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Stanford NGSS Integrated CurriculumAn Exploration of a Multidimensional World
Stanford Center for Assessment, Learning & Equity
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
CulminatingProject
StudentVersion StanfordNGSSIntegratedCurriculum2019 1
UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?
ChallengeIntheLift-OffTask,yousawthatbeepopulationsaredrasticallydecreasing.Weareseeingthesekindsofchanges
inorganismsaroundtheworld—changesinpopulationsizeandeveninbehaviorandintraits.Whyisthis
happeningandwhatcanwedoaboutit?
Yourtaskistopickaplantoranimalharmedbyglobalwarmingand
designamethodtomonitorandminimizethisimpact.Youhave
likelyseenimagesorvideosdepictingverysadstoriesofanimals
affectedbyclimatechange.Whileitiscertainlysad,thereisstill
hope!Asagroup,createanadvocacyvideothatdescribesthe
humanimpactonyourorganismandgivesapotentialsolution,thus
replacingthesadandhopelesstypeofvideoweusuallysee.
Individually,youwillthencompareandevaluateallthedifferent
solutionsamongstyourclassmates.Youmaypresentyour
evaluationintheformatofyourchoice(report,poster,powerpoint,video,podcast,etc.)
ListofOrganismstoChooseFrom o MagpieLark
o Shorebird
o FinnishFarmBird
o Salmon
o WhoopingCrane
o Hummingbird
o Caribou
o Lilac
o SpiderOrchid
o GlacierLily
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
CulminatingProject
StudentVersion StanfordNGSSIntegratedCurriculum2019 2
GroupProjectCriteriaforSuccess Youradvocacyvideoshouldinclude:
ü Adescriptionoftheproblem
o Howisyourchosenplant/animalaffectedbyglobalwarming,andwhyisitaproblem?
o Whatarethecriteriaforsolvingthisproblem?
o Whataresomeconstraintsinsolvingthisproblem?
ü Anexplanationofyourmethodtomonitororminimizetheimpactonyourplant/animal
ü Theprosandconsofyoursolution
o Howdoesitmeetthecriteriaandconstraintsoftheproblem?
o Whataresomechallengesinmeetingthecriteriaandconstraints?
ü QualityVideoStructure
o Grabstheaudience’sattention
o Isorganizedlogically
o Includesrelevantvisuals
o Persuadesyouraudience
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
CulminatingProject
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IndividualProjectCriteriaforSuccessYoursolutionsevaluationshouldinclude:
ü Adescriptionoftheproblemfacingalloftheorganisms,including:
o Thecriteriaandconstraintsforsolvingthisproblemforalloftheorganisms
ü Scientificbackgroundtohelpyouraudienceunderstandtheproblem,including:
o Thecauseoftheproblemandtheevidencethatsupportsthiscause-and-effectrelationship
o Whetheryouthinkthisproblemwascausedbyasuddenchangeorgradualchangesthathave
accumulatedovertimeandwhy
ü Anargumentforwhyglobalwarmingposesathreattoorganisms,including:
o Howalltheorganisms’behaviorsorstructuresaffecttheirprobabilityforsuccessfulreproduction,
and
o Howthesebehaviorsorstructuresarebeingaffectedbyrisingtemperatures
o Forbothbulletsabove,remembertoincludedescriptionsofexamplesfromothergroups’
projectsasevidence
ü Anexplanationofyourmethodtomonitororminimizetheimpactonyourplant/animal
ü Anevaluationofsolutions:
o Whichsolutiondoyouthinkwillhavethemostimpact(bestmeetsthecriteria)?Why?
o Whichsolutionseemstobethemostfeasible(bestmeetstheconstraints)?Why?
o Basedonyourevaluation,whichsolutionwouldyourecommendandwhy?
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
CulminatingProject
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SolutionsEvaluationPeerReviewFeedback
CompleteafteryouhaveafullfirstdraftofyourSolutionsEvaluation.
