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UNIT 1
Stanford NGSS Integrated CurriculumAn Exploration of a Multidimensional World
Stanford Center for Assessment, Learning & Equity
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
CulminatingProject
StudentVersion StanfordNGSSIntegratedCurriculum2018 1
UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?ChallengeSomeofyouhaveseenthemovieorreadthebook,TheHungerGames.Thisbookisaboutacountrywherechildrenfrom12districtsareselectedtoparticipateinamandatoryteleviseddeathmatchcalledTheHungerGames.Inthismovie,gamemakersinthepowerfuldistrictcreateanarenathatislikethebiosphereyousawintheLift-Off.Thearenamimics,orlookslike,anaturalecosystemandfunctionsjustlikeone.Belowaretwodifferentpicturesofanarena:arealisticdigitalpictureontheleftandanannotatedmap(withcaptions)ontheright.
http://thehungergames.skyrock.com/8.html http://dnbcouture.deviantart.com/art/AnewfilmbasedoffTheHungerGamesiscomingoutnextyear.YourtaskistousewhatyoulearnabouthowEarth’secosystemsareformedinordertodesignanewarenaforthefilm.Thus,yourarenashouldlooklikeanecosystemyoumightseeonEarth.Asagroupofarenadesigners,youwilldecidehowitsgeologicalstructuresweremade,whatnaturalresourcesithas,andhowitsorganismswillinteract.Attheendoftheunit,yourgroupwillpresentyourarenadesigntothedirectorforhis/hernextfilm.Youhavetheoptionofpresentingyourarenaasadioramaorposter-sizedmap.Asindividuals,youwillthencreateaself-guidedtourofyourgroup’sarena,intheformofabrochureorflyer,sothatthedirectorhasadditionalmaterialstoconsiderashemakeshisdecision.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
CulminatingProject
StudentVersion StanfordNGSSIntegratedCurriculum2018 2
GroupProjectCriteriaforSuccess Yourarenapresentationshouldinclude:
❑ Ageographicmapordioramaofyourarenathatiseasytounderstandandshowsthefollowingfeatureswithillustrations:
o Thecontinentwherethearenaislocatedandsurroundingcontinentso Relevantgeographicfeatures,suchasmountainranges,typesofrockpresent,glaciers,etc.o Whichnaturalresourcesthearenahasmostandleastofo Thenon-livingthingsthatareneededtosupportlifeinthearenao Acontestantchallenge:tolocateaspecificplant/animalbyusinginformationaboutanother
plant/animal
❑ Anoralpresentationthat:o Explainsthefeaturesofyourarena(listedabove)o Isorganizedlogicallyo Isinterestingtotheaudience
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
CulminatingProject
StudentVersion StanfordNGSSIntegratedCurriculum2018 3
IndividualProjectCriteriaforSuccessTheself-guidedtourofyourarena(asabrochureorflyer)shoulddescribeallpartsofyourarena,including:
❑ GeographicFeatureso Identifythegeographicfeaturesinyourarenabasedonitslocation.o Explainhowplatemotionsledtothegeographicfeaturesinyourarena.
▪ DescribethepatternsindatafromTask1thatprovideevidenceforpastplatemotions.
❑ NaturalResourceso Identifythenaturalresourcesavailableinyourarena.o Explainhowgeoscienceprocessesandcurrenthumanactivitiesaffectwhichresourcesare
availableinyourarena.o UseevidencefromTask2tosupportyourexplanation.
❑ Non-LivingThings
o Drawamodel(includingarrowsandlabels)thatshowshowmatterandenergyarecycledwithinyourarenaecosystem.
o Explainhowyoucantracktheflowofenergythroughyourarena’secosystem.
❑ LivingOrganismso Describehowthecontestantchallengeworks:Explainhoweachplantoranimalleadsthe
contestanttothenextplantoranimal.o Inyourcontestantchallenge,youshouldutilizeandidentifyatleasttwodifferenttypesof
organisminteractions,basedonpatternsyouobservedinTask4.
❑ HumanImpacto Describethepotentialeffectsontheentireecosystemifbudgetconstraintsresultintheremoval
ofonemajorresourcefromyourarena.o Giveexamplesofpopulationsoforganismsthatmaybeaffectedinordertoexplainwhy
removingaresourcecanresultinachainofeffects.o DescribedatafromTask5thatallowsyoutopredictthisoutcome.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
CulminatingProject
StudentVersion StanfordNGSSIntegratedCurriculum2018 4
Self-GuidedTourPeerReviewFeedback
Completeafteryouhaveafullfirstdraftofyourbrochureorflyerfortheself-guidedtour.
Self-GuidedTourOwner’sName
Self-GuidedTourReviewer’sName
ReviewthefollowingsectionsoftheSelf-GuidedTour:
q GeographicFeatureso Identifythegeographicfeaturesinyourarenabasedonitslocation.o Explainhowplatemotionsledtothegeographicfeaturesinyourarena.
§ DescribethepatternsindatafromTask1thatprovideevidenceforpastplatemotions.
Ø PositiveComment:
Ø ConstructiveComment:
❑ NaturalResourceso Identifythenaturalresourcesavailableinyourarena.o Explainhowgeoscienceprocessesandcurrenthumanactivitiesaffectwhichresourcesare
availableinyourarena.▪ UseevidencefromTask2tosupportyourexplanation.
Ø PositiveComment:
Ø ConstructiveComment:
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
CulminatingProject
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❑ Non-LivingThingso Drawamodel(includingarrowsandlabels)thatshowshowmatterandenergyarecycledwithin
yourarenaecosystem.o Explainhowyoucantracktheflowofenergythroughyourarena’secosystem.
Ø PositiveComment:
Ø ConstructiveComment:
❑ LivingOrganismso Describehowthecontestantchallengeworks:Explainhoweachplantoranimalleadsthe
contestanttothenextplantoranimal.o Inyourcontestantchallenge,youshouldutilizeandidentifyatleasttwodifferenttypes
oforganisminteractions,basedonpatternsyouobservedinTask4.
Ø PositiveComment:
Ø ConstructiveComment:
❑ HumanImpacto Describethepotentialeffectsontheentireecosystemifbudgetconstraintsresultintheremoval
ofonemajorresourcefromyourarena.o Giveexamplesofpopulationsoforganismsthatmaybeaffectedinordertoexplainwhy
removingaresourcecanresultinachainofeffects.o DescribedatafromTask5thatallowsyoutopredictthisoutcome.
Ø PositiveComment:
Ø ConstructiveComment:
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
3-DimensionalIndividualProjectRubric
StudentVersion StanfordNGSSIntegratedCurriculum2018 1
Overview:Thefollowingrubricscanbeusedtoassesstheindividualproject:aself-guidedtourofyourgroup’sarena.EachrubricisalignedtoonesectionoftheIndividualProjectCriteriaforSuccess,locatedonyourCulminatingProjectStudentInstructions.Usetheserubricstoseeifyouaredoingyourbestworkonyourindividualproject.Rubric1:Studentdescribespatternsindataasevidencetoexplainhowplatemotionshaveledtothegeographicfeaturesinthearena.
Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentinaccuratelyexplainshowplatemotionshaveledtothegeographicfeaturesinthearena.
Studentdescribesnopatternsindataasevidencetogenerallyexplainhowplatemotionshaveledtothegeographicfeaturesinthearena.
Studentdescribespartialpatternsindataasevidencetoaccuratelyexplainhowplatemotionshaveledtothegeographicfeaturesinthearena.
Studentdescribesmultiplepatternsindataasevidencetoaccuratelyexplainhowplatemotionshaveledtothegeographicfeaturesinthearena.
Rubric2:Studentusesevidenceandcause-and-effectrelationshipstoexplainwhyonlycertainresourcesareavailableinthearena.
Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentinaccuratelyexplainswhyonlycertainresourcesareavailableinthearena.
Studentusesnoevidence,butdoesusecause-and-effectrelationshipstogenerallyexplainwhyonlycertainresourcesareavailableinthearena.
Studentusesaccurateevidenceandcause-and-effectrelationshipstopartiallyexplainwhyonlycertainresourcesareavailableinthearena.
Studentusesaccurateevidenceandcause-and-effectrelationshipstocompletelyexplainwhyonlycertainresourcesareavailableinthearena.
Rubric3:Studentdevelopsamodeltodescribethecyclingofmatterandflowofenergyamonglivingandnonlivingpartsofanecosystem.
Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentdevelopsanincompletemodeltoinaccuratelydescribethecyclingofmatterandflowofenergyamonglivingandnonlivingpartsofanecosystem.
Studentdevelopsapartialmodeltopartiallydescribethecyclingofmatterandflowofenergyamonglivingandnonlivingpartsofanecosystem.
Studentdevelopsamostlycompletemodeltopartiallydescribethecyclingofmatterandflowofenergyamonglivingandnonlivingpartsofanecosystem.
Studentdevelopsacompletemodeltoaccuratelydescribethecyclingofmatterandflowofenergyamonglivingandnonlivingpartsofanecosystem.
Rubric4:Studentexplainshowtheycantracktheflowofenergythroughthearenaecosystem.
Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentinaccuratelyexplainshowtheycantracktheflowofenergythroughthearenaecosystem.
Studentgenerallyexplainshowtheycantracktheflowofenergythroughthearenaecosystem.
Studentpartiallyexplainshowtheycantracktheflowofenergythroughthearenaecosystem.
Studentcompletelyexplainshowtheycantracktheflowofenergythroughthearenaecosystem.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
3-DimensionalIndividualProjectRubric
StudentVersion StanfordNGSSIntegratedCurriculum2018 2
Rubric5:Studentusespatternsofinteractionsamongorganismstoexplainacontestantchallengewithinthearenaecosystem.Emerging(1) Developing(2) Proficient(3) Advanced(4)
Studentusesnopatternsofinteractionamongorganismstoinaccuratelyexplainacontestantchallengewithinthearenaecosystem.
Studentusesonepatternofinteractionamongorganismstopartiallyorcompletelyexplainacontestantchallengewithinthearenaecosystem.
Studentusesmultiplepatternsofinteractionsamongorganismstopartiallyexplainacontestantchallengewithinthearenaecosystem.
Studentusesmultiplepatternsofinteractionsamongorganismstocompletelyexplainacontestantchallengewithinthearenaecosystem.
Rubric6:Studentpredictshowremovingaresourcemightaffectpopulationsoforganismsandexplainswhybymakingconnectionsbetweensub-systemsinthelargerarenaecosystem.
Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentpredictshowremovingaresourcemightaffectirrelevantpopulationsoforganisms.
Studentpredictshowremovingaresourcemightaffectonerelevantpopulationoforganismsandexplainswhywithoutmakingconnectionsbetweensub-systemsinthelargerarenaecosystem.
Studentpredictshowremovingaresourcemightaffectmultiplerelevantpopulationsoforganismsandexplainswhywithoutmakingconnectionsbetweensub-systemsinthelargerarenaecosystem.
Studentpredictshowremovingaresourcemightaffectmultiplerelevantpopulationsoforganismsandexplainswhybymakingconnectionsbetweensub-systemsinthelargerarenaecosystem.
Rubric7:Studentcitesdatathatprovidesevidenceofacause-and-effectrelationshipbetweenresourceavailabilityandpopulationsoforganisms.
Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentdescribesaninaccuratecause-and-effectrelationshipbetweenresourceavailabilityandpopulationsoforganisms.
Studentcitesnodatatoprovideevidenceofanaccuratecause-and-effectrelationshipbetweenresourceavailabilityandpopulationsoforganisms.
Studentcitesarelevantdatapointthatprovidesevidenceofanaccuratecause-and-effectrelationshipbetweenresourceavailabilityandpopulationsoforganisms.
Studentcitesmultiplerelevantdatapointsthatprovideevidenceofanaccuratecause-and-effectrelationshipbetweenresourceavailabilityandpopulationsoforganisms.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
ProjectOrganizer
StudentVersion StanfordNGSSIntegratedCurriculum2018 1
UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?YouwillbecreatinganarenathatmimicsanenvironmentyoumayseeonEarth.Aftereachtask,youwillreturntothetablebelowtoorganizewhatyoulearnasyougothroughtheunit.Bytheendofthefivetasks,youwillhaveallthisinformationtouseforyourculminatingproject.Foreachactivity,besuretoincludeanswerstoALLthequestionsprovided.Lift-OffTask:AWell-FunctioningBiosphere
Yourarenawillbeverysimilartoabiosphereinthatyouaredesigningyourownecosystem.Usingyourpriorknowledgeofecosystems,
q Whatpartsofanecosystemshouldyoubethinkingaboutincludinginyourarena?Makealistordrawadiagramofanecosystemwithpartslabeled.
Task1:PangaeaPuzzle
Overthecourseofthistask,yougatheredevidenceofhowpastplatemotionshaveledtosomegeologicfeaturesyouseeonEarth.Asagroup,decideonalocationforyourarenathatwouldhavethegeologicfeaturesyouwant.Thenindividually,
r DrawamapshowingyourarenalocationonEarthaswellasanyrelevantsurroundingcontinents,makingcaptionsthatanswerthequestionsbelow:
o Onwhatcontinentwouldyourarenabelocated?Whyareyoulocatingitthere?o Whatfeatureswouldyoufind(mountainranges,typesofrock,glaciers,etc)?o Howcanyouuseplatemotionstoexplainthesefeatures?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
ProjectOrganizer
StudentVersion StanfordNGSSIntegratedCurriculum2018 2
Task2:UsingAvailableResources
Everyarenaneedscertainresourcestofunction.NowthatyouhavediscoveredhowresourceshavebeendistributedonourownEarth,decidewhichresourcesyourarenawillhave.
r Whatnaturalresourceswillyourarenahavethemostandleastof?r Whatgeoscienceprocesseswillhavecausedtheseresourcestobeavailableinyour
arena?r Whatevidenceisthereforwhytheseresourcesareunevenlydistributed?
