Content Standard(s):
Science 15 ) Identify the distribution of freshwater and salt water on Earth (e.g.,
oceans, lakes, rivers, glaciers, ground water, polar ice caps) and construct a
graphical representation depicting the amounts and percentages found in
different reservoirs.
NAEP Framework
NAEP Statement::
Unpacked Content
Scientific And Engineering Practices:
Using Mathematics and Computational Thinking
Crosscutting Concepts: Scale, Proportion, and Quantity
Disciplinary Core Idea: Earth's Systems
Evidence Of Student Attainment:
Students:
Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. Teacher Vocabulary:
Fresh water
Salt water
Oceans
Lakes
Rivers
Glaciers
Ground water
Polar ice caps
Reservoir
Graph Knowledge:
Students know:
Nearly all of Earth's available water is in the ocean.
Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere. Skills:
Students are able to:
Graph the given data (using standard units) about the amount of salt water and the amount of fresh water in each of the following reservoirs, as well as in all the reservoirs combined, to address a scientific question:
Oceans.
Lakes.
Rivers.
Glaciers.
Ground water.
Polar ice caps. Use the graphs of the relative amounts of total salt water and total fresh water in each of the reservoirs to describe that:
The majority of water on Earth is found in the oceans.
Most of the Earth's fresh water is stored in glaciers or underground.
A small fraction of fresh water is found in lakes, rivers, wetlands, and the atmosphere. Understanding:
Students understand that:
Standard units are used to measure and describe physical quantities such as the amounts of salt water and fresh water in various reservoirs. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
Science 16 ) Collect and organize scientific ideas that individuals and communities can
use to protect Earth's natural resources and its environment (e.g., terracing
land to prevent soil erosion, utilizing no-till farming to improve soil
fertility, regulating emissions from factories and automobiles to reduce air
pollution, recycling to reduce overuse of landfill areas).
NAEP Framework
NAEP Statement::
Unpacked Content
Scientific And Engineering Practices:
Obtaining, Evaluating, and Communicating Information
Crosscutting Concepts: Systems and System Models
Disciplinary Core Idea: Earth and Human Activity
Evidence Of Student Attainment:
Students:
Combine information from two or more sources to provide and describe evidence about: the positive and negative effects on the environment as a result of human activities as well as how individual communities can use scientific ideas and a scientific understanding of interactions between components of environmental systems to protect a natural resource and the environment in which the resource is found. Teacher Vocabulary:
Natural Resource
Scientific idea
Individual
Community
Terracing
Erosion
Soil
No-till farming
Fertility
Emissions
Pollution
Recycling
Landfill Knowledge:
Students know:
Human activities in agriculture, industry, and everyday life can have major effects, both positive and negative, on the land, vegetation, streams, ocean, air, and even outer space.
Individuals and communities are doing things to help protect Earth's resources and environments. Skills:
Students are able to:
Obtain and combine information from books and/or other reliable media to explain how individuals and communities can protect Earth's natural resources and its environment. Understanding:
Students understand that:
Individual communities interact with components of environmental systems and can have both positive and negative effects. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
