Science Curriculum Grade Five Unit Two Earth and Space

Transcription

1 Science Curriculum Grade Five Unit Two Earth and Space 1 Page

2 Course Description In unit one, students engage in an engineering challenge to develop habits of mind and classroom practices that will be reinforced throughout the school year. In unit two, students will focus on Earth s place in the solar system and use models to build explanations regarding the movement of heavenly bodies. They will observe and compare shadows, analyze data observational data to discover the sequence of changes that occur during the Moon s phase cycle. In unit three, students will analyze everyday systems and subsystems as well as analyze food chains and food webs as a way to study the biosphere. They will make and analyze a worm habitat as a decomposition system. Hands-on investigations include exploring the nutrient-getting systems of yeast, plants, and animals, including humans and model transport systems in plants and animals. In Unit four, students engage in five investigations that introduce students to fundamental ideas about matter and its interactions. Students come to know that matter is made of particles too small to be seen and develop the understanding that matter is conserved when it changes state from solid to liquid to gas when it dissolves in another substance, and when it is part of a chemical reaction. Students have experiences with mixtures, solutions of different concentrations, and reactions forming new substances. They also engage in engineering experiences with separation of materials. Students gain experiences that will contribute to the understanding of crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; systems and system models; and energy and matter. 2 Page

3 Teachers may choose from a variety of instructional approaches that are aligned with 3 dimensional learning to achieve this goal. These approaches include: 3 Page

4 Pacing Chart This pacing chart is based upon 160 minutes of instruction per cycle. Unit 1 Engineering & Design 10 days Unit 2 Earth & Space 30 days Unit 3 FOSS Living Systems 40 days Unit 4 FOSS Mixtures & Solutions 40 days 4 Page Unit Summary What patterns do we notice when observing the sky? In this unit of study, students develop an understanding of patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. The crosscutting concepts of patterns, cause and effect, and scale, proportion, and quantity are called out as organizing concepts for these disciplinary core ideas. Students are expected to demonstrate grade-appropriate proficiency in analyzing and interpreting data and engaging in argument from evidence. Students are also expected to use these practices to demonstrate an understanding of the core ideas. This unit is based on 5-PS1-1, 5-PS2-1, 5-PS2-1, 5-ESS1-1, 5-ESS1-2, 5-ESS2-1, 5-ESS2-2, 5-ESS3-1, 3 5-ETS1-2, 3 5-ETS1-3 Student Learning Objectives Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence supporting a model could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.] (5-PS1-1) Support an argument that the gravitational force exerted by Earth on objects is directed down. [Clarification Statement: Down is a local description of the

5 direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation of gravitational force.] (5-PS2-1) Support an argument that the apparent brightness of the sun and stars is due to their relative distances from the Earth. [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).] (5- ESS1-1) Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.] (5-ESS1-2) NJDOE Student Learning Objective Essential Questions Content Related to DCI s Sample Activities Resources Investigation 1 Part 1: Shadow Shifting Students compare data regarding the movement of shadows to determine the sun s position over the course of a day. 5-ESS1-2 How and why does your shadow change during the day? Shadows are the dark areas that result when light is blocked. Shadows change during the day because the position of the Sun changes in the sky. Benchmark Assessment Survey Students trace their shadows in the morning and afternoon, and compare the tracings. They use this information to determine the position of the Sun as it appears to move throughout the day. Shadow Challenges requires a sunny day (outdoor activity) Embedded Assessment: Science notebook entry 5 Page

