0,123,(*'#4()'0 UNIT // - // -....Stanford NGSS Integrated Curriculum 7th Grade Science Unit 2:...
Transcript of 0,123,(*'#4()'0 UNIT // - // -....Stanford NGSS Integrated Curriculum 7th Grade Science Unit 2:...
UNIT
Stanford NGSS Integrated CurriculumAn Exploration of a Multidimensional World
Stanford Center for Assessment, Learning & Equity
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
CulminatingProject
StudentVersion StanfordNGSSIntegratedCurriculum2018 11
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?
ChallengeNatureprovidesuswithmanyresourcesthatwe
need.Wecallthese“naturalresources”.Butarewe
usinguptoomuchofthesenaturalresources?Is
everyonegettinghisorherfairshare?Waterisan
exampleofonenaturalresourcethatisvery
importanttoalllivingthings.WiththeAralSea,you
sawanexampleofawaterreservoirthathas
changeddramaticallyovertime.Phenomena,like
these,arehappeningallovertheworld!
Inresponsetotheseenvironmentalissues,anonlinemagazineislookingforideasonhowtodistributewater
moreequallyandmoresustainablytopeoplearoundtheworld.Asagroup,youwillpickandresearchalocation
thatdoesnothaveaccesstoalotoffreshwater.UsingwhatyoulearnedaboutEarthprocessesandchanging
statesofmatter,yourgroup’sjobistofigureoutawaytomakewatermoreavailableinthatregion.Thencreatea
shortvideofortheonlinemagazinethatprovidesabackgroundonthenaturalresourceofwaterandexplains
yoursolution.Individually,youwillthenwriteadigitalarticlethataccompaniesyourvideotoexplainyourgroup’s
solutioninmoredetail.
GroupProductCriteriaforSuccessYourvideoshouldinclude:
q Abackgroundonwater:
o Whataredifferentwayshumansusewater?
o Whyiswaterimportanttohumans?
q Adescriptionofthelocationyourgrouphaschosen
o Whyistherealackoffreshwateravailable?
q Asolutionthatuseschangeofstatetomakewatermoreavailabletothiscommunity:
o Howdoesyoursolutionwork?
o Whataretheprosandconsofyoursolution?
q Thevideoshould:
o Includevisualsanddialogue
o Belogicallyorganized
o Showequalparticipationofallgroupmembers
http://tamara-favazza.blogspot.com/2012/03/bio-hd-wallpapers.html
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
CulminatingProject
StudentVersion StanfordNGSSIntegratedCurriculum2018 22
IndividualProjectCriteriaforSuccessYourdigitalarticleshouldinclude:
q Abackgroundonthenaturalresourceofwater
o Drawandexplainamodelthatshowstheatomiccompositionofwater.
§ Explainhowthemolecularstructuregiveswaterpropertiesthatmakeitusefulto
humans.
o Describetheimportanceofwaterforallorganisms.
o Explainhowyouthinktheavailabilityofwateraffectshumanpopulationsizeinaregion.
§ DescribedatafromTask1thatallowsyoutoconcludethiscause-and-effect
relationshipbetweenwateravailabilityandpopulation.
q Anexplanationoftheglobalproblemoffreshwateraccess
o Explainwhywaterisunevenlydistributedthroughouttheworld.
o Describehowhumansaremakingtheproblemworse.
o Referenceyourgroup’slocationasanexampleandciteevidencefromTask2tosupportyour
explanation.
q Adescriptionofyoursolution
o Explainhowyoursolutionusesachangeinstatetohelpmakewatermoreavailabletothe
community.
o Drawamodelofyoursolutiontodescribehowitchangeswaterintothestatethatismost
usefultohumans.Inyourmodel,includepictures,labels,anddescriptionsof:
§ Themotionofwatermoleculesandkineticenergyofparticlesineachstateshown
§ Waterasasolid,liquid,and/orgas
§ Explainhow thermalenergyandtemperatureaffectsthestatesofwaterinyour
solution.
q Ananalysisofyoursolution
o Describetheprosofthesolution:howwillitmaximizewateravailability?
o Describetheconsofthesolution:howwillitnegativelyaffecttheenvironment?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
CulminatingProject
StudentVersion StanfordNGSSIntegratedCurriculum2018 3
DigitalArticlePeerReviewFeedback
Completeafteryouhaveafullfirstdraftofyourdigitalarticle.
DigitalArticleOwner’sName
DigitalArticleReviewer’sName
ReviewthefollowingsectionsoftheDigitalArticle:
q Abackgroundonthenaturalresourceofwater
o Drawandexplainamodelthatshowstheatomiccompositionofwater.
§ Explainhowthemolecularstructuregiveswaterpropertiesthatmakeitusefulto
humans.
o Describetheimportanceofwaterforallorganisms.
o Explainhowyouthinktheavailabilityofwateraffectshumanpopulationsizeinaregion.
