Bring Science Alive! Earth Science Review Guide

Review Guide

Earth Science Review Guide Planet Earth | Space | Weather and Climate

Earth Science

Get students moving, thinking, and asking big questions. Take a look at how TCI’s resources inspire and engage students as they make relevant connections between content and their everyday lives with phenomena-based storylines and rich case studies.

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T A B L E

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Bring Science Alive! Earth Science Program Components.............................................................3 Unwrapping a TCI Unit...........................................................4 Program Contents...................................................................5 Unwrapping a TCI Unit

A Phenomena-Rich Program..........................................10

Three-Dimensional Learning..........................................12

Thinking Like an Engineer..............................................14

Checking Student Progress............................................16

Anchoring Phenomenon

Lesson Guide.................................................................18

Interactive Student Notebook........................................20

Handouts.......................................................................22 Three-Dimensional Lesson Investigations

Lesson Planning.............................................................24

Lesson Guide.................................................................25

Student Text..................................................................34

Interactive Student Notebook........................................48

Handouts.......................................................................61 Sample NGSS-Designed Assessment..................................62 Engineering Challenge

Lesson Guide.................................................................70

Interactive Student Notebook........................................74 Handouts.......................................................................79 Performance Assessment

Lesson Guide.................................................................80

Interactive Student Notebook........................................83 Handouts.......................................................................96 Correlations........................................................................103 Unit Progressions...............................................................106 Kit Materials.......................................................................128 Credits ..............................................................................129

Get students moving, thinking, and asking big questions. Take a look at how TCI’s resources inspire and engage students as they make relevant connections between content and their everyday lives with phenomena-based storylines and rich case studies.

Program Components Reference Text

Interactive Student Notebook

Reference Texts provide background and additional context for students as they complete investigations.

During investigations, students record observations, graph data, construct arguments, and more in their Interactive Student Notebooks.

Planet Earth

TCI offers programs for elementary, middle, and high school classrooms.

Social Studies Alive!

History Alive!

History Alive!

Geography Alive!

Geography Alive!

At the end of the school year, you’ll be able to look back at the pages of your notebook to see all the science you have explored!

Government Alive!

Planet Earth

Space

Interactive Student Notebook In the Interactive Student Notebook, you will • think about what you already know • take notes from your reading • record discoveries from each investigation • show what you have learned

Your Science Investigation Journal

Space

Interactive Student Notebook Your Science Investigation Journal

At the end of the school year, you’ll be able to look back at the pages of your notebook to see all the science you have explored!

Space

Econ Alive!

Planet Earth

Government Alive!

Space

TCI offers programs for elementary, middle, and high school classrooms.

Social Studies Alive!

In the Interactive Student Notebook, you will • think about what you already know • take notes from your reading • record discoveries from each investigation • show what you have learned

Interactive Student Notebook

Bring Learning Alive!

Interactive Student Notebook

Planet Earth Bring Learning Alive!

Econ Alive!

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Space

Bring Science Alive!

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Planet Earth

Bring Science Alive!

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Weather and Climate

TCI offers programs for elementary, middle, and high school classrooms.

100% NGSS

100% NGSS

Social Studies Alive!

History Alive!

In the Interactive Student Notebook, you will • think about what you already know • take notes from your reading • record discoveries from each investigation 100% • show what you have learned

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NGSS

Interactive Student Notebook

Weather and Climate www.teachtci.com 800-497-6138 Bring Learning Alive!

Weather and Climate

Interactive Student Notebook 100% NGSS Your Science Investigation Journal

At the end of the school year, you’ll be able to look back at the pages of your notebook to see all the science you have explored!

Geography Alive!

Econ Alive!

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Weather and Climate

Bring Science Alive!

Weather and Climate

Government Alive!

800-497-6138

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100% NGSS

100% NGSS

Materials Kits Ready-to-use Materials Kits are prepped and organized for you to seamlessly integrate into each lesson.

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Online Resources Simulations, lesson presentations, customizable 3-Dimensional assessments, and more are at your fingertips.

Earth Science Lesson Guide Sample 3

Unwrapping a TCI Unit

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Bring Science Alive! Earth Science Planet Earth Unit 1 - Earth Systems Anchoring Phenomenon: Flowing, bright molten rock in the form of lava moves across Earth’s surface forming new land and erasing vegetation.

Storyline: Kilauea is an active volcano in Volcanoes National Park, Hawaii. Every day energy flows through the volcano and moves matter in the form of hot, molten lava. Create an exhibit for the park using graphics, pictures, and text to explain these volcanic processes.

1 Energy in Earth’s Systems

Phenomenon: When the bottom of a tank of water is heated, warm water rises, cools, and falls back again.

2 Scales of Change on Earth’s Surface

Phenomenon: Ice breaks off a glacier and falls into the ocean.

Performance Assessment: Changes in Earth’s Surface at the Kilauea Volcano Anchoring Phenomenon: Flowing, bright molten rock in the form of lava moves across Earth’s surface forming new land and erasing vegetation.

Storyline: Create an informational kiosk about Kilauea, an active volcano in Hawaii. Use your knowledge of the earth’s systems, as well as your knowledge of scales of change, to best inform visitors. Present and explain your plans to park officials at the National Park Service in Hawaii.

Unit 2 - Processes that Shape Earth Anchoring Phenomenon: Earth’s natural resources, like minerals, energy, and groundwater, are unevenly distributed across communities.

Storyline: Companies that use natural resources to produce roses, energy, and bottled water want to relocate to a community. Students are on that community’s “Board of Natural Resource Development” and must evaluate the needs of the three companies and decide which company they should fund.

3 Earth’s Tectonic Plates

Phenomenon: Fossils of plants that had broad, flat leaves are found in Antarctica.

4 The Rock Cycle

Phenomenon: Some rock types can be found in a community, but not others.

5 The Water Cycle

Phenomenon: During the first week of January, New York was covered in four feet of snow, but by the end of May the streets were bare.

Engineering Challenge: Test and Improve a Solar Distiller Description: Build, test, and improve a solar distiller. Use data to explain what effects changes to the distiller design have on the rates of evaporation, condensation, and precipitation of water in the distiller.

6 Earth’s Natural Resources

Anchoring Phenomenon: Every device contains parts that are made from natural resources.

Performance Assessment: Fund a Natural Resource Company Anchoring Phenomenon: Earth’s natural resources, like minerals, energy, and groundwater, are unevenly distributed across communities.

Storyline: You are on a community’s Board of Natural Resource Development. Evaluate the needs of three companies and decide which company to fund. www.teachtci.com

Earth Science Lesson Guide Sample 5

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Unit 3 - Earth Processes Through Geologic Time Anchoring Phenomenon: Despite the lack of volcanoes and flowing water, igneous rocks and sedimentary rocks are found throughout the Black Hills.

Storyline: Different rock types are found around Devils Tower and the Black Hills National Forest. Learn about the formation of Devils Tower and act as National Forest Rangers to explain how the positions of these rock types relate to the way they were formed.

7 Investigating Rock Strata

Phenomenon: The rock layers at the bottom of the Grand Canyon are much older than those found at the top of the Grand Canyon.

8 Reconstructing Earth’s History

Phenomenon: The moon contains rocks that are very much like Earth’s and formed at about the same time as many of Earth’s oldest rocks.

Performance Assessment: Explaining the Black Hills Anchoring Phenomenon: Despite the lack of volcanoes and flowing water, igneous rocks and sedimentary rocks are found throughout the Black Hills.

Storyline: As forest rangers in Black Hills National Forest, answer a middle schooler’s questions about the rock patterns he’s observed in the Black Hills as well as about the nearby Devils Tower National Monument.

Unit 4 - Earth’s Natural Hazards Anchoring Phenomenon: Bridges in some places risk damage or destruction from multiple natural hazards including flooding, mass wasting, earthquakes, and even volcanic activity.

Storyline: You are a civil engineer who must decide how three bridges will be built at three different locations in Placerville, CA. Each location may face different natural hazards over time. Your job is to review data to forecast which natural hazards these bridges will face during their lifetimes. Finally, you will use the forecast to recommend design criteria.

9 Volcanic Eruptions and Earthquakes

Phenomenon: Volcanoes erupt and earthquakes shift the ground at similar places around the globe, but there are other places that see very little earthquake and volcanic activity.

10 Mass Wasting, Tsunamis, and Floods

Phenomenon: Data on maps shows that Northen California has more mass wasting than Missouri, even though Missouri has more floods.

Engineering Challenge: Designing a Bridge for Floods and Landslides Description: Redesign a bridge to withstand floods and mass wasting events. Use tests to collect data and improve the performance of your bridge model using simulated flood events.

Performance Assessment: Planning Bridges to Withstand Natural Hazards Anchoring Phenomenon: Bridges in some places risk damage or destruction from multiple natural hazards including flooding, mass wasting, earthquakes, and even volcanic activity.

Storyline: As a civil engineer, analyze and interpret data including records of the locations, magnitudes, and frequencies of flood, mass wasting, and earthquake events in Placerville, CA. Then, use these data to generate design criteria for three bridges that can withstand likely hazards while meeting constraints.

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Space Unit 1 - The Earth-Sun-Moon System Anchoring Phenomenon: Celestial objects appear to move in distinct patterns from Earth.

Storyline: Patterns of the apparent motion of the sun, the moon, and stars in the sky can be described, predicted, and explained with models. Develop your own model of the Earth-sun-moon system, using it to create a film that explains the cyclic patterns of lunar phases, eclipses of the sun and moon, and the seasons.

1 Earth’s Rotation and Revolution

Phenomenon: The sun appears to move across the sky during the day, and stars appear to move across the sky during the night.

2 Earth’s Tilted Axis

Phenomenon: Each year, trees sprout leaves which grow, change color, die, and fall off.

3 Phases of the Moon

Phenomenon: The appearance of the moon changes every night.

4 Eclipses

Phenomenon: Sometimes the sun appears to be blocked by the moon.

Performance Assessment: Presenting a Model of the Earth-Sun-Moon System Anchoring Phenomenon: Celestial objects appear to move in distinct patterns from Earth.

Storyline: Create your own video models of cyclic patterns in the Earth-sun-moon system.

Unit 2 - The Solar System Anchoring Phenomenon: The Solar System and Beyond Storyline: Each of the eight planets in the solar system share some characteristics and patterns with the other planets, but each also has its own unique set of characteristics. Advise the “members” of the International Astronomical Union as to the best way to classify the eight planets.

5 Gravity and the Solar System

Phenomenon: Planets revolve around stars while moons revolve around planets.

6 The Inner Solar System

Phenomenon: Body systems, like the skeletal system, are made of smaller and smaller parts.

Engineering Challenge: Landing on Mars Description: Work in groups to design a vehicle that can land on Mars.

7 The Outer Solar System

Phenomenon: There are millions of objects in our solar system, but we only call a few of them ‘planets.’

Performance Assessment: Classifying Planets Anchoring Phenomenon: Celestial objects in the solar system have similar characteristics which can be used to sort them into groups.

Storyline: Prepare a memo recommending a planet classification system and present it to your mentor at the International Astronomical Union.

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Earth Science Lesson Guide Sample 7

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Unit 3 - The Solar System and Beyond Anchoring Phenomenon: Celestial objects in our solar system and beyond all follow distinct patterns of movement.

Storyline: Learn about gravity’s role in the formation of the solar system, the growth of planets in the solar system, the existence of stars beyond our solar system, and the structure of the Milky Way and other galaxies. As a consultant, help a movie director shooting a film about space to make sure the end product accurately reflects the laws of physics and space.

8 Formation of the Solar System

Phenomenon: Humans weren’t around to watch the solar system form, but we have observed patterns that may explain its formation.

9 Beyond the Solar System

Phenomenon: It’d be extremely difficult to fit a scale model of our Milky Way Galaxy in a classroom.

Engineering Challenge: Engineering a Damping Device Description: Design and test a “space capsule” that will protect a camera from being smashed upon its return from space.

Performance Assessment: Writing a Gravity Adventure Scene Anchoring Phenomenon: Celestial objects in our solar system and beyond all follow distinct patterns of movement.

Storyline: Write a script for a movie’s climax using a gravitationally correct scenario. In the script, present an exciting drama that results from gravity’s force on celestial objects. Explain exactly how gravity is responsible for the event.

Weather and Climate Unit 1 - The Atmosphere and Energy Anchoring Phenomenon: Cold food in a cooler stays cold, and food in a solar cooker gets hot.

Storyline: Adventurers who brave extreme weather conditions to trek across California’s scorching Death Valley and Antarctica’s frozen surface must be prepared. The Extreme Adventures Company has hired you to design equipment for these adventurers to help them stay healthy and safe.

1 Earth’s Atmosphere

Phenomenon: Breathable air exists only in the lowest 5 km of Earth’s atmosphere.

2 Taking Earth’s Temperature

Phenomenon: Ice melts faster on some surfaces than others.

Engineering Challenge: Minimizing and Maximizing the Rate of Heat Transfer Description: Extreme Adventures Company is holding a contest for the best cooler and the best solar oven design.

Students design a device to either minimize or maximize heat transfer while meeting all criteria and constraints.

3 Earth and Solar Energy

Phenomenon: The surface temperature on Venus is 464 °C, which is hot enough to melt lead.

Performance Assessment: Surviving Extreme Temperatures Anchoring Phenomenon: Food in a cooler stays cold, and food in a solar cooker gets hot.

Storyline: Develop a proposal to improve a cooler or solar cooker based on revised criteria and constraints, applying key scientific principles to optimize the design.

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Unit 2 - Weather Anchoring Phenomenon: Severe weather events can lead to extreme loss of life and property.

Storyline: You are part of a team working for the National Oceanic and Atmospheric Administration (NOAA). Your task is to develop instruments for measuring atmospheric conditions, interpret weather maps, make weather forecasts, issue severe weather warnings, and create severe weather action plans.

4 Air Pressure and Wind

Phenomenon: Some days are windy, and some are not.

5 Water and the Weather

Phenomenon: When warm air rises and then cools, clouds form in the sky.

6 Air Masses and Changing Weather

Phenomenon: Suddenly on a warm day, a cool wind begins to blow, clouds form, and the temperature drops by ten degrees.

7 Severe Weather

Phenomenon: There are more tornadoes in the Great Plains than anywhere else in the United States.

Performance Assessment: Severe Weather Action Plan Anchoring Phenomenon: Severe weather events can lead to extreme loss of life and property.

Storyline: Gather weather data and make forecasts, then propose recommendations to the city council for developing methods that can mitigate the dangers of any severe weather events you forecasted.

Unit 3 - Climate Anchoring Phenomenon: From 1880 to 2016, Earth’s average temperature increased by 0.95°C. Storyline: The major impacts of the rise in average global temperature include: rising sea level, changing weather patterns, and disruption of ecosystems. Design a plan to mitigate and/or adapt to one of these aspects of climate change.

8 Climate Patterns

Phenomenon: Earth’s surface is warmer at the equator than it is at the poles.

9 Global Circulation of the Atmosphere

Phenomenon: The Sooty Shearwater’s yearly migration follows the same figure-eight pattern each time.

10 How the Ocean Affects Climate

Phenomenon: The ocean water along the southern California coastline is colder than the ocean water along the South Carolina coastline, despite being at the same latitude.

11 Local Climate

Phenomenon: The local climates on either side of a mountain are different.

Engineering Challenge: Designing a Microclimate Description: Design and develop a growth system that maintains its own microclimate ideal for a plant not native to your local environment.

12 Earth’s Climate Over Time

Phenomenon: During the past 100 years, Earth’s average global temperature has risen by about 0.7 °C.

13 Climate Today and Tomorrow

Phenomenon: Since 1979, the average yearly minimum size of the ice cap at the North Pole has decreased by about 40 percent.

Performance Assessment: Mitigating and Adapting to Climate Change Anchoring Phenomenon: From 1880 to 2016, Earth’s average temperature increased by 0.95° C. Storyline: Join a team of scientists to describe the threats that a city’s regional climate faces from climate change, then create a plan to mitigate or adapt to climate change.

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Earth Science Lesson Guide Sample 9

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A Phenomena-Rich Program TCI believes that phenomena makes science more meaningful for students. Bring Science Alive! provides many opportunities for students to engage with, investigate, and make sense of natural phenomena in their own lives.

Anchoring Phenomenon The anchoring phenomenon encourages students to make connections with the world around them. Students then further explore the phenomenon during the Performance Assessment.

Lesson Phenomenon

Local Phenomenon

Each lesson begins with an investigative phenomenon that is used to pique students’ interest and drive instruction throughout the investigations. At the end of a lesson, students use what they learned to make sense of the phenomenon.

Students build a deeper, personal connection to the phenomenon through direct observation or by conducting research to find out more about the phenomenon in their local area.

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Bring Science Alive! covers a variety of phenomena topics to engage every student.

Multimedia Phenomena

Phenomena are presented through videos, images, and hands-on observations.

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Rich multimedia throughout the program provide easy ways for students to interpret the phenomena.

Earth Science Lesson Guide Sample 11

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Three-Dimensional Learning Students set forth to investigate each lesson’s phenomenon. Each carefully-designed investigation guides students through mastering the lesson’s science practices, crosscutting concepts, and disciplinary core ideas.

Lessons are broken out into modules so that teachers can pick and choose what works for their classroom.

Lessons are presented in an easy-to-use, customizable slideshow format.

Pacing is provided for teachers to plan in advance.

Each and every lesson focuses on at least one Science and Engineering Practice, one Disciplinary Core Idea, and one Crosscutting Concept.

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Investigations are designed to meet Math and ELA Common Core standards as specified by NGSS.

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Material Kits are prepared and organized to seamlessly integrate into each lesson.

Consumable Materials can easily be ordered online.

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Everything needed for one lesson is grouped together into a clearly labeled bag.

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Thinking Like an Engineer Engineering Challenges throughout the program allow for students to think like engineers as they solve real-world problems related to the Anchoring Phenomenon.

Students are assigned roles and come together to solve an engineering problem. This mirrors a real-world engineering team.

Teams develop solutions, conduct iterative testing, and use data (or results) to improve their solutions.

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Students come up with their own metrics to measure the success of their design solution.

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Rubrics detail what is expected at each achievement level.

Engineering Challenge Rubric

Students go through the engineering design process for each challenge.

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Rubrics are provided for the students so that they can thoughtfully answer questions knowing what they will be graded on.

Earth Science Lesson Guide Sample 15

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Checking Student Progress Bring Science Alive! offers a variety of assessments types to evaluate student learning.

