0,123,(*'#4()'0 UNIT // - // -. · 7th Grade Science Unit 2: Matter Matters Unit Overview Teacher...
Transcript of 0,123,(*'#4()'0 UNIT // - // -. · 7th Grade Science Unit 2: Matter Matters Unit Overview Teacher...
UNIT
Stanford NGSS Integrated CurriculumAn Exploration of a Multidimensional World
Stanford Center for Assessment, Learning & Equity
Stanford NGSS Integrated Curriculum
TeacherVersion StanfordNGSSIntegratedCurriculum2018 1
GroupCulminatingProject:Createavideoforanonlinemagazinedescribingasolutiontoaccessfreshwater
IndividualCulminatingProjectWriteadigitalarticledetailingthesciencebehindyoursolutiontofreshwateraccess
Lift-OffTask:AShrinkingSea
Task2:UnequalAccessto
Resources
Task3:WhatisWater?
Task4:ChangingStates
StanfordNGSSIntegratedCurriculum:AnExplorationofaMultidimensionalWorldUnit2:MatterMatters
EssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?
TotalNumberofInstructionalDays:29
Unit2Pop-OutNaturalResources,Wealth,andFairness
(ImplementafterTask2)
Task1:ExplosionsinHuman
Population
ConnecttotheCulminatingProjectusingtheProjectOrganizer
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
UnitOverview
TeacherVersion StanfordNGSSIntegratedCurriculum2018 2
StorylineforUnit2
Ashumans,weusemanyresourcesfromoursurroundingecosystemstohelpussurvive.Asour
populationgrows,wetakemoreandmorefromtheenvironment.Inthisunit,studentswilllearnthatthese
naturalresourcesarelimited,inhighdemand,andnotalwaysequallyavailabletopeoplearoundtheworld.As
partoftheirculminatingproject,theywillconsiderhowtheymightuseknowledgeofstatesofmattertomake
onenaturalresource—water—moreaccessibletopeoplearoundtheworldwithoutputtingtoomuchstrainon
theenvironment.
IntheLift-OffTask,studentsareintroducedtothephenomenonoftheshrinkingAralSeaandaskedto
generatealistofquestionstheywouldaskinordertolearnmore.Astheyexplorethesequestionsthroughoutthe
unit,studentswillbegintoformacomplexpictureofnaturalresources,likethewaterintheAralSea,including:
theirimportance,wheretheycomefrom,howtheirmolecularstructureinformstheiruse,andwhytheyareat
riskofdisappearing.
Ashumanpopulationgrows,thispressureonnaturalresources,suchasthefreshwaterintheAralSea,
willonlycontinuetoincrease.InTask1,studentsstepbacktothinkaboutwhyhumanpopulationincreases.They
analyzedatathatlooksathumanpopulationgrowthovertimeandnoticethepatternthatwhenmoreresources
aremadeavailable,throughinnovationslikenewagriculturepracticesorfueluse,humanpopulationcan
dramaticallyincrease.Intheend,studentsareleftwiththequestion:whatdoesthismeanforourfuture?
Studentsthusrealizethathumanpopulationisgrowing,whichcreatesahigherdemandfornatural
resourcesthatishavingdevastatingeffectsonenvironments,liketheAralSea.InTask2,theyaskthemselves:
whyaren’tnaturalresourcesalwaysaccessible?Andatwhatlengthswillhumansgotoinordertoextractallthe
naturalresourcestheydesire?Byexploringdifferenttypesofenergyresources,studentslearnwhysomeregions
havemoreaccesstocertainresourcesthanothers,whyhumanshavetotakemoreextrememeasuresfor
extraction,andwhattheconsequencesare.
Bythispointintheunit,studentshaveapproachedmatterfromabroaderperspective,lookingat
differentexamplesofnaturalresources,wheretheycomefrom,andhowhumansareusingthem.Task3asks
studentstonowlookatmatterfromamicroperspective,usingthefamiliarexampleofanaturalresourcethat
theywillfocusonintheirculminatingproject—water.Inthistask,studentsinvestigatehowwaterbehavesin
differentstatesandbegintohypothesizeaboutwhatishappeningatthemolecularlevel.
InTask4,studentsthenconfirmoradjusttheirhypothesesbasedonacomputersimulationofwaterin
differentstates.Bytheendofthistask,studentswillseethatparticlemotionvariesdependingonthestateand
thataddingorremovingthermalenergyiswhatcausesthesechangesinstate.Byunderstandingchangesinstate,
studentsmakethefinalmovetowardstheirculminatingproject—usingtheirknowledgeofchangingstatesof
mattertomakewatermoreavailableinaregionwithoutmuchliquidwater.
Oncestudentsarecompletewithalllearningtasks,theyarereadytocompletetheirculminatingproject.
Anonline“Zine”islookingforideasonhowtodistributewatermoreequallytopeoplearoundtheworld.Each
grouppicksalocationthatdoesnothaveaccesstoalotoffreshwaterandusestheirknowledgeoftheEarthand
changingstatestofigureoutawaytomakewatermoreavailable.Theythencreateashortvideothatprovidesa
backgroundonwaterandandexplainstheirsolution.Eachstudentindividuallywritesadigitalarticleto
accompanythevideo,explainingthesolutioninmoredetail.Byfocusingonwater(insteadofallowingachoicein
naturalresource),weensurestudentsaremakingaclearconnectionbetweenthephysical,chemical,andlife
sciencePerformanceExpectationsinthisunit.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
UnitOverview
TeacherVersion StanfordNGSSIntegratedCurriculum2018 3
Three-DimensionalBreakdownofthePerformanceExpectations
Thisunitwasdevelopedtoalignwith,teach,andassessstudents’understandingandskillsrelatedtothese
PerformanceExpectations.Below,wehavemappedoutthedisciplinarycoreideas,crosscuttingconcepts,and
scienceandengineeringpracticesaddressedinthisunit.Aspectsofthedimensionsthatarenotexplicitly
addressedinthisunitarecrossedout.
PerformanceExpectations ScientificandEngineeringPractices
DisciplinaryCoreIdeas CrosscuttingConcepts
MS-LS2-1.Analyzeandinterpretdatatoprovideevidencefortheeffectsofresourceavailabilityonorganismsandpopulationsoforganismsinanecosystem.[ClarificationStatement:Emphasisison
causeandeffectrelationships
betweenresourcesandgrowth
ofindividualorganismsandthe
numbersoforganismsin
ecosystemsduringperiodsof
abundantandscarceresources.]
AnalyzingandInterpretingData● Analyzeandinterpret
datatoprovide
evidencefor
phenomena.
LS2.A:InterdependentRelationshipsinEcosystems● Organisms,and
populationsof
organisms,are
dependentontheir
environmental
interactionsbothwith
otherlivingthingsand
withnonlivingfactors.
● Inanyecosystem,
organismsand
populationswithsimilar
requirementsforfood,
water,oxygen,orother
resourcesmaycompete
witheachotherfor
limitedresources,
accesstowhich
consequently
constrainstheirgrowth
andreproduction.
(AddressedinUnit1).
● Growthoforganisms
andpopulation
increasesarelimitedby
accesstoresources.
CauseandEffect● Causeandeffect
relationshipsmaybe
usedtopredict
phenomenainnatural
ordesignedsystems.
MS-ESS3-1.ConstructascientificexplanationbasedonevidenceforhowtheunevendistributionsofEarth’smineral,energy,andgroundwaterresourcesaretheresultofpastandcurrentgeoscienceprocesses.[ClarificationStatement:Emphasisisonhow
theseresourcesarelimitedand
typicallynon-renewable,and
howtheirdistributionsare
significantlychangingasaresult
ofremovalbyhumans.
ConstructingExplanations● Constructascientific
explanationbasedon
validandreliable
evidenceobtainedfrom
sources(includingthe
students’own
experiments)andthe
assumptionthat
theoriesandlawsthat
describethenatural
worldoperatetodayas
theydidinthepastand
willcontinuetodosoin
ESS3.A:NaturalResources● Humansdependon
Earth’sland,ocean,
atmosphere,and
biosphereformany
differentresources.
Minerals,freshwater,
andbiosphereresources
arelimited,andmany
arenotrenewableor
replaceableoverhuman
lifetimes.These
resourcesare
distributedunevenly
CauseandEffect● Causeandeffect
relationshipsmaybe
usedtopredict
phenomenainnatural
ordesignedsystems.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
UnitOverview
TeacherVersion StanfordNGSSIntegratedCurriculum2018 4
Examplesofuneven
distributionsofresourcesasa
resultofpastprocessesinclude
butarenotlimitedtopetroleum
(locationsoftheburialof
organicmarinesedimentsand
subsequentgeologictraps),
metalores(locationsofpast
volcanicandhydrothermal
activityassociatedwith
subductionzones),andsoil
(locationsofactiveweathering
and/ordepositionofrock).]
thefuture.
aroundtheplanetasa
resultofpastgeologic
processes.
MS-PS1-1.Developmodelstodescribetheatomiccompositionofsimplemoleculesandextendedstructures.[ClarificationStatement:
Emphasisisondeveloping
modelsofmoleculesthatvaryin
complexity.Examplesofsimple
moleculescouldinclude
ammoniaandmethanol.
Examplesofextendedstructures
couldincludesodiumchlorideor
diamonds.Examplesof
molecular-levelmodelscould
includedrawings,3Dballand
stickstructures,orcomputer
representationsshowing
differentmoleculeswith
differenttypesofatoms.]
[AssessmentBoundary:
Assessmentdoesnotinclude
valenceelectronsandbonding
energy,discussingtheionic
natureofsubunitsofcomplex
structures,oracomplete
descriptionofallindividual
atomsinacomplexmoleculeor
extendedstructureisnot
required.]
DevelopingandUsingModels● Developamodelto
predictand/ordescribe
phenomena.
PS1.A:StructureandPropertiesofMatter● Substancesaremade
fromdifferenttypesof
atoms,whichcombine
withoneanotherin
variousways.Atoms
formmoleculesthat
rangeinsizefromtwo
tothousandsofatoms.
● Solidsmaybeformed
frommolecules,orthey
maybeextended
structureswith
repeatingsubunits(e.g.,
crystals).
Scale,Proportion,andQuantity● Time,space,and
energyphenomena
canbeobservedat
variousscalesusing
modelstostudy
systemsthataretoo
largeortoosmall.
MS-PS1-4.Developamodelthatpredictsanddescribeschangesinparticlemotion,temperature,andstateofapuresubstancewhenthermalenergyisaddedorremoved.[Clarification
DevelopingandUsingModels● Developamodelto
predictand/ordescribe
phenomena.
PS1.A:StructureandPropertiesofMatter• Gasesandliquidsare
madeofmoleculesor
inertatomsthatare
movingaboutrelativeto
eachother.
CauseandEffect● Causeandeffect
relationshipsmaybe
usedtopredict
phenomenainnatural
ordesignedsystems.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
UnitOverview
TeacherVersion StanfordNGSSIntegratedCurriculum2018 5
Statement:Emphasisison
qualitativemolecular-level
modelsofsolids,liquids,and
gasestoshowthataddingor
removingthermalenergy
increasesordecreaseskinetic
energyoftheparticlesuntila
changeofstateoccurs.
Examplesofmodelscould
includedrawingsanddiagrams.
Examplesofparticlescould
includemoleculesorinert
atoms.Examplesofpure
substancescouldincludewater,
carbondioxide,andhelium.]
• Inaliquid,the
moleculesare
constantlyincontact
withothers;inagas,
theyarewidelyspaced
exceptwhenthey
happentocollide.Ina
solid,atomsareclosely
spacedandmayvibrate
inpositionbutdonot
changerelative
locations.
• Thechangesofstate
thatoccurwith
variationsin
temperatureor
pressurecanbe
describedandpredicted
usingthesemodelsof
matter.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
UnitOverview
TeacherVersion StanfordNGSSIntegratedCurriculum2018 6
ConnectionstoCommonCoreMathandELAStandards:
Overthecourseofthisunit,studentswillgainknowledgeandskillsinscience,aswellasinEnglish-language-arts
andmath.BelowwelisttheCommonCoreELAandMathstandardsformiddleschooland7thgradethatare
relevanttothecurriculumtasksinthisunit.Withinthecurriculum,thereareopportunitiestoincorporate
componentsofthefollowingELAandMathStandards:
MiddleSchoolCommonCoreELAStandards UnitTaskKeyIdeasandDetails
CCSS.ELA-Literacy.RST.6-8.1:Citespecifictextualevidencetosupport
analysisofscienceandtechnicaltexts,attendingtotheprecisedetailsof
explanationsordescriptions.
Task1
Task2
Culminating
Project
IntegrationofKnowledgeandIdeas
CCSS.ELA-Literacy.RST.6-8.7:Integratequantitativeortechnical
informationexpressedinwordsinatextwithaversionofthatinformation
expressedvisually(e.g.,inaflowchart,diagram,model,graph,ortable).
Task1
Task3
Task4
Culminating
Project
ResearchtoBuildandPresentKnowledge
CCSS.ELA-Literacy.WHST.6-8.9:Drawevidencefrominformationaltextsto
supportanalysis,reflection,andresearch.
Task1
Task2
Culminating
Project
MiddleSchooland7thGradeCommonCoreMathStandards UnitTask
MathematicalPractice
CCSS.MATH.MP.2:Reasonabstractlyandquantitatively. Task1
Task4
CCSS.MATH.MP.4:Modelwithmathematics. Task3
Task4
Culminating
Project
ConnectionstoEnglishLanguageDevelopment(ELD)Standards:
Weacknowledgethatlanguagedevelopmentisakeycomponentofdisciplinaryunderstandingandhelpsto
supportmorerigorousandequitableoutcomesfordiversestudents.Thiscurriculumthustakesintoaccountboth
thereceptiveandproductivelanguagedemandsoftheculminatingprojectsandstrivestoincreaseaccessibilityby
includingscaffoldsforlanguagedevelopmentandpedagogicalstrategiesthroughoutlearningtasks.Weaimto
supportlanguageacquisitionthroughthedevelopmentofconceptmaps;utilizingsentenceframes;implementing
theCritique,Clarify,Correcttechnique;employingtheStrongerClearerstrategy;andfosteringlargeandsmall
groupdiscussions.
TheCaliforniaELDStandardsarecomprisedoftwosections:thestandardsandarubric.Outlinedbelowarethe
standardsfromSectionOnethataremetwithinthiscurriculum.Foradditionalinformation,pleasereferto:
https://www.pausd.org/sites/default/files/pdf-faqs/attachments/SS_ELD_7.pdf.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
UnitOverview
TeacherVersion StanfordNGSSIntegratedCurriculum2018 7
7thGradeELDStandardsPartI:InteractinginMeaningfulWays
A:Collaborative 1.Exchanginginformationandideaswithothersthroughoralcollaborative
discussionsonarangeofsocialandacademictopics
2.InteractingwithothersinwrittenEnglishinvariouscommunicativeforms
(print,communicativetechnology,andmultimedia)
3.Offeringandjustifyingoptions,negotiatingwithandpersuadingothersin
communicativeexchanges
4.Adaptinglanguagechoicestovariouscontexts(basedontask,purpose,
audience,andtexttype)
B:Interpretive 5.ListeningactivelytospokenEnglishinarangeofsocialandacademic
contexts
6.Readingcloselyliteraryandinformationaltextsandviewingmultimedia
todeterminehowmeaningisconveyedexplicitlyandimplicitlythrough
language
7.Evaluatinghowwellwritersandspeakersuselanguagetosupportideas
andargumentswithdetailsorevidencedependingonmodality,texttype,
purpose,audience,topic,andcontentarea
8.Analyzehowwritersandspeakersusevocabularyandotherlanguage
resourcesforspecificpurposes(toexplain,persuade,entertain,etc.)
dependingonmodality,texttype,purpose,audience,topic,andcontent
area
C:Productive
9.Expressinginformationandideasinformaloralpresentationson
academictopics
10.Writingliteraryandinformationaltextstopresent,describe,andexplain
ideasandinformation,usingappropriatetechnology
11.Justifyingownargumentsandevaluatingothers’argumentsinwriting
12.Selectingandapplyingvariedandprecisevocabularyandotherlanguage
resourcestoeffectivelyconveyideas
PartII:LearningAboutHowEnglishWorks
A:Structuring
CohesiveTexts
1.Understandingtextstructure
2.Understandingcohesion
B:Expanding
andEnriching
Ideas
3.Usingverbsandverbphrases
4.Usingnounsandnounphrases
5.Modifyingtoadddetails
C:Connecting
andCondensing
Ideas
6.Connectingideas
7.Condensingideas
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
UnitOverview
TeacherVersion StanfordNGSSIntegratedCurriculum2018 8
ConnectionstoEnvironmentalAwareness:
Overthecourseofthiscurriculum,studentswillexplorecontentrelatedtovariousenvironmentalprinciplesand
conceptsthatexaminetheinteractionsandinterdependenceofhumansocietiesandnaturalsystems.In
accordancewiththeEducationandtheEnvironmentInitiative(EEI),tasksthroughoutthiscurriculumexplore
manyofCalifornia’sApprovedEnvironmentalPrinciplesandConcepts.Theprinciplesrelevanttothisunitareoutlinedinthechartbelow:
UnitTask EEIPrinciple EEIConceptTask1
Task2
CulminatingProject
PrincipleI:Thecontinuationandhealthof
individualhumanlivesandofhuman
communitiesandsocietiesdependonthe
healthofthenaturalsystemsthatprovide
essentialgoodsandecosystemservices.
ConceptB:Theecosystemservices
providedbynaturalsystemsareessential
tohumanlifeandtothefunctioningof
oureconomiesandcultures.
ConceptC:Thequality,quantity,and
reliabilityofthegoodsandecosystem
servicesprovidedbynaturalsystemsare
directlyaffectedbythehealthofthose
systems.
Task1
Task2
CulminatingProject
PrincipleII:Thelong-termfunctioningand
healthofterrestrial,freshwater,coastaland
marineecosystemsareinfluencedbytheir
relationshipswithhumansocieties.
ConceptA:Directandindirectchangesto
naturalsystemsduetothegrowthof
humanpopulationsandtheir
consumptionratesinfluencethe
geographicextent,composition,biological
diversity,andviabilityofnaturalsystems.
ConceptB:Methodsusedtoextract,
harvest,transportandconsumenatural
resourcesinfluencethegeographic
extent,composition,biologicaldiversity,
andviabilityofnaturalsystems.
ConceptC:Theexpansionandoperation
ofhumancommunitiesinfluencesthe
geographicextent,composition,biological
diversity,andviabilityofnaturalsystems.
Task2
Task3
Task4
CulminatingProject
PrincipleIII:Naturalsystemschangeinways
thatpeoplebenefitfromandcaninfluence.
ConceptA:Naturalsystemsproceed
throughcyclesandprocessesthatare
requiredfortheirfunctioning.
ConceptB:Humanpracticesdependupon
andbenefitfromthecyclesandprocesses
thatoperatewithinnaturalsystems.
Task2 PrincipleIV:Theexchangeofmatter
betweennaturalsystemsandhuman
societiesaffectsthelong-termfunctioningof
both.
ConceptB:Thebyproductsofhuman
activityarenotreadilypreventedfrom
enteringnaturalsystemsandmaybe
beneficial,neutral,ordetrimentalintheir
effect.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
TeacherMaterialsList
TeacherVersion StanfordNGSSIntegratedCurriculum2018 11
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?OverallUnit–AllTasks
• Unit2,TaskCardsStudentVersion,Lift-OffandTasks1through4
• CulminatingProjectStudentTaskCard
• ProjectOrganizer
• ProjectorwithAudio(forvideoorimages,wheneverneeded)Lift-OffTask(2days)PerStudent
• TaskCardStudentVersion:Lift-Off
• Post-Its(Optional)
• TaskCardStudentVersion:CulminatingProject
• ProjectOrganizerPerGroup
• PosterpaperandmarkersWholeClass
• Posterpaperandmarkers
• *SeeInstructionsinLift-OffforotheroptionalmaterialstousefortheclassconceptmapTask1(3.5days)PerStudent
• TaskCardStudentVersion:Task1
• ProjectOrganizerPerPair
• ExplosionsinHumanPopulationResourceCardTask2(3.5days)PerStudent
• TaskCardStudentVersion:Task2
• ProjectOrganizerPerPair
• StationCardsinsheetprotectorsWholeClass
• ProjectorandSpeakers(forvideo)Task3(4days)PerStudent
• TaskCardStudentVersion:Task3
• ProjectOrganizer
• JellyBeans(1color)–2
• Gumdrops(1color)–1
• Toothpicks–1,cutinhalf
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
TeacherMaterialsList
TeacherVersion StanfordNGSSIntegratedCurriculum2018 22
PerStation(*Recommended:Createmultipleofeachstationsotherearelessstudentsperstation)
• StationCardsinsheetprotectors(cutapartandprovideafewperstation)
• Station1o Hotwaterinaglassbeakero ColdWaterinaglassbeakero Yellowfoodcoloringo Bluefoodcoloring
• Station2o Hotwaterinaglassbeakero Coldwaterinaglassbeakero Glassflasko Soapsolutioninasmallplasticbeaker
• Station3o 2icetrays(identical)
§ Oneempty§ Onewithexactly2tablespoonsofwaterfrozenineachwell
o Tablespoono CupofWater
PerGroup
• EnvironmentImages(cutapartandgiveonetoeachgroup)WholeClass
• Optional:ProjectortoshowenvironmentimagesTask4(4.5days)PerStudent
• TaskCardStudentVersion:Task4
• ProjectOrganizerGroup
• Computers
• DefinitionCards,cutCulminatingProject(8days)PerGroup:ZineVideo
• PosterPaper
• Colorpencils/pensorcomputergraphics
• Computerswithinternetandpresentationcapabilities
• PhoneorcamerawithvideocapabilitiesPerStudent:DigitalArticle
• ComputerwithwordprocessingUnit2Pop-Out(3.5days)PerStudent
• StudentVersion:Unit2Pop-Out
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
TeacherMaterialsList
TeacherVersion StanfordNGSSIntegratedCurriculum2018 33
• Unit2,Pop-OutCaseStudy–Water,Farming,andWealthPerPair
• Computerortablet
• Markets,coloredpencils,orartsuppliesPerGroup
• ComputerortabletWholeClass
• ProjectorandSpeakers(forvideo)
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
BuildingonPriorKnowledge
TeacherVersion StanfordNGSSIntegratedCurriculum2018 1
Unit2connectsallthreedisciplines—lifescience,physicalscience,andearthscience—asstudentsconsidertheinterdependentrelationshipbetweennaturalresourcesandhumanpopulation.Intheprocess,studentsexplorehowgeoscienceprocessesunevenlydistributenaturalresourcesandhowtheycanuseunderstandingofmolecularstructuretoprovidemoreequitableandsustainableaccesstoresources.Theintegratedmodelrequiresstudentstoaccessanduseawiderangeofideasfrompriorgrades.ThiscontentknowledgespansthreedifferentDisciplinaryCoreIdeas:LS2.A.InterdependentRelationshipsinEcosystems,ESS3.A.NaturalResources,andPS1.A.StructureandPropertiesofMatter.Asstudentsexplorethesecoreideas,theybuildontheirskillsinthefollowingscienceandengineeringpractices:DevelopingandUsingModels,AnalyzingandInterpretingData,andConstructingExplanations.Inadditiontoscienceandengineeringpractices,studentsalsocontinuetobuildontheirknowledgeofthefollowingcrosscuttingconcepts:CauseandEffectandScale,Proportion,andQuantity.*ThissummaryisbasedoninformationfoundintheNGSSFramework.K-8ProgressionofDisciplinaryCoreIdeas,ScienceandEngineeringPractices,andCrosscuttingConceptsforUnit2
DisciplinaryCoreIdeas
K-2 3-5 6-8
LS2.AInterdependentRelationshipsinEcosystems
Plantsdependonwaterandlighttogrow.Plantsdependonanimalsforpollinationortomovetheirseedsaround.