EvaluationOwner’sName
EvaluationReviewer’sName
ReviewthefollowingsectionsoftheSolutionsEvaluation:
ü Adescriptionoftheproblemfacingalloftheorganisms,including:
o Thecriteriaandconstraintsforsolvingthisproblemforalloftheorganisms
Ø PositiveComment:
Ø ConstructiveComment:
ü Scientificbackgroundtohelpyouraudienceunderstandtheproblem,including:
o Thecauseoftheproblemandtheevidencethatsupportsthiscause-and-effectrelationship
o Whetheryouthinkthisproblemwascausedbyasuddenchangeorgradualchangesthathave
accumulatedovertimeandwhy
Ø PositiveComment:
Ø ConstructiveComment:
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
CulminatingProject
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ü Anargumentforwhyglobalwarmingposesathreattoorganisms,including:
o Howalltheorganisms’behaviorsorstructuresaffecttheirprobabilityforsuccessful
reproduction,and
o Howthesebehaviorsorstructuresarebeingaffectedbyrisingtemperatures
o Forbothbulletsabove,remembertoincludedescriptionsofexamplesfromothergroups’
projectsasevidence
Ø PositiveComment:
Ø ConstructiveComment:
ü Anexplanationofyourmethodtomonitororminimizetheimpactonyourplant/animal
Ø PositiveComment:
Ø ConstructiveComment:
ü Anevaluationofsolutions:
o Whichsolutiondoyouthinkwillhavethemostimpact(bestmeetsthecriteria)?Why?
o Whichsolutionseemstobethemostfeasible(bestmeetstheconstraints)?Why?
o Basedonyourevaluation,whichsolutionwouldyourecommendandwhy?
Ø PositiveComment:
Ø ConstructiveComment:
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld3-DimensionalIndividualProjectRubric
StudentVersion StanfordNGSSIntegratedCurriculum2019 1
Overview:Thefollowingrubricscanbeusedtoassesstheindividualproject:anevaluationofdifferentsolutionstominimizehumanimpactonorganisms.EachrubricisalignedtoonesectionoftheIndividualProjectCriteriaforSuccess,locatedonyourCulminatingProjectStudentInstructions.Usetheserubricstoseeifyouaredoingyourbestworkonyourindividualproject.Rubric1:Studentdefinestheproblemofhumanimpactonorganisms,includingcriteriaofsuccessandconstraintsthatmightlimitpossiblesolutions.
Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentdoesnotdefinetheproblemofhumanimpactonorganismsand/orincludesinaccurateorirrelevantcriteriaofsuccessandconstraintsthatmightlimitpossiblesolutions.
Studentaccuratelydefinestheproblemofhumanimpactonorganisms,includingaccuratecriteriaofsuccessORconstraintsthatmightlimitpossiblesolutions.
Studentaccuratelydefinestheproblemofhumanimpactonorganisms,includingaccuratebutpartialcriteriaofsuccessandconstraintsthatmightlimitpossiblesolutions.
Studentaccuratelydefinestheproblemofhumanimpactonorganisms,includingaccurateandcompletecriteriaofsuccessandconstraintsthatmightlimitpossiblesolutions.
Rubric2:Studentexplainsthecauseoftheproblem,includingwhetheritisduetoasuddenchangeorgradualchangesthataccumulateovertime.
Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentinaccuratelyexplainsthecauseoftheproblem.
Studentaccuratelybutpartiallyexplainsthecauseoftheproblem,andmayincludewhetheritisduetoasuddenchangeorgradualchangesthataccumulateovertime.
Studentaccuratelyandcompletelyexplainsthecauseoftheproblem,butdoesnotincludewhetheritisduetoasuddenchangeorgradualchangesthataccumulateovertime.
Studentaccuratelyandcompletelyexplainsthecauseoftheproblem,includingwhetheritisduetoasuddenchangeorgradualchangesthataccumulateovertime.
