Curriculum Map
Earth Science DW MASTER(Master)
Teacher: Master Map
|Month |Content |Skills with Relevance/Rigor |Assessments with Relevance/Rigor |Suggested Activities & Resources |
|August 2010 |A. Science as a process |A1. Define science |A1. SCHS-S1C1-01, SCHS-S2C1-04, SCHS-S2C2-01, |Resources |
| | |SCHS-S1C1-01, SCHS-S2C1-04, SCHS-S2C2-01, |SCHS-S2C2-02, SCHS-S2C2-03, SCHS-S2C2-04 |[pic] |
| |Ideas developed through reasoning |SCHS-S2C2-02, SCHS-S2C2-03, SCHS-S2C2-04 |A2. SCHS-S1C2-05 | |
| | |[pic] |A3. SCHS-S1C1-02 |B Activites |
| |Claims based on testing (scientific method) |A2. Describe observable phenomena |A4. SCHS-S1C1-01 | |
| |Claims subject to review and replication |SCHS-S1C2-05 |A5. SCHS-S1C1-04 |Illustrate mastery of a laboratory balance and |
| |Standardized measurement systems and tools |[pic] |A6. SCHS-S1C4-01 |graduated cylinders |
| |Language of science |A3. Ask questions based on observations |A7. SCHS-S1C2-05 |Define testable questions specific to the earth |
| | |SCHS-S1C1-02 |A8. SCHS-S1C3-01 |sciences |
| |B. Earth science (5 days) |[pic] |A9. SCHS-S1C2-05 | |
| | |A4. Distinguish between scientific and non-scientific |A10. SCHS-S1C2-03 |Instructional Questions |
| |Different sciences involved (geology, astronomy, |statements |A11. SCHS-S1C2-03 | |
| |meteorology, oceanography) |SCHS-S1C1-01 |A12. SCHS-S1C1-02, SCHS-S1C1-03 |What methods are used for scientific investigation and|
| |Investigations |[pic] |A13. SCHS-S1C2-04 |observation, understanding that learning involves |
| | |A5. Make inferences from available data |A14. SCHS-S1C2-03 |gathering data and forming inferences based on the |
| |Laboratory work |SCHS-S1C1-04 |A15. SCHS-S1C2-03 |data? |
| |Inquiry process |[pic] |A16. SCHS-S1C2-03 |How are basic arithmetic and functions used in |
| |SCHS-S1C1, SCHS-S1C2 |A6. Write a lab report according to a provided |A17. SCHS-S1C2-01, SCHS-S1C2-03 |calculating quantitative date collecting? |
| |[pic] |format/template |A18. SCHS-S1C3-02, SCHS-S2C2-01 |What are some of the basic laboratory techniques and |
| |Essential questions |SCHS-S1C4-01 |A19. SCHS-S1C2-01 |equipment used in the science classroom? |
| | |[pic] |A20. SCHS-S1C2-05, SCHS-S1C3-01 |How is lab equipment used correctly and safely? |
| |Why is the inquiry method used when conducting |A7. Record data in table or organized notebook |A21. SCHS-S1C2-05, SCHS-S1C3-01 |[To understand the metric system as an accurate |
| |scientific investigations? |SCHS-S1C2-05 |A22. SCHS-S1C4-04 |international system of measure that is based upon |
| |How are scientific measurements distinguishable from |[pic] |A23. SCHS-S1C4-03 |multiples of ten] |
| |other measurements? |A8. Give examples of qualitative and quantitative data|A24. SCHS-S1C3-03 |What are scientific measurements? |
| | |from diagrams/specimens |A25. SCHS-S1C3-07 |What units are used to make measurement during |
| | |SCHS-S1C3-01 | |experiments? |
| | |[pic] | |Why doesn't the United States use the metric system |
| | |A9. Select and assemble prefixes and roots to create | |regularly? |
| | |meaningful scientific terms and definitions | |How difficult is it to use/learn the metric system? |
| | |SCHS-S1C2-05 | |Labs |
| | |[pic] | | |
| | |A10. Estimate and measure objects using correct metric| |Practicing the use a triple beam balance, recording |
| | |units and values, converting measurements | |the mass of several objects. Students will find the |
| | |appropriately | |volume of irregular objects by using the displacement |
| | |SCHS-S1C2-03 | |method. |
| | |[pic] | |Practicing metric skills |
| | |A11. List and justify in writing reasons for using the| |Determining the density and specific gravity of |
| | |metric system | |various objects |
| | |SCHS-S1C2-03 | |Let's Brown Bag It! Using a laboratory balance and |
| | |[pic] | |determining volume |
| | |A12. Write a testable hypothesis as an if-then | |Homework |
| | |statement | | |
| | |SCHS-S1C1-02, SCHS-S1C1-03 | |Metric conversion problems |
| | |[pic] | |Homework - practicing metric skills |
| | |A13. Design and conduct an experimental investigation | |45 problems where students demonstrate an |
| | |SCHS-S1C2-04 | |understanding of metric conversion between English |
| | |[pic] | |Standard and the metric System |
| | |A14. Classify experimental variables as independent or| |Classroom |
| | |dependent | | |
| | |SCHS-S1C2-03 | |Scientific method problem solving |
| | |[pic] | |Classroom experiment: using a battery, copper wire and|
| | |A15. Use a control or comparison when appropriate | |flashlight bulb students designed a method to light |
| | |SCHS-S1C2-03 | |the bulb utilizing as many methods as possible. The |
| | |[pic] | |process demonstrates the need to use the steps of the |
| | |A16. List examples of constants in experimental design| |scientific method when approaching a problem. |
| | |SCHS-S1C2-03 | | |
| | |[pic] | | |
| | |A17. Practice the appropriate use of scientific | | |
| | |equipment/tools | | |
| | |SCHS-S1C2-01, SCHS-S1C2-03 | | |
| | |[pic] | | |
| | |A18. Sequence the steps of the scientific method | | |
| | |SCHS-S1C3-02, SCHS-S2C2-01 | | |
| | |[pic] | | |
