Weather and Climate · Weather and Climate Earth and Space Science/Grade 3 In this unit, students will learn about the importance of our sun, how the earth moves in relationship to

ThisunitwasdevelopedwithNationalScienceFoundationfunding(Grant#1432591).ItisaDRAFTdocumentthatwillberevisedannuallyastheunitispilotedthroughthe2017-18schoolyear.

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WeatherandClimateEarthandSpaceScience/Grade3

Inthisunit,studentswilllearnabouttheimportanceofoursun,howtheearthmovesinrelationshiptothesun,whydifferentplacesontheearthareimpacteddifferentlybythesun,theconceptofenergyasitrelatestoheatandlight,andtheimportanceofenergyexchangebetweentheEarthandthesun.Studentswillfurtherdeveloptheirgraphingskillstocommunicateinformationvisuallyandmakepredictionsaboutweatherdata. Authors JoyDeMayo,SecondGradeTeacher,ColegroveParkElementarySchoolLisaMarceau,FifthGradeTeacher,ColegroveParkElementarySchoolSofiaPhay,Psychologymajor,WilliamsCollegeJadeSchnauber,EarlyChildhoodEducationmajor,Sociologymajor,MassachusettsCollegeofLiberalArtsSophiaRobert,Philosophymajor,Biologymajor,CognitiveScienceminor,Neuroscienceminor,WilliamsCollegeJessicaLesure,ElementaryEducationmajor,Psychologymajor,MassachusettsCollegeofLiberalArtsNatalieTorrey,Educationmajor,InterdisciplinaryStudiesmajor,MassachusettsCollegeofLiberalArtsJuliaChoi,Psychologymajor,Musicmajor,Neuroscienceminor,WilliamsCollege


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TableofContentsUnitPlan Pg.4TieredVocabularyList Pg.8LessonsataGlance Pg.9LessonFeatureKey Pg.11ScienceContentBackground Pg.12EssentialQuestionConceptMaps Pg.17LessonPlansLesson1:WeatherAroundtheWorld Pg.20Lesson2:TheEarthandtheSun~AnEssentialFriendship Pg.26Lesson3:Energy~TeamworkMakestheDreamWork Pg.33Lesson4:UnderstandingCollectionofWeatherData Pg.38Lesson5(TwoPartLesson):EcosystemsandClimates Pg.47Lesson6:AnsweringtheBIGQuestions Pg.55Lesson7:UnderstandingOtherRegions Pg.61Lesson8:ARecipefor(Natural)Disaster Pg.66Lesson9:EarthDoctors Pg.74Lesson10:ThinkGlobal,ActLocal Pg.79UnitResourcesUnitActivityPlanner Pg.84NGSSAlignment Pg.935EInstructionalModelBackground Pg.94ScienceTalkandOracyinT2LUnits Pg.95MasterSupplyList Pg.97


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UnitPlanStage1DesiredResults

GradeLevelStandards

3-ESS2-1.Usegraphsandtablesoflocalweatherdatatodescribeandpredicttypicalweatherduringaparticularseasoninanarea.ClarificationStatements:Examplesofweatherdatacouldincludetemperature,amountandtypeofprecipitation(e.g.,rain,snow),winddirectionandwindspeed.Graphicaldisplaysshouldfocusonpictographsandbargraphs.3-ESS2-2.Obtainandsummarizeinformationabouttheclimateofdifferentregionsoftheworldtoillustratethattypicalweatherconditionsoverayearvarybyregion.ClarificationStatements:Examplesofinformationcanincludeclimatedata(averagetemperature,averageprecipitation,averagewindspeed)orcomparativedescriptionsofseasonalweatherfordifferentregions.3-ESS3-1.Evaluatethemeritofadesignsolutionsthatreducesthedamagecausedbyweather.*ClarificationStatement:Examplesof

MeaningUNDERSTANDINGS UStudentswillunderstandthat…

● Therearedifferenttypesofweatherthatoccuraroundtheworldandthatweathercanvaryfromyeartoyeardependingontheregion.

● Thesunisthedrivingforceforclimateconditions.

● Seasonsdriveweatheranditispossibletopredictweatherpatternsbasedonpreviousdata.

● Humansinteractandimpacttheclimatebywhattheydo.

ESSENTIALQUESTIONS QWhydodifferentplacesonEarthhavevaryingseasonalchanges?HowdohumansrespondtoandinteractwiththeEarth’sClimate?

StudentLearningTargets“Ican”statements1. Icanobtainlocalandglobalweatherdata.2. Icanexplainthatthesunplaysanimportantroleondayvs.night,weather,andseasons.3. Icandescribehowtheearthmovesinrelationshiptothesun.4. Icanusedifferentmodelstoshowwhydifferentplacesontheearthareimpacted

differentlybythesun.5. Icandescribetheconceptofenergy,asitrelatestoheatandlight.6. IcanexplaintheimportanceofenergyexchangebetweentheEarthandtheSun.7. Icanexplaingraphsaretoolstocommunicateinformationvisually8. I canuse graphs tomakepredictions andassumptions aboutweatherdata in a given

area


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designsolutionstoreduceweather-relateddamagecouldincludeabarriertopreventflooding,awind-resistantroof,andalightningrod.ESS2.D:WeatherandClimateScientistsrecordpatternsoftheweatheracrossdifferenttimesandareassothattheycanmakepredictionsaboutwhatkindofweathermighthappennext(3-ESS2-1)Climatedescribesarangeofanarea’stypicalweatherconditionsandtheextenttowhichthoseconditionsvaryoveryears(3-ESS2-2)ESS3.B:NaturalHazardsAvarietyofnaturalhazardsresultfromnaturalprocesses.Humanscannoteliminatenaturalhazards,butcantakestepstoreducetheirimpacts

9. Icanresearchandrecordweatherdataaboutaparticularareaofinterest10. Icandefineclimateanddifferentiateitfromweather.11. Icaninvestigatewaysthatplantsandanimalsadapttotheclimateconditionsintheir

environments.12. Icanexplainhowglobalandlocalclimateconditionscreateandsustainecosystems.13. IcanexplainwhydifferentplacesonEarthhavedifferentseasonalchanges14. Icanexplainhowweatherandclimateindifferentregionsshapethelifestylesand

culturesofthepeoplethatlivethere.15. Icancollectdatatosupportaclaim16. Icanexplaindifferentperspectivesandexperiencesacrosstheglobeinrelationtothe

climate’simpact.17. Icanidentifyanddescribenaturaldisasters,andtheprocessesbywhichtheyoccurand

whytheyoccurinspecificlocations.18. Icanexplainandcompareimpact(magnitude).19. Icandescribeandassesshowregionsrespondtoandpreparefordisasters.20. Icanexplainanddescribehowhumansaffecttheclimate.21. Icandescribewaystobettertheenvironmentandclimate.22. Icanexplainthecoredetailsofthelessonsandcanconstructthoughtfulquestions

aboutthetopics.23. Icanelaborateandgenerateanswerstoquestionsabouthowhumansrespondtoand

interactwithEarth’sclimate.

Stage2–Evidence


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EvaluativeCriteria AssessmentEvidenceSciencejournalClassdiscussionsGrouppresentationsIndividualprojects/activities

UnitAssessmentOTHEREVIDENCE: *● Independentsciencejournalentries● Classdiscussions● Presentations(bothgroupandindividual)● Individual/groupactivitiessuchas,weathergraphs,trioramas,WorldMarketplace,

andthewebsitescavengerhunt.Stage3–LearningPlan

Lesson1:Studentswillexplorelocalweatherdataandmakeweatherpredictions.Theywillthenexploreglobalweatherdataandpredictionsoverlongperiodsoftime.Studentswillthenmakepredictionsaboutwhytemperatureactsthewayitdoesandwhycertainplacesarewarmerthanothers.Lastly,thestudentswillbeintroducedtothesun'srelationshiptotheEarthviatheuseofaglobeandlight.Lesson2:Inthislesson,studentswillexploredifferentmodelsofthesunandearth.Throughexperimentingwithaglobeandaflashlight,andwiththeirownbodiesandspace,studentswillseektounderstandspatialandmovementfeaturesofthesunandearth.Thisexplorationwillbecontextualizedbyreinforcingtheimportancethatthesun-anditsspatialrelationshiptotheearthovertime-dictatesdifferentweatherandclimatefordifferentregionsonearth.Lesson3:Inthislesson,studentswilllearnthedefinitionofenergyandhowitmaydifferfromtheirideaofenergy.ThiswillhelptheirunderstandingofhowthesunaffectstheweatherandclimateonEarth.Studentswilllearnthroughclassroomexperiments,handsonactivitiesandshortdiscussions.Lesson4:Studentswillbeexploringdatacollectiontoolsconcerningweatherinformationtoguideunderstandingthatweatherdiffersindifferentlocations.Studentswillbeexposedtographsasameansof“seeing”dataandbeingabletomakepredictionsaboutregionalweatherpatterns.Studentswillresearchparticularareasofinterestandcollectdatatodescribeconditionsofthatarea.Lesson5:Part1:Thefirstactivitywillhelpstudentsdifferentiateweatherfromclimate.ThestudentswillexplorevariousecosystemsusingGoogleCardboardtogetasenseofvariousclimateconditionsinwellknownecosystemsaroundtheworld.Theywillthenmodelsomeoftheecosystemsandconsiderthevariousplantsandanimalsthatcouldbesustainedinsuchconditions.


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Lesson5:Part2:IntheGoogleEarthPhotoactivity,studentswillobservefourlocations,eachinadifferentclimatezone,andconsidertheclimateconditionsnecessarytosustainthatecosystem.Usingthisinformation,thestudentswillfindthesamelocationsontheirClimateZoneworksheetsanddeterminewhichclimatezonesarelocatedinwhichlatitudesoftheEarth.Lastly,thestudentswillbeencouragedtousetheirknowledgefromLessons2and3toexplainhowtheSunandtheEarth’spositionmightcontributetothecreationofthesebroadclimatezones.Lesson6:Inthislesson,studentswillbereferringtoinformationfrompreviouslessonsshowingthattheyhavegraspedthebasicconcepts.Theywillbereviewingtheseconceptsthroughphysicalmodelsandfillingoutworksheetssothey’reaccountablefortheknowledgeacquiredthroughouttheunit.Lesson7:Studentswillbeexposedtodifferentregions(familiarandunfamiliar)andthelifestylesthatrevolvearoundtheaccordingclimates.Studentswillexploresocioculturalaspectsofspecificregionsandthereimpactontheclimate.Socioculturalaspectsincludefood,clothing,agriculture,jobs,andanyothercategoriesthatarecriticaltohumanlifeandshapedbytheforcesoftheregion’sclimate.Aftergatheringdataaboutaparticularregion,studentswillhavetheopportunitytopresenttheirresearchintheformofaworldmarketplacegame.Lesson8:Inthislesson,studentswillbeexploringnaturaldisastersthroughtheuseofcriticalthinking,modelsandroleplaying.Theywillbeaskedtothinkdeeplyabouthowhumanspreparefornaturaldisasters.Theywillbeconstructingandobservingtheirownmodelsofcertaindisastersandtheywillbeplayingagametogivethemabetterunderstandingoftheeffectsofthesedisasters.Lesson9:Thislessonwillstartwithabriefdiscussiononthefateofourtrash,whichwillconnecttotheideaofhumanbehaviorimpactingclimate.Studentswillexploreexamplesofhumanactionsthroughtheonlinescavengerhuntactivity.Then,studentswillbecomeEarthdoctorsandworktofindsolutionstoimprovetheenvironmentandclimate.Lesson10:Inthislesson,studentswillbereferringbacktoinformationfrompreviouslessons.Theywillbereviewingtheseconceptsthroughphysicalmodelsandexplanation.Theywillbegiventimetointerviewandlearnfromlocalbusinessesbeforecreatingtheirowntown.AdaptedfromMassachusettsDepartmentofElementaryandSecondaryEducation’sModelCurriculumUnitTemplate.OriginallybasedonUnderstandingbyDesign2.0©2011GrantWigginsandJayMcTighe.UsedwithPermissionJuly2012


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TieredVocabularyList

Tier1 Tier2 Tier3

ThermometerEnergyDataGraphsRecycle

TemperatureFahrenheitRotationTiltEcosystemAbsorbExchangeBalancedPrecipitationClimateTropicalThriveSystem

CulturalLifestyleNaturaldisasterHurricanesTornadoesLandslidesFloodsFlashfloodsClimatechangeSolarenergy

EquatorCircumferenceOrbitAxisHemisphereAirpressureAgriculturalGreenhousegassesCarbonfootprintDeforestation


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LessonsataGlance

Accessinginternet Independentonlinestudentresearch YouTubeVideo

Outdooreducation Googlecardboardexploration

Lesson CoreActivities Extensions TechIntegration

FieldWork

1.WeatherAroundtheWorld ● UsingaThermometer● WeatherAcrossAmerica● FortuneTellers

2.TheEarthandtheSun--AnEssentialFriendship

● GlobeandFlashlightDemonstration

● KinestheticModel● Northern/SouthernHemispheres

3.Energy--TeamworkMakestheDreamwork

● LandVersusWater● SunS’mores● EnergyExchangeSkit

● Cloudrole-play

4.UnderstandingCollectionofWeatherData

● ObservingWeatherGraphs

5.1EcosystemsandClimate ● ExploringEcosystems● Trioramas


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5.2EcosystemsandClimate ● GoogleEarthPhotos● ClimateZones

6.AnsweringtheBIGQuestions

● RolePlay● Whatif?

7.UnderstandingOtherRegions

● WorldMarketplace ● InterviewwithBuddySchoolfromdifferentlocation,orlocalpersonwhohaslivedindifferentclimates

8.ARecipefor(Natural)Disaster

● TornadoinaBottle● SurvivalGame

9.EarthDoctors ● WebsiteScavengerHunt● EarthDoctorCollage

● Fieldtriptolocalgreenhouse

● FieldtriptoHopkinsForest(Carbonfootprint)


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LessonFeatureKeyLessonsinthisunitincludeanumberoffeaturestohelpinstructors.Thiskeyisaquickguidetohelpidentifyandunderstandthemostimportantfeatures.

Icons

Talkscienceicon:Lookforthisicontoletyouknowwhentousesomeofthetalksciencestrategies(foundintheunitresourcesofthisunit)

Anchorphenomenonicon:Indicatesatimewhenananchoringscientificphenomenonisintroducedorwhenanactivityconnectsbacktothisimportantidea.TextFormatting:[SP#:….]Anytimeyouseeasetofbracketslikethis,itindicatesthatstudentsshouldbeengagedinaspecificscienceorengineeringpractice.Underlinedtextinthelesson:Thisformattingindicatesimportantconnectionsbacktothecentralscientificconcepts,

andisusefultonotetheseconnectionsasaninstructor,aswellasforstudents.

TeachingTipInthesecalloutboxes,you’llfindtipsforteachingstrategiesorbackgroundinformationonthetopic.

StudentThinkingAlertLookoutforcommonstudentanswers,waysinwhichstudentsmaythinkaboutaphenomenon,ortypicalmisconceptions.

Callouts


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ScienceContentBackground Pleasereadthroughtheexplanationprovidedinthenextfewpagesandjotdownquestionsoruncertainties.Consultinternetresourcestoansweryourquestions,askcolleagues,andworktogetherasateamtogrowyourownunderstandingofthesciencecontentandthecentralphenomenainthisunit.Thisknowledgeprimesyoutobetterlistenandrespondtostudentideasinproductiveways.Pleasefeelfreetorevisitthisexplanationthroughouttheunittoreviseandimproveyourownunderstandingofthesciencecontent.

EssentialQuestions:

1. WhydodifferentplacesonEarthhavevaryingseasonalchanges?DifferentpartsoftheEarthreceivesmallerorlargeramountsoftheSun’senergy(atspecifictimesandoverlongerperiodsoftime),dependingontheir locationandthetimeofyear.Therefore,thedifferencesresult invariationsintemperature,amountofprecipitation,andotheraspectsofseasonalchange,whichthencreatedifferentecosystems.

2. HowdohumansrespondtoandinteractwiththeEarth’sclimate?

Humans interact with Earth’s climate by constructing ways to survive and thrive in response to factors in theirenvironment,andbyovercomingthebarriersposedbytheirenvironment.Humanactivityalsocontributestochangesinglobalconditions(suchastemperature)overlongperiodsoftime,whichinturnleadstochangesinglobalclimate.

RationalefortheOrderofContent

Inamorechallengingapproach,weputstudentsinthehotseatrightaway.Startingatthegrandestscale,learningabouttheSunmayentailmanystudentmisconceptions,whichwewouldliketocorrecttolaythefoundationforfuturestudentlearning.Knowingtheconcrete,causalmechanismsoftheSun’scontributiontoEarth’senergysystemscreatesascaffoldforstudentstoapplythisconcreteknowledgetofuturelessons,forexampletoexplaindescriptionsofseasonalchangesandhowthesechangesdifferbyclimateoverthegeographiclandscape.Studentsexplorenotonlythemechanismsofclimate,butalsotheinteractionsbetweenEarth’sclimateandhumans.


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AnchoringPhenomena

Inthisunitweusealong-termmysterytocreateacommonthreadbetweenalllessons.Throughouttheunit,studentsaregivenhintsaboutmysterylocations(suchasMt.GreylockandtheGreatBarrierReef)inordertoconnecthowweatherandclimateaffectdifferentplacesonEarth.

