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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. 148078417 I 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. 148078417 II Science Curriculum SCIENCE PROCESSING SKILLS Observing 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 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 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 148078417 III Science Curriculum Predicting 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 Verbal, graphic or written exchange of information Describing observations, procedures, results or methods Sharing information or observations with charts, graphs, diagrams, etc. Hypothesizing 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) 148078417 IV Science Curriculum Testing a Hypothesis/ Experimenting 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 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 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 148078417 V 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 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 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 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 148078417 VI Science Curriculum Formulating Questions 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 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 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 Keeping variables consistent or constant throughout and experiment Controlling the effect or factors that influence the investigation Forming Operational Definitions 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 148078417 VII Science Curriculum Reading Scales and Instruments 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 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 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 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 Ordering, listing or organizing steps, pieces, attributes or entities according to a set of criteria Identifying the elements and organizing them chronologically 148078417 VIII 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 Selecting items, conditions or events based on specific attributes or features Evaluating 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 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 Gathering relevant information, or evidence to support a choice between alternatives 148078417 IX Science Curriculum Manipulating Materials Handling materials and equipment in a safe, skillfully and in an appropriate manner Generalizing Making a general statements from specifics, particulars, or components Identifying Cause and Effect Relationships 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 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 Determine the meaning of the data collected Identifying specific patterns from the information or effects Separating the information to understand the components Interpreting Graphs 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 148078417 X Science Curriculum Interpreting Diagrams 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 148078417 XI 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 Suggested Activities 148078417 Explain the theory and cite evidence used for the scientific theory of origin of universe and solar system. 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. 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? 1 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 Suggested Assessment 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. 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 148078417 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 What is the Sun made of and how does it produce energy? How are stars formed? 2 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? 3 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 148078417 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? 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 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? 5 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. These motions explain such phenomena as the day, year, seasons, phases of the Moon, eclipses, and tides. 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 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 Vocabulary/Visuals Theory Geocentric Heliocentric Apparent motion Actual motion Solstice Equinox Phase Eclipse Tide Gravity Orbit Rotation Revolution 148078417 Suggested Activities 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 How did the modern heliocentric model of the solar system develop? What is apparent motion? What causes the sun’s apparent motion to vary? 6 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 1.1b Nine planets move around the Sun in nearly circular orbits. 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 Vocabulary/Visuals Ellipse Eccentricity Focus Satellite Primary Orbit Period Revolution Rotation 148078417 Suggested Activities 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 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 148078417 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 148078417 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 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 148078417 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 148078417 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 Vocabulary/Visuals Suggested Activities Latitude Longitude Astrolabe Altitude Polaris Axis of rotation Rotation Revolution Constellation 148078417 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 148078417 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 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 Suggested Activities 148078417 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 Vocabulary/Visuals Constellation Revolution Orbit Big Dipper Little Dipper Polaris Orion 148078417 Suggested Activities 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. 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? 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 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? 18 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. 19 Science Curriculum WEATHER VARIABLES, SYSTEMS, FORECASTING 148078417 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. Vocabulary/Visuals Suggested Activities Thermometer Barometer Sling psychrometer Hygrometer Anemometer Rain gauge 148078417 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 148078417 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 Vocabulary/Visuals Vertical Expansion Compression Convection cell Cloud Precipitation Orographic effect Windward Leeward 148078417 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 148078417 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 148078417 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 148078417 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 148078417 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 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? 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 148078417 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 148078417 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 148078417 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 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 148078417 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 148078417 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 148078417 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 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? 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 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? 52 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. 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 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 148078417 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 148078417 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 148078417 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 148078417 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 148078417 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 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? 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 148078417 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 148078417 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? 86 Science Curriculum Cont. 2.1j Suggested Activities Vocabulary/Visuals Intensity Mercalli Richter Seismic risk 148078417 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. 87 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? 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 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? 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 148078417 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 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? 91