francis howell school district curriculum revision ... · scientific inquiry and the environment...

revised October 2012

Francis Howell School District Curriculum Revision & Approval Sequence

Curriculum: Science 6 - Earth Science Content Leader: Karen Hill Curriculum Revision Team: Christine Dean (Hollenbeck), Cindy Mayer (Barnwell), Gina

Ostermeyer (Bryan), and Donna Taylor (consultant) Board of Education Curriculum Information:

1. Current Reality and Research The FHSD Middle School Science sequence currently has Physical Science being taught in 6th grade and Earth Science being taught in 8th grade. The sequence is being restructured over a 3 year period so that Earth Science is taught in 6th grade and Physical Science is taught in 8th grade when mathematics skills are more developed. This year, the Science 6 – Earth Science curriculum was developed. The curriculum was aligned to the current 2.0 Missouri Learning Standards for Science.

2. Curriculum and Assessment Development and Revision

A. Curriculum Map/Pacing Guide – included in curriculum B. Curriculum Development Review Feedback:

Content Leader review - [4/22/14] Director of Student Learning review – [3/14/14] Teacher/Administrator review-- [April, 2014] Curriculum Advisory Council review – [4/21/14] Academic Strategic Planning Committee review – [5/5/14]

BOE First Reading – [6/5/14] BOE Second Reading/Approval – [6/19/14]

Summary of curriculum and revisions: Last Curriculum Revision – [none]

The curriculum was developed from the current 2.0 Missouri Learning Standards for Science (GLE Science - Grades 6-8). It is anticipated that the state of Missouri will revise these standards within the next two years to align with the Next Generation Science Standards. With this in mind, curriculum units were developed using the Disciplinary Core Idea structure in those standards. The current Science 8 – Earth Science (BOE approved June 5, 2008) was referenced as assessments and activities were created for 6th grade students.

3. Professional Development and Implementation

Professional Development Plan Teacher training dates ___6/4/2014 and TBD 2014-15___ Administrator training dates ___TBD 2014-15___ Approximate Expense ___$3850______ ___

4. Evaluate Resources and Materials

Text Selection (if applicable)* Earth and Space iScience, 2.0 Ed. © 2012 (Glencoe)

revised October 2012

Approximate Expense ____$107,561.66__________ 5. Monitor Implementation

Projected Date – 2016-2017 school year 6. Program Evaluation

Projected Date – 2017-2018 school year

*see attached document(s)

FHSD Academics ___ Curriculum 2.0 Revised 20__ Page 1

Science 6 - Earth Science Curriculum

Board Approved:


Curriculum Committee

Christine Dean Hollenbeck Middle School Cindy Mayer Barnwell Middle School Gina Ostermeyer Bryan Middle School Donna Taylor Consultant Secondary Content Leader Karen Hill Director of Student Learning Dr. Chris Greiner Chief Academic Officer Dr. Mary Hendricks-Harris Superintendent Dr. Pam Sloan

Francis Howell School District

Mission Statement Francis Howell School District is a learning community where all students reach their full potential.

Vision Statement

Francis Howell School District is an educational leader that builds excellence through a collaborative culture that values students, parents, employees, and the community as partners in learning.

Values Francis Howell School District is committed to:

• Providing a consistent and comprehensive education that fosters high levels of academic achievement for all • Operating safe and well-maintained schools • Promoting parent, community, student, and business involvement in support of the school district • Ensuring fiscal responsibility • Developing character and leadership

Francis Howell School District Graduate Goals

Upon completion of their academic study in the Francis Howell School District, students will be able to: 1. Gather, analyze and apply information and ideas. 2. Communicate effectively within and beyond the classroom. 3. Recognize and solve problems. 4. Make decisions and act as responsible members of society.


Science Graduate Goals

The students in the Francis Howell School District will graduate with the knowledge, skills, and attitudes essential to leading a productive, meaningful life. Graduates will: • Understand and apply principles of scientific investigation. • Utilize the key concepts and principles of life, earth, and physical science to solve problems. • Recognize that science is an ongoing human endeavor that helps us understand our world. • Realize that science, mathematics, and technology are interdependent, each with strengths and limitations that impact the environment

and society. • Use scientific knowledge and scientific ways of thinking for individual and social purposes.

Course Rationale Science education develops science literacy. Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. A sound grounding in science strengthens many of the skills that people use every day, like solving problems creatively, thinking critically, working cooperatively in teams, using technology effectively, and valuing life-long learning. Scientific literacy has become a necessity for everyone. To accomplish this literacy, science courses will reflect the following: • Develop scientific reasoning and critical thinking skills. • Extend problem-solving skills using scientific methods. • Include lab-based experiences. • Strengthen positive attitudes about science. • Incorporate the use of new technologies. • Provide relevant connections to personal and societal issues and events.

Course Description for Science 6 - Earth Science

This course is designed to have students explore the many facets of Earth science through the use of scientific inquiry, technology and hands-on activities. The course focuses on three main topics: study of Earth’s surface and forces that change it, study of weather, climate and factors that affect them, and study of our solar system and interactions of objects in it. Scientific inquiry and the environment are embedded into each unit. Students are encouraged to ask questions, explore questions, and assess human activity on Earth’s resources and systems.


Francis Howell School District Science 6 – Earth Science Curriculum Map

Earth Systems – 1 (First Quarter) Earth Systems – 2 (Second Quarter) • Plate Tectonics (4 weeks) • Minerals and Rocks (4 weeks) • Scientific Inquiry (embedded) • Literacy (embedded)

ES2B8a ES2C8a IN1A6b ES2B8b ES2A6a IN1B6b ES2B8c ES2A6b IN1C6a ES2B6a ES2C8b IN1D6a ST3B6a ES1A8d RST.2 ES1A8b ES2C8c RST.4 ES1A8c ME1I8b RST.10 ES1A8a ES3A7a WHST.9

• Fossils and Geological Time (4 weeks) • Soil, Weathering, & Erosion (4 weeks) • Scientific Inquiry (embedded) • Literacy (embedded)

ES2D6a ES3A6c WHST.1 ES2D6b IN1B7g WHST.9 ES2D8a IN1C6a ES2D8b IN1Da ES1A6a RST.2 ES2A6c RST.4 ES2A6d RST.10 ES3A6b

Earth Systems – 3 (Third Quarter) Earth’s Place in Universe – 4 (Fourth Quarter)

• Atmosphere (2 weeks) • Water cycle (2 weeks) • Forecasting Weather (2 weeks) • Climate (2 weeks) • Scientific Inquiry (embedded) • Literacy (embedded)

ES1C7a ES2E7b ES2F7c IN1Ba RST2 WHST.1 ES1C7b ES2E7c ES2F7d IN1Bc RST3 WHST.4 ME2C6a ME1D6a ES2F7e IN1Bf RST4 WHST.6 ME2C7a ME1D7a ES2F7f IN1Ca RST7 WHST.10 ES2E7a ME1I7a ES2F7g IN1Cb RST8 ES3A6a ES2F7a ES2F7h IN1Ce RST10 ES3A7b ES2F7b IN1Ae IN1Da

• Rotation & Revolution (2 weeks) • Gravity (2 weeks) • Earth, Moon, Sun (2 weeks) • Solar System (1 week) • Distance in Space (1 week) • Scientific Inquiry (embedded) • Literacy (embedded)

UN2B7a UN2C7f UN1C7b IN1A6b IN1C6a UN2B7b UN1A7a ST1Aa IN1A6c IN1C6b UN2B7c UN1A7b ST1Ca IN1A6d IN1C6e UN2B7d UN1A7c ST2Ba IN1A6e IN1D6a UN2B7e UN1B7a ST2Bb IN1B6a RST.2 to RST.10 UN2B7f UN1B7a ME2C6a IN1B6d WHST.1 to WHST.4 UN2C7e UN1C7a IN1A6a IN1B7g WHST.8 to WHST.10


Content Area: Science Course: Science 6 - Earth Science UNIT: Earth’s Systems 1

Unit Description: The Earth’s surface is made up of moving plates composed of rocks and minerals. Earth’s materials and surface features are changed through a variety of internal and external processes. Human impact will also affect Earth’s changing surface.