KeyScienceIdeas

1) TheSunisadrivingforceinweatherandclimatea) TheEarthorbitstheSun,androtatesonatiltedaxis→differentexposuretosunlight,basedonangleandposition,

impactstheintensitywithwhichsunlighthitsEarthi) Thisdirectlyaffectstheweatherandclimateofalocation.

b) Energy,intheformofsunlight,isexchangedwithEarthc) Itrequireslessenergytoheatuplandthantoheatupwaterd) TheEarth’senergyinputandoutputmustbebalancede) NorthernandSouthernhemispheres

i) Oppositeseasonsii) Landvs.waterdifference(rationoflandtowaterishigherintheNorthernhemisphere)

2) Weathera) Shorttermexperiencesthataffectdaytodaylifeb) Seasonalchangesinweatherpatternsc) Naturaldisastersandtheireffectshorttermandlongterm

3) Climatea) Longtermexperiencesthataffectculturesandlifestylesb) Createdbyweatherpatternssuchasaveragetemperature,rainfall,airpressureandwindsc) Differentclimatescreatedifferentecosystems

i) Ex.Tundra(cold),Rainforest(tropical),Deserts(dry),WoodlandForest(temperate)d) Humans’impactonclimate

i) Basicideasbehindclimatechangeinvolvingdeforestation,ourcarbonfootprint,ourtrash,andgreenhousegasses


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Explanation

TheSunisamajordrivingforceofweatherandtheclimatesthatexistonEarth.TheEarthrevolvesaroundtheSuneveryyearonatiltedaxis.Thisprovidesdifferentdegreesofsunexposuretodifferentlocationsbasedontheangleandpositioninintheorbit.ThefactthatdifferentlocationsonEarthreceivevaryingintensityofsunlightandlengthofsunlightoverthecourseofayeargivesEarthitsmanydifferentclimates.

Theoceanalsoexertsamajorinfluenceonweatherandclimatebecauseitiseasiertoheatuplandthanwater.TheoceanabsorbsandstoreslargeamountsofenergyfromtheSunandreleasesitveryslowly;inthatway,theoceanmoderatesandstabilizesglobalclimates.TheenergybalanceofEarth(incomingenergyfromsunlightisequaltotheoutgoingenergylosttospace)isveryimportantbecauseiftheenergybalanceonEarthisnotstable,theplanetwillbegineitherheatinguporcoolingdownandneitheraregoodforsustaininglifeonearth.


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TheNorthernandSouthernhemispheresalsoplayaroleinthemovementandbalanceofEarth'senergy,duetotheunevenratiooflandtowaterinbothhemispheres.WaterabsorbstheSun’senergymoreslowlythanlandbecause,generally,waterislightercoloredthanthelandandbecauseofwater’sphysicalproperties(especiallyitsspecificheat).Lightercoloredobjectsreflectmorelightthandarkercoloredones,sothereforedarkercoloredobjectsabsorbmorelightandalsomoreenergy.


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The“greenhouseeffect”keepsEarth’ssurfacewarmerthanitwouldbeotherwise.Tomaintainanyaveragetemperatureovertime,energyinputsfromtheSunandfromradioactivedecayinEarth’sinteriormustbebalancedbyenergylossduetoradiationfromtheupperatmosphere.However,greenhousegasesaccumulateintheatmosphereandpreventsomeoftheenergyfromradiatingbackoutintospace.Thiscausesagradualwarmingoftheatmospherebecausemoreenergyisbeingputintothesystemthanisreleased. Weather,whichvariesfromdaytodayandseasonallythroughouttheyear,istheconditionoftheatmosphereatagivenplaceandtime.Climateislongertermandlocationsensitive;itistherangeofaregion’sweatheroveroneormoreyears,and,becauseitdependsonlatitudeandgeography,itvariesfromplacetoplace.SunlighthitstheEarthmostdirectlyaroundtheequator.Duetotemperaturedifferencescausedbydifferencesintheamountofsunlightabsorbed,recurringclimaticconditionsdevelop,whicharecharacterizedbytheaveragetemperatureandprecipitation.Insomeareas,climatezonescanbeinterruptedbygreataltitudedifferencessuchasamountainrangeoroceans.Therearefourmajorclimatezones:thetropicalzone,thesubtropicsorwarmzone,thetemperatezone,andthepolarorcoldzone.Eachzoneischaracterizedbyuniqueamountsofprecipitationandtemperaturerange.Theseconditions,inturn,determinethetypesofvegetationandwildlifethateachclimatezonecansustain.Thus,ecosystemsaredependentuponclimatepatternsandzones,becausedifferentplantsandanimalsrespondbettertodifferentclimateconditions. NaturalprocessescancausesuddenorgradualchangestoEarth’ssystems,someofwhichmayadverselyaffecthumans.Throughobservationsandknowledgeofhistoricalevents,peopleknowwheresomeofthesehazards—suchasearthquakes,tsunamis,volcaniceruptions,severeweather,floods,andcoastalerosion—arelikelytooccur.Understandingthesekindsofhazardshelpsusprepareforandrespondtothem. While humans cannot eliminate natural hazards, they can take steps to reduce their impacts. For example, loss of life andeconomiccostshavebeengreatlyreducedbyimprovingconstruction,developingwarningsystems,identifyingandavoidinghigh-risklocations,andincreasingcommunitypreparednessandresponsecapability. Humansdohavetopreparefortheirsurvivalonthisplanetbutsometimesthatlosessightofmakingsuretheplanetsurvivesaswell.HumansareabigcontributortotheglobalwarmingthatishappeningonEarthrightnow.Climatechangeishighlyaffectedbyhumans.Someexampleswouldbe:theeffectsofgreenhousegasesthatarementionedaboveaswellasdeforestation,ourcarbonfootprint,andourtrash.


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EssentialQuestionConceptMaps


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WeatherClimateIntroduction(engagement)

Thesunisadriverintheearth’senergyandtheearthhasanorthernandsouthernhemisphere(explainandexplore)

Understandingthegeographyandclimate

onaglobalscale(explainandexplore)

“Whatif”statements(elaborateandevaluate)

EssentialQuestion1:WhydodifferentplacesonEarthhavevaryingseasonalchanges?

CausalfactorsofSeasonalChanges

Heatandlightareenergy

Allenergyinputsandoutputsmustbeequal

Descriptionsofseasonalchanges

Weatherpatternsonbothalocalandglobalscale

DataCollection

Ecosystems


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EssentialQuestion2:HowdohumansrespondtoandinteractwiththeEarth’sClimate?

Differentclimatesindifferentregions(engagement)

Howdoesclimateimpacthumans

(exploreandexplain)

Howdohumansimpactclimate

(exploreandexplain)

“Whatif”statements(elaborateandevaluate)

Lifestyles,Culture,Shelter,Resources

BasicsofClimateChange-BasicideaofGreenhousegasses,carbonfootprintanddeforestation-Howourtrashaffectsourclimate


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Lesson1:WeatherAroundtheWorldLessonBackground

ThislessonemphasizesthecrucialrolethattheSunplaysindictatingEarth’sweathersystemsandclimate.Theamountofsunlightaregionreceivescreatesweatherandclimatecharacteristics-overshortandlongtimescales.AstheEngagementphaseofthe5Emodel,thislessonraisesquestionsandsparksintrigueforexploringwhydifferentplacesexperiencedifferentseasons.Thislessonisbuiltarounddispellingtheegocentricmisconceptionfor3rdgradersthatweatheristhesameeverywhere.*Itisimportantthatpriortoeachlessontheinstructorsreviewallinternetresources.*

ScienceContentBackground(forinstructors)

InthislessontheEarth’srelationshiptotheSunisexplainedthroughtheamountofdirectandindirectsunlightcertainlocationsoneartharereceivingandhowthisaffectsthem.TheSunshinesdirectlyattheequatorcreatinghotterclimatesandthefartherawaythelocationisfromtheequatordeterminesthevariationoftheirseasons.DayandnightarealsodirectlyaffectedbywheretheSunisshining.OurtimezonesapproximatelyfollowtheEarth'srotationsothateachtimezonehastheSunshiningdirectlyaboveatnoon.

OverviewoftheLessonStudentsexplorecurrentlocalandglobalweatherdataandpredictpatternsoverlongperiodsoftime.Studentsconstructpreliminaryexplanationsforwhydifferenttemperaturepatternsemergeindifferentregions.Lastly,studentsinitiallyexploretheSun'srelationshiptotheEarthviatheuseofaglobeandlight.

FocusandSpiralStandard3-ESS2-1.Usegraphsandtablesoflocalweatherdatatodescribeandpredicttypicalweatherduringaparticularseasoninanarea.{Clarificationstatements:Examplesofweatherdatacouldincludetemperature,amountandtypeofprecipitation(e.g.,rain,snow),winddirection,andwindspeed.Graphicaldisplaysshouldfocusonpictographsandbargraphs.}


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NGSSAlignment

Science/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)-Askingquestionsanddefiningproblems-Analyzingandinterpretingdata-Obtaining,evaluating,andcommunicatinginformation

ESS2.D:WeatherandClimateScientistsrecordpatternsoftheweatheracrossdifferenttimesandareassothattheycanmakepredictionsaboutwhatkindofweathermighthappennext(3-ESS2-1)Climatedescribesarangeofanarea’stypicalweatherconditionsandtheextenttowhichthoseconditionsvaryoveryears(3-ESS2-2)

Patterns:Patternsofchangecanbeusedtomakepredictions(3-ESS2-1),(3-ESS2-2)

LearningTargets1.Icanidentifywaystoobtainlocalandglobalweatherdata.2.Icanexplainthatthesunplaysanimportantroleondayvs.night,weather,andseasons.AssessmentStudentswillbetestedontheirabilitytomakepredictionsabouttheamountofSunexposureindifferentplaces,fromtheinformationtheyreceiveduringtheglobeactivity.TargetedAcademicLanguageTier1:ThermometerTier2:Temperature,FahrenheitTier3:Equator,Circumference


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RESOURCESANDMATERIALS

Quantity Item Source1perstudent ScienceJournal Classroomteacher6perclass Thermometers(foroutsideuse) Bin http://www.earthcam.com/network/

https://www.timeanddate.com/worldclock/personal.htmlThumbdrive

5perclass TiltedGlobes(orasmanyaspossiblesoeachstudentcanhavehandsontimewiththeglobe)

Bin

5perclass Flashlights(orthesameamountasglobes) Bin1perstudent TheLong-TermLocationMysteryBookletofClues(13pagestotal) Binder**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorLeadadiscussionabouttheweathertoday:Isithot?Isitcloudy?Whatdowethinkthetemperatureistoday?Wouldyouratherwearabathingsuitorawintercoatrightnow?Introducethetopicthatthislessonwillbeaboutandpassoutsciencejournals.DuringtheLesson1. UsingaThermometer

A. Beforegoingoutside,demonstratehowstudentsshouldsafelyuseandreadathermometer.Thesearetools,nottoys.

B. Onceoutside,passoutthethermometersinsmallgroupsandaskstudentstomeasureandrecordthetemperatureintheirsciencejournals.


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C. Gathertheclasstosharetemperatureresults,anddiscusswhyitisthistemperature.Whatmonthisit?Whatseasonisit?Doesitlooklikethiseverywhereintheworld,andwhy?Havestudentsrecordallideasinjournals.(Dependingoncurrentweatherconditions,conductdiscussionoutsideorbackinsideclassroom).

2. WhatIsItLikeAcrossAmerica?A. Asktheclass,“WhatdoyouthinkitlookslikeinCaliforniarightnow?”Visit

http://www.earthcam.com/network/andprojectlivestreamofthelocation(visitthesitebeforeclasstomakesurethecamerasareoperational).

B. Allowstudentstomakeobservationsbasedonreal-timefootageandask:Whatseasondoesitlooklike?Whydoesitlookdifferentorsimilartowhatweseeoutsideourwindow?Whyisthetemperaturedifferent?

3. Tellthefuture A. Afterconveyingthatdifferentpeopleexperienceweatherdifferently,

transitiontopredictionsandask:Whatwilltheweatherbelikehere,inNorthAdams,in4months?WhatwilltheweatherbelikeinCaliforniain4months?

B. Havestudentsdrawpredictionsinsciencejournals.Think-Pair-Sharewithapartnerandthendiscusswiththeclass.Correctanymisconceptionsontheboard.

TeachingTipThink-Pair-Shareisacommonstrategywhereyoufirstgivestudentstimetothinkontheirown,beforetalkingwithapartner/peerabouttheirideas.Youthenhavethepairsshareouttotheclass.

StudentThinkingAlertCommonstudentmisconception:Wehavethesameseasonsandweatheraseverywhereelse.Instructthestudentstousecluesandcriticalthinkingfromthepreviousactivitytocorrectthosemisconceptions.


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4. HowTheSunHitsEarth

A. Bringoutglobesandflashlightsandsplitupintosamegroupsasbefore.B. Pickthreedifferentlocations,preferablyonesthatareonoppositesidesoftheglobe,tobestdisplaydayand

night(ex.NorthAdamsandHongKong)andonecloseandfarfromtheequator(ex.NorthAdamsandPuertoRico)tosparkdiscussionaboutsunexposureanditsaffectonaveragetemperature.Toemphasizethatdifferentlocationsreceivedifferentsunexposure(andtheimpactthathas),projectaworldclockthatshowsdifferenttimezones(https://www.timeanddate.com/worldclock/personal.html)

C. First,havestudentspredicthowtheythinktheSunshinesonEarth(fromabove,below,theside)andaskthemtoexplainwhytheythinktheyareright.ExplainthatthereisagreatsizedifferencebetweentheEarthandtheSun.Theyare

welcometoexploretheseideaswiththeirmaterials. (ScienceTalk:Tryusingsentencestarterstoexplainpredictionsinfullsentences)

D. Leadstudentstowardtherightanswerthatthesunshinesdirectlyontheequator(askthestudentsiftheyknowwhatandwheretheequatoris,andiftheyareunsure,pointoutandexplainhowitrunsaroundthecircumference).Havestudentsshinetheirflashlightdirectlyattheequator.

E. Havethestudentslocateontheglobeallthreeofyourchosenlocations(maybeputstickersorsomemarkeronthelocationssothatit’seasierforkidstofind)

F. Startadiscussionaboutdayandnightbetweenyourfirsttwolocations.Havethestudentsexplorewhatdayandnightlookslikefromeachlocationandrecordinsciencejournal.

G. StartadiscussionaboutSunexposureondifferentpartsoftheplanet.Havestudentsagainexplorewhythefirstandthirdlocationshavedifferentaveragetemperatures,byusingtheirflashlightandglobe.Recordanythoughtsandideasinsciencejournals.

TeachingTipImportantdetailstonoteherearetheconcentrationofdirectversusindirectlightfrom“theSun”ondifferentareasoftheglobe


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AssessmentRevisitthewebsitehttp://www.earthcam.com/network/andbringupallthreelocationsusedinglobeactivity,orascloseasyoucanget,andaskthestudentstolisttheminorderofwhattheythinksgetsthemostsunlightyearroundtowhichgetstheleastusingtheconceptsweexploredtodayintheirsciencejournalsandencouragethemtochangetheiranswerslateroniftheydiscoverorlearnsomethingthatchangestheirthoughts.

LessonClosingWriteontheboard“Long-TermLocationMystery”--explainthatthroughoutthisunittheclasswillreceiveaclueaftereachlessonabouttwomysterylocations.HandouttheBookletofCluesandexplainthateachnewcluewillberecorded.Bytheendoftheunit,we’llsolvethemystery!(LocationA:Mt.GreylockandLocationB:GreatBarrierReef).Thengivethemthetemperatureatthattimeofbothlocationsastheirfirsthint.

TeachingTipIntheanswertothisassessment,it’snotimportantthatstudentsgettheanswercompletelyright.ItisimportantthattheyknowPuertoRicoreceivesthemostsunlight(thedistancesfromtheequatortoHongKongandNorthAdamsarenotsufficientlydifferenttobeaccuratelycompared).Theyshouldbeencouragedtocheckbackandseeiftheirnewknowledgecanhelpthembettercompletethisactivityorrevisetheirpreviousanswers(hint:latitudecoordinateswouldbehelpful).


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Lesson2:TheEarthandtheSun~AnEssentialFriendship

LessonBackgroundThislessonfocusesontherelationshipbetweentheEarthandtheSun,highlightingthespatialandphysicalmovementofeachbodyinrelationtoeachother.Coreactivitiesincludedemonstratingrelationshipswithaglobeandfloodlight,andhavingstudentsconstructamodelofthemovementwiththeirbodies.

ScienceContentBackground(forinstructors)

SincetheSunisthedrivingforceinproducingdifferentweatherandclimatesonearth(whichwillbecoveredoverthecourseoftheunit),itisimportanttoinitiallyunderstandhowtheEarthandSunmoveinrelationtoeachotherinordertothenunderstandwhydifferentpartsoftheEarthexperiencedifferentseasonalchanges.ThemaincontentcoveredinthislessonexplainsthattheEarthsimultaneouslyorbitsaroundtheSunandrotatesaroundatiltedaxis.Contentisfurtherdevelopedbyintroducingthedifferenthemispheres.TheNorthernandSouthernhemisphereexperience“opposite”seasonsbecauseoftheirorientationinrelationtotheSun(i.e.whentheNorthernhemispherereceivesmostdirectsunexposure,theSouthernhemisphereexperiencesrelativelyindirectexposure).ExposuretotheSundeterminedbythesecomponentsdictatesdifferentweatherandclimates.

OverviewoftheLessonInthislesson,studentswillexploredifferentmodelsoftheSunandEarth.StudentsseektounderstandspatialandmovementfeaturesoftheSunandEarththroughexperimentingwithaglobeandaflashlight,andwiththeirownbodiesinspace.ExplorationiscontextualizedbyreinforcingtheimportanceoftheSun-anditsspatialrelationshiptotheEarthovertime–increatingdifferentweatherandclimatefordifferentregionsonEarth.


