Download Curriculum - lsdsecondarysciencesteeringcommittee

Draft 3/21/06
Integration
Teacher
Notes
Curriculum
What do we want students to
learn?
Lansing School District Curriculum
Instructional Strategies
Resources
How will we deliver the
What materials/resources will
curriculum?
we need to ensure mastery.
E.1.1 Scientific
Inquiry
E1.1A Generate new questions
that can be investigated in the
laboratory or field.
Students may investigate the
possible reasons that rainwater is
diverted from recharging aquifers.
MEECS – Water Quality; Lesson
3: Do You Know Your
Watershed?
Assessment
How will we know if students
learn?
Implement Differentiated
Instruction
Embedded Reflection
Written Assessments
Performance Assessments
Graphics
Self-Assessments and Scoring
Rubrics
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
E1.1B Evaluate the
uncertainties or validity of
scientific conclusions using an
understanding of sources of
measurement.
Students determine the amount of National Oceanic and
runoff around your school and
Atmospheric Administration:
calculate the loss of water that
www.noaa.gov
would have entered the
groundwater system.
Implement Differentiated
Instruction
Students may investigate the
validity of the concept of sea-floor
spreading by determining the
rates of movement of diverging
plates.
Classzone On-line Investigations:
ES0810: How Fast Do Plates
Move?
www.classzone.com
Performance Assessments
U.S.G.S.:
www.usgs.gov Plate Movement
Rubrics
Embedded Reflection
Written Assessments
Graphics
Self-Assessments and Scoring
Draft 3/21/06
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
Draft 3/21/06
Integration
Teacher
Notes
E3.2
Curriculum
What do we want students to
learn?
Instructional Strategies
How will we deliver the
curriculum?
Resources
What materials/resources will we need
to ensure mastery.
Assessment
How will we know if
students learn?
Quarterly focused instructional strategies, processes, skill development, or content expectations
Interior of the Earth
General Strategies:
General Resources for this Unit:
Implement Differentiated
(3 weeks)
Students will read and
Website with examples of note-taking
Instruction
The Earth can also be
summarize informational text
strategies:
subdivided into concentric
using note-taking strategies
en.wikipiedia.org\wiki\Notetaking
Embedded Reflection
layers based on their physical
such as Cornell Notes,
characteristics: (lithosphere,
charting, outlining, mapping
Investigations and Visualizations:
Written Assessments
asthenosphere, lower mantle,
www.classzone.com
and SQ3R.
outer core, and inner core). The
Performance Assessments
crust and upper mantle
U.S.G.S.:
compose the rigid lithosphere
www.usgs.gov
Graphics
(plates) that moves over a
“softer” asthenosphere (part of
Self-Assessments and Scoring
the upper mantle). The
magnetic field of the Earth is
Rubrics
generated in the outer core.
The interior of the Earth cannot
Observations, Interview and
be directly sampled and must
Discussion
be modeled using data from
seismology.
Presentations in Classrooms
Quizzes
District Test Scores
Building Assessments
E3.2A
Students will describe the
interior of the Earth, including
where the magnetic field of the
Earth is generated.
Key Terms: Crust, mantle,
Students use computer-models
of the interior of the Earth and
compare how changes in the
interior effect life on the
surface.
Astroventure: Lesson 1: How do the
geologic conditions of Earth allow for human
survival?
astroventure.arc.nasa.gov
End of Course Exam
Implement Differentiated
Instruction
Embedded Reflection
Written Assessments
Draft 3/21/06
inner core, outer core, magnetic
field, lithosphere,
asthenosphere, lower mantle,
density, molten rock
Performance Assessments
Graphics
Key Concepts: There are two
models of the interior of the
Earth: The compositional (crust,
mantle, outer and inner core)
based on the density of the
materials or the physical
properties model (crust,
lithosphere, asthenosphere,
lower mantle, outer core, inner
core) based on physical
characteristics such as
temperature and pressure.
Self-Assessments and Scoring
Rubrics
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
District Test Scores
Building Assessments
E3.2B
Students will be able to use
indirect evidence from P and S
waves to discover differences in
physical properties of the
interior layers.
Students use deductive and
inductive reasoning to reach
conclusions about the interior of
the Earth using seismic data.
Classzone On-line Investigation ES0402:
How do we know about the layers of the
Earth?
www.classzone.com
Implement Differentiated
Instruction
Embedded Reflection
Written Assessments
Key Terms: p-waves, s-waves,
seismic waves.
Key Concepts:
P-waves and s-waves are
seismic waves that are
generated from earthquakes
and travel through the Earth.
P-waves can travel through
solids and liquids, while swaves can only pass through
solids. Also, these waves are
refracted when they meet a
Performance Assessments
Graphics
Self-Assessments and Scoring
Rubrics
Observations, Interview and
Discussion
Presentations in Classrooms
Draft 3/21/06
layer with different density.
These differences allow
scientists to infer the location
and characteristics of the
interior layers of the Earth.
E3.2C
Students will be able to
describe the differences
between oceanic and
continental crust (including
density, age, composition).
Key Terms: density, age,
composition, continental crust,
oceanic crust, basalt, granite
Key Concepts:
Continental crust is composed
of basalt, which Is more dense
and younger than continental
crust which is composed of
granite.
Quizzes
District Test Scores
Building Assessments
Students use critical thinking
skills to explain how the
differences in composition and
density of oceanic and
continental crust affect
subduction zones.
Classroom sets of basalt and granite
Implement Differentiated
Instruction
Embedded Reflection
Written Assessments
Students will use inductive and
deductive reasoning to explain
the differences in age between
oceanic and continental crusts.
Performance Assessments
Graphics
Self-Assessments and Scoring
Students will devise a process
to determine the density of
samples of basalt and granite.
Rubrics
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
District Test Scores
Building Assessments
End of Course Exam
E3.2d
Statement
Students can explain the
uncertainties associated with
models of the interior of the
Earth and how these models
are validated. (recommended)
Plate Tectonic Theory
Students will read and
General Resources for this Unit:
Implement Differentiated
Draft 3/21/06
E3.3
E3.3A
( 9 weeks including
Earthquakes and Volcanoes)
The Earth’s crust and upper
mantle make up the
lithosphere, which is broken
into large mobile pieces called
tectonic plates. The plates
move at velocities in units of
centimeters per year as
measured using the global
positioning system (GPS).
Motion histories are determined
with calculations that relate
rate, time, and distance of
offset geologic features.
Oceanic plates are created at
mid-ocean ridges by magmatic
activity and cooled until they
sink back into the Earth at
subduction zones. At some
localities, plates slide by each
other. Mountain belts are
formed both by continental
collision and as a result of
subduction. The outward flow of
heat from Earth’s interior
provides the driving energy
for plate tectonics.
Students will be able to explain
how sea-floor spreading, midocean ridges, subduction
zones, mountain ranges,
earthquakes and volcanoes
result from tectonic plate
movement.
