Grade 8: Where Did the Water Go? - Watershed Study
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http://www.nextgenscience.org/sites/ngss/files/MS-ESS_Watershed_Study_version2.docx
Common Core Standards
Writing in History/Social Studies, Science, and Technical Subjects
WHST.6-8.1 Write arguments focused on discipline-specific content.
WHST.6-8.1.a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
WHST.6-8.1.b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.1.c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
NOTE: The standards listed above do not include the English Language Arts Standards Grades 6-8 for Writing that are listed in the unit document since the wording is similar.
Math Standards
MP.1 Make sense of problems and persevere while solving them.
MP.2 Reason abstractly and quantitatively.
MP.4 Model with mathematics.
6RP.3.c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable., in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
8.G.C.9 Know the formulas for the volumes of cones, cylinders and spheres and use them to solve real-world and mathematical problems.
8.SP.A.1 Construct and interpret scatterplots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
8.SP.A.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatterplots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
Next Generation Science Standards (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.
Description of Lesson
This Grade 8 lesson titled “Where Did the Water Go? - Watershed Study” was developed by Achieve in partnership with NGSS. It is comprised of eight task components that are estimated to take 4-10 class periods of 45-50 minutes each, spread out over the course of an instructional unit. In this task, students demonstrate their understanding of the water cycle by considering the inputs and outputs of water as it moves through a defined watershed. Specifically, the task requires students to integrate topographic map reading, mathematical and graphing skills, model development, and writing in order to evaluate a postulated claim. As a culminating authentic assessment, students utilize data from their calculations and plots to develop a final watershed model that demonstrates all inputs, outputs and processes that might occur at any time during the year. Using this revised model, students refute the original claim made at the start of the lesson and create and explain a new evidence-based claim.
Cautions
Connecticut teachers should be cautioned that teacher notes and preparation materials require familiarity to be used effectively. Alignment and connections to each task are noted throughout the activities. The Information for Classroom Use section for teachers offers tips for differentiated instruction and task completion. Additional modifications and/or accommodations may be necessary during instruction and assessment for students with disabilities and English language learners in order to achieve the rigor intended. The assessments do not include aligned rubrics for interpreting student performance; however, evidence statements aligned with each task component supply specific assessment guidelines. The 4-10 class periods timeline stated in the teaching document does not reflect instructional time that may be interwoven with these tasks. Access to the Internet may be necessary to utilize the recommended supplementary materials (e.g., Google Earthä).
Rationale for Selection
This lesson is a good example of the rigorous integration of math and writing standards and the construct of three dimensional learning. This cross-disciplinary approach allows students to engage with content material in practical and novel contexts and through authentic learning opportunities. Lesson activities build scientific knowledge and vocabulary about a topic, as well as help students to develop the critical thinking and writing skills needed for College and Career Readiness. The eight task components blend content, practices, and concepts from both the Common Core State Standards and the Next Generation Science Standards; they showcase how students can apply skills and content from one set of standards in the context of the other set of standards.