6 Investigation 1 Part 2: Sun Tracking Students collect data regarding the position of the tip of the shadow cast by a golf tree using sun trackers. What can be learned by studying the length and direction of shadows? Shadows change during the day because the position of the Sun changes in the sky. The length and direction of a shadow depends on the Sun s position in the sky. Pairs of students construct Sun trackers. After using a compass to orient the Sun tracker north-south, students make hourly records of the position of the tip of the shadow cast by a golf tee. Back in the classroom, students use flashlights to reproduce the movement of the Sun throughout the day. Science Resources Book: Changing Shadows Online Activities: Tutorial: Sun Tracking Shadow Tracker 5-ESS1-2 Investigation 1 Part 3: Day and Night Students design an investigation in which they conclude and analyze that rotation of Earth results in day and night and figure out which direction Earth rotates on its axis. 5-ESS1-2 What causes day and night? Day is the half of Earth s surface being illuminated by sunlight; night is the half of Earth s surface in its own shadow. The cyclical change between day and night is the result of Earth s rotating around the stationary Sun. Embedded Assessment Response sheet Students imagine one of their eyes as an observer on Earth and position themselves around a lamp to observe day and night. They discover that rotation of Earth results in day and night, and in the process, figure out which direction Earth rotates on its axis. The day/night mechanism is reinforced with globes. Embedded Assessment Science notebook entry Benchmark Assessment Investigation 1 I-Check Science Resources Book: Sunrise and Sunset Online Activity: Seasons Investigation 2 Part 1: Night-Sky Observations Investigate and record data on the Moon s appearance for a month What natural objects can you see in the night sky? The solar system includes a star, the Sun, and the objects that orbit it, including Earth, the Moon, seven other planets, their satellites, and smaller objects. Students take a mini field trip to the schoolyard to look for the Moon. After recording the Moon s appearance, the class starts a Moon calendar, on which they will record the Moon s appearance every day for a month. After observing Science Resources Book: The Night Sky Looking through Telescopes 6 Page

7 5- ESS1-1, 5- ESS1-2 the day Moon, students begin 4 days of night-sky observations at home. The night observations of the Moon become the first four data entries on the Moon calendar. Investigation 2 Part 2: How Big and How Far? Students build a model of the Earth/Moon/Sun system to better understand the size and distance relationships among Earth, the Moon, and the Sun. How would you describe the size of and distance between Earth, the Moon, and the Sun? he Moon is much smaller than Earth and orbits at a distance equal to about 30 Earth diameters. The Sun is 12,000 Earth diameters away from Earth and is more than 100 times larger than Earth. Embedded Assessment Science notebook entry Students grapple with the size and distance relationships among the Moon, Earth, and the Sun. They work together to build a model of the Earth Moon Sun system. Embedded Assessment Performance assessment Science Resources Book: Comparing the Size of Earth and the Moon Apollo 11 Space Mission How Did Earth s Moon Form? Online Activity: Lunar Calendar 5-ESS1-2 Investigation 2 Part 3: Phases of the Moon Students examine the sequence of changes in their Moon observations in order to identify the pattern of the four phases of the moon. 5-ESS1-2 How does the shape of the Moon change over 4 weeks? The Moon is much smaller than Earth and orbits at a distance equal to about 30 Earth diameters. The sun is 12,000 Earth diameters away from Earth and is more than 100 times larger than Earth Students analyze the Moon observations to discover the sequence of changes. They learn the names for the four specific phases and the intermediate phases. Students use a light source and sphere to simulate an Earth Moon Sun system and explore the cause of Moon phases. Embedded Assessment: Performance assessment Science Resources Book: Changing Moon (optional) Lunar Cycle (optional) Eclipses (optional) Video: All about the Moon Online Activity: Lunar Calendar 7 Page

8 Investigation 3 Part 1: Solar System Cards Students create a model of the solar system to understand gravity s effect. 5-PS2-1 Investigation 3 Part 2: Solar System Gravity Students develop an explanation regarding why gravity produces circular orbits. How do the parts of the solar system interact? Why do planets orbit the Sun? The solar system includes a star, the Sun, and the objects that orbit it, including Earth, the Moon, seven other planets, their satellites, and smaller objects. The pulling force of gravity keeps the planets and other objects in orbit by continuously changing their direction of travel. The pulling force of gravity keeps the planets and other objects in orbit by continuously changing their direction of travel. Students work in pairs with a set of solar system cards. They use the information on the cards to sort and group the various celestial bodies. Using the information on the cards and class discussion, they use the cards to develop a model of the solar system. Embedded Assessment: Response Sheet Students observe a demonstration of a ball swinging in a circle on the end of a string. They analyze the orbit of the ball to determine why it travels in a circle. Students read a technical article on gravitational attraction and view a summary video about the solar system. Science Resources Book: Exploring the Solar System Planets of the Solar System Science Resources Book: Why Doesn t Earth Fly Off into Space? Video: The Planets and the Solar System 5-PS2-1 Investigation 4 Part 1: Star Patterns Students develop an explanation regarding why stars appear to rise and set in a particular pattern in the night sky. 5- ESS1-1 8 Page Why do stars appear to move across the night sky? Stars are at different distances from Earth. Stars are different sizes and vary in brightness. A great deal of light travels through space to Earth from the Sun and from distant stars. Group of stars form patterns called constellations. Stars (constellations) appear to move together across the night Students identify patterns of stars and give them names. Students simulate Earth s rotation and observe the appearance of stars rising and setting. Embedded Assessment Science notebook entry Science Resources Book: Stargazing

