Download Lafayette Parish School System 2013

Lafayette Parish School System
2013-2014 Curriculum Map
Physical Science: Unit 7 & 8—Earth and Space science
Time Frame: 2 weeks—May 12 - 23, 2014
Unit Description and Student Understandings: Applications of physical science concepts to additional science content areas aids students in making
connections and transferring and retaining knowledge and comprehension. In this unit applications that integrate Earth and space science concepts are featured.
Students will develop the ability to illustrate and explain the reason for Earth’s seasons and to apply physical science concepts in describing the relationship
between the angle of radiation, seasonal changes, and the consequences for Earth’s temperature. By investigating the characteristics of the different layers of
Earth’s atmosphere, students will understand the processes by which heat is transferred across the boundaries between layers. Students will investigate the
physical processes driving lithospheric plates as they move.
Guiding Questions:
1.
2.
3.
4.
5.
Can students describe or illustrate the changes in angle and intensity of solar radiation that causes seasons as Earth orbits the Sun?
Can students describe the consequences of overexposure to ultraviolet radiation from the Sun?
Can students relate density, force, and pressure to processes in Earth’s core, mantle, and crust?
Can students differentiate among forms of heat transfer, conduction, convection, and radiation?
Can students identify how nuclear energy, from Earth’s core, is involved with lithospheric plate movements?
Key Concepts















Earth’s surface is made of plates that move slowly and interact along plate boundaries
All objects that orbit the Sun move in elliptical orbits
Earthquakes occur when blocks of rock move along faults, releasing energy.
Earth’s layers include the inner core, the outer core, the mantle, and the crust
Volcanoes form when molten rock arises from deep within Earth and erupts from a crack in the crust
A mineral is a naturally occurring inorganic solid with a crystalline form, Igneous rocks form when molten material cools and crystallizes
Sedimentary rocks form from consolidated rock particles or crystallization from a solution
Metamorphic rocks form when existing rocks are changed by eat, pressure, or chemical reactions
Weathering breaks down rocks on Earth’s surface
Earth’s surface materials can be eroded, transported and deposited, reshaping the landscape
Water and seep into the ground and be stored in porous rock as an important resource.
Relative dating and absolute dating are used to infer Earth’s geologic past
Earth’s atmosphere can be divided into layers based on differences in composition and temperature
When cold and warm air masses meet, the weather can change, sometimes resulting in severe storms
Climate is determined by a location’s latitude, altitude, and average temperature and precipitation
1
Physicl Science 2013-2014
Lafayette Parish School System
2013-2014 Curriculum Map
Physical Science: Unit 7 & 8—Earth and Space science
Time Frame: 2 weeks—May 12 - 23, 2014

Earth’s climate undergoes seasonal and long-term changes
Vocabulary List:
Mid-ocean ridge, rift valley, convergent plate boundary, subduction, divergent plate boundary, transform plate boundary, earthquake, fault, elastic
rebound, focus, epicenter, discontinue, shadow zone, lithosphere, asthenosphere, viscosity, silica, cinder cone volcano, shield volcano, composite
volcano, mineral, streak, cleavage, fracture, hardness, magma, rock, intrusive igneous rock, extrusive igneous rock, clast, pore space, compaction,
cementation, foliated, rock cycle, weathering, soil, erosion, sediment transport, deposition , drainage basin, longshore current, infiltration, water table,
aquifer, porosity, absolute dating, relative dating, uniformitariansim, principle of superposition, unconformity, fossil, troposphere, temperature,
invasion, greenhouse effect, jet stream, Coriolis effect, air mass, weather front, maritime climate, continental climate, sea breeze, global warming, El
Nino~,La Nina~, geocentric model, heliocentric model, extrasolar planet,
GLEs
CCSS Literacy
Standards
NGSS Practices
Instructional Strategies
(Activity directions are found in the Unit folder in
Environmental Science documents on LPSS
Blackboard)
ESS -4
Glencoe Textbook Correlations—Units -2 and 5
Describe the relationship
between seasonal changes
in the angle of incoming
solar radiation and its
consequences to Earth’s
temperature (e.g., directs
vs. slanted rays) ESSH-HA2)
Chapter 25—Earth’s Internal Processes
Chapter 26.1 Earth’s Materials (p.806-808; 830)
Chapter 27.3 Earth’s Changing Surface (p. 863)
Chapter28 – Weather and Climate
Differentiation
(Enrichment/Remediation Strategies)
Using their observations and diagrams, have students answer the following
questions in their science learning log (view literacy strategy descriptions):
1. As Earth moves through its orbit, the focus of the light shifts in
what direction? (from northern hemisphere to southern
hemisphere)
2. How does the tilt of Earth's axis affect the hemisphere receiving the
most solar radiation? (the sun’s rays are more direct and
concentrated; therefore, the climate is warmer)
3. What two characteristics of Earth in its orbit cause the seasons?
(the tilt and the position during its orbit)
Chapter 30.1-Planet Motion
Chapter 31-Stars and Galaxies
Focus: Explore causes of seasonal changes


