Phase 1 - Neshaminy School District
Phase 1 CURRICULUM MAP
Course/Subject: Earth Science Grade: 11 - 12 Teacher(s): Gosser/Horcheimer
Month: SEPTEMBER (4 weeks)
|Content |State |Benchmarks |Competencies/ Skills |Assessment |
|(Big Idea) |Standards | | | |
|How atmosphere changes and affect the earth. |3.3.12.A6 |Energy motion in atmosphere (IR, |graphs |Test/quiz |
| |3.3.10.A6 |greenhouse) |maps |Small lab |
|Because the earth turns daily on an axis that is titled relative to the plane of the earth’s |3.3.B.A8 |Convection of air. |weather instrument use |Map assessment |
|yearly orbit around the sun, sunlight falls more intensely on different parts of the earth | |Weather systems and causes. |real time analysis |Research paper (for year) |
|during the year. The difference in intensity of sunlight and the resulting warning of the | |Seasons with relationship to |interpreting data |At home practice |
|earth’s surface produces the seasonal variations in temperature | |climate/weather. |synthesis of research |Discussion |
| | |Determining weather. | |Project assessment |
|Transfer of thermal energy between the atmosphere and the land or oceans produces temperature | |(El Nino sub topic) | | |
|gradients in the atmosphere and the oceans. Regions at different temperatures rise or sink or | | | | |
|mix, resulting in winds and ocean currents. These winds and ocean currents, which are also | | | | |
|affected by the earth’s rotation and the shape of the land, carry thermal energy from warm to | | | | |
|cool areas. | | | | |
| | | | | |
|In a fluid, regions that have different temperatures have different densities. The action of a | | | | |
|gravitational force on regions of different densities causes them to rise or fall creating | | | | |
|currents that contribute to the transfer. | | | | |
| | | | | |
|Thermal energy carried by ocean currents has a strong influence on climates around the world. | | | | |
|Areas near oceans tend to have more moderate temperatures than they would if they were farther | | | | |
|inland but at the same latitude because water in the oceans can hold a large amount of thermal | | | | |
|energy. | | | | |
Phase 1 CURRICULUM MAP
Course/Subject: Earth Science Grade: 11 - 12 TEACHERS(s): Gosser/Horcheimer
Month: SEPTEMBER (4 weeks) cont…
|Content |State |Benchmarks |Competencies/ Skills |Assessment |
|(Big Idea) |Standards | | | |
|The earth’s climates have changed in the past; we are currently changing and are expected to | | | | |
|change in the future, primarily due to changes in the amount of light reaching places on the | | | | |
|earth and the composition of the atmosphere. The burning of fossil fuels in the last century | | | | |
|has increased the amount of greenhouse gases in the atmosphere, which has contributed to | | | | |
|earth’s warming. | | | | |
| | | | | |
|Greenhouse gases in the atmosphere, such as carbon dioxide and water vapor, are transparent to | | | | |
|much of the incoming sunlight but not to the infrared light from the warmed surface of the | | | | |
|earth. When greenhouse gases increase, more thermal energy is trapped in the atmosphere, and | | | | |
|the temperature of the earth increases the light energy radiated into space until it again | | | | |
|equals the light energy absorbed from the sun. | | | | |
| | | | | |
|The atmosphere is a mixture of nitrogen, oxygen, and trace amounts of water vapor, carbon | | | | |
|dioxide, and other gases. | | | | |
| | | | | |
|Climates have sometimes changed abruptly in the past as a result of volcanic eruptions or | | | | |
|impacts of huge rocks from space. | | | | |
| | | | | |
| | | | | |
| | | | | |
Phase 1 CURRICULUM MAP
Course/Subject: Earth Science Grade: 11 - 12 Teacher(s): Gosser/Horcheimer
Month: October (4 weeks)
|Content |State |Benchmarks |Competencies/ Skills |Assessment |
|(Big Idea) |Standards | | | |
|Ocean systems change and affects on climate and surface of earth |3.3.10.A5 |Current motion effects weather on |graphing |test/quiz |
| | |earth. |profiling |small lab |
| |3.3.B.A8 |Coastal erosion as a process of |experimentation |profile activity |
| | |current motion |image recognition (maps) |research assignment |
| | |Ocean profile and relationship to |mapping |at home practice |
| | |land forms |processing/evaluation | |
| | |Tidal motion due to earth, moon, | | |
| | |sun positions. | | |
| | |Ocean resources and legislation. | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
Phase 1 CURRICULUM MAP
Course/Subject: Earth Science Grade: 11 - 12 Teacher(s): Gosser/Horcheimer