Task3:Produce,Reuse,Recycle
Yourarenaalreadyhasitsmaingeologicalfeatures,butaswelearnedtoday,therearealsoothernon-livingfactorsandlivingfactorsthatmakeupanenvironment.Designthelandscapeofyourarena,focusingonthenon-livingthingsthatwillbeneededtosupportlife.
r Drawavisualdiagramshowinghowthisnon-livingmatterwillcyclethroughyourenvironment(Youdonotneedtopickspecificplantsandanimalsforyourarenayet;youcanjustdrawexampleplantsandanimalsforthisdiagram).o Besuretolabeltheexamplesoflivingandnon-livingmatterandusearrowsto
showwheretheygo.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
ProjectOrganizer
StudentVersion StanfordNGSSIntegratedCurriculum2018 3
Task4:InteractionsBetweenOrganisms
Inyourarena,youwillbecreatingachallengeforyourcontestants,sothewinnermaywinadditionalsupplies.Thechallengewillbetolocateaspecificplant/animalbyusinginformationaboutanotherplant/animal.Thecontestantswillusetheirknowledgeofecosysteminteractionstoconnecttheknownplant/animaltotheunknownplant/animal.
r Identifywhatplantsandanimalsyouwillincludeinyourarena.r Designthischallengebymakingaflowcharttracingoneorganismtoanotherusingat
leasttwodifferentorganisminteractionswehavestudied.r Explainhoweachplant/animalleadsthecontestanttothenextplant/animalby
describingtheorganisminteractions.
Task5:AChainofResources
ReflectbackonthelasttworesponsesinyourProjectOrganizer.Thinkaboutwhatkeyresourcesareneededinordertoaccommodatetheorganismsyouhavechosen.Basedonthesekeyresources,preparefortheworst:
r Ifbudgetconstraintsresultedinremovalofonemainresource,predictwhatwillhappentothepopulationsofdifferentorganismsinyourarena.
r Figureoutasmanyeffectsasyoucanandexplaintheminaflowchartorparagraphformat.Usedatafromthetasktojustifyyourpredictions.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphereLift-OffTask:AWell-FunctioningBiosphere
StudentVersion StanfordNGSSIntegratedCurriculum2018 1
UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?
Inthe1990’sagroupofscientistsdesignedandbuiltanartificiallivingenvironmentcalledBiosphere2inArizona.
Thepurposeoftheprojectwastoconstructanenvironmentthatwouldallow8peopletoliveandsurvivefortwo
yearswithouteverleavingthebuilding.Scientistsplannedtousewhattheylearnedfromthis“experiment”to
designandbuildartificiallivingenvironmentsonMars.ForBiosphere2,scientistsconstructedaseriesofdome-
shapedareasrepresentingdifferentecosystemswiththegoalofprovidingpeoplewiththebasicingredientsin
ordertolivefortwoyears.
Asaclass,
➢ WatchavideoclipwhereJanePoynterdescribeslifeinBiosphere2. ➢ Exploreyourschoolyardasoneexampleofanecosystem.Lookup,lookdown,andlookaroundyou.
Whatdoyousee?Whatthingsdoyounotseeintheschoolyardbutyoumightseeinanotherecosystem? PartA:Ifyouwantedtoknowmoreabouthowbiospheresfunction,whatquestionswouldyouask?Individually
recordanyquestionsyouwouldneedtoasktogetabetterunderstandingofbiospheres.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphereLift-OffTask:AWell-FunctioningBiosphere
StudentVersion StanfordNGSSIntegratedCurriculum2018 2
PartB:Asagroup,
➢ Discusswhatquestionseachmemberwroteonhisorherlist. ➢ Onalargepieceofposterpaper:
o Writethephrase“AWell-FunctioningBiosphere”inthemiddleofyourposteranddrawacircle
aroundit. o Aroundthecircle,recordthequestionsthatweresimilaracrossyourgroupmembers. o Drawlinestolinktogetherquestionsthatrelatetoeachother. o Draftpossibleanswerstothequestions,usingyourpriorknowledge.Connectthesetothe
questionsonyourposter. ➢ Postyourgroupposteronthewall. ➢ Walkaroundandlookateachgroups’ideas.
PartC:Asawholeclass,
➢ Constructaclassconceptmapwiththephenomenoninthemiddle:“AWell-FunctioningBiosphere”. o Decidewhichkeyquestionsyouwanttohaveontheconceptmap. o Drawlineswitharrowsbetweentwokeyquestionstoshowthatthereisarelationship. o Makeasmanyconnectionsasyoucanbetweenthequestionsontheconceptmap.
➢ It’simportantforeveryonetosharetheirideasandit’sokayifyoudon’tagree. ➢ Youwillreviseandaddnewquestionsandinformationtothisconceptmapasyoulearnmoreabout
biospheresandecosystems. UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?ConnectingtotheCulminatingProjectYouhavebeenaskedtocreateaHungerGamesarenathatmimicsanenvironmentyoumayseeonEarth.
ThisshouldbecompletedindividuallyinyourProjectOrganizer.
Yourarenawillbeverysimilartoabiosphereinthatyouaredesigningyourownecosystem.Usingyourprior
knowledgeofecosystems,
q Whatpartsofanecosystemshouldyoubethinkingaboutincludinginyourarena?Makealistordrawa
diagramofanecosystemwithpartslabeled.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphereLift-OffTask:AWell-FunctioningBiosphere
StudentVersion StanfordNGSSIntegratedCurriculum2018 3
UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?ReflectionIndividuallyreflectontheLift-OffTask,usingthequestionsprovided:
1. Atthebeginningofthistask,youmadealistofallthequestionsyouhaveaboutbiospheres.Lookbackat
yourlist:thinkaboutthequestionsyourpeersaskedthatyoudidnotinitiallywritedown.Howaretheir
questionsdifferentfromtheonesyouoriginallyasked?
2. Inthisunit,wewillbefocusingonfourcrosscuttingconcepts:
● Patterns:Patternscanbeusedtoidentifycauseandeffectrelationshipsandprovideinformation
aboutnaturalsystems. ● CauseandEffect:Causeandeffectrelationshipsmaybeusedtopredictphenomena. ● SystemsandSystemModels:Modelscanbeusedtorepresentsystemsandtheirinteractions
withinandbetweensystems.
● EnergyandMatter:Theflowofmatterandenergycanbetrackedthroughanaturalsystem.
Lookingatyourclassconceptmap,giveoneexampleofhowacrosscuttingconceptcameupintoday’s
task.
3. Nowthatyouunderstandwhatprojectyou’llbeworkingonoverthecourseofthisunit,whatelsedoyou
needtoknow?Whatadditionalquestionsdoyouhave?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
Task1:PangaeaPuzzle
StudentVersion StanfordNGSSIntegratedCurriculum2018 1
UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?Engage
IntheLift-Offtask,welookedatanartificialenvironment.However,yourarenashouldbedesignedtobebuilton
reallandinareallocation,soyouwillhavetotakeintoaccountthelargegeologicfeaturesthatmightbethere.To
getafullunderstandingofyourarenalocation,todaywewillexploregeologicfeaturesaroundtheworldandhow
theyweremade.
Wecanstartbylookingatthecontinents.Thepicturebelowshowsamapoftheworldwiththecontinents
labeled.Whenyouseeamaplikethis,whatdoyounoticeabouttheshapeofthesecontinents?
http://kids.britannica.com/comptons/art-166560/Earths-seven-continents-are-Asia-Africa-North-America-South-America
Inpairs,drawarrowstoshowhowyouthinkthecontinentsmighthavefittogether.Explainwhyyouthinkso
below:
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
Task1:PangaeaPuzzle
StudentVersion StanfordNGSSIntegratedCurriculum2018 2
UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?
Explore
Intheearly1900s,ameteorologistnamedAlfredWegeneralsothoughtaboutthisquestion.Hesuggestedthat
thecontinentswereonceclosertogetherandmovedovertimetowheretheyaretoday.Havethecontinents
reallymovedovertime?Howcanwebesure?
AnalyzingandInterpretingData:Let’sgathersomemoreevidencetoseeifWagener’stheorywascorrect.
Inthissectionofthetask,youwillbegiventwocontinentpieces.
1. Workingwithyourgroup,examinetheinformationontheEvidenceCardstohelpyoudecidehowyour
twoassignedcontinentsmighthaveshiftedovertime.
NamesofYourAssignedContinents
Drawyourassignedcontinentstoshowhowtheymighthavefittogetheralong,longtimeago(Usearrowsand
captions).
UsingtheEvidenceCards,describetheevidencethatsupportsyourdrawingabove:
• Makealistoffeaturesthatappearoneachofyourcontinents.Howdoesthelocationofthesefeaturessupportyourarrangementofthetwocontinents?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
Task1:PangaeaPuzzle
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2. SystemsandSystemModels:Inthisactivity,youwillplaceyourowntwocontinentswithinthelarger
continentalsystem.Asgroupspresentabouttheircontinents,individuallytakenotesonthedifferent
kindsofevidencegroupsusetosupportthearrangementoftheircontinents.
PatternofEvidence SpecificExamples
MountainRanges
CoalDistribution
TypesofRock
Distributionof
GlacierDeposits
Distributionof
Fossils
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
Task1:PangaeaPuzzle
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UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?
Explain
Let’sgobacktoAlfredWegener’stheoryofcontinentaldrift.
1. Asaclass,watchthevideo.
2. Discussthefollowingquestionsinpairs.
• WhatwasAlfredWegener’sidea?
• Whatinspiredhimtogettothisidea?
• Whydidn’tanyoneaccepthisideaatthetime?
3. ConstructingExplanations:Individually,writeanexplanationagreeingordisagreeingwithWegener’s
theory.Basedonyourdataanalysis,doyouthinkthecontinentshavemovedovertime?Useevidence
fromyourchartabovetohelpsupportyourposition.
Doyouagree
ordisagree
with
Wegener’s
Theory?
What
evidencedo
youhaveto
supportyour
position?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
Task1:PangaeaPuzzle
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UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?
Elaborate
UsetheStronger/Clearermethodtodevelopandimprovetheexplanationyoujustwrote.
1. IndividualThinkTime:Turnthepaperoversoyoucan’tseeit.Takeaminutetothinkabouthowyouwillexplainyourresponsetoafirstpartner.
2. PartnerDiscussions1:Youwillworkinpairswithanotherstudent.OneofyouwillbeStudentAandtheotherStudentB.StudentAwillstartfirst:
• StudentA:Withoutlookingorreadingwhatyouwrotedown,describeandsupportthethinkingyouusedinyourexplanation.
• StudentB:Listenandaskclarifyingquestions.AskquestionstohelpStudentAprovideevidence-basedreasoning.Forexample,youmightask,“Whydoyouthinkthat?”or“Whatevidencesupportsyourclaim?”
• BothStudentAandStudentB:Writedownanynotes,thoughts,orquestionsthatcameupinthisdiscussion.
Nowswitchrolesandrepeatthestepsabove.
3. PartnerDiscussion2:Repeatthepartneringprocesswithanotherstudent.Remembertotrytostrengthenandclarifyyourexplanation.Writedownnewnotes,insights,andquestions.
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4. PartnerDiscussion3:Repeatthepartneringprocesswithanotherstudent.Remembertotrytostrengthenandclarifyyourexplanation.Writedownnewnotes,insights,andquestions.
5. FinalExplanation:Afteryouhaveworkedwithpartnerstoclarifyyourthinking,reviewyournotes.Revise
yourexplanationintheExplore.Youmayincludedrawingsordiagramsthathelpyouexplainyouranswer.
UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?
Evaluate:ConnectingtotheCulminatingProject
YouhavebeenaskedtocreateanarenathatmimicsanenvironmentyoumayseeonEarth.Overthecourseof
thistask,yougatheredevidenceofhowpastplatemotionshaveledtosomegeologicfeaturesyouseeonEarth.
Asagroup,decideonalocationforyourarenathatwouldhavethegeologicfeaturesyouwant.Thenindividually,
ThisshouldbeindividuallyinyourProjectOrganizer.
ü DrawamapshowingyourarenalocationonEarthaswellasanyrelevantsurroundingcontinents,making
captionsthatanswerthequestionsbelow:
o Onwhatcontinentwouldyourarenabelocated?Whyareyoulocatingitthere?
o Whatfeatureswouldyoufind(mountainranges,typesofrock,glaciers,etc)?
o Howcanyouuseplatemotionstoexplainthesefeatures?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
Task1:PangaeaPuzzle
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UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?
Reflection
IndividuallyreflectonTask1,usingthequestionsprovided:
1. Atthebeginningofthistask,youwereaskedtomakeahypothesisabouthowcontinentsmayhaveonce
beenconnected.Lookbackatyourhypothesis:aftercollectingalltheevidencetoday,howwouldyou
changeoraddtoyourhypothesis?Useevidencefromthetasktojustifyyourchangesoradditionsand
recordbelow.
