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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