Formative Assessment

Lesson Game In a Lesson Game, students answer selectedresponse questions about the lesson. Results are automatically tracked in your gradebook.

Key Science Concepts Videos, diagrams, and detailed illustrations provide an additional check for students’ understanding.

Notebook Monitor students’ progress in their notebooks as they go through the lesson and investigations.

Interactive Tutorials Students can check their own understanding of main ideas with Interactive Tutorials.

Simulations Students explore scientific concepts through an interactive game-like environment, which allows them to check and evaluate predictions.

Wrap-Up Slides Lead a culturally-responsive discussion with carefully designed three-dimensional questions.

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Summative Assessment Assessment items evaluate mastery of all three NGSS dimensions.

Questions range in Depth of Knowledge levels 1-4.

Interactive stimuli engage students and prepare them for digital state tests.

A series of discrete items and performance tasks create a well-rounded assessment.

Performance Assessment

Students work collaboratively or individually to complete the tasks.

Hands-on Performance Assessments provide opportunities to check student understanding of the Performance Expectations.

Analytical rubrics are provided to assess student work individually.

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Earth Science Lesson Guide Sample 17

Anchoring Phenomena

ANCHORING

PHENOMENON:

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Anchoring Phenomenon Earth’s Natural Hazards

Materials: • Notebook: Anchoring Phenomenon Lesson Support: • In addition to watching this introductory video, have students preview the Performance Assessment located at the end of the unit.

SLIDE 2

• Let’s find out about the unit phenomenon and storyline.

• Anchoring Phenomenon: : Bridges in some places risk damage or destruction from multiple natural hazards including flooding, mass wasting, earthquakes, and even volcanic activity.

TEACHER NOTES

SLIDE 2

Lesson Support In addition to watching this introductory video, have students preview the Performance Assessment located at the end of the unit.

SLIDE 3

• Throughout this unit, you will investigate the anchoring phenomenon. You’ll analyze and interpret data to forecast natural disasters then design criteria for three bridges that will mitigate likely hazards.

• Complete the first two columns of the KWL chart in your Interactive Student Notebook, and then take the unit Self-Assessment.

TEACHER NOTES

Lesson Support It may be a useful activity to create a large map on butcher paper during the unit-use the map during this unit’s lessons; keep it available for presentations during assessment.

Throughout this unit, students will be challenged to use datasets to identify the frequencies, magnitudes, and locations of flood, mass wasting, earthquake, and volcanic events.

Authentic datasets sites can offer rich opportunities to support student engagement, so the datasets are based on public records. However, they have been edited to prioritize their instructional use. They should not be treated as historic records, although historic trends are evident in the data. As an extension or modification to the unit’s activities, teachers may wish to gather their own unedited datasets.

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SLIDE 3

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Interdisciplinary Connections Make connections between life and earth sciences.

Materials: • Notebook: Interdisciplinary Connections Lesson Support: • The Interdisciplinary Connection is meant to enhance learning by helping students to recognize the connections between related areas of content in distinct disciplines.

• After you introduce the Crosscutting Concept, give students an opportunity to answer the Connection Questions. Let them know that they will have an opportunity to return to these questions and revise their answers after they complete the lessons.

• Encourage students to point out interdisciplinary connections they notice throughout the lessons.

SLIDE 5

• Stability and change are important to every scientific field.

• This image shows how stability and change in ecosystems can impact people who depend on many different ecosystem services.

• What topics from Life and Earth sciences do you think are connected in this image?

TEACHER NOTES

SLIDE 5

Lesson Support For now, just have students brainstorm how the sciences are connected in this image as a class. By the end of the lessons, students will have more information to answer the question in detail.

SLIDE 6

• Discuss the Connection Questions in your notebook as a class.

• Throughout the lessons, pay attention to the connections between Life and Earth sciences.

TEACHER NOTES

Lesson Support Don’t worry if students have trouble with the Connection Questions right now. By the end of the Performance Assessment and Connection Activity they will have learned more about these topics. Have them return to refine their answers after the lessons. If they have already worked on these Connection Questions, ask them to use their prior knowledge in answering the questions.

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Earth Science Lesson Guide Sample 19

Anchoring Phenomena

ANCHORING

Anchoring Phenomena

A N C H O R I N G

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N O T E B O O K

ANCHORING PHENOMENON

Anchoring Phenomenon: Bridges in some places risk damage or destruction from multiple natural hazards including flooding, mass wasting, earthquakes, and even volcanic activity.

1. Complete the first two columns of this chart.

• List what you think you already know about this unit’s phenomenon.

• Then write at least three questions you have about this phenomenon.

Return to this chart at the end of the unit. Add the key information you learned about this phenomenon. Give evidence!

Know

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Want to Know

Learned

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N O T E B O O K

INTERDISCIPLINARY CONNECTIONS

Connection Questions 1. What services do ecosystems provide?

2. What is biodiversity and why is it important?

3. What natural processes and human activities threaten biodiversity and ecosystem services?

4. How can people help sustain biodiversity and ecosystem services in a changing world?

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Earth Science Lesson Guide Sample 21

Anchoring Phenomena

I N T E R D I S C I P L I N A R Y

Anchoring Phenomena

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H A N D O U T

Developing a Model to Explain a Phenomenon The following steps can help you develop and revise a model to explain a phenomenon.

What is the phenomenon?

Step 1: Make observations and generate questions about the phenomenon.

Complete the T-chart below.

Observations

Testable Questions

Step 2: Develop an initial model.

In the space below, develop an initial model that attempts to explain this phenomenon. Don’t worry about it being “correct,” just add as much detail as possible.

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P H E N O M E N O N :

H A N D O U T

Step 3: Revise your model based on new data.

Based on what you have learned from the investigations and readings, revise your model. Be sure to label the components of the model, the relationships between those components, and how the components correspond to the real world.

Step 4: Using your model, write an explanation of the phenomenon.

Use your model and the information you have gathered to fill out the CER chart below.

Claim

Evidence

Reasoning

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Earth Science Lesson Guide Sample 23

Anchoring Phenomena

A N C H O R I N G

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Mass Wasting, Tsunamis, and Floods: Lesson Planning

Lesson Investigations

Allow approximately 205 minutes to complete this lesson.

• Observing Phenomena: Students question why there is more mass wasting in California than Missouri. [15 min] | Suggested Reading: Introduction • Investigation 1: Causes of Mass Wasting and Floods Students test slopes and observe how slope angle and material changes the frequency of mass wasting. They compare this with the way precipitation, slope angle, and slope material contribute to runoff, and how this leads to flooding. They use records of past flood events to predict flood risk. [90 min] | Suggested Reading: Sections 1-2 • Investigation 2: Causes of Tsunamis Groups explore the causes and effects of tsunamis by creating an “act it out” to describe tsunami hazards. [90 min] | Suggested Reading: Sections 3-7 • Making Sense of Phenomena: Students explain why there is more mass wasting in California than Missouri. [10 min] | Suggested Reading: Lesson Summary Academic Vocabulary • Review the academic vocabulary found in this lesson: according to, accurately, affect, common, contribute, criteria, design, detect, due to, exhibit, factor, generate, given, illustrate, impact, interpret, likelihood, potential, prevent, relate.

• Consider using TCI’s Vocabulary Development Toolkit to support students as they learn and use certain key terms in your classroom.

Background • Before beginning this lesson, students should have a basic understanding of Earth processes, engineering design, and using models. This should be a review from Elementary school: In Grades 2 and 4, students learned about the processes that shape Earth including fast or slow events, plate tectonics, and largescale system interactions. In Grade 4, they also learned about natural hazards resulting from natural processes. In Grade 4, students identified evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. In Grades K-5, students defined and delimited engineering problems and developed and optimized design solutions. In Grades 1-5, students worked with developing and using models. In Unit 2, Lesson 3, students revisited plate tectonics. Additionally, students should have an understanding of cause and effect relationships and patterns, and should know how to read maps and data in charts. An understanding of statistics and probability can contribute greatly to investigation 1.

Differentiating Instruction Quicker Coverage • Replace Investigation 1 Investigation 1 asks students to consider how slope affects the rate of runoff and the frequency of mass wasting events. Another way to teach these concepts is to ask students to compare a topographic map with maps of flood and mass wasting risk. Students should see that river valleys and mountain ranges, places with steep relief, often have high risks of mass wasting and floods.

Deeper Coverage • Precursor Events Mass wasting, tsunamis, and floods all have precursor events. Ask students to identify these precursor events and to think about ways they could incorporate them into an early warning system for mass wasting, tsunami, and flood events.

English Learners • Engaging in an Argument Pre-teach the argument-related vocabulary: claim (your argument or what you believe), evidence (facts and information that support your claim), and reasoning (a statement to connect the evidence and claim). Once students understand these concepts, use the sample in the Engaging in Argument from Evidence section to highlight how to apply them. Ask students to cite evidence from the streamflow data in Lesson 10 to support an argument for or against the likelihood of a flood with a flow of 40,000 cfs or more.

Learners Reading and Writing Below Grade Level • Use Print Copies of Graphs Several graphs are used in Lesson 10. Decrease the writing load for students by allowing them to answer notebook questions by circling and adding notes to the streamflow graph of Investigation 1.

Learners with Special Education Needs • Use a Multisensory Approach The streamflow data of Investigation 1 may be difficult for some students to associate with flood events. Consider presenting pictures of flooding streams and recordings of flood events to make the data more concrete.

Advanced Learners • Gauge Height vs Streamflow The amount of water in rivers and streams can be described using gauge height and streamflow. Ask students to conduct some research and explain the difference between these two measurements.

Enhancing Learning Beautiful Earth: Floods and Landslides (video) • http://ds.iris.edu/seismon/swaves/ • In this eight-minute video, Dr. Dalia Kirschbaum explains how satellite data is used to observe and predict natural disasters such as floods and mass wasting.

Use this video to explain how scientists gather the data used to predict the likelihood of these natural events.

Tsunami Preparedness in Northern California, USA (video) • https://www.usgs.gov/media/videos/tsunami-preparedness-northern-california-usa • This eight-minute video explains the way the National Weather Service monitors and issues warnings for tsunamis in California. The video also tsunami awareness and evacuation. Use this video as an example of the kind of resource students might make as they complete Investigation 2 of Lesson 10.

Tsunami Research Keeping People Safe (audio recording) • https://www.usgs.gov/media/audio/tsunami-research-keeping-people-safe” target=”_blank • This five-minute audio recording of an interview with a USGS researcher discusses research activities conducted on the tsunami that struck American Samoa on Sept. 29, 2009. Use this recording to extend student learning about how scientists study tsunamis.

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MASS WASTING, TSUNAMIS, AND FLOODS: OBSERVING PHENOMENA

Observing Phenomena

Students question why there is more mass wasting in California than Missouri.

Lesson Support: • You may wish to ask students to write a few sentences as a hypothesis for how a rocket is able to launch into the air.

Lesson Investigations

Materials: • Notebook: Observing Phenomena

SLIDE 4 •

Phenomenon: Data on maps shows that Northern California has more mass wasting than Missouri, even though Missouri has more floods.

• Why might this pattern occur? What questions do you have about these phenomena?

TEACHER NOTES

Direct Observation The risk of mass wasting and flood events varies around the country. What are the risks of flood and mass wasting events in our region of the United States?

Mass Wasting Mass wasting is the downhill movement of earth material caused by gravity. An example of a mass wasting event would be a landslide.

NGSS Asking Questions and Defining Problems: Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.

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Investigation 1: Causes of Mass Wasting and Floods

Lesson Investigations

Students test and observe how slope angle and material changes the frequency of mass wasting and use past records to predict flood risk.

Lesson Overview: • Students gain a general understanding of the earth processes that cause floods and mass wasting. Then they are presented with historic records from a single river and asked to consider the likelihood of flood events on that river.

• Students use a cause and effect framework to interpret historic records. An understanding of statistics and probability can contribute greatly to the investigation, so you may want to review these ideas from prior math instruction.

Teacher Prep: • Sand is used to simulate the slope materials in mass wasting events.

• Plan if you will use just sand or include gravel, dirt, or other materials.

• Consider how you will use, collect, and store these materials.

Safety Info: • Based on your students’ age and learning readiness, prepare the classroom for a safe experience.

• Carefully review TCI’s risk assessment for each of the materials listed for this investigation.

• Make sure to follow all district and state safety protocols for all potential risks. Please take careful note of the safety equipment you’ll need, and ensure that you have trained your students on proper handling and use of materials.

Materials: • What you need • Bottle, spray • Container, plastic shoebox • Digital scale • Funnel • Print • Notebook: Investigation 1

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Graduated cylinder, 100 mL Protractor Sand, medium Scrubber, large, green

• Tray, black • Water

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NGSS ESS3.B: Natural Hazards: Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.

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• Where would you expect to find the most mass wasting events in the United States?

Why?

TEACHER NOTES

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NGSS Patterns: Graphs, charts, and images can be used to identify patterns in data.

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• What makes observing mass wasting events and floods difficult?

• How might models help us?

• Before building your model, record your predictions about mass wasting and runoff.

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Earth Science Lesson Guide Sample 27

Lesson Investigations

• Mass wasting occurs as gravity pulls rocks and debris downhill. What factors might affect mass wasting?

• Floods are mainly caused by runoff and storm surges. What factors might affect flooding?

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Setting Up Your Model • Gather your materials.

• Place a bucket or bin underneath the drain hole on your tray to collect runoff.

• Use books or blocks to raise the other end of your tray so that it has the slope angle listed in your notebook for Trial 1. Use your protractor to measure the angle.

Lesson Investigations

TEACHER NOTES

Materials Log in for a complete list of materials.

NGSS Planning and Carrying Out Investigations: Collect data about the performance of a proposed object, tool, process or system under a range of conditions.

Systems and System Models: Models are limited in that they only represent certain aspects of the system under study.

Math and ELA MP.Model with mathematics: CC.K-12.MP.4.Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

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Part 1: Observing Runoff • Review the trials in your notebook.

• Use your spray bottle to spray the tray as directed, then record your results.

• Adjust the slope angle if needed, using your protractor to measure.

• Repeat until trials 1 and 2 are completed.

• Add your green scrubbers, then repeat for trial 3.

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TEACHER NOTES

NGSS MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

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Part 2: Observing Mass Wasting • Review the trials in your Notebook.

• Spread 20 g of sand over the surface of the tray to simulate the slope material.

• Estimate and record the amount of material that slides to the bottom of the tray.

• Replace the layer of sand and reset the slope angle.

• Repeat until all trials have been completed.

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• Are there flood events that your tests did not simulate? If so, what are they?

• How might mass wasting events occur without precipitation, and what could trigger those events?

• Does the data from your tests support or disprove the hypotheses you made before testing? Record your conclusions in your notebook.

TEACHER NOTES

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NGSS Analyzing and Interpreting Data: Analyze and interpret data to determine similarities and differences in findings.

SLIDE 15

• We collected runoff data in our model using a beaker under our trays.

• Scientists use similar data to make maps of flood and mass wasting hazards. What types of tools might scientists use to collect data?

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Lesson Investigations

• What did you observe about factors that impact runoff?

• Let’s use these observations to test the impact of slope angle, and/or precipitation on mass wasting events.

• Write a procedure in your notebook, check your procedure with your teachter, then start testing.

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• Peak streamflow in a given year is the highest recorded rate of flow. They use the unit Cubic Feet per Second (cfs).

• The data below is for a California river. Use the data to forecast the likelihood of future flood events in your notebook.

Lesson Investigations

TEACHER NOTES

NGSS Using Mathematics and Computational Thinking: Use mathematical representations to describe and/or support scientific conclusions and design solutions.

Math and ELA MP.Reason abstractly and quantitatively: CC.K12.MP.2.Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

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Wrap Up • How do scientists use records of floods to predict the risk of floods in the future?

• How does weather affect the frequency of catastrophic floods?

• Are mass wasting and flood events connected?

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Investigation 2: Causes of Tsunamis Groups explore the causes and effects of tsunamis by creating an “act it out” to describe tsunami hazards.

Materials: • What you need • Art Supplies • Paper, butcher • Cloth, blue • Props • Print • Notebook: Investigation 2 • Handout: Acting Out Tsunamis for Ms. Ige’s Class

Lesson Investigations

• Tape, masking

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• A tsunami is a series of ocean waves caused by the sudden vertical movement of a large amount of ocean water.

• What might cause a sudden vertical movement of ocean water?

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• Based on the locations of earthquakes in the map, where would you expect tsunamis to come from?

• Where would tsunamis travel?

TEACHER NOTES

NGSS Patterns: Graphs, charts, and images can be used to identify patterns in data.

ESS3.B: Natural Hazards: Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.

SLIDE 21

• Now that you have a basic understanding of tsunamis, Ms. Ige, a third-grade teacher in Hawaii, has asked for your help. She needs to help her students understand why they need to evacuate the lower parts of the island in a tsunami warning.

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Lesson Investigations

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Act Out a Tsunami • Collect Handout: Acting Out Tsunamis for Ms. Ige’s ClassCollect one copy of the handout for your group and look it over.

• Assign roles. Read the roles on the handout and make sure everyone knows their responsbilities.

• Review your materials. Don’t forget you can use your student text for background information.

• Plan your performance. Address all three bullet points listed on the handout and keep your audience engaged.

• Rehearsal Be sure to practice your performance with your props.

• Show Time! With your assigned partner group, perform your act-it-out and evaluate the other group’s performance in your notebook.

SLIDE 22

TEACHER NOTES

Materials Log in for a complete list of materials.

NGSS MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Math and ELA Presentation of Knowledge and Ideas: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

SLIDE 23

Wrap Up • What is the frequency of earthquakes on the California coast?

• Why do you think the southern coast of Alaska experienced a tsunami in 1964, but the western coast didn’t experience effects from the same tsunami?

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MASS WASTING, TSUNAMIS, AND FLOODS: MAK ING SENSE OF PHENOMENA

Making Sense of Phenomena

Students explain why there is more mass wasting in California than Missouri.

Lesson Support: • Have students record their explanations of the phenomenon in their notebooks. Tell them to think about the Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas they learned throughout the investigations.

SLIDE 25 •

Phenomenon: Data on maps shows that Northern California has more mass wasting than Missouri, even though Missouri has more floods.

• Use what you have learned to explain this phenomenon

TEACHER NOTES

Sample Explanation Missouri may receive more precipitation than Northern California. The amount and rate of precipitation in an area affect the risk of flooding. Northern California may have steeper slopes than Missouri. The topography of an area can affect the risk of mass wasting.

