ngss ca framework: grades 3-5

7/23/2019 NGSS CA Framework: Grades 3-5

http://slidepdf.com/reader/full/ngss-ca-framework-grades-3-5 1/174

First 60-Day Public Review DraftNovember 2015

Grades Three Through Five

Chapter Five

Chapter at a la!ce

Introduction to Grades Three Through Five

Grade Three

"!structio!al #e$me!t 1% Forces a!& "!teractio!s

"!structio!al #e$me!t 2% 'ife Cycles a!& "!herita!ce of (raits

"!structio!al #e$me!t )% *cosystems a!& "!ter&epe!&e!ce

"!structio!al #e$me!t +% ,eather Climate a!& "mpacts

Grade Four

"!structio!al #e$me!t% *.plori!$ *!er$y

"!structio!al #e$me!t% ,aves

"!structio!al #e$me!t% (he *arth is Co!sta!tly Cha!$i!$

"!structio!al #e$me!t% #tructure a!& Fu!ctio! of Pla!ts a!& /!imals

Grade Five

"!structio!al #e$me!t% atter a!& its "!teractio!s

"!structio!al #e$me!t% From atter to r$a!isms"!structio!al #e$me!t% *arth #ystems a!& Processes

"!structio!al #e$me!t% Patter!s i! *arth a!& #pace

Science Literacy and English Learners

Works Cited

Introduction to Grades Three Through Five

/ccor&i!$ to the N## storyli!e

Students in kindergarten through fifth grade begin to develop an

understanding of the four disciplinary core ideas: physical sciences; life

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1 of 13+

1

1

234

5

6

7

8

9

2

3

4

5




sciences; earth and space sciences; and engineering, technology, and

applications of science. In the earlier grades, students begin by

recognizing patterns and formulating answers to questions about the

world around them. y the end of fifth grade, students are able to

demonstrate grade!appropriate proficiency in gathering, describing, and

using information about the natural and designed world"s#. $he

performance e%pectations in elementary school grade bands develop

ideas and skills that will allow students to e%plain more comple%

phenomena in the four disciplines as they progress to middle school and

high school. &hile the performance e%pectations shown in kindergarten

through fifth grade couple particular practices with specific disciplinary

core ideas, instructional decisions should include use of many practices

that lead to the performance e%pectations. 4N## 'ea& #tates 201)a

(his chapter provi&es e.ample outli!es of $ra&e level i!structio!al se$me!ts

from $ra&es three throu$h five i! which a few of the Performa!ce *.pectatio!s 4P*s

have bee! bu!&le& i! each i!structio!al se$me!t a!& the i!structio!al se$me!ts have

bee! cohere!tly or$a!ie& as a se7ue!ce that buil&s across each $ra&e level8 (he

se7ue!ce of i!structio!al se$me!ts aims at provi&i!$ stu&e!ts with lear!i!$

e.perie!ces that $ive them the opportu!ity to observe phe!ome!a a!& i&e!tifyproblems i! the worl& arou!& them mae se!se of patter!s i! those observatio!s a!&

&evelop a!& use all scie!ce a!& e!$i!eeri!$ practices to provi&e a! e.pla!atio! for

those phe!ome!a or &esi$! e!$i!eeri!$ solutio!s8

"!structio! !ee&s to &raw stu&e!ts i!to the wo!&er of scie!ce a!& e!$a$e their

curiosity about the worl&8 'i!i!$ scie!ce i!structio! a!& lear!i!$ to every&ay life

eve!ts is critical8 4#ee ui&i!$ Pri!ciple 93 i! the i!tro&uctio! chapter8 (here are ma!y

strate$ies to motivate stu&e!ts to e!:oy scie!ce a!& co!!ect scie!ce co!te!t to

stu&e!ts; lives for e.ample provi&i!$ releva!t a!& up-to-&ate resources a!& refere!ces

i!corporati!$ tech!olo$y a!& e7uipme!t to bri!$ scie!ce to life a!& pi7ui!$ the i!terest

of stu&e!ts throu$h captivati!$ e.perie!ces a!& e.perime!ts8 (he &esi$! of the

sta!&ar&s their practices crosscutti!$ co!cepts a!& &iscipli!ary core i&eas as outli!e&

i! this chapter promote e!$a$i!$ a!& motivati!$ stu&e!ts to e.cel i! scie!ce8


6

7

8

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

9

10




(he propose& se7ue!ce is o!ly o!e way to bu!&le the P*s i! each $ra&e< other

or$a!iatio!s of i!structio!al se$me!ts that i&e!tify alter!ative overarchi!$ themes

mi$ht be e7ually vali&8 (herefore these e.amples shoul& !ot be i!terprete& as the o!ly

re7uire& way to a&&ress scie!ce i!structio! i! $ra&es three throu$h five8 (eachers

shoul& co!si&er their local co!te.t as they reflect upo! these e.amples a!& mae

&ecisio!s re$ar&i!$ the &evelopme!t of their ow! i!structio!al se7ue!ce a&apte& to

best meet their stu&e!ts; !ee&s8

#tu&e!ts will !ee& multiple lesso!s a!& activities to &evelop cohere!t co!ceptual

u!&ersta!&i!$8 (his chapter provi&es &escriptio!s of $ra&e-level i!structio!al se$me!ts

from $ra&es three throu$h five 4)=5 i! which performa!ce e.pectatio!s 4P*s have

bee! bu!&le& to allow sufficie!t brea&th of lear!i!$ to a&&ress the ey co!te!t i&eas

stu&e!ts !ee& to &evelop i! &epth while also e!$a$i!$ stu&e!ts i! multiple scie!tific

a!& e!$i!eeri!$ practices a!& the use of crosscutti!$ co!cepts8

"! $e!eral the P*s i! each i!structio!al se$me!t bu!&le allow stu&e!ts to

e!$a$e i! &iscipli!ary core i&eas throu$h the use of the scie!tific a!& e!$i!eeri!$

practices8 (hrou$h i!structio! a!& lear!i!$ i! a se7ue!ce of four i!structio!al se$me!ts

that buil& o! o!e a!other stu&e!ts &evelop u!&erlyi!$ !owle&$e of the scie!ce

co!te!t a!& practices8 #tu&e!ts e!$a$e i! multiple practices i! each of these

i!structio!al se$me!ts !ot o!ly those e.plicitly i!&icate& i! the P*s8 (hey also focus o!o!e or two crosscutti!$ co!cepts as tools to mae se!se of their observatio!s a!&

i!vesti$atio!s8 ,ithi! each i!structio!al se$me!t stu&e!ts a!swer the 7uestio!s

&evelope& base& o! the phe!ome!a bei!$ i!vesti$ate&8 (he Clarificatio! #tateme!ts

a!& /ssessme!t >ou!&aries associate& with the P*s i! each bu!&le are use& where

appropriate to su$$est stu&e!ts; i!vesti$atio!s co!siste!t with the lear!i!$ ob:ectives

for the i!structio!al se$me!t a!& ali$!e& with the visio! of three-&ime!sio!al lear!i!$8

"! schools with e.pa!&e& lear!i!$ pro$rams stu&e!ts ca! be provi&e& a&&itio!al

opportu!ities to co!&uct i!vesti$atio!s mae observatio!s a!& create mo&els relate&

to what they lear! i! their classroom8 >y collaborati!$ teachers a!& e.pa!&e& lear!i!$

pro$ram;s e&ucatio!al support perso!!el ca! e!sure that stu&e!ts; lear!i!$

e.perie!ces buil& o! rather tha! &uplicate classroom lear!i!$ e.perie!ces8 (his

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e ) of 13+

11

12

13

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

14

15




collaboratio! may i!clu&e pla!!i!$ lesso!s to$ether a!& share& professio!al lear!i!$

e.perie!ces8

(ables o! the or$a!iatio! of the C/ N## &iscipli!ary core i&eas i! each

i!structio!al se$me!t for $ra&es three throu$h five are i!clu&e& i! /ppe!&i. C%

Pro$ressio! of the #cie!ce a!& *!$i!eeri!$ Practices Discipli!ary Core "&eas a!&

Crosscutti!$ Co!cepts i! ?i!&er$arte! (hrou$h ra&e (welve8 (he tables i!clu&e a

summary of the topic that the stu&e!ts will be i!vesti$ati!$ i! the i!structio!al se$me!t

as well as the ey crosscutti!$ co!cepts

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e + of 13+

16

17

18

71

72

73

74

75

76

77

78

79

19

20




Grade Three

#tu&e!ts i! $ra&e three &emo!strate $ra&e-appropriate proficie!cy i! asking

questions and defining probles< developing and using odels planning andcarrying out investigations analy!ing and interpreting data constructing

e"planations and designing solutions engaging in arguent fro evidence a!&

obtaining# evaluating# and counicating inforation8 (hey are e.pecte& to use

these practices to &emo!strate &eep u!&ersta!&i!$ of the core i&eas8 #tu&e!ts shoul&

also be e.pecte& to use a!& apply $ra&e-level appropriate mathematics a!&

computatio!al thi!i!$ for e.ample as they &isplay &ata with $raphs or recor& a!&

a!alye patter!s i! measureme!t8

(able 1 summaries the P*s i!clu&e& i! each i!structio!al se$me!t a!& the

crosscutti!$ co!cepts that stu&e!ts may use as a tool to mae se!se of the &iscipli!ary

core i&eas8 (hese i!structio!al se$me!ts are &esi$!e& to be tau$ht i! this su$$este&

se7ue!ce over the spa! of a school year !ot tau$ht i!&ivi&ually8 ,here appropriate

P*s that i!te$rate scie!ce i&eas with e!$i!eeri!$ &esi$! are accompa!ie& by o!e of

the three P*s i! $ra&es )-5 e!$i!eeri!$ &esi$!8 (he P*s mare& with a! asteris

i!te$rate tra&itio!al scie!ce co!te!t with e!$i!eeri!$ throu$h a practice or &iscipli!ary

core i&ea8

Table $% Instructional Segents in Grade Three

G&'(E T)&EE

I n s

t r u c t i o n a l

S e g e n t $ % *erforance E"pectations 'ddressed

+,*S-,$# +,*S-,-# +,*S-,+# +,*S-,./# +,0,ETS$,$

)ighlighted SE* )ighlighted (CI )ighlighted CCC• /si!$ @uestio!s a!&

Defi!i!$ Problems

• Pla!!i!$ a!& Carryi!$ out

"!vesti$atio!s

P#28/% forces a!& motio!P#28>% types of i!teractio!s

• Patter!s

• Cause A *ffect

1rief Suary


21

22

23

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

99

100

101

102

24

25




F o r c e s a n d I n t e r a c t i o n s

b:ects 4movi!$ or statio!ary have ma!y co!tact a!& !o!-co!tact forces acti!$ o! them at a!y$ive! time8 (he sum of these forces e.plai!s a! ob:ects behavior8 "f forces are bala!ce& a! ob:ecti! motio! will stay i! motio! a!& a! ob:ect at rest will stay at rest8 "! co!trast it re7uires a!imbala!ce of forces to mae a! ob:ect start or stop movi!$ or to cha!$e its spee& or &irectio!8

I n s t r u

c t i o n a l S e g e n t - %

L i f e C y c l e s a

n d I n h e r i t a n c e o f T r a i t s

*erforance E"pectations 'ddressed

+,LS$,$# +,LS+,$# +,LS.,-

)ighlighted SE* )ighlighted (CI )ighlighted CCC• Developi!$ a!& Bsi!$ o&els

• /!alyi!$ a!& "!terpreti!$

Data

'#18>% rowth a!&Developme!t of r$a!isms'#)8/% "!herita!ce of (raits'#+8>% Natural #electio!

• Patter!s

• Cause A *ffect

1rief SuaryPla!ts a!& a!imals have u!i7ue a!& &iverse life styles8 (heir structure fu!ctio! a!& behaviorcha!$e i! pre&ictable patter!s thou$ht their life cycle8 Pla!ts a!& a!imals i!herit traits from theirpare!ts a!& ca! be i!flue!ce& by the e!viro!me!t8 Repro&uctio! is esse!tial for the co!ti!ue&e.iste!ce of every or$a!ism8

I n s

t r u c t i o n a l S e g e n t + % *erforance E"pectations 'ddressed

+,LS-,$# +,LS+,-# +,LS.,$# +,LS.,+# +,LS.,./# +,0,ETS$,+

)ighlighted SE* )ighlighted (CI )ighlighted CCC• /!alyi!$ a!& "!terpreti!$

Data

• *!$a$i!$ i! /r$ume!t from

*vi&e!ce8

'#28D% #ocial "!teractio!s a!&roup >ehavior '#)8>% ariatio! of (raits'#+8/% *vi&e!ce of Commo!

/!cestry a!& Diversity'#+8C% /&aptatio!

'#+8D% >io&iversity a!&uma!s

• Cause A *ffect

• #cale Proportio! A @ua!tity

• #ystems A #ystem o&els

1rief Suary


26

27

28

29

30




E c o s y s t e s a n d

*!viro!me!tal factors i!flue!ce the $rowth repro&uctio! a!& survival of or$a!isms8 For a!ye!viro!me!t some i!&s of or$a!isms survive well some !ot as well a!& some ca!!ot survive8#ocial i!teractio!s a!& $roup behavior i!flue!ce a!imal;s success i! the e!viro!me!t8 Fossilsprovi&e evi&e!ce for pla!ts a!imals a!& the !ature of e!viro!me!ts from the past8

I n s t r u c t i o n a l S e g e n t . % W e a

t h e r # C l i a t e a n d I p a c t s *erforance E"pectations addressed

+,ESS-,$# +,ESS-,-# +,ESS+,$# +,0,ETS$,$# +,0,ETS$,-

)ighlighted SE* )ighlighted (CI )ighlighted CCC• /!alyi!$ a!& "!terpreti!$

Data

• btai!i!$ a!& *valuati!$ a!&

Commu!icati!$ "!formatio!8

*##28D% weather a!& climate*##)8>% !atural haar&s

• Patter!s

• Cause A *ffect

1rief SuaryClimate &escribes a ra!$e of a! area;s typical weather co!&itio!s a!& the variatio!s of theseco!&itio!s over time8 #cie!tists mae weather pre&ictio!s base& o! past weather patter!s8 uma!s

ca!!ot elimi!ate !atural haar&s from !atural processes but ca! tae steps to re&uce their impacts

ra&e (hree = "!structio!al #e$me!t 1% Forces a!& "!teractio!s

(hir& $ra&e stu&e!ts ask questions mae observatio!s a!& pre&ictio!s a!&

plan and carry out investigations as they e.plore forces i!teractio!s a!& motio!8

#tu&e!ts e!$a$e i! scie!tific e.perie!ces with e.plicit li!s to tar$ete& core i&eas

scie!ce a!& e!$i!eeri!$ practices a!& crosscutti!$ co!cepts to help them a!swer

7uestio!s such as% &hat makes a block glide as I push it on a table' &hat makes it

stop' (ow can we predict motion on a pendulum and why does it stop' &hat makes atoy car slide down a ramp and then stop' (ow are metallic ob)ects attracted to

magnets' (ow can magnets be used to solve a simple design problem' (hese

7uestio!s !ecessitate stu&e!t e.perie!ces with &iffere!t ob:ects as they lay static a!&

move across a surface as well as looi!$ at i!visible forces% $ravity a!& ma$!etism8


31

32

33

103

104

105

106

107

108

109

110

111

112

113

114

115

116

34

35




Grade Three,Instructional Segent $% Forces and Interactions

(ow do forces affect an ob)ect at rest'

(ow do different contact and non!contact forces affect motion'

(ow can we predict changes in motion and stability'

(ow do equal and unequal forces affect an ob)ect'

(ow can magnets be used to solve a simple design problem'*

Crosscutting concepts% +atterns, ause - ffects

Science and Engineering *ractices% /si!$ @uestio!s a!& Defi!i!$ Problems<

Pla!!i!$ a!& Carryi!$ out "!vesti$atio!s8

#tu&e!ts who &emo!strate u!&ersta!&i!$ ca!%

+,*S-,$ *lan and conduct an investigation to provide evidence of the effects of

balanced and unbalanced forces on the otion of an ob2ect3

EClarificatio! #tateme!t% *.amples coul& i!clu&e a! u!bala!ce& force o!

o!e si&e of a ball ca! mae it start movi!$< a!& bala!ce& forces pushi!$ o!

a bo. from both si&es will !ot pro&uce a!y motio! at all8 E /ssessment

oundary: /ssessment is limited to one variable at a time: number, size, or

direction of forces. /ssessment does not include quantitative force size, only

qualitative and relative. /ssessment is limited to gravity being addressed as

a force that pulls ob)ects down.

+,*S-,- 4ake observations and5or easureents of an ob2ect6s otion toprovide evidence that a pattern can be used to predict future otion3

EClarificatio! #tateme!t% *.amples of motio! with a pre&ictable patter! coul&

i!clu&e a chil& swi!$i!$ i! a swi!$ a ball rolli!$ bac a!& forth i! a bowl

a!& two chil&re! o! a see-saw8 E /ssessment oundary: /ssessment does

not include technical terms such as period and frequency.

+,*S-,+ 'sk questions to deterine cause and effect relationships of electric or

agnetic interactions bet7een t7o ob2ects not in contact 7ith each

other3 EClarificatio! #tateme!t% *.amples of a! electric force coul& i!clu&e

the force o! hair from a! electrically char$e& balloo! a!& the electrical

forces betwee! a char$e& ro& a!& pieces of paper< e.amples of a ma$!etic

force coul& i!clu&e the force betwee! two perma!e!t ma$!ets the force

betwee! a! electroma$!et a!& steel paperclips a!& the force e.erte& by

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e G of 13+

36

37

38

39

40




o!e ma$!et versus the force e.erte& by two ma$!ets8 *.amples of cause

a!& effect relatio!ships coul& i!clu&e how the &ista!ce betwee! ob:ects

affects stre!$th of the force a!& how the orie!tatio! of ma$!ets affects the

&irectio! of the ma$!etic force8 E /ssessment oundary: /ssessment islimited to forces produced by ob)ects that can be manipulated by students,

and electrical interactions are limited to static electricity.

+,*S-,. (efine a siple design proble that can be solved by applying ideas

about agnets3/ EClarificatio! #tateme!t% *.amples of problems coul&

i!clu&e co!structi!$ a latch to eep a &oor shut a!& creati!$ a &evice to

eep two movi!$ ob:ects from touchi!$ each other8

+,0,ETS$,$ (efine a siple design proble reflecting a need or a 7ant

that includes specified criteria for success and constraints on

aterials# tie# or cost3 E(his performa!ce e.pectatio! &oes !ot have a

clarificatio! stateme!t or a! assessme!t bou!&ary8

+,0,ETS$,-3 Generate and copare ultiple possible solutions to a

proble based on ho7 7ell each is likely to eet the criteria and

constraints of the proble3 E(his performa!ce e.pectatio! &oes !ot have

a clarificatio! stateme!t or a! assessme!t bou!&ary8

H(he performa!ce e.pectatio!s mare& with a! asteris i!te$rate tra&itio!al scie!ce

co!te!t with e!$i!eeri!$ throu$h a practice or &iscipli!ary core i&ea8

1ackground for Teachers

(he $e!eral &escriptive title of this

i!structio!al se$me!t coul& be IFi!& the i&&e!

Forces8J (his i!structio!al se$me!t &evelops four

critical i&eas about forces all of which re7uire

stu&e!ts to &evelop !ew ways of visualii!$

odeling a!& thi!i!$ about forces8 (he four

critical i&eas about forces are% 41 every ob:ect has

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e K of 13+

ath Co!!ectio!Duri!$ the i!vesti$atio! o!forces stu&e!ts may !ee& tomeasure a!& wei$h &iffere!tob:ects8 #ome stu&e!ts will !ee&

e.perie!ce usi!$ themeasureme!t tools8 Fore.ample stu&e!ts !ee& to !owthat the scale shoul& bebala!ce& or eroe& out beforebe$i!!i!$ the measureme!t< touse a ruler the e!& of the ob:ectbei!$ measure& must li!e up atthe ero mar o! the ruler etc8

41

42

43

117

118

119

120

121

122

123

124

125

126

44

45




ma!y forces acti!$ o! it at every mome!t< 42 forces Ia&& upJ so that the overall result

&epe!&s !ot :ust o! o!e of them but o! the combi!atio! of them< 4) a force is re7uire&

to mae a! ob:ect start or stop movi!$ or to cha!$e its spee& or &irectio! of motio! but

that !o force is !ee&e& to eep it movi!$ at the same spee&< a!& 4+ certai! properties

of ob:ects allow them to e.perie!ce forces from other ob:ects eve! whe! !ot touchi!$

them8 "t is esse!tial as a teacher to e!sure that stu&e!ts will e!$a$e i! multiple

e.perie!ces i! or&er to reco$!ie all forces acti!$ o! a! ob:ect8 (his is a! i&eal place to

&iscuss a!& offer stu&e!t e.perie!ces e.plori!$ a!& &escribi!$ cause and effect

relatio!ships a!& patterns8

(he first i&ea is that every ob:ect has ma!y forces acti!$ o! it at every mome!t

whether or !ot it is movi!$8 elpi!$ stu&e!ts reco$!ie a!& represe!t all of the multiple

forces acti!$ at the same time re7uires odeling of multiple situatio!s for both movi!$

a!& static ob:ects8 (his re7uires stu&e!ts to mae the forces visible such as frictio! or

air-resista!ce that have !o visible actio!8 (his will $o a$ai!st stu&e!ts; preco!ceptio!s

that somethi!$ or someo!e must actively create a force or be a barrier8

/!y statio!ary ob:ect either o! a surface 4e8$8 a woo& bloc o! a table or

movi!$ across a surface $e!erally e.perie!ces two types of forces 4see fi$ure 18 !e

force is perpe!&icular to the surface 4!ormal force8 (his is the force that hol&s a! ob:ect

above the surface or i! some cases allows it to si! i! somewhat as i! the case ofsomethi!$ sitti!$ o! foam8 (he other force is the $ravitatio!al force poi!ti!$ towar&s the

ce!ter of the *arth or more simply I&ow!J8 "f the ob:ect is movi!$ across a surface a!&

stops movi!$ at some poi!t a!other force is prese!t parallel to 4alo!$ the surface that

opposes a!y motio! across it8 (his is calle& a frictio! force8 "t is particularly har& for

stu&e!ts to visualie a frictio! force i! a static situatio! 4such as a! ob:ect sitti!$ o! a

slope so these i&eas must be co!!ecte& to their e.perie!ces8 For i!sta!ce you mi$ht

&iscuss with stu&e!ts how $oi!$ &ow! a co!crete sli&e with :ust your clothes o! causes

you to stic to the sli&e8 >ut if you sit o! a piece of car&boar& you are able to move

&ow! the sli&e 7uite easily8 /!other e.ample is whe! sa!&paper pushes a$ai!st woo&

to mae the woo& smooth8 avi!$ stu&e!ts a!alye forces that they ca! feel or are

aware 4the chair hol&i!$ you up the surface stoppi!$ you o! the sli&e is a! importa!t

way to help them !otice the various types of forces that repeate&ly occur i! every&ay


46

47

48

127

128

129

130

131

132

133

134

135

136

137

138

139

140

141

142

143

144

145

146

147

148

149

150

151

152

153

154

155

156

157

49

50




situatio!s8 !ce stu&e!ts lear! to reco$!ie the e.iste!ce of these forces they will

!ee& to &evelop ways of represe!ti!$ forces8 (hese represe!tatio!s shoul& reco$!ie

that each force o! a! ob:ect has both a &irectio! a!& stre!$th8

Figure $% Dia$ram of the forces acti!$ o! a woo&e! bloc resti!$ o! a table8

(he seco!& bi$ i&ea is that forces Ia&& upJ so that the overall result &epe!&s !ot

:ust o! o!e of them but o! the combi!atio! of them8 ,he! somethi!$ is !ot movi!$

this &oes !ot mea! that there are !o forces acti!$ o! it but that all the forces have

bala!ce& out so their combi!e& effect is the same as if there were !o force 4!et force

ero8 (his i&ea !ee&s to be &evelope& first with forces that are bei!$ pushe& or pulle&

i! the same 4or opposite parallel &irectio!s8 For e.ample &iscuss the forces o! a ra$

tie& to the ce!ter of a rope bei!$ pulle& har& i! opposite &irectio!s by two teams both

whe! the ra$ is hel& still by eve! pulls a!& whe! it starts to move i! o!e or the other

&irectio! 4see fi$ure 28 (he! with e.amples such as a! ob:ect hel& up by three stri!$s

at &iffere!t a!$les where stu&e!ts ca! see that these !o!-ali$!e& forces must bala!ce

out8 #tu&e!ts ca! also pre&ict a!& test how the ob:ect woul& be$i! to move if perso! cut

o!e stri!$8 (he mathematics of a&&i!$ !o!-parallel forces is !ot appropriate at this

$ra&e level8 (he $oal of the i!structio!al se$me!t is a co!ceptualiatio! of forces a!&

that they ca! bala!ce o!e-a!other out eve! whe! they are !ot all ali$!e&8

Figure -% >ala!ci!$ forces i! a tu$ of war i! a parallel frame8 4/&apte& from Ph*(

2015a


51

52

53

158

159

160

161

162

163

164

165

166

167

168

169

170

171

172

173

174

175

176

177

178

179

180

54

55




(he thir& bi$ i&ea is that it re7uires a force to mae a! ob:ect start or stop

movi!$ or to cha!$e its spee& or &irectio! of motio! but that !o force is !ee&e& to

eep it movi!$ at the same spee&8 (his is cou!ter-i!tuitive because everythi!$ that ca!

be observe& seems to stop of its ow! accor&8 #tu&e!ts may wa!t to visualie the

i!visible forces of frictio! to see why ob:ects stop movi!$8 / commo! pre-co!ceptio! is

that a force is re7uire& to eep a! ob:ect i! motio!8 "! $e!eral chil&re! thi! a movi!$

ob:ect must always have some Imotive forceJ acti!$ o! it8 (his i!structio!al se$me!t


56

57

58

181

182

183

184

185

186

187

188

189

190

59

60




be$i!s to &evelop the co!cept that a! ob:ect with !o forces 4or !o !et force o! it 4e8$8 a

rocet i! space co!ti!ues to move at a stea&y spee&8 Part of the $oal of this portio! of

the i!structio!al se$me!t is for stu&e!ts to &evelop the habit of looi!$ for the force

causi!$ a!y cha!$e i! motio! of a! ob:ect or system8 "! &evelopi!$ this part of the

i!structio!al se$me!t it is best to wor with sli&i!$ blocs rather tha! wheele& cars

because it is easier to correctly i!terpret the role of frictio! forces8 (he a&&itio!al

comple.ity of the rotatio!al motio! of the wheels a!& the fact that the poi!t where the

wheel is touchi!$ the $rou!& is !ot movi!$ 4u!less the car is si&&i!$ is !ot

appropriate for thir& $ra&e8

(he fourth i&ea i! this i!structio!al se$me!t is that certai! properties of ob:ects

allow them to e.perie!ce forces from other ob:ects eve! whe! !ot touchi!$ them8 (he

first a!& most familiar e.ample is $ravity8 *very ob:ect e.perie!ces a force pulli!$ it

towar&s the *arth a!& the stre!$th of that force is what we call the wei$ht of the ob:ect8

"t is !ot appropriate at this $ra&e level to try to &evelop a &etaile& u!&ersta!&i!$ of the

&iffere!ce betwee! mass a!& wei$ht8 owever teachers ca! i!tro&uce the term mass

a!& the co!cept that a! ob:ect o! the moo! is pulle& towar&s the moo! by a

$ravitatio!al force that is smaller Eit wei$hs less tha! it woul& e.perie!ce o! *arth8

#tu&e!ts at this $ra&e level ca! e.plore the effects of ma$!ets o! o!e a!other8 For

e.ample stu&e!ts ca! feel the force of two ma$!ets attracti!$ each other whe!opposite ma$!etic poles are faci!$ each other8 /lso stu&e!ts ca! i!vesti$ate the

relatio!ship betwee! electric curre!ts a!& ma$!etic force by observi!$ how a! electric

curre!t movi!$ throu$h a wire behaves lie a ma$!et a!& how a ma$!et move& i! a!&

out of a coil wire $e!erates a! electric curre!t8 (his ca! be accomplishe& by e.plori!$

a!& a!alyi!$ a simple electroma$!et a! electric motor or a! electric $e!erator8

"t is !ot imme&iately i!tuitive for stu&e!ts to a!alye the phe!ome!a of forces

causi!$ motio! without &irect co!tact8 Not o!ly are the forces i!visible but the electric

curre!ts are i!visible as well8 e!ce the activities e.plore& i! this part of the

i!structio!al se$me!t re7uire some way to mae the curre!t visible 4a meter a li$ht

bulb or both8 (he i&ea that electric curre!ts are a source of ma$!etic forces a!& that a

ma$!et movi!$ i! a wire loop e.erts a force that ca! cause a! electric curre!t to flow is

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1) of 13+

61

62

63

191

192

193

194

195

196

197

198

199

200

201

202

203

204

205

206

207

208

209

210

211

212

213

214

215

216

217

218

219

220

64

65




the basic u!&ersta!&i!$ !ee&e& to a!alye how simple househol& &evices such as a!

electric &oorbell or ca!-ope!er wor8

Engineering Connection

"! or&er to tacle the type of &esi$! problem su$$este& by

the last performa!ce e.pectatio! for this i!structio!al se$me!t

stu&e!ts !ee& to u!&ersta!& how to co!struct a simple electrical

circuit with a switch a!& how to create a! electroma$!et as part of such a circuit8 (his

re7uires multiple activities with buil&i!$ a!& a!alyi!$ simple electric circuits8 For

e.ample stu&e!ts ca! be challe!$e& to &esi$! a!& buil& a circuit to tur! a!

electroma$!et o! a!& off so it ca! be use& lie a cra!eLto pic up paperclips from o!e

pile a!& &rop them i! a!other pile8 "! activities such as this the la!$ua$e of forces is

!ot emphasie& as much as usi!$ a! electric circuit to create a force to achieve some

effect8 (his reco!!ects this part of the i!structio!al se$me!t to the force-relate&

activities that prece&e& it8 (eachers ca! also a&& electrostatic forces as a further

e.ample of force at a &ista!ce but it is !ot !ecessary for the &evelopme!t of the i&eas

i! this i!structio!al se$me!t8

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1+ of 13+

66

67

68

221

222

223

224

225

226

227

228

229

230

231

232

233

234

235

236

237

238

239

69

70




(escription of Instructional Segent

"! this i!structio!al se$me!t 1 stu&e!ts e.plore the co!cept of forces o! ob:ects

as they move or are at rest8 (hey see that a! ob:ect;s

positio! is affecte& by a co!tact i!teractio! or a push

or pull frictio! or elastic a!& te!sio! forces i! matter

4e8$8 spri!$s or supporti!$ structures or ropes a!&

!o!-co!tact i!teractio! 4electrostatic a!& ma$!etic

a!& that a! ob:ect at rest has forces acti!$ o! it that

bala!ce each other8 (his is a! e.celle!t opportu!ity to

hi$hli$ht cause and effect relationships8 (his

i!structio!al se$me!t is &ivi&e& i! two parts% part 1,

0orces on 1b)ects due to ontact Interactions a!& part

2 , 0orces on 1b)ects due to 2on!ontact Interactions3

0orces on 1b)ects due to ontact Interactions

#tu&e!ts investigate a!& odel simple

systems with the $oal of &efi!i!$ a!& represe!ti!$ multiple forces that are occurri!$ at a

specific mome!t o! a particular ob:ect withi! the system8 #tu&e!ts also &iscover the

effect of a! u!bala!ce& !et force o! the ob:ect;s motio!8 #tu&e!ts shoul& also be

e!coura$e& to fi!& ways to represe!t motio! a!& &etermi!e if the motio! is cha!$i!$ or

!ot8 bservatio!s i!clu&e both static situatio!s a!& ob:ects either sli&i!$ o! a surface or

flyi!$ throu$h the air8 4Rotatio!al motio! is avoi&e& or !ot emphasie&8


(eachers mi$ht be$i! this i!structio!al se$me!t by asi!$

their stu&e!ts to ima$i!e what e!$i!eers !ee& to !ow to improve

the spee& a!& steeri!$ i! cars boats a!& airpla!es8 #tu&e!ts

shoul& be e!coura$e& to use their ow! wor&s to &iscuss the forces


*'/ *'D Co!!ectio!Duri!$ the u!it a$e-appropriate&efi!itio!s of &omai!-specificwor&s a!& importa!t aca&emicvocabulary coul& be provi&e&8"! a&&itio! a few wor&s areselecte& critical tou!&ersta!&i!$ the co!cept a!&for &eeper e.pla!atio!8 (hesewor&s ca! be further e.plai!e&usi!$ a $raphic or$a!ier suchas the Frayer o&el thati!clu&es the &efi!itio! a!&stu&e!ts shari!$ specificcharacteristics of the wor&e.amples a!& !o!-e.amples8#electe& wor&s coul& i!clu&efrictio! $ravity forcesma$!etic i!teractio!s8

71

72

73

240

241

242

243

244

245

246

247

248

249

250

251

252

253

254

255

256

257

258

259

260

261

262

263

264

265

266

267

268

269

74

75




pro&uce& by e!$i!es a!& propellers that provi&e propulsio! as well as resisti!$ forces

4lie frictio! a!& air resista!ce that are !ee&e& for steeri!$8

#i!ce vehicles i! the real worl& are complicate& e!$i!eers create simple

odels of the systems they !ee& to improve8 #tu&e!ts ca! &o this as wellinvestigating a!& odeling the system of a!y vehicle with a bloc sli&i!$ across a

variety of surfaces i!clu&i!$ some with very hi$h frictio! a!& others with much lower

frictio!8 /t first the teacher may tell the stu&e!ts to i!itiate the motio! by $ivi!$ the

bloc a 7uic push8 (he teacher ca! challe!$e the stu&e!ts to &evise a way to co!trol

the force that i!itiates the motio! a!& to &evelop a way to i!clu&e the u!see! forces o!

the bloc i! their mo&el8 (he teacher may also as the stu&e!ts to odel what forces

are acti!$ o! the bloc at the mome!t it is pushe& a!& at a later mome!t whe! it is

sli&i!$ a!& slowi!$ &ow! a!& fi!ally whe! it is sitti!$ still8 (eachers may also e!coura$e

stu&e!ts to use cause and effect stateme!ts to e.plai! their observatio!s8 *arly

stu&e!t odels may show the i!itiati!$ push as the o!ly force o! the bloc8 (eacher

7uestio!s shoul& focus o! why the motio! is &iffere!t with the same push but &iffere!t

surfaces or with &iffere!t &irectio!s for the i!itial push8 (his type of 7uestio!i!$ is

&esi$!e& to elicit from stu&e!ts the i&ea that there is a force o! the bloc &ue to frictio!

betwee! the bloc a!& the surface8 "t shoul& also elicit that the sie 4or stre!$th of this

force &epe!&s o! the !ature of the surface8 #tu&e!ts revise their odels to i!clu&e the

frictio! force at various i!sta!ts8 /$ai! teacher 7uestio!i!$ will be !ecessary to lea&

stu&e!ts to reco$!ie that there is !o pushi!$ force whe! the bloc is freely sli&i!$

forwar& o!ly a frictio! force whose effect is to slow the bloc &ow!8 (eachers may also

i!tro&uce hypothetical situatio!s such as the bloc sli&i!$ o! smooth ice or a surface

with !o frictio! at all to buil& the i&ea that if there were !o frictio! the bloc woul& :ust

eep movi!$8 (he $oal of these activities is to see that it taes a force to cha!$e a

motio! but !ot to eep it $oi!$8 (eacher 7uestio!i!$ ca! help stu&e!ts mae these

e.plicit co!!ectio!s to cause and effect.

(eachers the! i!itiate a seco!& rou!& of revisio!s to the odel to a&&ress

7uestio!s about vertical forces8 ere it is useful to a&& some activities that i!volve

&roppi!$ letti!$ the bloc fall a!& &iscussi!$ what force pulls it &ow!8 (he most &ifficult

force for stu&e!ts to see is the force from the table pushi!$ up o! the bloc8 (eachers


76

77

78

270

271

272

273

274

275

276

277

278

279

280

281

282

283

284

285

286

287

288

289

290

291

292

293

294

295

296

297

298

299

300

79

80




ca! as 7uestio!s about strate$ic hypothetical e.amples such as a chil& sta!&i!$ o! a

trampoli!e or a very heavy ob:ect breai!$ the table8 (eachers ca! use these e.amples

to help stu&e!t visualie the cou!terbala!ci!$ forces of $ravity a!& the force of the table

o! the bloc a!& i!clu&e them i! their odels for all three situatio!s8 /$ai! teachersca! use these e.perie!ces to help stu&e!ts mae e.plicit co!!ectio!s to cause and

effect relatio!ships a!& patterns8

!ce the i&ea of bala!ce& a!& u!bala!ce& forces o! a! ob:ect has bee!

&evelope& alo!$ with the i&ea that it taes a! u!bala!ce& force to cha!$e motio!

stu&e!ts ca! be ase& to investigate a!&Mor develop odels that i!clu&e forces at

particular i!sta!ts for a variety of situatio!s8 / wi&e variety of 7uestio!s ca! be ase&

such as I&hat force pushes you forward when you start to walk J r I&hat are all the

forces acting on a ladder leaning against a wall'J #ituatio!s such as a wei$ht

suspe!&e& by three rubber ba!&s at &iffere!t a!$les ca! be use& to i!itiate further

odeling a!& a!alysis of forces8

bservatio!s a!&Mor measureme!ts of a! ob:ect;s repetitive motio! 4e8$8 a

pe!&ulum a wei$ht o! a spri!$ reveals a pattern ca! be use& to pre&ict future motio!8

owever i! such a motio! the forces i!volve& are cha!$i!$ at each mome!t a!& thus

o!e must odel the system at particular mome!ts to e.ami!e the forces at that i!sta!t

a!& &iscuss how they are affecti!$ the motio! at that i!sta!t8

#tu&e!ts e.plore activities i! which they cha!$e o!e variable of the system at a

time a!& mae observatio!s8 #tu&e!ts ca! e.plore variables that ca! cause a cha!$e i!

the system such as%

1 effect of the pull 4a!$le o! a co!sta!t-wei$ht ob:ect% stu&e!ts ha!$ a wei$ht o! a

stri!$ from a fi.e& support a!& loo at what happe!s whe! the wei$ht is pulle&

further a!& further from its resti!$ positio!<

2 effect of varyi!$ the push o! ob:ects with the same wei$ht% stu&e!ts use a simple

catapult system where the ob:ect wei$ht is co!sta!t a!& they vary the amou!t

that the catapult is &raw! bac<


81

82

83

301

302

303

304

305

306

307

308

309

310

311

312

313

314

315

316

317

318

319

320

321

322

323

324

325

326

327

328

329

84

85




) effect of wei$ht of ob:ect% stu&e!ts use a pulley system to lift ob:ects of &iffere!t

wei$hts<

+ effect of i!itial push by measuri!$ the &ista!ce a! ob:ect travels a!& pre&ict a!&

investigate how it cha!$es% #tu&e!ts use a compresse& spri!$ to provi&e a

push that ca! be systematically i!crease&<

5 effect of opposi!$ forces% stu&e!ts loo at a! ob:ect at rest that is e.perie!ci!$

&iffere!t forces such as a wei$ht ha!$i!$ from a spri!$ a fla$ i! the ce!ter of a

rope pulle& by two teams etc8

Fi$ures ) + a!& 5 below i&e!tify &ia$ram represe!tatio!s of &iffere!t forces o!

ob:ects &ue to co!tact i!teractio!s8

Figure +% ultiple represe!tatio!s of ob:ect at rest showi!$ two forces acti!$ o! it% 41

force of $ravity pulli!$ &ow! 4wei$ht a!& 42 force of the surface it is resti!$ o! pushi!$

up8 (he a&&itio! of the arrows shows bala!ce of forces8 E"ma$es &raw! by #eth >ush

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1G of 13+

86

87

88

330

331

332

333

334

335

336

337

338

339

340

341

342

343

344

89

90




Figure .% #tu&e!t e.ample showi!$ forces acti!$ o! a! ob:ect as it rests o! a ha!&

4/&apte& from Cliparts 2015 Eri$i!al picture of ha!& from

http%MMcliparts8coMclipartsMGi6MGR.MGi6GR.?(8:p$ with &rawi!$ by *mma ra$so!8

Figure 0% Dia$ram of a! ob:ect bei!$ pulle& E"ma$e &raw! by #eth >ush

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1K of 13+

91

92

93

345

346

347

348

349

350

351

352

353

94

95

http://cliparts.co/cliparts/8i6/8Rx/8i68RxMKT.jpg





(eachers ca! wrap up this i!structio!al se$me!t by retur!i!$ to some of the

7uestio!s ase& at the outset about what e!$i!eers whose :ob it is to improve the

spee& a!& steeri!$ capabilities of cars boats a!& pla!es !ee& to !ow about forces8

0orces on 1b)ects 3ue to 2on!ontact Interactions

#tu&e!ts e.te!& their co!cept of forces a!& i!teractio!s throu$h i!vesti$atio!s

usi!$ electrostatic electricity a!& ma$!ets8 *lectric a!& ma$!etic forces betwee! a pair

of ob:ects &o !ot re7uire that the ob:ects be i! co!tact8 #tu&e!ts investigate

electrostatically char$e& balloo!s or ro&s acti!$ o! &iffere!t materials 4e8$8 salt pepper

or small pieces of paper8 (he sies of the forces i! each situatio! &epe!& o! the

properties of the ob:ects a!& their &ista!ces apart8 #tu&e!ts; co!struct &ia$rams to

illustrate the forces acti!$ o! each of the compo!e!ts of the system

,he! stu&e!ts e.ami!e the forces betwee! two ma$!ets they ca! vary the

&ista!ce betwee! the ma$!ets a!& their orie!tatio! relative to each other8 #tu&e!ts start

by looi!$ at the affect of a bar ma$!et o! the compass as a co!te.t for i!tro&uci!$ the

North a!& #outh poles of ma$!ets a!& the i&ea of forces acti!$ at a &ista!ce 4!o!-

co!tact forces8 (hey ca! use perma!e!t ma$!ets to e.plore how poles of ma$!ets at

varyi!$ &ista!ces i!teract with each other8 #tu&e!ts ca! investigate a!& odel the

represe!tatio! of forces from o!e ma$!et o! various small ob:ects 4both ma$!etic a!&!o!-ma$!etic as well as the forces o! a!other ma$!et i! a variety of situatio!s8

#tu&e!ts ca! use iro! fili!$s o! a sheet of paper supporte& above a stro!$ &ipole

ma$!et to map out the force patter! &ue to the ma$!et 4#ee Fi$ure 68 /$ai! teachers

coul& use these stu&e!t e.perie!ces as a! opportu!ity to hi$hli$ht the ce!tral !ature of

patterns a!& cause and effect relatio!ships8


96

97

98

354

355

356

357

358

359

360

361

362

363

364

365

366

367

368

369

370

371

372

373

374

375

376

377

378

99

100




Figure 8% "ro! fili!$s o! a sheet of paper supporte& above a stro!$ &ipole ma$!et8

Ea$!etic fiel& of a bar ma$!et fi$ure from ,iime&ia commo!s


)-P#2-+% Defi!e a simple &esi$! problem that ca! be solve& by

applyi!$ scie!tific i&eas about ma$!ets8

#cie!tific &iscoveries about the !atural worl& ca! ofte! lea&

to !ew a!& improve& tech!olo$ies which are &evelope& throu$h

the e!$i!eeri!$ &esi$! process8 "! this sce!ario the stu&e!ts will &esi$! a swi!$ usi!$

ma$!etic force8

Performa!ce (as

Desi$! a swi!$ for your play$rou!& usi!$ ma$!etic force to eep the swi!$ movi!$8


101

102

103

379

380

381

382

383

384

385

386

387

388

389

390

391

392

393

394

395

396

104

105




Snapshot Grade Three%

*robing for Students6 Initial Ideas on Static Electricity

Introduction

iss ;s thir&-$ra&e class has :ust fi!ishe& a series of lesso!s i!vesti$ati!$ thei!flue!ces of co!tact forces acti!$ o! ob:ects i! motio! a!& at rest8 #o far their

classroom e.perie!ces a!& &iscussio!s have focuse& o! co!tact forces o!ly8

(his !e.t preparatory lesso! about !o!-co!tact forces is &esi$!e& to $au$e

stu&e!t;s pre-co!ceptio!s about !o!-co!tact forces a!& i!tro&uce to them this !ew

i&ea8 (hey will ask questions to &etermi!e cause and effect relatio!ships of electric or

ma$!etic i!teractio!s betwee! two ob:ects !ot i! co!tact with each other8

iss be$i!s I everyo!e tae out your lab !oteboos because we are $oi!$

to &o a probe8 Remember with probes we wa!t you to e.plai! your thi!i!$8 " am $oi!$

to rea& you a story a!& as you to choose who you mostly a$ree with /ND you must

support you choice with evi&e!ce or e.amples from your e.perie!ces8J iss 8 rea&s

the prompt a!& she $ives her stu&e!ts a few mi!utes to respo!& to the 7uestio!s i! the

probe a!& recor& their i!itial thi!i!$ i! their !oteboos8

iss co!ti!ues INow tur! to your

thi!i!$ part!er a!& share your choice a!&

your thi!i!$888 remember to liste!

respectfully to each other eve! if you &o

!ot a$ree8 "f after your &iscussio! you wa!t

to cha!$e your choice or a&& more

evi&e!ce $o for it8J #he lets the thi!i!$

part!ers share while she wals arou!& the

room liste!i!$ to &iscussio!s a!& helpi!$

stu&e!ts to remai! o! tas8

/fter te! mi!utes of a!imate&

&iscussio! iss retur!s to the fro!t of the class I#o let;s see where we are as a

$roup8 ,he! " say you;ll put o!e fi!$er up if you a$ree most with /io a!& two


Probe: Does It Have to Touch?

Two friends are arguing about forces. They disagree about whether somethinghas to be touched in order for a force toact. This is what they say:

Akiko: “I think two things have totouch in order to have a force betweenthem.”Fern: “I don’t think two things have totouch in order to have a force betweenthem.”

Which friend do agree with most? _______________

!"#ain your thinking. $rovide e!am"#esthat su""ort your ideas about forces.

________________

111

112

113

409

410

411

412

413

414

415

416

417

418

419

420

421

422

423

424

425

426

427

428

429

430

431

432

433

434

435

436

437

438

439

114

115




fi!$ers up if you a$ree most with Fer!8 Rea&y set J (he $roup is eve!ly split8 #he

prompts stu&e!ts to fi!& a part!er that &isa$rees with them a!& repeat their thi!i!$

part!er &iscussio! remi!&i!$ them that it is o to cha!$e i&eas a!& that it is o to

&isa$ree8 /fter a!other te! mi!utes of &iscussio! iss be$i!s asi!$ stu&e!ts for their

e.amples a!& evi&e!ce a!& recor&s them o! the boar&8 #upporters of /io;s positio!

poi!te& out evi&e!ce lie Ia soccer ball wo!;t move u!less " ic itJ a!& Imy boo has to

touch the table to have the table push o! itJ8 #upporters of Fer!;s positio! poi!t out

other evi&e!ce Clara says I"f " push a ball up i! the air it is $oi!$ up but the! it will fall

&ow!8 Nothi!$ is touchi!$ it but it moves &ow!8 ,hat is that ravity or somethi!$

(he ball is!;t touchi!$ the *arthJ8 /isha also e.plai!e& e.cite&ly Ia$!ets push a!&

pull eve! whe! they &o!;t touch ob:ects8 " always play with ma$!ets a!& metal

paperclips% " mae the paperclip move o! top of my $ra!&ma itche! table movi!$ a

ma$!et below the table8 "t;s lie ma$ic8 (he ma$!et &oes !ot touch the paperclipJ8

iss the! uses her stu&e!t;s i!itial i&eas to i!tro&uce types of forces that

i!clu&e !o!-co!tact i!teractio!s8 #he will help stu&e!ts co!!ect these i&eas with those

e.plore& i! the previous i!structio!al se$me!t about co!tact forces8 iss 8 says I"!

the !e.t wees we will be lear!i!$ more about i!teractio!s such as $ravity ma$!etism

a!& static electricity8 /t the e!& you will be able to e.plai! phe!ome!a betwee! the

ma$!et a!& paperclipJ8

iss is pla!!i!$ to use this i!itial &iscussio! to &esi$! e.perie!ces that

e.plore properties of ma$!ets how to IseeJ a ma$!etic fiel& a!& map it usi!$ a

compass how &ista!ce a!& orie!tatio! affects ma$!etic forces o! ob:ects8 (hrou$hout

these activities stu&e!ts will &evelop simple &rawi!$s represe!ti!$ odels of how

ma$!ets wor a!& will pla! their ow! investigations to fi!& out about properties of

ma$!ets8

4DC" P#28/% Forces a!& otio!< )-P#2-1% Pla! a!& co!&uct a! i!vesti$atio! to provi&e

evi&e!ce of the effects of bala!ce& a!& u!bala!ce& forces o! the motio! of a! ob:ect<

)-P#2-2% ae observatio!s a!&Mor measureme!ts of a! ob:ect;s motio! to provi&e

evi&e!ce that a patter! ca! be use& to pre&ict future motio!8 #he is also pla!!i!$ to


116

117

118

440

441

442

443

444

445

446

447

448

449

450

451

452

453

454

455

456

457

458

459

460

461

462

463

464

465

466

467

468

469

119

120




assess stu&e!ts by usi!$ freely available o!li!e simulatio!

4http%MMphet8colora&o8e&uMe!Msimulatio!Mballoo!s 8

rs8 shares the ob:ectives of the s!apshot with the e&ucatio!al support

perso!!el i! the e.pa!&e& lear!i!$ pro$ram at her school a!& &iscusse& with them howthey ca! rei!force the ey co!cepts by provi&i!$ a&&itio!al opportu!ities for stu&e!ts to

e.plore a!& i!vesti$ate8

ra&e (hree "!structio!al #e$me!t 2% 'ife Cycles a!& "!herita!ce of (raits

"! "!structio!al #e$me!t 2 stu&e!ts e!$a$e i! scie!tific e.perie!ces with e.plicit

li!s to tar$ete& core i&eas scie!ce a!& e!$i!eeri!$ practices a!& crosscutti!$

co!cepts to help them a!swer 7uestio!s such as% (ow do animals5plants grow' Do

animals5plants of the same type (species) show variation?(ow are animal traits passed

to the young' &hat traits can be seen in plants' In what way can variation help or hurt

the chance of an organism surviving? Can all traits be passed to offspring? In what way

can variation help or hurt the chance of an organism surviving? Can all traits be passed

to offspring?

Grade Three , Instructional Segent -% Life Cycles and Inheritance of Traits

&hy do organisms grow and develop'

(ow do organisms vary in their traits'

(ow are traits inherited'

&hat traits influence the organism survival'

In what ways do inherited traits affect survival'

&hat characteristics do parents pass to their young'

Crosscutting concepts% +atterns, ause - ffects; Systems - System 6odelsScience and Engineering *ractices% 3eveloping and 7sing 6odels; /nalyzing and

Interpreting 3ata.