Unit Timeline: 8 weeks

Plate Tectonics – 4 weeks Minerals and Rocks – 4 weeks Scientific Inquiry – embedded CCSS Literacy --embedded

DESIRED RESULTS Transfer Goal - Students will be able to independently use their learning to… Use system models to identify and analyze the flow, cycles, and conservation of matter and energy. Understandings – Students will understand that… (Big Ideas)

1. Earth’s solid materials have characteristic properties. 2. Continual changes in the properties of Earth’s solid materials and surface features result from internal and external processes. 3. Earth’s surface is affected by human activity. 4. Scientists answer questions through the scientific inquiry process.

Essential Questions: Students will keep considering…

• Why does the Earth’s surface appear different than it did a million years ago? • Has the amount of matter on Earth changed over time? • If you were given a geological sample of Earth, how would you determine what you have been given? • How does thermal energy impact the internal and external processes? • How does human activity impact Earth’s surface? (Pros/cons)


Students Will Know… Standard Students Will Be Able to … Standard Plate Tectonics • The Earth is made up of three parts: lithosphere

(geosphere), atmosphere, and hydrosphere. • Earth’s different layers and sub layers interact with each. • Convection currents are movements of a fluid caused by

unequal heating of the fluid. • The internal process of plate motion is directly related to

the movement of convection currents in the mantle, which change Earth’s surface features and sub layers.

• A plate boundary is a place where two or more interact. • Divergent, transform, and convergent are the three types

of plate tectonics boundaries. • Most volcanic eruptions and earthquakes occur along plate

boundaries. • New discoveries led to the theory of seafloor spreading as

an explanation for continental drift.

Plate Tectonics

• Describe the interior structure of the Earth (crust, mantle, and core)

• Explain convection currents are the result of uneven heating inside the mantle resulting in the melting of rock materials, convection of magma, eruption/flow of magma, and movement of crustal plates (DOK 2)

• Describe how the movement of crustal plates can cause earthquakes and volcanic eruptions that can result in mountain building and trench formation (DOK 1)

• Explain how rock layers are affected by the folding,

breaking, and uplifting of rock layers due to plate motion ( DOK 2)

• Identify events (earthquakes, volcanic eruptions) and the

landforms created by them on the Earth’s surface that occur at different plate boundaries ( DOK 2)

• Describe ways in which science and society influence

one another (e.g., scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social priorities often influence research priorities through the availability of funding for research) (Wegner & Hess)

Rocks and Minerals • Describe the distinguishing properties that can be used to

classify minerals (i.e., texture, smell, luster, hardness, crystal shape, streak, reaction to magnets and acids) (DOK 1)

ES2B8a

ES2B8c

ES2B8b

ES2B6a

ST3Ba

ES1A8b


Rocks and Minerals • Mineral are identified by testing their physical properties. • Physical properties used to identify minerals include:

hardness, luster, cleavage/fracture, streak, etc. • Rocks are identified based on how they are formed. • The three main types of rocks are: igneous, sedimentary,

and metamorphic. • The continuous changing of rocks from one type to

another is called the rock cycle. • Matter cannot be created or destroyed; it can only be

transformed from one form to another. (Law of Conservation of Matter)

• Humans impact the environment both positively and negatively.

• Renewable resources can be replenished with the passage of time either through biological reproduction or other naturally recurring processes.

• Nonrenewable resources are ones that form at a rate that is much slower than the rate at which they are consumed.

• Most fossil fuels, such as oil, natural gas and coal are considered nonrenewable resources.

• Non-renewable resources are limited.

• Describe the methods used to identify the distinguishing properties of minerals (DOK 1)

• Differentiate between minerals and rocks (which are composed of different kinds of minerals) ( DOK 2)

• Explain how heating and cooling in the mantle layer leads to the formation of metamorphic rocks and some igneous rocks ( DOK 2)

• Make inferences about the formation of sedimentary rocks from their physical properties (e.g., layering and the presence of fossils indicate sedimentation) (DOK 3)

• Explain how the formation of sedimentary rocks depends on weathering and erosion (DOK 2)

• Make inferences about the formation of igneous and metamorphic rocks from their physical properties (e.g., crystal size indicates rate of cooling, air pockets or glassy texture indicate volcanic activity) (DOK 2)

• Classify rocks as sedimentary, igneous, or metamorphic (DOK 2)

• Explain and diagram the external and internal processes of the rock cycle (e.g., weathering and erosion, sedimentation, compaction, heating, re-crystallization, resurfacing due to forces that drive plate motion) (DOK 2)

• Explain that the amount of matter remains constant while being recycled through the rock cycle (DOK 2)

• Distinguish between renewable (e.g., geothermal, hydroelectric) and nonrenewable (e.g., fossil fuel) energy sources

ES1A8c

ES1A8a

ES2C8a

ES2A6a

ES2A6b

ES2C8b

ES1A8d

ES2C8c

ME1I8b

ES3A7a


Inquiry • Identify and describe the importance of the independent

variable, dependent variables, control of constants, and multiple trials to the design of a valid experiment

• Determine the appropriate tools and techniques to collect data

• Use quantitative and qualitative data as support for reasonable explanations (conclusions)

• Communicate the procedures and results of investigations and explanations through: ⇛ oral presentations ⇛ drawings and maps ⇛ data tables (allowing for the recording and analysis of data relevant to the experiment, such as independent and dependent variables, multiple trials, beginning and ending times or temperatures, derived quantities) ⇛ graphs (bar, single line, pictograph) ⇛ equations and writings Literacy

• Summarize the broad ideas and specific conclusions made in a text, basing the summary on textual information rather than on prior knowledge or opinions.

• Determine the meaning of key terms, symbols, and domain-specific vocabulary used in a text.

• Read informational text independently, proficiently, and fluently in the grades 6-8 text complexity band; read “stretch” text with scaffolding as needed.

• Write in response to informational sources, drawing on textual evidence to support analysis and reflection as well as to describe what they have learned.

IN1A6b

IN1B6b

IN1C6a

IN1D6a

RST.2

RST.4

RST.10

WHST.9


EVIDENCE of LEARNING Understanding

# 1, #2, #4

Standards

ES1A8c ES1A8b IN1D6a IN1C6a RST.4

Unit Performance Assessment: Description of Assessment Performance Task(s): Mineral Identification –

Students will be given unknown minerals which they will have to identify. They will test each mineral’s physical properties and then apply the information gained to a Dichotomous Key to actually identify the mineral sample.

Students will apply general information gained from Learning Activities related to the characteristic and properties of minerals. Using the Mohs Hardness Scale, students will reason logically to determine the identity of a mineral.

Lastly, students will create a bar graph identifying independent and dependent variables along with proper title and interval scale. Using the data table/graph, students will then support their answer with a reasonable explanation. See Appendix 1.A: ES1-Mineral Performance Task

1.B: ES1- Identification of Minerals Dichotomous Key Teacher will assess:

• Correct identification of unknown minerals using a Dichotomous Key • Analysis of a Data Table • Application of skills in constructing a bar graph • Accurate content information • Application of Literacy Standards

Performance:

Mastery: Students will show that they really understand when they…

• Correctly ID the mineral given. • Data tables analyzed accurately. • Proper construction of a bar graph.

Scoring Guide:

See Appendix 1.C: ES 1-Mineral Performance Task Answer Key/Blueprint

R/R Quadrant

B


SAMPLE LEARNING PLAN Pre-assessment: Please see Appendix 1.D – ES1 Pre-Assessment.

Appendix 1.E – ES1 Pre-Assessment Blueprint Understanding Standards Major Learning Activities: Instructional Strategy: R/R

Quadrant:

#2, #4 ES2B8c ES2B8b ES2B8a WHST.9

1. Activity: Graham Cracker Model of Plate Tectonics Students will model the different types of plate boundaries and characteristics that are

related to them by completing a lab using graham crackers. Students will record their observations and data in their science journals, documenting their understanding of these plate movements.

Objective: Use a scale model to examine basic concepts of plate tectonics.

