Danielle

Aguilar
Curriculum Project

Part One

This project is a curricular unit design that encompasses three large Earth

Science topics: Plate Tectonics, Natural Resources and Climate Change. It is planned to

take place over a seven-week period during the fourth marking period of ninth grade

honors Physical Science. The Physical Science course is designed to be an

interdisciplinary approach to practical scientific concepts by blending Algebra- based

Physics, Earth Science, and global citizenship concepts together into a cohesive course

structure.

All students at Thurston High School need Physical Science in order to graduate,

as it is their ninth grade science requirement. Physical Science was redesigned two

years ago to better meet student needs and prepare them to be global citizens;

however a separate honors curriculum was not made. Up until this point, honors

students have been completing “more work” or engaging in “more difficult” questions,

as compared to general education students. This redesigned unit will immerse honors

students in thought-provoking activities that encourage teamwork, critical thinking, and

problem- solving skills. Students will leave ninth grade with practical knowledge that

can be applied to observable events in their everyday lives and in the media.

Throughout the course, students are able to master basic concepts of collisions,

Newton’s laws, natural disasters, astronomy, climate change and the management of

natural resources.
 In order for students to master this unit, they will need to be able to explain and

describe the effects of plate tectonics, the concept of feedback loops and the cyclical

nature of climate change. Additionally, students will need to creatively design solutions

related to the availability of natural resources and create an evidence- based forecast

for our future climate.

Our district has adopted the Next Generation Science Practices and aligns our

curriculum and instruction to the Michigan Science Standards. Our administration is

very supportive of curriculum initiatives and our department is in need of a more

structured approach to organizing content. Although our district does not have open

enrollment, students from outside of our district can apply for admission to the Eagle

Scholar program. The Eagle Scholar program is a new program that is being offered at

the secondary level in our district to provide a rigorous and challenging curriculum to

our region’s elite students. Admission is granted following a written test and an in-

person interview. Creating a separate honors curriculum for ninth grade science will

help to strengthen this new program, and the program director is very supportive as a

result.

Throughout the course of this unit, six of the Next Generation Science Standards

will be addressed. The first standard covered will be HS-ESS2-1, which states that

students will be able to “develop a model to illustrate how Earth’s internal and surface

processes operate at different spatial and temporal scales to form continental and

ocean floor features.” The second standard covered will be HS-ESS2-2, which states that
students will be able to “analyze geoscience data to make the claim that one change to

Earth’s surface can create feedbacks that cause changes to other Earth Systems.”

The unit will transition to discussing other natural resources, culminating with

having students “evaluate competing design solutions for developing, managing, and

utilizing energy and mineral resources based on cost- benefit ratios”, as stated in HS-

ESS3-2. Climate change will be addressed through HS-ESS3-5, as students “analyze

geoscience data and the results from global climate models to make an evidence- based

forecast of the current rate of global or regional climate change and associated future

impacts to Earth systems” in addition to, using “a model to describe how variations in

the flow of energy into and out of Earth’s systems results in changes in climate” (HS-

ESS2-4). The entire unit will seek to address an essential question aimed at having

students “construct an explanation based on how the availability of natural resources,

occurrence of natural hazards, and changes in climate have influences human activity,”

as stated in HE-ESS3-1.

The district’s EarthComm textbook will be used as a resource only, as the unit

will be designed to allow students to make choices in their daily assignments that allow

them to further engage with the content and deepen their individual understanding of

the material. Google Classroom will be used as an extensive resource for students to

locate materials, assignments, and current readings related to the unit content. Our

building has access to several Chrome book carts and the science classroom that will be

piloting this curriculum has seven Chrome books that are permanently in the room.

Additionally, our district technology coaches received a grant to implement WeVideo

into our district’s Next Generation Classrooms, of which the piloting classroom is one.

WeVideo is an interactive way for students to engage in content through independent

video production and students will be utilizing the collaboration that this software

provides during the creation of their evidence- based forecasts.

This using will primarily use collaborative inquiry instructional strategies along

with a minimum amount of direct-instruction, in the form of notes. Video recordings of

the notes will be posted in Google Classroom for students to refer to later. Large

whiteboards and chart paper will be used in both small and whole group discussions in

order to students to model, explain, and make their thinking visible to their peers.

Google Classroom and WeVideo will help to integrate technology into this unit, and

differentiated activities will be utilized as well.

The Next Generation Science Standards focus on student modeling and

discussion. This unit is designed to incorporate several topics that have not been

traditionally taught together. The incorporation of the Next Generation Science

practices allows this unit to integrate the topics of plate tectonics, natural resources,

and climate change in a way that guides the development of student explanations to the

unit essential question, “How would the eruption of the Yellowstone volcano affect

other areas of the country?”

The strategies included in this unit will support best practice by allowing

students to work at their own readiness level and develop their own conclusions from

data in class. Linking all activities and topics to the unit essential question will allow
students to continually keep the context and relevance of the unit in mind as they seek

to formulate their own explanations and understandings of the question.