+,LS$,$ (evelop odels to describe that organiss have unique and diverse

life cycles but all have in coon birth# gro7th# reproduction# and


121

122

123

470

471

472

473

474

475

476

477

478

479

480

481

482

483

484

485

486

487

124

125

http://phet.colorado.edu/en/simulation/balloons

http://phet.colorado.edu/en/simulation/balloons




death3 EClarificatio! #tateme!t% Cha!$es or$a!isms $o throu$h &uri!$

their life form a patter!8 E /ssessment oundary: /ssessment of plant life

cycles is limited to those of flowering plants. /ssessment does not include

details of human reproduction.+,LS+,$ 'naly!e and interpret data to provide evidence that plants and anials

have traits inherited fro parents and that variation of these traits

e"ists in a group of siilar organiss3 EClarificatio! #tateme!t% Patter!s

are the similarities a!& &iffere!ces i! traits share& betwee! offspri!$ a!&

their pare!ts or amo!$ sibli!$s8 *mphasis is o! or$a!isms other tha!

huma!s8 E /ssessment oundary: /ssessment does not include genetic

mechanisms of inheritance and prediction of traits. /ssessment is limited to

non!human e%amples.

+,LS.,- 9se evidence to construct an e"planation for ho7 the variations in

characteristics aong individuals of the sae species ay provide

advantages in surviving# finding ates# and reproducing3 EClarificatio!

#tateme!t% *.amples of cause a!& effect relatio!ships coul& be pla!ts that

have lar$er thor!s tha! other pla!ts may be less liely to be eate! by

pre&ators a!& a!imals that have better camoufla$e coloratio! tha! other

a!imals may be more liely to survive a!& therefore more liely to leave

offspri!$8


'ife cycle a!& life spa! are &iffere!t8 (he life spa! is the amou!t of time betwee!

birth a!& &eath8 (he life cycle is a set of eve!ts that happe! to a! i!&ivi&ual as they

$row a!& &evelop8 Discipli!ary core i&ea )-'#1-1 i&e!tifies birth $rowth repro&uctio!

a!& &eath as the ey eve!ts of the life cycles of pla!ts a!& a!imals8 ,hile it is true that

all species of pla!ts a!& a!imals u!&er$o these eve!ts the timi!$ a!& &etails ca! be

very &iffere!t betwee! species8 ere are the life cycle sta$es for pla!ts%

ermi!atio! leaf pro&uctio! floweri!$ se!esce!ce

4birth 4$rowth 4repro&uctio! 4&eath


126

127

128

488

489

490

491

492

493

494

495

496

497

498

129

130




#ome wee&y pla!ts tae o!ly a few wees to tra!sitio! from $ermi!atio! to

floweri!$ while others lie fruit trees tae 10 years or more to be$i! repro&uctio!8 ,hy

is there such bi$ &iffere!ces i! the timi!$ of life cycle eve!ts (he a&va!ta$e for the

wee&y pla!t is that 7uic repro&uctio! allows it to colo!ie bare or &isturbe& soil before

other pla!ts 4after a fire at the e&$e of a co!structio! site etc88 For a fruit tree the lo!$

perio& of $rowth prior to floweri!$ maes it possible for the pla!t to pro&uce ma!y

offspri!$ for ma!y years8 Pla!t &eath is calle& Ise!esce!ceJ a!& typically i!volves the

yellowi!$ a!& wilti!$ of leaves8 #e!esce!ce is importa!t because see&s mature a!&

fruits ripe! &uri!$ this part of the life cycle8 ost of the calories co!sume& by people

arou!& the worl& are from see&s a!& fruits8

(wo pla!ts of the same species $row! i! &iffere!t co!&itio!s 4perhaps o!e i! a

$ree!house a!& o!e i! the fiel& will u!&er$o the same sta$es i! the same or&er but the

timi!$ ca! &iffer by mo!ths8 "! other wor&s the e!viro!me!t ca! i!flue!ce the timi!$ of

the life cycle i! pla!ts8 >y compariso! the e!viro!me!t has less i!flue!ce o! a!imal life

cycles8 For e.ample low !utritio! &iets cause the &i$estive tracts of some mammals

a!& bir&s to $row lar$er8 owever a casual observer woul& !ot &iscer! much &iffere!ce

betwee! these a!& i!&ivi&uals of the same species that have a hi$h-7uality &iet8

(he stu&y of i!herita!ce is ol&8 *ver si!ce the first pla!ts a!& a!imals were&omesticate& people have bee! stu&yi!$ i!herita!ce a!& $e!etics8 Farmers !otice&

small &iffere!ces 4variatio! betwee! i!&ivi&ual pla!ts a!& a!imals8 (hey &iscovere&

that by allowi!$ o!ly i!&ivi&uals with favorable traits to repro&uce they coul& preserve

or eve! e!ha!ce those traits i! subse7ue!t $e!eratio!s8 ver a perio& of 20000 years

selective bree&i!$ by farmers pro&uce& most of the crops we rely o! to&ay% wheat rice

cor! cabba$e a!& ma!y others8 /ll of these crops ori$i!ate& from wil& pla!ts8 f

course these early farmers coul& !ot always co!trol which traits were i!herite& a!&

they &i& !ot u!&ersta!& the mecha!ism of i!herita!ce8 Nevertheless mo&er! crops a!&

livestoc were create& by people over the ce!turies by mea!s of selective bree&i!$8

,hile it is easy to see how selective bree&i!$ by farmers ca! &ramatically cha!$e

or$a!isms it is importa!t to remember that the same process of cha!$e happe!s i!

!ature8 "! !ature or$a!isms compete for limite& resources 4su!li$ht !utrie!ts water


131

132

133

499

500

501

502

503

504

505

506

507

508

509

510

511

512

513

514

515

516

517

518

519

520

521

522

523

524

525

526

527

528

529

134

135




prey shelter etc8 but the competitio! is !ot fair8 #mall variatio! betwee! or$a!isms

allows some to compete more successfully a!& improve their cha!ces of repro&uci!$8

(he offspri!$ of these successful i!&ivi&uals ofte! share the attributes that ma&e the

pare!ts successful thus i!creasi!$ their ow! cha!ce of success8

(escription of the Instructional Segent

"! this i!structio!al se$me!t 'ife #tyles a!& "!herita!ce of (raits stu&e!ts

investigate that pla!ts a!& a!imals have u!i7ue a!& &iverse life cycles8 (he

characteristic structures fu!ctio!s a!& behaviors of or$a!isms cha!$e i! pre&ictable

ways as they pro$ress from birth to ol& a$e8 #tu&e!ts are e.pecte& to &evelop a!

u!&ersta!&i!$ of the similarities a!& &iffere!ces of or$a!isms; life cycles a!& that

repro&uctio! is esse!tial to the co!ti!ue& e.iste!ce of every i!& of or$a!ism8 (he

se$me!t is &ivi&e& i!to three parts% Part 1, Comparative 'ife Cycles< Part 2- "!heriti!$

(raits% / Chip off the >loc a!& Part )- ariatio!s withi! #pecies% #urvival of the Fittest

omparative 8ife ycles

!e way to help stu&e!ts e!$a$e with this material is to have them observe

classroom or$a!isms with i!teresti!$ life cycles8 #ome or$a!isms i!clu&e the hor!worm

46andaluca se%ta a! i!sect with a complete life cycle 4from e$$ to larva to pupa to

a&ult or milwee& bu$s 41ncopeltus fasciatus a! i!sect with a! i!complete life cycle

4from e$$ to !ymph to a&ult8 ther classroom or$a!isms are crayfish pai!te& la&ies

fro$s a!& classroom pla!ts8 #tu&e!ts be$i! to develop odels of u!i7ue a!& &iverse

life cycles a!& share their ow! u!&ersta!&i!$8 'ivi!$ or$a!isms have structures for

livi!$ a!& movi!$ as well as i!teractio! with their e!viro!me!t8 Pla!ts a!& a!imals ept

i! the classroom provi&e a close a!& perso!al e.perie!ce for the stu&e!ts8 #tu&e!ts

ca! also recor& every&ay observatio!s a!& compariso!s i! a livi!$ e!viro!me!t lie a

school $ar&e! or a7uarium8

/s a! e.te!sio! of their observatio!s a!& compariso!s stu&e!ts ca! co!&uct a!

investigation o! a life cycle of a particular or$a!ism i! a! e!viro!me!t8 #tu&e!ts ca!

recall e.perie!ces or $ather i!formatio! from pri!te& a!& &i$ital sources8 ,ith the latter

approach the teacher ca! &ivi&e the stu&e!ts i!to $roups a!& $ive them a te.t about a


136

137

138

530

531

532

533

534

535

536

537

538

539

540

541

542

543

544

545

546

547

548

549

550

551

552

553

554

555

556

557

558

559

560

139

140




floweri!$ pla!t 4e8$8 peas pumpi! ora!$e tree etc8 or a!imal 4e8$8 bir& horse fro$

moth butterfly etc88 Bsi!$ i!formatio! $ai!e&

from the illustratio!s 4e8$8 photo$raphs a!& the

te.t stu&e!ts a!swer 7uestio!s a!& refer e.plicitly

to the te.t to support their a!swers to help them

&emo!strate u!&ersta!&i!$ of the life cycle 4e8$8

where whe! why a!& how &evelopme!t occurs8

*ach $roup of stu&e!ts shoul& stu&y material

about at least o!e pla!t a!& at least o!e a!imal8

#tu&e!ts the! share their fi!&i!$s throu$h a

verbal prese!tatio! that i!clu&es &ia$rams with

&evelopme!t odels of the pla!t a!& a!imal8 "!

their prese!tatio!s stu&e!ts &escribe the

relatio!ship betwee! the &evelopme!t of the

or$a!isms usi!$ la!$ua$e that pertai!s to time

se7ue!ce a!& effect 8 >y looi!$ across life

cycles a!& compari!$ the e.amples from &iffere!t

$roups stu&e!ts lear! about commo! features

a!& pattern of &evelopme!t8 (his ca! lea& to a &iscussio! about the variability of lifecycles withi! a species a!& across species8 (his is a! e.celle!t place for teachers to

a$ai! call atte!tio! to the crosscutti!$ !ature of patterns a!& patter! reco$!itio!8 >y

the e!& of this part of the i!structio!al se$me!t stu&e!ts &emo!strate a! u!&ersta!&i!$

that pla!ts a!& a!imals have u!i7ue a!& &iverse life cycles that i!clu&e bei!$ bor!

4sprouti!$ i! pla!ts $rowi!$ &evelopi!$ i!to a&ults repro&uci!$ a!& eve!tually &yi!$8

Inheriting $raits: / hip off the lock.

#tu&e!ts wor o! activities that i!clu&e i!formatio! o! families of commo!

a!imals a!& pla!ts prese!te& i! pictures 4e8$8 appeara!ce of multiple i!&ivi&uals a!&

i! tables or $raphs 4e8$8 hei$ht of see&li!$s at a $ive! a$e8 (hey ca! start by looi!$

at o!e or two features that are the same or &iffere!t i! the family8 #tu&e!ts ca! observe

that families of $ui!ea pi$s have coats with &iffere!t colors a!& patter!s< that &o$ or cat


*'/M*'D Co!!ectio!(he verbal i!formatio!alprese!tatio!s ca! be i! the

format of a !ews show whichca! be recor&e& or vi&eotape&8(he class ca! be &ivi&e& i!topairs or tria&s o!e stu&e!t isthe i!terviewer who i!terviewsthe other stu&e!t4s who taeo! the perso!a of the pla!t ora!imal8 (he roles of eachstu&e!t ca! be rotate& so alle.perie!ce asi!$ 7uestio!s aswell as a!sweri!$ them8 (he

7uestio!s are &esi$!e& to&emo!strate a! u!&ersta!&i!$of the life cycle 4e8$8 wherewhe! why a!& how&evelopme!t occurs8 (he !ewsreport ca! be supporte& usi!$&ia$rams or illustratio!s eithercreate& by the stu&e!ts or from&i$ital resources8

141

142

143

561

562

563

564

565

566

567

568

569

570

571

572

573

574

575

576

577

578

579

580

581

582

583

584

585

586

587

588

589

590

591

144

145




families vary i! the shape a!& sie of ears< a!& the variatio! of color o! maie samples

4cor! o! the cob by looi!$ at the !umber of er!els a!& color8 (hese activities $ive

stu&e!ts the opportu!ity to loo at i!herita!ce of traits with a! emphasis o! or$a!isms

other tha! huma!s8 (his ca! provi&e a! opportu!ity to hi$hli$ht cause and effect i! a

life scie!ce co!te.t8 #tu&e!ts a!alye a!& report o! the variatio! of these traits i! the

or$a!ism stu&ie& &isti!$uishi!$ patterns of similarities a!& &iffere!ces i! the traits

share& betwee! offspri!$ a!& their pare!ts or amo!$ sibli!$s8 #tu&e!ts shoul& loo at

e.amples of at least o!e a!imal a!& o!e pla!t8

#tu&e!ts i! thir& $ra&e ac7uire a! u!&ersta!&i!$ that or$a!isms have &iffere!t

i!herite& traits8 ffspri!$ ac7uire a mi. of traits from their biolo$ical pare!ts8 Differe!t

or$a!isms vary i! how they loo a!& fu!ctio! because they have &iffere!t i!herite&

i!formatio!8 "! each i!& of or$a!ism there is variatio! i! the traits themselves a!&

&iffere!t i!&s of or$a!isms may have &iffere!t versio!s of the trait8 (eachers must

reco$!ie a!& be se!sitive to the fact that ma!y of their stu&e!ts may !ot live with both

biolo$ical pare!ts or may !ot eve! !ow who both biolo$ical pare!ts are8 ,hile o!ly the

biolo$ical pare!ts co!tribute physical traits to a chil& the a&ults who chose to be part of

that chil&;s life will heavily i!flue!ce that chil&;s perso!ality a!& &ispositio!s8

9ariations within Species: Survival of the 0ittest.

(hir& $ra&e stu&e!ts co!struct a! ar$ume!t usi!$ evidence o! how the

variatio!s i! characteristics amo!$ i!&ivi&uals of the same species may provi&e

a&va!ta$es i! survivi!$ fi!&i!$ mates a!& repro&uci!$8 r$a!isms have &iffere!ces

&epe!&i!$ o! where they $row or the foo& they co!sume8 (his causes or$a!isms that

are relate& to e!& up looi!$ or behavi!$ &iffere!tly8 /!imals e!$a$e i! behaviors that

i!crease their cha!ces for repro&uctio! a!& over $e!eratio!s pla!ts may &evelop

specialie& structures a!&Mor &epe!& o! a!imal behavior to accomplish repro&uctio!8

#tu&e!ts e!$a$e i! activities that show how a selective factor 4e8$8 foo& supply

pre&atio! huma!s &etermi!es the survival of species8 #tu&e!ts e.plore o!e species at

a time a!& the lifetime of o!e $e!eratio!8 For e.ample stu&e!ts mi$ht co!&uct a I>attle

of the >eaJ activity mimici!$ &iffere!t beas o! a type of bir& 4e8$8 fi!ches8(hey will

lear! about the a&aptive a&va!ta$e base& o! bea fu!ctio! by simulati!$ bir&s

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e )0 of 13+

146

147

148

592

593

594

595

596

597

598

599

600

601

602

603

604

605

606

607

608

609

610

611

612

613

614

615

616

617

618

619

620

621

622

149

150




competi!$ for various foo&s 4selective force8 (eachers !ee& to emphasie that eve!

while this activity may be e.a$$erati!$ some features< it is a simulatio! of the same

species8 (his is a!other opportu!ity to hi$hli$ht the crosscutti!$ co!cept of cause and

effect relatio!ships a!& of system models8 #tu&e!ts be$i! to mae the li! that a

particular feature ca! be a! a&va!ta$e8 ver time a!& ma!y $e!eratio!s these

a&va!ta$es may pro&uce the &iffere!ces i! these species that we see to&ay8 (eachers

ca! provi&e stu&e!ts with te.ts 4R"8)82 + to i!vesti$ate how a!imals that have better

camoufla$e coloratio! tha! other a!imals may be more liely to survive a!& therefore

more liely to pro&uce offspri!$8 For e.ample albi!ism i! rabbits may be a

&isa&va!ta$e whe! livi!$ i! a forest but a! asset i! the artic8 ther e.amples i!clu&e

polar a!& brow! bears; survival i! &iffere!t e!viro!me!ts8 (here are ma!y e.amples of

Ievolutio! i! actio!J such as liar&-lie si!s $ra&ually losi!$ their le$s over ma!y

$e!eratio!s as their habitat became &rier a!& sa!&ier 4presumably bei!$ s!ae-lie

provi&es a&va!ta$es i! &ry sa!&y e!viro!me!ts8 *.amples of cause and effect

relatio!ships o! survival ca! be hi$hli$hte& a!& e.plore& for e.ample with pla!ts that

have lar$er flowers tha! other pla!ts may be more &esirable for cultivatio! 4selective

force% huma!s8 #tu&e!ts support their fi!&i!$s referri!$ e.plicitly to the te.t as the

basis for the a!swers8 #tu&e!ts &evelop the i&ea that Ifit!essJ is !ot a! absolute 7uality

but rather it is &efi!e& with respect to survival i! a particular e!viro!me!t8 Some insects

increase their chance of survival through social behavior in which all individuals

contribute but only a few reproduce.#tu&e!ts; e.ploratio!s lea& to e.amples of

patterns cause and effect a!& tra!sitio! to system and system models8

ra&e (hree "!structio!al #e$me!t )% *cosytems a!& "!ter&epe!&e!ce

"! this i!structio!al se$me!t stu&e!ts focus o! how the e!viro!me!t a!&

or$a!isms are li!e& to$ether a!& how the or$a!isms i! the e!viro!me!t have cha!$e&

over time usi!$ evi&e!ce that we have from the prese!t a!& the past8 #tu&e!ts e!$a$e

i! scie!tific e.perie!ces with e.plicit li!s to tar$ete& core i&eas scie!ce a!&

e!$i!eeri!$ practices a!& crosscutti!$ co!cepts to help them a!swer 7uestio!s such

as% (ow do changes in the environment affect living organisms' &hat do fossils tell us


151

152

153

623

624

625

626

627

628

629

630

631

632

633

634

635

636

637

638

639

640

641

642

643

644

645

646

647

648

649

650

651

652

154

155




about an environment in the past' (ow can organisms interact in groups to benefit

individuals' &hat happens to a plant or animal as the environment changes'

Grade Three,Instructional Segent +% Ecosystes and Interdependence (ow does the environment affect living organisms'

(ow are plants, animals and environments of the past similar or different from current

plants, animals and environments'

&hat do the characteristics of e%tinct animals tell us about environment in the past'

(ow do organisms interact in groups to benefit individuals'

&hat happens to organisms when the environment changes'

Crosscutting concepts% ause - ffect; Scale, +roportion - uantity; Systems -

System 6odelsScience and Engineering *ractices% /nalyzing and Interpreting 3ata; ngaging in

/rgument from vidence.


+,LS+,- 9se evidence to support the e"planation that traits can be influenced

by the environent3 EClarificatio! #tateme!t% *.amples of the

e!viro!me!t affecti!$ a trait coul& i!clu&e !ormally tall pla!ts $row! with

i!sufficie!t water are stu!te& a!& a pet &o$ that is $ive! too much foo& a!&

little e.ercise may become overwei$ht8+,LS.,+ Construct an arguent 7ith evidence that in a particular habitat soe

organiss can survive 7ell# soe survive less 7ell# and soe cannot

survive at all3 EClarificatio! #tateme!t% *.amples of evi&e!ce coul& i!clu&e

!ee&s a!& characteristics of the or$a!isms a!& habitats i!volve&8 (he

or$a!isms a!& their habitat mae up a system i! which the parts &epe!& o!

each other8

),LS.,$ 'naly!e and interpret data fro fossils to provide evidence of the

organis and the environents in 7hich they lived long ago3

EClarificatio! #tateme!t% *.amples of &ata coul& i!clu&e type sie a!&

&istributio!s of fossil or$a!isms8 *.amples of fossils a!& e!viro!me!ts

coul& i!clu&e mari!e fossils fou!& o! &ry la!& tropical pla!t fossils fou!& i!

/rctic areas a!& fossils of e.ti!ct or$a!isms8 E /ssessment oundary:


156

157

158

653

654

655

159

160




/ssessment does not include identification of specific fossils or present

plants and animals. /ssessment is limited to ma)or fossil types and relative

ages.

+,LS-,$ Construct an arguent that soe anials for groups that helpebers survive3 E(his performa!ce e.pectatio! &oes !ot have a


+,LS.,. 4ake a clai about the erit of a solution to a proble caused 7hen

the environent changes and the types of plants and anials that live

there ay change3/

EClarificatio! #tateme!t% *.amples of e!viro!me!tal cha!$es coul& i!clu&e

cha!$es i! la!& characteristics water &istributio! temperature foo& a!&

other or$a!isms8 E /ssessment oundary: /ssessment is limited to a single

environmental change. /ssessment does not include the greenhouse effect

or climate change.

+,0,ETS$,$3 (efine a siple design proble reflecting a need or a

7ant that includes specified criteria for success and constraints on

aterials# tie# or cost3 E(his performa!ce e.pectatio! &oes !ot have a


+,0,ETS$,-3 Generate and copare ultiple possible solutions to a


constraints of the proble3 E(his performa!ce e.pectatio! &oes !ot have

a clarificatio! stateme!t or a! assessme!t bou!&ary8


co!te!t with e!$i!eeri!$ throu$h a scie!ce a!& e!$i!eeri!$ practice or &iscipli!ary

core i&ea8


From the previous i!structio!al se$me!t it mi$ht be easy to come away with the

i&ea that the appeara!ce health a!& behavior of a! or$a!ism are e!tirely a fu!ctio! of

$e!es a!& i!herita!ce8 >ut of course the e!viro!me!t plays a ma:or role i! &etermi!i!$

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e )) of 13+

161

162

163

656

657

658

659

660

164

165




a! or$a!ism;s characteristics8 Pla!ts are especially respo!sive to the e!viro!me!t8 (his

maes se!se si!ce u!lie a!imals pla!ts ca!!ot move to fi!& water or escape a!

attac8 Pla!ts are literally rooted i! o!e place8 (hus they have to cha!$e the shape of

their bo&ies to respo!& to co!&itio!s8 #ome pla!ts have &efe!se mecha!isms to help

e!sure their survival8 #ee&li!$s $row! i! the sha&e must $row very tall to reach the

li$ht8 "f you have ever $row! pla!ts o! a classroom wi!&owsill where li$ht te!&s to be

poor you mi$ht have see! these tall spi!&ly see&li!$s8 ,he! a! i!sect attacs a pla!t

the pla!t may pro&uce chemicals throu$hout its bo&y parts that mae it taste ba& a!&

help repel further attacs8 The differences in leaf size are adaptations that have evolved

to help plants maximize photosynthesis and save water. Plants take up water from the

soil and most of that water travels up the plant to the leaves and then is lost to the air.

Larger leaves lose water faster. In environments where there is plenty of water, leaves

can be large to provide maximum surface area for photosynthesis. In dry environments,

leaves tend to be small to limit water loss. The needles of pine trees are thought to have

evolved both as a way to save water and help the leaves survive cold temperatures.

(he e!viro!me!t also i!flue!ces a!imals8 #i! ta!s i! respo!se to ultraviolet

li$ht e.posure8 /s salmo! swim from the ocea! to freshwater their $ills cha!$e8 !e ofthe most importa!t co!cepts i! biolo$y is that cha!$es i! respo!se to the e!viro!me!t

4Iac7uire& traitsJ are !ot passe& o! to offspri!$8 !ly traits e!co&e& i! $e!es are

passe& o! to offspri!$8 "t is i!teresti!$ to !ote that &iscoveries about $e!es i! the last

&eca&e have be$u! to challe!$e this co!cept8 (he !ew scie!ce of epigenetics

e.ami!es how the e!viro!me!t ca! i!&uce cha!$es to the $e!es of or$a!ism that i!

some cases have bee! show! to be i!herite& from o!e $e!eratio! to the !e.t8

(here are limits to the effect of the e!viro!me!t o! or$a!isms8 For e.ample a!

a!imal $row! i! low-li$ht co!&itio!s will !ot &evelop e.tra eyes to help it see i! the &ar8

#ome cha!$es that may seem to be i!&uce& by the e!viro!me!t are actually a result of

$e!etics8 For e.ample a!imals that live i! s!owy places $row white fur i! the wi!ter

a!& brow! fur i! the summer for camoufla$e8 (his cha!$e is N( i!&uce& by the

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e )+ of 13+

166

167

168

661

662

663

664

665

666

667

668

669

670

671

672

673

674

675

676

677

678

679

680

681

682

683

684

685

686

687

688

169

170




e!viro!me!t but is a $e!etic a&aptatio! that evolve& because it helps the a!imals

survive8

Chil&hoo& obesity a ma:or co!cer! to&ay is a! e.te!sio! of this topic 4a!& coul&

be a topic for a classroom i!ter&iscipli!ary &iscussio! of health a!& scie!ce8 besity is

typically a result of both $e!etics a!& e!viro!me!t8 i$h-calorie a!& hi$h-su$ar &iets

have the pote!tial to lea& to wei$ht $ai! a!& obesity8 owever some chil&re! &ue to

$e!etics will $ai! wei$ht more rea&ily a!& have a $reater cha!ce to &evelop obesity

tha! peers8

Discipli!ary core i&ea )-'#+-+ is closely relate& to )-'#+-2 a!& sets the sta$e for

u!&ersta!&i!$ the co!cept of !atural selectio!8 "! almost every ecosystem we !ow of

more pla!ts a!& a!imals are bor! tha! ca! ultimately survive8 'imitatio!s o! e!er$y

4foo& or li$ht a!& space 4i!clu&i!$ water !utrie!ts a!& shelter mea!s that pla!ts a!&

a!imals must compete to survive a!& repro&uce8 >ut !o two or$a!isms 4eve! of the

same species are e.actly alie8 ariatio! betwee! or$a!isms is create& by small

&iffere!ces i! $e!es8 (hese small &iffere!ces tip the scales i! favor of o!e or$a!ism or

a!other allowi!$ that successful or$a!ism to survive a!& repro&uce passi!$ o! its

traits o!to the !e.t $e!eratio!8

(his core i&ea focuses o! co!structi!$ a! arguent based on evidence8 "!

every ecosystem arou!& the worl& scie!tists are tryi!$ to fi!& evi&e!ce that supporte!viro!me!tal i!flue!ces8 (here are ma!y factors to co!si&er livi!$ a!& !o!-livi!$ that

&etermi!e the !umber of species a!& the !umber of i!&ivi&uals that ca! survive i! a!y

$ive! ecosystem8 B!&ersta!&i!$ ecosystem &y!amics helps us pre&ict how species

ca! be affecte& by !atural a!& huma!-ma&e cha!$es to a! area8 Cha!$es ca! be

physical 4&rou$ht &estructio! of the habitat lie roa& co!structio! or housi!$

&evelopme!ts etc8 or biolo$ical 4i!tro&uctio! of a !ew species rei!tro&uctio! of

pre&ators etc88

Fossils of hu$e &ra$o!flies 4with bo&ies as lo!$ as your arm have bee!

&iscovere& which &ate bac millio!s of years to appro.imately whe! the &i!osaurs were

alive8 (o&ay we u!&ersta!& how i!sects tae i! o.y$e! a!& $et ri& of carbo! &io.i&e

&uri!$ respiratio!8 (he i!sect respiratio! system especially the ability to &eliver o.y$e!

to muscles is a ma:or factor that limits how bi$ a! i!sect ca! $et8 Rather tha! havi!$ a


171

172

173

689

690

691

692

693

694

695

696

697

698

699

700

701

702

703

704

705

706

707

708

709

710

711

712

713

714

715

716

717

718

719

174

175




series of bloo& vessels to carry o.y$e! the o.y$e! :ust &iffuses throu$h the i!sect;s

tissues i! what is referre& to as a! Iope!J circulatory system8 ,e !ow !ow that the

$ia!t i!sects of the past evolve& &uri!$ a perio& whe! o.y$e! levels i! the atmosphere

were hi$her tha! to&ay;s level8 /s o.y$e! levels &roppe& to curre!t levels the lar$est

i!sects became e.ti!ct a!& smaller species persiste&8

(escription of the Instructional Segent

(his i!structio!al se$me!t o! ecosystems

a!& i!ter&epe!&e!ce is &ivi&e& i!to four parts% Part

1, *ffects of the *!viro!me!t o! r$a!isms< Part 2,

*vi&e!ce of Past r$a!isms a!& *!viro!me!ts%

Fossils< Part )- Cha!$es to the *cosystem a!&

*ffects< a!& Part +- roup >ehaviors

ffects of the nvironment on 1rganisms

#tu&e!ts start by looi!$ at samples of local a!imals a!&Mor pla!ts a!& &escribe

their observe& features8 (hey propose i&eas of local areas where they came from8

*!$a$e the stu&e!ts by asi!$ I&here else can we find these organisms today'

#tu&e!ts the! e.plore usi!$ &i$ital me&ia that simulates curre!t e!viro!me!ts a!&or$a!isms8 #tu&e!ts match or$a!isms with e!viro!me!ts a!& i!&icate what

e!viro!me!tal features help these or$a!isms a&apt well there8 (his is a! opportu!ity to

hi$hli$ht the crosscutti!$ !ature of cause and effect relatio!ships8 *!viro!me!ts may

i!clu&e% tropical rai!forests salt marshes &eserts prairies a!& arctic8 "t woul& be

helpful to provi&e realia i! the classroom setti!$ a!& pictures of the &iffere!t types of

e!viro!me!ts8 r$a!isms may i!clu&e e.amples of various pla!ts a!& a!imals such as

i!sects amphibia!s reptiles bir&s a!& mammals8 (his helps stu&e!ts start to loo for

evi&e!ce that i! a particular habitat some or$a!isms ca! survive well some survive less

well a!& some ca!!ot survive at all3 #tu&e!ts coul& &o a matchi!$ $ame with a part!er

a!& have them e.plai! what type of or$a!ism live i! what type of e!viro!me!t8 (his

matchi!$ $ame coul& also provi&e photos of or$a!isms that live i! various

e!viro!me!ts to reiterate the fact that there are possibly more tha! o!e correct a!swer8


*'/ *'D Co!!ectio!(he /chieve the Core ,eb sitehas a li! to a collectio! ofscie!ce te.ts with te.t-&epe!&e!t 7uestio!s that coul&be use& as rea&i!$ materialsseehttp%MMwww8rea&wor&s8or$Mspotli

$ht-o!-scie!ce95208 Possiblerelate& te.ts i!clu&e I! #hayrou!&J I>ac from the >ri!JI>lue >loo&s of the #eaJ a!&Coral Reef oes Di$ital8J

176

177

178

720

721

722

723

724

725

726

727

728

729

730

731

732

733

734

735

736

737

738

739

740

741

742

743

744

745

746

747

748

749

750

179

180

http://www.readwords.org/spotlight-on-science#520







(he ey to this activity is !ot if the a!swer is ri$ht or wro!$ but for the stu&e!ts to

e!$a$e i! ar$ume!ts from the evi&e!ce i! the photos8

/ closer loo at a! e!viro!me!t ca! help stu&e!ts classify livi!$ a!& !o!-livi!$

factors that affect survival8 (he or$a!isms a!& their habitat mae up a system i! which

the parts &epe!& o! each other8 (he livi!$ factors i!clu&e a!imals pla!ts a!& mol&s8

(he !o!-livi!$ factors i!clu&e soil temperature water a!& li$ht8 / classroom terrarium

or fish ta! coul& help stu&e!ts investigate these factors a!& odel how to measure

cha!$es over time8

(he e!viro!me!t also affects the probability of survival of traits i! a populatio!

a!& the way i!&ivi&ual or$a!isms $row a!& &evelop8 #ome pla!t a!& a!imal

characteristics result from i!&ivi&uals; i!teractio!s with the e!viro!me!t which ca!

ra!$e from amou!t of water to &iet to lear!e& behaviors8 #tu&e!ts loo at o!e type of

or$a!ism a!& feature 4for e.ample a willow tree a!& its hei$ht a!& search for

i!formatio! o! how the same tree ca! be smaller closer to the artic tha! the e7uator

4reaso!s% less li$ht a!& poor soil8 Competitio! for the same resources i! a!

e!viro!me!t 4e8$8 foo& space or shelter may favor a &omi!a!t a!imal while other

factors 4e8$8 other competitors pre&ators or &isease may !ot8 Pla!ts rely mostly o!

!o!-livi!$ e!viro!me!tal factors 4e8$8 soil temperature water li$ht a!& sometimes

livi!$ or$a!isms 4&ispersio! of see&s8 Differe!t pla!t features are a&apte& to &iffere!te!viro!me!ts 4e8$8 shape a!& type of leaves of &esert pla!ts &iffer from those of river

valley pla!ts8 #ome or$a!isms &epe!& o! each other for survival 4e8$8 clow!fish a!&

sea a!emo!e acacia a!& a!ts or i!sects a!& flowers8 (hese e.perie!ces hi$hli$ht the

importa!ce of cause and effect i! u!&ersta!&i!$ how the e!viro!me!t impacts

or$a!isms8

(hir& $ra&ers are e.pecte& to &evelop a! u!&ersta!&i!$ of the i&ea that whe!

the e!viro!me!t cha!$es some or$a!isms survive a!& repro&uce some move to !ew

locatio!s or some &ie8 *.amples of evi&e!ce coul& i!clu&e !ee&s a!& characteristics of

the or$a!isms a!& habitats i!volve&8 For e.ample amphibia!s woul& !ee& a moist

e!viro!me!t8 /mphibia!s start their life cycle i! water with $ills a!& as they a$e they

&evelop lu!$s allowi!$ them to survive o! la!&8

When scientists look at plant leaves, they notice some common patterns in plant


181

182

183

751

752

753

754

755

756

757

758

759

760

761

762

763

764

765

766

767

768

769

770

771

772

773

774

775

776

777

778

779

780

781

184

185




leaf shape and size that are related to the physical environment. Desert plants have

smaller leaves, while rain forest plants can host leaves bigger than a child. Forests in

some areas have trees with broad leaves that fall off in the winter, while trees in other

areas have thin needles. Why? At the third grade, students should be able to recognize

the patterns and begin toask questions about why they have developed.

vidence of past organisms and environments: fossils

Fossils are evidence of ancient life existence and they are found in layers of rock.

Fossils preserve the shape of a part of an ancient organism’s body that lived (or died) in

this exact spot. From the previous instructional segment, students know that the shape

and size of different parts of an organism can depend upon the environmental

conditions. Even if the organism is long extinct and we cannot find it on Earth today, it

may show evidence of the same adaptations of modern plants or animals. When

students observe a fossil at one location that looks very different from the organisms

that live in that spot today, they know that the environment must have changed since the

ancient organism was alive (3-LS4-1).

An urban example of a fossil is where imprints of a leaf or footprints of a dog are

trapped in the concrete. If available, investigate using examples of imprints left in

concrete surrounding the school, a local fossil, or pictures of imprints and derive from

evidence (i.e., type of animal or plant it was) and what the local community may have

been like. In this case, you will probably determine that the environment has not

changed much since the sidewalk concrete dried because dogs still roam the

neighborhood and the same tree may still be growing beside the sidewalk. In California,

scientists have discovered some fossils that are very different from the organisms that

live here today. (Here is a set of images of fossils:

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e )G of 13+

186

187

188

782

783

784

785

786

787

788

789

790

791

792

793

794

795

796

797

798

799

800

801

802

803

804

805

806

189

190




http://education.usgs.gov/lessons/schoolyard/fossils.html). For example, the fossils of

giant sea creatures are found in the hills and mountains around California, telling us that

these pieces of land were once under water (e.g., a Plesiosaur fossil found near Fresno)

The UC Museum of Paleontology (http://ucmpdb.berkeley.edu/) provides a

searchable database of fossils found in California counties.ther o!li!e resources

i!clu&e%

• http%MMwww8fossilmuseum8!etM*&ucatio!8htm

• http%MMwww8scie!cei&s8co8!MpicturesM&i!osaursMbo!es8html

#tu&e!ts ca! also cast fossils or ha!&le fossil mo&els to help them &isti!$uish

some features8

hanges to the cosystem and ffects

>y this time thir& $ra&ers will have e.ami!e& how the e!viro!me!t ca! effect a!

or$a!ism a!& the rich history fossils provi&e8 (here are two mai! co!cepts that are the

fou!&atio! for this !e.t sectio!% e!viro!me!tal co!&itio!s ca! effect the shape a!& sie

of or$a!isms a!& fossils are a recor& of or$a!isms that !o lo!$er e.ist but &emo!strate

the possible a&aptatio!s of mo&er! pla!ts or a!imals8 (he !e.t co!cept stu&e!t will

e.ami!e is what happe!s whe! there are cha!$es to the ecosystem8

(o support the stu&e!ts i! pla!!i!$ a!& carryi!$ out i!vesti$atio!s base& o! this

this 7uestio! of what happe!s whe! there are cha!$es to the ecosystem8 #tu&e!ts ca!

visit a local $ar&e! school-yar& or tae a fiel& trip to a! a7uatic e!viro!me!t 4stream

lae river or beach8 (hey ca! loo at the eleme!ts prese!t i! it a!& try to a!swer

7uestio!s such as% &here is the water coming from' &hat kind of plants live there'

&here are man!made additions' &hat are elements native to the systems' #tu&e!tsshare their !otes a!& place eleme!ts i!to a chart with ma!-ma&e or !atural eleme!ts8

#tu&e!ts the! rea& i!formatio!al te.ts a!& $ather evi&e!ce about how a !atural habitat

has cha!$e& as a result of o!e or more huma! activities 4R"8)81< ,8)838 (his is a!

importa!t scie!ce a!& e!$i!eeri!$ practice for this i!structio!al se$me!t% analy!ing

and interpreting data8 (hrou$h a teacher le& class &iscussio! stu&e!ts i&e!tify the

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e )K of 13+

191

192

193

807

808

809

810

811

812

813

814

815

816

817

818

819

820

821

822

823

824

825

826

827

828

829

830

831

832

833

834

835

194

195

http://education.usgs.gov/lessons/schoolyard/fossils.html

http://ucmpdb.berkeley.edu/

http://www.fossilmuseum.net/Education.htm

http://www.sciencekids.co.nz/pictures/dinosaurs/bones.html

http://education.usgs.gov/lessons/schoolyard/fossils.html

http://ucmpdb.berkeley.edu/

http://www.fossilmuseum.net/Education.htm

http://www.sciencekids.co.nz/pictures/dinosaurs/bones.html




types of e!viro!me!tal cha!$es that are &escribe& i! the te.t such as cha!$es i! la!&

characteristics water &istributio! temperature soil a!& pla!t a!& a!imal life8 (his

helps them &etermi!e the mai! i&ea of the te.tLhuma! activities have resulte& i!

cha!$es to the !atural habitat8 #tu&e!ts select o!e of the &escribe& e!viro!me!tal

cha!$es a!& mae a list of the series of eve!ts they thi! mi$ht have cause& these

cha!$es usi!$ la!$ua$e that pertai!s to time se7ue!ce a!& cause and effect

4R"8)8)88

(he teacher taes the class outsi&e of the buil&i!$ to loo for e!viro!me!tal

cha!$es o! campus i! a !earby par at a !ature ce!ter or i! the local !ei$hborhoo&8

"! these areas stu&e!ts mi$ht fi!& places where pla!ts have bee! remove& a!&

replace& by paveme!t or bare patches of &irt soil has bee! &isturbe& as the result of

erosio! by water or litter has bee! pile& up8 #tu&e!ts $e!erate measureme!t &ata by

measuri!$ &isturbe& a!& u!&isturbe& areas usi!$ rulers8 (hey also mae a simple map

of the area they stu&ie& showi!$ the sies of &iffere!t &isturbe& areas8 "f it is !ot

possible to tae stu&e!ts outsi&e the teacher ca! show them before a!& after

photo$raphs of !atural habitats where huma!s have &isturbe& the area8 "t may be

!ecessary to help stu&e!ts i&e!tify comparable areas that show reco$!iable

e!viro!me!tal cha!$es8 For e.ample compari!$ a pave& play$rou!& a!& a !earby

$rassy or woo&e& area woul& allow them to observe cha!$es i! la!& characteristics orpla!t a!& a!imal life8

(his i!structio!al se$me!t is a particularly $oo& opportu!ity for helpi!$ stu&e!ts

&evelop u!&ersta!&i!$s of the crosscutti!$ co!cepts cause and effect a!& systems

and system models8 #pecifically a! i!formative rea&i!$ about e!viro!me!tal cha!$es

such as those that have tae! place i! Califor!ia;s coastal wetla!&s $ives teachers a!

opportu!ity to lea& focuse& &iscussio!s with stu&e!ts about the cha!$es that occur as a

result of huma! activities a!& the causes a!& effects of those e!viro!me!tal cha!$es8

(hrou$h these activities stu&e!ts ca! co!ti!ue &evelopi!$ their u!&ersta!&i!$ of

Califor!ia;s *!viro!me!tal Pri!ciples a!& Co!cepts8 "! particular this i!structio!al

se$me!t $ives them a! opportu!ity to i!vesti$ate e.amples relate& to Pri!ciple "" a!&

&iscover that% &irect a!& i!&irect cha!$es to !atural systems &ue to the $rowth of

huma! populatio!s a!& their co!sumptio! rates< metho&s use& to e.tract harvest

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e +0 of 13+

196

197

198

836

837

838

839

840

841

842

843

844

845

846

847

848

849

850

851

852

853

854

855

856

857

858

859

860

861

862

863

864

865

866

199

200




tra!sport a!& co!sume !atural resources< a!& the e.pa!sio! a!& operatio! of huma!

commu!ities i!flue!ce the $eo$raphic e.te!t compositio! biolo$ical &iversity a!&

viability of !atural systems8

(he followi!$ vi$!ette is a! e.ample of how teachi!$ a!& lear!i!$ focuse& o!

the &iscipli!ary core i&eas '#+8C /&aptatio! a!& '#+8D >io&iversity a!& uma!s a!&

P*s )-'#+-)A+ >iolo$ical *volutio!% B!ity a!& Diversity mi$ht loo i! a thir&-$ra&e

classroom8


201

202

203

867

868

869

870

871

872

873

204

205




Grade Three :ignetteLiving Things in Changing Environents

Introduction

(he vi$!ette prese!ts a! e.ample of how teachi!$ a!& lear!i!$ may loo i! a

thir&-$ra&e classroom whe! the / 24SS are impleme!te&8 (he purpose is to illustrate

how a teacher e!$a$es stu&e!ts i! three-&ime!sio!al lear!i!$ by provi&i!$ them with

e.perie!ces a!& opportu!ities to &evelop a!& use the scie!ce a!& e!$i!eeri!$

practices a!& the crosscutti!$ co!cepts to u!&ersta!& the &iscipli!ary core i&eas

associate& with the topic i! the i!structio!al se$me!t8

"t is importa!t to !ote that the vi$!ette focuses o! o!ly a limite& !umber of

performa!ce e.pectatio!s8 "t shoul& !ot be viewe& as showi!$ all i!structio! !ecessary

to prepare stu&e!ts to fully achieve these performa!ce e.pectatio!s or complete the

i!structio!al se$me!t8 Neither &oes it i!&icate that the performa!ce e.pectatio!s shoul&

be tau$ht o!e at a time8

(he vi$!ette uses specific classroom co!te.ts a!& themes but it is !ot mea!t to

imply that this is the o!ly way or the best way i! which stu&e!ts are able to achieve the

i!&icate& performa!ce e.pectatio!s8 Rather the vi$!ette hi$hli$hts e.amples of

teachi!$ strate$ies or$a!iatio! of the lesso! structure a!& possible stu&e!ts;respo!ses8 /lso scie!ce i!structio! shoul& tae i!to accou!t that stu&e!t

u!&ersta!&i!$ buil&s over time a!& that some topics or i&eas re7uire activati!$ prior

!owle&$e a!& e.te!& that !owle&$e by revisiti!$ it throu$hout the course of a year8

(ays $,. ; <rganiss &esponding to Environental Change8

s8 Q &eci&es to use several eleme!ts of the Califor!ia **" u!it 8iving $hings in

hanging nvironments as the fou!&atio! for part three of her *cosystems a!&

"!ter&epe!&e!ce u!it8 #he uses the first two chapters of the levele& rea&er Sweetwater

6arsh 2ational &ildlife <efuge to i!tro&uce stu&e!ts to the marsh a!& the pla!ts a!&

a!imals that live there as a! e.ample of where huma!s have cha!$e& the habitat8 For

e.ample%


206

207

208

874

875

876

877

878

879

880

881

882

883

884

885

886

887

888

889

890

891

892

893

894

895

896

897

898

899

900

901

902

903

904

209

210




I>el&i!$;s sava!!ah sparrows are e!&a!$ere& i! Califor!ia8 (hey use

piclewee& a!& other pla!ts to mae their !ests8 Putti!$ their !ests i! tall thic

piclewee& eeps the e$$s safe from water eve! at hi$h ti&e8J

I>el&i!$;s sava!!ah sparrows &epe!& o! the salt marsh as their habitat8 ,here

buil&i!$s roa&s or levees have replace& piclewee& these sparrows have fewer

places to !est8 (he more people a!& pets that &isturb their habitat the fewer pairs

will buil& !ests8J

/fter rea&i!$ Sweetwater 6arsh 2ational &ildlife <efuge stu&e!ts &iscusse& the

&iffere!t species that live i! this #outher! Califor!ia salt marsh habitat8 >ase& o! the

i!formatio! they $athere& from the rea&i!$ the class ma&e a mural with IbeforeJ a!&

IafterJ sectio!s where some stu&e!ts &rew the ori$i!al habitat a!& others showe& the

habitat after huma! activity8 (he stu&e!ts; &rawi!$s also showe& pla!ts a!& a!imals

specifically illustrati!$ some of the or$a!isms; !ee&s a!& a&aptatio!s for e.ample the

pla!ts were bir&s !este&8 (hey also illustrate& some of the cha!$es for e.ample the

a&&itio! of buil&i!$s roa&s a!& levees a!& cha!$es to the amou!t of piclewee& at the

marsh8 (his rea&i!$ a!& mural were the basis for a &iscussio! of how or$a!isms

respo!& to &iffere!t e!viro!me!tal cha!$es a!& i!tro&uce& stu&e!ts to the i&ea thatcha!$es to a! ecosystem ca! si$!ifica!tly affect the pla!ts a!& a!imals that live there8

"! or&er to rei!force the crosscutti!$ co!cept about systems and system

models s8 Q remi!&s the stu&e!ts that ecosystems are a! e.ample of a system8 #he

ass them to i&e!tify the salt marsh ecosystem compo!e!ts o! their mural8 #everal

stu&e!ts also poi!t out the bir&s !esti!$ i! the pla!ts as a! e.ample of a! i!teractio!

amo!$ the compo!e!ts of the ecosystem8

/fter completi!$ their mural s8 Q ase& the stu&e!ts several 7uestio!s about

the marsh its pla!ts a!& a!imals a!& how the habitat mi$ht cha!$e if more huma!-

activity occurs there8 #he focuses the stu&e!ts o! e!viro!me!tal cha!$es by asi!$

stu&e!ts to pre&ict a!swers to 7uestio!s lie I,hich pla!ts or a!imals will be affecte& if

the water becomes saltierJ a!& I"f the water i! all of the #a! Die$o >ay becomes

mu&&ier what mi$ht happe!J 4*el$rass coul& &isappear from the area8 (he stu&e!ts

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e +) of 13+

211

212

213

905

906

907

908

909

910

911

912

913

914

915

916

917

918

919

920

921

922

923

924

925

926

927

928

929

930

931

932

933

934

935

214

215




mae brief !otes about the cha!$es &iscusse& &uri!$ the class meeti!$ a!& base& o!

their !otes a!& the &iscussio! stu&e!ts i&e!tify the mai! i&ea of the rea&erLhuma!

activities have resulte& i! cha!$es to the !atural habitat8

/s a formative assessme!t s8 Q &istributes a set of /ltering the Salt 6arsh

car&s to $roups of stu&e!ts a!& ass them to fi!& the car& that starts with IPower pla!ts

mae the temperature of the waterJ #he the! has the $roups &iscuss the effects of

power pla!ts o! the temperature of water8 s8 Q i!vites a stu&e!t volu!teer to share

their $roups a!swer to the 7uestio! Iow &o power pla!ts affect the temperature of

waterJ

/fter &iscussi!$ the other e!viro!me!tal cha!$es &escribe& o! the /ltering the

Salt 6arsh car&s s8 Q creates a class list of the e!viro!me!tal cha!$es o! the

whiteboar&8 (his list &escribes the cha!$es that have occurre& at #weetwater arsh

i!clu&i!$ cha!$es to the la!& from &re&$i!$ a!& buil&i!$ of &ams cha!$es to the

temperature a!& sali!ity of the water8 "t also &escribes the resulti!$ cha!$es to the

ma!y pla!ts a!& a!imals that live there such as piclewee& a!& the e!&a!$ere& li$ht-

foote& clapper rail Califor!ia least ter! a!& ,ester! s!owy plover8 #he the! ass the

stu&e!ts to mae a list of the series of eve!ts they thi! mi$ht have cause& these

e!viro!me!tal cha!$es8 Fi!ally she ass the chil&re! to re-e!$i!eer the solutio!s8 (he

chil&re! $e!erate more e!viro!me!tally frie!&ly solutio!s while co!si&eri!$ what thetech!olo$ies !ee& to &o 4criteria a!& reaso!able assumptio!s about co!strai!ts such

as available time materials a!& mo!ey8

(ay 0 ; Surviving in a Changing Environent8

(he &ay after the classroom a!alysis of e!viro!me!tal cha!$es at #weetwater

arsh s8 Q too her stu&e!ts o! a fiel& trip to visit the campus a!& local

!ei$hborhoo&8 4Note% "! preparatio! for this activity s8 Q i&e!tifie& three IcomparableJ

areas !ear the school where her stu&e!ts coul& see pla!ts a!& a!imals a!& observe

the effects of huma! activities8 >efore $oi!$ outsi&e s8 Q e.plai!e& to the stu&e!ts

that they woul& be $oi!$ o! the local fiel& trip to mae observatio!s a!& collect

evi&e!ce about e!viro!me!tal cha!$es o! campus a!& i! the local !ei$hborhoo&8

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e ++ of 13+

216

217

218

936

937

938

939

940

941

942

943

944

945

946

947

948

949

950

951

952

953

954

955

956

957

958

959

960

961

962

963

964

965

219

220




!e of the thi!$s that the stu&e!ts observe& was that there were o!ly a few

pla!ts a!& a!imals o! their school $rou!&s8 s8 Q ha& the stu&e!ts mae !otes about

their observatio!s i! their scie!ce :our!als8 (he class the! be$a! wali!$ &ow! the

street mai!$ observatio!s a!& tai!$ !otes as they we!t by the houses a!& apartme!t

buil&i!$s i! the !ei$hborhoo&8 (hey soo! observe& that some areas ha& $ree! spaces

with &iffere!t i!&s of pla!ts a!& a!imals a!& saw ma!y bir&s sitti!$ o! the bra!ches of

the bushes a!& s7uirrels ru!!i!$ throu$h the yar&s8 (he last place they visite& was a

local par where they saw eve! more pla!ts a!& a!imals8

/s they wale& bac to the school a!& the! i!to their classroom s8 Q $ui&e& a

stu&e!t &iscussio! of similarities a!& &iffere!ces amo!$ the areas they visite& &uri!$

their Ifiel& trip8J #he ma&e a four-colum! list o! the boar& labele& IPlaceJ IDescriptio!

of /reaJ IPla!ts ,e #awJ a!& I/!imals ,e #aw8J ,ith their &ata recor&e& s8 Q

ase& the stu&e!ts to co!tribute to a list of the &iffere!ces i! the pla!ts a!imals a!&

IhabitatJ amo!$ the campus !ei$hborhoo& a!& par8 (he class the! be$a! a teacher-

$ui&e& &iscussio! to analy!e the &ata a!& what mi$ht have cause& these &iffere!ces

a!& the stu&e!ts i&e!tifie& a variety of huma! activities such as removi!$ trees

mai!$ streets pavi!$ the campus a!& buil&i!$ houses8 !ce they complete& their list

she ase& the stu&e!ts to i&e!tify the evidence they saw &uri!$ their fiel& trip that i! a

particular habitat some or$a!isms ca! survive well some survive less well a!& someca!!ot survive at all8 s8 Q recor&e& the stu&e!ts; evidence o! the boar&8

(ays 8,= ; Solving an Environental *roble8

(his fiel& trip $ave s8 Q a! opportu!ity to call stu&e!ts; atte!tio! to the

crosscutti!$ co!cept relate& to cause and effect 8 #he also lea&s the stu&e!ts throu$h

a &iscussio! about Califor!ia;s *!viro!me!tal Pri!ciples a!& Co!cepts specifically

Pri!ciple "" Co!cept c Ithe e.pa!sio! a!& operatio! of huma! commu!ities i!flue!ce the

$eo$raphic e.te!t compositio! biolo$ical &iversity a!& viability of !atural systems8J

s8 Q calle& the stu&e!ts; atte!tio! to the class list of the e!viro!me!tal cha!$es

that have occurre& at #weetwater arsh8 (hey the! rea& IRestori!$ the arshJ the

thir& chapter of the rea&er to lear! about some of the solutio!s to the problems cause&

by the e!viro!me!tal cha!$es that occurre& at #weetwater arsh8 ,he! they


221

222

223

966

967

968

969

970

971

972

973

974

975

976

977

978

979

980

981

982

983

984

985

986

987

988

989

990

991

992

993

994

995

996

224

225




complete& their rea&i!$ s8 Q le& a &iscussio! that ha& the stu&e!ts i&e!tify the

solutio!s to the e!viro!me!tal cha!$es &iscusse& i! the te.t a!& mae claims about the

merits of the &iffere!t solutio!s to use as evidence i! their ar$ume!ts8

>ase& o! what they &iscusse& about the &esi$! solutio!s use& at #weetwater

arsh the teacher ase& stu&e!ts to select o!e of the e!viro!me!tal cha!$es they

observe& &uri!$ their fiel& trip8 (he stu&e!ts were most i!tereste& i! what they

observe& o! campus very few pla!ts a!& a!imals8 (herefore s8 Q i!structe& them to

write a brief i!formative te.t that identified this proble a!& &escribe& possible

solutions mai!$ claims about the merits of their i!&ivi&ual i&eas8 #tu&e!ts ma&e brief

prese!tatio!s about their i&eas a!& argued for their propose& solutio!s8 /s a class

they &eci&e& that they wa!te& to impleme!t a pla! to mae a small $ar&e! of !ative

pla!ts i! a! ope! area of the play$rou!&8 ,ori!$ i! teams of three stu&e!ts create&

a!& prese!te& alter!ative &esi$!s for their !ative pla!t $ar&e!s8 /s a whole class they

chose the three &esi$!s they lie& most8 'ater i! the wee they we!t out o!to the

campus a!& use& their rulers to measure the possible $ar&e! plots8 (hey retur!e& to

the classroom a!& s8 Q i!structe& them how to use the measureme!ts they ha& ma&e

to rei!force what they ha& lear!e& about area a!& perimeter &uri!$ their rece!t math

lesso!s8

#o that they coul& co!ti!ue pla!!i!$ their $ar&e!s a!& refi!i!$ their &esi$!sstu&e!ts we!t to the "!ter!et to research i!formatio! about establishi!$ a !ative pla!t

$ar&e! i!clu&i!$ the cost of the pla!ts soil a!& other supplies8 ,ith this i!formatio!

available s8 Q help them estimate the !umber of pla!ts they woul& !ee& a!& calculate

the cost of each of the &esi$!s they were compari!$8 >ase& o! their calculatio!s a!&

the amou!t of mo!ey that s8 Q ha& i! her $ar&e! fu!& the stu&e!ts refi!e& their

&esi$!s to fit the space a!& bu&$et they ha& available8 (he stu&e!ts i!vite& their

pri!cipal to visit the classroom a!& prese!te& their i&eas about creati!$ a !ative pla!t

$ar&e! o! campus8 #he was so impresse& with their wor that she $ave them

permissio! to buil& the $ar&e!8


226

227

228

997

998

999

1000

1001

1002

1003

1004

1005

1006

1007

1008

1009

1010

1011

1012

1013

1014

1015

1016

1017

1018

1019

1020

1021

1022

1023

1024

229

230




*erforance E"pectations

+,LS.,+ 1iological Evolution% 9nity and (iversityonstruct an argument with evidence that in a particular habitat some organisms cansurvive well, some survive less well, and some cannot survive at all.

