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EARTH SCIENCE
1
Summer School
Credit Recovery
Revised
2009
SCOPE
&
SEQUENCE
Redlands Unified School District
ACKNOWLEDGEMENTS
The Redlands Unified School District would like to acknowledge and
thank the following teachers for their contributions to the development
of the Competency-Based/Credit-Recovery Summer School Program:
Elliot Anderson
Emily Abbott
Becky Buyak
Kim Caricato
Jamie Cortz
Megan Cullen
Chad Golob
Mike Kerber
Sarah Mack
Jamie Markoff
RUSD/Dept. Secondary. Ed. 12/2008
Caroline McAllister
Laurie Messner
Olivia Moralis
Ken Morse
Teri Paine
Patricia Pitts
Doug Porter
Sue Sanders
Kamie Smith
Valerie Williamson
REDLANDS UNIFIED SCHOOL DISTRICT
SCOPE AND SEQUENCE
Competency-Based/Credit-Recovery Program
TEXTBOOKS & MATERIALS:
English – Timeless Voices, Timeless Themes by Prentice Hall, Writing and Grammar Exercise
Workbook and Student Packet
World History – Modern World History: Patterns of Interaction by McDougal-Littell
US History – The Americans: Reconstruction to the 21st Century by McDougal-Littell
Earth Science – Earth Science by Prentice Hall
Biology – Biology by Glencoe Science
Algebra I – Algebra I Concepts and Skills by McDougal-Littell
Functional Algebra I – Algebra I Concepts and Skills by McDougal-Littell and Student Packet
Geometry – Geometry by McDougal-Littell
Algebra II – Algebra 2 by Glencoe
INTRODUCTION:
The curriculum for the competency-based Credit-Recovery Program was developed by
committees of high school teachers. The curriculum was designed to focus solely on essential
State Standards as defined by the blueprints for the California Standards Tests and the
California High School Exit Exam. With this in mind, teachers must use the Scope and
Sequence as the core of their instruction. Everything in the Scope and Sequence must be
presented according to the timeline specified for each unit of study. The Credit-Recovery
Scope & Sequence presents the curriculum in six defined units
(3 units per semester). The Text Support column specifies core lessons in bold. Lessons in
italics are optional. Additionally, there may be suggested support lessons for English
Language Learners contained within a double box . There may also be suggested tutorial or
extra support lessons contained within a dotted box . The Standard column specifies the
essential standards to be addressed with each lesson or group of lessons. While other
standards may be secondarily addressed with the core lessons, only those standards that
are included on the competency assessment for that unit are listed and must be explicitly
taught.
The heading of each unit specifies the pacing for that unit in terms of number of summer
school days as well as how that breaks down in terms of hours. Each summer school day is
4.75 hours broken into two sessions with a 15 minute break between them. Therefore, if a
unit specifies 3.5 days, the expectation is for that unit to be completed by the end of Session 1
on the fourth day and that the next unit will begin after the break during Session 2 of the
fourth day. Administering the competency assessment is to be included in the time allotted for
each unit.
The competency assessment is to be given at the end of each unit within a reasonable time
frame to stay on track for completion of all three semester units. Each competency
assessment should be administered according to the testing schedule provided by the site
administrator. All assessments should be administered in a quiet environment. Students are
to complete the assessments individually with no open notes, open books, or calculators.
For more details regarding instruction and assessment for the competency –based program
refer to the document on Program Procedures, Policies & Guidelines.
Earth Science Materials:
In addition to this Scope & Sequence, be sure that you have received the following resources
from the summer school administrator:
1.
2.
3.
4.
Teacher Materials binder
Teacher Edition of textbook
Teacher Edition of the “Guided Reading and Study Workbook”
Teacher Edition of the “Chapter 13A Supplemental Workbook”
All other resources referenced in this Scope & Sequence are provided in the Teacher
Materials binder including:
1. Unit 2 – California Geology Supplemental Materials (Appendix A)*
2. Labs (Appendix B)
3. Student pages for the “Guided Reading and Study Workbook (Appendix C)
* Appendix A provides supplemental resources for addressing standards 9.a, 9.b, and 9.c.
The Teacher Materials binder includes a set of overheads and master copies of student
handouts for your use if you choose to supplement instruction using these materials.
Redlands Unified School District
Earth Science Competency Assessment Blueprint
Unit
Standard
1
Earth’s Place in the Universe
How the differences and similarities among the sun, the terrestrial planets, and the
1.a
gas planets may have been established during the formation of the solar system.
Evidence from geological studies of the Earth and other planets that the early Earth
1.c
was very different from today.
1.d Evidence that the planets are much closer than the stars.
The sun is a typical star and is powered by nuclear reactions, primarily the fusion of
1.e
hydrogen to form helium.
The solar system is located in an outer edge of the disc-shaped Milky Way galaxy
2.a
which spans 100,000 light years.
Galaxies are made of billions of stars and form most of the visible mass of the
2.b
universe.
Stars differ in their life cycles, and visual, radio, and X-ray telescopes collect data
2.d
that reveal these differences.
Dynamic Earth Processes
Features of the ocean floor (magnetic patterns, age, and sea floor topography)
3.a
provide evidence for plate tectonics.
3.b The principal structures that form at the three different kinds of plate boundaries.
How to explain the properties of rocks based on the physical and chemical
3.c
conditions in which they formed, including plate tectonic processes.
Energy in the Earth System
The relative amount of incoming solar energy compared with Earth's internal energy
4.a
and the energy used by society.