NGSS Obtaining, Evaluating, and Communicating Information: Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations.

Math and ELA Text Types and Purposes: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

ELD Tips Based on your students’ proficiency levels, help them to: Emerging • Apply understanding of how connecting words or phrases link ideas, events, and reasons.

• Apply understanding of how texts are organized.

• Condense ideas in simple ways, such as by compounding verbs, adding prepositional phrases, and using embedded clauses, to create detailed sentences.

Expanding • Apply understanding of how connecting words or phrases link ideas, events, and reasons and improve cohesion.

• Apply understanding of organizational features of texts.

• Condense ideas in multiple ways, such as by using different types of embedded clauses, to create detailed sentences.

Bridging • Apply understanding of how connecting and transitional words or phrases link ideas, events, and reasons and improve cohesion.

• Apply understanding of organizational structures of texts.

• Condense ideas in multiple ways, such as by using nominalization and different types of embedded clauses, to create detailed sentences.

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Lesson Investigations

Materials: • Notebook: Making Sense of Phenomena

Lesson Investigations

LESSON 10

Reference Text provides background for students as they conduct investigations.

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How do scientists know where mass wasting, tsunamis, or floods will happen?

Introduction

The lesson introduction clearly explains the purpose and carefully-crafted organization of the lesson.

You’ve learned that buildings topple and roads buckle as the Vocabulary ground violently shakes during a strong earthquake. But how can an mass wasting the downhill earthquake trigger a mountain of earth to collapse? Take a look at the movement of earth material caused scene that people in Minamiaso, Japan, awoke to after a 7.3 magnitude by gravity earthquake in April of 2016. A landslide swept the Aso Ohashi Bridge tsunami a series of ocean waves into a chasm 80 meters beneath it and dumped massive amounts of caused by the sudden vertical soil and rock on houses and roads. What could have caused this? How movement of a large amount of could people predict and prepare for such a catastrophe? ocean water Scientists gather many different kinds of data about natural phenomena that lead up to events like the landslide in Japan. With enough data, it is possible for them to see patterns in past disasters.

What kinds of patterns might help predict a disaster like the one Students preview new science terms shown here? How do scientists make observations and gather data and their definitions about these patterns? before they read the In this lesson, you will investigate three major types of natural lesson. hazards that happen in places all over the world—perhaps where you live as well. You will begin by examining mass wasting events, or landslides. Next, you will explore the causes and effects of giant ocean waves called tsunamis. Finally, you’ll discover more about how Standards flooding works. related to each lesson are provided.

Next Generation Science Standards Performance Expectations MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

differences in findings.

Science and Engineering Practices Analyzing and Interpreting Data Analyze and interpret data to determine similarities and

Disciplinary Core Ideas ESS3.B. Mapping the history of natural hazards in a region, combined with an understanding of related

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Crosscutting Concepts Patterns Graphs, charts, and images can be used to identify patterns in data.

Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Influence of Science, Engineering, and Technology on Society and the Natural World

geologic forces can help forecast the locations and likelihoods of future events.

ETS1.B. • There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.

• Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.

ETS1.C. Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design.

Earth Science Lesson Guide Sample 35

Lesson Investigations

Mass Wasting, Tsunamis, and Floods

Lesson Investigations

1. Causes of Mass Wasting

The paragraph that begins each section orients and engages the reader.

In 1995, an earthflow in La Conchita, California destroyed several houses.

Figure 10.1 Mass wasting includes creeps, earthflows, mudflows, and rock falls.

The type of mass wasting depends on the material of the slope, how steep the slope is, and other conditions, such as the amount of water.

In 1995, a natural disaster hit the small community of La Conchita, California. A devastating landslide came out of nowhere and destroyed several homes. In the photo, look at the slope that crashed down.

Fortunately, everyone survived this event. Then, in 2005, it happened again. Barriers were built to hold back tons of dirt remaining in the area. What causes these natural disasters to happen?

The 2016 landslide in Japan and the ones in La Conchita are known as mass wasting, the downhill movement of earth material caused by gravity. Landslide is the general term used for mass wasting in which soil and rock slide downhill. A fast mass wasting event can be very dangerous. In general, rock and other material move more quickly down steep, wet slopes than shallow, dry slopes. When earthquakes occur in areas with steep slopes, as in the introduction photo, they often cause landslides. When the crust suddenly moves along a fault, the rocks and soil that cover it move too.

You can see four kinds of mass wasting events in Figure 10.1.

Creeps are the slow downhill movement of soil and rock that occur on all slopes due to gravity. Earthflows are fast moving, large masses of soil and rock down a hillside, often due to wet conditions. What happened in La Conchita was an earthflow. The landslide in Japan was an especially fast-moving earthflow. In contrast, mudflows are the very rapid movement of soil mixed with water down a steep slope.

The fourth type of mass wasting, rock falls, occur when rocks fall very rapidly from a steep slope or cliff.

Four Types of Mass Wasting Creep Very slow and gradual movement of soil and rock in wet or dry conditions

Earthflow Fast movement of soil and rock caused by heavy rains or fast-melting snow

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Mudflow Very fast movement of water, soil, and rock caused by heavy rains or fast-melting snow

Rock fall Very fast movement of rock that falls down steep slopes or cliffs under wet or dry conditions

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Lesson Investigations

Mass Wasting Hazards in the United States

Mass Wasting Potential Very high High Moderate Low

2. Planning for Mass Wasting Events About ten years after the 1995 earthflow, long-term residents of the small coastal town of La Conchita were standing by as a wet winter brought more rain to their community. In 2005, after a record-breaking 16.47 inches of rain in a 15-day period, another earthflow happened in the same place, causing 10 fatalities and damage to 36 houses. How could communities be better prepared for the chance of another mass wasting event?

Scientists analyze and interpret current and historical data to help predict where and when mass wasting can happen. These data include the steepness of the slope, the type of earth material, and the rate of weathering. Earthquakes and human activities increase the chance of mass wasting too. As shown in Figure 10.2, scientists use this data to map the history of mass wasting events in the United States. Can you use the patterns shown in Figure 10.2 to identify places that have the highest potential for mass wasting?

Based on patterns in this map, communities in regions that have a higher chance of mass wasting must develop plans and technology to mitigate, or reduce, potential loss of life and property. For example, engineers can stabilize steep slopes by covering them with materials that keep water from seeping into the ground. They can also build channels that divert water around the slope to increase its stability. Walls can also be built at the bottom of steep hills to stop moving rock and soil. www.teachtci.com

Figure 10.2 Scientists analyze and interpret data on several factors that contribute to the increased potential of mass wasting. This map shows the risk of mass wasting in different regions of the United States. What is the potential for mass wasting in the region where you live?

Captions reinforce the main idea of the section and provide supporting details.

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Lesson Investigations

A tsunami is a series of ocean waves caused by the sudden vertical movement of a large amount of ocean water. On March 11, 2011, a huge earthquake caused a tsunami that struck the coast of Japan. This destroyed many towns and villages.

These two pictures show the same location on Japan’s coastline before and during this tsunami.

Important new science and engineering vocabulary is in bold type, defined in the same sentence, and used throughout the rest of the text.

3. Causes of Tsunamis Like the fast-moving rocks of landslides, fast-moving water can bring disaster. Look at the photos of before and during this phenomenon when massive ocean waves hit the coast of Japan. On March 11, 2011, a series of huge ocean waves pounded the coastline of northeastern Japan. The waves, ranging in height from 3 to 38 meters, struck and destroyed many towns and villages, including up to 300,000 buildings.

This devastating natural disaster may have caused up to 20,000 deaths.

What caused these ocean waves to form? Why did they get so large?

A tsunami is a series of ocean waves caused by the sudden vertical movement of a large amount of ocean water. These giant ocean waves in the photo formed from a sudden event on the seafloor. Many different events can cause tsunamis, including earthquakes, volcanic eruptions, underwater landslides, and even asteroid impacts.

Japan’s 2011 tsunami was caused by a huge earthquake under the seafloor. Earthquakes are the most common cause of tsunamis. You know that earthquakes can occur when the stress that has built up between tectonic plates becomes too great and the plates suddenly shift. When the shift happens along a convergent boundary where two tectonic plates collide, one plate slides below the other. When the subducting plate moves suddenly downward, the ocean water above moves with it. This causes a tsunami that spreads out in all directions.

In Japan, the 2011 tsunami swept away many towns and villages. It also drowned thousands of people. Another important result was a series of major nuclear accidents. The tsunami caused a power outage that damaged three reactors at a nuclear power plant. Dangerous radioactive materials leaked onto the surrounding land and into the Pacific Ocean, harming organisms and forcing thousands of people to relocate.

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How Tsunamis Form Wave heights are less than 1 m

Wave heights increase dramatically

Earthquake

Scientific illustrations are carefully labeled and titled.

In the deep ocean, tsunamis are barely noticeable. Tsunamis start out as small waves that travel fast in deep water, and become very large, slow waves as they get closer to shore. This is why tsunamis are so powerful and dangerous along the coast.

Figure 10.3 shows how a tsunami forms. After an earthquake occurs, the vertical movement of water forms small waves that spread outward in all directions in deep water. Even though the waves are not very tall, as shown, they can be dozens or hundreds of kilometers long. Because their height is small compared to ocean waves caused by wind, people on a ship might not even feel them. Tsunamis also move extremely fast in deep water. As they travel through the deeper parts of the ocean, they can move as fast as a jet plane, with speeds over 800 kilometers per hour!

Nearing the coast, tsunamis become hazardous. As they get closer to the coast, their speed lessens, the distances between waves gets shorter, and the wave heights begin to increase. As Figure 10.3 illustrates, when they finally reach land, tsunami wave heights can increase to dangerous levels—sometimes more than 30 meters. When these moving walls of water hit the shore, they cause widespread damage.

Any place along a coastline can be hit by a tsunami, but some coastal areas are more likely to have tsunamis than others. About 80 percent of the world’s tsunamis take place around the Pacific Ring of Fire. You learned that the Pacific Ring of Fire is a circular zone around the Pacific Ocean where most of Earth’s volcano and earthquake activity occurs. This high concentration of earthquake and volcanic activity causes more tsunamis in this region than elsewhere. Because tsunamis can be so dangerous, and because they strike this region so frequently, many coastal areas around the Pacific Ring of Fire have warning signs for people’s safety. www.teachtci.com

Figure 10.3 When an earthquake occurs, the vertical movement of the seafloor causes waves to form. Tsunamis start as small waves that travel fast in deep water and then become much larger and slower waves as they get closer to shore. These huge waves can cause major damage once they strike land.

Any location along an ocean coastline can be hit by a destructive tsunami.

Many coastal towns have tsunami safety warning signs.

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Lesson Investigations

Fault

4. Planning for Tsunamis

Lesson Investigations

Historically, tsunamis frequently have struck the coast of Japan.

How can people in Japan predict where and when the next tsunami might happen? Where tsunamis occur, what actions can societies take to reduce death and minimize possible damage?

Short sections, each with an informative title, make it easier for readers to understand and remember the main ideas.

Figure 10.4A A tsunami travels very quickly in deep ocean water. Warning systems are used to track the size and speed of tsunamis from their source. This makes it possible to predict the arrival time of tsunamis onto land so that people can prepare. Which continent along the Pacific Ocean might have had the earliest warning?

Predicting Tsunamis Tsunami warning systems are used to track the events that cause tsunamis and to issue early warnings to protect lives and property. Tsunamis have precursor events, so they can be accurately predicted. There are seismic wave monitoring networks around the world that detect earthquake activity. There are also networks of sensors that measure the sizes of ocean waves as they move outward from an earthquake. Scientists analyze and interpret the data from these networks to make tsunami forecasts. When the speed of a tsunami is known, it is possible to use the speed and the distance from the source to calculate the arrival time at various places around the Pacific Ring of Fire.

As shown in Figure 10.4A, the earthquake that caused the 2011 tsunami was very close to Japan. Japan has one of the most advanced tsunami warning systems in the world. However, even though they were so well prepared in 2011, the damage was still catastrophic because the source of the tsunami was so close. People did not have enough time to move to safety. Notice, however, that the farther away from the earthquake epicenter a place is, the more time people living there have to prepare for its arrival.

2011 Tsunami Travel Times from the Earthquake Epicenter

Eurasia North America

Earthquake epicenter, near Japan

36 hours 3 hours

Travel time

33 hours

6 hours 9 hours 12 hours

South America

15 hours Australia

27 hours

18 hours 21 hours

24 hours

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Map of Tsunami Hazards in the United States

Earthquake Magnitude

Earthquake Epicenter

Washington

1964

9.2

Prince William Sound, Alaska

1960

9.5

Near Lumaco, Chile

1946

8.6

Central Aleutian Islands, Alaska

1700

9.0

Near Portland, Oregon

7.5

Near Puget Sound, Washington

900

Oregon Lesson Investigations

Year of Tsunami

California

Alaska

Hawaii

Mitigating Tsunamis In December 2004, a tsunami in the Indian Ocean affected up to 14 countries and resulted in over 200,000 fatalities.

As you learned, the most common region for tsunami events is along the Pacific Ring of Fire. Figure 10.4B is a map of five tsunamis that have happened on the coast of the United States. The pattern of tsunamis along these coastal areas is due mainly to earthquakes caused by the movements of tectonic plates.

Because of the tragedy in 2004, the United States and other countries around the Pacific Ocean expanded and improved their tsunami warning systems to be more prepared for future events. Many countries have a mitigation plan to be prepared for the possibility of a tsunami. In addition to having an early warning system, it is essential to have an emergency response plan in place. For example, in the case of a tsunami, the safest course of action is to get to higher ground as far away from the coastline as possible.

There is not always a lot of warning time to get to safety. So, towns and cities located along coasts also prepare for the possible tsunamis by building structures to prevent and minimize damage. For example, sea walls, large concrete structures that block rising water, can provide protection against tsunamis crashing onto coastlines. Sea walls can block waves and reduce their impact on the surroundings. www.teachtci.com

Figure 10.4B The map shows five tsunamis that have occurred in the United States and the earthquakes that caused them. Generally, stronger earthquakes cause more dangerous tsunamis. What pattern do you see in the locations of past tsunamis and what do you think causes this pattern?

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5. Designing a Tsunami Early Warning System Without accurate and timely warnings of tsunamis, people in coastal areas risk losing their lives and property when the waves reach shore. Early warning systems relied only on earthquake locations and magnitudes. These systems predicted if tsunamis would occur, but they did not accurately predict their arrival times and frequently gave false alarms. What would make an early warning system more accurate?

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Designing the DART System Scientists and engineers needed real-time data on tsunamis that could be analyzed quickly so that their Figure 10.5A tsunami warnings could give people enough time to seek safety. To Engineers designed the DART early design such a system, the National Oceanic and Atmospheric Adminiswarning system to analyze data quickly tration (NOAA) formed a team of scientists and engineers. The system and give people enough time to seek the team developed is known as the Deep-ocean Assessment and safety. Tsunami sensors on the seafloor Reporting of Tsunamis (DART) system. measure and record sea-level changes First, the team needed to measure the position, height, and speed caused by tsunamis. Then, the tsunami of tsunamis in deep ocean water, where wave heights are very small. sensors send that information by But because the ocean surface is in constant motion, placing tsunami sound waves to a buoy on the surface. sensors on the ocean surface would not work. The best place for a The buoy sends the data to a satellite. tsunami sensor was on the seafloor, as shown, which was solid and relatively still.

The DART System The sensors would measure tsunamis by Communications detecting small changes in water pressure satellite caused by tsunamis as they pass by.

Next, the team needed to find a way to send the pressure data from the tsunami sensor on the seafloor to scientists on land. They designed a system using a buoy, a floating platform that is anchored to Surface buoy the seafloor, to receive the data from the tsunami sensor. The buoy would be placed Tsunami warning center so that it was always on the ocean surface above the tsunami sensor. The team then had to answer this question: How would the data from the tsunami sensor get to the buoy?

Last, they decided that they would s ve create an acoustic modem—a device that a dw n u generates sound waves that can travel long So Acoustic distances through water. The acoustic modem modem would be attached to the tsunami 1,000–6,000 m sensor on the seafloor. As you can see in Figure 10.5A, the buoy would then send the data to a satellite, which would forward it to scientists at a tsunami warning center Tsunami sensor Anchors on land.

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Lesson Investigations

Engineering Design

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Improvements to the DART System

Beam of sound waves from acoustic modem

• Wider acoustic beam • Tiltmeter on tsunami sensor • Improved communications software

Tsunami sensor

Original DART prototype

Improved DART prototype

Testing Designs Scientists compare and evaluate design solutions to find which one best fits the criteria and constraints of the problem.

An early DART prototype was a single tsunami sensor and buoy in the Pacific Ocean near the Oregon coast. The team tested this prototype over several months and analyzed the data it generated.

In their early testing, the team discovered what they called “data dropouts,” or periods of time in which the acoustic modem’s data failed to reach the buoy. This was a serious problem because if too much data were missing, the system would not obtain enough information for accurate forecasts. The team identified two likely causes of the data dropouts. First, the beam of sound waves from the acoustic modem may have failed to reach the buoy. Second, there may have been problems in the computer software that controlled how the acoustic modem communicated with the buoy.

Figure 10.5B Scientists used a step-by-step process based on criteria and constraints to improve the DART design. They found that combining three different solutions resulted in a more reliable design.

Optimizing Designs The team evaluated many designs to meet all the criteria and constraints. They made changes to components of the DART system to solve the data dropout problem and tested it again with new sensors and buoys. They repeated this process with newer designs, each time making further improvements.

As shown in Figure 10.5B, three improvements were made to the design. First, the team redesigned the acoustic modem so that the beam of sound waves was wider and more likely to reach the buoy.

Next, they added a tiltmeter to the tsunami sensor to determine the tilt of the sensor. If the sensor was tilted too far, it could be repositioned for better alignment. Finally, the team updated the computer software so that the buoy could instruct the acoustic modem to resend any missing data. When they combined these different solutions, they resolved the data dropout problem and made a better, more reliable tsunami early warning system. www.teachtci.com

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Lesson Investigations

Surface buoy

Key Science Concept

Using the Engineering Process to Improve Tsunami Warnings

Lesson Investigations

Early versions of the DART system had design problems that had to be resolved so that the system could provide more reliable tsunami warnings. By applying technological principles, engineers overcame these design problems and built a better system. Improving the DART system has continued since then. Since 2013, a fourth generation DART buoy was developed with even more capabilities, including more advanced sensors and software.

