Earth and Space
Grade 9
Unit 1
Earth and Space
Unit 1: Using scientific practices to investigate the water cycle
In this unit, the concept of the water cycle will be used as a means of developing and refining basic scientific practices
such as data collection, conducting field investigations analysis, using models, and developing scientific arguments.
Student expected prerequisite knowledge
ESS2.C Water cycles among land, ocean, and
atmosphere, and is propelled by sunlight and gravity.
Density variations of sea water drive interconnected
ocean currents. Water movement causes weathering
and erosion, changing landscape features
Complex interactions determine local weather
patterns and influence climate including the role of
the ocean.
Common student misconceptions
- Evaporated water “disappears.”
- Condensation is the result of coldness producing
water.
- Clouds are formed by water vapor cooling, but no
reason is given/needed for why the clouds cool.
Once plants absorb water, it doesn’t leave.
Practice 2: Students can develop, use, and revise
models to describe, test and predict more abstract
phenomena and design systems.
Practice 3: Students can plan and carry out
investigations that use multiple variables and provide
evidence to support explanations or solutions.
Practice 4: Students can distinguish between
correlation and causation, and basic statistical
techniques of data and error analysis.
Practice 5: Students can identify patterns in large
data sets and using mathematical concepts to
support explanations and arguments.
Practice 6: Students can construct explanations and
design solutions that are supported by multiple
sources of evidence consistent with scientific ideas,
principles and theories.
1|Page
Unit Completed by: Rachel Franklin and Molly Charnes
Date: June, 2015
Earth and Space
Grade 9
Unit 1
Unit Learning Outcomes
NGSS Standards
Practice 2: Students can use, synthesize and develop models to predict and show relationships among variables
between systems and their components in the natural and designed worlds.
Practice 3: Students can plan and carry out investigations that provide evidence for and test conceptual,
mathematical, physical and empirical models.
Practice 4: Students can analyze and interpret data with detailed statistical analysis, compare data sets for
consistency, and use models to generate and analyze data.
Practice 5: Students can use mathematics and computational thinking including algebraic thinking and analysis,
a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and
conceptual tools for statistical analysis to analyze, represent and model data. Students can create simple
computational simulations based on mathematical models of basic assumptions.
Practice 6: Students can construct explanations that are supported by multiple and independent studentgenerated sources of evidence consistent with scientific ideas, principles and theories.
ESS2.C: Students will understand that the abundance of liquid water on Earth’s surface and its unique
combination pf physical and chemical properties are central to the planet’s dynamics. These properties include
water’s exceptional capacity to absorb, store and release large amounts of energy, transmit sunlight, expand
upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks.
Essential
Questions:
How can we use scientific practices to investigate the moment of water in the Mill Creek
watershed?
What happens to the water that lands on our campus?
Goals:
(These
goals
should be
aligned to
Standards.)
Students can synthesize a
model of the water cycle to
predict water’s pathways in
the Mill Creek watershed,
incorporating multiple
sources of evidence. (p.2, 6,
ESS2.C)
Identify essential processes
that drive the movement of
water, including
evaporation, precipitation,
infiltration, transpiration,
and runoff
Learning
Targets &
Skills
(aligned to
goals)
Students can plan and
conduct an investigation to
provide quantitative evidence
to refine their water cycle
model. (p. 2, 3, ESS2.C)
Students can analyze and
interpret data about the water
cycle using basic statistical
analysis and graphing of linear
functions. (p. 4, 5, ESS2.C)
Identify independent,
dependent and controlled
variables in investigations.
Transform data using
appropriate calculations
2|Page
Unit Completed by: Rachel Franklin and Molly Charnes
Date: June, 2015
Earth and Space
Develop a flow chart of the
water cycle that incorporates
the above processes.
Construct explanations for
the processes within the
model that are supported
with evidence.
Grade 9
Unit 1
Design a procedure for the
effective control of variables
(not assessed formally)
Use scientific equipment to
collect data (formative)
Present data in graphs or
models using appropriate
conventions
Translate quantitative
information expressed visually
or mathematically into words
Record data in an appropriate
data table, using appropriate
conventions
3|Page
Unit Completed by: Rachel Franklin and Molly Charnes
Date: June, 2015
Earth and Space
Grade 9
Unit 1
Unit Language
Academic Language (What language will students need to sound like experts?)
Academic Language Function(s):
Academic Language Stems:
Easy for Beginners
 Explain and describe
 Cause and effect
 ____ is best described as ______.
 _______ is an illustration of _______.
 _____ is frequently referred to as ________.
Content Vocabulary:
 _______ has a significant impact on _______.
 Due to _______, _______.
 Precipitation
 _______ contributes to _______ because
 Evaporation
_______.
 Transpiration
 _______ happens when _______.
 Infiltration
 One cause is _______.
 Runoff
 A reason for _______ is _______.
 Independent variable
 The end result is _______.
