NGSS Lesson Implications: Grades 6-8
Objective:
To experience an overview of how a sequence of planning tools
(specifically, the conceptual flow, learning outlines, and 5E
learning sequence) provide a framework for NGSS aligned
classroom planning illustrating how Science and Engineering
Practices and Cross Cutting Concepts deepen understanding of
Disciplinary Core Ideas.
Time:
Total Time
Part I
Welcome and Session Goals
Part II
Overview of the Learning Experience
Part III Inside the box: experiencing the 5E
Part IV Outside the box: debrief
Materials:
Slides
S1
S2
S3
S4
S5
S6
S8
S8
S9
S10
S11
S12
S13
S14
S15
S16
S17
S18
S19
S20
S21
S22
S23
S24
S25
S26
S27
S28
S29
S30
S31
S32
3 Hours
10 minutes
15 minutes
125minutes
30 minutes
Session Title
Session Goals
Learning Experience
Outside the Box
Tool D from Conceptual Flow to Learning Outline to 5Es
Conceptual Flow
Where Have Students Been?
Preliminary Learning Sequence
Inside the Box
Sun’s Rays
Let’s Think About
Challenge
Clear Expectations with Design Criteria
Investigation Materials
Prep for the Investigation
Does your Investigation include what it needs?
Analyze Your Data
Re-design
Again Analyze Your Data
Make a Model
Reading
Reading Share
Outside the Box
T Chart of the Learning So Far
Reflection
Inside the Box
Revise Your Model
What Goes Up Must…
Video
Compare the Lands
What Do You Notice
I Wonder
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
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S33
S34
S35
S36
S37
S38
S39
Outside the Box
Continue the T Chart of the Learning
Where Were the 5E Components?
5E Learning Sequence
Debrief Some More?
Tool D
Reflection
Handouts
H1
Conceptual Flow
H2a-b Preliminary Learning Sequence
H3
Paper Spiral (Whirligig)
H4a-i Reading
H5
5E Summary of Concepts
H6a-d Full 5ELearning Sequence for Middle Grades
Charts
C1
T Charts
Other
Chart paper
Blank paper for note sheet
Need one of the following for each group of participants.
Scissors
Light weight thread and push pins to make holes
1 pack of multi-colored markers
1 Sharpie/permanent marker
Sticky-notes for each team
2 Radiant heat sources
1) Lamp (best to use either an old incandescent light
bulb, or Infrared heat lamp, (new bulbs do not get hot)
2) small candles in containers or cans of Sterno (a hot
plate or Toaster could also be used )
Matches or torch for lighting candles, etc.
Bowls with water at room temperature
Thermometers (one per group) or (Thermal Guns if available)
Stop Watch or use stop watch on cell phone-or other electronic
device
Ruler
Goggles for eye safety with flame
Extra paper or “notebook” material for participants
(Optional fishing swivels)
Advance
Preparation:
1. Print all handouts for each participant.
2. Review MS-PS/ESS and Tool D
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
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3. OPTIONAL: PRE-cut spinner (whirligig) and thread paper
spirals to save time.
Procedure:
Part I
Welcome and Session goals
(10 minutes)
1.
Display S1 (NGSS Lesson Implications: Middle School) and welcome
participants to session. Briefly introduce presenters and ask for information
about participants (e.g., how many of you are current middle school
teachers? Who currently teaches _____?)
2.
Display S2 (Session Goals) and review the goals on the slide. Be sure to
connect this piece to the Session for Tool D and that this session
demonstrate how the tool plays out in a sixth grade classroom.
Part II
Overview of the Learning Experience
(15 minutes)
3.
Display S3 (Learning Experience) and explain that part of this session will
be examining the learning experience from outside the box (From the
teacher’s perspective) and part of it from inside the box (as the student
would experience in the classroom).
4.
Display S4 (Outside the box). Explain that to start the session,
participants will be examining the learning sequence from the teacher’s
perspective.
5.
Display S5 (From Conceptual Flow to Learning Outline to 5Es). In
partners, ask participants to recall what they remember about this graphic
from Tool D. Conduct a brief discussion, noting that this session will provide
a grade level learning sequence experience that was designed using Tool D.
6.
Display S6 (Conceptual Flow) and distribute H1 (Conceptual Flow). Ask
participants to briefly review the flow on their own first, focusing on the
circled concepts, which represent the learning sequence they will experience.