The fate of incoming solar radiation in terms of reflection, absorption, and
4.b
photosynthesis.
The different atmospheric gases that absorb the Earth's thermal radiation, and the
4.c
mechanism and significance of the greenhouse effect.
How differential heating of the Earth results in circulation patterns in the atmosphere
5.a
and oceans that globally distribute the heat.
The relationship between the rotation of the Earth and the circular motion of ocean
5.b
currents and air in pressure centers.
Properties of ocean water such as temperature and salinity can be used to explain
5.d the layered structure of the oceans, generation of horizontal and vertical ocean
currents, and the geographic distribution of marine organisms.
Effects on climate of latitude, elevation, topography, as well as proximity to large
6.b
bodies of water and cold or warm ocean currents.
How the Earth's climate has changed over time, corresponding to changes in the
6.c Earth's geography, atmospheric composition and/or other factors (solar radiation,
plate movement, etc.).
Biogeochemical Cycles
7.a The carbon cycle of photosynthesis and respiration, and the nitrogen cycle.
Structure and Composition of the Atmosphere
8.a The thermal structure and chemical composition of the atmosphere.
How the composition of the Earth's atmosphere has evolved over geologic time
8.b including outgassing, the origin of atmospheric oxygen, and variations in carbon
dioxide concentration.
The location of the ozone layer in the upper atmosphere, its role in absorbing
8.c ultraviolet radiation and how it varies both naturally and in response to human
activities.
California Geology
The resources of major economic importance in California and their relation to
9.a
California's geology.
The principal natural hazards in different California regions, and the geological basis
9.b
of those hazards.
The importance of water to society, the origins of California's fresh water, and the
9.c
relationship between supply and need.
Total
2
3
4
5
6
6
4
4
4
4
4
6
4
8
4
8
4
4
4
5
4
8
4
5
4
4
5
4
5
5
5
25
15
28
20
22
16
REDLANDS UNIFIED SCHOOL DISTRICT
8
SCOPE & SEQUENCE: Earth Science
Summer School – Credit Recovery
GRADES 9-12
PRENTICE HALL: EARTH SCIENCE
STANDARD
OBJECTIVE
SEMESTER 1
TEXT SUPPORT
Unit 1 (5 ½ days/24.75 hours)
Earth Processes – Plate Tectonics
Lesson 1.1 What is Earth Science?
TE pp. 2-5
Background support
GRSW pp. 1-2 (Appendix C)
Dynamic Earth
Processes
3c
Students know how to explain the properties of rocks
based on the physical and chemical conditions in
which they formed, including plate tectonic processes.
Lesson 3.1 The Rock Cycle
TE pp. 66-69
Dynamic Earth
Processes
3c
Students know how to explain the properties of rocks
based on the physical and chemical conditions in
which they formed, including plate tectonic processes.
Lesson 3.2 Igneous Rocks
TE pp. 70-74
Dynamic Earth
Processes
3c
Students know how to explain the properties of rocks
based on the physical and chemical conditions in
which they formed, including plate tectonic processes.
Lesson 3.3 Sedimentary Rocks
TE pp. 75-79
Dynamic Earth
Processes
3c
Students know how to explain the properties of rocks
based on the physical and chemical conditions in
which they formed, including plate tectonic processes.
Lesson 3.4 Metamorphic Rocks
TE pp. 80-84
Earth’s Place in
the Universe
1c
Students know the evidence from geological studies of
Earth and other planets suggest that the early Earth
was very different from Earth today.
Lesson 9.1 Continental Drift
TE pp. 248-253
Dynamic Earth
Processes
3a
Students know features of the ocean floor (magnetic
patterns, age, and sea-floor topography) provide
evidence of plate tectonics.
Dynamic Earth
Processes
3b
Students know the principal structures that form at
the three different kinds of plate boundaries.
GRSW pp. 19-20 (Appendix C)
GRSW pp. 21-22 (Appendix C)
GRSW pp. 23-24 (Appendix C)
GRSW pp. 25-26 (Appendix C)
GRSW pp. 63-64 (Appendix C)
Lesson 9.2 Plate Tectonics
TE pp. 254-257
GRSW pp. 65-66 (Appendix C)
Lab: Geology: Plate Tectonics Model The Pacific Ocean ESM (Appendix B)
RUSD/Dept. of Secondary Ed./Revised December 2008
Key:
TE = Teacher Edition
ESM = Earth Science Lab Manual (District-created)
Page 1 of 8
13ASW = Chapter 13A Supplemental Workbook
GRSW = Guided Reading and Study Workbook
GRADES 9-12
PRENTICE HALL: EARTH SCIENCE
STANDARD
Dynamic Earth
Processes
Dynamic Earth
Processes
SEMESTER 1
OBJECTIVE
3a
TEXT SUPPORT
Students know features of the ocean floor (magnetic
patterns, age, and sea-floor topography) provide
evidence of plate tectonics.
3b
Students know the principal structures that form at
the three different kinds of plate boundaries.
3a
Students know features of the ocean floor (magnetic
patterns, age, and sea-floor topography) provide
evidence of plate tectonics.
Lesson 9.3 Action at Plate Boundaries
TE pp. 258-264
GRSW pp. 67-68 (Appendix C)
Lesson 9.4 Testing Plate Tectonics
TE pp. 265-268
GRSW pp. 69-70 (Appendix C)
Lab: Paleomagnetism TE p. 272
Dynamic Earth
Processes
3b
Dynamic Earth
Processes
3b
Dynamic Earth
Processes
3c
Earth’s Place in
the Universe
1c
Earth’s Place in
the Universe
1c
Earth’s Place in
the Universe
1c
Structure and
Composition of
the Atmosphere
8b
Students know the principal structures that form at
the three different kinds of plate boundaries.