Key science concepts support visual learners. Students can interact with these key science concepts online.

Defining the Engineering Problem

In an early version of the DART system, the data from the tsunami sensor sometimes failed to reach the surface buoy. Engineers identified two possible causes: misalignment of the modem and software limitations.

Developing Possible Solutions

Engineers developed three possible solutions. One was a tiltmeter for the tsunami sensor on the seafloor that could tell if the modem was aligned properly. Another was an acoustic modem that transmitted a wider beam. The third was improved computer software that could instruct the modem to resend any lost data.

Optimizing the Design Solution

While any one of the improvements would help solve the data dropout problem, engineers decided to use all three. As a result, the DART system provided more reliable tsunami warnings.

Fourth Generation DART Buoy

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Houston, Texas, experienced a devastating flood in the late summer of 2017 from hurricane Harvey, causing hundreds of billions of dollars of damage. About 60 people died on the Texas coast and in Houston, and about 185,000 homes were damaged or destroyed by this flood.

What caused such a big flood? Where did all that water come from?

One main cause of floods is runoff. The flood in Houston was caused by runoff from a historic heavy rain event dumping over 50 inches or 125 cm of rain on the city in a one-week period. This is more rain than Houston usually gets in an entire year. When there is a lot rain in a short amount of time, or consistent rain over a long period of time, not all of the water is absorbed into the ground. As shown in Figure 10.6, the extra water flows across the land as runoff, causing floods. The flooding of Houston neighborhoods led to thousands of evacuation scenes like the one shown in this picture.

The other main cause of floods is storm surges—unusually high sea levels caused by storms over the ocean. Hurricanes or tropical storms that form over the ocean have incredibly high winds, which push water on the ocean surface to higher levels. When the storm reaches the shore, the elevated water floods low-lying coastal areas. The water reaching the shore from a storm surge can reach heights well over 6 meters and cover hundreds of kilometers of coastline. This dangerous phenomenon poses the greatest threat to life and property during a hurricane.

This rescue scene shows a glimpse of the catastrophic flood of the summer of 2017 in Houston, Texas. This flood was due to a historic rainfall event caused by a powerful hurricane.

Two Causes of Flooding Runoff Heavy rain

Water collects in low-lying areas

Hurricane pulls water higher Normal sea level

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Normal river level

Storm Surge Water surges inland

Figure 10.6 Floods are mainly caused by runoff and storm surges. Runoff occurs when there is a lot of rain in a short amount of time. Storm surges occur when the high winds of a hurricane or tropical storm cause the water level to rise and flood coastal areas when the storm reaches land.

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Lesson Investigations

6. Causes of Floods

7. Planning for Floods

Lesson Investigations

Because Houston and Baton Rouge, shown here in the photo, are located near the Gulf of Mexico, they are vulnerable to flooding caused by both storm surges and heavy rainfall. What can people that live there do to prepare for future flooding? What can they do to decrease the chances of being harmed by a flood?

This helicopter view shows a large flood during the summer of 2016 in Baton Rouge, Louisiana. At least 13 people died and about 60,000 homes were damaged in this flood.

Figure 10.7 Individual floods are difficult to predict.

However, the chances of flooding in a given area can be estimated by analyzing patterns of past flood events.

What is the overall risk of flooding in your county?

Making Flood Predictions Individual floods are difficult to predict, but the overall chances of flooding in a given region can be estimated by analyzing patterns in data related to several environmental factors. Scientists analyze topography, seasonal expected precipitation, soil moisture and vegetation, and changes in climate over time. For example, regions that nornally receive large amounts of precipitation have increased chances of flooding from runoff. However, even places with low amounts of precipitation can have a high flood risk. This is because they do not have deep soils or enough plant cover to absorb much storm runoff.

Scientists can also estimate the risk of flooding by observing patterns of past flooding events. Figure 10.7 is a map of the United States that shows the frequency of floods by county that occurred between 1996 and 2013. Counties in which the greatest number of floods occurred have a high flood risk, while counties in which the lowest number of floods occurred have a low flood risk. Knowing the frequency of past floods in a given area can help people living there determine their risk level for future floods.

Flood Events by County: 1996–2013

Flood Risk High Moderate Low No floods

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People in the Netherlands have built structures to mitigate damage from storm surges. This is a storm surge barrier that is closed to prevent a storm surge from causing flooding.

A summary reinforces the key concepts in the lesson.

LESSON SUMMARY

Mass Wasting, Tsunamis, and Floods

Causes of Mass Wasting Mass wasting occurs when earth material slides downhill. The type of mass wasting event depends on the slope and environmental conditions, such as rain.

Planning for Mass Wasting Events Scientists analyze data to predict where and when mass wasting will occur. Communities use plans and technology to reduce injury, death, and property damage.

Causes of Tsunamis Many different events, including earthquakes, can cause tsunamis. Tsunamis start as small, fast waves in deep water and become much larger and dangerous as they reach the shore.

Planning for Tsunamis Tsunami warning systems track the events that cause tsunamis so that people can be ready in advance. Many countries have a mitigation plan, particularly near the coast, to be prepared for a possible tsunami.

Designing a Tsunami Early Warning System Engineers designed a tsunami warning system to give people enough time to seek safety. Using scientific principles, they overcame design problems of early versions by combining three solutions to optimize the system.

Causes of Floods Floods are primarily caused by runoff and by storm surges.

Planning for Floods The chances of flooding are estimated by analyzing patterns of past flood events.

One main way to mitigate flooding is to design and build structures to control flooding.

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Earth Science Lesson Guide Sample 47

Lesson Investigations

Mitigating Damage from Floods Flooding is one of the most common natural hazards in the United States. Communities should have advanced warning systems, emergency response plans, and flood control structures to mitigate the impacts of a flood.

One of the main mitigation measures for flooding is to design and build structures to control the flooding of rivers, streams, lakes, and coastal waters. For example, dams built to store water for different uses can also reduce the impact of floods by storing excess water. Another structure is a moveable storm surge barrier.

In the Netherlands, such a barrier was built across a harbor to protect residential flooding caused by storm surges.

Structures and other designs for mitigating flood damage can be very expensive. The decisions to use them depend on how much they can improve human lives, the research of scientists and engineers who analyze how well they will work in a particular location, and the financial cost to pay for them. While flooding may never go away, vulnerable cities are going to need to invest more in flood control.

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Lesson Investigations

Mass Wasting, Tsunamis, and Floods OBSERVING PHENOMENA

Phenomenon: Data on maps shows that Northern California has more mass wasting than Missouri, even though Missouri has more floods.

1. What questions do you have about this phenomenon?

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I N V E S T I G AT I O N 1

Observing Mass Wasting and Runoff Predictions

Lesson Investigations

1. How do slope angle, precipitation, and the material covering a slope affect runoff?

2. How do slope angle and precipitation affect mass wasting?

Part 1: Observing Runoff 3. Begin by observing the effects of slope angle, precipitation, and material on runoff.

Trial 1: Testing the Effect of Slope Angle on Runoff Precipitation

20 sprays

20 sprays

20 sprays

Slope Angle

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Runoff (ml) Trial 2: Testing the Effect of Precipitation on Runoff Precipitation

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40 sprays

60 sprays

Slope Angle

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Runoff (ml) Trial 3: Testing the Effect of Slope Materials on Runoff Precipitation

20 sprays

40 sprays

60 sprays

Slope Angle

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Runoff (ml)

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Part 2: Observing Mass Wasting

Lesson Investigations

4. Create a procedure to test the effects of slope angle and precipitation on mass wasting in the space below.

5. Record your observations about the effects of slope angle and precipitation on mass wasting.

Trial 4: Testing the Effect of Slope Angle on Mass Wasting Precipitation

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Slope Angle

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Slope Material (sand, g)

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Mass Wasting Event (g) Trial 5: Testing the Effect of Precipitation on Mass Wasting Precipitation

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Slope Material (sand, g)

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Mass Wasting Event (g)

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Analyzing the Data and Forming Conclusions

Lesson Investigations

6. How does the data support or disprove your hypothesis about the way slope angle, precipitation, and the material covering a slope affect runoff?

7. How does the data support or disprove your hypothesis about the way slope angle and precipitation affect mass wasting?

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Lesson Investigations

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8. What is highest flow rate identified in the graph?

9. What is lowest flow rate identified in the graph?

10. If flows over 40,000 cfs cause damaging floods in this river, how many times have those floods occurred, and when did they occur?

11. What is the proportion of flood events to the total events shown in the chart?

12. Given the proportion of damaging flood events to total streamflow events in this chart, how dangerous is the risk of a flood from this river?

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1 - Causes of Mass Wasting

1. Mass wasting is a. b. c. d.

the downhill movement of earth material caused by gravity. when water falls to the ground as rain, sleet, or snow. the movement of water as waves caused by a sudden shift in the ocean floor. the process where sediments like sand and gravel are deposited in a shallow ocean.

Lesson Investigations

2. What are some causes of mass wasting?

3. What are four types of mass wasting?

2 - Planning for Mass Wasting Events

1. How do scientists analyze data to create this map?

2. Which places have the highest risk of mass wasting?

3. What kinds of plans and technologies could mitigate the potential loss of life and property in areas with high risk of mass wasting?

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I N V E S T I G AT I O N 2

Lesson Investigations

1. Record the script for your presentation.

2. Evaluate the other group’s presentation.

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3. Self Reflection Good.

(We made a few mistakes, but got the point across.)

Poor.

(We forgot to explain a key point, or didn’t know any of our lines.)

Lesson Investigations

How well did you explain:

Very well.

(We had excellent props, all knew our lines, etc.)

The cause of tsunamis

The reasons tsunamis have destructive effects

Why some areas are more at risk of tsunamis than others

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4. Evaluate the other group’s presentation.

Lesson Investigations

Group 2 Names:

How well did the group explain:

Very well.

(Group had excellent props, knew all their lines, etc.)

Good.

(Group made a few mistakes, but got the point across.)

Poor.

(Group forgot to explain a key point, or didn’t know any of their lines.)

The cause of tsunamis

The reasons tsunamis have destructive effects

Why some areas are more at risk of tsunamis than others

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3 - Causes of Tsunamis

1. How large were the tsunamis that struck Japan on March 11, 2011?

3. How does the vertical movement of water in a deep part of the ocean become the enormous tsunami waves that reach land?

4 - Planning for Tsunamis

1. What is a precursor event used to predict tsunamis?

2. What is the safest place for people to go during a tsunami?

3. How do countries mitigate tsunamis?

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Lesson Investigations

2. What are four causes of tsunamis?

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5 - Designing a Tsunami Early Warning System

1. What is the purpose of the DART system?

Lesson Investigations

a. b. c. d.

to measure seismic activity to measure volcanic eruptions to measure erosion to measure the speed, height, and position of waves

2. In the DART system an acoustic modem sends information over sound waves to a ______________________________, which passes the information to a ______________________________, and then to a _______________________________.

6 - Causes of Floods

1. What are two causes of floods?

2. How does flooding during a hurricane occur?

3. What are two ways that precipitation can lead to flooding?

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7 - Planning for Floods

2. How could a flood occur in an area with low amounts of precipitation?

3. What do the darkest areas on the map indicate?

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Lesson Investigations

1. How do scientists predict floods?

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MAKING SENSE OF PHENOMENA

Lesson Investigations

Phenomenon: Data on maps shows that Northern California has more mass wasting than Missouri, even though Missouri has more floods.

1. Use what you have learned to explain this phenomenon.

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Acting Out Tsunamis for Ms. Ige’s Class

Keep in mind that your are communicating to young students, so your performance should be eye-catching and interesting. Be sure to include props, diagrams, a background, or other features to set the scene.

Roles: Assign roles and review responsibilities.

Role

Responsibility

Assigned

Writer / Director

Lead the group in the planning stage, record a script for actors to follow, directs the group during rehearsal.

Actors (3)

Contributes to the script in the planning stage and performs the script during the performance.

Prop Manager / Designer

Gathers materials to serve as props, designs any diagrams, posters, or backgrounds and helps with the performance.

Planning: Record a script to guide the performance. Be sure that each actor’s part is clearly described and that props or materials the prop manager/designer needs to create or gather are listed.

Be sure to include your plans for rehearsal including how much time you will have and how everyone will get a copy of their lines.

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Lesson Investigations

Your performance needs to explain three things: • The causes of tsunamis • The reasons tsunamis have destructive effects • Why some areas are more at risk for tsunamis than others

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NGSS-Designed Summative Assessment

NGSS Assessments

Each lesson comes with a three-dimensional assessment designed to prepare students for your state’s NGSS test. The assessment items are a mix of discrete items and performance tasks and range from Depth of Knowledge levels 1 through 4.

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NGSS Assessments

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A S S E S S M E N T

NGSS Assessments

S A M P L E

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NGSS Assessments

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A S S E S S M E N T

NGSS Assessments

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NGSS Assessments

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A S S E S S M E N T

NGSS Assessments

S A M P L E

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NGSS Assessments

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ENGINEERING CHALLENGE: DESIGNING A BRIDGE FOR FLOODS AND L ANDSLIDES

Engineering Challenge: Designing a Bridge for Floods and Landslides Materials: • What you need • Beaker, 500 mL • Centimeter cube • Clay, modeling, 4 colors • Print • Handout: Three Bridge Types • Interactive Student Notebook

• Container, plastic shoebox • Domino

• Tray, black • Water

• Notebook Answer Key

Investigation Overview • The objective of the challenge is to design a bridge that will withstand floods and landslides.

• This challenge is open-ended with students creating their own designs and testing them. Students will use a systematic process to test their bridges with modeled flood events.

Teacher Prep: • Divide the class into groups of 4 students. Each student will have a specific role to play on the team.

• Divide the kit materials and any optional materials among the desk groupings.

Engineering Challenges

SLIDE 4

Defining the Engineering Problem • The California Department of Transportation is planning to rebuild a bridge that crosses Hangtown Creek just outside of Placerville, CA. As a member of the civil engineering team Bridge Works, you’ll be testing bridge designs in preparation for submtting your bid. First, some background on the hazards bridges face and the importance of this particular bridge.

SLIDE 4

SLIDE 5

• During heavy storms, runoff flows down hillsides and into streams causing floods and mass wasting. These events may occur at the same time, resulting in water and debris surging downstream. Bridges are vulnerable to the effects of mass wasting and floods.

TEACHER NOTES

NGSS Stability and Change: Stability might be disturbed either by sudden events or gradual changes that accumulate over time.

ESS3.B: Natural Hazards: Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.

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ENGINEERING CHALLENGE: DESIGNING A BRIDGE FOR FLOODS AND L ANDSLIDES

SLIDE 6

Bridges are damaged when: • erosion occurs in the streambed under the bridge supports until the supports collapse.

• large debris are driven into the bridge by the flood.

• flood levels rise over the height of the bridge and the increased water pressure damages the bridge span.

SLIDE 6

SLIDE 7

To help bridges survive natural hazards, engineers: • orient bridges to cross rivers at angles that minimize the area that could be affected by a flood.

• keep spans high above the river.

• make supports extremely strong to withstand the pressure of flooding water and impact of debris.

TEACHER NOTES

SLIDE 7

NGSS Structure and Function: Structures can be designed to serve particular functions.

Influence of Engineering, Technology, and Science on Society and the Natural World: People’s needs and wants change over time, as do their demands for new and improved technologies. Engineers improve existing technologies.

• Bridges have different levels of importance. Some bridges are safety critical structures.

They are major bridges that connect major population centers, hospitals, and schools.

Other bridges are essential structures. They are minor bridges that connect different roads.

TEACHER NOTES

NGSS Influence of Engineering, Technology, and Science on Society and the Natural World: People’s needs and wants change over time, as do their demands for new and improved technologies. Engineers improve existing technologies.

SLIDE 8

SLIDE 9

• Looking at the map, what kind of bridge needs to be constructed at the Hangtown Creek bridge site? Will it be a safety critical or essential structure?

TEACHER NOTES

NGSS ESS3.B: Natural Hazards: Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.

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SLIDE 9

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Engineering Challenges

SLIDE 8

ENGINEERING CHALLENGE: DESIGNING A BRIDGE FOR FLOODS AND L ANDSLIDES

SLIDE 10

To verify if your bridge design model will work, it needs to meet the following requirements: • Your model must withstand a flood of 500 mL of water 10 times.

• Your model must use less than 7 dominos, 10 g of clay, and 100 centimeter cubes.

Record any criteria and constraints in your notebook.

TEACHER NOTES

Using Models for Testing Engineers test models of their designs to see how they perform under simulated conditions.

Actual bridges may have to withstand a number of floods throughout their life, so bridge designs need to be tested under similar repeated conditions.

NGSS MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

Asking Questions and Defining Problems: Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

SLIDE 10

SLIDE 11

Developing Possible Solutions • Before you begin building, record a design for your bridge. Use Handout: Three Bridge Types as a resource.

Engineering Challenges

TEACHER NOTES

Materials Log in for a complete list of materials.

Lesson Support The handout was previously used in the lesson about about Volcanic Eruptions and Earthquakes, and might be useful for some students when developing their models.

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ENGINEERING CHALLENGE: DESIGNING A BRIDGE FOR FLOODS AND L ANDSLIDES

SLIDE 12

Evaluate Your Design • Assign a role to each person in the group.

• Materials Specialists 1 and 2: Gather the testing materials and construct your bridge.

• Hydraulic Engineer: Place a bucket or bin underneath the drain hole on the bridge to collect the water. Using the beaker, carefully pour 500 mL of water into the tray above the bridge.

• Recorder: Observe the effects of the water on the bridge. Record your observations in your notebook.

• Repeat Steps 3-4 until you’ve done it 10 times, or your bridge is damaged.

• Analyze the data from your tests.

• Share your design and results with at least two other groups.

Materials Log in for a complete list of materials.

NGSS MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

Analyzing and Interpreting Data: Analyze and interpret data to determine similarities and differences in findings.

Patterns: Graphs, charts, and images can be used to identify patterns in data.

Math and ELA Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SLIDE 13

SLIDE 12

Optimizing the Design Solution • Use what you’ve learned to make changes to optimize the design of your model. Can you use fewer materials to manage the cost of your future bridge? Implement your new design and perform a second trial.

SLIDE 13

SLIDE 14

SLIDE 14

• Record the results from testing your modified bridge design and get ready to submit your bid!

