Download 2016 - 2017 Earth and Space Science R egular and H onors

SCOPE &
SEQUENCE
Earth and Space Science
Regular and Honors
2016 - 2017
KEY COMPONENTS OF THE SCOPE & SEQUENCE
UNIT #:
UNIT TITLE
Suggested Time Frame:
UNIT
GOAL
the overarching learning goal for the unit; the desired results
Lesson Plans:
Text:
Complexity
Level
Students will be able to…
the level of
cognitive
complexity that
a learning
activity or
assessment item
associated with
that standard
might entail;
see page 3
the essential knowledge, specific skills,
and/or concepts students should acquire
to master the benchmark
Next Generation Sunshine State Standards
TOPIC
the required standards according to the course description
posted on CPALMS by the Florida Department of Education;
the benchmarks included in the Advanced course description
are indicated with two asterisks (**)
the recommended time frame to teach each unit;
NOTE: this does not include LTMs, PDDs, and 4 days for each
semester exam
the lesson plans in Blender
the portions of the text related to the unit; NOTE: not all pages
in each section are closely aligned to the benchmarks – be
selective when deciding what pages to include in your lessons
Content/Academic Language
FLDOE
Other
content-specific
vocabulary identified
by the Florida
Department of
Education
Common Misconceptions
Teacher Notes
Predictable misconceptions commonly held by students that could undermine their
efforts to learn – these erroneous understandings/ideas should be addressed, in order
to achieve conceptual change.
Things to consider when planning your instruction.
additional contentspecific vocabulary
and/or academic
language to help
achieve mastery of
the standards
(this is not a complete list, just a few suggested items to get you started)
(this is not a complete list, just a few suggested items to get you started)
Sample Literacy Strategies
Prefixes, Suffixes & Roots
Suggested literacy strategies to help students achieve the learning goals
Common prefixes, suffixes, and roots to help students understand scientific terminology
(this is not a complete list, just a few suggested items to get you started)
(this is not a complete list, just a few suggested items to get you started)
Sample Assessment Questions
A sample assessment question aligned to a benchmark in the unit
2
A sample assessment question aligned to a Nature of Science benchmark in the course
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
Every one of the Next Generation Sunshine State Standards (NGSSS) has been assigned a Cognitive Complexity Level by the FLDOE. The Depth of Knowledge (DOK) model was
designed to align content standards and assessments. The DOK level for a benchmark represents the typical level of cognitive complexity of a learning activity or assessment
item associated with that benchmark. The following table illustrates the distinctions between each level and provides examples at each level.
Complexity
Level
Low
Moderate
High
Test items…
Students will…
Examples
• rely heavily on the recall
and recognition of
previously learned concepts
and principles
• typically specify what the
student is to do, which is
often to carry out some
procedure that can be
performed mechanically
• not be required to come up with an original method or solution
• retrieve information from a chart, table, diagram, or graph
• recognize a standard scientific representation of a simple phenomenon
or identify common examples
• complete a familiar single-step procedure or solve a problem using a
known formula
• Recall or recognize a fact, term, or property.
• Represent in words or diagrams a scientific concept or relationship.
• Provide or recognize a standard scientific representation for simple
phenomena.
• Perform a routine procedure such as measuring length.
• Identify familiar forces (e.g. pushes, pulls, gravitation, friction, etc.)
• Identify objects and materials as solids, liquids, or gases.
• involve more flexible
thinking than lowcomplexity test items do
• require a response that
goes beyond the habitual,
is not specified, and
ordinarily involves more
than a single step or
thought process
• be expected to decide what to do—using informal methods of
reasoning and problem-solving strategies—and to bring together skill
and knowledge from various domains
• interpret data from a chart, table, or simple graph
• determine the best way to organize or present data from observations,
an investigation, or experiments
• describe or explain examples and non-examples of scientific processes
or concepts
• specify or explain relationships among different groups, facts,
properties, or variables
• differentiate structure and functions of different organisms or systems
• predict or determine the next logical step or outcome
• apply and use concepts from a standard scientific model or theory
• Specify and explain the relationship among facts, terms, properties,
and variables.
• Identify variables, including controls, in simple experiments.
• Distinguish between experiments and systematic observations.
• Describe and explain examples and non-examples of science
concepts.
• Select a procedure according to specified criteria and perform it.
• Formulate a routine problem given data and conditions.
• Organize, represent, and interpret data.
• make heavy demands on
student thinking
• require that the student
think in an abstract and
sophisticated way, often
involving multiple steps
• engage in abstract reasoning, planning, analysis, using evidence,
judgment, and creative thought
• analyze data from an investigation or experiment and formulate a
conclusion
• develop a generalization from multiple data sources
• analyze and evaluate an experiment with multiple variables
• analyze an investigation or experiment to identify a flaw and propose a
method for correcting it
• analyze a problem, situation, or system and make long-term predictions
• interpret, explain, or solve a problem involving complex spatial
relationships
• Identify research questions and design investigations for a scientific
problem.
• Design and execute an experiment or systematic observation to test
a hypothesis or research question.
• Develop a scientific model for a complex situation.
• Form conclusions from experimental data.
• Cite evidence that living systems follow the Laws of Conservation of
Mass and Energy.
• Explain how political, social, and economic concerns can affect
science, and vice versa.
• Create a conceptual or mathematical model to explain the key
elements of a scientific theory or concept.
• Explain the physical properties of the Sun and its dynamic nature
and connect them to conditions and events on Earth.
• Analyze past, present, and potential future consequences to the
environment resulting from various energy production technologies.
The following content-area literacy standards and grade level mathematics standards are also included in the Earth and Space Science (Regular and Honors) course
description and should be implemented on a routine basis.
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
3
WRITING STANDARDS FOR LITERACY IN SCIENCE - LAFS.910.WHST.
1.1
Write arguments focused on discipline-specific content. Introduce precise claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that establishes clear
relationships among the claim(s), counterclaims, reasons, and evidence. Develop claim(s) and
counterclaims fairly, supplying data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner
that anticipates the audiences knowledge level and concerns. Use words, phrases, and clauses
to link the major sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. Provide a concluding statement that
follows from or supports the argument presented
1.2
Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes. Introduce a topic and organize ideas,
concepts, and information to make important connections and distinctions; include formatting
(e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples appropriate to the
audience’s knowledge of the topic. Use varied transitions and sentence structures to link the
major sections of the text, create cohesion, and clarify the relationships among ideas and
concepts. Use precise language and domain-specific vocabulary to manage the complexity of
the topic and convey a style appropriate to the discipline and context as well as to the
expertise of likely readers. Establish and maintain a formal style and objective tone. Provide a
concluding statement or section that follows from and supports the information or explanation
presented (e.g., articulating implications or the significance of the topic).
2.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
2.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and
audience.
2.6
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to
display information flexibly and dynamically.
3.7
Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
3.8
Gather relevant information from multiple authoritative print & digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question;
integrate information into text selectively to maintain the flow of ideas, avoiding plagiarism &
following a standard format for citation.
3.9
Draw evidence from informational texts to support anal
4.10
Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
4
STANDARDS FOR SPEAKING & LISTENING - LAFS.910.SL.
1.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and
expressing their own clearly and persuasively. Come to discussions prepared having read and
researched material under study; explicitly draw on that preparation by referring to evidence from
texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas. Work with peers to set rules for collegial discussions and decision-making. Propel conversations
by posing and responding to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and
conclusions. Respond thoughtfully to diverse perspectives, and, when warranted, qualify or justify their
own views and understanding and make new connections in light of the evidence and reasoning
presented.
1.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
1.3
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted evidence.
2.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
2.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
MATH FLORIDA STANDARDS - MAFS.912.
F- IF
2.4**
F- IF
3.7**
G-MG
1.2**
For a function that models a relationship between two quantities, interpret key features of graphs and
tables in terms of the quantities, and sketch graphs showing key features given a verbal description of
the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing,
positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases
and using technology for more complicated cases. Graph linear and quadratic functions and show
intercepts, maxima, and minima. Graph square root, cube root, and piecewise-defined functions,
including step functions and absolute value functions. Graph polynomial functions, identifying zeros
when suitable factorizations are available, and showing end behavior. Graph rational functions,
identifying zeros and asymptotes when suitable factorizations are available, and showing end
behavior. Graph exponential and logarithmic functions, showing intercepts and end behavior, and
trigonometric functions, showing period, midline, and amplitude, and using phase shift.
Apply concepts of density based on area and volume in modeling situations (e.g., persons per square
mile, BTUs per cubic foot).
N-Q.1.3
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
N-Q.1.1
Use units as a way to understand problems & to guide the solution of multi-step problems; choose &
interpret units consistently in formulas; choose & interpret the scale & the origin in graphs & displays
S-IC
2.6**
Evaluate reports based on data.
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
READING STANDARDS FOR LITERACY IN SCIENCE - LAFS.910.RST.
MATH FLORIDA STANDARDS - MAFS.912 (CONTINUED)
1.1
Cite specific textual evidence to support analysis of science and technical texts, attending to the
precise details of explanations or description.
S-ID
1.1**
Represent data with plots on the real number line (dot plots, histograms, and box plots).
1.2
Determine the central ideas or conclusions of a text; trace the texts explanation or depiction of
a complex process, phenomenon, or concept; provide an accurate summary of the text.
S-ID
1.2**
Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and
spread (interquartile range, standard deviation) of two or more different data sets.
1.3
Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined
in the text.
S-ID
1.3**
Interpret differences in shape, center, and spread in the context of the data sets, accounting for
possible effects of extreme data points (outliers).
2.4
Determine the meaning of symbols, key terms, & other domain-specific words & phrases as they
are used in a specific scientific or technical context relevant to grades 910 texts and topics.
2.5
Analyze the structure of the relationships among concepts in a text, including relationships
among key terms (e.g., force, friction, reaction force, energy).
S-ID
1.4**
Use the mean and standard deviation of a data set to fit it to a normal distribution and to
estimate population percentages. Recognize that there are data sets for which such a
procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas
under the normal curve.
2.6
Analyze the authors purpose in providing an explanation, describing a procedure, or discussing
an experiment in a text, defining the question the author seeks to address.
S-ID
2.5**
Summarize categorical data for 2 categories in two-way frequency tables. Interpret
relative frequencies in the context of the data. Recognize possible trends in the data.
3.7
Translate quantitative or technical information expressed in words in a text into visual form
(e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in
an equation) into words.
3.8
Assess the extent to which the reasoning and evidence in a text support the authors claim or a
