Download EARTH SCIENCE 2016 FINAL - Mount Vernon City School District

MOUNT VERNON CITY SCHOOL DISTRICT
Earth Science ®
Curriculum Guide
THIS HANDBOOK IS FOR THE IMPLEMENTATION OF THE EARTH
SCIENCE ® CURRICULUM IN MOUNT VERNON CITY SCHOOL
DISTRICT (MVCSD).
2016-17
Mount Vernon City School District
Board of Education
Lesly Zamor
President
Adriane Saunders
Vice President
Board Trustees
Charmaine Fearon
Dr. Serigne Gningue
Rosemarie Jarosz
Micah J.B. McOwen
Omar McDowell
Darcy Miller
Wanda White
Superintendent of Schools
Dr. Kenneth R. Hamilton
Deputy Superintendent
Dr. Jeff Gorman
Assistant Superintendent of Business
Ken Silver
Assistant Superintendent of Human Resources
Denise Gagne-Kurpiewski
Assistant Superintendent of School Improvement
Dr. Waveline Bennett-Conroy
Associate Superintendent for Curriculum and Instruction
Dr. Claytisha Walden
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Administrator of Mathematics and Science (K-12)
Dr. Satish Jagnandan
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ACKNOWLEDGEMENTS
The Department of Curriculum and Instruction and Secondary Science Articulation
Committee embarked upon a long range plan of curriculum development for the
high schools. Teachers of every subject area from Mount Vernon and Nellie
Thornton High Schools were joined by district administrator in the curriculum
revision process. The educators gave many personal hours and demonstrated
exceptional commitment to this critical task.
The New York State Learning Standards and, in some cases, the Core Curriculum
formed the basis for decisions regarding the identification of grade level
objectives, learning activities and assessments. Each set of performance objectives
describes what a student should be able to do or understand by the end of the year,
with a particular focus or the development of critical thinking ability and problem
solving skills.
This document is by no means completed; the modifications will depend upon its
use. We hope that during the next year the school staff will explore, develop, and
record the strategies deemed most successful in helping students meet the grade
level objectives. Also, the order of units and their time frames should be revisited
after a year of implementation.
Much credit goes to school leaders who organized the efforts of the teachers who
collaborated on this project.
Thank you.
Dr. Satish Jagnandan
Administrator for Mathematics and Science (K-12)
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TABLE OF CONTENTS
I.
COVER .........................................................................................................................1
II.
MVCSD BOARD OF EDUCATION .........................................................................2
III.
ACKNOWLEDGEMENTS ........................................................................................3
IV.
TABLE OF CONTENTS ............................................................................................4
V.
IMPORTANT DATES ................................................................................................5
VI.
VISION STATEMENT ...............................................................................................6
VII.
ATTRIBUTES OF AN EXEMPLARY SCIENCE PROGRAM .............................7
VIII.
PREFACE .....................................................................................................................8
IX.
REGENTS CURRICULUM .......................................................................................9
X.
LAB-PRACTICAL PERFORMANCE COMPONENT ..……………………... 10
XI.
EARTH SCIENCE ® CORE CURRICULUM MAP
..……………………... 12
XIII.
EARTH SCIENCE ® PACING GUIDE
..……………………... 24
XVI.
SYSTEMATIC DESIGN OF A SCIENCE LESSON
..……………………... 41
XVII.
SCIENCE GRADING POLICY
..……………... 44
XIX.
SETUP OF THE SCIENCE CLASSROOM
..……………... 45
XX.
WORD WALLS ARE DESIGNED
..……………... 46
XXI.
SCIENCE CLASSROOM AESTHETICS
..……………... 47
XXII.
FORMAL LAB REPORT FORMAT
..……………... 48
This document was prepared by the Mount Vernon City School District Curriculum and
Instruction Department in conjunction with the Secondary Science Articulation Committee.
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IMPORTANT DATES 2016-17
REPORT CARD
MARKING
PERIOD
MARKING PERIOD
BEGINS
MARKING
PERIOD ENDS
DURATION OF
INSTRUCTION
September 6, 2016
INTERIM
PROGRESS
REPORTS
October 7, 2016
MP 1
November 10, 2016
MP 2
November 14, 2016
December 16, 2016
January 27, 2017
MP 3
January 30, 2017
March 10, 2017
April 21, 2017
MP 4
April 24, 2017
May 19, 2017
June 23, 2017
10 weeks – 44
Days
10 weeks – 46
Days
10 weeks – 49
Days
9 weeks – 43
Days
The Parent Notification Policy states “Parent(s) / guardian(s) or adult students are
to be notified, in writing, at any time during a grading period when it is apparent that the student may fail or is performing unsatisfactorily in any course or grade
level. Parent(s) / guardian(s) are also to be notified, in writing, at any time during
the grading period when it becomes evident that the student's conduct or effort
grades are unsatisfactory.”
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VISION STATEMENT
True success comes from co-accountability and co-responsibility. In a coherent
instructional system, everyone is responsible for student learning and student
achievement. The question we need to constantly ask ourselves is, "How are our
students doing?"
The starting point for an accountability system is a set of standards and
benchmarks for student achievement. Standards work best when they are well
defined and clearly communicated to students, teachers, administrators, and
parents. The focus of a standards-based education system is to provide common
goals and a shared vision of what it means to be educated. The purposes of a
periodic assessment system are to diagnose student learning needs, guide
instruction and align professional development at all levels of the system.
The primary purpose of this Instructional Guide is to provide teachers and
administrators with a tool for determining what to teach and assess. More
specifically, the Instructional Guide provides a "road map" and timeline for
teaching and assessing the NYS Science Content Standards.