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Earth Science Lesson Guide Sample 73

Engineering Challenges

TEACHER NOTES

E N G I N E E R I N G

C H A L L E N G E :

N O T E B O O K

ENGINEERING CHALLENGE

Designing a Bridge for Floods and Landslides Defining the Engineering Problem

Engineering Challenges

1. Looking at the map, what kind of bridge needs to be constructed at the bridge site?

Be sure to explain your reasoning.

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E N G I N E E R I N G

C H A L L E N G E :

N O T E B O O K

2. To verify your bridge design model will work, it needs to meet the following requirements: • Your model must withstand a flood of 500 mL of water 10 times.

• Your model must use less than 7 dominos, 10g of clay, and 100 centimeter cubes.

Record the criteria and constraints for your model.

Criteria

Constraints

Consider this test of a model bridge.

4. What are the differences between this model and a flooding river?

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Earth Science Lesson Guide Sample 75

Engineering Challenges

3. What similarities does this model test have with an actual flooding river?

E N G I N E E R I N G

C H A L L E N G E :

N O T E B O O K

Developing Possible Solutions 1. Create a design for your bridge.

2. Assign a role to each person in the group: Role

Name

Engineering Challenges

Materials Specialist 1 Materials Specialist 2 Hydraulic Engineer Recorder

3. Record the results of your tests. Remember that your design may not make it through all ten simulated floods.

Flood number

1

2

3

4

5

6

7

8

9

10

Bridge Intact Bridge Collapsed

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E N G I N E E R I N G

C H A L L E N G E :

N O T E B O O K

Optimizing the Solution 1. How might you improve your bridge design?

Engineering Challenges

2. If you were going to build a bridge at a site in your community, how might you use information about the effects of floods and mass wasting along with what you learned in this engineering task?

3. Record the results of testing your modified design.

Flood number

1

2

3

4

5

6

7

8

9

10

Bridge Intact Bridge Collapsed

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Earth Science Lesson Guide Sample 77

E N G I N E E R I N G

C H A L L E N G E :

N O T E B O O K

Engineering Challenge Assessment Use the rubric below to evaluate your work on this engineering task. Then record your score in the Score column.

Engineering Challenges

Engineering Process

Achievement Levels Proficient (2 points)

Emergent (1 point)

Not Present (0 points)

Defining the Engineering Problem

Understood the engineering task and identified the design criteria and constraints with precision and clarity.

Understood the engineering task but could not identify the design criteria and constraints.

Could not identify the design criteria and constraints or describe the engineering task.

Developing Possible Solutions

Designed and constructed a bridge that - Used less materials than the initial design - Survived more flood events than the initial design

Designed but did not construct a bridge that - Used less materials than the initial design - Survived more flood events than the initial design

Could not design a new bridge

Optimizing the Design Solution

Proposed modifications to the new bridge design based on data gained from tests of the bridge.

Proposed modifications to the new bridge design, but did not show how they were based on data gained from tests of the bridge.

Did not propose or record any modification to the bridge design.

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Score

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E N G I N E E R I N G

C H A L L E N G E :

H A N D O U T

Three Bridge Types Beam Bridge • Pros: easy to build • Cons: can’t be very long, sections need to be linked to make a continuous span

Arch Bridge • Pros: extremely strong, can be used to cross long distances • Cons: more difficult to build than a beam bridge, needs materials that can stand up to compression

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Engineering Challenges

Suspension Bridge • Pros: light, strong, can span very long distances • Cons: difficult to build, the most expensive of the three

Earth Science Lesson Guide Sample 79

P ER F O R M A N C E A S S ES S M EN T: P L A N N I NG B R I D G ES TO W I T H S TA N D N AT U R A L H A Z A R D S

Performance Assessment: Planning Bridges to Withstand Natural Hazards Evaluate the safety of modern go-carts by their mass, speed, structure, and materials.

Lesson Support: • Students are given a topographic map indicating three bridge sites. They use those maps to create a diorama of each bridge site-this allows them to imagine some of the natural hazards and design criteria, i.e. “Is the bridge crossing a short area of 10 m?, How high is the bridge?, Are there steep slopes that could slide over the bridge?”.

Materials: • Print • Handout A: Bridge Sites in Placerville • Handout B: Natural Hazard Data For Placerville • Handout C: 3 Bridge Types • Interactive Student Notebook • Notebook Answer Key

SLIDE 2

• You have learned that bridges have different levels of importance depending on where they are and face different natural hazards such as floods, mass wasting, earthquakes, and even volcanic activity.

• The civil engineering firm, Bridge Works, is looking for proposals for bridge designs. You will be analyzing data to determine the level of importance and natural hazards that might affect three different bridges in Placerville, CA. • In this performance assessment, you will recommend what kind of bridge should be designed at each site.

SLIDE 2

TEACHER NOTES

Performance Assessment

Lesson Support Students are given a topographic map indicating three bridge sites. They use those maps to create a diorama of each bridge site-this allows them to imagine some of the natural hazards and design criteria, i.e. “Is the bridge crossing a short area of 10 m?, How high is the bridge?, Are there steep slopes that could slide over the bridge?”.

SLIDE 3

Performance Assessment Requirements Your recommendation should include: • the natural hazards that each site is subject to.

• a summary of your choices of bridge designs.

• the reason you selected each bridge.

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P ER F O R M A N C E A S S ES S M EN T: P L A N N I NG B R I D G ES TO W I T H S TA N D N AT U R A L H A Z A R D S

SLIDE 4

To make your recommendation, you will: • Assign Roles • Review the roles and assign a role for each team member.

• Review the Bridge Sites • Identify the importance of each bridge using Handout A. • Identify Any Natural Hazards • Review any natural hazards in Placerville using Handout B. • Choose the Bridge Designs • Based on the data, choose a bridge design for each bridge.

• Present Your Design Criteria • Present to the class the bridge your group suggests for each site and why.

• Submit Your Proposal • Explain to Bridge Works which bridge should be at each location and why.

SLIDE 4

TEACHER NOTES

Materials Log in for a complete list of materials.

Lesson Support Students should use their notebooks to guide their progress through the performance assessment. The details of each role are specified in their notebook instructions.

NGSS MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

SLIDE 5

SLIDE 5

SLIDE 6

Unit Wrap Up • How were Bridge Sites 1 and 2 different from Bridge Site 3?

• The streamflow data shows a period from 1990 to 2008. If you analyzed data from 1990 to 1995 without looking at the period from 1996 to 2008, what might you conclude about the risk of a flood of over 40,000 cfs?

• What might you learn if you looked at additional peak streamflow data from 2009 to 2018?

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SLIDE 6

Earth Science Lesson Guide Sample 81

Performance Assessment

Performance Assessment Requirements • Before you start, read each statement in the Proficient column of your rubric. Do you have any questions?

• When you have no more questions, you may start creating your proposals.

• When you are finished, look at the rubric in your notebook. Read each row, and decide which statement best describes your work. Fill in your score in your notebook.

P ER F O R M A N C E A S S ES S M EN T: P L A N N I NG B R I D G ES TO W I T H S TA N D N AT U R A L H A Z A R D S

Interdisciplinary Connections Make connections between life and earth sciences.

Materials: • Notebook: Interdisciplinary Connections Lesson Support: • If students have already seen these questions with another Performance Assessment, ask them how their understanding has grown with the latest lessons completed.

SLIDE 8

• By learning about stability and change, you build understanding in many areas of science.

• Answer Questions 1 and 2 in your notebook.

TEACHER NOTES

Lesson Support If students have already seen these questions with another Performance Assessment, ask them how their understanding has grown with the latest lessons completed.

SLIDE 8

SLIDE 9

Connection Activity • Complete the Connection Activity in your notebook.

TEACHER NOTES

SLIDE 9

Performance Assessment

Lesson Support If a connection topic feels advanced for students who have not yet learned the relevant material, just teach the connection with the depth that will work best for your class. If students have already seen this activity with another Performance Assessment, ask them how their understanding has grown with the latest lessons completed.

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P E R F O R M A N C E

A S S E S S M E N T :

N O T E B O O K

PERFORMANCE ASSESSMENT

Cr

ss

o

Planning Bridges to Withstand Natural Hazards

Science and neering Prac Engi tice s

cu

ttin g Con c e pt s

ry in a Discipl eas Core Id

As a civil engineer, analyze and interpret data including records of the locations, magnitudes, and frequencies of flood, mass wasting, and earthquake events in Placerville, CA. Use this analysis to forecast these events over scales of 10, 20, and 30 years at three locations within the Placerville. Use this prediction to generate design criteria for three bridges that will mitigate likely hazards, while meeting constraints. Present your bridge designs at an engineering convention attended by the county board of development.

Performance Assessment Requirements

Performance Assessment

Your recommendation should include: • the natural hazards that each site is subject to.

• a summary of your choices of bridge designs.

• the reason you selected each bridge.

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Earth Science Lesson Guide Sample 83

P E R F O R M A N C E

A S S E S S M E N T :

N O T E B O O K

_____ Step 1: Assign Roles Within your group, review the roles. Then choose a role for each member of your team. Make sure each person understands his or her responsibilities. Everyone will participate in creating the model and presenting it.

Add the initials of the person in each role in the table.

Role

Description

Map Analyst

You will lead the team in reviewing the maps of each site and explaining the importance of each bridge based on its location.

Hazards Scientist

You will lead the team in reviewing data on weather and earthquake conditions in the area. You will explain the structural requirements needed to handle these hazards.

Performance Assessment

Group Spokesperson

You will present your design suggestions for each bridge to the class based on the data you acquired.

Team Member

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A S S E S S M E N T :

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_____ Step 2: Review the Bridge Sites Map Analyst: Lead your group in finding and reviewing the three bridge sites on Handout A: Bridge Sites in Placerville.

Study the map of each bridge site. Evaluate the importance of the bridge based on its location and what kind of street the bridge connects. Find other maps to look at the surrounding area, if necessary.

Further identify the importance of each bridge and its performance criteria using the Earthquake Risks chart. Record your answers in the first column of the table below.

Fill out this table over the steps 3 and 4.

Bridge Site

Bridge Importance and Design Criteria

Risk Analysis Earthquake

Mass Wasting

Flood

Bridge Design (Beam, Arch, or Suspension)

I

II

_____ Step 3: Natural Hazards at the Bridge Sites Hazards Scientist: Lead the group in reviewing the flood, precipitation, and earthquake data for Placerville, CA. Use the data to identify the likelihood of these events in the future. Record your analysis in the “risks” portion of the table. www.teachtci.com

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Performance Assessment

III

P E R F O R M A N C E

A S S E S S M E N T :

N O T E B O O K

_____ Step 4: Choosing the Bridge Designs All group members: Now that you have analyzed the risk of natural hazards in Placerville, it is time to choose a bridge design for each site.

First, discuss the bridge designs on Handout B. Once you have selected a design for each site, record your choice in the table.

Next, summarize each bridge site, the risks faced at those sites, and how the bridge design will mitigate those risks. Be as detailed as possible!

Site I Description: How would you describe the site?

Site I Natural Hazards: What are the natural hazards at this site?

Performance Assessment

Site I Bridge Design: How does the design meet the design criteria of the bridge and mitigate those natural hazards?

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A S S E S S M E N T :

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Site II Description: How would you describe the site?

Site II Natural Hazards: What are the natural hazards at this site?

Performance Assessment

Site II Bridge Design: How does the design meet the design criteria of the bridge and mitigate those natural hazards?

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P E R F O R M A N C E

A S S E S S M E N T :

N O T E B O O K

Site III Description: How would you describe the site?

Site III Natural Hazards: What are the natural hazards at this site?

Performance Assessment

Site III Bridge Design: How does the design meet the design criteria of the bridge and mitigate those natural hazards?

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P E R F O R M A N C E

A S S E S S M E N T :

N O T E B O O K

_____ Step 5: Present Your Design Criteria Group Spokesperson: Lead the team in presenting to the class the bridge your group suggests for each site and why.

_____ Step 6: Submit Your Proposal

Performance Assessment

Write up a proposal to Bridge Works summarizing your findings. Make sure to include which bridge you recommend for each site and why.

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P E R F O R M A N C E

A S S E S S M E N T :

N O T E B O O K

Performance Assessment Rubric Use the rubric to evaluate your work on this Performance Assessment.

Achievement Levels Dimension Science and Engineering Practices Analyze and Interpret Data Analyze and interpret data to determine similarities and differences in findings.

Crosscutting Concepts Patterns

Graphs, charts, and images can be used to identify patterns in data.

Disciplinary Core Ideas Natural Hazards

Emergent (1 point)

Not Present (0 points)

The bridge designs are based on a prediction of likely natural hazards, gained from the analysis of charts and graphs.

At least one of the bridge designs is based on a prediction of likely natural hazards, gained from the analysis of charts and graphs.

The bridge designs are not based on a prediction of likely natural hazards, gained from the analysis of charts and graphs.

Used graphs and charts of streamflow, precipitation, and earthquake activity to identify past catastrophic flood, mass wasting, and earthquake events.

Used graphs and charts of streamflow, precipitation, and earthquake activity but did not identify at least one of the following events: - catastrophic flood - mass wasting - earthquake

Unable to use graphs and charts of streamflow, precipitation, and earthquake activity.

Student’s proposal for bridges reflects the fact that the likelihood of natural hazards is based on the locations of the bridges in the map and an application of the data in graphs and charts.

Student’s proposal for bridges reflects only one of the following: the likelihood of the natural hazards is based on the location of the bridges and the application of the data in the charts and graphs.

Student’s proposal does not consider the likelihood of natural hazards.

Score

Performance Assessment

Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.

Proficient (2 points)

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I N T E R D I S C I P L I N A R Y

C O N N E C T I O N S :

N O T E B O O K

INTERDISCIPLINARY CONNECTIONS

1. How were stability and change involved in this Performance Assessment?

2. Study the figure. How is it related to Life Science? To Earth Science? Use evidence from the lessons and your prior knowledge.

ation Pollin

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Earth Science Lesson Guide Sample 91

Performance Assessment

Ap pre c ia tio n

I N T E R D I S C I P L I N A R Y

C O N N E C T I O N S :

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Connection Activity 3. Choose six ecosystem services from the wheel and conduct research to find three kinds of ecosystems that provide each service. Add these ecosystems to the wheel image with a label pointing to the services provided.

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Ap pre c ia tio n

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I N T E R D I S C I P L I N A R Y

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4. Circle three ecosystem services that would be at least temporarily threatened by a local volcano in red.

Circle three ecosystem services that help prevent local flooding in blue.

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Ap pre c ia tio n

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I N T E R D I S C I P L I N A R Y

C O N N E C T I O N S :

N O T E B O O K

5. Draw arrows from biodiversity to at least three other ecosystem services that are protected by maintaining stable biodiversity in an ecosystem.

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6. How can thinking about the stability and change of your planet and its ecosystems relate to your home, neighborhood, community, or culture? For example: • What are the ecosystems near to your home?

• What ecosystem services do they provide to your community?

• Have you experienced any natural hazards threatening people and the ecosystems you live in?

• Does your community encourage protecting ecosystem services?

Write a paragraph describing an important personal or local connection with stability and change in your local ecosystems.

7. Refine your answers to the Connection Questions based on what you learned in the lessons.

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Earth Science Lesson Guide Sample 95

Performance Assessment

P E R F O R M A N C E

A S S E S S M E N T :

H A N D O U T

A

Performance Assessment

Bridge Sites in Placerville

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P E R F O R M A N C E

A S S E S S M E N T :

H A N D O U T

A

Performance Assessment

The three sites where bridges must be built are identified with the roman numerals I, II, and III, and they are found within the circles. All three bridges cross over rivers. Rivers are indicated by the blue lines and the road crossing the river is where the bridge is located.

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P E R F O R M A N C E

A S S E S S M E N T :

H A N D O U T

A

Safety critical structures like hospitals and major bridges Essential structures like fire stations and minor bridges Basic structures like homes and grocery stores

Performance Assessment

Basic

Safety

Safety

Critical

Critical

Operational

Essential

Unacceptable

Partly Operational

Basic

Unacceptable Unacceptable

Near Collapse

STRUCTURAL PERFORMANCE

Fully Operational

Unacceptable structures unsafe during any earthquake

Unacceptable Unacceptable Unacceptable

Weak, Common

Moderate, Occasional

Essential

Basic

Strong, Rare

Safety Critical

Essential

Basic

Very Strong, Very Rare

EARTHQUAKE HAZARD RISKS

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A S S E S S M E N T :

H A N D O U T

B

Natural Hazard Data For Placerville

Performance Assessment

Below is the peak streamflow for a representative sample of rivers and streams in Placerville, CA. Floods and mudslides in 1997 destroyed roads and houses around Placerville and the surrounding region.

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Earth Science Lesson Guide Sample 99

P E R F O R M A N C E

A S S E S S M E N T :

H A N D O U T

B

Performance Assessment

Below is the monthly streamflow data for a representative sample of rivers and creeks near Placerville, CA and images of the terrain nearby.

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P E R F O R M A N C E

A S S E S S M E N T :

H A N D O U T

B

Performance Assessment

From 1923 to 2017 the area around Placerville, CA experienced one significant earthquake of M 3.6. Below is a map indicating where the epicenter of the earthquake was located.

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P E R F O R M A N C E

A S S E S S M E N T :

H A N D O U T

C

3 Bridge Types Beam Bridge Pros: easy to build Cons: can’t be very long, sections need to be linked to make a continuous span

Arch Bridge Pros: extremely strong, can be used to cross long distances Cons: more difficult to build than a beam bridge, needs materials that can stand up to compression

Performance Assessment

Suspension Bridge Pros: Light, strong, can span very long distances.

Cons: difficult to build, the most expensive of the three

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C O R R E L A T I O N S

Unit Alignment with NGSS Performance Expectations MS-LS2-5

Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

MS-ESS3-2 Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions..

Science and Engineering Practices Using Mathematics and Computational Thinking • Apply mathematical concepts and/or processes (e.g., ratio, rate, percent, basic operations, simple algebra) to scientific and engineering questions and problems.

• Use digital tools and/or mathematical concepts and arguments to test and compare proposed solutions to an engineering design problem.

• Use mathematical representations to describe and/or support scientific conclusions and design solutions.

Engaging in Argument from Evidence • Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.

• Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

Asking Questions and Defining Problems • Ask questions to clarify and/or refine a model, an explanation, or an engineering problem.

• Ask questions to identify and/or clarify evidence and/or the premise(s) of an argument.

• Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

• Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.

Analyzing and Interpreting Data • Analyze and interpret data to determine similarities and differences in findings.

• Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.

Obtaining, Evaluating, and Communicating Information • Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence.

• Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations.

Developing and Using Models • Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.

Constructing Explanations and Designing Solutions • Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion.

Planning and Carrying Out Investigations • Collect data about the performance of a proposed object, tool, process or system under a range of conditions.

Crosscutting Concepts Stability and Change • Small changes in one part of a system might cause large changes in another part.

• Stability might be disturbed either by sudden events or gradual changes that accumulate over time.

Patterns • Graphs, charts, and images can be used to identify patterns in data.

Scale, Proportion, and Quantity • Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.

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Earth Science Lesson Guide Sample 103

C O R R E L A T I O N S Cause and Effect • Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Systems and System Models • Models can be used to represent systems and their interactions.

• Models are limited in that they only represent certain aspects of the system under study.

Structure and Function • Structures can be designed to serve particular functions.

Disciplinary Core Ideas LS2.C: Ecosystem Dynamics, Functioning, and Resilience • Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health.

ESS3.C: Human Impacts on Earth Systems • Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.

ETS1.B: Developing Possible Solutions • There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.

• A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.

• Models of all kinds are important for testing solutions.

• Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.

LS4.D: Biodiversity and Humans • Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on— for example, water purification and recycling.

ETS1.C: Optimizing the Design Solution • Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of the characteristics may be incorporated into the new design.

• The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

ESS3.B: Natural Hazards • Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.

ETS1.A: Defining and Delimiting Engineering Problems • The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.

Connections to Nature of Science Science Addresses Questions About the Natural and Material World • Science knowledge can describe consequences of actions but is not responsible for society’s decisions.

Connections to Engineering, Technology, and Applications of Science Influence of Engineering, Technology, and Science on Society and the Natural World • The uses of technologies are driven by people’s needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.

• All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment.

• People’s needs and wants change over time, as do their demands for new and improved technologies. Engineers improve existing technologies.

Common Core ELA Standards Reading Integration of Knowledge and Ideas • Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

Key Ideas and Details • Cite specific textual evidence to support analysis of science and technical texts.

104 Earth Science Lesson Guide Sample

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C O R R E L A T I O N S Writing Research to Build and Present Knowledge • Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

• Draw evidence from informational texts to support analysis reflection, and research.

• Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Text Types and Purposes • Write arguments focused on discipline-specific content.

• Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Range of Writing • Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening Comprehension and Collaboration • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Presentation of Knowledge and Ideas • Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

• Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Common Core Math Standards Math MP.Reason abstractly and quantitatively • CC.K-12.MP.2.Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Analyze proportional relationships and use them to solve real-world and mathematical problems.

• Recognize and represent proportional relationships between quantities.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

• Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations as strategies to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.

• Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

Reason about and solve one-variable equations and inequalities.

• Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

MP.Model with mathematics • CC.K-12.MP.4.Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

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Earth Science Lesson Guide Sample 105

106 Earth Science Lesson Guide Sample

Energy in Earth’s Systems When the bottom of a tank of water is heated, warm water rises, cools, and falls back again.

Lesson Phenomenon

Students observe how warm water rises, cools, and falls back again when the bottom of a water tank is heated during the process of convection as they examine how all Earth processes are the result of energy flowing and matter cycling. (ESS2.A)

DCI

Students discover how energy flows through Earth’s systems and how, within a natural system, the transfer of energy drives the motion and cycling of matter by examining diagrams and discussing student models of energy flow.

By using a convection current in a MS-ESS2-1 tank as a model, students observe and describe how energy flows into matter and drives convection as they find out that within a natural system like the atmosphere, the transfer of energy drives the motion of matter.

PE

Students are introduced to the concept that Earth’s processes are the result of energy flowing and matter cycling.

Ask students how this concept applies to volcanoes, magma, eruptions, and lava. Students create a model of the anchoring phenomenon.

Connection to Unit Phenomenon

MS-ESS2-1, MS-ESS2-2

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how molten lava exits from a volcano and flows across Earth’s surface to form new land. Students create a model of the unit’s anchoring phenomenon and revise it throughout the unit as they gain knowledge. Students observe a model of convection and videos of natural phenomena to identify how energy moves matter both within and between Earth’s four systems. They use this information to annotate a set of graphics in order to show how the flow of energy causes changes in Earth’s four systems. Next, students work to place a series of Earth processes on a time and spatial scale. They then watch six videos of Earth processes that have changed Earth’s surface.

Finally, students observe crystallization in a classroom laboratory activity. In the unit’s Performance Assessment, students identify evidence of processes working in Earth’s systems around the Kilauea volcano. Using this evidence, they create a design for an informational kiosk that explains how processes change Earth’s surface around Kilauea. What information will students include in their kiosk design to show how a volcano changes land over time?

Unit Progression:

CCC

Kilauea is an active volcano in Volcanoes National Park, Hawaii. Every day, energy flows through the volcano and moves matter in the form of hot, molten lava. Create an exhibit for the park using graphics, pictures, and text to explain these volcanic processes.

Unit Storyline:

3D Learning Progression

Flowing, bright molten rock in the form of lava moves across Earth's surface forming new land and erasing vegetation.

Anchoring Phenomenon:

Unit Progression: Earth's Systems

Planet Earth U N I T P R O G R E S S I O N S

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Students watch how a glacier calves and falls into the ocean as they understand that the planet’s systems interact over scales that range from microscopic to global in size. (ESS2.A) (ESS2.C)

Students understand the processes behind molten lava as it flows and changes Earth’s surface by summarizing the concepts behind Earth’s materials and systems.

Performance Assessment Flowing, bright molten rock in the form of lava moves across Earth's surface forming new land and erasing vegetation.

DCI

Scales of Change on Earth’s Surface Ice breaks off a glacier and falls into the ocean.

Lesson Phenomenon

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Knowing that models can be used to represent systems and their interactions, students identify evidence of processes working in Earth’s systems around the Kilauea volcano by creating a design for a park kiosk including graphics, pictures, and text.

Students explore how time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small, as they work through a variety of activities that help them to identify the size and rate of Earth’s processes.

CCC

Students construct a scientific explanation based on valid and reliable evidence obtained from sources when then create a design for an exhibit that explains how geoscience processes change Earth’s surface around Kilauea.

Students construct a scientific explanation based on valid and reliable evidence as they explore the scales of time and space in crystallization and conduct an investigation by creating crystals in the classroom.

SEP

MS-ESS2-1 MS-ESS2-2

MS-ESS2-2

PE

Students discuss the flow of energy and matter that takes place in a lava flow. Students use their model of the anchoring phenomenon to support their argument.

Students observe the size and rate of Earth’s processes.

Ask students how would they identify a volcano’s processes. (e.g., How do volcanoes form land? How long do you think it takes?) Students revise their model of the anchoring phenomenon.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

Earth Science Lesson Guide Sample 107

108 Earth Science Lesson Guide Sample

Earth’s Tectonic Plates Fossils of plants that had broad, flat leaves are found in Antarctica.

Lesson Phenomenon

Students observe how fossil patterns of plant life in Antarctica do not match Antarctica’s climate.

Students use their understanding of plate tectonics and large-scale system interactions to explain this phenomenon. (ESS2.B) (ESS1.C)

DCI Looking for patterns in rates of change, students record data on the distribution of fossils and rocks that support Wegener’s Continental Drift hypothesis. Then students cut up a world map and reassemble it into the supercontinent of Pangea in order to see how Wegener analyzed the evidence that supported his hypothesis.

Exploring how plate tectonic theory works, students develop and use models to construct a scientific explanation for how tectonic processes change Earth’s surface.

MS-ESS2-2 MS-ESS2-3

PE

Students are introduced to the concept that plate tectonics can be attributed to how rocks and fossils may be distributed.

Students create a model of the anchoring phenomenon.

Connection to Unit Phenomenon

MS-ESS2-1, MS-ESS2-2, MS-ESS2-3, MS-ESS2-4, MS-ESS3-1, MS-ETS1-4

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how Earth’s natural resources are unevenly distributed.

Students create a model of the anchoring phenomenon and revise it as they progress through the unit. To understand the distribution of Earth’s natural resources, students first investigate the movement of Earth’s tectonic plates including continental drift, mountain ranges, and creation of the supercontinent, Pangaea. Students explore the rock cycle and then the water cycle. In an Engineering Challenge, students build, test, and improve a solar distiller. Next, they examine the availability and use of renewable and nonrenewable resources. In the unit’s Performance Assessment, students act on a community’s Board of Natural Resource Development to evaluate three natural resource companies. Using what they know, which of the three companies will they choose to fund?

Unit Progression:

CCC

Companies that use natural resources to produce roses, energy, and bottled water want to relocate to a community.

Students are on that community's "Board of Natural Resource Development" and must evaluate the needs of the three companies and decide which company they should fund.

Unit Storyline:

3D Learning Progression

Earth's natural resources, like minerals, energy, and groundwater, are unevenly distributed across communities.

Anchoring Phenomenon:

Unit Progression: Processes that Shape Earth

U N I T P R O G R E S S I O N S

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Why are some rock types found in a community while others are not?

Students answer this question by exploring Earth’s materials and systems including finding out the ways rock form, identifying rocks, and modeling the rock cycle. (ESS2.A)

Students consider how snow on the streets of New York disappears within months. To explain this phenomenon, students use their understanding of the roles of water in Earth’s surface processes. (ESS2.C)

Students build and improve a solar distiller and use data to explain the rates of evaporation, condensation, and precipitation of the water in the distiller as they conclude that a solution needs to be tested, and then modified on the basis of the test results, in order to improve it.

(ESS2.C) (ETS1.B)

Which natural resources make up everyday items? Students ask questions about the different natural resources that are used to create various devices and objects.

(ESS3.A)

The Water Cycle During the first week of January, New York was covered in four feet of snow, but by the end of May the streets were bare.

Engineering Challenge Build, test, and improve a solar distiller.

Use data to explain what effects changes to the distiller design have on the rates of evaporation, condensation, and precipitation of water in the distiller.

Earth’s Natural Resources Every device contains parts that are made from natural resources.

DCI

The Rock Cycle Some rock types can be found in a community, but not others.

Lesson Phenomenon

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In the game, Resource Roundup, students evaluate cause and effect relationships as they compete to predict the most likely locations of natural resources.

Challenged by structure and function, students construct and test a solar distiller in order to evaluate the distiller performance. Students then work in teams to plan improvements to the solar distiller design using classroom materials.

Understanding that the transfer of energy drives the cycling of matter, students develop a concept map to record their ideas of how water transfers from one place to another.

Next, they observe processes of the water cycle, and use those processes to improve their concept map.

Exploring the ways rocks form, students describe and compare six rock forming processes by examining the changes over time and processes at different scales. Students then use a variety of tools to examine and classify 12 different types of rocks.

CCC

PE

MS-ESS2-4

Using mathematics and computational thinking, students analyze patterns of data from the Resource Roundup game using a chart to describe the limited nature of natural resources.

MS-ESS3-1

Students retest their design, and MS-ESS2-4 then use data from the iterative MS-ETS1-4 testing to propose modifications and to test ideas about phenomena in designed systems such as the solar distiller.

Students use a model when they work with a selection of models to show how energy drives the cycling of water in the water cycle.

Students are challenged to evaluate MS-ESS2-1 a sample Rock Cycle diagram and then to develop and use their own improved model.

SEP

Students understand the role of natural resources in their everyday lives. Ask students what does uneven distribution of natural resources across communities means in respect to this (e.g., higher prices, abundance, etc.). Students revise their model of the anchoring phenomenon.

Students get an opportunity to design a system that uses renewable natural resources.

Students make revisions to their model of the anchoring phenomenon.

Students understand how the water cycle can influence the distribution of Earth’s natural resources. Ask students which parts of the water cycle they can observe in the school yard.

Students explain why some rock types are found in their community while others are not. Ask students to list a few of the rock types found in their communities. Students make revisions to their model of the anchoring phenomenon.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

Earth Science Lesson Guide Sample 109

Performance Assessment Earth's natural resources, like minerals, energy, and groundwater, are unevenly distributed across communities.

Lesson Phenomenon

Students evaluate the natural resource needs of companies using their understanding of Earth’s natural resources and how they are unevenly distributed across communities. Students then decide which company should move into their region.

DCI Working on the Board of Natural Resource Development, students use cause and effect relationships to prepare an argument for or against company proposals to set up business in their region. In their arguments, students identify the presence or absence of natural resources in their region from map evidence.

CCC Students construct an explanation of the geoscience processes that resulted in the formation of natural resources over time. Students use use what they know of the presence or absence of natural resources, and the geoscience processes, to support their arguments.

SEP MS-ESS2-1 MS-ESS2-2 MS-ESS2-3 MS-ESS2-4 MS-ESS3-1

PE Students summarize how Earth’s natural resources are unevenly distributed across communities. They use their model of the anchoring phenomenon to help support their argument for or against a company moving into their region.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

110 Earth Science Lesson Guide Sample

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Investigating Rock Strata The rock layers at the bottom of the Grand Canyon are much older than those found at the top of the Grand Canyon.

Lesson Phenomenon

Why are the rock layers at the bottom of the Grand Canyon much older than those found at the top?

Students answer this question as they examine how the geologic time scale interpreted from rock strata provides a way to organize Earth’s history. (ESS1.C)

DCI Students use index fossils to identify the relative ages of rock strata while applying cause and effect relationships.

Using patterns in a model of rock MS-ESS1-4 strata across an area to infer the sequence past events, students construct a scientific explanation based on evidence to identify rock strata through models of core samples.

PE

Students are introduced to the concept of dating rocks according to their location in rock strata.They can use this knowledge to make some initial guesses about the igneous and sedimentary rocks in the Black Hills. Students create a model of the anchoring phenomenon.

Connection to Unit Phenomenon

MS-ESS1-4

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how igneous and sedimentary rocks can be found in areas such as the Black Hills that have no volcanoes or flowing water. Students create a model of the anchoring phenomenon and revise it throughout the unit. To understand Earth processes through geologic time, students first investigate rock strata and create a fossil timeline. Students research a geologic time period as they reconstruct Earth’s history. In the unit’s Performance Assessment, students act as forest rangers in the Black Hills National Forest where they answer a middle schooler’s questions about rock patterns in the Black Hills and at Devils Tower National Monument. Which evidence will students draw upon to formulate their answer?

Unit Progression:

CCC

Different rock types are found around Devils Tower and the Black Hills National Forest. Learn about the formation of Devils Tower and act as National Forest Rangers to explain how the positions of these rock types relate to the way they were formed.

Unit Storyline:

3D Learning Progression

Despite the lack of volcanoes and flowing water, igneous rocks and sedimentary rocks are found throughout the Black Hills.

Anchoring Phenomenon:

Unit Progression: Earth Processes Through Geologic Time

U N I T P R O G R E S S I O N S

Earth Science Lesson Guide Sample 111

Students question why the moon contains rocks that are very much like Earth’s and come to understand that analyses of rock strata and the fossil record provide only relative dates, not an absolute scale.

(ESS1.C)

As rangers of Black Hills National Forest, students explain to visitors how igneous and sedimentary rocks are found throughout the Black Hills despite the lack of volcanoes and flowing water using the geologic time scale interpreted from rock strata.

Performance Assessment Despite the lack of volcanoes and flowing water, igneous rocks and sedimentary rocks are found throughout the Black Hills.

DCI

Reconstructing Earth’s History The Moon contains rocks that are very much like Earth’s and formed at about the same time as many of Earth’s oldest rocks.

Lesson Phenomenon

Students write a letter to a park visitor with an explanation of the sequence of cause and effect events in the geosphere that caused the Spearfish Sandstone, Gypsum Springs, and igneous formations.

Students act as Earth Detectives by taking on the role of paleontologists to analyze patterns of evidence in order to compete in a classroom game of “Who Stole the Triceratops Egg?”

CCC

Constructing a scientific explanation based on valid and reliable evidence from the rock strata, students write a letter to a park visitor that references a timeline, describes the rocks of the area, and discusses how igneous rocks could form where there are no active volcanoes.

Students research the events that define a unit of geologic time to construct an explanation of Earth’s 4.6 billion year history.

SEP

MS-ESS1-4

MS-ESS1-4

PE

Students propose why igneous rocks and sedimentary rocks are found throughout the Black Hills and use their model of the anchoring phenomenon to support their argument.

Students use what they know to define a unit or units of geologic time in which the igneous and sedimentary rocks may have formed in the Black Hills region. Students make revisions to their model of the anchoring phenomenon.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

112 Earth Science Lesson Guide Sample

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Volcanic Eruptions and Earthquakes Volcanoes erupt and earthquakes shift the ground at similar places around the globe, but there are other places that see very little earthquake and volcanic activity.

Lesson Phenomenon

Students explore why some places have volcanoes and earthquakes while other places don’t by examining maps of the history of natural hazards in a region. (ESS3.B)

DCI

Identifying patterns in data, students use the maps they generate of earthquake and volcano events and their understanding of magnitude and frequency to create a poster identifying areas of risk.

Students analyze and interpret MS-ESS3-2 data in tables of earthquake and volcano events around the globe in order to generate maps identifying the locations of earthquakes and volcanoes in a given year. Using this knowledge, students explore how different bridge designs mitigate the risks posed by earthquakes.

PE

Sample Included p. 18

Students are introduced to the idea that certain areas are subject to natural disasters that may put structures, such as bridges, at risk. Ask students if their region is at risk for natural hazards, and if so, which hazards. Students create a model of the anchoring phenomenon.

Connection to Unit Phenomenon

MS-ESS3-2, MS-ETS1-1, MS-ETS1-3

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how multiple natural hazards may put bridges in some places at risk for damage or destruction. Students create a model of the anchoring phenomenon that they will use to explain the phenomenon and revise it throughout the unit. Students first explore the hazards volcanic eruptions and earthquakes pose. Students then explain relationships that relate to flooding and mass wasting, and teach others about the hazards of a tsunami. In the unit’s Engineering Challenge, students redesign a bridge to withstand floods and mass wasting events. In the Performance Assessment, students try their hand at planning a bridge to withstand natural hazards including flooding, mass wasting, and earthquakes. Students generate design criteria for three bridges that can withstand hazards, while meeting constraints. Using what they know, which bridge design will students recommend for regions prone to flooding and mass wasting?

Unit Progression:

CCC

You are a civil engineer who must decide how three bridges will be built at three different locations in Placerville, CA. Each location may face different natural hazards over time. Your job is to review data to forecast which natural hazards these bridges will face during their lifetimes. Finally, you will use the forecast to recommend design criteria.

