Moss k12 Curriculum Model For Grads

Table of Contents
MOSS Educational Philosophy

THEME: TBD BY TEACHERS / TEACHING TEAM
Desired Results
DISCIPLINARY CORE IDEAS:
Sense of Place
Community Skills
Weekly Schedule
SAMPLE LEARNING PLAN
Field Science Inquiry
Community Based Engineering Challenge
MOSS Educational Philosophy
MOSS values student-centered instruction where participants actively construct their own understanding of the places
where we live. We provide opportunities for students to observe the world, ask questions, develop investigations, and
make meaning of what they find. We believe that it is crucial that participants are given the chance to interact in significant
ways with the outdoor environment. We use the lenses of science and natural history as a way to stimulate exploration of
a place; we use the lens of place as a way to stimulate exploration of science, natural history, social science, and
humanities (among other things!).
We believe that it is valuable for students to work together to solve problems and that the messiness of student-led work
is an important part of the process of learning to guide their own learning. We prefer that our instructors serve as guides
and facilitators and reserve the roles of sage on the stage and entertainer for just a few key moments.
THEME: TBD BY TEACHERS / TEACHING TEAM (pick 1)

- What is Natural (system, ecosystem location, etc)
- What does it mean to be a part of a community (social, ecological, watershed, etc)
- How can art and science work together to solve problems? (Art and Ecosystem connections -- e.g. bark beetle
sculpture/pottery that holds pheromone packets)
- How do interdisciplinary teams work together to address challenges?
- What is the role of technology in solving problems? What are the limitations?
Desired Results
Established Goals:
1. Build scientific literacy: develop scientific practices, identify with the scientific enterprise and come to
understand key disciplinary core ideas
2. Discover a sense of place: explore personal connections to place and get to know the plants and animals that
live here
3. Develop effective community practices: dispel the myth of the rugged individual explorer, strengthen team
connections through effective communication, collaboration, cooperation, and caring
Essential Questions:
1. INSERT QUESTION HERE TO REFLECT THEME OF THE WEEK (e.g. What do we gain from looking at the
world through different perspectives?)
2. What does it mean to do science? What are some of the important ideas to understand about the natural
world? How can we use science to support our community?
3. What makes this place special and how do I fit into it?
4. What is the value of an effective team and how do we create one?
Understandings:
Students will understand that
INSERT UNDERSTANDING TO REFLECT THEME OF THE WEEK

E.G.: Perspectives:
seeing the world through different perspectives allows us to ask different questions, to discover new ways of
solving problems and to have empathy for others
Scientific Literacy:
Science is a systematic process for understanding the world. Everyone can be involved. The most important tools
we have are our five senses.
SCIENCE AND ENGINEERING PRACTICES AND STANDARDS:

