Download 204_Honors_Earth_Science_-_Gr_9

EAST PENNSBORO AREA SCHOOL DISTRICT
PLANNED COURSE
COVER SHEET
A.
Course Title/Number/Grade:
204 Honors Earth Science – Gr. 9
A-l.
Prerequisite Requirements (if any)
N/A
B.
Periods Per Cycle:
6
C.
Length of Period (minutes):
68
D.
Number of Days of Instruction:
120
E.
Total Clock Hours (C x D ÷ 60):
136
F.
Units of Credit:
1
G.
Weighted Course:
Yes
H.
Certification Requirements (for office use):
No
CONCEPT STATEMENT
The material in this course develops the students’ understanding of the processes involved in the
various branches of earth science and the role in the earth system. The concepts studied are
important because they provide students with a more mature perspective of the earth and its related
systems. Successful completion of this course will ensure that students can understand their role
and impact as a part of the complete earth system.
Board Approval Date:
August 21, 2006
1
THE INSTRUCTIONAL UNIT
A.
Title of Course:
204 Honors Earth Science – Gr. 9
B.
Title of Unit:
Astronomy
C.
Approximate Time Allocation:
D.
1.
2.
3.
4.
22 hours
Objectives(s)
The students will:
Describe planetary motion and physical laws
that explain planetary motion.
Describe formation, structure, and life cycle
of stars.
Explain the current scientific theories of the
origin of solar systems.
Describe a model of the origin of the earth.
E.
Objectives Related to Standard(s)
Science & Technology
3.1.10 B, C, D, E
3.2.10 A, B
3.4.10 D
F.
1.
2.
3.
4.
5.
6.
7.
G.
Primary Assessment Related to
Objectives
1.1 The students will complete a lab dealing with
Kepler’s Three Laws of Planetary Motion.
2.1 The students will diagram the life cycle of
stars.
3.1 The students will compose a summary
delineating at least three scientific theories of
solar system formation.
4.1 The students will compose a summary
delineating the Protoplanet Hypothesis.
Key Idea(s)
Galaxies
Solar systems
Hertzspring/Russel diagrams
Big Bang
Solar Nebular theory
Stellar evolution
Protoplanet
H.
Expected Achievement
In order to obtain a proficient level of performance students should:
1. Writing – Achieve 3 out of 4 on a state rubric or a minimum of 85% on a teacher-designed rubric.
2. Test / Quiz – Correctly answer a minimum of 85% of the questions.
3. Lab / Project / Assignment – Achieve a minimum of 85% on a book generated or a teacher
designed rubric.
2
THE INSTRUCTIONAL UNIT
A.
Title of Course:
204 Honors Earth Science – Gr. 9
B.
Title of Unit:
Hydrology
C.
Approximate Time Allocation:
D.
26 hours
Objectives(s)
The students will:
G.
1. Map major streams and tributaries of PA
and United States rivers.
2. Discuss ways water systems shape the
land.
3. Analyze and evaluate the dynamics of a
wetlands system.
4. Determine the implications of development
and flooding on wetland functions.
5. Identify atmospheric, soil, and ground
pollutants and their source.
6. Describe the effects of natural and manmade disasters on water quality.
E.
Objectives Related to Standard(s)
Science & Technology
3.1.10 B, C, D
3.2.10 A, B, C
3.5.10 D
Environment & Ecology
4.1.10 A, B, C, D, E
4.3.10 A, B
4.9.10 A
F.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Primary Assessment Related to
Objectives
1.1 Construct a map of major rivers, tributaries
and watersheds in the United States.
2.1 Construct a collage of various landforms and
the processes that formed them.
1.2 Diagram the components of a wetland and the
function of each components.
4.1 Complete a case study including the impact of
human development and natural disasters on
wetlands.
4.2 Complete invertebrate checklist to determine
water quality.
5.1 Compare water quality of a stream before a
pollution event to quality of the stream after
the event.
Key Idea(s)
Tributaries
Water sheds/wetlands
Natural disasters
Man-made disasters
Macro-invertebrates
Pollutants
Buffer zones
Food production areas
Acid rain
H.
Expected Achievement
In order to obtain a proficient level of performance students should:
1. Writing – Achieve 3 out of 4 on a state rubric or a minimum of 85% on a teacher-designed rubric.
2. Test / Quiz – Correctly answer a minimum of 85% of the questions.
3. Lab / Project / Assignment – Achieve a minimum of 85% on a book generated or a teacher
designed rubric.
3
THE INSTRUCTIONAL UNIT
A.
Title of Course:
204 Honors Earth Science – Gr. 9
B.