Unit Storyline:

3D Learning Progression

Bridges in some places risk damage or destruction from multiple natural hazards including flooding, mass wasting, earthquakes, and even volcanic activity.

Anchoring Phenomenon:

Unit Progression: Earth's Natural Hazards

U N I T P R O G R E S S I O N S

Earth Science Lesson Guide Sample 113

Students question why there is more mass wasting in California than Missouri when examining the history of natural hazards in a region, combined with an understanding of related geologic forces.

(ESS3.B)

Students are challenged to redesign a bridge to withstand floods and mass wasting events, improving upon their models using simulated flood events to forecast locations and likelihoods of future events.

(ESS3.B)

Students understand that bridges have different levels of importance depending on where they are and how they face different natural hazards such as floods, mass wasting, earthquakes, and even volcanic activity.

Engineering Challenge Redesign a bridge to withstand floods and mass wasting events.

Use tests to collect data and improve the performance of your bridge model using simulated flood events.

Performance Assessment Bridges in some places risk damage or destruction from multiple natural hazards including flooding, mass wasting, earthquakes, and even volcanic activity.

DCI

Mass Wasting, Tsunamis, and Floods Data on maps shows that Northern California has more mass wasting than Missouri, even though Missouri has more floods.

Lesson Phenomenon

114 Earth Science Lesson Guide Sample Understanding cause and effect relationships between bridges and natural hazards, students recommend what kind of bridge should be designed at each site.

Using their knowledge of structure and function, and how stability might be disturbed by sudden events, students review the initial design of the bridge and the performance of that design in a model flood event. Students redesign the bridge by applying their knowledge of bridge designs and data from the tests of the initial bridge design.

Students explore the causes and effects of tsunamis by creating an “act it out” to describe the patterns of tsunami hazards.

CCC

PE

Acting as civil engineers, students MS-ESS3-2 analyze and interpret data to deter- MS-ETS1-1 mine the level of importance and natural hazards that might affect three different bridges in Placerville, CA, in order to submit proposals for bridge designs.

Students define a design problem MS-ESS3-2 that can be solved through the deMS-ETS1-1 velopment of a system and includes MS-ETS1-3 multiple criteria and constraints by using tests to determine the performance of their bridge designs in simulated flood events. Students use the data from those tests to propose changes to their bridge designs.

Using mathematical representations MS-ESS3-2 to describe and support scientific conclusions, students test slopes and observe how slope angle and material changes the frequency of mass wasting. They compare this with the way precipitation, slope angle, and slope material contribute to runoff, and how this leads to flooding.

SEP Sample Included p. 24

Students explain how bridges in some places risk damage or destruction from natural hazards and use their model of the anchoring phenomenon to support their explanation.

Sample Included p. 80

Sample Students evaluate bridge Included p. 70 designs that are made to withstand natural hazards such as flooding and mass wasting events. Students make revisions to their model of the anchoring phenomenon.

Students identify the dangers flooding and tsunamis pose to bridge structures. Students use this knowledge to revise their model of the anchoring phenomenon.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

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Earth’s Rotation and Revolution The sun appears to move across the sky during the day, and stars appear to move across the sky during the night.

Lesson Phenomenon

Students observe videos showing sunrise and sunset and, after developing a model of Earth’s rotation and revolution, design a storyboard to show their understanding of the pattern of the apparent motion of the sun in the sky. (ESS1.A)

DCI

Demonstrating patterns of the Students use a small Earth to model MS-ESS1-1 movement of celestial objects, stu- how Earth rotates on an axis that MS-ETS1-1 dents model Earth’s rotation and the points towards Polaris. movement of constellations using their bodies.

PE

Students are introduced to the patterns of movement of Earth and constellations. Students create a model of the anchoring phenomenon.

Connection to Unit Phenomenon

MS-ESS1-1, MS-ETS1-1

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how celestial objects can be observed from Earth moving across the sky in distinct patterns. Students create a model of this phenomenon and revise it throughout the unit as they gain more knowledge. First, students explore Earth’s rotation and revolution around the sun. Next, they discover how Earth’s tilted axis creates seasonal patterns. Students use a classroom planetarium to model the phases of the moon. Students investigate the roles the sun and moon play in eclipses. In the Performance Assessment, students participate in a contest to educate adults about a pattern of a celestial object that can be observed from Earth. What will students include in their model of the Earth-sun-moon system to explain their pattern?

Unit Progression:

CCC

Patterns of the apparent motion of the sun, the moon, and stars in the sky can be described, predicted, and explained with models. Develop your own model of the Earth-sun-moon system, using it to create a film that explains the cyclic patterns of lunar phases, eclipses of the sun and moon, and the seasons.

Unit Storyline:

3D Learning Progression

Celestial objects appear to move in distinct patterns from Earth.

Anchoring Phenomenon:

Unit Progression: The Earth-Sun-Moon System

Space

U N I T P R O G R E S S I O N S

Earth Science Lesson Guide Sample 115

Students make observations about the seasons and design a storyboard demonstrating how Earth’s tilted axis causes seasons. (ESS1.A) (ESS1.B)

Students observe how the moon appears to change every night and then use a mirror to model how we see light reflected off the moon.

Students design a storyboard that explains the apparent motion of the moon in the sky. (ESS1.A) (ETS1.A)

Students explore eclipses and design a storyboard that uses a model of the Earth-sun-moon system to explain what causes eclipses of the sun and the moon and why they are rare. (ESS1.A) (ESS1.B)

Students understand why celestial objects appear to move in distinct patterns from Earth and can explain patterns of the apparent motion of the sun, the moon, and stars in the sky as well as eclipses of the sun and moon.

Phases of the Moon The appearance of the moon changes every night.

Eclipses Sometimes the sun appears to be blocked by the moon.

Performance Assessment Celestial objects appear to move in distinct patterns from Earth.

DCI

Earth’s Tilted Axis Each year, trees sprout leaves which grow, change color, die, and fall off.

Lesson Phenomenon

116 Earth Science Lesson Guide Sample Students record a video presentation of their model of the Earthsun-moon system to participate in a contest to educate adults about a celestial pattern that can be observed from Earth.

Students use foam balls in the classroom planetarium to find patterns that explain why eclipses occur and model the orbital plane of the moon to find patterns that reveal why eclipses are rare.

Students model the rotation and revolution of the moon using their bodies and model how the shape of light on the moon changes in a cyclic pattern.

Students model how Earth’s tilted axis causes seasonal patterns.

Then students practice explaining how Earth’s tilted axis causes the seasons.

CCC MS-ESS1-1

PE

Students develop a model to repre- MS-ESS1-1 sent the position of celestial bodies in the Earth-sun-moon system, including their orientation, movement, and location with respect to Earth’s orbital plane.

Students develop and revise models MS-ESS1-1 that can describe, test, and predict information about eclipses. Then, students plan and carry out an investigation to show why the moon and sun appear about the same size from Earth.

Students make and use a MoonBelt MS-ESS1-1 to model the lit side of the moon MS-ETS1-1 and the resulting light seen from Earth. Students use their models to predict the moon phase given an Earth-sun-moon orientation and to predict the orientation of the system given a moon phase.

Students develop and use a model that allows them to measure concentrated light on Earth’s surface at different latitudes during different seasons.

SEP

Students summarize why celestial objects appear to move in patterns and use their model of the anchoring phenomenon to support their explanation.

Students discover the patterns behind solar and lunar eclipses. Students make final revisions to their model of the anchoring phenomenon.

Students can observe patterns in the phases of the moon. Ask students which phase they think the moon is currently in and which phase will be next.

Students revise their model of the anchoring phenomenon.

Students can research seasonal constellations to explain why we can see different constellations at different times of the year. Students revise their model of the anchoring phenomenon.

Connection to Unit Phenomenon

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Gravity and the Solar System Planets revolve around stars while moons revolve around planets.

Lesson Phenomenon

Students examine why planets revolve around stars and moons revolve around planets as they find out how the solar system consists of the sun and a collection of objects that are held in orbit around the sun by its gravitational pull on them. (ESS1.B)

DCI

Understanding how space phenomena can be observed at various scales students create a large scale model of the solar system and then “visit” the planets. Next, students calculate the distances of the planets on a small scale model and determine their locations.

Students apply mathematical MS-ESS1-2 concepts in the form of ratios to cal- MS-ESS1-3 culate relative sizes and distances in a series of scale models of the Earth-sun-moon system.

PE

Students are introduced to the gravitational pull that keeps celestial bodies in place.

Students create a model of the unit anchoring phenomenon.

Connection to Unit Phenomenon

MS-ESS1-2, MS-ESS1-3, MS-ETS1-1, MS-ETS1-2, MS-ETS1-3

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of celestial objects having similar characteristics that allow them to be sorted into groups for classification. Students create a model of the unit’s anchoring phenomenon and revise it throughout the unit. Students first discover how gravity allows celestial bodies in a solar system to remain in orbit around other celestial bodies. Next, students explore the inner solar system and characteristics of its planets, and then the outer solar system and the immense size of its planets. In the unit’s Engineering Challenge, students design a vehicle that can land on Mars. In the unit’s Performance Assessment, students prepare and present a memo to the International Astronomical Union recommending a planet classification system. Using what they know, what advice will students give as the best way to classify eight planets?

Unit Progression:

CCC

Each of the eight planets in the solar system share some characteristics and patterns with the other planets, but each also has its own unique set of characteristics. Advise the "members" of the International Astronomical Union as to the best way to classify the eight planets.

Unit Storyline:

3D Learning Progression

Celestial objects in the solar system have similar characteristics which can be used to sort them into groups.

Anchoring Phenomenon:

Unit Progression: The Solar System

U N I T P R O G R E S S I O N S

Earth Science Lesson Guide Sample 117

Students consider the potential colonization of Mars by going through a systematic process for evaluating solutions. (ESS1.B) (ETS1.B)

Students study the Curiosity rover landing sequence in preparation for developing possible solutions for building a landing vehicle for an astronaut on Mars. (ESS1.B) (ETS1.B)

Students discover how only a few of the celestial objects in our solar system are called planets as they examine Earth and the solar system.

(ESS1.B) (ETS1.B) (ETS1.C)

To prepare and present an argument about the best way to classify celestial objects in the solar system, students use their knowledge about the classification of planets and understanding of Earth and the solar system.

Engineering Challenge Design a vehicle that can land on Mars.

The Outer Solar System There are millions of objects in our solar system, but we only call a few of them 'planets.'

Performance Assessment Celestial objects in the solar system have similar characteristics which can be used to sort them into groups.

DCI

The Inner Solar System Astronomers believe that Mars would be an ideal place to build a colony.

Lesson Phenomenon

118 Earth Science Lesson Guide Sample Using patterns in planet characteristics, students assess a variety of classification systems and then pick the best one.

Using patterns in the data on planets, students develop and present arguments about how to best classify the planets.

Using an understanding of structure and function, students create a Mars Lander Assembly prototype from the fabricated parts using materials provided. Students identify individual engineering goals and constraints in order to design a part of the prototype that solves a selected problem.

Students design a space mission to study the planets of the inner solar system by understanding ways that large-scale space phenomena can be observed.

CCC

MS-ETS1-1

MS-ESS1-3 MS-ETS1-2

PE

Students contribute their informed scientific opinion to an International Astronomical Union mentor by presenting a written argument supported by empirical evidence in the form of a memo about planet classification.

MS-ESS1-3

To classify planets, students organize, MS-ESS1-3 analyze, and interpret the data on MS-ETS1-3 planets gathered in a previous lesson.

Students use data from iterative testing to modify and optimize their prototype. Students identify problem areas and attempt to design solutions in order to meet the goals of the challenge.

Students research the classification of Pluto as a dwarf planet, analyze various sources, and then engage in an argument as to how Pluto should be classified. Next, students gather and begin to analyze and interpret data about the eight planets in our solar system.

SEP

Students explain how to group celestial objects by their characteristics and use their model of the anchoring phenomenon to support their explanation.

Students now can sort all of the planets in the solar system into groups based on their characteristics. Students make final revisions to their model of the anchoring phenomenon.

Students must know the soil characteristics of Mars to properly design the Mars Lander Assembly prototype.

Students understand what is needed to classify planets and use this knowledge to revise their model of the anchoring phenomenon.

Connection to Unit Phenomenon

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Formation of the Solar System Humans weren't around to watch the solar system form, but we have observed patterns that may explain its formation.

Lesson Phenomenon

Students conclude that the solar system has been around long before humans, but observed patterns help explain how the solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (ESS1.B)

DCI Students analyze the solar system to determine how it functions as they create a flip book showing how the solar system formed from a nebula. Students also evaluate video animations depicting aspects of the solar system’s formation for scientific accuracy.

Modeling gravitational forces, MS-ESS1-1 students use a gravity well to model MS-ESS1-2 gravity’s role in several processes that contributed to solar system formation.

PE

Students are introduced to the solar system and how it formed. Students create a model of the unit anchoring phenomenon.

Connection to Unit Phenomenon

MS-ESS1-1, MS-ESS1-2, MS-ETS1-4

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how the celestial objects in all solar systems follow distinct patterns of movement. Students create a model to explain the unit anchoring phenomenon and revise it throughout the unit. First, students take a look at how the solar system formed, understanding gravity’s role in its formation. Next, students go beyond the solar system to explore how the Milky Way galaxy is part of a group of galaxies. In the unit’s Engineering Challenge, students design and test a space capsule that protects a camera from being damaged when it returns from space. In the unit’s Performance Assessment, students write a movie script for the climax about gravity’s force on a celestial object. How will students explain how gravity is responsible for the event?

Unit Progression:

CCC

Learn about gravity’s role in the formation of the solar system, the growth of planets in the solar system, the existence of stars beyond our solar system, and the structure of the Milky Way and other galaxies. As a consultant, help a movie director shooting a film about space to make sure the end product accurately reflects the laws of physics and space.

Unit Storyline:

3D Learning Progression

Celestial objects in our solar system and beyond all follow distinct patterns of movement.

Anchoring Phenomenon:

Unit Progression: The Solar System and Beyond

U N I T P R O G R E S S I O N S

Earth Science Lesson Guide Sample 119

Applying a knowledge of spatial relationships, students determine that a scale model of our Milky Way Galaxy would need a room bigger than a classroom to fit it as they explore the universe and its stars.

(ESS1.A) (ETS1.B) (ETS1.C)

After watching a video of a rocket launch, students develop several possible design solutions for a space capsule that will protect a camera from being damaged upon its return from space and evaluate them to choose the best damping device that meets their criteria and constraints. (ETS1.B) (ETS1.C)

Students explain how all celestial objects in solar systems follow distinct patterns of movement, using their knowledge of the universe and its stars, and the Earth and the solar system. Students act out the script they develop for the class.

Engineering Challenge Design and test a "space capsule" that will protect a camera from being smashed upon its return from space.

Performance Assessment Celestial objects in our solar system and beyond all follow distinct patterns of movement.

DCI

Beyond the Solar System It'd be extremely difficult to fit a scale model of our Milky Way Galaxy in a classroom.

Lesson Phenomenon

120 Earth Science Lesson Guide Sample Playing the role of science consultants that find and fix inaccuracies about gravity, students brainstorm ideas for a movie storyline that uses an understanding of gravity that is consistent with the patterns and interactions observed in galaxies and the solar system.

Students take into account properties of different materials, and how materials can be shaped and used as they identify possible criteria and constraints of developing a damping device.

Understanding that space phenomena can be observed at various scales using models, students use familiar maps to model the scale of distance between celestial bodies.

Students also model how gravity between stars depends on mass and distance using their own bodies.

CCC

PE

Students develop a model in the form of a script for the climax of a movie about the formation and interaction of planets, solar systems, and galaxies, and a paragraph that explains how gravity works within the movie storyline.

Students develop a model of a damping device to use in vibration tests and improve upon it by identifying the points of failure in their designs.

MS-ESS1-2

MS-ETS1-4

Students use math and computaMS-ESS1-2 tional thinking to determine whether MS-ETS1-4 distant celestial objects are within reach for space explorers. Students then develop and use models of how gravity influences galaxies.

SEP

Students are able to explain the formation of the solar system, the role of gravity on celestial objects, and how celestial objects move in distinct patterns. Students use their model of the anchoring phenomenon to support their explanation.

Students consider special designs that are needed for equipment to withstand the rigors of space and re-entry to Earth from trips within the solar system.

Students understand the scope of our solar system by working with models. Students make revisions to their model of the anchoring phenomenon.

Connection to Unit Phenomenon

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Earth’s Atmosphere Breathable air exists only in the lowest 5 km of Earth’s atmosphere.

Lesson Phenomenon

Students discover that breathable air exists only in the lowest layer of Earth’s atmosphere by understanding how interactions in the atmosphere vary with altitude. (ESS2.D)

DCI

Exploring proportional relationships to provide information about the magnitude of properties, students create a scale model of the atmosphere using a Bernoulli bag.

Students review several weather MS-ESS2-6 scenarios and identify the elements of weather including air temperature, air pressure, wind, precipitation, and humidity. Then students construct an explanation by gathering density and temperature data on each layer of the atmosphere and plotting the data on a graph.

PE

Students find out about temperature differences at different layers of atmosphere.

Students create their model of the anchoring phenomenon.

Connection to Unit Phenomenon

MS-ESS2-6, MS-PS3-3, MS-PS3-4, MS-PS3-5, MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, MS-ETS1-4

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how a cooler helps food stay cold while a solar cooker makes food hot as they explore the atmosphere and energy. Students create a model of the anchoring phenomenon and revise it throughout the unit. Students first explore each layer of Earth’s atmosphere. Next, they find out about thermal energy and its role in temperature changes. In the unit’s Engineering Challenge, students design a device to control heat transfer.

Students examine the greenhouse effect as they find out how different forms of light interact with the atmosphere. In the unit’s Performance Assessment, students develop a proposal for an improved cooler or solar cooker. Which key scientific principles will students apply to optimize their device’s design?

Unit Progression:

CCC

Adventurers who brave extreme weather conditions to trek across California's scorching Death Valley and Antarctica's frozen surface must be prepared. The Extreme Adventures Company has hired you to design equipment for these adventurers to help them stay healthy and safe.

Unit Storyline:

3D Learning Progression

Cold food in a cooler stays cold, and food in a solar cooker gets hot.