Key Terms: tectonic plates,
sea- floor spreading, mid-ocean
summarize informational text
using note-taking strategies
such as Cornell Notes,
charting, outlining, mapping
and SQ3R.
Website with examples of note-taking
strategies:
en.wikipiedia.org\wiki\Notetaking
Instruction
Glencoe "Earth Science" book, 2002,
Chapter 10 p. 274-301
Written Assessments
Investigations and Visualizations:
www.classzone.com
U.S.G.S.:
www.usgs.gov
Embedded Reflection
Performance Assessments
Graphics
Self-Assessments and Scoring
Rubrics
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
District Test Scores
Building Assessments
Students will develop
explanations of how sea-floor
spreading, mid-ocean ridges,
subduction zones, mountain
ranges, earthquakes and
volcanoes result from tectonic
plate movement based on
observation, computer
animations and modeling.
Classzone On-line Investigation ES0802:
How old is the Atlantic Ocean?
www.classzone.com
Classzone On-line Visualizations
ES0803: Observe alternating polarity in midocean ridges.
ES0804: Observe animations of processes
that occur along plate boundaries.
www.classzone.com
Implement Differentiated
Instruction
Embedded Reflection
Written Assessments
Performance Assessments
Graphics
Draft 3/21/06
ridges, subduction zones,
mountain ranges, earthquakes,
volcanoes, asthenosphere, rift
valleys, continental collision,
continental crust, oceanic crust,
convergence, divergence,
transform, plate boundaries,
molten rock, magma
Key Concepts:
The less dense tectonic plates
float on the more dense
asthensophere. These plates
move specific directions
resulting in divergence,
convergence and transform
movements. The regions
where these plates meet are
referred as boundaries. Seafloor spreading, mid-ocean
ridges, minor earthquakes,
island building (Iceland) are all
features that occur when two
oceanic plate diverge.
Mountain building (Himalayas,
Appalachians) occur where two
continental plates converge.
Oceanic-oceanic convergence
results in the formation of
volcanoes and island building
(Marianas Trench). Rift valleys
(Great African Rift in Sudan,
Baha Peninsula) occur where
two continental plates diverge.
Subduction zones, volcanoes
and mountain ranges occur
where oceanic and continental
plates converge. Transform
Web Resources:
Self-Assessments and Scoring
http://amnh.org/ology/earth/plates/index.html
Rubrics
http://www.pbs.org/wbgh/aso/tryit/tectonics/#
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
District Test Scores
Building Assessments
End of Course Exam
Draft 3/21/06
E3.3B
boundary movement results in
earthquakes.
Students will be able to explain
the cause of tectonic plate
movement due to gravity as it
pulls on the lithosphere as part
of a convection cell within the
mantle.
Students will explain the
movement of tectonic plates by
applying a model developed
when observing how lava
lamps function.
Key Terms: convection,
convections cells, convection
currents, aging ocean plates,
density, thermal energy, gravity,
subduction zones,
E3.3C
Key Concepts:
The movement of plates is
primarily due to the gravitycontrolled sinking of cooler,
denser oceanic lithosphere into
the subduction zone as part of
a convection cell. The
subducting oceanic lithosphere
pulls the rest of the plate along
with it as it moves the
subduction zone.
Students will be able to
describe the motion history of
geologic features (e.g., plates,
Hawaii) given rate, time, and
distance.
Key Terms: rate, time, distance
Glencoe "Earth Science" book, 2002,
Chapter 10 p. 274-301
Implement Differentiated
Instruction
Lava lamps or glitter lamps
Embedded Reflection
Classzone On-line Visualizations
ES0805: Observe animation of convection in Written Assessments
the mantle.
www.classzone.com
Performance Assessments
Graphics
U.S.G.S.:
www.usgs.gov Plate Tectonics
Self-Assessments and Scoring
Rubrics
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
District Test Scores
Based on present data of plate
movement, students determine
the past and future positions of
land masses.
Classzone On-line Investigations:
ES0810: How Fast Do Plates Move?
www.classzone.com
Building Assessments
Implement Differentiated
Instruction
Embedded Reflection
U.S.G.S.:
www.usgs.gov Plate Movement
Written Assessments
Performance Assessments
Key Concepts: Geologic
features move along with the
plate beneath them. The rate
at which they move is
Graphics
Self-Assessments and Scoring
Draft 3/21/06
dependent upon time and
distance.
Rubrics
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
District Test Scores
Building Assessments
E3.3d
E3.3e
E3.3f
E3.4
Distinguish plate boundaries by
the pattern of depth and magnitude
of earthquakes. (recommended)
Predict the temperature
distribution in the lithosphere as a
function of distance from the midocean ridge and how it relates to
ocean depth. (recommended)
Describe how the direction and
rate of movement for the North
American plate has affected the
local climate over the last 600
million years. (recommended)
Earthquakes and Volcanoes
Plate motions result in
potentially catastrophic events
(earthquakes, volcanoes,
tsunamis, mass wasting) that
affect humanity. The intensity of
volcanic eruptions is controlled
by the chemistry and properties
of the magma. Earthquakes are
the result of abrupt movements
of the Earth. They generate
energy in the form of body and
surface waves.
General Strategies:
Students will read and
summarize informational text
using note-taking strategies
such as Cornell Notes,
charting, outlining, mapping
and SQ3R
General Resources for this unit:
Website with examples of note-taking
strategies:
en.wikipiedia.org\wiki\Notetaking
Implement Differentiated
Instruction
Investigations and Visualizations:
www.classzone.com
Written Assessments
Embedded Reflection
Performance Assessments
U.S.G.S.:
www.usgs.gov
Graphics
Self-Assessments and Scoring
Rubrics
Draft 3/21/06
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
District Test Scores
E3.4A
Students will locate plate
boundaries using the
distribution of earthquakes and
volcanoes. They will also be
able to infer the type of plate
boundaries based on this data.
Students will analyze data to
determine if there is a
correlation between the types
of plate boundaries and the
magnitude and depth of focus
of earthquakes.
Glencoe "Earth Science" book, 2002,
Chapter 11, p. 302-331
Activity: Earthquake Depths
Pg 324 -325
Classzone – Investigation: Earthquakes and
Plate Tectonics
www.classzone.com
Key Concepts: Earthquakes
and volcanoes occur primarily
at the edges of plate
boundaries.
Embedded Reflection
Written Assessments
Earthquakes, p. 302-331
Key Terms: earthquakes,
volcanoes, plate boundaries
Building Assessments
Implement Differentiated
Instruction
Performance Assessments
Graphics
Self-Assessments and Scoring
Rubrics
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
District Test Scores
E3.4B
Students will be able to
describe how the sizes of
earthquakes are measured and
characterized. Also, students
will be able to describe how
Students apply MMI scale to
personal accounts of
Northridge Earthquake or other
earthquakes.
