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UNIT

Stanford NGSS Integrated CurriculumAn Exploration of a Multidimensional World

Stanford Center for Assessment, Learning & Equity

Stanford NGSS Integrated Curriculum

TeacherVersion StanfordNGSSIntegratedCurriculum2018 1

GroupCulminatingProject:ScientificPosterPresentationofaProposaltoSavetheAndes

IndividualCulminatingProjectJournalArticleThatDetailsaProposaltoSavetheAndes

Lift-OffTask:Humansand

the

Environment

Task2:DisruptingEarth’s

NaturalSystems

Task3:LivinginHarmony

–Weighingthe

Consequences

StanfordNGSSIntegratedCurriculum:AnExplorationofaMultidimensionalWorldUnit4:SavetheAndes!

EssentialQuestion:Howcanwesustainbiodiversityinamodern,changingworld?

TotalNumberofInstructionalDays:26.5–27.5

Unit4Pop-OutWhoisAt-RiskinNaturalHazards?

(ImplementafterTask1)

Task1:Sculpting

Landscapes

ConnecttotheCulminatingProjectusingtheProjectOrganizer

StanfordNGSSIntegratedCurriculum7thGradeScienceUnit4:SavetheAndes!

UnitOverview


StorylineforUnit4

Ashumanbeings,wedependcompletelyonthenaturalresourcesfromecosystems.Eachoftheseecosystemshasanaturalsystemofcyclesandinteractionsthatkeepsitstableandfunctioninginjusttherightway.Inthisunit,studentswilllearnthatwhenwestarttointerferewiththisnaturalstabilityforourownbenefits,hugeproblemsoccurthatcanbeverydifficulttorepair.Fortheirculminatingproject,studentsconsidertheseissueswithinthecontextoftheAndesMountainsandtrytofindsolutionstoaddressthem.

IntheLift-OffTask,studentswatchavideothatcaricaturizesthewaysinwhichhumansinteractwiththeirenvironmentinordertohelpstudentsmakeanemotionalconnectiontothethemesofthisunit.Basedonwhattheysee,studentsgeneratequestionsaboutthephenomenonofhumaninteractionswiththeenvironment.Asstudentsinvestigatethesequestionsthroughouttherestoftheunit,theywillbegintoseetheirownimpactonglobalandlocalbiodiversity,whichwillinformtheirplantopreservethebiodiversityoftheAndesregion.

InTask1,studentsconnectthegeneralphenomenonintroducedintheLift-OffTasktothecontextoftheproject—howhumansthreatenthecurrentbiodiversityintheAndesMountains.However,beforestudentscanthinkabouthowhumansnegativelyimpacttheAndes,theymustfirstconsiderhowtheAndesecosystemfunctionsnaturally.Inthistask,studentsexploreevidenceofgeoscienceprocessestohelpthemunderstandwhichprocessesformedtheAndesMountains,acrossvaryingtimeandspatial,orgeologicscales.

InTask2,studentsdiscoverthathumans’relianceontheEarthforservicesiscausingmajordisruptionsofthenaturalprocessestheyexploredinTask1.Thisleadstophysicalandbiologicalchangesthatareaffectingnaturalpopulationsandmuchmore.Bytheendofthistask,studentswillbebetterequippedtoexaminetheirownroleinthedisruptionofnaturalprocessesinplacesliketheAndesMountains,andtodeterminehowseeminglysmallchangescanleadtolargerchangesintheAndesecosystem.

Task3requiresstudentstomovebeyondtheiremotionalreactiontotheproblemsinTask2,andinsteadasksthatstudentsconsiderwhysavingtheAndesregionmakeslogicalsense.Inthistask,studentslearnwhypreservingbiodiversityisessentialtomaintainingecosystemsasawhole,creatinganimperativetodesignsolutionstomaintainit.Here,studentshaveanopportunitytopracticeInternetresearchastheysearchforenvironmentalsolutionsalreadyinplacearoundtheworld.Intheend,studentswillweightheadvantagesanddisadvantagesofanyconservationplaninordertodeterminewhetheritwillgainenoughpublicsupporttobecomeareality.

Oncestudentsarecompletewithalllearningtasks,theyarereadytocompletetheirculminatingproject.Thestudents’taskistocreateaproposaltosavetheAndes!TheywillstartbyunderstandingwhatastableAndesecosystemshouldlooklikeandidentifythewaysthathumanshavechangedtheAndes.Afteranevaluationofmultiplesolutionsthatpeoplearealreadytrying,eachgroupmakesaplantosavetheAndesfromonespecifichumanactivity.Asagroup,theywillcreateascientificpostertopresentatanEnvironmentalScienceConference,keepinginmindthatanyproposalwillrequirethehelpofpeopleallovertheworldtochangetheirwayoflife…itistheirjobtofindareasonablesolutiontoconvincetheiraudience.Individually,theywillwriteandsubmitanarticleforpublicationintheassociatedEnvironmentalScienceJournal.


UnitOverview


Three-DimensionalBreakdownofthePerformanceExpectations

Thisunitwasdevelopedtoalignwith,teach,andassessstudents’understandingandskillsrelatedtothesePerformanceExpectations.Below,wehavemappedoutthedisciplinarycoreideas,crosscuttingconcepts,andscienceandengineeringpracticesaddressedinthisunit.Aspectsofthedimensionsthatarenotexplicitlyaddressedinthisunitarecrossedout.

PerformanceExpectations ScienceandEngineeringPractices

DisciplinaryCoreIdeas CrosscuttingConcepts

MS-ESS2-2.ConstructanexplanationbasedonevidenceforhowgeoscienceprocesseshavechangedEarth’ssurfaceatvaryingtimeandspatialscales.[ClarificationStatement:EmphasisisonhowprocesseschangeEarth’ssurfaceattimeandspatialscalesthatcanbelarge(suchasslowplatemotionsortheupliftoflargemountainranges)orsmall(suchasrapidlandslidesormicroscopicgeochemicalreactions),andhowmanygeoscienceprocesses(suchasearthquakes,volcanoes,andmeteorimpacts)usuallybehavegraduallybutarepunctuatedbycatastrophicevents.Examplesofgeoscienceprocessesincludesurfaceweatheringanddepositionbythemovementsofwater,ice,andwind.Emphasisisongeoscienceprocessesthatshapelocalgeographicfeatures,whereappropriate.]

ConstructingExplanations● Constructascientific

explanationbasedonvalidandreliableevidenceobtainedfromsources(includingthestudents’ownexperiments)andtheassumptionthattheoriesandlawsthatdescribethenaturalworldoperatetodayastheydidinthepastandwillcontinuetodosointhefuture.

ESS2.A:Earth’sMaterialsandSystems● Theplanet’ssystems

interactoverscalesthatrangefrommicroscopictoglobalinsize,andtheyoperateoverfractionsofasecondtobillionsofyears.TheseinteractionnshaveshapedEarth’shistoryandwilldetermineitsfuture.

ESS2.C:TheRolesofWaterinEarth’sSurfaceProcesses● Water’smovements—

bothonthelandandunderground—causeweatheringanderosion,whichchangetheland’ssurfacefeaturesandcreate,undergroundformations.

Scale,Proportion,andQuantity● Time,space,and

energyphenomenacanbeobservedatvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall.

MS-ESS3-2.Analyzeandinterpretdataonnaturalhazardstoforecastfuturecatastrophiceventsandinformthedevelopmentoftechnologiestomitigatetheireffects.[ClarificationStatement:Emphasisisonhowsomenaturalhazards,suchasvolcaniceruptionsandsevereweather,areprecededbyphenomenathatallowforreliablepredictions,butothers,suchasearthquakes,occur

AnalyzingandInterpretingData● Analyzeandinterpret

datatodeterminesimilaritiesanddifferencesinfindings.

ESS3.B:NaturalHazards● Mappingthehistoryof

naturalhazardsinaregion,combinedwithanunderstandingofrelatedgeologicforcescanhelpforecastthelocationsandlikelihoodsoffutureevents.

Patterns● Graphs,charts,and

imagescanbeusedtoidentifypatternsindata.


UnitOverview


suddenlyandwithnonotice,andthusarenotyetpredictable.Examplesofnaturalhazardscanbetakenfrominteriorprocesses(suchasearthquakesandvolcaniceruptions),surfaceprocesses(suchasmasswastingandtsunamis),orsevereweatherevents(suchashurricanes,tornadoes,andfloods).Examplesofdatacanincludethelocations,magnitudes,andfrequenciesofthenaturalhazards.Examplesoftechnologiescanbeglobal(suchassatellitesystemstomonitorhurricanesorforestfires)orlocal(suchasbuildingbasementsintornado-proneregionsorreservoirstomitigatedroughts).]MS-LS2-4.Constructanargumentsupportedbyempiricalevidencethatchangestophysicalorbiologicalcomponentsofanecosystemaffectpopulations.[ClarificationStatement:Emphasisisonrecognizingpatternsindataandmakingwarrantedinferencesaboutchangesinpopulations,andonevaluatingempiricalevidencesupportingargumentsaboutchangestoecosystems.]

EngaginginArgumentFromEvidence● Constructanoraland

writtenargumentsupportedbyempiricalevidenceandscientificreasoningtosupportorrefuteanexplanationoramodelforaphenomenonorasolutiontoaproblem.

LS2.C:EcosystemDynamics,Functioning,andResilience• Ecosystemsaredynamic

innature;theircharacteristicscanvaryovertime.Disruptionstoanyphysicalorbiologicalcomponentofanecosystemcanleadtoshiftsinallitspopulations.

StabilityandChange● Smallchangesinone

partofasystemmightcauselargechangesinanotherpart.

MS-PS1-3.Gatherandmakesenseofinformationtodescribethatsyntheticmaterialscomefromnaturalresourcesandimpactsociety.[ClarificationStatement:Emphasisisonnaturalresourcesthatundergoachemicalprocesstoformthesyntheticmaterial.Examplesofnewmaterialscouldincludenewmedicine,foods,andalternativefuels.][AssessmentBoundary:Assessmentislimitedtoqualitativeinformation.]

Obtaining,Evaluating,andCommunicatingInformation● Gather,read,and

synthesizeinformationfrommultipleappropriatesourcesandassessthecredibility,accuracy,andpossiblebiasofeachpublicationandmethodsused,anddescribehowtheyaresupportedornotsupportedbyevidence.

PS1.A:StructureandPropertiesofMatter● Eachpuresubstancehas

characteristicphysicalandchemicalproperties(foranybulkquantityundergivenconditions)thatcanbeusedtoidentifyit.

PS1.B:ChemicalReactions● Substancesreact

chemicallyincharacteristicways.Inachemicalprocess,theatomsthatmakeuptheoriginalsubstancesare

StructureandFunction● Structurescanbe

designedtoserveparticularfunctionsbytakingintoaccountpropertiesofdifferentmaterials,andhowmaterialscanbeshapedandused.


UnitOverview


regroupedintodifferentmoleculesandthesenewsubstanceshavedifferentpropertiesfromthoseofthereactants.

MS-LS2-5.Evaluatecompetingdesignsolutionsformaintainingbiodiversityandecosystemservices.*[ClarificationStatement:Examplesofecosystemservicescouldincludewaterpurification,nutrientrecycling,andpreventionofsoilerosion.Examplesofdesignsolutionconstraintscouldincludescientific,economic,andsocialconsiderations.]

EngaginginArgumentfromEvidence● Evaluatecompeting

designsolutionsbasedonjointlydevelopedandagreed-upondesigncriteria.

LS2.C:EcosystemDynamics,Functioning,andResilience● Biodiversitydescribes

thevarietyofspeciesfoundinEarth’sterrestrialandoceanicecosystems.Thecompletenessorintegrityofanecosystem’sbiodiversityisoftenusedasameasureofitshealth.

LS4.D:BiodiversityandHumans● Changesinbiodiversity

caninfluencehumans’resources,suchasfood,energy,andmedicines,aswellasecosystemservicesthathumansrelyon—forexample,waterpurificationandrecycling(secondary).



MS-ETS1-1.Definethecriteriaandconstraintsofadesignproblemwithsufficientprecisiontoensureasuccessfulsolution,takingintoaccountrelevantscientificprinciplesandpotentialimpactsonpeopleandthenaturalenvironmentthatmaylimitpossiblesolutions.

AskingQuestionsandDefiningProblems● Defineadesignproblem

thatcanbesolvedthroughthedevelopmentofanobject,tool,processorsystemandincludesmultiplecriteriaandconstraints,includingscientificknowledgethatmaylimitpossiblesolutions.

ETS1.A:DefiningandDelimitingEngineeringProblems● Themorepreciselya

designtask’scriteriaandconstraintscanbedefined,themorelikelyitisthatthedesignedsolutionwillbesuccessful.Specificationofconstraintsincludesconsiderationofscientificprinciplesandotherrelevantknowledgethatarelikelytolimitpossiblesolutions.

N/A

MS-ETS1-2.Evaluatecompetingdesignsolutionsusingasystematicprocessto


ETS1.B:DevelopingPossibleSolutions● Therearesystematic

N/A


UnitOverview


determinehowwelltheymeetthecriteriaandconstraintsoftheproblem.


processesforevaluatingsolutionswithrespecttohowwelltheymeetthecriteriaandconstraintsofaproblem.

ConnectionstoCommonCoreMathandELAStandards:

Overthecourseofthisunit,studentswillgainknowledgeandskillsinscience,aswellasinmathandEnglish-languagearts.BelowwelisttheCommonCoreELAandMathstandardsformiddleschooland7thgradethatarerelevanttothecurriculumtasksinthisunit.Withinthecurriculum,thereareopportunitiestoincorporatecomponentsofthefollowingELAandMathStandards:

MiddleSchoolCommonCoreELAStandards UnitTaskKeyIdeasandDetails

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

Task1Task2Task3Project

IntegrationofKnowledgeandIdeas

CCSS.ELA-Literacy.RST.6-8.7:Integratequantitativeortechnicalinformationexpressedinwordsinatextwithaversionofthatinformationexpressedvisually(e.g.,inaflowchart,diagram,model,graph,ortable).


CCSS.ELA-Literacy.RST.6-8.9:Compareandcontrasttheinformationgainedfromexperiments,simulations,video,ormultimediasourceswiththatgainedfromreadingatextonthesametopic.

Task1Task3Project

TextTypesandPurposes

CCSS.ELA-Literacy.WHST.6-8.1:Writeargumentsfocusedondiscipline-specificcontent.

Task2Task3Project

ResearchtoBuildandPresentKnowledge

CCSS.ELA-Literacy.WHST.6-8.7:Conductshortresearchprojectstoansweraquestion(includingaself-generatedquestion)drawingonseveralsourcesandgeneratingadditionalrelated,focusedquestionsthatallowformultipleavenuesofexploration.

Task2Task3Project

CCSS.ELA-Literacy.WHST.6-8.8:Gatherrelevantinformationfrommultipleprintanddigitalsources,usingsearchtermseffectively;assessthecredibilityandaccuracyofeachsource;andquoteorparaphrasethedataandconclusionsofotherswhileavoidingplagiarismandfollowingastandardformatforcitation.

Task2Task3Project

CCSS.ELA-Literacy.WHST.6-8.9:Drawevidencefrominformationaltextstosupportanalysis,reflection,andresearch.


PresentationofKnowledgeandIdeas

CCSS.ELA-Literacy.SL.8.5:Integratemultimediaandvisualdisplaysintopresentationstoclarifyinformation,strengthenclaimsandevidence,andaddinterest.

Task3Project


UnitOverview


Reading:InformationalText

CCSS.ELA-Literacy.RI.8.8:Delineateandevaluatetheargumentandspecificclaimsinatext,assessingwhetherthereasoningissoundandtheevidenceisrelevantandsufficient;recognizewhenirrelevantevidenceisintroduced.

Task2Task3Project

MiddleSchooland7thGradeCommonCoreMathStandards UnitTask

MathematicalPractice

CCSS.MATH.MP.2:Reasonabstractlyandquantitatively. Task1

ConnectionstoEnglishLanguageDevelopment(ELD)Standards:

Weacknowledgethatlanguagedevelopmentisakeycomponentofdisciplinaryunderstandingandhelpstosupportmorerigorousandequitableoutcomesfordiversestudents.Thiscurriculumthustakesintoaccountboththereceptiveandproductivelanguagedemandsoftheculminatingprojectsandstrivestoincreaseaccessibilitybyincludingscaffoldsforlanguagedevelopmentandpedagogicalstrategiesthroughoutlearningtasks.Weaimtosupportlanguageacquisitionthroughthedevelopmentofconceptmaps;utilizingsentenceframes;implementingtheCritique,Correct,andClarifytechnique;employingtheStrongerClearerstrategy;andfosteringlargeandsmallgroupdiscussions.TheCaliforniaELDStandardsarecomprisedoftwosections:thestandardsandarubric.OutlinedbelowarethestandardsfromSectionOnethataremetwithinthiscurriculum.Foradditionalinformation,pleasereferto:https://www.pausd.org/sites/default/files/pdf-faqs/attachments/SS_ELD_7.pdf.

EighthGradeELDStandardsPartI:InteractinginMeaningfulWays

A:Collaborative 1.Exchanginginformationandideaswithothersthroughoralcollaborativediscussionsonarangeofsocialandacademictopics2.InteractingwithothersinwrittenEnglishinvariouscommunicativeforms(print,communicativetechnology,andmultimedia)3.Offeringandjustifyingoptions,negotiatingwithandpersuadingothersincommunicativeexchanges4.Adaptinglanguagechoicestovariouscontexts(basedontask,purpose,audience,andtexttype)

B:Interpretive 5.ListeningactivelytospokenEnglishinarangeofsocialandacademiccontexts6.Readingcloselyliteraryandinformationaltextsandviewingmultimediatodeterminehowmeaningisconveyedexplicitlyandimplicitlythroughlanguage7.Evaluatinghowwellwritersandspeakersuselanguagetosupportideasandargumentswithdetailsorevidencedependingonmodality,texttype,purpose,audience,topic,andcontentarea8.Analyzinghowwritersandspeakersusevocabularyandotherlanguageresourcesforspecificpurposes(toexplain,persuade,entertain,etc.)dependingonmodality,texttype,purpose,audience,topic,andcontentarea

C:Productive

9.Expressinginformationandideasinformaloralpresentationsonacademictopics


UnitOverview


10.Writingliteraryandinformationaltextstopresent,describe,andexplainideasandinformation,usingappropriatetechnology11.Justifyingownargumentsandevaluatingothers’argumentsinwriting12.Selectingandapplyingvariedandprecisevocabularyandotherlanguageresourcestoeffectivelyconveyideas

PartII:LearningAboutHowEnglishWorks

A:StructuringCohesiveTexts

1.Understandingtextstructure2.Understandingcohesion

B:ExpandingandEnrichingIdeas

3.Usingverbsandverbphrases4.Usingnounsandnounphrases5.Modifyingtoadddetails

C:ConnectingandCondensingIdeas

6.Connectingideas7.Condensingideas

ConnectionstoEnvironmentalAwareness:

Overthecourseofthiscurriculum,studentswillexplorecontentrelatedtovariousenvironmentalprinciplesandconceptsthatexaminetheinteractionsandinterdependenceofhumansocietiesandnaturalsystems.InaccordancewiththeEducationandtheEnvironmentInitiative(EEI),tasksthroughoutthiscurriculumexploremanyofCalifornia’sApprovedEnvironmentalPrinciplesandConcepts.Theprinciplesrelevanttothisunitareoutlinedinthechartbelow:

UnitTask EEIPrinciple EEIConceptLift-OffTaskTask2Task3Project

PrincipleI:Thecontinuationandhealthofindividualhumanlivesandofhumancommunitiesandsocietiesdependonthehealthofthenaturalsystemsthatprovideessentialgoodsandecosystemservices.

ConceptA:Thegoodsproducedbynaturalsystemsareessentialtohumanlifeandtothefunctioningofoureconomiesandcultures.ConceptB:Theecosystemservicesprovidedbynaturalsystemsareessentialtohumanlifeandtothefunctioningofoureconomiesandcultures.ConceptC:Thequality,quantity,andreliabilityofthegoodsandecosystemservicesprovidedbynaturalsystemsaredirectlyaffectedbythehealthofthosesystems.

Lift-OffTaskTask2Task3Project

PrincipleII:Thelong-termfunctioningandhealthofterrestrial,freshwater,coastalandmarineecosystemsareinfluencedbytheirrelationshipswithhumansocieties.

ConceptA:Directandindirectchangestonaturalsystemsduetothegrowthofhumanpopulationsandtheirconsumptionratesinfluencethegeographicextent,composition,biologicaldiversity,andviabilityofnaturalsystems.ConceptB:Methodsusedtoextract,harvest,transportandconsumenaturalresourcesinfluencethegeographicextent,


UnitOverview


composition,biologicaldiversity,andviabilityofnaturalsystems.ConceptC:Theexpansionandoperationofhumancommunitiesinfluencesthegeographicextent,composition,biologicaldiversity,andviabilityofnaturalsystems.


PrincipleIII:Naturalsystemschangeinwaysthatpeoplebenefitfromandcaninfluence.

ConceptA:Naturalsystemsproceedthroughcyclesandprocessesthatarerequiredfortheirfunctioning.ConceptB:Humanpracticesdependuponandbenefitfromthecyclesandprocessesthatoperatewithinnaturalsystems.ConceptC:Humanpracticescanalterthecyclesandprocessesthatoperatewithinnaturalsystems.


PrincipleIV:Theexchangeofmatterbetweennaturalsystemsandhumansocietiesaffectsthelong-termfunctioningofboth.

ConceptA:Theeffectsofhumanactivitiesonnaturalsystemsaredirectlyrelatedtothequantitiesofresourcesconsumedandtothequantityandcharacteristicsoftheresultingbyproducts.ConceptB:Thebyproductsofhumanactivityarenotreadilypreventedfromenteringnaturalsystemsandmaybebeneficial,neutral,ordetrimentalintheireffect.ConceptC:Thecapacityofnaturalsystemstoadjusttohuman-causedalterationsdependsonthenatureofthesystemaswellasthescope,scale,anddurationoftheactivityandthenatureofitsbyproducts.

Task2Task3Project

PrincipleV:Decisionsaffectingresourcesandnaturalsystemsarecomplexandinvolvemanyfactors.

ConceptA:Thereisaspectrumofwhatisconsideredinmakingdecisionsaboutresourcesandnaturalsystemsandhowthosefactorsinfluencedecisions.


TeacherMaterialsList


UnitEssentialQuestion:Howcanwesustainbiodiversityinamodern,changingworld?OverallUnit–AllTasks

• Unit4,TaskCardsStudentVersion,Lift-OffandTasks1through3• CulminatingProjectStudentTaskCard• ProjectOrganizer• ProjectorwithAudio(forvideoorimages,wheneverneeded)

Lift-OffTask(2days)PerStudent

• TaskCardStudentVersion:Lift-Off• Post-Its(Optional)• TaskCardStudentVersion:CulminatingProject• ProjectOrganizer

PerGroup• Posterpaperandmarkers

WholeClass• ProjectorandSpeaker(forvideo)• Posterpaperandmarkers• *SeeInstructionsinLift-Offforotheroptionalmaterialstousefortheclassconceptmap

Task1(4Days)PerStudent

• TaskCardStudentVersion:Task1• ProjectOrganizer

PerGroup• 1-2ComputerswithInternetAccess

WholeClass• ResourceCards:laminateorputinsheetprotectors(Recommended:putmultiplecopiesofeachresource

cardatthestationORcreatemultipleofthesamestationsothatthereismoreparticipation). Task2(5Days)PerStudent


PerGroup• ComputerswithInternetAccess

WholeClass• StationCardsinsheetprotectorsforeachstation(1perpair)

Task3(5-6Days)PerStudent


TeacherMaterialsList



PerGroup• 1-2computerswithInternetAccess• InternetResearchResourceCard• PosterPaperorDigitalPresentationSoftware• Markers,Crayons,orColoredPencils

WholeClass• ProjectorandSpeakersforVideo

CulminatingProject(7days)PerGroup:ScientificPosterofProposaltoSaveTheAndes

• PosterPaper• Colorpencils/pensorprintedcomputergraphics• ComputerswithInternetAccess

PerStudent:ArticleofProposaltoSavetheAndes• Linedpaperorcomputerwithwordprocessingsoftware

Unit4Pop-Out(3.5days)PerStudent

• StudentVersion:Unit4Pop-Out• Unit4,Pop-OutSituation–HurricaneKatrina

WholeClass• NPRArticlelinkedinTeacherVersion• ProjectorandSpeakers


BuildingonPriorKnowledge


Unit4takesallofstudents’knowledgeabouthowecosystemsworkandasksthemtocontinuetheirinquiryofhow

humansaffectnaturalsystems.Inthisunit,studentslearnmoreabouttheprocessesthathaveshapedEarth,the

ecosystemservicesEarthprovidestohumans,andtheeffectshumanuseoftheseserviceshasontheenvironment.By

examiningtheexampleoftheAndesMountains,aregionknownforitsbiodiversity,studentswillbeabletoidentify

problemsandevaluatesolutionstomaintainbiodiversityinregionsaroundtheworld.

