Download 01042_AgEarthScience_ADOPTION_3-18-09

Course Description
A. COVER PAGE
1. Course Title
9. Subject Area
Agriculture Earth Science
History/Social Science
2. Transcript Title / Abbreviation
Ag Earth Science
English
3. Transcript Course Code / Number
Mathematics
01042
X Physical Science-District credit
4. School
All
Language other than English
5. District
Visual & Performing Arts (for 2003)
Antelope Valley Union High School
District
X College Prep Elective-UC credit
6. City
Lancaster
10. Grade Level(s)
9th or 10th (one
7. School / District Web Site
11. Seeking “Honors” Distinction?
lhslobos.org
Yes
8. School Contact
Name:
Fax:
0.5 (half year or semester equivalent)
x 1.0 (one year equivalent)
2.0 (two year equivalent)
Other:
_______________________________
Assistant Principal
Phone: (661)
944-5209
x No
12. Unit Value
Dean Miller
Title/Position:
year only, not repeatable)
Ext.:
390
(661) 944-5191
13. Date of School Board Approval
E-mail:
[email protected]
14. Was this course previously approved by UC?
Yes
X No
X Yes
If so, which school(s)? Yucaipa, Duarte, and Firebaugh HS
15. Is this course modeled after an UC-approved course from another school?
No
16. Pre-Requisites
A grade of “C” or better in Ag Life Science and Algebra 1 or concurrent enrollment in Algebra 1.
17. Co-Requisites
None
18. Brief Course Description
The major emphasis of this course is to provide students a one-year comprehensive college preparatory
laboratory science designed to meet the current CDE Earth Science Standards. Using agriculture as a
learning vehicle, the course emphasizes the principles and practices of Earth Science as a way to
demonstrate the relevance of Earth Science in agriculture to each student’s life and environment. The
class will utilize fieldwork, technology, and an extensive laboratory component to connect the nine major
earth science standards as well as the standards of investigation and experimentation.
Agriculture Earth Science ADOPTION-March 18, 2009
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B. COURSE CONTENT
Please refer to instructions
19. Course Goals and/or Major Student Outcomes
Students will know
1. The Nature of Science - Earth Science and Mapping
2. The Composition of the Earth - Matter, Minerals, Igneous Rocks, Sedimentary Rocks,
Metamorphic Rocks
3. The Surface Processes on Earth - Weathering, Erosion, Soil, Wind, Glaciers, Surface
and Ground Water
4. The Atmosphere and the Oceans - Meteorology, Storms, Climate
5. The Dynamic Earth - Plate Techtonics, Volcanoes, Earthquakes, Mountains
6. Geologic Time - Fossils, Precambrian Earth, Paleozoic Era, Mesozoic and Cenozoic
Eras
7. Resources and the Environment - Earth, Energy and Human Resources
8. Beyond Earth - Sun-Earth-Moon System, Solar System, Stars, Galaxies and the
Universe
9. FFA- Leadership Development
10. Supervised Agricultural Experience Program - Student Science Projects
20. Course Objectives
Students will discover concepts within each of the State and National Science Content
Standards, giving them opportunities to make connections between Earth Science concepts
and the real world. Hands-on labs and inquiry-based lessons reinforce the science processes
emphasized in the standards.
21. Course Outline
See Attached
22. Texts & Supplemental Instructional Materials
Textbook –Earth Science, Glencoe McGraw-Hill
Supplementary materials – Lab book, test books, supplementary scientific papers, internet,
maps, images, photographs, lab materials, videotapes, CDs, DVDs
23. Key Assignments
1. International System of Units
2. Safety in the Laboratory
3. Physiographic Map of Earth
4. Topographic Map Symbols
5. Weather Map Symbols
6. Relative Humidity
7. Periodic Table of Elements
8. Minerals
9. Rocks
10. Solar System Charts
11. Star Charts
Agriculture Earth Science ADOPTION-March 18, 2009
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24. Instructional Methods and/or Strategies
 Lecture
 Research using library and on-line sources
 Group discussions
 Oral reports by students
 Guest speakers
 Videos
 Current events discussions
25. Assessment Methods and/or Tools
 Tests, assignments, reports (written and oral)
 Competency checklists of state standards and standards for advanced Agriculture Business
Management cluster
C. HONORS COURSES ONLY
Please refer to instructions
D. OPTIONAL BACKGROUND INFORMATION
Please refer to instructions
27. Context for Course (optional)
An AgriBusiness Academy course sequence sheet is attached.
