Download Earth - Space Science - Volusia County Schools

2014-2015
Volusia County Schools
Curriculum Mapping Committee:
Dawn Alves
Jeanne Babiez
Barbara Bates
Becki Lucas
Brad McFarland
Alexis Swittel
Earth - Space
Science
Regular and Honors
Curriculum Map
2014-2015
Parts of the Curriculum Map
The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum
mapping and assessment committees. The following list describes the various parts of each curriculum map:
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•
•
•
•
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Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees.
Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees.
Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher
committees according to appropriate cognitive complexities.
Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE.
Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the
EOC.
Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment.
Some maps may also contain other helpful information, such as:
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•
•
•
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Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to
the standards.
Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course
descriptions on CPALMS in terms of state assessments.
Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT
represent all the content that should be taught, but merely a sampling of it.
Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per
week were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written
lab report with analysis and conclusion.
DIAS: (District Interim Assessments: Science) are content-specific tests developed by the district and teacher committees to assist in student progress
monitoring. The goal is to prepare students for the 8th grade FCAT 2.0 or Biology EOC using rigorous items developed using the FLDOE Item
Specifications Documents.
The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida-specific
standards that may be in the course descriptions.
Appendix Contents
1. Volusia County Science 5E Instructional Model
2. FLDOE Cognitive Complexity Information
3. Florida ELA and Math Standards
Earth Space Curriculum Map
Page 2
2014-2015
High School Weekly Curriculum Trace
2014
Earth Space
Env. Science
Biology
1
Earth Space
Env. Science
Biology
What is Env.
Science?
What is
Biology?
11
Periodic Table
20
21
DNA and Protein Synthesis
Chemistry
29
Earth Space
Chemistry
15
Species
Ecological
Interactions
Communities
Photosynthesis and
Respiration
23
Environment
al Health
Toxic
Substances
31
States of Matter
18
Biomes
Aquatic
Ecosystems
Chemical Composition
25
26
27
Forestry
management
Evidence
Evolution
32
33
Stars
Soil and Agriculture
Mining
Mechanisms of Change
Taxonomy
Energy Changes and Reaction
Rates
34
35
States of
Matter
36
Origin of the Universe
Water
Pollution
Plants
17
Cell Cycle, Mitosis, Meiosis
24
Stoichiometry
Stars
Taxonomy
Community
Stability
Covalent Bonding
Genetics and Biotechnology
30
Uses of Fresh Water
16
Solar System
Chemical Reactions
28
Cell Theory
Weather and Climate
22
Human
Populations
Biology
Biogeochemical Cycles
Modern Atomic Theory
Space Exploration
Biodiversity
Biology
14
Ionic Bonding
Env. Science
Env. Science
Evolution
9
Water, Macromolecules, Enzymes
The Ocean
Cell Membrane and Transport
19
Interactions in Earth’s Systems
Human
Health
13
Population
Growth
8
Plate Tectonics
Atomic Theory and Structure
12
Describing
Populations
7
Earth as a System
Human
Develop.
Weathering, Erosion, and Deposition
Studying
Ecology
Cell Structure
& Function
6
Economics and Policy
Science Process
10
5
Earth’s Layers
Science Process
Earth Space
2015
4
Measurement and Lab Skills
Chemistry
2015
3
Nature of Science
Chemistry
2014
2
Atmosphere
Climate
Pollution
Change
Matter and Energy
Interdependence
Solutions and Equilibrium
Evolution
Nonrenewable
Renewable
Energy
Human Impact
Review EOC
Acids and Bases
Municipal
Waste
Administer
EOC
Hazardous
Waste
PLC Choice
Bridge Chem
Gas Laws
**Weeks 37-39 are set aside for course review and EOC administration.
Earth Space Curriculum Map
Page 3
2014-2015
2014-2015 Instructional Calendar
Week
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Dates
18 August - 22 August
25 August - 29 August
2 September - 5 September
8 September - 12 September
16 September - 19 September
22 September - 26 September
29 September - 3 October
6 October - 10 October
13 October - 17 October
21 October - 24 October
27 October - 31 October
3 November - 7 November
10 November - 14 November
17 November - 21 November
24 November - 25 November
1 December - 5 December
8 December - 12 December
15 December - 18 December
Days
5
5
4
5
4
5
5
5
5
4
5
5
4
5
2
5
5
4
Quarter
Start 1st
Week
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
↑
9
Weeks
↓
End 2nd
Start 2nd
↑
9
Weeks
↓
End 2nd
* See school-based testing schedule for the course EOC administration time
37
38
39
Dates
Days
6 January - 9 January
4
12 January - 16 January
5
20 January - 23 January
4
26 January - 30 January
5
2 February - 6 February
5
9 February - 13 February
5
17 February - 20 February
4
23 February - 27 February
5
2 March - 6 March
5
9 March - 13 March
5
16 March - 19 March
4
30 March - 3 April
5
6 April - 10 April
5
13 April - 17 April
5
20 April - 24 April
5
27 April - 1 May
5
4 May - 8 May
5
11 May - 15 May
5
Start Review and Administer EOC*
18 May - 22 May
5
26 May - 29 May
4
1 June – 3 June
3
Quarter
Start 3rd
↑
11
Weeks
↓
End 3rd
Start 4th
↑
10
Weeks
↓
End 4th
Lab Information
Expectations:
Safety Contract:
The National Science Teacher Association, NSTA, and the district science office
recommend that all students experience and participate in at least one handson-based lab per week. At least one (1) lab per grading period should have a
written lab report with analysis and conclusion.
http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf
Earth Space Curriculum Map
Safety, Cleanup, and Laws:
http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1
http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS
Page 4
2014-2015
Unit 1: The Nature of Science
Learning Targets and Skills
Nature of Science
Topics
Students will:
• describe scientific knowledge as durable and robust and open to change. Scientific knowledge can
change because it is often examined and reexamined by new investigations and scientific
argumentation.
