Engage- teacher will show students a phenomenon through videos, news articles, or pictures

Transcription

1 2016 Science Curriculum Template 6th grade Unit 1: Fundamentals (30 days) Unit 2: Astronomy (25 days) (universe and stars, Earth and the solar system) Unit 3: History of Earth/ Earth Systems (30 days) Unit 4: Stability and Change on earth (30 days) Unit 5: Weather and Climate (20 days) Unit 6: Human Impacts (25 days) Throughout the year students will behave like scientists/engineers by: Asking questions Planning and carrying out investigations Engaging in arguments from evidence Constructing explanations Developing and using models Analyzing and interpreting data Defining problems and designing solutions Evaluating findings Communicating information Using scientific and engineering practices Teacher Role Engage- teacher will show students a phenomenon through videos, news articles, or pictures Explore- teacher will have students exploring different topics through webquests, hands on experiences, or demonstrations Explain- teacher will create a mini lesson or activity to help clarify the information gathered in the explore section Elaborate- teacher will have students create a final product Evaluate- teacher will create a format of evaluating student and group work Student Role Observe- students will make observations about a phenomenon in a scientific journal format on google docs Research- students will research, gather data, record information about a specific topic Clarify- students will ask questions and draw conclusions during a teacher assisted lesson Apply- Students will apply the knowledge learned in the previous sections to create a final product demonstrating and applying the information to a real life situation Share- students will show their work to their peers and evaluate other work

2 Unit 1: Fundamentals Big Idea - How can we determine if a source is reliable? How do scientist think and operate? What is the engineering and design process? Unit Summary In this unit the students will use the design and engineering process and critical thinking skills to solve an introductory earth science problem. End Goals Students will behave like scientists/engineers by Creating and performing experiments Collaborating Communicating results to a panel Analyzing and interpreting data Constructing explanations Student Learning Objectives: Analyze information provided about a general Earth science problem and design a solution Work as a member of a team Determine if sources are reliable Perform a presentation in front of a panel What does this look like in the classroom? Use Webb s DoK and provide specifics when appropriate. Activity 1: DOK 1 Engage: Have students observe several different websites and collect information on each website. Explore: Students will research what characteristics of a website help you determine if the information is reliable or not Explain: Teacher will review the different characteristics to check when evaluating a website for reliability Elaborate: Students will look at the following websites and determine if they are reliable or not

3 Evaluate: Students will share with the members of their group then as a whole class. Readings and homework: Modifications: ELL- Use google translator on the above websites to make sure the students can evaluate Special Ed- provide an example for the students, work in a small group, make sure website reading level is appropriate Accelerated Learners- Provide students with more websites to explore at a higher level reading 21st century learning skills - Identify reliable sources when researching topics Unit 2a: Earth s Phenomenons and Unit 2b: Astronomy Big Idea - How do celestial bodies that are billions of miles away affect our daily lives on Earth? Unit Summary

4 This unit is broken down into three sub-ideas: the universe and its stars, Earth and the solar system, and the history of planet Earth. Students examine the Earth s place in relation to the solar system, the Milky Way galaxy, and the universe. There is a strong emphasis on a systems approach and using models of the solar system to explain the cyclical patterns of eclipses, tides, and seasons. There is also a strong connection to engineering through the instruments and technologies that have allowed us to explore the objects in our solar system and obtain the data that support the theories explaining the formation and evolution of the universe. Students examine geosciences data in order to understand the processes and events in Earth s history. The crosscutting concepts of patterns, scale, proportion, and quantity and systems and systems models provide a framework for understanding the disciplinary core ideas. Students are expected to demonstrate proficiency in developing and using models and analyzing and interpreting data. Students are also expected to use these practices to demonstrate understanding of the core ideas. End Goals: Students will behave like scientists by creating models and diagrams to explain the phenomenons happening in our solar system analyzing and interpret patterns in our solar systems such as; lunar phases, seasons, etc. Student Learning Objectives - Generate and analyze evidence (through simulations or long term investigations) to explain why the Sun s apparent motion across the sky changes over the course of a year. (ESS1.B) [Clarification Statement: This SLO is based on a disciplinary core idea found in the Framework. It is included as a scaffold to the following SLO.] Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.] (MS-ESS1-1) Develop and use a model that shows how gravity causes smaller objects to orbit around larger objects at increasing scales, including the gravitational force of the sun causes the planets and other bodies to orbit around it holding together the solar system. (ESS1.A;

5 ESS1.B) [Clarification Statement: This SLO is based on disciplinary core ideas found in the Framework. It is included as a scaffold to the following SLO.] Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.] (MS-ESS1-3) Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students' school or state).] [Assessment Boundary: Assessment does not include Kepler s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.] (MS-ESS1-2) Unit Sequence Part A: What pattern in the Earth sun moon system can be used to explain lunar phases, eclipses of the sun and moon, and seasons? Concepts Patterns in the apparent motion of the sun, moon, and stars in the sky can be observed, described, predicted, and explained with models. The Earth and solar system model of the solar system can explain eclipses of the sun and the moon. Earth s spin axis is fixed in direction over the short term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential Formative Assessment Students who understand the concepts are able to: Students will develop and use a physical, graphical, or conceptual model to describe patterns in the apparent motion of the sun, moon, and stars in the sky.