Thefoodofalmostanyanimalcanbetracedbacktoplants.Organismsarerelatedinfoodwebsinwhichsomeanimalseatplantsforfoodandotheranimalseattheanimalsthateatplants,whiledecomposersrestoresomematerialsbacktothesoil.
Organismsandpopulationsaredependentontheirenvironmentalinteractionsbothwithotherlivingthingsandwithnonlivingfactors,anyofwhichcanlimittheirgrowth.
ESS3.ANaturalResources
Plantsandanimalscanchangetheirenvironment.Livingthingsneedwater,air,andresourcesfromtheland,andtheyliveinplacesthathavethethingstheyneed.Humansusenaturalresourcesforeverythingtheydo.
Energyandfuelshumansusearederivedfromnaturalsourcesandtheiruseaffectstheenvironment.Someresourcesarerenewableovertime,othersarenot.
HumansdependonEarth’sland,ocean,atmosphere,andbiospherefordifferentresources,manyofwhicharelimitedornotrenewable.Theseresourcesaredistributedunevenlyaroundtheplanetasaresultofpastgeologicprocesses.
PS1.A.StructureandPropertiesofMatter
Matterexistsasdifferentsubstancesthathaveobservabledifferentproperties.Differentpropertiesaresuitedtodifferentpurposes.Objectscanbebuiltupfromsmallerparts.
Becausematterexistsasparticlesthataretoosmalltosee,matterisalwaysconservedevenifitseemstodisappear.Measurementsofavarietyofobservablepropertiescanbeusedtoidentifyparticularmaterials.
Thefactthatmatteriscomposedofatomsandmoleculescanbeusedtoexplainthepropertiesofsubstances,diversityofmaterials,statesofmatter,phasechanges,andconservationofmatter.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
BuildingonPriorKnowledge
TeacherVersion StanfordNGSSIntegratedCurriculum2018 2
ScienceandEngineeringPractices
K-2 3-5 6-8
DevelopingandUsingModels*
ModelinginK-2buildsonpriorexperiencesandprogressestoincludeusinganddevelopingmodels(i.e.,diagram,drawing,physicalreplica,diorama,dramatization,orstoryboard)thatrepresentconcreteeventsordesignsolutions.• Developand/orusea
modeltorepresentamounts,relationships,relativescales(bigger/smaller),and/orpatternsinthenaturalanddesignedworld(s).
Modelingin3-5buildsonpriorexperiencesandprogressestobuildingandrevisingsimplemodelsandusingmodelstorepresenteventsanddesignsolutions.• Developand/oruse
modelstodescribeand/orpredictphenomena.
Modelingin6-8buildsonpriorexperiencesandprogressestodeveloping,using,andrevisingmodelstodescribe,test,andpredictmoreabstractphenomenaanddesignsystems.
• Developamodeltopredictand/ordescribephenomena.
AnalyzingandInterpretingData*
AnalyzingdatainK-2buildsonpriorexperiencesandprogressestocollecting,recording,andsharingobservations.• Recordinformation
(observations,thoughts,andideas).
• Useobservations(firsthandorfrommedia)todescribepatternsand/orrelationshipsinthenaturalanddesignedworld(s)inordertoanswerscientificquestionsandsolveproblems.
.
Analyzingdatain3-5buildsonpriorexperiencesandprogressestointroducingquantitativeapproachestocollectingdataandconductingmultipletrialsofqualitativeobservations.Whenpossibleandfeasible,digitaltoolsshouldbeused.• Representdataintables
and/orvariousgraphicaldisplays(bargraphs,pictographs,and/orpiecharts)torevealpatternsthatindicaterelationships.
• Analyzeandinterpretdatatomakesenseofphenomena,usinglogicalreasoning,mathematics,and/orcomputation.
Analyzingdatain6-8buildsonpriorexperiencesandprogressestoextendingquantitativeanalysistoinvestigations,distinguishingbetweencorrelationandcausation,andbasicstatisticaltechniquesofdataanderroranalysis.• Analyzeandinterpretdatato
provideevidenceofaphenomenon.
ConstructingExplanations*
ConstructingExplanationsinK-2buildsonpriorexperiencesandprogressestotheuseofevidenceandideasinconstructingevidence-basedaccountsofnaturalphenomena.• Useinformationfrom
observations(firsthand
ConstructingExplanationsin3-5buildsonpriorexperiencesandprogressestotheuseofevidenceandideasinconstructingexplanationsthatspecifyvariablesthatdescribeandpredictphenomena.• Useevidence(e.g.,
measurements,
ConstructingExplanationsin6-8buildsonpriorexperiencesandprogressestoincludeconstructingexplanationssupportedbymultiplesourcesofevidenceconsistentwithscientificideas,principles,andtheories.• Constructascientificexplanation
basedonvalidandreliableevidenceobtainedfromsources
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
BuildingonPriorKnowledge
TeacherVersion StanfordNGSSIntegratedCurriculum2018 3
andfrommedia)toconstructanevidence-basedaccountfornaturalphenomena.
observations,patterns)toconstructorsupportanexplanationordesignasolutiontoaproblem.
(includingthestudents’ownexperiments)andtheassumptionthattheoriesandlawsthatdescribethenaturalworldoperatetodayastheydidinthepastandwillcontinuetodosointhefuture.
*TheseSEPsaresummativelyassessedusingtheCulminatingProject.
CrosscuttingConcepts
K-2 3-5 6-8
CauseandEffect* Studentslearnthateventshavecausesthatgenerateobservablepatterns.Theydesignsimpleteststogatherevidencetosupportorrefutetheirownideasaboutcauses.• Eventshavecausesthat
generateobservablepatterns.
Studentsroutinelyidentifyandtestcausalrelationshipsandusetheserelationshipstoexplainchange.Theyunderstandeventsthatoccurtogetherwithregularitymightormightnotsignifyacauseandeffectrelationship.• Causeandeffect
relationshipsareroutinelyidentified,tested,andusedtoexplainchange.
Studentsclassifyrelationshipsascausalorcorrelational,andrecognizethatcorrelationdoesnotnecessarilyimplycausation.Theyusecauseandeffectrelationshipstopredictphenomenainnaturalordesignedsystems.Theyalsounderstandthatphenomenamayhavemorethanonecause,andsomecauseandeffectrelationshipsinsystemscanonlybedescribedusingprobability.• Causeandeffectrelationships
maybeusedtopredictphenomenainnaturalordesignedsystems.
Scale,Proportion,andQuantity*
Studentsuserelativescales(e.g.,biggerandsmaller;hotterandcolder;fasterandslower)todescribeobjects.Theyusestandardunitstomeasurelength.• Relativescalesallow
objectsandeventstobecomparedanddescribed(e.g.,biggerandsmaller;hotterandcolder;fasterandslower).
Studentsrecognizenaturalobjectsandobservablephenomenaexistfromtheverysmalltotheimmenselylarge.Theyusestandardunitstomeasureanddescribephysicalquantitiessuchasweight,time,temperature,andvolume.• Naturalobjectsand/or
observablephenomenaexistfromtheverysmalltotheimmenselylargeorfromveryshorttoverylongtimeperiods.
Studentsobservetime,space,andenergyphenomenaatvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall.Theyunderstandphenomenaobservedatonescalemaynotbeobservableatanotherscale,andthefunctionofnaturalanddesignedsystemsmaychangewithscale.Theyuseproportionalrelationships(e.g.,speedastheratioofdistancetraveledtotimetaken)togatherinformationaboutthemagnitudeofpropertiesandprocesses.Theyrepresentscientificrelationshipsthroughtheuseofalgebraicexpressionsandequations.• Time,space,andenergy
phenomenacanbeobservedatvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall.
*TheseCCCsaresummativelyassessedusingtheCulminatingProject.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
BuildingonPriorKnowledge
TeacherVersion StanfordNGSSIntegratedCurriculum2018 4
ProgressionofKnowledgefromKindergarten–8thgradeLS2.A.InterdependentRelationshipsinEcosystems:InKindergarten–secondgrade,studentsexploresomespecificexamplesthatdemonstratehowvariouspartsofanenvironmentinteractwitheachother.Forexample,plantsneednonlivingthings,likewaterandlight,inordertogrow,andtheyalsorelyonlivingthings,likeanimals,forreproductionpurposes.Bythethird–fifthgradelevel,studentsarenolongerconsideringisolatedexamplesofinteractions,butratherconsideringtheecosystemasawhole.Infifthgrade,studentsmodelhowallorganismsareconnectedthroughfeedingrelationshipsanddecomposition.Theycontinuedtoexploretheseinteractionsbetweenorganismsinthefirstseventhgradeunit.Thispreparesthemforthisunit,asstudentsareaskedtodelvedeeperintotheinteractionsbetweenorganismsandtheirenvironment.WhileDevelopingandUsingModelsandSystemsandSystemModelsseemthemostrelevanttothecontentofthisDCI,studentsalsoengageinanumberofotherscienceandengineeringpracticesandcrosscuttingconceptsacrossgradelevels,including:PlanningandCarryingOutInvestigations,AnalyzingandInterpretingData,ConstructingExplanations,Patterns,CauseandEffect,andStructureandFunction.ThefollowingistheprogressionofthePerformanceExpectationsforthisDCI:2-LS2-1 Planandconductaninvestigationtodetermineifplantsneedsunlightandenergytogrow.
2-LS2-2 Developasimplemodelthatmimicsthefunctionofananimalindispersingseedsorpollination.
5-LS2-1 Developamodeltodescribethemovementofmatteramongplants,animals,decomposers,andthe
environment.
MS-LS2-1 Analyzeandinterpretdatatoprovideevidencefortheeffectsofresourceavailabilityonorganismsandpopulationsoforganismsinanecosystem.
MS-LS2-2 Constructanexplanationthatpredictspatternsofinteractionsamongorganismsacrossmultipleecosystems.
ESS3.A.NaturalResources:InKindergarten–secondgrade,studentsarefirstintroducedtotheideathathumansusenaturalresourcesforeverythingtheydo.Atthislevel,studentsareengagingwiththescienceandengineeringpracticeofDevelopingandUsingModelsandthecrosscuttingconceptofSystemsandSystemModelstodescribethisrelationship.Bythird–fifthgradelevel,studentsmovetowardsObtaining,Evaluating,andCommunicatingInformationaboutthespecificexampleofhowenergyandfuelsarederivedfromnaturalresources.Atthispoint,theymovepastjustknowingthathumansusenaturalresources,butalsothattheirusecannegativelyimpacttheenvironment.Thus,theybegintolookatthiscontentthroughthelensofCauseandEffect,whichtheywillcontinuetodointhisseventhgradecurriculum.Inthisunit,studentscontinuetoexplorethisideaoflimitedandnonrenewableresources,butapplyittoothertypesofresources,suchasmineralsandgroundwater.Theybegintoformamorecomprehensivepictureofwhyresourcesaredistributedthewaytheyareduetopastgeoscienceprocessesandcurrenthumanactivity—aconceptthattheywereinitiallyintroducedtoinUnit1.ThefollowingistheprogressionofthePerformanceExpectationsforthisDCI:K-ESS3-1 Useamodeltorepresenttherelationshipbetweentheneedsofdifferentplantsoranimals(including
humans)andtheplacestheylive.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
BuildingonPriorKnowledge
TeacherVersion StanfordNGSSIntegratedCurriculum2018 5
4-ESS3-1 Obtainandcombineinformationtodescribethatenergyandfuelsarederivedfromnaturalresources
andtheirusesaffecttheenvironment.
MS-ESS3-1 ConstructascientificexplanationbasedonevidenceforhowtheunevendistributionsofEarth’smineral,energy,andgroundwaterresourcesaretheresultofpastandcurrentgeoscienceprocesses.
PS1.A.StructureandPropertiesofMatter:InKindergarten-secondgrade,studentsbegintheirinitialexplorationofmatterbybeginningtoobserveandanalyzetangiblematerialsandtheirproperties.Theyalsoexplorehowanobjectmadeofsmallpiecescanbedisassembledandmadeintoanewobject,aconceptthatwillbecrucialastheybegintothinkaboutatoms,molecules,chemicalreactions,andconservationofmatterinlatergradebands.Inthird-fifthgrade,theybuildonexplorationsfromsecondgradetoidentifyspecificmaterialsbasedontheirproperties.Theyalsouseexperimentstogatherevidenceofthelawofconservationofmatter,aschematheystartedtodevelopinsecondgrade.Atthispoint,studentsaremovingpastobservationsofmattertheycanseeandtowardsdevelopinganunderstandingthatmatterismadeofparticlestoosmalltobeseen.Thus,bythisseventhgradeunit,theyareabletodevelopmodelsofunseenparticles,suchastheatomiccompositionofvariousmoleculesandthemovementofparticlesindifferentstatesofmatter.Inlaterseventhgradeunits,studentswillalsodelvedeeperintochemicalreactions,learninghowtodeterminewhenachemicalreactionhasoccurredandapplyingthisknowledgetotheprocessesthattransformsnaturalresourcestosyntheticmaterials.BecauseofthevastnumberofPerformanceExpectationsrelatedtothisDCI,studentsengagewithalargerangeofscienceandengineeringpracticesandcrosscuttingconcepts.ThefollowingistheprogressionofthePerformanceExpectationsforthisDCI:2-PS1-1 Planandconductaninvestigationtodescribeandclassifydifferentkindsofmaterialsbytheir
observableproperties.
2-PS1-2 Analyzedataobtainedfromtestingdifferentmaterialstodeterminewhichmaterialshavethepropertiesthatarebestsuitedforanintendedpurpose.
2-PS1-3 Makeobservationstoconstructanevidence-basedaccountofhowanobjectmadeofasmallsetofpiecescanbedisassembledandmadeintoanewobject.
5-PS1-1
Developamodeltodescribethatmatterismadeofparticlestoosmalltobeseen.
5-PS1-2
Measureandgraphquantitiestoprovideevidencethatregardlessofthetypeofchangethatoccurswhenheating,cooling,ormixingsubstances,thetotalweightofmatterisconserved.
5-PS1-3
Makeobservationsandmeasurementstoidentifymaterialsbasedontheirproperties.
MS-PS1-1
Developmodelstodescribetheatomiccompositionofsimplemoleculesandextendedstructures.
MS-PS1-2
Analyzeandinterpretdataonthepropertiesofsubstancesbeforeandafterthesubstancesinteracttodetermineifachemicalreactionhasoccurred.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
BuildingonPriorKnowledge
TeacherVersion StanfordNGSSIntegratedCurriculum2018 6
MS-PS1-3
Gatherandmakesenseofinformationtodescribethatsyntheticmaterialscomefromnaturalresourcesandimpactsociety.
MS-PS1-4
Developamodelthatpredictsanddescribeschangesinparticlemotion,temperature,andstateofapuresubstancewhenthermalenergyisaddedorremoved.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
CulminatingProject
TeacherVersion StanfordNGSSIntegratedCurriculum2018 1
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?
Introduction
Natureprovidesuswithmanyresourcesthatweuseinourdailylives.Thisiswhywecallthemnaturalresources.Asour
populationgrows,thismeanswetakemoreandmorefromtheenvironment.Unfortunately,whilenaturalresourcesare
inhighandincreasingdemand,theyarealsolimitedandoftennonrenewable.Furthermore,theyarealsonotalways
equallyavailabletopeoplearoundtheworld.
WaterisoneexampleofalimitedresourcefoundinEarth’senvironmentsthatisveryimportanttoalllivingthings.With
theAralSea,studentssawanexampleofawaterreservoirthathasdramaticallychangedovertime.Phenomena,like
these,arehappeningallovertheworld.Forthisunit’sculminatingproject,studentslearnthatanonline“Zine”islooking
forideasonhowtodistributewatermoreequallytopeoplearoundtheworld.Eachgroup’sjobistopickalocationthat
doesnothaveaccesstoalotoffreshwaterandusetheirknowledgeoftheEarthandchangingstatestofigureoutaway
tomakewatermoreavailableinthatcommunity.Eachgroupthencreatesashortvideothatprovidesabackgroundon
waterandexplainstheirsolution.Eachstudentindividuallywritesadigitalarticletoaccompanyhisorhergroup’svideo,
explainingthesolutioninmoredetail.
Inthisproject,wewanttoensurestudentsaremakingaclearconnectionbetweenthephysical,chemical,andlife
sciencePerformanceExpectationsaddressedinthisunit.Wethusdecidedtofocusonwaterratherthanallowstudents
toselectfromavarietyofnaturalresources.Unlikeothernaturalresources,waterprovidesauniquecontextfor
studentstousewhattheylearnaboutchangingstatesofwaterfromTasks3and4tofigureoutawaytomakemoreof
itavailabletopeoplearoundtheworld.Thesecouldincludesolutionslikedivertingsnowmeltorcollectingwatervapor
onsheetsinhumidareas.
3-DimensionalAssessment
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
CulminatingProject
TeacherVersion StanfordNGSSIntegratedCurriculum2018 2
TimeNeeded(Basedon45-MinutePeriods)8daysatendofunit
• GroupProject:4periods
• IndividualProject:4periods
o Firstdraft:2periods
o Feedback:1period
o Revision:1period
MaterialsZineVideo
• PosterPaper
• Colorpencils/pensorcomputergraphics
• Computerswithinternetandpresentationcapabilities
• Phoneorcamerawithvideocapabilities
DigitalArticle
• Computerwithwordprocessing
InstructionsfortheCulminatingProject
1. IntroducetheCulminatingProjectattheendoftheLift-Offtask,includingbothgroupandindividual
componentsoutlinedintheChallenge.
2. ReadovertheCulminatingProjectTaskCardwiththestudents.WerecommendonlyreadingtheChallengeand
GroupProjectCriteriaforSuccessatthistimeinordertonotoverwhelmstudentswithinformation.
o Takequestionsforclarification.
o Optional:ShowthefollowingvideofromUnit1toremindstudentsaboutwhattheylearnedabout
naturalresources:https://www.youtube.com/watch?v=8LfD_EKze2M.
3. RemindstudentsthatastheygothroughtheProjectOrganizer,theywillbeplanningpiecesoftheirsolutionand
recordingscientificconceptstheywilllikelyneedfortheirindividualproject.However,thereisnothingwrong
withgoingbackandchangingtheirideasoverthecourseoftheunit.Thestudentswon’tfullydesigntheir
solutionuntiltheendoftheunit,sochangeduringtheimaginativeandcreativetimeisacceptableandoften
experienced.
4. MakesurestudentsfillouttheProjectOrganizeraftereachtask,whichwillhelpthemthinkaboutdifferent
partsoftheirsolutionalongtheway.Thisprocessallowsstudentstobothapplyanddocumentrelevant
scientificconceptsastheymovethroughouttheunit.Thiswillinformboththeirgroupandindividualprojects.
o WerecommendthatstudentscompletetheProjectOrganizerindividually.Theymightdiscussideasfirst
asagroup,butshouldthenrespondindividually.Thisallowsstudentstimetoprocessconceptsontheir
ownandgeneratetheirownideas,whichcanbeusedlaterwhenitcomestodevelopingtheirgroup
project.
5. ThetablebelowsummarizeshowtheProjectOrganizerguidesthestudentsthroughdevelopingdifferent
componentsoftheirzinevideoanddigitalarticle.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
CulminatingProject
TeacherVersion StanfordNGSSIntegratedCurriculum2018 3
Task ProjectOrganizer GroupandIndividualCulminatingProject
LiftOffAShrinkingSea
• Useyourownpriorknowledgetoidentifysome
wayshumansusethenaturalresourceofwater.
• N/A
Task1ExplosionsinHuman
Population
• Researchandexplainwhywaterisimportantto
humans.
• Explainhowtheavailabilityofwatermightaffect
humangrowthandpopulation,usingdatafrom
thetaskasjustification.
• Anexplanationthatusesdatatojustifyhowtheythinkavailability
ofwateraffectshuman
populationsize
Task2UnequalAccessto
Resources
• Explainwhywaterisnotavailableequallythroughouttheworld,focusingontheprocess
thatmakesit.
• Howaresomehumansusingmorethantheir
shareofwater?
• Whatistheeffectonenvironmentalsystems?
• Anexplanationthatusesevidencetoexplainwhywateris
unevenlydistributedthroughout
theworld
Task3WhatisWater?
• Developamodelofthemolecularstructureof
water,labelingandexplainingitsparts.
• Researchandexplainhowthemolecularstructure
ofwatergivesitpropertiesthatmakeitusefulto
humans.
• Modelofatomiccompositionof
water
• Explanationofvaluablepropertiesofwater
Task4ChangingStates
• Howmightusingwatersometimesrequire
changingitsoriginalstate?
• Brainstormpossiblewaystoprovidewatertoa
communitythatneedsitwithoutputtingtoo
muchstrainontheenvironment.Createafew
possibledesignsketcheswithcaptionsexplaining
howtheywork.Explainsomeoftheprosandcons
ofyoursolutions.
• Solutionthatusesachangeinstatetomakewatermore
available
• Modelofsolutionshowing
moleculemotion,kineticenergy
ofparticles,andhowthermal
energyaffectsstateofwater
6. Afterallthelearningtasksarecompleted,andalltheProjectOrganizersarecompleted,thestudentscanstartto
designtheirsolution.Studentswillthencreateavideopresentationthatgivesabackgroundonwater,explains
allthecomponentsoftheirsolution,andmeetsallthecriteriainthestudenthandout.TheProjectOrganizers
andGroupProjectCriteriaforSuccessshouldbeusedasreferenceforthestudentstoremindthemofallthe
componentsoftheirgroupproject.
o Asalways,werecommendtheuseofgrouprolesforCulminatingProjectworktime(See“HowtoUse
ThisCurriculum”fordetails).Werecommendchangingtheroleseveryworkday.
7. Oncethevideosaredesignedandpresented,studentsarereadytomoveontotheirindividualproject.Students
willwriteadigitalarticletogoalongwiththevideothatexplainstheirsolutioninmoredetailandmeetsallthe
criteriainthestudenthandout.
8. Conductapeerreviewofthedigitalarticlesafterstudentshavecompletedafirstdraft.
o CopytheDigitalArticlePeerReviewFeedbackformfoundintheStudentInstructions.Anotheroptionis
tousetheStudent3-DimensionalIndividualProjectRubric.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
CulminatingProject
TeacherVersion StanfordNGSSIntegratedCurriculum2018 4
o Assigneachstudentapartner,preferablyapartnerfromadifferentgroup.
o Studentsswitchdraftsandassessthemusingthepeerreviewfeedbackform.
o Remindeachstudenttogiveonepositivecommentandoneconstructivecommentforeach
sectiononthechecklist.
o Allowstudentstimetopresenttheirfeedbacktotheirpartner,sotheirpartnermayask
clarifyingquestionsifneeded.
9. Afterreceivingfeedback,allowstudentstimetocompleteafinaldraftbasedonthefeedbacktheyreceived.
AssessmentTheProjectOrganizercanbeformativelyassessedusing:
o Criteriaofyourchoice.Werecommendusingthe3-DimensionalAssessmentmatrixfromtheUnitOverviewto
informyourcriteria.
