Climate

Discovery Education Unit: Dogsled Race

Literacy / Driving Question Board Connections

Nonfiction Science Literacy Resources

Graphic Organizers / Thinking Maps

Driving Question Boards

Dogsled Race DQB Presentation

Multilingual Learner Language Expectations

Citizen Science Opportunities

MS-ESS1-1: Earth-Sun-Moon System

Develop and use a model of the earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

Clarification & Boundary Statements

Clarification Statement: Examples of models can be physical, graphical, or conceptual.

Boundary Statement: none

MS-ESS2-6: Atmospheric and Oceanic Circulation

Develop and use a model to describe how unequal heating and rotation of the earth cause patterns of atmospheric and oceanic circulation that determine regional climates. (Systems and System Models)

Clarification & Boundary Statements

Clarification Statement: Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis of atmospheric circulation is on the sunlight-driven latitudinal banding, the Coriolis effect, and resulting prevailing winds; emphasis of ocean circulation is on the transfer of heat by the global ocean convection cycle, which is constrained by the Coriolis effect and the outlines of continents. Examples of models can be diagrams, maps and globes, or digital representations

Boundary Statement: Assessment does not include the dynamics of the Coriolis effect.

MS-ESS3-5: Causes of Global Warming

Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. (Stability and Change)

Clarification & Boundary Statements

Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can

include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon

dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in

causing the rise in global temperatures.

Boundary Statement: none

What is the NGSS & 3 Dimensional Science Learning and Why is it Important?

Science Practices - Disciplinary Core Ideas - Crosscutting Concepts

Anchor Phenomenon / Local Colorado Phenomenon Connections

Dogsled Race

DRIVING QUESTION: What factors are causing there not to be enough snow and ice for the dogsled race?

Anchor

After learning about dogsled racing and thinking about the conditions that make for ideal racing, students read an article that describes how the course of a recent race had to be rerouted because there was a lack of snow and ice along some parts of the planned route. Students are also asked to analyze and interpret data about the changing climate in Alaska.

Discovery Education Lesson / Connections to Anchor Phenomenon

Exploring a Dogsled Race / What factors are causing there not to be enough snow and ice for the dogsled race?
Temperatures and Snow in Anchorage and Fairbanks / Why does Fairbanks have more snow than Anchorage?
Altitude, Mountains, and Climate / How does geography affect climate in Alaska?
Heating the Earth's Surface / How does the heating of Earth’s surface affect the climate of Alaska?
Ocean and Climate / How does the ocean affect the weather patterns of the dog sled race?
Exploring the Effect of Our Atmosphere on Earth's Climate / Why is the climate changing in Alaska?
Effects of Climate Change / What is the effect of climate change and is it a problem?

Outscider National Park Phenomena Connections

Sequoia and Death Valley National Parks - weather and climate; water cycle

Dry Tortugas National Park - Earth's surface; Glaciation and sea level rise

Where did the Florida Keys come from? Glaciers and Sea Levels
Lesson Plan
Engage: Discussion Guide
Explore: Modeling Sea Level Rise
Explain: Thermal Expansion Lab
Elaborate: Analyzing Sea Level Rise Threats
Evaluate: Carbon Sequestration Garden
Short Cycle Assessment

Local Colorado Phenomena Connections

Here are a few local Colorado phenomena that can help illustrate atmospheric and oceanic circulation:

Chinook Winds: These warm, dry winds on the eastern slopes of the Rockies can be used to explain the impact of atmospheric pressure differences and wind patterns.

Rocky Mountain Weather Patterns: The unique weather patterns caused by the mountains, such as sudden temperature changes and storms, can demonstrate atmospheric circulation dynamics.

Colorado River Basin: Discuss how oceanic currents influence weather patterns and water distribution in the region.

Snowpack and Climate: Analyze how atmospheric circulation affects snowpack levels, which are crucial for Colorado's water supply.

Microclimates in Colorado: Explore how local topography influences small-scale atmospheric and oceanic circulation, creating diverse climates within the state.

These examples can help students connect global circulation concepts to local experiences. If you need more details or lesson ideas, let me know!

Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena

Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"

Using SchoolAI

1) Navigate to Assistants

2) Select Curriculum Coach

3) Use the prompt above

Career Connections

Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.

Local Colorado Career Connections

Here are some Colorado-based career connections related to weather and climate that you can explore for your 7th grade science curriculum:

National Center for Atmospheric Research (NCAR):

Located in Boulder, NCAR offers research opportunities and educational resources related to atmospheric science.

NOAA's Earth System Research Laboratories (ESRL): Also in Boulder, ESRL focuses on weather, climate, and air quality research. They might offer tours or guest speakers.

