Rigorous Curriculum Design
Unit Planning Organizer
Subject:
Unit Number:
Unit Length
Unit Synopsis
Grade:
Earth Science
5
Unit Name:
Days: 25-30
Human Impacts
Mins/Day:
NGSS
HS-ESS3-2. Evaluate competing design solutions for
developing, managing, and utilizing energy and
mineral resources based on cost-benefit ratios.*
HS-ESS3-3. Create a computational simulation to
illustrate the relationships among management of
natural resources, the sustainability of human
populations, and biodiversity.
Crosscutting
Concepts
Supporting
Performance
Expectations
HS-ESS3-4. Evaluate or refine a technological
solution that reduces impacts of human activities
on natural systems.*
HS-ESS3-6. Use a computational representation to
illustrate the relationships among Earth systems
and how those relationships are being modified due
to human activity.*
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o
o
o
o
o
o
58
Science and Engineering Practice(s)
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o
o
o
o
o
o
o
HS-ESS3-1. Construct an explanation based on
evidence for how the availability of natural
resources, occurrence of natural hazards, and
changes in climate have influenced human activity.
Priority
Performance
Expectations
9-12
Ask Questions/Define Problems
Plan and Carry Out Investigations
Analyze and Interpret Data
Develop and Use Models
Construct Explanations and Design Solutions
Engage in Argument from Evidence
Use Mathematics and Computational Thinking
Obtain, Evaluate, and Communicate Information
Disciplinary Core Ideas
ESS2.D: Weather and Climate
Current models predict that, although future regional climate changes will be
complex and varied, average global temperatures will continue to rise. The outcomes
predicted by global climate models strongly depend on the amounts of humangenerated greenhouse gases added to the atmosphere each year and by the ways in
which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6)
ESS3.A: Natural Resources
Resource availability has guided the development of human society. (HS-ESS3-1)
All forms of energy production and other resource extraction have associated
economic, social, environmental, and geopolitical costs and risks as well as benefits.
New technologies and social regulations can change the balance of these factors. (HSESS3-2)
ESS3.B: Natural Hazards
Natural hazards and other geologic events have shaped the course of human history;
[they] have significantly altered the sizes of human populations and have driven human
migrations. (HS-ESS3-1)
ESS3.C: Human Impacts on Earth Systems
The sustainability of human societies and the biodiversity that supports them
requires responsible management of natural resources. (HS-ESS3-3)
Scientists and engineers can make major contributions by developing technologies
that produce less pollution and waste and that preclude ecosystem degradation. (HSESS3-4)
ESS3.D: Global Climate Change
Through computer simulations and other studies, important discoveries are still being
made about how the ocean, the atmosphere, and the biosphere interact and are
modified in response to human activities. (HS-ESS3-6)
ETS1.B. Designing Solutions to Engineering Problems
When evaluating solutions, it is important to take into account a range of constraints,
including cost, safety, reliability, and aesthetics, and to consider social, cultural, and
environmental impacts. (secondary to HS-ESS3-2),(secondary to HS-ESS3-4)
Patterns
Cause and Effect: Mechanism and Explanation
Scale, Proportion, and Quantity
Systems and System Models
Energy and Matter: Flows, Cycles, and Conservation
Structure and Function
Stability and Change
NGSS
Math CCSS
MP.2 Reason abstractly and quantitatively.
(HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-3),(HSESS3-4),(HS-ESS3-6)
MP.4 Model with mathematics. (HS-ESS3-
Literacy CCSS
ELA/Literacy –
RST.11-12.1 Cite specific textual evidence to
support analysis of science and technical texts,
attending to important distinctions the author
3),(HS-ESS3-6)
HSN-Q.A.1 Use units as a way to understand
problems and to guide the solution of multi-step
problems; choose and interpret units
consistently in formulas; choose and interpret
the scale and the origin in graphs and data
displays. (HS-ESS3-1),(HS-ESS3-4),(HS-ESS3-6)
HSN-Q.A.2 Define appropriate quantities for
the purpose of descriptive modeling. (HS-ESS31),(HS-ESS3-4),(HS-ESS3-6)
HSN-Q.A.3 Choose a level of accuracy appropriate
to limitations on measurement when reporting
quantities. (HS-ESS3-1),(HS-ESS3-4),(HS-ESS3-6)
NG ELD Standards
makes and to any gaps or inconsistencies in the
account. (HS-ESS3-1),(HS-ESS3-2),(HS-ESS3-4)
RST.11-12.8 Evaluate the hypotheses, data,
analysis, and conclusions in a science or
technical text, verifying the data when possible
and corroborating or challenging conclusions
with other sources of information. (HS-ESS32),(HS-ESS3-4)
WHST.9-12.2 Write informative/explanatory texts,
including the narration of historical events, scientific
procedures/ experiments, or technical processes.