+,LS.,. 1iological Evolution% 9nity and (iversity6ake a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Science and engineeringpractices

(isciplinary core ideas Cross cutting concepts

'naly!ing andInterpreting (ata

/nalyze and interpret datato make sense of

phenomena using logicalreasoning.

ConstructingE"planations and(esigning Solutions7se evidence "e.g.,observations, patterns# toconstruct an e%planation.

Engaging in 'rguentfro Evidenceonstruct an argumentwith evidence.6ake a claim about themerit of a solution to a

problem by citing relevantevidence about how itmeets the criteria andconstraints of the problem.

LS.3C 'daptation0or any particularenvironment, some kinds oforganisms survive well,

some survive less well, andsome cannot survive at all.

LS.3( 1iodiversity and)uans

+opulations live in a varietyof habitats, and change inthose habitats affects theorganisms living there.

Cause and Effectause and effectrelationships are routinelyidentified and used to

e%plain change.

Systes and Syste4odels

/ system can be describedin terms of its componentsand their interactions.

California6s Environental *rinciples and Concepts

*rinciple II% $he long!term functioning and health of terrestrial, freshwater, coastaland marine ecosystems are influenced by their relationships with human societies.

Concept a3 3irect and indirect changes to natural systems due to the growth ofhuman populations and their consumption rates influence the geographic e%tent,composition, biological diversity, and viability of natural systems.Concept b3 6ethods used to e%tract, harvest, transport and consume naturalresources influence the geographic e%tent, composition, biological diversity, and


231

232

233

234

235

236




viability of natural systems.Concept c3 $he e%pansion and operation of human communities influences thegeographic e%tent, composition, biological diversity, and viability of natural systems.

Connections to the C' CCSS for EL'5Literacy% &I3+3$# &I3+3-# &I3+3+# W3+3-# W3+3+

Connections to the C' CCSS4% 4*30# 4*38

:ignette (ebrief

(he / 24SS re7uire that stu&e!ts e!$a$e i! scie!ce a!& e!$i!eeri!$

practices to &evelop &eeper u!&ersta!&i!$ of the &iscipli!ary core i&eas a!&

crosscutti!$ co!cepts8 (he lesso!s $ive stu&e!ts multiple opportu!ities to e!$a$e with

the core i&eas i! life scie!ces 4biolo$ical evolutio! a!& e!viro!me!tal cha!$es

helpi!$ them to move towar&s mastery of the three compo!e!ts &escribe& i! the /

24SS performa!ce e.pectatio!8

"! this vi$!ette the teacher selecte& two performa!ce e.pectatio!s but i! the

lesso!s &escribe& above she o!ly e!$a$e& stu&e!ts i! selecte& portio!s of these P*s8

Full mastery of these P*s will be achieve& throu$hout subse7ue!t i!structio!al

se$me!ts8

#tu&e!ts were e!$a$e& i! a !umber of scie!ce practices with a focus o!

analy!ing and interpreting data constructing e"planations and designing

solutions a!& engaging in arguent fro evidence8

>ase& o! their firstha!& observatio!s i! the local area they &iscovere& the

types of pla!ts a!& a!imals that live& !ear the school collecte& evi&e!ce about

e!viro!me!tal cha!$es a!& the effects of those cha!$es o! or$a!isms8 avi!$

&evelope& their basic !owle&$e about e!viro!me!tal cha!$es a!& their effects o!

pla!ts a!& a!imals stu&e!ts i&e!tifie& a! e!viro!me!tal cha!$e they wa!te& to

i!vesti$ate further8 (his ultimately le& them to &esi$! propose a!& compare several

possible solutio!s to what they ha& observe&8

(he fiel& trip a!& subse7ue!t class &iscussio!s provi&e& a co!te.t withi! which

the stu&e!ts coul& be$i! frami!$ their &evelopi!$ !owle&$e about compo!e!ts a!&

i!teractio!s i! !atural systems a!& how what they observe& relate& to Califor!ia

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e +G of 13+

237

238

239

1025

1026

1027

1028

1029

1030

1031

1032

1033

1034

1035

1036

1037

1038

1039

1040

1041

1042

1043

1044

1045

1046

1047

1048

1049

240

243

244




*!viro!me!tal Pri!ciple "" Co!cept c re$ar&i!$ how Ithe e.pa!sio! a!& operatio! of

huma! commu!ities i!flue!ces the $eo$raphic e.te!t compositio! biolo$ical &iversity

a!& viability of !atural systems8J "! a&&itio! these e.perie!ces offere& a! opportu!ity

for stu&e!ts to be$i! &evelopi!$ their u!&ersta!&i!$ of the crosscutti!$ co!cept of

cause and effect 8

CCSS Connections to English Language 'rts and 4atheatics

#tu&e!ts use& the te.t i! Sweetwater 6arsh 2ational &ildlife <efuge as the

basis for &escribi!$ the relatio!ships betwee! a series of historical eve!ts scie!tific

i&eas a!& co!cepts associate& with the effects of huma! activities o! the pla!ts a!&

a!imals that live i! the marsh8 (hey the! i&e!tifie& the mai! i&eas withi! the rea&er

base& o! their !otes a!& 7uestio!s a!& a!swers &uri!$ a class &iscussio!8 (hese

activities correspo!& to the / SS for 8/58iteracy Rea&i!$ "!formatio!al (e.t

#ta!&ar& ) 4R"8)81 R"8)82 R"8)8)8 "! a&&itio! they rei!force& their writi!$ sills by tai!$

brief !otes from pri!t sources a!& writi!$ a! i!formative te.t that i&e!tifie& problems i! the

marsh a!& possible solutio!s correspo!&i!$ to ,riti!$ #ta!&ar& ) 4,8)82 ,8)8)8

,hile &evelopi!$ the &esi$!s for their !ative pla!t $ar&e!s stu&e!ts were

challe!$e& to use rulers to measure possible $ar&e! plots with precisio! applyi!$ the

C/ CC## #ta!&ar&s for athematical Practice 5 a!& 6 4P85 P868 (hey alsocalculate& the costs of the alter!ative &esi$!s a!& use& this i!formatio! a!& other

co!si&eratio!s to refi!e their &esi$!s to fit the available space a!& bu&$et8

/&&itio!ally this activity rei!forces what stu&e!ts ha& lear!e& about area a!& perimeter

&uri!$ previous lesso!s8

4*30 Bse appropriate tools strate$ically84*38 /tte!& to precisio!8

&esources for the :ignette

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e +K of 13+

245

246

247

1050

1051

1052

1053

1054

1055

1056

1057

1058

1059

1060

1061

1062

1063

1064

1065

1066

1067

1068

1069

1070

1071

1072

1073

1074

1075

1076

1077

1078

1079

248

251

252




• Califor!ia *&ucatio! a!& the *!viro!me!t "!itiative8 20118 8iving $hings in

hanging nvironments. #acrame!to% ffice of *&ucatio! a!& the *!viro!me!t8

4roup ehaviors and cosystems

&hy do bees form a hive' (ow do penguins keep their eggs from freezing

#tu&e!ts i! thir& $ra&e collect observatio!al &ata o! how or$a!isms i!teract i! $roups

to be!efit i!&ivi&uals withi! the $roup8 #cie!ce e.perie!ces for thir& $ra&ers ca! i!clu&e

activities a!& $ames where teams complete tass that hi$hli$ht the pote!tial i!&ivi&ual

be!efits of cooperative behavior8 *.amples of a!imals i! the wil& such as $roups of

pe!$ui!s i! the artic ebras i! /frica schools of fish 4see fi$ure 3 or mi$rati!$ bir&s

&emo!strate $roup behaviors that be!efit $roup i!ter&epe!&e!ce8 roup behaviors are

fou!& i! or$a!isms ra!$i!$ from u!icellular mol&s to a!ts to primates i!clu&i!$

huma!s8 a!y species with a stro!$ &rive for social affiliatio! live i! $roups forme&

base& o! $e!etic relate&!ess physical pro.imity or other reco$!itio! mecha!isms

4which may be species specific8 roup behavior ca! i!crease the cha!ces of survival

for i!&ivi&uals a!& their relatives8 ,hile some $roups are stable over lo!$ perio&s of

time others are flui& with members movi!$ i! a!& out8 roups cha!$e over time for

e.ample they may brea up if their sie or operatio! becomes cou!terpro&uctive if

&omi!a!t members lose their place or if other ey members are remove& from the

$roup8 roup i!ter&epe!&e!ce is so stro!$ a trait that a!imals that usually live i! $roups

suffer behaviorally as well as physiolo$ically whe! reare& i! isolatio! eve! if all of their

physical !ee&s are met8


253

254

255

1080

1081

1082

1083

1084

1085

1086

1087

1088

1089

1090

1091

1092

1093

1094

1095

1096

1097

1098

1099

1100

1101

256

259

260




Figure =% #ome a!imals lie fish may school or form a$$re$atio!s for ma!y reaso!s

i!clu&i!$ fora$i!$ repro&uctio! a!& &efe!se from pre&ators8 4>oatt Press 2015

,hile e.ami!i!$ $roup behaviors of a!imals stu&e!ts ca! e.plore computer

simulatio!s8 (his provi&es a $oo& opportu!ity to have stu&e!ts i!vesti$ate odels of a

phe!ome!a with computer simulatio!s to help stu&e!ts visualie a system that shows

$roup behaviors i! ecosystems8 Crai$ Rey!ol&s 41KG3 publishe& a paper where he

e.plore& computer simulatio!s of flocs her&s a!& schools8 e was able to create a

computer simulatio!8 (his computer mo&el e.ami!e& a!imal motio! such as bir& flocs

a!& fish schools 4fi$ure G88 /!other $oo& e.ample is the a!ts a!& pheromo!es

simulatio! from Net'o$o 4Fi$ure K below8 Net'o$o is a multi-a$e!t pro$rammable

mo&eli!$ e!viro!me!t use& by te!s of thousa!&s of stu&e!ts teachers a!&

researchers worl&wi&e a!& fou!& at https%MMccl8!orthwester!8e&uM!etlo$oM 8


261

262

263

1102

1103

1104

1105

1106

1107

1108

1109

1110

1111

1112

1113

1114

1115

1116

264

267

268

https://ccl.northwestern.edu/netlogo/





Figure >% (his is a &epictio! of the simulate& bir&-oi& ob:ect 4>"D floc avoi&i!$

cyli!&rical obstacles 41KG6

Figure ?% "! this Net'o$o a!ts computer simulatio! a!ts 4re& leave a trail of

pheromo!es 4white that helps other a!ts fi!& foo& 4blue arou!& their !est 4purple8

(his is a mo&el of biolo$ical phe!ome!a that helps stu&e!ts co!struct e.pla!atio!s

usi!$ a mo&el8 4Net'o$o 2015


269

270

271

1117

1118

1119

1120

1121

1122

1123

1124

1125

1126

1127

272

275

276




ra&e (hree = "!structio!al #e$me!t +% ,eather Climate a!& "mpacts

Students experience weather every day of their life and have a large body of prior

knowledge even in the early elementary grades. They can often describe the weather at

different times of year and in different parts of the world using rich descriptions, but this

instructional segment will push them to describing these conditions using numbers

(scale, proportion, and quantity).

Grade Three,Instructional Segent .% Weather# Cliate and Ipacts

&hat is typical weather in different parts of the world'

&hat is typical weather in different times of the year'

&hat weather patterns are common for different seasons'

(ow can the impact of weather!related hazards be reduced'*

Crosscutting concepts% +atterns, ause - ffects

Science and Engineering *ractices% /nalyzing and Interpreting 3ata; 1btaining and

valuating and ommunicating Information.


+,ESS-,$ &epresent data in tables and graphical displays to describe typical

7eather conditions during a particular season3 EClarificatio! #tateme!t%*.amples of &ata coul& i!clu&e avera$e temperature precipitatio! a!& wi!&

&irectio!8 E /ssessment oundary: /ssessment of graphical displays is limited

to pictographs and bar graphs. /ssessment does not include climate change.

+,ESS-,- <btain and cobine inforation to describe cliates in different

regions of the 7orld3

E(his performa!ce e.pectatio! &oes !ot have a clarificatio! stateme!t or a!

assessme!t bou!&ary8

+, ESS+,$ 4ake a clai about the erit of a design solution that reduces the

ipacts of a 7eather,related ha!ard3 HEClarificatio! #tateme!t% *.amples of

&esi$! solutio!s to weather-relate& haar&s coul& i!clu&e barriers to preve!t


277

278

279

1128

1129

1130

1131

1132

1133

1134

1135

280

283

284




floo&i!$ wi!& resista!t roofs a!& li$ht!i!$ ro&s8

+,0,ETS,$ (efine a siple design proble reflecting a need or a 7ant that

includes specified criteria for success and constraints on aterials# tie#

or cost3



+,0,ETS,- Generate and copare ultiple possible solutions to a proble based

on ho7 7ell each is likely to eet the criteria and constraints of the

proble3



*$he performance e%pectations marked with an asterisk integrate traditional science content

with engineering through a science and engineering practice or disciplinary core idea.


"! this i!structio!al se$me!t stu&e!ts a!alye a!& i!terpret &ata to &escribe

typical weather co!&itio!s e.pecte& &uri!$ a particular seaso! a!& i! &iffere!t re$io!s

of the worl&8 >y applyi!$ their u!&ersta!&i!$ of weather-relate& haar&s stu&e!ts are

able to ar$ue from evi&e!ce about the merit of a &esi$! solutio! that re&uces theimpacts of such haar&s8 #tu&e!ts are asking questions lie% &hat is typical weather

in my local region' (ow does it compare to other areas of alifornia' 3oes it change

during the year' &hat weather patterns are common for different seasons' &hat

weather!related hazards are in my region' (ow can we reduce weather!related

hazards'

(hrou$h e.ploratio! of multiple e.amples stu&e!ts &evelop a! u!&ersta!&i!$ of

the &isti!ctio! betwee! weather a!& climate8 ,eather which varies from &ay to &ay a!&

seaso!ally throu$hout the year is the co!&itio! of the atmosphere at a $ive! place a!&

time8Even though the weather changes all the time, there are certain weather patterns

that repeat each year at each spot on Earth. For example, it almost never snows in San


285

286

287

1136

1137

1138

1139

1140

1141

1142

1143

1144

1145

1146

1147

1148

1149

1150

1151

288

291

292




Francisco or Los Angeles, but it does snow every year in the mountains near Lake

Tahoe or Big Bear, a short drive from those cities. Snow only comes during the winter

season in California’s mountains, but other places on Earth like Antarctica receive snow

year-round.Climate is lo!$er term a!& locatio! se!sitive< it is the ra!$e of a re$io!;s

weather over o!e year or ma!y years8 >ecause it &epe!&s o! latitu&e a!& $eo$raphy

climate varies from place to place8 ,eather a!& climate are shape& by comple.

i!teractio!s i!volvi!$ su!li$ht the ocea! the atmosphere ice la!&forms a!& livi!$

thi!$s8 (hese i!teractio!s ca! &rive cha!$es that occur over multiple time scalesLfrom

hours &ays wees a!& mo!ths for weather to years &eca&es ce!turies a!& beyo!&

for climate8


As part of this instructional segment on

weather, climate and impacts, students can collect

weather data such as temperature, precipitation,

humidity, barometric pressure, and wind direction

at their school site over the course of a season

from publically available sources (e.g.

http://www.weather.gov ). Alternatively, under the

SEP ofasking questions and defining

problems: (3–5-ETS1-1) Define a simple design

problem that can be solved through the

development of an object, tool, process, or system

and includes several criteria for success and constraints on materials, time, or cost. (3–

5-ETS1-1) as an engineering extension, students could design and build a weather


*'/ *'D Co!!ectio!For a&&itio!al bac$rou!&i!formatio! from &iffere!tsources stu&e!ts ca!i!vesti$ate the Climate ?i&sN/#/;s *ye o! the *arth ,ebsite at

http%MMclimatei&s8!asa8$ovMclimate-cha!$e-mea!i!$M thata&&resses weather a!& climateissues8 #tu&e!ts ca! alsocompare importa!t poi!ts a!&&etails from &iffere!ti!formatio!al te.ts such aslimates by (heresa /lberti$he 6agic School us and thelimate hallenge by Qoa!!aCole a!& limate 6aps by "a!

F8 aha!ey8

293

294

295

1152

1153

1154

1155

1156

1157

1158

1159

1160

1161

1162

1163

1164

1165

1166

1167

1168

1169

1170

1171

1172

1173

1174

1175

1176

296

299

300

http://www.weather.gov/

http://climatekids.nasa.gov/climate-change-meaning/




http://www.weather.gov/




station to collect weather data about their school site (an example of a publically

available lesson plan offered by NOAA is available at:

http://oceanservice.noaa.gov/education/for_fun/BuildyourownWeatherStation.pdf).

Weather data is an excellent platform to have students look for patterns and make

cause and effect arguments. Further, it provides ample opportunity for students to

obtain, evaluate, and communicate information through graphic displays, including

pictographs and bar graphs.

Moving beyond their school site, student can make further use of publicly

available sources to plan and carry out investigations based on a region of the world

and presents the same types of data. Students can present their findings to the group

with a culminating activity including collecting and sharing students’ work across a

variety of regional climates to generate a global picture of the variety of climates thus

supporting the SEP ofobtaining, evaluating, and communicating information.

From instructional segment 2, students

know that the physical environment plays a major

role in determining the types of plants and animals

that live in a region, and climate is an excellent

example of such a physical factor. As students

study major climate zones, they can relate them to

the types of plant life that thrives in different parts

of the world (analyzing and interpreting data).

Students might notice important patterns such as

the banding of specific biomes at different latitudes and differences between the biomes


ath Co!!ectio!easure effects of e!viro!me!t

o! the $rowth of see&li!$s8• *ffects of &rou$ht

• #oil vs8 hy&ropo!ics

• /mou!t of su!li$ht hours

per &ay

#tu&e!ts woul& mae &ailyobservatio!s of each pla!recor&i!$ hei$ht measureme!t

!umber of leaves color setchor hoto etc8

301

302

303

1177

1178

1179

1180

1181

1182

1183

1184

1185

1186

1187

1188

1189

1190

1191

1192

1193

1194

1195

1196

1197

1198

1199

304

307

308

http://oceanservice.noaa.gov/education/for_fun/BuildyourownWeatherStation.pdf

http://oceanservice.noaa.gov/education/for_fun/BuildyourownWeatherStation.pdf




along the coast versus the interior of some continents (including distinct bands along the

coast). Each of these patterns is evidence of specific phenomenon that students will

explore in middle school and they will be able toconstruct explanations based on

what evidence they collected (MS-ESS2-6).

(heCA NGSS emphasize students’ ability to describe the differences between

the climate characteristics of the different climate zones. However, it does not require

that students know or recognize the names of any of Earth’s biomes. A focus on such

terminology could distract from the real goal of honing students' ability to make

observations, recognize patterns in those observations,ask questions about what

might becausing them, and thenengage in arguments from evidence.

Engineering Connection:

/ variety of haar&s results from !atural weather

processes 4e8$8 floo&s coastal erosio! &rou$hts wi!&

precipitatio! or s!ow8 uma!s ca!!ot elimi!ate !atural haar&s

but ca! tae steps to re&uce their impacts8 (o rei!force this

co!cept teachers ca! as stu&e!ts to &esi$! houses that ca! re&uce the impact of

&iffere!t haar&ous weather co!&itio!s a!& the! test their &esi$!s8 aar&ous weather

co!&itio!s for this activity i!clu&e heavy s!ow heavy rai! &rou$ht a!& hi$h wi!&8

Class activities coul& focus o! weather haar&s releva!t to the local co!&itio!s of the

re$io! !ear the school which stu&e!ts have e.perie!ce&8 #tu&e!ts; e!$i!eeri!$ &esi$!

pro:ects show possible solutio!s to a problem a!& are limite& by available materials a!&

resources 4co!strai!ts8 (he success of a &esi$!e& solutio! is &etermi!e& by

co!si&eri!$ the &esire& features of a solutio! 4criteria8 Differe!t proposals for solutio!s

are compare& o! the basis of how well each o!e meets the specifie& criteria for success

or how well each taes the co!strai!ts i!to accou!t8 4)-5-*(#1-1


309

310

311

1200

1201

1202

1203

1204

1205

1206

1207

1208

1209

1210

1211

1212

1213

1214

1215

1216

1217

1218

1219

1220

1221

1222

1223

1224

1225

312

315

316




Grade Four

#tu&e!ts i! $ra&e four co!ti!ue to buil& their !owle&$e of physical *arth a!&

life scie!ce throu$h e!$a$i!$ i! scie!tific practices a!& applyi!$ their scie!tific

!owle&$e to e!$i!eeri!$ &esi$! problems8 (he fourth $ra&e performa!ce e.pectatio!s

are or$a!ie& i!to a se7ue!ce of four i!structio!al se$me!ts that utilie ma!y scie!ce

a!& e!$i!eeri!$ practices to e.plore e!er$y a!& waves use earth scie!ce

investigations to &esi$! a solutio! to a $eo-e!$i!eeri!$ problem a!& &eeply

i!vesti$ate a!imal a!& pla!t structures a!& fu!ctio!s8 *mphasie& i! fourth $ra&e are

the crosscutti!$ co!cepts of cause and effect patterns energy and matter a!&

systems and system models8

(able 2 summaries the P*s i!clu&e& i! each i!structio!al se$me!t a!& the





the three P*s i! $ra&es three-five e!$i!eeri!$ &esi$!8 (he P*s mare& with a! asteris


core i&ea8


317

318

319

1226

1227

1228

1229

1230

1231

1232

1233

1234

1235

1236

1237

1238

1239

1240

1241

1242

1243

1244

1245

1246

320

323

324




Table -% Instructional Segents in Grade Four

G&'(E F<9&

I n s t r u c t i o n a l S e g e n t $ %

E " p l o r i n g E n

e r g y


.,*S+,$# .,*S+,-# .,*S+,+# .,*S+,./# .,ESS+,$# +,0,ETS$,$

)ighlighted SE* )ighlighted (CI )ighlighted CCC• /si!$ @uestio!s a!& Defi!i!$

Problems


"!vesti$atio!s

• Co!structi!$ *.pla!atio!s a!&

Desi$!i!$ #olutio!s

• btai!i!$ *valuati!$ a!&

Commu!icati!$ "!formatio!

• Developi!$ a!& Bsi!$ o&els

•

P#)8/% Defi!itio!s of *!er$yP#)8>% Co!servatio! of *!er$ya!& *!er$y (ra!sfer

• *!er$y a!& atter

• Cause A *ffect

1rief Suary*!er$y comes i! ma!y forms i!clu&i!$ heat li$ht mecha!ical chemical a!& electrical8 *!er$y ca!be tra!sferre& from o!e ob:ect to a!other throu$h a variety of mecha!isms i!clu&i!$throu$h collisio!s a!& it ca! be use& to perform tass8 ,e rely o! ma!y &iffere!t e!er$y resources topower our worl& that have a! effect o! our e!viro!me!t8

I n s t r u c t i o n a l S e g e n t - %

W a v e s


.,*S.,$# .,*S.,+/# +,0,ETS$,+


•

Co!structi!$ e.pla!atio!s a!&&esi$!i!$ solutio!s

P#+8/% ,ave PropertiesP#+8>% *lectroma$!eticRa&iatio!P#+8C% "!formatio!(ech!olo$ies a!&"!strume!tatio!

• Patter!s

1rief Suary,aves have re$ular patter!s a!& motio!8 (hey ca! travel $reat &ista!ces without cha!$i!$8 ,e usewaves to tra!sfer i!formatio! from o!e place to a!other8


.,ESS$,$# .,ESS-,$# .,ESS-,-# .,ESS+,-/# +,0,ETS$,$# +,0,ETS$,-# +,0,ETS$,+

)ighlighted SE* )ighlighted (CI )ighlighted CCC


325

326

327

1247

1248

1249

328

331

332




I n s t r u c t i o n a l S e g e n t + %

• Pla!!i!$ a!& Carryi!$ ut

"!vesti$atio!s

• /!alyi!$ a!& "!terpreti!$ Data

• Co!structi!$ *.pla!atio!s a!&

Desi$!i!$ #olutio!s

*##18C% (he istory of Pla!et*arth*##28/% *arth aterials a!&#ystems*##28>% Plate (ecto!ics a!&'ar$e-#cale #ystem

"!teractio!s*##28*% >io$eolo$y

• Cause A *ffect

• Patter!s

1rief SuaryPatter!s i! roc formatio!s a!& fossils $ive clues to cha!$es i! the earth over time8 ,eatheri!$ a!&erosio! help to shape the earth;s surface a!& affect types of livi!$ or$a!isms livi!$ i! a re$io!8 apshelp to locate patter!s of earth processes alo!$ plate bou!&aries8 ?!owle&$e of !atural haar&s ca!help huma!s &esi$! solutio!s to &ecrease their impacts8

I n

s t r u c t i o n a l S e g e n t . %

S t r u c t u r e a n d F u n

c t i o n o f * l a n t s a n d ' n i a l s

*erforance E"pectations addressed

.,LS$,$# .,LS$,-# .,*S.,-


• *!$a$i!$ i! /r$ume!t from

*vi&e!ce

'#18/% #tructure a!& Fu!ctio!'#18D% "!formatio! Processi!$

• Cause a!& *ffect

• #ystems a!& #ystem

o&els

1rief SuaryPla!ts a!& a!imals have i!ter!al a!& e.ter!al structures to support survival $rowth behavior a!&repro&uctio!8 /!imals receive i!formatio! throu$h their se!ses process the i!formatio! i! their brai!

a!& respo!& to that i!formatio! i! &iffere!t ways8 Reflecte& li$ht from ob:ects that e!ter the eye allowob:ects to be see!8

ra&e Four = "!structio!al #e$me!t 1% *.plori!$ *!er$y


333

334

335

1250

1251

1252

336

339

340




(hou$h first i!tro&uce& i! i!&er$arte! $ra&e four is the first time that e!er$y is

e.plore& i! &epth8 ra&e four stu&e!ts as 7uestio!s mae observatio!s a!&

pre&ictio!s a!& co!struct e.pla!atio!s as they e.plore e!er$y8 #tu&e!ts e!$a$e i!

scie!tific e.perie!ces to help them a!swer 7uestio!s such as% &hat is energy and how

is it related to motion' (ow is speed of an ob)ect related to the energy of the ob)ect'

&hat happens to energy when ob)ects collide' (ow is energy transferred' &hat

natural resources provide energy and fuels and how do their uses effect the natural

environment'

Grade Four,Instructional Segent $% E"ploring Energy

(ow does motion relate to energy'

(ow is energy transferred, how does it move from place to place'

&hat is the relationship between the speed of an ob)ect and the energy of that ob)ect'

&hat happens to energy when ob)ects collide'

(ow can one use energy to solve a design problem'

(ow does human use of energy and fuels derived from natural resources affect the

environment'

Crosscutting concepts% ause and ffect, nergy and 6atter Science and Engineering *ractices% /sking uestions and 3efining +roblems,

+lanning and arrying out Investigations, onstructing %planations and 3esigning

Solutions, 1btaining, valuating and ommunicating Information, 3eveloping and

7sing 6odels


.,*S+,$3 9se evidence to construct an e"planation relating the speed of an ob2ect

to the energy of that ob2ect8 EClarificatio! #tateme!t% *.amples of evi&e!ce

relati!$ spee& a!& e!er$y coul& i!clu&e cha!$e of shape o! impact or other

results of collisio!s8 E/ssessme!t >ou!&ary% /ssessme!t &oes !ot i!clu&e

7ua!titative measures of cha!$es i! the spee& of a! ob:ect or o! a!y precise

or 7ua!titative &efi!itio! of e!er$y8

.,*S+,-3 4ake observations to provide evidence that energy can be transferred

fro place to place by sound# light# heat# and electric currents3


341

342

343

1253

1254

1255

1256

1257

1258

1259

1260

1261

344

347

348




E /ssessment oundary: /ssessment does not include quantitative

measurements of energy.

.,*S+,+3 'sk questions and predict outcoes about the changes in energy that

occur 7hen ob2ects collide3 EClarificatio! #tateme!t% *mphasis is o! the

cha!$e i! the e!er$y &ue to the cha!$e i! spee& !ot o! the forces as

ob:ects i!teract8 E /ssessment oundary: /ssessment does not include

quantitative measurements of energy.

.,*S+,.3 'pply scientific ideas to design# test# and refine a device that converts

energy fro one for to another3/ EClarificatio! #tateme!t% *.amples of

&evices coul& i!clu&e electric circuits that co!vert electrical e!er$y i!to

motio! e!er$y of a vehicle li$ht or sou!& a!& a passive solar heater that

co!verts li$ht i!to heat8 *.amples of co!strai!ts coul& i!clu&e the materials

cost or time to &esi$! the &evice8 E /ssessment oundary: 3evices should

be limited to those that convert motion energy to electric energy or use stored

energy to cause motion or produce light or sound.

.,ESS+,$3 <btain and cobine inforation to describe that energy and fuels are

derived fro natural resources and their uses affect the environent3

EClarificatio! #tateme!t% *.amples of re!ewable e!er$y resources coul&

i!clu&e wi!& e!er$y water behi!& &ams a!& su!li$ht< !o!-re!ewable e!er$yresources are fossil fuels a!& fissile materials8 *.amples of e!viro!me!tal

effects coul& i!clu&e loss of habitat &ue to &ams loss of habitat &ue to

surface mi!i!$ a!& air pollutio! from bur!i!$ of fossil fuels8

1ackground for teachers

(he ma:or $oals of this i!structio!al se$me!t shoul& be for stu&e!ts to refi!e a!&

&evelop their co!cept of e!er$y a!& to !otice a!& &escribe various ways i! which

e!er$y ma!ifests i! systems8 (he co!cept of e!er$y i! every&ay :ar$o! overlaps with

but is !ot the same as the co!cept of e!er$y i! scie!ce8 (he $oal shoul& be to help

stu&e!ts reco$!ie a!& &isti!$uish the &iffere!ces8 "! every&ay co!versatio! we tal

about !ee&i!$ e!er$y 4for e.ample to move arou!& usi!$ e!er$y a!& $e!erati!$ or


349

350

351

1262

1263

1264

1265

1266

1267

1268

1269

352

355

356




$etti!$ e!er$y8 "! a&&itio! we have a se!se of Ifeeli!$ e!er$etic8J #tu&e!ts may also

have hear& the i&ea that pla!ts $et e!er$y from the su!8 (hey may also be aware that

foo& $ives you e!er$y8 (hey may have preco!ceptio!s such as that a &ri! of water

$ives them e!er$y8 ,he! we spea about electrical $e!eratio! we ofte! refer to

!uclear e!er$y solar e!er$y a!& wi!& e!er$y as well as e!er$y $e!erate& usi!$ fossil

fuels8 ,e also tal about electrical e!er$y8 /ll of this la!$ua$e is familiar to ma!y

stu&e!ts at this $ra&e level so they have ma!y overlappi!$ a!& co!tra&ictory co!cepts

about what e!er$y is8 (he aim of this i!structio!al se$me!t is to start from where they

are a!& help them &isti!$uish betwee! every&ay usa$e a!& the scie!tific co!cept of

e!er$y8

"! this i!structio!al se$me!t we first wa!t to &evelop the i&eas that%

• a!y movi!$ ob:ect carries e!er$y<

• the e!er$y of a movi!$ ob:ect is calle& motio! e!er$y or i!etic e!er$y8

• for ob:ects movi!$ at the same spee& the more massive ob:ect has the motio!

e!er$y

• for ob:ects of the same mass the motio! e!er$y i!creases rapi&ly with its spee&

(hese i&eas about the amou!t of e!er$y a! ob:ect carries are 7ualitative !ot

7ua!titative at this $ra&e level8 "! or&er to tal about amou!ts of e!er$y stu&e!ts also

!ee& to &evelop the i&ea that energy has effects8 For e.ample somethi!$ with more

e!er$y has more effect 4e8$8 &oes more &ama$e whe! it hits a barrier or &i$s a bi$$er

hole whe! it la!&s i! a sa!& bo.8 (he i&ea that e!er$y is tra!sferre& from o!e ob:ect to

a!other whe! they colli&e is also &evelope& i! this part of the i!structio!al se$me!t8 "!

a&&itio! stu&e!ts will u!&ersta!& the i&ea that forces at a &ista!ce betwee! ob:ects

4e8$8 ma$!ets ca! also me&iate the tra!sfer of e!er$y from o!e ob:ect to a!other8

(he i!structio!al se$me!t !e.t &evelops aware!ess of &iffere!t ways e!er$y moves

from place to place8 *!er$y is carrie& as% the motio! e!er$y or i!etic e!er$y of a

massive ob:ect< as ra&iatio! such as li$ht a!& ra&ia!t heat 4i!frare& ra&iatio!< a!& as

waves such as a! ocea! wave or a sou!& wave8 "! a! ocea! wave or sou!& wave the

e!er$y is i! the motio! of particles withi! the matter which move bac a!& forth or up


357

358

359

1270

1271

1272

1273

1274

1275

1276

1277

1278

1279

1280

1281

1282

1283

1284

1285

1286

1287

1288

1289

1290

1291

1292

1293

1294

1295

1296

1297

1298

360

363

364




a!& &ow! while the e!er$y moves from o!e place to a!other8 (hus i! this i!structio!al

se$me!t the co!cept of a wave movi!$ i! matter shoul& be$i! to be &evelope& with

visible e.amples such as a water wave or a wave movi!$ o! a stri!$8 (his co!cept is

further refi!e& i! a later i!structio!al se$me!t at this $ra&e level8 ,he! most stu&e!ts

e!visio! water waves they thi! about a breai!$ wave which is !ot i! physics terms

a! e.ample of wave motio!8 / breai!$ wave is a result of the wave bei!$ &isrupte& by

meeti!$ the risi!$ sea bottom at the shore8 (o develop a odel of wave motio!

stu&e!ts !ee& to wor first with the e.ample of waves tra!smitte& alo!$ a rope8 (hey

ca! move o! to creati!$ water waves i! the mi&&le of a! eve! &epth co!tai!er with a

cor or other floati!$ ob:ect bobbi!$ up a!& &ow! as the wave $oes by8 (his i&ea of

wave motio! !ee&s to be 7uite well establishe& with visible e.amples before stu&e!ts

try to &evelop the i&ea of sou!& as a pressure wave withi! matter8 "! or&er to

u!&ersta!& this co!cept stu&e!ts !ee& to &evelop the i&ea that soli& matter has

i!ter!al structure8at the same time8 (hey shoul& also reco$!ie that soli& matter is !ot

:ust o!e co!ti!uous ri$i& ob:ect8 #tu&e!ts shoul& also &evelop the i&ea that a lou&er

sou!& represe!ts more e!er$y reachi!$ the ear< a!& liewise a bri$hter li$ht mea!s

more e!er$y reachi!$ the eye8

Fi!ally the i!structio!al se$me!t &evelops the i&ea that e!er$y i! o!e form ca! be

tra!sferre& to a! ob:ect as e!er$y i! a!other form8 >elow are three e.amples%

(ype of *!er$y >ecomes

*!er$y of otio! Collisio! eat a!& #ou!&

'i$ht /bsorbe& eats a #urface


365

366

367

1299

1300

1301

1302

1303

1304

1305

1306

1307

1308

1309

1310

1311

1312

1313

1314

1315

1316

1317

1318

1319

368

371

372




*lectrical *!er$y "llumi!ates / 'i$ht >ulb

>ecause e!er$y ca!!ot really be 7ua!tifie& at this $ra&e level stu&e!ts ca!!ot

&evelop a !otio! of co!servatio! of e!er$y but i!structio! ca! a!& shoul& lay the

precursors of that i&ea8 #tu&e!ts shoul& u!&ersta!& that a!y time we !ee& e!er$y we

have to $et it from somewhere8 / perso! ca!!ot :ust mae e!er$y from !othi!$ a!&

that after o!e Iuses itJ it is !ot Iuse& upJ but that it is still arou!& i! some &istribute&

form i! the local e!viro!me!t8 /!other i&ea stu&e!ts shoul& u!&ersta!& is that every

machi!e stops operati!$ if fuel is !ot co!ti!ually provi&e& because frictio! co!verts the

e!er$y of the machi!e;s motio! to heat its motor or the surrou!&i!$ e!viro!me!t8

(he &isti!ctio! betwee! e!er$y itself a!& e!er$y resources is the !e.t i&ea that

!ee&s to be &evelope& i! this i!structio!al se$me!t8 *!er$y resources provi&e us with

the e!er$y that we ca! use to &o useful thi!$s8 (his ca! be e.plai!e& as a two-step

process% o!e uses e!er$y resources to $e!erate electricity a!& o!e uses electricity to

ru! machi!es or provi&e li$ht or heat8 *!er$y resources ca! be foo& or fuel 4i8e8 thi!$s

that o!e uses to e.tract e!er$y by chemical processes of combustio! or respiratio!

where the e!er$y is use& to &rive a turbi!e to mae electricity ru! a car or some other

e!$i!e or allow a! a!imal to mai!tai! its bo&y temperature a!& to move arou!&8 ther

ways of $e!erati!$ electricity use the e!er$y of su!li$ht 4solar e!er$y the e!er$y of

movi!$ air 4wi!& e!er$y or the e!er$y of falli!$ water 4hy&ro-electric to mae the

electricity8


373

374

375

1320

1321

1322

1323

1324

1325

1326

1327

1328

1329

1330

1331

1332

1333

1334

1335

1336

1337

1338

1339

376

379

380




,hile the i!structio!al se$me!t &oes !ot i!tro&uce the !otio! of pote!tial e!er$y it

is probably !ecessary to i!tro&uce the !otio! of store& e!er$y for e.ample to tal about

e!er$y that is store& i! a battery or i! a stretche& or compresse& spri!$8 owever o!e

shoul& be careful about usi!$ the la!$ua$e of e!er$y store& i! foo& or fuel8 (hese are

resources from which e!er$y ca! be e.tracte& o!ly because we live i! a worl& that is

rich i! o.y$e!8 (he e!er$y is release& i! the chemical i!teractio! of the foo& or fuel with

the o.y$e! but it is !ot Istore& i! fuelJ a!y more tha! it is store& i! the o.y$e!8 "t is !ot

appropriate to i!tro&uce &iffere!ces i! chemical bi!&i!$ e!er$y at this $ra&e level but it

is helpful to avoi& rei!forci!$ the misco!ceptio! that a! e!er$y resource is a form of

e!er$y8 (eachers !ee& to &iscuss the !otio! that e!er$y is release& by bur!i!$ fuel

rather tha! from its reactio! with o.y$e! this will lay a fou!&atio! for stu&e!ts whe! the

&iscussio!s of e!er$y release i! chemical reactio!s is covere& at the later $ra&es8


(his i!structio!al se$me!t o! *.plori!$ *!er$y is &ivi&e& i!to three parts% Part 1-

Investigating nergy i!clu&es i!vesti$ati!$ types of e!er$y e!er$y tra!sfer the

relatio!ship of spee& of a! ob:ect to the motio! of a! ob:ect a!& collisio!s of ob:ects8

Part 2- nergy onversion 3esign +ro)ect is a! e!$i!eeri!$ activity i! which stu&e!ts

pla! &esi$! buil& a!& refi!e a &evice to solve a problem i!volvi!$ several forms ofe!er$y a!& e!er$y tra!sfers8 Part )-nergy <esources and the nvironment i!volves

stu&e!ts e.ami!i!$ re!ewable a!& !o!re!ewable resources a!& how the uses of these

resources affect the e!viro!me!t8

Investigating nergy

(his i!structio!al se$me!t be$i!s with a series of investigations i! which stu&e!ts

observe odel# a!& &iscuss situatio!s where e!er$y is tra!sferre& from o!e ob:ect to

a!other tra!sferre& from place to place a!& tra!sforme& from o!e form of e!er$y to

a!other8 (he $oal of the activities is for stu&e!ts to &evelop a!& refi!e their la!$ua$e for

&escribi!$ e!er$y their co!cept of what scie!tists mea! whe! they use the term e!er$y


381

382

383

1340

1341

1342

1343

1344

1345

1346

1347

1348

1349

1350

1351

1352

1353

1354

1355

1356

1357

1358

1359

1360

1361

1362

1363

1364

1365

1366

1367

1368

384

387

388




a!& to be$i! to collect evi&e!ce that e!er$y ca! be tra!sferre& from place to place by

sou!& li$ht heat a!& electric curre!ts 4P*-+-P#)-28 (eachers ca! have stu&e!ts wor

i! teams to visit statio!s where they are e.ami!e &iffere!t systems8 #tu&e!ts will

odel each system observe& to &efi!e a!& &escribe ways i! which e!er$y tra!sferre&

a!& tra!sforme& 4e8$8 heat e!er$y to motio!8 (he systems chose! &emo!strate

&iffere!t forms tra!sfers a!& tra!sformatio!s of e!er$y8 / few e.amples of possible

statio! i!clu&e%

4a e!er$y of motio! may become sou!&% o!e bloc colli&es i!to a!other bloc or a

movi!$ ball colli&es o!to a!other ball

4b elastic e!er$y to motio!% a rubber-ba!& catapult or a trampoli!e

4c li$ht e!er$y to heat% su!li$ht or a heat lamp o! a surface

4& chemical e!er$y to heat a!& Mor li$ht% a ha!& warmer a ca!&le flame a li$ht stic

4e li$ht e!er$y to electrical e!er$y to sou!&% solar pa!el co!!ecte& to a circuit

ri!$i!$ a! electrically-operate& &oorbell

4f wi!& e!er$y to motio!% blowi!$ o! a pi! wheel< leaves movi!$ o! a tree

4$ motio! i!to heat e!er$y via frictio!% rubbi!$ ha!&s to$ether sli&i!$ ob:ect across

surfaces such as sa!& paper a!& carpet

4h mecha!ical e!er$y to motio!% wi!&-up &evices such as fuy chics chatteri!$

teeth cars a!& ha!& cra! $e!erators spi!!i!$ a fa! motor 4i motio! to sou!&% tu!i!$ fors8

a!y other e.amples ca! be use& all with very simple materials8 /fter visiti!$ a!&

writi!$ observatio!s at the statio!s each $roup is respo!sible for commu!icati!$

i!formatio! about their fi!al statio! to the class 4obtai!i!$ evaluati!$ a!&

commu!icati!$ i!formatio!8

(he teacher assi$!s $roup of stu&e!ts to recor& 41 the forms of e!er$y observe&

42 cha!$es they observe& i! the i!teractio!s 4) the tra!sfers of e!er$y from o!e

ob:ect to a!other or from o!e place to a!other a!& 4+ the tra!sformatio!s of e!er$y

4e8$8 li$ht to electrical e!er$y8 (hese lists become the basis for a whole class


389

390

391

1369

1370

1371

1372

1373

1374

1375

1376

1377

1378

1379

1380

1381

1382

1383

1384

1385

1386

1387

1388

1389

1390

1391

1392

1393

1394

1395

1396

1397

392

395

396




&iscussio! which the teacher uses to help stu&e!ts refi!e a!& or$a!ie their la!$ua$e

a!& i&eas about e!er$y8 /s a compleme!tary e.te!sio! stu&e!ts ca! use publically

available simulatio!s 4e8$8 Ph*( J*!er$y Forms a!& Cha!$es% *!er$y #ystemsJ to

rei!force their ability to odel a!& visualie e!er$y forms a!& tra!sfer8 (hese e!er$y

activities also help to lay the $rou!& wor for the crosscutti!$ co!cept energy and

matter as stu&e!ts be$i! to buil& u!&ersta!&i!$ of e!er$y forms tra!sfers a!&

tra!sformatio!s8

Ne.t teachers as stu&e!ts to plan and carry out energy investigations to

construct an e"planation base& o! their evidence that relates the spee& of a! ob:ect

to the e!er$y of the ob:ect 4P*-+-P#)-18 /! e.ample mi$ht be observi!$ ob:ects

la!&i!$ i! a be& of sa!&8 #tu&e!ts will !ee& to &evise ways to observe falli!$ ob:ects at

&iffere!t spee&s 4e8$8 slow me&ium a!& fast usi!$ a ramp a!& mae observatio!s of

the resulti!$ sa!& a!& ob:ect8 #tu&e!ts use these observatio!s as they be$i! to collect

evidence for their e.pla!atio! of how the spee& of a! ob:ect relates to the e!er$y of

that ob:ect8 ther investigations ca! i!clu&e rolli!$ marbles or toy cars &ow! a ramp at

&iffere!t spee&s i!to a paper cup cut i! half8 #tu&e!ts ca! &evise metho&s to i!crease

or &ecrease the spee& of a marble or toy car a!& the! &escribe the effect o! the paper

cup 4e8$8 how the marble move& the cup the &ista!ce the cup move& relate& to the

spee& of colli&i!$ ob:ect8 #tu&e!ts coul& roll marbles &ow! a ramp from &iffere!thei$hts a!& &iffere!t a!$les to cha!$e spee&s of the ob:ects a!& co!ti!ue to $ather

evidence8 (hou$h stu&e!ts may mae measureme!ts of the &epth a!& wi&th of the

sa!& &isplace& or &ista!ce a!& time a! ob:ect move& i! these investigations the

stu&e!ts; observatio!s a!& evaluatio!s shoul& be 7ualitative !ot 7ua!titative

measureme!ts of e!er$y8 (hese i!vesti$atio!s relati!$ the spee& of a! ob:ect to the

e!er$y of the ob:ect &irectly support the crosscutti!$ co!cept cause and effect 8 Cause

a!& effect relatio!ships are routi!ely i&e!tifie& a!& use& to e.plai! change8 #tu&e!ts

will be cha!$i!$ the system they are stu&yi!$ a!& mai!$ observatio!s to see what

happe!s8 / metho& to hi$hli$ht a!& emphasie cause and effect is to eep a class

chart recor&i!$ these relatio!ships or have stu&e!ts buil& a cause a!& effect chart i!