| | |A19. Follow predetermined safety protocols in all | | |
| | |science settings | | |
| | |SCHS-S1C2-01 | | |
| | |[pic] | | |
| | |A20. Convert raw data into organized data (e.g., | | |
| | |graphs, tables, models, diagrams) | | |
| | |SCHS-S1C2-05, SCHS-S1C3-01 | | |
| | |[pic] | | |
| | |A21. Conduct analysis (e.g., explain, correlate, | | |
| | |identify trends, compare) data | | |
| | |SCHS-S1C2-05, SCHS-S1C3-01 | | |
| | |[pic] | | |
| | |A22. Support conclusions with investigative evidence, | | |
| | |comparing to hypothesis | | |
| | |SCHS-S1C4-04 | | |
| | |[pic] | | |
| | |A23. Communicate effectively results and conclusions, | | |
| | |citing potential sources of experimental error | | |
| | |SCHS-S1C4-03 | | |
| | |[pic] | | |
| | |A24. Critique reports of scientific studies by logical| | |
| | |inference and analogy | | |
| | |SCHS-S1C3-03 | | |
| | |[pic] | | |
| | |A25. Propose further questions and investigations | | |
| | |based on findings | | |
| | |SCHS-S1C3-07 | | |
| | |[pic] | | |
| | | | | |
| | |B1. Provide examples of interrelationships of multiple| | |
| | |disciplines of science which are essential to | | |
| | |understand Earth systems | | |
| | |SCHS-S1C1-01 | | |
| | |[pic] | | |
| | |B2. Calculate specific density and make estimates of | | |
| | |gravity | | |
| | |SCHS-S1C2-05 | | |
| | |[pic] | | |
| | |Integrated Scientific Processes: | | |
| | |A10, A12, A13, A14, A15, A16, A17 | | |
| | |SCHS-S1C1-02, SCHS-S1C1-03, SCHS-S1C2-01, | | |
| | |SCHS-S1C2-03, SCHS-S1C2-04 | | |
| | |[pic] | | |
|September 2010 |C. Meteorology (20 days) |C1. Distinguish each layer of the atmosphere based on | |Instructional Questions |
| |Layers of atmosphere |temperature and density | |What is weather? |
| |Water cycle |SCHS-S6C2-15 | |What kinds of patterns do we see in weather? |
| |Clouds |[pic] | |How can we measure and forecast weather? |
| |Storms |C2. Explain scientific reasons for Earth's changing | |How do humans contribute to global warming? |
| |Fronts |seasons | |Weather Map Activity |
| |Weather instruments |SCHS-S6C2-01, SCHS-S6C2-09, SCHS-S6C2-10 | | |
| |Global warming research project |[pic] | |Using data, constructing a weather map with isobars, |
| | |C3. Model the characteristics of the water cycle | |weather fronts, and rainfall patterns |
| |SCHS-S1C1, SCHS-S1C2, SCHS-S1C3, SCHS-S1C4, SCHS-S6C1,|SCHS-S6C1-01 | |Worksheets |
| |SCHS-S6C2 |[pic] | | |
| |[pic] |C4. Gather and interpret weather data (air pressure, | |Atmosphere and elevation (average skills - |
| | |wind, rain, moisture, and temperature) | |interpreting diagrams) may also be used in conjunction|
| |Essential questions |C5. Use weather instruments to gather data | |with web based activity. |
| | |SCHS-S6C2-09, SCHS-S6C2-14, SCHS-S6C2-15 | |Oxygen calculation (average skills -making |
| |How is weather distinguishable from climate? |[pic] | |calculations) |
| |How are weather patterns and climate related? |C6. Explain how predominant air masses influence | |Land and sea breezes (remedial - applying skills) |
| |What causes climate change? |weather (e.g., United States, ocean, global) | |Heating the land and sea (making inferences) |
| |How does location (both globally and locally) affect |SCHS-S6C2-11, SCHS-S6C2-15 | |All worksheets taken from Prentice Hall "Earth |
| |temperature? |[pic] | |Science": Teachers Resource Guide. |
| |How do the elements of weather (temperature, air |C7. Predict weather based on cloud patterns | |Map Activity |
| |pressure, wind, and moisture) interact with each |SCHS-S6C2-11 | | |
| |other? |[pic] | |Reading a highway map (using an atlas map, following a|
| |How does weather in different places affect people, |C8. Outline the factors that influence storm formation| |series of directions, plotting a journey around the |
| |places, animals, and the environment? |in various geographical locations | |state of Arizona) |
| |How are measuring weather and forecasting weather |SCHS-S6C2-12 | |Practicing map skills (using a two dimensional map to |
| |related? |[pic] | |locate various points about the globe) |
| |How does global warming affect you? |C9. Summarize the causes and effects of global warming| |Interpreting topographic maps (using Flagstaff east |
| | |SCHS-S6C2-14, SCHS-S6C2-16 | |and west topographic maps to find various locations |
| | |[pic] | |about the city of Flagstaff). |
| | |Integrated Scientific Processes: | |Map legends and symbols (average - interpreting |
| | |A2, A3, A5, A7, A9, A10, A20, A21, A23, A25 | |diagrams) |
| | |SCHS-S1C1-02, SCHS-S1C1-04, SCHS-S1C2-03, | |Labs: |
| | |SCHS-S1C2-05, SCHS-S1C3-01, SCHS-S1C3-07, SCHS-S1C4-03| | |
| | |[pic] | |Mapping a mountain |
| | | | |Developing a topographic cross section |
|October 2010 |D. Maps and map making (15 days) |D1. Compare and read a variety of maps (e.g., | |Instructional Questions |
| |Topography |topographical, road, world map, globe) | |What is matter? |
| |Longitude and latitude |SSHS-S4C1-02 | |How do we describe matter? |
| |Map scale |[pic] | |How can matter be changed? |
| |Landforms |D2. Make and interpret maps, including essential | |How does the gain and loss of energy affect matter? |
