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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