Sept. to Nov. 1st and 2nd MP
Catastrophic Events--Lessons 1-5
Lesson 1: Read the Teacher’s Edition (TE) pp.3-4. Then pp.4-7 tells how to get students through INQUIRY 1.1, “Creating a Group Concept Map.” This corresponds with the Student Edition (SE) on p.2 through the LEFT column of p.4. Use TE pp. 8-10 to get students through INQUIRY 1.2 “Using a Globe and World Map.” This corresponds with SE p.4, right column through p.11.
[Lessons 2 through 6 relate to Severe Weather and Climate Change. While working through these inquiries, include discussion of NRC Framework Core Ideas in Engineering ETS1.A, ETS1.B, ETS1.C, especially focusing on the necessity of using models and simulations to answer questions. See the NGSS Engineering Core Ideas page on this website under the "NGSS and CER" tab.]
Lesson 2 INTRODUCING STORMS, TE 17. You should read pp.17-19 for a good background/review. Then TE 19, right column through p.24 will tell how to complete student INQUIRY 2.1 “Modeling a Vortex.” This corresponds with SE pp.12-25. Lesson 3 HEATING EARTH’S SURFACES, TE 27. You should read pp.27-28 for a good quick review of content. Then TE 29-34 will tell how to complete INQUIRY 3.1 “Investigating
Rates of Heating and Cooling,” which corresponds with SE pp.26-41.
Lesson 3 HEATING EARTH’S SURFACES, TE 27. You should read pp.27-28 for a good quick review of content. Then TE 29-34 will tell how to complete INQUIRY 3.1 “Investigating Rates of Heating and Cooling,” which corresponds with SE pp.26-41.
Lesson 4 HEAT TRANSFER AND THE MOVEMENT OF AIR, TE 45. You should read pp.44-47 for a good quick review of content. Then, TE 47-51 will tell how to complete INQUIRY 4.1,”Investigating the Temperature of Air,” which corresponds with SE pp.42-45. Then, TE 51, second column, through 53 will tell how to complete INQUIRY 4.2 “Investigating How Warm Air and Cool Air Move,” which corresponds with SE 46-53.
September to November, marking periods 1-2
Lesson 5 CONVECTION CURRENTS IN THE AIR, TE 57. You should read 57-59 for a good refresher and overview. Then TE 59 (second column) through 68 will tell how to complete INQUIRY 5.1 “Investigating the Effects of Colliding Air Masses.” This corresponds with SE 54-67.Lesson 4 HEAT TRANSFER AND THE MOVEMENT OF AIR, TE 45. You should read pp.44-47 for a good quick review of content. Then, TE 47-51 will tell how to complete INQUIRY 4.1,”Investigating the Temperature of Air,” which corresponds with SE pp.42-45. Then, TE 51, second column, through 53 will tell how to complete INQUIRY 4.2 “Investigating
How Warm Air and Cool Air Move,” which corresponds with SE 46-53.
Catastrophic Events--Lessons 1-5
Lesson 1: Read the Teacher’s Edition (TE) pp.3-4. Then pp.4-7 tells how to get students through INQUIRY 1.1, “Creating a Group Concept Map.” This corresponds with the Student Edition (SE) on p.2 through the LEFT column of p.4. Use TE pp. 8-10 to get students through INQUIRY 1.2 “Using a Globe and World Map.” This corresponds with SE p.4, right column through p.11.
[Lessons 2 through 6 relate to Severe Weather and Climate Change. While working through these inquiries, include discussion of NRC Framework Core Ideas in Engineering ETS1.A, ETS1.B, ETS1.C, especially focusing on the necessity of using models and simulations to answer questions. See the NGSS Engineering Core Ideas page on this website under the "NGSS and CER" tab.]
Lesson 2 INTRODUCING STORMS, TE 17. You should read pp.17-19 for a good background/review. Then TE 19, right column through p.24 will tell how to complete student INQUIRY 2.1 “Modeling a Vortex.” This corresponds with SE pp.12-25. Lesson 3 HEATING EARTH’S SURFACES, TE 27. You should read pp.27-28 for a good quick review of content. Then TE 29-34 will tell how to complete INQUIRY 3.1 “Investigating
Rates of Heating and Cooling,” which corresponds with SE pp.26-41.
Lesson 3 HEATING EARTH’S SURFACES, TE 27. You should read pp.27-28 for a good quick review of content. Then TE 29-34 will tell how to complete INQUIRY 3.1 “Investigating Rates of Heating and Cooling,” which corresponds with SE pp.26-41.
Lesson 4 HEAT TRANSFER AND THE MOVEMENT OF AIR, TE 45. You should read pp.44-47 for a good quick review of content. Then, TE 47-51 will tell how to complete INQUIRY 4.1,”Investigating the Temperature of Air,” which corresponds with SE pp.42-45. Then, TE 51, second column, through 53 will tell how to complete INQUIRY 4.2 “Investigating How Warm Air and Cool Air Move,” which corresponds with SE 46-53.
September to November, marking periods 1-2
Lesson 5 CONVECTION CURRENTS IN THE AIR, TE 57. You should read 57-59 for a good refresher and overview. Then TE 59 (second column) through 68 will tell how to complete INQUIRY 5.1 “Investigating the Effects of Colliding Air Masses.” This corresponds with SE 54-67.Lesson 4 HEAT TRANSFER AND THE MOVEMENT OF AIR, TE 45. You should read pp.44-47 for a good quick review of content. Then, TE 47-51 will tell how to complete INQUIRY 4.1,”Investigating the Temperature of Air,” which corresponds with SE pp.42-45. Then, TE 51, second column, through 53 will tell how to complete INQUIRY 4.2 “Investigating
How Warm Air and Cool Air Move,” which corresponds with SE 46-53.
IN ADDITION to completing these labs, introduce students to the following NGSS content:
NGSS Earth's Systems
NGSS Performance Expectations
Students who demonstrate understanding can:
MS-ESS2-1.
Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-4.
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]
MS-ESS3-1.
Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. [Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).]
ESS2.A: Earth’s Materials and Systems All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. (MS-ESS2-1)
ESS2.C: The Roles of Water in Earth's Surface Processes Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4) Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)
ESS3.A: Natural Resources Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1)
You may wish to use the following sections from the Red Prentice Hall Earth Science books as a supplement:
Prentice Hall:
Don’t forget to review all the helpful “Math Analyzing Data” activities!
What is Science? pp.6-12
The Study of Earth Science pp.13-18
Fresh Water pp.390 – 420
Resources from the Ocean, pp.490-96
Energy Resources, pp.352-378
Minerals, pp.64-85
NGSS Earth's Systems
NGSS Performance Expectations
Students who demonstrate understanding can:
MS-ESS2-1.
Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.]
MS-ESS2-4.
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.]
MS-ESS3-1.
Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes. [Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).]
ESS2.A: Earth’s Materials and Systems All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. (MS-ESS2-1)
ESS2.C: The Roles of Water in Earth's Surface Processes Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4) Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)
ESS3.A: Natural Resources Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1)
You may wish to use the following sections from the Red Prentice Hall Earth Science books as a supplement:
Prentice Hall:
Don’t forget to review all the helpful “Math Analyzing Data” activities!
What is Science? pp.6-12
The Study of Earth Science pp.13-18
Fresh Water pp.390 – 420
Resources from the Ocean, pp.490-96
Energy Resources, pp.352-378
Minerals, pp.64-85