Science 3rd Nine Weeks Grade 5

Purpose of Science Curriculum MapsThis map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards. Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain components to ensure that instruction focuses students toward college and career readiness.

The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices.

Science Practices Shelby County Schools 2016-2017

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Science 3rd Nine Weeks Grade 5

To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students should know and be able to do at each grade level.

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Commonalities between ELA, Math, and Science As you use the instructional maps, teachers should remember that science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts (student portraits). There is an early focus on informative writing in ELA and science. There’s a connection to all of the standards documents (ELA, Math, and Science). At the core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science, math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing. Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle school. In the early grades, science and mathematics aligns, as students are learning to use measurements as well as representing and gathering data. As students’ progress into middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science, mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.

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5 E Instructional Model

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Science 3rd Nine Weeks Grade 5

The 5E instructional model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept. Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.

Science Curriculum Maps Overview

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Science 3rd Nine Weeks Grade 5

The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), informational text (specific writing activities), and NGSS (science practices).

At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students will carry their curiosity, interest and enjoyment of the scientific worldview, scientific inquiry, and the scientific enterprise into middle school. At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and social purposes.

How to Use the Science Curriculum Maps

Tennessee State StandardsThe TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content. It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard. ContentThe performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.

ConnectionsDistrict and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used as needed for content support and differentiation.Academic Vocabulary Support(More Academic Vocabulary support can be found at the following link: http://www.berkeleyschools.net/wpcontent/uploads/2013/05/BUSD_Academic_Vocabulary.pdf)Following the vocabulary development work of Beck, McKeown and Kucan, the CCSS references three tiers of words that are vital to academic achievement:

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Tier One words are the words of everyday speech usually learned in the early grades… Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (dignified, faltered).

Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable.

Tier Three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, legislature, circumference, aorta) and key to understanding a new concept within a text… Recognized as new and “hard” words for most readers (particularly student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary).

It is important to target specific instruction on Tier 2 and Tier 3 vocabulary words to help students develop deep understanding that cannot be acquired through independent reading. Since Tier 3 words are typically targeted in content specific instruction, it's particularly important and challenging to identify and target Tier 2 words, since they appear across all disciplines. Basic Guidelines for effective structured language practice strategies:

Make the target language rigorous, and mandatory. Never use structured language practice strategies with language that hasn’t been explicitly taught first. Post the graphic organizers or word banks and sentence frames that you’ve taught. Require students to use them during the activity and continuously remind

them to focus on their use of the language. Use a timer, chime, or other signal to mark the beginning, transitions, and ending of the activity. Keep it moving! Don’t adjust your pace to allow all students

to finish. If you use these strategies regularly, students will increase their speed to match your snappy pace. Circulate to monitor for participation as well as accuracy. Provide targeted support as needed. Take it to writing. A brief written product (sentence(s) in a journal, language log, note sheet, poster, post-it, exit ticket…) helps hold all students accountable.

Strategies include Classroom Instruction - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ Word Webs - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ Academic Vocabulary Log - https://drive.google.com/drive/folders/0B_iyFfHv_OU6Z1FHOWN2TFFpdDQ

TN Standards Learning Outcome Content ConnectionsStandard 6 – The Universe 3 Weeks

GLE 0507.6.1 Compare planets based on their known characteristics.

I can describe the constellations as they move across the sky in relation to the major planets in the solar system.

Macmillan/McGraw-Hill-Closer Look Grade 5Lesson 1: The Inner Planets pp. 154- 158

Academic VocabularySolar system, planet, moon, asteroid, revolution, rotation, Galilean moons, comet, dwarf planet,

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TN Standards Learning Outcome Content ConnectionsGLE 0507.6.2 Recognize that charts can be used to locate and identify star patterns.

Scaffolded (Unpacked) Ideas

1. Telescopes magnify the appearance of distant objects in the sky including planets.

2. Stars are so far away that they look like points of light.

3. Groups of stars occupy fixed patterns called constellations.

4. Constellations stay the same as they move across the sky.

5. Different stars can be seen during different seasons.

6. Models are used to represent the relative positions of planets in the solar system.

7. Planets change their position against the background pattern of stars as they revolve around the sun.

8. Earth is the third planet from the sun in a system that includes seven other planets.

9. Planets differ in terms of the makeup of their atmospheres, size, positions relative to the sun, and chemical composition.