§ DescribedatafromTask1thatallowsyoutoconcludethiscause-and-effect
relationshipbetweenwateravailabilityandpopulation.
Ø PositiveComment:
Ø ConstructiveComment:
q Anexplanationoftheglobalproblemoffreshwateraccess
o Explainwhywaterisunevenlydistributedthroughouttheworld.
o Describehowhumansaremakingtheproblemworse.
o Referenceyourgroup’slocationasanexampleandciteevidencefromTask2tosupportyour
explanation.
Ø PositiveComment:
Ø ConstructiveComment:
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
CulminatingProject
StudentVersion StanfordNGSSIntegratedCurriculum2018 4
q Adescriptionofyoursolution
o Explainhowyoursolutionusesachangeinstatetohelpmakewatermoreavailabletothe
community.
o Drawamodelofyoursolutiontodescribehowitchangeswaterintothestatethatismost
usefultohumans.Inyourmodel,includepictures,labels,anddescriptionsof:
§ Themotionofwatermoleculesandkineticenergyofparticlesineachstateshown
§ Waterasasolid,liquid,and/orgas
§ Explainhow thermalenergyandtemperatureaffectsthestatesofwaterinyour
solution.
Ø PositiveComment:
Ø ConstructiveComment
q Ananalysisofyoursolution
o Describetheprosofthesolution:howwillitmaximizewateravailability?
o Describetheconsofthesolution:howwillitnegativelyaffecttheenvironment?
Ø PositiveComment:
Ø ConstructiveComment
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters3-DimensionalIndividualProjectRubric
StudentVersion StanfordNGSSIntegratedCurriculum2018 1
Overview:Thefollowingrubricscanbeusedtoassesstheindividualproject:thedigitalarticle.EachrubricisalignedtoonesectionoftheIndividualProjectCriteriaforSuccess,locatedonyourCulminatingProjectStudentInstructions.Usetheserubricstoseeifyouaredoingyourbestworkonyourindividualproject.Rubric1:Studentdevelopsascalemodeltodescribetheatomiccompositionofwaterthatistoosmalltobeseen.
Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentdevelopsaninaccuratescalemodeltodescribetheatomiccompositionofwaterthatistoosmalltobeseen.
Studentdevelopsapartiallyaccuratescalemodeltodescribetheatomiccompositionofwaterthatistoosmalltobeseen.
Studentdevelopsamostlyaccuratescalemodeltodescribetheatomiccompositionofwaterthatistoosmalltobeseen.
Studentdevelopsacompletelyaccuratescalemodeltodescribetheatomiccompositionofwaterthatistoosmalltobeseen.
Rubric2:Studentexplainshowtheavailabilityofwaterlikelyaffectshumanpopulationsizeinaregion,usingdataandacause-and-effectrelationshipfromTask2asevidencetojustifythisprediction.
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.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters3-DimensionalIndividualProjectRubric
StudentVersion StanfordNGSSIntegratedCurriculum2018 2
Rubric3:Studentconstructsanexplanationforthecausesofunevendistributionofwaterthroughouttheworld,usingevidencetosupporttheirexplanation.
Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentconstructsaninaccurateexplanationforthecausesofunevendistributionofwaterthroughouttheworld.
Studentconstructsapartialbutaccurateexplanationforthecausesofunevendistributionofwaterthroughouttheworld,usingnoevidencetosupporttheirexplanation.
Studentconstructsapartialbutaccurateexplanationforthecausesofunevendistributionofwaterthroughouttheworld,usingrelevantevidencetosupporttheirexplanation.
Studentconstructsacompleteandaccurateexplanationforthecausesofunevendistributionofwaterthroughouttheworld,usingrelevantevidencetosupporttheirexplanation.
Rubric4:Studentdevelopsamodeltodescribehowtheirsolutionchangeswaterintoastatethatismostusefultohumansandaccuratelyexplainsrelevantsciencecontent.
Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentdevelopsanirrelevantmodeltodescribehowtheirsolutionchangeswaterintoastatethatismostusefultohumansanddoesnotaccuratelyexplainrelevantsciencecontent.
Studentdevelopsarelevantmodeltodescribehowtheirsolutionchangeswaterintoastatethatismostusefultohumansandaccuratelyexplainslimitedrelevantsciencecontent.
Studentdevelopsarelevantmodeltodescribehowtheirsolutionchangeswaterintoastatethatismostusefultohumansandaccuratelyexplainsalmostallrelevantsciencecontent.
Studentdevelopsarelevantmodeltodescribehowtheirsolutionchangeswaterintoastatethatismostusefultohumansandaccuratelyexplainsallrelevantsciencecontent.