Students will:
• design a controlled experiment on an earth or space topic
• use tools (this includes the use of measurement in metric, and also the generation and interpretation
of graphical representations of data, including data tables and graphs)
• collect, analyze, and interpret data from the experiment to draw conclusions
• determine an experiment’s validity and justify its conclusions based on:
o control group, limiting variables and constants, multiple trials (repetition) or large sample
sizes, bias, method of data collection, analysis, interpretation, and communication of results
• describe the difference between an observation and inference
• use appropriate evidence and reasoning to justify explanations to others
Students will:
• describe that similar investigations (including carbon dioxide levels, ice core samples, global average
temperature increase, etc.) about climate change throughout the world arrived at similar conclusions
• explain how scientific knowledge and reasoning provide an empirically-based perspective to inform
society’s decision making
Students will:
• cite instances in which scientists’ varied backgrounds, talents, interests, and goals influence the
inferences and thus the explanations they make about observations of natural phenomenon:
o Susskind worked as a plumber, and Newton tried to be a farmer
• explain why competing interpretations of scientists are a strength of science because they are a
source of new, testable ideas that have the potential to add new evidence to support one or another
of the explanations
Advanced:
Recognize 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 (e.g.
Science is testable, pseudo-science is not; science seeks falsifications, pseudo-science seeks confirmations.)
Week 1 – 2
Standards
Vocabulary
Observation
SC.912.N.2.4 Inference
Investigation
Test variable
(independent
SC.912.N.1.1 variable)
Outcome variable
(dependent
variable)
also
SC.912.N.1.4 Control group
Empirical evidence
Data analysis
Qualitative data
Quantitative data
Accuracy
SC.912.N.1.5 Precision
Reliability
SC.912.N.4.1 Validity
SC.912.N.2.5
Advanced:
SC.912.N.2.1
SC.912.N.2.2
SC.912.N.2.3
Recognize that pseudoscience is a claim, belief, or practice, which is presented, as scientific, but does not
adhere to strict standards of science (e.g. controlled variables, sample size, replicability, empirical and
measurable evidence, and the concept of falsification).
Determine if the phenomenon (event) can be observed, measured, and tested through scientific
experimentation.
Earth Space Curriculum Map
Page 5
2014-2015
Resources
Text book
Chapter 1.1,1.2
Project Earth
Safari
Montage
“Safari,” “They Eyes of Nye: Pseudoscience”
Page Keeley
Volume 3 #12 (Doing Science)
Teacher Hints
1. Students can download the textbook on MP3 CD or smart phone the
entire student edition. Available in Spanish.
2. Student One Stop CD-ROM can be copied and given to students.
3. Unit Videos DVD includes Earth Science Topics, Geology Field Trip and
images from around the world.
4. Chapter Resource Files contains worksheets.
5. Teaching Transparencies are online to project.
Prefix / Suffix
Superabove/beyond
Nova- new
Sol- sun
Dyno- power
Equil- balanced
Photo- light
Chromo- color
Common Connections
Project Earth - Geology: Reading #5 (Careers in Geology)
Earth Space Curriculum Map
Page 6
2014-2015
Unit 2: Earth’s Layers
Learning Targets and Skills
Students will:
• differentiate Earth’s internal zones and describe in terms of characteristics, location, and interaction
with other zones:
Earth’s Layers
Structural Zones (Physical Layers)
Lithosphere
Asthenosphere
Mesosphere
Outer core
Inner core
Magnetic Field
Fundamental Forces
•
•
Compositional Zones
Crust
Mantle
Core
describe how seismic data is used to inference the composition of Earth’s interior
explain how convection currents created in the mantle interact with the crust
Students will:
• describe how the four fundamental forces impact Earth systems:
o Gravity’s role as it relates to separation of layers
o Electromagnetism as it relates to the magnetic field
o The weak force in terms of radioactive decay
o The strong force in terms of holding atoms together
•
compare relative magnitudes and ranges of each force, i.e.
o gravity is weaker than the others but acts at larger distances while the weak and strong forces
act on the smallest distances but are also the strongest
•
explain why the Earth is separated into various layers of differing composition, i.e.
o each layer has a different density with gravity causing the layers to settle with the most dense
material at the center of the Earth
Students will:
• describe the Earth’s magnetic field and its application to modern technology, such as:
o electronic compass, geo-magnetic resource finding (but not GPS,) indoor position systems
•
Week 3 – 4
Standards
Vocabulary
Crust
SC.912.E.6.1
Mantle
Core
Lithosphere
Mesosphere
Asthenosphere
Magnetosphere
Electromagnetism
Gravity
Radioactive decay
SC.912.P.10.4 Law of Gravitation
Differentiation
SC.912.P.10.10
SC.912.P.10.16
describe the function of models in science, and identify the wide range of models used in science.
Earth Space Curriculum Map
Page 7
2014-2015
Resources
Text book
Project Earth
Safari
Montage
Page Keeley
Chapter 2.1
Geology: Activity #4 (All Cracked Up), Activity #9 (Solid or Liquid?),
Activity 11 (Convection)
“Core Geology,” “Inside the Earth,” “Geomagnetism,” “Magnetic Fields,”
“Magnetic Storm”
Volume 4 #2 (Iron Bar), Volume 4 #9 (Magnets and Water), Volume 4 #10
(Is it a Model?)
