecausetheyfearedwhatwouldhappentotheecosystemwithoutthewolves.

Reflectonthesituation:IfyouwerethePresidentoftheUnitedStatesandcoulddecidewhethertoprotectlandowners’rights,protectthewolves,oracombinationofthetwo,whatwouldyoudo?Why?

Thereisnorightorwronganswertothisquestion,however,itisimportantthatstudentsciteevidencefromthecasestudytosubstantiatetheiropinion.




Explain1. PartofwhatmakestheWolvesinYellowstonecasesovaluableisthattherearemanydifferent

perspectivesofwhatisbestfortheecosystemandthesurroundingstakeholders.Studentshavegarneredsufficientinformationaboutthesituation.Eachstudenthastheirownperspectiveonthesituation,soitisimportantforstudentstosharetheirbeliefswithoneanother.Totheseaims,thissectionelicitsstudentvoiceandactivelisteningthroughaFishBowlactivity.

2. Dividetheclassintotwogroupsofroughlyequalsize,namingthegroups1and2(oranyothernamingsystemyou’dprefer).HaveGroup1formadiscussioncircle,andthe2sformacirclearoundthe1s.ExplainthatstudentsinGroup1willhaveadiscussion,andthestudentsinGroup2shouldlistencarefullyandtakenotes,butshouldnotcontributetotheconversation.Then,thegroupswilltradeplaces;Group2willhaveadiscussionwhileGroup1listensandtakesnotes.Eachpersonintheclasswillhavetimetosharetheirideas.Ensurethatyousetnormsremindingstudentstobeconsiderateofoneanotherthroughouttheprocess.

o Thepurposeofthisactivityisforstudentstosharetheirideaswiththeclasswhileconsideringvariouspeerperspectives.Italsoallowstimeforstudentstotakenotesonnewornoteworthyideas.

Elaborate

1. Thisfinalsituationtakeswhatstudentshavelearnedandappliesittoanotherecosystemsituationinvolvinghumaninteraction–whatshouldpeopledoaboutinvasivespecies?ProvideeachstudentwithaUnit1,Pop-OutCaseStudy-ZebraMussels.

2. Studentsshouldreadthroughthecasestudyindividuallyandthencompletethetablebasedonwhatthey

readinthearticle.o ThiswillhelpstudentsorganizetheirthoughtsfortheEvaluatetask.

3. Dividestudentsintopartnersandaskthemtodiscussthequestionsinthetable.

4. Facilitateaclassdiscussionthatallowsavarietyofstudentstosharetheirideas.Youmayusethe

questionsinthetableasajumpingoffpoint.Possiblestudentanswersareincludedbelow:Describethesituation:

o Howandwhydidzebramusselsspread?o Whataretheimpactsofthezebramussels

ontheecosystem?

Thezebramusselsspreadfromplacetoplacebyattachingtoboatsthatpeopleuseforthetransportofmaterialsandrecreation.Theywereabletospreadsomuchbecausetheboatsweren’twashedwhentheytraveledbetweendifferentwatersystems.Zebramusselsreproducequickly.Theyclogwatersystems,havesharpedgesthatcancutpeople,andmakelifeharderforotheranimalsintheecosystem.

Whatarethepositiveandnegativeaspectsof Thepositiveaspectsarethatzebramusselsmightcleanwaterofsediment.Thenegativeaspectsarethatthey




zebramusselsinCalifornia? affectecosystemsinnegativewaysandcommunitieshavetopaymoneytomanagezebramussels.

Howwouldyouaddresstheproblemscausedbyinvasivespecies?

Thereisnorightorwronganswertothis,solongasstudentsareofferingplausibleoptionsrootedinthecasestudy.

EvaluateandReflection

1. Sincestudentshaveengagedwithavarietyofenvironmentalethicscasestudiesthroughthecourseofthispop-out,thefinaltaskpresentsthemwiththeopportunitytoconsiderifethicalsituationsingeneralarealwaysblackandwhite.

2. Thefinaltaskasksstudentstowriteanargumentthatanswersthefollowingquestions:Intheseethicalsituations,istheansweralwaysblackandwhite?Shouldwealwayssidewiththeenvironmentoralwayssidewithpeople?Whyorwhynot?

○ Encouragestudentstoclearlystatetheiropinion,usemultipleexamplesfromthepop-outasevidenceandofferaconclusionstatementthatexplainsthechallengesindecidingwhatisrightorwronginscience.

○ Optional:Herearesomepossiblesentencestemstoprovidestudents.■ Overthelastcoupleofdaysinclass,wetalkedabout…■ Onesideoftheargumentisthat…first,second,third…■ Theothersideisthat…first,second,third…■ However,Ibelieve...because…■ Inconclusion…■ Decidingwhatisethicalinenvironmentalscienceiscomplexbecause…

○ Encouragestudentstoconsiderthelearnings(alignedtothequestions)fromtheEngage,Explore,Explain,andElaborate.Sincethesearecomplex,nuancedethicaldilemmas,studentsmayofferanswersthatshowvariouscomplexaspectsofhumaninteractionwithecosystems.

Assessment

1. Youmaycollectthestudentguidehandoutandassessusing:o Criteriaofyourchoice.WerecommendfocusingontheconclusionparagraphfromtheEvaluate

toassessstudents’engagementaroundenvironmentalethics.o Thiscanbeaformativetooltolookfortrendsinstudentdemonstrationsofskillsandpractices.

Youcanthenusethisformativedatatoinformfutureinstruction.

Unit1Pop-Out

WolvesinYellowstoneExploreCaseStudy

WhatHappened?

ThewolvesinYellowstonehavehadadifficulthistory.In1915,theUnitedStatesmadeiteasyforpeopletohuntandkillwolvesaroundYellowstoneNationalPark.Therewerealotofrancherslivinginthelandsurroundingthepark.Wolvesposedathreattothesheep,cattle,andotherlivestockontherancher’sland.Atthetime,itwasnotuncommonforpeopletokillacouplewolveseachmonth.Killingwolvesmeantthattherancherscouldkeeptheirprofitablelivestockaliveandwell.Italsomeantthatthereweremore“desirable”wildlifeintheareaforhunters;deerandelknumbersincreasedastheirpredators(wolves)werekilled.Thegovernmentthoughttheywereprotectingpeople’slivelihoodbylettingthemkillthewolves.But,bythe1940s,thewolveswereextinctfromthearea.TheEcosystemwithoutWolves

Withoutwolves,theYellowstoneecosystemchangedalot.Thosechangesmadescientistsnervous.Therewerehugenumbersofdeer.Thedeeratealotofthevegetation.With

wolvesofficiallyplacedontheEndangeredSpeciesListin1974,politicians,scientists,andcitizensbeganeffortstoprotectthewolves.In1995-1997,oneofthebiggestecosystemexperimentstookplace:ScientiststriedtoreintroducewolvesintotheYellowstoneecosystem.Theymoved31wolvesfromCanadatoYellowstone.