I can create a model of the solar system that represent the relative position of other planets in the solar system.

Essential Questions

What is the difference between a planet and a star?

What are the positions of the planets relative to the sun?

What are the distinguishing characteristics of the eight planets?

Lesson 2: The Outer Planets pp. 162- 168Lesson 3: Stars pp. 174-182

Lab investigationsExplore: How Do Craters Form? P. 153How Far Apart are the Planets? P. 163

Online Resources

Welcome to the Planets - This is a gallery of images of the planets and other small bodies in space. The pictures are all taken from NASA and updated with recent material. There are also links to the various spacecraft that have carried satellites into space. These are interesting images to show while doing a comparison of the planets. There are also links to basic information about the planets and which satellite took the pictures.

Astronomy for Kids - This website homepage has all the planets listed. You can click on each planet for a brief description and a list of characteristics. This is definitely a kid-friendly website. This could be used as a website for student research or as a way to introduce the planets and the GLE.

Orbits of the Planets - This is an interactive orbital guide to the planets. You can see the difference in size, speed, distance, and orbit of each planet. This could be used in a creating a list of planet characteristics that could be compared or contrasted.

Video Resources:

Tonight's Sky - This site has an awesome video

star, nebula, white dwarf, supernova, star chart, constellation

Explain/ Explore: Hello, Universe? Anyone Home? 660L Students will read and understand more about what Scientists say they have spotted an Earth-like planet. The planet fits into what is sometimes called a "Goldilocks zone". RI3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Milky Way 950L Students will read information about Milky Way galaxy, a massive collection of stars, dust, and clouds of gas. The Milky Way contains hundreds of billions of stars. It is only one of billions of galaxies in the universe The sun is one of the stars in the Milky Way. RI3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Planet Tic-Tac-Toe - This is a tic-tac-toe game with an "alien". Click on a square and you will be asked a trivia question about one of the planets. If you get it correct an X is placed in the box and you click another square. If you answer incorrectly, an O is placed in the square for the "alien". This would be a child centered learning activity. Some of the questions may be a bit rigorous.

Kids Planets - Awesome activity for students, online with interactive games that responds to the students’ answers and lets them self-correct. Level 1 is for 3rd and 4th grades. It is basic information about the solar system and the plants. Teachers can save the address and

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TN Standards Learning Outcome Content Connections(less than 5 minutes) of what can be seen in the night sky for the current month. It covers plants, galaxies, and celestial events, when possible. It is also semi-interactive. For example, when it covers a specific planet, it zooms in to show what the planet looks like with a telescope. Very interesting resource!The site provides a video that explains different objects that are viewable in the night sky on a monthly basis. Planets, stars, galaxies, and more are all covered.

students can get on to play while learning about the solar system. A huge bonus is that it talks to the student and key vocabulary is highlighted. Level 2 is for 4th and 5th graders. Students will be challenged by the activities and learn through their explorations. This site is directly related to the standard in 3rd grade by having students label the planets, stars, sun, and moon. Fourth and fifth grades are represented on this site because it gives the picture of a star map and the students have to match it as an activity. Patterns are established and represented on the site as a part of the solar system. Both levels have a wonderfully extensive glossary for information that is presented.

Standards Learning Outcome Content Connections

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Science 3rd Nine Weeks Grade 5

TN Standards Learning Outcome Content ConnectionsStandard 7 – The Earth: 3 Weeks

GLE 0507.7.1 Compare geologic events responsible for the earth’s major geological features.

Scaffolded (Unpacked) Ideas

1. The Earth is constantly changing.

2. Some changes in the Earth, such as erosion and mountain building, happen in small increments over long periods of time; others such as landslides, volcanoes, and earthquakes are rapid events.

3. The Earth consists of three layers: an outer crust, the mantle in which hot materials move, and a dense, metallic core.

4. The Earth’s outer layer consists of large separate plates that rest on the molten mantle layer.

5. Even though plates appear to be moving independently and at different speeds, the entire system of plates is interconnected so that individual plate movements affect all others.

6. Major geological events, such as earthquakes, volcanic eruptions, and mountain building, occur at plate boundaries when plates scrape against each other or move apart.

I can describe the three layers of the Earth’s crust and explain their components.