Teacher Hints
Prefix / Suffix
Common Connections
Lithos- rock
Meso- middle
Asthenosformable
Gravis- heavy
Radio- emitting
out
Pro- first
Neu- neither
nor
Nuc- center
Earth Space Curriculum Map
Page 8
2014-2015
Unit 3: Earth as a System
Learning Targets and Skills
Earth’s Spheres
Students will:
• differentiate between the atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
•
explain how the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere interact with each
other, such as:
o polar ice caps melting increases the ocean water levels.
•
predict how changes in one Earth system will impact the other systems , such as:
o forest fires, volcanic eruptions, drought, etc.
Students will:
• explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and
can influence human behavior, both individually and collectively.
Students will:
• describe the path matter and energy take as they move through the water and carbon
biogeochemical cycles.
Earth’s Cycles
•
Week 5 – 6
Standards
Vocabulary
Atmosphere
SC.912.E.7.3
Hydrosphere
Cryosphere
Geosphere
Biosphere
Biogeochemical
cycles
Water cycle
Carbon cycle
Open system
Closed system
SC.912.E.7.8
SC.912.E.7.1
explain why the amount of matter and energy is constant as they move through the biogeochemical
cycles, including:
o Earth is essentially a closed system
o energy cannot be created nor destroyed
Earth Space Curriculum Map
Page 9
2014-2015
Resources
Text book
Chapter 2.2, 15.1, 17.1, 19.1, 20.1,
Project Earth
Safari
Montage
Page Keeley
Teacher Hints
“Earth’s System,” “Physical Systems”
Volume 1 #21 (Wet Jeans), Volume 3 #21 (Where did the Water Come
from?)
• Students should be able to identify the differences and
commonalities between the different spheres
• Students should be able to predict how an event (such as a forest
fire) will impact all of the other spheres, both positively and
negatively.
• Students should be able to predict the next steps in any of the
biogeochemical cycles.
Prefix / Suffix
Atmos- gas
Hydro- water
Cryo- ice/cold
Geo- earth
Bio- life
Pan- across/all
-verge- to bend
Trans-across
Forma- shape
Sub- under
Duct- to lead
Paleo- old
Common Connections
Project Earth Astronomy - Reading #7 Earth As a System, #9 Water Cycle,
Earth Space Curriculum Map
Page 10
2014-2015
Unit 4: Plate Tectonics
Learning Targets and Skills
Models in Science
Students will:
• describe the function of models in science, and identify the wide range of models used in science
•
describe how scientific inferences are drawn from scientific observations or data, for example:
o Iceland continuing to split apart --> inference: sea-floor is spreading
o Identical fossils on multiple continents --> inference: Pangaea reconstructed
•
describe the benefits and limitations of models used in science
Plate Tectonics
Students will:
• identify the major processes taking place in the Earth that are responsible for crustal plate
movement, such as:
o convection of material in the mantle and plate density (oceanic versus continental)
•
diagram the various types of plate boundaries and the surface features present at those locations.
•
explain the presence and occurrence of specific surface features and events by applying the Theory of
Plate Tectonics, such as:
o fault lines, trenches, mountains, rift valleys, mid-ocean ridge, hot spots, etc.
o earthquakes, continental drift, etc.
•
explain the geologic development of present day ocean floor features using the Theory of Plate
Tectonics
Earth Space Curriculum Map
Week 7 – 9
Standards
Vocabulary
Theory of Plate
SC.912.N.3.5 Tectonics
Pangaea
SC.912.N.1.6 Continental drift
Sea-floor spreading
Convection currents
Convergent boundary
Divergent boundary
Transform
boundary/fault
Continental drift
Rift valley
Trench
Subduction zone
Mid-ocean ridge
SC.912.E.6.3
Paleomagnetism
Volcanic activity
Hot spots
SC.912.E.6.5
Page 11
2014-2015
Resources
Text book
Chapter 10.1, 10.2, 10.3, 11.1, 11.2, 12.1, 13.1, 23.2
Safari
Montage
Geology: Activity #2 (Volcanoes and Plates), Activity #3 (Volcanes and Hot
Spots), Activity #5 (Seafloor Spreading), Activity #6 (Mapping the
Seafloor)
“Global Tectonics,” “Earth Alive,” “Amazing Planet: Born of Fire”,
The Ocean Floor (short video clip)
Page Keeley
Volume 4 #10 (Is it a Model)
Project Earth
Teacher Hints
Prefix / Suffix
Earth Space Curriculum Map
Common Connections
Page 12
2014-2015
Weathering, Erosion, and Deposition
Unit 5: Weathering, Erosion, Deposition
Learning Targets and Skills
Students will:
• describe the processes of weathering, erosion, and deposition and the agents responsible for them,
including:
o weathering: chemical, grinding (pressure), freezing, haloclasty, etc.
o erosion: water, wind, gravity, waves, glaciers, etc.
o deposition: water, wind, gravity, etc.
•
Week 10 – 12
Standards
Vocabulary
Weathering
SC.912.E.6.2
Chemical weathering
Mechanical
weathering
Erosion
Deposition
Karst Topography
explain how various surface features are created through multiple steps of these processes, such as:
o The white sand beaches of Florida’s west coast were created by the weathering, erosion, and
deposition of quartz silicates from the Rocky Mountains.
SC.912.E.6.4
Florida Features
Students will:
• explain how Florida-specific features were created through various processes, such as:
o karst topography and natural springs created through chemical weathering
o beach and coastline erosion by wind and water
Earth Space Curriculum Map
Page 13
2014-2015
Resources
Text book
Chapter 6.1, 6.3, 14.1, 14.2, 14.4, 15.2, 15.3, 17.2, 18.1, 18.2, 18.3
Project Earth
Safari
Montage
“Amazing Planet: Destruct Forces”, Erosion (short video clip)
Page Keeley
Volume 1 #22 (Beach Sand), Volume 2 #20-21 (Is it a Rock?)