Two articles that support the teaching strategies and methodology in this unit

are written by Akgunduz and Akinoglu (2016) and Denson, Austin, Stallworth, Hailey and

Householder (2015). Akgunduz and Akinoglu investigated the effect that blended

learning and social media have on affective student qualities. They found that blended

learning improved student attitude towards science content and students were more

self- directed learners as a result. Denson, et al. worked with focus groups to see what

students valued most in STEM environments. As a result of their research, they

determined eight qualities of STEM learning that students identified as beneficial:

informal mentoring, more enjoyable learning, increased time management, application

of math and science content, feelings of accomplishment, increased student confidence,

more class camaraderie, and exposure to new opportunities.

This unit is designed to stimulate the thinking of ninth grade Eagle Scholar

honors students. The Eagle Scholars program has a GPA requirement and many students

take AP US History as freshmen. Many students are in all tenth- grade level courses,

with the exception of Physical Science. This unit will challenge student thinking and

begin to distinguish between the curricula of honors and general education Physical

Science.

 Articles Cited

Akgunduz, D., & Akinoglu, O. (2016). The effect of blended learning and social media-

supported learning on the students' attitude and self-directed learning skills in

science education. Turkish Online Journal of Educational Technology - TOJET, 15(2),

106-115.

Denson, C. D., Hailey, C., Stallworth, C. A., & Householder, D. L. (2015). Benefits of

informal learning environments: A focused examination of STEM-based program

environments. Journal of STEM Education: Innovations and Research, 16(1), 11-

15.

Part Two

• School mission and philosophy
o The school mission is, “Together we learn through innovative

opportunities and strong relationships.” This unit will support continuous

learning through group work and student discussions. Innovative

learning experiences will be explored through the use of WeVideo in the

classroom. Strong relationships between the teacher and students will

be strengthened through informal discussions and daily learning

activities. Parents will be informed of what students are learning in class

through weekly emails as well as daily Remind texts and class website

updates.

• Interface with school curriculum framework

o This curricular unit will be easily inputted into our school’s Open

Curriculum software platform and will prepare students well for the

discussion and modeling they will engage in during tenth grade

Chemistry.

• How project supports achievement of school’s outcomes/ competencies
o This project supports the indicators of achievement for the Michigan

Department of Education, specifically indicators 3.1, 3.2 and 3.3. These

three of these indicators speak to Thurston’s focus on student

engagement through equitable and challenging learning experiences, as

well as the monitoring of curriculum and instruction through formative

and summative assessments.

 • Relationship of similar or pre-requisite content currently (if any) in place to the
content of the project
o Students that have attended our district’s middle school should have a

basic understanding of the mechanics of plate tectonics. Through the use

of a pre-assessment, I will be able to gauge student prior knowledge and

effectively and accurately group them into tiers to best support their

learning of new content.

• Other aspects of the external environment you need to consider (i.e. will you be
working with an external provider for an in-service program)?
o Approximately 30% of the students enrolled in honors Physical Science

will be taking the AP US History exam in May. In order to accommodate

for more absent and distracted students during that time, this unit

incorporates a lot of student choice. Students will be able to make

choices on assignments and will be able to work ahead as needed, in

order to accommodate their other studies.

• Is your project consistent with any accreditation and/ or regulatory
requirements? Who needs to approve your project?
o This project is consistent with accreditation requirements, as it

specifically addresses one of the building’s three focus goals for

AdvancEd, increased technology access and integration in the teaching

and learning environment. The use of WeVideo, Chrome books, and

Google Classroom support this goal.

 Part Three
Unit Overview: Yellowstone and You

Topic Essential Question(s) Standards Met Time
HS-ESS2-1 Develop a model to illustrate how
Plate -How do volcanoes form? Earth’s internal and surface processes operate
Tectonics at different spatial and temporal scales to form 5 instructional
continental and ocean floor features. days
-What could cause a
volcano to erupt?

Feedback -How does tectonic activity HS-ESS2-2 Analyze geoscience data to make
Loops affect water systems? the claim that one change to Earth’s surface 10 instructional
can create feedbacks that cause changes to days
-What effect could a other Earth systems.
volcanic eruption have on
other Earth systems?
Availability of -How can we help conserve HS-ESS3-2 Evaluate competing design solutions
Natural natural resources in a for developing, managing, and utilizing energy 6 instructional
Resources designated area? and mineral resources based on cost- benefit days
ratios.
-How does the flow of
energy affect natural
The Cycle of changes in climate? HS-ESS2-4 Use a model to describe how
Climate variations in the flow of energy into and out of 5 instructional
Change -How are humans affecting Earth’s systems results in changes in climate. days
the natural flow of energy
into and out of Earth’s
systems?
HS-ESS3-5 Analyze geoscience data and the
Our Future -What does the future results from global climate models to make an
Climate global climate look like? evidence- based forecast of the current rate of 5 instructional
global or regional climate change and days
associated future impacts to Earth systems.
-How would the eruption of HS-ESS3-1 Construct an explanation based on
Yellowstone the Yellowstone volcano how the availability of natural resources,
and You affect other areas of the occurrence of natural hazards, and changes in 3 instructional
country? climate have influenced human activity. days