397

398

399

1398

1399

1400

1401

1402

1403

1404

1405

1406

1407

1408

1409

1410

1411

1412

1413

1414

1415

1416

1417

1418

1419

1420

1421

1422

1423

1424

1425

1426

400

403

404




their !oteboos as they co!&uct their investigations8 (he teacher ca! e.te!& this

activity to also &evelop the relatio!ship betwee! wei$ht a!& e!er$y for two &iffere!t

ob:ects movi!$ at the same spee&8 4/t this $ra&e level !o &isti!ctio! is ma&e betwee!

mass a!& wei$ht8

Followi!$ the investigations relati!$ spee& of ob:ects a!& e!er$y of the ob:ect

stu&e!ts be$i! to as 7uestio!s a!& pre&ict outcomes for the cha!$es i! e!er$y whe!

ob:ects colli&e 4P*-+-P#)-+8 (o $e!erate i!itial questions stu&e!ts shoul& mae

observatio!s of various collisio!s8 For e.ample stu&e!ts ca! observe a rolli!$ ball

colli&i!$ with a stoppe& ball usi!$ a variety of balls of varyi!$ wei$hts of the same sie8

#tu&e!ts coul& co!&uct investigations o! the play$rou!& with various play e7uipme!t%

bats a!& &iffere!t sie& balls rac7uets a!& bir&ies balls a$ai!st statio!ary walls8(his

provi&es a rich opportu!ity for stu&e!ts to &evelop questions a!& pre&ictio!s which

$ui&e stu&e!ts to pla! a!& carry out further investigations of various collisio!s8

#tu&e!ts coul& eep a! or$a!ie& list or table of their 7uestio!s a!& pre&ictio!s i! their

scie!ce !oteboo throu$hout this i!vesti$atio!8 #tu&e!ts coul& mae a&&itio!al

observatio!s of cha!$es i! e!er$y i!volvi!$ collisio!s by watchi!$ Newto!;s Cra&le

4simulatio! or the actual &evice or watchi!$ a vi&eo of a billiar&s $ame 4see fi$ures 10

a!& 118


405

406

407

1427

1428

1429

1430

1431

1432

1433

1434

1435

1436

1437

1438

1439

1440

1441

1442

1443

1444

408

411

412




Figure $@% *.ample of Newto!;s Cra&le

Figure $$% *.ample of >illiar&s

/ fi!al pro:ect may i!clu&e the observatio! of a more comple. &evice 4&irectly or via

a vi&eo listi!$ questions mai!$ pre&ictio!s a!& &escripti!$ outcomes of e!er$ycha!$e &ue to collisio!s8 (his fi!al pro:ect ca! i!corporate &iffere!t results that happe!

whe! ob:ects colli&e a!& how they affect the spee& a!& &irectio! of each of the ob:ects

i!volve& i! the collisio!8 /! e.ample coul& be the stu&y of a of a car crash where there

is tra!sfer of e!er$y resulti!$ i! moveme!t cha!$e of shape of materials a!&

tra!sformatio! of e!er$y motio! to heat a!& sou!&8


"! this e!$i!eeri!$ activity a! e!er$y co!versio! &esi$!

pro:ect stu&e!ts apply their scie!tific i&eas from Part 1 to &esi$!

test a!& refi!e a &evice that co!verts e!er$y from o!e form to


413

414

415

1445

1446

1447

1448

1449

1450

1451

1452

1453

1454

1455

1456

1457

1458

1459

1460

1461

1462

1463

1464

1465

416

419

420




a!other 4P*-P#)-+8 /! e.ample coul& be &esi$!i!$ a Rube ol&ber$ achi!e 4e8$8

wae-up machi!e fi$ure 12 from simple materials 4battery powere& fa!s marbles

wi!&-up toys li$ht sources8 (he fi$ure below &epicts a! e.ample where mecha!ical

e!er$y from a stu&e!t;s fi!$er is use& to tur! o! a flashli$ht i! which chemical e!er$y is

tra!sforme& i! electrical e!er$y which is the! tur!e& i!to li$ht e!er$y8 (he li$ht e!er$y

is absorbe& by a solar cell which co!verts it to mecha!ical e!er$y accelerati!$ a small

car i!to a li!e of up &omi!os8 (he &omi!os tra!sfer mecha!ical e!er$y betwee! each

other u!til the last &omi!o tra!sfers its mecha!ical e!er$y to a bell which creates a

sou!& wave that Iwaes us up8J

Figure $-% *.ample of a Rube ol&ber$ machi!e% a flashli$ht 4li$ht e!er$y shi!es o! a

solar car that moves 4mecha!ical e!er$y towar& a series of &omi!os that fall &ow!

4mecha!ical e!er$y i!to a bell 4sou!&8

#tu&e!ts i! $ra&e four &esi$! a &evice that has at least three types of e!er$y

a!& three types of e!er$y tra!sfers8 Bsi!$ the e!$i!eeri!$ &esi$! process stu&e!ts

design buil& test a!& refi!e a &evice that meets the co!strai!ts a!& materials

available8 #tu&e!ts shoul& be e.plicit with how ma!y forms of e!er$ies are represe!te&

4tra!sforme& a!& e.plai! the e!er$y tra!sfers i!volve& i! their machi!e8 (his

e!$i!eeri!$ pro:ect is a!other opportu!ity to support a!& utilie the crosscutti!$

co!cepts energy and matter a!& cause and effect as well as ma!y scie!ce a!&

e!$i!eeri!$ practices i!clu&i!$ asking questions and defining probles


421

422

423

1466

1467

1468

1469

1470

1471

1472

1473

1474

1475

1476

1477

1478

1479

1480

1481

1482

1483

1484

1485

1486

1487

1488

1489

424

427

428




constructing e"planations and designing solutions a!& planning and carrying

out investigations3

nergy <esources and the nvironment #tu&e!ts e!$a$e i! a short pro:ect to obtain# evaluate#

and counicate inforation about fuels a!& other sources

we use provi&e e!er$y8 For e.ample the e!er$y we use to move

our cars or heat a!& li$ht our homes is &erive& from !atural

resources8 (he use of these e!er$y sources affect the

e!viro!me!t 4P*-+-*##)-18 #tu&e!ts shoul& e.ami!e at least

o!e re!ewable a!& o!e !o!-re!ewable e!er$y resource8 (eams

are assi$!e& a re!ewable resource 4e8$8 wi!& solar water

store& behi!& &ams use& to &rive hy&roelectric $e!eratio!

biofuels a!& !o!-re!ewable resource 4e8$8 fossil fuels such as $asoli!e !atural $as

or coal to stu&y8 (he i!formatio! obtai!e& from pri!t a!& &i$ital sources coul& i!clu&e

a! overview of the type of e!er$y what the source of e!er$y is use& for 4ru! car

$e!erate heat pro&uce electricity a!& how the use of the e!er$y source affects the

e!viro!me!t8 #tu&e!t teams woul& have a! opportu!ity to mae prese!tatio!s about

their topic at a class eve!t such as a! *!er$y Day8 *!er$y Day is a! opportu!ity to

co!!ect with families8 "t is a festival hi$hli$hti!$ the stu&e!ts; e!$i!eeri!$ &esi$!s or

provi&e a! opportu!ity for them to commu!icate their i!formatio! a!& results8 *!er$y

Day ca! have i!teractive &emo!stratio!s a!& e.hibits where stu&e!ts teach their

families about the various forms of e!er$y scie!ce tech!olo$y efficie!cy co!servatio!

a!& careers i! the e!er$y i!&ustry8

ra&e Four = "!structio!al #e$me!t 2% ,aves

#tu&e!ts co!ti!ue their e.ploratio! of waves from first $ra&e where they be$a! to

e.plore waves movi!$ across the surface of water8 "! first $ra&e stu&e!ts observe& that

waves have re$ular patter!s a!& motio!8 #ou!& ca! mae matter vibrate a!& vibrati!$


*'/ *'D Co!!ectio! /s part of the pro:ecta!& usi!$ thei!formatio! $athere&stu&e!ts write a!opi!io! piece aboutsupporti!$ 4or !otsupporti!$ the use of re!ewable or !o!-re!ewable e!er$yresources8

429

430

431

1490

1491

1492

1493

1494

1495

1496

1497

1498

1499

1500

1501

1502

1503

1504

1505

1506

1507

1508

1509

1510

1511

1512

1513

1514

1515

1516

1517

1518

432

435

436




matter ca! mae sou!&8 "! $ra&e four stu&e!ts stu&y wave patter!s i! more &epth a!&

the tra!sfer of sou!&s8

Grade Four,Instructional Segent -% Waves

&hat are the characteristic properties and behaviors of waves'

&here can we use patterns to transfer information'

Crosscutting concepts% +atterns

Science and Engineering *ractices% 3eveloping and 7sing 6odels; onstructing

e%planations and designing solutions

.,*S.,$ (evelop a odel of 7aves to describe patterns in ters of aplitude and

7avelength and that 7aves can cause ob2ects to ove3 EClarificatio!

#tateme!t% *.amples of mo&els coul& i!clu&e &ia$rams a!alo$ies a!&

physical mo&els usi!$ wire to illustrate wavele!$th a!& amplitu&e of waves8

E /ssessment oundary: /ssessment does not include interference effects,

electromagnetic waves, non!periodic waves, or quantitative models of

amplitude and wavelength8

.,*S.,+ Generate and copare ultiple solutions that use patterns to transfer

inforation3/ EClarificatio! #tateme!t% *.amples of solutio!s coul& i!clu&e

&rums se!&i!$ co&e& i!formatio! throu$h sou!& waves usi!$ a $ri& of 1;s

a!& 0;s represe!ti!$ blac a!& white to se!& i!formatio! about a picture a!&

usi!$ orse co&e to se!& te.t8


co!te!t with e!$i!eeri!$ throu$h a scie!ce a!& e!$i!eeri!$ practice or &iscipli!ary core

i&ea8


(he i!structio!al se$me!t o! e!er$y at this $ra&e level be$a! to i!tro&uce waves

as a way that e!er$y is tra!sferre& from place to place8 #tu&e!ts observe& a!&

odeled simple repeati!$ waves to &evelop the co!cepts of wavele!$th a!& amplitu&e8


437

438

439

1519

1520

1521

1522

1523

1524

1525

1526

1527

440

443

444




(hey also &evelope& the i&ea that as waves travel the wave peas pass a $ive! poi!t

at &efi!ite fre7ue!cy8 "!te!sity is o!e more tech!ical-term that stu&e!ts will !ee& to tal

about li$ht a!& sou!&8 (he i!te!sity of a wave is relate& to its amplitu&e a!& is

proportio!al to the amou!t of e!er$y carrie& by the wave for a $ive! wavele!$th or

fre7ue!cy8 4(he precise relatio!ships are !ot i!tro&uce& at this $ra&e level but stu&e!ts;

e.ploratio!s of waves shoul& help them reco$!ie that the e!er$y a!& i!te!sity of the

wave $rows with i!creasi!$ amplitu&e8 /ll of this termi!olo$y shoul& be i!tro&uce& as it

is !ee&e& to &escribe a!& develop odels of observe& wave phe!ome!a !ot as a list

of lear!e& &efi!itio!s8 e!eral features of wave behavior are also e.plore& to &evelop

the i&ea that waves ca! be reflecte& absorbe& or tra!smitte& throu$h a cha!$e of

me&ium that waves of a similar type travel throu$h o!e a!other without &istortio! a!&

that waves move e!er$y from o!e place to a!other without overall &isplaceme!t of

matter8

(he seco!& ma:or i&ea i! this i!structio!al se$me!t is that i!formatio! ca! be

commu!icate& throu$h e!co&e& si$!als usi!$ &evices that tra!smit receive a!&

&eco&e the si$!al8 (his co!cept ca! be e.plore& first i! terms of our !atural metho&s of

obtai!i!$ i!formatio! about the worl& arou!& us a!& the! i! terms of e!co&e&

i!formatio! that we use to commu!icate over lo!$ &ista!ces or over time8 #tarti!$ with

co&e& si$!als se!t alo!$ a stri!$ as wave pulses stu&e!ts ca! e.plore how waveproperties mae waves a! i&eal si$!al carrier both because the variety of wave shapes

allow the wave to carry a lot of 7uite i!formatio! a!& because the waves travel a!& pass

throu$h o!e a!other without &istortio!8

Ne.t the co!cept of sou!& as a pressure wave i! a me&ium is &evelope&8 /$ai!

throu$h various e.perie!ces that allow stu&e!ts to develop odels of how the me&ium

moves bac a!& forth 4vibrates as the sou!& travels throu$h it a!& how the properties

of sou!& 4pitch a!& lou&!ess relate to the wave properties 4pitch to fre7ue!cy or

wavele!$th lou&!ess to i!te!sity or amplitu&e8 Fi!ally the i&ea that everythi!$ we hear

is a patter! of i!formatio! e!co&e& i! sou!& which our ear &etects a!& our brai!

&eco&es is &evelope&8 *.perie!ces with musical i!strume!ts particularly stri!$e& a!&


445

446

447

1528

1529

1530

1531

1532

1533

1534

1535

1536

1537

1538

1539

1540

1541

1542

1543

1544

1545

1546

1547

1548

1549

1550

1551

1552

1553

1554

1555

1556

448

451

452




percussio! i!strume!ts support this i&ea8 For e.ample the !otio! of &rums se!&i!$

co&e& messa$es ca! be relate& to Native /merica! cultures who use& this system8

orse co&e provi&es a!other e.ample of &i$itie& sou!& se!t as a series of short a!&

lo!$er wave pulses8 #tu&e!ts at this a$e are ofte! very i!tereste& i! secret co&es a!&

may e!:oy &evelopi!$ their ow! versio!s of simple writte! co&es 4letter replaceme!ts

a!& usi!$ them to se!& messa$es to o!e a!other8 (hey ca! also reco$!ie that writi!$

itself is a co&e or a way we represe!t the sou!&s of wor&s to store a!& se!& them over

&ista!ces8

(he &iscussio! of e!co&i!$ i!formatio! whether to be se!t via waves or wave

pulses or for stora$e ca! also be relate& to computers a!& coputational thinking8

(eachers ca! help stu&e!ts &evelop the i&ea that a computer memory stores co&e&

i!formatio! a!& that pro$rammi!$ a computer is &evelopi!$ a co&e to tell it how to

ma!ipulate a!& cha!$e its store& i!formatio! to arrive at !ew results to store or &isplay8

(he crosscutti!$ co!cept of patterns fits well here8

'i$ht a!& ra&io si$!als are forme& from a wave of cha!$i!$ electric a!&

ma$!etic fiel&s that ca! travel throu$h space with !o supporti!$ me&ium8 (his is a very

abstract co!cept for fourth $ra&ers8 owever they ca! reco$!ie that li$ht shows all the

properties &evelope& above with waves if you relate color to fre7ue!cy a!& bri$ht!ess

to i!te!sity8 Reco$!ii!$ that li$ht lie sou!& is a ma:or way we obtai! i!formatio!about the worl& arou!& us which our eyes &etect a!& our brai! &eco&es a&&s to the

parallel8 #tu&e!ts to&ay are $e!erally familiar with the i&ea of pi.els a!& &i$itie&

pictures which a$ai! ca! be i!tro&uce& as a form of e!co&e& i!formatio!8 'iewise the

&iffere!t co&i!$ metho&s of / a!& F ra&io si$!als ca! be e.plore& as a! e.te!sio!

to lear!i!$8

(escription of Instructional Segent%

(he fourth $ra&e i!structio!al se$me!t o! waves is &ivi&e& i!to two parts Part 1-

&ave %ploration a!& Part 2-oded 6essage hallenge8 "! part 1, ,ave *.ploratio!

fourth $ra&e stu&e!ts develop a odel of waves to &escribe patter!s i! terms of


453

454

455

1557

1558

1559

1560

1561

1562

1563

1564

1565

1566

1567

1568

1569

1570

1571

1572

1573

1574

1575

1576

1577

1578

1579

1580

1581

1582

1583

1584

1585

456

459

460




amplitu&e a!& wavele!$th a!& that waves ca! cause ob:ects to move 4P*-+-P#+-1

Fi$ure 1) is a &ia$ram of waves a!& their parts8 (his &ia$ram i&e!tifies the wavele!$th

amplitu&e a!& spee& of a wave8


461

462

463

1586

1587

1588

1589

464

467

468




Figure $+% Dia$ram of waves a!& their parts

(hese wave statio!s simulatio!s a!& &emo!stratio!s help stu&e!ts develop a

odel that waves are a way of movi!$ e!er$y from place to place a!& that waves have

properties which will affect such thi!$s as how much e!er$y is carrie& a!& the 7uality of

sou!& 4hi$hMlow fre7ue!cy8 "! Part 2 the oded 6essage hallenge stu&e!ts

$e!erate a!& compare multiple solutio!s that use patterns to tra!sfer i!formatio!8

#tu&e!ts will be $ive! a messa$e se!&i!$ challe!$e as they $e!erate a!& compare

multiple solutio!s that use patterns to tra!sfer i!formatio!8 4+-P*-P#+-)

&ave %ploration

#tu&e!t teams observe waves ma&e with a

rope o!e e!& hel& statio!ary a!& other e!&move& up a!& &ow! or si&e by si&e by a!other

stu&e!t8 #tu&e!ts observe $ia!t waves pro&uce&

i! the rope a!& the! are challe!$e& them to mae

more waves betwee! the two people8 #tu&e!ts

ask a!& a!swer questions such as% (ow do we

know we have seen a wave' &hat helped make

more waves between us' (ow can we change the

number of waves' (ow can we change the height

of waves' #tu&e!ts &raw &ia$rams to i!&icate

their observatio!s a!& write labels to i&e!tify eleme!ts 4!umber of waves peas i! a

two-&ime!sio!al fi$ure8 #tu&e!ts ca! also i!vesti$ate what happe!s whe! a wave pulse


*'/ *'D Co!!ectio!Bsi!$ a !ote-tai!$ templatesuch as a (-chart watch 2-)&iffere!t vi&eos o! waves8 !the left ha!& si&e of the (i!clu&e broa& co!cepts forwaves such as li$ht waves<sou!& waves< characteristics ofwaves< behaviors of waves4reflecte& absorbe&tra!smitte&< e.amples ofmoveme!t of e!er$y8 Possiblesources of vi&eos ca! be fou!&o! imeo Sou(ube or by

reco$!ie& scie!ce e.perts4e8$8 >ill Nye8

469

470

471

1590

1591

1592

1593

1594

1595

1596

1597

1598

1599

1600

1601

1602

1603

1604

1605

1606

1607

1608

1609

1610

1611

1612

1613

1614

1615

472

475

476




is se!t simulta!eously by the stu&e!ts at either e!& of the rope8 #tu&e!ts ca! observe

how the pulses a&& or ca!cel as they pass throu$h o!e a!other but appear u!cha!$e&

o!ce they separate8

Computer simulatio!s or class &iscussio!s ca! help to i!tro&uce a!& e.pa!&

their !owle&$e a!& e.perie!ce of wavele!$th a!& amplitu&e8 (hey ca! also be use& to

i!tro&uce the co!cept of fre7ue!cy the rate 4!umber per time perio& at which wave

peas pass a $ive! poi!t8 (he mathematical relatio!ship betwee! wavele!$th wave

spee& a!& wave fre7ue!cy is above $ra&e-level math but stu&e!ts ca! reco$!ie that

for a $ive! type of wave the fre7ue!cy is hi$her whe! the wavele!$th is shorter8

#tu&e!ts ca! also i&e!tify that the same wavele!$th 4spaci!$ betwee! peas ca! have

&iffere!t amplitu&e 4hei$ht of wave a!& &iffere!t wavele!$ths ca! have the same

amplitu&e8 #tu&e!ts ca! $o bac to their prelimi!ary &rawi!$s of waves a!& i&e!tify the

wavele!$th a!& amplitu&e !oti!$ a!y patter!s they observe&8

#tu&e!ts shoul& e.perie!ce the use of multiple physical odels that mae the

moveme!t of waves visible8 /&&itio!al e.ploratio!s ca! i!clu&e%

41 a tu!i!$ for a!& water a!& looi!$ for patter!s betwee! sou!&s a!& waves8

#tu&e!ts recor& the commo! patterns they observe&

42 &roppi!$ small ob:ects i! a water co!tai!er a!& observi!$ re$ular patter!s of

motio! ma&e i! water by &isturbi!$ the surface4) usi!$ a! earth7uae shae table or similar &evice where stu&e!ts see that

structures o! beams at &iffere!t hei$hts vibrate &iffere!tly with the same

moveme!t

4+ buil&i!$ a!& usi!$ various stri!$e& i!strume!ts 4cups a!& rubber ba!&s

bo.es a!& stri!$s

45 looi!$ at vi&eo clips of ocea! waves that are small me&ium or lar$e where

stu&e!ts state their observatio! of amplitu&e a!& wavele!$th8 ENote% "t is

importa!t to &iscuss the &iffere!ce betwee! the wave patter! i! the &eep ocea!

a!& what happe!s at the beach where the wave patter! has bee! &estroye&

because it meets the shallow sea floor8 (he water breai!$ wave clearly moves


477

478

479

1616

1617

1618

1619

1620

1621

1622

1623

1624

1625

1626

1627

1628

1629

1630

1631

1632

1633

1634

1635

1636

1637

1638

1639

1640

1641

1642

1643

1644

480

483

484




i! the &irectio! the ori$i!al wave was travelli!$8 For most stu&e!ts the breai!$

wave is part of their me!tal mo&el of a wave8

#tu&e!ts ca! i!vesti$ate cha!$es of wavele!$th by i!vesti$ati!$ waves i! the

co!te.t of &rums or stri!$e& i!strume!ts8 (he use of computer a!& physical mo&els

4e8$8 Ph*( I,ave o! a #tri!$J helps stu&e!ts co!struct e.pla!atio!s base& o! familiar

phe!ome!a a!& support their developent of a odel of waves8

Further stu&y of waves ca! i!clu&e li$ht a!& ra&io si$!als8 (eachers ca! as

stu&e!ts to &esi$! a!& carry out investigations to a!swer the 7uestio! IDoes li$ht

behave lie a waveJ (he poi!t here is !ot to try to mo&el what i!& of wave it is but to

reco$!ie that it has all the wave properties :ust i!vesti$ate& for sou!&% waves reflect

whe! they hit a surface two waves ca! a&& up to mae a bi$$er wave8 #tu&e!ts ca!

e.plore this co!cept by usi!$ flashli$hts covere& with &iffere!t colore& tra!spare!t

paper a!& mirrors to reflect the li$ht a!& &i$ital cameras8 #tu&e!ts to&ay are very

familiar with pi.els a!& &i$itie& photo$raphs a!& ca! reco$!ie this as a metho& for

e!co&i!$ the i!formatio! i! a sce!e8 *.plori!$ blac a!& white ima$es e!co&e&

&iffere!t sie pi.els ca! help mae the co&i!$ aspect more rea&ily visible8

(eachers ca! help stu&e!ts &evelop the i&ea that a!imals i!clu&i!$ huma!s use

li$ht a!& sou!& to obtai! i!formatio! about their surrou!&i!$s8 #tu&e!ts ca! the! li!

this i&ea to the co!cept that all of this i!formatio! comes i! the form of varyi!$ wavepatter!s &etecte& by our eyes or ears8 (his i&ea is the! e.te!&e& to the fact that li$ht

waves ra&io waves microwaves a!& i!frare& waves are the basic features of every&ay

commu!icatio! systems such as computers ra&ios or cell pho!es8 ost of these

&evices use &i$itie& si$!als 4i8e8 i!formatio! e!co&e& as series of 0 a!& 1 as a more

reliable way to store a!& tra!smit i!formatio! over lo!$ &ista!ces without si$!ifica!t

&e$ra&atio! or error8 For e.ample a small $roup of stu&e!ts ca! &evelop their ow!

orse-co&e system to &i$itie short wor&s a!& tra!smit that wor& to a!other $roup of

stu&e!ts by usi!$ a flashli$ht or a &rum8

/lso stu&e!ts ca! practice &i$itii!$ ima$es by first &rawi!$ simple shapes o!

s7uare& paper a!& the! co!verti!$ that ima$e i!to a &i$itie& o!e by &are!i!$ o!ly the


485

486

487

1645

1646

1647

1648

1649

1650

1651

1652

1653

1654

1655

1656

1657

1658

1659

1660

1661

1662

1663

1664

1665

1666

1667

1668

1669

1670

1671

1672

1673

488

491

492




s7uares that &o co!tai! part of the ori$i!al ima$e 4see fi$ure 1+8 #tu&e!ts ca! mae

observatio!s that the &i$itie& ima$e loses i! resolutio! because it is !ow more e&$y

with respect to the ori$i!al ima$e but a simple series of 0 a!& 1 for each li!e of the

ima$e is sufficie!t for somebo&y else to mae a! i&e!tical copy of the &i$itie& ima$e8

#tu&e!ts ca! also e.perie!ce that by i!creasi!$ the power of the &i$itiatio! 4by

re&uci!$ the sie of the s7uares o! the paper the &i$itie& ima$e has better resolutio!

but it will tae more time to tra!smit the hi$her-&efi!itio! ima$e via a series of 0 a!& 18

Figure $.3 Practice #ample of Recreati!$ Di$itie& "ma$es

#tu&e!ts will use inforation $athere& i! their e.ploratio!s simulatio!s

&emo!stratio!s te.t a!& o!li!e resources to develop a odel to &escribe patterns i!

terms of amplitu&e a!& wavele!$th a!& that waves ca! cause ob:ects to move8 arious

materials ca! be $ive! to stu&e!ts to create their odel i!clu&i!$% paper a!& pe!cil

pipe clea!ers clay a!& stri!$8 #tu&e!ts ca! also create a i!esthetic odel acti!$ out

a wave a!& its properties a!& patterns8

oded 6essage hallenge

#tu&e!ts be$i! to e.plore the co!cept of i!formatio! starti!$ with se!&i!$ co&e&

messa$es 4for e.ample orse co&e or a co&e they i!ve!t to say yes or !o with wave

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e G0 of 13+

493

494

495

1674

1675

1676

1677

1678

1679

1680

1681

1682

1683

1684

1685

1686

1687

1688

1689

1690

1691

1692

1693

496

499

500




pulses8 (his activity co!ti!ues to &evelop the

!otio! of sou!& as a wave phe!ome!o!8

#tu&e!ts be$i! to !otice that all the properties of

sou!& have wave-lie properties8 For e.ample

that it ca! be use& to se!& co&e& pulses

4&rummi!$8 ,aves have ma!y &iffere!t

fre7ue!cies 4usi!$ low pitches so stu&e!ts ca! !otice the fre7ue!cy of the vibratio!8

,aves travel throu$h soli& materials as a vibratio! of the matter 4but &iffere!t from that

i! water waves because there is little up a!& &ow! moveme!t but rather vibratio! i! the

&irectio! of the sou!& travel8 #ome surfaces reflect waves a!& others surfaces ca!

absorb waves8 #tu&e!ts develop and refine a odel of sou!& waves throu$h multiple

investigations of these phe!ome!a8 #tu&e!ts come to u!&ersta!& that sou!& is a

ma:or way we obtai! i!formatio! about the worl& arou!& us a!& that we use it to

e!co&e messa$es i! la!$ua$e a!& music8 (hey reco$!ie that our ear receives the

sou!& a!& our brai! &eco&es it8 (his ca! be relate& to how various a!imals a!& bir&s

use sou!& to war! them of pre&ators to hear prey a!& to commu!icate with others of

their species8 /t this poi!t teachers ca! i!tro&uce the i&ea that la!$ua$e is a form of

co&e a!& that writte! la!$ua$e is yet a!other co&e use& to store a!& se!& i!formatio!

over space a!& time8


(eachers ca! challe!$e their stu&e!ts with a &esi$!

problem that ass them to $e!erate a!& compare multiple

solutio!s that use patterns to tra!sfer or commu!icate

i!formatio! 4P*-+-P#+-)8 For e.ample stu&e!ts ca! participate i!

a messa$e-se!&i!$ co!test where each team must &ivi&e i! two a!& se!& a messa$e

from o!e part of the team to the other part of the team arou!& a cor!er of the buil&i!$8

/! a&&e& challe!$e is that the messa$e shoul& !ot be reco$!ie& by a!y other team8

(eachers utilie the e!$i!eeri!$ &esi$! cycle of &efi!i!$ the problem i&e!tifyi!$


ath Co!!ectio!#tu&e!ts are ase& to e!co&emessa$es8 Relate thesee!co&e& messa$es to patter!s

i! mathematics8 Bsemathematical patter!s asbac$rou!& !owle&$e8

501

502

503

1694

1695

1696

1697

1698

1699

1700

1701

1702

1703

1704

1705

1706

1707

1708

1709

1710

1711

1712

1713

1714

1715

1716

1717

1718

1719

1720

1721

1722

504

507

508




co!strai!ts brai!stormi!$ to $e!erate a!& compare multiple solutio!s that use patter!s

to tra!sfer i!formatio! &evelop a prototype test a!& refi!e8 (eachers $ive them a

variety of sou!& or li$ht pro&uci!$ &evices a!& materials to wor with 4mirrors for

e.ample8 (hey the! wor i! $roups to &evelop solutions for the problem a!& share

their results with the class8

ra&e Four = "!structio!al #e$me!t )% (he *arth is Co!sta!tly Cha!$i!$

"!structio!al #e$me!t ) $he arth is onstantly hanging is a! opportu!ity for

the i!te$ratio! of scie!ce to be tau$ht i! co!:u!ctio! with fourth $ra&e;s stu&y of

Califor!ia history a!& $eo$raphy8 Califor!ia is a! amai!$ e.ample of the i!terplay of all

of the $eolo$ical processes prese!te& challe!$i!$ stu&e!ts to i!vesti$ate the patter!s

of earth;s features usi!$ maps a!& how roc formatio!s a!& fossils help e.plai!

cha!$es i! the la!&scape8

Grade Four,9nit , Instructional Segent +% The Earth is Constantly Changing

(ow can water, ice, wind and vegetation change the land'

&hat patterns of arth=s features can be determined with the use of maps'

(ow do rock formations and fossils in rocks help to e%plain changes in a landscape'

(ow can the engineering design process be used to solve a problem'

Crosscutting Concepts% ause and ffect, +atterns

Science and Engineering *ractices% +lanning and arrying 1ut Investigations,

/nalyzing and Interpreting 3ata, onstructing %planations and 3esigning Solutions


+,ESS$,$ Identify evidence fro patterns in rock forations and fossils in rock

layers for changes in a landscape over tie to support an e"planation

for changes in a landscape over tie3 EClarificatio! #tateme!t% *.amples

of evi&e!ce from patter!s coul& i!clu&e roc layers with mari!e shell fossils

above roc layers with pla!t fossils a!& !o shells i!&icati!$ a cha!$e from

la!& to water over time< a!& a ca!yo! with &iffere!t roc layers i! the walls

a!& a river i! the bottom i!&icati!$ that over time a river cut throu$h the


509

510

511

1723

1724

1725

1726

1727

1728

1729

1730

1731

1732

1733

1734

1735

1736

512

515

516




roc8 E /ssessment oundary: /ssessment does not include specific

knowledge of the mechanism of rock formation or memorization of specific

rock formations and layers. /ssessment is limited to relative time.

.,ESS-,$ 4ake observations and5or easureents to provide evidence of the

effects of 7eathering or the rate of erosion by 7ater# ice# 7ind# or

vegetation3 EClarificatio! #tateme!t% *.amples of variables to test coul&

i!clu&e the a!$le of slope i! the &ow!hill moveme!t of water amou!t of

ve$etatio! spee& of wi!& relative rate of &epositio! cycles of freei!$ a!&

thawi!$ of water cycles of heati!$ a!& cooli!$ a!& volume of water flow8

E /ssessment oundary: /ssessment is limited to a single form of

weathering or erosion.

.,ESS-,- 'naly!e and interpret data fro aps to describe patterns of Earth6s

features3 EClarificatio! #tateme!t% aps ca! i!clu&e topo$raphic maps of

*arth;s la!& a!& ocea! floor as well as maps of the locatio!s of mou!tai!s

co!ti!e!tal bou!&aries volca!oes a!& earth7uaes8

.,ESS+,- Generate and copare ultiple solutions to reduce the ipacts

of natural Earth processes on huans3/ EClarificatio! #tateme!t%

*.amples of solutio!s coul& i!clu&e &esi$!i!$ a! earth7uae resista!t

buil&i!$ a!& improvi!$ mo!itori!$ of volca!ic activity8 E /ssessmentoundary: /ssessment is limited to earthquakes, floods, tsunamis, and

volcanic eruptions.

+,0,ETS$,$ (efine a siple design proble reflecting a need or a 7ant that

includes specified criteria for success and constraints on aterials#

tie# or cost3

(his performa!ce e.pectatio! &oes !ot have a clarificatio! stateme!t or a!


+,0,ETS$,- Generate and copare ultiple possible solutions to a


constraints of the proble3

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e G) of 13+

517

518

519

520

523

524





assessme!t bou!&ary8+,0,ETS$,+ *lan and carry out fair tests in 7hich variables are controlled and

failure points are considered to identify aspects of a odel or

prototype that can be iproved8




co!te!t with e!$i!eeri!$ throu$h a scie!ce a!& e!$i!eeri!$ practice or &iscipli!ary

core i&ea8


(he earth is co!sta!tly cha!$i!$8 (he rocs that e.ist at a particular locatio! ca!

reflect the $eolo$ical history of the site which ca! i!clu&e volca!ic activity

se&ime!tatio! erosio! a!& uplift from earth7uaes8 bsi&ia! may i!&icate a previously

active volca!ic re$io! limesto!e may i!&icate a! area that use& to be a! ocea! floor

a!& $ra!itic formatio!s of the #ierra Neva&a resulte& from tecto!ic uplift followe& by

erosio! a!& $laciatio! over a! e!ormous amou!t of time8

(hree mai! roc types i$!eous metamorphic a!& se&ime!tary ca! be

u!&erstoo& thou$h careful stu&y of the processes that forme& them8 (hese rocs are

&efi!e& by their formatio! processes a!& ca! be i&e!tifie& by their physical

characteristics8

"$!eous rocs are forme& from molte! roc that cools8 "$!eous i!trusive rocs

cool slowly below the surface of the *arth a!& $e!erally co!tai! lar$e i!terloci!$

mi!eral crystals8 ra!ite is a commo! e.ample of a! i$!eous i!trusive roc8 "$!eous

e.trusive rocs cool rapi&ly at *arth;s surface a!& $e!erally co!tai! mi!eral crystals too

small to be see! with the !ae& eye8 #ome e.trusive rocs have vesicles mai!$ them

li$ht such as pumice or lava roc8

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e G+ of 13+

525

526

527

1737

1738

1739

1740

1741

1742

1743

1744

1745

1746

1747

1748

1749

1750

1751

1752

1753

1754

1755

528

531

532




#e&ime!tary rocs are forms whe! se&ime!t is &eposite& burie& a!& ceme!te&

to$ether8 "t co!sists of se&ime!t imbe&&e& i! a matri. of ceme!t8 (he se&ime!t ca! be

lar$e or small or a combi!atio! of sies8 Commo! e.amples of se&ime!tary rocs are

co!$lomerates 4lar$e pebbles sa!&sto!e 4sa!& $rai!s shale 4clay particles a!&

limesto!e 4shells or fra$me!ts of shells from mari!e creatures8

etamorphic rocs are forme& whe! a roc is &eep u!&er$rou!& a!& sub:ect to

hi$h heat a!& pressure8 (he roc &oes !ot melt but ca! become layere& or cha!$e its

appeara!ce si$!ifica!tly8 etamorphic rocs ca! be more &ifficult to i&e!tify as their

physical characteristics are relatively &iverse8 (hey will !ot have vesicles or imbe&&e&

se&ime!ts but may have flat or fol&e& layers or visible mi!eral crystals8

,eatheri!$ a!& erosio! are importa!t phe!ome!a occurri!$ o! *arth;s surface8

,eatheri!$ is the breai!$ &ow! of rocs by physical or chemical processes8 Chemical

weatheri!$ will &issolve the mi!erals i! rocs i!to water or other li7ui&s8 Physical

weatheri!$ will brea roc i!to small pieces8 ,i!& a!& water ca! slowly weather rocs

to mae them smooth a!& rou!&e&8 Pla!t roots ca! $row a!& split a roc8 #alt &eposits

or freei!$ water ca! e.ist i! cracs i! a roc to i!crease the fracture a!& eve!tually

brea the roc apart8

*rosio! is the tra!sport of roc se&ime!ts8 ,ater flow is the most commo! cause

of erosio!8 #e&ime!ts ca! be carrie& &ow!stream by rivers a!& &eposite& i!to &eltasa!& ocea!s8 Rivers te!& to flow more slowly as they $et further &ow!stream a!& $et

closer to their mouth8 'ar$er se&ime!t will thus be &eposite& further upriver si!ce the

river must move rapi&ly to carry the heavier se&ime!t loa&8 Deposite& se&ime!ts ca!

the! form i!to se&ime!tary rocs8 'ar$e se&ime!t rocs lie co!$lomerates te!& to form

upstream while sa!&sto!es a!& shale will form &ow!river where the smaller se&ime!ts

are &eposite& by the slowi!$ river8 *rosio! is &efi!e& by $ravity carryi!$ se&ime!t to

lower elevatio!s8

>ecause weatheri!$ a!& erosio! cha!$e the physical characteristics a!&

locatio!s of roc they ca! be i&e!tifie& by e.ami!i!$ rocs outcrops a!& lar$e scale


533

534

535

1756

1757

1758

1759

1760

1761

1762

1763

1764

1765

1766

1767

1768

1769

1770

1771

1772

1773

1774

1775

1776

1777

1778

1779

1780

1781

1782

1783

536

539

540




topo$raphical maps8 (hese processes ca! remove or re&uce rocs at a pre&ictable rate

&epe!&i!$ o! the climatic co!&itio!s a!& the specific characteristics of the roc8

cea! curre!ts also cause erosio!8 'o!$shore curre!ts carry se&ime!t i! the

&irectio! of curre!t flow8 (his ca! tra!sport lar$e amou!ts of sa!& from o!e locatio! to

a!other8 *!$i!eers buil& $roi!s to preve!t the re&istributio! of sa!&8


(his i!structio!al se$me!t o! the cha!$i!$ earth ca! be broe! i!to the followi!$

parts% Part 1% &ritten in the <ocks< Part 2% ffects of &eathering and rosion on arth=s

SurfaceA a!& Part )% 6apping arth=s Surface8 "!structio!al se$me!t ) ope!s with a!

e!$i!eeri!$ problem i!volvi!$ earth scie!ce stu&ies8


#tu&e!ts are challe!$e& to $e!erate &esi$! solutio!s for a

$eotech!ical e!$i!eeri!$ problem8 (o i!form their &esi$! 41

stu&e!ts are i!volve& i! planning and carrying out

investigations e.plori!$ patter!s i! rocs a!& roc formatio!s

42 observi!$ effects of weatheri!$ a!& 4) analy!ing and interpreting data from

maps that represe!t *arth;s cha!$i!$ la!&scape 4Part )8 Desi$! solutio!s coul&

i!clu&e structures such as a bri&$e to spa! a river placeme!t of a &am or &yes to hol&

water or to protect a commu!ity from floo&i!$ or retrofitti!$ a buil&i!$ to re&uce the

probability of severe &ama$e from a! earth7uae8 (eachers pose &esi$! problems to

the stu&e!ts that i!volve them i! scie!ce a!& e!$i!eeri!$ practices that i!clu&e

planning and carrying out investigations a!& analy!ing and interpreting data i!

or&er to construct e"planations a!& design solutions for their commu!ity8 (he

&esi$! pro:ect &rives stu&e!ts; investigations of *arth scie!ce with a! emphasis o!

crosscutti!$ co!cepts patterns a!& cause and effect . /t the e!& of this pro:ect

stu&e!ts are able to support a! e"planation that the *arth;s la!&scape is co!sta!tly

cha!$i!$ usi!$ evidence such as roc formatio! types of rocs a!& fossils8


541

542

543

1784

1785

1786

1787

1788

1789

1790

1791

1792

1793

1794

1795

1796

1797

1798

1799

1800

1801

1802

1803

1804

1805

1806

1807

1808

1809

1810

1811

544

547

548




(o be$i! this i!structio!al se$me!t the teacher poses a! e!$i!eeri!$ &esi$!

problem that helps to re&uce the impacts of a !atural haar& such as a! earth7uae

floo& or tsu!ami8 ,ori!$ i! collaborative teams stu&e!ts brai!storm i!itial i&eas a!&

setch out prelimi!ary design solutions8 Ne.t stu&e!ts $e!erate questions they have

that will help to focus their scie!tific stu&y of processes that shape the earth a!& to

u!&ersta!& the co!strai!ts a!& criteria that will assist them i! designing a possible

engineering solution8

&ritten in the <ocks

/s $eo-e!$i!eers stu&e!ts have to

u!&ersta!& what clues to the *arth;s surface

they ca! $ather from *arth materials8 #tu&e!ts

wor i! teams to investigate various types of

rocs a!& patterns i! rocs 4e.ample% layere&

rocs with a!& without shells a!& fossils

various types of rocs fou!& i! a ca!yo! wall

rocs that have u!&er$o!e erosio! i! rivers or

ocea! lava rocs8 From these i!itial

observatio!s stu&e!ts be$i! to ask questions

that &rive further research a!& classroom

investigations to support a! e"planation that

the surface of the *arth has cha!$e& over time

a!& that rocs roc formatio!s a!& what is i!

the rocs $ive clues a!& evidence for cha!$es i! a la!&scape over time 4P*-+-*##-18

#tu&e!t $roups ca! use pri!t a!& &i$ital sources as well as rocs to i!te$rate

i!formatio! that prepares them to write or spea about the sub:ect !owle&$eably

4CC## for *'/M'iteracy R18+8K ,8+8G8 #tu&e!ts e.ami!e these types of rocs so they

ca! i&e!tify a!& &iscuss the evi&e!ce for cha!$es i! the la!&scape over time a!& to

support a! e.pla!atio! for these cha!$es8


*'/ *'D Co!!ectio!

/s part of a! i!vesti$atio!about rocs roc formatio!sa!& what is i! rocs thatprovi&e evi&e!ce of cha!$es i!a la!&scape over time stu&e!tstae !otes paraphrase a!&cate$orie i!formatio! bycreati!$ a I /m a <ock boo8#tu&e!ts ca! write thei!formatio! from the roc poi!tof view 4i8e8 as a Ise&ime!tary

rocJ or a! Ii$!eous rocJi!clu&i!$ how they are forme&how they cha!$e thela!&scape what they are ma&eup of etc8 alo!$ with pictures8

/ list of sources shoul& bei!clu&e& at the e!& of the boo8

549

550

551

1812

1813

1814

1815

1816

1817

1818

1819

1820

1821

1822

1823

1824

1825

1826

1827

1828

1829

1830

1831

1832

1833

1834

1835

1836

1837

1838

1839

1840

552

555

556




(hou$h stu&e!ts will lear! about a!& stu&y i$!eous se&ime!tary a!&

metamorphic rocs it is importa!t to emphasie is place& o! the *arth processes that

forme& them a!& what ca! be u!&erstoo& about the $eolo$ic history of the earth

throu$h reco$!itio! of patterns a!& processes8

ffects of &eathering and rosion on arth=s Surface

#tu&e!ts are $ive! the opportu!ity to plan and carryout investigations that test

the effects of water ice wi!& or ve$etatio! o! soil erosio!8 #tu&e!ts will mae

observatio!s a!&Mor measureme!ts to provi&e evi&e!ce of weatheri!$ or erosio! 4P*-+-

*##2-18 !e way that this coul& be &o!e is by usi!$ a stream table8 #tu&e!ts plan

and carry out investigations to e.ami!e the effect of water o! the rate of erosio! by

testi!$ variables such as type of *arth material slope of stream table rate of water flow

a!& ve$etatio! i! their stream table8 (hese i!vesti$atio!s &irectly support the

crosscutti!$ co!cept cause and effect a!& stu&e!t-$e!erate& charts such as ?'*,#

4ershber$er a!& Tembal-#aul 20158 (he ?'*,# chart 4?!ow 'ear!i!$ *vi&e!ce

,o!&er #cie!tific Pri!ciples a!& ocabulary is a! a&aptatio! of the well-!ow! ?,'

rea&i!$ comprehe!sio! strate$y that is a&apte& for scie!ce teachi!$ that ca! support

this importa!t co!!ectio!8 easureme!ts &uri!$ this investigation coul& i!clu&e

&ista!ce earth materials travele& compariso! of time a!& erosio! observe& i! thestream table a!& amou!t of materials move& &uri!$ erosio! process8

"!vesti$atio!s of erosio! by water ice wi!& or ve$etatio! ca! be &o!e

compari!$ ima$es a!& usi!$ simulatio!s8 >elow is a! e.ample 4fi$ure 15 of erosio! of

a sea stac over 100 years i! Nye >each Newport re$o!8 Fi$ure 16 pictures a

simulate& erosio! of Sosemite alley erosio! a $lacier carve& out the Sosemite alley

reco$!iable by its B shape8

Figure $0% *rosio! of a #ea #tac ver 100 Sears

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e GG of 13+

557

558

559

1841

1842

1843

1844

1845

1846

1847

1848

1849

1850

1851

1852

1853

1854

1855

1856

1857

1858

1859

1860

1861

1862

1863

1864

1865

1866

1867

560

563

564




1GK0;s

1K10;s

1K10;s

1K164B8#8 eolo$ical #urvey 2015a

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e GK of 13+

565

566

567

1868

1869

1870

1871

1872

1873

568

571

572




DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e K0 of 13+

573

574

575

1874

576

579

580




Figure $8% / simulatio! of erosio! is e.emplifie& throu$h the Sosemite alley8 4B8#8

eolo$ical #urvey 2015b


581

582

583

1876

1877

1878

1879

1880

1881

584

587

588




#etches of Sosemite alley area showi!$ e.te!t of valley-filli!$ #herwi! $lacier 4/

above a!& lesser e.te!t of (io$a $lacier 4> below8

#tu&e!ts compare ima$es to mae observatio!s a!&Mor measureme!ts that

provi&e evi&e!ce of the effects of weatheri!$8 Computer simulatio!s ca! help to odel

*arth;s process a!& data ca! be collecte& by stu&e!ts that ca! be carefully analy!ed

and interpreted to i!form their $eotech!ical e!$i!eeri!$ &esi$! pro:ect8


589

590

591

1882

1883

1884

1885

1886

1887

1888

1889

592

595

596




6apping arth=s Surface

ow &o scie!tists a!& e!$i!eers i&e!tify a!& show patterns of *arth;s features

#tu&e!ts ca! use maps to i&e!tify patterns a!& locatio!s of mou!tai!s earth7uaes

volca!oes a!& ocea! ri&$es8 >y a!alyi!$ a simple topo$raphic map from three-

&ime!sio!al mo&els of la!&forms stu&e!ts are able to show a!& i&e!tify features such

as cha!$es i! elevatio! co!tours of mou!tai!s a!& locatio!s of rivers a!& streams

4P*- *##2-28 (he use of computer mappi!$ simulatio!s ca! further help stu&e!ts

&escribe a!& i&e!tify patterns of *arth;s features8


#tu&e!ts use their *arth scie!ce investigations a!& their

scie!tific stu&y to i&e!tify a problem a!& i!form their design

solutions to re&uce the impact of a !atural haar&8 (he class

be$i!s the pro:ect by &efi!i!$ a simple huma! problem relate& to

*arth features for e.ample by &eci&i!$ to buil& a bri&$e across a river to co!!ect to

la!&s or &esi$! a &am to provi&e electrical power or &esi$! a !ew shoppi!$ mall or

other buil&i!$ structure8 (he class will be challe!$e& to i&e!tify possible patter!s of

!aturally occurri!$ haar&s arou!& the area 4such as earth7uaes floo&s or tsu!amis

a!& their solutio!s shoul& e.plicitly i!clu&e &esi$! features that help to re&uce the

impacts of these !atural haar&s8 (he pro:ect i!clu&es specifie& criteria for success a!&

co!strai!ts o! materials time or cost8 #tu&e!ts revise their ori$i!al design solutions

base& o! their scie!tific investigations a!& research a!& have a! opportu!ity to

prese!t their revise& solutio!s 4alo!$ with a &rawi!$ or if possible a! actual physical

mo&el to the class 4P*-+-*##)-28 / fi!al pro:ect may i!clu&e the selectio! of their

prototype as they pla! a!& carry out fair tests i! which variables are co!trolle& a!&

failure poi!ts are co!si&ere& to i&e!tify aspects of a odel that ca! be improve&8

#tu&e!ts mi$ht also &etermi!e a!y u!i!te!&e& !e$ative co!se7ue!ces that result from

their impleme!te& solution8

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e K) of 13+

597

598

599

1890

1891

1892

1893

1894

1895

1896

1897

1898

1899

1900

1901

1902

1903

1904

1905

1906

1907

1908

1909

1910

1911

1912

1913

1914

1915

1916

1917

1918

1919

600

603

604




ra&e Four = "!structio!al #e$me!t +% "!vesti$ati!$ #tructure a!& Fu!ctio! of Pla!tsa!& /!imals

"! this i!structio!al se$me!t stu&e!ts co!struct a! arguent that the i!ter!al

a!& e.ter!al structures of pla!ts a!& a!imals fu!ctio! to support survival $rowth

behavior a!& repro&uctio!8 #tu&e!ts the! use a odel to &escribe how specialie&

structures i! a!imals receive &iffere!t types of i!formatio! that assist i! se!si!$ their

e!viro!me!t8 (here shoul& be a! emphasis o! how a!imals receive i!formatio!

process the i!formatio! i! their brai! a!& the! respo!& the i!formatio! i! &iffere!t

ways8 Fi!ally stu&e!ts stu&y structure and function to develop a odel to &escribe

how li$ht reflecti!$ from ob:ects a!& e!teri!$ the eye allows ob:ects to be see!8

*mphasis throu$hout the i!structio!al se$me!t is o! the crosscutti!$ co!cepts ofcause and effect a!& systems and systems models. #tu&e!ts ask questions lie

the followi!$ at this $ra&e% &hat structures help animals5insects eat' &hy do plants

have thorns' (ow do animals5people sense our environment' &hat help us eat or

breathe'

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e K+ of 13+

605

606

607

1920

1921

1922

1923

1924

1925

1926

1927

1928

1929

1930

1931

1932

1933

1934

1935

1936

608

611

612




Grade Four,Instructional Segent .% Investigating Structure and Function of

*lants and 'nials

(ow do e%ternal structures support the survival, growth, behavior, and reproduction of

plants and animals'

(ow do internal structures support function in animals'

(ow do animals detect, process, and use information about the environment'

(ow does light play a role in what we see'

Crosscutting concepts% Structure and 0unction, Systems and System 6odels

Science and Engineering *ractices% 3eveloping and 7sing 6odels, ngaging in

/rgument from vidence


.,LS$,$3 Construct an arguent that plants and anials have internal and

e"ternal structures that function to support survival# gro7th# behavior#

and reproduction3 EClarificatio! #tateme!t% *.amples of structures coul&

i!clu&e thor!s stems roots colore& petals heart stomach lu!$ brai! or

si!8 *ach structure has specific fu!ctio!s withi! its associate& system8

E /ssessment oundary: /ssessment is limited to macroscopic structures

within plant and animal systems.