recommendation for solving a scientific or technical problem.
3.9
Compare and contrast findings presented in a text to those from other sources (including their
own experiments), noting when the findings support or contradict previous explanations or
accounts.
4.10
By the end of grade 10, read and comprehend science/technical texts in the grades 910 text
complexity band independently and proficiently.
S-ID
2.6**
Represent data on two quantitative variables on a scatter plot, and describe how the
variables are related. Fit a function to the data; use functions fitted to data to solve
problems in the context of the data. Use given functions or choose a function suggested by
the context. Emphasize linear, and exponential models. Informally assess the fit of a
function by plotting and analyzing residuals. Fit a linear function for a scatter plot that
suggests a linear association.
PLEASE NOTE: The 8 Florida Standards for Mathematical Practice (MP) should also be integrated as applicable.
ENGLISH LANGUAGE DEVELOPMENT/PROFICICENCY STANDARDS FOR ENGLISH LANGUAGE LEARNERS
ELD.K12.ELL.SC.1 English language learners communicate information, ideas and concepts necessary for
academic success in the content area of Science.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
5
Introduction to Earth & Space Science
The Nature of Science Benchmarks are infused throughout each content unit in the curriculum. These benchmarks
should be taught at every appropriate opportunity to help students understand both the scientific process and
the earth and space science content.*
The table below contains academic language associated with these benchmarks. This language should be
infused into all content units.
NATURE OF SCIENCE
Next Generation Sunshine State Standards
SC.912.N.1.1 Define a problem based on a specific body of knowledge, for
example: biology, chemistry, physics, and earth/space science, and do the
following: Pose questions about the natural world, (Articulate the purpose of the
investigation and identify the relevant scientific concepts). Conduct systematic
observations, (Write procedures that are clear and replicable. Identify observables
and examine relationships between test (independent) variable and outcome
(dependent) variable. Employ appropriate methods for accurate and consistent
observations conduct and record measurements at appropriate levels of precision.
Follow safety guidelines). Examine books and other sources of information to see what
is already known, Review what is known in light of empirical evidence, (Examine
whether available empirical evidence can be interpreted in terms of existing
knowledge and models, and if not, modify or develop new models). Plan
investigations, (Design and evaluate a scientific investigation). Use tools to gather,
analyze, and interpret data (this includes the use of measurement in metric and other
systems, and also the generation and interpretation of graphical representations of
data, including data tables and graphs), (Collect data or evidence in an organized
way. Properly use instruments, equipment, and materials (e.g., scales, probe-ware,
meter sticks, microscopes, and computers) including set-up, calibration, technique,
maintenance, and storage). Pose answers, explanations, or descriptions of events,
Generate explanations that explicate or describe natural phenomena (inferences),
Use appropriate evidence and reasoning to justify these explanations to others,
Communicate results of scientific investigations, and Evaluate the merits of the
explanations produced by others.
SC.912.N.1.4 Identify sources of information and assess their reliability according to
the strict standards of scientific investigation.
Suggested Time Frame:
Infused throughout the year
Lesson Plans:
Reg: Lessons; Hon: Lessons
Text:
Complexity
Level
Students will be able to…
High
Plan and carry out a scientific investigation:
• develop a testable question
• form a hypothesis
• identify a test variable (independent), an
outcome variable (dependent), &
controlled variables (constants)
• establish a control group and
experimental groups
• create or follow a procedure
• create an appropriate graph for the
data set given or collected
• interpret & analyze data in tables,
graphs, and graphics
• form and/or defend a conclusion
• Use units as a way to understand
problems & to guide the solution of multistep problems
• choose & interpret units consistently in
formulas
High
• read, interpret, and examine the
credibility and validity of scientific claims
in different sources of information, such
as scientific articles, advertisements, or
media stories
• understand that strict standards of
science include controlled variables,
sufficient sample size, replication of
results, empirical and measurable
evidence, and the concept of falsification
Reg: Ch. 1; Hon: Ch. 1
Content & Academic Language
FLDOE
Other
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analyze
classify
conclusion
control group
controlled
variables
data
dependent
variable
(outcome
variable)
empirical
evidence
experiment
hypothesis
independent
variable (test
variable)
inference
investigation
law (scientific
law)
model
observation
repetition
replication
scientific
method
theory
trials
valid
variable
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argumentation
calibrate
consensus
compare
consequences
differentiate
discard
evaluate
examine
explain
function
generate
interpret
interrelated
justify
life science
modify
objectivity
phenomena
physical
science
precision
predict
procedure
pseudoscientific
reliable
scientist
source
subjectivity
technology
telescope
* As indicated above, SC.912.N.1.1 and SC.912.N.1.4 should be infused throughout the entire course, however all Nature of Science benchmarks can be infused throughout the
course at the teacher’s discretion.
6
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
The following benchmarks are found in multiple units throughout the Scope & Sequence. Please note that although the benchmark is repeated in subsequent units, the student targets
associated with the benchmark are specific to that unit.
Benchmark
Initial Unit
Subsequent Units
SC.912.E.5.6
Unit 8: Earth’s Oceans
• Unit 10: Exploring Space and the Solar System
SC.912.E.6.1
Unit 1: Earth as a System
• Unit 4: The Changing Earth
SC.912.E.6.4
Unit 1: Earth as a System
• Unit 2: Earth’s Materials and Resources
• Unit 3: Earth’s History
SC.912.E.7.1
Unit 1: Earth as a System
• Unit 2: Earth’s Materials and Resources
• Unit 6: Earth’s Dynamic Atmosphere
SC.912.E.7.3
Unit 1: Earth as a System
• Unit 2: Earth’s Materials and Resources
• Unit 3: Earth’s History
• Unit 4: The Changing Earth
SC.912.E.7.8
Unit 6: Earth’s Dynamic Atmosphere
• Unit 7: Climate
SC.912.N.1.5
Unit 2: Earth’s Materials and Resources
• Unit 6: Earth’s Dynamic Atmosphere
SC.912.N.1.6
Unit 4: The Changing Earth
• Unit 6: Earth’s Dynamic Atmosphere
SC.912.N.2.5
Unit 3: Earth’s History
• Unit 5: Sculpting Earth’s Surface
SC.912.N.3.5
Unit 1: Earth as a System
• Unit 4: The Changing Earth
• Unit 5: Sculpting Earth’s Surface
Unit 4: The Changing Earth
• Unit 8: Earth’s Oceans
SC.912.P.10.20
•
Unit 4: The Changing Earth
•
•
•
Unit 5: Sculpting Earth’s Surface
Unit 6: Earth’s Dynamic Atmosphere
Unit 7: Climate
• Unit 6: Earth’s Dynamic Atmosphere
• Unit 8: Earth’s Oceans
UNIT 1:
Earth as a System
Suggested Time Frame:
UNIT
GOAL
Through inquiry and exploration, students will understand how interactions among Earth’s
spheres make life on this planet possible.
Text:
Next Generation Sunshine State Standards
SC.912.E.6.1 Describe and differentiate the layers of Earth and the interactions
among them
THE EARTH SYSTEM
Lesson Plans:
SC.912.E.7.1 Analyze the movement of matter and energy through the different
biogeochemical cycles, including water and carbon.
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems,
including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
SC.912.N.3.5 Describe the function of models in science, and identify the wide range
of models used in science.
8
Complexity
Level
Students will be able to…
Moderate
• compare and contrast each of the layers
of the Earth
• describe the interactions between the
layers of the Earth
• determine the internal structure, density
variations, and dynamic processes
between Earth's layers
High
• describe that the Earth system contains
fixed amounts of each stable chemical
element and that each element moves
among reservoirs in the solid earth,
oceans, atmosphere and living organisms
as part of biogeochemical cycles, which
are driven by energy from within the
Earth and from the Sun
• analyze the movement of matter and
energy through the carbon cycle,
including the sources and sinks of carbon
dioxide in the atmosphere
• analyze the movement of matter and
energy through the water cycle, including
the processes of evaporation,
transpiration, condensation, and
precipitation
• summarize how energy moves through a
system and how that system responds to
that energy change
High
• compare and contrast Earth systems,
including the atmosphere, hydrosphere,
cryosphere, geosphere, and biosphere
• describe interactions, including transfer of
energy (biogeochemical cycles, water
cycle, ground and surface waters,
photosynthesis, radiation, plate tectonics,
conduction, and convection)
Moderate
• identify the benefits and limitations of
scientific models
• explain how the use of a model would
help scientists understand how energy
and matter move through Earth’s systems
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
11 days (8/18 – 9/2)
Reg: Lessons 4-7; Hon: Lessons 5-7
Reg: Ch. 2; Hon: Ch. 1
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Content & Academic Language
FLDOE
Other
atmosphere
 condensation
biosphere
 differentiate
conduction
 evaporation
convection
 precipitation
cryosphere
 reservoir
energy
 transpiration
geosphere
hydrosphere
matter
interactions
Common Misconceptions
Teacher Notes
 Earth’s spheres are separate from one another and don’t function together.
 The Earth’s spheres are round because they are called “spheres”.
 Students have a difficult time understanding how not only matter cycles in the biogeochemical
cycles but also energy. This is a good opportunity to review the Law of Conservation of Energy
from precious years.
 Teachers may need to refer to the processes of photosynthesis and cellular respiration when
discussing the carbon cycle and the water cycle. It is important that teachers keep this discussion
limited to a general overview of the reactants and products only and do not take the time to go
into the fine details of either biological process.
 Many students have not traveled outside of Florida; therefore have not experienced varied
topographies. When explaining how geologic processes and features are expressed
elsewhere, take the time to explain them so that students may have a better understanding of
the role that they play.
 A change in one system will not affect another.
 The Earth gets energy directly from the Sun in the form of heat.
Sample Literacy Strategies
o
o
Prefixes, Suffixes & Roots
geo- Earth
hydro – water
atmo – air
bio – life, living
o cryo – ice, frost
Concept of Definition map: Earth’s spheres
Semantic Feature Analysis: layers of the Earth
o
o
o
o
Sample Assessment Question
Sample NAEP Question SC.912.E.7.1
The diagram below shows some of the ways carbon moves through different parts of the Earth’s
environment.
Sample Question SC.912.N.1.1
CARBON CYCLE
Which portion of the carbon cycle is driven directly by energy from the Sun?
A.
B.
C.
D.
The formation of coal beneath rock layers
The release of carbon dioxide during volcanic eruptions
The emission of carbon dioxide from oil-burning power plants
The formation of sugars at Earth’s surface.
The table shows the most common elements in the Earth’s crust and the approximate percentage by
weight that each one represents. Which statement is true?
A. Iron is the most common metal in the crust.
B. All eight elements are metals.
C. Two elements comprise nearly 75% of the crust.
D. Oxygen and Silicon are found in equal amounts.
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
9
UNIT 2:
Earth’s Materials and Resources
Next Generation Sunshine State Standards
SC.912.P.8.1 Differentiate among the four states of matter (supporting benchmark –
not in course description)
SC.912.P.8.4 Explore the scientific theory of atoms (also known as atomic theory) by
describing the structure of atoms in terms of protons, neutrons and electrons, and
differentiate among these particles in terms of their mass, electrical charges and
locations within the atom. (supporting benchmark - not in course description)
MATTER AND ATOMS
Suggested Time Frame:
Through inquiry and exploration, students will understand the components of minerals &
rocks and how this affects the geologic processes involved with the formation of Earth’s
materials and resources.
UNIT
GOAL
SC.912.P.8.5 Relate properties of atoms and their position in the
periodic table to the arrangement of their electrons. (supporting benchmark –
not in course description)
SC.912.P.8.6 Distinguish between bonding forces holding compounds together and
other attractive forces, including hydrogen bonding and van der Waals forces.
(supporting benchmark –not in course description)
SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms
of composition and structure. (supporting benchmark – not in course description)
SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific
investigations drawing together all the current evidence concerning a substantial
range of phenomena; thus, a scientific theory represents the most powerful
explanation scientists have to offer.
10
Lesson Plans:
Text:
Complexity
Level
24 days (9/6 – 10/11)
Reg: Lessons 8-21; Hon: Lessons 8-16
Reg: Ch. 4-7; Hon: Ch. 2-3
Students will be able to…
Moderate
compare physical properties and chemical
properties of matter including shape,
volume, and motion of the particles