Month: November – December – January (10 weeks)
|Content |State |Benchmarks |Competencies/ Skills |Assessment |
|(Big Idea) |Standards | | | |
|Universe creation from a solitary event, which leads to observable universe |3.3.10.B1 |evidence of B.B. and relationship |graphing |quiz/test |
| |3.3.12.B1 |to shape of universe |research |small job |
|Life cycles of stars | |1st generation and 2nd generation |application |research assignment |
| | |star systems are a product of |spectral analysis |at home practice |
|Stars go through a life cycle | |composition. |processing data |presenting |
|Increasingly sophisticated technology is used to learn about the universe. Visual, radio, and |3.3.10.B1 |Theory of star formation is a |star map usage. | |
|x-ray telescopes collect information from across the entire spectrum of electromagnetic waves; |3.3.12.B1 |product of a classic scientific | | |
|computers handle data and complicated computations to interpret them; space probes send back | |method. | | |
|data and materials from remote parts of the solar system; and accelerators give subatomic |3.3.B.A8 |Our solar system formation theory | | |
|particles energies that simulate conditions in the stars and in the early history of the | |is an application of what we | | |
|universe before stars formed. | |observe around us. | | |
|On the basis of scientific evidence, the universe is estimated to be over ten billion years | |Development of astronomy and role | | |
|old. The current theory is the entire universe expanded explosively from a hot, dense, chaotic| |in civilization in time | | |
|mass. | |The sun’s place in the universe | | |
|The observed wavelength of a wave depends upon the relative motion of the source and the | |and what lies in the future for it| | |
|observer. If either is moving toward the other, the observed wavelength is shorter; if either | | | | |
|is moving away, the wavelength is longer. | | | | |
|Because the light seen from almost all distant galaxies has longer wavelengths than comparable | | | | |
|light here on earth, astronomers believe that the whole universe is expanding. | | | | |
Phase 1 CURRICULUM MAP
Course/Subject: Earth Science Grade: 11 - 12 TEACHERS(s): Gosser/Horcheimer
Month: November – December – January (10 weeks) cont…
|Content |State |Benchmarks |Competencies/ Skills |Assessment |
|(Big Idea) |Standards | | | |
|The stars differ from each other in size, temperature and age, but they appear to be made up of| | | | |
|the same elements found on earth and behave according to the same physical principles. | | | | |
|Increasingly sophisticated technology is used to learn about the universe, Visual, radio, and | | | | |
|x-ray telescopes collect information from across the entire spectrum of electromagnetic waves; | | | | |
|computers handle data and complicated computations to interpret them; space probes and back | | | | |
|data and materials from remote parts of the solar system; and accelerators give subatomic | | | | |
|particles energies that simulate conditions in the stars and in the early history of the | | | | |
|universe before stars formed. | | | | |
|Eventually, some stars exploded, producing clouds containing heavy elements from other stars | | | | |
|and planets orbiting them could later condense. The process of star formation and destruction | | | | |
|continues. | | | | |
|Stars condensed by gravity out of clouds of molecules of the lightest elements until nuclear | | | | |
|fusion of the light elements into heavier ones began to occur. Fusion released great amounts | | | | |
|of energy over millions of years. | | | | |
|The stars differ from each other in size, temperature, and age, but they appear to be made up | | | | |
|of the same elements found on earth and behave according to the same physical principles. | | | | |
|Technology is essential to science for such purposes as access to outer space and other remote | | | | |
|locations, sample collection and treatment, measurement, data collection and storage, | | | | |
|computation, and communication of information. | | | | |
|Light from the next nearest star takes a few years to arrive. The trip to that star would take| | | | |
|the fastest rocket thousands of years. | | | | |
Phase 1 CURRICULUM MAP
Course/Subject: Earth Science Grade: 11 - 12 Teacher(s): Gosser/Horcheimer
Month: January (3 weeks)
|Content |State |Benchmarks |Competencies/ Skills |Assessment |
|(Big Idea) |Standards | | | |
|The solar system formed as any other star system does, and research led to our better |3.3.12.B1 |star formation and relationship to|graphing |test/quiz |
|understanding it. | |our star system. |data analysis |small lab |
| |3.3.12.B2 |Geocentric and heliocentric models|scale models |research assessment |
|Stars condensed by gravity out of clouds of molecules of the lightest elements until nuclear | |with Copernican theory. |research based inquiry |at home activity |
|fusion of the light elements into heavier ones began to occur. Fusion released great amounts |3.3.B.A8 |How planets and moons look due to |discussion |diagramming |
|of energy over millions of years. | |position of observation. |experimentation | |
| | |Planets and characteristics due to|application of theories | |
|Our solar system coalesced out of a giant cloud of gas and debris left in the wake of | |position from sun. | | |
|exploding stars about five billion years ago. Everything in and on the earth, including | |Small bodies of the solar system | | |
|living organisms, is made of this material. | |and their roles. | | |
| | |“Boundary” areas of solar system | | |
|As the earth and other planets formed, the heavier elements fell to their centers. On planets| |and place in milky way | | |
|closest to the sun (Mercury, Venue, Earth, and Mars) the lightest elements were mostly blown | |Exploration and what has been | | |
|or boiled away by radiation from the newly formed sun; on the outer planets (Jupiter, Saturn, | |gained | | |
|Uranus, Neptune, and Pluto) the lighter elements still surround them as deep atmospheres of | | | | |
|gas or as frozen solid layers. | | | | |
| | | | | |
|The moon’s orbit around the earth once in about 28 days changes what part of the moon is | | | | |
|lighted by the sun and how much of that part can be seen from the phases of the moon. | | | | |
| | | | | |
|Many chunks of rock orbit the sun. Those that meet the earth glow and disintegrate from | | | | |
|friction as they plunge through the atmosphere – and sometimes impact the ground. Other | | | | |
|checks of rock mixed with ice have long, off-center orbits that carry them close to the sun, | | | | |
|where the sun’s radiation (of light and particles) boils off frozen materials from their | | | | |
|surfaces and pushes it into a long illuminated tail. | | | | |
Phase 1 CURRICULUM MAP
Course/Subject: Earth Science Grade: 11 - 12 Teacher(s): Gosser/Horcheimer
Month: January – February – March (10 weeks)
|Content |State |Benchmarks |Competencies/Skills |Assessment |
|(Big Idea) |Standards | | | |
|Earth’s Formation and structure |3.3.12.A1 |Formation of earth in the solar |mapping |quizzes/tests |
|Earth’s internal dynamics and their effects of the surface |3.3.10.A7 |system |graphing |lab projects |
|Surface processes through geologic means. | |Formation of layers of earth, due |lab usage |projects |
|Composition of crust. (rocks/minerals) |3.3.12.A4 |to density and cooling of molten |inference |research paper |
|History of habitable earth through the geologic time scale | |earth. |research |home practice |
| | |Heat transfer from core to surface |science tools |rock/mineral identification |
|The slow movement of material within the earth results from heat flowing out from the deep | |and its effects |presentation |collaboration activities |
|interior and the action of gravitational forces of regions of different density. |3.3.12.A3 |Movement of curst by function of |synthesis of ideas | |
| |3.3.12.A7 |internal heat. |application of concepts. | |
|The earth’s plates ride on a denser, hot gradually deformable layer of the earth. | |Plate tectonic theory and changes | | |
| | |through time. | | |
|Ocean-floor plates may slide under continental plates, sinking deep into the earth. The |3.3.12.A3 |Understanding volcanism/earthquakes| | |
|surface layers of these plates may fold, forming mountain ranges. | |w/plate tect. | | |
| |3.3.B.A8 |Identifying characteristics of | | |
|The theory of plate tectonics provides an explanation for a diverse array of seemingly | |rocks and minerals and what makes | | |
|unrelated phenomena. | |them. | | |
| | | | | |
|Earthquakes often occur along the boundaries between colliding plates, and molten rock from | | | | |
|below creates pressure that is released by volcanic eruptions, helping to build up mountains. | | | | |
|Under the ocean basins, molten rock may well up between separating plates to create new ocean | | | | |
|floor. Volcanic activity along the ocean floor may form undersea mountains, which can thrust | | | | |
|above the ocean’s surface to become islands. | | | | |
| | | | | |