6 intensity of sunlight on different areas of Earth across the year. Patterns can be used to identify cause-and-effect relationships that exist in the apparent motion of the sun, moon, and stars in the sky. Science assumes that objects and events in the solar system systems occur in consistent patterns that are understandable through measurement and observation. Unit Sequence Part B: What is the role of gravity in the motions within galaxies and the solar system? Concepts Gravity plays a role in the motions within galaxies and the solar system. Gravity is the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids, that are held in orbit around the sun by its gravitational pull on them. The solar system appears to have formed from a disk of dust and gas, drawn together by gravity. Models can be used to represent the role of gravity in the motions and interactions within galaxies and the solar system. Science assumes that objects and events in the solar systems occur in consistent patterns that are understandable through measurement and observation. Formative Assessment Students who understand the concepts are able to: Students develop and use models to explain the relationship between the tilt of Earth s axis and seasons.

7 Unit Sequence Part C: What are the scale properties of objects in the solar system? Concepts Objects in the solar system have scale properties. Data from Earth-based instruments, space-based telescopes, and spacecraft can be used to determine similarities and differences among solar system objects. The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. Time, space, and energy phenomena in the solar system can be observed at various scales, using models to study systems that are too large. Engineering advances have led to important discoveries in space science, and scientific discoveries have led to the development of entire industries and engineered systems. Formative Assessment Students who understand the concepts are able to: Analyze and interpret data to determine similarities and differences among objects in the solar system. What does this look like in the classroom? Unit 2 A: Earth s Phenomenons Big Question: What pattern in the Earth sun moon system can be used to explain lunar phases, eclipses of the sun and moon, and seasons? Activity 1 - Level 2/3 DOK: (ESS1.B) (MS-ESS1-1) Engage - Students will make observations of the sun s path in the sky during different seasons and draw conclusions as to why the sun s position in the sky is different throughout the course of the year. Explore - In small groups, students will research the Reasons for seasons by researching New Jersey Seasonal information, causes of seasons, Day length changes, and Equator seasonal information. Explain - Students will watch the brainpop video about the different seasons then use a model of

8 the Earth and sun along with the teachers help to visualize the tilt of the Earth with each season Elaborate - Create a presentation to compare and contrast 3 different locations seasonal patterns throughout the course of a year (northern hemisphere, equator, and southern hemisphere) Evaluate - Present their findings to the rest of the class, while students complete graphic organizer Activity 2- Level 4 DOK: (MS-ESS1-1) Phenomena/Big Question - How do solar/lunar eclipses occur? Engage- Students will watch the following video and write observations and questions in their scientific journal Explore- Students will work in small groups, each group will receive a small white styrofoam ball, flashlight, and popsicle stick. Students will use these materials to try and explain what causes us to only see parts of the moon at a time. Explain- Students will watch the brainpop video about moon phases and discuss their findings from the small group activity. Students will draw conclusions together about the causes of moon phases. Elaborate- Create a model to show the different phases of the moon, then discuss what phases it would have to be for a solar and lunar eclipse to occur. Evaluate- Students will present findings to the class Unit 2b: Astronomy Big Questions: What is the role of gravity in the motions within galaxies and the solar system? What are the scale properties of objects in the solar system? Activity 1- Level 3 DOK: (ESS1.A; ESS1.B), (MS-ESS1-2) Engage- Students will watch the following youtube video and make observations and create questions about the planet's ability to orbit the sun Explore- Students will work with a partner to research the mass, distance from sun, and gravity compared to Earth ratio for each of the planets. Then students will calculate their weight on each planet to determine which planets they would be lightest and heaviest. Students will analyze the data to conclude what causes their weight to change if they are not shrinking or growing in size. Explain- Teacher assisted mini lesson explaining the effects of gravity, students will make predictions about what would happen if the sun or earth had more or less mass. Elaborate- Students will complete a colorado PHET simulation to help visualize the relationship of

9 gravity in keeping all the planets in orbit. Evaluate- Students will present findings to the class Activity 2- Level 3 DOK: (MS-ESS1-3) Phenomena/Big Question - What are the scale properties of the objects in the solar system? Engage- Students will make observations based on the following youtube video Explore- Research the different celestial objects in our solar system and their distance from the sun. Explain- Teacher will assist in practicing ruler skills and ratio skills for students to be able to complete the elaborate section on their own. Elaborate- Create a scale model of our solar system using the scale ratio as 93 million miles= 1 cm (Earth s distance from the sun in real life and on the poster paper) Evaluate- Present findings to the class, graphic organizer while presenters are speaking Modifications: ELL- Make sure videos or written information is translated into native language for assistance Special Education: Use closed captioning on videos, make copies of print out notes or share on google classroom, provide appropriate level reading and modify writing assignments, provide websites and resources on target grade level, assist with ruler help, provide a reference sheet for rounding larger numbers Accelerated students: Have students research locations that interest them and use the skills in the unit to find information about those places such as their weather patterns, time difference from home to location, etc. 21st century skills: Students will be researching information, analyzing data, and drawing conclusions. Students will be creating a final product of information using chromebooks Unit 3a: History of Earth and Unit 3b:Earth s Systems Big Idea - If no one was there, how do we know the Earth s history? (3a) What provides the forces that drive Earth s systems? (3b) Unit Summary Students examine geoscience data in order to understand processes and events in Earth s

10 history. Important crosscutting concepts in this unit are scale, proportion, and quantity, stability and change, and patterns in relation to the different ways geologic processes operate over geologic time. An important aspect of the history of Earth is that geologic events and conditions have affected the evolution of life, but different life forms have also played important roles in altering Earth s systems. Students understand how Earth s geosystems operate by modeling the flow of energy and cycling of matter within and among different systems. Students investigate the controlling properties of important materials and construct explanations based on the analysis of real geoscience data. Students are expected to demonstrate proficiency in analyzing and interpreting data and constructing explanations. They are also expected to use these practices to demonstrate understanding of the core ideas. End Goals: Students will behave like scientists/engineers by Analyzing information based off fossil findings to trace the lineage of a specific species at two locations Creating a map showing the original positions of the continents with evidence Construct scientific explanations based on evidence from rock strata for how the geologic time scale is used to organize Earth s history Creating models to represent the seafloor spreading Student Learning Objectives - Include: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history. [Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth s history. Examples of Earth s major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.] [Assessment Boundary: Assessment does not include recalling the names of specific periods or epochs and events within them.] (MS-ESS1-4) Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process. [Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.] (MS-ESS2-1) Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales. [Clarification Statement: Emphasis is on

11 how processes change Earth s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.] (MS-ESS2-2) Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. [Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).] [Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.] (MS-ESS2-3) Unit Sequence Part A: How do we know that the Earth is approximately 4.6-billion-year-old history? Concepts The geologic time scale is used to organize Earth s 4.6-billion-year-old history. Rock formations and the fossils they contain are used to establish relative ages of major events in Earth s history. The geologic time scale interpreted from rock strata provides a way to organize Earth s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale. Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Formative Assessment Students who understand the concepts are able to: Construct a scientific explanation based on valid and reliable evidence from rock strata obtained from sources (including the students own experiments). Construct a scientific explanation based on rock strata and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Unit Sequence Part B: What drives the cycling of Earth s materials?

12 Concepts Energy drives the process that results in the cycling of Earth s materials. The processes of melting, crystallization, weathering, deformation, and sedimentation act together to form minerals and rocks through the cycling of Earth s materials. All Earth processes are the result of energy flowing and matter cycling within and among the planet s systems. Energy flowing and matter cycling within and among the planet s systems derive from the sun and Earth s hot interior. Energy that flows and matter that cycles produce chemical and physical changes in Earth s materials and living organisms. Explanations of stability and change in Earth s natural systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale. Formative Assessment Students who understand the concepts are able to: Develop a model to describe the cycling of Earth s materials and the flow of energy that drives this process. Unit Sequence Part C: Do all of the changes to Earth systems occur in similar time scales? Concepts Geoscience processes have changed Earth s surface at varying time and spatial scales. Processes change Earth s surface at time and spatial scales that can be large or small; many geoscience processes usually behave gradually but are punctuated by catastrophic events. Geoscience processes shape local geographic features. The planet s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. Interactions among Earth s systems have shaped Earth s history and will determine its future. Formative Assessment Students who understand the concepts are able to: Construct a scientific explanation for how geoscience processes have changed Earth s surface at varying time and spatial scales based on valid and reliable evidence obtained from sources (including the students own experiments). Construct a scientific explanation for how geoscience processes have changed Earth s surface at varying time and spatial scales based on the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Collect evidence about processes that

13 Water s movements both on the land and underground cause weathering and erosion, which change the land s surface features and create underground formations. Time, space, and energy phenomena within Earth s systems can be observed at various scales using models to study systems that are too large or too small. change Earth s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges). Collect evidence about processes that change Earth s surface at time and spatial scales that can be small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Unit Sequence Part D: How is it possible for the same kind of fossils to be found in New Jersey and in Africa? Concepts Tectonic processes continually generate new seafloor at ridges and destroy old sea floor at trenches. Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth s plates have moved great distances, collided, and spread apart. Patterns in rates of change and other numerical relationships can provide information about past plate motions. The distribution of fossils and rocks, continental shapes, and sea floor structures to provide evidence of past plate motions. Similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches) provide evidence of past plate motions. Formative Assessment Students who understand the concepts are able to: Analyze and interpret data such as distributions of fossils and rocks, continental shapes, and sea floor structures to provide evidence of past plate motions. Analyze how science findings have been revised and/or reinterpreted based on new evidence about past plate motions. What does this look like in the classroom? Unit 3a: Earth s History Activity 1 - Level 4 DOK: (MS-ESS1-4)