Lesson 11.1 Faults
TE pp. 311-313 only
Students know the principal structures that form at
the three different kinds of plate boundaries.
Lesson 11.3 Mountain Formation
TE pp. 317-324
Students know how to explain the properties of rocks
based on the physical and chemical conditions in
which they formed, including plate tectonic processes.
Lesson 10.1 The Nature of Volcanic
Eruptions TE pp. 280-288
Students know the evidence from geological studies of
Earth and other planets suggest that the early Earth
was very different from Earth today.
Lesson 12.1 Discovering the Earth’s
History TE pp. 336-342
Students know the evidence from geological studies of
Earth and other planets suggest that the early Earth
was very different from Earth today.
Lesson 12.4 Geologic Time Scale
TE pp. 352-355
Students know the evidence from geological studies of
Earth and other planets suggest that the early Earth
was very different from Earth today.
Lesson 13.1 Precambrian Time: Vast
and Puzzling TE pp. 364-368
GRSW pp. 80-81 (Appendix C)
GRSW pp. 84-85 (Appendix C)
GRSW pp. 74-75 (Appendix C)
GRSW pp. 87-88 (Appendix C)
GRSW pp. 93-94 (Appendix C)
GRSW pp. 96-97 (Appendix C)
Students know how the composition of Earth’s
atmosphere has evolved over geologic time and know
the effect of outgassing, the variations of carbon
dioxide concentration, and the origin of atmospheric
oxygen.
Administer Unit 1 Competency Assessment
RUSD/Dept. of Secondary Ed./Revised December 2008
Key:
TE = Teacher Edition
ESM = Earth Science Lab Manual (District-created)
Page 2 of 8
13ASW = Chapter 13A Supplemental Workbook
GRSW = Guided Reading and Study Workbook
GRADES 9-12
PRENTICE HALL: EARTH SCIENCE
STANDARD
SEMESTER 1
OBJECTIVE
TEXT SUPPORT
Unit 2 (1 ½ days/6.75 hours)
Earth Processes – California Geology
Dynamic Earth
Processes
California
Geology
Lesson 8.1 What is an Earthquake?
TE pp. 218-221
Background support
GRSW pp. 55-56 (Appendix C)
9a
California
Geology
9c
California
Geology
9b
Students know the resources of major economic
importance in California and their relation to
California’s geology.
Lesson 13A.1 California’s Mineral,
Energy, and Soil Resources
TE pp. CA4-11
Students know the importance of water to society, the
origins of California’s fresh water, and the relationship
between supply and need.
Lesson 13A.2 California’s Water
Resources TE pp. CA13-19
Students know the principal natural hazards in
different California regions and the geologic basis of
those hazards.
Lesson 13A.3 California’s Natural
Hazards TE pp. CA20-26
13ASW pp. 5-6
California Geology Unit Supplemental Materials
(Appendix A)
13ASW pp. 7-8
California Geology Unit Supplemental Materials
(Appendix A)
13ASW pp. 9-10
The San Andreas Fault System TE p. 325
California Geology Unit Supplemental Materials
(Appendix A)
Lab: Mapping Earthquake Hazards
TE pp. CA27-29
Administer Unit 2 Competency Assessment
Unit 3 (4 days/18 hours)
The Solar System and The Universe
Earth’s Place in
the Universe
1a
Earth’s Place in
the Universe
1a
Students know how the differences and
similarities among the sun, the terrestrial planets,
and the gas planets may have been established
during the formation of the solar system.
Lesson 23.1 The Solar System
TE pp. 644-648
Students know how the differences and
similarities among the sun, the terrestrial planets,
and the gas planets may have been established
during the formation of the solar system.
Lesson 23.2 The Terrestrial Planets
TE pp. 649-653
RUSD/Dept. of Secondary Ed./Revised December 2008
Key:
TE = Teacher Edition
ESM = Earth Science Lab Manual (District-created)
GRSW pp. 166-167 (Appendix C)
GRSW pp. 168-169 (Appendix C)
Page 3 of 8
13ASW = Chapter 13A Supplemental Workbook
GRSW = Guided Reading and Study Workbook
GRADES 9-12
PRENTICE HALL: EARTH SCIENCE
STANDARD
SEMESTER 1
OBJECTIVE
Earth’s Place in
the Universe
1a
Earth’s Place in
the Universe
2d
TEXT SUPPORT
Students know how the differences and
similarities among the sun, the terrestrial planets,
and the gas planets may have been established
during the formation of the solar system.
Lesson 23.3 The Outer Planets
TE pp. 654-659
Students know that stars differ in their life cycles and
that visual, radio, and X-ray telescopes may be used
to collect data that reveal those differences.
Lesson 24.1 The Study of Light
TE pp. 674-677
GRSW pp. 170-171 (Appendix C)
GRSW pp. 174-175 (Appendix C)
Lab: Astronomy: Analyzing Spectra ESM
(Appendix B)
Earth’s Place in
the Universe
1d
Students know the evidence indicating that the
planets are much closer to Earth than the stars are.
2d
Students know that stars differ in their life cycles and
that visual, radio, and X-ray telescopes may be used
to collect data that reveal those differences.
Earth’s Place in
the Universe
2d
Students know that stars differ in their life cycles and
that visual, radio, and X-ray telescopes may be used
to collect data that reveal those differences.