| |SCHS-S1C1, SCHS-S1C2, SCHS-S1C3, SCHS-S1C4 |components | |What makes up an atom? |
| |[pic] |SSHS-S4C1-02 | |How do atoms combine to form molecules and compounds? |
| |SSHS-S4C1, SSHS-S4C6 |[pic] | |What is the purpose of the periodic table of elements?|
| |[pic] |D3. Select the appropriate map for the intended use | |What is the difference between a rock and a mineral? |
| |E. Minerals (15 days) |(e.g., map projections, distortions) | |How can I tell the difference between a rock and a |
| |Characteristics of matter |SSHS-S4C1-02 | |mineral? |
| |Atomic structure |[pic] | |How are minerals formed? |
| |Periodic table |D4. Locate positions using latitude and longitude | |What is the difference between a mineral and a gem? |
| |Bonding |SSHS-S4C1-01 | |How are minerals used in industry? |
| |Five characteristics of minerals |[pic] | |Unit 1 Reading |
| |Eight identifying properties |D5. Cipher topographic maps (e.g., elevation, | |A: Minerals; using a graphic organizer during chapter |
| | |direction, landforms) | |reading |
| |SCHS-S1C1, SCHS-S1C2, SCHS-S1C3, SCHS-S1C4, SCHS-S5C1,|SSHS-S4C1-03 | |C1 Worksheet |
| |SCHS-S5C4, SCHS-S6C1 |[pic] | | |
| |[pic] |D6. Demonstrate how to make a map cross section, using| |Atomic structure using diagrams to model atoms: the |
| | |a topographic map | |Bohr model and the Lewis Dot Diagram. |
| |Essential questions |SSHS-S4C6-01 | |Composition and matter review vocabulary sheet: making|
| | |[pic] | |calculations as it relates to atomic structure |
| |How are maps used to interpret the earth? |D7. Interpret landforms and features, using a | |(counting atoms in molecules, using chemical equations|
| |How do we know where we are in relation to other |topographic map and seven rules of contours | |and formulas) |
| |objects on the earth? |SSHS-S4C1-02, SSHS-S4C1-03 | |C2 Lab |
| |How can a map be used to make a picture of the world? |[pic] | | |
| |How do the properties and structures of matter |Integrated Scientific Processes: | |Building models of paper that represent the six |
| |determine their uses? |A2, A5, A8, A10, A17, A20, A21, A23 | |systems of crystalline structures |
| | |SCHS-S1C1-04, SCHS-S1C2-01, SCHS-S1C2-03, | |Construct simple toothpick-marshmallow models of the |
| |How does matter change due to different conditions? |SCHS-S1C2-05, SCHS-S1C3-01, SCHS-S1C4-03 | |silica tetrahedron |
| |How does matter and energy flow through Earth's |[pic] | |Forming crystals from melt and from solution |
| |systems and how do people interact with them? | | | |
| |How do the atomic matter of structure and its |E1. List the particles that make up atoms | |C3 Reading |
| |interactions at the atomic level influence the |SCHS-S5C1-01 | | |
| |behavior of matter at the everyday level? |[pic] | |Chapter 2 Minerals from text book Earth Science |
| |How does the structure of matter affect its properties|E2. Compare the particles that make up atoms and | |Prentice Hall |
| |and interactions? |elements (e.g., charge, size, mass, function, | |Minerals lab |
| |How can physical properties be used to identify |location) | | |
| |matter? |SCHS-S5C1-06 | |Comparing physical properties of several minerals |
| | |[pic] | |(using a Mohs Mineral Hardness Scale and mineral |
| | |E3. Describe the three types of chemical bonds | |identification key) |
| | |SCHS-S5C1-07, SCHS-S5C4-04 | |Building models out of paper that represent the six |
| | |[pic] | |systems of crystalline structures |
| | |E4. Differentiate among the properties of solids, | |Constructing simple toothpick-marshmallow models of |
| | |liquids, and gases and how matter changes states | |the silca tetrahedron |
| | |SCHS-S5C1-02, SCHS-S5C1-07 | |Forming crystals from melt and from solution |
| | |[pic] | | |
| | |E5. Describe how elements, ions, and isotopes are | | |
| | |related to minerals | | |
| | |SCHS-S5C1-01, SCHS-S5C1-02, SCHS-S5C1-08 | | |
| | |[pic] | | |
| | |E6. Compare chemical and physical changes | | |
| | |SCHS-S5C1-04, SCHS-S5C1-05 | | |
| | |[pic] | | |
| | |E7. Relate the structure of the the periodic table to | | |
| | |behaviors and trends of elements | | |
| | |SCHS-S5C1-03, SCHS-S5C4-04 | | |
| | |[pic] | | |
| | |E8. Model chemical bonding and crystalline structures | | |
| | |SCHS-S5C1-01 | | |
| | |[pic] | | |
| | |E9. Key minerals based on physical and chemical | | |
| | |characteristics | | |
| | |SCHS-S5C1-01, SCHS-S5C1-02, SCHS-S5C1-03 | | |
| | |[pic] | | |
| | |E10. List the physical characteristics of minerals | | |
| | |that are influenced by their crystalline structure | | |
| | |SCHS-S5C1-01 | | |
| | |[pic] | | |
| | |E11. Distinguish between minerals and non-minerals | | |
| | |using the five characteristics that define a mineral | | |
| | |SCHS-S5C1-03 | | |
| | |[pic] | | |
| | |E12. Discuss the use of renewable and non-renewable | | |
| | |materials within our modern world | | |
| | |SCHS-S6C1-07 | | |
| | |[pic] | | |
| | |Integrated Scientific Processes: | | |
| | |A2, A3, A5, A6, A17, A19, A20, A21 | | |
| | |SCHS-S1C1-02, SCHS-S1C1-04, SCHS-S1C2-01, | | |
| | |SCHS-S1C2-03, SCHS-S1C2-05, SCHS-S1C3-01, SCHS-S1C4-01| | |
| | | | | |
| | |[pic] | | |
