0,123,('#4()'0 unit -( - -' · in the last unit, students learned about how algae...

UNIT

Stanford NGSS Integrated CurriculumAn Exploration of a Multidimensional World

Stanford Center for Assessment, Learning & Equity

Stanford NGSS Integrated Curriculum

TeacherVersion StanfordNGSSIntegratedCurriculum2019 1

GroupCulminatingProject:CreateAnAdvocacyVideoDescribingaMethodtoMinimizeHumanImpactOnAnOrganism

IndividualCulminatingProjectCompareandEvaluateDifferentSolutions

Lift-OffTask:BadNewsFor

Bees

Task2:ItTakesTwo

Task3:FeelingtheImpact

StanfordNGSSIntegratedCurriculum:AnExplorationofaMultidimensionalWorldUnit4:AWarmerWorld

EssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?

TotalNumberofInstructionalDays:24.5–26.5

Unit4Pop-Out

Task1:HeatingUp

ConnecttotheCulminatingProjectusingtheProjectOrganizer

StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld

UnitOverview


StorylineforUnit4Studentshavelikelyseenimagesandvideosdepictingverysadstoriesofanimalsaffectedbyclimate

change.Inthisunit,studentsexplorewhyglobalwarmingishappening,howitisaffectingorganismsaroundthe

world,andwhattheycandotominimizethishumanimpact.

Inthelastunit,studentslearnedabouthowalgaearebeingaffectedbyhuman-causedenvironmental

changes—excessfertilizerrunoffandchangingweatherconditionsassociatedwithclimatechange.InthisLift-Off

Task,studentsareintroducedtoanotherorganismthatisaffectedbyhuman-causedenvironmentalchange—

bees.Afterlookingataninfographicshowingbeepopulationdata,studentsbegintogeneratequestionsthat

mighthelpthembettermakesenseofwhatishappeningtothebeepopulation.Thesequestionswillguide

studentsthroughouttheunitastheycontinuetomakesenseofthedecliningbeepopulation,itscausesand

effects,andwhatcanbedonetoaddresstheissue.

InTask1,studentsexploretheriseinglobaltemperaturesoverthepastcentury,includingwhytheyhave

risenandhowthisaffectsEarth.Byintroducingonepieceofdataatatime,studentshaveanopportunityto

processtheevidenceanduseittogeneratetheirownquestionsthatdrivefurtherlearning.Bytheendofthis

task,studentswillbeabletoexplainwhyglobalwarmingoccurs,andapplythisnewknowledgetodefinethe

problemfacingtheirchosenorganismfortheirculminatingproject.

BeforestudentscanexplorewhatrisingtemperaturesmeansforEarthanditsorganisms,theyneedto

understandwhataffectsthesurvivalandreproductionoforganismsinthefirstplace.InTask2,studentswilllearn

aboutthedifferentanimalbehaviorsandplantstructuresthathelporganismstosuccessfullysurviveand

reproduce.Indoingso,theywilllearnthatthesecharacteristicsareofteninterrelatedandthusorganisms,like

beesandfloweringplants,relyoneachother.Thissetsthestageforstudentstolearn,inTask3,howthese

animalbehaviorsandplantstructuresarenegativelyimpactedbyglobalwarming.BytheendofTask2,students

willbeabletodescribethespecializedstructuresorbehaviorsthathelptheirspecificorganismsurviveand

reproduce.

InTask3,studentslearnthatanorganism’sabilitytosurviveandreproduceisatriskbecauseoftherisein

globaltemperatures.UsingthesameexamplesfromTask2,studentsresearchwhathappenswhenanorganism’s

environmentiscompromisedsomuchthatitaffectstheirbehaviorsandstructures.Byfocusingontheirown

organism,studentsareabletocompletetheresearchrequiredfortheirCulminatingProject.However,students

willalsoseethattheimpactofrisingglobaltemperaturesisabroaderissueastheylearnaboutotherorganisms

inamockscienceconferenceformat.

OncestudentshavecompletedalltasksandtheirProjectOrganizers,theycanbeginworkontheir

CulminatingProject.TheirCulminatingProjectistopickaplantoranimalaffectedbyglobalwarmingandthen

designamethodtominimizeormonitorthisimpact.Asagroup,studentswillcreateanadvocacyvideothat

describesthehumanimpactontheirorganismandgivesapotentialsolution,thusreplacingthesadandhopeless

typeofvideoweusuallysee.Afterpresentingtheirvideostotheclass,eachstudentwillcompareandevaluateall

thesolutionspresentedbytheirclassmates,andpresenttheirevaluationintheformatoftheirchoice(report,

poster,powerpoint,video,etc.).Ascomparedtotheotherthreeunits,Unit4isuniqueinthatisintroducestwo

PEs(MS-ESS3-3andMS-ETS1-2)inthefinalprojectonlyandnotduringthetasksthemselves.ThesePEswillbe

easierforstudentstounderstandinthefullcontextoftheproject.


UnitOverview


Three-DimensionalBreakdownofthePerformanceExpectations

Thisunitwasdevelopedtoalignwith,teach,andassessstudents’understandingandskillsrelatedtothese

PerformanceExpectations.Below,wehavemappedoutthedisciplinarycoreideas,crosscuttingconcepts,and

scienceandengineeringpracticesaddressedinthisunit.Aspectsofthedimensionsthatarenotexplicitly

addressedinthisunitarecrossedout.

PerformanceExpectations ScientificandEngineeringPractices

DisciplinaryCoreIdeas CrosscuttingConcepts

MS-ESS3-5.Askquestionstoclarifyevidenceofthefactorsthathavecausedtheriseinglobaltemperaturesoverthepastcentury.[ClarificationStatement:Examplesoffactors

includehumanactivities(suchas

fossilfuelcombustion,cement

production,andagricultural

activity)andnaturalprocesses

(suchaschangesinincoming

solarradiationorvolcanic

activity).Examplesofevidence

canincludetables,graphs,and

mapsofglobalandregional

temperatures,atmosphericlevels

ofgasessuchascarbondioxide

andmethane,andtheratesof

humanactivities.Emphasisison

themajorrolethathuman

activitiesplayincausingtherise

inglobaltemperatures.]

AskingQuestionsandDefiningProblems● Askquestionstoidentify

andclarifyevidenceof

anargument.

ESS3.D:GlobalClimateChange● Humanactivities,suchas

thereleaseofgreenhouse

gasesfromburningfossil

fuels,aremajorfactorsin

thecurrentriseinEarth’s

meansurface

temperature(global

warming).Reducingthe

levelofclimatechange

andreducinghuman

vulnerabilitytowhatever

climatechangesdooccur

dependonthe

understandingofclimate

science,engineering

capabilities,andother

kindsofknowledge,such

asunderstandingof

humanbehaviorandon

applyingthatknowledge

wiselyindecisionsand

activities.

StabilityandChange● Stabilitymightbe

disturbedeitherby

suddeneventsor

gradualchangesthat

accumulateovertime.

MS-ETS1-1.Definethecriteriaandconstraintsofadesignproblemwithsufficientprecisiontoensureasuccessfulsolution,takingintoaccountrelevantscientificprinciplesandpotentialimpactsonpeopleandthenaturalenvironmentthatmaylimitpossiblesolutions.

AskingQuestionsandDefiningProblems● Defineadesignproblem

thatcanbesolved

throughthe

developmentofan

object,tool,processor

systemandincludes

multiplecriteriaand

constraints,including

scientificknowledge

thatmaylimitpossible

solutions.

ETS1.A:DefiningandDelimitingEngineeringProblems● Themorepreciselya

designtask’scriteriaand

constraintscanbe

defined,themorelikelyit

isthatthedesigned

solutionwillbe

successful.Specification

ofconstraintsincludes

considerationofscientific

principlesandother

relevantknowledgethat

arelikelytolimitpossible

solutions.

NoCCClisted


UnitOverview


MS-LS1-4.Useargumentbasedonempiricalevidenceandscientificreasoningtosupportanexplanationforhowcharacteristicanimalbehaviorsandspecializedplantstructuresaffecttheprobabilityofsuccessfulreproductionofanimalsandplantsrespectively.[ClarificationStatement:

Examplesofbehaviorsthataffect

theprobabilityofanimal

reproductioncouldincludenest

buildingtoprotectyoungfrom

cold,herdingofanimalsto

protectyoungfrompredators,

andvocalizationofanimalsand

colorfulplumagetoattractmates

forbreeding.Examplesofanimal

behaviorsthataffectthe

probabilityofplantreproduction

couldincludetransferringpollen

orseeds,andcreatingconditions

forseedgerminationandgrowth.

Examplesofplantstructures

couldincludebrightflowers

attractingbutterfliesthattransfer

pollen,flowernectarandodors

thatattractinsectsthattransfer

pollen,andhardshellsonnuts

thatsquirrelsbury.]

EngaginginArgumentFromEvidence● Useanoralandwritten

argumentsupportedby

empiricalevidenceand

scientificreasoningto

supportorrefutean

explanationoramodel

foraphenomenonora

solutiontoaproblem.

LS1.B:GrowthandDevelopmentofOrganisms● Animalsengagein

characteristicbehaviors

thatincreasetheoddsof

reproduction.

● Plantsreproduceina

varietyofways,

sometimesdependingon

animalbehaviorand

specializedfeaturesfor

reproduction.

CauseandEffect● Phenomenamayhave

morethanonecause,

andsomecauseand

effectrelationshipsin

systemscanonlybe

describedusing

probability.

MS-ESS3-3.Applyscientificprinciplestodesignamethodformonitoringandminimizingahumanimpactontheenvironment.*[ClarificationStatement:Examplesofthe

designprocessincludeexamining

humanenvironmentalimpacts,

assessingthekindsofsolutions

thatarefeasible,anddesigning

andevaluatingsolutionsthat

couldreducethatimpact.

Examplesofhumanimpactscan

includewaterusage(suchasthe

withdrawalofwaterfrom

streamsandaquifersorthe

constructionofdamsandlevees),

landusage(suchasurban

development,agriculture,orthe

DesigningSolutions● Applyscientific

principlestodesignan

object,tool,processor

system.

ESS3.C:HumanImpactsonEarthSystems● Humanactivitieshave

significantlyalteredthe

biosphere,sometimes

damagingordestroying

naturalhabitatsand

causingtheextinctionof

otherspecies.But

changestoEarth’s

environmentscanhave

differentimpacts

(negativeandpositive)

fordifferentliving

things.

● Typicallyashuman

populationsandper-

capitaconsumptionof

naturalresources

CauseandEffect● Relationshipscanbe

classifiedascausalor

correlational,and

correlationdoesnot

necessarilyimply

causation.


UnitOverview


removalofwetlands),and

pollution(suchasoftheair,

water,orland).]

increase,sodothe

negativeimpactson

Earthunlesstheactivities

andtechnologies

involvedareengineered

otherwise.

MS-ETS1-2.Evaluatecompetingdesignsolutionsusingasystematicprocesstodeterminehowwelltheymeetthecriteriaandconstraintsoftheproblem.

EngaginginArgumentFromEvidence● Evaluatecompeting

designsolutionsbased

onjointlydeveloped

andagreed-upondesign

criteria.

ETS1.B:DevelopingPossibleSolutions● Therearesystematic

processesforevaluating

solutionswithrespectto

howwelltheymeetthe

criteriaandconstraintsof

aproblem.

NoCCClisted


UnitOverview


ConnectionstoCommonCoreMathandELAStandards:

Overthecourseofthisunit,studentswillgainknowledgeandskillsinscience,aswellasinmathandEnglish-

LanguageArts.BelowwelisttheCommonCoreELAandMathstandardsformiddleschooland6thgradethatare

relevanttothecurriculumtasksinthisunit.Withinthecurriculum,thereareopportunitiestoincorporate

componentsofthefollowingELAandMathStandards:

MiddleSchooland6thGradeCommonCoreELAStandards UnitTaskKeyIdeasandDetails

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

scienceandtechnicaltexts.

Task2

Project

TextTypesandPurposes

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

content.

Task2

Project

ResearchtoBuildandPresentKnowledge

CCSS.ELA-Literacy.WHST.6-8.7:Conductshortresearchprojectstoanswera

question(includingaself-generatedquestion),drawingonseveralsourcesand

generatingadditionalrelated,focusedquestionsthatallowformultipleavenuesof

exploration.

Task1

Task2

Task3

Project

CCSS.ELA-Literacy.WHST.6-8.8:Gatherrelevantinformationfrommultipleprint

anddigitalsources,usingsearchtermseffectively.

Task1

Task2

Task3

Project

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

analysis,reflection,andresearch.

Task2

Task3

Project

MiddleSchooland6thGradeCommonCoreMathStandards UnitTask

MathematicalPractice

CCSS.MATH.MP.2:Reasonabstractlyandquantitatively. Task1

Project


UnitOverview


ConnectionstoEnglishLanguageDevelopment(ELD)Standards:

Weacknowledgethatlanguagedevelopmentisakeycomponentofdisciplinaryunderstandingandhelpsto

supportmorerigorousandequitableoutcomesfordiversestudents.Thiscurriculumthustakesintoaccountboth

thereceptiveandproductivelanguagedemandsoftheculminatingprojectsandstrivestoincreaseaccessibilityby

includingscaffoldsforlanguagedevelopmentandpedagogicalstrategiesthroughoutlearningtasks.Weaimto

supportlanguageacquisitionthroughthedevelopmentofconceptmaps;utilizingsentenceframes;implementing

theCritique,Correct,Clarifytechnique;employingtheStrongerClearerstrategy;andfosteringlargeandsmall

groupdiscussions.

TheCaliforniaELDStandardsarecomprisedoftwosections:thestandardsandarubric.Outlinedbelowarethe

standardsfromSectionOnethataremetwithinthiscurriculum.Foradditionalinformation,pleasereferto:

https://www.pausd.org/sites/default/files/pdf-faqs/attachments/SS_ELD_6.pdf.

6thGradeELDStandardsPartI:InteractinginMeaningfulWays

A:Collaborative 1.Exchanginginformationandideaswithothersthroughoralcollaborative

discussionsonarangeofsocialandacademictopics

2.InteractingwithothersinwrittenEnglishinvariouscommunicativeforms(print,

communicativetechnology,andmultimedia)

3.Offeringandjustifyingoptions,negotiatingwithandpersuadingothersin

communicativeexchanges

4.Adaptinglanguagechoicestovariouscontexts(basedontask,purpose,

audience,andtexttype)

B:Interpretive 5.ListeningactivelytospokenEnglishinarangeofsocialandacademiccontexts

6.Readingcloselyliteraryandinformationaltextsandviewingmultimediato

determinehowmeaningisconveyedexplicitlyandimplicitlythroughlanguage

7.Evaluatinghowwellwritersandspeakersuselanguagetosupportideasand

argumentswithdetailsorevidencedependingonmodality,texttype,purpose,

audience,topic,andcontentarea

8.Analyzinghowwritersandspeakersusevocabularyandotherlanguage

resourcesforspecificpurposes(toexplain,persuade,entertain,etc.)dependingon

modality,texttype,purpose,audience,topic,andcontentarea

C:Productive

9.Expressinginformationandideasinformaloralpresentationsonacademic

topics

10.Writingliteraryandinformationaltextstopresent,describe,andexplainideas

andinformation,usingappropriatetechnology

11.Justifyingownargumentsandevaluatingothers’argumentsinwriting

12.Selectingandapplyingvariedandprecisevocabularyandotherlanguage

resourcestoeffectivelyconveyideas

PartII:LearningAboutHowEnglishWorks

A:Structuring

CohesiveTexts

1.Understandingtextstructure

2.Understandingcohesion

B:Expandingand

EnrichingIdeas

3.Usingverbsandverbphrases

4.Usingnounsandnounphrases

5.Modifyingtoadddetails

C:Connecting

andCondensing

Ideas

6.Connectingideas

7.Condensingideas


UnitOverview


ConnectionstoEnvironmentalAwareness:

Overthecourseofthiscurriculum,studentswillexplorecontentrelatedtovariousenvironmentalprinciplesand

conceptsthatexaminetheinteractionsandinterdependenceofhumansocietiesandnaturalsystems.In

accordancewiththeEducationandtheEnvironmentInitiative(EEI),tasksthroughoutthiscurriculumexplore

manyofCalifornia’sApprovedEnvironmentalPrinciplesandConcepts.Theprinciplesrelevanttothisunitareoutlinedinthechartbelow:

UnitTask EEIPrinciple EEIConceptTask1

Project

PrincipleI:Thecontinuationandhealthof

individualhumanlivesandofhuman

communitiesandsocietiesdependonthe

healthofthenaturalsystemsthatprovide

essentialgoodsandecosystemservices.

ConceptA:Thegoodsproducedbynaturalsystems

areessentialtohumanlifeandtothefunctioningof

oureconomiesandcultures.

Lift-OffTask

Task1

Task3

Project

PrincipleII:Thelong-termfunctioningand

healthofterrestrial,freshwater,coastaland

marineecosystemsareinfluencedbytheir

relationshipswithhumansocieties.

ConceptA:Directandindirectchangestonatural

systemsduetothegrowthofhumanpopulationsand

theirconsumptionratesinfluencethegeographic

extent,composition,biologicaldiversity,andviability

ofnaturalsystems.

ConceptB.Methodsusedtoextract,harvest,

transport,andconsumenaturalresourcesinfluence

thegeographicextent,composition,biological

diversity,andviabilityofnaturalsystems.

ConceptC:Theexpansionandoperationofhuman

communitiesinfluencesthegeographicextent,

composition,biologicaldiversity,andviabilityof

naturalsystems.

Task1

Task3

Project

PrincipleIII:Naturalsystemschangeinways

thatpeoplebenefitfromandcaninfluence.

ConceptA:Naturalsystemsproceedthroughcycles

andprocessesthatarerequiredfortheirfunctioning.

ConceptC:Humanpracticescanalterthecyclesand

processesthatoperatewithinnaturalsystems.

Lift-OffTask

Task1

Task3

Project

PrincipleIV:Theexchangeofmatterbetween

naturalsystemsandhumansocietiesaffectsthe

long-termfunctioningofboth.

ConceptA:Theeffectsofhumanactivitiesonnatural

systemsaredirectlyrelatedtothequantitiesof

resourcesconsumedandtothequantityand

characteristicsoftheresultingbyproducts.

ConceptB:Thebyproductsofhumanactivityarenot

readilypreventedfromenteringnaturalsystemsand

maybebeneficial,neutral,ordetrimentalintheir

effect.

ConceptC:Thecapacityofnaturalsystemstoadjustto

human-causedalterationsdependsonthenatureof

thesystemaswellasthescope,scale,anddurationof

theactivityandthenatureofitsbyproducts.

Project PrincipleV:Decisionsaffectingresourcesand

naturalsystemsarecomplexandinvolvemany

factors.

ConceptA:Thereisaspectrumofwhatisconsidered

inmakingdecisionsaboutresourcesandnatural

systemsandhowthosefactorsinfluencedecisions.