WhatNow?

WatchthisvideotolearnaboutwhathappenedoncethewolvesbecameapartoftheYellowstoneecosystemagain,andwhatchangedintheecosysteminresponse:https://vimeo.com/86466357.Reintroducingwolvesintotheecosystemhashelpedthehealthoftheecosysteminanumberofways:Therearefewerdeer,thegrasseshavechanged,andtheriversaremovingdifferently.But,sincethewolveswerereintroduced,theyhavetraveledoutsideoftheNationalPark.Theyhavekilledsheepandcattleinsurroundingranches.Manyofthoseranchersareunhappywiththesituation.Thereisanongoingbattleoverhowmuchtoprotectwolvesvs.allowrancherstokillwolves.

Unit1Pop-Out

Sources:o https://www.yellowstonepark.com/park/where-is-yellowstone-national-parko https://www.smithsonianmag.com/science-nature/wolves-and-the-balance-of-nature-in-

the-rockies-44604810/o https://www.nps.gov/yell/learn/nature/wolf-restoration.htmo https://vimeo.com/86466357

Unit1Pop-Out

TheInvasionofZebraMusselsElaborateCaseStudy

Wheredidtheycomefrom?

Zebramusselsaresmallmusselsthatliveinwatersystems.TheyarenativetoeasternEurope.Overhundredsofyears,themusselshavespreadtomostofEuropeandtheGreatLakesintheUnitedStates.In2008,theywerefoundinCalifornia.Mostscientistsbelievetheyspreadfromplacetoplacebyboat.Themusselsattachtothebottomofboatsorintheboats’watersystem.Iftheboatsarenotcleanedbeforetheytraveltoadifferentplace,thenthemusselsspreadtonewwatersystems.Mostoftheseboatsareneededtotransportmaterialgoodsbetweenplaces.Someboatsarealsousedforpersonalrecreation.What’stheproblem?

Zebramusselsreplicateveryquickly,sothepopulationofzebramusselsinanecosystemcanbecomeverylarge.Themusselsalsoattachtoboats,docks,anchors,andbuoysandcanbefoundinhugenumbersonbeaches.

Withalargepopulation,themusselsmakeanumberofproblems.First,theyclogwaterpipesandcatchmentsystems.Peoplehavetospendtimeandmoneycleaningthepipes.Second,giventheirsharpedges,theycaneasilycutthroughskin.Peopleonthebeachesandinthewaterhavetobecareful.Third,themusselsmakeitharderforotheranimalsintheecosystem.Themusselslinethebottomoflakesandrivers,sothearthropods(likeinsectsandcrustaceans)arenotabletoburrowintothebottomandmaketheirhome.They

alsospreadavianbotulism,adiseasethatkillsbirdsandchangestheecosystemthroughthefoodchain.Lastly,someresearchshowsthatthewaterchemistry(thelevelsofmineralsinwater)maychangebecauseofthemussels. Isitallbad?Whatdowedo?

Thereissomehopethatzebramusselsactuallyimprovetheirecosystem.Toeat,zebramusselssuckinwaterandsediment.Thisprocesscleansthewater.Despitethat,scientistsalloveraretryingtodecidehowtodecreasethenumberofzebramusselsinCaliforniawatersystems.Somescientistsarguethathavingstrictcleaningstationstocheckthatboatsareclearwillhelp.Otherssaythatthemusselsshouldbekilledbydryingoutwaterwaysoraddingchemicalstothewater.Sources:

o http://cisr.ucr.edu/quagga_zebra_mussels.htmlo http://absolutemichigan.com/michigan/michigan-invasive-species-zebra-mussels-quagga-

mussels/

StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters

Pop-Out:NaturalResources,Wealth,andFairness


Pop-OutEssentialQuestion:Howdonaturalresourcesaffectthewealthofaregionandaretheydistributedfairly?IntroductionThispop-outbuildsuponstudents’understandingofnaturalresourcestoconsiderquestionslike:Howareresourcesdistributedaroundtheworld?Isthereaconnectionbetweenaccesstonaturalresourcesandwealth?Isthedistributionofresourcesfair?Studentswillengagewithavarietyofsourcesaboutresourceallocationaroundtheworld.Usingthatinformation,studentswillconsidertheirownperspectivesandapplytheirlearningtoaresourceinjusticewefaceacrossthenation:fooddeserts.Studentswillcontinuebuildingskillsinevaluating,analyzing,andinterpretinginformationfromavarietyofsourcesthroughoutthispop-out.Byutilizingequitablegroupwork,thepop-outswillsupportthedevelopmentofskillsandmindsetscultivatedintheunits.Sincethepop-outdelvesintoquestionsofequityinresourcedistribution,itisusefulforstudentstohaveanideaofhownaturalresourcesaremadeonEarthpriortoengagingwiththepop-out.SincestudentshavealreadyengagedwithconceptsonresourcedistributioninUnit1,thispop-outcanbeimplementedatanytimeduringthisunit.However,werecommendimplementingthispop-outafterTask2sincethatiswherethiscontentisrevisitedinUnit2.AlignmentTable

Content● Accesstoresources,naturalorotherwise,isdistributedaroundtheworldinunjustways. ● Thereisacorrelationalrelationshipbetweenacountry’snaturalresourcesandtheirwealth. ● Consideringresourcedistributionthroughasocialjusticelensisimportantforstudentsin

understandingarootofinjustice.

UnderstandingsabouttheNatureofScience(fromNGSSAppendixH)● Scientificknowledgeisconstrainedbyhumancapacity,technology,andmaterials. ● Scientificknowledgecandescribeconsequencesofactionsbutisnotresponsibleforsociety’s

decisions.

Science,Technology,Society,andtheEnvironment(fromNGSSAppendixJ)● Allhumanactivitydrawsonnaturalresourcesandhavebothshortandlong-termconsequences,

positiveaswellasnegative,forthehealthofpeopleandthenaturalenvironment. ● Theuseoftechnologiesisdrivenbypeople’sneeds,desires,andvalues;bythefindingsofscientific

research;andbydifferencesinsuchfactorsasclimate,naturalresources,andeconomicconditions.

EquityandGroupwork● Worktogethertoanalyze,evaluate,andinterpretinformation. ● Discusswithpeerstomakepredictionsabouttheconnectionbetweenwealth,resources,andfairness.

Language● Engagewithavarietyofwrittenandverbalresources. ● Connectvisualrepresentationstoverbalandwrittenexplanations.




● Communicateideasverballyinpartnerandclassdiscussions. ● Communicateacomplexideainacomic.

LearningGoalsInthispop-out,studentswillengagewithavarietyoftext,visuals,graphicrepresentations,andvideostoconsidertherepercussionsofresourcedistributiononsocialjustice.Morespecifically,thepurposeisto:

● Activatestudents’priorknowledgethroughapredictivematchinggame. ● Analyzeatextandgraphstodeterminetherelationshipbetweenaccesstowater,soil,andwealth. ● Generateacomicstripexplainingtheirbeliefsontheconnectionbetweennaturalresourcesandwealth. ● Applytheirlearningtoacasestudyaboutfooddeserts. ● Evaluatethechallengesofequitableresourcedistribution.

ContentBackgroundforTeachersUnderstandingtheinterplaybetweennaturalresources,wealth,andpowerisavitalconsiderationforscientists.Whiletheglobalplacementofnaturalresourcesislargelydeterminedbygeology,howhumansutilizethoseresourcesshedslightonconceptsofequity.Giventheincreasingawarenessaroundresourcedistributionandthedevelopmentoftechnologiestoaddressthis,itisimportantforstudentstograpplewiththeinterplaybetweenresourcedistribution,wealth,andequity.Especiallyastechnologicaladvancesmakewayforresourceallocationinnewways,thisisanincreasinglypressingissue.AcademicVocabulary

● Naturalresource ● Income ● Wealth ● GDP(mightarisefromaninteractivewebsiteintheExplore) ● Agriculturesuitability ● FoodDesert

TimeNeeded(Basedon45-MinutePeriods)3.5Days

● Engage:0.5period ● Explore:1period ● Explain:1period ● Elaborate:0.5period ● EvaluateandReflection:0.5period

Materials

● Unit2,Pop-OutStudentVersion Explore

● Unit2,Pop-OutCaseStudy-Water,Farming,andWealth(1/student) ● Computerortablet(1/group)

Explain● Computerpaper(1/pair)




● Markers,coloredpencils,orartsupplies(1set/pair) Elaborate

● Computerandprojectorforclass-widevideo InstructionsEngage

1. Werecommendintroducingthepop-outbyreadingtheintroductionparagraphsofthestudentguidealoud.

2. Inpartners,havestudentslookattheworldmapanddiscussthedatasetsthatshowacontinent’swealth.Studentsthenpredictwhichdatapointmatcheswithwhichcontinentandcompletethegraphicorganizerontheirstudentguidestoexplaintheirrationale.Atthispoint,thereisnocorrectorspecificanswer,solongasstudentsexplainthemselvesclearly.

o Thisisdesignedtosupportstudentsinactivatingpriorknowledgeaboutworldwidewealthdistributionandprovidesthemwithdatatouseasevidencelaterinthepop-out.

o Sources: o https://www.worldof7billion.org/wp-content/uploads/2014/08/food-for-

thought.pdf?forcedefault=true o http://tunangancincin.com/18180/continent-coloring-pages-02-04-2018/

3. Inaclass-widediscussion,takeavoteforeachdatasetandhavestudentssharetheirrationales.Theuse

ofequitysticksisencouragedformoreequitableparticipationinclass-widediscussionslikethese(See“HowToUseThisCurriculum”formoredetails).

4. Attheendofthediscussion,projectthefollowingtable.Askstudentstorecordandsharetheirresponsestothequestionsintheirstudentguide:Whichcontinenthasthehighestincomeperperson?Whydoyouthinkthatis?Whichcontinenthasthelowestincomeperperson?Whydoyouthinkthatis?

Continent DataSet IncomePerPerson($)NorthAmerica 5 $49,804SouthAmerica 4 $9,449

Africa 2 $1,755Europe 3 $27,242Asia 1 $5,441

Explore

1. Nowthatstudentshaveseenevidencethatdifferentareashavedifferentamountsofwealth,theycanexplorewhythisisthecase.Ingroups,havestudentsreadthroughthecasestudyandlookattheassociatedonlinemapgraphic.Itisusefultoemphasizetostudentsthattheyareusingobservationalskillstounderstandthedata(showningraphsandpictures)andmakecomparisonsbetweenthesetsofinformation.




2. Assignrolestoeachgroup.Youmayusewhateverrolesyouprefer.WerecommendtheuseoftheMaterialsManager,Facilitator,Recorder,Harmonizer.

o AskFacilitatortoreadthedirectionsandtomakesureeveryoneunderstandsthetask. o AsktheMaterialsManagertohandleanyresources(e.g.computers)neededtocompletethe

task. o AsktheHarmonizertomakesurethateveryonecontributestheirideasandthateveryone’svoice

isheard. o AsktheRecordertomakesurethegroupistakingnotesandcollectingevidencefromtheircase

study.

3. Walkaroundandlookattheresponsesstudentsaregenerating.o Trynottoprovideanyexplicitanswers,butyoumaypointoutpartsoftheinformationtofocus

onifstudentsarestruggling. o Possiblestudentresponsesareincludedbelow:

TakealookattheAgricultureSuitabilityMapandtheWealthMap.

o Whatdoyounoticeaboutthecountriesthatcangrowfood?

o Whatdoyounoticeaboutthecountriesthathavewealth?

o MostofNorthAmericaandEuropecangrowfood.PartsofAsiaandSouthAmericacangrowfood.OnlypartofAfricacangrowfood.

o Thewealthiestcountries(NorthAmericaandEurope)havethelargestpercentageoflandthatcangrowfood.

Thinkaboutbothmaps.Compareandcontrasttheinformationfromthetwomaps.

o Whatissimilarbetweentheinformationonthetwomaps?

o Whatisdifferentbetweentheinformationonthetwomaps?

o Bothmapsshowinformationaboutcontinents.Thecontinentsthatcangrowfoodarealsothecontinentswithmorewealth.

o Onemapshowsacontinent’sabilitytomakefoodwhiletheothermapshowsacontinent’swealth.

Doyouthinkthereisaconnectionbetweenacountry’swealthandtheirabilitytogrowfood?Explain.

o Isthisfair?

Thereisnorightorwronganswerforthisquestion,solongasstudentsuseevidence.However,theevidencepresentedshowsaclearlinkbetweencountriesabilitytogrowfoodandtheirwealth.

Explain

1. Inpartners,studentswillnowusetheinformationtheyhavegatheredtogenerateacomicstripthatseekstoanswerthequestion:arecountrieswithmorewaterandsoilwealthier?o Remindstudentsthattheycanusepictures,colors,quotes,andspecificexamplestoenhancetheir

comic. o Werecommendcirculatingtheroomtogetapulseofthecomicstripsstudentsareproducing.This

isausefultimetogatheraformativeassessmentofstudents’understandingoftherelationshipbetweennaturalresourcesandwealthdistribution.




Elaborate1. Thislastscenariotakeswhattheyhavelearnedabouttheconnectionbetweennaturalresourceand

wealthandappliesittoacurrent-dayscenariothattheymayencounterintheirhometown.Inthiscase,however,we’reexploringthecorrelationbetweenpovertyandlackofaccesstoresources.

2. Usingthevideo(https://tinyurl.com/vm87l7e),studentswillthinkaboutthefooddesertsinLosAngeles.Usingacomputerandprojector,sharethevideowiththeclass.Itisimportanttonotethatthevideoshowcasesasimplifiedcaseofanaffluentwhitewomanandawomanofcolorfromalow-incomecommunity.Someofthecommentsinthevideoareproblematicandreductionist.Weencourageyoutousethevideoasanopportunitytohighlightsomeofthewaysinwhichthisportrayalisproblematicandaskstudentstosharetheirideas.

o Source:http://maps.latimes.com/neighborhoods/income/median/neighborhood/list/

3. Workingindividually,askstudentstorecordtheirresponsesinthetablebelow.o Seebelowforpossiblestudentresponses.

EastLosAngeleshasanincomeof$54,242,comparedtothe$132,997incomeinSantaMonica.Compareandcontrastthetwofamilies.Hint:Wheredoeseachfamilylive?Whattypeoffoodispresentineachgrocerystore?ThePerezfamilylivesinEastL.A.Themotherworks7daysaweekandtakesthebustothegrocerystore.Mostofthefoodinthegrocerystoreis“junkfood”.TheStonefamilylivesinSantaMonica.Theirgrocerystorehasalotoffresh,organicfood.Whydoyoubelievesomepeoplehaveaccesstofoodwhileothersdon’t?Thereisnotarightorwronganswerforthis;however,studentresponsesshouldcontainsomestatementexplainingtheconnectionbetweenwealthandaccesstofood.Isthisfair?Thereisnorightorwronganswertothis,aslongastheyhavereasoningtobackuptheirdecision.

EvaluateandReflection1. Throughoutthispop-out,studentshaveexploredthecorrelationbetweenwealthandnaturalresources.

IntheEngageandExplore,studentssawthatcontinentswiththecapacitytogrowfoodtendtobewealthier.IntheElaborate,theysawhowlow-incomecommunitiesaremorelikelytostrugglefindinghealthyfoodoptions.Attheendofthetask,askstudentstoreflectonwhattheyhavelearnedoverthecourseofthispop-outbyrespondingtothequestionsintheirstudentguide.

2. Facilitateaclass-widediscussionthatallowsstudentstosharetheirlearning.Youcanusethequestionsonthestudentguideasajumping-offpoint.

Assessment

1. Youmaycollectthestudentguidehandoutandassessusing:o Criteriaofyourchoice.WerecommendfocusingonthecontentintheEvaluatestatementto

assessstudents’understandingofimpactsofresourcedistribution.o Thiscanbeaformativetooltolookfortrendsinstudentdemonstrationsofskillsandpractices.


Unit2Pop-Out

Water,Farming,andWealth:AConnection?ExploreCaseStudy

Asyouknowfromlearningaboutthewatercycle,waterisstoredinmanydifferentforms.Rightnow,waterisinclouds,rivers,streams,glaciers,ice,lakes,snow,rain,undergroundwatersources,andtheocean.Waterisinalotofplaces!However,freshwater(thatwecandrink)isonlyasmallpercentageofthewaterinourworld.Ittakestimeforthefreshwaterweusetogothroughthewatercycleorcleaningcentersandreturnasfreshwaterwecandrink.Whilewesternnations(thetermoftenusedtodescribemuchofEuropeandNorthAmerica)usevastamountsoffreshwaterforpersonaluse(likedrinking,bathing,gardening,washing),mostofwesternwaterisusedtogrowfood.Infact,worldwide,farminguses85%oftheEarth’sfreshwaterresources.

Aroundtheworld,someplacesarebettersuitedtogrowfoodthanothers.Areaswithnutrient-densesoil,accesstowater,andmildclimatesmakemuchmorefoodthanplaceswithnutrient-poorsoil,littlewater,orextremeclimates.Imaginetryingtoplantagardeninthesandy,hotdesert.Notmuchwouldgrow!Thesamewouldbetrueifyoutriedtogrowfoodonthetopofsnow-coveredMountEverest.HowwellaplacecouldgrowcropsisatermcalledAgricultureSuitability.Takealookatthemap(above)toseewhatpartsoftheworldaremoresuitedtogrowingfood.

Unit2Pop-Out

Whydocertainplaceshaveaccesstowaterandsoil,butotherplacesdonot?InUnits1and2,youlearnedthatnaturalprocessesonEarthdistributedifferentresourcestodifferentregions.Buthowdoeshavingaccesstowaterandsoilaffectthewealthofdifferentregions?Gotothewebsite:https://www.huffingtonpost.ca/2016/07/23/world-map-wealth_n_11145122.html.Clickonthe“wealth”buttonontheinteractivemap.Themapshowsthesizeofeachcountry,basedontheamountofwealthinthecountry(insteadofthelandmass,likeinnormalmaps).Thendiscussandrespondtothequestionsinyourstudentguide.Sources:

o https://water.usgs.gov/edu/earthwherewater.htmlo https://www.theguardian.com/sustainable-business/global-water-demand-injusticeo https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2727435/o https://farmingfirst.org/science-and-innovation#section_1o https://www.nature.com/articles/s41893-017-0008-6o https://www.nature.com/articles/s41893-017-0008-6/figures/2o http://nelson.wisc.edu/sage/data-and-