Colorado State University (CSU) Department of Atmospheric Science: CSU is known for its meteorology and climate research programs. They often engage with local schools for educational outreach.

Denver Museum of Nature & Science: The museum offers educational programs and exhibits related to weather and climate science.

Local TV Meteorologists: Consider reaching out to meteorologists from Denver-based TV stations for guest talks or classroom visits.

These connections can provide students with real-world insights into careers in atmospheric sciences and climate-related fields.

Hands On, Minds On Connections

Discovery

Discovery Hands-On Refurbishments

Refurbishment Order Form

PASCO

St Vrain Science Center

Data Puzzle Connections

Simulations

GIZMOS

GIZMOS in Science

Nearpod Lessons / Activities / Videos

LabXchange Lessons / Activities / Videos

Environmental Education Connections

Teacher Notes / Assessments

Discovery Hands-On Refurbishments

Refurbishment Order Form

To Extend Student Learning

8) Climate Change Action Plan Additional Remediation, Extension, Differentiation Resources

Teacher Prep: Content Background Unit Storyline Driving Question Boards English Language Learner Support

Star Talk - Neil DeGrasse Tyson Explains Tides

How Many Earths? Visualization

7th Grade Pilot Teacher Notes & Resources

3 Dimensional Science Assessments

This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 8th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory

CDE: Grade Level Expectations

Prepared Graduates:

3.9: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding the universe and Earth’s place in it.
3.10: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how and why Earth is constantly changing.
3.11: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how human activities and the Earth’s surface processes interact.

Grade Level Expectation:

3-1: Motion is predictable in both solar systems and galaxies.
3-2: The solar system contains many varied objects held together by gravity. Solar system models explain and predict eclipses, lunar phases, and seasons.
3-4: Energy flows and matter cycles within and among Earth’s systems, including the sun and Earth’s interior as primary energy sources. Plate tectonics is one result of these processes.
3-6: 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
3-11: Human activities affect global warming. Decisions to reduce the impact of global warming depend on understanding climate science, engineering capabilities, and social dynamics.

Colorado Department of Education - Middle School Science Standards

Connecting Thinking Maps to Science Instruction

To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide

Graphic Organizers (Science Practices & Cross-Cutting Concepts)

Thinking Maps Guide Thinking Maps Guide (Spanish)

Thinking Map Resources (Spanish)

Patterns

Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?

Possible Thinking Maps:

Flow or Bridge Maps for analyzing patterns (Page 54)

Tree Map for classifying (Page 42)

Bridge Map for relationships (Page 66)

Multi-flow Map for causes of patterns and making predictions (Page 60)

Double Bubble Map for comparing / contrasting patterns (Page 36)

Cause and Effect

Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?

Possible Thinking Maps:

Multi-flow Map for cause and effect (Page 60)

Partial Multi-flow Map (Page 60)

Circle Map for Brainstorming (Page 24)

Double Bubble Map for cause and effect (Page 36)

Scale, Proportion, Quantity

Critical Questions: How does this system look at a smaller or larger scale? What is new and what is the same? What is new and what is the same? How does this scale relate to you? What happens if we change the quantity involved?

Possible Thinking Maps:

Multi-flow Map for cause and effect (Page 60)

Tree Map for details at different measures (Page 42)

Double-Bubble Map (Page 36)

Brace Map for analyzing parts at different scales or proportions (Page 48)

Bridge Map for relationships (Page 66)

Systems and System Models

Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?

Possible Thinking Maps:

Brace Map for taking systems apart (Page 48)

Flow Map for organization of the system (Page 54)

Double-Bubble Map to systems (Page 36)

Multi-flow Map to analyze impact of modifying systems (Page 60)

Energy and Matter

Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?

Possible Thinking Maps:

Flow Map for tracking energy (Page 54)

Partial Multi-Flow Map for effects of changes (Page 60)

Bridge Map for relating energy and matter (Page 66)

Partial Multi-flow for causes of energy (Page 60)

Structure and Function

Critical Questions: How does the function depend on the structure? Are there other structures that serve the same function?

Possible Thinking Maps:

Brace Map to analyze structure (Page 48)

Partial Multi-Flow Map to explain how the structure causes the function (Page 60)

Double Bubble Map for different structures (Page 36)

Stability and Change

Critical Questions: What causes change in this system? Stability? Is the stability static or dynamic? What are possible catalysts for changing the stability?

Possible Thinking Maps:

Partial Multi-Flow Map for change (Page 60)

Circle Maps for defining dynamic and static stability (Page 24)

Flow map for evolution of a system (Page 54)

Double Bubble to dynamic and static stability (Page 36)