February-April marking periods 5-6
Catastrophic Events: Lessons 15-21
Lesson 15: INVESTIGATING PLATE MOVEMENT AND FAULTS, TE 197. Read pp. 197-200 for your content refresher. Then pp. 201-205 (first column) will help you complete INQUIRY 15.1 “Using a Simple Model of Plate Movement,” and INQUIRY 15.2 “Using the Moving Plates Model.” These correspond with SE 170-178.
[While working through these inquiries remember to include discussion of NRC Framework Core Ideas in Engineering especially focusing on the necessity of using models and simulations to answer questions.]
Lesson 18: INTRODUCING VOLCANOES, TE 257. Great refresher with objectives on 257-259. Then TE 260-262 will help you complete INQUIRY 18.1 “Thinking About Volcanoes,” which corresponds with SE 200-209.
Lesson 19: VOLCANOES CHANGE THE LANDSCAPE, TE 265. Objectives and refresher are on 265-267. Then TE 268-271 (first column) will help you complete INQUIRY 19.1 “Investigating Magma and New Landforms,” which corresponds with SE 210-216. Next use TE 271-274 to help complete INQUIRY 19.2 “Investigating Lava and New Landforms,” which corresponds with SE 217-223.
Lesson 20: VISCOSITY AND VOLCANO TYPES, TE 279. Objectives and refresher are on 279-281. Then use TE 281 second column through 287 to help complete INVESTIGATION 20.1 “Investigating Viscosity and Volcano Type,” which corresponds with SE 224-231.
Lesson 21: IGNEOUS ROCK, TE 293. Objectives and refresher are on 293-297. Then use TE 297-299 to help complete INQUIRY 21.1 “Observing Igneous Rock,” which corresponds with SE 232-239.
Along with the Catastrophic Events investigations, introduce your students to the following NGSS material:
NGSS Space Systems
Performance Expectations
Students who demonstrate understanding can:
MS-ESS1-1.
Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]
MS-ESS1-2.
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.[Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.]
MS-ESS1-3.
Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]
NGSS Disciplinary Core Ideas
ESS1.A: The Universe and Its Stars
Prentice Hall red textbook:
Earth, Moon, and Sun pp.658-691
The Solar System, pp.698-737
Stars, Galaxies and the Universe, pp.742-779
Catastrophic Events: Lessons 15-21
Lesson 15: INVESTIGATING PLATE MOVEMENT AND FAULTS, TE 197. Read pp. 197-200 for your content refresher. Then pp. 201-205 (first column) will help you complete INQUIRY 15.1 “Using a Simple Model of Plate Movement,” and INQUIRY 15.2 “Using the Moving Plates Model.” These correspond with SE 170-178.
[While working through these inquiries remember to include discussion of NRC Framework Core Ideas in Engineering especially focusing on the necessity of using models and simulations to answer questions.]
Lesson 18: INTRODUCING VOLCANOES, TE 257. Great refresher with objectives on 257-259. Then TE 260-262 will help you complete INQUIRY 18.1 “Thinking About Volcanoes,” which corresponds with SE 200-209.
Lesson 19: VOLCANOES CHANGE THE LANDSCAPE, TE 265. Objectives and refresher are on 265-267. Then TE 268-271 (first column) will help you complete INQUIRY 19.1 “Investigating Magma and New Landforms,” which corresponds with SE 210-216. Next use TE 271-274 to help complete INQUIRY 19.2 “Investigating Lava and New Landforms,” which corresponds with SE 217-223.
Lesson 20: VISCOSITY AND VOLCANO TYPES, TE 279. Objectives and refresher are on 279-281. Then use TE 281 second column through 287 to help complete INVESTIGATION 20.1 “Investigating Viscosity and Volcano Type,” which corresponds with SE 224-231.
Lesson 21: IGNEOUS ROCK, TE 293. Objectives and refresher are on 293-297. Then use TE 297-299 to help complete INQUIRY 21.1 “Observing Igneous Rock,” which corresponds with SE 232-239.
Along with the Catastrophic Events investigations, introduce your students to the following NGSS material:
NGSS Space Systems
Performance Expectations
Students who demonstrate understanding can:
MS-ESS1-1.
Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]
MS-ESS1-2.
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.[Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.]
MS-ESS1-3.
Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]
NGSS Disciplinary Core Ideas
ESS1.A: The Universe and Its Stars
- Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1)
- Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2)
- The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3)
- This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1-1)
- The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. (MS-ESS1-2)
Prentice Hall red textbook:
Earth, Moon, and Sun pp.658-691
The Solar System, pp.698-737
Stars, Galaxies and the Universe, pp.742-779