Content Literacy Strategies
Learning log (view literacy strategy descriptions
Students will explore the angle of solar
radiation on Earth and how it is related to
seasons and the variation of temperatures in
seasons.
Teacher-led discussion
2
Physicl Science 2013-2014
Lafayette Parish School System
2013-2014 Curriculum Map
Physical Science: Unit 7 & 8—Earth and Space science
Time Frame: 2 weeks—May 12 - 23, 2014
Activity 1 Solar Radiation and the Seasons
Lab materials
ESS GLE-4
Focus: Explore causes of seasonal changes


Students will explore the angle of solar
radiation on Earth and how it is related to
seasons and the variation of temperatures in
seasons.
Teacher-led discussion
Activity 1 Solar Radiation and the Seasons (SI
GLEs: 2. 4. 7, 9, 12; PS GLEs: 8, 50
1. At which point does the Northern Hemisphere receive the most
intense solar radiation? (during the summer months)
2. At which point would the average temperature be less in the
Northern Hemisphere and why? (during the winter months,
because the sun’s rays are not hitting directly, are not as
concentrated, and are spread over a larger area)
3. What is the danger from exposure to intense solar radiation?
(sunburn, skin cancer, cataracts)
4. What forms of insulation (natural and man-made) protect humans
from solar radiation? (sunscreen, sunglasses, ozone layer,
atmosphere)
Lab materials
SI-6
Use technology when
appropriate to enhance
laboratory investigations
and presentations of
findings (SI-H-A3)
SI-7
Choose appropriate models
to explain scientific
knowledge or experimental
results (e.g., objects,
mathematical relationships,
plans, schemes, examples,
Activity 1 Solar Radiation and the Seasons (SI
GLEs: 2. 4. 7, 9, 12; PS GLEs: 8, 50
Students will practice using models
1. Name three advantages of receiving solar radiation. (vitamin D
production, healthy bones for humans, alternative source of
energy)
2. What was the purpose of this investigation? (to model the Earth’s
orbit around the sun and determine how the amount of sunlight
affects our seasons)
3. Do all investigations have to be experimental? (no, they can be
research based, analysis of models, etc)
What are three reasons to conduct investigations? (to
answer questions, to understand natural processes, to
learn new information
Activity 1 Solar Radiation and the Seasons (SI
GLEs: 2. 4. 7, 9, 12; PS GLEs: 8, 50
Students will practice using models
3
Physicl Science 2013-2014
Lafayette Parish School System
2013-2014 Curriculum Map
Physical Science: Unit 7 & 8—Earth and Space science
Time Frame: 2 weeks—May 12 - 23, 2014
role-playing, computer
simulations) (SI-H-A4)


ESS GLE-6
Discuss how heat energy is
generated at the inner coreouter core boundary
(ESS-H-A4)
Focus:
Students will learn about the layers of the
Earth, research and compare the
composition, temperature, and densities for
the layers of Earth’s internal structure, to
show the information the students will
develop a chart and create a timeline