High
• recognize that matter is composed of
atoms
• explain that atoms are the smallest unit
of an element
• identify the sub-atomic particles of an
atom
• differentiate among sub-atomic particles
in terms of their mass, electrical charges,
and locations within the atom
• explain an isotope


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




Moderate
• compare atomic number, mass number,
and atomic mass in terms of how the
atoms are arranged within the periodic
table
Moderate
• describe the ways that electrons form
chemical bonds within atoms
• distinguish among the various bonding
forces including covalent bonds, ionic
bonds, and hydrogen bonds
• understand how attractive forces, such as
van der Waals forces, are different from
bonding forces
Moderate
• differentiate between compounds and
molecules
• interpret chemical formula
representations of molecules and
compounds in order to determine their
composition and structure
High
explain how the development of the atomic
theory was modified with the addition of
new information
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
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Content & Academic Language
FLDOE
Other
atom
 atomic mass
chemical
 chemical bonds
change
 cleavage
compounds
 covalent bonds
convection
 ductility
electron
 electrical
erosion
charges
fossil
 ionic bonds
igneous rock
 lava
lithosphere
 luster
matter
 magma
metamorphic
 malleability
rock
 mantle
mineral
 non-silicate
molecule
 ore
neutron
 periodic table
physical
 reserve
change
 silicate
pressure
 streak
proton
 sub-atomic
sedimentary
 sub-surface
rock
 van der Waals
soil
forces
temperature
weathering
MINERALS
SC.912.E.6.4 Analyze how specific geologic processes and features are expressed in
Florida and elsewhere.
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems,
including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
ROCKS
**SC.912.N.4.2 Weigh the merits of alternative strategies for solving a specific
societal problem by comparing a number of different costs and benefits, such as
human, economic, and environmental.
SC.912.E.6.4 Analyze how specific geologic processes and features are expressed in
Florida and elsewhere.
High
• explain how geologic processes form
Earth’s resources
• describe the physical properties of
minerals and how they can be used for
mineral identification
• list the special properties that may help
to identify certain minerals
• compare the two main groups of minerals
• differentiate between silicate and nonsilicate minerals
• list the economic uses of some non-silicate
minerals
High
• explain how geologic processes form
Earth’s resources
• identify how Earth’s systems help to
shape mineral resources
• identify why mineral resources are important
• distinguish among mineral resources,
reserves, and ores
• differentiate between metallic and
nonmetallic mineral resources**
High
• describe four methods by which people
obtain mineral resources
• identify examples of technologies,
objects, and processes (such as mineral
resources) that have been modified to
advance society
• discuss the ethics involved in mining for
natural resources to advance society
High
• list and describe the geologic processes
involved in the formation of each rock group
• explain the difference between a rock & a
mineral
• identify the three major types of rock
• explain how each type of rock forms
• summarize the steps in the rock cycle
• classify igneous rocks according to their
composition and texture
• describe intrusive/extrusive igneous rock
• describe how chemical and organic
sedimentary rocks form
• distinguish between foliated and nonfoliated metamorphic rocks
• explain how rock formations give Florida
its specific topography
• compare Florida’s geologic processes to
those expressed elsewhere
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
11
ROCKS (CONTINUED)
S C.912.E.7.1 Analyze the movement of matter and energy through the different
biogeochemical cycles, including water and carbon.
High
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems,
including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
High
SC.912.N.1.5 Describe and provide examples of how similar investigations conducted
in many parts of the world result in the same outcome.
Moderate
• summarize the factors that affect whether
rock melts
• describe how the cooling rate of magma
and lava affects the texture of igneous
rock
• explain how Bowen’s reaction series
explains the great diversity of igneous
rock
• describe the agents of metamorphism
• explain the difference between regional
and contact metamorphism
• explain how energy transfers that occur
through different biogeochemical cycles
impact the formation of various types of
rocks
explain how interactions between Earth
systems help form each type of rock
explain that rocks located all over the globe
experience the same natural phenomena
described in the rock cycle
Common Misconceptions
Teacher Notes
 Compounds and molecules are the same thing.
 The rocks you see on the ground have been exactly the same for millions of years.
 One type of rock can only change to another type; for example, igneous can only change into
sedimentary.
 Any amount of pressure or heat will cause a rock to undergo a metamorphosis.
 Neutrons are negatively charged.
 This unit transitions from the previous unit with the discussion of the layers of the Earth.
 Use this unit as an opportunity to review students’ knowledge of states of matter and atomic
structure from previous grades in order to help students understand the composition of rocks and
minerals.
 While it is important for students to know how the elements on the periodic table are organized
and classified, it is not necessary for students to memorize specific families of elements on the
periodic table, nor their specific characteristics.
Sample Literacy Strategies
Prefixes, Suffixes & Roots
o Concept Map: rock cycle
o Venn Diagram: minerals and rocks
o Triple Venn Diagram: proton, neutron, electron
o
o
o
o
o
o
geo – Earth
ignis – fire
morph – to change
sed – to sit
sub – under
super - above
Sample Assessment Question
Sample Question SC.912.E.6.4
Which of the following processes will change a sedimentary rock into an igneous rock?
A.
B.
C.
D.
Melting and crystallization
Erosion and deposition
Deformation and deposition
Faulting and fracturing
12
Sample Question SC.912.N.1.1
Which would be the best tools for measuring the density of a small piece of silver ore?
A.
B.
C.
D.
A barometer and a balance
A density probe and a 500mL beaker
A metric ruler and a metal detector
A graduated cylinder and a balance
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
THIS PAGE IS INTENTIONALLY LEFT BLANK
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
13
UNIT 3:
Earth’s History
Suggested Time Frame:
UNIT
GOAL
Through inquiry and exploration, students will understand that by studying rocks and
fossils, inferences can be made about Earth’s history.
Next Generation Sunshine State Standards
THE ROCK RECORD
SC.912.E.6.4 Analyze how specific geologic processes and features are expressed in
Florida and elsewhere.
SC.912.P.10.10 Compare the magnitude and range of the four fundamental forces
(gravitational, electromagnetic, weak nuclear, strong nuclear).
SC.912.P.10.11 Explain and compare nuclear reactions (radioactive decay, fission
and fusion), the energy changes associated with them and their associated safety
issues.
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems,
including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
**SC.912.N.3.4 Recognize that theories do not become laws, nor do laws become
theories; theories are well-supported explanations and laws are well supported
descriptions.
14
Lesson Plans:
Text:
Complexity
Level
Students will be able to…
High
• explain the correlation of rock layers
when describing geologic time
• state the principle of uniformitarianism
• explain how the law of superposition can be
used to determine the relative ages of rocks
• compare the three types of
unconformities and apply the laws of
crosscutting relationships to determine the
relative ages of rocks
• summarize the limitations of using rates of
erosion and deposition to determine the
absolute age of rock formations
• explain how Florida’s geologic features
provide evidence of change over time
Moderate
recognize that the decay of nuclear forces
are responsible for the breakdown of the
atomic nucleus
High
• qualitatively and quantitatively describe
the half-life of radioactive isotopes
• describe how the process of radioactive
decay can be used to determine the
absolute age of rocks
High
• describe fossils and the process of
fossilization
• explain how scientists can use fossils to
explain how the Earth changed over time
• describe the ways in which entire
organisms (in the biosphere) can be
preserved as fossils (in the geosphere)
• list examples of fossilized traces of
organisms
• describe how index fossils can be used to
determine the age of rocks
Moderate
• explain the difference between theories
(explain why things happen) and laws
(describe what happens)
• recognize that laws do not become
theories or vice versa
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
11 days (10/14 – 10/31)
Reg: Lessons 25-31; Hon: Lessons 17-28
Reg: Ch. 8-9; Hon: Ch. 11-12
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Content & Academic Language
FLDOE
Other
adaptation
 absolute age
 biogeography
analyze
 comparative
behavior
anatomy
chemical
 comparative
change
embryology
diversity
 confirmation
evolution
 decay
extinct
 embryo
species
 geologic
fold
 fault
fossil
 genetic
law (scientific
variation
law)
 half-life
 index fossil
lithosphere
 inherited
natural
 isotope
selection
 law of
physical
crosscutting
change
relationship
plate
 limitation
tectonics
 molecular
radioactive
biology
dating
 relative dating
sedimentary
 traces
rock
superposition
theory
EARTH’S HISTORY
SC.912.L.15.8 Describe the scientific explanations of the origin of life on Earth.
SC.912.L.15.1 Explain how the scientific theory of evolution is supported by the fossil
record, comparative anatomy, comparative embryology, biogeography, molecular
biology, and observed evolutionary change.
SC.912.N.2.5 Describe instances in which scientists' varied backgrounds, talents,
interests, and goals influence the inferences and thus the explanations that they make
about observations of natural phenomena and describe that competing
interpretations (explanations) of scientists are a strength of science as they are a
source of new, testable ideas that have the potential to add new evidence to support
one or another of the explanations.
Moderate
High
High
• list the conditions that make Earth unique as the
only place where life can exist as we know it
• explain the physical and chemical
differentiation that took place during the
early evolution of Earth
• describe how Earth’s atmosphere formed
and how it evolved over time
• describe several scientific explanations for
how life might have originated on Earth
• summarize how evolution is related to
geologic change
• provide evidence of evolution using the fossil
record
• explain how the comparative anatomy of
organisms provides evidence for the
theory of evolution
• understand that similar fossil evidence located
over several continents provides evidence that
supports the theory of evolution
• recognize that similarities and differences
in the embryos of different species shows
how animals are related
• understand that the field of molecular
biology supports the theory of evolution
understand that the explanations biologists,
chemists, geologists and geneticists provide
regarding the origin and history of life on
Earth help to provide a well-supported
scientific interpretation of change over time
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
15
Common Misconceptions
Teacher Notes




 When discussing isotopes, teachers should review information about atoms and isotopes from unit 2.
 This unit transitions nicely from the previous unit, as you just explored the characteristics of
Radioactive dating provides you with an exact age.
All fossils are pieces of dead animals or plants.
Radioactivity is always dangerous.
Individual organisms evolve due to genetic mutation.
metamorphic and sedimentary rocks and discussed the presence of fossils – it would help to
discuss how the presence of these fossils gives us information about geologic age.
 Students should understand the role of radioactive dating in determining Earth’s age, but it is
not necessary that students complete these calculations or be familiar with calculating half-life.
Sample Literacy Strategies
o
o
o
o
Prefixes, Suffixes & Roots
o geo – Earth
o lith – stone
o super - above
Flow Chart: geologic time
Compare Contrast Chart: theory vs. law
Venn Diagram: absolute dating vs. relative dating
Frayer Model: adaptation
Sample Assessment Questions
Sample Question SC.912.E.6.4
In an area where a river has cut deep into Earth, there are several layers of very different rock
exposed. The oldest rock layer is most likely to be the layer that is
A.
B.
C.
D.
below the other layers.
the thickest layer.
the most rich in fossils.
igneous intrusive rock.
16
Sample Question SC.912.N.1.1
A scientist used radiometric dating during an investigation. The scientist used this method because
she wanted to determine the absolute ages of rock. The information gathered during this
investigation is/are called
A.
B.
C.
D.
conclusions
data
a hypothesis
a theory
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
THIS PAGE IS INTENTIONALLY LEFT BLANK
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
17
UNIT 4:
The Changing Earth
Suggested Time Frame:
UNIT
GOAL
Through inquiry and exploration, students will understand that internal and external
sources of energy have continuously altered the features of the Earth.
Text:
Next Generation Sunshine State Standards
SC.912.E.6.1 Describe and differentiate the layers of Earth and the interactions
among them.
PLATE TECTONICS
Lesson Plans:
SC.912.E.6.3 Analyze the scientific theory of plate tectonics and identify related
major processes and features as a result of moving plates.
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems,
including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
18
Complexity
Level
Students will be able to…
Moderate
• differentiate among the layers of the
Earth
• describe the interactions between the
layers of the Earth
• recognize the importance of the study of
seismic wave data and how it can be
used to determine the internal structure,
density variations, and dynamic
processes between Earth's layers
High
• discuss the development of plate tectonic
theory, which is derived from the
combination of two theories: continental
drift and seafloor spreading
• compare and contrast the three primary
types of plate boundaries (convergent,
divergent, and transform)
• explain the origin of geologic features &
processes that result from plate tectonics
• list the evidence used to test the plate
tectonics model, including ocean drilling
and hot spots
• explain mantle convection and the
various mechanisms proposed to explain
plate motion
• use present-day plate movement to
predict the future positions of land
masses and continents
High
• compare and contrast Earth systems,
including the atmosphere, hydrosphere,
cryosphere, geosphere, and biosphere
• describe interactions, including transfer of
energy plate tectonics, conduction, &
convection)
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
27 days (11/1 – 12/16)
Reg: Lessons 32-46; Hon: Lessons 29-48
Reg: Ch. 10-13; Hon: Ch. 7-10
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Content & Academic Language
FLDOE
Other
 amplitude
cinder cone
volcano
 asthenosphere
composite
 core
volcano
 convergent
convection
boundary
conduct
 continental drift
empirical
 crustal plate
evidence
 cumulative
fault
 divergent
fold
boundary
lava
 earthquake
law
 elastic rebound
(scientific
 eruption
law)
 fault-block
lithosphere
 frequency
model
 geologic
plate
 heat flow
tectonics
 hot spot
pressure
 longitudinal
shield
wave
volcano
 magma
temperature
 mantle
theory
 metallic
viscosity
 mid-ocean ridge
 mountain
 ocean basin
 ocean trench
 p wave
 paleomagnetism
 period

SC.912.P.10.16 Explain the relationship between moving charges and magnetic
fields, as well as changing magnetic fields and electric fields, and their application to
modern technologies.
SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open
to change. Scientific knowledge can change because it is often examined and
reexamined by new investigations and scientific argumentation. Because of these
frequent examinations, scientific knowledge becomes stronger, leading to its
durability.
EARTHQUAKES
SC.912.E.6.1 Describe and differentiate the layers of Earth and the interactions
among them.
SC.912.P.10.20 Describe the measurable properties of waves and explain the
relationships among them and how these properties change when the wave moves
from one medium to another.
SC.912.N.1.6 Describe how scientific inferences are drawn from scientific
observations and provide examples from the content being studied.
High
• understand that reversals of the magnetic
field (geomagnetic reversals) are due to
the distribution of tectonic plates on the
surface of Earth
• explain that evidence of these field
reversals can be found in the polarity of
the magnetism in volcanic rocks
• identify how paleomagnetism provides
for the idea of seafloor spreading and
explain how seafloor spreading provides
a mechanism for continental drift
High
describe that as new information and
discoveries were made, our scientific
understanding of plate tectonics changed to
reflect that new information
Moderate
High
Moderate
 pyroclastic
material
 reflection
 refraction
 s wave
 seafloor
spreading
 sub-surface
 transform
boundary
 wavelength
 volcano
• describe Earth’s interior structure and
composition
• explain how the structure of the Earth’s
interior affects seismic waves and
explains why earthquakes generally
happen at plate boundaries
• describe the measurable properties of
waves (velocity, frequency, wavelength,
amplitude, period, reflection and
refraction) and explain the relationships
among them
• recognize that the source of all waves is
a vibration and waves carry energy from
one place to another
• distinguish between transverse and
longitudinal waves on the earth (seismic
waves)
• describe the methods used to measure
and record earthquakes and locate an
epicenter
• recognize the importance of the study of
seismic wave data and how it can be
used to determine the internal structure,
density variations, and dynamic
processes between Earth's layers
understand how observations of natural
occurrences help scientists draw inferences
regarding earthquakes
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
19
High
• explain that volcanoes form as a result of
convection currents in the Earth’s mantle
forcing pressurized magma to the surface
• understand that volcanic eruptions force
materials to the surface effecting the
ecosystems in the biosphere and air
quality in the atmosphere
• describe the conditions under which
magma can form
• recognize how Bowen’s reaction series
explains how the silica content of magma
is determined**
• identify how tectonic plate boundaries
affect volcanic formation
• list the materials that are extruded from
volcanoes
• explain how the composition of magma
affects volcanic eruptions and lava flow
• identify the various types of volcanoes
SC.912.E.6.4 Analyze how specific geologic processes and features are expressed in
Florida and elsewhere.
High
• understand that the material extruded
from volcanoes slowly changes the
surface features of Earth
• relate a volcano’s structure to the type
and composition of material ejected
during an eruption
SC.912.N.3.5 Describe the function of models in science, and identify the wide range
of models used in science.
Moderate
explain how models help understand the
formation and actions of volcanoes
SC.912.E.6.4 Analyze how specific geologic processes and features are expressed in
Florida and elsewhere.
High
• explain the causes of rock deformation
• list the major types of folds and faults
and describe how they form
• describe the formation of fault-block
mountains
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems,
including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
High
describe how the changing terrains impacts
life in the biosphere
High
• explain how the discovery of new
information regarding our understanding
of the natural world can change a body
of scientific knowledge
• describe an early theory for the
formation of mountains and why that
theory was discarded
MOUNTAIN BUILDING**
VOLCANOES
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems,
including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open
to change. Scientific knowledge can change because it is often examined and
reexamined by new investigations and scientific argumentation. Because of these
frequent examinations, scientific knowledge becomes stronger, leading to its
durability.
20
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
Common Misconceptions
Teacher Notes