 Yellowstone and You

Unit Essential How would the eruption of the Yellowstone volcano affect
Question other areas of the country?
Unit Goals • This unit design will address six content standards
through the integration of six broad science concepts.
• Through structured essential questions, students will
be able to intelligently discuss and explore concepts of
plate tectonics, natural resources and climate change
while seeking to explain an answer to the unit essential
question.
Concept 1: Plate Tectonics
Standard HS-ESS2-1 Develop a model to illustrate how Earth’s internal and
surface processes operate at different spatial and temporal scales
to form continental and ocean floor features.
Suggested Time 5 instructional days
Essential How do volcanoes form?
Question(s)
Learning • Students will be able to explain how different volcanoes
Objective form and are classified.
• Students will be able to explain why oceanic crust is
younger than continental crust.
• Students will be able to explain and draw the process of
convection.
• Students will be able to research details on the
Yellowstone volcano.
Assessment • Diagrams on whiteboards and small group discussion to
Evidence allow students to model the process of convection.
• Quiz on volcano classification and how different volcanoes
form.
• Model the ages of crustal rocks through sea-floor
spreading activity.
• Students will assess their learning by daily recording new
facts that may relate to the unit essential question.
• Students will assess their learning by writing a reflection
on day 5 in their science journal to explain their current
answer to the unit essential question.
• Teacher observation and questioning to formatively assess
student progress.
Learning • Sea floor spreading activity (See Appendix)
Activity

Concept 1: Readiness Groups
Appendices Topic: Plate Tectonics
Group 1: Struggling Group 2: Grade Level Group 3: Advanced
Learners Learners Learners
• Students who • Students who • Students who
scored 33% or scored scored a 65%
lower on the between a or higher on
unit pre test 34%- 64% on the unit pre
• Students who the pre test test
have entered • Students who • Students who
from a district attended the have entered
that did not district’s from a district
teach Earth middle school that taught
Science in 8th and have been Earth Science
grade exposed to the in 8th grade
• Students who basics of Plate • Students who
scored Tectonics in scored
between 34%- Integrated between a
45% on the Science 3 55%-64% on
pretest, but the pre test,
have but have
consistently consistently
struggled with needed more
previous units challenging
work in the
previous units

Sea Floor spreading activity
Yellowstone Volcano information















 Concept 2: Feedback Loops
Standard HS-ESS2-2 Analyze geoscience data to make the claim that one
change to Earth’s surface can create feedbacks that cause
changes to other Earth systems.
Suggested Time 10 instructional days
Essential What could cause a volcano to erupt?
Question(s) How does tectonic activity affect water systems?
What effect could a volcanic eruption have on other Earth
systems?
Learning • Students will be able to explain what a feedback loop is.
Objective • Students will be able to describe what changes in geologic
systems could trigger a volcanic eruption.
• Students will be able to describe how tectonic activity
could affect ocean currents.
• Students will be able to describe what changes a volcanic
eruption could trigger in the hydrosphere, biosphere, or
atmosphere.
• Students will be able to research what could trigger an
eruption of the Yellowstone volcano.
• Students will be able to research nearby water systems to
the Yellowstone volcano.
Assessment • Quiz on feedback loops and common triggers to volcanic
Evidence eruptions.
• Article/ Website Analysis activity to guide student
research on Chrome books (See Appendix)
• Students will demonstrate knowledge in the Lava Flow and
Volcanic eruption activities
• Students will assess their learning by daily recording new
facts that may relate to the unit essential question.
• Students will assess their learning by writing a reflection
on day 10 in their science journal to explain their current
answer to the unit essential question.
• Teacher observation and questioning to formatively assess
student progress.
Learning Activity • Volcanic eruption activity
• Lava flow activity
• Article/ Website analysis activity (See Appendix)





Concept 2: Article/ Website Analysis
Appendices

Complete an analysis sheet for each website/ article you read during your research on
eruption triggers to the Yellowstone volcano and nearby water systems.

Article/ Website Analysis
• What is the title of this article? _____________________________________________

• When was this article written/ published? _____________________________________

• Who is the author? _____________________________________

• What website or organization is the article from?

_____________________________________

Write down 5 key facts from the article:

1.

2.

3.

4.

5.

Write down 3 things that you learned or were interesting to you:

1.

2.

3.

How does this article support/ refute your claim from the beginning of the unit? Explain.

 Concept 3: Availability of Natural Resources
Standard HS-ESS3-2 Evaluate competing design solutions for developing,
managing, and utilizing energy and mineral resources based on
cost- benefit ratios.
Essential How can we help conserve natural resources in a designated
Question(s) area?
Suggested Time 6 instructional days
Learning • Students will be able to research the natural resources
Objective available in a specific region of the world.
• Students will be able to predict what the resource use and
availability will be in the future.
• Students will be able to design a solution to a potential
natural resource shortage in an area of the world.
• Students will be able to research natural resources
throughout North America.
Assessment • Students will work in teams to complete the Disaster
Evidence Relief Project (See Appendix)
• Students will make predictions in their science journal to
how the region surrounding Yellowstone could be affected
if an eruption was to occur.
• Students will assess their learning by daily recording new
facts that may relate to the unit essential question.
• Students will assess their learning by writing a reflection
on day 6 in their science journal to explain their current
answer to the unit essential question.
• Teacher observation and questioning to formatively assess
student progress.
Learning Activity Disaster Relief Project (See Appendix)














Concept 3: Disaster Relief Project (Student Packet)
Appendices

Disaster Relief
Physical Science
2017
From the front of the room, choose a map detailing a location.
This will be your location for the entire week.
There will be no switching once you have chosen a location!!