Teacher Hints
Prefix / Suffix
Atmos- gas
Hydro- water
Cryo- ice/cold
Geo- earth
Bio- life
Pan- across/all
-verge- to bend
Trans-across
Forma- shape
Sub- under
Duct- to lead
Paleo- old
Common Connections
Project Earth - Geology: Reading #1 (Plate Tectonics)
Project Earth - Geology: Reading #2 (Volcanoes
Project Earth - Geology: Reading #3 (Earthquakes)
Earth Space Curriculum Map
Page 14
2014-2015
Unit 6: The Ocean
Learning Targets and Skills
Ocean Currents
Students will:
• explain how surface and deep-water circulation patterns impact energy transfer in the environment,
including:
o Coriolis effect, La Nina, El Nino, Southern Oscillation, upwelling, ocean surface cooling,
freshwater influx, density differences, Labrador Current and Gulf Stream
•
identify the factors that influence surface currents (wind, Coriolis Effect, topography, etc.)
•
describe how ocean conditions (salinity, turbidity, temperature, etc.) are responsible for deep ocean
currents
Students will:
• diagram the parts of an ocean wave (crest, trough, height, wavelength)
•
calculate wave speed using wavelength and period
•
explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and
can influence human behavior, both individually and collectively.
Advanced:
Explain how the oceans act as sources/sinks of heat energy, store carbon dioxide mostly as dissolved HCO3–
and CaCO3 as precipitate or biogenic carbonate deposits, which have an impact on climate change.
Earth Space Curriculum Map
Week 13
Standards
Vocabulary
Density
SC.912.E.7.2
Temperature
Salinity
Turbidity
El Niño
La Nina
Crest
SC.912.P.10.20 Trough
Wave height
Wavelength
Period
SC.912.E.7.8
Advanced:
SC.912.E.7.9
Page 15
2014-2015
Resources
Text book
25.1,25.2
Project Earth
Safari
Montage
Ocean Currents (short clip), Surface Currents (short clip)
Page Keeley
Teacher Hints
Prefix / Suffix
Earth Space Curriculum Map
Common Connections
Page 16
2014-2015
Solar Radiation
Unit 7: Weather and Climate
Learning Targets and Skills
Students will:
• explain how the Sun’s energy arrives to and is absorbed or reflected by the Earth’s surface, bodies of
water, and atmosphere
•
differentiate between conduction and convection in terms of how Earth’s systems are heated
(insolation, insulation, albedo)
Severe Weather
Weather
• explain how unequal heating creates air convection currents within the atmosphere (heat budget)
Students will:
• describe air masses and their properties, including:
o temperature, humidity, air pressure, and wind speed
•
describe the various types of fronts created by the collision of different air masses, including:
o occluded front
o warm front
o cold front
o stationary front
•
explain how weather is created by the interaction of air masses along fronts
•
predict future weather conditions based on present weather observations and conceptual models
•
describe the limitations and uncertainties of weather predictions
Students will:
• relate the formation of severe weather to specific physical factors, including:
o temperature, humidity, air pressure, and wind speed
•
describe the life cycle of a thunderstorm
•
describe the stages in the development of a hurricane
Earth Space Curriculum Map
Week 14 – 18
Standards
Vocabulary
Radiation
SC.912.P.10.4 Absorption
Reflection
Atmosphere
Insolation
Insulation
Conduction
Convection
Water cycle
Air masses
SC.912.E.7.5
Humidity
Fronts
Coriolis effect
Hurricanes
Tornadoes
Lightning
Thunderstorms
Cyclones
Anti-cyclone
Heat budget
Albedo
Continental polar (cP)
Maritime polar (mP)
Continental tropical
(cT)
Maritime tropical
(mT)
SC.912.E.7.6
Page 17
2014-2015
Students will:
• differentiate between weather and climate
differentiate the geographical features of a region (such as lakes, oceans, and mountains) and relate
those features to the region’s climate, such as:
o desert and arid climates are usually found within some proximity to mountain ranges because
of the rain shadow effect
o rainforests are found along the equator and large bodies of water that moderate
temperatures
•
describe the climate of a region in terms of average temperature and average precipitation
•
predict the climate of a region given its topography, latitude, and proximity to large bodies of water
Climate
•
Students will:
• identify factors that contribute to global climate change, including:
o external factors: tilt of earth, proximity to the sun, solar energy output, Milankovitch cycles
o internal factors: pollution, global warming, geological and oceanic events
Climate Change
•
SC.912.E.7.7
predict how changes to these factors will influence global climate over long time scales
Students will:
• describe that similar investigations (including carbon dioxide levels, ice core samples, global average
temperature increase, etc.) of climate change throughout the world arrived at similar conclusions
•
SC.912.E.7.4
Latitude
Longitude
Prevailing winds
Climate zones
Tilt
Wobble
Procession
Topography
Proximity
Rain shadow
Rainforest
Desert
Savanna
Marine west coast
Steppe
Humid continental
Human subtropical
Mediterranean
Subarctic
Tundra
explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and
can influence human behavior, both individually and collectively.
Earth Space Curriculum Map
SC.912.N.1.5
SC.912.E.7.8
Page 18
2014-2015
Resources
Text book
19.2, 19.3, 20.3, 21.1, 21.2, 21.3, 21.4
Chapter 17.3, 22.1, 22.2, 22.3
Project Earth
Safari
Montage
Page Keeley
Teacher Hints
Astronomy: Activity #8 (Green House Effect)
“What’s up with the Weather,” “Weather”, What is Weather? (short clip)
Volume 1 #1 (Can it Reflect Light?), Volume 3 #22 (Rainfall), Volume 4
#19 (Camping Trip)
Prefix / Suffix
Lat- wide
Long- length
Pro- forward
Cedere- to go
Topo- top
-graphymeasure
Prope- near
Dens- thick
Temperhot/heat
Sal- salt
Peri- around
“Climates,” “Eyes of Nye: Global Climate Change”
Climate Change WebQuest – Global Instruction Resource
Volume 4 #7 (Warming Weather), Volume 4 #20 (Global Warming)
Climate Models – Internet Activity in book, pg. 616
Common Connections
Project Earth - Astronomy Reading #8 (Global Warming)
Project Earth - Astronomy Reading #10 (Greenhouse Effect)
Project Earth - Astronomy Reading #11 (The Coming Climate Crisis)
Earth Space Curriculum Map
Page 19
2014-2015
EM Spectrum
Distances in Space
Space History
Unit 8: Space Exploration
Learning Targets and Skills
Students will:
• 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
•
identify the major events in space exploration history, such as:
o Mercury, Gemini, Apollo, Space Shuttle, etc.
Students will:
• relate the history of space exploration to the economy and culture of Florida, including privatized
space industries
Students will:
• distinguish the various methods of measuring astronomical distance and apply each in appropriate
situations.
Week 19 – 22
Standards
Vocabulary
Astronomical unit
SC.912.N.2.5 (AU)
Light year
Parallax
Parsec
Period
Speed of light
SC.912.E.5.9
SC.912.E.5.11
•
explain which unit of measure is appropriate for a given situation, for example:
o Kilometers for distances between planets and orbiting objects
o Astronomical units for distances between planets
o Light years for distances between stars
o Parsecs for distances between galaxies
Students will:
• diagram the crest, trough, height, and wavelength for a wave
•
predict how wave speed will change as it propagates through different media
•
differentiate the parts of the electromagnetic spectrum in terms of wavelength, frequency, and
energy
Crest
SC.912.P.10.20 Electromagnetic
spectrum
SC.912.P.10.18 Electromagnetism
Trough
Wave height
Wavelength
•
explain observed natural phenomena in terms of waves, such as:
o red shift, Doppler effect, and cosmic background radiation
Advanced:
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 and recognize the
importance of continued exploration in space.
Discuss how scientists determine the location of constellations, celestial spheres, and sky maps. Differentiate
the celestial coordinate system (equatorial system) and latitude and longitude used to specify locations on
Earth. Recognize the use of right ascension and declination in the location of objects in space, including stars
and constellations.
Earth Space Curriculum Map
Advanced:
SC.912.E.5.7
SC.912.E.5.10
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2014-2015
Resources
Text book
26.1
Project Earth
Astronomy Activity #4 (The Speed of Light)
Safari
Montage
“Electromagnetic Spectrum”
Page Keeley
Volume 1 #2 (Apple in the Dark), #3 (Birthday Candles)
Teacher Hints
Internet Activity, pg 727 (Space Spinoff) – in Earth Space Teacher Edition
only
Prefix / Suffix
Common Connections
Project Earth Astronomy Read #1 What is a Light Year, #3 Hubble Space Telescope
Earth Space Curriculum Map
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2014-2015
Solar System FOrmation
Earth, Moon, and Sun System
Motion
Unit 9: Solar System
Learning Targets and Skills
Students will:
• describe the speed as the change in position over time
•
analyze the motion of objects in space in terms of position, velocity, and acceleration as function
of time
Students will:
• analyze the movement of objects in the solar system using Kepler’s and Newton’s Laws of
Motion, including:
o Earth’s orbit around the Sun (using Kepler’s Laws of Equal Areas)
o the Moon’s orbit around the Earth (using Newton’s Laws of Motion)
•
explain why we see different phases of the moon by diagraming the positions of the Earth,
Moon, and Sun at various locations
•
explain why an eclipse occurs using the motion of the Earth, Moon, and Sun
• explain how the seasons change because of the Earth’s tilted axis and orbit around the sun
Students will:
• describe how the gravitational force between two objects depends on their masses and the
distance between them, including:
o the effect the moon has on the Earth because of gravity (tidal bulge)
•
compare the gravitational pull of the Earth to that of the moon, the other planets, and the Sun
•
explain why the Earth orbits the Sun in terms of gravity, such as:
o the mass of the sun increases its gravitational pull that, in addition to the Earth’s inertia,
keeps in in orbit
Students will:
• explain how planetary systems form using current knowledge and theories, such as:
o The Nebular Hypothesis
•
apply this knowledge to determine how newly discovered planetary systems and exoplanets are
formed
Earth Space Curriculum Map
Week 23 – 26
Standards
Vocabulary
Scientific law
SC.912.P.12.2
Orbit
Kepler’s Laws of
Planetary Motion
Ellipse
Aphelion
Perihelion
SC.912.E.5.6
Newton’s Laws of
Motion
Gravity
Tidal bulge
Spring tides
Neap tides
Apogee
Perigee
Speed
Position
Frame of reference
Velocity
SC.912.P.12.4
Acceleration
Mass vs. Weight
Solar eclipse
Lunar eclipse
SC.912.E.5.5
Nebula
Terrestrial
Nebular Hypothesis
Exoplanet
Differentiation
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2014-2015
Resources
Text book
25.3, 26.2, 28.2
27.1
Project Earth
Activity #10 (Reasons for Season) , Activity #11 (Phases of the Moon)
Safari
Montage
Astronomy Activity #3 (Solar System Scale), Activity #6 (Formation
of the Solar System)
“Do We Really Need the Moon”
“Wonders of the Solar System,” “Order out of Chaos”
Page Keeley
Volume 1 #24 (Gazing at the Moon), #25 (Going through a Phase),