models/atlas/maps.php?datasetid=19&includerelatedlinks=1&dataset=19

StanfordNGSSIntegratedCurriculum7thGradeScienceUnit3:MimickingNature’sDesign

Pop-Out:HowScienceWorks


Pop-OutEssentialQuestion:Inthescientificprocess,howdoesnewevidencedispelmisconceptionsandchangescientificknowledgeovertime?IntroductionThispop-outiscenteredaroundthenatureofscientificepistemology.Itseekstohelpstudentsexploretheunderpinningnatureofthescientificprocess:howitworks,whatitteachesus(anddoesn’tteachus),howweclassifywhatweknow,andhowscientifictheoriesandmisconceptionschangeovertimeinresponsetoemergingevidence.Inthistask,eachteamreceivesanenvelopecontainingaseriesofpersonalbankchecks.Asstudentsaccessincreasingamountsofevidence(witheachsubsequentsetofchecks),studentsareabletocontinuouslyrevisetheirhypothesislikerealscientists.Thisprocessalsorevealsthatmisconceptionsareanaturalpartofthescientificprocess;Duetoincreasingevidencepoints,sciencenaturallyevolvesandoftenrevealsthatoriginalscientifichypothesesareactuallymisconceptions.Werecommendutilizingthispop-outatatimeofyourchoiceduringUnit2.Sincetheunitcontentandskillsarerelatedto,butnotdependenton,Unit2,itcanbeincorporatedatwhateverpointbestsuitsyourteachingneedsandstudentlearningneeds.AlignmentTable

Content● Scienceistheprocessofbuildingonknowledgeusingevidenceavailable.● Datacanbeanalyzedindifferentwaystoconstructmultipleinterpretations.● Scientificexplanationsincludeaclaim,evidence,andreasoning.● Therearedifferencesbetweentheories,beliefs,andhypotheses.

UnderstandingsabouttheNatureofScience(fromNGSSAppendixH)● Sciencedependsonevaluatingproposedexplanations.● Scienceknowledgeisbaseduponlogicalandconceptualconnectionsbetweenevidenceand

explanations.● Scientificexplanationsaresubjecttorevisionandimprovementinlightofnewevidence.● Thecertaintyanddurabilityofsciencefindingsvaries.● Sciencefindingsarefrequentlyrevisedand/orreinterpretedbasedonnewevidence.● Theoriesareexplanationsforobservablephenomena.● Sciencetheoriesarebasedonabodyofevidencedevelopedovertime.● Theterm“theory”asusedinscienceisverydifferentfromthecommonuseoutsideofscience.

EquityandGroupwork● Worktogethertoanalyze,evaluate,andinterpretevidence.● Discussideaswithgroupsandtheclasstoshareideasandco-constructatheory.

Language● Gatherinformationfrombankchecks.




● Communicateideasverballyinpartner,group,andclassdiscussions.● WritemultipleCERstoexplainideas,includingaclaim,evidence,andreasoning

LearningGoalsInthispop-out,studentsengagewithanactivitydesignedtoexperientiallyaddressquestionsofscientificepistemology.Morespecifically,thepurposeisto:

● Engagestudentsthroughasetofmisconceptionquestionsrelatedtounitcontent.● Providestudentswithanexperientialprocessofusingcurrentevidencetodrawconclusions.● DiscussandgeneratearevisedCERthatincorporatesalltheavailableevidence.● Applylearningstoalargerdiscussionofscientificknowledge(beliefs,theories,hypotheses).● Reflectonthenatureofscientificknowledge.

ContentBackgroundforTeachersScienceisaconstantly-changingbodyofknowledge.Itisbuiltongatheringevidence,interpretingevidence,makingtheories,andcontinuingthecycleanew.Thescientificcannonisresponsivetoconstantlychanginginformation.Withevidenceemerging,whatwasoncetruecanfadeintoamisconceptionofthepast;scientistsusedtobelievethattheEarthwaslocatedinthecenterofthesolarsystembutthediscoveriesofjustonescientistrevealedthatthesunsitsinthecenterofthesolarsysteminstead.Misconceptionsareanaturalpartofthescientificprocess.AcademicVocabulary

● TentativeExplanation● Revise● Theory● Belief● Hypothesis


● Engage:0.5period● Explore:1period● Explain:1period● Elaborate:0.5period● EvaluateandReflection:0.5period

Materials

● Unit3,Pop-OutStudentVersionExplore

● Aseriesof16checksinanenvelope(1/group)● ImportantNote:Thereare2checksetstochoosefrom.Pickoneset.Checkset1hasacheckmadeoutto

PlannedParenthood,whichmayelicitextendeddiscussiononpoliticalviews.Checkset2doesnothavethePlannedParenthoodcheck.Alternatively,anonlineversionisavailableathttp://www.pbs.org/wgbh/evolution/educators/course/session1/explore_a.html




InstructionsEngage

1. Werecommendintroducingthepop-outbyreadingtheparagraphsinthebeginningofthestudentguidealoud.

2. Individually,havestudentsanswerthetrue/falsequestionsintheirstudentguide.Emphasizethatit’sokayifstudentsdon’tknowtheanswersandthattheyshoulddotheirbesttoanswerthequestionsusingwhattheyknow.

o Thesearedesignedtoactivatepriorknowledgeandsetthestageforexploringscientificmisconceptionsinthepop-out.

3. Dividestudentsintopartners.Askpartnerstosharewhattheyeachwroteforquestions1-10anddiscussthereasonstheyrespondedhowtheydid.Attheendofthepartnerdiscussions,tellstudentsthateachofthestatementsisactuallyfalse;howevermanypeoplehavebelievedinthetruthofthesestatementsatdifferentpointsinthehistoryofscience.Sharewithstudentsthatthroughoutthepop-out,theywillbeexploringwhatmakespeoplebelievesomethingistrueinscience,hownewevidenceemergesandrevealsthatpreviousbeliefsweremisconceptions,andhownewideasaremade.

Explore

1. Nowthatstudentshaveseenexamplesofmisconceptions,itistimeforthemtoengageinaprocessthatcanbeusedinsciencetohelpidentifymisconceptionslikethese.Inthisactivity,eachteamhasanenvelopecontainingaseriesofpersonalbankchecks.Studentspickfourchecksatatime,andtheteamconstructsaplausiblescenariothatrevolvesaroundtheevidencegatheredfromthechecks.Asstudentsaccessincreasingamountsofevidence(witheachsubsequentsetofchecks),studentsmakeappropriaterevisionstotheirhypothesis.