Appendix Document: 1.F - Graham Cracker Model of Plate Tectonics

Think-Pair-Share Nonlinguistic Representation

C

#1, #2, #4

ES1A8b ES1A8c IN1A6b IN1B6b IN1C6a IN1D6a WHST.9

2. Activity: Mineral Detective Lab Students will be given 4 different mineral samples. They will use the different testing

methods such as hardness, streak, luster, fracture, etc. to determine the mineral name. Students will then graph the hardness of each mineral. Objective: Examine mineral samples and use a variety of testing methods to determine the

characteristics of minerals. Appendix Document: 1.G - Mineral Detective Lab

Generating and Testing Hypothesis Graphic Organizer

C

#3, #4

ES3A7a ST3Bb WHST.9

3. Activity: Cookie Mining Students are using cookies to model the environmental and economic impact of a coal

mining operation.

Objective: Model and analyze the economic and environmental impact of using non-renewable resources.

Appendix Document: 1.H - Cookie Mining

Generating and Testing Hypothesis Graphic Organizer

D


#1, #2

ES2C8 RST.4 RST.10 WHST.9

4. Activity: Rock Cycle Foldable Students will create a secret door foldable for the rock cycle after watching a clip on

You Tube as to how to create one. This foldable will include the processes rocks cycle through as they change from one form to another. Students will include a diagram of the rock cycle and illustrations of the different types of rocks after independently reading information from textbook.

Objective: Diagram and explain the external and internal processes of the rock cycle. Appendix Document: 1.I - Rock Cycle Foldable

Similarities and Differences Nonlinguistic Representation

C

#1, 2

ES2C8a ES2A6a ES2A6b ES2C8b ES1A8d ES2C8c ISTE-S.1

5. Activity: Rock Cycle Interactive Students use an on-line interactive website to explore and discover how rocks are

changed in various processes in the rock cycle (weathering, erosion, heat, pressure, cementation, etc.). Objective: Classify the different types of rocks within a cooperative learning group. Appendix Document: 1.J - Rock Cycle Interactive

Similarities and Differences Nonlinguistic representations

C

#2

RST.4

6. Activity: Plate Tectonics Vocabulary Pyramid Students will review vocabulary words using the pyramid cooperative learning

strategy. They will work in partners and take turns giving clues to the correct vocabulary word without using the actual word. (This is similar to the $10,000 Pyramid Game). Objective: Review key vocabulary from the plate tectonics unit. Appendix Document: 1.K - ES1 Vocabulary Pyramid- Plate Tectonics Smart Notebook

Cooperative Learning - Rally Coach

A

#1, #2

RST.4

7. Activity: Rock-Mineral Vocabulary Pyramid Students will review vocabulary words using the pyramid cooperative learning

strategy. They will work in partners and take turns giving clues to the correct vocabulary word without using the actual word. (This is similar to the $10,000 Pyramid Game). Objective: Review key vocabulary from the rocks and minerals unit.

Appendix Document: 1.L - ES1 Vocabulary Pyramid- Rock-Minerals Smart Notebook


A


#4

IN1A6b IN1B6b IN1C6a IN1D6a

8. Activity: Rally Coach—IV-DV Students will become familiar with identifying independent and dependent variables

using Rally Coach cooperative learning strategy. Objective: Practice and reinforcement with identifying IV and DV in a given scenario. Appendix Document: 1.M - Rally Coach IV-DV


A


UNIT RESOURCES

Teacher Resources: • ClassZone contains a number of animations and ways to visualize various events related to Earth Science, including the rock cycle.

http://www.classzone,com/books/earth_science/terc/navigation/visualization.cfm http://www.classzone.com/books/earth_science/terc/content/visualizations/es0605/es0605page01.cfm?chaper_no=visualization http://www.classzone.com/books/earth_science/terc/content/visualizations/es1205/es1205page01.cfm?chapter_no=visualization http://www.rocksandminerals.com/rockcycle.htm Mineral Society: http://minsocam.org/MSA/K12/rkcycle/rkcycleindx.html http://www.educypedia.be/education/gelolgyanimations.htm Youtube.com: WE WILL ROCK YOU! (The Rock Cycle) Youtube.com Rock Cycle Foldable http://www.edusmart.com/texasadoption/grade8demo.php http://www.bbc.co.uk/schools/gcsebitesize/science/21c_pre_2011/earth_and_space/continentaldriftact.shtml

• Explore Learning: Gizmos (Plate Tectonics, Building Pangaea, Mineral Identification, Rock Cycle, Rock Classification) • United Streaming- Greatest Discoveries with Bill Nye: Earth Science • United Streaming- Natural Disasters • Brainpop: (Plate Tectonics, Earthquakes, Volcanoes, Mountains, Ocean Floor, Rock Cycle, Types of Rocks, Mineral Identification) • Prentice Hall, Earth’s Changing Surface • Glencoe, Earth Science

Student Resources:

• Mineral Society (NSTA recommended): Easy for kids to use and understand to get basics about rock types and how each forms. http://minsocam.org/MSA/K12/rkcycle/rkcycleindx.html

http://www.classzone,com/books/earth_science/terc/navigation/visualization.cfm

http://www.classzone.com/books/earth_science/terc/content/visualizations/es0605/es0605page01.cfm?chaper_no=visualization

http://www.classzone.com/books/earth_science/terc/content/visualizations/es1205/es1205page01.cfm?chapter_no=visualization

http://www.rocksandminerals.com/rockcycle.htm

http://minsocam.org/MSA/K12/rkcycle/rkcycleindx.html

http://www.educypedia.be/education/gelolgyanimations.htm

http://www.edusmart.com/texasadoption/grade8demo.php

http://www.bbc.co.uk/schools/gcsebitesize/science/21c_pre_2011/earth_and_space/continentaldriftact.shtml

http://minsocam.org/MSA/K12/rkcycle/rkcycleindx.html


Vocabulary: • Plate tectonics– the theory that explains how large pieces of the Earth’s outermost layer, called tectonic plates, move and change shape. • Convergent boundary – the boundary formed by the collision of two lithospheric plates. • Divergent boundary –the boundary between two tectonic plates that are moving away from each other. • Transform boundary—the boundary between two tectonic plates that are sliding past each other horizontally. • Fault—a break in a body of rock along which one block slides relative to another. • Magma—molten rock. • Convection currents—current in Earth’s mantle that transfers heat in Earth’s interior and is the driving force for plate tectonics. • Folding—the bending of rock layers due to stress. • Seismic waves—waves of energy that travel through the Earth and away form an earthquake in all directions. • Trench—a long, narrow, steep-sided depression where one crustal plate sinks beneath another. • Subduction—where oceanic and continental plates collide, the oceanic plate plunges beneath the less dense continental plate. As the plate

descends, molten rock forms and rises toward the surface, creating volcanoes. • Mid ocean ridge—the area in an ocean basin where new ocean floor is formed. • Rift valley—a valley that forms when continental plates pull apart. • Minerals—a naturally occurring inorganic solid that has a definite chemical composition and an orderly internal atomic structure. • Rocky cycle—the series of processes in which a rock forms, changes from one type to another, is destroyed, and forms again by geological

processes. • Igneous rock—rock formed when magma or lava cools and hardens. • Metamorphic rock—rock forms when heat, pressure, or fluids act on igneous, sedimentary, or other metamorphic rock to change its form or

composition. • Sedimentary rock—rock forms when sediments are compacted and cemented together or when minerals form from solutions. • Intrusive igneous rock—rock formed from the slow cooling and solidification of magma beneath the Earth’s surface. • Extrusive igneous rock—rock that forms as a result of volcanic activity that cools quickly at or near the Earth’s surface. • Density—measurement of the mass of an object divided by its volume. (D = m÷v) • Matter—anything that has mass and takes up space. • Mass—the amount of matter in an object.


Content Area: Science Course: Science 6 - Earth Science UNIT2 : Earth’s Systems 2

Unit Description: Weathering agents and erosional processes slowly cause surface changes. Human activity cause changes as well. These changes in the Earth over time can be inferred through rock and fossil evidence.