I ask for your support in ensuring that this tool is utilized so students are able to
benefit from a standards-based system where curriculum, instruction, and
assessment are aligned. In this system, curriculum, instruction, and assessment are
tightly interwoven to support student learning and ensure ALL students have equal
access to a rigorous curriculum.
We must all accept responsibility for closing the achievement gap and improving
student achievement for all of our students.
Dr. Satish Jagnandan
Administrator for Mathematics and Science (K-12)
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ATTRIBUTES OF AN EXEMPLARY SCIENCE PROGRAM
1.
The standards-based science program must ensure equity and excellence for all
students.
2.
It is essential that the science program focus on understanding important
relationships, processes, mechanisms, and applications of concepts that connect
mathematics, science and technology.
3.
The science program must emphasize a hands-on and minds-on approach to
learning. Experiences must provide students with opportunities to interact with the
natural world in order to construct explanations about their world.
4.
The science program must emphasize the skills necessary to allow students to
construct and test their proposed explanations of natural phenomena by using the
conventional techniques and procedures of scientists.
5.
The science program must provide students with the opportunity to dialog and
debate current scientific issues related to the course of study.
6.
The science program must provide opportunities for students to make connections
between their prior knowledge and past experiences to the new information being
taught. Student learning needs to be built upon prior knowledge.
7.
The science program must incorporate laboratory investigations that allow
students to use scientific inquiry to develop explanations of natural phenomena.
These skills must include, but are not limited to, interpreting, analyzing,
evaluating, synthesizing, applying, and creating as learners actively construct their
understanding.
8.
The science program must assess students’ ability to explain, analyze, and
interpret scientific processes and their phenomena and the student performance
data generated by theses assessments must be used to focus instructional strategies
to meet the needs of all students.
9.
The science program must be responsive to the demands of the 21st century by
providing learning opportunities for students to apply the knowledge and thinking
skills of mathematics, science and technology to address real-life problems and
make informed decisions.
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PREFACE
This curriculum for The Physical Setting/Earth Science is organized into instructional
units based on the key ideas and major understandings of the New York State curriculum.
These are further organized into specific objectives for lessons and laboratory activities to
be completed throughout the year.
This Physical Setting/Earth Science Core Curriculum was written to assist teachers and
supervisors as they prepare curriculum, instruction, and assessment for the Earth Science
content and process skills of the New York State Learning Standards for Mathematics,
Science, and Technology. The Core Curriculum is part of a continuum that elaborates the
science content of Standard 4, which identifies Key Ideas and Performance Indicators.
Key Ideas are broad, unifying, general statements of what students need to know. The
Performance Indicators for each Key Idea are statements of what students should be able
to do to provide evidence that they understand the Key Idea. As part of this continuum,
this Core Curriculum presents Major Understandings that give more specific detail to the
concepts underlying each Performance Indicator.
The topic content, skills, and major understandings address the content and process skills
as applied to the rigor and relevancy to be assessed by the Regents examination in
Physical Setting/Earth Science. Focus will also be on application skills related to realworld situations. Assessments will test students’ ability to explain, analyze, and interpret
Earth science processes and phenomena, and generate science inquiry.*
*from New York State Core Curriculum: Physical Setting/Earth Science
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REGENTS CURRICULUM
The Mount Vernon City School District recognizes that the understanding of science is necessary
for students to compete in today’s technological society. The study of science encourages
students to examine the world around them. As individuals, they will use scientific processes
and principles to make informed personal and public decisions. Students will become
scientifically literate and apply scientific thinking, reasoning, and knowledge throughout their
lives.
All Regents science courses culminate in a NY State Regent's examination. All students enrolled
in science Regents courses MUST take the June Examination. According to the State Education
Department regulations, all students must successfully complete the laboratory component of the
course in order to be admitted to the Regent's examination.
In order to satisfy this requirement each student must:
1. Complete at least 30 full laboratory periods (1200 minutes)
2. Complete a satisfactory written report for each laboratory experience
3. Demonstrate proficiency in laboratory skills.
The format of the Regents Examination in Physical Setting/Earth Science will consist of three
parts: Part A (multiple choice), Part B (multiple choice and constructed response), and Part C
(extended-constructed response). The concepts, content, and process skills associated with
laboratory experiences in Physical Setting/Earth Science that are aligned to the New York State
Learning Standards for Mathematics, Science, and Technology and the Core Curriculum for
Physical Setting/Earth Science will be assessed in Part B-1 (multiple choice), Part B-2
(constructed response), and Part C (extended constructed response) of the Regents Examination
in Physical Setting/Earth Science.
The New York State Education Department will continue the New York State test development
process for the “new” on-demand lab-practical performance component (Part D) for the Regents
Examination in Physical Setting/Earth Science.
The number of stations included on the “new” lab-practical performance component will be
reduced from six stations to four stations so that the performance assessment can be administered
within one regular, 40-45 minute class period during the last two weeks of the course, but no
later than the day before the written examination.
The “new” lab-practical performance component (Part D) will be implemented for the first time
on the June 2007 administration of the Regents Examination in Physical Setting/Earth Science.
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LAB-PRACTICAL PERFORMANCE COMPONENT –
THE PHYSICAL SETTING / EARTH SCIENCE REGENTS
EXAMINATION
The New York State Regents Examination in Physical Setting/Earth Science Performance
Test – Part D
Materials List
The New York State Regents Examination in Physical Setting/Earth Science consists of two
components: a laboratory performance test and a written test. A new form of the laboratory
performance test is currently in the development process and will be administered for the first
time in June 2008. The performance test consists of hands-on tasks set up at three stations. These
tasks are designed to measure student achievement of the New York State Learning Standards
for Mathematics, Science, and Technology as included in the Physical Setting/Earth Science
Core Curriculum.