TheGroupCulminatingProjectwillbesummativelyassessedusing:
o TheGroupProjectCriteriaforSuccessChecklist
TheIndividualCulminatingProjectwillbesummativelyassessedusing:
o The3-DimensionalIndividualProjectRubric.o KeepinmindthattheProficientlevelindicatesthatthestudenthassuccessfullydemonstratedunderstandingof
thecriteria.BecauseweareintheearlystagesofNGSSadoption,itmaytakemultipleopportunitiesthroughout
thecourseoftheyearforstudentstoreachProficient.
o Ifyouwishtogivestudentsanumericscore,youcouldtaketheaveragescoreofalloftheirrubricsoraddup
rubricscorestogivestudentsasummationoutofthetotal.Becauseofthenoteabove,thisscoringmaynot
correlatetotraditionalgradingsystems.
o Whilewerecommendscoringalloftheprojectcriteriawiththerubricsforeachstudent,weunderstandthe
burdenofthatlevelofscoring.
o Oneoptionistoselecttherubricsthatyouwishtofocusonforthisprojectandusethosetoassesseach
student’sindividualproject.
o AnotheroptionistoreviewtheProficientlevelofeachoftheproject’srubricsandusethedescriptions
togenerallyanalyzeallstudentworkfortrends.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
3-DimensionalIndividualProjectRubric
TeacherVersion StanfordNGSSIntegratedCurriculum2018 1
Overview:Thefollowingrubricscanbeusedtoassesstheindividualproject:thedigitalarticle.EachrubricisalignedtoonesectionoftheIndividualProjectCriteriaforSuccess,locatedontheCulminatingProjectStudentInstructions.*Ifstudentprovidesnoassessableevidence(e.g.,“Idon’tknow”orleavesanswerblank),thenthatstudentresponsecannotbeevaluatedusingtherubricandshouldbescoredasazero.Belowweprovideanalignmenttablethatdetailsthedimensionsassessedforeachcriterion.
StudentCriteriaforSuccess ScienceandEngineeringPractice
DisciplinaryCoreIdea CrosscuttingConcept
1 r Abackgroundonthenaturalresourceofwatero Drawandexplainamodelthatshowsthe
atomiccompositionofwater.§ Explainhowthemolecularstructure
giveswaterpropertiesthatmakeitusefultohumans.
DevelopingandUsingModels● Developamodeltopredict
and/ordescribephenomena.
PS1.A:StructureandPropertiesofMatter• Substancesaremadefrom
differenttypesofatoms,whichcombinewithoneanotherinvariousways.Atomsformmoleculesthatrangeinsizefromtwotothousandsofatoms.Solidsmaybeformedfrommolecules.
Scale,Proportion,andQuantity● Time,space,andenergy
phenomenacanbeobservedatvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall.
2 o Explainhowyouthinktheavailabilityofwater
affectshumanpopulationsizeinaregion.o DescribedatafromTask1thatallowsyouto
concludethiscause-and-effectrelationshipbetweenwateravailabilityandpopulation.
AnalyzingandInterpretingData● Analyzeandinterpretdata
toprovideevidenceforphenomena.
LS2.A:InterdependentRelationshipsinEcosystems● Organisms,andpopulationsof
organisms,aredependentontheirenvironmentalinteractionsbothwithotherlivingthingsandwithnonlivingfactors.
● Growthoforganismsandpopulationincreasesarelimitedbyaccesstoresources.
CauseandEffect● Causeandeffect
relationshipsmaybeusedtopredictphenomenainnaturalordesignedsystems.
3 r Anexplanationoftheglobalproblemoffreshwateraccesso Explainwhywaterisunevenlydistributed
throughouttheworld.o Describehowhumansaremakingthe
problemworse.o Referenceyourgroup’slocationasan
exampleandciteevidencefromTask2to
ConstructingExplanations• Constructascientific
explanationbasedonvalidandreliableevidenceobtainedfromsources(includingthestudents’ownexperiments)andtheassumptionthattheories
ESS3.A:NaturalResources• HumansdependonEarth’sland,
ocean,atmosphere,andbiosphereformanydifferentresources.Minerals,freshwater,andbiosphereresourcesarelimited,andmanyarenotrenewableorreplaceableoverhumanlifetimes.
CauseandEffect• Causeandeffect
relationshipsmaybeusedtopredictphenomenainnaturalordesignedsystems.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
3-DimensionalIndividualProjectRubric
TeacherVersion StanfordNGSSIntegratedCurriculum2018 2
supportyourexplanation. andlawsthatdescribethenaturalworldoperatetodayastheydidinthepastandwillcontinuetodosointhefuture.
Theseresourcesaredistributedunevenlyaroundtheplanetasaresultofpastgeologicprocesses.
4 o Drawamodelofyoursolutiontodescribehowitchangeswaterintothestatethatismostusefultohumans.Inyourmodel,includepictures,labels,anddescriptionsof:o Themotionofwatermoleculesandkinetic
energyofparticlesineachstateshowno Waterasasolid,liquid,and/orgaso Explainhowthermalenergyandtemperature
affectsthestatesofwaterinyoursolution.
DevelopingandUsingModels● Developamodeltopredict
and/ordescribephenomena.
PS1.A:StructureandPropertiesofMatter• Gasesandliquidsaremadeof
moleculesorinertatomsthataremovingaboutrelativetoeachother.
• Inaliquid,themoleculesareconstantlyincontactwithothers;inagas,theyarewidelyspacedexceptwhentheyhappentocollide.Inasolid,atomsarecloselyspacedandmayvibrateinpositionbutdonotchangerelativelocations.
• Thechangesofstatethatoccurwithvariationsintemperatureorpressurecanbedescribedandpredictedusingthesemodelsofmatter.
CauseandEffect• Causeandeffect
relationshipsmaybeusedtopredictphenomenainnaturalordesignedsystems.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
3-DimensionalIndividualProjectRubric
TeacherVersion StanfordNGSSIntegratedCurriculum2018 3
Rubric1:Studentdevelopsascalemodeltodescribetheatomiccompositionofwaterthatistoosmalltobeseen.• DimensionsAssessed:SEP–DevelopingandUsingModels,DCI–PS1.A:StructureandPropertiesofMatter,CCC–Scale,Proportion,andQuantity
Emerging(1) Developing(2) Proficient(3) Advanced(4)
Studentdevelopsaninaccuratescalemodeltodescribetheatomiccompositionofwaterthatistoosmalltobeseen.
Studentdevelopsapartiallyaccuratescalemodeltodescribetheatomiccompositionofwaterthatistoosmalltobeseen.
Studentdevelopsamostlyaccuratescalemodeltodescribetheatomiccompositionofwaterthatistoosmalltobeseen.
Studentdevelopsacompletelyaccuratescalemodeltodescribetheatomiccompositionofwaterthatistoosmalltobeseen.
LookFors:● Studentdevelopsaninaccurate
modeltodescribethemicroscaleofatomiccomposition.
● Forexample,studentshowsinaccuratecomponents(ie.2oxygenatomsand1hydrogenatomOR1gianthydrogenatomand1oxygenatom).
LookFors:● Studentdevelopsapartially
accuratemodeltodescribethemicroscaleofatomiccomposition,includingthemaincomponents(2hydrogenatomsand1oxygenatom)butmissingbothofthefollowingdetails:
o Atomsjoinedinanaccurateformation(showninAdvancedLook-Fors)
o Accuratelabels● Forexample,allthecomponents
arepresentbutthelabelsmaybemissingANDtheatomsarenotdrawninthecorrectformation.
LookFors:● Studentdevelopsamostlyaccurate
modeltodescribethemicroscaleofatomiccomposition,includingthemaincomponents(2hydrogenatomsand1oxygenatom)butmissingoneofthefollowingdetails:
o Atomsjoinedinanaccurateformation(showninAdvancedLook-Fors)
o Accuratelabels● Forexample,allthecomponentsare
presentbutthelabelsmaybemissingORtheatomsarenotdrawninthecorrectformation.
LookFors:● Studentdevelopsacompletely
accuratemodeltodescribethemicroscaleofatomiccomposition,including:
o 2hydrogenatomsand1oxygenatom
o Atomsjoinedinanaccurateformation(shownbelow)
o Accuratelabels
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
3-DimensionalIndividualProjectRubric
TeacherVersion StanfordNGSSIntegratedCurriculum2018 4
Rubric2:Studentexplainshowtheavailabilityofwaterlikelyaffectshumanpopulationsizeinaregion,usingdataandacause-and-effectrelationshipfromTask2asevidencetojustifythisprediction.
• DimensionsAssessed:SEP–AnalyzingandInterpretingData,DCI–LS2.A:InterdependentRelationshipsinEcosystems,CCC–CauseandEffect
Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentinaccuratelyexplainshowtheavailabilityofwaterlikelyaffectshumanpopulationsizeinaregion.ORStudentaccuratelyexplainshowtheavailabilityofwaterlikelyaffectshumanpopulationsizeinaregion,usingnodataandnocause-and-effectrelationshipfromTask2asevidencetojustifythisprediction.
Studentaccuratelyexplainshowtheavailabilityofwaterlikelyaffectshumanpopulationsizeinaregion,usingnodata,justacause-and-effectrelationshipfromTask2asevidencetojustifythisprediction.
Studentaccuratelyexplainshowtheavailabilityofwaterlikelyaffectshumanpopulationsizeinaregion,usingasourceofdataandacause-and-effectrelationshipfromTask2asevidencetojustifythisprediction.
Studentaccuratelyexplainshowtheavailabilityofwaterlikelyaffectshumanpopulationsizeinaregion,usingmultiplesourcesofdataandacause-and-effectrelationshipfromTask2asevidencetojustifythisprediction.
LookFors:● Studentinaccuratelyexplains
thatthemorewaterthereisavailableinaregion,thesmallerthepopulationsize.
OR● Studentaccuratelyexplainsthat
themorewaterthereisavailableinaregion,thelargerthepopulationsizeinaregion.However,studentdoesnotgiveanyexplanationforwhytheythinkthisisthecase.
LookFors:• Studentaccuratelyexplainsthatthe
morewaterthereisavailableinaregion,thelargerthepopulationsizeinaregion.
• Studentdoesnotciteanydataasevidence,butdoesusethecause-and-effectrelationshipidentifiedinTask2.Forexample,“InTask2,welearnedthatwhentherearemoreresourcesavailable,humanpopulationgrows,sothisimpliesthatwhenthereismoreofthenaturalresourceofwateravailable,thepopulationwillgrow.”
LookFors:• Studentaccuratelyexplainsthat
themorewaterthereisavailableinaregion,thelargerthepopulationsizeinaregion.
• Studentcitesonesourceofdataandusesthecause-and-effectrelationshipidentifiedinTask2asevidence.Forexample,“InTask2,welearnedthatwhentherearemoreresourcesavailable,humanpopulationgrows.Thiswasthecaseduringtheindustrialrevolutioninthemid-1800s:whennaturalresourceslikecoalbecameavailable,thepopulationexplodedonthegraph.Thissuggeststhatifthereismoreofthenaturalresourceofwateravailable,thepopulationwillalsogrow.”
LookFors:• Studentaccuratelyexplainsthatthemore
waterthereisavailableinaregion,thelargerthepopulationsizeinaregion.
• Studentcitesmultiplesourcesofdataandusesthecause-and-effectrelationshipidentifiedinTask2asevidence.Forexample,“InTask2,welearnedthatwhentherearemoreresourcesavailable,humanpopulationgrows.Thiswasthecaseduringtheindustrialrevolutioninthemid-1800s:whennaturalresourceslikecoalbecameavailable,thepopulationexplodedonthegraph.ThiswasalsothecaseduringtheGreenrevolutioninthe1950s,whenresourceslikefertilizerandaccesstowaterledtopopulationexplosionsinthegraph.Thissuggeststhatifthereismorewateravailable,thepopulationwillgrow.”
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
3-DimensionalIndividualProjectRubric
TeacherVersion StanfordNGSSIntegratedCurriculum2018 5
Rubric3:Studentconstructsanexplanationforthecausesofunevendistributionofwaterthroughouttheworld,usingevidencetosupporttheirexplanation.• DimensionsAssessed:SEP–ConstructingExplanations,DCI–ESS3.A:NaturalResources,CCC–CauseandEffect
Emerging(1) Developing(2) Proficient(3) Advanced(4)
Studentconstructsaninaccurateexplanationforthecausesofunevendistributionofwaterthroughouttheworld.
Studentconstructsapartialbutaccurateexplanationforthecausesofunevendistributionofwaterthroughouttheworld,usingnoevidencetosupporttheirexplanation.
Studentconstructsapartialbutaccurateexplanationforthecausesofunevendistributionofwaterthroughouttheworld,usingrelevantevidencetosupporttheirexplanation.
Studentconstructsacompleteandaccurateexplanationforthecausesofunevendistributionofwaterthroughouttheworld,usingrelevantevidencetosupporttheirexplanation.
LookFors:● Studentinaccuratelyexplainswhy
waterisunevenlydistributed.● Forexample,“Theamountof
waterintheregiondependsonhowmanyotherresourcestheregionhas.Iftherearealotofothernaturalresources,therewillbealotofwatertoo.”
LookFors:● Studentaccuratelyexplainsthat
waterisunevenlydistributedduetopastgeoscienceprocesses,butdoesnotdiscusstheeffectofcurrenthumanremovalpractices.
● TheexplanationdoesnotciteanyevidencefromTask2orotherresearch.
● Forexample,“Waterisunevenlydistributedthroughouttheworldbecausedependingontheirlocation,differentregionshavedifferentprecipitationanddifferenttypesofrock.”
LookFors:● Studentaccuratelyexplainsthat
waterisunevenlydistributedduetopastgeoscienceprocesses,butdoesnotdiscusstheeffectofcurrenthumanremovalpractices.
● TheexplanationcitesevidencefromTask2orotherresearch.
● Forexample,“AccordingtotheTask3article,waterisunevenlydistributedthroughouttheworldbecausedependingontheirlocation,differentregionshavedifferentprecipitationanddifferenttypesofrock.Forexample,intheregionourgroupresearched,thereisnotverymuchrainorsnow.Therearealsonosedimentaryrocks,whichtendtoholdmorewater.”
LookFors:● Studentaccuratelyexplainsthat
waterisunevenlydistributedduetopastgeoscienceprocessesANDcurrenthumanremovalpractices.
● TheexplanationcitesevidencefromTask2orotherresearch.
● Forexample,“AccordingtotheTask3article,waterisunevenlydistributedthroughouttheworldbecausedependingontheirlocation,differentregionshavedifferentprecipitationanddifferenttypesofrock.Youcanseethisinthedifferentcolorsonthegraphthatshowsvariationsinprecipitationaroundtheworld.Forexample,intheregionourgroupresearched,thereisnotverymuchrainorsnow.Therearealsonosedimentaryrocks,whichtendtoholdmorewater.Thisunevendistributionisbeingmadeworsebecausehumansareusinguptoomuchofthewaterforittobenaturallyreplenished.”
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
3-DimensionalIndividualProjectRubric
TeacherVersion StanfordNGSSIntegratedCurriculum2018 6
Rubric4:Studentdevelopsamodeltodescribehowtheirsolutionchangeswaterintoastatethatismostusefultohumansandaccuratelyexplainsrelevantsciencecontent.
• DimensionsAssessed:SEP–DevelopingandUsingModels,DCI–PS1.A:StructureandPropertiesofMatter,CCC–CauseandEffect
Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentdevelopsanirrelevantmodeltodescribehowtheirsolutionchangeswaterintoastatethatismostusefultohumansanddoesnotaccuratelyexplainrelevantsciencecontent.
Studentdevelopsarelevantmodeltodescribehowtheirsolutionchangeswaterintoastatethatismostusefultohumansandaccuratelyexplainslimitedrelevantsciencecontent.
Studentdevelopsarelevantmodeltodescribehowtheirsolutionchangeswaterintoastatethatismostusefultohumansandaccuratelyexplainsalmostallrelevantsciencecontent.
Studentdevelopsarelevantmodeltodescribehowtheirsolutionchangeswaterintoastatethatismostusefultohumansandaccuratelyexplainsallrelevantsciencecontent.
LookFors:● Studentdrawsamodelofa
solutionthatisnotrelevanttothepromptanddoesnotusethesciencecontentrequired.
● Forexample,studentdrawsamodelofawellpullingupgroundwater.
LookFors:● Studentdrawsamodelofarelevant
solution.SeeexampleinAdvancedLook-Fors.
● Studentmodelusespictures,labels,anddescriptionstoaccuratelyexplainsomeoftherelevantscienceconcepts.Forexample,studentmodelmayhaveasimilarexplanationasintheAdvancedLook-Fors,butismissinganymentionoftheeffectofthermalenergyanddoesnotdiscusskineticenergyoftheparticles.
LookFors:● Studentdrawsamodelofarelevant
solution.SeeexampleinAdvancedLook-Fors.
● Studentmodelusespictures,labels,anddescriptionstoaccuratelyexplainmost,butnotallrelevantscienceconcepts.Forexample,studentmodelmayhaveasimilarexplanationasintheAdvancedLook-Fors,butismissinganymentionoftheeffectofthermalenergy.
LookFors:● Studentdrawsamodelofarelevant
solution.Forexample,collectingwaterfromtheairusingsheetsinhumidareas.
● Studentmodelusespictures,labels,anddescriptionstoaccuratelyexplainallrelevantscienceconcepts.Forexample,“Mysolutionshowswaterinagasstatechangingintowaterinaliquidstatetobeusedbythecommunity.Whenwaterisinagasstateaswatervapor,thewatermoleculesarefarapartandmovingquickly,sothekineticenergyoftheparticlesishigh.Aswatervaporlosesthermalenergy,itcollectsonthesheetsasliquidwater.Inliquidwater,themoleculesarestillmovingbutareclosertogetherandthekineticenergyoftheparticlesisslowerthanagas.”
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
ProjectOrganizer
StudentVersion StanfordNGSSIntegratedCurriculum2018 1
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?Youwillbedevelopingasolutiontomakeaspecificnaturalresource—water—moreavailabletopeoplearoundtheworld,whilealsoconsideringstrainontheenvironment.Aftereachtask,youwillreturntothetablebelowtoorganizewhatyoulearnasyougothroughtheunit.Bytheendofthefourtasks,youwillhaveallthisinformationtouseforyourculminatingproject.Foreachactivity,besuretoincludeanswerstoALLthequestionsprovided.Lift-OffTask:AShrinkingSea
Nowthatyouhaveseenanexampleofawaterreservoirchangingdrasticallyovertime,thinkaboutwhythismightmatter.Useyourownpriorknowledgetoidentifysomewayshumansusethenaturalresourceofwater.
Task1:ExplosionsinHumanPopulation
Nowthatyouhaveseenhowtheavailabilityofdifferentresourceshasaffectedhumanpopulationgrowth,applythistotheresourceofwater.
r Researchandexplainwhywaterisimportanttohumans.r Explainhowtheavailabilityofwatermightaffecthumanpopulationgrowth.
o Usedatafromthetasktojustifywhyyouthinkthisisthecase.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
ProjectOrganizer
StudentVersion StanfordNGSSIntegratedCurriculum2018 2
Task2:UnequalAccesstoResources
Everynaturalresourcecomesfromsomegeologicprocess,whichonlyhappensincertainareasoftheworld.
q Explainwhywaterisnotavailableequallythroughouttheworld,focusingontheprocessthatmakesit.
q Howaresomehumansusingmorethantheirshare?q Whatistheeffectonenvironmentalsystems?
Task3:WhatisWater?
You’veexploredmolecularstructurewithasimplemolecule—water.q Drawamodelofthemolecularstructureofwater.
o Labelandexplainitsparts.r Researchandexplainhowthemolecularstructureofwatergivesitpropertiesthat
makeitusefultohumans.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
ProjectOrganizer
StudentVersion StanfordNGSSIntegratedCurriculum2018 3
Task4:ChangingStates
Sometimeshumansusenaturalresourcesastheyexistinnature;othertimeshumansusethembychangingtheirstate.
q Dosomeresearch:howmightusingwatersometimesrequirechangingitsoriginalstate?
q Manycommunitiesdon’thaveenoughwater(todrink,growcrops,etc.)Usewhatyouhavelearnedaboutchangingstatesofwatertobrainstormpossiblewaystoprovidethemwater.Keepinmindthatyoudonotwanttoputtoomuchstrainontheenvironment!o Createafewpossibledesignsketcheswithcaptionsexplaininghowtheywork.o Explainsomeoftheprosandconsofyoursolutions.
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit2:MatterMatters
Lift-OffTask:AShrinkingSea
TeacherVersion StanfordNGSSIntegratedCurriculum2018 1
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?
IntroductionTheAralSeaissituatedinCentralAsia,betweenKazakhstanandNorthUzbekistan,andwasoncethe
fourthlargestlakeintheworld.Thankstodecadesofwaterdiversionsforirrigationandarecentdrought,much
ofthisfreshwaterreservoirisnowcompletelydry.InthisLift-OffTask,studentsareintroducedtothe
phenomenonofthisshrinkingAralSeaandaskedtogeneratealistofquestionstheywouldaskinordertolearn
more.Astheyexplorethesequestionsthroughouttheunit,studentswillbegintoformacomplexpictureof
naturalresources,likethewaterintheAralSea,including:theirimportance,wheretheycomefrom,howtheir
molecularstructureinformstheiruse,andwhytheyareatriskofdisappearing.Ingainingthisknowledge,
studentscanstarttoenvisionwhatkindsofsolutionstheycouldusetomakewatermoreaccessibletocertain
regionsinsustainableways—theirculminatingprojectforthisunit.
AlignmentTable
BecausetheLift-Offtasksfocusonstudent-generatedquestions,wedonotidentifyspecificDisciplinary
CoreIdeasorScienceandEngineeringPracticesinthistable.
CrosscuttingConcepts(*dependinguponstudent-generatedquestions)• CauseandEffect
o Causeandeffectrelationshipsmaybeusedtopredictphenomenainnaturalordesignedsystems.
• Scale,Proportion,andQuantity
o Time,space,andenergyphenomenacanbeobservedatvariousscalesusingmodelstostudy
systemsthataretoolargeortoosmall.
EquityandGroupwork• Shareandlistentobroadanddiversestudentcontributions.
• Makeconnectionsbetweeneachother’sideas.
• Worktogethertoco-constructaconceptmap.
Language• Useconnectorwordstolinkideas.
• Generateandwritequestionsaboutthephenomenon.
• Organizekeyquestionsinaconceptmap.LearningGoalsThislearningtaskintroducesstudentstothephenomenonofthechangingAralSeaandbeginsgenerating
questionsthatwillguidethemthroughtheunit.Morespecifically,thepurposeisto:
• IndividuallyanalyzesatelliteimagesandgeneratealistofquestionsaboutthechangingAralSea.
• Makeconnectionsbetweenrelatedquestions.
• Generatepossibleanswerstoquestions,usingpriorknowledge.
• Applypriorknowledgeofwaterasanaturalresourcetomakealistofwayshumansusewater.
ContentBackgroundforTeachers Atthispointintheunit,wearebuildingoffofstudents’priorknowledgeofhumanuseofnatural
resources,askingstudentstogeneratequestionstheywouldneedtoasktomakesenseofthisphenomenonof
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit2:MatterMatters
Lift-OffTask:AShrinkingSea
TeacherVersion StanfordNGSSIntegratedCurriculum2018 2
thechangingAralSea.Thesemightbequestionsrelatedtowhattheyobserveintheimages,whythismightbe
happening,whetherthisphenomenonishappeningelsewhere,whythismatters,andmuchmore.