Soil, Weathering, & Erosion – 4 weeks Fossils & Geological Time – 4 weeks Scientific Inquiry – embedded CCSS Literacy --embedded

DESIRED RESULTS Transfer Goal - Students will be able to independently use their learning to… Use system models to analyze the flow, cycles, and conservation of matter and energy. Understandings – Students will understand that… (Big Ideas)

1. Continual changes in the properties of Earth’s solid materials and surface features result from internal and external processes. 2. The Earth’s surface is affected by human activity. 3. Scientists answer questions through the scientific inquiry process.


• What processes wear down and build up Earth’s surface? • How does human activity impact Earth’s surface? (Pros/cons) • How do scientists use fossil evidence to determine the organisms and environments of the past?


Students Will Know… Standard Students Will Be Able to … Standard Fossils and Geological Time

• Fossils are the remains, imprints, or traces of prehistoric organisms that can tell when and where organisms once lived and how they lived.

• The Law of Superposition states that in undisturbed layers of rock, the oldest rocks are on the bottom and the rocks become progressively younger towards the top.

• Relative age of rocks is its age in comparison to other rocks and structures by examining their places in a sequence.

• Absolute age is the age, in years, of a rock or other object.

Soil, Weathering & Erosion

• Soil is a mixture of weathered rock, decayed organic matter, mineral fragments, water, and air.

• Under normal conditions, there is a balance between soil composition and soil erosion.

• Our daily activities use resources and produce waste.

Fossils and Geological Time

• Explain the types of fossils and the processes by which they are formed (i.e., replacement, mold and cast, preservation, trace) (DOK 2)

• Use fossil evidence to make inferences about changes on Earth and in its environment (i.e., superposition of rock layers, similarities between fossils in different geographical locations, fossils of seashells indicate the area was once underwater) (DOK 3)

• Describe the methods used to estimate geologic time and the age of the Earth (e.g., techniques used to date rocks and rock layers, presence of fossils) (DOK 1)

• Use rock and fossil evidence to make inferences about the age, history, and changing life forms and environment of the Earth (i.e., changes in successive layers of sedimentary rock and the fossils contained within them, similarities between fossils in different geographic locations, similarities between fossils and organisms present today, fossils of organisms indicating changes in climate, fossils of extinct organisms) (DOK 2)

Soil, Weathering & Erosion

• Describe the components of soil and other factors that influence soil texture, fertility, and resistance to erosion (e.g., plant roots and debris, bacteria, fungi, worms, rodents) ( DOK 2)

• Describe how weathering agents and erosional processes (i.e., force of water as it freezes or flows, expansion/contraction due to temperature, force of wind, force of plant roots, action of gravity, chemical

ES2D6a ES2D6b ES2D8a ES2D8b ES1A6a ES2A6c


decomposition) slowly cause surface changes that create and/or change landforms ( DOK 2)

• Describe how the Earth’s surface and surface materials can change abruptly through the activity of floods, rock/mudslides, or volcanoes (DOK 2)

• Describe the effect of human activities (e.g., landfills, use of fertilizers and herbicides, farming, septic systems) on the quality of water (DOK 2)

• Analyze the ways humans affect the erosion and deposition of soil and rock materials (e.g., clearing of land, planting vegetation, paving land, construction of new buildings, building or removal of dams) (DOK 3)

Inquiry

• Calculate the range and average/mean of a set of data


• Communicate the procedures and results of investigations and explanations through: ⇛ oral presentations ⇛ drawings and maps ⇛ data tables (allowing for the recording and analysis of data relevant to the experiment, such as independent and dependent variables, multiple trials, beginning and ending times or temperatures, derived quantities) ⇛ graphs (bar, single line, pictograph) ⇛ equations and writings

Literacy • Summarize the broad ideas and specific conclusions

made in a text, basing the summary on textual information rather than on prior knowledge or opinions.

ES2A6d ES3A6b ES3A6c IN1B7g IN1C6a IN1Da RST.2



• Read informational text independently, proficiently, and fluently in the grades 6-8 text complexity band; read “stretch” texts with scaffolding as needed.

• Write arguments focused on discipline-specific content in which they:

a. Introduce a claim about a topic or issue, distinguish it from alternate or opposing claims, and organize the reasons, data, and evidence logically to support the claim.

b. Support the claim with logical reasoning and detailed, accurate data and evidence (science) or information from credible primary, secondary, and tertiary sources (history).

c. Use words and phrases as well as domain-specific vocabulary to make clear the relationships among claims, reasons, data, and evidence.

d. Sustain an objective style and tone. e. Provide a concluding statement or section that

follows logically from the argument.


Technology Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

a. Apply existing knowledge to generate new ideas, products, or processes

b. Create original works as a means of personal or group

RST.4 RST.10 WHST.1 WHST.9 ISTE-S.1


expression c. Use models and simulations to explore complex systems

and issues d. Identify trends and forecast possibilities

Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and

ethically use information from a variety of sources and media

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

d. Process data and report results Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

a. Identify and define authentic problems and significant questions for investigation

b. Plan and manage activities to develop a solution or complete a project

c. Collect and analyze data to identify solutions and/or make informed decisions

d. Use multiple processes and diverse perspectives to explore alternative solutions

ISTE-S.3 ISTE-S.4



#1, #2, #3

Standards

ES2A6c ES3A6c RST.2 RST.4 RST.5 RST.6 WHST.1 WHST.8 WHST.9 ISTE.S-1 ISTE.S-3 ISTE.S-4

Unit Performance Assessment: Description of Assessment Performance Task(s): Erosion Research Performance Task-

Students will assume the role of a scientist researching the disadvantages and possible solutions to the problem of erosion caused by humans related to construction, farming and deforestation. As students conduct research using a variety of resources, they will complete a T-Chart summarizing the required information. Students will then create a presentation of their choice (Power Point, Prezi, brochure, movie, etc.) giving an introduction, description of the advantages and disadvantages of the human activity, and possible solutions for erosion prevention and/or control.

See Appendix 2.A: ES2-Erosion Research Project Performance Task

Teacher will assess: What criteria will be used in each assessment to evaluate attainment of the desired results?

• Introduction of topic • Purpose/advantages identified • Disadvantages identified and evaluated • Possible solutions to prevent or control erosion stated • Students will use precise language • Summary is supported from textual evidence • Adequate research notes taken

What are those elements assessed for? What qualities are most important? • Accurate content information • Application of Literacy Standards • Citing of learning and research • Personalization and creativity

Performance:

Mastery: Students will show that they really understand when they… Create a presentation that identifies advantages/disadvantages and solutions accurately Scoring Guide:

See Appendix 2.B: ES 2- Erosion Research Performance Task Scoring Guide

R/R Quadrant C


SAMPLE LEARNING PLAN

Pre-assessment: Please see Appendix 2.C – ES2 Pre-Assessment. Appendix 2.D – ES2 Pre-Assessment Blueprint

Understanding Standards Major Learning Activities: Instructional Strategy: R/R Quadrant:

#1

ES2D6a ES2D6b ES2D8b RST.4 RST.10 ISTE-S.1

1. Activity: Getting in to the Fossil Record Students will go to an on-line interactive site to investigate how fossils are created.

They will complete the accompanying handout.

Objective: Identify the types of fossils and the processes by which they are formed. Appendix Document: 2.E - Getting in to the Fossil Record

Similarities and Differences Technology Integration

B

#1, #3

ES2D8a ES2D6b

2. Activity: Superposition Mystery Students will use a cross section picture of earth to determine the age of each layer

based on the Law of Superposition. Objective: Use fossil evidence to infer the age of the rock layers. Appendix Document: 2.F - Superposition Mystery…Who is the cookie Monster?

Nonlinguistic Representations

A

#1, #2, #3

ES1A6a ES2A6c ES3A6b ES3A6c IN1B7g IN1C6a IN1D6a

3. Activity: Evaluating Soil Erosion Scenarios Students will be looking at three different plots of land and their resistance to erosion.

Then, using the information in the data table, they will complete a graph and analyze the data obtained.

Objective: Students will use scientific inquiry to analyze the effect of soil erosion on

exposed soil in three different scenarios. Appendix Documents: 2.G - Evaluating Soil Erosion Scenarios

2.H - Evaluating Soil Erosion Scenarios Answer Key

Similarities and Differences

C


#1, #2

ES1A6a ES2A6c ES3A6c

4. Activity: Weathering & Erosion Walk Students will take a walk observing and recording signs of weathering and erosion in

their own neighborhoods. They will identify problems associated with and ways to prevent erosion.