CHOSEN LOCATION: ____________________________________________

Group members:
___________________________________________________________
___________________________________________________________
___________________________________________________________

Day 1: Research
Using a Chrome book, collect the following information
with your group.
Turn in your packet when you are done!
You can collect it at the beginning of class tomorrow.

• What are the natural resources found in our area?

• How are these natural resources in our area used by local people?

• What natural hazards are present in our area?

Complete the chart

How much of this resource Has the amount of the Data that
Natural is present today? resource increased or supports
Resource decreased over time? my answer

Day 2: Identifying Problems
Using a Chrome book, collect the following information
with your group.
Turn in your packet when you are done!
You can collect it at the beginning of class tomorrow.
• What are local problems in our area? (Resources, economy, disease, natural
disasters)

• What are the resources found in our area? *Look at Day 1 to help you!

o How do these resources affect local plants?

o How do these resources affect local animals?

o How do these resources affect local (and global) water systems?

o How do these resources affect human activity?

o How does human activity affect these resources?

Day 3: Brainstorm and Design a Solution
Answer the following with your group using the
information from Day 1 and 2.
Turn in your packet when you are done!
You can collect it at the beginning of class tomorrow.
For each resource (from Day 1 and 2), list the:
• Impact and possible outcomes of continued (or increased) use
• How your group can work to help the situation
Day 4: Creating a Solution
Choose 1-2 of your solutions from yesterday.
Create a scale model, poster, PowerPoint or video that includes:
• Resource selected
• Use of the resource
• Quantity of the resource
• How the resource has been used over time
• Your proposed solution
• How you predict local people will react to this solution

Before you leave for the day, divide up roles for your presentation!

Day 5: Presentation
Your presentation must include:
• Resource selected
• Use of the resource
• Quantity of the resource
• How the resource has been used over time
• Your proposed solution
• How you predict local people will react to this solution
• At least 2 of your group members must present! ALL members
should stand up.

Rubric
Day Activity Points

1 Research
Students were not on task. 1
0-1 resources are written and detailed for each section.

Students worked cooperatively and stayed on task less than half of the time. 4
1-2 resources are written and detailed for each section.

Students worked cooperatively and stayed on task most of the time. 7

3-4 resources are written and detailed for each section.

Students worked cooperatively and stayed on task the whole time. 10

5 resources are written and detailed for each section.

Total Day 1 /10

2 Identifying Problems
Students were not on task. 2
0-1 problems are written and detailed for each section.
Most questions are answered inaccurately on in incomplete sentences

Students worked cooperatively and stayed on task less than half of the time. 8
1-2 problems are written and detailed for each section
Half of the questions are answered inaccurately or in incomplete sentences.

Students worked cooperatively and stayed on task most of the time 14

3-4 problems are written and detailed for each section
Not all questions are answered accurately and completely in complete sentences.

Students worked cooperatively and stayed on task the whole time. 20

5 problems are written and detailed for each section.
All questions are answered accurately and completely in complete sentences.

Total Day 2 /20
3 Brainstorm/ Design a Solution
Students were not on task. 2
Less than half of the resources are written and detailed for each section.
Most questions are answered inaccurately on in incomplete sentences

Students worked cooperatively and stayed on task less than half of the time. 8
Half of the resources are written and detailed for each section
Half of the questions are answered inaccurately or in incomplete sentences.

Students worked cooperatively and stayed on task most of the time 14

Most resources are written and detailed for each section
Not all questions are answered accurately and completely in complete sentences.

Students worked cooperatively and stayed on task the whole time. 20

All resources are written and detailed for each section.
All questions are answered accurately and completely in complete sentences.

Total Day 3 /20

4 Creating a Solution
Students were not on task. 1
0-1 requirements are written and detailed for each resource.

Students worked cooperatively and stayed on task less than half of the time. 4
2-3 requirements are written and detailed for each resource.

Students worked cooperatively and stayed on task most of the time 7

4-5 requirements are written and detailed for each resource.

Students worked cooperatively and stayed on task the whole time. 10

All 6 requirements are written and detailed for each resource.

Total Day 4 /10
5 Presentation
Student presentation included 0-1 requirements. 10
Students presented in a minimally clear, organized and professional manner.
Planning and practice is not evident.

Student presentation included 2-3 requirements. 20

Students presented in a somewhat clear, organized and professional manner.
Planning and practice is minimally evident.

Student presentation included 4-5 requirements. 30

Students presented in a relatively clear, organized and professional manner.
Some planning and practice is evident.

Student presentation included all 6 requirements. 40

Students presented in a clear, organized and professional manner.
Planning and practice is very evident.

