November to January
marking periods 3-4
CATASTROPHIC EVENTS LESSONS 6-7 AND 10-14
Lesson 6 TEMPERATURE, PRESSURE, AND CLOUD FORMATION, TE 69. Read 69-70 for a good content refresher. TE 71-73 will tell how to complete INQUIRY 6.1 “Observing Evaporation and Condensation.” This corresponds with SE 68-72.
Then TE 74-74 (first column) will tell how to complete INQUIRY 6.2 “Modeling the Effects of Air Pressure on Cloud Formation.” This corresponds with SE 73-74.
Next, TE 75 (second column)-77 tells how to complete INQUIRY 6.3 “Reading Weather Maps,” which corresponds with SE 75-79.
Along the way, remember to include discussion of Core Ideas in Engineering (p.6 http://www.nextgenscience.org/msets1-engineering-design). Focus on the necessity of using models and simulations to answer questions.
Lesson 7 OCEAN CURRENTS AND GLOBAL CLIMATE, TE 83. Read 83-85 for your content refresher. Then TE 85 (second column) through 93 will help you complete INQUIRY 7.1 “Investigating the Effect of Temperature on Ocean Currents,” which corresponds with SE 80-87. Then TE 93 (second column) through 94 will help you complete INQUIRY 7.2 “Investigating Surface Currents,” which corresponds with SE 88-95.
Lesson 10 INTRODUCING EARTHQUAKES, TE 143. Read pages 143 for a helpful overview of content. Then TE 144, bottom of right column thorugh147 will tell how to get students through INQUIRY 10.1 “Thinking About Earthquakes” which corresponds with SE 114-119.
Lesson 11 WHEN THE EARTH SHAKES, TE 149. Read 149-151 for some good content refresher. Then TE 152-156 left column will help you get students through INQUIRY 11.1 “Testing the Motion of Waves,” which corresponds with SE 120-127.
Next is TE 156 right column through 157 for getting students through INQUIRY 11.2 “Designing and Building an Earthquake-Resistant House.”
Lesson 12 RECORDING EARTHQUAKES, TE 163. Read 163-65 for your overview and refresher. Pages 166-169 will help you complete INQUIRY 12.1 “Recording Vibrations” which corresponds with SE137-141. After this, use TE 169-170 to help you get through INQUIRY 12.2 “READING A SEISMOGRAPH” which corresponds with SE 142-147. Read TE 170-172 to prepare for INQUIRY 12.3 “LOCATING THE EPICENTER OF AN EARTHQUAKE.” Which corresponds with TE 148-153.
Lesson 13: PLOTTING EARTHQUAKES, TE 177. Read 177-178 for your overview and refresher. Pages 179-182 will help you complete INQUIRY 13.1 “Plotting Earthquakes to Identify Patterns” corresponds with SE 154-163.
Lesson 14: USING EARTHQUAKES TO STUDY THE EARTH’S INTERIOR, TE 187. Read 187-190 for great content refresher. Then pp TE 190-192 will help you complete INQUIRY 14.1 “Examining the Earth’s Interior.” Corresponds with SE 164-169.
IN ADDITION to completing these labs, introduce students to the following NGSS content:
NGSS Weather and Climate
Performance Expectations
Students who demonstrate understanding can:
MS-ESS2-5.
Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.]
MS-ESS2-6.
Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.]
MS-ESS3-5.
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
NGSS Disciplinary Core Ideas (DCIs)
ESS2.C: The Roles of Water in Earth's Surface Processes
Prentice Hall red earth science text Don’t forget the Math Analyzing Data activities!!
The Atmosphere, Weather Factors, Weather Patterns, pp.510-595
Oceans Currents and Climate, pp.432-489
Climate and Climate Change, pp. 612-647
Lesson 6 TEMPERATURE, PRESSURE, AND CLOUD FORMATION, TE 69. Read 69-70 for a good content refresher. TE 71-73 will tell how to complete INQUIRY 6.1 “Observing Evaporation and Condensation.” This corresponds with SE 68-72.
Then TE 74-74 (first column) will tell how to complete INQUIRY 6.2 “Modeling the Effects of Air Pressure on Cloud Formation.” This corresponds with SE 73-74.
Next, TE 75 (second column)-77 tells how to complete INQUIRY 6.3 “Reading Weather Maps,” which corresponds with SE 75-79.
Along the way, remember to include discussion of Core Ideas in Engineering (p.6 http://www.nextgenscience.org/msets1-engineering-design). Focus on the necessity of using models and simulations to answer questions.
Lesson 7 OCEAN CURRENTS AND GLOBAL CLIMATE, TE 83. Read 83-85 for your content refresher. Then TE 85 (second column) through 93 will help you complete INQUIRY 7.1 “Investigating the Effect of Temperature on Ocean Currents,” which corresponds with SE 80-87. Then TE 93 (second column) through 94 will help you complete INQUIRY 7.2 “Investigating Surface Currents,” which corresponds with SE 88-95.
Lesson 10 INTRODUCING EARTHQUAKES, TE 143. Read pages 143 for a helpful overview of content. Then TE 144, bottom of right column thorugh147 will tell how to get students through INQUIRY 10.1 “Thinking About Earthquakes” which corresponds with SE 114-119.
Lesson 11 WHEN THE EARTH SHAKES, TE 149. Read 149-151 for some good content refresher. Then TE 152-156 left column will help you get students through INQUIRY 11.1 “Testing the Motion of Waves,” which corresponds with SE 120-127.
Next is TE 156 right column through 157 for getting students through INQUIRY 11.2 “Designing and Building an Earthquake-Resistant House.”
Lesson 12 RECORDING EARTHQUAKES, TE 163. Read 163-65 for your overview and refresher. Pages 166-169 will help you complete INQUIRY 12.1 “Recording Vibrations” which corresponds with SE137-141. After this, use TE 169-170 to help you get through INQUIRY 12.2 “READING A SEISMOGRAPH” which corresponds with SE 142-147. Read TE 170-172 to prepare for INQUIRY 12.3 “LOCATING THE EPICENTER OF AN EARTHQUAKE.” Which corresponds with TE 148-153.
Lesson 13: PLOTTING EARTHQUAKES, TE 177. Read 177-178 for your overview and refresher. Pages 179-182 will help you complete INQUIRY 13.1 “Plotting Earthquakes to Identify Patterns” corresponds with SE 154-163.
Lesson 14: USING EARTHQUAKES TO STUDY THE EARTH’S INTERIOR, TE 187. Read 187-190 for great content refresher. Then pp TE 190-192 will help you complete INQUIRY 14.1 “Examining the Earth’s Interior.” Corresponds with SE 164-169.
IN ADDITION to completing these labs, introduce students to the following NGSS content:
NGSS Weather and Climate
Performance Expectations
Students who demonstrate understanding can:
MS-ESS2-5.
Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.]
MS-ESS2-6.
Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.]
MS-ESS3-5.
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
NGSS Disciplinary Core Ideas (DCIs)
ESS2.C: The Roles of Water in Earth's Surface Processes
- The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. (MS-ESS2-5)
- Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. (MS-ESS2-6)
- Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. (MS-ESS2-6)
- Because these patterns are so complex, weather can only be predicted probabilistically. (MS-ESS2-5)
- The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. (MS-ESS2-6)
Prentice Hall red earth science text Don’t forget the Math Analyzing Data activities!!
The Atmosphere, Weather Factors, Weather Patterns, pp.510-595
Oceans Currents and Climate, pp.432-489
Climate and Climate Change, pp. 612-647