Glencoe "Earth Science" book, 2002,
Chapter 11
“Whole Lot of Quakin’ Going On” National
Geographic Xpedition website
Building Assessments
Implement Differentiated
Instruction
Embedded Reflection
volcanoes are characterized.
Key Terms: intensity,
magnitude, epicenter, focus,
body waves, surface waves,
viscosity, seismograms,
seismographs
E3.4C
Key Concepts:
Earthquakes can be measured
in terms of intensity and
magnitude.
Volcanoes are characterized by
their size and shape and
classified into three types of
landforms. They also can be
characterized by the three
types of eruptions which is
determined by magmatic
chemistry and their relationship
to the types of crust below
them.
Students will describe the
effects of earthquakes and
volcanic eruptions on humans.
Students will analyze different
seismograms from the same
earthquake to look for patterns
and develop inferences from
those patterns.
Deductive and inductive
reasoning are used to
determine the relationship
between the chemical
composition of magma and the
type of volcanic eruption that
results.
Draft 3/21/06
Written Assessments
“Can you read a quake?” adapted from
website
Glencoe "Earth Science" book, 2002,
Chapter 12, Volcanoes p. 334-363
Graphics
Self-Assessments and Scoring
Classifying Volcanoes:
www.pbs.org/wgbh/nova/
vesuvius/deadliest.html
Rubrics
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
Students create models or
other physical representations
comparing and contrasting the
three types of volcanoes.
Students research and create
an educational poster warning
the community about one of the
dangers associated with living
Key Terms: tsunami, mass
in an earthquake zone.
wasting, avalanches,
(Tsunamis, mass wasting,
landslides, pyroclastic flow, lava aftershocks, fires, lahars,
flow, liquefaction, gases and
liquefaction.)
particles in the atmosphere,
aftershocks, ground shaking,
Students will collect, collate,
liquefy, fires
and process data concerning
potential natural disasters and
Key Concepts:
develop an emergency plan.
Earthquake hazards include
tsunami, fires, aftershocks,
Using a topographic map,
mass wasting, liquefaction,
determine the safest and most
Performance Assessments
District Test Scores
Building Assessments
U.S.G.S.:
www.usgs.gov – Natural Hazards Gateway
Implement Differentiated
Instruction
Glencoe "Earth Science" book, 2002,
Chapter 11 Earthquakes, p. 302-331
Embedded Reflection
Glencoe "Earth Science" book, 2002,
Chapter 12, Volcanoes p. 334-363
Written Assessments
Performance Assessments
Graphics
Self-Assessments and Scoring
Rubrics
Observations, Interview and
Draft 3/21/06
lahars and tsunamis.
efficient route for rescue
Volcanic hazards include lava
purposes for natural hazards
flows, pyroclastic flows, lahars, related to volcanism.
gases and particles entering the
atmosphere.
Discussion
Presentations in Classrooms
Quizzes
District Test Scores
Building Assessments
E3.4d
E3.4e
E3.4f
Explain how the chemical
composition of magmas relates
to plate tectonics and affects
the geometry, structure, and
explosivity of volcanoes.
Explain how volcanoes change
the atmosphere, hydrosphere,
and other Earth systems.
Explain why fences are offset
after an earthquake, using the
elastic rebound theory.
Draft 3/21/06
Integration
Teacher
Notes
Curriculum
What do we want students to
learn?
Instructional Strategies
How will we deliver the
curriculum?
Assessment
How will we know if students
learn?
Resources
What materials/resources will
we need to ensure mastery.
E3.1
Advanced Rock Cycle
(3 weeks)
Igneous, metamorphic, and
sedimentary rocks are indicators
of geologic and environmental
conditions and processes that
existed in the past. These include
cooling and crystallization,
weathering and erosion,
sedimentation and lithification,
and metamorphism. In some way,
all of these processes are
influenced by plate tectonics, and
some are influenced by climate.
General Strategies:
Students will read and summarize
informational text using notetaking strategies such as Cornell
Notes, charting, outlining,
mapping and SQ3R.
General Resources for this Unit:
Website with examples of notetaking strategies:
en.wikipiedia.org\wiki\Notetaking
Implement Differentiated
Instruction
Glencoe "Earth Science" book,
2002, Chapter 4 Rocks, p. 90-117
Written Assessments
Investigations and Visualizations:
www.classzone.com
U.S.G.S.:
www.usgs.gov
Embedded Reflection
Performance Assessments
Graphics
Self-Assessments and Scoring
Rubrics
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
District Test Scores
Building Assessments
E3.1A
Students will be able to
discriminate between igneous,
metamorphic, and sedimentary
rocks and describe the processes
that change one kind of rock into
another.
Discrimination includes describing
physical characteristics,
understanding of the processes
and environments of rock
formation, particularly in the
context of plate tectonics theory.
Key Terms: Metamorphism,
crystallization, cooling,
compaction, sedimentation,
deposition, extrusive, erosion,
intrusive, solidification,
stratification, pressure, heat,
weathering, magma, sediment,
rock cycle
Key Concepts:
Igneous, metamorphic and
sedimentary rocks are former,
broken down, and re-formed in a
recurring process known as the
rock cycle. This process is
influenced by plate tectonics and
climate.
E3.1B
Students will be able to explain
the relationship between the rock
cycle and plate tectonics theory in
regard to the origins of igneous,
sedimentary, and metamorphic
rocks.
Students can identify patterns of
change as rock change from one
type to another. Processes can
be constructive or destructive; or
chemical or physical changes.
Given a rock in a specific
environment, students will predict
what changes the rock will
undergo and what type of rock it
will become.
Glencoe "Earth Science" book,
2002, Chapter 4 Rocks, p. 90-117
Draft 3/21/06
Implement Differentiated
Instruction
Classzone – Investigation:
ES0602 How do rocks undergo
change?
ES0603 How do igneous rocks
form?
ES0610 What kind of rock is this?
www.classzone.com
Embedded Reflection
Classzone:
ES0605 Animation of clastic
sedimentary rock forming.
ES0607 Animation of metamorphic
sedimentary rock forming
www.classzone.com
Self-Assessments and Scoring
Rock Cycle Game – Students gather
data about a rock as it travels
through several stages of the rock
cycle.
Presentations in Classrooms
Quizzes
Create an autobiography of a rock
based on data gathered during
“Rock Cycle Game”.
Building Assessments
Glencoe "Earth Science" book,
2002, Chapter 4 Rocks, p. 90-117
Implement Differentiated
Instruction
Rock Cycle Game – Students gather
data about a rock as it travels
through several stages of the rock
cycle.
Embedded Reflection
Written Assessments
Performance Assessments
Graphics
Rubrics
Observations, Interview and
Discussion
District Test Scores
Written Assessments
Draft 3/21/06
Performance Assessments
Key Terms: Metamorphism,
crystallization, cooling,
compaction, sedimentation,
deposition, extrusive, erosion,
intrusive, solidification,
stratification, pressure, heat,
weathering, magma, sediment,
rock cycle
Create an autobiography of a rock
based on data gathered during
“Rock Cycle Game”.