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FocusandSpiralStandard5-ESS1-2.UseamodeltocommunicateEarth’srelationshiptotheSun,Moon,andotherstarsthatexplain(a)whypeopleonEarthexperiencedayandnight,(b)patternsindailychangesinlengthanddirectionofshadowsoveraday,and(c)changesintheapparentpositionoftheSun,Moon,andstarsatdifferenttimesduringaday,overamonth,andoverayear.NGSSAlignmentScience/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)-Askingquestionsanddefiningproblems-Developingandusingmodels-Obtaining,evaluating,andcommunicatinginformation

ESS1.B:EarthandtheSolarSystemTheorbitsofEartharoundthesunandofthemoonaroundEarth,togetherwiththerotationofEarthaboutanaxisbetweenitsNorthandSouthpoles,causeobservablepatterns.Theseincludedayandnight;dailychangesinlengthanddirectionofshadows;anddifferentpositionsofthesun,moon,andstarsatdifferenttimesoftheday,month,andyear.(5-ESS1-2)

CauseandEffect:Causeandeffectrelationshipsareroutinelyidentified,tested,andusedtoexplainchange(3-ESS3-1)

LearningTargets1. Icandescribehowtheearthmovesinrelationshiptothesun.2. Icanusedifferentmodelstoshowwhydifferentplacesontheearthareimpacteddifferentlybythesun.

AssessmentEngagementinconstructingmodelswithteams,participatingingroupandclassdiscussions,exitticketandsciencejournalresponses.


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TargetedAcademicLanguage Tier1: Tier2:Rotation,Tilt Tier3:Orbit,Axis,Equator,Hemisphere

RESOURCESANDMATERIALSQuantity Item Source

1perstudent ScienceJournal Classroomteacher https://www.youtube.com/watch?v=4rMYrP8feJY ThumbDrive5perclass Globe ClassroomTeacher/Bin5perclass Flashlight Bin1perstudent Sunglasses Bin1perstudent ExitWorksheet Binder

**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/Activator

Anchorphenomenon 1. ProjectthetimelapsevideoofAlaskawherethesunneverfullysetsduringthesummer

(https://www.youtube.com/watch?v=4rMYrP8feJY).2. Askthestudentswhattheysee,wheretheythinkthisis,andwhattimeofdaytheythinkitis.Oncesomeobservations

andinferenceshavebeenshared,tellstudentsthatthetimelapsewastakeninAlaskathroughouta24-hrperiod!Thisshouldsparknewquestionsandsomeconfusion,butletstudentsholdontothatintrigue(don’thavetogiveclearexplanationsyet).Whyhasn’tthesunsetbymidnight?

3. Emphasizethatthetimelapsedepictsaphenomenonthatisverydifferentfromhowourskylooksoverthecourseofaday.


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Distributesunglasses(oneperstudent)andhavethemwear(iftheywant)whilestartingadiscussion.Ask,“Whydowewearsunglasses?Dopeopleallacrosstheglobewearsunglasses?”Ifnotdirectlystatedbystudents,emphasizethepointsthatpeopleeverywhereintheworldseetheSun,butseeitdifferently,andrelatebacktopictureofAlaska.[SP1:AskingQuestionsandDefiningProblems]DuringtheLesson1. Globe/flashlightdemonstration[SP2:DevelopingandUsing

Models]A. Breakstudentsupintogroupsof3-4andgiveeachgroupaglobe

andaflashlight.HavegroupsexperimentwiththetoolstodemonstratehowtheythinktheSunmightshineontheEarth.Promptwithquestionssuchas,“HowfarawaydoyouthinkthesunisfromtheEarth?Whatisthesun’spositioninrelationtotheEarth?”

B. TransitionintodiscussionasthestudentsstarttoconstructamodelofhowtheSunandEarthmoveinrelationtoeachother.FindCaliforniaontheglobe(ormarkitwithasticker)andaskstudentstorecalltheir4-monthpredictionsforthatlocationfromthepreviouslesson.Ask,“HowdoyouthinktheEarth’spositioninrelationtotheSunchangesinthose4months?”toreflecttheirpredictionsinchangingweather.Calltheclass’attentionbacktogetherandhaveonegroupdemonstratethemovementmodeltheyconstructedandprovideanexplanationforwhytheythinktheSunandEarthmovesuchinsuchamanner.

TeachingTipIfpossible,acquireatleast5tilted

globes(borrowfromotherclassroomsjustforthislesson!)soeachsmall

groupofstudentscanhavehands-ontimewithamodel.

StudentThinkingAlertAcommonmisconceptioncanmanifestduringthismodel:studentsmightthinktheSunmovesaroundtheEarth.Letstudentsconstruct(potentially)inaccuratemodelsatfirst.


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C. Aftervalidating(butnotcorrecting)students’models,demonstratetheaccuratemodelforthewholeclass(canstillusetwostudentstoactasSunandEarth).EmphasizethattheEarthorbitsaroundtheSun,aswellasrotatesonatiltedaxis

(depictedbyglobe).Explainthatageocentricunderstanding(Earth-centeredsolarsystem)isahistoricalmisconception,butwenowunderstandthatthesolarsystemisheliocentric(Sun-

centered).ExplainthatEarth’saxisofrotation(linefrompoletopole)istiltedata23°angle.Transitionintosemi-kinestheticmodelbyhavingonestudentfixedinthecenterofacircleholdingtheflashlightastheSun,andacircleofstudentssurroundingthesunpassingtheglobearoundtorepresenttheorbit.*Makesurethetiltstaysorientedatafixedpointintheroom.

2. Kinestheticmodel[SP2:Developingandusingmodels]A. Havestudentsreturntotheirgroupsanddesignateone

studentastheSun(dependingonclassneeds,teacherscanassignrolesorhavestudentsself-designate),andanotherastheEarth.Studentscantaketurnsactingoutdifferentroles.

B. AsktheEarthstudenttomoveaccordingtothemodelthatwasjustdemonstratedwiththeglobe.ClassroomTeacherorScienceFellowscanwalkaroundandpromptstudentstoincludeimportantelementsiftheyforgetatfirst-orbit,rotation,andtilt.[SP2:DevelopingandUsingModels]

StudentThinkingAlertAddressacommonmisconception-thataplaceiswarmerwhenitgetsclosertotheSun.TheSun’simpactisnotdictatedbyEarth’sdistance,butinsteadbyintensityordensityofexposuretosunlight(eithermoreorlessdirect).Furthermore,thetiltoftheaxisdoesnotchangethetotalamountofsunlightthattheEarthreceives.Instead,thetiltoftheaxischangeswhenandwheresunlighthits.


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Includeaquickdebriefofthemodels-caneitherfacilitateasadiscussion,think-pairshare,orwrittenreflectioninsciencejournals.Askstudentstothinkaboutwhatthesemodelsdemonstrateorshow.Whatdidtheyleaveout?3. Northern/Southernhemispheres:

A. Asstudentsinvestigatemovementwiththeirownbodies,introducetheconceptofthetwohemispheres.Askstudentstorecallwhattheylearnedabouttheequatorfromthepreviouslesson,andhavesomeonepointitoutonaglobe.

B. Maketheconnectionbetweentheequatorlineontheglobeandtheirbellybuttonsasthemiddlelineontheirbodiesintheirkinestheticmodel.

C. Askthemtodiscussintheirgroupswhatisdifferentaboutregionsaboveandbelowtheequator-promptthemtomakeobservationsfromtheglobe(howmuchlandorwateroneitherside),andthemodeltheyhavejustconstructed(howdoeseachsidedifferinsunexposure?)

D. Askforsomegroupstoshareobservationsandwritethemontheboard,andtransitiontoabriefclassdiscussion.IntroducethevocabularyofNorthernandSouthernhemispheres,andreinforcetheobservationswrittenontheboard.Ifobservationsarenotmadebystudents,explicitlyinclude:

● ThereisalargeramountoflandintheNorthernhemisphere,andalargeramountofwaterintheSouthernhemisphere

● WhentheNorthernhemispherereceivesdirectexposuretosunlight,theSouthernreceivesindirectexposure.

ExitExercise[SP6:ConstructingExplanationsanddesigningsolutions]ProjecttwoimagesorlivestreamsoflocationsofroughlythesamelongitudeintheNorthernandSouthernhemispheres:NorthAdamsandSantiago,Chile.Askstudentstosharepreliminaryobservationsoftheimages,hintingatwhyseasonscanbeseemingly“opposite”betweenthehemispheres?Handouttheworksheetandaskthemtofillouttheinformation.Dependingontheleveloftheclass,theworksheetcanbecompletedindividually,inpairs,orlargergroups.


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LessonClosing:Long-termmystery:

Givethenextclue:LocationAisexperiencingseason[x]rightnow.LocationBisexperiencingseason[y]rightnow.

● September-November:LocationAisexperiencingfallrightnow.LocationBisexperiencingspringrightnow.● December-February:LocationAisexperiencingwinterrightnow.LocationBisexperiencingsummerrightnow.● March-June:LocationAisexperiencingspringrightnow.LocationBisexperiencingfallrightnow.

AssessmentEngagementinconstructingmodelswithteams,participatingingroupandclassdiscussions,exitticketandsciencejournalresponses.

TeachingTipTeachersandScienceFellowsshouldprepforthenextlessonbymakingthesolarovens(2-3largeboxeswillbeneededdepending

onthesizeoftheclass).Refertothiswebsitefordirections:https://climatekids.nasa.gov/smores/


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Lesson3:Energy~TeamworkMakestheDreamWork

LessonBackground Inthepreviouslesson,studentslearnedabouttheSunandEarth’spositionalrelationship.Inthislesson,weexplorehowthemechanismsandprocessesofenergyexchangeshapeweatherandclimate. ScienceContentBackground(forinstructors)ThecoreideasincludeSun’senergyasasourceoflightandheat,heatabsorptioninlandvs.water,andbalancedenergyexchangebetweentheEarthandspace.TheEarthisatalifesustainingtemperaturebecausethereisanapproximatelyequalinputofenergyasthereisanoutput.Iftheinputofenergyweregreaterthantheoutput,theEarthwouldbecomehotter.Likewise,iftheoutputweregreater,theEarthwouldbecomecooler.TheinputofenergyisintheformofsunlightabsorbedbytheEarth.TheoutputistheenergytheEarthreflectsoremitsintospace.OverviewoftheLesson Inthislesson,studentsdefineenergy,whichscaffoldstheirunderstandingofhowtheSunaffectstheweatherandclimateonEarth.Studentswilllearnimportantideasandconceptsthroughclassroomexperiments,handsonactivitiesandshortdiscussions.ItisrecommendedthattheinstructorswatchtheYouTubevideospriortothelesson.FocusandSpiralStandard 4-PS3-1.Makeobservationstoshowthatenergycanbetransferredfromplacetoplacebysound,light,heatandelectriccurrents.{ClarificationStatements:Evidenceofenergybeingtransferredcanincludevibrationsfeltasmalldistancefromasource,asolar-poweredtoythatmoveswhenplacedindirectlight,warmingametalobjectononeendandobservingtheotherendgettingwarm,andawirecarryingelectricenergyfromabatterytolightabulb.}


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NGSSAlignmentScience/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)

-Askingquestionsanddefiningproblems-Developingandusingmodels-Obtaining,evaluating,andcommunicatinginformation-Analyzingandinterpretingdata

PS3.A:DefinitionsofEnergyEnergycanbemovedfromplacetoplacebymovingobjectsorthroughsound,light,orelectriccurrents.(4-PS3-2),(4-PS3-3)

CauseandEffect:Causeandeffectrelationshipsareroutinelyidentified,tested,andusedtoexplainchange(3-ESS3-1)

LearningTargets

1. Icandescribetheconceptofenergy,asitrelatestoheatandlight.2. IcanexplaintheimportanceofenergyexchangebetweentheEarthandtheSun.

Assessment CheckontheSuns’moresandhandthemouttostudentstoeatattheendofclass.Reviewthestudents’sciencejournalsandchecktomakesuretheywerewritingdownthefactsandmakingtheirobservationsandpredictionsabouttheexperiments. TargetedAcademicLanguageTier1:energyTier2:absorb,exchange,balancedRESOURCESANDMATERIALS

Quantity Item Source 1 Floodlight Bin1 StickThermometer Bin2pergroup PlasticCups(anysize) Bin1 Bagofpottingsoil Bin


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LandandWaterCrashCoursehttps://www.youtube.com/watch?v=7vTfyAMu6G4

ThumbDrive

HereComesTheSunCrashCoursehttps://www.youtube.com/watch?v=6FB0rDsR_rc&t=121s

ThumbDrive

2-3 LargeCardboardbox Bin1 RollofAluminumFoil Bin1 BagofMediumSizedMarshmallows Bin1 BoxofGrahamCracker Bin20Bars Hershey’sChocolate Bin1perstudent Sunglasses Bin1box BlackPermanentMarkers ClassroomTeacher1perstudent ScienceJournals ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILS LessonOpening/ActivatorAskthestudentswhatdifferencestheynoticebetweennightandday.Iftheiranswersconsistof“it’sdarkeratnight”and“atnightIgotobed,”givethemadirectingquestionsuchas,“Whatdoyounoticeaboutthetemperature?”ExplainthattheSunisoursourceofheat.AsourlocationonEarthrotatesawayfromtheSun,thereislessdirectsunlightavailableatourlocationonEarth,causingcoldertemperatures.Handout(paper)sunglasses.PluginthefloodlightandexplainthatthelampislikeourSun.Itreleasesenergyintheformoflightandheat.Discusscommonmisconceptionsofwhatenergyis(i.e.energyiswhenkidsfeelenergeticortheenergythatcomesfromanoutlet).Quicklyplaythisvideotohelpshowthedifference(https://www.youtube.com/watch?v=6FB0rDsR_rc&t=121s).Askacoupleofstudentstovolunteertocomeuptothefloodlightandplacetheirhandinfrontofthelight(butnottooclose,asthebulbgetshot).Askthemiftheycanfeelenergyintheformofheatradiatingfromthelight.


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DuringtheLesson 1. Sunsmores

A. IntroducetheexperimentasawaywecanharnesstheSun’senergytomakes’moreswithoutafire!Thesolarcookershouldbemadepriortothelesson.Followthedirectionsfromthislink(https://climatekids.nasa.gov/smores/)

2. LandVs.WaterActivity

A. Askstudentswhattheythinkabsorbsmoreenergyintheformofheat,landorwater.(Averycommonexampleofheatabsorptioniswhenblackcarseatsgetreallyhotindirectsunlight).

B. Tellthemtheywillbedoinganexperimenttoshowwhichabsorbsmoreheatandthattheyshouldwritedowntheirpredictionsintheirsciencejournals.Iftimeallows,askifanystudentswouldliketosharetheirpredictions.Alternative:Ifitisrainingorthereisnowindowwithdirectsunlight,usethefloodlightinstead.[SP4:Analyzingandinterpretingdata]

C. Ingroupsof3-4,distributetwoplasticcupsforeachgroup.Onecupshouldbefilledhalfwaywithwaterandtheotheronewithsoil,whicheithertheClassroomTeacherorScienceFellow(s)willbewalkingaroundwithtofillthegroup’scup.

D. Remindstudentsthattheyshouldmarktheircupswiththeirinitialsorasymbol,suchasastar,sotheyknowwhichcupsaretheirs.

E. Havethestudentstaketheinitialtemperatureofthesoilandthewaterintheirsciencejournals.Ifthestudentsdonotknowhowtouseathermometer,giveaquickexplanationofhowthemeasurementswork.

F. Oncethecupsarefilledandmarked,haveeachgroupplacethemonthewindowsillwheretheywillgetthegreatestamountofsunlight.

G. Havethestudentscomebacktomeasurethetemperatureofthesoilandwaterevery20minutesorso.Askthemtorecordthetemperatureeachtimeintheirsciencejournals.

3. YouTubeVideoA. Oncethecupshavebeenplacedonthewindowsill,playthisyoutubevideotogivethemsomecontext:

https://www.youtube.com/watch?v=7vTfyAMu6G4&t=73s


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4. EnergyExchangeSkit[SP2:DevelopingandUsingModels]

ThestudentswillrepresenttheEarth,energyemittedbyEarthtospace,theSun,andtheSun’senergyabsorbedbyEarth.

A. SplittheclassinhalfandassignonehalftoSunandtheotherhalftotheEarth.Givethestudentsidentificationcardstohelp.

B. Requestthat3studentsfromtheSungroupmovetotheotherandthat3studentsfromtheEarthgroupmovetoanew,neutral,thirdgroup(representingspace).Askthestudentswhatisrepresentedwhenthesestudentsmovefromtheirlocationtotheother(transferofenergy).Repeatthisactionasmanytimesasneededforcomprehension.Studentscandictatetheactivityiftheyunderstand.

C. ExplainthatthisactionrepresentstheequalenergyexchangeoftheEarth.AcertainamountofenergyreachesusfromtheSun,andtheEarthreleasesanequalamountofenergyintospace.EqualexchangeallowsourEarthtostayatastabletemperature.

D. (Talkscience:tryusingsentencestartersandmodelingsciencetalk;havestudentsanswerinfullsentences.)Askthestudents“whatif?”questions.Whatiftheenergyexchangewasn’tequal?WhatifwewereabsorbingmoreenergyfromtheSunthantheEarthwasemittingintospace?

TeachingTipUsefulmetaphor:unequalenergyexchangeissimilartoanoven.Toheatupanoven,theenergyinputhastobelargerthantheenergyoutput,sothatthenetenergyorheatwithintheovenishigherthantheoutside.Therefore,iftheEarthweretoabsorbmoreenergythanitreleased,itwouldheatup,justlikeanoven.


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Extension

Iftheclassismoreadvancedintheirunderstandingofenergy,addincloudsasafactor.HavethekidsbouncebackiftheybumpintothedeskswhentheymovefromtheSungroupasifthedesksweretheclouds.AlsohavesomeofthekidsfromtheEarthgroupsitdowntoshowtheyhavebeenabsorbedbytheground.Refertotheimageformoreoptionsandadditionalinformation.