2. Dividestudentsintogroups.Assignrolestoeachgroup.Youmayusewhateverrolesyouprefer.WerecommendtheuseoftheFacilitator,MaterialsManager,Harmonizer,andRecorder.

o AskFacilitatortoreadthedirectionsandtomakesureeveryoneunderstandsthetask.o AsktheMaterialsManagertohandleanyresources(e.g.checks,envelopes)neededtocomplete

thetask.o AsktheHarmonizertomakesurethateveryonecontributestheirideasandthateveryone’svoice

isheard.o AsktheRecordertomakesurethegroupistakingnotesandcollectingevidencefromtheir

checks.

3. Giveoneenvelopeofcheckstoeachgroup,butmakesuretheydonotopenthemyet.o Askeachteamtodrawfourchecksatrandom.Studentsshouldarrangechecksonthedeskand

developatentativestoryline/hypothesistoexplainwhyeachcheckwaswritten.Havethemrecordtheirhypothesisofwhathappenedinthegraphicorganizerintheirstudentguide.

o Afterstudentshaveallrecordedtentativeexplanation#1(approximately5minutes),havethestudentsremovefourmorechecksatrandom,arrangechecksonthedeskwiththepreviousfourchecks,andrevisethestoryline/hypothesistofitalleightchecks.Recordtentativeexplanation




#2.o Repeatthisprocessoncemoreandhavethemreviseandrecordthestoryline/hypothesistofitall

12checks.o DONOTallowstudentstoremovethelastfourchecksbecausestudentswillcollaboratewith

othergroupstolearnaboutthefinalchecksinthenextactivity.Thisisdesignedtosimulateacommunityofscientistscollaborating.

4. Walkaroundandlookattheresponsesstudentsaregenerating.o Trynottoprovideanyexplicitanswers,butyoumaypointoutpartsoftheinformationtofocus

onifstudentsarestruggling.o Becauseeachstudentgroupwillgatherdifferentchecksthroughouttheprocess,therearemany

viableclaims.However,itisimportantthatstudentsuseappropriatelyconnectedclaims,evidence,andreasoning.

Explain

1. Sincestudentswerenotgiventhelastfourchecks,theywillworkcollaborativelywithothergroupsintheclasstogathertheinformationthattheyaremissing.Becauseeachgrouppickschecksrandomly,eachgroupmayhaveadifferentsetof12checks;however,itislikelythattogethertheclasshasaccesstoall16checks.

o Theprimaryreasonforthisisforstudentstoemulatethecollectivenatureofthescientificprocessthroughengagingwithacommunityofscientists.

o Thesecondarypurposeofthistimeisforstudentstoexplaintheirgroup’sprocessofcollectingevidence,makingclaims,andexplainingthereasoningfortheirideas.Italsoallowsforstudentstoseeoneanother’sscientificprocess.

2. Asaclass,allowtimeforgroupstodiscusstheirstorylines.Werecommenddoingthisthrougharotatinggroupshare.Determinehowmanygroupsareintheclass.Forexample,let’ssaytherearesixgroups.Giveeachgroupanumberorletter:1,2,3,A,B,orC.Pair1swithAs,2swithBsand3swithCs.Providethreetofiveminutesforgroupstosharetheirideaswithoneanother.Then,havetheAs,Bs,andCsrotateclockwisetothenextgroup.Repeatthisprocessuntilsufficientdiscussionhastakenplace.

o Byengaginginrotatingdiscussions,studentswillengagewithgroupswhochosedifferentchecks.Sinceeachstudentgroupismissingfourchecks,thisprocessallowsforstudentstoencounterdiversepiecesofevidence.

3. Givestudentstimetodiscusstheirfinalexplanationsintheiroriginalgroups.Studentsshouldthenwrite

theirfinalCERsindividually.Remindstudentsthattheycanuseevidencefromeachoftheirchecksaswellasanythingtheylearnedintheclassdiscussion.SimilartointheExploresection,therearenospecificcorrectclaims,solongasstudentsaremakingreasonableclaims,providingviableevidence,andofferingsoundreasoning.




Elaborate1. Thissectionofthetaskusesstudents’experiencewiththeChecksActivityandasksthemtoapplywhat

theylearnedtothescientificprocess.Ingroups,havestudentsdiscussthequestionslistedintheirstudentguide.

o Thesequestionsservetosimultaneouslydebriefthelearninggarneredthroughthechecksactivityandapplyconceptstotheprocessofscientificinquiry.

2. Optional:Debriefthisprocessinaclasswidediscussion.Youmayleadtheclassdiscussionusingthequestionsfromthestudentguideorthefollowingquestionsasajumping-offpoint:

o Howareyourtentativeclaimssupportedbyevidenceandreasoning?o Howisyourfinalstorysupportedbyevidenceandreasoning?o Howaretheoriesformedandchangedovertime?


1. Attheendofthetask,askstudentstoindividuallyreflectonwhattheyhavelearnedoverthecourseofthispop-outbywritingreflectionstothequestionsintheirstudentguide.

2. Facilitateaclass-widediscussionthatallowsstudentstosharetheirlearnings.Youcanusethequestionsonthestudentguideasajumpingoffpoint.

Assessment

1. Youmaycollectthestudentguidehandoutandassessusing:o Criteriaofyourchoice.WerecommendfocusingonthecontentintheEvaluatesectiontoassess

students’understandingofthenatureofscience.o Thiscanbeaformativetooltolookfortrendsinstudentdemonstrationsofskillsandpractices.


Unit3Pop-Out

ChecksExploreSupplementaryResources

ChecksVersion#1

Unit3Pop-Out

Unit3Pop-Out

Unit3Pop-Out

ChecksExploreSupplementaryResources

ChecksVersion#2

Unit3Pop-Out

Unit3Pop-Out

Unit3Pop-Out

StanfordNGSSIntegratedCurriculum7thGradeScienceUnit4:SavetheAndes!Pop-Out:WhoisAtRiskinNaturalHazards?