Then share ideas with their table partners. Ask different tables to share out
1-2 ideas.
Trainer Note: The circled area on the conceptual flow is stated in the 5E sequence
in slightly different words, but the ideas are the same. In addition, the concept of
temperature from the left side of the conceptual flow is brought into the 5E
sequence.
7.
Display S7 (Where have students been?) Referring to the conceptual flow
in H1, discuss that this is the information that the students have already
studied in previous lessons. This information will help participants understand
the prior knowledge they should know to interact with the learning sequence
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to follow. Note that the information contains all three of the dimensions of
NGSS (SEP, CCC, and DCI).
8.
Display S8 (Preliminary Learning Sequence) and distribute H2a-b
(Preliminary Learning Sequence). Discuss with participants the structure
of the document, which includes concepts from the designated column in the
conceptual flow. Give participants a few moments to compare the parts in
the learning sequence with those in the conceptual flow.
Trainer Note: Note in slide 7 that the CCC for the learning sequence is energy.
Students have been studying Systems and Interactions. Remind participants that it
is appropriate to use this CCC as well as energy.
9.
Display S9 (Inside the box). Tell participants they are now going to
experience the learning sequence from the student’s perspective, modeling a
classroom experience.
Part III
10.
Inside the box: experiencing the 5E
(125 minutes)
Display S10 (Sun’s rays) Ask participants to observe the pictures. Ask
participants to take time to identify their observations silently before they
write in their notebooks
Trainer Note: Stay in the teaching mode during the learning time and do not
provide content instruction during the investigations– only procedural directions
and probing questions!
11.
Display S11 (Let’s think about…). Once again, ask participants to think
silently and record their thinking in their notebooks about what they
observed in the pictures: “What happened to the energy from the sun when
it hit the Earth?” Be sure to provide time for their thinking and then ask them
to turn to their elbow partner to discuss what their ideas. Elicit and chart a
few responses from the “students”. Note any references to ideas participants
may already have related to energy transfer, radiation, conduction, and
convection.
12.
Display S12 (Challenge) Provide time for the participants to review their
challenge for the learning sequence.
13.
Display S13 (Clear Expectations with Design Criteria) and review the
expectations to guide the learning to evaluate their own progress toward
success at completing “their job” in class. Be sure to point out the testable
question “What happens to the sun’s energy when it hits the Earth?
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
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Trainer Note. Participants will be using basic materials to develop their
investigation of the phenomenon. Remember that in NGSS, “Whether students are
doing science or engineering, it is always important for them to state the goal of an
investigation, predict outcomes, and plan a course of action that will provide the
best evidence to support their conclusions. Students should design investigations
that generate data to provide evidence to support claims they make about
phenomena. Data aren’t evidence until used in the process of supporting a claim.
Students should use reasoning and scientific ideas, principles, and theories to show
why data can be considered evidence.” “Planning and carrying out investigations in
6-8 builds on K-5 experiences and progresses to include investigations that use
multiple variables and provide evidence to support explanations of solutions.”
14.
Display S14 (Investigation Materials) and distribute H3 (Paper Spiral).
Explain that in the ecosystem they are studying there are three lands:
Candleland represented by the candle or other heating device (hold up),
Lampland represented by the lamp, and Waterland represented by the bowl
of room temperature water. Show other materials. As in any classroom,
materials are a design constraint. Participants must only use the materials
provided and not add materials that they might have or devise. Mention that
in a classroom students should use protective eyewear for safety.
Trainer Note: Materials can either be placed on the front table or divided into
buckets according to the number of tables. If materials are on the front table, ask
the groups to assign table jobs including materials engineer. Be sure the
participants understand that the three different “lands areas” are
represented by the candle, lamp and bowl of water. Each one of these areas
radiates energy differently. This energy in not re-radiated from the sun, but this is
a way to represent radiation coming from the land. Some of the groups in the past
have used a stopwatch or a makeshift measuring device. Keep groups to only what
is being provided. Measuring of the distance etc. will be in the next part of the
investigation.
15.
Display S15 (Prep for Investigation). Remind participants that in their
past classes they have identified the elements of a scientific investigation.
Ask them to discuss, with their table group the necessary elements. Conduct
a quick whip around to bring out the ideas for an investigation. Once the
ideas surface, participants develop their plan for the investigation and record
in their notebooks. All members of the table group should be collaborating to
develop the plan.
16.
Display S16 (Does you Investigation Plan Include what it Needs?)
Briefly review the bullets on the slide but be sure to check their plan before
they begin the investigation. Once approved, participants can gather material
and conduct their investigation. Walk around the room and only prompt them
if they are not recording their data, etc.
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
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17.
Display S17 (Analyze you Data). After all groups have completed their
investigation, provide time for the groups to review the questions and discuss
with their table group.
a. Conduct a classroom discussion for each of the questions. Be careful to
not provide content details at this point.
b. For bullet point three, elicit that the type of data they now have is only
qualitative and not quantitative.
c. Ask participants to brainstorm how the investigation could gain
quantitative data.
d. Provide measurement tools (e.g., ruler, thermometer, and stopwatch) for
the measurements.
18.
Display S18 (Redesign you Investigation). Using the ruler and
thermometer, ask the participants to redesign their investigation. Follow the
same procedure for prepping for the investigation with teacher approval of
their plan and safety concerns.
19.
Display S19 (Again, Analyze your Data) Ask the participants to review the
prompts on the slide and allow for group discussion time. Debrief the
questions for the investigation. Be sure when the participants make a claim
they back up the claim with evidence from their investigations. Again be
careful to not provide any content input at this time.
20.
Display S20 (Make a Model).
a. Ask participants to now develop a model that demonstrates their
understanding in their notebook of how the energy in the three lands is
being radiated and absorbed by the air molecules.
b. Allow time for them to share their models with a partner
c. Select a few partners to share their models with the whole group. Pick a
model that has more basic information on it and then pick one that might
have more detail and ask the participants to consider what is different in
the two models.
d. After the discussion ask participants to review their own model and
modify or refine based upon what their peers might have included in their
model.
21.
Display S21 (Reading) and distribute H4a-g (Reading). Explain that
participants will silently read a passage that will provide them with
information that will help them in understand what happens to the energy as
it hits the earth. Have participants follow the prompts on the slide as they
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
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read the text. Notice that there are charts and diagrams as well as straight
text.
22.
Display S22 (Reading Share) Conduct a class discussion after the groups
have finished reading the material. Some points to bring out in the discussion
is that:
 The energy that is absorbed is released through radiation and
convection
 Particles move faster when heat is absorbed,
 Some surfaces of the Earth heat at different rates
23.
Display S23 (Outside the Box) and explain that participants will now
debrief the learning so far from a teachers’ point of view.
24.
Display S24 (Create a T Chart….) and direct the participants to the “T”
Chart. Ask the participants- What did the teacher do first, then what did the
student do in reaction to what the teacher did? Continue the process for each
step of the Lesson Sequence so far. Ask the participants what observations
they have after looking at this chart. Post the chart, as we will return to the
chart in Step 34.
Trainer Note: the learning sequence so far is:
Pictures of sunlight and questions about what is going on
Investigation #1 with the three lands (qualitative data)
Investigation #2 with the three lands (quantitative data)
Model drawing, sharing and revision
Reading and sharing
25.
Display S25 (Reflection) Conduct a classroom discussion for each of the
prompts. Be sure to bring out the points:
 In the Quick write the teacher was looking for their current
understanding of what happens to the energy when it hits the Earth?
 The second round of investigations was to add more quantitative data
to the qualitative data.
 Modeling help to make public the students thinking
 Students needed to have some information after they had experienced
the investigations prior to the information.
 Hopefully they will say “Revisit the model and add more detail.”
26.
Display S26 (Inside the Box) Describe that they are now back in the
learner mode.
27.
Build on the hoped for answer for the last prompt on slide 25. Display27
(Revise Your Model) and direct participants to revise their model based
upon the new information they gained in the reading.
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Trainer Note: Participants’ models should show more detail like labels and
molecular motion. If the models do not, ask probing questions to bring the ideas to
surface so they can be added to their models.
a. Have participants share with their group and then do a quick whip around
the room to share a few models.
b. Again, pick one that might have more details and ask the students to
comment on the models.
c. After the share out, again allow time for to add to their model if they
gained more new information or a way to demonstrate various aspects of
the model.
28.
Display S28 (What goes up…..) Participants should say “goes down.” Have
them discuss why they think the air will go down. They should be making
claims and backing it with evidence from their explorations.
29.
