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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)