Translating the NGSS for Classroom Instruction and the Common Core Standards (CCSS)
Unit Lesson or Title
Conservation Unit 4-ESS3-2: Earth and Human Activity
Articles:
A Tree's True Color (http://dnr.wi.gov/org/caer/ce/eek/veg/trees/treestruecolor.htm)
Global Warming is Hot Stuff! (http://dnr.wi.gov/org/caer/ce/eek/earth/air/global.htm)
How to Plant a Tree (http://dnr.wi.gov/org/caer/ce/eek/teacher/plnttre.htm)
Age/Grade/Subject
Grades 3-5; Science, Math and Language Arts
NGSS Performance
Expectation(s)
4-ESS3-2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on
humans
Common Core State
Standards Connections
ELA/Literacy –
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a
topic. (4-ESS3-1)
W.4.8 Recall relevant information from experiences or gather relevant information from print and digital
sources; take notes and categorize information, and provide a list of sources. (4-ESS3-1)
Math –
MP.2 Reason abstractly and quantitatively. (4-ESS3-1),(4-ESS3-2)
MP.4 Model with mathematics. (4-ESS3-1),(4-ESS3-2)
Lesson length:
3 lessons
Background
Information:
Trees are much more than something pretty in your yard. They are important for a number of reasons,
including: (1) reducing run-off of water; (2) providing habitat for wildlife; (3) providing people with forest
products; (4) providing a recreation site; (5) economic value, and (6) aesthetic value
In addition, trees and plants have a great impact on our air quality. Trees act like filters. The leaves capture
particulates like dust, soot, and pollen and remove them from the air. They also remove and store carbon and
reduce our need for energy.
http://dnr.wi.gov/org/caer/ce/eek/teacher/treeact.htm
1
Disciplinary Core Ideas
ETS1.B: Designing Solutions to Engineering Problems
Testing a solution involves investigating how well it performs under a range of likely conditions. (secondary to
4-ESS3-2)
Science and
Engineering Practice
Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use
of evidence in constructing explanations that specify variables that describe and predict phenomena and in
designing multiple solutions to design problems.
Generate and compare multiple solutions to a problem based on how well they meet the criteria and
constraints of the design solution. (4-ESS3-2)
Cross Cutting Concepts
Cause and Effect
Cause and effect relationships are routinely identified and used to explain change. (4-ESS3-1)
5E Stage
Science/Engineering
Practice or Crosscutting
What the Teacher Does…
What the Students Do….
Engage
Explanations and
Designing Solutions
Constructing explanations
and designing solutions in
3–5 builds on K–2
experiences and
progresses to the use of
evidence in constructing
explanations that specify
variables that describe
and predict phenomena
and in designing multiple
solutions to design
problems.
Lesson 1: Ask students
what they know about
global warming. Write
their responses on the
board.
Lesson 1: Students will
participate in discussion of
global warming and prereading activities.
Read the titles and first
paragraph of each article,
asking what the students
think the readings are
about after each. Write
the responses on charts
KWL.
Lesson 1: Students will write
what they know, and want to
know on their KWL charts.
What Are Students Learning?
What is the Evidence of
Learning?
Building connections between
prior knowledge and new
knowledge through the senses
(Using Gardner-learning styles
and meta-cognition—to build
schemas-Bruner):
Map, written responses, and
KWL charts.
Lesson 2: Students should
draw a map to scale of their
yard or school site and locate
any trees on the map.
Lesson 2: After readings,
Students should draw a
2
Explore
4-ESS3-2. Generate and
compare multiple
solutions to reduce the
impacts of natural Earth
processes on humans.
map to scale of their yard
or school site and locate
any trees on the map.
Divide students into
three groups and jigsaw
readings.
Lesson 2:
Ask students to wipe
their leaves from each
tree.
Ask which tree had the
most particulates. Get a
consensus on the tree.
Explain
ETS1.B: Designing
Solutions to Engineering
Problems
Testing a solution involves
investigating how well it
performs under a range of
likely conditions.
(secondary to 4-ESS3-2)
Hand students graph
paper and graph the
particulate by comparing
to other leaves…one
day…one week….one
month.
Lesson 1: Ask student
groups to summarize
their reading for other
groups and list main
point on chart paper for
later referencing.
Lesson 2:
Using a damp white cloth
they should carefully wipe a
leaf from each tree.
Participation in group
discussion and with research
shows show assimilation of
knowledge and schemas built
Using students’ maps, record
which tree had the most dirt
on the cloth.
Students will graph
particulates that became
trapped on the leaf in a
week, or month.
Lesson 1: Students will
summarize their article for
the other groups.
Participation in group
discussion, written summaries
and observational logs
illustrates developing expert
Lesson 2: students will record knowledge.
their observations on paper.
Lesson 2: Students
should make several
observations on sunny
and windy days.
3
Elaborate
W.4.8 Recall relevant
information from
experiences or gather
relevant information from
print and digital sources;
take notes and categorize
information, and provide a
list of sources. (4-ESS3-1)
Allow students internet
access to elaborate on
trees, conservation, and
saving energy. Tell them
to begin with Green
Guide for Kids Web site
listed.
Lesson 2-3: Students will
draw in locations where you
would plant trees to save
energy in order to later plant
a sapling.
Students integrate expert and
go beyond given information to
generate and improve their
ideas, as is evidenced research
of topics.
Students will show respect of
other groups during
presentations and during
group.
Answers observation
logs/papers, in written
summaries, drawings, graph of
particulates and map, written
responses, and KWL charts.
W.4.7 Conduct short
research projects that
build knowledge through
investigation of different
aspects of a topic. (4ESS3-1)
Evaluate
Grouping Strategies
Jigsaw groups, reading articles.
Tree group, how to plant a tree group and global warming group
Materials and
Equipment
Chart paper and markers, KWL handouts, graph paper, rulers, pencils, young tree, crayons and markers, reading
material from links, drawing paper, observation logs/paper, computer access and shovel.
Description of
Performance Tasks
Lesson 1:
1. Ask students what they know about global warming. Write their responses on the board. Read the
title of Global Warming article and the first paragraph. Ask what do they think the article is about?
Then read the title of the “Tree’s True Color” article and read the first paragraph. Ask what the students
believe the article is about.
2. Students will jigsaw articles: students will summarize their article for the other groups.
Note: The
performance tasks
should include
4
elements from the
three dimensions from
the NGSS – knowing
and doing
3. 3. Tell the students that trees help clean the air, save energy, and reduce our need for energy.
Lesson 2:
1. Testing for particulate removal. Students should draw a map to scale of their yard or school site and locate
any trees on the map. Using a damp white cloth they should carefully wipe a leaf from each tree. Is the cloth
dirty? Can you tell what material is on the cloth? Using your map, record which tree had the most dirt on the
cloth. What was the source of the material? What will happen to the particulates that became trapped on the
leaf in a week? Or month?
2. Using the same map determine which trees assist in saving energy. Students should make several
observations on sunny or windy days. Which trees provide shade in the summer? Students should consider the
changing angle of the sun's rays during the seasons? Which trees block winter wind? Invite students to research
energy conservation with trees through the internet and list the places where they found their information. A
good site: http://greenguideforkids.blogspot.com/2007/07/plant-native-trees.html
3. Draw in locations where you would plant trees to save energy. What types of trees would you plant? Students
should consider a variety of factors including distance to buildings, soil drainage, power and gas lines.
Lesson 3 (optional)
Plant a tree. Decide which type of tree your class will plant. Review your map for the best spot: see number 3
of lesson two.
1. Look up. If there are overhead utilities plant a low growing tree or select a different planting site.
2. Look around. Be sure you pick the right tree for the right place. Leave plenty of room for your tree to grow.
That perfect spot right next to the school might not be so perfect when the tree reaches its mature size.
3.Call BG and E to be certain that there are no underground gas lines.
4. Know your hardiness zone and choose trees adapted to that zone. You don't want to plant a tree and have it
die because it can't tolerate Maryland’s winter climate
5
Supporting English
Learners
Reading or Writing Activity
Listed in Learning and
Instructional Sequence
Story:
Chart/ vocabulary words
Summaries
Support for Emerging learners
Support for Expanding learners Support for Bridging learners
Whole group/tactile objects
Words/pictures
Adult supervision and peers
Cooperative pairs and group
roles
Leadership roles
Adult supervision and peers
Supporting Struggling
Learners
Activity
Support for Students who Need Minor Support
Drawings
Maps
Groups
Adult support
Supports for Students who Need Intensive
Support
Adult supervision
Adult assistance
Supporting Advanced Learners
Activity
Listed in Learning and Instructional Sequence
Extension for Advanced Students
6