Theintegratedmodelrequiresstudentstoaccessanduseawiderangeofideasfrompriorgrades.Thiscontent

knowledgespansninedifferentDisciplinaryCoreIdeas:ESS2.A.Earth’sMaterialsandSystems;ESS2.C.TheRolesof

WaterinEarth’sSurfaceProcesses;ESS3.B.NaturalHazards;LS2.C.EcosystemDynamics,Functioning,andResilience;

PS1.A.StructureandPropertiesofMatter;PS1.B.ChemicalReactions;LS4.D:BiodiversityandHumans,ETS1.A.Defining

andDelimitingEngineeringProblems;andETS1.B.DevelopingPossibleSolutions.

Asstudentsexplorethesecoreideas,theybuildontheirskillsinthefollowingscienceandengineeringpractices:Asking

QuestionsandDefiningProblems;AnalyzingandInterpretingData;ConstructingExplanations;EngaginginArgument

FromEvidence;andObtaining,Evaluating,andCommunicatingInformation.Inadditiontoscienceandengineering

practices,studentsalsocontinuetobuildontheirknowledgeofthefollowingcrosscuttingconcepts:Patterns;Scale,

Proportion,andQuantity;StructureandFunction;andStabilityandChange.

*ThissummaryisbasedoninformationfoundintheNGSSFramework.

K-8ProgressionofDisciplinaryCoreIdeas,ScienceandEngineeringPractices,andCrosscuttingConceptsforUnit4

DisciplinaryCoreIdeas

K-2 3-5 6-8

ESS2.AEarth’sMaterialsandSystems

Windandwaterchangethe

shapeoftheland.

FourmajorEarthsystems

interact.Rainfallhelpstoshape

thelandandaffectsthetypesof

livingthingsfoundinaregion.

Water,ice,wind,organisms,and

gravitybreakrocks,soils,and

sedimentsintosmallerpiecesand

movethemaround.

Energyflowsandmattercycles

withinandamongEarth’ssystems,

includingthesunandEarth’s

interiorasprimaryenergysources.

Platetectonicsisoneresultofthese

processes.

ESS2.CTheRolesofWaterinEarth’sSurfaceProcesses

Waterisfoundinmanytypes

ofplacesandindifferentforms

onEarth.

MostofEarth’swaterisinthe

oceanandmuchoftheEarth’s

freshwaterisinglaciersor

underground.

Watermovementcauses

weatheringanderosion,changing

landscapefeatures.

ESS3.BNaturalHazards

Inaregion,somekindsof

severeweatheraremorelikely

thanothers.Forecastsallow

communitiestopreparefor

severeweather.

Avarietyofhazardsresultfrom

naturalprocesses;humanscannot

eliminatehazardsbutcanreduce

theirimpacts.

Mappingthehistoryofnatural

hazardsinaregionand

understandingrelatedgeologic

forcescanhelpforecastthe

locationsandlikelihoodsoffuture

events.




LS2.CEcosystemDynamics,Functioning,andResilience

N/A Whentheenvironmentchanges,

someorganismssurviveand

reproduce,somemovetonew

locations,somemoveintothe

transformedenvironment,and

somedie.

Ecosystemcharacteristicsvaryover

time.Disruptionstoanypartofan

ecosystemcanleadtoshiftsinallof

itspopulations.Thecompletenessor

integrityofanecosystem’s

biodiversityisoftenusedasa

measureofitshealth.

PS1.AStructureandPropertiesofMatter

Matterexistsasdifferent

substancesthathave

observabledifferent

properties.Differentproperties

aresuitedtodifferent

purposes.Objectscanbebuilt

upfromsmallerparts.

Becausematterexistsasparticles

thataretoosmalltosee,matter

isalwaysconservedevenifit

seemstodisappear.

Measurementsofavarietyof

observablepropertiescanbe

usedtoidentifyparticular

materials.

Thefactthatmatteriscomposedof

atomsandmoleculescanbeusedto

explainthepropertiesof

substances,diversityofmaterials,

statesofmatter,phasechanges,and

conservationofmatter.

PS1.BChemicalReactions

Heatingandcoolingsubstances

causeschangesthatare

sometimesreversibleand

sometimesnot.

Chemicalreactionsthatoccur

whensubstancesaremixedcan

beidentifiedbytheemergenceof

substanceswithdifferent

properties;thetotalmass

remainsthesame.

Reactingsubstancesrearrangeto

formdifferentmolecules,butthe

numberofatomsisconserved.

Somereactionsreleaseenergyand

othersabsorbenergy.

LS4.DBiodiversityandHumans

Arangeofdifferentorganisms

livesindifferentplaces.

Populationsoforganismsliveina

varietyofhabitats.Changein

thosehabitatsaffectsthe

organismslivingthere.

Changesinbiodiversitycan

influencehumans’resourcesand

ecosystemservicestheyrelyon.

ETS1.ADefiningandDelimitingEngineeringProblems

Asituationthatpeoplewantto

changeorcreatecanbe

approachedasaproblemtobe

solvedthroughengineering.

Suchproblemsmayhavemany

acceptablesolutions.Asking

questions,making

observations,andgathering

informationarehelpfulin

thinkingaboutproblems.

Beforebeginningtodesigna

solution,itisimportantto

clearlyunderstandthe

problem.

Possiblesolutionstoaproblem

arelimitedbyavailablematerials

andresources(constraints).The

successofadesignedsolutionis

determinedbyconsideringthe

desiredfeaturesofasolution

(criteria).Differentproposalsfor

solutionscanbecomparedonthe

basisofhowwelleachonemeets

thespecifiedcriteriaforsuccess

orhowwelleachtakesthe

constraintsintoaccount.

Themorepreciselyadesigntask’s

criteriaandconstraintscanbe

defined,themorelikelyitisthatthe

designedsolutionwillbesuccessful.

Specificationofconstraintsincludes

considerationofscientificprinciples

andotherrelevantknowledgethat

arelikelytolimitpossiblesolutions.

ETS1.BDevelopingPossibleSolutions

Designscanbeconveyed

throughsketches,drawings,or

physicalmodels.These

representationsareusefulin

communicatingideasfora

problem’ssolutionstoother

people.

Researchonaproblemshouldbe

carriedoutbeforebeginningto

designasolution.Testinga

solutioninvolvesinvestigating

howwellitperformsundera

rangeoflikelyconditions.

Atwhateverstage,

communicatingwithpeersabout

Asolutionneedstobetested,and

thenmodifiedonthebasisofthe

testresults,inordertoimproveit.

Therearesystematicprocessesfor

evaluatingsolutionswithrespectto

howwelltheymeetthecriteriaand

constraintsofaproblem.

Sometimespartsofdifferent




proposedsolutionsisan

importantpartofthedesign

process,andsharedideascan

leadtoimproveddesigns.Tests

areoftendesignedtoidentify

failurepointsordifficulties,which

suggesttheelementsofthe

designthatneedtobeimproved.

solutionscanbecombinedtocreate

asolutionthatisbetterthananyof

itspredecessors.

Modelsofallkindsareimportantfor

testingsolutions.

ScienceandEngineeringPractices

K-2 3-5 6-8

AskingQuestionsandDefiningProblems*

Askingquestionsanddefining

problemsinK-2buildson

priorexperiencesand

progressestosimple

descriptivequestionsthatcan

betested.

• Defineasimpleproblem

thatcanbesolved

throughordevelopment

ofaneworimproved

objectortool.


problemsin3-5buildsonprior

experiencesandprogressesto

specifyingqualitative

relationships.

• Usepriorknowledgeto

describeproblemsthat

canbesolved.

• Defineasimpledesign

problemthatcanbe

solvedthroughthe

developmentofanobject,

tool,process,orsystem

andincludesseveral

criteriaforsuccessand

constraintsonmaterials,

time,orcost.


problemsin6-8buildsonprior


specifyingrelationshipsbetween

variables,andclarifyingargumentsand

models.

• Defineadesignproblemthatcan

besolvedthroughthe

developmentofanobject,tool,

process,orsystemandincludes

multiplecriteriaandconstraints,

includingscientificknowledge

thatmaylimitpossiblesolutions.

AnalyzingandInterpretingData*

AnalyzingdatainK-2buildson

priorexperiencesand

progressestocollecting,

recording,andsharing

observations.

• Comparepredictions

(basedonprior

experiences)towhat

occurred(observable

events).

Analyzingdatain3-5buildson

priorexperiencesand

progressestointroducing

quantitativeapproachesto

collectingdataandconducting

multipletrialsofqualitative

observations.Whenpossible

andfeasible,digitaltools

shouldbeused.

• Compareandcontrast

datacollectedbydifferent

groupsinordertodiscuss

similaritiesand

differencesintheir

findings.

• Representdataintables

and/orvariousgraphical

displays(bargraphs,

pictographs,and/orpie

charts)torevealpatterns

Analyzingdatain6-8buildsonprior


extendingquantitativeanalysisto

investigations,distinguishingbetween

correlationandcausation,andbasic

statisticaltechniquesofdataanderror

analysis.

• Analyzeandinterpretdatato

determinesimilaritiesand

differencesinfindings.




thatindicate

relationships.

ConstructingExplanations*

ConstructingExplanationsin

K-2buildsonprior


theuseofevidenceandideas

inconstructingevidence-

basedaccountsofnatural

phenomena.

• Useinformationfrom

observations(firsthand

andfrommedia)to

constructanevidence-

basedaccountfor

naturalphenomena.

ConstructingExplanationsin3-

5buildsonpriorexperiences

andprogressestotheuseof

evidenceandideasin

constructingexplanationsthat

specifyvariablesthatdescribe

andpredictphenomena.

• Useevidence(e.g.,

measurements,

observations,patterns)to

constructorsupportan

explanationordesigna

solutiontoaproblem.

ConstructingExplanationsin6-8builds

onpriorexperiencesandprogressesto

includeconstructingexplanations

supportedbymultiplesourcesof

evidenceconsistentwithscientific

ideas,principles,andtheories.

• Constructascientificexplanation

basedonvalidandreliable

evidenceobtainedfromsources

(includingthestudents’own

experiments)andtheassumption

thattheoriesandlawsthat

describethenaturalworld

operatetodayastheydidinthe

pastandwillcontinuetodosoin

thefuture.

EngaginginArgumentfromEvidence*

Engaginginargumentfrom

evidenceinK-2buildsonprior


comparingideasand

representationsaboutthe

naturalanddesignedworld(s).

• Makeaclaimaboutthe

effectivenessofan

object,tool,orsolution

thatissupportedby

relevantevidence.

• Constructanargument

withevidencetosupport

aclaim.

Engaginginargumentfrom

evidencein3-5buildsonprior


critiquingthescientific

explanationsorsolutions

proposedbypeersbyciting

relevantevidenceaboutthe

naturalanddesignedworld(s).

• Makeaclaimaboutthe

meritofasolutiontoa

problembycitingrelevant

evidenceabouthowit

meetsthecriteriaand

constraintsofthe

problem.

• Constructand/orsupport

anargumentwith

evidence,data,and/ora

model.

• Usedatatoevaluate

claimsaboutcauseand

effect.

Engaginginargumentfromevidencein

6-8buildsonpriorexperiencesand

progressestoconstructinga

convincingargumentthatsupportsor

refutesclaimsforeitherexplanations

orsolutionsaboutthenaturaland

designedworld(s).

• Evaluatecompetingdesign

solutionsbasedonjointly

developedandagreed-upon

criteria.

• Constructanoralandwritten

argumentsupportedbyempirical

evidenceandscientificreasoning

tosupportorrefutean

explanationoramodelfora

phenomenonorasolutiontoa

problem.

Obtaining,Evaluating,andCommunicatingInformation*

Obtaining,evaluating,and

communicatingInformationin

K-2buildsonprior

experiencesanduses

observationsandtextsto

communicatenew

information.

• Obtaininformationusing

varioustexts,text


communicatingInformationin

3-5buildsonpriorexperiences

andprogressestoevaluating

themeritandaccuracyofideas

andmethods.

• Obtainandcombine

informationfrombooks

and/orotherreliable


communicatingInformationin6-8

buildsonpriorexperiencesand

progressestoevaluatingthemeritand

validityofideasandmethods.

• Gather,read,andsynthesize

informationfrommultiple

appropriatesourcesandassess

thecredibility,accuracy,and




features(e.g.,headings,

tablesofcontents,

glossaries,electronic

menus,icons),andother

mediathatwillbeuseful

inansweringascientific

questionand/or

supportingascientific

claim.

mediatoexplain

phenomenaorsolutions

toadesignproblem.

possiblebiasofeachpublication

andmethodsused,anddescribe

howtheyaresupportedornot

supportedbyevidence.

*TheseSEPsaresummativelyassessedusingtheCulminatingProjectoraTaskprompt.

CrosscuttingConcepts

K-2 3-5 6-8

Patterns* Studentsrecognizethat

patternsinthenaturaland

humandesignedworldcanbe

observed,usedtodescribe

phenomena,andusedas

evidence.

• Patternsinthenatural

andhumandesigned

worldcanbeobserved,

usedtodescribe

phenomena,andusedas

evidence.

Studentsidentifysimilaritiesand

differencesinordertosortand

classifynaturalobjectsand

designedproducts.Theyidentify

patternsrelatedtotime,

includingsimpleratesofchange

andcycles,andtousethese

patternstomakepredictions.

• Patternscanbeusedas

evidencetosupportan

explanation.

Studentsrecognizethatmacroscopic

patternsarerelatedtothenatureof

microscopicandatomic-level

structure.Theyidentifypatternsin

ratesofchangeandothernumerical

relationshipsthatprovide

informationaboutnaturalandhuman

designedsystems.Theyusepatterns

toidentifycauseandeffect

relationships,andusegraphsand

chartstoidentifypatternsindata.

• Graphs,charts,andimagescan

beusedtoidentifypatternsin

data.

Scale,Proportion,andQuantity*

Studentsuserelativescales

(e.g.,biggerandsmaller;

hotterandcolder;fasterand

slower)todescribeobjects.

Theyusestandardunitsto

measurelength.

Relativescalesallowobjects

andeventstobecompared

anddescribed(e.g.,biggerand

smaller;hotterandcolder;

fasterandslower).

Studentsrecognizenatural

objectsandobservable

phenomenaexistfromthevery

smalltotheimmenselylarge.

Theyusestandardunitsto

measureanddescribephysical

quantitiessuchasweight,time,

temperature,andvolume.

• Naturalobjectsand/or

observablephenomena

existfromtheverysmallto

theimmenselylargeor

fromveryshorttovery

longtimeperiods.

Studentsobservetime,space,and

energyphenomenaatvariousscales

usingmodelstostudysystemsthat

aretoolargeortoosmall.They

understandphenomenaobservedat

onescalemaynotbeobservableat

anotherscale,andthefunctionof

naturalanddesignedsystemsmay

changewithscale.Theyuse

proportionalrelationships(e.g.,

speedastheratioofdistance

traveledtotimetaken)togather

informationaboutthemagnitudeof

propertiesandprocesses.They

representscientificrelationships

throughtheuseofalgebraic

expressionsandequations.

• Time,space,andenergy

phenomenacanbeobservedat

variousscalesusingmodelsto

studysystemsthataretoolarge

ortoosmall.




StructureandFunction*

Studentsobservetheshape

andstabilityofstructuresof

naturalanddesignedobjects

arerelatedtotheir

function(s).

• Theshapeandstabilityof

structuresofnaturaland

designedobjectsare

relatedtotheir

function(s).

Studentslearndifferent

materialshavedifferent

substructures,whichcan

sometimesbeobserved;and

substructureshaveshapesand

partsthatservefunctions.

• Substructureshaveshapes

andpartsthatserve

functions.

Studentsmodelcomplexand

microscopicstructuresandsystems

andvisualizehowtheirfunction

dependsontheshapes,composition,

andrelationshipsamongitsparts.

Theyanalyzemanycomplexnatural

anddesignedstructuresandsystems

todeterminehowtheyfunction.They

designstructurestoserveparticular

functionsbytakingintoaccount

propertiesofdifferentmaterials,and

howmaterialscanbeshapedand

used.

• Structurescanbedesignedto

serveparticularfunctionsby

takingintoaccountpropertiesof

differentmaterials,andhow

materialscanbeshapedand

used.

StabilityandChange*

Studentsobservesomethings

staythesamewhileother

thingschange,andthingsmay

changeslowlyorrapidly.

• Somethingsstaythe

samewhileotherthings

change.

Studentsmeasurechangein

termsofdifferencesovertime,

andobservethatchangemay

occuratdifferentrates.Students

learnsomesystemsappear

stable,butoverlongperiodsof

timetheywilleventuallychange.

• Changeismeasuredin

termsofdifferencesover

timeandmayoccurat

differentrates.

• Somesystemsappear

stable,butoverlong

periodsoftimewill

eventuallychange.

Studentsexplainstabilityandchange

innaturalordesignedsystemsby

examiningchangesovertime,and

consideringforcesatdifferentscales,

includingtheatomicscale.Students

learnchangesinonepartofasystem

mightcauselargechangesinanother

part,systemsindynamicequilibrium

arestableduetoabalanceof

feedbackmechanisms,andstability

mightbedisturbedbyeithersudden

eventsorgradualchangesthat

accumulateovertime.

• Smallchangesinonepartofa

systemmightcauselarge

changesinanotherpart.

*TheseCCCsaresummativelyassessedusingtheCulminatingProjectoraTaskprompt.

ProgressionofKnowledgefromKindergarten–8thgrade

ESS2.A.Earth’sMaterialsandSystems:InKindergarten–secondgrade,studentsbeginwiththebasicideathatwindand

watercanchangetheshapeofthelandandusethisknowledgetocomparesolutionsthatmightpreventthisfrom

happening.Infourthgrade,studentsbuildonthisknowledgetoinvestigateotherfactors,suchaswater,ice,wind,living

organisms,andgravitythatmightalsocauseweatheringanderosion.Atbothofthesegradelevels,studentshavebeen

implicitlyengagingwiththeideathatdifferentearthsystemsinteractintheseparticularways.Infifthgrade,students

explorethisideaatabroadlevel,developingamodelthatshowsanexampleofthegeosphere,biosphere,hydrosphere,

and/oratmosphereinteracting.ThissetthestageforUnit3,inwhichstudentslearnedthatallEarthprocessesarethe

resultofenergyflowingandmattercyclingwithinandamongtheEarthsystemsthattheymodeledinfifthgrade.Inthis




unit,studentsfocusontheseinteractionsbetweenEarthsystemsatdifferentscalestothinkabouthowtheyhave

shapedEarth’shistoryandwilldetermineitsfuture.

ThefollowingistheprogressionofthePerformanceExpectationsforthisDCI:

2-ESS2-1 Comparemultiplesolutionsdesignedtosloworpreventwindorwaterfromchangingtheshapeof

theland.

4-ESS2-1 Makeobservationsand/ormeasurementstoprovideevidenceoftheeffectsofweatheringorthe

rateoferosionbywater,ice,wind,orvegetation.

5-ESS2-1 Developamodelusinganexampletodescribewaysthegeosphere,biosphere,hydrosphere,and/or

atmosphereinteract.

MS-ESS2-1 DevelopamodeltodescribethecyclingofEarth’smaterialsandtheflowofenergythatdrivesthis

process.

MS-ESS2-2 ConstructanexplanationbasedonevidenceforhowgeoscienceprocesseshavechangedEarth’s

surfaceatvaryingtimeandspatialscales.

ESS2.C.TheRoleofWaterinEarth’sSurfaceProcesses:InKindergarten–secondgrade,studentsbegintogather

informationaboutwherewatercanbefoundonEarth,whetheritbeinsolidorliquidform.Infifthgrade,students

analyzemorespecificdataaboutthesereservoirsthattheyidentifiedinK-2andmakethedistinctionbetween

freshwaterandsaltwater.Bygraphingtheamountofwaterinoceans,lakes,rivers,glaciers,groundwater,andpolarice

caps,theyareabletorealizethatnearlyallofEarth’swaterisintheoceanandmostfreshwaterisinglaciersor

underground,notriversandlakes.WhilethesePerformanceExpectationslaythefoundationbyshowingstudentswhere

waterislocatedonEarth,themiddleschoolPerformanceExpectationstakeagreatleapinthisDCI.Atthemiddleschool

level,studentsmovetowardsexamininghowwatercyclesamongstEarthsystems,whatcauseswatertocycle,andhow

themovementofwaterresultsinweatherpatterns,oceancurrents,andweatheringanderosionthatchangeland’s

features.Inthisunit,studentsfocusonthelatterconcept—thatthemovementofwatercanchangeEarth’sfeatures

throughweatheringanderosion.BecauseofthevastnumberofPerformanceExpectations,studentsengageinawide

varietyofScienceandEngineeringPracticesandCrosscuttingConcepts.


2-ESS2-3 ObtaininformationtoidentifywherewaterisfoundonEarthandthatitcanbesolidorliquid.

5-ESS2-2 Describeandgraphtheamountsandpercentagesofwaterandfreshwaterinvariousreservoirsto

provideevidenceaboutthedistributionofwateronEarth.

MS-ESS2-2 ConstructanexplanationbasedonevidenceforhowgeoscienceprocesseshavechangedEarth’s

surfaceatvaryingtimeandspatialscales.

MS-ESS2-4 DevelopamodeltodescribethecyclingofwaterthroughEarth’ssystemsdrivenbyenergyfromthe

sunandtheforceofgravity.




MS-ESS2-5 Collectdatatoprovideevidenceforhowthemotionsandcomplexinteractionsofairmassesresults

inchangesinweatherconditions.

MS-ESS2-6 DevelopanduseamodeltodescribehowunequalheatingandrotationoftheEarthcausepatternsof

atmosphericandoceaniccirculationthatdetermineregionalclimates.

ESS3.B.NaturalHazards:InKindergarten–secondgrade,studentsbegintheirexplorationofthisDCIbyexamining

severeweatherthatischaracteristicofacertainregion.Atthislevel,theyareaskingquestionstodeterminethatthe

purposeofforecastingsevereweatherissothatcommunitiescanbetterprepareforandrespondtotheseevents.This

providesthemwiththejustificationtoengagewiththeforecastingofothernaturalhazardsinlatergradebands.Inthird

grade,studentscontinuetoworkwithweather-relatedhazards,butnowbegintothinkabouttheactualstepshumans

cantaketoreducetheimpactsofthesehazards.Studentscontinuethinkingaboutsolutionsinfourthgrade,butmove

towardsotherkindsofnaturalhazards,suchasvolcaniceruptionsorearthquakes.Thispreparesstudentsforthis

seventhgradeunit,inwhichtheyanalyzeactualdatatohelpforecastthelikelihoodofafutureevent,whichwillinturn

mitigateeffects.Upuntilmiddleschool,studentsusedthecrosscuttingconceptofCauseandEffectasalenstoconsider

therelationshipbetweennaturalhazardsandtheirimpactsonhumans.TheyalsoengagedinScienceandEngineering

Practicesthatspecificallyrelatetodevelopingorevaluatingsolutionstomitigateeffectsofnaturalhazards,suchas

EngaginginArgumentFromEvidenceandDesigningSolutions.Inthisunit,studentsmoveawayfromafocuson

mitigatingsolutionsandinsteadpracticeAnalyzingandInterpretingDatatoidentifyPatternsthatwillhelpactually

forecastthenaturalhazards.


K-ESS3-2 Askquestionstoobtaininformationaboutthepurposeofweatherforecastingtopreparefor,and

respondto,severeweather.

3-ESS3-1 Makeaclaimaboutthemeritofadesignsolutionthatreducestheimpactsofaweather-related

hazard.

4-ESS3-2 GenerateandcomparemultiplesolutionstoreducetheimpactsofnaturalEarthprocesseson

humans.

MS-ESS3-2 Analyzeandinterpretdataonnaturalhazardstoforecastfuturecatastrophiceventsandinformthe

developmentoftechnologiestomitigatetheireffects.

LS2.C.EcosystemDynamics,Functioning,andResilience:ThisDCIisnotintroducedattheKindergarten–secondgrade

level.Itisfirstintroducedinthirdgrade,butonlyasasecondaryDCItoLS4.D.BiodiversityandHumans.Inthisgrade

band,studentsexploretheproblemthatwhentheenvironmentchanges,therearedifferenteffectsonorganismsinthe

area.Forexample,somemaysurviveandreproduce,othersmaymovetonewlocations,neworganismsmaymovein,

andsomemaydieoutentirely.Atthispoint,studentsareengagingwiththisDCIthroughthelensofSystemsand

SystemModelsbyanalyzinginteractionsbetweenenvironmentandorganisms.Inthisseventhgradeunit,studentsbuild

onthisunderstandingtolookmorespecificallyatempiricalevidenceshowingthatdisruptinganecosystemcanleadto

shiftsinallitspopulations.Here,studentsareshiftingtothecrosscuttingconceptofStabilityandChangebyconsidering

howsmallchangesinonepartofthesystemmightcauselargechangesinanotherpart.Studentsarethenreadytothink

broadlyabouthowhumansareaffectingbiodiversityandevaluatesolutionstomaintainthehealthofecosystemsas




muchaspossible.Atallgradebands,studentsareengagingintheScienceandEngineeringPracticeofEngagingin

ArgumentFromEvidence.


