Download Regents Earth Science Curriculum

ROCHESTER CITY SCHOOL DISTRICT
REGENTS EARTH SCIENCE
CURRICULUM
Science Curriculum
CURRICULUM FRAMEWORK
This curriculum should be used as a lesson planning guide/instructional design for teachers.
The Key Ideas
The key ideas are broad, unifying, general statements that represent knowledge within a domain. They represent a thematic or conceptual body of
knowledge of what students should know.
The Performance Objectives
The Performance Indicators are derived from the Key Ideas in the Core Curriculum. They are designed to match the Major Understandings and to
focus assessment and instructional activities. Performance Indicators provide a general guideline for skill that students must demonstrate to provide
evidence of the acquisition of the standard.
The Major Understanding
The Major Understandings are conceptual statements that make up the Content Standards within each Key Idea. They were taken from NYS Core
Curriculum and the corresponding identification codes were also adopted. These statements should not be taught verbatim but developed conceptually
through instructional activities and cognitive processes.
Suggested Assessments
These are stated as general categories based on the Major Understandings and Performance Indicators. They are designed to assess student
understanding and acquisition of the standard. Teachers may develop items that focus on those assessment categories or design their own assessments
that measure acquisition of the Major Understandings and Performance Indicators.
Vocabulary
The essential vocabulary were listed in order to acquire the concepts of the Major Understanding. Students should be at the acquaintance or
familiarity level with these terms. Visuals should be used to assist in model representations and reinforcement of the terms.
The Suggested Activities
The suggested activities are designed to enhance the understanding of the concepts and prepare students for the assessment. Other activities that
support the development of the Major Understanding and Performance Indicators in addition to preparing students for the assessment may also be used.
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Science Curriculum
The Conceptual Question
The conceptual question is based in the Performance Indicators and Major Understandings. It is conceptual in nature and is designed to focus the
lesson. Teachers may elect to develop their own focus or conceptual question based on the Major Understandings and Performance Indicators.
SKILLS AND STRATEGIES FOR INTERDISCIPLINARY PROBLEM SOLVING
Working Effectively — contributing to the work of a brainstorming group, laboratory, partnership, cooperative learning group, or project team; planning
procedures; identifying and managing responsibilities of team members; and staying on task, whether working alone or as part of group.
Gathering and Processing Information — accessing information from printed, media, electronic databases, and community resources using the
information to develop a definition of the problem and to research possible solutions.
Generating and Analyzing Ideas — developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns
in the data.
Common Themes — observing examples of common unifying themes, applying them to the problem, and using them to better understand the
dimensions of the problem.
Realizing Ideas — constructing components or models, arriving at a solution, and evaluating the results.
Presenting Results — using a variety of media to present the solution and to communicate the results.
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Science Curriculum
SCIENCE PROCESSING SKILLS
Observing
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Using one or more of your senses to gather information about objects or events
Seeing, hearing ,touching, smelling, or tasting or combinations of these
Observations may be made with the use of some instruments like microscopes, magnifying glasses, etc.
Scientific observations are always recorded
Some observations may include measurements, color, shape, size taste, smell, texture, actions, etc.
Classifying
 Separating, arranging, grouping, or distributing objects or events or information representing objects or events into some criteria of common
properties, methods, patterns, or systems.
 Based on an identification process objects or events can be grouped according to similarities and differences
 Objects or events are placed into categories based on their identifiable characteristics or attributes.
 Identification keys or characteristics are used to group objects, events or information. These identifiable keys are also used to retrieve information
Comparing and Contrasting
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Identifying observable or measurable similarities and differences between two or more objects, data, events or systems
Using specific criteria to establish similarities and /or differences between two or more objects or events.
Showing what is common and what is uncommon between two objects, events, conditions, data, etc.
Inferring
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A statement, reasonable judgment or explanation based on an observation or set of observations
Drawing a conclusion based on past experiences and observations
Inferences are influenced by past experiences
Inferences often lead to predictions
Taking previous knowledge and linking it to an observation
An untested explanation
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Science Curriculum
Predicting
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Making a forecast of future events or conditions expected to exist
Forecasting an expected result based on past observations, patterns, trends, data, or evidence
Reliable predictions depends on the accuracy of past observations, data, and the nature of the condition or event being predicted
Using an inference to tell what will happen in the future
Interpolated prediction is made between two known data points
Extrapolated prediction is made outside or beyond known data points
Measuring
 Making direct and indirect comparisons to a standard unit
 Each measurement has a number and a unit
 Making quantitative observations or comparisons to conventional or non-conventional standards
 Instruments may be used to make reliable, precise, and accurate measurements
Communicating
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Verbal, graphic or written exchange of information
Describing observations, procedures, results or methods
Sharing information or observations with charts, graphs, diagrams, etc.
Hypothesizing
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Making a possible explanation based on previous knowledge and observations
Making an “educated” guess
Proposing a solution to a problem based on some pertinent information on the problem
Constructing an explanation based on knowledge of the condition
Tells how one variable will affect the other variable
A logical explanation that can be tested
Identifying variables and their relationship(s)
Has three parts; IF( condition) THEN(predicted results) BECAUSE(explanation)
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Science Curriculum
Testing a Hypothesis/ Experimenting
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Following a procedure to gather evidence to support or reject the hypothesis
Applying the scientific method to gather supportive or non-supportive evidence
Testing variables and drawing conclusions based on the results
Designing investigations to test hypotheses
Testing how one variable affects the other
Following a precise method to test a hypothesis
Forming conclusions based on information collected
Controlling variables to isolate how one will affect the other.
Answering a research question
Making Models
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Creating representations of objects, ideas or events to demonstrate how something looks or works
Models may be physical or mental representations
Models can be computer generated
Displaying information, using multi-sensory representations
Constructing Graphs
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Identifying dependent and independent variables and showing relationships
Showing comparisons between two or more , objects or events
Distribution of percentages
Producing a visual representative of data that shows relationships, comparisons or distribution
Labeling and scaling the axis
Descriptive data – bar graph
Continuous data – line graph
Converting discreet data into pictures
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Science Curriculum
Collecting and Organizing Data
 Gathering raw information, qualitative and quantitative observations and measurements using approved methods or systems
 Categorizing and tabulating the information to illustrate patterns or trends
 Recording measurements, male drawings, diagrams, lists or descriptions
 Observing, sampling, estimating, and measuring items or events and putting the information in an ordered or tabulated format.
 Sorting, organizing and presenting information to better display the results
 Using titles, tables, and units for columns
Analyzing and Interpreting Data
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Looking for patterns, trends or relationships in the arrangement of data
Deciding what the collection of information means
Looking at pieces of data to understand the whole
Looking at the independent and dependent variables and their relationship
Looking for consistency and discrepancies in the data
Making sense of the observations, data, etc.
Forming Conclusions
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Making final statements based on the interpretation of data
Making a decision or generalization based on evidence supported by the data
Telling whether the data supports the hypothesis or not
A factual summary of the data
Researching Information
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Asking questions and looking for relevant information to answer it
Using various methods and sources to find information
Identifying variables and asking questions about it followed by gathering relevant information.
Research questions may focus on one variable or the relationship between two variables.
Asking relevant questions to a specific problem and identify resources to gather information and answer the problem
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Science Curriculum
Formulating Questions
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Asking the who, what, where, when, why, how, what if, of the problem, information, or even
Using the given information to search for further understanding
Asking textually explicit questions that can be answered by the text.
Asking textually implicit questions that are inferential and cannot be answered by the text alone
Estimating
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Making a judgment about the size or number of an item, or attribute without actually measuring it
Making a judgment based on past experiences or familiarity
Identifying Variables
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Stating and explaining the independent(manipulated) and dependent(responding) variables and their relationships
Showing the cause and effect relationship in respect to the variables
Any factor, condition, or relationship that can affect the outcome of an experiment, event or system.
There are three types of variables in an experiment, manipulated (independent), responding (dependent) controlled (other variables that are held
constant).
Controlling Variables
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Keeping variables consistent or constant throughout and experiment
Controlling the effect or factors that influence the investigation
Forming Operational Definitions
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Tell how an object, item, idea, or model functions works or behaves
Tells the purpose or the use of the object or model
Tells what the term means and how to recognize it
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Science Curriculum
Reading Scales and Instruments
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Identifying the intervals and scales
Reading or counting the total number of scales , graduations or points
Identifying initial and final measurements, counts or increments
Calibrating Instruments
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Setting the instrument to zero before beginning to use it
Adjusting the instrument to measure exact with known copies
Setting the instrument measures to a known standard
Following Procedures
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Following a given set of oral or written directions to accomplish a specific task to obtain desired results
Applying Formulas
 Using theoretical formulas to a concrete or abstract situation
 Applying a theoretical measurement to a model
 Gathering information from a known condition or situation and substituting the elements or variables into a formula.
Interpreting Scientific Illustrations
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Looking for connections, sequences and relationships amongst the components
Identifying individual and multiple relationships
Categorizing groups and individual entities
Reading the label or description of the illustration
Sequencing
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Ordering, listing or organizing steps, pieces, attributes or entities according to a set of criteria
Identifying the elements and organizing them chronologically
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Science Curriculum
Conduct an Investigation
 Identify the question or problem
 Conduct some preliminary research
 Identify the variables
 Develop and follow the procedures
 Make observations and collect data
 Analyze the information and report the results
Identifying Properties
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Selecting items, conditions or events based on specific attributes or features
Evaluating
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Making a judgment of worth or merit based on a set of criteria
Deciding to approve or disapprove a based on some standard
Asking how the data was obtained or how the information was collected
Asking how the investigation was done
Seeking and Providing Evidence
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Searching for and sharing factual information
Identifying relationships or proofs that support an argument
Stating specific and significant or relevant information to support an idea, decision or argument
Making Decisions
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Gathering relevant information, or evidence to support a choice between alternatives
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Science Curriculum
Manipulating Materials
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Handling materials and equipment in a safe, skillfully and in an appropriate manner
Generalizing
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Making a general statements from specifics, particulars, or components
Identifying Cause and Effect Relationships
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Recognizing the influence of the independent variable on the dependent variable
Identifying controlled variables in an experiment and the influence of the experimental variable on the outcome
Constructing Tables
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Placing similar information into categories
Ordering discrete information into groups to develop patterns, trends, etc
Using columns and rows to distinguish elements and components of the information
Analyzing Results
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Determine the meaning of the data collected
Identifying specific patterns from the information or effects
Separating the information to understand the components
Interpreting Graphs
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Identify the variables and categories
Look for relationships and patterns
Look for sources of errors
Asking what is evident from the information
Can interpolations and extrapolations be made from the data
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Science Curriculum
Interpreting Diagrams
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Tell what the objects, or items represents
Tell what the diagram is a model of, or represents
Tell how the diagram illustrates relationships, operational definitions, functions, concepts or schemes
Tell the sequence of events or the chronology of the elements
Construct an explanation from the interrelated parts or components
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DEEP SPACE
AND
SOLAR SYSTEM
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.2:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Describe current theories about the origin of the universe and solar system.
Major Understandings
1.2a The Universe is vast and estimated to be over 10
billion years old. The current theory is that the
universe was created from an explosion called the Big
Bang. Evidence for this theory includes:
 Cosmic background radiation
 A re-shift (the Doppler effect) in the light
from very distant galaxies.
Performance Objectives
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Suggested Activities
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Explain the theory and cite evidence used for
the scientific theory of origin of universe and
solar system.
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Vocabulary/Visuals
Big Bang Theory
Electromagnetic energy
Wavelength
Spectroscope
Spectrum
Doppler effect
Suggested Assessment
Use a spectroscope to observe spectrograms of
light sources produced by several different gases 
and by the Sun.
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Discuss the Big Bang hypotheses and present
evidence for it.
Discuss use of dark line spectra as “fingerprints”
to identify elements in a star.
Discuss the Doppler shift of absorption lines
caused by stellar motion.
Use Electromagnetic Spectrum Data Table
(ESRT) to compare wavelengths of various
types of electromagnetic energy.
Create a timeline of astronomical events.
Order astronomical events by age (relative age
or absolute age).
Describe the visible spectrum and discuss how
astronomers use spectroscopes to study stars and
planets.
Describe the re-shift in stellar spectrum in terms
of the Doppler Effect.
Conceptual Questions
How old is the universe?
How old is the Solar System and Earth?
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Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.2:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Describe current theories about the origin of the universe and solar system.
Major Understandings
1.2b: Stars form when gravity causes clouds of
molecules to contract until nuclear fusion of light
elements into heavier elements occurs. Fusion
releases great amounts of energy over millions of
years.
 The stars differ from each other in size,
temperature, and age.
 Our Sun is a medium-sized star within a
spiral galaxy known as the Milky Way. Our
galaxy contains billions of stars, and the
Universe contains billions off galaxies.
Performance Objectives
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Suggested Assessment
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Describe the process of star formation from
nebula to hot white dwarfs.
Use the concept of gravity to explain nuclear
fusion of light elements into heavier elements.
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Vocabulary/Visuals
Nebula
Nuclear fusion
Red giant
Upper giant
White dwarf
Supernova
Pulsar
Black hole
Main sequence star
Luminosity
Magnitude
Galaxy
Spiral Galaxy
Elliptical Galaxy
Irregular Galaxy
Star
Galaxy
Milky Way
Suggested Activities
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Discuss star formation; fusion resulting in
formation of heavier elements and energy.
Discuss how astronomers classify galaxies.
Use the Hertzsprung-Russell (H-R) diagram
(ESRT) to: identify properties of stars; classify
star as main sequence, super giant, or dwarf;
compare properties of various stars; analyze
relationships of star brightness, color,
temperature.
Observe photos of galaxies; classify each by its
shape as spiral, elliptical, irregular.
Model top and side view of Milky Way galaxy
locating Sun’s (Earth’s) position in each view.
Given stages of stars, put them in order of the
sequence they go through in their life.
Identify star type given brightness, luminosity,
size and /or temperature.
Describe the process of fusion.
Given a model of the Milky Way galaxy: identify
its shape; locate position of Sun, Solar System.
Earth, in the model.
Arrange stars in order of size, temperature, and
age.
Identify star by name given its properties.
Define and describe properties of giant, super
giant, and dwarf stars and give examples of each.
Identify properties of our sun: temperature,
brightness, size, age, and location within the
Milky Way galaxy.
Identify the pattern of star brightness, color
temperature.
Conceptual Questions
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What is the Sun made of and how does it produce
energy?
How are stars formed?
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Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.2:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Describe current theories about the origin of the universe and solar system.
Major Understandings
1.2e: Earth’s early atmosphere formed as a result of
the outgassing of water vapor carbon dioxide,
Nitrogen, and lesser amounts of other gases from the
interior.
Performance Objectives
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Suggested Activities
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Vocabulary/Visuals
Atmosphere
Outgassing
Human activities
% Composition
% Deviation(error)
Explain the formation and evolution of the
atmosphere.
Suggested Assessment
Discuss outgassing; model outgassing (with alka
seltzer or vinegar and baking soda, etc).
Discuss the role of gravity and density to the
formation, composition, and layering of the
atmosphere.
Graph % composition of carbon dioxide, oxygen,
nitrogen throughout earth history.
Experimentally determine amount of oxygen in
air; calculate % error in experimental data.
Use Selected properties of Earth’s Atmosphere
(ESRT) to find altitude, pressure, water vapor
content, and temperature information about the
layers of the atmosphere.
Describe and explain change in atmosphere over
time.
Compare and contrast composition of early and
modern atmosphere.
Determine the temperature, pressure, water
vapor content at a given altitude within the
atmosphere, and/or predict the change in
atmospheric conditions with a change in
altitude.
Conceptual Questions
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What is the nature of our atmosphere
(composition, structure, properties)?
What are some of the atmospheric changes that
have occurred with time and or space?
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Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.2:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Describe current theories about the origin of the universe and solar system.
Major Understandings
1.2f: Earth’s oceans formed as a result of
precipitation over millions of years. The presence of
an early ocean is indicated by sedimentary rocks of
marine origin, dating back about four billion years.
Performance Objectives
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Describe the origin and composition of oceans.
Suggested Assessment
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Vocabulary/Visuals
Sedimentary rock
Sedimentary processes
Continental margin
Continental rise
Ocean basin
Abyssal plain
Continental shelf
Continental slope
Topography
Gradient
Salinity
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Suggested Activities
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Diagram features of the ocean floor.
Use the discovery of 4 billion year old
sedimentary rocks to support the theory of an
early ocean.
Evaluate slopes of ocean rise, abyssal plains,
continental shelf, and continental slope.
Discuss the formation of sedimentary rocks.
Discuss how the presence of sedimentary rocks
can be used to infer early oceans.
Demonstrate/investigate changes in salinity as
water evaporates from an area.
Analyze gradient of ocean features to identify
features.
Relate formation of oceans to formation of Earth;
formation of Atmosphere.
Analyze factors that would increase/decrease sea
level; salinity of oceans.
Support the hypothesis of early oceans using
scientific evidence.
Identify and describe feature of ocean margins
and basins.
Identify the factors that cause a change in sea
level; salinity of oceans.
Conceptual Questions
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How did the Earth’s oceans form?
4
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1a: Earth systems have internal and external
sources of energy, both of which create heat.
Performance Objectives
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Suggested Assessment
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Identify and describe the two main sources of
energy for Earth processes.
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Vocabulary/Visuals
Solar energy
Radioactive decay
Energy
Potential energy
Kinetic energy
Electromagnetic energy
Spectroscope
Absolute zero
Reflection
Refraction
Scattered
Absorbed
Transmitted
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Suggested Activities
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Observe solar energy using a spectroscope.
Investigate properties of a good absorber.
Use the Electromagnetic Spectrum chart (ESRT)
to: compare wavelengths of various types of
electromagnetic energy; identify type of energy
given its wavelength; arrange forms of energy by
(increasing/decreasing) wavelength.
Model energy: reflection, refraction, absorption,
scattering, transmission, and change in form.
Analyze the properties of a material to
determine if it will be a good absorber/radiator
of energy.
Evaluate a material’s ability to interact with
electromagnetic energy (ie: clouds, ice, snow,
reflect sunlight; ozone absorbs UV rays).
Put in order of importance, sources of energy for
Earth processes (solar, radioactive decay,
condensation of water vapor, wind, and tidal).
Explain how radioactive decay produces energy.
Conceptual Questions
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What are other sources of energy for Earth
processes?
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Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.1:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual
traverse on the constellations.
Major Understandings
1.1a Most objects in the solar system are in regular
and predictable motion.
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These motions explain such phenomena as
the day, year, seasons, phases of the Moon,
eclipses, and tides.
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Gravity influences the motions of celestial
objects. The force of gravity between two
objects in the Universe depends on their
masses and the distance between them.
Performance Objectives
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Explain the modern Heliocentric model of the
Solar System (elliptical orbits).
Relate gravity to motions of celestial bodies.
Compare and contrast the Sun’s path, noon angle,
length of day, noon shadow length for each
solstice and equinox.
Suggested Assessment
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Vocabulary/Visuals
Theory
Geocentric
Heliocentric
Apparent motion
Actual motion
Solstice
Equinox
Phase
Eclipse
Tide
Gravity
Orbit
Rotation
Revolution
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Suggested Activities
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Given shadow length of a stick for noon, draw
shadow lengths and directions for any given time
of day/or season.
Identify moon phase given position of Earth,
Moon, Sun or amount of visible sunlit portion.
Make Geocentric, Heliocentic models of
Universe.
Discuss apparent and actual motion.
Plot sun’s apparent path on a plastic hemisphere
for each solstice and both equinoxes.
Model/demonstrate Moon phases.
Model Lunar and Solar Eclipse
Graph tidal information, relate graphs to moon
phases.
Identify as Geocentric or Heliocentric models
showing positions of Earth, Moon, Sun.
Differentiate between apparent and actual motion.
Describe the Sun’s apparent motion.
Identify positions in an orbit that would indicate
maximum/minimum orbital velocity, gravitational
pull, apparent diameter.
Given a plastic hemisphere marked with a sun’s
apparent daily path:
-determine the length of daylight hours
represented by the path.
-mark zenith.
-Compare path to either solstice or equinox paths.
Describe and identify by name, phases of the
moon in terms of position of Earth, Moon, Sun
and amount of visible sunlit portion.
Compare and contrast solar and lunar eclipse.
Conceptual Questions
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How did the modern heliocentric model of the
solar system develop?
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What is apparent motion?
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What causes the sun’s apparent motion to vary?
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Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.1:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual
traverse on the constellations.
Major Understandings
Performance Objectives
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1.1b Nine planets move around the Sun in nearly
circular orbits.
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The orbit of each planet is an ellipse with the
Sun located at one of the foci.
Earth is orbited by one Moon and many
artificial satellites.
Describe planet orbits in terms of: satellite,
primary, shape; gravitational pull; orbital speed;
sun’s apparent diameter; and position of the sun.
Describe the moon’s orbit around the earth in
terms of shape, and Earth’s position.
Suggested Assessment
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Vocabulary/Visuals
Ellipse
Eccentricity
Focus
Satellite
Primary
Orbit
Period
Revolution
Rotation
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Suggested Activities
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Construct ellipses, measure focal distance,
measure major axis, and use measurements to
calculate eccentricities.
Explore Kepler’s laws of planetary motion,
relating changes in gravitational pull, orbital
speed, and apparent diameter to position of planet
in its orbit.
Use the Solar System Date table (ESRT) to
determine planet properties: eccentricities, period
of revolution, period of rotation, distance to Sun.
Define ellipse and eccentricity.
Calculate eccentricity given an ellipse whose
foci have been marked. Compare the
eccentricity of the ellipse to the eccentricity of
any planet.
Given an eccentricity: describe the shape of the
ellipse, compare the shape of the ellipse to the
shape of Earth’s (or any planet’s) orbit.
Compare and contrast the orbital shapes of the
planets.
Describe the path of any satellite in terms of
shape and location of its primary (man-made
satellite around the earth; planet X around a
star).
Analyze planets’ rates of revolution and relate
rate to distance from Sun.
Given properties of a planet (eccentricity of
orbit, length of revolution/rotation, distance to
sun) name the planet.
Predict orbital speed, gravitational pull, apparent
diameter of sun, and period of revolution given
a planet’s distance from the sun.
Predict time and location of moonrise.
Conceptual Questions
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Why does distance between Earth and Sun vary?