Total Day 5 /40

TOTAL SCORE /100

 Location: Indonesia
• Global temperatures have risen 0.8ºC since the pre-industrial age and could rise by 1.5
to 2ºC by 2050 if decisive action is not taken. This is expected to reduce food and
energy production while increasing the regularity and severity of natural disasters.
• South Asia, home to the greatest number of poor people in the world, is especially
vulnerable due to its food and energy shortfalls along with increasing population,
which will put greater stress on resources.
• To reduce the impact of the worst effects, major investments in infrastructure
including flood defenses, drought and heat resistant crops and improved water
management will be necessary.

 Location: Bahamas
• The Bahamas are experiencing much hotter and longer summers and the cooler
months seem arrive later and later each year.
• Due to the warming of the atmosphere they are experiencing an increase in the
existence of vector borne diseases, such as dengue and Lyme (tick) disease.
• They are also seeing the bleaching effects of the sun’s heat on coral reefs, which are
natural sea wave breakers and the first barriers of defense against storm surges.

 Location: Chile
• Although Chile is not producing many of the greenhouse gases that are contributing to
global warming, it is seeing the effects of climate change.
• Glaciers are disappearing, mudslides are becoming more common, and snow is falling
at different times, or is replaced by rain.
• Recently, an entire lake disappeared after the Tempano Glacier (which acted as a
dam) melted.

 Location: Amazon Rainforest
• Global change and deforestation will likely lead to increased temperatures and
changing rain patterns. This will affect the region’s forests, water availability,
biodiversity, agriculture, and human health.
• Over time, 30-60% of the Amazon could be transformed into a dry savanna.

*For this region, you can focus on Brazil

 Concept 4: The Cycle of Climate Change
Standard HS-ESS2-4 Use a model to describe how variations in the flow of energy
into and out of Earth’s systems results in changes in climate.
Essential How does the flow of energy affect natural changes in climate?
Question(s) How are humans affecting the natural flow of energy into and out of
Earth’s systems?
Suggested 5 instructional days
Time
Learning •Students will be able to describe how natural fluctuations in
Objective energy levels contribute to climate change.
• Students will be able to research past climates and predict what
our future climate may look like.
• Students will be able to infer how human activity has affected
global climate.
• Students will be able to research how volcanic activity can affect
global climate.
Assessment • Effects of Climate Change activity (on Chrome books)
Evidence • Completion of Work Card tasks (groups assigned from Pre test)
• Students will assess their learning by daily recording new facts
that may relate to the unit essential question.
• Students will assess their learning by writing a reflection on day
5 in their science journal to explain their current answer to the
unit essential question.
• Teacher observation and questioning to formatively assess
student progress.
Learning Effects of Climate Change Activity (See Appendix)
Activity Work Cards (See Appendix)















Concept 4: Work Cards
Appendices Green Group= Grade- Level Learners
Blue Group= Struggling Learners
Orange Group= Advanced Learners

Green Group
1. Using the 3 articles provided, read and locate information that explains how the
North and South Poles are being affected by climate change. You may write on the
articles if needed, or take notes on a separate sheet of paper.
2. Create a climate change poster using one of the colored pieces of paper provided.
Your poster must include:
a. A creative title
b. One prediction for the future of animals at the poles, as a result of climate
change.
c. One prediction for the future of the environment at the poles, as a result of
climate change.
d. Two actions steps that humans can do to help environment at the poles.
e. Two pictures that complement the poster.
i. You can draw these or print them out!
f. Color
3. When you are done, please turn in your poster to your hour’s basket in the back of
the room and pick up a homework sheet next to the basket!

Blue Group
1. Using the 3 articles provided, read and locate information that explains how the
North and South Poles are being affected by climate change. You may write on the
articles if needed, or take notes on a separate sheet of paper.
2. Create a climate change poster using one of the colored pieces of paper provided.
Choose to focus on animals or the environment at the poles.
Your poster must include:
a. A creative title
b. One prediction for the future of the animals or environment at the poles, as a
result of climate change.
c. One action step that humans can do to help environment at the poles.
d. One picture that complements the poster.
i. You can draw this or print it out!
e. Color
3. When you are done, please turn in your poster to your hour’s basket in the back of
the room and pick up a homework sheet next to the basket!






Orange Group
1. Using the 3 articles provided, read and locate information that explains how the
North and South Poles are being affected by climate change. You may write on the
articles if needed, or take notes on a separate sheet of paper.
2. Create a climate change poster using one of the colored pieces of paper provided.
Your poster must include:
a. A creative title
b. Three predictions for the future of climate change at the poles
i. One of your predictions should focus on animals at the poles
ii. One of your predictions should focus on the polar environment
iii. The third prediction is your choice!
c. Three actions steps that humans can do to help environment at the poles.
d. Three pictures that complement the poster.
i. You can draw these or print them out!
e. Color
3. When you are done, please turn in your poster to your hour’s basket in the back of
the room and pick up a homework sheet next to the basket!