|November 2010 |F. Rocks (20 days) |F1. Differentiate among the three major types of rocks| |E Activities |
| |Three rock types (igneous, metamorphic, sedimentary) |SCHS-S6C1-01 | | |
| |Rock cycle |[pic] | |water bending demonstration, electrostatic attraction |
| |Forces within rock cycle |F2. List similarities and differences among various | |Instructional Questions |
| |Natural resource presentation |stages of the rock cycle and the processes involved in| |What is matter? |
| | |each | |How do we describe matter? |
| |SCHS-S1C1, SCHS-S1C2, SCHS-S1C3, SCHS-S1C4, SCHS-S6C1,|SCHS-S6C2-01, SCHS-S6C2-04 | |How can matter be changed? |
| |SCHS-S6C2 |[pic] | |How does the gain and loss of energy affect matter? |
| |[pic] |F3. Make a rock cycle diagram | |What makes up an atom? |
| | |SCHS-S6C2-01 | |How do atoms combine to form molecules and compounds? |
| |Essential questions |F4. Distinguish between intrusive and extrusive | |What is the purpose of the periodic table of elements?|
| | |igneous rocks and their formations, comparing | |What is the difference between a rock and a mineral? |
| |What unique properties do rocks, minerals, and gems |crystalline structures | |How can I tell the difference between a rock and a |
| |exhibit? |SCHS-S6C1-01 | |mineral? |
| |In what ways can rocks differ from one another? |[pic] | |How are minerals formed? |
| |Why are some rocks and minerals more valuable than |F5. Classify the three types of sedimentary rocks and | |What is the difference between a mineral and a gem? |
| |others? |their formations | |How are minerals used in industry? |
| |What are minerals and why are they important to humans|SCHS-S6C1-01 | |Rocks lab |
| |and industry? |[pic] | | |
| |To what extent must a metal be concentrated above its |F6. Discuss the different typical features of | |Rock around the rock cycle using Starburst candy to |
| |average crustal content to make it economically |sedimentary rocks | |model the rock cycle |
| |viable? |SCHS-S6C1-01 | |Laboratory component emphasizes hand specimen |
| |How do various types of rocks fit into the rock cycle?|[pic] | |identification using rock identification key and |
| |Why are rocks different? |F7. Outline processes involved in the formation of | |testing for physical and chemical properties |
| |How do rocks change over time? |metamorphic rocks | |Igneous, Sedimentary and Metamorphic Rock Samples |
| | |SCHS-S6C2-04 | |Reading |
| | |[pic] | | |
| | |F8. Distinguish the different kinds of metamorphic | |Chapter 3Rocks: Earth Science text, Prentice Hall, |
| | |rocks (foliated, non-foliated textures) | |using graphic organizer during chapter reading |
| | |SCHS-S6C1-01 | | |
| | |[pic] | | |
| | |Integrated Scientific Processes: | | |
| | |A2, A3, A5, A7, A8, A9, A17, A19, A20, A21, A22, A23, | | |
| | |A25 | | |
| | |SCHS-S1C1-02, SCHS-S1C1-04, SCHS-S1C2-01, | | |
| | |SCHS-S1C2-03, SCHS-S1C2-05, SCHS-S1C3-01, | | |
| | |SCHS-S1C3-07, SCHS-S1C4-03, SCHS-S1C4-04 | | |
| | |[pic] | | |
|December 2010 |G. Mass wasting and weathering (10 days) |G1. List controlling factors or causes of mass wasting| | |
| |Mass wasting |and describe how each affects slope instability | | |
| | |SCHS-S6C1-01 | | |
| |Weathering process |[pic] | | |
| |Erosion |G2. Discuss the various types of mass wasting in terms| | |
| |Soils |of type and rate of movement | | |
| |SCHS-S6 |SCHS-S6C1-02 | | |
| |[pic] |[pic] | | |
| | |G3. Point out features of the landscape that indicate | | |
| | |slope instability or previous episodes of mass wasting| | |
| | |SCHS-S6C1-02 | | |
| | |[pic] | | |
| | |G4. Compare the various techniques for controlling | | |
| | |mass wasting especially in populated areas and explain| | |
| | |why some work and others fail | | |
| | |SCHS-S6C1-01 | | |
| | |[pic] | | |
| | |G5. Explain how humans can act to reduce or accelerate| | |
| | |mass wasting | | |
| | |SCHS-S3C1-02, SCHS-S3C1-03 | | |
| | |[pic] | | |
| | |G6. State three agents of weathering | | |
| | |SCHS-S6C1-02 | | |
| | |[pic] | | |
| | |G7. Compare mechanical weathering to chemical | | |
| | |weathering | | |
| | |SCHS-S6C1-04 | | |
| | |[pic] | | |
| | |G8. Describe four chemical reactions that decompose | | |
| | |rock | | |
| | |SCHS-S6C1-02 | | |
| | |[pic] | | |
| | |G9. Define the terms and concepts associated with | | |
| | |weathering and erosion | | |
| | |SCHS-S6C1-01, SCHS-S6C1-02, SCHS-S6C1-04 | | |
| | |[pic] | | |
| | |G10. Explain how rock composition effects the rate of | | |
| | |weathering | | |
| | |SCHS-S6C1-01, SCHS-S6C1-02 | | |
| | |[pic] | | |
| | |G11. Discuss how surface area affects the rate of | | |
| | |weathering | | |
| | |SCHS-S6C1-02 | | |
| | |[pic] | | |
| | |G12. Describe the effects of climate and topography on| | |
| | |the rate of weathering | | |
| | |SCHS-S6C2-14 | | |
| | |[pic] | | |
| | |G13. Compose a clear definition of erosion and list | | |
| | |the agents of erosion | | |
| | |SCHS-S6C1-01 | | |
| | |[pic] | | |
| | |G14. Defend the four farming methods used for the | | |
| | |conservation of soils | | |
| | |G15. Discuss two ways gravity contributes to erosion | | |
| | |SCHS-S3C1-03, SCHS-S3C1-05 | | |
| | |[pic] | | |
| | |G16. Describe three major landforms shaped by | | |