What is the relationship between planet distance
and any of the following factors: orbital speed,
gravitational pull and apparent diameter of the
sun?
7
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.1:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual
traverse on the constellations.
Major Understandings
1.1i: Approximately 70 percent of Earth’s surface is
covered by a relatively thin layer of water which
responds to the gravitational attraction of the Moon
and Sun with a daily cycle of high and low tides.
Performance Objectives


Vocabulary/Visuals
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Suggested Activities

Hydrosphere
Lithosphere
Atmosphere
Biosphere
Tide
High Tide
Low tide
Cyclic
Gravitational attraction
State the relationship between gravitational pull
and tide cycle.
Analyze positions of Earth, Moon, Sun to
determine the tidal cycle at each position.
Suggested Assessment


Make a model, drawn to an appropriate scale, of
the Earth’s layers-Hydrosphere, Lithosphere,
Atmosphere.
Given tidal information for an area: graph the
information; state the relationship of time and
water height; determine the height of water at a
given time; use the graph to predict the next
high/low tides.
Relate moon phases to tidal changes.
Describe Earth’s exterior layers-hydrosphere,
lithosphere, atmosphere, biosphere.
Given position of Earth, Moon, Sun, state the
tidal cycle associated with the position.
Relate gravitational pull to distance and mass.
Define tides.
Graph and interpret the cyclic nature of tides.
Conceptual Questions

Why does the moon have a greater affect on the
hydrosphere than the sun?
8
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.2:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Describe current theories about the origin of the universe and solar system.
Major Understandings
1.2c Our solar system formed about 5 billion years
ago from a giant cloud of gas and debris. Gravity
caused Earth and the other planets to become layered
according to density differences in their materials.
 The characteristics of the planets of the solar
system are affected by each planet’s location
in relationships to the Sun.
 The terrestrial planets are small, rocky, and
dense. The Jovian planets are large, gaseous,
and of low density.
Performance Objectives



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Vocabulary/Visuals
Debris
Solar system
Sun
Planets
Terrestrial
Jovian
Density
Floating
Sinking
Direct relationship
Constant Relationship
Inverse relationship
Cyclic relationship
Describe the formation of our solar system.
Use concepts of gravity and density to explain
layering of Earth and other planets.
Distinguish between terrestrial and Jovian
planets.
Suggested Assessment
Suggested Activities

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Use the Solar System data table (ESRT) to
compare size, mass, density of planets.
Discuss the relationship between gravitational
attraction and the density of a material.
Measure mass and volume of various materials.
Use the data to determine density.
Observe layering (floating, sinking) of materials
of different densities.
Compute density of various solids and use the
information to predict position of solid in water.
Graph mass and volume data; volume and density
data, state relationships shown.
Describe the various objects of the solar system,
planets, moons, comets, asteroids, and
meteoroids.
Explain layering of Earth in terms of density.
Relate density of material to their position in a
series of layers.
Relate characteristics of planets to their location
in relationship to the Sun.
Identify the relationship of planet characteristics
to distance from the Sun.
Categorize planets as terrestrial or Jovian using
data from the ESRT.
Conceptual Questions


What theory describes the formation of our solar
system?
How did gravity and density determining the
characteristics of the planets?
9
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.2:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Describe current theories about the origin of the universe and solar system.
Major Understandings
Performance Objectives

1.2d: asteroids, comets, and meteors are components
of our solar system.
 Impact events have been correlated with mass
extinction and global climate change
 Impact craters can be identified in Earth’s
crust.


Describe/differentiate space objects-asteroids,
comets, meteors.
Describe impact event; relate impact events to
mass extinction of marine life at end of
Paleozoic and to dinosaurs at end of Mesozoic.
Describe impact crates in terms of shape and
formation.
Suggested Assessment







Vocabulary/Visuals
Suggested Activities

Asteroid
Comet
Meteor
Meteoroid
Meteorite
Impact event
Impact crater
Friction
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Model asteroid/comet orbits with respect to Sun
and Earth.
Observe, measure, compare, eccentricities of
comets to those of planets.
Observe photos of impact craters.
Model/create impact craters relating size, shape,
density of object to size, shape of crater. (Use
digital photography to analyze
pattern/amount/height of debris released during
an impact event).
Explain the cyclic nature of occurrence of comets
and meteor showers in terms of orbits.
Identify by shape, an impact crater.
Compare paths of asteroids, comets: to each
other; to planet paths.
Given position of Sun, asteroid/comet, Earth,
determine if the asteroid/comet would be visible
from Earth.
Use the orbital shape of asteroid/comet paths to:
determine the relationship of position in orbit and
visibility from earth; predictability of occurrence.
Analyze the role of Earth’s atmosphere in
reducing the number of impact craters;
obliterating evidence of impact craters.
Use the concept of friction to explain the
variation in number of impact craters on Earth
and Moon.
Conceptual Questions


What are space objects?
What did cause the extinction of dinosaurs?
10
Science Curriculum
EARTH’S COORDINATES,
MOTIONS, SEASONS
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11
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.1:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual
traverse on the constellations.
Major Understandings
1.1c: Earth’s coordinate system of latitude and
longitude, with the equator and the prime meridian as
reference lines, is based upon Earth’s rotation and our
observation of the Sun and stars.
Performance Objectives



Compare and contrast latitude and longitude.
Relate altitude of Polaris to latitude of observer.
Using Earth’s rate of rotation, calculate time
change between two locations.
Suggested Assessment



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

Vocabulary/Visuals
Suggested Activities

Latitude
Longitude
Astrolabe
Altitude
Polaris
Axis of rotation
Rotation
Revolution
Constellation



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Use the NYS Bedrock Geology Map (ESRT) to
determine latitude and longitude for various
locations in NYS.
Make and use an astrolabe. Discuss position of
Polaris above the Earth’s axis of rotation and
relate altitude of Polaris to latitude of the
observer.
Use a world map to locate by latitude and
longitude: locations of earthquakes/volcanoes,
hurricane storm paths, hot spots, plate
boundaries.
Use a world map to determine time difference
between two locations.
Define and give examples of co-ordinate
systems.
Relate change in time and longitude to Earth’s
rate of rotation.
Describe the Sun’s position at local noon.
Given longitude information for two locations
and time at one of the locations, calculate time
at the second location.
Identify and locate some famous constellations
and describe their apparent motions in the sky.
Given the time of day at two locations and
longitude of one of the locations, determine the
longitude of the other location.
Conceptual Questions


What is the basis of the Earth’s co-ordinate
system?
How are latitude and longitude used to locate
position on the Earth?
12
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.1:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual
traverse on the constellations.
Major Understandings
Performance Objectives

1.1d: Earth rotates on an imaginary axis at a rate of
15 degrees per hour. To people on Earth, this turning
of the planet makes it seem as though the Sun, Moon,
and stars are moving around Earth once a day.
Rotation provides a basis for our system of local time.
Meridians of longitude are the basis for time zones.

Explain apparent motion of Sun and stars in
terms of terrestrial motion.
Calculate Earth’s rate of rotation given one
rotation rate equals 3600 and takes 24 hours.
Suggested Assessment




Vocabulary/Visuals
Terrestrial motion
Local time
Meridian
Time zone
Axis of rotation
Rate of rotation
Suggested Activities
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Model terrestrial motion.
Use Solar System Data Table (ESRT) to
determine rates of terrestrial motion.
Diagram Earth’s orbital path showing the axial
tilt at various locations in the orbit.
Observe and measure changes in the Sun’s
position throughout a class period.
Observe and measure changes in Sun’s path and
length of shadows throughout the day/year.
Model Sun’s apparent path, relating positions on
the path to times of day.
Compare and contrast rotation and revolution
rates of planets.
Describe the motion of the apparent motion of
the planets.
Given a model of the Earth’s orbit around the
sun, showing axial tilt at various positions,
identify date/season of each position.
Plot a given time of day on a 3-d model given: a
Sun’s apparent path and position of a second
time of day.
Conceptual Questions



How fast are we moving?
How can the Sun’s position in the sky be used to
determine time/season?
What is the basis of our time system?
13
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.1:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual
traverse on the constellations.
Major Understandings
Performance Objectives

1.1e: The Foucault pendulum and the Coriolis effect
provide evidence of Earth’s rotation.

Describe the Foucault pendulum and explain
why it is used as evidence of The Earth’s
rotation.
Describe the Coriolis effect and explain why it
is used as evidence of Earth’s rotation.
Suggested Assessment





Vocabulary/Visuals
Foucault pendulum
Coriolis effect
Fluid
Suggested Activities
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148078417
Model Foucault pendulum.
Model Coriolis effect.
Plot Hurricane paths and relate hurricane
movement to planetary winds and to Coriolis
effect.
Use Planetary Wind and Pressure Belt Map
(ESRT) to analyze Coriols effect at various
locations on the Earth’s surface.
Use Ocean Current Map (ESRT) to relate
direction of ocean current to planetary winds
and to Coriolis effect.
Discuss evidence of rotation of other planets.
Predict apparent movement of a Foucault
pendulum on a rotating Earth.
Predict apparent motion of a fluid over the
Earth’s moving/non-moving surface.
Relate planetary wind belts to the Coriolis
effect.
Relate movement of ocean currents to planetary
wind belts and Corilois effect.
Describe the direction of the Gulf Stream and
relate it to planetary wind belts and Coriolis
effect.
Conceptual Questions

What evidence do we have to indicate the Earth
is not stationary?