Objective: Describe how weathering agents and erosional processes appear in your

neighborhood. Appendix Document: 2.I - Weathering & Erosion Walk

Nonlinguistic Representations

C

#1, #2

RST.4

5. Activity: Vocabulary Pyramid – Fossils, Weathering, & Erosion Students will review vocabulary words using the pyramid cooperative learning strategy.

They will work in partners and take turns giving clues to the correct vocabulary word without using the actual word. (Similar to the $10,000 Pyramid Game) Objective: Review key vocabulary terms related to fossils, weathering, and erosion. Appendix Document: 2.J - ES2-Vocabulary Pyramid—Fossils, Weathering, and Erosion

Cooperative Learning

A

#1

ES2A6c RST.4 WHST.9

6. Activity: Chemical-Mechanical Weathering Foldable Students will create a two-door foldable comparing and contrasting chemical and

mechanical weathering. This will be used as a nonlinguistic study guide to help them understand these concepts.

Objective: Compare and contrast chemical and mechanical weathering. Appendix Document: 2.K - Chemical-Mechanical Weathering Foldable

Similarities and Differences Nonlinguistic Representation

C


UNIT RESOURCES

Teacher Resources: • http://www.abc.net.au/beasts/ • www.pbs.org/wnet/nature/lessons/breaking-it-down/activities/1700/ • http://science-class.net/archive/science-class/Geology/weathering_erosion.htm (a variety of resources – labs, video clips, interactive sites, quizzes,

graphic organizer • www.doe.virginia.gov/instruction/gifted_ed/project_promise/science_curriculum/grade_two/handouts/earth_science/weathering_erosion_pictures.pdf

(excellent pictures of weathering and erosion) • YouTube - Science court – fossils, soil • http://www.ucmp.berkeley.edu/education/explorations/tours/fossil/9to12/intro.html Use with the “Getting in to the Fossil Record” lab • http://www.abc.net.au/beasts/fossilfun/

Student Resources:

• http://www.abc.net.au/beasts/ • Brainpop- Fossils, Geologic Time • YouTube - Science court – fossils, soil • www.kineticcity.com/mindgames/warper/ - Interactive Erosion Game • http://www.ucmp.berkeley.edu/education/explorations/tours/fossil/9to12/intro.html

Vocabulary:

• Fossil- the preserved remains or evidence of past living organisms • Relative age- the age of rocks and geologic features compared with other nearby rocks and features • Absolute age – the numerical age, in years, of a rock or object. • Soil – a mixture of weathered rock, rock fragments, decayed organic matter, water, and air • Law of superposition – the principle that in undisturbed rock layers, the oldest rocks are on the bottom • Weathering – the mechanical and chemical processes that change Earth’s surface over time • Erosion- the moving of weathered material, or sediment, from one location to another • Chemical Weathering –The process that breaks down rock through chemical changes • Mechanical Weathering – The type of weathering in which rock is physically broken into smaller pieces • Index Fossils- remains of species that existed on Earth for a relatively short period of time, were abundant and widespread geographically, and can be used

to assign the ages of rock layers. • Cast – A type of body fossil that forms when crystals fill a mold or sediments wash into a mold and harden into rock • Mold – A type of body fossil that forms in rock when an organism with hard parts is buried, decays or dissolves, and leaves a cavity in the rock.

http://www.pbs.org/wnet/nature/lessons/breaking-it-down/activities/1700/

http://science-class.net/archive/science-class/Geology/weathering_erosion.htm

http://www.doe.virginia.gov/instruction/gifted_ed/project_promise/science_curriculum/grade_two/handouts/earth_science/weathering_erosion_pictures.pdf

http://www.ucmp.berkeley.edu/education/explorations/tours/fossil/9to12/intro.html

http://www.abc.net.au/beasts/fossilfun/

http://www.abc.net.au/beasts/

http://www.kineticcity.com/mindgames/warper/

http://www.ucmp.berkeley.edu/education/explorations/tours/fossil/9to12/intro.html


Content Area: Science Course: Science 6 - Earth Science UNIT 3: Earth’s Systems 3

Unit Description: The atmosphere is made of different layers based on temperature change and composition. Energy from the sun is the driving force creating the water cycle, weather patterns and climate on Earth.


Atmosphere – 2 weeks Water Cycle – 2 weeks Weather Forecasting – 2 weeks Climate – 2 weeks Scientific Inquiry – embedded CCSS Literacy --embedded

DESIRED RESULTS Transfer Goal - Students will be able to independently use their learning to… Use system models to analyze the flow, cycles, and conservation of matter and energy. Understandings – Students will understand that… (Big Ideas)

1. The transfer of the Sun’s energy through the atmosphere is responsible for the weather and climate on Earth. 2. Weather constantly changes due to the movement of air and moisture in the atmosphere. 3. Factors that influence weather patterns include: types of air masses (fronts), temperature, air pressure, relative humidity (dew point). 4. Meteorologists gather information about current weather to make predictions about future weather patterns. 5. Factors that affect climate of a region include latitude, landforms, location of lakes and oceans, and ocean currents. 6. The amount of fresh water on Earth is dependent upon the water cycle. 7. Scientists answer questions through the scientific inquiry process.


• Why is the atmosphere important to all living organisms? • What drives the cycles on Earth? • Why doesn’t the amount of water on Earth increase or decrease? • Since Earth is covered with approximately 75% water, why is there a limited supply for humans? • What factors influence weather patterns and produce climate changes?


Students Will Know… Standard Students Will Be Able to … Standard Atmosphere, Weather, Climate (Atmosphere)

• The atmosphere is made up of four different layers based

on temperature change and composition. • Earth’s atmosphere helps control how much of the Sun’s

radiation is absorbed or lost to space. • Weather describes conditions such as air pressure, wind,

temperature, and the amount of moisture in the air. • Uneven heating of Earth’s surface leads to a change in

pressure that causes air to move. • World climates can be classified by using averages of

temperature and precipitation and the vegetation that is adapted to an area.

• The causes of climatic change can operate over short periods of time or very long periods of time.

Water Cycle • The properties of water make it an essential component of

the Earth system (e.g., its ability to act as a solvent, its ability to remain as a liquid at most Earth temperatures)

ES1B6a

Atmosphere, Weather, Climate (Atmosphere)

• Describe the composition of the Earth’s atmosphere (i.e., mixture of gases, water and minute particles) and how it circulates as air masses

• Describe the role atmosphere (e.g., clouds, ozone) plays in precipitation, reflecting and filtering light from the Sun, and trapping heat energy emitted from the Earth’s surface

• Recognize and describe how energy from the Sun is transferred to Earth in a range of wavelengths and energy levels, including visible light, infrared radiation, and ultraviolet radiation (DOK 2)

• Identify solar radiation as the primary source of energy for weather phenomena (DOK 1)

Water Cycle

• Explain and trace the possible paths of water through the hydrosphere, geosphere, and atmosphere (i.e., the water cycle: evaporation, condensation, precipitation, surface run-off/ groundwater flow)

• Relate the comparative amounts of fresh water and salt water on the Earth to the availability of water as a resource for living organisms and human activity (DOK 2)

• Provide examples of how the availability of fresh water for humans and other living organisms is dependent upon the water cycle

ES1C7a ES1C7b ME2C6a ME2C7a ES2E7a ES3A6a ES3A7b


Forecasting Weather • Station models are made up of symbols that represent

weather conditions. • Data is collected and put on weather maps which

meteorologists use to make their forecasts.