| | |weathering and erosion | | |
| | |SCHS-S6C1-01, SCHS-S6C1-02, SCHS-S6C1-03 | | |
| | |[pic] | | |
| | |G17. Summarize the major variables that influence | | |
| | |landscape development | | |
| | |SCHS-S6C1-02 | | |
| | |[pic] | | |
| | |G18. Diagram or list the process of deposition | | |
| | |G19. Summarize how soil forms | | |
| | |SCHS-S6C1-01 | | |
| | |[pic] | | |
| | |G20. Explain how the composition of parent rock | | |
| | |affects soil composion | | |
| | |SCHS-S6C1-01, SCHS-S6C1-02 | | |
| | |[pic] | | |
| | |G21. Describe the charactistic layers of mature | | |
| | |residual soils | | |
| | |G22. Differentiate between residual and transported | | |
| | |soils | | |
| | |G23. Predict the type of soil that form in Arizona | | |
| | |SCHS-S6C1-07 | | |
| | |[pic] | | |
| | |G24. Practice laboratory techniques for determining | | |
| | |soil texture and the sediment size distribution of | | |
| | |fine (2mm) sediment | | |
| | |SCHS-S1C1-01 | | |
| | |[pic] | | |
| | |Integrated Scientific Processes: | | |
| | |A2, A3, A5, A7, A10, A12, A17, A18, A19, A20, A21, | | |
| | |A22, A23, A25 | | |
|January 2011 |H. Land masses (15 days) |H1. Discuss evidence for the theory of continental | |Instructional Questions |
| |Plate tectonics |drift, and show support for Alfred Wegener's ideas | |How did the theory of plate tectonics evolve? |
| |Layers of the Earth |SCHS-S6C2-04 | |What is the mechanism that drives the movement of the |
| |Continental drift |[pic] | |continents? What is its fuel? |
| |Plate boundaries |H2. Explain the theory of plate tectonics, showing | |What allows the continents to move? |
| |Sea floor spreading |support through occurrences of earthquakes and | |Why did competent scientists reject the idea of |
| |SCHS-S1C1, SCHS-S1C2, SCHS-S1C3, SCHS-S1C4, SCHS-S6C2 |volcanoes | |continental drift? |
| |[pic] |SCHS-S6C2-05 | |Why is this theory a revolution? |
| |I. Hydrologic Cycle (10 days) |[pic] | |Plate tectonics lab |
| |Surface water (stream dynamics, stream erosion) |H3. List and describe physical characteristics of | |Patterns of magnetic polarity reversals measuring the |
| |Ground Water (porosity, permeability, recharge rate, |plate boundaries | |rate of sea-floor spreading, using patterns of |
| |aquifers) |SCHS-S6C2-04 | |magnetic reversals |
| |SCHS-S6 |[pic] | |Fossils as clues to ancient continents determining how|
| |[pic] |H4. Diagram and label the three types of plate | |rocks indicate the environment in which they were |
| | |boundaries, providing examples of each | |formed |
| |Essential questions |SCHS-S6C2-04 | |Determining how fast some crustal plates move, |
| | |[pic] | |examining the rate of plate movement, in support of |
| |How does the rock cycle relate to plate tectonics? |H5. Summarize the concept of mantle convection in | |continental drift |
| |What are the connections between plate tectonics and |relation to heat transfer | |Observing convection currents using a model to examine|
| |rock formation? |SCHS-S6C2-02, SCHS-S6C2-04, SCHS-S6C2-08 | |convection currents to illustrate sea-floor spreading |
| | |[pic] | |Worksheets |
| |What is special about the Earth that allows plate |H6. Illustrate and explain the internal structure of | | |
| |tectonics to occur? |the earth | |Evidence for continental drift, using map models to |
| |Why do layers of the Earth move and how does it affect|SCHS-S6C2-02, SCHS-S6C2-04, SCHS-S6C2-08 | |reconstruct ancient continental formations |
| |the surface? |[pic] | |Theory of plate tectonics |
| |What evidence supports the theory of plate tectonics? |H7. Give examples of the possible causes of plate | |Continental drift: crustal boundaries |
| |How have plate movements caused changes in the |movements (e.g., convection cell, ridge push, slab | |Earth's moving plates, identifying present continental|
| |positions and shapes of Earth’s landmasses? |pull, cold plume) | |masses by name and geographic location |
| |How do tectonic plates interact at the different types|SCHS-S6C2-04, SCHS-S6C2-07 | |Reading |
| |of boundaries? |[pic] | | |
| |How are surface features changed by constructive and |H8. Summarize how Earth's landmasses have changed over| |Chapter 9: Plate Tectonics Earth Science, Prentice |
| |destructive processes? |the last 200 million years | |Hall, using graphic organizer during chapter reading |
| |What ongoing processes have shaped and continue to |SCHS-S6C2-05, SCHS-S6C2-08 | | |
| |shape the geology of the Earth? |[pic] | | |
| | |H9. Articulate the relationship between plate | | |
| | |tectonics and igneous activity, deposition and the | | |
| | |formation of continental landmasses | | |
| | |SCHS-S6C2-05, SCHS-S6C2-08 | | |
| | |[pic] | | |
| | |Integrated Scientific Processes: | | |
| | |A2, A3, A4, A5, A9, A10, A21, A22, A23, A24, A25 | | |
| | |SCHS-S1C1-01, SCHS-S1C1-02, SCHS-S1C1-04, | | |
| | |SCHS-S1C2-03, SCHS-S1C2-05, SCHS-S1C3-01, | | |
| | |SCHS-S1C3-03, SCHS-S1C3-07, SCHS-S1C4-03, SCHS-S1C4-04| | |
| | |[pic] | | |
| | | | | |
| | |I1. Reproduce by diagram or illustration the | | |
| | |hydrologic cycle and discuss both its parts and its | | |
| | |driving force | | |