ThisLift-OfftaskusesthephenomenonoftheshrinkingAralSeabecauseitprovidesastartlingvisual
exampleofhumansdepletingthenaturalresourceofwaterinreallife.Thistiesspecificallytostudents’
culminatingprojectandtothesequenceoftasksinthisunit.Whileconceptsofmatterarenotintroduced
explicitlyinthisLift-Offtask,studentswillbeexploringconceptsofmatterwithinthecontextofwaterlaterinthis
unit.
Inthistask,studentscreateaconceptmap,whichisagraphicaltoolthathelpstoorganizeandrepresent
knowledgeandquestions,andisasuccessfulacademiclanguageinstructiontool.Asstudentslearnmoreabout
matterandresources,theywilladdmorequestionsandideastothisconceptmap.Ifyourstudentshavenothad
previousexperiencemakingconceptmaps,pleaseseetheinstructionsinPartBbelowforstrategiesonteaching
thisskill.
AcademicVocabulary
• Freshwater
• Reservoir
• NaturalResource
• Matter
*Additionalacademicvocabularywillvarybyclass
TimeNeeded(Basedon45-MinutePeriods)2Days
• Introduction,PartAandPartB:1period
• ClassConceptMap,ProjectOverview,andProjectOrganizer:1period
Materials
• Unit2,Lift-OffTaskStudentVersion
PartB
• Posterpaperandmarkers
• Post-Its(Optional)
PartC
• ClassPosterPaperandmarkers
• *SeeInstructionsbelowforotheroptionalmaterialstousefortheclassconceptmap
ConnectingtotheCulminatingProject
• CulminatingProjectHandout
• ProjectOrganizerHandout
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit2:MatterMatters
Lift-OffTask:AShrinkingSea
TeacherVersion StanfordNGSSIntegratedCurriculum2018 3
Instructions1. IntroducestudentstotheunitbyreadingorprojectingtheUnitEssentialQuestionaloud.
2. Readtheintroductiononpage1ofthestudentguidealoud,whichintroducesthephenomenonforthe
unit:thechangingAralSea.ThenhavestudentsanalyzethesatelliteimagestakenoftheAralSeaovera
35-year-periodandmakeobservationsofwhattheynotice.
PartA1. InthisLift-Offtask,studentswillbegeneratingquestionstohelpthemmakesenseofthephenomenon.
2. Havestudentscompletethissectionindividuallyintheirstudentguide.
o Forstudentswhoneedmoresupport,encouragethemtolookatthesatelliteimagesthey
observed,thinkofwhatnaturalresourceitshows,andconsideranyquestionstheyhave.
o Hereisalistofsomepotentialquestionsstudentsmightgenerate:“WhatishappeningtotheAral
Sea?Whyisitshrinking?Howdoesthisaffectplants,animals,andhumansinthearea?Isthis
phenomenonhappeningelsewhereintheworld?Isthishappeningwithothernaturalresources?
Whoisatfault?Whatcanwedotostopitfromshrinking?Whydoesthismatter?”
PartB:1. Inthispartofthetask,studentscreateaconceptmapasagroup.
o Remindstudentstorefertothedirectionsontheirstudentguidetohelpthemmaketheir
conceptmap.First,studentsshouldcompareeachmember’slistofquestionsandrecord/connect
keyquestionsonapieceofposterpaper.Theywillthendraftpossibleanswerstothequestions,
usingpriorknowledge.
o Remindstudentsthattherearenorightorwrongquestionsorpredictions,sostudentsfeel
encouragedtocontributeanyandallquestionsandideastheythinkof.
o Becausethisisacollaborativetask,itisrecommendedthatyouremindstudentsofgroupwork
normsandassigngrouproles,suchasResourceManager,Facilitator,Recorder,andHarmonizer
(See“HowtoUsethisCurriculum”formoredetails).
2. Studentswillposttheirpostersonawallandthenwalkaroundandlookateachgroup’sideas.One
suggestionforgallerywalksisforstudentstointeractwiththepostersinsomeway.Forexample,
studentsarerequiredtoinitialorleavepost-itsonthreequestionsthattheyarealsoexcitedabouton
otherposters.
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit2:MatterMatters
Lift-OffTask:AShrinkingSea
TeacherVersion StanfordNGSSIntegratedCurriculum2018 4
HowtoConceptMapForstudentswhohavenothadalotofexperiencemakingconceptmaps,wehavedetailedastrategybelowfor
introducingconceptmappingusingmorefamiliarcontent.Anexampleisalsoprovided,butthiswillvary
dependingonwhatyourstudentscomeupwithasyoumakeyourownmodel.
1. Writethephenomenoninthemiddleoftheposter,inthiscase“Humansbreatheharderwhenthey
exercise.”
2. Askstudentstosharequestions
theymightasktomakesenseof
thisphenomenonandmakealistof
thesequestionsontheboard.
3. Modeltheprocessofreviewingthe
listandfindingsimilaritiesamongst
thequestions.
o Placethesekeyquestions
ontheconceptmapposter,
modelinghowtoput
similarquestionsneareach
otherontheposter.Circle
thesetosignifythatthese
arequestions,notcontent
knowledge.
4. Askstudentstolookatthekeyquestionsandseeifanyofthequestionsareconnected:Wouldanswering
onequestionleadtooneoftheotherquestions?Modelmakingtheseconnectionsbydrawingarrows
betweenthecircles.
5. InthisLift-Offtask,studentswillonlybedraftingpossibleanswerstothequestions,notactually
gatheringandrecordinglearnedconcepts.However,throughouttheunit,theywillbeaddingcontent
theyhavelearned.Modelthisbyrecordingastudent’spriorknowledgetooneofthequestions,using
boxestosignifythatthesearepiecesofcontentknowledgeratherthanquestions.
o Useconnectorwordstoidentifytherelationshipsbetweenthecontentboxes(Seeimageabove
foranexample).
6. Optional:Toemphasizecrosscuttingconceptsusingaconceptmap,makeakeyofdifferentcolorsforthe
crosscuttingconceptsemphasizedinthisunit.Identifyquestionsthatclearlyshowevidenceofthe
differentcrosscuttingconceptsandcirclethemwiththecorrespondingcolors.Explaintostudentshow
youmadethatchoicebypointingoutthelanguagethathintsatthatcrosscuttingconcept.*Note:notall
boxesandcircleswillnecessarilyhaveacrosscuttingconcept.
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit2:MatterMatters
Lift-OffTask:AShrinkingSea
TeacherVersion StanfordNGSSIntegratedCurriculum2018 5
PartC1. Constructawhole-classconceptmapthatbeginstohelpstudentsmakesenseofthephenomenonofthe
changingAralSea.
o Startwiththephenomenoninthemiddle.
o Thenaskstudentstoshareoutthequestionsthatweremostcommonacrossallthepostersinthe
classroom.Asyourecordquestionsontheposter,organizethembasedonconnectionsyousee.
Drawcirclesaroundeachquestion(asyouaddtotheconceptmapthroughouttheunit,you’llalso
beaddingconceptslearned,whichcanbewritteninboxestodistinguishthemfromthe
questions).
o Askstudentstoidentifyanyconnectionstheyseebetweenthequestionsandrecordtheseas
linesbetweenthequestions.
o Recommended:Givepairsofstudentsthinktimetocomeupwith1-2connectionstoadd
totheclassconceptmapandcallonpairsusingequitysticks.Thisencouragesmore
equitableparticipationinthisclass-wideactivity.
o Thepurposeofthisconceptmapistofacilitategenerationofstudentquestions,promote
languagedevelopment,andsupportunderstandingofthesciencecontentthroughouttheunit.
Allowingstudentstoasktheirownquestionsandusetheirownwordstomakemeaningofthe
conceptswillnotonlyhelpthemmakedeepconnectionsaboutsciencecontent,butwillalsohelp
theiroralandwrittenlanguagedevelopment.
o Thiswholeclassconceptmapwillberevisitedattheendofeachsubunit,askingstudents
questionslike:Arethereanynewquestionsyouhaveaboutthephenomenon?Arethereany
connectionsyouwanttoaddorchange?Whatisyourreasonforthataddition/revision?Arethere
moreconnectionswecanmakebetweenthequestions/ideasalreadyonthemap?Doyouwant
toaddanynewideas/conceptstothemap?
2. Becausethisconceptmapwillbeaddedtoandrevisedthroughouttheunit,herearesomepractical
optionsforimplementation.
o Ifyouhaveaccesstowhiteboardpaper,weencourageyoutousetheseforclassposterssinceit
willallowyouandyourstudentstomakerevisionsthroughouttheunit.
o Anotheroptionistousesmallerpiecesofpaperforeachclassandprojectusingadocument
camera;thiswillsavespaceasopposedtodoinglargeclassposters.
o Wehighlyrecommendstudentskeeptheirownversionofthisconceptmapintheirnotebooks,
addingquestionsandconceptsastheygothroughtheunit.
3. Oncethedraftconceptmapiscomplete,introducestudentstothecrosscuttingconceptsforthisunit.We
recommendpostingpostersofeachcrosscuttingconceptinyourclassroom(Seebeginningofteacher
guidefortemplates).
o Thecrosscuttingconceptsforthisunitare:CauseandEffect;Scale,Proportion,andQuantity.
Assignacolorforeachcrosscuttingconceptthatcanbeusedthroughouttheunit.
o Havestudentsanalyzetheclassconceptmapforasmanyexamplesofthecrosscuttingconcepts
astheycanfind.Dependingonthequestionstheyhave,theymaybeabletofindanexampleof
eachofthecrosscuttingconceptsorperhapsjustsome.
StanfordNGSSIntegratedCurriculum8thGradeScienceUnit2:MatterMatters
Lift-OffTask:AShrinkingSea
TeacherVersion StanfordNGSSIntegratedCurriculum2018 6
o Werecommendmodelingthisprocessbypickingaquestion,identifyingthecrosscuttingconcept,
andtracingthecircleinthecorrespondingcolor.Explainthekeywordsthathelpedyouidentify
thecrosscuttingconceptinthisquestion.Someidentifyingwordsthatstudentsmightlookfor
are:
o CauseandEffect:Thesecouldbephrasessuchas,“thatresultsin,”“thatcauses,”“thatexplainswhy,”“isdueto,”etc.
o Scale,Proportion,andQuantity:Thesecouldbephrasessuchas,“isproportionalto,”“comparedto,”“hasaratioof,”“isbigger/smallerthan,”“islonger/shorterthan,”etc.
ConnectingtotheCulminatingProject1. HandouttheCulminatingProjectTaskCardandreadtheChallengeandGroupProjectCriteriaforSuccess
aloudasaclass.
o Takequestionsforclarification.
2. Optional:Displayanexampleofanonlinemagazinetoshowwhatavideoanddigitalarticlelooklike.
3. PassouttheirProjectOrganizerandexplainthattheywillcompleteasectionofthisaftereachtaskin
class.StudentsshouldindependentlycompletetheLift-OffTasksectionoftheProjectOrganizerinclass.
Revisionscanbedoneforhomework,dependinguponstudent’sneedsand/orclassscheduling.
o Studentshavebeentaskedwithdevelopingasolutiontomakewatermoreavailabletopeoplein
acertainarea,whilealsoconsideringstrainontheenvironment.Nowthatyouhaveseenan
exampleofawaterreservoirchangingdrasticallyovertime,thinkaboutwhythismightmatter.
Useyourownpriorknowledgetoidentifysomewayshumansusethenaturalresourceofwater.
Reflection1. Attheendofthetask,askstudentstoreflectonwhattheyhavelearnedoverthecourseofthistaskby
answeringthefollowingthreequestionsintheirstudentguide:
o Atthebeginningofthistask,youmadealistofallthequestionsyouhaveaboutthechangingAral
Sea.Lookbackatyourlist:thinkaboutthequestionsyourpeersaskedthatyoudidnotinitially
writedown.Howaretheirquestionsdifferentfromtheonesyouoriginallyasked?
o Inthisunit,wewillbefocusingontwocrosscuttingconcepts:CauseandEffect:causeandeffectrelationshipsmaybeusedtopredictevents;andScale,Proportion,andQuantity:scaledmodels
canbeusedtostudysystemsthataretoolargeortoosmall.Lookingatyourclassconceptmap,
giveoneexampleofhowacrosscuttingconceptcameupintoday’stask.
o Nowthatyouunderstandwhatprojectyou’llbeworkingonoverthecourseofthisunit,whatelse
doyouneedtoknow?Whatadditionalquestionsdoyouhave?
2. Therearenorightanswers,butencouragestudentstolookbackattheirinitiallistofquestionsandtheir
classconceptmap.Theyshouldnotchangetheirinitialresponses,butratherusethisreflectionspaceto
addtotheirquestionsandideasbasedonwhattheyhavelearnedthroughthistask.Bygeneratingmore
oftheirownquestions,studentscontinuetoengageinsense-makingofthephenomenonandthe
gatheringofknowledgeandskillsfortheirfinalproject.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task1:ExplosionsinHumanPopulation
TeacherVersion StanfordNGSSIntegratedCurriculum2018 1
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?
Introduction
IntheLift-Offtask,studentssawanexampleofhumanshavingamajorimpactonapreciousnaturalresource.Ashumanpopulationgrows,thepressureonnaturalresources,suchasthefreshwaterintheAralSea,willonlycontinuetoincrease.Humanpopulationiscurrentlyincreasingatadramaticrate,butithasnotalwaysbeenthisway.Throughouthistory,wehaveseenspikesinhumanpopulationgrowthduetoperiodsofdrastictechnologicalinnovation,suchastheagriculturalrevolutionortheindustrialrevolution.Inthistask,studentswillanalyzedatathatlooksathumanpopulationgrowthovertimeandtrytoidentifythecatalyst.Bytheendofthetask,studentswillnoticeapatternthatwhenmoreresourcesaremadeavailable,throughinnovationslikenewagriculturalpracticesorfueluse,humanpopulationcandramaticallyincrease.Intheend,studentsareleftwiththequestion:whatdoesthismeanforourfuture?Thissetsthestageforthemtobeginthinkingaboutourhumanneedforenvironmentalresourcesandtheresultingimpacts,whicharefoundationalconceptsfortheirculminatingproject.
AlignmentTable
PerformanceExpectations ScienceandEngineering
Practices
DisciplinaryCoreIdeas CrosscuttingConcepts
MS-LS2-1.Analyzeand
interpretdatatoprovide
evidencefortheeffectsof
resourceavailabilityon
organismsandpopulations
oforganismsinan
ecosystem.[ClarificationStatement:Emphasisisoncauseandeffectrelationshipsbetweenresourcesandgrowthofindividualorganismsandthenumbersoforganismsinecosystemsduringperiodsofabundantandscarceresources.]
Analyzingand
InterpretingData
● Analyzeandinterpretdatatoprovideevidenceforphenomena.
LS2.A:Interdependent
Relationshipsin
Ecosystems
● Organisms,andpopulationsoforganisms,aredependentontheirenvironmentalinteractionsbothwithotherlivingthingsandwithnonlivingfactors.
● Growthoforganismsandpopulationincreasesarelimitedbyaccesstoresources.
CauseandEffect
● Causeandeffectrelationshipsmaybeusedtopredictphenomenainnaturalordesignedsystems.
SupplementaryScienceandEngineeringPractices
• ConstructingExplanationso Applyscientificreasoningtoshowwhythedataorevidenceisadequatefortheexplanationor
conclusion.SupplementaryCrosscuttingConcepts
• Patternso Graphs,charts,andimagescanbeusedtoidentifypatternsindata.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task1:ExplosionsinHumanPopulation
TeacherVersion StanfordNGSSIntegratedCurriculum2018 2
LearningGoals
Thislearningtaskintroducesstudentstotheconceptofresourceavailabilityandpopulationgrowthwithinthecontextofhumanoverpopulation.Morespecifically,thepurposeisto:
• Makepredictionsaboutfuturepopulationsizeandtheimpacts.• Analyzeandinterpretdataonthehistoricalchangesinhumanpopulation.• Explainwhytechnologicalinnovationhasresultedinextraresourcesthatspurhumanpopulationgrowth.• Extrapolatehowthiscause-and-effectrelationshipcanpredictfuturepopulationgrowthandassociated
effects.• Applyknowledgeofresourcesandpopulationtoexplainhowavailabilityofwatermightaffecthuman
populationgrowth.
ContentBackgroundforTeachers InUnit1,studentsengagedwiththissamePerformanceExpectationbysimulatinghowavailableresourcesaffectdifferentorganismsinanecosystem.Inthistask,theyapplythesameconceptstothecaseofnaturalresourcesandhumanpopulation.AccordingtotheUnitedNations,worldpopulationiscurrentlyover7billionpeople.However,therehasnotbeenasteadygrowthinhumanpopulationtogetustothispoint.Forthousandsofyears,humanpopulationincreasedveryslowly.Humanswerehunter-gatherers,meaningtheyhuntedanimalsandgatherednaturallygrowingplantsastheirsourceoffood.Thisresultedinanomadiclifestyle. Around10,000BC,farmingwasdevelopedinaperiodcalledtheAgriculturalRevolution.Farmingmeantasteadysupplyoffood,whichmeantthatpeoplecouldsettleinoneplace,ratherthanmovingaroundinsearchoffood.Thisalsooftenresultedinasurplusoffood,meaninghumanscouldnowaffordtofeedmorechildrenanddootherjobsthathelpedsupportahigherqualityoflife.Thisledtothefirstpopulationexplosionthatstudentsseeontheirgraphsinthistask. Thispopulationexplosion,however,wasverysubtleincomparisontothenextpopulationexplosion,whichhappenedinthelate1700stomid-1850s.ThisperiodisknownastheIndustrialRevolution,inwhichareasmostlyinEuropeandNorthAmericabegantousefossilfuelsinindustry.Previoustothis,mostlaborwasdonemanually.Changingthepowersourcefromhumanstofossilfuelscreatedmuchmoreefficiency.Moreworkwasbeingdone,moreproductsbeingmade,andmorefoodwasbeingproduced.Thistimealsobroughttechnologicalinnovationslikemedicineandimprovedsanitation,whichmeantthedeathratewasalsodecreasing.Forthesereasons,thisperiodsawrapidpopulationgrowth. ThemostrecentincreaseinpopulationisknownastheGreenRevolution,whichbeganinthemid-1900s.ThisGreenRevolutionisso-namedbecauseitreferstoimprovementsinagriculturalpractices.Genetically
EquityandGroupwork
• Discussgraphsandtextanalysisasagroup.Language
• Connectobservationsfromgraphstoinformationgatheredfromtext.• Identifyrelevantevidencetosupportanexplanation.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task1:ExplosionsinHumanPopulation
TeacherVersion StanfordNGSSIntegratedCurriculum2018 3
modifiedcropsimprovedproductivity,artificialfertilizersincreasedcrop-yield,andchemicalpesticidesreducedtheamountofcropslosttopests.Newagriculturalmachinerywasbuiltandpoweredbyfossilfuels,ratherthanhumans,thusincreasingefficiency.Newirrigationpracticesalsoledtoincreasedaccesstowater.Allofthis,whileatgreatcoststotheenvironment,greatlyimprovedtheproductivityoffarms,allowingmorefoodtobegrownandfeedinganadditional1billionpeoplewhootherwisewouldnothavebeenabletolive. Whilethesehistoricaleventspaintaforebodingpictureoframpant,uncheckedpopulationgrowthandtheassociatedrapiddepletionofEarth’sresources,someresearchersmaintainhopethatthismaybecontrolled.Somestudiesonasubjectknownasdemographictransitionhaveshownthatasleancountriescontinuetodevelop,theywillnaturallytransitiontoalowerbirthrate.Formoreinformationonanyoftheseconcepts,pleaseseethegraphsandresourcecardassociatedwiththistask.
AcademicVocabulary• HumanPopulation• PopulationGrowth• PopulationExplosion• AgriculturalRevolution• IndustrialRevolution• GreenRevolution• Fertilizers• Pesticides• GeneticallyModifiedCrops• Resources
TimeNeeded(Basedon45-MinutePeriods)
3.5Days• Engage:0.5period• Explore:1period• Explain:0.5period• Elaborate:0.5period• EvaluateandReflection:1period
Materials• Unit2,Task1StudentVersion
Explain• ExplosionsinHumanPopulationResourceCard
Evaluate• ProjectOrganizerHandout
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task1:ExplosionsinHumanPopulation
TeacherVersion StanfordNGSSIntegratedCurriculum2018 4
Instructions
Engage1. IntroduceTask1:IntheLift-OffTask,youlookedatsatelliteimagesandaskedquestionstobegintomake
senseofthephenomenonoftheshrinkingAralSea.Thinkaboutwhatyouwerestillwonderingaboutattheendofthelasttask(lookbackifyouneedto).Whatquestionsdoyoustillhave?
o Beforeyoupassouttheirstudentguide,givestudentstimetoreflectindividuallyorwithapartneraboutthequestionstheyrecordedattheendofthelasttask.Shareafewoftheseoutasaclass,usingfacilitatingquestionstoguidestudentstowardquestionsthatrelatetothistask.
2. TransitiontoTask1:Manyofyouaskedwhythisishappeningandbegantomakepredictionsthathumansmightbesomehowatfault.Inthistask,youwillexplorehowandwhyhumansarehavingmoreofapresenceonplanetEarthandpredicthowthismightbeaffectingenvironmentsliketheAralSea.
o NowpassouttheirTask1studentguide.
3. Asaclass,showthefirst30secondsofthefollowingvideotosetthecontext:https://www.youtube.com/watch?v=QsBT5EQt348.Thisvideointroducesstudentstotheideaofhumanpopulationgrowthandposesafewquestionsthatwillpiquestudents’ownthinkingandquestioning.
4. Inpairs,havestudentsmakepredictionstothequestionsfromthevideoandrespondintheirstudentguide.
o Thisactivityintroducesstudentstothecrosscuttingconceptthattheywillfocusonthroughoutthetask—CauseandEffect.Throughoutthetask,studentswillbeusingdatatoidentifycause-and-effectrelationships,whichtheywillthenusetopredictfuturephenomena.Herestudentslaythefoundationbyusingacause-and-effectrelationshipfromtheirpriorknowledgetopredictwhatpopulationgrowthmightmeanforthefuture.
o IfstudentsarestuckonQuestion2,encouragestudentstolookattheimageforinspiration:WhatproblemsmightthiscauseforEarth’senvironment?Howarethepeopleinteractinginthisphotoastheyrunoutofspace?
5. Shareoutpredictionsinaclass-widediscussion,emphasizingtostudentsthatthereareno“correct”answers,justpredictions.
o ForQuestion1,moststudentswillusethedatatopredictthatwecanexpecthumanpopulationtocontinuetoincreaseinthefuture.
o ForQuestion2,therearealargevarietyofanswersstudentsmaybrainstorm,suchas:overcrowding,conflict,foodshortages,environmentaldegradation,habitatlossforplantsandanimals,etc.
o Theuseofequitysticksisencouragedformoreequitableparticipationinclass-widediscussionslikethese(See“HowToUseThisCurriculum”formoredetails).
Explore
1. Nowthatstudentshavemadeinitialpredictionsaboutthefutureofpopulationgrowth,theyneedtogatherdatainordertomakemoreinformedpredictions.Inthisactivity,studentslookatthreedifferentgraphsthatsequentiallyintroducethemtothehistoryofhumanpopulationgrowth.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task1:ExplosionsinHumanPopulation
TeacherVersion StanfordNGSSIntegratedCurriculum2018 5
o ThissectionofthetaskasksstudentstoengagewiththeSEPofAnalyzingandInterpretingDataandtheCCCofPatterns,asstudentsanalyzegraphsthatbegintoprovideevidenceofhumanpopulationexplodingatparticulartimeperiods.Here,studentsarealsobeginningtoutilizetheCCCofCauseandEffectbystartingtoidentifycauseandeffectrelationshipsinthepastthatcanhelpinformpredictionsoffuturepopulationgrowth.TheywillcontinuedevelopmentofthisCCCthroughouttheExplainandElaborate.