What evidence do we have that other planets
rotate?
14
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.1:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual
traverse on the constellations.
Major Understandings
1.1f: Earth’s changing position with regard to the Sun
and Moon has noticeable effects.
 Earth revolves around the Sun with its
rotation axis tilted at 23.5 degrees to a line
perpendicular to the plane of its orbit, with
the North Pole aligned with Polaris.
 During Earth’s one-year period of revolution,
the tilt of its axis results in changes in the
angle of incidence of the Sun’s rays at a given
latitude. These changes cause variations in the
heating of the surface. This produces
seasonal variation in weather.
Performance Objectives
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Suggested Activities
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Vocabulary/Visuals
Insolation
Duration of insolation
Angle of insolation
Direct rays
Axial tilt
Celestial hemisphere
Rotational axis
Describe the effects of the Earth’s axial tilt and
revolution on the duration of insolation, angle of
insolation and temperature at different latitudes.
Identify the causes of seasons on Earth.
Suggested Assessment
Diagram the Earth’s axial tilt with respect to the 
Sun at seasonal dates, show position of Sun’s
direct rays, daylight and nighttime.
Use plastic hemisphere to: model Sun’s position
at solstices and equinoxes as seen from different
latitudes; interpret latitude, date and/or season of
a given path; determine duration of sunlight;
determination of angle of insolation at noon;
location of zenith.
Given a model showing Earth, axial tilt and
Sun’ rays: determine season; number of daylight
hours at a given latitude; location of sun’s direct
rays; relative distance to the Sun; Angle of
insolation at various locations; position of
day/night.
Identify the date, conditions and positions of the
Sun at different latitudes on solstices and
equinoxes.
Given a model of a sun’s apparent daily path
predict the season, infer changes that will
happen to the path as the time of year changes.
Describe the apparent path of the sun across the
sky on seasonal dates.
Describe the changes in season, temperature,
duration of insolation, angle of insolation if the
Earth’s axial tilt increased/decreased.
Locate Polaris in terms of Earth’s axis of
rotation.
Conceptual Questions
What causes seasonal variation in angle of
insolation, duration of insolation, temperature?
15
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.1:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual
traverse on the constellations.
Major Understandings
Performance Objectives

Calculate the Earth’s rate of revolution.
1.1g: Seasonal changes in the apparent position of
constellations provide evidence of Earth’s revolution.
Explain how seasonal changes in constellation
provides evidence of the Earth’s revolution.
Suggested Assessment
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Vocabulary/Visuals
Constellation
Revolution
Orbit
Big Dipper
Little Dipper
Polaris
Orion
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Suggested Activities
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
Model Earth’s revolution around the Sun.
Diagram various constellations: Big and Little
Dipper (Ursa Major/Minor), Orion, etc.
Discuss origin of names of constellations.
Explain why Orion can only be seen in the Winter
sky.
Discuss evidence for Earth’s revolution.
Define constellation. Identify by shape and name
some common constellations.
Describe Earth’s revolution.
Given a model of Sun, Earth and its orbit,
constellations positions, determine which
constellations would be visible from a given
location within the orbit.
Identify season by the visible constellations.
Identify some constellations and describe their
apparent motions in the sky.
Predict star/constellation motion if the Earth’s
revolution were to change
(increase/decrease/stop).
Conceptual Questions

How do constellations provide evidence of
Earth’s revolution?
16
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.1:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual
traverse on the constellations.
Major Understandings
1.1h: The Sun’s apparent path through the sky varies
with latitude and season.
Performance Objectives


Suggested Assessment

Describe and explain the causes of changes in the
Sun’s apparent path throughout the year.
Analyze a sun’s apparent path to determine
latitude of observer.

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Vocabulary/Visuals
Suggested Activities

Apparent path
Latitude
Season
Varies
Zenith
Solar noon
Direct ray
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148078417
Observe, measure, graph Sun’s position in the sky
throughout a day/year.
Describe a Geochorn.
Define zenith.
Observe, measure, graph shadow lengths and
directions throughout a day/year.
Identify position of Sun’s direct rays for solstices
and equinoxes.
Identify location of observer, given Sun’s path on
a given date for the location.
On a diagram of Earth, draw in the rotational axis,
shade in areas of night for the first day of each
season.
Construct operational definition of both
astronomical and meteorological season.
Discuss and use a Geochron.
Predict changes to a Sun’s path, noon angle, and
shadow length as time/date/season change.
Analyze several apparent paths for one location to
determine date/season.
Predict duration of insolation, angle of insolation,
temperature and shadow length for a given
latitude.
Relate angle of insolation to time of
day/season/latitude.
Compare and contrast the Sun’s apparent path at
various latitudes.
Relate duration of insolation to time of
day/season/latitude.
Analyze a diagram of Earth showing axial tilt and
day/night to determine date/season.
Analyze the shadings on a Geochorn to determine
season.
Locate zenith on a celestial model of Sun’s path.
Conceptual Questions

Are all seasons the same length?
17
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.2:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate.
Major Understandings
2.2a: Insolation (solar radiation) heats Earth’s surface
and atmosphere unequally due to variations in:
 The intensity caused by differences in
atmospheric transparency and angle of
incidence that vary with time of day, latitude,
and season.
 Characteristics of the materials absorbing the
energy such as color, texture, transparency,
state of matter, and specific heat.
 Duration, which varies with seasons and
latitude.
Performance Objectives


Compare and contrast materials’ abilities to
absorb, radiate, and reflect insolation.
List and explain what happens to solar energy
when it reaches the Earth’s atmosphere and
surface.
Suggested Assessment

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Vocabulary/Visuals
Insolation
Intensity
Transparency
Angle of incidence
Latitude
Season
Duration
Texture
State of matter
Specific heat
Temperature lag
Phase change
Suggested Activities
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Investigate relationships between temperature
and: angle of insolation; duration of insolation;
season; latitude.
Investigate relationship between temperature and
angle of insolation; duration of insolation; time of
day; time of year; time of maximum intensity,
atmospheric transparency.
Investigation absorption and radiation rates of
various materials (black vs shiny cup; land vs
water; dark sand vs light sand).
Investigate heating and cooling rates of different
rock materials.
Investigate temperature change during a phase
change.
Predict the ability of a material to absorb/radiate
energy given: its surface characteristics; specific
heat; ability to radiate/absorb energy.
List and describe characteristics that affect
absorption and radiation of heat energy.
Given graphs of simple relationships, identify the
graph that represents the relationship between a
given set of variables that affect surface
temperatures (temperature and: angle of
insolation, atmospheric transparency, duration of
insolation, time of day, time of year).
Identify the changes that occur in duration of
insolation with latitude, season.
Predict times of maximum/minimum
temperatures given the area’s times of max/min
intensity of insolation.
Identify the changes that occur in angle of
insolation with changes in time of day, latitude,
and season.
Explain how energy can be stored or released
during a phase change.
Conceptual Questions

What are the factors that control the amount of
sun’s energy (insolation) that is received in an
area?
18
Science Curriculum
Cont. 2.2a
Suggested Activities
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
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Model sun’s angel of insolation at: noon,
throughout day/season; various latitudes.
Create/use a data table listing date, season,
latitude, noon angle of insolation; duration of
insolation. Use the data table to identify and or
graph relationships.
19
Science Curriculum
WEATHER VARIABLES,
SYSTEMS, FORECASTING
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20
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1d: Weather variables are measured using
instruments such as thermometers, barometer,
psychrometers, precipitation gauges, anemometer, and
wind vanes.
Performance Objectives

Suggested Assessment

Identify the tools used to measure weather
variables.

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Vocabulary/Visuals
Suggested Activities

Thermometer
Barometer
Sling psychrometer
Hygrometer
Anemometer
Rain gauge
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Observe, measure and record weather data using
appropriate tools.
Observe and record weather changes.
Use Temperature scales (ESRT) to convert
temperature.
Use Pressure scale (ESRT) to convert pressure.
Use Dew point Temperature and Relative
Humidity charts (ESRT) to determine dew point,
relative humidity, probability of precipitation,
and/or cloud height.
Graph weather variables (daily, yearly). Analyze
relationships.
Match the weather instrument to its correct
use(s).
Convert temperatures from one scale to another.
Convert pressure from millibars to inches or
inches to millibars.
Interpret weather data on a map, making the
appropriate conversions for weather analysis.
(ie: temp reported in Fahrenheit needs to be
converted to Celsius in order to determine dew
point or relative humidity).
Use Dew point Temperature and Relative
Humidity charts (ESRT) to determine dew
point, relative humidity, probability of
precipitation, and/or cloud height for a given set
of conditions (either predetermined or measured
by the student).
Conceptual Questions


What are the tools of the meteorologist?
How have computers, Doppler Radar, and other
technology changed weather prediction?
21
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
Performance Objectives

2.1e:


Weather variables are interrelated. For
example:
temperature and humidity affect air pressure
and probability of precipitation;
air pressure gradient controls wind velocity.

Vocabulary/Visuals
Probability
Direct relationship
Constant relationship
Cyclic relationship
Inverse relationship
Air mass
Low pressure
High pressure
Altitude
Air temperature
Air pressure
Pressure gradient
Wind velocity
Dew pint temp
Air mass
Mass characteristics
Frontal boundary
Pressure system
Planetary wind belts
Humidity
Cloud height
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Predict the change that will occur in one weather
variable, given the change in a second variable.
State and describe relationships between weather
variables, including by not limited to: air
temperature and air pressure; air temperature and
ability to hold moisture; air pressure and ability to
hold moisture; air pressure gradient and wind
velocity; air temp, dew pint temp and chance of
precipitation; origin or air mass and air mass
characteristics; frontal boundary and type of
weather; pressure system and type of weather;
movement of storms and planetary wind belts;
humidity and cloud height.
Suggested Assessment




Suggested Activities


Graph weather data to determine relationships
between pairs of variables.
Read weather maps, identify areas of: high/low
wind speed; high/low chance of precipitation;
type of precipitation (based on air temp); warm,
wet weather; cold, dry weather; source regions for
various air masses; direction of movement of
storm systems/air masses/fronts.
Explain why the term “probability of
occurrence” is used to discuss future weather.
Identify an area on an isomap with specific
weather conditions (ie: high winds; clear,
cooler, drier air; high chance of precipitation)
Given graphs showing simple relationships,
choose the correct graph for any pair of weather
variables (ie: air temp and pressure-inverse; air
temp and ability to hold moisture-direct).
Predict the weather in an area given a set of
related weather variables.
Conceptual Questions


How are weather variables interrelated?
How can weather variable relationships be used to
predict weather?
22
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
Performance Objectives

2.1f: Air temperature, dew point, cloud formation,
and precipitation are affected by the expansion and
contraction of air due to vertical atmospheric
movements.

State the relationship between air temperature and
density. Relate changes in air temperature to air
movement.
Explain how clouds form. Identify the conditions
necessary for clouds to form. Determine the
altitude at which a cloud will form given air
temperature and dew point.
Suggested Assessment


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
Vocabulary/Visuals
Vertical
Expansion
Compression
Convection cell
Cloud
Precipitation
Orographic effect
Windward
Leeward
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Suggested Activities




Model cloud formation.
Investigate the relationship between air
temperature and air density.
Diagram air movement, cloud formation, and
precipitation patterns at each of the 4 frontal
surfaces.
Diagram air movement, cloud formation, and
precipitation patterns at a mountain.
Predict air movement given a frontal surface.
Use density differences to explain vertical (rising
and sinking) movement of air.
Predict temperature change given direction of air
movement.
Analyze a diagram showing wind direction and
topographic features (lakes, oceans, mountains) to
determine which side of the mountain will be cool
and wet/warm and dry.
Describe movement of air in a convection cell in
terms of temperature, density, pressure, direction
of vertical movement.
Analyze temperature data to determine type of
precipitation and/or change in precipitation at
various altitudes.
Determine the height at which clouds will form
given temperatures, dew points, and/or expansion
(cooling) rates.
Identify the various forms of precipitation and
explain how each forms.
Describe the flow of air at each of the four frontal
surfaces.
Describe the orographic effect.
Predict weather given air movement direction
Conceptual Questions



How do clouds form?
What are the conditions necessary for cloud
formation and precipitation to occur?
What causes the vertical flow of air?
23
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
Performance Objectives

2.1g: Weather variables can be represented in a
variety of formats including: radar and satellite
image; weather maps (including station model,
isobars, and fronts); atmospheric cross-sections; and
computer models.

Compare and contrast a variety of forms of
weather maps.
Examine cross-sectional models of frontal
boundaries, note shape of boundary, direction of
flow of air at boundary, type of cloud formation,
and pattern of precipitation.
Suggested Assessment




Vocabulary/Visuals
Suggested Activities

Station model
Decode
Frontal boundary
Cross-sectional model
Weather maps






148078417
Use weather maps from newspaper and/or internet
to obtain weather data and to identify weather

patterns and trends.

Draw a station model to show how conditions
change after a passage of a cold/warm front.
Prepare station models for a given set of weather
conditions.
Decode station models, air mass and frontal
symbols.
Interpret weather maps that report weather
variables on station models.
Use station model on weather maps to: draw
isolines; frontal boundaries; and wind direction;
predict areas of high/low chance precipitation,
high/low winds; predict direction of movement of
storm.
Draw cross-sectional diagrams of frontal surfaces,
pressure systems, showing air flow.
Draw a station model to represent a given set of
weather conditions.
Identify type of frontal boundary given a crosssectional model of shape and characteristics of the
boundary; and isomap showing weather variables.
Record and decode weather variables in proper
station model code.
Use weather maps to identify weather patterns
and trends and to predict weather.
Conceptual Questions
How are weather maps made and used?
How are computer models, weather maps,
satellites and radar used in watching and
forecasting weather?
24
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1c: Weather patterns become evident when weather
variables are observed, measured, and recorded.
These variables include air temperature; air pressure;
moisture (relative humidity and dew point);
precipitation (rain, snow, hail, sleet, etc); wind speed
and direction; and cloud cover.
Performance Objectives

Identify weather patterns associated with
various combinations of weather variables.
Suggested Assessment





Vocabulary/Visuals
Meteorology
Meteorologist
Weather variable
Air temperature
Air pressure
Relative humidity
Dew point
Wind speed
Wind direction
Cloud cover
Millibar
Celsius
Fahrenheit
Isotherm
Isobar
Air mass
Front
148078417
Suggested Activities



Discuss the role of the meteorologist.
Use maps of weather variable to: draw isotherms,
isobars, wind direction, precipitation patterns;
identify pressure systems; identify air masses and
their place of origin; predict direction of pressure
system movement; analyze present weather at a
given time/location; predict future weather at a
given time or location.
Watch local meteorologists. Compare and
contrast reporting styles. Make lists of weather
patterns and trends.
Define meteorology.
Given a map of weather variable data: draw
isotherms, isobars, wind direction, precipitation
patterns and/or fronts; identify pressure systems;
identify air mass type, movement, and place of
origin.
List and define common weather variables.
Use a weather map to determine present/future
weather conditions of a given area.
Forecast weather given various combinations of
weather variables (ie; difference between air
temperature and dew point temperature and
probability of precipitation; change in air
pressure and resulting sky conditions; type of air
mass and weather conditions; frontal surface
and weather conditions).
Conceptual Questions

What weather patterns and trends can be
identified and used to predict weather?
25
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.1:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual
traverse on the constellations.
Major Understandings
Performance Objectives

1.1e: The Foucault pendulum and the Coriolis effect
provide evidence of Earth’s rotation.

Describe the Foucault pendulum and explain
why it is used as evidence of The Earth’s
rotation.
Describe the Coriolis effect and explain why it
is used as evidence of Earth’s rotation.
Suggested Assessment





Vocabulary/Visuals
Foucault pendulum
Coriolis effect
Fluid
Suggested Activities






148078417
Model Foucault pendulum.
Model Coriolis effect.
Plot Hurricane paths and relate hurricane
movement to planetary winds and to Coriolis
effect.
Use Planetary Wind and Pressure Belt Map
(ESRT) to analyze Coriols effect at various
locations on the Earth’s surface.
Use Ocean Current Map (ESRT) to relate
direction of ocean current to planetary winds
and to Coriolis effect.
Discuss evidence of rotation of other planets.
Predict apparent movement of a Foucault
pendulum on a rotating Earth.
Predict apparent motion of a fluid over the
Earth’s moving/non-moving surface.
Relate planetary wind belts to the Coriolis
effect.
Relate movement of ocean currents to planetary
wind belts and Corilois effect.
Describe the direction of the Gulf Stream and
relate it to planetary wind belts and Coriolis
effect.
Conceptual Questions

What evidence do we have to indicate the Earth
is not stationary?

What evidence do we have that other planets
rotate?
26
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
Performance Objectives

2.1h: Atmospheric moisture, temperature and
pressure distributions; jet streams, wind, air masses
and frontal boundaries; and the movement of cyclonic
systems and associated tornadoes, thunderstorms, and
hurricanes occur in observable patterns. Loss of
property, personal injury, and loss of life can be
reduced by effective emergency procedures.


Identify the processes that form, the dangers
associated with, and emergency preparedness
plans necessary for: tornadoes, thunderstorms,
and hurricanes.
Evaluate potential hazards of sever weather and
suggest safety tips and preparedness plans.
Identify various types of fronts and describe the
weather changes associated with each.
Suggested Assessment







Vocabulary/Visuals
Suggested Activities

Severe weather
Tornadoes
Thunderstorms
Hurricanes
Cyclonic systems
Watches
Warnings
Preparedness plans
Air mass
Frontal boundary
Jet streams
Planetary wind belts
148078417


Report on severe weather events: thunderstorms,
tornadoes, and hurricanes (how and where they
form, problems each creates, plans and
preparation needed).
Map hurricane paths. Compare and contrast
paths. Calculate rate of movement. Analyze wind
direction within the hurricane, wind speeds over
water vs. over land; classification schemes.
Use Planetary Wind and Moisture Belts (ESRT)
to: identify and predict storm paths; understand
why some areas are wet/dry; determine wind
movement and/or pressure system at a given
latitude.
Differentiate between watches and warnings.
Given a map: plot severe weather movements;
predict path of storms, frontal and air mass
movement; identify areas most likely to be
affected by the various types of severe weather.
Describe how Earth’s rotation affects movement
of winds, air masses, fronts, and storms.
Relate convection cell, wind direction, Coriolis
effect, planetary wind belts to direction of:
storm movement and direction of air flow within
a pressure system.
Identify moisture, pressure wind direction
patterns of a given area.
Explain how air masses form, list the types of
air masses, and state the weather associated with
each.
Describe weather and sky conditions that
accompany each type of front.
Conceptual Questions


What are severe weather conditions and how can
we prepare for them?
What is an air mass, where do they form and what
are their characteristics?
27
Science Curriculum
WEATHER HAZZARDS,
ATMOSPHERE
148078417
28
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
Performance Objectives

2.1h: Atmospheric moisture, temperature and
pressure distributions; jet streams, wind, air masses
and frontal boundaries; and the movement of cyclonic
systems and associated tornadoes, thunderstorms, and
hurricanes occur in observable patterns. Loss of
property, personal injury, and loss of life can be
reduced by effective emergency procedures.