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.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Lift-OffTask:AShrinkingSea
StudentVersion StanfordNGSSIntegratedCurriculum2018 1
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?ThepicturesbelowshowsatelliteimagesoftheAralSeaoveraperiodof35years.Despiteitsname,theAralSeaisnotaseaatall,butactuallyalakeoffreshwaterinCentralAsia.
https://www.tes.com/lessons/OfGohCI9CIm8oA/the-aral-sea
PartA:IfyouwantedtoknowwhatishappeningtotheAralSea,whatquestionswouldyouask?IndividuallyrecordanyquestionsyouwouldneedtoasktogetabetterunderstandingofthechangingAralSea.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Lift-OffTask:AShrinkingSea
StudentVersion StanfordNGSSIntegratedCurriculum2018 2
PartB:Asagroup,➢ Discusswhatquestionseachmemberwroteonhisorherlist.➢ Onalargepieceofposterpaper:
o Writethephrase“TheChangingAralSea”inthemiddleofyourposteranddrawacirclearoundit.
o Aroundthecircle,recordthequestionsthatweresimilaracrossyourgroupmembers.o Drawlinestolinktogetherquestionsthatrelatetoeachother.o Draftpossibleanswerstothequestions,usingyourpriorknowledge.Connectthesetothe
questionsonyourposter.➢ Postyourgroupposteronthewall.➢ Walkaroundandlookateachgroups’ideas.
PartC:Asawholeclass,
➢ Constructaclassconceptmapwiththephenomenoninthemiddle:“TheChangingAralSea”.o Decidewhichkeyquestionsyouwanttohaveontheconceptmap.o Drawlineswitharrowsbetweentwokeyquestionstoshowthatthereisarelationship.o Makeasmanyconnectionsasyoucanbetweenthequestionsontheconceptmap.
➢ It’simportantforeveryonetosharetheirideasandit’sokayifyoudon’tagree.➢ Youwillreviseandaddnewquestionsandinformationtothisconceptmapasyoulearnmoreabout
naturalresourcesandmatteronEarth.UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?ConnectingtotheCulminatingProjectYouwillbedevelopingasolutiontomakewatermoreavailabletopeopleinacertainarea,whilealsoconsideringstrainontheenvironment.Nowthatyouhaveseenanexampleofawaterreservoirchangingdrasticallyovertime,thinkaboutwhythismightmatter.Useyourownpriorknowledgetoidentifysomewayshumansusethenaturalresourceofwater.ThisshouldbecompletedindividuallyinyourProjectOrganizer.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Lift-OffTask:AShrinkingSea
StudentVersion StanfordNGSSIntegratedCurriculum2018 3
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?ReflectionIndividuallyreflectontheLift-OffTask,usingthequestionsprovided:
1. Atthebeginningofthistask,youmadealistofallthequestionsyouhaveaboutthechangingAralSea.Lookbackatyourlist:thinkaboutthequestionsyourpeersaskedthatyoudidnotinitiallywritedown.Howaretheirquestionsdifferentfromtheonesyouoriginallyasked?
2. Inthisunit,wewillbefocusingontwocrosscuttingconcepts:• CauseandEffect:causeandeffectrelationshipsmaybeusedtopredictevents.• Scale,Proportion,andQuantity:scaledmodelscanbeusedtostudysystemsthataretoolarge
ortoosmall.Lookingatyourclassconceptmap,giveoneexampleofhowacrosscuttingconceptcameupintoday’stask.
3. Nowthatyouunderstandwhatprojectyou’llbeworkingonoverthecourseofthisunit,whatelsedoyouneedtoknow?Whatadditionalquestionsdoyouhave?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMattersTask1:ExplosionsinHumanPopulation
StudentVersion StanfordNGSSIntegratedCurriculum2018 1
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?EngageIntheLift-Offtask,youlookedatsatelliteimagesandaskedquestionstobeginto
makesenseofthephenomenonoftheshrinkingAralSea.Manyofyouaskedwhythisishappeningandbegantomakepredictionsthathumansmightbesomehowatfault.Inthistask,youwillexplorehowandwhyhumansarehavingmoreofa
presenceonplanetEarthandpredicthowthismightbeaffectingenvironmentsliketheAralSea.CauseandEffect:Inpairs,usethevideotomakepredictionsaboutpopulationgrowth.