14 Phenomena/Big Question - How can we determine the Earth s 4.6 billion year old history using rock strata to explain the geologic time scale? Engage - Show students fossils and rock (Discuss potential ages and locations these fossils may be found. Discuss why this information could be important to scientists) students should make notes and questions in their scientific journal Explore - In small groups, students will research how scientists can use rock and fossil to determine relative ages of major Earth events such as Ice Age. Explain - Teacher will show the brainpop video about the geological timescale then discuss how scientists are able to date fossils based on the location they were found in and specific characteristics. Elaborate- Create a timeline of events to show the Earth s geological time scale (choose between 10-15, created by teacher). Include relevant scientific evidence to back up the research. Evaluate - Present findings to the class Activity 2 - Level 4 DOK: (MS-ESS2-3) Big Question - How is it possible for the same kind of fossils to be found in New Jersey and in Africa? Engage - Students will view a map of the locations of the current continents and make observations and questions about coast lines, distance from one another, matching mountain ranges, etc. Explore - In small groups,students will look up 5 different prehistoric animals and their fossil locations and determine how they were able to travel from one place to another. Explain - Teacher will show the following videos and discuss how scientists in the past were able to determine the continents were once together without the information available in current day. Elaborate -Create a map of the world, labeling where specific fossils have been located along with an explanation of their locations (how is it possible to find the same species overseas? Millions of miles away from each other?) (minimum of three species). Evaluate - Present findings to the class Activity 3 - Level 4 DOK: Phenomena/Big Question - Why is the Pacific ocean shrinking and the Atlantic ocean growing? Engage - Students will watch an animated timelapse of the continents moving over hundreds and millions of years. Students will make observations in their science journals. Explore - In small groups, research how the plate tectonics were able to move from Pangea

15 locations to present day locations. Students will discuss the different types of plate boundaries that cause the different types of movements. Explain - During a teacher lead mini lesson students will create small visuals of each type of plate movement along with the cause and effect relationship of each. Elaborate - Create a storyboard that shows why the Pacific ocean is shrinking and Atlantic ocean is growing.prediction, where do you think the continents would be in 150 million years? Evaluate - Present findings to the class Unit 3b: Earth s forces Activity 1 - Level 4 DOK: (MS-ESS2-1) Phenomena/Big Question - How are materials cycled through the Earth? What energy is used to drive this process? Engage - Show students examples of rocks and minerals and make observations and ask questions in their scientific journal Explore - In small groups, research the steps of the rock cycle (graphic organizer) Explain - On Google Drawing create a closed loop diagram of the rock cycle with the assistance of the teacher as a whole group/small group activity to be reviewed as a class to check for understanding before moving on Elaborate - Writing activity (Children s book, recipe, story)- using the steps of the rock cycle students will demonstrate their understanding by completing the writing activity. Evaluate - Present Writing Activity Activity 2 - Level DOK 4: Phenomena/Big Question - How have geoscience processes changed the Earth s surface at varying time and spatial scales? Engage - Students will watch the following vide and write the observations they see in their scientific journal Watch video and discuss the changes in Earth s surface over the short amount of time shown. Explore - In small groups, create a list of geoscience processes that have shaped the Earth then find specific before and after pictures of examples from around the world. Explain - The teacher will lead a small group activity, students will be given several before and after pictures and have to come up with a story of what geoscience processes shaped the land. Then students will review their stories as a class and discuss. Elaborate - Research a specific location in regards to how geoscience processes have shaped the land. Evaluate - Present findings to the class

16 Modifications: ELL- Make sure videos or written information is translated into native language for assistance Special Education: Use closed captioning on videos, make copies of print out notes or share on google classroom, provide appropriate level reading and modify writing assignments, provide websites and resources on target grade level Accelerated students: Have students use google earth to identify different plate boundaries 21st century skills: Students will be researching information, analyzing data, and drawing conclusions. Students will be creating a final product of information using chromebooks Unit 4: Stability and Change on Earth Big Idea - Why aren t minerals and groundwater distributed evenly across the world? Unit Summary Students construct an understanding of the ways that human activities affect Earth s systems. Students use practices to understand the significant and complex issues surrounding human uses of land, energy, mineral, and water resources and the resulting impacts on the development of these resources. Students also understand that the distribution of these resources is uneven due to past and current geosciences processes or removal by humans. The crosscutting concepts of patterns, cause and effect, and stability and change are called out as organizing concepts for these disciplinary core ideas. In this unit of study students are expected to demonstrate proficiency in asking questions, analyzing and interpreting data, constructing explanations, and designing solutions. Students are also expected to use these practices to demonstrate understanding of the core ideas. End Goals: Students will behave like scientists by Constructing a scientific explanation based on evidence for how the uneven distribution of Earth s minerals,

17 energy, and groundwater resources are the result of past and current geoscience processes Analyzing and interpreting data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects Designing a solution to a problem involving human increase and it s impact on the Earth s systems Using scientific evidence and explanation to argue the causes of global temperature rise Student Learning Objectives: Construct a scientific explanation based on evidence for how the uneven distributions of Earth s mineral, energy, and groundwater resources are the result of past and current geoscience processes. [Clarification Statement: Emphasis is on how these resources are limited and typically nonrenewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).] (MS-ESS3-1) Resource: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and without notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).] (MS-ESS3-2) Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. [Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and

18 the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.] (MS-ESS3-4) Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.] (MS- ESS3-5) Unit Sequence Part A: Why aren t minerals and groundwater distributed evenly across the world? Concepts Humans depend on Earth s land, ocean, atmosphere, and biosphere for many different resources. All human activities draw on Earth s land, ocean, atmosphere, and biosphere resources and have both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Minerals, fresh water, and biosphere resources are distributed unevenly around the planet as a result of past geologic processes. Cause-and-effect relationships may be used to explain how uneven distributions of Earth s mineral, energy, and groundwater resources have resulted from past and current geosciences processes. Formative Assessments Students who understand the concepts can: Construct a scientific explanation based on valid and reliable evidence of how the uneven distributions of Earth s mineral, energy, and groundwater resources are the result of past and current geosciences processes. Obtain evidence from sources, which must include the student s own experiments. Construct a scientific explanation based on the assumption that theories and laws that describe the current geosciences process operates today as they did in the past and will continue to do so in the future.

19 Resources that are unevenly distributed as a result of past processes include but are not limited to petroleum, metal ores, and soil. Mineral, fresh water, ocean, biosphere, and atmosphere resources are limited, and many are not renewable or replaceable over human lifetimes. The distribution of some of Earth s land, ocean, atmosphere, and biosphere resources are changing significantly due to removal by humans. Unit Sequence Part B: How can we predict and prepare for natural disasters? Concepts Natural hazards can be the result of interior processes, surface processes, or severe weather events. Some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and without notice, and thus are not yet predictable. Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces, can help forecast the locations and likelihoods of future events. Data on natural hazards can be used to forecast future catastrophic events and inform the development of technologies to mitigate their effects. Data on natural hazards can include the Formative Assessments Students who understand the concepts can: Analyze and interpret data on natural hazards to determine similarities and differences and to distinguish between correlation and causation.

20 locations, magnitudes, and frequencies of the natural hazards. Graphs, charts, and images can be used to identify patterns of natural hazards in a region. Graphs, charts, and images can be used to understand patterns of geologic forces that can help forecast the locations and likelihoods of future events. Technologies that can be used to mitigate the effects of natural hazards can be global or local. Technologies used to mitigate the effects of natural hazards vary from region to region and over time. Unit Sequence Part C: How might we treat resources if we thought about the Earth as a spaceship on an extended survey of the solar system? (How would astronauts manage their resources?) Concepts All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Increases in human population and percapita consumption of natural resources impact Earth s systems. Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. Cause and effect relationships may be used to predict how increases in human population and per-capita consumption of Formative Assessments Students who understand the concepts can: Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

21 natural resources impact Earth s systems. The consequences of increases in human populations and consumption of natural resources are described by science. Science does not make the decisions for the actions society takes. Scientific knowledge can describe the consequences of human population and percapita consumption of natural resources impact Earth s systems but does not necessarily prescribe the decisions that society takes. Unit Sequence Part D: How can basic chemistry be used to explain the mechanisms that control the global temperature the atmosphere? Concepts Stability in Earth s surface temperature might be disturbed either by sudden events or gradual changes that accumulate over time. Human activities and natural processes are examples of factors that have caused the rise in global temperatures over the past century. Human activities play a major role in causing the rise in global temperatures. Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on understanding of climate science, engineering capabilities, and other kinds of Formative Assessments Students who understand the concepts can: Ask questions to identify and clarify a variety of evidence for an argument about the factors that have caused the rise in global temperatures over the past century. Ask questions to clarify human activities and natural processes that are major factors in the current rise in Earth s mean surface temperature.

22 knowledge, such as understanding of human behavior, and on applying that knowledge wisely in decisions and activities. Evidence that some factors have caused the rise in global temperature over the last century can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. What does this look like in the classroom? Activity 1- Level 4 DOK: MS-ESS3-1 Phenomena/Big Question - Why aren t minerals and groundwater distributed evenly across the world? Why can t I dig for oil in my backyard? Engage - Article about groundwater shortage in specific areas, students will read the article and write their opinions and questions in their scientific journal Explore - Student lead station activity in small groups. Each station will discuss a different material (groundwater, coal, oil), where it is located, and why it is unevenly distributed. Explain - review the materials from the student lead station activity. Elaborate - Analyze a specific material that was researched before and explain what areas of the world it is most abundant and why Evaluate - Present findings and evidence to class Activity 2- Level 4 DOK: (MS-ESS3-2) Phenomena/Big Question - How can we prevent destruction during catastrophic events? How might we treat resources if we thought about the Earth as a spaceship on an extended survey of the solar system? (How would astronauts manage their resources?) San Andreas Fault, Yellowstone supervolcano, hurricane sandy Engage - Show students before and after pictures from a catastrophic event, students will write down observations and questions in their scientific journal. Explore - In small groups, complete a graphic organizer that explains the precautionary measures, how to predict, effects from disaster