 Dependent variable
 Controlled variables
Medium for Intermediate
 Treatment (different conditions of the
 To define ____, it is necessary to understand
independent variable)
______.
 Trial (replications of the procedure using

Critical attributes of _____ include _____ and
identical conditions)
_____.
 Model
 A complete definition of _______ allows us to
 Graduated cylinder
________.
 Infiltrometer
 The major causes of _______ can be traced to
 Pervious
_______.
 Impervious
 _______ influences _______ by _______.
 Data table
 These findings suggest that _______.
 Bar graph
 Line graph
Difficult for Advanced and Fluent
 Quantitative
 ______ is known for _______ and is important
 Qualitative
because __________.


A defining characteristic of ____ is ________.
The key components of ___________ are
______, ________, and __________.
 An explanation of ________ provides insight
into ________.
 The critical factors that lead to _______ are
_______.
 When _______ does _______, it leads to
_______.
 _______ is important to consider since _______.
4|Page
Unit Completed by: Rachel Franklin and Molly Charnes
Date: June, 2015
Earth and Space
Grade 9
Unit 1
Unit Assessments
Water cycle model
formative assessment
Campus model
Identify variables:
infiltration investigation
Identify variables:
transpiration investigation
Identify variables:
evaporation investigation
Collect data and record in
data table: infiltration
investigation
Collect data and record in
data table: transpiration
investigation
Collect data and record in
data table: evaporation
investigation
Present data in a graph:
transpiration investigation
Present data in a graph:
evaporation investigation
Present data in a graph:
infiltration investigation
Translate quantitative
information expressed
visually or mathematically
into words: transpiration
Translate quantitative
information expressed
visually or mathematically
x
x
x
Notes
Develop a preassessment with
measurement questions and practical
stations.
Include with above
x
x
Practice 6
Practice 5
Practice 4
Practice 3
Practice 2
Assessment Name
Measurement formative
assessment
ESS2.C
Assessments
Use NSGS topo maps and Google earth etc.
Infiltration vs. time in different locations
x
Volume or rate vs. species
x
Volume or rate lost vs. light level
x
Pool data across classes, formative only
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Pool and average data across classes,
formative only (bar graph)
Pool data across classes and determine
line of best fit formative only (scatter plot)
Group data of different surfaces, calculate
average rates. formative only (multiple line
graph)
Describe what is happening and provide
evidence
5|Page
Unit Completed by: Rachel Franklin and Molly Charnes
Date: June, 2015
Earth and Space
Grade 9
Unit 1
into words: evaporation
Translate quantitative
information expressed
visually or mathematically
into words: infiltration
Explanation of evidence:
transpiration
Explanation of evidence:
evaporation
Explanation of evidence:
infiltration
Flow chart of water cycle
with reflection and
evaluation of new
knowledge
x
x
x
x
x
x
x
x
Explain why it is happening, include with
above.
Unit summative assessment
x
x
6|Page
Unit Completed by: Rachel Franklin and Molly Charnes
Date: June, 2015
Earth and Space
Grade 9
Unit 1
Assessment Rubrics
Learning Target
Identify independent,
dependent and controlled
variables in investigations.
1
2
3
4
Record data in an
appropriate data table,
using appropriate
conventions
Present data in graphs or
models using appropriate
conventions
Translate quantitative
information expressed
visually or mathematically
into words (claim and
evidence)
Identify essential
processes that drive the
movement of water,
including evaporation,
precipitation, infiltration,
transpiration, and runoff
Construct explanations for
the processes within the
model that are supported
with evidence.
Develop a flow chart of
the water cycle that
incorporates the above
processes
7|Page
Unit Completed by: Rachel Franklin and Molly Charnes
Date: June, 2015
Earth and Space
Grade 9
Unit 1
Approximate sequence of activities
1
Measurement
preassessment and
practical stations
Water cycle
preassessment
2
Campus mapping
activities:
Look at USGS topo
maps and Google
Earth, where are
we?
A map is a model
6
7
Collect data and put
in a common data
table, discuss data
table conventions
Have students
identify the specific
variables in the
investigations
11
Discuss importance
of repeat trials
Students select and
define variables
Students make own
data tables in
groups
Graphing
conventions
Graphing time
12
Conduct infiltration
investigation and
collect data
3
4
Go outside and map What is a
runoff on campus
watershed? Tarp
activity and topo
map define Mill
Creek watershed
5
Define
independent,
dependent and
controlled variables
Transpiration and
evaporation
formatives
8
9
More graphing,
maybe with excel
maybe not
Teach content
about the water
cycle, including
transpiration,
evaporation and
infiltration. (use
text?)
13
14
Process and graph
data, make
explanation of data.
Flow chart and test?
Set up transpiration
and evaporation
investigations
10
Finish graphs and
make explanations
based on content
learned.
15
8|Page
Unit Completed by: Rachel Franklin and Molly Charnes
Date: June, 2015