Volume 2 #23 (Darkness at Night), Volume 4 #24 (Lunar Eclipse)
Teacher Hints
Prefix / Suffix
Orb- sphere
Ellipse- to fall
short(of a
circle)
Apo- away
Peri- near
Helio- sun
Gravis- heavy
Ge(e)o- earth
Velocis- swift
Ac- toward/to
Celerefast/swift
Common Connections
Project Earth Astronomy - Reading #12 Reasons for the Season, #13 Phases of the Moon
Earth Space Curriculum Map
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Unit 10: Stars
Learning Targets and Skills
The Sun
Students will:
• describe the layers of the sun (including the core, radiative zone, convective zone, photosphere,
chromosphere, and corona) in terms of density, temperature and composition
•
describe the transfer (heat) of thermal energy through the Sun’s layers
•
compare and contrast the general composition, temperature, apparent magnitude, and size of
the sun to other stars
•
explain how the rotation and magnetosphere of the sun are directly tied to the formation of
sunspots, solar flares, prominences, and coronal mass ejections
•
predict how solar phenomena such as solar flares and coronal mass ejections can impact the
Earths systems (atmosphere, biosphere, hydrosphere, etc.) and technology (communications and
power grids
Life Cycle of Stars
Students will:
• classify the sun as a medium-sized, yellow, main sequence star using an HR-Diagram
•
explain why the life cycle of a star is determined by its initial mass, for example:
o very massive stars have more gravity which causes increased fusion rates and thus a
shorter life
•
predict the life cycle of a star, including death (such as a dwarf star, neutron star, or black hole)
given:
o an initial stellar mass the presence or absence of specific elements, such as heavy
elements (present in older stars)
Earth Space Curriculum Map
Week 27 – 31
Standards
Vocabulary
Sunspots
SC.912.E.5.4
Solar flares
Corona
Photosphere
SC.912.P.10.4
Thermal energy
Apparent magnitude
Magnetosphere
SC.912.E.5.3
Chromospheres
Prominences
Coronal mass ejection
Dwarf star
Neutron star
Black hole
Page 24
Fundamental Forces in Space
2014-2015
Students will:
• describe how the four fundamental forces impact the Sun to maintain a dynamic equilibrium:
o Gravity’s role as it relates to separation of layers and pressure
o Electromagnetism as it relates to the magnetic field
o The weak force in terms of radioactive decay
o The strong force in terms of holding atoms together
•
compare relative magnitudes and ranges of each force, i.e. Gravity is weaker than the others but
acts at larger distances while the weak and strong forces act on the smallest distances but are
also the strongest
•
describe the nuclear reactions taking place in the sun and the energy
associated with them (radioactive decay, fission, and fusion)
Students will:
• explain that all objects emit and absorb electromagnetic radiation.
EM Radiaiton
•
SC.912.P.10.10
SC.912.P.10.11
SC.912.P.10.19
Distinguish between objects that are good and poor blackbody radiators.
Advanced:
Explain how frequency is related to the characteristics of electromagnetic radiation and recognize that
spectroscopy is used to detect and interpret information from electromagnetic radiation sources.
Earth Space Curriculum Map
Apparent magnitude
Absolute magnitude
Solar storms
Solar cycle
Magnetosphere
Radioactive decay
Law of Gravitation
Dynamic equilibrium
Electromagnetic
radiation
Blackbody radiators
albedo
Advanced:
SC.912.E.5.8
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2014-2015
Resources
Text book
26.1, 29.1, 29.2, 30.1, 30.2
Project Earth
Astronomy: Activity #7 (Habitable Zone)
Safari
Montage
“Stellar Evolution,” “Origin and Classification of Stars,” “Star Clusters,”
“Wonders of the Solar System: Empire of the Sun”
Page Keeley
Volume 4 #25 (Solar Eclipse)
Teacher Hints
SOHO Activity, pg 830 in text book
Prefix / Suffix
Earth Space Curriculum Map
Common Connections
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2014-2015
Unit 11: Origin of the Universe
Learning Targets and Skills
Students will:
• cite evidence used to develop and verify the Big Bang Theory as the origin of the universe, such
as:
o Hubble’s observations, cosmic background radiation, Red shift of distant objects, etc.
describe a scientific theory as the culmination of many scientific investigations, such as:
o Acceleration of the expansion of Universe by independent investigations of cosmic
background radiation, large scale structure, age of the universe, and measurement of
super novae characteristics
•
identify patterns in the organization and distribution of matter in the universe and the forces
(gravity and non-homogeneity) that determine them, such as:
o Planetary systems, Star Clusters, Galaxies, Galactic Clusters, Voids, Filaments
Origin of the Universe
•
Week 32 – 33
Standards
Vocabulary
Big Bang Theory
SC.912.E.5.1
Hubble Constant
Cosmic Background
Radiation (CBR)
Red Shift
SC.912.N.3.1
Space-time
Expansion
The Big Crunch
The Big Chill
SC.912.E.5.2
Inflation
Singularity
Earth Space Curriculum Map
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2014-2015
Resources
Text book
30.3, 30.4
Project Earth
Safari
Montage
Page Keeley
Teacher Hints
“Stephen Hawking’s Universe: The Big Bang,” “Origins: Back to the
Beginning,” “Creations of the Universe”
Uncovering Student Ideas in Astronomy: #44 Expanding Universe,
#45 Is the Big Bang “Just a Theory”
Quick Lab: pg 865 in book – The Expanding Universe
Prefix / Suffix
Earth Space Curriculum Map
Common Connections
Page 28
2014-2015
Unit 12: Evolution
Learning Targets and Skills
•
investigate floral and faunal succession through stratigraphy using index fossils
•
explain how the scientific theory of evolution is supported by the fossil record, comparative
anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary
change
Students will:
• describe the scientific explanation of and the conditions contributing to the origin of life on Earth
Students will:
• describe how and why organisms are hierarchically classified and based on evolutionary
relationship.