Asking Questions and Defining Problems
Asking questions and defining problems in grades 68 builds on grades K5 experiences and progresses to specifying
relationships between variables, and clarifying arguments and models.
Ask questions to identify and clarify evidence of an argument.
Developing and Using Models
Modeling in 68 builds on K5 experiences and progresses to developing, using, and revising models to describe, test, and predict
more abstract phenomena and design systems.
Develop a model to describe phenomena. (MS-LS2-3)
Planning and Carrying Out Investigations
Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use
multiple variables and provide evidence to support explanations or solutions.
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.
Analyzing and Interpreting Data
Analyzing data in 68 builds on K5 experiences and progresses to extending quantitative analysis to investigations, distinguishing
between correlation and causation, and basic statistical techniques of data and error analysis.
Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1)
Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 68 builds on K5 experiences and progresses to include constructing
explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and
theories.
Construct an explanation that includes qualitative or quantitative relationships between variables that predict
phenomena. (MS-LS2-2)
Engaging in Argument from Evidence
Engaging in argument from evidence in 68 builds on K5 experiences and progresses to constructing a convincing argument that
supports or refutes claims for either explanations or solutions about the natural and designed world(s).
Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute
an explanation or a model for a phenomenon or a solution to a problem. (MS-LS2-4)
Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (MS-LS2-5)
DISCIPLINARY CORE IDEAS: TEACHERS WILL CHOOSE FOUR FROM THESE BELOW
ESS2.A: Earths Materials and Systems
The planets systems interact over scales that range from microscopic to global in size, and they operate over
fractions of a second to billions of years. These interactions have shaped Earths history and will determine its future.
ESS2.C: The Roles of Water in Earth's Surface Processes
Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and
crystallization, and precipitation, as well as downhill flows on land. (MS-ESS2-4)
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. (MS-ESS2-5)
Global movements of water and its changes in form are propelled by sunlight and gravity. (MS-ESS2-4)
Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean
currents. (MS-ESS2-6)
Waters movementsboth on the land and undergroundcause weathering and erosion, which change the lands
surface features and create underground formations. (MS-ESS2-2)
ESS2.D: Weather and Climate
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. (MS-ESS2-6)
Because these patterns are so complex, weather can only be predicted probabilistically. (MS-ESS2-5)
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. (MS-ESS2-6)
ESS3.A: Natural Resources
Humans depend on Earths land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh
water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These
resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1)
ESS3.B: Natural Hazards
Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can
help forecast the locations and likelihoods of future events. (MS-ESS3-2)
ESS3.C: Human Impacts on Earth Systems
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and
causing the extinction of other species. But changes to Earths environments can have different impacts (negative
and positive) for different living things. (MS-ESS3-3)
Typically as human populations and per-capita consumption of natural resources increase, so do the negative
impacts on Earth unless the activities and technologies involved are engineered otherwise. (MS-ESS3-3),(MS-ESS3-
4)
ESS3.D: Global Climate Change
Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current
rise in Earths mean surface temperature (global warming). Reducing the level of climate change and reducing human
vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering
capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge
wisely in decisions and activities. (MS-ESS3-5)
LS1.C: Organization for Matter and Energy Flow in Organisms
Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food)
from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases
oxygen. These sugars can be used immediately or stored for growth or later use. (MS-LS1-6)
Within individual organisms, food moves through a series of chemical reactions in which it is broken down and
rearranged to form new molecules, to support growth, or to release energy. (MS-LS1-7)
LS2.A: Interdependent Relationships in Ecosystems
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living
things and with nonliving factors. (MS-LS2-1)
In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources
may compete with each other for limited resources, access to which consequently constrains their growth and
reproduction. (MS-LS2-1)
Growth of organisms and population increases are limited by access to resources. (MS-LS2-1)
Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms.
Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for
survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary
across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are
shared. (MS-LS2-2)
LS2.B: Cycle of Matter and Energy Transfer in Ecosystems
Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and
decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical
environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in
terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an
ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS-LS2-3)
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological
component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)
Biodiversity describes the variety of species found in Earths terrestrial and oceanic ecosystems. The completeness
or integrity of an ecosystems biodiversity is often used as a measure of its health. (MS-LS2-5)
LS4.D: Biodiversity and Humans
Changes in biodiversity can influence humans resources, such as food, energy, and medicines, as well as ecosystem
services that humans rely onfor example, water purification and recycling. (secondary to MS-LS2-5)
LS4.B: Natural Selection
Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS4-
4)
In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective
breeding. One can choose desired parental traits determined by genes, which are then passed onto offspring. (MS-
LS4-5)
LS4.C: Adaptation
Adaptation by natural selection acting over generations is one important process by which species change over time
in response to changes in environmental conditions. Traits that support successful survival and reproduction in the
new environment become more common; those that do not become less common. Thus, the distribution of traits in a
population changes. (MS-LS4-6)
Sense of Place
Sense of place is a term that describes my personal connection to a particular environment and it can be
developed by being present in a place, exploring my feelings about a place and myself in it, and by getting to know
the plants and animals that live there.
Community Skills
We can accomplish more when we work together effectively. This takes practice! We can work on developing more
effective communication, collaboration, cooperation and collaboration skills.
Students will know Students will be able to

