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Global Phytoplankton Distribution Story Map - Lesson Plans

Grade Level: 3-5, 6-8, 9-12

Global Phytoplankton Distribution Story Map

Carbon Dioxide Production and Sequestration - Mini Lesson/Activity

Grade Level: 6-8, 9-12

Carbon dioxide concentration in the atmosphere is affected by many processes including fires, deforestation, and plant respiration. Students will evaluate a Landsat image to determine the rate of carbon dioxide sequestration in a particular area.

Global Phytoplankton Distribution Story Map - Interactive Models

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.

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.
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-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.
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-ESS2-2: 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.
ESS2A: Earth Materials and Systems
ESS2A: Earth Materials and Systems
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-ESS1-6: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
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-ESS2-4: 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-ESS3-5: 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-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-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-LS2-7: 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-PS2-5: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
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.
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-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-ESS2-1: 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-ESS2-3: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
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-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
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-ESS3-2: 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-ESS3-3: 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-LS1-3: 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-LS1-6: 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-LS2-3: 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-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
MS-PS4-3: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
PS1C: Nuclear Processes

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