TeacherMaterialsList


UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?OverallUnit–AllTasks

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

Lift-OffTask(2days,basedon45-minuteperiods)PerStudent

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

PerGroup• Posterpaperandmarkers

WholeClass• Posterpaperandmarkers• *SeeInstructionsinLift-Offforotheroptionalmaterialstousefortheclassconceptmap

Task1(4days,basedon45-minuteperiods)PerStudent

• TaskCardStudentVersion:Task1• ProjectOrganizer• TaskCardStudentVersion:CulminatingProject(forlistoforganismoptions)• ComputersorTabletsforresearch(optional)

PerGroup• EvidenceCards#1-5• ComputerorTablet(forvideo)

WholeClass• ProjectorandSpeakers

Task2(4days,basedon45-minuteperiods)PerStudent

• TaskCardStudentVersion:Task2• ProjectOrganizer• ComputersorTabletsforresearch(asnecessary)

PerStation• StationCards(1-2copiesperstation)–mayneedtoduplicatestationsbasedonclasssize

Task3(4.5–6.5days,basedon45-minuteperiods)PerStudent

• TaskCardStudentVersion:Task3


TeacherMaterialsList


• ProjectOrganizer• Post-Its(Optional–3+perperson)

PerGroup• ResearchCard(Optional)• 1-2ComputersorTablets,forresearch• 2PosterPapers• Markers• Post-Its(1stack,splitupbetweengroupmembers)

CulminatingProject(10days,basedon45-minuteperiods)AdvocacyVideo

• RecordingDevice(phone,computer,camera,etc.)• MovieEditingSoftware(Optional)• PosterPaper(Optionalforvisuals)• Colorpencils/markersorcomputergraphics(OptionalforVisuals)

SolutionsEvaluation• Dependsontheirchoiceinformat


BuildingonPriorKnowledge


InUnit3,studentsbegantoexplorehumanimpactonnaturalsystemsthroughtheirCulminatingProject,asthey

thoughtaboutwhyalgalbloomshavebecomemorecommoninrecentyears.Inthisunit,studentscontinuewiththis

theme,specificallylookingatwhyglobaltemperaturesareontheriseandwhatthismeansfororganismsaroundthe

world.Inthisculminatingproject,studentsareaskedtodesignamethodtomonitorandminimizethistypeofhuman

impactonaparticularorganism.

Theintegratedmodelrequiresstudentstoaccessanduseawiderangeofideasfrompriorgrades.Thiscontent

knowledgespansfivedifferentDisciplinaryCoreIdeasinthisunit:ESS3.D:GlobalClimateChange,ETS1.A:Definingand

DelimitingEngineeringProblems,LS1.B:GrowthandDevelopmentofOrganisms,ESS3.C:HumanImpactsonEarth

Systems,andETS1.B:DevelopingPossibleSolutions.

Asstudentsexplorethesecoreideas,theybuildontheirskillsinthefollowingscienceandengineeringpractices:Asking

QuestionsandDefiningProblems,DesigningSolutions,andEngaginginArgumentFromEvidence.Inadditiontoscience

andengineeringpractices,studentsalsocontinuetobuildontheirknowledgeofthecrosscuttingconceptsofCauseand

EffectandStabilityandChange.

*ThissummaryisbasedoninformationfoundintheNGSSFramework.

K-8ProgressionofDisciplinaryCoreIdeas,ScienceandEngineeringPractices,andCrosscuttingConceptsforUnit4

DisciplinaryCoreIdeas

K-2 3-5 6-8

ESS3.DGlobalClimateChange

N/A

N/A

Humanactivitiesaffectglobal

warming.Decisionstoreducethe

impactofglobalwarmingdependon

understandingclimatescience,

engineeringcapabilities,andsocial

dynamics.

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

solutionscanbecomparedon

thebasisofhowwelleachone

meetsthespecifiedcriteriafor

successorhowwelleachtakes

theconstraintsintoaccount.

Themorepreciselyadesigntask’s

criteriaandconstraintscanbe

defined,themorelikelyitisthatthe

designedsolutionwillbesuccessful.

Specificationofconstraintsincludes

considerationofscientificprinciples

andotherrelevantknowledgethat

arelikelytolimitpossiblesolutions.

LS1.BGrowthandDevelopmentofOrganisms

Parentsandoffspringoften

engageinbehaviorsthathelp

theoffspringsurvive.

Reproductionisessentialto

everykindoforganism.

Organismshaveuniqueand

diverselifecycles.

Animalsengageinbehaviorsand

plantshavespecializedstructures

thatincreasetheoddsof

reproduction.Anorganism’sgrowth

isaffectedbybothgeneticand

environmentalfactors.




ESS3.CHumanImpactonEarthSystems

Thingspeopledocanaffect

theenvironment,buttheycan

makechoicestoreducetheir

impacts.

Societalactivitieshavehad

majoreffectsonland,ocean,

atmosphere,andevenouter

space.Societalactivitiescanalso

helpprotectEarth’sresources

andenvironments.

Humanactivitieshavealteredthe

biospheresometimesdamagingit,

althoughchangestoenvironments

canhavedifferentimpactsfor

differentlivingthings.Activitiesand

technologiescanbeengineeredto

reducepeople’simpactsonEarth.

ETS1.BDevelopingPossibleSolutions

Designscanbeconveyed

throughsketches,drawings,or

physicalmodels.These

representationsareusefulin

communicatingideasfora

problem’ssolutionstoother

people.

Researchonaproblemshould

becarriedoutbeforebeginning

todesignasolution.Testinga

solutioninvolvesinvestigating

howwellitperformsundera

rangeoflikelyconditions.At

whateverstage,communicating

withpeersaboutproposed

solutionsisanimportantpartof

thedesignprocess,andshared

ideascanleadtoimproved

designs.

Therearesystematicprocessesfor

evaluatingsolutionswithrespectto

howwelltheymeetthecriteriaand

constraintsofaproblem.

ScienceandEngineeringPractices

K-2 3-5 6-8

AskingQuestionsandDefiningProblems*

Askingquestionsanddefining

problemsinK-2buildson

priorexperiencesand

progressestosimple

descriptivequestionsthatcan

betested.

• Askquestionsbasedon

observationstofind

moreinformationabout

thenaturaland/or

designedworld(s).

• Defineasimpleproblem

thatcanbesolved

throughthe

developmentofanewor

improvedobjectortool.


problemsin3-5buildsonprior

experiencesandprogressesto

specifyingqualitative

relationships.

• Askquestionsaboutwhat

wouldhappenifavariable

ischanged.

• Usepriorknowledgeto

describeproblemsthat

canbesolved.

• Defineasimpledesign

problemthatcanbe

solvedthroughthe

developmentofanobject,

tool,process,orsystem

andincludesseveral

criteriaforsuccessand

constraintsonmaterials,

time,orcost.


problemsin6-8buildsonprior


specifyingrelationshipsbetween

variables,andclarifyingargumentsand

models.

• Askquestionstoidentifyand

clarifyevidenceofanargument.

• Defineadesignproblemthatcan

besolvedthroughthe

developmentofanobject,tool,

process,orsystemandincludes

multiplecriteriaandconstraints,

includingscientificknowledge

thatmaylimitpossiblesolutions.

DesigningSolutions*

DesigningsolutionsinK-2

buildsonpriorexperiences

andprogressestotheuseof

evidenceandideasin

designingsolutions.

• Usetoolsand/or

Designingsolutionsin3-5

buildsonpriorexperiencesand

progressestotheuseof

evidenceindesigningmultiple

solutionstodesignproblems.

• Applyscientificideasto

Designingsolutionsin6-8buildson

priorexperiencesandprogressesto

includedesigningsolutionssupported

bymultiplesourcesofevidence

consistentwithscientificknowledge,

principles,andtheories.




materialstodesign

and/orbuildadevice

thatsolvesaspecific

problem.

• Generateand/or

comparemultiple

solutionstoaproblem.

solvedesignproblems.

• Generateandcompare

multiplesolutionstoa

problembasedonhow

welltheymeetthecriteria

andconstraintsofthe

designsolution.

• Applyscientificideasorprinciples

todesignanobject,tool,process

orsystem.

EngaginginArgumentfromEvidence*

Engaginginargumentfrom

evidenceinK-2buildsonprior


comparingideasand

representationsaboutthe

naturalanddesignedworld(s).

• Constructanargument

withevidencetosupport

aclaim.

• Makeaclaimaboutthe

effectivenessofan

object,tool,orsolution

thatissupportedby

relevantevidence.

Engaginginargumentfrom

evidencein3-5buildsonprior


critiquingthescientific

explanationsorsolutions

proposedbypeersbyciting

relevantevidenceaboutthe

naturalanddesignedworld(s).

• Constructand/orsupport

anargumentwith

evidence,data,and/ora

model.

• Usedatatoevaluate

claimsaboutcauseand

effect.

• Makeaclaimaboutthe

meritofasolutiontoa

problembycitingrelevant

evidenceabouthowit

meetsthecriteriaand

constraintsofthe

problem.

Engaginginargumentfromevidencein

6-8buildsonpriorexperiencesand

progressestoconstructinga

convincingargumentthatsupportsor

refutesclaimsforeitherexplanations

orsolutionsaboutthenaturaland

designedworld(s).

• Useanoralandwrittenargument

supportedbyempiricalevidence

andscientificreasoningto

supportorrefuteanexplanation

oramodelforaphenomenonor

asolutiontoaproblem.

• Evaluatecompetingdesign

solutionsbasedonjointly

developedandagreed-upon

criteria.

*TheseSEPsaresummativelyassessedusingtheCulminatingProjectoraTask-SpecificRubric.

CrosscuttingConcepts

K-2 3-5 6-8

CauseandEffect* Studentslearnthatevents

havecausesthatgenerate

observablepatterns.They

designsimpleteststogather

evidencetosupportorrefute

theirownideasaboutcauses.

• Eventshavecausesthat

generateobservable

patterns.

Studentsroutinelyidentifyand

testcausalrelationshipsanduse

theserelationshipstoexplain

change.Theyunderstandevents

thatoccurtogetherwith

regularitymightormightnot

signifyacauseandeffect

relationship.

• Causeandeffect

relationshipsareroutinely

identified,tested,andused

toexplainchange.

• Eventsthatoccurtogether

withregularitymightor

mightnotbeacauseand

effectrelationship.

Studentsclassifyrelationshipsas

causalorcorrelational,andrecognize

thatcorrelationdoesnotnecessarily

implycausation.Theyusecauseand

effectrelationshipstopredict

phenomenainnaturalordesigned

systems.Theyalsounderstandthat

phenomenamayhavemorethanone

cause,andsomecauseandeffect

relationshipsinsystemscanonlybe

describedusingprobability.

• Relationshipscanbeclassifiedas

causalorcorrelational,and

correlationdoesnotnecessarily

implycausation.

• Phenomenamayhavemorethan




onecause,andsomecauseand

effectrelationshipsinsystems

canonlybedescribedusing

probability.

StabilityandChange

Studentsobservesomethings

staythesamewhileother

thingschange,andthingsmay

changeslowlyorrapidly.

• Somethingsstaythe

samewhileotherthings

change.

• Thingsmaychangeslowly

orrapidly.

Studentsmeasurechangein

termsofdifferencesovertime,

andobservethatchangemay

occuratdifferentrates.Students

learnsomesystemsappear

stable,butoverlongperiodsof

timetheywilleventuallychange.

• Somesystemsappear

stable,butoverlongperiods

oftimewilleventually

change.

Studentsexplainstabilityandchange

innaturalordesignedsystemsby

examiningchangesovertime,and

consideringforcesatdifferentscales,

includingtheatomicscale.Students

learnchangesinonepartofasystem

mightcauselargechangesinanother

part,systemsindynamicequilibrium

arestableduetoabalanceof

feedbackmechanisms,andstability

mightbedisturbedbyeithersudden

eventsorgradualchangesthat

accumulateovertime.

• Stabilitymightbedisturbed

eitherbysuddeneventsor

gradualchangesthataccumulate

overtime.

*TheseCCCsaresummativelyassessedusingtheCulminatingProjectoraTask-SpecificRubric.

ProgressionofKnowledgefromKindergarten–8thgrade

ESS3.D.GlobalClimateChange:ThisDCIisnotintroduceduntilthemiddleschoolPEaddressedinthisunit.However,in

earliergrades,studentsdoengagewithvariousaspectsofnaturalresourceuseandhumanimpactthatoffer

connectionstothisDCI.Forexample,in4thgrade,studentslearnabouthowenergyisderivedfromnaturalresources

andtheiruseaffectstheenvironment.Thenin5thgrade,studentsbegintothinkaboutgeneralhumanimpactson

Earth’senvironmentsandwhattheycantoprotecttheseenvironments.Inthisunit,studentsfocusinonespecific

environmentalimpact—howhumanactivitiesarecontributingtotheriseinglobaltemperatures.

ThefollowingistheprogressionofthePerformanceExpectationsforthisDCI:

MS-ESS3-5 Askquestionstoclarifyevidenceofthefactorsthathavecausedtheriseinglobaltemperaturesover

thepastcentury.

ETS1.A.DefiningandDelimitingEngineeringProblems:InKindergartenthroughsecondgrade,studentsfirstbeginto

approachsituationsasproblemstobesolvedthroughengineering.Theylearntoaskquestionsandgatherinformation

toclearlyunderstandaproblem.Inthirdthroughfifthgrade,studentsbuildonanunderstandingoftheproblemtoalso

identifycriteriaandconstraintssurroundingtheproblem.Inthissixthgradeunit,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.

LS1.B.GrowthandDevelopmentofOrganisms:Infirstgrade,studentsbegintoengagewiththisDCIbythinkingabout

plantandanimalbehaviorsthathelptheoffspringtosurvive.Inthirdthroughfifthgrade,studentstakeastepbackfrom

survivalbehaviorsandlookatthebigpictureoforganisms—thatwhilediverse,theyallhavealifecyclethatinvolves

reproduction.InUnit3,studentsfocusedonthegrowthaspectofthelifecycleastheygatheredevidenceforhow

environmentalandgeneticfactorsinfluencethegrowthofplants.Inthisunit,studentsbuildontheirpriorknowledge

fromfirstgradeastheylearnthatcertainanimalbehaviorsandplantstructurescanincreasetheoddsofreproduction—

whichisanotherkeyaspectofthelifecyclesthattheyexploredinthirdgrade.Studentsfirstfocusonthecrosscutting

conceptofPatterns,butlaterswitchtothelensofCauseandEffect.ThereisalsoawidevarietyofScienceand

EngineeringPracticesacrossthePEs,asshownbelow.


1-LS1-2 Readtextsandusemediatodeterminepatternsinbehaviorofparentsandoffspringthathelp

offspringsurvive.

3-LS1-1 Developmodelstodescribethatorganismshaveuniqueanddiverselifecyclesbutallhavein

commonbirth,growth,reproduction,anddeath.

MS-LS1-4 Useargumentbasedonempiricalevidenceandscientificreasoningtosupportanexplanationforhow

characteristicanimalbehaviorsandspecializedplantstructuresaffectprobabilityofsuccessful

reproductionofanimalsandplantsrespectively.

MS-LS1-5 Constructascientificexplanationbasedonevidenceforhowenvironmentalandgeneticfactors

influencethegrowthoforganisms.

ESS3.C.HumanImpactsonEarthSystems:InKindergartenthroughsecondgrade,studentsbegintothinkabouthowthe

thingsthatpeopledotolivecomfortablycanaffecttheworldaroundthem.Inturn,theyalsoconsiderhowtheymight

makechoicestoreducethisimpact.Inthird-fifthgrade,studentscontinueanexplorationofproblematichumanimpacts

andthecorrespondingsolutionscommunitiesarealreadyputtinginplace.Thissetsthestageforthisunit,asstudents

digintoaspecifichumanimpacttodesigntheirownmethodformonitoringandminimizingthathumanimpact.Ina

latermiddleschoolunit,studentswillenvisionthebiggerpicturebyexamininghowincreasesinhumanpopulationand

per-capitaconsumptioncauseagreaternegativeimpactonEarth’ssystems.Asidefromthisunit,studentsfluctuate




mostlybetweentheSEPsofEngaginginArgumentFromEvidenceandObtaining,Evaluating,andCommunicating

Information.ThroughoutallthePerformanceExpectationsbelow,studentsareengagingwiththeCCCsofCauseand

EffectorSystemsandSystemModels.


K-ESS2-2 Constructanargumentsupportedbyevidenceforhowplantsandanimals(includinghumans)can

changetheenvironmenttomeettheirneeds.

K-ESS3-3 Communicatesolutionsthatwillreducetheimpactofhumansontheland,water,air,and/orliving

thingsinthelocalenvironment.

5-ESS3-1 Obtainandcombineinformationaboutwaysindividualcommunitiesusescienceideastoprotectthe

Earth’sresourcesandenvironment.

MS-ESS3-3 Applyscientificprinciplestodesignamethodformonitoringandminimizingahumanimpactonthe

environment.

MS-ESS3-4

Constructanargumentsupportedbyevidenceforhowincreasesinhumanpopulationandper-capital

consumptionofnaturalresourcesimpactEarth’ssystems.

ETS1.B.DevelopingPossibleSolutions:InKindergartenthroughsecondgrade,studentsbegincommunicatingmultiple

designsintheformofdiagramsandsketches.Bythirdtofifthgrade,studentsmovefrommeredrawingstoactually

testingouttheirdesignstoseehowtheyperformunderdifferentconditions.Studentsthenusethisdatatomake

improvements.AsinKindergartenthroughsecondgrade,studentspracticetheideathatcommunicationofdesignswith

peersisanessentialpartofthedesignprocess.InUnit2,studentsmovedtowardsusingdatafromtestingsolutionsto

informimprovements,focusingontheideathatpartsofdifferentsolutionscanbeusedtomakeanevenbetter

solution.Inthisunit,studentsfocusonanotherPEassociatedwiththisDCI,whichasksstudentstousesystematic

processestoevaluatesolutionsforhowwelltheymeetcriteriaandconstraints.Atthedifferentgradelevels,students

engageinavarietyofdifferentscienceandengineeringpractices:DevelopingModelsinK-2,DesigningSolutions

(specificallycomparingsolutions)in3-5,andAnalyzingandInterpretingDataandEngaginginArgumentFromEvidence

in6-8.Thisisrepresentativeofthedifferentpracticesstudentsareengagingwith,describedabove.


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

functionasneededtosolveagivenproblem.

3-5-ETS1-2 Generateandcomparemultiplepossiblesolutionstoaproblembasedonhowwelleachislikelyto

meetthecriteriaandconstraintsoftheproblem.

MS-ETS1-2

Evaluatecompetingdesignsolutionsusingasystematicprocesstodeterminehowwelltheymeetthe

criteriaandconstraintsoftheproblem.

MS-ETS1-3 Analyzedatafromteststodeterminesimilaritiesanddifferencesamongseveraldesignsolutionsto




identifythebestcharacteristicsofeachthatcanbecombinedintoanewsolutiontobettermeetthe

criteriaforsuccess.


CulminatingProject


UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?

Introduction

IntheLift-OffTask,studentssawthatbeepopulationsaredrasticallydecreasing.Weareseeingthesekindsof

changesinorganismsaroundtheworld—changesinpopulationsizeandeveninbehaviorandintraits.Whyisthis

happeningandwhatcanwedoaboutit?

Inthisculminatingproject,eachgroup’staskistopickaplantor

animalaffectedbyglobalwarmingandthendesignamethodto

monitorandminimizethisimpact.Studentshavelikelyseenimages

orvideosdepictingverysadstoriesofanimalsaffectedbyclimate

change.Whileitiscertainlysad,thereisstillhope!Asagroup,

studentscreateanadvocacyvideothatdescribesthehumanimpact

ontheirorganismandgivesapotentialsolution,thusreplacingthe

sadandhopelesstypeofvideoweusuallysee.Individually,theywill

thencompareandevaluateallthedifferentsolutionsamongsttheir

classmatesandpresentitintheformatoftheirchoice(report,

poster,powerpoint,video,podcast,etc.).3-DimensionalAssessment

*Ascomparedtotheotherthreeunits,Unit4isuniqueinthatitintroducestwoPEs(MS-ESS3-3andMS-ETS1-2)

inthefinalprojectonlyandnotduringthetasksthemselves.ThesePEswillbeeasierforstudentstoengagewith

inthefullcontextoftheproject.


CulminatingProject


TimeNeeded(Basedon45-MinutePeriods)10daysatendofunit

• GroupProject:5periods(includes1presentationday)

• IndividualProject:5periods

o Firstdraft:3periods

o Feedback:1period

o Revision:1period

MaterialsAdvocacyVideo

• RecordingDevice(phone,computer,camera,etc.)