Key plant and animal species in PSP Ask questions and define problems
Variables of interest in looking at ecosystem Develop and use models
interactions (e.g. dissolved oxygen, temperature, Analyze and interpret data
soil moisture, canopy cover) Construct explanations and design
solutions
Engage in argumentation from evidence
Plan and carry out investigations
Work together to complete field activities
Work together to design a field research
project or complete a community design challenge
Evidence of Understanding
Performance Task:
1) Field Research Project: Students will design and conduct a field research project on a topic in Ponderosa
State Park
OR
2) Community Design Challenge: students will design and test an engineering solution to a local natural
resource related problem.
Other Evidence:
1) Daily field journal review. Students will share one or two pages from their journal each day that reflect
evidence of understanding a new concept or idea. Journal entries will be assigned by field instructors during the
day and may include sound maps, observations, data collection, reflection or note taking.
2) Daily blog posts: Each student will choose one item (pictures of all of the journals open to their selected
pages) and write a couple sentences of what they learned. Groups may also include fun/ random pictures.
3) End of week portfolio review: At the end of the week, each student explains to the group what the two most
meaningful artifacts are.
Learning Plan
Weekly Schedule
Monday Tuesday Wednesday Thursday Friday
1:00 Students arrive 7:15 Wake Up 7:15 Wake Up 7:15 Wake Up 7:15 Wake Up/ Check
at MOSS, get 8:00 Breakfast or 8:00 Breakfast or 8:00 Breakfast or out time
checked into cabins Community Community Community 8:00 Breakfast or
1:30 Introductions, 8:30 Breakfast or 8:30 Breakfast or 8:30 Breakfast or Community
rules of MOSS, big Community Community Community 8:30 Breakfast or
group game 9:00 Classroom time 9:00 Classroom time 9:00 Classroom time Community
2:15 +/- Split into field 9:15 Start of Field day 9:15 Start of Field day 9:15 Project 9:00 Presentations in
groups to do MOSS 4:00 Meet in the 4:00 Meet in the Time (Make a the Classroom
tour, getting to know classroom with the classroom with the plan, gather 10:15 Students leave.
each other, team PHs to review the AL PHs to review the AL supplies, Good byes and
contracts, team blog and go over the blog and go over the complete campus clean
building schedule for the week schedule for the week project,
4:00 Meet in the 4:15 Free Time 4:15 Free Time create
classroom with the 5:00 Dinner 5:00 Dinner presentation,
PHs to review the AL 6:00-7:30 Evening 6:00-7:30 Evening practice
blog and go over the Program: Teachers Program: Teachers presentation)
schedule for the week Choice Choice 4:00 Meet in the
4:15 Free Time classroom with the
5:00 Dinner PHs to review the AL
6:00-7:30 Evening blog and go over the
Program: Science at schedule for the week
MOSS (BEETLES 4:15 Free Time
what scientists do) 5:00 Dinner
6:00-7:30 Evening
Program: Campfire!
SAMPLE LEARNING PLAN
(Based on the lessons modeled during grad orientation with a theme of Perspectives and a focus on the NGSS DCIs
listed on Tuesday and Wednesday field days below)
Learning Plan -- Monday
Goals:
Scientific Literacy: Students will understand that science is a systematic process of understanding the world.
Everyone can participate. The most important tools we have are our five senses.
Sense of Place: Students will discover where we are relative to where they came from.
Community Skills: Students and instructors will get to know each other (names, interests, unique qualities);
students will begin to practice team skills.
Essential Questions:
1. What do we gain from looking at the world through different perspectives?
2. What does it mean to do science? What are some of the important ideas to understand about the natural world?
How can we use science to support our community?
Understandings:
1. Science is a systematic process for understanding the world. Everyone can be involved. The most important tools
we have are our five senses.
2. Students will understand where we are in relation to where they came from
3. Students will be able to develop a set of shared values for working together for the week (a team contract)
Students arrive at 1:00. They are greeted by the Program Host and Field Instructors. Students unload belongings and
settle into their cabins. Students meet with instructor team at 1:30 for an overview of the week, introductions, a big group
game (icebreaker). Around 2:15 students break into field groups with their field instructor.
2:15 Introductions: in depth introductions to you as a field instructor and with each group member (consider using the
field guide or baseball card activity that we used on Day 1 with orientation).
2:30 In group, develop a set of shared values that the group would like to uphold for the week. For example, you
might address things like we value being heard, we value having time to discover things. Turn these values
into actions that the group can take. We value being heard so we will listen to each other. We value having time
to discover things so we will make sure to plan time in the day for poking around.
2:45 Work on some of the low elements team challenges around campus.
4:00 Meet in classroom with Program Host. Go over schedule for the week, Adventure Learning blog.
Field Day Learning Plan -- Tuesday
Goals:
Everyone can participate. The most important tools we have are our five senses. Students will appreciate that we
can practice making observations and become better observers. Students will ask questions, analyze and
interpret data, construct explanations, engage in argument from evidence and plan & carry out investigations.
Sense of Place: Students will get to know some of the plants and animals in PSP. Students will explore their own
personal connection to the sagebrush meadow, an aspen grove and the Ponderosa pine forest.
Community Skills: Students will practice effective communication, work together to solve problems and look out
for each other as a group.
Essential Questions
Understandings
Disciplinary Core Ideas (DCI):
LS2.C: Ecosystem Dynamics, Functioning, and Resilience (Forest ecosystem, Sagebrush
ecosystem, Marsh ecosystem)
Students will understand that ecosystems are dynamic in nature; their characteristics can vary over
time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its
populations. (MS-LS2-4)
Students will understand that biodiversity describes the variety of species found in Earths terrestrial
and oceanic ecosystems. The completeness or integrity of an ecosystems biodiversity is often used
as a measure of its health. (MS-LS2-5)
ESS3.C: Human Impacts on Earth Systems (Fire exclusion, habitat destruction)
Students will understand that human activities have significantly altered the biosphere, sometimes
damaging or destroying natural habitats and causing the extinction of other species. But changes to
Earths environments can have different impacts (negative and positive) for different living things.
(MS-ESS3-3)
LS2.A: Interdependent Relationships in Ecosystems (Sagebrush, forest, and marsh ecosystems --
biotic / abiotic)
Organisms, and populations of organisms, are dependent on their environmental interactions both
with other living things and with nonliving factors. (MS-LS2-1)
In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or
other resources may compete with each other for limited resources, access to which consequently
constrains their growth and reproduction. (MS-LS2-1)
Science Practices: Students will be able to:
Ask Questions and Define Problems
Plan and Carry Out Investigations
Analyze and Interpret Data
Construct Explanations and Design Solutions
Engage in Argument from Evidence
9:00 Classroom time. Program Host reviews the theme of the week and challenges students to find examples of the
theme throughout the day.
9:15 Begin field day. Check to make sure students have all necessary equipment: water bottle, dry socks, rain gear,
layers, sunscreen, lunch, etc. (as appropriate for the season). Assign student jobs if desired (paparazzi -- picture
taker; clock -- timekeeper; stomach -- ask for snack breaks; the includer -- make sure everyone is getting a
chance to participate; the Elder -- the one is is asked to weigh in on decisions if the group cannot decide; etc).
9:30 Show students the plan for the day and introduce the goals and essential questions. Hike to first learning location.
10:00 Invitation / observation activity: gather students around something (a tree, a sagebrush, etc.) and ask them what
they notice? Explain that we often need to practice being good scientists and making observations about the
world around us. Introduce the BEETLES activity I notice, I wonder, It reminds me of and have students make
sensory observations of the sagebrush.
Sense of place connection
10:10 Observation: Zoomed in and zoomed out drawings.

10:20 Exploration: Give students hand lenses and Vernier tools (LabQuest, temperature probe, soil moisture meter)
and ask them to gather some data about the Sagebrush and its surrounding environment. Are there temperature
differences above and below the Sagebrush canopy? What is the soil like? What do you notice about where it is
growing? What else is here? Gather data in teams of three then report back on your findings. Present students a
graph showing precipitation over the course of the year.
Science Practices Connections:

Asking questions and defining problems
10:20 Concept invention: Have students discuss and present arguments over the type of environment that these
Sagebrush live in. What evidence do they have? How might the Sagebrush thrive in spite of these challenges?
Tell about Sagebrush adaptations. Notice differences under Ponderosa pine trees.
DCI Connections:
Organisms, and populations of organisms, are dependent on their environmental interactions both with other
living things and with nonliving factors. (MS-LS2-1)
In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other
resources may compete with each other for limited resources, access to which consequently constrains their
growth and reproduction. (MS-LS2-1)
10:40 Reflection: Discuss with students the idea that organisms are dependent on living and non-living parts of the
environment. Discuss the idea that Ponderosa pine trees may be creating new conditions that may it challenging
for Sagebrush to grow under the Pine.
11:00 Hike to Activity Center for bathroom / water break. Short get to know you activity where students introduce each
other.
11:20 Hike to Aspen Grove off of Meadow Marsh Trail. Stop for lunch and play a game (Camo?)
12:00 Invitation: Perspective activity: spend a couple of minutes laying on the ground looking up at the sky through the
trees. Do BEETLES To Each Its Own journaling activity.
12:20 Exploration: Identify Aspen trees and ask how does this place feel different from the Sagebrush meadow? Have
students take a quick set of quantitative measurements (temperature, soil moisture) and compare to what they
found in the Sagebrush meadow.
Science Practices Connection:

12:40 Concept Invention: Have students discuss with each other what they have observed and come up with an
argument from evidence to explain why there are Aspen here instead of Sagebrush or forest. Discuss with
students how the various parts of the ecosystem may be working together here to provide the conditions that
favor Aspen (as compared to Sagebrush or Pine).
DCI Connections:
Science practices connection:
Engaging in argument from evidence
1:00 Move to Treated/ Untreated part of the Forest

Invitation: Begin with I notice, I wonder, it reminds me of observation routine. Have students take out their field
journals and complete a Venn diagram comparing and contrasting the two sides of the trail.
1:15 Exploration: Have students come up with possible research questions to guide comparing the two sides of the
forest. (for example, they might ask are there more Ponderosa pine trees in the treated or untreated side of the
forest? Or, they might ask is the canopy cover more dense? Or is there a difference in soil moisture, etc. etc.).

1:30 Concept Invention: Use the chance to discuss what makes a good scientific research question. Continue with
observations about the forest and share the story of the management that has taken place. Explain the role of fire
in the system and the impacts of fire exclusion. Ask students to count the number of Grand fir trees in a random
plot on each side of the forest. Ask: why did they not thin both sides?
DCI Connections:
Students will understand that human activities have significantly altered the biosphere, sometimes damaging
or destroying natural habitats and causing the extinction of other species. But changes to Earths
environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)
Students will understand that ecosystems are dynamic in nature; their characteristics can vary over time.
Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
(MS-LS2-4)
Students will understand that biodiversity describes the variety of species found in Earths terrestrial and
oceanic ecosystems. The completeness or integrity of an ecosystems biodiversity is often used as a
measure of its health. (MS-LS2-5)
1:50 Application: Have students imagine how this project might look through different perspectives (forester,
homeowner, . BEETLES walk and talk discussion on trail leading to Meadow Marsh
2:00 Reflection: Pondering page; ideas for field research or brainstorm engineering challenges that take into account
the ecosystem interactions and stakeholder perspectives that they have learned about.
2:15 Hike to Meadow Marsh. Journal activity: Perspectives: what was this place like 10,000 years ago? 100? 10? What
will it be like 10 years from now? 100? 10,000? Write a creation story about the marsh over time.
Ask the question: what role do humans have in ecosystems? Discuss with students how the Marsh has changed
because of geologic factors (glaciation, receding glaciers, succession, marsh filling in over time) and human
factors (a park is here, we make an impact in choosing to preserve it; we also build trails and bring people to it)
DCI Connection:
Students will understand that human activities have significantly altered the biosphere, sometimes damaging
or destroying natural habitats and causing the extinction of other species. But changes to Earths
environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)
2:30 Fox Run Trail Head

Refill water bottles and have a snack
3:25 Back at MOSS
Fire boards
3:40 Review, wrap up and blog (Blog prompt- ideas for field research or brainstorm engineering challenges that take into
account the ecosystem interactions and stakeholder perspectives that they have learned about.) Enter data into the blog.
4:00 Meet in the classroom with the PHs to review the AL blog and go over the schedule for the week
Field Day Learning Plan -- Wednesday
Goals:
Sense of Place: Students will get to know some of the the Lily Marsh and nearby trails in PSP. Students will
explore their own personal connection to big Payette Lake some of the ecosystem services it provides.
Essential Questions
Understandings:
Disciplinary Core Ideas (DCI): (Grad Orientation has more. Middle School Groups will focus on two a day)
Students will understand that
LS2.A: Interdependent Relationships in Ecosystems
Organisms, and populations of organisms, are dependent on their environmental interactions both with
other living things and with nonliving factors. (MS-LS2-1)
In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or
other resources may compete with each other for limited resources, access to which consequently
constrains their growth and reproduction. (MS-LS2-1)
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any
physical or biological component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)
Biodiversity describes the variety of species found in Earths terrestrial and oceanic ecosystems. The
completeness or integrity of an ecosystems biodiversity is often used as a measure of its health. (MS-
LS2-5)
LS4.D: Biodiversity and Humans
Changes in biodiversity can influence humans resources, such as food, energy,
and medicines, as well as ecosystem services that humans rely onfor example, water
purification and recycling. (secondary to MS-LS2-5)
ESS2.C: The Roles of Water in Earth's Surface Processes
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.A: Earths Materials and Systems
The planets systems interact over scales that range from microscopic to global in size, and they
operate over fractions of a second to billions of years. These interactions have shaped Earths history
and will determine its future.
ESS3.C: Human Impacts on Earth Systems
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural
habitats and causing the extinction of other species. But changes to Earths environments can have
different impacts (negative and positive) for different living things. (MS-ESS3-3)
Typically as human populations and per-capita consumption of natural resources increase, so do the
negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
(MS-ESS3-3),(MS-ESS3-4)
Science Practices:
Students will be able to:
Develop and use models
Construct Explanations and Design Solutions
9:00 Classroom time. Program Host reviews the theme of the week and challenges students to find examples
of the theme throughout the day.
9:15 Begin field day. Check to make sure students have all necessary equipment: water bottle, dry socks, rain
gear, layers, sunscreen, lunch, etc. (as appropriate for the season). Review student jobs if desired (paparazzi --
picture taker; clock -- timekeeper; stomach -- ask for snack breaks; the includer -- make sure everyone is getting a
9:30 Show students the plan for the day and introduce the goals and essential questions. Gather equipment
for canoeing.
9:45 Brief intro to canoe safety: everyone needs a PFD. Stay low. Proper holding of paddle (T-grip). Etc.
10:00 Prepare to canoe to Day Use Beach.

Invitation: Before leaving, ask students to consider the question: How did the water get into Payette Lake? (Dont
ask for answers yet, just pose the question and ask students to think about it as they paddle).
10:30 Arrive at Day Use Beach. Discuss student ideas about how the water got into Payette Lake.
Exploration: have students draw a diagram showing how water moves (dont call it the water cycle yet --
have them think about how water specifically might move on the landscape around Payette Lake).
Concept Invention: Have students label their models with scientific terms -- precipitation, evaporation,
transportation, storage

DCI Connection:
Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation
and crystallization, and precipitation, as well as downhill flows on land.
10:45 Application: ask students to consider the question: how do you think water has shaped the landscape that we
see today? Discuss in pairs. Record ideas in field journals.
10:50 Exploration: look at surficial geology maps. In pairs, come up with some explanations for various landforms /
cover types that they see.
11:00 Concept Invention: Discuss with students the glacial history of the lake and peninsula. Use Glacier shuffle to
help students model the actions of a glacier.
DCI Connection:
Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and
crystallization, and precipitation, as well as downhill flows on land.
fractions of a second to billions of years. These interactions have shaped Earths history and will determine its
future.

11:30 Invitation: Introduce the term watershed and explain that it is the area of land that drains to a common point
(often a river or a lake). Bring out Vernier tools and ask students: if we wanted to understand some of the features
of this watershed, how could we use these tools to do so? Where should we go to do that?
11:45 Exploration: Have students look at and learn about tools; plan an investigation.

12:00 Lunch
12:30 Exploration: Hike to areas that students pick (likely to be along the lake and then to Lily Marsh). Measure water
characteristics and record data in field journal. Concept Invention: have students compare data between sites.
Do they observe any differences? Why or why not?
DCI Connection
fractions of a second to billions of years. These interactions have shaped Earths history and will determine its
future.
1:00 (if not already there, hike to Lily Marsh and take a second set of measurements) Invitation: what do you know
about things that live in the water? What kind of habitat needs do they have? Lets see what we can find.
1:10 Explore: have students collect macroinvertebrates and identify what is living there. BEETLES Discovery swap
activity.
1:20 Concept Invention: Use field guides to learn about habitat requirement of different macros. Discuss oxygen
needs, other characteristics.
DCI Connection
1:30 Application: Have students analyze their water data and determine where they would expect to find more
macros.

1:45 Synthesis of days activities: Lily Marsh -- have students reflect on scales of interactions (macros with water
quality, Marsh with vegetation and erosion, Payette Lake with watershed). Ask students to name some
interactions.
2:00 Extension: Reflect on human role in shaping water systems. Bring up dams? Ask students to reflect on different
stakeholders and their various interests in keeping dams in place or removing them.
DCI Connections
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and
causing the extinction of other species. But changes to Earths environments can have different impacts (negative
and positive) for different living things. (MS-ESS3-3)
Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or
biological component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)
Biodiversity describes the variety of species found in Earths terrestrial and oceanic ecosystems. The
completeness or integrity of an ecosystems biodiversity is often used as a measure of its health. (MS-LS2-5)
3:40 Back at MOSS to review, wrap up and blog

4:00 Meet in the classroom with the PHs to review the AL blog and go over the schedule for the week
Field Project Day Learning Plan -- Thursday
Goals:
Sense of Place: Students will get to know an area of Ponderosa State Park that they want to better understand.
Essential Questions
Science and Engineering Practices

Asking questions and defining problems in grades 68 builds on grades K5 experiences and progresses to
specifying relationships between variables, and clarifying arguments and models.
Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include
investigations that use multiple variables and provide evidence to support explanations or solutions.
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.
theories.
Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an
explanation or a model for a phenomenon or a solution to a problem. (MS-LS2-4)
Field Science Inquiry
Team Building and Preparation for Field Science Inquiry
Students will participate in a team building activity and debrief the experience with what this process means for their
planning of and doing research today. They will discuss group decision-making, with a focus on compromise and
collaboration, and in general get them ready for the first stages of the inquiry process. IMPORTANT: Review the rubric
with the students so that they know what is expected of them. Every student must record the research question,
hypothesis, methods, data, and analysis in the science journal.
Developing the Field Research Project

After asking a question, the students will guess what they think will happen, this will be their hypothesis.
Next, the students must plan their research and develop their methods. How large should their sample size be? Where is
the best place in the park to collect appropriate data? As part of this process, have the students select, as independently
as possible, the tools they will need and describe the data analysis process as best as they can predict. This part of the
process is key; they must have a fairly good picture of how the research will go to be sure they do not forget anything.
Data Collection
Like most other MOSS experiences, this process should be as student directed as possible. Give them the power to
decide, but remember this type of learning may be outside of their usual experiences (self and group direction in a school
setting) and they WILL have problems with it. They key is facilitation, time management and not being afraid to call stop
or have the group work through tough decision-making processes! Each student should be involved in the data collection
process. Everyone must record the data in their science journal.
Be sure to take breaks and play a game or two while collecting data.
Creating the Presentation

The groups will be back in time to create a nice poster, PowerPoint, movie or other presentation they are proud of and
give it a few run-throughs. Each presentation should have: a title, the question(s), hypothesis, a description of their
methods, some of the data collected, and analysis or summary and their conclusions. Discuss good presentation
techniques with your students such as facing the audience and speaking loud enough. Presentations should be limited to
5-10 minutes, and are encouraged, but not required, to have some creative aspects; a song, skit, role-play, game.
Some Ideas for Inquiry

Here are some example research questions that are doable for 5th and 6th graders. They range from very easy to
moderate; feel free to bump it up a notch with a stellar group but remember that the process should be FUN.
Question: Will we find more macroinvertebrates in the stream or in the lake?

Methods: Establish sampling plots (using hula hoops) and count the number of macros in each.
Analysis: Draw a chart showing where macros were found and their relative abundance. What are the
implications? Is there more food for birds in one place or another? Is the water quality different?
Question: What are the characteristics of an ospreys habitat?

Methods: Use prior knowledge to establish where osprey nest within the park and where they fish (in the lake).
Help students to come up with habitat components to quantify: characteristics of the water (DO, turbidity) and
forest (tree density, tree species, living or dead trees).
Analysis: Do the habitat components make sense? Why or why not?
Question: Which will burn faster, Lodgepole pine cones or sagebrush?

Methods: Collect samples of each, burn them and record the time that each burned.
Analysis: Draw a chart showing burn times. Discuss differences and what happened. Why did it turn out this
way? What does this mean in terms of forest fire?
Question: Do birds prefer to spend time in dense forest or open forest?

Methods: Sit quietly in a dense forest and an open forest and count the number or birds that you see in a set time
period.
Analysis: Draw a chart of your findings. Why did it turn out this way? Why would birds prefer one type of forest
over another?
Question: Are birds / macros / other living things more active at certain times of day than others (this will require
getting started on research well in advance of the actual inquiry module).
Methods: Find one site that has birds / macros/ living things to monitor. Come up with a list of different activities
to measure: hopping around, sitting still, flying, eating, swimming, etc. Make sure to have active activities as
well as not active activities. Use watches to measure the amount of time that the animal spends doing different
activities. See how many fall into active vs. not active. Repeat this at different times of day.
Analysis: Were there times when the animals were more active? Did birds sing more in the morning vs. the
afternoon? Why might this be the case? When were they foraging the most? Etc.
Question: How long does it take for a serotinous cone to open in a fire?
Methods: Collect a sample of several serotinous cones and light them on fire. Make a small fire in a fire ring and
place the cones in the fire. Use an infrared thermometer to measure the temperature of the fire and the cone
when it opens. Record the time it takes for the cones to open and find the average.
Analysis: How long did it take for them to open? Did they open? What does it all mean for pines and fire?
Question: Do birds hang out in trees, bushes or on the ground the most?
Methods: Find a place to hang out quietly and watch birds for a fixed amount of time. Pick one bird (per student
if there are enough, but this might be unlikely) Measure the time that they are in trees, bushes and on the ground.
Analysis: Where did they spend the most time? Is there a difference between different kinds of birds? Did one
hang out in bushes and one hang out in trees the most? What were they doing when they were hanging out?
Why might this be the case?
Question: Where will the water be clearest (the least turbid); in the lake or in the stream?
Methods: Use the transparency tube to measure clarity.
Analysis: What implications does this have for things growing / living in that water?
Other possible comparisons: DO, conductivity, soil chemistry.
Community Based Engineering Challenge

Team Building and Preparation for Community Based Engineering Challenge
Have the students participate in a team building activity and debrief the experience with what this process means for their
planning of and doing engineering today. Discuss group decision-making, with a focus on compromise and
collaboration, and in general get them ready for the first stages of the planning process. IMPORTANT: Review the
rubric with the students so that they know what is expected of them. Every student must record the issue they
are trying to address, their hypothesis on a way to solve the problem, draw out a sketch, and discuss individuals
roles in their journal.
Science and Engineering Practices

Asking questions and defining problems in grades 68 builds on grades K5 experiences and progresses to
specifying relationships between variables, and clarifying arguments and models.
Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include
investigations that use multiple variables and provide evidence to support explanations or solutions.
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.
theories.
Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an
explanation or a model for a phenomenon or a solution to a problem. (MS-LS2-4)
Some Ideas for Engineering Challenges
Issue: Erosion into the Boulder Creek degrades trout habitat

Design: strategies for bank stabilization, creative alternatives to fencing to keep cows out, etc.
Issue: The Portnuf watershed stakeholders struggle to share limited water resources
Design: alternatives to dams that store water, rainwater catchment, etc.
Issue: Logging leads to woodpecker habitat loss

Design: logging practices that leave snags in the forest, design and build bird houses, etc.
Issue: The Lily Marsh in Ponderosa State Park is inaccessible to people with mobility disabilities
Design: walkways that are wheelchair friendly, a kiosk that is a station that has a drone pilot station with a camera so that
people can view the area
Issue: The town of Lowman has high wildfire risk

Design: model the town as it is and with best practices to mitigate wildfire risk
Issue: There is a lack of pollinators in downtown

Design: design and build pollinator hotels, map and plan for pollinator gardens on public spaces, etc.
Materials- Students will have access to building physical models with natural found materials (e.g. pinecones) and
recycling from the McCall Field Campus (e.g. water bottles). Students will also have access to computers to add a digital
design component.
Creating the Presentation

The group will have time to create a nice poster, PowerPoint, movie or other presentation they are proud of and give it a
few run-throughs. Each presentation should have: a title, the question(s)/ Issue to address, hypothesis, a description of
their methods, and analysis or summary and their conclusions. Discuss good presentation techniques with your students
such as facing the audience and speaking loud enough. Presentations should be limited to 5-10 minutes, and are
encouraged, but not required, to have some creative aspects; a song, skit, role-play, game.
EXTRA DAY PLAN
9:00 Classroom time. Program Host reviews the theme of the week and challenges students to find examples of the
theme throughout the day.
9:15 Begin field day. Check to make sure students have all necessary equipment: water bottle, dry socks, rain
gear, layers, sunscreen, lunch, etc. (as appropriate for the season). Review student jobs if desired (paparazzi --
picture taker; clock -- timekeeper; stomach -- ask for snack breaks; the includer -- make sure everyone is getting a
Focus on Nature is Dynamic!

10:00 Invitation / observation activity: Meadow Marsh Trail
Meet a Rock: Pick a rock, any rock, stand 10 feet away, and describe it by writing in your field notebook. Then
move very close to the rock and describe it again. Think about things like: What size and shape is it?
Colors? Textures? Smooth or rough? Hard or soft? Ask the students to tell creative rock history stories:
How did this rock get here? How has it changed?
Ask Students: How did your observations change when you looked at the rock from far away vs. up close? Do
you think this rock has travelled a long way, or not so far? Why? Did everyone look at the same type of rock, or
not? Does anyone know what type of rock this is? Learn about the rock cycle and three major rock types.
(Sedimentary, igneous, and metamorphic)
10:10 Observation: Naturalist Guide Book Drawings. Observe every possible detail about this rock and record
the data via a picture you drawing with words only adding 10-15% of the overall information.
10:20 Exploration: Then find rocks in different sizes (different stages of decomposition?)
Investigation (Mini Inquiry) Density is mass per unit volume. The symbol for density is (the Greek letter rho). The
equation looks like this: = m/V. (This method can only be used with non-porous rocks. Porous rocks will absorb the
water, requiring a different method to determine the rocks volume.)
To measure the rocks mass, use a gram scale. Record this number as m.
To measure the rocks volume, you will need a container large enough to accommodate the rock that is marked with
milliliters (a unit of liquid volume equal to centimeters cubed). Fill the container with enough water to cover the top of the
rock and record the volume of water as volume 1 (V1). Place the rock in the water and record the new volume (V2).
Subtract the first volume (V1) from the second volume (V2). This will give you the volume of the rock.
Plug the rocks mass, m, and the volume, V2-V1, into the density equation: = m/V
Remember to include your units, which are g/cm 3.
You should find the density of granite to be 2.75 g/cm 3 and the density of basalt to be 3.0 g/cm 3.
How would these densities react in a larger scale? Which would sink more in the mantle (the rock with greater density)?
What does that mean for plate tectonics? Denser material sinks, therefore the crust is less dense than the mantle,
enabling it to float and move. How quickly would they break down (the more dense rock would break down more
slowly)? Discuss the hardness of rocks.
10:45 Concept invention: Work with a group to answer the question, what is the soil type of this location and
how might it be affected by biotic and abiotic factors? Have students discuss and present arguments over the type
of soil they found.
Hand soil texturing activity

Asking questions and defining problems
DCI Connections:
11:00 Reflection: Create a story of how the piece of rock you examined at the beginning of the activity came to
be in that place. Include biotic and abiotic interactions.
11:15 Conduct a Card Hike on the way to the Meadow Marsh. Lay cards out along the trail. Have your
chaperone help you in pacing students. Let students walk down the trail with a separation of 1 or 2 minutes (or
with a big group 30 seconds)
Card 1: This way!

