5 Earths Systems.pdf

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Image from: http://brighterfuturechallenge.com/wp-‐content/uploads/2012/05/biosphere.gif

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Where to go for help:

Chris McGee – Science Coordinator Sam Pitlyk – Hudson

Hannah Kennedy – Clark Christina Hartz – Avery

Michael Melanson – Computer School Michael Muldrow -‐ Bristol

LEFT TO DO:

¨ Assessment

¨ Link to Common Core

¨ Experiences

¨ Pacing guide

¨ Materials List

¨ Trade books/Resources

¨ Key Vocab list

Essential Learning Goal(s):

Students will be able to analyze ways the Biosphere, Geosphere, Hydrosphere and Atmosphere impact one another.

S 4

Student demonstrates innovation, in depth inference(s), or advanced application(s) with the learning goal which may include:

• Investigate solutions to limit human impact on a “________sphere” 3 Students will be able to analyze ways the Biosphere, Geosphere, _{Hydrosphere and Atmosphere impact one another.}

D 2 Students will be able to compare how some of the “spheres” impact _{another. (Biosphere, Geosphere, Hydrosphere and Atmosphere)} B 1 Students will be able to illustrate how one of the “spheres” impacts _{another. (Biosphere, Geosphere, Hydrosphere and Atmosphere)}

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The performance expectations in fifth grade help students formulate answers to questions such as:

When matter changes, does its weight change? How much water can be found in different places on Earth? Can new substances be created by combining other substances?

How does matter cycle through ecosystems?

Where does the energy in food come from and what is it used for? How do lengths and directions of shadows or relative lengths of day and night change from day to day, and how does the appearance of some stars change in

different seasons?

Fifth grade performance expectations include PS1, PS2, PS3, LS1, LS2, ESS1, ESS2, and ESS3 Disciplinary Core Ideas from the NRC Framework.

• Students are able to describe that matter is made of particles too small to be

seen through the development of a model.

• Students develop an understanding of the idea that regardless of the type of

change that matter undergoes, the total weight of matter is conserved. • Students determine whether the mixing of two or more substances results in

new substances.

• Through the development of a model using an example, students are able to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

• They describe and graph data to provide evidence about the distribution of

water on Earth.

• Students develop an understanding of the idea that plants get the materials

they need for growth chiefly from air and water.

• Using models, students can describe the movement of matter among plants,

animals, decomposers, and the environment and that energy in animals’ food was once energy from the sun.

• Students are expected to develop an understanding of patterns of daily

changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

The crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; energy and matter; and systems and systems models are called out as organizing concepts for these disciplinary core ideas. In the fifth grade performance expectations, students are expected to demonstrate grade-‐appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, engaging in argument from evidence, and obtaining, evaluating, and communicating

information; and to use these practices to demonstrate understanding of the core ideas.

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Objectives:

• Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

• 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.

• Obtain and combine information about ways individual communities use

science ideas to protect the Earth’s resources and environment.

Students will be able to analyze

ways the Biosphere, Geosphere, Hydrosphere and

Atmosphere impact one

another.

Develop a model using an example to

describe ways the geosphere, biosphere,

hydrosphere, and/or atmosphere interact

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. Obtain and combine information about ways individual communities use

science ideas to protect the Earth’s

resources and environment.

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Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

S 4

• Investigate solutions to limit human impact on a “x-‐sphere” 3 Students will be able to independently develop a model using an example to describe ways the geosphere, biosphere, hydrosphere,

and/or atmosphere interact.

D 2 Students will be able to determine how one “sphere” impacts the other.

B 1 Students define geosphere, biosphere, hydrosphere, and atmosphere.

Notes:

Clarification:

• Examples could include:

o The influence of the ocean on ecosystems, landform shape, and climate

o The influence of the atmosphere on landforms and ecosystems through weather and climate

o The influence of mountain ranges on winds and clouds in the atmosphere

• The geosphere, hydrosphere, atmosphere, and biosphere are each a system.

• Assessment is limited to the interactions of two systems at a time.

Science and Engineering Practices: • Developing and Using Models

o Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

o Develop a model using an example to describe a scientific principle.

Disciplinary Core Idea(s)

• Earth Materials and Systems

• 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.

• The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate.

• Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather.

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• Systems and System Models

o A system can be described in terms of its components and their interactions.

Link to Common Core ELA/Literacy

• RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

• SL.5.5 Include multimedia components (e.g., graphics, sound) and visual

displays in presentations when appropriate to enhance the development of main ideas or themes.

Mathematics

• MP.2 Reason abstractly and quantitatively.

• MP.4 Model with mathematics.

• 5.G.2 Represent real world and mathematical problems by graphing points in

the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Objective Details:

Assessment

item(s): • Resource(s): •

Website(s): _•

Trade

Book(s): •

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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.

S 4

• Investigating the water cycle and human impact on the cycle • Designing efficient and cost effective solutions to trapped water

supplies.

3

Students will be able to independently 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.

D 2

Students will be able to with help 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.

B 1 Students will be able to organize research about amounts and _{percentages of water and fresh water in various reservoirs.}

Notes:

Clarification:

• Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and

polar ice caps, and does not include the atmosphere.

Science and Engineering Practices:

• Using Mathematics and Computational Thinking

o Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and

mathematics to analyze data and compare alternative design solutions.

o Describe and graph quantities such as area and volume to address scientific questions.

• The Roles of Water in Earth’s Surface Processes

o Nearly all of Earth’s available water is in the ocean.

o Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.

Cross Cutting Concept(s)

• Scale, Proportion, and Quantity

o Standard units are used to measure and describe physical quantities such as weight, and volume.

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• RI.5.7 Draw on information from multiple print or digital sources,

demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

• W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

• SL.5.5 Include multimedia components (e.g., graphics, sound) and visual

displays in presentations when appropriate to enhance the development of main ideas or themes.

Mathematics

• MP.2 Reason abstractly and quantitatively. • MP.4 Model with mathematics.

Assessment

item(s): • Resource(s): • Website(s): •

Trade

Book(s): •

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Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

S 4

•

3 Students will be able independently obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

D 2 Students will be able to collaboratively obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

B 1 Students describe way their school or community is protecting the _{Earth’s resources and environment.}

Notes:

Clarification:

• Research project focused on community efforts. • Community efforts may be locally or globally

• Interesting to contact areas outside of region to determine what their

greatest concern would be and relate it to ours.

Science and Engineering Practices:

• Obtaining, Evaluating, and Communicating Information

o Obtaining, evaluating, and communicating information in 3– 5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods.

o Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.

• Human Impacts on Earth Systems

o Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space.

o But individuals and communities are doing things to help protect Earth’s resources and environments..

Cross Cutting Concept(s)

• Systems and System Models

o A system can be described in terms of its components and their interactions.

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o Science findings are limited to questions that can be answered with empirical evidence.

• RI.5.1 Quote accurately from a text when explaining what the text says

explicitly and when drawing inferences from the text.

• RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

• RI.5.9 Integrate information from several texts on the same topic in order to

write or speak about the subject knowledgeably.

• W.5.8 Recall relevant information from experiences or gather relevant

information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

• W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Mathematics

• MP.2 Reason abstractly and quantitatively.

• MP.4 Model with mathematics.

Assessment

item(s): • Resource(s): •

Website(s): • Save the beach _{https://www.youtube.com/watch?v=cJ5Z53JAivE} Trade

Book(s): •

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PreK ???

2

Earth Systems: Processes that Shape the Earth

• Make observations from media to construct an evidence-‐based

account that Earth events can occur quickly or slowly.

• Compare multiple solutions designed to slow or prevent wind or

water from changing the shape of the land

• Develop a model to represent the shapes and kinds of land and bodies of water in an area.

• Obtain information to identify where water is found on Earth and that it can be solid or liquid

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Earth’s Processes that Shape the Earth

• Identify evidence from patterns in rock formations and fossils in rock

layers to support an explanation for changes in a landscape over time.

• Make observations and/or measurements to provide evidence of the

effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

• Analyze and interpret data from maps to describe patterns of Earth’s features.

• Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

MS

History of Earth

• Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-‐billion-‐ year-‐old history.

• Construct an explanation based on evidence for how geoscience

processes have changed Earth’s surface at varying time and spatial scales.

• Analyze and interpret data on the distribution of fossils and rocks,

continental shapes, and seafloor structures to provide evidence of the past plate motions.

HS

Earth’s Systems

• Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.

• Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.

• Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

• Develop a quantitative model to describe the cycling of carbon among

the hydrosphere, atmosphere, geosphere, and biosphere.

• Construct an argument based on evidence about the simultaneous

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5 Earths Systems.pdf

Table of Contents

Where to go for help:

LEFT TO DO:

Essential Learning Goal(s):

Objectives: