ngss core ideas: earth’s systems - … · about the nsta learning center • discover over 11,100...
TRANSCRIPT
Start recording—title slide—1 of 3
1
LIVE INTERACTIVE LEARNING @ YOUR DESKTOP
NGSS Core Ideas: Earth’s Systems
Presented by: Jill Wertheim
November 19, 2013
6:30 p.m. ET / 5:30 p.m. CT / 4:30 p.m. MT / 3:30 p.m. PT
About the NSTA Learning Center
• Discover over 11,100 resources
– 3,900+ free!
– Add to “My Library” and bundle in collections
– Access collections made by NSTA and other teachers
• Connect in the community forums
• Get help from online advisors
• Plan/document learning with free tools
NSTA Learning Center
3
http://learningcenter.nsta.org
Introducing today’s presenters…
Introducing today’s presenters
4
Ted Willard National Science Teachers Association
Jill Wertheim National Geographic Society
Instruction
Curricula
Assessments
Teacher Development
6
2011-2013
July 2011
Developing the Standards
8
Three-Dimensions:
• Scientific and Engineering Practices
• Crosscutting Concepts
• Disciplinary Core Ideas
View free PDF from The National Academies Press at www.nap.edu
Secure your own copy from
www.nsta.org/store
A Framework for K-12 Science Education
1. Asking questions (for science)
and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science)
and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
9
Scientific and Engineering Practices
10
1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
Crosscutting Concepts
Life Science Physical Science LS1: From Molecules to Organisms: Structures
and Processes
LS2: Ecosystems: Interactions, Energy, and
Dynamics
LS3: Heredity: Inheritance and Variation of
Traits
LS4: Biological Evolution: Unity and Diversity
PS1: Matter and Its Interactions
PS2: Motion and Stability: Forces and
Interactions
PS3: Energy
PS4: Waves and Their Applications in
Technologies for Information Transfer
Earth & Space Science Engineering & Technology
ESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth and Human Activity
ETS1: Engineering Design
ETS2: Links Among Engineering, Technology,
Science, and Society
11
Disciplinary Core Ideas
12
Life Science Earth & Space Science Physical Science Engineering & Technology
LS1: From Molecules to Organisms:
Structures and Processes
LS1.A: Structure and Function
LS1.B: Growth and Development of
Organisms
LS1.C: Organization for Matter and
Energy Flow in Organisms
LS1.D: Information Processing
LS2: Ecosystems: Interactions, Energy,
and Dynamics
LS2.A: Interdependent Relationships
in Ecosystems
LS2.B: Cycles of Matter and Energy
Transfer in Ecosystems
LS2.C: Ecosystem Dynamics,
Functioning, and Resilience
LS2.D: Social Interactions and Group
Behavior
LS3: Heredity: Inheritance and
Variation of Traits
LS3.A: Inheritance of Traits
LS3.B: Variation of Traits
LS4: Biological Evolution: Unity
and Diversity
LS4.A: Evidence of Common Ancestry
and Diversity
LS4.B: Natural Selection
LS4.C: Adaptation
LS4.D: Biodiversity and Humans
ESS1: Earth’s Place in the Universe
ESS1.A: The Universe and Its Stars
ESS1.B: Earth and the Solar System
ESS1.C: The History of Planet Earth
ESS2: Earth’s Systems
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
ESS2.D: Weather and Climate
ESS2.E: Biogeology
ESS3: Earth and Human Activity
ESS3.A: Natural Resources
ESS3.B: Natural Hazards
ESS3.C: Human Impacts on Earth
Systems
ESS3.D: Global Climate Change
PS1: Matter and Its Interactions
PS1.A: Structure and Properties of
Matter
PS1.B: Chemical Reactions
PS1.C: Nuclear Processes
PS2: Motion and Stability: Forces
and Interactions
PS2.A: Forces and Motion
PS2.B: Types of Interactions
PS2.C: Stability and Instability in
Physical Systems
PS3: Energy
PS3.A: Definitions of Energy
PS3.B: Conservation of Energy and
Energy Transfer
PS3.C: Relationship Between Energy
and Forces
PS3.D: Energy in Chemical Processes
and Everyday Life
PS4: Waves and Their Applications in
Technologies for Information
Transfer
PS4.A: Wave Properties
PS4.B: Electromagnetic Radiation
PS4.C: Information Technologies
and Instrumentation
ETS1: Engineering Design
ETS1.A: Defining and Delimiting an
Engineering Problem
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
ETS2: Links Among Engineering,
Technology, Science, and
Society
ETS2.A: Interdependence of Science,
Engineering, and Technology
ETS2.B: Influence of Engineering,
Technology, and Science on
Society and the Natural World
Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas
Disciplinary Core Ideas
Instruction
Curricula
Assessments
Teacher Development
2011-2013
July 2011
13
Developing the Standards
Adoption of NGSS
Adopted
Some step in consideration has been taken by an official entity in the state (from NASBE) 17
18
MS-PS1 Matter and Its Interactions Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.
Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
---------------------------------------------
Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions
Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation
19
MS-PS1 Matter and Its Interactions Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.
Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
---------------------------------------------
Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions
Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation
20
MS-PS1 Matter and Its Interactions Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.
Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
---------------------------------------------
Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions
Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation
21
MS-PS1 Matter and Its Interactions Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.
Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
---------------------------------------------
Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions
Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation
NGSS @ NSTA Earth Systems in NGSS
Nov. 19, 2013
Jill Wertheim
National Geographic Society
Contact: [email protected]
Image credit: NASA/NOAA
Earth Science Disciplinary Core Ideas
ESS1. Earth’s Place in the Universe
ESS2. Earth’s Systems
ESS3. Earth and Human Activity
What is a Disciplinary Core Idea (DCI)?
1. Significance: organizing concept within the discipline
2. Broad explanatory power: can explain a variety of key phenomena in the world around you
3. Generative: a tool for understanding more complex ideas and applying to problems/framework
4. Relevant to peoples’ lives: engages life experiences, societal and personal interests/concerns
5. Usable from K to 12: teachable and learnable across many grades at increasing depth and sophistication
Adapted from Joe Krajcik’s Matter and Energy NSTA webinar
http://learningcenter.nsta.org/products/symposia_seminars/Ngss/webseminar27.aspx
Core Idea ESS2: Earth Systems How and why is the Earth constantly changing?
ESS2.A Earth Materials and Systems
– How do the major earth systems interact?
ESS2.B Plate Tectonics and Large-scale System Interactions
– Why do the continents move, and what causes earthquakes and volcanoes?
ESS2.C The Roles of Water in Earth’s Surface Processes
– How do the properties and movements of water shape earth’s surface and affect its systems?
ESS2.D Weather and Climate
– What regulates weather and climate?
ESS2.E Biogeology
– How do living organisms alter earth processes and structures?
Goals for this webinar
1. Provide a sense of what the goals are for K-12 Earth Systems in NGSS
2. Place each Earth Systems idea into a unifying conceptual framework
3. Contrast these goals with previous earth science standards -- why are the differences significant?
4. Discuss how these new goals can be addressed in the classroom
(My) Framework for Earth Systems Ideas
• Energy from the sun and the Earth’s interior drive the cycling of matter and energy through the Earth system, which causes:
– cycling of water in and out of the atmosphere,
– movement of rock material across the surface of the earth and through the earth’s interior
– interactions between the solid earth, atmosphere, water, and biota
• Humans depend on (and influence) the natural resources that result from these systems and their interactions
Are students able to apply their knowledge of these ideas to carry out investigations, develop models, or construct evidence-based explanations?
Can students show how these concepts can be examples of stability and change, cause and effect, or how they can be used as a platform for engineering innovation?
Also…
Questions about the framework?
1. How does it compare to ways that you have approached teaching earth science in the past?
2. How do you think using a framework like this might influence your teaching?
1. Water’s unique physical and chemical properties enable it to play an important role in Earth system processes.
2. Sunlight and gravity drive the continual cycling of water among reservoirs in the earth and atmosphere.
3. The movement of water (and ice) shapes the surface of the earth.
ESS2.C The roles of water in earth processes
Image: http://www.history.com/images/media/slideshow/idaho/idaho-snake-river-canyon.jpg
Water Cycle in NGSS
-Maps show kinds of water bodies
-Where water is stored on the Earth
ES
-Water cycling in and out of the atmosphere and through the ocean
-Role of energy driving the water cycle
-Water stores, moves, releases energy MS
HS
-Water (and wind) shape the surface of the Earth by breaking and moving rock material
Related concepts in NGSS
-Water and ice interact with land, atmosphere, and living things in different ways
-Human activities affect streams and ocean
-Humans depend on water resources
-Major influence of climate is ocean absorption, storage, redistribution of energy from sunlight
-Water shapes the Earth’s surface & weather patterns -Weather & climate are influenced by the
circulation of water in the ocean and atmosphere
How is NGSS different?
1. NO WATER CYCLE BEFORE MIDDLE SCHOOL!
2. Focus just on describing water at (and near) the surface of the Earth in K-5 – no phase changes!!
3. Prepare students for the complex system by making them aware of energy stores
4. In middle school add flows between stores
5. Use energy to bring coherence to the process
6. Use water’s properties and movement through the Earth system to make connections to weather and climate, plate tectonics, erosion and deposition
http://www.atmos.illinois.edu/earths_atmosphere/water_cycle.html
The typical approach can obscure the essential ideas…
Student conceptions
• Water moves directly from the surface into a cloud (there is no other water in the atmosphere)
• Water vapor condenses when it is warmed
• Rain falls from a cloud when the pool of water inside the cloud gets too full
• Water only evaporates when it is boiling
• Clouds always form above the water body from which it evaporated
A better diagram would focus only on essential concepts
http://bushscience.weebly.com/hspe-science.html
Shows the:
• Relationship between air temperature and water
• Movement of air from place to place also moves water vapor
• Amount of water vapor in air can vary and change
• Liquid water flows across the surface of the Earth from high to low
• Water vapor exists throughout the air, not just in clouds
Water Vapor
http://pmm.nasa.gov/education/videos/components-water-cycle
Practices • Ask questions • Plan investigation • Analyze data • Engage in
argument from evidence
Cross-cutting Concepts • Patterns • Cause and effect • Energy and matter
Intensity of precipitation
http://pmm.nasa.gov/education/videos/components-water-cycle
Practices • Develop models • Analyze data • Construct
explanations Cross-cutting Concepts • Patterns • Cause and effect • Stability and change • Energy and matter
Intensity of water demand Info at http://newswatch.nationalgeographic.com/2013/10/09/more-water-stress-than-meets-the-eye/
Map courtesy of the Cooperative Institute for Research in Environmental Sciences, Western Water Assessment
Practices • Ask questions • Plan investigations • Develop models • Engage in argument from
evidence • Obtain, evaluate,
communicate information
Cross-cutting Concepts • Energy and matter • Stability and change • Cause and effect
Please indicate the degree to which you agree or disagree with each statement.
There are significant differences between our 2013 standards for the water cycle and NGSS.
Strongly agree Strongly disagree
What questions do you have? (Type in the chat.)
1. All earth processes are the results of the cycling of matter and energy within and among Earth systems.
2. These processes consist of interacting subsystems within the Earth system: geosphere, hydrosphere, atmosphere, biosphere.
3. Earth’s systems are dynamic and continually react to changing influences, including human activities.
ESS2.A Earth’s materials and systems
http://pubs.usgs.gov/fs/2004/3072/images/La-ConchitaLG.jpg
Earth’s materials and systems in NGSS
ES
MS
HS
-Ways that Earth subsystems interact
-Erosion and deposition shape the Earth’s surface
-Energy from sun and Earth interior drive global cycling of matter and energy
-Dependence of human systems on natural resources
-Dynamic global system interactions result in feedback effects
-Thermal convection main driver of matter and energy cycling through Earth
-Range of timescales for geologic events
-Water is found in different forms on the Earth
-Human activities have a major impact on Earth’s subsystems
-Natural resources are limited and unevenly distributed by geologic events
-These cycles change the surface of the Earth
-Model of Earth interior
-Cyclical changes in the solar system
-Movement of Earth’s plates
-EM radiation and global climate change
-Human activities/biosphere/atmosphere dynamics
Related concepts in NGSS
Student Conceptions….?