 Effects of Climate Change Activity
1. Go to this link
2. Complete the chart below.
“Turn in” your assignment on Google Classroom!
Title Effects that we’re noticing Future predictions Areas that are affected

Threatened cultures

Increasing yields

Decreased snowpack

Severe storms

Water shortages

Species extinction

Changes in precipitation

Flooding

Rising sea levels

Droughts

Changing race

Populations at risk

Reduced growing seasons

Heat waves

Reduced tourism

Species losses

Reductions in sea ice

Changing yields

Increased disease

Receding glaciers

Unsustainable development

Loss of biodiversity

Changing forests


Concept 5: Our Future Climate
Standard HS-ESS3-5 Analyze geoscience data and the results from global
climate models to make an evidence- based forecast of the
current rate of global or regional climate change and associated
future impacts to Earth systems.
Essential What does the future global climate look like?
Question(s)
Suggested Time 5 instructional days
Learning • Students will be able to create an evidence- based forecast
Objective of global climate for a chosen region through a structured
project.
Assessment • Successful completion of the Day After Tomorrow project,
Evidence graded using a rubric (See Appendix).
• Students will assess their learning by daily recording new
facts that may relate to the unit essential question.
• Green screen access in Media Center for WeVideo
recording
• Students will assess their learning by writing a reflection
on day 5 in their science journal to explain their current
answer to the unit essential question.
• Teacher observation and questioning to formatively assess
student progress.
Learning Activity The Day After Tomorrow Project (See Appendix)

















Concept 5: The Day After Tomorrow (Student Packet)
Appendices

The Day After

Tomorrow

Honors Physical Science

2017

Group members:
___________________________________________________________
___________________________________________________________

Day 1: Research + Background information
Using the article provided and a Chrome book, collect the
following information with your group.
Turn in your packet when you are done!
You can collect it at the beginning of class tomorrow.

Overview

Today’s high school students were not born in 1978. This must seem like a long
time ago, but yet scientists were already predicting that global warming would
eventually lead to a disintegration of Earth’s polar ice caps and shelves. They
also warned that the melting of the world’s ice caps would have far-reaching
effects—far beyond a mere loss of ice in places where most of you will never
travel. In 1978 scientists were putting together climate models based on
historical data and emerging technological advances such as new satellite data.
They continued to gather data, to create new technologies, and to discover
more about the complicated mechanisms of ice masses.
New space borne data, research data gathered in the Polar Regions, and climate
models indicate that the 1978 prediction might be coming true. And it might be
unstoppable. The Pine Island Glacier in West Antarctica is losing ice four times
faster than it was a decade ago. Numerous ice shelves in the Antarctic and Arctic
collapse and drift out to sea. The Larsen A ice shelf disintegrated in 1995; the
Larsen B ice shelf disintegrated in 2002. After being stable for nearly 12,000
years, the Larsen B ice shelf disappeared in a single season.
In the Arctic region temperatures are rising twice as fast as elsewhere in the
world. Ice is thinning, melting, and collapsing into the sea. The largest block of
ice in the Arctic, the Ward Hunt ice shelf, started to crack in 2000. Within two
years it had split all the way through. The Arctic polar ice cap is contracting at a
rate of 9 percent per decade. At this rate Arctic summers could be ice-free by the
end of this century. The consequences of the loss of Earth’s ice sheets and
shelves are far-reaching. New studies examine how the disintegration of ice
sheets could result in a rise in global sea levels. Other studies attempt to
estimate the level of rise should particular ice sheets disintegrate and melt in
open ocean waters. Satellite images of more than 200 glaciers on the Antarctic
Peninsula showed that they were melting approximately 12 percent faster in
2003 than they were in 1993.
The melting in the Arctic, for example, will affect natural ecosystems of polar
bears, whales, and seals. It will change migration patterns and adversely affect
the native people who depend on the ecosystem. Without the cooling effect of
the layers of ice, Earth will absorb more sunlight, and temperatures will warm
even more.
A satellite survey shows that more than 300 glaciers on the Antarctic Peninsula
are flowing toward the sea some 12 percent faster in 2003 than they were in
1993. Increased temperatures will produce faster melting, which will contribute to
sea level rise, threaten low-lying areas around the globe, cause coastal flooding,
and contaminate freshwater supplies. Scientists now predict a 3-foot sea rise by
2100. This would flood approximately 22,400 square miles along the Atlantic and
Gulf coasts of the United States. “Warming Arctic Affects Wheat in Kansas.” That
headline would be a lot closer to home, wouldn’t it? If Kansas becomes 4
degrees warmer in the winter without Arctic ice, which creates cold air masses
that slide southward, wheat farmers wouldn’t have the needed freezing
temperatures to grow winter wheat. And warmer summer days would mean 10
percent less moisture in Kansas cropland soils. Scientists continue to measure,
study, and research this complicated topic in order to better predict the changes
that may be inevitable. They also look to future possibilities for remediation of the
problems and important solutions to complex predicaments.
http://ete.cet.edu/gcc/?/icecaps_teacherpage/
Ice Caps, Ice Sheets, and Ice Shelves: What's the Difference?