(HS-ESS3-1)
Literacy / Science / History / Other
Collaborative 3
Offering and justifying opinions, negotiating with and persuading others
in communicative exchanges
Interdisciplinary
Connections
Interpretive 6
Reading closely literary and informational texts and view multimedia to
determine how meaning is conveyed explicitly and implicitly through
language.
Unwrapped Priority Performance Expectations
PE:
Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural
hazards, and changes in climate have influenced human activity.
Skills
Concepts
Bloom’s
DOK (Rigor
Matrix)
an explanation based on evidence for how the availability of natural
resources, occurrence of natural hazards, and changes in climate
have influenced human activity.
Construct
PE:
Apply (3)
3-4
Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on
cost-benefit ratios.*
Skills
Concepts
Bloom’s
DOK (Rigor
Matrix)
competing design solutions for developing, managing, and utilizing
energy and mineral resources based on cost-benefit ratios
Evaluate
PE:
Evaluate
(5)
Language
Demand
3-4
Create a computational simulation to illustrate the relationships among management of natural resources, the
sustainability of human populations, and biodiversity.
Skills
Concepts
Bloom’s
DOK (Rigor
Matrix)
Create (6)
Create
computational simulation
To Illustrate
the relationships among management of natural resources, the
sustainability of human populations, and biodiversity.
PE:
Skills
Language
Demand
Language
Demand
4
Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.*
Concepts
Bloom’s
DOK (Rigor
Matrix)
Language
Demand
a technological solution that reduces impacts of human activities on
natural systems.*
Evaluate
PE:
Evaluate
(5)
4
Use a computational representation to illustrate the relationships among Earth systems and how those relationships
are being modified due to human activity.*
Skills
Concepts
Bloom’s
DOK (Rigor
Matrix)
To illustrate
relationships among Earth systems and how those relationships are
being modified due to human activity.*
Analyze(4)
4
Concepts
Bloom’s
DOK (Rigor
PE:
Skills
Matrix)
Language
Demand
Language
Demand
Learning Progressions of Skills and Concepts
PE:
DCI(s):
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PE:
DCI(s):
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PE:
DCI(s):
Previous Course___________
Current Course
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PE:
DCI(s):
Previous Course___________
Current Course
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PE:
DCI(s):
Previous Course___________
Current Course
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PE:
DCI(s):
Previous Course___________
Current Course
Next Course_____________
Big Idea(s)
1. Natural resources and climate have an impact on human activity.
2. Proper management of natural resources is essential to human
sustainability and Earth’s biodiversity.
3. Human activity can and has influenced Earth’s systems since Earth
was formed.
Corresponding Essential Question(s)
1.
2.
3.
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•
•
•
•
•
•
•
•
•
In what ways do natural hazards and changes in
climate influence human activity?
How can technological advances with proper
resource management provide options for human
sustainability and Earth’s biodiversity?
How does human activity affect the relationships
among Earth’s systems?