2. Inthistask,wefocusedonthecrosscuttingconceptsof:
• Patterns:Patternscanbeusedtoidentifycauseandeffectrelationshipsandprovideinformation
aboutnaturalsystems. • SystemsandSystemModels:Modelscanbeusedtorepresentsystemsandtheirinteractions
withinandbetweensystems.
WheredoyouseeexamplesofPatternsandSystemsandSystemsModelsinthistask?
3. Nowthatyouhavelearnedmoreabouttheevidenceforpastplatemotions,whatquestionsdoyoustill
have?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit1:ABalancedBiosphere
Task2:UsingAvailableResources
StudentVersion StanfordNGSSIntegratedCurriculum2018 1
UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?
Engage
InTask1,youlearnedabouthowplatemotionsleadtothegeologicalworldyouknowtoday.Buthowdoesthisalsoaffectwhichresourcesareavailableinaregion?Thisquestionisveryimportanttous,ashumans,becausewetakemanydifferentsubstancesfromtheEarth—suchaswater,minerals,timber,andoil—andputthemtoourownuses.Becauseweusethemsomuch,youwilloftenseethemwrittenaboutinthenews.Belowareafewrealnewsheadlinesfromdifferenttimeperiods:
MininginTibet:ThePriceofGold,TheEconomist
SaudiArabia’sOilPolicy:BeyondOPEC,TheEconomist
Gold!Gold!Gold!Gold!Sixty-EightRichMenonTheSteamerPortland,TheSeattlePost-IntelligencerUSNationalArrestedOnSierraLeone‘BloodDiamond’Charges,TheGuardianDryingUp:TheRacetoSaveCaliforniaFromDrought,Newsweek
Inpartners,discuss:1. Newspaperstalkaboutnaturalresourcesallthetime.Whatdoyouthinkanaturalresourceis?
2. Inthelasttask,welearnedaboutplatemotions.Howdoyouthinknaturalresourcesmightbeconnectedtoplatemotions?
3. Earth’sresourcesareveryimportanttohumansfortheirdailylives.Whataretheresourcesinthesenewsheadlinesandwhydoyouthinkeachofthemissoimportant?
4. Becausenaturalresourcesaresoimportanttohumans,theyoftencauseconflict.Whydoyouthinkthereisconflict?
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UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?
Explore
Inthelasttask,welearnedthatplatemotionshaveledtothegeologicalworldaroundus.However,aswelearnedfromthenewsheadlines,themovementoftheplatesoccurindifferentplacesintheworldandleadtodifferentresults.Resources,likegold,oil,diamonds,andwaterarenotdistributedequally--wehavemoreinsomeplacesthanothers.Why?HowdoestheEarthactuallymaketheseresources?Let’sexplorewhatplatemovementshavetodowithallofthis.YoumayalreadyknowthatourcontinentsandoceanssitontopoflargepiecesofEarth’scrust…theseareknownastectonicplates.Tectonicplatesaren’tstationary—theyactuallymove,butveryveryslowly.CauseandEffect:Attheirboundaries,platescanbanginto,diveunder,splitfurtherapart,orslidealongeachother.Thisiswhatcreatesdifferentgeologicfeatures,likemountains,volcanoes,earthquakes,andmid-oceanridges.Let’smodelhowthesetectoniceventshappen.
DevelopingandUsingModels:Withyourgroup,usethematerialsprovidedbyyourteacherandtheresourcecardatyourtabletomodelthedifferentwaysplatescaninteract.Whenyoufinish,drawdiagramsofwhatyoumadeandexplaintheresultsofeachplateinteraction.
Divergent Convergent-Collision Convergent-Subduction Transform
Placeswhereplatesaremovingapart.
Placeswhereplatescrashtogether.
Placeswhereplatescrashtogether.
Placeswhereplatesslidepasteachother.
Diagram(Usearrows)
Diagram(Usearrows)
Diagram(Usearrows)
Diagram(Usearrows)
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Whatgeologicfeaturesdoyouthinkcanresult?
Whatgeologicfeaturesdoyouthinkcanresult?
Whatgeologicfeaturesdoyouthinkcanresult?
Whatgeologicfeaturesdoyouthinkcanresult?
Nowreadthearticletolearnaboutanexampleofhowplatetectonicsaffectsnaturalresourcedistribution.
1. Howisoilandnaturalgasformed?Basedonyourresearch,usetheflowchartbelowtoexplaintheprocess.
2. CauseandEffect:Accordingtothearticle,whichtypesofplateinteractions(whichyoumodeledwithgrahamcrackers)helptomakeoilandnaturalgas?
3. Howdoyouthinkhumansareaffectingthedistributionofoilandnaturalgas?UseyourpriorknowledgeaswellasevidencefromtheEngageandthearticle.
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UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?
Explain
Individually,constructanexplanationtoanswerthefollowingquestion:Areallresourcesdistributedevenlythroughouttheworld?Whyorwhynot?UseevidencefromtheEngageandExploreaswellasCauseandEffectreasoningtojustifyyourresponse.
Claim
Evidence
Reasoning
UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?
Elaborate
CauseandEffect:Todaywelearnedabouthowtwonaturalresources,naturalgasandoil,arenotequallydistributedthroughoutEarth.Butisthatalsothecasewithotherresources?Applywhatyoulearnedtoanotherenergyresource:coal.Withapartner,readabouthowcoalismadeandrespondtothequestionbelow:
Coalwascreated300to400millionyearsagoduringtheCarboniferousperiod,whichhadagenerally
warmandhumidclimate.Plantsintropicalswampforestsdiedandbecameburiedandcompressedin
sedimentstoformcoal.Miningtechniquescanremovethecoalfromearthtobeusedbyhumans.
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Doyouthinkthisresourceisevenlydistributed?Whyorwhynot?
UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?
Evaluate:ConnectingtotheCulminatingProject
YouwillbecreatinganarenathatmimicsanenvironmentyoumayseeonEarth.Everyarenaneedscertainresourcestofunction.NowthatyouhavediscoveredhowresourceshavebeendistributedonourownEarth,decidewhichresourcesyourarenawillhave.
ü Whatevidenceisthereforwhytheseresourcesareunevenlydistributed?ThisshouldbecompletedindividuallyinyourProjectOrganizer.UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?
Reflection
IndividuallyreflectonTask2,usingthequestionsprovided:
1. Atthebeginningofthistask,youlookedatdifferentnewsheadlinesandhypothesizedastowhycertainresourcesareassociatedwithspecificregions.Lookbackatyourresponses:afterlearningeverythingyouhaveaboutresources,howcanyouaddtoyouranswers?UseinformationfromthetasktobetterexplainwhyAmericacan’tjustgetallofitsresourceswithinitsownborders.
ü Whatnaturalresourceswillyourarenahavethemostandleastof?ü Whatgeoscienceprocesseswillhavecausedtheseresourcestobeavailableinyourarena?
