PHD_L3_M1_TE_20-22_546691_Updated 09.21

T E AC H E R E D I T I O N

MODULE 1

Weather and Climate

3

LEVEL

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LEVEL 3 MODULE 1

Weather and Climate Contents Module Overview ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 1 Concept 1: Weather Conditions (Lessons 1–10) ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 13 Concept 2: Climate (Lessons 11–15) ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 93 Concept 3: Weather Hazards (Lessons 16–20) ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 135 Application of Concepts: Engineering Challenge (Lessons 21–26) �������������������������������������������������������������������������������������������������������������������������������������������������������������� 179 Application of Concepts: Socratic Seminar and End-of-Module Assessment (Lessons 27–29) ������������������������������������������������������������������������������������������������������������� 209 Student End-of-Module Assessment, Sample Responses, and Rubric �������������������������������������������������������������������������������������������������������������������������������������������������������� 221 Appendix A: Module Resources �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 241 Appendix B: Module Storyline ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 351

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Appendix C: Module Glossary ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 371 Appendix D: Domain-Specific Words, General Academic Words, and Spanish Cognates ���������������������������������������������������������������������������������������������������������������������� 373 Works Cited ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 375 Credits ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 377 Acknowledgments ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 379

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Module Overview ESSENTIAL QUESTION

How can we prevent a storm from becoming a disaster?

Introduction The storm came not without warning, but the danger which threatened was not realized, not even when the storm was upon the city.​ —Nathan Green, 1900 Throughout the module, students study the 1900 Galveston, Texas, hurricane—the anchor phenomenon—and build an answer to the Essential Question: How can we prevent a storm from becoming a disaster? As they learn about each new concept, students revisit and refine a model to represent their understanding of what happened during the hurricane and why it caused so much destruction. At the end of the module, students use their knowledge of weather, climate, and weather hazards to explain the anchor phenomenon and apply these concepts in new contexts. Through these experiences, students begin to develop the enduring understanding that weather conditions and severe weather events occur in predictable patterns that remain stable over time.

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Lessons 1 through 10 address the Concept 1 Focus Question: How do we describe weather? Lessons 1 through 3 introduce the anchor phenomenon through photographs taken after the 1900 Galveston hurricane and firsthand accounts from Galveston residents who survived the storm. Reflecting on this phenomenon, students organize their questions on a driving question board and develop an initial class anchor model to explain why the hurricane caused so many casualties and destroyed the city. Students revisit the driving question board and the anchor model throughout the module to build a coherent understanding of what happened during the 1900 hurricane and how people can take steps to avoid a similar disaster in the future. Engaging in these practices

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L3 ▸ M1 ▸ Module Overview

allows students to take an active role in the educational process and gives teachers insight into students’ background knowledge and current understanding of weather and the damage that severe weather can cause. In Lessons 4 through 7, students work to define weather and use devices to collect local weather data each day. Students then use their understanding of weather conditions to analyze graphs to describe how the weather changes throughout a month. In Lessons 8 through 10, students use what they have learned about weather conditions as well as online weather data to graph and analyze weather data for every month during an entire year. This analysis leads students to develop a description of how the weather changes each season throughout a year.

Lessons 11 through 15 address the Concept 2 Focus Question: How do people know what weather to expect? Students develop an understanding that weather follows the same pattern every year and that this pattern of typical weather conditions is called climate.

In Lessons 11 and 12, students compare their descriptions of local weather each season for one year with online weather data collected across several years. Students use this comparison to determine that the weather in their location follows the same pattern every year.

They then use this pattern to describe their local climate. In Lessons 13 through 15, students use what they have learned about their local climate to find out whether the climate is the same everywhere. Students analyze historical weather data for other locations and determine that climate varies across different regions in the United States. Through this analysis, students work to identify the differences between five major climate zones. They apply their understanding of these climate zones to determine the expected weather conditions at different times of year in various locations.

Lessons 16 through 20 address the Concept 3 Focus Question: How can we plan for severe weather? Students develop an understanding about what happens during severe weather to describe the solutions that people use to protect themselves from weather hazards. In Lessons 16 and 17, students identify hazards related to different types

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of severe weather and examine their potential effects. Students also explore scales designed to rate severe weather systems such as the Saffir-Simpson scale for hurricanes and the Enhanced Fujita scale for tornadoes. In Lesson 18, students study the different solutions people put in place to reduce the impact of weather hazards related to different types of severe weather. In Lessons 19 and 20, students consider which solutions are needed in specific locations by examining where and when severe weather events such as hurricanes and tornadoes are most likely to occur.

In Lessons 21 through 26, students apply their understanding of weather hazard solutions in an engineering challenge, further building on their understanding of the Essential Question: How can we prevent a storm from becoming a disaster? Lesson 21 introduces students to the engineering design process through the story of Margaret E. Knight.

Students learn that engineers strive to improve the human condition through an iterative process. Lessons 22 and 23 introduce students to the problem of flooding caused by storm surge and task them with designing a seawall that helps block water from reaching a coastal community.

In Lesson 23, students create and test their prototypes, consider the success of their designs, and identify opportunities for improvement.

In Lessons 24 and 25, students share the results of their design solutions in a class presentation. Students then compare Hurricane Katrina with the 1900 Galveston hurricane in Lesson 26. Students use this comparison to recognize that coastal communities need to implement a combination of weather hazard solutions to protect themselves from a disaster like the 1900 Galveston hurricane.

Students participate in a Socratic Seminar on how people protect themselves from weather hazards in Lesson 27, revisiting the module questions and synthesizing their understanding. In Lesson 28, students reflect on their study and apply their conceptual understandings in an End-of-Module Assessment. Finally, the class debriefs the Endof-Module Assessment in Lesson 29, giving the teacher and students an opportunity to revisit concepts that need further explanation and to clarify misconceptions.

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PhD SCIENCE™ L3 ▸ M1 ▸ Module Overview

Module Map Anchor Phenomenon: 1900 Galveston Hurricane Essential Question: How can we prevent a storm from becoming a disaster?

People analyze weather and climate data to anticipate future weather conditions and develop solutions to reduce the impact of weather hazards.

Concept 1: Weather Conditions Focus Question: How do we describe weather?​ People collect and analyze weather data over time to reveal stable and changing conditions.

Phenomenon

Student Learning

Performance Expectations*

1900 Galveston Hurricane

Weather hazards pose a threat to life and property.

3-ESS2-1

Phenomenon Question: What happened in Galveston, Texas, in 1900?​

▪▪ Lesson 1: Observe photographs of Galveston, Texas, before and after the 1900 hurricane and describe the damage.

3-ESS3-1

▪▪ Lesson 2: Develop a class anchor model to explain what happened in Galveston, Texas, during the 1900 hurricane.

▪▪ Lesson 3: Ask questions about how a hurricane can cause a disaster such as the disaster in Galveston, Texas.

Describing Weather Conditions

Weather data collected over time reveal stable and changing conditions.

Phenomenon Question: What is the weather like where we live?​

▪▪ Lesson 4: Build on prior knowledge to describe different types of weather conditions.

3-ESS2-1

▪▪ Lesson 5: Make observations to describe wind speed and direction and cloud cover.

▪▪ Lesson 6: Build a rain gauge to measure precipitation and use a thermometer to measure temperature.

▪▪ Lesson 7: Graph and analyze data to describe weather conditions throughout a month.

* The bold Performance Expectations identify lessons in which students should demonstrate mastery of the relevant Disciplinary Core Idea(s). In other lessons, students develop their knowledge of the relevant Disciplinary Core Idea(s). Students integrate Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas in all lessons. In agreement with the Next Generation Science Standards’ guidance (NGSS Lead States 2013), students may apply Practices and Concepts other than those named in the Performance Expectations.

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Phenomenon

Student Learning

Performance Expectations

Seasonal Weather Conditions

Seasonal changes occur in weather conditions throughout a year.

3-ESS2-1

Phenomenon Question: How does the weather change throughout a year?​

▪▪ Lesson 8: Graph and analyze yearlong temperature and precipitation data to describe weather conditions throughout a year.

▪▪ Lesson 9: Combine and interpret multiple data sets to describe weather conditions during each season.

▪▪ Lesson 10: Describe Galveston’s seasonal weather conditions to help explore what happened during the 1900 Galveston hurricane.

Concept 2: Climate Focus Question: How do people know what weather to expect?​ Climate describes a location’s typical weather conditions over time.

Phenomenon

Student Learning

Performance Expectations

Seasonal Weather Patterns

Climate remains relatively stable over time.

3-ESS2-1

Phenomenon Question: Does the weather follow the same pattern every year?​

▪▪ Lesson 11: Interpret data to describe seasonal patterns in weather conditions over time.

3-ESS2-2

Climate Zones

Different regions of the world have different climate zones that are determined by patterns in average monthly temperature and annual precipitation.

Phenomenon Question: Is the climate the same everywhere?​

▪▪ Lesson 12: Compare seasonal weather conditions to notice that the climate of a location remains relatively stable over time.

▪▪ Lesson 13: Analyze and interpret patterns in weather data to describe the climate of various locations.

3-ESS2-1 3-ESS2-2

▪▪ Lesson 14: Compare climate data to explain that climate varies in different regions of the world.

▪▪ Lesson 15: Analyze the climate of Galveston, Texas, and explain how climate data can be used to make predictions about weather conditions.

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PhD SCIENCE™ L3 ▸ M1 ▸ Module Overview

Concept 3: Weather Hazards Focus Question: How can we plan for severe weather?​ The ability to predict severe weather can help people reduce the impact of weather hazards.

Phenomenon

Student Learning

Performance Expectations

Weather Hazards and Their Effects

Different severe weather systems are made up of a variety of weather hazards.

3-ESS3-1

Phenomenon Question: What happens when the weather becomes severe?​

▪▪ Lesson 16: Identify weather hazards and examine their potential effects.

Preparing for Severe Weather

The impact of weather hazards can be reduced by designing and implementing solutions.

Phenomenon Question: How can people reduce the impact of weather hazards?​

▪▪ Lesson 18: Investigate how people protect themselves from weather hazards.

Severe Weather Patterns

People can use patterns of severe weather to predict weather hazards.

3-ESS2-1

Phenomenon Question: How can people predict severe weather?​

▪▪ Lesson 19: Identify patterns related to when and where hurricanes frequently occur.

3-ESS3-1

▪▪ Lesson 17: Investigate scales designed to rate severe weather systems.

3-ESS3-1

▪▪ Lesson 20: Use patterns of severe weather to predict weather hazards.

Application of Concepts Task

Student Learning

Engineering Challenge

People can use the engineering design process to design solutions to protect themselves from weather hazards.

Phenomenon Question: How can people design better solutions to reduce the impact of weather hazards?​

▪▪ Lesson 21–25: Apply the engineering design process to design a structure that reduces the impact of flooding caused by storm surge.

Performance Expectations 3-ESS3-1 3-5-ETS1-1

▪▪ Lesson 26: Explore modern solutions that reduce the impact of weather hazards related to hurricanes.

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Application of Concepts Performance Expectations

Task

Student Learning

End-of-Module Socratic Seminar, Assessment, and Debrief

People analyze weather and climate data to anticipate future weather conditions and develop solutions to reduce the impact of weather hazards.

3-ESS2-1

Essential Question: How can we prevent a storm from becoming a disaster?​

▪▪ Lesson 27: Explain how understanding weather and climate can help people anticipate future weather conditions and develop solutions to reduce the impact of weather hazards. (Socratic Seminar)

3-ESS3-1

3-ESS2-2

▪▪ Lesson 28: Explain how understanding weather and climate can help people anticipate future weather conditions and develop solutions to reduce the impact of weather hazards. (End-of-Module Assessment) ▪▪ Lesson 29: Explain how understanding weather and climate can help people anticipate future weather conditions and develop solutions to reduce the impact of weather hazards. (End-of-Module Assessment Debrief)

Focus Standards Performance Expectations 3-ESS2 Earth’s Systems

3-5-ETS1 Engineering Design

3-ESS2-1

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

3-5-ETS1-1

3-ESS2-2

Obtain and combine information to describe climates in different regions of the world.

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-ESS3 Earth and Human Activity 3-ESS3-1

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Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

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PhD SCIENCE™ L3 ▸ M1 ▸ Module Overview

Three Dimensions: At a Glance Science and Engineering Practices (SEP)

Disciplinary Core Ideas (DCI)

Crosscutting Concepts (CC)

SEP.1:

Asking Questions and Defining Problems

ESS2.D: Weather and Climate

CC.1:

Patterns

SEP.4:

Analyzing and Interpreting Data

ESS3.B: Natural Hazards

CC.2:

Cause and Effect

ETS1.A: Defining and Delimiting Engineering Problems

CC.3:

Scale, Proportion, and Quantity

CC.7:

Stability and Change

SEP.5: Using Mathematics and Computational Thinking SEP.8: Obtaining, Evaluating, and Communicating Information

Three Dimensions: In Detail Science and Engineering Practices SEP.1: Asking Questions and Defining Problems ▪▪ Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.

▪▪ Define a simple design problem that can be solved through the development of an object, tool, process, or system that includes several criteria for success and constraints on materials, time, or cost.

SEP.5: Using Mathematics and Computational Thinking ▪▪ Organize simple data sets to reveal patterns that suggest relationships.

SEP.8: Obtaining, Evaluating, and Communicating Information ▪▪ Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.

SEP.4: Analyzing and Interpreting Data ▪▪ Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships.

▪▪ Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.

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Disciplinary Core Ideas ESS2.D: Weather and Climate ▪▪ Scientists record patterns of weather across different times and areas so that they can make predictions about what kind of weather might happen next.

▪▪ Climate describes a range of an area’s typical weather conditions and the extent to which those conditions vary over years.

ESS3.B: Natural Hazards

ETS1.A: Defining and Delimiting Engineering Problems ▪▪ Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.

▪▪ A variety of natural hazards result from natural processes.

Humans cannot eliminate natural hazards but can take steps to reduce their impacts.

Crosscutting Concepts CC.1: Patterns ▪▪ Patterns of change can be used to make predictions.

▪▪ Patterns can be used as evidence to support an explanation.

CC.2: Cause and Effect

CC.7: Stability and Change ▪▪ Change is measured in terms of differences over time and may occur at different rates.

▪▪ Some systems appear stable, but over long periods of time will eventually change.

▪▪ Cause and effect relationships are routinely identified, tested, and used to explain change.

▪▪ Events that occur together with regularity might or might not be a cause and effect relationship.

CC.3: Scale, Proportion, and Quantity ▪▪ Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume.

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PhD SCIENCE™ L3 ▸ M1 ▸ Module Overview

Spotlight on Three-Dimensional Integration Each lesson in this module identifies the components of threedimensional teaching and integration. However, simply representing the three dimensions in each lesson does not constitute three-dimensional teaching and integration. Three-dimensional teaching and integration can only occur when the three dimensions—Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts—are applied in concert to explain a phenomenon or solve a problem. Use of this process encourages students to make sense of natural phenomena

themselves so they develop a deep and authentic understanding of scientific concepts.

At the end of the module, students use the three dimensions as they draw on everything they have learned about weather, climate, and weather hazards to create a seawall design that reduces the impact of flooding caused by storm surge. This task reinforces the connections students have made in the module as students apply what they have learned in a new situation.

Key Terms In this module, students learn the following terms through investigations, models, explanations, class discussions, and other experiences.

▪▪ Climate

▪▪ Severe weather

▪▪ Degree Fahrenheit

▪▪ Storm surge

▪▪ Hurricane

▪▪ Weather condition

▪▪ Meteorologist

▪▪ Weather hazard

▪▪ Precipitation ▪▪ Season ▪▪ Seawall

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Advanced Materials Preparation Several activities in this module require advanced preparation. See the lesson resources for more details on material preparation and instructions.

Lesson Set

Time in Advance

Investigation

Description

4–7

1 day

Weather Graph Stations

Prepare table and graphs for weather graph stations.

11–12

1 day

Analyze Historical Weather Data

Prepare historical weather graphs for analysis.

21–26

1 day

Engineering Challenge

Prepare materials for engineering challenge.

Safety Considerations The safety and well-being of students are of utmost importance in all classrooms, and educators must act responsibly and prudently to safeguard students. Science investigations frequently include activities, demonstrations, and experiments that require extra attention regarding safety measures. Educators must do their best to ensure a safe classroom environment.

The hands-on, minds-on activities of Module 1 involve the use of devices to gather weather data and the use of clay and water to build a seawall prototype in an engineering challenge. In addition to safety notes included in lessons, important safety measures to implement in Module 1 include the following:

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1. Teachers must explain to and review safety expectations with students before each activity.

2. Students must listen carefully to and follow all teacher instructions.

Instructions may be verbal, on classroom postings, or written in the Science Logbook or other handouts.

3. Students must demonstrate appropriate classroom behavior (e.g., no running, jumping, pushing) during science investigations. Students must handle all supplies and equipment carefully and respectfully.

4. Students and adults must wear personal protective equipment (e.g., safety goggles) during investigations that require the use of such equipment.

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PhD SCIENCE™ L3 ▸ M1 ▸ Module Overview

5. Debris must be cleaned up immediately. During investigations, items can fall to the floor even when everyone is careful. Immediate removal of debris from the floor is essential to help prevent slips and falls.

6. Students must never place any materials in their mouth during a science investigation.

7. Put away all food and drinks during science investigations. Food and drinks can be easily contaminated by investigation materials.

Additionally, spilled food or drinks can disrupt investigations.

8. Monitor student activity on the internet. If students are permitted access to the internet for science research purposes, their activity must be monitored to ensure that it conforms with school and district policies.

Because this is the first module of the school year, stressing the importance of safety and setting procedures with students are critical tasks. Teachers are encouraged to have students and parents sign a science safety contract that outlines rules and procedures to ensure a safe science experience. Additionally, administration of a safety quiz is recommended to assess understanding of the rules and procedures.

Teachers may use the sample contract and quiz in Appendix A: Module Resources or create their own.

More information on safety in the elementary science classroom appears in the Implementation Guide. Teachers should always follow their school’s or district’s health and safety guidelines. For additional information on safety in the science classroom, consult the National Science Teachers Association website (http://www.nsta.org) or other resources.

Building Knowledge across Levels Kindergarten through Level 2 lay the foundations for understanding weather and natural hazards. In Kindergarten, students describe weather as the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time and recognize that people measure and record these conditions to describe patterns in weather over time. Students also develop an understanding that some kinds of severe weather are more likely than others to occur in a given region and learn that weather scientists forecast severe weather so communities can prepare for and respond to these events.

In Level 3, students build on their understanding of weather to describe patterns of weather across different times and regions so they can make predictions about what kind of weather might happen next.

Students also examine historical weather data to describe climate as the pattern of typical weather conditions in a location over time.

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Finally, students study natural hazards by exploring a variety of hazards that result from natural processes. Students recognize that humans cannot eliminate natural hazards but can take steps to reduce their impacts.

Students’ knowledge is deepened in middle school when they study how interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things influence weather and climate. Students explore how these interactions vary with latitude, altitude, and local and regional geography and consider the complexity of these interactions to recognize that weather can only be predicted probabilistically. Students also use what they have learned about the likelihood of natural hazards in a given region to understand that mapping the history of natural hazards in a region combined with comprehension of geologic forces can help people forecast the location and likelihood of future events.

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L3 ▸ M1 ▸ Module Overview

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Additional Reading for Teachers Air, Water, and Weather: Stop Faking It! Finally Understanding Science So You Can Teach It​by William C. Robertson An Observer’s Guide to Clouds and Weather​by Toby Carlson, Paul Knight, and Celia Wycoff “The National Climate Assessment and the Next Generation Science Standards” resource from the NOAA (National Oceanic and Atmospheric Administration) Climate.gov website: http://phdsci.link/1180 “State of the Climate” resource from the NOAA National Centers for Environmental Information website: http://phdsci.link/1181

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PhD SCIENCE™ L3 ▸ M1 ▸ Lessons 1–3

Lessons 1–3

1900 Galveston Hurricane Prepare Lessons 1 through 3 build on prior knowledge from Kindergarten about severe weather as students learn more about weather hazards that result from natural processes (ESS3.B). In Lesson 1, students investigate weather hazards by exploring the story of the 1900 Galveston hurricane, which leads them to make observations and ask questions (SEP.1) about how a hurricane destroyed an entire city.

These observations and questions help students think about the cause and effect relationship (CC.2) between weather hazards and resulting damage as in Lesson 2 they create an initial model of weather conditions during the 1900 Galveston hurricane. As students learn more about weather conditions throughout the module, they update a class anchor model (SEP.2) to demonstrate an understanding of what caused the destruction in Galveston in 1900. In Lesson 3, students build a driving question board based on their observations and questions from previous lessons. The questions that students develop help guide their learning throughout the rest of the module.

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Concept 1: Weather Conditions Focus Question How do we describe weather?

Phenomenon Question What happened in Galveston, Texas, in 1900?

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L3 ▸ M1 ▸ Lessons 1–3

PhD SCIENCE™

Student Learning Knowledge Statement Weather hazards pose a threat to life and property.

Objectives ▪▪ Lesson 1: Observe photographs of Galveston, Texas, before and after the 1900 hurricane and describe the damage.

▪▪ Lesson 2: Develop a class anchor model to explain what happened in Galveston, Texas, during the 1900 hurricane.

▪▪ Lesson 3: Ask questions about how a hurricane can cause a disaster such as the disaster in Galveston, Texas.

Standards Addressed 3-ESS2-1

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (Developing)

3-ESS3-1

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. (Developing)

Science and Engineering Practices

Crosscutting Concepts

SEP.1: Asking Questions and Defining Problems

ESS2.D: Weather and Climate

CC.2: Cause and Effect

▪▪ Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.

▪▪ Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next.

▪▪ Events that occur together with regularity might or might not be a cause and effect relationship.

SEP.2: Developing and Using Models ▪▪ Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution.

▪▪ Develop and/or use models to describe and/or predict phenomena.

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Disciplinary Core Ideas

ESS3.B: Natural Hazards ▪▪ A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.

CC.4: Systems and System Models ▪▪ A system can be described in terms of its components and their interactions.

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PhD SCIENCE™ L3 ▸ M1 ▸ Lessons 1–3

Materials Lesson 1 Student

Science Logbook (Lesson 1 Activity Guide)

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Science Logbook (Module Question Log)

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Preparation

Lesson 3 ●

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Science Logbook (Lesson 2 Activity Guide)

Teacher

Lesson 2

St. John’s Church Photographs (Lesson 1 Resource A)

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Map of the United States

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National Public Radio Broadcast Excerpt (Burnett 2017) (Lesson 1 Resource B)

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Galveston after the Storm Photographs (Lesson 1 Resource C)

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Wooden board or brick

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Class notice and wonder chart from Lesson 1

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None

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L3 ▸ M1 ▸ Lesson 1

PhD SCIENCE™

Agenda

Lesson 1 Objective: Observe photographs of Galveston, Texas, before and after the 1900 hurricane and describe the damage.

Launch (5 minutes) Learn (35 minutes) ▪▪ Observe Photographs of St. John’s Church (10 minutes) ▪▪ Explore the 1900 Galveston Hurricane (25 minutes) Land (5 minutes)

Launch

5 minutes

Teacher Note In this module, students investigate several instances of severe weather and related weather hazards. Be aware of students’ social and emotional needs. Some may have had traumatic personal experiences related to topics discussed throughout the module (e.g., hurricanes, tornadoes).

To begin, ask students to think about a time they experienced dangerous weather. Invite several students to share their experiences with the class.

Sample student responses:​ ▪▪ There was a big thunderstorm that blew down a few trees in my yard.​ ▪▪ One time during the winter, the roads got so icy that cars were sliding on the road.​ ▪▪ The basement in my house flooded because it rained so much during a storm.​ ▪▪ My family had to get in the basement when there was a tornado.​ ▪▪ We lost electricity in our apartment during a storm.​ ►►Can you describe a time when you were surprised by dangerous weather?

▪▪ I was playing at the pool and had to get out quickly because I heard thunder and saw lightning.​

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▪▪ One time my mom told me that it was going to snow a little bit, but we got so much snow that school was canceled the next day.​ ▪▪ The wind was blowing so hard once that a big tree branch cracked and fell to the ground.​ Use student responses to explain that in this lesson, they will explore what happened when an entire city was surprised by dangerous weather.

English Language Development The word weather​is used repeatedly in this module. Take this opportunity to introduce the term explicitly by using a process such as this: ▪▪ Pronounce weather​, and have students repeat. Say wea​-ther​in syllables, and then repeat the full word.

▪▪ Share a student-friendly explanation, for example, “You might describe the weather as how hot or cold it is outside or whether it is rainy or sunny.”

▪▪ Discuss examples that use weather​in different contexts, for example, “A student checked the weather to see if she needed to wear a raincoat to walk to school.”

Note that weather​does not have word parts or a Spanish cognate. Spanish uses the noun clima​ when talking about weather. Be aware, however, that the word clima​is a cognate for climate​, a term that is discussed in later lessons.

After introducing important words throughout the module, provide scaffolds for English learners as they use the words in speaking, writing, and investigating. For more information, see the English Language Development section in the Implementation Guide.

Learn

Teacher Note

35 minutes

Observe Photographs of St. John’s Church

10 minutes

Display the photographs of St. John’s church (Lesson 1 Resource A). Ask students to record what they notice and wonder about the photographs in their Science Logbooks (Lesson 1 Activity Guide).

Explain that students should list their observations about the photographs in the I Notice column and any questions they have after examining the photographs in the I Wonder column.

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These photographs show the same building, but they were taken from different perspectives and at different times. If students need additional support in recognizing the building, consider asking questions such as these: What is similar about these buildings?

What features do the buildings have in common? Work with students to conclude that these two photographs show the same building from different angles.

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Sample student responses:​

I Notice

I Wonder

▪▪ In one picture, the building looks fine, but in the other picture, the building looks destroyed.​

▪▪ Why is only one part of the building still standing in the second picture?​

▪▪ Both photos look very old.​

▪▪ What happened to the building?​

▪▪ The power lines in the second picture look like they got bent and broken.​ ▪▪ There are broken pieces of the building lying on the ground in the second picture.​

▪▪ When were these photographs taken?​ ▪▪ Did this happen to other buildings nearby?​ ▪▪ What happened to the trees in front of the building?​

Invite students to share what they notice and wonder about the photographs. While students listen to their peers, they can use nonverbal signals to indicate whether they recorded a similar thought. As students share, record their observations and questions on a class notice and wonder chart.

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L3 ▸ M1 ▸ Lesson 1

Explore the 1900 Galveston Hurricane

25 minutes

Tell students that the photographs of St. John’s church were taken in Galveston, Texas. Display a map of the United States and point to the location of Galveston on the map. Draw students’ attention to the body of water next to Galveston, and explain that this body of water is called the Gulf of Mexico.

Next tell students that the first photograph was taken before a storm passed through Galveston in 1900 and the second photograph was taken after the storm. Show students the excerpt from the National Public Radio (NPR) broadcast, “The Tempest at Galveston: ‘We Knew There Was a Storm Coming, but We Had No Idea’” (Burnett 2017) (Lesson 1 Resource B), and explain that the broadcast tells the story of the 1900 storm. Read the broadcast excerpt aloud to students.

Students may ask about the meaning of Category 4 hurricane. If needed, explain to students that hurricanes are categorized by strength from 1 to 5 and a Category 4 hurricane is a very strong storm.

Differentiation As needed, provide visual supports and realia to help further clarify new terms from the reading (e.g., estimated​, primitive​). English learners may especially benefit from additional support during the read aloud. Consider sharing Spanish cognates for terms such as primitive​ (primitivo​), estimate​ (estimar​), and status​ (estatus​).

Use a collaborative conversation routine such as Inside–Outside Circles and the following questions to help students clarify new terms and summarize the main idea of the broadcast excerpt. ►►What happened on September 8, 1900, in Galveston, Texas?

▪▪ A strong hurricane hit Galveston, Texas. It was one of the worst hurricanes in history.​ ▪▪ A dangerous storm hit the city and destroyed almost everything.​

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Teacher Note The broadcast excerpt mentions a death toll that may be disturbing to some students. Be aware of students’ social and emotional needs during the read aloud.

Teacher Note For the Inside–Outside Circles instructional routine, divide the class in half, and ask students to form two large concentric circles in which students in one circle face students in the other circle. After a question is posed, students respond to the person they are facing from the other circle. After each question, one or both circles may be rotated to provide a new talking partner for subsequent questions. This instructional routine supports metacognition as students hear responses that either support what they were thinking or cause them to reevaluate their own ideas. For more information, see the Instructional Routines section in the Implementation Guide.

Teacher Note In this lesson, students may use the words hurricane​ and storm​ interchangeably, or they may not recognize that the Galveston storm was a hurricane. In Lesson 2, students will learn that a hurricane is a type of storm that forms over the ocean as they further explore the Galveston hurricane.

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►►Forecasting​refers to predicting future weather. What do you think the author means by “Forecasting

was primitive in those days—they relied on spotty reports from ships in the Gulf of Mexico”?

Content Area Connection: English

▪▪ People only got weather reports from ships, and maybe the reports were not very good.​

Students can apply strategies for determining the meaning of unknown and multiple-meaning words (CCSS. ELA-Literacy.L.3.4) (NGA Center, CCSSO 2010a) to understand this sentence from the excerpt: “Forecasting was primitive in those days—they relied on spotty reports from ships in the Gulf of Mexico.”

Draw students’ attention to context clues in the next sentence: “Citizens of Galveston could see that a storm was brewing offshore, but had no idea that it was a monster.” Ask students what this sentence reveals about forecasting, or predicting future weather, in those days. Then ask what primitive​ and spotty​ mean in the text based on students’ understanding of forecasting in 1900.

▪▪ Maybe the author means that forecasting the weather was difficult back then.​ ▪▪ I think the author means that people couldn’t predict the weather very well.​ Explain to students that technology was very different in 1900. People were not able to communicate information, such as weather forecasts, to each other as quickly as they can today. Messages from ships passing by were often the only way people knew when a dangerous storm in the ocean was coming toward land, and sometimes the message did not come in time. ►►How did people in Galveston act on the day of the storm?

▪▪ They didn’t seem to know the storm was coming because the reading says that people went about their usual tasks.​ ▪▪ The reading says that people started to notice the weather changing in the Gulf.​ ►►How did Galveston change after the storm?

▪▪ Before the storm, Galveston was the most advanced city in Texas. Because of the storm, the city was nearly destroyed.​ ▪▪ A lot of important places and buildings were destroyed, and Galveston was never the same after the storm.​

Teacher Note In Level 4, students will further investigate long-distance communication and the transfer of information through different methods and devices (4-PS4-3).

Check for Understanding As students answer the questions above, listen for them to make connections between the Galveston storm, the damage caused by the storm, and the lack of forecasting technology available at the time.

Evidence Look for evidence that all students ▪▪ recognize that a storm hit the city of Galveston and destroyed almost everything, and ▪▪ understand that weather forecasting technology was much different in 1900 from what it is today.

Next Steps At this point, students may not know what a hurricane is or how a hurricane could cause significant damage. Students also may not know how weather forecasting technology has changed since 1900.

In the next two lessons, students will develop an anchor model and a driving question board that seek to answer these questions. At that time, encourage students to include the questions they want to investigate on both the anchor model and the driving question board.

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Tell students that to explore the 1900 storm further, they will examine a series of photographs that show the effect the storm had on the city of Galveston. Display the photographs of Galveston after the storm (Lesson 1 Resource C).

L3 ▸ M1 ▸ Lesson 1

Teacher Note To better present the photographs as a story, consider displaying them one at a time in a slideshow.

Ask students to record in their Science Logbooks (Lesson 1 Activity Guide) any questions they still have after reading the excerpt from the NPR broadcast and viewing the photographs. Invite students to share some of their questions with the class. As students share, record their questions in the wonder section of the class notice and wonder chart from earlier in the lesson.

Sample questions:​ ▪▪ How big was the storm that caused all this damage?​ ▪▪ What caused all the damage? Was it wind? Or maybe waves?​

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▪▪ Why did so many people lose their lives?​ ▪▪ Why didn’t people know the storm was coming?​ ▪▪ Why are some buildings still standing?​ ▪▪ Does Galveston still look this way?​

Land

5 minutes

Students will likely have numerous questions about the disaster that occurred in Galveston. To help answer those questions, ask students to summarize what they know so far about what happened to the city of Galveston in 1900.

Sample student responses:​ ▪▪ We know that a strong storm hit the city of Galveston.​ ▪▪ A hurricane caused most of the city to be destroyed.​ ▪▪ The city of Galveston was never the same after the storm. ​ Draw students’ attention back to the questions on the class notice and wonder chart and ask students what other information they need to fully explain what happened in Galveston.

Sample student responses:​ ▪▪ We need more information about hurricanes.​ ▪▪ I don’t understand why people didn’t know the storm was coming.​

Teacher Note The broadcast excerpt states that Galveston “would never regain her status.” Some students may wonder if this statement means that Galveston still looks like it did after the storm in 1900. Explain that Galveston did rebuild but that the city has never again been as economically successful as it was before the storm.

▪▪ I want to know how a storm could be powerful enough to destroy entire buildings.​ Tell students they will continue learning about the 1900 Galveston storm in upcoming lessons as they investigate the Phenomenon Question What happened in Galveston, Texas, in 1900? Instruct students to record this question in the Module Question Log of their Science Logbooks.

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L3 ▸ M1 ▸ Lesson 2

Agenda

Lesson 2 Objective: Develop a class anchor model to explain what happened in Galveston, Texas, during the 1900 hurricane.

Launch (5 minutes) Learn (35 minutes) ▪▪ Develop Initial Models (20 minutes) ▪▪ Develop Anchor Model (15 minutes) Land (5 minutes)

Launch

5 minutes

Ask students to think about a storm they have experienced. ►►What is the weather like during a storm?

▪▪ The sky gets dark because there are big clouds in the sky.​ ▪▪ During a big storm, it can rain a lot.​ ▪▪ Sometimes you can hear thunder and see lightning.​ ▪▪ It can get very windy.​ As students share, record responses related to specific weather conditions, such as wind and rain, on the board.

Recall with students the National Public Radio (NPR) broadcast excerpt (Lesson 1 Resource B), and highlight that the storm that occurred in Galveston in 1900 was a hurricane. Explain to students that a hurricane is a type of storm that forms over the ocean.

Tell students that to better understand what happened in Galveston, it may help to further explore how a hurricane could have caused so much damage.

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Teacher Note Students may refer to weather conditions as parts or components of weather. This is acceptable at this point in the module.

Students are introduced to the term weather conditions​in Lesson 4.

English Language Development The word hurricane​is used repeatedly in this module. Introduce this term explicitly. Sharing the Spanish cognate for hurricane​ (huracán​) may be useful.

English learners may also benefit from explicit introduction of the word storm​.

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Learn

PhD SCIENCE™

35 minutes

Develop Initial Models

20 minutes

Project the images of Galveston after the storm (Lesson 1 Resource C), and ask students to look back at their descriptions of what the weather is like during a storm. Have students Think–Pair–Share about what parts of a storm might cause damage like that shown in the photographs.

Sample student responses:​ ▪▪ The wind might have blown over the buildings.​ ▪▪ The puddle in the first picture could have been caused by rain during the storm.​ Remind students of this quote from the NPR broadcast excerpt (Lesson 1 Resource B): “About half past 3 … Jacob and Allen came running, shouting excitedly that the Gulf looked like a great gray wall about 50-feet high and moving slowly toward the island.”

Teacher Note Think–Pair–Share is a collaborative conversation routine in which students respond to a thought-provoking question or prompt by discussing their ideas with a peer before they share their response with the class. This routine gives students time to think about their response before sharing with the whole class.

►►What do you think the gray wall that Jacob and Allen saw was?

▪▪ The quote says that the Gulf looked like a gray wall, so I think they were looking at the ocean.​ ▪▪ I think Jacob and Allen saw water coming toward the island. Maybe it was a wave.​ ▪▪ Maybe they saw a big wave. I think 50 feet high must be really tall. ​

Teacher Note Depending on their prior knowledge, some students may need additional support in identifying possible causes of damage from a hurricane. If needed, use the following resources to support students in their thinking.

Teacher Note To help students visualize a height of 50 feet, compare this height with other objects of a similar height or length. For example, one story of a building is around 10 feet high.

This means that a 50-foot wave would be about as tall as a 5-story building.

▪▪ If students need support in identifying rain or wind, show them a video of Hurricane Maria (http://phdsci.link/1164), which hit San Juan, Puerto Rico, in 2017.

▪▪ If students need support in identifying waves or ocean water, show students a video of approaching waves during a hurricane (http://phdsci.link/1163).

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L3 ▸ M1 ▸ Lesson 2

Tell students that scientists often develop models to help them visualize their thinking and explain phenomena. Explain that scientists sometimes draw models, but these drawings are not based on artistic skill. Clarify that drawn models should, however, always include details and labels so others can understand what the model shows. Then tell students they should think about what they have learned about the 1900 Galveston hurricane so far and how they might show that information by drawing their own models.

Ask students to develop a model in their Science Logbooks (Lesson 2 Activity Guide) that shows what happens during a hurricane to cause the destruction of buildings, such as St. John’s church. Direct students to use their observations from the photographs and the NPR broadcast excerpt as they develop their models.

Check for Understanding As students develop their initial models, look for evidence of a beginning understanding of how the 1900 Galveston hurricane caused the damage they observe in the photographs.

Evidence Look for evidence that all students ▪▪ recognize that the damage to the buildings was caused by weather conditions that occurred during the hurricane, and ▪▪ name specific weather conditions, such as wind and rain, or events caused by those conditions, such as waves and flooding.

Next Steps At this point in the module, it is acceptable for students not to recognize which weather conditions from a hurricane cause significant damage to buildings. Later, students will explore general weather conditions and hurricanes in greater detail.

If students mention geological processes, such as earthquakes, ask follow-up questions that elicit prior knowledge about the differences between geological processes and processes associated with weather. Guide students to focus their models and explanations on weather conditions that cause damage.

When students finish their models, ask them to share their models with a partner.

Students should discuss the similarities and differences between their models and record these observations in the table in their Science Logbooks (Lesson 2 Activity Guide).

Content Area Connection: Mathematics When asked to draw a model, students may bring background knowledge from math, which frequently uses models such as number lines, arrays, tape diagrams, and area models. To support students, consider clarifying what their models should look like. Conduct a think aloud while making a sample model or explaining that models can have pictures, words, phrases, sentences, and even numbers. Visual models are used to explain situations in both math and science contexts.

English Language Development The word model​is used frequently throughout PhD Science​™. Sharing the Spanish cognate modelo​may be useful.

As students compare their initial models, English learners may also benefit from additional scaffolding in the form of sentence frames. Consider using sentence frames such as the ones below as scaffolds for this conversation.

▪▪ Both of our models had _____.

▪▪ My partner’s model included _____, but mine did not.

▪▪ I should add _____ to my model.

▪▪ I had _____, but my partner did not.

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Sample student responses:​ ▪▪ We both drew a storm with a lot of rain.​ ▪▪ We both added wind to our models.​ ▪▪ My partner drew waves hitting the church, but I didn’t.​ ▪▪ My storm looks like a rain cloud, but my partner’s looks more like a tornado.​ ▪▪ I included big storm clouds, but my partner didn’t include any clouds.​ Remind students to apply what they learn from this discussion to update their own models.

For example, if students notice differences in their partner’s model that they think are important, they can use their partner’s ideas to improve their model.

Develop Anchor Model

15 minutes

Explain that the class will now develop an anchor model to demonstrate an understanding of what caused the destruction in Galveston in 1900. Tell students that they will develop this model together as a class to reflect their thinking.

Explain that the first step in developing an anchor model is to determine what important components to include. Ask students what components the anchor model should include. As students share components, ask the rest of the class to use nonverbal signals to indicate whether they agree t­hat a new component correctly describes what happened in Galveston or accurately represents a part of the hurricane that caused the damage. Call on students to justify their agreement or disagreement with evidence. As needed, ask additional questions to help students build on the ideas of others and express their own ideas clearly.

Sample student responses:​ ▪▪ I agree that we should add waves to our model because the reading said the Gulf of Mexico looked like a big wall.​

Teacher Note For additional guidance on facilitating evidence-based conversations with students, see the Collaborative Conversation Routines section in the Implementation Guide.

▪▪ I disagree with drawing a tornado because we don’t know if tornadoes are a part of hurricanes.​

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L3 ▸ M1 ▸ Lesson 2

If most students agree with adding a component and can justify its inclusion, draw it on the anchor model. Anchor models will vary for each class, but they should include two main components: ▪▪ Information about weather conditions and events possibly associated with hurricanes (e.g., wind, rain, waves), even if there is some uncertainty about these conditions and events ▪▪ Open questions about what caused all the damage and why people did not know the storm was coming

Teacher Note If students do not ask questions about why people did not know the storm was coming, use prompts such as these to guide their thinking: How did people act on the day of the storm? What is surprising about the way they acted?

Be sure to also include a title and an explanation on the anchor model.

Sample anchor model:​

1900 Galveston Hurricane Before

During

After Rain Wind Waves

What caused all the damage?

Why didn’t people know the storm was coming?

A hurricane hit the city of Galveston, Texas, on September 8, 1900. Before the hurricane, Galveston was a successful city. The hurricane destroyed the city. We’re not sure how the hurricane caused all the damage.

When the class anchor model is complete, use it to guide students’ learning throughout the module.

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Teacher Note As a pre-assessment, evaluate the questions students ask as well as the individual models they create to explain the anchor phenomenon. Take note of any misconceptions or knowledge gaps as well as ideas that students already grasp to guide learning throughout the module.

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Land

PhD SCIENCE™

5 minutes

Severe weather​ Explain that scientists often refer to dangerous weather as severe weather. is any weather that poses a threat, or danger, to life and property. Ask students if they think that the Galveston hurricane is an example of severe weather. Ask them to use what they have observed about the hurricane as evidence.

Sample student responses:​ ▪▪ Yes, the hurricane is an example of severe weather because we saw property destroyed in the photographs of Galveston.​

English Language Development The terms severe weather​ and weather hazard​are used repeatedly in this module. Introduce these terms explicitly.

Sharing the Spanish cognate for severe​ (severo​) may be useful. The word property​is also used repeatedly in this module. Sharing the Spanish cognate propiedad​may be useful.

▪▪ Yes, the Galveston hurricane is an example of severe weather because the reading said that many people died.​ Explain that severe weather is made up of components, or parts, of weather that pose threats to life and property, which are called weather hazards. Weather hazards include strong winds and heavy rain. ►►What on our anchor model might be considered a weather hazard?

▪▪ I think the wind is a weather hazard because wind can blow things down.​ ▪▪ I don’t think a little bit of rain is dangerous, but maybe rain could be a weather hazard if it rains a lot.​ ▪▪ A big wave might be a hazard if the wave hits a person or a house.​

Optional Homework Students interview family members about an experience they have had with dangerous weather.

Students ask family members how they felt when the weather became dangerous and how the weather affected the city or town in which they lived.

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L3 ▸ M1 ▸ Lesson 3

Agenda

Lesson 3 Objective: Ask questions about how a hurricane can cause a disaster such as the disaster in Galveston, Texas.

Launch (5 minutes) Learn (35 minutes) ▪▪ Discuss Related Phenomena (10 minutes) ▪▪ Build a Driving Question Board (25 minutes) Land (5 minutes)

Launch

5 minutes

Pass around a wooden board or a brick for students to observe. ►►How much strength do you think it would take to break this wooden board (or brick)?

▪▪ I think that it would take a lot of strength to break it.​ ▪▪ Bricks are very strong. I think it would be hard to break one.​ ▪▪ I’ve seen people break wooden boards by hitting or kicking them. ​ ►►Do you think the weather could break the wooden board (or brick)? Have we observed anything

about the Galveston hurricane that helps support your answer?

▪▪ Yes, it looked like a lot of the broken material in the pictures was wood.​ ▪▪ The church looked like it was made of brick or stone, and part of the church was destroyed.​

Extension If students completed the Optional Homework for Lesson 2, this Launch can be extended to ask students to share what they learned from interviewing family members about their experiences with dangerous weather. This discussion will create a natural bridge from the previous lesson’s learning to this one.

Teacher Note Students may bring up that they have seen a person use martial arts techniques to break a wooden board.

If so, remind students that although a human can be strong enough to break a single board, the hurricane had enough strength to break many boards.

Agree that the Galveston hurricane must have been a very strong storm to break the wood and brick of the city’s buildings.

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Learn

PhD SCIENCE™

35 minutes

Discuss Related Phenomena

10 minutes

To help students think more deeply about the anchor phenomenon, ask them to share any familiar phenomena they think might be related to severe weather such as the 1900 Galveston hurricane.

Use the following question to draw out student knowledge. ►►Have you ever heard of or experienced any severe weather like what people in Galveston

experienced in 1900?

Differentiation Sharing related phenomena allows students with diverse backgrounds and experiences to engage with the anchor phenomenon.

Teacher Note

▪▪ I’ve heard of floods damaging homes.​ ▪▪ I know that a tornado can knock down big trees and buildings.​ ▪▪ I’ve seen a mudslide make houses fall and cover up roads.​ ▪▪ In the winter, blizzards can bury cars and homes in snow.​ ▪▪ Lightning can strike trees, buildings, and people if they are not careful.​ ▪▪ Hurricanes, like the one in Galveston, can cause an entire city to be destroyed.​ ▪▪ During a bad storm, my mom’s car was hit by hail, and it broke the windshield.​

Students will most likely share experiences related to severe weather that is common where they live.

It is reasonable to expect that some students may not have personal experience with blizzards, hurricanes, or other types of severe weather.

A variety of other types of severe weather and related weather hazards will be explored later in the module.

▪▪ Droughts can cause plants to die.​ Add student responses to the bottom of the piece of chart paper that will become the driving question board. Label the section Related Phenomena. Refer to this student-generated list of phenomena throughout the module and add to the list any time students suggest relevant related phenomena.

Build a Driving Question Board

25 minutes

Return to the class notice and wonder chart created in Lesson 1, and ask students if they have any additional questions to add to the chart. Then ask students to choose at least one question they are most interested in and to write it on a sticky note.

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Check for Understanding As students generate additional questions, look for evidence of a beginning understanding of severe weather and weather hazards.

Evidence Look for evidence that all students ▪▪ understand how severe weather and weather hazards are related, and ▪▪ understand that severe weather and weather hazards pose a threat to life and property.

Next Steps Some students may have little to no understanding about severe weather and weather hazards, whereas others may have firsthand experience. Some students may also reveal understanding of emergency preparedness and engineering solutions, such as building stronger structures and flood walls to help protect communities from weather hazards. Informally note students’ existing understandings to monitor how they develop throughout the module. Use these notes to help gauge student growth.

L3 ▸ M1 ▸ Lesson 3

Teacher Note Students may need guidance to develop and choose questions for the driving question board. Keep the Essential and Focus Questions in mind while guiding students to select questions.

As students share and group their questions on the driving question board, some guidance will still be necessary.

Keep the Focus Questions available for reference. As students post their questions, offer occasional guidance to ensure that groups of questions can later be summarized under each Focus Question.

Differentiation Tell students they will now use their questions to develop a driving question board. Explain that they will refer to this driving question board throughout the module as they seek to answer their questions about the 1900 Galveston hurricane.

Lead a class discussion in which students share the questions from their sticky notes.

After one student reads a question and places it on the driving question board, invite students who think they have a related question to read theirs and place it next to that question on the driving question board.

Throughout the discussion, ask students follow-up questions or make suggestions to help students group their related questions. Guide students toward grouping their questions into the three categories listed below. After students have finished posting their questions, work together to develop and post the Focus Question for each category on the driving question board.

Concept 1 Focus Question: How do we describe weather?

Related student questions may include the following:​ ▪▪ Was there a lot of wind?​ ▪▪ How much rain fell during the storm?​ ▪▪ What did it look like during the hurricane?​

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Consider pairing English learners and striving writers with another student to practice reading their questions aloud in a smaller group. When students are comfortable sharing, have them add their questions to the driving question board.

Teacher Note To encourage students to place the Focus Questions on the driving question board, think aloud with students about the patterns in their questions. Use this discussion to come to a summary that the Focus Question can represent.

English Language Development The Essential Question, Focus Questions, and Phenomenon Questions throughout this module use words such as describe, predict​, plan​, prevent​, and protect. Consider introducing these terms explicitly. Sharing the Spanish cognates for describe​ (describer​), predict​ (predecir), plan​ (plantificar​), and protect​ (proteger​) may be useful.

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Concept 2 Focus Question: How do people know what weather to expect?

Related student questions may include the following:​ ▪▪ What is the weather in Galveston normally like?​ ▪▪ Had this ever happened before?​ ▪▪ Why didn’t people know a hurricane was coming?​ Concept 3 Focus Question: How can we plan for severe weather?

Related student questions may include the following:​ ▪▪ Can a hurricane like the one in Galveston happen here?​ ▪▪ How big was the storm that caused all this damage?​ ▪▪ Did they have any warning systems?​ After posting the Focus Questions, summarize the theme in all the students’ questions to develop the Essential Question: How can we prevent a storm from becoming a disaster? Post this question across the top of the driving question board, and have students record it in the Module Question Log of their Science Logbooks.