I can identify the major geological events such as earthquakes, volcanic eruptions, and mountains and research current activity, compare the area location to that of 10 plus years ago.

Essential Questions

1. What are the Earth’s different layers?2. How are different plate movements

responsible for earthquakes, mountain building, and volcanoes?

Macmillan/McGraw-Hill-Closer Look Grade 5Explain:Lesson 1: Plate Tectonics pp.196-204Lesson 2: Volcanoes pp. 210-214Lesson 3: Earthquakes pp. 220-226

Lab InvestigationsExplore: How Do Mountains Form? P. 195How Do You Make a Model Volcano Erupt? P. 209How Does the Ground Move During An Earthquake? P. 219

Video ResourcesPlate Tectonics Learn about the layers that make up the earth and how they interact to affect the landscape. STEM Challenge: making shake tables and earthquake-resistant structures.Volcanoes – Volcanoes are part of the world’s plumbing system. Find out how they work.Online ResourcesAAAS Science Assessment – Plate Tectonics – The AAAS has a collection of data from testing 6-8 grade students. Teachers can view percentage of students who were proficient or advanced in certain science content areas. Misconceptions are also provided for teachers to view and use within their lessons. Consider using this as a source of information prior to instruction to identify weak areas related to earth’s geological features.

Observe animations of processes that occur along plate boundaries – This link provides basic animation clips of divergent, convergent, and transform plate boundaries. Students who are visual learners will enjoy the animated movement of the plates. Consider using as a demonstration

Academic VocabularyHydrosphere, plate tectonics, magma, fault, core, mantle, crust, geological features, lava, shield volcano, cinder-cone volcano, hot spot, composite volcano, island chain, volcano, island arc, focus, epicenter, tsunami, magnitude, earthquake,

Explore:Here Today, Gone Tomorrow? Teachers must

log into Achieve 3000 660L The glaciers are giant sheets of ancient ice. They crawl slowly down the face of mountains. As they move, they dig into the landscape. What effect will this have on the land?RI5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Landform 860L students will read several embedded articles on Rocky landforms, mountains, volcanoes, valleys, the difference between islands and atolls and many more.RI5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Volcanoes: Magma Rising – Mt. Pelee Erupts, Studying Volcanoes, and Volcanic Eruptions these paired texts are 780L level that discusses volcanoes and how they erupt. RI9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Spinning Thunderstorms – an 880L level passage that is paired with Hurricanes because both passages discuss dangerous storms. RI9:

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TN Standards Learning Outcome Content Connections7. At a convergent boundary two

plates collide. The overriding plate forces the other down into the mantle through a process called subduction and is itself lifted to produce a mountain range.

8. At a divergent boundary where plates move away from each other, the mantle rises through cracks in the Earth’s crust to create mid-ocean ridges.

9. Volcanoes occur where molten material erupts through the Earth’s surface because pressure from gases within molten rock beneath the crust becomes too great.

10. At transform boundaries, also called faults, plates slide past each other and plate material is neither created nor destroyed.

11. Most earthquakes occur along fault lines.

after introducing the types of plate movement.Anatomy of a Volcano

Explore the parts of a volcano such as Mt. St. Helens and see what causes destruction during a volcanic eruption.

A Supersized Volcano

Just how large was the biggest volcanic eruption of the last 100,000 years?

Deadly Volcanoes

Explore some of the worst volcanic disasters of the past 400 years—from Indonesia’s Krakatau to Iceland.

Mt St Helens: Back From the Dead

Thirty years after the massive eruption, could it happen again?

Volcanic Interactive Games – this link is aligned with volcanoes and how they function.

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Earthquakes: Tremors from Below – A Tsunami in the Pacific this paired texts has Lexile levels of 880, 960, and 990 that discusses how are earthquakes studied and what causes the earth to shake. Click on the Paired Text tab to explore the other levels. RI9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Worldwide Map of Earthquakes –This resource is an interactive world map with recent earthquakes plotted in color. Earthquakes that have occurred as in the past few days are larger and more vivid dots than older quakes. The user can click on the map to zoom in on a location or enter a specific longitude and latitude. This resource is a world map of recent earthquakes. The color coded key makes locating recent events easier. Once you locate a specific earthquake, by clicking on that location you pull up a table with the times of recent quakes in the area and their magnitude. This map could be used as part of a center or as a piece to explore plate tectonics.