Graphics
Self-Assessments and Scoring
Rubrics
Observations, Interview and
Discussion
Key Concepts: The context of
plate tectonics theory applies
products and processes of the
rock cycle when examining the
conditions and processes
occurring at convergent and
divergent boundaries.
Presentations in Classrooms
Quizzes
District Test Scores
Building Assessments
E3.1c
Explain how the size and shape
of grains in a sedimentary rock
indicate the environment of
formation (including climate) and
deposition.
E3.1d
Explain how the crystal sizes of
igneous rocks indicate the rate of
cooling and whether the rock is
extrusive or intrusive.
Explain how the texture (foliated,
nonfoliated) of metamorphic rock
can indicate whether it has
experienced regional or contact
metamorphism.
Hydrogeology ( 4 weeks)
Fresh water moves over time
between the atmosphere,
hydrosphere (surface water,
wetlands, rivers, and glaciers),
E3.1e
E4.1
General Strategies:
Students will read and summarize
informational text using notetaking strategies such as Cornell
Notes, charting, outlining,
General Resources for this Unit:
Implement Differentiated
Website with examples of noteInstruction
taking strategies:
http:en.wikipiedia.org\wiki\Notetaking Embedded Reflection
and geosphere (groundwater).
Water resources are both critical
to and greatly impacted by
humans. Changes in water
systems will impact quality,
quantity, and movement of water.
Natural surface water processes
shape the landscape everywhere
and are affected by human land
use decisions.
mapping and SQ3R.
Investigations and Visualizations:
www.classzone.com
U.S.G.S.:
www.usgs.gov
Draft 3/21/06
Written Assessments
Performance Assessments
Graphics
National Oceanic and Atmospheric
Administration
www.noaa.gov
Self-Assessments and Scoring
Michigan Department of
Environmental Quality
www.mi.gov.deq
Observations, Interview and
Discussion
Rubrics
Presentations in Classrooms
Quizzes
E4.1A
Students will compare and
contrast surface water systems
(lakes, rivers, streams, wetlands)
and groundwater in regard to their
relative sizes as Earth’s
freshwater reservoirs and the
dynamics of water movement
(inputs and outputs, residence
times, sustainability).
Key Terms: watershed, lakes,
rivers, aquifers, streams,
wetlands, inputs, outputs,
sustainability, residence times,
recharge, reservoirs, water table,
percolation, freshwater, porosity,
permeability, limestone, runoff,
ponds, sandstone, shale, clay,
saturated, unsaturated, springs,
wells
Key Concepts:
Students will determine patterns
of topography and drainage
around your school and design
solutions to effectively deal with
runoff.
MEECS – Water Quality; Lesson 3:
Do You Know Your Watershed?
Implement Differentiated
Instruction
MEECS – Water Quality; Lesson 5:
Why Care about Groundwater
Embedded Reflection
Written Assessments
Students determine the amount of
runoff around your school and
calculate the loss of water that
would have entered the
groundwater system.
MEECS – Water Quality; Lesson 6:
Would You Drink This Water?
MEECS – Water Quality; Lesson 7:
How Healthy is This Stream?
Performance Assessments
Graphics
Self-Assessments and Scoring
Rubrics
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
District Test Scores
Draft 3/21/06
Students will explain the
interconnectedness of water
systems above the surface (lakes,
streams, rivers, wetlands) with the
water stored beneath the surface
(aquifers, glacier, groundwater)
and how water moves within
these systems.
E4.1B
Students will be able to explain
the features and processes of
groundwater systems and how
the sustainability of North
American aquifers has changed in
recent history (e.g., the past 100
years) qualitatively using the
concepts of recharge, residence
time, inputs, and outputs.
Building Assessments
Students will research possible
sources of hazards to
groundwater in Michigan.
National Oceanic and Atmospheric
Administration:
www.noaa.gov
Students will collect, collate, and
Michigan Department of
process data concerning the
Environmental Quality
Saginaw Aquifer (or other
www.mi.gov.deq
aquifers) and develop a protection
plan.
Implement Differentiated
Instruction
Embedded Reflection
Written Assessments
Performance Assessments
Graphics
Key Terms: sustainability,
aquifer, recharge, residence time,
inputs, and outputs
Self-Assessments and Scoring
Rubrics
Key Concepts: How humans
may impact groundwater systems
and the sustainability of aquifers.
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
E4.1C
Students will explain how water
quality in both groundwater and
surface systems is impacted by
land use decisions.
Key Terms: sustainability, land
uses, aquifer, recharge, residence
time, inputs, and outputs
Students will create
presentations, dioramas, or other
physical models demonstrating
how groundwater and surface
systems are affected by land use.
MEECS: Water Quality – Lesson 4:
How do Land Uses Affect Water
Quality?
National Oceanic and Atmospheric
Administration:
www.noaa.gov
Implement Differentiated
Instruction
Embedded Reflection
Written Assessments
Performance Assessments
Draft 3/21/06
Key Concepts: How humans use
land may impact groundwater
systems and the sustainability of
aquifers.
Graphics
Self-Assessments and Scoring
Rubrics
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
District Test Scores
Building Assessments
Integration
Teacher
Notes
Curriculum
What do we want students to
learn?
Instructional Strategies
How will we deliver the
curriculum?
Resources
Assessment
What materials/resources will we How will we know if students
need to ensure mastery.
learn?
E4.3
Severe Weather
(9 weeks)
Tornadoes, hurricanes, blizzards,
and thunderstorms are severe
weather phenomena that impact
society and ecosystems. Hazards
include downbursts (wind shear),
strong winds, hail, lightning,
heavy rain, and flooding. The
movement of air in the
atmosphere is due to differences
in air density resulting from
variations in temperature. Many
weather conditions can be
explained by fronts that occur
when air masses meet.
General Strategies:
Students will read and summarize
informational text using notetaking strategies such as Cornell
Notes, charting, outlining,
mapping and SQ3R.
Website with examples of notetaking strategies:
en.wikipiedia.org\wiki\Notetaking
Glencoe "Earth Science" book,
2002, Chapter 16 Weather, p. 473478
U.S.G.S.:
www.usgs.gov – Natural Hazards
Gateway
National Oceanic and Atmospheric
Administration
www.noaa.gov
Implement Differentiated
Instruction
Embedded Reflection
Written Assessments
Performance Assessments
Graphics
Self-Assessments and Scoring
Rubrics
Observations, Interview and
Discussion
Draft 3/21/06
Presentations in Classrooms
Quizzes
E4.3A
E4.3E
Students will describe the
various conditions of formation
associated with severe weather
(thunderstorms, tornadoes,
hurricanes, floods, waves, and
drought).