2. Havestudentsworkinsmallgroupstoanalyzeeachofthethreegraphs.Assignrolestoeachgroup.Youmayusewhateverrolesyouprefer.WerecommendtheuseoftheMaterialsManager,Facilitator,Harmonizer,andRecorder.
o AsktheMaterialsManagertohandleanyresourcesneededtocompletethetask,includinggatheringanyadditionalmaterialsneededtounderstandthegraphs.
o AsktheFacilitatortoreadthedirections,makesureeveryoneunderstandsthetask,andfacilitatediscussion.
o AsktheHarmonizertomakesurethateveryonecontributestheirideasandthateveryone’svoiceisheard.
o AsktheRecordertomakesurethegroupisrecordingtheirgraphanalysisintheirstudentguides.
3. Studentsshouldworktogethertoanswerthediscussionquestionsthatfolloweachgraph.Thepurposeofthesediscussionquestionsistohelpstudentswiththeirgraphanalysisandpushthemtothinkaboutwhatmightleadtohumanpopulationgrowth.
o Predictionsaboutcausesofhumanpopulationexplosionwillvarybystudentinterpretation,butoverallstudentsshouldfindthattherearethreedifferentperiodsofpopulationexplosion.Theagriculturalrevolutionaround10,000BCprovidedasurplusoffood,thussupportingmorehumanlife.Theindustrialrevolutionfromthelate1700s-1850ledtoincreasedefficiencythatincreasedhumanpopulation.TheGreenRevolutionimprovedfarmingtechniques,makingitpossibletofeedmorepeopleandleadingtomorepopulationgrowth.
o Atthispoint,thefocusisonstudentsanalyzingdataforeventsofpopulationexplosionandbeginningtomakepredictionsaboutcauses.Inthenextactivity,studentswillmakeconnectionsbetweentheseeventsandtheresourcesthatbecameavailableatthesetimes.
Explain1. Whilestudentshavemadepredictionsaboutwhythesethreepopulationexplosionshaveoccurred,they
havenotyetreceivedtheinformationtodrawconcreteconclusions.Inthissectionofthetask,studentsareprovidedaresourcecardthatgivesmoredetailaboutthethreetechnologicalrevolutions.Usingthisresourcecardanddatafromthegraphs,studentsarethenabletowriteaparagraphthatdrawsconclusions.
o Here,studentsareaskedtopracticetheSEPofConstructingExplanations,astheyapplyscientificreasoningtoshowwhytheevidenceisadequatefortheconclusionthatresourceavailabilityaffectshumanpopulationgrowth.Thisprocessalsocontinuesstudents’engagementwiththeCCCofCauseandEffectasstudentsgathertheinformationtheyneedtoidentifythiscause-and-effectrelationship,whichtheycanthenusetomakepredictionsintheElaborate.
o ThisactivityrefersexplicitlybacktotheirlearningfromUnit1aboutresourceavailabilityandpopulationsoforganismsinecosystems.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task1:ExplosionsinHumanPopulation
TeacherVersion StanfordNGSSIntegratedCurriculum2018 6
2. Distributearesourcecardtoeachpairofstudentsandhavethemreadanddiscussitinpartnersbeforewritingtheparagraphontheirown.
o Youmaywanttohavestudentsannotatethereadingwithanannotationstrategyofyourchoice(Anoptionisprovidedinthe“HowtoUseThisCurriculum”document).
o Studentsshoulduseexplicitevidencefromthegraphsandresourcecardintheirparagraph.
3. Optionalscaffold:ConductaCritique,Correct,andClarifylanguageexerciseinpairsbeforestudentswritetheirownparagraphs.Werecommendusingequitystickstoshareoutafewpair’scritiquesasaclassbeforetheymoveontoindependentlywritinganimprovedparagraphintheirstudentguides.Anexampleprotocolandgraphicorganizerisprovidedbelow:
Critique,Correct,andClarify:TheEffectsofResourceAvailabilityonHumanPopulationPrompt:Individuallywriteaparagraphexplainingiftheevidence(graphsandresourcecard)supportstheideathattheavailabilityofnaturalresourcesaffectshumanpopulationgrowth.Inpairs:
1. Critique:Analyzetheresponsebelow.Identifytheerror(s)orthingsthataren’tclear.Shareyourideaswithapartner.Thedatasupportsthattheavailabilityofnaturalresourcesaffectshumanpopulationgrowth.Forexample,inGraphs1and2,Iobservedthattherewasanincreaseinpopulationaround10,000BCandagainmoredramaticallyaround1700-1850.Ingraph3,Isawthatthishappenedagaininthelast50yearsbecauseoftheGreenRevolution.Thus,theevidenceclearlyshowsthroughthesethreecasesthatavailabilityofnaturalresourcesaffectshumanpopulation.
2. Correct:Individuallywriteanimprovedparagraphinyourstudentguide.
3. Clarify:Describehowandwhyyoucorrectedtheresponse.
4. OptionalSentenceStemstoProvide:
o Thegraphsandresourcecardtogethersupporttheideathat…o Forexample,inGraphs1and2,Iobserved…o Onepieceofevidenceis_____,whichshows…o Lastly,ingraph3,wesawthat…o Theresourcecardexplainedthat…o Ineachpopulationexplosion…
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task1:ExplosionsinHumanPopulation
TeacherVersion StanfordNGSSIntegratedCurriculum2018 7
o Forexample,inthe___Revolution…o Similarly,inthe____Revolution…o Thisisbecause…o Thus,theevidenceclearlyshowsthroughthesethreecasesthat…
5. SampleParagraph:Thegraphsandresourcecardtogethersupporttheideathattheavailabilityofnatural
resourcesaffectshumanpopulationgrowth.Forexample,inGraphs1and2,Iobservedthattherewasanincreaseinpopulationaround10,000BCandagainmoredramaticallyaround1700-1850.Theresourcecardexplainedthatduringbothofthesetimeperiodstherewasatechnologicalrevolutionthatmademoreresourcesavailabletohumans.Forexample,intheAgriculturalRevolution,morefoodbecameavailablethroughfarming,whichincreasedthepopulation.Similarly,intheIndustrialRevolution,theybegantousefossilfuels,likecoalandoil,forindustry,whichincreasedefficiencyandthushumanpopulationcouldgrow.Lastly,ingraph3,wesawthatthishappenedagaininthelast50yearsbecauseoftheGreenRevolution.GMOs,fertilizers,chemicalpesticides,andbetteraccesstowaterincreasedcropyieldsomanymorepeoplecouldbefed.Thisaccesstoresourcesalsoincreasedpopulation.Thus,theevidenceclearlyshowsthroughthesethreecasesthatavailabilityofnaturalresourcesaffectshumanpopulation.
6. Optionalpeerreview:Havetablepartnersswitchparagraphsandmakesuggestionsforrevisions.
o Thisrevisedparagraphcanalsobeagoodoptionforformativeassessment.Collectstudentworktoidentifytrendsinstudents’abilitytoapplyscientificreasoningtoshowwhytheevidenceisadequatefortheconclusion.See“HowtoUseThisCurriculum”forstrategiesonutilizingformativeassessmentdatatoprovidefeedbacktostudentsandinformclassroominstruction.
Elaborate
1. ThefirstquestionofthisElaborateasksstudentstotakewhattheyhavelearnedtomakeapredictionabouthumanpopulationinthefuture.
o Indoingso,studentsapproachtheseconceptsthroughthelensoftheCCCofCauseandEffect,astheyusecause-and-effectrelationshipstheyidentifiedfrompastpopulationdatainordertoinformpredictionsaboutthefutureofthehumanpopulation.
o Werecommendstudentsdothisindividuallyasitcanalsoserveasagoodformativeassessmentforthistask.Collectstudentworktoidentifytrendsinstudents’abilitytouseacause-and-effectrelationshiptomakearelevantpredictionandsupporttheirpredictionwithdatafromthetask.See“HowtoUseThisCurriculum”forstrategiesonutilizingformativeassessmentdatatoprovidefeedbacktostudentsandinformclassroominstruction.
2. ThesecondquestionasksstudentstothinkbacktothephenomenonoftheAralSeafromtheLift-Offtask
asawaytosparktheirthinkingonwhatresourceswemightrunoutofifhumanpopulationcontinuestogrowinthisway.
o Thepurposeofthisquestionistogetstudentstobegintoconsiderhowandwhysomenaturalresourcesareatriskofdepletion.Thiswillorientstudentstowardstheirculminatingproject.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task1:ExplosionsinHumanPopulation
TeacherVersion StanfordNGSSIntegratedCurriculum2018 8
3. Towrapupthetask,werecommendsharingoutresponsestothesequestionsinaclass-widediscussion.TheuseofaThink-Pair-Sharewithequitysticksisencouragedformoreequitableparticipationinclass-widediscussions(See“HowToUseThisCurriculum”formoredetails).
4. Returntothewhole-classconceptmapfromtheLift-OffTask.
o Insmallgroups,havestudentsbrainstormnewconceptsandnewconnectionsthattheyhavelearnedinthistask,aswellasanynewquestionsthathavecomeupforthem.Thenhavegroupssharethesealoudinaclass-widediscussionandaddtotheclassconceptmap.Theuseofequitysticksisencouragedformoreequitableparticipationinclass-widediscussions(See“HowToUseThisCurriculum”formoredetails).
o Somefacilitatingquestionstoaskstudentsare:Whatnewideas/conceptsdoyouwanttoaddtothemap?Whatconnectionsdoyouwanttoaddorchange?Whatisyourreasonforthataddition/revision?Whatconnectionscanwemakebetweenthequestions/ideasalreadyonthemap?Whatnewquestionsdoyouhaveaboutthephenomenon?
o Drawcirclesaroundeachquestionandboxesaroundeachconcept.o Writeconnectorwordstodescribeconnectionsbetweentheconceptboxes.o Forthistask,studentsmaybegintoconnectsomeoftheirpreviousquestioncirclesto
conceptboxesaboutthefollowing:otherexamplesofresourcesandhumanpopulationgrowth.
o Havestudentsanalyzetheadditionstotheclassconceptmapforasmanyexamplesofthistask’scrosscuttingconceptastheycanfind.Onceastudenthasidentifiedthecrosscuttingconcept,youcantracethecircleinthecorrespondingcolor(decidedonintheLift-Offtask).Werecommendaskingstudentstosharekeywordsthathelpedthemidentifythecrosscuttingconceptforthatconceptorquestion.Someidentifyingwordsstudentsmightlookforare:
o CauseandEffect.Thesecouldbephrasessuchas,“whichresultsin,”“whichcauses,”“thatexplainswhy,”“isdueto,”etc.
o Onceagain,thepurposeofthisconceptmapistofacilitategenerationofstudentquestions,promotelanguagedevelopment,andsupportunderstandingofthesciencecontentthroughouttheunit.Allowingstudentstoasktheirownquestionsandusetheirownwordstomakemeaningoftheconceptswillnotonlyhelpthemmakedeepconnectionsaboutsciencecontent,butwillalsohelptheiroralandwrittenlanguagedevelopment.
Evaluate:ConnectingtotheCulminatingProject
1. StudentsindependentlycompletetheTask1sectionoftheUnit2ProjectOrganizerinclass.Revisionscanbedoneforhomework,dependinguponstudent’sneedsand/orclassscheduling.
2. Studentshavebeentaskedwithdevelopingasolutiontomakeaspecificnaturalresource—water—moreavailabletopeoplearoundtheworld,whilealsoconsideringstrainontheenvironment.Theirpromptisasfollows:Nowthatyouhaveseenhowavailabilityofdifferentresourceshasaffectedhumanpopulationgrowth,applythistotheresourceofwater.
o Researchandexplainwhywaterisimportanttohumans.o Explainhowtheavailabilityofwatermightaffectpopulationgrowth.
§ Usedatafromthetasktojustifywhythisisthecase.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task1:ExplosionsinHumanPopulation
TeacherVersion StanfordNGSSIntegratedCurriculum2018 9
Reflection
1. Attheendofthetask,askstudentstoreflectonwhattheyhavelearnedoverthecourseofthistaskbyansweringthefollowingthreequestionsintheirstudentguide:
o Atthebeginningofthistask,youwereaskedtopredictwhatpopulationgrowthmightmeanforourfuture.Lookbackatyourprediction:aftercollectingalltheevidencetoday,howwouldyouchangeoraddtoyourprediction?Useevidencefromthetasktojustifyyourchangesoradditionsandrecordbelow.
o Inthistask,wefocusedonthecrosscuttingconceptofCauseandEffect:causeandeffectrelationshipsmaybeusedtopredictevents.WheredidyouseeexamplesofCauseandEffectinthistask?
o Nowthatyouhavelearnedmoreabouthowavailabilityofresourcesaffectshumanpopulation,whatquestionsdoyoustillhave?
2. Therearenorightanswers,butencouragestudentstolookbackattheirstudentguidesandtheirclassconceptmap.Theyshouldnotchangetheirinitialresponses,butratherusethisreflectionspacetoaddtotheirideasandquestionsbasedonwhattheyhavelearnedthroughthistask.Bygeneratingmoreoftheirownquestions,studentscontinuetoengageinsense-makingofthephenomenonandgatheringknowledgeandskillsfortheirfinalprojects.
Assessment1. Youmaycollectstudents’ProjectOrganizerandassessusing:
o Criteriaofyourchoice.Werecommendusingthe3-DimensionalAssessmentmatrixatthebeginningofthisdocumenttoinformyourcriteria.
o Thiscanbeaformativetooltoperiodicallylookfortrendsinstudentunderstandingafterthecompletionofatask.Youcanthenusethisformativedatatoinformanyre-teachingasnecessary.
2. Youmayalsogivestudentstimetomakerevisionswithoneofthetwooptions:o StudentsmaymakechangestotheirProjectOrganizeraccordingtoyourcommentsORo AskstudentstoexchangeProjectOrganizerswithapartnerandgivepartners5minutestogive
writtenfeedback.Thenallowstudentstimetomakechangestotheirworkaccordingtothefeedback.
Unit2,Task1
ExplosionsinHumanPopulationExplain
TheAgriculturalRevolution:10,000BC
BeforetheAgriculturalRevolution,humanswerehunter-gatherers,meaningtheymovedaroundtohuntanimalsandgathernaturallygrowingplantsforfood.DuringtheAgriculturalRevolution,farmingpracticesweredeveloped,whichmeantthathumanscouldsettleinoneplaceandgrowasurplus(extraamount)offood.Thismeantthathumanscouldnowaffordtofeedmorechildrenanddootherjobsthathelpedsupportahigherqualityoflife.Thisledtothefirstpopulationexplosionthatyousawonyourgraphs.Discuss:
• WhydidtheAgriculturalRevolutionleadtoahugeincreaseinhumanpopulation?• WhatnaturalresourcesdidhumanshavemoreofbecauseoftheAgriculturalRevolution?
TheIndustrialRevolution:Late1700stomid-1850s
TheIndustrialRevolutionledtoapopulationexplosionthatwasmuchlargerthantheAgriculturalRevolution.Duringthistimeperiod,manyareas,mostlyinEuropeandNorthAmerica,begantousefossilfuels(oil,coal)inindustry.Previoustothis,mostlaborwasdonebyhand.Changingthepowersourcefromhumanstofossilfuelscreatedmuchmoreefficiency.Moreworkwasbeingdone,moreproductsbeingmade,andmorefoodwasbeingproduced.Thistimealsobroughttechnologicalinnovationsinmedicineandimprovedsanitation,whichmeantthedeathratewasalsodecreasing.Forthesereasons,thisperiodsawrapidpopulationgrowth.Discuss:
• WhydidtheIndustrialRevolutionleadtoahugeincreaseinhumanpopulation?• WhatnaturalresourcesdidhumanshavemoreofbecauseoftheIndustrialRevolution?
TheGreenRevolution:mid-1900s ThemostrecentincreaseinpopulationisknownastheGreenRevolution.ThisGreenRevolutionisso-namedbecauseitreferstoimprovementsinagriculturalpractices.Geneticallymodifiedcropsandartificialfertilizersincreasedcrop-yield,andchemicalpesticidesreducedtheamountofcropslosttopests.Newagriculturalmachinerywasbuiltandpoweredbyfossilfuels,ratherthanhumans,whichincreasedefficiency.Newirrigationpracticesalsoledtoincreasedaccesstowater.Allofthis,whileatgreatcoststotheenvironment,greatlyimprovedtheproductivityoffarms,allowingmorefoodtobegrown.Thisfedanadditional1billionpeoplewhootherwisewouldnothavebeenabletolive.Discuss:
• WhydidtheGreenRevolutionleadtoahugeincreaseinhumanpopulation?• WhatnaturalresourcesdidhumanshavemoreofbecauseoftheGreenRevolution?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task2:UnequalAccesstoResources
TeacherVersion StanfordNGSSIntegratedCurriculum2018 1
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?
Introduction
Thereisnodoubtthathumansrequirenaturalresourcestolive.Inthelasttask,studentsuseddatatoconfirmwhattheymostlikelyalreadylogicallyunderstood—thathumansthrivewhenmoreresourcesbecomeavailable.However,asourpopulationcontinuestogrowandourdemandfornaturalresourcesgrowsalongwithit,wearebeginningtorunloweronthesenaturalresources.Becausemanyoftheseresourcesarelimitedandnonrenewable,thishascreatedacontentiousstrugglebetweenaccesstotheseresourcesandsustainingEarth’snaturalecosystems.Butwhyaren’tthesenaturalresourcesalwaysaccessible?Andatwhatlengthswillhumansgotoinordertoextractallthenaturalresourcestheydesire?Inthistask,studentsexploredifferenttypesofenergyresourcestotryandfigureoutwhysomeregionshavemoreaccesstocertainresourcesthanothers,whyhumanshavetotakemoreextrememeasuresforextraction,andwhattheconsequencesare.Thiswilllaythefoundationfortheirculminatingprojectastheythinkaboutwhywaterisnotavailabletoeveryoneandhowtheymightmakeitmoreaccessibleinasustainableway.AlignmentTable
PerformanceExpectations ScienceandEngineering
Practices
DisciplinaryCoreIdeas CrosscuttingConcepts
MS-ESS3-1.Constructa
scientificexplanationbased
onevidenceforhowthe
unevendistributionsof
Earth’smineral,energy,and
groundwaterresourcesare
theresultofpastand
currentgeoscience
processes.[ClarificationStatement:Emphasisisonhowtheseresourcesarelimitedandtypicallynon-renewable,andhowtheirdistributionsaresignificantlychangingasaresultofremovalbyhumans.Examplesofunevendistributionsofresourcesasaresultofpastprocessesincludebutarenotlimitedtopetroleum(locationsoftheburialoforganicmarinesedimentsandsubsequentgeologictraps),metalores(locations
Constructing
Explanations
● Constructascientificexplanationbasedonvalidandreliableevidenceobtainedfromsources(includingthestudents’ownexperiments)andtheassumptionthattheoriesandlawsthatdescribethenaturalworldoperatetodayastheydidinthepastandwillcontinuetodosointhefuture.
ESS3.A:Natural
Resources
● HumansdependonEarth’sland,ocean,atmosphere,andbiosphereformanydifferentresources.Minerals,freshwater,andbiosphereresourcesarelimited,andmanyarenotrenewableorreplaceableoverhumanlifetimes.Theseresourcesaredistributedunevenlyaroundtheplanetasaresultofpastgeologicprocesses.
CauseandEffect
● Causeandeffectrelationshipsmaybeusedtopredictphenomenainnaturalordesignedsystems.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task2:UnequalAccesstoResources
TeacherVersion StanfordNGSSIntegratedCurriculum2018 2
LearningGoals:
ThislearningtaskasksstudentstoexplainhowEarth’sresourcesareunevenlydistributedonEarthbecauseofpastandcurrentgeoscienceprocesses.Morespecifically,studentswill:
• Engagewithfrackingasacasestudyofextrememeasurestakentoextractnaturalresourcesincertainregions.
• Explorehowdifferenttypesofresourcesareformedthroughouttheworldandhowhumanshaveaffectedthem.
• Explainifeverytypeofresourceisavailableequallyandwhy.• Discusspossibleconservationeffortsfornaturalresources.• Applyknowledgeofunevendistributionofresourcestowater.
ContentBackgroundforTeachers Unevendistributionofresourcesisoneoftheforemostpoliticallychargedenvironmentalissuesoftoday.Notonlyareresourcesunevenlydistributed,causingconflictandtension,butmanyoftheresourceshumansareusingarenon-renewable,meaningtheyarenotabletorenewthemselvesinmeaningfulhumantimeframes.Asourhumanpopulationincreases,ourdemandfornaturalresourcesgrows,andthisrelianceonnon-renewableenergysourcescreatesaconundrum. InUnit1,studentslearnedaboutplatemotionsleadingtothegeologicalworldtheyexperience.TheyhavealsopreviouslyengagedwiththisPerformanceExpectationtounderstandwhysomeresourcesarelocatedinspecificlocationsonEarth,focusingontheroleofplatemovements.Inthistask,studentsareremindedthattectonicplatesmoveandthusattheirboundaries,theycanbanginto,diveunder,splitfurtherapart,orslidealongeachother.Thethermalenergygeneratedattheseplateboundariescanbeusedtogenerateelectricityandasasourceofenergyforheatingbuildingsandcommercialpurposes.Volcanicandupliftprocessescanalsobringimportantmineralsonornearthesurfacewheretheycanbeprofitablymined. ThisperformanceexpectationfocusesonEarth’smineral,energy,andgroundwaterresources.StudentshavealreadyexploredmanyoftheseconceptsinUnit1,sosomeofthiswillbeareview.Onenewconceptcomesintheformofmineralresources,suchasgold,copper,andothermetalores,whicharebroughttothesurfaceby
ofpastvolcanicandhydrothermalactivityassociatedwithsubductionzones),andsoil(locationsofactiveweatheringand/ordepositionofrock).]EquityandGroupwork
• Participateinajigsawactivitythatrequireseachgroupmembertoberesponsibleforcontributinginformationononeofthreeresources.
Language
• Watchavideoandsummarizeaswritteninformation.• Read,listen,anddiscussinformationonresources.• Constructanexplanationusingevidence.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task2:UnequalAccesstoResources
TeacherVersion StanfordNGSSIntegratedCurriculum2018 3
volcanicandupliftprocessesasstatedabove.Thus,thesemineralresourcesareconcentratedtoareasofvolcanicandupliftprocesses.ThesemineralresourcesarelimitedandashumanscontinuetoremovethemfromtheEarth,itisbecomingmoreandmoredifficultandenvironmentallydamagingtoextractthem(ex:pollution). Twoofourmostusedenergyresources,fossilfuelsandcoal,comeaboutfromtwodifferentgeoscienceprocesses.Fossilfuels,suchaspetroleumandnaturalgas,aregenerallyassociatedwithsedimentaryrocks.Thesefuelsformedfromsoft-bodiedseaorganismswhoseremainssanktotheoceanfloor,decomposedintherelativeabsenceofair,andwerefurthertransformedbyheatandpressuredeepunderground.TheMiddleEasthasabout2/3oftheworld’sprovenreservesofcrudeoil.Thisresourceisextremelylimitedandmoreextrememeasuresofextractionaswellastheburningoffossilfuelsarecausingincreasedenvironmentalpollution,nottomentiontheconsequencesforclimatechange.
