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Science Curriculum

Grade Three Unit Four

Earth’s Weather & Climate

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Course Description

In unit one, students engage in an engineering challenge to develop habits of mind and classroom practices that will be reinforced throughout the school year. In unit two, students engage in four investigations dealing with big ideas in life science—plants and animals are organisms and exhibit a variety of strategies for life, organisms are complex and have a variety of observable structures and behaviors, organisms have varied but predictable life cycles and reproduce their own kind, and individual organisms have variations in their traits that may provide an advantage in surviving in the environment. Students observe, compare, categorize, and care for a selection of organisms. Students engage in science and engineering practices to investigate structures and behaviors of the organisms and learn how some of the structures function in growth and survival. Students look at the interactions between organisms of the same kind, among organisms of different kinds, and between the environment and populations over time. In unit three, students explore magnetism and gravity to look for patterns of motion to predict future motion. Students work with magnets and paper clips, wheel and- axle systems, paper air twirlers, and rotating tops. Students use their knowledge of science to enter the engineering design process and through the process refine their science understanding. Students use metric tools to refine observations by measuring mass and volume, they make mixtures and solutions to develop a foundational understanding of conservation of mass, and they observe a simple chemical reaction to extend their understanding of conservation. Students engage in science and engineering practices to collect data to answer questions, and to define problems in order to develop solutions. Students reflect on their own use of these practices and find out about how others use these practices in science and engineering careers. In unit four, students explore the properties of water, the water cycle and weather, interactions between water and other earth materials, and how humans use water as a natural resource. Students engage in science and engineering practices in the context of water, weather, and climate and explore the crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; and systems and system models. They are introduced to the nature of science, how science affects everyday life, and the influence of engineering, technology, and science on society and the natural world.

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Teachers may choose from a variety of instructional approaches that are aligned with 3 dimensional learning to achieve this goal. These approaches include:

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Pacing Chart

This pacing chart is based upon 160 minutes of instruction per cycle.

Unit 1 Engineering & Design 10 days

Unit 2 FOSS Structures of Life 40 days

Unit 3 FOSS Motion & Matter 40 days

Unit 4 Earth’s Weather & Climate 30 days

Unit Summary

What is the typical weather near our home? How can we protect people from weather-related hazards? In this unit of study, students organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding of weather-related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards. The crosscutting concepts of patterns, cause and effect, and the influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. Students demonstrate grade-appropriate proficiency in asking questions and defining problems, analyzing and interpreting data, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are also expected to use these practices to demonstrate understanding of the core ideas. This unit is based on 3-ESS2-1, 3-ESS2-2, 3-ESS3-1, and 3-5-ETS1-1.

Student Learning Objectives

Develop a model using an analogy, to describe how weather and climate are related. (ESS2.D) [Note: This SLO is based on the disciplinary core ideas found in the Framework. It is intended to serve as a scaffold to 3-ESS2-1.]

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.] (3-ESS2-1)

Obtain and combine information to describe climates in different regions of the world. (3-ESS2-2)

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.] (3-ESS3-1)

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NJDOE Student Learning Objective

Essential Questions

Content Related to DCI’s Sample Activities Resources

Investigation 1, Part 1

Students will be able to explain how air temperature, moisture, wind speed and direction, and precipitation make up the weather in a particular place and time.

Students will be able to

represent data in tables and

graphical displays to

describe typical weather

conditions expected during

a particular season.

(3-ESS2-1)

Why is weather important in our daily lives?

What are different aspects of weather that can be reported?

How can you measure temperature accurately?

● Weather is measured using

observations and tools such as

thermometers, wind vanes, and rain

gauges.

● Evaporation is the process by which

liquid (water) changes into gas

(water vapor).

● High temperatures, greater surface

area, and moving air (wind)

increase the rate of evaporation,

condensation is the process by

which gas (water vapor) changes

into liquid water; it occurs on a cool

surface.

● Evaporation and condensation

contribute to the movement of

water through the water cycle.

Students attempt to describe the weather outside in their science notebooks, for example whether it is sunny or cloudy, temperature, humidity, precipitation, wind, etc. Have the class share their descriptions and discuss the difficulties in measuring the weather. Brainstorm together different types of weather, what they have in common, and discuss how they might be measured. Lesson 1. Introduction to Weather Activity- Chart Weather/Wind Direction and Speed/Cloud Coverage and Type/Daily temperature/Weather Calendar

Lesson Plan 1 in resource folder. Charts- Ongoing (resource folder)

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Investigation 1, Part 2

Students will be able to investigate properties of water. They compare the way water interacts with four different surfaces.