.,LS$,-3 9se a odel to describe that anials receive different types of

inforation through their senses# process the inforation in their brain#

and respond to the inforation in different 7ays3 EClarificatio! #tateme!t%

*mphasis is o! systems of i!formatio! tra!sfer8 E /ssessment oundary:

/ssessment does not include the mechanisms by which the brain stores and

recalls information or the mechanisms of how sensory receptors function.

.,*S.,-3 (evelop a odel to describe that light reflecting fro ob2ects and

entering the eye allo7s ob2ects to be seen3 E /ssessment oundary:

/ssessment does not include knowledge of specific colors reflected and

seen, the cellular mechanisms of vision, or how the retina works.>


613

614

615

1937

1938

1939

616

619

620





(hrou$hout its life a pla!t or a!imal will u!&er$o co!sta!t i!teractio! with the

biotic e!viro!me!t 4other livi!$ thi!$s a!& the abiotic e!viro!me!t 4the physical

e!viro!me!t arou!& it8 >ei!$ able to se!se a!& respo!& to the e!viro!me!t is esse!tial

for survival8 ver ma!y $e!eratio!s pla!ts a!& a!imals ca! evolve a&aptatio!s that

$ive them the best cha!ce for survival withi! their e!viro!me!t8

/&aptatio! comes at a price8 "f a! or$a!ism is hi$hly a&apte& to o!e

e!viro!me!t it will !ot be able to thrive outsi&e of that e!viro!me!t8 For e.ample sloths

are e.celle!t climbers but ca! barely move arou!& o! the $rou!&8 (his is of particular

co!cer! i! the li$ht of climate cha!$e8 "! ma!y places o! earth temperatures are

cha!$i!$ faster tha! pla!ts a!& a!imals ca! a&apt to the !ew co!&itio!s8 (hese

cha!$es i! temperature are putti!$ ma!y species u!&er stress8

(he ability to perceive li$ht a!& form a! ima$e of the worl& is a fa!tastic

a&aptatio! commo! to ma!y a!imals8 (he simplest eyes :ust &etect li$ht a!& &ar

possibly helpi!$ the or$a!ism fi!& a &ar place to hi&e8 #ea stars have a li$ht &etector

4thou$h !ot a true eye at the e!& of each of their five le$s8 /s eyes become more

comple. the ability to &isti!$uish &iffere!t colors of li$ht a!& to perceive shapes a!&

co!trasts becomes hei$hte!e&8 (he huma! eye is a very comple. structure but !ot by

a!y scope the most se!sitive eye o! pla!et *arth8 ther a!imals ca! see colors thathuma!s ca!!ot see a!& some see very well i! low-li$ht co!&itio!s where huma!s mi$ht

be almost bli!&8 "! all eyes visio! be$i!s whe! photo!s of li$ht reflecte& off ob:ects that

e!ter the eye a!& are absorbe& by receptor protei!s i! specialie& cells8 ,he! a photo!

stries o!e of these protei!s it i!&uces a chemical cha!$e i! the cell8 Note that all cells

have protei!s but o!ly specialie& cells i! the eyes a!& other li$ht-se!sitive or$a!s

have protei!s that cha!$e photo!s i!to chemical si$!als8 (he eye structure ca! be

comple.8 For e.ample some eyes have le!ses that help to focus the li$ht o! the

receptor cells8 >ut at the ce!ter of visio! is li$ht hitti!$ a cell a!& i!&uci!$ a chemical

cha!$e i! that cell8 (his chemical cha!$e lea&s to a! electrical si$!al traveli!$ to the


621

622

623

1940

1941

1942

1943

1944

1945

1946

1947

1948

1949

1950

1951

1952

1953

1954

1955

1956

1957

1958

1959

1960

1961

1962

1963

1964

1965

1966

1967

624

627

628




brai! where shapes a!& colors are perceive&8 #tu&e!ts may have a !umber of pre-

co!ceive& i&eas about li$ht a!& reflectio! that teachers may !ee& to a&&ress8


(his i!structio!al se$me!t "!vesti$ati!$ #tructure a!& Fu!ctio! of Pla!ts a!&

/!imals co!tai!s three parts% Part 1- *.ter!al #tructures a!& Fu!ctio! of Pla!ts a!&

/!imalsA Part 2- "!ter!al #tructures a!& Fu!ctio! of /!imals# a!& Part )- #e!si!$ the

*!viro!me!t

%ternal Structures and 0unction of +lant and /nimals

Co!structi!$ arguents fro evidence

be$i!s with $oo& questions from observatio!s8

#tu&e!ts be$i! with observatio!s to &evelop

e"planations a!& odels for how pla!t a!& a!imal

structures function to support survival $rowth

behavior a!& repro&uctio!8 #tu&e!ts ca! be$i! their

stu&y by tai!$ a wali!$ fiel& trip to a school or local

$ar&e! commu!ity par or !ature preserve8 /fter a

brief tour each stu&e!t choses a pla!t or a!imal tocarefully observe setch a!& ass the 7uestio!

?(ow do the structures of this organism help it

function' Co!ti!ui!$ i! the classroom stu&e!ts ca!

mae further observatio!s of a type of a!imal such

as a! i!sect a!& mae careful &rawi!$s of a! e!tire

or$a!ism8 (hey the! ask questions about the function of these structures8 (hese

7uestio!s the! set the sta$e for $atheri!$ evidence8 >ase& o! further observatio!s

research a!& classroom e.perie!ces stu&e!ts be$i! to co!struct a! arguent about

the importa!ce of specific structures of a! i!sect to its survival $rowth behavior a!&

repro&uctio!8 (o$ether stu&e!t teams coul& use a I@uestio!s Claims a!& *vi&e!ceJ


ath Co!!ectio!Draw li!es of symmetry o!&iffere!t a!imals; facesi!clu&i!$ huma!s8 Discuss howthe placeme!t sie a!& shapeof eyes a!& ears o! the hea& of each a!imal facilitate survivalfor prey species a!& forpre&ator species i! terms ofse!si!$ ima$es a!& sou!&s8For e.ample pre&ator species

4cats usually have eyes thatare closer to$ether forstereoscopic visio!< while preya!imals 4horses have eyesplace& o! the si&es of theirhea& to allow for a wi&er fiel& of visio!8

629

630

631

1968

1969

1970

1971

1972

1973

1974

1975

1976

1977

1978

1979

1980

1981

1982

1983

1984

1985

1986

1987

1988

1989

1990

1991

1992

1993

1994

1995

1996

632

635

636




format to or$a!ie their arguent that structures of their or$a!ism function to support

survival $rowth behavior a!& repro&uctio!8

/fter i!itial observatio!s of o!e type of a!imal 4i!sect teams of stu&e!ts each

investigate a &iffere!t a!imal such as a worm s!ail bir& reptile fish or mammal

mai!$ observatio!s a!& collecti!$ evidence to co!struct a! arguent li!i!$

structures to function8 /s stu&e!ts $ather evidence of how a!imal structure allows for

specific fu!ctio!s the teacher $ives them ma!y opportu!ities to e!$a$e i! &iscussio!s

provi&i!$ odels to support their scie!tific e.pla!atio!8 (he same metho& of

investigation coul& be use& for pla!ts8 #tu&e!ts be$i! with careful observatio!al

&rawi!$s of pla!ts a!& their specific structures a!& recor& 7uestio!s they have about

fu!ctio!8 rowi!$ pla!ts from see& a!& observi!$ the &evelopme!t of roots stems

leaves flowers fruits a!& see&s ca! help to support co!structio! of arguents for

how specific pla!t structures support survival $rowth behavior a!& repro&uctio!8 /s a

possible co!clusio! for part 1 stu&e!t $roups ca! participate i! a meeti!$8 *ach team

will be assi$!e& o!e pla!t or a!imal they have observe& a!& investigated a!&

co!struct a! arguent that supports how their structures support life fu!ctio!s of that

particular or$a!ism 4P*-+-'#1-18 (hey will support the claims throu$h evidence

i!clu&i!$ observatio!s a!& odels8 /&&itio!al i&eas for e!$a$i!$ stu&e!ts i! this

i!structio!al se$me!t are provi&e& i! the followi!$ vi$!ette% Structures for Survival in a(ealthy cosystem.

Grade Four :ignetteStructures for Survival in a )ealthy Ecosyste

Introduction


fourth $ra&e classroom whe! the / 24SS are impleme!te&8 (he purpose is toillustrate how a teacher e!$a$es stu&e!ts i! three-&ime!sio!al lear!i!$ by provi&i!$

them with e.perie!ces a!& opportu!ities to &evelop a!& use the scie!ce a!&

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e KG of 13+

637

638

639

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

2021

2022

2023

2024

2025

640

643

644




e!$i!eeri!$ practices a!& the crosscutti!$ co!cepts to u!&ersta!& the &iscipli!ary core

i&eas associate& with the topic i! the i!structio!al se$me!t8


Performa!ce *.pectatio!s8 "t shoul& !ot be viewe& as showi!$ all i!structio! !ecessary







teachi!$ strate$ies or$a!iatio! of the lesso! structure a!& possible stu&e!ts;

respo!ses8 /lso scie!ce i!structio! shoul& tae i!to accou!t that stu&e!t



(ays $,- , Structures for Survival8

r8 F &eci&e& to use the Califor!ia **" u!it Structures for Survival in a (ealthy

cosystem as the fou!&atio! for part o!e of his Structure and 0unction of +lants and

/nimals u!it8 e starts the u!it by calli!$ the stu&e!ts; atte!tio! to a wor& wall car& forthe wor& IstructureJ a!& reviews the &efi!itio!8 (o help them clarify their u!&ersta!&i!$

of the wor& structure r8 F ass the stu&e!ts to ima$i!e that they are looi!$ at their

reflectio! i! a mirror a!& e.ami!i!$ their teeth e.plai!i!$ that teeth are a! e.ample of a

structure i! the huma! bo&y8 e the! lea&s a class &iscussio! to chec stu&e!ts; prior

!owle&$e about the importa!ce of or$a!isms; i!ter!al a!& e.ter!al physical

structures by asi!$ them to i&e!tify o!e of their favorite pla!ts or a!imals a!&

&escribe o!e of its e.ter!al structures8 r8 F e.plai!s that i! this u!it they will be

mai!$ observatio!s to help them &evelop e"planations a!& odels for how pla!t a!&

a!imal structures function to support survival $rowth behavior a!& repro&uctio!8

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e KK of 13+

645

646

647

2026

2027

2028

2029

2030

2031

2032

2033

2034

2035

2036

2037

2038

2039

2040

2041

2042

2043

2044

2045

2046

2047

2048

2049

2050

2051

2052

2053

648

651

652




avi!$ pla!!e& ahea& for a ha!&s-o! activity r8 F taes his stu&e!ts o! a short

wal arou!& the schoolyar& to observe some of the pla!ts a!& a!imals that live !earby8

(hey observe some bir&s flyi!$ by a!& he ass them to i&e!tify some of the e.ter!al

features of the bir&s wi!$s beas a!& eyes8 (he stu&e!ts see a s7uirrel ru!!i!$

across the $rass so r8 F ass them to i&e!tify some of the i!teresti!$ features of the

s7uirrel lo!$ tail bi$ eyes claws a!& lar$e ears8 (hey have !otice& the s7uirrel

climbi!$ up a bi$ oa tree so he ass them to i&e!tify some of its e.ter!al features8

,he! they retur!e& to the classroom with the stu&e!ts prompti!$ him r8 F

writes the !ames of the pla!ts a!& a!imals they have observe& o! the whiteboar&8 e

the! ass the stu&e!ts to list a!& briefly &escribe some of the e.ter!al structures they

saw o! these pla!ts a!& a!imals8 (he stu&e!ts tae out their scie!ce :our!als a!& &raw

o!e of the pla!ts or a!imals they observe& i!clu&i!$ specific e.ter!al structures that

they label8 4s8 Q a!other fourth $ra&e teacher &oes !ot have time for her stu&e!ts to

$o outsi&e for these observatio!s a!& &iscussio!s so she has them &o observatio!s i!

the classroom i!volvi!$ their class a7uarium pet $ui!ea pi$ a!& pla!ts i! the $ar&e!

bo.8 s8 , who &oes !ot have a!y pla!ts or a!imals i! her classroom uses the visual

ai&s i!clu&e& i! the **" curriculum u!it for the stu&e!ts; observatio!s a!& &iscussio!8

r8 F &eepe!s the &iscussio! by havi!$ the stu&e!ts e.plore the importa!ce of

these structures by a!sweri!$ several 7uestio!s i!clu&i!$% I,hat is the use of thestructureJ a!& Iow &oes the structure help the pla!t or a!imal surviveJ

(he teacher &istributes a stu&e!t worboo to each stu&e!t a!& tells them to tur!

to pa$es G=K where they will see a photo$raph of a erriam;s a!$aroo rat a!& ass

them to label the ma:or e.ter!al structures of the a!imal eyes !ose feet tail a!&

chees8 r8 F the! has stu&e!ts write a se!te!ce that e.plai!s how each structure

helps a!$aroo rats $row repro&uce or survive8 >ecause very few of the stu&e!ts are

familiar with this a!imal r8 F e.plai!s that the chees of the a!$aroo rat are

importa!t because they are use& to $ather the see&s from the &esert floor that support

its $rowth8


653

654

655

2054

2055

2056

2057

2058

2059

2060

2061

2062

2063

2064

2065

2066

2067

2068

2069

2070

2071

2072

2073

2074

2075

2076

2077

2078

2079

2080

2081

2082

656

659

660




(ay + ; E"ternal Structures in Changing California )abitats 8

r8 F calls the stu&e!ts; atte!tio! to the habitats wall map a!& e.plai!s that this

map shows 10 &iffere!t habitats i! Califor!ia as well as some of the a!imals a!& pla!ts

that live there8 r8 F poi!ts out that there are ma!y &iffere!t i!&s of pla!ts a!& a!imals

a!& that &iffere!t species live i! &iffere!t habitats e.plai!i!$ that ma!y have &iffere!t

e.ter!al structures to survive $row a!& repro&uce i! the terrestrial freshwater or

coastal a!& mari!e ecosystems where they live8 /s a mea!s of more fully e!$a$i!$

them i! this topic he poi!ts out their local re$io! a!& usi!$ the map a!& their local

!owle&$e ass stu&e!ts to !ame some pla!ts a!& a!imals that live there8

r8 F &ivi&es the class i!to small teams a!& allows each team to select o!e of

the pla!ts or a!imals &epicte& i! the paca$e of **" visual ai&s8 Provi&i!$ copies of

these visual ai&s to the stu&e!ts he i!structs them to i!vesti$ate a!& observe their

or$a!isms to be$i! collecti!$ the evi&e!ce to co!struct their ar$ume!ts about the

fu!ctio! of o!e of its e.ter!al structures8 /s the culmi!ati!$ team activity r8 F assi$!s

the teams to mae a visual &isplay such as a poster that &epicts the pla!t or a!imal

they i!vesti$ate& a!& labels several &iffere!t e.ter!al structures. 4Note% "! preparatio!

for his lesso!s i! part three of this u!it Sensing the nvironment, r8 F specifically ass

the stu&e!ts to i&e!tify a!& &escribe the structure and function of the a!imals;

se!sory or$a!s8

(ay . ; Survival in Changing )abitats8

"! or&er to rei!force what the stu&e!ts have lear!e& about the effects of huma!

activities o! the e!viro!me!t 4Califor!ia *!viro!me!tal Pri!ciple "" r8 F ass them to

recall their &iscussio!s &uri!$ u!it 1-part ) nergy <esources and the nvironment

about how e!er$y co!sumptio! affects the e!viro!me!t 4e8$8 loss of habitat &ue to

&ams loss of habitat &ue to surface mi!i!$ a!& air pollutio! from bur!i!$ of fossil

fuels8 e the! pro:ects visual ai&s 9++ a!& 9+5 from the Structures for Survival in a

(ealthy cosystem u!it a!& ass the stu&e!ts to review what /!!a;s hummi!$bir&s

!ee& to $row survive a!& repro&uce8


661

662

663

2083

2084

2085

2086

2087

2088

2089

2090

2091

2092

2093

2094

2095

2096

2097

2098

2099

2100

2101

2102

2103

2104

2105

2106

2107

2108

2109

2110

2111

664

667

668




/s a! i!&ivi&ual assessme!t r8 F re7uires each team member to write a!

evidence,based arguent focuse& o! o!e pla!t or a!imal a!& o!e of its i!ter!al or

e.ter!al structures8 e e.plai!s that the stu&e!ts; arguents must i!clu&e the

evidence they $athere& i! support of their poi!t of view a!& i!clu&e their reaso!i!$ to

support of the structure;s role i! survival $rowth behavior a!&Mor repro&uctio!8 r8 F

tells them that their writi!$s must also i!clu&e evidence,based respo!ses to two

7uestio!s% I"f they are $oi!$ to survive $row a!& repro&uce what &o pla!ts a!&

a!imals !ee& i! a&&itio! to the e.ter!al structures we have lear!e& aboutJ /!&

Iow mi$ht huma! activities affect the e!viro!me!t a!& their selecte& pla!t;s or

a!imal;s survival $rowth behavior a!&Mor repro&uctio!8J (his activity shoul& help

stu&e!ts &evelop their u!&ersta!&i!$ that survival $rowth a!& repro&uctio! of pla!ts

a!& a!imals &epe!&s o! them havi!$ a healthy terrestrial freshwater or coastal a!&

mari!e ecosystem i! which to live8


.,LS$,$ Fro 4olecules to <rganiss% Structures and *rocessesonstruct an argument that plants and animals have internal and e%ternal structuresthat function to support survival, growth, behavior, and reproduction. @larificationStatement: %amples of structures could include thorns, stems, roots, colored petals,heart, stomach, lung, brain, and skin. ach structure has specific functions within itsassociated system.> @/ssessment oundary: /ssessment is limited to macroscopicstructures within from one of aliforniaAs systems.>



Engaging in 'rguentfro Evidenceonstruct an argumentwith evidence, data, and5or a model.

7se a model to testinteractions concerning thefunctioning of a naturalsystem.

LS$3' Structure andFunction+lants and animals haveboth internal and e%ternalstructures that serve various

functions in growth, survival,behavior, and reproduction.

LS$3( Inforation*rocessing




669

670

671

2112

2113

2114

2115

2116

2117

2118

2119

2120

2121

2122

2123

2124

2125

672

675

676




3ifferent sense receptorsare specialized for particular kinds of information, whichmay be then processed bythe animal=s brain. /nimalsare able to use their

perceptions and memoriesto guide their actions.


*rinciple II% $he long!term functioning and health of terrestrial, freshwater, coastaland marine ecosystems are influenced by their relationships with human societies.

Concept a3 Students need to know that direct and indirect changes to naturalsystems due to the growth of human populations and their consumption ratesinfluence the geographic e%tent, composition, biological diversity, and viability of

natural systems.

Connections to the C' CCSS for EL'5Literacy% W3.3$# SL3.30

:ignette (ebrief




the core i&eas i! life scie!ces relate& to how the i!ter!al a!& e.ter!al structures ofpla!ts a!& a!imals support survival $rowth behavior a!& repro&uctio! thereby helpi!$

stu&e!ts move towar&s mastery of the three compo!e!ts &escribe& i! the / 24SS

performa!ce e.pectatio!8

"! this vi$!ette the teacher selecte& two performa!ce e.pectatio!s but i! the

lesso!s &escribe& above he o!ly e!$a$e& stu&e!ts i! selecte& portio!s of these P*s8

Full mastery of these P*s will be achieve& throu$hout subse7ue!t u!its8


e!$a$i!$ i! arguent fro evidence. 'ife scie!ce le!&s itself well to &evelopi!$

stu&e!ts; abilities to mae oral a!& writte! arguent 7ith evidence data# a!& the use

of odels to test i!teractio!s co!cer!i!$ the fu!ctio!i!$ of !atural systems8


677

678

679

2126

2127

2128

2129

2130

2131

2132

2133

2134

2135

2136

2137

2138

2139

2140

2141

680

683

684




/s stu&e!ts e.ami!e& their ow! teeth they be$a! to u!&ersta!& the ey

scie!tific co!cept of structures, the! e.pa!&i!$ o! this !owle&$e by observi!$ the

e.ter!al features of local a!imals a!& pla!ts8 #tu&e!ts use& their scie!ce :our!als to

recor& i!formatio! about what they observe& to prepare them for a class &iscussio!

about how pla!ts; a!& a!imals; i!ter!al a!& e.ter!al structures support survival

$rowth behavior a!& repro&uctio!8

"! or&er to &evelop their abilities with scie!ce a!& e!$i!eeri!$ practices their

teacher &iscusse& the importa!ce of evidence i! co!structi!$ scie!tific arguents

about the function of o!e of its e.ter!al structures8 (he stu&e!ts rei!force& this

practice as they co!structe& evidence,based arguents about the structures of the

or$a!isms they were &escribi!$8

#tu&e!ts also e.ami!e& the crosscutti!$ co!cept of systems and system

models as they investigated the co!!ectio!s betwee! a! or$a!ism;s i!ter!al a!&

e.ter!al structures a!& how huma! activities ca! i!flue!ce their survival $rowth

behavior a!& repro&uctio!8 (his also rei!force& their &evelopi!$ u!&ersta!&i!$ of

Califor!ia *!viro!me!tal Pri!ciple "" Co!cept a Idirect and indirect changes to natural

systems due to the growth of human populations and their consumption rates influence

the geographic e%tent, composition, biological diversity, and viability of natural system 8J

CCSS Connections to English Language 'rts

#tu&e!ts use& all of the evi&e!ce they $athere& from their fiel& trip class

&iscussio!s a!& visual ai&s to co!struct a! evi&e!ce-base& ar$ume!t about the role i!

the survival $rowth behavior or repro&uctio! of the e.ter!al structures of their selecte&

or$a!isms8 (his co!!ects to the / SS for 8/58iteracy ,riti!$ sta!&ar& 4,8+818 "!

a&&itio! they &evelope& visual &isplays to support their mai! i&eas about the fu!ctio!

of the e.ter!al structures of their pla!ts a!& a!imals which correspo!&s to #peai!$

a!& 'iste!i!$ #ta!&ar& + 4#'8+858



685

686

687

2142

2143

2144

2145

2146

2147

2148

2149

2150

2151

2152

2153

2154

2155

2156

2157

2158

2159

2160

2161

2162

2163

2164

2165

2166

2167

2168

2169

688

691

692




• Califor!ia *&ucatio! a!& the *!viro!me!t "!itiative8 20118 Structures for Survival

in a (ealthy cosystem. #acrame!to% ffice of *&ucatio! a!& the *!viro!me!t8

Internal Structures and 0unction of /nimals

ow &o we hear ow &o we breathe ow &oes our bloo& move throu$h our

bo&y ,hat i!ter!al structures allow these functions to happe! ,hat structures &o

other a!imals have that allow them to ear breath a!& cause bloo& to circulate (hese

7uestio!s provi&e e.celle!t opportu!ities to e!$a$e stu&e!ts i! thi!i!$ a!&

investigating to co!struct arguents that a!imals have i!ter!al macroscopic

structures to support life functions 4+-'#-1-18 For e.ample stu&e!ts ca! use

odels vi&eos simulatio!s a!& po&casts to investigate how we hear8 (his is a!

e.celle!t way to co!!ect e.terior structures to i!terior structures8 (he e.terior structures

of the ear pi!!a a!& ear ca!al catch a!& fu!!el sou!& waves i!to the i!terior

structures of the ear8 (hese sou!& waves vibrate the tympa!ic membra!e 4ear&rum

a!& e!$a$e the ti!y bo!es 4malleus i!cus stapes to amplify the vibratio! from the ear

&rum8 (he stapes tra!sfers the wave 4mecha!ical e!er$y to the cochlea by pushi!$ o!

it8 (he wave the! travels throu$h the flui& i!si&e the cochlea e!$a$i!$ ti!y hair-lie cells

that se!& messa$es to the brai! resulti!$ i! what we hear8 (his e.ample is also a! i&eal

opportu!ity to co!!ect to e!er$y tra!sfer 4sou!& mecha!ical chemical impulses +-

P#)-2 a!& the fourth $ra&e stu&y of waves 4+-P#+-1 a!& +-P#+-)8 "!vesti$atio!s of

heari!$ ca! e.pa!& to how other a!imals hear a!& the structures that allow them to &o

so8

ther e.amples of structures to be investigated coul& i!clu&e heart stomach

lu!$ a!& brai!8 #tu&e!t activities &epe!& o! the hi$hli$hte& structure8 #tu&e!ts

shoul& co!si&er the structure and function of at least two e.amples usi!$ odels to

u!&ersta!& how the structure functions a!& is part of a lar$er system8 For lu!$sstu&e!ts ca! use or mae odels of lu!$s such as two balloo!s i! a chamber that

mo&el as the &iaphra$m is move& the balloo! i!flates of &eflates8 (hey ca! observe


693

694

695

2170

2171

2172

2173

2174

2175

2176

2177

2178

2179

2180

2181

2182

2183

2184

2185

2186

2187

2188

2189

2190

2191

2192

2193

2194

2195

2196

2197

2198

696

699

700




their ow! respiratio! a!& chest moveme!t a!& ca! follow the flow of air i! a!& out of

lu!$s8 For heart odels of pumps a!& hoses ca! mo&el pulse a!& circulatio!8

#tu&e!ts will co!clu&e this part of the i!structio!al se$me!t by constructing

arguents that a!imals have i!ter!al macroscopic structures to support life fu!ctio!s

base& o! the evidence they collecte& throu$h co!&ucti!$ investigations# usi!$ a!&

buil&i!$ odels a!& a literature review8

Sensing the nvironment

#tu&e!ts be$i! by developing and using a odel to &escribe that a!imals

receive &iffere!t types of i!formatio! throu$h their se!ses process the i!formatio! i!

their brai! a!& respo!& to the i!formatio! i! &iffere!t ways 4+-'#1-28 "t is importa!t to

!ote that the i!structio!al focus is o! the i!formatio!al tra!sfer !ot the mecha!isms of

how se!se receptors a!& brai! fu!ctio!8 #tu&e!ts co!ti!ue by developing a odel to

&escribe that li$ht reflecti!$ from ob:ects a!& e!teri!$ the eye allows ob:ect to be see!

4+-P#+-28

/!imals 4a!& pla!ts have specialie& structures that allow them to se!se their

e!viro!me!t8 (he e!viro!me!t is co!sta!tly $ivi!$ si$!als 4moveme!t temperature

color sou!& that a!imals receive throu$h i!ter!al a!& e.ter!al structures or se!se

receptors 4eyes si! ears hairs to!$ue a!te!!ae8 (his $athere& i!formatio! e!tersthe brai! is processe& a!& the brai! se!&s bac i!formatio! to $ui&e the actio!s of

that a!imal8 (he brai! is co!ti!ually receivi!$ a!& respo!&i!$ to se!sory i!put8 (o

create a! i!itial odel for se!si!$ the e!viro!me!t or i!formatio!al processi!$

stu&e!ts ca! be$i! with a familiar e.perie!ce to them such as touchi!$ a!& respo!&i!$

to a hot ob:ect 4for e.ample a ha!&-warmi!$ pouch8 #tu&e!ts &raw their i!itial odel

by showi!$ what they thi! is happe!i!$ whe! they touch somethi!$ hot i!&icati!$ i! a

se7ue!ce the i!itial touch with the ob:ect throu$h the mome!t i! which they pull away

from the hot ob:ect8 Further observatio!s of the se!ses 4smell of perfume usi!$ taste

testi!$ P(C paper a!& research help them develop a odel of the process of i!put

i!formatio!al tra!sfer a!& output8 #tu&e!ts are $ive! opportu!ities to investigate a!&


701

702

703

2199

2200

2201

2202

2203

2204

2205

2206

2207

2208

2209

2210

2211

2212

2213

2214

2215

2216

2217

2218

2219

2220

2221

2222

2223

2224

2225

2226

2227

704

707

708




research other a!imals 4i!sects coul& be use& a$ai! to further develop odels for

i!formatio!al processi!$8 4#ee $ra&e four #!apshot% %ploring ehavior of $ermites at

the e!& of this "!structio!al se$me!t8 #tu&e!ts prese!t their odels for compariso!8

"!formatio!al processi!$ provi&es a $reat opportu!ity to i&e!tify a!& hi$hli$ht the

crosscutti!$ co!cept of cause and effect . (he stu&y of i!formatio!al processi!$

co!ti!ues i! the mi&&le school $ra&es8

!e of the ways that a!imals se!se the e!viro!me!t is throu$h si$ht8 "! $ra&e

four stu&e!ts develop a odel to &escribe that li$ht reflecti!$ from ob:ects a!&

e!teri!$ the eye allows ob:ects to be see! 4P* +-P#+-28 (his performa!ce e.pectatio!

is a! opportu!ity to co!!ect to the stu&y of structure and function of a!imals a!&

se!si!$ the e!viro!me!t to the specific process of how li$ht reflectio! plays a part i!

what we see8 #tu&e!ts are i!tro&uce& to li$ht a!& i!teractio! of li$ht with ob:ects i!

$ra&e o!e a!& i! $ra&e four they apply that u!&ersta!&i!$ to how we see.

/ commo! preco!ceptio! that stu&e!ts have relate& to li$ht a!& si$ht is that li$ht

comes from ob:ects a!& that is the reaso! why we see them8 (eachers ca! be$i! by

i!structi!$ stu&e!ts to &raw a! i!itial odel to e.plai! how we ca! see ourselves i! a

mirror or how we see ob:ects8 Ne.t a powerful way to tap i!to stu&e!t thi!i!$ a!& to

be$i! to buil& co!ceptual u!&ersta!&i!$ is throu$h the use of scie!ce assessme!t

probes to e!$a$e stu&e!ts a!& u!cover their prior !owle&$e8 *.amples of two probesthat provi&e $oo& ope!i!$ activities are I/pple i! the DarJ a!& I#eei!$ the 'i$htJ

4?eeley *berle a!& Farri! 2005< ?eeley 20128 I/pple i! the DarJ provi&es a sce!ario

which taps i!to stu&e!t i&eas about how we see li$ht 4,oul& you be able to see a re&

apple i! a totally &ar room a!& I#eei!$ the 'i$htJ ass stu&e!ts to i&e!tify types of

ob:ects a!& materials that reflect li$ht8 *ach probe ass stu&e!ts to i&e!tify what they

!ow a!& to &etail their thi!i!$ behi!& their choices8 (he stu&e!t fee&bac from these

formative assessme!ts ca! help to &irect the series of e.perime!ts a!& observatio!s

that follow8


709

710

711

2228

2229

2230

2231

2232

2233

2234

2235

2236

2237

2238

2239

2240

2241

2242

2243

2244

2245

2246

2247

2248

2249

2250

2251

2252

2253

2254

2255

712

715

716




Figure $=% / &rawi!$ showi!$ how we see a perso! missi!$ the li$ht source 4su! or

li$ht bulb8 4#( ,orboos 2015

From these i!itial i&eas probes a!& &iscussio!s stu&e!ts i!vesti$ate reflectio!

of li$ht from various ob:ects to &evelop a! u!&ersta!&i!$ that li$ht travels i! a &irectio!

a!& is reflecte& from some ob:ects8 Collaborative stu&e!t teams be$i! to i!vesti$ate

reflectio! with flashli$hts a!& mirrors8 (hey co!&uct a! investigation by hol&i!$ the

flashli$ht at &iffere!t a!$les a!& &rawi!$ &ia$rams represe!ti!$ their observatio!s

showi!$ the tra:ectory of the li$ht a!& i!&icati!$ the source a!& the receiver of the li$ht8

(hey observe that the source of li$ht travels i! a strai$ht li!e a!& is the! reflecte&8 /t

this poi!t stu&e!ts will revise their odel with their a&&itio!al observatio!al i!formatio!

usi!$ flashli$hts a!& mirrors8

(hey co!ti!ue i!vesti$ati!$ the reflectio! of the flashli$ht o! other surfaces

i!clu&i!$ shi!y surfaces 4ylar $lass $lossy pai!t or ob:ects 4$lass crystal leaves

a!& !o!-shi!y surfaces 4woo& &irt eraser !oti!$ that some materials are $oo&

reflectors a!& some are !ot $oo& reflectors of li$ht8 Further investigation coul& i!clu&e

&immi!$ or tur!i!$ off li$hts a!& mai!$ observatio!s of ob:ects i! &ar with the

flashli$ht o! 4ob:ect ca! be see! a!& off 4ob:ect ca!!ot be see! or !ot see! as well8

Fi!ally stu&e!ts retur! to their i!itial odel a!& mae the fi!al revisio!s base& o! their

e.ploratio! of li$ht a!& reflectio!8 #tu&e!t represe!tatio!s i!clu&e the tra:ectory of theli$ht from the source to the ob:ect a!& the! to the eye of the observer8 #tu&e!ts may

!ee& a&&itio!al writte! e.pla!atio!s a!& refere!ce materials to co!!ect their ow!

observatio!s a!& &ia$rams to further &eepe! their u!&ersta!&i!$ of how li$ht reflecti!$


717

718

719

2256

2257

2258

2259

2260

2261

2262

2263

2264

2265

2266

2267

2268

2269

2270

2271

2272

2273

2274

2275

2276

2277

2278

2279

2280

720

723

724




from ob:ects a!& e!teri!$ the eye allows ob:ects to be see!8 4#ee fi$ure 1G From these

e.perie!ces a!& a review of te.t stu&e!t teams will &evelop their fi!al odel of how

li$ht reflecti!$ from ob:ects a!& e!teri!$ the eye allows ob:ects to be see!8 #tu&e!ts

coul& &evelop poster odels that woul& be part of a $allery wal where the e!tire class

woul& have a cha!ce to review a!& respo!& to each odel8

Figure $>% o&el calle& a I'i$ht ray &ia$ramJ of a li$ht source 1 4su! as it hits a!ob:ect 2 4apple a!& li$ht from this ob:ect i! the! reflecte& to the observer ) 4perso!84Color atters 2011

(his part of the i!structio!al se$me!t has some stro!$ ties to other Performa!ce

*.pectatio!s i! fourth $ra&e8 *!er$y tra!sfer 4+-P#)-2 ca! be hi$hli$hte& as stu&e!ts

stu&y li$ht reflectio!8 #ome ob:ects absorb li$ht 4blac as &emo!strate& by i!crease&

temperature a!& some ob:ects reflect li$ht 4white resulti!$ i! less of a temperature$ai!8 easuri!$ the heat of ob:ects as they receive the same amou!t of su!li$ht ca!

help bri&$e life scie!ce to physical scie!ce8

/s this i!structio!al se$me!t is co!clu&e& stu&e!ts mae observatio!s to

provi&e evidence that li$ht reflecti!$ from ob:ects a!& e!teri!$ the eye allows ob:ects to

be see! 4+-P#+-28 Differe!ces i! the patterns of placeme!t a!& sie of the eyes 4a!&

ears of pre&ator a!& prey mammals a!& other a!imals ca! provi&e a bri&$e 4+-'#1-1

that a!imals have i!ter!al a!& e.ter!al structures that support survival $rowth

behavior a!& repro&uctio!8

Grade Four Snapshot% E"ploring 1ehavior of Terites

Introduction


725

726

727

2281

2282

2283

2284

2285

2286

2287

2288

2289

2290

2291

2292

2293

2294

2295

2296

2297

2298

2299

2300

2301

2302

2303

2304

2305

2306

728

731

732




r8 #;s +th $ra&e class is rea&y to be$i! to e.plore part )- Sensing the

nvironment the fi!al sectio! i! i!structio!al se$me!t + Structure and 0unction of

+lants and /nimals8 e is ea$er to mae this a ha!&s-o! e.perie!ce for stu&e!ts a!&

wa!ts to buil& from their i!itial stu&y of the e.ter!al structure and function of i!sects8

r8 #8 is also very i!tereste& i! stu&e!ts havi!$ ha!&s-o! e.perie!ces with live

or$a!isms a!& wa!ts to be$i! to co!struct a series of lesso!s a!& investigations for

his stu&e!ts to meet the performa!ce e.pectatio! +-'#1-2 7se a model to describe

that animals receive different types of information through their senses, process the

information in their brain, and respond to the information in different ways.

/t a rece!t !atio!al scie!ce co!fere!ce r8 # co!&ucte& his ow! ha!&s-o!

e.perie!ce with a! i!vesti$atio! i!volvi!$ termites8 Pe! li!es were &raw! i! various

shapes o! a piece of paper a!& worer termites were release& o!to the paper8 (o

everyo!e;s amaeme!t the termites be$a! to carefully follow the pe! &esi$!s8

/tte!&ees be$a! to ask questions a!& &evelop causes for why this mi$ht be

happe!i!$8 ,as it the color of the pe! or wi&th of the pe! li!e Di& the pe! leave a

$roove i! the paper to follow or &i& the termites IsmellJ the pe! mar8 i$ht there be

a!other cause for this behavior by the termites Investigations ea$erly be$a! to

a!swer the ma!y 7uestio!s pose& i! the co!fere!ce room8 /fter further research r8 #8

fou!& out that worer termites secrete pheromo!es chemical si$!als to assist other

termites; search for foo& a!& !est buil&i!$8 (ermites use their a!te!!ae to &etect these

pheromo!es a!& process this chemical si$!al i! their brai! to help them fi!& their way

to foo& or the !est as they are bli!& or$a!isms8 Certai! i!s i! pe!s are closely relate&

to the pheromo!es secrete& by the termites e saw this investigation as a $reat way

for stu&e!ts to be$i! to e.plore i!formatio!al processi!$ i! a ha!&s-o! way a!& to

emphasie the crosscutti!$ co!cept cause and effect .

r8 # ea$erly ope!e& the class I'et;s &o a 7uic review of what we !ow about

the structures of i!sects% loo i!to your !oteboos a!& tal to your $roup8 *ach $roup

shoul& come up with two se!te!ces about structures of i!sects8J /fter several mi!utes

teams of stu&e!ts were rea&y to report out about structures of i!sects8 r8 #;s stu&e!ts


733

734

735

2307

2308

2309

2310

2311

2312

2313

2314

2315

2316

2317

2318

2319

2320

2321

2322

2323

2324

2325

2326

2327

2328

2329

2330

2331

2332

2333

2334

2335

736

739

740




wor i! well-or$a!ie& scie!ce teams8 *ach member of the team has a &esi$!ate& :ob

assi$!me!t that are rotate& throu$hout the year 4facilitator reporter materials ma!a$er

a!& recor&er8 (eam 5;s reporter co!fi&e!tly state& that i!sects have three bo&y

se$me!ts% hea& thora. a!& ab&ome!8 (eam 2 ma&e sure the class was remi!&e& of

the &iffere!t type of le$s that allowe& i!sects to crawl hop or swim8 (eam ) reporte& o!

the &iffere!t types of a!te!!ae a!& how the variety of i!sect a!te!!ae helpe& the

or$a!isms se!se their e!viro!me!t8 r8 # 7uicly type& i!to the classroom computer

a!& pro:ecte& the stu&e!ts; stateme!ts o! the scree!8

r8 # co!ti!ue& I(o&ay we are $oi!$ mae observatio!s a!& set up

investigations to e.plore termites; ability to se!se the e!viro!me!tJ r8 #8 pro:ecte&

several ima$es of termites o! the scree!8 Iave you ever see! termites beforeJ r8 #

ase&8 /!tho!y respo!&e& I'ast spri!$ my pare!ts ha& to call the termite people to

clea! the house8 " &i&!;t !ow we ha& termites8 (he whole house was covere& i!

plastic8J ISes we call that process termite &isi!festatio!8 "t is 7uite commo! for woo&

houses to have termites livi!$ i! them8J e the! &irecte& the stu&e!ts to &raw a simple

fi$ure of a termite o! their !oteboo8 (hey will label the parts of the i!sect later8

Ne.t to the amaeme!t of the stu&e!ts the teacher pulle& out from i!si&e a

cabi!et a tray co!tai!i!$ several small co!tai!ers8 #omethi!$ was movi!$ i! those

co!tai!ers

4Note% "f the teacher a!&Mor school have co!cer!s about stu&e!ts usi!$ live termites the

lesso! ca! be a&apte& so o!ly the teacher is respo!sible for ha!&li!$ the termites8

I" am $oi!$ to $ive each $roup a co!tai!er with a few termites i! it8 Please be

$e!tle with them as " showe& you earlier8J (he materials ma!a$er from each $roup

7uicly we!t to pic up a small co!tai!er of termites from the teacher a!& retur!e& to

their table8 e the! &irecte& the recor&er i! each team to &raw a simple s7ui$$le li!e o!

a piece of paper8 (he team facilitator carefully poure& the termites from their hol&i!$

co!tai!er o! to the paper a!& the remai!i!$ two stu&e!ts ha& small pai!tbrushes i!

ha!& to $e!tly eep the termites o! the paper8 (o the amaeme!t of the stu&e!ts the

termites be$a! to follow the pe! &esi$! #tu&e!ts recor&e& their observatio!s a!&


741

742

743

2336

2337

2338

2339

2340

2341

2342

2343

2344

2345

2346

2347

2348

2349

2350

2351

2352

2353

2354

2355

2356

2357

2358

2359

2360

2361

2362

2363

2364

744

747

748



Example group data table

Color ofwritingimplement

Tria# %&s"ira#' of termitesfo##owing #ine

Tria# (&s"ira#' of termitesfo##owing #ine

)#ueshar"ie)#ue "enci#)#ue)a##"oint)#ue *e#"en


7uestio!s i! their scie!ce !oteboo8

/fter five to te! mi!utes of observatio!s $roups are ase& to $e!erate a list of

7uestio!s about the termites a!& possible i&eas that e.plai! the cause for why the

termites; behavior followe& the &rawi!$s o! the paper . *ach reporter for the $roup offers

a! i&ea8 I,e thi! the cause maybe that termites follow a specific color so " wo!&er if

the cha!$i!$ color woul& mae a &iffere!ce i!

behaviorJ offers the team 2 reporter8 eather

a&&e& to the list I(eam four thi!s the bra!& of

pe! &etermi!es the cause for the termites to

follow the li!es8J Qe!!ifer poses the 7uestio!

IDoes it matter if the li!es are strai$ht or

curve&J ther 7uestio!s a!& causes i!clu&e placeme!t of termites o! the paper the

wi&th of the pe! the o&or of the pe! the te.ture that the pe! maes o! the paper8 From

this &iscussio! r8 #8;s stu&e!ts be$i! to &evelop i&eas for investigations3

*ach team chose o!e variable or cause to test a!& e.ami!e a!& report the result

4effect to the class8 /fter a &iscussio! le& by r8 # each team creates a table to recor&

the &ata for their e.perime!t that i!clu&es the variable or cause they were testi!$ a!&

the !umber of termites that followe& the li!e &raw!8 (hey also too observatio!al !otes

&uri!$ the testi!$ time to further !ote the effect of the variable teste&8 /fter careful

investigation a!& &ata recor&i!$ the $roups carefully place the termites bac i!to their

co!tai!ers a!& prepare to share their e.perime!tal results with the rest of the class8

,hat became clear from the classroom &iscussio! is that the termites follow the

li!es that were &raw! to certai! types of ballpoi!t pe!8 >allpoi!t pe!s cause the most

amou!ts of termites to follow the li!es that were &raw! o! the paper 4effect8

(hey also !ote& that it &i& !ot matter if the &esi$! shape was curve& or strai$ht8

r8 #8 ass stu&e!ts to e.plai! i! their !oteboos of how they thi! the termite is

processi!$ the se!sory i!formatio! to follow the trail that i!clu&es the evidence from

their investigations a!& provi&es a cause and effect relatio!ship8 For several mi!utes


749

750

751

2365

2366

2367

2368

2369

2370

2371

2372

2373

2374

2375

2376

2377

2378

2379

2380

2381

2382

2383

2384

2385

2386

2387

2388

2389

2390

2391

2392

2393

752

755

756




the $roups are busy shari!$ i&eas &rawi!$ a!& revisi!$ their &rawi!$s8

Ne.t he provi&es each stu&e!t with some bac$rou!& rea&i!$ about how worer

termites commu!icate with special chemicals calle& pheromo!es8 (he te.t &escribes

how termites lai& &ow! these pheromo!es to commu!icate locatio! of foo& or !esti!$

locatio!s8 (ermites; a!te!!ae are able to se!se these pheromo!es process this

i!formatio! i! their brai! a!& the effect is termites are able to travel to specific

locatio!s8 #tu&e!t teams rea& the scie!tific i!formatio! use the i!formatio! to i!form

their i!itial odel a!& r8 # lea&s a class &iscussio! to li! the stu&e!ts; termite

investigation to the bi$ i&ea of i!formatio!al processi!$8

Conclusion

(he teacher provi&es each stu&e!t team a pacet with i!formatio! re$ar&i!$

&iffere!t i!sects to research a!& report bac to the class8 (he report has to i!clu&e a

&escriptio! of the specific i!formatio!al processi!$ pathways u!i7ue to their assi$!e&

i!sect8

(his s!apshot i!itiates the stu&e!ts; stu&y of how a!imals receive &iffere!t types

of i!formatio! throu$h their se!ses process the i!formatio! i! their brai! a!& respo!&

to the i!formatio! i! &iffere!t ways8 "t also i!volves stu&e!ts i! the practice of planning

and carrying out investigations a!& the crosscutti!$ co!cept of cause and effect.

ther or$a!isms ca! be use& to be$i! or e.te!& this sub:ect i!clu&i!$ the i!vesti$atio!

of isopo&s 4or isopo&s a!& beetles a!& their respo!se to moisture or temperature i! the

e!viro!me!t8 a!y resources hi$hli$hti!$ the use care a!& appropriate &isposal of

or$a!isms i! the classroom ca! be fou!& o! the web or i! e.isti!$ curriculum8


757

758

759

2394

2395

2396

2397

2398

2399

2400

2401

2402

2403

2404

2405

2406

2407

2408

2409

2410

2411

2412

2413

2414

2415

2416

2417

760

763

764




Grade Five

(here are three ma:or crosscutti!$ co!cepts that are bei!$ &evelope& i! $ra&e

five at a &eeper level% systems and system models scale, proportions, and

quantity a!& cause and effect 8 owever matter and energy a!& patterns are also

a&&resse& i! this $ra&e8 #tu&e!ts e!$a$e i! simple investigations of small systems

4e8$8 potte& pla!t to lar$er o!es lie the mae-up of their ecosystems a!& the flow of

energy and matter i! it8 System models of the biosphere a!& how it i!teracts with the

atmosphere lithosphere a!& hy&rosphere are &evelope&. #tu&e!t thi!i!$ a!&

e.perie!ces &emo!strate a stro!$er u!&ersta!&i!$ of the li!s betwee! matter and

energy as it $oes from smaller systems 4molecular level to lar$er o!es 4#u! a!& the

stars8 "! this $ra&e it is also the first time that stu&e!ts thi! of the co!!ectio!s of

atomic level microor$a!isms amou!ts of water use& per co!sumer to processes of the

*arth;s atmosphere a!& the B!iverse8 #tu&e!ts i! this $ra&e apply scale, proportions,

and quantity i! all their scie!ce i!structio!al se$me!ts8 easuri!$ volumes of water

a!& amou!ts of other materials help the stu&e!t use mathematics and computational

thinking to support their investigations8 (here is a stro!$ focus o! water i! the three

&iscipli!es% physical life a!& *arth scie!ces8 #tu&e!ts i!vesti$ate a familiar material

a!& how it is fou!& as a ce!tral piece i! livi!$ or$a!isms 4pla!ts a!& a!imals use it to

loo for evidence of particles too small to be see! 4breath o! a mirror a!& thatfreshwater is a scarce resource for huma!s o! *arth8

(able ) summaries the P*s i!clu&e& i! each i!structio!al se$me!t a!& the





the three P*s i! $ra&es )=5 e!$i!eeri!$ &esi$!8 (he P*s mare& with a! asteris


core i&ea8


765

766

767

2418

2419

2420

2421

2422

2423

2424

2425

2426

2427

2428

2429

2430

2431

2432

2433

2434

2435

2436

2437

2438

2439

2440

2441

2442

2443

2444

2445

2446

768

771

772




Table +% Instructional Segents in Grade 0

G&'(E FI:E

I n s t r u c t i o n a

l S e g e n t $ %

4 a t t e r a n d I n t e r a c t i o n s


0,*S$,$# 0,*S$,-# 0,*S$,+# 0,*S$,.# +,0,ETS$,+



"!vesti$atio!s

P#18/% #tructure a!&Properties of atter P#18>% Chemical Reactio!s

• #cale Proportio! a!&

@ua!tity


1rief Suary /ll matter is ma&e of particles that are too small to see8 (his particle mo&el ca! be use&to u!&ersta!& the properties of soli&s li7ui&s a!& $ases8 !e ca! use physical a!& chemicalproperties to i&e!tify substa!ces8 ,he! chemical reactio!s occur !ew substa!ces are forme& fromstarti!$ substa!ces however the overall mass of matter remai!s u!cha!$e& 4co!servatio! of mass8

I n s t r u c t i o n a l S e g e n t - %

F r o 4 a t t e r t o < r g a n i s s


0,LS$,$# 0,LS-,$# 0,*S+,$

)ighlighted SE* )ighlighted (CI )ighlighted CCC• Developi!$ a!& Bsi!$ o&els P#)8D% *!er$y i! Chemical

Processes a!& *very&ay 'ife

'#18C% r$a!iatio! for attera!& *!er$y Flow i! r$a!isms'#28/% "!ter&epe!&e!tRelatio!ships i! *cosystems'#28>% Cycles of atter a!&*!er$y (ra!sfer i! *cosystems

• #ystems a!& #ystems

o&els

*!er$y a!& atter

Suary of (CI*!er$y from the su! is capture& by pla!ts a!& that e!er$y is release& to a!imals from foo&8 attercycles betwee! air soil pla!ts a!imals a!& microbes as these or$a!isms live a!& &ie8 r$a!ismsare relate& i! foo& webs8 ultiple species of &iffere!t types are !ecessary for a healthy foo& web8

*erforance E"pectations 'ddressed0,ESS-,$# 0,ESS-,-# 0,ESS+,$# +,0,ETS$,+

)ighlighted SE* )ighlighted (CI )ighlighted CCC


773

774

775

2447

2448

2449

2450

2451

2452

776

779

780




I n s t r u c t i o

n a l S e g e n t + %

E a r t h S y s t e s a n d * r o c e s s e s

• btai!i!$ *valuati!$ a!&

Commu!icati!$ "!formatio!

