NGSS Performance Expectations / CT Framework for Science

SCIENCE GRADE Click here to enter text. : TOPIC

Performance Task

Grade/Subject / Ninth grade/ Earth Systems /
Topic / Using data to understand feedback loops /
Task Title / Where will my garden grow? Interdependence /
Pacing / 3-6 weeks, embedded in the unit “Earthship”

Task Overview

In this task students will gather, analyze, and interpret datato choose a location in Connecticut to plant a sustainable garden. The task will allow students to choose a mode of presentation that will show that earth systems cause feedback loops in the earth. Student expert groups will collect data in a specific area. Members from each group will form a team, chose a mode of presentation and defend the data that supports their choice of location for a sustainable garden.
The unit assumes students have knowledge of what is needed to grow a garden, and what is sustainable gardening. Gardening is an engineering task.
Many communities are participating in Community Supported Agriculture(CSA) to support local farmers and gardeners and contribute to the local food supply. Gardens are a source of healthier food, encourage outdoor activity, teach how food is grown, and is less expensive than markets. The focus of this task for students to recommend to your Town Council an area of land in Connecticut that will support a sustainable CSA. Student groups will gather and analyze data as hydrologists, atmospheric scientists, or geologists. Members from each group will form a Team of Experts to interpret each group’sdata and recommend alocation. The team willchoose a mode of presentation.
Geologists analyze, soil formation, rock formation, or plate tectonics. Hydrologists can look at patterns in water movement, the water table, percolation rates in soil or testing for soil nutrients. Atmospheric scientists will research convection currents, analyze weather patterns and conditions.
Students, as geologists,may examine Earth’ systems dynamic feedback effectsby gathering evidence how of tectonic plates move through thermal convection. Convection currents cause the cycling of materials and gravitational movement of denser materials.Plate tectonics are viewed as the surface expression of mantel convection and data sets exist to quantitate this process
As, hydrologists, students may analyze the properties of water and it’s gravitational movement. Water’s exception capacity to absorb, store, and release large amounts of energy that allows it to dissolve and transport. This group of students may look at the components of water and measure dissolved elements or percolation rate
As atmospheric scientists students may explore earth’s global climate system’s dependence upon solar radiation. The atmosphere’s ability to reflect, absorb,store and redistribute energy among the atmosphere, ocean and land systems. Weather and climate data is available for research.
Students will develop and use models to analyze and interpret data. From this information they will planand carry out investigations to then engage in an argument from evidence collected. The data will explore how energy and matter influence structure and function in the Earth. Through participation in the gathering of evidence to support a claim, students will realize that stability and change both illustrate the interdependence of science, engineering and technology.

Essential Question(s)

How does data exemplify the changes that occur in systems?
Which systems within the earth structure support agriculture?
What are the connections between Earth systems and living things? /

NGSS Performance Expectations / CT Framework for Science

In middle school students developed models of earth’s materials and cycling of water and atmospheric circulation. ( MS – ESS2-1, ESS2-4, ESS2-6) .

HS-ESS2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth’s systems.
HS-ESS2-3.Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection
HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
HS-ESS2-7. Construct an argument based on evidence about the simultaneous co-evolution of Earth’s systems [and life on Earth].
HS-ETS-1. Analyze a major global challenge to specify [qualitative] and quantitative criteria [and constraints] for solutions that account for societal needs and wants
HS-ETS-2 Design a solution to a complex real-world problem by breaking it down into smaller,more manageable problems that can be solved through engineering.

CT 9.7: Elements on Earth move among the reservoirs in the solid earth, oceans, atmosphere, and organisms as part of biogeochemical cycles.

Science & Engineering Practices

Disciplinary Core Ideas

Crosscutting Concepts

Planning and carrying out investigations

Analyzing and interpreting data

Developing and using models

Obtaining, evaluating, and communicating information

Constructing explanations and Designing solutions

Engaging in argument from evidence

ESS2.A: Earth materials and systems

ESS2.B: Plate tectonics and large-scale system interactions

ESS2.C: the roles of water in earth’s surface processes

ESS2D: Weather and climate

ESS3.D: Global Climate Change
ETS.A Defining and Delimiting Engineering Problems
ETS1.B Developing Possible Solutions /

Patterns

Cause and Effect: Mechanism and Explanation

Systems and System Models
Stability and Change
Systems and Systems Models
Choose an item. / Choose an item. /

CCS Core Literacy Standards

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ISTE Standards

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After reading their descriptions, check those that apply to performance task.
☐ Creativity
☐ Communication and Collaboration
☐ Research and Information Fluency
☐ Critical Thinking, Problem Solving, and Decision Making
☐ Digital Citizenship
☐ Technology Operations and Concepts

K-D-U

KNOW

Facts, formulas, information, vocabulary

Skills of the discipline, social skills, production skills, processes (usually verbs/verb phrases)

Hint: Use the standards!

