0,123,(*'#4()'0 UNIT // - // -....Stanford NGSS Integrated Curriculum 7th Grade Science Unit 2: Matter Matters 3-Dimensional Individual Project Rubric Student Version Stanford NGSS

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


CulminatingProject


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?


CulminatingProject


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:


CulminatingProject


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


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


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.


ProjectOrganizer


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.


ProjectOrganizer


Task2:UnequalAccesstoResources

Everynaturalresourcecomesfromsomegeologicprocess,whichonlyhappensincertainareasoftheworld.

q Explainwhywaterisnotavailableequallythroughouttheworld,focusingontheprocessthatmakesit.

q Howaresomehumansusingmorethantheirshare?q Whatistheeffectonenvironmentalsystems?

Task3:WhatisWater?

You’veexploredmolecularstructurewithasimplemolecule—water.q Drawamodelofthemolecularstructureofwater.

o Labelandexplainitsparts.r Researchandexplainhowthemolecularstructureofwatergivesitpropertiesthat

makeitusefultohumans.


ProjectOrganizer


Task4:ChangingStates

Sometimeshumansusenaturalresourcesastheyexistinnature;othertimeshumansusethembychangingtheirstate.

q Dosomeresearch:howmightusingwatersometimesrequirechangingitsoriginalstate?

q Manycommunitiesdon’thaveenoughwater(todrink,growcrops,etc.)Usewhatyouhavelearnedaboutchangingstatesofwatertobrainstormpossiblewaystoprovidethemwater.Keepinmindthatyoudonotwanttoputtoomuchstrainontheenvironment!o Createafewpossibledesignsketcheswithcaptionsexplaininghowtheywork.o Explainsomeoftheprosandconsofyoursolutions.


Lift-OffTask:AShrinkingSea


UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?ThepicturesbelowshowsatelliteimagesoftheAralSeaoveraperiodof35years.Despiteitsname,theAralSeaisnotaseaatall,butactuallyalakeoffreshwaterinCentralAsia.

https://www.tes.com/lessons/OfGohCI9CIm8oA/the-aral-sea

PartA:IfyouwantedtoknowwhatishappeningtotheAralSea,whatquestionswouldyouask?IndividuallyrecordanyquestionsyouwouldneedtoasktogetabetterunderstandingofthechangingAralSea.




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.




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


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



Graph1:MajorPopulationChanges

1. Analyzethegraph:

a. WhatdoestheX-axisshow?

b. WhatdoestheY-axisshow?

c. Whatdoesthegraphshow?



2. Aroundwhatyeardoyouseethepopulationfirstbegintoincrease?

a. Hypothesize:Whatdoyouthinkmighthavebeenhappeningatthistimeinhistorythatwould

causethisincreaseinhumanpopulation?

3. Aroundwhatyeardoweseethesecondmajorpopulationexplosion?

a. Hypothesize:Whatdoyouthinkmighthavebeenhappeningatthistimeinhistorythatwould

causethisincreaseinhumanpopulation?



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



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



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?



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.



2. Inthistask,wefocusedonthecrosscuttingconceptof:

• CauseandEffect:causeandeffectrelationshipsmaybeusedtopredictevents.WheredidyouseeexamplesofCauseandEffectinthistask?

3. Nowthatyouhavelearnedmoreabouthowavailabilityofresourcesaffectshumanpopulation,what

questionsdoyoustillhave?





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.




1. Yourtaskistoleaveyourhomegroupandbecomeanexpertinoneresource.Whenyoumovetoyour

expertgroup,fillinthechartbelowsoyouwillbepreparedtoreportbacktoyourhomegroup.

AssignedResource:______________________________________

Whatcausedittoform? Wherecanyoufindit? Howhavehumansaffectedit?

2. Returntoyourhomegroupandreportoutontheresourceyoubecameanexpertin.Takenoteson

others’resourcesbelow:

OtherResource Whatcausedittoform? Wherecanyoufindit? Howhavehumans

affectedit?




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.


ElaborateInyourproject,rememberthatwenotonlywanttoprovidemoreequitableaccesstoaresource,wealsowantto

doitinawaythatdoesn’thurttheenvironment.Inpairs,discussthefollowingquestion:Whatdoyouthink

humanscandotohelppreservetheresourcesyoulearnedabouttodaysothatwedon’trunout?




UnitEssentialQuestion:Howcanmodelsofmatterhelpusunderstandtheresourcesweuse?Evaluate:ConnectingtotheCulminatingProjectYouwillbecreatingaproposaltomakeanaturalresourcemoreavailabletopeoplearoundtheworld,whilealso

consideringstrainontheenvironment.Everynaturalresourcecomesfromsomegeologicprocess,whichonly

happensincertainareasoftheworld.

r Explainwhywaterisnotavailableequallythroughouttheworld,focusingontheprocessthatmakesit.

r Howaresomehumansusingmorethantheirshare?

r Whatistheeffectonenvironmentalsystems?

ThisshouldbecompletedindividuallyinyourProjectOrganizer.


ReflectionIndividuallyreflectonTask2,usingthequestionsprovided:

1. Atthebeginningofthistask,youwatchedavideoonfrackingandthoughtabouttheavailabilityof

naturalgasthroughouttheworld.Lookbackatyourresponse:doesthisexampleseemtomatchwhat

youhavelearnedaboutdistributionofotherresources?Whyorwhynot?

2. Inthistask,wefocusedonthecrosscuttingconceptof:

• CauseandEffect:causeandeffectrelationshipsmaybeusedtopredictphenomena.

WheredidyouseeexamplesofCauseandEffectinthistask?

3. Nowthatyouhavelearnedmoreabouthownaturalresourcesaredistributed,whatquestionsdoyou

stillhave?


Task3:WhatisWater?


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!


Task3:WhatisWater?


Station1:LiquidWater—HotandCold

DiagramofExperiment ObservationsWarmWater

ColdWater

Station2:GaseousWater(WaterVapor)

DiagramofExperiment Observations

FlaskPushedIntoHotWater

FlaskPushedIntoColdWater

Station3:SolidWater(Ice)

DiagramofExperiment Observations

Frozen

Liquid


Task3:WhatisWater?


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


Task3:WhatisWater?


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.


Task3:WhatisWater?


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.


Task3:WhatisWater?


3. Nowthatyouhavelearnedmoreaboutthemolecularstructureofwaterandhowitbehavesincertainconditions,whatquestionsdoyoustillhave?




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.




State Temperature(Celsius)

Diagram(Model)

ObservationsofParticleMotion

Kinetic(Motion)EnergyofParticles

Circleone

Solid

High

Medium

Low

Liquid

High

Medium

Low

Gas

High

Medium

Low




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.




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.




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.




3. Nowthatyouhavelearnedmoreaboutwhathappenstowaterwhenthermalenergyisaddedorremoved,whatquestionsdoyoustillhave?

Documents

0,123,(*'#4()'0 UNIT // - // -....Stanford NGSS Integrated Curriculum 7th Grade Science Unit 2: Matter Matters 3-Dimensional Individual Project Rubric Student Version Stanford NGSS