28. History of Course Development (optional)
Nine agriculture education teachers within our district have reviewed this course. A district level science
curriculum specialist has also reviewed the course. The course is designed to teach students the CDE state
standards for earth science. It is modeled after the course currently offered at Yucaipa High School.
Agriculture Earth Science ADOPTION-March 18, 2009
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AGRIBUSINESS ACADEMY
Employment in an entry
level position.
Employment in a
technical level position.
Employment in a
professional level
position.
Entry Level Training
Community College
and/or Trade School parttime
Technical Level Training
Community College
and/or Trade School
Professional Training
College or University for
degree and or advanced
degrees
12th Grade Agribusiness Academy Courses
Ag Technology, Leadership and Communication
Academy English
Four support classes
11th Grade Agribusiness Academy Courses
Introduction to AgriBusiness
and/or Ag Chemistry and/or Ag Biology
Academy English
Academy U.S. History
Three support classes
Support Classes
Ag Biology
Agriculture Mechanics
(1, 2, 3, 4)
Spanish 1, 2, 3, 4
Computer Literacy
10th Grade Agribusiness Academy Courses
Ag Earth Science
or Ag Biology or Ag Chemistry
Academy English
Academy Math (Algebra 1B or Geometry)
Academy World History
Two support classes
Agriculture Earth Science ADOPTION-March 18, 2009
Ag Chemistry
Ag Life Science
ROP Vet Tech (PHS)
4
Career Research Report
The following information must be included in your TYPED report:
 Entry level requirements
 What level of education is necessary
 Are there any special skills/training/certificates necessary
 Pay
 Entry level pay
 Top end pay and what is necessary to move up
 Give a one paragraph description of a specific job of interest to you the describes duties,
responsibilities, working conditions, any travel as a part of the job
 Job outlook – is the outlook good or bad for this career area
You must cite information from www.dol.gov and the link to the Occupational Outlook
Handbook.
Agriculture Earth Science ADOPTION-March 18, 2009
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1.0 GOAL:
Students will know the Earth's Place in the Universe
1.1 Obj:
Students will use astronomy and planetary exploration to
reveal the solar system's structure, scale, and change over
time as a basis for understanding this concept:
1.1.1 Students know how the differences and similarities
among the sun, the terrestrial planets, and the gas
planets may have been established during the
formation of the solar system.
1.1.2 Students know the evidence from Earth and moon
rocks indicates that the solar system was formed from
a nebular cloud of dust and gas approximately 4.6
billion years ago.
1.1.3 Students know the evidence from geological studies
of Earth and other planets suggest that the early
Earth was very different from Earth today.
1.1.4 Students know the Sun is a typical star and is
powered by nuclear reactions, primarily the fusion of
hydrogen to form helium.
1.1.5 Students know the evidence for the dramatic effects
that asteroid impacts have had in shaping the surface
of planets and their moons and in mass extinctions of
life on Earth.
2.0 GOAL:
Earth-based and space-based astronomy
2.1 Obj:
Students will know how earth based and space based
astronomy reveals the structure, scale, and changes in stars,
galaxies, and the universe over time. As a basis for
understanding this concept:
2.1.1 Students will know the solar system is located in an
outer edge of the disc-shaped Milky Way galaxy,
which spans 100,000 light years.
2.1.2 Students will know galaxies are made of billions of
stars and comprise most of the visible mass of the
universe.
2.1.3 Students know the evidence indicating that all
elements with an atomic number greater than that of
lithium have been formed by nuclear fusion in stars.
2.1.4 Students know galaxies are made of billions of stars
and comprise most of the visible mass of the
universe.
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3.0 GOAL:
Dynamic Earth Processes
3.1 Obj:
Students will know that plate tectonics operating over
geologic time have changed the patterns of land, sea, and
mountains on Earth's surface. As the basis for understanding
this concept:
3.1.1 Students know features of the ocean floor (magnetic
patterns, age, and sea-floor topography) provide
evidence of plate tectonics.
3.1.2 Students know the principal structures that form at the
three different kinds of plate boundaries.
3.1.3 Students know how to explain the properties of rocks
based on the physical and chemical conditions in
which they formed, including plate tectonic processes.
