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AdoptedProgramsFOSS,MatterandEnergy(Physical),StructuresofLife(Life),Sun, MoonandStars(Earth) CurriculumResources: CPOEarthSciencetextbook NationalGeographicGlobalIssues–WaterResources(aleveled reader) NASA3DView Newsela.comforsupplemental/leveledreading SPARKVuetools Zingylearning.com Explorelearning.com PLATETECTONICS&EARTH’SSTRUCTURE PlatetectonicsaccountsforimportantfeaturesofEarth’ssurfaceandmajorgeologic events.Asabasisforunderstandingthisconcept: Studentsknowevidenceofplatetectonicsisderivedfromthefit ofthecontinents;thelocationofearthquakes,volcanoes,and mid-oceanridges;andthedistributionoffossils,rocktypes,and ancientclimaticzones. StudentsknowEarthiscomposedofseverallayers:acold,brittle lithosphere;ahot,convectingmantle;andadense,metalliccore. Studentsknowlithosphericplatesthesizeofcontinentsand oceansmoveatratesofcentimetersperyearinresponseto movementsinthemantle. Studentsknowthatearthquakesaresuddenmotionsalongbreaks inthecrustcalledfaultsandthatvolcanoesandfissuresare locationswheremagmareachesthesurface. Studentsknowmajorgeologicevents,suchasearthquakes, volcaniceruptions,andmountainbuilding,resultfromplate motions. StudentsknowhowtoexplainmajorfeaturesofCalifornia geology(includingmountains,faults,volcanoes)intermsofplate tectonics. Studentsknowhowtodeterminetheepicenterofanearthquake andknowthattheeffectsofanearthquakeonanyregionvary, dependingonthesizeoftheearthquake,thedistanceofthe regionfromtheepicenter,thelocalgeology,andthetypeof constructionintheregion. SHAPINGEARTH’SSURFACE Topographyisreshapedbytheweatheringofrockandsoilandbythetransportation anddepositionofsediment.Asabasisforunderstandingthisconcept: Studentsknowwaterrunningdownhillisthedominantprocessin shapingthelandscape,includingCalifornia’slandscape. Studentsknowriversandstreamsaredynamicsystemsthaterode, transportsediment,changecourse,andfloodtheirbanksin naturalandrecurringpatterns. Studentsknowbeachesaredynamicsystemsinwhichthesandis suppliedbyriversandmovedalongthecoastbytheactionof waves. Studentsknowearthquakes,volcaniceruptions,landslides,and floodschangehumanandwildlifehabitats. HEAT(THERMALENERGY)(PHYSICALSCIENCES) Heatmovesinapredictableflowfromwarmerobjectstocoolerobjectsuntilallthe objectsareatthesametemperature.Asabasisforunderstandingthisconcept: Studentsknowenergycanbecarriedfromoneplacetoanother byheatfloworbywaves,includingwater,lightandsoundwaves, orbymovingobjects. Studentsknowthatwhenfuelisconsumed,mostoftheenergy releasedbecomesheatenergy. Studentsknowheatflowsinsolidsbyconduction(whichinvolves noflowofmatter)andinfluidsbyconductionandbyconvection (whichinvolvesflowofmatter). Studentsknowheatenergyisalsotransferredbetweenobjectsby radiation(radiationcantravelthroughspace). ENERGYINTHEEARTHSYSTEM ManyphenomenaonEarth’ssurfaceareaffectedbythetransferofenergythrough radiationandconvectioncurrents.Asabasisforunderstandingthisconcept: Studentsknowthesunisthemajorsourceofenergyfor phenomenaonEarth’ssurface;itpowerswinds,oceancurrents, andthewatercycle. StudentsknowsolarenergyreachesEarththroughradiation, mostlyintheformofvisiblelight. StudentsknowheatfromEarth’sinteriorreachesthesurface primarilythroughconvection. Studentsknowconvectioncurrentsdistributeheatinthe atmosphereandoceans. Studentsknowdifferencesinpressure,heat,airmovement,and humidityresultinchangesofweather. ECOLOGY(LIFESCIENCES) Organismsinecosystemsexchangeenergyandnutrientsamongthemselvesandwith theenvironment.Asabasisforunderstandingthisconcept: Studentsknowenergyenteringecosystemsassunlightis transferredbyproducersintochemicalenergythrough photosynthesisandthenfromorganismtoorganismthroughfood webs. Studentsknowmatteristransferredovertimefromoneorganism toothersinthefoodwebandbetweenorganismsandthe physicalenvironment. Studentsknowpopulationsoforganismscanbecategorizedby thefunctionstheyserveinanecosystem. Studentsknowdifferentkindsoforganismsmayplaysimilar ecologicalrolesinsimilarbiomes. Studentsknowthenumberandtypesoforganismsanecosystem cansupportdependsontheresourcesavailableandonabiotic factors,suchasquantitiesoflightandwater,arangeof temperatures,andsoilcomposition. RESOURCES Sourcesofenergyandmaterialsdifferinamounts,distribution,usefulness,andthe timerequiredfortheirformation.Asabasisforunderstandingthisconcept: Studentsknowtheutilityofenergysourcesisdeterminedby factorsthatareinvolvedinconvertingthesesourcestouseful formsandtheconsequencesoftheconversionprocess. Studentsknowdifferentnaturalenergyandmaterialresources, includingair,soil,rocks,minerals,petroleum,freshwater,wildlife, andforests,andknowhowtoclassifythemasrenewableor nonrenewable. Studentsknowthenaturaloriginofthematerialsusedtomake commonobjects. INVESTIGATION&EXPERIMENTATION Scientificprogressismadebyaskingmeaningfulquestionsandconductingcareful investigations.Asabasisforunderstandingthisconceptandaddressingthecontentin theotherthreestrands,studentsshoulddeveloptheirownquestionsandperform investigations.Studentswill: Developahypothesis. Selectanduseappropriatetoolsandtechnology(including calculators,computers,balances,springscales,microscopes,and binoculars)toperformtests,collectdata,anddisplaydata. Constructappropriategraphsfromdataanddevelopqualitative statementsabouttherelationshipsbetweenvariables. Communicatethestepsandresultsfromaninvestigationin writtenreportsandoralpresentations. Recognizewhetherevidenceisconsistentwithaproposed explanation. Readatopographicmapandageologicmapforevidence providedonthemapsandconstructandinterpretasimplescale map. Interpreteventsbysequenceandtimefromnaturalphenomena (e.g.,therelativeagesofrocksandintrusions). Identifychangesinnaturalphenomenaovertimewithout manipulatingthephenomena(e.g.,atreelimb,agroveoftrees,a stream,ahillslope).