| | |SCHS-S6C1-01, SCHS-S6C1-04 | | |
| | |[pic] | | |
| | |I2. Indicate how velocity and discharge are determined| | |
| | |and discuss what factors influence their values | | |
| | |SCHS-S6C1-05 | | |
| | |[pic] | | |
| | |I3. Describe and differentiate between water flow in a| | |
| | |channel and sheet flow | | |
| | |SCHS-S6C1-04 | | |
| | |[pic] | | |
| | |I4. Give examples of the techniques farmers use to | | |
| | |slow sheet erosion in their fields | | |
| | |SCHS-S6C1-04 | | |
| | |[pic] | | |
| | |I5. Indicate the factors that influence the velocity | | |
| | |of a stream | | |
| | |SCHS-S3C1-05 | | |
| | |[pic] | | |
| | |I6. State the relationship between stream velocity and| | |
| | |the erosion, transportation, and deposition of | | |
| | |sediment | | |
| | |SCHS-S5C2-01 | | |
| | |[pic] | | |
| | |I7. Compare three mechanisms (i.e., hydraulic action, | | |
| | |solution, abrasion) by which a stream erodes the rock | | |
| | |and sediment | | |
| | |SCHS-S5C2-01 | | |
| | |[pic] | | |
| | |I8. Describe how sediment is transported as bed load, | | |
| | |suspended load, and dissolved load | | |
| | |SCHS-S6C1-02 | | |
| | |[pic] | | |
| | |I9. Describe the various features created through | | |
| | |repeated cycles of river erosion and deposition (e.g.,| | |
| | |potholes, bars, braided streams, meandering streams, | | |
| | |flood plains, deltas, alluvial fans) | | |
| | |SCHS-S6C1-01, SCHS-S6C1-04 | | |
| | |[pic] | | |
| | |I10. Describe the role human activity can play in | | |
| | |intensifying or reducing the potential danger of | | |
| | |natural flooding | | |
| | |SCHS-S3C1-02 | | |
| | |[pic] | | |
| | |I11. Explain how the tectonic and hydrologic cycles | | |
| | |work together to shape the land | | |
| | |SCHS-S6C1-01, SCHS-S6C1-02, SCHS-S6C1-04 | | |
| | |[pic] | | |
| | |I12. Compare a drainage basin to a drainage divide and| | |
| | |explain how drainage divides change with time | | |
| | |SCHS-S6C1-01 | | |
| | |[pic] | | |
| | |I14. Discuss how stream shape indicate their age | | |
| | |(downcutting, lateral erosion, headward erosion, and | | |
| | |sediment deposition) | | |
| | |SCHS-S6C1-02 | | |
| | |[pic] | | |
| | |I15. Relate the concepts of base level and graded | | |
| | |stream to the process of valley development | | |
| | |I16. List the factors that affect slope erosion | | |
| | |SCHS-S5C2-01 | | |
| | |[pic] | | |
| | |I17. Describe the relationship between the drainage | | |
| | |pattern and the underlying rocks | | |
| | |I18. Explain the processes affecting the formation of | | |
| | |stream terraces and incised meanders | | |
| | |SCHS-S5C2-01 | | |
| | |[pic] | | |
| | |I19. Explain why ground water is a critical natural | | |
| | |resource | | |
| | |SCHS-S6C1-05, SCHS-S6C1-06 | | |
| | |[pic] | | |
| | |I20. Distinguish between porosity and permeability and| | |
| | |indicate how these factors influence ground water | | |
| | |I21. Describe how ground water forms and its rate of | | |
| | |migration | | |
| | |SCHS-S5C2-01 | | |
| | |[pic] | | |
| | |I22. Sketch the relative positions of the saturated | | |
| | |and unsaturated zones, the water table, and perched | | |
| | |water tables | | |
| | |I23. Model how permeability and the slope of the water| | |
| | |table control the velocity of ground-water flow | | |
| | |SCHS-S5C2-01 | | |
| | |[pic] | | |
| | |I24. Connect the relationships among springs, streams | | |
| | |(gaining and losing), and ground water | | |
| | |I25. Explain why certain rock types make good aquifers| | |
| | |SCHS-S6C1-05 | | |
| | |[pic] | | |
| | |I26. Describe the relationship between wells and the | | |
| | |water table and how a pumped well and the heavy use of| | |
| | |ground water affect the water table | | |
| | |SCHS-S6C1-06 | | |
| | |[pic] | | |
| | |I27. Discuss several ways in which ground water can | | |
| | |become contaminated | | |
| | |SCHS-S6C1-06 | | |
| | |[pic] | | |
| | |I28. Compare the effects of groundwater action to the | | |
| | |formation of caverns and depositional cave features | | |
| | |and karst topography | | |
| | |SCHS-S6C1-01, SCHS-S6C1-02 | | |
| | |[pic] | | |
| | |I29. Explain how hot springs and geysers are formed | | |
| | |SCHS-S6C1-01 | | |
| | |[pic] | | |
| | |I30. Debate the potential uses of geothermal energy | | |
| | |SCHS-S6C1-07 | | |
| | |[pic] | | |
| | |I31. Specify the origin of pressure in an artesian | | |
| | |well | | |
| | | | | |
| | |Integrated Scientific Processes: | | |
| | |A2, A3, A5, A7, A13, A17, A19, A20, A21, A22, A23, A25| | |
|February 2011 |J. Earthquakes (12 days) |J1. Model and explain how most earthquakes are the | |Earthquakes Labs |
| |Faults |result of stress and strain built up in faults and | |Locating an epicenter, using the difference in arrival|
| |Seismic waves |plate boundaries | |time between P and S waves to locate the epicenter of |
| |Mercalli and Ricther scales |SCHS-S6C2-05 | |an earthquake |
| |Earthquake damage |[pic] | |Determining the intensity of an earthquake change with|
| |Tsunami |J2. Describe how energy released during an earthquake | |distance, using the Rossi-Forel earthquake intensity |
| | |results in seismic waves | |scale to assess damage done by an earthquake |
| |SCHS-S1C1, SCHS-S1C2, SCHS-S1C3, SCHS-S6C2 |SCHS-S6C2-06 | | |
| |[pic] |[pic] | |Relative and absolute time labs |
| | |J3. Compare P, S, and surface (L waves) seismic waves | | |
| |Essential questions |SCHS-S6C2-06, SCHS-S6C2-07 | |Rock correlation - using cross section to identify |
| | |[pic] | |types of sedimentary rock and their depositional |
| |How predictable are earthquakes and volcanic |J4. Explain how seismographs are used to find the | |order, constructing a stratigraphic column |
| |eruptions? |epicenter of an earthquake (i.e., triangulation | |Making a geologic timeline compare and contrast the |
| |What do earthquakes and volcanoes reveal about the |method) | |relative lengths of the geologic eras and periods |
| |Earth, both on and below the its surface? |SCHS-S6C2-07 | |Deciphering tree rings, graphing tree ring growth data|
| |What determines when and where earthquakes and |[pic] | |and analyzing the effect of environmental factors on |
| |volcanic eruptions occur? |J5. Interpret structural geology folds, faults, and | |the tree ring growth |
| | |plate boundaries, using diagrams | |Using fossils, comparing the age of fossils, and |
| |How do the constructive and destructive forces of |SCHS-S6C2-05, SCHS-S6C2-07 | |identifying the geologic age of rocks containing |
| |earthquakes and volcanoes shape and reshape the |[pic] | |fossils |
| |Earth's surface? |J6. Summarize earthquake hazards and damage associated| |Worksheets |
| | |with them | | |
| | |SCHS-S6C2-13 | |Absolute dating - calculating half-lives |
| | |[pic] | |Relative dating - cross-cutting relationships |
| | |J7. Describe how earthquake data collected from | |Reading |
| | |seismographs can be used to infer and draw conclusions| |Chapter 8: Earthquakes and Earth’s Interior: Earth |
| | |about the Earth's internal structure | |Science Prentice Hall |
| | |SCHS-S6C2-05, SCHS-S6C2-07 | | |
| | |[pic] | | |
| | |J8. Describe the characteristics of a tsunami and how | | |
| | |a tsunami wave travels | | |
| | |SCHS-S6C2-05 | | |
| | |[pic] | | |
| | |Integrated Scientific Processes: | | |
| | |A2, A3, A5, A7, A17, A20, A21 | | |
| | |SCHS-S1C1-02, SCHS-S1C1-04, SCHS-S1C2-01, | | |
| | |SCHS-S1C2-03, SCHS-S1C2-05, SCHS-S1C3-01 | | |
| | |[pic] | | |
|March 2011 |K. Volcanoes (12 days) |K1. List the qualities between three types of | |Instructional Questions |
| |Volcanic eruptions |volcanoes | |From where do magma and lava come? |
| |Three types of volcanoes |K2. Describe what causes volcanic eruptions | |How do volcanoes form? |
| |Igneous features related to volcanoes |B1-B2 SCHS-S6C2-04, SCHS-S6C2-05 | |What effects does lava composition have on volcano |
| |Plate tectonics and volcanoes |[pic] | |topography and gradient? |
| |Magmatic composition |K3. Model, label, and define terms of intrusive | |How are volcanoes identified by their topography? |
| |SCHS-S6C2 |igneous landforms | |What is the difference between a hot spot and a plate |
| |[pic] |K4. Compare the origin of magma based on chemical | |boundary? |
| | |composition | |What is time and how is it measured? |
| |Essential questions |K5. Explain the relationship between plate tectonics | |What is geologic time how is it measured? |
| | |and volcanoes | |How did the discovery of radioactivity enable the |
| |How predictable are earthquakes and volcanic |B4-B5 SCHS-S6C2-04, SCHS-S6C2-05 | |direct measurement of the Earth's age? |
| |eruptions? |[pic] | |How can fossil’s by used to construct a timeline of |
| |What do earthquakes and volcanoes reveal about the |Integrated Scientific Processes: | |the Earth's history? |
| |Earth, both on and below the its surface? |A2, A3, A5, A8, A17, A19, A20, A21, A25 | | |
| |What determines when and where earthquakes and | | | |
| |volcanic eruptions occur? | | | |
| | | | | |
| |How do the constructive and destructive forces of | | | |
| |earthquakes and volcanoes shape and reshape the | | | |
| |Earth's surface? | | | |
|April 2011 |L. Relative and absolute time (15 days) |L1. Summarize the principles that scientist use to | |Relative and absolute time labs |
| |Uniformitarianism |determine the relative ages of Earth rocks | | |
| |Evidence of Earth's history from rocks |SCHS-S6C3-02, SCHS-S6C3-05, SCHS-S6C3-06, | |Rock correlation - using cross section to identify |
| |Unconformities |SCHS-S6C3-08, SCHS-S6C3-09 | |types of sedimentary rock and their depositional |
| |Relative and absolute dating |[pic] | |order, constructing a stratigraphic column |
| |Fossil and fossil succession |L2. Practice principles used for absolute dating and | |Making a geologic timeline compare and contrast the |
| |Radioactive dating |processes used for different types of dating methods | |relative lengths of the geologic eras and periods |
| |Carbon-14 |SCHS-S6C3-08 | |Deciphering tree rings, graphing tree ring growth data|
| |Geologic time scale |[pic] | |and analyzing the effect of environmental factors on |
| |National Parks research paper |L3. Describe the three types of unconformities | |the tree ring growth |
| | |SCHS-S6C3-02 | |Using fossils, comparing the age of fossils, and |