*##28/% *arth aterials a!&#ystems*##28C% (he Roles of ,ater i!*arth;s #urface Processes

• #cale Proportio! a!&

@ua!tity

• #ystems a!& #ystems

o&els


1rief Suary(he *arth;s ma:or systems 4atmosphere biosphere $eosphere hy&rosphere i!teract to affect earth;materials a!& processes8 ost of the water o! the *arth is i! the ocea!8 ost fresh water is i!$laciers or u!&er$rou!&8 / ti!y fractio! is i! streams laes wetla!&s a!& atmosphere8 uma!activities have ma:or effects o! the *arth;s systems8 uma!s ca! protect *arth;s resources a!&e!viro!me!ts8

I n s t r u c t i o n a l S e g e n t . %

* a t t e

r n s i n E a r t h B S p a c e

*erforance E"pectations addressed

0,*S-,$# 0,ESS$,$# 0,ESS$,-

)ighlighted SE* )ighlighted (CI )ighlighted CCC• Developi!$ a!& Bsi!$ o&els P#28>% (ypes of "!teractio!s

*##18/% (he B!iverse a!& its#tars*##18>% *arth a!& the #olar

#ystem

• Patter!s

• #cale Proportio! A @ua!tity

• #ystems A #ystem o&els

1rief Suaryravitatio!al force acts o! ob:ects !ear the *arth;s surface8 (he orbits of *arth arou!& the su! a!&the moo! arou!& earth cause pre&ictable a!& observable patter!s8 (he su! is a star a!& appearsbri$hter that other stars because it is closer8

ra&e Five-"!structio!al #e$me!t 1% atter a!& "ts "!teractio!s


781

782

783

2453

2454

2455

784

787

788




Grade Five,Instructional Segent $% 4atter and Its Interactions

&hat evidence is there that matter is made of particles too small to be seen'

&hen matter changes state, does its weight change'

&hat happens when two different substances are mi%ed'

(ow do we know when a chemical reaction occurs'

&hen a chemical reaction happens properties are the same5different between the

starting and ending materials'

Crosscutting concepts% #cale a!& Proportio!< Cause a!& *ffectScience and Engineering *ractices% Developi!$ a!& Bsi!$ o&els< Pla!!i!$ a!&

Carryi!$ out "!vesti$atio!s


0,*S$,$ (evelop a odel to describe that atter is ade of particles too sall

to be seen3 EClarificatio! #tateme!t% *.amples of evi&e!ce supporti!$ a

mo&el coul& i!clu&e a&&i!$ air to e.pa!& a basetball compressi!$ air i! a

syri!$e &issolvi!$ su$ar i! water a!& evaporati!$ salt water8 E /ssessment

oundary: /ssessment does not include the atomic!scale mechanism of

evaporation and condensation or defining the unseen particles.>

0,*S$,- 4easure and graph quantities to provide evidence that regardless of the

type of change that occurs 7hen heating# cooling# or i"ingsubstances# the total 7eight of atter is conserved3 EClarificatio!

#tateme!t% *.amples of reactio!s or cha!$es coul& i!clu&e phase cha!$es

&issolvi!$ a!& mi.i!$ that form !ew substa!ces8 E /ssessment oundary:

/ssessment does not include distinguishing mass and weight.

0,*S$,+ 4ake observations and easureents to identify aterials based on

their properties3 EClarificatio! #tateme!t% *.amples of materials to be

i&e!tifie& coul& i!clu&e bai!$ so&a a!& other pow&ers metals mi!erals a!&

li7ui&s8 *.amples of properties coul& i!clu&e color har&!ess reflectivity

electrical co!&uctivity thermal co!&uctivity respo!se to ma$!etic forces a!&

solubility< &e!sity is !ot i!te!&e& as a! i&e!tifiable property8 E /ssessment

oundary: /ssessment does not include density or distinguishing mass and

weight.


797

798

799

2462

800

801

802




0,*S$,. Conduct an investigation to deterine 7hether the i"ing of t7o or

ore substances results in ne7 substances3 EClarificatio! #tateme!t%

*.amples of combi!atio!s that &o !ot pro&uce !ew substa!ces coul& i!clu&e

sa!& a!& water8 *.amples of combi!atio!s that &o pro&uce !ew substa!ces

coul& i!clu&e bai!$ so&a a!& vi!e$ar or mil a!& vi!e$ar8

ETS$,+ *lan and carry out fair tests in 7hich variables are controlled and failure

points are considered to identify aspects of a odel or prototype that

can be iproved3 EClarificatio! #tateme!t% *.amples of mo&els coul& i!clu&e

&ia$rams a!& flow charts8


(he mai! $oal of this i!structio!al se$me!t is for stu&e!ts to &evelop a!& refi!e

the i&ea of conservation of matter a!& of particulate mo&els for matter without

stressi!$ the e.act sie a!& structure of the particles but reco$!ii!$ that they are so

small that we ca!!ot see them eve! with the ai& of a microscope8

Bsi!$ a variety of investigations a!& observatio! i!clu&i!$ observatio!s of

simulatio!s stu&e!ts &evelop &isti!ct odels for the substructure of soli&s a!& li7ui&s

a!& for $ases buil&i!$ o! a!& $oi!$ beyo!& the mo&els from their earlier e.perie!ces

with matter8 #tu&e!ts &o !ot i!tuitively have a particulate view of a!y type of matter8

#oli&s a!& li7ui&s loo co!ti!uous a!& $as as a collectio! of particles movi!$ i! space

is eve! more &ifficult for them to visualie base& o! their e.perie!ces of air a!& their

la!$ua$e about it8 (he activities i! this i!structio!al se$me!t must i!volve multiple

phe!ome!a i! which &iffere!t types of particles i!teract mi. a!& move arou!& so that

stu&e!ts !ee& particulate odels to e.plai! what they observe8 (eachers must carefully

choose a phe!ome!a to help stu&e!ts &evelop a!& apply the odels8 For e.ample

reco$!ii!$ how a particulate mo&el of a $as e.plai!s phe!ome!a such as air pressure8

#tu&e!ts ca! investigate how air pressure cha!$es whe! the same amou!t of air is

compresse& i!to a smaller volume or whe! the close& co!tai!er is heate& at fi.e&

volume8 #tu&e!ts &evelop the i&ea that mass 4or wei$ht si!ce we &o !ot !ee& to

&isti!$uish them at this $ra&e is a pro.y for how much matter is prese!t8 /t this $ra&e

level the terms IatomJ a!& ImoleculeJ may be familiar but most stu&e!ts &o !ot have a


803

804

805

2463

2464

2465

2466

2467

2468

2469

2470

2471

2472

2473

2474

2475

2476

2477

2478

2479

2480

2481

2482

2483

2484

806

807




clear mo&el of the &isti!ctio!s betwee! them8 (he $e!eric term IparticleJ is use& for

either8 #tu&e!ts !ee& some !ames for the &iffere!t types of particles i! a mi.ture or

solutio! 4e8$8 water particles su$ar particles o.y$e! particles8 owever the !ames of

specific eleme!ts are i!tro&uce& o!ly as !ee&e& to &escribe a!& &iscuss their

observatio!s about matter phe!ome!a a!& the !ature of the &iffere!ces betwee!

&iffere!t eleme!ts is !ot stresse&8 #tu&e!ts shoul& u!&ersta!& that matter ca!

&isappear 4that is ceases to be visible for e.ample by &issolvi!$ but that we !ow it is

still there whe! we wei$h the resulti!$ solutio!8 (his i&ea buil&s o! prior activities with

more visible matter a!& its cha!$es 4for e.ample wei$hi!$ ice melti!$ it a!& wei$hi!$

the water8 (his is a! e.celle!t opportu!ity to hi$hli$ht scale, proportion and quantity

relatio!ships as well as patterns8

(he i&ea that materials have co!siste!t properties a!& that we ca! ofte! use

these properties to i&e!tify what type of matter is prese!t is also &evelope& a!& ma&e

e.plicit i! this i!structio!al se$me!t8 #tu&e!ts !ow this i! simple cases8 (hey

reco$!ie a!& !ame a wi&e variety of materials without eve! thi!i!$ about how they &o

it8 (eachers !ee& to mae the implicit !owle&$e e.plicit asi!$ stu&e!ts how they

!ow that this is woo& a!& that is stai!less steel or alumi!um8 Ne.t the $oal of the

activities i! this i!structio!al se$me!t shoul& be to &evelop a broa&er a!& more e.plicit

se!se of what i!&s of properties ca! be use& to characterie a substa!ce a!& whatca!!ot8 For e.ample the color of a soli& &oes !ot tell us much because it ca! be

cha!$e& with a thi! layer of pai!t but the color of a li7ui& may tell us somethi!$ but

perhaps !ot everythi!$ we !ee& to !ow about what it is8 ,ori!$ with soli& materials

stu&e!ts !ee& to &evelop a set of co!cepts a!& a la!$ua$e for investigating a!&

&escribi!$ a!& classifyi!$ them8 Properties i!clu&e both i!tri!sic properties such as%

Does it co!&uct heat or electricity well Does it be!& easily "s it ri$i& or compressible

"s it attracte& by a ma$!et /t what temperature &oes it melt Chemical properties

i!clu&e% Does it &issolve i! water or o.i&ie with air (he possible list is very lo!$ a!&

!o stu&e!t !ee&s a! e.haustive list but the i!structio!al se$me!t must buil& a set of

coor&i!ate& i&eas about properties of matter a!& i&e!tificatio! of &iffere!t types of

matter throu$h a cohere!t set of activities a!& &iscussio!s8


808

809

810

2485

2486

2487

2488

2489

2490

2491

2492

2493

2494

2495

2496

2497

2498

2499

2500

2501

2502

2503

2504

2505

2506

2507

2508

2509

2510

2511

2512

2513

2514

2515

811

812




Engineering Connection%

(his i!structio!al se$me!t provi&es e.celle!t

opportu!ities for stu&e!ts to &evelop compete!cy i! e!$i!eeri!$

&esi$! by solvi!$ problems i!volvi!$ the properties of materials8For e.ample stu&e!ts ca! co!struct towers out of a variety of

materials such as !ewspaper a!& tape popsicle stics a!& $lue or straws a!&

paperclips to &etermi!e the how the properties of these materials &o or &o !ot le!&

themselves to co!structi!$ towers that are tall a!& that bear wei$ht8 #tu&e!ts will fi!&

that they ca! cha!$e the properties of materials by usi!$ them i! &iffere!t ways such

as i!creasi!$ the stre!$th of paper by rolli!$ it i!to tubes or i!creasi!$ the stre!$th of

three i!&e. car&s by $lui!$ them to$ether with $lue stics8 (esti!$ the structures to

failure e!able observatio! of failure poi!ts a!& failure mo&es such as crushi!$ a!&

bucli!$ stretchi!$ a!& teari!$ !oti!$ that &iffere!t materials fail i! &iffere!t ways8 /t

least some of the properties i!tro&uce& !ee& to be 7ua!tifiable a!& measureable a!&

stu&e!ts shoul& $ai! e.perie!ce i! mai!$ such measureme!ts o! structures that they

buil&8


>y the e!& of $ra&e five stu&e!ts have &evelope& the u!&ersta!&i!$ that all

matter is comprise& of particles that are too small to be see!8 /lthou$h these particles

ca!!ot be see! they ca! be &etecte& by other mea!s 4e8$8 by wei$hi!$ or by its effects

o! other ob:ects8 (hey are e.te!&i!$ their !owle&$e of observable properties of

matter 4visual aural te.tural its uses a!& classificatio! by ori$i! 4!atural or

ma!ufacture& or state 4soli& or li7ui&8 "! a&&itio! stu&e!ts be$i! e.plori!$ the effects

of temperature o! o!e substa!ce a!& develop a odel of what happe!s whe! two or

more substa!ces are mi.e& to$ether8 (his i!structio!al se$me!t is &ivi&e& i! three

parts% Part 1- Developi!$ a Particulate B!&ersta!&i!$ of atter A Part 2- i.i!$ atter

4i.tureMChemical Reactio!A a!& Part )- Co!servatio! of atter

3eveloping a +articulate 7nderstanding of 6atter


813

814

815

2516

2517

2518

2519

2520

2521

2522

2523

2524

2525

2526

2527

2528

2529

2530

2531

2532

2533

2534

2535

2536

2537

2538

2539

2540

2541

2542

2543

2544

2545

816

817




#tu&e!ts shoul& e!$a$e i! i!vesti$atio!s of phe!ome!a that allow them to

develop a odel of matter which i!clu&es the i&ea that all matter is comprise& of

particles that are too small to be see!8 4odels at this $ra&e level &o !ot &isti!$uish

betwee! atoms or molecules as particles but stu&e!ts &o &evelop odels that e.plai!

ma:or &iffere!ces betwee! the substructures of soli&s li7ui&s a!& $ases8 "! a&&itio!

stu&e!ts e.plore what happe!s to a substa!ce 4e8$8 water as it is heate& or coole&8

#tu&e!ts are !ot re7uire& to !ow specific atoms molecular structures or compou!&s

but ca! represe!t the particles i! their mo&els usi!$ u!&iffere!tiate& particles &raw! as

&ots or small spheres 4or circles8

/s a starti!$ poi!t for developing these odels stu&e!ts e.plore a!& develop

odels that help e.plai! phe!ome!a i!volvi!$ $ases such as wi!& air pressure a!&

hot-air balloo!s a!& the motio! of &ust particles i! air 4!ow! as >row!ia! motio! but

stu&e!ts &o !ot !ee& to !ow this termi!olo$y8 (he $oal is to &evelop evidence that

$ases co!sist of matter particles that are too small to be see! movi!$ freely i! space

a!& that these particles are colli&i!$ with o!e a!other &ust particles as well as with the

walls of their co!tai!er8 /ctivities that stu&e!ts coul& e!$a$e i! to help &evelop this

odel coul& i!clu&e% havi!$ stu&e!ts use a close& syri!$e that is half fille& with air a!&

try to compress the air 4stu&e!ts shoul& be e!coura$e& to mae force &ia$rams usi!$

arrows such as i! the &ia$rams i! thir& $ra&e )-P#2-18 (hey ca! also measure themass of a balloo! 4or ball before a!& after it has air i! it< a!&Mor to have stu&e!ts tryi!$

to blow up a balloo! that is i!si&e a plastic bottle8 >y the e!& of these activities

stu&e!ts shoul& u!&ersta!& that air 4a!& all $ases is ma&e up of particles that are too

small to be see!8 "! a&&itio! they shoul& be able to &raw a &ia$ram showi!$ that the

$as particles are !ot touchi!$8 (his co!cept taes some wor most stu&e!ts fi!& it har&

to accept that the $as particles co!ti!ually move arou!& a!& &o !ot simply fall to the

bottom of the co!tai!er if there is !othi!$ there to hol& them up8 (he i&ea that collisio!s

amo!$ the $as particles mai!tai! a &istributio! throu$hout the co!tai!er !ee&s to be

&evelope& throu$h access to simulatio!s as well as &iscussio!s about phe!ome!a that

provi&e evi&e!ce that ca! be e.plai!e& usi!$ such a odel8 #tu&e!ts ca! further their

u!&ersta!&i!$ of $ases by e.plori!$ the effects of heati!$ a close& e.pa!&able system

such as a balloo! over the top of a bottle a!& seei!$ that the $as withi! the co!tai!er


818

819

820

2546

2547

2548

2549

2550

2551

2552

2553

2554

2555

2556

2557

2558

2559

2560

2561

2562

2563

2564

2565

2566

2567

2568

2569

2570

2571

2572

2573

2574

2575

2576

821

822




e.pa!&s to i!flate the balloo! as the co!tai!er is heate&8 (his helps stu&e!ts to &evelop

the i&ea that the $reater the temperature the faster the $as molecules move8

/fter e.plori!$ $ases stu&e!ts shoul& apply their !ewfou!& particle odel to

soli&s a!& li7ui&s8 !e possible activity that stu&e!ts coul& e!$a$e i! is to try to

compress a li7ui& i! a close& syri!$e8 (hey ca! compare the amou!t of compressio!

betwee! the $as-fille& syri!$e a!& the li7ui&-fille& syri!$e to see that the li7ui& is much

less compressible8 (his ca! lea& them to the u!&ersta!&i!$ that the particles i! a li7ui&

must be closer to$ether tha! i! a $as8 #tu&e!ts shoul& be able to &raw represe!tatio!s

of soli&s li7ui& a!& $as at the particulate level8 (heir odel of a li7ui& shoul& show a

&e!se collectio! of particles that are free to move arou!& relative to o!e a!other8 (he

mo&el of a soli& shoul& show particles co!!ecte& i! a !etwor that mai!tai!s them as if

co!!ecte& by a set of spri!$s so they ca! vibrate about their stable positio!s but rarely

move from their place i! the !etwor8 Fi$ure 1K is a computer simulatio! mo&el of !eo!

i! soli& li7ui& a!& $as states8


823

824

825

2577

2578

2579

2580

2581

2582

2583

2584

2585

2586

2587

2588

2589

2590

2591

826

827




the ice melts8 #tu&e!ts e.plore water i! all three states a!& at least o!e other

substa!ce phase cha!$e i! which o!ly two states !ee& to be visualie&8 Possible

e.amples i!clu&e soli& wa. melti!$ to li7ui& wa. lava cooli!$ a!& tur!i!$ i!to roc or

rubbi!$ alcohol evaporati!$8 #tu&e!ts ca! the! apply their particle odel to e.plai!

more comple. systems such as where the co!&e!satio! o! the outsi&e of a col& $lass

comes from8

/fter stu&e!ts have &evelope& their ow! i!itial odels the ca! use computer

simulatio!s to &evelop a!& refi!e their i&eas a!& to co!!ect their i&eas to curre!t

scie!tific thi!i!$8 (hese odels shoul& allow stu&e!ts to see how temperature affects

a $ive! substa!ce a!& what happe!s as it u!&er$oes phase cha!$es8 (his i!structio!al

se$me!t is a $oo& opportu!ity to &evelop systems and system models a!& structure

and function8 >y a&&i!$ 7ua!titative measureme!ts stu&e!ts ca! apply Standards for

6athematical +ractice such as reaso! abstractly a!& 7ua!titatively 4P82 a!& mo&el

with mathematics 4P8+8

6i%ing 6atter "6i%tures and hemical <eactions#

>efore stu&e!ts reco$!ie evidence that chemical reactio!s have occurre& they

!ee& to be able to $ive &etaile& &escriptio!s of pure materials lie copper i!c water

salt a!& su$ar8 (eachers shoul& $ive stu&e!ts the opportu!ity to observe a!& recor&physical properties of particular substa!ces8 (eachers ca! challe!$e stu&e!t to i&e!tify

the co!te!t of a sample of a pure substa!ce base& solely o! their prior recor&e&

observatio!s of properties a!& their observatio! of the properties of the sample8

#tu&e!ts shoul& e!$a$e i! phe!ome!a or problems 4white pow&er mystery that

lea& them to a series of investigations to lear! what happe!s whe! they mi.

substa!ces to$ether8 *.amples i!clu&e% 41 bai!$ so&a a!& vi!e$ar<42 salt a!& su$ar<

4) bai!$ so&a a!& :uice from lemo!s or ora!$es 4citrus fruit< 4+ io&i!e a!& starch< 45

effervesce!t tablets i! water< 46 househol& li7ui&s with cabba$e :uice< 43 $lue a!&

bora.< a!& 4G sa!& a!& salt8

i.i!$ substa!ces results i! either the formatio! of a mi.ture if the substa!ces

&o !ot react or the formatio! of !ew substa!ces if a chemical reactio! occurs8


833

834

835

2611

2612

2613

2614

2615

2616

2617

2618

2619

2620

2621

2622

2623

2624

2625

2626

2627

2628

2629

2630

2631

2632

2633

2634

2635

2636

2637

2638

2639

2640

836

837




#tu&e!ts shoul& be able to reco$!ie the evidence of a chemical reactio! i!clu&i!$%

temperature cha!$e emissio! of li$ht formatio! of a $as color cha!$e formatio! of a

soli& a!&Mor a cha!$e i! smell8 Chemical cha!$es are always accompa!ie& by physical

cha!$es8 (eachers shoul& place emphasis o! havi!$ stu&e!ts $ive &etaile&

&escriptio!s of the physical properties 4e8$8 color te.ture $ra!ule sie state of matter

of starti!$ a!& e!&i!$ materials8 (eachers shoul& !ot e.pect their stu&e!ts to write or to

u!&ersta!& writte! chemical e7uatio!s or memorie the !ames of eleme!ts or the

formula a!& structure of particular molecules8 (he i&ea that all matter is ma&e up from a

set of &isti!ct types of atoms 4!ow! as eleme!ts a!& that each type has a !ame 4such

as carbo! hy&ro$e! or o.y$e! a!& the &isti!ctio! betwee! a! atom a!& a molecule 4a

co!!ecte& set of atoms ca! be$i! to be i!tro&uce& as these terms arise a!& are fou!&

useful to &escribe what is happe!i!$ i! chemical processes8

#tu&e!ts e.plore what happe!s whe! they mi. substa!ces to$ether8 (eachers

$ive stu&e!ts substa!ces to mi. that u!&er$o chemical reactio!s a!& others that form

mi.tures8 #ome possible substa!ces for stu&e!ts to mi. are marbles a!& sa!&

4mi.ture water a!& salt 4mi.ture bai!$ so&a a!& vi!e$ar 4chemical reactio! a!&Mor

bai!$ so&a calcium chlori&e a!& water or cabba$e :uice 4chemical reactio!8

(eachers shoul& e!coura$e their stu&e!ts to &escribe what happe!s whe! &iffere!t

substa!ces are mi.e& a!& &etermi!e si$!s which i!&icate that a chemical reactio! hasoccurre& a!& a !ew substa!ce has forme&8 (hese si$!s i!clu&e% temperature cha!$e

4col& pac emissio! of li$ht 4$low stic formatio! of a $as 4effervesce!t tablet a!&

water color cha!$e 4metal rusti!$ formatio! of a soli& 4stalactites a!&

stala$mitesMhar& water buil& up a!&Mor a cha!$e i! smell 4bai!$ cooies or brea&8

#tu&e!ts shoul& have the opportu!ity to observe a chemical reactio! for each such

i!&icator8 "! a&&itio! stu&e!ts shoul& u!&ersta!& that a mi.ture ca! be separate& bac

i!to the pure substa!ces that compose& it usi!$ the physical properties of the pure

materials8 (eachers ca! challe!$e their stu&e!ts to i&e!tify the physical properties of

sa!& salt a!& water a!& the! &etermi!e a way to separate a mi.ture of the materials

bac i!to its ori$i!al pure compo!e!ts8


838

839

840

2641

2642

2643

2644

2645

2646

2647

2648

2649

2650

2651

2652

2653

2654

2655

2656

2657

2658

2659

2660

2661

2662

2663

2664

2665

2666

2667

2668

2669

2670

2671

841

842




onservation of 6atter

#tu&e!ts alrea&y &etermi!e& that whe! a mi.ture is forme& or a phase cha!$e

occurs the total wei$ht of the substa!ce is co!serve&8 #tu&e!ts shoul& !ow e!$a$e i!

activities to show that whe! a chemical reactio! occurs the mass of the starti!$ a!&

e!&i!$ materials is the same8 (his phe!ome!o! is !ow! as the law of co!servatio! of

mass8

(he first reactio! that stu&e!ts e.plore shoul& be a reactio! i! which !o $as is

pro&uce& 4e8$8 mi.i!$ cabba$e :uice a!& lemo! :uice8 (his i!vesti$atio! allows

stu&e!ts to buil& the i&ea that the mass of the starti!$ a!& e!&i!$ materials are the

same8 #tu&e!ts shoul& the! be prese!te& with a reactio! i! which a $as is pro&uce&

4e8$8 bai!$ so&a a!& vi!e$ar8 For this reactio! the starti!$ materials shoul& be

wei$he& alo!$ with the e!&i!$ materials mi!us the escape& $as8 (eachers shoul&

challe!$e their stu&e!ts to e"plain why the starti!$ a!& e!&i!$ materials wei$he&

&iffere!t amou!ts8 (hey the! shoul& the! &esi$! a! e.perime!t to show that the missi!$

wei$ht was &ue to escape& $as 4for e.ample perform the reactio! i! a ba$ which ca!

co!tai! the $as8

#tu&e!ts shoul& the! develop a odel as to what happe!e& &uri!$ a chemical

reactio! a!& e.plai! how this fits with the particle mo&els of materials that they forme&earlier i! the i!structio!al se$me!t8 (eacher shoul& as their stu&e!ts to provi&e

arguents fro evidence to support the i&ea that !o matter was lost or &estroye&

&uri!$ the chemical reactio! i!stea& they were :ust rearra!$e&8


843

844

845

2672

2673

2674

2675

2676

2677

2678

2679

2680

2681

2682

2683

2684

2685

2686

2687

2688

2689

2690

2691

2692

2693

846

847




:ignette Grade Five% Students6 *erforance Task on Cheical &eactions

Introduction

rs8 ?8;s fifth $ra&e class is prepari!$ for a summary assessme!t o! theiri!structio!al se$me!t Iatter a!& "ts "!teractio!sJ !ow! as a performa!ce e.pectatio!

tas8 (he assessme!t i!clu&es i!vesti$atio!s &esi$!e& to $ive stu&e!ts a! opportu!ity

to &emo!strate their u!&ersta!&i!$ of

chemical reactio!s 4DC" P#18>% &hen two

or more different substances are mi%ed, a

new substance with different properties may

be formed throu$h co!&ucti!$ a series of

ha!&s-o! investigations to &etermi!e

whether the mi.i!$ of two or more

substa!ces results i! a !ew substa!ce 4P*

5-P#1-+: onduct an investigation to

determine whether the mi%ing of two or

more substances results in new

substances.#

(hrou$h a series of lesso!s prior to

this performa!ce e.pectatio! tas her stu&e!ts developed and used a odel

represe!ti!$ the particulate !ature of matter they e!$a$e& i! ha!&s-o! investigations

that le& them to co!clu&e that the total wei$ht of matter is co!serve& &uri!$ physical

a!& chemical processes a!& they &evelope& la!$ua$e to &escribe properties of

materials i!clu&i!$ color phase a!& solubility8

ost rece!tly the stu&e!ts complete& a lesso! o! chemical reactio!s8 "! this

lesso! stu&e!ts performe& a!& observe& several &iffere!t chemical reactio!s8 (hey

&iscusse& types of evidence they observe& i!clu&i!$ cha!$es i! temperature color

a!& phase 4formatio! of i!soluble soli&s a!& $ases or emissio! of li$ht or sou!&8 "!

each e.ample they were able to see that the e!& pro&ucts of the reactio! ha& &iffere!t

properties from the starti!$ materials8 (hey became familiar with usi!$ a &ata sheet

rs8 ? prepare& to collect observatio!s a!& mae claims 4see e.ample8 #he has


Name%UUUUUUUUUUUUUUUUUUUUUU

#tarti!$ aterials bservatio!s%

UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU


*!&i!$ aterials bservatio!s%



>ase& o! my observatio!s " claim%


(his evi&e!ce supports my claim%



848

849

850

2694

2695

2696

2697

2698

2699

2700

2701

2702

2703

2704

2705

2706

2707

2708

2709

2710

2711

2712

2713

2714

2715

2716

2717

2718

2719

2720

2721

2722

2723

2724

851

852




&evelope& a! assessme!t rubric base& o! the &ata sheets8

For this performa!ce e.pectatio! tas rs8 ? has set up a &emo!stratio!

Ireactio! statio!J i! the fro!t of the classroom a!& three &iffere!t types of stu&e!t

Ireactio! statio!sJ 4see table that will be set up throu$hout the room8 aterials for each

of the stu&e!t Ireactio! statio!sJ are i! tubs

for easy pic-up a!& &istributio! after the

activity at the &emo!stratio! statio! is

complete&8

rs8 ?;s pla! is to use the &emo

Ireactio! statio!J which i!clu&es the use of

fire from a match to mo&el the activity a!&

mae sure stu&e!ts u!&ersta!& what is e.pecte& of them at the other statio!s8 /lso she

will help them mae co!!ectio!s to prior lear!i!$ e.perie!ces8 (he! she will have

stu&e!ts rotate throu$h each of the stu&e!t Ireactio! statio!sJ i! pairs8 #tu&e!ts i! her

class are very familiar with statio!s a!& &ata recor&i!$8 (he followi!$ para$raphs

&escribe how rs8 ? prepares stu&e!ts for the stu&e!t Ireactio! statio!s8J

rs8 ? be$i!s I(o&ay we are $oi!$ to &o our chemical reactio!s performa!ce

e.pectatio! tas8 ,e will have four statio!s o!e up fro!t that we;ll wor o! as a class

a!& three for rotatio!s8 #imilar to our reactio!s lab last wee you are $oi!$ to mi. twosubsta!ces to see if a !ew substa!ce is forme&8 Sour :ob will be to observe phe!ome!a

a!& collect &ata that will allow you to mae a claim about whether you thi! a chemical

reactio! happe!e& a!& a !ew substa!ce was ma&e8J /fter a!sweri!$ 7uestio!s

stu&e!ts put o! $o$$les a!& rs8 ? be$a! with the &emo!stratio! statio!8

,he! all of the stu&e!ts are rea&y she hol&s up a woo&e! match a!& be$i!s8

I,e are $oi!$ to start with a whole class e.perime!t8 ,e;ll Imi.J a match with air a!& try

to &etermi!e if we ca! observe evidence of a chemical reactio!8 "f there is evidence

the! we ca! claim that most liely a !ew substa!ce was forme&8J Putti!$ the woo&e!

match u!&er her &ocume!t camera she co!ti!ues I'et;s start lie we &i& with last

wee;s activity by observi!$ our starti!$ materials8 Recor& three observatio!s about

this match a!& three observatio!s about the air i! this room8 /fter you have a 7uic

share out with your elbow part!er ";ll &raw stics to share out classroom i&eas8


(eo &eactionStation

atch V /ir

Station $NaC) soli& 4bai!$so&a V vi!e$arMcabba$e

:uice mi.ture

Station -NaCl soli& 4table salt V#ucrose 4table su$ar

Station ++O bora. solutio! V 50-50-50 *lmer;s $lue withwater

853

854

855

2725

2726

2727

2728

2729

2730

2731

2732

2733

2734

2735

2736

2737

2738

2739

2740

2741

2742

2743

2744

2745

2746

2747

2748

2749

2750

2751

2752

2753

2754

2755

856

857




/fter a few mi!utes she &raws a stic a!& ass Davi& to share o!e of his

observatio!s about the match I"t;s a matchJ he says8 I(hat is true but we !ee& a

physical property will you share a!other observatio!J I"t is a stic a!& is yellowJ he

a&&s8 #he collects this i&ea o! the boar& she says I*.celle!t observatio!J "&eas were

liste& o! the boar&8 "t has a re& e!&< the mi&&le loos lie woo&< it is a soli&< it is liely

ma&e from more tha! o!e thi!$8 #imilarly she collects observatio!s about the air i! the

room% "t is clear< you ca!;t see it< it &oes !ot smell< a!& it is ma&e of little particles8 For

the last observatio! she poi!te& out I,e !ow from our previous odel that air is

ma&e of ti!y little particles that we ca!;t observe &irectly with :ust our se!ses8 (his is a

very importa!t i&ea8J (his fi!al i&ea is very challe!$i!$ for stu&e!ts a!& o!e that rs8 ?

ma&e sure to emphasie8

>efore starti!$ statio!s stu&e!ts reviewe& what they shoul& loo for to provi&e

evidence for a chemical reactio!% cha!$i!$ temperature formi!$ bubbles cha!$i!$

color cha!$i!$ phase8 ,ith a&&itio!al prompti!$ stu&e!ts a&&e& i&eas about emissio!

of li$ht a!& mai!$ sou!&8

,ith $o$$les o! rs8 ?8 li$hts the match a!& stu&e!ts be$i! to write &ow! their

observatio!s8 #he blows the match out a!& places it u!&er her &ocume!t camera for

stu&e!ts to co!ti!ue their observatio!s8 #he the! &raws stics with stu&e!ts; !ames to

collect observatio!s from the class8 I,hat was o!e thi!$ you observe& ?aiJ I"t was

smoy so " thi! the air cha!$e&8J ?ai a!swere&8 I#moey is a! e.celle!t observatio!

a!& maybe the air cha!$e& but that is more of a co!clusio! tha! a! observatio!8 reat

start8 (aiyo woul& you share a! observatio!J she we!t o!8 I"t $ot hot8J (aiyo a!swere&8

Iow &o you !owJ she probe&8 I,ell it was o! fire a!& thi!$s o! fire $et hotJ he

respo!&e&8 I(hat is a $oo& i&ea but it is!;t a &irect observatio!8 >ut you !ow what "

hel& the match a!& it sure &i& $et hot eve! if you all coul&!;t feel it &irectly8J "! a&&itio!

stu&e!ts !otice&% the color of the tip a!& woo& cha!$e& to blac< li$ht came out of the

match< the left over blac stuff came off easily< it ma&e a cracli!$ sou!&< a!& the match

cha!$e& shape 4Iit i!& of curve& lie a ba!a!aJ accor&i!$ to Qe!!y8 *mily thou$ht that

the match looe& smaller tha! the ori$i!al a!& a&&e&% I"s there a way to wei$h themJ

*veryo!e thou$ht it was a $oo& i&ea a!& a few chil&re! $ot to report how they felt

compare& to each other8

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1)0 of 13+

858

859

860

2756

2757

2758

2759

2760

2761

2762

2763

2764

2765

2766

2767

2768

2769

2770

2771

2772

2773

2774

2775

2776

2777

2778

2779

2780

2781

2782

2783

2784

2785

2786

861

862




I#o &i& mi.i!$ a match with air result i! formi!$ a !ew substa!ce Di& we

observe evi&e!ce of a chemical reactio! *veryo!e -o! your ow!- mae a! ar$ume!t

a!& support it with evidence8J /fter waiti!$ a few mi!utes for stu&e!ts to mae their

claim a!& write &ow! their evidence o! their !oteboo rs8 ?8 i!itiate& a class vote to

i!&icate whether or !ot they thou$ht a !ew substa!ce ha& bee! ma&e8 !e stu&e!t

state& I"t is &iffere!t after mi.i!$ the color cha!$e& a!& it $ot pow&ery8 /lso you sai& it

$ot hot so " thi! that is a cha!$e i! temperature8 (hose are thi!$s that happe! whe!

you have a reactio! so maybe somethi!$ !ew was ma&e8J ther i&eas offere& by

stu&e!ts were% (he fire ma&e li$ht< the blac stuff was very &iffere!t tha! the yellow

woo&< maybe the smoe was somethi!$ !ew ma&e from the woo& a!& air8

/fter the &emo!stratio! a!& &iscussio! stu&e!ts be$a! to rotate throu$h three

statio!s with lab part!ers8 (hey ma&e observatio!s a!& recor&e& &ata at each statio!

as they complete& their performa!ce e.pectatio! tas8


863

864

865

2787

2788

2789

2790

2791

2792

2793

2794

2795

2796

2797

2798

2799

2800

866

867





(he N## clarificatio! stateme!t for 5-P#1-+ provi&es e.amples of

chemical reactio!s betwee! mil a!& vi!e$ar8 ,hile these are every&ay

materials this is !ot a commo!ly observe& every&ay chemical reactio!8

Cooi!$ a pa!cae however i!volves reactio!s that ca! be observe& i! real-time o! a

stovetop8 #tu&e!ts ca! e!$a$e i! a chemical e!$i!eeri!$ &esi$! challe!$e to mae the

Iperfect pa!cae 4&;/lessio a!& Colema! 20158J #tu&e!ts be$i! by &efi!i!$ the

problem as a list of specific criteria that &escribe pa!cae perfectio! 4)-5-*(#1-2 as

well as &iscuss how they will $o about ob:ectively measuri!$ these properties8 #tu&e!ts

mi. to$ether i!$re&ie!ts i! small paper cups with craft stics to e.plore how &iffere!t

proportio!s of flour 4$lute!-free a!& re$ular water a!& bai!$ pow&er affect the

material properties of the batter8 (hey employ their u!&ersta!&i!$ of volume to the

measure of i!$re&ie!ts 4C/ CC## 58D8+8 (hey ca! be$i! to speculate about how

&iffere!t batter properties will tra!slate i!to &iffere!t pa!cae properties8 #tu&e!ts

i!vesti$ate specific pa!cae recipes 4with the i!tro&uctio! of ba!a!as as a sweete!er

a!& va!illa for flavori!$8 (he cooi!$ process i!tro&uces !ew variables 4cooi!$ time

flippi!$ proce&ure etc8 a!& other irre$ularities of the real worl& 4u!eve! heati!$ by the

$ri&&le8 #tu&e!ts tae !ote of these issues as they test-coo their first batter a!&

recor& results of their measureme!ts8 #tu&e!ts compare batter recipes a!& results with

peers 4)-5-*(#1-2 a!alyi!$ the &ata to i&e!tify tre!&s a!& patterns8 (hey the!

collaboratively co!struct a seco!& rou!& of pa!cae recipes a!& the! eep iterati!$ as

they optimie multiple criteria throu$h cha!$es i! recipe a!& proce&ure 4)-5-*(#1-)8

!ce they have the perfect pa!cae they are challe!$e& to pro&uce &uplicate batches8

,ith five simple i!$re&ie!ts stu&e!ts become both celebrity chefs a!& chemical

e!$i!eers8

ra&e Five = "!structio!al #e$me!t 2% From atter to r$a!isms

>y the e!& of this i!structio!al se$me!t stu&e!ts have &evelope& the

u!&ersta!&i!$ that matter flows from !o!-livi!$ sources 4water a!& air to pla!ts

a!imals a!& &ecomposers8 "! a&&itio! stu&e!ts use mo&els a!& loo for evi&e!ce to

&escribe how energy flows from the su! to pla!ts to a!imals8 #tu&e!ts use their


868

869

870

2801

2802

2803

2804

2805

2806

2807

2808

2809

2810

2811

2812

2813

2814

2815

2816

2817

2818

2819

2820

2821

2822

2823

2824

2825

2826

2827

2828

2829

2830

2831

871

872




previous !owle&$e that all a!imals !ee& foo& i! or&er to live a!& $row that they obtai!

their foo& from pla!ts or from other a!imals a!& that pla!ts !ee& air water a!& li$ht to

live a!& $row8 (hey e.pa!& their !owle&$e to e.plai! energy and matter flows i!

or$a!isms a!& systems8 #tu&e!ts i! $ra&e five e!$a$e i! scie!tific e.perie!ces to help

them a!swer 7uestio!s such as% &hat matter does a plant need to grow' &here does

the energy in food come from and what is it used for' (ow does matter move in an

ecosystem'

Grade Five,Instructional Segent -% Fro 4atter to <rganiss

&hat matter does a plant need to grow'

&here does the energy in food come from and what is it used for'

(ow does matter move in an ecosystem'Crosscutting concepts% #ystems a!& #ystems o&els< *!er$y a!& atter

Science and Engineering *ractices% Developi!$ a!& Bsi!$ o&els0,LS$,$ Support an arguent that plants get the aterials they need for gro7th

chiefly fro air and 7ater3 EClarificatio! #tateme!t% *mphasis is o! the

i&ea that pla!t matter comes mostly from air a!& water !ot from the soil8

0,LS-,$ (evelop a odel to describe the oveent of atter aong plants#

anials decoposers# and the environent3 EClarificatio! #tateme!t%

*mphasis is o! the i&ea that matter that is !ot foo& 4air water &ecompose&

materials i! soil is cha!$e& by pla!ts i!to matter that is foo&8 *.amples of

systems coul& i!clu&e or$a!isms ecosystems a!& the *arth8

E /ssessment oundary: /ssessment does not include molecular

e%planations8

0,*S+,$ 9se odels to describe that energy in anials6 food used for body

repair# gro7th# otion# and to aintain body 7arthD 7as once

energy fro the sun3 EClarificatio! #tateme!t% *.amples of mo&els coul&

i!clu&e &ia$rams a!& flow charts8

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1)) of 13+

873

874

875

2832

2833

2834

2835

2836

2837

2838

2839

2840

876

877





"! the 1600s Qa! >aptist va! elmo!t co!&ucte& o!e of the earliest recor&e&

biolo$y e.perime!ts8 e too about five ilo$rams 4$ of &ry soil put it i! a pot a&&e&

water a!& pla!te& a tree i! the soil8 /fter a year the tree ha& $ai!e& about 1 $ of

wei$ht8 a! elmo!t carefully &rie& the soil a!& wei$he& it a$ai!8 e was perhaps

surprise& to &iscover that the wei$ht of the soil was still about 5 $8 (he result must

have bee! very co!fusi!$8 /s the pla!t buil&s its bo&y the raw materials for mai!$

woo& leaves bar must come from somewhere a!& the soil must have seeme& to be

the most liely source8 (he i&ea that most of the &ry wei$ht 4i8e8 everythi!$ that is !ot

water came from the air a!& !ot the soil woul& have bee! very cou!teri!tuitive8 "! va!

elmo!t;s time people &i& !ot !ow that the air co!tai!e& molecules lie o.y$e!

carbo! &io.i&e a!& !itro$e!8 In a famous experiment a seed was planted in 5 kg of soil.

After a year a 1 kg plant had grown. The soil still weighed approximately 5 kg

suggesting that the mass of the plant was NOT derived from the soil (we now know that

most of the plant structures are made from the carbon found in atmospheric CO2) (figure

20).

Figure -@% o&el of va! elmo!t;s *.perime!t (Original picture by Ed Himelblau)

Pla!ts buil& their structures out of su$ar molecules8 #u$ar comes from

photosy!thesis8 Duri!$ photosy!thesis the pla!t combi!es carbo! &io.i&e from the air

with water from the soil to form $lucose 4a su$ar molecule with li$ht provi&i!$ the

e!er$y to power this chemical cha!$e8 !ce $lucose is ma&e it ca! have several fates%

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1)+ of 13+

878

879

880

2841

2842

2843

2844

2845

2846

2847

2848

2849

2850

2851

2852

2853

2854

2855

2856

2857

2858

2859

2860

2861

2862

2863

2864

2865

2866

881

882




lucose molecules ca! be ma&e i!to cellulose8 (his is the mai! buil&i!$ material

for pla!t cells8 ost of the bo&y of a!y pla!t is cellulose8 lucose ca! also be ma&e i!to

starch as a way of stori!$ e!er$y for later use by the pla!t8 Fi!ally $lucose ca! $o

&irectly i!to cells to power their every&ay activity 4pla!ts pro&uce their ow! foo&8 (his is

especially importa!t for cells i! the root that !ever see the su! a!& ca!!ot perform

photosy!thesis for themselves8 #u$ar ma&e i! the leaves of the pla!t is tra!sporte&&ow! to the roots8 (hese various pro&ucts of photosy!thesis are also importa!t for

huma!s8 ,oo&e! houses paper a!& cotto! cloth are all materials ma&e from pla!t

cellulose8 Fi!ally most of the calories i! the huma! &iet come from starch i! see&s lie

wheat rice cor! a!& other crops8 !e bypro&uct of photosy!thesis is o.y$e!8

uma!s a!& other a!imals are &epe!&e!t o! the o.y$e! release& &uri!$

photosy!thesis 4as &escribe& later this o.y$e! is esse!tial for allowi!$ us to release

e!er$y from our foo&8

"t must be ac!owle&$e& that the pla!t &oes ac7uire some esse!tial materials

from the soil8 Nitro$e! iro! a!& a host of other !utrie!ts must be obtai!e& from the soil

4usually by the roots a!& the pla!t ca!!ot survive without these8 owever these mae

up o!ly a small fractio! of the total mass of a pla!t8 "f va! elmo!t ha& ha& a se!sitive

e!ou$h scale he mi$ht have &etecte& a ti!y &ecrease i! the wei$ht of his soil8

(he most importa!t fuel for a!imal cells is $lucose8 ,hile $lucose coul& be

artificially pro&uce& i! a lab most of the $lucose we co!sume is &erive& from the starch

i! pla!ts8 ur cells Wbrea ope!; these $lucose molecules usi!$ o.y$e! releasi!$ the

e!er$y store& i! chemical bo!&s8 #o it is lo$ical that if breai!$ up a $lucose molecule

releases e!er$y the! mai!$ a $lucose molecule must require e!er$y 4crosscutti!$

co!cept of energy and matter 8 (he types of e!er$y that mae these su$ar molecules

are li$ht e!er$y a!& solar e!er$y8 ,he! you eat a! apple the e!er$y your bo&y $ets


883

884

885

2867

2868

2869

2870

2871

2872

2873

2874

2875

2876

2877

2878

2879

2880

2881

2882

2883

2884

2885

2886

2887

2888

2889

2890

2891

2892

2893

2894

886

887




from the fruit is solar e!er$y--it is solar e!er$y that was absorbe& by a leaf a!& store&

as a su$ar molecule8

Clearly our &iets co!tai! more tha! :ust $lucose8 ur &iets i!clu&e protei!s fats

a!& oils as well8 (hese other e!er$y sources $et co!verte& i! our cells to $lucose-lie

molecules a!& the! are fu!!ele& i!to the mai! e!er$y-releasi!$ pathways for which

$lucose is the primary starti!$ material8

,he! a pla!t or a!imal is alive it re7uires e!er$y a!& matter to $row a!&

mai!tai! its bo&y8 Pla!ts tae the e!er$y from li$ht a!& store it as cellulose a!& starch

while at the same time ac7uiri!$ esse!tial !utrie!ts from the soil8 /!imals $et almost all

the materials they !ee& to survive from the foo& they eat 4u!lie pla!ts we ca!!ot $row

with :ust air water &irt a!& su!shi!e8 (he result of all this is that a pla!t or a!imal

represe!ts a hu$e store of e!er$y a!& !utrie!ts8 ,he! a! or$a!ism &ies the e!er$y

a!& !utrie!ts &o !ot remai! there for lo!$8 Decompositio! is the process that releases

the e!er$y a!& !utrie!ts from &ea& tissue for use by $rowi!$ or$a!isms8 Decomposers

ca! be both microscopic 4bacteria a!& easily visible 4fu!$i a!& mol& but they all &o

the same thi!$ release e!er$y a!& !utrie!ts from pla!t a!& a!imal bo&ies8 / commo!

misco!ceptio! about worms is that they are &ecomposers8 "t woul& be more accurate to

call worms W&etritivores; that eat &ecayi!$ pla!ts rather tha! breai!$ them &ow!

outsi&e their bo&ies8Nitro$e! is o!e !utrie!t for which the ce!tral role of &ecompositio! is especially

well illustrate&8 /!imals re7uire a lot of !itro$e!< !itro$e! is a ma:or compo!e!t of the

$e!es a!& protei!s i! our cells8 /!imals have o!ly o!e source of this !itro$e!% pla!ts8

Car!ivores $et their !itro$e! from herbivores that $et their !itro$e! from pla!ts8 ,he!

a! a!imal i! !ature &ies a!& its bo&y &ecomposes the !itro$e! from the bo&y is

release& i!to the soil8 !ce i! the soil the !itro$e! is o!ce a$ai! available to pla!ts

throu$h their roots8

Pla!ts a!& a!imals !ee& to obtai! ma!y other eleme!ts a!& small molecules

from the e!viro!me!t8 /$ai! pla!ts provi&e a mea!s for a!imals to $et what they !ee&8

For e.ample we !ee& very ti!y amou!ts of metals lie iro! i!c a!& ma$!esium to

survive but huma!s ca!!ot :ust eat soil a!& $et all the !utrie!ts they !ee&8 (o tae

these !utrie!ts i!to our cells the !utrie!ts !ee& to be i!corporate& i!to more comple.


888

889

890

2895

2896

2897

2898

2899

2900

2901

2902

2903

2904

2905

2906

2907

2908

2909

2910

2911

2912

2913

2914

2915

2916

2917

2918

2919

2920

2921

2922

2923

2924

2925

891

892




molecules 4sometimes calle& Wvitami!s;8 (hese comple. molecules are sy!thesie& i!

pla!ts8 Pla!ts o! the other ha!& are able to absorb i!&ivi&ual metal atoms from the soil

surrou!&i!$ the roots8 Pla!ts mine the soil for raw materials the! use those raw

materials to buil& complicate& molecules8 /!imals have to $et most of their !utrie!ts by

eati!$ pla!ts8


(his i!structio!al se$me!t From atter to r$a!isms is &ivi&e& i! three parts%

Part 1- From No!-livi!$ to 'ivi!$A Part 2- From Pla!ts to *!viro!me!tA a!& Part )- From

the #u! to /!imals

0rom 2on!living to 8iving

#tu&e!ts shoul& be $ive! the opportu!ity to e.perie!ce activities that show the

flow of air a!& water i!to pla!ts8 /ctivities may i!clu&e placi!$ celery or flowers i!

colore& water to see tra!sportatio! of water i!to the celery or flower< tryi!$ to $row a

pla!t i! a close& co!tai!er with !o air flow i!to the co!tai!er< placi!$ a ba$ arou!& the

leaves of a pla!t to show the co!&e!satio! collecte&< placi!$ a!acharis 4elo&ea or

rosemary i! a! i!verte& test tube u!&er li$ht to see bubbles a!& cou!t them< or

measuri!$ the wei$ht of a $rowi!$ pla!t i! a co!trolle& e!viro!me!t 4lie $rowi!$ themo! a CD case as a fu!ctio! of time8 #tu&e!ts shoul& collect the evidence a!& ask and

try to ans7er questions about what they thi! is happe!i!$8

"! this $ra&e stu&e!ts tal about water as a familiar compou!& a!& about how it

is tra!sporte& by pla!ts8 (hey may also !ote that various fruit a!& ve$etables co!tai!

:uices that are mostly water8 #tu&e!ts; odels of the $rowth !ee&s of pla!ts a!& how

they are supplie& may i!clu&e pictures or &ia$rams with $ra&e-level appropriate

labeli!$ 4for e.ample the bubbles pro&uce& by pla!t may be &escribe& as air< a!&

liewise the failure to thrive of the pla!t i! the close& co!tai!er may be attribute& to lac

of air8 #tu&e!ts at this $ra&e are familiar with $ases a!& $as properties but their

investigations &o !ot &isti!$uish compo!e!ts of air such as o.y$e! a!& carbo!

&io.i&e8 #tu&e!ts shoul& support a! arguent that pla!ts !ee& to tae i! air a!& water

to fu!ctio!8 (hey ca! e"plain that pla!ts obtai! matter as $ases a!& water from the


893

894

895

2926

2927

2928

2929

2930

2931

2932

2933

2934

2935

2936

2937

2938

2939

2940

2941

2942

2943

2944

2945

2946

2947

2948

2949

2950

2951

2952

2953

2954

2955

2956

896

897




e!viro!me!t a!& release waste matter 4$as li7ui& or soli& bac i!to the e!viro!me!t

45-'#2-18

0rom +lants to nvironment

(he foo& of almost a!y i!& of a!imal ca! be trace& bac to pla!ts8 r$a!isms

are relate& i! foo& webs i! which some a!imals eat pla!ts for foo& a!& other a!imals

eat the a!imals that eat pla!ts8 #ome or$a!isms such as fu!$i a!& bacteria brea

&ow! &ea& or$a!isms 4both pla!ts or pla!ts parts a!& a!imals a!& therefore operate

as I&ecomposers8J Decompositio! eve!tually restores 4recycles some materials bac

to the soil8 r$a!isms ca! survive o!ly i! e!viro!me!ts i! which their particular !ee&s

are met8 / healthy ecosystem is o!e i! which multiple species of &iffere!t types are

each able to meet their !ee&s i! a relatively stable web of life8 Newly i!tro&uce& species

ca! &ama$e the bala!ce of a! ecosystem3 45-'#2-1

#tu&e!ts; activities to &evelop these co!cepts may i!clu&e &evelopi!$ a mo&el of

a foo& web by obtai!i!$ a!& evaluati!$ i!formatio! from several te.t o! the same topic

a!& the! commu!icati!$ a summary of that i!formatio! to their classmate8 (his te.t-

base& activity shoul& be compleme!te& by &irect observatio! from classroom-sie

ecosystems such as a terrarium for a liar& or a fish ta! or a crayfish ta!8 ,here

possible fiel& trips to observe a farm or observe a!imals i! situatio!s that appro.imatetheir !atural habitat 4e8$8 bir&s or s7uirrels i! a par shoul& also be part of the

i!structio!al se$me!t8 #imple ferme!tatio!s of cabba$e to mae ?imchee or vi!e$ar

from apple :uice help the stu&e!ts co!!ect chemical reactio!s 4pro&uctio! of acetic aci&

measure& with p a!& use of matter and energy i! a! ecosystem8 icroscope

observatio!s ca! i!tro&uce stu&e!ts to the variety a!& ubi7uity of microbial life forms

that are useful to huma!s8 #tu&e!ts; wor shows that matter cycles betwee! the air

a!& soil a!& amo!$ pla!ts a!imals a!& microbes as these or$a!isms live a!& &ie8

*.amples of foo& webs shoul& i!clu&e small a!& lar$e systems from a few or$a!isms

to a! ecosystem a!& to the *arth8 (his is a $oo& opportu!ity to use scale, proportion

and quantity a!& to poi!t to a7uatic a!& terrestrial systems 4systems and system

models a!& poi!t to the &iffere!ces i! the mo&els 4obtaining# evaluating and

counicating inforation8

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1)G of 13+

898

899

900

2957

2958

2959

2960

2961

2962

2963

2964

2965

2966

2967

2968

2969

2970

2971

2972

2973

2974

2975

2976

2977

2978

2979

2980

2981

2982

2983

2984

2985

2986

2987

901

902




Grade Five :ignetteThe Flo7 of Energy and (ecoposers


fifth $ra&e classroom whe! the / 24SS are impleme!te&8 (he purpose is to illustrate


e.perie!ces a!& opportu!ities to &evelop a!& use the scie!ce a!& e!$i!eeri!$

practices a!& the crosscutti!$ co!cepts to u!&ersta!& the &iscipli!ary core i&eas

associate& with the topic i! the i!structio!al se$me!t8


performa!ce e.pectatio!s8 "t shoul& !ot be viewe& as showi!$ all i!structio! !ecessary







teachi!$ strate$ies or$a!iatio! of the lesso! structure a!& possible stu&e!ts;respo!ses8 /lso scie!ce i!structio! shoul& tae i!to accou!t that stu&e!t



Introduction

(ay $ ; <ceans 'live8

s8 D &eci&e& to use two Califor!ia **" u!its $he 0low of nergy $hrough

cosystems a!& 8ife and 3eath with 3ecomposers as the fou!&atio! for her From

atter to r$a!isms u!it8 #he ass stu&e!ts to $ather arou!& a!& use the !atural

re$io!s wall map to i&e!tify which of Califor!ia;s !atural re$io!s is the lar$est8 (he

stu&e!ts i&e!tify o!e of the terrestrial ecosystems so she poi!ts them to the ocea! a!&

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1)K of 13+

903

904

905

2988

2989

2990

2991

29922993

2994

2995

2996

2997

2998

2999

3000

3001

3002

3003

3004

3005

3006

3007

3008

3009

3010

3011

3012

3013

3014

3015

3016

3017

3018

3019

906

907




coast a!& me!tio!s that this re$io! is actually the lar$est !atural re$io! i! Califor!ia8

(his e.ercise $ives s8 D a! opportu!ity to call stu&e!ts; atte!tio! to the crosscutti!$

co!cept Isystems and system models8J (o i!itiate a class &iscussio! she ass

stu&e!ts to i&e!tify some of the compo!e!ts 4or$a!isms picture& i! the ocea! &ia$ram8

Remi!&i!$ them Ia system ca! be &escribe& i! terms of its compo!e!ts a!& their

i!teractio!sJ s8 D has stu&e!ts speculate about some of the i!teractio!s that mi$ht

tae place amo!$ these ocea! or$a!isms8

#he co!ti!ues by calli!$ the stu&e!ts; atte!tio! to wor& wall car&s for the wor&s

IecosystemJ Ico!sumerJ a!& Ipro&ucerJ a!& reviews the &efi!itio!s8 s8 D poi!ts to

the i!set o! the map title& Icea! Re$io!s8J #he tells stu&e!ts that they are $oi!$ to

lear! about these wor&s by rea&i!$ a! i!formatio!al te.t about the umbol&t s7ui& a!

a!imal that lives i! areas that are ofte! &ifficult for scie!tists to stu&y8

(he teacher &istributes copies of the story I$he 6ysterious (umboldt Squid J

a!& e.plai!s that as they are rea&i!$ they will hi$hli$ht each of the or$a!isms that

they rea& about a!& i&e!tify them as pro&ucers or co!sumers8 !ce they have fi!ishe&

rea&i!$ the te.t s8 D shows the class the Imari!e or$a!ismsJ visual ai& a!& i!structs

them to use i!formatio! from the story to i&e!tify the or$a!isms as pro&ucers or

co!sumers thereby &evelopi!$ their abilities to 7uicly locate a!swers to 7uestio!s

from writte! te.t8

(ay - ; Where 4y Energy Coes FroFood Chains 8

s8 D reviews the wor& wall car&s for Ipro&ucerJ a!& Ico!sumerJ o! the boar&8

#he the! a&&s the wor& wall car&s for IherbivoresJ Icar!ivoresJ a!& Iom!ivoresJ

be!eath the car& for Ico!sumerJ e.plai!i!$ that these are three types of co!sumers

the! has the stu&e!ts rea& the &efi!itio!s8

(he teacher &istributes o!e of the fourtee! Ior$a!ism ba!J i!formatio! car&s to

pairs of stu&e!ts8 #he the! has them &raw o! i!formatio! from these &iffere!t pri!t

sources a!& &iscuss whether their or$a!isms are pro&ucers herbivores car!ivores or

om!ivores a!& has them put the pictures of their or$a!isms u!&er the appropriate

hea&i!$s8 s8 D uses this strate$y to &evelop the stu&e!ts; ability to locate a! a!swer to

a 7uestio! 7uicly8

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1+0 of 13+

908

909

910

3020

3021

3022

3023

3024

3025

3026

3027

3028

3029

3030

3031

3032

3033

3034

3035

3036

3037

3038

3039

3040

3041

3042

3043

3044

3045

3046

3047

3048

3049

3050

911

912




s8 D tells stu&e!ts that they are $oi!$ to use the I&here I 4et nergy J

i!formatio! sheet to help them i&e!tify fee&i!$ relatio!ships amo!$ the or$a!isms they

have bee! stu&yi!$8 #he has pairs of stu&e!ts tae the i!formatio! car& they use& i!

the previous activity choose a! or$a!ism with which they thi! it has a fee&i!$

relatio!ship a!& briefly e.plai! the relatio!ship to the class8 (he teacher e.plai!s that

the term for these fee&i!$ co!!ectio!s is Ifoo& chai!J a!& posts the wor& wall car& o!

the boar&8

>uil&i!$ further o! their ability to &evelop odels that &escribe phe!ome!a i!

this case foo& chai!s s8 D has a&&itio!al stu&e!ts co!ti!ue this process by a&&i!$ a

thir& a!& the! a fourth or$a!ism to the Ichai!J of fee&i!$ relatio!ships8 (he teacher

posts several of these foo& chai!s o! the boar& a!& co!!ects them with arrows

represe!ti!$ the fee&i!$ relatio!ships &escribe& by the stu&e!ts8 (his activity provi&es

s8 D a! opportu!ity to call stu&e!ts; atte!tio! to the crosscutti!$ co!cept energy and

matter 8 #he i!itiates a focuse& &iscussio! about how their foo& chai! odels

&emo!strate how Imatter is tra!sporte& i!to out of a!& withi! systems8J

(ay + ; Connecting Food Chains8

s8 D remi!&s the class about the earlier lesso! whe! they lear!e& how pla!ts

ac7uire material for $rowth8 #he the! me!tio!s that the fee&i!$ relatio!ships they havebee! i&e!tifyi!$ that mo&el how matter moves betwee! pla!ts a!& a!imals a!& amo!$

a!imals8

#he pro:ects the I6arine cosystem 0ood &eb visual ai& a!& ass stu&e!ts if

what they are looi!$ at is a foo& chai!8 #everal of the stu&e!ts observe that the

&rawi!$ shows ma!y &iffere!t li!es a!& co!!ectio!s amo!$ the pla!ts a!& a!imals8 s8

D posts the wor& wall car& for Ifoo& webJ a!& e.plai!s that the arrows o! the visual ai&

represe!t a odel of a Ifoo& webJ the ma!y i!terco!!ecte& foo& chai!s i! a!

ecosystem8 !ce they have a clear u!&ersta!&i!$ of the foo& web she ass them to

follow the path from a!y of the a!imals a!& &iscover that the foo& for all of the a!imals

ca! be trace& bac to pla!ts8 s8 D follows that up with 7uestio!s that help all of the

stu&e!ts clarify that amo!$ the or$a!isms represe!te& i! the foo& web some a!imals

eat pla!ts for foo& a!& other a!imals eat the a!imals that eat the pla!ts8


913

914

915

3051

3052

3053

3054

3055

3056

3057

3058

3059

3060

3061

3062

3063

3064

3065

3066

3067

3068

3069

3070

3071

3072

3073

3074

3075

3076

3077

3078

3079

3080

3081

916

917




(ay . ;(ecoposition in 'ction8

"! or&er to soli&ify their u!&ersta!&i!$ of foo& webs a!& be$i! her i!structio! o!

&ecompositio! s8 D taes the class o! a visit to a local !ature ce!ter8 "! preparatio!

she has spoe! to the staff a!& ase& them to wor with her to i&e!tify a specific area

where the class ca! investigate foo& webs a!& observe a! area where &ecompositio!

is a! active process8 !e of the !ature ce!ter staff taes the stu&e!ts out i!to a woo&e&

area a!& helps them i&e!tify several &iffere!t pro&ucers a!& co!sumers8 /s stu&e!ts

&iscover what lives i! the area the teacher ass them to wor to$ether to create a!&

&iscuss a foo& web for this terrestrial ecosystem8 ,ith that complete the ce!ter staff

member ass them I,hat happe!s whe! o!e of the pla!ts or a!imals a!& the foo&

web &iesJ

Bsi!$ &efi!itio!s from her wor& wall car&s s8 D i!tro&uces the stu&e!ts to two

!ew terms I&ecomposersJ a!& I&ecompositio!8J (he staff member tells them to loo

arou!& a!& see if they see a!y evidence of &ecompositio! !earby for e.ample leaves

a tree tru! or a &ea& i!sect o! the $rou!&8 #he ass them what is happe!i!$ to those

ob:ects a!& lea&s them throu$h a &iscussio! about how the tree tru!s leaves or

a!imals are breai!$ &ow! a!& ree!teri!$ the soil8

(ay 0 ; E"aining the Evidence8

,he! they retur! to the classroom after the fiel& trip s8 D has them rea& the

i!formatio! te.t I3ecomposition in the 0orest 8J #he the! pro:ects her Ividence of

3ecompositionJ visual ai&s a!& ass the stu&e!ts to &escribe what they see8 /s they

&escribe what they see s8 D e.plai!s that whe! matter &ecomposes it may seem to

I&isappearJ but it is actually movi!$ i!to a &iffere!t part of the ecosystem releasi!$

!utrie!ts bac i!to the soil air or water8 (o help the stu&e!ts soli&ify their u!&ersta!&i!$

of the &ecompositio! process she &istributes Ireaking It downBin the 0orest J a!& has

them follow the i!structio!s to &escribe what is happe!i!$ i! the &ecompositio! story8

"! review s8 D i!structs the stu&e!ts to loo at the &ia$ram o! Ireaking It

downBin the 0orest J a!& mae observatio!s about a!y patter!s they see8 #everal of


918

919

920

3082

3083

3084

3085

3086

3087

3088

3089

3090

3091

3092

3093

3094

3095

3096

3097

3098

3099

3100

3101

3102

3103

3104

3105

3106

3107

3108

3109

3110

3111

3112

921

922




the stu&e!ts comme!t that the &rawi!$ shows the matter flowing amo!$ pla!ts

a!imals a!& microbes as these or$a!isms live a!& &ie8 #he ass IDoes this flow of

matter occur o!ly o!ce or is it a! o!$oi!$ processJ a!& lea&s the class i! a &iscussio!

that helps stu&e!ts reco$!ie that the flow of matter i! the &ia$ram is a! e.ample of a

cycle8 #he the! writes a &efi!itio! for the wor& IcycleJ o! the boar& Ia series of

processes or eve!ts that typically repeats itself such as the water cycle8J

"! or&er to help stu&e!ts reco$!ie the importa!ce of matter movi!$ throu$h

ecosystems amo!$ pla!ts a!imals a!& &ecomposers s8 D ass them I,hat woul&

happe! if the cycle of matter flowi!$ throu$h ecosystems is i!terrupte& by huma!

activitiesJ (his allows the stu&e!ts to be$i! buil&i!$ a! u!&ersta!&i!$ that huma!

activities ca! affect Ithe e.cha!$e of matter betwee! !atural systems a!& huma!

societies affects the lo!$-term fu!ctio!i!$ of bothJ 4Califor!ia *!viro!me!tal Pri!ciple

"8

s8 D ass stu&e!ts to reflect o! how &ecompositio! is importa!t to them

stre!$the!i!$ their u!&ersta!&i!$ that Ithe ecosystem services provi&e& by !atural

systems are esse!tial to huma! life a!& to the fu!ctio!i!$ of our eco!omies a!&

cultures8 4Califor!ia *!viro!me!tal Pri!ciple " Co!cept b8 #everal stu&e!ts me!tio!

that the &ecompositio! process is relate& to the compost pile that the class has bee!

ma!a$i!$ !ear their school $ar&e!8 #ome of the others &iscuss that they are surprise&that by composti!$ at home they are eepi!$ most of the pla!t materials from their

meals a!& yar&s from $oi!$ i!to the la!&fill a!& they thi! their $ar&e!s be!efit from the

!utrie!ts i! the compost8

(ays 8,= ; 4odeling the 4oveent of 4atter 8

(he followi!$ wee s8 D tells the class that they will be &oi!$ prese!tatio!s

that show odels that &escribe the moveme!t of matter amo!$ pla!ts a!imals

&ecomposers a!& the e!viro!me!t8 #he e.plai!s that their prese!tatio!s !ee& to

i!clu&e multime&ia compo!e!ts such as a PowerPoi!t prese!tatio! or visual &isplays

such as posters8 (he focus of these prese!tatio!s is to be about how &ecompositio!

wors the be!efits that huma!s $ai! from this process a!& their pre&icatio! about how

huma! activities ca! affect the e.cha!$e of matter betwee! !atural systems a!& huma!

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1+) of 13+

923

924

925

3113

3114

3115

3116

3117

3118

3119

3120

3121

3122

3123

3124

3125

3126

3127

3128

3129

3130

3131

3132

3133

3134

3135

3136

3137

3138

3139

3140

3141

3142

3143

926

927




societies8 s8 D lets the stu&e!ts !ow that their &isplays will be part of a scie!ce

$allery wal that the school is hol&i!$ later i! the mo!th8


0,LS-,$ Ecosystes% Interactions# Energy# and (ynaics3evelop a model to describe the movement of matter among plants, animalsdecomposers and the environment. @larification Statement: mphasis is on the ideathat matter that is not food "air, water, decomposed materials in soil# is changed by

plants into matter that is food. %amples of systems could include organisms,ecosystems, and the arth.> @/ssessment oundary: /ssessment does not includemolecular e%planations.>



(eveloping and 9sing4odels3evelop a model to describe

phenomena.

LS-3' Interdependent&elationships inEcosystes$he food of almost any kindof animal can be tracedback to plants. 1rganismsare related in food webs inwhich some animals eat

plants for food and otheranimals eat the animals that

eat plants. Some organisms,such as fungi and bacteria,break down dead organisms"both plants or plants partsand animals# and thereforeoperate as ?decomposers.3ecomposition eventuallyrestores "recycles# somematerials back to the soil.1rganisms can survive onlyin environments in which

their particular needs aremet. / healthy ecosystem isone in which multiplespecies of different typesare each able to meet theirneeds in a relatively stableweb of life. 2ewly introduced species can damage the



Energy and 4atter 6atter is transported into,out of, and within systems.

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1++ of 13+

928

929

930

3144

3145

3146

931

932




balance of an ecosystem.

LS-31 Cycles of 4atter andEnergy Transfer inEcosystes

6atter cycles between theair and soil and among

plants, animals, andmicrobes as theseorganisms live and die.1rganisms obtain gases,and water, from theenvironment, and releasewaste matter "gas, liquid, orsolid# back into theenvironment.


*rinciple I% $he continuation and health of individual human lives and of humancommunities and societies depend on the health of the natural systems that provideessential goods and ecosystem services.

Concept b3 Students need to know that the ecosystem services provided by naturalsystems are essential to human life and to the functioning of our economies andcultures.

*rinciple I:% $he e%change of matter between natural systems and human societiesaffects the long!term functioning of both.Concept a3 Students need to know that the effects of human activities on naturalsystems are directly related to the quantities of resources consumed and to thequantity and characteristics of the resulting byproducts.

Connections to the C' CCSS for EL'5Literacy% &I303=# SL3030

:ignette (ebrief




the core i&eas i! life scie!ces relate& to the flow of matter a!& e!er$y i! ecosystems

helpi!$ them to move towar&s mastery of the three compo!e!ts &escribe& i! the /

24SS performa!ce e.pectatio!8


933

934

935

3147

3148

3149

3150

3151

3152

3153

3154

936

937




"! this vi$!ette the teacher selecte& o!e performa!ce e.pectatio! but i! the

lesso!s &escribe& above she o!ly e!$a$e& stu&e!ts i! selecte& portio!s of this P*8 Full

mastery of this P* will be achieve& throu$hout subse7ue!t i!structio!al se$me!ts8


developing and using odels. 'ife scie!ces le!& themselves well to the use of

mo&els to &escribe systems a!& &escribe phe!ome!a8

,ith $ui&a!ce from their teacher stu&e!ts &evelope& odels that &escribe

phe!ome!a i! this case foo& chai!s a!& foo& webs8 (hey use& these odels to

&escribe the moveme!t of matter amo!$ pla!ts a!imals &ecomposers a!& the

e!viro!me!t8 (hey ma&e prese!tatio!s about their odels to e.plai! how

&ecompositio! wors a!& co!!ecte& this i!formatio! with Califor!ia *!viro!me!tal

Pri!ciple " to pre&ict how huma! activities a!& Ithe e%change of matter between

natural systems and human societies affects the long!term functioning of both 8J

(hrou$h their foo& chai! a!& foo& web odels stu&e!ts e.ami!e& the

crosscutti!$ co!cept of energy and matter to i&e!tify how matter is tra!sporte& i!to

out of a!& withi! !atural systems8 "! a&&itio! their u!&ersta!&i!$ of the crosscutti!$

co!cept of systems and system models was rei!force& throu$h their a!alysis of the

flow of matter throu$h mari!e ecosystems8

GSS Connections to English Language 'rts

#tu&e!ts use& the te.t i! ?$he 6ysterious (umboldt Squid and ?3ecomposition

in the 0orest to &etermi!e how matter flows i! both mari!e a!& forest ecosystems8 (his

co!!ects to the / SS for 8/58iteracy Rea&i!$ "!formatio!al (e.t sta!&ar&s

4R"85838 "! a&&itio! they &evelope& prese!tatio!s i!clu&i!$ multime&ia compo!e!ts or

visual &isplays which summarie& i!formatio! about foo& webs a!& how huma!

activities ca! i!flue!ce them which correspo!&s to #peai!$ a!& 'iste!i!$ #ta!&ar& 5

4#'85858



938

939

940

3155

3156

3157

3158

3159

3160

3161

3162

3163

3164

3165

3166

3167

3168

3169

3170

3171

3172

3173

3174

3175

3176

3177

3178

3179

3180

3181

3182

3183

3184

941

942




• Califor!ia *&ucatio! a!& the *!viro!me!t "!itiative8 20118 $he 0low of nergy

$hrough cosystems. #acrame!to% ffice of *&ucatio! a!& the *!viro!me!t8

• Califor!ia *&ucatio! a!& the *!viro!me!t "!itiative8 20118 8ife and 3eath with

3ecomposers. #acrame!to% ffice of *&ucatio! a!& the *!viro!me!t8

0rom the Sun to /nimals

/s this poi!t i! the i!structio!al se$me!t stu&e!ts e!$a$e i! investigations

that show that the e!er$y release& from foo& was o!ce e!er$y from the su! that was

capture& by pla!ts i! the chemical process that forms pla!t matter 4from air a!& water

45-P#)-18 (his part allows stu&e!ts to sy!thesie all the i!vesti$atio!s a!& lear!i!$

that they &evelope& so far i!to a broa& u!&ersta!&i!$ that atter and energy flo7

amo!$ or$a!isms8 /ctivities may i!clu&e $ames of simple foo& chai!s where primary

pro&ucers ItaeJ e!er$y from the su! use some for $rowth a!& respiratio! a!& pass the

rest to primary co!sumers a!& so o!8 >y wori!$ with utilie odels to &escribe that

the e!er$y a!imals obtai! from their foo& throu$h &i$estive a!& respiratio! processes

4use& for bo&y repair $rowth motio! a!& to mai!tai! bo&y warmth was o!ce e!er$y

from the su!8 (hese stu&e!ts ca! obtai! i!formatio! from te.ts or &i$ital me&ia about a

local ecosystem a!& they have to &evelop a mo&el that supports u!&ersta!&i!$ of how

matter and energy flows by i&e!tifyi!$ the or$a!isms livi!$ i! that ecosystem a!& howo!e type of or$a!ism is li!e& to a!other8 /t the e!& of this part of the i!structio!al

se$me!t stu&e!ts prese!t their &ia$rams a!& write arguentative papers o! the

topic supporti!$ their poi!t of view with reaso!s a!& evidence8 4,8581

/t the e!& of this i!structio!al se$me!t stu&e!ts &emo!strate their

u!&ersta!&i!$ of how matter a!& e!er$y flows i! a! ecosystem8 >oth pla!ts a!&

a!imals must tae i! air a!& water pla!ts !ee& li$ht a!& a!imals !ee& foo&8 /!aerobic

life such as bacteria i! the stomach fu!ctio!s without air8 Foo& provi&es a!imals with

the materials they !ee& for bo&y repair a!& $rowth a!& is &i$este&8 "! the respiratio!

process e!er$y is release& to mai!tai! bo&y warmth a!& for motio!8 Pla!ts ac7uire

their material for $rowth chiefly from air a!& water a!& process some of the matter they

have forme& as a!imals process foo& 4throu$h respiratio! to provi&e the e!er$y to

mai!tai! their i!ter!al co!&itio!s 4e8$8 at !i$ht8


943

944

945

3185

3186

3187

3188

3189

3190

3191

3192

3193

3194

3195

3196

3197

3198

3199

3200

3201

3202

3203

3204

3205

3206

3207

3208

3209

3210

3211

3212

3213

3214

3215

946

947




ra&e Five = "!structio!al #e$me!t )% *arth #ystems a!& Process

(o e!$a$e stu&e!t i!terest this i!structio!al se$me!t be$i!s by alerti!$ stu&e!ts

to the importa!ce of fresh water for people livi!$ i! cities a!& farms a!& the &ifficulties

e.perie!ce& by Califor!ia resi&e!ts &uri!$ perio&s of &rou$ht8 >y the e!& of this

i!structio!al se$me!t stu&e!ts will have &evelope& the u!&ersta!&i!$ that *arth has a

set of ma:or subsystems8 (hese *arth systems are co!!ecte& a!& cha!$es i! o!e

affect the others8 (he i!structio!al se$me!t be$i!s with a focus o! water a!& its

&istributio! o! *arth a!& importa!ce to life8 (he i!structio!al se$me!t the! &evelops

i&eas o! how to protect this resource a!& others o! the pla!et8 (his i!structio!al

se$me!t i!corporates a! e!$i!eeri!$ &esi$! pro:ect that focuses o! the e!viro!me!t8

#tu&e!ts i! $ra&e five e!$a$e i! scie!tific

e.perie!ces to help them a!swer 7uestio!s such

as% &here does my tap water come from and

where does it go' (ow much water do we need

to live, to irrigate plants' &hat can we do to

protect our resources'

DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1+G of 13+

ath Co!!ectio!"! refere!ce to *##2-2stu&e!ts &o !ot stu&y perce!tor ratio u!til ra&e 68 #cie!ceteachers will !ee& to provi&esome bac$rou!& math!owle&$e o! this co!ceptwhile teachi!$ the scie!ce8#tu&e!ts will be able tocompare fractio!s however8

948

949

950

3216

3217

3218

3219

3220

3221

3222

3223

3224

3225

3226

3227

3228

3229

3230

3231

3232

951

952




Grade Five ,Instructional Segent +% Earth Systes and *rocesses

(ow much water can be found in different places on arth'

(ow does matter cycle through ecosystems'

&hat can we do to protect earth=s resources'

Crosscutting concepts% #cale Proportio! A @ua!tity< #ystems A #ystem o&els<

Cause a!& *ffectScience and Engineering *ractices% btai!i!$ *valuati!$ a!& Commu!icati!$

"!formatio!0,ESS-,- (escribe and graph the aounts and percentages of 7ater and fresh

7ater in various reservoirs to provide evidence about the distribution of

7ater on Earth3 E /ssessment oundary: /ssessment is limited to oceans,

lakes, rivers, glaciers, ground water, and polar ice caps, and does not include

the atmosphere8

0,ESS-,$ (evelop a odel using an e"aple to describe 7ays in 7hich the

geosphere# biosphere# hydrosphere# and5or atosphere interact3

EClarificatio! #tateme!t% (he $eosphere hy&rosphere 4i!clu&i!$ ice

atmosphere a!& biosphere are each a system a!& each system is a part of

the whole *arth #ystem8 *.amples coul& i!clu&e the i!flue!ce of the ocea!

o! ecosystems la!&form shape a!& climate< the i!flue!ce of the atmosphere

o! la!&forms a!& ecosystems throu$h weather a!& climate< a!& the i!flue!ce

of mou!tai! ra!$es o! wi!&s a!& clou&s i! the atmosphere8 E /ssessment

oundary: /ssessment is limited to the interactions of two systems at a time.

0,ESS+,$ <btain and cobine inforation about 7ays individual counities

use science ideas to protect the Earth6s resources and environent3

E /ssessment oundary: /ssessment is limited to oceans, lakes, rivers,

glaciers, ground water, and polar ice caps, and does not include the

atmosphere.>

+,0,ETS$,$ (efine a siple design proble reflecting a need or a 7ant that

includes specified criteria for success and constrains on aterials#

tie# or cost3


DR/F( C/ #cie!ce Framewor-Chapter 5% ra&es (hree (hrou$h Five Pa$e 1+K of 13+

953

954

955

3233

956

957





+,0,ETS$,- Generate and copare ultiple possible solutions to a proble based

on ho7 7ell each is likely to eet criteria and constraints of the

proble3



+,0,ETS$,+3 *lan and carry out fair tests in 7hich variables are controlled and

failure points are considered to identify aspects of a odel or prototype

that can be iproved8



1ackground Inforation for Teachers

(he *arth;s ma:or systems are the $eosphere the hy&rosphere the atmosphere

a!& the biosphere8 (he materials characterii!$ each system are summarie& i! the

table below8

Earth6s Syste Earth6s 4aterials

eosphere #oli& rocs molte! rocs soil a!& se&ime!ts8

y&rosphere ,ater i! rivers laes $rou!&water etc8 4fresh water salt

water ice8

/tmosphere /ir surrou!&i!$ *arth8

>iosphere /ll livi!$ or$a!isms i!clu&i!$ huma!s8

(hese systems are i!terco!!ecte& i! comple. a!& &y!amic ways a!& i!teract

with each other over a wi&e ra!$e of time a!& spatial scales8 "! this u!it stu&e!ts will

i!vesti$ate several of these i!teractio!s 4o!ly two systems at a time by mai!$

observatio!s about the energy flow and matter cycling withi! a!& amo!$ *arth;s

systems8 #oli& rocs for e.ample ca! be forme& by the cooli!$ of molte! roc or by

the accumulatio! of se&ime!ts or by the mo&ificatio! of e.isti!$ rocs whe! e.pose& to

i!te!se heat pressure or i!teractio! with water8 Differe!t types of rocs are pro&uce&

u!&er these &iffere!t physical a!& chemical co!&itio!s8


958

959

960

3234

3235

3236

3237

3238

3239

3240

3241

3242

3243

3244

3245

3246

3247

3248

961

962




(he ocea! is o!e of the ma:or reservoir of li7ui& water althou$h salty water8 (he

circulatio! o! *arth;s surface of ocea! water at &iffere!t temperatures 4warmer at the

*7uator a!& cooler at the poles allow to i!flue!ce climate i! &iffere!t re$io!s o! *arth8

(his is a! e.ample 4fi$ure 21 of i!teractio! betwee! the hy&rosphere which receive&

i!put e!er$y from the su! a!& the $eosphere8 (his i!teractio! may result i! a more

favorable re$io!al climate where a rich variety of pla!ts a!& other livi!$ or$a!isms

4biosphere ca! thrive8 (he habitats i! which the biosphere &evelops will i! tur! affect

the atmosphere throu$h the cycli!$ of carbo! a!& o.y$e! throu$h respiratio!8

Figure -$% (ynaic interactions of the Earth6s oceans3 Source% WikipediaD

,ater i! other forms such as laes rivers $rou!& water $laciers a!& polar icecaps also co!tribute to cycling of matter amo!$ *arth;s systems8 ,eatheri!$ a!&

erosio! processes for e.ample brea &ow! rocs from mou!tai!s a!& plateau a!&

tra!sport those materials arou!& *arth;s surface8

/t this $ra&e level emphasis is $ive! to the i&e!tificatio! of the system a!& the

compo!e!ts of each system to &etermi!e patter!s of i!teractio!s8 / &eeper


963

964

965

3249

3250

3251

3252

3253

3254

3255

3256

3257

3258

3259

3260

3261

3262

3263

3264

3265

966

967




u!&ersta!&i!$ of the process e!er$y flows &ue to the &iffere!t physical properties of

materials will be &evelope& i! $ra&e si.8


(his i!structio!al se$me!t o! earth systems a!& processes is &ivi&e& i! four

parts% Part 1- Distributio! of ,ater i! *arthA Part 2- "!teractio!s of eosphere

>iosphere y&rosphere a!&Mor /tmosphere< Part )- Protect *arth;s Resources a!&

*!viro!me!t a!& Part +- *!$i!eeri!$ Desi$! Problem% ,ater Filtratio!

3istribution of &ater on arth

#tu&e!ts co!ti!ue their e.perie!ces with water

by looi!$ at the amou!t of water available o! the

*arth 4fi$ure 228 a!y activities ca! e!$a$e them i!

usi!$ relative proportions a!& atheatical

thinking to help them &escribe the ratios i! a

$raphical way8 (ow much water is in the ocean,

glaciers, rivers, underground' (ow much is salt

water' #tu&e!ts &escribe a!& provi&e evi&e!ce that

!early all of *arth;s available water is i! the ocea!8 ost fresh water is i! $laciers oru!&er$rou!&< o!ly a ti!y fractio! is i! streams laes wetla!&s a!& the atmosphere3 45-

*##2-2 (hey represe!t this real worl& problem by $raphi!$ poi!ts i! the first 7ua&ra!t

of the coor&i!ate pla!e a!& i!terpreti!$ coor&i!ate values of poi!ts i! the co!te.t of the

situatio!8 4C/ CC##588 2


ath Co!!ectio!#tu&e!ts coul& be challe!$e& tofi!& the state cou!try orco!ti!e!t with the mostMleastamou!t of fresh water perperso!8 /lter!atively stu&e!tscoul& be assi$!e& a cou!try orco!ti!e!t to i!vesti$ate8#tu&e!ts coul& $raph theirresults by li7ui& or ice form8

968

969

970

3266

3267

3268

3269

3270

3271

3272

3273

3274

3275

3276

3277

3278

3279

3280

3281

3282

3283

3284

3285

3286

3287

3288

971

972




Figure --% Distributio! of *arth;s water8 K3O is u!&ri!able water 4from the ocea!s

a!& o!ly ) O is fresh water fou!& i! icecaps $rou!& laes rivers a!& swamps8 4B8#8

eolo$ical #urvey 2015&

Interactions of 4eosphere, iosphere, (ydrosphere, and5 or /tmosphere.

#tu&e!ts co!!ect their !owle&$e about

water sources a!& &istributio! o! *arth

4hy&rosphere to water i! the atmosphere a!&

biosphere a!& its impacts o! the $eosphere8

(hrou$h varie& activities stu&e!ts develop and

odel the co!cept of a water cycle 4i8e8 that

water flows amo!$ a!& betwee! these three

systems throu$h evaporatio! co!&e!satio! a!&

precipitatio! throu$h pla!t a!& a!imal uptae

of water as well as throu$h loss of water from

the !atural processes of waste &isposal a!&

co!versio! to other substa!ces8 (eachers

shoul& $ive stu&e!ts the opportu!ity to co!!ect at least two systems a!& represe!t the

flow of water betwee! them with pictures a!& &ia$rams8 #tu&e!ts the! e.te!& this


*'/ *'D Co!!ectio!

"! small $roups stu&e!ts&emo!strate the i!teractio!sbetwee! two of the systems%$eosphere biospherehy&rosphere a!& atmosphereusi!$ multime&ia a!&Mor visual&isplays8 (his coul& i!clu&estu&e!ts ree!acti!$ thei!teractio! e8$8 o!e stu&e!t isthe water a!& o!e is the wi!&a!& what happe!s whe! they

i!teract i! the atmosphere tola!& a!& ecosystems throu$hweather a!& climate8

973

974

975

3289

3290

3291

3292

3293

3294

3295

3296

3297

3298

3299

3300

3301

3302

3303

3304

3305

3306

3307

3308

3309

3310

976

977




mo&el to e!compass other matter flows a!& i!teractio!s amo!$ a!& betwee! the

*arth;s ma:or subsystems8 (he *arth;s ma:or systems are the $eosphere 4soli& a!&

molte! roc soil a!& se&ime!ts the hy&rosphere 4water a!& ice the atmosphere

4air a!& the biosphere 4livi!$ thi!$s i!clu&i!$ huma!s8 (hese systems i!teract i!

multiple ways to affect *arth;s surface materials a!& processes8 (he ocea! supports a

variety of ecosystems a!& or$a!isms shapes la!&forms a!& i!flue!ces climate8 ,i!&s

a!& clou&s i! the atmosphere i!teract with the la!&forms to &etermi!e patterns of

weather8 45-*##2-1

Figure -+% (he water cycle showi!$ &iffere!t areas of water from li7ui& to $as

4evaporatio!% ocea!s freshwater lae $as to li7ui& 4co!&e!satio!% clou&s soli& to $as

4sublimatio! soli& to li7ui& 4s!owmelt ru!off a!& evapotra!spiratio! 4evaporatio! a!&

pla!t tra!spiratio!8 4B8#8 eolo$ical #urvey 2015c

#ome stu&e!t;s preco!ceptio!s are base& o! simple circular &ia$rams where the

su! is ce!tral to the picture 4see picture above fi$ure 2)8 >y looi!$ at the &ia$ram


978

979

980

3311

3312

3313

3314

3315

3316

3317

3318

3319

3320

3321

3322

3323

3324

3325

3326

3327

3328

981

982




they are i!&uce& to thi! that evaporate& water $oes bac to the su!8 Bsi!$ these

&ia$rams a!& havi!$ stu&e!ts e.plai! why the picture represe!ts i!correctly the water

cycle is a $oo& formative assessme!t tool for this topic a!& helps u!cover stu&e!t

u!&ersta!&i!$8

(opics for stu&e!t investigations coul& i!clu&e% the i!flue!ce of the ocea! o!

ecosystems la!&form shape a!& climate< the i!flue!ce of water a!& wi!& i! the

atmosphere o! la!&forms a!& ecosystems throu$h weather a!& climate< a!& the

i!flue!ce of mou!tai! ra!$es o! wi!&s a!& clou&s i! the atmosphere8 (he $eosphere

hy&rosphere atmosphere a!& biosphere are each a system a!& the stu&e!t odels

support the &evelopme!t of their u!&ersta!&i!$ of the multiple a!& comple. i!teractio!s

both withi! a!& amo!$ them8 ,hile the carbo! cycle is !ot stresse& i! this i!structio!al

se$me!t it may be useful to i!tro&uce the !otio! that substa!ces other tha! water have

cycles and flows betwee! a!& amo!$ *arth systems a!& that carbo! is a!other

importa!t case that they will stu&y later8 B!&erlyi!$ the i!teractio!s of two systems at a

time is the crosscutti!$ co!cept of cause and effect 8 (his crosscutti!$ co!cept coul&

be use& i! combi!atio! with that of energy flow and matter cycling to emphasie that

tra!sfer of e!er$y a!& matter ca! be co!si&ere& causes of eve!ts we observe 4effects8

+rotect arth=s <esources and nvironment "! this part of the i!structio!al se$me!t the emphasis is place& o! the huma!

!ee& for fresh water a!& the available supply of water &ue to huma! activity to obtai!

that resource8 #tu&e!t activities ca! i!clu&e looi!$ at the local source of tap water or

visiti!$ a local river lae or the ocea! or fi!&i!$ out which huma! activities are the

primary users of the local water sources8 / fiel& trip to a local wastewater treatme!t

pla!t or a local farm that uses &ry farmi!$ tech!i7ues coul& help stu&e!ts thi! about

problems a!& solutio!s that help us protect our resources8 #tu&e!t wor focuses o!

obtaining# evaluating# and counicating inforation that shows how huma!

activities i! a$riculture i!&ustry a!& every&ay life have ha& ma:or effects o! the la!&

ve$etatio! streams u!&er$rou!& water stora$e levels 4a7uifer ocea! a!&

atmosphere8 (his focus o! water is the! broa&e!e& to briefly co!si&er other huma!

impacts o! *arth systems a!& eve! o! systems outsi&e the *arth8 roup pro:ects


983

984

985

3329

3330

3331

3332

3333

3334

3335

3336

3337

3338

3339

3340

3341

3342

3343

3344

3345

3346

3347

3348

3349

3350

3351

3352

3353

3354

3355

3356

3357

3358

3359

986

987




coul& i!vesti$ate particular local resource issues a!& e.ami!e what i!&ivi&uals a!&

commu!ities are &oi!$ or coul& &o to help protect *arth;s resources a!& e!viro!me!ts8

45-*##)-1 #tu&e!ts prese!t their fi!&i!$s a!& solutio!s to each other8 (he crosscutti!$

co!cepts of cause and effect a!& stability and change are $oo& matches to this part8

Engineering Connection% Water Filtration8

#tu&e!ts focus o! a !atural resource a!& a !atural

process as the basis for a! e!$i!eeri!$ &esi$! problem8 ur

*arth filters water as part of the water cycle8 /s water passes

throu$h layers of the *arth co!tami!a!ts are filtere& out or

settle8 uma!s also use water filtratio! to clea! the water we use8 / simple water

filtratio! pro:ect that ass stu&e!ts to clea! &irty or co!tami!ate& water ca! $ive

stu&e!ts the opportu!ity to define the proble gather inforation plan a solution

a!& &esi$! a!& carry out a prototype $ive! a set of co!strai!ts or limits such as

available materials mo!ey a!&Mor time8 (he stu&e!ts ca! the! $ather i!formatio! wor

i! teams to brai!storm a !umber of solutio!s a!& compare them a$ai!st the criteria

a!& co!strai!ts of the problem to see which is most liely to succee&8 #tu&e!ts are

$ive! a sample of I&irtyJ water ma&e of safe classroom materials lie twi$s &irt sa!&

brow! li7ui&s 4tea a!& are prese!te& with the challe!$e of clea!i!$ the water with

available materials% cotto! balls coffee filter etc8 #tu&e!ts first &esi$! a wori!$ odel

buil& it test it a!& the! compare their filtere& water a$ai!st a color sta!&ar&8 4/&apte&

from *!$i!eeri!$ is *leme!tary 2012

ra&e Five = "!structio!al #e$me!t +% Patter!s i! *arth A #pace

>y the e!& of this i!structio!al se$me!t stu&e!ts have &evelope& the

u!&ersta!&i!$ that the forces that affect their every&ay e.perie!ces 4e8$8 $ravity also

affect lar$er systems lie the *arth a!& stars 4 patterns & systems and system

models8 #tu&e!ts &evelop odels a!& use them to e.plai! every&ay patterns lie

&ay a!& !i$ht a!& appare!t moveme!t of stars throu$h the !i$ht a!& compare our star

4#u! to other stars i! the sy8 #tu&e!ts i! $ra&e five e!$a$e i! scie!tific e.perie!ces to

help them a!swer 7uestio!s such as% &hat forces affect the arth' &hat are the


988

989

990

3360

3361

3362

3363

3364

3365

3366

3367

3368

3369

3370

3371

3372

3373

3374

3375

3376

3377

3378

3379

3380

3381

3382

3383

3384

3385

3386

3387

3388

3389

3390

991

992




(he su! is o!ly o!e of the vast !umbers of starts i! the ily ,ay $ala.y which

is o!ly o!e of the vast !umbers of $ala.ies i! the u!iverse8 (he re$ular patter!s of

motio! of the su! a!& other stars i! the sy 4both &uri!$ the &ay a!& !i$ht ca! be

observe& from *arth a!& &escribe&8 >ecause these re$ular patter!s ca! be &escribe&

it implies that they ca! also be pre&icte&8

(he *arth rotates about its a.is causi!$ the visible patter!s of &ay a!& !i$ht8

!e way to &escribe the rotatio! of the *arth a!& the perceive& motio! of the su! is for

e.ample by mai!$ observatio!s of the le!$th a!& &irectio!s of the sha&ow of a!

ob:ect that is fi.e& with respect the *arth 4such as a stic i!to the $rou!&8

(he !i$ht sy is mostly &ar to our huma! eyes e.cept for the moo! pla!ets

a!& bri$ht stars8 #mall telescopes or eve! bi!oculars ca! reveal that the &ar sy is !ot

&ar at all but it is fille& by thousa!&s of star a!& $ala.ies too far a!& too &im to $ive a!

i!te!se visual e.perie!ce8 (he su! is the closest star to *arth a!& for this reaso! it

appears lar$er a!& bri$hter tha! other a!y other stars i! our $ala.y8 Furthermore the

su! is a me&ium-sie type of star a!& much lar$er stars e.ist i! our $ala.y8 (he amou!t

of li$ht 4bri$ht!ess that the su! shi!es o! *arth is the! &etermi!e& by its pro.imity to

our pla!et8

(escription of Instructional Segent% (his i!structio!al se$me!t o! patter!s i!

earth a!& space is &ivi&e& i! three parts% Part 1 -

Fi!&i!$ the ravitatio!al Force< Part 2 - *arth

Patter!s% From a Day to a Sear< Part ) - ur #u!

a!& #tars8

0inding the 4ravitational 0orce

#tu&e!ts &emo!strate how a !o!-co!tact

force has effects o! the *arth% the $ravitatio!al force8 (his is a! e.te!sio! of other !o!-

co!tact force e.perie!ces that they &evelope& i! $ra&e three 4ma$!etic a!&

electrostatic electricity a!& are the fou!&atio!s of *arth;s place i! the B!iverse 4*##18

*.ploratio! of the $ravitatio!al force starts with the si$!ifica!ce it has o! our &aily lives8


ath Co!!ectio!

(his i!structio!al se$me!tle!&s itself to the statisticsarea of mathematics8 #tu&e!tshave bee! collecti!$ a!&&isplayi!$ &ata si!cei!&er$arte!8 (hey coul&&iscuss efficie!t a!& effectiveways to collect &ata4evi&e!ce a!& the! &isplay iti! a $raph or table so that ittells a story or pai!ts a picture

of the &ata that ca! be easily

998

999

1000

3395

3396

3397

3398

3399

3400

3401

3402

3403

3404

3405

3406

3407

3408

3409

3410

3411

3412

3413

3414

3415

3416

3417

3418

3419

3420

3421

3422

3423

3424

3425

1001

1002




/ctivities support the co!cept that the $ravitatio!al force of *arth acti!$ o! a! ob:ect

!ear *arth;s surface pulls that ob:ect towar& the pla!et;s ce!ter8 #tu&e!ts ca! wei$h

&iffere!t ob:ects or use wei$ht o! a stri!$ to loo for their orie!tatio! with respect to

positio!8 IDow!J is a local &escriptio! of the &irectio! that poi!ts towar& the ce!ter of

the spherical *arth8 *.te!sio!s may i!clu&e showi!$ stu&e!ts vi&eos of astro!auts i!

the re&uce& $ravity8 (here are vi&eos of N/#/;s ,ei$htless ,o!&er :et where stu&e!ts

ca! observe the co!se7ue!ces of re&uce& $ravitatio!al force

http%MMwww8w$te8or$Mw$teM$roupsMitem8aspitemUi&X6356 8 Cause and effect is o!e

theme &evelope& i! this part8

arth +atterns: 0rom a 3ay to a Cear

#tu&e!ts loo for patterns of &aily cha!$es such as observi!$ their sha&ow at

&iffere!t times of the &ay< stu&e!ts start collecti!$ &ata from the be$i!!i!$ of the year8

/ schoolyar& su!&ial will help stu&e!ts mae accurate measureme!ts i! their

!oteboos8 Fi$ure 2+ shows a! e.ample of a school huma! su!&ial8

Figure -.% *.ample of a school huma! su!&ial 4#cie!tific (eacher 2011

#tu&e!ts ca! also collect &ata of le!$th of &ay a!& !i$ht over a perio& of time

4mo!th seaso! a!& year or measure the positio! of the su! at su!set time over the

year8 #tu&e!ts represe!t the data they collect i! a $raphical way a!& loo for patterns8


1003

1004

1005

3426

3427

3428

3429

3430

3431

3432

3433

3434

3435

3436

3437

3438

3439

3440

3441

3442

3443

3444

3445

3446

3447

3448

1006

1007

http://www.wgte.org/wgte/groups/item.asp?item_id=6756






(hey &evelop odels to e.plai! how orbits of *arth arou!& the su! a!& of the moo!

arou!& *arth to$ether with the rotatio! of *arth about a! a.is betwee! its North a!&

#outh poles a!& the tilt of the *arth;s a.is relative to the pla!e of its orbit cause

observable patter!s8 (hese i!clu&e &ay a!& !i$ht< &aily cha!$es i! the le!$th a!&

&irectio! of sha&ows< a!& &iffere!t positio!s of the su! moo! a!& stars at &iffere!t

times of the &ay mo!th a!& year8 #tu&e!ts ca! observe the locatio! a!& phases of the

oo! over the course of a mo!th a!& relate this pattern to the moo!;s orbit arou!&

*arth8 45-*##1-2 (his is a! e.te!sio! of scie!ce investigations from ?-2 whe!

stu&e!ts e.plore& patterns of movement of the sun, moon, and stars that can be

observed, described, and predicted from Earth.