1. Basedonthepastdata,whatdoyouthinkwecanexpectforfuturehumanpopulationsize?Explain.
2. Whatdoyouthinkpopulationgrowthmeansforourfuture?
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?ExploreAnalyzingandInterpretingData:Inordertomakeinformedpredictionsaboutthefuture,wehavetoidentifycauseandeffectrelationshipsinthepastthatcanhelpusunderstandwhyhumanpopulationincreases.Todothis,exploregraphswithyourgroupthatshowthehistoryofhumanpopulationgrowthandlookforpatterns:Atwhattimesinhistoryhaveweseenexplosionsinhumanpopulation?
http://overpopulationrisks.blogspot.com/2012/03/soylent-green.html
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMattersTask1:ExplosionsinHumanPopulation
StudentVersion StanfordNGSSIntegratedCurriculum2018 2
Graph1:MajorPopulationChanges
1. Analyzethegraph:
a. WhatdoestheX-axisshow?
b. WhatdoestheY-axisshow?
c. Whatdoesthegraphshow?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMattersTask1:ExplosionsinHumanPopulation
StudentVersion StanfordNGSSIntegratedCurriculum2018 3
2. Aroundwhatyeardoyouseethepopulationfirstbegintoincrease?
a. Hypothesize:Whatdoyouthinkmighthavebeenhappeningatthistimeinhistorythatwould
causethisincreaseinhumanpopulation?
3. Aroundwhatyeardoweseethesecondmajorpopulationexplosion?
a. Hypothesize:Whatdoyouthinkmighthavebeenhappeningatthistimeinhistorythatwould
causethisincreaseinhumanpopulation?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMattersTask1:ExplosionsinHumanPopulation
StudentVersion StanfordNGSSIntegratedCurriculum2018 4
Graph2:BigTechnologicalRevolutions
http://unurthed.com/2011/10/24/salk-on-world-population-and-human-values/
InGraph1,youmadepredictionsaboutwhythereweresuchlargeincreasesinpopulationaround10,000BCandaround1850.Thisgraphidentifiesthereasonswhy:theagriculturalrevolutionin10,000BCandtheindustrialrevolutionin1850AD.Basedonthenamesoftheserevolutionsandyourownpriorknowledge,refinethe
predictionsyoumadewiththelastgraph:
1. Whydoyouthinktheagriculturalrevolutionledtomorepopulationgrowth?
2. Whydoyouthinktheindustrialrevolutionledtomorepopulationgrowth?
Agricultural Revolution
Industrial Revolution
Hunter Gatherers
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMattersTask1:ExplosionsinHumanPopulation
StudentVersion StanfordNGSSIntegratedCurriculum2018 5
Graph3:MoreTechnologyRevolutions
http://cgge.aag.org/PopulationandNaturalResources1e/CF_PopNatRes_Jan10/CF_PopNatRes_Jan10_print.htmlInthisgraph,populationsizeisshowninblue.Thisgraphidentifiesthepopulationgrowthassociatedwiththe
agriculturalrevolutionwithayellowboxandtheindustrialrevolutionwitharedbox.ItalsoidentifiesamorerecentperiodknownastheGreenRevolutionwithagreenbox.
1. TakealookatthegreenboxthatrepresentstheGreenRevolution:whathappenedtopopulationgrowth?
2. Basedonthename“GreenRevolution”andyourownpriorknowledge,whydoyouthinktheGreen
Revolutionledtomorepopulationgrowth?
3. Accordingtothisgraph,whatdotheypredictwillhappentohumanpopulationinthefuture?Doyouagreeordisagree?
21
2100
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMattersTask1:ExplosionsinHumanPopulation
StudentVersion StanfordNGSSIntegratedCurriculum2018 6
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?ExplainInUnit1,youlearnedthattheavailabilityofresourcesaffectspopulations.Isthisthecaseforhumanstoo?
• Inpairs,readtheresourcecardprovidedbyyourteachertolearnmoreaboutthethreepopulationexplosionsinhumanhistory.
• ConstructingExplanations:Thenindividuallywriteaparagraphexplaininghowtheevidence(graphsandresourcecard)supportstheideathattheavailabilityofnaturalresourcesaffectshumanpopulationgrowth.
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?ElaborateCauseandEffect:Nowthatweknowwhatiscausingpopulationgrowth,wecanusethisunderstandingtohelpusthinkaboutourfuture.Individually,makeaprojectionforfuturegenerations:
1. Basedontheevidenceyougatheredthroughoutthistask,doyouthinkourpopulationwillcontinueto
growdramatically?Whyorwhynot?
2. ThinkbacktothephenomenonoftheAralSeafromtheLift-Offtask.Ifhumanpopulationcontinuestogrowinthisway,whatmightwerunoutof?Why?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMattersTask1:ExplosionsinHumanPopulation
StudentVersion StanfordNGSSIntegratedCurriculum2018 7
a. Ifwebegintorunoutofsomenaturalresources,howmightthisthenaffecthumanpopulation
growth?UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?Evaluate:ConnectingtotheCulminatingProjectYouwillbedevelopingasolutiontomakeaspecificnaturalresource—water—moreavailabletopeoplearoundtheworld,whilealsoconsideringstrainontheenvironment.Nowthatyouhaveseenhowtheavailabilityofdifferentresourceshasaffectedhumanpopulationgrowth,applythistotheresourceofwater.