Identify the processes that form, the dangers
associated with, and emergency preparedness
plans necessary for: tornadoes, thunderstorms,
and hurricanes.
Evaluate potential hazards of sever weather and
suggest safety tips and preparedness plans.
Identify various types of fronts and describe the
weather changes associated with each.
Suggested Assessment







Vocabulary/Visuals
Suggested Activities

Severe weather
Tornadoes
Thunderstorms
Hurricanes
Cyclonic systems
Watches
Warnings
Preparedness plans
Air mass
Frontal boundary
Jet streams
Planetary wind belts
148078417


Report on severe weather events: thunderstorms,
tornadoes, and hurricanes (how and where they
form, problems each creates, plans and
preparation needed).
Map hurricane paths. Compare and contrast
paths. Calculate rate of movement. Analyze wind
direction within the hurricane, wind speeds over
water vs. over land; classification schemes.
Use Planetary Wind and Moisture Belts (ESRT)
to: identify and predict storm paths; understand
why some areas are wet/dry; determine wind
movement and/or pressure system at a given
latitude.
Differentiate between watches and warnings.
Given a map: plot severe weather movements;
predict path of storms, frontal and air mass
movement; identify areas most likely to be
affected by the various types of severe weather.
Describe how Earth’s rotation affects movement
of winds, air masses, fronts, and storms.
Relate convection cell, wind direction, Coriolis
effect, planetary wind belts to direction of:
storm movement and direction of air flow within
a pressure system.
Identify moisture, pressure wind direction
patterns of a given area.
Explain how air masses form, list the types of
air masses, and state the weather associated with
each.
Describe weather and sky conditions that
accompany each type of front.
Conceptual Questions


What are severe weather conditions and how can
we prepare for them?
What is an air mass, where do they form and what
are their characteristics?
29
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.2:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Describe current theories about the origin of the universe and solar system.
Major Understandings
1.2e: Earth’s early atmosphere formed as a result of
the outgassing of water vapor carbon dioxide,
Nitrogen, and lesser amounts of other gases from the
interior.
Performance Objectives


Suggested Activities





148078417


Vocabulary/Visuals
Atmosphere
Outgassing
Human activities
% Composition
% Deviation(error)
Explain the formation and evolution of the
atmosphere.
Suggested Assessment
Discuss outgassing; model outgassing (with alka
seltzer or vinegar and baking soda, etc).
Discuss the role of gravity and density to the
formation, composition, and layering of the
atmosphere.
Graph % composition of carbon dioxide, oxygen,
nitrogen throughout earth history.
Experimentally determine amount of oxygen in
air; calculate % error in experimental data.
Use Selected properties of Earth’s Atmosphere
(ESRT) to find altitude, pressure, water vapor
content, and temperature information about the
layers of the atmosphere.
Describe and explain change in atmosphere over
time.
Compare and contrast composition of early and
modern atmosphere.
Determine the temperature, pressure, water
vapor content at a given altitude within the
atmosphere, and/or predict the change in
atmospheric conditions with a change in
altitude.
Conceptual Questions


What is the nature of our atmosphere
(composition, structure, properties)?
What are some of the atmospheric changes that
have occurred with time and or space?
30
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.2:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Describe current theories about the origin of the universe and solar system.
Major Understandings
1.2h: The evolution of life caused dramatic changes
in the composition of Earth’s atmosphere. Free
oxygen did not form in the atmosphere until
photosynthetic plants evolved.
Performance Objectives

Suggested Assessment

Compare and contrast the predominant life forms
at various times throughout geologic time.




Vocabulary/Visuals
Suggested Activities

Photosynthesis
Evolution
Adaptation



148078417
Graph changes in the composition of the
atmosphere throughout time.
Evaluate the effects of amount of free oxygen in
the atmosphere if the rainforests were cut
down/allowed to grow larger.
Graph changes in the amount of oxygen
throughout geologic history.
Use the Geologic History of New York State
(ESRT) to observe type and characteristics of life
forms at various times in geologic history.
Compare the origin of the Earth’s crust,
atmosphere, and oceans.
Compare and contrast early and modern
atmospheres.
Analyze relationship of environmental change to
evolutionary change.
Apply the concept of evolutionary change as a
response to a changing environment.
Relate change of life form to change in available
free oxygen.
Conceptual Questions

What factors influenced the changes in the
Earth’s atmosphere?
31
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1b: The transfer of heat energy within Earth’s
interior results in the formation of regions of different
densities. These density differences result in motion..
Performance Objectives

Suggested Assessment

Describe the transfer of energy within the
Earth’s interior in terms of density differences.





Vocabulary/Visuals
Conduction
Convection
Radiation
Medium
Energy transfer
Rate of change
Suggested Activities




148078417
Model convection.
Investigate a material’s ability to absorb and
radiate energy (ie: land vs. water; light sand vs.
dark sand; shiny cup vs. black cup).
Measure temperature changes in cups of hot and
cold water as energy is transferred along a metal
bar connecting the cups. Calculate and compare
the rate of temperature change in each cup.
Investigate radiation of energy given off by a
lamp.
Determine the direction of flow of energy in a
fluid given the location of the heat source.
Describe methods of energy transfer:
conduction, convection, and radiation.
Identify the transfer method best suited for
various mediums: solid, fluid (liquid and gas),
empty space.
Compare the ability of a material to absorb
energy by determining rate of change of
temperature in the materials.
Evaluate the type of transfer method needed for
various types of materials (ie: through the
lithosphere, atmosphere, space; from lithosphere
to atmosphere).
Describe the relationship of heat transfer and
regions of density.
Conceptual Questions


How can density differences be used to determine
flow of energy?
How does heat transfer in the Earth result in
motion?
32
Science Curriculum
INSOLATION,
ENERGY TRANSFER,
CLIMATE FACTORS,
WATER CYCLE
148078417
33
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.1:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Explain complex phenomena, such as tides, variations in day length, solar insulation, apparent motion of the planets, and annual
traverse on the constellations.
Major Understandings
1.1h: The Sun’s apparent path through the sky varies
with latitude and season.
Performance Objectives


Suggested Assessment

Describe and explain the causes of changes in the
Sun’s apparent path throughout the year.
Analyze a sun’s apparent path to determine
latitude of observer.








Vocabulary/Visuals
Suggested Activities

Apparent path
Latitude
Season
Varies
Zenith
Solar noon
Direct ray








148078417
Observe, measure, graph Sun’s position in the sky
throughout a day/year.
Describe a Geochorn.
Define zenith.
Observe, measure, graph shadow lengths and
directions throughout a day/year.
Identify position of Sun’s direct rays for solstices
and equinoxes.
Identify location of observer, given Sun’s path on
a given date for the location.
On a diagram of Earth, draw in the rotational axis,
shade in areas of night for the first day of each
season.
Construct operational definition of both
astronomical and meteorological season.
Discuss and use a Geochron.
Predict changes to a Sun’s path, noon angle, and
shadow length as time/date/season change.
Analyze several apparent paths for one location to
determine date/season.
Predict duration of insolation, angle of insolation,
temperature and shadow length for a given
latitude.
Relate angle of insolation to time of
day/season/latitude.
Compare and contrast the Sun’s apparent path at
various latitudes.
Relate duration of insolation to time of
day/season/latitude.
Analyze a diagram of Earth showing axial tilt and
day/night to determine date/season.
Analyze the shadings on a Geochorn to determine
season.
Locate zenith on a celestial model of Sun’s path.
Conceptual Questions

Are all seasons the same length?
34
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1a: Earth systems have internal and external
sources of energy, both of which create heat.
Performance Objectives

Suggested Assessment

Identify and describe the two main sources of
energy for Earth processes.



Vocabulary/Visuals
Solar energy
Radioactive decay
Energy
Potential energy
Kinetic energy
Electromagnetic energy
Spectroscope
Absolute zero
Reflection
Refraction
Scattered
Absorbed
Transmitted
148078417
Suggested Activities




Observe solar energy using a spectroscope.
Investigate properties of a good absorber.
Use the Electromagnetic Spectrum chart (ESRT)
to: compare wavelengths of various types of
electromagnetic energy; identify type of energy
given its wavelength; arrange forms of energy by
(increasing/decreasing) wavelength.
Model energy: reflection, refraction, absorption,
scattering, transmission, and change in form.
Analyze the properties of a material to
determine if it will be a good absorber/radiator
of energy.
Evaluate a material’s ability to interact with
electromagnetic energy (ie: clouds, ice, snow,
reflect sunlight; ozone absorbs UV rays).
Put in order of importance, sources of energy for
Earth processes (solar, radioactive decay,
condensation of water vapor, wind, and tidal).
Explain how radioactive decay produces energy.
Conceptual Questions

What are other sources of energy for Earth
processes?
35
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1b: The transfer of heat energy within Earth’s
interior results in the formation of regions of different
densities. These density differences result in motion..
Performance Objectives

Suggested Assessment

Describe the transfer of energy within the
Earth’s interior in terms of density differences.





Vocabulary/Visuals
Conduction
Convection
Radiation
Medium
Energy transfer
Rate of change
Suggested Activities




148078417
Model convection.
Investigate a material’s ability to absorb and
radiate energy (ie: land vs. water; light sand vs.
dark sand; shiny cup vs. black cup).
Measure temperature changes in cups of hot and
cold water as energy is transferred along a metal
bar connecting the cups. Calculate and compare
the rate of temperature change in each cup.
Investigate radiation of energy given off by a
lamp.
Determine the direction of flow of energy in a
fluid given the location of the heat source.
Describe methods of energy transfer:
conduction, convection, and radiation.
Identify the transfer method best suited for
various mediums: solid, fluid (liquid and gas),
empty space.
Compare the ability of a material to absorb
energy by determining rate of change of
temperature in the materials.
Evaluate the type of transfer method needed for
various types of materials (ie: through the
lithosphere, atmosphere, space; from lithosphere
to atmosphere).
Describe the relationship of heat transfer and
regions of density.
Conceptual Questions


How can density differences be used to determine
flow of energy?
How does heat transfer in the Earth result in
motion?
36
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.2:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate.
Major Understandings
2.2a: Insolation (solar radiation) heats Earth’s surface
and atmosphere unequally due to variations in:
 The intensity caused by differences in
atmospheric transparency and angle of
incidence that vary with time of day, latitude,
and season.
 Characteristics of the materials absorbing the
energy such as color, texture, transparency,
state of matter, and specific heat.
 Duration, which varies with seasons and
latitude.
Performance Objectives


Compare and contrast materials’ abilities to
absorb, radiate, and reflect insolation.
List and explain what happens to solar energy
when it reaches the Earth’s atmosphere and
surface.
Suggested Assessment







Vocabulary/Visuals
Insolation
Intensity
Transparency
Angle of incidence
Latitude
Season
Duration
Texture
State of matter
Specific heat
Temperature lag
Phase change
Suggested Activities





148078417
Investigate relationships between temperature
and: angle of insolation; duration of insolation;
season; latitude.
Investigate relationship between temperature and
angle of insolation; duration of insolation; time of
day; time of year; time of maximum intensity,
atmospheric transparency.
Investigation absorption and radiation rates of
various materials (black vs shiny cup; land vs
water; dark sand vs light sand).
Investigate heating and cooling rates of different
rock materials.
Investigate temperature change during a phase
change.
Predict the ability of a material to absorb/radiate
energy given: its surface characteristics; specific
heat; ability to radiate/absorb energy.
List and describe characteristics that affect
absorption and radiation of heat energy.
Given graphs of simple relationships, identify the
graph that represents the relationship between a
given set of variables that affect surface
temperatures (temperature and: angle of
insolation, atmospheric transparency, duration of
insolation, time of day, time of year).
Identify the changes that occur in duration of
insolation with latitude, season.
Predict times of maximum/minimum
temperatures given the area’s times of max/min
intensity of insolation.
Identify the changes that occur in angle of
insolation with changes in time of day, latitude,
and season.
Explain how energy can be stored or released
during a phase change.
Conceptual Questions

What are the factors that control the amount of
sun’s energy (insolation) that is received in an
area?
37
Science Curriculum
Cont. 2.2a
Suggested Activities


148078417
Model sun’s angel of insolation at: noon,
throughout day/season; various latitudes.
Create/use a data table listing date, season,
latitude, noon angle of insolation; duration of
insolation. Use the data table to identify and or
graph relationships.
38
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.2:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate.
Major Understandings
Performance Objectives

2.2b: The transfer of heat energy within the
atmosphere, the hydrosphere, and Earth’s surface
occurs as the result of radiation, convection, and
conduction.
 Heating of Earth’s surface and atmosphere by
the Sun drives convection within the
atmosphere and oceans, producing winds and
ocean currents.


Suggested Activities




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

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Vocabulary/Visuals
Conduction
Convection
Convection current/cell
Dynamic equilibrium
Heat energy
Insolation
Radiation
Wind
Fluid
Describe how energy is transferred within and
between Earth systems.
Relate imbalances in the heating of Earth’s
surface to creation of winds, ocean currents, and
climate phenomena.
Suggested Assessment
Predict the flow of a fluid given the heat source.
Relate unequal heating and density to flow of air.
Choose the heat transfer method best suited for a
given material (solid, metal bar, liquid,
hydrosphere, air, atmosphere, empty space).
Predict flow of air in a system given the location
of the heat source for the system.
Identify the process that forms winds.
Conceptual Questions
Investigate heat transfer by conduction,
convection and radiation.
Use the ESRT to: identify hot and cold ocean
currents; planetary wind and moisture belt
patterns; predict direction of flow of wind or
water over the Earth’s surface at a given location.
Model convection currents in fluids; show
direction of flow, location of heat source.
Create models showing the flow of air in
convection currents caused by differences in
surface materials. Identify the winds formed in
different situations: land/sea breeze, monsoon,
hurricane.
Use Planetary Wind and Moisture Belts (ESRT)
to identify the direction of movement of air: along
the surface of the Earth and away from the
surface of the Earth.
Use Surface Ocean Currents (ESRT) to identify
patterns of winds and ocean currents.
39
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
Performance Objectives

2.1i: Seasonal changes can be explained using
concepts of density and heat energy. These changes
include: the shifting of global temperature zones, the
shifting of planetary wind and ocean current patterns,
the occurrence of hurricanes, monsoons, rainy and dry
seasons, flooding, severe weather, and ozone
depletion.