Coal,anotherimportantenergyresource,wascreated300to400millionyearsagoduringtheCarboniferousperiodthathadagenerallywarmandhumidclimate.TropicalswampforestsofEuropeandNorthAmericaprovidedmuchoftheorganicmaterialthatwasburiedandcompressedinsedimentstoformcoal.Locations,suchastoday’sAppalachianMountainregion,thatsupportedtheseCarboniferousswampforestshavemoreoftheunevenlydistributedcoal.Whilecoalisthe
mostabundantfossilfuel,itisstillindangerofdepletionbecauseofthelongtimeperiodneededtomakecoal.Extractionandburningofcoalalsocausesmanynegativeenvironmentalimpacts,suchasairpollution,waterpollution,andhabitatloss. Lastly,groundwater,anaturalresourceessentialforhumanlife,referstothewaterlocatedinstoragebelowthesurfaceoftheEarth.Itsdistributionisdirectlytiedtotheamountofprecipitationinthatareaandthepermeabilityofthesoilandrocksinthatregion.Atpresent,humansareusingmuchmorewaterthancannaturallybereplenishedbynature,resultinginmajordroughtsandinsomeareas,completedesertification. Regardlessoftheexample,studentswillfindthatnoneoftheseresourcesarefoundequallythroughouttheworldbecauseoftheprocessesthatformthem.Thisresultsinunevenaccessthatcancausemajorglobalconflict.Notonlythat,butallofthesenaturalresourcesdescribedarelimitedandashumanscontinuetoremovethemfromtheEarth,itisbecomingmoreandmoredifficultandenvironmentallydamagingtoextractthem.Someenvironmentaleffectsoftheextractionprocessesincludeairpollution,waterpollution,
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task2:UnequalAccesstoResources
TeacherVersion StanfordNGSSIntegratedCurriculum2018 4
carbonemission(whichthencontributestoclimatechange),andhabitatloss.ThefrackingvideointheEngagesectionofthistaskisaprimeexampleofthehumandemandonnaturalresourcesandtheenvironmentalconsequencesofextraction.Studentswillconsidertheseideasintheirculminatingproject.Formoreinformationonanyofthesetopics,pleasereferencetheresourcecardsforthistask. AcademicVocabulary
• Fracking• Resource• Energy• Coal• Distribution• Pollution• MetalOre• Extraction• Groundwater• Unevendistribution
TimeNeeded(Basedon45-MinutePeriods)
3.5Days• Engage:0.5period• Explore:1period• Explain:0.5period• Elaborate:0.5period• EvaluateandReflection:1period
Materials
• Unit2,Task2StudentVersionEngage
• ProjectorandSpeakers(forvideo)Explore
• StationCardsinsheetprotectorsforeachstation(1perpair)Explain
• ProjectorandSpeakers(forvideo)Evaluate
• ProjectOrganizerHandoutInstructions
Engage
1. IntroduceTask2:Inthelasttask,youdiscoveredthathumans,likeallorganisms,needdifferentnaturalresourcestosustainpopulations.Thinkaboutwhatyouwerestillwonderingaboutattheendofthelasttask(lookbackifyouneedto).Whatquestionsdoyoustillhave?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task2:UnequalAccesstoResources
TeacherVersion StanfordNGSSIntegratedCurriculum2018 5
o Beforeyoupassouttheirstudentguide,givestudentstimetoreflectindividuallyorwithapartneraboutthequestionstheyrecordedattheendofthelasttask.Shareoutafewoftheseasaclass,usingfacilitatingquestionstoguidestudentstowardquestionsthatrelatetothistask.
2. TransitiontoTask2:Asourpopulationgrows,sodoesourneedformoreandmoreofthesenaturalresources.Inthistask,wewillaskthequestions:Wheredotheseresourcescomefrom?AndwhatlengthswillwegotoinordertoextractthesenaturalresourcesfromtheEarth?
o NowpassouttheirTask2studentguide.
3. Projectthefollowingvideoaboutfrackingtowatchasaclass:https://www.youtube.com/watch?v=7wXZE1uuJ8o.Thisvideoisintendedtoengagestudentswithaninterestingreal-lifephenomenonthatbringstolightsomeofthecoreconceptsofthistask.Bytheendofthisactivity,studentsshouldunderstandthatnaturalgasisanexampleofanaturalresourcethatisnotevenlydistributedthroughouttheworld.Theyshouldalsounderstandthatasweuseupmoreofit,moreextrememeasuresarebeingtakentoextractitfromtheEarth,leadingtonegativeconsequences.
o Studentsmaythencompletethediscussionquestionsinpairs,butwerecommendsharingresponsesaloudinaclass-widediscussion.Theuseofequitysticksisencouragedformoreequitableparticipationinclass-widediscussions(See“HowToUseThisCurriculum”formoredetails).
Explore
1. Thequestionsforstudentsnowbecome:Whyisn’tthereanunlimitedamountofresourcesforustouse?Whyaresomeresources,likenaturalgas,availableinsomeplacesbutnotothers?
o Inordertoanswerthesequestions,studentsmustexplorethegeoscienceprocessesthatcreatedtheseresources.
2. Beforestudentsresearchresources,theywillneedalittlereviewontectonicplates.
o Studentsmayreadthisbackgroundfromtheirstudentguidesilently,inpairs,orasaclass.ThisreviewconnectstotheirpriorknowledgefromUnit1,inwhichtheylearnedthatthecontinentshavemovedovertimeandcreatedifferentgeologicfeatures.
o ThisintroductionemphasizesthecrosscuttingconceptofCauseandEffectasstudentsusepriorknowledgeofthecause-and-effectrelationshipbetweengeoscienceprocessesandgeologicalfeaturestomakepredictionsaboutnaturalresourceformation.
3. Nowthatstudentshaveanunderstandingofhowplatesinteract,theycanmoveontolearningaboutdistributionofresources.Thispartofthetaskisajigsawactivityinwhichthereisahomegroupofthreemembersandthreedifferentexpertgroupsthatstudentsmoveto(youmaywanttosplitupexpertgroupssothetablesizesaresmaller).ThejigsawstrategyisknowntobeespeciallyhelpfulforEnglishLanguageLearners.
o Studentswillleavetheirhomegrouptobecomeanexpertincoal,metalore,orgroundwater.Atthesegroups,youwillprovidestationcardsforstudentstoreadanddiscussbeforerecordingtheirdataintheirstudentguide.Asyoucansee,theguidingquestionsemphasizethecrosscuttingconceptofCauseandEffect,sostudentsgatherinformationtomakecausalconnectionsbetweengeologicprocesses/humanactivitiesandresourcedistributionforusein
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task2:UnequalAccesstoResources
TeacherVersion StanfordNGSSIntegratedCurriculum2018 6
theirexplanationofallresourceslaterinthistask.Werecommendthatstudentsprepareastatementintheirexpertgroups,sotheyarereadytopresentbacktotheirhomegroups.
o Studentsthenreturntotheirhomegroupstopresentabouttheresourcetheybecameanexpertin.Werecommendthatstudentsturnovertheirstudentguidesastheypresenttotheirhomegroup,sothatothergroupmembersdon’tjustcopywhattheyhave.Othermembersofthegroupthushaveachancetolistenandtakenotes,aswellasaskquestionsoftheexpertasneeded.Bytheendofthissection,studentsshouldhavenotesonalloftheresources.
o Jigsawactivitiesnaturallylendthemselvestoequitableparticipation,aseverymemberofthehomegroupisanexpertwithnecessaryinformationtoprovide.Thus,grouprolesarenotnecessaryforthispartofthetask.
SampleResourceDataCollectionChart
Resource Whatcausedittoform? Wherecanyoufindit? Howhavehumansaffected
it?
Coal(Energy)
Coalwascreated300to400millionyearsagoduringtheCarboniferousperiodthathadagenerallywarmandhumidclimate.PlantsinthetropicalswampforestsofEuropeandNorthAmericadiedandbecameburiedandcompressedinsedimentstoformcoal.
Locations,suchastoday’sAppalachianMountainregion,thatsupportedtheseCarboniferousswampforestshavemoreoftheunevenlydistributedcoal.Areaswithoutcoaleitherdidnothavethesetropicalswampforests300-400millionyearsagoortherockshavebeenerodedaway.
Coalisindangerofdepletionbecausehumansareextractingittoofastandittakesalongtimeperiodtomakecoal.Extractingcoalandburningcoalleadstomanynegativeenvironmentalimpacts,suchashabitatlossfrommountaintopremoval,airpollution,andwaterpollution.
MetalOres(Mineral)
Volcanicandupliftprocessescanbringimportantmineralsonornearthesurfacewheretheycanbemined.Erosionalsohelpstobringthesemineralsclosertothesurface.
Youwillonlyfindcertainresourcesincertainareasaroundtheworld.Forexample,copperminesarelocatednearplateboundaries,suchasonthewesterncoastofSouthAmerica.Youmayalsoremembertheprospectorsaying,“There’sgoldinthemtharhills,”whichdirectlyconnectsgolddistributionwiththeplatetectonicsthatcreatedthosehills.
Humansarecontinuingtodepletethesemineralresourcesatanincreasedrate.Atpresent,wearenotrunningoutofanymineral,butitisbecomingmoreandmoredifficult,expensive,andenvironmentallydamagingtoextractbecausetheoresarebecomingdepleted.
Groundwater
Afterrainorsnow,theexcesswaterenterstheporesorcracksofthesoil
Sedimentaryrockssuchassandstonetendtoholdmorewater.Theuneven
Rightnow,humansareusingwaymorewaterthancanbeequallyreplenishedby
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task2:UnequalAccesstoResources
TeacherVersion StanfordNGSSIntegratedCurriculum2018 7
androcksandisstoredthere.
distributionofgroundwaterstronglycorrelateswiththeregionallatitudeandgeographicconditions(ex:climate)thatdeterminetheamountofprecipitation.
nature.WhenmajordroughtshitregionslikeCalifornia,thiscanleadtomajorwatershortages.Insomecases,completedesertificationcanoccur,whichmeansthatoncefertilelandistransformedintoadesert.
Explain
1. NowthatstudentsunderstandwhereallthesedifferentresourcescomefromandwhytheyarenotavailableeverywhereonEarth,theycanusewhattheyknowtothinkaboutwhatthismeansfortheworld.First,havestudentswatchthefollowingvideothatsummarizesmanyofthethingstheyhavelearnedaboutnaturalresources:https://www.youtube.com/watch?v=LxHdUd_Q12Y(Stopat2:45).Theymayusethisinformationintheexplanationtheyconstruct.
2. Thepromptfortheexplanationasksstudentstoconsiderhowresourcesaredistributed,ifeveryonehasaccess,andhowthisaffectsdifferentindividuals.
o Thiswillsetthestageforthemtobeginthinkingabouttheirculminatingproject,inwhichtheyconsiderwhatthismeansforpeoplewhodon’thavedirectaccesstoresourceslikewater.
o ThisexercisefocusesonthecrosscuttingconceptofCauseandEffect,asstudentsusetherelationshipbetweenplatetectonicsandvariousresourcestopredicthowthisaffectspeoples’accesstoallkindsofresourcesaroundtheglobe.
o TheyshouldalsouseevidencefromtheEngage,Explore,andvideotojustifytheirresponse,thusexplicitlypracticingtheskillofConstructingExplanations.
OptionalSentenceStemstoProvideClaim Everynaturalresourceis/isnot(pickone)availabletoeveryonearoundtheworldbecause…Evidence • Oneexampleofhowresourcesareunevenlydistributedis…
• _____ismostlylocated…• Anotherexampleofthisis…• …whichcanonlybefoundin…• Lastly,thesourcesof______servesasanotherpieceofevidenceforhowonlysome
resourcesareavailableincertainregions.Reasoning • ______’sdistributioncanbeexplainedby…
• ______canexplaintheunevendistributionof______.• Lastly,unevendistributionof______resultsbecause…• Eachoftheseresourcesissusceptibleto…• Inconclusion…• Thus…• Thismeansthat…• Thisiswhy…
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task2:UnequalAccesstoResources
TeacherVersion StanfordNGSSIntegratedCurriculum2018 8
SampleStudentResponseClaim Everynaturalresourceisnotavailabletoeveryonearoundtheworldbecausethegeoscience
processesthathavecreatedtheseresourceshappenindifferentpartsoftheworldandhumansextractthematdifferentrates.
Evidence Oneexampleofhowresourcesareunevenlydistributediscoal.CoalismostlylocatedinNorthAmericaandEurope,wheretropicalswampforestswerelocated300-400millionyearsago.Anotherexampleofthisismetalores,whichcanonlybefoundinareasnearplateboundaries,likemountainsalongthecoastofSouthAmerica.Lastly,thesourcesofgroundwaterservesasanotherpieceofevidenceforhowonlysomeresourcesareavailableincertainregions.Groundwaterisstronglycorrelatedwithregionallatitudeandgeographicconditions,somoreisfoundinsomeregionsthanothers.
Reasoning Coal’sdistributioncanbeexplainedbythefactthatitisextractedfromareaswheretherewereoncewarmandhumidswamps.Theseswampshadplantsthatdiedandwerethenburiedandcompressedtoformcoal.Thevolcanicandupliftprocessesthathappenalongplateboundaries,bringingmineralstothesurface,canexplaintheunevendistributionofmetalores.Lastly,unevendistributionofgroundwaterresultsbecauseofdifferentclimatesthatdeterminetheamountofprecipitationintheregion.Eachoftheseresourcesisthensusceptibletohowmuchhumansremoveineachregion.Thus,differentgeoscienceprocessesaswellashumanremovalcauseresourcestobeunevenlydistributedthroughouttheworld.Thismeansthatdifferentindividualswillhaveaccess,whichoftendecideswhoiswealthyandwhoislessadvantaged.Thisiswhynaturalresourcedistributionoftencausesconflict.
3. Thisparagraphcanbeagoodoptionforformativeassessment.Collectstudentworktoidentifytrendsin
students’abilitytouseevidencetosupportanexplanation.See“HowtoUseThisCurriculum”forstrategiesonutilizingformativeassessmentdatatoprovidefeedbacktostudentsandinformclassroominstruction.
Elaborate
1. ThissectionfocusesonthehumanimpactaspectofthisPEandhelpsstudentstobetterconnecttotheirculminatingproject.Studentsareaskedtothinkaboutalltheresourcestheyhaveexploredandbrainstormwaysthattheycanhelpconservetheseresources.
o Studentresponseswilllikelyincludesuggestions,suchas:takepublictransportationorwalkinsteadofdrivingacar,takeshortershowers,eatlessmeat(reduceswater),barbequeless,etc.
2. Returntothewhole-classconceptmapfromtheLift-OffTask.
o Insmallgroups,havestudentsbrainstormnewconceptsandnewconnectionsthattheyhavelearnedinthistask,aswellasanynewquestionsthathavecomeupforthem.Thenhavegroupssharethesealoudinaclass-widediscussionandaddtotheclassconceptmap.Theuseofequitysticksisencouragedformoreequitableparticipationinclass-widediscussions(See“HowToUseThisCurriculum”formoredetails).
o Somefacilitatingquestionstoaskstudentsare:Whatnewideas/conceptsdoyouwanttoaddtothemap?Whatconnectionsdoyouwanttoaddorchange?Whatisyourreasonforthataddition/revision?Whatconnectionscanwemakebetweenthe
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task2:UnequalAccesstoResources
TeacherVersion StanfordNGSSIntegratedCurriculum2018 9
questions/ideasalreadyonthemap?Whatnewquestionsdoyouhaveaboutthephenomenon?
o Drawcirclesaroundeachquestionandboxesaroundeachconcept.o Writeconnectorwordstodescribeconnectionsbetweentheconceptboxes.o Forthistask,studentsmaybegintoconnectsomeoftheirpreviousquestioncirclesto
conceptboxesaboutthefollowing:howgeologicprocessesandhumanactivityleadtotheunevendistributionofnaturalresources.
o Havestudentsanalyzetheadditionstotheclassconceptmapforasmanyexamplesofthistask’scrosscuttingconceptastheycanfind.Onceastudenthasidentifiedthecrosscuttingconcept,youcantracethecircleinthecorrespondingcolor(decidedonintheLift-Offtask).Werecommendaskingstudentstosharekeywordsthathelpedthemidentifythecrosscuttingconceptforthatconceptorquestion.Someidentifyingwordsstudentsmightlookforare:
o CauseandEffect.Thesecouldbephrasessuchas,“whichresultsin,”“whichcauses,”“thatexplainswhy,”“isdueto,”etc.
o Onceagain,thepurposeofthisconceptmapistofacilitategenerationofstudentquestions,promotelanguagedevelopment,andsupportunderstandingofthesciencecontentthroughouttheunit.Allowingstudentstoasktheirownquestionsandusetheirownwordstomakemeaningoftheconceptswillnotonlyhelpthemmakedeepconnectionsaboutsciencecontent,butwillalsohelptheiroralandwrittenlanguagedevelopment.
Evaluate:ConnectingtotheCulminatingProject
1. StudentsindependentlycompletetheTask2sectionoftheUnit2ProjectOrganizerinclass.Revisionscanbedoneforhomework,dependinguponstudent’sneedsand/orclassscheduling.
2. Studentshavebeentaskedwithcreatingaproposaltomakewatermoreavailabletopeoplearoundtheworld,whilealsoconsideringstrainontheenvironment.Thestudentpromptisasfollows:Everynaturalresourcecomesfromsomegeologicprocess,whichonlyhappensincertainareasoftheworld.
o Explainwhywaterisnotavailableequallythroughouttheworld,focusingontheprocessthatmakesit
o Howaresomehumansusingmorethantheirshare?o Whatistheeffectonenvironmentalsystems?
Reflection
1. Attheendofthetask,askstudentstoreflectonwhattheyhavelearnedoverthecourseofthistaskbyansweringthefollowingthreequestionsintheirstudentguide:
o Atthebeginningofthistask,youwatchedavideoonfrackingandthoughtabouttheavailabilityofnaturalgasthroughouttheworld.Lookbackatyourresponse:doesthisexampleseemtomatchwhatyouhavelearnedaboutdistributionofotherresources?Whyorwhynot?
o Inthistask,wefocusedonthecrosscuttingconceptofCauseandEffect:causeandeffectrelationshipsmaybeusedtopredictphenomena.WheredidyouseeexamplesofCauseandEffectinthistask?
o Nowthatyouhavelearnedmoreabouthownaturalresourcesaredistributed,whatquestionsdoyoustillhave?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task2:UnequalAccesstoResources
TeacherVersion StanfordNGSSIntegratedCurriculum2018 10
2. Therearenorightanswers,butencouragestudentstolookbackattheirstudentguidesandtheirclassconceptmap.Theyshouldnotchangetheirinitialresponses,butratherusethisreflectionspacetoaddtotheirideasandquestionsbasedonwhattheyhavelearnedthroughthistask.Bygeneratingmoreoftheirownquestions,studentscontinuetoengageinsense-makingofthephenomenonandgatheringknowledgeandskillsfortheirfinalprojects.
Assessment1. Youmaycollectstudents’ProjectOrganizerandassessusing:
o Criteriaofyourchoice.Werecommendusingthe3-DimensionalAssessmentmatrixatthebeginningofthisdocumenttoinformyourcriteria.
o Thiscanbeaformativetooltoperiodicallylookfortrendsinstudentunderstandingafterthecompletionofatask.Youcanthenusethisformativedatatoinformanyre-teachingasnecessary.
2. Youmayalsogivestudentstimetomakerevisionswithoneofthetwooptions:o StudentsmaymakechangestotheirProjectOrganizeraccordingtoyourcommentsORo AskstudentstoexchangeProjectOrganizerswithapartnerandgivepartners5minutestogive
writtenfeedback.Thenallowstudentstimetomakechangestotheirworkaccordingtothefeedback.
Unit2,Task2
AppalachianMountains
Station1–Coal(EnergyResource)
Coalisthemostabundantfossilfuelwehavetoday.Itcanbeburnedforenergyorheat.
Coalwascreated300to400millionyearsagoduringtheCarboniferousperiod,whichhadagenerallywarmandhumidclimate.Plantsinthesetropicalswampforestsdiedandbecameburiedandcompressedintheearthtoformcoal.
TheseswampforestswerelocatedunevenlyacrosstheEarth—mostwereinwhatisnowNorthAmerica,Europe,andRussia.Asaresult,thosesameareashavemorecoal.Forexample,areassuchastoday’sAppalachianMountainssupportedtheseCarboniferousswampforestsandthushavemoreofthedistributionsofcoal.Areaswithoutcoaleitherdidnothavethesetropicalswampforests300-400millionyearsagoortherockshavebeenerodedaway.
Whilecoalisoneofthemoreabundantfossilfuels,wearestillindangerofrunningoutbecauseittakesaverylongtimeforcoaltoform.Moreimportantly,extractingcoal(takingitoutfromtheEarth)andburningcoalleadstomanynegativeenvironmentalimpacts,suchashabitatlossfrommountaintopremoval,airpollution,andwaterpollution.Sources:
• http://www.open.edu/openlearn/ocw/pluginfile.php/66232/mod_oucontent/oucontent/460/ab23d665/6f74db2a/s278_3_f034hi.jpg
• https://c03.apogee.net/contentplayer/?coursetype=kids&utilityid=pseg&id=16200• https://www.scientificamerican.com/article/what-to-do-about-coal-2006/• DraftCAScienceFramework–Chapter5B:PreferredIntegratedGrades6-8,NGSS
Unit2,Task2
Station2–MetalsMetals,suchascopper,gold,andironareessentialtoindustryandtrade.Copperisoftenusedforelectricalwireandconstructionmaterials.Goldisusedforjewelryandcoins.Ironisusedtomakethestrongestbuildingmaterialpossible.Thesemetalscanbefoundinrocksthatarecalled“metalores”.TheEarthcontainsonlyalimitedamountofmetaloreandittakesmillionsofyearstomake.Volcaniceruptionsandplatemovementcanbringimportantmetalsonornearthesurfacewheretheycanbemined.Erosionalsohelpstobringthesemetalsclosertothesurface.
Forthisreason,youwillonlyfindcertainresourcesincertainareasaroundtheworld.Forexample,copperminesarelocatednearplateboundaries.Youmayremembertheprospectorsaying,“There’sgoldinthemtharhills.”Thisdirectlyconnectsgolddistributionwiththeplatetectonicsthatcreatedthosehills.
SincethereisonlyalimitedamountofmetaloreintheEarth,weshouldbecareful,buthumansarecontinuingtousetheseresourcesatanincreasedrate.Rightnow,wearenotrunningoutofanymetal,butitisbecomingmoreandmoredifficult,expensive,andenvironmentallydamagingtoextractthembecausetheamountoforeisrunninglow.Sources:
• DraftCAScienceFramework–Chapter5B:PreferredIntegratedGrades6-8,NGSS• http://www.nationalgeographic.org/encyclopedia/ore/• http://www.yourarticlelibrary.com/essay/production-and-distribution-of-copper-around-the-world-with-
maps/25468/• https://www.theguardian.com/environment/earth-insight/2014/jun/04/mineral-resource-fossil-fuel-
depletion-terraform-earth-collapse-civilisation
Unit2,Task2
Station3–Water(Groundwater)GroundwateristhewaterlocatedinstoragebelowthesurfaceoftheEarth.Becausealllivingthingsneedwatertosurvive,groundwaterisoneofthemostimportantnaturalresourceswehave.Groundwaterissimplythewaterthatfullysoaksintoporesorcracksinsoilsandrocks.Afterrainorsnow,theextrawaterenterstheporesorcracksofthesoilandrocksandisstoredthere.
