Download Earth Science Course: Aims 1.) Stud

NORTH MAC MIDDLE SCHOOL
CURRICULUM GUIDE
Teacher Kelly Sonneborn
Grade Level: 6
Course: Earth Science
Course: Aims
1.) Student will understand the concept of the scientific method as a means of inquiry.
2.) Student will understand the rock cycle and characteristics, composition,
identification and uses of rocks and minerals.
3.) Student will understand that the surface of the Earth is always changing; students will
understand the processes that cause these changes, such as plate tectonics, earthquakes, and
volcanoes.
4.) Students will analyze the structure of Earth’s atmosphere, understand the water cycle, and
identify factors that influence weather.
5.) Students will understand the development of water, currents, waves and tide
6.) Students will explore instruments for collecting data about our solar system,
understand the rotation and revolution of the Earth and Moon, understand the makeup of our
solar system and be able to describe how stars and galaxy formed.
Course Description Earth Science focuses on the study of earth and space science. The topics
covered include: the materials that make up the earth, the changing surface of the earth, earth’s
internal processes, earth’s air and water, astronomy and the scientific method.
Textbook:
Title: Earth Science
ISBN: 078-0-07-877803-2
Authors: Feather, Ralph, PhD, Snyder, Susan, Zike, Dinah
Publisher: McGraw Hill Glencoe
Publication Date: 2008
Assessment
There will be a minimum of 300 points scored each quarter. These points will be obtained from
assignments, writing, quizzes, chapter tests, and projects. The points will be distributed from
each category from the range of percents given below.
Example
• Assignments/writing 45- 55%
• Quizzes 5 – 15%
• Tests 25 - 35%
• Projects 5- 15%
QUARTER: 1
COURSE: EARTH SCIENCE
CONTENT
ASSESSMENT
Scientific
MethodStudents will be
able to: 1.) learn
to describe
scientific
methods
2.)define science
and earth science
3.)distinguish
among
independent and
dependent
variables,
constants, and
controls 4.) why
science is always
changing 5.)
compare and
contrast
scientific laws
and scientific
theories 6.)
discuss the limits
of science
Minerals –
Students will be
able to: 1.)
identification and
uses of minerals
2.)characteristics
all minerals share
3.) how minerals
form 4.) describe
physical
Teacher
observation,
participation,
worksheets,
writing, quizzes,
chapter tests
Teacher
observation,
participation,
worksheets,
writing, quizzes,
chapter tests
NGSS
MS-ESS2-1,
MS-ESS1-4
ESSENTIAL
QUESTIONS
*How are the
steps to the
scientific method
used to solve
problems?
*What is a
hypothesis?
*How can a
scientific
hypothesis
become a
scientific theory?
*Why can’t
science be used
to answer ethical
questions?
*Why is a
control used in
an experiment?
* What is
science?
VOCABULARY
*What minerals
and products
made from them
do you use every
day.
*What is a
crystal?
*How can
identifying
minerals help
Mineral, crystal,
magma, silicate,
hardness, luster,
specific gravity,
streak, cleavage,
fracture, gem,
ore,
Hypothesis,
scientific
methods, science,
Earth science,
variable,
independent
variable,
constant,
dependent
variable, control,
technology,
ethics, bias,
scientific theory,
scientific law
properties used
to identify
minerals 5.)
Identify minerals
using physical
properties such
as hardness and
streak
6.)characteristics
of gems that
make them more
valuable than
other minerals
7.)identify useful
minerals that are
contained in
minerals
Rocks – Students
will be able to:
1.) describe the
rock cycle and
changes that a
rock could
undergo 2.) types
of rocks
3.)distinguish
between a rock
and a mineral 4.)
recognize
magma and lava
as the materials
that cool to form
igneous rocks 5.)
contrast the
formation of
intrusive and
extrusive igneous
rocks 6.) contrast
granitic and
basaltic igneous
rocks 7.)
describe the
conditions in
Earth that cause
metamorphic
rocks to form 8.)
you recognize
valuable mineral
resources.
*Why is
hardness
sometime
referred to as
scratchability?
*When is
mineral an ore?
*How do fluids
move through
rocks?
Teacher
observation,
participation,
worksheets,
writing, quizzes,
chapter tests
MS-ESS2-1,
MS-ESS1-4
*What are the 3
types of rocks?
*Using the rock
cycle as a guide,
how are rocks
transformed into
one another?
*What is a rock?
* What controls
the grain size of
an igneous rock?
*What ways are
igneous rocks
classified?
*How can one
type of rock
change into
several different
metamorphic
rocks?
*What type of
metamorphic
rock is composed
of mineral grains
arranged in
parallel layers?
*Why are some
sedimentary
rocks, like coal,
Rock, rock cycle,
igneous rock,
lava, intrusive,
extrusive,
basaltic, granitic,
metamorphic
rock, foliated,
nonfoliated,
sediment,
sedimentary rock,
compaction,
cementation,
classify
metamorphic
rocks as foliated
or nonfoliated 9.)
how sedimentary
rocks form from
sediments 10.)
classify
sedimentary
rocks as detrital,
chemical, or
organic in origin
QUARTER: 2
important
sources of energy
*How do rocks
form through
compaction?
*How do
chemical
sedimentary
rocks form?
COURSE: EARTH SCIENCE
CONTENT
ASSESSMENT
NGSS
Plate tectonicsStudents will be
able to: 1.)
process the
hypothesis of
continental drift
2.) identify
evidence
supporting
continental drift
3.) explain
seafloor
spreading 4.)
recognize how
age and magnetic
clues support
seafloor
spreading 5.)
compare and
contrast different
types of plate
boundaries 6.)
explain how heat
inside Earth
causes plate
tectonics
Teacher
observation,
participation,
worksheets,
writing, quizzes,
chapter tests
MS-ESS1-4,
MS-ESS2-2,
MS-ESS2-3,
MS-ESS3-2
ESSENTIAL
QUESTIONS
*How do
Mesosaurus
fossils support
the past existence
of Pangaea?
*How does
seafloor
spreading help
explain how
continents
moved apart?
*How does new
seafloor form at
mid-ocean
ridges?
*What are some
general ways that
plates interact?
*What happens
when seismic
energy is
released as rocks
in Earth’s crust
break and move?
*What features
occur where
VOCABULARY
Continental drift,
Pangaea, seafloor
spreading, plate
tectonics, plate,
lithosphere,
asthenosphere,
convection
current
Earthquakes –
Students will be
able to: 1.)
explain how
earthquakes
result from the
buildup of
energy in rocks
2.) describe how
compression,
tension, and
shear forces
make rocks move
along faults 3.)
distinguish
among normal,
reverse, and
strike-slip faults
4.) explain how
earthquake
energy travels in
seismic waves
5.) distinguish
among primary,
secondary, and
surface waves 6.)
describe the
structure of
Earth’s interior
7.) explain where
most earthquakes
in the U.S. occur
8.) describe how
scientists
measure
earthquakes 9.)
list ways to make
your classroom
and home more
earthquake safe
QUARTER: 3
Teacher
observation,
participation,
worksheets,
writing, chapter
tests
MS-ESS3-2
plates converge?
*How do
earthquakes
form?
*Why do most
earthquakes
occur near plate
boundaries?
*What is a
strike-slip fault?
*Why do surface
waves damage
buildings?
*How do inner
and outer core
differ?
*Why do seismic
waves change
speed as they
travel through
Earth?
*What are
seismic safe
structures?
COURSE: EARTH SCIENCE
Fault,
earthquake,
normal fault,
reverse fault,
strike-slip fault,
seismic wave,
focus, primary
wave, secondary
wave, surface
wave, epicenter,
seismograph,
magnitude,
liquefaction,
tsunami
CONTENT
ASSESSMENT
Volcanoes –
students will be
able to: 1.)
describe how
volcanoes can
affect people 2.)
list conditions
that cause
volcanoes to
form 3.) identify
the relationship
between
volcanoes and
Earth’s moving
plate 4.) list
three forms of
volcanoes 5.)
predict how a
volcano will
erupt by
knowing the
type of volcano
6.) explain how
a volcanic neck
and a caldera
form 7.)
describe
intrusive
igneous rock
features and
how they form
Atmosphere –
students will be
able to: 1.)
identify the
gases in Earth’s
atmosphere 2.)
describe the
structure of
Earth’s
atmosphere 3.)
explain what
causes air
pressure 4.)
Teacher
observation,
participation,
worksheets,
writing, quizzes,
chapter tests
NGSS
MS-ESS3-2
*Volcano
Project- draw 3
types of volcano
with 3 facts
*5 paragraph
essay titled
“Living near a
Volcano”
Teacher
observation,
participation,
worksheets,
writing, quizzes,
chapter tests
*Atmosphere
project- draw
layers of
atmosphere
include what can
be found in each.