Pop-OutEssentialQuestion:Aredifferentgroupsofpeopleaffectedfairlybytheaftermathofnaturalhazards?IntroductionBythispointinthecurriculum,studentshaveconsideredhowhumansandecosystemsinteractinvariousways.Intheunit,studentshaveexploredhowhumansusesciencetoforecastnaturalhazards.Thispop-outfocusesonthesocialjusticeramificationsofwhatoftenhappensduringandafteranaturalhazard:Whoisdisproportionatelyaffectedbythenaturalhazardsandtheaftermathsoftheevents?Thepop-outusesnaturalhazardcasestudiestoexaminesocialjustice.Itprovidesstudentswithanintroductorylensthroughwhichtoexaminehowpeopleareunfairlyaffectedbyfactorssuchas:socioeconomicstatus,age,race,Englishproficiency,andhealthconcerns/physicalability.Thecontentinthispop-outcentersaroundtwodifferentnaturalhazards:firesinNorthernCaliforniaandHurricaneKatrinainNewOrleans,Louisiana.Asthesecanbetriggersforstudents,itmaybebeneficialtoconsiderstudentbackgroundspriortoengagingwiththepop-outandmitigatetriggersbytailoringordeletingcomponents.Werecommendusingthispop-outaftercompletingTask1ofUnit4,asTask1addresseshowtoforecastnaturalhazards.AlignmentTable

Content● Certainpopulationsaredisproportionatelyimpactedbynaturalhazardsandtheiraftermaths.

EquityandGroupwork● Worktogethertoanalyze,evaluate,andinterpretinformation.● Discusswithpeerstolearnaboutotherperspectiveswhileexaminingsocialjusticeconceptsthrough

exploringnaturalhazards.● Usethink-pair-sharesandgroupdiscussionstogatherinformationforuseinwrittenresponse.

Language● Listentoareadingaloud.● Useannotationstrategiestodissecttext.● Communicateideasverballyinclassdiscussions.● Communicateideasinawrittenletter.● Incorporateevidencetosupportanidea.

LearningGoalsInthispop-out,studentsexaminehowdifferentpopulationsareimpactedbynaturalhazardsandtheiraftermaths.Morespecifically,thepurposeisto:

● Engagestudents’priorknowledgebymakingpredictionsaboutgroupsimpactedbyfires.● ConsideranNPRarticleaboutfiresinnorthernCalifornia.● Explaintheirthoughtsinaclass-widediscussion.



● ApplytheirlearningstotheaftermathofHurricaneKatrinaandwritealettertoapoliticianexplainingtheimpactsofnaturalhazardsongroupsofpeople.

● Reflectonwhichpopulationsaremoreat-riskduringandafternaturalhazardsandconsiderifitsfair.ContentBackgroundforTeachersNaturaldisastersarehappeningwithincreasingregularity.Scientistsattributetheincreasednumberandseverityofnaturalhazardstoclimatechange.Thus,itislikelythatnaturalhazardscouldcontinueincreasingandaffectingtheworldpopulation.Witheachnaturalhazardcomesahumanresponse:safetyinformationisdisseminated,aidgroupsmobilize,andreliefeffortsensue.Throughthatprocess,manygroupsofpeoplearedisproportionatelyimpacted.Socialjusticeissuesareattheforefrontofhowhumanityoftenmanagestheeffectsofnaturalhazards.Inthispop-out,thedisproportionateeffectstocertainat-riskpopulationsareaddressedinthefollowingcapacities:

● Socioeconomicstatus:IntheaftermathofHurricaneKatrina,apopulation’spersonalwealth(andabilitytoprocurefloodinsurance)greatlyincreasedthepopulation’scapacitytoreturntotheirhomes.PopulationsinlowersocioeconomicclasseswerelesslikelytoreturntoNewOrleansandrebuildtheirhomes.

● Age:TheelderlypopulationwasdisproportionatelyimpactedbytheCaliforniafiresandHurricaneKatrina.● Race:Whileraceisnotexplicitlyaddressedinthepop-out,therearestronglinksbetweenraceand

socioeconomicstatus.Studentsmayusepreviousknowledgetodrawthisconnection.● Englishproficiency:Whilethisisnotexplicitlyaddressedinthepop-out,studentsmayuseprior

knowledgetoproposethatifapopulationdoesnotspeakEnglish,theyarelesslikelytounderstandwarningsandinstructionsregardingnaturalhazards.

● Healthconcerns/physicalability:PopulationswithdecreasedmobilitywereimpactedbytheCaliforniafiresandnotbeingasabletoevacuatefromHurricaneKatrina(e.g.mostoftheevacuationbuseswerenotADAcompliant).

Sources:o https://emergency.cdc.gov/groups.aspo https://www.npr.org/2017/10/19/558696780/why-older-people-didnt-fare-well-in-northern-california-

wildfireso https://www.accuweather.com/en/weather-blogs/climatechange/steady-increase-in-climate-

rel/19974069o https://www.cdc.gov/nceh/hsb/disaster/atriskguidance.pdf?forcedefault=true

AcademicVocabulary

● Naturaldisaster● At-RiskPopulations● Evacuate● Socioeconomicstatus● Englishproficiency


● Engage:0.25period



● Explore:0.5period● Explain:0.5period● Elaborate:1period● EvaluateandReflection:0.25period

Materials

● Unit4,Pop-OutStudentVersion(1/student)Explore

● CopyofNPRarticle(1/class)Elaborate

● Computerwithprojector(1/class)● Unit4,Pop-OutSituation–HurricaneKatrina(1/student)

InstructionsEngage

1. Thispop-outfocusesonhowsocialjusticeissuesareseeninnaturalhazardresponses.Webeginthatprocessbyexploringthecaseofelderlypeopleinthe2017northernCaliforniafires.

2. Inpartners,havestudentsmakepredictionsaboutwhowasn’tabletoleavetheirhomesintheCaliforniafires.Iftheydon’tknowanythingabouttheCaliforniafires,theycanmakepredictionsbasedonabigfireinacity.

o Thepurposeofthisistoactivatestudents’priorknowledge.Explore

1. Readthisarticlealoudtotheclass:https://www.npr.org/2017/10/19/558696780/why-older-people-didnt-fare-well-in-northern-california-wildfires.Itprovidesstudentswithclearreasonsforwhyelderlypeopleweredisproportionatelyaffectedbythefiresthanotherpopulations.

2. Inpartners,havestudentsdiscussandrespondtothequestionsinthetable.Possiblestudentresponsesareincludedbelow:Whowasn’tabletoevacuatefromthefiresintime?Why?

Manyelderlypeoplewerenotabletoevacuatetheirhouses.Inmanycases,theelderlypopulationswerenotmobileenoughtomovetosafety.Othersweren’tabletohearorsmellthefiresintimetoevacuate.

Whydoesthatpopulationneedspecialsupporttoevacuatefromnaturalhazards?

Someelderlymayneedsupporttomove,hear,orsmellwellenoughtoevacuatefromafire.

Basedonwhatyouknowaboutwhythosepeoplecouldn’tevacuate,doyouthinkthereareothergroupsofpeoplewhoweren’tabletoescapethefires?

