This story map allows students to explore the formation and impacts of ash and aerosols from volcanic eruptions around the world in a 5 E-learning cycle. They will investigate how ash and aerosols produced from volcanic eruptions are hazardous to the human ecosystem, and will analyze concentrations of aerosols from a volcanic eruption over time.
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Grade Level: 6-8,
9-12
Grade Level: 3-5,
6-8,
9-12
This story map lesson plan allows students to explore global phytoplankton distribution using chlorophyll concentration data in a 5 E-learning cycle. Students will investigate the processes that allow phytoplankton populations to thrive, as well as how their role in the carbon cycle impacts the other spheres of the Earth System.
Grade Level: 3-5,
6-8,
9-12
This story map lesson plan allows students to explore ocean circulation patterns as they relate to the world's ocean garbage patches using NASA ocean currents data. Students will investigate the forces that contribute to ocean circulation patterns, and how debris, especially plastics, travel from land to the garbage patches.
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Supported NGSS Performance Expectations
- 3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
- 3-ESS2-2: Obtain and combine information to describe climates in different regions of the world.
- 3rd to 5th
- 4-ESS2-2: Analyze and interpret data from maps to describe patterns of Earth’s features.
- 4-ESS2-2: Analyze and interpret data from maps to describe patterns of Earth’s features.
- 4-ESS2-2: Analyze and interpret data from maps to describe patterns of Earth’s features.
- 4-PS3-1: Use evidence to construct an explanation relating the speed of an object to the energy of that object.
- 4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
- 4-PS4-2: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
- 5-ESS2-1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
- 5-ESS2-1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
- ESS2A: Earth Materials and Systems
- ESS2A: Earth Materials and Systems
- ESS2D: Weather and Climate
- HS-ESS1-4: Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
- HS-ESS2-1: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
- HS-ESS2-1: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
- HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
- HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
- HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
- HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
- HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
- HS-ESS2-3: Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
- HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
- HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
- HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
- HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
- HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
- HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
- HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
- HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
- HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
- HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
- HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
- HS-ESS3-3: Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.
- HS-ESS3-3: Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.
- HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems.
- HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems.
- HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems.
- HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
- HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
- HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmenta
- HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
- HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
- HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
- HS-PS4-4: Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
- HS-PS4-5: Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
- MS-ESS2-1: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
- MS-ESS2-1: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
- MS-ESS2-1: Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
- MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
- MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
- MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
- MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
- MS-ESS2-4: Develop a model to describe the cycling of water through Earth's systems driven by energy from the Sun and the force of gravity.
- MS-ESS2-4: Develop a model to describe the cycling of water through Earth's systems driven by energy from the Sun and the force of gravity.
- MS-ESS2-4: Develop a model to describe the cycling of water through Earth's systems driven by energy from the Sun and the force of gravity.
- MS-ESS2-4: Develop a model to describe the cycling of water through Earth's systems driven by energy from the Sun and the force of gravity.
- MS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
- MS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
- MS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
- MS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
- MS-ESS3-1: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
- MS-ESS3-1: Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
- MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
- MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
- MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
- MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
- MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
- MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
- MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
- MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
- MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
- MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
- MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
- MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
- MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
- MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
- MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
- MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
- MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
NGSS Disciplinary Core Ideas
- ESS1A: The Universe and its Stars
- ESS1B: Earth and the Solar System
- ESS1C: The History of Planet Earth
- (-) ESS2A: Earth Materials and Systems
- ESS2B: Plate Tectonics and Large-Scale Systems
- ESS2C: The Role of Water in Earth’s Surface Processes
- ESS2D: Weather and Climate
- ESS2E: Biogeology
- ESS3A: Natural Resources
- ESS3B: Natural Hazards
- ESS3C: Human Impacts on Earth Systems
- ESS3D: Global Climate Change
- ETS1A: Defining and Delimiting and Engineering Problem
- ETS1B: Developing Possible Solutions
- LS1A: Structure and Function
- LS1B: Growth and Development of Organisms
- LS1D: Information Processing
- LS2A: Interdependent Relationships in Ecosystems
- LS2B: Cycles of Matter and Energy Transfer in Ecosystems
- LS2C: Ecosystems Dynamics, Functioning and Resilience
- LS4C: Adaptation
- PS1A: Structure and Properties of Matter
- PS3B: Conservation of Energy and Energy Transfer
- PS4A: Wave Properties
- PS4B: Electromagnetic Radiation
NGSS Science and Engineering Practices
- Analyzing and Interpreting Data
- Asking Questions and Defining Problems
- Constructing Explanations and Designing Solutions
- Developing and Using Models
- Engaging in Argument from Evidence
- Obtaining, Evaluating and Communicating Information
- Planning and Carrying out Investigations
- Using Mathematics and Computational Thinking
NGSS Crosscutting Concepts
Supported Common Core Math
- CC.3.MD.1 Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtract
- CC.3.MD.3 Represent and interpret data. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled
- CC.3.MD.4 Represent and interpret data. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbe
- CC.4.MD.4 Represent and interpret data. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example
- CC.5.G.2 Graph points on the coordinate plane to solve real-world and mathematical problems. Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the
- CC.5.MD.2 Represent and interpret data. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example,
- CC.6.RP.3c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole given a part and the percent.
- CC.6.SP.4 Summarize and describe distributions. Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
- CC.6.SP.5 Summarize and describe distributions. Summarize numerical data sets in relation to their context.
- CC.7.RP.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
- CC.7.RP.3 Analyze proportional relationships and use them to solve real-world and mathematical problems. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and co
- CC.9-12.N.Q.1 Reason quantitatively and use units to solve problems. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the or
- CC.9-12.N.Q.2 Reason quantitatively and use units to solve problems. Define appropriate quantities for the purpose of descriptive modeling.*
- CC.9-12.S.ID.1 Summarize, represent, and interpret data on a single count or measurement variable. Represent data with plots on the real number line (dot plots, histograms, and box plots).*
- CC.9-12.S.ID.2 Summarize, represent, and interpret data on a single count or measurement variable. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of tw
- CC.9-12.S.ID.3 Summarize, represent, and interpret data on a single count or measurement variable. Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).*
- CC.9-12.S.ID.5 Summarize, represent, and interpret data on two categorical and quantitative variables. Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, m
- CC.9-12.S.ID.6 Summarize, represent, and interpret data on two categorical and quantitative variables. Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.*