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Science 3rd Nine Weeks Grade 5

TN Standards Learning Outcome Content Connections

Standard 8 – The Atmosphere: 3 WeeksGLE 0507.8.1 Analyze and predict how major landforms and bodies of water affect atmospheric conditions.

Scaffolded (Unpacked) Ideas

1. When land and water are exposed to the same amount of sunlight for the same amount of time, land absorbs heat energy more quickly than water, but loses it more quickly than water.

2. Sea breezes have a cooling influence on coastal areas.

3. Sea breezes occur when warmer air inland rises and the cooler air from the coast moves in to take its place.

4. On the windward side of a mountain, land at high altitudes block the flow of moisture laden air masses causing them to rise, cool, condense, and fall as

I can model through class experiments how water and land when exposed to the same amount of sunlight for the same amount of time; land absorbs heat energy more quickly than water, and loses it more quickly than water.Essential Questions

1. How do latitude, altitude, and proximity to the ocean affect local weather and climate conditions?

Macmillan/McGraw-Hill-Closer Look Grade 5Lesson 4: The Atmosphere pp. 232-238

Lab Investigations

Explore: How Does Distance From An Ocean Affect Temperature? P. 231

Heating Earth’s surfaces: Land versus waterIn this experiment students will investigate, develop, and test a hypothesis about how quickly different materials heat up and cool down when exposed to radiation (sunlight/heat).

Bubbles students will have fun understanding wind, water and depending on the weather how bubbles react to temperature.

Online resources

Rain Shadow Media - This website has an interactive rain shadow demonstration with an audio explanation. This rain shadow simulation clarifies the process for students.

Sea and Land Breeze Media - This website shows an interactive visual of a sea and land breeze. This interactive simulation of a sea and land breeze

Academic vocabularyatmosphere, climate, weather, current, rain shadow, El Niño

Explore:

Atmospheric Layers - 830L K12 Reader reading passage that talks about how Earth’s atmosphere is made up of several layers of gases in different mixtures. RI5 Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.

Are Winds Less Windy? Teachers must log into

Achieve 3000 660L A new study suggests that wind may be dying down across parts of the U.S. The cause of this, scientists say, may be global warming. RI10: By the end of the tear, read and comprehend information texts, including history/social studies, science, and technical texts, at high end of the grades 4-5 text complexity band independently and proficiently.

Weather / Weather Answers 730L Students will read more about weather and how weather is caused by several forces working together. Energy from the Sun powers all weather on Earth. If a part of Earth's surface gets more sunlight, it receives more energy to heat the air

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Science 3rd Nine Weeks Grade 5

TN Standards Learning Outcome Content Connectionssome form of precipitation.

5. Because less precipitation is available on the leeward side of a mountain, it creates a rain shadow that is generally drier and less vegetated.

shows the direction of air movement as well as the temperature of the air over the sea and land. This would be an image that students could draw in their science journals.Water Droplet and the Water Cycle – This is an interactive game that reinforces what you have taught about the water cycle. Students will love to apply their skills to complete the water. Your task, as you play this game, is to get the water droplet safely through the forest, into the river, and out to sea so that the sun can warm him once again and help him get back to the clouds. You can make "Droplet" run, jump, climb, slide, take rides on passing leaves, and stun his enemies.Video Resources

Weather and Climate - Studyjams - This video explains the difference between weather and climate. It also brings out some additional aspects of weather like precipitation. There is a quiz available to use at the completion of the video. This brief video can be used at the beginning of the study to clarify the difference between weather and climate.Rain Shadow Effect - This video shows the rain shadow effect as a drawing and with photographs from the west coast in California. It plays music in the background and has captions below the slides to tell what is being represented. This video demonstrates how the ocean and mountains create a rain shadow.

above it. RI9: Analyze how to or more texts that address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Seasons and Weather Interactive Games – this link aligns to games about seasons and weather that students can play.

Extreme Weather – a K12 Reader reading passage that talks about different types of extreme weather. RI5 Compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.

Convection Currents – a K12 Reader reading passage that talks about wind currents. RI4 Determine the meaning of general academic and domain-specific words and phrases in a text.

Meteorologists -A 900 level passage that discusses the scientific study of weather. RI3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

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