9 Investigation 4 Part 2: Studying Stars Explain how new evidence obtained using telescopes (e.g., the phases of Venus or the moons of Jupiter) allowed 17th-century astronomers to displace the geocentric model of the universe. 5- ESS1-1 How do telescopes help us study the stars? sky because of Earth s rotation. Different constellations are observed in the night sky during different seasons because Earth revolves around the Sun. A great deal of light travels through space to Earth from the Sun and from distant stars. Group of stars form patterns called constellations. Stars (constellations) appear to move together across the night sky because of Earth s rotation. Different constellations are observed in the night sky during different seasons because Earth revolves around the Sun. Students explore a variety of objects and materials to determine the properties of objects that act like lenses. Students read about the role of telescopes in astronomy research and watch a video about them. Embedded Assessment Science notebook entry Benchmark Assessment Posttest Science Resources Book: Looking Through Telescopes Star Scientists Our Galaxy Video: All about Stars Research and present about how various ancient cultures studied the stars (Aztecs, Incas, Mayas, Chinese, Celts, Anasazi, Inuit, Navajo, Egyptians, Dogon, Ancient Islam). What It Looks Like in the Classroom In this unit of study, students explore the effects of gravity and determine the effect that relative distance has on the apparent brightness of stars. They also collect and analyze data in order to describe patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. 9 Page

10 To begin the progression of learning in this unit, students explore the effects of gravity by holding up and releasing a variety of objects from a variety of heights and locations. Students should record and use their observations to describe the interaction that occurs between each object and the Earth. In addition, students should use their observations as evidence to support an argument that the gravitational force exerted by the Earth on objects is directed down (towards the center of the Earth), no matter the height or location from which an object is released. Next, students investigate the effect of distance on the apparent brightness of stars. Using information from a variety of print or digital sources, students learn that natural objects vary in size, from very small to immensely large. Stars, which vary in size, also range greatly in their distance from the Earth. The sun, which is also a star, is much, much closer to the Earth than any other star in the universe. Once students understand these concepts, they should explore the effect of distance on the apparent brightness of the sun in relation to other stars. This can be accomplished by modeling the effect using a light source, such as a bright flashlight. As students vary the distance of the light from their eyes, they should notice that the farther away the light is, the less bright it appears. Observations should again be recorded and used as evidence to support the argument that the differences in the apparent brightness of the sun compared to that of other stars is due to their relative distances from the Earth. To continue the progression of learning, students investigate the following observable patterns of change that occur due to the position and motion of the Earth, sun, moon, and stars. Day and night: This pattern of change is a daily, cyclical pattern that occurs due to the rotation of the Earth every 24 hours. Students can observe model simulations using online or digital resources, or they can create models in class of the day/night pattern caused by the daily rotation of the Earth. The length and direction of shadows: These two interrelated patterns of change are daily, cyclical patterns that can be observed and described through direct observation. Students need the opportunity to observe a stationary object at chosen intervals throughout the day and across a few days. They should measure and record the length of the shadow and record the direction of the shadow (using drawings and cardinal directions), then use the data to describe the patterns observed. The position of the sun in the daytime sky: This daily, cyclical pattern of change can also be directly observed. Students will need the opportunity to make and record observations of the position of the sun in the sky at chosen intervals throughout the day and across a few days. Data should then be analyzed in order to describe the pattern observed. The appearance of the moon in the night sky: This cyclical pattern of change repeats approximately every 28 days. Students can use media and online resources to find data that can be displayed graphically (pictures in a calendar, for example), which will allow them to describe the pattern of change that occurs in the appearance of the moon every four weeks. The position of the moon in the night sky: This daily, cyclical pattern of change can be directly observed, but students would have to make observations of the position of the moon in the sky at chosen intervals throughout the night, which is not recommended. Instead, students can use media and online resources to learn that the moon, like the sun, appears to rise in the eastern sky and set in the western sky every night. The position of the stars in the night sky: Because the position of the stars changes across the seasons, students will need to use media and online resources to learn about this pattern of change. Whether students gather information and data from direct observations or from media and online sources, they should organize all data in 10 Page