Identify the causes and affects of seasonal change.
Relate unequal heating and unequal density to
seasonal phenomena.
Relate unequal heating and cooling of water, land
and the atmosphere above each to the formation
of hurricanes, monsoons, wet/dry seasons.
Suggested Assessment






Vocabulary/Visuals
Suggested Activities

Seasonal variation
Isotherms
Hurricane
Monsoon
El Nino
Angle of insolation
Ozone depletion


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Describe the process of ozone depletion; list its
causes and effects; and identify what can be done
to decrease/stop it.
Model axial tilt at various locations in Earth’s
orbit; relate seasonal changes to tilt of axis and
revolution of Earth.
Investigate heating and cooling rates of land and
water. Use differences in heating and cooling
rates to explain development of hurricanes,
monsoons, El Nino, wet/dry seasons, flooding.
Investigate affect of angle of insolation on
temperature.
Investigate affect of duration of insolation on
temperature.
Discuss seasonal nature of temperature zones,
planetary wind and ocean current patterns,
hurricanes, monsoons, and El Nino.
Given a model showing axial tilt and/or position
of Earth in its orbit: identify season, location of
sun’s direct rays, areas of higher/lower/equal
temperature; areas of higher/lower/equal
duration of insolation.
State how angle and duration of sun’s rays:
affects temperatures: changes with season;
changes with latitude; changes daily.
Given a map of world’s isotherm for a given
season, determine changes in pattern for a
different season.
Describe and explain seasonal variation in the
world’s isotherms.
Given water and land temperatures, predict the
flow of air and the weather associated with the
flow of the air.
Relate ocean current patterns to planetary wind
belts.
Conceptual Questions


What is the role of density in seasonal variation
of air movement?
What causes the seasonal shifts in weather?
40
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.2:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate.
Major Understandings
2.2c: A location’s climate is influenced by latitude,
proximity to water, ocean currents, prevailing winds,
vegetative cover, elevation, and mountain ranges.
Performance Objectives

Describe the effect of latitude, proximity to water,
ocean currents, prevailing winds, vegetative
cover, elevation, and mountain ranges on climate.
Suggested Assessment








Vocabulary/Visuals
Latitude
Proximity
Ocean current
Prevailing wind
Climate ratio
Vegetative cover
Elevation
Mountain range
Inland
Coastal
Orographic effect
Leeward
Windward
Lake effect
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Suggested Activities





Use an imaginary continent showing latitude,
oceans, mountain ranges, climate ratios to: draw
isolines connecting equal climate ratios; identify
wet/dry areas; map winds and ocean currents;
identify climate factors.
Graph climate data and use data to classify
climate of an area.
Plot the Heat Equator for months of January and
July on a world map; use data to explain seasonal
shifts in climate.
Plot temperature data for two locations at the
same latitude: coastal vs inland; leeward side vs
windward side; high vs low elevations.
Research Lake Effect Precipitation; explain how
the climate of Rochester is affected by Lake
Ontario.
Differentiate between weather and climate.
Identify areas of persistent wet/dry climates
based on planetary wind and moisture belt
information.
Predict a location’s climate given an imaginary
continent showing climate factors.
Determine the climate of an area given the
factors at work in the area.
Identify the criteria used to classify climates.
Predict climate on opposite sides of a mountain
given wind direction.
Compare and contrast climate: on windward
and leeward sides of a mountain; inland and
coastal climates at the same latitude; at various
latitudes.
Identify areas of rain forests given a map
showing oceans and wind direction.
Conceptual Questions

How is a climate altered by: latitude, proximity
to water, ocean currents, prevailing winds,
vegetative cover, elevation, and mountain ranges?
41
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.2:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate.
Major Understandings
2.2d:


Temperature and precipitation patterns are
altered by:
Natural events such as El Nino and volcanic
eruptions
Human influences including deforestation,
urbanization, and the production of
greenhouse gases such as carbon dioxide and
methane.
Performance Objectives

Vocabulary/Visuals




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
Compare and contrast natural and human
influences on temperature and precipitation.

Suggested Activities

Global warming
Greenhouse effect
Acid precipitation
El Nino
Southern oscillation
Urban heat
Suggested Assessment
Interpret data and graphs that correlate: volcanic
eruptions and weather shifts; El Nino events and
global climatic change; CO2 emissions and global
temperature change; warming and cooling periods
during the ice age.
Investigate rate of temperature change in a
container of air vs. container of carbon dioxide.
Graph changes in temperature and carbon dioxide
levels over time.
Research any/all of the following: global
warming; greenhouse effect; El Nino, southern
oscillation.
Plot volcanic ash flow, compute rate of flow.
Relate changes in temperature to periods of
volcanic activity.
Graph or interpret graphs of temperatures during
the Ice age.
Research the phenomena of urban heat.
Predict climate change given a specific human
influence (ie: burning fossil fuels;
deforestation; planting forests).
Describe patterns of global climatic change and
the resulting effects on vegetation, land use,
ocean levels, and fresh water availability.
Conceptual Questions

What causes global climate change?
42
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.2:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Describe current theories about the origin of the universe and solar system.
Major Understandings
1.2e: Earth’s early atmosphere formed as a result of
the outgassing of water vapor carbon dioxide,
Nitrogen, and lesser amounts of other gases from the
interior.
Performance Objectives


Suggested Activities

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

Vocabulary/Visuals
Atmosphere
Outgassing
Human activities
% Composition
% Deviation(error)
Explain the formation and evolution of the
atmosphere.
Suggested Assessment
Discuss outgassing; model outgassing (with alka
seltzer or vinegar and baking soda, etc).
Discuss the role of gravity and density to the
formation, composition, and layering of the
atmosphere.
Graph % composition of carbon dioxide, oxygen,
nitrogen throughout earth history.
Experimentally determine amount of oxygen in
air; calculate % error in experimental data.
Use Selected properties of Earth’s Atmosphere
(ESRT) to find altitude, pressure, water vapor
content, and temperature information about the
layers of the atmosphere.
Describe and explain change in atmosphere over
time.
Compare and contrast composition of early and
modern atmosphere.
Determine the temperature, pressure, water
vapor content at a given altitude within the
atmosphere, and/or predict the change in
atmospheric conditions with a change in
altitude.
Conceptual Questions


What is the nature of our atmosphere
(composition, structure, properties)?
What are some of the atmospheric changes that
have occurred with time and or space?
43
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.2:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Describe current theories about the origin of the universe and solar system.
Major Understandings
1.2f: Earth’s oceans formed as a result of
precipitation over millions of years. The presence of
an early ocean is indicated by sedimentary rocks of
marine origin, dating back about four billion years.
Performance Objectives

Describe the origin and composition of oceans.
Suggested Assessment






Vocabulary/Visuals
Sedimentary rock
Sedimentary processes
Continental margin
Continental rise
Ocean basin
Abyssal plain
Continental shelf
Continental slope
Topography
Gradient
Salinity
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Suggested Activities






Diagram features of the ocean floor.
Use the discovery of 4 billion year old
sedimentary rocks to support the theory of an
early ocean.
Evaluate slopes of ocean rise, abyssal plains,
continental shelf, and continental slope.
Discuss the formation of sedimentary rocks.
Discuss how the presence of sedimentary rocks
can be used to infer early oceans.
Demonstrate/investigate changes in salinity as
water evaporates from an area.
Analyze gradient of ocean features to identify
features.
Relate formation of oceans to formation of Earth;
formation of Atmosphere.
Analyze factors that would increase/decrease sea
level; salinity of oceans.
Support the hypothesis of early oceans using
scientific evidence.
Identify and describe feature of ocean margins
and basins.
Identify the factors that cause a change in sea
level; salinity of oceans.
Conceptual Questions

How did the Earth’s oceans form?
44
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.2:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Describe current theories about the origin of the universe and solar system.
Major Understandings
1.2g: Earth has continuously been recycling water
since the outgassing of water early in its history. This
constant recirculation of water at and near Earth’s
surface is described by the hydrological (water) cycle.
 Water is returned from the atmosphere to
Earth’s surface by precipitation. Water
returns to the atmosphere by evaporation or
transpiration from plants. A portion of the
precipitation becomes runoff over the land or
infiltrates into the ground to become stored in
the soil or ground water below the water
table.
 The amount of precipitation that seeps into
the ground or runs off is influenced by
climate, slope of the land, soil, rock type,
vegetation, land use, and degree of saturation.
 Porosity, permeability and water retention
affect runoff and infiltration. Soil capillarity
influences this process.
Performance Objectives


Vocabulary/Visuals
Water cycle
Recycle
Evapotranspiration
Condensation
Cloud formation
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Suggested Assessment

Describe the water cycle.
Identify and describe the processes of the water
cycle: evapotranspiration, condensation, cloud
formation, precipitation, runoff, infiltration.


Suggested Activities


Review models of the water cycle.
Investigate factors that affect evaporation,
transpiration, runoff, infiltration, porosity,
permeability, capillarity.
Analyze the water cycle in terms of
gravity/density.
Propose a method to determine the amount of
runoff, infiltration and/or evapotranspiration in
an area.
Analyze changes in the water cycle under various
conditions:

Evaporation as air movement, surface area,
amount of energy, amount of moisture in the
air increases/decreases.

Runoff as rainfall rate, slope, permeability,
porosity, climate. Rock type, vegetation,
and soil use increase, decrease, change.

Identify the factors that affect:
evapotranspiration, condensation, cloud
formation, precipitation, runoff, infiltration.

Infiltration as particle size, porosity,
permeability, sorting, particle shape
increase, decrease, change.

Porosity as particle size, sorting, packing
change.

Permeability as rock type, pore space,
saturation change

Define porosity, permeability, and
capillarity. State the factors that control
them, and explain the affect each has on
infiltration, runoff.

Capillarity as particle size changes.

Water table as rainfall, season, ground
conditions change.
Conceptual Questions



How does nature recycle water?
What are the forces that move water?
What are the factors that influence the flow of
water?
45
Science Curriculum
Cont. 1.2g
Suggested Activities
Vocabulary/Visuals
Precipitation
Runoff
Infiltration
Porosity
Permeability
Ground Water
Water table
Capillarity
Water retention
Rate
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



Observe and measure rate of runoff; infiltration;
permeability; porosity.
Use the ESRT to identify and name various size
particles.
Make a cloud.
Test capillary action of various brands of paper
towel.
46
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1b: The transfer of heat energy within Earth’s
interior results in the formation of regions of different
densities. These density differences result in motion..
Performance Objectives

Suggested Assessment

Describe the transfer of energy within the
Earth’s interior in terms of density differences.





Vocabulary/Visuals
Conduction
Convection
Radiation
Medium
Energy transfer
Rate of change
Suggested Activities

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
148078417
Model convection.
Investigate a material’s ability to absorb and
radiate energy (ie: land vs. water; light sand vs.
dark sand; shiny cup vs. black cup).
Measure temperature changes in cups of hot and
cold water as energy is transferred along a metal
bar connecting the cups. Calculate and compare
the rate of temperature change in each cup.
Investigate radiation of energy given off by a
lamp.
Determine the direction of flow of energy in a
fluid given the location of the heat source.
Describe methods of energy transfer:
conduction, convection, and radiation.
Identify the transfer method best suited for
various mediums: solid, fluid (liquid and gas),
empty space.
Compare the ability of a material to absorb
energy by determining rate of change of
temperature in the materials.
Evaluate the type of transfer method needed for
various types of materials (ie: through the
lithosphere, atmosphere, space; from lithosphere
to atmosphere).
Describe the relationship of heat transfer and
regions of density.
Conceptual Questions


How can density differences be used to determine
flow of energy?
How does heat transfer in the Earth result in
motion?
47
Science Curriculum
EARTH MATERIALS
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48
Science Curriculum
Standard 4
Key Idea 3:
Performance Indicator: 3.1:
Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
Major Understandings
Performance Objectives

3.1a: Minerals have physical properties determined
by their chemical composition and crystal structure.
 Minerals can be identified by well-defined
physical and chemical properties, such as
cleavage, fracture, color, density, hardness,
streak, luster, crystal shape, and reaction with
acid.
 Chemical composition and physical
properties determine how minerals are used
by humans.

Vocabulary/Visuals
Matter
Element
Compound
Mixture
Mineral
Identification
Classification
Chemical properties
Physical properties
Cleavage
Fracture
Color
Density
Hardness
Streak
Luster
Crystal shape
Reaction with acid
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Define the following properties and describe how
to test a mineral for each property: cleavage,
fracture, color, density, hardness, streak, luster,
crystal shape, and reaction with acid.
Classify minerals by their properties.
Suggested Assessment



Suggested Activities





Provide background information on atomic
structure; review concepts of: matter, elements,
compounds, atoms (proton, neutron, electron,
electron orbit), molecules, and mixtures.
Based on results of tests, identify and name
minerals.
Use Average Chemical Composition of Earth’s
Crust, Hydrosphere, and Troposphere (ESRT) to
determine: common elements, % mass or volume
of elements in each layer; to graph composition
data.
Perform mineral identification tests. Identify and
name minerals based on the tests.
Use the Properties of Common Minerals (ESRT)
chart to: name a mineral given its properties;
state properties, uses, and composition given the
mineral name.
Identify minerals based on their properties.
Compare and contrast given minerals.
Explain how chemical composition and physical
properties are used to identify, locate, and use a
mineral.
Conceptual Questions


How can minerals be identified?
What is a mineral?
49
Science Curriculum
Standard 4
Key Idea 3:
Performance Indicator: 3.1:
Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
Major Understandings
3.1b: Minerals are formed inorganically by the
process of crystallization as a result of specific
environmental conditions. These include;
 Cooling and solidification of magma.
 Precipitation from water caused by such
processes as evaporation, chemical reactions,
and temperature changes.
 Rearrangement of atoms in existing minerals
subjected to conditions of high temperature
and pressure.
Performance Objectives

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
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
Vocabulary/Visuals
Mineral
Crystal
Solidification
Magma
Precipitation
Evaporation
Chemical reaction
Rearrangement of atoms
Describe the processes that form minerals.
Suggested Assessment
Suggested Activities


Model the processes that result in the formation of
minerals.
Investigate cooling rate and crystal size.
Define mineral.
Determine the process of formation of a mineral
given: information about the mineral; a diagram
showing its formation; key words or phrases
about the formation.
State and describe the relationship between
cooling rate and size of crystal.
Determine the rate of cooling, given the crystal
size. Or compare cooling rates given diagrams of
crystals of various sizes.
Conceptual Questions

How do minerals form?
50
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1m: Many processes of the rock cycle are
consequences of plate dynamics. These include:
production of magma (and subsequent igneous rock
formation and contact metamorphism) at both
subduction and rifting regions; regional
metamorphism within subduction zones; and the
creation of major depositional basins through
downwarping of the crust.
Performance Objectives

Suggested Assessment

List and describe rock forming processes and
name the rock type associated with each.



Vocabulary/Visuals
Suggested Activities

Rock cycle
Plate dynamics
Magma
Melting
Solidificaton
Subduction
Rifting
Metamorphism
Contact metamorphism
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Regional metamorphism
Subsidence
Downwarping
Weathering
Erosion
Burial
Compaction
Sediments



On a world map, identify: areas where crust is
being created and destroyed; features associated
with a given area; processes forming the area and
the rock type associated with those processes.
Use Igneous Rock identification chart (ESRT) to
classify igneous rocks as volcanic or plutonic.
Use Metamorphic Rock Identification chart to
determine type of metamorphism (regional or
contact) that caused a rock to form.
Use the Tectonic Plates map (ESRT) to locate
plate boundaries responsible for formation of
various type rocks.
Use plate motion to describe the rock cycle:
▬ Solidification of the magma produced at
subduction and rift zones forms igneous
rocks.
▬ Heat and pressure without melting at
subduction zones forms metamorphic
rocks.
▬ Downwarping of the crust, creating
depositional basins results in formation of
sedimentary rock.
Predict future geologic changes based on type of
plate boundary.
On a diagram showing plate movement, identify
type of rock or crust being formed at a given
location.
Use the Rock Cycle diagram (ESRT) to identify
the processes that form each type of rock.
Conceptual Questions


What are rock cycle processes?
How can plate dynamics be used to predict rock
type and formation in an area?
51
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1w: Sediments of inorganic and organic origin
often accumulate in depositional environments.
Sedimentary rocks form when sediments are
compacted and/or cemented after burial or as the
result of chemical precipitation from seawater.
Performance Objectives

Suggested Assessment

State and describe the processes that form
sedimentary rocks.








