Content Standard(s):
Science 15 ) Evaluate a design solution (e.g., flood barriers, wind resistant roofs,
lightning rods) that reduces the impact of a weather-related hazard.*
NAEP Framework
NAEP Statement::
Unpacked Content
Scientific And Engineering Practices:
Engaging in Argument from Evidence
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Earth and Human Activity
Evidence Of Student Attainment:
Students:
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. Teacher Vocabulary:
Merit
Claim
Problem/solution
Design solution
Impact
Reduce
Weather-related hazard Knowledge:
Students know:
Engineers design solutions to reduce the impact of weather related hazards.
Problems caused by weather related problems.
Humans can not eliminate natural hazards but can take steps to reduce their impacts.
Some design solutions are more effective than others. Skills:
Students are able to:
Identify impacts of a weather related hazard.
Identify the effects of solutions to a problem that reduces the impact of a weather related hazard.
Make a claim about a designed solution that reduces the impact of a weather related hazard.
Communicate evidence to support the claim about a designed solution that reduces the impact of a weather related hazard. Understanding:
Students understand that:
There are cause and effect relationships between weather-related hazards and design solutions created to reduce their impact.
There are benefits and risks to given solutions created when responding to the societal demand to reduce the impact of a hazard. AMSTI Resources:
AMSTI Module:
Alabama Alternate Achievement Standards
AAS Standard:
English Language Arts R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
Unpacked Content
Teacher Vocabulary:
R3.
Background knowledge
Vocabulary
Discussion Knowledge:
R3. Students know:
Relating experiences through discussions, reading, and writing will help build background knowledge and improve vocabulary. Skills:
R3. Students are able to:
Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
Construct the meaning of words through discussions, reading, and writing. Understanding:
R3. Students understand that:
Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts 1. Contribute meaningful ideas to discussions with groups and peers utilizing agreed upon rules.
a. Elaborate on responses in conversations and discussions.
Examples: use precise, descriptive language; build upon previously expressed ideas
Unpacked Content
Teacher Vocabulary:
1.
Contribute
Meaningful ideas
Discussions
Peers
Agreed upon rules
1a.
Elaborate Conversations Discussion Knowledge:
1. Students know:
Strategies to actively engage in meaningful discussions utilizing agreed upon rules.
1a.
Elaboration strategies for conversations and discussions. Skills:
1. Students are able to:
Contribute meaningful ideas to a discussion with groups and peers.
Appropriately participate in discussions with groups and peers utilizing agreed upon rules.
1a.
Expand their responses to others in conversations and discussions. For example use precise, descriptive language and build upon previously expressed ideas. Understanding:
1. Students understand that:
Good conversations occur when participants actively listen, build on others' ideas, and ask clarifying questions.
1a.
By elaborating their responses, they are fully explaining, justifying, or defending their responses in conversation, which provides clarity to others participating in the conversations and discussions.
English Language Arts 18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
Unpacked Content
Teacher Vocabulary:
18.
Demonstrate
Content knowledge
Independent reading
Informational text
Literary text
Content-specific discussions Knowledge:
18. Students know:
Content knowledge is information learned about a specific subject.
Content knowledge can be learned by independently reading text.
Informational text is nonfiction text, and literary text is fictional.
Active listening skills.
Writing skills. Skills:
18. Students are able to:
Build content knowledge from independently reading informational or literary text.
Use content knowledge learned from independent reading in content-specific discussions with peers.
Use content knowledge learned from independent reading in writing. Understanding:
18. Students understand that:
Content-specific discussions with peers can demonstrate the content knowledge they learned through independent reading.
They can produce writings that demonstrate knowledge of content-specific information.
Primary Learning Objective(s):
Students will summarize nonfiction texts and present this information to peers.
Students will compare static electricity and lightning in a Venn diagram.
Students will apply knowledge about lightning rods to make a lightning rod system that protects a building from a lightning-induced fire in an online simulation.
Students will evaluate lightning rod systems to determine if they can protect a structure from fire.