The three stations of the new performance component of the Regents Examination in Physical
Setting/Earth Science are shown below along with a materials list for each station. The New
York State Education Department will provide the test booklets, rating guides and other printed
administration materials. Schools are responsible for obtaining the performance task materials
and assembling them for the performance test administration.
Students should be familiar with the content, concepts, and process skills assessed on the
performance tasks and should have performed similar tasks during the normal course of
instruction. However, practice of any of the individual stations before this performance
component is administered is strictly prohibited.
STATION 1 - MINERAL AND ROCK IDENTIFICATION
MATERIALS (PER SETUP)
• One hand-sized mineral sample (approximate size: 5 cm x 7 cm x 10 cm). Any mineral can
be used, both familiar and unfamiliar, as long as the properties to be tested are clear and
unmistakable. Do not use the same type of mineral at more than one station.
• Three hand-sized rock samples to include one igneous rock, one sedimentary rock, and one
metamorphic rock - The rock samples can only be rocks listed on the rock identification
charts from the 2001 edition Earth Science Reference Tables and must have
unambiguous
and unmistakable diagnostic properties. Use different rock combinations or rocks at each
station.
• Mineral identification kit containing a glass scratch plate, a streak plate, and a hand lens.
STATION 2 - LOCATING AN EPICENTER
MATERIALS (PER SETUP)
• Safe drawing compass
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STATION 3 - CONSTRUCTING AND ANALYZING AN ASTEROID’S ELLIPTICAL
ORBIT
MATERIALS (PER SETUP)
• Cotton string (approximately 30 cm)
• Triple-walled cardboard, foam board or other suitable material (approximately 25cm x 30
cm)
• Two push pins
• A small container to hold push pins
• One 30-cm metric ruler
• One four-function calculator
ADDITIONAL PREPARATION MATERIALS
• White enamel to label rock and mineral samples
• Page protectors for station directions (approximately 15 per setup)
• Tape
• Scissors
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THE PHYSICAL SETTING / EARTH SCIENCE ®
CORE CURRICULUM MAP
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EARTH IN SPACE – STARS AND GALAXIES
UNIT: INTRODUCTION TO EARTH’S CHANGING ENVIRONMENT
UNIT: MEASURING EARTH
UNIT: EARTH IN THE UNIVERSE
Topic Content
Skills: “Students will be able to…”
Core Curriculum
Major Understandings
1.2a The universe is vast and
Where are we
•
Define and describe “galaxy”.
located in space?
•
Locate the sun’s position in the Milky Way Galaxy estimated to be over ten billion years
old. The current theory is that the
How does the
•
Understand why light years are used to measure
universe was created from an
Sun get its
distances in space.
explosion called the Big Bang.
energy?
•
Explain the composition of the sun and other stars
Evidence for this theory includes:
How does the
and the process of fusion.
Sun compare to
•
Explain the equilibrium between the inward pull of - cosmic background radiation
- a red-shift (the Doppler effect) in the
other stars?
gravity and the outward pull of fusion.
light from very distant galaxies.
How are stars
•
Describe the structure, color and temperature of
1.2b Stars form when gravity causes
categorized?
the sun and other stars.
What happens to
•
Compare/contrast the temperature, color, mass and clouds of molecules to contract until
nuclear fusion of light elements into
stars like the Sun,
luminosity of the sun to other stars.
heavier ones occurs. Fusion releases
as they get older? •
Explain the how stars are plotted on the
great amounts of energy over millions
How can we
Temperature/ Luminosity Diagram (H-R
of years.
describe some
Diagram).
- The stars differ from each other in
unusual stars?
•
Locate the position and give characteristics of the
size, temperature, and age.
How do we know
Sun on the Temperature/ Luminosity Diagram.
- Our Sun is a medium-sized star
that galaxies
•
Describe the evolution of the Sun and different
within a spiral galaxy of stars known
move?
kinds of stars.
as the Milky Way. Our galaxy
How did the
•
Explain why larger/hotter stars burn their fuel
contains billions of stars, and the
universe begin
faster and live shorter lives than the Sun.
universe contains billions of such
and planets
•
Explain why stars are considered to be “factories”
galaxies.
form?
which create elements needed for future stellar
1.2c Our solar system formed about
generation.
five billion years ago from a giant
•
Explain the importance of the electromagnetic
cloud of gas and debris. Gravity
spectrum in identifying some objects in the
caused Earth and the other planets to
universe.
become layered according to density
•
Describe the Big Bang theory of the origin of the
differences in their materials.
universe.
- The characteristics of the planets of
•
Explain how red-shift (the Doppler Effect) and
the solar system are affected by each
background radiation are evidence for an
planet’s location in relationship to the
expanding universe.
Sun.
•
Understand that scientists are searching for
- The terrestrial planets are small,
invisible mass that will explain continued
rocky, and dense. The Jovian planets
expansion, implosion (Big Crunch), or oscillation
are large, gaseous, and of low density.
of the universe.
1.2d Asteroids, comets, and meteors
are components of our solar system.
•
Describe how the Sun/solar system formed 4.6
billion years ago from the gas and dust (nebula)
- Impact events have been correlated
left behind by a previous star’s supernova.
with mass extinction and global
climatic change.
•
Explain how the planets were formed by accretion.
- Impact craters can be identified in
•
Explain the theories of the origin of the moon.
Earth’s crust.
•
Explain why astronomers say, “we are made of
star dust.”
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Topic Content
What are the
reasons for the
seasons?
How do we
know the Earth
revolves and
rotates?
How do we use
Polaris to
determine
latitude?
How does the
motion of the
moon affect its
appearance?
How can we
explain eclipse
and tides?
Where is the
Earth’s location
in the solar
system?
How can we
explain the
orbits of the
planets?
What are the
other members
of the solar
system?