#tu&e!ts ca! also observe &escribe a!& pre&ict patter!s i! the !i$ht sy8 (he

moveme!t of stars i! the sy ca! be &o!e i! class by usi!$ simulators a!& asi!$ each

stu&e!t to be respo!sible for traci!$ a star or $roup of stars over time for o!e !i$ht8

#tu&e!ts; reports i!te$rate i!formatio! from several te.ts i! or&er to develop their

odels8 (hey write or spea !owle&$ably about the sub:ect 4R"858K about their mo&el

a!& its implicatio!s a!& how the odel e.plai!s the observe& patterns8

1ur Sun and Stars

#tu&e!ts; stu&y of stars e.te!&s to the #u!8 / class &iscussio! o! how the

appare!t bri$ht!ess of a li$ht cha!$es as the li$ht becomes more &ista!t is use& to

buil& the co!cept that similar stars may appear bri$hter or &immer &epe!&i!$ o! how

far away they are from *arth8 (his lea&s to the &evelopme!t of the i&ea that the #u! is

:ust a!other star but is so much bri$hter because it much closer to *arth tha! other

stars8 #tars &iffer $reatly i! their &ista!ce from *arth8 45-*##1-1 #tu&e!ts see

i!formatio! from te.t a!& o!-li!e resources about other evi&e!ce 4i! a&&itio! to the &aily

patterns of appare!t motio! that supports these co!clusio!s8 'ocal amateur

astro!omy $roups ofte! hol& telescope viewi!$ !i$hts ope! to the public a!& stu&e!ts

shoul& be e!coura$e& to atte!& such a! eve!t where possible8


1008

1009

1010

3449

3450

3451

3452

3453

3454

3455

3456

3457

3458

3459

3460

3461

3462

3463

3464

3465

3466

3467

3468

3469

3470

3471

3472

3473

3474

3475

3476

1011

1012




Science Literacy and English Learners(he vi$!ette prese!ts a! e.ample of how teachi!$ a!& lear!i!$ may loo i! a

thir& throu$h fifth $ra&e classroom whe! the C/ N## are impleme!te& i! ta!&em with

the C/ CC## for *'/M'iteracy a!& the C/ *'D #ta!&ar&s8 (he purpose is to illustrate


e.perie!ces a!& opportu!ities to &evelop a!& use the #cie!ce a!& *!$i!eeri!$

Practices a!& the Crosscutti!$ Co!cepts to u!&ersta!& the Discipli!ary Core "&eas

associate& with the topic i! the i!structio!al se$me!t8 /! a&&itio!al purpose is to

provi&e e.amples of how la!$ua$e a!& literacy &evelopme!t are cultivate& throu$h

i!teractive a!& e!$a$i!$ scie!ce literacy lear!i!$ tass8 (he vi$!ette i!clu&es

scaffol&i!$ approaches for *!$lish lear!er 4*' chil&re!8 "t is importa!t to !ote that the

vi$!ette focuses o! o!ly a limite& !umber of sta!&ar&s8 "t shoul& !ot be viewe& as

showi!$ all i!structio! !ecessary to prepare stu&e!ts to fully achieve N##

performa!ce e.pectatio!s or complete the i!structio!al se$me!t8 Neither &oes it

i!&icate that the performa!ce e.pectatio!s shoul& be tau$ht o!e at a time8 (his vi$!ette

is base& o! similar C/ N## Performa!ce *.pectatio!s prese!te& i! this chapter;s

Ira&e (hree i$!ette% 'ivi!$ (hi!$s i! Cha!$i!$ *!viro!me!ts8J

(he vi$!ette uses specific themes but it is !ot mea!t to imply that this is the o!lyway i! which stu&e!ts are able to achieve the i!&icate& performa!ce e.pectatio!s a!&

lear!i!$ tar$et8 Rather the vi$!ette hi$hli$hts e.amples of teachi!$ practices lesso!

or$a!iatio! a!& possible stu&e!ts; respo!ses8 #cie!ce i!structio! shoul& tae i!to

accou!t that stu&e!t u!&ersta!&i!$ buil&s over time a!& is e.te!&e& by revisiti!$ topics

a!& co!cepts throu$hout the course of the year8 "! a&&itio! some topics or co!cepts

re7uire &iffere!t pe&a$o$ical a!& scaffol&i!$ approaches &epe!&i!$ o! i!&ivi&ual

stu&e!t !ee&s8 Fi!ally while the vi$!ette provi&es several illustratio!s of sou!&

i!structio!al practices it &oes !ot i!clu&e everythi!$ that e&ucators !ee& to co!si&er

whe! &esi$!i!$ a!& facilitati!$ lear!i!$ tass8 /ll lear!i!$ e!viro!me!ts shoul& follow

research-base& $ui&eli!es8


1013

1014

1015

3477

3478

3479

3480

3481

3482

3483

3484

3485

3486

3487

3488

3489

3490

3491

3492

3493

3494

3495

3496

3497

3498

3499

3500

3501

3502

3503

3504

3505

3506

1016

1017




Grade Span Three to Five :ignette% Integrated Science# EL'# and EL(Biodiversity in Changing Environments

1ackground

r8 >;s thir& $ra&e class is lear!i!$ about how people;s activities a!& behavior ca! cha!$e a!imalhabitats8 r8 >;s $oal is to provi&e a variety of rich ha!&s o! i!teractive lear!i!$ e.perie!ces i! whichhis stu&e!ts observe the !atural worl& lear! from te.ts &iscuss their thi!i!$ a!& wor collaborativelyall with the $oal of mai!$ a positive impact o! a!imal habitats throu$h miti$ati!$ huma! &ama$e8 r8> wa!ts his stu&e!ts both to lear! about the area i! which they live a!& u!&ersta!& that they ca!positively affect the e!viro!me!t throu$h their wor&s a!& actio!s8 (he bi$ i&eas that $ui&e r8 >;spla!!i!$ for the i!structio!al se$me!t are%

&e can e%plain why some animals can survive well, some survive less well, and some cannotsurvive at all in different habitats&e can e%plain how humans impact animal habitats and argue for protecting them by making

evidence!based claims.

r8 >;s class of thirty-four stu&e!ts is comprise& of twe!ty !ative *!$lish speaers or stu&e!ts who arebili!$ual a!& proficie!t i! *!$lish a!& fourtee! stu&e!ts who are *'s8 f the twe!ty stu&e!ts proficie!ti! *!$lish the ma:ority spea a !o!-sta!&ar& variety of *!$lish or a la!$ua$e other tha! *!$lish withtheir families8 (welve of the *'s are at the *.pa!&i!$ or early >ri&$i!$ level of *!$lish proficie!cy a!&use every&ay *!$lish comfortably8 (wo of r8 >;s stu&e!ts have rece!tly arrive& i! the B!ite& #tatesa!& are at the early *mer$i!$ level of *!$lish proficie!cy8 (he ma:ority of r8 >;s *'s a!& ma!y of hisbili!$ual stu&e!ts spea #pa!ish as their home la!$ua$e but he has two stu&e!ts who spea mo!$as a home la!$ua$e8 r8 >;s $oal is for each of his stu&e!ts to successfully e!$a$e i! the aca&emica!& li!$uistic co!te!t of the class a!& he wors har& to provi&e the supports !ecessary for them tosuccee&8

Lesson Conte"t*arlier i! the year i! a previous i!structio!al se$me!t stu&e!ts be$a! to lear! about what pla!ts !ee&i! or&er to $row a!& what they $et from the ecosystems where they live8 (hus far i! this i!structio!alse$me!t8 r8 >;s stu&e!ts have starte& to lear! about the &iversity of life i! &iffere!t habitats8 estarte& the lear!i!$ se$me!t by tai!$ his stu&e!ts o! a fiel& trip i! which they spe!t the mor!i!$e.ami!i!$ !earby habitats8 "! or&er to help his stu&e!ts become e.celle!t observers a!& &atacollectors he ase& them to tae their scie!ce !oteboos with them to mae !otes i! whicheverla!$ua$e they are most comfortable writi!$ a!& &raw pictures about the pla!t a!& a!imal life theyobserve&8 (he stu&e!ts e.ami!e& the school $ar&e! the !ei$hborhoo& !ear the school a!& a !earbywoo&e& par8 ,he! they retur!e& to the classroom the stu&e!ts &iscusse& the &iffere!ces i! the livi!$thi!$s they observe& i! each habitat a!& r8 > le& the class throu$h a &iscussio! that culmi!ate& i!the :oi!tly co!structe& stateme!t% IDiffere!t !umbers a!& types of livi!$ thi!$s i!clu&i!$ pla!ts a!&a!imals live i! &iffere!t habitats8J

r8 > a!& his stu&e!ts have also rea& a!& collaboratively &iscusse& two i!formatio!al te.ts from the*&ucatio! a!& the *!viro!me!t "!itiative 4**" I,oul& >lacberries rowJ a!& I,hat a Qoshua(ree Nee&s from the Desert8J r8 > has poste& ,or& ,all Car&s from the **" materials a!& he hashelpe& the stu&e!ts a&& tra!slatio!s of the wor&s i! their home la!$ua$es8 r8 > has tau$ht thesewor&s to stu&e!ts a!& he mo&els how to use them as ofte! as he ca!8 /&&itio!ally r8 > hasfacilitate& a &iscussio! i! which his stu&e!ts have co!!ecte& their observatio!s of the &iversity of life i!the habitats they observe& a!& rea& about to the Califor!ia abitats wall map8 (he stu&e!ts havewritte! se!te!ces that &escribe the similarities a!& &iffere!ces betwee! what they observe& o! their


1018

1019

1020

3507

3508

3509

1021

1022




!ature wal a!& the pla!ts a!& a!imals hi$hli$hte& o! the map8

(he chil&re! are buil&i!$ both their scie!ce co!ceptual u!&ersta!&i!$s a!& la!$ua$e a!& literacy sillsall of which they will use to they will use to create i!formatio!al posters that i!clu&e a! evi&e!ce-base&ar$ume!t about how some a!imals survive well less well or !ot at all i! a particular habitat<photo$raphs or illustratio!s that show the a!imal habitats they have researche&< &ata that show huma!

impact o! the habitat 4$raphs or tables< a!& su$$estio!s for what stu&e!ts a!& their families ca! &o tore&uce the impact huma!s mae o! a!imal habitats8 (he stu&e!ts will prese!t their posters to theirfamilies o! the school;s Family #cie!ce *.hibitio! Ni$ht8 *ach stu&e!t will also write a letter to thee&itor of the local !ewspaper i! or&er to e!$a$e the commu!ity to care about a!& protect local a!imalhabitats8 (he followi!$ lear!i!$ tar$et a!& N## performa!ce e.pectatio!s $ui&e teachi!$ a!&lear!i!$ for the lesso!8

Learning Target% ,e will create posters that e.plai! how huma!s affect a!imal habitats a!&su$$est ways we ca! protect them8 ,e will write letters to the e&itor ar$ui!$ why we shoul&protect a!imal habitats8

C' GSS *erforance E"pectations%

+,LS.,+% Co!struct a! ar$ume!t with evi&e!ce that i! a particular habitat some or$a!isms ca!

survive well some survive less well a!& some ca!!ot survive at all8+,LS.,.% ae a claim about the merit of a solutio! to a problem cause& whe! thee!viro!me!t cha!$es a!& the types of pla!ts a!& a!imals that live there may cha!$e8

Lesson E"cerpts

#i!ce r8 >;s stu&e!ts have starte& to buil& up a! u!&ersta!&i!$ of a!imal a!& pla!t &iversity i!habitats he is rea&y for them to be$i! e.ami!i!$ the impact huma!s have o! a!imal habitats8e posts three 7uestio!s that the chil&re! will co!si&er over the course of the !e.t several &ays%

o ow ca! huma! activities cha!$e the habitats where pla!ts a!& a!imals live

o ow &o these cha!$es affect the survival of the pla!ts a!& a!imals that live there

r8 > be$i!s the lesso! by asi!$ the class to thi! about a huma! activity that mi$ht affect a! a!imal;shabitat8 e first $ives a! e.ample% ,he! huma!s cut trees &ow! to mae thi!$s lie houses a!&paper some a!imals mi$ht lose their homes8 (he! he ass his stu&e!ts to thi! about as ma!y i&easas they ca! a!& $ives them a few mome!ts to &o so8 /s the stu&e!ts thi! r8 > checs i! with his twostu&e!ts at a! *mer$i!$ level of *!$lish la!$ua$e proficie!cy to e!sure they u!&ersta!& the 7uestio!8

/fter the stu&e!ts have ha& time to thi! r8 > ass them to share with their part!ers usi!$ a! ope!se!te!ce frame i! or&er to challe!$e them to i!clu&e huma! impact a!& its effects%

,he! huma!s UUUUUUUUUUUUUUUUU 4cause UUUUUUUUUUU 4effect8

e liste!s i! as stu&e!ts share their i&eas8 e hears some stu&e!ts share a! i&ea very similar to hiswhile other stu&e!ts say thi!$s such as I,he! huma!s mae a pari!$ lot a!& that;s where therewere trees before " thi! it causes a!imals to lose their homes lie bir&s a!& s7uirrels a!& stuffJ a!&I,he! huma!s put pollutio! i! the air because they;re &rivi!$ their cars a lot " thi! the a!imals ca!$et sic or &ie because they ca!;t breathe8J

6eaningful Interaction with Science Informational $e%ts:

r8 >;s !e.t step is to help his class to u!&ersta!& &eeply the relatio!ship betwee! a! a!imal thea!imal;s habitat a!& huma! actio!s that affect a! a!imal;s habitat8 (o help buil& his stu&e!ts;u!&ersta!&i!$ he chooses the relatio!ship betwee! the mo!arch butterfly the milwee& pla!t a!& theelimi!atio! of milwee& &ue to huma! use of wee& iller8


1023

1024

1025

1026

1027




r8 > rea&s alou& the i!formatio!al te.t 6onarch and 6ilkweed by ele! Frost a!& 'eo!i& ore8 erea&s the te.t to the chil&re! as they sit o! the carpet8 e has pre-assi$!e& stu&e!ts i!tohetero$e!eous part!erships so all stu&e!ts have thi!i!$ bu&&ies bei!$ co$!ia!t of each stu&e!t;slevel of *!$lish proficie!cy as well as scie!ce co!te!t !owle&$e8 /s r8 > rea&s he stops perio&icallyto &efi!e wor&s a!& to prompt his stu&e!ts to repeat wor&s a!& &efi!itio!s a!& to mae a!accompa!yi!$ ha!& $esture that will help them remember the wor&s8 For e.ample whe! r8 > comes

to the wor& migrate he says Ii$rate mea!s to travel i! a $roup from o!e place to a!other8J e saysthe wor& clearly a!& the! ass his stu&e!ts to chorally repeat the wor& a!& the &efi!itio! while alsomai!$ the motio! of movi!$ their ha!&s from the ce!ter of their chest strai$ht out away fromthemselves mai!$ wri$$le fi!$ers to show both moveme!t a!& that it is a $roup of ma!y8

(hrou$hout the boo r8 > stops perio&ically to as the stu&e!ts 7uestio!s allowi!$ them time to thi!the! share with their part!ers after each 7uestio! to e!sure they u!&ersta!& the rea&i!$8 eemphasies how the illustratio!s ca! help the stu&e!ts u!&ersta!& the scie!tific co!cepts as whe! a!illustratio! shows the caterpillar i!si&e the chrysalis8

,he! r8 > $ets to the e!& of the boo he ass his stu&e!ts to &iscuss with their part!ers the7uestio!% ,hat woul& happe! if most of the milwee& were $o!e e liste!s closely as part!ers&iscuss8 !ce the stu&e!ts have ha& about a mi!ute to &iscuss with their part!ers he bri!$s the class

bac to$ether a!& ass a few part!ers to share out8 r8 > has a! i!structio!al routi!e i! which whe!o!e part!er shares the other part!er also has to share by a&&i!$ o! to his or her part!er;s respo!se8

r8 > calls o! a pair of stu&e!ts ero!ica who is at the early *mer$i!$ level of *!$lish la!$ua$eproficie!cy a!& has a $rasp of some aca&emic #pa!ish because of her schooli!$ i! e.ico a!& herthi!i!$ bu&&y /licia who is bili!$ual8 >oth $irls spea #pa!ish as their home la!$ua$e8

r8 >% ero!ica a!& /licia " woul& lie you to respo!&8 ,hich of you will $o first 4ero!ica a!& /licia co!fer briefly8

/licia% ";ll $o first a!& ero!ica will a&& o!8 ,e thi! the butterflies will &ie8

r8 >% Ses that &oes seem liely8 ";& lie to hear more8 ,hy &o you thi! the butterflies will &ieero!ica ca! you say more

ero!ica% "" thi!

/licia% 4whisperi!$ to ero!ica to prompt her " woul& lie to a&&

ero!ica% " woul& lie to a&&thatbutterflies !ee& milwee& toYDmo se dice sobrevivir

/licia% Y#obrevivir Bh #urvive

ero!ica% >utterflies !ee& milwee& to survive socuandowhe! the milwee& 4tur!i!$ to /licia Y+uedes decirlo tu

/licia% "f all the milwee& is $o!e the butterflies woul& &ie8

r8 >% (ha! you ero!ica a!& /licia8 4,rites u!&er the &ocume!t camera I>utterflies !ee&milwee& to survive so whe! the milwee& is $o!e the butterflies &ie8J 4(o ero!ica a!& /licia"s that ri$ht 4>oth $irls !o& their hea&s8 'et;s see if we ca! e.pa!& o! that i&ea a little bit8 4r8> chooses a!other pair to share >rya! a!& #a!tia$o8 >rya! is a !ative *!$lish speaer a!&#a!tia$o is a! *!$lish 'ear!er at the early >ri&$i!$ level of *!$lish proficie!cy8 >rya! a!&#a!tia$o ca! you elaborate o! ero!ica a!& /licia;s i&eas

>rya!% (he butterflies are a special i!& calle& mo!arch butterflies8


1028

1029

1030

1031

1032




r8 >% 4/&&s the wor& monarch before butterflies i! /licia a!& ero!ica;s se!te!ce8 (ha! youfor bei!$ specific about the type of butterfly8

#a!tia$o% " &o!;t !ow what else to say8

r8 >% 'et;s see if we ca! fi$ure it out to$ether8 Ca! you say a!ythi!$ more about this i&ea ofthe butterfly survivi!$ Ca! we u!pac that a little bit 4Pici!$ up o! the stu&e!ts; hesitatio!r8 > maes a! a&:ustme!t to a&&ress vocabulary8 "! fact this mi$ht be a !ew wor& for someof us8 'et;s all say the wor& survive8 4(he class chorally says the wor&8 #urvive mea!s toco!ti!ue to live8 'et;s all say that8 #urvive mea!s to co!ti!ue to live8 4(he class chorally repeatsthe &efi!itio!8

r8 > 7uicly provi&es the se!te!ce frame% IUUUUU helps UUUUUU survive by J e says I,e;re $oi!$to practice usi!$ the wor& survive8J e mo&els touchi!$ the appropriate part of the poste& frame as hespeas I#u!li$ht helps pla!ts survive by provi&i!$ e!er$y for pla!ts to tur! i!to foo&8J e has stu&e!tstae tur!s completi!$ the se!te!ce frame with their elbow part!ers for o!e mi!ute8 Duri!$ this time r8> pays particular atte!tio! to the se!te!ces the *'s pro&uce< he will use these observatio!s whe!&etermi!i!$ what i!& of support to provi&e &uri!$ subse7ue!t tass8 r8 > the! $ives stu&e!ts a!other

)0 seco!& to practice completi!$ the se!te!ce frame this time focusi!$ their se!te!ces o!ly o!mo!arch butterflies8

r8 >% #a!tia$o what is o!e way milwee& helps the mo!arch butterfly survive ";& lie you touse the stem Iilwee& helps the mo!arch butterfly survive byJ 4r8 > writes this stem u!&erthe &ocume!t camera u!&er the se!te!ce the class has starte&8

#a!tia$o% Bmm8 ay8 ilwee& helps the mo!arch survive by $ivi!$ itCa! you $o bac tothe pa$e about the caterpillar

r8 >% 4pe!s the boo to the pa$e about the caterpillar8 (his o!e

#a!tia$o% Seah8 ilwee& helps the mo!arch butterfly survive becauseit ha!$s o! the leaf8

r8 >% (he caterpillar is ha!$i!$ there yes8 'et;s brai!storm a list of all the ways the milwee&pla!t helps the mo!arch butterfly8

e writes I(he milwee& pla!t helps the mo!arch butterfly by provi&i!$ a place for the caterpillar toha!$ while it $rows8J e prompts the class to echo rea& the stateme!t< this practice $ives all stu&e!tsa! opportu!ity to &evelop their e.pressive rea&i!$ sills8 r8 > co!ti!ues to elicit respo!ses from&iffere!t stu&e!ts supporti!$ them as they &evelop their i&eas a!& clarify their u!&ersta!&i!$s aboutthe importa!ce of the milwee& pla!t to the life cycle of the mo!arch8

(he !e.t &ay r8 > has the class e!$a$e i! a! I*.pert roup Qi$sawJ rea&i!$ usi!$ te.ts about threatsto the mo!arch butterfly 4i!clu&i!$ a Newsela article calle& I#cie!tists worry over &isappeari!$mo!arch butterflyJ8 (he chil&re! have e!$a$e& i! this type of collaborative rea&i!$ activity before a!&e!:oy its $ame-lie flavor8 (hey tae their scie!ce :our!als which they will use for !ote-tai!$ as they

co!ve!e i! their e.pert $roups8 (he process they use is as follows%

E"pert Group igsa7 *rocedureStep $% Students read a te"t independently in their E"pert Groups

(he e.pert $roups co!ve!e8 #ometimes $roups ca! be put to$ether ra!&omly 4by cou!ti!$ off for e.ample8 /t other times teachers may wa!t to $roup stu&e!ts strate$ically i! or&er tobala!ceMlevera$e stre!$ths lear!i!$ !ee&s a!& i!terests8 *ach perso! i! the same e.pert $rouprea&s the same te.t but each of the &iffere!t e.pert $roups rea& a &iffere!t te.t8 (his coul& be


1033

1034

1035

1036

1037




&iffere!t sectio!s from the same te.t or it coul& be &iffere!t te.ts that provi&e various le!ses o!the same topic8 *ach stu&e!t rea&s their te.t i!&epe!&e!tly alo!$ with focus 7uestio!s a!& a!ote-tai!$ $ui&e 4$raphic or$a!ier to tae !otes8Step -% Students becoe e"perts in their E"pert Groups"! this step each perso! is respo!sible for a&&i!$ i!formatio! from their i!&epe!&e!t rea&i!$

!oti!$ 4i! their !ote-tai!$ $ui&e what others share a!& buil&i!$ o! what has bee! share&8 /fterthe i!itial shari!$ the stu&e!ts move o! to &iscussio! 7uestio!s about the te.t where they ca!&elve &eeper i!to the te.t to$ether a!& further &evelop their e.pertise of the topic8 /t the e!& ofthis phase the $roup members a$ree o! ey poi!ts they will each share i! their :i$saw $roups8Step +% Students share their e"pertise and learn fro others in igsa7 Groups#tu&e!ts co!ve!e i! their :i$saw $roups comprise& of o!e 4or two people from each e.pert$roup8 *ach perso! shares their e.pertise while the others tae !otes a!& as clarificatio! orelaboratio! 7uestio!s8 !ce each perso! has share& the $roup may have a! a&&itio!al tassuch as sy!thesii!$ the i!formatio! that has bee! share& or &iscussi!$ o!e or more of the bi$i&eas from the &iffere!t rea&i!$s8Step .% Students share 7hat they learned in their E"pert Groups#tu&e!ts reco!ve!e i! their e.pert $roups a!& share what they each lear!e& from their &iffere!t

:i$saw $roups8 *ach perso! a&&s a!y !ew i!formatio! to their !ote-tai!$ $ui&e a!& maes

co!!ectio!s ass 7uestio!s buil&s o! i&eas etc8

/fter the class has researche& the threats faci!$ the mo!arch butterfly r8 > ass the stu&e!ts the twooverarchi!$ 7uestio!s for the i!structio!al se$me!t%

o ow ca! huma! activities cha!$e the habitats where pla!ts a!& a!imals live

o ow &o these cha!$es affect the survival of the pla!ts a!& a!imals that live there

(he chil&re! &iscuss these 7uestio!s i! small $roups of four stu&e!ts who the! have a! opportu!ity toshare out their respo!ses8

+reparing to reate +osters

/fter his stu&e!ts have co!!ecte& closely with the i&ea that huma!s ca! impact the habitats of a!imalsr8 > wa!ts to bri!$ their u!&ersta!&i!$ bac to the a!imal habitats arou!& the school8

r8 > taes the class o! a seco!& !ature wal8 (he stu&e!ts e.plore a! u!use& pari!$ lot !ear the

school a!& they mae a retur! visit to the !earby woo&e& par8 /s they visit these sites the stu&e!ts

mae !otes a!&Mor simple &rawi!$s i! their scie!ce :our!als about the co!&itio! of the habitats a!&

abu!&a!ce of pla!ts a!& a!imals i! each8

!ce the class retur!s to the classroom r8 > lea&s a (ali!$ Poi!ts activity i! or&er to help hisstu&e!ts bolster their lear!i!$ a!& u!&ersta!&i!$8 "! this activity r8 > writes a series of stateme!tsrelate& to the lesso!;s lear!i!$ $oal a!& stu&e!ts have to a$ree or &isa$ree with the stateme!t usi!$

evi&e!ce to support their sta!ce8

r8 > writes the stateme!ts o! a piece of paper u!&er the &ocume!t rea&er reveali!$ o!e at a time8>oth to prompt all stu&e!ts to i!clu&e their ratio!ale a!&Mor evi&e!ce i! their respo!ses a!& to support*'s who may !ee& help structuri!$ their respo!ses r > i!clu&es se!te!ce frames%

o #ome habitats have more pla!ts a!& a!imals tha! others8 4" a$reeM&isa$ree that some habitats have

more pla!ts a!& a!imals tha! others because UUUUUUUUUUUU8o /! a!imal;s habitat helps it to survive or live8 4" a$reeM&isa$ree that a! a!imal;s habitat helps it to


1038

1039

1040

1041

1042




survive because UUUUUUUUUUUU8o uma!s have !o impact o! a!imal habitats8 4" a$reeM&isa$ree that huma!s have !o impact o!

a!imal habitats because UUUUUUUUUUUU8o uma!s ca! help mae a!imal habitats healthier8 4" a$reeM&isa$ree that huma!s ca! help mae

a!imal habitats healthier because UUUUUUUUUUUU8

/fter he u!covers each stateme!t r8 > ass the stu&e!ts to tur! a!& tal with their thi!i!$ bu&&ies8r8 > maes a poi!t to liste! to all of his stu&e!ts; co!versatio!s but he taes special care to e!surehis *' stu&e!ts have u!&erstoo& the tas a!& are actively participati!$8

/s the stu&e!ts share out r8 > charts their i&eas because he wa!ts stu&e!ts to be able to use thesei&eas whe! they mae their posters8 e &oes!;t write the e.act wor&s the stu&e!ts say8 "!stea& hewors with stu&e!ts to :oi!tly co!struct stateme!ts mai!$ sure to capture the stu&e!ts; i!te!&e&mea!i!$ i! error-free $rammatically sou!& se!te!ces8 e creates a! a!chor chart for each stateme!tthat i!clu&es &iffere!t pieces of evi&e!ce stu&e!ts $ive to support their i&eas8 (wo sample a!chorcharts for the stateme!ts are show! below8

#tateme!t% #ome habitats have morepla!ts a!& a!imals tha! others8

We agreeHo ,e observe& ma!y &iffere!t types of

pla!ts a!& a!imals i! the par8 ,e saw

trees a!& fer!s a!& s7uirrels a!& lots of

&iffere!t bir&s8o ,e observe& almost !o pla!ts or

a!imals i! the pari!$ lot8 #ome wee&s

$rew up throu$h cracs8 !ly o!e bir&

was sta!&i!$ o! the e&$e of the

pari!$ lot8

#tateme!t% uma!s have !o impact o!habitats8

We disagreeHo People pave& the pari!$ lot so !o trees

are left there8 ,ithout trees ma!y

a!imals have !o home8o People ille& milwee& with wee& iller8

o!archs !ee& milwee& to survive8

ilwee& is importa!t to the mo!arch

habitat8o People buil& whole cities a!& the a!imals

have to fi!& somewhere else to live8

/fter r8 > wors with his stu&e!ts to create each of the three a!chor charts he challe!$es them tocome up with i&eas about what they as i!&ivi&uals or as a class mi$ht &o to &ecrease the effects ofhuma! activities o! the habitats of pla!ts a!& a!imals8 r8 >;s class comes up with ma!y $reat i&eassuch as IPla!t milwee& i! the school $ar&e!J IBse less paper so we have to cut &ow! fewer treesJa!& IPic up trash from the par8J r8 > charts these i&eas as well leavi!$ them up as support forwhe! stu&e!ts create their ow! lists of su$$estio!s for their posters8

r8 > co!clu&es that stu&e!ts are prepare& to move i!to writi!$8 e wa!ts to support his stu&e!ts i!successfully writi!$ a! i!formatio!al report so he bri!$s out a mo&el te.t that he has create&8 r8 >wa!ts to help his stu&e!ts lear! about the features of the type of te.t they will write but he wa!tsstu&e!ts to use their ow! i&eas for the te.t the write i!&epe!&e!tly8 #o the mo&el te.t is writte! i! thestyle of a! i!formatio!al report but it is o! a sub:ect the class stu&ie& earlier i! the year = what pla!tsa!& a!imals !ee& to survive8 (he class e.ami!es the purpose of the te.t 4to provi&e i!formatio! as

well as the parts of the te.t i!clu&i!$ the $e!eral topic stateme!t followe& by several facts a!& &etailsthat support the topic a!& the! a co!clu&i!$ stateme!t8

>efore releasi!$ stu&e!ts to write o! their ow! r8 > lea&s his stu&e!ts throu$h :oi!tly co!structi!$ ate.t o! a closely-relate& topic% ow &oes a habitat help a! a!imal survive (he stu&e!ts are sitti!$ o!the carpet !e.t to their thi!i!$ bu&&y while r8 > writes the te.t o! chart paper8 (he class &eci&es tofocus their i!formatio!al report o! o!e a!imal with which they are all familiarLthe mo!arch butterfly8r8 > helps his stu&e!ts refi!e their thi!i!$ a!& phrasi!$ as !ecessary as they wor to :oi!tlyco!struct a! i!formatio!al report8


1043

1044

1045

1046

1047




r8 >% ,e first have to tell our rea&er what we;re $oi!$ to be writi!$ about8 ,hat coul& we say4e $ives stu&e!ts about te! seco!&s to thi!8

Npaim% ,e coul& say we;re $oi!$ to tell you all about mo!arch butterflies

r8 >% (hat;s certai!ly accurate " wo!&er if there;s a way that we ca! tell our rea&ers a little bit

more8

Npaim% h (heir habitats8 ,e;re $oi!$ to tell you all about the habitat of the mo!arch butterfly8

QosZ 'uis% Ses they have to havewhat;s it calle& (hat mil pla!t

/&ria!a% Bmmmilwee&

r8 >8 (ha! you for shari!$ your i&eas 'et;s see if we ca! tur! that i!to a se!te!ce thatmaes us sou!& lie scie!tists8 ,hat if we write I(he mo!arch butterfly &epe!&s o!Lthat;sa!other way to say has to haveLmilwee& to surviveJ

Npaim% >ut we &i&!;t use habitats8

r8 >% (ha! you for that observatio!8 'et;s mae sure we use the wor& habitat8 Does a!yo!ehave a!y i&eas o! how to use the wor& habitat here

r8 > co!ti!ues to facilitate the &iscussio! as he a!& the class :oi!tly co!struct the te.t payi!$ carefulatte!tio! to the structure thus appre!tici!$ his stu&e!ts i!to usi!$ the la!$ua$e of scie!ce8

!ce they have :oi!tly co!structe& the te.t r8 > is releases most of the class to i!&epe!&e!tly writethe i!formatio!al report that will $o o! their posters8 e &irects the stu&e!ts to the a!chor charts o! thewalls as well as the ,or& ,all8 is stu&e!ts also !ow that they ca! rely o! o!e a!other as resourceswhe! they are writi!$8 ,hile most of the class is writi!$ i!&epe!&e!tly r8 > pulls a small $roup thatco!sists of his stu&e!ts at the early *mer$i!$ level of *!$lish la!$ua$e proficie!cy a!& two otherstu&e!ts whom he has &etermi!e& !ee& a&&itio!al customie& support with their writi!$8 ,ith thesestu&e!ts he provi&es $reater scaffol&i!$ throu$hout the writi!$ process first by helpi!$ them

brai!storm a!& outli!e their i&eas a!& the! with more o!e-o!-o!e support as they co!struct theiri!formatio!al reports8

!ce stu&e!ts have fi!ishe& their i!formatio!al reports r8 > lea&s the class throu$h a peer reviewwith the ai& of a checlist of the features each report shoul& i!clu&e8 e the! &elivers a mi!i-lesso! o!e.pa!&i!$ their writi!$ by a&&i!$ &etails after which each stu&e!t e.pa!&s at least o!e se!te!ce i!their i!formatio!al reports8

!ce stu&e!ts have fi!ishe& revisi!$ their i!formatio!al reports they fi!ish their posters by writi!$ a listof ways huma!s ca! help restore or protect a!imal habitats8 (hey also fi!& pictures a!& &rawillustratio!s that show the a!imals a!& habitats they wrote about8 (he stu&e!ts will prese!t their postersto their pare!ts at the school;s Family #cie!ce *.hibitio! Ni$ht8 (hey will lea& their families o! a $allerywal of the classroom servi!$ as &oce!ts as they e.plai! the posters a!& help them co!&uct some

scie!ce i!vesti$atio! at the ma!y statio!s arou!& the room8

ollaborative <esearch +ro)ects and ngaging the 8ocal ommunity:

/fter researchi!$ a!& creati!$ posters about the mo!arch butterfly a!& its habitat the class &elves i!tocollaborative research pro:ects i! small $roups 4three to five chil&re! i! each $roup8 r8 > i!vitesseveral speaers to share their !owle&$e with the class i!clu&i!$ a wil&life biolo$ist from the localu!iversity a!& a &oce!t from a local wil&life co!servatio! ce!ter8 /fter heari!$ a!& rea&i!$ about&iffere!t a!imal habitats that are u!&er threat from huma! impact i! their small research $roups the


1048

1049

1050

1051

1052




chil&re! select a Califor!ia a!imal habitat u!&er threat research it to$ether a!& i!&ivi&ually writeletters to the e&itor of the local !ewspaper i! or&er to i!form the public a!& e!$a$e them i! thi!i!$about e!viro!me!tal protectio!8 "! or&er to lear! about how to write effective letters to the e&itor4ar$ume!ts r8 > supports the stu&e!ts to a!alye publishe& letters writte! by other thir& throu$h fifth$ra&e stu&e!ts such as the followi!$%

1alance 7ildlife and energy needs ,i!& power is both a valuable source ofre!ewable e!er$y a!& a terrible threat to bir&sa!& bats8 ,i!& turbi!es = locate& particularlyi! the /ltamou!t Pass (ahachapi ou!tai!sa!& the o!teuma ills = ill bir&s i! fli$hta!& they tae up valuable habitat8

,i!& turbi!es ill rou$hly 10G000 bir&sa!& thousa!&s of bats each year i! Califor!ia8

/ rece!t stu&y publishe& i! >iolo$icalCo!servatio! says that while 10 perce!t of theB!ite& #tates wi!& e!er$y is pro&uce& i!Califor!ia +6 perce!t of all yearly wil&life illsare cause& by Califor!ia turbi!es8 /lthou$h there are other causes of bir&

&eaths = lie collisio!s with telepho!e wiresa!& buil&i!$s a!& attacs by house cats a!&feral cats = turbi!es are a! importa!t problemespecially for raptors which $li&e with thewi!& a!& are ofte! fou!& i! wi!&y placeswhere the turbi!es are locate&8 Califor!ia Departme!t of Fish a!& ,il&lifebiolo$ist *lliot Chasi! says o!e solutio! is tocite wi!& farms i! altere& la!&s far from!esti!$ habitats8 Bsi!$ shrou&e& turbi!es alsohelps bir&s avoi& the bla&es8 Sou ca! help bytelli!$ your electe& officials that it is importa!tto bala!ce the !ee&s of wil&life with the !ee&sfor re!ewable e!er$y8 1raeden Ingra

Fifth-$ra&er ?orematsu *leme!tary #chool

*esticides can do great har y !ame is *mily Qia!$ a!& " am part of my schoolNature >owl team8 " am curre!tly wori!$ o! a!e!viro!mercial8 (hat is a! e!viro!me!tal report o! a localissue8 y issue is bioma$!ificatio! a!& bioaccumulatio! ofle$acy pestici&es8 Qust to be clear bioma$!ificatio! is co!ce!tratio! o!how a to.i! moves up a foo& chai!8 >ioaccumulatio! isco!ce!tratio! o! how a to.i! $ets from the e!viro!me!t tothe first or$a!ism i! a foo& chai!8 'e$acy pestici&es are a$roup of ba!!e& pestici&es that i!clu&e&ichloro&iphe!yltrichloroetha!e 4DD( the chlor&a!es a!&&iel&ri!8 #o if you put them to$ether it e7uals a! amai!$but &ea&ly li!8 ere;s a! e.ample% "f a sufficie!t amou!t of DD( was

spraye& o! a marsh to co!trol mos7uitos the! pla!to!will eat that a!& the! a clam will eat that pla!to! a!&the! a $ull will eat that clam8

>ut the! the amou!t of DD( i! that $ull will be lethalilli!$ that bir&8 Sou see how bi$ of a problem this is8 >ut ma!y people&o!;t8 (hey thi! that whe! they spray a pestici&e o!tosome $rass or o! a marsh at most it will harm a smalli!sect8 (hat ca! cause a hu$e blowout which will e!& upharmi!$ a much lar$er a!& threate!e& or$a!ism8 (here are ple!ty of ways " am $oi!$ to help8 (he bestway will be to raise aware!ess8 >ut what you ca! &o is totell your frie!&s how bi$ of a problem this is a!& havethem tell their frie!&s8 opefully this will mae people thi!twice about usi!$ &a!$erous pestici&es lie the le$acy

pestici&es8(ha! you very much for tai!$ part i! helpi!$ our

society8 Eily iang Davis

Davis *!terprise #u!&ay Forum arch 2 201+ 4permissio! to be sou$ht to repro&uce

#ome of the letters to the e&itor call for people to sprea& the wor& or call their local represe!tatives8thers provi&e su$$estio!s for tai!$ actio! i! &aily life8 /fter appropriate e&iti!$ a!& revisio! activitiesare complete& i! their small $roups followe& by writi!$ co!fere!ces with r8 > a!& pare!t volu!teers4over the course of the !e.t several mo!ths each of the chil&re!;s letters is publishe& i! the local!ewspaper a!&Mor a! o!li!e ve!ue8 "! a&&itio! the chil&re! are i!spire& by some of the letters theyrea& to pro&uce their ow! short Ie!viro!mercialsJ which the pri!cipal of their school posts to the schoolwebsite8

Teacher &eflection and e"t Steps

Duri!$ all of the co!versatio!s a!& tass r8 > has bee! observi!$ his stu&e!ts carefully so that heca! pla! appropriately for his stu&e!ts; lear!i!$ for the rest of the i!structio!al se$me!t8 e sees thatsome of his stu&e!ts are havi!$ trouble usi!$ sufficie!t &etails i! their writi!$ while others are veeri!$from the topic8 (his prompts him to &esi$! more tass i!to future lesso!s that help his stu&e!ts usemore &etails a!& stic more closely to the topic they are writi!$ about8 e !ows from a!alyi!$stu&e!t writi!$ a!& mo!itori!$ their co!versatio!s that most stu&e!ts u!&ersta!& the bi$ i&eas of the


1053

1054

1055

1056

1057




lesso! so he pla!s to &esi$! a!& impleme!t more well-rou!&e& lesso!s i! which stu&e!ts havemultiple opportu!ities to i!teract with o!e a!other as they wor with scie!ce co!cepts i! a real-worl&co!te.t8

Duri!$ &esi$!ate& *'D time r8 > also uses his observatio!s !otes a!& the C/ *'D #ta!&ar&s topla! focuse& la!$ua$e &evelopme!t lesso!s that buil& i!to or e.te!& from his i!te$rate& lesso!s8 e

has !otice& that the *' chil&re! at the *mer$i!$ level of *'D are usi!$ more a!& more every&ay a!&social la!$ua$e but !ee& more support with aca&emic vocabulary8 e pla!s several vocabularylesso!s for &esi$!ate& *'D time so that stu&e!ts have a ra!$e of opportu!ities to use the tar$et$e!eral aca&emic 4(ier 2 a!& &omai!-specific 4(ier ) wor&s as well as lesso!s that loo specificallyat la!$ua$e features use& withi! i!formatio!al reports 4e8$8 subhea&i!$s to or$a!ie i!formatio!prese!t te!se etc88

Sources%Califor!ia *&ucatio! a!& the *!viro!me!t "!itiative8 20118 Cycle of 'ife8 #acrame!to% ffice of*&ucatio! a!& the *!viro!me!t8

Califor!ia *&ucatio! a!& the *!viro!me!t "!itiative8 20118 Floweri!$ Pla!ts i! ur Cha!$i!$*!viro!me!t8 #acrame!to% ffice of *&ucatio! a!& the *!viro!me!t8

Califor!ia *&ucatio! a!& the *!viro!me!t "!itiative8 20118 pe! ,i&e 'oo "!si&e #acrame!to% fficeof *&ucatio! a!& the *!viro!me!t

Davis *!terprise #u!&ay Forum arch 2 201+

*.plorit Ce!ter Nature >owl% http%MMwww8e.plorit8or$M!ewsM!ature-bowl-at-e.plorit

Frost ele! a!& ore 'eo!i&8 4year8 o!arch a!& ilwee&8


1058

1059

1060

3510

1061

1062

http://www.explorit.org/news/nature-bowl-at-explorit

http://www.explorit.org/news/nature-bowl-at-explorit




#ta!&ar&s the vi$!ette a&&resse&%

C' GSS *erforance E"pectations

+,LS.,+% Co!struct a! ar$ume!t with evi&e!ce that i! a particular habitat some or$a!isms ca! survivewell some survive less well a!& some ca!!ot survive at all8

+,LS.,.% ae a claim about the merit of a solutio! to a problem cause& whe! the e!viro!me!t cha!$esa!& the types of pla!ts a!& a!imals that live there may cha!$e8

Science and Engineering*ractices

(isciplinary Core Ideas Crosscutting Concepts

'naly!ing and Interpreting (ata /!alyi!$ &ata i! )=5 buil&s o! ?=2e.perie!ces a!& pro$resses toi!tro&uci!$ 7ua!titative approaches

to collecti!$ &ata a!& co!&ucti!$multiple trials of 7ualitativeobservatio!s8 ,he! possible a!&feasible &i$ital tools shoul& be use&8 /!alye a!& i!terpret &ata to

mae se!se of phe!ome!a usi!$lo$ical reaso!i!$8 4)-'#+-1

Constructing E"planations and(esigning SolutionsCo!structi!$ e.pla!atio!s a!&&esi$!i!$ solutio!s i! )=5 buil&s o!?=2 e.perie!ces a!& pro$resses tothe use of evi&e!ce i! co!structi!$e.pla!atio!s that specify variablesthat &escribe a!& pre&ictphe!ome!a a!& i! &esi$!i!$multiple solutio!s to &esi$!problems8 Bse evi&e!ce 4e8$8 observatio!s

patter!s to co!struct a!e.pla!atio!8 4)-'#+-2

Engaging in 'rguent froEvidence*!$a$i!$ i! ar$ume!t from evi&e!cei! )=5 buil&s o! ?=2 e.perie!cesa!& pro$resses to criti7ui!$ thescie!tific e.pla!atio!s or solutio!spropose& by peers by citi!$ releva!tevi&e!ce about the !atural a!&&esi$!e& worl&4s8 Co!struct a! ar$ume!t with

evi&e!ce8 4)-'#+-) ae a claim about the merit of a

solutio! to a problem by citi!$

LS-3C% Ecosyste(ynaics# Functioning#and &esilience,he! the e!viro!me!t

cha!$es i! ways that affecta place;s physicalcharacteristicstemperature or availabilityof resources someor$a!isms survive a!&repro&uce others move to!ew locatio!s yet othersmove i!to the tra!sforme&e!viro!me!t a!& some &ie84seco!&ary to )-'#+-+

'#+8C% /&aptatio!For a!y particulare!viro!me!t some i!&s of or$a!isms survive wellsome survive less well a!&some ca!!ot survive at all84)-'#+-)

'#+8D% >io&iversity a!&uma!sPopulatio!s live i! a varietyof habitats a!& cha!$e i!those habitats affects theor$a!isms livi!$ there8 4)-'#+-+

Cause and EffectCause a!& effect relatio!ships arerouti!ely i&e!tifie& a!& use& toe.plai! cha!$e8 4)-'#+-24)-'#+-

)

Scale# *roportion# and uantitybservable phe!ome!a e.ist fromvery short to very lo!$ timeperio&s8 4)-'#+-1

Systes and Syste 4odels / system ca! be &escribe& i! termsof its compo!e!ts a!& theiri!teractio!s8 4)-'#+-+

,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,Connections to Engineering,

echnology,and !pplications of Science

Interdependence of Engineering#Technology and 'pplications ofScience on Society and theatural World ?!owle&$e of releva!t scie!tific

co!cepts a!& research fi!&i!$sis importa!t i! e!$i!eeri!$8 4)-'#+-+

,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,

Connections to "ature of Science

Scientific Jno7ledge 'ssuesan <rder and Consistency inatural Systes#cie!ce assumes co!siste!tpatter!s i! !atural systems8 4)-'#+-1


1063

1064

1065

3511

3512

3513

1066

1067




releva!t evi&e!ce about how itmeets the criteria a!& co!strai!tsof the problem8 4)-'#+-+

*lanning and Carrying <utInvestigations

ae observatio!s 4firstha!& or fromme&ia to collect &ata which ca! beuse& to mae compariso!s8


*rinciple II% (he lo!$-term fu!ctio!i!$ a!& health of terrestrial freshwater coastal a!& mari!eecosystems are i!flue!ce& by their relatio!ships with huma! societies8

Concept a3 Direct a!& i!&irect cha!$es to !atural systems &ue to the $rowth of huma! populatio!sa!& their co!sumptio! rates i!flue!ce the $eo$raphic e.te!t compositio! biolo$ical &iversity a!&viability of !atural systems8

C' CCSS for EL'5Literacy%W3+3$ - ,rite opi!io! pieces o! topics or te.ts

supporti!$ a poi!t of view with reaso!s < W3+3- -,rite i!formativeMe.pla!atory te.ts to e.ami!e atopic a!& co!vey i&eas a!& i!formatio! clearly <W3+3= = Co!&uct short research pro:ects that buil&!owle&$e about a topic < SL3+3$ - *!$a$eeffectively i! a ra!$e of collaborative &iscussio!s4o!e-o!-o!e i! $roups a!& teacher-le& with&iverse part!ers o! $ra&e ) topics a!& te.tsbuil&i!$ o! others; i&eas a!& e.pressi!$ their ow!clearly < &I3+3+ - Describe the relatio!shipbetwee! a series of scie!tific i&eas or co!ceptsi! a te.t usi!$ la!$ua$e that pertai!s to timese7ue!ce a!& causeMeffect8

C' EL( Standards E"pandingD%EL(3*I3+3$ , Co!tribute to class $roup a!& part!er

&iscussio!s i!clu&i!$ sustai!e& &ialo$ue <EL(3*I3+3- - Collaborate with peers o! :oi!t writi!$pro:ects of lo!$er i!formatio!al a!& literary te.ts <EL(3*I3+3. - /&:ust la!$ua$e choices accor&i!$to purpose 4e8$8 persua&i!$ e!tertai!i!$ socialsetti!$ a!& au&ie!ce 4e8$8 peers versus a&ultswith mo&erate support from peers or a&ults<EL(3*I3+38 - Describe i&eas phe!ome!a 4e8$8 howcows &i$est foo& a!& te.t eleme!ts i! $reater&etail base& o! u!&ersta!&i!$ of a variety of $ra&e-level te.ts a!& viewi!$ of multime&ia withmo&erate support< EL(3*I3+3$@ - a8 ,rite lo!$erliterary a!& i!formatio!al te.ts 4e8$8 a! e.pla!atoryte.t o! how flashli$hts wor collaboratively 4e8$8

:oi!t co!structio! of te.ts with a! a&ult or withpeers a!& with i!creasi!$ i!&epe!&e!ce usi!$appropriate te.t or$a!iatio!< EL(3*I3$$ - #upportopi!io!s by provi&i!$ $oo& reaso!s a!&i!creasi!$ly &etaile& te.tual evi&e!ce 4e8$8provi&i!$ e.amples from the te.t or releva!tbac$rou!& !owle&$e about the co!te!t<EL(3*II3+3$ - /pply u!&ersta!&i!$ of how &iffere!tte.t types are or$a!ie& to e.press i&eas tocomprehe!&i!$ te.ts a!& writi!$ te.ts withi!creasi!$ cohesio!8


1068

1069

1070

3514

1071

1072




Works Cited

>oaat Press8 20158 >oaat olume (wo% Poetry8 http%MMwww8boaatpress8comMboaat-volume-two-poetryM 4accesse& Quly )0 20158

Cliparts8 20158 http%MMcliparts8coMclipartsMGi6MGR.MGi6GR.?(8:p$ 4accesse& Quly )020158

Color atters8 20118 Color ow the *ye #ees Color8 http%MMwww8colormatters8comMcolor-a!&-visio!Mhow-the-eye-sees-color 4accesse& Quly )0 20158

&;/lessio 8/8 a!& 8 Colema!8 IPa!cae *!$i!eeri!$8J Prese!tatio! $ive! at theCalifor!ia #cie!ce *&ucatio! Co!fere!ce #acrame!to C/ ctober 20158

*!$i!eeri!$ is *leme!tary8 20128 &ater, &ater verywhere: 3esigning &ater 0ilters8

>osto!% useum of #cie!ce8

ershber$er ?imber a!& Carla Tembal-#aul8 20158 I?'*,# to *.pla!atio!->uil&i!$ i!#cie!ce8J Science and hildren 5246% 66-318

?eeley Pa$e8 20128 IFormative /ssessme!t Probes% #eei!$ the 'i$ht8J Science andhildren +K 46% 2G=)18

?eeley Pa$e Fra!cis *berle a!& 'y!! Farri!8 20058 7ncovering Student Ideas inScience, 9olume E: FG 0ormative /ssessment +robes. /rlington, 9/: 2S$/ +ress.

?eeley Pa$e a!& Ra!& arri!$to!8 20108 7ncovering Student Ideas in +hysicalScience: HG 2ew 0orce and 6otion /ssessment +robes8 /rli!$to! /% N#(/8

#( ,orboos8 20158 Natural #cie!ces ra&e G8http%MMwww8mstworboos8co8aM!atural-scie!cesM$rGM$rG-ec-0+8html 4accesse& Quly)0 20158

Net'o$o8 20158 >iolo$yM/!ts8 https%MMccl8!orthwester!8e&uM!etlo$oM 4accesse& Quly )020158

N## 'ea& #tates8 201)8 ?=2 Combi!e& #toryli!e8

http%MMwww8!e.t$e!scie!ce8or$MsitesM!$ssMfilesM?-2O20combi!e&O20storyli!e8p&f 4accesse& Quly )0 20158

Ph*( "!teractive #imulatio!s 4Ph*(8 2015a8 Forces a!& otio!% >asics8https%MMphet8colora&o8e&uMsimsMhtmlMforces-a!&-motio!-basicsMlatestMforces-a!&-motio!-basicsUe!8html 4accesse& Quly )0 20158


1073

1074

1075

3515

3516

3517

3518

35193520

3521

3522

3523

3524

3525

3526

3527

3528

3529

35303531

3532

3533

3534

3535

3536

3537

3538

3539

3540

35413542

3543

3544

3545

3546

3547

3548

3549

3550

3551

3552

3553

3554

3555

3556

3557

1076

1077

http://www.boaatpress.com/boaat-volume-two-poetry/



http://www.colormatters.com/color-and-vision/how-the-eye-sees-color


http://www.mstworkbooks.co.za/natural-sciences/gr8/gr8-ec-04.html


http://www.nextgenscience.org/sites/ngss/files/K-2%20combined%20storyline.pdf

https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html







http://www.mstworkbooks.co.za/natural-sciences/gr8/gr8-ec-04.html


http://www.nextgenscience.org/sites/ngss/files/K-2%20combined%20storyline.pdf






LLL8 2015b8 #tates of atter% >asics8 https%MMphet8colora&o8e&uMe!Msimulatio!Mstates-of-matter-basics 4accesse& Quly )0 20158

Rey!ol&s C8,8 1KG38 IFlocs er&s a!& #chools% / Distribute& >ehavioral o&el8J

omputer 4raphics 21 4+% 25=)+8

#cie!tific (eacher8 20118 uma! #u!&ial8http%MMscie!tificteacher8comM2011M0GM)0Mhuma!-su!&ialM 4accesse& Quly )0 20158

B8#8 eolo$ical #urvey8 2015a8 *rosio! of a #ea #tac over 100 Sears8https%MMwalrus8wr8us$s8$ovMpubi!foM:ump8html 4accesse& ctober 16 20158

LLL8 2015b8 B## eolo$y i! the Pars8http%MM$eomaps8wr8us$s8$ovMparsMyosMfi$0K8html 4accesse& ctober 16 20158

LLL8 2015c8 (he ,ater Cycle / @uic #ummary8http%MMwater8us$s8$ovMe&uMwatercyclehi8html 4accesse& Quly )0 20158

LLL8 2015&8 ,ater Resources of the B!ite& #tates Distributio! of *arth;s ,ater8

1078

1079

1080

3558

3559

3560

3561

3562

3563

3564

3565

3566

3567

3568

3569

3570

3571

3572

3573

3574

3575

3576

https://phet.colorado.edu/en/simulation/states-of-matter-basics


http://scientificteacher.com/2011/08/30/human-sundial/

https://walrus.wr.usgs.gov/pubinfo/jump.html

http://geomaps.wr.usgs.gov/parks/yos/fig09.html

http://water.usgs.gov/edu/watercyclehi.html



http://scientificteacher.com/2011/08/30/human-sundial/

https://walrus.wr.usgs.gov/pubinfo/jump.html

http://geomaps.wr.usgs.gov/parks/yos/fig09.html

http://water.usgs.gov/edu/watercyclehi.html

http://water.usgs.gov/edu/graphics/earthwheredistribution.gif

ngss ca framework: grades 3-5

Documents