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In this lesson students will use simulations to explore the interactions of the Earth's surface and atmosphere. By suing models students begin to understand the behavior of systems. ( MS-ESS3-5 Ask questions to clarify evidence over the past century.) of the factors that have caused the rise in global temperatures

The High-Adventure Science - Activity 5 Using Models to Make Predictions presents to students a short written explanation along with an interactive simulation for students to examine and analyze. Boxes are provided for students answers. As the facilitator of this activity, I can run a report at any time to view student responses for all students, one student, all questions or one question.

As students explore variables via simulations they are asked questions designed to mentor them as they reflect on what the visual images mean. ( SP1 Asking Questions and Defining Problems)

Students participate in the development of models by will manipulating variables. Student learning scaffolds with models representing systems and the interactions withing the systems. ( SP2 Developing and Using Models)

Students will be changing variables to use models to make sense of the behavior of systems. ( SP3 Planning and Carrying Out Investigations)

Students are actively engage in analyzing and interpreting data as each section of this lesson presents students with a graph. Students are asked questions designed to guide them through interpretation of the simulations. ( SP4 Analyzing and Interpreting Data)

Students are asked to explain the behavior of systems by observing the interactions of variables. ( SP6 Constructing Explanations and Designing Solutions)

Questions encourage students to support their explanation using evidence from the simulations. ( SP7 Engaging in Argument from Evidence)

Students communicate their evaluations of the visual representation by answering questions throughout the online activity using spaces provided. ( SP8 Obtaining, Evaluating, and Communicating Information)

There are two methods to enroll your students in this activity. Enrollment is required to record student responses. One method is to enroll students yourself. Using this method, you enter student names and create their user name / password. I complete this process for one class. For all the other classes, I had the students self-enroll.

This lesson uses the High-Adventure Science activity - What is the future of Earth's climate? developed by Concord Consortium.

"Using Models to Make Predictions" High-Adventure Science. Concord Consortium, 2015. Web. 23 May 2015.

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In this lesson students will use simulations to explore the interactions of the Earth's surface and atmosphere. By suing models students begin to understand the behavior of systems. ( MS-ESS3-5 Ask questions to clarify evidence over the past century.)

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In this lesson students will use models to understand how positive feedback loops amplifies climate change. ( MS-ESS3-5 Ask questions to clarify evidence over the past century.) of the factors that have caused the rise in global temperatures

The High-Adventure Science - Activity 3 Sources, Sinks, and Feedback presents to students a short written explanation along with simulations so students can manipulate variables to see the effect of change in a system. Boxes are provided for students answers. As the facilitator of this activity, I can run a report at any time to view student responses for all students, one student, all questions or one question.

As students examine visual evidence via simulations they are asked questions designed to mentor them as they reflect on how changes in a feedback loop correlate to changes in the Earth's temperature. ( SP1 Asking Questions and Defining Problems)

Students will manipulate variables using models to enhance their understanding of climate change and the impact of changes in a feedback loop. ( SP2 Developing and Using Models)

Students will be changing variables to use models to make sense of the behavior of systems. ( SP3 Planning and Carrying Out Investigations)

Students are actively engage in analyzing and interpreting data as each section of this lesson presents students with a simulation. Students are asked questions designed to guide them through interpretation of the simulations. ( SP4 Analyzing and Interpreting Data)

Students are asked to explain the significance of data represented. ( SP6 Constructing Explanations and Designing Solutions)

Questions encourage students to support their explanation using evidence from the visual images. ( SP7 Engaging in Argument from Evidence)

Students communicate their evaluations variable changes via simulation by answering questions throughout the online activity using spaces provided. ( SP8 Obtaining, Evaluating, and Communicating Information)

There are two methods to enroll your students in this activity. Enrollment is required to record student responses. One method is to enroll students yourself. Using this method, you enter student names and create their user name / password. I complete this process for one class. For all the other classes, I had the students self-enroll.

This lesson uses the High-Adventure Science activity - What is the future of Earth's climate? developed by Concord Consortium.

"Sources, Sinks, and Feedbacks" High-Adventure Science. Concord Consortium, 2015. Web. 23 May 2015.

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In this lesson students will use models to understand how positive feedback loops amplifies climate change. ( MS-ESS3-5 Ask questions to clarify evidence over the past century.) of the factors that have caused the rise in global temperatures The High-Adventure Science - Activity 3 Sources, Sinks, and Feedback presents to students a short written explanation along with simulations so students can manipulate variables to see the effect of change in a system.

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In this lesson students will use simulations to explore the interactions of the Earth's surface and atmosphere. By suing models students begin to understand the behavior of systems. ( MS-ESS3-5 Ask questions to clarify evidence over the past century.) of the factors that have caused the rise in global temperatures

The High-Adventure Science - Activity 2 Interactions Within Earth's Atmosphere presents to students a short written explanation along with a an interactive simulation for students to examine and analyze. Boxes are provided for students answers. As the facilitator of this activity, I can run a report at any time to view student responses for all students, one student, all questions or one question.

As students explore variables via simulations they are asked questions designed to mentor them as they reflect on what the visual images mean. ( SP1 Asking Questions and Defining Problems)

Students participate in the development of models by will manipulating variables. Student learning scaffolds with models representing systems and the interactions withing the systems. ( SP2 Developing and Using Models)

Students will be changing variables to use models to make sense of the behavior of systems. ( SP3 Planning and Carrying Out Investigations)

Students are actively engage in analyzing and interpreting data as each section of this lesson presents students with a graph. Students are asked questions designed to guide them through interpretation of the simulations. ( SP4 Analyzing and Interpreting Data)

Students are asked to explain the behavior of systems by observing the interactions of variables. ( SP6 Constructing Explanations and Designing Solutions)

Questions encourage students to support their explanation using evidence from the simulations. ( SP7 Engaging in Argument from Evidence)

Students communicate their evaluations of the visual representation by answering questions throughout the online activity using spaces provided. ( SP8 Obtaining, Evaluating, and Communicating Information)

There are two methods to enroll your students in this activity. Enrollment is required to record student responses. One method is to enroll students yourself. Using this method, you enter student names and create their user name / password. I complete this process for one class. For all the other classes, I had the students self-enroll.

This lesson uses the High-Adventure Science activity - What is the future of Earth's climate? developed by Concord Consortium.

"Interaction Within Earth's Atmosphere" High-Adventure Science. Concord Consortium, 2015. Web. 23 May 2015.

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In this lesson students will use simulations to explore the interactions of the Earth's surface and atmosphere. By suing models students begin to understand the behavior of systems. ( MS-ESS3-5 Ask questions to clarify evidence over the past century.)

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In this lesson students will use visuals to examine how climate has changed overtime. ( MS-ESS3-5 Ask questions to clarify evidence over the past century.) of the factors that have caused the rise in global temperatures

The High-Adventure Science - Activity 1 Earth's Changing Climates presents to students a short written explanation along with a visual graph or chart for students to examine and analyze. Boxes are provided for students answers. As the facilitator of this activity, I can run a report at any time to view student responses for all students, one student, all questions or one question.

As students examine visual evidence via graphs and charts they are asked questions designed to mentor them as they reflect on what the visual images mean. ( SP1 Asking Questions and Defining Problems)

The graphics in this first of five lessons lays the foundation for student inquiry in later lessons in this unit where they will manipulate variables using models. ( SP2 Developing and Using Models)

Several of my students reported that their certainty regarding predictions was average or low. This creates a need to know as students move forward in this unit, interacting with simulations. They will be changing variables in models to make sense of systems behavior. ( SP3 Planning and Carrying Out Investigations)

Students are actively engage in analyzing and interpreting data as each section of this lesson presents students with a graph. Students are asked questions designed to guide them through interpretation of the graphs. ( SP4 Analyzing and Interpreting Data)

Students are asked to explain the significance of data represented. ( SP6 Constructing Explanations and Designing Solutions)

Questions encourage students to support their explanation using evidence from the visual images. ( SP7 Engaging in Argument from Evidence)

Students communicate their evaluations of the visual representation by answering questions throughout the online activity using spaces provided. ( SP8 Obtaining, Evaluating, and Communicating Information)

Enrollment in the activity is required to record student responses. There are two methods:

1. Enroll students yourself. Using this method, you enter student names and create their user name / password.

2. Have students enroll themselves.

I enrolled one class, which made me familiar with the process. This could also be a significant time saver for classes that don't have 1-1 computing, or students who are unfamiliar with setting up accounts (although they do need to learn this at time point). For all the other classes, I had the students self-enroll.

This lesson uses the High-Adventure Science activity - What is the future of Earth's climate? developed by the Concord Consortium.

"What Is the Future of Earth's Climate?" High-Adventure Science. Concord Consortium, 2015. Web. 23 May 2015.

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Remember the old adage, "a picture is worth a thousand words." Our Earth is in a period of warming but how warm will the planet get? Take a look at these models and data to make predictions about the future.

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The NSTA Next Generation Science Standards Hub offers information, resources, news, professional learning opportunities, and expert advice in understanding and implementing the Next Generation Science Standards - NGSS

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ESS3-5

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Plan better lessons for your students in critical subjects such as algebra, reading comprehension, and the life sciences with free resouces from world-class teachers.

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MS-ESS3 Earth and Human Activity | Next Generation Science Standards

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Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. [Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy).