Standard 4
ROCHESTER CITY SCHOOL DISTRICT
REGENTS EARTH 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.
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.
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
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)
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
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
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
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
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
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
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
DEEP SPACE
AND
SOLAR SYSTEM
Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | |Order astronomical events by age (relative age or absolute age). |
|1.2a The Universe is vast and estimated to be over 10 billion years old. |Explain the theory and cite evidence used for the scientific theory of |Describe the visible spectrum and discuss how astronomers use |
|The current theory is that the universe was created from an explosion |origin of universe and solar system. |spectroscopes to study stars and planets. |
|called the Big Bang. Evidence for this theory includes: | |Describe the re-shift in stellar spectrum in terms of the Doppler Effect. |
|Cosmic background radiation | | |
|A re-shift (the Doppler effect) in the light from very distant galaxies. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Use a spectroscope to observe spectrograms of light sources produced by | |
|Big Bang Theory |several different gases and by the Sun. |How old is the universe? |
|Electromagnetic energy |Discuss the Big Bang hypotheses and present evidence for it. |How old is the Solar System and Earth? |
|Wavelength |Discuss use of dark line spectra as “fingerprints” to identify elements in| |
|Spectroscope |a star. | |
|Spectrum |Discuss the Doppler shift of absorption lines caused by stellar motion. | |
|Doppler effect |Use Electromagnetic Spectrum Data Table (ESRT) to compare wavelengths of | |
| |various types of electromagnetic energy. | |
| |Create a timeline of astronomical events. | |
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Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | |Given stages of stars, put them in order of the sequence they go through |
|1.2b: Stars form when gravity causes clouds of molecules to contract |Describe the process of star formation from nebula to hot white dwarfs. |in their life. |
|until nuclear fusion of light elements into heavier elements occurs. |Use the concept of gravity to explain nuclear fusion of light elements |Identify star type given brightness, luminosity, size and /or temperature.|
|Fusion releases great amounts of energy over millions of years. |into heavier elements. |Describe the process of fusion. |
|The stars differ from each other in size, temperature, and age. | |Given a model of the Milky Way galaxy: identify its shape; locate |
|Our Sun is a medium-sized star within a spiral galaxy known as the Milky | |position of Sun, Solar System. Earth, in the model. |
|Way. Our galaxy contains billions of stars, and the Universe contains | |Arrange stars in order of size, temperature, and age. |
|billions off galaxies. | |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. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Nebula |Magnitude |Discuss star formation; fusion resulting in formation of heavier elements | |
|Nuclear fusion |Galaxy |and energy. |What is the Sun made of and how does it produce energy? |
|Red giant |Spiral Galaxy |Discuss how astronomers classify galaxies. |How are stars formed? |
|Upper giant |Elliptical Galaxy |Use the Hertzsprung-Russell (H-R) diagram | |
|White dwarf |Irregular Galaxy |(ESRT) to: identify properties of stars; classify star as main sequence, | |
|Supernova |Star |super giant, or dwarf; compare properties of various stars; analyze | |
|Pulsar |Galaxy |relationships of star brightness, color, temperature. | |
|Black hole |Milky Way |Observe photos of galaxies; classify each by its shape as spiral, | |
|Main sequence star | |elliptical, irregular. | |
|Luminosity | |Model top and side view of Milky Way galaxy locating Sun’s (Earth’s) | |
| | |position in each view. | |
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Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system.
|Major Understandings |Performance Objectives |Suggested Assessment |
| |Explain the formation and evolution of the atmosphere. |Describe and explain change in atmosphere over time. |
|1.2e: Earth’s early atmosphere formed as a result of the outgassing of | |Compare and contrast composition of early and modern atmosphere. |
|water vapor carbon dioxide, Nitrogen, and lesser amounts of other gases | |Determine the temperature, pressure, water vapor content at a given |
|from the interior. | |altitude within the atmosphere, and/or predict the change in atmospheric |
| | |conditions with a change in altitude. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Discuss outgassing; model outgassing (with alka seltzer or vinegar and | |
|Atmosphere |baking soda, etc). |What is the nature of our atmosphere (composition, structure, properties)?|
|Outgassing |Discuss the role of gravity and density to the formation, composition, and|What are some of the atmospheric changes that have occurred with time and |
|Human activities |layering of the atmosphere. |or space? |
|% Composition |Graph % composition of carbon dioxide, oxygen, nitrogen throughout earth | |
|% Deviation(error) |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. | |
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Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system.
|Major Understandings |Performance Objectives |Suggested Assessment |
| |Describe the origin and composition of oceans. |Analyze gradient of ocean features to identify features. |
|1.2f: Earth’s oceans formed as a result of precipitation over millions of| |Relate formation of oceans to formation of Earth; formation of Atmosphere.|
|years. The presence of an early ocean is indicated by sedimentary rocks | |Analyze factors that would increase/decrease sea level; salinity of |
|of marine origin, dating back about four billion years. | |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.|
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Sedimentary rock |Diagram features of the ocean floor. | |
|Sedimentary processes |Use the discovery of 4 billion year old sedimentary rocks to support the |How did the Earth’s oceans form? |
|Continental margin |theory of an early ocean. | |
|Continental rise |Evaluate slopes of ocean rise, abyssal plains, continental shelf, and | |
|Ocean basin |continental slope. | |
|Abyssal plain |Discuss the formation of sedimentary rocks. | |
|Continental shelf |Discuss how the presence of sedimentary rocks can be used to infer early | |
|Continental slope |oceans. | |
|Topography |Demonstrate/investigate changes in salinity as water evaporates from an | |
|Gradient |area. | |
|Salinity | | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | |Analyze the properties of a material to determine if it will be a good |
|2.1a: Earth systems have internal and external sources of energy, both of|Identify and describe the two main sources of energy for Earth processes. |absorber/radiator of energy. |
|which create heat. | |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. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Solar energy |Observe solar energy using a spectroscope. | |
|Radioactive decay |Investigate properties of a good absorber. |What are other sources of energy for Earth processes? |
|Energy |Use the Electromagnetic Spectrum chart (ESRT) to: compare wavelengths of | |
|Potential energy |various types of electromagnetic energy; identify type of energy given its| |
|Kinetic energy |wavelength; arrange forms of energy by (increasing/decreasing) wavelength.| |
|Electromagnetic energy | | |
|Spectroscope |Model energy: reflection, refraction, absorption, scattering, | |
|Absolute zero |transmission, and change in form. | |
|Reflection | | |
|Refraction | | |
|Scattered | | |
|Absorbed | | |
|Transmitted | | |
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Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.1: 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 |Suggested Assessment |
|1.1a Most objects in the solar system are in regular and predictable |Explain the modern Heliocentric model of the Solar System (elliptical |Identify as Geocentric or Heliocentric models showing positions of Earth, |
|motion. |orbits). |Moon, Sun. |
| |Relate gravity to motions of celestial bodies. |Differentiate between apparent and actual motion. |
|These motions explain such phenomena as the day, year, seasons, phases of |Compare and contrast the Sun’s path, noon angle, length of day, noon |Describe the Sun’s apparent motion. |
|the Moon, eclipses, and tides. |shadow length for each solstice and equinox. |Identify positions in an orbit that would indicate maximum/minimum orbital|
| | |velocity, gravitational pull, apparent diameter. |
|Gravity influences the motions of celestial objects. The force of gravity| |Given a plastic hemisphere marked with a sun’s apparent daily path: |
|between two objects in the Universe depends on their masses and the | |-determine the length of daylight hours represented by the path. |
|distance between them. | |-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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Theory |Given shadow length of a stick for noon, draw shadow lengths and |How did the modern heliocentric model of the solar system develop? |
|Geocentric |directions for any given time of day/or season. | |
|Heliocentric |Identify moon phase given position of Earth, Moon, Sun or amount of |What is apparent motion? |
|Apparent motion |visible sunlit portion. | |
|Actual motion |Make Geocentric, Heliocentic models of Universe. |What causes the sun’s apparent motion to vary? |
|Solstice |Discuss apparent and actual motion. | |
|Equinox |Plot sun’s apparent path on a plastic hemisphere for each solstice and | |
|Phase |both equinoxes. | |
|Eclipse |Model/demonstrate Moon phases. | |
|Tide |Model Lunar and Solar Eclipse | |
|Gravity |Graph tidal information, relate graphs to moon phases. | |
|Orbit | | |
|Rotation | | |
|Revolution | | |
Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.1: 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 |Suggested Assessment |
| |Describe planet orbits in terms of: satellite, primary, shape; |Define ellipse and eccentricity. |
|1.1b Nine planets move around the Sun in nearly circular orbits. |gravitational pull; orbital speed; sun’s apparent diameter; and position |Calculate eccentricity given an ellipse whose foci have been marked. |
| |of the sun. |Compare the eccentricity of the ellipse to the eccentricity of any planet.|
|The orbit of each planet is an ellipse with the Sun located at one of the |Describe the moon’s orbit around the earth in terms of shape, and Earth’s |Given an eccentricity: describe the shape of the ellipse, compare the |
|foci. |position. |shape of the ellipse to the shape of Earth’s (or any planet’s) orbit. |
|Earth is orbited by one Moon and many artificial satellites. | |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. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Ellipse |Construct ellipses, measure focal distance, measure major axis, and use |Why does distance between Earth and Sun vary? |
|Eccentricity |measurements to calculate eccentricities. | |
|Focus |Explore Kepler’s laws of planetary motion, relating changes in |What is the relationship between planet distance and any of the following |
|Satellite |gravitational pull, orbital speed, and apparent diameter to position of |factors: orbital speed, gravitational pull and apparent diameter of the |
|Primary |planet in its orbit. |sun? |
|Orbit |Use the Solar System Date table (ESRT) to determine planet properties: | |
|Period |eccentricities, period of revolution, period of rotation, distance to Sun.| |
|Revolution | | |
|Rotation | | |
Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.1: 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 |Suggested Assessment |
| |State the relationship between gravitational pull and tide cycle. |Describe Earth’s exterior layers-hydrosphere, lithosphere, atmosphere, |
|1.1i: Approximately 70 percent of Earth’s surface is covered by a |Analyze positions of Earth, Moon, Sun to determine the tidal cycle at each|biosphere. |
|relatively thin layer of water which responds to the gravitational |position. |Given position of Earth, Moon, Sun, state the tidal cycle associated with |
|attraction of the Moon and Sun with a daily cycle of high and low tides. | |the position. |
| | |Relate gravitational pull to distance and mass. |
| | |Define tides. |
| | |Graph and interpret the cyclic nature of tides. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Make a model, drawn to an appropriate scale, of the Earth’s | |
|Hydrosphere |layers-Hydrosphere, Lithosphere, Atmosphere. |Why does the moon have a greater affect on the hydrosphere than the sun? |
|Lithosphere |Given tidal information for an area: graph the information; state the | |
|Atmosphere |relationship of time and water height; determine the height of water at a | |
|Biosphere |given time; use the graph to predict the next high/low tides. | |
|Tide |Relate moon phases to tidal changes. | |
|High Tide | | |
|Low tide | | |
|Cyclic | | |
|Gravitational attraction | | |
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Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system.
|Major Understandings |Performance Objectives |Suggested Assessment |
| |Describe the formation of our solar system. |Describe the various objects of the solar system, planets, moons, comets, |
|1.2c Our solar system formed about 5 billion years ago from a giant cloud|Use concepts of gravity and density to explain layering of Earth and |asteroids, and meteoroids. |
|of gas and debris. Gravity caused Earth and the other planets to become |other planets. |Explain layering of Earth in terms of density. |
|layered according to density differences in their materials. |Distinguish between terrestrial and Jovian planets. |Relate density of material to their position in a series of layers. |
|The characteristics of the planets of the solar system are affected by | |Relate characteristics of planets to their location in relationship to the|
|each planet’s location in relationships to the Sun. | |Sun. |
|The terrestrial planets are small, rocky, and dense. The Jovian planets | |Identify the relationship of planet characteristics to distance from the |
|are large, gaseous, and of low density. | |Sun. |
| | |Categorize planets as terrestrial or Jovian using data from the ESRT. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Debris |Use the Solar System data table (ESRT) to compare size, mass, density of |What theory describes the formation of our solar system? |
|Solar system |planets. |How did gravity and density determining the characteristics of the |
|Sun |Discuss the relationship between gravitational attraction and the density|planets? |
|Planets |of a material. | |
|Terrestrial |Measure mass and volume of various materials. Use the data to determine | |
|Jovian |density. | |
|Density |Observe layering (floating, sinking) of materials of different densities.| |
|Floating |Compute density of various solids and use the information to predict | |
|Sinking |position of solid in water. | |
|Direct relationship |Graph mass and volume data; volume and density data, state relationships | |
|Constant Relationship |shown. | |
|Inverse relationship | | |
|Cyclic relationship | | |
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Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system.
|Major Understandings |Performance Objectives |Suggested Assessment |
| |Describe/differentiate space objects-asteroids, comets, meteors. |Explain the cyclic nature of occurrence of comets and meteor showers in |
|1.2d: asteroids, comets, and meteors are components of our solar system. |Describe impact event; relate impact events to mass extinction of marine |terms of orbits. |
|Impact events have been correlated with mass extinction and global climate|life at end of Paleozoic and to dinosaurs at end of Mesozoic. |Identify by shape, an impact crater. |
|change |Describe impact crates in terms of shape and formation. |Compare paths of asteroids, comets: to each other; to planet paths. |
|Impact craters can be identified in Earth’s crust. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Model asteroid/comet orbits with respect to Sun and Earth. | |
|Asteroid |Observe, measure, compare, eccentricities of comets to those of planets. |What are space objects? |
|Comet |Observe photos of impact craters. |What did cause the extinction of dinosaurs? |
|Meteor |Model/create impact craters relating size, shape, density of object to | |
|Meteoroid |size, shape of crater. (Use digital photography to analyze | |
|Meteorite |pattern/amount/height of debris released during an impact event). | |
|Impact event | | |
|Impact crater | | |
|Friction | | |
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EARTH’S COORDINATES,
MOTIONS, SEASONS
Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.1: 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 |Suggested Assessment |
|1.1c: Earth’s coordinate system of latitude and longitude, with the |Compare and contrast latitude and longitude. |Define and give examples of co-ordinate systems. |
|equator and the prime meridian as reference lines, is based upon Earth’s |Relate altitude of Polaris to latitude of observer. |Relate change in time and longitude to Earth’s rate of rotation. |
|rotation and our observation of the Sun and stars. |Using Earth’s rate of rotation, calculate time change between two |Describe the Sun’s position at local noon. |
| |locations. |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. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Use the NYS Bedrock Geology Map (ESRT) to determine latitude and longitude|What is the basis of the Earth’s co-ordinate system? |
|Latitude |for various locations in NYS. |How are latitude and longitude used to locate position on the Earth? |
|Longitude |Make and use an astrolabe. Discuss position of Polaris above the Earth’s | |
|Astrolabe |axis of rotation and relate altitude of Polaris to latitude of the | |
|Altitude |observer. | |
|Polaris |Use a world map to locate by latitude and longitude: locations of | |
|Axis of rotation |earthquakes/volcanoes, hurricane storm paths, hot spots, plate boundaries.| |
|Rotation |Use a world map to determine time difference between two locations. | |
|Revolution | | |
|Constellation | | |
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Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.1: 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 |Suggested Assessment |
| |Explain apparent motion of Sun and stars in terms of terrestrial motion. |Compare and contrast rotation and revolution rates of planets. |
|1.1d: Earth rotates on an imaginary axis at a rate of 15 degrees per |Calculate Earth’s rate of rotation given one rotation rate equals 3600 and|Describe the motion of the apparent motion of the planets. |
|hour. To people on Earth, this turning of the planet makes it seem as |takes 24 hours. |Given a model of the Earth’s orbit around the sun, showing axial tilt at |
|though the Sun, Moon, and stars are moving around Earth once a day. | |various positions, identify date/season of each position. |
|Rotation provides a basis for our system of local time. Meridians of | |Plot a given time of day on a 3-d model given: a Sun’s apparent path and |
|longitude are the basis for time zones. | |position of a second time of day. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Model terrestrial motion. |How fast are we moving? |
|Terrestrial motion |Use Solar System Data Table (ESRT) to determine rates of terrestrial |How can the Sun’s position in the sky be used to determine time/season? |
|Local time |motion. |What is the basis of our time system? |
|Meridian |Diagram Earth’s orbital path showing the axial tilt at various locations | |
|Time zone |in the orbit. | |
|Axis of rotation |Observe and measure changes in the Sun’s position throughout a class | |
|Rate of rotation |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.| |
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Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.1: 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 |Suggested Assessment |
| |Describe the Foucault pendulum and explain why it is used as evidence of |Predict apparent movement of a Foucault pendulum on a rotating Earth. |
|1.1e: The Foucault pendulum and the Coriolis effect provide evidence of |The Earth’s rotation. |Predict apparent motion of a fluid over the Earth’s moving/non-moving |
|Earth’s rotation. |Describe the Coriolis effect and explain why it is used as evidence of |surface. |
| |Earth’s rotation. |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. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Model Foucault pendulum. |What evidence do we have to indicate the Earth is not stationary? |
|Foucault pendulum |Model Coriolis effect. | |
|Coriolis effect |Plot Hurricane paths and relate hurricane movement to planetary winds and |What evidence do we have that other planets rotate? |
|Fluid |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. | |
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Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.1: 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 |Suggested Assessment |
| |Describe the effects of the Earth’s axial tilt and revolution on the |Identify the date, conditions and positions of the Sun at different |
|1.1f: Earth’s changing position with regard to the Sun and Moon has |duration of insolation, angle of insolation and temperature at different |latitudes on solstices and equinoxes. |
|noticeable effects. |latitudes. |Given a model of a sun’s apparent daily path predict the season, infer |
|Earth revolves around the Sun with its rotation axis tilted at 23.5 |Identify the causes of seasons on Earth. |changes that will happen to the path as the time of year changes. |
|degrees to a line perpendicular to the plane of its orbit, with the North | |Describe the apparent path of the sun across the sky on seasonal dates. |
|Pole aligned with Polaris. | |Describe the changes in season, temperature, duration of insolation, angle|
|During Earth’s one-year period of revolution, the tilt of its axis results| |of insolation if the Earth’s axial tilt increased/decreased. |
|in changes in the angle of incidence of the Sun’s rays at a given | |Locate Polaris in terms of Earth’s axis of rotation. |
|latitude. These changes cause variations in the heating of the surface. | | |
|This produces seasonal variation in weather. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Diagram the Earth’s axial tilt with respect to the Sun at seasonal dates, |What causes seasonal variation in angle of insolation, duration of |
|Insolation |show position of Sun’s direct rays, daylight and nighttime. |insolation, temperature? |
|Duration of insolation |Use plastic hemisphere to: model Sun’s position at solstices and equinoxes| |
|Angle of insolation |as seen from different latitudes; interpret latitude, date and/or season | |
|Direct rays |of a given path; determine duration of sunlight; determination of angle of| |
|Axial tilt |insolation at noon; location of zenith. | |
|Celestial hemisphere |Given a model showing Earth, axial tilt and Sun’ rays: determine season; | |
|Rotational axis |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. | |
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Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.1: 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 |Suggested Assessment |
| |Calculate the Earth’s rate of revolution. |Define constellation. Identify by shape and name some common |
|1.1g: Seasonal changes in the apparent position of constellations provide| |constellations. |
|evidence of Earth’s revolution. | |Describe Earth’s revolution. |
|Explain how seasonal changes in constellation provides evidence of the | |Given a model of Sun, Earth and its orbit, constellations positions, |
|Earth’s revolution. | |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). |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Model Earth’s revolution around the Sun. |How do constellations provide evidence of Earth’s revolution? |
|Constellation |Diagram various constellations: Big and Little Dipper (Ursa Major/Minor),| |
|Revolution |Orion, etc. | |
|Orbit |Discuss origin of names of constellations. | |
|Big Dipper |Explain why Orion can only be seen in the Winter sky. | |
|Little Dipper |Discuss evidence for Earth’s revolution. | |
|Polaris | | |
|Orion | | |
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Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.1: 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 |Suggested Assessment |
| | |Predict changes to a Sun’s path, noon angle, and shadow length as |
|1.1h: The Sun’s apparent path through the sky varies with latitude and |Describe and explain the causes of changes in the Sun’s apparent path |time/date/season change. |
|season. |throughout the year. |Analyze several apparent paths for one location to determine date/season. |
| |Analyze a sun’s apparent path to determine latitude of observer. |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. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Observe, measure, graph Sun’s position in the sky throughout a day/year. | |
|Apparent path |Describe a Geochorn. |Are all seasons the same length? |
|Latitude |Define zenith. | |
|Season |Observe, measure, graph shadow lengths and directions throughout a | |
|Varies |day/year. | |
|Zenith |Identify position of Sun’s direct rays for solstices and equinoxes. | |
|Solar noon |Identify location of observer, given Sun’s path on a given date for the | |
|Direct ray |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. | |
Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.2: Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate.
| Major Understandings |Performance Objectives |Suggested Assessment |
| |Compare and contrast materials’ abilities to absorb, radiate, and reflect |Predict the ability of a material to absorb/radiate energy given: its |
|2.2a: Insolation (solar radiation) heats Earth’s surface and atmosphere |insolation. |surface characteristics; specific heat; ability to radiate/absorb energy. |
|unequally due to variations in: |List and explain what happens to solar energy when it reaches the Earth’s |List and describe characteristics that affect absorption and radiation of |
|The intensity caused by differences in atmospheric transparency and angle |atmosphere and surface. |heat energy. |
|of incidence that vary with time of day, latitude, and season. | |Given graphs of simple relationships, identify the graph that represents |
|Characteristics of the materials absorbing the energy such as color, | |the relationship between a given set of variables that affect surface |
|texture, transparency, state of matter, and specific heat. | |temperatures (temperature and: angle of insolation, atmospheric |
|Duration, which varies with seasons and latitude. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Insolation | Investigate relationships between temperature and: angle of insolation; | |
|Intensity |duration of insolation; season; latitude. |What are the factors that control the amount of sun’s energy (insolation) |
|Transparency |Investigate relationship between temperature and angle of insolation; |that is received in an area? |
|Angle of incidence |duration of insolation; time of day; time of year; time of maximum | |
|Latitude |intensity, atmospheric transparency. | |
|Season |Investigation absorption and radiation rates of various materials (black | |
|Duration |vs shiny cup; land vs water; dark sand vs light sand). | |
|Texture |Investigate heating and cooling rates of different rock materials. | |
|State of matter |Investigate temperature change during a phase change. | |
|Specific heat | | |
|Temperature lag |Cont. 2.2a | |
|Phase change | | |
| |Suggested Activities | |
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| |Model sun’s angel of insolation at: noon, throughout day/season; various | |
| |latitudes. | |
| |Create/use a data table listing date, season, latitude, noon angle of | |
| |insolation; duration of insolation. Use the data table to identify and or| |
| |graph relationships. | |
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WEATHER VARIABLES,
SYSTEMS, FORECASTING
Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | |Match the weather instrument to its correct use(s). |
|2.1d: Weather variables are measured using instruments such as |Identify the tools used to measure weather variables. |Convert temperatures from one scale to another. |
|thermometers, barometer, psychrometers, precipitation gauges, anemometer, | |Convert pressure from millibars to inches or inches to millibars. |
|and wind vanes. | |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). |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Observe, measure and record weather data using appropriate tools. | |
|Thermometer |Observe and record weather changes. |What are the tools of the meteorologist? |
|Barometer |Use Temperature scales (ESRT) to convert temperature. |How have computers, Doppler Radar, and other technology changed weather |
|Sling psychrometer |Use Pressure scale (ESRT) to convert pressure. |prediction? |
|Hygrometer |Use Dew point Temperature and Relative Humidity charts (ESRT) to determine| |
|Anemometer |dew point, relative humidity, probability of precipitation, and/or cloud | |
|Rain gauge |height. | |
| |Graph weather variables (daily, yearly). Analyze relationships. | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
|Major Understandings |Performance Objectives |Suggested Assessment |
| |Predict the change that will occur in one weather variable, given the |Explain why the term “probability of occurrence” is used to discuss future|
|2.1e: Weather variables are interrelated. For example: |change in a second variable. |weather. |
|temperature and humidity affect air pressure and probability of |State and describe relationships between weather variables, including by |Identify an area on an isomap with specific weather conditions (ie: high |
|precipitation; |not limited to: air temperature and air pressure; air temperature and |winds; clear, cooler, drier air; high chance of precipitation) |
|air pressure gradient controls wind velocity. |ability to hold moisture; air pressure and ability to hold moisture; air |Given graphs showing simple relationships, choose the correct graph for |
| |pressure gradient and wind velocity; air temp, dew pint temp and chance of|any pair of weather variables (ie: air temp and pressure-inverse; air |
| |precipitation; origin or air mass and air mass characteristics; frontal |temp and ability to hold moisture-direct). |
| |boundary and type of weather; pressure system and type of weather; |Predict the weather in an area given a set of related weather variables. |
| |movement of storms and planetary wind belts; humidity and cloud height. | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Probability |Graph weather data to determine relationships between pairs of variables. | |
|Direct relationship |Read weather maps, identify areas of: high/low wind speed; high/low |How are weather variables interrelated? |
|Constant relationship |chance of precipitation; type of precipitation (based on air temp); warm, |How can weather variable relationships be used to predict weather? |
|Cyclic relationship |wet weather; cold, dry weather; source regions for various air masses; | |
|Inverse relationship |direction of movement of storm systems/air masses/fronts. | |
|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 | | |
Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
|Major Understandings |Performance Objectives |Suggested Assessment |
| |State the relationship between air temperature and density. Relate |Predict air movement given a frontal surface. |
|2.1f: Air temperature, dew point, cloud formation, and precipitation are |changes in air temperature to air movement. |Use density differences to explain vertical (rising and sinking) movement |
|affected by the expansion and contraction of air due to vertical |Explain how clouds form. Identify the conditions necessary for clouds to |of air. |
|atmospheric movements. |form. Determine the altitude at which a cloud will form given air |Predict temperature change given direction of air movement. |
| |temperature and dew point. |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 |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Vertical |Model cloud formation. |How do clouds form? |
|Expansion |Investigate the relationship between air temperature and air density. |What are the conditions necessary for cloud formation and precipitation to|
|Compression |Diagram air movement, cloud formation, and precipitation patterns at each |occur? |
|Convection cell |of the 4 frontal surfaces. |What causes the vertical flow of air? |
|Cloud |Diagram air movement, cloud formation, and precipitation patterns at a | |
|Precipitation |mountain. | |
|Orographic effect | | |
|Windward | | |
|Leeward | | |
Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| |Compare and contrast a variety of forms of weather maps. |Draw a station model to represent a given set of weather conditions. |
|2.1g: Weather variables can be represented in a variety of formats |Examine cross-sectional models of frontal boundaries, note shape of |Identify type of frontal boundary given a cross-sectional model of shape |
|including: radar and satellite image; weather maps (including station |boundary, direction of flow of air at boundary, type of cloud formation, |and characteristics of the boundary; and isomap showing weather variables.|
|model, isobars, and fronts); atmospheric cross-sections; and computer |and pattern of precipitation. |Record and decode weather variables in proper station model code. |
|models. | |Use weather maps to identify weather patterns and trends and to predict |
| | |weather. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Use weather maps from newspaper and/or internet to obtain weather data and| |
|Station model |to identify weather patterns and trends. |How are weather maps made and used? |
|Decode |Draw a station model to show how conditions change after a passage of a |How are computer models, weather maps, satellites and radar used in |
|Frontal boundary |cold/warm front. |watching and forecasting weather? |
|Cross-sectional model |Prepare station models for a given set of weather conditions. | |
|Weather maps |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. | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | |Define meteorology. |
|2.1c: Weather patterns become evident when weather variables are |Identify weather patterns associated with various combinations of weather |Given a map of weather variable data: draw isotherms, isobars, wind |
|observed, measured, and recorded. These variables include air |variables. |direction, precipitation patterns and/or fronts; identify pressure |
|temperature; air pressure; moisture (relative humidity and dew point); | |systems; identify air mass type, movement, and place of origin. |
|precipitation (rain, snow, hail, sleet, etc); wind speed and direction; | |List and define common weather variables. |
|and cloud cover. | |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). |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Meteorology |Discuss the role of the meteorologist. | |
|Meteorologist |Use maps of weather variable to: draw isotherms, isobars, wind direction,|What weather patterns and trends can be identified and used to predict |
|Weather variable |precipitation patterns; identify pressure systems; identify air masses and|weather? |
|Air temperature |their place of origin; predict direction of pressure system movement; | |
|Air pressure |analyze present weather at a given time/location; predict future weather | |
|Relative humidity |at a given time or location. | |
|Dew point |Watch local meteorologists. Compare and contrast reporting styles. Make | |
|Wind speed |lists of weather patterns and trends. | |
|Wind direction | | |
|Cloud cover | | |
|Millibar | | |
|Celsius | | |
|Fahrenheit | | |
|Isotherm | | |
|Isobar | | |
|Air mass | | |
|Front | | |
Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.1: 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 |Suggested Assessment |
| |Describe the Foucault pendulum and explain why it is used as evidence of |Predict apparent movement of a Foucault pendulum on a rotating Earth. |
|1.1e: The Foucault pendulum and the Coriolis effect provide evidence of |The Earth’s rotation. |Predict apparent motion of a fluid over the Earth’s moving/non-moving |
|Earth’s rotation. |Describe the Coriolis effect and explain why it is used as evidence of |surface. |
| |Earth’s rotation. |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. |
| | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Model Foucault pendulum. |What evidence do we have to indicate the Earth is not stationary? |
|Foucault pendulum |Model Coriolis effect. | |
|Coriolis effect |Plot Hurricane paths and relate hurricane movement to planetary winds and |What evidence do we have that other planets rotate? |
|Fluid |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. | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| |Identify the processes that form, the dangers associated with, and |Differentiate between watches and warnings. |
|2.1h: Atmospheric moisture, temperature and pressure distributions; jet |emergency preparedness plans necessary for: tornadoes, thunderstorms, and|Given a map: plot severe weather movements; predict path of storms, |
|streams, wind, air masses and frontal boundaries; and the movement of |hurricanes. |frontal and air mass movement; identify areas most likely to be affected |
|cyclonic systems and associated tornadoes, thunderstorms, and hurricanes |Evaluate potential hazards of sever weather and suggest safety tips and |by the various types of severe weather. |
|occur in observable patterns. Loss of property, personal injury, and loss|preparedness plans. |Describe how Earth’s rotation affects movement of winds, air masses, |
|of life can be reduced by effective emergency procedures. |Identify various types of fronts and describe the weather changes |fronts, and storms. |
| |associated with each. |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. |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Report on severe weather events: thunderstorms, tornadoes, and hurricanes| |
|Severe weather |(how and where they form, problems each creates, plans and preparation |What are severe weather conditions and how can we prepare for them? |
|Tornadoes |needed). |What is an air mass, where do they form and what are their |
|Thunderstorms |Map hurricane paths. Compare and contrast paths. Calculate rate of |characteristics? |
|Hurricanes |movement. Analyze wind direction within the hurricane, wind speeds over | |
|Cyclonic systems |water vs. over land; classification schemes. | |
|Watches |Use Planetary Wind and Moisture Belts (ESRT) to: identify and predict | |
|Warnings |storm paths; understand why some areas are wet/dry; determine wind | |
|Preparedness plans |movement and/or pressure system at a given latitude. | |
|Air mass | | |
|Frontal boundary | | |
|Jet streams | | |
|Planetary wind belts | | |
| | | |
WEATHER HAZZARDS,
ATMOSPHERE
Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| |Identify the processes that form, the dangers associated with, and |Differentiate between watches and warnings. |
|2.1h: Atmospheric moisture, temperature and pressure distributions; jet |emergency preparedness plans necessary for: tornadoes, thunderstorms, and|Given a map: plot severe weather movements; predict path of storms, |
|streams, wind, air masses and frontal boundaries; and the movement of |hurricanes. |frontal and air mass movement; identify areas most likely to be affected |
|cyclonic systems and associated tornadoes, thunderstorms, and hurricanes |Evaluate potential hazards of sever weather and suggest safety tips and |by the various types of severe weather. |
|occur in observable patterns. Loss of property, personal injury, and loss|preparedness plans. |Describe how Earth’s rotation affects movement of winds, air masses, |
|of life can be reduced by effective emergency procedures. |Identify various types of fronts and describe the weather changes |fronts, and storms. |
| |associated with each. |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. |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Report on severe weather events: thunderstorms, tornadoes, and hurricanes| |
|Severe weather |(how and where they form, problems each creates, plans and preparation |What are severe weather conditions and how can we prepare for them? |
|Tornadoes |needed). |What is an air mass, where do they form and what are their |
|Thunderstorms |Map hurricane paths. Compare and contrast paths. Calculate rate of |characteristics? |
|Hurricanes |movement. Analyze wind direction within the hurricane, wind speeds over | |
|Cyclonic systems |water vs. over land; classification schemes. | |
|Watches |Use Planetary Wind and Moisture Belts (ESRT) to: identify and predict | |
|Warnings |storm paths; understand why some areas are wet/dry; determine wind | |
|Preparedness plans |movement and/or pressure system at a given latitude. | |
|Air mass | | |
|Frontal boundary | | |
|Jet streams | | |
|Planetary wind belts | | |
| | | |
Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system.
|Major Understandings |Performance Objectives |Suggested Assessment |
| |Explain the formation and evolution of the atmosphere. |Describe and explain change in atmosphere over time. |
|1.2e: Earth’s early atmosphere formed as a result of the outgassing of | |Compare and contrast composition of early and modern atmosphere. |
|water vapor carbon dioxide, Nitrogen, and lesser amounts of other gases | |Determine the temperature, pressure, water vapor content at a given |
|from the interior. | |altitude within the atmosphere, and/or predict the change in atmospheric |
| | |conditions with a change in altitude. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Discuss outgassing; model outgassing (with alka seltzer or vinegar and | |
|Atmosphere |baking soda, etc). |What is the nature of our atmosphere (composition, structure, properties)?|
|Outgassing |Discuss the role of gravity and density to the formation, composition, and|What are some of the atmospheric changes that have occurred with time and |
|Human activities |layering of the atmosphere. |or space? |
|% Composition |Graph % composition of carbon dioxide, oxygen, nitrogen throughout earth | |
|% Deviation(error) |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. | |
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Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | |Compare the origin of the Earth’s crust, atmosphere, and oceans. |
|1.2h: The evolution of life caused dramatic changes in the composition of|Compare and contrast the predominant life forms at various times |Compare and contrast early and modern atmospheres. |
|Earth’s atmosphere. Free oxygen did not form in the atmosphere until |throughout geologic time. |Analyze relationship of environmental change to evolutionary change. |
|photosynthetic plants evolved. | |Apply the concept of evolutionary change as a response to a changing |
| | |environment. |
| | |Relate change of life form to change in available free oxygen. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Graph changes in the composition of the atmosphere throughout time. | |
|Photosynthesis |Evaluate the effects of amount of free oxygen in the atmosphere if the |What factors influenced the changes in the Earth’s atmosphere? |
|Evolution |rainforests were cut down/allowed to grow larger. | |
|Adaptation |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. | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | |Determine the direction of flow of energy in a fluid given the location of|
|2.1b: The transfer of heat energy within Earth’s interior results in the |Describe the transfer of energy within the Earth’s interior in terms of |the heat source. |
|formation of regions of different densities. These density differences |density differences. |Describe methods of energy transfer: conduction, convection, and |
|result in motion.. | |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. |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Model convection. | |
|Conduction |Investigate a material’s ability to absorb and radiate energy (ie: land |How can density differences be used to determine flow of energy? |
|Convection |vs. water; light sand vs. dark sand; shiny cup vs. black cup). |How does heat transfer in the Earth result in motion? |
|Radiation |Measure temperature changes in cups of hot and cold water as energy is | |
|Medium |transferred along a metal bar connecting the cups. Calculate and compare | |
|Energy transfer |the rate of temperature change in each cup. | |
|Rate of change |Investigate radiation of energy given off by a lamp. | |
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INSOLATION,
ENERGY TRANSFER,
CLIMATE FACTORS,
WATER CYCLE
Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.1: 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 |Suggested Assessment |
| | |Predict changes to a Sun’s path, noon angle, and shadow length as |
|1.1h: The Sun’s apparent path through the sky varies with latitude and |Describe and explain the causes of changes in the Sun’s apparent path |time/date/season change. |
|season. |throughout the year. |Analyze several apparent paths for one location to determine date/season. |
| |Analyze a sun’s apparent path to determine latitude of observer. |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. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Observe, measure, graph Sun’s position in the sky throughout a day/year. | |
|Apparent path |Describe a Geochorn. |Are all seasons the same length? |
|Latitude |Define zenith. | |
|Season |Observe, measure, graph shadow lengths and directions throughout a | |
|Varies |day/year. | |
|Zenith |Identify position of Sun’s direct rays for solstices and equinoxes. | |
|Solar noon |Identify location of observer, given Sun’s path on a given date for the | |
|Direct ray |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. | |
Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | |Analyze the properties of a material to determine if it will be a good |
|2.1a: Earth systems have internal and external sources of energy, both of|Identify and describe the two main sources of energy for Earth processes. |absorber/radiator of energy. |
|which create heat. | |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. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Solar energy |Observe solar energy using a spectroscope. | |
|Radioactive decay |Investigate properties of a good absorber. |What are other sources of energy for Earth processes? |
|Energy |Use the Electromagnetic Spectrum chart (ESRT) to: compare wavelengths of | |
|Potential energy |various types of electromagnetic energy; identify type of energy given its| |
|Kinetic energy |wavelength; arrange forms of energy by (increasing/decreasing) wavelength.| |
|Electromagnetic energy | | |
|Spectroscope |Model energy: reflection, refraction, absorption, scattering, | |
|Absolute zero |transmission, and change in form. | |
|Reflection | | |
|Refraction | | |
|Scattered | | |
|Absorbed | | |
|Transmitted | | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | |Determine the direction of flow of energy in a fluid given the location of|
|2.1b: The transfer of heat energy within Earth’s interior results in the |Describe the transfer of energy within the Earth’s interior in terms of |the heat source. |
|formation of regions of different densities. These density differences |density differences. |Describe methods of energy transfer: conduction, convection, and |
|result in motion.. | |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. |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Model convection. | |
|Conduction |Investigate a material’s ability to absorb and radiate energy (ie: land |How can density differences be used to determine flow of energy? |
|Convection |vs. water; light sand vs. dark sand; shiny cup vs. black cup). |How does heat transfer in the Earth result in motion? |
|Radiation |Measure temperature changes in cups of hot and cold water as energy is | |
|Medium |transferred along a metal bar connecting the cups. Calculate and compare | |
|Energy transfer |the rate of temperature change in each cup. | |
|Rate of change |Investigate radiation of energy given off by a lamp. | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.2: Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate.
| Major Understandings |Performance Objectives |Suggested Assessment |
| |Compare and contrast materials’ abilities to absorb, radiate, and reflect |Predict the ability of a material to absorb/radiate energy given: its |
|2.2a: Insolation (solar radiation) heats Earth’s surface and atmosphere |insolation. |surface characteristics; specific heat; ability to radiate/absorb energy. |
|unequally due to variations in: |List and explain what happens to solar energy when it reaches the Earth’s |List and describe characteristics that affect absorption and radiation of |
|The intensity caused by differences in atmospheric transparency and angle |atmosphere and surface. |heat energy. |
|of incidence that vary with time of day, latitude, and season. | |Given graphs of simple relationships, identify the graph that represents |
|Characteristics of the materials absorbing the energy such as color, | |the relationship between a given set of variables that affect surface |
|texture, transparency, state of matter, and specific heat. | |temperatures (temperature and: angle of insolation, atmospheric |
|Duration, which varies with seasons and latitude. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Insolation | Investigate relationships between temperature and: angle of insolation; | |
|Intensity |duration of insolation; season; latitude. |What are the factors that control the amount of sun’s energy (insolation) |
|Transparency |Investigate relationship between temperature and angle of insolation; |that is received in an area? |
|Angle of incidence |duration of insolation; time of day; time of year; time of maximum | |
|Latitude |intensity, atmospheric transparency. | |
|Season |Investigation absorption and radiation rates of various materials (black | |
|Duration |vs shiny cup; land vs water; dark sand vs light sand). | |
|Texture |Investigate heating and cooling rates of different rock materials. | |
|State of matter |Investigate temperature change during a phase change. | |
|Specific heat | | |
|Temperature lag |Cont. 2.2a | |
|Phase change | | |
| |Suggested Activities | |
| | | |
| |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. | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.2: Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate.
| Major Understandings |Performance Objectives |Suggested Assessment |
| |Describe how energy is transferred within and between Earth systems. |Predict the flow of a fluid given the heat source. |
|2.2b: The transfer of heat energy within the atmosphere, the hydrosphere, |Relate imbalances in the heating of Earth’s surface to creation of winds, |Relate unequal heating and density to flow of air. |
|and Earth’s surface occurs as the result of radiation, convection, and |ocean currents, and climate phenomena. |Choose the heat transfer method best suited for a given material (solid, |
|conduction. | |metal bar, liquid, hydrosphere, air, atmosphere, empty space). |
|Heating of Earth’s surface and atmosphere by the Sun drives convection | |Predict flow of air in a system given the location of the heat source for |
|within the atmosphere and oceans, producing winds and ocean currents. | |the system. |
| | |Identify the process that forms winds. |
| | | |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Investigate heat transfer by conduction, convection and radiation. | |
|Conduction |Use the ESRT to: identify hot and cold ocean currents; planetary wind and | |
|Convection |moisture belt patterns; predict direction of flow of wind or water over | |
|Convection current/cell |the Earth’s surface at a given location. | |
|Dynamic equilibrium |Model convection currents in fluids; show direction of flow, location of | |
|Heat energy |heat source. | |
|Insolation |Create models showing the flow of air in convection currents caused by | |
|Radiation |differences in surface materials. Identify the winds formed in different| |
|Wind |situations: land/sea breeze, monsoon, hurricane. | |
|Fluid |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. | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| |Identify the causes and affects of seasonal change. Relate unequal |Given a model showing axial tilt and/or position of Earth in its orbit: |
|2.1i: Seasonal changes can be explained using concepts of density and |heating and unequal density to seasonal phenomena. |identify season, location of sun’s direct rays, areas of |
|heat energy. These changes include: the shifting of global temperature |Relate unequal heating and cooling of water, land and the atmosphere above|higher/lower/equal temperature; areas of higher/lower/equal duration of |
|zones, the shifting of planetary wind and ocean current patterns, the |each to the formation of hurricanes, monsoons, wet/dry seasons. |insolation. |
|occurrence of hurricanes, monsoons, rainy and dry seasons, flooding, | |State how angle and duration of sun’s rays: affects temperatures: changes |
|severe weather, and ozone depletion. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Describe the process of ozone depletion; list its causes and effects; and | |
|Seasonal variation |identify what can be done to decrease/stop it. |What is the role of density in seasonal variation of air movement? |
|Isotherms |Model axial tilt at various locations in Earth’s orbit; relate seasonal |What causes the seasonal shifts in weather? |
|Hurricane |changes to tilt of axis and revolution of Earth. | |
|Monsoon |Investigate heating and cooling rates of land and water. Use differences | |
|El Nino |in heating and cooling rates to explain development of hurricanes, | |
|Angle of insolation |monsoons, El Nino, wet/dry seasons, flooding. | |
|Ozone depletion |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. | |
| | | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.2: Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate.
| Major Understandings |Performance Objectives |Suggested Assessment |
| | |Differentiate between weather and climate. |
|2.2c: A location’s climate is influenced by latitude, proximity to water,|Describe the effect of latitude, proximity to water, ocean currents, |Identify areas of persistent wet/dry climates based on planetary wind and |
|ocean currents, prevailing winds, vegetative cover, elevation, and |prevailing winds, vegetative cover, elevation, and mountain ranges on |moisture belt information. |
|mountain ranges. |climate. |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Latitude | Use an imaginary continent showing latitude, oceans, mountain ranges, | |
|Proximity |climate ratios to: draw isolines connecting equal climate ratios; |How is a climate altered by: latitude, proximity to water, ocean |
|Ocean current |identify wet/dry areas; map winds and ocean currents; identify climate |currents, prevailing winds, vegetative cover, elevation, and mountain |
|Prevailing wind |factors. |ranges? |
|Climate ratio |Graph climate data and use data to classify climate of an area. | |
|Vegetative cover |Plot the Heat Equator for months of January and July on a world map; use | |
|Elevation |data to explain seasonal shifts in climate. | |
|Mountain range |Plot temperature data for two locations at the same latitude: coastal vs | |
|Inland |inland; leeward side vs windward side; high vs low elevations. | |
|Coastal |Research Lake Effect Precipitation; explain how the climate of Rochester | |
|Orographic effect |is affected by Lake Ontario. | |
|Leeward | | |
|Windward | | |
|Lake effect | | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.2: Explain how incoming solar radiation, ocean currents, and land masses affect weather and climate.
| Major Understandings |Performance Objectives |Suggested Assessment |
| | |Predict climate change given a specific human influence (ie: burning |
|2.2d: Temperature and precipitation patterns are altered by: |Compare and contrast natural and human influences on temperature and |fossil fuels; deforestation; planting forests). |
|Natural events such as El Nino and volcanic eruptions |precipitation. |Describe patterns of global climatic change and the resulting effects on |
|Human influences including deforestation, urbanization, and the production| |vegetation, land use, ocean levels, and fresh water availability. |
|of greenhouse gases such as carbon dioxide and methane. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Interpret data and graphs that correlate: volcanic eruptions and weather | |
|Global warming |shifts; El Nino events and global climatic change; CO2 emissions and |What causes global climate change? |
|Greenhouse effect |global temperature change; warming and cooling periods during the ice age.| |
|Acid precipitation |Investigate rate of temperature change in a container of air vs. container| |
|El Nino |of carbon dioxide. | |
|Southern oscillation |Graph changes in temperature and carbon dioxide levels over time. | |
|Urban heat |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. | |
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Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system.
|Major Understandings |Performance Objectives |Suggested Assessment |
| |Explain the formation and evolution of the atmosphere. |Describe and explain change in atmosphere over time. |
|1.2e: Earth’s early atmosphere formed as a result of the outgassing of | |Compare and contrast composition of early and modern atmosphere. |
|water vapor carbon dioxide, Nitrogen, and lesser amounts of other gases | |Determine the temperature, pressure, water vapor content at a given |
|from the interior. | |altitude within the atmosphere, and/or predict the change in atmospheric |
| | |conditions with a change in altitude. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Discuss outgassing; model outgassing (with alka seltzer or vinegar and | |
|Atmosphere |baking soda, etc). |What is the nature of our atmosphere (composition, structure, properties)?|
|Outgassing |Discuss the role of gravity and density to the formation, composition, and|What are some of the atmospheric changes that have occurred with time and |
|Human activities |layering of the atmosphere. |or space? |
|% Composition |Graph % composition of carbon dioxide, oxygen, nitrogen throughout earth | |
|% Deviation(error) |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. | |
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Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system.
|Major Understandings |Performance Objectives |Suggested Assessment |
| |Describe the origin and composition of oceans. |Analyze gradient of ocean features to identify features. |
|1.2f: Earth’s oceans formed as a result of precipitation over millions of| |Relate formation of oceans to formation of Earth; formation of Atmosphere.|
|years. The presence of an early ocean is indicated by sedimentary rocks | |Analyze factors that would increase/decrease sea level; salinity of |
|of marine origin, dating back about four billion years. | |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.|
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Sedimentary rock |Diagram features of the ocean floor. | |
|Sedimentary processes |Use the discovery of 4 billion year old sedimentary rocks to support the |How did the Earth’s oceans form? |
|Continental margin |theory of an early ocean. | |
|Continental rise |Evaluate slopes of ocean rise, abyssal plains, continental shelf, and | |
|Ocean basin |continental slope. | |
|Abyssal plain |Discuss the formation of sedimentary rocks. | |
|Continental shelf |Discuss how the presence of sedimentary rocks can be used to infer early | |
|Continental slope |oceans. | |
|Topography |Demonstrate/investigate changes in salinity as water evaporates from an | |
|Gradient |area. | |
|Salinity | | |
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Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system.
|Major Understandings |Performance Objectives |Suggested Assessment |
|1.2g: Earth has continuously been recycling water since the outgassing of| |Analyze the water cycle in terms of gravity/density. |
|water early in its history. This constant recirculation of water at and |Describe the water cycle. |Propose a method to determine the amount of runoff, infiltration and/or |
|near Earth’s surface is described by the hydrological (water) cycle. |Identify and describe the processes of the water cycle: |evapotranspiration in an area. |
|Water is returned from the atmosphere to Earth’s surface by precipitation.|evapotranspiration, condensation, cloud formation, precipitation, runoff, |Analyze changes in the water cycle under various conditions: |
|Water returns to the atmosphere by evaporation or transpiration from |infiltration. |Evaporation as air movement, surface area, amount of energy, amount of |
|plants. A portion of the precipitation becomes runoff over the land or | |moisture in the air increases/decreases. |
|infiltrates into the ground to become stored in the soil or ground water | |Runoff as rainfall rate, slope, permeability, porosity, climate. Rock |
|below the water table. | |type, vegetation, and soil use increase, decrease, change. |
|The amount of precipitation that seeps into the ground or runs off is | |Identify the factors that affect: evapotranspiration, condensation, cloud |
|influenced by climate, slope of the land, soil, rock type, vegetation, | |formation, precipitation, runoff, infiltration. |
|land use, and degree of saturation. | |Infiltration as particle size, porosity, permeability, sorting, particle |
|Porosity, permeability and water retention affect runoff and infiltration.| |shape increase, decrease, change. |
|Soil capillarity influences this process. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Water cycle |Review models of the water cycle. |How does nature recycle water? |
|Recycle |Investigate factors that affect evaporation, transpiration, runoff, |What are the forces that move water? |
|Evapotranspiration |infiltration, porosity, permeability, capillarity. |What are the factors that influence the flow of water? |
|Condensation | | |
|Cloud formation | | |
| |Suggested Activities | |
|Cont. 1.2g | | |
| |Observe and measure rate of runoff; infiltration; permeability; porosity. | |
|Vocabulary/Visuals |Use the ESRT to identify and name various size particles. | |
| |Make a cloud. | |
|Precipitation |Test capillary action of various brands of paper towel. | |
|Runoff | | |
|Infiltration | | |
|Porosity | | |
|Permeability | | |
|Ground Water | | |
|Water table | | |
|Capillarity | | |
|Water retention | | |
|Rate | | |
Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | |Determine the direction of flow of energy in a fluid given the location of|
|2.1b: The transfer of heat energy within Earth’s interior results in the |Describe the transfer of energy within the Earth’s interior in terms of |the heat source. |
|formation of regions of different densities. These density differences |density differences. |Describe methods of energy transfer: conduction, convection, and |
|result in motion.. | |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. |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Model convection. | |
|Conduction |Investigate a material’s ability to absorb and radiate energy (ie: land |How can density differences be used to determine flow of energy? |
|Convection |vs. water; light sand vs. dark sand; shiny cup vs. black cup). |How does heat transfer in the Earth result in motion? |
|Radiation |Measure temperature changes in cups of hot and cold water as energy is | |
|Medium |transferred along a metal bar connecting the cups. Calculate and compare | |
|Energy transfer |the rate of temperature change in each cup. | |
|Rate of change |Investigate radiation of energy given off by a lamp. | |
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EARTH MATERIALS
Standard 4
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator: 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
| Major Understandings |Performance Objectives |Suggested Assessment |
| |Define the following properties and describe how to test a mineral for |Identify minerals based on their properties. |
|3.1a: Minerals have physical properties determined by their chemical |each property: cleavage, fracture, color, density, hardness, streak, |Compare and contrast given minerals. |
|composition and crystal structure. |luster, crystal shape, and reaction with acid. |Explain how chemical composition and physical properties are used to |
|Minerals can be identified by well-defined physical and chemical |Classify minerals by their properties. |identify, locate, and use a mineral. |
|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. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Matter | Provide background information on atomic structure; review concepts of: | |
|Element |matter, elements, compounds, atoms (proton, neutron, electron, electron |How can minerals be identified? |
|Compound |orbit), molecules, and mixtures. |What is a mineral? |
|Mixture |Based on results of tests, identify and name minerals. | |
|Mineral |Use Average Chemical Composition of Earth’s Crust, Hydrosphere, and | |
|Identification |Troposphere (ESRT) to determine: common elements, % mass or volume of | |
|Classification |elements in each layer; to graph composition data. | |
|Chemical properties |Perform mineral identification tests. Identify and name minerals based on| |
|Physical properties |the tests. | |
|Cleavage |Use the Properties of Common Minerals (ESRT) chart to: name a mineral | |
|Fracture |given its properties; state properties, uses, and composition given the | |
|Color |mineral name. | |
|Density | | |
|Hardness | | |
|Streak | | |
|Luster | | |
|Crystal shape | | |
|Reaction with acid | | |
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Standard 4
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator: 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
| Major Understandings |Performance Objectives |Suggested Assessment |
| | |Define mineral. |
|3.1b: Minerals are formed inorganically by the process of crystallization|Describe the processes that form minerals. |Determine the process of formation of a mineral given: information about |
|as a result of specific environmental conditions. These include; | |the mineral; a diagram showing its formation; key words or phrases about |
|Cooling and solidification of magma. | |the formation. |
|Precipitation from water caused by such processes as evaporation, chemical| |State and describe the relationship between cooling rate and size of |
|reactions, and temperature changes. | |crystal. |
|Rearrangement of atoms in existing minerals subjected to conditions of | |Determine the rate of cooling, given the crystal size. Or compare cooling|
|high temperature and pressure. | |rates given diagrams of crystals of various sizes. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Mineral |Model the processes that result in the formation of minerals. |How do minerals form? |
|Crystal |Investigate cooling rate and crystal size. | |
|Solidification | | |
|Magma | | |
|Precipitation | | |
|Evaporation | | |
|Chemical reaction | | |
|Rearrangement of atoms | | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| | |Use plate motion to describe the rock cycle: |
|2.1m: Many processes of the rock cycle are consequences of plate |List and describe rock forming processes and name the rock type associated|Solidification of the magma produced at subduction and rift zones forms |
|dynamics. These include: production of magma (and subsequent igneous |with each. |igneous rocks. |
|rock formation and contact metamorphism) at both subduction and rifting | |Heat and pressure without melting at subduction zones forms metamorphic |
|regions; regional metamorphism within subduction zones; and the creation | |rocks. |
|of major depositional basins through downwarping of the crust. | |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. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | On a world map, identify: areas where crust is being created and | |
|Rock cycle |Regional metamorphism |destroyed; features associated with a given area; processes forming the |What are rock cycle processes? |
|Plate dynamics |Subsidence |area and the rock type associated with those processes. |How can plate dynamics be used to predict rock type and formation in an |
|Magma |Downwarping |Use Igneous Rock identification chart (ESRT) to classify igneous rocks as |area? |
|Melting |Weathering |volcanic or plutonic. | |
|Solidificaton |Erosion |Use Metamorphic Rock Identification chart to determine type of | |
|Subduction |Burial |metamorphism (regional or contact) that caused a rock to form. | |
|Rifting |Compaction |Use the Tectonic Plates map (ESRT) to locate plate boundaries responsible | |
|Metamorphism |Sediments |for formation of various type rocks. | |
|Contact metamorphism | | | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| | |Compare and contrast inorganic and organic sediments. |
|2.1w: Sediments of inorganic and organic origin often accumulate in |State and describe the processes that form sedimentary rocks. |Predict the distance traveled or place of deposition given sediment size. |
|depositional environments. Sedimentary rocks form when sediments are | |Relate particle size to distance moved from source. |
|compacted and/or cemented after burial or as the result of chemical | |Predict zone of formation or distance from shore: the name of the |
|precipitation from seawater. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Sediment | Model stream deposition. | |
|Inorganic |Model deposition into quiet water using a plastic column partly filled |What information can be inferred about a sediment given its place of |
|Organic |with water. |deposition? |
|Depositional environment |Evaporate water from a saltwater solution; observe, measure, record |How do sedimentary rocks form? |
|Sedimentary rock |formation of evaporates. | |
|Compaction |Model precipitation of a solid from a solution (using double replacement | |
|Cementation |reactions). | |
|Burial |Make a sedimentary rock. | |
|Chemical precipitation |Examine characteristics of sedimentary rocks to determine where in the | |
|Evaporation |depositional basin they formed (zone or distance from shore). | |
|Clastic | | |
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|Cont. 2.1w | | |
| |Suggested Activities | |
|Vocabulary/Visuals | | |
| |Use Sedimentary Rock chart (ESRT) to identify by name and size in cm, | |
|Organic |various sediments. | |
|Chemical |Use Rock Cycle chart (ESRT) to identify the processes that form | |
|Transport medium |sedimentary rocks. | |
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Standard 4
Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.
Performance Indicator: 3.1: Explain the properties of materials in terms of the arrangement and properties of the atoms that compose them.
| Major Understandings |Performance Objectives |Suggested Assessment |
| | |Compare and contrast minerals and rocks. |
|3.1c: Rocks are usually composed of one or more minerals. |Relate the various mineral formation processes to the rock formation |Infer environment of formation for a given rock given its texture, grain |
|Rocks are classified by their origin, mineral content, and texture. |processes and types. |size, special characteristics, type of rock and/or name of rock. |
|Conditions that existed when a rock formed can be inferred from the rock’s|Describe the formation and composition of rocks. |Identify and name rocks. |
|mineral content and texture. | |Itemize processes/products of rock cycle. |
|The properties of rocks determine how they are used and also influence | |Name rock age, type, and name of rocks found at a given location in NYS. |
|land usage by humans. | |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. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Banding |Intrusive | Sort rocks into 3 groups based on observable properties. Identify and | |
|Foliation |Extrusive |name individual rocks. |What is a rock? |
|Metamorphic |Volcanic |Use the Rock Cycle chart (ESRT) to determine: how a rock forms; what can |How are rocks classified? |
|Regional metamorphism |Plutonic |happen to a rock after it forms. | |
|Contact metamorphism |Precipitate |Determine age and rock type of the surface rocks of NYS. | |
|Sedimentary |Evaporite |Use Scheme for Igneous Rock Identification (ESRT) to determine properties | |
|Clastic |Rockj cycke |of an igneous rock; to identify and name igneous rocks. | |
|Chemical |Mafic |Use the Scheme for Sedimentary Rock Identification to determine: category| |
|Organic |Felsic |(clastic, chemical, organic); properties; name. | |
|Compression |Texture |Use Scheme for Metamorphic Rock Identification to determine properties and| |
|Burial] |Lava |names of metamorphic rocks. | |
|Deposition |Magma |Use Bedrock Geology of NYS to determine rock type, name, and age for a | |
|Cementation |Vesicular |given location. | |
|Fossil |Non-vesicular | | |
|Igneous | | | |
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LEVELING FORCES,
LANDSCAPES/TOPHGRAPHY
MAPS
Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| |Compare and contrast the process and results of physical and chemical |Identify as either chemical or physical given agent of weathering. |
|2.1s: Weathering is the physical and chemical breakdown of rocks at or |weathering. |Describe each of the following types of weathering and classify each as |
|near Earth’s surface. Soils are the result of weathering and biological | |physical or chemical: frost action; abrasion; plant action; exfoliation; |
|activity over long periods of time. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Weathering |Investigate factors affecting rates of weathering (surface area, | |
|Physical weathering |composition, particle size, particle shape). |How does soil form? |
|Chemical weathering |Investigate rock type and reaction to acid. | |
|Abrasion | | |
|Plant action | | |
|Exfoliation | | |
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|Cont. 2.1s | | |
| |Suggested Activities | |
|Vocabulary/Visuals | | |
| |Examine soil profiles. Discuss differences in characteristics such as | |
|Oxidation |thickness of layers; amounts of broken rock and organic matter. | |
|Hydration |Account for these differences in terms of development, climate, slope. | |
|Carbonation |Use climate graphs (temperature and moisture) to identify predominant type| |
|Soil |of weathering for a given set of conditions. | |
|Soil profile | | |
|Soil horizon | | |
|Biologic activity | | |
|Organic matter | | |
|Humus | | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| |Explain how agents of erosion remove, transport, deposit weathered rock. |Distinguish between weathering and erosion. |
|2.1t: Natural agents of erosion, generally driven by gravity, remove, |Identify the erosion agent responsible for various landforms. |Identify as either weathering or erosion a given agent of change; type of |
|transport, and deposit weathered rock particles. Each agent of erosion |Identify erosional conditions that could lead to dangerous mass movements,|sediment-residual or transported). |
|produces distinctive changes in the material that it transports and |wind erosion, flooding. Outline preventative measures that could be used |Compare and contrast residual and transported sediment. |
|creates characteristic surface features and landscapes. In certain |to minimize risk in erosional situations. |Identify the agent of erosion as: responsible for a given landform; |
|erosional situations, loss of property, personal injury, and loss of life | |predominant form; driving force; can act alone. |
|can be reduces by effective emergency preparedness. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Erosion |Residual | Investigate the factors that affect erosion: slope, particle size or |What are the factors that contribute to movement of Earth materials? |
|Kinetic energy |Transported |shape, amount or velocity of agent. |What features form as a result of removal of Earth materials? |
|Potential energy |Boulders |Use Relationships of Transported Particles Size to Water Velocity chart | |
|Dynamic equilibrium |Cobbles |(ESRT) to determine: the relationship between velocity and particle size;| |
|Landslide |Pebbles |names of various size particles; velocity needed to move a given particle | |
|Avalanche |Sand |size; particle sizes moved by a given velocity. | |
|Mass movement |Silt |Use maps of past erosional disasters; identify factors that contributed to| |
|Mud flow |Clay |the situation; suggest solutions to prevent further problems. | |
|Cliff | | | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| | |List and describe the physical features that identify the predominant |
|2.1u: The natural agents of erosion include: |Identify the agent of erosion responsible for: a given feature or change |erosional agent in a landscape. |
|Streams (running water): gradient, discharge, and channel shape influence|in feature; a given size, shape, or surface feature of a material. |List 3 ways streams transport materials (solution, suspension, |
|a stream’s velocity and the erosion and deposition of sediments. | |rolling/bouncing). |
|Sediments transported by streams tend to become rounded as a result of | |Given particle size or composition determine the method of stream |
|abrasion. Stream features include V-shaped valleys, deltas, flood plains,| |transport. |
|and meanders. A watershed is the area drained by a stream and its | |Describe the relationship between stream velocity and/or discharge and |
|tributaries. | |amount and/pr size of material being eroded. |
|Glaciers (moving ice): Glacial erosional processes include the formation | |Identify areas of fast/slow streamflow; relate these area to amount of |
|of U-shaped valleys, parallel scratches, and grooves in bedrock. Glacial | |erosional ability. Describe the changes a stream undergoes with |
|features include moraines, drumlins, kettle lakes, finger lakes, and | |time/space. |
|outwash plains. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Stream | Investigate factors that: create a stream; affect the stream’s ability | |
|Predominant |to erode; cause changes in the stream; affect the ability of the stream to|What are the factors that affect the ability to erode? |
|Solution |erode. Use Transported Particle size and Stream Velocity (ESRT) to |What are the landform features produced or changed by each agent of |
|Suspension |determine stream speed needed and/or particle size of transported |erosion? |
|Bed load |material. | |
|Velocity discharge | | |
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|Cont. 2.1u |Suggested Activities | |
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|Vocabulary/Visuals |Draw top, side, and cross-sectional views of a stream; identify areas of | |
| |max/min: velocity, erosion ability. | |
|Erosional-depositional system |Diagram, describe, report on glacial features and glacial activity in NYS.| |
|Watershed |Use Geologic History NYS (ESRT) to identify times of glacial activity. | |
|Drainage basin |Analyze maps of glacial striation; drumlin shapes and position to | |
|Divide |determine direction of glacial movement. | |
|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 | | |
Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| |Explain how shoreline features are formed and modified by marine |Identify wind formed landscape features. Describe the conditions that |
|2.1u: continued |processes. |contribute to likelihood an area will experience wind erosion. |
| |Describe movement of water: in a wave; along the shore; use water |Identify shoreline features. |
|Wave action: Erosion and deposition cause changes in shoreline features, |direction to predict erosional action. |Identify factors that lead to mass movement; relate how mass movement |
|including beaches, sandbars, barrier islands. Wave action rounds |Explain and give examples of human impact on shoreline processes. |impacts on human activity. |
|sediments as a result of abrasion. Waves approaching a shoreline move | |Predict: changes that will occur in shoreline features; direction of water|
|sand parallel to the shore within the zone of breaking waves. | |movement at a shore; erosional-depositional response to water direction. |
|Wind: Erosion of sediments by wind is most common in arid climates and | |Identify the erosion agent by shape, surface characteristics of |
|along shorelines. Wind-generated features include dunes and sand-blasted | |transported material. |
|bedrock. | |Predict consequences of a given human activity on a shoreline process. |
|Mass Movement: Earth materials move down slope under the influence of | |Identify wind formed landscape features. Analyze the affect a given |
|gravity. | |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. |
|Vocabulary/Visuals |Suggested Activities |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. | |
| |Cont. 2.1u | |
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| |Suggested Activities | |
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| |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. | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| |Compare and contrast sediment deposition pattern; shape and surface |Identify the erosion agent for a given pattern of deposition. |
|2.1v: Patterns of deposition result from a loss of energy within the |characteristics done by each of the agents of erosion. |Predict deposition rate and/or pattern given: particle size, shape, |
|transporting system and are influenced by the size, shape, and density of |Relate changes in energy and particle features to changes in amount of |density; change in energy, volume, and/or erosion agent. |
|the transported particles. Sediment deposits may be sorted or unsorted. |deposition. |Identify and describe the landform features which result from each erosion|
| |Compare and contrast erosional and depositional features. |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. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Kinetic energy |Moraine | Use a stream table to model stream deposition. | |
|Potential energy |Drumlin |Design an investigation to test factors affecting deposition. |How do the characteristics of sediments affect their rate of deposition? |
|Dynamic equilibrium |Outwash plain |Investigate factors affecting deposition (size, shape, density of |How do erosion agents wear down and build up the Earth? |
|Erosional-depositional system |Kettle lake |material; amount of energy, volume, velocity of medium. | |
|Horizontal sorting |Finger lake |Create various deposition patterns (vertical bedding, graded bedding, | |
|Vertical sorting |Beach sand bar |horizontal bedding, unsorted). | |
|Graded bedding |Barrier beach island |Calculate rate of deposition of a material under different conditions; or | |
|Cross bedding |Dunes |of different materials. | |
|Unsorted |Angular |Identify areas of max/min erosion/deposition within an erosional system. | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| | |Compare and contrast inorganic and organic sediments. |
|2.1w: Sediments of inorganic and organic origin often accumulate in |State and describe the processes that form sedimentary rocks. |Predict the distance traveled or place of deposition given sediment size. |
|depositional environments. Sedimentary rocks form when sediments are | |Relate particle size to distance moved from source. |
|compacted and/or cemented after burial or as the result of chemical | |Predict zone of formation or distance from shore: the name of the |
|precipitation from seawater. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Sediment | Model stream deposition. | |
|Inorganic |Model deposition into quiet water using a plastic column partly filled |What information can be inferred about a sediment given its place of |
|Organic |with water. |deposition? |
|Depositional environment |Evaporate water from a saltwater solution; observe, measure, record |How do sedimentary rocks form? |
|Sedimentary rock |formation of evaporates. | |
|Compaction |Model precipitation of a solid from a solution (using double replacement | |
|Cementation |reactions). | |
|Burial |Make a sedimentary rock. | |
|Chemical precipitation |Examine characteristics of sedimentary rocks to determine where in the | |
|Evaporation |depositional basin they formed (zone or distance from shore). | |
|Clastic | | |
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|Cont. 2.1w | | |
| |Suggested Activities | |
|Vocabulary/Visuals | | |
| |Use Sedimentary Rock chart (ESRT) to identify by name and size in cm, | |
|Organic |various sediments. | |
|Chemical |Use Rock Cycle chart (ESRT) to identify the processes that form | |
|Transport medium |sedimentary rocks. | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| | |Describe some common landforms and state the processes that produced each.|
|2.1p: Landforms are the result of the interaction of tectonic forces and |Explain tectonic forces, weathering, erosion, and deposition to landform. |Infer landform given drainage pattern. Infer drainage pattern given |
|the processes of weathering, erosion, and deposition. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | Examine 3-d models of landforms; discuss relief, elevation, rock | |
|Landform |structure of each. |What are the processes that form landforms? |
|Topography |Given photos or diagrams of landforms, identify each by: name; rock | |
|Elevation |structure; stream drainage pattern; relief, and/or elevation. | |
|Relief |Draw stream drainage patterns. Match stream drainage patterns to: | |
|Rock structure |bedrock structure and/or forces that produced the bedrock structure. | |
|Landscape |Use Bedrock Geology and Landscape Regions of NYS maps (ESRT) to locate and| |
|Stream pattern |name: mountains, plains, plateaus; determine landscape by | |
|Drainage basin |longitude/latitude; bedrock type and age; determine structure, stream | |
|Divide |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. | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| |State relationships between landscape development and: climate (humid, |Identify landscape features of a given area of NYS. |
|2.1r: Climate variation, structure and characteristics of bedrock |arid, hot, cold); bedrock (resistance, composition, structure, slope); |List and describe physical features of the Earth’s surface (landforms). |
|influence the development of landscape feature including mountains, |forces (uplift/leveling). |Identify climate, bedrock characteristics associated with a given |
|plateaus, plains, valleys, ridges, escarpments, and stream drainage |Describe features in a given landscape that identify it as: humid/arid; |landscape. |
|patterns. |hot/cold; resistant/nonresistant; steep/gentle slope; greater/lesser (or |Predict change in landform given a change in: uplift/leveling force; |
| |equal amounts) uplift than leveling. |slope; climate. |
| | |Identify the climate factor influencing an area given a diagram and/or |
| | |description of the area. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Mountain | Create a map of the physiographic provinces of the USA based on landscape| |
|Plateau |features. Create a map of the landscape regions of NYS; divide the state |What do landform characteristics reveal about climate and bedrock of an |
|Plain |into areas based on: hill slopes; stream drainage patterns (watersheds), |area? |
|Valley |and bedrock. | |
|Dune |Analyze photos of landforms to determine which landscape development | |
|Drumlin |factors are evident; played a role in the formation of the area. (ie: | |
|Arid |rounded slopes-humid area; bedrock sticks out of the landscape-resistant | |
|Humid |rock; elevation increasing (uplift forces are dominant over leveling | |
|Rounded |forces). | |
|Angular | | |
|Resistant | | |
|Uplifting forces | | |
|Leveling forces | | |
|Dominant | | |
|Dynamic equilibrium | | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| | |Given a topographic: identify highest/lowest elevation of a point; |
|2.1q: Topographic maps represent landforms through the use of contour |Identify topographic features on a map: slope, hills, valleys, streams, |determine contour interval; evaluate gradient; calculate gradient; |
|lines that are isolines connecting points of equal elevation. Gradients |tributaries, areas of steep/gentle gradient; direction of stream flow. |construct a profile; measure distance; and determine compass direction of |
|and profiles can be determined from changes in elevation over a given | |stream flow. |
|distance. | |Measure distance using the map scale. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Construct topographic maps (Cut out paper shapes to represent contour | |
|Topography |intervals on a hill; stack the paper, smallest to largest on a pencil |What information can be obtained from a topographic map? |
|Isoline |point; move the papers up and down to show different contour intervals. | |
|Contour line |Use a plastic shoebox with landform model to outline sequential water | |
|Contour interval |levels.) | |
|Gradient |Draw contour lines given a map of elevation data. Calculate gradient | |
|Profile |between 2 points on a contour map. | |
|Altitude |Construct a profile of a portion of a contour map along a given reference | |
|Elevation |line. | |
|Field |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. | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| | |Use plate motion to describe the rock cycle: |
|2.1m: Many processes of the rock cycle are consequences of plate |List and describe rock forming processes and name the rock type associated|Solidification of the magma produced at subduction and rift zones forms |
|dynamics. These include: production of magma (and subsequent igneous |with each. |igneous rocks. |
|rock formation and contact metamorphism) at both subduction and rifting | |Heat and pressure without melting at subduction zones forms metamorphic |
|regions; regional metamorphism within subduction zones; and the creation | |rocks. |
|of major depositional basins through downwarping of the crust. | |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. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | On a world map, identify: areas where crust is being created and | |
|Rock cycle |Regional metamorphism |destroyed; features associated with a given area; processes forming the |What are rock cycle processes? |
|Plate dynamics |Subsidence |area and the rock type associated with those processes. |How can plate dynamics be used to predict rock type and formation in an |
|Magma |Downwarping |Use Igneous Rock identification chart (ESRT) to classify igneous rocks as |area? |
|Melting |Weathering |volcanic or plutonic. | |
|Solidificaton |Erosion |Use Metamorphic Rock Identification chart to determine type of | |
|Subduction |Burial |metamorphism (regional or contact) that caused a rock to form. | |
|Rifting |Compaction |Use the Tectonic Plates map (ESRT) to locate plate boundaries responsible | |
|Metamorphism |Sediments |for formation of various type rocks. | |
|Contact metamorphism | | | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| | |Match surface features such as rift zones and trenches to mantle |
|2.1n: Many of Earth’s surface features are the consequence of forces |Explain formation of volcanic islands over a hot spot, and island arcs |convection cell activity. |
|associated with plate motion and interaction. These include: mid-ocean |over a subducting plate. |Define, identify, give examples and list features associated with: |
|ridges/rifts; subduction zones trenches/island arcs; mountains ranges | |subduction boundaries; mid-ocean ridges; and sliding (transform) |
|(folded, faulted, and volcanic); hot spots; and the magnetic and age | |boundaries. |
|patterns in surface bedrock. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Mid-ocean ridge |Diagram: subduction; mid-ocean ridges; folded, faulted, tileted rock | |
|Island arc |layers; transform faults. Label features and direction of plate movement.|What surface features form where plates: converge/ diverge? |
|Folded |Use elevation, relief, rock structure, and plate motion/interaction to |How can properties of the ocean floor be used to infer formation of ocean?|
|Faulted |compare and contrast: mountains, plains, and plateaus. | |
|Tilted |Model formation of oceanic crust; relate | |
|Volcanic |temperature, age, and magnetic patterns to distance from a diverging | |
|Hot spot |boundary. Alos compute spreading rates. | |
|Mountain | | |
|Plain | | |
|Plateau |Suggested Activities | |
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|Cont. 2.1n |Model “conveyor belt” like formation of volcanic islands as a plate moves | |
| |over a hot spot. Determine relative/actual ages and direction of movement| |
|Vocabulary/Visuals |of each individual island. | |
| |Investigate elevation, relief and rock structure of mountains, plains, and| |
|Relief |plateaus. Use stereoscopic viewers and aerial photos. Use topographic | |
|Elevation |maps. | |
|Rock structure | | |
|Topographic map | | |
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UPLIFTING FORCES
Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| | |Use plate motion to describe the rock cycle: |
|2.1m: Many processes of the rock cycle are consequences of plate |List and describe rock forming processes and name the rock type associated|Solidification of the magma produced at subduction and rift zones forms |
|dynamics. These include: production of magma (and subsequent igneous |with each. |igneous rocks. |
|rock formation and contact metamorphism) at both subduction and rifting | |Heat and pressure without melting at subduction zones forms metamorphic |
|regions; regional metamorphism within subduction zones; and the creation | |rocks. |
|of major depositional basins through downwarping of the crust. | |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. |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | On a world map, identify: areas where crust is being created and | |
|Rock cycle |Regional metamorphism |destroyed; features associated with a given area; processes forming the |What are rock cycle processes? |
|Plate dynamics |Subsidence |area and the rock type associated with those processes. |How can plate dynamics be used to predict rock type and formation in an |
|Magma |Downwarping |Use Igneous Rock identification chart (ESRT) to classify igneous rocks as |area? |
|Melting |Weathering |volcanic or plutonic. | |
|Solidificaton |Erosion |Use Metamorphic Rock Identification chart to determine type of | |
|Subduction |Burial |metamorphism (regional or contact) that caused a rock to form. | |
|Rifting |Compaction |Use the Tectonic Plates map (ESRT) to locate plate boundaries responsible | |
|Metamorphism |Sediments |for formation of various type rocks. | |
|Contact metamorphism | | | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| | |Match surface features such as rift zones and trenches to mantle |
|2.1n: Many of Earth’s surface features are the consequence of forces |Explain formation of volcanic islands over a hot spot, and island arcs |convection cell activity. |
|associated with plate motion and interaction. These include: mid-ocean |over a subducting plate. |Define, identify, give examples and list features associated with: |
|ridges/rifts; subduction zones trenches/island arcs; mountains ranges | |subduction boundaries; mid-ocean ridges; and sliding (transform) |
|(folded, faulted, and volcanic); hot spots; and the magnetic and age | |boundaries. |
|patterns in surface bedrock. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Mid-ocean ridge |Diagram: subduction; mid-ocean ridges; folded, faulted, tileted rock | |
|Island arc |layers; transform faults. Label features and direction of plate movement.|What surface features form where plates: converge/ diverge? |
|Folded |Use elevation, relief, rock structure, and plate motion/interaction to |How can properties of the ocean floor be used to infer formation of ocean?|
|Faulted |compare and contrast: mountains, plains, and plateaus. | |
|Tilted |Model formation of oceanic crust; relate | |
|Volcanic |temperature, age, and magnetic patterns to distance from a diverging | |
|Hot spot |boundary. Alos compute spreading rates. | |
|Mountain | | |
|Plain | | |
|Plateau |Suggested Activities | |
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|Cont. 2.1n |Model “conveyor belt” like formation of volcanic islands as a plate moves | |
| |over a hot spot. Determine relative/actual ages and direction of movement| |
|Vocabulary/Visuals |of each individual island. | |
| |Investigate elevation, relief and rock structure of mountains, plains, and| |
|Relief |plateaus. Use stereoscopic viewers and aerial photos. Use topographic | |
|Elevation |maps. | |
|Rock structure | | |
|Topographic map | | |
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Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.2: 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 |Suggested Assessment |
| |Determine the geologic age of a rock using the fossil evidence found in |Given a series of layers within an outcrop: establish the relative age of|
|1.2j: Geologic history can be reconstructed by observing sequences of |the rock. |each layer; describe the order and the processes which formed the layers; |
|rock types and fossils to correlate bedrock at various locations. | |identify age, period, epoch, era of each layer. |
|Geologists have divided Earth history into time units based upon the | |Determine the relative age of a rock layer using principles of: original |
|fossil record. | |horizontality; superposition; intrusion/extrusions; cross-cutting |
|Fossils preserved in rocks provide information about past environmental | |relationships; contact metamorphism; correlation. |
|conditions. | |Given a series of outcrops showing rock type and/or fossil evidence |
|Age relationships among bodies of rocks can be determined using principles| |determine: which layer contains an index fossil; which layer is the |
|of original horizontality, superposition, inclusions, cross-cutting | |oldest/youngest; geologic age of formation. |
|relationships, contact metamorphism, and unconformities. The presence of | |Determine the actual age of a rock given radioactive decay data for the |
|volcanic ash layers, index fossils and meteoritic debris can provide | |material within the rock (ie: ratio of parent to daughter material). |
|additional information. | |State the characteristics of an index fossil. |
|The regular rate of nuclear decay (half-life time period) of radioactive | |Explain radioactive decay and how it is used to determine the age of a |
|isotopes allows geologists to determine the absolute age of minerals in | |rock. |
|some rocks. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Uniformitarianism |Half-life |Establish the relative ages of the layers of an outcrop based on their | |
|Original horizontality |Isotopes |position; fossil evidence; igneous intrusions/extrusions; contact |How can geologic history be reconstructed? |
|Superposition |Absolute age |metamorphism. |What evidence is there to reconstruct geologic history? |
|Inclusion |Relative age |Interpret the geologic events that produced a series of rock layers. | |
|Cross-cutting |Intrusion |Correlate a series of rock layers from various rock outcrops using | |
|Contact metamorphism |Extrusion |superposition, index fossils, and/or volcanic ash deposits. | |
|Unconformities |Parent material |Identify an index fossil by its characteristics (widespread distribution | |
|Index fossils |Daughter material |and short life span). | |
|Volcanic ash deposits | |Model and graph radioactive decay rates. | |
|Meteoritic debris | | | |
|Radioactive decay | | | |
Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| | |List and describe evidence that led to the suggestion the Earth’s |
|2.1l: The lithosphere consists of separate plates that ride on the more |Explain the theory of Plate tectonic. |continents were once joined and have since drifted apart. |
|fluid asthenosphere and move slowly in relationsphip to one another, |Compare and contrast oceanic and continental crust. |Compare and contrast the 3 types of plate boundaries: convergent, |
|creating convergent, divergent, and transform plate boundaries. These | |divergent, transform |
|motions indicate Earth is a dynamic geologic system. | |Identify zones of frequent crustal activity. |
|These plate boundaries are the sites of most earthquakes, volcanoes, and | |Determine probability of future crustal activity at a given location. |
|young mountain ranges. | |Explain significance of temperature and age difference, and magnetic |
|Compare to continental crust, ocean crust is thinner and denser. New ocean| |pattern on the seafloor. |
|crust continues to form at mid-ocean ridges. | |Determine age, temperature, magnetic pattern at a given distance from an |
|Earthquakes and volcanoes present geologic hazards to humans. Loss of | |ocean ridge. |
|property, personal injury, and loss of life can be reduced by effective | |Evaluate a model of the crust to determine: type of crust (oceanic or |
|emergency procedures. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Convergence | Cut continents out of a world map; assemble them by shape (fossil record,| |
|Divergence |glacial record, rock structure, mountain ranges) to for one super |What are tectonic (crustal) plates? |
|Subduction |continent (Pangaea). |What features form as a result of plate movement? |
|Transform |Examine a model of Plate movement to determine: type of movement | |
|Asthenosphere |(convergent / divergent); features present at a boundary between moving | |
|Earthquake |plates; types of boundary; name of boundary; name of plates on opposite of| |
|Volcano |boundary. | |
|Sea floor spreading |Use development of Plate Tectonic theory to generalize how theories | |
|Continental crust |develop. | |
|Oceanic crust |Use a map of volcanic ash deposits to determine: location of volcano; | |
|Plate boundary |rate of ash movement; direction of wind. | |
|Zone of crustal activity | | |
|Continental drift | | |
|Pangaea | | |
| |Suggested Activities | |
| | | |
|Cont. 2.1l |Model convection and plate motion. | |
| |Use Tectonic Plates map (ESRT) to identify, locate, or name plates and | |
|Vocabulary/Visuals |plate boundaries. | |
| |Plot Earthquakes and volcanoes on Tectonic Plate map; identify patterns | |