Thedistributionofgroundwaterismostdirectlyrelatedtotheamountofrain/snowinthatareaandtotheamountofwaterthesoilandrockscanhold.Sedimentaryrockssuchassandstonetendtoholdmorewater.Theunevendistributionofgroundwaterstronglyrelatestowhereitisonearthandthegeographicconditions(ex:climate)thatdeterminetheamountofrainandsnow.
Groundwaterneedstoberefilledbyrainandsnowmeltsinceitcanbeusedupbyplants,evaporationandhumanuses.However,rightnow,humansareusingwaymorewaterthancanbeequallyrefilledbynature.WhenmajordroughtshitregionslikeCalifornia,thiscanleadtomajorwatershortages.Insomecases,complete“desertification”canoccur,whichmeansthatonceuseablelandistransformedintoadesert.
Sources
• https://pubs.usgs.gov/gip/gw/how_a.html• DraftCAScienceFramework–Chapter5B:PreferredIntegratedGrades6-8,NGSS• https://ensia.com/features/groundwater-wake-up/
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task3:WhatisWater?
TeacherVersion StanfordNGSSIntegratedCurriculum2018 1
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?IntroductionSofarinthisunit,studentshaveapproachedmatterfromabroaderperspective,lookingatdifferentexamplesofnaturalresources,wheretheycomefrom,andhowhumansareusingthem.Thistaskasksstudentstonowlookatmatterfromamicroperspective,usingthefamiliarexampleofanaturalresourcethattheywillfocusonintheirculminatingproject—water.InaccordancewiththeideaofScale,Proportion,andQuantity,studentsstartbig,lookingatdifferentexamplesofwatertheyseeindifferentenvironments,suchasrain,snow,rivers,watervapor,etc.Thenstudentsmakephysicalmodelsofwatermoleculesbeforeinvestigatinghowwaterbehavesindifferentstates.Bytheendofthistask,studentsshouldbeabletomakehypothesesaboutthebehaviorofwatermoleculesindifferentstatesandwhatcauseswatertochangeintoadifferentstate.Theywillexploretheseideasinmoredepthinthenexttask.AlignmentTable
PerformanceExpectations ScienceandEngineeringPractices
DisciplinaryCoreIdeas CrosscuttingConcepts
MS-PS1-1.Developmodelstodescribetheatomiccompositionofsimplemoleculesandextendedstructures.[ClarificationStatement:Emphasisisondevelopingmodelsofmoleculesthatvaryincomplexity.Examplesofsimplemoleculescouldincludeammoniaandmethanol.Examplesofextendedstructurescouldincludesodiumchlorideordiamonds.Examplesofmolecular-levelmodelscouldincludedrawings,3Dballandstickstructures,orcomputerrepresentationsshowingdifferentmoleculeswithdifferenttypesofatoms.][AssessmentBoundary:Assessmentdoesnotincludevalenceelectronsandbondingenergy,discussingtheionicnatureofsubunitsofcomplexstructures,ora
DevelopingandUsingModels● Developamodelto
predictand/ordescribephenomena.
PS1.A:StructureandPropertiesofMatter● Substancesaremade
fromdifferenttypesofatoms,whichcombinewithoneanotherinvariousways.Atomsformmoleculesthatrangeinsizefromtwotothousandsofatoms.
● Solidsmaybeformedfrommolecules.
Scale,Proportion,andQuantity● Time,space,and
energyphenomenacanbeobservedatvariousscalesusingmodelstostudysystemsthataretoolargeortoosmall.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task3:WhatisWater?
TeacherVersion StanfordNGSSIntegratedCurriculum2018 2
completedescriptionofallindividualatomsinacomplexmoleculeorextendedstructureisnotrequired.]MS-PS1-4.Developamodelthatpredictsanddescribeschangesinparticlemotion,temperature,andstateofapuresubstancewhenthermalenergyisaddedorremoved.[ClarificationStatement:Emphasisisonqualitativemolecular-levelmodelsofsolids,liquids,andgasestoshowthataddingorremovingthermalenergyincreasesordecreaseskineticenergyoftheparticlesuntilachangeofstateoccurs.Examplesofmodelscouldincludedrawingsanddiagrams.Examplesofparticlescouldincludemoleculesorinertatoms.Examplesofpuresubstancescouldincludewater,carbondioxide,andhelium.]
DevelopingandUsingModels● Developamodelto
predictand/ordescribephenomena.
PS1.A:StructureandPropertiesofMatter• Gasesandliquidsare
madeofmoleculesorinertatomsthataremovingaboutrelativetoeachother.
• Inaliquid,themoleculesareconstantlyincontactwithothers;inagas,theyarewidelyspacedexceptwhentheyhappentocollide.Inasolid,atomsarecloselyspacedandmayvibrateinpositionbutdonotchangerelativelocations.
• Thechangesofstatethatoccurwithvariationsintemperatureorpressurecanbedescribedandpredictedusingthesemodelsofmatter.
CauseandEffect● Causeandeffect
relationshipsmaybeusedtopredictphenomenainnaturalordesignedsystems.
SupplementaryScienceandEngineeringPractices• PlanningandCarryingOutInvestigations
o Conductaninvestigationtoproducedatatoserveasthebasisforevidencethatmeetthegoalsoftheinvestigation.
EquityandGroupwork• Participateingrouprolestoconductexperimentsandanalyzedata.• Worktogethertodiscussobservationsanddrawconclusions.
Language• Orallypresentobservationsofanimage.• Recordlabobservations.• Readandannotateanarticle.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task3:WhatisWater?
TeacherVersion StanfordNGSSIntegratedCurriculum2018 3
LearningGoalsThislearningtaskasksstudentstomodeltheatomiccompositionofsimplemoleculesandthechangesinstatethatoccurwhenthermalenergyisaddedorremoved.Morespecifically,thepurposeisto:
• Identifydifferentexamplesofwaterinanenvironment.• Constructamodeldisplayingtheatomiccompositionofawatermolecule.• Investigateandmodelhowwatermoleculesbehaveindifferentconditions.• Readandannotateanarticleaboutatoms,molecules,andstatesofmatter.• Explainlabconclusionsrelatedtostatesofwater.• Applyknowledgeofstatesofmattertoareal-lifeproblem.• Useunderstandingofmolecularstructuretoinformresearchonpropertiesofwater.
ContentBackgroundforTeachers
Matteriseverythingthatexistsaroundus—anythingthathasmassandtakesupspace.Inthistask,studentsbeginbythinkingofmatterinthisbasic,experientialway—byusingtheireyestothinkaboutwhattheysee.Ineveryenvironment,studentscanobservethatmatterispresentinmanydifferentexamples—differentplants,suchastreesandflowers;differentanimals,suchasantelopeandwildebeest;non-livingobjects,likesoil,rocks,andwater.Studentsmayalsousetheirpriorknowledgetothinkaboutmatterthatexists,butthattheycan’tsee—thematterintheair,suchasoxygen,nitrogen,andcarbondioxide.
http://www.chem4kids.com/files/matter_intro.html
Throughoutthistask,studentsengagemoredeeplywiththesciencebehindmatterbyfocusingonwaterasanexample.Theylearnthatatomsarethebuildingblocksforalltypesofmatter.Theyarelikethelettersthatmakeupeverylanguage.Eachtypeofatomisknownasanelementandeachelementhasitsowndifferentcharacteristicsandproperties.
Whenonetypeofatomcombineswithanothertypeofatom,itcreatesamolecule.Thismoleculehas
differentpropertiesthaneitheroftheoriginalatoms.Theexamplestudentsexploreinthistaskisaverysimple
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task3:WhatisWater?
TeacherVersion StanfordNGSSIntegratedCurriculum2018 4
molecule—water.Waterisformedwhenhydrogenandoxygencombineandformcovalentbonds.Eachwatermoleculeconsistsoftwohydrogensandoneoxygen,hencethenameH20.Afterstudentsmakemodelsofawatermolecule,itwilloftenneedtobemadeexplicittostudentsthatthewaterthattheyareabletoseeconsistsofmillionsofthesemoleculesputtogether.Thisalsoemphasizesoneofthecrosscuttingconceptsforthistask—Scale,Proportion,andQuantity.
Whenstudentsinvestigatewaterindifferentstates,theyareactuallylookingatthebehaviorofmany
watermoleculestogether.Intheselabstations,studentswillseethatwatercancomeinseveraldifferentstates—solid,liquid,andgas.Inallthesestates,thewatermoleculesthemselvesdonotchange,butratherthemotionofthemoleculeschanges.Watermoleculesmovefasterwhenathighertemperatures.Waterbehavesalittledifferentlywhenfrozenbecauseitexpandswheninsolidform.Thisisbecauseoftheshapeofthewatermolecule;thewayinwhichthemoleculeslinktogetherinsolidformcreateslargespacesbetweenthemolecules,thuscausingwatertoexpandwhenfrozen.Studentswillexploretheseconceptsmoreinthenexttask.AcademicVocabulary
• Water• Matter• Atoms• Molecules• Hydrogen• Oxygen• States• Properties
TimeNeeded(Basedon45-MinutePeriods)4Days
• Engage:0.5period• Explore:1.5periods• Explain:0.5period• Elaborate:0.5period• EvaluateandReflection:1period
Materials
• Unit2,Task3StudentVersionEngage
• EnvironmentImages(cutapartandgiveonetoeachgroup)• Optional:Projectortoshowimages
Explore(*Recommended:Createmultipleofeachstationsotherearelessstudentsperstation)• JellyBeans(1color)–2perstudent• Gumdrops(1color)–1perstudent• Toothpicks–1perstudent,cutinhalf• StationCardsinsheetprotectors(cutapartandprovideafewperstation)• Station1
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task3:WhatisWater?
TeacherVersion StanfordNGSSIntegratedCurriculum2018 5
o Hotwaterinaglassbeakero Coldwaterinaglassbeakero Yellowfoodcoloringo Bluefoodcoloring
• Station2o Hotwaterinaglassbeakero Coldwaterinaglassbeakero Glassflasko Soapsolutioninasmallplasticbeaker
• Station3o 2icetrays(identical)
§ Oneempty§ Onewithexactly2tablespoonsofwaterfrozenineachwell
o Tablespoono CupofWater
Evaluate• ProjectOrganizerHandout
InstructionsEngage
1. IntroduceTask3:Inthelasttask,youlearnedabouttheprocessesthatdistributenaturalresourcesaroundtheworld.Thinkaboutwhatyouwerestillwonderingaboutattheendofthelasttask(lookbackifyouneedto).Whatquestionsdoyoustillhave?
o Beforeyoupassouttheirstudentguide,givestudentstimetoreflectindividuallyorwithapartneraboutthequestionstheyrecordedattheendofthelasttask.Shareafewoftheseoutasaclass,usingfacilitatingquestionstoguidestudentstowardquestionsthatrelatetothistask.
2. TransitiontoTask3:Oneofthoseresourceswaswater—averyimportantresourceforhumansandallotherorganisms.Inthisactivity,youwilllookatpicturesofenvironmentsanddiscusswhereyouseeexamplesofwater.
o NowpassouttheirTask3studentguide.
3. Distributeoneenvironmentpicturetoeachgroupofstudents.Ingroups,studentswilldiscussandrecordexamplesofmattertheyseeaswellasexamplesofwatertheysee.
o Formatter,studentswillmostlikelycomeupwithexampleslike:water,rocks,air,plants,animals,humans,etc.Forwater,studentswillmostlikelycomeupwithexampleslike:rain,snow,rivers,lakes,ocean,clouds,fog,watervapor,groundwater,etc.
o Thepurposeofthisactivityistohelpstudentstounderstandwateratalarger,moreexperientialscalebeforetheydiveintolookingatthemicroscopicscale.ThisbeginsstudentsexplorationofthecrosscuttingconceptofScale,Proportion,andQuantity,whichtheywillusemodelstoexplorethroughoutthistask.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task3:WhatisWater?
TeacherVersion StanfordNGSSIntegratedCurriculum2018 6
4. Onceallstudentshavediscussedtheirobservations,projecttheimagestodebriefasaclass.Calloneachgrouptosharetheirobservationsbeforeopeningupthediscussiontootherstudentswhonoticeexamplesthegroupmayhavemissed.
o Encouragestudentstothinkaboutmatterthatmaybeintheenvironment,buttheycan’tnecessarilyseewiththenakedeye(Ex:carbondioxide,oxygen,waterwithinplants,watervapor,etc).
o Youmaywanttokeeplistsofexamplesofmatterandexamplesofwaterontheboard,soyoucanaddtallymarksforexamplesthatarecommonacrossenvironments.
Explore
1. Nowthatstudentshaveconsideredexamplesofwaterinrealenvironments,theycanbegintoinvestigatewateronamoremicroscopicscale.
o Bymakingamodelofawatermolecule(microscale)andthenusinginvestigationstomodelhowwatermoleculesbehavewhentogether(macroscale),theyareengagingwiththecrosscuttingconceptofScale,Proportion,andQuantity.Modelsarenecessarytostudythesesystemsbecausewatermoleculesaretoosmalltobeseen.
o StudentsarealsousingthescienceandengineeringpracticeofDevelopingandUsingModels,astheyconstructbothphysicalandvisualmodelstomakesenseofwateratthemolecularlevelindifferentconditions.
2. Beforestudentsarereadytoinvestigatehowwaterbehavesunderdifferentconditions,theymustfirst
understandtheatomiccompositionofwater—somethingtheymayalreadybefamiliarwithfromearliergradelevels.Giveeachstudent2jellybeansofthesamecolor,onegumdrop,andatoothpicksplitinhalf.
o Displayanexampleofawatermoleculetoguidetheirmodelingandexplainwhateachpiecerepresents.Optional:drawakeyontheboard.
o Studentsmakeaphysicalmodelofawatermolecule,liketheonetotheright.
o Optionalcheckforunderstanding:havestudentspracticeidentifyingthepartswiththeirshoulderpartner.
3. Studentsarenowreadytobegininvestigatinghowwatermoleculesbehaveindifferentforms.Atthispoint,makeitexplicittostudentsthattheirmodelonlyrepresentsonewatermolecule.Whentheyseewaterinreal-life,theyareseeingmillionsofwatermoleculestogether.
4. Assignrolestoeachgroup.Youmayusewhateverrolesyouprefer.WerecommendtheuseoftheFacilitator,MaterialsManager,Harmonizer,andRecorder.
o AsktheFacilitatortoreadthedirectionsandtomakesureeveryoneunderstandsthetask.o AsktheMaterialsManagertohandleallthematerialsrelatedtothetask.o AsktheHarmonizertomakesurethateveryonecontributestheirideasandthateveryone’svoice
isheard.o AsktheRecordertomakesurethegroupisrecordingtheirobservationsanddrawingmodelsin
theirstudentguides.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task3:WhatisWater?
TeacherVersion StanfordNGSSIntegratedCurriculum2018 7
5. Rotatestudentsthroughthethreelabstations.o Itisrecommendedthatyouprovideatleasttwoofeachstationsotherearenottoomany
studentsateachstation.o Theyshouldfollowtheproceduresprovidedonthestationcards.Encouragestudentstodiscuss
thediscussionquestionswiththeirgroupmembers,asthesequestionsaremeanttohelpfacilitatestudentthinking.
6. Ateachstation,studentsshoulddiagramtheexperimentitself,recordtheirobservations,anddrawamodelpredictinghowtheythinkwatermoleculesarebehaving.
o ThiscontinuestheirengagementwiththepracticeofDevelopingandUsingModelsandthecrosscuttingconceptofScale,Proportion,andQuantityasdescribedabove.
o StudentsarealsonowbeginningtoapplythelensofCauseandEffectastheyuserelationshipstheyidentifywithintheexperimentstopredicthowthemoleculesmightbebehaving.Thehopeisthatstudentsbegintonoticethatdifferenttemperaturescausewatertobehavedifferentlyandsothemoleculesthemselvesmightbemovingdifferently.
ExpectedLabObservationsStation1:LiquidWater—HotandCold
Studentsshouldobservethatthefoodcoloringmixesmuchmorequicklyinthewarmwaterbeakerthaninthecoldwaterbeaker.
Station2:GaseousWater(WaterVapor)
Studentsshouldobservethatwhentheflaskisplacedinwarmwater,thesoapbubbleinflates.Whenitisplacedincoldwater,thesoapbubbledeflates.
Station3:SolidWater(Ice)
Studentsshouldobservethatthealreadyfrozenwatertakesupmorespacethantheliquidwater.
Explain
1. Nowthatstudentshaveexperimentedwithwater,itistimeforthemtolearnmoreaboutthesciencewithinthematter.
2. Studentsindependentlyreadanarticleintheirstudentguidesthattellthemmoreaboutthescienceofwhattheyhaveexperienced.Thisarticledelvesintoconceptssuchasmatter,atoms,molecules,andstatesofmatterandappliestheseconceptstothecaseofwater.
o Providestudentswiththeannotationprotocolyoutypicallyuseinyourclassroomtohepthemmakesenseoftheideasinthereading.Foranannotationprotocoloption,see“HowtoUseThisCurriculum.”
3. Usingwhattheyhavelearningthroughtheinvestigationsandthearticle,groupsofstudentsdraw
conclusionsabouttheirlabandusecauseandeffectrelationshipstheyhaveidentifiedthroughoutthistasktomakehypotheses.Itisimportanttorememberthatatthispoint,theyarejusthypotheses.Studentswillbeabletoconfirmtheseideaswithmoreinformationinthenexttask.
o Thefirstquestionasksthemtoreferbacktotheirmodeltoremindthemofwateratamicroscopicscale.Thisre-emphasizesthecrosscuttingconceptofScale,Proportion,andQuantity.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task3:WhatisWater?
TeacherVersion StanfordNGSSIntegratedCurriculum2018 8
o Thesecondquestionasksstudentstodrawmodelsofhowtheythinkwatermoleculesarebehavinginthedifferentexperimentsbasedontheirobservations.
§ Giveeachgroupablankpieceofpaper.Havestudentsputtheirwatermoleculemodelsonthepieceofpaperandkinestheticallymodelhowtheythinkwaterisbehavingateachofthestations.Thisallowsstudentstoworktogetherandthinkaloudastheytrytofigureoutwatermoleculemotionatdifferenttemperatures.
§ Asstudentsbegintodrawtheirmodels,youmaywanttorecommendaparticularshape/symboltorepresentawatermolecule(Ex:acircle).Thisgivesstudentsastartingpointwhendrawingtheirmodels.
§ Theirfirstdrawingmayshowthatthewatermoleculesinthewarmwaterarefartherapartandmovingfaster(Thisiswhatcausedthefoodcoloringtomixmorequickly).Theirseconddrawingmayshowthatthewatermoleculesinthecoldwaterareclosertogetherandmovingmoreslowly(Thisiswhatcausedthefoodcoloringtomixmoreslowly).Thelastdrawingismorecomplicatedforstudentssodrawingswillvarywidely,butthecorrectdrawingwouldshowwatermoleculesstationaryinanorderlyformationwithspacesbetweenthemthatcausestheexpansion.
o Thethirdquestionasksstudentstousetheinvestigationstoidentifywhattheythinkcauseswatertochangestates.Studentsshouldbeabletodeducethatheatingorcoolingwatercauseschangesinstatefromtheirownexperienceandtheinvestigations.Theyarealsoaskedwhethertheythinkthewatermoleculesthemselveschange.Basedontheinvestigationsandtheirmodel,moststudentswillrespondthatthewatermoleculesarethesame,butthespeedofthemoleculesischanging.
Elaborate
1. Inthissection,studentsaregivenareal-lifescenarioofastudentwhotriestofreezewaterinherwaterbottle,butfindsthatitexploded.Studentsusewhattheylearnedthroughoutthetasktoexplainwhathappened.
o Thisscenarionotonlyallowsstudentstoapplylearnedknowledge,butalsoshowsstudentsthereal-lifevalueofunderstandingthisscience.
o Werecommendstudentsdothistaskindividuallyasitcanbeagoodoptionforformativeassessment.Collectstudentworktoidentifytrendsinstudents’abilitytoapplytheirlearningaboutstatesofmattertoanewsituation.See“HowtoUseThisCurriculum”forstrategiesonutilizingformativeassessmentdatatoprovidefeedbacktostudentsandinformclassroominstruction.
2. Returntothewhole-classconceptmapfromtheLift-OffTask.o Insmallgroups,havestudentsbrainstormnewconceptsandnewconnectionsthattheyhave
learnedinthistask,aswellasanynewquestionsthathavecomeupforthem.Thenhavegroupssharethesealoudinaclass-widediscussionandaddtotheclassconceptmap.Theuseofequitysticksisencouragedformoreequitableparticipationinclass-widediscussions(See“HowToUseThisCurriculum”formoredetails).
o Somefacilitatingquestionstoaskstudentsare:Whatnewideas/conceptsdoyouwanttoaddtothemap?Whatconnectionsdoyouwanttoaddorchange?Whatisyourreason
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task3:WhatisWater?
TeacherVersion StanfordNGSSIntegratedCurriculum2018 9
forthataddition/revision?Whatconnectionscanwemakebetweenthequestions/ideasalreadyonthemap?Whatnewquestionsdoyouhaveaboutthephenomenon?
o Drawcirclesaroundeachquestionandboxesaroundeachconcept.o Writeconnectorwordstodescribeconnectionsbetweentheconceptboxes.o Forthistask,studentsmaybegintoconnectsomeoftheirpreviousquestioncirclesto
conceptboxesaboutthefollowing:differentexamplesofmatterinenvironments,themolecularstructureofwater,andhowwaterbehavesindifferentstates.
o Havestudentsanalyzetheadditionstotheclassconceptmapforasmanyexamplesofthistask’scrosscuttingconceptsastheycanfind.Onceastudenthasidentifiedthecrosscuttingconcept,youcantracethecircleinthecorrespondingcolor(decidedonintheLift-Offtask).Werecommendaskingstudentstosharekeywordsthathelpedthemidentifythecrosscuttingconceptforthatconceptorquestion.Someidentifyingwordsstudentsmightlookforare:
o CauseandEffect.Thesecouldbephrasessuchas,“whichresultsin,”“whichcauses,”“thatexplainswhy,”“isdueto,”etc.
o Scale,Proportion,andQuantity:Thesecouldbephrasessuchas,“isproportionalto,”“comparedto,”“hasaratioof,”“isbigger/smallerthan,”“islonger/shorterthan,”etc.
o Onceagain,thepurposeofthisconceptmapistofacilitategenerationofstudentquestions,promotelanguagedevelopment,andsupportunderstandingofthesciencecontentthroughouttheunit.Allowingstudentstoasktheirownquestionsandusetheirownwordstomakemeaningoftheconceptswillnotonlyhelpthemmakedeepconnectionsaboutsciencecontent,butwillalsohelptheiroralandwrittenlanguagedevelopment.
Evaluate:ConnectingtotheCulminatingProject
1. StudentsindependentlycompletetheTask3sectionoftheUnit2ProjectOrganizerinclass.Revisionscanbedoneforhomework,dependinguponstudent’sneedsand/orclassscheduling.
2. Studentshavebeentaskedwithcreatingaproposaltomakewatermoreavailabletopeoplearoundtheworld,whilealsoconsideringstrainontheenvironment.Theirpromptisasfollows:You’veexploredmolecularstructurewithasimplemolecule—water.
o Drawamodelofthemolecularstructureofwater.§ Labelandexplainitsparts.
o Researchandexplainhowthemolecularstructureofwatergivesitpropertiesthatmakeitusefultohumans.