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EARTH IN SPACE – THE SOLAR SYSTEM
UNIT: EARTH IN THE UNIVERSE
UNIT: MOTIONS OF EARTH, MOON, AND SUN
Skills: “Students will be able to…”
Core Curriculum Major Understandings
1.1a Most objects in the solar system are in regular and
Identify the seasonal changes in the
predictable motion.
Sun’s noon altitude, positions of
sunrise/sunset, and amount of daylight. - These motions explain such phenomena as the day, the
year, seasons, phases of the moon, eclipses, and tides.
Recognize the path of the sun during
- Gravity influences the motions of celestial objects. The
each season at different latitudes.
force of gravity between two objects in the universe
Explain the annual migration of the
depends on their masses and the distance between them.
sun’s vertical ray as a result of
1.1b Nine planets move around the Sun in nearly circular
revolution, tilt, and parallelism.
orbits.
Compare and contrast the evidences of
- The orbit of each planet is an ellipse with the Sun
revolution and rotation.
located at one of the foci.
Relate Earth’s rate of rotation to time
- Earth is orbited by one moon and many artificial
keeping and longitude.
satellites.
Locate zenith, horizon, and compass
1.1c Earth’s coordinate system of latitude and longitude,
directions on a celestial sphere model.
with the equator and prime meridian as reference lines, is
Locate Polaris using the Big Dipper.
based upon Earth’s rotation and our observation of the
Use the angle of Polaris to determine
Sun and stars.
the observer’s latitude at different
1.1d Earth rotates on an imaginary axis at a rate of 15
locations.
degrees per hour. To people on Earth, this turning of the
Explain how Polaris is used as a
planet makes it seem as though the Sun, the moon, and
navigational tool.
the stars are moving around Earth once a day. Rotation
Explain how the Moon’s rotation and
provides a basis for our system of local time; meridians of
revolution affects its appearance.
longitude are the basis for time zones.
Describe the changing phases of the
1.1e The Foucault pendulum and the Coriolis effect
moon.
provide evidence of Earth’s rotation.
Explain why eclipses are rare events.
1.1f Earth’s changing position with regard to the Sun and
Compare and contrast solar and lunar
the moon has noticeable effects.
eclipses.
- Earth revolves around the Sun with its rotational axis
Describe how the Moon and the Sun
tilted at 23.5 degrees to a line perpendicular to the plane
cause the tides.
of its orbit, with the North Pole aligned with Polaris.
Understand the size, scale, and
- During Earth’s one-year period of revolution, the tilt of
arrangement of the members of the
its axis results in changes in the angle of incidence of the
solar system.
Sun’s rays at a given latitude; these changes cause
Compare/contrast the geocentric and
variation in the heating of the surface. This produces
heliocentric models.
seasonal variation in weather.
Compare/contrast terrestrial and Jovian 1.1g Seasonal changes in the apparent positions of
planets.
constellations provide evidence of Earth’s revolution.
Explain Newton’s Law of Gravitation
1.1h The Sun’s apparent path through the sky varies with
with respect to mass and distance.
latitude and season.
Explain how distance from the Sun
1.1 i Approximately 70 percent of Earth’s surface is
affects a planet’s orbital velocity
covered by a relatively thin layer of water, which
responds to the gravitational attraction of the moon and
(Kepler’s Laws).
the Sun with a daily cycle of high and low tides.
Diagram elliptical orbits and analyze
1.2 d Asteroids, comets, and meteors are components of
their eccentricities (Kepler’s Laws).
our solar system.
Understand that the apparent size of
- Impact events have been correlated with mass extinction
the Sun changes seasonally due to the
and global climatic change.
Earth’s elliptical orbit.
- Impact craters can be identified in Earth’s crust.
Describe meteors, their origin, and
2.2a Insolation (solar radiation) heats Earth’s surface and
cratering as an early geologic activity.
atmosphere unequally due to variations in:
Describe comets, the eccentricity of
- the intensity caused by differences in atmospheric
their orbits, and the Oort cloud.
transparency and angle of incidence which vary with time
Describe the location of the asteroids
of day, latitude, and season
and their past influence on the Earth.
- characteristics of the materials absorbing the energy
Describe other planetary
such as color, texture, transparency, state of matter, and
satellites/rings.
specific heat
- duration, which varies with seasons and latitude.
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Topic Content
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How is the
atmosphere
organized?
How does the
sun’s energy
affect the
atmosphere?
Why does air
pressure
change?
How do
meteorologist
s explain the
wind,
humidity, dew
point and
cloud
formation?
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METEOROLOGY – ATMOSPHERIC VARIABLES
UNIT: ENERGY IN EARTH PROCESSES
UNIT: WEATHER
Skills: “Students will be able to…”
Core Curriculum
Major Understandings
Explain how outgassing formed the 1.2e Earth’s early atmosphere formed as a result of
the outgassing of water vapor,
earth’s original atmosphere and
carbon dioxide, nitrogen, and lesser amounts of
how it evolved through time.
other gases from its interior.
Describe the various temperature
1.2f Earth’s oceans formed as a result of
zones of the atmosphere and be
precipitation over millions of years. The presence
able to interpret the ESRT
of an early ocean is indicated by sedimentary rocks
chart/graph on the atmosphere.
of marine origin, dating back about four billion
Understand and interpret the
years.
various temperature scales using
1.2h The evolution of life caused dramatic changes
the ESRT.
in the composition of Earth’s atmosphere. Free
Understand that the sun is the
oxygen did not form in the atmosphere until
earth’s main energy source.
oxygen-producing organisms evolved.
Understand how a barometer
2.1b The transfer of heat energy within the
measures air pressure.
atmosphere, the hydrosphere, and Earth’s interior
Describe how temperature,
results in the formation of regions of different
humidity and altitude affect air
densities. These density differences result in
pressure.
motion.