|Ocean ridge |that emerge. Discuss hazards and disaster planning tips. | |
|Trench |Plot volcanic ash data to: calculate rate of movement, direction of | |
|Tsunami |winds. | |
| |Model formation of oceanic crust at a ridge. | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | |Determine the direction of flow of energy in a fluid given the location of|
|2.1b: The transfer of heat energy within Earth’s interior results in the |Describe the transfer of energy within the Earth’s interior in terms of |the heat source. |
|formation of regions of different densities. These density differences |density differences. |Describe methods of energy transfer: conduction, convection, and |
|result in motion.. | |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. |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Model convection. | |
|Conduction |Investigate a material’s ability to absorb and radiate energy (ie: land |How can density differences be used to determine flow of energy? |
|Convection |vs. water; light sand vs. dark sand; shiny cup vs. black cup). |How does heat transfer in the Earth result in motion? |
|Radiation |Measure temperature changes in cups of hot and cold water as energy is | |
|Medium |transferred along a metal bar connecting the cups. Calculate and compare | |
|Energy transfer |the rate of temperature change in each cup. | |
|Rate of change |Investigate radiation of energy given off by a lamp. | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| |Explain the process of convection in terms of temperature and density |Identify and label direction of flow in a convection cell that causes a |
|2.1k: The outward transfer of Earth’s internal heat drives convective |differences. |tectonic plate to move: apart (diverge) or together (converge). |
|circulation in the mantle that moves the lithospheric plates comprising | | |
|Earth’s surface. | |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. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |(ESRT) to: determine flow of convection and direction of plate motion at | |
|Tectonic plates |the mid-Atlantic ridge and Cascades Trench. |What causes tectonic plates to move? |
|Convection |Use Tectonic Plates Map (ESRT) to: identify and name lithospheric plates | |
|Mantle |and plate boundaries. | |
|Asthenosphere |Model a convection current moving a solid. | |
|Lithosphere | | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| |Describe how plate motion result in various global changes. |Infer positions of continents using fossil, rock type and structure, |
|2.1o: Plate motions have resulted in global changes in geography, | |climate, and glacial evidence. |
|climate, and patterns of organic evolution. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | Use Geologic History of NYS (ESRT) to observe changes in: positions of | |
|Inferred |all continents; latitude of North America at various times through |What evidence indicates the continents have moved in the past, are moving |
|Pangaea |history; direction of movement of North America at any given time. |in the present and will continue to move in the future? |
|Uniformitarianism |Use ESRT to locate position of North America at any given geologic |How does plate motion cause changes in geography, climate, and organic |
|Plate Tectonic |time/era; give date and/or identify by name, significant geologic events |evolution? |
|Continental drift |in NYS. | |
|Organic evolution |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. | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| | |Use plate motion to describe the rock cycle: |
|2.1m: Many processes of the rock cycle are consequences of plate |List and describe rock forming processes and name the rock type associated|Solidification of the magma produced at subduction and rift zones forms |
|dynamics. These include: production of magma (and subsequent igneous |with each. |igneous rocks. |
|rock formation and contact metamorphism) at both subduction and rifting | |Heat and pressure without melting at subduction zones forms metamorphic |
|regions; regional metamorphism within subduction zones; and the creation | |rocks. |
|of major depositional basins through downwarping of the crust. | |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. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | On a world map, identify: areas where crust is being created and | |
|Rock cycle |Regional metamorphism |destroyed; features associated with a given area; processes forming the |What are rock cycle processes? |
|Plate dynamics |Subsidence |area and the rock type associated with those processes. |How can plate dynamics be used to predict rock type and formation in an |
|Magma |Downwarping |Use Igneous Rock identification chart (ESRT) to classify igneous rocks as |area? |
|Melting |Weathering |volcanic or plutonic. | |
|Solidificaton |Erosion |Use Metamorphic Rock Identification chart to determine type of | |
|Subduction |Burial |metamorphism (regional or contact) that caused a rock to form. | |
|Rifting |Compaction |Use the Tectonic Plates map (ESRT) to locate plate boundaries responsible | |
|Metamorphism |Sediments |for formation of various type rocks. | |
|Contact metamorphism | | | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| | |Match surface features such as rift zones and trenches to mantle |
|2.1n: Many of Earth’s surface features are the consequence of forces |Explain formation of volcanic islands over a hot spot, and island arcs |convection cell activity. |
|associated with plate motion and interaction. These include: mid-ocean |over a subducting plate. |Define, identify, give examples and list features associated with: |
|ridges/rifts; subduction zones trenches/island arcs; mountains ranges | |subduction boundaries; mid-ocean ridges; and sliding (transform) |
|(folded, faulted, and volcanic); hot spots; and the magnetic and age | |boundaries. |
|patterns in surface bedrock. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Mid-ocean ridge |Diagram: subduction; mid-ocean ridges; folded, faulted, tileted rock | |
|Island arc |layers; transform faults. Label features and direction of plate movement.|What surface features form where plates: converge/ diverge? |
|Folded |Use elevation, relief, rock structure, and plate motion/interaction to |How can properties of the ocean floor be used to infer formation of ocean?|
|Faulted |compare and contrast: mountains, plains, and plateaus. | |
|Tilted |Model formation of oceanic crust; relate | |
|Volcanic |temperature, age, and magnetic patterns to distance from a diverging | |
|Hot spot |boundary. Alos compute spreading rates. | |
|Mountain | | |
|Plain | | |
|Plateau |Suggested Activities | |
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|Cont. 2.1n |Model “conveyor belt” like formation of volcanic islands as a plate moves | |
| |over a hot spot. Determine relative/actual ages and direction of movement| |
|Vocabulary/Visuals |of each individual island. | |
| |Investigate elevation, relief and rock structure of mountains, plains, and| |
|Relief |plateaus. Use stereoscopic viewers and aerial photos. Use topographic | |
|Elevation |maps. | |
|Rock structure | | |
|Topographic map | | |
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EARTH HISTORY
Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| |List and describe the properties of the layers of the Earth’s interior. |Identify properties of Earth’s interior based on behavior of P and S wave |
|2.1j: Properties of Earth’s internal structure (crust, mantle, outer |Explain how changes in seismic wave velocities led to the inference that: |data. |
|core, inner core) can be inferred from the analysis of the behavior of |the earth’s interior is layered, the outer core is liquid. |Analyze a map of Earthquakes in MYS (USA) to determine areas of greatest |
|seismic waves (including velocity and refraction). | |frequency or risk. |
|Analysis of seismic waves allows the determination of the location of | |Define Earthquake. Compare and contrast properties earthquake waves. |
|earthquake epicenters and the measurement of earthquake intensity; this | |Explain how to locate an epicenter. Describe how a seismometer works. |
|analysis leads to the inference that Earth’s interior is composed of | |Discuss relationship between arrival time of P and S waves to epicenter |
|layers that differ in composition and state of matter. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Earthquake | Use inferred properties of earth’s interior (ESRT) to determine | |
|Seismic wave |temperature, pressure, density and name of layer at various depths. |How is information about the Earth’s interior determined? |
|Crust |Use Earthquake P and S wave chart (ESRT) to determine: travel time; |How can an earthquake epicenter be located? |
|Mantle |distance to epicenter; compare properties of P and S waves. |What factors determine seismic risk? What can be done to minimize the |
|Core |Locate an epicenter given seismic records from 3 locations. Determine |risks? |
|Infer |distance to epicenter. Use the distance to draw a compass circle whose |How are Earthquakes the destruction they cause measured? |
|Shadow zone |intersection with 2 other circles defines the epicenter. | |
|Seismometer |Read and interpret seismic wave records. | |
|Seismograph | | |
|Focus |Suggested Activities | |
|Epicenter | | |
|Magnitude |Locate an epicenter by drawing circles with radii equal to epicenter | |
| |distance and/or by using Mercalli and Richter scale values. | |
|Cont. 2.1j |Discuss factors that affect amount of damage done by an earthquake. | |
| |Draw isolines connecting Mercalli or Richter scale values. | |
|Vocabulary/Visuals | | |
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|Intensity | | |
|Mercalli | | |
|Richter | | |
|Seismic risk | | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | |Analyze the properties of a material to determine if it will be a good |
|2.1a: Earth systems have internal and external sources of energy, both of|Identify and describe the two main sources of energy for Earth processes. |absorber/radiator of energy. |
|which create heat. | |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. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Solar energy |Observe solar energy using a spectroscope. | |
|Radioactive decay |Investigate properties of a good absorber. |What are other sources of energy for Earth processes? |
|Energy |Use the Electromagnetic Spectrum chart (ESRT) to: compare wavelengths of | |
|Potential energy |various types of electromagnetic energy; identify type of energy given its| |
|Kinetic energy |wavelength; arrange forms of energy by (increasing/decreasing) wavelength.| |
|Electromagnetic energy | | |
|Spectroscope |Model energy: reflection, refraction, absorption, scattering, | |
|Absolute zero |transmission, and change in form. | |
|Reflection | | |
|Refraction | | |
|Scattered | | |
|Absorbed | | |
|Transmitted | | |
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Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system.
|Major Understandings |Performance Objectives |Suggested Assessment |
| | |Compare the origin of the Earth’s crust, atmosphere, and oceans. |
|1.2h: The evolution of life caused dramatic changes in the composition of|Compare and contrast the predominant life forms at various times |Compare and contrast early and modern atmospheres. |
|Earth’s atmosphere. Free oxygen did not form in the atmosphere until |throughout geologic time. |Analyze relationship of environmental change to evolutionary change. |
|photosynthetic plants evolved. | |Apply the concept of evolutionary change as a response to a changing |
| | |environment. |
| | |Relate change of life form to change in available free oxygen. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Graph changes in the composition of the atmosphere throughout time. | |
|Photosynthesis |Evaluate the effects of amount of free oxygen in the atmosphere if the |What factors influenced the changes in the Earth’s atmosphere? |
|Evolution |rainforests were cut down/allowed to grow larger. | |
|Adaptation |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. | |
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Standard 4
Key Idea 1: The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator: 1.2: Describe current theories about the origin of the universe and solar system.
|Major Understandings |Performance Objectives |Suggested Assessment |
| |Describe the conditions necessary for formation of fossils. |Determine whether two organisms lived: at the same time; in the same |
|1.2i: The pattern of evolution of life-forms on Earth is at least |Cite evidence for the scientific theory of evolutionary development of |environment. |
|partially preserved in the rock record. |life on Earth. |Define fossil. |
|Fossil evidence indicates that a wide variety of life-forms have existed | |Compare two members of the same species in terms of: relative age; |
|in the past and that most of these forms have become extinct. | |evolutionary change. |
|Human existence has been very brief compared to the expanse of geologic | |Analyze fossil groups to determine: age of rock in which fossils are |
|time. | |found; environmental condition under which organisms lived; sequence of |
| | |events that resulted in the formation of fossil. |
|Explain how fossils provide evidence of the Earth’s history. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Create a geologic timeline drawn to scale, showing eras, periods, epochs, | |
|Fossil |fossil record, and important geologic events. |How are fossils used to interpret geologic history? |
|Marine |Use the Geologic History of NYS (ESRT) to: identify changes in life forms|What inferences can be made about evolutionary development based on the |
|Terrestrial |throughout time; determine age of a fossil; determine if two life forms |fossil record? |
|Variation |co-existed; infer behavior pattern/eating patterns of past organisms. | |
|Extinct |Discuss evolutionary change as evidenced by the fossil record in terms of:| |
|Inference |variation within species; variety of life forms; extinction of life forms;| |
|Co-exist |variation of environment. | |
|Timeline | | |
|Era | | |
|Period | | |
|Epoch | | |
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Standard 4
Key Idea 2: Many of the phenomena we observe on Earth involve interactions among components of air, water, and land.
Performance Indicator: 2.1: Use concepts of density and heat energy to explain observations of weather patterns, seasonal changes, movements of Earth’s plates.
| Major Understandings |Performance Objectives |Suggested Assessment |
| |Describe how plate motion result in various global changes. |Infer positions of continents using fossil, rock type and structure, |
|2.1o: Plate motions have resulted in global changes in geography, | |climate, and glacial evidence. |
|climate, and patterns of organic evolution. | |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. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | Use Geologic History of NYS (ESRT) to observe changes in: positions of | |
|Inferred |all continents; latitude of North America at various times through |What evidence indicates the continents have moved in the past, are moving |
|Pangaea |history; direction of movement of North America at any given time. |in the present and will continue to move in the future? |
|Uniformitarianism |Use ESRT to locate position of North America at any given geologic |How does plate motion cause changes in geography, climate, and organic |
|Plate Tectonic |time/era; give date and/or identify by name, significant geologic events |evolution? |
|Continental drift |in NYS. | |
|Organic evolution |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. | |
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