3-LS4-4 Makeaclaimaboutthemeritofasolutiontoaproblemcausedwhentheenvironmentchangesand

thetypesofplantsandanimalsthatlivetheremaychange.

MS-LS2-4 Constructanargumentsupportedbyempiricalevidencethatchangestophysicalorbiological

componentsofanecosystemaffectpopulations.

MS-LS2-5 Evaluatecompetingdesignsolutionsformaintainingbiodiversityandecosystemservices.

PS1.A.StructureandPropertiesofMatter:InKindergarten-secondgrade,studentsbegintheirinitialexplorationof

matterbybeginningtoobserveandanalyzetangiblematerialsandtheirproperties.Theyalsoexplorehowanobject

madeofsmallpiecescanbedisassembledandmadeintoanewobject,aconceptthatwillbecrucialastheybeginto

thinkaboutatoms,molecules,chemicalreactions,andconservationofmatterinlatergradebands.Inthird-fifthgrade,

theybuildonexplorationsfromsecondgradetoidentifyspecificmaterialsbasedontheirproperties.Theyalsouse

experimentstogatherevidenceofthelawofconservationofmatter,aschematheystartedtodevelopinsecondgrade.

Atthispoint,studentsaremovingpastobservationsofmattertheycanseeandtowardsdevelopinganunderstanding

thatmatterismadeofparticlestoosmalltobeseen.Thus,byUnit2ofthisseventhgradecurriculum,theywereableto

developmodelsofunseenparticles,suchastheatomiccompositionofvariousmoleculesandthemovementofparticles

indifferentstatesofmatter.InUnit3,studentsdelveddeeperintochemicalreactions,learninghowtodeterminewhen

achemicalreactionhasoccurred.Inthisunit,studentswillapplythisknowledgetotheprocessesthattransformnatural

resourcestosyntheticmaterials.BecauseofthevastnumberofPerformanceExpectationsrelatedtothisDCI,students

engagewithalargerangeofscienceandengineeringpracticesandcrosscuttingconcepts.


2-PS1-1 Planandconductaninvestigationtodescribeandclassifydifferentkindsofmaterialsbytheir

observableproperties.

2-PS1-2 Analyzedataobtainedfromtestingdifferentmaterialstodeterminewhichmaterialshavethe

propertiesthatarebestsuitedforanintendedpurpose.

2-PS1-3 Makeobservationstoconstructanevidence-basedaccountofhowanobjectmadeofasmallsetof

piecescanbedisassembledandmadeintoanewobject.

5-PS1-1

Developamodeltodescribethatmatterismadeofparticlestoosmalltobeseen.

5-PS1-2

Measureandgraphquantitiestoprovideevidencethatregardlessofthetypeofchangethatoccurs

whenheating,cooling,ormixingsubstances,thetotalweightofmatterisconserved.

5-PS1-3

Makeobservationsandmeasurementstoidentifymaterialsbasedontheirproperties.




MS-PS1-1

Developmodelstodescribetheatomiccompositionofsimplemoleculesandextendedstructures.

MS-PS1-2

Analyzeandinterpretdataonthepropertiesofsubstancesbeforeandafterthesubstancesinteract

todetermineifachemicalreactionhasoccurred.

MS-PS1-3

Gatherandmakesenseofinformationtodescribethatsyntheticmaterialscomefromnatural

resourcesandimpactsociety.

MS-PS1-4

Developamodelthatpredictsanddescribeschangesinparticlemotion,temperature,andstateofa

puresubstancewhenthermalenergyisaddedorremoved.

PS1.B.ChemicalReactions:InKindergarten-secondgrade,studentsgatherevidencetoarguethatsomechangescaused

byheatingorcoolingcanbereversedandsomecannot.Indoingso,theybegintoexperiencechemicalreactions

withoutknowingthatiswhattheyareobserving.Infifthgrade,studentstakethisabitfurtherbyinvestigatingthat

whensubstancesaremixed,anewsubstancewithdifferentpropertiesmaybeformed.Atthisgradelevel,studentsare

alsobeginningtoengagewiththeideaofconservationofmatterbygatheringevidencethattotalweightofmatteris

conservedinanytypeofchange.Allofthisevidencepreparesstudentsforthemiddleschoollevelinwhichtheyare

finallyaskedtoexplicitlyengagewiththedefinitionofachemicalreaction.InUnits2and3,studentslearnedthatin

chemicalreactions,theatomsthatmakeuptheoriginalsubstancesareregroupedintodifferentmoleculesandthese

newsubstanceshavedifferentproperties.Theymodeledthelawofconservationofmatterattheatomiclevel,building

ontheevidencetheygatheredofthisphenomenoninfifthgrade.InUnit3,studentswerealsoabletousetheir

investigationskillsfrom5thgradetoagainanalyzepropertiesofsubstances,butthistimetodeterminewhethera

chemicalreactionhasoccurred.Inaddition,studentslearnedthatsomechemicalreactionsreleaseenergyandothers

storeenergyandtheyusedthisknowledgetodesignathermal-absorbingorthermal-releasingdevice.Inthisunit,

studentsapplytheirknowledgeofchemicalreactionstoaparticularexample:hownaturalresourcescanundergoa

chemicalprocesstoformasyntheticmaterial.Again,becauseofthevastnumberofPerformanceExpectationsrelated

tothisDCI,studentsengagewithalargerangeofscienceandengineeringpracticesandcrosscuttingconcepts.Youwill

alsonoticethatthisDCIhasmanyparallelstotheDCIabove—PS1.A.StructureandPropertiesofMatter—astheyare

oftenbothidentifiedwithinaPE.


2-PS1-4 Constructanargumentwithevidencethatsomechangescausedbyheatingorcoolingcanbe

reversedandsomecannot.

5-PS1-2 Measureandgraphquantitiestoprovideevidencethatregardlessofthetypeofchangethatoccurs

whenheating,cooling,ormixingsubstances,thetotalweightofmatterisconserved.

5-PS1-4

Conductaninvestigationtodeterminewhetherthemixingoftwoormoresubstancesresultsinnew

substances.

MS-PS1-2

Analyzeandinterpretdataonthepropertiesofsubstancesbeforeandafterthesubstancesinteract

todetermineifachemicalreactionhasoccurred.

MS-PS1-3

Gatherandmakesenseofinformationtodescribethatsyntheticmaterialscomefromnatural




resourcesandimpactsociety.

MS-PS1-5

Developanduseamodeltodescribehowthetotalnumberofatomsdoesnotchangeinachemical

reactionandthusmassisconserved.

MS-PS1-6 Undertakeadesignprojecttoconstruct,test,andmodifyadevicethateitherreleasesorabsorbs

thermalenergybychemicalprocesses.

LS4.D.BiodiversityandHumans:StudentsfirstengagewiththisDCIbybeginningtoexploretheideaofbiodiversity—

thattherearemanydifferentkindsoflivingthingsinanarea.Inthirdgrade,studentsusethisunderstandingof

biodiversitytothinkaboutwhathappenstotheplantsandanimalsthatliveinanareawhentheirhabitatchanges.This

laysthefoundationforthismiddleschoolunitasstudentstakethisconceptastepfurtherandthinkabouthowthese

changestobiodiversitycan,inturn,affecthumans—forexample,theirfood,energysources,medicines,orany

ecosystemservices.WhileinkindergartenstudentsaresimplyPlanningandCarryingOutInvestigationstohelpthem

conceptualizebiodiversity,thefocusquicklyturnstothinkingaboutsolutionstomaintainbiodiversityinlatergrades.

Thus,inthe3-5andmiddleschoolgradebands,studentsareEngaginginArgumentstoevaluatesolutions.From3-5to

middleschool,studentsalsoshiftfromaSystemsandSystemModelslenstoconsideringbiodiversitywithinthecontext

ofStabilityandChange.


2-LS4-1 Makeobservationsofplantsandanimalstocomparethediversityoflifeindifferenthabitats.

3-LS4-4 Makeaclaimaboutthemeritofasolutiontoaproblemcausedwhentheenvironmentchangesand

thetypesofplantsandanimalsthatlivetheremaychange.

MS-LS2-5 Evaluatecompetingdesignsolutionsformaintainingbiodiversityandecosystemservices.

ETS1.A.DefiningandDelimitingEngineeringProblems:FromKindergartentosecondgrade,studentsfirstbeginto

approachsituationsasproblemstobesolvedthroughengineering.Theylearntoaskquestionsandgatherinformation

toclearlyunderstandaproblem.Inthirdthroughfifthgrade,studentsbuildonunderstandingtheproblemtoalso

identifyingcriteriaandconstraintssurroundingtheproblem.Inthisseventhgradeunit,studentstakethisprocessastep

furtherbydefiningcriteriaandconstraintsmoreprecisely,includingconsiderationofscientificprinciplesandother

relevantknowledge.InKindergartentosecondgrade,studentsfocusonthescienceandengineeringpracticeofAsking

QuestionsinordertohelpthemwiththepracticeofDefiningProblems,whichcontinuestobethemainfocusin

subsequentgrades.


K-2-ETS1-1 Askquestions,makeobservations,andgatherinformationaboutasituationpeoplewanttochange

todefineasimpleproblemthatcanbesolvedthroughthedevelopmentofaneworimprovedobject

ortool.

3-5-ETS1-1 Defineasimpledesignproblemreflectinganeedorawantthatincludesspecifiedcriteriaforsuccess

andconstraintsonmaterials,time,orcost.




MS-ETS1-1 Definethecriteriaandconstraintsofadesignproblemwithsufficientprecisiontoensureasuccessful

solution,takingintoaccountrelevantscientificprinciplesandpotentialimpactsonpeopleandthe

naturalenvironmentthatmaylimitpossiblesolutions.

ETS1.B.DevelopingPossibleSolutions:DuringKindergartenthroughsecondgrade,studentsbegincommunicating

multipledesignsintheformofdiagramsandsketches.Bythirdtofifthgrade,studentsmovefrommeredrawingsto

actuallytestingouttheirdesignstoseehowtheyperformunderdifferentconditions.Studentsthenusethisdatato

makeimprovements.Throughoutallgradebands,studentsemphasizethatcommunicationofdesignswithpeersisan

essentialpartofthedesignprocess.Inthisseventhgradeunit,studentsmovetowardsmoresystematicprocessesto

evaluatesolutionsforhowwelltheymeetcriteriaandconstraints.Thereisalsoamuchgreateremphasisonusingthe

datatoinformimprovements,focusingontheideathatpartsofdifferentsolutionscanbeusedtomakeanevenbetter

solution.Atthedifferentgradelevels,studentsengageinavarietyofdifferentscienceandengineeringpractices:

DevelopingModelsinK-2,DesigningSolutions(specificallycomparingsolutions)in3-5,andEngaginginArgumentFrom

Evidencein6-8.Thisisrepresentativeofthedifferentpracticesstudentsareengagingwith,describedabove.


K-2-ETS1-2 Developasimplesketch,drawing,orphysicalmodeltoillustratehowtheshapeofanobjecthelpsit

functionasneededtosolveagivenproblem.

3-5-ETS1-2 Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelyto

meetthecriteriaandconstraintsoftheproblem.

MS-ETS1-2 Evaluatecompetingdesignsolutionsusingasystematicprocesstodeterminehowwelltheymeetthe

criteriaandconstraintsoftheproblem.


CulminatingProject


UnitEssentialQuestion:Howcanwesustainbiodiversityinamodern,changingworld?Introduction

Ashumanbeings,wedependcompletelyonthenaturalresources,suchasfood,water,andothermaterialsfromecosystems.Eachoftheseecosystemshasanaturalsystemofcyclesandinteractionsthatkeepsitstableandfunctioningproperly.Whenweinterferewiththesenaturalsystemsforourownbenefits,problemsoftenoccurthatareverydifficulttorepair.SomestudentsmayhaveheardoftheAndesMountains,alongchainofmountainsonthesouthwestcoastofSouthAmerica.Themountainrangehasmanydifferentaltitudes,creatingawiderangeoflushhabitatsforplantsandanimals.Subsequently,thereisgreatdiversityintheorganismsnativetotheAndesregion.

Unfortunately,humansastheyoftendo,takeadvantageoftheAndes’naturalresources.Insearchofwood,oil,minerals,andlandforfarming,humanscausesomuchdisruptioninthisareathatmanyofthenativeplantsandanimalsareindangerofextinction.Furthermore,human-causedclimatechangeisshrinkingtheglaciersintheAndesregion.Astheglaciersdisappear,manyorganismslosetheirmainfreshwatersource.

Thestudents’taskistocreateaproposaltosavetheAndes!TheybegintheunitbyunderstandingwhatastableAndesecosystemshouldlooklike,thenidentifythewaysinwhichhumansarealteringtheAndesandexaminetheproblemsassociatedwiththesehumanactions.Afteranevaluationofmultiplesolutionsalreadyinplacetomitigatetheseproblems,eachgroupmakesaplantosavetheAndesfromaproblemassociatedwithonespecifichumanactivity.EachgroupwillcreateascientificpostertopresenttheirproposalatanEnvironmentalScienceConference.Individually,studentswillwriteandsubmitanarticleforpublicationintheEnvironmentalScienceJournalthatdiscussesthesciencebehindtheirproposal.3-DimensionalAssessment


CulminatingProject


TimeNeeded(Basedon45-MinutePeriods)7Daysatendofunit

• GroupProject:3periods• IndividualProject:4periods

o Firstdraft:2periodso Feedback:1periodo Revision:1period

MaterialsScientificPoster

• PosterPaper• Colorpencils/pensorprintedcomputergraphics• Computerswithinternetcapabilitiesforresearch

JournalArticle• Linedpaperorcomputerswithwordprocessingsoftware

InstructionsfortheCulminatingProject

1. IntroducetheCulminatingProjectattheendoftheLift-Offtask,includingbothgroupandindividualcomponentsoutlinedintheChallenge.

2. ReadovertheCulminatingProjectTaskCardwiththestudents.WerecommendonlyreadingtheChallengeandGroupCriteriaforSuccessatthistimeinordertonotoverwhelmstudentswithinformation.

o Providestudentswithanopportunitytoaskclarifyingquestions.o Optional:YoumaywanttoshowpicturesoftheAndesMountains,includingthegeography,

animals,plants,andpeopleyoumayfindthere.

3. RemindstudentsthatastheygothroughtheProjectOrganizer,theywillbeplanningpartsoftheirproposalandrecordinginformationtheymayneedfortheirindividualproject.However,thereisnothingwrongwithgoingbackandchangingtheirideasoverthecourseoftheunit.Studentswon’tfullydesigntheirproposaluntiltheendoftheunit,sochangeisacceptableandoftenexperienced.

4. MakesurestudentsfillouttheProjectOrganizeraftereachtask,whichwillhelpthemthinkaboutdifferentpartsoftheirproposalalongtheway.Thisprocessallowsstudentstobothapplyanddocumentrelevantscientificconceptsastheymovethroughouttheunit.Thiswillinformboththeirgroupandindividualprojects.

o WerecommendthatstudentscompletetheProjectOrganizerindividually.Theymightdiscussideasfirstasagroup,butshouldthenrespondindividually.Thisallowsstudentstimetoprocessconceptsontheirownandgeneratetheirownideas,whichcanbeusedlaterwhenitcomestodevelopingtheirgroupproject.

o YoumayalsowanttoremindstudentsthatastheycompletepartsoftheProjectOrganizer,theyshouldalsoconsidertheirownroleinenvironmentaldegradation.Ideally,thiswillhelpthemseewhytheirproposalmustrepresentabalancebetweenconservingtheecosystemandgarneringenoughpublicsupporttomakeitareality.


CulminatingProject


5. ThetablebelowsummarizeshowtheProjectOrganizerguidesstudentsthroughdevelopingdifferentcomponentsoftheirproposalfortheposterpresentationandjournalarticle.

Task ProjectOrganizer GroupandIndividualCulminatingProjectLiftOffHumansandTheirEnvironment

• Basedonwhatyouwatchedinthevideo,howdoyouthinkhumansmightbeimpactingtheAndes?

• IndividualandGroupProject–Bothproductsshowhumanimpactonecosystem.

Task1SculptingLandscapes

• BackgroundontheAndesregion:WhatnaturalchangeshaveledtotheAndesregionyouseetoday?

• DiagramexplainingevidenceofnaturalgeoscienceprocessesintheAndesregion.

• Individual-JournalarticleincludesageographicmapoftheAndesthatshowsandexplainsthegeoscienceprocessesthathaveshapedtheAndes.

Task2DisruptingEarth’sNaturalSystems

• Definetheproblem:WhatisoneecosystemserviceorresourcethattheAndesregionprovidesforhumans?HowarehumansnegativelyimpactingtheAndesregioninordertobenefitfromthisserviceorresource?

• Identifythecriteriaforasolution:Whatproblemwillyoursolutionsolve?Howwillyoudetermineifitissuccessful?

• Identifytheconstraints:Whatconsequenceswillyoursolutionhaveonhumans?Whatscientificknowledge,orlackofknowledge,maylimitpossiblesolutions?

• Group-PosterpresentationidentifiesonespecifichumanactivityimpactingtheAndesregion.

• Individual-Journalarticlefirstdefinesbiodiversityandexplainswhyit’simportantforecosystemhealth.ItthendescribeshowbiodiversityintheAndesregionprovidesimportantecosystemservicesandnaturalresourcesforhumans.Finally,itdescribeshowonespecifichumanactivityaffectstheseecosystemservicesandnaturalresources,aswellasotherpopulationsoforganismsintheAndesregion.

Task3LivinginHarmony–WeighingtheConsequences

• Basedonresearchaboutecosystempreservationsolutions:o Whatarethebestsolutionsyou

learnedaboutinthistask?o Howcanyoucombinethepartsof

thesesolutionstocreateastrongerproposalforyourfinalproject?

o Howmightyourcombinedproposalaffecthumancommunitiesatsmaller(local)andlarger(global)scales?

• Group-Posterpresentationexplainshowtheproposalworksanditspotentiallimitations.

• Individual–Journalarticleevaluatesbenefitsanddrawbacksoftheexistingdesignsolutions,andexplainswhytheirproposedsolutionworksbetter.

6. Afterallthelearningtasksarecompleted,andallsectionsoftheProjectOrganizerarecompleted,

studentsmaybegindesigningtheirproposaltosavetheAndes.Aspartofthisproject,studentswillthencreateascientificposterexplainingtheirproposal.TheProjectOrganizerandGroupProjectCriteriaforSuccessshouldbeusedasreferencetoremindstudentsofallthecomponentsoftheirgroupproject.

o WerecommendtheuseofgrouprolesforCulminatingProjectworktime(See“HowtoUseThisCurriculum”documentfordetails).Werecommendchangingtheroleseveryworkday.


CulminatingProject


7. Foranauthenticexperience,werecommendconductingtheposterpresentationsasamodifiedgallerywalksimilartothestructureofapostersessionatascientificconference.Haveeachgroupsetuptheirposteraroundtheroom.Duringthegallerywalk,oneindividualfromthegroupstayswiththeirpostertoexplaintheirproposaltopeerswhovisittheirposter.Werecommendrotatingtheseindividualseveryfewminutes,soeachgroupmemberisresponsibleforpresentingatsomepoint.

o Werecommendthatasyouvisiteachposter,askquestionsandassessgroupsusingtheGroupProjectCriteriaforSuccessChecklistprovided.Thesubjectivenatureofthecriteriaforthepostergivesyouthefreedomtoemphasizethepositiveaspectsofeachposter.Mostofstudents’conceptualunderstandingwillbeassessedintheindividualproject.

o Optional:Forstudentsvisitingtheposters,havetheminteractwiththepostersinsomeway.Oneoptionistogivethemtwopost-itstoleavequestionsorcommentsforvariousposters.Anotheroptionistohavethemcarryanotebookandtakenotesforaformativeassessmentthatyoudesigntofollowthegallerywalk.

8. Oncetheposterpresentationsarecomplete,studentsarereadytobegintheirindividualproject.Students

willwriteajournalarticleaccompanyingtheirposterpresentationtosubmittotheEnvironmentalScienceConference.Thisisauthentictothesciencediscipline,asmostconferencesrequireajournalarticletoaccompanyanypresentation.Remindstudentstocheckthattheirjournalarticlemeetsallthecriteriainthestudenthandout.

o Dependingontheneedsofyourstudents,youmaywanttoprovideatemplatetohelpthemorganizetheirjournalarticle.Thisonlyprovidesthemwithastructure,sothisshouldbeusedinconjunctionwiththeIndividualProjectCriteriaforSuccesschecklisttoensurestudentsincludeallpartsrequired.Anoptionisprovidedattheendofthisteacherguide.

9. Conductapeerreviewofthejournalarticlesafterstudentshavecompletedafirstdraft.

o CopytheJournalArticlePeerReviewFeedbackformfoundintheStudentInstructions.Alternatively,youmayusetheStudent3-DimensionalIndividualProjectRubric.

o Assigneachstudentapartner,preferablyapartnerfromadifferentgroup.o Studentsswitchandassessdraftsusingthepeerreviewfeedbackform.

o Remindeachstudenttoprovideonepositivecommentandoneconstructivecommentforeachsectiononthechecklist.

o Allowstudentstimetopresenttheirfeedbacktotheirpartner,andfortheirpartnertoaskclarifyingquestionsifneeded.

10. Afterfeedbackisexchanged,allowstudentstimetocompleteafinaldraftbasedonthefeedbackthey

received.AssessmentTheProjectOrganizercanbeformativelyassessedusing:

o Criteriaofyourchoice.Werecommendusingthe3-DimensionalAssessmentmatrixfromtheUnitOverviewtoinformyourcriteria.

TheGroupCulminatingProjectwillbesummativelyassessedusing:

o TheGroupProjectCriteriaforSuccessChecklist


CulminatingProject


TheIndividualCulminatingProjectwillbesummativelyassessedusing:o The3-DimensionalIndividualProjectRubric.o KeepinmindthattheProficientlevelindicatesthatthestudenthassuccessfullydemonstrated

understandingofthecriteria.BecauseweareintheearlystagesofNGSSadoption,itmaytakemultipleopportunitiesthroughoutthecourseoftheyearforstudentstoreachProficient.

o Ifyouwishtogivestudentsanumericscore,youcouldtaketheaveragescoreofalloftheirrubricsoradduprubricscorestogivestudentsasummationoutofthetotal.Becauseofthenoteabove,thisscoringmaynotcorrelatetotraditionalgradingsystems.

o Whilewerecommendscoringalloftheprojectcriteriawiththerubricsforeachstudent,weunderstandtheburdenofthatlevelofscoring.

o Oneoptionistoselecttherubricsthatyouwishtofocusonforthisprojectandusethosetoassesseachstudent’sindividualproject.

o AnotheroptionistoreviewtheProficientlevelofeachoftheproject’srubricsandusethedescriptionstogenerallyanalyzeallstudentworkfortrends.


CulminatingProject


YourArticleTitleEnvironmentalScienceJournal2020

Write2-3catchysentencestointroduceyourarticle,soreaderswillknowwhatitisabout.

BackgroundontheAndes

BiodiversityintheAndes


CulminatingProject


OneProblemFacingtheAndesExistingSolutionsAroundtheWorldOurProposal

StanfordNGSSIntegratedCurriculum

7thGradeScienceUnit4:SavetheAndes!

3-DimensionalIndividualProjectRubric


Overview:Thefollowingrubricscanbeusedtoassesstheindividualproject:ajournalarticledetailingaproposaltosavetheAndes.EachrubricisalignedtoonesectionoftheIndividualProjectCriteriaforSuccess,locatedontheCulminatingProjectStudentInstructions.*Ifstudentprovidesnoassessableevidence(e.g.,“I

don’tknow”orleavesanswerblank),thenthatstudentresponsecannotbeevaluatedusingtherubricandshouldbescoredasazero.

Belowweprovideanalignmenttablethatdetailsthedimensionsassessedforeachcriterion.

StudentCriteriaforSuccess ScienceandEngineeringPractice

DisciplinaryCoreIdea CrosscuttingConcept

1 r AgeographicmapoftheAndes,showingand

explaining:

o Howlargeandsmallgeoscience

processeshaveresultedinspecific

geographicfeatures,usingevidence

fromTask1tosupportyour

explanation.


explanationbasedon

validandreliable

evidenceobtainedfrom

sources(includingthe

students’own

experiments)andthe

assumptionthattheories

andlawsthatdescribe

thenaturalworldoperate

todayastheydidinthe

pastandwillcontinueto

dosointhefuture.

ESS2.A:Earth’sMaterialsandSystems• Theplanet’ssystemsinteractoverscales

thatrangefrommicroscopictoglobalin

size,andtheyoperateoverfractionsofa

secondtobillionsofyears.These

interactionshaveshapedEarth’shistory

andwilldetermineitsfuture.ESS2.C:TheRolesofWaterinEarth’sSurfaceProcesses• Water’smovements—bothonthelandand

underground—causeweatheringand

erosion,whichchangetheland’ssurface

featuresandcreate,underground

formations.

Scale,Proportion,andQuantity● Time,space,andenergy

phenomenacanbe

observedatvarious

scalesusingmodelsto

studysystemsthatare

toolargeortoosmall.