1. Students have a VERY hard time with systems
2. There is very little research on students’ ideas around this approach to teaching Earth systems
Systems thinking: what does it take?
• thinking in terms of dynamic processes (feedback loops)
• understanding how the behavior of the system arises from the interaction of its agents over time
• discovering and representing feedback processes that underlie observed patterns of the system’s behavior
• identifying stock and flow relationships From Assaraf & Orion, 2004
http://www.europeanbusinessreview.com/europeanfinancialreview.com/wp-content/uploads/2012/08/image5.png
SERC’s Earth Labs • Using a local study site make predictions about ways that a change
in one component of the site might affect the other components
• Create a diagram showing ways energy and matter cycle the earth system at the site
• Use GLOBE data set to create graphs of local earth system data, compare to regional data, make predictions
• Make connections to global earth systems
http://serc.carleton.edu/eslabs/climate/1a.html
Please indicate the degree to which you agree or disagree with each statement.
I am comfortable teaching about the Earth in terms of four interacting sub-systems.
Strongly agree Strongly disagree
What questions do you have? (Type in the chat.)
• The movement of plates is supported by multiple lines of evidence
• The movement of tectonic plates is driven by the release of energy from the Earth’s interior and gravity pulling the plates toward the interior
• Convection inside the Earth results in plates pushing together and pulling apart, creating and destroying ocean basins, carrying continents, causing earthquakes and volcanoes, forming mountain ranges and plateaus
• Tectonic activity has shaped and re-shaped the Earth’s surface in the past, and these processes continue today
ESS2.B Plate Tectonics and large-scale systems interactions
www.bbc.co.uk
Plate Tectonics in NGSS
ES
MS
HS
Maps show shapes and locations of surface features on the Earth
Mantle convection moves plates across the surface of the Earth and creates a pattern of geologic features
Mantle convection is driven by energy being released from the Earth interior and from plates being pulled by gravity
Earth events can happen quickly or slowly
A variety of natural hazards result from natural processes; humans can take steps to reduce impacts
Rock formations record changes over time
Maps show history of plate motion
PS: Spontaneous radioactive decay follows characteristic exponential decay law
Convection in the atmosphere and ocean
PS: Energy cannot be created or destroyed, but it can be transported from one place to another or transferred out of the system
*Density is a characteristic property of a substance
Related concepts in NGSS
Student Conceptions • No idea what plates are in the “real world”
• Plates are around the Earth’s core
• Continents float on water
• Ocean basins do not move
• Mantle is molten
• Convection moves fast, like boiling water
• Plate material cannot bend
http://www.teleseismic.net/aboutearthquakes/aboutearthquakes.html
A better diagram focuses on circulation within the Earth and its relationship to the surface of the Earth
www.tectonics.caltech.edu http://www.gns.cri.nz/Home/Learning/Science-Topics/Landforms/Mountains-and-Uplift/Tectonic-uplift
All abstract representations should be related to the real world
skimonline.com www.bbc.co.uk
Satellite imagery Actual photograph of two diverging plates
Images of the Mid-Atlantic Ridge
http://www.planetaryvisions.com/libsamples/EBB_021.jpg
Please indicate the degree to which you agree or disagree with each statement.
I am comfortable teaching students how convection transfers matter and energy from place to place.
Strongly agree Strongly disagree
What questions do you have? (Type in the chat.)
