Grades 9-10: Unraveling Earth’s Early History
Rating: 
http://www.nextgenscience.org/sites/ngss/files/HS-ESS_EarlyEarth_version2.docx
Common Core Standards
Writing in History/Social Studies, Science, and Technical Subjects
WHST.9-10.1 Write arguments focused on discipline-specific content.
WHST.9-10.1.a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
WHST.9-10.1.b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns.
WHST.9-10.1.c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
NOTE: The standards listed above do not include the English Language Arts Standards Grades 9-10 for Writing that are listed in the unit document since the wording is similar.
Math Standards
MP.2 Reason abstractly and quantitatively.
MP.4 Model with mathematics.
MP.5 Use appropriate tools strategically.
HSF.IF.9 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
HSF.LEA.1 Distinguish between situations that can be modeled with linear functions and with exponential functions.
HSF.LEB.5 Interpret the parameters in a linear or exponential functions in terms of a context.
HSS.ID.1 Represent data with plots on the real number line (dot plots, histograms, and boxplots).
HSS.ID.6 Represent data on two quantitative variables on a scatter plot and describe how the variables are related.
HSS.ID.6a Fit a function to the data; use functions fitted to data to solve problems in the context of data.
HSS.ID.6c Fit a linear function for a scatterplot that suggests a linear association.
HSS.ID.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of data.
HSS.IC.6 Evaluate reports based on data.
Next Generation Science Standards (NGSS)
HS-ESS1-6 Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
Description of Lesson
This Grades 9-10 lesson titled “Unraveling Earth’s Early History” was developed by Achieve in partnership with NGSS. It is comprised of eleven task components plus one optional exercise (i.e., 12 total) that are estimated to take 5-12+ class periods, spread out over the course of an instructional unit. In this task, students use radiometric age dating methods, numerous scatterplots and trend lines, and narrative justifications to build evidence for the occurrence and/or timing of planetary accretion, planetary cooling, Earth core formation, formation of the Moon, and the end of the “heavy bombardment” period. Specifically, this task integrates mathematical and plotting skills, radiometric dating and half-life calculations, constructed causal explanations, and writing in order to create an evidence-based narrative that chronicles the early history of the Earth. As a culminating optional authentic assessment, students use data, plots, and associated images as evidence to construct an argument for whether and how the data and observations support a 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 activity. The assessments do not include aligned rubrics for interpreting student performance; however, evidence statements aligned with each task component supply specific assessment guidelines. Modifications and/or accommodations should be provided during instruction and assessment for students with disabilities and English language learners in order to achieve the rigor intended. The 5-12+ period timeline stated in the teaching document does not reflect the instructional time that may be interwoven with this task. Students will need graphing calculators and access to the Internet may be necessary to utilize the supplied list of supplementary resources. Teachers using this task in 11th or 12th grade should refer to the comparable CCSS for the 11-12 grade band.
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 develop the critical thinking and writing skills needed for College and Career Readiness. The 12 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. Many detailed materials are included to provide all the necessary maps, data tables, graphs, and illustrations to seamlessly complete all 12 tasks