Lab: Astronomy: Interpreting the
Hertzrung-Russell Diagram ESM
(Appendix B)
Earth’s Place in
the Universe
1a
Students know how the differences and
similarities among the sun, the terrestrial planets,
and the gas planets may have been established
during the formation of the solar system.
Lesson 25.2 Stellar Evolution
TE pp. 707-714
Earth’s Place in
the Universe
1e
Students know the Sun is a typical star and is
powered by nuclear reactions, primarily the fusion of
hydrogen to form helium.
2d
Students know that stars differ in their life cycles and
that visual, radio, and X-ray telescopes may be used
to collect data that reveal those differences.
2a
Students know the solar system is located in an outer
edge of the disc-shaped Milky Way galaxy, which
spans 100,000 light years.
2b
Lesson 25.1 Properties of Stars
TE pp. 700-706
GRSW pp. 181-182 (Appendix C)
GRSW pp. 183-184 (Appendix C)
Lesson 25.3 The Universe
TE pp. 715-721
GRSW pp. 185-186 (Appendix C)
Students know galaxies are made of billions of stars
and comprise most of the visible mass of the universe.
Administer Unit 3 Competency Assessment
RUSD/Dept. of Secondary Ed./Revised December 2008
Key:
TE = Teacher Edition
ESM = Earth Science Lab Manual (District-created)
Page 4 of 8
13ASW = Chapter 13A Supplemental Workbook
GRSW = Guided Reading and Study Workbook
REDLANDS UNIFIED SCHOOL DISTRICT
8
SCOPE & SEQUENCE: Earth Science
GRADES 9-12
PRENTICE HALL: EARTH SCIENCE
STANDARD
SEMESTER 2
OBJECTIVE
TEXT SUPPORT
Unit 4 (5 ½ days/24.75 hours)
Meteorology –
Energy and the Atmosphere
Structure and
Composition of
the Atmosphere
Energy in the
Earth System
8a
Students know the thermal structure and chemical
composition of the atmosphere.
Lesson 17.1 Atmosphere
TE pp. 476-482
8c
Students know the location of the ozone layer in the
upper atmosphere, its role in absorbing ultraviolet
radiation, and the way in which this layer varies both
naturally and in response to human activities.
Lab: Meteorology: Layers of the
Atmosphere ESM (Appendix B)
4a
Students know the relative amount of incoming solar
energy compared with Earth’s internal energy and the
energy used by society.
4b
Students know the fate of incoming solar radiation in
terms of reflection, absorption, and photosynthesis.
Energy in the
Earth System
4b
Students know the fate of incoming solar radiation in
terms of reflection, absorption, and photosynthesis.
Structure and
Composition of
the Atmosphere
8c
Students know the location of the ozone layer in the
upper atmosphere, its role in absorbing ultraviolet
radiation, and the way in which this layer varies both
naturally and in response to human activities.
Biochemical
Cycles
7a
Students know the carbon cycle of photosynthesis and
respiration and the nitrogen cycle.
GRSW pp. 126-127 (Appendix C)
Lesson 17.2 Heating the Atmosphere
TE pp. 483-487
GRSW pp. 128-129 (Appendix C)
Lab: Meteorology: Color and Energy
Absorption ESM (Appendix B)
Lesson 17.3 Temperature Controls
TE pp. 488-493
GRSW pp. 130-131 (Appendix C)
The Carbon Cycle TE p. 85
Lab: Meteorology: Carbon Dioxide and
Global Warming ESM (Appendix B)
Biochemical
Cycles
7a
Students know the carbon cycle of photosynthesis and
respiration and the nitrogen cycle.
Lesson 4.1 Energy and Mineral
Resources (Fossil Fuels Section)
TE pp. 95-98
GRSW pp. 27-28 (Appendix C)
Energy in the
Earth System
4a
Students know the relative amount of incoming solar
energy compared with Earth’s internal energy and the
energy used by society.
Lesson 4.2 Alternative Energy Sources
TE pp. 102-107
GRSW pp. 29-30 (Appendix C)
Administer Unit 4 Competency Assessment
RUSD/Dept. of Secondary Ed./Revised December 2008
Key:
TE = Teacher Edition
ESM = Earth Science Lab Manual (District-created)
Page 5 of 8
13ASW = Chapter 13A Supplemental Workbook
GRSW = Guided Reading and Study Workbook
GRADES 9-12
PRENTICE HALL: EARTH SCIENCE
STANDARD
OBJECTIVE
SEMESTER 2
TEXT SUPPORT
Unit 5 (4 ½ days/20.25 hours)
Meteorology –
Circulation Patterns and Climate
Energy in the
Earth System
Energy in the
Earth System
Energy in the
Earth System
Energy in the
Earth System
5a
Students know how differential heating of Earth
results in circulation patterns in the atmosphere and
oceans that globally distribute the heat.
5b
Students know the relationship between the rotation
of Earth and the circular motions of ocean currents
and air in pressure centers.
5a
Students know how differential heating of Earth
results in circulation patterns in the atmosphere and
oceans that globally distribute the heat.
5b
Students know the relationship between the rotation
of Earth and the circular motions of ocean currents
and air in pressure centers.
5a
Students know how differential heating of Earth
results in circulation patterns in the atmosphere and
oceans that globally distribute the heat.
5b
Students know the relationship between the rotation
of Earth and the circular motions of ocean currents
and air in pressure centers.
5a
Students know how differential heating of Earth
results in circulation patterns in the atmosphere and
oceans that globally distribute the heat.
6b
Lesson 19.1 Understanding Air Pressure
TE pp. 532-536
GRSW pp. 139-140 (Appendix C)
Lesson 19.2 Pressure Centers and
Winds TE pp. 537-542
GRSW pp. 141-142 (Appendix C)
Lesson 16.1 Ocean Circulation
TE pp. 448-450 only
( Up to “Upwelling”)
GRSW pp. 119-120 (Appendix C)
Lesson 21.1 Factors that Affect Climate
TE pp. 588-591
GRSW pp. 152-153 (Appendix C)
Students know the effects on climate of latitude,
elevation, topography, and proximity to large bodies
of water and cold or warm ocean currents.
RUSD/Dept. of Secondary Ed./Revised December 2008
Key:
TE = Teacher Edition
ESM = Earth Science Lab Manual (District-created)
Page 6 of 8
13ASW = Chapter 13A Supplemental Workbook
GRSW = Guided Reading and Study Workbook
GRADES 9-12
PRENTICE HALL: EARTH SCIENCE
STANDARD
SEMESTER 2
OBJECTIVE
TEXT SUPPORT
Energy in the
Earth System
4c
Students know the different atmospheric gases that
absorb the Earth’s thermal radiation and the
mechanism and significance of the greenhouse effect.
Energy in the
Earth System
6c
Students know how Earth’s climate has changed over
time, corresponding to changes in Earth’s geography,
atmospheric composition, and other factors, such as
solar radiation and plate movement.
Energy in the
Earth System
6c
Students know how Earth’s climate has changed over
time, corresponding to changes in Earth’s geography,
atmospheric composition, and other factors, such as
solar radiation and plate movement.
Lesson 21.3 Climate Changes
TE pp. 600-603
GRSW pp. 156-157 (Appendix C)
Lab: Human Impact on Climate and
Weather TE p. 606
Administer Unit 5 Competency Assessment
Unit 6 (2 days/9 hours)
Oceanography
Dynamic Earth
Processes
3a
Energy in the
Earth System
5d
Energy in the
Earth System
5d
Energy in the
Earth System
Students know features of the ocean floor (magnetic
patterns, age, and sea-floor topography) provide
evidence of plate tectonics.
Lesson 14.2 Ocean Floor Features
TE pp. 401-405
Students know properties of ocean water, such as
temperature and salinity, can be used to explain the
layered structure of the oceans, the generation of
horizontal and vertical ocean currents, and the
geographic distribution of marine organisms.
Lesson 15.1 The Composition of Sea
Water TE pp. 422-427
Students know properties of ocean water, such as
temperature and salinity, can be used to explain the
layered structure of the oceans, the generation of
horizontal and vertical ocean currents, and the
geographic distribution of marine organisms.
Lesson 15.2 The Diversity of Ocean Life
TE pp. 428-432
No standards addressed – Optional section
Lesson 15.3 Oceanic Productivity
TE pp. TE pp. 433-437
GRSW pp. 116-117 (Appendix C)
RUSD/Dept. of Secondary Ed./Revised December 2008
Key:
TE = Teacher Edition
ESM = Earth Science Lab Manual (District-created)
GRSW pp. 106-107 (Appendix C)
GRSW pp. 112-113 (Appendix C)
GRSW pp. 114-115 (Appendix C)
Page 7 of 8
13ASW = Chapter 13A Supplemental Workbook
GRSW = Guided Reading and Study Workbook
GRADES 9-12
PRENTICE HALL: EARTH SCIENCE
STANDARD
Energy in the
Earth System
SEMESTER 2
OBJECTIVE
5d
TEXT SUPPORT
Students know properties of ocean water, such as
temperature and salinity, can be used to explain the
layered structure of the oceans, the generation of
horizontal and vertical ocean currents, and the
geographic distribution of marine organisms.
Lesson 16.1 Ocean Circulation
TE pp. 450-453 Only
(Starting with “Upwelling”)
GRSW pp. 119-120 (Appendix C)
Lab: Oceanography: Upwelling ESM
(Appendix B)
Administer Unit 6 Competency Assessment
RUSD/Dept. of Secondary Ed./Revised December 2008
Key:
TE = Teacher Edition
ESM = Earth Science Lab Manual (District-created)
Page 8 of 8
13ASW = Chapter 13A Supplemental Workbook
GRSW = Guided Reading and Study Workbook
Appendix A
California
Geology Unit
Appendix B
Labs
1
Astronomy: Analyzing Spectra
Purpose: To compare the spectra of various light sources and to learn how astronomers use a
spectroscope to study a star’s atmosphere.
Materials:
spectroscope
sources of light
emission tubes
colored pencils
colored transparent sheets of plastic
Procedure:
CAUTION: DO NOT LOOK DIRECTLY AT THE SUN!
When using the spectroscope, the slit should be pointed at the light source while the
observer looks through the diffraction grating.
1. Go to the simulated star setup. The light bulb represents a star. View the light bulb
through the spectroscope (without filters). Make a sketch of the colors seen.
2. Observe the spectrum through the red plastic sheet. The red plastic represents one of
the gases in the “star’s” atmosphere. Sketch the colors as seen.
3. Observe the spectrum through the yellow plastic sheet. The yellow plastic represents a
different gas in the star’s atmosphere. Sketch the colors observed.
4. Observe the spectrum through the red and yellow sheets together. Sketch the colors
seen.
5. Look at the sky through the spectroscope and notice the colors. You are looking at
sunlight scattered by the air. What kind of spectrum do you see? Record your answer.
6. Observe the emission tube through the spectroscope. What kind of spectrum do you
see?