• MovieEditingSoftware(Optional)

• PosterPaper(Optionalforvisuals)

• Colorpencils/markersorcomputergraphics(OptionalforVisuals)

SolutionsEvaluation

• Dependsonchoiceinformat

InstructionsfortheCulminatingProject

1. IntroducetheCulminatingProjectattheendoftheLift-Offtask,includingbothgroupandindividual

componentsoutlinedintheChallenge.

2. ReadovertheCulminatingProjectTaskCardwiththestudents.Werecommendonlyreadingthe

ChallengeandGroupProjectCriteriaforSuccessatthistimeinordertonotoverwhelmstudentswith

information.

o Takequestionsforclarification.

3. WehaveprovidedalistoforganismsthatstudentsmaychoosefromintheCulminatingProjectTaskCard.

AttheendofthisTeacherVersion,wealsoprovideatablethatgivesyourelevantinformationoneach

organism,sourcesyoumaywishtogivestudentsastheyconducttheirownresearch,andsomepotential

solutionsstudentsmaycomeupwith.

4. RemindstudentsastheycompletetheProjectOrganizerthattheywillbeplanningpiecesoftheir

advocacyvideoandrecordingscientificconceptstheywilllikelyneedfortheirindividualproject.

However,thereisnothingwrongwithgoingbackandchangingtheirideasoverthecourseoftheunit.The

studentswon’tfullydeveloptheiradvocacyvideoorsolutionsevaluationuntiltheendoftheunit,so

changeduringtheimaginativeandcreativetimeisacceptableandoftenexperienced.

5. MakesurethestudentsfillouttheProjectOrganizeraftereachtask,whichwillhelpthestudentsthink

aboutdifferentpartsoftheiradvocacyvideoorsolutionsevaluationalongtheway.Thisprocessallows

studentstobothapplyanddocumentrelevantscientificconceptsastheymovethroughouttheunit.This

willinformboththeirgroupandindividualprojects.

o WerecommendthatstudentscompletetheProjectOrganizerindividually.Theymightdiscuss

ideasfirstasagroup,butshouldthenrespondindividually.Thisallowsstudentstimetoprocess

conceptsontheirownandgeneratetheirownideas,whichcanbeusedlaterwhenitcomesto


CulminatingProject


developingtheirgroupproject.TheoneexceptiontothisisforTask1;atthispoint,studentswill

needtoworkasagrouptoselectanorganismfortheirCulminatingProject.

6. ThetablebelowsummarizeshowtheProjectOrganizerguidesthestudentsthroughdevelopingdifferent

componentsoftheiradvocacyvideo(groupproduct)andsolutionsevaluation(individualproduct).

Task ProjectOrganizer GroupandIndividualCulminatingProject

LiftOffBadNewsfor

Bees

• Makeahypothesis:Whatdoyouthinkis

causingthebeepopulationtodecrease?

• Doyouthinkotherorganismsaroundthe

worldmightalsobeaffectedbythesame

cause?How?

N/A

Task1HeatingUp

Selectanorganismforyourculminatingproject.

• Definetheproblem:Whatishappeningto

globaltemperatureandwhymightitbea

problem?

• Identifythecriteriaforasuccessfulsolution:Howwillyouknowifasolutionaddressesthe

problem?

• Identifytheconstraintsofsolvingthisproblem:Whatmightmakeithardtosolve

thisproblem?

• Group:Adescriptionoftheproblem,

includingcriteriaandconstraints.

• Individual:Adescriptionoftheproblem,

includingcriteriaandconstraints.

Descriptioncitesglobalwarmingasthe

rootoftheproblem,includingevidence

tosupportthisclaim.

Task2ItTakesTwo

• WhatspecializedstructuresORbehaviors

doesyourorganismhavethathelpitsurvive

andreproduce?Describehowthese

characteristicsspecificallyhelpwithsurvival

and/orreproduction?

• Group:N/A• Individual:Anargumentforhowallthe

presentedorganisms’behaviorsor

structuresaffecttheirprobabilityfor

successfulreproduction,supportedby

evidence.

Task3Feelingthe

Impact

• Summarizetheideasfromyourposterhere.

o Describethefeedbackyoureceived

frompeersandhowyouplantorevise

itbasedonthatfeedback.

• ReturntoyourcriteriaandconstraintsthatyouidentifiedafterTask1.Basedonwhatyou

havelearnedaboutyourorganismsofar,how

canyourevisethemoraddtothem?

• Group:Adescriptionoftheproblem,

includinghowthechosenorganismis

affected.Anexplanationofamethodto

monitororminimizetheimpactonthe

organism.

• Individual:Anargumentforhowthe

reproductivebehaviorsorstructuresare

beingaffectedbyrisingtemperatures,

supportedbyevidence.

7. AfterallthelearningtasksandtheProjectOrganizerarecompleted,thestudentscanstarttodevelop

theiradvocacyvideo.TheProjectOrganizersandGroupProjectCriteriaforSuccessshouldbeusedas

referencetoremindstudentstoincludeallthecomponentsoftheiradvocacyvideo.

o Asalways,werecommendtheuseofgrouprolesforCulminatingProjectworktime(See“Howto

UseThisCurriculum”fordetails).Werecommendchangingtheroleseveryworkday.


CulminatingProject


8. Whilegroupsarepresentingtheirvideos,wehighlyrecommendstudentstakenotesaboutthevideos

sincetheywillbeevaluatingthemintheirindividualproject.Youmaychoosetoprovidethemwitha

graphicorganizertoorganizetheirnotes.AnoptionisprovidedattheendofthisTeacherVersion.

9. Oncestudentshavetakennotesonallthevideos,theyarereadytomoveontotheirindividualproject.

Eachstudentwillcompareandevaluatethedifferentsolutionsamongstthegroups.Thiscanbeinthe

formatoftheirchoicebutitmustmeetallthecriteriainthestudenthandout.Becausestudentscan

chooseavarietyofformats,nooptionaltemplateisprovided.Remindstudentstoreferencethe

IndividualProjectCriteriaforSuccessastheycreatetheirSolutionsEvaluation.o Optional:Beforestudentsbegintheirevaluation,youmaywanttohaveaclassdiscussiontocome

toconsensusonthecriteriaandconstraintsforthehumanimpactproblemfacingallthese

organisms.Askstudentstoconsiderwhattheythinkwouldmakeasolutionsuccessfulandwhat

limitationsmightconstrainasolution.

10. ConductapeerreviewoftheSolutionsEvaluationafterstudentshavecompletedafirstdraft.

o CopytheSolutionsEvaluationPeerReviewFeedbackformfoundintheStudentInstructions.

AnotheroptionistousetheStudent3-DimensionalIndividualProjectRubric.

o Assigneachstudentapartner,preferablyapartnerfromadifferentgroup.

o Studentsswitchdraftsandassessthemusingthepeerreviewfeedbackform.

o Remindeachstudenttogiveonepositivecommentandoneconstructivecommentfor

eachsectiononthechecklist.

o Allowstudentstimetopresenttheirfeedbacktotheirpartner,sotheirpartnermayask

clarifyingquestionsifneeded.

11. Afterreceivingfeedback,allowstudentstimetocompleteafinaldraftbasedonthefeedbackthey

received.

AssessmentTheProjectOrganizercanbeformativelyassessedusing:

o Criteriaofyourchoice.Werecommendusingthe3-DimensionalAssessmentmatrixfromtheUnit

Overviewtoinformyourcriteria.

TheGroupCulminatingProjectwillbesummativelyassessedusing:

o TheGroupProjectCriteriaforSuccessChecklist

TheIndividualCulminatingProjectwillbesummativelyassessedusing:

o The3-DimensionalIndividualProjectRubric.o KeepinmindthattheProficientlevelindicatesthatthestudenthassuccessfullydemonstrated

understandingofthecriteria.BecauseweareintheearlystagesofNGSSadoption,itmaytakemultiple

opportunitiesthroughoutthecourseoftheyearforstudentstoreachProficient.

o Ifyouwishtogivestudentsanumericscore,youcouldtaketheaveragescoreofalloftheirrubricsoradd

uprubricscorestogivestudentsasummationoutofthetotal.Becauseofthenoteabove,thisscoring

maynotcorrelatetotraditionalgradingsystems.

o Whilewerecommendscoringalloftheprojectcriteriawiththerubricsforeachstudent,weunderstand

theburdenofthatlevelofscoring.


CulminatingProject


o Oneoptionistoselecttherubricsthatyouwishtofocusonforthisprojectandusethoseto

assesseachstudent’sindividualproject.

o AnotheroptionistoreviewtheProficientlevelofeachoftheproject’srubricsandusethe

descriptionstogenerallyanalyzeallstudentworkfortrends.


CulminatingProject


Organism CharacteristicthatHelpsReproduction

HowThisIsAffectedByGlobalWarming

OptionalSource PotentialSolutions

MagpieLarks Nesting–MagpieLarksusemudandgrasstomakenestsintreesinordertoprotecttheireggs.

Risingtemperaturesanddecreasedrainfallassociatedwithglobalwarmingarereducingtheavailabilityofmudavailabletomaketheirnests.Withoutmud,MagpieLarksareunabletoprotecttheiroffspring.

• https://www.bou.org.uk/mainwaring-climate-change-nests/

• Irrigatethedrierareaswithwaterfromwetterlocationstoincreasetheamountofmudavailable.

Shorebirds Nesting–Shorebirdsbuildtheirnestsonshore.

Globalwarmingiscausingreducedsnowcover,whichisaffectingthepopulationsofvariouspreyforArcticFoxes.Withouttheirusualprey,ArcticFoxesarefeedingonShorebirds’eggsintheirnests.

• https://www.birdwatchingdaily.com/news/conservation/increase-shorebird-nest-predation-climate-change/

• Constructbirdhousesthatkeepeggssafeinside,butstillhavenarrowopeningstoallowadultsinandouttofeedoffspring.

• Constructprotectedhabitatswithfencestokeepoutpredators.

FinnishBirds Nesting–FinnishBirdsbuildtheirnestsonarable(farm)land.

GlobalwarminghascausedFinnishBirdstoshifttheirbreedingtimeearlierintheseason.ThismeansFinnishBirdsarebuildingnestsonarablelandbeforefieldsareplowed,sotheeggsaredestroyedwhenthefieldsareplowed.

• https://www.sciencedaily.com/releases/2018/01/180111100848.htm

• Designateacertainpercentageofprotectedlandtoremainunplowed.

• Buildanest-detectingdevicetoattachtothefarmers’tractors.

Salmon Migration–Salmonmigratefromtheoceanupstreamintoriverstofindasuitablespottolayeggs.

Salmonaremigratingandspawningearlierbecauseofthewarmertemperatures.Thechangingconditionscanmakegrowthandsurvivalmoredifficult

• https://blogs.ei.columbia.edu/2015/02/03/climate-change-poses-challenges-to-plants-and-animals/

• Buildadevicetohelpregulateriverwatertemperaturesinspawningpools.

• Buildadevicethatdetectsspawningandreleasesfoodinto


CulminatingProject


whenthebabiesareborn,ormigratinganimalsarrivebeforetheirfoodisavailable.Globalwarmingisalsocausingeitherlessriverwatersoitishardforsalmontomigrate,oritiscausingextremestormsthatwashoutspawninglocations.

• https://www.worldwildlife.org/stories/sockeye-salmon-and-climate-change

rivernearspawningareas.• Transportingwaterfromwetter

locationsforwaterstorage.• Constructdamstoholdback

excesswaterduringextremeweatherevents.

WhoopingCranes

Migration–WhoopingCranesmigratenorthduringthespringforbetternestlocationswithanabundanceoffood.

Theyarenowmigratingearlierinthespringandlaterinthefallbecauseofwarmertemperatures.Thisposesariskofgettingcaughtinsnowstormsontheirmigrationjourneywithoutfood.

• https://phys.org/news/2017-09-climate-affecting-whooping-cranes-migration.html

• Constructandstrategicallyplacebirdhousesforearlymigrators.

Hummingbird Migration–Hummingbirdsmigratetobreedinggroundsduringpeakflowerbloomstohaveplentyofnectar(food)fortheiroffspring.

Globalwarmingiscausingflowerstobloomearlier.Thus,hummingbirdsarenowarrivingatthebreedinggroundstoolateforflowerblooms,andthustoolateforadequatefoodfortheiroffspring.

• https://www.audubon.org/conservation/how-climate-change-affects-hummingbirds-feeding-behavior

• https://www.climatecentral.org/gallery/graphics/climate-change-risk-to-hummingbirds

• https://bioone.org/journals/natural-areas-journal/volume-34/issue-2/043.034.0213/Timing-is-

• Constructandstrategicallyplacebirdhouseswithfoodinsideforlatemigrators.


CulminatingProject


Everything--An-Overview-of-Phenological-Changes-to/10.3375/043.034.0213.full

Caribou Migration–Cariboumigratesouthforbreedingwherethereisanabundanceoffood.

Springplantgrowthisnowearlierbecauseofwarmingtemperatures.Thisishappeningwellbeforecalving,somanycalvesaredyingwithoutadequatefoodavailableatthebreedingsite.

• https://www.seattletimes.com/seattle-news/environment/5-plants-and-animals-utterly-confused-by-climate-change/

• Harvestingandstoringfoodforlatercariboumigration.

• DevelopingaplantingprotocolthatensuresplantgrowthlaterintheSpring.

• Geneticallyengineerplantstogrowlaterinthespring.

SpiderOrchid SexPheromonesandBrightFlowers–TheSpiderOrchidmimicsfemalebeesbyhavingbrightflowersthatlooklikeabeeandreleasingasexpheromone.

WarmingtemperaturesarecausingbeestoemergemuchearlierandtheSpiderOrchidsonlyslightlyearlier.Thismismatchbetweenthetimingofbees’presenceandtheSpiderOrchid’sfloweringmeansSpiderOrchidsarenotbeingpollinated.

• https://www.theguardian.com/environment/2018/apr/05/climate-change-threatens-rare-british-orchid-that-tricks-bees-into-mating

• https://www.theguardian.com/environment/2014/nov/06/climate-change-is-disrupting-flower-pollination-research-shows

• IntroducingotherinsectsthatcanpollinatetheSpiderOrchid.

• ArtificialPollination.

Lilac BrightFlowers–TheLilacattractspollinatorswithitsbrightflowers.

WarmingtemperaturesarecausingLilacstobloomearlier.Theinsectsthateatthemarethusplentifulearlier,sobythetimebirdsarriveforbreedingseason,therearenotenoughinsectsfor

• https://www.thoughtco.com/spring-phenology-and-global-climate-change-1203890

• Constructandstrategicallyplacebirdhouseswithfoodinsideformigrators.

• DevelopingaplantingprotocolthatensureslilacgrowthlaterintheSpring.

• Geneticallyengineerlilacsto


CulminatingProject


thebirdstoeat. growlaterinthespring.

GlacierLily BrightFlowers:TheGlacierLilyhasbrightflowerstoattracthummingbirds.

WarmingtemperaturesarecausingGlacierLiliestobloomearlier,beforethehummingbirdsarrive.ThisaffectspollinationfortheGlacierLilyandafoodsourceforthehummingbird.

• https://www.aaas.org/hummingbirds-lilies-thrown-climate-change

• https://bioone.org/journals/natural-areas-journal/volume-34/issue-2/043.034.0213/Timing-is-Everything--An-Overview-of-Phenological-Changes-to/10.3375/043.034.0213.full

• ArtificialPollinationfortheGlacierLily.

• Constructandstrategicallyplacebirdhouseswithfoodinsideforhummingbirds.


CulminatingProject


AdvocacyVideoNotetaker

Organism Notes Howwelldoesthesolutionmeetthecriteriaandconstraintsoftheproblem?Couldthissolutionworkformyorganism?

1

2

3


CulminatingProject


Organism Notes Howwelldoesthesolutionmeetthecriteriaandconstraintsoftheproblem?

4

5

6


CulminatingProject


Organism Notes Howwelldoesthesolutionmeetthecriteriaandconstraintsoftheproblem?

7

8

9

StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld3-DimensionalIndividualProjectRubric


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

StudentCriteriaforSuccess ScienceandEngineeringPractice DisciplinaryCoreIdea CrosscuttingConcept1 ü Adescriptionoftheproblemfacingall

organisms,including:o Thecriteriaandconstraintsfor

solvingthisproblemforallorganisms

AskingQuestionsandDefiningProblems● Defineadesignproblemthat

canbesolvedthroughthedevelopmentofanobject,tool,processorsystemandincludesmultiplecriteriaandconstraints,includingscientificknowledgethatmaylimitpossiblesolutions.

ETS1.A:DefiningandDelimitingEngineeringProblems● Themorepreciselyadesigntask’s

criteriaandconstraintscanbedefined,themorelikelyitisthatthedesignedsolutionwillbesuccessful.Specificationofconstraintsincludesconsiderationofscientificprinciplesandotherrelevantknowledgethatarelikelytolimitpossiblesolutions.

N/A

2 ü Scientificbackgroundtohelpyouraudienceunderstandtheproblem,including:o Thecauseoftheproblemandthe

evidencethatsupportsthiscause-and-effectrelationship

o Whetheryouthinkthisproblemwascausedbyasuddenchangeorgradualchangesthathaveaccumulatedovertimeandwhy

N/A ESS3.D:GlobalClimateChange● Humanactivities,suchasthereleaseof

greenhousegasesfromburningfossilfuels,aremajorfactorsinthecurrentriseinEarth’smeansurfacetemperature(globalwarming).Reducingthelevelofclimatechangeandreducinghumanvulnerabilitytowhateverclimatechangesdooccurdependontheunderstandingofclimatescience,engineeringcapabilities,andotherkindsofknowledge,suchasunderstandingofhumanbehaviorandonapplyingthatknowledgewiselyindecisionsandactivities.

StabilityandChange● Stabilitymightbedisturbed

eitherbysuddeneventsorgradualchangesthataccumulateovertime.



3 ü Anargumentforwhyglobalwarmingposesathreattoorganisms,includingo 1)Howalltheorganisms’behaviors

orstructuresaffecttheirprobabilityforsuccessfulreproduction

o Describeexamplesfromothergroup’sprojectsasevidence

EngaginginArgumentFromEvidence● Useanoralandwritten

argumentsupportedbyempiricalevidenceandscientificreasoningtosupportorrefuteanexplanationoramodelforaphenomenonorasolutiontoaproblem.

LS1.B:GrowthandDevelopmentofOrganisms● Animalsengageincharacteristic

behaviorsthatincreasetheoddsofreproduction.

● Plantsreproduceinavarietyofways,sometimesdependingonanimalbehaviorandspecializedfeaturesforreproduction.

N/A

4 ü Anargumentforwhyglobalwarmingposesathreattoorganisms,includingo 2)Howthesebehaviorsorstructures

arebeingaffectedbyrisingtemperatures

o Describeexamplesfromothergroup’sprojectsasevidence

N/A ESS3.C:HumanImpactsonEarthSystems● Humanactivitieshavesignificantly

alteredthebiosphere,sometimesdamagingordestroyingnaturalhabitatsandcausingtheextinctionofotherspecies.ButchangestoEarth’senvironmentscanhavedifferentimpacts(negativeandpositive)fordifferentlivingthings.

● Typicallyashumanpopulationsandper-capitaconsumptionofnaturalresourcesincrease,sodothenegativeimpactsonEarthunlesstheactivitiesandtechnologiesinvolvedareengineeredotherwise.

CauseandEffect● Phenomenamayhave

morethanonecause,andsomecauseandeffectrelationshipsinsystemscanonlybedescribedusingprobability.

5 ü Anexplanationofyourmethodtomonitororminimizetheimpactofyourplant/animal

DesigningSolutions● Applyscientificprinciplesto

designanobject,tool,process,orsystem.