2 o AdescriptionofbiodiversityintheAndes,

including:

o Whatisbiodiversity,andwhyisit

importantforecosystemhealth?

o Howdoesthebiodiversityinthe

Andesprovideecosystem

servicesandnaturalresourcesfor

humans?

o Howdohumanchangesto

biodiversityaffectthese

ecosystemservicesandnatural

resources?

N/A

LS2.C:EcosystemDynamics,Functioning,andResilience● Ecosystemsaredynamicinnature;their

characteristicscanvaryovertime.

Disruptionstoanyphysicalorbiological

componentofanecosystemcanleadto

shiftsinallitspopulations.LS4.D:BiodiversityandHumans● Changesinbiodiversitycaninfluence

humans’resources,suchasfood,energy,

andmedicines,aswellasecosystem

servicesthathumansrelyon—forexample,

waterpurificationandrecycling

(secondary).


partofasystemmight

causelargechangesin

anotherpart.





3 ❑ TheProblemo Definetheproblem:

o Describeonehumanactivitythat

isaffectingtheAndesandexplain

whyhumansdothisactivity.o Constructanargumentforhow

thishumanactivitycauseslarge

changesacrosspopulationsof

organisms,usingevidencefrom

Task2tosupportyourargument.

EngaginginArgumentFromEvidence• Constructanoraland

writtenargument

supportedbyempirical

evidenceandscientific

reasoningtosupportor

refuteanexplanationora

modelforaphenomenon

orasolutiontoa

problem.

LS2.C:EcosystemDynamics,Functioning,andResilience• Ecosystemsaredynamicinnature;their

characteristicscanvaryovertime.

Disruptionstoanyphysicalorbiological

componentofanecosystemcanleadto

shiftsinallitspopulations.

StabilityandChange• Smallchangesinone

partofasystemmight

causelargechangesin

anotherpart.

4 o Identifytheconstraints:Whatbarriers

mightmakeitdifficulttostopthis

problem?o UsingwhatyoulearnedinTask3

todepictthesmallandlarge-

scaleconsequencesthatany

solutionmayhaveonhumans.

AskingQuestionsandDefiningProblems● Defineadesignproblem

thatcanbesolved

throughthedevelopment

ofanobject,tool,process

orsystemandincludes

multiplecriteriaand

constraints,including

scientificknowledgethat

maylimitpossible

solutions.

ETS1.A:DefiningandDelimitingEngineeringProblems• Themorepreciselyadesigntask’scriteria

andconstraintscanbedefined,themore

likelyitisthatthedesignedsolutionwillbe

successful.Specificationofconstraints

includesconsiderationofscientific

principlesandotherrelevantknowledge

thatarelikelytolimitpossiblesolutions.

Thechangesofstatethatoccurwith

variationsintemperatureorpressurecan

bedescribedandpredictedusingthese

modelsofmatter.

N/A

5 ❑ ExistingSolutionsWorldwide

o Describethebestsolutionstoaddressthis

problem.

o Identifythebenefitsanddrawbacksfor

eachsolution.

❑ YourProposal:o Describeyourproposalforaddressingthis

problem.o Explainwhyyourproposalisthebest

option.

EngaginginArgumentfromEvidence• Evaluatecompeting

designsolutionsbasedon

jointlydevelopedand

agreed-upondesign

criteria.

ETS1.B:DevelopingPossibleSolutions• Therearesystematicprocessesfor

evaluatingsolutionswithrespecttohow

welltheymeetthecriteriaandconstraints

ofaproblem.

N/A





Rubric1:StudentidentifiesthegeographicfeaturesoftheAndesMountains,andcitesevidencetoexplainhowlargeandsmallgeoscienceprocessescaused

thesefeatures.

• DimensionsAssessed:SEP–ConstructingExplanations,DCI–ESS2.A:Earth’sMaterialsandSystemsandESS2.C:RolesofWaterinEarth’sSurface

Processes,CCC–Scale,Proportion&Quantity

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

OR

StudentidentifiestheaccurategeographicfeaturesoftheAndes

mountains,andinaccuratelyexplainshowlargeandsmallgeoscience

processescausedthesefeatures.


mountains,andcitessomeevidencetogenerallyexplainhowlargeandsmall

geoscienceprocessescausedthese

features.


mountains,andcitessomeevidencetopartiallyexplainhowlargeandsmall


features.


mountains,andcitesallevidencetocompletelyexplainhowlargeandsmall


features.

LookFors:● Studentinaccuratelyidentifies

geographicfeaturesintheAndes

Mountains.

OR

● Studentaccuratelyidentifies


Mountains(ie.mountainranges,land

movement,landslides/mudslides,

and/orvolcaniclandfeatures).

Studentexplanationoftheprocesses

thathaveresultedinchangestothe

Andeslandscapeisinaccurateor

irrelevant.Forexample,“the

mountainswerecreatedfrom

earthquakesandthevolcanoes

resultedinash.”

LookFors:● Studentaccuratelyidentifies





● Intheirexplanationofthelargeand

smallgeoscienceprocessesthathave

ledtothesefeatures,studentcites

someexamplesofevidencefrom

Task1,butonlyprovidesageneral

explanationthatdoesnotlinkthe

geoscienceprocessestospecific

geographicfeatures.Forexample,

“platemotions,earthquakes,and

volcanoesleadtomountains,land

movement,andnewlandfeatures.”

.









oneexampleofevidencefromTask1

ofalargegeoscienceprocess(i.e.

platemotions,earthquakes,and

volcanoes),andoneexampleof

evidencefromTask1ofasmall

geoscienceprocess(i.e.erosiondue

toweathering).

● Studentlinkseachgeoscience

processabovetospecificgeographic

featuresoftheAndeslandscape.For

example,“Weatheringanderosion

causelandslides.”SeeAdvanced









allexamplesofevidencefromTask1

oflargegeoscienceprocesses(i.e.

platemotions,earthquakes,and

volcanoes)andsmallgeoscience

processes(i.e.erosiondueto

weathering).

● Studentlinksthegeoscience

processesabovetospecific

geographicfeaturesoftheAndes

landscape.Forexample,“Asthe

NazcaPlatemovedtowardtheSouth

AmericanPlate,subductionoccurred,





Look-Forsforanotherexampleofan

accurateresponse.

whichcreatedthefoldmountainsof

theAndes.”SeeProficientLook-Fors

foranotherexampleofanaccurate

response.





Rubric2:Studentdescribeshowbiodiversityisimportanttoecosystemhealth,andexplainshowsmallchangesinbiodiversityintheAndesleadtolargeeffects

onecosystemservicesandnaturalresources.

• DimensionsAssessed:DCI–LS2.C:EcosystemDynamics,Functioning&ResilienceandLS4.D:BiodiversityandHumans,CCC–StabilityandChange

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

health,AND/ORinaccuratelyexplainshowsmallchangesinbiodiversityinthe

Andesleadtolargeeffectsonecosystem

servicesandnaturalresources.

Studentaccuratelydescribeshowbiodiversityisimportanttoecosystem

health,andgenerallyexplainshowsmall

changesinbiodiversityintheAndeslead

tolargeeffectsonecosystemservices

andnaturalresources.


health,andpartiallyexplainshowsmall

changesinbiodiversityintheAndeslead

tolargeeffectsonecosystemservices

andnaturalresources.


health,andcompletelyexplainshowsmallchangesinbiodiversityinthe

Andesleadtolargeeffectsonecosystem

servicesandnaturalresources.

LookFors:● Studentinaccuratelystatesthat

biodiversityisnotessentialfor

maintainingecosystems.For

example,thatinsteadweshould

focusonclimatechange.

AND/OR

● Studentinaccuratelyexplainsthat

changesinbiodiversityhaveno

effectonecosystemservicesor

naturalresources.Forexample,

“Whenbiodiversitydecreases,the

amountofnaturalresources

availableremainsthesamebecause

therearelessanimalsthatneedthe

resources.”

LookFors:● Studentaccuratelystatesthat

becauseeachorganisminan

ecosystemplaysanintegralrolein

naturalcyclesandprocessesofan

ecosystem,greaterbiodiversity

ensuresanecosystem’sresilienceto

change.

● Studentprovidesageneralexample

ofaproblemthreateningbiodiversity

intheAndeswithoutspecifically

describingwhetheritaffectsone

ecosystemserviceoronenatural

resource.Forexample,

“Deforestationresultsinalossof

naturalresources.”







change.

● Studentaccuratelydescribesone

specificexampleofhowachangein

biodiversityintheAndesaffectsone

ecosystemserviceoronenatural

resource.Forexample,“The

constructionofhydroelectricpower

plantsinvolvesdamsthatblock

importantfishmigrationpatterns,

thusreducingthevarietyand

numberoffishintheregionand

threateningbiodiversity.Intheend,

fewerfishmeanslessfoodforthe

peopleintheregion.”







change.

● Studentaccuratelydescribesone

specificexampleofhowachangein

biodiversityintheAndesaffectsone

ecosystemserviceandonenatural

resource.Forexample,

“Deforestationdestroysmanytrees

andplantsintheAndesforest,thus

decreasingbiodiversity.This

decreasestheamountofcarbon

removedfromtheatmosphere(an

importantecosystemservice)and

removesnaturalresourcesusedto

makemedicinesforpeople.”





Rubric3:StudentwritesanargumentforhowonehumanactivityleadstolargeeffectsonpopulationsoforganismsintheAndesecosystem,supportingwith

evidenceandreasoning.

• DimensionsAssessed:SEP–EngaginginArgumentfromEvidence,DCI–LS2.C:EcosystemDynamics,Functioning,andResilience,CCC–Stabilityand

Change

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

forhowonehumanactivityleadstolarge

effectsonpopulationsoforganismsin

theAndesecosystem.

Studentwritesanaccurateargumentfor

howonehumanactivityleadstolarge


theAndesecosystem,supportingwithnoevidenceandreasoning.




theAndesecosystem,supportingwith

partialevidenceandreasoning.




theAndesecosystem,supportingwith

completeevidenceandreasoning.LookFors:● Studentinaccuratelyarguesthat

theirchosenhumanactivityaffects

theAndesregionbynotcausing

largechangesacrosspopulationsof

organisms.Thusanysupporting

evidenceandreasoningisalso

inaccurateorirrelevant.For

example,“IntheAndesregion,

peopleneedelectricpower,sothey

usehydroelectricpowerplants.This

doesn’taffectorganismsthatliveon

theland.”

LookFors:● Studentaccuratelyarguesthattheir

chosenhumanactivityaffectsthe

Andesregionbycausinglarge


organisms.

● Whileaclaimispresent,the

supportingevidenceandreasoning

aremissing,inaccurate,ortoo

generaltotrulysupporttheclaim.

Forexample,“Huntingchinchillas

makesanimalsgoextinct.”

Look-Fors● Studentaccuratelyarguesthattheir




organisms.

● Intheirargument,astudentincludes

partialevidenceand/orreasoningto

supporttheirclaim.Forexample,“In

theAndesregion,peopleneed

electricpower,sotheyuse

hydroelectricpowerplants.This

blocksfishmigrationintheAndes,

thusdecreasingthenumberoffish.”

Thisdoesnotincludethe

intermediateeffectofhowthedam

changeswaterflowandtemperature

andalsohowlandorganismsand

otherorganismsdownthefood

chainareaffectedbythedecreasein

fish.

LookFors:• Studentaccuratelyarguesthattheir




organisms.

• Intheirargument,astudentincludes

detailedevidenceandreasoningto

supporttheirclaim.Forexample,“In

partsoftheAndeswhereitiscold,

peopleneedfurtokeepwarmand

survive.Theyoftenobtainthisfurby

huntingchinchillas.However,since

chinchillasarealsofoodforbirdsand

foxesintheAndes,thehuntingof

chinchillasnotonlyreducesthe

populationofchinchillasbutalsothe

populationsofbirdsandfoxes.”





Rubric4:Studentdescribesahuman-relatedlimitationtosolvinganenvironmentalproblemintheAndes,andexplainsthesmall-andlarge-scaleconsequences

anysolutionmaypose.

• DimensionsAssessed:SEP–AskingQuestionsandDefiningProblems,DCI–ETS1.A:DefiningandDelimitingEngineeringProblems

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

relatedlimitationtosolvingan

environmentalproblemintheAndes,

anddoesnotexplainthesmall-and

large-scaleconsequencesanysolution

maypose.

Studentaccuratelydescribesahuman-



anddoesnotexplainthesmall-and


maypose.




andpartiallyexplainsthesmall-and


maypose.




andcompletelyexplainsthesmall-and


maypose.

LookFors:● Studentinaccuratelyidentifiesone

human-relatedlimitationtosolving

anenvironmentalproblem.For

example,“Tostopdeforestation,we

muststopcuttingtrees,butthisis

hardbecauseitopensuplandfor

newpopulationstogrow.”

LookFors:● Studentaccuratelyidentifiesone

human-relatedlimitationtosolving

anenvironmentalproblem.For



hardbecausewerelyonthetreesfor

somanythings.”

● Noaccurateexplanationof

consequencesisgiven.

LookFors:● Studentidentifiesonehuman-


environmentalproblem.For




somanythings.”

● Studentexplainseitherasmall-or

large-scaleconsequenceoftheir

chosensolution.Forexample,“Ifwe

stopcuttingdowntrees,thismay

leadtoashortageofwoodtobuild

homesinthelocalAndesregion.”

LookFors:● Studentidentifiesonehuman-


environmentalproblem.For




somanythings.”

● Studentexplainsbothasmall-and

large-scaleconsequenceoftheir

chosensolution.Forexample,“Ifwe

stopcuttingdowntrees,thismay

leadtoasmall-scaleproblemofa

shortageofwoodtobuildhomesin

thelocalAndesregion.Itmayalso

havethelarge-scaleconsequenceof

increasingthepriceofpaper-based

productsgloballybecausewoodis

morelimited.”





Rubric5:StudentexplainswhytheirsolutiontoanenvironmentalproblemfacingtheAndesregionbestmeetsthecriteriaandconstraintsoftheproblemby

comparingtoothersolutions.

• DimensionsAssessed:SEP–EngaginginArgumentFromEvidence,DCI–ETS1.B:DevelopingPossibleSolutions

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

meetsthecriteriaandconstraintsofthe

problem.

Studentprovidesageneralexplanationofwhytheirsolutionbestmeetsthe

criteriaandconstraintsoftheproblemby

notcomparingtoothersolutions.

Studentprovidesadetailedexplanationofwhytheirsolutionbestmeetsthe


implicitlycomparingtoothersolutions.

Studentprovidesadetailedexplanationofwhytheirsolutionbestmeetsthe


explicitlycomparingtoothersolutions.

LookFors:● Studentexplainshowtheirproposed

solutionmeetsthecriteriaand

constraints,butthesolutionis

irrelevanttotheproblem.For

example,“Tocombattheproblemof

deforestation,Iwilltakeshorter

showersandrecycle.”


solutionmeetsthecriteriaor

constraintsinageneralsense.“To

combattheproblemofdeforestation

foragriculture,oursolutionworks

bestbecauseplantsandanimalswill

goextinct.”

● Studentdoesnotcomparetoother

solutions.



constraints.Forexample,“Tocombat

theproblemofdeforestationfor

agriculture,oursolutionbestmeets

criteriabecauseitreducestheeffects

ofdeforestationbytaxinglarge

farmingcorporationstousetheland

andputsthesetaxestowardshabitat

restoration.Italsomeetsconstraints

becauselocalpopulationswill

supporttheplanfortheirfinancial

andenvironmentalbenefit.”

● Studentimplicitlycomparestoother

solutions.Forexample,“Oursolution

preserveshabitatsmorethanthe

othersolutionswesaw.”



constraints.Forexample,“Tocombat

theproblemofdeforestationfor

agriculture,oursolutionbestmeets

criteriabecauseitreducestheeffects

ofdeforestationbytaxinglarge

farmingcorporationstousetheland

andputsthesetaxestowardshabitat

restoration.Italsomeetsconstraints

becauselocalpopulationswill

supporttheplanfortheirfinancial

andenvironmentalbenefit.”

● Studentexplicitlycomparestoat

leastoneothersolution.For

example,“Oursolutionisbetterthan

asimilarsolutionwhichcompletely

bansanynewfarmingintheregion.

Thismaymeetthecriteria,butdoes

notconsiderthelargeeffectson

humancommunitiesandthusdoes

notmeettheconstraintsofthe

problem.”





AdditionalNotes:• AnadditionalrubricisprovidedinTask1toassessthePerformanceExpectationMS-ESS3-2(includingthecorrespondingdimensions);thisPEisnot

assessedexplicitlyinthisCulminatingProject.

• TwoadditionalrubricsareprovidedinTask2toassessthePerformanceExpectationMS-PS1-3(includingthecorrespondingdimensions);thisPEisnot

assessedexplicitlyinthisCulminatingProject.


ProjectOrganizer

StudentVersion StanfordNGSSIntegratedCurriculum2018 1

UnitEssentialQuestion:Howcanwesustainbiodiversityinamodern,changingworld?YouhavebeentaskedwithcreatingaproposaltosavetheAndes.Aftereachtask,youwillreturntothetablebelowtoorganizewhatyoulearnasyougothroughtheunit.Bytheendofthefourtasks,youwillhaveallthisinformationtouseforyourculminatingproject.Foreachactivity,besuretoincludeanswerstoALLthequestionsprovided.

Lift-OffTask:HumansandTheirEnvironment

Basedonwhatyouwatchedinthevideo,howdoyouthinkhumansmightbeimpactingtheAndes?

Task1:SculptingLandscapes

First,youneedtogiveyouraudiencesomebackgroundontheAndesregionitself.q WhatnaturalchangeshaveledtotheAndesregionyouseetoday?q Drawdiagramswithlabelstoexplainyourevidence.


ProjectOrganizer


Task2:DisruptingEarth’sNaturalSystems

AspartofthisproposalyouwillneedtodefineaproblemintheAndesregion,andidentifythecriteriaandconstraintsforsolvingtheproblem.Tohelpyouplanthis,followthestepsbelow:

r Definetheproblem:o WhatisoneecosystemserviceorresourcefromtheAndesregionthat

humansrelyon?o HowarehumansnegativelyimpactingtheAndesregioninordertobenefit

fromthisecosystemserviceorresource?r IdentifythecriteriaforasuccessfulsolutiontooneproblemintheAndesregion:

o Whatproblemwillyoursolutionsolve?o Howwillyoudetermineifasolutionissuccessful?

r Identifytheconstraints(limitations)ofsolvingthisproblem:o WhatconsequenceswillyoursolutionhaveonhumansintheAndesand

aroundtheworld?Tobetterexplainthis,makeaflowchart(seeElaborate)totraceyourplanbackwardsandseethepotentialeffectsitwillhaveonpeople’sdailylives.

o Whatscientificknowledge,orlackofknowledge,maylimitpossiblesolutions?


ProjectOrganizer


Task3:LivinginHarmony–WeighingtheConsequences

Inthistask,youhaveresearchedandevaluatedsolutionscurrentlyusedtoaddresssomeoftheenvironmentalproblemscausedbyhumanactivityintheAndesregion.Bynow,youalsorealizethatdevelopingaconservationplanisoftenabalancingactthatinvolveshelpingtheenvironmentononehand,butalsogettingpublicsupportinordertoaccomplishthisplan.Tohelpyouwiththis,useyournewknowledgefromthistasktoanswerthefollowingquestions:

r Whatarethebestsolutionsyouheardaboutorresearchedinthistask?r Howcanyoucombinethepartsofthesesolutionstocreateastrongerproposalfor

yourfinalproject?r Howmightyourcombinedproposalaffecthumancommunitiesatsmaller(local)and

larger(global)scales?

StanfordNGSSIntegratedCurriculum7thGradeScienceUnit4:SavetheAndes! Lift-OffTask:HumansandtheEnvironment


UnitEssentialQuestion:Howcanwesustainbiodiversityinamodern,changingworld?

IntroductionManytimesitishardforstudentstoseetherealimpacttheyhaveontheworldaroundthem.Theygo

throughouttheirdailylives,ridingintheirparents’carstoschool,writingonendlesspiecesofpaper,andcreating

endlessamountsofwaste.However,mostdon’tstoptothinkaboutwheretheseproductscomefromorwhere

thiswasteisgoing.InthisLift-OffTask,studentswatchavideothatcaricaturizesthewaysinwhichhumans

interactwiththeirenvironmentinordertohelpstudentsmakeanemotionalconnectiontothethemesofthis

unit.Basedonwhattheysee,studentsthengeneratequestionsaboutthephenomenonofhumaninteractions

withtheenvironment.Asstudentsinvestigatethesequestionsthroughouttherestoftheunit,theywillbeginto

seetheirownimpactonglobalandlocalbiodiversity,whichwillinformtheirplantopreservethebiodiversityof

theAndesregion—theirculminatingprojectforthisunit.

AlignmentTable

BecausetheLift-Offtasksfocusonstudent-generatedquestions,wedonotidentifyspecificDisciplinary

CoreIdeasorScienceandEngineeringPracticesinthistable.

CrosscuttingConcepts(*dependinguponstudent-generatedquestions)

• Scale,Proportion,andQuantity

o Time,space,andenergyphenomenacanbeobservedatvariousscalesusingmodelstostudy

systemsthataretoolargeortoosmall.

• Patterns

o Graphs,charts,andimagescanbeusedtoidentifypatternsindata.

• StabilityandChange

o Smallchangesinonepartofasystemmightcauselargechangesinanotherpart.

• StructureandFunction

o Structurescanbedesignedtoserveparticularfunctionsbytakingintoaccountpropertiesof

differentmaterials,andhowmaterialscanbeshapedandused.

EquityandGroupwork

• Shareandlistentobroadanddiversestudentcontributions.

• Makeconnectionsbetweeneachother’sideas.

• Worktogethertoco-constructaconceptmap.

Language

• Useconnectorwordstolinkideas.

• Generateandwritequestionsaboutthephenomenon.

• Organizekeyquestionsinaconceptmap.

LearningGoalsThislearningtaskintroducesstudentstothephenomenonofhowhumansinteractwiththeenvironmentandasks

themtobegingeneratingquestionsthatwillguidethemthroughtheunit.Morespecifically,thepurposeisto:

• Watchavideoandgeneratealistofquestionsaboutthephenomenonofhumaninteractionwiththe

environment.

• Makeconnectionsbetweenrelatedquestions.



• Generatepossibleanswerstoquestions,usingpriorknowledge.

• ApplypriorknowledgefromthevideotogeneratealistofwaysinwhichhumansimpacttheAndes.

ContentBackgroundforTeachersInthisunit,studentswillbethinkingaboutEarth’snaturalsystemsastheyshouldnormallyfunctionand

whathappenswhenhumanactivitiesdisruptthesenaturalprocesses.Theywillnotonlyexplorethenegative

wayshumansareimpactingtheenvironment,butalsothepositivestepshumanshavesincetakentominimize

thisimpactandrestoreEarth’ssystemstoanealierstate.Thisopeningtaskfocusesontheseverityofmany

humaninteractionswiththeenvironmentandfostersanemotionalconnectiontotheissues.

Aslivingthings,weallhaveanimpactonthe

environment.Unlikemanyotherlivingthings,wehavethe

capacitytogreatlyoverburdenourenvironmentwiththe

technologywehavecreated.Perhapsoneofthemost

importantissuestostartwithisoverpopulation.Human

populationisexponentiallyincreasing,causingahugestrain

onEarth’snaturalresources.BecauseofEarth’sgrowing

population,thisrequiresmuchmorefood,puttingalarge

demandonagricultureandlivestock.Withthedemandfor

morefoodhascomeanincreaseinchemicalfertilizers,

whichproducesrunoffthatkillsoffaquaticanimals

downstream.Consequently,anincreaseinmonoculturehas

occurred,whichwhilemoreefficient,hugelyreduces

biodiversityandoftendepletessoilofnecessarynutrients.Furthermore,justclearingallthislandforagriculture

causesmassivehabitatlossandthreatensmanyplantandanimalspecies.Lastly,evenasidefromthenegative

impactonclimatechange,theincreaseinthelivestockindustryhascausedadramaticincreaseinwaste

generationanddemandsmorewaterthanEarth’ssystemscannaturallyreplenish.

Inadditiontopopulationgrowth,humanlevelsofconsumptionarealsoacceleratingrapidly.Withnew

technologiesandcomfortscomesanincreaseindemandonenvironmentalresources.Todaywedriveandfly

more,rapidlydepletingfossilfuelsandaddingtoairpollution.Inoursearchforconstantcomfort,wealsorely

moreheavilyonair-conditioningandheating,thususingupgreaterenergyresourcesthroughouttheyear.Finally,

humanswithinconsumeristculturesseektoamassmoreproducts,thuscreatingmorewaste.Thiswaste

contributestotheworseningpollutionofnaturalresourcessuchassoilandwater,andfurthercontributesto

globalwarming.Whilethisallnaturallypaintsableakpicture,thefutureisnothopeless.Currenteffortsareunder

waytostopenvironmentaldegradation—effortsthatstudentswillfocusonlaterinthisunit.

Inthistask,studentscreateaconceptmap,whichisagraphicaltoolthathelpstoorganizeandrepresent

knowledgeandquestionsandisasuccessfulacademiclanguageinstructiontool.Asstudentslearnmoreabout

theirimpactontheenvironmentandbiodiversity,theywilladdmorequestionsandideastothisconceptmap.If

yourstudentshavenothadpreviousexperiencemakingconceptmaps,pleaseseetheinstructionsinPartBbelow

forstrategiesonteachingthisskill.



