This mini lesson focuses on the 2015-2016 El Niño event and how its weather conditions triggered regional disease outbreaks throughout the world. Students will review a NASA article and watch the associated video to use as a tool to compare with maps related to 2015-2016 rainfall and elevated disease risk, and answer the questions.
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Grade Level: 6-8
Grade Level: 6-8
Students will analyze a projected map of the April 8, 2024 total solar eclipse across the US, with an accompanying data table of the locations and times, to explain how people in different locations experience a solar eclipse.
Grade Level: 3-5,
6-8,
9-12
This hands-on activity is the construction of an extended coverage area of eclipse glasses to provide extra protection for safely viewing a solar eclipse. This makes it harder to look outside the lenses on the eclipse glasses.
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Supported NGSS Performance Expectations
- 3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment.
- 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-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
- 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-ESS1-1: Support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from the Earth.
- 5-ESS1-2: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
- 5-ESS1-2: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
- 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.
- 5-ESS2-2: Describe and graph the amounts of salt water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
- 5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water.
- HS-ESS1-1: Develop a model based on evidence to illustrate the life span of the Sun and the role of nuclear fusion in the Sun’s core to release energy that eventually reaches Earth in the form of radiation.
- HS-ESS1-1: Develop a model based on evidence to illustrate the life span of the Sun and the role of nuclear fusion in the Sun’s core to release energy that eventually reaches Earth in the form of radiation.
- HS-ESS1-2: Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
- HS-ESS1-3: Communicate scientific ideas about the way stars, over their life cycle, produce elements.
- HS-ESS1-4: Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
- HS-ESS1-4: Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
- 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-ESS2-4: 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-ESS2-6: 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-ESS3-6: 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-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
- 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-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
- HS-PS2-4: Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
- HS-PS4-3: Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
- MS-ESS1-1: Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
- MS-ESS1-1: Develop and use a model of the Earth-Sun-Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
- MS-ESS1-2: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
- MS-ESS1-2: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
- MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar system.
- MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar system.
- 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-ESS2-6: 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-ESS3-2: 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-ESS3-4: 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-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
- MS-LS1-4: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respecti
- MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
- MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
- MS-LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
- MS-LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
- MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in 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-LS2-3: 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-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
- MS-PS3-4: Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
- 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
- LS1C: Organization for Matter and Energy Flow in 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
- PS1C: Nuclear Processes
- PS2A: Forces and Motion
- PS3A: Definitions of Energy
- 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.6.RP.1 Understand ratio concepts and use ratio reasoning to solve problems. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, The ratio of wings to beaks in the bird house at
- 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.RP.3d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
- CC.9-12.N.Q.2 Reason quantitatively and use units to solve problems. Define appropriate quantities for the purpose of descriptive modeling.*