Card 2: Take your time. Breathe deeply.
Card 3: Close your eyes for a moment -- what sounds do you hear?
Card 4: Remember to walk slowly.
Card 5: What are some of the processes that might have shaped this landscape?
Card 6: How do you think this place has changed over the last 10,000 years?
Card 7: What does this place feel like today?
Card 8: Find a place to sit down and write or draw. Write or draw your ideas about what this place looked like
10,000 years ago, 100 years ago, 10 years ago, and what might it look like 10 years from now? 100 years from
now? 10,000 years from now?
11:30 Gather in the Meadow Marsh for final journal prompt and lunch.
12:00 Begin hiking to Lily Marsh
History of Lily Marsh

Lily Marsh began as a kettle pond, formed by the same glacial activity that created Payette Lake. The pond is going
through a natural process of succession; it is filling in with both organic and inorganic matter and will eventually become a
meadow. Lily Marsh is fed by a stream and springs and flows into Payette Lake (Hardin, 1994).
The center of the marsh is filled with sedge living on a mat of dead vegetation. The ground is saturated and has pools of
water. Surrounding this central mat is shallow water ranging from one to two feet deep. This shallow water represents
approximately 60 percent of the marsh. It is dominated by sedge and encompassed by a deeper canal. The outer canal
is three to five feet deep and supports yellow pond lilies. The marsh is home to a variety of wildlife such as garter snakes,
spotted frogs, Western toads (Idaho Department of Parks and Recreation, 1994), muskrats, and deer. Many varieties of
waterfowl also live here, such as wood ducks, mallards, osprey, and ring-necked ducks (Hardin, 1994).
Consider other people interacting with this place long before you
1:30 Begin hike back to campus

2:00 Return to campus
Fire Activity
2:15 Invitation: On Tuesday, we talked about the role that fire plays in Ponderosa Pine ecosystems and how fire
exclusion has changed the structure and species composition of forests in Ponderosa State Park. In addition to creating
the conditions where Grand Fir have replaced Ponderosa Pine, forests have become much more dense. How do you think
this will impact the way that fires would burn? Record some notes in your field journal.
2:30 Exploration: Tell the students We are going to build two forests: the historic condition with widely spaced trees,
and the current condition with very dense forests. Using matches and the fire boards, have students build two different
forest conditions. When students are ready and safely prepared light each one on fire.
2:45 Concept Invention: As students observe each forest condition burning suggest that they can measure things like
how long it burns, how hot it burns, etc. (make sure to have tools available).
3:00 Application: An additional challenge is that people have built houses in these systems. What can we do to
restore ecosystem function while also protecting human properties? (provide students with cardboard houses and
materials, have them design various solutions)

Moss k12 Curriculum Model For Grads

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Moss k12 Curriculum Model For Grads

Загружено:

Авторское право:

Доступные форматы

Table of Contents

MOSS Educational Philosophy

THEME: TBD BY TEACHERS / TEACHING TEAM (pick 1)

INSERT UNDERSTANDING TO REFLECT THEME OF THE WEEK

SCIENCE AND ENGINEERING PRACTICES AND STANDARDS:

Students will know Students will be able to

Monday Tuesday Wednesday Thursday Friday

Learning Plan -- Monday

10:10 Observation: Zoomed in and zoomed out drawings.

Science Practices Connections:

Science Practices Connection:

1:00 Move to Treated/ Untreated part of the Forest

Science practices connection:

2:30 Fox Run Trail Head

10:00 Prepare to canoe to Day Use Beach.

Science practices connection:

Science Practices Connection:

Science Practices Connection:

Science Practices Connection:

3:40 Back at MOSS to review, wrap up and blog

Science and Engineering Practices

Developing the Field Research Project

Creating the Presentation

Some Ideas for Inquiry

Question: Will we find more macroinvertebrates in the stream or in the lake?

Question: What are the characteristics of an ospreys habitat?

Question: Which will burn faster, Lodgepole pine cones or sagebrush?

Question: Do birds prefer to spend time in dense forest or open forest?

Community Based Engineering Challenge

Science and Engineering Practices

Some Ideas for Engineering Challenges

Issue: Erosion into the Boulder Creek degrades trout habitat

Issue: Logging leads to woodpecker habitat loss

Issue: The town of Lowman has high wildfire risk

Issue: There is a lack of pollinators in downtown

Creating the Presentation

Focus on Nature is Dynamic!

Science Practices Connections:

Card 1: This way!

History of Lily Marsh

1:30 Begin hike back to campus

Вам также может понравиться