7. Observe the chemical being burned in a gas flame. What kind of spectrum do you see
through the spectroscope? Record your answer.
Data:
# 1 without filters
#2 red filter
# 5 type of spectrum (sky)
#3 yellow filter
#4 red and yellow filters
#6 type of spectrum (emission tube)
#7 type of spectrum (burning chemical)
Discussion Questions:
1. What kind of spectrum was seen when the “star” was viewed as light passed through its
atmosphere (filters)?
2. What kind of spectrum was observed when an atmosphere did not surround the “star”?
3. How did the spectrum of the “star” differ when viewed without filters and then through filters.
4. Explain how an astronomer could use the techniques learned in the lab to determine the
composition a star.
Conclusion:
Earth Science: Astronomy, Geology, Meteorology, Oceanography
Meteorology: Carbon Dioxide and Global Warming
1
Purpose: To correlate trends in carbon dioxide concentrations with future climate change.
Materials:
carbon dioxide data
graph paper
Procedure:
1. Create a graph showing dates versus CO 2 concentrations.
2. The data in the table are CO 2 concentrations in parts per million (ppm) from 1987 –
1991. Use the data to plot CO 2 concentrations as a function of date on the graph.
3. Draw a smooth curve between the data points.
Data:
Date
Jan
Mar
May
Jul
Sep
Nov
CO2 Concentrations (ppm)
1987
1988
1989
1990
348.2
350.2
352.7
353.7
349.6
352.1
353.7
355.6
351.9
354.2
355.7
357.1
349.8
352.6
353.8
354.5
346.4
348.8
349.8
351.0
347.7
350.1
351.3
352.7
1991
354.6
357.1
359.0
356.1
352.2
Discussion Questions:
1. What two patterns of change in CO 2 concentration are evident from your graph?
2. During which month of each year were the concentrations the highest? the lowest?
3. Based on what you know about the relationship between photosynthesis and CO 2 , explain why
CO 2 concentrations cycle throughout the year?
4. Based on what you know about the relationship between the burning of fossil fuels (coal, oil,
gasoline) and CO 2 , what else accounts for the cyclic nature of CO 2 concentrations throughout
the year?
5. What effect is the destruction of forests likely to have on atmospheric CO 2 concentrations?
Explain your answer.
6. What are two ways that the rate of change in atmospheric CO 2 could be reduced?
7. If, as predicted, increased concentrations of CO 2 in the atmosphere lead to global warming,
what might happen to the polar ice caps? sea levels? coastal communities?
8. Calculate the average rate of CO 2 increase between 1987 and 1991.
Conclusion:
Earth Science: Astronomy, Geology, Meteorology, Oceanography
1
Meteorology: Color and Energy Absorption
Purpose: To determine how color affects the amount and rate of energy absorption.
Materials:
black cup with lid
metric ruler
silver cup with lid
lamp with bulb
2 thermometers
ring stand
Procedure:
1. Carefully insert a thermometer into each lid so that they are
inserted to about the same depth.
2. Place each lid on a container.
3. Attach the lamp with bulb to the ring stand.
4. Position each cup so that each is 10 centimeters from the light bulb.
5. DO NOT TURN THE LAMP ON YET.
6. Allow a short amount of time for the thermometers to adjust and record the temperature
as 0 minutes in the table.
7. TURN THE LAMP ON and record the temperature of both cups at one-minute intervals
for an additional ten minutes.
8. TURN THE LAMP OFF and remove it without disturbing the cans. Continue to record
the temperature at one-minute intervals for another ten minutes (total time is 20
minutes) while the cans cool down.
9. Create a line graph showing the temperature changes for both cups. Use two colors,
one for each cup. Be sure to label the lines on the graph.
10. On the graph at the ten minute line, draw a vertical line in black, that extends up the
entire graph. To the left of the vertical line, write the words “Lamp on” and to the right
write the words “Lamp off.”
Data:
Time
(min.)
Black Cup
Temp (oC)
Silver Cup
Temp (oC)
Sample Calculations:
rise
slope =
run
Discussion Questions:
1. Which cup heated faster? (This refers to rate, not temperature.)
2. Which cup cooled faster?
3. Which cup received the greatest amount of energy?
4. Which cup absorbed the greatest amount of energy? How do you know?
Conclusion:
Earth Science: Astronomy, Geology, Meteorology, Oceanography
Astronomy: Interpreting the Hertzsprung-Russell Diagram
Purpose: To determine the properties of a star by looking at where it lies on the
Hertzsprung-Russell diagram.
Materials:
graph paper
colored pencils
list of stars and associated information
Procedure:
1. Set up a graph and label the x-axis, “Temperature” and the y-axis, “Absolute
magnitude.”
2. Plot the stars from both tables (next page) on the graph using a colored dot as follows.
Red: < 3500oK
Orange: 3500o – 5000oK
Yellow: 5000o – 7500oK
Blue: > 7500oK
3. Answer the discussion questions.
Absolute magnitude
Data:
Temperature
Earth Science: Astronomy, Geology, Meteorology, Oceanography
Astronomy: Interpreting the Hertzsprung-Russell Diagram
Discussion Questions:
1. A star located in the lower right portion of the graph is cool and dim. What are the
characteristics of a star in the upper left of the diagram? In the upper right?
2. Refer to the Hertzsprung-Russell diagram in your textbook. To which group do most of the
stars on your diagram belong?
3. According to your diagram and the Hertzsprung-Russell diagram, are any of the stars on the
tables white dwarfs?