Students will be able to develop a model using an analogy, to describe how weather and climate are related. (ESS2.D)

What happens when water falls on different surfaces? How does water move on a slope?

How much water can a dry sponge soak up?

What happens outdoors when rain falls on natural materials?

● Water forms beads on waterproof

materials and soaks into absorbent

materials.

● Water moves downhill. The angle of

the slope and the amount of water

affect flow.

Science Resources Book

“A report from the Blue Planet”

“Surface Tension” “Which Way

does it Go?” “Opinion and

Evidence” “Water Everywhere”

Videos -Aquatic Surface

Dwellers Aquatic Insect

Adaptations

Lesson 2- Introduction to the

Water Cycle

Steps to the Water Cycle

Zorlax Engineering Activity - They compare the rates of different amounts of water flowing downhill. They explore how sponges interact with water to soak up spills. Students go outdoors to explore how water interacts with natural materials.

Lesson 2 in resource file Video Bill Nye The Science Guy (https://www.youtube.com/watch?v=L6OeAY804MA Zorlax Water Activity (resource folder) Benchmark Assessment

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Investigation 2, Part 1

Students will be able to

represent data in tables and

graphical displays to

describe typical weather

conditions expected during

a particular season.

(3-ESS2-1)

What are typical weather conditions in our region?

How do we describe different climates?

● Weather is measured using

observations and tools such as

thermometers, wind vanes, and rain

gauges.

● Evaporation is the process by which

liquid (water) changes into gas

(water vapor).

● High temperatures, greater surface

area, and moving air (wind)

increase the rate of evaporation,

condensation is the process by

which gas (water vapor) changes

into liquid water; it occurs on a cool

surface.

● Evaporation and condensation

contribute to the movement of

water through the water cycle.

Lesson 3 - Air/Humidity and

Precipitation

Thirsty Sponge Activity

Activity- What was the average

precipitation for Paterson in

2015? 2016? Based on the data

you collected, predict what the

average precipitation for

Paterson will be in 2017?

Investigation 2, Part 2

Students will be able to obtain and combine information to describe climates in different regions of the world. (3-ESS2-2)

How does weather affect our lives?

● Weather data in tables and in

graphic displays, may show patterns

over time.

● Climate is the average or typical

weather that can be expected to

occur in a region, based on long-

term observation and data analysis

Lesson 5 Video Climate Zone Activity Why Are Some Places Always Hot?

Investigation 3, Part 1 Why do we ● Typical weather in a region often Activity- What will the weather Embedded Assessment

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Students will be able to obtain and combine information to describe climates in different regions of the world. (3-ESS2-2)

have Different Climates?

varies with seasons. High and low

temperatures and amount of

precipitation are the main ways to

describe seasonal weather changes

● The Sun’s energy drives weather

● Weather data in tables and in

graphic displays, may show patterns

over time.

● Climate is the average or typical

weather that can be expected to

occur in a region, based on long-

term observation and data analysis

be like on your birthday? Extension - What will the weather be on your birthday in your favorite country.

response sheet

Science notebook entry Performance assessment

Benchmark Assessment Posttest

Investigation 3, Part 2

Students will be able to obtain and combine information to describe climates in different regions of the world. (3-ESS2-2)

Why do we have Different Climates?

Activity- I can track the climate of the Dominican Republic or my favorite country.

Embedded Assessment response sheet

Science notebook entry Performance assessment

Benchmark Assessment Posttest

Investigation 4, Part 1

Extreme Weather- Hurricane Katrina

Students gather evidence about the causes and impacts of Hurricane Katrina.

(3-ESS3-1)

Why are hurricanes so dangerous?

How was the United States affected by Hurricane Katrina?

● A variety of natural hazards result

from natural processes. Humans

cannot eliminate natural hazards

but can take steps to reduce their

impacts.

Hurricane! Engage and Explore Students participate in a read aloud of Two Bobbies and gather information about Hurricane Katrina through their investigation stations.

Two Bobbies: A True Story of Hurricane Katrina, Friendship and Survival by Kirby Larson and Mary Nethery Hurricane! Lesson Plan pages 264-269 Station info cards Hurricane Lesson Plan pages 275-278 Hurricane Katrina Investigation Journal (one per student) Hurricane Lesson Plan pages 279-280

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Investigation 4, Part 2

Extreme Weather: Preventing Hurricane Damage

Students gather evidence regarding various methods that can be used to reduce hurricane damage.

(3-ESS3-1)

Why was the flooding in Hurricane Katrina so bad?

Hurricane! Explain Students synthesize the data they collected during their investigation stations. They engage in a read aloud of Building Dykes and Levees to gather additional evidence. They develop vocabulary related to the reading.

Building Dykes and Levees by Rebecca Stefoff Hurricane! Lesson Plan pages 269-270 Student worksheets in Hurricane Lesson Plan pages 275-278

Investigation 4 Part 3

Design a Levee

Students will be able to design a levee to meet design constraints and make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

(3-ESS3-1, 3-5-ETS1-1, 3-5-ETS1-2)

How do criteria and constraints affect our ability to solve a problem?

How do different members of a levee building team contribute to its design?

What evidence do we have to support a claim

● A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts.

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

Hurricane! Elaborate and Evaluate Students work in teams to design a levee based upon teacher constraints. Students evaluate each others’ designs using evidence to support their claims regarding whether each design solution worked.

Hurricane! Lesson Plan pages 270-273 Student worksheets in Hurricane Lesson Plan pages 275-279 “Rebuilding the Levees” Science Channel video “What Do Civil Engineers Do?” YouTube video

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about how well our design solution works?

● Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions.

● At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.

Unit Project

The Model Levee Design Challenge in Hurricane! can be used as the unit project.

What It Looks Like in the Classroom

In this unit of study, students organize and use data to describe typical weather conditions expected during a particular season. They notice patterns as they analyze and interpret weather data, and they use this data to determine cause-and-effect relationships. By applying their understanding of weather-related hazards, students make claims about the merit of a design solution that reduces the impacts of such hazards, using evidence to support their claims. Initially, students learn that scientists record patterns of weather across different times and locations in order to make predictions about future weather conditions. To understand how scientists use weather data, students need time, tools, and resources (both print and digital) to collect weather data. They can use a variety of tools (e.g., thermometers, anemometers, rain gauges) to collect firsthand data and multiple resources (e.g., Weather Bug, NOAA) to gather weather data that has been collected over longer periods of time. Multiple units of measurement (e.g., m, cm, °C, km/hr) should be used when recording weather conditions such as temperature, types and amounts of precipitation, and wind direction and speed. To organize the data they collect, students create graphical displays (bar graphs and pictographs) and tables. Once a sufficient amount of data is collected, students need opportunities to analyze data, looking for patterns of change that can be used to make predictions about typical weather conditions for a particular region and time of year. As they collect and analyze data over time, students learn that certain types of weather tend to occur in a given area and that combinations of weather conditions lead to certain types of weather (e.g., it is

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always cloudy when it rains or snows, but not all types of clouds bring precipitation). Weather is a combination of sunlight, wind, precipitation, and temperature in a particular region at a particular time. Climate describes the range of an area's typical weather conditions and the extent to which those conditions vary over the years. After learning to analyze and use data to make weather predictions, students use long-term patterns in weather to describe climates in a variety of regions around the world. To accomplish this, students use books and other reliable media to obtain information and weather data collected over a long period of time for a variety of regions. With guidance, students analyze the available data and information in order to describe the climate (e.g., average temperatures, average precipitation, average amount of sunlight) in each region. Science affects everyday life. Whenever people encounter problems, engineers use scientific knowledge to develop new technologies or improve existing ones to solve our day-to-day problems. After studying weather and climate, students investigate how weather-related hazards can be reduced. Students learn that there are a variety of natural hazards that result from severe weather. Severe weather, such as high winds, flooding, severe thunderstorms, tornados, hurricanes, ice or snowstorms, dust storms, or drought, has the potential to disrupt normal day-to-day routines and cause damage or even loss of life. While humans cannot eliminate natural hazards, they can take steps to reduce their impact. Students can use trade books and media resources to research types of severe weather hazards and their effects on communities and find examples of how communities solve problems caused by severe weather. As a class, students determine the types of severe weather that are common to the local area and discuss the effects on the community. (Define the problem.) In pairs or small groups, students can research ways that the community reduces the effects of severe weather. (Determine ways in which the problem is solved.) Given criteria, groups can determine how well each solution reduces the effects of severe weather. Groups can also prepare a presentation that • Describes the solution that the group thinks is best for reducing the effects of a given type of weather hazard, • Lists evidence to support their thinking, and • Lists at least one possible constraint, such as materials, time, or cost.

Modifications

(Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and explanations of the modifications.)

● Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their community. ● Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures,

illustrations, graphs, charts, data tables, multimedia, modeling). ● Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts from the

community helping with a project, journal articles, and biographies). ● Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple

representation and multimodal experiences). ● Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to demonstrate

their understandings.

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● Use project-based science learning to connect science with observable phenomena. ● Structure the learning around explaining or solving a social or community-based issue. ● Provide ELL students with multiple literacy strategies. ● Collaborate with after-school programs or clubs to extend learning opportunities. ● Restructure lesson using UDL principals (http://www.cast.org/our-work/about-udl.html#.VXmoXcfD_UA).

Research on Student Learning

N/A

Prior Learning

Kindergarten Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. • Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. • Asking questions, making observations, and gathering information are helpful in thinking about problems. (secondary)

Future Learning

Grade 4

• Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around.

• A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts.

• Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for

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success or how well each takes the constraints into account. (secondary)

Grade 5 • Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather.

Interdisciplinary Connections

English Language Arts/Literacy As students engage in the science described in this unit of study, they use books and other reliable media resources to collect weather and climate information for a given region. They compare information found in two different texts and use information to answer questions about weather and climate. To integrate writing, students can take brief notes as they conduct research and sort evidence into provided categories. Opinion pieces and short research projects should be included to build knowledge about weather and climate. Mathematics Like literacy, mathematics is integrated in a variety of ways. Students use appropriate tools and units of measure when collecting and recording weather and climate data. They model with mathematics when organizing data into scaled bar graphs, pictographs, and tables. Throughout the unit, students reason abstractly and quantitatively as they analyze and compare weather data. They will use that information to answer questions and solve multistep problems.

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Unit Vocabulary

Investigation 1 absorb bead bead up data direction dome earth material evidence gravity move natural material observation opinion relationship repel slope surface waterproof climate season

Investigation 2 bulb cold contract degree Celsius (ºC) expand float freeze hot less dense liquid mass melt more dense sink solid state temperature thermometer volume natural resource nonrenewable resource renewable resource retain shaft soil system water retention waterwheel

Investigation 3

compass

condensation

evaporation

forecast

gas

meteorologist

meteorology

precipitation

rain gauge

surface area

water cycle

water vapor

weather

wind

vane

Investigation 4 atmospheric breach civil engineer dyke embankment flood floodplain geologist hailstorm hurricane hydrologist levees natural hazard overtopping Saffir-Simpson Hurricane Winds Scale satellites storm surge tornadoes

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Educational Technology Standards

8.1.8.A.1, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.D.1, 8.1.8.E.1, 8.1.8.F.1

Technology Operations and Concepts • Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing

program. Example: Create a brochure to advertise your levee design.

Creativity and Innovation • Synthesize and publish information about a local or global issue or event on a collaborative, web-based service. Example: Publish a blog regarding hurricane preparedness.

Communication and Collaboration • Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and

propose possible solutions. Example: Use empatico.org to collaborate with students from other countries who have experienced hurricanes.

Digital Citizenship • Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics. Example: Use Diigo.com to have a monitored and appropriate online conversation about an article.

Research and Information Literacy • Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem. Example: Use NOAA or AMS websites to gather data about hurricane frequency, location, etc.

Critical Thinking, Problem Solving, Decision Making • Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about

a current event or contemporary figure. • Example: Utilize Voicethread to create a narrative account of a hurricane event.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

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Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

Example: Participate as an active an ethical member of class discussions and projects. Teacher can explore how decision making and behaviors can impact the broader community in specific science related examples, such as limiting littering, choosing to recycle, etc.

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.

Example: Students can develop and present well supported arguments via short presentations, during group work and gallery walks. CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.

Example: Participate as an active an ethical member of class discussions and projects. Teacher can explore how decision making and behaviors can impact the broader community in specific science related examples, such as limiting littering, choosing to recycle, etc.

CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.

Example: Engineering tasks provide many opportunities for student to use creative and innovative approaches. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is

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solved, whether through their own actions or the actions of others. Example: Gather evidence to support a claim and identify reasoning that is being applied.

CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

Example: Utilize Google Apps for Education suite to access and complete assignments. The teacher can use Google Classroom to identify age and subject appropriate resource materials that can be linked directly. A variety of apps or web based platforms (Tellagami, PowToons, Glogster, Padlet) can be used to generate multimedia content.

CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

Example: Students must be given regular opportunities to work with groups in a variety of settings for discussion, projects, etc.