Students will describe conditions
associated with frontal boundaries
that result in severe weather
(thunderstorms, tornadoes, and
hurricanes).
Students will collect, collate, and
process data concerning potential
natural disasters and develop an
emergency plan.
Implement Differentiated
Instruction
Embedded Reflection
Written Assessments
Performance Assessments
Graphics
U.S.G.S.:
www.usgs.gov – Natural Hazards
Gateway
Key Terms: thunderstorms,
blizzards, winds, tornadoes,
hurricanes, floods, waves,
drought, warm front, cold front, air
masses, rain, precipitation,
density, pressure, convection,
conduction, convergence, frontal
boundaries, wind shear
E4.3B
Classzone .com:
Visualizations:
ES2004 Animation of a
Thunderstorm
ES2006 Animation of a tornado
Data Center:
Hurricanes
Lightning
Self-Assessments and Scoring
Rubrics
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
Key Concepts: How the
interaction and movement of air
masses with specific
characteristics creates various
forms of severe weather.
Students will describe the
damage resulting from and the
social impact of thunderstorms,
tornadoes, hurricanes, and floods.
Students will collect, collate, and
process data concerning potential
natural disasters and develop an
emergency plan.
Key Terms: thunderstorms,
blizzards, winds, tornadoes,
Using a topographic map,
determine the safest and most
U.S.G.S.:
www.usgs.gov – Natural Hazards
Gateway
Implement Differentiated
Instruction
Embedded Reflection
Classzone:
ES2005 Animation about lightning
safety.
Written Assessments
hurricanes, floods, waves,
drought, rain, precipitation
efficient route for rescue purposes www.classzone.com
for floods and hurricanes.
Draft 3/21/06
Performance Assessments
Graphics
Key Concepts: How severe
weather affects humans in terms
of social impact as well as
physical destruction.
Self-Assessments and Scoring
Rubrics
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
E4.3C
Students will describe severe
weather and flood safety and
mitigation.
Key Terms: thunderstorms,
blizzards, winds, tornadoes,
hurricanes, floods, waves,
drought, rain, precipitation
Key Concepts: How humans
prepare to protect themselves
and their property from the
various forms of severe weather.
Students will collect, collate, and
process data concerning potential
natural disasters and develop an
emergency plan.
Discuss how early warning
systems can protect society and
the environment from natural
disasters and yet can create
problems if warnings are
inaccurate and ultimately ignored.
Data Center:
Tornado Safety ES2007
Hurricane Safety ES2008
Winter Storm Safety ES2010
www.classzone.com
Implement Differentiated
Instruction
Embedded Reflection
Written Assessments
National Oceanic and Atmospheric
Administration
www.noaa.gov
Performance Assessments
U.S.G.S.:
www.usgs.gov – Natural Hazards
Gateway
Self-Assessments and Scoring
Graphics
Rubrics
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
E4.3D
Students will describe the
seasonal variations in severe
weather.
Students will gather and analyze
data concerning severe weather
and determine if there is a
National Oceanic and Atmospheric
Administration
www.noaa.gov
Implement Differentiated
Instruction
Key Terms: thunderstorms,
blizzards, winds, tornadoes,
hurricanes, floods, waves,
drought, rain, precipitation
correlation between seasonal
variations and the potential for
severe weather.
Draft 3/21/06
Embedded Reflection
U.S.G.S.:
www.usgs.gov – Natural Hazards
Gateway
Written Assessments
Performance Assessments
Key Concepts: Each type of
severe weather occurs due to
specific atmospheric conditions
that are likely to occur during
particular seasons each year.
Graphics
Self-Assessments and Scoring
Rubrics
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
E4.3F
Students will describe how
mountains, frontal wedging
(including dry lines), convection,
and convergence form clouds and
precipitation.
Key Terms: frontal wedging,
convection, convergence, clouds,
precipitation
Key Concepts: Various types of
vertical movement of air parcels
through the atmosphere resulting
in decrease of temperature,
condensation and development of
clouds and precipitation.
Students will identify patterns of
weather conditions that result in
condensation and precipitation.
Students will compare and
contrast the different forms of
vertical air movement that creates
condensation of water molecules.
National Weather Service
www.noaa.gov
Implement Differentiated
Instruction
U.S.G.S.:
www.usgs.gov – Natural Hazards
Gateway
Embedded Reflection
Written Assessments
Performance Assessments
Graphics
Self-Assessments and Scoring
Rubrics
Observations, Interview and
Discussion
Presentations in Classrooms
Quizzes
Draft 3/21/06
E4.3g
Explain the process of adiabatic
cooling and adiabatic temperature
changes to the formation of
clouds.
Draft 3/21/06
Integration
Teacher
Notes
Curriculum
What do we want
students to learn?
Instructional Strategies
How will we deliver the
curriculum?
Resources
What materials/resources will we need to ensure
mastery.
Assessment
How will we know if
students learn?
E4.2
Oceans and Climate
General Strategies:
Students will read and
summarize informational
text using note-taking
strategies such as Cornell
Notes, charting, outlining,
mapping and SQ3R.
General Resources for this Unit:
Website with examples of note-taking strategies:
en.wikipiedia.org\wiki\Notetaking
Implement Differentiated
Instruction
E4.2A
(2 weeks)
Energy from the Sun and
the rotation of the Earth
control global atmospheric
circulation. Oceans
redistribute matter and
energy around the Earth
through currents, waves,
and interaction with other
Earth systems. Ocean
currents are controlled by
prevailing winds, changes in
water density, ocean
topography, and the shape
and location of landmasses.
Oceans and large lakes
(e.g., Great Lakes) have a
major effect on climate and
weather because they are a
source of moisture and a
large reservoir of heat.
Interactions between
oceanic circulation and the
atmosphere can affect
regional climates throughout
the world.
Students will describe the
major causes for the
ocean’s surface and deep
water currents, including the
prevailing winds, the
Glencoe "Earth Science" book, 2002, Chapter 18 Ocean
Motion, p. 522-547
Embedded Reflection
Written Assessments
Performance Assessments
Graphics
Self-Assessments and
Scoring
Rubrics
Observations, Interview
and Discussion
Presentations in
Classrooms
Quizzes
Student can construct a
model or diagram of the
ocean’s surface and deep
currents.
National Oceanic and Atmospheric Administration
www.noaa.gov
Implement Differentiated
Instruction
U.S.G.S.:
www.usgs.gov – Natural Hazards Gateway
Embedded Reflection
Coriolis effect, unequal
heating of the earth,
changes in water
temperature and salinity in
high latitudes, and basin
shape.
Draft 3/21/06
Written Assessments
Students can construct and
interpret a profile based on
temperature, salinity and
density differences.
