Unit Template for NGSS Units of Study (Jean Ward 2015)

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1 Unit Template for NGSS Units of Study (Jean Ward 2015) Title of Unit Earth s Systems Grade Level 5 Curriculum Area Earth Science Time Frame 3-4 Weeks Developed by Patricia L. Preseault Desired Results Performance Expectations: 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. 5-ESS2-2.Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth s resources and environment. Content Standard(s) and DCI(s) Standard: 5.Earth s Systems DCI: ESS2.A: Earth Materials and Systems ESS2.C: The Roles of Water in Earth s Surface Processes ESS3.C: Human Impacts on Earth Systems Integrated Instructional Sequence and Assessment Evidence Overarching Understanding #1: Earth s major systems are the geosphere, the hydrosphere, the atmosphere, and the biosphere. These systems interact in multiple ways to affect Earth s surface materials, and processes. A system can be described in terms of its components and their interactions. (5-ESS2-1),(5-ESS3-1)

2 Performance Expectation: 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.] Knowledge from DCI(s) Students will know... Skills from Science and Engineering Practices Students will be able to.... Earth s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth s surface materials and processes.(5-ess2-1) Develop a model using an example to describe a scientific principle. Related Misconceptions Scientists have already studied all the Earth s systems so there will not be any new discoveries. Instructional Sequence Lesson # Guiding Questions Tiers 2-3 Vocabulary 7 E Activities Assessment: PEs, Formative, Summative 1 What are the four systems of the Earth? atmosphere, hydrosphere, biosphere, geosphere Elicit & Engage: -Ask students to make a list of the natural things that they observe while looking out the classroom window. -Students should compare and contrast their list with a partner. -As a whole class classify what was observed into 4 categories. Keep a master chart on the board. As the chart evolves students should notice -Small and whole class discussions -Creation of class chart

3 the similarities that arise with the items on each list. -Discuss why items are in one category as opposed to another. -Introduce the vocabulary: geosphere, biosphere, atmosphere, and hydrosphere. -Ask pairs to discuss what vocabulary word they would use to title each column of the chart. 2 What makes each of the systems different from one another? atmosphere, hydrosphere, biosphere, geosphere, crust, mantle, core, troposphere, stratosphere, mesosphere, thermosphere Explore: Activities and demonstration to address each of the earth s systems: -Hydrosphere: Demonstration- Using a gallon size zip lock bag, place a cup with blue water in the bag and seal. Tape bag to a sunny window, students will check the bag periodically throughout the day and observe what happens. -Geosphere: Working in pairs students will use different colored clay to make a model showing the internal structure of the earth. Each different color of clay represents a different layer of the earth. The amount of clay used for each layer represents the relative size of that layer of the earth. Measurements to be used: 35mm center, next layer 14mm thick, final layer 1mm thick. The center should have the shape of a dome. -Biosphere: Create a classroom model of a -Using Science notebooks, students should document changes which occur in the plastic bag. They should also respond to the question, Where did the water come from inside the bag which is not in the cup? -Whole class discussion about observations of the bag. -Students will cut their model in half to show the different layers then draw and label a diagram of their model in their Science notebooks. Students should also write a paragraph comparing and contrasting the layers. -Justified True/False: Earth s systems interact with one another. -Students will respond to the six

4 biosphere following the What Makes Up the Biosphere?. (In folder) -Atmosphere: Reference Chart Layers of the Atmosphere Working in pairs student should research the layers of the atmosphere. (In folder) questions at the bottom of the activity sheet -Students will create 4 tab books to record their research in 3 What are the layers of the atmosphere? troposphere, stratosphere, mesosphere, thermosphere Explain: -Using student created tab books, each pair of students will present their information on the layers of the atmosphere to the class -Each pair of students should create a poster depicting the layers of the atmosphere. 4 How can you create a model Earth System in an enclosed container? What happens to the system in the container if light, soil, or water is purposely left out? terrarium, enclosed, model, atmosphere, hydrosphere, biosphere, geosphere Elaborate & Extend: -Earth System in a Bottle (In folder) Groups of 4 students will create an enclosed system which will demonstrate the interactions of Earth s systems. As directed by the teacher some groups will purposely leave out: light, soil, or water and observe the results of these changes. -Using Science notebooks students will describe each of the systems in the Earth model and its interaction with the other systems. System How system is represented in the model How this system interacts w/ the other systems 5 What are the interactions of Earth s Systems? atmosphere, geosphere, biosphere, hydrosphere Evaluate: -Discuss as a whole class how the systems interact with one another. -Share with a partner your thinking of the interactions amongst the systems. -Using Science notebooks students should write a paragraph describing the interactions between two systems. -Students should make a model showing how the systems interact.

