Download Earth Science

PHASE 1
CURRICULUM MAP
COURSE/SUBJECT: Earth Science
GRADE: 11 - 12
TEACHER(S): Gosser/Horcheimer
MONTH: SEPTEMBER (4 WEEKS)
CONTENT
(BIG IDEA)
-
How atmosphere changes and affect the earth.
STATE
BENCHMARKS
STANDARDS
3.3.12.A6
-
3.3.10.A6
Because the earth turns daily on an axis that is titled relative to the
plane of the earth’s yearly orbit around the sun, sunlight falls more
intensely on different parts of the earth during the year. The difference
in intensity of sunlight and the resulting warning of the earth’s surface
produces the seasonal variations in temperature
COMPETENCIES/
SKILLS
3.3.B.A8
Transfer of thermal energy between the atmosphere and the land or
oceans produces temperature gradients in the atmosphere and the
oceans. Regions at different temperatures rise or sink or mix, resulting
in winds and ocean currents. These winds and ocean currents, which
are also affected by the earth’s rotation and the shape of the land, carry
thermal energy from warm to cool areas.
In a fluid, regions that have different temperatures have different
densities. The action of a gravitational force on regions of different
densities causes them to rise or fall creating currents that contribute to
the transfer.
Thermal energy carried by ocean currents has a strong influence on
climates around the world. Areas near oceans tend to have more
moderate temperatures than they would if they were farther inland but
at the same latitude because water in the oceans can hold a large
amount of thermal energy.
1
Energy motion in
atmosphere (IR,
greenhouse)
-
Convection of air.
-
Weather systems
and causes.
-
Seasons with
relationship to
climate/weather.
-
Determining
weather.
-
(El Nino sub topic)
ASSESSMENT
-
graphs
-
Test/quiz
-
maps
-
Small lab
-
weather
instrument use
-
Map assessment
-
Research paper
(for year)
-
real time analysis
-
interpreting data
-
At home practice
-
synthesis of
research
-
Discussion
-
Project
assessment
PHASE 1
CURRICULUM MAP
COURSE/SUBJECT: Earth Science
GRADE: 11 - 12
TEACHERS(S): Gosser/Horcheimer
MONTH: SEPTEMBER (4 WEEKS) cont…
CONTENT
(BIG IDEA)
STATE
STANDARDS
The earth’s climates have changed in the past; we are currently
changing and are expected to change in the future, primarily due to
changes in the amount of light reaching places on the earth and the
composition of the atmosphere. The burning of fossil fuels in the last
century has increased the amount of greenhouse gases in the
atmosphere, which has contributed to earth’s warming.
Greenhouse gases in the atmosphere, such as carbon dioxide and
water vapor, are transparent to much of the incoming sunlight but not
to the infrared light from the warmed surface of the earth. When
greenhouse gases increase, more thermal energy is trapped in the
atmosphere, and the temperature of the earth increases the light
energy radiated into space until it again equals the light energy
absorbed from the sun.
The atmosphere is a mixture of nitrogen, oxygen, and trace amounts
of water vapor, carbon dioxide, and other gases.
Climates have sometimes changed abruptly in the past as a result of
volcanic eruptions or impacts of huge rocks from space.
2
BENCHMARKS
COMPETENCIES/
SKILLS
ASSESSMENT
PHASE 1
CURRICULUM MAP
COURSE/SUBJECT: Earth Science
GRADE: 11 - 12
TEACHER(S): Gosser/Horcheimer
MONTH: OCTOBER (4 WEEKS)
CONTENT
(BIG IDEA)
-
Ocean systems change and affects on climate and surface of earth
STATE
STANDARDS
3.3.10.A5
BENCHMARKS
-
3.3.B.A8
-
-
3
Current motion
effects weather on
earth.
Coastal erosion as a
process of current
motion
Ocean profile and
relationship to land
forms
-
Tidal motion due to
earth, moon, sun
positions.
-
Ocean resources
and legislation.