MS-ESS2-4,
MS-ESS3-5,
MS-ESS3-1
ESSENTIAL
QUESTIONS
*What type of
magmas
produces violent
eruptions?
*What type of
magma produces
quiet eruptions?
*What are the
three types of
magma?
*Why is magma
force toward
Earth’s surface?
*Where in the
U.S. are you
most likely to
find volcanoes?
*Why are the
Hawaiian islands
in a relatively
straight line?
*What are the
three types of
volcanoes?
*How are
intrusive igneous
rock features
exposed at the
surface?
*What fraction
of Earth’s
atmosphere is
oxygen?
*What is the
most abundant
gas in the
atmosphere?
*What causes
the ionosphere to
change between
day and night?
*How does the
VOCABULARY
Volcano, vent,
crater, hot spot,
shield volcano,
tephra, cinder cone
volcano, composite
volcano, batholith,
dike, sill, volcanic
neck, caldera
Atmosphere,
troposphere,
ionosphere, ozone
layer, ultraviolet
radiation,
chlorofluorocarbons,
radiation,
conduction,
convection,
hydrosphere,
condensation,
Coriolis effect, jet
stream, sea breeze,
describe what
Answer
happens to the
questions
energy Earth
receives from
the sun 5.)
compare
radiation,
conduction, and
convection 6.)
explain why
different
latitudes on
Earth receive
different
amounts of solar
energy 7.)
describe the
Coriolis effect
QUARTER: 4
CONTENT
Weather students will be
able to: 1.)
explain how
space shuttle
land breeze
maneuver in the
exosphere?
*Where is the air
pressure greater
– exosphere or
in the
troposphere?
*How much sun
is absorbed by
the Earth’s
surface and
atmosphere?
*How much sun
is reflected back
into the
atmosphere?
*How does the
Sun warm your
skin?
*How can the
Sun continue to
heat the
atmosphere at
night?
*What are
doldrums?
*How does a sea
breeze form?
*Why would it
take longer to fly
from east to west
than it would
from west to
east?
COURSE: EARTH SCIENCE
ASSESSMENT
Teacher
observation,
participation,
worksheets,
NGSS
MS-ESS2-5,
MS-ESS2-6,
ESSENTIAL
QUESTIONS
*What are the
major factors of
weather and how
do they affect
VOCABULARY
Weather,
humidity, relative
humidity, dew
point, fog,
clouds form and
how they are
classified 2.)
describe how
rain, hail, sleet,
and snow
develops 3.)
discuss how
weather changes
affect your daily
life 4.)
writing, quizzes,
chapter tests
Ocean motion
Teacher
observation,
participation,
worksheets,
writing, quizzes,
chapter tests
MS-ESS2-6,
MS-ESS2-4,
MS-ESS3-1
Sun-Earth-Moon
System
Teacher
observation,
participation,
worksheets,
writing, quizzes,
chapter tests
MS-ESS1-1,
MS-ESS1-2,
MS-ESS1-3
*Cloud projectillustrate 6
clouds of choice
along with
description,
altitude, and
weather
associated
*Build own
rockets then are
able to launch at
end of year
everyday life?
*What happens
to the water
vapor when it
reaches the dew
point?
*How are clouds
classified?
* What are the
three main cloud
types?
*Why can more
water vapor be
present in warm
air than in cold
air?
*What resources
do we obtain
from the oceans?
*How do waves
and tides form?
*How do they
affect life and
property?
*How do the
interactions of
the sun, earth,
and moon cause
many common
observations?
*What facts
about the moon
that might
influence future
space travel?
*What causes the
different phases
of the moon?
*Why do solar
and lunar
eclipses occur?
*What is the
difference
between rotation
and revolution?
precipitation,
Basin, salinity,
surface current,
Coriolis effect,
upwelling,
density current,
wave, crest,
trough, breaker,
tide, tidal range
Sphere, axis,
rotation,
revolution,
ellipse, solstice,
equinox, moon
phase, new
moon, waxing,
full moon,
waning, solar
eclipse, lunar
eclipse,
maria,impact,
basin,
Chick
Embryology
Teacher
observation,
participation,
worksheets,
quizzes
Life Sciences
*What is the job
of the albumen?
*When does the
chick take its
first breathe?
*How long is the
incubation period
for the chick to
develop?
Air cell,
albumen, calazae,
egg, fertilization,
shell, shell
membrane, yolk,
chick tooth,
embryo,
incubator, pip,
germ spot, blood
vessels