Rigorous Curriculum Design
Unit Planning Organizer
Science
6
Earth and Human Activity
Unit Name:
Days: 4 weeks (3+1 buffer)
Mins/Day: 55
Unit Synopsis
-Uneven distributions of earth’s resources (due to past/current geoscience processes)
-forecast future catastrophic events and develop technologies to mitigate effects
-analyze and interpret data
NGSS
MS-ESS3-1
Construct a scientific explanation based
on evidence for how the uneven
distributions of Earth's mineral, energy,
and groundwater resources are the
result of past and current geoscience
processes.
MS-ESS3-2
Analyze and interpret data on natural
hazards to forecast future catastrophic
events and inform the development of
technologies to mitigate their effects.
Priority
Performance
Expectations
Grade:
7th
Subject:
Unit Number:
Unit Length
Science and Engineering Practice(s)
Analyzing and Interpreting Data
Analyzing data in 6–8 builds on K–5 and progresses to
extending quantitative analysis to investigations,
distinguishing between correlation and causation, and basic
statistical techniques of data and error analysis.
Analyze and interpret data to determine similarities and
differences in findings. (MS-ESS3-2)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 6–8
builds on K–5 experiences and progresses to include
constructing explanations and designing solutions supported
by multiple sources of evidence consistent with scientific
ideas, principles, and theories.
 Construct a scientific explanation based on valid and
reliable evidence obtained from sources (including the
students’ own experiments) and the assumption that theories
and laws that describe the natural world operate today as
they did in the past and will continue to do so in the future.
(MS-ESS3-1)
Disciplinary Core Ideas
ESS3.A: Natural Resources
 Humans depend on Earth’s land, ocean, atmosphere,
and biosphere for many different resources. Minerals,
fresh water, and biosphere resources are limited, and
many are not renewable or replaceable over human
lifetimes. These resources are distributed unevenly
around the planet as a result of past geologic
processes. (MS-ESS3-1)
ESS3.B: Natural Hazards
 Mapping the history of natural hazards in a
region, combined with an understanding of
related geologic forces can help forecast the
locations and likelihoods of future events. (MSESS3-2)
Patterns
Graphs, charts, and images can be used to identify patterns in data. (MS-ESS3-2)
Crosscutting
Concepts
Cause and Effect
Cause and effect relationships may be used to predict phenomena in natural or designed systems.
(MS-ESS3- 1),(MS-ESS3-4)
NGSS
MS-ETS1-1.
Define the criteria and constraints
of a design problem with sufficient
precision to ensure a successful
solution, taking into account
relevant scientific principles and
potential impacts on people and the
natural environment that may limit
possible solutions.
Supporting
Performance
Expectations
MS-ETS1-2.
Evaluate competing design solutions
using a systematic process to
determine how well they meet the
criteria and constraints of the
problem.
MS-ETS1-3.
Analyze data from tests to
determine similarities and
differences among several design
solutions to identify the best
characteristics of each that can be
combined into a new solution to
better meet the criteria for success.
Math CCSS
Literacy CCSS
MP.2 Reason abstractly and
quantitatively. (MS-ESS3-2),(MSESS3-5)
6.EE.B.6 Use variables to represent
numbers and write expressions
when solving a real-world or
mathematical problem; understand
that a variable can represent an
unknown number, or, depending on
the purpose at hand, any number in
a specified set. (MS-ESS3-1),(MSESS3-2),(MS-ESS3-3),(MS-ESS34),(MS-ESS3-5)
7.EE.B.4 Use variables to represent
quantities in a real-world or
mathematical problem, and
construct simple equations and
inequalities to solve problems by
reasoning about the quantities. (MSESS3-1),(MS-ESS3-2),(MS-ESS33),(MS-ESS3-4),(MS-ESS3-5)
RST.6-8.1 Cite specific textual
evidence to support analysis of
science and technical texts. (MSESS3-1),(MS-ESS3-2),(MS-ESS34),(MS-ESS3-5)
RST.6-8.7 Integrate quantitative or
technical information expressed in
words in a text with a version of that
information expressed visually (e.g.,
in a flowchart, diagram, model,
graph, or table). (MS-ESS3-2)
WHST.6-8.2 Write
informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through
the selection, organization, and
analysis of relevant content. (MSESS3-1)
WHST.6-8.9 Draw evidence from
informational texts to support
analysis, reflection, and research.
(MS-ESS3-1),(MS-ESS3-4)
MS-ETS1-4.
Develop a model to generate data
for iterative testing and
modification of a proposed object,
tool, or process such that an optimal
design can be achieved.
NG ELD Standards
Interdisciplinary
Connections
Interpretive 6Reading closely literary and informational texts and viewing
multimedia to determine how meaning is conveyed explicitly and
implicitly through language.
Productive 10Writing literary and informational texts to present, describe, and
explain ideas and information, using appropriate technology.
Teacher Tip: Collaborative 1
Literacy / Science / History / Other
Exchanging information and ideas with others through oral
collaborative discussions on a range of social and academic
topics.
Unwrapped Priority Performance Expectations
PE:MS-ESS3-1
Skills
Construct
PE:MS-ESS3-2
Skills
Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s
mineral, energy, and groundwater resources are the result of past and current geoscience
processes
Concepts
Bloom’s DOK (Rigor
Language
Matrix)
Demand
A scientific explanation based on evidence for how the
uneven distributions of Earth’s mineral, energy, and
groundwater resources are the result of past and current
geoscience processes
Create
3
Analyze and Interpret data on natural hazards to forecast future catastrophic events and inform
the development of technologies to mitigate their effects
Concepts
Bloom’s DOK (Rigor
Language
Matrix)
Demand
Analyze and Interpret
Data on natural hazards
Analyze
4
To forecast
Future catastrophic events
Create
4
And Inform
The development of technologies to mitigate their effects
Create
4
Learning Progressions of Skills and Concepts
PE:
DCI(s):
Previous Course___________
NA
PE:
DCI(s):
Previous Course___________
NA
Current Course
MS-ESS3-1
Construct a scientific explanation
based on evidence for how the
uneven distributions of Earth's
mineral, energy, and groundwater
resources are the result of past and
current geoscience processes.
Current Course
MS-ESS3-2
Analyze and interpret data on natural
hazards to forecast future
catastrophic events and inform the
development of technologies to
mitigate their effects
Next Course_____________
HS.PS3.B – Conservation and transfer
of energy
HS.LS1.C – Matter and energy flow
HS.ESS2.A – Earth systems
HS.ESS2.B – Plate tectonics
HS.ESS2.C – Water’s role in Earth’s
surface processes
HS.ESS3.A – Natural resources
Next Course_____________
HS.ESS2.B – Plate tectonics
HS.ESS2.D – Weather and climate (sun)
HS.ESS3.B – Natural Hazards
HS.ESS3.D – Global climate change
PE:
DCI(s):
Previous Course___________
Current Course
Next Course_____________
PE:
DCI(s):
Previous Course___________
Current Course
Next Course_____________
PE:
DCI(s):
Previous Course___________
Current Course
Next Course_____________
PE:
DCI(s):
Previous Course___________
Current Course
Next Course_____________
Big Idea(s)
1. Geoscience processes account for uneven distribution of
Earth’s resources.
Corresponding Essential Question(s)
1. Why are Earth’s resources unevenly distributed?
2. Analyzing natural hazards allows us to prepare for
2. How can we reduce the impact of natural disasters?
catastrophic events.
Unit Vocabulary Words
Academic Cross-Curricular Vocabulary (Tier 2)
Content/Domain Specific Vocabulary (Tier 3)
Resources
Groundwater
Non-renewable
Geoscience Processes
Hazards
Hydrothermal
Predict
Catastrophic
Technology
Interior Processes (earthquake/volcanic eruptions)
Disaster
Exterior Processes (tsunamis and mass wasting)
Forecast
Petroleum
Frequency
Magnitude
Mitigate
Supporting Vocabulary (Tier 2)
Supporting Vocabulary (Tier 3)