COMPETENCIES/
SKILLS
ASSESSMENT
-
graphing
-
test/quiz
-
profiling
-
small lab
-
experimentation
-
profile activity
-
image recognition
(maps)
-
research
assignment
-
mapping
-
at home practice
-
processing/evaluat
ion
PHASE 1
CURRICULUM MAP
COURSE/SUBJECT: Earth Science
GRADE: 11 - 12
TEACHER(S): Gosser/Horcheimer
MONTH: NOVEMBER – DECEMBER – JANUARY (10 WEEKS)
CONTENT
(BIG IDEA)
-
-
-
Universe creation from a solitary event, which leads to observable
universe
STATE
Increasingly sophisticated technology is used to learn about the
universe. Visual, radio, and x-ray telescopes collect information
from across the entire spectrum of electromagnetic waves; computers
handle data and complicated computations to interpret them; space
probes send back data and materials from remote parts of the solar
system; and accelerators give subatomic particles energies that
simulate conditions in the stars and in the early history of the
universe before stars formed.
COMPETENCIES/
SKILLS
STANDARDS
3.3.10.B1
3.3.12.B1
-
-
Life cycles of stars
Stars go through a life cycle
BENCHMARKS
3.3.10.B1
3.3.12.B1
evidence of B.B.
and relationship to
shape of universe
1st generation and
2nd generation star
systems are a
product of
composition.
-
Theory of star
formation is a
product of a classic
scientific method.
-
On the basis of scientific evidence, the universe is estimated to be
over ten billion years old. The current theory is the entire universe
expanded explosively from a hot, dense, chaotic mass.
Our solar system
formation theory is
an application of
what we observe
around us.
-
The observed wavelength of a wave depends upon the relative
motion of the source and the observer. If either is moving toward the
other, the observed wavelength is shorter; if either is moving away,
the wavelength is longer.
Development of
astronomy and role
in civilization in
time
-
The sun’s place in
the universe and
what lies in the
future for it
3.3.B.A8
Because the light seen from almost all distant galaxies has longer
wavelengths than comparable light here on earth, astronomers
believe that the whole universe is expanding.
4
ASSESSMENT
-
graphing
-
quiz/test
-
research
-
small job
-
application
-
-
spectral analysis
research
assignment
-
processing data
-
at home practice
-
star map usage.
-
presenting
PHASE 1
CURRICULUM MAP
COURSE/SUBJECT: Earth Science
GRADE: 11 - 12
TEACHERS(S): Gosser/Horcheimer
MONTH: NOVEMBER – DECEMBER – JANUARY (10 WEEKS) cont…
CONTENT
(BIG IDEA)
STATE
STANDARDS
The stars differ from each other in size, temperature and age, but
they appear to be made up of the same elements found on earth and
behave according to the same physical principles.
BENCHMARKS
COMPETENCIES/
SKILLS
-
Increasingly sophisticated technology is used to learn about the
universe, Visual, radio, and x-ray telescopes collect information from
across the entire spectrum of electromagnetic waves; computers
handle data and complicated computations to interpret them; space
probes and back data and materials from remote parts of the solar
system; and accelerators give subatomic particles energies that
simulate conditions in the stars and in the early history of the
universe before stars formed.
Eventually, some stars exploded, producing clouds containing heavy
elements from other stars and planets orbiting them could later
condense. The process of star formation and destruction continues.
Stars condensed by gravity out of clouds of molecules of the lightest
elements until nuclear fusion of the light elements into heavier ones
began to occur. Fusion released great amounts of energy over
millions of years.
The stars differ from each other in size, temperature, and age, but
they appear to be made up of the same elements found on earth and
behave according to the same physical principles.
Technology is essential to science for such purposes as access to
outer space and other remote locations, sample collection and
treatment, measurement, data collection and storage, computation,
and communication of information.
Light from the next nearest star takes a few years to arrive. The trip
to that star would take the fastest rocket thousands of years.