Phase 1 CURRICULUM MAP
Course/Subject: Earth Science Grade: 11 - 12 TEACHERS(s): Gosser/Horcheimer
Month: January – February – March (10 weeks) cont…
|Content |State |Benchmarks |Competencies/Skills |Assessment |
|(Big Idea) |Standards | | | |
| | |Understanding basic evolution as it| | |
|The solid crust of the earth – including both the continents and the ocean basins – are part of| |relates all life on earth | | |
|separate plates…The crust sections move very slowly (no more than an inch or so per year), | | | | |
|pressing against one another in some places, pulling apart in other places. | | | | |
| | | | | |
|Matching coastlines and similarities in rock-types and life forms suggest that today’s | | | | |
|continents are separated parts of what was long ago a single continent. | | | | |
| | | | | |
|The earth’s plates sit on a denser, hot, somewhat melted layer of the earth. The plates move | | | | |
|very slowly, pressing against one another in some places and pulling apart in other places – | | | | |
|sometimes scraping alongside each other as they do. Mountains form as two continental plates, | | | | |
|or an ocean plate and a continental plate, press together | | | | |
| | | | | |
|The outward transfer of the earth’s internal heat causes regions of different temperatures and | | | | |
|densities. The action of a gravitational force on regions of different densities cause the | | | | |
|rise and fall of material between the earth’s surface and interior, which is responsible for | | | | |
|the movement of plates. | | | | |
| | | | | |
|As soon as fairly accurate world maps began to appear, some people noticed that the continents | | | | |
|of Africa and South America looked as though they might fit together like a giant jigsaw | | | | |
|puzzle. This led some to speculate that they might have once been part of a single giant land | | | | |
|mass that broke into pieces and then drifted apart. This idea was repeatedly suggested and | | | | |
|rejected because it was hard to imagine that anything that large and apparently immobile could | | | | |
|move. | | | | |
| | | | | |
Phase 1 CURRICULUM MAP
Course/Subject: Earth Science Grade: 11 - 12 TEACHERS(s): Gosser/Horcheimer
Month: January – February – March (10 weeks) cont…
|Content |State |Benchmarks |Competencies/Skills |Assessment |
|(Big Idea) |Standards | | | |
| | | | | |
|Early in the 1900’s, Alfred Wegener, a German scientist, reintroduced the idea of moving | | | | |
|continents, adding such evidence as the underwater shapes of the continents, the similarity of | | | | |
|life forms and land forms in corresponding parts of Africa and South America, and the | | | | |
|increasing separation of Greenland and Europe. Even with the evidence and the realization that| | | | |
|the earth was old enough for this to have occurred; very few contemporary scientists adopted | | | | |
|Wegener’s theory because he laced a plausible mechanism for the movement of continents. | | | | |
| | | | | |
|In the 1960’s, scientists noted that earthquakes occur much more frequently in certain areas, | | | | |
|that the rock around mid-ocean ridges is progressively older the farther it is from the ridge,| | | | |
|and that this gradient is symmetrical on either side of the ridge. This evidence coupled with | | | | |
|a scientifically sound physical explanation for how continents could move, transformed the idea| | | | |
|of moving continents into the theory plate tectonics. | | | | |
| | | | | |
|Scientists come to study the motions of the earth’s plates and the phenomena those motions | | | | |
|cause in an attempt to better understand the internal composition of the earth and the | | | | |
|processes taking place within it. | | | | |
| | | | | |
| | | | | |
|The earth first formed in a molten slate and then the surface cooled into solid rock. | | | | |
| | | | | |
|The interior of the earth is hot. Heat flow and movement of material within the earth cause | | | | |
|earthquakes and volcanic eruptions and create mountains and ocean basins. | | | | |
| | | | | |
|Earthquakes often occur along the boundaries between colliding plates, and molten rock from | | | | |
|below creates pressure that is released by volcanic eruptions, helping to build up mountains. | | | | |
|Under the ocean basins, molten rock may well up between separating plates to create new ocean | | | | |
|floor may form undersea mountains, which can thrust above the ocean’s surface to become | | | | |
|islands. | | | | |
| | | | | |