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2. Inthistask,wefocusedonthecrosscuttingconceptof:• CauseandEffect:causeandeffectrelationshipsmaybeusedtopredictphenomena.
WheredidyouseeexamplesofCauseandEffectinthistask?
3. Nowthatyouhavelearnedmoreabouthownaturalresourcesaredistributed,whatquestionsdoyou
stillhave?
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UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?
EngageInthelasttwotasks,welearnedaboutnon-livingpartsofanecosystem,suchasgeologicfeatureslikemountains
andnaturalresourceslikeoil.However,everyecosystemalsohaslivingpartsaswell,likeplantsandanimals.How
doallthesedifferentpartsinteracttokeeptheecosystemfunctioningasawhole?
Withapartner,thinkaboutthefollowingcasestudy.Throughoutthistask,youwillbegatheringevidencetohelp
youexplainwhathappened:
In1815,ontheIndonesianIslandofSumbawa,thevolcanoMountTambora
erupted,immediatelykillingthousandsandcausingmuchoftheworldtoentera
globalchill.Theyearthatfollowedisknownas“TheYearWithoutSummer”
becausethevolcanoscatteredtonsofashanddebrisintotheair,blockingsome
ofthesunlightthatusuallywarmstheEarth’ssurface.Inthatyear,thousandsof
plantsandanimalsdied,leavingthousandsmorehumanstodiewithoutfood.
SystemsandSystemModels:Writeahypothesis:Whydoyouthinksomanyplantsandanimalsdied?
UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?
ExploreDevelopingandUsingModels:InordertounderstandwhathappenedinthecaseoftheMountTambora
eruption,let’sexplorethetypicalinteractionsinanecosystem.Withyourgroup,
1. Cutapartandanalyzetheecosystemcardsprovidedbyyourteacher.
2. EnergyandMatter:Discusswithyourgrouphowthedifferentpartsoftheecosystemmightinteractand
arrangethemonapieceofposterpaper.Somediscussionquestionsyoumightwanttoconsiderare:
• Whatpartsarelivingandwhatpartsarenon-living?
• Whatnon-livingmatterdoeseachlivingorganismneedtoliveandgrow?
• Whatnon-livingmatterdoeseachlivingorganismproduceinitsdailylife?
• Wheredoeseachlivingorganismgetitsenergytoliveandgrow?
• Whoeatswho?
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3. SystemsandSystemModels:Drawarrowsandlabelstodescribehowyouthinkthedifferentpartsinteract.Makesuretousepencilsoyoucanreviseit!
ExplainDevelopingandUsingModels:Yourgrouphasusedyourpriorknowledgetoconstructaninitialmodelofan
ecosystemanditsinteractions.
1. Individually,readthearticleprovidedbyyourteachertolearnmoreaboutecosysteminteractions.Use
theannotationstrategiesprovidedbyyourteacher.
2. Asagroup,usethisnewinformationtoreviseyourmodelandcreateafinalposterusingglueand
markersprovidedbyyourteacher.Yourmodelshouldinclude:
• Allthepartsoftheecosystem
• Relevantlabels(Ex:producer,consumer,decomposer)
• SystemsandSystemModels:Arrowsthatshowallinteractionsbetweenthedifferentparts• EnergyandMatter:Captionsthatexplainhowenergyflowsthroughtheecosystem
• Captionsthatexplainhowmatteriscycledthroughtheecosystem
UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?ElaborateSystemsandSystemModels:ReturntothecasestudyoftheMountTamboraeruption.Whydidsomanyplants
andanimalsdie?Individuallyexplainwhathappenedusingwhatyouhavelearnedaboutthecyclingofmatterand
energyamongstpartsofanecosystem.Youmaywriteaparagraphordrawaflowcharttoexplain.
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UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?Evaluate:ConnectingtotheCulminatingProjectYouwillbecreatinganarenathatmimicsanenvironmentyoumayseeonEarth.Yourarenaalreadyhasitsmain
geologicalfeatures,butaswelearnedtoday,therearealsoothernon-livingfactorsandlivingfactorsthatmake
upanenvironment.Designthelandscapeofyourarena,focusingonthenon-livingthingsthatwillbeneededto
supportlife.
ThisshouldbeindividuallycompletedinyourProjectOrganizer.
UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?
ReflectionIndividuallyreflectonTask3,usingthequestionsprovided:
1. Atthebeginningofthistask,youwroteahypothesisforthecaseoftheMountTamboraeruption.Look
backatyourinitialresponse:wereyoucorrect?Afterlearningeverythingyouhaveaboutcyclingof
energyandmatter,howcouldyoureviseoraddtoyourhypothesis?
2. Inthistask,wefocusedonthecrosscuttingconceptsof:
• SystemsandSystemModels:Modelscanbeusedtorepresentsystemsandtheirinteractions
withinandbetweensystems.
• EnergyandMatter:Theflowofmatterandenergycanbetrackedthroughanaturalsystem.
WheredidyouseeexamplesofSystemsandSystemModelsandEnergyandMatterinthistask?
ü Drawavisualdiagramshowinghownon-livingmatterwillcyclethroughyourenvironment(Youdo
notneedtopickspecificplantsandanimalsforyourarenayet;youcanjustdrawexampleplantsand
animalsforthisdiagram).
o Besuretolabeltheexamplesoflivingandnon-livingmatterandusearrowstoshowwherethey
go.
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3. Nowthatyouhavelearnedmoreabouthowmatterandenergycycleamonglivingandnon-livingpartsof
anecosystem,whatquestionsdoyoustillhave?
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UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?EngageInthelasttask,wesawhowmatterandenergyarecycledthroughecosystemsbyplantsandanimals.However,exchangingnon-livingmatterisnottheonlywayplantsandanimalsinteractinanecosystem.Imagineanykindofecosysteminyourmindandthinkofthetypeofanimalsandplantsyouwouldfindthere.Individually,brainstormatleastthreewaysyoucanimaginespecificorganismsinteractinginthisenvironment.Drawapictureofthisenvironment,includingtheseorganisms.Writecaptionsoraparagraphtodescribeeachinteractionshown.Discuss:
1. Patterns:Shareyourpictureswithapartnerwhodrewadifferenttypeofecosystemthanyou.Eventhoughyourecosystemsaredifferent,didyoudrawanysimilarinteractionsamongstyourorganisms?Describeanysimilaritiesbelow:
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UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?ExploreYouandyourclassmatesalldrewdifferentenvironments,butmanyofyoudescribedsimilarinteractionsamongstyourorganisms.Todayyouaregoingtolookatreal-lifeexamplesofrelationshipsbetweenorganismsacrossalargevarietyofecosystemstoseeifyounoticeanypatterns.Individually,visiteachstation.Inthedatacollectionchartbelow,recordwhatorganismsyouseeinteractinganddescribehowyouseetheminteractingintheecosystem.Makesuretowritedownthecorrectstationnumber.Listenforthetimeroryourteachertoknowwhentomovetothenextstation.Continueuntilyouhavevisitedeverystation.