ESS3.C:HumanImpactsonEarthSystems● Humanactivitieshavesignificantly

alteredthebiosphere,sometimesdamagingordestroyingnaturalhabitatsandcausingtheextinctionofotherspecies.ButchangestoEarth’senvironmentscanhavedifferentimpacts(negativeandpositive)fordifferentlivingthings.

● Typicallyashumanpopulationsandper-capitaconsumptionofnatural

N/A



resourcesincrease,sodothenegativeimpactsonEarthunlesstheactivitiesandtechnologiesinvolvedareengineeredotherwise.

6 ü Anevaluationofsolutions:o Whichsolutiondoyouthinkwill

havethemostimpact(bestmeetsthecriteria)?

o Whichsolutionseemstobethemostfeasible(bestmeetstheconstraints)?

o Basedonyourevaluation,whichsolutionwouldyourecommendandwhy?

EngaginginArgumentFromEvidence● Evaluatecompetingdesign

solutionsbasedonjointlydevelopedandagreed-upondesigncriteria.

ETS1.B:DevelopingPossibleSolutions● Therearesystematicprocessesfor

evaluatingsolutionswithrespecttohowwelltheymeetthecriteriaandconstraintsofaproblem.

N/A



Rubric1:Studentdefinestheproblemofhumanimpactonorganisms,includingcriteriaofsuccessandconstraintsthatmightlimitpossiblesolutions.

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

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentdoesnotdefinetheproblemofhumanimpactonorganismsand/orincludesinaccurateorirrelevantcriteriaofsuccessandconstraintsthatmightlimitpossiblesolutions.

Studentaccuratelydefinestheproblemofhumanimpactonorganisms,includingaccuratecriteriaofsuccessORconstraintsthatmightlimitpossiblesolutions.

Studentaccuratelydefinestheproblemofhumanimpactonorganisms,includingaccuratebutpartialcriteriaofsuccessandconstraintsthatmightlimitpossiblesolutions.

Studentaccuratelydefinestheproblemofhumanimpactonorganisms,includingaccurateandcompletecriteriaofsuccessandconstraintsthatmightlimitpossiblesolutions.

LookFors:● Studentdoesnotdescribeglobal

warmingthreateningorganismsastheproblem.

● And/orthestudentidentifiescriteriaofsuccessandconstraintsthatareinaccurate,irrelevant,orunreasonable.Forexample,theymightidentifyacriterionofsuccessasreversingglobalwarmingsothereisadecreaseinmeanglobaltemperature.

LookFors:● Studentaccuratelydescribesthat

globalwarmingisposingathreattoalltheorganismsfocusedonintheprojects.

● StudentaccuratelydefinesthecriteriaforsuccessORatleastoneconstraint.SeeAdvancedLook-Forsforoptions.



● Studentaccuratelydefinesthecriteriaforsuccess.Forexample,studentexplainsthatmaintainingorincreasingorganismpopulationsizeswouldindicateasuccessfulsolution.

● Studentalsoaccuratelydefinesone,butnotmultipleconstraints.SeeAdvancedLook-Forsforoptions.



● Studentaccuratelydefinesthecriteriaforsuccess.Forexample,studentexplainsthatmaintainingorincreasingorganismpopulationsizeswouldindicateasuccessfulsolution.

● Studentalsoaccuratelyandcompletelydefinesanyconstraints.Forexample,unseenconsequencesofinterferinginecosystems,inabilitytomimicnaturalprocesses,limitedamountofresourcesavailable,cost,buy-infromconsumers,etc.



Rubric2:Studentexplainsthecauseoftheproblem,includingwhetheritisduetoasuddenchangeorgradualchangesthataccumulateovertime.

• DimensionsAssessed:DCI–ESS3.D:GlobalClimateChange,CCC–StabilityandChange

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

Studentaccuratelybutpartiallyexplainsthecauseoftheproblem,andmayincludewhetheritisduetoasuddenchangeorgradualchangesthataccumulateovertime.

Studentaccuratelyandcompletelyexplainsthecauseoftheproblem,butdoesnotincludewhetheritisduetoasuddenchangeorgradualchangesthataccumulateovertime.

Studentaccuratelyandcompletelyexplainsthecauseoftheproblem,includingwhetheritisduetoasuddenchangeorgradualchangesthataccumulateovertime.

LookFors:• Studentinaccuratelyexplainsthe

causeofglobalwarming.Forexample,studentstatesitiscausedbyvolcaniceruptions.

• Studentmaydescribeglobalwarmingasanaccumulationofgradualchanges,ormayinaccuratelydescribeasuddenchange,suchasavolcaniceruption.

LookFors:• Studentpartiallyexplainsthecause

ofglobalwarming.Forexample,studentmayreferencehumanactivities,suchastheburningoffossilfuelsORstudentmayreferenceanincreaseincarbondioxideemissions,butstudentdoesnotconnectthetwo.

• Studentmayormaynotaccuratelydescribeglobalwarmingasanaccumulationofgradualchanges.

LookFors:• Studentexplainsthathuman

activities,suchastheburningoffossilfuels,arecausinganincreaseincarbondioxideemissions,whichiscausingariseinglobaltemperatures.

• Studentdoesnotaccuratelydescribethatglobalwarmingiscausedbygradualchanges(suchasincreasedburningoffossilfuels)thataccumulateovertimeratherthanbyasuddenevent.

LookFors:• Studentexplainsthathuman

activities,suchastheburningoffossilfuels,arecausinganincreaseincarbondioxideemissions,whichiscausingariseinglobaltemperatures.

• Studentaccuratelydescribesthatglobalwarmingiscausedbygradualchanges(suchasincreasedburningoffossilfuels)thataccumulateovertimeratherthanbyasuddenevent.

Note:AnadditionalrubricisprovidedintheTask1TeacherVersiontotheSEPassociatedwiththisPE–AskingQuestionsandDefiningProblems.



Rubric3:Studentarguesthatthereareplantstructuresandanimalbehaviorsthataffecttheprobabilityofsuccessfulreproduction,supportingwithevidencefromtheirownandothergroups’projects.

• DimensionsAssessed:SEP–EngaginginArgumentFromEvidence,DCI–LS1.B:GrowthandDevelopmentofOrganisms

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentaccuratelyarguesthatthereareplantstructuresandanimalbehaviorsthataffecttheprobabilityofsuccessfulreproduction,butevidencefromtheirownorothergroups’projectsismissingorinaccurate.

Studentaccuratelyarguesthatthereareplantstructuresandanimalbehaviorsthataffecttheprobabilityofsuccessfulreproduction,supportingwithgeneralscientificreasoningratherthanevidence.

Studentaccuratelyarguesthatthereareplantstructuresandanimalbehaviorsthataffecttheprobabilityofsuccessfulreproduction,supportingwithonesourceofrelevantevidencefromtheirownorothergroups’projects.

Studentaccuratelyarguesthatthereareplantstructuresandanimalbehaviorsthataffecttheprobabilityofsuccessfulreproduction,supportingwithmultiplesourcesofrelevantevidencefromtheirownandothergroups’projects.

LookFors:● Studentmakestheaccurateclaim

thatthereareplantstructuresandanimalbehaviorsthataffecttheprobabilityofsuccessfulreproduction.

● Noevidencefromanyprojectsisprovided,orstudentusesaninaccuratepieceofevidence.Forexample,studentstatesthatanimalsneedtohavebrightcolorsforpollinationstudentmakestheinaccurateclaimthattherearenospecificplantstructuresandanimalbehaviorsthataffecttheprobabilityofsuccessfulreproduction.



● Whilenospecificexamplesaregivenasevidence,theydosupporttheirclaimwithgeneralscientificreasoning.Forexample,studentmaygenerallystatethattheseplantstructuresandanimalbehaviorshelpreproductionbyattractingpollinatorsorhelpingwithnewoffspring.



● Studentsupportstheirargumentbydescribingonespecificexample,likelytheirownorganism(e.g.animalsthatnestormigrateandplantsthathavebrightflowersorsexpheromones).SeetheCulminatingProjectTeacherVersionforspecificexamplesoforganismsandtheirbehaviorsorplantstructures.



● Studentsupportstheirargumentbydescribingmultiplespecificexamplesfromothergroups’projects(e.g.animalsthatnestormigrateandplantsthathavebrightflowersorsexpheromones).SeetheCulminatingProjectTeacherVersionforspecificexamplesoforganismsandtheirbehaviorsorplantstructures.



Rubric4:Studentexplainsthatglobalwarminglikelycausesnegativeeffectsonmanyorganisms,supportingwithevidencefromtheirownandothergroups’projects.

• DimensionsAssessed:DCI–ESS3.C:HumanImpactsonEarthSystems,CCC–CauseandEffect

Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentaccuratelyexplainsthatglobalwarminglikelycausesnegativeeffectsonmanyorganisms,butevidencefromtheirownorothergroups’projectsismissing,inaccurate,orirrelevant.

Studentaccuratelyexplainsthatglobalwarminglikelycausesnegativeeffectsonmanyorganisms,supportingwithgeneralscientificreasoningratherthanevidence.

Studentaccuratelyexplainsthatglobalwarminglikelycausesnegativeeffectsonmanyorganisms,supportingwithonesourceofevidencefromtheirownorothergroups’projects.

Studentaccuratelyexplainsthatglobalwarminglikelycausesnegativeeffectsonmanyorganisms,supportingwithmultiplesourcesofevidencefromtheirownandothergroups’projects.

LookFors:● Studentaccuratelyexplainsthat

globalwarmingisthelikelycausebehindthenegativeimpactstheyareseeinginvariousorganismsinthisunit.

● Noevidencefromanyprojectsisprovided,orstudentusesaninaccurateorirrelevantpieceofevidence.Forexample,studentstatesthatoneexampleglobalwarmingaffectingplantsandanimalsishummingbirdsbecomingtoohottofly.



● Whilenospecificexamplesaregivenasevidence,theydosupporttheirclaimwithgeneralscientificreasoning.Forexample,studentmaygenerallystatethatglobalwarmingisoftencreatingamismatchbetweenthetimingofflowerbloomsandthearrivalofpollinatorsandmigratinganimals.



● Studentsupportstheirargumentbydescribingonespecificexample,likelytheirownorganism.SeetheCulminatingProjectTeacherVersionforspecificexamplesofhoweachorganismisaffectedbyglobalwarming.



● Studentsupportstheirargumentbydescribingmultiplespecificexamplesfromothergroups’projects(forexample,risingtemperaturescauseflowerstobloomearly,sohummingbirdsarrivetoolatetobreedinggroundsforadequatefoodfortheiroffspring).SeetheCulminatingProjectTeacherVersionforspecificexamplesofhoweachorganismisaffectedbyglobalwarming.



Rubric5:Studentdescribestheirsolutiontomonitororandminimizehumanimpactontheirchosenorganism.

• DimensionsAssessed:SEP–DesigningSolutions,DCI–ESS3.C:HumanImpactsonEarthSystems

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

Studentdescribestheirsolutiontomonitorandminimizeanirrelevanthumanimpactontheirchosenorganism,whichisnotrelatedtoglobalwarming.

Studentdescribestheirsolutiontomonitorandminimizetherelevanthumanimpactontheirchosenorganism,usingpartialdetail.

Studentdescribestheirsolutiontomonitorandminimizetherelevanthumanimpactontheirchosenorganism,usingsufficientdetail.

LookFors:● Studentdescribesasolutionthat

doesnotmonitororminimizethehumanimpactontheirchosenorganism.Forexample,studentdescribesaplantobuildsmallwoodenhousestoprotecteachFinnishFarmBirdnest.Thiscontributesfurthertodeforestation,whichdoesnotminimizeglobalwarmingoverall.


monitorsandminimizesthehumanimpactontheirchosenorganism,butitdoesnotspecificallyrelatetotheproblemofglobalwarming.Forexample,studentdescribesaplantocreateaprotectedwildlifeareaforshorebirdsthatpreventshumanhuntingoftheshorebirds.

LookFors:● Studentpartiallydescribesasolution

thatmonitorsandminimizesthehumanimpactontheirchosenorganism,specificallycausedbyglobalwarming.SeetheCulminatingProjectTeacherVersionformoreexamples.

● Studentislackingsomedetail,sothereissomeambiguityastohowthesolutionwouldworkandhowexactlyitaddressestheproblem.


monitorsandminimizesthehumanimpactontheirchosenorganism,specificallycausedbyglobalwarming.Forexample,studentdescribesaspecificplantoirrigatedrierareasfortheMagpieLarktoincreasetheamountofmudavailableduringnestingseason.SeetheCulminatingProjectTeacherVersionformoreexamples.

● Studentprovidessufficientenoughdetailthatthereadercancompletelyunderstandhowthesolutionwouldworkandhowitaddressestheproblem.



Rubric6:Studentevaluatesdifferentsolutionsbyidentifyingsolutionsthatbestmeetthecriteriaand/orconstraintsoftheproblemandprovidingrationales.

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

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

Studentevaluatesdifferentsolutionsbyidentifyingrelevantsolutionsthatbestmeetthecriteriaandconstraintsoftheproblem,butrationaleismissing.

Studentevaluatesdifferentsolutionsbyidentifyingrelevantsolutionsthatbestmeetthecriteriaandconstraintsoftheproblemandprovidingsomerationale.

Studentevaluatesdifferentsolutionsbyidentifyingrelevantsolutionsthatbestmeetthecriteriaandconstraintsoftheproblemandprovidingdetailedrationales.

LookFors:● Studentidentifiesanirrelevant

solutiontheythinkwillmakethemostimpact.Thesolutiontheyidentifywouldnotlogicallybestmeetthecriteriaoftheproblem.

● Studentidentifiesanirrelevantsolutiontheythinkismostfeasible.Thesolutiontheyidentifywouldnotlogicallybestmeettheconstraintsoftheproblem.

LookFors:● Studentidentifiesarelevantsolution

theythinkwillmakethemostimpact(meetscriteria).Norationaleisprovided.

● Studentidentifiesarelevantsolutiontheythinkismostfeasible(meetsconstraints).Norationaleisprovided.

● Identificationofsolutionswillvarydependingonthesolutionsthatgroupscomeupwith.Studentmayalsochooseonesolutiontheyfeelbestmeetsthecriteriaandconstraints.


theythinkwillmakethemostimpact(meetscriteria).Studentwritesarationalefortheirchoicethatleavessomeambiguityaboutwhythesolutionbestmeetsthecriteria.

● Studentidentifiesarelevantsolutiontheythinkismostfeasible(meetsconstraints).Studentwritesarationalefortheirchoicethatleavessomeambiguityaboutwhythesolutionbestmeetstheconstraints.

● Identificationofsolutionswillvarydependingonthesolutionsthatgroupscomeupwithandthereasoningindividualstudentsuseintheirevaluation.Studentmayalsochooseonesolutiontheyfeelbestmeetsthecriteriaandconstraints.


theythinkwillmakethemostimpact(meetscriteria).Studentwritesadetailedrationalefortheirchoice.

● Studentidentifiesarelevantsolutiontheythinkismostfeasible(meetsconstraints).Studentwritesadetailedrationalefortheirchoice.

● Identificationofsolutionswillvarydependingonthesolutionsthatgroupscomeupwithandthereasoningindividualstudentsuseintheirevaluation.Studentmayalsochooseonesolutiontheyfeelbestmeetsthecriteriaandconstraints.


ProjectOrganizer

StudentVersion StanfordNGSSIntegratedCurriculum2019 1

UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?Youhavebeenaskedtocreateanadvocacyvideothatdescribesthehumanimpactonanorganismandgivesapotentialsolution.Aftereachtask,youwillreturntothetablebelowtoorganizewhatyoulearnasyougothroughtheunit.Bytheendofthethreetasks,youwillhaveallthisinformationtouseforyourculminatingproject.Foreachactivity,besuretoincludeanswerstoALLthequestionsprovided.Lift-OffTask:BadNewsforBees

Basedonyourdiscussioningroupstoday,q Makeahypothesis:Whatdoyouthinkiscausingthebeepopulationtodecrease?q Doyouthinkotherorganismsaroundtheworldmightalsobeaffectedbythesame

cause?How?

Task1:HeatingUp

Youhavebeenprovidedwithalistoforganismsthatareaffectedbyrisingtemperatures.Asagroup,selectanorganismfromthelisttofocusonforyourculminatingprojectandresearchyourorganism.Thenindividually,

r Definetheproblem:Whatishappeningtoglobaltemperatureandwhymightitbeaproblem?

r Identifythecriteriaforasuccessfulsolution:Howwillyouknowifasolutionaddressestheproblem?

r Identifytheconstraintsofsolvingthisproblem:Whatmightmakeithardtosolvethisproblem?


ProjectOrganizer

StudentVersion StanfordNGSSIntegratedCurriculum2019 2

Task2:ItTakesTwo

Consideryourchosenorganismanddoadditionalresearch,asnecessary:r WhatspecializedstructuresORbehaviorsdoesyourorganismhavethathelpitsurvive

andreproduce?Describehowthesecharacteristicsspecificallyhelpwithsurvivaland/orreproduction.

Task3:FeelingtheImpact

Inthistask,youlearnedabouthowhumansareimpactingyourchosenorganismthroughglobalwarmingandarewellonyourwaytocomingupwithasolution!

r Summarizetheideasfromyourposterhere.o Describethefeedbackyoureceivedfrompeersandhowyouplantoreviseit

basedonthatfeedback.r ReturntoyourcriteriaandconstraintsthatyouidentifiedafterTask1.Basedonwhat

youhavelearnedaboutyourorganismsofar,howcanyourevisethemoraddtothem?


Lift-OffTask:BadNewsforBees


UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?Introduction

Inthelastunit,studentslearnedabouthowalgaearebeingaffectedbyhuman-causedenvironmentalchanges—excessfertilizerrunoffandchangingweatherconditionsassociatedwithclimatechange.InthisLift-OffTask,studentsareintroducedtoanotherorganismthatisaffectedbyhuman-causedenvironmentalchange—bees.Afterlookingataninfographicshowingbeepopulationdata,studentsbegintogeneratequestionsthatmighthelpthembettermakesenseofwhatishappeningtothebeepopulation.Thesequestionswillguidestudentsthroughouttheunitastheycontinuetomakesenseofthedecliningbeepopulation,itscauseandeffects,andwhatcanbedonetoaddresstheissue.AlignmentTable

CrosscuttingConcept(*dependinguponstudent-generatedquestions)● CauseandEffect

o Phenomenamayhavemorethanonecause,andsomecauseandeffectrelationshipsinsystemscanonlybedescribedusingprobability.

● StabilityandChangeo Stabilitymightbedisturbedeitherbysuddeneventsorgradualchangesthataccumulateovertime.

EquityandGroupwork● Shareandlistentobroadanddiversestudentcontributions.● Makeconnectionsbetweeneachother’sideas.● Worktogethertoco-constructaconceptmap.

Language● Useconnectorwordstolinkideas.● Generateandwritequestionsaboutthephenomenon.● Organizekeyquestionsinaconceptmap.

LearningGoalsThislearningtaskintroducesstudentstothephenomenonofthedecliningbeepopulationsotheycanbegingeneratingquestionstoguidethemthroughtheunit.Morespecifically,thepurposeisto:

● Individuallygeneratealistofquestionsaboutthebeepopulation,usingobservationsfromthedatashownintheinfographic.