Vocabulary/Visuals
Sediment
Inorganic
Organic
Depositional environment
Sedimentary rock
Compaction
Cementation
Burial
Chemical precipitation
Evaporation
Clastic
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Suggested Activities






Model stream deposition.
Model deposition into quiet water using a plastic
column partly filled with water.
Evaporate water from a saltwater solution;
observe, measure, record formation of evaporates.
Model precipitation of a solid from a solution
(using double replacement reactions).
Make a sedimentary rock.
Examine characteristics of sedimentary rocks to
determine where in the depositional basin they
formed (zone or distance from shore).
Compare and contrast inorganic and organic
sediments.
Predict the distance traveled or place of
deposition given sediment size.
Relate particle size to distance moved from
source.
Predict zone of formation or distance from shore:
the name of the sedimentary rock that will form in
an area; the size of sediment that will be
deposited in an area.
Identify the name of sedimentary rock given the
sedimentary process of formation.
Identify the zone (A, B, C, D) of formation of
various sedimentary rocks (conglomerate, shale,
limestone, etc.)
Evaluate models (top, side, or cross-section
views) of a stream flowing into a lake, predict
and/or identify size, shape, density of particles
being deposited at a given location.
Identify the transport medium or mechanism for a
given sediment or sedimentary rock.
Identify the transport medium given a picture or
diagram of a sediment.
Conceptual Questions


What information can be inferred about a
sediment given its place of deposition?
How do sedimentary rocks form?
52
Science Curriculum
Cont. 2.1w
Vocabulary/Visuals
Suggested Activities
Organic
Chemical
Transport medium


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Use Sedimentary Rock chart (ESRT) to identify
by name and size in cm, various sediments.
Use Rock Cycle chart (ESRT) to identify the
processes that form sedimentary rocks.
53
Science Curriculum
Standard 4
Key Idea 3:
Performance Indicator: 3.1:
Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
Major Understandings
3.1c: Rocks are usually composed of one or more
minerals.
 Rocks are classified by their origin, mineral
content, and texture.
 Conditions that existed when a rock formed
can be inferred from the rock’s mineral
content and texture.
 The properties of rocks determine how they
are used and also influence land usage by
humans.
Performance Objectives


Relate the various mineral formation processes to
the rock formation processes and types.
Describe the formation and composition of rocks.
Suggested Assessment









Vocabulary/Visuals
Banding
Foliation
Metamorphic
Regional metamorphism
Contact metamorphism
Sedimentary
Clastic
Chemical
Organic
Compression
Burial]
Deposition
Cementation
Fossil
Igneous
Intrusive
Extrusive
Volcanic
Plutonic
Precipitate
Evaporite
Rockj cycke
Mafic
Felsic
Texture
Lava
Magma
Vesicular
Non-vesicular
Suggested Activities

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

148078417
Sort rocks into 3 groups based on observable
properties. Identify and name individual rocks.
Use the Rock Cycle chart (ESRT) to determine:
how a rock forms; what can happen to a rock after
it forms.
Determine age and rock type of the surface rocks
of NYS.
Use Scheme for Igneous Rock Identification
(ESRT) to determine properties of an igneous
rock; to identify and name igneous rocks.
Use the Scheme for Sedimentary Rock
Identification to determine: category (clastic,
chemical, organic); properties; name.
Use Scheme for Metamorphic Rock Identification
to determine properties and names of
metamorphic rocks.
Use Bedrock Geology of NYS to determine rock
type, name, and age for a given location.
Compare and contrast minerals and rocks.
Infer environment of formation for a given rock
given its texture, grain size, special
characteristics, type of rock and/or name of
rock.
Identify and name rocks.
Itemize processes/products of rock cycle.
Name rock age, type, and name of rocks found
at a given location in NYS.
Describe the 3 rock types based on: origin,
texture, mineral content, and characteristic
properties.
Use NYS bedrock to infer the geologic history
of NY.
Classify rocks as igneous, sedimentary, or
metamorphic.
Identify/name a variety of rocks.
Conceptual Questions


What is a rock?
How are rocks classified?
54
Science Curriculum
LEVELING FORCES,
LANDSCAPES/TOPHGRAPHY
MAPS
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55
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
Performance Objectives

2.1s: Weathering is the physical and chemical
breakdown of rocks at or near Earth’s surface. Soils
are the result of weathering and biological activity
over long periods of time.
Compare and contrast the process and results of
physical and chemical weathering.
Suggested Assessment










Vocabulary/Visuals
Weathering
Physical weathering
Chemical weathering
Abrasion
Plant action
Exfoliation
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Suggested Activities


Investigate factors affecting rates of weathering
(surface area, composition, particle size, particle
shape).
Investigate rock type and reaction to acid.
Identify as either chemical or physical given
agent of weathering.
Describe each of the following types of
weathering and classify each as physical or
chemical: frost action; abrasion; plant action;
exfoliation; reaction to water, carbon dioxide,
oxygen, acid rain.
Identify the type of climate responsible for:
faster/slower chemical weathering; more/less
frost action.
Identify the landforms associated with various
weathering agents (ie: caves-acid action on
limestone; arch-resistance to bedrock).
State relationship between rate of weathering
and: bedrock resistance, structure, composition,
exposed surface area, particle size, and slope.
Identify the processes involved in soil
formation.
Describe the process of soil formation using
these terms: weathering, erosion, biologic
activity, bedrock, organic material, soil profile,
soil horizon and thickness.
Identify a factor as having most/least influence
on development of soil.
Put into order by development a series of soil
profiles based on amount and size of broken
bedrock and organic material in each horizon.
Compare and contrast characteristics of soil
horizons A, B, C.
Conceptual Questions

How does soil form?
56
Science Curriculum
Cont. 2.1s
Vocabulary/Visuals
Suggested Activities
Oxidation
Hydration
Carbonation
Soil
Soil profile
Soil horizon
Biologic activity
Organic matter
Humus

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

Examine soil profiles. Discuss differences in
characteristics such as thickness of layers;
amounts of broken rock and organic matter.
Account for these differences in terms of
development, climate, slope.
Use climate graphs (temperature and moisture) to
identify predominant type of weathering for a
given set of conditions.
57
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
Performance Objectives

2.1t: Natural agents of erosion, generally driven by
gravity, remove, transport, and deposit weathered
rock particles. Each agent of erosion produces
distinctive changes in the material that it transports
and creates characteristic surface features and
landscapes. In certain erosional situations, loss of
property, personal injury, and loss of life can be
reduces by effective emergency preparedness.


Explain how agents of erosion remove, transport,
deposit weathered rock.
Identify the erosion agent responsible for various
landforms.
Identify erosional conditions that could lead to
dangerous mass movements, wind erosion,
flooding. Outline preventative measures that
could be used to minimize risk in erosional
situations.
Suggested Assessment









Vocabulary/Visuals
Erosion
Kinetic energy
Potential energy
Dynamic equilibrium
Landslide
Avalanche
Mass movement
Mud flow
Cliff
Residual
Transported
Boulders
Cobbles
Pebbles
Sand
Silt
Clay
Suggested Activities



148078417
Investigate the factors that affect erosion: slope,
particle size or shape, amount or velocity of
agent.
Use Relationships of Transported Particles Size to
Water Velocity chart (ESRT) to determine: the
relationship between velocity and particle size;
names of various size particles; velocity needed to
move a given particle size; particle sizes moved
by a given velocity.
Use maps of past erosional disasters; identify
factors that contributed to the situation; suggest
solutions to prevent further problems.
Distinguish between weathering and erosion.
Identify as either weathering or erosion a given
agent of change; type of sediment-residual or
transported).
Compare and contrast residual and transported
sediment.
Identify the agent of erosion as: responsible for a
given landform; predominant form; driving force;
can act alone.
Identify evidence of erosion in an area (ie:
sediments found in a sandbar of a river;
composition of loose rock and bedrock below are
different).
Explain the role of gravity in the process of
erosion.
Determine the size particle carried by a given
velocity.
Identify the factors that affect erosion.
Predict the change in amount of erosion given a
change in slope, velocity of agent, size, shape of
particle.
Conceptual Questions


What are the factors that contribute to
movement of Earth materials?
What features form as a result of removal of
Earth materials?
58
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1u: The natural agents of erosion include:
 Streams (running water): gradient, discharge,
and channel shape influence a stream’s
velocity and the erosion and deposition of
sediments. Sediments transported by streams
tend to become rounded as a result of
abrasion. Stream features include V-shaped
valleys, deltas, flood plains, and meanders. A
watershed is the area drained by a stream and
its tributaries.
 Glaciers (moving ice): Glacial erosional
processes include the formation of U-shaped
valleys, parallel scratches, and grooves in
bedrock. Glacial features include moraines,
drumlins, kettle lakes, finger lakes, and
outwash plains.
Performance Objectives

Suggested Assessment

Identify the agent of erosion responsible for: a
given feature or change in feature; a given size,
shape, or surface feature of a material.










Vocabulary/Visuals
Stream
Predominant
Solution
Suspension
Bed load
Velocity discharge
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Suggested Activities

Investigate factors that: create a stream; affect
the stream’s ability to erode; cause changes in the
stream; affect the ability of the stream to erode.
Use Transported Particle size and Stream
Velocity (ESRT) to determine stream speed
needed and/or particle size of transported
material.
List and describe the physical features that
identify the predominant erosional agent in a
landscape.
List 3 ways streams transport materials
(solution, suspension, rolling/bouncing).
Given particle size or composition determine the
method of stream transport.
Describe the relationship between stream
velocity and/or discharge and amount and/pr
size of material being eroded.
Identify areas of fast/slow streamflow; relate
these area to amount of erosional ability.
Describe the changes a stream undergoes with
time/space.
Predict the erosional ability of a stream given:
slope; size; shape of material; volume;
discharge; position in a cross-sectional view of
the stream.
Compare and contrast stream to watershed using
terms: drainage basin; divide, tributary.
Identify stream features (ie: meanders, flood
plain, ox-bow liake, tributary, V-shaped valley).
Explain how glaciers form. Compare and
contrast features formed by valley and
continental glaciers.
Name and describe glacial landscape features.
Identify a drainage basin and/or the watershed
of a given stream system.
Conceptual Questions


What are the factors that affect the ability to
erode?
What are the landform features produced or
changed by each agent of erosion?
59
Science Curriculum
Cont. 2.1u
Suggested Activities
Vocabulary/Visuals
Erosional-depositional system
Watershed
Drainage basin
Divide
U-shaped valley
V-shaped valley
Tributary
Glacier
Valley glacier
Continental glacier
Striations
Moraine
Kettle lake
Finger lake
Outwash plain
Sand-blasted bedrock
Mass movement
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

Draw top, side, and cross-sectional views of a
stream; identify areas of max/min: velocity,
erosion ability.
Diagram, describe, report on glacial features and
glacial activity in NYS. Use Geologic History
NYS (ESRT) to identify times of glacial activity.
Analyze maps of glacial striation; drumlin shapes
and position to determine direction of glacial
movement.
60
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
Performance Objectives

2.1u: continued




Wave action: Erosion and deposition cause
changes in shoreline features, including
beaches, sandbars, barrier islands. Wave
action rounds sediments as a result of
abrasion. Waves approaching a shoreline
move sand parallel to the shore within the
zone of breaking waves.
Wind: Erosion of sediments by wind is most
common in arid climates and along
shorelines. Wind-generated features include
dunes and sand-blasted bedrock.
Mass Movement: Earth materials move down
slope under the influence of gravity.

Explain how shoreline features are formed and
modified by marine processes.
Describe movement of water: in a wave; along
the shore; use water direction to predict erosional
action.
Explain and give examples of human impact on
shoreline processes.
Suggested Assessment








Vocabulary/Visuals
Suggested Activities





148078417
Identify wind formed landscape features.
Describe the conditions that contribute to
likelihood an area will experience wind erosion.
Identify shoreline features.
Identify factors that lead to mass movement;
relate how mass movement impacts on human
activity.
Predict: changes that will occur in shoreline
features; direction of water movement at a shore;
erosional-depositional response to water
direction.
Identify the erosion agent by shape, surface
characteristics of transported material.
Predict consequences of a given human activity
on a shoreline process.
Identify wind formed landscape features.
Analyze the affect a given change will have on
wind erosion in an area (addition/removal of
vegetation; increasing/decreasing precipitation)
Identify features produced by mass movement.
Suggest preventative measures to lessen the
impact of mass movement on humans.
Conceptual Questions
Given a cross-sectional and/or tip view of a
glacier, predict motion and ability to erode at a
given position.
Diagram and describe shoreline features and
processes.
From a map of glacial features: identify a given
feature; direction of movement of glacier; shape
and surface characteristics of material found in a
given area.
Investigate factors that would cause shorline
features to change.
Diagram, describe, and examine pictures of wind
erosion and its features.
61
Science Curriculum
Cont. 2.1u
Suggested Activities




148078417
Investigate factors affecting wind erosion.
Model mass movement.
Investigate factors affecting mass movement.
Examine shape, size and surface characteristics of
materials to determine the agent of erosion
responsible for the movement.
62
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
Performance Objectives

2.1v: Patterns of deposition result from a loss of
energy within the transporting system and are
influenced by the size, shape, and density of the
transported particles. Sediment deposits may be
sorted or unsorted.


Vocabulary/Visuals
Kinetic energy
Potential energy
Dynamic equilibrium
Erosional-depositional
system
Horizontal sorting
Vertical sorting
Graded bedding
Cross bedding
Unsorted
Moraine
Drumlin
Outwash plain
Kettle lake
Finger lake
Beach sand bar
Barrier beach island
Dunes
Angular

Identify the erosion agent for a given pattern of
deposition.
 Predict deposition rate and/or pattern given:
particle size, shape, density; change in energy,
volume, and/or erosion agent.
 Identify and describe the landform features which
result from each erosion agent.
 Predict changes in deposition rate or pattern under
a given set of erosional-depositional conditions.
 Identify the agent of deposition given a diagram
or map landforms or sediments.
Suggested Activities






148078417
Compare and contrast sediment deposition
pattern; shape and surface characteristics done by
each of the agents of erosion.
Relate changes in energy and particle features to
changes in amount of deposition.
Compare and contrast erosional and depositional
features.
Suggested Assessment
Use a stream table to model stream deposition.
Design an investigation to test factors affecting
deposition.
Investigate factors affecting deposition (size,
shape, density of material; amount of energy,
volume, velocity of medium.
Create various deposition patterns (vertical
bedding, graded bedding, horizontal bedding,
unsorted).
Calculate rate of deposition of a material under
different conditions; or of different materials.
Identify areas of max/min erosion/deposition
within an erosional system.
Conceptual Questions


How do the characteristics of sediments affect
their rate of deposition?
How do erosion agents wear down and build up
the Earth?
63
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1w: Sediments of inorganic and organic origin
often accumulate in depositional environments.
Sedimentary rocks form when sediments are
compacted and/or cemented after burial or as the
result of chemical precipitation from seawater.
Performance Objectives

Suggested Assessment

State and describe the processes that form
sedimentary rocks.








Vocabulary/Visuals
Sediment
Inorganic
Organic
Depositional environment
Sedimentary rock
Compaction
Cementation
Burial
Chemical precipitation
Evaporation
Clastic
148078417
Suggested Activities






Model stream deposition.
Model deposition into quiet water using a plastic
column partly filled with water.
Evaporate water from a saltwater solution;
observe, measure, record formation of evaporates.
Model precipitation of a solid from a solution
(using double replacement reactions).
Make a sedimentary rock.
Examine characteristics of sedimentary rocks to
determine where in the depositional basin they
formed (zone or distance from shore).
Compare and contrast inorganic and organic
sediments.
Predict the distance traveled or place of
deposition given sediment size.
Relate particle size to distance moved from
source.
Predict zone of formation or distance from shore:
the name of the sedimentary rock that will form in
an area; the size of sediment that will be
deposited in an area.
Identify the name of sedimentary rock given the
sedimentary process of formation.
Identify the zone (A, B, C, D) of formation of
various sedimentary rocks (conglomerate, shale,
limestone, etc.)
Evaluate models (top, side, or cross-section
views) of a stream flowing into a lake, predict
and/or identify size, shape, density of particles
being deposited at a given location.
Identify the transport medium or mechanism for a
given sediment or sedimentary rock.
Identify the transport medium given a picture or
diagram of a sediment.
Conceptual Questions


What information can be inferred about a
sediment given its place of deposition?
How do sedimentary rocks form?
64
Science Curriculum
Cont. 2.1w
Vocabulary/Visuals
Suggested Activities
Organic
Chemical
Transport medium


148078417
Use Sedimentary Rock chart (ESRT) to identify
by name and size in cm, various sediments.
Use Rock Cycle chart (ESRT) to identify the
processes that form sedimentary rocks.
65
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1p: Landforms are the result of the interaction of
tectonic forces and the processes of weathering,
erosion, and deposition.
Performance Objectives

Suggested Assessment

Explain tectonic forces, weathering, erosion,
and deposition to landform.






Vocabulary/Visuals
Suggested Activities

Landform
Topography
Elevation
Relief
Rock structure
Landscape
Stream pattern
Drainage basin
Divide




148078417
Examine 3-d models of landforms; discuss relief,
elevation, rock structure of each.
Given photos or diagrams of landforms, identify
each by: name; rock structure; stream drainage
pattern; relief, and/or elevation.
Draw stream drainage patterns. Match stream
drainage patterns to: bedrock structure and/or
forces that produced the bedrock structure.
Use Bedrock Geology and Landscape Regions of
NYS maps (ESRT) to locate and name:
mountains, plains, plateaus; determine landscape
by longitude/latitude; bedrock type and age;
determine structure, stream drainage, bedrock
type, and age of the landscape regions of NYS.
Use Geologic History of NYS (ESRT) to identify
by name, age, and/or process of formation various
orogenies.
Describe some common landforms and state the
processes that produced each.
Infer landform given drainage pattern. Infer
drainage pattern given landform.
Identify the tectonic force, weathering, erosion,
and/or deposition agent responsible for forming
a given landscape.
Describe the criteria used to identify landforms.
Identify stream drainage patterns associated
with folded, faulted, tilted, domed mountains;
horizontal/uniform bedrock layers; volcanoes.
Identify the landscape are of any area of NYS
given: latitude/longitude; type of landform;
process that formed the landform; city; bedrock
type or age.
Determine age and events associated with a
given mountain building episode.
Conceptual Questions

What are the processes that form landforms?
66
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
Performance Objectives

2.1r: Climate variation, structure and characteristics
of bedrock influence the development of landscape
feature including mountains, plateaus, plains, valleys,
ridges, escarpments, and stream drainage patterns.