11 graphical displays so that the data can be used to describe the patterns of change. Modifications for Differentiation at All Levels (Note: Teachers identify the modifications that they will use in the unit. See NGSS Appendix D: All Standards, All Students/Case Studies for vignettes and explanations of the modifications.) Structure lessons around questions that are authentic, relate to students interests, social/family background and knowledge of their community. Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling). Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts from the community helping with a project, journal articles, and biographies). Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences). Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to demonstrate their understandings. Use project-based science learning to connect science with observable phenomena. Structure the learning around explaining or solving a social or community-based issue. Provide ELL students with multiple literacy strategies. Collaborate with after-school programs or clubs to extend learning opportunities. Restructure lesson using UDL principals ( Research on Student Learning N/A 11 Page

12 Prior Learning Grade 2 Earth Science Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form. Wind and water can change the shape of the land. Grade 3 Earth Science Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. Climate describes a range of an area s typical weather conditions and the extent to which those conditions vary over years. Grade 4 Earth Science Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. Future Learning Grade 6 Earth Science Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. Global movements of water and its changes in form are propelled by sunlight and gravity. Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. Water s movements both on the land and underground cause weathering and erosion, which change the land s surface features and create underground formations. 12 Page

13 Grade 7 Earth Science All Earth processes are the result of energy flowing and matter cycling within and among the planet s systems. This energy is derived from the sun and Earth s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth s materials and living organisms. The planet s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth s history and will determine its future. Water s movements both on the land and underground cause weathering and erosion, which change the land s surface features and create underground formations. Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. Global movements of water and its changes in form are propelled by sunlight and gravity. Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. Because these patterns are so complex, weather can only be predicted probabilistically. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents. Interdisciplinary Connections In unit 4, students are able to describe and graph data to provide evidence about the distribution of water on Earth. 13 Page

14 Investigation 1: Sun and Earth axis compass day night North Pole North Star Orbit orientation revolution rotation shadow Sun sunrise sunset Investigation 2: Earth s Moon crescent Moon first-quarter Moon full Moon gibbous Moon lunar cycle Moon new Moon night sky phase star third-quarter Moon waning Moon waxing Moon Unit Vocabulary Investigation 3: Solar System asteroid asteroid belt comet dwarf planet force gas giant planet gravity Kuiper Belt planet solar system terrestrial planet Investigation 4: Patterns in the Sky astronomer constellation lens telescope Educational Technology Standards A.1, B.1, C.1, D.1, E.1, F.1 Technology Operations and Concepts Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program. Example: Create a brochure to advertise your levee design. Creativity and Innovation Synthesize and publish information about a local or global issue or event on a collaborative, web-based service. Example: Publish a blog regarding hurricane preparedness. Communication and Collaboration 14 Page

15 Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions. Example: Use empatico.org to collaborate with students from other countries who have experienced hurricanes. Digital Citizenship Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics. Example: Use Diigo.com to have a monitored and appropriate online conversation about an article. Research and Information Literacy Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem. Example: Use NOAA or AMS websites to gather data about hurricane frequency, location, etc. Critical Thinking, Problem Solving, Decision Making Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure. Example: Utilize Voicethread to create a narrative account of a hurricane event. Career Ready Practices Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. 15 Page Example: Participate as an active an ethical member of class discussions and projects. Teacher can explore how decision making and behaviors

16 can impact the broader community in specific science related examples, such as limiting littering, choosing to recycle, etc. CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. Example: Students can develop and present well supported arguments via short presentations, during group work and gallery walks. CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization. Example: Participate as an active an ethical member of class discussions and projects. Teacher can explore how decision making and behaviors can impact the broader community in specific science related examples, such as limiting littering, choosing to recycle, etc. CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. Example: Engineering tasks provide many opportunities for student to use creative and innovative approaches. 16 Page

17 CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others. Example: Gather evidence to support a claim and identify reasoning that is being applied. CRP11. Use technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks. Example: Utilize Google Apps for Education suite to access and complete assignments. The teacher can use Google Classroom to identify age and subject appropriate resource materials that can be linked directly. A variety of apps or web based platforms (Tellagami, PowToons, Glogster, Padlet) can be used to generate multimedia content. CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings. Example: Students must be given regular opportunities to work with groups in a variety of settings for discussion, projects, etc. 17 Page

18 WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce or use: 6- Reaching 5- Bridging 4- Expanding 3- Developing 2- Beginning 1- Entering Specialized or technical language reflective of the content areas at grade level A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level Oral or written communication in English comparable to proficient English peers Specialized or technical language of the content areas A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or reports Oral or written language approaching comparability to that of proficient English peers when presented with grade level material. Specific and some technical language of the content areas A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support General and some specific language of the content areas Expanded sentences in oral interaction or written paragraphs Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support General language related to the content area Phrases or short sentences Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support Pictorial or graphic representation of the language of the content areas Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, or statements with sensory, graphic or interactive support 18 Page

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21 Culturally Relevant Pedagogy Examples Everyone has a Voice: Create a classroom environment where students know that their contributions are expected and valued. Example: Norms for sharing are established that communicate a growth mindset for mathematics. All students are capable of expressing mathematical thinking and contributing to the classroom community. Students learn new ways of looking at problem solving by working with and listening to each other. Run Problem Based Learning Scenarios: Encourage scientifically productive discourse among students by presenting problems that are relevant to them, the school and /or the community. Example: Using a Place Based Education (PBE) model, students explore science concepts while determining ways to address problems that are pertinent to their neighborhood, school or culture. Encourage Student Leadership: Create an avenue for students to propose problem solving strategies and potential projects. Example: Students can deepen their understanding of engineering criteria and constraints by creating design challenges together and deciding if the problems fit the necessary criteria. This experience will allow students to discuss and explore their current level of understanding by applying the concepts to relevant real-life experiences. Present New Concepts Using Student Vocabulary: Use student diction to capture attention and build understanding before using academic terms. Example: Teach science vocabulary in various modalities for students to remember. Use multi-modal activities, analogies, realia, visual cues, graphic representations, gestures, pictures and cognates. Directly explain and model the idea of vocabulary words having multiple meanings. Students can create the Word Wall with their definitions and examples to foster ownership. Appendix A: NGSS and Foundations for the Unit Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.] [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.] (5-ESS2-1) Obtain and combine information about ways individual communities use science ideas to protect the Earth s resources and environment. (5-ESS3-1) 21 Page

22 The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Develop a model using an example to describe a scientific principle. (5-ESS2-1) Obtaining, Evaluating, and Communicating Information Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. (5- ESS3-1) ESS2.A: Earth Materials and Systems Earth s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1) Systems and System Models A system can be described in terms of its components and their interactions. (5-ESS2-1),(5-ESS3-1) Connections to Nature of Science Science Addresses Questions About the Natural and Material World. Science findings are limited to questions that can be answered with empirical evidence. (5- ESS3-1) ESS3.C: Human Impacts on Earth Systems Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth s resources and environments. (5-ESS3-1) 22 Page

23 English Language Arts Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (5-ESS3-1) RI.5.1 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5-ESS2-1),(5-ESS3-1) RI.5.7 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5-ESS3-1) W.5.8 Mathematics Reason abstractly and quantitatively. (5-ESS2-1),(5-ESS3-1) MP.2 Model with mathematics. (5-ESS2-1),(5-ESS3-1) MP.4 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (5-ESS2-1) 5.G.A.2 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (5-ESS3-1) RI.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (5-ESS3-1) W.5.9 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5-ESS2-2),(5-ESS2-1) SL.5.5 Rubric(s): See Teachers Investigation Guide Assessment Section Field Trip Ideas: PANTHER Planetarium, Newark Museum, American Museum of Natural History 23 Page