5
ASSESSMENT
-
PHASE 1
CURRICULUM MAP
COURSE/SUBJECT: Earth Science
GRADE: 11 - 12
TEACHER(S): Gosser/Horcheimer
MONTH: JANUARY (3 WEEKS)
CONTENT
(BIG IDEA)
-
The solar system formed as any other star system does, and
research led to our better understanding it.
Stars condensed by gravity out of clouds of molecules of the lightest
elements until nuclear fusion of the light elements into heavier ones
began to occur. Fusion released great amounts of energy over
millions of years.
STATE
BENCHMARKS
COMPETENCIES/
SKILLS
STANDARDS
3.3.12.B1
-
3.3.12.B2
3.3.B.A8
Our solar system coalesced out of a giant cloud of gas and debris left
in the wake of exploding stars about five billion years ago.
Everything in and on the earth, including living organisms, is made of
this material.
-
-
As the earth and other planets formed, the heavier elements fell to
their centers. On planets closest to the sun (Mercury, Venue, Earth,
and Mars) the lightest elements were mostly blown or boiled away by
radiation from the newly formed sun; on the outer planets (Jupiter,
Saturn, Uranus, Neptune, and Pluto) the lighter elements still
surround them as deep atmospheres of gas or as frozen solid layers.
The moon’s orbit around the earth once in about 28 days changes
what part of the moon is lighted by the sun and how much of that part
can be seen from the phases of the moon.
Many chunks of rock orbit the sun. Those that meet the earth glow
and disintegrate from friction as they plunge through the atmosphere
– and sometimes impact the ground. Other checks of rock mixed
with ice have long, off-center orbits that carry them close to the sun,
where the sun’s radiation (of light and particles) boils off frozen
materials from their surfaces and pushes it into a long illuminated tail.
6
star formation and
relationship to our
star system.
Geocentric and
heliocentric models
with Copernican
theory.
How planets and
moons look due to
position of
observation.
-
Planets and
characteristics due
to position from
sun.
-
Small bodies of the
solar system and
their roles.
-
“Boundary” areas
of solar system and
place in milky way
-
Exploration and
what has been
gained
ASSESSMENT
-
graphing
-
test/quiz
-
data analysis
-
small lab
-
scale models
-
-
research based
inquiry
research
assessment
-
at home activity
-
discussion
-
diagramming
-
experimentation
-
application of
theories
PHASE 1
CURRICULUM MAP
COURSE/SUBJECT: Earth Science
GRADE: 11 - 12
TEACHER(S): Gosser/Horcheimer
MONTH: JANUARY – FEBRUARY – MARCH (10 WEEKS)
CONTENT
(BIG IDEA)
-
Earth’s Formation and structure
-
Earth’s internal dynamics and their effects of the surface
-
Surface processes through geologic means.
-
Composition of crust. (rocks/minerals)
-
History of habitable earth through the geologic time scale
The slow movement of material within the earth results from heat
flowing out from the deep interior and the action of gravitational
forces of regions of different density.
The earth’s plates ride on a denser, hot gradually deformable layer of
the earth.
STATE
BENCHMARKS
COMPETENCIES/SK
STANDARDS
ILLS
3.3.12.A1
3.3.10.A7
-
Formation of earth
in the solar system
3.3.12.A4
-
Formation of layers
of earth, due to
density and cooling
of molten earth.
3.3.12.A3
3.3.12.A7
3.3.12.A3
-
-
3.3.B.A8
Ocean-floor plates may slide under continental plates, sinking deep
into the earth. The surface layers of these plates may fold, forming
mountain ranges.
7
Heat transfer from
core to surface and
its effects
Movement of curst
by function of
internal heat.
-
Plate tectonic theory
and changes through
time.
-
Understanding
volcanism/earthquak
es w/plate tect.
-
Identifying
characteristics of
rocks and minerals
and what makes
them.
The theory of plate tectonics provides an explanation for a diverse
array of seemingly unrelated phenomena.