LessonClosingReviewresultsofthesoilandwaterexperimenttocheckifinitialpredictionswerecorrect.RecallfromthepreviouslessonthattheNorthernhemispherehasmorewaterthantheSouthernhemisphere,thusiswarmeronaveragebecauseland/soilis“easier”toheatup(requireslessenergy).Projectanairtemperatureloop(http://climvis.org/anim/maps/global/tmp2m.html)and

askforobservations.Docertainareasstayhotthroughoutmostoftheyear?Ifso,whatpartoftheworld(usetermslikeNorthernandSouthernhemisphere)?Givethenextclueaboutthetwolongtermmysterylocations.Askthestudents,“WiththisknowledgeaboutLocationAandB,whichdoyouthinkiswarmer?”LocationA(Mt.Greylock):Is1.875sq.milesoflandLocationB(GreatBarrierReef):Is132,974sq.milesofwater If any student wants to make a guess to any of the locations, ask them to come up to you privately.

AssessmentCheckonthesuns’moresandhandthemouttothestudentstoeatattheendofclass.Reviewthestudents’sciencejournalsandchecktomakesuretheywerewritingdownimportantideas,andmakingobservationsandpredictionsabouttheexperiments.


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Lesson4:UnderstandingCollectionofWeatherData

LessonBackgroundThislessonfocusesonthecollectionofweatherdatabytheuseofgraphs,maps,andothertoolssostudentscaneffectivelyusesuchtoolsforfutureactivities.ScienceContentBackground(forinstructors)Throughtherecordofweatherpatternsacrosslongtimeperiodsoftimeweareabletocreatepredictionsandmonitorourclimate.Graphsareonewaytocollectandrecordthesepatternsinavisualdisplay.Linegraphsliketheoneusedinthislessonaregoodatshowingpatternsovertimeandtheyareeasytoreadbecauseyougathertheinformationthesamewayyouwouldreadabook:fromlefttoright.Mapsarealsoausefultoolforgatheringweatherdata.Themapsusedinthislessonareallcolorcodedtorepresentdifferentweatherpatternssuchastemperature,wind,andprecipitation.Allofthesetoolshelpusbetterunderstandweatherpredictionandclimateindifferentlocations.OverviewoftheLessonStudentsexploreweatherdatacollectiontoolsandtechniquestoprovidefurtherevidencethatweatherdiffersovervaryinglocations.Studentswillbeexposedtographsasameansof“seeing”dataanddrawconclusionsaboutregionalweatherpatterns.Studentsresearchindividualareasofinterestandcollectdatafromonlinesourcestodescribeconditionsofthatarea.FocusandSpiralStandard3-ESS2-1.Usegraphsandtablesoflocalweatherdatatodescribeandpredicttypicalweatherduringaparticularseasoninanarea.[ClarificationStatements:Examplesofweatherdatacouldincludetemperature,amountandtypeofprecipitation(e.g.,rain,snow),winddirection,andwindspeed.Graphicaldisplaysshouldfocusonpictographsandbargraphs.


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NGSSAlignment

Science/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)-Planningandcarryingoutinvestigations-Analyzingandinterpretingdata-Obtaining,evaluating,andcommunicatinginformation


Patterns:Patternsofchangecanbeusedtomakepredictions(3-ESS2-1),(3-ESS2-2)

LearningTargets

1. Icanexplainthatgraphsaretoolstocommunicateinformationvisually.2. Icanusegraphstomakepredictionsandassumptionsaboutweatherdatainagivenarea.3. Icanresearchandrecordweatherdataaboutaparticularareaofinterest.

TargetedAcademicLanguageTier1:data,graphsTier2:temperature,precipitationRESOURCESANDMATERIALS

Quantity Item Source ClimateKids“Whatdoallthesegraphsmean?”webpage

[https://climatekids.nasa.gov/graphs/]ThumbDrive

Asneededperclassroom

Chartpaper ClassroomTeacher

Asneededper Markers ClassroomTeacher


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classroom Graphicalmapimages ThumbDrive1pergroup LaminatedUnitedStatesMap Bin1perstudent ComputeroriPad ClassroomTeacher1perstudent “WeatherObservers”Worksheet Binder1perstudent ScienceJournals ClassroomTeacher1perclassroom MiniCactus ContactSueBeauchamp**Itemsinboldshouldbereturnedforusenextyear**LESSONDETAILSLessonOpening/ActivatorEngagestudents’priorknowledgeaboutgraphs--whathavetheyseenbefore,whatdotheyknowaboutgraphs?ExploreClimateKid’s“Whatdoallthesegraphsmean?”webpage[https://climatekids.nasa.gov/graphs/].Explainthatgraphsareonewayofdescribingweatherdata.Howdoyouthinkthisweatherdatawascollected?Whilegraphsareawayofvisuallyrepresentingdata,weneedothertoolstogatherdata,thatallowustounderstanddataandpredicttypicalweatherpatterns.Thinkingaboutaspectsofweather,brainstormalistofwhatmightbeimportanttomeasuretomakeconclusionsandpredictionsabouttheweatherofaregion(Examplesshouldincludetemperature,precipitation,winddirectionandspeed).Recordanswersontheboardorchartpaper.DuringtheLesson1. ObservingWeatherGraphs[SP4:Analyzingandinterpretingdata]

Oneofthemostimportanttypesofweatherdataistemperature.A. Refreshstudentsontheuseofthermometerstomeasuretemperature,whichtheyhaveexploredinprevious

lessons.Temperaturechangehappensoverthecourseoftheday,themonth,andtheyear.


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B. Displaythefollowingimagetotheclassroom(imagesprovidedonUnitDrive):

C. Discussmajoraspectsofthegraph,includingtitleandlegendtomakesenseoftheimage.Askthestudentswhy

thestatesofAlaskaandHawaiiarerepresentedinboxestotheside.D. Askaboutpatternsthatstudentsnoticeinthegraph,includinghowthetemperatureshowsagradientfrom

NorthtoSouth.Whatcausesthis?Whatdoesthatmeanfordifferentregionsonthemap?ShowtheclasstheGIFoftemperaturechanges(locatedontheUnitThumbDrive)overtheglobe.Whatotherobservationscanwemakenow?


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Displaythefollowingimagetotheclassroom(imagesprovidedonUnitThumbDrive):

E. Discussthemajoraspectsofthisgraph,includingtitleandthelegendtomakesenseoftheimage.

F. (TalkScience:wholeclassdiscussionofquestions).Askstudentswhattheynoticeaboutthegraph,includingsimilaritiesanddifferencesfromthepreviousimage.Whatisthemaplacking?Askwhatthestudentsknowabouttheareasthatgetthehighestamountofprecipitationversusthelowestamounts.Whatareotherobservationsthatstudentscanmake?ShowtheclasstheGIFofprecipitationlevels(locatedontheUnitThumbDrive)overtheglobe.Whatotherobservationscanwemakenow?

Winddirectionandwindspeedsarealsoimportanttodescribeweatherpatterns.Whatdostudentsknowaboutwind?Whatarethepotentialdamagingeffects.Howdoweusewindpower?Studentsmaybeabletospeak


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aboutthewindturbineslocatedintheNorthAdamsarea.Displaythefollowingimagetotheclassroom(imagesprovidedonUnitThumbDrive):

G. Leadasimilarconversationasthelasttwoimages.Whatarepointsofinterest,what

dostudentsnotice,whatarestudentquestions?Noticethatthewindspeedisrecordednotonlyoverlandbutoverthewateraswell.Whatistheimpactofthis?

2. BecomingWeatherObservers[SP3:Planningandcarryingoutinvestigations]A. Sortstudentsinto5differentgroups;eachgroupwillbeassignedtoonecity(Houston,TX;Chicago,IL;San

Francisco,CA;Orlando,FL;NewYork,NY).B. Studentswillpredictweatherconditionsineacharea,thenresearchtheweatherconditionsforsummerand

winterineacharea.C. Havestudentsrecordthedatatheyfindontheworksheetprovided,andsavethisintheirsciencejournal.At

teacher’sdiscretion,assigneachstudentaparticulartypeofweatherdatatoresearch,toensurestudentparticipationandaccountability.

D. TheScienceFellowsorClassroomTeachercanprovideademonstrationofhowtoresearchaparticularcity,usingNorthAdams,MAastheexamplelocation.Agreatwebsitetouseforthisresearchis


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http://www.wunderground.com--usethe“History”tabaftersearchingyourcitytodiscoverweatherconditionsforaspecificdate.Forthepurposeofthislesson,useJune21ofpreviousyearforsummerdatesandDecember21ofpreviousyearforwinterdates.

E. Share-outtheinformationforeachlocation.

3. Why? A. Leadashortdiscussiononwhyweatherdatacollectionmatters.Whydowecare?Whatdoesitdoforus?B. Tellstudentsthatexploringweatherpatternsallowsscientiststopredictfutureweather.Whymightitbe

importanttoknowaboutfutureweather?Weusefuturepredictionstoplanvacationsandotheroutdooractivities,andtoprepareforlargestorms-aconcepttobeexploredinmoredetaillaterintheunit.

Furthermore,collectionofweatherdataisimportantforunderstandingclimateconditions,asclimateisdefinedbyweatherpatternsthatexistinanareaoverprolongedperiodsoftime.


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LessonClosingOpendiscussionaboutthemysterylocations--whatdotheyalreadyknowaboutMysteryLocationsAandB?Provideweatherstatisticsduringsummerandwinterdatesaboutthemysterylocations.

MysteryLocationA(Mt.Greylock): MysteryLocationB(GreatBarrierReef):AverageTemperatureforJune21,2016:67°F AverageTemperatureforJune21,2016:61°FAverageTemperatureforDecember21,2016:24°F AverageTemperatureforDecember21,2016:78°FPrecipitationLevelforJune21,2016:0.27in PrecipitationLevelforJune21,2016:0.00inPrecipitationLevelforDecember21,2016:0.00in PrecipitationLevelforDecember21,2016:0.00inWindSpeedforJune21,2016:5MPH WindSpeedforJune21,2016:6MPHWindSpeedforDecember21,2016:3MPH WindSpeedforDecember21,2016:6MPH

Discussanyimportantobservationsmade,anypredictionsthatarerefutedorconfirmedbythisdata,oranyotherstudentquestions.AssessmentReviewstudents’sciencejournalsand“WeatherObservers”worksheet.

TeachingTipSetupminicactusforLesson5afterlesson4iscomplete.Studentsshouldbemonitoringtheseplantsandwateringastheyseefit,butnoformalexplanationisrequiredatthispoint.


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Lesson5:EcosystemsandClimatesLessonBackgroundLesson5willbesplitintotwoclassperiods.Thefirstpartintroducestheconceptofclimatebyextendingtheknowledgefromthepreviouslessonaboutweatheranddatacollectiontohowwedefineclimates:bycollectingdataaboutweatherpatternsinspecificareasoverlongperiodsoftime.Thesecondparthasstudentsinvestigatingwaysthatdifferentplantsandanimalsrespondtospecificclimateconditions,afterwhichstudentswillunderstandhowglobalandlocalclimateconditionscreateandsustaincertainecosystems.ScienceContentBackground(forinstructors)Climateisdefinedbypatternsofweatherinspecificareasoverlongperiodsoftime.Weatheristhemomentarystateofconditionsataspecifictimeandplace.SunlighthitstheEarthmostdirectlyaroundtheequator.Duetotemperaturedifferencescausedbydifferencesintheamountofsunlightabsorbed,recurringclimaticconditionsdevelop,whicharecharacterizedbytheaveragetemperatureandprecipitation.Insomeareas,climatezonescanbeinterruptedbygreataltitudedifferencessuchasamountainrangeoroceans.Therearefourmajorclimatezones:thetropicalzone,thesubtropicsorwarmzone,thetemperatezone,andthepolarorcoldzone.Eachzoneischaracterizedbyuniqueamountsofprecipitationandtemperaturerange.Theseconditions,inturn,determinethetypesofvegetationandwildlifethateachclimatezonecansustain.Thus,ecosystemsaredependentuponclimateconditions,becausedifferentplantsandanimalsrespondbettertodifferentclimateconditions.Moredetailscanbefoundhere:https://content.meteoblue.com/en/meteoscool/general-climate-zones


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OverviewoftheLessonPart1:Thefirstactivitydifferentiatesweatherfromclimatethroughavideoandtakingnoteswithaworksheet.Next,studentsexplorevariousecosystemsthroughGoogleCardboardtogetasenseofvariousclimateconditionsinwellknownglobalecosystems.Theythenmodelecosystemsandconsiderthevariousplantsandanimalsthatcouldbesustainedinsuchconditions.Part2:IntheGoogleEarthPhotoactivity,studentsobservefourlocations,eachinadifferentclimatezone,andconsidertheclimate conditions necessary to sustain that ecosystem. Using this information, students find the same locations on theirClimateZoneworksheetsanddeterminewhichclimatezonesarelocatedinwhichlatitudesoftheEarth.Lastly,studentsareencouragedtousetheirknowledgefromLessons2and3toexplainhowtheSunandtheEarth’spositionmightcontributetothecreationofdifferentclimatezones.FocusandSpiralStandard3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weatherconditionsoverayearvarybyregion.{Clarificationstatement:Examplesofinformationcanincludeclimatedata(averagetemperature,averageprecipitation,averagewindspeed)orcomparativedescriptionsofseasonalweatherfordifferentregions.}NGSSAlignmentScience/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)

-Askingquestionsanddefiningproblems-Developingandusingmodels-Analyzingandinterpretingdata-Constructingexplanations-Obtaining,evaluating,andcommunicatinginformation


Patterns:Patternsofchangecanbeusedtomakepredictions(3-ESS2-1),(3-ESS2-2).CauseandEffect:Causeandeffectrelationshipsareroutinelyidentified,tested,andusedtoexplainchange(3-ESS3-1)


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LearningTargets1. Icandefineclimateanddifferentiateitfromweather.2. Icaninvestigatewaysthatplantsandanimalsadapttotheclimateconditionsintheir

environments.3. Icanexplainhowglobalandlocalclimateconditionscreateandsustainecosystems.

AssessmentAssessstudents’sciencejournals,models,worksheets.TargetedAcademicLanguageTier1:ecosystemTier2:climate,tropical,thriveTier3:temperature,airpressureRESOURCESANDMATERIALS

Quantity Item Source ClimateandWeathervideohttps://www.youtube.com/watch?v=XirAUvS_29I Thumbdrive1perstudent ClimateandWeatherWorksheets(3pagestotal) Binder1perstudent ScienceJournal ClassroomTeacher1perstudent ClimateZoneWorksheet Binder InstructionsforTrioramaModel Binder1perstudent Whitepaper/Cardstockpaper BinForclass Coloredpencils,glue,scissors ClassroomTeacher**Itemsinboldshouldbereturnedforusenextyear**


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LESSONDETAILSLessonOpening/ActivatorTheclassroomhasbeentakingcareoftwodifferentplantsoverthepastweek.Tellstudentstheplants’namesandhavethemguesswhichecosystemeachplantlikelybelongsin(e.g.desert,forest)anddescribethatenvironment(e.g.dry,sunny,lotsofshade).Talkaboutthecareinvolvedinthetwoplantsthattheteacherbroughttotheclassroom(e.g.sunlight,watering).Askthemtowriteintheirsciencejournalswhyeachplantthrivesinthoseecosystems(howmuchwaterdotheyneed,whattypeofprotectionsdotheyhave)?Theycanalsowritedownanimalsthatmightliveinthesameenvironmentaseachplant.Recallthatlastweekwelookedatweatherchangesovershortperiodsoftime.Overthenexttwolessons,wewillexaminehowlongtermweatherpatterns(overyearsanddecades)createconditionsthatallowecosystems(suchasdesertsandforests)tothrive.Whydoesarainforeststayarainforestacrossseasonalchanges?DuringtheLesson(PartI)1. ClimateandWeatherActivity

A. Havestudentsfilloutworksheetsasthevideoplays.B. Pausethevideoatappropriatepointstoallowstudentsenoughtimetowritedownanswers.Itmaybehelpfulto

havestudentsreadthequestionsbeforethevideo.https://www.youtube.com/watch?v=XirAUvS_29I2. ExploringEcosystems(Techintegration:GoogleCardboard)

A. Posethequestion,“WhatisthebiggestdesertonEarth?”ExplainthattheanswerisactuallyAntarctica,andthesecondlargestistheArcticdesert.Desertsaredefinedbythelevelofprecipitation,notthetemperature.ThethirdlargestdesertistheSahara,whichisveryhot.WewillexploretheseplaceswithGoogleCardboard.

B. ExplorevariousecosystemsonGoogleEarthorGoogleCardboard.ForGoogleEarth,typeinthefollowinglocationsastheyarewritteninthebrackets():(Antarctica),(Saharadesert)lookforphotosphereasthereisnostreetview,theAmazonrainforest(NovoAirao),andtheAfricansavannah(TheSavannahAfrica).


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3. Trioramaactivity[SP2:DevelopingandUsingModels]

A. Splittheclassintogroupsof4,andtellthemthatwearemakingmodelsofdifferentecosystems.

B. Eachstudentinthegroupwillmodeloneoffourecosystems:ahotdesert(liketheSahara),atropicalrainforest(liketheAmazon),atemperateforest(likeHopkinsForest),andtundra(liketheArctic).

C. Promptstudentstothinkabouttheplantsandanimalsthatwouldbepresentinthoseecosystemstogivethemideasforwhattodraw.

D. Oncestudentscompleteindividualecosystemsandfoldthemintotriangularprisms,havethemgluetogetherallgroupmember’secosystems.Instructionsfortrioramamodelscanbefoundinthebinder.

LessonClosing(PartI)Tellstudentstoopenuptheirlongtermmysterybooklets.Displaytheimagesofredspruceandalgaeincludedonthethumbdrivesothattheycansketchitontheirsheets.Theotherscanbesketchedfrompriorknowledge,butifnotfeelfreetolookthemup.Encouragestudentstofindoutmoreabouttheseanimalsandplants.Theycanaskorresearchathome.LocationAhasredsprucetreesandhawks.LocationBhasalgaeandturtles.