Resources for Vocabulary Development (Strategies, Routines and Activities)
Instagram vocab
 Vocabulary
 Vocabulary

activity
Flipbook/Foldable
Examples/nonexamples
Vocabulary
 Vocabulary around

Matchbooks/Frayer
the World
 Vocabulary Matrix
model/Looping
 Vocabulary
 Vocabulary Web
Vocabulary Flashcards
Snowball Fight
Vocabulary Focus
Word Wall
Mnemonics
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:
Description
Problem Solving:
Suggested Length
of Time
Days:
Task 2:
Task 3:
Task 4:
SEP:
Mins/Day:
Problem Solving:
Days:
SEP:
Mins/Day:
Problem Solving:
Days:
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
Teaching and
Supporting Standards
CCSS Math
CCSS Literacy
NG ELD
Bloom’s
DOK
Learning
Progression
Scoring Rubric
Instructional Strategies
SWD
ELs
Accommodations
Emerging
All Students
Enrichment
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
DOK
Instructional Strategies
SWD
ELs
Accommodations
Emerging
All Students
Enrichment
Expanding
Modifications
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
Enrichment
DOK
Accommodations
Emerging
Expanding
Modifications
Bridging
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
DOK
Expanding
Modifications
Bridging
Engaging Scenario
Detailed Description (situation, challenge, role, audience, product or performance)
All Students
Instructional Strategies
SWD
ELs
Accommodations
Emerging
Expanding
Modifications
Bridging
Scoring Guide:
Feedback to Curriculum Team
Enrichment
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