● Makeconnectionsbetweenrelatedquestions.● Generatepossibleanswerstoquestionsusingpriorknowledge.● Usepriorknowledgetohypothesizewhatmightbecausingthedecliningbeepopulationandwhether

otherorganismsaroundtheworldmightbeaffectedsimilarly.ContentBackgroundforTeachers Thistaskintroducesstudentstothephenomenonofdecliningbeepopulations.In2015,aUnitedNationsgroupfoundthatpopulationsaredecliningfor37%ofbeespecies,with9%ofbutterflyandbeepopulationsfacingextinction.Themaincausesaretheuseofpesticidesinindustrialagricultureandglobalwarming.Warmingglobaltemperaturesposeathreatintheformofhabitatlossbyaffectingtherangeoftemperaturerequiredforafunctionalhive.Risingtemperaturesarealsocausingfloweringplantstobloomearlierinthespring,thusputting




beesoutofsyncwiththefloweringplantstheynormallypollinate.Becausebeesareamajorpollinator,thisposesalargeconcernforallecosystemssincealackofpollinationmayleadtoadrasticdecreaseinplantpopulations.

Inthistask,studentscreateaconceptmap,whichisagraphicaltoolthathelpstoorganizeandrepresentknowledgeandquestions,andisasuccessfulacademiclanguageinstructiontool.Atthispoint,studentswilllikelyaddonlypredictionsaboutcause-and-effectrelationshipsrelatedtothebeepopulation.Asstudentslearnmoreabouttheroleofglobalwarminganditsimpactondifferentorganisms,theywilladdmorecomplexquestionsandideastothisconceptmap.Ifyourstudentshavenothadpreviousexperiencemakingconceptmaps,pleaseseetheinstructionsinPartBbelowforstrategiesonteachingthisskill.

AcademicVocabulary

• Organism• Bee• Population• Decline• Hive• Advocacy• HumanImpact

*Additionalacademicvocabularywillvarybyclass

TimeNeeded(Basedon45-MinutePeriods)2Days

● Introduction,PartAandPartB:1period● ClassConceptMap,ProjectOverview,andProjectOrganizer:1period

Materials

● Unit4,Lift-OffTaskStudentVersionPartB

● Posterpaperandmarkers● Post-Its(Optional)

PartC● ClassPosterPaperandmarkers● *SeeInstructionsbelowforotheroptionalmaterialstousefortheclassconceptmap

ConnectingtotheCulminatingProject● CulminatingProjectHandout● ProjectOrganizerHandout




Instructions

1. IntroducestudentstotheunitbyreadingorprojectingtheUnitEssentialQuestionaloud.

2. Organismsaroundtheworldaresufferingfromhuman-causedenvironmentalchanges.Inthistask,studentsareintroducedtooneexample—thechangingbeepopulation.

3. First,havestudentslookattheinfographicintheirStudentGuidessotheycanmakeobservationsabout

thebeepopulationdata.PartA

1. Inthissectionofthetask,studentswillgeneratequestionstohelpthemmakesenseofthephenomenon—thedecliningbeepopulation.Usingtheseself-generatedquestionsthroughouttheunitwillhelpstudentsdevelopabetterunderstandingofthedecliningbeepopulation,includingthecausesandassociatedeffects.

2. Havestudentscompletethissectionindividuallyintheirstudentguide.o Forstudentswhoneedmoresupport,encouragethemtolookbackatthedata,andconsiderany

questionstheyhave.TheymightalsothinkbacktothephenomenonofthealgalbloomsfromUnit3.

o Hereisalistofsomepotentialquestionsstudentsmightgenerate:“Whyisthebeepopulationdeclining?Doesthisdatashowalargedeclineoristhisarelativelysmalldeclineinpopulation?Whyisitbadifbeesaredying?Whydoesthismatter?Whateffectdobeeshaveontheirecosystems?Howisthedeclineofthebeepopulationsimilartoalgalblooms?Howmightotherorganismsbeaffectedbythesamethingthatiskillingoffbees?Issomethingeatingthebees?Whataboutanimalsthateatthebees,aretheydecliningtoo?”

PartB:

1. Inthispartofthetask,studentscreateaconceptmapasagroup.o Remindstudentstorefertothedirectionsontheirstudentguidetohelpthemmaketheir

conceptmap.First,studentsshouldcompareeachmember’slistofquestionsandrecord/connectkeyquestionsonapieceofposterpaper.Theywillthendraftpossibleanswerstothequestions,usingpriorknowledge.

o Remindstudentsthattherearenorightorwrongquestionsorpredictions,sostudentsfeelencouragedtocontributeanyandallquestionsandideastheythinkof.

o Becausethisisacollaborativetask,itisrecommendedthatyouremindstudentsofgroupworknormsandassigngrouproles,suchasResourceManager,Facilitator,Recorder,andHarmonizer(See“HowtoUsethisCurriculum”formoredetails).

2. Studentswillposttheirpostersonawallandthenwalkaroundandlookateachgroup’sideas.One

suggestionforgallerywalksisforstudentstointeractwiththepostersinsomeway.Forexample,studentsarerequiredtoinitialorleavepost-itsonthreequestionsthattheyarealsoexcitedaboutonotherposters.




HowtoConceptMapForstudentswhohavenothadalotofexperiencemakingconceptmaps,wehavedetailedastrategybelowforintroducingconceptmappingusingmorefamiliarcontent.Anexampleisalsoprovided,butthiswillvarydependingonwhatyourstudentscomeupwithasyoumakeyourownmodel.

1. Writethephenomenoninthemiddleoftheposter,inthiscase“Humansbreatheharderwhentheyexercise.”

2. Askstudentstoshare

questionstheymightasktomakesenseofthisphenomenonandmakealistofthesequestionsontheboard.

3. Modeltheprocessofreviewingthelistandfindingsimilaritiesamongstthequestions.

o Placethesekeyquestionsontheconceptmapposter,modelinghowtoputsimilarquestionsneareachotherontheposter.Circlethesetosignifythatthesearequestions,notcontentknowledge.

4. Askstudentstolookatthekeyquestionsandseeifanyofthequestionsareconnected:Wouldanswering

onequestionleadtooneoftheotherquestions?Modelmakingtheseconnectionsbydrawingarrowsbetweenthecircles.

5. InthisLift-Offtask,studentswillonlybedraftingpossibleanswerstothequestions,notactually

gatheringandrecordinglearnedconcepts.However,throughouttheunit,theywillbeaddingcontenttheyhavelearned.Modelthisbyrecordingastudent’spriorknowledgetooneofthequestions,usingboxestosignifythatthesearepiecesofcontentknowledgeratherthanquestions.

o Useconnectorwordstoidentifytherelationshipsbetweenthecontentboxes(Seeimageaboveforanexample).

6. Optional:Toemphasizecrosscuttingconceptsusingaconceptmap,makeakeyofdifferentcolorsforthe

crosscuttingconceptsemphasizedinthisunit.Identifyquestionsthatclearlyshowevidenceofthedifferentcrosscuttingconceptsandcirclethemwiththecorrespondingcolors.Explaintostudentshowyoumadethatchoicebypointingoutthelanguagethathintsatthatcrosscuttingconcept.*Note:notallboxesandcircleswillnecessarilyhaveacrosscuttingconcept.




PartC1. Constructawhole-classconceptmapthatbeginstohelpstudentsmakesenseofthephenomenonofthe

declineofthebeepopulation.o Startwiththephenomenoninthemiddle.o Thenaskstudentstoshareoutthequestionsthatweremostcommonacrossallthepostersinthe

classroom.Asyourecordquestionsontheposter,organizethembasedonconnectionsyousee.Drawcirclesaroundeachquestion(asyouaddtotheconceptmapthroughouttheunit,you’llalsobeaddingconceptslearned,whichcanbewritteninboxestodistinguishthemfromthequestions).

o Askstudentstoidentifyanyconnectionstheyseebetweenthequestionsandrecordtheseaslinesbetweenthequestions.

o Recommended:Givepairsofstudentsthinktimetocomeupwith1-2connectionstoaddtotheclassconceptmapandcallonpairsusingequitysticks.Thisencouragesmoreequitableparticipationinthisclass-wideactivity.

o Thepurposeofthisconceptmapistofacilitategenerationofstudentquestions,promotelanguagedevelopment,andsupportunderstandingofthesciencecontentthroughouttheunit.Allowingstudentstoasktheirownquestionsandusetheirownwordstomakemeaningoftheconceptswillnotonlyhelpthemmakedeepconnectionsaboutsciencecontentbutwillalsohelptheiroralandwrittenlanguagedevelopment.

o Thiswholeclassconceptmapwillberevisitedattheendofeachtask,askingstudentsquestionslike:Arethereanynewquestionsyouhaveaboutthephenomenon?Arethereanyconnectionsyouwanttoaddorchange?Whatisyourreasonforthataddition/revision?Aretheremoreconnectionswecanmakebetweenthequestions/ideasalreadyonthemap?Doyouwanttoaddanynewideas/conceptstothemap?

2. Becausethisconceptmapwillbeaddedtoandrevisedthroughouttheunit,herearesomepractical

optionsforimplementation.o Ifyouhaveaccesstowhiteboardpaper,weencourageyoutousetheseforclassposterssinceit

willallowyouandyourstudentstomakerevisionsthroughouttheunit.o Anotheroptionistousesmallerpiecesofpaperforeachclassandprojectusingadocument

camera;thiswillsavespaceasopposedtodoinglargeclassposters.o Wehighlyrecommendstudentskeeptheirownversionofthisconceptmapintheirnotebooks,

addingquestionsandconceptsastheygothroughtheunit.

3. Oncethedraftconceptmapiscomplete,introducestudentstothecrosscuttingconceptsforthisunit.Werecommendpostingpostersofeachcrosscuttingconceptinyourclassroom(Seebeginningofteacherguidefortemplates).

o ThecrosscuttingconceptsforthisunitareCauseandEffectandStabilityandChange.Assignacolorforeachcrosscuttingconceptthatcanbeusedthroughouttheunit.

o Havestudentsanalyzetheclassconceptmapforasmanyexamplesofthecrosscuttingconceptsastheycanfind.Dependingonthequestionstheyhave,theymaybeabletofindanexampleofeachofthecrosscuttingconceptsorperhapsjustone.

o Werecommendmodelingthisprocessbypickingaquestion,identifyingthecrosscuttingconcept,andtracingthecircleinthecorrespondingcolor.Explainthekeywordsthathelpedyouidentify




thecrosscuttingconceptinthisquestion.Someidentifyingwordsthatstudentsmightlookforare:

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

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

ConnectingtotheCulminatingProject

1. HandouttheCulminatingProjectTaskCardandreadtheChallengeandGroupProjectCriteriaforSuccessaloudasaclass.

o Takequestionsforclarification.

2. PassouttheirProjectOrganizerandexplainthattheywillcompleteasectionofthisaftereachtaskinclass.StudentsshouldindependentlycompletetheLift-OffTasksectionoftheProjectOrganizerinclass.Revisionscanbedoneforhomework,dependinguponstudent’sneedsand/orclassscheduling.

o Studentshavebeenaskedtocreateanadvocacyvideothatdescribesthehumanimpactonanorganismandgivesapotentialsolution.Thestudentpromptisasfollows:Basedonyourdiscussioningroupstoday,ü Makeahypothesis:Whatdoyouthinkiscausingthebeepopulationtodecrease?ü Doyouthinkotherorganismsaroundtheworldmightalsobeaffectedbythesamecause?

How?Reflection

1. Attheendofthetask,askstudentstoreflectonwhattheyhavelearnedoverthecourseofthistaskbyansweringthefollowingthreequestionsintheirstudentguide:

o Atthebeginningofthistask,youmadealistofallthequestionsyouhaveaboutthedecliningbeepopulation.Lookbackatyourlist:thinkaboutthequestionsyourpeersaskedthatyoudidnotinitiallywritedown.Howaretheirquestionsdifferentfromtheonesyouoriginallyasked?

o Inthisunit,wewillbefocusingontwocrosscuttingconcepts:CauseandEffect:Phenomenamayhavemorethanonecause,andsometimesrelationshipscanonlybedescribedusingprobability;StabilityandChange:Stabilitymightbedisturbedbysuddeneventsortheaccumulationofgradualchanges.Lookingatyourclassconceptmap,giveoneexampleofhowoneofthesecrosscuttingconceptscameupintoday’stask.

o Nowthatyouunderstandwhatprojectyou’llbeworkingonoverthecourseofthisunit,whatelsedoyouneedtoknow?Whatadditionalquestionsdoyouhave?

2. Therearenorightanswersbutencouragestudentstolookbackattheirinitiallistsandtheirclassconcept

map.Theyshouldnotchangetheirinitialresponses,butratherusethisreflectionspacetoaddtotheirquestionsandideasbasedonwhattheyhavelearnedthroughthistask.Bygeneratingmoreoftheirownquestions,studentscontinuetoengageinsense-makingofthephenomenonandthegatheringofknowledgeandskillsfortheirfinalproject.


Task1:HeatingUp


UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?IntroductionIntheLift-Offtask,studentslearnedthatthebeepopulationisdeclining.Inthelastunit,studentsalsolearned

thatalgalbloomshavebeenontheriseinrecentyears.Whiletheeffectsaredifferent,thesamerootcauseisat

playinbothcases.Inthistask,studentsexploretheriseinglobaltemperaturesoverthepastcentury,including

whytheyareontheriseandpredictinghowthisaffectsEarth.Byintroducingonepieceofdataatatime,students

haveanopportunitytoprocesstheevidenceanduseittogeneratetheirownquestionsthatdrivefurther

learning.Bytheendofthistask,studentswillbeabletoexplainglobalwarmingandusethisnewknowledgeto

definetheproblemfacingtheirchosenorganismfortheirculminatingproject.

AlignmentTable

PerformanceExpectations ScienceandEngineeringPractices


MS-ESS3-5.Askquestionstoclarifyevidenceofthefactorsthathavecausedtheriseinglobaltemperaturesoverthepastcentury.[ClarificationStatement:

Examplesoffactorsinclude

humanactivities(suchas

fossilfuelcombustion,

cementproduction,and

agriculturalactivity)and

naturalprocesses(suchas

changesinincomingsolar

radiationorvolcanicactivity).

Examplesofevidencecan

includetables,graphs,and

mapsofglobalandregional

temperatures,atmospheric

levelsofgasessuchascarbon

dioxideandmethane,and

theratesofhumanactivities.

Emphasisisonthemajorrole

thathumanactivitiesplayin

causingtheriseinglobal

temperatures.]

AskingQuestionsandDefiningProblems● Askquestionsto

identifyandclarify

evidenceofan

argument.

ESS3.D:GlobalClimateChangeHumanactivities,such

asthereleaseof

greenhousegasesfrom

burningfossilfuels,are

majorfactorsinthe

currentriseinEarth’s

meansurface

temperature(global

warming).Reducingthe

levelofclimatechange

andreducinghuman

vulnerabilityto

whateverclimate

changesdooccur

dependonthe

understandingof

climatescience,

engineeringcapabilities,

andotherkindsof

knowledge,suchas

understandingofhuman

behaviorandon

applyingthatknowledge

wiselyindecisionsand

activities.

StabilityandChange● Stabilitymightbe

disturbedeitherby

suddeneventsor

gradualchanges

thataccumulate

overtime.


Task1:HeatingUp


LearningGoalsThislearningtaskasksstudentstoaskquestionstoclarifyevidenceofthefactorsthathavecausedtherisein

globaltemperaturesoverthepastcentury.Morespecifically,thepurposeisto:

• Engagepriorknowledgeofglobalwarminginordertomakepredictions.

• Exploredatarelatedtoglobalwarmingandgeneratequestionstoguidefurtherinquiry.

• Explainthecauseandeffectrelationshipstodescribeglobalwarming.

• EmphasizethecrosscuttingconceptofStabilityandChangeinanalysisofcarbonemissionsdata.

• Applyknowledgeofglobalwarmingtodefinetheproblemaspecificorganismisfacing.

MS-ETS1-1.Definethecriteriaandconstraintsofadesignproblemwithsufficientprecisiontoensureasuccessfulsolution,takingintoaccountrelevantscientificprinciplesandpotentialimpactsonpeopleandthenaturalenvironmentthatmaylimitpossiblesolutions.

AskingQuestionsandDefiningProblems● Defineadesign

problemthatcanbe

solvedthroughthe

developmentofan

object,tool,process

orsystemand

includesmultiple

criteriaand

constraints,including

scientificknowledge

thatmaylimit

possiblesolutions.


designtask’scriteria

andconstraintscan

bedefined,themore

likelyitisthatthe

designedsolution

willbesuccessful.

Specificationof

constraintsincludes

considerationof

scientificprinciples

andotherrelevant

knowledgethatare

likelytolimit

possiblesolutions.

NoCCClisted

SupplementaryScienceandEngineeringPractices• AnalyzingandInterpretingData

o Analyzeandinterpretdatatoprovideevidenceforphenomena.

SupplementaryCrosscuttingConcepts• Patterns

o Patternscanbeusedtoidentifycauseandeffectrelationships.

EquityandGroupwork• Participateingrouprolestoanalyzeevidenceandgeneratequestionsrelatedtoglobaltemperature

change.

• Shareideaswithapartner.

• Cometoconsensusonselectinganorganismforyourculminatingproject.

Language• Usemathematicallanguageinwrittenanalysisofgraphs.

• Representcauseandeffectrelationshipsinaflowchart.


Task1:HeatingUp


ContentBackgroundforTeachers Inthistask,studentsexploretheriseinglobaltemperaturesoverthepastcentury,alsoknownasglobal

warming.Thoughthiswarmingtrendhasbeenoccurringforalongtime,itspacehassignificantlyincreasedinthe

lastcenturyduetohumanactivities—mainlytheburningoffossilfuels.Fossilfuelsincludecoal,oil,andnatural

gas,whichareburnedforvariousindustrialandresidentialpurposes,suchasheatingandcooking.Becausethe

humanpopulationhasalsodrasticallyincreased,thishasfurtherincreasedtheburningoffossilfuels.

Burningfossilfuelscreates“GreenhouseGases”inouratmosphere,whichcauseswhatisknownasthe

“GreenhouseEffect”.TheGreenhouseEffectiswhenthesun’slightisabsorbedbytheEarthandradiatedbackout

towardstheatmosphereasthermalenergy.TheGreenhouseGases(ie.carbondioxideandmethanefromburning

fossilfuels)thentraptheheatintheatmosphere,causinganincreaseintheaverageglobaltemperature.

Globalwarmingcausesanotherissue,knownasclimatechange,whichreferstothechangesinweather

patternscausedbyglobalwarming(forexample,extremestorms,flooding,etc.).Whilethesetermsareoften

usedinterchangeably,theyareactuallydifferentphenomena.Inthistask,studentswillbefocusedonglobal

warming.

YoucanfindallrelevantdatarelatedtoglobalwarmingintheExploreStationCards,includinggraphsandavideoofacarbondioxideandtemperatureexperiment.

AcademicVocabulary

• GlobalTemperature

• CarbonDioxide

• CarbonEmissions

• FossilFuels

• VolcanicEruptions

• Problem

• Criteria

• Constraints


• Engage:0.5period

• Explore:1.5periods

• Explain:0.5period

• Elaborate:0.5period

• EvaluateandReflection:1period

Materials

• Unit4,Task1StudentVersion

Engage

• ProjectorandSpeakers

Explore(Pergroup)


Task1:HeatingUp


• EvidenceCards#1-5

• ComputerorTablet(forvideo)

Evaluate

• ProjectOrganizerHandout

• CulminatingProjectDocument(forlistoforganismoptions)

• ComputersorTabletsforResearch

InstructionsEngage

1. IntroduceTask1:IntheLift-Offtask,yousawthatthebeepopulationisdeclining.Thinkaboutwhatyou

werestillwonderingaboutattheendofthelasttask(lookbackifyouneedto).Whatquestionsdoyou

stillhave?

o Beforeyoupassouttheirstudentguide,givestudentstimetoreflectindividuallyorwitha

partneraboutthequestionstheyrecordedattheendofthelasttask.Shareafewoftheseoutas

aclass,usingfacilitatingquestionstoguidestudentstowardquestionsthatrelatetothistask.

