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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