Forecasting Weather

• Relate the different forms water can take (i.e., snow, rain,

sleet, fog, clouds, dew, humidity) as it moves through the water cycle to atmospheric conditions (i.e., temperature, pressure, wind direction and speed, humidity) at a given geographic location

• Explain how thermal energy is transferred throughout the water cycle by the processes of convection, conduction, and radiation

• Describe the relationship between the change in the volume of water and changes in temperature as it relates to the properties of water (i.e., water expands and becomes less dense when frozen)

• Describe the relationship between temperature and the movement of atmospheric gases (i.e., warm air rises due to expansion of the volume of gas, cool air sinks due to contraction of the volume of gas)

• Explain that the amount of matter remains constant while being recycled through the water cycle

• Explain how the differences in surface temperature, due to the different heating and cooling rates of water and soil, affect the temperature and movement of the air above (land and sea breezes)

• The characteristics of air masses (i.e., high/low barometric pressure, temperature) help predict an effect on the weather in a given location

• Identify weather conditions associated with cold fronts and warm fronts

ES2E7b ES2E7c ME1D6a ME1D7a ME1I7a ES2F7a ES2F7b ES2F7c


• Identify factors that affect weather patterns in a particular region (e.g., proximity to large bodies of water, latitude, altitude, prevailing wind currents, amount of solar radiation, location with respect to mountain ranges)

• Collect and interpret weather data (e.g., cloud cover, precipitation, wind speed and direction) from weather instruments and maps to explain present day weather and to predict the next day’s weather

• Significant changes in temperature and barometric pressure may cause dramatic weather phenomena (i.e., severe thunderstorms, tornadoes, hurricanes)

Climate • Differentiate between weather and climate

• Identify factors that affect climate (e.g., latitude, altitude,

prevailing wind currents, amount of solar radiation)

Inquiry • Recognize different kinds of questions suggest different

kinds of scientific investigations (e.g., some involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve making observations in nature; some involve discovery of new objects and phenomena; some involve making models)

• Make qualitative observations using the five senses.

• Use a variety of tools and equipment to gather data (e.g., microscopes, thermometers, computers, spring scales, balances, magnets, metric rulers, graduated cylinders, stopwatches)

ES2F7d ES2F7e ES2F7f ES2F7g ES2F7h

IN1A6e

IN1B6a IN1B6c


• Judge whether measurements and computation of quantities are reasonable


• Use data as support for observed patterns and relationships, and to make predictions to be tested

• Analyze whether evidence (data) and scientific principles support proposed explanations (hypotheses, laws, theories)


Literacy • Summarize the broad ideas and specific conclusions

made in a text, basing the summary on textual information rather than on prior knowledge or opinions.

• Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.


IN1B6f IN1C6a IN1C6b

IN1C6e IN1D6a RST.2

RST.3 RST.4


• Integrate information provided by the words in a text with a version of that information expressed graphically (e.g., in a flowchart, diagram, model, graph, or table).

• Distinguish facts or reasoned judgments based on research findings from opinions.



a. Introduce a claim about a topic or issue, distinguish it from alternate or opposing claims, and organize the reasons, data, and evidence logically to support the claim.

b. Support the claim with logical reasoning and detailed, accurate data and evidence (science) or information from credible primary, secondary, and tertiary sources (history).




• Use technology, including the Internet, to present and cite information effectively in a digital format, including when publishing and responding to writing.

• Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

RST.7

RST.8

RST.10

WHST.1

WHST.6

WHST.10


EVIDENCE of LEARNING

Understanding

#2, #3, #4, #7

Standards

ES2E7b ES2F7b ES2F7c ES2F7d ES2F7e ES2F7f IN1Ba IN1Ca IN1Cb IN1Ce IN1Da RST.4 RST.7 RST.10 WHST.1 WHST.4 WHST.6

Unit Performance Assessment: Description of Assessment Performance Task(s): Weather Forecasting -

This performance task is intended to be used as a culminating assessment following a series of lessons about atmospheric conditions that affect weather. The students will be required to forecast the weather based on recent conditions and interpreting a current weather map that contains fronts and station models. Students create a weather map that represents their prediction as to the location of frontal boundaries for the next day. Then station model information is used to estimate such weather factors as temperature, dew point, barometric pressure changes, wind speed and direction as well as the chances of precipitation for the next day. Literacy elements are interwoven into the R.A.F.T. writing component, as students take on the role of a Junior Weather Forecaster speaking to an audience of fellow students, using a weather forecast script as the format, and addressing the topic of what to wear to the weather station tomorrow on their field trip.

See Appendix 3.A: ES3-Weather Forecast Performance Task

Teacher will assess:

• Placement of frontal boundaries. • Estimations of weather factors, including predicted temperatures, dew point, barometric

pressure, wind speed and direction, and chances of precipitation. • Appropriateness of the forecast script introduction and transition. • Communication to fellow students of proper attire to wear next day. • Communication of whether an umbrella will be needed on the field trip.

Performance:

Mastery: • Accurate content information • Application of Literacy Standards • Completion using R.A.F.T. format • Personalization and creativity

Scoring Guide:

See Appendix 3.B: ES3-Weather Forecast Performance Task Key and MC Blueprint

R/R Quadrant D


SAMPLE LEARNING PLAN

Pre-assessment: Please see Appendix 3.C – ES3 Pre-Assessment. Appendix 3.D – ES3 Pre-Assessment Blueprint

Understanding Standards Major Learning Activities: Instructional Strategy: R/R Quadrant:

#1

RST.2 RST.4

1. Activity: Find Someone Who-Atmosphere Students will use several cooperative learning strategies to partner up with someone

and then to rotate throughout the room to review critical information related to their understanding of the atmosphere.

Objective: Describe characteristics of each layer of the atmosphere.

Appendix Document: 3.E - Find Someone Who-Atmosphere

Cooperative Learning- Hands Up, Stand Up

A

#1, #2, #6

ES2E7a ES2E7b ME1D6a ME1D7a ME1I7a IN1Ae ISTE-S.1

2. Activity: Formation of Rain Card Sort Before completing the card sort, students will explore an online interactive site

working cooperatively to trace the droplet of water through the water cycle. http://kids.earth.nasa.gov/droplet.html

Students will then be provided with a list of statements on cards. When put in the

correct order, they will be able to trace the steps and processes in the water cycle that result in the production of precipitation (rain.) Students will also predict how amounts of water vapor in the air affect the formation of rain.

Objective:

• Identify the order of events that leads to the formation of precipitation. • Create a model of the water cycle using information from card sort.

Appendix Document: 3.F - Formation of Rain Card Sort

Cooperative Learning Nonlinguistic Representations

C

#2, #3, #5,

#7

ME1D7a ES2F7a ES2F7d IN1Cb RST.3 RST.4 WHST.1

3. Activity: Land and Sea Breezes Students will use an online interactive site to collect data in order to evaluate and

identify patterns that result in land breezes and sea breezes. After collecting data, students will then graphically represent the time of day in which land and sea breezes are most likely to occur. By doing this they will be able to explain how differences in temperature and air pressure affect wind formation.

(A number of other optional activities and resources are contained within this activity).

Cooperative Learning - Rally Coach Similarities & Differences

C

http://kids.earth.nasa.gov/droplet.html


Objective: Identify the type of heat transfer and atmospheric conditions that result in the formation of a land breeze and sea breeze. Appendix Document: 3.G - Land and Sea Breezes

#2, #7

ES2E7b ES2F7b ME1D7a IN1Ba IN1Ca RST.4 WHST.1

4. Activity: What’s the Recipe for a Cloud? Students will build a model using a 2 liter soda bottle demonstrating cloud formation.

The students will analyze the relationship between temperature and pressure differences in the formation of a cloud. Objective: Describe the relationship between temperature and pressure in the formation of clouds. Appendix Document: 3.H - What’s the Recipe for a Cloud?

Nonlinguistic Representations Modeling

C

#2, #3, #4

ES2F7b ES2F7e IN1Ae IN1Cb RST.4 RST.7 WHST.10 ISTE-S.1

5. Activity: Weather Log Activity Students will use an online interactive website or use a classroom created weather

station to collect and interpret weather data. In addition students will draw fronts and identify where precipitation zones are located.

Objective:

• Practice using weather instruments and maps to explain present day weather. • Draw and interpret weather station models to predict the next day’s weather.

Appendix Document: 3.I - Weather Log Activity

Nonlinguistic Representation

B

#2, #4, #7

ES2E7b IN1Bc IN1Bf RST.8 WHST.1

6. Activity: Dew Point/Relative Humidity Lab Students will calculate the dew point and the relative humidity of air given a set of

data. Students will then use a sling psychrometer to record and calculate the relative humidity in 3 different locations. Students will compare and contrast their collected data to draw conclusions and find relationships between evaporation rate and relative humidity.