Earthquakes often occur along the boundaries between colliding
plates, and molten rock from below creates pressure that is released
by volcanic eruptions, helping to build up mountains. Under the
ocean basins, molten rock may well up between separating plates to
create new ocean floor. Volcanic activity along the ocean floor may
form undersea mountains, which can thrust above the ocean’s surface
to become islands.
ASSESSMENT
-
mapping
-
quizzes/tests
-
graphing
-
lab projects
-
lab usage
-
projects
-
inference
-
research paper
-
research
-
home practice
-
science tools
-
-
presentation
rock/mineral
identification
-
synthesis of ideas
-
collaboration
activities
-
application of
concepts.
PHASE 1
CURRICULUM MAP
COURSE/SUBJECT: Earth Science
GRADE: 11 - 12
TEACHERS(S): Gosser/Horcheimer
MONTH: JANUARY – FEBRUARY – MARCH (10 WEEKS) cont…
CONTENT
(BIG IDEA)
STATE
STANDARDS
BENCHMARKS
ILLS
-
The solid crust of the earth – including both the continents and the
ocean basins – are part of separate plates…The crust sections move
very slowly (no more than an inch or so per year), pressing against
one another in some places, pulling apart in other places.
Matching coastlines and similarities in rock-types and life forms
suggest that today’s continents are separated parts of what was long
ago a single continent.
The earth’s plates sit on a denser, hot, somewhat melted layer of the
earth. The plates move very slowly, pressing against one another in
some places and pulling apart in other places – sometimes scraping
alongside each other as they do. Mountains form as two continental
plates, or an ocean plate and a continental plate, press together
The outward transfer of the earth’s internal heat causes regions of
different temperatures and densities. The action of a gravitational
force on regions of different densities cause the rise and fall of
material between the earth’s surface and interior, which is responsible
for the movement of plates.
As soon as fairly accurate world maps began to appear, some people
noticed that the continents of Africa and South America looked as
though they might fit together like a giant jigsaw puzzle. This led
some to speculate that they might have once been part of a single
giant land mass that broke into pieces and then drifted apart. This
idea was repeatedly suggested and rejected because it was hard to
imagine that anything that large and apparently immobile could move.
8
COMPETENCIES/SK
Understanding basic
evolution as it
relates all life on
earth
ASSESSMENT
PHASE 1
CURRICULUM MAP
COURSE/SUBJECT: Earth Science
GRADE: 11 - 12
TEACHERS(S): Gosser/Horcheimer
MONTH: JANUARY – FEBRUARY – MARCH (10 WEEKS) cont…
CONTENT
(BIG IDEA)
STATE
STANDARDS
Early in the 1900’s, Alfred Wegener, a German scientist, reintroduced
the idea of moving continents, adding such evidence as the
underwater shapes of the continents, the similarity of life forms and
land forms in corresponding parts of Africa and South America, and
the increasing separation of Greenland and Europe. Even with the
evidence and the realization that the earth was old enough for this to
have occurred; very few contemporary scientists adopted Wegener’s
theory because he laced a plausible mechanism for the movement of
continents.
In the 1960’s, scientists noted that earthquakes occur much more
frequently in certain areas, that the rock around mid-ocean ridges is
progressively older the farther it is from the ridge, and that this
gradient is symmetrical on either side of the ridge. This evidence
coupled with a scientifically sound physical explanation for how
continents could move, transformed the idea of moving continents
into the theory plate tectonics.
Scientists come to study the motions of the earth’s plates and the
phenomena those motions cause in an attempt to better understand the
internal composition of the earth and the processes taking place
within it.
The earth first formed in a molten slate and then the surface cooled
into solid rock.
The interior of the earth is hot. Heat flow and movement of material
9
BENCHMARKS
COMPETENCIES/SK
ILLS
ASSESSMENT
within the earth cause earthquakes and volcanic eruptions and create
mountains and ocean basins.