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




All waves move the same way.
Waves stop when they hit a solid surface.
All volcanic eruptions are violent.
Earthquakes (including small ones) happen very seldom and they are very strong.
The Earth’s core is hollow, or that a large hollow space occurs deep within the Earth.
Only continents move.
The edge of a continent is the same thing as a plate boundary.
Volcanic eruptions and earthquakes are rare events.
Continents sit on top of a layer of water.
 Mountains have looked exactly the same for millions of years.
 Make sure that students can connect the concepts of igneous activity from unit 2 to plate
tectonics and the resulting geologic processes/features.
 Students will need to understand the density differences between the layers of the Earth.
 It may be helpful for students to design or analyze a model of the geologic features and
processes that occur at plate boundaries.
 It is more important for the students to understand the different causes of volcano formations
rather than taking time to memorize the features and characteristics of the three types of
volcanoes.
Sample Literacy Strategies
Prefixes, Suffixes & Roots
o Concept map: earthquakes, volcanoes, mountains
o Compare & contras chart: p waves & s waves
o Triple Venn diagram: transform boundary, convergent boundary, divergent boundary
o
o
o
o
o
o
o
o
o
o
o
di – away from
con – with
lith, lithp – stone
sub – under
astheno - weak
epi- on, over, surface
geo- Earth
trans - across
meso – middle
seismo – earthquake
- verge - to bend
Sample Assessment Questions
Sample FLDOE Question SC.912.E.7.3
Which portion of the carbon cycle is driven directly by Earth’s internal heat energy?
A.
B.
C.
D.
The movement of carbon between the ocean and the atmosphere
The emission of carbon dioxide from oil-burning power plants
The release of carbon dioxide during volcanic eruptions
The exhalation of carbon dioxide by animals
Sample Question SC.912.N.3.5
What is a scientific model?
A. a representation of an object, but smaller
B. an exact representation made of similar material
C. a representation of an object or system
D. a familiar copy of an object
FIRST SEMESTER EXAM – 12/19 thru 12/22
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
21
UNIT 5:
Sculpting Earth’s Surface
Suggested Time Frame:
UNIT
GOAL
Through inquiry and exploration, students will understand how weathering and erosion
help shape the surface of the Earth.
Text:
Complexity
Level
Students will be able to…
Moderate
• identify the agents of mechanical
weathering and chemical weathering
• list the primary agents of erosion and the
factors that determine the rate at which
erosion occurs
• differentiate among the processes of
weathering, erosion, and mass wasting
• describe the landforms shaped by
weathering and erosion
• explain how rock composition and
surface area affects the rate of
weathering
• summarize how soils form
• explain how the composition of parent
rock affects soil composition
• identify how physical and chemical
weathering lead to the formation of
various landforms
SC.912.E.6.4 Analyze how specific geologic processes and features are expressed in
Florida and elsewhere.
High
• describe the effect of beach erosion and
dune development on the formation of
the Florida peninsula
• compare the geologic processes taking
place in Florida with those occurring
elsewhere, as well as the geologic
features that result from them
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems,
including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
High
describe the effects of climate, organisms in
the biosphere, and topography on the rate
of weathering
High
• explain that various scientists such as
climatologists, chemists, geologists,
meteorologists, and biologists influence
our cumulative understanding regarding
weathering, erosion, and mass wasting
Next Generation Sunshine State Standards
SC.912.E.6.2 Connect surface features to surface processes that are responsible for
their formation.
WEATHERING AND EROSION
Lesson Plans:
SC.912.N.2.5 Describe instances in which scientists' varied backgrounds, talents,
interests, and goals influence the inferences and thus the explanations that they make
about observations of natural phenomena and describe that competing
interpretations (explanations) of scientists are a strength of science as they are a
source of new, testable ideas that have the potential to add new evidence to support
one or another of the explanations.
22
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
20 days (1/9 – 2/8)
Reg: Lessons 47-64; Hon: Lessons 49-69
Reg: Ch. 14-18; Hon: Ch. 4-6








Content & Academic Language
FLDOE
Other
climate
 abrasion
delta
 arid
 artesian
deposition
formation
dune
 aquifer
erosion
 cavern
glacier
 chemical
soil
weathering
weathering
 desert
 dissolution
 floodplain
 groundwater
 lake
 leaching
 mass wasting
 mechanical
weathering
 mineral
precipitation
 river channel
 sinkhole
 spring
 topography
 transportation
 well
Moderate
• summarize how a river develops and
describe the parts of a river system
• differentiate among erosion,
transportation, and deposition
• describe the major features produced by
stream erosion and deposition
• explain factors that affect the erosive
ability of a river and affect the
development of a river channel
• explain two types of stream deposition
• identify the properties of aquifers that
affect the flow of groundwater
• identify the various methods used in flood
control
• compare wells, spring, and artesian
formations
• describe land features formed by hot
groundwater
• explain how caverns and sinkholes form
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems,
including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
High
• describe the stages in the water cycle
and identify the primary actions that
wear away the Earth’s land surfaces
• explain why groundwater is important
• describe factors that affect a water budget
• describe the advantages/disadvantages
to living in a floodplain
• describe the water table and its
relationship to land surface
• describe how water mechanically
weathers rock
SC.912.N.3.5 Describe the function of models in science, and identify the wide range
of models used in science.
Moderate
explain how models of groundwater systems
helps scientists understand natural
phenomena
Moderate
• describe the types & locations of glaciers
• explain how glaciers move
• describe features produced by glacial
deposition and erosion
• explain how sea level changes over time
have exposed continental shelves,
created & destroyed inland seas, and
shaped the surface of the Earth
• explain the characteristics and
distribution of desert climates
• explain the roles of weathering and
water in arid climates
• list the process/features of wind erosion
• explain the types of wind deposition and
the features they produce
GLACIERS, DESERTS & WIND
GROUNDWATER SYSTEMS
SC.912.E.6.2 Connect surface features to surface processes that are responsible for
their formation.
SC.912.E.6.2 Connect surface features to surface processes that are responsible for
their formation.
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
23
GLACIERS, DESERTS & WIND (CONTINUED)
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems,
including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
High
• compare and contrast Earth systems,
including the atmosphere, hydrosphere,
cryosphere, geosphere, and biosphere
• list the theories for the causes of glacial
ages
• explain features produced by wind
deposition
SC.912.E.7.7 Identify, analyze, and relate the internal (Earth system) and external
(astronomical) conditions that contribute to global climate change.
High
list some effects of ice age glaciers on
climate
High
• develop a scientifically-appropriate
question
• make observations
• conduct research using reliable sources
• plan and conduct a scientific investigation
• utilize appropriate scientific tools to
gather, analyze & interpret data
• use dimensional analysis to solve realworld chemistry problems
• develop inferences and conclusions based
on collected data and evidence
• convey investigation results (oral/written)
• analyze and critique scientific claims
SC.912.N.1.1 Define a problem based on a specific body of knowledge, for
example: biology, chemistry, physics, and earth/space science, and do the
following: Pose questions about the natural world. Conduct systematic observations,
Write procedures that are clear and replicable. Identify observables and examine
relationships between test (independent) variable and outcome (dependent) variable.
Examine books and other sources of information to see what is already known. Plan
investigations. Use tools to gather, analyze, and interpret data (this includes the use
of measurement in metric and other systems, and also the generation and
interpretation of graphical representations of data, including data tables and
graphs), and collect data or evidence in an organized way. Pose answers,
explanations, or descriptions of events, generate explanations that explicate or
describe natural phenomena (inferences), communicate results of scientific
investigations, and evaluate the merits of the explanations produced by others.
Common Misconceptions
Teacher Notes
 Weathering and erosion are the same thing.
 Earth’s surface is broken, down but not built up.
 Glaciers don’t move.
 Students should understand the formation of aquifers, caverns, and sinkholes as well as their
relationship to limestone.
Sample Literacy Strategies
Prefixes, Suffixes & Roots
o Triangular Comparison Diagram: weathering, erosion, deposition
o aqua – water
o depo – to put down or settle
 Chemical weathering must involve acids.
Sample Assessment Questions
Sample Question SC.912.E.7.3
Various Earth systems often interact. Which Earth system interaction is represented by the ocean
washing away sand from a beach?
A.
B.
C.
D.
geosphere and cryosphere
atmosphere and biosphere
biosphere and hydrosphere
hydrosphere and geosphere
24
Sample Question SC.912.N.1.1
A scientific study showed that the depth at which algae were found in a lake varied from day to
day. On clear days, the algae were found as much as 6 meters below the surface of the water
but were only 1 meter below the surface on cloudy days. Which hypothesis best explains these
observations?
A.
B.
C.
D.
Nitrogen concentration affects the growth of algae.
Precipitation affects the growth of algae.
Light intensity affects the growth of algae.
Wind current affects the growth of algae.
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
THIS PAGE IS INTENTIONALLY LEFT BLANK
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
25
UNIT: 6
Earth’s Dynamic Atmosphere
Text:
Students will be able to…
High
• compare weather & climate
• list the components that make up air
• describe the extent and composition of
Earth’s atmosphere
• explain the causes of seasons
• list the factors that cause temperature to
vary from place to place
High
explain how atmospheric conditions in
Florida, such as high humidity and tropical
storms, influence individual and collective
human behavior
SC.912.P.10.4 Describe heat as the energy transferred by convection, conduction,
and radiation, and explain the connection of heat to change in temperature or states
of matter.
High
• recognize that heat is a transfer of energy
• describe the relationships among
energy, heat, and temperature
• differentiate among convection,
conduction, and radiation
• describe what happens to solar
radiation that strikes Earth and how the
atmosphere is heated
• explore the relation between heat &
changes in temperature/states of matter
SC.912.N.3.5 Describe the function of models in science, and identify the wide range
of models used in science.
Moderate
describe the benefit of using models to
describe natural phenomena like the water
and carbon cycle
High
• analyze the movement of matter and
energy through the carbon cycle,
including the sources and sinks of carbon
dioxide in the atmosphere
• analyze the movement of matter &
energy through the water cycle,
including: evaporation, transpiration,
condensation, & precipitation
• explain how different types of clouds
and fog are formed
• explain the formation of precipitation
• describe how precipitation is measured
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems,
including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
THE ATMOSPHERE
Lesson Plans:
Complexity
Level
Next Generation Sunshine State Standards
WATER IN THE ATMOSHPERE
Suggested Time Frame:
Through inquiry and exploration, students will understand that changes in our planet are
driven by the flow of energy and the cycling of matter through dynamic interactions
among Earth's spheres.
UNIT
GOAL
SC.912.E.7.8 Explain how various atmospheric, oceanic, and hydrologic conditions in
Florida have influenced and can influence human behavior, both individually and
collectively.
SC.912.E.7.1 Analyze the movement of matter and energy through the different
biogeochemical cycles, including water and carbon.
26
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
19 days (2/9- 3/8)
Reg: Lessons 65-78; Hon: Lessons 70-89
Reg: Ch. 19-21; Hon: Ch. 16-19