--EndofPartI--


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DuringtheLesson(PartII)1. GoogleEarthPhotosactivity

A. Pickfourecosystems,oneineachofthefourmajorclimatezones(asshownontheworksheet).

B. Foreachecosystem,startzoomedoutonthemap,andthenclickonthephotosthatareattachedtothenameofthelocation.Foreachecosystem,havethestudentswritedownthelocation(countryandcontinent)asthetitleintheirsciencejournalsandwhatclimateconditions(notweather)wouldhelpsustainthatecosystem(e.g.itshouldbewarmingeneral,thereshouldbelotsofprecipitation).

C. Thefollowingsuggestionsshouldbetypedintogooglemaps/earthasquoted:i. “Greenland,Denmark”(snowymountains)=arcticclimatezoneii. “NewEngland,USA”(pineforest)=temperateclimatezoneiii. “AmazonRainforest,Codajás-StateofAmazonas,Brazil”

(tropicalrainforest)=tropicalclimatezoneiv. “Saharadesert”(desert)=subtropicalclimatezone

2. ClimateZoneactivity

A. HandouttheClimateZonesworksheet.ProjectanimageofGoogleEarth(a3-dimensionalrepresentation),andhavestudentsidentifytheequatoranddrawitintheappropriatelocationontheworksheet(a2-dimensionalrepresentation).

B. ThenlocatetheecosystemsweexploredonGoogleEarth(veryzoomedoutview)ontheClimateZonesworksheetmapandmarktheirapproximatelocations.Studentsshoulddeterminethelocationofeachecosystemasaclass,andmarktheanswerontheirownworksheet.AScienceFellowshouldwalkaroundandensurethattheecosystemsarewithintheboundariesofthecorrectclimatezone.

C. Explainthatareasaroundtheworldwithsimilarlongtermclimateconditionsformclimatezones.DottedlinesonthesheetmarkfourmajorclimatezonesonEarth.Explainthatwewillusetheinformationwejustgatheredtofigureoutwhichclimatezoneisinwhichregion.

TeachingTipOnlyclickonphotosthatshownaturalphenomenarelatedtotheintendedecosystem,tonotconfusestudents.


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D. First,weneedtounderstandthelegend,whichindicatesfourclimatezonesthatwewilllabel.AskthestudentstothinkaboutNewEngland’sclimate(NorthAdams’climate):Howmanyseasonsdowehave?Whatareourseasonslike?ExplainthatNewEnglandhastemperateweather:define“temperate”ontheboardandhavestudentscopyintheirsciencejournalsoronthebackonclimatezoneworksheet.i. Temperate:withoutextremeclimateconditions(temperatureandprecipitation),generallyhasfour

seasons(winter,spring,summer,fall).E. Next,askstudentstothinkabouttheAmazonrainforest:isitevercoldthere?TheAmazonrainforestisa

tropicalrainforest,categorizedbyatropicalclimatezone.i. Tropical:extremeclimateconditions(alltwelvemonthshaveanaveragetemperatureof64 °F),generally

hastwoseasons(dryandwet).F. Applynewandpriorknowledgeaboutthefourecosystemstocolorinthefourmajorclimatezones.

i. Ifstudentsdonotunderstandthedistinctionbetweensubtropical(warm)andtropical,elaboratethatwhilethetropicsarewarmandwet,the‘warm’climatezoneischaracterizedbywarmthanddryness.


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3. ConceptualExtension A. Ingroups,discusstherelationshipbetweentheSunandtheEarth’spositionthat

mightcauseclimatezones.B. Discussioncanbefacilitatedwithquestionsaboutthelocationoftheequator,itsprolongedexposuretomostof

theSun’sintensity,etc.Forexample:atropicalclimatezoneisdefinedbywarmtemperaturesallyeararound,andseasonsareonlydictatedbyprecipitation(dryandwet).Whatisitaboutthelocationofthetropicalclimatezonethatcausesthis(focusmainlyonthewarmtemperaturesyearround)?

LessonClosing(PartII) (TalkScience:sentencestartersandarguingfromevidence)Beforepresentingtheclueforthisweek,havestudents(ingroupsof4-5)refertothecluesfrompreviouslessonsandpredicttheclimatezonesofthemysterylocations(cluesfromLesson4andPartIofLesson5shouldbehelpful).Encouragestudentstowritenotesaboutpreviouscluesinthespaceprovidedthatmighthelpthemfigureitout.Onceagrouphaschosentheclimatezoneforeachlocation,havethemwritedownarationaleastowhytheythink“Location___isinClimateZone______________.”Oncethegroupshavefinished,providethemwiththeaccurateclimatezones:

LocationAisinthetemperateclimatezone,LocationBisinthetropicalclimatezone.AssessmentInPartI,studentswillbeassessedbytheiranswerstotheclimateandweatherworksheet,theresultsofthematchinggameintheirsciencejournals,andanevaluationoftheirtrioramamodels.InPartII,theywillbeassessedontheClimateZoneworksheetandtheirparticipationindiscussion.

StudentThinkingAlertStudentsshouldconnecttheinformationthattheylearnedinLessons2and3towhattheylearnedtoday-locationsneartheequatorreceivethemostconsistentanddirectsunlight.


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Lesson6:AnsweringtheBIGQuestions

LessonBackgroundSynthesizinginformationfrompreviouslessons,Lesson6seekstoassessstudents’understandingandaskthemtoelaborateonthematerialbyroleplaying,usingsystemsthinking,andanswering“whatif”questions.Studentsworktoconstructcausalexplanationsthatdrawontheconceptualframeworksfrompreviouslessons.StudentsshouldbeabletocohesivelyanswerEssentialQuestion1:DifferentpartsoftheEarthreceivesmallerorlargeramountsofthesun’senergy(atspecifictimesandoverlongerperiodsoftime),dependingontheirpositionandthetimeofyear.Therefore,thedifferencesresultinvariationsintemperature,precipitation,andotheraspectsofseasonalchange,whichthendictatedifferentecosystems.ScienceContentBackground(forinstructors)Sincethisisan“evaluate”lesson,allthesciencecontentfromprecedinglessonsapplies.OverviewoftheLessonInthislessonstudentsreferbackto,andintegrateinformationfrom,previouslessons.Theyreviewtheseconceptsthroughphysicalmodelsandfillingoutworksheetssothey’reaccountablefortheknowledgeacquiredthroughouttheunit.FocusandSpiralStandard3-ESS2-2.Obtainandsummarizeinformationabouttheclimateofdifferentregionsoftheworldtoillustratethattypicalweatherconditionsoverayearvarybyregion.[Clarificationstatement:Examplesofinformationcanincludeclimatedata(averagetemperature,averageprecipitation,averagewindspeed)orcomparativedescriptionsofseasonalweatherfordifferentregions.][Stateassessmentboundary:Anunderstandingofclimatechangeisnotexpectedinstateassessment.]


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NGSSAlignment

Science/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)-Askingquestionsanddefiningproblems-Developingandusingmodels-Engaginginanargumentfromevidence-Constructingexplanations-Obtaining,evaluating,andcommunicatinginformation


Patterns:Patternsofchangecanbeusedtomakepredictions(3-ESS2-1),(3-ESS2-2).CauseandEffect:Causeandeffectrelationshipsareroutinelyidentified,tested,andusedtoexplainchange(3-ESS3-1)

LearningTarget

1. IcanexplainwhydifferentplacesonEarthhavedifferentseasonalchanges.AssessmentReviewstudents’worksheets


5piecesperclassroom LargePosterpaper Bin1perStudent Markers ClassroomTeacher1perclassroom AnsweringtheBigQuestions:TeacherResourcesandWorksheet(5

pagestotal)Binder

1packetperstudent AllSystemsGoWorksheetPacket(9pagestotal) Binder**Itemsinboldshouldbereturnedforusenextyear**


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LESSONDETAILSLessonOpening/ActivatorSetupagallerywalkforstudents,withonequestionprompt(frombelow)oneachpieceofchartpaper.Splitstudentsintosmallgroupsandgiveeachgroupadifferentcolormarker.Giveeachgrouptimetodiscussanswerstopostedquestionsfirst,thengroupswalkaroundtothedifferentpostersandwritetheiranswers.Thegroupsshouldhave5to6minutesateachposter;timecanberecordedandtransitionscanbemadeastheClassroomTeacherseesfit.Groupsshouldrotateinonedirection,ensuringthateachgrouphasachancetorecordtheiranswerstoeachquestion.

(ScienceTalk:havestudentsusesmallgroupdiscussionstrategiestocomeupwithanswers,andfocustheireffortsonincludingaclaim,evidence,andreasoningfortheiranswers[SP7:Engaginginargumentfromevidence]).

1. Howdoestheamountofsunlightexposureaffecttheaveragetemperatureofalocation?2. DoestheEarthgetthesameamountofsunlightineveryplace?Whataretheeffects(results)oftheamountsofsunlight

thatdifferentpartsoftheEarthget?WhataresomedifferencesbetweentheNorthernandSouthernHemispheres?3. HowdoesenergyaffecttheEarth?Whataredifferentkindsofenergy?4. Whattypeofweatherconditionsdoscientistsstudyandcollectdatafortomakepredictions?Whyisitimportantto

makethesepredictions?5. Whichclimatezoneislocatedaroundtheequator?Whatseasonsdoesthisclimatezonetypicallyexperience?Whatis

oneexampleofanecosystemthatcouldbesustainedinthisclimatezone?

TeachingTipGallerywalk:hangpiecesofchartpaper(orsimilarlargeformatpaper)aroundtheroom.Thecontentofthegallerypieceswillbedeterminedbytheactivity.


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DuringtheLesson1. RolePlayingtheGrandExchangesThisroleplayactivityallowsstudentstoconstructacausalexplanationforwhydifferentplacesexperiencedifferentseasons(EssentialQuestion1).AsystemsthinkingmodelwillallowstudentstothinkcriticallyabouttheinputsandoutputsofEarth.

A. Presentthestudentswithasinglelocationtogroundtheirexplanation(e.g.,closetotheequator)andhavestudentsbrainstormalistofwhattheyknowaboutthisplace(writelistonboard).Trytokeepanswersfocusedincontextofpreviouslessons.

a. TalkScience:possiblediscussionquestionstoguidestudentthinking:Whatisitsrelationshiptothesun?Whatkindoftemperaturesdoesthisplaceexperience?Howdotemperatureandweatherchangeoverthecourseoftheyear?Whatkindofclimate?Whatkindofecosystem?

B. Assignstudentsdifferentpartsofthesystem:3Suns,2Earths,atleast3energyparticles,1-2soil,1-2water,1rainforest,1tundra,1temperate,and1desertecosystem(atleast14studentstotal).

C. Ifthereareextrastudents,theywillgetachancetoparticipateinpart2byeitherreplacingcurrentcharacters,orplayingthe“whatif?”factorsthatwillbeexplainedlateron.Passworksheetsoutandhavestudentsfollowalongwiththeactivitytofillintheblanks.Teacherresourcesareprovidedtovisuallyrepresentthisinformation.

D. System1:StudentsassignedasEarth1andSun1demonstrateandexplaintheEarth'sorbit,rotationandtiltinrelationshiptotheSunforthegivenlocationoverthecourseofayear.Importantpointstomention:areasneartheequatorremaininrelativelydirectsunlightallyearround.

E. System2:Havestudentsexplainwhat(andhow)ishappeningwhentheEarthisexposedtosunlight.StudentsassignedasEarth2,Sun2,andallenergyparticlesdemonstrateandexplainthegiveandtakeprocessofenergyexchangebetweentheSun,Earth,andspace.

F. System3:StudentassignedasSun3,soilandwaterdemonstrateandexplainhowtheSun’senergyinteractswithwaterandsoildifferently.

G. System4:Studentsassignedtoeachecosystem(rainforest,tundra,temperate,desert)demonstrateanddescribewhattheweatherandclimatewouldbelikefortheirecosystem,and


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howitmightchangeoverthecourseoftheyear.Transitiontotalkingaboutwhatorganismscansurviveandthrivedependingontheweatherandclimate.

H. Finally,allstudentscometogetherfor5minsandformanexplanationabouthowalloftheirsystemsworktogether.

I. Topullthesystemsmodelintoavisualrepresentation,havestudentssketchintheirsciencejournalthecausalchainofexplanationfortheprocessestheyjustactedout.Anexampleofasystemsrepresentationisincludedbelow.Alternatively,whiteoutwordsinimagebelowandmakecopiesforeachstudenttofilloutalongsideteacher,ontheirown,oringroups.


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2. Elaborate:What-if?[SP6:Constructingexplanationsanddesigningsolutions]A. Switchoutstudentrolesifnecessary.Alternatively,assignthefollowingrolesto

studentsstillleftsitting;afourthsun,moreenergyparticles(canbeasmanyorasfewasyouwant),asecondsoilandasecondwater.

B. ReturntoSystemone(Sun1andEarth1movement)andaskstudentstoexplainwhatmighthappeniftheEarthstoppedorbitingtheSun(whileEarthcontinuedrotatingandtilting)?.WhatifEarthstoppedrotating?(Earth1studentshouldmoveoractoutaccordinglytothe“whatif”factors).Thenasktheecosystemstudentstospeakuponhowthismightaffectthem.

C. ReturntoSystemtwoandaskstudentstoexplainwhatmighthappenifthesunweretogiveofftwiceasmuchenergy?Insertmoreenergyparticlesintodemonstration.Then,whatwouldhappeniftheSunshutdowncompletely?(removeallenergyparticlesandSunfromroleplay).Thenasktheecosystemstudentstospeakuponhowthismightimpactthem.

D. ReturntoSystemthreeandaskthestudentsdemonstratingandtheaudiencetoexplainwhatmighthappenifthereismorelandthanwater(addinsecondsoil)?Andwhataboutiftherewasmorewaterthanland(takeoutfirstsoilandaddsecondwater)?Thenasktheecosystemstudentstospeakuponhowthismightaffectthem.

LessonClosingPresentClue#6tofillinbooklets:LocationAwasnamedafteraWaranokeNativeAmericanChief.(Mt.Greylock)LocationBwasnamedbyamannamedMatthewFlinders.(GreatBarrierReef)

AssessmentReviewstudents’worksheets


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Lesson7:UnderstandingOtherRegionsLessonBackgroundThislessontransitionstheunittoEssentialQuestion2-studentsnowexplorethesocioculturalimplicationsofdifferentecosystemsandclimates.BecausestudentshavelearnedaboutthescientificprocessesthatdriveandconnecttoEarth’sclimate,theyarepushedtoconsiderhowclimateultimatelyimpactshumanlife,thusencouragingthemtothinkaboutthebidirectionalrelationshipbetweenhumansandtheEarth’sclimate.

ScienceContentBackground(forinstructors)HumansinteractwithEarth’sclimatebyconstructingwaystosurviveandthriveinresponsetofactorsintheirenvironmentandbyovercomingthebarriersposedbytheirenvironment.Peopleofdifferentregionsneedavarietyoftoolsandclothingtoprotectthemselvesfromtheweatherandclimateconditionstheyexperience.Thisalsoimpactstheproduce,naturalresources,jobs,andindustriesthatthepeopleofaregionhaveavailabletothem.OverviewoftheLessonStudentsexploredifferentregions(familiarandunfamiliar)andthelifestylesthatrevolvearoundtheseclimates.Insmallgroups,studentsresearchdifferentregions,exploringthesocioculturalaspectsofthatspecificregionasaproductofclimate.Socioculturalaspectsincludefood,clothing,agriculture,jobs,andanyothercategoriesthatarecriticaltohumanlife.Aftergatheringdataabouttheirparticularregion,studentswillhavetheopportunitytopresentandapplytheirresearchintheformofaworldmarketplacegame.FocusandSpiralStandard3-ESS2-2.Obtainandsummarizeinformationabouttheclimateofdifferentregionsoftheworldtoillustratethattypicalweatherconditionsoverayearvarybyregion.{Clarificationstatement:Examplesofinformationcanincludeclimatedata(averagetemperature,averageprecipitation,averagewindspeed)orcomparativedescriptionsofseasonalweatherfordifferentregions.{{Stateassessmentboundary:Anunderstandingofclimatechangeisnotexpectedinstateassessment.}


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NGSSAlignment

Science/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)-Askingquestionsanddefiningproblems-Planningandcarryingoutinvestigations-Analyzingandinterpretingdata-Obtaining,evaluating,andcommunicatinginformation


CauseandEffect:Causeandeffectrelationshipsareroutinelyidentified,tested,andusedtoexplainchange(3-ESS3-1)InfluenceofEngineering,Technology,andScienceonSocietyandtheNaturalWorld:Engineersimproveexistingtechnologiesordevelopnewonestoincreasetheirbenefits,decreaseknownrisks,andmeetsocietaldemands(3-ESS3-1)

LearningTargets

1. Icanexplainhowweatherandclimateindifferentregionsshapethelifestylesandculturesofthepeoplethatlivethere.2. Icancollectdatatosupportaclaim.3. Icandescribedifferentperspectivesandexperiencesacrosstheglobeinrelationtotheclimate’simpact.

AssessmentScienceJournalworksheetsTargetedAcademicLanguageTier2:culture,lifestyle,ecosystemsTier3:agriculture


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http://www.earthcam.com/network/ Thumbdrive1perclass Computerprojector

ClassroomTeacher

10pergroup Countingchips Bin1perstudent ScienceJournals ClassroomTeacher1perstudent WorldMarketMerchantWorksheet(2pagestotal) Binder1perstudent WorldMarketShopperWorksheet(2pagestotal) Binder**Itemsinboldshouldbereturnedforusenextyear**


(TalkScience:wholeclassdiscussionstrategies.)Posequestions:Whatifyoulivedinadifferentregion?Whatwouldyouseeornotseethere?Whatkindsofthingswouldyoufeel,hear,smell,andtaste?Explainthatsincedifferentregionshavedifferentweatherandclimate,peoplehavedifferenteverydayexperiences.Askstudentsifanyonehasbeenoutsideourclimateregionandwhatkindofdifferencestheyobservedandfelt?Noteifanyonehasbeendrasticallyoutofthecurrentclimateregion(forexample,fromNewEnglandstatestoSouthAmerica).