3.1.4 Students know why and how earthquakes occur and
the scales used to measure their intensity and
magnitude.
3.1.5 Students know there are two kinds of volcanoes: One
kind with violent eruptions producing steep slopes and
the other kind with voluminous lava flows producing
gentle slopes.
4.0 GOAL:
Energy in the Earth System
4.1 Obj:
Students will understand that energy enters the Earth
system primarily as solar radiation and eventually escapes
as heat. As a basis for understanding this concept:
4.1.1 Students know the relative amount of incoming solar
energy compared with Earth's internal energy and the
energy used by society.
4.1.2 Students know the fate of incoming solar radiation in
terms of reflection, absorption, and photosynthesis.
4.1.3 Students know the different atmospheric gases that
absorb the Earth's thermal radiation and the
mechanism and significance of the greenhouse effect.
Agriculture Earth Science ADOPTION-March 18, 2009
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5.0 GOAL:
Heating of Earth's surface and atmosphere
5.1 Obj:
Students will understand that the sun drives convection
within the atmosphere and oceans, producing winds and
ocean currents. As a basis for understanding this concept:
5.1.1 Students know how differential heating of Earth
results in circulation patterns in the atmosphere and
oceans that globally distribute the heat.
5.1.2 Students know the relationship between the rotation
of Earth and the circular motions of ocean currents
and air in pressure centers.
5.1.3 Students know the origin and effects of temperature
inversions.
5.1.4 Students know properties of ocean water, such as
temperature and salinity, can be used to explain the
layered structure of the oceans, the generation of
horizontal and vertical ocean currents, and the
geographic distribution of marine organisms.
5.1.5 Students know rain forests and deserts on Earth are
distributed in bands at specific latitudes.
6.0 GOAL:
Climate
6.1 Obj:
Students will understand that climate is the long-term
average of a region's weather and depends on many factors.
As a basis for understanding this concept:
6.1.1 Students know weather (in the short run) and climate
(in the long run) involve the transfer of energy into
and out of the atmosphere.
6.1.2 Students know the effects on climate of latitude,
elevation, topography, and proximity to large bodies
of water and cold or warm ocean currents.
6.1.3 Students know how Earth's climate has changed over
time, corresponding to changes in Earth's geography,
atmospheric composition, and other factors, such as
solar radiation and plate movement.
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7.0 GOAL:
Biogeochemical Cycles
7.1 Obj:
Students will know that each element on Earth moves
among reservoirs, which exist in the solid earth, in oceans, in
the atmosphere, and within and among organisms as part of
biogeochemical cycles. As a basis for understanding this
concept:
7.1.1 Students know the carbon cycle of photosynthesis
and respiration and the nitrogen cycle.
7.1.2 Students know the global carbon cycle: the different
physical and chemical forms of carbon in the
atmosphere, oceans, biomass, fossil fuels, and the
movement of carbon among these reservoirs.
7.1.3 Students know the movement of matter among
reservoirs is driven by earth's internal and external
sources of energy.
8.0 GOAL:
Structure and Composition of the Atmosphere
8.1 Obj:
Students will learn that life has changed Earth's atmosphere,
and changes in the atmosphere affect conditions for life. As
a basis for understanding this concept:
8.1.1 Students know the thermal structure and chemical
composition of the atmosphere.
8.1.2 Students know how the composition of Earth's
atmosphere has evolved over geologic time and know
the effect of outgassing, the variations of carbon
dioxide concentration, and the origin of atmospheric
oxygen.
8.1.3 Students know the location of the ozone layer in the
upper atmosphere, its role in absorbing ultraviolet
radiation, and the way in which this layer varies both
naturally and in response to human activities.
Agriculture Earth Science ADOPTION-March 18, 2009
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9.0 GOAL:
California Geology
9.1 Obj:
Students will know that the geology of California underlies
the state's wealth of natural resources as well as its natural
hazards. As a basis for understanding this concept:
9.1.1 Students know the resources of major economic
importance in California and their relation to
California's geology.
9.1.2 Students know the principal natural hazards in
different California regions and the geologic basis of
those hazards.
9.1.3 Students know the importance of water to society, the
origins of California's fresh water, and the relationship
between supply and need.
10.0 GOAL: Investigation and Experimentation
10.1 Obj:
Students will know that scientific progress is made by asking
meaningful questions and conducting careful investigations.