|Scientific evidence implies that some rock near the earth’s surface is several billion years | | | | |
|old. | | | | |
| | | | | |
|The formation, weathering, sedimentation, and reformation of rock constitute a continuing “rock| | | | |
|cycle” In which the total amount of material stays the same as it forms change. | | | | |
| | | | | |
|Thousands of layers of sedimentary rock confirm the long history of the changing surface of the| | | | |
|earth and the changing life forms whose remains are found in successive layers. The youngest | | | | |
|layers are not always found on top, because the folding, breaking, and uplift of layers. | | | | |
| | | | | |
|Sedimentary rock buried deep enough may be reformed by pressure and heat, perhaps melting and | | | | |
|recrystalizing into different kinds of rock. These reformed rock layers may be forced up again| | | | |
|to become land surface and even mountains. Subsequently, this new rock too will erode. Rock | | | | |
|bears evidence of the minerals, temperature, and forces that created it. | | | | |
| | | | | |
|The formation, weathering sedimentation, and reformation of rock constitute a continuing “rock | | | | |
|cycle” In which the total amount of material stays the same as if forms change. | | | | |
| | | | | |
| | | | | |
| | | | | |
Phase 1
CURRICULUM MAP
Course/Subject: Earth Science Grade: 11 - 12 Teacher(s): Gosser/Horcheimer
Month: January – February – March (10 weeks) cont…
|Content |State |Benchmarks |Competencies/Skills |Assessment |
|(Big Idea) |Standards | | | |
|Early in the 1900’s, Alfred Wegener, a German scientist, reintroduced the idea of moving | | | | |
|continents, adding such evidence as the underwater shapes of the continents, the similarity of | | | | |
|life forms and land forms in corresponding parts of Africa and South America, and the increasing| | | | |
|separation of Greenland and Europe. Even with the evidence and the realization that the earth | | | | |
|was old enough for this to have occurred; very few contemporary scientists adopted Wegener’s | | | | |
|theory because he laced a plausible mechanism for the movement of continents. | | | | |
| | | | | |
|In the 1960’s, scientists noted that earthquakes occur much more frequently in certain areas, | | | | |
|that the rock around mid-ocean ridges is progressively older the farther it is from the ridge, | | | | |
|and that this gradient is symmetrical on either side of the ridge. This evidence coupled with a| | | | |
|scientifically sound physical explanation for how continents could move, transformed the idea of| | | | |
|moving continents into the theory plate tectonics. | | | | |
| | | | | |
|Scientists come to study the motions of the earth’s plates and the phenomena those motions cause| | | | |
|in an attempt to better understand the internal composition of the earth and the processes | | | | |
|taking place within it. | | | | |
| | | | | |
|The earth’s surface is shaped in part by the motion of water (including ice) and wind over very | | | | |
|long times, which act to level mountain ranges. | | | | |
| | | | | |
|Rivers and glacial ice carry off soil and breakdown rock, eventually depositing the material in | | | | |
|sediments or carrying it in solution to the sea. | | | | |
|Ocean-floor plates may slide under continental plates, sinking deep into the earth. The surface| | | | |
|layers of these plates may fold, forming mountain ranges. | | | | |
CURRICULUM MAP
Course/Subject: Earth Science Grade: 11 - 12 Teacher(s): Gosser/Horcheimer
Month: April – May – JUNE (10 weeks)
|Content |State |Benchmarks |Competencies/Skills |Assessment |
|(Big Idea)/Benchmarks |Standards | | | |
|Understanding the earth-moon system |3.3.10.B1 |Moon was a result of cosmic |Research |Quiz/test |
| |3.3.12.B1 |collision, though there are other |Diagram Understanding |Small lab |
|Developing ideas concerning space exploration and future of research | |theories for its origin |Collaboration |Home practice |
| |3.3.12.B3 |Each planet has stable |Investigating through |Side projects/presentations |
|Dynamics of each planet and history of understanding | |characteristics that have been |discussion |Research assignments |
| | |studied from earth and by | | |
| | |satellite. | | |
|Theories of moon formation | |Global space programs are | | |
| | |responsible for almost everything | | |
| | |we know about the solar | | |
| | |system/universe. | | |
| | |What future holds for exploration | | |
| |3.3.12.B3 |of space | | |
| |3.3.B.A8 | | | |
| | | | | |
| | | | | |
| | | | | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.