Performance Assessments
Graphics
Self-Assessments and
Scoring
Key Terms: surface
currents, deep ocean
currents, prevailing winds,
Coriolis effect, salinity,
density, basin, atmosphere,
boundary currents,
conduction, convection,
pressure
E4.2B
Key Concepts: Energy
from the Sun and the
rotation of the Earth control
how water and thermal
energy is circulated through
the atmosphere and around
the Earth. Oceans
redistribute water and
energy around the Earth
through currents, waves,
and interaction with other
Earth systems. Surface
currents are primarily driven
by wind and topography.
Deep ocean currents are
driven by properties that
determine the density of
water, such as salinity and
temperature.
Students will explain how
interactions between the
oceans and the atmosphere
Rubrics
Observations, Interview
and Discussion
Presentations in
Classrooms
Quizzes
Students will analyze
charts of ocean currents
and predict the effects of
Glencoe "Earth Science" book, 2002, Chapter 18 Ocean
Motion, p. 522-547
Implement Differentiated
Instruction
influence global and
regional climate. Include the
major concepts of heat
transfer by ocean currents,
thermohaline circulation,
boundary currents,
evaporation, precipitation,
climatic zones, and the
ocean as a major CO2
reservoir.
Key Terms: ocean
currents, thermohaline
circulation, boundary
currents, evaporation,
precipitation.
Key Concepts: Oceans
and the atmosphere store
and exchange energy as
heat, moisture and
momentum that affect global
and regional climates in a
variety of ways.
E4.2c
E4.2d
E4.2e
E4.2f
E4.r2g
Explain the dynamics (including
ocean-atmosphere interactions)
of the El Niño-Southern
Oscillation (ENSO) and its effect
on continental climates.
Identify factors affecting seawater
density and salinity and describe
how density affects oceanic
layering and currents.
Explain the differences between
maritime and continental climates
with regard to oceanic currents.
Explain how the Coriolis effect
controls oceanic circulation.
Explain how El Niño affects
economies (e.g., in South
the interaction between the
water and the environment.
Charts of surface and ocean currents
National Weather Service
www.noaa.gov
Draft 3/21/06
Embedded Reflection
Written Assessments
Performance Assessments
U.S.G.S.:
www.usgs.gov – Natural Hazards Gateway
Graphics
Self-Assessments and
Scoring
Rubrics
Observations, Interview
and Discussion
Presentations in
Classrooms
Quizzes
Draft 3/21/06
America). (recommended)
E5.1
E5.1A
The Earth in Space
(6 weeks)
Scientific evidence indicates
the universe is orderly in
structure, finite, and
contains all matter and
energy. Information from the
entire light spectrum tells us
about the composition and
motion of objects in the
universe. Early in the history
of the universe, matter
clumped together by
gravitational attraction to
form stars and galaxies.
According to the Big Bang
theory, the universe has
been continually expanding
at an increasing rate since
its formation about 13.7
billion years ago.
General Strategies:
Students will read and
summarize informational
text using note-taking
strategies such as Cornell
Notes, charting, outlining,
mapping and SQ3R.
Students will describe the
position and motion of our
solar system in our galaxy
and the overall scale,
structure, and age of the
universe.
Students will research and Website with examples of note-taking strategies:
design a scale model of the en.wikipiedia.org\wiki\Notetaking
galaxy and universe.
Key Terms: age of
universe, Milky Way Galaxy,
cosmic background
radiation, cosmological
background shift, Doppler
red shift, expanding
universe, light spectrum,
General Resources for this Unit:
Website with examples of note-taking strategies:
en.wikipiedia.org\wiki\Notetaking
Implement Differentiated
Instruction
Embedded Reflection
Glencoe "Earth Science" book, 2002, Chapter 24 The
Solar System, section 1 The Solar System, p. 702-706
and Chapter 25 Stars and Galaxies section 4
Written Assessments
Performance Assessments
Graphics
Self-Assessments and
Scoring
Rubrics
Observations, Interview
and Discussion
Presentations in
Classrooms
Quizzes
Implement Differentiated
Instruction
Embedded Reflection
Written Assessments
Performance Assessments
Graphics
Self-Assessments and
Scoring
Draft 3/21/06
E5.1b
E5.1c
E5.1d
E5.2
motion of the solar system,
nebular cloud, scale of the
universe, spiral arm,
structure of the universe
Rubrics
Key Concepts: Students
will understand the size and
motion of our solar system
in relationship to our galaxy
and universe as well as the
evidence scientists have
discovered that supports
these ideas.
Describe how the Big Bang
theory accounts for the
formation of the universe.
Explain how observations of
the cosmic microwave
background have helped
determine the age of the
universe.
Differentiate between the
cosmological and Doppler
red shift.
The Sun
Stars, including the Sun,
transform matter into energy
in nuclear reactions. When
hydrogen nuclei fuse to form
helium, a small amount of
matter is converted to
energy. Solar energy is
responsible for life
processes and weather as
well as phenomena on
Earth. These and other
processes in stars have led
Presentations in
Classrooms
Quizzes
Observations, Interview
and Discussion
General Strategies:
Students will read and
summarize informational
text using note-taking
strategies such as Cornell
Notes, charting, outlining,
mapping and SQ3R.
General Resources for this Unit:
Website with examples of note-taking strategies:
en.wikipiedia.org\wiki\Notetaking
Implement Differentiated
Instruction
Embedded Reflection
Written Assessments
Performance Assessments
Graphics
Self-Assessments and
Scoring
Draft 3/21/06
to the formation of all the
other chemical elements.
Rubrics
Observations, Interview
and Discussion
Presentations in
Classrooms
Quizzes
E5.2A
Students will identify
patterns in solar activities
(sunspot cycle, solar flares,
solar wind).
Students will graph and
NASA: Sun Spot Cycle
interpret the cyclic nature of http://solarscience.msfc.nasa.gov/SunspotCycle.shtml
sunspots, solar flares and
solar wind.
http://helios.gsfc.nasa.gov/sspot.html
Key Terms: Sunspot cycle,
solar wind, solar flares
Implement Differentiated
Instruction
Embedded Reflection
Sunspots and Rotation
Written Assessments
http://www.spaceweathercenter.org/resources/05/05.html
Performance Assessments
Key Concepts: The fusion
occurring within the Sun
results in predictable
sunspot cycles, solar flares
and solar winds. These
activities on the Sun can
affect and disrupt humans
on Earth.
Graphics
Self-Assessments and
Scoring
Rubrics
Observations, Interview
and Discussion
Presentations in
Classrooms
Quizzes
E5.2B
Students will relate events
on the Sun to phenomena
such as auroras, disruption
of radio and satellite
communications, and power
Students research and
create an educational
poster warning the
community about the
effects of solar phenomena
NASA: Sun Spot Cycle
http://solarscience.msfc.nasa.gov/SunspotCycle.shtml
Implement Differentiated
Instruction
http://helios.gsfc.nasa.gov/sspot.html
Embedded Reflection
grid disturbances.
to humans on Earth.
Sunspots and Rotation
http://www.spaceweathercenter.org/resources/05/05.html
Draft 3/21/06
Written Assessments
Key Terms: Sunspot cycle,
solar wind, solar flares,
auroras
Performance Assessments
Key Concepts: These solar
activities can affect and
disrupt humans on Earth.
Self-Assessments and
Scoring
Graphics
Rubrics
Observations, Interview
and Discussion
Presentations in
Classrooms
Quizzes
E5.2C
Students will describe how
nuclear fusion produces
energy in the Sun.
Key Terms: nuclear fusion,
energy, hydrogen, helium,
core,
Students will gather
Discovering The Sun Webquest:
information from a
http://www.lessonplanspage.com/
webquest to determine how ScienceDiscoveringTheSunWebquest612.htm
nuclear fusion produces
energy in the Sun.
Implement Differentiated
Instruction
Embedded Reflection
Written Assessments
Performance Assessments
Key Concept: The sun’s
energy is a result of the
conversion of hydrogen to
helium in nuclear fusion.
Graphics
Self-Assessments and
Scoring
Rubrics
Observations, Interview
and Discussion
Presentations in
Draft 3/21/06
Classrooms
Quizzes
E5.2D
Students will describe how
nuclear fusion and other
processes in stars have led
to the formation of all the
other chemical elements.
Key Terms: nuclear fusion,
nuclei, isotopes
Key Concepts: After helium
nuclei is formed through
fusion in a star’s core, these
helium nuclei can fuse
together to form carbon-12,
oxygen-16 and neon-20
nuclei if the temperature of
the core is about 100 million
K. This process of fusion
will continues as long as
the temperature of the core
is high enough and the
mass of all the nuclei
doesn’t exceed the mass of
the original nuclei. This
process, if left unfettered,
results in the production of
sodium-23, magnesium-24,
more neon-20, silicon-28,
phosphorous-31, and sulfur32.
E5.2x
Stellar Evolution
Stars, including the Sun,
transform matter into energy in
nuclear reactions. When
hydrogen nuclei fuse to form
helium, a small amount of matter
Students make models
demonstrating their
understanding of the origin
of the elements and their
identification in supernova
remnants.
Elements Forged in the Sun
http://www.teachersdomain.org/resources
/ess05/sci/ess/eiu/fusion/index.html
Implement Differentiated
Instruction
Embedded Reflection
Imagine the Universe
http://imagine.gsfc.nasa.gov/docs
/teachers/lesson_plans.html
Written Assessments
Performance Assessments
Dispersion of Elements Background Information
http://imagine.gsfc.nasa.gov/docs/teachers
/lessons/xray_spectra/background-elements.html
Graphics
Self-Assessments and
Scoring
Rubrics
Observations, Interview
and Discussion
Presentations in
Classrooms
Quizzes
Draft 3/21/06
E5.2e
E5.2f
E5.2g
E5.2h
E5.3
is converted to energy. These and
other processes in stars have led
to the formation of all the other
chemical elements. There is a
wide range of stellar objects of
different sizes and temperatures.
Stars have varying life histories
based on these parameters.
Explain how the HertzsprungRussell (H-R) diagram can be
used to deduce other parameters
(distance).
Explain how you can infer the
temperature, life span, and mass
of a star from its color. Use the HR diagram to explain the life
cycles of stars.
Explain how the balance between
fusion and gravity controls the
evolution of a star (equilibrium).
Compare the evolution paths of
low-moderate-, and high-mass
stars using the H-R diagram.
Earth History and
Geologic Time
The solar system formed
from a nebular cloud of dust
and gas 4.6 Ga (billion
years ago). The Earth has
changed through time and
has been affected by both
catastrophic (e.g.,
earthquakes, meteorite
impacts, volcanoes) and
gradual geologic events
(e.g., plate movements,
mountain building) as well
as the effects of biological
evolution (formation of an
oxygen atmosphere).
General Strategies:
Students will read and
summarize informational
text using note-taking
strategies such as Cornell
Notes, charting, outlining,
mapping and SQ3R.
General Resources for this Unit:
Website with examples of note-taking strategies:
en.wikipiedia.org\wiki\Notetaking
Implement Differentiated
Instruction
Embedded Reflection
Written Assessments
Performance Assessments
Graphics
Self-Assessments and
Scoring
Rubrics
Observations, Interview
and Discussion
Draft 3/21/06
Geologic time can be
determined through both
relative and absolute dating.
E5.3A
Presentations in
Classrooms
Quizzes
Students will explain how
the solar system formed
from a nebula of dust and
gas in a spiral arm of the
Milky Way Galaxy about 4.6
Ga (billion years ago).
Implement Differentiated
Instruction
Key Terms: nebula, Milky
Way Galaxy, solar system,
spiral arm, density, gravity,
mass
Performance Assessments
Key Concepts: The most
widely accepted theory of
solar system development is
called the nebular
hypothesis. This hypothesis
states that a rotating cloud
of dust and gas pulled
together by the force of
gravity and shrank. As it
shrank, its speed of rotation
and temperature increased,
This compression made the
material so hot that a
hydrogen fusion reaction
occurred and the sun was
formed. The rest of the
debris from the cloud sorted
out according to density as
it extended into space. At
the center of the solar
system are the more dense
Embedded Reflection
Written Assessments
Graphics
Self-Assessments and
Scoring
Rubrics
Observations, Interview
and Discussion
Presentations in
Classrooms
Quizzes
Draft 3/21/06
E5.3B
planets and debris with the
pattern of decreasing
density of planets and
debris occurring as one
moves away from the Sun.
Students will describe the
process of radioactive
decay and explain how
radioactive elements are
used to date the rocks that
contain them.
Key Terms: carbon dating,
radioactive decay, uranium,
isotopes, nuclei, half-life,
absolute age dating, C-14,
decay rates, radioactive
dating, ratio of daughter to
parent substance,
U-Pb, radiometric dating
Students will graph data
concerning radioactive
decay of elements and
explain the pattern of the
decay path.
Glencoe "Earth Science" book, 2002, Chapter 13 Clues
to Earth’s Past, p. 368-393
Embedded Reflection
Guide to Isotopes used in radiometric dating
Given a set of materials
and a guide of parent
isotopes, students will
decide which isotopes can
be used for dating each
type of material and explain
their decision.
Students will relate major
events in the history of the
Earth to the geologic time
scale, including formation of
the Earth, formation of an
oxygen atmosphere, rise of
life, Cretaceous-Tertiary (KT) and Permian extinctions,
and
Pleistocene ice age.
Written Assessments
Performance Assessments
Graphics
Self-Assessments and
Scoring
Rubrics
Key Concepts:
Radioactive elements and
their rate of decay is used to
determine the age of rocks.