• Researchandexplainwhywaterisimportanttohumanpopulations.
• Explainhowtheavailabilityofwatermightaffecthumanpopulationgrowth.
o Usedatafromthetasktojustifywhyyouthinkthisisthecase.
ThisshouldbecompletedindividuallyinyourProjectOrganizer.UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?
ReflectionIndividuallyreflectonTask1,usingthequestionsprovided:
1. Atthebeginningofthistask,youwereaskedtopredictwhatpopulationgrowthmightmeanforourfuture.Lookbackatyourprediction:aftercollectingalltheevidencetoday,howwouldyouchangeoraddtoyourprediction?Useevidencefromthetasktojustifyyourchangesoradditionsandrecordbelow.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMattersTask1:ExplosionsinHumanPopulation
StudentVersion StanfordNGSSIntegratedCurriculum2018 8
2. Inthistask,wefocusedonthecrosscuttingconceptof:
• CauseandEffect:causeandeffectrelationshipsmaybeusedtopredictevents.WheredidyouseeexamplesofCauseandEffectinthistask?
3. Nowthatyouhavelearnedmoreabouthowavailabilityofresourcesaffectshumanpopulation,what
questionsdoyoustillhave?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task2:UnequalAccesstoResources
StudentVersion StanfordNGSSIntegratedCurriculum2018 1
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?
EngageInthelasttask,youdiscoveredthathumans,likeallorganisms,neednaturalresourcestosupportlife.Asour
populationgrows,sodoesourneedformoreandmoreofthesenaturalresources.Wheredotheseresources
comefrom?AndwhatlengthswillwegotoinordertoextractthesenaturalresourcesfromtheEarth?
Asaclass,watchavideoaboutfrackingandanswerthequestionsbelowinpairs.
1. Isoilandnaturalgasavailableeverywhere?Ifnot,wherecanitbefound?
2. WhatnewtechniquesistheU.S.usingtoextractnaturalgasandoilfromtheEarth?
3. Whataretheconsequencesofgettingnaturalgasandoilinthisway?
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?ExploreThequestionsnowbecome:Whyisn’tthereanunlimitedamountof
resourcesforustouse?Whyaresomeresources,likenaturalgas,
availableinsomeplacesbutnotothers?Toanswerthesequestions,
wehavetounderstandhowgeoscienceprocessescreatethe
resourcesaroundus.
InUnit1,youlearnedthatthecontinentshavemovedovertime.Thecontinentsactuallysitontopofwhatwe
calltectonicplates,andthesearewhataremoving.CauseandEffect:Attheirboundaries,platescanbanginto,diveunder,splitfurtherapart,orslidealongeachother.Thisiswhatcreatesdifferentgeologicfeatures,like
mountains,volcanoes,earthquakes,andmid-oceanridges.
Itisplatetectonicsthatcreatethebeautifulenvironmentsweseetoday!Nowit’stimetoseehowthisleadsto
thedistributionofresourceswehavetoday.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task2:UnequalAccesstoResources
StudentVersion StanfordNGSSIntegratedCurriculum2018 2
1. Yourtaskistoleaveyourhomegroupandbecomeanexpertinoneresource.Whenyoumovetoyour
expertgroup,fillinthechartbelowsoyouwillbepreparedtoreportbacktoyourhomegroup.
AssignedResource:______________________________________
Whatcausedittoform? Wherecanyoufindit? Howhavehumansaffectedit?
2. Returntoyourhomegroupandreportoutontheresourceyoubecameanexpertin.Takenoteson
others’resourcesbelow:
OtherResource Whatcausedittoform? Wherecanyoufindit? Howhavehumans
affectedit?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task2:UnequalAccesstoResources
StudentVersion StanfordNGSSIntegratedCurriculum2018 3
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?Explain
1. Asaclass,watchthefollowingvideothatsummarizesmanyofthethingsyouhavelearnedaboutnatural
resources:https://www.youtube.com/watch?v=LxHdUd_Q12Y(Stopat2:45).
2. Individually,constructanexplanation:Iseverytypeofnaturalresourceaccessibletopeopleindifferent
regionsoftheworld?Whyorwhynot?Howdoesthisaffectdifferentpeople?Useevidencefromthe
Engage,theExplore,andthevideoyoujustwatched,aswellasCauseandEffectreasoningtojustifyyourresponse.
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?
ElaborateInyourproject,rememberthatwenotonlywanttoprovidemoreequitableaccesstoaresource,wealsowantto
doitinawaythatdoesn’thurttheenvironment.Inpairs,discussthefollowingquestion:Whatdoyouthink
humanscandotohelppreservetheresourcesyoulearnedabouttodaysothatwedon’trunout?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task2:UnequalAccesstoResources
StudentVersion StanfordNGSSIntegratedCurriculum2018 4
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?Evaluate:ConnectingtotheCulminatingProjectYouwillbecreatingaproposaltomakeanaturalresourcemoreavailabletopeoplearoundtheworld,whilealso
consideringstrainontheenvironment.Everynaturalresourcecomesfromsomegeologicprocess,whichonly
happensincertainareasoftheworld.
r Explainwhywaterisnotavailableequallythroughouttheworld,focusingontheprocessthatmakesit.
r Howaresomehumansusingmorethantheirshare?
r Whatistheeffectonenvironmentalsystems?
ThisshouldbecompletedindividuallyinyourProjectOrganizer.
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?
ReflectionIndividuallyreflectonTask2,usingthequestionsprovided:
1. Atthebeginningofthistask,youwatchedavideoonfrackingandthoughtabouttheavailabilityof
naturalgasthroughouttheworld.Lookbackatyourresponse:doesthisexampleseemtomatchwhat
youhavelearnedaboutdistributionofotherresources?Whyorwhynot?
2. Inthistask,wefocusedonthecrosscuttingconceptof:
• CauseandEffect:causeandeffectrelationshipsmaybeusedtopredictphenomena.
WheredidyouseeexamplesofCauseandEffectinthistask?
3. Nowthatyouhavelearnedmoreabouthownaturalresourcesaredistributed,whatquestionsdoyou
stillhave?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task3:WhatisWater?
StudentVersion StanfordNGSSIntegratedCurriculum2018 1
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?EngageInthelasttask,youlearnedabouttheprocessesthatdistributenaturalresourcesaroundtheworld.Oneofthosewaswater—averyimportantresourceforhumansandallotherorganisms.Asagroup,takealookatthepictureofanenvironmentthatyourteacherprovides.Discussthequestionsbelowandbepreparedtoshareyourobservationswiththeclass.
1. Whatexamplesofmatterdoyouseeinthisenvironment?
2. Wheredoyouseeexamplesofwaterinthisenvironment?
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?ExploreOverthelastfewtasks,you’veexploredlotsofdifferentexamplesofmatter,likewater.You’vethoughtaboutwherewatercomesfromandhowitisused,butwhatiswaterandhowdoesitbehaveindifferentconditions?
1. DevelopingandUsingModels:Withapartner,makeamodelofawatermoleculeusingthematerialsandinstructionsprovidedbyyourteacher.Youwillreferencethismodelthroughoutthetask.
2. Scale,Proportion,andQuantity:Thisisjustwhatonewatermoleculelookslike.Whenyouseewaterin
real-life,youareseeingmillionsofwatermoleculestogether.Butasyousawinthepictureatthebeginningofthistask,watercancomeinmanydifferentforms—rain,snow,ice,eveninvisibleintheair!Howdothewatermoleculesbehavedifferentlyinthesedifferentforms?
a. Asagroup,conductthefollowinginvestigationstoobservewaterindifferentstatesandrecordyourobservations.
b. Usethecauseandeffectrelationshipyouidentifyintheexperimenttopredicthowthemoleculesmightbebehaving.Usethediscussionquestionstohelpyou!
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task3:WhatisWater?
StudentVersion StanfordNGSSIntegratedCurriculum2018 2
Station1:LiquidWater—HotandCold
DiagramofExperiment ObservationsWarmWater
ColdWater
Station2:GaseousWater(WaterVapor)
DiagramofExperiment Observations
FlaskPushedIntoHotWater
FlaskPushedIntoColdWater
Station3:SolidWater(Ice)
DiagramofExperiment Observations
Frozen
Liquid
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task3:WhatisWater?
StudentVersion StanfordNGSSIntegratedCurriculum2018 3
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?ExplainYouhaveinvestigatedhowwaterbehavesindifferentconditionsandmademodelsofyourhypotheses.Nowlet’sdelveintothesciencewithinthematter.
1. Individually,readthefollowingarticlethattellsyouaboutmatter.Usetheannotationprotocolprovidedbyyourteachertomakesenseoftheideas.
Matteriseverythingaroundyouthathasmassandtakesupspace.Allmatterismadeupofverytinybuildingblockscalledatoms.Atomscomeindifferenttypes,kindoflikedifferentlettersinanalphabet.Justlikewhenyouputdifferentletterstogethertomakewords,whenyouputdifferenttypesofatomstogether,youcanmakedifferentmolecules.
http://leap5b.blogspot.com/2012/12/the-water-cycle_10.html
Waterisamoleculethatismadeupoftwodifferenttypesofatoms—hydrogen(representedbythejellybeansinyourmodel)andoxygen(representedbyagumdropinyourmodel).ItschemicalnameisH20becauseithas2hydrogenatomsand1oxygenatom.Thedifferentformsofwateryouinvestigatedtoday—ice,liquidwater,watervapor—arecalledstatesofmatter.Thesestatesareknownassolid,liquid,andgas,whichyouhaveprobablylearnedinpreviousgrades.
