Directions 1. Use the instructional model to show students where they are in the course of the unit. Show slide 2 of the 1.2 Expressing Ideas and Questions about Arctic Sea Ice PPT . 2. Have students discuss the pretest. Ask students to share questions they have after taking the pretest. Explain that we will try to answer most of those during the Human Energy Systems unit. 3. Introduce students to the goal of the unit. Tell students that in this unit, the main goal is to understand what happens to the planet when humans use energy (e.g., when they use electricity, drive cars, or eat food). In this first lesson, they will be exploring a specific phenomenon: changes in arctic sea ice. Tell them that scientists and citizens are very interesting in what is happening to arctic sea ice, and it will be their job in this lesson to figure out what is happening and how we know that. This lesson has three main goals: to record their “initial ideas” about why arctic sea ice is melting, to create a graphic representation of arctic sea ice data and find a trend in the data, and to discuss why and how scientists make and use graphs to represent data. 4. Introduce the new spatial scale of the unit. Tell the students that in previous units, the “scale” was different for a few reasons (with the exception of the Ecosystems unit). First, explain that scale is different in terms of space (spatial scale). Open 1.2 Expressing Ideas and Questions about Arctic Sea Ice PPT and display Slide 3. Ask students to identify which spatial scale the previous units were (e.g., Systems & Scale, Animals, Plants, Decomposers). Tell students that this unit studies systems that are at a very large scale. Display Slide 4 to provide examples of which systems fall within the “large scale” row of the table on the slide. Point to the image of the Earth and tell them we will be studying systems that tell us what is happening on the entire planet, not just one organism. Optional: Re-watch the Powers of Ten video and have students identify when in the video they read the “large scale” that this unit will study. 5. Introduce the new temporal scale of the unit. Next, explain that scale is different in terms of time (temporal scale). In previous units, they studied changes that happened in a very short amount of time. In this unit they will study systems that span decades, hundreds, and even millions of years. 6. Show the students images of arctic sea ice. Display Slide 5 of the PPT. Ask students to share anything they’ve heard about what is happening to the ice that covers the arctic ocean on the Earth’s north pole. 7. Have students complete the Expressing Ideas Tool on their own. Tell students that now they will take a few minutes to think and record their ideas about what happens to arctic sea ice over time. Give each student one copy of 1.2 Expressing Ideas Tool for Arctic Sea Ice. Display Slide 6 of the PPT, which matches the information they see on their Expressing Ideas Tool. Point out that the images represent sea ice from the same month 36 years apart. Give students about 10 minutes to complete the tool as individuals. Remind students that this is just the “Expressing Ideas” section. They should treat this like brainstorming and write down any ideas they can think of. Later in the unit they will return to these ideas to see how they’ve changed. 8. Students compare their own ideas with the ideas of their classmates. Tell students that now that they have had a chance to record their ideas on their own, it is important to compare their ideas to their classmates’ to see how they are similar and different, and also so we know how many different ideas there are in the class. Eventually we will want to reach consensus about these ideas, but at this point there may be a variety of different ideas and we want to talk about them. Divide students into pairs and have students compare their ideas on the 1.2 Expressing Ideas Tool for Arctic Sea Ice. 9. Post ideas for class discussion Tell students that now that they have had a chance to write their ideas as individuals and as pairs, it is important to look at the range of ideas in the class. Again, at this point, do not correct any wrong ideas. Treat this as brainstorming: all ideas are on the table. Show slide 7 of the 1.2 Expressing Ideas and Questions about Arctic Sea Ice PPT . Give each pair 2 sticky notes. Tell students to write their most important idea from their Expressing Ideas Tools on a sticky note and put it on the board under the “Your Ideas” column. Tell students to write their most important question from their Expressing Ideas Tools on a sticky note and put it on the board under the “Your Questions” column. 10. Class discussion Lead a whole class discussion to examine the variety of student ideas and questions on the poster. Use the talk and writing moves at the beginning of this lesson to help with facilitating the class discussion – see the Notes part of the slide. Show slide 8 of the 1.2 Expressing Ideas and Questions about Arctic Sea Ice PPT Note that this slide is a duplicate of the previous one but with a new heading. Take this time to discuss students’ ideas, organize them according to patterns, etc. Later, , you can use this duplicate slide as a record of class ideas for the future, either by saving the post-it notes or by taking a picture of them. 11. Students read the Human Energy Systems Storyline Reading Show slide 9 of the 1.2 Expressing Ideas and Questions about Arctic Sea Ice PPT . Have students read 1.2 Human Energy Systems Storyline Reading using the Questions, Connections, Questions Student Reading Strategy. See the Questions, Connections, Questions Reading Strategy Educator Resource document for information about how to engage students with this strategy. After pairs are finished reading, have students share with the class what they found interesting and any questions they have. 12. Save the Expressing Ideas Tool for later Show slide 10 of the 1.2 Expressing Ideas and Questions about Arctic Sea Ice PPT. Tell students that they will revisit these ideas later in the unit to see how their thinking changes. The class can also return to shared ideas on Slide 8. 13. (Optional) Have students complete the Big Idea Probe: What Would Happen if We Cut Fossil Fuel Use in Half? If you decide to use the Big Idea Probe: What Would Happen if We Cut Fossil Fuel Use in Half, have students complete it and share their ideas. See the Assessing the Big Idea Probe: What Would Happen if We Cut Fossil Fuel Use in Half And the educator resource Using Big Idea Probes for suggestions about how to use the Big Idea Probe.