AcademicVocabulary

• Environment

• Biodiversity

• Ecosystem

• NaturalCycles

• NaturalResource

• NaturalHabitats

*Additionalacademicvocabularywillvarybyclass

TimeNeeded(Basedon45-MinutePeriods)2Days

• Introduction,PartAandPartB:1period

• ClassConceptMap,ProjectOverview,andProjectOrganizer:1period

Materials

• Unit4,Lift-OffTaskStudentVersion

PartA

• ProjectorandSpeakerforVideo

PartB

• Posterpaperandmarkers

• Post-Its(Optional)

PartC

• ClassPosterPaperandmarkers

• *SeeInstructionsbelowforotheroptionalmaterialstousefortheclassconceptmap

ConnectingtotheCulminatingProject

• CulminatingProjectHandout

• ProjectOrganizerHandout

Instructions

1. IntroducestudentstotheunitbyreadingorprojectingtheUnitEssentialQuestionaloud.

2. Havestudentswatchthevideoentitled,“Man”.

PartA1. InthisLift-Offtask,studentswillbegeneratingquestionstohelpthemmakesenseofthephenomenon.

2. Havestudentscompletethissectionindividuallyintheirstudentguide.

o Forstudentswhoneedmoresupport,encouragethemtorevisitthevideo.Youmightpausethe

videoatvariousmomentsandaskthestudentswhattheynotice.

o Hereisalistofsomepotentialquestionsstudentsmightgenerate:“Whatisthehumandoingto

theenvironment?Whatarethedifferentthings(resources)thatthehumanusesfromhis

environment?Howdoesthehumaninteractwiththelivingthingsintheenvironment?DoIuse



someofthesamethingsthehumanusesinthevideo?Dohumansfromallovertheworldbehave

inthissameway?Isthishumanbehaviorsomethingthatneedstochange?Whyorwhynot?

Whatarethealiensdoingtothehumanattheendofthevideo?Whatdoesthealiens’action

mean?”

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. Writethephenomenoninthemiddle

oftheposter,inthiscase“Humans

breatheharderwhentheyexercise.”

2. Askstudentstosharequestionsthey

mightasktomakesenseofthis

phenomenonandmakealistofthese

questionsontheboard.

3. Modeltheprocessofreviewingthe

listandfindingsimilaritiesamongst

thequestions.

o Placethesekeyquestionson

theconceptmapposter,

modelinghowtoputsimilar



questionsneareachotherontheposter.Circlethesetosignifythatthesearequestions,not

contentknowledge.

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-classconceptmapthatbeginstohelpstudentsmakesenseofthephenomenonof

humaninteractionwiththeenvironment.

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:Patterns;Scale,Proportion,andQuantity;Structure

andFunction;andStabilityandChange.Assignacolorforeachcrosscuttingconceptthatcanbe

usedthroughouttheunit.

o Havestudentsanalyzetheclassconceptmapforasmanyexamplesofthecrosscuttingconcepts

astheycanfind.Dependingonthequestionstheyhave,theymaybeabletofindanexampleof

eachofthecrosscuttingconceptsorperhapsjustsome.

o Werecommendmodelingthisprocessbypickingaquestion,identifyingthecrosscuttingconcept,

andtracingthecircleinthecorrespondingcolor.Explainthekeywordsthathelpedyouidentify

thecrosscuttingconceptinthisquestion.Someidentifyingwordsthatstudentsmightlookfor

are:

o Patterns:Thesecouldbephrasessuchas,“isthesameas”,“hasincommonwith”,“is

similarto”,“shares”etc.

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

o StructureandFunction:Thesecouldbephrasessuchas,“itsshapeaffectsitsfunctionby,”“structurecausesitto,”“functionsthiswaybecauseof,”etc.

o StabilityandChange:Thesecouldbephrasessuchas,“remainsthesame”,“ischanged

by”,“isdisruptedby”,“changes”,“disrupts,”etc.

ConnectingtotheCulminatingProject1. HandouttheCulminatingProjectTaskCardandreadtheChallengeandGroupProjectCriteriaforSuccess

aloudasaclass.

o Takequestionsforclarification.

2. Optional:DisplayamapoftheAndesregionandaskstudentstodiscusswhatgeographicfeaturesthey

notice.



3. PassouttheirProjectOrganizerandexplainthattheywillcompleteasectionofthisaftereachtaskin

class.StudentsshouldindependentlycompletetheLift-OffTasksectionoftheProjectOrganizerinclass.

Revisionscanbedoneforhomework,dependinguponstudent’sneedsand/orclassscheduling.

o StudentshavebeentaskedwithdevelopingaplantosavetheAndes.Theirpromptisasfollows:

YouwillbecreatingaplantosavetheAndes.Basedonwhatyouwatchedinthevideo,howdo

youthinkhumansmightbeimpactingtheAndes?

Reflection1. Attheendofthetask,askstudentstoreflectonwhattheyhavelearnedoverthecourseofthistaskby

answeringthefollowingthreequestionsintheirstudentguide:

o Atthebeginningofthistask,youmadealistofallthequestionsyouhaveabouthowhumans

interactwiththeirenvironment.Lookbackatyourlist:thinkaboutthequestionsyourpeers

askedthatyoudidnotinitiallywritedown.Howaretheirquestionsdifferentfromtheonesyou

originallyasked?

o Inthisunit,wewillbefocusingonfourcrosscuttingconcepts:Patterns:graphs,charts,andimagescanbeusedtoidentifypatterns;Scale,Proportion,andQuantity:phenomenacanbe

observedatvariousscalesusingmodels;StructureandFunction:thepropertiesofmaterials

affectthefunctionofadesign;StabilityandChange:smallchangesinonepartofasystemcan

causelargechangesinanotherpart.Lookingatyourclassconceptmap,giveoneexampleofhow

oneofthecrosscuttingconceptscameupintoday’stask.

o Nowthatyouunderstandwhatprojectyou’llbeworkingonoverthecourseofthisunit,whatelse

doyouneedtoknow?Whatadditionalquestionsdoyouhave?

2. Therearenorightanswers,butencouragestudentstolookbackattheirinitiallistofquestionsandtheir

classconceptmap.Theyshouldnotchangetheirinitialresponses,butratherusethisreflectionspaceto

addtotheirquestionsandideasbasedonwhattheyhavelearnedthroughthistask.Bygeneratingmore

oftheirownquestions,studentscontinuetoengageinsense-makingofthephenomenonandthe

gatheringofknowledgeandskillsfortheirfinalproject.





Inthelasttask,studentssawhowhumansareinteractingwiththeenvironmentinabroadersense.ThistaskbeginstohelpstudentsrelatethisgeneralphenomenonintroducedintheLift-OffTasktothecontextoftheproject—howhumansthreatenthecurrentbiodiversityintheAndesMountains.However,beforestudentscanthinkabouthowhumansnegativelyimpacttheAndes,theymustfirstconsiderhowtheAndesecosystemfunctionsnaturally.Inthistask,studentsexploreevidenceofgeoscienceprocessestohelpthemunderstandwhichprocessesformedtheAndesMountains,acrossvaryingtimeandspatial,orgeologicscales.ThisservesasafoundationforstudentstolaterconsiderwhichecosystemservicestheAndesMountainsprovidetohumans,howeachisimpactednegativelybyhumans,andtheeffectsofthatimpact.Studentswillthenusetheirnewknowledgetoenvisionapotentialplan,fortheirculminatingproject,tohelpmitigatethehumanimpactontheAndesMountains.AlignmentTable

PerformanceExpectations ScienceandEngineeringPractices


MS-ESS2-2.ConstructanexplanationbasedonevidenceforhowgeoscienceprocesseshavechangedEarth’ssurfaceatvaryingtimeandspatialscales.[ClarificationStatement:EmphasisisonhowprocesseschangeEarth’ssurfaceattimeandspatialscalesthatcanbelarge(suchasslowplatemotionsortheupliftoflargemountainranges)orsmall(suchasrapidlandslidesormicroscopicgeochemicalreactions),andhowmanygeoscienceprocesses(suchasearthquakes,volcanoes,andmeteorimpacts)usuallybehavegraduallybutarepunctuatedbycatastrophicevents.Examplesofgeoscienceprocessesincludesurfaceweatheringanddepositionbythe


explanationbasedonvalidandreliableevidenceobtainedfromsources(includingthestudents’ownexperiments)andtheassumptionthattheoriesandlawsthatdescribethenaturalworldoperatetodayastheydidinthepastandwillcontinuetodosointhefuture.

ESS2.A:Earth’sMaterialsandSystems● Theplanet’ssystems

interactoverscalesthatrangefrommicroscopictoglobalinsize,andtheyoperateoverfractionsofasecondtobillionsofyears.TheseinteractionshaveshapedEarth’shistoryandwilldetermineitsfuture.

ESS2.C:TheRolesofWaterinEarth’sSurfaceProcesses● Water’smovements—

bothonthelandandunderground—causeweatheringanderosion,whichchangetheland’ssurfacefeaturesandcreate,undergroundformations.

Scale,Proportion,andQuantity● Time,space,and

energyphenomenacanbeobservedatvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall.




movementsofwater,ice,andwind.Emphasisisongeoscienceprocessesthatshapelocalgeographicfeatures,whereappropriate.]MS-ESS3-2.Analyzeandinterpretdataonnaturalhazardstoforecastfuturecatastrophiceventsandinformthedevelopmentoftechnologiestomitigatetheireffects.[ClarificationStatement:Emphasisisonhowsomenaturalhazards,suchasvolcaniceruptionsandsevereweather,areprecededbyphenomenathatallowforreliablepredictions,butothers,suchasearthquakes,occursuddenlyandwithnonotice,andthusarenotyetpredictable.Examplesofnaturalhazardscanbetakenfrominteriorprocesses(suchasearthquakesandvolcaniceruptions),surfaceprocesses(suchasmasswastingandtsunamis),orsevereweatherevents(suchashurricanes,tornadoes,andfloods).Examplesofdatacanincludethelocations,magnitudes,andfrequenciesofthenaturalhazards.Examplesoftechnologiescanbeglobal(suchassatellitesystemstomonitorhurricanesorforestfires)orlocal(suchasbuildingbasementsintornado-proneregionsorreservoirstomitigatedroughts).]

AnalyzingandInterpretingData● Analyzeand

interpretdatatodeterminesimilaritiesanddifferencesinfindings.

ESS3.B:NaturalHazards• Mappingthehistory

ofnaturalhazardsinaregion,combinedwithanunderstandingofrelatedgeologicforcescanhelpforecastthelocationsandlikelihoodsoffutureevents.

Patterns● Graphs,charts,and

imagescanbeusedtoidentifypatternsindata.




LearningGoalsThislearningtaskexploresevidenceofhowgeoscienceprocesseshavechangedEarth’ssurfacesandlooksatdatatopredictoneofthesegeoscienceprocesses.Morespecifically,thepurposeisto:

• EngagepriorknowledgeofnaturalchangesonEarth.• ExploreevidenceonthegeoscienceprocessesthathavemadetheAndesMountainswhattheyaretoday.• ExplainhownaturalearthprocesseshavecontributedtochangestotheAndesMountains.• Analyzedatatoforecastavolcaniceruption.• Applyknowledgeofgeoscienceprocessestoinformanaudiencewithbackgroundinformationonthe

naturalAndesregion.ContentBackgroundforTeachers TheAndesMountainsareoneofthelongestmountainrangesonEarth,stretchingover7,000kmalongthewestcoastofSouthAmerica,andspanningacrosssevendifferentcountries.ManyofthepeaksintheAndesareactivevolcanoes,andthusthisareaispartofwhatisknownas“theringoffire.”Theclimateinthisregionvariesgreatly.Inthenorth,itistypicallyrainyandwarm.Thewestern,centralAndesisextremelydryandmostlydesert-like,whiletheeastern,centralAndesismuchwetter.Inthesouth,thewesternsideiswetwhiletheeasternplainstendtobeverydry.MostofthepeaksintheAndesexperienceheavysnowfallandcontainglaciers,whichprovidemuchofthedrinkingwaterforsurroundingregions.

ThistaskfocusesonthegeoscienceprocessesthathelpedtoformtheAndesMountains,someofwhicharelong-termandothersshort-term.Centraltothisstoryisthemotionofearth’stectonicplates.TheAndesMountainsarelocatedattheboundaryoftheNazcaPlateandtheSouthAmericanPlate.TheNazcaPlateismovingeastwards,towardstheSouthAmericanPlate,at37mmperyear.Wherethetwoplatesmeet,thedenseroceanicNazcaPlateisforceddownandunderthemorebuoyantcontinentalSouthAmericanPlate,descendingatanangleinaprocesscalledsubduction.Asthisprocesscontinues,someofthesedimentsareforcedontotheSouthAmericanPlate.Astheplatescollide,theleadingedgeoftheSouthAmericanPlatebecomesdeformed,pushingthecrustupward(imagineacarhittingasolidwall).ThisproducedthefoldedmountainsoftheAndes.

SupplementaryCrosscuttingConcepts • StabilityandChange

o Explanationsofstabilityandchangeinnaturalordesignedsystemscanbeconstructedbyexaminingthechangesovertimeandprocessesatdifferentscales,includingtheatomicscale.

EquityandGroupwork• Discussvisualandtextualevidenceongeoscienceprocesses.• Cometoconsensusonwhentopredictavolcaniceruption.

Language• Connectobservationsfromgraphstoinformationgatheredfromtext.• Writeanexplanationsupportedbyevidenceandreasoning.




Thissubduction,inturn,causesalotoffriction,whichpreventstheplatesfromslidingsmoothly.AstheNazcaPlatedescends,itrubsagainsttheSouthAmericanPlate,causingbothtofracture(break)anddeform.Thisinturncausesfrequentearthquakes,whichcanalsoalterthegeographyoftheregion.Forexample,afteranearthquakeintheAndesin2010,muchofthelandactuallyshiftedtowardsthePacificOcean,movingsomecitiesasmuchas4.7meterstothewest.ScientistshavediscoveredthatearthquakeshavebeenamajorsourceoferosioninthehistoryoftheAndesMountains—causingmostlandslidesandmudslidesinthearea.Becauseofthesteepnessofmuchoftheland,soilintheAndesMountainsisverysusceptibletoerosion.Ofcourse,weatheringfactors,suchaswindandwater,canalsocauseerosionintheAndes,asinanyareaexposedtosimilarelements.ErosionchangesthelandscapeoftheAndesMountains,oftendestroyinghabitatsformanyplantandanimalspecies.Finally,erosioncanalsocontaminatebodiesofwaterwithexcesssediment,removenutrient-richsoilfromanarea,andcausegreaterrunoffofneededwater.

ThesubductionoftheNazcaPlatealsoproducesmagma,whichrisesandmayeruptexplosivelyatthesurface.VolcanoesintheAndes,suchasthestratovolcanoLáscar,innorthernChile,areagoodexampleofthistypeofactivity.Láscareruptedashandpyroclasticflowsin1993andwasstillactiveasrecentlyas2012.AsthevolcanoesaroundtheAndesareveryactiveduetoplatemovement,theyarepartofaregiononEarthoftenreferredtoasthe“RingofFire”–aplacewithfrequentearthquakesandvolcanoes.

AcademicVocabulary• PlateMotions• Earthquakes• Volcanoes• Erosion• Weathering• Landslides• Mudslides• Geoscience• Magma• Thrusts• Tiltmeter• Subduction• Fracture• Eruption

TimeNeeded(Basedon45-MinutePeriods)4Days

• Engage:0.5period• Explore:1period




• Explain:0.5period• Elaborate:1period• EvaluateandReflection:1period

Materials

• Unit4,Task1StudentVersionExplore

• ResourceCards:laminateorputinsheetprotectors(Recommended:putmultiplecopiesofeachresourcecardatthestationORcreatemultipleofthesamestationsothatthereismoreparticipation).

Elaborate • Computers(1-2pergroup)

Evaluate• ProjectOrganizerHandout

InstructionsEngage

1. IntroduceTask1:IntheLift-OffTask,youwatchedavideoandaskedquestionstobegintomakesenseofhowhumansinteractwiththeirenvironment.Thinkaboutwhatyouwerestillwonderingaboutattheendofthelasttask(lookbackifyouneedto).Whatquestionsdoyoustillhave?

o Beforeyoupassouttheirstudentguide,givestudentstimetoreflectindividuallyorwithapartneraboutthequestionstheyrecordedattheendofthelasttask.Shareafewoftheseoutasaclass,usingfacilitatingquestionstoguidestudentstowardquestionsthatrelatetothistask.

2. TransitiontoTask1:IntheLift-OffTask,manyofyouasked,“Whatisthehumandoing?”and,“Howdothehuman’sactionsaffectthenaturalenvironment?”Inordertobetterunderstandtheeffectofhumansontheenvironment,wemustfirstunderstandhowtheenvironmentundergoescertainnaturalchangesonitsown.Inthistask,youwillexploregeoscienceprocesses,asetofnaturallyoccurringchangesthataffectstheenvironment.

o NowpassouttheirTask1studentguide.

3. Inpairs,studentsbrainstormsomeexamplesofnaturalchangesthatcanhappentoenvironmentsonEarth.Giveahintthatsomeofthesechangescanbelong-termaswellasshortterm.

o Shareoutafewdifferentpossibilitiesthatstudentscomeupwith,usingequitysticksforamoreequitablediscussion(See“HowtoUseThisCurriculum”formoredetails).

o Therearenorightanswersatthispoint,butstudentswillmostlikelycomeupwiththingslikeerosionofriverbanks,excessrainfallcausingriseinwaterlevels,creationofmountainsorvalleys,growthofplants/trees,etc.

Explore

1. TheintroductioninthestudentguidehighlightstheimportanceofunderstandinghowtheAndesnaturallyfunctionsbeforetheythinkabouthowhumansaredisruptingthisnaturalfunction.Toaccomplishthis,




studentswillvisiteachofthefourstationstocollectevidenceonthegeoscienceprocessesthathaveshapedtheAndesMountainsintowhatweseetoday.

2. Assignrolestoeachgroup.Youmayuseyourownpreferredroles,or,werecommendtheuseofthe

MaterialsManager,Facilitator,Harmonizer,andRecorder.o AsktheMaterialsManagertogatherthestationcardsneededtocompletethetaskandread

themaloud.o AsktheFacilitatortoreadthedirectionsandtomakesureeveryoneunderstandsthetaskand

whatthedatacollectionchartisasking.o AsktheHarmonizertomakesurethateveryonecontributestheirideasandthateveryone’svoice

isheard.o AsktheRecordertomakesureeachpersoninthegroupiscorrectlyrecordingtheinformation.

3. Aseachstation,studentsshoulddiscussandrecordthegeoscienceprocessesthathelpedtoshapethe

Andes,andwhattheeffectsofthosegeoscienceprocesseshavebeen(seesamplestudentdatachartbelow).

o ThequestionintherighthandcolumnencouragesstudentstoanalyzetheevidencethroughthelensofScale,Proportion,andQuantity—byconsideringwhetherthesegeologicprocesses,orchanges,seemtohappenonalargeorsmallscaleandwhethertheyoccursuddenlyorgradually.

SampleStudentDataCollectionChart

ExplanationofCause EffectontheAndes Scale,Proportion,andQuantity:Dothesechangesseemlargescaleorsmallscale?Suddenorgradual?

PlateMotions TheAndesMountainsarelocatedattheboundaryoftheNazcaPlateandtheSouthAmericanPlate.

Wherethetwoplatesmeet,thedenseroceanicNazcaPlateisforceddownandunderthemorebuoyant

continentalSouthAmericanPlate,descendingatanangleinaprocesscalledsubduction.Astheplatescollide,theleadingedgeoftheSouthAmericanPlate

becomesdeformed,pushingthecrustupward(imagineacarhittingasolidwall).

ThisproducedthefoldmountainsoftheAndes.

Thesechangesseemverylargescalesincetheyaffectthingslikewholemountainranges.Becauseplatesmovesoslowly,itseemsthischangeisgradual.




Earthquakes AstheoceanicNazcaPlatesubductsunderneaththe

continentalSouthAmericanPlate,itcausesalotof

friction,whichpreventsitfromslidingsmoothly.Asthe

NazcaPlatedescends,itdragsagainsttheotherplate,causingbothto

fracture(break)anddeform.

Thiscausesfrequentearthquakes,whichcanactuallychangethegeographyoftheregion.Forexample,afteranearthquakeintheAndesin2010,thelandactuallymovedtowardthePacific,movingsomecitiesasmuchas4.7meterstothewest(picturedontheright).Earthquakescanalsocausetsunamisandlandslides.

Earthquakesseemlargescalesincetheyhaveabigeffectandtheyhappenverysuddenly.

Volcanoes SubductionoftheNazcaplatealsoproducesmagma,whichrisesandmaybeeruptedexplosivelyatthesurface.

Thiscausesvolcaniceruptions.VolcanoesintheAndes,suchasthestratovolcanoLáscar,innorthernChile,areagoodexampleofthistypeofactivity.Láscareruptedashandpyroclasticflowsin1993andwasstillactivein2012.Becauseofthiskindofactivity,thisareaisoftenreferredtoas“theringoffire.”

Volcaniceruptionsalsoseemlargescaleandhappenverysuddenly.

WeatheringandErosion

ErosionintheAndescanbecausedbyweatheringfactors,suchaswindandwater.EarthquakeshavebeenthemajorsourceoferosioninthehistoryoftheAndesmountains--causingmostlandslidesandmudslidesinthearea.

ErosionchangesthelandscapeoftheAndesmountains,oftendestroyinghabitatsformanyplantandanimalspecies.Itcanalsocontaminatebodiesofwaterwithexcesssediment,removingnutrient-richsoilfromanarea,andcausegreaterrunoffofneededwater.

Erosionseemsmuchmoregradualandsmallscaleforthemostpart,affectinglittlebitsoflandatatime.However,whencausedbyanearthquake,erosioncanbesudden.




Explain1. Basedontheevidencegatheredateachstation,studentsarereadytoconstructanexplanationthat

answersthefollowingprompt:HowhavenaturalgeoscienceprocesseschangedtheAndesMountainsovertime?

o Studentsareremindedtouseevidencefromtheirdatacharttohelpsupporttheirclaim,thusperformingtheSEPofConstructingExplanations.

o ThisactivityalsohighlightsthesupplementaryCCCofStabilityandChange,asstudentsfocusonhowthestabilityoftheAndesregionhasnaturallychangedthroughoutEarth’shistorybecauseofaseriesofshort-termandlong-termchanges.

o Optionalscaffold:Youmightcometoaclassconsensusonaclaim,andthenbrainstormanexampleofevidencethatsupportstheclaim.

OptionalSentenceStemstoProvide:Claim Basedontheevidence,itseemsthatnaturalgeoscienceprocesses…Evidence Therearemanydifferentsourcesofevidence,suchas…

First,wecanseethat…Anotherpieceofevidenceis…Secondly,thegeographyoftheregionhaschangedby…Lastly,_____hasledto…

Reasoning Allofthesepiecesofevidencestemfrom…Whenthishappens,______happens…______alsocauses_______..._______alsoleadsto_________...

SampleStudentExplanation:ThereiscountlessevidencefornaturalgeoscienceprocessesthathavechangedtheAndesMountainsovertime.Forexample,wecanseealargemountainrangealongtheboundaryoftheNazcaandSouthAmericanplates.Also,thegeographyoftheregionhaschangedwithagreatmajorityofthelandmassintheareaactuallymovingtowardsthePacificOcean.Additionally,theeruptionofmagmafromvariousvolcanoesintheregionsupportsourclaim.Lastly,erosionhasledtomanychangesinthelandscape,someofwhichhavedestroyedhabitatsandcausedothernegativeeffects.AllofthesepiecesofevidencerelatetothefactthattheAndesregionislocatedattheboundaryoftheNazcaPlateandtheSouthAmericanPlate.Whenthesetwoplatescollide,subductionoccurs,thusformingamountainrange.Thefrictionresultingfromthisplatecollisionalsocausesearthquakesandproducesmagmathatisbroughttothesurfacethroughvolcanoes.Earthquakescanalsospeeduptheerosionprocessaffectingthegeographyfurther.

2. Optionalpeerreview-Havetablepartnersswitchexplanationsandsuggestrevisions.o Thisparagraphcanalsobeagoodoptionforformativeassessment.Collectstudentworkto

identifytrendsinstudents’abilitytouseevidenceofgeoscienceprocessestosupporttheirexplanationoftheAndesregion.See“HowtoUseThisCurriculum”forstrategiesonutilizingformativeassessmentdatatoprovidefeedbacktostudentsandinformclassroominstruction.




Elaborate1. ThispartofthetasklinkstwoPerformanceExpectationsfortheunit,MS-ESS2-2withMS-ESS3-2,

highlightinghowhumanscanusedatatoforecastonenaturalgeoscienceprocess(volcaniceruptions),thusmitigatingitseffects.

o SincethisPEisnotassessedaspartoftheculminatingproject,werecommendexaminingthissectionofthestudentguideasaformofassessment,usingtherubricintheassessmentsectionattheendofthisteacherguide.

2. TheintroductionframesthetaskwithinthecontextofaspecificvolcanointheAndesMountains,the

Sabancayavolcano,whichexperiencednearlyconstanteruptionsbetween1990and1998.Naturalprocesses,likethevolcaniceruptionsoccurringintheAndes,cancausecatastrophiclossofhumanlifeandproperty.Luckilyhumansnowunderstandhowtomoreaccuratelypredictwhenvolcaniceruptionsmayoccurinordertomitigatetheirnegativeeffects.

o Here,studentsusegraphstoidentifypatternsthatinformpredictions,thusemphasizingtheCCCofPatterns.

o StudentsalsoengagewiththeSEPofAnalyzingandInterpretingDataastheycomparesetsofdatatodeterminesimilaritiesanddifferencesthatwouldimplyavolcaniceruptioninthefuture.

3. Assignrolestoeachgroup.Werecommendassigningstudentsnewroleswithintheirgroup.

4. Studentsfirstexaminethreedifferenttypesofdatausedwhentryingtopredictwhenavolcanomay

erupt.ThisisshowninTable#1.Werecommendreviewingthedifferenttypesofdataasaclassandgivingstudentsanopportunitytoaskclarifyingquestionsregardingthedata.

5. Asagroup,studentsthenvisittheUSGSwebsitehttps://volcanoes.usgs.gov/vsc/predict/EP_look_800.htmltoengageinthe“Exercise”simulationtomaketheirownpredictionofavolcaniceruption.

o Studentsrecordtheirdatainthetableontheirstudentguide,specificallyrespondingtothefollowingprompts:

o Whatpatternsdoyounoticewhenexaminingthegraphs?o AnalyzingandInterpretingData:BasedonthisdataandtheinformationfromTable#1,

whatshouldyoudoatthisdate,andwhy?o Thefinalquestionthatfollowstheirdataanalysispromptsstudentstothinkaboutwhyitis

importanttobeabletopredictnaturalhazardsusingdata.Thisisbasedonthegeneralnotionthataccuratepredictionsgivepeopleanopportunitytopotentiallymitigatethenegativeeffectsofimminentnaturalhazards.

6. Werecommendsharingoutstudents’decisionsbasedonthedatainaclass-widediscussion,usingequitysticksforamoreequitablediscussion.

7. Returntothewhole-classconceptmapfromtheLift-OffTask.

o Insmallgroups,havestudentsbrainstormnewconceptsandnewconnectionsthattheyhavelearnedinthistask,aswellasanynewquestionsthathavecomeupforthem.Thenhavegroupssharethesealoudinaclass-widediscussionandaddtotheclassconceptmap.Theuseofequity




sticksisencouragedformoreequitableparticipationinclass-widediscussions(See“HowToUseThisCurriculum”formoredetails).

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

o Drawcirclesaroundeachquestionandboxesaroundeachconcept.o Writeconnectorwordstodescribeconnectionsbetweentheconceptboxes.o Forthistask,studentsmaybegintoconnectsomeoftheirpreviousquestioncirclesto

conceptboxesaboutthefollowing:geographicfeaturesthatresultfromnaturalprocesses.

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

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

o Patterns:Thesecouldbephrasessuchas,“isthesameas”,“hasincommonwith”,“issimilarto”,“shares”etc.

o Onceagain,thepurposeofthisconceptmapistofacilitategenerationofstudentquestions,promotelanguagedevelopment,andsupportunderstandingofthesciencecontentthroughouttheunit.Allowingstudentstoasktheirownquestionsandusetheirownwordstomakemeaningoftheconceptswillnotonlyhelpthemmakedeeperconnectionsaboutthesciencecontent,butthiswillalsohelptheiroralandwrittenlanguagedevelopment.

Evaluate:ConnectingtotheCulminatingProject

1. StudentsindependentlycompletetheTask1sectionoftheUnit4ProjectOrganizerinclass.Revisionscanbedoneforhomework,dependinguponstudent’sneedsand/orclassscheduling.

2. StudentshavebeentaskedwithcreatingaproposaltosavetheAndes.Theirpromptisasfollows:First,youneedtogiveyouraudiencesomebackgroundontheAndesregionitself.

• WhatnaturalchangeshaveledtotheAndesregionyouseetoday?• Drawdiagramswithlabelstoexplainyourevidence.

Reflection

1. Attheendofthetask,askstudentstoreflectonwhattheyhavelearnedoverthecourseofthistaskbyansweringthefollowingthreequestionsintheirstudentguide:

o Atthebeginningofthistask,youwereaskedtobrainstormsomenaturalchangesyouthinkcanhappentoenvironmentsonEarth.Lookbackatyourbrainstorm:aftercollectingalltheevidencetoday,howwouldyouaddtoyourbrainstorm?Useevidencefromthetasktojustifyyourchangesoradditionsandrecordbelow.

o Inthistask,wefocusedonthecrosscuttingconceptsofScale,Proportion,andQuantityorhow




time,space,andenergyphenomenacanbeobservedatvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall;andPatterns,orhowwecanusegraphs,charts,andimagestoidentifypatternsindata.WheredidyouseeuslookingatScale,Proportion,andQuantity,andPatternsinthistask?

o Nowthatyouhavelearnedmoreabouthowenvironmentscanchangethroughnaturalprocesses,whatquestionsdoyoustillhave?

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

Assessment

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

beginningofthisdocumenttoinformyourcriteria.o Thiscanbeaformativetooltoperiodicallylookfortrendsinstudentunderstandingafterthe

completionofatask.Youcanthenusethisformativedatatoinformanyre-teachingasnecessary.

2. Youmayalsogivestudentstimetomakerevisionswithoneofthetwooptions:o StudentsmaymakechangestotheirProjectOrganizeraccordingtoyourcommentsORo AskstudentstoexchangeProjectOrganizerswithapartnerandgivepartners5minutestogive

writtenfeedback.Thenallowstudentstimetomakechangestotheirworkaccordingtothefeedback.

3. Collectstudents’Task1StudentVersionsandassesstheElaborateusingthe3-DimensionalTask1Rubric

below.




Task1Rubric:Studentanalyzesandinterpretsdatatoidentifypatternsingeoscienceprocessesandforecastavolcaniceruption.• Usetoassessstudentresponsesforanyonerowof#3oftheElaborate.• DimensionsAssessed:SEP–AnalyzingandInterpretingData,DCI–ESS3.BNaturalHazards,CCC–Patterns

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

Studentanalyzesandinterpretsdatabutidentifiesnopatternsingeoscienceprocessesandaccuratelyforecastsavolcaniceruption.ORStudentanalyzesandinterpretsdatabutidentifiesnopatternsingeoscienceprocessesandinaccuratelyforecastsavolcaniceruption.

Studentanalyzesandinterpretsdatatoidentifypartialpatternsingeoscienceprocessesandinaccuratelyforecastsavolcaniceruption.

Studentanalyzesandinterpretsdatatoidentifypartialpatternsingeoscienceprocessesandaccuratelyforecastsavolcaniceruption.

Studentanalyzesandinterpretsdatatoidentifyallpatternsingeoscienceprocessesandaccuratelyforecastsavolcaniceruption.

LookFors:● Forecastfortheselecteddate

canbeaccurateorinaccurate,butthereisnoclearreferencetodata.

● Forexample,forFebruary21st:“Iwouldnotissueanalertbecausethedatasaysnothingwillhappen.”Here,thoughtheforecastinaccurate,thereisnoclearreferencetopatternsinthedata.Thisisessentiallyaguess.

● *SeeAdvancedLook-Forstousecorrectresponsesascomparisons.

LookFors:● Forecastfortheselecteddateis

inaccurate,butforecastaccuratelyreferencesdatafromatleastonegraph.

● Forexample,forFebruary21st:“IwouldissueanalertbecauseInoticeachangeinthethrustplotandanincreaseinearthquakeactivity.”



accurate,buttheforecastaccuratelyreferencesdatafromonly1-2graphs.

● Forexample,forFebruary21st:“Iwouldnotissueanalert,butwouldmakemoremeasurementsofthevolcano.IwoulddothisbecauseIseeaslightincreaseinearthquakeactivity.”



accurate,andtheforecastaccuratelyreferencesdatafromallthegraphs.

● Forexample,forFebruary21st:“Iwouldnotissueanalert,butwouldmakemoremeasurementsofthevolcano.Iwoulddothisbecausethethrustplotshowsonlyslightmovement,theearthquakesplotindicatesthatthereisonlyaslightchangeinearthquakeactivity,andthetiltmeterreadingsindicatethatonlysmallsignsthatmagmaisrisingintothevolcanocrater.”

Unit4,Task1StationCards

Explore

PlateMotions

TheAndesMountainsarelocatedattheboundaryoftheNazcaPlateandtheSouthAmericanPlate.TheNazcaPlateismovingeastwards,towardstheSouthAmericanPlate,atabout37mmperyear.That’saboutthesizeofapennyandadimenexttoeachother.

Wherethetwoplatesmeet,thedenseroceanicNazcaPlateisforceddownandunderthemorebuoyantcontinentalSouthAmericanPlate,descendingatanangleinaprocesscalledsubduction.Asthisprocesscontinues,someofthesedimentsareforcedontotheSouthAmericanPlate.Astheplatescollide,theleadingedgeoftheSouthAmericanPlatebecomesdeformed,pushingthecrustupward(imagineacarhittingasolidwall).Overmillionsofyears,thisprocessslowlycreatedthemountainsoftheAndes.

Optional:Toseemoreaboutplatemotions,watchthevideoshownonthewebsitelinkbelow:

https://www.geolsoc.org.uk/Plate-Tectonics/Chap3-Plate-Margins/Convergent/Oceanic-continental


Explore

Earthquakes

AstheoceanicNazcaPlatesubducts,ormovesunderneaththecontinentalSouthAmericanPlate,itcausesalotoffriction,whichpreventsitfromslidingsmoothly.AstheNazcaPlatedescends,itdragsagainstneighboringplates,causingthemtofracture(break)anddeform.Thisthencausessuddenandfrequentearthquakes,whichcanactuallychangethegeographyoftheregion.Forexample,afteranearthquakeintheAndesin2010,thelandactuallymovedtowardthePacific,movingsomenearbycitiesasmuchas4.7meterstothewest(picturedontheright).Sometimes,earthquakescanalsocausetsunamisandlandslides.

http://en.mercopress.com/2010/05/12/chile-gained-1.2-square-kilometres-following-the-earthquake


Explore

Volcanoes

AstheNazcaPlatesubducts,ormovesbeneathneighboringplates,magmaisproducedwhichrisesandmayeruptexplosivelyattheEarth’ssurface.Thisflowoflavacreatesnewlandfeatures.VolcanoesintheAndes,suchasLáscarinnorthernChile,areagoodexampleofthistypeofactivity.Láscar’seruptionin1993producedpyroclasticflows(hotash),andthevolcanowasactiveasrecentlyas2012.Asthevolcanoesaroundthe

Andesareveryactiveduetoplatemovement,theyarepartofaregiononEarthoftenreferredtoasthe“RingofFire”–aplacewithfrequentearthquakesandvolcanoes.

LascarEruption(1993)

https://www.geolsoc.org.uk/Plate-Tectonics/Chap3-Plate-Margins/Convergent/Oceanic-continental


Explore

WeatheringandErosion

Asinotherareasoftheworld,weatheringfactors,suchaswindandwater,cancauseerosionintheAndes.Becauseofthesteepnessofmuchoftheland,soilintheAndesMountainsisverysusceptibletoerosion.Interestingly,however,thesameforcethatcreatedtheAndes(platetectonics)isactuallydestroyingtheAndesaswell!

http://www.alamy.com/stock-photo/erosion-landslide-mud.html

Earthquakesarecausedbythefracturingofrockastectonicplatesslidepast,over,orunderneathoneanother.InthecaseoftheAndes,theNazcaplateslidesunderneaththeSouthAmericanplate.ScientistshavediscoveredthatearthquakeshavebeenthemajorsourceoferosioninthehistoryoftheAndesmountains--causingmanylandslidesandmudslidesinthearea.ErosionchangesthelandscapeoftheAndesmountains,oftendestroyinghabitatsformanyplantandanimalspecies.Itcanalsocontaminatebodiesofwaterwithexcesssediment,removingnutrient-richsoilfromanarea,andcausegreaterrunoffofessentialwater.Thisprocesshappensatasmallerscalethanotherprocessesyouhavelearnedabouttoday,andcanbesuddenorgradualdependingonthecauseoftheerosion.

http://www3.imperial.ac.uk/newsandeventspggrp/imperialcollege/newssummary/news_14-11-2014-8-51-53




UnitEssentialQuestion:Howcanwesustainbiodiversityinamodern,changingworld?

Introduction

TheEarthhasalwaysnaturallyprovidedtheecosystemservicesandresourcesessentialforhumansurvival.Phrasessuchas“theStoneAge,”“hunter/gatherers,”‘theBronzeAge,”“AgriculturalRevolution,”“watershed,”and“fishingvillage,”allhighlightthedependenceofhumansonnaturalmaterials,andonthefoodandwaterfromecosystems.Inthelasttask,studentsexploredhowpastandcurrentgeoscienceprocesseshaveshapedthebeautifulnaturallandscapeoftheAndesMountainsasweseeittoday.Whatstudentswilldiscoverinthisunitisthathumans’relianceontheEarthforservicesiscausingmajordisruptionsofthesenaturalprocesses,leadingtophysicalandbiologicalchangesthatareaffectingnaturalpopulationsandmuchmore.Bytheendofthistask,studentswillbebetterequippedtoexaminetheirownroleinthedisruptionofnaturalprocessesinplacesliketheAndesMountains,andtodeterminehowseeminglysmallchangescanleadtolargerchangesintheAndesecosystem.ThispreparesstudentsfortheculminatingprojectwheretheywillproposepotentialsolutionstotheproblemofhumanrelianceonecosystemservicesandresourcesintheAndes.AlignmentTable

PerformanceExpectations ScienceandEngineering

Practices


MS-LS2-4.Constructan

argumentsupportedby

empiricalevidencethat

changestophysicalor

biologicalcomponentsofan

ecosystemaffect

populations.[ClarificationStatement:Emphasisisonrecognizingpatternsindataandmakingwarrantedinferencesaboutchangesinpopulations,andonevaluatingempiricalevidencesupportingargumentsaboutchangestoecosystems.]

EngaginginArgument

FromEvidence● Constructanoraland

writtenargumentsupportedbyempiricalevidenceandscientificreasoningtosupportorrefuteanexplanationoramodelforaphenomenonorasolutiontoaproblem.

LS2.C:Ecosystem

Dynamics,Functioning,

andResilience

• Ecosystemsaredynamicinnature;theircharacteristicscanvaryovertime.Disruptionstoanyphysicalorbiologicalcomponentofanecosystemcanleadtoshiftsinallitspopulations.

StabilityandChange

● Smallchangesinonepartofasystemmightcauselargechangesinanotherpart.

MS-PS1-3.Gatherandmake

senseofinformationto

describethatsynthetic

materialscomefromnatural

resourcesandimpact

society.[ClarificationStatement:Emphasisisonnaturalresourcesthatundergoachemicalprocesstoformthesynthetic

Obtaining,Evaluating,

andCommunicating

Information

● Gather,read,andsynthesizeinformationfrommultipleappropriatesourcesandassessthecredibility,accuracy,and

PS1.A:Structureand

PropertiesofMatter● Eachpuresubstance

hascharacteristicphysicalandchemicalproperties(foranybulkquantityundergivenconditions)thatcanbeusedtoidentifyit.

StructureandFunction

● Structurescanbedesignedtoserveparticularfunctionsbytakingintoaccountpropertiesofdifferentmaterials,andhowmaterialscanbeshapedandused.




material.Examplesofnewmaterialscouldincludenewmedicine,foods,andalternativefuels.][AssessmentBoundary:Assessmentislimitedtoqualitativeinformation.]

possiblebiasofeachpublicationandmethodsused,anddescribehowtheyaresupportedornotsupportedbyevidence.

PS1.B:Chemical

Reactions• Substancesreact

chemicallyincharacteristicways.Inachemicalprocess,theatomsthatmakeuptheoriginalsubstancesareregroupedintodifferentmoleculesandthesenewsubstanceshavedifferentpropertiesfromthoseofthereactants.

MS-ETS1-1.Definethecriteriaandconstraintsofa

designproblemwith

sufficientprecisiontoensure

asuccessfulsolution,taking

intoaccountrelevant

scientificprinciplesand

potentialimpactsonpeople

andthenaturalenvironment

thatmaylimitpossible

solutions.

AskingQuestionsand

DefiningProblems● Defineadesign

problemthatcanbesolvedthroughthedevelopmentofanobject,tool,processorsystemandincludesmultiplecriteriaandconstraints,includingscientificknowledgethatmaylimitpossiblesolutions.

ETS1.A:Definingand

DelimitingEngineering

Problems• Themorepreciselya

designtask’scriteriaandconstraintscanbedefined,themorelikelyitisthatthedesignedsolutionwillbesuccessful.Specificationofconstraintsincludesconsiderationofscientificprinciplesandotherrelevantknowledgethatarelikelytolimitpossiblesolutions.

N/A

EquityandGroupwork

• ParticipateingrouprolestoexplorehowhumansarechangingthenaturalecosystemoftheAndesregion.

• GatheranddiscussInternetresearchabouttheuseofpetroleumforman-madeproducts.Language

• Constructanargumentfromevidence.• Readanddiscussinformationonecosystemservicesandresources.




LearningGoals:

ThislearningtaskasksstudentstoexplorehowtheoverconsumptionofecosystemservicesandresourcesfromtheAndesregioncausesdramaticbiologicalandphysicalchanges,affectinglocalpopulations.Morespecifically,thepurposeisto:

• Engagepriorknowledgeofecosystemservicesandresourcesthatnatureprovidestohumans.• ExplorehowhumansarephysicallyandbiologicallyaffectingtheAndesregion.• ExplainhowhumanchangestotheAndesecosystemaffectlocalpopulations.• Researchanddeterminehowone’sownbehaviorscontributetothedegradationoftheAndesecosystem.• Applyknowledgeofthehumanimpactonecosystemservicesandresourcestoidentifycriteriaand

constraintsofaproblemintheAndesregion.ContentBackgroundforTeachers Humanshavealwaysreliedontheenvironmentforecosystemservicesandresources,evenmoresonowthaneverbefore.Inthistask,studentsbegintothinkaboutwhattheseecosystemservicesandresourcesare,andwhytheyareimportantforhumansurvivalandcomfort.ThentheylookathowoverrelianceoncertainecosystemservicesandresourcesdisruptsEarth’snaturalprocesses,causingphysicalandbiologicalchangesthatsignificantlyaffecttheenvironment.Theaimisforstudentstonoticeandunderstandtheirownroleinthisprocess,sotheycanbegintoholdthemselvesaccountableandactasinformedcitizenswhenconsideringhowhumansimpacttheenvironment. Throughouttheworld,humansarechangingtheEartharoundtheminamyriadofways.Forthistask,eightspecifichumanactionswereselectedthatcenteraroundtheAndesregioninordertomaintainacohesivestorylineandprovidestudentswithafocusedsetofresourcesfortheirculminatingproject.Eachofthehumanactionschosenbenefithumans,butnegativelyimpactothernaturalpopulationseitherdirectlyorindirectly. Somestationsfocusonthedirecthumaneffectsonlocalpopulations—forexample,thehuntingofasinglespecies,acommonglobalproblem.IntheAndesregion,themostprominentexampleofthisistheChinchilla,whichishuntedforitssoftandwarmfurusedtomakecoatsandhats.Notonlydoeshuntingdirectlyaffectthechinchilla,butalsoindirectlyaffectspopulationsoffoxesandbirdswhopreyonthechinchillas.Furthermore,manyfruit-bearingplantsintheregiondependonthechinchillaforseeddispersalandsurvival.Similarly,deforestationtoharvestlumberdirectlydestroysnumeroustreespecies,whichthusalsoaffectsotherplantpopulations.

Otherstationshighlightsomeoftheindirectwaysinwhichhumansaffectlocalpopulations.Ratherthandirectlyremovinganimalsandplants,humansoftendestroyhabitats,thusaffectingpopulationsoforganismsthatlivethere.Forexample,deforestationdestroysanimalhabitatsastreesareremovedforlumber.Deforestationalsooccurstoclearlandforagricultureandmining,sothisdestroyshabitatsandaffectspopulationsinasimilarway.Ifweexaminehowhumansbuildroadsinordertoimprove




transportationaroundtheregion,theroadsoftenfragmenthabitats,blockingmovementofmanyspeciesandcausingmanydeathsbymotoraccidents.Finally,thebuildingofhydroelectricplantsdamupvaluablewaterresourcesandblocksfishmigrationpatterns,bothofwhichnegativelyimpactlocalpopulations. Studentsalsoexaminecertainindustrialprocessesthatnegativelyaffectecosystems.Forexample,miningandagriculturecausemajorwaterpollution,asminingreleasestoxicchemicalsandagriculturereleasesexcessfertilizerintothelocalgroundandwater.Petroleum,ahighlydesirableresourceusedformakingsyntheticmaterialslikeplastics,isextractedfromtheAndesregioninvastquantities.Unfortunately,drillingforpetroleumresultsinwaterpollutionthatdamageshabitatsformanyplantandanimalspecies. Lastly,studentsexaminehowglobalclimatechange,causedbyburningfossilfuels,affectstheAndesregion.Duetotheincreaseintemperatureassociatedwithclimatechange,manyglaciersintheAndesregionaremelting,resultinginareducedfreshwatersupplyformillionsofpeople,animals,andplants.Additionally,deforestationexacerbatesthisproblemasitdestroysamajornaturalstoragesystem,ornaturalreservoirforcarbon,thatcouldhelpslowtheeffectsofclimatechange. AcademicVocabulary

• EcosystemService• Resource• Disrupt• Populations• Petroleum• Extraction• Pollution• Mining• Agriculture• Habitat• HydroelectricPower• Deforestation• SyntheticMaterial• CarbonEmission

TimeNeeded(Basedon45-MinutePeriods)

5Days• Engage:0.5periods• Explore:1period• Explain:1period• Elaborate:1.5period• EvaluateandReflection:1period




Materials• Unit4,Task2StudentVersion

Explore• StationCardsinsheetprotectorsforeachstation(multiplecopiesateachstation)

Elaborate• Computersforresearch


Instructions

Engage

1. IntroduceTask2:Inthelasttask,youexploredhowpastandcurrentgeoscienceprocesseshaveshapedthebeautifulnaturallandscapeoftheAndesMountains.ThenaturalecosystemcyclesandprocessesintheAndesprovidebenefitsthathumansoftentakeadvantageof.Scientistscallthese“ecosystemservices”becausethenaturalecosystemisprovidingservicesthathumansneed.Beforewemoveforward,thinkaboutwhatyouwerestillwonderingaboutattheendofthelasttask(lookbackifyouneedto).Whatquestionsdoyoustillhave?


2. TransitiontoTask2:InTask1,youallthoughtabouthowtheenvironmentundergoesnaturalchangesonitsown,andwithouthumanintervention.Inthistask,youwillnowexploredifferentwaysinwhichhumansimpacttheAndesregion,andhowthechangescausedbyhumansaffecttheAndesregionbothdirectlyandindirectly.


3. Inpairs,studentsbrainstormanyecosystemserviceorresourcetheycanthinkofthatnatureprovides,explainingwhyeachisimportantforhumansurvivalandcomfort.

o Shareoutafewdifferentpossibilitiesthatstudentscomeupwith,usingequitysticksforamoreequitablediscussion(See“HowtoUseThisCurriculum”formoredetails).

o Therearenocorrectanswersatthispoint.However,youmaywanttomodelwithoneexampleorencouragethemtousethevisualforsupportiftheyarestuck.

o Thepurposeofthistaskisforstudentstoconnectpersonallywithproblemscenteredontheenvironmentandnaturalresources,andforstudentstothinkabouthowtheypersonallybenefitfromtheenvironment.Thissetsthestageforstudentstoeventuallyseehowtheirpersonaldecisionsmaynegativelyimpacttheenvironment.

Explore

1. Theintroductioninthestudentguidehighlightsthenotionthathumansrelyuponandoftenabusetheecosystemservicesandresourcesthatnaturalecosystems,liketheAndesregion,provide.Inthisactivity,studentswillreadinformationabouteightdifferenthumanactivitiesthatnegativelyimpacttheAndesregion.




2. Assignrolestoeachgroup.Youmayuseyourownpreferredroles,or,werecommendtheuseoftheMaterialsManager,Facilitator,Harmonizer,andRecorder.

o AsktheMaterialsManagertogatherthestationcardsneededtocompletethetaskandreadthemaloud.

o AsktheFacilitatortoreadthedirectionsandtomakesureeveryoneunderstandsthetaskandwhatthedatacollectionchartisasking.

o AsktheHarmonizertomakesurethateveryonecontributestheirideasandthateveryone’svoiceisheard.

o AsktheRecordertomakesureeachpersoninthegroupiscorrectlyrecordingtheinformation.