5 Integrated Instructional Sequence and Assessment Evidence Overarching Understanding #2: Water is found almost everywhere on Earth. Downhill movement of water shapes the land. Nearly all of Earth s available water is in the ocean. Most fresh water is in glaciers or underground; only a fraction is in streams, lakes, wetlands, and the atmosphere. Standard units are used to measure and describe physical quantities such as weight, and volume. (5-ESS2-2) Performance Expectation: 5-ESS2-2.Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.] Knowledge from DCI(s) Students will know... Skills from Science and Engineering Practices Students will be able to.... Nearly all of Earth s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. (5- ESS2-2) Describe and graph quantities such as area and volume to address scientific questions. The Earth is mostly covered by land that is inhabited by people. Related Misconceptions Instructional Sequence Lesson # Guiding Questions Tiers 2-3 Vocabulary 7 E Activities Assessment: PEs, Formative, Summative 1 Where is most of Earth s water located? land, ocean, fresh water Elicit & Engage: -Probe Where Would It Fall? Volume 4, page 157 Whole class discussion -Justified True/False: Most of Earth s water is

6 -View The Distribution of Water on Earth qpnxtg located in rivers and streams. 2 What are the amounts and percentages of water and fresh water in various reservoirs? oceans, lakes, rivers, glaciers, ground water, polar ice caps Explore:- -Work with a partner and use the resources provided by the teacher to research the amounts of water which is located on earth within: oceans, lakes, rivers, glaciers, ground water, and polar ice caps. -Science notebooks students will document their research. -Whole class discussion 3 Why isn t all fresh water useable? Explain: World of Water Demonstration (In folder) -In Science notebooks create bar graphs from yesterday s research to model your data. -Notebook entry to respond to the question Why isn t all fresh water useable? 4 What are the amounts of fresh water found in reservoirs in the United States? 5 What does the evidence show about the distribution of fresh water on Earth? Elaborate & Extend: -Working with a partner locate the various reservoirs of the United States and the amounts of fresh water in each. Evaluate: Class discussion for all to share their research with other groups. -Science notebooks students will record their data and create a bar graph to model their data. -Second entry is to explain where the reservoirs are located in the United States. Students should draw a map to illustrate these locations. -In Science notebooks: Using their research, data, maps and graphs students will: 1-Describe where fresh water is located on Earth, 2- Explain why the water in certain locations is useable

7 while other locations of water are not and 3-Is it possible for water that is not currently useable to become useable? Integrated Instructional Sequence and Assessment Evidence Overarching Understanding #3: Performance Expectation: Human activities affect the earth. Agriculture, industry, and everyday life affect the land, vegetation, streams, oceans, air and outer space. 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth s resources and environment. Knowledge from DCI(s) Students will know... Skills from Science and Engineering Practices Students will be able to.... Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth s resources and environments. (5-ESS3-1) Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. Earth and its systems are too big to be affected by human actions. Related Misconceptions Instructional Sequence Lesson # Guiding Questions Tiers 2-3 Vocabulary 7 E Activities Assessment: PEs, Formative, Summative 1 What is an impact?(cause and effect) impact, cause, effect Elicit & Engage: Game of Concentration Cards depict situations -Science notebooks Students should transfer the knowledge demonstrated from

8 that show cause and effect. Example Cards: ice cube in a glass of water/glass of water with no ice, child eating an ice cream cone out in the sun/child with ice cream running down their arms) the game to human impacts on the Earth. Use one of the following and write three examples. *If people then will happen. *If people then the outcome of their behavior will be. 2 What human activities impact Earth s Systems?(cause and effect) global warming, depletion of the ozone, pollution of rivers and oceans, habitat loss Explore: View Human Impacts on Earth Systems v=lrxz_uqqkyi -Game: Concentration In small groups students make a version of the game cards that show cause and effect due to human impacts on Earth s systems. Examples of paired cards: panda/lack of bamboo,, river/pollution, rain forest/trees cut down, glaciers/glaciers breaking up) -Justified True/False: Human impact on Earth s systems is not measureable. 3 How do human actions affect animals all over the world? threat, biodiversity, coltan (tarlike mineral) Explain: -Choose 1 of the 2 articles from Protecting Earth s Wildlife to read and discuss with a partner. Discuss the question at the end with your partner. -Whole class discussion of the articles.(in folder) -Individually read the other article and then produce a poster which communicates the issue of the second article you read. Create a list of your actions. -Present your poster to the class 4 What human impact on Earth s systems can you find in your photographic journal Elaborate & Extend: Photographic Journal -Photographic Journal Students will print, back and

9 community? Students will take a school camera home to take photographs of situations which show human impact on Earth s systems. arrange their photos in a journal. -Students will write a description for each photo and explain where the photo was taken and how it shows an impact on an Earth system. Descriptions should be attached beneath the photos in their journals. -Journals will be shared with the whole class. 5 What can we do to lessen, stop or correct negative human impacts on Earth s systems? Evaluate: As a whole class review and discuss what the systems are and the types of impacts humans have had on them. -Project Choose one of the Earth s systems and make a model which shows the sequence of events that have changed the system over time. The model should show how the system appeared long ago, what changed it and the progression of the changes.

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