Post the driving question board in a public place that makes it easy to update and revisit throughout the module. It may also help to allow space to post associated sample student products along the way.

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L3 ▸ M1 ▸ Lesson 3

Sample driving question board:​

Essential Question: How can we prevent a storm from becoming a disaster?

How do we describe weather?

Was there a lot of wind?

How much rain fell during the storm?

What did it look like during the hurricane?

Related Phenomena:

How do people know what weather to expect?

How can we plan for severe weather?

What is the Had this ever weather in happened Galveston before? normally like?

Can a hurricane How big was like the one in the storm Galveston that caused all happen here? this damage?

Why didn’t people know a hurricane was coming?

Floods can damage homes.

Lightning can strike trees, buildings, and people.

Tornadoes can knock down trees and buildings.

Did they have any warning systems?

Mudslides can cause houses to fall.

Hurricanes Hail during can destroy storms can entire cities. damage cars.

Blizzards can bury cars and homes in snow.

Droughts can cause plants to die.

The class will revisit the driving question board periodically throughout the module to discuss questions that have been answered and to add new questions.

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Land

PhD SCIENCE™

5 minutes

Draw students’ attention to the driving question board, and ask them to consider which category is the best place to begin answering the Essential Question: How can we prevent a storm from becoming a disaster? As needed, use a prompt such as this: Which of the Focus Questions must we answer first before we can answer the other questions?

Through discussion, guide students to choose the Concept 1 Focus Question: How do we describe weather? Ask students to think about ways they can begin to answer this question.

Sample student responses:​ ▪▪ Maybe we can think about the ways we describe weather where we live.​ ▪▪ I think we need to find out how scientists describe weather.​ ▪▪ I already know how to describe some weather, but maybe we need to find out more about other types of weather.​ Agree that learning more about how to describe weather may help students understand how people can prevent a storm like the one that occurred in Galveston from becoming a disaster.

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PhD SCIENCE™ L3 ▸ M1 ▸ Lessons 4–7

Lessons 4–7

Describing Weather Conditions Prepare In Lesson 4, students build on previous learning about weather from Kindergarten to think about the different ways weather is described as they plan to collect and record weather data each day (ESS2.D). Students then prepare to collect weather data by exploring various weather conditions, determining methods for data collection, and recording initial observations and measurements in Lessons 5 and 6. Finally, in Lesson 7, students create and analyze graphs (SEP.4) using weather data as they describe stable and changing weather conditions (CC.7) during a single month.

Student Learning Knowledge Statement

Concept 1: Weather Conditions Focus Question How do we describe weather?

Phenomenon Question What is the weather like where we live?

Weather data collected over time reveal stable and changing conditions.

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35

L3 ▸ M1 ▸ Lessons 4–7

PhD SCIENCE™

Objectives ▪▪ Lesson 4: Build on prior knowledge to describe different types of weather conditions.

▪▪ Lesson 5: Make observations to describe wind speed and direction and cloud cover.

▪▪ Lesson 6: Build a rain gauge to measure precipitation and use a thermometer to measure temperature.

▪▪ Lesson 7: Graph and analyze data to describe weather conditions throughout a month.

Standards Addressed 3-ESS2-1

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (Developing)

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

SEP.4: Analyzing and Interpreting Data

ESS2.D: Weather and Climate

CC.3: Scale, Proportion, and Quantity

▪▪ Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships.

▪▪ Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next.

▪▪ Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume.

SEP.5: Using Mathematics and Computational Thinking ▪▪ Organize simple data sets to reveal patterns that suggest relationships.

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CC.7: Stability and Change ▪▪ Change is measured in terms of differences over time and may occur at different rates.

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PhD SCIENCE™ L3 ▸ M1 ▸ Lessons 4–7

Materials Lesson 4 Student

Science Logbook (Lesson 4 Activity Guide, Module Question Log)

Lesson 5

Lesson 6

●

Cloud Sort Photographs (1 set per student pair)

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Science Logbook (Lesson 5 Activity Guides A and B)

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Thermometer

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Science Logbook (Lesson 6 Activity Guide)

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Cup of water with ice cubes (1 per student pair)

● ●

Science Logbook (Lesson 7 Activity Guide)

Teacher

Preparation

Blade of grass or small leaf

Lesson 7

●

Rain Falling in Flower Garden Photograph (Lesson 6 Resource A)

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Build a Rain Gauge: Build a Rain Gauge Instructions (Lesson 6 Resource B), 2-liter plastic bottle with top cut off, 1 cup of pebbles, 2 rubber bands, 3 or 4 paper clips, ruler, sharp scissors, permanent marker, water

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Using the NOAA NCEI Climate at a Glance Website: City Data Information (Lesson 7 Resource A)

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Weather Graph Stations: maximum temperature graph, minimum temperature graph, precipitation graph, maximum temperature data table, procedure sheet for each station, red writing utensil

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Prepare Cloud Sort Photographs (see Lesson 5 Resource A).

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Cue wind videos: http://phdsci.link/1165, http://phdsci.link/1166, http://phdsci.link/1167.

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Cut plastic bottle for rain gauge (see Lesson 6 Resource B).

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Prepare cups of ice water.

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Navigate to the NOAA NCEI Climate at a Glance website (2018a): http://phdsci.link/1168.

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Prepare weather graph stations (see Lesson 7 Resources B, C, and D).

●

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37

L3 ▸ M1 ▸ Lesson 4

PhD SCIENCE™

Agenda Launch (5 minutes)

Lesson 4 Objective: Build on prior knowledge to describe different types of weather conditions.

Learn (35 minutes) ▪▪ Define Weather (20 minutes) ▪▪ Prepare to Record Weather Conditions (15 minutes) Land (5 minutes)

Launch

5 minutes

Invite students to go to the nearest window and observe the weather outside. If possible, open the window for students to use senses other than sight (e.g., smell, touch) to observe the weather.

Ask students to Jot–Pair–Share to answer the following questions in their Science Logbooks (Lesson 4 Activity Guide). ►►What is the weather like outside right now?

If it is not possible for students to go to a window, ask them to recall the weather from the most recent time they were outside.

▪▪ It is cool and a little windy.​

Teacher Note

▪▪ It is very hot and sunny outside.​

Throughout this module, student responses about weather conditions may vary greatly from the sample responses based on differences in local weather.

▪▪ The sky is cloudy and gray, and I think it might rain.​ ►►What was the weather like when you came to school this morning?

▪▪ It was a little cooler this morning. I wore a sweater on the way to school.​ ▪▪ It was sunny this morning.​ ▪▪ It was a little cloudy outside.​ Use student responses to highlight differences in the way weather is described. Note that some students may have described temperature while others described cloud cover. Agree that weather is a combination of many factors and that it can sometimes be difficult to describe.

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Teacher Note

Teacher Note During a Jot–Pair–Share routine, a question is posed, and students are given time to think. Students jot down their response and share with a partner.

Then, pairs share their responses with small groups or the whole class.

This allows students to consider their thoughts about a question and then collaboratively discuss the question with peers.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 4

Introduce the Phenomenon Question What is the weather like where we live? Instruct students to record this question in the Module Question Log of their Science Logbooks.

Teacher Note In subsequent lessons, continue directing students to record new Phenomenon Questions in their Module Question Log.

Learn

35 minutes

Define Weather

20 minutes

Ask students to work with a partner to generate a list of anything they think describes weather.

Instruct students to record their ideas in their Science Logbooks (Lesson 4 Activity Guide). Invite student pairs to share their responses with the class. As students share, summarize student responses on the board.

Sample student responses:​ ▪▪ How windy it is outside is part of the weather.​ ▪▪ The temperature outside describes part of the weather.​ ▪▪ The weather has to do with rain or snow falling from the sky.​ ▪▪ I think you can describe weather by looking at how sunny it is outside.​ ▪▪ A storm can also be a part of weather.​ Explain to students that the factors they identified are called weather conditions. These conditions are components, or parts, of weather that can be measured or described, and these conditions can change hour to hour or day to day.

Differentiation To support English learners and striving writers, consider displaying photographs of various weather conditions and asking students to verbally describe what they notice in the photographs.

Spotlight on Disciplinary Core Ideas In Kindergarten, students learned about weather as a combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time (ESS2.D). In this lesson, students will refresh their understanding of weather and build toward exploring ways to describe and measure various weather conditions. In middle school, students will explore interactions and variations of multiple factors that influence weather conditions, such as the atmosphere, the ocean, and sunlight.

English Language Development The phrase weather conditions​is used repeatedly in this module. Introduce this term explicitly.

Sharing the Spanish cognate for conditions (condiciónes​) may be useful.

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39

L3 ▸ M1 ▸ Lesson 4

Work with students to group their responses into the following categories, and record each category on the board: ▪▪ Temperature ▪▪ Wind speed and direction ▪▪ Cloud cover ▪▪ Amount of rain or snow Draw attention to the idea that rain and snow are parts of weather. Explain that water can fall from clouds not only as rain and snow but also as sleet and hail and that these are collectively referred to as precipitation. Update the last category on the board to Amount of precipitation​.

PhD SCIENCE™

Teacher Note If more information is needed to generate these categories, ask students follow-up questions about the conditions they described by using questions such as these: ▪▪ How are a rain shower and a rain storm different?

▪▪ Why might you need a sweater in the morning but not during the day?

▪▪ What is the wind like during a storm?

▪▪ Do all clouds look the same?

Teacher Note English Language Development The word precipitation​is used repeatedly in this module. Introduce this term explicitly. Sharing the Spanish cognate precipitación​may be useful. Additionally, the words temperature​, wind​, and cloud​ may also require explicit introduction. Sharing the Spanish cognate for temperature​ (temperatura​) may be useful. Students may also benefit from viewing images or videos of objects blowing in the wind, clouds in the sky, or different kinds of precipitation.

Depending on where students live, they may only be familiar with certain kinds of precipitation. The different kinds of precipitation (i.e., rain, snow, sleet, and hail) should be introduced now.

Later in the module, students will explore snow and hail in more detail.

Ask students to look back at the current weather conditions they described in the Launch. Instruct students to revise their descriptions in their Science Logbooks (Lesson 4 Activity Guide) by addressing the four main categories listed on the board.

Sample student responses:​ ▪▪ It is not very sunny outside because there are a lot of clouds in the sky, but it is not raining at all. I don’t know exactly what the temperature is, but it feels hot. I see the leaves blowing on a tree, so it must be a little windy.​ ▪▪ I see the flag outside waving a lot, so I think it is probably windy, but I don’t know which direction the wind is blowing. It is sunny outside with barely any clouds, and the temperature is warm but not very hot.​

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 4

Check for Understanding Students should describe a variety of weather conditions related to the four main categories they identified.

Evidence Look for evidence that all students ▪▪ identify whether there is precipitation and, if so, the type and general amount of precipitation (e.g., heavy rain, rain shower); ▪▪ describe the relative air temperature by using terms such as hot​, warm​, cool​, or cold​; ▪▪ describe relative wind speed (e.g., weak, gusty, strong) and relative wind direction (e.g., toward the playground, away from the school) by referencing nearby objects such as flags, trees, and lightweight debris that may be moved by wind; and ▪▪ describe cloud cover (e.g., very cloudy, sunny, stormy) and potentially cloud color.

Next Steps If students describe weather conditions from only one category, encourage them to think about how one condition might affect another. For example, if it is raining, the sky may be cloudy, and it may be windy.

Invite several students to share their revised weather descriptions with the class. Ask students how their revised descriptions compare with the weather observations they made at the beginning of the lesson.

Sample student responses:​ ▪▪ The revised descriptions give a lot more information about what the weather is like.​ ▪▪ Some of the first observations only described one or two weather conditions.​ Use student responses to agree that weather is more fully described using multiple weather conditions that are occurring in a certain place at a given time.

Explain to students that to keep track of their understanding of weather, the class will begin an anchor chart to capture important learning throughout the module. Use this learning to update the anchor chart.

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41

L3 ▸ M1 ▸ Lesson 4

PhD SCIENCE™

Sample anchor chart:​

Weather​ Weather Conditions​ • Weather is a description of the conditions in a certain place at a given time. Weather conditions include temperature, wind speed and direction, cloud cover, and amount of precipitation.

Prepare to Record Weather Conditions

15 minutes

Revisit the Phenomenon Question What is the weather like where we live? and ask students to start thinking about how they could answer this question. ►►Would our revised weather descriptions be a good way to describe the weather where we live

to someone who has never been here? Why or why not?

▪▪ No, the weather changes so we would have to describe more than one day.​ ▪▪ I think we need to describe what the weather is like during other parts of the year.​ ▪▪ We need to describe what the weather is like on other days too.​ Draw attention to student responses that highlight the need to describe the weather for more than one day. ►►How could we learn more about what the weather is like here?

▪▪ Maybe we could go outside every day and describe the weather.​ ▪▪ We could write down what we notice every day.​ ▪▪ We should describe each of the weather conditions we learned about.​ Return to the weather conditions identified on the anchor chart and build on student responses to agree that recording weather conditions each day may help answer the Phenomenon Question.

Instruct students to turn to the first data table in their Science Logbooks (Lesson 4 Activity Guide) and work with the class to review the components of the data table. ►►Based on the weather conditions we’ve identified, what should we put in the first column?

▪▪ We could put the four categories we came up with earlier.​ ▪▪ We should put temperature, wind, clouds, and precipitation.​

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 4

Refer to the anchor chart and use student responses to agree that students should fill out this column of the table with the four categories they identified earlier in the lesson. Students should fill in this column before examining the rest of the table. ►►What else do you notice about the table?

▪ There is a place for the days of the week along the top of the table.

▪ There’s a place for the date and time. ►►What information do you think we should record in the columns labeled Day of the Week?

▪ We should write down what the weather conditions are like for each day of the week.

▪ We should record the date and time when we make our observations.

Agree that students should use these columns to record the day of the week, date, and time of observations they make about weather conditions for each of the four categories.

Next point out that the data table needs a title. Ask students to share their ideas for a title. As a class, choose a title that represents the observations students will be recording and direct students to add that title to their data tables.

Sample data table:​

Daily Weather Conditions​

Weather Condition

Day of the Week

Day of the Week

Day of the Week

Day of the Week

Day of the Week

____________

____________

____________

____________

____________

Date: ________

Date: ________

Date: ________

Date: ________

Date: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Temperature​

Content Area Connection: Mathematics Eureka Math® scaffolds telling and writing time in Grades 1 through 3.

In Grade 1, students learn to tell time in hours and half hours. This learning is extended to telling time to the nearest five minutes in Grade 2. In Grade 3, students learn to tell time to the nearest minute and apply the concept of time to elapsed time. As students begin to record time on their data table, expect them to be able to tell time to the nearest five minutes, and then extend their learning to tell time to the nearest minute. Some students may also still benefit from using hands-on clocks to practice the skill of telling time (CCSS.Math.Content.3.MD.A.1) (NGA Center, CCSSO 2010b).

Wind speed and direction​ Cloud cover​ Amount of precipitation

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43

L3 ▸ M1 ▸ Lesson 4

Land

PhD SCIENCE™

5 minutes

Explain to students that scientists who become experts at measuring, understanding, and predicting weather conditions are called meteorologists.

Ask students how they think meteorologists collect weather data.

Sample student responses:​ ▪▪ They might use special instruments to collect data.​ ▪▪ I think they use machines that tell them information.​ ▪▪ They might use a thermometer to check temperature.​ Draw attention to student responses that describe tools or instruments that meteorologists use to collect weather data. Ask students to think about the weather data they are planning to collect. ►►How can we collect weather data like meteorologists do?

▪▪ When I am sick, my mom measures my temperature with a thermometer. Maybe we can use a thermometer to measure the temperature outside.​ ▪▪ Maybe there is a tool to measure the amount of precipitation.​

English Language Development The term meteorologist​is used repeatedly in this module. Introduce this term explicitly. Sharing the Spanish cognate meteorólogo​may be useful.

Content Area Connection: Mathematics Throughout this module, find opportunities to make the connection that meteorologists are also mathematicians as they perform important mathematical practices. As meteorologists collect data, they use specific and accurate tools to predict the weather (CCSS.Math.Practice.MP5). Meteorologists also need to be precise in their measurements and in communicating their data and their predictions (CCSS.Math.Practice.MP6).

▪▪ I don’t know if there is a tool to measure wind speed.​ Explain that students will learn more about how to measure and describe weather conditions in the next lesson.

Optional Homework Students look at and record tomorrow’s weather forecast. Students bring in the recorded forecast and analyze whether the forecast was correct in predicting different weather conditions.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 5

Agenda Launch (2 minutes)

Lesson 5

Learn (38 minutes) ▪▪ Determine Cloud Cover (20 minutes)

Objective: Make observations to describe wind speed and direction and cloud cover.

▪▪ Determine Wind Speed and Direction (18 minutes) Land (5 minutes)

Launch

2 minutes

►►If someone tells you that it is cloudy outside, how many clouds are in the sky?

▪▪ There are probably a lot of clouds, but I don’t know the exact number.​ ▪▪ There could be a few clouds or a lot of clouds.​ ▪▪ Maybe the whole sky is covered in clouds.​ Draw attention to student responses that highlight uncertainty about the word cloudy​. Tell students that in this lesson, they will come up with categories for weather conditions like cloud cover to help them make consistent observations when they gather their weather data.

Learn

Teacher Note If time permits, consider taking students outside to record observations about clouds and wind. Have students compare their observations and point out any inconsistencies in how students describe these weather conditions. This should lead students to recognize the need for common language to make consistent observations.

38 minutes

Determine Cloud Cover

20 minutes

Explain to students that they will work in pairs to examine photographs of different clouds to describe cloud cover, or how much of the sky is covered by clouds. Provide each student pair with a set of Cloud Sort Photographs (Lesson 5 Resource A) and a piece of chart paper. Ask students to work with their

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45

L3 ▸ M1 ▸ Lesson 5

partner to sort the photographs into four categories according to the amount of cloud cover shown in each picture. Students should write a name for each category on a sticky note and place the sticky notes on their piece of chart paper. Students should then tape the photographs they believe belong in each category underneath the sticky note with that category’s name.

Check for Understanding As students come up with their initial categories, they should understand how cloud cover is related to the amount of sky visible.

PhD SCIENCE™

Differentiation For additional support, work with students to develop the category names.

Ask students follow-up questions to help them notice similarities and differences between the clouds in each category.

Evidence Look for evidence that all students ▪▪ sort the photographs in a way that is related to cloud cover and ▪▪ come up with category names that correctly describe the photographs in each category.

Next Steps If students need additional support, ask follow-up questions to help them notice the amount of blue sky, the size and shape of clouds, and the color of clouds in each photograph.

After all student pairs have finished grouping their cloud photographs, have students participate in a Gallery Walk to view other pairs’ categories. Tell students to pay attention to how other pairs’ categories are similar to or different from their own. After students have completed the Gallery Walk, display a piece of chart paper at the front of the room and explain that the class will now work together to come up with class categories for all students to use when collecting weather data. Start this discussion by asking what similarities students notice between each pair’s categories.

Sample student responses:​ ▪▪ Most of us put the pictures showing the sky covered in clouds in the same group.​

Teacher Note In a Gallery Walk, students’ work is posted on chart paper or whiteboards around the room or at desk stations.

Students circulate in their groups to each station to closely view and discuss others’ work before debriefing with the whole class. A Gallery Walk benefits students by deepening engagement and understanding and by allowing students to share their work with peers.

▪▪ We all put the pictures showing no clouds in the same category.​ As the class discusses similarities in their categories, call on students to explain why they grouped certain photographs together. Ask the rest of the class to use nonverbal signals to indicate whether they agree or disagree with each grouping. If most students agree with a grouping, tape those photographs close to one another on the chart paper. As needed, guide students toward the four categories shown on the sample class cloud chart by calling attention to differences in the amount of sky visible in each photograph. Continue this discussion until all photographs have been posted on the chart paper.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 5

Explain that students will now need to come up with common terms to describe each category. Invite student pairs to share the category names they used when sorting the clouds and use these ideas to guide students toward the following category names: clear or sunny, mostly clear, mostly cloudy, and overcast. Write each category name above the clouds in that category.

Sample class cloud chart:​ Clear or sunny​

Mostly clear​

Mostly cloudy​

Overcast​

Teacher Note These terms are commonly used by meteorologists to describe cloud cover. As needed, build on student responses to suggest this more precise terminology. For example, students might use a phrase like “a lot of clouds;” use this phrase to introduce overcast​, which means that the sky is almost completely covered by clouds.

Ask students to summarize what the photographs in each category look like. As students share, record their descriptions next to the photographs on the chart paper.

Sample descriptions:​ ▪▪ Clear or sunny: There are no clouds in the sky.​ ▪▪ Mostly clear: There are some but not very many clouds in the sky.​ ▪▪ Mostly cloudy: More than half of the sky is covered by clouds.​ ▪▪ Overcast: The sky is almost or completely covered by clouds.​ Tell students that these are the categories they will use when they record daily cloud data. Students should record the categories in their Science Logbooks (Lesson 5 Activity Guide A).

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47

L3 ▸ M1 ▸ Lesson 5

PhD SCIENCE™

Determine Wind Speed and Direction

18 minutes

Remind students their weather tables also have a row to record wind data. ►►What does it look like outside when it is windy?

▪▪ The leaves of trees move and shake.​ ▪▪ When the wind blows hard, things can go flying around in the air.​ ▪▪ The flag outside the school waves when it is windy.​ Draw attention to responses about the wind moving objects such as flags or leaves. Play the three wind videos one at a time (video 1: http://phdsci.link/1165, video 2: http://phdsci.link/1166, video 3: http://phdsci.link/1167).

2

1

3

Ask students to pay close attention to how the tree in each video moves. Instruct students to record what they notice about the videos in their Science Logbooks (Lesson 5 Activity Guide B).

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 5

Sample observations:​

Video 1

Observations The leaves are moving a little.​ The branches are not moving very much.​

2

The leaves are moving a lot.​ The larger branches are swaying up and down.​

3

The whole tree is moving.​ The branches are bending because the wind is blowing so hard.​

►►In which video is the wind the strongest? What about the weakest? How do you know?

▪▪ I think the wind is blowing the strongest in the last video and the weakest in the first video.

The tree leaves and branches are moving all around in the last video, but they are barely moving at all in the first one.​ ▪▪ The wind is the strongest in the third video because the tree branches are bending and the leaves are shaking. The wind is the weakest in the first video because the tree isn’t moving as much.​ ►►Is the wind weak or strong in the second video?

▪▪ It’s weaker than the third video but stronger than the first.​ ▪▪ It’s more like medium wind.​ Use student responses to suggest that a category might be needed for wind that is stronger than in the first video but weaker than in the third. Also point out that sometimes the wind does not blow at all. Use this discussion to come up with the following four categories: no wind, weak wind, moderate wind, and strong wind.

Work with the class to create category descriptions that the class can use when recording wind speed.

Refer to the videos as necessary to help students develop the descriptions and record the descriptions on chart paper or a whiteboard.

Students should also record the categories in their Science Logbooks (Lesson 5 Activity Guide B).

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Extension Wind speed can be measured using a device called an anemometer. Students can build their own anemometer following the instructions outlined in Lesson 5 Resource B. This extension requires an additional class period.

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L3 ▸ M1 ▸ Lesson 5

PhD SCIENCE™

Sample descriptions:​ ▪▪ No wind: Objects do not move at all.​ ▪▪ Weak wind: Small objects (like leaves) move a little.​ ▪▪ Moderate wind: Small objects (like leaves) move a lot and medium-sized objects (like small branches) move a little.​ ▪▪ Strong wind: Small objects (like leaves) and medium-sized objects (like small branches) move a lot; even big objects (like large branches) move a little.​ After recording the wind speed descriptions, hold up a blade of grass or a small leaf and blow on it, explaining that this is like a weak gust of wind. ►►How does the grass move when I blow on it?

▪▪ It moves away from you.​ ▪▪ It moves to the right.​ ▪▪ It bends down.​ Use student responses to explain that when the wind blows, it pushes on objects and makes them move in the direction the wind is blowing. Replay the second wind video. ►►What direction is the wind blowing in the video?

▪▪ It looks like it is blowing to the right because that’s the direction the leaves are moving.​ ▪▪ The tree is swaying to the right, so that must be the way the wind is blowing.​ ►►Imagine that you walked to the other side of the tree. What direction would the wind

be blowing then?

▪▪ It would be blowing the same direction. The wind wouldn’t change.​ ▪▪ I think it might be blowing to the left.​ Use student responses to point out that the wind blows in the same direction no matter where a person stands, but that a person might describe the direction of the wind differently based on where they are standing. Suggest that when students record their wind data, they can describe the direction of the wind in relation to a marker around the school. For example, if they stand facing the school, they can describe whether the wind is blowing right, left, up, or down.

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Extension As an extension, students can use a compass to determine cardinal directions from the location from which they decide to make their wind observations. If this is done, students can report wind direction in terms of cardinal direction when gathering daily weather data.

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PhD SCIENCE™

Land

L3 ▸ M1 ▸ Lesson 5

5 minutes

Tell students that they now have common language to use to describe wind speed and direction. ►►What might we be able to observe outside around the school to help us determine how fast the

wind is blowing and in what direction?

▪▪ We could look at trees like in the videos.​ ▪▪ Maybe we could look at the flag in front of the school.​ As needed, suggest that students can observe trees, flags, grass, or similar objects when gathering their wind data. Discuss what observations students should make about the specific marker (or markers) they choose. If the school is not located near trees (or if trees are not chosen as a marker), add notes to the wind speed descriptions about what students think will happen to their marker for wind of each category.

Direct students’ attention back to the weather data table in their Science Logbooks (Lesson 4 Activity Guide). ►►We now have a way to record data about cloud cover and wind speed and direction. What else

do we need before we can start recording weather data?

Teacher Note Wind direction can be very difficult for students to observe using static objects.

If students have difficulty gathering data for wind direction, consider throwing small pieces of grass or leaf matter up in the air and asking students to observe which way the pieces move.

Explain that the direction that the pieces move is the direction that the wind is blowing.

▪▪ We still need to figure out how to measure temperature and precipitation.​ ▪▪ I think we need a thermometer to measure temperature and something to measure rainfall.​ Agree that students still need a way to record data about temperature and precipitation.

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51

L3 ▸ M1 ▸ Lesson 6

PhD SCIENCE™

Agenda

Lesson 6 Objective: Build a rain gauge to measure precipitation and use a thermometer to measure temperature.

Launch (4 minutes) Learn (36 minutes) ▪▪ Build a Rain Gauge (18 minutes) ▪▪ Read a Thermometer (7 minutes) ▪▪ Measure Temperature (11 minutes) Land (5 minutes)

Launch

4 minutes

Display the photograph of rain falling in a flower garden (Lesson 6 Resource A), and ask students to Think–Pair–Share about ways to collect and measure the amount of rain that falls.

Sample student responses:​ ▪▪ My partner and I would put a bucket outside and see how much rain falls into the bucket.​ ▪▪ We thought of placing a container outside to catch the rain, but I don’t know how to measure the amount of rain that falls into the container.​

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 6

Use student observations to summarize that a container should be placed outside to catch the falling rain. Explain that to know how much rain falls, a way to measure the amount of rain in the container is also needed.

Learn

Extension 36 minutes

Build a Rain Gauge

18 minutes

Show students the materials available to build the rain gauge. For now, do not explain how to use the materials. Instead, refer to student ideas from the Launch and suggest that these materials can be used to build a container to collect and measure precipitation.

Either invite students to circle around a central location to view the materials or lead a class demonstration in a central location so that all students can easily see and participate. Ask students to share ideas they have about how the materials could be used.

Sample student responses:​ ▪▪ Maybe we can use the soda bottle as the main container to catch the precipitation.​ ▪▪ I think the ruler is for measuring precipitation.​ ▪▪ I don’t know how to use the pebbles. Maybe they go in the container.​ Use the materials to begin building the container based on student suggestions and the provided instructions (Lesson 6 Resource B).

If students do not understand or see a need for a particular material, use prompts such as these to guide their thinking: What can we use to catch the rain? How can we measure how much rain falls into the bottle?

If needed, point out that the bottom of the bottle is uneven and ask students to brainstorm how they think that might affect their measurements. Ask students how they might be able to make the bottom of the bottle more even, and use this discussion to guide students toward an understanding of why water and pebbles should be added to the bottom of the bottle before the container is placed outside to gather rain.

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For an additional activity, each student can create their own rain gauge following the same procedure described in Lesson 6 Resource B. To support with materials, ask students to bring in their own 2-liter plastic bottles. Additional preparation time will be needed to cut each bottle as students should not be allowed to cut the bottles.

Content Area Connection: Mathematics Measuring length in inches is an important skill that is scaffolded over multiple grades in mathematics.

By Grade 3, most students will have had experience using a ruler to measure objects to the nearest whole inch. As appropriate, extend this learning to measuring to the nearest quarter of an inch or half inch by using a ruler marked with halves and fourths of an inch (CCSS.Math.

Content.3.MD.B.4).

Teacher Note If students do not understand how the bottle design would result in inaccurate measurements, consider showing students two cups that are different shapes and sizes. Pour water into one of the cups and use a ruler to measure how high the water goes up the side of the cup. Then pour the water from that cup into the other cup and repeat the measurement. Lead a discussion about why the measurements are not the same.

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L3 ▸ M1 ▸ Lesson 6

PhD SCIENCE™

As needed, also guide students to understand why the top of the bottle should be inverted and secured to the bottom of the bottle. Explain that the top of the bottle acts as a funnel to direct water into the container.

Differentiation

After construction is complete, explain that meteorologists call this kind of container a rain gauge.

Point out that the rain gauge will need to be placed outside so that it can catch precipitation. Ask students where they think the rain gauge should be placed.

Some students may benefit from using a funnel to transfer water from one container to another to better understand the purpose of designing the rain gauge in this way.

Sample student responses:​

English Language Development

▪▪ I think we should place the rain gauge by the school building.​ ▪▪ Maybe we can put the rain gauge near where we go outside to collect our other weather data.​

The words gauge​ and measure​are used repeatedly in this module. Consider displaying photographs of rain gauges and demonstrating what it means to measure a quantity like volume.

Build on student responses to explain that other factors should also be considered when choosing a location. Explain that the rain gauge must remain upright and be placed in an open area with no obstructions around it. Ask students what factors may prevent the rain gauge from remaining upright or catching all the precipitation in a certain area.

Sample student responses:​ ▪▪ If we put the rain gauge under a tree, the tree’s branches might block rain from falling into the container.​ ▪▪ Other students might accidently knock the rain gauge over if it is placed where a lot of people walk around.​ ▪▪ It might fall over if there is a big storm or if it is raining really hard.​ Use student responses to explain that the rain gauge needs to be located out of the way of people or regular school activities and in a place where obstructions will not block precipitation from falling into the opening of the rain gauge. If necessary, also explain that a plastic bottle on its own could easily fall over if there is strong wind or heavy rain, but that the pebbles added to bottom of the bottle help serve as an anchor to keep the bottle in place. Agree to select a location for the rain gauge the first time that students go outside to collect data.

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Teacher Note As students gather data over the course of the module, add water as needed to keep the water line even with the 0-inch mark on the side of the bottle.

If there is precipitation, be sure to empty the water out of the rain gauge and refill it to the 0-inch mark once students have made their measurements.

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PhD SCIENCE™

Read a Thermometer

L3 ▸ M1 ▸ Lesson 6

7 minutes

Redirect students’ attention to temperature by posing a question. ►►What is the difference between a hot day and a warm day?

▪▪ The temperature on a hot day is warmer than it is on a warm day.​ ▪▪ When it’s hot out, I wear shorts.​ ▪▪ I’m not sure, I think they’re pretty similar.​ Draw attention to the uncertainty of using relative terms such as hot​ and warm​to describe temperature. Show students a thermometer and explain that thermometers can be used to make measurements that mean the same quantity to everyone. Explain that before students can measure temperature, however, they must first know how to read a thermometer.

Safety Note This activity poses a potential hazard. Explain that the thermometers are made of glass, which can break and cause injury. Review these safety measures to minimize the risk: ▪▪ Wear goggles throughout the activity.

▪▪ Handle thermometers with care. Never throw thermometers or tap them on any surface.

▪▪ If a thermometer breaks, alert an adult immediately and do not touch the broken pieces.

Distribute a thermometer to each student and ask them to look closely at the numbers and tick marks on the right side of the glass tube. Explain to students that, like a ruler, each tick mark on a thermometer represents a quantity, and the space between each tick mark represents an equal unit. Ask students to work with a partner to figure out the value of each tick mark.

Invite student pairs to share their ideas with the class.

Sample student responses:​ ▪▪ I think you have to count by twos because there are not enough tick marks for each one to represent all of the numbers that come between the tens.​ ▪▪ You cannot count by ones because there are not enough tick marks, so you have to count by twos.​

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Content Area Connection: Mathematics Eureka Math​Grade 3 introduces the vertical number line to teach rounding numbers to the nearest 10 or 100.

This lays the foundation for further work in Grades 4 and 5. Intervals of measurements provide natural contexts for estimation. As students practice reading a thermometer, consider having students use estimation language along with precise measurements. For example, students can practice rounding by identifying that 68°F is about 70°F (CCSS.Math.

Content.3.NBT.A.1).

Differentiation If students need additional support during this activity, help them realize that the tick marks are like a vertical number line. Students should be familiar with number lines from Grade 2 mathematics. Students should look carefully at the tick marks and consider that each tick mark stands for a number. As needed, wonder aloud if the tick marks are counting by ones and count each tick mark by ones to model that this is not possible. Then ask students to think about how four tick marks on the thermometer could represent the nine numbers that come between the numbers that are shown.

Guide students to recognize that the tick marks must count by twos instead of ones.

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L3 ▸ M1 ▸ Lesson 6

PhD SCIENCE™

Work with the class to agree that to figure out the value of each tick mark, students must count by twos from the displayed number that comes before it. Then choose any tick mark on the thermometer and model how to count by twos to figure out the value of that tick mark.

Draw student attention to the right side of the thermometer again and point out the symbol and letter (°F) near the top. Explain to students that this notation refers to the Fahrenheit scale, which is one scale used to measure temperature. Tell students that the unit measured using this scale is degree Fahrenheit. When students record temperature, they should always include both a degree symbol and the word Fahrenheit (or an F) as the unit.

English Language Development The term degree Fahrenheit​is used repeatedly in this module. Introduce this term explicitly.

The word thermometer​is also used frequently. Sharing the Spanish cognate for thermometer​ (termómetro​) may be useful.

Tell students that the temperature scale on the left side of the thermometer is known as the Celsius scale. This scale is most often used by scientists to measure temperature, but air temperature in the United States is usually reported using the Fahrenheit scale. For this reason, students will use the Fahrenheit scale instead of the Celsius scale to measure and describe temperature throughout the module.

Measure Temperature

11 minutes

Explain to students that they will now practice measuring temperature using a thermometer. Begin by asking students to closely observe the red line in the glass tube of the thermometer and instruct students to determine which tick mark most closely lines up with the red line. Explain to students that this tick mark represents the temperature of the classroom. Ask students to record this temperature in their Science Logbooks (Lesson 6 Activity Guide). Invite several students to share their temperature readings with the class.

Tell students they will now measure the temperature of ice water. Ask students to work in pairs and distribute a cup of ice water to each pair. Instruct students to place their thermometers in the ice water and let the thermometers sit undisturbed for one minute. After one minute, ask students to read the temperature on the thermometer while leaving the bottom of the thermometer in the ice water.

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Teacher Note Most weather stations in the United States report conditions using measurement units such as inches for precipitation and degrees Fahrenheit for temperature. Therefore, temperature and precipitation data in this module are collected using these units to support student understanding of local weather reports.

Teacher Note Students may need additional support if the temperature reading is between two tick marks. Encourage students to estimate the temperature by rounding up or down to the closest tick mark.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 6

Students should record the temperature of the ice water in their Science Logbooks (Lesson 6 Activity Guide). Once again invite several students to share their temperature readings with the class.

Check for Understanding Students should demonstrate the ability to read a thermometer and collect accurate measurements.

Be aware that thermometers may vary due to differences in calibration.

Evidence Look for evidence that all students ▪▪ record a reasonable value for the classroom temperature and ▪▪ record a reasonable value (close to 32°F) for the ice water temperature.

Next Steps Students will continue to practice reading a thermometer and measuring temperature as they collect weather data throughout the module. If additional support in reading a thermometer is needed, consider displaying images of thermometers at different temperatures and asking students to read each thermometer.

If students need additional support in interpreting scales, consider working with students in small groups to determine the value of tick marks on other scales (e.g., counting by twos, fives, or tens).

After students have shared their temperature readings, ask them to consider how temperature might affect precipitation. Explain that ice is frozen (or solid) water. Draw a connection between the temperature of ice and the fact that it is a solid. ►►What do you think might happen when the temperature outside gets cold enough to freeze

water? Would precipitation still fall as liquid rain?

▪▪ I think the rain would turn into a solid.​

Teacher Note Students learned in Level 2 that different kinds of matter can exist as both a solid and a liquid depending on temperature (PS1.A).

▪▪ It would snow instead of rain.​ Draw attention to student responses that recognize that precipitation can fall as a solid when it is cold enough outside for liquid rain to freeze. Explain that the temperature at which liquid water changes to a solid is 32°F and that snow or ice can fall when the temperature outside is 32°F or below. If students ask how snow or ice might affect their rain gauge measurements, explain that meteorologists often wait until the snow or ice collected in a rain gauge has melted and then measure the liquid water that remains.

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57

L3 ▸ M1 ▸ Lesson 6

Land

PhD SCIENCE™

5 minutes

Call students’ attention back to the weather data table in their Science Logbooks (Lesson 4 Activity Guide) and point out that students are ready to collect data on cloud cover, wind speed and direction, amount of precipitation, and temperature. Explain that the class now needs to develop a plan to collect weather data each day. Ask students to share ideas about when to collect data. ►►What time of day should we collect our weather data?

▪▪ Maybe we can go outside during class each day.​ ▪▪ I think we can collect data at recess since we usually go outside.​ ▪▪ Maybe we can go outside in the morning and in the afternoon.​ ►►Why do you think it might be important to collect our data at the same time each day?

▪▪ If we collect data at the same time each day, we will always know what the weather is like at that time.​ ▪▪ Maybe it is helpful to pick the same time since the weather can change throughout the day.​ ▪▪ If we always collect data in the afternoon, we can describe what the weather is like every day at that time.​ Build on student responses to explain that their weather data will be most useful for comparing one day to the next if they make measurements at the same time each day. However, because the weather can change throughout the day, collecting data only once per day does not provide a full picture of daily weather. Also point out that students will only be gathering data when they are at school, so they will not be able to gather data at least two days out of the week. Explain that because of these limitations, students will only get a general idea of what the weather is like most days of the week.

Work with students to come up with a data collection plan that works for the class. Possible data collection plans include the following:

Teacher Note As needed, also point out to students that because they are only gathering data on weekdays, the rain gauge data they record on Monday will also include any precipitation that fell over the previous weekend.

▪▪ All students go outside at the beginning of class each day to collect data.

▪▪ A different student collects data each day during recess or lunch and reports back to the class.

▪▪ All students collect data during recess or lunch each day.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 6

Teacher Note Time may not allow for the whole class to go outside to collect data at the same time each day.

Be sure to make a plan that works for the class’s schedule. Keep in mind that students should collect data for at least three weeks.

Once a data collection plan is made, agree to collect weather data the next day. Tell students that they will need to bring the class rain gauge and their thermometers outside with them to collect precipitation and temperature data. They will also need their data tables to record measurements and observations. Students should follow their plan to collect weather data each day of the week for the next three weeks.

Teacher Note Students should not place their thermometers in direct sunlight when measuring temperature. Placing a thermometer in direct sunlight will cause a rise in temperature because of the Sun’s radiation, rather than producing an accurate reading of air temperature. Be sure students use their thermometers in a shaded area.

Teacher Note Since students are only beginning to work with fractions in Level 3, they are not yet familiar with mixed numbers.

Support students as they record precipitation data and consider having them round all values to the nearest whole number.

Teacher Note At the end of the module, consider having students analyze the data they collect over the next three weeks to determine whether it is consistent with what they learn about the climate of their location in Concept 2. Also consider saving students’ data each year so that students can access and analyze previous years’ data and compare it to their own.

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59

L3 ▸ M1 ▸ Lesson 7

PhD SCIENCE™

Agenda

Lesson 7 Objective: Graph and analyze data to describe weather conditions throughout a month.

Launch (5 minutes) Learn (37 minutes) ▪▪ Explore Local Weather Data (5 minutes) ▪▪ Visit Weather Graph Stations (24 minutes) ▪▪ Analyze Graphs (8 minutes)

Launch

Land (3 minutes) 5 minutes

Teacher Note This Launch assumes that students have collected at least one day of data for everything but precipitation. If students have not yet collected weather data, allow time for students to go outside and collect data before continuing. As students gather weather data, explain that since the rain gauge is being placed today, they will not be able to gather precipitation data until the next day.

Instruct students to look at the first weather data table in their Science Logbooks (Lesson 4 Activity Guide) to observe the weather data they recorded today. Ask students to describe the day’s weather conditions using their collected data. Invite several students to share their descriptions.

Sample student responses:​ ▪▪ The temperature outside was 78°F. It was overcast, but it was not raining. The wind was blowing at a moderate speed and the direction was right in relation to where we were standing in front of the school.​ ▪▪ It felt hot outside because the temperature was 84°F. There were only small white clouds in the sky, so it was mostly clear. The wind was very weak because I only saw the leaves of the trees moving a little.​

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 7

►►Can we see any patterns in our data that might tell us more about what the weather is like here

across the whole month?

English Language Development

▪▪ Not really, we only have one day of data.​

The word pattern​is used repeatedly in this module. Consider sharing the Spanish cognate patron​, showing a visual pattern as an example, or sharing a student-friendly explanation, such as “A pattern is something that repeats in a predictable way.”

▪▪ I don’t think we can describe patterns in weather data across an entire month because we have only collected data for one day.​ ▪▪ No, we don’t have enough data.​ Use student responses to agree that more weather data is needed. Explain to students that they will only be able to collect weather data one day at a time, so they will need another way to gather data more quickly. Ask students to think about another way they could gather weather data.

Sample student responses:​ ▪▪ Maybe we could look at other data that’s already been collected.​ ▪▪ My dad checks the weather online every day. Maybe we could look online to find more weather data.​

Content Area Connection: English Encourage students to speak in complete sentences (CCSS.ELA-Literacy.SL.3.6) and move beyond yes/no answers by including details or reasons to support their response. Sentence frames such as this one can also be used to support students: “We can/cannot see patterns because ______.”

▪▪ Maybe we could look at old weather reports.​ Draw attention to student responses that suggest collecting data from another source such as the internet. Agree to use an additional source to gather more weather data.

Learn

37 minutes

Explore Local Weather Data

5 minutes

Share with students the NOAA NCEI Climate at a Glance website (http://phdsci.link/1168) (NOAA NCEI 2018a). Instructions for using this website can be found in Lesson 7 Resource A. Explain to students that this website is operated by a government agency called NOAA, or the National Oceanic and Atmospheric Administration. Tell students that scientists at NOAA collect weather data from across the United States and that these data sets are available for anyone to use. Explain to students that they will use data from this website to learn more about the weather where they live.

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L3 ▸ M1 ▸ Lesson 7

PhD SCIENCE™

Project the website and show students the option to choose a city and state. Work with students to select their state and the city closest to their location. Once the state and city are identified, click the ID number and scroll down to the section titled Station Data Inventory, Access & History​. Then choose the current month and the previous year and select View Data​.

Once the web page loads, ask students to closely observe the data table as they Think–Pair–Share about the following question. ►►What do you notice about the data table?

▪▪ There is a lot of data!​

Teacher Note The NOAA NCEI Climate at a Glance website does not include weather data for all cities. It is recommended that students choose the city nearest their location. To support students in identifying the nearest city, consider showing students a state map and helping them find the nearest city for which data is available.

▪▪ It is hard to read the data in the table.​ ▪▪ I can’t really tell what any of the data means.​ Draw attention to student responses that describe challenges in reading and understanding the data. Explain to students that scientists often graph data to make the data easier to analyze and understand. Tell students they will use graphs to help focus on the data sets that show maximum temperature, minimum temperature, and amount of precipitation. Explain that the daily minimum temperature is the lowest temperature of the day and that the daily maximum temperature is the highest temperature of the day.

Visit Weather Graph Stations

24 minutes

Teacher Note Depending on students’ familiarity with creating and interpreting bar graphs, the following activity can be extended over two class periods.

Show students the prepared chart paper for the maximum temperature graph. Ask students what they notice about the graph.

Sample student responses:​ ▪▪ There are numbers along the left side and the bottom.​ ▪▪ The title is daily maximum temperature and it says our city.​ ▪▪ The graph says that it is for the month of August last year.​

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English Language Development English learners may benefit from additional support during the graphing activity. Consider sharing Spanish cognates for terms such as graph​ (grafico​), maximum​ (máximo​), minimum​ (mínimo​), title​ (título​), and scale​ (escala​).

Content Area Connection: Mathematics Students should be familiar with creating bar graphs from Grades 1 and 2.

In Grade 3, students use a scale greater than one. Eureka Math​ introduces students to the scaled bar graph by creating a tape diagram to match the data set with the unit size to match the desired scale. Students then rotate the tape diagram to represent a bar graph.

Using a key to show unit size can also help students read and create scaled bar graphs (CCSS.Math.Content.3.MD.B.3).

Teacher Note Continuous data, such as temperature over time, would typically be displayed on a coordinate plane, usually a line graph. Students in Level 3, however, only have previous knowledge of pictographs and bar graphs.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 7

As students make observations about the graph, use sticky notes to annotate the graph with key terminology used to describe the parts of a bar graph, such as title​, category​, scale​, and label​. If there are key elements of the graph that students do not notice, ask guiding questions to elicit those observations.

Tell students they will use this graph to show the maximum temperature experienced each day across the current month last year. Ask students to identify the labels and the scale.

Sample student responses:​ ▪▪ The categories along the bottom show each day of the month.​ ▪▪ The vertical axis shows the temperature in degrees Fahrenheit.​ ▪▪ The scale counts by tens.​ Direct students’ attention back to the data table on the NOAA NCEI website and show students the column where maximum temperature data is found. Tell students that to help focus on this data, they will receive a separate data table showing only this information (Lesson 7 Resource C).

Model for students how to graph maximum temperature by identifying a value on the maximum temperature data table, finding the correct day of the month on the horizontal axis of the graph, and then counting by tens on the vertical axis to find the correct temperature. Explain that students will need to estimate if the temperature value is between two numbers on the vertical axis since the scale is in increments of ten.

Once the intersection of the day and temperature are correctly identified, demonstrate how to neatly draw a bar on the graph. If needed, graph two or three additional temperature values. Some students may also benefit from using a ruler to draw vertical lines on the grid to help draw the bars.

Differentiation Students may benefit from using a ruler to draw lines or tick marks on the vertical axis to help count to the correct temperature.

Explain to students that they will complete the maximum temperature graph and examine other graphs at the following stations: ▪▪ Station 1: Graph maximum temperature ▪▪ Station 2: Analyze minimum temperature graph ▪▪ Station 3: Analyze precipitation graph

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63

L3 ▸ M1 ▸ Lesson 7

PhD SCIENCE™

Divide the class into three groups and explain that each group will visit three stations. Students will have about five minutes to complete a task at each station. Describe each task and point out the procedure sheets posted at the stations (Lesson 7 Resource D). Once students are comfortable with the procedure, assign each group to its first station and allow students to begin working.

As students work, circulate to support teamwork and help guide student thinking. Groups at Station 1 may need additional support as they work to complete the class maximum temperature graph.

Station 1: Graph maximum temperature Sample class graph:​

Temperature (˚F)

Boston, MA Daily Maximum Temperature in August 2017 100 90 80 70 60 50 40 30 20 10 0

Teacher Note Depending on the size of the class, the number of stations can be increased to decrease group size. This can be done by creating additional minimum temperature and precipitation graphs for students to analyze. If additional graphs are needed, consider creating the graphs on a computer and printing them out instead of drawing them on chart paper.

If printing the graphs, try to print them as large as possible so that students can easily see the data presented.

Teacher Note Every student should complete at least one bar on the graph at Station 1.

If there are more days in the month than students in the class, ask each student in the group that visits the station last to graph an additional bar to complete the entire month.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Day of the Month

Station 2: Analyze minimum temperature graph Sample prepared graph:​

Temperature (˚F)

Boston, MA Daily Minimum Temperature in August 2017 100 90 80 70 60 50 40 30 20 10 0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Day of the Month

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 7

Sample student responses (Lesson 7 Activity Guide):​ ▪▪ The minimum temperature is pretty similar each day of the month.​ ▪▪ The lowest temperature is 57°F.​ ▪▪ The highest temperature is 72°F.​ Station 3: Analyze precipitation graph Sample prepared graph:​

Precipitation (in)

Boston, MA Daily Precipitation in August 2017 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Day of the Month

Sample student responses (Lesson 7 Activity Guide):​ ▪▪ It did not rain much in August.​ ▪▪ It only rained one day the entire month.​ ▪▪ August 2 had the most precipitation.​

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65

L3 ▸ M1 ▸ Lesson 7

PhD SCIENCE™

Check for Understanding Students should show an understanding of how to create a bar graph and how to read data from a bar graph. Students should also start to recognize trends in data.