4. Our sun has a temperature of 6000oK and an absolute magnitude of +4.7. Use an asterisk (*) to
show the location of the sun on your diagram. To what group does the sun belong?
5. How does the absolute magnitude and temperature of the sun compare with those of the other
stars in its color group?
6. Betelgeuse is 150 parsecs away and has a surface temperature of only 3200oK, yet Betelgeuse
is one of the brightest stars as seen from Earth. What does this indicate about the size of
Betelgeuse? Is your answer supported by the location of Betelgeuse on the diagram?
7. Compare our sun with the red supergiant Antares. Which star is further along in its life cycle?
How do you know?
Conclusion:
Data – Stellar Information
20 Closest Stars to Earth
Name
Alpha Centauri
Barnard's Star
Wolf 359
Lalande 21185
Sirius
Luyten 726-8
Ross 154
Ross 248
Epsilon Eridani
Ross 128
Luyten 789-6
61 Cygni
Procyon
Epsilon Indi
Sigma 2398
o
BD +43 44
Tau Ceti
o
CD -36 15693
o
BD+5 1668
o
CD -39 14192
(parsecs)
1.31
1.83
2.35
2.49
2.67
2.67
2.94
3.16
3.30
3.37
3.37
3.40
3.47
3.51
3.60
3.60
3.64
3.66
3.76
3.92
(K)
5800
2800
2700
3200
10 400
2700
2800
2700
4500
2800
2700
2800
6800
4200
3000
3200
5200
3100
3000
3500
20 Brightest Stars as Seen from Earth
Magnitude
+4.4
+13.2
+16.8
+10.5
+1.4
+15.4
+13.3
+15.4
+6.1
+13.5
+14.9
+7.5
+2.7
+7.0
+11.1
+10.3
+5.7
+9.6
+11.9
+8.7
Name
Sirius
Canopus
Alpha Centauri
Arcturus
Vega
Capella
Rigel
Procyon
Betelgeuse
Achernar
Beta Centauri
Altair
Alpha Crucis
Aldebaran
Spica
Antares
Pollux
Fomalhaut
Deneb
Beta Crucis
(parsecs)
2.70
30.07
1.31
11.00
8.00
14.00
250.00
3.50
150.00
20.00
90.00
5.10
120.00
16.00
80.00
120.00
12.00
7.00
430.00
150.00
Earth Science: Astronomy, Geology, Meteorology, Oceanography
(K)
10 400
4000
5800
4500
10 700
5900
11 800
6800
3200
14 000
21 000
8000
21 000
4200
21 000
3400
4900
9500
9900
22 000
Magnitude
+1.4
-3.1
+4.4
-0.3
+0.5
-0.7
-6.8
+2.7
-5.5
-1.0
-4.1
+2.2
-4.0
-0.2
-3.6
-4.5
+0.8
+2.0
-6.9
-4.6
Meteorology: Layers of the Atmosphere
Purpose: To discover how the atmosphere can be divided into layers based on temperature
changes at different heights.
Materials:
atmospheric data
pencil
graph paper
Procedure:
1. The table contains average temperature readings at various altitudes in the Earth’s
atmosphere. Plot this data on the graph and connect adjacent points with solid lines.
This profile provides a general picture of temperature conditions in the atmosphere; at
any given time and place, however, the actual temperature may deviate from the
average values, especially in the lower atmosphere.
2. Label the different layers of the atmosphere and the separating boundaries between
each layer.
3. Label the general location of the ozone layer.
Data:
Average temperature readings at various altitudes
Altitude
(km)
0
5
10
12
20
25
30
35
40
45
48
Temperature
o
( C)
15
-18
-49
-56
-56
-51
-46
-37
-22
-8
-2
Altitude
(km)
52
55
60
65
70
75
80
84
92
95
100
Temperature
o
( C)
-2
-7
-17
-33
-54
-65
-79
-86
-86
-81
-72
Discussion Questions:
1. What is the basis for dividing the atmosphere into four layers?
2. Does the temperature increase or does it decrease with altitude in the troposphere?
Stratosphere? Mesosphere? Thermosphere?
3. What is the approximate height and temperature of the tropopause, stratopause, and
mesopause?
4. What causes the temperature to increase with height through the stratosphere and decrease
with height through the mesosphere?
5. What causes the temperature to decrease with height in the troposphere?
Conclusion:
Earth Science: Astronomy, Geology, Meteorology, Oceanography
1
Geology: Plate Tectonics Model – The Pacific Ocean
Purpose: To investigate interactions at all three types of plate boundaries.
Materials:
model of Pacific Ocean tectonic plates
paper fasteners
scissors
world map
Procedure:
1. Assemble the sheets in order with number 1 on the top. Each sheet has 2 letters
(A, B, or C). Push the paper fastener through these spots connecting A to A, B to B,
and C to C. It is easier to connect sheets 2 and 3 together first.
2. Use your model and a map to complete the following tasks and to answer the questions.
Data:
Discussion Questions:
1. Sketch in the Andes Mountains and label. Use the symbol ^ to represent mountains.
2. What type of boundary is located along the western edge of South America? What is happening
to the Nazca Plate?
3. In what way is the Nazca Plate different from the American Plate (size, composition, etc.)?
4. Propose an explanation for the origin of the Andes Mountains.
5. Why is an ocean trench found off the west coast of Mexico?
6. What type of boundary is found at the East Pacific Rise? Describe the motion of the Pacific Plate
and the Nazca Plate at this location.
7. Describe the boundary found in California.
8. A small plate, the Juan de Fuca, is located off the coast of Oregon and Washington. Its motion is
a little different than most. Describe its motion and potential problems.