Title of Unit:
Land forms
C.
Approximate Time Allocation:
31 hours
D.
Objectives(s)
The students will:
1. Evaluate and discuss the impact of geologic
activities/hazards.
2. Illustrate /describe the types of plate
boundaries as a result of plate tectonics.
3. Classify and describe major types of rocks
and minerals by their origin and formation.
E.
Objectives Related to Standard(s)
Science & Technology
3.1.10 B, C, D, E
3.2.10 A, B, C
3.5.10 A, B
Environment & Ecology
4.3.10 A, B
4.6.10 C
F.
1.
2.
3.
4.
5.
6.
7.
8.
G.
Primary Assessment Related to
Objectives
1.1 The students will make a list of types of
damage inflicted upon humans by destructive
geologic activity.
2.1 The students will prepare a map showing the
size, shape, location, type of boundary,
direction of movement, and rate of movement
of the major and minor plates.
3.1 The students will identify and describe three
members of each family of teacher selected
rocks and minerals based upon distinguishing
characteristics.
Key Idea(s)
Convergent boundaries
Transform / Strike – slip boundaries
Divergent boundaries
Earthquake, landslide, sinkhole
Mid-ocean ridge
Pollutants/sources
Plate tectonics
Rocks & minerals
H.
Expected Achievement
In order to obtain a proficient level of performance students should:
1. Writing – Achieve 3 out of 4 on a state rubric or a minimum of 85% on a teacher-designed rubric.
2. Test / Quiz – Correctly answer a minimum of 85% of the questions.
3. Lab / Project / Assignment – Achieve a minimum of 85% on a book generated or a teacher
designed rubric.
4
THE INSTRUCTIONAL UNIT
A.
Title of Course:
204 Honors Earth Science – Gr. 9
B.
Title of Unit:
Meteorology
C.
Approximate Time Allocation:
D.
1.
2.
3.
4.
31 hours
Objectives(s)
The students will:
Diagram the thickness and temperature
changes within each of the atmospheric
layers.
Discuss how solar energy is transferred to
and by the Earth’s surface and atmosphere
under different conditions.
Explain weather patterns & seasonal
changes using the concepts of heat and
density.
Analyze weather maps & weather data to
predict regional and global weather events.
E.
Objectives Related to Standard(s)
Science &Technology
3.1.10 C
3.5.10 C
Environment & Ecology
4.3.10 A, B
G.
Primary Assessment Related to
Objectives
1.1 The students will construct a chart showing
the thickness and temperature changes within
each structural layer of the atmosphere.
2.1 The students will correlate relationships
between different environmental conditions
involving the properties of solar energy.
3.1 The students will complete a lab involving
seasonal isothermal maps.
4.1 The students will forecast the weather
regionally using weather maps and data.
4.2 The students will conduct and record informal
daily weather observations.
F.
Key Idea(s)
1. Layers of atmosphere: Troposphere,
stratosphere, mesosphere, thermosphere
2. Pressure systems
3. Station models
4. Air masses
5. Fronts (stationary, occluded,
6. Isotherms, isobars
7. Pressure gradient
8. Convection, conduction
9. Insolation
10. Greenhouse effect
11. Global warming
12. Advection, radiation
H.
Expected Achievement
In order to obtain a proficient level of performance students should:
1. Writing – Achieve 3 out of 4 on a state rubric or a minimum of 85% on a teacher-designed rubric.
2. Test / Quiz – Correctly answer a minimum of 85% of the questions.
3. Lab / Project / Assignment – Achieve a minimum of 85% on a book generated or a teacher
designed rubric.
5
THE INSTRUCTIONAL UNIT
A.
Title of Course:
204 Honors Earth Science – Gr. 9
B.
Title of Unit:
Resources
C.
Approximate Time Allocation:
D.
1.
2.
3.
4.
26 hours
Objectives(s)
The students will:
Distinguish between renewable and
nonrenewable resources.
Identify the resources of the Earth and their
sources.
Explain factors affecting availability,
location, extraction, and use of natural
resources.
Evaluate the factors affecting availability of
natural resources.
G.
Primary Assessment Related to
Objectives
1.1-2.1 Given a list of resources, the students will
identify them as renewable or nonrenewable
and also the sources of the resources.
3.1-4.1 Students will research and report on a
renewable / nonrenewable resource including
a cost/benefit analysis of resource extraction
and utilization.
E.
Objectives Related to Standard(s)
Science & Technology
3.1.10 B, C, D
3.2.10 A, B, C
3.5.10 B
Environment & Ecology
4.2.10 A, B, C, D
4.3.10 A, B
4.4.10 B
4.6.10 C
4.8.10 A, B, C, D
4.9.10 A (time permitting)
F.