Thereisnorightorwronganswer,solongasstudentsoffertheirpersonalopinion.However,thisprovideslinkstopeopleofallageswithphysicalormentaldisabilities.



Explain1. Studentshaveseenhowonepopulationgroup(theelderly)wasaffectedinonenaturalhazard,butthere

arevariousat-riskpopulationsandmanydifferentnaturalhazards.

2. Useathink-pair-shareformattostimulateaclassdiscussion.Theuseofequitysticksisencouragedtosupportanequitablediscussionprocess.Thequestionsforthethink-pair-shareareinthestudentguideandincludedhere:

○ Whatat-riskpopulationsdoyouknowareunfairlyaffectedduringfiresandwhy?○ Youknowfromtheintroductionthatthereareotherat-riskpopulationsnotmentionedinthe

Engagearticle.Whichofthesegroupsdoyouthinkmightalsobeaffectedduringfiresandwhy?○ Thereareothernaturalhazards,suchashurricanes,volcaniceruptions,tornadoes,etc.Howdo

youthinkthesegroupsmightbeaffectedduringthesetypesofnaturalhazards?Why?Elaborate

1. Usingacomputerwithaprojector,playthisvideoabouttheHurricaneKatrinatimeline.https://www.youtube.com/watch?v=HbJaMWw4-2Q.Considerskippingthevideoportionfrom3:44-3:49asthevideodisplaysagraphicimageofadeadbodyfloatingintheHurricaneaftermath.

2. HavestudentsworkindividuallytoreadthroughtheUnit4,Pop-OutHurricaneKatrinaSituation.Remind

themtousetheannotationstrategiesfromyourclasstosupporttheirlearningprocess.

3. Dividestudentsintogroupstodiscussthequestionsintheirstudentguide.Encouragestudentstousethereadingtosupporttheiranswers.

4. Inthewakeofanaturalhazard,communitieslearnhowanaturalhazardimpactsdifferentgroupsof

people.Followingtheseevents,agenciesreflectonwhathappened,learnfromtheexperience,andmakeplanstoimprovenaturalhazardresponsesinthefuture.Becausetheseimpactsaresotightlylinkedtosocialjustice,itisvaluableforstudentstofindtheirvoicesinrespondingtosuchevents.Individually,havestudentswritealettertotheNewOrleansMayor.

o Encouragestudentstousewhattheyhavelearnedinthepop-outsofartowritealetterthatprovides:anoverallstatementexpressingwhattheyknowabouthowdifferentpopulationgroupsareimpactedbynaturalhazards,specificexamplesofhowthosepopulationgroupswereaffectedbyHurricaneKatrina,andanyrelevantideasstudents’haveforhowtoaddressthoseproblemsinthefuture.Itisimportanttonotethatthecurriculumdoesnotofferspecificsolutionsorideastoremedytheproblems;anyideasthatariseareacceptable.


1. Bythispoint,studentshaveengagedwithtwodifferentnaturalhazardsandhaveconsideredhowbothofthesedisastershaveimpacteddifferentgroupsofat-riskpopulations.TheEvaluatehonesinonwhichgroupsofpeopleareaffectedmorethanothersandasksstudentstoconsiderwhetherthatisfair.

2. Individually,havestudentsanswerthequestionsintheirstudentguides.



Assessment1. Youmaycollectthestudentguidehandoutandassessusing:

o Criteriaofyourchoice.WerecommendfocusingontheletterintheElaboratesectiontoelucidatestudents’understandingofhowdifferentgroupsofpeopleareimpactedbynaturalhazardsandtheaftermaths.

o Thiscanbeaformativetooltolookfortrendsinstudentdemonstrationsofskillsandpractices.Youcanthenusethisformativedatatoinformfutureinstruction.

Unit4Pop-Out

HowDidHurricaneKatrinaImpactDifferentGroups?Elaborate

OverallPopulation

BeforeKatrina AfterKatrinaPopulation 484,674people 230,172people

Inthepop-outintroduction,welearnedthattherearesixcategoriesthatcontributetohowmuchhelpapersonmayneedinanaturalhazard.Let’stakealookathowthreeofthecategoriesofpeoplewereaffectedduringandafterHurricaneKatrina.Age:TheElderlyHurricaneKatrinaresultedinthedeathofalmost1000people.73%ofdeathswereinpeople60yearsorolder,andhalfofoveralldeathswereseeninpeopleover74yearsold.Manyofthosepeoplewerenotabletoevacuatetheirhomes.HealthConcerns/PhysicalAbility:PeoplewithDisabilitiesPeoplewithdisabilitiesweredisproportionatelyaffectedbythehurricanecomparedtopeoplewithoutdisabilities.Onereasonisthattheirneedsareoftenoverlooked.Forexample,peoplewithphysicaldisabilitieswerenotabletoevacuatethemselves,andmanyevacuationbuseswerenotwheelchairaccessible.Peoplewithvisualandhearingdisabilitieswerenotabletogetthemessagestoleavebeforethestorm.Also,evacuation,relief,andshelterismoreexpensiveforpeoplewithdisabilitieswhichoftenstopsgovernmentsfrommakingplansthatincludepeopleofallabilities.SocioeconomicStatus:LowIncomePopulationsThestormflooded80%ofNewOrleans,mostofwhichwasneighborhoods.Morethan1millionpeoplewereforcedtoleavetheirhomesforthestorm.Manyofthosepeopleneededtorepairorentirelyrebuildtheirhomes.Unfortunately,thehouseinsurancecompaniestookayeartopaypeoplethemoneyneededtofixtheirhouses.Becauseofthat,mostofthepeoplewhoreturnedtotheirhomesweretheonesthathadthemoneytobeginrenovatingthedamage,andmanypeoplewithoutwealthwereforcedtomovesomewhereelse.AddingtothatchallengeisthatmostofthemoneydonatedtoHurricaneKatrinawasusedforemergencyresponse.Verylittlemoneywasspentonrebuilding.Fiveyearsafterthestorm,NewOrleanshasawealthier,older,andlessraciallydiversepopulation.Sources:

o https://www.datacenterresearch.org/data-resources/katrina/facts-for-impact/o https://www.ncd.gov/publications/2006/Aug072006

Documents

7th Grade - Pop-Outs Teacher Version - Stanford NGSS ......7th Grade Science Unit 1: A Balanced Biosphere Pop-Out: Environmental Ethics Teacher Version Stanford NGSS Integrated Curriculum