Rubric3:Studentarguesthatthereareplantstructuresandanimalbehaviorsthataffecttheprobabilityofsuccessfulreproduction,supportingwithevidencefromtheirownandothergroups’projects.
Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentaccuratelyarguesthatthereareplantstructuresandanimalbehaviorsthataffecttheprobabilityofsuccessfulreproduction,butevidencefromtheirownorothergroups’projectsismissingorinaccurate.
Studentaccuratelyarguesthatthereareplantstructuresandanimalbehaviorsthataffecttheprobabilityofsuccessfulreproduction,supportingwithgeneralscientificreasoningratherthanevidence.
Studentaccuratelyarguesthatthereareplantstructuresandanimalbehaviorsthataffecttheprobabilityofsuccessfulreproduction,supportingwithonesourceofrelevantevidencefromtheirownorothergroups’projects.
Studentaccuratelyarguesthatthereareplantstructuresandanimalbehaviorsthataffecttheprobabilityofsuccessfulreproduction,supportingwithmultiplesourcesofrelevantevidencefromtheirownandothergroups’projects.
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld3-DimensionalIndividualProjectRubric
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Rubric4:Studentexplainsthatglobalwarminglikelycausesnegativeeffectsonmanyorganisms,supportingwithevidencefromtheirownandothergroups’projects.
Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentaccuratelyexplainsthatglobalwarminglikelycausesnegativeeffectsonmanyorganisms,butevidencefromtheirownorothergroups’projectsismissing,inaccurate,orirrelevant.
Studentaccuratelyexplainsthatglobalwarminglikelycausesnegativeeffectsonmanyorganisms,supportingwithgeneralscientificreasoningratherthanevidence.
Studentaccuratelyexplainsthatglobalwarminglikelycausesnegativeeffectsonmanyorganisms,supportingwithonesourceofevidencefromtheirownorothergroups’projects.
Studentaccuratelyexplainsthatglobalwarminglikelycausesnegativeeffectsonmanyorganisms,supportingwithmultiplesourcesofevidencefromtheirownandothergroups’projects.
Rubric5:Studentdescribestheirsolutiontomonitorandminimizehumanimpactontheirchosenorganism.
Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentdescribestheirsolutionthatdoesnotmonitororminimizehumanimpactonanorganism.
Studentdescribestheirsolutiontomonitorandminimizeanirrelevanthumanimpactontheirchosenorganism,whichisnotrelatedtoglobalwarming.
Studentdescribestheirsolutiontomonitorandminimizetherelevanthumanimpactontheirchosenorganism,usingpartialdetail.
Studentdescribestheirsolutiontomonitorandminimizetherelevanthumanimpactontheirchosenorganism,usingsufficientdetail.
Rubric6:Studentevaluatesdifferentsolutionsbyidentifyingsolutionsthatbestmeetthecriteriaand/orconstraintsoftheproblemandprovidingrationales.
Emerging(1) Developing(2) Proficient(3) Advanced(4)Studentevaluatesdifferentsolutionsbyidentifyingirrelevantsolutionsthatdonotmeetthecriteriaandconstraintsoftheproblem.
Studentevaluatesdifferentsolutionsbyidentifyingrelevantsolutionsthatbestmeetthecriteriaandconstraintsoftheproblem,butrationaleismissing.
Studentevaluatesdifferentsolutionsbyidentifyingrelevantsolutionsthatbestmeetthecriteriaandconstraintsoftheproblemandprovidingsomerationale.
Studentevaluatesdifferentsolutionsbyidentifyingrelevantsolutionsthatbestmeetthecriteriaandconstraintsoftheproblemandprovidingdetailedrationales.