Earthquakes often occur along the boundaries between colliding
plates, and molten rock from below creates pressure that is released
by volcanic eruptions, helping to build up mountains. Under the
ocean basins, molten rock may well up between separating plates to
create new ocean floor may form undersea mountains, which can
thrust above the ocean’s surface to become islands.
Scientific evidence implies that some rock near the earth’s surface is
several billion years old.
The formation, weathering, sedimentation, and reformation of rock
constitute a continuing “rock cycle” In which the total amount of
material stays the same as it forms change.
Thousands of layers of sedimentary rock confirm the long history of
the changing surface of the earth and the changing life forms whose
remains are found in successive layers. The youngest layers are not
always found on top, because the folding, breaking, and uplift of
layers.
Sedimentary rock buried deep enough may be reformed by pressure
and heat, perhaps melting and recrystalizing into different kinds of
rock. These reformed rock layers may be forced up again to become
land surface and even mountains. Subsequently, this new rock too
will erode. Rock bears evidence of the minerals, temperature, and
forces that created it.
The formation, weathering sedimentation, and reformation of rock
constitute a continuing “rock cycle” In which the total amount of
material stays the same as if forms change.
10
PHASE 1
CURRICULUM MAP
COURSE/SUBJECT: Earth Science
GRADE: 11 - 12
TEACHER(S): Gosser/Horcheimer
MONTH: JANUARY – FEBRUARY – MARCH (10 WEEKS) cont…
CONTENT
(BIG IDEA)
STATE
STANDARDS
Early in the 1900’s, Alfred Wegener, a German scientist, reintroduced
the idea of moving continents, adding such evidence as the underwater
shapes of the continents, the similarity of life forms and land forms in
corresponding parts of Africa and South America, and the increasing
separation of Greenland and Europe. Even with the evidence and the
realization that the earth was old enough for this to have occurred; very
few contemporary scientists adopted Wegener’s theory because he
laced a plausible mechanism for the movement of continents.
In the 1960’s, scientists noted that earthquakes occur much more
frequently in certain areas, that the rock around mid-ocean ridges is
progressively older the farther it is from the ridge, and that this
gradient is symmetrical on either side of the ridge. This evidence
coupled with a scientifically sound physical explanation for how
continents could move, transformed the idea of moving continents into
the theory plate tectonics.
Scientists come to study the motions of the earth’s plates and the
phenomena those motions cause in an attempt to better understand the
internal composition of the earth and the processes taking place within
it.
The earth’s surface is shaped in part by the motion of water (including
ice) and wind over very long times, which act to level mountain
ranges.
Rivers and glacial ice carry off soil and breakdown rock, eventually
depositing the material in sediments or carrying it in solution to the
sea.
Ocean-floor plates may slide under continental plates, sinking deep
into the earth. The surface layers of these plates may fold, forming
mountain ranges.
11
BENCHMARKS
COMPETENCIES/SK
ILLS
ASSESSMENT
CURRICULUM MAP
COURSE/SUBJECT: Earth Science
GRADE: 11 - 12
TEACHER(S): Gosser/Horcheimer
MONTH: APRIL – MAY – JUNE (10 WEEKS)
CONTENT
(BIG IDEA)/BENCHMARKS
-
Understanding the earth-moon system
STATE
BENCHMARKS
STANDARDS
3.3.10.B1
Developing ideas concerning space exploration and future of
research
-
3.3.12.B3
-
-
-
Dynamics of each planet and history of understanding
Theories of moon formation
12
Moon was a result
of cosmic collision,
though there are
other theories for its
origin
-
Research
-
Quiz/test
-
Diagram
Understanding
-
Small lab
-
Home practice
-
Collaboration
-
Each planet has
stable characteristics
that have been
studied from earth
and by satellite.
-
Investigating
through
discussion
Side
projects/presentat
ions
-
Research
assignments
-
Global space
programs are
responsible for
almost everything
we know about the
solar
system/universe.
-
What future holds
for exploration of
space
3.3.12.B3
3.3.B.A8
ASSESSMENT
ILLS
3.3.12.B1
-
COMPETENCIES/SK