Unit Vocabulary Words
Academic Cross-Curricular Vocabulary (Tier 2)
Content/Domain Specific Vocabulary (Tier 3)
Availability
 Natural resources
Hazards
 Biodiversity
Influence
 Computational simulation
Solution
 Design solutions
Simulation
 Limitations
Utilize
Cost-benefit ratios
Sustainability
Populations
Modified
Supporting Vocabulary (Tier 2)
Supporting Vocabulary (Tier 3)
Resources for Vocabulary Development (Strategies, Routines and Activities)
21st Century Skills
Creativity and Innovation
Initiative and Self-Direction
Critical Thinking and Problem Solving
Social and Cross-Cultural Skills
Communication and Collaboration
Productivity and Accountability
Flexibility and Adaptability
Leadership and Responsibility
Globally and Financially Literate
__________________________
Communicating and Collaborating
__________________________
Connections between 21st Century Skills, NGSS, and Unit Overview:
Costa & Kallick, 2008
Unit Assessments
Pre-Assessment
Post-Assessment
Scoring Guides and Answer Keys
Assessment Differentiation
Emerging
English Language Learners
Students with Disabilities
Accommodations
Reference IEP to ensure appropriate testing
environment
Modifications
Expanding
Engaging Scenario Overview
(Situation, challenge, role, audience, product or performance)
Description:
Suggested Length
of Time
Days:
Mins/Day:
Engaging Learning Experiences
Synopsis of Authentic Performance Tasks
Authentic
Performance Tasks
Task 1:
Task 2:
Task 3:
Problem Solving:
Suggested Length
of Time
Days:
SEP:
Mins/Day:
Problem Solving:
Days:
SEP:
Mins/Day:
Problem Solving:
Days:
Description
Task 4:
SEP:
Mins/Day:
Problem Solving:
Days:
SEP:
Mins/Day:
Authentic Performance Task 1
Suggested
Length
Name:
Days:
Mins/Day:
Priority Standards
NGSS
Science and Engineering Practice(s)
Disciplinary Core Idea(s)
Performance
Expectations /
Standards
Addressed
Crosscutting Concept(s)
NGSS
Supporting Standards
CCSS Math
CCSS Literacy
NG ELD
Bloom’s
Teaching and
Learning
Progression
Scoring Rubric
All Students
Instructional Strategies
SWD
ELs
Accommodations
Emerging
Enrichment
DOK
Expanding
Modifications
Bridging
Authentic Performance Task 2
Suggested
Length
Name:
Days:
Mins/Day:
Priority Standards
NGSS
Science and Engineering Practice(s)
Disciplinary Core Idea(s)
Performance
Expectations /
Standards
Addressed
Crosscutting Concept(s)
NGSS
Supporting Standards
CCSS Math
CCSS Literacy
NG ELD
Bloom’s
Teaching and
Learning
Progression
Scoring Rubric
All Students
Instructional Strategies
SWD
ELs
Accommodations
Emerging
Expanding
Modifications
Enrichment
DOK
Bridging
Authentic Performance Task 3
Suggested
Length
Name:
Days:
Mins/Day:
Priority Standards
NGSS
Science and Engineering Practice(s)
Disciplinary Core Idea(s)
Performance
Expectations /
Standards
Addressed
Crosscutting Concept(s)
NGSS
Supporting Standards
CCSS Math
CCSS Literacy
NG ELD
Bloom’s
Teaching and
Learning
Progression
Scoring Rubric
All Students
Instructional Strategies
SWD
ELs
Accommodations
Emerging
Expanding
Modifications
Bridging
Enrichment
DOK
Authentic Performance Task 4
Suggested
Length
Name:
Days:
Mins/Day:
Priority Standards
NGSS
Science and Engineering Practice(s)
Disciplinary Core Idea(s)
Performance
Expectations /
Standards
Addressed
Crosscutting Concept(s)
NGSS
Supporting Standards
CCSS Math
CCSS Literacy
NG ELD
Bloom’s
Teaching and
Learning
Progression
Scoring Rubric
All Students
Instructional Strategies
SWD
ELs
Accommodations
Emerging
Enrichment
Expanding
Modifications
Bridging
Engaging Scenario
Detailed Description (situation, challenge, role, audience, product or performance)
DOK
All Students
Instructional Strategies
SWD
ELs
Accommodations
Emerging
Enrichment
Expanding
Modifications
Bridging
Scoring Guide:
Feedback to Curriculum Team
Reflect on the teaching and learning process within this unit of study. What were some successes and challenges that
might be helpful when refining this unit of study?
Successes
Challenges
Student
Perspective
Teacher
Perspective