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
ProjectOrganizer
StudentVersion StanfordNGSSIntegratedCurriculum2019 1
UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?Youhavebeenaskedtocreateanadvocacyvideothatdescribesthehumanimpactonanorganismandgivesapotentialsolution.Aftereachtask,youwillreturntothetablebelowtoorganizewhatyoulearnasyougothroughtheunit.Bytheendofthethreetasks,youwillhaveallthisinformationtouseforyourculminatingproject.Foreachactivity,besuretoincludeanswerstoALLthequestionsprovided.Lift-OffTask:BadNewsforBees
Basedonyourdiscussioningroupstoday,q Makeahypothesis:Whatdoyouthinkiscausingthebeepopulationtodecrease?q Doyouthinkotherorganismsaroundtheworldmightalsobeaffectedbythesame
cause?How?
Task1:HeatingUp
Youhavebeenprovidedwithalistoforganismsthatareaffectedbyrisingtemperatures.Asagroup,selectanorganismfromthelisttofocusonforyourculminatingprojectandresearchyourorganism.Thenindividually,
r Definetheproblem:Whatishappeningtoglobaltemperatureandwhymightitbeaproblem?
r Identifythecriteriaforasuccessfulsolution:Howwillyouknowifasolutionaddressestheproblem?
r Identifytheconstraintsofsolvingthisproblem:Whatmightmakeithardtosolvethisproblem?
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
ProjectOrganizer
StudentVersion StanfordNGSSIntegratedCurriculum2019 2
Task2:ItTakesTwo
Consideryourchosenorganismanddoadditionalresearch,asnecessary:r WhatspecializedstructuresORbehaviorsdoesyourorganismhavethathelpitsurvive
andreproduce?Describehowthesecharacteristicsspecificallyhelpwithsurvivaland/orreproduction.
Task3:FeelingtheImpact
Inthistask,youlearnedabouthowhumansareimpactingyourchosenorganismthroughglobalwarmingandarewellonyourwaytocomingupwithasolution!
r Summarizetheideasfromyourposterhere.o Describethefeedbackyoureceivedfrompeersandhowyouplantoreviseit
basedonthatfeedback.r ReturntoyourcriteriaandconstraintsthatyouidentifiedafterTask1.Basedonwhat
youhavelearnedaboutyourorganismsofar,howcanyourevisethemoraddtothem?
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
Lift-OffTask:BadNewsforBees
StudentVersion StanfordNGSSIntegratedCurriculum2019 1
UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?Inthelastunit,youlearnedthatanorganism—algae—isbeingaffectedbychangestoitsenvironment.Takealookatthedatabelowshowingthepopulationofanotherorganism—bees:
PartA:Ifyouwantedtoknowmoreabouttheworld’sbeepopulationbetween1947-2008,whatquestionswouldyouask?Individuallyrecordanyquestionsyouwouldneedtoasktogetabetterunderstandingoftheworld’sbeepopulation.
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
Lift-OffTask:BadNewsforBees
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PartB:Asagroup,ü Discusswhatquestionseachmemberwroteonhisorherlist. ü Onalargepieceofposterpaper:
o Writethephrase“TheChangingBeePopulation”inthemiddleofyourposteranddrawacirclearoundit.
o Aroundthecircle,recordthequestionsthatweresimilaracrossyourgroupmembers. o Drawlinestolinktogetherquestionsthatrelatetoeachother. o Draftpossibleanswerstothequestions,usingyourpriorknowledge.Connectthesetothe
questionsonyourposter. ü Postyourgroupposteronthewall. ü Walkaroundandlookateachgroups’ideas.
PartC:Asawholeclass,ü Constructaclassconceptmapwiththephenomenoninthemiddle:“TheChangingBeePopulation”.
o Decidewhichkeyquestionsyouwanttohaveontheconceptmap. o Drawlineswitharrowsbetweentwokeyquestionstoshowthatthereisarelationship. o Makeasmanyconnectionsasyoucanbetweenthequestionsontheconceptmap.