Vocabulary/Visuals
Mountain
Plateau
Plain
Valley
Dune
Drumlin
Arid
Humid
Rounded
Angular
Resistant
Uplifting forces
Leveling forces
Dominant
Dynamic equilibrium
148078417
State relationships between landscape
development and: climate (humid, arid, hot,
cold); bedrock (resistance, composition, structure,
slope); forces (uplift/leveling).
Describe features in a given landscape that
identify it as: humid/arid; hot/cold;
resistant/nonresistant; steep/gentle slope;
greater/lesser (or equal amounts) uplift than
leveling.
Suggested Assessment





Suggested Activities


Create a map of the physiographic provinces of
the USA based on landscape features. Create a
map of the landscape regions of NYS; divide the
state into areas based on: hill slopes; stream
drainage patterns (watersheds), and bedrock.
Analyze photos of landforms to determine which
landscape development factors are evident;
played a role in the formation of the area. (ie:
rounded slopes-humid area; bedrock sticks out of
the landscape-resistant rock; elevation increasing
(uplift forces are dominant over leveling forces).
Identify landscape features of a given area of
NYS.
List and describe physical features of the Earth’s
surface (landforms).
Identify climate, bedrock characteristics
associated with a given landscape.
Predict change in landform given a change in:
uplift/leveling force; slope; climate.
Identify the climate factor influencing an area
given a diagram and/or description of the area.
Conceptual Questions

What do landform characteristics reveal about
climate and bedrock of an area?
67
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1q: Topographic maps represent landforms through
the use of contour lines that are isolines connecting
points of equal elevation. Gradients and profiles can
be determined from changes in elevation over a given
distance.
Performance Objectives

Suggested Activities





148078417

Identify topographic features on a map: slope,
hills, valleys, streams, tributaries, areas of
steep/gentle gradient; direction of stream flow.

Vocabulary/Visuals
Topography
Isoline
Contour line
Contour interval
Gradient
Profile
Altitude
Elevation
Field
Suggested Assessment
Construct topographic maps (Cut out paper
shapes to represent contour intervals on a hill;
stack the paper, smallest to largest on a pencil
point; move the papers up and down to show
different contour intervals. Use a plastic
shoebox with landform model to outline
sequential water levels.)
Draw contour lines given a map of elevation
data. Calculate gradient between 2 points on a
contour map.
Construct a profile of a portion of a contour map
along a given reference line.
Estimate elevation and/or contour interval on a
map.
Use topographic maps to: construct a profile;
determine a gradient; determine stream flow
direction; highest/lowest possible elevation of a
point; calculate a gradient; measure both straight
and curved line distances; determine the contour
interval.
Given a topographic: identify highest/lowest
elevation of a point; determine contour interval;
evaluate gradient; calculate gradient; construct a
profile; measure distance; and determine
compass direction of stream flow.
Measure distance using the map scale.
Conceptual Questions

What information can be obtained from a
topographic map?
68
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1m: Many processes of the rock cycle are
consequences of plate dynamics. These include:
production of magma (and subsequent igneous rock
formation and contact metamorphism) at both
subduction and rifting regions; regional
metamorphism within subduction zones; and the
creation of major depositional basins through
downwarping of the crust.
Performance Objectives

Suggested Assessment

List and describe rock forming processes and
name the rock type associated with each.



Vocabulary/Visuals
Suggested Activities

Rock cycle
Plate dynamics
Magma
Melting
Solidificaton
Subduction
Rifting
Metamorphism
Contact metamorphism
148078417
Regional metamorphism
Subsidence
Downwarping
Weathering
Erosion
Burial
Compaction
Sediments



On a world map, identify: areas where crust is
being created and destroyed; features associated
with a given area; processes forming the area and
the rock type associated with those processes.
Use Igneous Rock identification chart (ESRT) to
classify igneous rocks as volcanic or plutonic.
Use Metamorphic Rock Identification chart to
determine type of metamorphism (regional or
contact) that caused a rock to form.
Use the Tectonic Plates map (ESRT) to locate
plate boundaries responsible for formation of
various type rocks.
Use plate motion to describe the rock cycle:
▬ Solidification of the magma produced at
subduction and rift zones forms igneous
rocks.
▬ Heat and pressure without melting at
subduction zones forms metamorphic
rocks.
▬ Downwarping of the crust, creating
depositional basins results in formation of
sedimentary rock.
Predict future geologic changes based on type of
plate boundary.
On a diagram showing plate movement, identify
type of rock or crust being formed at a given
location.
Use the Rock Cycle diagram (ESRT) to identify
the processes that form each type of rock.
Conceptual Questions


What are rock cycle processes?
How can plate dynamics be used to predict rock
type and formation in an area?
69
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1n: Many of Earth’s surface features are the
consequence of forces associated with plate motion
and interaction. These include: mid-ocean
ridges/rifts; subduction zones trenches/island arcs;
mountains ranges (folded, faulted, and volcanic); hot
spots; and the magnetic and age patterns in surface
bedrock.
Performance Objectives

Vocabulary/Visuals
Mid-ocean ridge
Island arc
Folded
Faulted
Tilted
Volcanic
Hot spot
Mountain
Plain
Plateau
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Suggested Assessment

Explain formation of volcanic islands over a hot
spot, and island arcs over a subducting plate.
Match surface features such as rift zones and
trenches to mantle convection cell activity.
 Define, identify, give examples and list features
associated with: subduction boundaries; midocean ridges; and sliding (transform) boundaries.
 Determine age and direction of movement of
volcanic islands given location of hot spot and/or
age of any of the islands.
 Explain how Earth surface features form in terms
of plate motion and interaction (differentiate
among these types of mountains: folded, faulted,
tilted, domed).
 Identify rock layers as folded, faulted, tilted,
domed, and or overturned.
 Identify a landscape feature as mountain, plain, or
plateau based on its elevation, relief, rock
structure.
 List evidence of crustal movement.
 Use ocean floor magnetic/age data to identify
rocks with reversed or normal polarity, age of
rock, and relative temperature of rock.
 Describe properties of the ocean floor in terms of
distance from an ocean ridge.
 Identify areas of high/low heat flow based on
positions of tectonic features.
Suggested Activities



Diagram: subduction; mid-ocean ridges; folded,
faulted, tileted rock layers; transform faults.
Label features and direction of plate movement.
Use elevation, relief, rock structure, and plate
motion/interaction to compare and contrast:
mountains, plains, and plateaus.
Model formation of oceanic crust; relate
temperature, age, and magnetic patterns to
distance from a diverging boundary. Alos
compute spreading rates.
Conceptual Questions


What surface features form where plates:
converge/ diverge?
How can properties of the ocean floor be used to
infer formation of ocean?
70
Science Curriculum
Cont. 2.1n
Vocabulary/Visuals
Suggested Activities
Relief
Elevation
Rock structure
Topographic map

148078417

Model “conveyor belt” like formation of volcanic
islands as a plate moves over a hot spot.
Determine relative/actual ages and direction of
movement of each individual island.
Investigate elevation, relief and rock structure of
mountains, plains, and plateaus. Use stereoscopic
viewers and aerial photos. Use topographic maps.
71
Science Curriculum
UPLIFTING FORCES
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72
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1m: Many processes of the rock cycle are
consequences of plate dynamics. These include:
production of magma (and subsequent igneous rock
formation and contact metamorphism) at both
subduction and rifting regions; regional
metamorphism within subduction zones; and the
creation of major depositional basins through
downwarping of the crust.
Performance Objectives

Suggested Assessment

List and describe rock forming processes and
name the rock type associated with each.



Vocabulary/Visuals
Suggested Activities

Rock cycle
Plate dynamics
Magma
Melting
Solidificaton
Subduction
Rifting
Metamorphism
Contact metamorphism
148078417
Regional metamorphism
Subsidence
Downwarping
Weathering
Erosion
Burial
Compaction
Sediments



On a world map, identify: areas where crust is
being created and destroyed; features associated
with a given area; processes forming the area and
the rock type associated with those processes.
Use Igneous Rock identification chart (ESRT) to
classify igneous rocks as volcanic or plutonic.
Use Metamorphic Rock Identification chart to
determine type of metamorphism (regional or
contact) that caused a rock to form.
Use the Tectonic Plates map (ESRT) to locate
plate boundaries responsible for formation of
various type rocks.
Use plate motion to describe the rock cycle:
▬ Solidification of the magma produced at
subduction and rift zones forms igneous
rocks.
▬ Heat and pressure without melting at
subduction zones forms metamorphic
rocks.
▬ Downwarping of the crust, creating
depositional basins results in formation of
sedimentary rock.
Predict future geologic changes based on type of
plate boundary.
On a diagram showing plate movement, identify
type of rock or crust being formed at a given
location.
Use the Rock Cycle diagram (ESRT) to identify
the processes that form each type of rock.
Conceptual Questions


What are rock cycle processes?
How can plate dynamics be used to predict rock
type and formation in an area?
73
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1n: Many of Earth’s surface features are the
consequence of forces associated with plate motion
and interaction. These include: mid-ocean
ridges/rifts; subduction zones trenches/island arcs;
mountains ranges (folded, faulted, and volcanic); hot
spots; and the magnetic and age patterns in surface
bedrock.
Performance Objectives

Vocabulary/Visuals
Mid-ocean ridge
Island arc
Folded
Faulted
Tilted
Volcanic
Hot spot
Mountain
Plain
Plateau
148078417
Suggested Assessment

Explain formation of volcanic islands over a hot
spot, and island arcs over a subducting plate.
Match surface features such as rift zones and
trenches to mantle convection cell activity.
 Define, identify, give examples and list features
associated with: subduction boundaries; midocean ridges; and sliding (transform) boundaries.
 Determine age and direction of movement of
volcanic islands given location of hot spot and/or
age of any of the islands.
 Explain how Earth surface features form in terms
of plate motion and interaction (differentiate
among these types of mountains: folded, faulted,
tilted, domed).
 Identify rock layers as folded, faulted, tilted,
domed, and or overturned.
 Identify a landscape feature as mountain, plain, or
plateau based on its elevation, relief, rock
structure.
 List evidence of crustal movement.
 Use ocean floor magnetic/age data to identify
rocks with reversed or normal polarity, age of
rock, and relative temperature of rock.
 Describe properties of the ocean floor in terms of
distance from an ocean ridge.
 Identify areas of high/low heat flow based on
positions of tectonic features.
Suggested Activities



Diagram: subduction; mid-ocean ridges; folded,
faulted, tileted rock layers; transform faults.
Label features and direction of plate movement.
Use elevation, relief, rock structure, and plate
motion/interaction to compare and contrast:
mountains, plains, and plateaus.
Model formation of oceanic crust; relate
temperature, age, and magnetic patterns to
distance from a diverging boundary. Alos
compute spreading rates.
Conceptual Questions


What surface features form where plates:
converge/ diverge?
How can properties of the ocean floor be used to
infer formation of ocean?
74
Science Curriculum
Cont. 2.1n
Vocabulary/Visuals
Suggested Activities
Relief
Elevation
Rock structure
Topographic map

148078417

Model “conveyor belt” like formation of volcanic
islands as a plate moves over a hot spot.
Determine relative/actual ages and direction of
movement of each individual island.
Investigate elevation, relief and rock structure of
mountains, plains, and plateaus. Use stereoscopic
viewers and aerial photos. Use topographic maps.
75
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.2:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Describe current theories about the origin of the universe and solar system.
Explain how geologic history can be reconstructed by observing patters in rock types and fossils to correlate bed rock.
Major Understandings
Performance Objectives

1.2j: Geologic history can be reconstructed by
observing sequences of rock types and fossils to
correlate bedrock at various locations.
 Geologists have divided Earth history into
time units based upon the fossil record.
 Fossils preserved in rocks provide
information about past environmental
conditions.
 Age relationships among bodies of rocks can
be determined using principles of original
horizontality, superposition, inclusions, crosscutting relationships, contact metamorphism,
and unconformities. The presence of volcanic
ash layers, index fossils and meteoritic debris
can provide additional information.
The regular rate of nuclear decay (half-life time
period) of radioactive isotopes allows geologists to
determine the absolute age of minerals in some rocks.
Half-life
Isotopes
Absolute age
Relative age
Intrusion
Extrusion
Parent material
Daughter material






Vocabulary/Visuals
Uniformitarianism
Original horizontality
Superposition
Inclusion
Cross-cutting
Contact metamorphism
Unconformities
Index fossils
Volcanic ash deposits
Meteoritic debris
Radioactive decay
Determine the geologic age of a rock using the
fossil evidence found in the rock.
Suggested Assessment
Suggested Activities





Establish the relative ages of the layers of an
outcrop based on their position; fossil evidence;
igneous intrusions/extrusions; contact
metamorphism.
Interpret the geologic events that produced a
series of rock layers.
Correlate a series of rock layers from various rock
outcrops using superposition, index fossils, and/or
volcanic ash deposits.
Identify an index fossil by its characteristics
(widespread distribution and short life span).
Model and graph radioactive decay rates.
Given a series of layers within an outcrop:
establish the relative age of each layer; describe
the order and the processes which formed the
layers; identify age, period, epoch, era of each
layer.
Determine the relative age of a rock layer using
principles of: original horizontality;
superposition; intrusion/extrusions; crosscutting relationships; contact metamorphism;
correlation.
Given a series of outcrops showing rock type
and/or fossil evidence determine: which layer
contains an index fossil; which layer is the
oldest/youngest; geologic age of formation.
Determine the actual age of a rock given
radioactive decay data for the material within
the rock (ie: ratio of parent to daughter
material).
State the characteristics of an index fossil.
Explain radioactive decay and how it is used to
determine the age of a rock.
Conceptual Questions


How can geologic history be reconstructed?
What evidence is there to reconstruct geologic
history?
Standard 4
148078417
76
Science Curriculum
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1l: The lithosphere consists of separate plates that
ride on the more fluid asthenosphere and move slowly
in relationsphip to one another, creating convergent,
divergent, and transform plate boundaries. These
motions indicate Earth is a dynamic geologic system.
 These plate boundaries are the sites of most
earthquakes, volcanoes, and young mountain
ranges.
 Compare to continental crust, ocean crust is
thinner and denser. New ocean crust
continues to form at mid-ocean ridges.
 Earthquakes and volcanoes present geologic
hazards to humans. Loss of property,
personal injury, and loss of life can be
reduced by effective emergency procedures.
Performance Objectives


Suggested Assessment

Explain the theory of Plate tectonic.
Compare and contrast oceanic and continental
crust.








Vocabulary/Visuals
Convergence
Divergence
Subduction
Transform
Asthenosphere
Earthquake
Volcano
Sea floor spreading
Continental crust
Oceanic crust
Plate boundary
Zone of crustal activity
Continental drift
Pangaea
148078417
Suggested Activities




Cut continents out of a world map; assemble
them by shape (fossil record, glacial record, rock
structure, mountain ranges) to for one super
continent (Pangaea).
Examine a model of Plate movement to
determine: type of movement (convergent /
divergent); features present at a boundary
between moving plates; types of boundary; name
of boundary; name of plates on opposite of
boundary.
Use development of Plate Tectonic theory to
generalize how theories develop.
Use a map of volcanic ash deposits to determine:
location of volcano; rate of ash movement;
direction of wind.
List and describe evidence that led to the
suggestion the Earth’s continents were once
joined and have since drifted apart.
Compare and contrast the 3 types of plate
boundaries: convergent, divergent, transform
Identify zones of frequent crustal activity.
Determine probability of future crustal activity at
a given location.
Explain significance of temperature and age
difference, and magnetic pattern on the seafloor.
Determine age, temperature, magnetic pattern at a
given distance from an ocean ridge.
Evaluate a model of the crust to determine: type
of crust (oceanic or continental); composition,
density, thickness.
List hazards associated with crustal activity; list
steps to minimize the risks.
How does density and heat flow related to crustal
plate movement.
Conceptual Questions


What are tectonic (crustal) plates?
What features form as a result of plate
movement?
77
Science Curriculum
Cont. 2.1l
Vocabulary/Visuals
Suggested Activities
Ocean ridge
Trench
Tsunami





148078417
Model convection and plate motion.
Use Tectonic Plates map (ESRT) to identify,
locate, or name plates and plate boundaries.
Plot Earthquakes and volcanoes on Tectonic Plate
map; identify patterns that emerge. Discuss
hazards and disaster planning tips.
Plot volcanic ash data to: calculate rate of
movement, direction of winds.
Model formation of oceanic crust at a ridge.
78
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1b: The transfer of heat energy within Earth’s
interior results in the formation of regions of different
densities. These density differences result in motion..
Performance Objectives

Suggested Assessment

Describe the transfer of energy within the
Earth’s interior in terms of density differences.