Activity 2: It’s Hot Inside

PS-40
Demonstrate energy
transformation and
conservation in everyday
actions (PS-H-F2)
Content Literacy Strategies


Learning Logs
SPAWN
Information about the dynamo theory and thermal
convection can be found online at
http://understandearth.com/Geomagnetic Field
Generation.htm or http://hyperphysics.phyastr.gsu.edu/hbase/magnetic/magearth.html
vocabulary self-awareness chart (view literacy strategy
descriptions).
Activity 6: Transformations (SI GLE: 6, 7; PS
GLE: 40)
Focus:
Students will ID how thermal energy is transferred and
differentiate various energy transformations.
Activity 7: Thermal Energy and How It
Moves (SI GLE: 2, 9, 12; PS GLE: 40; ESS
GLE: 7)
SI-9
Write and defend a
conclusion based on logical
analysis of experimental
data (SI-H-A6) (SI-H-A2)
Activity 7: Thermal Energy and How It Moves
(SI GLE: 2, 9, 12; PS GLE: 40; ESS GLE: 7)
Content Literacy Strategies
Focus:
Lab-Temperature vs Movement
Students will demo thermal energy movement at
differentiate temperatures.
direct instruction
discovery investigation
SI-10 (I)
4
Physicl Science 2013-2014
Lafayette Parish School System
2013-2014 Curriculum Map
Physical Science: Unit 7 & 8—Earth and Space science
Time Frame: 2 weeks—May 12 - 23, 2014
Given a description of an
experiment, identify
appropriate safety measures
(SI-H-A7)
SI12(C)
Cite evidence that scientific
investigations are
conducted for many
different reasons (SI-H-B2
Activity 7: Thermal Energy and How It Moves
(SI GLE: 2, 9, 12; PS GLE: 40; ESS GLE: 7)
Content Literacy Strategies
Focus:
direct instruction
Students will demo thermal energy movement at
differentiate temperatures.
PS-40
Demonstrate energy
transformation and
conservation in everyday
actions (PS-H-F2)
Lab-Temperature vs Movement
discovery investigation
Content Literacy Strategies
Activity 6: Transformations (SI GLE: 6, 7; PS
GLE: 40) (Unit 2)
Activity 7: Thermal Energy and How It Moves
(SI GLE: 2, 9, 12; PS GLE: 40; ESS GLE: 7)
Lab-Temperature vs Movement
direct instruction
discovery investigation
Focus:
Students will demo thermal energy movement at
different temperatures.
Focus:
ESS-11
Describe the processes that
drive lithospheric plate
movements (i.e. radioactive
decay, friction, convection)
(ESS-H-A-7) (ESS-H-A-3)
(Ess-H-A4)
ESS-12
Relate lithospheric plate
movements to the
occurrences of
Students will learn how force, friction, and stress affect
Earth’s surface.
Content Literacy Strategies
Vocabulary self-awareness chart
Students will create a chart to determine the level of
their comprehension prior to doing activity 3
Focus:
Students will work in small groups to research the topics
of continental drift and plate tectonics.
Activity 3: Plate Tectonics (SI GLE: 8, 9,; PS
GLE: 30, 39; ESS GLE: 11, 12)
Content Literacy Strategies
Vocabulary self-awareness chart
Learning log
5
Physicl Science 2013-2014
Lafayette Parish School System
2013-2014 Curriculum Map
Physical Science: Unit 7 & 8—Earth and Space science
Time Frame: 2 weeks—May 12 - 23, 2014
Earthquakes, volcanoes,
mid-ocean ridge systems,
and off-shore trenches
found on Earth (ESS-H-A7)
ESS-7
Analyze how radiant heat
from the Sun is absorbed
and transmitted by several
different earth materials
(ESS-H-A5)
Activity 7: Thermal Energy and How It Moves
(SI GLE: 2, 9, 12; PS GLE: 40; ESS GLE: 7)
Content Literacy Strategies
Focus-
Lab-Temperature vs Movement
Students will demo thermal energy movement at
differentiate temperatures.
direct instruction
discovery investigation
6
Physicl Science 2013-2014