Explain the relationship between
uneven heating, density differences 2.1c Weather patterns become evident when
weather variables are observed, measured, and
and convection.
recorded. These variables include air temperature,
Explain that winds blow from high
air pressure, moisture (relative humidity and
to low pressure and how the earth’s
dewpoint), precipitation (rain, snow, hail, sleet,
rotation/coriolis effect affects the
etc.), wind speed and direction, and cloud cover.
motion of winds.
2.1d Weather variables are measured using
Explain how pressure gradient
instruments such as thermometers, barometers,
affects wind speed.
psychrometers, precipitation gauges, anemometers,
Explain the function of an
and wind vanes.
anemometer and a wind vane.
2.1e Weather variables are interrelated.
Explain how evaporating water
For example:
affects humidity.
- temperature and humidity affect air pressure and
Use a sling psychrometer and the
probability of precipitation
ESRT to determine relative
- air pressure gradient controls wind velocity
humidity and dew point.
2.1f Air temperature, dewpoint, cloud formation,
Explain how changes in humidity
and precipitation are affected by the expansion and
affect air pressure.
contraction of air due to vertical atmospheric
Define condensation and
movement.
understand the concept of
2.1 g Weather variables can be represented in a
saturation.
variety of formats including radar and satellite
Explain the factors cloud
images, weather maps (including station models,
formation.
isobars, and fronts), atmospheric cross-sections,
Compare and contrast the
and computer models.
formation of clouds, fog, dew and
2.2 b The transfer of heat energy within the
frost.
atmosphere, the hydrosphere, and Earth’s surface
occurs as the result of radiation, convection, and
Construct and interpret isotherms,
conduction.
isobars and station models.
- Heating of Earth’s surface and atmosphere by the
Sun drives convection within the atmosphere and
oceans, producing winds and ocean currents.
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METEOROLOGY – WEATHER MAPS, ENERGY EXCHANGES, FORECASTS
UNIT: ENERGY IN EARTH PROCESSES
UNIT: INSOLATION AND THE SEASONS
UNIT: WEATHER
Topic Content
Skills: “Students will be able
Core Curriculum
to…”
Major Understandings
2.1f Air temperature, dewpoint, cloud formation,
• How do air • Explain how source regions
and precipitation are affected by the expansion
influence air mass
masses
characteristics.
and contraction of air due to vertical atmospheric
form and
move?
• Identify air mass symbols on a movement.
2.1g Weather variables can be represented in a
weather map using the ESRT
• What
variety of formats including radar and satellite
and
explain
how
air
masses
happens
move.
images, weather maps (including station models,
when air
isobars, and fronts), atmospheric cross-sections,
masses
• Understand that fronts form
and computer models.
meet?
where air masses meet.
2.1h Atmospheric moisture, temperature and
• How does
• Compare and contrast the
pressure distributions; jet streams, wind; air
the
characteristics of cold, warm,
pressure of
stationary and occluded fronts. masses and frontal boundaries; and the movement
of cyclonic systems and associated tornadoes,
an air mass • Compare and contrast
thunderstorms, and hurricanes occur in observable
affect the
movement of air in regions of
patterns. Loss of property, personal injury, and
weather?
high and low pressure.
loss of life can be reduced by effective emergency
• Why do air • Recognize the patterns of
masses
isobars and isotherms in highs preparedness.
2.1i Seasonal changes can be explained using
move in
and lows.
concepts of density and heat energy. These
predictable • Describe the arrangement of
changes include the shifting of global temperature
patterns?
fronts and air masses in a
zones, the shifting of planetary wind and ocean
• What are
typical low pressure system.
current patterns, the occurrence of monsoons,
hurricanes
• Describe the frontal weather
hurricanes, flooding, and severe weather.
and
and patterns of movement.
tornadoes,
• Predict future weather for any
and how do
location within a mid-latitude
they get
cyclone.
their
• Explain the seasonal nature of
energy?
hurricane formation.
• Explain the role of
condensation/latent heat in
hurricane sustenance.
• Explain how hurricanes lose
and gain energy.
• Understand storm tracks of
hurricanes.
• Compare and contrast
hurricanes and tornadoes.
16
CLIMATE AND INSOLATION
UNIT: INSOLATION AND THE SEASONS
UNIT: WEATHER
UNIT: WATER AND CLIMATE
Skills: “Students will be able to…”
Topic Content
•
•
•
How do global
winds, pressure
belts, large bodies
of water, latitude,
altitude, and
mountains affect
climate?
What happens to
the Sun’s energy
when it reaches the
Earth?
Why do climates
seem to be getting
warmer?
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Define climate.
Understand that global wind circulation is
the result of uneven heating, density
differences and the coriolis effect.
Identify convergent and divergent belts
and planetary winds using the ESRT.
Define specific heat and explain the
moderating effect of a nearby large body
of water.
Explain how land breezes, sea breezes and
monsoons affect climate.
Understand that density differences, wind
and the coriolis effect cause ocean
currents.
Explain the climate affects of warm/cold
currents (El Nino, Gulf Stream).
Compare/contrast climate changes with
altitude and latitude.
Explain the differences between windward
and leeward climate.
Compare/contrast inland and coastal
climates at the same latitude.
Define insolation and explain how its
intensity and duration affects temperature.
Describe how daily/seasonal temperature
cycles are affected by insolational
variations.
Understand that insolation variations
change with latitude.
Compare/contrast conduction, convection
and radiation.
Explain why cloudy days are cool and
cloudy nights are warm.
Compare/ contrast surfaces which absorb
or reflect insolation.
Understand that good absorbers are good
radiators.
Interpret the electromagnetic spectrum in
the ESRT/
Understand that visible light is the most
intense form of energy radiated by the sun.