Display S29 (Video) Follow the prompts on the slide to set the participants
up for viewing the video on Convection.
a. Show the video three times. The first time ask participants to think
silently about what they learned from the reading and their investigations
and how it fits with what they have just observed.
b. After the second showing, allow time for the participants to talk to their
elbow partner.
c. After the third showing, conduct a class discussion. Be sure to ask, which
side is hot and which is cold.
d. Again, after discussion, direct the participants back to their model for
addition of new information. You should see some of the models now
reflecting the going down part of the model.
30.
Display S30 (Compare the Lands). Now ask the participants to work as a
group to develop and create a group model of what would happen if
Lampland or Candleland were next to Waterland. Encourage groups to think
about flow of energy, particle motion, and temperature--in short all that they
have learned about “What happens to energy once it hits the surface of the
Earth?” Display the models.
31.
Display S31 (What do you Notice?) Explain that this is a picture taken
from an infrared camera out in space. This picture is also included among
their reading text. Identify the scale at the bottom of the chart: the thermal
infrared energy radiated by the Earth per square meter. Ask them what do
they think is happening to the energy of the surface of the Earth. The
radiated heat energy is less at the equator (as indicated by the whitish
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smudges) because there are clouds over the equator that prevents the
infrared energy to reach the camera out in space. This picture sets them up
for the next video.
32.
Display S32 (I Wonder) Play the video of the surface winds of the Earth.
You may need to zoom closer to the coast of California to observe the wind
patterns moving inland. Pose the question on the slide. You might have
them either think about how their information about infrared energy radiation
fits with the video of surface winds or could do a quick write. This is the next
Phenomenon for the next learning sequence.
Part IV
Outside the box: debrief
(30 minutes)
33.
Display S33 (Outside the box) Explain that we are going to examine this
from the teacher’s perspective.
34.
Display S34 (Continue adding to your T-Chart of the Learning). Refer
to the wall chart that was started in Step 24 and continue to add to the
chart.
Trainer Note: the learning sequence continues from Step 24:
Refine model based on reading and discussion
Video of convection currents
Application/Model of waterland with candleland or lampland
Infrared picture and video of wind patterns
New learning sequence
35.
Display S35 (Where were the 5E components) Ask if they can identify
something that would fit the various components of the 5 E Learning
sequence? Have participants share ideas and their Ahas. Several Explores
and Explains should be present for all of the investigations, readings and
videos and Models. The Evaluate comes when the students were asked to
combine the two lands together in one model.
36.
Display S36 (5E Learning Sequence) and distribute H5 (5E Summary of
Concepts). Point out that to save space the “Teacher does” and “Student”
does columns are shrunk to help them focus on the concept column and the
conceptual instructional flow. Help participants understand that to scaffold
the concepts, multiple portions of the 5E can be repeated, but the integrity of
starting with Engage first, Explore, Explain and Elaborate in cycles serves the
learning, with Evaluation at the end. Also point out that throughout the
entire 5E the teacher is evaluating – in the Check for Understanding sense.
37.
Distribute H6 (Full 5E Learning Sequence for Middle Grades) so
participants can examine the entire 5E learning sequence they just
experienced.
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
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38.
Display S37 (Debrief some More) Follow the prompt on the slide to
identify the various aspects of the three D components of NGSS
39.
Display S38 (Tool D From conceptual Flow to Learning Outline to 5Es).
Briefly reiterate the process that this lesson sequence was developed.
40.
Display S39 (Reflection) ask participants to take time to reflect and gather
their ideas somewhere to access at a later date, and to share during the
symposium Team Time at the end of Day 2.
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
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H1
MS-ESS2-5
The land, water
and air interact
(5th grade)
Energy from the
sun heats the
earth
Measured
by
temperature
PS3.A
Bullet 3
ESS2. A
Creates
pressure
Motion and complex interactions of air masses are a
result of differential energy and result in changes in
weather conditions
Different parts of the earth
absorb and release thermal
energy differently
Direct and
glancing rays of
sun impact
transfer of
energy
Temperature is
measurement of
moving
molecules
(kinetic energy)
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
ESS
2.D
#1
PS3.B
Bullet 2
and 3
Surface
features impact
the transfer of
energy
ESS2-5
Energy is
release at
different rates
through
radiation,
convection and
conduction
PS3.B
Bullet 3
Wind is generated
when energy is
transferred due to
temperature and
pressure
ESS 2.D
Movement
of air
masses
cause wind
Wind
contributes
to weather
Weather
and its
impact on
abiotic
and biotic
factors
11
H2a
Preliminary Learning Sequence Template
Performance Expectation(s):6-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air
masses results in changes in weather conditions.