9. Sketch in the Cascade Mountains and label.
10. Explain how the Cascade Mountains formed.
11. Which type of boundary is along the southern coast of Alaska? What are the names of the
plates involved? What is the Pacific Plate doing?
12. Which islands are found extending westward from Alaska? Describe their origin.
13. On which side of the islands is a trench located?
14. Why is there a trench along the west coast of Mexico but there isn’t one along the coast of
California?
15. Why is the East Pacific Rise broken into segments?
Conclusion:
Earth Science: Astronomy, Geology, Meteorology, Oceanography
1
Oceanography: Upwelling
Purpose: To determine the cause of coastal upwelling in Monterey Bay California.
Materials:
map of Monterey Bay
colored pencils
sea surface temperatures and wind data
graph paper
Procedure:
1. With pencil, draw isotherms around each temperature on the map.
2. Starting with the coldest water, lowest temperatures, shade in the area(s) with violet.
3. Continue coloring in this manner by using the spectral color sequence (ROY G. BIV) so
that the warmest water is shaded red.
4. Create a graph as shown in the data section.
Graphing Notes:
a. label the dates of the study along the horizontal axis
b. notice that the scales for plotting temperature and wind speed are
on opposite sides of the graph
c. wind direction is the direction the wind is blowing from
d. be especially careful when plotting the southerly winds
e. negative numbers on the table indicate winds from the south
f. use BLUE when plotting temperature and RED when plotting
wind speed
5. Connect the points with a smooth curve. Label the curves.
Data:
14
13
10
12
6
11
2
10
-2
9
-6
S
Days of Study
Earth Science: Astronomy, Geology, Meteorology, Oceanography
Wind in m/sec
14
o
Water Temp. C
N
2
Oceanography: Upwelling
Data:
Table of sea surface temperature and wind
Date in 1989
May
June
July
23
25
27
29
31
2
4
6
8
10
12
14
16
18
20
22
24
26
28
30
2
4
6
8
Sea Surface
Temperature
o
( C)
10
10
9
9
9
10
12
13
12
11
10
10
10
9
9
11
12
13
13
14
13
11
9
9
Wind
compass direction
north or south
N
N
N
N
N
S
S
S
N
N
N
N
N
N
N
N
S
S
S
N
N
N
N
Wind
speed (m/sec)
from the north
3
8
10
8
4
-1
-4
-3
7
5
8
7
7
9
11
4
-4
-6
0
-1
6
9
10
10
Earth Science: Astronomy, Geology, Meteorology, Oceanography
3
Oceanography: Upwelling
Discussion Questions:
1. Referring to your graph:
a. Describe the wind direction and speed during the periods of coldest water (maximum
upwelling).
b. Describe the wind direction and speed during the periods of warmest water (minimum
upwelling).
2. Referring to your map:
a. Describe the location and shape of the area of cold surface water (9oC – 11oC) off of
Point Ano Nuevo.
b. Explain why some of the cold upwelled water moves westward.
c. Explain why some of the cold upwelled water moves south across the bay toward
Monterey.
3. Why do you think the cold upwelled water is concentrated at the Point Ano Nuevo and Point
Sur locations?
4. Why is the Santa Cruz beach area so much warmer than the rest of the bay?
5. Besides following water temperature, what other measurable items could you use to follow the
two paths of the upwelling water?
6. Write a brief explanation of upwelling.
7. John Steinbeck wrote about the sardine canneries in Monterey in his book Cannery Row. The
book describes the fishermen that netted these small plankton-eating fish by the hundreds of
tons yearly until they were almost fished out. If they were still plentiful, how would wind
direction influence your choice of days to take your boat and crew out sardine fishing? (Take
into account the growth rate of plankton.)
8. Squid are netted as they swarm in southern Monterey Bay to reproduce. Fishermen turn on
bright lights to attract and net them from midnight to six a.m. The squid prefer the water that is
warmer than average. Based on your data which nights in June 1989 would you have picked to
go squid fishing?
9. Tour boat operator
a. Suppose you were offering bay tours to the public and wanted your patrons to see the
large, plankton-eating basking sharks that visit Monterey Bay. What area would be
optimal for spotting these sharks close to Moss Landing (latitude and longitude)? Why?
b. During the summer, there is often a small pod (group) of plankton-eating blue whales
south of Monterey. What area would be optimal for whale watching trips departing from
Monterey (latitude and longitude)? Why?
10. The Monterey Bay Aquarium Research Institute (MBARI) has a remotely operated vehicle
(ROV) that can go down into the Monterey Submarine Canyon to a depth of 4000 meters.
During most of the trip down to the bottom the video shows marine snow (tiny particles of
decaying organisms, feces, and plankton) gently drifting to the bottom. Upwelling will recycle
some of this material. If you sent MBARI’s ROV down at 37.0oN, 122.5oW., during which days
in June 1989 would you have expected maximum marine snow? Why? Remember to consider
what the marine snow is composed of, that it drifts down slowly and the growth rate of plankton.
11. Power Plant
a. There is a large gas burning power plant at Moss Landing that releases warm water, used
for cooling its turbines, into Monterey Bay. Does this warm water show up on the satellite
map? Why?
b. Would you expect to find this warm water near the surface or on the bottom? Why?
Conclusion:
Earth Science: Astronomy, Geology, Meteorology, Oceanography
Oceanography: Upwelling
Earth Science: Astronomy, Geology, Meteorology, Oceanography
4
Appendix C
Guided
Reading and
Study
Workbook
Pages