23 Explain - The teacher will show different examples of precautionary measures around the world to prevent catastrophic disasters. Elaborate - Groups will choose one topic, then construct a model (bridge, house, etc) that would either withstand the disaster or prevent damage from happening within a certain location. Students can include maps or google images of the town to demonstrate where their structures would be most useful. Evaluate - Present findings and evidence to class Activity 3- Level 3/4 DOK: (MS-ESS3-4) Phenomena/Big Question - What is the biggest problem human increase has created for the Earth? (food shortage, water shortage, deforestation, lack of fossil fuels) What is the solution to this problem? Engage - Students will look at a population distribution map and write observations and questions in their scientific journal Explore - In groups, research the causes and effects of overpopulation Explain - Teacher will show a video discussing overpopulation problems in China and India, students will discuss why those areas are so overpopulated and what risks those locations have due to this. Elaborate - Groups will create a presentation to be presented in front of a panel the presentation will include the problem facing the Earth (overuse of nonrenewable resources) as well as a solution (using renewable materials, creating laws or policies) and reason why the panel should choose them for the grant. Evaluate - Choosing a problem and solution by the panel Activity 4- Level 3 DOK: (MS-ESS3-5) Phenomena/Big Question - What is the main cause driving global temperature rise? Engage - Students will look at before and after pictures of the polar ice caps melting and write observations and questions about it. Explore - In small groups, research the causes of global temperature rise and create a list, analyze data based off temperature graphs over the years. Explain - The teacher will provide two informational videos presenting both sides of the global climate change debate (humans vs. nature) Elaborate - The class will be divided into two groups to perform a debate. One group will support that human activity is the cause of global temperature rise, the other group will support natural causes being the main cause. Evaluate - Panel decides which side provided the stronger argument

24 Modifications: ELL- Make sure videos or written information is translated into native language for assistance, provided visuals Special Education: Use closed captioning on videos, make copies of print out notes or share on google classroom, provide appropriate level reading and modify writing assignments, provide websites and resources on target grade level Accelerated students: Have students research the topics further, asking critical thinking questions, create a mini assignment for them to complete 21st century skills: Students will be researching information, analyzing data, and drawing conclusions. Students will be creating a final product of information using chromebooks Unit 5: Weather and Climate Big Idea - What factors interact and influence weather and climate? Unit Summary This unit is broken down into three sub-ideas: Earth's large-scale systems interactions, the roles of water in Earth's surface processes, and weather and climate. Students make sense of how Earth's geosystems operate by modeling the flow of energy and cycling of matter within and among different systems. A systems approach is also important here, examining the feedbacks between systems as energy from the Sun is transferred between systems and circulates through the ocean and atmosphere. The crosscutting concepts of cause and effect, systems and system models, and energy and matter are called out as frameworks for understanding the disciplinary core ideas. In this unit, students are expected to demonstrate proficiency in developing and using models and planning and carrying out investigations as they make sense of the disciplinary core ideas. Students are also expected to use these practices to demonstrate understanding of the core ideas. End Goals: Students will behave like scientists by Developing models to describe the cycling of water through Earth s

25 systems driven by energy from the sun and the force of gravity Collecting and analyzing data to show the motions and complex interactions of air masses and the effects it has on weather conditions Provide an explanation for the changes in oceanic currents, recognizing temperature and density as major factors Comparing and contrasting inland and coastal weather in reference to daily temperature ranges Creating a model to demonstrate the unequal heating and Earth s rotation cause patterns of atmospheric and oceanic circulation that determines regional climates Student Learning Objectives - Include: Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Examples of models can be conceptual or physical.] [Assessment Boundary: A quantitative understanding of the latent heats of vaporization and fusion is not assessed.] (MS-ESS2-4) Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.] (MS-ESS2-5) Explain how variations in density result from variations in temperature and salinity drive a global pattern of interconnected ocean currents. [Note: This SLO is based on a disciplinary core idea found in the Framework. It is included as a scaffold to the following SLO.] (ESS2.C) Use a model to explain the mechanisms that cause varying daily temperature ranges in a coastal community and in a community located in the interior of the country. [Note: This SLO is based disciplinary core ideas found in the Framework. It is included as a scaffold to the following SLO.] (ESS2.C; ESS2.D) Develop and use a model to describe how unequal heating and rotation of the Earth cause

26 patterns of atmospheric and oceanic circulation that determine regional climates. [Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations.] [Assessment Boundary: Assessment does not include the dynamics of the Coriolis effect.] (MS-ESS2-6) Unit Sequence Part A: What are the processes involved in the cycling of water through Earth s systems? Concepts Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. Global movements of water and its changes in form are propelled by sunlight and gravity. The cycling of water through Earth s systems is driven by energy from the sun and the force of gravity. Within Earth s systems, the transfer of energy drives the motion and/or cycling of water. Formative Assessment Students who understand the concepts are able to: Develop a model to describe the cycling of water through Earth s systems driven by energy from the sun and the force of gravity. Model the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle. Unit Sequence Part B: What is the relationship between the complex interactions of air masses and changes in weather conditions? Concepts The motions and complex interactions of air masses result in changes in weather conditions. Formative Assessment Students who understand the concepts are able to: Collect data to serve as the basis for evidence for how the motions and complex interactions of air