Evidence Look for evidence that all students ▪▪ can use the simplified data table at Station 1 to determine the temperature on a given day, find the correct day of the month on the horizontal axis, and use the scale on the vertical axis to determine how high to draw the bar on the graph; ▪▪ can read the bar graphs at Stations 2 and 3 to report individual values; and ▪▪ can summarize general weather conditions throughout the month.

Next Steps As students visit each station, circulate to help groups and individuals. Pay close attention to the group visiting Station 1 and support students with graphing as needed. If students are having difficulty graphing, consider working with students in small groups to support individual needs.

In the next lesson, students will continue to practice their graphing skills independently.

Analyze Graphs

8 minutes

Once the station activity is complete, post the three graphs in an area that is visible to all students.

Focus student attention on the maximum temperature graph and ask students to examine the completed graph to describe the maximum temperature experienced throughout the month. Invite students to share their observations.

Sample student responses:​ ▪▪ The maximum temperature kind of goes up and down throughout the month.​ ▪▪ The hottest day was around 90°F.​ ▪▪ Most days were pretty warm.​ Next, draw student attention to the minimum temperature and precipitation graphs. Ask students to discuss the observations they recorded about these graphs in their Science Logbooks (Lesson 7 Activity Guide) with a partner. After a few minutes, invite student pairs to share their observations with the class.

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Content Area Connection: Mathematics While analyzing graphs, remind students that mathematicians think about numbers in many ways to make sense of quantities and their relationships to real-world situations. When students describe data, make sure they always use a unit when describing quantity. For example, when describing precipitation, students should always give a unit along with the number (e.g., 1 inch). Consider asking questions such as the following to support students in describing data (CCSS.Math.Practice.MP2).

▪▪ What do the numbers in the graph represent?

▪▪ How are the numbers on the vertical axis different from the numbers on the horizonal axis?

▪▪ How are the numbers in the graph related to weather?

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 7

Sample student responses:​ ▪▪ The minimum temperature didn’t change that much during the month.​ ▪▪ It only rained one day during the entire month.​ ▪▪ Even the lowest temperatures throughout the month were not very cold.​ Explain to students that the information shown on these graphs can be combined to describe the general weather conditions experienced throughout the month last year. Ask students to use evidence from the graphs to describe the general weather conditions experienced throughout the month.

Sample student responses:​ ▪▪ In August 2017, the temperature was mostly warm with very little precipitation.​ ▪▪ In August 2017, the temperature was mostly warm. The hottest maximum temperature was 91°F and the coldest minimum temperature was 57°F. It only rained one day during the whole month.​ If students describe any conditions as not changing much throughout the month, explain that these conditions are mostly stable, or unchanging. Contrast this to any conditions that do show variability throughout the month to help students understand the meaning of the word stable​.

Remind students of the NOAA NCEI data table they observed at the beginning of the lesson.

Ask students to share what they were able to notice more easily once they graphed the data.

English Language Development The word stable​is used repeatedly in this module. Consider sharing the Spanish cognate stable​.

Sample student responses:​ ▪▪ It was easy to see what days had precipitation.​ ▪▪ It was a lot easier to compare the temperatures across the whole month.​ Use student responses to agree that using graphs can make analyzing data much easier.

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67

L3 ▸ M1 ▸ Lesson 7

Land

PhD SCIENCE™

3 minutes

Ask students whether they are now able to answer the Phenomenon Question What is the weather like where we live?

Sample student responses:​ ▪▪ We know what the weather is like in August, but we don’t know about the rest of the year.​ ▪▪ We only know what the weather is like in August.​ Highlight student responses related to needing data for other months of the year. Ask students to consider what a graph from another month of the year might look like.

Sample student responses:​ ▪▪ I think the temperatures would be different if we graphed data from December or January.​ ▪▪ It seems like it rains a lot during April. I wonder if there would be more precipitation during that month.​ ▪▪ I think July data might look similar to August data since those are around the same time of year.​ Use student responses to explain that looking at more data may help further explain what the weather is like where they live. Agree to explore what the weather is like during other months of the year in the next lesson.

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PhD SCIENCE™ L3 ▸ M1 ▸ Lessons 8–10

Lessons 8–10

Seasonal Weather Conditions Prepare In Lessons 8 through 10, students analyze data to describe how weather conditions change throughout an entire year. In Lesson 8, students use local weather data to build class graphs that show weather conditions experienced each month throughout a year. Students then further analyze and interpret these graphs (SEP.4) in Lesson 9 to describe how the weather changes across different seasons (ESS2.D). In Lesson 10, students apply what they have learned about seasons in a Conceptual Checkpoint as they analyze weather conditions experienced throughout a year in Galveston, Texas.

This leads students to wonder whether the weather stays the same every year (CC.7).

Concept 1: Weather Conditions Focus Question How do we describe weather?

Phenomenon Question

Student Learning

How does the weather change throughout a year?

Knowledge Statement Seasonal changes occur in weather conditions throughout a year.

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69

L3 ▸ M1 ▸ Lessons 8–10

PhD SCIENCE™

Objectives ▪▪ Lesson 8: Graph and analyze yearlong temperature and precipitation data to describe weather conditions throughout a year.

▪▪ Lesson 9: Combine and interpret multiple data sets to describe weather conditions during each season.

▪▪ Lesson 10: Describe Galveston’s seasonal weather conditions to help explore what happened during the 1900 Galveston hurricane.

Standards Addressed 3-ESS2-1

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (Demonstrating)

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

SEP.4: Analyzing and Interpreting Data

ESS2.D: Weather and Climate

CC.3: Scale, Proportion, and Quantity

▪▪ Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships.

▪▪ Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next.

▪▪ Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume.

SEP.5: Using Mathematics and Computational Thinking ▪▪ Organize simple data sets to reveal patterns that suggest relationships.

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CC.7: Stability and Change ▪▪ Change is measured in terms of differences over time and may occur at different rates.

▪▪ Some systems appear stable, but over long periods of time will eventually change.

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PhD SCIENCE™ L3 ▸ M1 ▸ Lessons 8–10

Materials Lesson 8 Student

Science Logbook (Lesson 8 Activity Guide)

●

Average temperature and total precipitation data table (1 per group)

●

Lesson 9

Science Logbook (Lesson 9 Activity Guide)

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Average monthly wind speed maps (3 maps per group)

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Science Logbook (Lesson 10 Activity Guide)

Teacher

Preparation

Same Trees During Different Times of Year Photographs (Lesson 8 Resource C)

Lesson 10

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January 2017 Average Wind Speed Map (Lesson 9 Resource A)

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Anchor chart

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Conceptual Checkpoint Graphs (Lesson 10 Resource)

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Anchor model, driving question board

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Prepare average monthly temperature and total precipitation data tables (see Lesson 8 Resource B).

Prepare average monthly wind speed maps (see Lesson 9 Resource B).

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L3 ▸ M1 ▸ Lesson 8

PhD SCIENCE™

Agenda Launch (5 minutes)

Lesson 8 Objective: Graph and analyze yearlong temperature and precipitation data to describe weather conditions throughout a year.

Learn (37 minutes) ▪▪ Plan to Collect and Graph Data (10 minutes) ▪▪ Graph Temperature and Precipitation Data (15 minutes) ▪▪ Analyze Yearlong Data (12 minutes)

Launch

Land (3 minutes) 5 minutes

Display the photographs of the same trees during different times of year (Lesson 8 Resource C). Ask students to closely observe the photographs as they Think–Pair–Share about the following questions. ►►What are some similarities and differences between the

two pictures?

▪▪ The shapes of the branches and trunks of the two trees in the front look the same.​ ▪▪ There are trees in the back that look the same too.​ ▪▪ One picture shows green leaves on the trees and the other shows snow.​ ►►Why do you think the trees look different in the

two pictures?

▪▪ I think the trees changed because the weather changed.​ ▪▪ I think the trees look different because the pictures were taken at different times of year.​ ▪▪ I think one picture was taken during the summer and the other picture was taken during the winter.​

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 8

Agree that the pictures were taken at different times of year and introduce the Phenomenon Question How does the weather change throughout a year? Ask students how they could begin to answer this question. ►►What could we do to determine how weather changes throughout a year?

▪▪ We could collect data for a whole year.​ ▪▪ Maybe we could collect data every month.​ ▪▪ We could graph data like we did in the last lesson but for a whole year.​ Highlight student responses that describe a need to create additional graphs and agree that it would be helpful to look at temperature and precipitation graphs for every month of a year to analyze how the weather changed throughout that year.

Learn

37 minutes

Plan to Collect and Graph Data

10 minutes

Work with students to generate ideas about how data for each month should be collected and graphed.

Sample student responses:​ ▪▪ We can use the NOAA website to find data for other months.​ ▪▪ We already have data for one month. We need to gather the same data for the other months.​ ▪▪ We should make more graphs to represent the weather conditions during other months.​ Remind students that each of the graphs they analyzed in Lesson 7 had a separate bar for each day of the month. Point out that it would take a very long time to graph data for each day for an entire year. Explain that to reduce the amount of data they need to graph, students can instead use a single data point to represent the average temperature of a month and another data point to represent the total precipitation during that month. To better describe average temperature to students, explain that the average monthly temperature indicates about how hot or cold a month was in a particular location.

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Teacher Note The following process is used to calculate average monthly temperature. First, the daily maximum temperature and daily minimum temperature for each day of a month are added together and divided by 2 to calculate daily averages. These daily averages are then added together and divided by the number of days in the month to find the average monthly temperature. In Level 3, however, students are not prepared to learn about calculating average.

It is enough for them to understand that the average monthly temperature indicates about how hot or cold it was during a given month.

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L3 ▸ M1 ▸ Lesson 8

PhD SCIENCE™

Summarize with students that each month will need one bar to represent the average temperature of the month and another bar to represent the total precipitation that occurred during the month. ►►Can you think of a way we can work together to graph average temperature and total

precipitation data for each month of a year?

▪▪ Maybe we can all graph different months.​ ▪▪ We could break up into groups.​

Use student responses to agree that the class should divide into groups and split up the data points that need to be graphed.

Divide students into 12 groups and assign a different month to each group.

Explain to students that NOAA has already recorded average temperature and total precipitation data from the previous year and that these data points have been placed in a table for analysis (NOAA NCEI 2018b). Students will graph the data points so that they are easier to analyze. Distribute a populated data table (Lesson 8 Resource B) to each group, and ask students to highlight or circle their month’s average temperature and total precipitation.

Explain that each group will create a single bar for two different graphs. One bar will show the average temperature for the group’s month, and the other bar will show the total precipitation for that month. At the end of the activity, students will work together to arrange all the groups’ bars to create two complete graphs.

Ask students to turn to the blank graphs in their Science Logbooks (Lesson 8 Activity Guide). Note that students will need to use only one blank average temperature graph and one blank total precipitation graph for each group, so students will likely have at least one extra set of blank graphs. If applicable, explain that if students make a mistake drawing a bar on one of the graphs, they can use one of their extra graphs to start over.

Explain that the vertical axis, horizontal axis, and scale on the graphs should be the same as the graphs they analyzed in Lesson 7, but the title and data should be different. Work with students to fill in an appropriate scale, labels, and a graph title. When the graph’s key elements are filled in, tell students they should use the same graphing procedure they used in Lesson 7 when they graphed maximum temperature at Station 1.

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Spotlight on Science and Engineering Practices In Kindergarten through Level 2, students practice recording information such as thoughts, observations, and ideas. Later, students use what they have recorded to describe patterns and relationships in the natural world and the designed world.

In Levels 3 through 5, students use what they learned in previous years to represent quantitative information in data tables or other graphical displays. Students analyze and interpret data to reveal patterns that indicate relationships.

Students will progress in middle school to extending quantitative analysis to investigations, distinguishing between correlations and causal relationships, and analyzing possible errors in data.

Differentiation When forming groups, consider each student’s needs so that groups will have a variety of abilities and interests. For example, it may be helpful to group students with varied English language ability to support students as they develop interpersonal and academic language.

Teacher Note All students must use the same scale on the vertical axis for the bars that will be used to create each graph. The scales should be the same as the ones used for the graphs created in Lesson 7.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 8

Graph Temperature and Precipitation Data

15 minutes

Students in each group should work together to make a bar for their month’s average temperature and a bar for their month’s total precipitation. Students should use a blue pencil or marker to fill in the bar showing average temperature and a green pencil or marker to fill in the bar showing total precipitation. As students work, circulate to support groups and individuals as needed.

Sample graphs:​ Boston, MA Total Precipitation in 2017

100 90 80 70 60 50 40 30 20 10 0

Precipitation (in)

Temperature (˚F)

Boston, MA Average Temperature in 2017

March

Analyze Yearlong Data

16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

March

12 minutes

Once all groups finish making their bars, ask students to work together to post the bars for each graph in order from January to December in a location that is easily visible to all students.

After they post all their bars, students should have two complete bar graphs: one that shows average monthly temperature and another that shows total monthly precipitation.

Teacher Note Another option is to help students cut out each of their bars to post on two pieces of chart paper. For this option, make sure to prepare chart paper ahead of time with appropriate markings to create blank graphs for each data set.

Teacher Note In the next lesson, students will rearrange the bars of these graphs based on the seasons. When posting the graphs, consider using lightweight tape so that the graphs can be easily rearranged without being broken or torn.

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L3 ▸ M1 ▸ Lesson 8

PhD SCIENCE™

Sample class graphs:​ Boston, MA

Temperature (˚F)

Average Monthly Temperature in 2017 100 90 80 70 60 50 40 30 20 10 0

January

February

March

April

May

June

July

August

September

October

November December

Month

Boston, MA

Content Area Connection: Mathematics

Precipitation (in)

Total Monthly Precipitation in 2017 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

January

February

March

April

May

June

July

August

September

October

November December

Month

Call the class back together and ask students to closely observe the graphs. Instruct students to record in their Science Logbooks (Lesson 8 Activity Guide) what they notice about how average temperature and amount of precipitation changed throughout the graphed year.

Model and encourage the use of comparison language such as more​, less​, and fewer​. For example, students may say, “The average temperature in July was almost 40 degrees Fahrenheit more than the average temperature in January.” or “There was less precipitation in August than there was in October.” Post sentence frames such as the ones below for students to use while they study changes in temperature and precipitation throughout the module. This not only supports the use of academic language from the lesson but also reinforces math learning when students solve one- and two-step problems such as “How many more” and “How many less” (CCSS.Math.

Content.3.MD.B.3).

▪▪ (Month) had _____ inches more precipitation than (Month).

▪▪ The average temperature in (Month) was _____ degrees Fahrenheit more than the average temperature in (Month).

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 8

Teacher Note

Sample student responses:​

How did average temperature change throughout the year?

▪▪ It looks like the temperature got hotter in the summer and colder in the winter.​ ▪▪ The temperature was hottest in the middle of the year and coldest at the beginning and end.​ ▪▪ December was more than 10 degrees Fahrenheit colder than November.​

How did amount of precipitation change throughout the year?

▪▪ April had the most precipitation.​ ▪▪ The end of the year had the least precipitation.​

Some students may mention seasonal differences in weather conditions. In the next lesson, students will describe seasonal variations in weather conditions in greater detail. In this lesson, allow students to share their existing conceptions about seasons without guiding or correcting their thinking.

▪▪ There were some months without very much precipitation, but other months had a lot.​ ▪▪ April had two more inches of precipitation than March. ​

Invite students to share what they notice about the graphs. Build on student responses to describe the major trends in weather conditions throughout the year. Trends in weather conditions may include the following: ▪▪ The temperature was coldest in January, February, and December and warmest in June through August.

▪▪ The temperature steadily increased during one part of the year and steadily decreased during another part of the year.

Teacher Note Trends in weather conditions will vary based on location. Some locations may not demonstrate distinct seasonal trends in precipitation.

▪▪ Most of the precipitation occurred during certain months of the year.

Check for Understanding Students should begin to recognize trends in weather conditions throughout a year.

Evidence Look for evidence that all students describe trends in temperature and precipitation throughout the year by combining and summarizing multiple data points.

Next Steps Note any students who need support in describing and summarizing weather conditions for the entire year. Ask students to describe the trends they notice in smaller intervals, such as every three months.

Once students describe the weather conditions they noticed during these smaller intervals, ask them to apply those trends to the whole year.

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L3 ▸ M1 ▸ Lesson 8

Land

PhD SCIENCE™

3 minutes

Refer to the trends in weather conditions throughout the year, and ask students whether they were surprised by what they noticed.

Sample student responses:​ ▪▪ No, I expected the temperature to be hot from June through August because those months are during the summer.​ ▪▪ I was not surprised. I always know when winter is coming because from September through November the temperature starts to get colder.​ Highlight student responses that refer to a particular season, and ask students to share what they know about the weather conditions during that season.

Sample student responses:​ ▪▪ I know it’s always hot in the summer.​ ▪▪ It is always cold when we are out of school in December for winter break.​ ▪▪ The weather starts to get colder in the fall and the leaves start falling from the trees.​ Build on student responses to agree that learning more about the seasons may help further explain the trends in weather conditions that students observed.

Optional Homework Ask students to record different observations and clues that signal the end of one season and the beginning of another season. For example, students may note that the start of a new school year signals the end of summer and the beginning of fall.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 9

Agenda

Lesson 9 Objective: Combine and interpret multiple data sets to describe weather conditions during each season.

Launch (5 minutes) Learn (35 minutes) ▪▪ Describe Local Seasons (20 minutes) ▪▪ Describe Local Wind Speed (15 minutes) Land (5 minutes)

Launch

5 minutes

To begin, ask students to name the four seasons that occur every year. Use student responses to agree that the four seasons are winter, spring, summer, and fall.

Record the name of each season on the board, and ask students to work with a partner to list in their Science Logbooks (Lesson 9 Activity Guide) the months they think belong in each season. Invite student pairs to share how they grouped the months into seasons.

Sample student responses:​ ▪▪ We think April and May are in the spring.​ ▪▪ We put June, July, and August in summer.​ ▪▪ We grouped December, January, February, and March together in winter.​

English Language Development The word season​is used repeatedly in this module. Introduce this term explicitly.

Teacher Note When recording the names of the seasons on the board, leave enough room between the names to record student ideas about each season in the next part of the lesson.

Point out differences in the way student pairs grouped the months. Ask students why they think some groupings are different from others.

Sample student responses:​ ▪▪ Some groups put three months in each season, but others put two or four.​ ▪▪ I think some pairs placed certain months in a particular season because some months are colder or hotter than others.​ ▪▪ A lot of groups did not list the same months for spring. Maybe that is because the temperature during spring isn’t very hot or very cold.​ Copyright © 2019 Great Minds®

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L3 ▸ M1 ▸ Lesson 9

PhD SCIENCE™

Use student responses to agree that more information about seasons may help the class determine which months belong in each season.

Learn

In Level 3, students group months based on meteorological seasons.

These seasons are defined by annual temperature cycles typically experienced throughout a year. Meteorological seasons always begin on the first day of the first month of a season.

35 minutes

Describe Local Seasons

20 minutes

Draw students’ attention back to the names of the seasons recorded on the board. Ask students to describe each season. As students share, record their responses in the corresponding space for each season.

Sample student responses:​

Winter

Spring

▪▪ Holidays like Christmas, Hanukkah, and Kwanzaa​

▪▪ Flowers bloom​

▪▪ Wear coats outside​

▪▪ Rainy​

▪▪ Snow and ice​ ▪▪ Very cold​

Summer

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Teacher Note

Astronomical seasons, on the other hand, are determined by the dates of equinoxes and solstices. In middle school, students will explore astronomical seasons as they learn more about Earth’s tilt and its revolution around the Sun.

Teacher Note At this point in the lesson, it is acceptable for students’ descriptions to be based on seasonal events as well as weather conditions. When recording responses, group descriptions of weather conditions and seasonal events.

▪▪ Family starts garden​ ▪▪ Starting to get warmer​

Fall

▪▪ No school​

▪▪ Thanksgiving​

▪▪ Beach days​

▪▪ Leaves changing colors​

▪▪ Hot outside​

▪▪ School starts​

▪▪ Not very much rain​

▪▪ Starting to get colder​

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PhD SCIENCE™

Build on student responses to explain that seasons can be described by the events and weather conditions that occur during different times of year. Tell students that meteorologists also describe the seasons by observing the weather conditions at different times of year. Share with students that meteorologists use their observations of weather conditions to group the months into the following seasons: ▪▪ Winter: December, January, February ▪▪ Spring: March, April, May ▪▪ Summer: June, July, August ▪▪ Fall: September, October, November Record each month under the correct season on the board. Ask students to think about how these groupings compare with their own. ►►How does the way meteorologists group the months into seasons compare with the way

L3 ▸ M1 ▸ Lesson 9

Teacher Note This module focuses on naming the months that make up each season in the Northern Hemisphere. It is not necessary for students to establish which months make up each season in the Southern Hemisphere at this point.

In middle school, students continue to explore seasons. Students study how seasons are the result of Earth’s tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year (ESS1.B).

we grouped them?

▪▪ We put March in winter, but otherwise they are the same.​ ▪▪ They are really similar.​ Use student responses to agree that their groupings are similar to how meteorologists group the seasons. Explain that any differences might be because meteorologists describe seasons all over the world, while students described only their local area.

Next remind students of the graphs they created in Lesson 8 and explain that students will now arrange the months in the graphs according to the season in which they occur. Have students start with the winter months and end with the fall months. Once students have arranged the graphs according to season, work with them to box and label the set of months that belong in each season.

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L3 ▸ M1 ▸ Lesson 9

PhD SCIENCE™

Sample class graphs:​ Boston, MA

Temperature (˚F)

Average Monthly Temperature in 2017 100 Winter 90 80 70 60 50 40 30 20 10 0

December

Spring

January

February

March

Summer

April

May

June

Fall

July

August

September

October

November

October

November

Month

Boston, MA

Precipitation (in)

Total Monthly Precipitation in 2017 16 Winter 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

December

Spring

January

February

March

Summer

April

May

June

Fall

July

August

September

Month

Draw students’ attention to the total monthly precipitation graph. Tell students that the precipitation for all months can be added together to find the total precipitation for the year. Explain that this value can help students better understand how wet or dry a location was throughout an entire year. Model how to read each value on the precipitation graph and add these values together. Work with the class to come up with the total precipitation for the whole year and record it on or near the graph.

Next ask students to work with a partner to analyze the graphs and describe the weather conditions for each season in their Science Logbooks (Lesson 9 Activity Guide).

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 9

Students should record the following: ▪▪ Lowest average monthly temperature and highest average monthly temperature for each season ▪▪ Any seasonal trends in temperature (e.g., whether the average temperature changed throughout the season or whether it stayed mostly stable) ▪▪ The total precipitation for the year ▪▪ Any seasonal trends in precipitation After several minutes, ask students to share their findings. As students share, ask the rest of the class to use nonverbal signals to indicate whether they agree or disagree with descriptions given for each season. If most students agree, add the description to a class seasonal weather conditions chart.

As needed, help students identify seasonal trends by referring to the graphs and asking questions such as these: What month in this season had the highest average temperature? How did the average temperature change from one month to the next? What season had the most precipitation?

Sample class seasonal weather conditions chart:​

Season Winter

Highest: 37°F​ Spring

Lowest: 34°F​ Highest: 56°F​

Summer

Lowest: 70°F​ Highest: 72°F​

Fall

Lowest: 44°F​ Highest: 67°F​

Total Yearly Precipitation 43 inches​

Consider completing the first row of the chart as a class to support students’ acquisition and use of the content-specific term trend​ (CCSS. ELA-Literacy.L.3.6). This gradual release of responsibility serves as a model for students as they describe conditions in other seasons.

Teacher Note

Lowest and Highest Average Monthly Temperature Lowest: 31°F​

Content Area Connection: English

Seasonal Trend The temperature was mostly stable each month.​ The temperature got warmer each month.​ The temperature was mostly stable each month.​

Descriptions of seasonal weather conditions will vary based on location.

Keep in mind that some locations may not show distinct trends in seasonal precipitation.

Teacher Note Record this chart on chart paper or a whiteboard where it can be displayed over the next few days.

Students will refer to this chart again in Lessons 11 and 12.

The temperature got cooler each month.​

Seasonal Trend Spring had the most precipitation.​ Summer and fall had about the same amount of precipitation.​

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L3 ▸ M1 ▸ Lesson 9

PhD SCIENCE™

Check for Understanding Students should recognize that there are seasonal trends in weather conditions throughout the year.

Evidence Look for evidence that all students ▪▪ identify and describe the weather conditions during each season and ▪▪ recognize any seasonal trends in weather conditions.

Next Steps Students may be familiar with general weather patterns during different seasons. If students seem to be making broad generalizations based on prior knowledge rather than on data, ask students to cite specific evidence from the graphs to support their observations.

Describe Local Wind Speed

15 minutes

Teacher Note

Explain that temperature and precipitation are two of the major weather conditions that meteorologists use to describe seasonal conditions but that meteorologists also track and record other weather conditions.

Project the average wind speed map for January 2017 (Lesson 9 Resource A) (NOAA NCEI 2018c). Tell students that this map shows the average wind speed for locations across the United States during the month of January in 2017. Tell students that like average monthly temperature, average monthly wind speed describes about how windy a month was in a particular location.

Wind speed data is not available for Alaska or Hawaii. For students in these locations, consider finding local wind speed data online or asking students to make more general observations from the maps to conclude that average wind speed changes during different times of year.

Average Monthly Wind Speed January 2017

Teacher Note

1

2

3

4

5

6

7

8

Meters per Second

Point out the color scale at the bottom of the map and ask students to closely observe both the map and the scale.

The average wind speed maps provided are from 2017. If maps from the previous year are preferred instead for this activity, consider using the NOAA NCEI US Wind Climatology website (http://phdsci.link/1169) to view and print mean wind speed maps for each month of the previous year.

►►What do you think the color scale on the map might indicate about wind speed?

▪▪ I think the colors represent different wind speeds.​ ▪▪ Maybe the scale goes from weak wind to strong wind.​ ▪▪ The colors on the scale show what the wind speed was like in different locations.​

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 9

Remind students of the wind speed categories they came up with in Lesson 5 (no wind, weak wind, moderate wind, strong wind). Work with students to annotate the color scale by using these categories. Guide students toward the following: ▪▪ Weak wind: white, blue, and green

Teacher Note

▪▪ Moderate wind: yellow, orange, and red

If needed, explain that because the scale starts at 1 instead of 0, none of the colors fit in the no wind category.

▪▪ Strong wind: purple and black Work with the class to locate and mark their location on the January wind speed map. Ask students to describe the average wind speed in their location during January 2017.

Sample student responses:​ ▪▪ Our town is light green so that means there was weak wind during January.​ ▪▪ We are in yellow so there was moderate wind during January.​ ▪▪ Our city is in a dark purple spot, so the wind was pretty strong.​ Once students are comfortable interpreting the wind speed map, divide them into four groups. Explain that each group will receive wind speed maps for the months of a different season. Distribute three wind speed maps to each group based on the group’s season. Ask groups to observe the wind speed maps for each month of their season and to record on a piece of paper any trends they notice about wind speed in their location.

When groups are done, ask students from each group to share their observations with the class. As students share, highlight that wind speed is yet another weather condition that can be tracked and recorded over time to reveal seasonal changes.

Land

5 minutes

Differentiation Some students may benefit from additional support in combining information on multiple maps to describe general wind speed across several months. Support students in small groups to describe and record wind speed experienced in their location one month at a time. Guide students in using the recorded wind speed for each month to describe the wind speed generally for their season.

Revisit the Phenomenon Question How does the weather change throughout a year? and ask students to answer this question based on what they have learned.

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L3 ▸ M1 ▸ Lesson 9

PhD SCIENCE™

Sample student responses:​ ▪▪ We learned that the weather changes depending on the season.​ ▪▪ It is cold in the winter, it gets warmer in the spring, it is hot in the summer, and it gets cooler again in the fall.​ ▪▪ The temperature, amount of precipitation, and wind all change as the seasons change.​ Use student responses to agree that a season is a length of time, or period, of a year defined by similar weather conditions. Add this new learning to the anchor chart.

Sample anchor chart:​

Teacher Note Using a different color for each addition to the anchor chart helps students keep track of new information.

Weather Weather Conditions • Weather is a description of the conditions in a certain place at a given time. Weather conditions include temperature, wind speed and direction, cloud cover, and amount of precipitation.

• Seasons (winter, spring, summer, fall) are periods of a year defined by similar weather conditions.

Optional Homework Students look at a local weather report to identify other conditions that meteorologists track and record over time (e.g., wind direction, wind chill, humidity, UV index, barometric pressure). Students report back to the class about the weather conditions they observed.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 10

Agenda

Lesson 10 Objective: Describe Galveston’s seasonal weather conditions to help explore what happened during the 1900 Galveston hurricane.

Launch (5 minutes) Learn (35 minutes) ▪▪ Conceptual Checkpoint (18 minutes) ▪▪ Update Anchor Model (17 minutes) Land (5 minutes)

Launch

5 minutes

Remind students of the anchor phenomenon, and ask them to share what they know so far about what happened in Galveston, Texas, in 1900.

Sample student responses:​ ▪▪ We know that a big hurricane hit Galveston and nearly destroyed the city.​ ▪▪ We know that people in Galveston did not find out the storm was coming in time, so they weren’t able to leave. Many people died.​ ▪▪ We still wonder what caused all the damage. Some of us think it was caused by strong winds or big waves.​ ►►How do you think we could use what we have learned about weather conditions and seasons

to help further explain what happened in Galveston?

▪▪ Maybe we can see what kind of weather conditions happen in Galveston during different seasons.​ ▪▪ Maybe we can look at Galveston’s weather conditions to see if hurricanes happen often.​ ▪▪ I think we should look at what the weather is like during different seasons in Galveston.​ Use student responses to agree that finding out more about what the weather is like in Galveston may help further explain what happened during the 1900 hurricane.

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L3 ▸ M1 ▸ Lesson 10

Learn

PhD SCIENCE™

35 minutes

Conceptual Checkpoint

18 minutes

Tell students that to better understand the weather conditions that occur in Galveston throughout a year, they will complete a Conceptual Checkpoint in which they analyze yearlong graphs showing average monthly temperature and total monthly precipitation for Galveston in 2016.

Display the graphs (Lesson 10 Resource) and explain that students should analyze the data shown in the graphs to describe what the weather conditions were like in Galveston during each season of 2016. Before students begin, share that the total precipitation in Galveston during 2016 was 57 inches, and write this value on or near the precipitation graph. Then tell students to record their descriptions in their Science Logbooks (Lesson 10 Activity Guide). Students should use the same process they used in Lesson 9 when describing local seasonal conditions.

Temperature (˚F)

Galveston, TX Average Monthly Temperature in 2016 100 90 80 70 60 50 40 30 20 10 0

Winter

December

Spring

January

February

March

Summer

April

May

June

Fall

July

August

September

October

Content Area Connection: Mathematics In mathematics, students are required to make sense of problems using quantities and to persevere in solving them. Students must analyze the information given to them to explain the meaning of a problem and relate concepts learned to connect mathematical ideas. Use this background knowledge as students look at the graphs to understand seasonal trends in Galveston’s weather conditions.

Encourage students to use the data and persevere in using mathematics to see any relationships or trends that can help them make sense of the problem (CCSS.Math.Practice.MP1).

November

Month

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 10

Galveston, TX

Precipitation (in)

Total Monthly Precipitation in 2016 16 Winter 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

December

Spring

January

February

March

Summer

April

May

June

Fall

July

August

September

October

November

Month

Sample student response:​

Season Winter

Lowest and Highest Average Monthly Temperature Lowest: 54°F​ Highest: 63°F​

Spring

Lowest: 67°F​ Highest: 76°F​

Summer

Lowest: 86°F​ Highest: 82°F​

Fall

Lowest: 71°F​ Highest: 84°F​

Total Yearly Precipitation 57 inches​

Seasonal Trend The temperature went down and back up.​ The temperature got warmer each month.​ The temperature was mostly stable each month.​ The temperature got cooler each month.​

Seasonal Trend Summer had the most precipitation. There was also a lot of precipitation in winter.​ Fall had the least precipitation.​

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L3 ▸ M1 ▸ Lesson 10

PhD SCIENCE™

Conceptual Checkpoint This Conceptual Checkpoint assesses student understanding of the Concept 1 Focus Question: How do we describe weather? Students should demonstrate an ability to describe seasonal trends in weather conditions based on data in graphical displays.

Evidence Look for evidence that all students ▪▪ identify and describe weather conditions based on data shown in the graphs, and ▪▪ combine data from each month of a particular season to describe seasonal trends.

Next Steps If students need additional support in reading and analyzing graphs, refer to the graphs used in Lesson 9 to remind students how they analyzed local weather conditions throughout a year.

If students need more practice, consider visiting the NOAA NCEI Climate at a Glance website to find data for another city that experiences weather conditions different from those common in students’ local area. Use the data to create additional graphs showing weather conditions throughout a year, and ask students to describe this location’s seasonal weather conditions.

Update Anchor Model

17 minutes

Display the anchor model alongside the Galveston graphs (Lesson 10 Resource). ►►What do the graphs tell us about how the weather changed in Galveston throughout 2016?

▪▪ Summer was the hottest season and winter was the coldest.​ ▪▪ There was a lot of precipitation in the summer but not much in the fall.​ ▪▪ The temperature went up and then back down.​ ►►Do these data sets help us explain why the 1900 Galveston hurricane was a disaster? Why

or why not?

▪▪ Not really, because we only described the weather for one year.​ ▪▪ We know it was really rainy during the summer, but we don’t know if there was a hurricane.​ ▪▪ I’m not sure. I don’t know what the graphs would look like if there was a hurricane.​ Use student responses to agree that the yearlong data sets still do not explain why the Galveston hurricane caused so much damage.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 10

►►Our anchor model also includes weather conditions such as rain and wind. Is there anything

we can add to our anchor model about weather conditions and how those can change throughout a year?

▪▪ We can add that weather conditions change from one season to the next.​

▪▪ We should add something about how weather conditions are different in each season.​ Build on student responses to agree that weather conditions change depending on the season. Add this new learning to the anchor model explanation.

Sample anchor model​:

1900 Galveston Hurricane Before

During

After Rain Wind Waves

What caused all the damage?

Why didn’t people know the storm was coming?

A hurricane hit the city of Galveston, Texas, on September 8, 1900. Before the hurricane, Galveston was a successful city. The hurricane destroyed the city. We’re still not sure how the hurricane caused all the damage, but we know that a location’s weather conditions can change depending on the season.

Once the anchor model explanation has been updated, display the driving question board and review whether any questions have been answered. Invite students to also share any new questions they have because of new learning. Add these questions to the driving question board.

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Sample questions:​ ▪▪ What kind of weather conditions are caused by a hurricane?​ ▪▪ Do hurricanes happen during a particular season?​ ▪▪ Has another hurricane hit Galveston since the 1900 hurricane?​ ▪▪ Can we use Galveston’s weather data to tell when a hurricane happened?​ ▪▪ Does a hurricane happen every year?​

Land

5 minutes

Remind students of the date of the 1900 hurricane (September 8) and refer to the graphs showing the weather conditions in Galveston during 2016. ►►Do you think the 2016 graphs can tell us what the weather was like in 1900 when the hurricane

hit Galveston?

▪▪ I don’t know if we can use the 2016 graphs. Maybe the weather was different in 1900.​ ▪▪ We thought that maybe rain caused the damage during the storm in 1900 but September was not very rainy in 2016.​ ▪▪ I think the 2016 data might be like data from other years because I think the weather stays the same. The summer is always hot, and the winter is always cold.​ Build on student responses to wonder whether the weather stays the same from year to year, and agree that it may help to find out whether the yearlong data sets they analyzed accurately represent Galveston’s typical weather conditions.

Explain to students that further exploration of their own local weather conditions over time may help them determine whether locations experience the same weather conditions every year.

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PhD SCIENCE™ L3 ▸ M1 ▸ Lessons 11–12

Lessons 11–12

Seasonal Weather Patterns Prepare In Lessons 11 and 12, students analyze historical temperature and precipitation data to see if the trends in weather conditions described in Lesson 9 hold true over many years. In Lesson 11, students analyze data from multiple years and interpret the data to describe patterns (SEP.4) in weather conditions for each season across multiple years. In Lesson 12, students compare their findings from Lesson 11 to the seasonal weather conditions they described in Lesson 9 to conclude that their location’s weather follows the same seasonal patterns year after year (ESS2.D). Students build on this conclusion to recognize that the climate of a location remains relatively stable over time (CC.7).

Student Learning

Concept 2: Climate Focus Question How do people know what weather to expect?

Phenomenon Question Does the weather follow the same pattern every year?

Knowledge Statement Climate remains relatively stable over time.

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Objectives ▪▪ Lesson 11: Interpret data to describe seasonal patterns in weather conditions over time.

▪▪ Lesson 12: Compare seasonal weather conditions to notice that the climate of a location remains relatively stable over time.

Standards Addressed 3-ESS2-1

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (Demonstrating)

3-ESS2-2

Obtain and combine information to describe climates in different regions of the world.

(Developing)

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

SEP.4: Analyzing and Interpreting Data

ESS2.D: Weather and Climate

CC.1: Patterns

▪▪ Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships.

▪▪ Scientists record patterns of the weather across different times and areas so they can make predictions about what kind of weather might happen next.

▪▪ Patterns of change can be used to make predictions.

▪▪ Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.

▪▪ Climate describes a range of an area’s typical weather conditions and the extent to which those conditions vary over years.

CC.7: Stability and Change

SEP.5: Using Mathematics and Computational Thinking

▪▪ Patterns can be used as evidence to support an explanation.

▪▪ Change is measured in terms of differences over time and may occur at different rates.

▪▪ Organize simple data sets to reveal patterns that suggest relationships.

SEP.8: Obtaining, Evaluating, and Communicating Information ▪▪ Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.

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PhD SCIENCE™ L3 ▸ M1 ▸ Lessons 11–12

Materials Student

Lesson 11

Lesson 12

Science Logbook (Lesson 11 Activity Guide)

●

●

Average monthly temperature, monthly precipitation, and total precipitation graphs (1 set of graphs per student pair)

● ●

Science Logbook (Lesson 12 Activity Guides A and B)

Teacher

Class seasonal weather conditions chart from Lesson 9

●

●

Anchor chart

Preparation

Prepare average monthly temperature, monthly precipitation, and total precipitation graphs (see Lesson 11 Resource).

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●

●

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Agenda

Lesson 11 Objective: Interpret data to describe seasonal patterns in weather conditions over time.

Launch (5 minutes) Learn (35 minutes) ▪▪ Introduce Historical Weather Graphs (10 minutes) ▪▪ Analyze Historical Weather Data (25 minutes) Land (5 minutes)

Launch

5 minutes

To begin, ask students to name a few of their favorite outdoor activities.

Sample student responses:​ ▪▪ I like to play soccer.​ ▪▪ My family goes skiing every year.​ ▪▪ I play on a basketball team.​ ▪▪ I like to go camping with my family.​ Ask students what seasons are best for the activities they named.

Sample student responses:​ ▪▪ I start soccer practice in spring when the weather starts to get warmer.​ ▪▪ We go skiing in winter when there is snow in the mountains.​ ▪▪ My family goes camping in fall when it starts to cool down, but we don’t go in the winter because it is too cold.​ Highlight student responses that describe activities that are dependent on seasonal weather conditions. Remind students of the yearlong graphs they analyzed in Lesson 9, and display the seasonal weather conditions chart the class developed.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 11

Sample class seasonal weather conditions chart from Lesson 9:​

Season Winter

Lowest and Highest Average Monthly Temperature Lowest: 31°F​

The temperature was mostly stable each month.​

Highest: 37°F​ Spring

Lowest: 34°F​

The temperature got warmer each month.​

Highest: 56°F​ Summer

Lowest: 70°F​

The temperature was mostly stable each month.​

Highest: 72°F​ Fall

Lowest: 44°F​

The temperature got cooler each month.​

Highest: 67°F​

Total Yearly Precipitation 43 inches​

Seasonal Trend

Seasonal Trend Spring had the most precipitation.​ Summer and fall had about the same amount of precipitation.​

Draw attention to some of the seasonal outdoor activities students described, and encourage students to think about whether they can predict if future weather conditions will allow for those activities next year. Ask questions such as these: Will it be warm enough to start outdoor soccer practice next spring? How do you know?

Remind students that their descriptions of seasonal weather conditions are based on only one year of data, and introduce the Phenomenon Question Does the weather follow the same pattern every year? Ask students how they might be able to answer this question.

Sample student responses:​ ▪▪ I think we need to look at more weather data.​ ▪▪ Maybe we can look at graphs from other years to see if the weather is the same.​ ▪▪ We need to look at more data to see if there is a pattern.​

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Highlight student responses that describe a need for additional data, and explain that it may help to look at data from other years to begin to answer the Phenomenon Question.

Learn

35 minutes

Introduce Historical Weather Graphs

10 minutes

Tell students they will analyze local temperature and precipitation data for the following years: 1950, 1975, 2000, and 2015. Display one copy of each prepared graph.

Temperature (˚F)

Sample prepared graphs:​

100 90 80 70 60 50 40 30 20 10 0

Boston, MA Average Monthly Temperature over Time Winter

December

Spring

January

February

Summer

March

April

May

June

Fall

July

August

September October

November

Month

16 Winter 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

December January February

2000

2015

Boston, MA Monthly Precipitation over Time Spring

Boston, MA Total Precipitation

Summer

65

Fall

60 55 50 45 40 35 30 25 20 15 10 March

April

1950

98

1975

Precipitation (in)

Precipitation (in)

1950

May

June

Month 1975 2000

July

August September October November

5 0

2015

1950

1975

2000

2015

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 11

Ask students to observe the key on one of the graphs, and ask them what they think the different-colored bars represent. Confirm that the graphs show data for four years and that each year is represented by a different color.

Point out that each bar on both the average monthly temperature graph and the monthly precipitation graph represents one month of data for a particular year. Tell students that each bar on the total precipitation graph, however, shows the total precipitation for the entire year. Explain that the scale for this graph is different from the scale for the monthly precipitation graph, and help students determine that the scale uses an interval of five. Also, remind students, as needed, that total yearly precipitation is calculated by adding together all the monthly values for that year, and emphasize the relationship between the two precipitation graphs.

Further support students in reading the graphs by narrowing student focus to one bar on the average monthly temperature graph and modeling for students how to read a single data point. Be sure to identify the value of the data point as well as the corresponding month and year (e.g., 57°F was the average temperature for May of 2000). Invite several students to determine the value, month, and year of a few other data points on the graph. As needed, have students practice reading more data points until they are comfortable with the process.

Analyze Historical Weather Data

25 minutes

Explain that students will work with a partner to analyze the three graphs to determine what weather conditions were like in each season of the graphed years.

Students should record the following: ▪▪ The lowest average monthly temperature and the highest average monthly temperature for each season ▪▪ Any seasonal patterns in temperature (e.g., whether the average temperature changed throughout the season or whether it stayed mostly stable) ▪▪ The lowest yearly total precipitation and the highest yearly total precipitation ▪▪ Any seasonal patterns of precipitation

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Differentiation Some students may benefit from using an index card to isolate each bar or set of bars on the graph. This allows students to narrow focus to a single value or set of values.

An index card may also be used to more easily read the value of a single data point. Instruct students to use the edge of the index card to line up the top of a bar to the scale. Students can then more accurately estimate the value of the bar by observing where on the scale the bar reaches.

Teacher Note The word trend​was used in Lesson 9 as students were only looking at data for a single year. The word pattern​ is introduced here as students are looking at data for multiple years.

Students can start to see that there is a pattern over time.

Teacher Note Students may find that there are anomalous months during certain years when the average temperature was much hotter or much colder than in other years. When describing seasonal patterns, help students focus on general patterns by looking at what the month was typically like in most years.

Teacher Note Depending on students’ location, there may not be a distinct seasonal pattern for precipitation. If this is the case, encourage students to indicate that they do not observe a seasonal pattern.

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Teacher Note In Lesson 9, students determined the lowest and highest average temperature for three data points in each season. In this lesson, students will follow the same procedure for 12 data points. Some students may need support as they work with these additional data points. Consider modeling how to determine the lowest and highest average temperatures during winter for the years graphed. For example, in the sample graph provided, the lowest average temperature for winter is 19°F and the highest average temperature for winter is 45°F.

Divide students into pairs, and distribute a set of graphs to each student pair. Explain that students should work with their partner to analyze the graphs and record their analysis in their Science Logbooks (Lesson 11 Activity Guide). As student pairs work, circulate to provide support as needed.

Sample student response:​

Season Winter

Lowest and Highest Average Monthly Temperature Lowest: 19°F​ Highest: 45°F​

Spring

Lowest: 33°F​ Highest: 62°F​

Summer

Lowest: 65°F​ Highest: 76°F​

Fall

Lowest: 44°F​ Highest: 69°F​

Lowest and Highest Total Yearly Precipitation Lowest: 32 inches​ Highest: 48 inches​

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Seasonal Pattern The temperature was mostly stable each month.​

Differentiation Some students may benefit from additional support in combining and summarizing data to notice patterns.

Consider working one-on-one or in small groups by first modeling how to read and describe data for one month or one year.

Build off these descriptions to summarize the weather conditions during each season across several years.

The temperature got warmer each month.​ The temperature was mostly stable each month.​ The temperature got cooler each month.​

Seasonal Pattern Precipitation occurred throughout the year.

We didn’t see a seasonal pattern.​

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 11

Check for Understanding As student pairs notice patterns in seasonal weather conditions, observe where students are in their ability to read and interpret data.

Evidence Look for evidence that all students ▪▪ accurately read and record the data shown on each graph, and ▪▪ correctly interpret the data to describe seasonal patterns over time.

Next Steps As student groups work to notice patterns in weather conditions throughout each season, ensure that students are accurately analyzing and interpreting the data. Inaccurate analysis in this lesson will influence further analysis in the following lesson.

Land

5 minutes

Ask students to share any patterns they noticed as they analyzed the graphs. ►►What patterns in average temperature did you notice? What about patterns in amount

of precipitation?

▪▪ In each year, summer was always the hottest season.​ ▪▪ It always got warmer each month in the spring.​ ▪▪ The average temperature was pretty similar for each month of every year.​ ▪▪ There was a similar amount of precipitation every year.​ ►►How could we find out if the patterns we noticed today match the seasonal weather conditions

we described in Lesson 9?

▪▪ I think we need to compare the patterns we noticed today to the seasonal weather conditions we described in Lesson 9.​

Teacher Note When examining the graphs, students may notice anomalies in average temperature and amount of precipitation for the location where they live. Use anomalous data points as opportunities to stretch student thinking about causes for possible outliers in data. Motivate student interest by asking questions such as these: ▪▪ What do you think could have caused so much precipitation in one month?

▪▪ Why did these data points stand out to you?

▪▪ How could we find out if this data set is normal for our area?

▪▪ Maybe we can look at our descriptions from Lesson 9 to see if the weather conditions are the same.​

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Agree to compare the patterns noticed in today’s lesson to the seasonal weather conditions described in Lesson 9.

Optional Homework Students ask a family member or neighbor what their favorite season is. Students ask why that is their favorite season and if weather conditions are related to the choice.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 12

Agenda

Lesson 12 Objective: Compare seasonal weather conditions to notice that the climate of a location remains relatively stable over time.

Launch (5 minutes) Learn (32 minutes) ▪▪ Describe Seasonal Patterns (15 minutes) ▪▪ Define Climate (10 minutes) ▪▪ Update Anchor Chart (7 minutes) Land (8 minutes)

Launch

5 minutes

Ask students to Think–Pair–Share about the following questions. ►►What would you want the weather to be like if you were planning an outdoor party?

▪▪ I would want it to be warm outside but not too hot.​ ▪▪ I don’t like being outdoors when it is cold, so I would want the weather to be warm.​ ▪▪ I wouldn’t want it to rain during the party.​ ►►If the weather follows a seasonal pattern, how could this help you determine when to have

your party?

▪▪ I like it when it is warm but not too hot, so I would plan the party in the fall.​ ▪▪ I know that summer is always the hottest season, so I would plan the party during the summer.​ ▪▪ If one season has less rain, I would plan the party during that season.​ Use student responses to explain that understanding patterns in seasonal weather conditions can help people know what the weather will be like at certain times of year. Tell students that in this lesson they will continue investigating the Phenomenon Question Does the weather follow the same pattern every year?

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Learn

PhD SCIENCE™

32 minutes

Describe Seasonal Patterns

15 minutes

Display the class seasonal weather conditions chart developed in Lesson 9, and ask students to look at the chart they filled out in their Science Logbooks during the previous lesson (Lesson 11 Activity Guide). Tell students they will compare the descriptions from Lesson 9 to the analysis they did in Lesson 11 to help determine whether the weather follows the same pattern every year.