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DuringtheLesson1. EcosystemsReview

A. Afterasmalldiscussionaboutexperiencesindifferentregions,projectalistofdifferentecosystemswithcorrespondingimages.

B. Thisisashortreview/refresherofwhatwaspreviouslylearned.http://www.earthcam.com/network/2. WorldMarketplaceGame[SP8:Obtaining,evaluating,andcommunicatinginformation]

A. Dividetheclassintosmallgroupsofthreeorfour,andhavethempickalocationfromalist.Thelistshouldincludethefollowingecosystems(thespecificlocationsareuptotheteacher’spreference.Thesearejustpotentialexamples):i. Tundra:Alaskaii. Desert:ArizonaorEgyptiii. TropicalRainforest:Braziliv. BorealForest:Canadav. DeciduousForest:Korea,Japan,orChinavi. Grassland:Zimbabwe

B. Studentswillusebooksandtheinternettoresearchrelevantplantsandanimals(onesthatareraised,grown,orconsumed),typesofclothingpeoplewear(accessiblematerials),andanyspecifictools/objectsusedforactivitiesortoprepareforaweathercondition.

C. Recordinformationinthe“MerchantWorksheet”(informationisrevisitedlaterinthegame).Promptgroupstoconsider,“Whatdoesthisinformationinformusaboutyourregion’sclimate?Whatmaterialsareaccessibleduringcertainseasons?Forexample,wouldweneedtobuyandsellsnowbootsintropicalrainforests?”

D. Afterstudentsgatherenoughinformation,setupastationforeachgrouparoundtheclassroom.Eachstationrepresentsamarketstandfromthegroup’sregion.Studentssetupmarketstandswithdrawnandlabeledpicturesofitemsthattheypreviouslyresearched(fruits,vegetables,livestock,tools,clothing,etc.).Eachgroupreceives10countingchips(forsimplicity,everycolorwillhavethesamevalue).Groupsshouldlistpricesforeachitem,rangingfrom1chipto5chips.


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E. Assignhalfthegroupsasmerchantsinthefirstround,andtheotherhalfasshoppers.Merchantswillprovideinformationabouttheirproductstotheircustomers,usingtheresearchfromtheir“MerchantWorksheet.”Sellyouritemsbyexplainingwhycustomersneedcertainitemsiftheyweretovisityourregion.Eachshopper/pairofshoppersbuysgoodsfromeverymarketstand,sobesuretowarnthemtobeeconomicalwiththeirchips.Ifthereareleftoverchips,revisitafavoritemarket.Shoppersalsofilloutaworksheetastheyshopandmerchantsteachthemabouttheirgoods.

F. Afterthefirstgroupofshoppershasvisitedeverystand(about10-15minutes),movetothesecondroundandswitchroles.

G. Inthesamegroups,studentscansharewhatkindsofitemstheyboughtfromeachmarketandwhyitwasimportanttobuythem.Askquestionssuchas:Whydoyouthinkthemarketsoldsuchitems?CouldanitemfromMarketStandAbesoldfromMarketStandB?

Extension:1. Student-basedInterview:Ifpossible,connectwithaschoolfromasignificantlydifferentregionandarrangeaSkypecall

(orsimilar)withtheclass.Letstudentspreparequestionstoasktotheotherstudents.Examplesinclude:Whatistheweatherliketheretoday?Whatareyourseasonslike?Alsohavethemnoteanydifferencestheymightobserve.Whataretheywearing?

a. Alternative:IfdifficulttoconnectwithaschoolorarrangeaSkypecall,findalocalperson(fromanearbycollege,aschoolstaff,communityworker,etc.)whohaslivedinadifferentecosystemforsomepartofhisorherlifeandleadastudent-basedinterviewwiththatperson.

LessonClosingLong-TermMysteryHint:MysteryLocationA(Mt.Greylock):You’llneedsnowbootstogohereinthewinter!MysteryLocationB(TheGreatBarrierReef):You’llneedswimmingsuitstogohere!AssessmentStudents’knowledgewillbeassessedbyexaminingwhattheywroteintheworksheetsintheirScienceJournals.


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Lesson8:ARecipefor(Natural)DisasterLessonBackgroundThiswillbeatwopartlesson.ClassroomTeachersandScienceFellowsmaydecidehowtoteachthelessonbutwehaveincludedasuggestedbreakingplace.)Thislessonallowsstudentstoexploredifferenttypesofnaturaldisasters,theirimpacts,andhowcommunitiesrespondtoandprepareforsevereweatherandnaturaldisasters.

ScienceBackgroundContent(forinstructors)

Themainnaturaldisastersfeaturedinthislessonarehurricanes,tornadoes,landslides,andflooding.Thesecondpartofthislessonallowsstudentstothinkcriticallyaboutwayspeopleandcommunitiesrespondtoandpreventnaturaldisasterdamage.Hurricane:startastropicalstormsthatformoverwarmoceanwaters,becomestormswithhighwindsandheavyrain.Tornado:fastspinningcolumnofairstretchingfromthunderstormclouddowntoEarth’ssurface,characterizedbyextremewinds.Landslide:occurwhenaslopebecomesunstable,andmass(canberocks,debris,etc.)movesdowntheslopeundertheforceofgravity.Flood:aftermathwhentoomuchrainforcesrivers,streams,andlakestooverflow,sendingwaterwhereitdoesn’tbelong.Notincludedinourlessonareearthquakes,whicharenotcoveredbecausetheyarerelatedmoreto(andcausedby)tectonicmovementsratherthanclimaticandweatherconditions.

OverviewoftheLessonInthislesson,studentsexplorethecausesandeffectsofnaturaldisastersthroughcriticalthinking,models,androleplaying.Theyconstructandobservetheirownmodelsofcertaindisastersandroleplayanaturaldisasterscenariotogivethemabetterunderstandingoftheeffectsofthesedisasters.


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FocusandSpiralStandard(s)3-ESS3-1.Evaluatethemeritofdesignsolutionthatreducesthedamagecausedbyweather.{Clarificationstatement:Examplesofdesignsolutionstoreduceweather-relateddamagecouldincludeabarriertopreventflooding,awind-resistantroof,andalightningrod.}4-ESS3-2.Evaluatedifferentsolutionstoreducetheimpactsofanaturaleventsuchasanearthquake,blizzardorfloodonhumans*{Clarificationstatement:Examplesandsolutionscouldincludeaearthquake-resistantbuildingoraconstructedwetlandtomediateflooding.}NGSSAlignmentScience/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)

-Askingquestionsanddefiningproblems-Planningandcarryingoutinvestigations-Analyzingandinterpretingdata-Constructingexplanationsanddesigningsolutions-Obtaining,evaluating,andcommunicatinginformation

ESS3.B:NaturalHazardsAvarietyofnaturalhazardsresultfromnaturalprocesses.Humanscannoteliminatenaturalhazards,butcantakestepstoreducetheirimpacts(3-ESS3-1)


LearningTargets

1. Icanidentifyanddescribenaturaldisasters,theprocessesbywhichtheyoccur,andwhytheyoccurinspecificlocations.

2. Icanexplainandcompareimpact(magnitude).3. Icandescribeandassesshowregionsrespondtoandpreparefordisasters.


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Assessment(s)ParticipationinroleplayingactivityandreviewofsciencejournalsTargetedAcademicLanguageTier2:naturaldisaster,hurricane,tornado,landslide,flood(flashflood)RESOURCESANDMATERIALS

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher Naturaldisasterpicture+clip

https://www.youtube.com/watch?v=-dfi0b6w0JYThumbDrive

SevereWeatherCrashCoursehttps://www.youtube.com/watch?v=QVZExLO0MWA

Thumbdrive

AsNeeded Variousartssupplies(constructionpaper,pipecleaners,pompoms,glue,markers) BinandClassroomTeacher

**Itemsinboldshouldbereturnedforusenextyear**


Anchorimage:Projectthe“NaturalDisasterPicture”andaskstudentswhattheyseeandwhattheythinkisgoingon?Howdidthishappen?Confusionandquestionsaregood!Trytosparkintrigue,butexplanations/answersarenotnecessaryyet.Next,showthenaturaldisasterclip(https://www.youtube.com/watch?v=-dfi0b6w0JY)andpromptdiscussionabout


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whatstudentsobserveandhowitrelatestothepicturebefore.WatchthevideoasecondtimeandaskthestudentstomatchwhattheyseewithallapplicablewordsfromthewordbankthattheClassroomTeacherorScienceFellowwritesontheboard(Hurricanes,Tornadoes,Landslide,Floods(flashfloods),Rain,Snow,Wind;boldwordsarethecorrectmatchanswers).Discussanswersandprovidefactstobattleanymisconceptions.Thenpromptadiscussiononhowtheycouldpreventorreducethedamageofthedisastershown.DuringtheLesson1. TornadoinaBottle:

Thisactivityallowsstudentstoconstructtheirownmodelofatornado,andextrapolateimportantfeatures/characteristicsofthisnaturaldisaster.Activityadaptedfromhttp://www.sciencekids.co.nz/experiments/makeatornado.html.Preparationrequiresfillingeachgroup’sbottlewithwater(unlessstudentsareabletofilltheirownbottles,atteacher’sdiscretion)

A. Dividetheclassintogroupsof3-4.Distributeaplasticbottle(withthetopon)about¾fullwithwatertoeachgroup,alongwithasmallcupofdishsoap,andasmallcupofglitter.

B. Instructeachgrouptouncapthebottleandputafewdropsofdishsoapin,andsprinkleafewpinchesofglitterin.Putthecapbackontightly.

C. Eachgroupcanthenhaveonestudent(andtaketurnssoeachstudenthastheopportunity)turnthebottleupsidedownandholditbytheneck.Quicklyspinthebottleinacircularmotionforafewseconds,thenpauseandwatchtoseeifyoucanobserveaminitornadoforming.


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HappensincoastalareasCausedbychangingairpressureHappensmostlyintemperateandwarmclimates

NormallywillhappenonflatlandHaslowairpressureinthemiddleandcreatesafunnelshapeHappensmostlyintemperateandwarmclimates

CanbepredictedNormallywillhappeninlowelevation

CannotbeeasilypredictedHappensonmountains

HighWind

Rain

Canhappeninanyclim

atezone

D. Aftereachstudenthastheopportunitytotryactivatingthetornado,askthemtothink-pair-shareintheirgroupsaboutthesequestions:Whatdoweseeinthebottle?Encouragespecificobservations(notjust“Iseeatornado,”or“Iseeglitter”),andpromptwithquestions“Whydoyouthinkit’satornado?Whatistheglitterdoing/howisitmoving?Whatdoestheglitterrepresent?”(Targetedvocabularyshouldattempttoincludefunnelorvortexshaped.)

2.CrashCourseA. Watchthecrashcourseonsevereweather

(https://www.youtube.com/watch?v=QVZExLO0MWA)andencouragestudentstotakenotes.

B. Drawaquadvenndiagram(examplebelow)ontheboardandaskstudentstofollowalonginsciencejournals.

C. Labeleachcirclewithonenaturaldisaster(Hurricanes,Tornadoes,Landslide,Floods)andaskstudentsforsharedanddifferentcharacteristicsofeachdisaster.

D. Focusonstudents’input,butScienceFellowsandClassroomTeachermightguidefurtherthinking.Theexampletotherightconveysknowledgethatstudentsshouldbeabletoexplainfromprioractivities.


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LongTermMystery:HavestudentstakeouttheirLongTermMysterybookletsandgetreadytoreceiveLesson8’sclue:LocationAwasaffectedbyalandslideintheyear1990.LocationBismostlikelytobeaffectedbyahurricaneduetoitslocation.(Thisisthesuggestedbreakingpointinthelesson.)ResponseandPreparationFacilitateintroductoryconversationabouthowhumansocietieshavelearnedtorespondtoandpreparefornaturaldisastersgivenwhatwasjustlearnedaboutthefeaturesandimpactsofnaturaldisasters.Postfourpiecesofchartpaperwitheachnaturaldisasteratthetop(1perpaper)aroundtheroom;studentswalkaroundandwritedownanswersforhowpeoplemightrespondtoorprepareforthedifferentnaturaldisasters.TeachersandSciencefellowscanstandnearpaperandpromptstudentswithquestions.SurvivalGameStudentshavetheopportunitytoactoutandthinkcriticallyabouthowtheywouldrespondtonaturaldisasters.This3-dayresponsescenarioisbrokendown:howweprepare(day1),howwereactandrespond(day2)andhowwemoveforwardandprevent(day3).

1. Dividestudentsinto5teamsandassignthemalocationandnaturaldisaster-Oklahoma,tornadoes-Florida,hurricanes-Virginia,flooding-California,landslides-NorthAdams,tobeusedasacomparison,or“control,”weatherlocation


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2.Studentsroleplayeventsfor3daysconcerningtheirlocationandnaturaldisaster.Day1:Deliverweatherpredictiontoeachgroup(impendingnaturaldisasterandextremeweather)andaskstudentsintheirteamstodecidehowtoprepareindividuallyandasacommunity.Brainstormalist(onestudentcanscribe)intheirgroups,andchooseoneitemofpreparationfromthelisttofurtherdevelop.Construct/representacreativemodelofchosenitem(actitout,buildoutofmaterials).ClassroomTeachersandScienceFellowscirculateandguidebrainstormingprocess.Ideastoinclude:howdowepreparehouses,food,decisiontoleaveorstay,etc.Havestudentsconnecteachoptiontheycomeupwithtothefeatureoftheirspecificnaturaldisaster(i.e.hurricaneshavestrongwinds,soI’mgoingtoboardupthewindowsonmyhouse).Next,havegroupsshareorpresentthecreativemodelandexplainrationaleforpreparation.ClassroomTeacherorScienceFellowcanwriteanswersontheboardtocollectallinoneplaceforreference.

Day2: (ScienceTalk:usesmallgroupdiscussionstrategies.)Thepredictedweatherisnowhappening!Askgroupstodiscusswhatishappeningtothemindividuallyandwhatishappeningtotheirphysicalcommunity.Thenhavegroupsshareandhavetheteacherorsciencefellowwriteanswersontheboardtocollectthemallinoneplaceforallgroupstoreference.Day3:Extremeweatherhasended,askgroupstodiscusswhathappenedandhowtheyplanonfixingdamageonindividualandcommunitylevels.Howisourcommunitygoingtodealwiththeaftermath,andhowwouldweprepareforthisnaturaldisasterinthefuture?Again,havestudentschooseoneoptionfromtheirlisttorepresentcreatively(eitherbuildoractout,etc.)infrontoftheclass.HavetheClassroomTeacherorScienceFellowwriteanswersontheboardtocollectforreference.


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LessonClosing: (TalkScience:useguidingquestionsinwholeclassdiscussiontoconnectideas.)Leadstudentsinaclosingdiscussionaboutwhattheyfoundinterestingorchallengingabouttheroleplayingactivity.TiethisbacktotopicscoveredinLesson4concerningwhyitisimportanttomakepredictionsaboutweather.Howlongdoyouthinkisanadequatetimetoprepare?Whatifyoudidnothavethatmuchtimetoprepare?AssessmentParticipationinroleplayingactivityandreviewofsciencejournals


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Lesson9:EarthDoctorsLessonBackgroundInpreviouslessons,studentslearnedhowclimateshapeshumanlifeandhowhumanssurvive,thrive,andprotectthemselvesagainstclimate.Inthislesson,studentswillshifttheperspectiveandlearnhowhumansimpactclimate.Thislessondevelopsawarenessofhowouractionsimpacttheclimateandinstillresponsibilitytoprotectourenvironmentandclimate.

ScienceContentBackground(forinstructors)Thislessonfocusesonthegreenhouseeffectandwaysthatstudentscanworktomaketheircarbonfootprintsmaller.Thegreenhouseeffectissimilartohowagardengreenhouseworks.AgreenhouseholdsintheheatfromtheSuntohelpplantsgrowallyearround.Itworksbylettinginsunlightbuttrappingheat(intheformofinfraredradiation).Similarly,gassesinouratmospheretrapheatbutletinsunlight,causingtheEarth’saveragetemperaturetobemuchhigherthanitwouldbeotherwise.Oneoftheprimaryheat-trappinggassesisCarbonDioxide.Ourcarbonfootprintistheamountofcarbonemissions(especiallyCarbonDioxide)producedfromourconsumptionneeds(includingalloftheenergyneededtoproduceourfoodandproducts,andtheenergywedirectlyconsumetopowerourcars,houses,etc.).Examplesofwaystoreduceourcarbonfootprintorenergyconsumptioninclude:rememberingtoturnoffallelectronicsandlightswhennotinuse,usingpublicinsteadofprivatetransportation,eatinglocallyproducedfoodandlessmeatanddairy,wastinglesswater,reusingandrecyclingproducts,andinsulatingourhomes.

OverviewoftheLessonThislessonstartswithabriefdiscussiononthefateofourtrash,whichlaterconnectstotheideaofhumanbehaviorimpactingclimate.Studentsexploreexamplesofhumanactionsthroughanonlinescavengerhuntactivityandcorrespondingworksheets.Then,studentswillbecomeEarthDoctorstofindsolutionstoprotecttheenvironment/climate.