Learning Sequence Concept: Land masses with different heating and cooling rates cause air to move
Engage Concept
Concepts
Solar Energy
heats the Earth
differently; what
do students know
about re-radiated
thermal energy?
SEP
(from PQP Chart)
Explore #1
Concept
Land that is heated
differently reradiates differently
Explore #2
Concept
Temperature is a
measurement of
kinetic energy; fast
moving molecules
cause air to rise
Plan and Carry Out
Investigations
Plan and Carry Out
Investigations;
Models
Explore #3
Concept
Thermal energy
transfers through
radiation,
conduction and
convection. Most
thermal energy that
hits the Earth is reradiated into the
atmosphere
Obtain, evaluate
and communicate
information
Energy
Energy
CCC (from CCC
on PQP)
Phenomenon
Energy
Energy
Picture of Sunlight
hitting Earth
Science
Learning
Experience(s)
Access prior
knowledge
Observe motion
caused by radiant
heat in student
investigations
Use “differentiated”
heated “lands” to
determine reradiation with whirly
gig
Speaking and
Listening
Notebook
entries and
other writing
prior knowledge
Record observations,
questions. Keep.
WHST6-8.2
Reading
Different parts of
the Earth absorb
and release
thermal energy
differently. Higher
temperatures
release energy at a
faster rate.
Obtain, evaluate
and communicate
information;
Models
Energy
Infra-red picture of
atmosphere
create models
based on
experimental data
Present claims and
evidence SL.8.5
Write and illustrate
results based on
investigation
WHST6-8.7
reading and revision
of model
Write investigation
revisions WHST68.8
Research question
RST 6-8.1
Mathematics
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
Explain Concept
12
construct an
explanation
Present claims and
evidence SL.8.5
Write
WHST6-8.7
H2b
Preliminary Learning Sequence Template
Learning Sequence Concept: Land masses with different heating and cooling rates cause air to move
Concepts
SEP
(from PQP Chart)
CCC (from CCC
on PQP)
Phenomenon
Science
Learning
Experience(s)
Speaking and
Listening
Notebook
entries and
other writing
Elaborate
Evaluate
New Engage
Rising air falls as
it cools, creating
convection
currents
obtaining,
evaluating and
communicating
information;
models
Energy
Land masses with
different heating and
cooling rates cause
air to move
Science explanation
convection currents
contribute to wind
patters
Energy
Energy
convection
currents in water
satellite view of
wind patterns
around the globe
relate convection
currents to video of
satellite view of
global wind
patterns
video of
convection
currents; models
based on
experimental data
models
models
Explanation using
evidence from
experiments,
readings and video
prior knowledge;
connection to
convection currents
Reading
Mathematics
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
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H3
Paper Spiral (Whirligig)
Directions: Cut along the solid lines then attach a thread at the center.
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
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H4a
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
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H4b
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H4c
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H4d
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H4e
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
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H4f
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
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H4g
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
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H4h
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H4i
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
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H5
5E Summary of Concepts
Stage
T
S
Concept
Engage
What do students know about re-radiated thermal energy?
Explore #1
Land that is heated differently, re-radiates differently
(refinement of an investigation)
Explore #2
Temperature is a measurement of kinetic energy; fast moving
molecules cause air to rise.
Explore #3
Thermal energy transfers through radiation, conduction and
convection. Most thermal energy that hits the Earth is reradiated into the atmosphere
Explain
Different parts of the Earth absorb and release thermal energy
differently. Higher temperatures release energy at a faster rate.
Elaborate
Rising air falls as it cools, creating convection currents
Evaluate
Land masses with different heating and cooling rates causes
air to move
CA NGSS Rollout #2: 5E Learning Sequence Middle School •
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Full 5E Learning Sequence for Middle Grades
Stage
Engage 1
Explore#1a
Teacher Does
Show picture of sunlight hitting
the Earth in various locales (e.g.,
desert, mountain, tropical area).
Ask student what they recall
about the solar energy in this
picture
Ask what they think happens to
the solar energy once it hits the
Earth. Write and then discuss
with partner
Class discussion
Build on student ideas from the
Engage (particularly if someone
thinks the energy goes “back
up”
Ask if anyone has any
experience with thermal energy
“going back up/out”
H6a
Student Does
Discuss what they recall
Concept
Solar energy heats the
Earth surfaces
differently
Write in notebooks and
share with partners
What do students
know about: Thermal
energy is re-radiated
into the atmosphere.