Anchoring Phenomenon:

Unit Progression: The Atmosphere and Energy

Weather and Climate

U N I T P R O G R E S S I O N S

Earth Science Lesson Guide Sample 121

122 Earth Science Lesson Guide Sample

Why is the surface temperature on Venus hotter than on Earth? Students answer this question as they find out more about how weather and climate are influenced by interactions involving sunlight and the atmosphere. (ESS2.D) (ETS1.A) (ETS1.B) (ETS1.C)

Earth and Solar Energy The surface temperature on Venus is 464 °C, which is hot enough to melt lead.

Working with the Extreme Adventure Company, students create a proposal for either a food cooler or solar cooker and then optimize their design solution by reviewing and improving their design.

Students design a device to minimize or maximize heat transfer.

Next, they develop a plan based on an initial test for improving their design, then test again and record their data, repeating as needed to optimize their design solution.

(PS3.A) (PS3.B) (ETS1.A) (ETS1.B) (ETS1.C)

Engineering Challenge Extreme Adventures Company is holding a contest for the best cooler and the best solar oven design.

Students design a device to either minimize or maximize heat transfer while meeting all criteria and constraints.

Performance Assessment Food in a cooler stays cold, and food in a solar cooker gets hot.

Students question why ice melts faster on a metal surface than on a ceramic surface as they take a closer look at how the amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter. (PS3.A) (PS3.B)

DCI

Taking Earth’s Temperature Ice melts faster on some surfaces than others.

Lesson Phenomenon

Students develop a presentation about their device that explains how energy flows through a designed system, how extreme temperature affected the design, and how the device works.

Students use a model to represent energy and matter flows within systems to explore the interaction between solar energy and the atmosphere to find out most infrared and ultraviolet light is blocked from reaching Earth’s surface.

Using their knowledge of systems, energy, and matter, students create procedures and a detailed diagram for building either a desert cooler or a solar cooker for expeditions to Death Valley or Antarctica.

As students discover the transfer of energy can be tracked as energy flows through a designed system, they use thermometer measurements and their sense of touch to determine in which direction heat flows between two objects at different temperatures.

CCC

PE

Engaging in an argument from evidence, students explain to Product Approval Board members why their device is the best design.

Students analyze and interpret data on the inner planets to determine differences and similarities in their atmospheres related to the greenhouse effect and the planets’ surface temperatures.

Students define a design problem that can be solved through the development of a device that includes multiple criteria and constraints.

Students then review materials to decide which materials will be good insulators or conductors.

MS-PS3-3 MS-PS3-4 MS-PS3-5 MS-ETS1-1 MS-ETS1-2 MS-ETS1-3 MS-ETS1-4

MS-ESS2-6 MS-ETS1-1 MS-ETS1-3

MS-PS3-3 MS-PS3-4 MS-ETS1-1 MS-ETS1-2 MS-ETS1-3 MS-ETS1-4

Students use an interactive model MS-PS3-3 to compare density and kinetic ener- MS-PS3-4 gy of particles in different states of MS-PS3-5 matter. Then students plan and carry out an investigation to students build and test a thermometer using provided materials. Students test a variety of different conducting and insulating materials to determine which will work best for constructing a tea pot and a thermal blanket.

SEP

Students explain how the flow of energy affects how food stays cool in a cooler and food is hot in a solar cooker.

Students use their model of the anchoring phenomenon to support their explanation.

Students understand the interactions between solar energy and the atmosphere and use this knowledge to make the final revisions to their model of the anchoring phenomenon.

Students get a chance to explore how heat transfer can be minimized or maximized.

Students use this information to revise their model of the anchoring phenomenon.

Students are introduced to the concept of energy transfer and track energy as it flows through a system. Students revise their model of the anchoring phenomenon.

Connection to Unit Phenomenon U N I T P R O G R E S S I O N S

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Air Pressure and Wind Some days are windy, and some are not.

Lesson Phenomenon

Students draw from their own experience that some days are windier than others and find out how weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. (ESS2.C) (ESS2.D) (ETS1.B) (ETS1.C)

DCI

Students build a homemade barometer and use it to measure how atmospheric pressure changes.

Students use real-world pressure data to draw isobars on a weather map and then analyze three different atmospheric pressure maps, identifying cause and effect relationships.

Students model the effects of air pressure on familiar objects and then use syringes and tubing to develop a model that shows how differences in air pressure cause wind.

MS-ESS2-5 MS-ESS2-6 MS-ETS1-4

PE

Students are introduced to some of the factors that create weather. Then students create a model of the anchoring phenomenon.

Connection to Unit Phenomenon

MS-ESS1-3, MS-ESS2-4, MS-ESS2-5, MS-ESS2-6, MS-ESS3-2, MS-ETS1-2, MS-ETS1-4

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon and create a model to explain how severe weather events can result in loss of life or property. Students use the knowledge gained in the unit to make revisions to their model. In exploring what causes weather, students first examine how differences in air pressure create wind. Students take a look at how the water cycle, influenced by sunlight and gravity, ultimately contributes to weather. Students explore air masses and how their creation and movement change weather. Students apply their knowledge of weather to identify the causes of severe weather and its damaging effects. In the unit’s Performance Assessment, students gather weather data, make forecasts, and issue severe weather warnings. What recommendations can students make to a city council for developing future methods and technologies that provide timely forecasts to mitigate the dangers of severe weather?

Unit Progression:

CCC

You are part of a team working for the National Oceanic and Atmospheric Administration (NOAA). Your task is to develop instruments for measuring atmospheric conditions, interpret weather maps, make weather forecasts, issue severe weather warnings, and create severe weather action plans.

Unit Storyline:

3D Learning Progression

Severe weather events can lead to extreme loss of life and property.

Anchoring Phenomenon:

Unit Progression: Weather

U N I T P R O G R E S S I O N S

Earth Science Lesson Guide Sample 123

Students explore the phenomenon that clouds form when warm air rises and cools as they discover the roles of water in Earth’s surface processes. (ESS2.C) (ETS1.B)

Drawing from their own experiences, students observe the sudden changes from warm calm weather to cool and windy as they explore complex weather patterns. (ESS2.C) (ESS2.D)

Why are there more tornadoes in the Great Plains than anywhere else in the United States? Students answer this question by mapping the history of natural hazards in a region.

(ESS3.B) (ETS1.B) (ETS1.C)

Students understand how severe weather events can lead to loss of life and property and explain how weather patterns are so complex, they can only be predicted probabilistically.

Air Masses and Changing Weather Suddenly on a warm day, a cool wind begins to blow, clouds form, and the temperature drops by ten degrees.

Severe Weather There are more tornadoes in the Great Plains than anywhere else in the United States.

Performance Assessment Severe weather events can lead to extreme loss of life and property.

DCI

Water and the Weather When warm air rises and then cools, clouds form in the sky.

Lesson Phenomenon

124 Earth Science Lesson Guide Sample Students use their understanding of cause and effect relationships and patterns to make recommendations for mitigating severe weather effects that clearly relate the dangers of the weather event to prevent loss of life or property.

Looking for patterns in data, students analyze and interpret weather maps for four different severe weather scenarios and identify the type of event for each scenario.

Students identify the movement of air masses by measuring weather data over several days, and interpret a series of weather maps. For given locations, students describe current weather conditions and predict how the weather might change using cause and effect relationships.

Using their understanding that the transfer of energy drives the cycling of matter, students construct a psychrometer and use it to measure relative humidity. Students use temperature data and a Dew Point Table to determine the dew point for five locations.

CCC

PE

MS-ESS1-3 MS-ESS3-2 MS-ETS1-4

MS-ESS2-5

Students analyze and interpret MS-ESS2-4 weather data to make forecasts and MS-ESS2-5 issue weather warnings that inMS-ESS3-2 clude clear instructions for residents on how to stay informed about the potential event, how to prepare, and what to do when it occurs.

Students analyze and interpret the data on historical weather maps of severe weather events and determine the probabilities of each type of event occurring in selected locations.

Students plan and carry out an investigation by using food coloring and warm and cold water to model how air masses of different temperatures and densities interact.

Students identify parts of the water MS-ESS2-4 cycle, develop a simple model that MS-ETS1-2 explains how sunlight and gravity influence it, and develop a simple model to illustrate changes of state.

SEP

Students explain what causes severe weather and how to prepare for it. Students use their model of the anchoring phenomenon as evidence to support their argument.

Ask students if they have ever experienced a severe weather event. If so, what was it like?

Students make final revisions to their model of the anchoring phenomenon.

Students understand how the movement of air masses can cause sudden changes in weather and may be attributed to severe weather.

Students can offer their own general observations of water evaporating and clouds forming. Students make revisions to their model of the anchoring phenomenon.

Connection to Unit Phenomenon

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Climate Patterns Earth’s surface is warmer at the equator than it is at the poles.

Lesson Phenomenon

Students ask questions about why Earth's surface temperature differs at the poles and the equator as they discover climate is influenced by interactions that vary with latitude.

(ESS2.D)

DCI

Understanding systems, students take on the role of meteorology interns to determine which records represent climate and which records represent specific weather events.

Students then compete in a quiz to use elevation, precipitation, temperature, and latitude to determine the identity of four cities.

Students develop and use a model to simulate the way the sun's light strikes Earth's surface. Students examine the influence of the sun’s radiation on Earth’s climate.

MS-ESS2-6

PE

Students are introduced to climate and climate patterns.

Students create a model of the anchoring phenomenon.

Connection to Unit Phenomenon

MS-ESS2-6, MS-ESS3-3, MS-ESS3-5, MS-ETS1-1

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how Earth’s average temperature increased during the time period between 1880 to 2016. Students create a model to help explain the unit’s anchoring phenomenon and revise the model throughout the unit. In exploring climate, students first differentiate between weather and climate and then examine climate patterns. Students find out about the global circulation of the atmosphere including the Coriolis Effect.

Students discover how the ocean’s global circulation affects climate. Students examine local climate and compare it to Earth’s climate over time. Last, students explore climate today and tomorrow as they discover the effects of a warming atmosphere. In the unit’s Engineering Challenge, students design a microclimate. In the unit’s Performance Assessment, students work as a team of scientists to describe the threats a city faces from climate change. What knowledge of weather and climate will students include in their city’s plan to mitigate or adapt to climate change?

Unit Progression:

CCC

The major impacts of the rise in average global temperature include: rising sea level, changing weather patterns, and disruption of ecosystems. Design a plan to mitigate and/or adapt to one of these aspects of climate change.

Unit Storyline:

3D Learning Progression

From 1880 to 2016, Earth's average temperature increased by 0.95° C.

Anchoring Phenomenon:

Unit Progression: Climate

U N I T P R O G R E S S I O N S

Earth Science Lesson Guide Sample 125

Students observe the Sooty Shearwater’s yearly migration pattern and examine how climate is influenced by interactions which can affect atmospheric flow patterns. (ESS2.D)

Students ask questions about why the ocean water along southern California is colder than the ocean water along South Carolina as they take a closer look at how climate is influenced by interactions involving the ocean which can affect oceanic flow patterns. (ESS2.D) (ETS1.A)

Students observe the differences in climate on different sides of the same mountain as they explore how climate is influenced by interactions that vary with latitude, altitude, and local and regional geography.

(ESS2.C) (ESS2.D)

As students design a microclimate for growing a specific vegetable, they understand there are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (ETS1.B)

How the Ocean Affects Climate The ocean water along the southern California coastline is colder than the ocean water along the South Carolina coastline, despite being at the same latitude.

Local Climate The local climates on either side of a mountain are different.

Engineering Challenge Design and develop a growth system that maintains its own microclimate ideal for a plant not native to your local environment.

DCI

Global Circulation of the Atmosphere The Sooty Shearwater’s yearly migration follows the same figure-eight pattern each time.

Lesson Phenomenon

126 Earth Science Lesson Guide Sample Students compare the energy and matter flows within systems as they take a look at temperature, precipitation, and climate factors to analyze the local climates of three cities in Colorado.

Students apply their understanding of climate and systems to create a plan that measures the average temperature of the Atlantic Ocean.

Students then watch a video of surface winds on Earth and create a diagram to show how surface winds may affect surface currents.

Students use a model to represent the Coriolis Effect and its interaction as they participate in a class demonstration of global winds.

Students also plan routes for a global shipping company in order to understand the effects of global winds between four cities.

CCC

PE

MS-ESS2-6

Students ask questions and define a problem, come up with the criteria and constraints, discuss their design ideas, construct a microclimate, and then test it. Students describe how they would modify their designs.

MS-ETS1-1 MS-ETS1-2 MS-ETS1-3 MS-ETS1-4

Students use a model to predict MS-ESS2-6 phenomena when they cover a thermometer with a variety of materials to test albedo and determine how different covers impact temperature.

Students use classroom materials to develop and use a model of how energy flows through the ocean system.

Students use a model of the Hadley MS-ESS2-6 cells to describe the phenomenon MS-ETS1-1 of how convection cells form in the atmosphere, and how they redistribute heat over Earth’s surface.

SEP

Students get practice defining a problem and then designing a solution to deal with creating their own microclimates.

Students understand how climate can be different in different locations due to a number of factors including the albedo of surfaces.

Students discover the average temperature of the Atlantic Ocean and how energy flows through the ocean system.

Students understand how heat is redistributed over Earth’s surface by global convection cells. Students revise their model of the anchoring phenomenon.

Connection to Unit Phenomenon

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Students discover how Earth’s average global temperature has risen over the past 100 years as a result of human activities being the major factors in the current rise in Earth’s mean surface temperature. (ESS3.D)

Why are the ice caps at the North Pole shrinking? Students explain the changing size of the ice caps as they explore how human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). (ESS3.C) (ESS3.D)

Students work as a team of scientists to analyze three cities including locations, elevations, geography, and past weather, in order to describe a city’s regional climate in the context of global climate change.

Climate Today and Tomorrow Since 1979, the average yearly minimum size of the ice cap at the North Pole has decreased by about 40 percent.

Performance Assessment From 1880 to 2016, Earth's average temperature increased by 0.95° C.

DCI

Earth’s Climate Over Time During the past 100 years, Earth’s average global temperature has risen by about 0.7 °C.

Lesson Phenomenon

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PE

Students ask questions to identify MS-ESS3-5 and clarify evidence as they analyze the relationship between temperature and carbon dioxide. Students make a list of questions about climate change and categorize them in groups.

SEP

Students choose one city and list factors that influence its regional climate. Then, understanding cause and effect relationships, students predict three negative impacts of climate change on their city.

Students create a plan to mitigate the impacts of climate change.

Students develop a model in the form of a poster that communicates the impacts of climate change and their plan for mitigation. Students then present their plan to a group of city planners.

MS-ESS2-6 MS-ESS3-3 MS-ESS3-5 MS-ETS1-1 MS-ETS1-2 MS-ETS1-3 MS-ETS1-4

Students act as a panel of experts, Students construct an explanation MS-ESS3-3 each specializing in a particular ef- and design a solution by developing MS-ESS3-5 fect of climate change. Understand- a plan to address climate change. ing that stability might be disturbed either by sudden events or gradual changes that accumulate over time, students collect and record strategies to adapt to climate change.

Looking at how stability might be disturbed either by sudden events or gradual changes that accumulate over time, students research events in Earth's climate history. Then, as a class, they put together a timeline.

CCC

Students explain why Earth’s average temperature has increased from 1880 to 2016.

Students use their model of the anchoring phenomenon to support their explanation.

Students examine the impact on the polar ice caps due to rising global temperatures.

Students start to develop strategies to adapt to climate change. Students make final revisions to their model of the anchoring phenomenon.

Students examine a historical perspective of Earth’s climate to compare to how global temperature is rising more rapidly in the present era. Students use this knowledge to make revisions to their model of the anchoring phenomenon.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

Earth Science Lesson Guide Sample 127

K I T

M A T E R I A L S

Kit Materials • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Planet Earth Digital balance Containers, plastic shoebox Cups, plastic, 16oz Cups, styrofoam, 16oz Food coloring Pipettes Thermometers Sodium borate, 300g Thread Jars, case Centimeter cubes Clay, modeling Funnel Pipettes Toothpicks Trays, black Sand, medium Cardboard sheets Foam trays Magnifying glasses Rock sets Plastic wrap Rubber bands Deli containers, 16 oz Gravel Lids Model trees Play money set Straws, large Wax paper Construction paper Masking tape Stickers Dominoes

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

128 Earth Science Lesson Guide Sample

Space Mini-Earth models Bamboo skewers Extension cord Light bulb stand Light bulb Red “orbital plane” tape Yarn Flashlight Hand-held mirrors Foam balls Foam ball with hole drilled for toy hoop Toy hoop Protractors Earth model, inflatable Measuring tapes Ball on string Balloons Cone Marble Tennis ball Marbles, large Marbles, small Spandex sheets 2lb Medicine balls Tent poles Yarn Craft sticks Note cards Paper cups Paper plates Rubber bands Straws, flex tip String Super bounce balls Plastic baggies Cotton balls Feathers Rubber bands Straws, flex tip Cardboard tubes Foam peanuts Plastic jars, with lids

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Weather and Climate Anemometer Barometer Binder clips Digital scale Food coloring Gauze, roll Hygrometer Rain gauge Salt, non-iodized Thermometers Windsock Beakers, 250 mL Beakers, 600 mL Containers, plastic shoebox Foam sheets Bernoulli bags Graduated cylinders, 10mL Isopropyl alcohol, 16 oz, 70% Parafilm Pipettes Straws Thermometer, infrared Tile, ceramic Laser pointer, keyring Optical filters, set of 5 colors Balloons Check valves Dowels, wooden Syringes, 60 cc Tubing, 10 ft Batteries, AAA Flashlights Digital moisture meter Moss Soil

View all Program Kit Materials online.

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C R E D I T S

Cover: T: Thinkstock C: NASA/ JPL-Caltech/MSSS B: Shutterstock 20: Shutterstock 34: Getty Images 36T: USGS 36CR: Shutterstock 36R: Getty Images 36CL: Shutterstock 36L: Shutterstock 38: Getty Images 39B: Ian Shaw/ Alamy 40: Thinkstock 42T: Thinkstock 42C: NOAA 42B: NOAA 44: NOAA 45T: Getty Images 46T: U.S. Department of Defense 46B: Getty Images 47: frans lemmens/Alamy 48T: Getty Images 74: Shutterstock 79T: Shutterstock 79C: Shutterstock 79B: Shutterstock 99B: Shutterstock 100BL: USGS 100BR: USGS

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Earth Science Lesson Guide Sample 129

Review Guide

Earth Science Review Guide Planet Earth | Space | Weather and Climate

Earth Science

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