| |SCHS-S6C3 |[pic] | |identifying the geologic age of rocks containing |
| |[pic] |L4. Construct an example of a rock correlation | |fossils |
| |Essential questions |SCHS-S6C3-02 | |Worksheets |
| | |[pic] | |Absolute dating - calculating half-lives |
| |How are the assessment and measurement of time |L5. Model the process of radioactive decay | |Relative dating - cross-cutting relationships |
| |integral to interpret and summarize Earth’s geological|SCHS-S6C3-05 | |Reading |
| |history? |[pic] | | |
| | |L6. Graph half-life examples to show relationship to | |Chapter 10: Volcanoes and Other Igneous Activity; |
| | |isotope decay | |Earth Science Prentice Hall |
| | |SCHS-S6C3-05 | | |
| | |[pic] | | |
| | |L7. Describe how radiometric dating is used to measure| | |
| | |absolute time | | |
| | |SCHS-S6C3-05 | | |
| | |[pic] | | |
| | |L8. Memorize geologic time scale | | |
| | |SCHS-S6C3-04 | | |
| | |[pic] | | |
| | |Integrated Scientific Processes: | | |
| | |A2, A3, A4, A5, A7, A8, A13, A17, A19, A20, A21, A23, | | |
| | |A24, A25 | | |
|May 2011 |M. Astronomy (20 days) |M1. Describe the characteristics of electromagnetic | |Instructional Questions |
| |Origin of the Universe |radiation | |What makes up our solar system? |
| |Origin of the Solar System |SCHS-S6C4-02 | |How do planets differ from each other? |
| |Origin of the Earth and Moon |[pic] | |Can other planets support life? |
| |SCHS-S2C1, SCHS-S6C4 |M2. Explain techniques for analyzing light to obtain | |What causes day and night? Years? |
| |[pic] |information about the stars | |What are the planets? |
| |Essential questions |SCHS-S6C4-03, SCHS-S6C4-04 | |What is a constellation? |
| |What can be learned from observing the night sky? |[pic] | |What are the relationships of Earth, Moon, and sun? |
| |How can the position and motion of celestial bodies be|M3. Explain the Doppler effect and how it gives | |What are meteors, stars, asteroids? |
| |used to understand what is seen in the night sky? |information about the stars | |How do we study space? |
| |How does the position of the Earth in the Solar System|SCHS-S6C4-04 | |Astronomy Lab |
| |affect the conditions of life on our planet? |[pic] | | |
| |How do interactions in the universe create predictable|M4. Summarize essential ideas about the composition | |Expansion of the universe, calculating the expansion |
| |and observable patterns of change? |and structure of the universe and the Earth's place in| |rate of a hypothetical universe and modeling expansion|
| |How is the universe structured? |it | |by using balloon model |
| |What role did density play in the formation of the |SCHS-S6C4-01 | |Hertzprung-Russell diagram, plotting star luminosity |
| |solar system? |[pic] | |relative to star temperature and life cycle |
| |What distinguishes the spectral class of stars? |M5. List three units astronomers use to measure | |Observing circumpolar constellations, using a |
| |What determines the timeline for a star’s life? |distance to stars and galaxies | |constellation map to position stars and constellations|
| |Why do astronomers believe the universe is expanding? |SCHS-S6C4-03 | |in the night sky during the seasons |
| |How does the rest of the solar system impact Earth? |[pic] | |Reading |
| |How does astronomy advance our understanding of our |M6. Describe the characteristics of stars (i.e., mass,| |Chapter 22: Origin of Modern Astronomy |
| |place in the universe? |size, temperature, color, luminosity) | |Chapter 23: Touring our Solar System |
| |How have astronomers worked to define and shape the |SCHS-S6C4-04, SCHS-S6C4-05 | |Chapter 24: Studying the Sun |
| |science of astronomy? |[pic] | |Chapter 25: Beyond the Solar System |
| |What are the major astronomical laws that govern the |M7. Describe how telescopes work and how they can | |All chapters can be found in the Earth Science Text – |
| |motions of celestial objects? |contribute to our knowledge of the universe | |Earth Science, Prentice Hall. Student assessment will |
| |How are the motions of celestial objects governed by |SCHS-S2C1-01, SCHS-S2C1-02, SCHS-S2C1-03, SCHS-S2C1-04| |be based upon a graphic organizer during chapter |
| |major astronomical laws? |[pic] | |reading |
| |How is light used to benefit human beings? |M8. Compare the relationship between science and | | |
| |How are human lives affected by astronomy, the study |technology | | |
| |of space and everything in it? |SCHS-S2C1-01, SCHS-S2C1-03 | | |
| | |[pic] | | |
| | |M9. Describe the birth and death of a star | | |
| | |SCHS-S6C4-05 | | |
| | |[pic] | | |
| | |M10. Compare and contrast the life cycle of a star | | |
| | |like the sun and of other types of stars | | |
| | |SCHS-S6C4-05, SCHS-S6C4-06 | | |
| | |[pic] | | |
| | |M11. Define galaxy and describe the various types of | | |
| | |galaxies | | |
| | |SCHS-S6C4-06 | | |
| | |[pic] | | |
| | |M12. Explain the origin of the universe according to | | |
| | |the big bang model | | |
| | |SCHS-S6C4-01 | | |
| | |[pic] | | |
| | |Integrated Scientific Processes: | | |
| | |A1, A2, A3, A4, A5, A8, A10, A12, A13, A17, A19, A20, | | |
| | |A21, A22, A23, A24, A25 | | |
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