Unit Overview

The big picture stuff: Students have learned about the importance of water and how to observe daily weather throughout their elementary years. Now students put these ideas together to build a systemic model for the movement of water, driven by energy from the Sun

Next Generation Science Standards – Middle School (NGSS-MS):

ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

Emphasize: ways water changes its state as it moves through the multiple pathways of the [[#|hydrologic cycle]]. Examples of models can be conceptual or physical.

Core ideas: Water continually cycles among land, ocean, and atmosphere via [[#|transpiration]], evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. Global movements of water and its changes in form are propelled by sunlight and gravity.

ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

Emphasize: how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students or obtained through laboratory experiments. Do not include recalling the names of cloud types or weather symbols used on weather [[#|maps]] or the reported [[#|diagrams]] from weather stations.

Core ideas: The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of [[#|local weather]] patterns. Because these patterns are so complex, weather can only be predicted probabilistically.

ESS2-6. 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.

Emphasize: 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.

Core ideas: Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents.

PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the [[#|mass]], and the change in the average kinetic energy of the particles as measured by the temperature of the sample.

Examples: of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of [[#|samples]] of different materials with the same [[#|mass]] as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.

Core Ideas: The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment.

PS3-5. Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object.

Examples: an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.

Core Ideas: When the motion energy of an object changes, there is inevitably some other change in energy at the same time.

ETS-1 The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.

ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

Science and Engineering:

• Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process or system.
• Construct, use, and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon.
• Science knowledge is based upon logical and conceptual connections between evidence and explanations
• Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support [[#|a claim]].
• Develop and use a model to describe phenomena.
• Develop a model to describe unobservable mechanisms.
• Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.

Crosscutting concepts:

• Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
• The transfer of energy can be tracked as energy flows through a designed or natural system.
• Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.
• Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. (MS-ESS2-4)
• Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales

California Science Standards:

Earth Science Standards:

3c. Students know heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and by convection (which involves flow of matter).

4a. Students know the sun is the major source of energy for phenomena on Earth’s surface; it powers winds, ocean currents, and the water cycle.

4c. Students know heat from Earth’s interior reaches the surface primarily through convection.

4d. Students know convection currents distribute heat in the atmosphere and oceans.

4e. Students know differences in pressure, heat, air movement, and humidity result in changes of weather.

Investigation and Experimentation Standards:

7a. Develop a hypothesis.

7b. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.

7c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables.

7d. Communicate the steps and results from an investigation in written reports and oral presentations.

7e. Recognize whether evidence is consistent with a proposed explanation.

7g. Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions).

7h. Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hillslope).

Next Generation Science Standards – Middle School (NGSS-MS):

ESS2-4. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

Emphasize: ways water changes its state as it moves through the multiple pathways of the [[#|hydrologic cycle]]. Examples of models can be conceptual or physical.

Core ideas: Water continually cycles among land, ocean, and atmosphere via [[#|transpiration]], evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. Global movements of water and its changes in form are propelled by sunlight and gravity.

ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

Emphasize: how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students or obtained through laboratory experiments. Do not include recalling the names of cloud types or weather symbols used on weather [[#|maps]] or the reported [[#|diagrams]] from weather stations.

Core ideas: The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of [[#|local weather]] patterns. Because these patterns are so complex, weather can only be predicted probabilistically.

ESS2-6. 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.

Emphasize: 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.

Core ideas: Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents.

PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the [[#|mass]], and the change in the average kinetic energy of the particles as measured by the temperature of the sample.

Examples: of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of [[#|samples]] of different materials with the same [[#|mass]] as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.

Core Ideas: The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment.

PS3-5. Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object.

Examples: an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.

Core Ideas: When the motion energy of an object changes, there is inevitably some other change in energy at the same time.

ETS-1 The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem.

ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

Science and Engineering:

• Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process or system.
• Construct, use, and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon.
• Science knowledge is based upon logical and conceptual connections between evidence and explanations
• Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support [[#|a claim]].
• Develop and use a model to describe phenomena.
• Develop a model to describe unobservable mechanisms.
• Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.

Crosscutting concepts:

• Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
• The transfer of energy can be tracked as energy flows through a designed or natural system.
• Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.
• Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter. (MS-ESS2-4)
• Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales

California Science Standards:

Earth Science Standards:

3c. Students know heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and by convection (which involves flow of matter).

4a. Students know the sun is the major source of energy for phenomena on Earth’s surface; it powers winds, ocean currents, and the water cycle.

4c. Students know heat from Earth’s interior reaches the surface primarily through convection.

4d. Students know convection currents distribute heat in the atmosphere and oceans.

4e. Students know differences in pressure, heat, air movement, and humidity result in changes of weather.

Investigation and Experimentation Standards:

7a. Develop a hypothesis.

7b. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.

7c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables.

7d. Communicate the steps and results from an investigation in written reports and oral presentations.

7e. Recognize whether evidence is consistent with a proposed explanation.

7g. Interpret events by sequence and time from natural phenomena (e.g., the relative ages of rocks and intrusions).

7h. Identify changes in natural phenomena over time without manipulating the phenomena (e.g., a tree limb, a grove of trees, a stream, a hillslope).