27 The complex patterns of the changes in and movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. Examples of data that can be used to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions include weather maps, diagrams, and visualizations; other examples can be obtained through laboratory experiments. Air masses flow from regions of high pressure to regions of low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time. Because patterns of the changes and the movement of water in the atmosphere are so complex, weather can only be predicted probabilistically. Sudden changes in weather can result when different air masses collide. Weather can be predicted within probabilistic ranges. Cause-and effect-relationships may be used to predict changes in weather. masses result in changes in weather conditions. Unit Sequence Part C: What are the major factors that determine regional climates? Concepts Unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. Patterns of atmospheric and oceanic circulation that determine regional climates vary by latitude, altitude, and geographic land distribution. Atmospheric circulation that, in part, Formative Assessment Students who understand the concepts are able to: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

28 determines regional climates is the result of sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds. Ocean circulation that, in part, determines regional climates is the result of the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Models that can be used to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates can be diagrams, maps and globes, or digital representations. What does this look like in the classroom? Activity 1- Level 3 DOK: (MS-ESS2-4) Phenomena/Big Question - What are the processes involved in the cycling of water through Earth s systems? Engage - Students will write about the importance of water in their scientific journals and hypothesize the causes of cloud formation and rain. Explore - In small groups, research the process of the water cycle and explain how clouds form Explain - The teacher will discuss the different parts of the water cycle and present the following videos for information. (water crisis) (water intro) (water facts) Elaborate - Create a physical/ digital model or diagram that depicts the processes involved in the water cycle, along with a written explanation explaining how humans can keep our rain water clean (steady PH, no acid rain) Evaluate - Present findings and evidence to class Activity 2: Level 3 DOK: (MS-ESS2-5), (ESS2.C), (ESS2.D) Phenomena/ Big Question: What is the relationship between the complex interactions of air masses and changes in weather conditions?

29 Why can t the weather be the same everyday? Engage - Students will look at a picture of a weather map and write observations and predictions in their scientific journal Explore - In small groups, research the different symbols on a weather map, what causes weather to change Explain - The teacher will organize a small group/station activity to review the material necessary for the elaborate section, students will look at videos of meteorologist reports and discuss the different causes for the weather patterns. Elaborate - Each group will create a weather report (meteorologist) describing the weather forecast for the week, in the forecast students must discuss air masses (high and low pressure systems) Evaluate - Present findings and weather reports to the class Activity 3- Level 2 DOK (MS-ESS2-6) Phenomena/Big Question - What are the major factors that affect regional climate? How does oceanic circulation determine regional climate? Engage - Students will look at a regional climate map and discuss the different places they have been and discuss the climate in those locations, students will write their responses in their scientific journal. Explore - In small groups, students will look at a map of the world labeled with the different climates, students will determine patterns found between specific climate types and longitude/latitude, coastal vs. inland, and then create a list of factors they believe affects regional climate Explain - The teacher will show the students regional maps and students will review the causes for different regional patterns across the globe. Elaborate - Groups will create a cause and effect presentation that explains the link between patterns of atmospheric and oceanic circulation and regional climate. Then students will choose a specific location and explain the atmospheric and oceanic patterns that cause its regional climate Evaluate - Present findings and evidence to class Modifications: ELL- Make sure videos or written information is translated into native language for assistance, provided visuals Special Education: Use closed captioning on videos, make copies of print out notes or share on google classroom, provide appropriate level reading and modify writing assignments, provide websites and resources on target grade level Accelerated students: Have students research the topics further, asking critical thinking questions,

30 create a mini assignment for them to complete 21st century skills: Students will be researching information, analyzing data, and drawing conclusions. Students will be creating a final product of information using chromebooks Unit 6: Human Impacts Big Questions: How do we monitor the health of the environment (our life support system)? Is it possible to predict and protect ourselves from natural hazards? Unit Summary In this unit of study, students analyze and interpret data and design solutions to build on their understanding of the ways that human activities affect Earth s systems. The emphasis of this unit is the significant and complex issues surrounding human uses of land, energy, mineral, and water resources and the resulting impacts of these uses. The crosscutting concepts of cause and effect and the influence of science, engineering, and technology on society and the natural world are called out as organizing concepts for these disciplinary core ideas. Building on Unit 3, students define a problem by precisely specifying criteria and constraints for solutions as well as potential impacts on society and the natural environment; systematically evaluate alternative solutions; analyze data from tests of different solutions; combining the best ideas into an improved solution; and develop and iteratively test and improve their model to reach an optimal solution. In this unit of study students are expected to demonstrate proficiency in analyzing and interpreting data and designing solutions. Students are also expected to use these practices to demonstrate understanding of the core ideas. End Goals: Students will behave like scientists by Analyzing data to recognize a problem facing the environment Perform experiments or research experiments to create a solution

31 Student Learning Objectives: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating) solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).] (MS-ESS3-3) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. (MS- ETS1-1) Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. (MS-ETS1-2) Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. (MS-ETS1-3) Unit Sequence Part A: How do we monitor the health of the environment (our life support system)? Concepts Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. Changes to Earth s environments can have different impacts (negative and positive) for different living things. Typically as human populations and per capita consumption of natural resources increase, so do the negative impacts on Earth, unless the activities and technologies involved Formative Assessments Students who understand the concepts can: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