Sample class seasonal weather conditions chart from Lesson 9:​

Season Winter

Lowest and Highest Average Monthly Temperature Lowest: 31°F​ Highest: 37°F​

Spring

Lowest: 34°F​ Highest: 56°F​

Summer

Lowest: 70°F​ Highest: 72°F​

Fall

Lowest: 44°F​ Highest: 67°F​

Total Yearly Precipitation 43 inches​

Seasonal Trend The temperature was mostly stable each month.​ The temperature got warmer each month.​ The temperature was mostly stable each month.​ The temperature got cooler each month.​

Seasonal Trend Spring had the most precipitation.​ Summer and fall had about the same amount of precipitation.​

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 12

Sample student response from Lesson 11:​

Season Winter

Lowest and Highest Average Monthly Temperature Lowest: 19°F​ Highest: 45°F​

Spring

Lowest: 33°F​ Highest: 62°F​

Summer

Lowest: 65°F​ Highest: 76°F​

Fall

Lowest: 44°F​ Highest: 69°F​

Lowest and Highest Total Yearly Precipitation Lowest: 32 inches​ Highest: 48 inches​

Seasonal Pattern The temperature was mostly stable each month.​ The temperature got warmer each month.​ The temperature was mostly stable each month.​ The temperature got cooler each month.​

Seasonal Pattern Precipitation occurred throughout the year.

We didn’t see a seasonal pattern.​

Begin by asking students to compare the average temperature data for winter. Remind students to look for evidence that helps explain whether the weather follows the same pattern every year. For example, students should look to see whether the highest and lowest average temperatures for winter from Lesson 9 fall within (or around) the range of temperatures identified for winter in Lesson 11.

Invite students to share their comparisons.

Sample student responses:​ ▪▪ The lowest average temperature we recorded for winter in Lesson 9 was 31°F. This is between the lowest and highest average temperatures we recorded for winter in Lesson 11.​ ▪▪ The highest average temperature we recorded for winter in Lesson 9 was 37°F, which is between 19°F and 45°F.​

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Teacher Note Range​in this lesson refers to the possible values between the lowest and highest data points for temperature. This differs from finding the statistical value for range (or the difference between the largest and smallest values), which students will learn in middle school.

Content Area Connection: Mathematics

By Grade 3, students have practiced using whole-number tick marks both to count with an open number line and to create a line plot graphing measurement data. However, most students will still benefit from seeing a number line to help them locate values in between two numbers.

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Call attention to student responses that indicate that the temperature data from Lesson 9 and Lesson 11 are consistent, and emphasize that this supports the idea that winter is about the same every year in students’ location. Record the highest and lowest average monthly temperatures for winter across all years on a new class chart so that students can more easily compare the data over the next few lessons. Then repeat this process for each of the other seasons. Once the class has compared and recorded temperature data for all seasons, place the overall highest and lowest temperatures at the bottom of the chart to represent the highest and lowest temperatures recorded across all seasons for all years.

Teacher Note

Sample class climate chart​:

Boston, MA Lowest and Highest Average Monthly Temperature over Time

Winter: 19°F–45°F​ Spring: 33°F–62°F​ Summer: 65°F–76°F​ Fall: 44°F–69°F​ All seasons: 19°F–76°F​

Next ask students to compare the average monthly temperatures for each season to one another.

As needed, use prompts such as these: Which season is the coldest? What about the hottest?

How are spring and fall different?

Sample student responses:​ ▪▪ Winter is the coldest season, and summer is the hottest.​ ▪▪ Fall and spring have similar temperatures. But in the spring, the temperature gets warmer every month, and in the fall, the temperature gets cooler every month.​

In Lessons 13 and 14, students will explore four additional locations and share data that will need to be added to this class chart. Record the chart on chart paper or on a whiteboard.

Leave enough room to add four additional columns in the next lesson.

Also add the name of the location students have been studying as a header on the chart.

Additionally, although the sample chart is referred to here as a class climate chart, do not introduce the word climate​ to students until the next part of the lesson.

Teacher Note If students have a hard time differentiating between spring and fall, prompt them to refer to the seasonal patterns they recorded for each season in Lesson 11.

Summarize student responses to emphasize general seasonal patterns in average temperature (i.e., summer is the hottest season, winter is the coldest season, temperatures increase in spring, and temperatures decrease in fall).

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 12

Next draw students’ attention to the total precipitation value on the chart from Lesson 9. Ask students to compare this value to the highest and lowest total yearly precipitation values they recorded in Lesson 11. Encourage students to identify whether the value from Lesson 9 falls within (or around) the range of values identified for total precipitation in Lesson 11.

Sample student response:​ ▪▪ The total precipitation last year was 43 inches, which is between 32 inches and 48 inches.​ If appropriate, highlight that the data from Lesson 9 and the data from Lesson 11 are consistent. Add another row to the class climate chart, and record the highest and lowest values for precipitation across all years.

Sample class climate chart:​

Boston, MA Lowest and Highest Average Monthly Temperature over Time Lowest and Highest Total Yearly Precipitation

Winter: 19°F–45°F​ Spring: 33°F–62°F​ Summer: 65°F–76°F​ Fall: 44°F–69°F​ All seasons: 19°F–76°F​ 32–48 inches​

Next ask students to compare any seasonal trends in precipitation they noticed in Lesson 9 to the seasonal patterns of precipitation they described in Lesson 11.

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Sample student responses:​ ▪▪ In Lesson 9, we noticed that spring seemed to be the rainiest season, but that does not match what we saw in Lesson 11.​ ▪▪ We noticed that every season has some precipitation. There are some months that have more and some months that have less, but this changes from year to year.​ ▪▪ Every year had a similar amount of precipitation, but there wasn’t a pattern in when it occurred.​ Help students summarize their observations to identify whether there is a distinct seasonal pattern for precipitation in their location and to describe it.

Define Climate

10 minutes

Revisit the Phenomenon Question, Does the weather follow the same pattern every year?, and ask students to answer this question based on what they have learned.

Sample student responses:​ ▪▪ We have only looked at data from five years, but so far, temperature seems to follow the same pattern every year.​

Teacher Note Most locations should exhibit similar total precipitation year after year. Keep in mind, though, that some locations may not show seasonal patterns in when this precipitation occurs. To give an example of coherent understanding, the sample responses in this lesson are based on data with little seasonal variation in precipitation. However, students in areas with distinct seasonal variation in precipitation should identify those patterns throughout their work in this lesson as well.

▪▪ The patterns we noticed show that the weather stays mostly the same year after year.​ ▪▪ For every year we looked at, the weather conditions were not exactly the same, but they were really similar.​ Use student responses to agree that although average temperature and total precipitation were not exactly the same each year, the weather conditions during each season did follow some general patterns.

Draw students’ attention back to the class climate chart created earlier in this lesson, and explain that these data sets represent part of their location’s climate, or the pattern of typical weather conditions in a location over time. Tell students they will use what they have learned about patterns in weather conditions over time to develop a working definition of climate.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 12

In pairs or small groups, have students complete the Frayer model graphic organizer in their Science Logbooks (Lesson 12 Activity Guide A).

Then, construct a class Frayer model as students share their work from each section of the model. Students can add to or change their working definition during the class discussion.

Sample Frayer model:​

Definition

Characteristics

Pattern of typical weather conditions in a location over time

• Includes weather conditions like

Content Area Connection: English The Frayer model is a graphic organizer that students can use to represent their understanding of a word by providing its definition, characteristics, examples, and nonexamples. This is a time-intensive strategy and should be used sparingly with words that represent major knowledge-building concepts. It is also a good way to summarize a concept that has already received some attention (CCSS.ELA-Literacy.L.3.6).

temperature and precipitation • Remains mostly the same year after year

Climate • Hot during summer • Total precipitation about the same every year • Average temperature goes down each month in fall Examples

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• 78°F right now • Raining outside today • Describing daily weather Nonexamples

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Check for Understanding As students work through the Frayer model and share their ideas, observe where students are in their understanding of climate.

Evidence Look for evidence that all students ▪▪ include the idea that climate describes the pattern of typical weather conditions over time; ▪▪ identify characteristics that relate to their definition; ▪▪ provide accurate examples of climate based on the seasonal patterns of weather conditions they described in this lesson (e.g., summer is the hottest season, total yearly precipitation is about the same each year, and the temperature gets cooler in the fall); and ▪▪ provide accurate nonexamples of climate (e.g., it is raining outside, the temperature is 78°F).

Next Steps As this is a working definition, it is acceptable if sections of students’ Frayer models are not correct. In the next few lessons, students will continue to explore climate and refine their understanding of the differences between weather and climate.

If students are identifying examples of climate that relate more closely to weather, consider pausing the whole class or working with students in small groups to revisit the anchor chart and review key learning about weather from Concept 1.

Update Anchor Chart

7 minutes

Display the anchor chart, and ask students to review their working definition of climate from the Frayer model. Remind students that climate describes the pattern of typical weather conditions in a location over time. Tell students that climate also describes how much those conditions vary, or change, across seasons from year to year. Explain to students that unlike daily weather conditions that can change from hour to hour or day to day, climate remains mostly stable, or the same, every year.

Add the definition of climate to the anchor chart.

English Language Development The word climate​is used repeatedly in this module. Introduce this term explicitly. Sharing the Spanish cognate clima​may be useful.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 12

Sample anchor chart:​

Weather and Climate Weather Conditions • Weather is a description of the conditions in a certain place at a given time. Weather conditions include temperature, wind speed and direction, cloud cover, and amount of precipitation.

• Seasons (winter, spring, summer, fall) are periods of a year defined by similar weather conditions.

Climate • Climate is a description of the pattern of typical weather conditions in a location over time. Climate remains mostly stable, or the same, year after year.

Land

8 minutes

Present students with several statements that describe either weather or climate. Ask students to identify whether the statement is an example of weather or climate. Students may respond by recording their answers on small whiteboards or by using another response technique such as signing a W​ or C​in American Sign Language. To support independent thought, ask students to cover their whiteboard or hold their hand close to their chest until everyone is ready to share.

Some example statements could include the following:​ ▪▪ It is raining and 73°F outside. (weather) ▪▪ Winter is usually the coldest time of year. (climate) ▪▪ The sky is cloudy, and it looks like it might rain. (weather) ▪▪ Our location gets about the same amount of precipitation each year. (climate) ▪▪ August is usually the hottest month of the year. (climate) ▪▪ It was very cold and windy outside this morning. (weather)

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Next ask students to develop a statement that describes their location’s climate. Instruct students to record this statement in their Science Logbooks (Lesson 12 Activity Guide B). Encourage students to use the quantitative data they have gathered as they describe their location’s climate.

Sample student response:​ ▪▪ In our location, the average temperature can change from 19°F to 76°F. Summer is the hottest season, and winter is the coldest season. In spring and fall, the temperature is about the same, but it goes up in the spring months and down in the fall months. We also get about 32 to 48 inches of precipitation each year, and the precipitation occurs throughout the year.​

PhD SCIENCE™

Differentiation Some students may benefit from additional support in describing climate.

Consider working with students one-onone or in small groups to help them work through each section of the class climate chart as they develop their description.

Optional Homework Have students come up with a list of local outdoor activities (e.g., festivals, family events or traditions) that occur every year where they live. Ask students to think about the time of year those events take place and whether the timing might be affected by seasonal weather conditions. Students should choose one or two of the events from their list and write a few sentences about why they think that event occurs in the season that it does.

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PhD SCIENCE™ L3 ▸ M1 ▸ Lessons 13–15

Lessons 13–15

Climate Zones Prepare In Lessons 13 through 15, students build on what they have learned about their local climate to find out whether the climate is the same everywhere. In Lesson 13, students work in small groups to analyze and interpret patterns (CC.1) in weather data to describe the climate in four other locations (ESS2.D). In Lesson 14, students compare the climate of these four locations and their local climate as they investigate climate zones. Students use these comparisons as evidence to explain (SEP.6) that climate varies in different regions of the world. In Lesson 15, students use what they have learned about climate in a Conceptual Checkpoint as they analyze the climate of Galveston, Texas, and make predictions about weather conditions expected during a particular season.

Student Learning

Concept 2: Climate Focus Question How do people know what weather to expect?

Phenomenon Question Is the climate the same everywhere?

Knowledge Statement Different regions of the world have different climate zones that are determined by patterns in average monthly temperature and annual precipitation.

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L3 ▸ M1 ▸ Lessons 13–15

PhD SCIENCE™

Objectives ▪▪ Lesson 13: Analyze and interpret patterns in weather data to describe the climate of various locations.

▪▪ Lesson 14: Compare climate data to explain that climate varies in different regions of the world.

▪▪ Lesson 15: Analyze the climate of Galveston, Texas, and explain how climate data can be used to make predictions about weather conditions.

Standards Addressed 3-ESS2-1

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (Demonstrating)

3-ESS2-2

Obtain and combine information to describe climates in different regions of the world.

(Demonstrating)

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

SEP.4: Analyzing and Interpreting Data

ESS2.D: Weather and Climate

CC.1: Patterns

▪▪ Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.

▪▪ Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next.

▪▪ Patterns can be used as evidence to support an explanation.

▪▪ Climate describes a range of an area’s typical weather conditions and the extent to which those conditions vary over years.

CC.7: Stability and Change

SEP.6: Constructing Explanations and Designing Solutions ▪▪ Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.

▪▪ Patterns of change can be used to make predictions.

▪▪ Change is measured in terms of differences over time and may occur at different rates.

SEP.8: Obtaining, Evaluating, and Communicating Information ▪▪ Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.

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PhD SCIENCE™ L3 ▸ M1 ▸ Lessons 13–15

Materials Lesson 13 Student

Science Logbook (Lesson 13 Activity Guide)

●

Climate data for US cities (1 set of graphs for 1 city per student pair)

●

Lesson 14

●

Science Logbook (Lesson 14 Activity Guide)

●

Science Logbook (Lesson 15 Activity Guide)

Teacher

Preparation

Lesson 15

North America Climate Zone Map (Lesson 14 Resource A)

●

Map of the United States

●

Class climate chart from Lesson 12

●

●

●

Climate Zone Descriptions (Lesson 14 Resource B)

●

World Climate Zone Map (Lesson 14 Resource C)

●

●

Anchor chart, anchor model, driving question board

●

Conceptual Checkpoint Graphs (Lesson 15 Resource A)

●

Conceptual Checkpoint Questions (Lesson 15 Resource B)

●

Print copies of climate graphs for four US cities (see Lesson 13 Resources A, B, C, D, or E); each student pair will need graphs for one city.

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●

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L3 ▸ M1 ▸ Lesson 13

PhD SCIENCE™

Agenda

Lesson 13 Objective: Analyze and interpret patterns in weather data to describe the climate of various locations.

Launch (5 minutes) Learn (35 minutes) ▪▪ Analyze Climate Data (25 minutes) ▪▪ Develop Class Climate Chart (10 minutes) Land (5 minutes)

Teacher Note Before this lesson, use the North America climate zone map (Lesson 14 Resource A) to determine the climate of the location students have been studying as they gather information on their local climate.

During this activity, do not include the city that has the same climate as that location so that by the end of Concept 2, students will have observed locations in all five climate zones. For reference, the cities in this activity are in the following climate zones: ▪▪ West Palm Beach, FL: tropical ▪▪ Las Vegas, NV: dry/desert ▪▪ Buffalo, NY: cold ▪▪ Birmingham, AL: temperate ▪▪ Nome, AK: polar/tundra For the samples shown in these lessons, Buffalo, NY, has been omitted since the sample local city (Boston, MA) is also in the cold climate zone.

Content Area Connection: Mathematics As students begin to compare climates in different cities by using their previous understanding of temperature and precipitation, they should look for patterns and use reasoning to generalize how climate varies in different regions of the world. To support students in making these generalizations, consider using questions such as these (CCSS.Math.Practice.MP7, MP8): ▪▪ How do you know whether something is a pattern?

▪▪ How does this relate to _____?

Launch

▪▪ How would you prove that _____?

5 minutes

▪▪ What predictions can this pattern support?

▪▪ Is this always true, sometimes true, or never true?

Display a map of the United States and place a pin or other marker on the map to indicate students’ location. Ask students to name other locations in the United States they would like to visit. As students name other locations, point them out on the map. Encourage students to think about whether the seasonal weather patterns they described in previous lessons would be the same for those locations.

Ask questions such as these: If you visited Florida in the winter, would it be as cold as where we live?

How do you know?

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 13

Explain to students that it may be helpful to see what typical weather conditions are like in other locations to see whether the climate is the same everywhere.

Next, place a pin or other marker on the map to indicate the four cities from the list below that are in climate zones different from the climate zone of students’ location: ▪▪ West Palm Beach, FL ▪▪ Las Vegas, NV ▪▪ Buffalo, NY ▪▪ Birmingham, AL ▪▪ Nome, AK Ask students to observe where the cities are located on the map, and introduce the Phenomenon Question Is the climate the same everywhere? Explain that students will work as a class to examine weather data from these four cities to help answer this question.

Learn

35 minutes

Analyze Climate Data

25 minutes

Divide students into pairs and explain that each pair will describe the climate of one of the four cities marked on the map. Distribute temperature and precipitation graphs for one city (Lesson 13 Resources A–E) to each student pair and ask students to record their city on the top row of the chart in their Science Logbooks (Lesson 13 Activity Guide).

Each student pair should analyze the average monthly temperature and total precipitation for their assigned city by using the same procedure they used in Lesson 11. As students work, they should record the following in their Science Logbooks (Lesson 13 Activity Guide): ▪▪ The lowest average monthly temperature and highest average monthly temperature for each season

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Teacher Note More than one student pair will examine data for each city. Distribute each city’s data as evenly as possible among the class so that about the same number of student pairs are working with data for each city.

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L3 ▸ M1 ▸ Lesson 13

PhD SCIENCE™

▪▪ Any seasonal patterns in temperature (e.g., whether the average temperature changed throughout the season or whether it stayed mostly stable) ▪▪ The lowest yearly total precipitation and the highest yearly total precipitation ▪▪ Any seasonal patterns of precipitation

Temperature (˚F)

Sample climate data graphs and student response for West Palm Beach, FL​:

100 90 80 70 60 50 40 30 20 10 0

West Palm Beach, FL Average Monthly Temperature over Time Winter

December

Spring

January

February

March

Summer

April

May

June

Fall

July

August

September

October

November

Month

16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

2000

2015

West Palm Beach, FL Total Precipitation

West Palm Beach, FL Monthly Precipitation over Time Winter

Spring

Summer

December

January

February

March

April

1950

118

1975

Fall

Precipitation (in)

Precipitation (in)

1950

May

June

Month 1975 2000

July

2015

August

September

October

November

65 60 55 50 45 40 35 30 25 20 15 10 5 0 1950

1975

2000

2015

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 13

City: West Palm Beach, Florida​ Lowest and Highest Average Monthly Temperature

Season Winter

Lowest: 64°F​

The temperature was mostly stable each month.​

Highest: 76°F​ Spring

Lowest: 71°F​

The temperature got a little warmer each month.​

Highest: 80°F​ Summer

Lowest: 80°F​

The temperature was mostly stable each month.​

Highest: 84°F​ Fall

Seasonal Pattern

Lowest: 69°F​

The temperature got a little cooler each month.​

Highest: 82°F​

Lowest and Highest Total Yearly Precipitation

Seasonal Pattern

Lowest: 41 inches​

Winter had the least precipitation.​

Highest: 52 inches​

Summer and fall had the most precipitation.​

Check for Understanding As student pairs work together to describe the climate of their assigned city, listen for students to read data accurately and to correctly describe any seasonal patterns in average monthly temperature and amount of precipitation.

Evidence Look for evidence that all students ▪▪ identify the highest and lowest average monthly temperature for each season, ▪▪ describe any seasonal patterns in average monthly temperature across each season, ▪▪ identify the highest and lowest total yearly precipitation, and ▪▪ describe any seasonal patterns of precipitation.

Next Steps If students need support with identifying patterns, then ask questions such as these: What month in spring had the highest temperature? Do the bars go up or down throughout the season? Do any seasons have more precipitation than others?

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119

L3 ▸ M1 ▸ Lesson 13

PhD SCIENCE™

Develop Class Climate Chart

10 minutes

Bring the class back together and tell students they will use what they have learned about each city’s climate to build onto the class climate chart they started in Lesson 12. Invite student pairs to share with the class what they learned about each city’s climate. As students share, ask other pairs who examined the same city to use nonverbal signals to show whether they agree or disagree. As students agree, add each city’s lowest and highest average monthly temperatures for each season and lowest and highest total yearly precipitation to the class climate chart. As in Lesson 12, also add the lowest and highest average monthly temperature across all seasons for all years to the bottom of the temperature data for each city.

Sample class climate chart started in Lesson 12:​

Boston, MA Lowest and Highest Average Monthly Temperature over Time

Lowest and Highest Total Yearly Precipitation

120

West Palm Beach, FL

Nome, AK

Birmingham, AL

Las Vegas, NV

Winter:​

Winter:​

Winter:​

Winter:​

Winter:​

19°F–45°F​

64°F–76°F​

0°F–24°F​

38°F–59°F​

41°F–60°F​

Spring:​

Spring:​

Spring:​

Spring:​

Spring:​

33°F–62°F​

71°F–80°F​

7°F–41°F​

52°F–74°F​

54°F–81°F​

Summer:​

Summer:​

Summer:​

Summer:​

Summer:​

65°F–76°F​

80°F–84°F​

41°F–55°F​

76°F–83°F​

81°F–93°F​

Fall:​

Fall:​

Fall:​

Fall:​

Fall:​

44°F–69°F​

69°F–82°F​

8°F–44°F​

47°F–75°F​

50°F–87°F​

All seasons:​

All seasons:​

All seasons:​

All seasons:​

All seasons:​

19°F–76°F​

64°F–84°F​

0°F–55°F​

38°F–83°F​

41°F–93°F​

32–48 inches​

41–52 inches​

15–26 inches​

51–60 inches​

2–4 inches​

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PhD SCIENCE™

Land

L3 ▸ M1 ▸ Lesson 13

5 minutes

Ask students to share any similarities they notice about the locations based on the class climate chart. ►►What similarities do you notice about these locations’ climates? Are there any similarities in their

seasonal patterns?

▪▪ In every location, summer is the hottest season.​ ▪▪ Winter is always the coldest season.​ ▪▪ In each location, fall and spring have similar temperatures to one another.​ Use student responses to agree that in each location, summer is the warmest season and winter is the coldest season. Point out that while spring and fall have similar temperatures, the temperatures increase each month in the spring and decrease each month in the fall.

As needed, ask student pairs to confirm these patterns for the city they investigated by looking at the seasonal patterns they described in their Science Logbooks (Lesson 13 Activity Guide). ►►What differences do you notice about these locations’ climates?

▪▪ Nome, Alaska, is a lot colder than West Palm Beach, Florida, all year long.​ ▪▪ Las Vegas, Nevada, doesn’t get much precipitation compared to the other locations.​ Use student responses to agree that the locations differ in average monthly temperature and total yearly precipitation. Tell students they will further explore these differences in the next lesson.

Differentiation Some students may benefit from additional support in noticing similarities across climate zones. As needed, draw students’ attention back to the graphs for each city and ask questions such as these: ▪▪ Which season is the warmest in _____?

What about in the other locations?

▪▪ What do you notice about the way the temperature changes throughout the fall in each location? What about during the spring?

Optional Homework Students think about what it would be like to live in one of the four cities explored in this lesson. Ask students to choose one of the cities and record how the average monthly temperature and total precipitation in that city may affect the daily lives of the people who live there.

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L3 ▸ M1 ▸ Lesson 14

PhD SCIENCE™

Agenda

Lesson 14 Objective: Compare climate data to explain that climate varies in different regions of the world.

Launch (4 minutes) Learn (34 minutes) ▪▪ Introduce Climate Zones (25 minutes) ▪▪ Identify Differences in Climate Zones (9 minutes) Land (7 minutes)

Launch

4 minutes

To begin, share with students the following information about the optimum temperature for growing a few different kinds of crops: ▪▪ Bananas grow best at temperatures between 77°F and 86°F. ▪▪ Radishes grows best at temperatures between 60°F and 65°F. ▪▪ Green onions, or scallions, grow best at temperatures between 68°F and 77°F. ►►How could knowing a location’s climate help a farmer decide what crops to plant there?

▪▪ Knowing the climate of a location could help a farmer decide what crops to grow at what time of year.​ ▪▪ Knowing the climate would help farmers know what grows best where they live.​ Use student responses to agree that farmers could use climate information to determine what kinds of crops to grow and when to grow them. Use this example to highlight that climate data can be useful for people in many different contexts.

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Extension Show students the United States Department of Agriculture (USDA) Plant Hardiness Zone Map (http://phdsci.link/1175), which is used to help gardeners and farmers determine which plants grow best in certain locations and at different times of year (USDA 2012). Have students study this map and think about how it connects to the climate zones they are learning about in class.

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PhD SCIENCE™

Learn

L3 ▸ M1 ▸ Lesson 14

34 minutes

Introduce Climate Zones

25 minutes

Display the climate zone map of North America (Lesson 14 Resource A) and ask students to observe the different colors on the map.

English Language Development The word zone​is used repeatedly in this module. Consider emphasizing each zone by tracing its outline on the map.

Sharing the Spanish cognate zona​ may be useful.

►►What do you think the colors on this map

represent?

▪▪ I think the colors represent different climates.​ ▪▪ I can see on the bottom of the map that the different colors show different climate zones.​ ▪▪ I think the map shows different climates and the colors can help you tell one climate from another.​

Climate Zones: Tropical

Dry/Desert

Temperate

Cold

Polar/Tundra

Highlight student responses describing that different climate zones are represented by different colors and responses explaining that the map shows five major climate zones. Display the climate zone descriptions (Lesson 14 Resource B), and explain that the five climate zones are determined by the following conditions: ▪▪ Tropical: average temperature above 64°F for all 12 months ▪▪ Dry/Desert: little precipitation throughout the year; average temperature not a factor ▪▪ Temperate: average temperature between 32°F and 64°F for the coldest month and above 50°F for at least one month ▪▪ Cold: average temperature below 32°F for at least one month and above 50°F for at least one month ▪▪ Polar/Tundra: average temperature about 50°F or lower for all 12 months

Teacher Note These five climate zones are based on the Köppen Climate Classification System. In the Köppen system, the five major climate zones are typically represented by a capital letter. Each major climate zone can be further subdivided by using additional letters to designate various subtypes. In this module, the focus is on only the five major climate zones, and these climate zones are described by using words.

For teacher reference, the following list identifies the letter typically used in the Köppen system for each of the five major climate zones: ▪▪ A: tropical ▪▪ B: dry/desert ▪▪ C: temperate ▪▪ D: cold ▪▪ E: polar/tundra

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L3 ▸ M1 ▸ Lesson 14

PhD SCIENCE™

Ask students to use these descriptions to identify which weather conditions determine climate zones. Confirm that the dry/desert climate zone is based on total yearly precipitation, but the other climate zones are based on average monthly temperature. Explain to students that each of the locations they have been studying belongs in one of these climate zones and that students will now use the data from the class climate chart they developed in Lesson 13 to match each city to its climate zone.

Sample class climate chart from Lesson 13:​

Boston, MA Lowest and Highest Average Monthly Temperature over Time

Lowest and Highest Total Yearly Precipitation

West Palm Beach, FL

Nome, AK

Birmingham, AL

Las Vegas, NV

Winter:​

Winter:​

Winter:​

Winter:​

Winter:​

19°F–45°F​

64°F–76°F​

0°F–24°F​

38°F–59°F​

41°F–60°F​

Spring:​

Spring:​

Spring:​

Spring:​

Spring:​

33°F–62°F​

71°F–80°F​

7°F–41°F​

52°F–74°F​

54°F–81°F​

Summer:​

Summer:​

Summer:​

Summer:​

Summer:​

65°F–76°F​

80°F–84°F​

41°F–55°F​

76°F–83°F​

81°F–93°F​

Fall:​

Fall:​

Fall:​

Fall:​

Fall:​

44°F–69°F​

69°F–82°F​

8°F–44°F​

47°F–75°F​

50°F–87°F​

All seasons:​

All seasons:​

All seasons:​

All seasons:​

All seasons:​

19°F–76°F​

64°F–84°F​

0°F–55°F​

38°F–83°F​

41°F–93°F​

When analyzing climate data, students may notice data points that do not fit within the parameters for the location’s climate zone. Encourage students to think about anomalous data they may have noticed in previous lessons and remind students that climate is a description of the patterns of typical weather conditions over time and that there may be some variation in months over many years. Help students find the best match for each location by using the typical weather conditions in that location over time. Viewing the graphs from Lessons 11 and 13 may be helpful.

32–48 inches​

41–52 inches​

15–26 inches​

51–60 inches​

2–4 inches​

Differentiation

Divide students into small groups and ask students in each group to analyze the data from the class climate chart. As students analyze the data, they should use the climate zone descriptions (Lesson 14 Resource B) to identify the climate zone that best matches each location’s data. They should record their matches, along with evidence, in their Science Logbooks (Lesson 14 Activity Guide).

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Teacher Note

Some students may benefit from additional support in placing each location into a climate zone. Consider working with students in small groups and asking them to look at the description of one climate zone at a time to see whether any of the locations in the class climate chart match the description. When students identify a location that matches the description of the climate zone, ask them to review the class climate chart again to see whether any other locations are similar.

Move on to the next climate zone after students correctly match a location to its climate zone.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 14

Sample student response:​

Location

Climate Zone

Evidence

Boston, MA​

Cold​

Some months have average temperatures below 32°F and other months have average temperatures above 50°F.​

West Palm Beach, FL​

Tropical​

All months have an average temperature of 64°F or higher.​

Nome, AK​

Polar/Tundra​

The highest average monthly temperature is close to 50°F and all other months are much colder.​

Birmingham, AL​

Temperate​

None of the months have an average temperature below 32°F but there are months with average temperatures lower than 64°F.​

Las Vegas, NV​

Dry/Desert​

This location gets much less precipitation than the other locations. It only gets 2 to 5 inches every year.​

Check for Understanding As students work, circulate to help them choose the location that best fits in each climate zone.

Evidence Look for evidence that all students ▪▪ compare the conditions for each climate zone to each location’s climate data as they make their matches, and ▪▪ support each match by using data shown in the class climate chart.

Next Steps If students are not matching locations to the correct climate zones, consider working with students in small groups and having them closely observe the high and low average monthly temperatures and total yearly precipitation in each location as they review the conditions for each climate zone. Have students determine whether that location meets any of the climate zone’s conditions before moving on to the next climate zone.

Additionally, some students may benefit from viewing the graphs from Lessons 11 and 13 while comparing their data to the parameters for each climate zone.

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125

L3 ▸ M1 ▸ Lesson 14

PhD SCIENCE™

After all students have finished the activity, draw students’ attention back to the climate zone map of North America (Lesson 14 Resource A) and place a pin or other marker on each location from the class climate chart. Ask students to verify whether their matches were correct by observing the color of the map at each location and checking the map’s key. If needed, address incorrect matches by allowing student groups to explain their thinking, and then revisit the conditions for each climate zone to support students in matching each location to the correct climate zone.

Identify Differences in Climate Zones

9 minutes

Refer to the descriptions for each climate zone and ask students to think about how each climate zone is different. Remind students that the dry/desert climate zone is based on total yearly precipitation but that the other four climate zones are based on average monthly temperature. ►►How do you know which climate zone is the coldest?

▪▪ The polar/tundra climate zone is the coldest because the description for this zone says that the average temperature for each month has to be about 50°F or lower.​ ▪▪ I think the polar/tundra zone is the coldest because the average temperatures for this zone should be around or below 50°F every month of the year.​ ►►How do you know which climate zone is the warmest?

▪▪ The tropical climate zone is the warmest because the average temperature for every month of the year should be above 64°F.​ ▪▪ I think the tropical climate zone is the warmest. Even though locations in the other zones can have average temperatures above 64°F in some months, even the winter months are above 64°F in the tropical zone.​ ►►What is the difference between the temperate climate zone and the cold climate zone?

▪▪ These climates zones are kind of similar, but you can tell the difference because the cold climate zone has at least one month below 32°F.​ ▪▪ The temperate zone is usually warmer than the cold zone. In the cold zone, at least one month is below 32°F, but in the temperate zone, the coldest month is above 32°F.​ Highlight student responses that use quantitative data from the climate zone descriptions as evidence, and guide students toward a clear understanding of the way these climate zones differ from one another.

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PhD SCIENCE™

Land

L3 ▸ M1 ▸ Lesson 14

7 minutes

Display the world climate zone map (Lesson 14 Resource C), and ask students what they notice about the map.

Sample student responses:​ ▪▪ It looks like other places in the world have the same climate zones as the ones in North America.​ ▪▪ From the map, it looks like we are in the same climate zone as the top part of Asia.​

Climate Zones:

Tropical

Dry/Desert

Temperate

Cold

Polar/Tundra

▪▪ Africa has mostly tropical and dry/desert climates.​ Point to any location on the map that is on another continent. ►►Based on what we have learned about the different climate zones, what could you tell me about

the climate of this location?

▪▪ That location is in the dry/desert climate zone, so it does not get very much precipitation.​ ▪▪ That location is in the temperate zone, so it is warmer than the cold and the polar/tundra zones. The average monthly temperature doesn’t get below 32°F.​ Use student responses to agree that climate zones can help people explain what the weather might be like in other places around the world.

Spotlight on Disciplinary Core Ideas In middle school, students further explore how weather and climate vary with latitude and altitude (ESS2.D).

Students also learn that the Northern and Southern Hemispheres experience opposite seasons because Earth’s axis is tilted relative to its orbit around the Sun (ESS1.B). At this point, students should be able to predict the climate of the location based on the climate zone description. They should also be able to explain that summer (or winter) is still the warmest (or coldest) season in most places on Earth.

Extension Identify several other locations on the climate zone map, and have students use what they know about climate zones to predict what they think typical weather conditions are like in those locations. Then ask students to examine climate data from each location to verify their predictions.

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127

L3 ▸ M1 ▸ Lesson 15

PhD SCIENCE™

Agenda

Lesson 15 Objective: Analyze the climate of Galveston, Texas, and explain how climate data can be used to make predictions about weather conditions.

Launch (5 minutes) Learn (35 minutes) ▪▪ Update Anchor Chart (6 minutes) ▪▪ Conceptual Checkpoint (20 minutes) ▪▪ Revise Anchor Model (9 minutes) Land (5 minutes)

Launch

5 minutes

Present the following scenario to students. ►►Imagine you are moving to a new location in a climate zone different from your own. Pick the

climate zone you would want to move to and discuss with a partner what kinds of clothing you would need to bring with you and what kinds of clothing you would no longer need because of your move.

▪▪ I would move to somewhere in the dry/desert climate zone, so I would not need my raincoat anymore. I might need to take a sun hat because it is probably sunny a lot.​ ▪▪ I would go somewhere in the polar/tundra zone, so I don’t think I would need a swimsuit or sandals. But I would need to bring a warm winter coat.​ ▪▪ I would want to move to the tropical climate zone so I could wear shorts all year long.

I wouldn’t need to bring my winter sweaters.​

Invite students to share their responses with the class, and point out that knowing a location’s climate helps people know what kind of weather to expect in that location.

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PhD SCIENCE™

Learn

L3 ▸ M1 ▸ Lesson 15

35 minutes

Update Anchor Chart

6 minutes

Display the anchor chart and ask students to consider how climate data can be used to help people make predictions about weather conditions. ►►How can knowing the climate of a location help people predict what the weather will be like

in that location throughout the year?

▪▪ Knowing the climate of a location tells you what the weather is usually like during each season.​ ▪▪ Climate helps us know how hot or cold it usually is at different times of year.​ As students share, paraphrase their ideas into a statement that can be added to the anchor chart.

Sample anchor chart:​

Weather and Climate Weather Conditions • Weather is a description of the conditions in a certain place at a given time. Weather conditions include temperature, wind speed and direction, cloud cover, and amount of precipitation.

• Seasons (winter, spring, summer, fall) are periods of a year defined by similar weather conditions.

Climate • Climate is a description of the pattern of typical weather conditions in a location over time. Climate remains mostly stable, or the same, year after year.

• Knowing a location's climate can help people predict the types of weather conditions that may occur in that location during different times of year.

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129

L3 ▸ M1 ▸ Lesson 15

PhD SCIENCE™

Conceptual Checkpoint

20 minutes

Temperature (˚F)

Tell students they now will have the opportunity to explore what the climate is like in Galveston, Texas, as they complete a Conceptual Checkpoint. Display the climate data graphs for Galveston (Lesson 15 Resource A) and the descriptions of each climate zone (Lesson 14 Resource B).

100 90 80 70 60 50 40 30 20 10 0

Some students may benefit from having their own copy of each graph. Consider printing extra copies and distributing them as needed.

Galveston, TX Average Monthly Temperature over Time Winter

December

Spring

January

February

March

Summer

April

May

June

Fall

July

August

Differentiation

September

October

November

Month 1950

1975

2000

2015

Winter

Spring

Galveston, TX Total Precipitation

Summer

65

Fall

60 55 50

Precipitation (in)

Precipitation (in)

Galveston, TX Monthly Precipitation over Time 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

45 40 35 30 25 20 15 10

December

January

February

March

April

1950

May

June

Month 1975 2000

July

August

September October

November

5 0

2015

1950

1975

2000

2015

Then ask students to answer the following questions in their Science Logbooks (Lesson 15 Activity Guide). These questions are available as Lesson 15 Resource B and can be displayed or printed out for students to refer to during the Conceptual Checkpoint. ►►Based on the climate data, which climate zone is Galveston in? Use evidence to support

your answer.

►►Based on Galveston’s climate, what would you expect the weather to be like in Galveston next fall? ►►What do you think the weather was like in Galveston during the fall of 1900 when the

hurricane occurred?

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Content Area Connection: English Students can use linking words and phrases to support their answers with evidence (CCSS.ELA-Literacy.W.3.1c).

Consider displaying words and phrases such as because​, therefore​, since​, and for example​for students to use to support well structured responses.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 15

Sample student response for each of the Conceptual Checkpoint questions:​ ▪▪ The average monthly temperature in Galveston never gets below 32°F but there are months that are below 64°F. Several months are also above 50°F and it rains a lot throughout the year.

That means Galveston fits best in the temperate climate zone.​ Next fall, I would expect the average monthly temperatures to be between 63°F and 82°F. I would also expect the temperature to go down each month and at least some precipitation each month.​ Because the climate of a location remains mostly stable over time, I think the weather conditions in Galveston during the fall of 1900 were probably similar to the conditions shown on the graphs and like what I predicted for next fall. I think there could have been more precipitation during the month that the hurricane occurred, though. Maybe it was similar to the precipitation shown for November in 2000.​

Conceptual Checkpoint This Conceptual Checkpoint assesses student understanding of the Concept 2 Focus Question: How do people know what weather to expect? Students should demonstrate an understanding of climate and recognize that knowing a location’s climate can help people make predictions about weather conditions.

Evidence Look for evidence that all students ▪▪ identify that Galveston is in the temperate climate zone by using evidence from the graphs, ▪▪ use patterns in average monthly temperature and amount of precipitation to make a reasonable prediction about the weather in Galveston next fall, and ▪▪ recognize that the general weather conditions during the fall of 1900 would likely be similar to the weather conditions represented by the data on the graphs.

Next Steps Some students may describe the possibility of additional precipitation during the fall of 1900 in Galveston. This may lead students to wonder what a precipitation graph would look like if a hurricane did occur. Explain that storms other than hurricanes can also cause a lot of precipitation, so it may be difficult to know whether a graphed data set represents a hurricane or another kind of storm.

In the next concept, students will learn more about the weather conditions related to hurricanes and patterns in when and where hurricanes usually occur.

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Revise Anchor Model

9 minutes

Display the anchor model and help students think about how what they have learned about climate relates to the 1900 Galveston hurricane. Focus students’ attention on the anchor model explanation and ask students how they might be able to revise it based on their new understandings. Guide students toward updating the anchor model explanation to use precise terminology related to climate.

Sample anchor model:​

1900 Galveston Hurricane Before

During

After Rain Wind Waves

What caused all the damage?

Why didn’t people know the storm was coming?

A hurricane hit the city of Galveston, Texas, on September 8, 1900. Before the hurricane, Galveston was a successful city. The hurricane destroyed the city. We’re still not sure how the hurricane caused all the damage, but we know that a location’s climate describes the typical weather conditions over time, and these conditions occur in seasonal patterns.

Land

5 minutes

Revisit the Phenomenon Question Is the climate the same everywhere? and ask students to answer this question based on what they have learned.

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Sample student responses:​ ▪▪ We know that climate is not the same everywhere because we investigated the climate of other locations and found out that different locations have different weather conditions at different times of year.​ ▪▪ The data that we collected helped us see that climate is not the same everywhere.​ ▪▪ There are different climate zones around the world and these climate zones are really different from one another.​ Display the driving question board and review whether any questions have been answered. Invite students to also share any new questions they have because of new learning. Add these questions to the driving question board.

Sample questions:​ ▪▪ Can we use climate data to predict hurricanes?​ ▪▪ How are hurricanes predicted?​ ▪▪ Do hurricanes happen at certain times of year?​ ▪▪ Do hurricanes happen in patterns like seasonal weather does?​ Draw attention to questions related to whether hurricanes occur in patterns like seasonal weather does. Explain to students that learning more about weather conditions related to severe weather such as hurricanes may be a good place to start investigating the Concept 3 Focus Question: How can we plan for severe weather?

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PhD SCIENCE™ L3 ▸ M1 ▸ Lessons 16–17

Lessons 16–17

Weather Hazards and Their Effects Prepare In Lessons 1 through 3, students were introduced to severe weather and related weather hazards as they investigated the 1900 Galveston hurricane. In Lesson 16, students explore other types of severe weather as they observe photographs to identify the potential effects (CC.2) of various weather hazards (ESS3.B). In Lesson 17, students obtain information (SEP.8) about how severe weather events and their hazards can be rated using scales.

Student Learning Knowledge Statement

Concept 3: Weather Hazards Focus Question How can we plan for severe weather?

Phenomenon Question What happens when the weather becomes severe?

Different severe weather systems are made up of a variety of weather hazards.

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L3 ▸ M1 ▸ Lessons 16–17

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Objectives ▪▪ Lesson 16: Identify weather hazards and examine their potential effects.

▪▪ Lesson 17: Investigate scales designed to rate severe weather systems.

Standards Addressed 3-ESS3-1

Make a claim about the merit of a design solution that reduces the impacts of a weatherrelated hazard. (Developing)

Science and Engineering Practices SEP.8: Obtaining, Evaluating, and Communicating Information ▪▪ Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.

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Disciplinary Core Ideas

Crosscutting Concepts

ESS3.B: Natural Hazards

CC.2: Cause and Effect

▪▪ A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.

▪▪ Cause and effect relationships are routinely identified, tested, and used to explain change.

CC.4: Systems and System Models ▪▪ A system can be described in terms of its components and their interactions.

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PhD SCIENCE™ L3 ▸ M1 ▸ Lessons 16–17

Materials Lesson 16 Student

Teacher

Preparation

Science Logbook (Lesson 16 Activity Guide)

●

Severe Weather Photographs (1 set per group)

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Lesson 17

Science Logbook (Lesson 17 Activity Guides A and B)

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Hurricanes!​by Gail Gibbons (hard copy version, or digital version available at http://phdsci.link/1176) (1 per group) (2009a)

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Tornadoes!​by Gail Gibbons (hard copy version, or digital version available at http://phdsci.link/1177) (1 per group) (2009b)

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Umbrella and rain jacket or poncho

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Driving question board, anchor chart

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Blizzard Photographs (Lesson 16 Resource A)

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Three Hurricanes Satellite Photograph (Lesson 17 Resource A)

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Class severe weather chart developed in Lesson 16

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Hurricane Katrina Satellite Photograph (Lesson 17 Resource B)

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Print one copy of each set of severe weather photographs (see Lesson 16 Resources B, C, D, and E); each group will need photographs for one type of severe weather.

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●

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L3 ▸ M1 ▸ Lesson 16

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Agenda

Lesson 16 Objective: Identify weather hazards and examine their potential effects.

Launch (5 minutes) Learn (34 minutes) ▪▪ Discuss Related Weather Phenomena (8 minutes) ▪▪ Identify Weather Hazards (26 minutes) Land (6 minutes)

Launch

5 minutes

Show students an umbrella and a rain jacket or poncho. ►►Why might you need these objects?

▪▪ I would use the jacket and umbrella to stay dry when it’s raining.​ ▪▪ The jacket could keep me warm when it’s windy.​ ▪▪ My mom uses an umbrella for shade to stay cool at my soccer games.​

Teacher Note As appropriate, consider substituting other objects that are more related to typical weather conditions in the school’s location. For example, consider using a heavy coat and snow boots if the school is in a cold climate or sunscreen and a wide-brimmed hat if the school is in a dry/desert climate.

Invite students to consider additional ways they protect themselves from everyday weather. ►►What else protects you from the weather?

▪▪ Buildings like houses and schools protect us from rain.​ ▪▪ Sunscreen protects us from getting a sunburn.​ ▪▪ An air conditioner keeps us cool when it’s hot outside.​ Display the driving question board, and draw students’ attention to the Related Phenomena section that includes types of severe weather students identified in Lesson 3.

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L3 ▸ M1 ▸ Lesson 16

►►How might the ways we protect ourselves from everyday weather differ from the ways

we protect ourselves from severe weather?

▪▪ You need a lot more protection from severe weather.​ ▪▪ To stay safe, you might need to go somewhere else.​ ▪▪ Sometimes you can’t go outside at all when the weather is severe.​ Introduce the Phenomenon Question What happens when the weather becomes severe? Tell students that in this lesson, they will further explore different types of severe weather to help answer the Phenomenon Question.

Learn

34 minutes

Discuss Related Weather Phenomena

8 minutes

Teacher Note Be aware that some students may have experiences with severe weather that make the topic difficult to discuss. Use care when discussing these types of severe weather, especially as a whole class.

As needed, consider strategically pairing students so they can discuss in small groups rather than as a whole class. Reassure students of their safety.

Teacher Note Keep students’ focus on the Related Phenomena section of the driving question board, and provide students an opportunity to add to the list.

Sample related phenomena from driving question board:​

If students do not identify a type of severe weather or weather hazard that is introduced in the learning tasks below, proceed with the tasks, but return to the related phenomena list at the end of the lesson to add any new ideas.

▪▪ Floods can damage homes. ​

Differentiation

▪▪ Tornadoes can knock down trees and buildings.​

The word flood​is used repeatedly in this module. Introduce this term explicitly.

▪▪ Mudslides can cause houses to fall.​ ▪▪ Blizzards can bury cars and homes in snow.​

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▪▪ Lightning can strike trees, buildings, and people.​ ▪▪ Hurricanes can destroy entire cities.​ ▪▪ Hail during storms can damage cars.​ ▪▪ Droughts can cause plants to die.​ Next ask students to further reflect on their existing ideas about severe weather. ►►What might happen when the weather becomes severe?

▪▪ Severe weather can knock down trees and buildings.​ ▪▪ Some kinds of severe weather, like tornadoes and hurricanes, have lots of wind.​ Summarize student responses to emphasize that severe weather can pose a threat to life and property. Suggest that students take a closer look at the weather hazards related to several different types of severe weather to better understand how severe weather can be dangerous.

Identify Weather Hazards

26 minutes

Remind students that weather hazards are parts of weather, or weather conditions, that pose a threat to life and property. Show students the blizzard photographs (Lesson 16 Resource A). Allow students time to look carefully at the photographs, and ask the following questions to model how to identify weather hazards and their effects. ►►What do you notice about the weather conditions in these pictures?

▪▪ I see a lot of snow. It looks like the snow is pretty deep because it is piled up around the cars.​ ▪▪ The people are wearing heavy coats, so it must be cold.​ ▪▪ In the picture with the trees, the snow is blowing, so it must be windy.​ ►►How might these weather conditions cause problems for people in the area?

English Language Development Consider providing English learners with sentence frames such as the ones below to encourage participation and help students organize their thinking.

▪▪ I notice ______ in the picture.

▪▪ I would feel ______ because I see ______.

▪▪ The picture shows ______, and I think ______.

▪▪ The wind could damage houses and make the power go out.​ ▪▪ If the power goes out, it would be really cold because there would be no heat.​ ▪▪ It would be really dangerous to drive a car through all of that snow.​

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L3 ▸ M1 ▸ Lesson 16

Teacher Note

Use student responses to populate the first row of a class severe weather chart with weather hazards related to blizzards and some potential effects of those hazards. After recording weather hazards and their effects for blizzards, add rows for tornadoes, droughts, severe thunderstorms, and hurricanes.

Sample class severe weather chart:​

Type of Severe Weather Blizzard

Weather Hazards ▪▪ Heavy snowfall​ ▪▪ Strong winds​ ▪▪ Cold temperatures​

Effects of Hazards ▪▪ Damage to property, trees, and power lines by snow and wind​ ▪▪ People and animals at risk of getting very cold​ ▪▪ Dangerous driving conditions​

Tornado Drought Severe thunderstorm Hurricane

Students will use this chart again in Lessons 17 and 18. Record the chart on chart paper or on a whiteboard where it can be displayed over the next few lessons. Also leave space for an additional column on the right to add possible solutions to reduce the effects of hazards in Lesson 18.

Teacher Note Students are introduced to the term drought​during this lesson. Droughts can be difficult for students to define because they can vary in type and can occur on different time scales.

In Level 3, it is enough for students to recognize that all droughts relate to a lack of water. For teacher reference, more information is available at the NOAA NCEI website (NOAA NCEI, n.d.a): http://phdsci.link/1178.

Content Area Connection: English After the term drought​is introduced, students can reinforce their understanding of the term by distinguishing between examples and nonexamples of droughts. Read or display scenarios such as the ones below, and ask students why these examples are or are not droughts: ▪▪ California did not have enough rainfall for several years, resulting in the loss of many crops.

▪▪ We did not get much rain over the summer, so we had to water the garden more than normal.

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Point out the other types of severe weather listed on the chart. Ask students to Think–Pair–Share to consider the potential weather hazards related to these other types of severe weather. ►►How might weather hazards related to blizzards compare to weather hazards related to other

types of severe weather?

▪▪ Only blizzards would have a hazard of being cold.​ ▪▪ Hurricanes and tornadoes might have strong winds like a blizzard.​ Explain that students will use the same process they used to investigate blizzards to learn more about the other types of severe weather listed on the chart. Divide students into four groups for a modified Jigsaw routine, and assign each group one of the remaining types of severe weather. Distribute photographs for each type of severe weather (Lesson 16 Resources B, C, D, and E) to the relevant group. Tell students to record the weather hazards and the effects of those hazards for their type of severe weather in the chart in their Science Logbooks (Lesson 16 Activity Guide).

Check for Understanding As students discuss their assigned type of severe weather, circulate to each group to gain insight into how they are identifying and categorizing weather hazards and their effects.

Evidence Listen for evidence that all students ▪▪ identify specific weather hazards (e.g., strong winds, hail) that are related to their type of severe weather, and ▪▪ infer the effects of those weather hazards, such as specific threats to life or property (e.g., downed power lines, damaged buildings).

Next Step If students are confusing the weather hazards with their effects, refer students back to the blizzard example the class worked through together. It may be necessary to model again how to make inferences about the weather hazard and its possible effects from a photograph. For example, students can infer from a photograph of tornado damage (e.g., a flipped car) that flying objects caused by the strong winds of a tornado could be a danger to people and animals. Encourage students to also consider the results of the effects (e.g., downed power lines might cause people in the area to lose access to electricity) to help students understand why these effects cause problems for people.

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Teacher Note During the Jigsaw instructional routine, each group is assigned the same or related tasks. Students work to complete the tasks and then display their work around the room. One student remains as a docent near the group’s work to answer questions and describe the work product. The remaining members of the group visit other groups’ work products to gather additional ideas or information and report back to their home group to share any new information. This routine has the following benefits: ▪▪ Access—All students have access to the ideas of the whole class.

▪▪ Collaboration—Students learn together.

For this activity, a modified version of the Jigsaw routine is used. Instead of groups displaying their work around the room, each group will share its work in a class discussion to fill out the class severe weather chart.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 16

After all groups are finished, come together as a class and ask each group to share the weather hazards and effects of those hazards for their type of severe weather. Work with students to paraphrase their ideas into common language to complete the class severe weather chart.

Sample class severe weather chart:​

Type of Severe Weather Blizzard

Weather Hazards ▪▪ Heavy snowfall​ ▪▪ Strong winds​ ▪▪ Cold temperatures​

Effects of Hazards ▪▪ Damage to property, trees, and power lines by snow and wind​ ▪▪ People and animals at risk of getting very cold​ ▪▪ Dangerous driving conditions​

Tornado

Drought

Severe thunderstorm

▪▪ Very strong, twisting winds​

▪▪ Damage to property, trees, and power lines from wind and hail​

▪▪ Hail​

▪▪ People and animals at risk from flying objects​

▪▪ Unusually little or no precipitation over a long time​

▪▪ Less water for plants, animals, and people​

▪▪ Heavy rainfall​

▪▪ Damage to property, trees, and power lines from wind, hail, and lightning​

▪▪ Strong winds​ ▪▪ Lightning​

Hurricane

▪▪ Houses and cars can get flooded​

▪▪ Hail​

▪▪ People and animals at risk of drowning​

▪▪ Heavy rainfall​

▪▪ Damage to property, trees, and power lines from wind and waves​

▪▪ Very strong winds​ ▪▪ Powerful waves​

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▪▪ Bodies of water can dry up​

▪▪ People and animals at risk of drowning​ ▪▪ People and animals at risk from flying objects​

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Invite students to analyze the weather hazards and their effects described in the class severe weather chart and to discuss what they notice with their group. After a few minutes, prompt students to share their ideas with the class. ►►What similarities and differences do you notice between the different types of severe weather?

▪▪ All types of severe weather have weather hazards that can damage property.​ ▪▪ Many types of severe weather have strong winds that can knock things over and put people in danger.​ ▪▪ Drought is the only kind of severe weather where you have to worry about not having enough water.​ ▪▪ Wind and water make up most of the weather hazards.​

Land

6 minutes

Ask students to think again about the umbrella and rain jacket or poncho displayed in the Launch.

Remind students that these objects are used to protect people against everyday weather. ►►How is severe weather different from the weather we see every day?

▪▪ Severe weather has hazards like really strong wind and a lot of rain.​ ▪▪ When severe weather happens, property can be damaged.​ ▪▪ People need more protection from severe weather than from everyday weather.​ ▪▪ Severe weather doesn’t happen as often as other kinds of weather.​ Display the anchor chart and return to the Phenomenon Question What happens when the weather becomes severe? Invite students to Jot–Pair–Share to summarize their knowledge of severe weather.

After students share, add a summary statement to the anchor chart.

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L3 ▸ M1 ▸ Lesson 16

Sample anchor chart:​

Weather and Climate Weather Conditions • Weather is a description of the conditions in a certain place at a given time. Weather conditions include temperature, wind speed and direction, cloud cover, and amount of precipitation.

• Seasons (winter, spring, summer, fall) are periods of a year defined by similar weather conditions.

Climate • Climate is a description of the pattern of typical weather conditions in a location over time. Climate remains mostly stable, or the same, year after year.

• Knowing a location's climate can help people predict the types of weather conditions that may occur in that location during different times of year.

Weather Hazards • Different types of severe weather are made up of different weather hazards (e.g., strong winds, heavy rain) that pose a threat to life and property.

Optional Homework Tell students that there are people called weather spotters who report instances of severe weather to meteorologists. Meteorologists use this information to learn more about weather hazards and make decisions to keep people safe. Ask students to read about weather spotting reporting procedures on pages 3 and 4 of the first section of the Weather Spotter’s Field Guide​ (NOAA NWS 2011) (http://phdsci.link/1179). Students should pick one weather hazard from the list to discuss with a family member and write a few sentences about how the information weather spotters collect about that weather hazard might help a meteorologist come up with a plan to keep people safe.

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L3 ▸ M1 ▸ Lesson 17

PhD SCIENCE™

Agenda

Lesson 17 Objective: Investigate scales designed to rate severe weather systems.

Launch (8 minutes) Learn (33 minutes) ▪▪ Compare Severe Weather Events (8 minutes) ▪▪ Investigate Severe Weather Rating Scales (25 minutes) Land (4 minutes)

Launch

8 minutes

Display the satellite photograph of three hurricanes (Lesson 17 Resource A). Explain to students that this photograph shows what three hurricanes over the Gulf of Mexico and the Atlantic Ocean looked like from space in 2010. Point out where the three hurricanes are in the photograph.

Have students observe the photograph silently for a minute before asking them to describe and compare the hurricanes.

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L3 ▸ M1 ▸ Lesson 17

►►What do you notice about these hurricanes?

▪▪ They are different sizes.​ ▪▪ They are in different locations.​ ▪▪ It looks like they are spinning because the clouds look like a swirl.​ ►►How could you tell which hurricane is the strongest?

▪▪ Maybe the biggest hurricane is the strongest.​ ▪▪ Maybe we could compare how strong the winds are in each one.​ ▪▪ We need to know how fast each hurricane is spinning.​ ►►Which of these hurricanes might pose the biggest threat to life and property? What makes you

think that?

▪▪ I think the biggest hurricane in the middle would cause the most damage.​ ▪▪ The hurricane on the left is over land, so I think it is more dangerous than the ones in the ocean.​ ▪▪ I don’t know because it’s hard to tell how fast they are moving or which way they are going.​ Point out student responses that relate to measuring the size or speed of the hurricanes. Agree that a more precise method is needed to determine the strength of a severe weather event such as a hurricane. Tell students that in this lesson, they will investigate how scientists rate severe weather events to determine what hazards to expect and how to help keep people safe.

Learn

33 minutes

Compare Severe Weather Events

8 minutes

Invite students to brainstorm how scientists might describe severe weather events such as hurricanes to compare, or rate, them depending on their strength. Have students Jot–Pair–Share to record their ideas in their Science Logbooks (Lesson 17 Activity Guide A).

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L3 ▸ M1 ▸ Lesson 17

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►►What kind of information might a scientist use to compare one hurricane to another?

▪▪ A scientist could find out how fast the wind is blowing in each one.​ ▪▪ A scientist could measure the amount of rain that falls.​ ▪▪ A scientist could look at how big the hurricanes are from one side to the other.​ As students share, refer to the class severe weather chart created in Lesson 16 and circle, highlight, underline, or point to weather hazards they mention that are listed for hurricanes.

Confirm students’ ideas that to rate severe weather events, multiple components need to be considered and measured. Explain that this is because a severe weather event is an example of a system, which means that it has several components that interact and come together to make up the whole. ►►What components make up a hurricane?

▪▪ Water and wind are components of a hurricane. Wind can also push on ocean water and cause powerful waves.​ ▪▪ Heavy rainfall, strong winds, and powerful waves are the components of a hurricane.​ Explain that scientists sometimes rate a severe weather event on a scale to describe some of the system’s components and their interactions.

Investigate Severe Weather Rating Scales

25 minutes

Tell students they will work in groups of four to read texts about rating scales for both hurricanes and tornadoes. Distribute one copy of each text to each group, and explain that one pair of students from each group will read pages 8–19 of Hurricanes!​(Gibbons 2009a) and the other pair will read pages 8–21 of Tornadoes!​(Gibbons 2009b).

Divide each group into pairs and assign one of the texts to each pair. Then ask each pair of students to use a partner reading routine to read their assigned text. During this routine, students take turns reading one page at a time. As one student reads a page, the partner should listen and record details in the storm rating scale chart of their Science Logbook (Lesson 17 Activity Guide B).

Once student pairs have finished reading, they may work together to revisit the text and complete any rows of their storm rating scale chart in their Science Logbooks that are still missing information.

Once students have completed their charts, groups should come back together so that each pair can explain to the other what they learned.

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Teacher Note Either hard copy or digital versions of the texts may be used. Digital versions of the texts are available on the Epic! digital library. Access the texts by opening a free educator Epic! account: http://phdsci.link/1007.

Teacher Note Partner reading is a cooperative activity that encourages peer-to-peer learning.

This routine provides students with the opportunity to share feedback on what they have heard related to the fluency and accuracy of the reading. Partner reading also engages students in active listening for information.

Teacher Note Encourage students to focus on the effects of weather hazards over the quantitative details such as wind speed and storm surge height.

Differentiation Both texts used in this activity introduce new terminology such as categories​, moderate​, extensive, enhanced​, classification​, and severity.

Students may need additional support in understanding these terms. Before assigning partners, preview both texts to consider terminology and length of passages. The Hurricanes!​ text includes terminology that may be slightly more accessible to students reading below level.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 17

Sample student responses:​ Type of Severe Weather: Tornado​ Name of Scale: Enhanced Fujita tornado scale​

Rating on Scale

Effects of Hazards

EF-0​

Tree limbs and chimneys break, trees knocked over​

EF-1​

Small trucks and mobile homes flipped, roof surfaces ripped off​

EF-2​

Entire roofs ripped off, trees uprooted, mobile homes destroyed​

EF-3​

Forests uprooted, heavy vehicles flipped​

EF-4​

Whole houses destroyed or moved​

EF-5​

Houses completely destroyed, trains lifted off tracks​

Type of Severe Weather: Hurricane​ Name of Scale: Saffir-Simpson hurricane scale​

Rating on Scale

Effects of Hazards

Category 1​

Trees and small buildings damaged​

Category 2​

Flooding near coast, moderate damage​

Category 3​

Trees uprooted, vehicles swept away, extensive damage to buildings and boats​

Category 4​

Roads and bridges washed away, extreme damage to buildings​

Category 5​

Massive flooding and destruction​

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L3 ▸ M1 ▸ Lesson 17

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Ask students to work in their groups to jot down on whiteboards or scrap paper what they notice about how the two scales compare. Then bring the class back together and ask students to share any similarities or differences they noticed in the scales. ►►What do the two scales have in common?

▪▪ Both scales measure how much damage there is from wind.​ ▪▪ The effects seem similar, like what happens to the trees and buildings.​ ▪▪ Both of them include wind speed.​ ▪▪ The highest number is the worst for both hurricanes and tornadoes.​ ►►How are the two scales different?

▪▪ The hurricane scale includes information about storm surge, but tornadoes don’t cause storm surge.​ ▪▪ Tornadoes are named with letters and numbers, while hurricanes have categories with numbers instead.​ ▪▪ The tornado scale doesn’t talk about flooding.​

Check for Understanding As students share what they notice about the rating scales, prompt them to use evidence from the texts to support their thinking.

Evidence Listen for evidence that all students ▪▪ discuss similarities between the scales (e.g., inclusion of wind speed, similar effects), and ▪▪ notice differences between the scales (e.g., absence of flooding and storm surge on the tornado scale).

Next Steps For students who struggle to compare the two severe weather rating scales, consider using a projector to display the two scales side by side.

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L3 ▸ M1 ▸ Lesson 17

Direct students’ attention to the term storm surge​.

Ask students who read the Hurricanes!​ text to summarize the meaning of this term for the class. If needed, read page 8 of the Hurricanes!​ text as a class. Then explain to students that storm surge is a large wall of water that is pushed above the normal sea level by the wind and that storm surge is often the cause of severe flooding during hurricanes. Add storm surge to the list of weather hazards for hurricanes on the class severe weather chart from Lesson 16.

Land

English Language Development The phrase storm surge​is used repeatedly in this module. Introduce this term explicitly.

Teacher Note If students need additional help understanding storm surge​, consider showing a video of a storm surge (NOAA National Ocean Service, n.d.) from 0:00 to 1:13: http://phdsci.link/1170.

4 minutes

Display the satellite photograph of Hurricane Katrina (Lesson 17 Resource B). Tell students this photograph was taken from space a day before Hurricane Katrina reached land in 2005. Scientists knew at this point that it was a Category 5 hurricane.

Ask students to use what they have learned about the Saffir-Simpson hurricane scale to discuss with a partner the possible effects of a Category 5 hurricane. Students should also consider how knowing that a Category 5 hurricane is heading toward land might help people prepare. After students have had a few minutes to discuss, ask for volunteers to share their ideas with the whole class.

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►►What kinds of weather hazards would you expect from a Category 5 hurricane and what would

be the effects of those hazards? How could knowing the rating of the hurricane help keep people and property safe?

▪▪ Category 5 is the highest rating, so it would cause a lot of damage to everything. Knowing that a hurricane that strong is coming would give people enough time to leave.​ ▪▪ Category 5 means that the winds will be really strong and there will be a lot of flooding.​ ▪▪ If people know a really strong hurricane is coming before it hits land, then they have time to protect themselves and their homes.​

Explain to students that in the next lesson, they will further investigate how people protect themselves from severe weather and its hazards.

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PhD SCIENCE™ L3 ▸ M1 ▸ Lesson 18

Lesson 18

Preparing for Severe Weather Prepare In Lessons 16 and 17, students learned about different types of severe weather and explored the weather hazards related to each type. In Lesson 18, students consider the cause and effect relationship (CC.2) between weather hazards and their effects as they investigate solutions to reduce the impact of those hazards (ESS3.B). Students then develop explanations (SEP.6) for why weather hazard solutions are important to people and the communities in which they live.

Student Learning Knowledge Statement

Concept 3: Weather Hazards Focus Question How can we plan for severe weather?

Phenomenon Question How can people reduce the impact of weather hazards?

The impact of weather hazards can be reduced by designing and implementing solutions.

Objective ▪▪ Lesson 18: Investigate how people protect themselves from weather hazards.

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Standards Addressed 3-ESS3-1

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. (Developing)

Science and Engineering Practices SEP.6: Constructing Explanations and Designing Solutions ▪▪ Use evidence to construct or support an explanation.

Disciplinary Core Ideas

Crosscutting Concepts

ESS3.B: Natural Hazards

CC.2: Cause and Effect

▪▪ A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.

▪▪ Cause and effect relationships are routinely identified, tested, and used to explain change.

CC.4: Systems and System Models ▪▪ A system can be described in terms of its components and their interactions.

Materials Lesson 18 Student

Science Logbook (Lesson 18 Activity Guide)

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Teacher

Under the Wave off Kanagawa​(Lesson 18 Resource A)

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Class severe weather chart developed in Lesson 16

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Anchor chart

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Print 1 copy of each set of weather hazard solution photographs (Lesson 18 Resources B, C, D, E, and F), and tape or glue each set of photographs to a separate piece of chart paper.

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Preparation

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 18

Agenda

Lesson 18 Objective: Investigate how people protect themselves from weather hazards.

Launch (5 minutes) Learn (35 minutes) ▪▪ Investigate Weather Hazard Solutions (20 minutes) ▪▪ Discuss Weather Hazard Solutions (15 minutes) Land (5 minutes)

Launch

5 minutes

Display the painting Under the Wave off Kanagawa​

by Katsushika Hokusai (Lesson 18 Resource A).

Ask students to silently observe the painting for a minute, and then ask for volunteers to share what they notice.

As students share, point to areas on the painting and paraphrase students’ thoughts to emphasize and draw out their ideas.

Content Area Connection: English

▪▪ I see people in boats.​

If students use Wit & Wisdom​®, they likely have already analyzed this painting to determine a central idea and connect it to their knowledge of the sea. Invite students to share something new that they notice as they observe the painting in this lesson. Highlight that this activity allows students to explore the painting through a different lens as they analyze its connection to their study of severe weather.

▪▪ There is a giant wave that looks like it is going to hit the boats.​

Teacher Note

Sample student responses:​

▪▪ I think there is a mountain in the distance.​ After discussing initial observations with students, challenge them to connect the painting to their study of severe weather and weather hazards. ►►How might the wave and the people in the boats be related to a severe weather event,

The opening of this activity is intentionally broad and open-ended.

Welcome all student responses, even if they seem far-fetched. When appropriate, note or model how students can respectfully agree or disagree with other students’ ideas.

such as a hurricane?

▪▪ Maybe the people in the boats didn’t know the wave was coming just like we don’t always know when severe weather is coming.​

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▪▪ There is nothing the people in the boats can do to stop the wave. I don’t think we can stop severe weather from happening either.​ ▪▪ The wave can damage the boats like hurricanes can damage buildings.​ Acknowledge all reasonable answers as valid connections to severe weather. Draw attention to any ideas that refer to the power of nature or the idea that humans cannot prevent natural hazards.

Explain that while humans cannot stop severe weather from happening, they can design solutions to protect themselves. Introduce the Phenomenon Question How can people reduce the impact of weather hazards? Explain that in this lesson, students will look at a variety of solutions that people have designed to protect themselves from severe weather and its hazards.

Learn

35 minutes

Investigate Weather Hazard Solutions

20 minutes

Post the photographs of solutions for each type of severe weather (Lesson 18 Resources B, C, D, E, and F) on pieces of chart paper in different areas around the classroom. Label each piece of chart paper with the type of severe weather the solutions are designed to protect against.

Explain to students that they will participate in a Chalk Talk routine in which they will move silently around the classroom to observe the photographs on each piece of chart paper. Students should write on the chart paper to express ideas and questions they have about how the solution in each photograph provides protection from the type of severe weather identified by the label. Remind students that severe weather events are systems made up of multiple components, or weather hazards. Students should think about the specific weather hazards related to the relevant type of severe weather as they consider each solution. Instruct students that they may also write down other ideas they have about preparing for each type of severe weather.

Teacher Note During the Chalk Talk routine, students engage in a silent conversation by writing down thoughts and questions they have about a specific topic.

Students should build on the ideas of their peers, respond to questions, and write follow-up questions as they consider each topic. This routine fosters universal participation and helps students organize their thinking.

English Language Development Consider providing English learners with sentence frames such as the ones below to encourage participation and help students organize their thinking.

▪▪ I notice ______ in the picture.

▪▪ I think ______ because I see ______.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 18

To begin, divide students into five groups and assign each group to a different piece of chart paper.

Every 4 minutes, ask groups to move to the next piece of chart paper until all students have had a chance to observe the photographs of weather hazard solutions for all five types of severe weather.

Check for Understanding Circulate around the room to observe how students are interpreting the purpose of each weather hazard solution.

Evidence Look for evidence that all students ▪▪ identify the purpose of each solution and ▪▪ connect each solution’s purpose to specific weather hazards and their effects.

Next Steps Note whether students are misinterpreting solutions, and use the class discussion in the next section to help guide student thinking. Additionally, if some students do correctly identify the purpose of certain solutions, encourage those students to share their thinking during the class discussion.

Discuss Weather Hazard Solutions

15 minutes

Display the class severe weather chart from Lesson 16, and explain that the class will now update the chart by adding the solutions they observed for each type of severe weather. Direct students’ attention to the blizzard photographs they observed during the Chalk Talk routine. Highlight any student responses on the chart paper that correctly identify how a solution helps reduce the impact of the weather hazards related to blizzards. If students did not recognize the purpose of a solution, help guide student thinking by asking questions such as these: Why do you think the snowplow is clearing the road? Why might snow piling up on a roof be dangerous?

As each solution is discussed, add a bullet to the class severe weather chart to summarize the solution.

If students identify reasonable solutions not shown in the photographs, add those to the class severe weather chart as well. Then repeat this process for each of the other types of severe weather.

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Sample class severe weather chart started in Lesson 16:​

Type of Severe Weather Blizzard

Weather Hazards ▪▪ Heavy snowfall​ ▪▪ Strong winds​ ▪▪ Cold temperatures​

Effects of Hazards

Solutions to Reduce Impact of Hazards

▪▪ Damage to property, trees, and power lines by snow and wind​

▪▪ Snowplows push snow off the roads so cars can drive on them.​

▪▪ People and animals at risk of getting very cold​

▪▪ People keep emergency supplies, such as flashlights, water, and first aid kits, in case they get snowed in.​

▪▪ Dangerous driving conditions​

▪▪ Cranes remove snow from roofs so the roofs don’t cave in.​ Tornado

▪▪ Very strong, twisting winds​ ▪▪ Hail​

▪▪ Damage to property, trees, and power lines from wind and hail​ ▪▪ People and animals at risk from flying objects​

▪▪ Underground cellars are places people can go to stay safe from tornado winds.​ ▪▪ Warning sirens alert people that a tornado is nearby.​ ▪▪ Tornado shelter signs let people know where to go to stay safe.​

Drought

▪▪ Unusually little or no precipitation over a long time​

▪▪ Less water for plants, animals, and people​ ▪▪ Bodies of water can dry up​

▪▪ Barrels gather any rain that does fall during a drought.​ ▪▪ Plants that don’t need a lot of water survive better in a drought.​ ▪▪ Saving water during a drought helps make sure people have enough water to drink. ​

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Type of Severe Weather Severe Thunderstorm

L3 ▸ M1 ▸ Lesson 18

Weather Hazards ▪▪ Heavy rainfall​ ▪▪ Strong winds​ ▪▪ Lightning​ ▪▪ Hail​

Hurricane

▪▪ Heavy rainfall​ ▪▪ Very strong winds​ ▪▪ Powerful waves​ ▪▪ Storm surge​

Effects of Hazards ▪▪ Damage to property, trees, and power lines from wind, hail, and lightning​

Solutions to Reduce Impact of Hazards ▪▪ Sandbags stop floodwater from getting into buildings.​

▪▪ Houses and cars can get flooded​

▪▪ Lightning rods keep buildings from being struck by lightning.​

▪▪ People and animals at risk of drowning​

▪▪ Nets protect crops from hail.​

▪▪ Damage to property, trees, and power lines from wind and waves​

▪▪ Signs let people know where to go to get away from a hurricane.​

▪▪ People and animals at risk of drowning​ ▪▪ People and animals at risk from flying objects​

▪▪ Water sensors tell people when the water level is rising.​ ▪▪ Seawalls help protect cities from storm surge.​ ▪▪ Houses on stilts are higher off the ground and don’t flood as easily.​

At the end of the discussion, remind students that people cannot prevent severe weather from happening. Then direct students’ attention back to the solutions described on the class severe weather chart and ask students to Jot–Pair–Share in their Science Logbooks (Lesson 18 Activity Guide) in response to the following question. ►►Why do people design weather hazard solutions if the solutions cannot stop severe weather from

happening?

▪▪ Weather hazard solutions can keep people safe during severe weather.​ ▪▪ People use weather hazard solutions to protect their homes and families.​ ▪▪ Some of the solutions warn people about severe weather so that they know to leave.​

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Summarize student responses and ensure students understand that while severe weather cannot be prevented, solutions that reduce the impact of weather hazards are very important for people and the communities in which they live.

Land

5 minutes

Display the anchor chart and remind students of the Phenomenon Question How can people reduce the impact of weather hazards? Ask students to answer this question based on what they have learned, and summarize student responses to add a statement to the anchor chart.

Sample anchor chart:​

Weather and Climate Weather Conditions • Weather is a description of the conditions in a certain place at a given time. Weather conditions include temperature, wind speed and direction, cloud cover, and amount of precipitation.

• Seasons (winter, spring, summer, fall) are periods of a year defined by similar weather conditions.

Climate • Climate is a description of the pattern of typical weather conditions in a location over time. Climate remains mostly stable, or the same, year after year.

• Knowing a location's climate can help people predict the types of weather conditions that may occur in that location during different times of year.

Weather Hazards • Different types of severe weather are made up of different weather hazards (e.g., strong winds, heavy rain) that pose a threat to life and property.

• While severe weather cannot be prevented, people can design and implement solutions to reduce the impact of the related weather hazards.

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L3 ▸ M1 ▸ Lesson 18

Then ask students to consider whether all locations need to prepare for the same kinds of weather hazards. ►►How do people know what kinds of weather hazard solutions they need to design and implement

based on where they live?

▪▪ Maybe some kinds of severe weather are more common in certain places.​ ▪▪ If you live in an area where it snows a lot, then you know you need to be ready for a blizzard.​ Highlight student responses that relate to certain types of severe weather being more common in some locations than others. Explain that students will investigate patterns in when and where severe weather occurs in the next lesson.

Optional Homework Have students look for local weather hazard solutions in their community. Students should sketch or describe any solutions they identify and explain how the solutions help reduce the impact of specific weather hazards.

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Spotlight on Disciplinary Core Ideas In Kindergarten, students learned that some kinds of severe weather are more likely than others in a given region (ESS3.B). Students deepen their understanding of this concept in Level 3 as they consider how people know what kinds of weather hazard solutions to design and implement based on where they live.

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PhD SCIENCE™ L3 ▸ M1 ▸ Lessons 19–20

Lessons 19–20

Severe Weather Patterns Prepare In Lesson 19, students analyze a map and a graph to identify patterns (CC.1) related to when and where hurricanes frequently occur and recognize that this information can be used to predict potential severe weather (ESS2.D). In Lesson 20, students use what they have learned about severe weather to analyze and interpret data (SEP.4) in a Conceptual Checkpoint as they identify when and where tornadoes are likely to occur and recommend a solution to reduce the impact of future weather hazards.

Student Learning

Concept 3: Weather Hazards Focus Question How can we plan for severe weather?

Phenomenon Question How can people predict severe weather?

Knowledge Statement People can use patterns of severe weather to predict weather hazards.

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L3 ▸ M1 ▸ Lessons 19–20

PhD SCIENCE™

Objectives ▪▪ Lesson 19: Identify patterns related to when and where hurricanes frequently occur.

▪▪ Lesson 20: Use patterns of severe weather to predict weather hazards.

Standards Addressed 3-ESS2-1

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (Demonstrating)

3-ESS3-1

Make a claim about the merit of a design solution that reduces the impacts of a weatherrelated hazard. (Demonstrating)

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

SEP.2: Developing and Using Models

ESS2.D: Weather and Climate

CC.1: Patterns

▪▪ Develop and/or use models to describe and/or predict phenomena.

▪▪ Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next.

▪▪ Patterns of change can be used to make predictions.

SEP.4: Analyzing and Interpreting Data ▪▪ Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.

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ESS3.B: Natural Hazards ▪▪ A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.

CC.4: Systems and System Models ▪▪ A system can be described in terms of its components and their interactions.

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PhD SCIENCE™ L3 ▸ M1 ▸ Lessons 19–20

Materials Lesson 19 Student

Science Logbook (Lesson 19 Activity Guide)

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Science Logbook (Lesson 20 Activity Guides A and B)

Teacher

Preparation

Lesson 20

Hurricane Frequency Map (Lesson 19 Resource A)

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Hurricane Frequency Graph (Lesson 19 Resource B)

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Anchor model

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Conceptual Checkpoint Map and Graph (Lesson 20 Resource)

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Anchor chart, driving question board

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None

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Agenda

Lesson 19 Objective: Identify patterns related to when and where hurricanes frequently occur.

Launch (8 minutes) Learn (32 minutes) ▪▪ Analyze Hurricane Frequency Map and Graph (20 minutes) ▪▪ Revise Anchor Model (12 minutes) Land (5 minutes)

Launch

8 minutes

Write or display these weather sayings (Mackay 2018) on the board or a piece of chart paper: ▪▪ “No weather is ill if the wind be still.”

▪▪ “If seabirds fly to land, there truly is a storm at hand.”

▪▪ “Cats leap about and chase their tails to warn of thunderstorms and gales.”

Ask students to participate in a Mix and Mingle routine to respond to the following questions for each weather saying. ►►What might this saying tell us about the weather?

▪▪ If there is no wind, then the weather will be nice.​ ▪▪ Seabirds will fly toward land if there is a storm in the ocean.​ ▪▪ Cats act strange when a thunderstorm is about to happen.​ ►►How true do you think this saying is? Do you think it a good predictor of future weather

conditions?

▪▪ I think the saying is true because a lot of severe weather causes strong winds. If there is no wind, the weather must be nice.​ ▪▪ I bet seabirds do fly toward land to get away from bad storms.​ ▪▪ I’m not sure. My cat doesn’t act any different when it’s storming outside.​

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Teacher Note Mix and Mingle is a collaborative conversation routine in which students share ideas about a topic or question while moving around the classroom.

After a question or topic is posed, students circulate before pairing up with a peer to discuss. After a few moments, students are given a signal to move around again before stopping to pair up with a different partner to discuss the same or a new topic or question. This routine provides students time to think as well as an opportunity to share their ideas with peers.

Teacher Note The accuracy of weather sayings varies depending on factors such as season and location. In addition, while some weather sayings are supported by scientific explanations (e.g., calm weather conditions can indicate high pressure systems, which often bring fair weather), others are purely anecdotal.

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L3 ▸ M1 ▸ Lesson 19

When students have finished discussing the weather sayings, explain that these sayings were developed by people a long time ago and are examples of how people have passed weather wisdom from one generation to the next for a very long time. Ask students to consider how people were able to come up with these weather sayings without the help of modern technology. ►►How do you think people were able to come up with these sayings to help them predict weather

conditions?

▪▪ I guess people just watched the weather and wrote down when they noticed a pattern.​ ▪▪ People must have seen animals acting in a different way when severe weather was coming.​ Highlight and discuss student responses that allude to people noticing patterns related to changes in weather. Guide students toward the idea that people have been observing patterns in nature to predict events for a very long time. Introduce the Phenomenon Question How can people predict severe weather? and explain that in this lesson, students will look for patterns in hurricane activity to begin to answer this question.

Learn

Content Area Connection: Mathematics

32 minutes

Analyze Hurricane Frequency Map and Graph Display the hurricane frequency map (Lesson 19 Resource A).

Tell students the map is divided into small sections called counties and that the color of each county indicates how many hurricanes occurred in that county between 1900 and 2010. Also point out the key in the lower left corner of the map, and tell students how to read the key by explaining that the numbers next to each color indicate how many hurricanes that color represents.

20 minutes

Frequency of Hurricanes by County: 1900-2010

▪▪ The most frequently used word in our class is _____. > 20 15 - 20 10 -15 5 - 10 <5 0

Source: NOAA Hurricane Strikes by County

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Eureka Math​describes the word frequent​as the common measurement, and students use this word to explain discrete graphical data, including terms such as most frequent​, less frequent, and frequently​. Extend this learning to understand frequency​. To support students, consider having them use sentence frames such as the ones below for practice.

▪▪ I go to the _____ frequently to _____.

Teacher Note If needed, explain that a county is a small region of a state and that every state in the United States is made up of multiple counties.

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L3 ▸ M1 ▸ Lesson 19

PhD SCIENCE™

Ask students to examine the map and record what they notice and wonder in their Science Logbooks (Lesson 19 Activity Guide). After a few minutes, invite students to share with the class.

Sample student responses:​

I Notice

I Wonder

▪▪ Most hurricanes happen along the southern coast.​

▪▪ Why are all the hurricanes on the coast?​

▪▪ The tip of Florida gets a lot of hurricanes.​

▪▪ Why does Florida get so many hurricanes?​

▪▪ There are no hurricanes at all in the middle of the United States.​ ▪▪ A lot of the hurricanes are on the East Coast.​

▪▪ Does the ocean cause hurricanes?​ ▪▪ How strong are the hurricanes shown on the map?​

Draw attention to student responses that recognize that most hurricanes occur along the coast.

Remind students that a hurricane is a type of storm that forms over the ocean. ►►If hurricanes always form over the ocean, how does this help explain the pattern we see

on the map?

▪▪ Hurricanes must travel from the ocean to the land, so land near the ocean must get hit first.​ ▪▪ It makes sense that places near the coast would get more hurricanes because they are near the ocean.​ Ensure students understand that since hurricanes form over the ocean, they naturally have a greater impact on areas along the coast. Trace a finger along the areas on the map that have the most hurricane strikes and emphasize that these coastal counties are where most hurricanes occur in the United States.

Next display the hurricane frequency graph (data from Landsea 2018) (Lesson 19 Resource B). Explain that this bar graph shows the number of hurricanes that made landfall, or reached land from the ocean, in the United States each month between 1980 and 2010. Point out that the scale on the vertical axis is in increments of two and that these numbers represent the number of hurricanes that made landfall. Demonstrate how to read the graph by pointing to the June bar and explaining that only one hurricane made landfall in June during the 30 years represented by the graph.

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Teacher Note If students wonder why hurricanes do not occur along the southern border of the United States, explain that this map does not show all of North America and that Mexico borders the southern states to the west of Texas. If students ask about the western coast of the United States, explain that wind and ocean conditions around the West Coast make it much less likely for this type of severe weather system to form and make landfall.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 19

US Hurricane Frequency by Month 1980–2010

18 16

Number of Hurricanes

14 12 10 8 6 4 2 0 January

February

March

April

May

June

July

August

September October

November December

Month

Give students a few moments to observe the graph before asking them to Think–Pair–Share about what they notice. ►►What do you notice about the graph?

▪▪ Most hurricanes happen in August and September.​ ▪▪ Hurricanes only happen in the summer and fall.​ Use student responses to help students determine that there is a pattern in when hurricanes occur.

Tell students that because so many hurricanes occur between June and November, many people refer to this time of year as hurricane season.

Guide students toward an understanding that patterns in hurricane activity can be used to make predictions about severe weather events. ►►Where and when are hurricanes most likely to occur?

▪▪ Hurricanes are most likely to occur along the coast in late summer or early fall.​ ▪▪ Places near the ocean get hurricanes, and hurricanes are most likely to happen in August or September.​ ►►How could this information be useful in predicting hurricanes?

▪▪ People along the coast know to watch for hurricanes in the summer and fall.​ ▪▪ You know there won’t be any hurricanes in the winter or spring.​

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L3 ▸ M1 ▸ Lesson 19

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Check for Understanding As students discuss the hurricane frequency map and graph, they should come to an understanding that there are patterns related to when and where hurricanes occur.

Evidence Look for evidence that all students ▪▪ identify that hurricanes are most common in late summer and early fall, and ▪▪ recognize that hurricanes occur along the coast of the United States.

Next Steps If students have difficulty recognizing patterns associated with hurricanes, work with small groups to emphasize the patterns on the map and the graph separately. It might be helpful to provide a political map of the United States to show the coastline along the Gulf of Mexico and the Atlantic Ocean. Take note of any students who may need further support interpreting this data as students will work with similar data again for tornadoes in Lesson 20.

Revise Anchor Model

12 minutes

Display the hurricane frequency map (Lesson 19 Resource A) again and point out the location of Galveston, Texas, on the map. Remind students that the 1900 hurricane occurred on September 8. ►►Does this information about the 1900 Galveston hurricane match what we observed about when

and where hurricanes are likely to occur? Why or why not?

▪▪ Yes, Galveston is in an area where hurricanes frequently occur.​ ▪▪ Yes, September is one of the months when hurricanes occur most frequently.​ Then display the anchor model and ask students to consider how what they have learned about the weather hazards related to hurricanes might help explain the damage that occurred in Galveston during the 1900 hurricane. ►►What kinds of weather hazards would you expect during a hurricane?

▪▪ Hurricanes have strong winds and heavy rain.​ ▪▪ Hurricanes can cause storm surge.​

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L3 ▸ M1 ▸ Lesson 19

►►How do you think these weather hazards might have caused the damage we saw in the

photographs of Galveston after the 1900 hurricane?

▪▪ The damage could have been caused by strong wind breaking things apart.​ ▪▪ I think rain and storm surge caused flooding that destroyed the city.​ Summarize student ideas to revise the anchor model to reflect new learning.

Sample anchor model:​ 1900 Galveston Hurricane Before

During

After

Heavy rain Strong wind Storm surge

Hurricane Season: June through November

Galveston, TX

A location’s climate describes the typical weather conditions over time, and these conditions occur in seasonal patterns. Hurricanes like the one that hit the city of Galveston, Texas, on September 8, 1900, also occur in patterns. Before the hurricane, Galveston was a successful city. During the hurricane, there was heavy rain, strong wind, and storm surge. These weather hazards destroyed the city.

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L3 ▸ M1 ▸ Lesson 19

Land

PhD SCIENCE™

5 minutes

Ask students to consider how communities in areas where hurricanes frequently occur could prepare for future weather hazards related to hurricanes. ►►If you lived in a location like Galveston where hurricanes occur frequently, then what kinds

of solutions would you want to put in place to protect yourself and your family?

▪▪ I would want to live in a house that is raised so that it can’t get flooded.​

▪▪ I would want to build a seawall along the coast to keep storm surge from causing flooding.​ ▪▪ I would learn the evacuation routes so that I could leave if I knew a hurricane was coming.​ Use student responses to conclude that there are several different solutions that can be used to reduce the impact of hurricanes in areas where they are common.

Optional Homework Students ask family members about any weather sayings they know that can be used to help predict weather conditions.

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L3 ▸ M1 ▸ Lesson 20

Agenda

Lesson 20 Objective: Use patterns of severe weather to predict weather hazards.

Launch (4 minutes) Learn (36 minutes) ▪▪ Conceptual Checkpoint (21 minutes) ▪▪ Compare Tornado and Hurricane Data (7 minutes) ▪▪ Update Anchor Chart (8 minutes)

Launch

Land (5 minutes) 4 minutes

Ask students whether any other types of severe weather might have patterns in the seasons or locations in which they occur.

Sample student responses:​ ▪▪ I think tornadoes are more common in the spring.​ ▪▪ Blizzards only occur in the winter because that’s when it snows.​ ▪▪ Droughts might be more common in climates that are dry.​ Use student responses to agree that there might be patterns for other types of severe weather too.

Explain that in this lesson, students will continue investigating the Phenomenon Question How can people predict severe weather? by completing a Conceptual Checkpoint in which they identify when and where tornadoes are most likely to occur.

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L3 ▸ M1 ▸ Lesson 20

Learn

PhD SCIENCE™

36 minutes

Conceptual Checkpoint

21 minutes

Display the tornado frequency map and graph (NOAA NCEI, n.d.b) (Lesson 20 Resource).

Give students a few moments to look over the data and ask whether they have any clarifying questions about how to read the map or graph. As needed, remind students how to use the key on the frequency map and point out that the scale on the bar graph shows intervals of 50.

Frequency of Strong Tornadoes by County: 1980–2015

US Tornado Frequency by Month 1991–2010

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Differentiation For students with processing delays or limited vision, consider providing printed copies of the map and graph.

Encourage students to highlight or circle important information on the printed images.

Number of Tornadoes

250

> 40 30 - 40 20 - 30 10 - 20 < 10 0

200

150

100

50

0 January

February

March

April

May

June

July

August

September October

November December

Month Source: NOAA Storm Events Database (tornadoes that are greater than or equal to scale EF1 and F1 categories)

When all students are comfortable reading the map and graph, pose the following scenario and ask students to respond in their Science Logbooks (Lesson 20 Activity Guide A). ►►Use the map and graph to identify when and where tornadoes are most likely to occur in the

future. Then suggest a solution to reduce the impact of a tornado for an area where tornadoes are likely to occur. Be sure to explain how the solution reduces the effect of specific weather hazards related to tornadoes.

Sample student response:​ ▪▪ Tornadoes can occur all throughout the year, but they are most likely to happen in May or June. They are also most likely to happen in the center and southern parts of the United States. I would tell people who live in these areas that they should build an underground cellar.

They could go to the cellar if there was a tornado. The cellar would keep people from getting hurt by flying objects and from being swept up by the wind.​

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 20

Conceptual Checkpoint This Conceptual Checkpoint assesses student understanding of the Concept 3 Focus Question: How can we plan for severe weather? Students should recognize that some types of severe weather can be generally predicted based on seasonal and regional patterns. Students should also recognize the weather hazards related to specific types of severe weather and be able to identify solutions to reduce the impact of those hazards.

Evidence Look for evidence that all students ▪▪ identify that tornadoes are most likely to occur in May and June, ▪▪ identify that tornadoes are most likely to occur in the central and southern parts of the United States, and ▪▪ describe a reasonable solution that would reduce the impact of specific weather hazards related to tornadoes.

Next Steps If students do not grasp how patterns can be used to predict and prepare for severe weather, then work with these students in a small group to identify specific patterns in the map and graph data.

Students may benefit from viewing a political map of the United States to better identify the states where tornadoes often occur.

If students have difficulty coming up with a reasonable solution, then encourage them to revisit the class severe weather chart, updated in Lesson 18, or have them view the photographs of tornado damage from Lesson 16.

Compare Tornado and Hurricane Data

7 minutes

Display the hurricane frequency map and graph (Lesson 19 Resources A and B) alongside the tornado frequency map and graph (Lesson 20 Resource). Ask students to compare the patterns in the data for hurricanes and tornadoes, specifically in terms of when and where the hurricanes and tornadoes frequently occur.

First draw students’ attention to the frequency maps. As needed, point to areas on the maps to highlight where hurricanes and tornadoes occur most frequently. Then draw students’ attention to the frequency graphs.

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Sample student responses: ▪▪ Hurricanes occur along the coast, but tornadoes are mostly in the center of the United States.​ ▪▪ Tornadoes can occur in some of the same areas as hurricanes, but they occur in a lot more places.​ ▪▪ Hurricanes only happen during the summer and fall, but tornadoes can happen all year long.​ ▪▪ Tornadoes are most common in the spring, but hurricanes are most common in the summer and fall.​ Use student responses to conclude that tornadoes can occur in more locations across the United States than hurricanes and that tornadoes occur during more months of the year than hurricanes.

Also point out the differences in the scales of the graphs and the time scale represented to emphasize that tornadoes occur much more frequently than hurricanes.

End the discussion by summarizing for students that there are patterns in when and where both hurricanes and tornadoes occur. Emphasize that knowing these patterns can help people prepare for future weather hazards.

Update Anchor Chart

8 minutes

Display the anchor chart and return to the Phenomenon Question How can people predict severe weather? Ask students to Jot–Pair–Share to answer this question in their Science Logbooks (Lesson 20 Activity Guide B).

Sample student responses:​ ▪▪ Some kinds of severe weather occur more often in certain places and at certain times of year.​ ▪▪ You can predict when and where severe weather is likely to occur based on when and where severe weather has happened in the past.​ As students share, paraphrase students’ ideas and add a summary statement to the anchor chart.

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L3 ▸ M1 ▸ Lesson 20

Sample anchor chart:​

Weather and Climate Weather Conditions • Weather is a description of the conditions in a certain place at a given time. Weather conditions include temperature, wind speed and direction, cloud cover, and amount of precipitation.

• Seasons (winter, spring, summer, fall) are periods of a year defined by similar weather conditions.

Climate • Climate is a description of the pattern of typical weather conditions in a location over time. Climate remains mostly stable, or the same, year after year.

• Knowing a location's climate can help people predict the types of weather conditions that may occur in that location during different times of year.

Weather Hazards • Different types of severe weather are made up of different weather hazards (e.g., strong winds, heavy rain) that pose a threat to life and property.

• While severe weather cannot be prevented, people can design and implement solutions to reduce the impact of the related weather hazards.

• There are patterns in when and where some types of severe weather occur (e.g., hurricane season).

Land

5 minutes

Display the driving question board and review whether any questions have been answered. Invite students to also share any new questions they have as a result of new learning. Add these questions to the driving question board.

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Sample questions:​ ▪▪ Did people in Galveston know hurricanes were common there?​ ▪▪ What kinds of solutions did Galveston have before the hurricane hit?​ ▪▪ What solutions does Galveston have to reduce the impact of future hurricanes?​ ▪▪ How do scientists know what kinds of solutions to design?​ Draw attention to questions related to weather hazard solutions or modern-day Galveston. Explain that in upcoming lessons, students will have the opportunity to design their own weather hazard solutions as they participate in an engineering challenge.

Optional Homework Students discuss with a family member any types of severe weather that are common where they live and how their family might prepare for potential weather hazards.

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PhD SCIENCE™ L3 ▸ M1 ▸ Lessons 21–26

Lessons 21–26

Reducing the Impact of Storm Surge Prepare In previous lessons, students developed an understanding of the weather hazards related to different types of severe weather. In Lessons 21–24, students apply that knowledge to solve a problem in an engineering challenge. Students use the engineering design process to design a seawall based on established criteria and constraints (SEP.6) to reduce the impact of flooding (ESS3.B) caused (CC.2) by storm surge. In Lesson 25, student groups present their solutions to their peers. Finally, in Lesson 26, students explore how modern-day coastal cities implement a variety of solutions to reduce the impact of weather hazards related to hurricanes. Students also consider how these modern solutions might prevent another disaster like the 1900 Galveston hurricane.

Student Learning

Application of Concepts Task Engineering Challenge

Phenomenon Question How can people design better solutions to reduce the impact of weather hazards?

Knowledge Statement People can use the engineering design process to design solutions to protect themselves from weather hazards.

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Objectives ▪▪ Lessons 21–25: Apply the engineering design process to design a structure that reduces the impact of flooding caused by storm surge.

▪▪ Lesson 26: Explore modern solutions that reduce the impact of weather hazards related to hurricanes.

Standards Addressed 3-ESS3-1

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. (Demonstrating)

3-5-ETS1-1

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. (Demonstrating)

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

SEP.1: Asking Questions and Defining Problems

ESS3.B: Natural Hazards

CC.2: Cause and Effect

▪▪ Define a simple design problem that can be solved through the development of an object, tool, process, or system that includes several criteria for success and constraints on materials, time, or cost.

▪▪ A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.

▪▪ Cause and effect relationships are routinely identified, tested, and used to explain change.

SEP.6: Constructing Explanations and Designing Solutions

ETS1.A: Defining and Delimiting Engineering Problems ▪▪ Possible solutions to a problem are limited by available materials and resources (constraints).

The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.

▪▪ The shape and stability of structures of natural and designed objects are related to their function(s). (from K-2)

▪▪ Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.

SEP.7: Engaging in Argument from Evidence ▪▪ Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

CC.6: Structure and Function

Connections to Engineering, Technology, and Applications of Science​ 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.

Connections to Nature of Science​ Science Is a Human Endeavor ▪▪ Science affects everyday life.