Content & Academic Language
FLDOE
Other
atmosphere
 air mass
condensation
 air pressure
conduction
 cloud
convection
 Coriolis
effect**
evaporation
 dew point
heat
 drought
humidity
 equilibrium
hydrosphere
 flood
infiltration
 fog
percolation
 front
precipitation
 hurricane
radiation
 jet stream
temperature
 lightning
water cycle
 meteorologist
 mixing point
ratio
 relative
humidity
 runoff
 saturation
 thermal
energy
 thunderstorm
 transpiration
 tornado
 tropical
storms
 vapor
pressure
 wildfire
 wind
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems,
including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
High
• explain the processes that initiate the
vertical movement of air
• describe the conditions necessary for
condensation to occur in the atmosphere
• explain saturation, vapor pressure,
mixing ratio, relative humidity, and dew
point
• differentiate among snow, sleet, hail,
and rime
SC.912.P.10.4 Describe heat as the energy transferred by convection, conduction,
and radiation, and explain the connection of heat to change in temperature or states
of matter.
High
explain how heat energy affects the
changing phases of water
SC.912.N.1.5 Describe and provide examples of how similar investigations conducted
in many parts of the world result in the same outcome.
Moderate
High
• explain how an air mass forms
• describe how an air mass affects the
weather of North America
• compare the characteristic weather
patterns of warm front and cold fronts
• describe air pressure and how it is
measured
• explain how air pressure changes with
altitude
• describe the movements of air
associated with the various types of
pressure centers
• describe how wind is measured
• describe the idealized global patterns
of pressure and wind
• explain how the pressure gradient
force, the Coriolis effect, and friction
influence wind**
High
• describe how scientists measure
conditions in the upper atmosphere
• explain how computers help scientists
understand weather
• describe how computer models help
meteorologists forecast weather
• use models, weather maps and other
tools to predict weather conditions and
differentiate between accuracy of
short-range and long-range weather
forecasts
• use conceptual models, such as cold
fronts and low pressure systems, to
predict future weather conditions
AIR PRESSURE AND WIND
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems,
including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
SC.912.E.7.5 Predict future weather conditions based on present observations and
conceptual models and recognize limitations and uncertainties of such predictions.
recognize that investigations and
observations made with respect to weather
and atmospheric patterns have similar
results across the globe
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
27
SC.912.E.7.8 Explain how various atmospheric, oceanic, and hydrologic conditions in
Florida have influenced and can influence human behavior, both individually and
collectively.
High
• explain how atmospheric conditions in
Florida, such as high humidity and
tropical storms, influence individual and
collective human behavior
• describe the effect that El Niño and La
Niña have on global weather patterns
and society**
High
understand that science is the systematic
and organized inquiry that is derived from
observations and experimentation that can
be verified or tested by further
investigation to explain natural phenomena
High
• describe interactions, including transfer
of energy (biogeochemical cycles,
water cycle, ground and surface
waters), storms, winds, waves, erosion,
currents, deforestation and wildfires,
hurricanes, tsunamis, volcanoes
• list the atmospheric conditions that produce
thunderstorms, tornadoes, & hurricanes
• describe the life-cycle and
meteorological effects of a middlelatitude cyclone
High
• use models, weather maps and other
tools to predict weather conditions and
differentiate between accuracy of
short-range and long-range weather
forecasts
• use conceptual models, such as cold
fronts and low pressure systems, to
predict future weather conditions
Moderate
• identify the atmospheric conditions
related to severe weather
• compare and contrast physical factors
that affect the formation of severe
weather events (e.g. hurricanes,
tornados, flash floods, thunderstorms,
and drought)
•
**SC.912.N.2.1 Identify what is science, what clearly is not science, and what
superficially resembles science (but fails to meet the criteria for science).
WEATHER PATTERNS & SEVERE STORMS
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems,
including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
SC.912.E.7.5 Predict future weather conditions based on present observations and
conceptual models and recognize limitations and uncertainties of such predictions.
SC.912.E.7.6 Relate the formation of severe weather to the various physical factors.
SC.912.E.7.8 Explain how various atmospheric, oceanic, and hydrologic conditions in
Florida have influenced and can influence human behavior, both individually and
collectively.
SC.912.N.1.6 Describe how scientific inferences are drawn from scientific
observations and provide examples from the content being studied.
28
High
Moderate
describe and discuss the conditions that
bring about floods, droughts, wildfires,
thunderstorms, and hurricanes and how
these conditions can influence human
behavior
understand that the information gathered
regarding weather patterns & severe
weather are a result of inferences made
from keen observations
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
•
•
Common Misconceptions
Teacher Notes





 This is a good unit to practice organizing and analyzing data, as well as distinguish between
qualitative and quantitative data.
 Students should be able to describe how severe weather develops through specific atmospheric
conditions.
 Students have a difficult time understanding the effects of air pressure and air masses on
weather patterns & what this can tell meteorologists. This is a great opportunity to use a lab
that measures and analyzes data in order to observe the effect first hand.
 When students discuss how weather can influence human behavior, example topics that could be
discussed include: energy alternatives, conservation, migration, and storm preparedness.
The water cycle always goes in a specific order, beginning and ending with the same process.
Meteorologists’ tools are always accurate.
Tornadoes only occur in the mid-west.
Precipitation is only rain.
Humidity is how wet the air is.
Sample Literacy Strategies
Prefixes, Suffixes & Roots
o Article Jigsaw (current events): severe weather
o Models in Science: water cycle & carbon cycle
o Venn Diagram: weather vs. climate
o thermo – heat
o –meter – measure
o baro - pressure
Sample Assessment Questions
Sample Question SC.912.E.7.3
Air moving from the poles towards the equator turns west. The primary cause of this global
deflection is
A. the shape and size of landmasses.
B. larger cities surrounded by farmlands.
C. changes in the magnetic field.
D. the rotation of the planet.
Sample Question SC.912.N.1.1
Students plan to use several rain gauges to compare average monthly rainfall on Virginia’s
Coastal Plain and inland Piedmont regions. Which of these variables should be manipulated?
A. Height of the gauge
B. Brand of the gauge
C. Size of the gauge
D. Location of the gauge
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
29
UNIT: 7
Climate
Suggested Time Frame:
UNIT
GOAL
Through inquiry and exploration, students will understand the human impact on global
climates.
Text:
Next Generation Sunshine State Standards
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems,
including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
SC.912.E.7.4 Summarize the conditions that contribute to the climate of a geographic
area, including the relationships to lakes and oceans.
CLIMATE
Lesson Plans:
SC.912.E.7.7 Identify, analyze, and relate the internal (Earth system) and external
(astronomical) conditions that contribute to global climate change.
SC.912.E.7.8 Explain how various atmospheric, oceanic, and hydrologic conditions in
Florida have influenced and can influence human behavior, both individually and
collectively.
SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an
empirically-based perspective to inform society’s decision making.
**SC.912.N.4.2 Weigh the merits of alternative strategies for solving a specific
societal problem by comparing a number of different costs and benefits, such as
human, economic, and environmental.
30
Complexity
Level
Students will be able to…
High
• describe the characteristics of various
climates
• list the factors that give every location a
distinctive climate
• explain how latitude determines the
amount of solar energy received on Earth
• describe climate-feedback mechanisms
related to global warming**
Moderate
describe how latitude, altitude, topography,
prevailing winds, proximity to large bodies
of water, vegetation and ocean currents
determine the climate of a geographic area
High
• identify and analyze the internal (Earth
system) conditions that contribute to
global climate change
• identify and analyze the external
(astronomical) conditions that contribute
to global climate change
• relate the internal (Earth system)
conditions that contribute to global
climate change to the external
(astronomical) conditions that contribute
to global climate change
High
• identify potential impacts of climate
change and identify ways that humans
can minimize their effect on climate
change
• describe some of the effects that human
activities have on global climate
Moderate
High
understand that scientific knowledge
regarding global climate change affects
society’s decision making
Discuss ethics in scientific research to
advance society (e.g. climate change)
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
6 days (3/9 – 3/16)
Reg: Lessons 79-81; Hon: Lessons 90-96
Reg: Ch. 22; Hon: Ch. 20
Content & Academic Language
FLDOE
Other









atmosphere
biosphere
climate
geosphere
hydrosphere
planet
Sun
temperature
weather
 altitude
 climate
change
 climatefeedback
mechanism**
 cryosphere
 greenhouse
effect
 hazardous
 insulate
 interaction
 latitude
 ozone layer
 permafrost
 prevailing
winds
 stratosphere
 thermosphere
 trace gases
 troposphere
 vegetation
Common Misconceptions
Teacher Notes
 Weather and climate are the same thing.
 Layers of the atmosphere have distinct, visible lines that separate layers.
 Global climate change isn’t real.
 It is important for students to understand how heat is transferred among and through the
spheres of the Earth.
 The greenhouse effect is a very abstract and difficult subject for students to understand. Many
have no idea what a greenhouse is and therefore don’t understand the analogy. It is best to
explain how a greenhouse works in order to help students understand how this effects the
Earth’s climate.
Sample Literacy Strategies
Prefixes, Suffixes & Roots
o Venn Diagram: weather vs. climate
o Socratic Seminar: global climate change
o
o
o
o
o
hydro – water
atmo – air, vapor
geo – Earth
bio – life, living
cryo – icy, frost
Sample Assessment Questions
Sample Question SC.912.E.7.7
Sample Question SC.912N.1.1
Which of the following human activities reduces the level of ozone in the atmosphere?
The graph below shows atmospheric carbon dioxide levels since the year 1880.
A.
B.
C.
D.
using artificial lighting in scientific polar stations
using large banks of solar cells for energy production
releasing chlorofluorocarbons from aerosol cans
destroying large areas of the equatorial rain forests
Which of the following conclusions can be drawn from this graph?
A.
B.
C.
D.
Atmospheric carbon dioxide levels are responsible for global temperature change.
Atmospheric carbon dioxide levels have been rising at about the same rate for the
past century.
Atmospheric carbon dioxide levels have remained the same over the past century.
Atmospheric carbon dioxide levels have been rising at an increasingly higher
rate as the past century has progressed.
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
31
UNIT: 8
Earth’s Oceans
Next Generation Sunshine State Standards
SC.912.E.6.5 Describe the geologic development of the present day oceans and
identify commonly found features.
THE DYNAMIC OCEAN
Suggested Time Frame:
Through inquiry and exploration, students will understand the formation and
geologic structure of the oceans, their significance in global climate patterns,
and how they are influenced by the Sun-Earth-Moon system.
UNIT
GOAL
Lesson Plans:
Text:
Complexity
Level
Students will be able to…
Moderate
• name the major divisions of the global
ocean describe how the present-day oceans
were formed
• evaluate the processes that resulted in present
day oceans forming from older oceans
• identify common characteristics of seawater
• describe the main features of both passive
and active continental margins
• describe the topographic units of the deepocean basin
• describe the general structure of mid-ocean
ridges
• describe the formation of ocean-floor
sediments and their composition
High
• describe the salinity, temperature, density,
& color of ocean water & how these
characteristics are impacted by Earth’s
systems
• describe how marine organisms alter the
chemistry of the ocean water
• explain why plankton is considered the
foundation of life in the ocean
• describe the major zones of life in the ocean
• summarize the feeding relationships, food chains, and
food webs found in the ocean
• list several resources obtained from the seafloor
• identify the major factors that determine
how tsunamis are created
**SC.912.E.7.9 Cite evidence that the ocean has had a significant influence on
climate change by absorbing, storing, and moving heat, carbon, and water.
High
• explain the relationship between seafloor
sediments and climate change
• explain how the oceans act as sources/sinks
of heat energy, store carbon dioxide mostly
as dissolved HCO3- and CaCO3 deposits,
which have an impact on climate change.
**SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated
through scientific argumentation, which depends on critical and logical thinking, and the active
consideration of alternative scientific explanations to explain the data presented.
Low
recognize that as new information concerning
the formation of the ocean floor was
discovered, alternative scientific explanations
were created
SC.912.E.7.3 Differentiate and describe the various interactions among Earth
systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and
biosphere.
32
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
11 days (3/27 – 4/10)
Reg: Lessons 82-90; Hon: Lessons 97-111
Reg: Ch. 23-25; Hon: Ch. 13-15
Content & Academic Language
FLDOE
Other