SC.912.L.15.4
Students will:
• describe how biodiversity declines due to catastrophic events, climate changes, human activity
and the introduction of invasive and nonnative species
SC.912.L.17.8
Human Impact
Classification
Origin of Life
Evolution
Students will:
• describe that a fossil is formed through mineralization over long time scales
Week 34 – 36
Standards
Vocabulary
Evolution
SC.912.L.15.1
Fossil
Homologous structure
Vestigial structure
Analogous structure
Embryology
Biogeography
Stratigraphy
Endosymbiotic Theory
SC.912.L.15.8
•
identify and explain positive and negative consequences that result from the reduction in
biodiversity
•
make predictions of consequences, based on a scenario if biodiversity is reduced
Earth Space Curriculum Map
Domain
Kingdom
Phylum
Class
Order
Family
Genus
Species
Binomial nomenclature
Scientific name
Dichotomous key
biodiversity
Page 29
2014-2015
Resources
Text book
Chapter 8.1, 8.2, 8.3, 9.1, 9.2
Project Earth
Geology: Activity #15 (Study Your Sandwich)
Astronomy: Activity #9 (Creature Feature)
Safari
Montage
Page Keeley
Volume 2 #22 (Mountain Top Fossils)
Teacher Hints
Skills lab, pg. 246-247
Maps in Action, pg. 248
Prefix / Suffix
Common Connections
Sing- one/only
Homo- same
Logos- reason
Vestig- a trace
Anathroughout
Stata- layer
-graphymeasure
Endo- internal
Syn- together
Bio- life
Earth Space Curriculum Map
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Earth Space Curriculum Map
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2014-2015
Description
Implementation
Learners engage with an activity that captures their attention, stimulates
their thinking, and helps them access prior knowledge. A successful
engagement activity will reveal existing misconceptions to the teacher and
leave the learner wanting to know more about how the problem or issue
relates to his/her own world. (e.g. ISN-preview, Probe, Teacher
Demonstration…)
The diagram below shows how the elements of the 5E model are
interrelated. Although the 5E model can be used in linear order (engage,
explore, explain, elaborate and evaluate), the model is most effective when it
is used as a cycle of learning.
Explain
Learners explain through analysis of their exploration so that their
understanding is clarified and modified with reflective activities. Learners
use science terminology to connect their explanations to the experiences
they had in the engage and explore phases. (e.g. Lecture, ISN-notes,
Research, Close-reading, reading to learn, videos, websites…)
Elaborate
Learners explore common, hands-on experiences that help them begin
constructing concepts and developing skills related to the learning target.
The learner will gather, organize, interpret, analyze and evaluate data. (e.g.
investigations, labs…)
Learners elaborate and solidify their understanding of the concept and/or
apply it to a real world situation resulting in a deeper understanding.
Teachers facilitate activities that help the learner correct remaining
misconceptions and generalize concepts in a broader context. (e.g. labs,
web-quest, presentations, debate, discussion, ISN-reflection…)
Evaluate
Explore
Engage
Volusia County Science 5E Instructional Model
Teachers and Learners evaluate proficiency of learning targets, concepts
and skills throughout the learning process. Evaluations should occur
before activities, to assess prior knowledge, after activities, to assess
progress, and after the completion of a unit to assess comprehension. (i.e.
formatives and summatives)
Explore
Engage
Discuss
and
Evaluate
Elaborate
Explain
Each lesson begins with an engagement activity, but evaluation occurs
throughout the learning cycle. Teachers should adjust their instruction
based on the outcome of the evaluation. In addition, teachers are
encouraged to differentiate at each state to meet the needs of individual
students.
*Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.
Earth Space Curriculum Map
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Cognitive Complexity
The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level,
with the underlying expectation that students also demonstrate critical thinking.
The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student.
Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map.
Low
Moderate
High
This category relies heavily on the recall and
recognition of previously learned concepts and
principles. Items typically specify what the student
is to do, which is often to carry out some
procedure that can be performed mechanically. It
is not left to the student to come up with an
original method or solution.
This category involves more flexible thinking and
choice among alternatives than low complexity
items. They require a response that goes beyond
the habitual, is not specified, and ordinarily has
more than a single step or thought process. The
student is expected to decide what to do—using
formal methods of reasoning and problem-solving
strategies—and to bring together skill and
knowledge from various domains.
This category makes heavy demands on student
thinking. Students must engage in more abstract
reasoning, planning, analysis, judgment, and
creative thought. The items require that the
student think in an abstract and sophisticated way
often involving multiple steps.
Students will:
Students will:
Students will:
•
•
•
•
•
retrieve information from a chart, table,
diagram, or graph
recognize a standard scientific representation
of a simple phenomenon
complete a familiar single-step procedure or
equation using a reference sheet
•
•
•
•
•
•
interpret data from a chart, table, or simple
graph
determine the best way to organize or present
data from observations, an investigation, or
experiment
describe 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 logical next step or
outcome
apply and use concepts from a standard
scientific model or theory
•
•
•
•
•
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
*Adapted from Webb’s Depth of Knowledge and FLDOE FCAT 2.0 Specification Documentation, Version 2.
Earth Space Curriculum Map
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2014-2015
Grades 9 - 10 ELA Florida Standards
LAFS.910.RST.1.1 – Cite specific textual evidence to support analysis of science LAFS.910.WHST.3.9 – Draw evidence from informational texts to support
and technical texts, attending to the precise details of the explanations or
analysis, reflection, and research.
descriptions.