An ice sheet is a chunk of glacier ice that covers the land surrounding it and is
greater than 50,000 kilometers (20,000 miles) wide. An ice sheet is also known
as a continental glacier. During the last glacial period the Laurentide ice sheet
covered much of Canada and North America, the Weichselian ice sheet covered
Northern Europe, and the Patagonian ice sheet covered much of Southern South
America. Currently, the only ice sheets on Earth are in Antarctica and Greenland.
Ice sheets are usually warmer at their base than on the surface. That is because
of geothermal heat. When melting occurs, the water lubricates the sheet and it
flows more quickly. This produces fast-flowing channels called ice streams.

The Antarctic ice sheet is the largest single mass of ice on Earth. It covers almost
14 million square kilometers, has 30 million cubic kilometers of ice, and holds
approximately 90 percent of the freshwater on our planet. If melted, the Antarctic
ice sheet would raise sea levels by 61.1 meters.
The Antarctic ice sheet is divided by the Transantarctic Mountains. On one side
is the East Antarctic ice sheet (EAIS), with the West Antarctic ice sheet (WAIS)
on the other side of the mountains. Interestingly, the West Antarctic ice sheet lies
below sea level, meaning that the WAIS would be seabed if the ice sheet was not
there. The WAIS is next to the Ross and Ronne ice shelves.
Greenland Ice Sheet
The Greenland ice sheet (shown above) covers approximately 82 percent of
Greenland’s surface. If melted, this ice sheet would raise sea levels by 7.2
meters. NASA’s Gravity and Recovery and Climate Experiment results estimate
that 239 cubic kilometers (57.3 cubic miles) of the ice sheet are melting each
year.

Ice caps cover less than 50,000 square kilometers and usually feed a series of
glaciers around its edges. While not hemmed in by any surface features (they lie
on top of mountains), they are usually centered on a highest point (called a
massif). Ice flows away from this highest point toward the cap’s edges. If a
glacier moves or retreats, distinctive erosional features are formed. The Great
Lakes in North America were formed by glacial action. Polar ice caps are high-
latitude regions covered in ice. They are not strictly an ice cap (because they are
usually larger than the 50,000 square kilometer limit used to define ice caps), but
most people refer to these areas as ice caps anyway.

An ice shelf is a thick, floating slab of ice that forms where a glacier or ice flows
down a coastline. Ice shelves are found only in Antarctica, Greenland, and
Canada. Thicknesses of floating ice shelves range from 100-1,000 meters. Ice
shelves are formed by forces of gravity from ice along the shore. Gravity
constantly pressures the movement of ice from the land to the shelf. Ice shelves
lose mass when chunks break off and slide into the ocean water. Shelves gain
mass by snow accumulation on the upper surface.
The world’s largest ice shelves are the Ross Ice Shelf and the Filchner-Ronne
ice shelf in Antarctica. The Larsen ice shelf in Antarctica broke up into hundreds
of small fragments in 1995 and 2002. Global warming trends may have been a
factor in the breakup of the ice shelf.
Canadian ice shelves are attached to Ellesmere Island. The Ayles ice shelf broke
up in 2005, the M’Clintock ice shelf broke from 1963 to 1966, and the Markham
ice shelf broke up in 2008. The only Canadian shelves still existing are the Alfred
Ernest, Milne, Ward Hunt, and Smith ice shelves.
The remaining ice shelves were formed with the Ellesmere ice shelf was reduced
by 90 percent during the 20th century.
http://ete.cet.edu/gcc/?/icecaps_icesheets

QUESTIONS
1. When did scientists start making predictions about global warming?


2. What did scientists predict would happen?


3. What are scientists observing about the Pine Island Glacier?


4. What are scientists observing about the Larsen A and B ice shelves?


5. What effects could melting in the Arctic have?


6. What are scientists observing about glaciers in Antarctica?


7. What is an ice sheet?


8. Describe the Antarctic Ice Sheet.


9. Describe the Greenland Ice Sheet.


10. What is an ice cap?


11. What is an ice sheet?


12. Where are ice shelves located?

RESEARCH
Research 2 ice shelves, 2 ice sheets and the Polar Ice Cap. What data can you find that
supports the fact that climate change in occurring? Fill in the chart below with your
information.

Type of Ice Name/ Location Data that supports climate change

Ice Shelf

Ice Shelf

Ice Sheet

Ice Sheet

Polar Ice Cap

Day 2: Identifying Effects
Using a Chrome book, fill in the following chart with your
partner.
Turn in your packet when you are done!
You can collect it at the beginning of class tomorrow.

What is What What What What is

Where happening plants are animals water the
Location is it? to the snow located are systems population
and ice here? located are of this
here? here? nearby? region?
Mount
Kilimanjaro

Muir Glacier

Arapaho
Glacier

Pokhalde
Glacier

Doldehorn
Mountain
Day 3: Create an Evidence- Based Forecast
Answer the following with your group using the
information from Day 1 and 2.
Turn in your packet when you are done!
You can collect it at the beginning of class tomorrow.