Give examples: heat rising in
a two story house; heat
waves on the road
Data about air
movement can be
obtained through
investigations that
simulate thermal
radiation.
(SEP: Planning and
Carrying Out
Investigations)
Provide prompt: working in
Africa—have different lands to
determine how the energy acts:
lampland, candelland, waterland.
Direct students to work in
groups of 3-4:
Display Student Learning Target:
I will complete an investigation
to illustrate how energy from
the sun is transferred from
different surfaces to the
atmosphere
Remind students this is their
“job” for the lesson and they
will know when they are done
when they can:
- Identify the elements of an
investigation in their own work
- Use their work to explain (in
words or labeled diagrams)
what heat/energy was
transferred and from where.
Contribute whole class to
prompts asking for elements
of an investigation.
Review and/or record in
notebooks.
Teams prepare own
notebook pages and assemble
materials to plan and conduct
an investigation.
Display in notebooks for
teacher to view, prior to
CA NGSS Rollout #2: 5E Learning Sequence Middle School •
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Elicit student responses to the
following prompts to initiate
their investigation planning:
What will you need to do to
plan your investigation?
[Define the question or
problem, Plan a way to record
and organize observations and
data, Use materials safely and
appropriately, Label diagrams or
summarize results clearly, etc.]
Explore #1b
Make materials available for
planning the investigation. They
can include these and any others
to provide options:







Paper spiral,
blank paper to modify
“spiral shape”,
scissors,
various threads,
paper clips,
multiple radiant heat
sources (lighter or candle,
warm light source, etc.),
colored pencils for
marking spiral
Groups share data from their
observations (most will be
qualitative). What patterns do
they notice?
Ask how they could improve
their data
Provide measurement tools:
thermometer, stop watch, ruler
and ask students to reexperiment and collect data
moving on through each step
in process
1. Question or
problem
2. Materials list or
sketch
3. Table or diagram to
organize
observations/data,
Conduct experiment;
whiteboard results
Some twirl faster than others
Make measurements of the
temperature and number of
spins in a given time
Re-experiment
Claim: thermal energy
rises faster from hotter
“lands” than cooler
“lands”.
Evidence
The lampland spiral
move______; the
candleland spiral
moved_____; the
waterland spiral
moved________
Class discussion on new data
Have students create a claim
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and evidence statement from
their data and record in
notebook
Explore #2
Show picture of infra-red and
ask students to identify where in
Africa their lands might be
Make connections to real
world photo
Ask students to draw a model
of what they think is happening
in the 3 lands.
Draw their models
Temperature is a
measurement of
kinetic energy; fast
moving molecules
cause air to rise
Share their ideas with their
partners; share a couple with
the class
Explore #3
Read and discuss what they
Provide students with
found
reading. Question for the
reading:
How does thermal energy reenter the atmosphere?
Use *, ? ! to code the reading
Thermal energy
transfers through
radiation, conduction
and convection. Most
thermal energy that
hits the Earth is reradiated into the
atmosphere
Explain
Based on reading, and
experimental data, revise
your model and create an
explanation for how energy
moves in the atmosphere
Display whiteboards/posters
or writing explaining the
movement
Different parts of the
Earth absorb and
release thermal
energy differently.
High temperatures
release energy at a
faster rate
Elaborate**
Show video of convection
currents
(explain that water and air are
fluids—so this movement in
water is similar to what would
occur in air)
Observe, ask questions
Rising air falls as it
cools, creating
convection currents
ask students to think about how
what they observed could
impact their model; ask them to
add to their model
Evaluate
Ask what would happen if the
hot land (i.e., lampland) was
next to the cool land (i.e.,
Drawing show that the
heated air cools and falls
down
Recognize that this would set
up a convection current like
in the video. Thermal energy
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waterland). Ask students to
discuss and then draw and
explain their idea
New Engage Show satellite image of global
winds. Ask how that relates to
their convection currents
re-radiates into the
atmosphere as hot air, which
then cools and falls down,
creating the current.
Pose ideas, models
Thermal energy
transfer can be
modeled to
understand wind.
** Note: this elaborate could also go into another learning sequence on convection based on
understanding density, temperature and pressure
Resources
Global winds: —http://earth.nullschool.net/
Infra red photos:
http://www.exploratorium.edu/climate/atmosphere/data1.html
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