List the greenhouse gases and explain their
affect on global warming.
Understand the greenhouse affect of the
absorption, conversion and reflection of
insolation.
17
Core Curriculum
Major Understandings
2.1 i Seasonal changes can be
explained using concepts of density
and heat energy.
These changes include the shifting of
global temperature zones, the shifting
of planetary wind and ocean current
patterns, the occurrence of monsoons,
hurricanes, flooding, and severe
weather.
2.2 a Insolation (solar radiation) heats
Earth’s surface and atmosphere
unequally due to variations in:
- the intensity caused by differences in
atmospheric transparency and angle of
incidence which vary with time of day,
latitude, and season
- characteristics of the materials
absorbing the energy such as color,
texture, transparency, state of matter,
and specific heat
- duration, which varies with seasons
and latitude.
2.2b The transfer of heat energy
within the atmosphere, the
hydrosphere, and Earth’s surface
occurs as the result of radiation,
convection, and conduction.
- Heating of Earth’s surface and
atmosphere by the Sun drives
convection within the atmosphere and
oceans, producing winds and ocean
currents.
2.2c A location’s climate is influenced
by latitude, proximity to large bodies
of water, ocean currents, prevailing
winds, vegetative cover, elevation, and
mountain ranges.
2.2d Temperature and precipitation
patterns are altered by:
- natural events such as El Nino and
volcanic eruptions
- human influences including
deforestation, urbanization, and the
production of greenhouse gases such
as carbon dioxide and methane.
Topic Content
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•
•
•
•
•
•
•
Where does
rain come
from?
What
happens to
rainwater
after it
reaches the
ground?
How does
water
infiltrate the
soil?
How do
rocks
weather?
What factors
affect the
rate of
weathering?
How does
gravity
transport
weathered
rock debris?
How does
the wind
transport
weathered
rock debris?
How do
ocean waves
and currents
erode the
coast?
SURFACE PROCESSES – WEATHERING AND EROSION
UNIT: WEATHERING AND EROSION
Skills: “Students will be
Core Curriculum
able to…”
Major Understandings
1.2e Earth’s early atmosphere formed as a result of the outgassing of
•
Explain the
water vapor, carbon dioxide, nitrogen, and lesser amounts of other
outgassing and the
gases from its interior.
water cycle
1.2f Earth’s oceans formed as a result of precipitation over millions of
•
Explain the
years. The presence of an early ocean is indicated by sedimentary rocks
movement of water
of marine origin, dating back about four billion years.
through the ground
1.2g Earth has continuously been recycling water since the outgassing
•
Compare and
of water early in its history. This constant recirculation of water at and
contrast methods of
near Earth’s surface is described by the hydrologic (water) cycle.
physical and
- Water is returned from the atmosphere to Earth’s surface by
chemical weathering precipitation. Water returns to the atmosphere by evaporation or
•
List the end products transpiration from plants. A portion of the precipitation becomes runoff
of weathering
over the land or infiltrates into the ground to become stored in the soil
•
Explain how
or groundwater below the water table. Soil capillarity influences these
different climates,
processes.
- The amount of precipitation that seeps into the ground or runs off is
particle sizes and
influenced by climate, slope of the land, soil, rock type, vegetation,
composition and
land use, and degree of saturation.
exposure affect
- Porosity, permeability, and water retention affect runoff and
weathering
infiltration.
processes
2.1p Landforms are the result of the interaction of tectonic forces and
•
Define and list the
the processes of weathering, erosion, and deposition.
agents of erosion
2.1s Weathering is the physical and chemical breakdown of rocks at or
•
Understand the
near Earth’s surface. Soils are the result of weathering and biological
importance of
activity over long periods of time.
gravity in erosional / 2.1t Natural agents of erosion, generally driven by gravity, remove,
depositional systems transport, and deposit weathered rock particles. Each agent of erosion
and give examples
produces distinctive changes in the material that it transports and
•
Explain the
creates characteristic surface features and landscapes. In certain
mechanism of wind
erosional situations, loss of property, personal injury, and loss of life
erosion /deposition
can be reduced by effective emergency preparedness.
2.1u The natural agents of erosion include:
•
Explain the
- Streams (running water): Gradient, discharge, and channel shape
mechanism of
influence a stream’s velocity and the erosion and deposition of
erosion and
sediments. Sediments transported by streams tend to become rounded
deposition by ocean
as a result of abrasion. Stream features include V-shaped valleys,
waves and currents
deltas, flood plains, and meanders. A watershed is the area drained by a
•
Recognize features
stream and its tributaries.
of erosional /
depositional systems - Glaciers (moving ice): Glacial erosional processes include the
formation of
U-shaped valleys, parallel scratches, and grooves in bedrock. Glacial
features include moraines, drumlins, kettle lakes, finger lakes, and
outwash plains.
- Wave Action: Erosion and deposition cause changes in shoreline
features, including beaches, sandbars, and barrier islands. Wave action
rounds sediments as a result of abrasion. Waves approaching a
shoreline move sand parallel to the shore within the zone of breaking
waves.
- Wind: Erosion of sediments by wind is most common in arid climates
and along shorelines. Wind-generated features include dunes and sandblasted bedrock.
- Mass Movement: Earth materials move downslope under the influence
of gravity.
18
SURFACE PROCESSES – EROSIONAL-DEPOSITIONAL SYSTEMS
UNIT: WEATHERING AND EROSION
UNIT : DEPOSITION
Topic Content Skills: “Students will be able
Core Curriculum
to…”
Major Understandings
2.1p
Landforms
are the result of the
•
Define
and
calculate
• How do
interaction of tectonic forces and the
streams
gradient
processes of weathering, erosion, and
transport
• Explain the factors that
deposition.
materials?
affect stream velocity and
2.1v Patterns of deposition result from a loss
particle
transport
• What factors
of energy within the transporting system and
affect the
• Describe the stages of
are influenced by the size, shape, and
shape of a
stream development
density of the transported particles.
stream?