Vocabulary/Visuals
Conduction
Convection
Radiation
Medium
Energy transfer
Rate of change
Suggested Activities




148078417
Model convection.
Investigate a material’s ability to absorb and
radiate energy (ie: land vs. water; light sand vs.
dark sand; shiny cup vs. black cup).
Measure temperature changes in cups of hot and
cold water as energy is transferred along a metal
bar connecting the cups. Calculate and compare
the rate of temperature change in each cup.
Investigate radiation of energy given off by a
lamp.
Determine the direction of flow of energy in a
fluid given the location of the heat source.
Describe methods of energy transfer:
conduction, convection, and radiation.
Identify the transfer method best suited for
various mediums: solid, fluid (liquid and gas),
empty space.
Compare the ability of a material to absorb
energy by determining rate of change of
temperature in the materials.
Evaluate the type of transfer method needed for
various types of materials (ie: through the
lithosphere, atmosphere, space; from lithosphere
to atmosphere).
Describe the relationship of heat transfer and
regions of density.
Conceptual Questions


How can density differences be used to determine
flow of energy?
How does heat transfer in the Earth result in
motion?
79
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1k: The outward transfer of Earth’s internal heat
drives convective circulation in the mantle that moves
the lithospheric plates comprising Earth’s surface.
Performance Objectives

Explain the process of convection in terms of
temperature and density differences.
Suggested Assessment

Identify and label direction of flow in a
convection cell that causes a tectonic plate to
move: apart (diverge) or together (converge).

Identify areas of high/low heat flow based on
mantle convection cells.
Identify the source of heat for Earth’s interior
processes.
Relate convection in the mantle to movement of
tectonic plates.


Vocabulary/Visuals
Suggested Activities

Tectonic plates
Convection
Mantle
Asthenosphere
Lithosphere
148078417


(ESRT) to: determine flow of convection and
direction of plate motion at the mid-Atlantic ridge
and Cascades Trench.
Use Tectonic Plates Map (ESRT) to: identify and
name lithospheric plates and plate boundaries.
Model a convection current moving a solid.
Conceptual Questions

What causes tectonic plates to move?
80
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
Performance Objectives

2.1o: Plate motions have resulted in global changes
in geography, climate, and patterns of organic
evolution.
Describe how plate motion result in various
global changes.
Suggested Assessment








Vocabulary/Visuals
Suggested Activities

Inferred
Pangaea
Uniformitarianism
Plate Tectonic
Continental drift
Organic evolution



148078417
Use Geologic History of NYS (ESRT) to observe
changes in: positions of all continents; latitude of
North America at various times through history;
direction of movement of North America at any
given time.
Use ESRT to locate position of North America at
any given geologic time/era; give date and/or
identify by name, significant geologic events in
NYS.
Use fossil evidence and rock record to prove:
NYS was once covered with a warm, shallow sea;
climate changes have occurred throughout time.
Use cutouts of continents to create models of
landmass for different geologic eras.
Infer positions of continents using fossil, rock
type and structure, climate, and glacial evidence.
Explain the theories of continental drift and
plate tectonics.
Define uniformitarianism.
Predict future positions of continents based on
present motion.
Relate present plate motions to past movement.
Identify past climate of an area based on its
fossil record.
Reconstruct the position of continents through
time. State the fossil and rock evidence that
provides support for the past evidence.
Identify more primitive/more advanced forms of
the same species; link changes in geography and
climate to changes in lifeforms.
Conceptual Questions


What evidence indicates the continents have
moved in the past, are moving in the present and
will continue to move in the future?
How does plate motion cause changes in
geography, climate, and organic evolution?
81
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1m: Many processes of the rock cycle are
consequences of plate dynamics. These include:
production of magma (and subsequent igneous rock
formation and contact metamorphism) at both
subduction and rifting regions; regional
metamorphism within subduction zones; and the
creation of major depositional basins through
downwarping of the crust.
Performance Objectives

Suggested Assessment

List and describe rock forming processes and
name the rock type associated with each.



Vocabulary/Visuals
Suggested Activities

Rock cycle
Plate dynamics
Magma
Melting
Solidificaton
Subduction
Rifting
Metamorphism
Contact metamorphism
148078417
Regional metamorphism
Subsidence
Downwarping
Weathering
Erosion
Burial
Compaction
Sediments



On a world map, identify: areas where crust is
being created and destroyed; features associated
with a given area; processes forming the area and
the rock type associated with those processes.
Use Igneous Rock identification chart (ESRT) to
classify igneous rocks as volcanic or plutonic.
Use Metamorphic Rock Identification chart to
determine type of metamorphism (regional or
contact) that caused a rock to form.
Use the Tectonic Plates map (ESRT) to locate
plate boundaries responsible for formation of
various type rocks.
Use plate motion to describe the rock cycle:
▬ Solidification of the magma produced at
subduction and rift zones forms igneous
rocks.
▬ Heat and pressure without melting at
subduction zones forms metamorphic
rocks.
▬ Downwarping of the crust, creating
depositional basins results in formation of
sedimentary rock.
Predict future geologic changes based on type of
plate boundary.
On a diagram showing plate movement, identify
type of rock or crust being formed at a given
location.
Use the Rock Cycle diagram (ESRT) to identify
the processes that form each type of rock.
Conceptual Questions


What are rock cycle processes?
How can plate dynamics be used to predict rock
type and formation in an area?
82
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1n: Many of Earth’s surface features are the
consequence of forces associated with plate motion
and interaction. These include: mid-ocean
ridges/rifts; subduction zones trenches/island arcs;
mountains ranges (folded, faulted, and volcanic); hot
spots; and the magnetic and age patterns in surface
bedrock.
Performance Objectives

Vocabulary/Visuals
Mid-ocean ridge
Island arc
Folded
Faulted
Tilted
Volcanic
Hot spot
Mountain
Plain
Plateau
148078417
Suggested Assessment

Explain formation of volcanic islands over a hot
spot, and island arcs over a subducting plate.
Match surface features such as rift zones and
trenches to mantle convection cell activity.
 Define, identify, give examples and list features
associated with: subduction boundaries; midocean ridges; and sliding (transform) boundaries.
 Determine age and direction of movement of
volcanic islands given location of hot spot and/or
age of any of the islands.
 Explain how Earth surface features form in terms
of plate motion and interaction (differentiate
among these types of mountains: folded, faulted,
tilted, domed).
 Identify rock layers as folded, faulted, tilted,
domed, and or overturned.
 Identify a landscape feature as mountain, plain, or
plateau based on its elevation, relief, rock
structure.
 List evidence of crustal movement.
 Use ocean floor magnetic/age data to identify
rocks with reversed or normal polarity, age of
rock, and relative temperature of rock.
 Describe properties of the ocean floor in terms of
distance from an ocean ridge.
 Identify areas of high/low heat flow based on
positions of tectonic features.
Suggested Activities



Diagram: subduction; mid-ocean ridges; folded,
faulted, tileted rock layers; transform faults.
Label features and direction of plate movement.
Use elevation, relief, rock structure, and plate
motion/interaction to compare and contrast:
mountains, plains, and plateaus.
Model formation of oceanic crust; relate
temperature, age, and magnetic patterns to
distance from a diverging boundary. Alos
compute spreading rates.
Conceptual Questions


What surface features form where plates:
converge/ diverge?
How can properties of the ocean floor be used to
infer formation of ocean?
83
Science Curriculum
Cont. 2.1n
Vocabulary/Visuals
Suggested Activities
Relief
Elevation
Rock structure
Topographic map

148078417

Model “conveyor belt” like formation of volcanic
islands as a plate moves over a hot spot.
Determine relative/actual ages and direction of
movement of each individual island.
Investigate elevation, relief and rock structure of
mountains, plains, and plateaus. Use stereoscopic
viewers and aerial photos. Use topographic maps.
84
Science Curriculum
EARTH HISTORY
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85
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1j: Properties of Earth’s internal structure (crust,
mantle, outer core, inner core) can be inferred from
the analysis of the behavior of seismic waves
(including velocity and refraction).
 Analysis of seismic waves allows the
determination of the location of earthquake
epicenters and the measurement of earthquake
intensity; this analysis leads to the inference
that Earth’s interior is composed of layers that
differ in composition and state of matter.
Performance Objectives


List and describe the properties of the layers of
the Earth’s interior.
Explain how changes in seismic wave velocities
led to the inference that: the earth’s interior is
layered, the outer core is liquid.
Suggested Assessment










Vocabulary/Visuals
Earthquake
Seismic wave
Crust
Mantle
Core
Infer
Shadow zone
Seismometer
Seismograph
Focus
Epicenter
Magnitude
148078417
Suggested Activities




Use inferred properties of earth’s interior (ESRT)
to determine temperature, pressure, density and
name of layer at various depths.
Use Earthquake P and S wave chart (ESRT) to
determine: travel time; distance to epicenter;
compare properties of P and S waves.
Locate an epicenter given seismic records from 3
locations. Determine distance to epicenter. Use
the distance to draw a compass circle whose
intersection with 2 other circles defines the
epicenter.
Read and interpret seismic wave records.
Identify properties of Earth’s interior based on
behavior of P and S wave data.
Analyze a map of Earthquakes in MYS (USA) to
determine areas of greatest frequency or risk.
Define Earthquake. Compare and contrast
properties earthquake waves.
Explain how to locate an epicenter. Describe how
a seismometer works.
Discuss relationship between arrival time of P and
S waves to epicenter distance.
Analyze isolines connecting magnitude and/or
intensity data to determine: area of greatest
damage/strength; location of epicenter.
Define refraction; relate refraction to the shadow
zone.
Compare and contrast earthquake magnitude and
intensity scales.
Evaluate factors to determine the impact of
seismic risk. Suggest preventative measures to
minimize risk.
Define seismic risk; state measures that could be
used to minimize risk.
Conceptual Questions




How is information about the Earth’s interior
determined?
How can an earthquake epicenter be located?
What factors determine seismic risk? What can
be done to minimize the risks?
How are Earthquakes the destruction they cause
measured?
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Science Curriculum
Cont. 2.1j
Suggested Activities
Vocabulary/Visuals
Intensity
Mercalli
Richter
Seismic risk
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Locate an epicenter by drawing circles with radii
equal to epicenter distance and/or by using
Mercalli and Richter scale values.
Discuss factors that affect amount of damage
done by an earthquake.
Draw isolines connecting Mercalli or Richter
scale values.
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Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
2.1a: Earth systems have internal and external
sources of energy, both of which create heat.
Performance Objectives

Suggested Assessment

Identify and describe the two main sources of
energy for Earth processes.



Vocabulary/Visuals
Solar energy
Radioactive decay
Energy
Potential energy
Kinetic energy
Electromagnetic energy
Spectroscope
Absolute zero
Reflection
Refraction
Scattered
Absorbed
Transmitted
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Suggested Activities




Observe solar energy using a spectroscope.
Investigate properties of a good absorber.
Use the Electromagnetic Spectrum chart (ESRT)
to: compare wavelengths of various types of
electromagnetic energy; identify type of energy
given its wavelength; arrange forms of energy by
(increasing/decreasing) wavelength.
Model energy: reflection, refraction, absorption,
scattering, transmission, and change in form.
Analyze the properties of a material to
determine if it will be a good absorber/radiator
of energy.
Evaluate a material’s ability to interact with
electromagnetic energy (ie: clouds, ice, snow,
reflect sunlight; ozone absorbs UV rays).
Put in order of importance, sources of energy for
Earth processes (solar, radioactive decay,
condensation of water vapor, wind, and tidal).
Explain how radioactive decay produces energy.
Conceptual Questions

What are other sources of energy for Earth
processes?
88
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.2:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Describe current theories about the origin of the universe and solar system.
Major Understandings
1.2h: The evolution of life caused dramatic changes
in the composition of Earth’s atmosphere. Free
oxygen did not form in the atmosphere until
photosynthetic plants evolved.
Performance Objectives

Suggested Assessment

Compare and contrast the predominant life forms
at various times throughout geologic time.




Vocabulary/Visuals
Suggested Activities

Photosynthesis
Evolution
Adaptation



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Graph changes in the composition of the
atmosphere throughout time.
Evaluate the effects of amount of free oxygen in
the atmosphere if the rainforests were cut
down/allowed to grow larger.
Graph changes in the amount of oxygen
throughout geologic history.
Use the Geologic History of New York State
(ESRT) to observe type and characteristics of life
forms at various times in geologic history.
Compare the origin of the Earth’s crust,
atmosphere, and oceans.
Compare and contrast early and modern
atmospheres.
Analyze relationship of environmental change to
evolutionary change.
Apply the concept of evolutionary change as a
response to a changing environment.
Relate change of life form to change in available
free oxygen.
Conceptual Questions

What factors influenced the changes in the
Earth’s atmosphere?
89
Science Curriculum
Standard 4
Key Idea 1:
Performance Indicator: 1.2:
The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Describe current theories about the origin of the universe and solar system.
Major Understandings
Performance Objectives

1.2i: The pattern of evolution of life-forms on Earth
is at least partially preserved in the rock record.
 Fossil evidence indicates that a wide variety
of life-forms have existed in the past and that
most of these forms have become extinct.
 Human existence has been very brief
compared to the expanse of geologic time.

Describe the conditions necessary for formation
of fossils.
Cite evidence for the scientific theory of
evolutionary development of life on Earth.
Suggested Assessment




Explain how fossils provide evidence of the Earth’s
history.



Vocabulary/Visuals
Suggested Activities

Fossil
Marine
Terrestrial
Variation
Extinct
Inference
Co-exist
Timeline
Era
Period
Epoch
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

Create a geologic timeline drawn to scale,
showing eras, periods, epochs, fossil record, and
important geologic events.
Use the Geologic History of NYS (ESRT) to:
identify changes in life forms throughout time;
determine age of a fossil; determine if two life
forms co-existed; infer behavior pattern/eating
patterns of past organisms.
Discuss evolutionary change as evidenced by the
fossil record in terms of: variation within species;
variety of life forms; extinction of life forms;
variation of environment.
Determine whether two organisms lived: at the
same time; in the same environment.
Define fossil.
Compare two members of the same species in
terms of: relative age; evolutionary change.
Analyze fossil groups to determine: age of rock
in which fossils are found; environmental
condition under which organisms lived; sequence
of events that resulted in the formation of fossil.
Create a list of the inferences made about
evolutionary development by studying fossils.
Explain why the fossil record is incomplete.
Given various timelines, identify the timeline that
shows the eras drawn to scale.
Conceptual Questions


How are fossils used to interpret geologic
history?
What inferences can be made about evolutionary
development based on the fossil record?
90
Science Curriculum
Standard 4
Key Idea 2:
Performance Indicator: 2.1:
Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
Major Understandings
Performance Objectives

2.1o: Plate motions have resulted in global changes
in geography, climate, and patterns of organic
evolution.
Describe how plate motion result in various
global changes.
Suggested Assessment








Vocabulary/Visuals
Suggested Activities

Inferred
Pangaea
Uniformitarianism
Plate Tectonic
Continental drift
Organic evolution



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Use Geologic History of NYS (ESRT) to observe
changes in: positions of all continents; latitude of
North America at various times through history;
direction of movement of North America at any
given time.
Use ESRT to locate position of North America at
any given geologic time/era; give date and/or
identify by name, significant geologic events in
NYS.
Use fossil evidence and rock record to prove:
NYS was once covered with a warm, shallow sea;
climate changes have occurred throughout time.
Use cutouts of continents to create models of
landmass for different geologic eras.
Infer positions of continents using fossil, rock
type and structure, climate, and glacial evidence.
Explain the theories of continental drift and
plate tectonics.
Define uniformitarianism.
Predict future positions of continents based on
present motion.
Relate present plate motions to past movement.
Identify past climate of an area based on its
fossil record.
Reconstruct the position of continents through
time. State the fossil and rock evidence that
provides support for the past evidence.
Identify more primitive/more advanced forms of
the same species; link changes in geography and
climate to changes in lifeforms.
Conceptual Questions


What evidence indicates the continents have
moved in the past, are moving in the present and
will continue to move in the future?
How does plate motion cause changes in
geography, climate, and organic evolution?
91