ü It’simportantforeveryonetosharetheirideasandit’sokayifyoudon’tagree. ü Youwillreviseandaddnewquestionsandinformationtothisconceptmapasyoulearnmoreaboutthe
causesandeffectsofthedecliningbeepopulation. UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?ConnectingtotheCulminatingProjectYouhavebeenaskedtocreateanadvocacyvideothatdescribesthehumanimpactonanorganismandgivesapotentialsolution.Basedonyourdiscussioningroupstoday,
ü Makeahypothesis:Whatdoyouthinkiscausingthebeepopulationtodecrease?ü Doyouthinkotherorganismsaroundtheworldmightalsobeaffectedbythesamecause?How?
ThisshouldbecompletedindividuallyinyourProjectOrganizer.
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
Lift-OffTask:BadNewsforBees
StudentVersion StanfordNGSSIntegratedCurriculum2019 3
UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit? ReflectionIndividuallyreflectontheLift-OffTask,usingthequestionsprovided:
1. Atthebeginningofthistask,youmadealistofallthequestionsyouhaveaboutthedecliningbeepopulation.Lookbackatyourlist:thinkaboutthequestionsyourpeersaskedthatyoudidnotinitiallywritedown.Howaretheirquestionsdifferentfromtheonesyouoriginallyasked?
2. Inthisunit,wewillbefocusingontwocrosscuttingconcepts:● CauseandEffect:Phenomenamayhavemorethanonecause,andsometimesrelationshipscan
onlybedescribedusingprobability.● StabilityandChange:Stabilitymightbedisturbedbysuddeneventsortheaccumulationof
gradualchanges.Lookingatyourclassconceptmap,giveoneexampleofhowoneofthesecrosscuttingconceptscameupintoday’stask.
3. Nowthatyouunderstandwhatprojectyou’llbeworkingonoverthecourseofthisunit,whatelsedoyouneedtoknow?Whatadditionalquestionsdoyouhave?
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
Task1:HeatingUp
StudentVersion StanfordNGSSIntegratedCurriculum2019 1
UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?EngageIntheLift-Offtask,yousawthatthebeepopulationisdeclining.Inthelastunit,youlearnedthatalgalbloomshavebeenontheriseinrecentyears.Butwhyarethesethingshappening?Whyareweseeingchangesliketheseinmanydifferentorganismsaroundtheworld?Toanswerthesequestions,wefirstneedtoinvestigatehowenvironmentsarechangingaroundtheworldandwhy.
1. Watchthefirstminuteofthefollowingvideo:https://climate.nasa.gov/climate_resources/42/video-temperature-puzzle/.
Individually,2. Makehypotheses:
a. Whatdoyouthinkiscausingtheserisingtemperatures?
b. Whydoyouthinkrisingtemperaturesmightaffectorganisms?
3. AskingQuestions:Whatquestionscouldyouaskinordertofindoutmoreabouttheserisingtemperatures?
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Task1:HeatingUp
StudentVersion StanfordNGSSIntegratedCurriculum2019 2
UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?ExploreLikeanygoodscientist,weneedtogathermoreevidencetofigureoutwhetherglobaltemperaturesareactuallyrising,andifso,whyit’shappening.AskingQuestions:Yourteacherwillbegivingyourgrouponepieceofevidenceatatime.Foreachpieceofevidence,discusswithyourgroupandrecord:
• Whatyouthinktheevidencetellsyou• Anyquestionsyouhaveaboutthepieceofevidenceorthingsthepieceofevidencemakesyouwantto
knowmoreabout
Evidence Whatdoestheevidencetellyou? Whatadditionalquestionsdoyouhave?