1.
2.
3.
4.
5.
6.
Key Idea(s)
Resource
Renewable
Nonrenewable
Cost benefit analysis
Reserves
Alternative energy
H.
Expected Achievement
In order to obtain a proficient level of performance students should:
1. Writing – Achieve 3 out of 4 on a state rubric or a minimum of 85% on a teacher-designed rubric.
2. Test / Quiz – Correctly answer a minimum of 85% of the questions.
3. Lab / Project / Assignment – Achieve a minimum of 85% on a book generated or a teacher
designed rubric.
6
THE INSTRUCTIONAL UNIT
A.
Title of Course:
204 Honors Earth Science – Gr. 9
B.
Title of Unit:
Independent Project
C.
Approximate Time Allocation:
D.
1.
2.
3.
4.
Outside of Class Time
Objectives(s)
The students will:
Apply the steps of the scientific method to
complete an independent project.
Complete the required checkpoints as
defined in the project handbook.
Write a formal lab report.
Complete a journal, documenting all
activities involved in a project from beginning
to end.
E.
Objectives Related to Standard(s)
Science & Technology
3.2.10 B, C, D
3.7.10 A, B, C, D
F.
1.
2.
3.
4.
5.
6.
Key Idea(s)
Purpose
Research
Hypothesis
Experiment
Analysis
Conclusion
H.
G.
Primary Assessment Related to
Objectives
1.1 The students will identify a problem, research
it, write a hypothesis, carry out an experiment,
analyze results and draw a conclusion.
2.1 The students will complete checkpoint 1,
following the procedure in the project
handbook.
2.2 The students will complete checkpoint 2,
following the procedure in the project
handbook.
2.3 The students will complete checkpoint 3,
following the procedure in the project
handbook.
3.1 The students will write a formal lab report,
following MLA guidelines.
4.1 The students will complete a journal,
documenting daily activities and research,
from conception of idea to completion of the
project.
Expected Achievement
In order to obtain a proficient level of performance students should:
1.1 Follow the steps of the scientific method with 85% accuracy.
2.1 Correctly complete checkpoint 1 with 85% accuracy.
2.2 Correctly complete checkpoint 2 with 85% accuracy.
2.3 Correctly complete checkpoint 3 with 85% accuracy.
3.1 Correctly complete a formal lab report, following MLA guidelines with 85% accuracy.
4.1 Correctly compile information in a journal with 85% accuracy.
7
SUPPLEMENTAL INFORMATION
A.
Current text -
Title: Heath Earth Science
Publisher: Heath
Copyright Date: 1994
Title: Environment and Ecology for Pennsylvania
Publisher: Globe Fearson
Copyright Date: 2003
B.
Technology Resources (software programs, websites, etc):
Variety of websites include USGS educational programs; NOAA; Franklin Mint; Accuweather;
United Streaming
8” Newtonian Refractor
C.
Other Resources (guest speakers, videos, magazine/newspaper subscriptions, etc):
Local meteorologists
DVD library from the Learning Channel, The Discovery Channel and National Geographic
Outside Magazine; Adventure Magazine
Carlisle Sentinel and the Patriot News newspapers
D.
X
X
Thinking skills emphasized into this course: Place a check in the box for the thinking
skills most emphasized in this course (up to 4 skills).
Attributing – Identifying special
characteristics of an object
Personifying – Giving human qualities to
an object
Prioritizing – Ranking items in order of
importance
Sequencing – Arranging items in order
Compare/Contrast - Identifying
similarities and differences
Brainstorming – generating a list of
ideas about a topic
Visualizing – Creating mental pictures
Classifying – Grouping items with
common characteristics
Problem Solving – Identifying
alternatives and solutions to a problem
Determining Cause and Effect –
Indicating the chain of events
Inferring – Discovering a less obvious
connection to a circumstance
Associating Relationships – Identifying
patterns to connect ideas
Making Analogies – Developing
comparisons based on relationships
Evaluating – Expressing a judgment
based on criteria
Dealing with Ambiguity and Paradox –
Identifying contradictions
Solving Analogies – Expressing an
answer from similar relationships
Inventing – Creating an idea or device
X
X
8
Generalizing – Uncovering patterns and
applying them to other situations
Decision Making – Determining a choice
based on sound judgment
Analyzing for Assumption – Looking for
conjecture not based on fact
Hypothesizing – Forming a testable
question based on fact
Analyzing for Bias – Checking for
prejudices
Drawing Conclusions – Coming to
understandings based on facts
Predicting – Anticipating a future
occurrence