3. Ingroups,studentsvisitstationswhichdescribehowhumansarechangingthenaturalecosystemoftheAndesregion,andwhateffectthishasonthephysicalandbiologicalcharacteristicsoftheregion.

o Asstudentsvisiteachstation,theywilltakenotesinthedatacollectiontableintheirstudentguide,highlightingtheStabilityandChangerelationshipstheysee—specificallyconsideringhoweachhumanactivityleadstolargechangestotheAndesecosystem.

SampleStationDataCollectionChartStation HumanAction EffectontheAndes

1 HuntingofChinchillas ThisdepletestheChinchillapopulation,whichalsoaffectsthepopulationofwildfoxesandbirdswhoeatchinchillas.Italsoaffectsplantlifebecausechinchillashelpspreadplantseedswhentheyingestfruitandexcretetheseeds.

2 MiningforMinerals Miningdestroyshabitatsformanyplantsandanimals,puttinganimalsliketheYellowTailedWoollyMonkeyandtheAndeanMountainCatindangerofextinction.Italsocontaminateswatersourceswithtoxicchemicals,likeleadandcyanide.Thiscausesdrinkingwatershortagesandcontaminationofsomeagriculturefields.

3 BuildingRoads Thissplitsuphabitats,sothatanimalslikePumasandBearsdon’thavethespacetheyneedtomovearoundandsearchforfood.Alsoroadsoftenleadtomoredeathsbyvehicleaccidents.

4 Agriculture–growingfoodandraisingcattle

Thisdestroyshabitatsformanyplantsandanimals.Excessfertilizeralsocontaminatesthewater,harmingaquaticanimalsthatliveinthestreams.

5 Hydroelectricpowerplants Theydamupthewater,whichblocksfishmigrationandaffectstheirpopulations.Italsochangesthewatertemperatureandflow,whichharmsnativeplantsandanimalsintheriverandonland.

6 Deforestation Thisdestroyshabitatsformanyplantsandanimals.Italsoremovesamajorcarbonreservoir,whichhelpscombatclimatechangeby




removingsignificantamountsofcarbondioxidefromtheatmosphere.

7 SyntheticMaterialProduction(Ex:PlasticsfromPetroleum)

DrillingforPetroleumresultsinwaterpollution,damaginghabitatsforhumans,fish,andanimalsalike.Thedeforestationthatmustoccurtofreeupthesesitesalsocauseshabitatloss.

8 HumanCarbonEmissions Thisiscausingrisingtemperaturesthataremeltingtheglaciers,thusshrinkingawatersourceformillionsofpeople,plants,andanimals,aswellasagricultureandpower.

Explain

1. ThissectionasksstudentstoputtogetheralltheevidencegatheredduringtheExploreinordertosupportorrefutetheargumentthathumandisruptionstotheAndesecosystemresultinlargechangestonaturalpopulations.

o StudentsareremindedtouseevidencefromtheExploretosupportorrefutetheclaim,thusgivingthemanopportunitytopracticeEngaginginArgumentFromEvidence.TheyarealsocontinuingtoemphasizetheCCCofStabilityandChangeasstatedintheExplore.

o Werecommendthisbedoneindividuallysoitmaybeusedasaformofformativeassessmentforthisperformanceexpectation.

o Optionalscaffold:Shouldyounoticeasignificantportionoftheclassstrugglingwiththisactivity,considerprovidingstudentswiththesentencestemsbelow.

OptionalSentenceStemstoProvideClaim Theevidencesupports/refutestheclaimthathumanchangestotheAndesecosystemare

resultinginlargenegativechangestonaturalpopulations.Supporting

Evidence

• Inthestations,welearnedthat…• Wealsolearned…• …whichisalsoaffectingpopulationsofplantsandanimals.• Lastly,populationsareaffectedby…• Humansaredecreasingnaturalpopulationsbothdirectlyandindirectlybecause…• Onewaythathumansaredirectlyaffectingpopulationsis…• Forexample,…• Humansarealsoindirectlyaffectingpopulationsby…• Oneexampleofthisis…• AnotherwayhumansaffectpopulationsintheAndesis…

SampleStudentResponse:TheevidencesupportstheclaimthathumanchangestotheAndesecosystemareresultinginlargenegativechangestonaturalpopulations.Ateachstation,welearnedthatplantandanimalspeciesaredecreasinginpopulation,manyalmosttothepointofextinction.Wealsolearnedphysicalpartsoftheenvironment,likestreams,arebeingchanged,whichisalsoaffectingpopulations.Lastly,populationsareaffectedbywaterpollutioncausedbyhumanactivitiesintheAndes.AlthoughhumansbenefitfromservicesandresourcesprovidedbytheAndesregion,theiractionsoftendecreasenaturalpopulationsbothdirectlyandindirectly.One




waythathumansaredirectlyaffectingpopulationsisbyactuallykillingplantsandanimals.Forexample,theyarehuntingchinchillasnearlytoextinctionfortheirfurandarekillingthousandsoftreesforlumber.Humansarealsoindirectlyaffectingpopulationswithactivitiesthatpollutethewaterandharmmanyorganisms.Forexample,agriculturepollutesthewaterwithfertilizer,andminingformineralsanddrillingforpetroleumpollutesthewaterwithtoxicchemicals.HumansarealsoaffectingpopulationsintheAndesbycontributingtoclimatechange,whichismeltingglaciers,andshrinkinganimportantwatersourceformillionsofhumans,plants,andanimals.

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

Critique,Correct,andClarifyPrompt:Individually,constructanargumentthatsupportsorrefutesthefollowingclaim:HumandisruptionstotheAndesecosystemresultinlargechangestonaturalpopulationsoforganisms.UseinformationfromtheExploreasevidencetojustifyyourargument.Inpairs:

1. Critique:Analyzetheresponsebelow.Identifytheerror(s)orthingsthataren’tclear.Shareyourideaswithapartner.Thedata(resourcecard)indicatesthatminingdoesdestroyhabitatsformanyplantsandanimals,puttinganimalsliketheYellowTailedWoollyMonkeyandtheAndeanMountainCatindangerofextinction.Miningalsocontaminateswatersourceswithtoxicchemicals,likeleadandcyanide,causingdrinkingwatershortagesandcontaminationofsomeagriculturefields.

2. Correct:Individuallywriteanimprovedargumentinyourstudentguide.

3. Clarify:Describehowandwhyyoucorrectedtheresponse.

3. Optionalpeerreview-Havetablepartnersswitchargumentsandsuggestrevisions.o Thisparagraphcanalsobeagoodoptionforformativeassessment.Collectstudentworkto

identifytrendsinstudents’abilitytosupportanargumentwithevidenceordemonstrateunderstandingofStabilityandChange.See“HowtoUseThisCurriculum”forstrategiesonutilizingformativeassessmentdatatoprovidefeedbacktostudentsandinformclassroominstruction.

Elaborate1. Atthispoint,studentsunderstandthathumansnegativelyimpacttheAndesregionthroughtheiractions.

ThepurposeofthisElaborateisforstudentstothinklessabout“humans”intheabstractsense,andto




considertheirownroleinthisenvironmentalproblem.Heretheyarefacedwiththequestion,“AmIpartoftheproblem?”

o ThisactivityengagesstudentsinthepracticeofObtaining,Evaluating,andCommunicating

InformationastheyaretaskedwithusingtheInternettogatherinformationaboutvarioussyntheticproductsmadefromonenaturalresource(petroleum)foundintheAndes.

o Asstudentscompileandanalyzeinformationintheirchart,thecrosscuttingconceptofStructureandFunctionbecomesclearerastheyareaskedtoconsiderhowthepropertiesofasyntheticproductcontributestoitsfunction.

2. Assignrolestoeachgroup.Werecommendassigningstudentsdifferentroleswithintheirgroupfromthe

Explore.

3. Studentsfirstresearchpetroleum(oneoftheresourcesextractedfromtheAndes)anditschemicalandphysicalproperties.

4. Next,studentsresearchthetypesofsyntheticproductsthataremadefrompetroleum.Oncetheycompiletheirlist,studentsshouldcircleanyproductstheyhaveusedbeforeandstartheonestheyuseatleastonceaweek.Thishelpsstudentsbegintothinkabouthowtheymaybepartoftheproblem.

5. Next,studentsresearchonechemicalreactionthatinvolvestheuseofpetroleum.Herethereactantsand

productsforthereactionmustbedescribed.

6. StructureandFunction:Lastly,studentsconsiderhowthepropertiesofpetroleumdifferfromthesyntheticproductitcreates,andhowthesenewpropertiescontributetothesyntheticproduct’sfunction.

7. Obtaining,Evaluating,andCommunicatingInformation:ThefinalpartofthedatachartinvolvesstudentsdescribingeachInternetsourceusedduringresearch,aswellasevaluatingtheaccuracyandreliabilityofeachsource.StudentswillcontinuetopracticethisSEPinTask3andduringtheirCulminatingProjectworktime.

8. Usinginformationfromthedatachart,studentswillthenconstructaflowcharttracingoneofthepetroleum-basedproductstheyusebacktoitssource.BasedonwhattheylearnedfromStationCard#7intheExplore,studentsshouldalsoincludeanexplanationforhowtheuseofpetroleumtomakethisproductaffectstheAndesregion.

9. Finally,askstudentstorevisitanddiscusswithapartnertheiranswertotheoriginalquestion—”AmIpartoftheproblem?”

o Werecommendsharingoutstudents’ideasaboutthefinalpromptinaclass-widediscussion,usingequitysticksforamoreequitablediscussion.Youmightconsideraskingthefollowingpromptstofacilitatethediscussion:

§ Ask,“Doyouthinkthatyoupersonallyarepartoftheproblem?”§ Ask,“Canyouthinkofwaystomaketheseitemswithoutusingpetroleum?”§ Ask,“Canyouthinkofpossiblealternativestousingtheseitems?”




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

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

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


conceptboxesaboutthefollowing:humanimpactonnaturalecosystems.o Havestudentsanalyzetheadditionstotheclassconceptmapforasmanyexamplesofthistask’s

crosscuttingconceptastheycanfind.Onceastudenthasidentifiedthecrosscuttingconcept,youcantracethecircleinthecorrespondingcolor(decidedonintheLift-Offtask).Werecommendaskingstudentstosharekeywordsthathelpedthemidentifythecrosscuttingconceptforthatconceptorquestion.Someidentifyingwordsstudentsmightlookforare:

o StructureandFunction:Thesecouldbephrasessuchas,“itsshapeaffectsitsfunctionby,”“structurecausesitto,”“functionsthiswaybecauseof,”etc.

o StabilityandChange:Thesecouldbephrasessuchas,“remainsthesame”,“ischangedby”,“isdisruptedby”,“changes”,“disrupts,”etc.


Evaluate:ConnectingtotheCulminatingProject

1. StudentsindependentlycompletetheTask2sectionoftheUnit4ProjectOrganizerinclass.Revisionscanbedoneforhomework,dependinguponstudent’sneedsand/orclassscheduling.

2. StudentshavebeentaskedwithcreatingaproposaltohelpsavetheAndes.Thestudentpromptisas

follows:AspartofthisproposalyouwillneedtodefineaproblemintheAndesregion,andidentifythecriteriaandconstraintsforsolvingtheproblem.Tohelpyouplanthis,followthestepsbelow:

o Definetheproblem:§ WhatisoneecosystemserviceorresourcefromtheAndesregionthathumansrelyon?§ HowarehumansnegativelyimpactingtheAndesregioninordertobenefitfromthis

ecosystemserviceorresource?o IdentifythecriteriaforasuccessfulsolutiontooneproblemintheAndesregion:

§ Whatproblemwillyoursolutionsolve?§ Howwillyoudetermineifasolutionissuccessful?

o Identifytheconstraints(limitations)ofsolvingthisproblem:




§ WhatconsequenceswillyoursolutionhaveonhumansintheAndesandaroundtheworld?Tobetterexplainthis,makeaflowchart(seeElaborate)totraceyourplanbackwardsandseethepotentialeffectsitwillhaveonpeople’sdailylives.

§ Whatscientificknowledge,orlackofknowledge,maylimitpossiblesolutions?

Reflection

1. Attheendofthetask,askstudentstoreflectonwhattheyhavelearnedoverthecourseofthistaskbyansweringthefollowingthreequestionsintheirstudentguide:

• Atthebeginningofthistask,youthoughtaboutdifferentecosystemservicesandresourceshumansgetfromnature.Lookingbackatyourearlierresponse(Engage),andusingallyourknowledgefromthisunit,whichecosystemserviceorresourcedohumansseemtobeusingmost?Doyouthinkhumansareabusingthisecosystemserviceorresource,orusingitirresponsibly?Explainyourresponse.

• Inthistask,wefocusedonthecrosscuttingconceptsof:StabilityandChange,orhowsmallchangesinonepartofasystemmightcauselargerchangesinanotherpart;andStructureandFunction,orhowstructurescanbedesignedtoserveparticularfunctionsbytakingintoaccountpropertiesofdifferentmaterials.WheredidyouexamplesofStabilityandChangeandStructureandFunctioninthistask?

• NowthatyouhavelearnedmoreabouthowhumansuseecosystemservicesandresourcesfromtheAndesregion,andtheresultingenvironmentalimpacts,whatquestionsdoyoustillhave?


Assessment1. Youmaycollectstudents’ProjectOrganizerandassessusing:

o Criteriaofyourchoice.Werecommendusingthe3-DimensionalAssessmentmatrixatthebeginningofthisdocumenttoinformyourcriteria.

o Thiscanbeaformativetooltoperiodicallylookfortrendsinstudentunderstandingafterthecompletionofatask.Youcanthenusethisformativedatatoinformanyre-teachingasnecessary.



3. Collectstudents’Task2StudentVersionsandassesstheElaborateusingthe3-DimensionalTask2Rubrics

below.

StanfordNGSSIntegratedCurriculum7thGradeScienceUnit4:SavetheAndes!Task2:DisruptingEarth’sNaturalSystems


Task2Rubric1:Studentgathersandsynthesizesinformationtodescribehowpetroleumundergoesachemicalprocesstoproducesyntheticmaterials.

• Usetoassessstudentresponsesforrows#3and#5oftheElaborate.• DimensionsAssessed:SEP–Obtaining,Evaluating,andCommunicatingInformation,DCI–PS1.BChemicalReactions


Studentgathersandsynthesizesinformation,butdoesnotdescribehowpetroleumundergoesachemicalprocesstoproducesyntheticmaterials.

Studentgathersandsynthesizesinformationtopartiallydescribehowpetroleumundergoesachemicalprocesstoproducesyntheticmaterials.

Studentgathersandsynthesizesinformationtocompletelydescribehowpetroleumundergoesachemicalprocesstoproducesyntheticmaterials.

Studentgathersandsynthesizesreliableinformationtocompletelydescribehowpetroleumundergoesachemicalprocesstoproducesyntheticmaterials.

LookFors:● Indescribingthechemical

processthatbeginswithpetroleum,astudentstatesonesyntheticproductthatismadefrompetroleum.

● Forexample,“Nylonismadefrompetroleum.”

LookFors:● Indescribingthechemicalprocess

thatbeginswithpetroleum,astudentclearlystatessomeofthereactantsandproductsinvolvedinonepartofthechemicalprocess.

● Forexample,“Makingnyloninvolvesmanychemicalprocessesstartingwithpetroleum.Duringtheprocess,severalmoleculesofethylenebecomepentane.”

LookFors:● Indescribingthechemicalprocess

thatbeginswithpetroleum,astudentclearlystatesallofthereactantsandproductsinvolvedinonepartofthechemicalprocess.

● Forexample,“Makingnyloninvolvesmanychemicalprocessesstartingwithpetroleum.Duringtheprocess,severalmoleculesofethylene(C2H4)arecombinedtoformmoleculesofpentane(C5H12)andwater(H2O).”

LookFors:● Indescribingthechemical

processthatbeginswithpetroleum,astudentclearlystatesallofthereactantsandproductsinvolvedinonepartofthechemicalprocess.Forexample,“Makingnyloninvolvesmanychemicalprocessesstartingwithpetroleum.Duringtheprocess,severalmoleculesofethylene(C2H4)arecombinedtoformmoleculesofpentane(C5H12)andwater(H2O).

● Inassessingtheaccuracyandreliabilityoftheirsourceinformation,astudentincludestheurlforthewebpageonpetroleum,andbrieflydescribeswhocreatedthewebpage.Forexample,“Theinformationforthischemical



processcomesfromawebpagetitled,Plastics:HowPlasticsAreMade,andthesourceistheAmericanChemicalSociety.ThisisconsideredtobeareputablesourceinthescientificcommunityandthereforeIthinkthisinformationisreliableandaccurate.”



Task2Rubric2:Studentcomparesthepropertiesofasyntheticmaterialandthenaturalresourceitcomesfrom,andexplainshowitspropertiescontributetoaspecificfunction.

• Usetoassessstudentresponsesfor#4oftheElaborate.• DimensionsAssessed:DCI–PS1.AStructureandPropertiesofMatter,CCC–StructureandFunction


Studentdoesnotcomparethepropertiesofasyntheticmaterialandthenaturalresourceitcomesfrom,andinaccuratelyexplainshowitspropertiescontributetoaspecificfunction.

Studentdoesnotcomparethepropertiesofasyntheticmaterialandthenaturalresourceitcomesfrom,andaccuratelyexplainshowitspropertiescontributetoaspecificfunction.

Studentpartiallycomparesthepropertiesofasyntheticmaterialandthenaturalresourceitcomesfrom,andaccuratelyexplainshowitspropertiescontributetoaspecificfunction.

Studentcompletelycomparesthepropertiesofasyntheticmaterialandthenaturalresourceitcomesfrom,andaccuratelyexplainshowitspropertiescontributetoaspecificfunction.

LookFors:● Astudentdoesnotcomparethe

chemicalorphysicalpropertiesofthematerials,ordescribesnon-comparablepropertiessuchasthechemicalpropertyofoneandaphysicalpropertyoftheother.

● Thestudentincorrectlyexplainshowatleastonepropertyofthesyntheticmaterialcontributestoitsfunction.Forexample,thelowmeltingpointofnylonmakesitstableundernormalconditions.

LookFors:● Astudentdoesnotcomparethe

chemicalorphysicalpropertiesofthematerials,ordescribesnon-comparablepropertiessuchasthechemicalpropertyofoneandaphysicalpropertyoftheother.Forexample,incomparingthepropertiesofnylontoethylene(acomponentofpetroleum),astudentsaysthatethylenemeltsat-272.5F,whilenylonhasadensityof1.13g/cm3.

● Thestudentalsoexplainshowatleastonepropertyofthesyntheticmaterialcontributestoitsfunction.Forexample,thehighermeltingpointofnylonascomparedtoethylenemakesitfarmorestablethanethyleneundernormalconditions,thusmakingitidealformanyproductsused

LookFors:● Astudentcomparesonechemical

orphysicalproperty.Forexample,incomparingthepropertiesofnylontoethylene(acomponentofpetroleum),astudentsaysthatethylenemeltsat-272.5F,whilenylonmeltsbetween190-350F,butmakesnomentionofanychemicalpropertiesofeither.

● Thestudentalsoexplainshowatleastonepropertyofthesyntheticmaterialcontributestoitsfunction.Forexample,thehighermeltingpointofnylonascomparedtoethylenemakesitfarmorestablethanethyleneundernormalconditions,thusmakingitidealformanyproductsusedundernormalconditions.

LookFors:● Astudentcomparesmultiple

chemicalorphysicalproperties.Forexample,incomparingthepropertiesofnylontoethylene(acomponentofpetroleum),astudentfirstsaysthatethyleneisfoundinnature,iscomposedofcarbonandhydrogen,anditmeltsat-272.5F.Bycontrast,nylonisnotfoundinnature,iscomposedmainlyofcarbon,hydrogen,andoxygen,andmeltsbetween190-350F.

● Thestudentalsoexplainshowatleastonepropertyofthesyntheticmaterialcontributestoitsfunction.Forexample,thehighermeltingpointofnylonascomparedtoethylenemakesitfarmorestablethanethyleneundernormalconditions,thus



undernormalconditions.

makingitidealformanyproductsusedundernormalconditions.

Unit4,Task2

StationCardsExplore

Station1–HuntingofaSingleSpecies

ChinchillasaresmallrodentsthatliveintheAndesMountains,mostlyinChile.Inthelast15years,theirpopulationhasdecreasedby90%,mostlyduetohumanhunting.Chinchillasarehuntedfortheirverysoftfur,whichisusedtomakecoatsandhats.

NotonlydoesthehuntingharmtheChinchillasthemselves,italsoharmstheAndesecosystemasawhole.Chinchillasprovidefoodforthewildfoxesandbirds,solossofchinchillascanaffectthepopulationsoffoxesandbirds.Also,whenchinchillaseatthelocalfruitintheAndes,theyexcretetheseedsfromthefruitandspreadthoseseedsaroundtheregion.Thus,chinchillasplayanimportantroleinsupportingplantlifeintheAndes.

https://treemusketeers.org/learn/wildlife/the-endangered/the-endangered-chinchilla/

Unit4,Task2

StationCardsExplore

Station2-Mining

TheAndesMountainscontainmanydifferentmineralsthatareveryvaluableandusefultohumans.Someexamplesofthesemineralsinclude:gold,silver,coal,oilandnaturalgas,ironore,tin,andcopper.Inordertoget,orextract,thesemineralsfromtheEarth,however,minersneedtofirstblasttherockswithdynamitetodigdeepintotheAndesMountains.Then,engineersspraytheextractedmineralswithchemicals,liketoxicleadandcyanide,inordertobeginprocessingthemforusebyhumans.Asyoucansee,miningnotonlydestroyspartsofthemountainhabitatsformanyplantsandanimals,butitalsocontaminateswatersourceswithtoxicchemicals,likeleadandcyanide.Thiscontaminationcanleadtoshortagesofcleandrinkingwaterandcontaminationofthefarmslocatedbelowthemines.Someanimals,liketheYellow-TailedWoollyMonkeyandtheAndeanMountainCatareindangerofextinctionbecausetheyarelosingtheirhabitatsintheAndesduetomining.http://www.coolgeography.co.uk/GCSE/AQA/Restless%20Earth/Andes/Andes%20Case%20study.h

tm

Unit4,Task2

StationCardsExplore

Station3-Roads

InordertotravelmorequicklythroughtheAndesMountains,humanshavebuiltmanyroads.Oftenasaresultofbuildingroads,criticalhabitatsaresplit,thusdecreasingtheamountofspaceandresourcesavailabletoorganismsinthathabitat.Asyoucanimagine,thiscausesmajorproblemsformanyanimalspeciesintheAndes.Forexample,animalslikepumasandbearsrelyonlargestretchesoflandtomovearoundandhuntforfood.Roads,andthetrafficontheroads,blockthiscriticalmovement,andoftenleadtomanyanimaldeathsbyvehicleaccidents.

http://andesbiome.weebly.com/endandered-species.html

Unit4,Task2

StationCardsExplore

Station4-Agriculture

DuetotheincreaseinhumanpopulationintheAndesregion(asintherestoftheworld),thedemandforfoodhasincreasedaswell.Inordertoprovidemorefood,muchoftheAndesnaturallandscapehasbeenconvertedintofarmsandcattleranches.ThischangeintheAndeslandscapenotonlydestroysnaturalhabitatsfororganisms,butthefarmsthemselvescauseproblemsfortheenvironment.Oftennewfarmsinthisregiongrowonlyonetypeofcrop,ratherthanrotatingdifferentcrops.Asaresult,manyofthenutrientsinthesoilgetusedupwithoutthepresenceofotherplantstohelprecycleandreplenishthoseessentialnutrients.Eventuallythismeansfewerandfewertypesofplantscansurviveinthoseregions.Also,asfarmersusechemicalfertilizerstohelpcropsgrow,theexcessfertilizerflowsthroughthegroundsoilandintolocalstreams.Eventuallythiscontaminatesthefreshwaterintheregion,greatlyharmingtheanimalsthatrelyonthiswaterlikethelocalfishintheriversandstreams.

http://rainforests.mongabay.com/0811.htm

Unit4,Task2

StationCardsExplore

Station5–HydroelectricPlants

IntheAndesMountains,snowmeltandsteepslopesprovideanideallandscapeforhydroelectricpowerplants.Hydroelectricpowerplantsworkbychangingtheenergyofmovingwaterintoelectricity,asitfallsdownacliffordam.Theelectricityisthenmovedthroughpowerlinestopeoplelivingnearby.Whilehydroelectricpowerplantsdonotpollutethewaterortheairdirectly,theydostillaltertheAndesecosystem.Often,hydroelectricpowerplantsarepartofadamandareservoirsystem(seepictureabove).Theconstructionofadamblocksfishmigration,whichaffectstheirabilitytofindmatesandreproduce.Thus,manyfishpopulationsneardamsareaffecteddramatically.Also,asdamsopenandclose,theychangethewatertemperatureandwaterflowintheregion.Thisfrequentlydisruptstheecosystemofplantsandanimalsinthearea,thusharmingthenativeplantsandanimalsinandnearriversintheAndes.