density
equator
Moon
motion
pole
Sun
wave

























abyssal plain
aquaculture
benthic zone
benthos
continental
core sample
Coriolis effect
current
deep current
deep ocean
basin
desalination
global ocean
margin
oceanography
plankton
nodule
rip current
salinity
sonar
thermocline
tidal current
tide
trench
tsunami
upwelling
wave period
SC.912.E.5.6 Develop logical connections through physical principles, including
Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon,
and Sun on each other.
OCEAN MOVEMENT
SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems,
including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
SC.912.P.10.20 Describe the measurable properties of waves and explain the
relationships among them and how these properties change when the wave moves
from one medium to another.
SC.912.E.7.2 Analyze the causes of the various kinds of surface and deep water
motion within the oceans and their impacts on the transfer of energy between the
poles and the equator.
SC.912.N.3.5 Describe the function of models in science, and identify the wide range
of models used in science.
High
use the relative positions and motion of the
Earth, Moon, and Sun to explain their
effects on each other, such as the phases of
the Moon, tides and seasons
High
• describe how wind patterns, the rotation
of the Earth, and continental barriers
affect surface currents in the ocean
• identify the major factor that
determines the direction in which a
surface current circulates
• explain how differences in the density
of ocean water affect the flow of deep
currents
• explain how the gravitational pull of the
Moon causes tides
• explain how tidal oscillations affect
tidal patterns and how the coastline
affects tidal currents
High
• describe the measurable properties of
waves (velocity, frequency, wavelength,
amplitude, period, reflection and
refraction) and explain the relationships
among them.
• recognize that the source of all waves is
a vibration and waves carry energy
from one place to another
• describe the formation of waves and
the factors that affect wave size
• explain how waves interact with the
coastline
High
explain how surface and deep-water
circulation patterns (Coriolis effect, La
Niña, El Niño, Southern Oscillation,
upwelling, ocean surface cooling,
freshwater influx, density differences,
Labrador Current and Gulf Stream) impact
energy transfer in the environment.
Moderate
identify the function of the Earth-Moon-Sun
model to explain tidal patterns
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
33
Common Misconceptions
Teacher Notes
 Ocean sediments are like the sand found on ocean beaches.
 Continental plates just end at the shoreline.
 This is a great opportunity to review waves and wave motion as well as discuss the
transformation of energy associated wave energy.
 Make sure that students understand the connection between earthquakes and tsunamis.
 Using models and water table demonstrations of ocean currents may help those visual students
understand this difficult concept.
Sample Literacy Strategies
Prefixes, Suffixes & Roots
o
o
Venn Diagram: surface currents vs. deep currents
Models in Science: Earth, Moon, and Sun
o
o
o
thermo – heat
aqua – water
de- to remove
Sample Assessment Questions
Sample Question SC.912.N.1.1
Sample Question SC.912.E.7.3
What is the driving force for surface ocean currents?
A.
B.
C.
D.
density layering
global winds
the Coriolis effect
salt concentration
The table shows the area and average depth of the Pacific and Atlantic Oceans. Approximately
how many times greater is the volume of water in the Pacific Ocean than in the Atlantic Ocean?
A. 2 times
B. 20 times
C. 2,000 times
D. 2,000,000 times
Unit 9: HUMAN GROWTH & DEVELOPMENT CURRICULUM – 6 days (4/11 thru 4/19)
34
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
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2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
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35
UNIT: 10
Exploring Space and the Solar System
UNIT
GOAL
Next Generation Sunshine State Standards
SC.912.E.5.6 Develop logical connections through physical principles, including
Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon,
and Sun on each other.
STUDYING SPACE
Suggested Time Frame:
Through inquiry and exploration, students will understand the organization of the Solar
System and the attributes of and the relationships among the various bodies that
comprise it.
**SC.912.E.5.10 Describe and apply the coordinate system used to locate objects in
the sky.
SC.912.P.12.2 Analyze the motion of an object in terms of its position, velocity, and
acceleration (with respect to a fame of reference) as functions of time.
SC.912.P.12.4 Describe how the gravitational force between two objects depends on
their masses and the distance between them.
36
Lesson Plans:
Text:
Complexity
Level
Students will be able to…
High
• list the contributions made to modern
astronomy by Nicolaus Copernicus,
Tycho Brahe, Johannes Kepler, Galileo
Galilei, and Sir Isaac Newton
• explain the relative positions and
motion of the Earth, Moon, and Sun
using physical principles, including
Kepler’s and Newton’s laws
• describe the primary motions of Earth
• describe the relative motions of the
Earth, Moon, and Sun
• describe the physical principles that can
be applied to the relationships between
the Earth, Moon, and Sun, including
Kepler’s and Newton’s laws
Moderate
• discuss how scientists determine the
location of constellations, celestial
spheres, and sky maps
• compare and contrast the celestial
coordinate system (equatorial system) to
the use of latitude and longitude to
specify locations on Earth
• recognize the use of right ascension and
declination in the location of objects in
space, including stars and constellations
High
• provide evidence for Earth’s rotation &
explain how the apparent positions of
constellations provide evidence of
Earth’s rotation/revolution
• summarize how Earth’s rotation & revolution
provide a basis for measuring time
Moderate
• use the law of universal gravitation to
calculate the gravitational force
between two objects
• describe how mass & distance affect the
gravitational force between two objects
• distinguish between weight and mass
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
17 days (4/20 – 5/12)
Reg: Lessons 91-105
Hon: Lessons 112-120, 122-123
Reg: Ch. 26-28
Hon: Ch 21-22, 23.1-23.2
Content & Academic Language
FLDOE
Other
 acceleration
 asteroid
 astronomical
unit
 atmosphere
 comet
 convection
 dwarf planet
 eclipse
 force
 geocentric
 gravity
 heliocentric
 meteors
 model
 Moon
 motion
 planet
 rotation
 season
 solar system
 star
 Sun
 technology
 telescope
 tide
 aphelion
 ascension
 coordinate
system
 constellation
 declination
 electromagnetic
radiation
 ellipse
 equator
 equinox
 gravitational
force
 highlands
 latitude
 longitude
 meteoroids
 meteorites
 neap tide
 penumbra
 perihelion
 probe
 revolution
 solar eclipse
 telescopes
 umbra
 waning
 waxing
**SC.912.E.5.7 Relate the history of and explain the justification for future space
exploration and continuing technology development.
SC.912.E.5.9 Analyze the broad effects of space exploration on the economy and
culture of Florida.
**SC.912.E.5.8 Connect the concepts of radiation and the electromagnetic spectrum
to the use of historical and newly developed observational tools.
OBJECTS IN OUR SOLAR SYSTEM
SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an
empirically-based perspective to inform society's decision making.
High
• identify examples of historical space
exploration (e.g. telescopes, high
altitude balloons, lunar landers, deepspace probes, space station) that had
significant impact on current space
exploration
• recognize the importance of continued
exploration in space
High
• recognize the economic, technical and
social benefits of spinoff technology
developed through the space program
• examine how Florida’s economy has
changed since the implementation of the
space program
• evaluate the role space exploration has
played in shaping Florida’s culture
High
• describe how frequency is related to the
characteristics of electromagnetic
radiation
• recognize how spectroscopy is used to
detect and interpret information from
electromagnetic radiation sources.
Moderate
SC.912.E.5.5 Explain the formation of planetary systems based on our knowledge of
our Solar System and apply this knowledge to newly discovered planetary systems.
High
science and government work together to
evaluate the importance of space
exploration on society
• explain the nebular hypothesis of the
origin of our Solar System
• apply their knowledge of the formation
of our Solar System to explain how
planetary systems are generally formed
• examine a newly discovered planetary
system and explain how it formed
• describe how evidence from the study
of our Solar System and newly
discovered extra solar planetary
systems supports the Nebular theory of
the formation of planetary systems
• identify the basic characteristics of the
inner and outer planets
• describe the major features of the lunar
surface and summarize the geologic
history of the Moon
• differentiate among meteors,
meteoroids, and meteorites
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
37
SC.912.E.5.6 Develop logical connections through physical principles, including
Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon,
and Sun on each other.
SC.912.P.12.2 Analyze the motion of an object in terms of its position, velocity, and
acceleration (with respect to a frame of reference) as functions of time.
**SC.912.N.2.3 Identify examples of pseudoscience (such as astrology, phrenology)
in society.
38
High
• describe the shape of the Moon’s orbit around
Earth
• describe the appearance of four phases of
the Moon
• explain why eclipses occur
• explain the relative positions and
motion of the Earth, Moon, and Sun
using physical principles, including
Kepler’s and Newton’s laws
High
• identify the sources of most meteoroids
and describe their motion within the
solar system
• solve problems involving distance,
velocity, speed, and acceleration.
• create and interpret graphs of 1dimensional motion, such as position
versus time, distance versus time, speed
versus time, velocity versus time, and
acceleration versus time where
acceleration is constant
Low
recognize that astrology, which studies the
influence that distant cosmic objects, usually
stars and planets, have on human lives is a
pseudoscience because it cannot be
observed, measured, and tested through
scientific experimentation
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
Common Misconceptions