2. TransitiontoTask1:Inthelastunit,youlearnedthatalgalbloomshavebeenontheriseinrecentyears.

Butwhyarethesethingshappening?Whyareweseeingchangesliketheseinmanydifferentorganisms

aroundtheworld?Toanswerthesequestions,wefirstneedtoinvestigatehowenvironmentsare

changingaroundtheworldandwhy.

o NowpassouttheirTask1studentguide.

3. Showthefirstminuteofthefollowingvideotointroducestudentstoglobaltemperaturerise:

https://climate.nasa.gov/climate_resources/42/video-temperature-puzzle/.

o Optional-Formorerecentnewscoverageonglobalwarming,showthefirst30secondsofeither

ofthefollowingclips:https://www.youtube.com/watch?v=RvaCM1TNBBkor

https://www.youtube.com/watch?v=F-IgOWwzIL4

4. Thenhavestudentsindividuallymakehypothesestothefollowingquestions:Whatdoyouthinkiscausing

theserisingtemperatures?Whydoyouthinkrisingtemperaturesmightaffectorganisms?

o Studentswillbeexploringthefirstquestionthroughoutthistask.Thesecondquestionwillremain

ahypothesisthroughoutthistask,butstudentswillgetmoreinformationonimpacttoorganisms

throughtheirownprojectresearchandinTask3.Therefore,itisnotessentialthatstudents

generateoraregivenadefinitiveanswerforthesecondquestionduringthistask.Weincludethis

questionheretohelpstudentsunderstandthestorylineoftheoverallunit.

o Becausethesearehypotheses,anyresponsesarevalid.

5. Oncestudentshavetheirhypotheses,theyrecordanyquestionstheywouldwanttoaskinordertofind

outmoreaboutrisingglobaltemperatures.ThisbeginstheirpracticeofAskingQuestions,whichistheSEPfocusedoninthistask.


Task1:HeatingUp


6. Wehighlyrecommendstudentsshareboththeirhypothesesandquestionsinpairs.Itisalsohelpfulto

sharesomeoftheseoutinaclass-widediscussionsobothyouandyourstudentscangetanideaofwhere

students’thinkingis.

o Weencourageusingequitystickstofostermoreequitableparticipationinclass-widediscussions

likethese(See“HowToUseThisCurriculum”formoredetails).

Explore

1. Nowthatstudentshavemadehypotheses,theyarereadytogatherevidencetoseewhetherglobal

temperaturesareactuallyrising,andifso,why.

o InalignmentwiththeSEPforthistask,AskingQuestions,studentswillbegivenonepieceofevidenceatatime,sothattheymaygeneratetheirownquestionstofurthertheirlearning.

o Asstudentsanalyzeeachpieceofevidence,theyarealsoengaginginthesupplementarySEPof

AnalyzingandInterpretingDatatoprovideevidenceofthephenomenonofglobalwarming.

2. Assignrolestoeachgroup.Youmayusewhateverrolesyouprefer.Werecommendtheuseofthe

Facilitator,MaterialsManager,Harmonizer,andRecorder.

o AsktheFacilitatortoreadthedirectionsandtomakesureeveryoneunderstandsthetask.

o AsktheMaterialsManagertogatherandreadthematerialsneededtocompletethetask.

o AsktheHarmonizertomakesurethateveryonecontributestheirideasandthateveryone’svoice

isheard.

o AsktheRecordertomakesurethegroupisrecordingtheiranalysisandquestionsintheirStudent

Guide.

3. Distributeonepieceofevidencetoeachgroupatatime,insequentialorder.Theyareplacedina

particularordertoencouragestudentstoaskcertainquestionsthatmightguidethemtowardsthenext

pieceofevidence.Asampleevidencechartisprovidedbelow:

Evidence Whatdoestheevidencetellyou? Whatadditionalquestionsdoyouhave?Graph:

Global

Temperature

Change

Itshowsmethatglobaltemperaturechangeiscausedbybothnaturalandhumancauses,

notjustnaturalcauses.

Whatcountsasanaturalcause?Whatcountsasahumancause?

Graph:

Temperature

andCarbon

Dioxide

Thisgraphshowsmethattemperatureandcarbondioxidearerelated.Whencarbon

dioxidegoesup,sodoestemperature.Italsoshowsmethattherehasbeenalotmorecarbondioxideandasharperincreasein

temperaturerecently.

Whyarecarbondioxideandtemperaturerelated?Whatisactuallymakingcarbon

dioxideincreasesomuchrecently?

Experiment:

Temperature

andCarbon

Dioxide

Methaneandcarbondioxidearebothcausesoftemperatureincreasesingreenhouses.Thismeansthattheyarealsocausesof

globalwarming.

Whatcausesmoremethaneandcarbondioxideintheatmosphere?Doesmethaneorcarbondioxidecontributemoretoglobalwarming?

Graph:

Carbon

Itshowsmethatcarbondioxidecausedbytheburningoffossilfuelshasincreasedalot

Whendohumansusefossilfuels?Doesallcarbondioxidecomefromfossilfuelsorother


Task1:HeatingUp


EmissionsFrom

FossilFuels

inthelast70years.Fossilfuelsarefuelsmadefromnaturalresourceslikecoal,

naturalgas,andoil.

places?

Graph:

Carbon

EmissionsFrom

Volcanic

Eruptions

Itshowsthatcarbondioxidelevelsintheatmospheredon’tactuallychangemuchwhendifferentvolcaniceruptionshappen.

Theyhavebeenincreasingsteadilyregardlessofafewdifferenteruptions.

Whatelsecouldcarbondioxidecomefrombesidesfossilfuelsandvolcaniceruptions?Butwhatifit’slikeaREALLYbigvolcano,likemass

extinctionbig?

Note:Studentmayhavenoadditional

questionsforthisgraph.

o Optional:Doaquickcheckofstudents’evidencechartsandaskafewfacilitatingquestionsasa

checkforunderstandingbeforedistributingthenextevidencecardtoagroup.

o Note:ThelastcolumnofthisevidencechartcanbeusedtosummativelyassesstheSEPofAsking

Questions.SeetheendofthisTeacherGuideforarubric.

Explain1. Nowthatstudentshaveseenalltheevidence,theycanreturntotheoriginalquestionsfromtheEngage:

Whatdotheythinkiscausingtheserisingtemperatures?Whydotheythinkrisingtemperaturesmight

affectorganisms?Toillustratetheiranswerstothesequestions,theyindividuallyfilloutacauseand

effectflowchart,usingasmanyorasfewoftheboxestheywouldliketo.

o ThisactivityemphasizesthesupplementaryCCCofPatterns,asstudentsusethepatternsfrom

theExploredatatoidentifycauseandeffectrelationshipsintheirflowchart.o AsstatedintheEngage,thesecondquestion(Whydotheythinkrisingtemperaturesmightaffect

organisms?),andthusthelastfewboxesoftheirflowchartwillstillbehypothesesatthistime.

Studentswilllearnmoreaboutimpactstoorganismsintheirownprojectresearchandwithin

Task3.Werecommendyoumakethisexplicittostudents.

2. PossibleStudentSample:

3. Oncestudentscompletetheirflowchart,havethemannotatethearrowsoftheircause-and-effect

flowchartwiththesourceofevidencethatledthemtomaketheconnection.

o Becausethelastfewboxeswillstilljustbehypothesesbasedonpriorknowledge,encourage

studentstothinkaboutwhatinformationtheywillstillneedtoconfidentlyfilloutthisflowchart.

ThiscontinuesthesamekindofthinkingassociatedwiththeSEPofAskingQuestions.

HumansBurningFossil

Fuels

IncreasedCarbon

DioxideandMethanein

theAtmosphere

RisingGlobalTemperatures

ChangestoEnvironments

AffectsOrganisms'Traits,

Behavior,andPopulamon

Size(ex:dyingbees!)


Task1:HeatingUp


4. Thecompletedflowchartisagoodoptionforformativeassessment.Collectstudentworktoidentify

trendsinstudents’abilitytoaccuratelydescribeglobalwarming.See“HowtoUseThisCurriculum”for

strategiesonutilizingformativeassessmentdatatoprovidefeedbacktostudentsandinformclassroom

instruction.

Elaborate

1. ToemphasizetheCCCforthistask,StabilityandChange,studentswillreturntotwopiecesofevidencefromtheExplore—bothgraphsaboutthecausesofcarbondioxideemissions.

2. Inpartners,studentsdiscussthefollowingquestions:

o 1)Whichonerepresentsasuddenchange?Whichonerepresentsgradualchangesthathave

accumulatedovertime?Explainhowyouknow.

i. ThisquestionexplicitlyaddressesStabilityandChangeasstudentsconsiderhowstabilitycanbedisturbedeitherbysuddenevents(volcaniceruptions)orgradualchangesthat

accumulateovertime(burningoffossilfuels).

o 2)Whichcauseseemstohavemoreofanimpactovertime?

i. Thissecondquestionaimstoemphasizethatitisthegradualaccumulationofcarbon

dioxideassociatedwithburningfossilfuelsthathasthemosteffect.Thus,humanimpact,

notnaturalcauses,istoblameforglobalwarming.

3. Thissectioncanalsoserveasagoodoptionforformativeassessment.Collectstudentworktoidentify

trendsinstudents’abilitytoaccuratelydescribethemaincauseofglobalwarming,usingtheconceptof

StabilityandChange.See“HowtoUseThisCurriculum”forstrategiesonutilizingformativeassessment

datatoprovidefeedbacktostudentsandinformclassroominstruction.

o Youmayalsowanttoshareoutafewstudentresponsesinaclass-widediscussiontogetasense

ofstudents’understandingatthispointinthetask.

4. Returntothewhole-classconceptmapfromtheLift-OffTask.

o Insmallgroups,havestudentsbrainstormnewconceptsandnewconnectionsthattheyhave

learnedinthistask,aswellasanynewquestionsthathavecomeupforthem.Thenhavegroups

sharethesealoudinaclass-widediscussionandaddtotheclassconceptmap.Theuseofequity

sticksisencouragedformoreequitableparticipationinclass-widediscussions(See“HowToUse

ThisCurriculum”formoredetails).

o Somefacilitatingquestionstoaskstudentsare:Whatnewideas/conceptsdoyouwantto

addtothemap?Whatconnectionsdoyouwanttoaddorchange?Whatisyourreason

forthataddition/revision?Whatconnectionscanwemakebetweenthequestions/ideas

alreadyonthemap?Whatnewquestionsdoyouhaveaboutthephenomenon?

o Drawcirclesaroundeachquestionandboxesaroundeachconcept.

o Writeconnectorwordstodescribeconnectionsbetweentheconceptboxes.

o Forthistask,studentsmaybegintoconnectsomeoftheirpreviousquestioncirclesto

conceptboxesaboutthefollowing:risingglobaltemperatures,thecauseoftheserising

temperatures,andpotentialimpactstoorganisms.

o Havestudentsanalyzetheadditionstotheclassconceptmapforasmanyexamplesofthistask’s

crosscuttingconceptastheycanfind.Onceastudenthasidentifiedthecrosscuttingconcept,you


Task1:HeatingUp


cantracethecircleinthecorrespondingcolor(decidedonintheLift-Offtask).Werecommend

askingstudentstosharekeywordsthathelpedthemidentifythecrosscuttingconceptforthat

conceptorquestion.Someidentifyingwordsstudentsmightlookforare:

o StabilityandChange:Thesecouldbephrasessuchas,“remainsthesame”,“ischanged

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

o Onceagain,thepurposeofthisconceptmapistofacilitategenerationofstudentquestions,

promotelanguagedevelopment,andsupportunderstandingofthesciencecontentthroughout

theunit.Allowingstudentstoasktheirownquestionsandusetheirownwordstomakemeaning

oftheconceptswillnotonlyhelpthemmakedeepconnectionsaboutsciencecontent,butwill

alsohelptheiroralandwrittenlanguagedevelopment.

Evaluate:ConnectingtotheCulminatingProject

1. StudentsindependentlycompletetheTask1sectionoftheUnit4ProjectOrganizerinclass.Revisionscan

bedoneforhomework,dependinguponstudent’sneedsand/orclassscheduling.

2. Youhavebeenaskedtocreateanadvocacyvideothatdescribesthehumanimpactonanorganismand

givesapotentialsolution.Theirpromptisasfollows:Youhavebeenprovidedwithalistoforganismsthat

areaffectedbyrisingtemperatures.Asagroup,selectanorganismfromthelisttofocusonforyour

culminatingprojectandresearchyourorganism.Thenindividually,

ü Definetheproblem:Whatishappeningtoglobaltemperatureandwhymightitbeaproblem?

ü Identifythecriteriaforasuccessfulsolution:Howwillyouknowifasolutionaddressestheproblem?

ü Identifytheconstraintsofsolvingthisproblem:Whatmightmakeithardtosolvethisproblem?

3. Basedonpriorknowledgeandresearch,studentsshouldbeabletodescribethatglobalwarmingchanges

environmentsinawaythatmightaffectorganisms(theirtraits,behavior,populationsize,etc.).One

essentialcriterionforsuccessisfortheirsolutiontoensurethatnofurtherharmimpactstheirchosen

organism.Constraintsmightinclude:time,money,resources,buy-infromcommunities,natural

constraints,etc.

o ThisEvaluateemphasizesthePE,MS-ETS1-1,asstudentsdefinecriteriaandconstraints.

Reflection

1. Attheendofthetask,askstudentstoreflectonwhattheyhavelearnedoverthecourseofthistaskby

answeringthefollowingthreequestionsintheirstudentguide:

o Atthebeginningofthistask,youwereaskedtohypothesizewhytemperaturesarerising.Lookat

yourhypothesesintheEngageandyourflowchartintheExplain.Howhasyourunderstandingchangedoverthecourseofthetask?

o Inthistask,wefocusedonthecrosscuttingconceptofStabilityandChange:Stabilitymightbe

disturbedbysuddeneventsortheaccumulationofgradualchanges.Wheredidyouseeexamples

ofStabilityandChangeinthistask?o Nowthatyouhavelearnedmoreabouttheriseofglobaltemperaturesanditscause,what

questionsdoyoustillhave?


Task1:HeatingUp


2. Therearenorightanswers,butencouragestudentstolookbackattheirstudentguidesandtheirclass

conceptmap.Theyshouldnotchangetheirinitialresponses,butratherusethisreflectionspacetoaddto

theirideasandquestionsbasedonwhattheyhavelearnedthroughthistask.Bygeneratingmoreoftheir

ownquestions,studentscontinuetoengageinsense-makingofthephenomenonandgathering

knowledgeandskillsfortheirfinalprojects.

Assessment

1. Collectstudents’Task1StudentVersionsandassesstheExploreusingthe3-DimensionalTask1Rubric

below.TomaintaintheauthenticityoftheCulminatingProject,theSEPofAskingQuestionswillbe

assessedthroughthistaskratherthanwithintheCulminatingProject.TheotherdimensionsofMS-ESS3-5

willbeassessedwithintheCulminatingProject.

2. Youmaycollectstudents’ProjectOrganizerandassessusing:

o Criteriaofyourchoice.Werecommendusingthe3-DimensionalAssessmentmatrixatthe

beginningofthisdocumenttoinformyourcriteria.

o Thiscanbeaformativetooltoperiodicallylookfortrendsinstudentunderstandingafterthe

completionofatask.Youcanthenusethisformativedatatoinformanyre-teachingasnecessary.

3. Youmayalsogivestudentstimetomakerevisionswithoneofthetwooptions:

o StudentsmaymakechangestotheirProjectOrganizeraccordingtoyourcommentsOR

o AskstudentstoexchangeProjectOrganizerswithapartnerandgivepartners5minutestogive

writtenfeedback.Thenallowstudentstimetomakechangestotheirworkaccordingtothe

feedback.


Task1:HeatingUp


Task1Rubric:Studentasksquestionstoclarifyevidenceofthefactorsthathavecausedtheriseinglobaltemperaturesoverthepastcentury.• DimensionsAssessed:SEP–AskingQuestions,DCI–ESS3-D:GlobalClimateChange

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

Studentasksirrelevantquestionstoclarifyevidenceofthefactorsthathavecausedtheriseinglobaltemperaturesoverthepastcentury.

Studentaskssomerelevantquestionstoclarifyevidenceofthefactorsthathavecausedtheriseinglobaltemperaturesoverthepastcentury.

Studentasksmostlyrelevantquestionstoclarifyevidenceofthefactorsthathavecausedtheriseinglobaltemperaturesoverthepastcentury.

Studentasksallrelevantquestionstoclarifyevidenceofthefactorsthathavecausedtheriseinglobaltemperaturesoverthepastcentury.

LookFors:● Forallpiecesofevidence(#1-4),

studentasksquestionsthatareirrelevanttothepieceofevidencetheycorrespondwithand/orthatdon’tdrivefurtherinquiryintothecauseofrisingglobaltemperatures.

LookFors:● Foratleastoneoutoffourpieces

ofevidence,studentasksquestionsthatarerelevanttothepieceofevidencetheycorrespondwithandthatalsodrivefurtherinquiryintothecauseofrisingglobaltemperatures.

● SeelastcolumnofstudentsampleinExploreforexamplesofrelevantquestions.

LookFors:● Forthreeoutoffourpiecesof

evidence,studentasksquestionsthatarerelevanttothepieceofevidencetheycorrespondwithandthatalsodrivefurtherinquiryintothecauseofrisingglobaltemperatures.


LookFors:● Foreachpieceofevidence(#1-4),

studentasksquestionsthatareallrelevanttothepieceofevidencetheycorrespondwithandthatalsodrivefurtherinquiryintothecauseofrisingglobaltemperatures.


Unit4,Task1

Graph:GlobalTemperatureChangeEvidence1

http://www.ipcc.ch/publications_and_data/ar4/wg1/en/faq-9-2-figure-1.html

_____________________________________________________________________

Graph:TemperatureandCarbonDioxideEvidence2

Expectedtemperaturechangeifonlynaturalcauses Expectedtemperaturechangeifbothnaturalandhumancauses Actualtemperaturechange

http://www.stormlake.org/542/Carbon-Sinks-and-Cycles

Unit4,Task1

Experiment:TemperatureandCarbonDioxideEvidence3

Watchthefollowingmythbustersvideotoseetheexperiment:https://www.youtube.com/watch?v=pPRd5GT0v0I

_____________________________________________________________________

Graph:CarbonEmissionsFromFossilFuelsEvidence4

”CarbonEmissions”refertothecarbondioxidereleasedintotheatmosphere

“FossilFuels”arefuelsmadefromanaturalresourcelikecoal,oil,andnaturalgas

Unit4,Task1

Graph:CarbonEmissionsFromVolcanicEruptionsEvidence5

*”CarbonEmissions”refertothecarbondioxidereleasedintotheatmosphere


Task2:ItTakesTwo


UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?IntroductionInthelasttask,studentssawevidencethatglobaltemperatureshavebeenrisinginthepastcenturyduetohumanactivity,liketheburningoffossilfuels.TheyalsomadehypothesesabouthowtheserisingtemperaturesmightaffectEarth’senvironmentsandvariousorganisms.BeforestudentscanexplorewhatrisingtemperaturesmeansforEarthanditsorganisms,theyneedtounderstandwhatfactorsinfluencesurvivalandreproductionoforganismsinthefirstplace.Inthistask,studentswilllearnaboutthedifferentanimalbehaviorsandplantstructuresthathelporganismstosuccessfullysurviveandreproduce.Indoingso,theywilllearnthatthesecharacteristicsareofteninterrelatedandthusorganisms,likebeesandfloweringplants,relyoneachother.Thissetsthestageforthenexttaskwherestudentslearnhowthesecharacteristicsarenegativelyimpactedbyglobalwarming.Bytheendofthistask,studentswillbeabletodescribethespecializedplantstructuresoranimalbehaviorsthathelptheirspecificorganismsurviveandreproduce.AlignmentTable



MS-LS1-4.Useargumentbasedonempiricalevidenceandscientificreasoningtosupportanexplanationforhowcharacteristicanimalbehaviorsandspecializedplantstructuresaffecttheprobabilityofsuccessfulreproductionofanimalsandplantsrespectively.[ClarificationStatement:Examplesofbehaviorsthataffecttheprobabilityofanimalreproductioncouldincludenestbuildingtoprotectyoungfromcold,herdingofanimalstoprotectyoungfrompredators,andvocalizationofanimalsandcolorfulplumagetoattractmatesforbreeding.Examplesofanimalbehaviorsthataffecttheprobabilityofplantreproductioncouldincludetransferringpollenorseeds,andcreatingconditionsforseedgerminationandgrowth.Examplesofplant

EngaginginArgumentFromEvidence● Useanoraland

writtenargumentsupportedbyempiricalevidenceandscientificreasoningtosupportorrefuteanexplanationoramodelforaphenomenonorasolutiontoaproblem.


characteristicbehaviorsthatincreasetheoddsofreproduction.


CauseandEffect● Phenomenamay

havemorethanonecause,andsomecauseandeffectrelationshipsinsystemscanonlybedescribedusingprobability.


Task2:ItTakesTwo


LearningGoalsThislearningtaskasksstudentstowriteanargumentsupportingtheexplanationthatcharacteristicplantstructuresandanimalbehaviorsaffecttheirprobabilityofsurvivalandreproduction.Morespecifically,thepurposeisto:

• Engagepriorknowledgeofpollinationtotrytoexplainhowfloweringplantsandbeesrelyononeanother.

• Exploreexamplesofanimalbehaviorsandplantstructuresthataffectreproduction.• Writeanargumentexplaininghowfloweringplantsandbeesrelyononeanother,usingevidencefrom

researchstations.• Predictwhatwouldhappentoplantsifthebeepopulationcontinuestodecline.• Applytaskknowledgeandconductresearchasnecessarytodescribethespecificcharacteristicsthathelp

theirchosenorganismsurviveand/orreproduce.ContentBackgroundforTeachers Inthistask,studentsexploreplantstructuresandanimalbehaviorsthathelporganismssurviveandreproduce.Whiletherearemanydifferentexamplesofthesecharacteristics(seePEClarificationStatement),wespecificallychosenesting,migration,brightflowers,andsexpheromonesbecausetheseexamplesarealsocurrentlyaffectedbyglobalwarmingintheorganismswefocusoninthistask.TheseeffectswillbeexploredinTask3.Byselectingtheseparticularplantstructuresandanimalbehaviors,andthecorrespondingorganisms,wehelptoensureamorecohesivestorylineconnectingthisPEtoglobalwarmingandpotentialsolutionstominimizedetrimentalhumanimpact. Eachoftheplantstructuresandanimalbehaviorsstudentsexplorehassomeeffectontheprobabilityofsuccessfulreproductionforthoseorganisms.Withthebeeandthefloweringplant,studentswillfindthatoftentimes,animalbehaviorsplayaroleinlikelihoodofsuccessfulreproductioninplants,andviceversa.Inthenexttask,studentswillfindthattheserelationshipscreateacascadeofdownstreameffectsasorganismsrespondtoglobalwarming.

structurescouldincludebrightflowersattractingbutterfliesthattransferpollen,flowernectarandodorsthatattractinsectsthattransferpollen,andhardshellsonnutsthatsquirrelsbury.]EquityandGroupwork

• Participateingrouprolestoexplorestations.• DiscussExploreevidenceasaclasstobuildconsensus.• Shareideaswithapartner.

Language• Readaboutnewscientificterminologyanddescribeanalysisinownwords.• Writeanargument,usingevidenceandscientificreasoning.


Task2:ItTakesTwo


Forinformationonthesespecificcharacteristics,seetheExplorestationcards,aswellastheassociatedsourceslistedintheCulminatingProjectTeacherVersion.AcademicVocabulary

• AnimalBehavior• PlantStructure• Reproduce/Reproduction• Nesting• Offspring• Predators• Migration• Habitat• Abundance• Breed• Pollen• Pollination• Adapt• SexPheromone• Mimic


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

Materials

• Unit4,Task2StudentVersionExplore

• StationCards(1-2copiesperstation)–mayneedtoduplicatestationsbasedonclasssizeEvaluate

• ProjectOrganizerHandout• ComputersorTablets,ifresearchisnecessary

InstructionsEngage

1. IntroduceTask2:Inthelasttask,yousawevidenceofrisingglobaltemperaturesandthefactorscausingthem.Thinkaboutwhatyouwerestillwonderingaboutattheendofthelasttask(lookbackifyouneedto).Whatquestionsdoyoustillhave?


Task2:ItTakesTwo


o Beforeyoupassouttheirstudentguide,givestudentstimetoreflectindividuallyorwithapartneraboutthequestionstheyrecordedattheendofthelasttask.Shareafewoftheseoutasaclass,usingfacilitatingquestionstoguidestudentstowardquestionsthatrelatetothistask.

2. TransitiontoTask2:Whydoesariseinglobaltemperaturesmatter?WhatdoesthismeanforEarthand

itsorganisms?Beforewecanexplorethesequestions,wefirstneedtounderstandwhatactuallyaffectsthesurvivaloforganismsonEarth.Inthistask,youwillexploreexamplesofdifferentbehaviorsandstructuresthatalloworganismstosuccessfullysurviveandreproduce.


3. AskstudentstorecallwhattheylearnedintheLift-Offtaskandcallonastudenttoshare.Studentsshouldrecallthatthebeepopulationisdeclining.

o Introducethistaskwiththefollowingstatement:Scientistssaythatbeesandfloweringplantsheavilyrelyoneachother,sothiscouldbeahugeconcern.

4. Inpartners,havestudentsusetheirpriorknowledgeaboutthesetwoorganismstodiscussandtryto

explainwhattheythinkscientistsmeanbythisstatement.StudentsshouldrecordtheirthoughtsintheirStudentGuides.

o Becausethesearehypotheses,anyresponsesarevalid.

5. Wehighlyrecommendstudentssharesomeoftheseideasoutinaclass-widediscussion.o Weencourageusingequitystickstofostermoreequitableparticipationinclass-widediscussions

likethese(See“HowToUseThisCurriculum”formoredetails).Explore

1. Toexplainthisstatementfromscientists,studentsneedmoreevidenceaboutwhatanimalbehaviorsandplantstructureshelporganisms,likebeesandfloweringplants,tosurviveandreproduce.Ingroups,studentsvisitstationstogatherandrecordthisevidenceinthetableintheirStudentGuides.

o Asstudentsexplainhoweachstructureorbehaviorhelpssurvivaland/orreproduction,theyemphasizetheCCCofCauseandEffect.Whileeachstructureandbehaviorlikelyaffectsreproductioninsomeway,successfulreproductionhasseveralcauses,sothesecause-and-effectrelationshipscanonlybereflectedintermsofprobability.


Facilitator,MaterialsManager,Harmonizer,andRecorder.o AsktheFacilitatortoreadthedirectionsandtomakesureeveryoneunderstandsthetask.o AsktheMaterialsManagertogatherandreadthematerialsneededtocompletethetask.o AsktheHarmonizertomakesurethateveryonecontributestheirideasandthateveryone’svoice

isheard.o AsktheRecordertomakesurethegroupisrecordingtheiranalysisintheirStudentGuide.

3. Youcanchoosetosetupthestationsanywayyou’dlike.However,becausethereareonlyfourstations,

werecommendmakingduplicatesofeachstation,sothateachstationonlyhasonegrouppresentatatime.


Task2:ItTakesTwo


4. Asampleevidencetableisprovidedbelow:

Characteristic

WhatOrganismsDo/HaveThis?Explainhowthishelpssurvivaland/or

reproduction.

Nesting

AnimalBehavior

ShorebirdFinnishBirdMagpieLark

Thisbehaviorhelpsanimalsreproducebyprotectingtheiroffspringfromdangerwhentheyarevulnerableaseggs.Nestshideeggsfrompredatorsandshieldthemfromnatural

elementssomoreoffspringsurvive.

MigrationAnimalBehavior

SalmonWhoopingCranes

CaribouHummingbirds

Thisbehaviorhelpsanimalsreproducebyhelpingorganismsfindbetterbreeding

locations.Theselocationsareoftensafer,havebetterweather,ormorefoodavailablefortheoffspringwhentheyareborn.Thisleadsmore

offspringtosurvive.

BrightFlowersPlantStructure

Lilac

SpiderOrchidGlacierLily

Thisplantstructurehelpsplantsreproducebecauseitattractspollinators,likebeesandinsects.Theylandontheflowerstogetfood,

thuspickinguptheflower’spollenandtransferringittoanotherplant.

SexPheromonesPlantStructure

SpiderOrchid

Thisplantstructurehelpsplantsbyattractingthemalebeewithascentverysimilartoafemalebee.Thiscausesthemtolandonthe

flowersandpickuppollentotransfertoanotherplant.

5. Aftertheirevidencetable,studentsaregiventhefollowingdiscussionquestion:Inwhatexamplesdid

animalbehaviorsandplantstructuresseemrelated?Explain.Thisquestionisintendedtohighlighthowanimalsandplantsoftenrelyoneachother,whichwillbeemphasizedasstudentsexploreeffectsofglobalwarminginTask3.

o Werecommendhavingstudentsdiscussthisquestioningroupsandthenshareoutideasasaclass.Thisnotonlyprovidesyouwithaquickchecktogaugestudentunderstanding,italsoisagoodequitypractice.

Explain

1. Nowthatstudentshaveseenalltheevidence,theycanreturntoEngagescenario:Scientistssaythatbeesandfloweringplantsheavilyrelyoneachother.Individually,studentswriteanargumentthatsupportsorrefutesthisstatement,usingevidencefromtheExplorestationsandscientificreasoning.

o HerestudentsareusingtheSEPofEngaginginArgumentFromEvidence,astheywriteanargumentusingevidenceandscientificreasoningtosupportanexplanationforthebeeandfloweringplantphenomenon.

o Studentswillonlybeincorporatingevidencefromthe“BrightFlowers”resource,buttheymaybeusingatleastoneoftheotherresourcesfortheirCulminatingProject,dependingontheorganismtheychoose.Thisalsoemphasizesthepracticeofselectingonlytheevidencethatispertinenttothequestion.


Task2:ItTakesTwo


2. OptionalSentenceFramestoProvide:o Iagree/disagree(pickone)withthescientiststhatsaythat…o BasedonwhatIlearnedinthestations,Ithinkthat…o Thismeansthat…o Thebeesrelyontheflowersfor…o Theflowersrelyonthebeesfor…o Otherplantsandanimalsseemtohaveasimilarrelationship,like…

3. PossibleStudentSample:Iagreewiththescientiststhatsaythatbeesandfloweringplantsheavilyrelyon

eachother.BasedonmyownpriorknowledgeandtheExplorestations,Iknowthatbeesarepollinators.Thismeansthattheyhelpfloweringplantsreproducebymovingpollenbetweenflowersastheylookforfood.Thebeesrelyontheflowersforfood(nectar),whichtheyneedtosurvive.Theflowersrelyonthebeestoreproduce,sotheycancreatemoreoffspring.Otherplantsandanimalsseemtohaveasimilarrelationship,likethehummingbirdandglacierlily.

4. Foradditionallanguagesupport,considerusingtheStrongerClearerasanopportunityforstudentsto

shareandrevisetheirarguments.Atemplateisprovidedbelow:UsetheStrongerClearerprotocolbelowtogetfeedbackforyourargumentandmakerevisions.

1. IndividualThinkTime:Turnyourstudentguideoversoyoucan’tseeit.Takeaminutetothinkabouthowyouwilldescribeyourargumenttoafirstpartner.

2. PartnerDiscussion1:Youwillworkinpairs.OneofyouwillbeStudentAandtheotherStudentB.StudentAwillstartfirst:

• StudentA:Withoutlookingorreadingwhatyouwrotedown,describeyourargument.• StudentB:Listenandaskclarifyingquestions.AskquestionstohelpStudentAdescribetheir

argument.Forexample,youmightask,“Howdoyouthinkbeesandplantsrelyoneachother?”or“Whatevidencecanyouusetosupportthat?”

• BothStudentAandStudentB:Writedownanynotes,thoughts,orquestionsthatcameupinthisdiscussion.

Nowswitchrolesandrepeatthestepsabove.

3. PartnerDiscussion2:Repeatthepartneringprocesswithanotherstudent.Remembertotryto

strengthenandclarifyyourargument.Writedownnewnotes,insights,andquestions.


Task2:ItTakesTwo


4. PartnerDiscussion3:Repeatthepartneringprocesswithanotherstudent.Remembertotrytostrengthenandclarifyyourargument.Writedownnewnotes,insights,andquestions.

Revision:Afteryouhaveworkedwithpartnerstoclarifyyourargument,reviewyournotesandgobacktoreviseyourargument.

5. Therevisedargumentisagoodoptionforformativeassessment.Collectstudentworktoidentifytrendsinstudents’abilitytowriteanaccurateargumentsupportedbyevidenceandscientificreasoning.See“HowtoUseThisCurriculum”forstrategiesonutilizingformativeassessmentdatatoprovidefeedbacktostudentsandinformclassroominstruction.

Elaborate

1. StudentsknowfromtheLift-Offtaskthatthebeepopulationisdeclining.Usingwhattheyhavejustlearned,studentscanmakeaprobablepredictionaboutwhattheythinkwillhappentoplantsifthebeepopulationcontinuestodecline.

o Here,studentsareagainemphasizingtheCCCofCauseandEffect.Successfulsurvivalandreproductionhasseveralcauses,sothesecause-and-effectrelationshipsrelatedtoplantstructuresandreproductioncanonlybereflectedintermsofprobability.

2. Studentsshoulddiscussandrecordtheirpredictionandreasoninginpartners,butwehighlyrecommend

sharingoutpredictionsinaclass-widediscussion.Thisdiscussionprovidesatransitiontowardsthenexttask,asstudentswillbethinkingabouthowglobalwarmingaffectsmultipleorganismsbecauseoftheirrelationshipswitheachother.


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

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

o Drawcirclesaroundeachquestionandboxesaroundeachconcept.o Writeconnectorwordstodescribeconnectionsbetweentheconceptboxes.o Forthistask,studentsmaybegintoconnectsomeoftheirpreviousquestioncirclesto

conceptboxesaboutthefollowing:plantstructuresthataffectreproduction,animalbehaviorsthataffectreproduction,andrelationshipsbetweenenvironments,plants,andanimals.


Task2:ItTakesTwo


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


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


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

2. Youhavebeenaskedtocreateanadvocacyvideothatdescribesthehumanimpactonanorganismandgivesapotentialsolution.Theirpromptisasfollows:Consideryourchosenorganismanddoadditionalresearch,asnecessary:

ü WhatspecializedstructuresORbehaviorsdoesyourorganismhavethathelpitsurviveandreproduce?Describehowthesecharacteristicsspecificallyhelpwithsurvivaland/orreproduction.

Reflection


o Atthebeginningofthistask,youwereaskedtoexplainwhatyouthoughtscientistsmeanwhentheysayplantsandbeesrelyoneachother.LookbackatyourresponsesintheEngageandyourargumentintheExplain.Howhasyourthinkingchangedorremainedthesameoverthecourseofthistask?

o Inthistask,wefocusedonthecrosscuttingconceptofCauseandEffect:Phenomenamayhavemorethanonecause,andsometimesrelationshipscanonlybedescribedusingprobability.WheredidyouseeexamplesofCauseandEffectinthistask?

o Nowthatyouhavelearnedmoreaboutthecharacteristicsthataffectorganisms’survivalandreproduction,whatquestionsdoyoustillhave?

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


Task2:ItTakesTwo


Assessment1. Youmaycollectstudents’ProjectOrganizerandassessusing:

o Criteriaofyourchoice.Werecommendusingthe3-DimensionalAssessmentmatrixatthebeginningofthisdocumenttoinformyourcriteria.

o Thiscanbeaformativetooltoperiodicallylookfortrendsinstudentunderstandingafterthecompletionofatask.Youcanthenusethisformativedatatoinformanyre-teachingasnecessary.

2. Youmayalsogivestudentstimetomakerevisionswithoneofthetwooptions:o StudentsmaymakechangestotheirProjectOrganizeraccordingtoyourcommentsORo AskstudentstoexchangeProjectOrganizerswithapartnerandgivepartners5minutestogive

writtenfeedback.Thenallowstudentstimetomakechangestotheirworkaccordingtothefeedback.

Unit4,Task2

NestingAnimalBehavior

Someanimalsbuildneststoprotecttheiroffspringfromdangerwhentheyare

vulnerableaseggs.Mostnestsarebuilttohideeggsfrompredatorsandshieldthemfromnaturalelements.Belowaresomeexamples:

Shorebird’sNestBuiltonshore

FinnishBird’sNestBuiltonfarmland

MagpieLark’sNest

Builtintrees,usingmud

_____________________________________________________________________

MigrationAnimalBehavior

Manydifferentanimalsmigratefromonehabitattoanotherforavarietyof

differentreasons.Mostoften,animalsmigratetobreed.Belowaresomeexamples:

Salmon

Migratefromtheoceanupstream

intoriverstofindasuitablespottolay

eggs

WhoopingCranesMigratenorth

duringthespringforbetternestlocationswithanabundanceoffood

Caribou

MigrateinlandtogivebirthtotheircalvesandeattheArcticplantsthat

growthere

Hummingbirds

Migratetobreedinggroundswherethereisanabundanceoffloweringplantsfor

food(nectar)

Unit4,Task2

BrightFlowersPlantStructure

Plantsrelyonbeesandotherinsectstoreproduce.Whenbeesandinsectslandonflowerstosipnectarforfood,pollenattachestotheirbodies.Asbeesandinsectsmovetootherflowers,thepollenrubsoffontootherflowers.Thisprocessiscalledpollinationandisnecessaryforplantstoreproduce.Tomakethemselvesmore

attractivetopotentialpollinators,plantshaveadaptedtohavebrightflowers.Someexamplesarebelow:

Lilac

Hasbrightflowerstoattractbees

SpiderOrchid

Hasflowersthatmimicfemalebeestoattract

malebees

GlacierLily

Hasbrightflowerstoattracthummingbirds

_____________________________________________________________________

SexPheromonesPlantStructure

Plantsrelyonbeesandotherinsectstoreproduce.Whenbeesandinsectslandonflowerstosipnectarforfood,pollenattachestotheirbodies.Asbeesandinsectsmovetootherflowers,thepollenrubsoffontootherflowers.Thisprocessiscalledpollinationandisnecessaryforplantstoreproduce.

SpiderOrchidsareaninterestingcasebecausetheyattractpollinatorsbymimickingafemalebee.Theyreleaseanirresistiblechemicalscent,thefemalesexpheromone,toattractmalebees.Withthescentofafemalebeecoveringthespiderorchid,malebeeslandontheflowerandenduppollinatingthem.