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WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce or use:

6- Reaching

Specialized or technical language reflective of the content areas at grade level

A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level

Oral or written communication in English comparable to proficient English peers

5- Bridging

Specialized or technical language of the content areas

A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or reports

Oral or written language approaching comparability to that of proficient English peers when presented with grade level material.

4- Expanding

Specific and some technical language of the content areas

A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs

Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support

3- Developing

General and some specific language of the content areas

Expanded sentences in oral interaction or written paragraphs

Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support

2- Beginning

General language related to the content area

Phrases or short sentences

Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support

1- Entering

Pictorial or graphic representation of the language of the content areas

Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, or statements with sensory, graphic or interactive support

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Culturally Relevant Pedagogy Examples

Everyone has a Voice: Create a classroom environment where students know that their contributions are expected and valued. Example: Norms for sharing are established that communicate a growth mindset for mathematics. All students are capable of expressing mathematical thinking and contributing to the classroom community. Students learn new ways of looking at problem solving by working with and listening to each other.

Run Problem Based Learning Scenarios: Encourage scientifically productive discourse among students by presenting problems that are relevant to them, the school and /or the community. Example: Using a Place Based Education (PBE) model, students explore science concepts while determining ways to address problems that are pertinent to their neighborhood, school or culture.

Encourage Student Leadership: Create an avenue for students to propose problem solving strategies and potential projects. Example: Students can deepen their understanding of engineering criteria and constraints by creating design challenges together and deciding if the problems fit the necessary criteria. This experience will allow students to discuss and explore their current level of understanding by applying the concepts to relevant real-life experiences.

Present New Concepts Using Student Vocabulary: Use student diction to capture attention and build understanding before using academic terms. Example: Teach science vocabulary in various modalities for students to remember. Use multi-modal activities, analogies, realia, visual cues, graphic representations, gestures, pictures and cognates. Directly explain and model the idea of vocabulary words having multiple meanings. Students can create the Word Wall with their definitions and examples to foster ownership.

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Appendix A: NGSS and Foundations for the Unit

Develop a model using an analogy, to describe how weather and climate are related. (ESS2.D) [Note: This SLO is based on the disciplinary core ideas found in the Framework. It is intended to serve as a scaffold to 3-ESS2-1.]

Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.] (3-ESS2-1

Obtain and combine information to describe climates in different regions of the world. (3-ESS2-2)

Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.] (3-ESS3-1

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out Investigations

· Plan and conduct investigations collaboratively to produce evidence to answer a question. (1-PS4-1),(2-LS2-1)

Analyzing and Interpreting Data

· Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. (3-ESS2-1)

Engaging in Argument from Evidence

· Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. (3-ESS3-1)

Obtaining, Evaluating, and Communicating Information

· Obtain and combine information from books and other reliable media to explain phenomena. (3-ESS2-2)

ESS2.D: Weather and Climate

· Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1)

· Climate describes a range of an area's typical weather conditions and the extent to which those conditions vary over years. (3-ESS2-2)

ESS3.B: Natural Hazards

A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (3-ESS3-1) (Note: This Disciplinary Core Idea is also addressed by 4-ESS3-2.)

Patterns

· Patterns of change can be used to make predictions. (3-ESS2-1),(3-ESS2-2)

Cause and Effect

· Cause and effect relationships are routinely identified, tested, and used to explain change. (3-ESS3-1)

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Connections to Engineering, Technology,

and Applications of Science

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

· Engineers improve existing technologies or develop new ones to increase their benefits (e.g., better artificial limbs), decrease known risks (e.g., seatbelts in cars), and meet societal

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demands (e.g., cell phones). (3-ESS3-1)

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Connections to Nature of Science

Science is a Human Endeavor

Science affects everyday life. (3-ESS3-1)

English Language Arts Mathematics

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-ESS2-2) RI.3.1

Compare and contrast the most important points and key details presented in two texts on the same topic. (3-ESS2-2) RI.3.9

Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-ESS3-1) W.3.1

Conduct short research projects that build knowledge about a topic. (3-ESS3-1) W.3.7

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-ESS2-2) W.3.9

Reason abstractly and quantitatively. (3-ESS2-1),(3-ESS2-2),(3-ESS3-1) MP.2

Model with mathematics. (3-ESS2-1),(3-ESS2-2), (3-ESS3-1) MP.4

Use appropriate tools strategically. (3-ESS2-1) MP.5

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (3-ESS2-1) 3.MD.A.2

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in bar graphs. (3-ESS2-1) 3.MD.B.3

Field Trip Ideas: Paterson Falls, Panther Academy Science Center, News 12 weather center, Liberty Science Center