Possible system interactions such as:

Atmosphere: climate feedback loops, greenhouse gases, effects of greenhouse gases
Hydrosphere: glacial ice, temperature, reflection, convection, conduction, radiation, runoff and soil erosion, groundwater recharge and sediment transport
Geosphere: how plate tectonics and interactions of the hydrosphere and atmosphere affects soil formation, and loss of wetland
Know that data is evidence of cause and effect / Analyze past and current data from the atmosphere, hydrosphere and or geosphere
Diagram energy transfer in the hydrosphere, geosphere, and or atmosphere
Articulate conclusions and explanations based on research data
Assess results based on the investigation
Design and investigate appropriate scientific investigation to answer different questions(DINQ.4)
Identify independent and dependent variables including those that are kept constant and those used as controls.(DINQ.5)
Explain how the different earth systems can change and create feedback resulting in changes to other systems.
Assess the reliability of the data that was generated in the investigation.(DINQ.7)
Communicate about science in different formats using relevant science vocabulary and supporting evidence and clear logic.(DINQ.10)

UNDERSTAND

Big ideas, generalizations, principles, concepts, ideas that transfer across situations

Students will understand that feedback loops are cycles of mutual reinforcement that exist between the earth systems that have a direct influence on the scale, proportion, and quantity of the mechanisms required to grow food.
Students will understand that data can explain and predict changes in the earth systems.
Students will understand that creating models to collect data can give structure to an argument

Notes for Teachers

Gardening, is a part of horticulture that involves the growing and cultivating of plants for their fruit, flowers, leaf, stem or root and involves direct care. Farming or agriculture is the cultivation of plants, animal, fungi, and other life forms for food. Farming practices also produce medicine, fuel, clothing, and other products for human use. Student will first look at data sets and research their role. Teachers can choose student groups to be a geologist, hydrologist, or atmospheric scientist (or let students choose after doing the 4A’s activity that explains each role.) This task is part of a larger unit that will guide students through several tasks required to engineer an Earthship.
The Geology group should look at data about soil formation, rock formation, or plate tectonics. Hydrologists can look at patterns in water movement, data on the water table, percolation rates in soil or testing for soil nutrients. Atmospheric scientists will research convection currents, analyze weather patterns and conditions, and explore how currents can affect weather.
Teachers should provide students with ways to assess credible data and access to data sets. SEE WORD DOCUMENT _ BOX KEEPS DISSAPPEARING /

Possible Student Misconceptions

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Materials & Resources

4 “A”s protocol reading assignment on careers. You’ll want to copy the link from Schoology here. Teachers won’t know what the protocol is. Doing the 4A’s on careers might be a good
Resources:
4 A’s protocol on 3 career choices
DATA:
CT relative humidity data:

University Corporation for Atmospheric Research
Introduction to Earth System NGSS:
Ocean and Atmospheric Data:
Asian Pacific Data Research Center:
World Bank Environmental Data
Climate Change Knowledge Portal
National Aeronautics and Space Administration
Joint Institute for the Study of the Atmosphere and Ocean
Video:
2 Billion More Coming to Dinner & 5 0thers! /

Directions for Students

The first billion of human population took from the dawn of humanity until 1830, the second billion took only 100 years, from 1830-1930, three billion more arrived in the next 60 years, the next billion will only take 13 years! Statistics, from enviroalternatives.com, state that if the present population growth and other trends continue, over the next 60 years, both degradation and urbanization will diminish our farmable land. In 2050, when the human population reaches 9 billion, only 0.6 acres of land will be available per person whereas 1.2 acres are necessary to support a diverse diet!
Many communities are participating in Community Supported Agriculture(CSA) to support local farmers and gardeners to contribute to the local food supply. Gardens are a source of healthier food, encourage outdoor activity, teach how food is grown, and less expensive than markets.
Your task is to recommend to your Town Council an area of land in Connecticut that will support a sustainable CSA. Student groups will gather and analyze data as a hydrologist, atmospheric scientist, or a geologist. Members from each group will form a Team of Experts to interpret the data and choose the best location. The team will choose the mode of presentation to show the class what they learned. Begin by researching each of the scientist roles.

Rubric

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Suggested Inquiry-Based Instruction/Activities

In order to learn:

(learnings identified in KDU)

Students might:

(one or more learning experiences)

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System Interactions / compare the data they found with other team member’s data and make connections /

Possible Student-Generated Inquiry Experiences

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