Objective: Explain the relationship between evaporation rate, dew point, and relative

humidity. Appendix Documents: 3.J - Dew Point and Relative Humidity Lab

3.K - Dew Point and Relative Humidity Answer Key

Similarities and Differences Generating and Testing Hypotheses

C


UNIT RESOURCES Teacher Resources:

• http://water.usgs.gov/edu/watercycle-kids-adv.html • http://www.harcourtschool.com/activity/science_up_close/308/deploy/308_HR_WaterCycle.swf • http://www.wunderground.com/maps/ • Gizmo: Seasons Around the World • Gizmo: Coastal Winds & Clouds • Gizmo: Hurricane Motion • Gizmo: Weather Maps • Brain Pop: Earth’s Atmosphere • Brain Pop: Wind • Brain Pop: Weather • Brain Pop: Greenhouse Effect • Brain Pop: Ozone Layer • Brain Pop: Global Warming

Student Resources: • http://water.usgs.gov/edu/watercycle-kids-adv.html • http://www.harcourtschool.com/activity/science_up_close/308/deploy/308_HR_WaterCycle.swf • http://www.wunderground.com/maps/ • Gizmo: Seasons Around the World • Gizmo: Coastal Winds & Clouds • Gizmo: Hurricane Motion • Gizmo: Weather Maps • Brain Pop: Earth’s Atmosphere • Brain Pop: Wind • Brain Pop: Weather • Brain Pop: Greenhouse Effect • Brain Pop: Ozone Layer • Brain Pop: Global Warming

http://water.usgs.gov/edu/watercycle-kids-adv.html

http://www.harcourtschool.com/activity/science_up_close/308/deploy/308_HR_WaterCycle.swf

http://www.wunderground.com/maps/

http://water.usgs.gov/edu/watercycle-kids-adv.html

http://www.harcourtschool.com/activity/science_up_close/308/deploy/308_HR_WaterCycle.swf



Vocabulary: • Atmosphere– a thin layer of air that forms a protective covering around the planet. • Ozone layer– a layer in the atmosphere with a high level of ozone which absorbs harmful radiation from the sun. • Radiation – energy transferred by waves or rays. • Conduction –transfer of energy that occurs when molecules bump into each other. • Convection—transfer of heat by the flow of material. • Condensation—process by which water vapor changes to a liquid. • Evaporation—the process by which a liquid changes to gaseous or vapor form. • Transpiration—process by which water that is absorbed by plants, usually through the roots, is evaporated into the atmosphere. • Precipitation—water falling from clouds—including rain, snow, sleet, and hail—whose form is determined by air temperature. • Dew point—temperature at which air is saturated and condensation forms. • Humidity—the amount of water vapor held in the air. • Relative humidity—the measure of the amount of moisture held in the air compared with the amount it can hold at a given temperature; can range

from 0 percent to 100 percent. • Barometric pressure—the weight of the air above the earth. • Isobars—lines drawn on a weather map that connect points having equal atmospheric pressure; also indicate the location of high- and lo-pressure

areas and can show wind speed. • Temperature—a measure of the warmth or coldness of an object or substance. • Land breeze—movement of air from land to sea at night, created when cooler, denser air from the land forces up warmer air over the sea. • Sea breeze—movement of air from sea to land during the day when cooler air from above the water moves over the land, forcing the heated, less

dense air above the land to rise. • Weather—the state of the atmosphere at a specific time and place, determined by factors including air pressure, amount of moisture in the air,

temperature, wind, and precipitation. • Climate—average weather pattern in an area over a long period of time; can be classified by temperature, humidity, precipitation, and vegetation. • Air mass—large body of air that has the same characteristics of temperature and moisture content as the part of Earth’s surface over which it

formed. • Front—boundary between two air masses with different temperatures, density, or moisture; can be cold, warm, occluded, and stationary.


Content Area: Science Course: Science 6 - Earth Science UNIT 4: Earth’s Place in the Universe

Unit Description: The interrelationship of Earth, Moon, and Sun give us predictable patterns. These observable patterns include rotation, revolution, seasons, moon phases, etc. Gravity impacts the motion and position of Celestial bodies. The strength of the force of gravity is dependent upon the mass and distance. The Earth is part of a larger system known as the Solar System. The units used in measuring distances in space are different than those used to measure distances between objects on Earth.


Rotation and Revolution – 2 weeks Gravity – 2 weeks Earth, Moon, and Sun – 2 weeks Solar System – 1 week Distance in Space – 1 week Scientific Inquiry – embedded CCSS Literacy --embedded

DESIRED RESULTS Transfer Goal - Students will be able to independently use their learning to… Use models to construct explanations of Earth’s interrelationships w/ other Celestial bodies. Understandings – Students will understand that… (Big Ideas)

1. The Earth, moon, and Sun move in predictable patterns. 2. The Earth, moon and Sun are part of a larger system that includes other planets and smaller celestial bodies. 3. The Earth is part of a larger space system that is affected by energy and gravity. 4. Our understanding of the universe has changed over time as a result of new observations and evidence. 5. Scientists answer questions through the scientific inquiry process.


• What causes seasons? • How does gravity and motion affect objects in space? • How are celestial bodies classified within the Solar System? • How have our understandings of the universe changed since the development of new technologies?


Students Will Know… Standard Students Will Be Able to … Standard Rotation & Revolution (Seasons) • In the Northern Hemisphere, the Sun appears lower in the

sky during the winter and higher in the sky during the summer

• In winter, the Sun appears to rise in the Southeast and set in the Southwest, accounting for a relatively short day length, and, in summer, the Sun appears to rise in the Northeast and set in the Northwest, accounting for a relatively long day length

• The Sun is never directly overhead when observed from North America

• One revolution on Earth equals one year.

• One rotation on Earth’s axis equals one day.

• Earth’s seasons are caused by the tilt of the axis as Earth revolves around the sun.

Gravity • Every object exerts a gravitational force of attraction on

every other object.

• An object’s weight is a measure of the gravitational force of a planet/moon acting on that object.

• Gravity assisted in the formation of the solar system and continues to hold the planets in their places as they orbit the sun.

UN2A7c UN2A7d UN2A7e FM2B7a FM2B7b

Rotation & Revolution (Seasons) • Illustrate and explain a day as the time it takes a planet to

make a full rotation about its axis

• Diagram the path (orbital ellipse) the Earth travels as it revolves around the Sun

• Illustrate and explain a year as the time it takes a planet to revolve around the Sun

• Explain the relationships between a planet’s length of year (period of revolution) and its position in the solar system

• Relate the axial tilt and orbital position of the Earth as it revolves around the Sun to the intensity of sunlight falling on different parts of the Earth during different seasons

• Relate the apparent east-to-west changes in the positions of the Sun, other stars, and planets in the sky over the course of a day to Earth’s counterclockwise rotation about its axis

• Describe the pattern that can be observed in the changes in number of hours of visible sunlight, and the time and location of sunrise and sunset, throughout the year

Gravity • Compare the amount of gravitational force acting between

objects (which is dependent upon their masses and the distance between them)

• Describe how the Earth’s gravity pulls any object on or near the Earth toward it (including natural and artificial satellites)

• Describe how the planets’ gravitational pull keeps satellites and moons in orbit around them

UN2C7a UN2C7b UN2C7c UN2C7d UN2C7g UN2A7a UN2A7b FM2B7c UN2D7a UN2D7b


Earth, Moon, Sun • The moon rises later each day due to its revolution around

the Earth in a counterclockwise direction

• The Moon is in the sky for roughly 12 hours in a 24-hour period (i.e., if the Moon rises at about 6 P.M., it will set at about 6 A.M.)

• One half of the Moon is always facing the Sun and, therefore, one half of the Moon is always lit

• The phases of the moon are due to the relative positions of the Moon with respect to the Earth and Sun

• Solar and lunar eclipses are determined by the relative position of the Sun, Earth, and Moon.

Solar System • The solar system consists of planets and their moons,

comets, meteoroids, and asteroids that all orbit the Sun. The inner planets—Mercury, Venus, Earth, and Mars—are the closest planets to the Sun.