Graph:Global
TemperatureChange
Graph:
TemperatureandCarbonDioxide
Experiment:TemperatureandCarbonDioxide
Graph:Carbon
EmissionsFromFossilFuels
Graph:Carbon
EmissionsFromVolcanicEruptions
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Task1:HeatingUp
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UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?ExplainNowthatyouhaveseenalltheevidence,let’sreturntoouroriginalquestionsfromtheEngage:Whatdoyouthinkiscausingtheserisingtemperatures?Whydoyouthinkrisingtemperaturesmightaffectorganisms?Drawconclusionsbyindividuallyfillingoutacauseandeffectflowchart.Youmayuseasmanyorasfewoftheboxesasyou’dlike:
LabelthearrowsabovewiththeresourcefromtheExplorethatallowedyoutomaketheconnection.UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?ElaborateStabilityandChange:LookbackatthelasttwopiecesofevidenceintheExplore.Bothgraphsexaminecausesofcarbondioxideemissions.Inpartners,discuss:
1. Whichonerepresentsasuddenchange?Whichonerepresentsgradualchangesthathaveaccumulatedovertime?Explainhowyouknow.
2. Whichcauseseemstohavemoreofanimpactovertime?
RisingGlobalTemperatures
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
Task1:HeatingUp
StudentVersion StanfordNGSSIntegratedCurriculum2019 4
UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?Evaluate:ConnectingtotheCulminatingProjectYouhavebeenaskedtocreateanadvocacyvideothatdescribesthehumanimpactonanorganismandgivesapotentialsolution.Youhavebeenprovidedwithalistoforganismsthatareaffectedbyrisingtemperatures.Asagroup,selectanorganismfromthelisttofocusonforyourculminatingprojectandresearchyourorganism.Thenindividually,
ü Definetheproblem:Whatishappeningtoglobaltemperatureandwhymightitbeaproblem?ü Identifythecriteriaforasuccessfulsolution:Howwillyouknowifasolutionaddressestheproblem?ü Identifytheconstraintsofsolvingthisproblem:Whatmightmakeithardtosolvethisproblem?
ThisshouldbedoneindividuallyinyourProjectOrganizer.UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?ReflectionIndividuallyreflectonTask1,usingthequestionsprovided:
1. Atthebeginningofthistask,youwereaskedtohypothesizewhytemperaturesarerising.LookatyourhypothesesintheEngageandyourflowchartintheExplain.Howhasyourunderstandingchangedoverthecourseofthetask?
2. Inthistask,wefocusedonthecrosscuttingconceptof:• StabilityandChange:Stabilitymightbedisturbedbysuddeneventsortheaccumulationof
gradualchanges.WheredoyouseeexamplesofStabilityandChangeinthistask?
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
Task1:HeatingUp
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3. Nowthatyouhavelearnedmoreabouttheriseofglobaltemperaturesanditscause,whatquestionsdoyoustillhave?
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
Task2:ItTakesTwo
StudentVersion StanfordNGSSIntegratedCurriculum2019 1
UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?EngageInthelasttask,yousawevidenceofrisingglobaltemperaturesandthefactorscausingthem.Whydoesariseinglobaltemperaturesmatter?HowmightthisimpacttheEarthanditsorganisms?Beforewecanexplorethesequestions,wefirstneedtounderstandwhatactuallyaffectsthesurvivaloforganismsonEarth.Inthistask,youwillexploreexamplesofdifferentanimalbehaviorsandplantstructuresthatalloworganismstosuccessfullysurviveandreproduce.
IntheLift-Off,youlearnedthatthebeepopulationisdeclining.Scientistssaythatbeesandfloweringplantsheavilyrelyoneachother,sothiscouldbeahugeconcern.
Inpartners,useyourpriorknowledgeofbeesandflowerstodiscussandtrytoanswerthefollowing:Whatdoyouthinkscientistsmeanwhentheysaybeesandfloweringplantsrelyoneachother?
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
Task2:ItTakesTwo
StudentVersion StanfordNGSSIntegratedCurriculum2019 2
UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?ExploreToexplainthisstatementfromscientists,weneedmoreevidenceabouthowanimalbehaviorsandplantstructureshelporganisms,likebeesandfloweringplants,tosurviveandreproduce.Ingroups,visitthestationsandrecordyourevidenceinthetablebelow:
Characteristic
WhatOrganismsDo/HaveThis?
Explainhowthishelpssurvivaland/orreproduction.
NestingAnimalBehavior
MigrationAnimalBehavior
BrightFlowersPlantStructure
SexPheromonesPlantStructure
Discuss:Inwhatexamplesdidanimalbehaviorsandplantstructuresseemrelated?Explain.
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
Task2:ItTakesTwo
StudentVersion StanfordNGSSIntegratedCurriculum2019 3
UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?ExplainEngaginginArgumentFromEvidence:Nowthatyouhaveseenthedifferentcharacteristicsthathelpplantsandanimalssurviveandreproduceandhowthesearerelated,let’sreturntotheEngagescenario:Scientistssaythatbeesandfloweringplantsheavilyrelyoneachother.Individually,writeanargumentthatsupportsorrefutesthisstatementusingevidencefromtheExplorestationsandyourownscientificreasoning.UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?ElaborateCauseandEffect:YouknowfromtheLift-Offthatthebeepopulationisdeclining.Whatdoyouthinkislikelytohappentoplantsifthebeepopulationcontinuestodecline?Discusswithapartnerandrecordyourpredictionandreasoningbelow:
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
Task2:ItTakesTwo
StudentVersion StanfordNGSSIntegratedCurriculum2019 4
UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?Evaluate:ConnectingtotheCulminatingProjectYouhavebeenaskedtocreateanadvocacyvideothatdescribesthehumanimpactonanorganismandgivesapotentialsolution.Consideryourchosenorganismanddoadditionalresearch,asnecessary:
ü WhatspecializedstructuresORbehaviorsdoesyourorganismhavethathelpitsurviveandreproduce?Describehowthesecharacteristicsspecificallyhelpwithsurvivaland/orreproduction.
ThisshouldbeindividuallyinyourProjectOrganizer.UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?ReflectionIndividuallyreflectonTask2,usingthequestionsprovided:
1. Atthebeginningofthistask,youwereaskedtoexplainwhatyouthoughtscientistsmeanwhentheysayplantsandbeesrelyoneachother.LookbackatyourresponsesintheEngageandyourargumentintheExplain.Howhasyourthinkingchangedorremainedthesameoverthecourseofthistask?
2. Inthistask,wefocusedonthecrosscuttingconceptof:• CauseandEffect:Phenomenamayhavemorethanonecauseandsometimesrelationshipscan
onlybedescribedusingprobability.WheredoyouseeexamplesofCauseandEffectinthistask?
3. Nowthatyouhavelearnedmoreaboutthecharacteristicsthataffectorganisms’survivaland
reproduction,whatquestionsdoyoustillhave?
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
Task3:FeelingtheImpact
StudentVersion StanfordNGSSIntegratedCurriculum2019 1
UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?EngageInTask2,youlearnedaboutthedifferentanimalbehaviorsandplantstructuresthatalloworganismstosurvive
andreproduce.Butrememberthatglobaltemperaturesarerising!Whathappensifanorganism’senvironment
changesinawaythataffectstheirbehaviorsandstructures?Inthistask,youwillinvestigatehowincreasing
temperaturesareimpactingorganismsaroundtheworld.
Manyofyouhaveheardaboutglobalwarminginthenewsorinpriorscienceclasses.Inpartners,brainstormalist
ofplantsandanimalsyou’veheardarebeingaffectedbyrisingglobaltemperatures.Foranyplantsoranimals
thatyouknowmoreabout,addadescriptionofhowtheyarebeingaffected.
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
Task3:FeelingtheImpact
StudentVersion StanfordNGSSIntegratedCurriculum2019 2
UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?