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PhD SCIENCE™ L3 ▸ M1 ▸ Lessons 21–26

Materials Student

Science Logbook (Lesson 21 Activity Guide)

Lesson 21

Lesson 22

Lesson 23

Lesson 24

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Science Logbook (Lesson 22 Activity Guide) Engineering Challenge (1 per group): 16.9-ounce plastic bottle filled with water, 1 pound of modeling clay, clear plastic bin (13.5″ × 8″ × 4.5″ or larger) with hole (Lesson 21 Resource D), foil ramp Science Logbook (Lesson 24 Activity Guide)

Teacher

Engineering Design Process (Lesson 21 Resource A)

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Marvelous Mattie: How Margaret E. Knight Became an Inventor​by Emily Arnold McCully (2006)

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Blank Engineering Design Process Chart (Lesson 21 Resource B)

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Engineering Challenge Scenario (Lesson 21 Resource C)

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Lesson 26

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Seawall Photographs (Lesson 22 Resource) Galveston Seawall Photograph (Lesson 26 Resource A)

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“Katrina Strikes” (Lake 2012) (Lesson 26 Resource B)

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Anchor chart

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Anchor model

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Prepare a set of engineering challenge materials for students to observe (see Lesson 21 Resource D).

Prepare a set of engineering challenge materials for each group (see Lesson 21 Resource D).

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Driving question board

Preparation

Lesson 25

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Agenda Launch (3 minutes)

Lesson 21

Learn (34 minutes) ▪▪ Review the Engineering Design Process (5 minutes)

Objective: Apply the engineering design process to design a structure that reduces the impact of flooding caused by storm surge.

▪▪ Read about Margaret E. Knight (10 minutes) ▪▪ Discuss the Engineering Design Process (19 minutes)

Launch

Land (8 minutes) 3 minutes

Introduce the Phenomenon Question How can people design better solutions to reduce the impact of weather hazards? Tell students that in the next lessons, they will design and develop their own solution to reduce the impact of a weather hazard related to hurricanes. In this lesson, they will prepare for the engineering challenge by reading about Margaret E. Knight, a determined female inventor who engineered many devices and machines, some of which we still use today.

Teacher Note

Learn

34 minutes

Review the Engineering Design Process

5 minutes

Have students locate the engineering design process visual in their Science Logbooks (Lesson 21 Activity Guide). A copy of it is available as Lesson 21 Resource A to project for students who may benefit. Review the engineering design process with students and point out the six stages: Ask, Imagine, Plan, Create, Improve, and Share.

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Throughout Level 3, students will further investigate each stage of the engineering design process. Later visuals of the process will include additional details for each stage. For this module, Lesson 21 Resources A and B include the same information, but Lesson 21 Resource B has extra space for students to post sticky notes during the next activity.

Teacher Note Students should be familiar with the engineering design process from Level 2.

Take this time to reintroduce students to the process and make sure all students are familiar with the six stages.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 21

English Language Development Understanding the phrase engineering design process​is required for students to participate fully in the activity. Introduce this term explicitly. Sharing the Spanish cognate phrase for engineering design process​ (proceso de diseño ingeniería​) may be useful. Also consider sharing simplified diagrams of the process that include additional scaffolds for English learners.

Read about Margaret E. Knight

10 minutes

Show students the text Marvelous Mattie: How Margaret E. Knight Became an Inventor​(McCully 2006) and set the purpose for the read aloud. Explain that students should listen for how Margaret, or Mattie, used the engineering design process, a series of thoughts and actions, to design a machine that could cut and glue a square-bottomed paper bag. When students hear an important thought or action Mattie took to design a square-bottomed paper bag, they should write it on a sticky note.

Teacher Note Marvelous Mattie: How Margaret E. Knight Became an Inventor​does not include page numbers.

Consider writing small page numbers in the text for easy reference. For example, the reading in this lesson starts on page 1, which begins “Mattie Knight lived in a little house in York, Maine.”

Read aloud pages 1–4 and 17–28 of the text. In the second part of the reading on page 17, begin with the paragraph after the picture (“Mattie moved away from home”). If possible, project the pages of the book so all students can read along and view the pictures. Pause periodically for students to record notes on Mattie’s design process.

Discuss the Engineering Design Process

19 minutes

Display the blank engineering design process chart (Lesson 21 Resource B) and call students’ attention to the first stage of the process, Ask. Explain that engineers define the problem (i.e., What is the problem we need to solve? How do we know the problem is solved?) in the Ask stage.

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Teacher Note Students should layer their notes on the blank engineering design process chart (Lesson 21 Resource B) after the reading. However, if students are unfamiliar with the process, project Lesson 21 Resource A during the reading to help students frame their thinking.

Differentiation If students are still unfamiliar with the engineering design process, they may struggle to identify examples from the text. To help students better understand the process, model returning to the text to find evidence for a few of the stages.

Share thinking aloud to demonstrate how students might arrive at a given piece of evidence, for example, “I notice on page 17 that Mattie worked in a paper bag factory and learned that the paper bags did not hold bulky items without splitting. I will put this evidence under Ask because that example is part of defining the problem.”

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►►What problem did Mattie want to solve?

Ask

▪▪ Paper bags made at a factory split when people tried to carry bulky items in them. (Page 17)​

Build a Needed a machine to make better paper square-bottomed bag machine paper bags Paper bags split when filled with bulky items

▪▪ The paper bags made at the factory couldn’t stand upright and had to be held open when being filled. (Page 17)​ ▪▪ Mattie wanted to build a machine to make square-bottomed paper bags that would be sturdier and could stand upright.

(Page 18)​ Invite students to share relevant evidence from their sticky notes and to post their notes in the Ask portion of the blank engineering design process chart. If needed, reread relevant sentences on pages 17–18 to help students recall details.

Imagine Set up a workshop in her basement

Next, explain that in the Imagine stage, engineers conduct research to learn more about the problem, brainstorm possible solutions, and select a solution to explore. ►►How did Mattie imagine and brainstorm a possible solution to the

paper bag problem?

▪▪ Mattie worked in a bag factory, so she already had some experience with paper bag machines. (Page 18)​ ▪▪ Mattie set up a workshop in her basement and sketched her ideas. (Page 19)​ Invite students to share relevant evidence from their sticky notes and to post their notes in the Imagine portion of the blank engineering design process chart. If needed, reread relevant sentences on pages 18–19.

Had experience working in a bag factory

Sketched ideas for a machine

Improve

Plan

First prototype didn’t work

Made paper cutout versions of her machine

Had to fix machine when paper got stuck

Kept sketching in her notebook

Create Built a prototype out of wood

Share Proved the design was hers in court

Went to Boston to get a patent

Used tools to build her machine

Started a paper bag company

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L3 ▸ M1 ▸ Lesson 21

Continue introducing the stages of the engineering design process by using the questions below to discuss Mattie’s experience in each stage. After each question, ask students to post relevant sticky notes in the next portion of the blank engineering design process chart.

Explain that in the Plan stage, engineers develop a detailed design plan (e.g., drawings, physical models) and gather the materials required. ►►How did Mattie plan her design?

▪▪ Mattie kept sketching in her notebook. (Page 19)​ ▪▪ She made paper cutout versions of her machine. (Page 21)​ Explain that in the Create stage, engineers follow the plan to build a prototype and test the design.

Tell students that a prototype is a working model of a device engineers use to test the design before they produce the final device. ►►How did Mattie test her bag-making machine design?

▪▪ She used her father’s old toolbox to build a prototype. (Page 21)​ ▪▪ Mattie made a prototype out of wood and tested it to see if it worked. (Page 21)​ Explain that in the Improve stage, engineers reevaluate the design and materials and determine how to make the prototype better. ►►How did Mattie improve her bag-making machine design?

▪▪ When Mattie first tested her machine, she found that the paper got caught. She had to improve the machine to make it run smoothly. (Page 21)​ ▪▪ She worked with a machine shop to get an iron prototype made. (Page 23)​ Explain that in the Share stage, engineers document their ideas and present them to others to receive feedback and support.

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►►How did Mattie share her idea?

▪▪ She went to Boston to get a patent for her design, but when she went to the patent office, she found out someone had stolen her idea. (Page 25)​ ▪▪ Mattie used her notebook of designs and paper patterns to prove that the machine design was hers. (Page 27)​ ▪▪ Mattie was given the patent and used her machine to start the Eastern Paper Bag Company.

Her invention still provides paper bags that people use today. (Page 28)​ After discussing the stages of the engineering design process, ask students to use examples from Mattie’s experiences to summarize the process for a partner.

Then discuss that the engineering design process is more like a web than a circular or linear process because it encourages engineers to move from one stage to any other stage. Display the engineering design process visual (Lesson 21 Resource A) and draw arrows from each step to the others. Explain that the engineering design process is iterative, which means it allows engineers to use what they learn in one stage to revise work done in any other stage. For example, engineers often imagine, plan, create, and improve a design many times before sharing the design with colleagues.

Teacher Note The engineering design process visual should look like the one below after arrows are drawn between each step.

Ask

Check for Understanding As the class completes the blank engineering design process chart, use students’ responses to gauge understanding of the steps and nature of the process.

Evidence

Imagine

Look for evidence that all students understand each step of the engineering design process in the context of Margaret E. Knight designing her paper bag machine.

Next Steps Students will gain additional experience with the engineering design process by participating in the engineering challenge. Support students as needed by referring to the engineering design process throughout the engineering challenge.

Plan

Improve

Create

Share

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L3 ▸ M1 ▸ Lesson 21

Land

8 minutes

Have students review what they learned about Margaret E. Knight in preparation for the engineering challenge. Then ask the following question. ►►How did Mattie use the engineering design process to solve a problem?

▪▪ Mattie figured out that a problem needed to be solved. She imagined possible solutions and came up with a plan. Then she made a prototype and tested it. She had to keep improving her design, but she eventually created a machine that solved the problem.​ ▪▪ Mattie kept working on and improving her machine and did not give up.​ While discussing students’ responses, emphasize the importance of planning and persistence.

Encourage students to use those approaches in the engineering challenge during the next lesson.

To further prepare students for the engineering challenge, ask them to recall what they know about storm surge. Briefly discuss storm surge during recent hurricanes, such as Hurricane Harvey, Hurricane Sandy, or Hurricane Katrina. Discuss what might happen to homes and other property when a hurricane pushes ocean water inland.

English Language Development Understanding the term storm surge​is required to participate fully in the engineering challenge.

In addition to showing the photograph of the flooded coastal community, consider revisiting the discussion about storm surge in Lesson 17. If additional support is needed, consider showing more photographs or a video of storm surge.

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Content Area Connection: Mathematics Discuss how the web of problem solving in science relates to how humans solve most problems they encounter. Extend the engineering design process to problemsolving processes students use in math class, such as the Read–Draw–Write process (RDW) in Eureka Math​: First, students read the word problem.

Next, they draw a picture to model the problem. This picture helps students identify a pathway for solving and which mathematical operation(s) to use. Finally, students solve the problem and write the answer as an equation and a statement.

Students often move between the read and draw steps of the process several times before moving to the write step, and then they move between the draw and write steps several times.

Make connections between the Improve stage of the engineering design process and problem-solving in other areas of daily life. In Grade 3 mathematics, students are asked to check the reasonableness of their answers (CCSS.Math.Content.3.OA.D.8).

They do so by using estimation strategies, often as a part of the draw stage in solving. If the precise answer isn’t reasonable and doesn’t match the estimated answer, students return to their drawing and try again.

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Display the photograph of a flooded coastal community. Explain that the flooding shown in the photograph was caused by storm surge from Hurricane Sandy in 2012 (Lesson 21 Resource C, image only).

Tell students that in upcoming lessons, they will use the engineering design process to develop and design solutions to reduce damage caused by flooding. ►►Based on your understanding of severe

weather, what steps can people take to protect themselves from weather hazards such as storm surge?

▪▪ People can build houses on stilts to keep them from flooding.​ ▪▪ Sometimes communities send out a warning so people know to leave.​ ▪▪ Seawalls can help block ocean water from coming into a community.​

Show students the materials they will work with in the engineering design process. Available materials should include a plastic bin with a hole, a foil ramp, a pound of modeling clay, and a plastic bottle filled with water.

Teacher Note

To prepare students for the Plan stage in the next lesson, ask them to think about ways they might use these materials to build a structure that could protect a community from flooding caused by storm surge.

This lesson requires only one set of prepared materials for students to observe. In Lesson 23, all student groups will need their own set of prepared materials.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 22

Agenda Launch (3 minutes)

Lesson 22

Learn (40 minutes) ▪▪ Ask about an Engineering Problem (10 minutes)

Objective: Apply the engineering design process to design a structure that reduces the impact of flooding caused by storm surge.

▪▪ Imagine a Design Solution (15 minutes) ▪▪ Plan a Design Solution (15 minutes)

Launch

Land (2 minutes) 3 minutes

On the first day of the engineering challenge, review the Phenomenon Question How can people design better solutions to reduce the impact of weather hazards? Ask students to recap key ideas from the previous lesson about how storm surge may damage homes and other property in a coastal community. Tell students that they will follow in the footsteps of Margaret E. Knight as they imagine, plan, and create a design solution that reduces the impact of flooding caused by storm surge.

Learn

40 minutes

Ask about an Engineering Problem

10 minutes

Display the photograph of a flooded coastal community (Lesson 21 Resource C) and ask students to imagine the following engineering challenge scenario.

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Teacher Note Throughout Levels 3–5, students continue to build their understanding of the engineering design process. The Level 3 modules gradually introduce new complexities of the engineering design process that students will use throughout Levels 3–5. In this module, students focus on building a deeper understanding of the Ask and Imagine stages.

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►►You live in a coastal community that is likely to experience hurricanes. Many people build their

homes on or near the coast like the homes in the photograph. Members of the community decide that a seawall is the best solution to protect these homes from potential flooding caused by storm surge during a hurricane. They want your help to design the seawall.

Explain that a seawall is a structure built along a coast to block ocean water from reaching land.

Then have students summarize the problem and record it in the Ask section of their Science Logbooks (Lesson 22 Activity Guide).

Sample problem summary:​ ▪▪ Flooding caused by storm surge can damage homes near the coast.​ Tell students that engineers must also determine the criteria and constraints of the solution in the Ask stage. Explain that criteria describe the requirements for the design solution—what is necessary for the design to be successful. Then explain that constraints describe the limitations of the design solutions—under what conditions the problem must be solved. Some common engineering constraints are time, cost, and materials.

English Language Development The terms criteria​ and constraints​are used repeatedly in the engineering challenge. Introduce these terms explicitly. Sharing the Spanish cognate for criteria​ (criterios​) may be useful.

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L3 ▸ M1 ▸ Lesson 22

Remind students that they will design a seawall as a solution to the problem of flooding caused by storm surge. Then discuss the criteria and constraints that students’ seawall designs must meet.

Have students record the criteria and constraints in the Ask section of their Science Logbooks (Lesson 22 Activity Guide).

To help students determine the criteria for their seawall designs, ask the following questions: ►►What is an acceptable amount of flooding in the coastal community?

▪▪ There should not be any flooding. Any flooding could damage the homes in the community.​

Differentiation As students discuss and record the criteria and constraints, consider providing sentence frames to support English learners and striving writers.

▪▪ The community must _____.

▪▪ The solution must _____.

►►How will you know if flooding is happening? What might you see?

▪▪ Water will get into the homes in the community.​ ▪▪ Ocean water will get to the other side of the seawall and into the community.​ ►►How will you know if your seawall is successful? What might you notice?

▪▪ The seawall will block the water from getting into the community.​ ▪▪ Water will not get past the seawall.​ To help students determine the constraints for their seawall designs, ask the following question: ►►When designing your seawall, what constraints should you consider?

▪▪ We will not be able to test our seawall in a real community, but we can build and test it in a plastic bin.​ ▪▪ We can only use materials from the classroom.​ Sample criteria and constraints:​

Criteria ▪▪ The seawall must block all water from reaching the community.​

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Constraints ▪▪ The seawall must fit inside a plastic bin.​ ▪▪ The seawall must be made with classroom materials provided by our teacher.​

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Ask students to return to the engineering design process visual in their Science Logbooks (Lesson 21 Activity Guide). Direct students’ attention to the Ask stage and explain that defining the problem and identifying the criteria and constraints of the solution are both important parts of this stage. Have students draw two circles near the Ask stage and write the following phrases, one phrase in each circle:

Teacher Note Guide students toward adding circles like those shown below to the Ask stage.

▪▪ Define the problem ▪▪ Identify criteria and constraints

Define the problem

Imagine a Design Solution

Ask

15 minutes

Review class expectations for group work and assign student groups for the engineering challenge.

Then draw students’ attention to the Imagine stage of the engineering design process. Explain that in this stage, engineers typically research the problem and study past designs. Then engineers brainstorm new designs or consider modifications to past designs to better meet the criteria and constraints and select the best design solution. Tell students they will work in their groups to research, brainstorm, and develop their own designs.

Display the photographs of four different seawalls (Lesson 22 Resource). Ask students to discuss in their groups what they notice about each seawall. Have students share their observations with the class. As students share, record their observations near each displayed photograph.

Identify criteria and constraints

Imagine

Plan Improve

Create

Share

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 22

Seawall photographs with sample student responses​:​

The seawall is slanted​.

The seawall looks more like steps than a wall.​

The seawall goes straight up and down​.

The seawall is curved.​

Use student responses to agree that each seawall has a different shape. Ask students how successful they think each seawall might be at blocking water and preventing flooding.

Sample student responses:​ ▪▪ I think the straight wall would be best because it is the tallest.​ ▪▪ I think it would be hard for water to go over the edge of the curved seawall.​ ▪▪ I think steps would help slow water down before it reaches the top of the seawall.​

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PhD SCIENCE™

Explain that groups should now use their knowledge of storm surge and differently shaped seawalls to brainstorm possible seawall designs. Encourage students to be creative with their designs. Students can use the seawalls in the photographs as inspiration, but they should feel free to design any shape they believe will effectively block water from storm surge.

Ask groups to record their thoughts in the Imagine section of their Science Logbooks (Lesson 22 Activity Guide). Then have students revisit the engineering problem, criteria, and constraints before they select a seawall design to build and test.

Teacher Note Guide students toward adding circles like those shown below to the Imagine stage.

When students have selected a seawall design, ask them to return to the engineering design process visual in their Science Logbooks (Lesson 21 Activity Guide). Emphasize that conducting research, brainstorming solutions, and selecting a solution are all important parts of the Imagine stage. Have students draw three circles near the Imagine stage and write the following phrases, one phrase in each circle:

Ask

Research

Select a solution

▪▪ Brainstorm solutions ▪▪ Select a solution

Plan Improve

15 minutes

Tell student groups they are now ready to develop a plan for building and testing their design solutions. Remind students of the materials available for them to use, and direct them to create a diagram of their design in the Plan section of their Science Logbooks (Lesson 22 Activity Guide).

Students’ diagrams should show both the proposed placement of the seawall in the plastic bin and the shape of the seawall they will build. Students should also indicate what materials they will use for each part.

If needed, prompt students to recognize that they can use modeling clay to build the seawall. Also guide students toward the idea of placing the foil ramp in the hole of the plastic bin, and explain that holding the ramp at an incline while pouring water down it can simulate storm surge. Students should plan to build their seawall near the middle of the plastic bin to leave enough space for water to travel down the ramp and toward the community.

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Imagine

Brainstorm solutions

▪▪ Research

Plan a Design Solution

Identify criteria and constraints

Define the problem

Create

Share

Teacher Note Students can plan to use pieces of clay or other small objects to represent the community they are trying to protect.

Teacher Note Students may generate ideas for unrealistic solutions. Press students to consider practical designs. Use questions such as these to guide them toward realistic solutions: Are these materials available? Could we build this?

How would that work?

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 22

Sample diagram:​

View from Above

Land

Seawall Shape

2 minutes

Review with students the stages they have completed in the engineering design process. Ask students to share examples of tasks they completed during each stage.

Sample student responses:​ ▪▪ During the Ask stage, we defined the problem. We figured out that we need to build a seawall to protect homes in a coastal community from storm surge.​ ▪▪ In the Imagine stage, we researched different kinds of seawalls and brainstormed possible solutions.​ ▪▪ In the Plan stage, we created a diagram to show how our group will build our seawall.​ Tell students that in the next lesson they will move to the Create stage as they build and test their designs.

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L3 ▸ M1 ▸ Lesson 23

PhD SCIENCE™

Agenda Launch (2 minutes)

Lesson 23

Learn (40 minutes) ▪▪ Create a Design Solution (25 minutes)

Objective: Apply the engineering design process to design a structure that reduces the impact of flooding caused by storm surge.

▪▪ Improve a Design Solution (15 minutes) Land (3 minutes)

Launch

2 minutes

Ask students to get into their engineering groups and discuss where they are in the engineering design process. Remind students that the process is flexible and that they may need to go back to a previous stage as they continue to work.

Learn

40 minutes

Create a Design Solution

25 minutes

Safety Note The engineering challenge poses a potential hazard. Explain that spilled water could cause slippery surfaces that might lead to falls. To minimize this risk, review with students that spills must always be cleaned up immediately.

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L3 ▸ M1 ▸ Lesson 23

Tell students to begin building and testing their prototypes, or the working sample of their designs.

Encourage students to refer to the diagrams they created in the Plan stage as they work. As students test their prototypes, they should respond to the questions in the Create section of their Science Logbooks (Lesson 22 Activity Guide).

Teacher Note If students need support as they build and test their prototypes, consider sharing the instructions in Lesson 23 Resource.

Sample student responses to questions in the Lesson 22 Activity Guide:​ What works well?

Extension

▪▪ The seawall blocks almost all the water.​ What needs improvement?

▪▪ Some water still gets past the seawall.​ ▪▪ The wall is too tall and keeps falling over.​

Improve a Design Solution

15 minutes

As students finish testing their prototypes, encourage them to brainstorm potential improvements.

Have students document their ideas in the Improve section of their Science Logbooks (Lesson 22 Activity Guide).

Once students have documented their ideas, they should clean up the area where they built and tested their prototypes. Support students in safely drying all water spills. Have students keep their seawall designs intact, instructing them to discard any water that remains in the plastic bins.

Teacher Note In Lesson 25, students will present their designs to the class. Store each group’s plastic bin and seawall design in a place that is out of the way. For easy identification, consider labeling each bin with the name of each student in the group or assign each group a number and label the bins with the group numbers.

Keep in mind that the modeling clay will harden if left exposed to open air. Students will not need to redesign their solutions before presenting. However, if groups were unable to finish their design or if they want to demonstrate how their solution works during their presentation, then wrap the bin in plastic wrap or carefully remove the modeling clay and place it into a plastic bag to retain moisture.

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For an additional challenge, ask successful groups to retest their seawall designs under different conditions. For example, provide students with more water or ask them to increase the incline of their ramp.

English Language Development This line of questioning involves the word improvement​. English learners may benefit from additional scaffolding in the form of sentence frames. Consider using sentence frames such as the ones below to scaffold this conversation.

▪▪ We can improve our seawall by _____.

▪▪ Our _____ needs improvement.

▪▪ _____ isn’t working. We can improve it by _____.

Teacher Note In this module, the Improve stage is limited to evaluating the success of initial designs and brainstorming potential improvements. Student groups will not make improvements and retest their design solutions. Students will spend more time on the Improve stage of the engineering design process in the engineering challenges for subsequent modules.

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Land

PhD SCIENCE™

3 minutes

Ask student groups to share with the class what improvements they would like to make to their prototypes.

Sample student responses:​ ▪▪ We would like to improve the shape of our seawall. Water keeps splashing over the wall and getting to the other side.​ ▪▪ Our wall is too skinny at the top and falls over. We would make the wall shorter and thicker.​ Remind students that often a prototype must be improved many times before engineers are satisfied with their design. Explain that in the next lesson, students will prepare for the Share stage of the engineering challenge and plan to present their designs to the class. Students should plan to share their ideas for improvement as part of their presentation.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 24

Agenda Launch (5 minutes)

Lesson 24

Learn (35 minutes) ▪▪ Prepare to Share a Design Solution (35 minutes)

Objective: Apply the engineering design process to design a structure that reduces the impact of flooding caused by storm surge.

Launch

5 minutes

Begin the lesson by asking students to briefly discuss their responses to the questions below. ►►Where are you in the engineering design process? ►►What has gone well in your group’s process? ►►What can improve your group’s process?

Explain that groups will now have time to plan a presentation for sharing their design solution with the class.

Learn

Land (5 minutes)

Differentiation If students need support reflecting on the engineering design process, review the Lesson 21 Activity Guide. Ask students to identify the part of the visual that describes their current tasks. Then ask students to identify the stages they have completed and consider what has gone well and what needs to be improved within those stages.

35 minutes

Prepare to Share a Design Solution

35 minutes

Explain that scientists and engineers present their work in a variety of ways, including speeches, visual presentations, videos, websites, and published articles. Work with students to determine which methods of presentation will work best considering the time and resources available in the classroom.

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Teacher Note Based on time available, consider having groups create visual aids to use during their presentation. For example, students could create a poster to reference as they present their solution to the class.

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Introduce students to the engineering challenge rubric in their Science Logbooks (Lesson 24 Activity Guide) and discuss student questions about the criteria. Give groups time to plan their presentations, create their final diagrams, and record responses in the Share section of their Science Logbooks (Lesson 22 Activity Guide).

Land

5 minutes

Remind students that in the next lesson, groups will present their designs to the class. Ask students to determine how each group member will contribute to the presentation.

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L3 ▸ M1 ▸ Lesson 25

Agenda Launch (5 minutes)

Lesson 25

Learn (35 minutes) ▪▪ Share a Design Solution (35 minutes)

Objective: Apply the engineering design process to design a structure that reduces the impact of flooding caused by storm surge.

Launch

5 minutes

Allow students a few minutes to prepare for their presentations.

Learn

Land (5 minutes)

Some students may benefit from additional time and support as they prepare for their presentation. If needed, provide students with additional time to rehearse each part of their presentation before sharing with the whole class.

35 minutes

Share a Design Solution

Differentiation

35 minutes

Gather the class to listen to each group’s presentation. Tell students to consider the rubric criteria in their Science Logbooks (Lesson 24 Activity Guide) as they listen.

After each presentation, students should write feedback on sticky notes or half sheets of paper for the group, responding to this prompt:

Teacher Note Groups may elect to demonstrate how their prototype works during their presentation. As needed, support students in setting up their prototype and provide water for students to use during their demonstration.

►►Considering the rubric criteria, identify one strength and one idea for improvement for this

group’s presentation.

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Each time students respond to the prompt, collect feedback from the class before the next group presents. After all groups have presented, distribute the compiled feedback to each group. Give students time to review the feedback and ask questions before turning it in.

Land

5 minutes

Revisit the Phenomenon Question How can people design better solutions to reduce the impact of weather hazards? Discuss students’ reflections on the engineering design process. Ask the following questions and reference the anchor chart and anchor model as needed to help guide the discussion. ►►How did you apply your knowledge of weather hazards to solve the problem?

▪▪ We know that storm surge during a hurricane can cause flooding, so we used that knowledge to design a seawall to protect a coastal community.​ ►►What knowledge of weather hazards was most useful in designing your solution?

▪▪ We know that storm surge causes ocean water to rise and can cause flooding, so we knew we needed to make our seawall as high as possible to keep water from coming over the top.​ ►►What other weather hazards are related to hurricanes? What solutions could engineers design

to reduce the impact of those hazards?

▪▪ A hurricane can also have strong winds. Maybe engineers could design stronger roofs to keep them from blowing away.​ ▪▪ I know that there can be heavy rainfall during a hurricane, and heavy rainfall can also cause flooding. Maybe engineers could design homes that block water from getting in.​ Build on student responses to emphasize that humans cannot eliminate weather hazards related to severe weather, but they can take steps to reduce the impact of those hazards through engineering and other processes.

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L3 ▸ M1 ▸ Lesson 26

Agenda

Lesson 26 Objective: Explore modern solutions that reduce the impact of weather hazards related to hurricanes.

Launch

Launch (5 minutes) Learn (35 minutes) ▪▪ Reflect on Engineering Challenge (5 minutes) ▪▪ Explore Modern Solutions (20 minutes) ▪▪ Update Anchor Model (10 minutes)

5 minutes

Land (5 minutes)

Display the photograph of the Galveston seawall (Lesson 26 Resource A). Explain that this seawall was designed after the 1900 Galveston hurricane. Tell students that construction of the seawall began in 1902 and was completed in 1904, five years before the next hurricane hit Galveston in 1909.

Read aloud the following quote written by high school student Evelyn Hildenbrand after the 1909 hurricane (Rosenberg Library, n.d.): “Again Galveston would have been destroyed if not for our Sea Wall. O how thankful we should be. No lives were lost and only a few homes were damaged.

The damage was wholly outside the Wall.”

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►►Reflecting on this quote, how effective do you think the Galveston seawall was during the 1909

hurricane?

▪▪ The seawall was effective because no one died and only a few homes were damaged.​ ▪▪ The seawall was very effective because no one died during the 1909 hurricane.​ Students should agree that the Galveston seawall was effective at protecting the city. As needed, point out that some homes were still damaged by the storm.

Learn

35 minutes

Reflect on Engineering Challenge

5 minutes

Have students reflect on the effectiveness of their seawall designs from the engineering challenge.

Allow students to discuss an answer to the following question with their engineering group before asking groups to share with the whole class. ►►How effective was your seawall design in protecting the community from storm surge?

▪▪ The community was protected because no water got to the other side.​ ▪▪ Our seawall protected the community from being completely flooded, but a little water still made it over the seawall.​ ▪▪ Our seawall did not protect the community because a lot of water made it into the community.​ Use student responses to highlight the idea that seawalls can be effective at blocking water but sometimes water may still get through. Explain that having other solutions in place can help make sure people are safe even if one solution fails.

Explore Modern Solutions

20 minutes

Display the satellite photograph of Hurricane Katrina that students observed in Lesson 17 (Lesson 17 Resource B). Remind students that the photograph was taken one day before the hurricane

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made landfall in New Orleans, Louisiana. Then introduce “Katrina Strikes” (Lake 2012) (Lesson 26 Resource B) and perform a choral reading of the text.

Use a collaborative conversation routine such as Inside–Outside Circles to have students discuss the similarities and differences between the 1900 Galveston hurricane and Hurricane Katrina in 2005. ►►How is the 1900 Galveston hurricane similar to Hurricane Katrina?

▪▪ Both Galveston and New Orleans are busy cities near the ocean.​ ▪▪ Both hurricanes made landfall and caused a lot of flooding.​ ►►How are the hurricanes different from each other?

▪▪ Not as many people died during Hurricane Katrina.​ ▪▪ More people survived Hurricane Katrina because people knew ahead of time and were able to leave.​

L3 ▸ M1 ▸ Lesson 26

Teacher Note Provide printed copies of the text or project a large version at the front of the classroom. Practice choral reading with the class by reading each passage out loud to model fluent reading and asking students to follow along with the text. Then reread the passage as all students read the text aloud in unison.

Differentiation If students need additional support, provide them with a printed copy of the text and encourage them to use an index card to follow along during the reading.

Use student responses to confirm that while both hurricanes were dangerous storms that caused a lot of damage, more people were able to stay safe during Hurricane Katrina than during the 1900 Galveston hurricane.

Direct students’ attention back to the article and ask why students think fewer lives were lost during Hurricane Katrina than during the 1900 Galveston hurricane. Invite students to share their responses and encourage them to use evidence from the article to support their ideas.

Sample student responses:​ ▪▪ The article says that the evacuation saved a lot of lives.​ ▪▪ The article talks about modern forecasting and how alerts helped people know a hurricane was coming.​ ▪▪ Meteorologists were able to track the hurricane, so they knew where it was going to land.​ Build on student responses to summarize some of the modern solutions in place before Hurricane Katrina (e.g., evacuation plans, modern forecasting, alert systems). Point out that these solutions helped save many lives.

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Tell students that modern solutions often involve technology such as satellites, computers, cell phones, and the internet. Explain that technology helps meteorologists more accurately track severe weather systems and allows people to quickly communicate information to one another. Then remind students of the Galveston seawall that protected the city in 1909 and emphasize that coastal communities are safest when multiple solutions are put in place.

Check for Understanding As students discuss the 1900 Galveston hurricane and Hurricane Katrina, they should recognize the similarities and differences between the hurricanes.

Evidence Look for evidence that all students ▪▪ recognize that dangerous hurricanes hit Galveston and New Orleans, causing extensive damage to each city and

Spotlight on Engineering, Technology, and Applications of Science Help students reflect on the relationship between science, engineering, and technology. Engineers apply relevant scientific knowledge to develop and improve existing structures and technologies that solve problems in society.

▪▪ understand that many more people were able to survive during Hurricane Katrina due to the multiple solutions in place (e.g., modern forecasting, evacuation planning).

Next Steps If additional support is needed, consider working with students in small groups to discuss the solutions mentioned in the article. Help students recognize how each solution helped save lives. If needed, revisit other weather hazard solutions discussed in Lesson 18 to help students recognize that using multiple solutions is the best way to reduce the impact of weather hazards related to hurricanes.

Update Anchor Model

10 minutes

Display the anchor model and direct students’ attention to the remaining question of why people in Galveston did not know the storm was coming. ►►Based on what you learned from the article, why do you think people in Galveston did not know

the hurricane was coming?

▪▪ The hurricane happened a long time ago, so I don’t think they had the same technology we do today.​ ▪▪ People in Galveston did not have televisions, satellites, or the internet, so no one told them the hurricane was coming.​ Use student responses to agree that a lack of modern forecasting meant the people in Galveston did not know the path of the hurricane or how strong it was until it was too late.

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L3 ▸ M1 ▸ Lesson 26

►►What can Galveston and other coastal communities do to protect themselves from a disaster

like the 1900 hurricane?

▪▪ Communities can put solutions in place to protect people and structures.​ ▪▪ Communities like Galveston need to have evacuation plans and use modern technology to alert people when a hurricane is coming.​ ▪▪ Communities can build seawalls to prevent flooding.​ Summarize student ideas to revise the anchor model to reflect new learning.

Sample anchor model:​ 1900 Galveston Hurricane Before

During

After

Heavy rain Strong wind Storm surge

Solutions

Satellites

Sirens

Hurricane Season: June through November

Seawalls Galveston, TX Evacuation

A location’s climate describes the typical weather conditions over time, and these conditions occur in seasonal patterns. Hurricanes like the one that hit the city of Galveston, Texas, on September 8, 1900, also occur in patterns. Before the hurricane, Galveston was a successful city. During the hurricane, there was heavy rain, strong wind, and storm surge. These weather hazards destroyed the city. Today, Galveston and other coastal communities have solutions in place to help protect themselves from disasters like the 1900 Galveston hurricane.

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Land

PhD SCIENCE™

5 minutes

Revisit the driving question board and draw students’ attention to each of the Focus Questions.

Ask students to explain how their work throughout the module has led to an understanding of the Essential Question: How can we prevent a storm from becoming a disaster? Explain that students are ready to complete an End-of-Module Assessment as a summary of their new knowledge.

Optional Homework Students continue to research other solutions that reduce the impact of weather hazards. Students choose one solution and write a summary about how implementing that solution would help protect a community from specific weather hazards.

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PhD SCIENCE™ L3 ▸ M1 ▸ Lessons 27–29

Lessons 27–29

1900 Galveston Hurricane Prepare In Lessons 27–29, students synthesize their learning from throughout the module and articulate their understanding of weather, climate, and weather hazards in a Socratic Seminar and End-of-Module Assessment. In Lesson 27, students discuss the Essential Question in a Socratic Seminar and capture their thoughts in writing. In Lesson 28, they briefly revisit the driving question board to reflect on their progress and then individually complete the End-of-Module Assessment. During the End-of-Module Assessment, students apply their knowledge of weather and climate (ESS2.D) as they analyze and interpret data (SEP.4) to describe monthly weather conditions, recognize seasonal patterns (CC.1), and identify climate zones. Students also describe design solutions (SEP.6) that could be used to reduce the impact of weather hazards (ESS3.B). In this module’s culminating lesson, Lesson 29, students debrief the assessment and look ahead to the next module.

Application of Concepts Tasks Socratic Seminar End-of-Module Assessment

Phenomenon Question How can we prevent a storm from becoming a disaster? (Essential Question)

Student Learning Knowledge Statement People analyze weather and climate data to anticipate future weather conditions and develop solutions to reduce the impact of weather hazards.

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Objectives ▪▪ Lesson 27: Explain how understanding weather and climate can help people anticipate future weather conditions and develop solutions to reduce the impact of weather hazards.

(Socratic Seminar) ▪▪ Lesson 28: Explain how understanding weather and climate can help people anticipate future weather conditions and develop solutions to reduce the impact of weather hazards.

(End-of-Module Assessment) ▪▪ Lesson 29: Explain how understanding weather and climate can help people anticipate future weather conditions and develop solutions to reduce the impact of weather hazards.

(End-of-Module Assessment Debrief)

Standards Addressed 3-ESS2-1

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (Demonstrating)

3-ESS2-2

Obtain and combine information to describe climates in different regions of the world.

(Demonstrating)

3-ESS3-1

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. (Demonstrating)

Science and Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

SEP.4: Analyzing and Interpreting Data

ESS2.D: Weather and Climate

CC.1: Patterns

▪▪ Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.

ESS3.B: Natural Hazards

▪▪ Patterns of change can be used to make predictions.

SEP.6: Constructing Explanations and Designing Solutions ▪▪ Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.

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CC.2: Cause and Effect ▪▪ Events that occur together with regularity might or might not be a cause and effect relationship.

CC.7: Stability and Change ▪▪ Change is measured in terms of differences over time and may occur at different rates.

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PhD SCIENCE™ L3 ▸ M1 ▸ Lessons 27–29

Materials Lesson 27 Student

Science Logbook (Lesson 27 Activity Guides A, B, and C)

●

End-of-Module Assessment Rubric

●

Sample of End-of-Module Assessment responses that meet expectations (either sample responses from Teacher Edition or sample from class)

●

Anchor chart

●

Anchor model

●

Driving question board

Preparation

Lesson 29

●

End-of-Module Assessment

Teacher

Lesson 28

●

●

●

Score End-of-Module Assessments and write individual feedback.

●

Select End-of-Module Assessment responses to share with students.

●

Prepare visual for student connections between module concept statements and Systems Crosscutting Concepts (see Lesson 29 Resources A and B).

●

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Agenda Launch (7 minutes)

Lesson 27

Learn (33 minutes) ▪▪ Prepare for Socratic Seminar (8 minutes)

Objective: Explain how understanding weather and climate can help people anticipate future weather conditions and develop solutions to reduce the impact of weather hazards. (Socratic Seminar)

▪▪ Engage in Socratic Seminar (25 minutes) Land (5 minutes)

Launch

7 minutes

Students make a relationship map to show connections among key terms learned throughout the module.

To start the map, they cut out the key terms in their Science Logbooks (Lesson 27 Activity Guide A).

Individually, students arrange the terms in their Science Logbooks to show relationships between them. They can draw arrows or other symbols and write words between the terms to express the relationships. Once students organize the map, they can glue the terms in place.

Learn

Content Area Connection: English

33 minutes

Prepare for Socratic Seminar

8 minutes

Tell students they will share their understanding of the Essential Question with one another through a Socratic Seminar discussion.

First, students write an initial response to the Essential Question: How can we prevent a storm from becoming a disaster? in their Science Logbooks (Lesson 27 Activity Guide B) as a Quick Write. When students finish, ask them to draw a line below their responses. At the end of the seminar, students will revisit their responses to see how their thoughts have changed.

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This Socratic Seminar allows students to use their speaking and listening skills to express and deepen their science content knowledge. In a Socratic Seminar, students prepare for and participate in a collaborative, evidence-based, academic conversation.

See the Socratic Seminar resource in the Implementation Guide for more background.

In this discussion, students should work toward grade-level expectations for speaking and listening.

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PhD SCIENCE™

Engage in Socratic Seminar

L3 ▸ M1 ▸ Lesson 27

25 minutes

As needed, review the routines and expectations for participating effectively in a Socratic Seminar, including classroom guidelines and resources for speaking and listening. Have students review the collaborative conversation strategies in their Science Logbooks (Lesson 27 Activity Guide C). Explain that this resource reminds students of different ways they can participate in a collaborative conversation and provides sentence frames to support student participation.

Instruct students to choose one or two conversation strategies to use as a visual reminder of effective ways to contribute to the discussion and to cut out or circle those strategies as a visual reminder.

Differentiation Before students begin the Socratic Seminar, read the sentence frames provided to students.

Remind students that during the seminar they should incorporate science terminology learned during the module.

Students can refer to their relationship map from this lesson’s Launch, the anchor chart, the anchor model, and other classroom resources to support their discussion.

After the discussion, encourage students to share which sentence frames were most helpful to them during the discussion.

Display and read aloud the Essential Question to prompt the discussion: How can we prevent a storm from becoming a disaster?

English Language Development

Students discuss the question. In the Socratic Seminar, students respond to one another directly, with minimal teacher facilitation. Students can remind one another of conversation norms, ask for evidence, and pose questions to extend the conversation.

English learners may benefit from having a word bank available to use as they participate in the Socratic Seminar discussion. Include words and phrases such as weather​, climate​, severe weather, weather hazard​, storm surge​, flood​, and precipitation​.

As needed, step in briefly to reinforce norms for collaborative conversations. Consider posing one or two questions midway through the seminar to spur additional conversation, such as the following: ►►What did we learn about weather, climate, and weather hazards from studying the

1900 Galveston hurricane?

►►How do hurricanes compare to other types of severe weather that we studied? ►►Think of _____ (an interesting severe weather event that students are familiar with). How do you

think weather hazards from this severe weather event relate to the weather hazards that hurricanes present?

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Check for Understanding As students engage in the Socratic Seminar, take notes on their participation, content knowledge, and use of scientific language. To monitor student participation and the flow of the conversation, consider writing each student’s name around the edge of a piece of paper before the lesson and drawing lines between speakers during the conversation.

Evidence Listen for evidence that all students ▪▪ understand that weather is a description of the conditions in a certain place at a given time; ▪▪ understand that climate is a description of typical weather conditions in a location over time; ▪▪ understand how people can reduce the impact of weather hazards; and ▪▪ use precise language such as weather​, climate​, severe weather​, and weather hazards​.

Next Steps If students express misconceptions about weather, climate, and weather hazards, meet with them individually or in a small group before the End-of-Module Assessment. Provide additional handson investigations of phenomena related to their misunderstanding, and help students use precise language to construct explanations of those phenomena.

Land

5 minutes

Students reread their Quick Write from the beginning of the lesson. Below the line, they summarize how the Socratic Seminar reinforced or changed their thinking. Encourage students to share examples of how their thinking evolved during the discussion.

Explain that in the next lesson, students will apply their understanding of weather, climate, and weather hazards in an End-of-Module Assessment.

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L3 ▸ M1 ▸ Lesson 28

Agenda Launch (8 minutes)

Lesson 28

Learn (35 minutes) ▪▪ Complete the End-of-Module Assessment (35 minutes)

Objective: Explain how understanding weather and climate can help people anticipate future weather conditions and develop solutions to reduce the impact of weather hazards. (End-of-Module Assessment)

Launch

Land (2 minutes)

8 minutes

Return to the driving question board, and ask students to share reflections on how their understanding has grown since applying what they learned about weather, climate, and weather hazards.

Ask students to share any new questions that might lead to future investigations.

Teacher Note Display the driving question board with the anchor chart and anchor model to help students make connections.

Extension

Learn

Students can research or investigate these questions independently at work stations or as optional homework.

35 minutes

Complete the End-of-Module Assessment

35 minutes

Prepare students for the End-of-Module Assessment by explaining that the assessment is a way for them to show all the knowledge they have developed through their study of weather, climate, and weather hazards. Remind students to provide detailed explanations and to use the resources posted in the room if needed.

Distribute the End-of-Module Assessment. Read aloud the assessment items.

Students complete the End-of-Module Assessment individually. If needed, provide additional time for students to finish.

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Differentiation Provide an audio recording of the assessment items for students who need additional reading support.

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Teacher Note To prepare for the next lesson, review End-of-Module Assessment responses to provide rubric scores and actionable feedback to students on a separate page from the assessment. (See the rubric and sample responses in the End-of-Module Assessment section of this book.) In the next lesson, students review their own assessment responses and then the teacher feedback. Also, select an exemplar student response for each question to share with students, or plan to share the sample student responses provided in the Teacher Edition. If selecting student responses, remember to remove identifying information and to select diverse student responses.

When providing feedback, be sure to guide students to focus on specific areas of improvement to deepen their understanding of module concepts. For students who need remediation, offer opportunities to revisit portions of the module.

Land

2 minutes

Tell students that in the next lesson, they will share their thinking about the End-of-Module Assessment questions.

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L3 ▸ M1 ▸ Lesson 29

Agenda

Lesson 29 Objective: Explain how understanding weather and climate can help people anticipate future weather conditions and develop solutions to reduce the impact of weather hazards. (End-of-Module Assessment Debrief)

Launch (8 minutes) Learn (27 minutes) ▪▪ Debrief the End-of-Module Assessment (17 minutes) ▪▪ Revise End-of-Module Assessment Responses (10 minutes) Land (10 minutes)

Launch

8 minutes

Explain that in this lesson, students will review the End-of-Module Assessment, discuss responses, and then have an opportunity to revise their answers. First, they will review the assessment rubric and assess their own responses to begin reflecting on their learning.

Share the End-of-Module Assessment rubric with students, and distribute their individual responses (without teacher feedback, if possible). Students reflect on their own responses, recording their self-assessment feedback on their copy of the rubric.

Next, distribute written teacher feedback on students’ End-of-Module Assessments. Students review the teacher feedback of their own responses independently and write on sticky notes any questions they want to discuss with the class. Students post their questions, either anonymously or with their names. Quickly review students’ questions as they post them and plan which questions to discuss first.

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Learn

PhD SCIENCE™

27 minutes

Debrief the End-of-Module Assessment

17 minutes

Distribute copies of sample responses that meet expectations, one response per assessment item.

Students compare the sample responses to the rubric criteria and annotate those responses with the evidence of each rubric criterion they demonstrate.

Discuss each assessment item, posing relevant student questions from the Launch. Provide sentence frames such as the following to encourage all students to participate in the discussion.

▪▪ In the sample response, I notice ______.

▪▪ That makes me wonder ______.

▪▪ That makes me realize ______.

▪▪ I thought ______. How does that relate to ______?

Teacher Note

▪▪ I would add ______ because ______.

Discuss the remaining student questions. As needed, encourage students to review their Science Logbooks, the anchor model, the anchor chart, and other resources for evidence during the discussion.

Revise End-of-Module Assessment Responses

10 minutes

Students revise their End-of-Module Assessment responses by using a different color pen or pencil, applying new ideas from the debrief conversation to deepen their responses.

Land

10 minutes

Display the module concept statements (from Lesson 29 Resource A) one at a time.

Explain that each sentence states a key idea that students studied and summarizes one section

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Depending on school and classroom guidelines and routines, decide whether to score and provide feedback on these revised responses.

Content Area Connection: English Point out the connection between these statements and the key details of a text (CCSS.ELA-Literacy.RI.4.2). Display the following sentence as an example of the module’s “main idea,” which the key details support: People analyze weather and climate data to anticipate future weather conditions and develop solutions to reduce the impact of weather hazards.

As an alternative to reading the concept statements from Lesson 29 Resource A, students can practice summarizing by writing their own sentences to summarize each section of the anchor chart.

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PhD SCIENCE™

L3 ▸ M1 ▸ Lesson 29

of the anchor chart. Display the anchor chart for student reference. Display and read aloud one concept statement and ask students which section of the anchor chart the statement summarizes.

Students can indicate their responses by pointing to the relevant section of the anchor chart or writing that section’s heading on individual whiteboards.

Sample student responses:​ ▪▪ Weather Conditions: People collect and analyze weather data over time to reveal stable and changing conditions.​ ▪▪ Climate: Climate describes a location’s typical weather conditions over time.​ ▪▪ Weather Hazards: The ability to predict severe weather can help people reduce the impact of weather hazards.​ As needed, students should discuss each statement to understand its meaning.

Display all the module concept statements alongside the module’s Systems Crosscutting Concepts (Lesson 29 Resource B). Introduce these Crosscutting Concepts as understandings that provide a link between scientific ideas. Referring to the visual, ask students to relate each of the displayed Crosscutting Concepts to the relevant displayed statements. As students discuss the following questions, indicate these connections either by layering connections onto students’ prior terminology concept maps or by creating a visual of the module’s enduring knowledge. See the sample visual below. ►►How do some of these statements relate to systems and system models?

▪▪ Weather is a system made of components like clouds, wind, precipitation, and temperature.​ ▪▪ Severe weather events are systems with multiple components like wind and water.​ ►►How do some of these statements relate to stability and change?

▪▪ Weather changes day to day, but climate is mostly stable over time.​ ▪▪ Weather conditions change as the seasons change.​

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Spotlight on Three-Dimensional Integration Based on A Framework for K–12 Science Education​(NRC 2012, 84–85), PhD Science​describes four Systems Crosscutting Concepts (Systems and System Models, Energy and Matter, Structure and Function, and Stability and Change) and three Nature of Science Crosscutting Concepts (Patterns; Cause and Effect; and Scale, Proportion, and Quantity).

This lesson highlights several Systems Crosscutting Concepts because these concepts help explain the behavior of systems that students study in this module. Connections to other Crosscutting Concepts can be highlighted in the discussion as they naturally appear. For more information on how PhD Science​addresses the NGSS Crosscutting Concepts, please refer to the Implementation Guide.

