LAND, WATER AND HUMAN INTERACTION OVERVIEW- NGSS

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1 LAND, WATER AND HUMAN INTERACTION OVERVIEW- NGSS Performance Expectation MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. DCI: NGES2A2 The planet s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth s history and will determine its future. SEP: NGSPCE1 Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students own experiments) and the assumption that theories and laws that describe nature operate today as they did in the past and will continue to do so in the future. CCC: NGCCSP2 Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. [ Quantity] Performance Expectation 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. DCI: NGES2A1 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. DCI: NGES2C3 Global movements of water and its changes in form are propelled by sunlight and gravity. SEP: NGSPDM2 Develop a model to describe unobservable mechanisms. CCC: NGCCEM2 Within a natural system, the transfer of energy drives the motion and/or cycling of matter. [Energy and Matter] Performance Expectation MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. DCI: NGES3C1 Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth s environments can have different impacts (negative and positive) for different living things. DCI: NGES3C2 Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. SEP: NGSPCE4 Apply scientific ideas or principles to design an object, tool, process or system. CCC: NGCCCE3 Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation.

2 CCC: NGCCCO2 The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus, technology use varies from region to region and over time. [Connections to Engineering, Technology, and Nature of Science] Performance Expectation MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. DCI: NGED1A1 The more precisely a design task s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. SEP: NGSPAQ2 Define a design problem that can be solved through the development of an object, tool, process, or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions. CCC: NGCCCO2 The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus, technology use varies from region to region and over time. [ Technology on Society and the Natural World] CCC: NGCCCO3 All human activity draws on natural resources and has both short- and long-term consequences, positive as well as negative, for the health of people and the natural environment. [ Technology on Society and the Natural World] Performance Expectation MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. DCI: NGED1B2 There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. SEP: NGSPEA3 Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. CCC: THERE ARE NONE in standard, so I think we should use the same ones as for ETS1-1. Pathways: ESS2-4: 2,4,5,6,7,8,9,12,13 ESS2-2: 2,5,7,8,10,11,12,13,14,15

3 ESS3-3: 1,3,4,5,6,7,9,10,11,12,14,15,16 ETS1-1: 1,3,4,5,7,9,12,13,14,,15,16 ETS1-2: 12,16 1 Investigation: Where Should We Asking Questions and Build? ESS3.C ( 2) Defining Problems (1) Students are introduced to a scenario about fictitious Boomtown and consider the impact of construction at three potential building sites. 2 Laboratory: Does It Dissolve? Students are explore the idea of water running through soil due to gravity. They compare the solubility of salts in water and other liquids. 3 Investigation: Water Quality Students look at water quality data from Boomtown River over the last 100 years and observe how indicators have changed. ESS2.C (1) PS1.A (2) ESS3,C (2) Designing Solutions (6) Planning and Carrying out Investigations (3) Analyzing and Interpreting Data (2) Nature of Science (1) Patterns (2) RST Math: MP.2 6.RP.A.1

4 4 Investigation: Living Indicators Students investigate the changes in macroinvertebrate populations over time. They use a model of river catches to calculate and index for pollution tolerance. ESS3,C (2) ESS2.A LS2.A (1) LS2.C (1) Analyzing and Interpreting Data (3) Engaging in Argument from Evidence (2) Nature of Science (1) Patterns (1) Math: 6.SP.B.5 6.RP.A.1 5 Laboratory: Nutrients as Contaminants Students investigate soil nutrients and run off by comparing the nitrogen content of two different soils and testing how well each sample absorbs nitrogen from fertilizer. 6 Reading: Gulf of Mexico Dead Zone Students read about the mechanism and effects of nutrient loading on the Dead Zone. They examine sources of nitrogen input, indicators and mitigation of the problem. \ ESS3,C (2) ESS2.C ESS2.A LS2.A (1) LS2.C (1) ( Models (3) Conducting and Carrying out Investigations (3) Models (2) Obtaining, Evaluating, and Communicating Information (1) nfluence of Science, Technology (2) Cause and Effect (1) RST.6-8.3

5 7 Modeling: Cutting Canyons and ESS2.A (2) Scale, Proportion and Building Deltas ESS2.C (3) ETS1.A (1) Students use a river model to investigate how flowing water creates common Asking Questions and landforms, such as rivers and deltas. Defining Problems (3) Designing Solutions (4) Models (3) Technology (2) 8 Investigation: Traveling with the Water Cycle Students engage in an active game to follow the path of water in the water cycle. They describe where the water travels, the form the water, how it moves from place to place, and the types of contaminants it may pick up. ESS2.C (1) ESS2.C (3) ESS2.A (1) Models (2) Designing Solutions (6) Scale, Proportion and RST WHT.6-8.2

6 9 Reading: Human Impacts on Earth s ESS2.C (1) Water ESS2.C (3) Models (2) Students read about the movement of contaminants in and around the earth s land and water as a result of the water cycle. Assessment of PE MS-ESS2-4 Designing Solutions (6) Obtaining, Evaluating, and Communicating Information (1) Quantity (1) RST Investigation: Making Topographical Maps Students construct a topographic map of a land formation in Boomtown. ESS2.A (2) Models (1) Planning and Carrying out Investigations (3) Analyzing and Interpreting Data (5) Patterns (2) RST Math: MP.2 MP.6 11 Problem Solving: Boomtown s ESS2.A (2) Topography Students compare topographic maps of Boomtown at the present with those from the past and identify changes in the landforms. Analyzing and Interpreting Data (5) Nature of Science (1) Scale Prop and Quantity (2) Math: MP.2 MP.6

7 12 Investigation: Modeling Cliff ESS2.C (1, 5) Construct an explanation Math: Erosion and Designing solutions MP.2 (1) Technology on Society MP.6 Students model the effect of ocean Construct an explanation and the Natural World waves on a cliff and design an ETS1.A (1) and Designing solutions (2) investigation using a model to ETS1.B (2) (4) determine the effects of a rock barrier on erosion of the cliff. Assessment of PE MS-ETS1-1 Ask questions and defining problems (2) Develop a model (3) Engaging in Argument from Evidence (3) 13 Reading: Weathering, Erosion, and Deposition Students read about weathering, erosion, and deposition and about the impact of human activity on these processes. ESS2.A (2) ESS2.C (3) Designing Solutions (6) Obtaining, Evaluating, and Communicating Information (1) Scale Prop and Quantity (2) Technology on Society and the Natural World (2) Literacy/ELA: WHT.6-8.9

8 14 Role Play: Building on the ESS2.A (2) Scale Prop and Quantity Literacy/ELA: Mississippi (2) Students relate the scenario to the broader issue of land use by learning Obtaining, Evaluating, about erosion and deposition problems and Communicating along developed areas of the Mississippi. Information (1) Assessment of PE MS-ESS Investigation: Building In Boomtown Students choose one of the three sites to build the new school and fields based on the geology of the sites and needs of the town. ESS2.A (2) Construct an explanation and Designing solutions (4) I nfluence of Science, Nature of Science (6) Literacy/ELA: WHT WHT.6-8.2

9 16 Investigation: Building Site Plan Students develop a specific site plan for their new school and present their design to the class. Included is a plan for monitoring and mitigating the impact due to building in terms of erosion, deposition, and nutrient loading. Assessment of PE MS-ESS3-3 Assessment of PE MS-ETS1-1 ETS1.A (1) ETS2.A (2) Engaging in Argument from Evidence (3) Designing Solutions (4) Technology on Society and the Natural World (2) Technology on Society and the Natural World (3) Literacy/ELA: WHT SL.0-8.4