UsingthearticleandtheExploreactivities,discussthequestionsbelowwithyourpartner:
1. Referbacktoyourmodel:Pointingtodifferentpartsofyourmodel,explaintoyourpartnerwhythename“H20”makessenseforawatermolecule?
Atoms Molecules Mafer
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task3:WhatisWater?
StudentVersion StanfordNGSSIntegratedCurriculum2018 4
2. DevelopingandUsingModels:Drawmodelsofhowyouthinkthewatermoleculeswerebehavingintheexperiments:
WarmWater
ColdWater FrozenWater
3. CauseandEffect–Thinkbacktoyourinvestigations:
a. Whatdoyouthinkcauseswatertochangeintoadifferentstate?
b. Doyouthinktheactualmoleculeschangewhenwaterisinadifferentstate?Ifnot,whatelsemightbehappening?
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?ElaborateAfriendinanotherclassfreezeswaterinherwaterbottlesoitwillslowlymeltthroughoutthedayandshewillalwayshavecoldwater.However,whenshetakesthebottleoutofthefreezer,sherealizesithasexploded.Howdoyouexplainthis?Whatdidshedowrong?Individually,usewhatyouhavelearnedthroughtheinvestigationstogiveyourfriendsomeadvice.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task3:WhatisWater?
StudentVersion StanfordNGSSIntegratedCurriculum2018 5
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?Evaluate:ConnectingtotheCulminatingProjectYouwillbecreatingaproposaltomakewatermoreavailabletopeoplearoundtheworld,whilealsoconsideringstrainontheenvironment.You’veexploredmolecularstructurewithasimplemolecule—water.
ThisshouldbecompletedindividuallyinyourProjectOrganizer.UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?ReflectionIndividuallyreflectonTask3,usingthequestionsprovided:
1. Atthebeginningofthistask,youidentifieddifferentexamplesofwaterinanenvironment.Lookbackatyourinitialresponse:afterlearningeverythingyouhaveaboutpropertiesofwater,howwouldyoucategorizeeachoftheexamplesyouidentified:assolid,liquid,orgas?
2. Inthistask,wefocusedonthecrosscuttingconceptsof:• CauseandEffect:causeandeffectrelationshipsmaybeusedtopredictphenomena.• Scale,Proportion,andQuantity:scaledmodelscanbeusedtostudysystemsthataretoolargeor
toosmall.WheredidyouseeexamplesofCauseandEffectandScale,Proportion,andQuantityinthistask?
r Drawamodelofthemolecularstructureofwater.o Labelandexplainitsparts.
r Researchandexplainhowthemolecularstructureofwatergivesitpropertiesthatmakeitusefultohumans.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task3:WhatisWater?
StudentVersion StanfordNGSSIntegratedCurriculum2018 6
3. Nowthatyouhavelearnedmoreaboutthemolecularstructureofwaterandhowitbehavesincertainconditions,whatquestionsdoyoustillhave?
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task4:ChangingStates
StudentVersion StanfordNGSSIntegratedCurriculum2018 1
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?EngageInthelasttask,weobservedwaterindifferentstates—solid,liquid,andgas.Buthowdowechangewaterfromasolidtoaliquidtoagas?Andwhatishappeningtowateratthemolecularleveltochangeitsstate?Usingyourownpriorknowledgeandexperience,individuallydrawwhatyouthinkishappeningtothemoleculeswhenwaterisindifferentstatesandwritedownanideaofwhatcauseswatertochangefromonestatetoanother.
Solid Liquid Gas
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?ExploreInthelasttask,youdidexperimentswithwaterinreallifeandmadehypothesesabouthowthewatermoleculeswerebehaving.Nowyouwillbeabletoseethemovementofmoleculesusingacomputersimulationmodeldevelopedbyscientists!Asagroup,followtheinstructionsbelow:
1. Openthesimulationonyourcomputerbygoingtothefollowingwebsite:https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html.
