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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 2 Administrator of Mathematics and Science (K-12) Dr. Satish Jagnandan 3 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) 4 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. 5 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.” 6 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) 7 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. 8 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 9 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. 10 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 11 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 12 THE PHYSICAL SETTING / EARTH SCIENCE ® CORE CURRICULUM MAP • • • • • • • • 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.” 13 • • • • • • • • 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? • • • • • • • • • • • • • • • • • • • • • • • • • 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. 14 Topic Content • • • • 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? • • • • • • • • • • • • • • • • • 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. 15 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 • • • • • • • • 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 • • • • 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 • • • • • • • • • 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? • • • • • • • • • 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? • • • • • • • • • • • • • • 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 • • • • • 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