Translating the ngss for Classroom Instruction and the Common Core Standards (ccss)



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Translating the NGSS for Classroom Instruction and the Common Core Standards (CCSS)

Unit Lesson or Title


Conservation Unit 4-ESS3-2: Earth and Human Activity

Articles:



A Tree's True Color (http://dnr.wi.gov/org/caer/ce/eek/veg/trees/treestruecolor.htm)

Global Warming is Hot Stuff! (http://dnr.wi.gov/org/caer/ce/eek/earth/air/global.htm)

How to Plant a Tree (http://dnr.wi.gov/org/caer/ce/eek/teacher/plnttre.htm)


Age/Grade/Subject

Grades 3-5; Science, Math and Language Arts

NGSS Performance Expectation(s)

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans


Common Core State Standards Connections

ELA/Literacy –

W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4-ESS3-1)

W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4-ESS3-1)

Math –

MP.2 Reason abstractly and quantitatively. (4-ESS3-1),(4-ESS3-2)

MP.4 Model with mathematics. (4-ESS3-1),(4-ESS3-2)


Lesson length:

3 lessons


Background Information:

Trees are much more than something pretty in your yard. They are important for a number of reasons, including: (1) reducing run-off of water; (2) providing habitat for wildlife; (3) providing people with forest products; (4) providing a recreation site; (5) economic value, and (6) aesthetic value

In addition, trees and plants have a great impact on our air quality. Trees act like filters. The leaves capture particulates like dust, soot, and pollen and remove them from the air. They also remove and store carbon and reduce our need for energy.

http://dnr.wi.gov/org/caer/ce/eek/teacher/treeact.htm


Disciplinary Core Ideas



ETS1.B: Designing Solutions to Engineering Problems

Testing a solution involves investigating how well it performs under a range of likely conditions. (secondary to 4-ESS3-2)




Science and Engineering Practice


Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. (4-ESS3-2)




Cross Cutting Concepts


Cause and Effect

Cause and effect relationships are routinely identified and used to explain change. (4-ESS3-1)







5E Stage

Science/Engineering Practice or Crosscutting

What the Teacher Does…

What the Students Do….

What Are Students Learning? What is the Evidence of Learning?

Engage

Explanations and Designing Solutions

Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.




Lesson 1: Ask students what they know about global warming. Write their responses on the board.

Read the titles and first paragraph of each article, asking what the students think the readings are about after each. Write the responses on charts KWL.



Lesson 2: After readings, Students should draw a map to scale of their yard or school site and locate any trees on the map.

Lesson 1: Students will participate in discussion of global warming and pre-reading activities.

Lesson 1: Students will write what they know, and want to know on their KWL charts.

Lesson 2: Students should draw a map to scale of their yard or school site and locate any trees on the map.

Building connections between prior knowledge and new knowledge through the senses (Using Gardner-learning styles and meta-cognition—to build schemas-Bruner):

Map, written responses, and KWL charts.



Explore

4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Divide students into three groups and jigsaw readings.

Lesson 2:

Ask students to wipe their leaves from each tree.

Ask which tree had the most particulates. Get a consensus on the tree.

Hand students graph paper and graph the particulate by comparing to other leaves…one day…one week….one month.



Lesson 2:

Using a damp white cloth they should carefully wipe a leaf from each tree.

Using students’ maps, record which tree had the most dirt on the cloth.

Students will graph particulates that became trapped on the leaf in a week, or month.



Participation in group discussion and with research shows show assimilation of knowledge and schemas built

Explain

ETS1.B: Designing Solutions to Engineering Problems

Testing a solution involves investigating how well it performs under a range of likely conditions.

(secondary to 4-ESS3-2)


Lesson 1: Ask student groups to summarize their reading for other groups and list main point on chart paper for later referencing.

Lesson 2: Students should make several observations on sunny and windy days.


Lesson 1: Students will summarize their article for the other groups.

Lesson 2: students will record their observations on paper.

Participation in group discussion, written summaries and observational logs illustrates developing expert knowledge.


Elaborate

W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4-ESS3-1)

W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. (4-ESS3-1)

Allow students internet access to elaborate on trees, conservation, and saving energy. Tell them to begin with Green Guide for Kids Web site listed.


Lesson 2-3: Students will draw in locations where you would plant trees to save energy in order to later plant a sapling.

Students integrate expert and go beyond given information to generate and improve their ideas, as is evidenced research of topics.

Evaluate







Students will show respect of other groups during presentations and during group.

Answers observation logs/papers, in written summaries, drawings, graph of particulates and map, written responses, and KWL charts.




Grouping Strategies


Jigsaw groups, reading articles.

Tree group, how to plant a tree group and global warming group




Materials and Equipment


Chart paper and markers, KWL handouts, graph paper, rulers, pencils, young tree, crayons and markers, reading material from links, drawing paper, observation logs/paper, computer access and shovel.

Description of Performance Tasks

Note: The performance tasks should include elements from the three dimensions from the NGSS – knowing and doing




Lesson 1:

  1. Ask students what they know about global warming. Write their responses on the board. Read the title of Global Warming article and the first paragraph. Ask what do they think the article is about? Then read the title of the “Tree’s True Color” article and read the first paragraph. Ask what the students believe the article is about.

  2. Students will jigsaw articles: students will summarize their article for the other groups.

  3. 3. Tell the students that trees help clean the air, save energy, and reduce our need for energy.

Lesson 2:

1. Testing for particulate removal. Students should draw a map to scale of their yard or school site and locate any trees on the map. Using a damp white cloth they should carefully wipe a leaf from each tree. Is the cloth dirty? Can you tell what material is on the cloth? Using your map, record which tree had the most dirt on the cloth. What was the source of the material? What will happen to the particulates that became trapped on the leaf in a week? Or month?

2. Using the same map determine which trees assist in saving energy. Students should make several observations on sunny or windy days. Which trees provide shade in the summer? Students should consider the changing angle of the sun's rays during the seasons? Which trees block winter wind? Invite students to research energy conservation with trees through the internet and list the places where they found their information. A good site: http://greenguideforkids.blogspot.com/2007/07/plant-native-trees.html

3. Draw in locations where you would plant trees to save energy. What types of trees would you plant? Students should consider a variety of factors including distance to buildings, soil drainage, power and gas lines.



Lesson 3 (optional)

Plant a tree. Decide which type of tree your class will plant. Review your map for the best spot: see number 3 of lesson two.

1. Look up. If there are overhead utilities plant a low growing tree or select a different planting site.

2. Look around. Be sure you pick the right tree for the right place. Leave plenty of room for your tree to grow. That perfect spot right next to the school might not be so perfect when the tree reaches its mature size.

3.Call BG and E to be certain that there are no underground gas lines.

4. Know your hardiness zone and choose trees adapted to that zone. You don't want to plant a tree and have it die because it can't tolerate Maryland’s winter climate






Supporting English Learners











Reading or Writing Activity

Listed in Learning and Instructional Sequence



Support for Emerging learners

Support for Expanding learners

Support for Bridging learners

Story:

Chart/ vocabulary words



Whole group/tactile objects

Words/pictures

Adult supervision and peers

Summaries

Cooperative pairs and group roles

Leadership roles

Adult supervision and peers




Supporting Struggling Learners








Activity

Support for Students who Need Minor Support

Supports for Students who Need Intensive Support

Drawings

Groups

Adult supervision

Maps

Adult support

Adult assistance




Supporting Advanced Learners





Activity

Listed in Learning and Instructional Sequence



Extension for Advanced Students











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