LAFS.910.WHST.1.2 - Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or technical
LAFS.910.RST.1.3 – Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical tasks, processes.
a. Introduce a topic and organize ideas, concepts, and information to make
attending to special cases or exceptions defined in the text.
important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful
LAFS.910.RST.2.4 – Determine the meaning of symbols, key terms, and other
to aiding comprehension.
domain-specific words and phrases as they are used in a specific scientific or
b. Develop the topic with well-chosen, relevant, and sufficient facts,
technical context relevant to grades 9 – 10 texts and topics.
extended definitions, concrete details, quotations, or other information
and examples appropriate to the audience’s knowledge of the topic.
LAFS.910.RST.2.5 – Analyze the structure of the relationship among concepts in
c. Use varied transitions and sentence structures to link the major sections
a text, including relationships among key terms (e.g., force, friction, reaction
of the text, create cohesion, and clarify the relationships among ideas
force, energy.)
and concepts.
d. Use precise language and domain-specific vocabulary to manage the
LAFS.910.RST.3.7 – Translate quantitative or technical information expressed
complexity of the topic and convey a style appropriate to the discipline
in words in a text into visual form (e.g., a table or chart) and translate
and context as well as to the expertise of likely readers.
information expressed visually or mathematical (e.g., in an equation) into
e. Establish and maintain a formal style and objective tone while attending
words.
to the norms and conventions of the discipline in which they are
writing.
LAFS.910.RST.4.10 – by the end of grade 10, read and comprehend science /
f. Provide a concluding statement or section that follows from and
supports the information or explanation presented (e.g., articulating
technical texts in the grades 9 – 10 text complexity band independently and
implications or the significance of the topic).
proficiently.
Grades 9 - 12 Math Florida Standards (select courses)
MAFS.912.A-CED.1.4 – Rearrange formulas to highlight a quantity of interest,
MAFS.912.N-VM.1.1 – Recognize vector quantities as having both magnitude
using the same reasoning as in solving equations.
and direction. Represent vector quantities by directed line segments, and use
appropriate symbols for vectors and their magnitudes.
MAFS.912.S-IC.2.6 – Evaluate reports based on data.
MAFS.912.N-VM.1.2 – Find the components of a vector by subtracting the
coordinates of an initial point from the coordinates of a terminal point.
MAFS.912.N-VM.1.3 – Solve problems involving velocity that can be
represented as vectors.
Earth Space Curriculum Map
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2014-2015
Grades 11 - 12 ELA Florida Standards
LAFS.1112.RST.1.1 – Cite specific textual evidence to support analysis of
LAFS.1112.WHST.1.2 - Write informative/explanatory texts, including the
science and technical texts, attending to important distinctions the author
narration of historical events, scientific procedures/ experiments, or technical
makes and any gaps or inconsistencies in the account.
processes.
a. Introduce a topic and organize complex ideas, concepts, and
information so that each new element builds on that which precedes it to
LAFS.1112.RST.1.3 – Follow precisely a complex multistep procedure when
create a unified whole; include formatting (e.g., headings), graphics
carrying out experiments, taking measurements, or performing technical tasks;
(e.g., figures, tables), and multimedia when useful to aiding
analyze the specific results based on explanations in the text.
comprehension.
b. Develop the topic thoroughly by selecting the most significant and
LAFS.1112.RST.2.4 – Determine the meaning of symbols, key terms, and other
relevant facts, extended definitions, concrete details, quotations, or
domain-specific words and phrases as they are used in a specific scientific or
other information and examples appropriate to the audience’s
technical context relevant to grades 11 – 12 texts and topics.
knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections
LAFS.1112.RST.3.7 – Integrate and evaluate multiple sources of information
of the text, create cohesion, and clarify the relationships among
presented in diverse formats and media (e.g., quantitative data, video,
complex ideas and concepts.
multimedia) in order to address a question or solve a problem.
d. Use precise language, domain-specific vocabulary and techniques such
as metaphor, simile, and analogy to manage the complexity of the topic;
LAFS.1112.RST.4.10 – By the end of grade 12, read and comprehend science /
convey a knowledgeable stance in a style that responds to the discipline
technical texts in grades 11 – 12 text complexity band independently and
and context as well as to the expertise of likely readers.
proficiently.
e. Provide a concluding statement or section that follows from and
supports the information or explanation provided (e.g., articulating
implications or the significance of the topic).
LAFS.1112.WHST.3.9 – Draw evidence from information texts to support
analysis, reflection, and research.
Grades 9 - 12 Math Florida Standards (all courses)
MAFS.912.F-IF.3.7 - Graph functions expressed symbolically and show key
MAFS.912.N-Q.1.1 – Use units as a way to understand problems and to guide
features of the graph, by hand in simple cases and using technology for more
the solution of multi-step problems; choose and interpret units consistently in
complicated cases.
formulas; choose and interpret the scale and the origin in graphs and data
a. Graph linear and quadratic functions and show intercepts, maxima, and displays.
minima.
b. Graph square root, cube root, and piecewise-defined functions,
MAFS.912.N-Q.1.3 – Choose a level of accuracy appropriate to limitations
including step functions and absolute value functions.
measurement when reporting quantities.
c. Graph polynomial functions, identifying zeros when suitable
factorizations are available, and showing end behavior.
d. Graph rational functions, identifying zeros and asymptotes when
suitable factorizations are available, and showing end behavior.
e. Graph exponential and logarithmic functions, showing intercepts and
end behavior, and trigonometric functions, showing period, midline,
and amplitude.
Earth Space Curriculum Map
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2014-2015
Earth Space Curriculum Map
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