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FocusandSpiralStandard5-ESS3-1.ObtainandcombineinformationaboutwayscommunitiesreducehumanimpactontheEarth’sresourcesandenvironmentbychanginganagricultural,industrial,orcommunitypracticeorprocess.NGSSAlignmentScience/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)-Askingquestionsanddefiningproblems-Planningandcarryingoutinvestigations-Constructingexplanationsanddesigningsolutions-Engaginginanargumentfromevidence-Obtaining,evaluating,andcommunicatinginformation

LS2.C:EcosystemDynamics,Functioning,andResilienceWhentheenvironmentchangesinwaysthataffectaplace’sphysicalcharacteristics,temperature,oravailabilityofresources,someorganismssurviveandreproduce,othersmovetonewlocations,yetothersmoveintothetransformedenvironment,andsomedie.(3-LS4-4)


LearningTargets

1. Icanexplainanddescribehowhumansaffecttheclimate.2. Icandescribewaystobettertheenvironmentandclimate.

AssessmentReviewworksheetsTargetedAcademicLanguageTier1:RecycleTier2:ClimateChange,SolarEnergyTier3:GreenhouseGasses,CarbonFootprint,Deforestation


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Quantity Item Source1perclass Computerprojector ClassroomTeacher ToyStoryCliphttps://www.youtube.com/watch?v=QtQPmDjuA5s ThumbDrive1perstudent ClassroomLaptops ClassroomTeacher1pergroup PrinterPaper ClassroomTeacher1setpergroup Coloredpencils/markers ClassroomTeacher1perstudent ScavengerHuntWorksheet(3pagestotal) Binder**Itemsinboldshouldbereturnedforusenextyear**

LESSONDETAILSLessonOpening/ActivatorAsk,“Wheredoesourtrashgo?”Ifstudentsanswer“trashcan,”prompttothinkfurtherbyasking,“Wheredoesitgoafterwethrowitawayinthetrashcan?”Next,asavisualandrelatableexample,showtheYouTubeclipfromthemovieToyStory3(https://www.youtube.com/watch?v=QtQPmDjuA5s).Brieflydiscusswhathappenedintheclip:wheredidthescenetakeplace?Whatdidyounoticeaboutthelocation?Importantpoints:“Thetoyswereinthefurnace”and“Thetrashwasbeingburned.”Explainthatalotofourtrashistakentoanincinerator/furnaceandburned.Askthemthefollowingquestions:

- Isburningeveryone’strashgoodorbad?Why?- Whereelsedoesourtrashendup?(answersincludetheriver,lake,ocean,landfill,underground,etc.)


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DuringtheLesson1. TrashTalk

A. Haveashortdiscussionwiththestudentsabouttheimpactofourtrashontheenvironment.Weoftenhandletrashirresponsibly,whichmakestheEarthsick!

B. Ask,“Howdowetellifsomeoneissick?”Wemightcheckifthatpersonhasafever.Similarly,wecantellthattheEarthissickbylookingattheglobaltemperature.

C. Introducetheconceptofclimatechange:Notonlydoestheclimateaffectoureverydaylives,we,ashumans,alsohaveagreatimpactontheclimatebythethingswedo.Theglobaltemperatureisrisingbecauseofhumanactivity.

2.ScavengerHunt

A. Studentsengageinanonlinescavengerhuntonlaptops,visitingClimateKidswebsite(climatekids.nasa.gov).

B. Distributethescavengerhuntworksheetsandallowstudentstoexplorethewebsiteabouttheclimateandclimatechange.

C. Afterstudentsfinish,reviewworksheetasaclass.Discusswaysthatstudentscanhelpwithglobalwarming.

D. Whengivinganswersabouthowhumansarethemaincauseofglobalwarming,discussingreaterdetailtheideasofourcarbonfootprintanddeforestation(mayrequirepreparationbytheClassroomTeacherand/orScienceFellows).

3.EarthDoctorCollage[SP6:Constructingexplanationsanddesigningsolutions]

A. WearenowEarthDoctorsandwillbrainstormwaystomaketheEarthfeelbetter(Optional:handouttoydoctorequipmentforstudentstowear,andtheClassroomTeacherandScienceFellowscanbethepatient--Earth).

B. Asaclass,havestudentscomeupwithseveralideasandrecordontheboard.Examples:rideabikeinsteadofacar,recycle,usesolar/wind/waterenergy,turnoffelectricitywhennotinuse,usereusablewaterbottles,etc.

TeachingTipGamesfeaturedonthiswebsitemightdistractstudentsfromtask.


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C. Dividetheclassintogroupsof3-4,andinstructeachgrouptopickasolutionfromtheboardanddrawapicturewithacaption.Thefinisheddrawingsshouldbehungonaclassroomwalllabeled“AsEarthDoctors,WeCan…”

Optional:Createachartlistingthesolutionsthatthestudentscameupwith,andthroughouttheyeareverytimesomeoneannouncesthatheorshehasdonesomethingonthesolutionchart,putastickeronthechart.

Extension*Willneedtobeplannedinadvance*

1. Fieldtriptoalocalgreenhousewherestudentscanexploreandasktheworkersquestionstheymayhaveabouthowgreenhouseswork,andhowthisrelatestotheEarth.

2. FieldtriptoHopkinsForesttoexploretheimpactsofdeforestation.

LessonClosingGivestudentsanotherhintabouttheirlongtermmysterylocationtorecordintheirbooklets.Thehintsare:LocationA(Mt.Greylock)hasbeenchangedoverthecourseofmanyyearsduetoweatheringanderosion.Naturaldisastershavecausedafacetoappearonit.LocationB(TheGreatBarrierReef)hasbeenchangedduetocoalpollution,whichisbleachingandkillingthesurroundingwildlife.

AssessmentReviewworksheets.

TeachingTipCaptionsforthepicturesshouldbefullsentencesthatfeaturetheproblem,thesolution(s),andtheWHYorHOW


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Lesson10:ThinkGlobal,ActLocalLessonBackgroundThiswillbeatwopartlesson.ClassroomTeachersandScienceFellowsmaydecidehowtosplitthelesson,butwehaveincludedasuggestedbreakingpoint.Synthesizinginformationfrompreviouslessons,Lesson10seekstoassessstudents’understandingandelaborateonthematerialbyinterviewinglocalbusinessesandconstructingmodelsofatownthatcanprepareforandrespondtoclimateconditions.Studentsconstructcausalexplanationsthatdrawonconceptualframeworksfrompreviouslessons.StudentsshouldbeabletocohesivelyanswerEssentialQuestions1and2(butthislessonfocusesonEQ2).HumansinteractwithEarth’sclimatebyconstructingwaystosurviveandthriveinresponsetofactorsintheirenvironmentandbyovercomingthebarriersposedbytheirenvironment.Humanactivityalsocontributestochangesinglobalconditions(suchastemperature)overlongperiodsoftime,whichinturnleadstochangesinglobalclimate.ScienceContentBackground(forinstructors)Sincethisisaevaluatelessonallthesciencecontentfromeveryprecedinglessonapplies. OverviewoftheLesson Thislessonrequiresstudentstointerviewlocalbusinessesorindividuals.ContactshouldbemadepriortotheteachingofPart1ofthislessontoprepareinstructors,students,andintervieweesfortheirassignments.Inthislesson,studentswillbereferringbacktoinformationfrompreviouslessonstoshowtheirmasteryoftheconcepts.Theywillbereviewingtheseconceptsthroughphysicalmodelsandexplanations.Theywillbegiventimetointerviewandlearnfromlocalbusinessesbeforecreatingtheirowntown.


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FocusStandard(s) 3-ESS2-2.Obtainandsummarizeinformationabouttheclimateofdifferentregionsoftheworldtoillustratethattypicalweatherconditionsoverayearvarybyregion.{Clarificationstatement:Examplesofinformationcanincludeclimatedata(averagetemperature,averageprecipitation,averagewindspeed)orcomparativedescriptionsofseasonalweatherfordifferentregions.}{Stateassessmentboundary:Anunderstandingofclimatechangeisnotexpectedinstateassessment.} 3-ESS3-1.Evaluatethemeritofdesignsolutionthatreducesthedamagecausedbyweather.{Clarificationstatement:Examplesofdesignsolutionstoreduceweather-relateddamagecouldincludeabarriertopreventflooding,awind-resistantroof,andalightningrod.} NGSSAlignment Science/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)

-Askingquestionsanddefiningproblems -Constructingexplanationsanddesigningsolutions -Engaginginanargumentfromevidence -Obtaining,evaluating,andcommunicatinginformation

LS2.C:EcosystemDynamics,Functioning,andResilience Whentheenvironmentchangesinwaysthataffectaplace’sphysicalcharacteristics,temperature,oravailabilityofresources,someorganismssurviveandreproduce,othersmovetonewlocations,yetothersmoveintothetransformedenvironment,andsomedie.(3-LS4-4)

InfluenceofEngineering,Technology,andScienceonSocietyandtheNaturalWorld: Engineersimproveexistingtechnologiesordevelopnewonestoincreasetheirbenefits,decreaseknownrisks,andmeetsocietaldemands(3-ESS3-1)

LearningTargets

1. Icanexplainthecoredetailsofthelessonsandcanconstructthoughtfulquestionsaboutthetopics.2. IcanelaborateandgenerateanswerstoquestionsabouthowhumansrespondtoandinteractwithEarth’sclimate.


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Quantity Item Source

Markers ClassroomTeacher

Coloredpencils ClassroomTeacher 1perstudent Whiteprinterpaper ClassroomTeacher 1perstudent MyTownWorksheet(3pagestotal) Binder 1pack Constructionpaper Bin 112pack Gluesticks ClassroomTeacher 2pergroup Scissors ClassroomTeacher **Itemsinboldshouldbereturnedforusenextyear** LESSONDETAILS

LessonOpening/Activator Engagestudents’priorknowledgebycreatingamindmapofthebigideasthatweretalkedaboutinpreviouslessons.Studentsareencouragedtofindtheconnectionsbetweenallthemainideasandconcepts(regions,naturaldisasters,andoureffectsonclimate)thattheylearnedpreviouslyastheydrawouttheirmaps.Supplythestudentswithmarkersandorcoloredpencilssotheycancolorcoordinateconnectingideas,iftheywish.Thisshouldtakearound10minutes. DuringtheLesson Part1:

1. Brainstorm!A. Explainthatwewillinterviewlocalbusinessestocollectdataforthefinalproject.Conveydetailsofthefinalproject,sostudentsunderstandtheexpectations(directionsforfinalprojectfoundinPart2).B. Facilitateadiscussionabouteffectiveinterviewingandquestionsrelatedtocontentfrompreviouslessons.Worktogethertobrainstormalistofinterviewquestionsthatfocusonimportantfactorsofclimate.

TeachingTipMindmaps(sometimescalledconceptmaps)areagoodwayforstudentstovisualizetheirideas,andtheconnectionsbetweenthoseideas.Toconnectideas,theycanusearrowstoindicatedirection,aswellastexttoindicatetherelationship(e.g.,“leadsto”or“resultsfrom”).


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Questionsmayinclude: • Whatdoesyourbusinessdo?• Howdoesyourbusinesschangeorrespondtothechangingseasonsandweather?Do

youhavetodoanythingdifferentlyfromwintertosummer?• Wouldyourbusinesssurvive/thriveinadifferentclimatezone?• Whatnaturalresourcesdoesyourbusinessuse?Howdoyougetthem?• Doyoutakepartinanymeasuresto“gogreen”orreduceyoureffectontheEarth’sclimate?Ifso,whatarethey?

2. InterviewLocalBusinesses[SP8:Obtaining,evaluating,andcommunicatinginformation]

Allowthestudentstointerviewlocalpeoplearoundthecommunityonhowtheirbusinessaffectstheenvironmentinbothgoodandbadwaysandonsomewaystheirbusiness isreducingtheirnegative impact. (Intervieweeexamples:Localmuseum,Schools,Colleges,Localbusinesses)

• ClassroomTeacher&ScienceFellows:Pleaserecordand/ortakenotesontheinterviewanswers. LessonClosing Tellstudentsthatthiswillbetheirlastcluefortheirlongtermmysteries.ForLocationA,thecluewillbeParkRangersandforLocationB,theclueisSnorkelingbusiness.Havestudentsconsidertheimpactsonthelocalenvironmentsthatthesetypesofbusinessesmighthave.Itmaybehelpfultotellthemwhateachbusiness/organizationdoes,e.g.parkrangerspatrolthegroundsandmakesurethatcampers,hikers,andothervisitorsarefollowingtherules-includingfiresafetyregulations;andsnorkelinganddivingbusinessesallowtouriststocomeandgetclosetolotsoffishandotherseacreatures.Withthisinformation,thestudentscanthinkabouthowthesejobsmayimpactthelocalenvironment,positivelyornegatively. LessonPart2:

1. FinalProject:Createyourowntown[SP2:Developingandusingmodels]Thisprojectprovidesstudentstheopportunitytoapplyknowledgeaboutenvironmentalimpactsonatownandconsiderationsatownmusttakeintoaccounttoreduceimpactonclimatechange.

a. Encouragestudentstoconsidertheideaspresentedbythelocalbusinessinterviewsandevaluatewhattheythoughtwerethemosteffectiveplans.Theyshouldalsofeelfreetocomeupwithmodificationsorgenerateideasoftheirown.


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b. Providestudentswiththeartsuppliesneeded/desiredfortheconstructionoftheirtown.Itemssuchasconstructionpaper,printerpaper,markers/coloredpencils,scissorsandgluessticksshouldbedistributedtoeachgroup.Allowupto20minutesforthestudentstocreateavisualofthetown.

c. PassouttheTownWorksheetthatthestudentscanfillout.Thisworksheetwillhavespaceforthestudentstotakedowntheimportantfactorsofhowtheirtownruns.Thingssuchashowtheycombatclimatechange,whatproductstheysell,andhowweatherandclimateaffectsthemshouldbewrittendown.

d. (ScienceTalk:oralpresentationsshouldbestructuredsostudentscanpracticepresentationskillsandtheirpeerscanpracticeactivelistening.)Onceeveryoneisdonewiththeprojects,allowforstudentstopresenttheirtownseitherfromtheirdesksorinfrontoftheclass.Theclassisencouragedtoaskthepresentersanyquestionstheymighthave.Ifthestudentswhoarepresentingarehavingtroubleansweringanyquestions,theClassroomTeacherandScienceFellowsarewelcometojumpinandhelpthem.

LessonClosing (FinalpageintheirMysterybooklets.)Havestudentstakeacoupleguessesastowhattheythinkthemysterylocationsare;askstudentswhytheyguessedwhattheydid.Ifastudentguessescorrectlyandhasn’ttoldanyoftheirpeers,rewardthemwithcandyorsmalltoy/trinket.Ifnooneguessescorrectly,revealtotheclass(withdrumroll)thatthemysterylocationswereMountGreylock(locationA)andtheGreatBarrierReef(locationB). Assessment Reviewstudents’mindmapsandfinalprojects-boththeirparticipationinthecreationoftheprojectandthequalityofthefinishedproduct.


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UnitActivityPlannerActivity LearningTargets ScienceConnectionto

PhenomenaMAStandards

Lesson1Activity1:UsingaThermometer

Iobtainlocalandglobalweatherdata.Icanexplainthatthesunplaysanimportantroleindayandnight,weather,andseasons.

TheSunhasadirectrelationshiptotheEarth’sweathersystemsandclimate.Specifically,theaveragetemperatureisdependentontheamountofsunlightanareareceives.

3-ESS2-1.Usegraphsandtablesoflocalweatherdatatodescribeandpredicttypicalweatherduringaparticularseasoninanarea.[ClarificationStatements:Examplesofweatherdatacouldincludetemperature,amountandtypeofprecipitation(e.g.,rain,snow),winddirectionandwindspeed.Graphicaldisplaysshouldfocusonpictographsandbargraphs.]

Lesson1Activity2:WeatherAcrossAmerica

Lesson1Activity3:FortuneTellers

Lesson1Activity4:HowtheSunHitstheEarth


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Lesson2Activity5:GlobeandFlashlightDemonstration

IcandescribehowtheEarthmovesinrelationshiptothesun.IcanusedifferentmodelstoshowwhydifferentplacesontheEarthareimpacteddifferentlybythesun.

TheSunshinesdirectlyontheequator.TheNorthernandSouthernhemispheresexperienceoppositeseasons,becausetheEarthsimultaneouslyorbitstheSunandrotatesonitstiltedaxis.

5-ESS1-2.UseamodeltocommunicateEarth’srelationshiptotheSun,Moon,andotherstarsthatexplain(a)whypeopleonEarthexperiencedayandnight,(b)patternsindailychangesinlengthanddirectionofshadowsoveraday,and(c)changesintheapparentpositionoftheSun,Moon,andstarsatdifferenttimesduringaday,overamonth,andoverayear.

Lesson2Activity6:KinestheticModelsoftheEarthandSun

Lesson2Activity7:DiscussingNorthernandSouthernHemispheres


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Lesson3Activity8:LandVersusWaterLesson3Activity9:EnergyExchangeSkit

Icandescribetheconceptofenergy,asitrelatestoheatandlight.IcanexplaintheimportanceofenergyexchangebetweentheEarthandtheSun.

LandandwaterabsorbandretainheatfromtheSunatdifferentrates.TheNorthernhemispherehasagreaterproportionofland,whiletheSouthernhemispherehasagreaterproportionofwater,thusleadingtodifferencesinclimate.TheenergyexchangebetweentheEarthandtheSunisbalanced.Anyimbalancesinenergydistributionwouldleadtodrasticclimateproblems.

4-PS3-1.Makeobservationstoshowthatenergycanbetransferredfromplacetoplacebysound,light,heatandelectriccurrents.[ClarificationStatements:Evidenceofenergybeingtransferredcanincludevibrationsfeltasmalldistancefromasource,asolar-poweredtoythatmoveswhenplacedindirectlight,warmingametalobjectononeendandobservingtheotherendgettingwarm,andawirecarryingelectricenergyfromabatterytolightabulb.]

Lesson4Activity10:ObservingWeatherGraphs

Icanexplaingraphsaretoolstocommunicateinformationvisually.Icanusegraphstomakepredictionsandassumptionsaboutweatherdatainagiven

Collectionofweatherdataisnecessarytorecordpatternsacrossdifferenttimesandareasinordertomakepredictionsaboutfutureweather.

3-ESS2-1.Usegraphsandtablesoflocalweatherdatatodescribeandpredicttypicalweatherduringaparticularseasoninanarea.


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Lesson4Activity11:BecomingWeatherObservers

area.Icanresearchandrecordweatherdataaboutaparticularareaofinterest.

Tounderstandclimate,weatherpatternsareobservedoverprolongedperiodsoftime.