E5.3C
Implement Differentiated
Instruction
Observations, Interview
and Discussion
Presentations in
Classrooms
Quizzes
Develop a scale model of
units of geologic time.
Develop a timeline of the
major events of the history
of the Earth.
Glencoe "Earth Science" book, 2002, Chapter 13 Clues
to Earth’s Past, p. 368-393
Implement Differentiated
Instruction
Embedded Reflection
Written Assessments
Performance Assessments
Graphics
Draft 3/21/06
Key Terms: CretaceousTertiary (K-T) extinctions,
Permian extinctions,
Pleistocene ice age,
formation of the Earth,
geologic time scale,
formation of an oxygen
atmosphere
E5.3D
Key Concepts: Using
scale models and other
analogies is necessary for
students to comprehend the
passage of time between
significant events and
geologic rates of change.
Students will describe how
index fossils can be used to
determine time sequence.
Self-Assessments and
Scoring
Rubrics
Observations, Interview
and Discussion
Presentations in
Classrooms
Quizzes
Glencoe "Earth Science" book, 2002, Chapter 13 Clues
to Earth’s Past, p. 368-393
Implement Differentiated
Instruction
Embedded Reflection
Key Terms: index fossils,
cross-cutting relationships,
principle of original
horizontality, law of
superposition,
uncomformities, relative
time
Key Concepts: Scientists
use a number of principles
and methods to determine
the order of past geologic
events.
Written Assessments
Performance Assessments
Graphics
Self-Assessments and
Scoring
Rubrics
Observations, Interview
and Discussion
Presentations in
Classrooms
Draft 3/21/06
Quizzes
E5.3x
E5.3e
E5.4
Geologic Dating
Early methods of determining
geologic time, such as the use of
index fossils and stratigraphic
principles, allowed for the relative
dating of geological events.
However, absolute dating was
impossible until the discovery that
certain radioactive isotopes in
rocks have known decay rates,
making it possible to determine
how many years ago a given
mineral or rock formed. Different
kinds of radiometric dating
techniques exist. Technique
selection depends on the
composition of the
material to be dated, the age of
the material, and the type of
geologic event that affected the
material.
Determine the approximate age of
a sample, when given the half-life
of a radioactive substance (in
graph or tabular form) along with
the ratio of daughter to parent
substances present in the
sample.
Climate Change
Atmospheric gases trap
solar energy that has been
reradiated from the Earth’s
surface (the greenhouse
effect). The Earth’s climate
has changed both gradually
and catastrophically over
geological and historical
time frames due to complex
interactions between many
Glencoe "Earth Science" book, 2002, Chapter 13 Clues
to Earth’s Past, p. 368-393
General Strategies:
Students will read and
summarize informational
text using note-taking
strategies such as Cornell
Notes, charting, outlining,
mapping and SQ3R.
General Resources for this Unit:
Website with examples of note-taking strategies:
en.wikipiedia.org\wiki\Notetaking
Implement Differentiated
Instruction
Embedded Reflection
Glencoe "Earth Science" book, 2002, Chapter 17
Climate, p. 492-519
Written Assessments
Performance Assessments
Graphics
Self-Assessments and
Draft 3/21/06
E5.4A
natural variables and
events. The concentration of
greenhouse gases
(especially carbon dioxide)
has increased due to human
industrialization which has
contributed to a rise in
average global atmospheric
temperatures and changes
in the biosphere,
atmosphere, and
hydrosphere. Climates of
the past are researched,
usually using indirect
indicators, to better
understand and predict
climate change.
Students will explain the
natural mechanism of the
greenhouse effect including
comparisons of the major
greenhouse gases (water
vapor, carbon dioxide,
methane, nitrous
oxide, and ozone).
Scoring
Rubrics
Observations, Interview
and Discussion
Presentations in
Classrooms
Quizzes
Students debate the effect
of human activities as they
relate to quality of life.
(Global warming,
land use, preservation of
natural resources,
pollution)
Implement Differentiated
Instruction
Embedded Reflection
Written Assessments
Performance Assessments
Key Terms: water vapor,
carbon dioxide, greenhouse
effect, ozone, nitrous oxide,
methane,
Sun, energy, atmosphere,
carbon, greenhouse gases,
Graphics
Key Concepts:
Observations, Interview
and Discussion
Self-Assessments and
Scoring
Rubrics
Presentations in
Classrooms
Draft 3/21/06
Quizzes
E5.4B
Describe natural
mechanisms that could
result in significant changes
in climate (e.g., major
volcanic eruptions, changes
in sunlight received by the
earth, meteorite impacts).
Students will develop
explanations of natural
phenomena that could
result in climatic changes.
Implement Differentiated
Instruction
Students could design and
create models or
experiments to test their
hypothesis.
Written Assessments
Students could then
research the validity of their
hypothesis.
Embedded Reflection
Performance Assessments
Graphics
Self-Assessments and
Scoring
Rubrics
Observations, Interview
and Discussion
Presentations in
Classrooms
Quizzes
E5.4C
Analyze the empirical
relationship between the
emissions of carbon dioxide,
atmospheric carbon dioxide
levels and the average
global temperature over the
past 150 years.
Students can graph and
interpret data concerning
emissions of carbon
dioxide, atmospheric
carbon dioxide levels and
the average global
temperature over the past
150 years. Students will
analyze these graphs
looking for correlations and
patterns.
Implement Differentiated
Instruction
Embedded Reflection
Written Assessments
Performance Assessments
Graphics
Self-Assessments and
Draft 3/21/06
Scoring
Rubrics
Observations, Interview
and Discussion
Presentations in
Classrooms
Quizzes
E5.4D
Based on evidence of
observable changes in
recent history and climate
change models, explain the
consequences of warmer
oceans (including the
results of increased
evaporation, shoreline and
estuarine impacts, oceanic
algae growth, and coral
bleaching) and changing
climatic zones (including the
adaptive capacity of the
biosphere).
E5.4e
Based on evidence from historical
climate research (e.g., fossils,
varves, ice core data) and climate
change models, explain how the
current melting of polar ice caps
can impact the climatic system .
Describe geologic evidence that
implies climates were significantly
colder at times in the geologic
record (e.g., geomorphology,
striations, and fossils).
Compare and contrast the heattrapping mechanisms of the major
greenhouse gases resulting from
emissions (carbon dioxide,
E5.4f
E5.4g
Students will research
climate change models and
prepare presentations
predicting the
consequences of warmer
oceans.
Draft 3/21/06
E5.r4h
E5.r4i
E5.r4j
June 29, 2017
methane, nitrous oxide,
fluorocarbons) as well as their
abundance and heat trapping
capacity.
Use oxygen isotope data to
estimate paleotemperature.
(recommended)
Explain the causes of short-term
climate changes such as
catastrophic volcanic eruptions
and impact of solar system
objects. (recommended)
Predict the global temperature
increase by 2100, given data on
the annual trends of CO2
concentration increase.
(recommended)