• Compare and contrast
Sediment deposits may be sorted or
• How do
factors which affect rates
unsorted.
stream
of deposition such as
2.1w Sediments of inorganic and organic
deposits
density, shape, size and
origin often accumulate in depositional
form?
energy loss
environments. Sedimentary rocks form
• How do
• Describe horizontal and
when sediments are compacted and/or
deltas and
vertical sorting
cemented after burial or as the result of
alluvial fans • Differentiate between
chemical precipitation from seawater.
differ?
deltas & alluvial fans
• What are
• Explain glacier formation
glaciers and • Recognize types and parts
how do they
of glaciers
act as
• Describe glacial motion
erosional
• Understand the erosional
agents?
and depositional effect of
• How do
glaciation on landscapes
glaciers
• Recognize glacial
affect the
erosional/depositional
landscape?
features
• What were
• Explain the effect of the
the effects
Ice Ages on NYS
of the Ice
Age?
19
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COMPOSITION OF THE EARTH’S CRUST
UNIT: EARTH MATERIALS—MINERALS, ROCKS, AND MINERAL RESOURCES
Topic Content
Skills:
Core Curriculum Major Understandings
“Students will be able to…”
2.1m Many processes of the rock cycle are
What are rock•
Identify the characteristics of
consequences of plate dynamics. These
forming minerals, and
matter.
include the production of magma (and
how do we identify
•
Explain the importance of
subsequent igneous rock formation and
them?
chemical bonds.
contact metamorphism) at both subduction
How can we measure •
Identify the characteristics of
and rifting regions, regional metamorphism
the density of Earth
minerals.
within subduction zones, and the creation of
materials?
•
Explain how minerals form.
How are igneous,
•
List the physical characteristics of major depositional basins through downwarping of the crust.
sedimentary and
minerals that are influenced by
2.1w Sediments of inorganic and organic
metamorphic rocks
their crystalline structure.
formed, and how do
•
Identify rock-forming minerals by origin often accumulate in depositional
environments. Sedimentary rocks form when
we identify them?
physical and chemical properties.
sediments are compacted and/or cemented
How are rocks cycled •
List and describe different
after burial or as the result of chemical
in nature?
categories of minerals: silicates
precipitation from seawater.
and carbonates.
3.1a Minerals have physical properties
•
Compare renewable and
determined by their chemical composition
nonrenewable resources.
and crystal structure.
•
Determine the densities of known
-Minerals can be identified by well-defined
materials.
physical and chemical properties, such as
•
Compare/contrast the density of
cleavage, fracture, color, density, hardness,
continental/oceanic rock
streak, luster, crystal shape, and reaction with
•
Explain the difference between a
acid.
mineral and a rock.
-Chemical composition and physical
•
Differentiate among the three
properties determine how minerals are used
major types of rocks.
by humans.
•
Distinguish between intrusive and 3.1b Minerals are formed inorganically by
extrusive igneous rocks and how
the process of crystallization as a result of
they form.
specific environmental conditions. -These
•
Explain the relationship between
include:
crystal size and cooling time.
-cooling and solidification of magma
•
Understand “interlocking”
-precipitation from water caused by such
crystals.
processes as evaporation, chemical reactions,
•
Distinguish among the types of
and temperature changes
sedimentary rocks and how they
-rearrangement of atoms in existing minerals
form.
subjected to conditions of high temperature
and pressure.
•
Discuss features typical of
3.1c Rocks are usually composed of one or
sedimentary rocks.
more minerals.
•
Explain the processes involved in
-Rocks are classified by their origin, mineral
the formation of metamorphic
content, and texture.
rocks.
-Conditions that existed when a rock formed
•
Differentiate among different
can be inferred from the rock’s mineral
kinds of metamorphic rocks.
content and texture.
•
Learn how to use the ESRT chart
-The properties of rocks determine how they
for mineral and rock
are used and also influence land usage by
identification.
•
Compare/contrast the processes in humans.
the rock cycle. (Use ESRT)
20
Topic Content
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•
•
•
•
•
•
•
•
How do we
know the crust
has moved?
What is an
earthquake?
How do
seismologists
locate an
epicenter of an
earthquake?
What is the
structure of the
Earth’s interior?
Why do
continents
move?
What happens
when tectonic
plates collide?
Why do so
many
earthquakes
occur in
California?
How was the
Atlantic Ocean
formed?
How do
geologists
explain the hot
spot volcanoes?
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THE DYNAMIC CRUST
UNIT 12: EARTH’S DYNAMIC CRUST AND INTERIOR
Core Curriculum Major Understandings
Skills: “Students will be
able to…”
2.1a Earth systems have internal and external sources of
List direct/indirect
energy, both of which create heat.
evidence of crustal
2.1b The transfer of heat energy within the atmosphere, the
movement
hydrosphere, and Earth’s interior results in the formation of
Describe evidence of
regions of different densities. These density differences
continental drift
result in motion.
Define terms regarding
2.1j Properties of Earth’s internal structure (crust, mantle,
earthquakes
Explain measurement of inner core, and outer core) can be inferred from the analysis
of the behavior of seismic waves (including velocity and
earthquake energy
refraction).