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Sample visual:​

Teacher Note

People collect and analyze weather data over time to reveal stable and changing conditions.

Climate describes a location’s typical weather conditions over time.

Systems and System Models

The ability to predict severe weather can help people reduce the impact of weather hazards.

Stability and Change

This visual can be created for each individual module, or subsequent module concept statements and Crosscutting Concepts can be layered onto this to create a yearlong visual that captures the enduring knowledge from all modules. In the sample visual, the blank circles indicate a place for adding Energy and Matter and Structure and Function in future modules. The style of this visual will vary greatly from classroom to classroom due to teacher preferences and the fact that the visual is student-generated.

After discussing connections, students should continue to reflect on their learning and consider how it has grown during the module. Ask questions such as the following, and have student volunteers share with the class their answer to each question: ►►What do you notice about the connections? Why do the connections between the Crosscutting

Concepts and our module concept statements matter?

►►What do you hope to learn next to deepen your understanding?

Optional Homework Students compose a short message about weather, climate, and weather hazards to share with their family or community.

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Student End-of-Module Assessment, Sample Responses, and Rubric

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Temperature (˚F) Temperature (˚F)

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Day of the Month

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New Orleans, LA Daily Minimum Temperature in August 2016

Day of the Month

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

New Orleans, LA Daily Maximum Temperature in August 2016

1. Your friend wants to know what the weather will be like when he visits New Orleans, Louisiana, in August. You found weather data for New Orleans from 2016 to help him prepare for his visit.

End-of-Module Assessment

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Name:

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Day of the Month

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

What are weather conditions like in New Orleans, Loui­siana, throughout the month of August? Use evidence from the graphs to support your answer.

16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

New Orleans, LA Daily Precipitation in August 2016

L3 ▸ M1 ▸ End-of-Module Assessment PhD SCIENCE™

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Precipitation (in)

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Temperature (˚F)

100 90 80 70 60 50 40 30 20 10 0 A

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Green Bay, WI Average Monthly Temperature in 2016

p

D

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s

2. What season do you think section D on the graph below shows? Use evidence to support your answer.

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Dry/Desert

100 90 80 70 60 50 40 30 20 10 0

December

Winter

January

Climate Data

Tropical

Climate Zones:

Temperature (˚F)

226 February

Temperate

B C

A

Polar/Tundra

March

Spring

1950

April

1975

2000

June

Month

May

Summer

2015

July

August

Average Monthly Temperature over Time

Cold

September

Fall

October

November

▪▪Cold: Average temperature below 32°F for at least one month and above 50°F for at least one month

▪▪Temperate: Average temperature between 32°F and 64°F for the coldest month and above 50°F for at least one month

▪▪Tropical: Average temperature above 64°F for all 12 months

Climate Zone Descriptions

3. Your pen pal lives in city A, B, or C, marked on the map below. She sent you the map, descriptions of three climate zones, and her city’s climate data for four different years. Use the descriptions and the graph of her city’s climate data to determine whether your pen pal lives in city A, B, or C. L3 ▸ M1 ▸ End-of-Module Assessment PhD SCIENCE™

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Use evidence from the graph to support your answer.

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Playground

Community garden

Pond

Recreation center

a. Explain to the park manager what weather hazards may occur during a severe thunderstorm and the effects those hazards may have on the park.

River

4. The map below shows a local park. This park is in an area that often gets severe thunderstorms. The park manager wants your help to prepare for these storms. Use the map and what you know about severe weather to answer parts (a) and (b).

L3 ▸ M1 ▸ End-of-Module Assessment PhD SCIENCE™

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Solution 1

Solution 2

b. Describe two solutions the park manager could put in place to protect the park from the weather hazards described in part (a).

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Temperature (˚F) Temperature (˚F)

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Day of the Month

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New Orleans, LA Daily Minimum Temperature in August 2016

Day of the Month

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

New Orleans, LA Daily Maximum Temperature in August 2016

1. Your friend wants to know what the weather will be like when he visits New Orleans, Louisiana, in August. You found weather data for New Orleans from 2016 to help him prepare for his visit.

End-of-Module Assessment

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Name: Sample

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Day of the Month

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

but there are several days with 1 inch or more of precipitation.

a minimum temperature just below 80°F. It does not rain every day,

In August, most days have a maximum temperature above 90°F and

What are weather conditions like in New Orleans, Louisiana, throughout the month of August? Use evidence from the graphs to support your answer.

16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

New Orleans, LA Daily Precipitation in August 2016

L3 ▸ M1 ▸ End-of-Module Assessment PhD SCIENCE™

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Precipitation (in)

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Temperature (˚F)

A

h

i j

B

k

l

m

Month

C

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p

D

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be summer, and fall comes after summer.

section C is the warmest season of the year, so that section must

month from about 65°F to 53°F and then to 45°F. I also notice that

I think section D shows fall because the temperature goes down each

100 90 80 70 60 50 40 30 20 10 0

Green Bay, WI Average Monthly Temperature in 2016

2. What season do you think section D on the graph below shows? Use evidence to support your answer.

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Dry/Desert

100 90 80 70 60 50 40 30 20 10 0

December

Winter

January

Climate Data

Tropical

Climate Zones:

Temperature (˚F)

234 Climate Data

February

Temperate

B C

A

Polar/Tundra

March

Spring

1950

April

1975

2000

June

Month

May

Summer

2015

July

August

Average Monthly Temperature over Time

Cold

September

Fall

October

November

▪▪Cold: Average temperature below 32°F for at least one month and above 50°F for at least one month

▪▪ Temperate: Average temperature between 32°F and 64°F for the coldest month and above 50°F for at least one month

▪▪ Tropical: Average temperature above 64°F for all 12 months

Climate Zone Descriptions

3. Your pen pal lives in city A, B, or C, marked on the map below. She sent you the map, descriptions of three climate zones, and her city’s climate data for four different years. Use the descriptions and the graph of her city’s climate data to determine whether your pen pal lives in city A, B, or C. L3 ▸ M1 ▸ End-of-Module Assessment PhD SCIENCE™

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Copyright © 2019 Great Minds®

an average temperature above 50°F.

also never gets below 32°F, but there are several months that have

temperature between 32°F and 64°F. The average temperature

shows that the coldest months in my pen pal’s city have an average

matches the description for the temperate climate zone. The graph

I think my pen pal lives in location B because the climate data

Use evidence from the graph to support your answer.

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Playground

Community garden

Pond

Recreation center

Hail could also damage the plants in the community garden.

damage property like the recreation center and the playground.

Strong wind and lightning could cause trees to fall. Hail could

thunderstorm may also have strong wind, lightning, and hail.

could cause flooding if the pond and river overflow. A severe

A severe thunderstorm may have heavy rainfall. A lot of rain

a. Explain to the park manager what weather hazards may occur during a severe thunderstorm and the effects those hazards may have on the park.

River

4. The map below shows a local park. This park is in an area that often gets severe thunderstorms. The park manager wants your help to prepare for these storms. Use the map and what you know about severe weather to answer parts (a) and (b).

L3 ▸ M1 ▸ End-of-Module Assessment PhD SCIENCE™

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Solution 2

The park manager could put a net over the plants in the community garden. The net would keep hail from damaging the plants.

Solution 1

The park manager could place sandbags near the river and around the pond. If the river and pond overflow, the sandbags would help prevent the park from flooding.

b. Describe two solutions the park manager could put in place to protect the park from the weather hazards described in part (a).

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L3 ▸ M1 ▸ End-of-Module Assessment Rubric

PhD SCIENCE™

LEVEL 3 MODULE 1

End-of-Module Assessment Rubric Item and Standards Addressed

1

3-ESS2-1 SEP.4 ESS2.D CC.1

2

3-ESS2-1 SEP.4 ESS2.D CC.1

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1 Incorrect or unreasonable response with no detail or evidence provided

2 Correct or reasonable response with no detail or evidence provided OR Incorrect or unreasonable response with some detail or evidence provided

3 Correct or reasonable response with some detail or evidence provided OR Incorrect or unreasonable response with sufficient detail or evidence provided

4 Correct or reasonable response with sufficient detail or evidence provided

The student inaccurately describes the weather conditions throughout the month and does not provide any evidence from the graphs.

The student accurately describes the weather conditions throughout the month but does not provide any evidence from the graphs.

The student accurately describes the weather conditions throughout the month but only provides evidence from the precipitation graph or the temperature graphs.

The student accurately describes weather conditions throughout the month using evidence from both the precipitation graph and the temperature graphs.

OR

The student does not correctly identify the season as fall and does not provide any evidence to support the response.

The student inaccurately describes the weather conditions throughout the month but provides evidence from either the precipitation graph or the temperature graphs.

OR

The student correctly identifies the season as fall but does not provide any evidence to support the response.

The student correctly identifies the season as fall but only provides some evidence from the graph to support the response.

OR

OR

The student does not correctly identify the season as fall but provides some evidence from the graph to support the response.

The student does not correctly identify the season as fall but provides sufficient evidence from the graph to support the response.

The student inaccurately describes the weather conditions throughout the month but provides evidence from both the precipitation graph and the temperature graphs.

The student correctly identifies the season as fall and provides sufficient evidence from the graph to support the response.

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PhD SCIENCE™ L3 ▸ M1 ▸ End-of-Module Assessment Rubric

Item and Standards Addressed

3

3-ESS2-2 SEP.8 ESS2.D CC.1

4a

3-ESS3-1 SEP.1 ESS3.B CC.2

1 Incorrect or unreasonable response with no detail or evidence provided

2 Correct or reasonable response with no detail or evidence provided OR Incorrect or unreasonable response with some detail or evidence provided

3 Correct or reasonable response with some detail or evidence provided OR Incorrect or unreasonable response with sufficient detail or evidence provided

4 Correct or reasonable response with sufficient detail or evidence provided

The student does not correctly identify location B and does not provide any evidence to support the response.

The student correctly identifies location B but does not provide any evidence to support the response.

The student correctly identifies location B but only describes some evidence from the graph or climate descriptions to support the response.

The student correctly identifies location B and provides sufficient evidence from both the graph and the climate descriptions to support the response.

OR The student does not correctly identify location B but describes some evidence from the graph or climate descriptions to support the response.

The student does not correctly identify weather hazards related to severe thunderstorms and does not describe any potential effects of hazards on the park.

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OR The student does not correctly identify location B but provides sufficient evidence from both the graph and the climate descriptions to support the response.

The student correctly identifies weather hazards related to severe thunderstorms (e.g., heavy rain, lightning, hail, strong wind) but does not describe any of the potential effects of these hazards on the park.

The student correctly identifies weather hazards related to severe thunderstorms (e.g., heavy rain, lightning, hail, strong wind) but provides only limited details on the potential effects of these hazards on the park.

OR

OR

The student does not correctly identify weather hazards related to severe thunderstorms but provides some details for how the hazards identified would affect the park.

The student does not correctly identify weather hazards related to severe thunderstorms but fully describes how the hazards identified would affect the park.

The student correctly identifies weather hazards related to severe thunderstorms (e.g., heavy rain, lightning, hail, strong wind) and fully describes the potential effects of these hazards on the park.

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PhD SCIENCE™

Item and Standards Addressed

1 Incorrect or unreasonable response with no detail or evidence provided

2 Correct or reasonable response with no detail or evidence provided OR Incorrect or unreasonable response with some detail or evidence provided

3 Correct or reasonable response with some detail or evidence provided OR Incorrect or unreasonable response with sufficient detail or evidence provided

4 Correct or reasonable response with sufficient detail or evidence provided

4b

The student’s solutions are unclear or incomplete.

The student identifies two reasonable solutions to protect the park but does not provide any details about these solutions.

The student identifies two reasonable solutions to protect the park but descriptions of these solutions lack detail.

The student identifies two reasonable solutions to protect the park and describes both solutions with sufficient detail.

OR

OR

The student only identifies one reasonable solution to protect the park and the description of this solution lacks detail.

The student only identifies one reasonable solution to protect the park but describes that solution with sufficient detail.

3-ESS3-1 SEP.7 ESS3.B CC.2

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Appendix A

Module Resources

Contents Student Safety Contract Safety Quiz Lesson 1 Resource A: St. John’s Church Photographs Lesson 1 Resource B: National Public Radio Broadcast Excerpt Lesson 1 Resource C: Galveston after the Storm Photographs Lesson 5 Resource A: Cloud Sort Photographs Lesson 5 Resource B: Extension: Construct an Anemometer Instructions Lesson 6 Resource A: Rain Falling in Flower Garden Photograph Lesson 6 Resource B: Build a Rain Gauge Instructions Lesson 7 Resource A: Using the NOAA NCEI Climate at a Glance Website: City Data Information

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PhD SCIENCE™

Lesson 7 Resource B: Weather Graph Stations Preparation Instructions Lesson 7 Resource C: Maximum Temperature Data Table Lesson 7 Resource D: Weather Graph Stations Procedure Sheets Lesson 8 Resource A: Using the NOAA NCEI Climate at a Glance Website: City Time Series Lesson 8 Resource B: Average Temperature and Total Precipitation Data Table Lesson 8 Resource C: Same Trees During Different Times of Year Photographs Lesson 9 Resource A: January 2017 Average Wind Speed Map Lesson 9 Resource B: Average Monthly Wind Speed Maps Lesson 10 Resource: Conceptual Checkpoint Graphs Lesson 11 Resource: Historical Graphs Preparation Instructions Lesson 13 Resource A: Climate Data for West Palm Beach, FL Lesson 13 Resource B: Climate Data for Las Vegas, NV Lesson 13 Resource C: Climate Data for Buffalo, NY Lesson 13 Resource D: Climate Data for Birmingham, AL Lesson 13 Resource E: Climate Data for Nome, AK Lesson 14 Resource A: North America Climate Zone Map Lesson 14 Resource B: Climate Zone Descriptions Lesson 14 Resource C: World Climate Zone Map Lesson 15 Resource A: Conceptual Checkpoint Graphs Lesson 15 Resource B: Conceptual Checkpoint Questions Lesson 16 Resource A: Blizzard Photographs Lesson 16 Resource B: Severe Weather Photographs: Tornado Lesson 16 Resource C: Severe Weather Photographs: Drought Lesson 16 Resource D: Severe Weather Photographs: Severe Thunderstorm Lesson 16 Resource E: Severe Weather Photographs: Hurricane

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PhD SCIENCE™

L3 ▸ M1 ▸ Appendix A

Lesson 17 Resource A: Three Hurricanes Satellite Photograph Lesson 17 Resource B: Hurricane Katrina Satellite Photograph Lesson 18 Resource A: Under the Wave off Kanagawa​ Lesson 18 Resource B: Solutions to Reduce the Impact of Weather Hazards: Blizzard Lesson 18 Resource C: Solutions to Reduce the Impact of Weather Hazards: Tornado Lesson 18 Resource D: Solutions to Reduce the Impact of Weather Hazards: Drought Lesson 18 Resource E: Solutions to Reduce the Impact of Weather Hazards: Severe Thunderstorm Lesson 18 Resource F: Solutions to Reduce the Impact of Weather Hazards: Hurricane Lesson 19 Resource A: Hurricane Frequency Map Lesson 19 Resource B: Hurricane Frequency Graph Lesson 20 Resource: Conceptual Checkpoint Map and Graph Lesson 21 Resource A: Engineering Design Process Lesson 21 Resource B: Blank Engineering Design Process Chart Lesson 21 Resource C: Engineering Challenge Scenario Lesson 21 Resource D: Engineering Challenge Material Preparation Instructions Lesson 22 Resource: Seawall Photographs Lesson 23 Resource: Engineering Challenge Student Instructions Lesson 26 Resource A: Galveston Seawall Photograph Lesson 26 Resource B: “Katrina Strikes” Lesson 29 Resource A: Module Concept Statements Lesson 29 Resource B: Systems Crosscutting Concepts

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I will keep all science materials away from my mouth, nose, and eyes.

I will never eat or drink while conducting a science investigation.

I will wash my hands with soap and water after every investigation.

I will be sure to clean up and dispose of materials as instructed by my teacher.

I will handle all science materials in a careful and respectful manner, and I will always use them for their intended purpose.

I will wear goggles as directed by my teacher.

I will read, listen to, and follow all directions and safety procedures for each science investigation.

Safety Rules

I, , am a student in Level 3 and want to conduct safe science investigations this year.

Student Safety Contract L3 ▸ M1 ▸ Appendix A PhD SCIENCE™

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Copyright © 2019 Great Minds®

Date:

Student Signature

Parent Signature

My signature below means that I have read and agree to follow the safety rules listed. I understand that I may not be permitted to participate in a science investigation if I do not follow these rules.

I will be sure I understand the plan for the science investigation before I participate.

I will tell the teacher right away if I am injured, if another student is injured, or if any materials break during the investigation.

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d. sweep the floor.

c. copy data recorded by another member of my group.

b. clean up the materials as instructed by my teacher and wash my hands.

a. return to my seat and read.

3. Right after each science activity, I should

d. All of the above are correct.

c. blocking sharp objects from accidentally poking our eyes.

b. blocking splashed liquids from entering our eyes.

a. blocking materials from hitting our eyes.

2. Goggles help protect our eyes by

d. Never

c. When the science activity does not require goggles

b. When my team members all decide it is okay

a. When a member of my team says it is okay

1. When is it okay not to follow safety instructions given by my teacher?

Name:

Safety Quiz L3 ▸ M1 ▸ Appendix A PhD SCIENCE™

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Copyright © 2019 Great Minds®

d. record the data from the investigation.

c. understand the plan for conducting the investigation.

b. observe any changes during the investigation.

a. use a thermometer to find the temperature outdoors.

6. Before conducting a science investigation, I should always

d. follow safety instructions.

c. collaborate with other group members.

b. ask questions.

a. eat food or drink water.

5. During a science activity, I must not

d. I have a question.

c. someone in my group is injured.

b. someone in my group misbehaves.

a. data we gather do not make sense.

4. I should tell the teacher right away if

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PhD SCIENCE™

LESSON 1 RESOURCE A

St. John’s Church Photographs

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PhD SCIENCE™ L3 ▸ M1 ▸ Appendix A ▸ Lesson 1 ▸ Resource A

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250 Find the full broadcast and transcript on the National Public Radio website: http://phdsci.link/1162.

At the dawn of the 20th century, Galveston was the grandest city in Texas. It could boast the biggest port, the most millionaires, the swankiest mansions, the first telephones and electric lights... After the 1900 storm, she would never regain her status.

"About half past 3," she continued, "Jacob and Allen came running, shouting excitedly that the Gulf looked like a great gray wall about 50-feet high and moving slowly toward the island."

"Everyone went about their usual tasks until about 11 a.m. when my brother, Jacob, and our cousin, Allen Brooks, came from the beach with the report that the Gulf was very rough and the tide very high," remembered Katherine Vedder Pauls, not quite 6 years old at the time. Her oral history and others used for this report are archived at Galveston's Rosenberg Library.

Forecasting was primitive in those days—they relied on spotty reports from ships in the Gulf of Mexico.

Citizens of Galveston could see that a storm was brewing offshore, but had no idea that it was a monster.

From 6,000 to 12,000 people died on Galveston Island and the mainland. Texas' most advanced city was nearly destroyed.

The Great Galveston Storm came ashore the night of Sept 8, 1900, with an estimated strength of a Category 4. It remains the deadliest natural disaster and the worst hurricane in U.S. history.

From “The Tempest At Galveston: ‘We Knew There Was A Storm Coming, But We Had No Idea’” (Burnett 2017)

National Public Radio Broadcast Excerpt

LESSON 1 RESOURCE B L3 ▸ M1 ▸ Appendix A ▸ Lesson 1 ▸ Resource B PhD SCIENCE™

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LESSON 1 RESOURCE C

Galveston after the Storm Photographs

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PhD SCIENCE™

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Print and cut out enough copies of the following cloud photographs for each pair of students to receive a full set of eight photographs. Consider using cardstock and laminating for multiple uses. Distribute all cards during the Determine Cloud Cover activity.

Cloud Sort Photographs

LESSON 5 RESOURCE A

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PhD SCIENCE™

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2. About 1 inch from the top of another cup, punch two holes 2 centimeters apart in the side of the cup.

Repeat this step three more times. These are the four outer cups.

1. About 1 inch from the top of one cup, punch four equally spaced holes in the side of the cup. This is the main cup.

Preparation

Materials: 5 3-ounce paper cups, 2 plastic straws, hole punch, pencil, marker, straight pin, fan, 16.9-ounce plastic bottle (optional), 2 cups of sand (optional), scissors (optional)

Follow the instructions below to make an anemometer that can measure wind speed.

Extension: Construct an Anemometer Instructions

LESSON 5 RESOURCE B

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258 5. Use a marker to color the bottom of one of the outer cups. Mark an X on the outside of that cup.

4. Use a pencil to make a hole in the center of the bottom of the main cup.

3. Place two straws through opposite holes of the main cup so that the straws cross in the center. The straws may need to be wiggled to fit one straw over the other.

L3 ▸ M1 ▸ Appendix A ▸ Lesson 5 ▸ Resource B PhD SCIENCE™

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Copyright © 2019 Great Minds®

8. (Optional) Use scissors to cut off about 2 inches of the top of a water bottle and place sand inside the bottom of the bottle. Then place the pencil of the anemometer into the sand and test the cups to make sure they still spin easily.

7. Feed the pencil through the bottom of the main cup so that the eraser touches the straws in the middle. Place a straight pin through the straws and into the eraser. Ensure the outer cups spin easily.

If they do not, loosen the pin. This arrangement of cups is the anemometer.

6. Attach the outer cups to the main cup by putting one end of each straw through the two holes of each of the outer cups. Be sure the openings of the outer cups all face the same direction (i.e., either all clockwise or all counterclockwise).

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260 Number of Spins in 1 Minute

Students can compare the number of spins across multiple days to draw conclusions about the relative windiness of days on which they collect data. Keep in mind that where students take readings could impact what they observe. For example, buildings, hills, and other structures can block or channel wind. Encourage students to think about ways to make sure their readings are as accurate as possible.

Date

9. Allow students to practice using the anemometer in front of a fan. To practice, turn the fan on and hold the anemometer in front of the fan. Start a timer for 1 minute and have students count how many times the cup with an X spins during that minute. Once students are comfortable using the anemometer, take it outside and allow students to collect wind speed data. Students can record their data in a table.

L3 ▸ M1 ▸ Appendix A ▸ Lesson 5 ▸ Resource B PhD SCIENCE™

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LESSON 6 RESOURCE A

Rain Falling in Flower Garden Photograph

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261

262 1. Place pebbles in the bottom of the bottle to serve as an anchor for the rain gauge and to ensure accurate measurements. Make sure the pebbles are evenly spread across the bottom of the bottle.

During the lesson, follow the instructions below to build the rain gauge. Allow students to participate in the rain gauge construction. Encourage students to suggest ideas for the next step in the procedure or discuss each step during construction.

Before the lesson, use scissors to cut a 2-liter plastic bottle about one-quarter of the way down from the top of the bottle.

Preparation

Materials: 2-liter plastic bottle, 1 cup of pebbles, 2 rubber bands, 3 to 4 paper clips, ruler, sharp scissors, permanent marker, water

Build a Rain Gauge Instructions

LESSON 6 RESOURCE B L3 ▸ M1 ▸ Appendix A ▸ Lesson 6 ▸ Resource B PhD SCIENCE™

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Copyright © 2019 Great Minds®

5. Fill the bottle to the 0-inch mark with water to provide a baseline for measurements since the bottom of the bottle is not flat. This will ensure more accurate precipitation measurements.

4. Adjust the ruler so that the 0-inch mark is even with the top of the pebbles. Draw a line on the bottle with a permanent marker so that it is even with the 0-inch mark on the ruler.

3. Secure the ruler to the outside of the bottle with two rubber bands.

2. Place the top of the bottle upside down into the bottom of the bottle to make a funnel and secure it with paper clips.

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6. Place the rain gauge outside in a clear location, away from buildings or trees. Look at the water line daily to see if it is above or below the 0-inch mark. If precipitation does occur, empty the water out of the rain gauge without removing the pebbles to reset it. Refill the water in the rain gauge to the 0-inch mark as needed due to emptying or evaporation.

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5. Choose the year and month of the data set desired and select View Data. A printable page displaying weather data for the selected location, year, and month will load.

4. Scroll down to the middle of the web page to the section Station Data Inventory, Access & History.

3. When the nearest city is identified, select the city’s ID number. The web page Daily Summaries Station Details will load.

2. Scroll down to find the state and city nearest students’ location. Note that the cities highlighted in blue do not have accessible data. Choose the nearest city that is not highlighted in blue.

1. Access City Data Information on the NOAA NCEI Climate at a Glance website (2018a): http://phdsci.link/1168.

Follow the steps below to access local weather data for each day of any month of a particular year. The weather graph stations in Lesson 7 require data for the current month of the previous year.

Using the NOAA NCEI Climate at a Glance Website: City Data Information

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100 90 80 70 60 50 40 30 20 10 0

Day of the Month

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Boston, MA Daily Maximum Temperature in August 2017

Sample maximum temperature graph:​

Create a blank​graph on chart paper for the maximum temperature that includes a horizontal axis, a vertical axis, axis labels, a title, and an appropriate scale. Students create the bars for each day of the month during Lesson 7, so the prepared graph should not include any graphed data. Post the prepared graph at Station 1 and provide a red writing utensil at the station for students to draw each bar.

Maximum Temperature Graph for Station 1

When creating the graphs, keep in mind that temperature and precipitation graphs used throughout the module will need to use the same scale so that data from multiple graphs can be compared. Differences in scale across graphs can lead to misinterpretations or invalid comparisons of data. Consider using a scale ranging from 0°F to 100°F with intervals of 10°F for temperature graphs and a scale ranging from 1 inch to 16 inches with intervals of 1 inch for precipitation graphs. The graphs provided throughout this module have these scales. If needed, adjust the scales to accommodate values beyond the recommended ranges; however, be sure to adjust the scale on all future graphs for students to compare data.

Temperature (˚F)

266 Before students participate in the weather graph stations activity in Lesson 7, prepare graphs for maximum temperature, minimum temperature, and precipitation on chart paper to post at each station.

To access the data needed to create these graphs, use the NOAA NCEI Climate at a Glance website (see Lesson 7 Resource A). Then use the instructions below to prepare each graph.

Weather Graph Stations Preparation Instructions

LESSON 7 RESOURCE B L3 ▸ M1 ▸ Appendix A ▸ Lesson 7 ▸ Resource B PhD SCIENCE™

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100 90 80 70 60 50 40 30 20 10 0

Day of the Month

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Boston, MA Daily Minimum Temperature in August 2017

16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

Boston, MA Daily Precipitation in August 2017

Day of the Month

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Sample precipitation graph:​

Create a complete​bar graph on chart paper showing the amount of precipitation that occurred each day of the chosen month. When graphing precipitation data, round any decimal amounts to the nearest whole number. Note that this means that any precipitation value less than 0.50 inches will not be represented on the graph. Include all graph components and use a green writing utensil to draw each bar. Post the completed graph at Station 3 for students to analyze.

Precipitation Graph for Station 3

Precipitation (in)

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Temperature (˚F)

Sample minimum temperature graph:​

Create a complete​bar graph on chart paper showing the minimum temperature experienced throughout the chosen month. When graphing minimum temperature data, round any decimal amounts to the nearest whole number. Include all graph components and use a blue writing utensil to draw each bar. Post the completed graph at Station 2 for students to analyze.

Minimum Temperature Graph for Station 2

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Month and Year: Day of Maximum Day of Maximum Month Temperature (°F) Month Temperature (°F) 1 17 2 18 3 19 4 20 5 21 6 22 7 23 8 24 9 25 10 26 11 27 12 28 13 29 14 30 15 31 16

Note: In Grade 3 mathematics, students learn rounding skills. However, most students may not be comfortable rounding fractions or decimals to the nearest whole number. For this data table, round each value to the nearest whole number to ensure all students focus on analyzing the weather data.​

Print and cut out the blank data table below. Then use data from the NOAA NCEI Climate at a Glance website (see Lesson 7 Resource A) to populate the data table with the maximum temperature for each day of the current month of the previous year for the city nearest students’ location. Be sure to fill in the month and year in which the data were collected on the top row of the data table. Post this data table at Station 1 for the weather graph stations activity.

Maximum Temperature Data Table

LESSON 7 RESOURCE C L3 ▸ M1 ▸ Appendix A ▸ Lesson 7 ▸ Resource C PhD SCIENCE™

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2. Answer the questions for Station 2 in your Science Logbook.

1. Discuss with your group what you notice about the graph.

Station 2: Analyze Minimum Temperature Graph

3. Use the process your teacher showed you to draw a bar on the graph to show the maximum temperature for that day.

2. Find the maximum temperature for that day in the data table.

1. Look at the maximum temperature graph to find the day that needs to be graphed next.

Station 1: Graph Maximum Temperature

These sheets provide student directions for each station. Cut out and display the relevant procedure sheet at each station.

Weather Graph Stations Procedure Sheets

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2. Answer the questions for Station 3 in your Science Logbook.

1. Discuss with your group what you notice about the graph.

Station 3: Analyze Precipitation Graph

L3 ▸ M1 ▸ Appendix A ▸ Lesson 7 ▸ Resource D PhD SCIENCE™

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Copyright © 2019 Great Minds®

7. Once all options are chosen, select Plot. The data for the selected parameters will load near the bottom of the web page.

6. For State and City, select the state and city nearest students’ location.

5. Select the desired Start Year and End Year. Lesson 8 requires data from the previous year.

Lesson 11 requires data from 1950, 1975, 2000, and 2015.

4. For Month, select January so that the data set starts on January of the chosen year.

3. For Time Scale, select All Months.

2. For Parameter, select Average Temperature from the drop-down menu.

1. Access City Time Series on the NOAA NCEI Climate at a Glance website (NOAA NCEI 2018b): http://phdsci.link/1174.

Follow the steps below to the gather the data necessary to populate the average temperature and total precipitation data table for Lesson 8 and to create the average monthly temperature, monthly precipitation, and total precipitation graphs for Lesson 11. See Lesson 8 Resource B and Lesson 11 Resource after gathering data.

Using the NOAA NCEI Climate at a Glance Website: City Time Series

LESSON 8 RESOURCE A

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272 11. As needed, change the Start Year and End Year and repeat steps 7–10.

10. S croll back down to the data table near the bottom of the web page. The VALUE column should now show total precipitation data for each month of the selected year. Use these values to populate the table (Lesson 8 Resource B) or graphs (Lesson 11 Resource). As before, be sure to round all values to the nearest whole number.

9. O nce all temperature data has been recorded, change the Parameter to Precipitation, and select Plot again without changing any other options.

8. I n the data table near the bottom of the web page, the first column, DATE, indicates the year followed by the numerical month (e.g., 201701 indicates January 2017). The second column, VALUE, indicates the average temperature for that month of that year. Use the numbers in the VALUE column to populate the table (Lesson 8 Resource B) or graphs (Lesson 11 Resource). Be sure to round all values to the nearest whole number.

L3 ▸ M1 ▸ Appendix A ▸ Lesson 8 ▸ Resource A PhD SCIENCE™

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Copyright © 2019 Great Minds®

January February March April May June July August September October November December

Month

Average Temperature (°F)

Total Precipitation (in)

Distribute a populated data table to each group and instruct students to circle or highlight the temperature and precipitation data for their group’s month.

Print and cut out 12 copies of the blank data table below. Then use data collected in Lesson 8 Resource A (data from the NOAA NCEI Climate at a Glance website) to populate the data tables with the average temperature and total precipitation experienced each month last year for the city nearest students’ location. Round each value to the nearest whole number.

Average Temperature and Total Precipitation Data Table

LESSON 8 RESOURCE B

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LESSON 8 RESOURCE C

Same Trees During Different Times of Year Photographs

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1

2

3

5

Meters per Second

4

6

Average Monthly Wind Speed January 2017

January 2017 Average Wind Speed Map

LESSON 9 RESOURCE A

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276 Print color copies of the average monthly wind speed maps on the following pages. Each group should receive one page with three maps for the three months of their season. Before distributing the maps, mark students’ location on the maps so that students can easily make observations about average monthly wind speed for their location.

Average Monthly Wind Speed Maps

LESSON 9 RESOURCE B L3 ▸ M1 ▸ Appendix A ▸ Lesson 9 ▸ Resource B PhD SCIENCE™

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2

2

1

1

1

4

5

Meters per Second

6

4

5

Meters per Second

6

3

5

Meters per Second

4

6

Average Monthly Wind Speed February 2017

3

Average Monthly Wind Speed January 2017

3

Average Monthly Wind Speed December 2017

7

7

7

Average Monthly Wind Speed Maps: Winter 2017

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8

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Meters per Second

6

4

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Meters per Second

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Meters per Second

4

May 2017

6

Average Monthly Wind Speed

3

Average Monthly Wind Speed April 2017

3

Average Monthly Wind Speed March 2017

7

7

7

Average Monthly Wind Speed Maps: Spring 2017

8

8

8

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2

2

1

1

1

4

5

Meters per Second

6

4

5

Meters per Second

6

3

5

Meters per Second

4

6

Average Monthly Wind Speed August 2017

3

Average Monthly Wind Speed July 2017

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Average Monthly Wind Speed June 2017

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Average Monthly Wind Speed Maps: Summer 2017

8

8

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280 2

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Average Monthly Wind Speed November 2017

3

Average Monthly Wind Speed October 2017

3

Average Monthly Wind Speed September 2017

Average Monthly Wind Speed Maps: Fall 2017

7

7

7

8

8

8

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Galveston, TX

Temperature (˚F)

Average Monthly Temperature in 2016 100 90 80 70 60 50 40 30 20 10 0

Winter

December

Spring

January

February

March

Summer

April

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Fall

July

August

September

October

November

Month

LESSON 10 RESOURCE

Conceptual Checkpoint Graphs

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Precipitation (in)

Galveston, TX Total Monthly Precipitation in 2016 16 Winter 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

December

Spring

January

February

March

Summer

April

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June

Fall

July

August

September

October

November

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December

Winter

January

February

1950

March

Spring

April

1975

Month

May

2000

June

Summer

2015

July

Boston, MA Average Monthly Temperature over Time

Sample average monthly temperature graph:​

August

September October

Fall

November

5. Once all the values have been entered, navigate to the second tab, Monthly Average Temp. There should be a graph on this worksheet that has been populated with the average temperature values entered on the first worksheet. Select the graph to print, and print enough copies of it so that each student pair has its own graph for analysis.

4. Input individual values for average temperature and total precipitation for each month of each year in the spreadsheet. The spreadsheet will automatically round all values when creating the graphs.

Note that for the months to be grouped by season on the graphs, December data should be entered in the first row of the data table for each year. December data should still be from 1950, 1975, 2000, and 2015.

3. Input the applicable city and state in the cell that reads “Enter City, State here.”

2. Open the spreadsheet (http://phdsci.link/1173) and navigate to the first tab, Original Data.

1. Use the instructions in Lesson 8 Resource A to collect average monthly temperature and total monthly precipitation data for 1950, 1975, 2000, and 2015.

To aid in generating the graphs, use the spreadsheet available at http://phdsci.link/1173. Instructions for the spreadsheet are included below. If using a different tool or program, be sure to round all values to the nearest whole number and use a scale that is consistent with the other graphs in the module.

Temperature (˚F)

Copyright © 2019 Great Minds®

Before students participate in the historical weather analysis activity in Lesson 11, prepare multiple bar graphs showing the average monthly temperature, monthly precipitation, and total precipitation for 1950, 1975, 2000, and 2015. To access the local data necessary to create these graphs, use the NOAA NCEI Climate at a Glance website (see Lesson 8 Resource A) (NOAA NCEI 2018b).

Historical Graphs Preparation Instructions

LESSON 11 RESOURCE

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Precipitation (in)

December

Winter

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February

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1950

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Boston, MA Total Precipitation

Month 1975 2000

June

May

March

April

Summer

2015

2015

July

Boston, MA Monthly Precipitation over Time Spring

Sample total precipitation graph:​

16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

Precipitation (in)

284 Sample monthly precipitation graph:​

August

September

Fall

October

November

6. Navigate to the third tab, Monthly Precipitation. There should be two graphs on this worksheet that have been populated with the precipitation values entered on the first worksheet. Select each graph to print, and print enough copies of them so that each student pair has its own pair of graphs for analysis.

L3 ▸ M1 ▸ Appendix A ▸ Lesson 11 ▸ Resource PhD SCIENCE™

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Precipitation (in) 0

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West Palm Beach, FL Total Precipitation

2015

Climate Data for West Palm Beach, FL

LESSON 13 RESOURCE A

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Temperature (˚F)

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West Palm Beach, FL Average Monthly Temperature over Time Winter

December

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Month 1975

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2015

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1950

286

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Precipitation (in)

PhD SCIENCE™ L3 ▸ M1 ▸ Appendix A ▸ Lesson 13 ▸ Resource A

16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

West Palm Beach, FL Monthly Precipitation over Time Winter

December

Spring

January

February

March

Summer

April

1950

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May

June

Month 1975 2000

Fall

July

August

September

October

November

2015

287

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Precipitation (in) 0

5

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2000

Las Vegas, NV Total Precipitation

Climate Data for Las Vegas, NV

LESSON 13 RESOURCE B

2015

L3 ▸ M1 ▸ Appendix A ▸ Lesson 13 ▸ Resource B PhD SCIENCE™

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Temperature (˚F)

PhD SCIENCE™ L3 ▸ M1 ▸ Appendix A ▸ Lesson 13 ▸ Resource B

100 90 80 70 60 50 40 30 20 10 0

Las Vegas, NV Average Monthly Temperature over Time Winter

December

Spring

January

February

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Summer

April

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Fall

July

August

September

October

November

Month 1975

2000

2015

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1950

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289

Precipitation (in)

L3 ▸ M1 ▸ Appendix A ▸ Lesson 13 ▸ Resource B

16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

PhD SCIENCE™

Las Vegas, NV Monthly Precipitation over Time Winter

December

Spring

January

February

March

Summer

April

June

Month 1975 2000

July

August

September

October

November

2015

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1950

May

Fall

290

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Precipitation (in) 0

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Buffalo, NY Total Precipitation

Climate Data for Buffalo, NY

LESSON 13 RESOURCE C

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Temperature (˚F)

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Buffalo, NY Average Monthly Temperature over Time Winter

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Month 1975

2000

2015

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1950

292

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Precipitation (in)

PhD SCIENCE™ L3 ▸ M1 ▸ Appendix A ▸ Lesson 13 ▸ Resource C

16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

Buffalo, NY Monthly Precipitation over Time Winter

December

Spring

January

February

March

Summer

April

1950

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May

June

Month 1975 2000

Fall

July

August

September

October

November

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293

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Precipitation (in) 0

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Birmingham, AL Total Precipitation

Climate Data for Birmingham, AL

LESSON 13 RESOURCE D

2015

L3 ▸ M1 ▸ Appendix A ▸ Lesson 13 ▸ Resource D PhD SCIENCE™

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Temperature (˚F)

PhD SCIENCE™ L3 ▸ M1 ▸ Appendix A ▸ Lesson 13 ▸ Resource D

100 90 80 70 60 50 40 30 20 10 0

Birmingham, AL Average Monthly Temperature over Time Winter

December

Spring

January

February

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April

May

June

Fall

July

August

September

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November

Month 1975

2000

2015

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1950

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295

Precipitation (in)

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16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

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Birmingham, AL Monthly Precipitation over Time Winter

December

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April

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Month 1975 2000

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Precipitation (in) 0

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Nome, AK Total Precipitation

Climate Data for Nome, AK

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Temperature (˚F)

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Nome, AK Average Monthly Temperature over Time Winter

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1950

298

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Precipitation (in)

PhD SCIENCE™ L3 ▸ M1 ▸ Appendix A ▸ Lesson 13 ▸ Resource E

16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

Nome, AK Monthly Precipitation over Time Winter

December

Spring

January

February

March

Summer

April

1950

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June

Month 1975 2000

Fall

July

August

September

October

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Tropical

Climate Zones: Dry/Desert

Temperate

Cold

North America Climate Zone Map

LESSON 14 RESOURCE A

Polar/Tundra

L3 ▸ M1 ▸ Appendix A ▸ Lesson 14 ▸ Resource A PhD SCIENCE™

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Copyright © 2019 Great Minds®

Average temperature about 50°F or lower for all 12 months

Cold

Polar/Tundra

Temperate

Average temperature below 32°F for at least one month and above 50°F for at least one month

Average temperature between 32°F and 64°F for the coldest month and above 50°F for at least one month

Dry/Desert

Average temperature above 64°F for all 12 months

Description

Little precipitation throughout the year; average temperature not a factor

Tropical

Climate Zone

Climate Zone Descriptions

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Dry/Desert

Temperate

World Climate Zone Map

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Cold

Polar/Tundra

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Precipitation (in) 0

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Galveston, TX Total Precipitation

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Temperature (˚F)

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Galveston, TX Average Monthly Temperature over Time Winter

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Precipitation (in)

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Galveston, TX Monthly Precipitation over Time Winter

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3. What do you think the weather was like in Galveston during the fall of 1900 when the hurricane occurred?

2. Based on Galveston’s climate, what would you expect the weather to be like in Galveston next fall?

1. Based on the climate data, which climate zone is Galveston in? Use evidence to support your answer.

Conceptual Checkpoint Questions

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LESSON 16 RESOURCE A

Blizzard Photographs

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Neighborhood before tornado

Effects of Hazards

Tornado twisting in distance

Weather Hazards

Neighborhood after tornado

Hail collected in grass

Severe Weather Photographs: Tornado

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Car dented by hail

Downed power lines

Flipped car and damaged house

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Dead plants and cracked dirt

Effects of Hazard Dead catfish in dry sand

Little to no precipitation over time

Weather Hazard

Severe Weather Photographs: Drought

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Dried up river

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Hail collected in grass

Strong wind and pouring rain

Lightning during storm

Weather Hazards

Severe Weather Photographs: Severe Thunderstorm

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Downed power lines blocking road

Fallen tree after lightning strike

Car dented and damaged by hail

Flooded street with cars

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--

Heavy rain falling

Powerful waves crashing against building

Strong winds blowing on coast

Weather Hazards

Severe Weather Photographs: Hurricane

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Coastal area after hurricane

Downed trees on top of house

Coastal area before hurricane

Houses flooded by water

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Three Hurricanes Satellite Photograph

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Hurricane Katrina Satellite Photograph

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Katsushika Hokusai, Under the Wave off Kanagawa​, 1830–1832

Under the Wave off Kanagawa

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Crate with emergency supplies

Crane removing snow from roof

Snowplow pushing snow off road

Solutions to Reduce the Impact of Weather Hazards: Blizzard

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Tornado warning siren

Tornado shelter sign

Opening to underground cellar

Solutions to Reduce the Impact of Weather Hazards: Tornado

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Drought-resistant plants in garden

Sign describing ways to conserve water

Barrel to gather rainwater

Solutions to Reduce the Impact of Weather Hazards: Drought

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Lightning rod on roof

Nets covering plants

Sandbags piled up

Solutions to Reduce the Impact of Weather Hazards: Severe Thunderstorm

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Sensor to check water level

House built on stilts

Hurricane evacuation route sign

Seawall along coast of city

Solutions to Reduce the Impact of Weather Hazards: Hurricane

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Source: NOAA Hurricane Strikes by County

> 20 15 - 20 10 -15 5 - 10 <5 0

Frequency of Hurricanes by County: 1900–2010

Hurricane Frequency Map

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US Hurricane Frequency by Month 1980–2010

Data acquired from Landsea 2018

Number of Hurricanes

Hurricane Frequency Graph

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November December

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Source: NOAA Storm Events Database (tornadoes that are greater than or equal to scale EF1 and F1 categories)

> 40 30 - 40 20 - 30 10 - 20 < 10 0

Frequency of Strong Tornadoes by County: 1980–2015

Conceptual Checkpoint Map and Graph

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US Tornado Frequency by Month 1991–2010

November December

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Number of Tornadoes

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Share

Create

Ask

Imagine

Improve

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Engineering Design Process

Plan

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Share

Create

Ask

Imagine

Improve

LESSON 21 RESOURCE B

Blank Engineering Design Process Chart

Plan

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You live in a coastal community that is likely to experience hurricanes. Many people build their homes on or near the coast like the homes in the photograph. Members of the community decide that a seawall is the best solution to protect these homes from potential flooding caused by storm surge during a hurricane. They want your help to design the seawall.

Scenario

Engineering Challenge Scenario

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332 2.5 in

2. Use a ruler to draw two parallel lines along the length of the cardboard approximately 2.5 inches apart. To do this, position the cardboard as shown below. Place a ruler along the width of the cardboard. Use the ruler to measure 1.5 inches from the top edge of the cardboard and make a mark. Move the ruler along the length of the cardboard piece and make another mark 1.5 inches from the top edge. Then repeat this process by measuring 1.5 from the bottom edge of the cardboard, making a mark, moving the ruler along the length of the cardboard piece, and making another mark. Then draw two lines through the two sets of marks along the length of the cardboard piece.

1.5 in

1. Use a precision knife or scissors to cut a rectangular hole in the plastic bin just below the top of the bin on one of the shorter sides. Make the hole about 2.5 inches by 1.5 inches.

Preparation

Materials: clear plastic bin (13.5″× 8″ × 4.5″ or larger) (per group), 12″ × 5.5″ piece of cardboard (per group), roll of aluminum foil, precision knife or scissors, ruler

Plastic Bin and Foil Ramp Preparation

Note that the modeling clay must be wrapped to ensure that it does not dry out.

Materials: 16.9-ounce plastic bottle filled with water, 1 pound of modeling clay, clear plastic bin (13.5″ × 8″ × 4.5″ or larger) with hole, foil ramp

Engineering Challenge Materials

Prepare a set of engineering challenge materials to show students before beginning Lesson 21. Then prepare a set of materials for each group before Lesson 23. Follow the instructions below to prepare the materials needed for each lesson.

Engineering Challenge Material Preparation Instructions

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5. Make sure that the foil ramp fits in the hole of the plastic bin prepared in step 1.

4. Completely cover the cardboard ramp with aluminum foil.

3. Use the ruler as a straightedge to bend the long side of the cardboard piece along each marked line.

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LESSON 22 RESOURCE

Seawall Photographs

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3. Lift the foil ramp and hold it to create a slight incline.

2. Place your seawall near the middle of the plastic bin.

Press your seawall firmly against the sides and bottom of the bin.

1. Place the foil ramp through the hole in the plastic bin.

Position the foil ramp so that a few inches of it are inside the plastic bin.

Instructions

Copy and cut out these instructions for students who need additional support setting up and testing their seawall.

Engineering Challenge Student Instructions

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5. Observe whether any water makes it past the seawall and reaches the other side of the plastic bin.

4. Quickly pour all the water in the bottle into the foil ramp. It should flow down the ramp and into the plastic bin. Be careful not to overflow the sides of the ramp when pouring the water.

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LESSON 26 RESOURCE A

Galveston Seawall Photograph

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s Hurricane Katrina bore down on New Orleans, A Louisiana, in August 2005, many people could not help thinking about Galveston a century earlier. ike Galveston, New Orleans is a large city with a busy L harbor. New Orleans also has a very low elevation, with many parishes, or communities, below sea level. imilar to the 1900 Texas storm, Katrina also S made landfall on the eastern side of the city—the worst possible location in terms of flooding. Katrina unleashed a 10- to 20-foot storm surge in portions of southeastern Louisiana and triggered even more severe flooding in Mississippi and Alabama.

I n terms of wind speed, Hurricane Katrina reached 120 miles per hour at landfall on August 29 in Louisiana, earning a high Category Three classification. Hurricane Katrina could easily have surpassed Galveston’s death toll had it not been for the massive evacuation that took place on the Gulf coast.

The evacuation, which saved so many lives, was made possible by modern weather forecasting and constant alerts to the public. Meteorologists were able to track Katrina as it formed in the Bahamas, cut a path through Florida, and then zeroed in on Louisiana.

1

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by Julie Lake (2012)

“Katrina Strikes”

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s it was, Katrina caused at least 1,800 deaths, A making it the third-deadliest U.S. hurricane. It is the most destructive storm in U.S. history in terms of economic loss. Through enormous effort and a global outpouring of donations and help, however, New Orleans, like Galveston, is making a comeback.

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People collect and analyze weather data over time to reveal stable and changing conditions.

Module Concept Statements

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Climate describes a location’s typical weather conditions over time.

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The ability to predict severe weather can help people reduce the impact of weather hazards.

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Systems and System Models

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Systems Crosscutting Concepts

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Energy and Matter

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Structure and Function

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Stability and Change

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Appendix B

Module Storyline

Anchor Phenomenon: 1900 Galveston Hurricane

Essential Question: How can we prevent a storm from becoming a disaster?​

Conceptual Overview People analyze weather and climate data to anticipate future weather conditions and develop solutions to reduce the impact of weather hazards.

1. People collect and analyze weather data over time to reveal stable and changing conditions.

2. Climate describes a location’s typical weather conditions over time.

3. The ability to predict severe weather can help people reduce the impact of weather hazards.

NGSS Performance Expectations 3-ESS2 Earth’s Systems 3-ESS2-1

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

3-ESS2-2

Obtain and combine information to describe climates in different regions of the world.