[ClarificationStatements:Examplesofweatherdatacouldincludetemperature,amountandtypeofprecipitation(e.g.,rain,snow),winddirectionandwindspeed.Graphicaldisplaysshouldfocusonpictographsandbargraphs.]

Lesson4Activity12:WhyDoWePredict?


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Lesson5Activity13:ClimateandWeatherActivity14:ExploringEcosystemsActivity15:TrioramasActivity16:GoogleEarthPhotosActivity17:ClimateZones

Icandefineclimateanddifferentiateclimatefromweather.Icaninvestigatewaysthatplantsandanimalsadapttotheclimateconditionsintheirenvironments.

Climateandweatheraredifferentconcepts.Climateisdefinedbycollectingdataaboutweatherpatternsinspecificareasoverlongperiodsoftime.Ecosystemsaredependentuponclimatepatternsandzones,becausedifferentplantsandanimalsrespondbettertodifferentclimateconditions.

3-ESS2-2.Obtainandsummarizeinformationabouttheclimateofdifferentregionsoftheworldtoillustratethattypicalweatherconditionsoverayearvarybyregion.[ClarificationStatements:Examplesofinformationcanincludeclimatedata(averagetemperature,averageprecipitation,averagewindspeed)orcomparativedescriptionsofseasonalweatherfordifferentregions.]

Lesson6Activity18:RolePlayingtheGrandExchanges

IcanexplainwhydifferentplacesonEarthhavedifferentseasonalchanges.

DifferentpartsoftheEarthreceivesmallerorlargeramountsoftheSun’senergy(atspecifictimesandoverlongperiodsoftime),dependingontheirpositionandthetimeofyear.Therefore,thedifferences

3-ESS2-2.Obtainandsummarizeinformationabouttheclimateofdifferentregionsoftheworldtoillustratethattypicalweatherconditionsoverayearvarybyregion.


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Lesson6Activity19:WhatIf?

resultinvariationsintemperature,precipitations,andotheraspectsofseasonalchange,whichthendictatedifferentecosystems.

[ClarificationStatements:Examplesofinformationcanincludeclimatedata(averagetemperature,averageprecipitation,averagewindspeed)orcomparativedescriptionsofseasonalweatherfordifferentregions.]

Lesson7Activity20:WorldMarketplaceGame

Icanexplainhowweatherandclimateindifferentregionsshapethelifestyleandculturesofthepeoplethatlivethere.Icancollectdatathatsupportsaclaim.Icanexplaindifferentperspectivesandexperiencesacrosstheglobeinrelationtotheclimate’simpact.

Climateconditionsdictatesocioculturalaspectsofhumans’lives.Differencesinclimatecancausedifferencesinhowpeoplelivetheirdaytodaylives-fromlifestylechoicestocareeroptions,fromavailableresourcestothestateoftheeconomy.HumansinteractwithEarth’sclimatebyconstructingwaystosurviveandthriveinresponsetofactorsintheirenvironmentandbyovercomingthebarriersposedbytheirenvironment.



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Lesson8Activity21:TornadoinaBottle

Icanidentifyanddescribenaturaldisasters,theprocessbywhichtheyoccur,andwhytheyoccurinspecificlocations.Icanexplainandcompareimpact(magnitude).Icandescribeandassesshowregionsrespondtoandpreparefordisasters.

Naturaldisastersareanimportantaspectofweatherandclimatethatcanplayalargeroleinshapingthebidirectionalrelationshipbetweenhumansandtheirenvironment.Localcommunitiesconstructwaysofrespondingtoandpreparingfornaturaldisasters.

3-ESS3-1.Evaluatethemeritofadesignsolutionsthatreducesthedamagecausedbyweather.*[ClarificationStatement:Examplesofdesignsolutionstoreduceweather-relateddamagecouldincludeabarriertopreventflooding,awind-resistantroof,andalightningrod.]4-ESS3-2.Evaluatedifferentsolutionstoreducetheimpactsofanaturaleventsuchasanearthquake,blizzardorfloodonhumans.*[ClarificationStatement:Examplesandsolutionscouldincludeaearthquake-resistantbuildingoraconstructedwetlandtomediateflooding.]

Lesson8Activity22:CrashCourseonNaturalDisasters

Lesson8Activity23:ResponseandPreparation

Lesson8Activity24:SurvivalGame

Lesson9Activity25:TrashTalk

Icanexplainanddescribehowhumansaffecttheclimate.Icandescribewaystobetterthe

Humans’impactontheclimatecanbemeasuredthroughourcarbonfootprint,which

5-ESS3-1.Obtainandcombineinformationaboutwayscommunitiesreduce


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Lesson9Activity26:ClimateKid’sScavengerHunt

environmentandclimate. considersprocesseslikedeforestationandenergyconsumption.Therearewaysofreducinghumans’negativeeffectsontheenvironmentbyreducingtheirconsumptionandwasteoutput,andbyrecycling,ridingabikeinsteadofdrivinginacar,andusingcleansourcesofenergy.

humanimpactontheEarth’sresourcesandenvironmentbychanginganagricultural,industrial,orcommunitypracticeorprocess.Lesson9

Activity27:EarthDoctorCollage

Lesson10Activity28:BrainstormforInterviews

Icanexplainthecoredetailsofthelessonsandcanconstructthoughtfulquestionsaboutthetopics.IcanelaborateandgenerateanswerstoquestionsabouthowhumansrespondtoandinteractwithEarth’sclimate.

HumansinteractwithEarth’sclimatebyconstructingwaystosurviveandthriveinresponsetofactorsintheirenvironmentandbyovercomingbarriersposedbytheirenvironment.Humanactivitycontributestochangesinglobalconditions,suchastemperature,overlongperiodsoftime,whichinturnleadstochangesinglobalclimate.



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Lesson10Activity29:InterviewingLocalBusiness

3-ESS3-1.Evaluatethemeritofadesignsolutionsthatreducesthedamagecausedbyweather.*[ClarificationStatement:Examplesofdesignsolutionstoreduceweather-relateddamagecouldincludeabarriertopreventflooding,awind-resistantroof,andalightningrod.]

Lesson10Activity30:CreateYourOwnTown


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NextGenerationScienceStandards(NGSS)Alignment

PerformanceStandard

Science/EngineeringPractice(SP) DisciplinaryCoreIdea(DCI) CrossCuttingConcepts(CCC)

3-ESS2-1.Representdataintablesandgraphicaldisplaystodescribetypicalweatherconditionsexpectedduringaparticularseason.3-ESS2-2.Obtainandcombineinformationtodescribeclimatesindifferentregionsoftheworld.3-ESS3-1.Makeaclaimaboutthemeritofadesignsolutionthatreducestheimpactsofaweather-relatedhazard.W.3.7Conductshortresearchprojectsthatbuildknowledgeaboutatopic

AnalyzingandInterpretingData:Representdataintablesandvariousgraphicaldisplays(bargraphsandpictographs)torevealpatternsthatindicaterelationships(3-ESS2-1)EngaginginArgumentfromEvidence:Makeaclaimaboutthemeritofasolutiontoaproblembycitingrelevantevidenceabouthowitmeetsthecriteriaandconstraintsoftheproblem(3-ESS3-1)Obtaining,Evaluation,andCommunicatingInformation:Obtainandcombineinformationfrombooksandotherreliablemediatoexplainphenomena(3-ESS2-2)

ESS2.D:WeatherandClimateScientistsrecordpatternsoftheweatheracrossdifferenttimesandareassothattheycanmakepredictionsaboutwhatkindofweathermighthappennext(3-ESS2-1)Climatedescribesarangeofanarea’stypicalweatherconditionsandtheextenttowhichthoseconditionsvaryoveryears(3-ESS2-2)ESS3.B:NaturalHazardsAvarietyofnaturalhazardsresultfromnaturalprocesses.Humanscannoteliminatenaturalhazards,butcantakestepstoreducetheirimpacts(3-ESS3-1)

Patterns:Patternsofchangecanbeusedtomakepredictions(3-ESS2-1),(3-ESS2-2).CauseandEffect:Causeandeffectrelationshipsareroutinelyidentified,tested,andusedtoexplainchange(3-ESS3-1)InfluenceofEngineering,Technology,andScienceonSocietyandtheNaturalWorld:Engineersimproveexistingtechnologiesordevelopnewonestoincreasetheirbenefits,decreaseknownrisks,andmeetsocietaldemands(3-ESS3-1)ScienceisaHumanEndeavor:Scienceaffectseverydaylife(3-ESS3-1)


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5EInstructionalModelBackgroundThisinstructionalmodelexistsasasetofphasesforscienceinstructionthatstartswithstudents’priorknowledgeinordertoreconstructanewknowledgewithdeeperunderstanding.TheEngagementphaseisfirst,inwhichteachersandstudentsbegintomulloverquestions,priorknowledgeandunderstanding,andpotentialfrustrationstheymighthavewithatopic.Thisphaseismeanttobeinformal–thisisthestartofthelesson.ThesecondstepinvolvesExploringphenomena,whichactsasanintroductiontothelargerconceptsthatengagesstudentsinahands-onapproach.Afterexploration,Explanationofscientificconceptsbegins.Tofurtherstudentunderstanding,Elaborationisnext,inwhichstudentsarepresentedwithevenmorechallengingactivitiesandproblems.FollowingthelearningprocesscomesEvaluation,asdeemednecessarybylearninggoalsanddefinedachievements.Themodelisbasedonscientificresearchabouthowchildrenlearnandismeanttobefollowedchronologically,althoughsomestepsmayberepeated.


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ScienceTalkandOracyinT2LUnits Sciencetalkismuchmorethantalkingaboutscience.Inlinewiththescienceandengineeringpractices,studentsareexpectedtomakeaclaimthatcanbesupportedbyscientificevidence.TheMASTEStandards(andtheNGSS)valuetheimportanceofengaginginanargumentfromevidence.NGSSdefineshowthispracticetakesformintherealworld:“Inscience,reasoningandargumentareessentialforidentifyingthestrengthsandweaknessesofalineofreasoningandforfindingthebestexplanationforanaturalphenomenon.Scientistsmustdefendtheirexplanations,formulateevidencebasedonasolidfoundationofdata,examinetheirownunderstandinginlightoftheevidenceandcommentsofferedbyothers,andcollaboratewithpeersinsearchingforthebestexplanationforthephenomenonbeinginvestigated.”Studentsareaskedtoparticipateinarticulateandsensibleconversationsinwhichtheyareabletocommunicatetheirideaseffectively,listentootherstounderstand,clarifyandelaborateideas,andreflectupontheirunderstanding.Theseformsoftalkcanbedevelopedusing scaffolds suchas theA/BTalkprotocol (below)andstrategies for classdiscussions (from theTalkSciencePrimer,linkbelow).Oracyisdevelopedinthephysical,linguistic,cognitive,andsocial-emotionalrealms;eachoftheserealms can be expanded upon over time in order to develop a thoughtful speaker. Being able to display appropriate bodylanguage, use proper tone and grammar, be thoughtful and considerate thinkers, and allow space for others thoughts andopinionsareallimportantfacetsoforacytoworkonandthroughwithstudents.Incorporatingtheappropriatescaffoldingisanimportantaspectoffosteringtheseskills.Techniquesforteachingeffectivesciencetalkoftenincludemodeling,discussionguidelines, sentence-starters, and generating roles, while gradually putting more responsibility on students to own theirthinkingandlearning. Partofcreatingasafeschoolenvironmentforstudentsisallowingthemaspacethatiscomfortableenoughforthemtoexpressideasandaskquestions,whilebeingvalidatedfortheirthoughtsandquestions;studentsshouldbefeelcomfortableandconfidentwhenspeakingandlisteningforunderstanding.Effectivetalkisanimportantpartofbeinganactive,intelligentmemberofacommunityandsociety.Successfuldevelopmentinoracyisimportantforfutureemployabilityandgeneralwell-beingofadults. Thefollowingresourcesshouldbehelpfulexamplesofhowtoemployeffectiveuseofprogressiveoracyandsciencetalkinyourclassrooms.

• OracyintheClassroom:https://www.edutopia.org/practice/oracy-classroom-strategies-effective-talk• ScienceTalkPrimer:https://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf


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A/BTalkProtocolAdaptedfromhttps://ambitiousscienceteaching.org/ab-partner-talk-protocol/

1.Shareyourideas

PartnerA• Ithink_______happenedbecause…• Evidencethatsupportsmyideais…• Theactivitywedidwith_______helpsmeknowmoreabout_______because…

• OnethingI’mwonderingaboutis…

2.ListentoUnderstandPartnerB• Iheardyousay_______.Whatmakesyouthinkthat?

• Iheardyousay_______.Whatif_______?• Canyouexplainthepartabout_______again?• Whatdoyoumeanwhenyousay_______?

3.ClarifyandelaboratePartnerA

Answerpartner’squestionsoraskforclarificationinordertounderstandaquestion.

4.Repeatsteps2&3untilallquestionsareanswered

5.Switchrolesandrepeatsteps1-4

6.Reflectonyourunderstandinginwriting

• Myideaabout_______changedwhenmypartnersaid_______.

• Iwilladd_______tomyideaabout_______because…• Istillhavequestionsabout…• Imaybeabletoanswermyquestion(s)ifIcould

investigate_______.


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MasterSupplyListLesson1

Quantity Item Source1perstudent ScienceJournal Classroomteacher6perclass Thermometers(foroutsideuse) Bin http://www.earthcam.com/network/

https://www.timeanddate.com/worldclock/personal.htmlThumbdrive

5perclass TiltedGlobes(orasmanyaspossiblesoeachstudentcanhavehandsontimewiththeglobe)

Bin

5perclass Flashlights(orthesameamountasglobes) Bin1perstudent TheLong-TermLocationMysteryBookletofClues(13pagestotal) BinderLesson2

Quantity Item Source1perstudent ScienceJournal Classroomteacher https://www.youtube.com/watch?v=4rMYrP8feJY ThumbDrive5perclass Globe ClassroomTeacher/Bin5perclass Flashlight Bin1perstudent Sunglasses Bin1perstudent ExitWorksheet Binder


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Lesson3

Quantity Item Source1 Floodlight Bin1 StickThermometer Bin2pergroup PlasticCups(anysize) Bin1 Bagofpottingsoil Bin LandandWaterCrashCourse

https://www.youtube.com/watch?v=7vTfyAMu6G4ThumbDrive

HereComesTheSunCrashCoursehttps://www.youtube.com/watch?v=6FB0rDsR_rc&t=121s

ThumbDrive

2-3 LargeCardboardbox Bin1 RollofAluminumFoil Bin1 BagofMediumSizedMarshmallows Bin1 BoxofGrahamCracker Bin20Bars Hershey’sChocolate Bin1perstudent Sunglasses Bin1box BlackPermanentMarkers ClassroomTeacher1perstudent ScienceJournals ClassroomTeacherLesson4

Quantity Item Source ClimateKids“Whatdoallthesegraphsmean?”webpage

[https://climatekids.nasa.gov/graphs/]ThumbDrive

Asneededperclassroom

Chartpaper ClassroomTeacher

Asneededper Markers ClassroomTeacher


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classroom Graphicalmapimages ThumbDrive1pergroup LaminatedUnitedStatesMap Bin1perstudent ComputeroriPad ClassroomTeacher1perstudent “WeatherObservers”Worksheet Binder1perstudent ScienceJournals ClassroomTeacher1perclassroom MiniCactus ContactSueBeauchampLesson5

Quantity Item Source ClimateandWeathervideo

https://www.youtube.com/watch?v=XirAUvS_29IThumbdrive

1perstudent ClimateandWeatherWorksheets(3pagestotal) Binder1perstudent ScienceJournal ClassroomTeacher1perstudent ClimateZoneWorksheet Binder InstructionsforTrioramaModel Binder1perstudent Whitepaper/Cardstockpaper BinForclass Coloredpencils,glue,scissors ClassroomTeacherLesson6

Quantity Item Source5piecesperclassroom

LargePosterpaper Bin


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1perStudent Markers ClassroomTeacher1perclassroom AnsweringtheBigQuestions:TeacherResourcesandWorksheet(5

pagestotal)Binder

1packetperstudent AllSystemsGoWorksheetPacket(9pagestotal) BinderLesson7

Quantity Item Source http://www.earthcam.com/network/ Thumbdrive1perclass Computerprojector

ClassroomTeacher

10pergroup Countingchips Bin1perstudent ScienceJournals ClassroomTeacher1perstudent WorldMarketMerchantWorksheet(2pagestotal) Binder1perstudent WorldMarketShopperWorksheet(2pagestotal) BinderLesson8

Quantity Item Source1perstudent ScienceJournal ClassroomTeacher Naturaldisasterpicture+clip

https://www.youtube.com/watch?v=-dfi0b6w0JYThumbDrive

SevereWeatherCrashCoursehttps://www.youtube.com/watch?v=QVZExLO0MWA

Thumbdrive

AsNeeded Variousartssupplies(constructionpaper,pipecleaners,pompoms,glue, BinandClassroomTeacher


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markers)Lesson9

Quantity Item Source1perclass Computerprojector ClassroomTeacher ToyStoryCliphttps://www.youtube.com/watch?v=QtQPmDjuA5s ThumbDrive1perstudent ClassroomLaptops ClassroomTeacher1pergroup PrinterPaper ClassroomTeacher1setpergroup Coloredpencils/markers ClassroomTeacher1perstudent ScavengerHuntWorksheet(3pagestotal) BinderLesson10

Quantity Item Source Markers ClassroomTeacher Coloredpencils ClassroomTeacher1perstudent Whiteprinterpaper ClassroomTeacher1perstudent MyTownWorksheet(3pagestotal) Binder1pack Constructionpaper Bin112pack Gluesticks ClassroomTeacher2pergroup Scissors ClassroomTeacher

Documents

Weather and Climate · Weather and Climate Earth and Space Science/Grade 3 In this unit, students will learn about the importance of our sun, how the earth moves in relationship to