Teacher Notes
 These concepts are very difficult for those students that find it difficult to visualize spatial
relationships. Therefore, it is important to engage students in activities where they can
manipulate the Sun, Moon, & Earth in order to see their positions and the impact they have on
one another.
 This is a perfect opportunity to have students read diagrams or labeled illustrations.
 Students do not need to memorize every single detail regarding a planet’s characteristics; it
would be better to remember key facts and patterns instead.
 Students should focus on the purpose of using technology in the exploration of space as well as
the overall contribution, rather than memorizing specific technologies (i.e., names of different
telescopes).
 Remember that much of this unit is a review from previous grades including the planets, the
impact of space exploration on Florida, and the organization of the solar system.
The Earth is a perfect sphere.
Seasons are caused by the Earth’s distance from the Sun.
Everyone on the Earth shares the same seasons on the same date.
The Moon does not rotate.
The Moon’s phases are caused by the shadow of the Earth on the Moon.
The Moon goes around the Earth in a single day.
Planetary orbits are circles.
All the planets move in their orbits at the same speed.
Saturn is the only planet with rings.
Sample Literacy Strategies
o
o
o
o
o
Prefixes, Suffixes & Roots
Concept of Definition Map: the Moon
Venn Diagram: lunar eclipse vs. solar eclipse
Semantic Feature Analysis: objects in the solar system
Concept of Definition Map: the sun
Venn Diagram: geocentric vs. heliocentric
o
o
o
o
o
o
o
o
o
equ, equi – equal, same
lun – moon
pen – almost
rot – turn
sol – sun
umbra – shadow
–centric – centered
geo – Earth
helio - Sun
Sample Assessment Question
Sample Assessment Question
Sample Question SC.912.E.5.5
Sample Question SC.912.N.1.1
A day on Saturn takes about 10 Earth hours. Which fact would best explain this short day?
A student models an impact crater on the Moon by dropping a marble from a known height onto a
pan of smooth flour. Before reaching any conclusions about the results of this simple experiment,
the student repeats the activity several times so that
A.
B.
C.
D.
Saturn is less dense than Earth.
Saturn is much farther from the Sun than Earth.
Saturn rotates more rapidly than Earth.
Saturn’s orbit has greater eccentricity than Earth.
A.
B.
C.
D.
differences produced by standard variability in conditions becomes clear.
she can produce as large a crater as possible before measuring a diameter.
her ability to simulate a meteor impact becomes more realistic with practice.
she can illustrate a perfectly circular crater for her write-up of the experiment.
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
39
UNIT 11:
The Universe
Next Generation Sunshine State Standards
SC.912.E.5.4 Explain the physical properties of the Sun and its dynamic nature and
connect them to conditions and events on Earth.
THE SUN AND OTHER STARS
Suggested Time Frame:
Through inquiry and exploration, students will understand the formation,
composition, and evolution of stars and the evidence supporting the Big Bang
Theory of the formation of the universe.
UNIT
GOAL
SC.912.P.10.11 Explain and compare nuclear reactions (radioactive decay, fission
and fusion), the energy changes associated with them and their associated safety
issues.
SC.912.P.10.18 Explore the theory of electromagnetism by comparing and
contrasting the different parts of the electromagnetic spectrum in terms of
wavelength, frequency, and energy, and relate them to phenomena and applications.
SC.912.P.10.19 Explain that all objects emit and absorb electromagnetic radiation
and distinguish between objects that are blackbody radiators and those that are not.
40
Lesson Plans:
Text:
Complexity
Level
Students will be able to…
High
• describe the physical properties of the
Sun (sunspot cycles, solar flares,
prominences, layers of the Sun, coronal
mass ejections, and nuclear reactions)
• explain the dynamic nature of the Sun
• explain how the properties of the Sun
affect conditions and events on Earth
• explain how light can be used to
investigate the properties of the Sun and
other stars
• describe how the Sun converts matter into
energy in its core
• compare the radiative and convective
zones of the Sun
• describe how solar wind can cause
auroras on Earth
High
• describe and compare nuclear reactions
(e.g., radioactive decay, fission, and
fusion)
• explain how sunspots are related to
powerful magnetic fields on the sun
• compare solar prominences, solar flares,
and coronal mass ejections
High
• describe the electromagnetic spectrum
(i.e., radio waves, microwaves, infrared,
visible light, ultraviolet, X-rays and
gamma rays) in terms of frequency,
wavelength and energy
• relate different regions of the spectrum
to natural phenomena
High
• explain that all objects emit and absorb
electromagnetic radiation
• compare and contrast the blackbody curve for
objects at different temperatures
• distinguish between objects that are
blackbody radiators and those that are
not
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
10 days (5/15 – 5/26)
Reg: Lessons 106-113
Hon: Lessons 124-130
Reg: Ch. 29-30; Hon: Ch. 23.3-24
Content & Academic Language
FLDOE
Other
 astronomical
unit
 convection
 electromagne
tic spectrum
 frequency
 galaxy
 light
 light-year
 Milky Way
galaxy
 nebula
 planet
 solar system
 space
 star
 Sun
 wavelength
 absolute
brightness
 apparent
magnitude
 Big Bang
Theory
 blackhole
 blackbody
radiators
 coronal mass
ejections
 Doppler shift
 HertsprungRussell (H-R)
diagram
 luminosity
 nuclear fission
 nuclear fusion
 parallax
 prominences
 solar flares
 sunspots
THE UNIVERSE
SC.912.E.5.1 Cite evidence used to develop and verify the scientific theory of the Big
Bang (also known as the Big Bang Theory) of the origin of the universe.
SC.912.E.5.2 Identify patterns in the organization and distribution of matter in the
universe and the forces that determine them.
SC.912.E.5.3 Describe and predict how the initial mass of a star determines its
evolution.
High
• explain evidence to support the
formation of the universe, which has been
expanding for approx. 15 billion years
(e.g. ratio of gases, red-shift from distant
galaxies, & cosmic background radiation)
• explain how Hubble’s discoveries led to
an understanding that the universe is
expanding
• list instruments used to gather data that
led to the development of the Big Bang
Theory
• explain how the Big Bang Theory is
verified by evidence such as the Doppler
shift and cosmic background radiation
Moderate
• identify patterns that influence the
formation, hierarchy, and motions of the
various kinds of objects in the solar
system and the role of gravity and
inertia on these motions (include the Sun,
Earth, and Moon, planets, satellites,
comets, asteroids, star clusters, galaxies,
galaxy clusters)
• classify and distinguish between types of
celestial bodies
• describe the forces that affect the
organization and distribution of matter in
the universe
• recognize that the universe contains many
billions of galaxies, and each galaxy
contains many billions of stars
• recognize that constellations are
contrived associations of stars that do not
reflect functional relationships in space
Moderate
• compare and contrast the evolution of
stars of different masses (include the
three outcomes of stellar evolution based
on mass: black hole, neutron star, white
dwarf)
• differentiate between the different types
of stars found on the Hertzsprung-Russell
diagram
• describe how scientists determine the
composition and temperature of stars
• explain the balance between
gravitational collapse and nuclear fusion
in determining the color, brightness, and
life span of a star
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
41
SC.912.E.5.11 Distinguish the various methods of measuring astronomical distances
and apply each in appropriate situations.
SC.912.N.2.2 Identify which questions can be answered through science and which
questions are outside the boundaries of scientific investigation, such as questions
addressed by other ways of knowing, such as art, philosophy, and religion.
Common Misconceptions






High
• describe methods of measuring
astronomical distances
• explain the difference between absolute
magnitude & apparent magnitude of stars
• compare/contrast various methods of
measuring astronomical distances
• determine which units of measurement
are appropriate to describe distance
(e.g. astronomical units, parallax, and
light years)
High
• identify scientific questions, like questions
regarding the origin of our universe, that
can be proved/disproved by
experimentation and testing
• recognize that pseudoscience is a claim,
belief, or practice which is presented as
scientific, but does not adhere to strict
standards of science
Teacher Notes
The larger a star is, the brighter it is (from Earth).
Red stars are the hottest, and blue stars are the coolest.
Stars only give off visible light.
The solar system, Milky Way galaxy, and the universe are the same thing.
All electromagnetic radiation is visible.
Different colors of light are different types of waves
 Absolute brightness = absolute magnitude
 While students must understand the relative order of frequencies and wavelengths in the
electromagnetic spectrum, it is not necessary for students to memorize specific frequencies and
wavelengths of electromagnetic radiation.
 Remember that the Sun and its properties is a review from previous grades, this section should
only need a cursory review in order to be able to discuss the electromagnetic spectrum and
nuclear reactions.
Sample Literacy Strategies
Prefixes, Suffixes & Roots
o Concept of Definition Map: the Sun
o Frayer Model: galaxy
o T-Chart: electromagnetic waves
o
o
o
o
Sample Assessment Question
Sample Assessment Question
Sample NAEP Question SC.912.E.5.2
Sample Question SC.912.N.1.1
What is a property of all galaxies?
A student claims that the full Moon occurs about once a month. What process will verify the
student’s claim?
A.
B.
C.
D.
All galaxies have a spiral shape
All galaxies are the same size
All galaxies contain a large number of stars
All galaxies rotate around a central star
ultra – beyond
infra – below; beneath
lumen – light
sol – sun
A.
B.
C.
D.
Hypothesizing
Theorizing
Predicting
Observing
SECOND SEMESTER EXAM – 5/30 thru 6/2
42
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
2016 – 2017 | Earth and Space Science: Regular & Honors | **Honors Only
Copyright © 2015 by School Board of Palm Beach County, Department of Secondary Education
43