http://environment-ecology.com/energy-and-environment/100-hydropower-and-the-

environment.html

Unit4,Task2

StationCardsExplore

Station6–Deforestation

TheAndesMountainscontainforeststhatareaveryimportantcarbonreservoirforourplanet.Whatdoesitmeantobeacarbonreservoir?Asyoulikelyknow,carbondioxideisexpelledintotheairbyanimalrespirationandtheburningoffossilfuels.However,treesandplantsneedcarbondioxidetodophotosynthesis!Thus,thetreestakeinsignificantamountsofthiscarbondioxideandremoveitfromtheair.Thatiswhywecallforestsacarbonreservoir—theyholdmuchofthecarbonthatwouldotherwisebeintheatmosphere.Trees’removalofcarbondioxideisessentialforcontrollingthelocalandglobalclimate.Therefore,deforestation,orcuttingdownaforestoftrees,hasasignificanteffectonclimatechangeasitdestroysoneofthemostimportantwaysthatEarthnaturallyremovescarbondioxidefromtheatmosphere.Currently,humansarecuttingdownforestsintheAndesMountainsatanalarmingrate.Thewoodfromtheseforestsisusedforbuildingmaterialsaroundtheworld,whiletheflatlandleftbehindisthenusedformorefarmingandmining.So,notonlydoesdeforestationincreasetheamountofcarbondioxideleftintheatmosphere,butitalsocontaminatesanddestroyslocalhabitatsforanimalsliketheAndeanTitMonkey.

http://www.rainforestinfo.org.au/projects/jefferson.htm

Unit4,Task2

StationCardsExplore

Station7–SyntheticMaterialProduction

DepositsofpetroleumarecommonlyfoundontheeasternsideoftheAndesMountains.Petroleumisanon-renewablefossilfuel(meaningitcannotbereplenishedforatleastonemillionyears).Itisusedtomakegasoline,andothersyntheticmaterials,likeplastic.Asyouimagine,petroleumisusedtomakehundredsofproductsyouprobablyuseandthrowawayeveryday.TheprocessofdrillingforpetroleumresultsinwaterpollutionbecausenumeroushazardouschemicalsareusedtoextractitfromtheEarth.Thus,drillingoftendamageshabitatsnotjustforhumans,butalsoforfishandmanyotheranimalsalike.Additionally,buildingapetroleumdrillingstationrequiresthedeforestationofland,whichleadstohabitatlossformanyplantandanimalspecies.

http://www1.american.edu/ted/projects/tedcross/xoilpr15.htm

Unit4,Task2

StationCardsExplore

Station8–HumanCarbonEmissions

Asyouhavealreadylearned,humansarereleasinglargeamountsofcarbondioxideintotheatmosphere.Thisunnaturalprocessisleadingtoexcessglobalwarmingandincreasedclimatechangetoday.IntheAndesMountains,theeffectsofclimatechangeareparticularlyvisible.AoncelargeglacierhascompletelydisappearednearPeru(seephotosabove).ManyotherglaciersintheAndesregionarealsomeltingandshrinkingasyoureadthis.Thewatertrappedinthisice,whichisessentialformillionsofpeopleforfarmingandtoproduceelectricity,ismeltingfasterthanitcanbestoredorused.Therefore,thesupplyoffreshwaterwilldecreasedramaticallyastemperaturescontinuetorise,whichalsoputsextrastressontheplantsandanimalsintheregionthatrelyonthiswater.

http://www.worldviewofglobalwarming.org/peru/





InTask2,studentsexploredhowhumanactionsnegativelyimpacttheAndesregionmainlyfortheirownbenefit,andwithoutregardfortheenvironment.WhileknowingthathumanactionsareultimatelydestroyingthedelicateecosystemsintheAndesregion,thisengagesstudentsonmostlyanemotionallevel.Thistaskrequiresstudentstomovebeyondtheiremotionalreactiontothisproblem,andinsteadasksthatstudentsconsiderwhysavingtheAndesregionmakeslogicalsense.Inotherwords,beyondfeelingasenseoflossorshameoverdestroyingoneofEarth’smostbeautifulecosystems,onemustalsoconsiderhowlosingthebiodiversityoftheAndesmayalsoaffectglobaleconomies,cultures,andlivelihoods.

Inthistask,studentslearnwhypreservingbiodiversityisessentialtomaintainingecosystemsasawhole,creatinganimperativetodesignsolutionstomaintainit.Here,studentshaveanopportunitytopracticeInternetresearchastheysearchforenvironmentalsolutionsalreadyinplacearoundtheworld.Then,studentsattempttoapplythisknowledgeofpotentialsolutionstotheAndesregion.Aspartoftheirresearchforpotentialsolutions,studentswillconsiderhowconservationplansalsoimpactlocalandglobalhumanpopulations.Theywilllikelyfindthatthoughsomesolutionshelpresolvelocalenvironmentalproblems(forexample,deforestation),theymayalsointroduceotherproblemsthatarelessdirectlyrelatedtotheenvironment(forexample,lesswoodtobeusedforbuildinghomes).Ultimately,studentswillweightheadvantagesanddisadvantagesofanyconservationplaninordertodeterminewhetheritwillgainenoughpublicsupporttobecomeareality.AlignmentTablePerformanceExpectations ScienceandEngineering

PracticesDisciplinaryCoreIdeas CrosscuttingConcepts

MS-LS2-5.Evaluatecompetingdesignsolutionsformaintainingbiodiversityandecosystemservices.*[ClarificationStatement:Examplesofecosystemservicescouldincludewaterpurification,nutrientrecycling,andpreventionofsoilerosion.Examplesofdesignsolutionconstraintscouldincludescientific,economic,andsocialconsiderations.]



LS2.C:EcosystemDynamics,Functioning,andResilience● Biodiversitydescribes

thevarietyofspeciesfoundinEarth’sterrestrialandoceanicecosystems.Thecompletenessorintegrityofanecosystem’sbiodiversityisoftenusedasameasureofitshealth.

LS4.D:BiodiversityandHumans● Changesin

biodiversitycaninfluencehumans’resources,suchas






food,energy,andmedicines,aswellasecosystemservicesthathumansrelyon—forexample,waterpurificationandrecycling(secondary).

MS-ETS1-2.Evaluatecompetingdesignsolutionsusingasystematicprocesstodeterminehowwelltheymeetthecriteriaandconstraintsoftheproblem.



ETS1.B:DevelopingPossibleSolutions● Therearesystematic

processesforevaluatingsolutionswithrespecttohowwelltheymeetthecriteriaandconstraintsofaproblem.

N/A

SupplementaryScienceandEngineeringPractices• Obtaining,Evaluating,andCommunicatingInformation

o Communicatescientificand/ortechnicalinformation(e.g.aboutaproposedobject,tool,process,system)inwritingand/orthroughoralpresentations.

o Gather,read,andsynthesizeinformationfrommultipleappropriatesourcesandassessthecredibility,accuracy,andpossiblebiasofeachpublicationandmethodsused,anddescribehowtheyaresupportedornotsupportedbyevidence.

EquityandGroupwork• Worktogethertogather,conduct,andevaluateInternetresearch,andpresentsolutions.• Sharefeedbackonpeers’solutions.

Language• SummarizeInternetresearchonaposter.• Orallycommunicateideasinapresentationtopeers.

LearningGoalsThislearningtaskasksstudentstoevaluatecompetingdesignsolutionsformaintainingbiodiversityandecosystemservicesglobally.Morespecifically,thepurposeisto:

• Buildanunderstandingofbiodiversity,andwhyitisimportant.• Researchandcomparedifferentglobalconservationplans/solutionscurrentlyinuse.• Presentthepotentialbenefitsanddrawbacksofvariousconservationplans/solutions.• Considerthatconservationplans/solutionsyieldbothsmall-scale(community)andlarge-scale(global)

changes.• Designaconservationplan/solutionthatconsiderspreservingbiodiversityintheAndesregion,aswellas

waystogarnerpublicsupportfortheplan.




ContentBackgroundforTeachers TheAndesregionisahotspotforbiodiversitybecauseitsvariedhabitatsandclimatesallowforalargerangeofanimalandplantspeciestothrive.Becauseeachorganisminanecosystemplaysanintegralroleinnaturalcyclesandprocesses,greaterbiodiversityensuresnaturalsustainabilityforalllifeformswithinalocalregion.Astheworldinevitablychangesduetonaturalandhumanprocesses,ecosystemsrelytoagreaterextentuponbiodiversitytomaintaintheirresiliencytochange.Thisisparticularlyrelevantwithglobalclimatechange.Withincreasinglychaoticweatherpatterns,seeminglysmallpartsoflocalecosystemsbecomedamagedorareremoved,leadingtolargerdownstreameffectsinthesameorrelatedecosystems,eventuallythreateningtheoverallbiodiversityoflargersystemsliketheEarthitself.

InTask2,studentslearnedthatduetospecificactions,humansnegativelyimpactbiodiversityintheAndesregion,thusthreateningthehealthandsurvivaloflocalecosystems.Manyofthehumanactivitiesdiscussedintheprevioustaskeitherkillorendangerindividualspeciesdirectly,destroyhabitatsthatthenthreatenmorespecies,orpolluteonce-pristinewatersourcesthatareessentialforspecies’ssurvival.

Thoughbleak,thesituationisnothopeless.SomeconservationeffortsaroundtheworldhaveprovedsuccessfulincombattinganumberoftheenvironmentalproblemsintheAndesregion.Inthistask,studentsresearchsomeofthedesignsolutions/planscurrentlyinusetohelppreservebiodiversityaroundtheworld,andthenapplyoneofthoseasapotentialsolution/plantocombatonespecificenvironmentalproblemintheAndesregion.Thesolutionsresearchedandproposedwilllikelyforcestudentstoconsiderthescientific,economic,and/orsocialimplicationsatboththelocalandglobalscale.

Asanexample,somecurrentplanstoenddeforestationinvolve:(1)boycottsofproductsproducedusingresourcesfromtheAndes,(2)recyclingprogramsforpaperproductstoreducerelianceonwoodfromtheAndes,and(3)healthliteracyprogramsthathelppeoplemakemoreenvironmentally-informedfoodchoices.Alternatively,studentsresearchingbetteragriculturalpracticesmightdescribecroprotationorothernaturalwaystoenrichsoilanddeterpests.Also,forextinctorendangeredspecies,studentsmightresearchhowreintroducingtheonceextinctwolvesbackintoYellowstoneNationalParkhelpedtorestorethenaturalbalanceoftheecosystemthere.Regardingharmfulminingpracticesandpetroleumdrilling,studentsmayresearchwhichproductstheyshouldpurchaselessfrequently,howtheycouldrecyclemoreofwhattheyuse,andwhichcompaniestoboycott.Finally,asrelatedtocombatinggreenhousegasemissions,thoughmanyofthesolutionsrelyontheuseorproductionofspecificscientifictechnologies,suchassolarpowerorelectriccars,studentsmayalsofindinformationrelatedtopolitical,economic,orsocialsolutions,suchasreducingtheproductionoforrelianceuponcertainsyntheticmaterialslikeplastics.AcademicVocabulary

• Ecosystem• Habitat• Biodiversity• EnvironmentalProblem• Conservation• Communities• Scale




TimeNeeded(Basedon45-MinutePeriods)5–6Days

• Engage:0.5period• Explore:2periods• Explain:1-2periods• Elaborate:0.5period• EvaluateandReflection:1period

Materials

• Unit4,Task3StudentVersionEngage

• ProjectorandSpeakersforVideoExplore

• 1-2computerspergroupforresearch• InternetResearchResourceCard

Explain• PosterPaperorDigitalPresentationSoftware• Markers,Crayons,orColoredPencils


InstructionsEngage

1. IntroduceTask3:Inthelasttask,youexploredhowhumanactionsoftenalterthenaturalecosystemoftheAndesregioninharmfulways.Forexample,wesawthathumanactivitiessuchasmininganddeforestationeliminateorendangermanyplantandanimalspecies,destroynaturalhabitats,andpolluteonce-cleanfreshwatersources.Beforewemoveforward,thinkaboutwhatyouwerestillwonderingaboutattheendofthelasttask(lookbackifyouneedto).Whatquestionsdoyoustillhave?


2. TransitiontoTask3:InTask2,youallthoughtaboutthewaysinwhichhumansimpacttheAndesregion,andhowthechangescausedbyhumansaffecttheAndesregionbothdirectlyandindirectly.Inthistask,youwillhaveanopportunitytofirstresearchsomeofthesolutionscurrentlyusedtocombatspecificenvironmentalproblems,andthentoweightheadvantagesanddisadvantagesofthosesolutionsbasedontheirpotentialimpactonthelocalandglobalcommunities.


3. AsstudentswatchashortvideoaboutbiodiversityintheAmazon,encouragethemtoconsiderthequestion:“Whyshouldwecare?”




o Allowstudentstowatchthefollowingvideoaboutbiodiversity:https://www.youtube.com/watch?v=GK_vRtHJZu4

o Ontheirstudentguides,studentsindividuallyanswerthequestion,“WhymightthesurvivalofALLtheplantandanimalspeciesintheAndesregionmatter?”

4. OncestudentshaveanideaofwhypreservingbiodiversityintheAndesisessential,theycandotheirown

brainstormofpossiblesolutions.o StudentswillpickoneissuefromTask1andbrainstormwhattheythinkcanbedonetosolvethe

problem.Theseideaswillberecordedontheirstudentguide.o Ifyouchoosetohavestudentsshareideaswiththeclass,werecommendfirstdoingathink-pair-

shareandthensharingoutusingequitysticks(See“HowtoUseThisCurriculum”formoredetails).

Explore

1. InTask2,studentsexploredeighthumanactivitiesthatnegativelyimpacttheAndesregion:hunting,mining,deforestation,agriculture,increasedcarbonemissions,relianceonhydroelectricpower,buildingroads,anddevelopingsyntheticmaterials.Theseactivitiescanbecategorizedbasedonthefollowingenvironmentalproblemstheycontributeto:endangeringspecies,destructionofhabitats,andwaterpollution.Knowingthatthesehumanactivitiescauseenvironmentalproblemsnowmightleadstudentstoconsiderthequestion,“Whatcanbedonetohelpresolvetheseproblems?”

o ThisactivitygivesstudentsachancetopracticeEngaginginArgumentFromEvidenceastheyuseinformationgatheredduringInternetresearchasevidencetoevaluatethepotentialbenefitsanddrawbacksofsolutionstoenvironmentalproblems.

o ThisactivityalsoallowsstudentstoengageinthesupplementarypracticeofObtaining,Evaluating,andCommunicatingInformationastheyconducttheirownresearchonsolutionstocombatthenegativeimpactontheenvironmentassociatedwithaspecifichumanactivityintheAndesregion.

o Inaddition,thisactivityemphasizesthecrosscuttingconceptofStabilityandChangeasstudentsusetheirresearchtolaterconsiderhowevenaseeminglysmall-scalechange,orsolution,cancauselarge-scaleeffectsinothercommunities.

2. InthisExplore,groupsofstudentswillresearchcurrentconservationplans/solutionstocombatone

selectedenvironmentalproblemthattheAndesregionfaces.Studentswillbecomeexpertsinatleasttwoplans/solutionsthattheythinkappliestoaselectedproblemintheAndesregion.ReferstudentsbacktoTask2foralistofthepossiblenegativehumanimpacts.Toensurediversityinlaterpresentations,werecommendthattopicsbespreadacrossgroups.

3. Assignrolestoeachgroup.Youmayuseyourownpreferredroles,or,werecommendtheuseofthe

MaterialsManager,Facilitator,Harmonizer,andRecorder.o AsktheMaterialsManagertogatherthestationcardsneededtocompletethetaskandread

themaloud.o AsktheFacilitatortoreadthedirectionsandtomakesureeveryoneunderstandsthetaskand

whatthedatacollectionchartisasking.




o AsktheHarmonizertomakesurethateveryonecontributestheirideasandthateveryone’svoiceisheard.

o AsktheRecordertomakesureeachpersoninthegroupiscorrectlyrecordingtheinformation.

4. Asgroupsconducttheirresearch,promptthemtoconsidertheguidingquestionsintheirstudentguides,whicharealsolistedbelow:

o HowdoesthishumanactivitynegativelyaffecttheAndesregion?o Whatenvironmentalproblemsdoesthishumanactivitycause?o Howdotheseenvironmentalproblemsthreatenbiodiversity?o Whatareatleasttwosolutionstocombattheseenvironmentalproblems?

§ Howdoeseachsolutionwork?§ Wherehavetheytriedeachsolution?§ Howsuccessfulwaseachsolution?§ Ifasolutionwasnotsuccessful,whydidn’titwork?

o Whatarethepotentialbenefits,oradvantages,ofeachsolution?o Whatarethepotentialdrawbacks,ordisadvantages,ofeachsolution?

5. WerecommendprovidingstudentswiththeInternetResearchTipsResourceCardastheydotheir

research.Iftheyarecompletelynewtocomputerresearch,youmaywanttomodelsomeofthesestrategiesasaclassbeforetheybeginingroups.

o Researchnotescanberecordedintheirsciencenotebooksoradigitaldocument.o ThisactivityengagesstudentsinthepracticeofObtaining,Evaluating,andCommunicating

InformationastheygatherandsynthesizeinformationfromInternetresearch,usingtheInternetResearchTipsResourceCardtoassessthecredibilityandreliabilityofeachsource.

Explain

1. Thissectionasksgroupsofstudentstocreateaposterordigitalpresentationdescribingtheconservationplans/solutionstheyresearched.

o StudentsareremindedtouseinformationfromtheExploreasevidencetoevaluatethebenefitsanddrawbacksofeachsolution,thusgivingthemanopportunitytopracticeEngaginginArgumentFromEvidence.StudentsarealsoengagedinanotherelementofObtaining,Evaluating,andCommunicatingInformationastheycommunicatescientificinformationthroughanoralpresentation.

o Encouragegroupstoplantheirposterfirstintheirstudentguidebeforeconstructingtheirfinalposterorpresentation.

o Assignrolestoeachgroup.WerecommendassigningstudentsdifferentroleswithintheirgroupfromtheExplore.

2. Presentationtips:

o Groupsmaypresentthepostersinastandardfront-of-the-classpresentationORgroupscanpresentinagallerywalkformat.

o Regardlessofpresentationformat,werecommendthataftereachpresentation,therestofthestudentsdiscusstheadvantagesanddisadvantagesofthesolution,andvoteonwhichsolutions




mightworkbestfortheproblemsfacingtheAndesregionandexplainwhy.Thismayhelpstudentswiththeirownevaluationofthesolutions.

Elaborate

1. IntheElaborate,studentsareremindedthateventhebestconservationplansofteninvolvecompromise,andthateveryplanhasbenefitsanddrawbacks.Itmaybeeasyforstudentstothinkaboutdramaticconservationplans;forexample,tocompletelystopcuttingdowntreesintheAndes.However,inreality,peoplestillrelyonwoodasanessentialresourceformanyactivities.Encouragestudentstothinkaboutthefollowing:

o Whatarethepotentialnegativeimpactsoftheplans/solutionsyouresearched?o Willtheplan/solutioncauseharmordifficultytolocalandglobalcommunities?o Willtheplan/solutionbeabletogarnerenoughpublicsupporttomakeitareality?

2. Promptstudentstodiscussandrecordhowtheythinkeachofthesolutionstheyresearchedcanleadto

smallscale(localcommunities)andlargescale(globalcommunities)changes.ThisemphasizesthecrosscuttingconceptofStabilityandChange,astheyconsiderhowsmallchangesinonepartofasystemcanresultinlargechangesinanotherpartofthesystem.

o Thiswillprovidethemwiththelenstheyneedtoanalyzethepotentialplans/solutionswithamorebalancedperspective.

SampleStudentResponse:

Solution SmallScaleEffects(Localcommunity)

LargeScaleEffects(Globalcommunity)

StopCuttingDownTreestoCombatDeforestation

• Shortageofwoodtobuildhomes• Shortageofmaterialusedtoheat

homes• Restorationofnaturalhabitatsfor

plantandanimalspecies• Restorationofecosystemservices

• Shortageofwoodtobuildhomes• Shortageofmaterialtomakepaper• Increaseincostforalternative

buildingmaterials• Increasecostofpaper-based

products• Reductionincarbondioxideinthe

atmosphere• Possiblerestorationofglobal

climatepatterns

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

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

o Somefacilitatingquestionstoaskstudentsare:Whatnewideas/conceptsdoyouwanttoaddtothemap?Whatconnectionsdoyouwanttoaddorchange?Whatisyourreason




forthataddition/revision?Whatconnectionscanwemakebetweenthequestions/ideasalreadyonthemap?Whatnewquestionsdoyouhaveaboutthephenomenon?


conceptboxesaboutthefollowing:advantagesanddisadvantagesofplans/solutionstoenvironmentalproblems.

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

o StabilityandChange:Thesecouldbephrasessuchas,“remainsthesame”,“ischangedby”,“isdisruptedby”,“changes”,“disrupts,”etc.


Evaluate:ConnectingtotheCulminatingProject1. StudentsindependentlycompletetheTask3sectionoftheUnit4ProjectOrganizerinclass.Revisionscan

bedoneforhomework,dependinguponstudent’sneedsand/orclassscheduling.

Reflection1. Attheendofthetask,askstudentstoindividuallyreflectonwhattheylearnedoverthecourseofthis

taskbyansweringthefollowingthreequestionsintheirstudentguide:o Atthebeginningofthistask,youbrainstormedapossiblesolutiontoanenvironmentalissuein

theAndes.Lookbackatyourinitialresponse:afterlearningeverythingyouhaveinthistask,doesthissolutionstillseemrealistic?Wouldyoubeabletogetsupportfromlocalandglobalcommunities?Ifnot,howwouldyouchangeyourproposaltogainmoresupport?

2. StudentshavebeentaskedwithcreatingaproposaltohelpsavetheAndes.Thestudentpromptisasfollows:YouhaveresearchedandevaluatedsolutionscurrentlyusedtoaddresssomeoftheenvironmentalproblemscausedbyhumanactivityintheAndesregion.Bynow,youalsorealizethatdevelopingaconservationplanisoftenabalancingactthatinvolveshelpingtheenvironmentononehand,butalsogettingpublicsupportinordertoaccomplishthisplan.Tohelpyouwiththis,useyournewknowledgefromthistasktoanswerthefollowingquestions:

• Whatarethebestsolutionsyouheardaboutorresearchedinthistask?• Howcanyoucombinethepartsofthesesolutionstocreateastrongerproposalforyourfinal

project?• Howmightyourcombinedproposalaffecthumancommunitiesatsmaller(local)andlarger

(global)scales?




o Inthistask,wefocusedonthecrosscuttingconceptof:StabilityandChange,orhowsmallchangesinonepartofasystemmightcauselargerchangesinanotherpart.WheredidyouseeuslookingatStabilityandChangeinthistask?

o NowthatyouhavelearnedmoreaboutdifferentsolutionstopreservetheAndesregion,whatquestionsdoyoustillhave?


Assessment

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

beginningofthisdocumenttoinformyourcriteria.o Thiscanbeaformativetooltoperiodicallylookfortrendsinstudentunderstandingafterthe

completionofatask.Youcanthenusethisformativedatatoinformanyre-teachingasnecessary.



Unit4,Task3

ResourceCard:TipsforConductingInternetResearchExplore

HowtoUsetheSearchBar• Thekeyistoputtherightwordsinthesearchbarsoyougetthematerialyouneedwithout

toomanyortoofewresponses.• Beforeyousearch,writedownexactlywhatyouarelookingforandwhatyouarenotlooking

for.Thiswillhelpyouidentifythekeywordsofyoursearch.Searchenginesdon’treadsentenceslikeyoudo…theylookatyourkeywordsandfindwebsitesthatcontainthesamekeywords.Sopickyourkeywordswisely!

MakingYourSearchMoreSpecific• Putyourmostimportantkeywordsfirst.• Usedoublequotationmarksifyouwanttomakesurethewordsaresearchedexactlyasis.For

example,ifyouwanttosearchpeanutbutter,notpeanutorbutter,thenwrite“peanutbutter”inthesearchbar.

LimitingYourSearch

• Usetheminus(-)signinfrontofwordsthatyoudon’twanttoinclude(NOspacebetweenthesignandthekeyword).Forexample,ifyouwantpeanutbutterrecipesthataren’tcookierecipesyoucouldwrite“peanutbutter”recipe–cookie.

• Ifyouareonlysearchingforimagesorvideos,usethetabsatthetoptodirectyoutothosesources.

SearchingWithinaSite• Whensearchingwithinadocumentorwebsiteforthelocationofyourkeyword(s),usethe

"find"commandonthatpage.Thisdependsonthecomputer,butisoftendonebypressing“control”and“f”atthesametimeor“command”and“f”atthesametime.Askyourteacherwhatworksbestforyourcomputer.

WebsiteCredibility• Somewebsiteshavemorereliableinformationthanothers.Oneeasycheckistoseewhether

theURLendsina.com,.org,.gov,or.edu.Theseareoftenmorereputablewebsites.• Ifnot,checkifthewebsiteincludessourcesatthebottomoftheirpageandiftheseare

reputablewebsites.Source:

• http://www.sc.edu/beaufort/library/pages/bones/lesson7.shtml

0,123,(*'#4()'0 unit 1 /# ) .Þ · 2020. 9. 23. · unit 4: save the andes! essential...

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