Reflection
1. Attheendofthetask,askstudentstoreflectonwhattheyhavelearnedoverthecourseofthistaskbyansweringthefollowingthreequestionsintheirstudentguide:
o Atthebeginningofthistask,youidentifieddifferentexamplesofwaterinanenvironment.Lookbackatyourinitialresponse:afterlearningeverythingyouhaveaboutpropertiesofwater,howwouldyoucategorizeeachoftheexamplesyouidentified:assolid,liquid,orgas?
o Inthistask,wefocusedonthecrosscuttingconceptsofCauseandEffect:causeandeffectrelationshipsmaybeusedtopredictphenomena,andScale,Proportion,andQuantity:scaledmodelscanbeusedtostudysystemsthataretoolargeortoosmall.WheredidyouseeexamplesofCauseandEffectandScale,Proportion,andQuantityinthistask?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task3:WhatisWater?
TeacherVersion StanfordNGSSIntegratedCurriculum2018 10
o Nowthatyouhavelearnedmoreaboutthemolecularstructureofwaterandhowitbehavesincertainconditions,whatquestionsdoyoustillhave?
2. Therearenorightanswers,butencouragestudentstolookbackattheirstudentguidesandtheirclassconceptmap.Theyshouldnotchangetheirinitialresponses,butratherusethisreflectionspacetoaddtotheirideasandquestionsbasedonwhattheyhavelearnedthroughthistask.Bygeneratingmoreoftheirownquestions,studentscontinuetoengageinsense-makingofthephenomenonandgatheringknowledgeandskillsfortheirfinalprojects.
Assessment
1. Youmaycollectstudents’ProjectOrganizerandassessusing:o Criteriaofyourchoice.Werecommendusingthe3-DimensionalAssessmentmatrixatthe
beginningofthisdocumenttoinformyourcriteria.o Thiscanbeaformativetooltoperiodicallylookfortrendsinstudentunderstandingafterthe
completionofatask.Youcanthenusethisformativedatatoinformanyre-teachingasnecessary.
2. Youmayalsogivestudentstimetomakerevisionswithoneofthetwooptions:o StudentsmaymakechangestotheirProjectOrganizeraccordingtoyourcommentsORo AskstudentstoexchangeProjectOrganizerswithapartnerandgivepartners5minutestogive
writtenfeedback.Thenallowstudentstimetomakechangestotheirworkaccordingtothefeedback.
Unit2,Task3
EnvironmentImagesEngage
Unit2,Task3
Unit2,Task3
Unit2,Task3
Source:FlickrCreativeCommons
Unit2,Task3
StationCardsExplore
Station1:LiquidWater—HotandCold
Procedure:1. Carefullyplaceonedropofyellowfoodcoloringandonedropofbluefoodcoloringatthesame
timeintoeachbeaker(onewithhotwaterandonewithcoldwater).2. Observeforafewminutesascolorsmixontheirown.Recordyourobservations.
DiscussionQuestions:
• Whydoyouthinkonemixedmorequicklythantheother?• Whatdoesthistellyouaboutthespeedofthewatermoleculesinhotvs.coldwater?
Station2:GaseousWater(WaterVapor)
Procedure:1. Carefullyturnoveryourglassflaskanddiptheopeningofitintothesoaptogetafilmofsoap
coveringtherim.2. Whileholdingtheflask,slowlypushthebottomoftheflaskdownintothehotwater.Write
downyourobservations.3. Ifthereisstillasoapbubble,slowlypushthebottomofyourflaskdownintothecoldwater.If
thereisnobubble,makeanotherbydippingtheopeningintoasoapsolutionandthenslowlypushthebottomoftheflaskintocoldwater.Recordyourobservations.
DiscussionQuestions:
• Whydoyouthinkthebubblebehavedinthesewaysinhotvs.coldwater?• Whatdoesthistellyouaboutthespeedofthewatermolecules?
Station3:SolidWater(Ice)
Procedure1. Carefullymeasureandpour2tablespoonsofwaterintotheicetrayprovided.2. Yourteacherhasalsocarefullymeasuredandpoured2tablespoonsintothesametypeofice
trayandputitinthefreezerovernight.3. Lookattheliquidandfrozenwaterintheicecubetrayssidebysideandnoteanydifferences.
Recordyourobservations.DiscussionQuestions:
• Whydoyouthinktherewasadifferencebetweenfrozenwaterandliquidwater?• Whatdoesthistellyouaboutthewatermoleculesinfrozenwatervs.liquidwater?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task4:ChangingStates
TeacherVersion StanfordNGSSIntegratedCurriculum2018 1
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?
IntroductionInthelasttask,studentbegantoexplorethesciencebehindmatter,modelingwhatawatermolecule
lookslikeattheatomiclevelandobservinghowwaterbehavesindifferentstates.Studentsendedthelasttaskby
drawinghypothesesofhowwatermoleculesbehavebasedonwhattheyobservedinrealexperiments.Inthis
task,studentsconfirmoradjustthesehypothesesbasedonacomputersimulationofwaterindifferentstates.By
theendofthistask,studentswillseethatparticlemotionvariesdependingonthestateandthataddingor
removingthermalenergyiswhatcausesthesechangesinstate.Byunderstandingchangesinstate,studentsmake
thefinalmovetowardstheirculminatingproject—usingtheirknowledgeofchangingstatesofmattertomake
watermoreavailableinaregionwithoutmuchliquidwater.
AlignmentTable
PerformanceExpectations ScienceandEngineeringPractices
DisciplinaryCoreIdeas CrosscuttingConcepts
MS-PS1-4.Developamodelthatpredictsanddescribeschangesinparticlemotion,temperature,andstateofapuresubstancewhenthermalenergyisaddedorremoved.[ClarificationStatement:Emphasisison
qualitativemolecular-level
modelsofsolids,liquids,and
gasestoshowthataddingor
removingthermalenergy
increasesordecreaseskinetic
energyoftheparticlesuntila
changeofstateoccurs.
Examplesofmodelscould
includedrawingsand
diagrams.Examplesof
particlescouldinclude
moleculesorinertatoms.
Examplesofpuresubstances
couldincludewater,carbon
dioxide,andhelium.]
DevelopingandUsingModels● Developamodelto
predictand/or
describe
phenomena.
PS1.A:StructureandPropertiesofMatter• Gasesandliquidsare
madeofmoleculesor
inertatomsthatare
movingaboutrelative
toeachother.
• Inaliquid,the
moleculesare
constantlyincontact
withothers;inagas,
theyarewidely
spacedexceptwhen
theyhappento
collide.Inasolid,
atomsareclosely
spacedandmay
vibrateinpositionbut
donotchangerelative
locations.
• Thechangesofstate
thatoccurwith
variationsin
temperatureor
pressurecanbe
describedand
predictedusingthese
modelsofmatter.
CauseandEffect● Causeandeffect
relationshipsmay
beusedtopredict
phenomenain
naturalordesigned
systems.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task4:ChangingStates
TeacherVersion StanfordNGSSIntegratedCurriculum2018 2
LearningGoalsThislearningtaskasksstudentstomodelthechangesinparticlemotion,temperature,andstatethatoccurwhen
thermalenergyisaddedorremoved.Morespecifically,thepurposeisto:
• Usepriorknowledgetoformanideaofwhatishappeningwhenwaterchangesstate.
• Explorestatesofwaterthroughacomputersimulation.
• Constructakinestheticmodelshowingthesciencebehindchangingstatesofwater.
• ShareandrevisescienceconceptsandlanguageusingtheStrongerClearerprotocol.
• Applyknowledgeofchangingstatestobrainstormsolutionsthatwillmakewatermoreavailableina
region.
ContentBackgroundforTeachers Becausestudentshavealreadybeguntoexplore
statesofmatterintheprevioustask,mostbackground
informationcanbefoundintheTask3TeacherGuide.
Watercanoccurinthreestates:solid,liquid,or
gas.Thesearealsocommonlyreferredtoasice,water,and
vapororsteam.Solidwater,orice,isjustwaterthathas
beenfrozen.Whenwaterfreezesat0degreesCelsius,its
moleculesmovefartherapart,causingittoexpandinsize.
Thisalsomakesicelessdensethanwaterandiswhyicefloatswithinwater.Liquidwateristheformstudentsare
mostfamiliarwith.Watervaporisalwayspresentintheairaroundus,butcannotbeseen.Whenwaterisboiled
to100degreesCelsius,liquidwaterchangesintowatervapor,whichstudentscanseeassteam.
Thus,wecanseethatmattercanchangefromonestatetoanotherwhenthermalenergyisaddedor
removed.Evenwithallofthesestatechanges,itisimportanttorememberthatthesubstancestaysthesame—
thesearestillwatermolecules.Allthatischangingisthemotionandpositionofthemoleculesandthekinetic
energyoftheparticles.Inasolidstate,watermoleculesarearrangedinapatternandcanonlyvibratebutnot
movearoundmuch.Inaliquidstate,watermoleculesarespacedfartherapart,canslidearoundeachother,and
arenotarrangedinaspecificpattern.Inagaseousstate,watermoleculesareevenfartherapartandmove
quicklyandfreelywithnopatternatall.
EquityandGroupwork• Studentsworktogethertoanalyzeacomputersimulation.
• Studentstakeondifferentrolesinakinestheticmodelofchangingstates.
• UsetheStrongerClearerprotocoltoshareandlearnfromothers.
• StudentsusefeedbackfromtheStrongerClearerprotocoltorevisetheirmodelasateam.
Language• Annotateamodel.
• Representobservationsinvisualandwrittenformats.
• Usedefinitioncardstoincorporatevocabularyintoamodel.
• UsetheStrongerClearerlanguageprotocoltopracticeandrefinelanguage.
• Orallypresentscientificconceptsthroughaskit.
https://www.homesciencetools.com/a/states-of-matter
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task4:ChangingStates
TeacherVersion StanfordNGSSIntegratedCurriculum2018 3
AcademicVocabulary• Solid
• Liquid
• Gas
• Molecule
• Particles
• ThermalEnergy
• Temperature
• KineticEnergy
• States
TimeNeeded(Basedon45-MinutePeriods)4.5Days
• Engage:0.5period
• Explore:1period
• Explain:1period
• Elaborate:1period
• EvaluateandReflection:1period
Materials• Unit2,Task4StudentVersion
Explore
• Computers(1pergroup)
Explain
• DefinitionCards,cut(1pergroup)
Evaluate
• ProjectOrganizerHandout
InstructionsEngage
1. IntroduceTask4:Inthelasttask,weobservedwaterindifferentstates—solid,liquid,andgas.Think
aboutwhatyouwerestillwonderingaboutattheendofthelasttask(lookbackifyouneedto).What
questionsdoyoustillhave?
o Beforeyoupassouttheirstudentguide,givestudentstimetoreflectindividuallyorwitha
partneraboutthequestionstheyrecordedattheendofthelasttask.Shareafewoftheseoutas
aclass,usingfacilitatingquestionstoguidestudentstowardquestionsthatrelatetothistask.
2. TransitiontoTask4:Buthowdowechangewaterfromasolidtoaliquidtoagas?Andwhatishappening
towateratthemolecularleveltochangeitsstate?Inthistask,wewilltrytomakesenseofthese
questions.
o NowpassouttheirTask4studentguide.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task4:ChangingStates
TeacherVersion StanfordNGSSIntegratedCurriculum2018 4
3. Inthelasttask,studentsobservedwaterthroughinvestigationsanddevelopedtheirownhypothesesfor
howwaterbehavesatthemolecularlevel.Thisactivityasksstudentstodrawoffpriorknowledgefrom
thelasttaskaswellastheirowndailyexperiencestodrawandexplainwhattheythinkishappeningwhen
waterchangesstates.
o Studentsindividuallydrawwhattheythinkmoleculeslooklikeindifferentstatesandwritedown
anideaofwhatcauseswatertochangefromonestatetoanother.
o Thenhavestudentssharetheirdrawingsandideaswithapartnerbeforesharingafewoutasa
class.
o Whilemoleculedrawingsmayvarybasedonpriorknowledge,moststudentsshouldbeableto
identifythataddingheatcauseswatertochangestates.
Explore
1. Whilestudentshavealreadydonelabinvestigationsonstatesofwater,theycouldnotdefinitively
visualizethemovementofmoleculesinthesedifferentstates.Thisactivityusesamodelintheformofa
computersimulation,sostudentsmayconfirmoradjusttheirdrawingsfromtheEngage.
o Thisactivitybeginswithstudents’explorationofthescienceandengineeringpracticeof
DevelopingandUsingModelsastheyexploreacomputersimulationmodelbeforecreatingtheir
ownthatwilltiealltheseconceptstogether.
2. Assignrolestoeachgroup.Youmayusewhateverrolesyouprefer.Werecommendtheuseofthe
Facilitator,MaterialsManager,Harmonizer,andRecorder.
o AsktheFacilitatortoreadthedirectionsandtomakesureeveryoneunderstandsthetask.
o AsktheMaterialsManagertohandleallthematerialsrelatedtothetask.
o AsktheHarmonizertomakesurethateveryonecontributestheirideasandthateveryone’svoice
isheard.
o AsktheRecordertomakesurethegroupisrecordingtheirobservationsanddrawingmodelsin
theirstudentguides.
3. StudentsshouldfollowthedirectionsonthestudentguidetousethePhETsimulationaboutStatesof
Matter:https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-
basics_en.html.
a. Foreachstateselected(solid,liquid,orgas),werecommendstudentsobserveforaboutone
minutesotheygetagoodideaofmolecularmotioninthatstate.
b. Thegraphicorganizerprovidedintheirstudentguidesismeanttohighlighttherelationships
betweentemperature,particlemotion,andkineticenergyofparticles.Indoingso,studentsare
consideringtheseconceptsthroughthecrosscuttingconceptofCauseandEffectbybeginningtoidentifysomecauseandeffectrelationshipsthattheywillutilizeintheirmodellaterinthistask.
c. Studentswilldrawadiagramaswellasrecordtheirobservationsofmotionandtemperaturein
theirstudentguide.
d. Optional:Insteadofjustclickingonthestates,studentscanusethethermometerbuttononthe
bottomtoadjustthetemperatureandseehowthatchangesmoleculemotion.Thishelps
emphasizehowaddingorremovingthermalenergyaffectsparticlemotionandthestateofwater.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task4:ChangingStates
TeacherVersion StanfordNGSSIntegratedCurriculum2018 5
Explain1. Thispartofthetaskasksstudentstodrawconclusionsabouttherelationshipstheyobservedinthe
computersimulationanduseittodevelopamodelofwaterchangingstates.
o ThisasksstudentstousethescienceandengineeringpracticeofDevelopingandUsingModelsasstudentsdevelopaskittodescribewhathappenswhenthermalenergyisaddedorremoved.This
alsoemphasizesthecrosscuttingconceptofCauseandEffectasstudentsusetheirmodelto
provideacausalaccountoftherelationshipbetweentheadditionorremovalofthermalenergy
andthechangeinparticlemotion,temperature,andstateofasubstance.
2. Werecommendyoureadtheinstructionsonthestudentguidealoudandtakequestionsforclarification.
Again,assignrolestoeachgroup.YoumayusethesamerolesusedintheExplore,butchangeupwhichstudentsareassignedeachrole.
o PassouttheDefinitionCardstoeachgroup,sostudentsmayusethemforreferenceastheyplan
theirskits.
o Emphasizetostudentsthatastheynarratetheirskit,theymustusethesciencewordsontheir
studentguide.
o Eachstudentshouldindividuallyrecordanyfinalplanningintheirstudentguidesastheywilleach
beresponsibleforsharingtheirskitwithpeersinthenextactivity.
3. Walkaroundandobservegroupsplanningandpracticingtheirmodels,sothatyoucanselectafew
groupsthathaverelativelydifferentmodels.Whilegroupswillnothavetheopportunitytopresentuntil
aftertheElaborate,itishelpfultoidentifysomespecificgroupsthatyoumaycallonlater.
o Somestudentsmaycreatemetaphoricalstoriestorepresentchangesinstate.Othergroupswill
simplymodelthemolecularmotionusingtheirbodies,callingoutthedifferentstatesandacting
outtheaddingorremovingofthermalenergy.
Elaborate
1. StudentswillnowparticipateinalanguageroutineknownasStrongerClearer.Thisactivitygivesstudentstheopportunitytosharetheirideas,gatherfeedback,andrevisetheirskits.Thisprotocolisespecially
usefulforthistasksincetheskitsrequirethemtointegratemanyscienceconceptsandusealotofnew
content-specificlanguage.
2. Studentswillsharewiththreedifferentpartnersfromdifferentgroups,allowingthemtodiscussfeedback
andrecordanynoteseachtime.Oncecomplete,havestudentsreturntotheiroriginalgroupstorevise
andpracticetheirskitsbasedontheirdiscussions.Aprotocolisprovidedintheirstudentguide.
3. Oncegroupshaverevisedtheirskits,youmaywishtohaveallgroupspresentorjustafewgroupsthat
youobservedtohaverelativelyuniquemodels.
o Ifallgroupspresent,theserevisedskitscanbeagoodoptionforformativeassessment.Asyou
watchtheskits,identifytrendsinstudents’abilitytointegrateallthescientificconceptsina
model,usingappropriatescientificlanguage.See“HowtoUseThisCurriculum”forstrategieson
utilizingformativeassessmentdatatoprovidefeedbacktostudentsandinformclassroom
instruction.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task4:ChangingStates
TeacherVersion StanfordNGSSIntegratedCurriculum2018 6
4. Returntothewhole-classconceptmapfromtheLift-OffTask.
o Insmallgroups,havestudentsbrainstormnewconceptsandnewconnectionsthattheyhave
learnedinthistask,aswellasanynewquestionsthathavecomeupforthem.Thenhavegroups
sharethesealoudinaclass-widediscussionandaddtotheclassconceptmap.Theuseofequity
sticksisencouragedformoreequitableparticipationinclass-widediscussions(See“HowToUse
ThisCurriculum”formoredetails).
o Somefacilitatingquestionstoaskstudentsare:Whatnewideas/conceptsdoyouwantto
addtothemap?Whatconnectionsdoyouwanttoaddorchange?Whatisyourreason
forthataddition/revision?Whatconnectionscanwemakebetweenthequestions/ideas
alreadyonthemap?Whatnewquestionsdoyouhaveaboutthephenomenon?
o Drawcirclesaroundeachquestionandboxesaroundeachconcept.
o Writeconnectorwordstodescribeconnectionsbetweentheconceptboxes.
o Forthistask,studentsmaybegintoconnectsomeoftheirpreviousquestioncirclesto
conceptboxesaboutthefollowing:howtheparticlemotion,temperature,andstateof
waterchangeswhenthermalenergyisaddedorremoved.
o Havestudentsanalyzetheadditionstotheclassconceptmapforasmanyexamplesofthistask’s
crosscuttingconceptastheycanfind.Onceastudenthasidentifiedthecrosscuttingconcept,you
cantracethecircleinthecorrespondingcolor(decidedonintheLift-Offtask).Werecommend
askingstudentstosharekeywordsthathelpedthemidentifythecrosscuttingconceptforthat
conceptorquestion.Someidentifyingwordsstudentsmightlookforare:
o CauseandEffect.Thesecouldbephrasessuchas,“whichresultsin,”“whichcauses,”“thatexplainswhy,”“isdueto,”etc.
o Onceagain,thepurposeofthisconceptmapistofacilitategenerationofstudentquestions,
promotelanguagedevelopment,andsupportunderstandingofthesciencecontentthroughout
theunit.Allowingstudentstoasktheirownquestionsandusetheirownwordstomakemeaning
oftheconceptswillnotonlyhelpthemmakedeepconnectionsaboutsciencecontent,butwill
alsohelptheiroralandwrittenlanguagedevelopment.
Evaluate:ConnectingtotheCulminatingProject
1. StudentsindependentlycompletetheTask4sectionoftheUnit2ProjectOrganizerinclass.Revisionscan
bedoneforhomework,dependinguponstudent’sneedsand/orclassscheduling.
2. Studentshavebeentaskedwithcreatingaproposaltomakewatermoreavailabletopeoplearoundthe
world,whilealsoconsideringstrainontheenvironment.Theirpromptisasfollows:Sometimeshumans
usenaturalresourcesastheyexistinnature;othertimeshumansusethembychangingtheirstate.
§ Createafewpossibledesignsketcheswithcaptionsexplaininghowtheywork.
§ Explainsomeoftheprosandconsofyoursolutions.
o Dosomeresearch:howmightusingwatersometimesrequirechangingitsoriginalstate?
o Manycommunitiesdon’thaveenoughwater(todrink,growcrops,etc.)Usewhatyouhave
learnedaboutchangingstatesofwatertobrainstormpossiblewaystoprovidethemwater.Keep
inmindthatyoudonotwanttoputtoomuchstrainontheenvironment!
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task4:ChangingStates
TeacherVersion StanfordNGSSIntegratedCurriculum2018 7
Reflection1. Attheendofthetask,askstudentstoreflectonwhattheyhavelearnedoverthecourseofthistaskby
answeringthefollowingthreequestionsintheirstudentguide:
o Atthebeginningofthistask,youdrewaninitialmodelofwatermoleculesindifferentstatesand
cameupwithanideaofwhatcauseswatertochangefromonestatetoanother.Lookbackat
yourinitialdrawingsandideas.Nowthinkaboutwhatyouhavelearnedaboutparticlemotion
usingthecomputersimulation.Howwouldyouchangeoraddtoyourinitialdrawingsandideas?
o Inthistask,wefocusedonthecrosscuttingconceptofCauseandEffect:causeandeffectrelationshipsmaybeusedtopredictphenomena.WheredidyouseeexamplesofCauseandEffectinthistask?
o Nowthatyouhavelearnedmoreaboutwhathappenstowaterwhenthermalenergyisaddedor
removed,whatquestionsdoyoustillhave?
2. Therearenorightanswers,butencouragestudentstolookbackattheirstudentguidesandtheirclass
conceptmap.Theyshouldnotchangetheirinitialresponses,butratherusethisreflectionspacetoaddto
theirideasandquestionsbasedonwhattheyhavelearnedthroughthistask.Bygeneratingmoreoftheir
ownquestions,studentscontinuetoengageinsense-makingofthephenomenonandgathering
knowledgeandskillsfortheirfinalprojects.
Assessment
1. Youmaycollectstudents’ProjectOrganizerandassessusing:
o Criteriaofyourchoice.Werecommendusingthe3-DimensionalAssessmentmatrixatthe
beginningofthisdocumenttoinformyourcriteria.
o Thiscanbeaformativetooltoperiodicallylookfortrendsinstudentunderstandingafterthe
completionofatask.Youcanthenusethisformativedatatoinformanyre-teachingasnecessary.
2. Youmayalsogivestudentstimetomakerevisionswithoneofthetwooptions:
o StudentsmaymakechangestotheirProjectOrganizeraccordingtoyourcommentsOR
o AskstudentstoexchangeProjectOrganizerswithapartnerandgivepartners5minutestogive
writtenfeedback.Thenallowstudentstimetomakechangestotheirworkaccordingtothe
feedback.
Unit2,Task4
DefinitionCardsExplain
ThermalEnergy
Theenergyanobjecthasbecauseofthemovementofitsparticles.Alsoknownasheat
energy.
Temperature
Theaveragekineticenergyofthemovingparticlesina
substance.
KineticEnergy
Theenergyanobjectorparticleshaveduetomotion.
StateofMatter
Aforminwhichmattercanexist,whichdependsonthearrangementandmotionof
molecules.Ex:solid,liquid,andgas.