As a basis of understanding this concept and addressing the
content in their other four strands, students should develop
their own questions and perform investigations. Students
will:
10.1.1 Students will select and use appropriate tools and
technology to perform tests, collect data, analyze
relationships and display data.
10.1.2 Students will identify and communicate sources of
unavoidable experimental error.
10.1.3 Students will identify possible reasons for inconsistent
results, such as sources of error or uncontrolled
conditions.
10.1.4 Students will formulate explanations by using logic
and evidence.
10.1.5 Students will solve scientific problems by using
quadratic equations and simple trigonometric,
exponential, and logarithmic functions.
10.1.6 Students will distinguish between hypothesis and
theory as scientific terms.
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10.1.7 Students will recognize the usefulness and limitations
of models and theories as scientific representations of
reality.
10.1.8 Students will read and interpret topographic and
geologic maps.
10.1.9 Students will analyze situations and solve problems
that require combining and applying concepts from
more than one area of science.
11, GOAL
10.1.10
Students will recognize the issues of statistical
variability and the need for controlled tests.
10.1.11
Students will recognize the cumulative nature
of scientific evidence.
10.1.12
Students will analyze and solve problems that
require combining and applying concepts from
more than one area of science.
10.1.13
Students will investigate a science-based
societal issue by researching the literature,
analyzing data, and communicating the
findings.
10.1.14
Students will know that when an observation
does not agree with an accepted scientific
theory, the observation is sometimes mistaken
or fraudulent.
Supervised Occupational Experience
11.1 Obj:
Students will understand the relationship between a
supervised occupational experience and their preparation for
a career in agriculture. To help students apply their learning
to the real world:
11.1.1 Students will actively engage in and manage a
personalized supervised agricultural occupational
experience program.
11.1.2 Students will use the California Agriculture Education
Record Book as a model for basic accounting
principles.
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12. GOAL
Leadership Skill Building
12.1 Obj:
Students will appreciate the importance that leadership skills
play in obtaining employment the career area of their choice.
To be prepared for advanced education or employment:
12.1.1 Students will complete a scholarship application or a
job application.
12.1.2 Students will present a 5-6 minutes oral presentation.
12.1.3 Students will participate in a variety of FFA youth
organization activities.
12.1.4 Students will participate in community service events.
Agriculture Earth Science
Lab Exercises
Topic
The Nature of Science
Mapping our World
Matter and Atomic Structure
Minerals
Igneous Rocks
Sedimentary and Metamorphic Rocks
Weathering, Erosion, Soil
Mass Movements, Wind & Glaciers
Surface Water
Groundwater
Atmosphere
Meteorology
The Nature of Storms
Climate
Physical Oceanography
The Marine Environment
Plate Tectonics
Volcanic Activity
Earthquakes
Mountain Building
Fossils and the Rock Record
The Precambrian Earth
The Paleozoic Era
Mesozoic and Cenozoic Eras
Earth Resources
Human Impact on Earth Resources
The Sun-Earth-Moon Systems
Our Solar System
Stars
Galaxies and the Universe
Content of Lab
Observing and Analyzing Stream Flow
Modeling Topograghic Maps
Rates of Chemical Reactions
Growing Crystals
Locating Igneous Rocks on Earth
Grand Canyon Formations
Chemical Weathering and Temperature
How Does Wind Erosion Take Place?
Analyzing Watersheds
Measuring Permeability Rate/Analysis of
Drinking Water
What is in the Air?
Predicting the Weather
Building Hurricane Proof Homes
Classifying Climates
Making Waves
Observing Brine Shrimp
Earthquakes and Subduction Zones
Modeling a Lava Flow
Earthquake News Report
Plate Tectonics of North America
Fossilization and Earth's History
Sequencing Time
Searching for Oil with Microfossils
Cenozoic Ice Sheets and Plant Distribution
Water Usage
Algal Blooms
Make Your Own Telescope
Your Age and Weight on Other Planets
Constellations and the Seasons
Modeling Spiral Galaxies
Agriculture Earth Science ADOPTION-March 18, 2009
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Written by:
Agriculture Department Chairs
Joel Briggs
Cathy Calvert
Cynthia Nelson
Sharon Weisenberger
Reviewed by:
Susan Custer
Joel Briggs
Cathy Calvert
John Calvert
Cynthia Nelson
Robin Olsen
Sharon Weisenberger
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