ESS2.D Weather and Climate
• Both weather and climate are shaped by complex interactions among components of the Earth system over a range of timescales
• The sun warms the surface of the Earth, trace gasses in the atmosphere absorb energy radiating from the Earth
• Ocean and atmospheric circulation redistribute energy globally
• Changes to Earth systems can change the climate, feedback loops amplify or maintain stability
https://www.e-education.psu.edu/earth103/files/earth103/module03/net%20in%20erbe_total.png
Weather & Climate
ES
MS
HS
Connections
-What is weather, climate
-Observations of phenomena
-Regional and global climate patterns
-Basic components of global weather & climate system
-Global climate system is a function of radiation from the sun redistributed among the ocean, atmosphere, land systems and radiated into space
-Sunlight warms the earth’s surface
-Types of severe weather vary by region, can plan for hazards
-Ways that the “spheres” interact
-Human activities affect land, air, water
-Movement of water in the atmosphere is a major driver of local weather
-Cyclical changes to Earth’s orbit cause pattern of gradual changes to Earth’s climate
-Changes to global and regional climate can also be from changes to atmosphere and ocean circulation, volcanism, vegetation, human activity
http://serc.carleton.edu/images/earthlabs/weather_climate/earths_energy_balance_589.jpg
Typical approach: the point is obscured in extra information
A better diagram focuses ONLY on the main points in NGSS: Energy is transferred from the sun to the surface of the Earth, surface of the
Earth to the atmosphere, warms the atmosphere
http://www.gov.pe.ca/photos/sites/environment/climate_change/greenhouse-effect4.jpg?6326
Still, there are some things I would change…
Animation of sea surface temperature
http://pmm.nasa.gov/education/videos/components-water-cycle
Practices • Develop models • Plan investigations • Construct
explanations
Cross-cutting Concepts • Patterns • System models • Stability and change
ESS2.E Biogeology
• The properties of the Earth and atmosphere affect the environments in which life emerged and evolves
• Organisms are a major driver of the global carbon cycle, influence global climate by modifying the composition of the atmosphere
• As the Earth changes, life adapts to those changes
http://cimss.ssec.wisc.edu/sage/ess/lesson1/images/800px-Seawifs_global_biosphere.jpg
Biogeology
ES
MS
HS
Connections
Earth’s major systems interact in multiple ways (spheres)
Living things affect the places they live
Dynamic feedbacks between Earth’s biological systems and physical systems affect both systems
Earth systems cause feedback effects that increase or decrease changes
Framework Brainstorm: How would you revise my framework for earth systems in NGSS in a way that would
help teachers?
• Energy from the Sun and the Earth’s interior drive the cycling of matter and energy through the Earth system, which causes:
– Cycling of water in and out of the Earth
– Cycling of rocks through the Earth
– Interactions between the four Earth subsystems
• Humans depend on (and influence) these systems and their interactions
My version
Your version
Connect and Collaborate
Discussion forum on NGSS in the Learning center
NSTA Member-only
Listserv on NGSS
70
Web Seminars on Core Ideas
September 10: Matter and Its Interactions
September 24: Waves and Their Applications
October 8: Energy
October 22: Motion and Stability: Forces and Their Interactions
November 5: Earth’s Place in the Universe
November 19: Earth’s Systems
December 3: Earth and Human Activity
Coming in 2014: Life science and engineering design
71
NSTA Resources on NGSS
Web Seminar Archives
• Practices (archives from Fall 2012)
• Crosscutting Concepts (archives from Spring 2013)
• Disciplinary Core Ideas (Fall 2013)
Journal Articles
• Science and Children
• Science Scope
• The Science Teacher
72
Online Short Course
Moving Toward NGSS: Connecting Science to Common Core With Picture-Perfect Science Lessons • Instructor: Emily Morgan, NSTA Press Author (Picture-
Perfect Science series, Teaching Science Through Trade Books, and Next Time You See children's book series)
• Live web seminars dates: December 2, December 9, December 16, all at 6:30 p.m. ET
• Member price: $179
• Nonmember price: $199
Register at http://learningcenter.nsta.org/ngss
73
Future Conferences
National Conference
Boston – April 3-6, 2014
76
Area Conference
Denver – December 12-14
Thanks to today’s presenters!
Introducing today’s presenters
77
Ted Willard National Science Teachers Association
Jill Wertheim National Geographic Society
Thank you to the sponsor of today’s web seminar:
This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or
such information does not constitute an endorsement by NSTA of a particular company or organization, or its programs, products, or services.
Thank you to the sponsor of tonight’s web seminar—1 of 6
78
Thank you to NSTA administration—2 of 6
National Science Teachers Association
David Evans, Ph.D., Executive Director
Al Byers, Ph.D., Acting Associate Executive Director, Services
NSTA Web Seminar Team
Flavio Mendez, Senior Director, NSTA Learning Center
Brynn Slate, Manager, Web Seminars, Online Short Courses, and Symposia
Jeff Layman, Technical Coordinator, Web Seminars, SciGuides, and Help Desk
79