2. Select“States”ontheleft-handside.
3. FromtheAtomsandMoleculesontheright,select“Water”andchangethethermometertoCelsius.
4. Usethebuttonsontherighttochangethewaterfromsolidtoliquidtogas.Ineachstate,observeforatleastoneminuteandthenrecordyourobservationsinthedatatableonthenextpage.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task4:ChangingStates
StudentVersion StanfordNGSSIntegratedCurriculum2018 2
State Temperature(Celsius)
Diagram(Model)
ObservationsofParticleMotion
Kinetic(Motion)EnergyofParticles
Circleone
Solid
High
Medium
Low
Liquid
High
Medium
Low
Gas
High
Medium
Low
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task4:ChangingStates
StudentVersion StanfordNGSSIntegratedCurriculum2018 3
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?ExplainDevelopingandUsingModels:Nowthatyouknowhowwatermoleculesbehaveindifferentstates,let’smakeamodel.Withyourgroup,planaskitthatshowsthesciencebehindwaterindifferentstatesandwhatcausesthechanges.Whenyounarrateyourskit,youmustincludethefollowingsciencewords:
o Particleso Moleculeso KineticEnergy
o Motion(ormove)o ThermalEnergyo Temperature
o Solido Liquido Gas
Ifyouareunsurewhatsomeofthesesciencewordsmean,usethedefinitioncardsprovidedbyyourteacherorresearchthemwithyourgroup.Usethespacebelowtoindividuallyrecordanyplanningofyourskitsinceyouwillbedescribingyourskitonyourowninthenextactivity.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task4:ChangingStates
StudentVersion StanfordNGSSIntegratedCurriculum2018 4
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?ElaborateBeforeyouhaveanopportunitytopresentyourskittotherestoftheclass,usetheStrongerClearerprotocoltogetfeedbackandmakerevisions.
1. IndividualThinkTime:Turnyourstudentguideoversoyoucan’tseeit.Takeaminutetothinkabouthowyouwillexplainyourskittoafirstpartner.
2. PartnerDiscussion1:Youwillworkinpairswithanotherstudentinadifferentgroup.OneofyouwillbeStudentAandtheotherStudentB.StudentAwillstartfirst:
• StudentA:Withoutlookingorreadingwhatyouwrotedown,describeyourskitusingasmanyofthesciencewordsasyoucanremember.
• StudentB:Listenandaskclarifyingquestions.AskquestionstohelpStudentAexplainstatesofmatterandusethescienceterms.Forexample,youmightask,“Doesyourskithaveallthestatesofmatter?”or“Inyourskit,doyoudescribethermalenergy,particlemotion,andtemperature?”
• BothStudentAandStudentB:Writedownanynotes,thoughts,orquestionsthatcameupinthisdiscussion.
Nowswitchrolesandrepeatthestepsabove.
3. PartnerDiscussion2:Repeatthepartneringprocesswithanotherstudent.Remembertotrytostrengthenandclarifyyourexplanation.Writedownnewnotes,insights,andquestions.
4. PartnerDiscussion3:Repeatthepartneringprocesswithanotherstudent.Remembertotryto
strengthenandclarifyyourexplanation.Writedownnewnotes,insights,andquestions.
5. Revision:Afteryouhaveworkedwithpartnerstoclarifyyourskit,reviewyournotes.Returntoyour
grouptoreviseandpracticeyourskit,sothatitisreadytopresent.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task4:ChangingStates
StudentVersion StanfordNGSSIntegratedCurriculum2018 5
UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?Evaluate:ConnectingtotheCulminatingProjectYouwillbecreatingaproposaltomakewatermoreavailabletopeoplearoundtheworld,whilealsoconsideringstrainontheenvironment.Sometimeshumansusenaturalresourcesastheyexistinnature;othertimeshumansusethembychangingtheirstate.
ThisshouldbeindividuallycompletedinyourProjectOrganizer.UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?ReflectionIndividuallyreflectonTask4,usingthequestionsprovided:
1. Atthebeginningofthistask,youdrewaninitialmodelofwatermoleculesindifferentstatesandcameupwithanideaofwhatcauseswatertochangefromonestatetoanother.Lookbackatyourinitialdrawingsandideas.Nowthinkaboutwhatyouhavelearnedaboutparticlemotionusingthecomputersimulation.Howwouldyouchangeoraddtoyourinitialdrawingsandideas?
2. Inthistask,wefocusedonthecrosscuttingconceptof:• CauseandEffect:causeandeffectrelationshipsmaybeusedtopredictphenomena.
WheredidyouseeexamplesofCauseandEffectinthistask?
r Dosomeresearch:howmightusingwatersometimesrequirechangingitsoriginalstate?r Manycommunitiesdon’thaveenoughwater(todrink,growcrops,etc.)Usewhatyouhavelearned
aboutchangingstatesofwatertobrainstormpossiblewaystoprovidethemwater.Keepinmindthatyoudonotwanttoputtoomuchstrainontheenvironment!
o Createafewpossibledesignsketcheswithcaptionsexplaininghowtheywork.o Explainsomeoftheprosandconsofyoursolutions.
StanfordNGSSIntegratedCurriculum7thGradeScienceUnit2:MatterMatters
Task4:ChangingStates
StudentVersion StanfordNGSSIntegratedCurriculum2018 6
3. Nowthatyouhavelearnedmoreaboutwhathappenstowaterwhenthermalenergyisaddedorremoved,whatquestionsdoyoustillhave?