ExploreCauseandEffect:Inthelasttask,yousawexamplesofspecificplantstructuresoranimalbehaviorsthathelpan
organismsurviveandreproduce.Asglobaltemperaturesrise,weareseeingtheseplantstructuresandanimal
behaviorschanginginresponse.Howdoyouthinkthisaffectsorganisms?
Asagroup,foryourCulminatingProjectyouwillbepresentingaposterataScienceConferencethatfocuseson
thequestion:Howisglobalwarmingaffectingorganismsaroundtheworld?Researchtheorganismyouchosefor
theCulminatingProjecttofigureouthowitisbeingimpactedbyrisingglobaltemperatures.Usethespacebelow
totakenotesbasedonyourresearch:
UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?ExplainCauseandEffect:Nowthatyou’vedonetheresearch,it’stimetocreateyourposter!Asagroup,createaposter
thatdescribesyourorganismandtheimpactofrisingglobaltemperatures.Yourpostershouldinclude:
ü Adescriptionofyourorganism
ü Adescriptionoftheplantstructureoranimalbehaviorthathelpsitsurviveand/orreproduce
ü Anexplanationforhowitisaffectedbyglobalwarming
ü Visualsandheaderstogetyouraudienceinterested!
Preparetopresentyourpostertoyourclassmates!
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
Task3:FeelingtheImpact
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UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?ElaborateWeknowthatorganismsaroundtheworldarebeingaffectedbyglobalwarming,butwhatcanwedoaboutit?
Brainstormsomepotentialsolutionstomonitorandminimizethisimpactonyourchosenorganism.Todoyour
brainstorm,usethe“DesignThinkingPost-It”Method:
1. Individually,usepost-itstowritedownanyandallideasyouhaveforsolutions.Thesedonothavetobe
wellthought-out!Thegoalistogetasmanyideasontheposteraspossible.
2. Asyouwritedownideas,postthemaspost-itsonablankposterpaper.
3. MakesureEVERYONE’Sideasandpost-itsareshared!
4. Asagroup,clustersimilarpost-itideasintogroups.
5. Discussandrecordyourtopideasinthespacebelow:
UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?Evaluate:ConnectingtotheCulminatingProjectYouhavebeenaskedtocreateanadvocacyvideothatdescribesthehumanimpactonanorganismandgivesa
potentialsolution.Inthistask,youlearnedabouthowhumansareimpactingyourchosenorganismthrough
globalwarmingandarewellonyourwaytocomingupwithasolution!
ü Summarizetheideasfromyourposterhere.
o Describethefeedbackyoureceivedfrompeersandhowyouplantoreviseitbasedonthat
feedback.
ü ReturntoyourcriteriaandconstraintsthatyouidentifiedafterTask1.Basedonwhatyouhavelearned
aboutyourorganismsofar,howcanyourevisethemoraddtothem?
ThisshouldbeindividuallyinyourProjectOrganizer.
StanfordNGSSIntegratedCurriculum6thGradeScienceUnit4:AWarmerWorld
Task3:FeelingtheImpact
StudentVersion StanfordNGSSIntegratedCurriculum2019 4
UnitEssentialQuestion:Howdohumansimpactorganismsaroundtheworldandwhatcanwedoaboutit?
ReflectionIndividuallyreflectonTask3,usingthequestionsprovided:
1. Atthebeginningofthistask,youwereaskedtobrainstormalistofplantsandanimalsaffectedbyrising
globaltemperatures.Inwhatwaysisyourorganismbeingaffectedsimilarlyordifferentlybyglobal
warming?
2. Inthistask,wefocusedonthecrosscuttingconceptof:
• CauseandEffect:Phenomenamayhavemorethanonecause,andsometimesrelationshipscan
onlybedescribedusingprobability.
WheredoyouseeexamplesofCauseandEffectinthistask?
3. Nowthatyouhavelearnedmoreabouttheimpactsofglobalwarmingonorganisms,whatquestionsdo
youstillhave?