Task3:FeelingTheImpact


UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?IntroductionInTask2,studentsexploredwhatkindsofanimalbehaviorsandplantstructuresaffecttheprobabilitythatorganismswillsurviveandreproduce.Inthistask,studentslearnthatthisabilitytosurviveandreproduceisatriskformanyorganismsbecauseoftheriseinglobaltemperatures.UsingthesameexamplesfromTask2,studentsresearchwhathappenswhenanorganism’senvironmentiscompromisedsomuchthatitaffectsthesebehaviorsandstructures.Byfocusingontheirownorganism,theyareabletodosomeoftheresearchneededfortheirCulminatingProject.However,theyarealsoabletoseethattheimpactofrisingglobaltemperaturesisabroaderissueastheylearnaboutotherorganismsthroughamockscienceconference.AlignmentTable



MS-LS1-4.Useargumentbasedonempiricalevidenceandscientificreasoningtosupportanexplanationforhowcharacteristicanimalbehaviorsandspecializedplantstructuresaffecttheprobabilityofsuccessfulreproductionofanimalsandplantsrespectively.[ClarificationStatement:Examplesofbehaviorsthataffecttheprobabilityofanimalreproductioncouldincludenestbuildingtoprotectyoungfromcold,herdingofanimalstoprotectyoungfrompredators,andvocalizationofanimalsandcolorfulplumagetoattractmatesforbreeding.Examplesofanimalbehaviorsthataffecttheprobabilityofplantreproductioncouldincludetransferringpollenorseeds,andcreatingconditionsforseedgerminationandgrowth.Examplesofplantstructurescouldincludebrightflowersattractingbutterfliesthattransfer

N/AEngaginginArgumentFromEvidenceaddressedinTask2.


characteristicbehaviorsthatincreasetheoddsofreproduction.


CauseandEffect● Phenomenamay

havemorethanonecause,andsomecauseandeffectrelationshipsinsystemscanonlybedescribedusingprobability.




pollen,flowernectarandodorsthatattractinsectsthattransferpollen,andhardshellsonnutsthatsquirrelsbury.]MS-ESS3-3.Applyscientificprinciplestodesignamethodformonitoringandminimizingahumanimpactontheenvironment.*[ClarificationStatement:Examplesofthedesignprocessincludeexamininghumanenvironmentalimpacts,assessingthekindsofsolutionsthatarefeasible,anddesigningandevaluatingsolutionsthatcouldreducethatimpact.Examplesofhumanimpactscanincludewaterusage(suchasthewithdrawalofwaterfromstreamsandaquifersortheconstructionofdamsandlevees),landusage(suchasurbandevelopment,agriculture,ortheremovalofwetlands),andpollution(suchasoftheair,water,orland).]

DesigningSolutions● Applyscientific

principlestodesignanobject,tool,processorsystem.

ESS3.C:HumanImpactsonEarthSystems● Humanactivities

havesignificantlyalteredthebiosphere,sometimesdamagingordestroyingnaturalhabitatsandcausingtheextinctionofotherspecies.ButchangestoEarth’senvironmentscanhavedifferentimpacts(negativeandpositive)fordifferentlivingthings.

● Typicallyashumanpopulationsandper-capitaconsumptionofnaturalresourcesincrease,sodothenegativeimpactsonEarthunlesstheactivitiesandtechnologiesinvolvedareengineeredotherwise.

CauseandEffect● Relationshipscanbe

classifiedascausalorcorrelational,andcorrelationdoesnotnecessarilyimplycausation.

MS-ETS1-1.Definethecriteriaandconstraintsofadesignproblemwithsufficientprecisiontoensureasuccessfulsolution,takingintoaccountrelevantscientificprinciplesandpotentialimpactsonpeopleandthenaturalenvironmentthatmaylimitpossible

AskingQuestionsandDefiningProblems● Defineadesign

problemthatcanbesolvedthroughthedevelopmentofanobject,tool,processorsystemandincludesmultiplecriteriaand


designtask’scriteriaandconstraintscanbedefined,themorelikelyitisthatthedesignedsolutionwillbesuccessful.

NoCCClisted




LearningGoalsThislearningtaskasksstudentstoresearchanddescribehowglobalwarmingimpactsorganisms.Morespecifically,thepurposeisto:

• Engagepriorknowledgeofplantsandanimalsaffectedbyrisingglobaltemperatures.• Researchtheirchosenorganismtolearnhowplantstructuresandanimalbehaviorsarechangingin

responsetoglobalwarming.• Createascientificpostertoteachothersaboutwhattheyhavelearnedabouttheirorganism.• Brainstormpotentialsolutionstomonitororminimizetheimpactontheirorganism.• Revisecriteriaandconstraintsbasedonresearch.

ContentBackgroundforTeachers Inthistask,studentsexploredorganismswithspecificplantstructuresoranimalbehaviorsthathelpthemsurviveandreproduce.AsstatedinTask2,wespecificallychosenesting,migration,brightflowers,andsexpheromonesbecausetheseparticularcharacteristicsarecurrentlybeingaffectedbyglobalwarmingintheorganismswehaveidentified.Thistaskthusprovidestheconnectionbetweenglobalwarming,theplantstructuresandanimalbehaviorsthataffectreproduction,andanypotentialsolutionstominimizethishumanimpact. Forinformationspecifictoeachorganism,seethesourcesprovidedintheExploreResearchCard,aswellastheinformationtableintheExploresectionbelow.AcademicVocabulary

• Dependentoneachstudent’sresearch

solutions. constraints,includingscientificknowledgethatmaylimitpossiblesolutions.

Specificationofconstraintsincludesconsiderationofscientificprinciplesandotherrelevantknowledgethatarelikelytolimitpossiblesolutions.

EquityandGroupwork• Participateingrouprolestoconductresearchandmakeascientificposter.• Brainstormideaswithapartner.• Usethe“DesignThinkingPost-It”Methodtobrainstormsolutionsasagroup.• Giveconstructivepeerfeedback.

Language• Readscientificresearchandextractkeyideas.• Takenotesbasedonkeyideasfromresearch.• Representresearchusingvisualsandtext.• Readideasandclusterbysimilarity.




TimeNeeded(Basedon45-MinutePeriods)4.5–6.5Days

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

Materials

• Unit4,Task3StudentVersionExplore(PerGroup)

• ResearchCard(Optional)• 1-2ComputersorTablets,forresearch

Explain• Poster(PerGroup)• Markers(PerGroup)• Post-Its(Optional–3+PerPerson)

Elaborate(PerGroup)• Poster• Post-Its(1stack,splitupbetweengroupmembers)

Evaluate• ProjectOrganizerHandout

InstructionsEngage

1. IntroduceTask3:InTask2,youlearnedaboutthedifferentanimalbehaviorsandplantstructuresthatalloworganismstosurviveandreproduce.Thinkaboutwhatyouwerestillwonderingaboutattheendofthelasttask(lookbackifyouneedto).Whatquestionsdoyoustillhave?

o Beforeyoupassouttheirstudentguide,givestudentstimetoreflectindividuallyorwithapartneraboutthequestionstheyrecordedattheendofthelasttask.Shareafewoftheseoutasaclass,usingfacilitatingquestionstoguidestudentstowardquestionsthatrelatetothistask.

2. TransitiontoTask3:Butrememberthatglobaltemperaturesarerising!Whathappensifanorganism’s

environmentchangesinawaythataffectstheirbehaviorsandstructures?Inthistask,youwillinvestigatehowincreasingtemperaturesareimpactingorganismsaroundtheworld.


3. Moststudentshaveheardaboutglobalwarminginthenewsorinpriorscienceclasses.Havepartnersbrainstormalistofplantsandanimalsthey’veheardarebeingaffectedbyrisingglobaltemperatures.Iftheydoknowalotabouttheorganism,encouragethemtoaddadescriptionofhowtheyarebeingaffected.

o Ifstudentsarestrugglingwiththisbrainstorm,encouragethemtothinkofimagesthatthey’veseen.Asanoptionalscaffold,youmaywanttoprojectafewimagestosparkstudentthinking.




4. Shareexamplesoutinaclass-widediscussion,makingaclasslistontheboard.o Weencourageusingequitystickstofostermoreequitableparticipationinclass-widediscussions

likethese(See“HowToUseThisCurriculum”formoredetails).Explore

1. Inthelasttask,studentssawexamplesofmanydifferentorganismswithspecificplantstructuresoranimalbehaviorsthathelpthemsurviveandreproduce.Now,theylearnthatasglobaltemperaturesrise,weareseeingthesecharacteristicschanginginresponse.

o Reviewthecontextwithstudentsasaclass:Asagroup,youwillbepresentingaposterataScienceConferencefocusingonthequestion:Howisglobalwarmingaffectingorganismsaroundtheworld?ResearchtheorganismyouchosefortheCulminatingProjecttofigureouthowitisbeingimpactedbyrisingglobaltemperatures.

o Asstudentsresearchhowachangetoastructureorbehavioraffectssurvivaland/orreproduction,theyarelikelytoencountertheCCCofCauseandEffect.Whileeachstructureandbehaviorlikelyaffectsreproduction(effect)insomeway,successfulreproductionreliesonseveralfactors(causes),sothesecause-and-effectrelationshipsarebestdescribedintermsofprobabilityassomeincreasethelikelihoodofreproductionandsurvivalmorethenothers.


Facilitator,MaterialsManager,Harmonizer,andRecorder.o AsktheFacilitatortoreadthedirectionsandtomakesureeveryoneunderstandsthetask.o AsktheMaterialsManagertogathermaterialsandreadtheresearchaloud.o AsktheHarmonizertomakesurethateveryonecontributestheirideasandthateveryone’svoice

isheard.o AsktheRecordertomakesurethegroupisrecordingtheirnotesintheirStudentGuide.

2. Distributeatleast1-2tabletsorcomputerstoeachgroupofstudents.Studentscanconductresearch

independently,butwehavealsoprovidedaResearchCard,whichprovidesstudentsatleastonesourcefortheirorganismasanoptiontouseintheirresearch.

3. Thetablebelowdescribesthetypesofrelationshipsstudentsmayfindintheirresearch:

Organism HowThisIsAffectedByGlobalWarming

MagpieLarks Risingtemperaturesanddecreasedrainfallassociatedwithglobalwarmingarereducingtheavailabilityofmudformakingnests.Withoutmud,MagpieLarksareunabletoprotecttheiroffspring.

Shorebirds Globalwarmingiscausingreducedsnowcover,whichisaffectingthepopulationsofvariouspreyforArcticFoxes.Withouttheirusualprey,ArcticFoxesarefeedingonShorebirds’eggsintheirnests.

FinnishBirds GlobalwarminghascausedFinnishBirdstoshifttheirbreedingtimeearlierintheseason.ThismeansFinnishBirdsarebuildingnestsonarablelandbeforefieldsareplowed,sotheeggsaredestroyedwhenthefieldsareplowed.




Salmon Salmonaremigratingandspawningearlierbecauseofthewarmertemperatures.Thechangingconditionscanmakegrowthandsurvivalmoredifficultwhenthebabiesareborn,ormigratinganimalsarrivebeforetheirfoodisavailable.Globalwarmingisalsoreducingtheamountofriverwatermakingithardforsalmontomigrate,andiscausingextremestormsthatwashoutspawninglocations.

WhoopingCranes Theyarenowmigratingearlierinthespringandlaterinthefallbecauseofwarmertemperatures.Thisposesariskofgettingcaughtinsnowstormsontheirmigrationjourneywithoutfood.

Hummingbird Globalwarmingiscausingflowerstobloomearlier.Thus,hummingbirdsarenowarrivingatthebreedinggroundstoolateforflowerblooms,andthustoolatetofindadequatefoodfortheiroffspring.

Caribou Springplantgrowthoccursearlierthannormalbecauseofwarmingtemperatures.Thisishappeningwellbeforecalving,somanycalvesaredyingwithoutadequatefoodavailableatthebreedingsite.

SpiderOrchid WarmingtemperaturesarecausingbeestoemergemuchearlierandtheSpiderOrchidsonlyslightlyearlier.Thismismatchbetweenthetimingofbees’presenceandtheSpiderOrchid’sfloweringmeansSpiderOrchidsarenotbeingpollinated.

Lilac WarmingtemperaturesarecausingLilacstobloomearlierthannormal.Theinsectsthateatthemarethusplentifulearlier,butthendieoutearlieraswell.Bythetimebirdsarriveforbreedingseason,therearenotenoughinsectsforthebirdstoeat.

Explain

1. Nowthatstudentshavedonetheresearch,theyarereadytocreateaposteroftheirfindingstopresenttotheirclassmates.AlistofcriteriaisprovidedintheirStudentGuides.

o Again,asstudentsdescribehowachangetoastructureorbehavioraffectsthesurvivaland/orreproductionoftheirorganism,theyareemphasizingtheCCCofCauseandEffect.Whileeachstructureandbehaviorlikelyaffectsreproduction(effect)insomeway,successfulreproductionreliesonseveralfactors(causes),sothesecause-and-effectrelationshipsarebestdescribedintermsofprobabilityassomeincreasethelikelihoodofreproductionandsurvivalmorethenothers.

2. Youmaychoosetohavestudentspresentthesepostersanywayyou’dlike.However,werecommenda

gallerywalkasafun,kinestheticwayforstudentstolearnandgivefeedback.o Togivefeedback,werecommendprovidingeachstudentwithafewpost-itsandaskingthemto

leaveatleastonepositiveandatleastoneconstructivecommentonaposteraroundtheroom.Youmaychangetherequirednumberofcommentsasyouseefit.

3. Thesepostersareagoodoptionforformativeassessment.Walkaroundtheroomtoobservepostersand

identifytrendsinstudents’abilitytoaccuratelydescribecause-and-effectrelationships.See“HowtoUse




ThisCurriculum”forstrategiesonutilizingformativeassessmentdatatoprovidefeedbacktostudentsandinformclassroominstruction.

Elaborate

1. Studentsnowunderstandtheproblem—organismsaroundtheworldarebeingaffectedbyglobalwarming.Thequestionnowbecomes:whatcanwedoaboutit?ThisbeginstomovethemtowardPEMS-ESS3-3,astheydevelopsolutionsfortheirCulminatingProject.

2. Somestudentsmaynotknowwhat“monitoring”entails.Itwouldbeusefulfortheteachertomodelonesuchmonitoringprotocolwithanorganismnotontheresearchlist(Forexample,usingradiotrackingtagstoknowthelocationsofendangeredpopulationsofblackrhino).Studentsbasicallyneedtounderstandthatmonitoringmeanstokeeptrackofanychangesinorganismpopulationovertime.

3. Inthisactivity,studentsdoagroupbrainstormofpotentialsolutionsusingthe“DesignThinkingPost-It

Method”.Distributepost-itsandablankposterpapertoeachgroupofstudentsandreviewtheprocedurewiththemintheirStudentGuide.

o Emphasizethatthegoalistogetasmanyideasontotheposteraspossible,nomatterhowfar-fetchedtheymayseem.

o Youmaywishtomodeltheprocesswithaneasier,morefamiliarproblem.

4. Studentsshouldendthisbrainstormwithpost-itideasclusteredonaposterandtheirtopideasrecordedintheirStudentGuides.

o Hearingotherstudents’ideasmighttriggernewideas.Theseshouldalsoberecordedonanewpost-itandaddedtotheposter.

o Werecommendtakingaphotographofeachofthepostersincasestudentswanttoreturntoanyoftheseoriginalideaslaterinthedesignprocess.


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

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

o Drawcirclesaroundeachquestionandboxesaroundeachconcept.o Writeconnectorwordstodescribeconnectionsbetweentheconceptboxes.o Forthistask,studentsmaybegintoconnectsomeoftheirpreviousquestioncirclesto

conceptboxesaboutthefollowing:impactsofglobalwarmingonorganismsandpotentialsolutionstomonitororminimizethisimpact.

o Havestudentsanalyzetheadditionstotheclassconceptmapforasmanyexamplesofthistask’scrosscuttingconceptastheycanfind.Onceastudenthasidentifiedthecrosscuttingconcept,youcantracethecircleinthecorrespondingcolor(decidedonintheLift-Offtask).Werecommend




askingstudentstosharekeywordsthathelpedthemidentifythecrosscuttingconceptforthatconceptorquestion.Someidentifyingwordsstudentsmightlookforare:


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


1. StudentsindependentlycompletetheTask3sectionoftheUnit4ProjectOrganizerinclass.Revisionscanbedoneforhomework,dependinguponstudent’sneedsand/orclassscheduling.

2. Youhavebeenaskedtocreateanadvocacyvideothatdescribesthehumanimpactonanorganismandgivesapotentialsolution.Theirpromptisasfollows:Inthistask,youlearnedabouthowhumansareimpactingyourchosenorganismthroughglobalwarmingandarewellonyourwaytocomingupwithasolution!

ü Summarizetheideasfromyourposterhere.o Describethefeedbackyoureceivedfrompeersandhowyouplantoreviseitbasedonthat

feedback.ü ReturntoyourcriteriaandconstraintsthatyouidentifiedafterTask1.Basedonwhatyouhave

learnedaboutyourorganismsofar,howcanyourevisethemoraddtothem?

3. ThisEvaluateagainemphasizesthePE,MS-ETS1-1,asstudentsmorespecificallydefinecriteriaandconstraints.

Reflection


o Atthebeginningofthistask,youwereaskedtobrainstormalistofplantsandanimalsaffectedbyrisingglobaltemperatures.Inwhatwaysisyourorganismbeingaffectedsimilarlyordifferentlybyglobalwarming?

o Inthistask,wefocusedonthecrosscuttingconceptofCauseandEffect:Phenomenamayhavemorethanonecause,andsometimesrelationshipscanonlybedescribedusingprobability.WheredidyouseeexamplesofCauseandEffectinthistask?

o Nowthatyouhavelearnedmoreabouttheimpactsofglobalwarmingonorganisms,whatquestionsdoyoustillhave?

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




Assessment1. Youmaycollectstudents’ProjectOrganizerandassessusing:

o Criteriaofyourchoice.Werecommendusingthe3-DimensionalAssessmentmatrixatthebeginningofthisdocumenttoinformyourcriteria.

o Thiscanbeaformativetooltoperiodicallylookfortrendsinstudentunderstandingafterthecompletionofatask.Youcanthenusethisformativedatatoinformanyre-teachingasnecessary.

2. Youmayalsogivestudentstimetomakerevisionswithoneofthetwooptions:o StudentsmaymakechangestotheirProjectOrganizeraccordingtoyourcommentsORo AskstudentstoexchangeProjectOrganizerswithapartnerandgivepartners5minutestogive

writtenfeedback.Thenallowstudentstimetomakechangestotheirworkaccordingtothefeedback.

Unit4,Task3

ResearchSourceOptions

Organism OptionsofSources

MagpieLark • https://www.bou.org.uk/mainwaring-climate-change-nests/

Shorebird • https://www.birdwatchingdaily.com/news/conservation/increase-shorebird-nest-predation-climate-change/

FinnishBird • https://www.sciencedaily.com/releases/2018/01/180111100848.htm

Salmon • https://blogs.ei.columbia.edu/2015/02/03/climate-change-poses-challenges-to-plants-and-animals/

• https://www.worldwildlife.org/stories/sockeye-salmon-and-climate-change

WhoopingCrane • https://phys.org/news/2017-09-climate-affecting-whooping-cranes-migration.html

Hummingbird • https://www.audubon.org/conservation/how-climate-change-affects-hummingbirds-feeding-behavior

• https://www.climatecentral.org/gallery/graphics/climate-change-risk-to-hummingbirds


Caribou • https://www.seattletimes.com/seattle-news/environment/5-plants-and-animals-utterly-confused-by-climate-change/

• https://www.uwsp.edu/wildlife/Ungulates/Pages/Moose/Moose-Habitat.aspx

SpiderOrchid • https://www.theguardian.com/environment/2018/apr/05/climate-change-threatens-rare-british-orchid-that-tricks-bees-into-mating

• https://www.theguardian.com/environment/2014/nov/06/climate-change-is-disrupting-flower-pollination-research-shows

Lilac • https://www.thoughtco.com/spring-phenology-and-global-climate-change-1203890

GlacierLily • https://www.aaas.org/hummingbirds-lilies-thrown-climate-change


0,123,(*'#4()'0 unit -( - *-' · in the last unit, students learned about how algae...

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0,123,('#4()'0 unit -( - -' · in the last unit, students learned about how algae...