3-ESS3 Earth and Human Activity 3-ESS3-1

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

3-5-ETS1 Engineering Design 3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

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Concept 1: Weather Conditions (Lessons 1–10) Focus Question: How do we describe weather?​ Lessons 1–3 Phenomenon Question: What happened in Galveston, Texas, in 1900?

Phenomenon: 1900 Galveston Hurricane Spotlight on Three-Dimensional Integration: Students explore the cause and effect (CC.2) relationship between weather hazards (ESS3.B) and resulting damage as they develop a model (SEP.2) to describe what happened during the 1900 Galveston hurricane.

Knowledge Statement: Weather hazards pose a threat to life and property.

Wonder:* We begin by sharing our experiences with dangerous weather like thunderstorms, tornadoes, and blizzards. We describe how these dangerous weather events have surprised us in the past. We then learn about an entire city that was surprised by dangerous weather.

Our teacher displays two photographs of the same building. We share what we notice, such as these observations: ▪▪ In one picture the building looks fine, but in the other picture the building looks destroyed.​ ▪▪ The power lines in the second picture look like they got bent and broken.​ ▪▪ There are broken pieces of the building lying on the ground in the second picture.​ We also share what we wonder, such as these questions: ▪▪ Why is only one part of the building still standing in the second picture?​ ▪▪ What happened to the building?​ ▪▪ Did this happen to other buildings nearby?​ Organize: Our teacher explains that the photographs were taken in Galveston, Texas, before and after a storm passed through the city. We find Galveston on a map and see that it is next to the Gulf of Mexico. Then we read an excerpt from a radio broadcast that tells the story of the Galveston storm and discuss what we learn, such as these facts: ▪▪ A strong storm hit Galveston, Texas, on September 8, 1900.

▪▪ People in Galveston in 1900 relied on spotty weather reports from ships.

▪▪ People didn’t seem to know the storm was coming because they went about their usual tasks.

▪▪ A lot of important places and buildings were destroyed, and Galveston was never the same after the storm.

Wonder: We review a series of photographs that were taken after the storm. These photographs and the excerpt make us wonder questions such as these: ▪▪ How big was the storm that caused all this damage?​ ▪▪ What caused all the damage? Was it wind? Or maybe waves?​ ▪▪ Why did so many people lose their lives?​ ▪▪ Why didn’t people know the storm was coming?​ ▪▪ Why are some buildings still standing?​ Our teacher explains that the storm in Galveston was a hurricane, a type of storm that forms over the ocean. We think we need to know more about hurricanes to understand what happened in Galveston.

*

The purple headings indicate the relevant content stage within the content learning cycle. See the Implementation Guide for more information on the content learning cycle.

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L3 ▸ M1 ▸ Appendix B

Organize: Next, we develop individual models to explain why we think the Galveston hurricane was such a disaster. We share these models with a partner, noting similarities and differences. Then we share the models with the class and work together to develop a class anchor model.

1900 Galveston Hurricane Before

During

After Rain Wind Waves

What caused all the damage?

Why didn’t people know the storm was coming?

A hurricane hit the city of Galveston, Texas, on September 8, 1900. Before the hurricane, Galveston was a successful city. The hurricane destroyed the city. We’re not sure how the hurricane caused all the damage.

Wonder: Our teacher explains that scientists often refer to dangerous weather as severe weather. Severe weather is any weather that poses a threat, or danger, to life and property. We discuss how severe weather is made up of components, or parts, called weather hazards which pose threats to life and property.

Then our teacher invites us to share what we know about severe weather such as the 1900 Galveston hurricane. We share experiences such as these: ▪▪ I’ve heard of floods damaging homes. ​ ▪▪ I know that a tornado can knock down big trees and buildings. ​ ▪▪ I’ve seen a mudslide make houses fall and cover up roads. ​ ▪▪ In the winter, blizzards can bury cars and homes in snow. ​ ▪▪ Lightning can strike trees, buildings, and people if they are not careful. ​ ▪▪ Hurricanes, like the one in Galveston, can cause an entire city to be destroyed. ​ ▪▪ During a bad storm, my mom’s car was hit by hail, and it broke the windshield. ​ ▪▪ Droughts can cause plants to die.​ After we share related phenomena, our teacher asks us to record questions we have on sticky notes. We use these questions to develop a driving question board. We want to answer these questions: How do we describe weather? How do people know what weather to expect? How can we plan for severe weather? We use the theme of our questions to develop the main question we want to answer: How can we prevent a storm from becoming a disaster? Our driving question board also includes the related phenomena we shared so we can reflect on these phenomena throughout the module.

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Essential Question: How can we prevent a storm from becoming a disaster?

How do we describe weather?

Was there a lot of wind?

How much rain fell during the storm?

What did it look like during the hurricane?

Related Phenomena:

How do people know what weather to expect?

How can we plan for severe weather?

What is the Had this ever weather in happened Galveston before? normally like?

Can a hurricane How big was like the one in the storm Galveston that caused all happen here? this damage?

Why didn’t people know a hurricane was coming?

Floods can damage homes.

Lightning can strike trees, buildings, and people.

Tornadoes can knock down trees and buildings.

Did they have any warning systems?

Mudslides can cause houses to fall.

Hurricanes Hail during can destroy storms can entire cities. damage cars.

Blizzards can bury cars and homes in snow.

Droughts can cause plants to die.

Next Steps:​We decide which questions on our driving question board we need to investigate first to start answering the Essential Question. We agree to explore our questions related to the question How do we describe weather?

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L3 ▸ M1 ▸ Appendix B

Lessons 4–7 Phenomenon Question: What is the weather like where we live?

Phenomenon: Describing Weather Conditions Spotlight on Three-Dimensional Integration: Students begin their study of weather and climate (ESS2.D) by analyzing and interpreting data (SEP.4) to describe stable and changing (CC.7) weather conditions.

Knowledge Statement: Weather data collected over time reveal stable and changing conditions.

Reveal: To begin, our teacher asks us to observe the weather outside and describe what it is like. We realize that we have many different ideas about how to describe the weather. Our teacher explains that weather is a combination of many different factors and these different factors are called weather conditions, or the components of weather that can be measured or described.

We develop the following list of weather conditions: ▪▪ Temperature ▪▪ Wind speed and direction ▪▪ Cloud cover ▪▪ Amount of rain or snow (precipitation) We revise our descriptions of the current weather outside and come up with a working definition for weather.

Distill: To keep track of our working definition, we begin an anchor chart to capture our ideas.

Weather Weather Conditions • Weather is a description of the conditions in a certain place at a given time. Weather conditions include temperature, wind speed and direction, cloud cover, and amount of precipitation.

Reveal: We decide we need to record daily weather conditions to learn more about the weather where we live. We discuss what data we need to record and how to record the data in a table. While discussing, we realize that we also need a way to collect our weather data. We learn that scientists called meteorologists are experts at measuring, understanding, and predicting weather, and their work gives us ideas for how we might collect weather data.

We begin by discussing how to collect data about clouds by examining photographs of different clouds and sorting the photographs based on how much of the sky they cover. We work as a class to come up with cloud cover categories to use when we record our daily weather conditions.

Next, we think about how we will collect data on wind speed and direction. Our teacher shows us a few videos, and we observe how wind moves objects in each video. We discuss what we observe and come up with categories to use when recording wind speed. We also discuss how to collect data about wind direction.

Finally, we work together as a class to build a rain gauge to measure the amount of precipitation, and we learn how to use a thermometer to measure temperature in degrees Fahrenheit. Now that we are ready to collect and measure daily weather data, we develop a plan for how we will collect weather data each day. We discuss potential limitations and come to understand that our data will only give us a general idea of what the weather is like most days of the week.

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After collecting weather data for one day, we realize we cannot see any patterns in the weather data yet. We determine that collecting weather data this way will take a very long time and decide that we need a way to gather weather data more quickly.

Our teacher shows us a website we can use to collect more weather data. There are many data points to look at, and we learn that scientists often graph data to make the data easier to analyze and understand. We work together to graph and analyze daily maximum temperature data for one month. We also analyze graphs that show daily minimum temperature data and total precipitation data for the same month. We discuss our analysis as a class and work together to describe the general weather conditions throughout this month in our location. We realize that weather can vary greatly day to day, even within the same month. We do notice, however, that some conditions can stay mostly stable, or unchanging, throughout a month.

Next, our teacher asks us to consider what a graph of weather data from another part of the year might look like. We share predictions and think about how we can see if our predictions are correct.

Next Steps:​We need more weather data so we can explore how the weather changes throughout a year.

Lessons 8–10 Phenomenon Question: How does the weather change throughout a year?

Phenomenon: Seasonal Weather Conditions Spotlight on Three-Dimensional Integration: Students analyze and interpret (SEP.4) graphs to describe how weather changes across seasons (ESS2.D), which leads students to wonder whether the weather stays the same every year (CC.7).

Knowledge Statement: Seasonal changes occur in weather conditions throughout a year.

Organize: We observe two photographs of the same tree at different times of year. We think the tree looks different because the weather conditions are different. We decide that looking at additional graphs of weather data may help us understand more about how weather conditions change throughout a year.

Reveal: We plan to work in groups to compare data from different months of the previous year. Each group graphs average temperature and total precipitation data for a different month of the year. After graphing our individual months, we work together to combine our data into graphs that show data for the entire year.

We observe the data to reveal how average temperature and total precipitation changed from month to month during this year.

We describe the trends we notice and realize that we aren’t surprised by the trends because the weather conditions remind us of what we already know about the weather during different seasons. We decide to take a closer look at the four seasons.

We work together to describe the seasons and group them together by month.

Distill: Our teacher then explains that meteorologists group the seasons into the following months: ▪▪ Winter: December, January, February ▪▪ Spring: March, April, May ▪▪ Summer: June, July, August ▪▪ Fall: September, October, November We realize that the way meteorologists group the seasons is similar to how we grouped them as a class. This realization makes us want to look back at the graphs we made and arrange them by season to see if new trends emerge based on the seasons. When we analyze the graphs again, we recognize that there are seasonal trends in weather conditions throughout the year where we live.

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Our teacher reminds us that meteorologists track and record other weather conditions like wind speed. We look at average monthly wind speed maps and see that there are seasonal trends in wind speed in our location too. This makes us realize that temperature and precipitation are not the only weather conditions that change with the seasons.

We use the trends we have described to define seasons as periods of a year defined by similar weather conditions. We add this information to our anchor chart.

Weather Weather Conditions • Weather is a description of the conditions in a certain place at a given time. Weather conditions include temperature, wind speed and direction, cloud cover, and amount of precipitation.

• Seasons (winter, spring, summer, fall) are periods of a year defined by similar weather conditions.

Organize: We wonder if we can use what we have learned about weather conditions and seasons to help explain what happened in Galveston in 1900.

Know: Our teacher provides us with graphs that show the average monthly temperature and total monthly precipitation for Galveston in 2016. We analyze and interpret these graphs during a Conceptual Checkpoint. We then discuss the Galveston graphs as a class and realize that the yearlong data still do not explain why the 1900 Galveston hurricane caused so much damage.

We did, however, discover that weather conditions change from season to season. We add that information to our anchor model.

1900 Galveston Hurricane Before

During

After Rain Wind Waves

What caused all the damage?

Why didn’t people know the storm was coming?

A hurricane hit the city of Galveston, Texas, on September 8, 1900. Before the hurricane, Galveston was a successful city.

The hurricane destroyed the city. We’re still not sure how the hurricane caused all the damage, but we know that a location’s weather conditions can change depending on the season.

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Wonder: We revisit the driving question board and add new questions that we wonder about, such as these: ▪▪ Do hurricanes happen during a particular season?​ ▪▪ Has another hurricane hit Galveston since the 1900 hurricane?​ ▪▪ Does a hurricane happen every year?​ Organize: We wonder if the 2016 data can tell us anything about what September of 1900 was like in Galveston. We realize that we aren’t sure because we don’t know whether the weather stays the same every year.

Next Steps:​We decide to explore whether the weather stays the same every year in our location.

Concept 2: Climate (Lessons 11–15) Focus Question: How do people know what weather to expect?​ Lessons 11–12 Phenomenon Question: Does the weather follow the same pattern every year?

Phenomenon: Seasonal Weather Patterns Spotlight on Three-Dimensional Integration: Students analyze historical weather data (SEP.4) to conclude that their location’s weather follows the same seasonal patterns year after year (ESS2.D), leading students to recognize that the climate of a location remains relatively stable over time (CC.7).

Knowledge Statement: Climate remains relatively stable over time.

Reveal: We consider some of our favorite outdoor activities and think about whether we can expect to do those same activities during the same seasons each year. This makes us think of the seasonal weather conditions chart we developed in Lesson 9. Our teacher reminds us that the descriptions on this chart are based on only one year of data. To figure out if we can expect similar weather conditions in other years, we decide to look at historical weather data.

We work in pairs to analyze local temperature and precipitation graphs for 1950, 1975, 2000, and 2015. We record the following information: ▪▪ The lowest average monthly temperature and highest average monthly temperature for each season ▪▪ Any seasonal patterns in temperature ▪▪ The lowest yearly total precipitation and the highest yearly total precipitation ▪▪ Any seasonal patterns of precipitation Distill: When we discuss our analysis as a class, we realize that our local weather conditions are very similar each season across all the years we analyzed. We decide to compare our analysis with the seasonal descriptions we used for the previous year to see if they hold true.

We compare the information on our seasonal weather conditions chart from Lesson 9 with the data we just analyzed and realize that the average monthly temperature for each season stays about the same year after year. We also realize that our location gets about the same amount of precipitation every year. Our teacher tells us that this information describes our location’s climate, or the pattern of typical weather conditions in a location over time.

We work together to come up with a working definition for climate. Then we add our new learning to our anchor chart.

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Weather and Climate Weather Conditions • Weather is a description of the conditions in a certain place at a given time. Weather conditions include temperature, wind speed and direction, cloud cover, and amount of precipitation.

• Seasons (winter, spring, summer, fall) are periods of a year defined by similar weather conditions.

Climate • Climate is a description of the pattern of typical weather conditions in a location over time. Climate remains mostly stable, or the same, year after year.

We use our understanding of climate and the weather data we have analyzed to come up with a statement that describes our local climate.

Next Steps:​Now that we know more about the climate where we live, we wonder if the climate is the same everywhere.

Lessons 13–15 Phenomenon Question: Is the climate the same everywhere?

Phenomenon: Climate Zones Spotlight on Three-Dimensional Integration: Students interpret patterns (CC.1) in weather data to compare the climate of multiple locations (ESS2.D) and use these comparisons as evidence to explain (SEP.6) that climate varies in different regions of the world.

Knowledge Statement: Different regions of the world have different climate zones that are determined by patterns in average monthly temperature and annual precipitation.

Reveal: Our teacher shows us a map of the United States, and we work together to generate a list of locations we would like to visit. We think about whether the climate in those locations is the same as our local climate. This makes us want to look at weather data for other locations to see what the climate is there.

Our teacher points out four new locations on the map of the United States. We work with a partner to analyze temperature and precipitation graphs for these locations. After we analyze the graphs, we share our analysis with the class and build a class climate chart that allows us to compare the seasonal patterns for each location, including our own. We notice that these locations have different patterns in average monthly temperature and amount of yearly precipitation.

Next, our teacher shows us a climate zone map of North America. We notice that it shows these five major climate zones: ▪▪ Tropical ▪▪ Dry/Desert ▪▪ Temperate ▪▪ Cold ▪▪ Polar/Tundra Our teacher also provides descriptions of each climate zone. We use these climate zone descriptions and our class climate chart to match each location that we have been studying to its climate zone. We check our matches with the climate zone map and discuss how the climate zones are different from one another.

Our teacher then shows us a world climate zone map. We see places in the world that have the same climate zones as the ones in North America. We realize that we can use this information to describe the climate of locations all over the world.

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Distill: We add our new ideas about climate to our anchor chart.

Weather and Climate Weather Conditions • Weather is a description of the conditions in a certain place at a given time. Weather conditions include temperature, wind speed and direction, cloud cover, and amount of precipitation.

• Seasons (winter, spring, summer, fall) are periods of a year defined by similar weather conditions.

Climate • Climate is a description of the pattern of typical weather conditions in a location over time. Climate remains mostly stable, or the same, year after year.

• Knowing a location's climate can help people predict the types of weather conditions that may occur in that location during different times of year.

Know: We apply what we have learned about climate to Galveston, Texas, in a Conceptual Checkpoint. We analyze graphs to determine that Galveston is in the temperate climate zone, make predictions about weather conditions next fall, and consider what the weather was like in Galveston during the fall of 1900.

Finally, we update our anchor model to reflect our new knowledge.

1900 Galveston Hurricane Before

During

After Rain Wind Waves

What caused all the damage?

Why didn’t people know the storm was coming?

A hurricane hit the city of Galveston, Texas, on September 8, 1900. Before the hurricane, Galveston was a successful city.

The hurricane destroyed the city. We’re still not sure how the hurricane caused all the damage, but we know that a location’s climate describes the typical weather conditions over time, and these conditions occur in seasonal patterns.

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Next Steps:​Now that we know that weather conditions occur in seasonal patterns that remain mostly stable year after year, we wonder if severe weather events like hurricanes also occur in seasonal patterns and, if so, if people can prepare for them. We decide that learning about the weather conditions related to severe weather events like hurricanes may be a good place to start.

Concept 3: Weather Hazards (Lessons 16–20) Focus Question: How can we plan for severe weather?​ Lessons 16–17 Phenomenon Question: What happens when the weather becomes severe?

Phenomenon: Weather Hazards and Their Effects Spotlight on Three-Dimensional Integration: Students observe photographs to explore the potential effects (CC.2) of various weather hazards (ESS3.B) related to severe weather and obtain information (SEP.8) about how severe weather events can be rated using scales.

Knowledge Statement: Different severe weather systems are made up of a variety of weather hazards.

Wonder: We begin by thinking about how we protect ourselves from everyday weather before revisiting our list of related phenomena on the driving question board. This list includes types of severe weather we thought might be like the 1900 Galveston hurricane.

We consider how protecting ourselves from severe weather might be different from protecting ourselves from everyday weather, and we discuss what we know about what happens when the weather becomes severe.

Organize: Looking at our responses, we agree that severe weather poses a threat to life and property, but we aren’t sure why.

We decide to look closer at the weather hazards related to different types of severe weather to better understand how severe weather can be dangerous.

Reveal: Our teacher shows us photographs taken during a blizzard. We think about the weather hazards we observe in the photographs and how those weather hazards might impact people in the area. Our teacher models how to record our ideas about the weather hazards related to blizzards and their effects on people by using a class severe weather chart. Then we divide into groups to study tornadoes, droughts, severe thunderstorms, and hurricanes.

We come back together as a class to discuss each type of severe weather and update our class severe weather chart with details for each type. We notice similarities and differences between the types of severe weather, such as these: ▪▪ All types of severe weather have weather hazards that can damage property.​ ▪▪ Many types of severe weather have strong winds that can knock things over and put people in danger.​ ▪▪ Drought is the only kind of severe weather where you have to worry about not having enough water.​ ▪▪ Wind and water make up most of the weather hazards.​ Distill: We realize that severe weather is different from everyday weather because of its hazards. We add our new understanding to our anchor chart.

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Weather and Climate Weather Conditions • Weather is a description of the conditions in a certain place at a given time. Weather conditions include temperature, wind speed and direction, cloud cover, and amount of precipitation.

• Seasons (winter, spring, summer, fall) are periods of a year defined by similar weather conditions.

Climate • Climate is a description of the pattern of typical weather conditions in a location over time. Climate remains mostly stable, or the same, year after year.

• Knowing a location's climate can help people predict the types of weather conditions that may occur in that location during different times of year.

Weather Hazards • Different types of severe weather are made up of different weather hazards (e.g., strong winds, heavy rain) that pose a threat to life and property.

Reveal: To better understand severe weather, we study some of the ways that meteorologists rate severe weather events. We read about the Enhanced Fujita scale for tornadoes and the Saffir-Simpson scale for hurricanes. We then discuss similarities and differences between the scales.

Distill: One important difference we notice is that the hurricane scale measures storm surge. We learn that storm surge is a large wall of water that is pushed above the normal sea level by the wind. Our teacher tells us that storm surge is often the cause of severe flooding during a hurricane. We add this to the list of weather hazards for hurricanes on our class severe weather chart.

Our teacher then shows a satellite photograph of a Category 5 hurricane, Hurricane Katrina, that was taken a day before the hurricane reached land. This makes us wonder how knowing that a strong hurricane is coming might help people stay safe.

Next Steps:​We want to investigate how people protect themselves from severe weather and its hazards.

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Lesson 18 Phenomenon Question: How can people reduce the impact of weather hazards?

Reveal: We observe photographs of various solutions designed to protect against each type of severe weather we learned about in previous lessons. This leads us to realize that people design and implement a wide variety of solutions to reduce the impact of weather hazards. We discuss each solution as a class and add them to our class severe weather chart.

Phenomenon: Preparing for Severe Weather

Distill: We then add what we have learned about weather hazard solutions to our anchor chart.

Spotlight on Three-Dimensional Integration: Students consider the cause and effect relationship (CC.2) between weather hazards and their effects as they investigate solutions designed to reduce the impact of those hazards (ESS3.B) and develop explanations (SEP.6) for why weather hazard solutions are important.

Weather and Climate

Knowledge Statement: The impact of weather hazards can be reduced by designing and implementing solutions.

Climate

Weather Conditions • Weather is a description of the conditions in a certain place at a given time. Weather conditions include temperature, wind speed and direction, cloud cover, and amount of precipitation.

• Seasons (winter, spring, summer, fall) are periods of a year defined by similar weather conditions.

• Climate is a description of the pattern of typical weather conditions in a location over time. Climate remains mostly stable, or the same, year after year.

• Knowing a location’s climate can help people predict the types of weather conditions that may occur in that location during different times of year.

Weather Hazards • Different types of severe weather are made up of different weather hazards (e.g., strong winds, heavy rain) that pose a threat to life and property.

• While severe weather cannot be prevented, people can design and implement solutions to reduce the impact of the related weather hazards.

During our discussion, we consider how people know what kinds of weather hazard solutions they need to design and implement based on where they live. This makes us wonder if some types of severe weather are more common in some locations than others.

Next Steps:​We want to know how people know what severe weather to expect in their location.

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Lessons 19–20 Phenomenon Question: How can people predict severe weather?

Phenomenon: Severe Weather Patterns Spotlight on Three-Dimensional Integration: Students analyze and interpret maps and graphs (SEP.4) to identify patterns (CC.1) related to when and where hurricanes and tornadoes occur and recognize that this information can be used to predict potential severe weather (ESS2.D).

Knowledge Statement: People can use patterns of severe weather to predict weather hazards.

Organize: We look at weather sayings such as “No weather is ill if the wind be still” (Mackay 2018). These sayings make us realize that people have been noticing patterns related to changes in weather for a very long time. We wonder if there are also patterns related to when severe weather occurs.

Reveal: Our teacher displays a hurricane frequency map that shows the United States. We describe what we notice and wonder about where hurricanes occur, and we learn that most hurricanes occur along the coast. Our teacher reminds us that hurricanes are a type of storm that forms over the ocean, so this pattern makes sense to us.

Next, our teacher displays a hurricane frequency graph. This bar graph shows the number of hurricanes that made landfall in the United States each month between 1980 and 2010. As we analyze the graph, we realize that many hurricanes occur between June and November. Our teacher tells us that many people refer to this time of year as hurricane season. We think this kind of information might help people near the coast know to prepare for hurricanes in late summer and early fall.

We consider what we have learned about when and where hurricanes occur and whether this information matches what we know about the 1900 Galveston hurricane. We look at the hurricane frequency map and see that Galveston is in a place where hurricanes frequently occur. We also remember that the 1900 Galveston hurricane was in September, which is during hurricane season. Finally, we recall the weather hazards related to hurricanes, like strong winds, heavy rain, and storm surge, and how these weather hazards could have caused the damage we saw in the photographs of Galveston after the 1900 hurricane.

Distill: We add this information to our anchor model.

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1900 Galveston Hurricane Before

During

After

Heavy rain Strong wind Storm surge

Hurricane Season: June through November

Galveston, TX

A location’s climate describes the typical weather conditions over time, and these conditions occur in seasonal patterns. Hurricanes like the one that hit the city of Galveston, Texas, on September 8, 1900, also occur in patterns. Before the hurricane, Galveston was a successful city. During the hurricane, there was heavy rain, strong wind, and storm surge. These weather hazards destroyed the city.

Know: The patterns we observed for hurricanes make us wonder if other types of severe weather occur in patterns. Our teacher displays a tornado frequency map and graph during a Conceptual Checkpoint. We use this information to identify when and where tornadoes are most likely to occur in the future. Then we suggest a solution to reduce the impact of a tornado for an area where tornadoes are likely to occur.

Distill: We update our anchor chart with our new learning.

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Weather and Climate Weather Conditions • Weather is a description of the conditions in a certain place at a given time. Weather conditions include temperature, wind speed and direction, cloud cover, and amount of precipitation.

• Seasons (winter, spring, summer, fall) are periods of a year defined by similar weather conditions.

Climate • Climate is a description of the pattern of typical weather conditions in a location over time. Climate remains mostly stable, or the same, year after year.

• Knowing a location’s climate can help people predict the types of weather conditions that may occur in that location during different times of year.

Weather Hazards • Different types of severe weather are made up of different weather hazards (e.g., strong winds, heavy rain) that pose a threat to life and property.

• While severe weather cannot be prevented, people can design and implement solutions to reduce the impact of the related weather hazards.

• There are patterns in when and where some types of severe weather occur (e.g., hurricane season).

Organize: We revisit the driving question board to review whether we have answered any questions. We also add new questions our learning has generated, such as these: ▪▪ Did people in Galveston know hurricanes were common there?​ ▪▪ What kinds of solutions did Galveston have before the hurricane hit?​ ▪▪ What solutions does Galveston have to reduce the impact of future hurricanes?​ ▪▪ How do scientists know what kinds of solutions to design?​ Next Steps:​We are interested in learning more about how people protect themselves from hurricanes like the 1900 Galveston hurricane, and we find out that our next activity is an engineering challenge about reducing the impact of weather hazards.

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Application of Concepts (Lessons 21–29): Engineering Challenge, Socratic Seminar, End-of-Module Assessment Essential Question: How can we prevent a storm from becoming a disaster?​ Lessons 21–26 (Engineering Challenge) Phenomenon Question: How can people design better solutions to reduce the impact of weather hazards?

Phenomenon: Reducing the Impact of Storm Surge Spotlight on Three-Dimensional Integration: Students use the engineering design process to develop a solution based on established criteria and constraints (SEP.6) to reduce the impact of flooding (ESS3.B) caused by storm surge (CC.2).

Knowledge Statement: People can use the engineering design process to design solutions to protect themselves from weather hazards.

To review the engineering design process, we listen to a story about how Margaret (Mattie) E. Knight invented a machine that could produce square-bottomed paper bags. As we listen, we take notes on Mattie’s thoughts and actions that show how she used the stages of the engineering design process. We learn that the engineering design process is not circular or linear but is more like a web because engineers move back and forth among the stages in the process.

Know: We observe a photograph of a community that was flooded by storm surge during Hurricane Sandy in 2012. Our teacher introduces us to the engineering challenge by asking us to apply our understanding of weather, climate, and weather hazards to design a solution to reduce the impact of storm surge. Our task will be to design a seawall, a structure built along a coast to block ocean water from reaching land, that can help reduce the problem of coastal flooding. As we work to design our solution, we must consider different criteria and constraints.

We work in groups to research existing seawalls before designing and testing our solutions. We consider how well our solutions meet the criteria for success and brainstorm ideas for improvement. Then we present our solutions to the class.

While reflecting on our experiences during the engineering challenge, we wonder what happened in Galveston after the 1900 hurricane. Our teacher shows us a photograph of a seawall that was constructed in Galveston between 1902 and 1904. We learn that this seawall helped protect Galveston from the next big hurricane in 1909.

Next, we continue to reflect on the seawalls we designed in the engineering challenge. We consider that although seawalls can be effective at blocking water, some water may still get through. This makes us realize that coastal communities like Galveston may need to implement other solutions in addition to seawalls.

We explore some modern solutions like satellite imagery, modern forecasting, and alert systems as we read “Katrina Strikes” (Lake 2012). We compare the 1900 Galveston hurricane with Hurricane Katrina and realize that although both hurricanes were very dangerous, modern technology helped more people stay safe during Hurricane Katrina.

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We use what we have learned about solutions that reduce the impact of weather hazards to update our anchor model.

1900 Galveston Hurricane Before

During

After

Heavy rain Strong wind Storm surge

Solutions

Satellites

Sirens

Hurricane Season: June through November

Seawalls Galveston, TX Evacuation

A location’s climate describes the typical weather conditions over time, and these conditions occur in seasonal patterns. Hurricanes like the one that hit the city of Galveston, Texas, on September 8, 1900, also occur in patterns. Before the hurricane, Galveston was a successful city. During the hurricane, there was heavy rain, strong wind, and storm surge. These weather hazards destroyed the city. Today, Galveston and other coastal communities have solutions in place to help protect themselves from disasters like the 1900 Galveston hurricane.

Next Steps:​We are ready to reflect on our progress throughout the module and complete an End-of-Module Assessment.

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Lessons 27–29 (Socratic Seminar, End-of-Module Assessment, End-of-Module Assessment Debrief) Phenomenon Question: How can we prevent a storm from becoming a disaster? (Essential Question) Phenomenon: 1900 Galveston Hurricane Spotlight on Three-Dimensional Integration: Students apply their knowledge of weather and climate (ESS2.D) as they analyze and interpret data (SEP.4) to describe monthly weather conditions, recognize seasonal patterns (CC.1), and identify climate zones. Students also describe design solutions (SEP.6) that could be used to reduce the impact of weather hazards (ESS3.B).

Distill: As a class, we participate in a Socratic Seminar and discuss our Essential Question: How can we prevent a storm from becoming a disaster? We use the driving question board, anchor chart, and anchor model to help us answer this question.

Know: We show our understanding of weather, climate, and weather hazards in the End-of-Module Assessment, and then we reflect on the assessment and our learning throughout the module.

Next Steps:​We discuss any remaining questions about weather, climate, and weather hazards.

Knowledge Statement: People analyze weather and climate data to anticipate future weather conditions and develop solutions to reduce the impact of weather hazards.

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Appendix C

Module Glossary

These are level-appropriate descriptions of the module terminology and are not intended to be complete definitions.

Term

Description

Lesson

Climate

the pattern of typical weather conditions in a location over time

Degree Fahrenheit

a unit used to measure temperature

6

Hurricane

a type of storm that forms over the ocean

2

Meteorologist

a scientist who is an expert at measuring, understanding, and predicting weather conditions

4

Precipitation

water that falls from clouds in the form of rain, snow, sleet, or hail

4

Season

a period of a year defined by similar weather conditions

9

Seawall

a structure built along a coast to block ocean water from reaching land

Severe weather

any weather that poses a threat to life and property

2

Storm surge

a large wall of water that is pushed above the normal sea level by wind

17

Weather condition

a part of weather that can be measured and described

4

Weather hazard

a part of weather that poses a threat to life and property

2

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22

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Appendix D

Domain-Specific Words, General Academic Words, and Spanish Cognates

Type Module Key Terms (Tier Two or Three)

Copyright © 2019 Great Minds®

Word(s)

Spanish Cognate

Climate

Clima

(Degree) Fahrenheit

Fahrenheit

Hurricane

Huracán

Meteorologist

Meteorólogo

Precipitation

Precipitación

Season

None

Seawall

None

Severe (weather)

Severo

Storm surge

None

(Weather) condition

Condición

Weather hazard

None

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Type Domain-Specific Words (Tier Three)

General Academic Words (Tier Two)

374

Word(s)

Spanish Cognate

Cloud

None

Constraint

None

Criteria

Criterios

Engineering design process

Proceso de diseño de ingeniería

Flood

None

Property

Propiedad

Temperature

Temperatura

Thermometer

Termómetro

Wind

None

Measure

None

Model

Modelo

Pattern

Patrón

Predict

Predecir

Protect

Proteger

Stable

Estable

Zone

Zona

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L3 ▸ M1 ▸ Works Cited

Works Cited Burnett, John. 2017. “The Tempest at Galveston: ‘We Knew There Was a Storm Coming, But We Had No Idea.’” November 30, 2017.

National Public Radio, History, recording, 7:02. https://www.npr.org /2017/11/30/566950355/the-tempest-at-galveston-we-knew-therewas-a-storm-coming-but-we-had-no-idea. [All references to “The Tempest at Galveston: ‘We Knew There Was a Storm Coming, But We Had No Idea’” are from this source.]

Gibbons, Gail. 2009a. Hurricanes!​New York: Holiday House.

Gibbons, Gail. 2009b. Tornadoes!​New York: Holiday House.

Green, Nathan C., ed. 1900. Story of the Galveston Flood​. Baltimore, MD: R. H. Woodward. [Quote in Module Overview epigraph is from page 47.]

Lake, Julie. 2012. “Katrina Strikes.” Cobblestone: The Perfect Storm​, March 1, 2012, 14.

Landsea, Chris. 2018. “Continental United States Hurricane Impacts/ Landfalls 1851–2017.” NOAA, Atlantic Oceanographic & Meteorological Laboratory, Hurricane Research Division. Accessed November 5, 2018. http://www.aoml.noaa.gov/hrd/tcfaq/E23.html.

Mackay, Elly. 2018. Red Sky at Night​. Toronto: Tundra Books.

McCully, Emily Arnold. 2006. Marvelous Mattie​. New York: Farrar, Straus and Giroux.

National Governors Association Center for Best Practices, Council of Chief State School Officers (NGA Center, CCSSO). 2010a. Common Core State Standards for English Language Arts & Literacy in History/ Social Studies, Science, and Technical Subjects​. Washington, DC: NGA Center, CCSSO. [All references to Common Core State

Copyright © 2019 Great Minds®

Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects are from this source.]

National Governors Association Center for Best Practices, Council of Chief State School Officers (NGA Center, CCSSO). 2010b. Common Core State Standards for Mathematics​. Washington, DC: NGA Center, CCSSO. [All references to Common Core State Standards for Mathematics are from this source.]

NOAA (National Oceanic and Atmospheric Administration) NCEI (National Centers for Environmental Information). 2018a. “Climate at a Glance: City Data Information.” Accessed November 6, 2018. https://www.ncdc.noaa.gov/cag/city/data-info.

NOAA NCEI. 2018b. “Climate at a Glance: City Time Series.” Accessed November 5, 2018. https://www.ncdc.noaa.gov/cag/.

NOAA NCEI. 2018c. “Societal Impacts: U.S. Wind Climatology Maps.”

Accessed November 5, 2018. https://www.ncdc.noaa.gov /societal-impacts/wind/w-mean/201801.

NOAA NCEI. n.d.a. “Monitoring References: Did You Know? Definition of Drought.” Accessed November 5, 2018. https://www.ncdc.noaa .gov/monitoring-references/dyk/drought-definition.

NOAA NCEI. n.d.b. “U.S. Tornado Climatology: Historical Records and Trends.” Climate Information: Extreme Events. Accessed November 5, 2018. https://www.ncdc.noaa.gov/climate-information /extreme-events/us-tornado-climatology/trends.

NOAA National Ocean Service. n.d. “Hurricane Storm Surge.” Ocean Today, Danger Zone, video, 2:35. Accessed November 5, 2018. https://oceantoday.noaa.gov/hurricanestormsurge/.

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NOAA NWS (National Weather Service). 2011. Weather Spotter’s Field Guide​. Weather.gov. US Department of Commerce, NOAA, NWS. https://www.weather.gov/media/oun/spottertraining /basicspotterguide.pdf.

National Research Council (NRC). 2012. A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas​.

Committee on a Conceptual Framework for New K–12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. https://www.nap.edu/read/13165 /chapter/1#iv. [All references to the Framework are from this source.]

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NGSS Lead States. 2013. Next Generation Science Standards: For States,

By States​. Washington, DC: The National Academies Press. [All references to Next Generation Science Standards are from this source.]

Rosenberg Library. n.d. The Seawall’s First Test: Galveston’s 1909 Storm​.

Galveston and Texas History Center. Accessed November 5, 2018. http://rosenberg-library.org/wp-content/uploads/2018/03 /seawalls-first-test.pdf.

US Department of Agriculture (USDA). 2012. “2012 USDA Plant Hardiness Zone Map.” Agricultural Research Service. https://planthardiness .ars.usda.gov/PHZMWeb/Default.aspx.

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L3 ▸ M1 ▸ Credits

Credits Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this module.

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects​© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Common Core State Standards for Mathematics​© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Next Generation Science Standards: For States, By States​© Copyright 2013 National Academy of Sciences. All rights reserved.

Pages​18 (left and right), 248, 249, Courtesy of Galveston and Texas History Center, Rosenberg Library, Galveston, Texas; pages 21 (top left), 251, Library of Congress, Prints & Photographs Division [LC-USZ62-56437]; pages 21 (top right), 252, Library of Congress, Prints & Photographs Division [LC-DIG-ggbain-19747]; pages 21 (bottom left), 253, Library of Congress, Prints & Photographs Division [LC-USZ62-56439]; pages 21 (bottom right), 254, Library of Congress, Prints & Photographs Division [LC-USZ62-123886]; page 24, Hurricane Maria Winds and Rain Video by Orlando Pla/ Shutterstock.com, Hurricane Approaches Coastal Area Video by Dopolous/ Shutterstock.com; pages 37, 48, Wind 1 Video by O_Lypa/Shutterstock.com, Wind 2 Video by Andrii Shramko/Shutterstock.com, Wind 3 Video

by Morphart Creations Inc/Shutterstock.com; pages 47 and 255 (top left), Eug Png/Shutterstock.com; pages 47 (top middle left), 255 (bottom left), welcomia/Shutterstock.com; pages 47 (top middle right), 256 (top left), S_E/ Shutterstock.com; pages 47 and 255 (top right), DemianM/Shutterstock.com;

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pages 47 (bottom left), 255 (bottom right), Daniel J. Rao/Shutterstock.com; pages 47 (bottom middle left), 256 (bottom left), Konstantin Aksenov/ Shutterstock.com; pages 47 (bottom middle right), 256 (bottom right), Mikadun/Shutterstock.com; pages 47 (bottom right), 256 (top right), kavram/Shutterstock.com; pages 52, 261, Freedom Master/Shutterstock.com; pages 72, 274, balounm/Shutterstock.com; pages 84, 275, 277–280, Modified, original image courtesy NOAA/National Centers for Environmental Information; pages 123, 226, 234, 300, The map of Climate Zones, v1 for North America (modified from original) was downloaded from the NASA Socioeconomic Data and Applications Center (SEDAC) at http://sedac .ciesin.columbia.edu/data/collection/groads/maps/gallery/search, accessed on 01 November 2018; pages 127, 302, The map of Climate Zones, v1 Global (modified from original) was downloaded from the NASA Socioeconomic Data and Applications Center (SEDAC) at http://sedac.ciesin.columbia.edu /data/collection/groads/maps/gallery/search, accessed on 01 November 2018; pages 141 (left), 307, kadetfoto/Shutterstock.com; pages 141 (right), 308, Petri Volanen/Shutterstock.com; pages 146, 317, NOAA/NASA GOES Project; pages 151, 318, NOAA/NESDIS Environmental Visualization Laboratory; pages 155, 319, Katsushika Hokusai (1760 –1849), Under the Wave off Kanagawa (Kanagawa-oki nami-ura)​, also known as the Great Wave​, from the series Thirty-six Views of Mount Fuji (Fugaku​ sanjûrokkei), Japan, Edo period (1615–1868), ca. 1830–32. Polychrome woodblock print; ink and color on paper, 10 1/8 x 14 15/16 in. (25.7 x 37.9 cm). The Metropolitan Museum of Art, H.O. Havemeyer Collection, Bequest of Mrs. H.O. Havemeyer, 1929 (JP1847). Image copyright © The Metropolitan Museum of Art. Image source: Art Resource, NY; pages 167, 325, Modified, original image courtesy NOAA Hurricane Strikes by County; pages 174 (left), 327, Modified, original image courtesy NOAA Storm Events Database; pages 188, 190, 331, US Air Force photo/Master Sgt. Mark C. Olsen; pages 193 (top left), 334, Inspired By Maps/Shutterstock.com; pages 193 (top right), 335, Chuck Wagner/Shutterstock.com; pages 193 (bottom left), 336, “Saint Jean de Luz-Sainte Barbe” by Geert Schotanus, courtesy Flickr,

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is licensed under the Creative Commons Attribution 2.0 Generic license, https://creativecommons.org/licenses/by/2.0/; pages 193 (bottom right), 337, AJ PAUL/Shutterstock.com; pages 203, 340, Library of Congress, Prints & Photographs Division [LC-USZ62-56461]; page 250, © 2017 National Public Radio, Inc. Excerpt of NPR news report titled “The Tempest at Galveston: ‘We Knew There Was a Storm Coming, But We Had No Idea’”

by John Burnett, November 30, 2017, and is used with the permission of NPR. Any unauthorized duplication is strictly prohibited; page 271, Climate at a Glance website screenshot courtesy NOAA; page 309 (top left), Sean Waugh NOAA/NSSL, (top right), Suzanne Tucker/ Shutterstock.com, (bottom left), Google Earth™/NOAA, (bottom right), NOAA/NOS/National Geodetic Survey; page 310 (top left), ungvar/ Shutterstock.com, (top right), FEMA/Andrea Booher, (bottom), Christian Delbert/Shutterstock.com; page 311 (top), The Adaptive/Shutterstock.com, (bottom left), Bob Nichols/USDA, (bottom right), Courtesy US Geological Survey; page 312, xfilephotos/Shutterstock.com; page 313 (top left), NOAA Weather in Focus Photo Contest 2015, (top right), Suzanne Tucker/ Shutterstock.com, (bottom), Daniel Petrescu/Shutterstock.com; page 314 (top left), VORTEX II/NOAA, (top right), KanitChurem/Shutterstock.com, (bottom left), joyfull/Shutterstock.com, (bottom right), Roman Mikhailiuk/Shutterstock.com; page 315 (top left), Drew McArthur/ Shutterstock.com, (top right), sirtravelalot/Shutterstock.com, (bottom),

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shepele4ek2304/Shutterstock.com; page 316 (top left), Captured by Google, (top right), Courtesy NOAA’s National Geodetic Survey, (bottom left), Lieut. Commander Mark Moran, NOAA Corps, NMAO/AOC, (bottom right), Lawoowoo/Shutterstock.com; page 320 (top left), Lloyd Paulson/ Shutterstock.com, (top right), photka/Shutterstock.com, (bottom), Robert Nyholm/Shutterstock.com; page 321 (top left), vincent noel/Shutterstock.com, (top right), Frank Anusewicz/Shutterstock.com, (bottom), James Kirkikis/ Shutterstock.com; page 322 (top left), Ginshish/Shutterstock.com, (top right), Bruce C. Murray/Shutterstock.com, (bottom), artit/Shutterstock.com; page 323 (top left), TigerStock’s/Shutterstock.com, (top right), Sirada Wichitaphornkun/Shutterstock.com, (bottom), Ivana P. Nikolic/Shutterstock.com; page 324 (top left), JL Jahn/Shutterstock.com, (top right), Jantz/ Shutterstock.com, (bottom left), Iuliia Serova/Shutterstock.com, (bottom right), Pattie Steib/Shutterstock.com; pages 341–342, “Katrina Strikes”

by Julie Lake from The Perfect Storm: When Weather Made History​, Cobblestone​magazine, March 2012. Copyright © 2012 by Carus Publishing Company. Reproduced with permission. All Cricket Media material is copyrighted by Carus Publishing Company, d/b/a Cricket Media, and/or various authors and illustrators. Any commercial use or distribution of material without permission is strictly prohibited.

All other images are the property of Great Minds.

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PhD SCIENCE™

L3 ▸ M1 ▸ Acknowledgments

Acknowledgments Great Minds Staff The following writers, editors, reviewers, and support staff contributed to the development of this curriculum: Kelly Alsup, Peggy Archambault, Brian Aycock, Robin Blackshire, David Blair, Thomas Brasdefer, Sharon Buckby, Adrienne Burgess, Adam Cardais, Lauren Chapalee, Christina Cooper, Jessica Dahl, Laurie Delgatto-Whitten, Jill Diniz, Soudea Forbes, Sarah Francis, Liz Gabbard, Laurie Gonsoulin, Pamela Goodner, Margaret Goodner, Kristen Gray, Nathan Hall, Libby Howard, Daniel Hoyt, Ben Hutchins, Anne Ireland, Rebecca Johnson, Mary Jones, Andrew Krepp, Chloe Lewelling, Scott Loper, Crystal Love, Maya Marquez, Siena Mazero, Stacie McClintock, Cindy Medici, Patricia Mickelberry, Lynne Munson, Marya Myers, Mary-Lise Nazaire, Tamara Otto, Sarah Oyler, Meagan Palamara, Andy Peterson, Eden Plantz, Judy Plazyk, Brianna Reilly, Kristen Riedel, Neela Roy, Kim Rudolph, Michelle Schaut, Amy Schoon, Colleen Sheeron, Aaron Shields, Rachel Stack, Isaac Stauffer, Leigh Sterten, Annie Tete, Melissa Thomson, Nicole Vick, Amanda Vitello, Todd Ware, Samuel Weyand, Amy Wierzbicki, Nicole Williams, Erin Wilson, and Cat Zarate

Colleagues and Contributors We are grateful for the many educators, writers, and subject-matter experts who made this program possible.

Cindy Abel, Nina Barcelli, Emily Beaver, Ranell Blue, Andrew Chen, Jason Crean, Arthur Eisenkraft, Lily Eisermann, Carolyn Findler, Jill Henry, Fran Hess, Mandy Hockenbrock, Brenna Leveille, Fred Myers, Jim O’Malley, Kristin Rademaker, Vicki Saxton, Stephanie Schoembs, Ed Six, Mike Taglienti,

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Juliana Texley, Elizabeth Thompson, Kelsey Toomey, Meg Van Dyke, and Jason Zimba

Pilot Program Contributors The following contributors provided invaluable insight and guidance for PhD Science:​ ▪▪ Champlain Elementary • Burlington, VT ▪▪ Country Heights Elementary • Owensboro, KY ▪▪ Edison Elementary • Morton Grove, IL ▪▪ Foothill Knolls STEM Academy • Upland, CA ▪▪ FT Burns Elementary • Owensboro, KY ▪▪ Harrelson School • Puryear, TN ▪▪ Henry School • Henry, TN ▪▪ Irene King Elementary • Romeoville, IL ▪▪ Jamie McGee Elementary • Bolingbrook, IL ▪▪ JI Watson Elementary • Iowa, LA ▪▪ Lakewood Elementary School • Paris, TN ▪▪ Oak View Elementary • Bolingbrook, IL ▪▪ Propel Montour • Pittsburgh, PA ▪▪ Propel Pitcairn • Pitcairn, PA ▪▪ RC Hill Elementary • Romeoville, IL ▪▪ STEM3 Academy • North Hollywood, CA ▪▪ Taylor Park School • Freeport, IL ▪▪ TH Watkins Elementary • Lake Charles, LA

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MODULE 1

Weather and Climate

T E AC H E R E D I T I O N

3

LEVEL

ON THE COVER

Students study weather patterns, climate, and weather hazards to explain why the hurricane of 1900 in Galveston, Texas, surprised residents and caused so much destruction.

By collecting and graphing local weather data, students examine the patterns that allow us to predict weather. They draw on their new knowledge to design a structure that reduces the impact of storm surge.

PhD Science® appeals to students’ curiosity about their world. By grounding deep science content in compelling, knowledge-rich phenomena and engaging experiences, PhD Science inspires students to wonder about the world and empowers them to make sense of it.

LEVEL 3 MODULES 1. Weather and Climate

3. Traits

2. Survival

4. Forces and Motion

Great Minds® brings teachers and scholars together to craft exemplary instructional materials that inspire joy in teaching and learning. PhD Science, Eureka Math®, and our English curriculum Wit & Wisdom® all give teachers what they need to take students beyond rote learning to provide a deeper, more complete understanding of the sciences, mathematics, and the humanities.

Under the Wave off Kanagawa, 1830–1832 Katsushika Hokusai, Japanese, 1760–1849 Polychrome woodblock print; ink and color on paper The Metropolitan Museum of Art, New York, NY, USA Front and back covers, Katsushika Hokusai (1760–1849), detail of Under the Wave off Kanagawa (Kanagawa-oki nami-ura), also known as the Great Wave, from the series Thirty-Six Views of Mount Fuji (Fugaku sanjûrokkei), Japan, Edo period (1615–1868), ca. 1830–32. Polychrome woodblock print; ink and color on paper, 10 1/8 x 14 15/16 in.

(25.7 x 37.9 cm). The Metropolitan Museum of Art, H. O. Havemeyer Collection, bequest of Mrs. H. O. Havemeyer, 1929 (JP1847). Image copyright © The Metropolitan Museum of Art. Image source: Art Resource, NY