Compare and contrast
- Analysis of seismic waves allows the determination of the
earthquake waves
location of earthquake epicenters, and the measurement of
Interpret inferred
earthquake magnitude; this analysis leads to the inference
properties of earth’s
that Earth’s interior is composed of layers that differ in
interior using
composition and states of matter.
earthquake time/travel
2.1k The outward transfer of Earth’s internal heat drives
chart
convective circulation in the mantle that moves the
Explain the cause of
lithospheric plates comprising Earth’s surface.
plate tectonics
2.1l The lithosphere consists of separate plates that ride on
Describe the types and
the more fluid asthenosphere and move slowly in
features of plate
relationship to one another, creating convergent, divergent,
boundaries
and transform plate boundaries. These motions indicate
Locate and identify plate
Earth is a dynamic geologic system.
boundaries and tectonic
- These plate boundaries are the sites of most earthquakes,
features.
volcanoes, and young mountain ranges.
- Compared to continental crust, ocean crust is thinner and
denser. New ocean crust continues to form at mid-ocean
ridges.
- Earthquakes and volcanoes present geologic hazards to
humans. Loss of property, personal injury, and loss of life
can be reduced by effective emergency preparedness.
2.1m Many processes of the rock cycle are consequences of
plate dynamics. These include the production of magma
(and subsequent igneous rock formation and contact
metamorphism) at both subduction and rifting regions,
regional metamorphism within subduction zones, and the
creation of major depositional basins through down-warping
of the crust.
2.1n Many of Earth’s surface features such as mid-ocean
ridges/rifts, trenches/subduction zones/island arcs, mountain
ranges (folded, faulted, and volcanic), hot spots, and the
magnetic and age patterns in surface bedrock are a
consequence of forces associated with plate motion and
interaction.
2.1o Plate motions have resulted in global changes in
geography, climate, and the patterns of organic evolution.
2.1p Landforms are the result of the interaction of tectonic
forces and the processes of weathering, erosion, and
deposition.
21
Topic Content
•
•
•
•
•
How do we
determine the
relative ages
of rock
formations?
How do
fossils reveal
the Earth’s
history?
How can we
correlate the
rock record
of different
regions?
How is the
actual age of
a rock or
fossil
determined?
What is the
geologic
history of
New York
State?
•
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•
EARTH’S HISTORY
UNIT 13: INTERPRETING GEOLOGIC HISTORY
Core Curriculum Major Understandings
Skills: “Students will be able
to…”
1.2f Earth’s oceans formed as a result of
Learn to sequence and
correlate rocks using such rules precipitation over millions of years. The
presence of an early ocean is indicated by
as superposition, original
sedimentary rocks of marine origin, dating
horizontality, cross cutting
back about four billion years.
relationships, included
1.2h The evolution of life caused dramatic
fragments, etc.
changes in the composition of Earth’s
Recognize unconformities,
atmosphere. Free oxygen did not form in the
their formation and
atmosphere until oxygen-producing organisms
significance.
Describe the processes of fossil evolved.
1.2i The pattern of evolution of life-forms on
formation.
Earth is at least partially preserved in the rock
Understand how to interpret
record.
paleoclimate and environment
- Fossil evidence indicates that a wide variety
from fossil evidence.
of life-forms has existed in the past and that
Locate and interpret the fossil
most of these forms have become extinct.
record and geologic history of
- Human existence has been very brief
New York State using the
compared to the expanse of geologic time.
ESRT.
1.2j Geologic history can be reconstructed by
Understand that geologic time
observing sequences of rock types and fossils
is determined by the fossil
to correlate bedrock at various locations.
record.
- The characteristics of rocks indicate the
Understand that fossils reveal
processes by which they formed and the
the process of evolution.
environments in which these processes took
Explain the significance of
place.
index fossils and volcanic ash
- Fossils preserved in rocks provide
in correlation.
information about past environmental
Understand that unconformities
conditions.
reveal an incomplete rock
- Geologists have divided Earth history into
record.
time units based upon the fossil record.
Understand that subsidence/
- Age relationships among bodies of rocks can
submergence leads to
be determined using principles of original
deposition; uplift/emergence
horizontality, superposition, inclusions, crossleads to erosion.
cutting relationships, contact metamorphism,
Explain how radioactive decay and unconformities. The presence of volcanic
causes heating in the earth’s
ash layers, index fossils, and meteoritic debris
interior.
can provide additional information.
Using the ESRT, understand
- The regular rate of nuclear decay (half-life
half-life as a tool for measuring time period) of radioactive isotopes allows
actual age.
geologists to determine the absolute age of
Explain how the age of the
materials found in some rocks.
earth has been determined.
Know the evidence of past
tectonic activity and interpret
the sequence of plate motions
using the ESRT.
22
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LANDFORMS AND TOPOGRAPHIC MAPS
UNIT 14: LANDSCAPE DEVELOPMENT AND ENVIRONMENTAL CHANGE
Topic Content
Skills: “Students will be able
Core Curriculum Major
to…”
Understandings
2.1q
Topographic
maps represent
• Understand how landscapes are
What landscapes
landforms through the use of
are found in New
classified
contour lines that are isolines
York State?
• Identify NYS landscape
connecting points of equal
regions
How do we see
elevation. Gradients and profiles
hills, valleys,
• Interpret and apply isolines on
can be determined from changes
gradient and
topographic maps
in elevation over a given distance.
profiles on a
• Draw profiles of topographic
2.1r Climate variations, structure,
topographic map?
maps, calculate gradient and
and characteristics of bedrock
What factors
draw isolines
influence the development of
affect landscape
• Define uplift and leveling
landscape features including
development?
events
mountains, plateaus, plains,
How do drainage
• Compare/contrast bedrock
valleys, ridges, escarpments, and
patterns reveal
structure for mountains,
stream drainage patterns.
landscape regions?
plateaus and plains
How have humans • Explain the effect of climate on
affected the
landscape development
landscape?
• Identify the main
watersheds/drainage basins of
NYS and the USA
• How does human population
growth affect pollution
• Discuss efforts to restore the
environment
23