StationNumber
CharacteristicsofEcosystem
OrganismsInvolved DescriptionofInteraction
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StationNumber
CharacteristicsofEcosystem
OrganismsInvolved DescriptionofInteraction
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UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?ExplainConstructingExplanations:Asyouvisitedthestations,youmayhavenoticedsomepatternsbetweensomeofthesituations.UsetheInteractionCardsprovidedbyyourteacherwhichshoweachofthesituationsfromthestations.Withyourgroup,
1. ClustertheInteractionCardsthatshowinteractionsthatseemalike.Recordthesegroupingsinthebottomofeachboxbelow.*Youdonotneedtousealltheboxesprovided.
2. Ineachbox,describethetypeofinteractionthatexplainswhyyougroupedpairsoforganismsinthesamecategory.
3. Lastly,assigneachgroupingalabelthatrepresentsthetypeofinteraction.
Label:____________________
DescriptionofInteraction:
ExamplePairsofOrganisms:
Label:____________________
DescriptionofInteraction:
ExamplePairsofOrganisms:
Label:____________________
DescriptionofInteraction:
ExamplePairsofOrganisms:
Label:____________________
DescriptionofInteraction:
ExamplePairsofOrganisms:
Label:____________________
DescriptionofInteraction:
ExamplePairsofOrganisms:
Label:____________________
DescriptionofInteraction:
ExamplePairsofOrganisms:
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Yourgroupcreatedyourownlabelsfortheinteractionsyousaw.Scientistshavealsodonethesamething!Afteryourteacherreviewsthescientificnames,matchyourlabelwiththescientificnamefortheinteractioninthechartbelow:
InteractionDescription YourLabel ScientificName
Twoorganismsfightoveraresource,suchasfood,water,or
territory.
Oneorganismlivesonorinsideanotherorganismandharmsitin
theprocess.
Bothspeciesbenefitfromtherelationship.
Apredatorfeedsonitsprey.
Onememberoftherelationshipbenefitsandtheotherisneither
helpednorharmed.
UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?ElaboratePatterns:Nowthatweknowhoworganismsinteractacrossecosystems,wecanusetheseinteractionstoidentifycauseandeffectrelationshipsinrealecosystems.Usingwhatyouhavelearnedfromthestationcards,individuallyexplaineachofthescenariosbelow:
1. Thezebrapopulationisexplodinginthesavannah.Atthesametime,populationsofmanysmallanimalsthatliveintheRedGrassthatzebraseatarebeginningtodieout.Whydoyouthinkpopulationsofthesesmallanimalsaredyingout?Whatcouldwedotohelppreventthesesmallanimalsfromgoingextinct?
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2. SinceFindingNemocameoutintheaters,therehasbeenanincreaseddemandforpetclownfish.Nowmarinebiologistsarenoticingthattheseaanemonepopulationisalsodecreasing.Whatcanwedotohelpbuilduptheseaanemonepopulation?Explainwhyyoursolutionwouldhelp.
UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?Evaluate:ConnectingtotheCulminatingProjectYouwillbecreatinganarenathatmimicsanenvironmentyoumayseeonEarth,includinganyrelevantorganisms.Inyourarena,youwillbecreatingachallengeforyourcontestants,sothewinnermaywinadditionalsupplies.Thechallengewillbetolocateaspecificplant/animalbyusinginformationaboutanotherplant/animal.Thecontestantswillusetheirknowledgeofecosysteminteractionstoconnecttheknownplant/animaltotheunknownplant/animal.
ü Identifywhatplantsandanimalsyouwillincludeinyourarena.ü Designthischallengebymakingaflowcharttracingoneorganismtoanotherusingatleasttwo
differentorganisminteractionswehavestudied.ü Explainhoweachplant/animalleadsthecontestanttothenextplant/animalbydescribingtheorganism
interactions.ThisshouldbecompletedindividuallyinyourProjectOrganizer.UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?ReflectionIndividuallyreflectonTask4,usingthequestionsprovided:
1. Atthebeginningofthistask,youwereaskedtobrainstormthreewaysyoucouldimagineorganismsinteractinginanecosystem.Lookbackatyourbrainstorm:aftervisitingallthestationstoday,howwouldyouaddtoyourbrainstorm?Whattypesofinteractionswereyoumissing?
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2. Inthistask,wefocusedonthecrosscuttingconceptof:• Patterns:Patternscanbeusedtoidentifycauseandeffectrelationshipsandprovideinformation
aboutnaturalsystems.WheredidyouseeexamplesofPatternsinthistask?
3. Nowthatyouhavelearnedmoreabouthoworganismsinteractinanecosystem,whatquestionsdoyou
stillhave?
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UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?
EngageInthelasttask,welearnedthatallorganismsinteractwitheachother.Wehavealsolearnedinthisunitthatallorganismsneedcertainresourcestosurvive.Knowingthiscanhelpusmakepredictionsabouthowchangingonepartofanecosystemcanaffectanotherpart.Withapartner,useyourobservationskillsandpriorknowledgetoanswerthefollowingquestions:
1. Watchtheclipabouttropicalrainforests.Whatdoyousee?Whatplants,animals,andnon-livingthingsexistinarainforest?
2. CauseandEffect:Predictwhatmayhappenifwetookaway95%oftherainwaterfromtherainforest?Howwouldthisaffectallthethingsyoulistedabove?
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UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?Explore
Asyoucansee,changingoneaspectofanenvironmentcancreateachainofeventsthataffectsmanyotherpartsofanenvironment!Todaywewilluseacomputersimulationthatmodelstheseprocesses,soyoucananalyzeandinterpretdatabasedonrealenvironments.SystemsandSystemsModels:Inpairsorasagroup,followtheinstructionsbelowandrecorddataabouttheecosystemmodelinthedatacollectiontables.
SettingUptheSimulation 1. Openthewebbrowseronyourcomputerandnavigatetogoogle.com.
a. Type“InteractiveLabsEcologyLab”intothesearchbarandpressenter.Selectthefirstchoicethatcomesup.
2. Readtheoverviewonthefirstpagealoudwithyourgroupmembers.3. Press“OpenSimulator”aboveontheright.
a. Hereyouwillseeoptionsoforganismstoincludeinyourecosystemontheleft.Ontheright,youwillseeyourecosystem.Eachplantisrepresentedbyadifferentcolorandeachanimalisrepresentedbyadifferentsymbol.