Choose 2 of the regions you researched yesterday

For each, list:
• Name of region
• Location of region (continent and country)
• Trends in snow and ice
o Data to support this!
• How these changes are affecting the biosphere (plants and animals),
lithosphere (Earth), hydrosphere (water), atmosphere (air),
anthroposphere (humans)
• How we predict these spheres will be affected in the future

Region #1






Region #2
Day 4: Designing Your Presentation
Using the information from yesterday, create a forecast using WeVideo.
Your forecast must include:
• Name of region
• Location of region (continent and country)
• Trends in snow and ice
o Data to support this!
• How these changes are affecting the biosphere (plants and animals),
lithosphere (Earth), hydrosphere (water), atmosphere (air),
anthroposphere (humans)
• How we predict these spheres will be affected in the future

 Activity Points

Research + Background Information

Students worked cooperatively and stayed on task the whole time. 1

Less than half of the questions are answered correctly and are not in complete
sentences.
Chart is less than halfway filled out (6+ boxes missing)

Students worked cooperatively and stayed on task less than half of the time. 4
Half of the questions are answered correctly and are not in complete
sentences.
Chart is halfway filled out (4-6 boxes missing).

Students worked cooperatively and stayed on task most of the time. 7

Most questions are answered correctly and in complete sentences.
Chart is mostly filled out (1-3 boxes missing).

Students worked cooperatively and stayed on task the whole time. 10

All questions are answered correctly and in complete sentences.
Chart is filled out completely.

Total Day 1 /10

Identifying Problems
Students were not on task. 2
Chart is less than halfway filled out (15+ boxes missing)

Students worked cooperatively and stayed on task less than half of the time. 8
Chart is halfway filled out (6-15 boxes missing).

Students worked cooperatively and stayed on task most of the time 14

Chart is mostly filled out (1-5 boxes missing).

Students worked cooperatively and stayed on task the whole time. 20

Chart is filled out completely.

Total Day 2 /20

Create an Evidence- Based Forecast
Students were not on task. 2
0-1 requirements are written and detailed for each region.

Students worked cooperatively and stayed on task less than half of the time. 8
2 requirements are written and detailed for each region.

Students worked cooperatively and stayed on task most of the time 14

3-4 requirements are written and detailed for each region.

Students worked cooperatively and stayed on task the whole time. 20

All 5 requirements are written and detailed for each region.

Total Day 3 /20

Video Production
Students were not on task. 1
0-1 requirements are written and detailed for each region.

Students worked cooperatively and stayed on task less than half of the time. 4
2 requirements are written and detailed for each region.

Students worked cooperatively and stayed on task most of the time 7

3-4 requirements are written and detailed for each region.

Students worked cooperatively and stayed on task the whole time. 10

All 5 requirements are written and detailed for each region.

Total Day 4 /10

Video

Student presentation included 0-1 requirements. 10

Students presented in a minimally clear, organized and professional manner.
Planning and practice is not evident.

Student presentation included 2 requirements. 20

Students presented in a somewhat clear, organized and professional manner.
Planning and practice is minimally evident.

Student presentation included 3-4 requirements. 30

Students presented in a relatively clear, organized and professional manner.
Some planning and practice is evident.

Student presentation included all requirements. 40

Students presented in a clear, organized and professional manner.
Planning and practice is very evident.

Total Day 5 /40

TOTAL SCORE /100
 Concept 6: Yellowstone and You
Standard HS-ESS3-1 Construct an explanation based on how the availability
of natural resources, occurrence of natural hazards, and changes
in climate have influenced human activity.

Essential Unit essential question: How would the eruption of the
Question(s) Yellowstone volcano affect other areas of the country?
Suggested Time 3 instructional days
Learning • Students will be able to write a C-E-R that explains how an
Objective eruption of the Yellowstone volcano could affect another
region of the country or world.
Assessment • Students will assess their learning by daily recording new
Evidence facts that may relate to the unit essential question.
• Teacher observation and questioning to formatively assess
student progress.
• Students will create an investigative report in the form of a
CER (claim, evidence, reasoning). Students must include
three pieces of evidence to support their claim and their
learning throughout the unit. Each piece of evidence must
relate to a different sphere of the world (biosphere,
geosphere, hydrosphere, atmosphere).
Learning Activity • Student research using Chrome books
• Student writing time for C-E-R report
• Chrome books available for student research


















 Concept 6: CER rubric (Standard form for THS Science Dept.)
Appendices

Category Point Value Description
Prompt: Your task is to write an investigative report in the form of a CER (claim, evidence, reasoning). You
must include three pieces of evidence to support your claim and your learning throughout the unit. Use the
notes in your science journal to help you! Each piece of evidence must relate to a different sphere of the world
(biosphere, geosphere, hydrosphere, atmosphere).
4 points CER Attempted
CER Attempt
0 points CER Not Attempted
6 points All elements of a complete CER are present

5 points 1 item incorrect*

4 points 2 items incorrect
3 points 3 items incorrect
CER Details 2 points 4 or more items incorrect
*Only if student has attempted CER.
If no attempt is made, student earns
a 0 in this category. *Incorrect elements:
____Did not have a claim or correct claim
____Did not state a claim without using possessive pronouns, “I”, “we”, “my”, etc.
____First example did not come from provided data or was not specific
____First example was missing
____Second example did not come from provided data or was not specific
____Second example was missing
____Improper use of evidence / evidence is not relevant