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
Temperature is
measurement of
moving
molecules
(kinetic energy)
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
to the Earth.
ESS
2.D
#1
PS3.B
Bullet 2
and 3
Surface
features impact
the transfer of
energy
ESS2-5
Thermal energy
is transferred
through
radiation,
convection and
conduction
ESS 2.D
Movement
of air
masses
cause wind
PS3.B
Bullet 3
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
Wind is generated
when energy is
transferred due to
temperature and
pressure
Wind
contributes
to weather
Weather
and its
impact on
abiotic
and biotic
factors
1
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 transfer energy to air molecules, causing
air to move.
Concepts
Engage
Concept
Energy from the
Sun heats the
Earth differently;
what do students
know about
thermal energy
re-radiated from
the Earth’s
surface?
SEP
(from PQP Chart)
Explore #1 Concept
Land that is heated
differently, absorb
energy differently,
and re-radiates
differently
Plan and Carry Out
Investigations
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
Explore #2
Concept
Temperature is a
measurement of
the average kinetic
energy of molecules
in a sample; air
molecules absorb
energy from the
Earth; hot air
molecules rise.
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
Explain Concept
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
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
2
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 transfer energy to air molecules, causing
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
3
H3
Directions: Cut along the solid lines then attach a thread at the center.
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
H4a
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
H4b
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
H4c
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
H4d
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
H4e
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
H4f
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
H4g
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
H4h
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
H4i
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
H5
Stage
Engage
T
S
Concept
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; air
molecules absorb energy from the Earth; hot air
molecules rise.
Explore #3
Thermal energy transfers through radiation,
conduction and convection. Most thermal energy that
hits the Earth is re-radiated into the atmosphere
Explain
Different parts of the Earth absorb and release
thermal energy differently. Higher temperatures
release energy at a faster rate.
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
Elaborate
Rising air cools and falls, creating convection currents
Evaluate
Land masses with different heating and cooling rates
causes air to move
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
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
Student Does
Discuss what they recall
Write in notebooks and share with
partners
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”
Give examples: heat rising in a two
story house; heat waves on the road
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.
Elicit student responses to the following prompts to
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
H6a
Concept
Solar energy heats the Earth
surfaces differently
What do students know about:
Thermal energy is re-radiated
into the atmosphere.
Data about air movement can
be obtained through
investigations that simulate
thermal radiation.
(SEP: Planning and Carrying
Out Investigations)
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.]
Make materials available for planning the investigation.
They can include these and any others to provide
options:







Explore #1b
Paper spiral,
blank paper to modify “spiral shape”,
scissors,
various threads,
paper clips,
multipleradiant 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 re-experiment and
collect data
Teams prepare own notebook pages
and assemble materials to plan and
conduct an investigation.
Display in notebooks for teacher to
view, prior to 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
Class discussion on new data
Have students create a claim and evidence statement
Claim: thermal energy rises
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
Explore #2
from their data and record in notebook
faster from hotter “lands” than
cooler “lands”.
Evidence
The lampland spiral
move______; the candleland
spiral moved_____; the
waterland spiral
moved________
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
Provide students with reading. Question for the
reading:
How does thermal energy re-enter the
atmosphere?
Use *, ? ! to code the reading
Read and discuss what they found
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
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8
ask students to think about how what they observed
could impact their model; ask them to add to their
model
Drawing show that the heated air
cools and falls down
Evaluate
Ask what would happen if the hot land (i.e., lampland)
was next to the cool land (i.e., waterland). Ask
students to discuss and then draw and explain their
idea
Recognize that this would set up a
convection current like in the video.
Thermal energy re-radiates into the
atmosphere as hot air, which then
cools and falls down, creating the
current.
New Engage
Show satellite image of global winds. Ask how that
relates to their convection currents
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
CA NGSS Rollout #2: 5E Learning Sequence Example Grades 6-8