Simulation1
1. Press“AllOff”toclearyourecosystem.Atthispoint,yourecosystemhasalimitedsupplyofwater,nutrients,andsunlightavailabletobeused.
a. AddPlantAandPlantBtoyourecosystemandpressRun.Pauseatapproximately50days.Recordobservationsinyourdatatable.
b. Usethe“Reset”buttontoclearyourecosystemagain.AddPlantBandPlantCtoyourecosystemandpressRun.Pauseatapproximately50days.Recordobservationsinyourdatatable.
OrganismsinEcosystem Observations
PlantA
PlantB
PlantB
PlantC
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AnalyzingandInterpretingData:
• Whatdothegraphstellyouabouttheinteractionbetweentheplants?
Simulation2
1. Press“AllOff”toclearyourecosystem.Atthispoint,yourecosystemhasalimitedsupplyofwater,nutrients,andsunlightavailabletobeused.
2. AddPlantAandPlantBtoyourecosystem.3. Nowlet’saddananimaltoeatoneoftheseplants.Pressthebunnyandthenselect“eatsPlantA.”Run
untilapproximately100daysandthenpressPause.Recordobservationsinyourdatatable.4. Answerthediscussionquestionsbelow.
OrganismsinEcosystem Observations
PlantA
PlantB
Bunny(whoeatsPlantA)
AnalyzingandInterpretingData:
1. WhydoyouthinktheresultsaredifferentthanSimulation1?
2. HowdidtheamountofPlantAchange?HowdidthisaffectthepopulationofPlantB?
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3. Lookatthegraphinthebottomhalfofthepage.TheorangelinerepresentsHerbivoreA(thebunny).Itshowsanincreaseinthebunnypopulationatfirst,butthenitdecreasesandlevelsoffinastraightline.Howcouldyouexplainthis?
Simulation3
1. Press“AllOff”toclearyourecosystem.Atthispoint,yourecosystemhasalimitedsupplyofwater,nutrients,andsunlightavailabletobeused.
2. AddPlantCtoyourecosystem.3. AddaDeer(HerbivoreC)toeatyourPlantCbypressingthedeerandthenselecting“eatsPlantC.”4. AddaWolf(TopPredator)toeatyourDeerbypressingtheWolfandselecting“eatsHerbivoreC.”
a. Rununtilapproximately100daysandthenpressPause.Recordobservationsinyourdatatable.5. NowremoveyourWolfbypressingtheWolfandde-selecting“eatsHerbivoreC.”
a. Rununtilapproximately100daysandthenpressPause.Recordobservationsinyourdatatable.6. Answerthediscussionquestionsbelow.
OrganismsinEcosystem Observations
PlantC
Deer(HerbivoreCwhoeatsPlantC)
Wolf(TopPredatorwhoeatsDeer)
PlantC
Deer(HerbivoreCwhoeatsPlantC)
AnalyzingandInterpretingData:
1. HowdidtakingouttheTopPredator(wolf)affectthisecosystem?Why?
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2. Whataresomeothereffectsthatyouthinkmightoccurinthisecosystembecauseofthis?
UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?Explain
Weknowthatwedon’thaveaninfinitesupplyofresourcesintheworld.Ineveryenvironment,thereisalimitedamountofwater,nutrients,andotherresourcesavailabletotheorganismsthere.
ConstructingExplanations:Inpairsorasagroup,usethedatayoucollectedaboveandCauseandEffectreasoningtocomeupwithageneralruletothefollowingquestion:Howdoavailableresourcesaffectthepopulationsofdifferentorganismsinanecosystem?Useatleastoneexamplefromthesimulationasevidencetojustifyyourrule.
Herearesomesamplesentencestemsyoumayusetoconstructyourrule:● Whentherearemoreresources,thiscanresultin____________.● Whentherearelessresources,thiscanresultin______________.● Whenanincreasednumberoforganismsusesupmoreoftheresources,thismayresultin_______.● Forexample,inthesimulation,wesawthat______________ledto_________.
UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?
Elaborate
Weknowthattheresourcesavailableaffectthepopulationofdifferentplantsandanimalsinecosystems.Unfortunately,humanbeingsdon’talwaysthinkaboutthiswhentheyneedorwantcertainresources.Tropicalrainforestsareessentialecosystemsthatprovideallsortsofbenefitstoourworld:cleanwater,abundantoxygen,sourcesofmedicine,andincredibleplantandanimaldiversity.However,theyarecurrentlyingreatdangerbecauseoftheactionsofmanyhumanbeings.Watchthevideosprovidedbyyourteacheranddiscussthefollowingquestionswithapartner.
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Thisfirstvideoshowsatime-lapseofdeforestationintheAmazonrainforest:1. Whatresourceisbeingdepleted(takenaway)here?
2. Whydoyouthinkthisresourceisnecessaryfororganismsinthisecosystem?Thenextvideogivesyousomemorebackgroundondeforestation:
3. Whyarehumanscuttingdowntrees?
4. Whateffectsdoesdeforestationhaveonthepopulationofplantsandanimalsinthatarea?
5. Whatcanwedotostopthisfromhappening?UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?
Evaluate:ConnectingtotheCulminatingProject
YouwillbecreatinganarenathatmimicsanenvironmentyoumayseeonEarth.ReflectbackonthelasttworesponsesinyourProjectOrganizer.Thinkaboutwhatkeyresourcesareneededinordertoaccommodatetheorganismsyouhavechosen.Basedonthesekeyresources,preparefortheworst:
ü Ifbudgetconstraintsresultedinremovalofonemainresource,predictwhatwillhappentothepopulationsofdifferentorganismsinyourarena.
ü Figureoutasmanyeffectsasyoucanandexplaintheminaflowchartorparagraphformat.Usedatafromthetasktojustifyyourpredictions.
ThisshouldbecompletedindividuallyinyourProjectOrganizer.
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UnitEssentialQuestion:Howhavenaturalprocessesandhumanactivitiescreatedtheecosystemsweseetoday?Reflection
IndividuallyreflectonTask5,usingthequestionsprovided:
1. Atthebeginningofthistask,youwereaskedtomakeapredictionaboutwhatwouldhappenifyoutookawaywaterfromtherainforest.Lookbackatyourprediction:aftercollectingdataevidencetoday,howwouldyouchangeoraddtoyourprediction?Arethereanyadditionaleffectstoanypopulationsyoumaynothaveinitiallythoughtof?
2. Inthistask,wefocusedonthecrosscuttingconceptsof:o CauseandEffect:Howcauseandeffectrelationshipscanbeusedtomakepredictions.o SystemsandSystemModels:Modelscanbeusedtorepresentsystemsandtheirinteractions
withinandbetweensystems.WheredoyouseeexamplesofCauseandEffectandSystemsandSystemModelsinthistask?
3. Nowthatyouhavelearnedabouthowavailabilityofdifferentresourcesaffectsthepopulationsofdifferentorganisms,whatquestionsdoyoustillhave?
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