32 are engineered otherwise. Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation. The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. What will this look like in the classroom? Activity 1- Level 3 DOK Phenomena/ Big Question: How do we monitor the health of the environment (our life support system)? Engage: Students will look at pictures of pollution in the air, land, and ocean. Students will write observations and questions in their scientific journals. Explore: Students will complete a carbon footprint survey Then, in small groups, students will research what affect their carbon footprint has on the health of the Earth Explain: The teacher will discuss the carbon footprint results as a class, then discuss what the Earth might look like in the future if humans continue to use nonrenewable materials at the current rate. Students will research and discuss ideas about how to minimize the use of harmful materials in the environment. Elaborate: Groups will choose a topic (air pollution, water usage, land usage) then research or create an experiment to show how human impact has affected the health of the environment. Then, create a solution to preserve what is left of the resources or reverse the effects human impact has had on the environment. Students will discuss non-renewable resources available or other solutions being tested. Evaluate: Present projects to class Activity 2- DOK 4 (MS-ETS1-1), (MS-ETS1-2), (MS-ETS1-3) Engage: Students will be shown pictures of oil floating in ocean water and write observations and questions in their scientific journal.

33 Explore: Students will watch the following youtube video and discuss the devestating effects of oil spills, Then in small groups, research how to clean up an oil spill (what are the best materials?) and how can oil spills be prevented? Explain: In small groups the teacher will review the materials provided to complete an oil spill clean up operation. Students will use their research to design a plan and budget for their clean up operation. Elaborate: Students will perform their clean-up operation and take notes on its effectiveness. Then students will create a presentation explaining how they would clean up the oil spill, what materials will be used, and the budget to complete the mission. Evaluate: Present projects, students critique each other's work Modifications: ELL- Make sure videos or written information is translated into native language for assistance, provided visuals Special Education: Use closed captioning on videos, make copies of print out notes or share on google classroom, provide appropriate level reading and modify writing assignments, provide websites and resources on target grade level Accelerated students: Have students research the topics further, asking critical thinking questions, create a mini assignment for them to complete 21st century skills: Students will be researching information, analyzing data, and drawing conclusions. Students will be creating a final product of information using chromebooks What does this look like in the classroom? Use Webb s DoK and provide specifics when appropriate. Engage: Explore: In small groups, research how to clean up an oil spill. (what are the best materials?) Explain: Perform experiments (Oil spill inquiry activity) Elaborate: Create a presentation explaining how they would clean up the oil spill in front of a panel Evaluate: Present projects, students critique each other's work

34 Readings and homework: Modifications: ELL- Make sure videos or written information is translated into native language for assistance, provided visuals Special Education: Use closed captioning on videos, make copies of print out notes or share on google classroom, provide appropriate level reading and modify writing assignments, provide websites and resources on target grade level Accelerated students: Have students research the topics further, asking critical thinking questions, create a mini assignment for them to complete 21st century skills: Students will be researching information, analyzing data, and drawing conclusions. Students will be creating a final product of information using chromebooks Teacher Roles Student Roles Facilitator Organizes Designs Questions Clarifies Guides Analyzes Argues Questions Justifies Examines Compares Guiding Document The intent of the Next Generation Science Standards and the updated Mount Holly Science Curriculum is to embed students in a rigorous learning environment that challenges students to work collaboratively, think critically, be creative and to communicate, solving real world problems and questions. Students should be provided an opportunity to be innovative in planning investigations and organizing their learning through research. 5 E Instructional Model

35 The 5 E Instructional Model should be referenced when planning. How does each lesson/unit address the following attributes? Students should be engaged and have the opportunity to explore and explain conclusions. They should be able to elaborate on their process and findings through self evaluation. Engage: This phase of the 5 E's starts the process. An "engage" activity should do the following: 1. Make connections between past and present learning experiences 2. Anticipate activities and focus students' thinking on the learning outcomes of current activities. Students should become mentally engaged in the concept, process, or skill to be learned. Explore: This phase of the 5 E's provides students with a common base of experiences. They identify and develop concepts, processes, and skills. During this phase, students actively explore their environment or manipulate materials. Explain: This phase of the 5 E's helps students explain the concepts they have been exploring. They have opportunities to verbalize their conceptual understanding or to demonstrate new skills or behaviors. This phase also provides opportunities for teachers to introduce formal terms, definitions, and explanations for concepts, processes, skills, or behaviors. Elaborate: This phase of the 5 E's extends students' conceptual understanding and allows them to practice skills and behaviors. Through new experiences, the learners develop deeper and broader understanding of major concepts, obtain more information about areas of interest, and refine their skills. Evaluate: This phase of the 5 E's encourages learners to assess their understanding and abilities and lets teachers evaluate students' understanding of key concepts and skill development.

36 Webb s DoK Webb s Depth of Knowledge should be a strong consideration when planning lessons. Teachers should make every effort to live in level 3 while visiting the other levels as needed (1-2) and when possible (4).

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