• The outer planets—Jupiter, Saturn, Uranus, and Neptune—are the farthest planets from the Sun.

• The meteor “family” includes meteoroids, meteors, and meteorites.

UN2B7b UN2B7c UN2B7d UN2C7f

• Describe how the Sun’s gravitational pull holds the Earth and other planets in their orbits

Earth, Moon, Sun • Relate the apparent change in the moon’s position in the sky

as it appears to move east-to-west over the course of a day to Earth’s counterclockwise rotation about its axis

• Describe how the appearance of the moon that can be seen from Earth changes approximately every 28 days in an observable pattern (moon phases)

• Describe how the moon’s relative position changes as it revolves around the Earth

• Observe the change in time and location of moon rise, moon set, and the moon’s appearance relative to time of day and month over several months, and note the pattern in this change

Solar System • Classify celestial bodies in the solar system into categories:

Sun, moon, planets, and other small bodies (i.e., asteroids, comets, meteors), based on physical properties

• Compare and contrast the size, composition, atmosphere, and surface of the planets (inner vs. outer) in our solar system and Earth’s moon

• Identify the relative proximity of common celestial bodies (i.e., Sun, moon, planets, smaller celestial bodies such as comets and meteors, other stars) in the sky to the Earth

• Describe how the Earth’s placement in the solar system is favorable to sustain life (i.e., distance from the Sun,

UN2D7c UN2B7e UN2B7f UN2C7e UN2B7a UN1A7a UN1A7b UN1A7c UN1B7a


Distance in Space • Energy from the Sun is transferred to Earth in a range of

wavelengths and energy levels, including visible light, infrared radiation, and ultraviolet radiation (DOK 2)

• Stars are separated from one another by vast and different distances, which causes stars to appear smaller than the Sun.

• A light year is a measurement of distance. • Most of the information we know about the universe

comes from the electromagnetic spectrum.

ME2C6a UN1C7a

temperature, atmosphere)

• Compare and contrast the characteristics of Earth that support life with the characteristics of other planets that are considered favorable or unfavorable to life (e.g., atmospheric gases, extremely high/low temperatures)

• Explain how technological improvements, such as those developed for use in space exploration, the military, or medicine, have led to the invention of new products that may improve lives here on Earth (e.g., new materials, freeze-dried foods, infrared goggles, Velcro, satellite imagery, robotics, lasers)

Distance in Space • Compare the distance light travels from the Sun to Earth to

the distance light travels from other stars to Earth using light years.

• Describe how technological solutions to problems (e.g., storm water runoff, fiber optics, windmills, efficient car design, electronic trains without conductors, sonar, robotics, Hubble telescope) can have both benefits and drawbacks (e.g., design constraints, unintended consequences, risks) (Assessed Locally)

Inquiry • Formulate testable questions and hypotheses

• Identify and describe the importance of the independent variable, dependent variables, control of constants, and multiple trials to the design of a valid experiment

• Design and conduct a valid experiment

• Evaluate the design of an experiment and make suggestions for reasonable improvements or extensions of an experiment

UN1B7b ST1Aa UN1C7b ST1Ca IN1A6a IN1A6b IN1A6c IN1A6d


• Recognize different kinds of questions suggest different kinds of scientific investigations (e.g., some involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve making observations in nature; some involve discovery of new objects and phenomena; some involve making models)

• Make qualitative observations using the five senses.

• Measure length to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, temperature to the nearest degree Celsius, force (weight) to the nearest Newton, time to the nearest second

• Calculate the range and average/mean of a set of data


• Use data as support for observed patterns and relationships, and to make predictions to be tested

• Analyze whether evidence (data) and scientific principles support proposed explanations (hypotheses, laws, theories)


IN1A6e

IN1B6a IN1B6d IN1B7g IN1C6a

IN1C6b IN1C6e IN1D6a


Literacy • Summarize the broad ideas and specific conclusions made in

a text, basing the summary on textual information rather than on prior knowledge or opinions.

• Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.


• Analyze how each major part of a text contributes to an understanding of the topic discussed in the text.

• Analyze the purpose of an experiment or explanation in a text, including defining the problem or question to be resolved.

• Integrate information provided by the words in a text with a version of that information expressed graphically (e.g., in a flowchart, diagram, model, graph, or table).

• Distinguish facts or reasoned judgments based on research findings from opinions.

• Compare and contrast the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic.



a. Introduce a claim about a topic or issue, distinguish it from alternate or opposing claims, and organize the reasons, data, and evidence logically to support the

RST.2 RST.3 RST.4 RST.5 RST.6

RST.7

RST.8 RST.9

RST.10

WHST.1


claim. b. Support the claim with logical reasoning and

detailed, accurate data and evidence (science) or information from credible primary, secondary, and tertiary sources (history).




• Write informative/explanatory texts, including the narration of historical events or scientific procedure/experiments, in which they:

a. Use precise language and domain-specific vocabulary and sustain a formal, objective style appropriate for a reader seeking information.

b. Provide a conclusion that follows logically from the information or explanation presented.

• Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In science, student must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations that others can replicate them and (possibly) reach the same results.

• Produce writing in which the organization, development,

substance, and style are appropriate to task, purpose, and audience.

• Gather relevant information from multiple print and digital sources using effectively tailored searches; assess the credibility and accuracy of each sours; and quote or paraphrase the evidence, avoiding plagiarism and following a standard format for citation.

WHST.2 WHST.3 WHST.4 WHST.8



• Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Technology Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

c. Develop cultural understanding and global awareness by engaging with learners of other cultures

d. Contribute to project teams to produce original works or solve problems

Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.

a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new

technologies

WHST.9 WHST.10

ISTE-S.2 ISTE-S.6



#1

Standards

UN2C7g UN2C7b UN2C7c UN2A7b RST.3 RST.4 RST.8 RST.9 WHST.1 ISTE-S.2 ISTE-S.6

Unit Performance Assessment: Description of Assessment Performance Task(s): The Great Seasons Debate This performance task is intended to be used as a culminating assessment following a series of lessons that addresses what factors actually cause seasons and which are commonly held misconceptions. Students first examine 3 claims about what causes seasons, and predict which are accurate. Students are then challenged to collect and analyze data using an online interactive applet that either provides evidence to support their predictions about each claim or proves it to be a misconception. Literacy, note taking and argumentative elements are an essential part of the process and interwoven into final R.A.F.T. product where students produce a draft of an e-mail addressed to their teacher identifying whether each claim is factual or a misconception using data and notes to justify their position on each.

See Appendix 4.A: ES4-The Great Seasons Debate Teacher will assess: • Claim has been identified. • Justification of the claim • Adequate notes • Final product is organized, legible, and complete Performance:

Mastery: • Accurate content information • Application of Literacy Standards • Completion using R.A.F.T. format • Personalization and creativity Scoring Guide:

See Appendix 4.B: ES4-The Great Seasons Debate Answer Key

R/R Quadrant D


SAMPLE LEARNING PLAN Pre-assessment: Please see Appendix 4.C – ES4 Pre-Assessment.

Appendix 4.D – ES4 Pre-Assessment Blueprint Understanding Standards Major Learning Activities: Instructional Strategy: R/R

Quadrant:

#1 UN2C7g IN1C6a IN1C6b IN1A6a RST.3 RST.4 RST.7 WHST.1 ISTE-S.1

1. Activity: Seasons: Why Do We Have Them Students will use a Gizmo exploration to learn why the temperature in the

summertime is higher than it is in the winter by studying the amount of light striking the Earth. They will experiment online with a plate detector to measure the amount of light striking the plate as the angle of the plate is adjusted and then measure the incoming radiation on each plate. They will also use a group of plates placed at different locations on the Earth to simulate various geographical locations.

Objective: Describe how the tilt of Earth’s axis as it revolves around the Sun affects the

angle and intensity of the Sun’s energy causing seasonal temperature differences on Earth.

Appendix Documents: 4.E – ES4 Seasons: Why Do we Have Them

4.F – ES4 Seasons: Why Do we Have Them Answer Key

Similarities and Differences Generating and Testing Hypotheses

D

#1

UN2C7g UN2C7b UN2C7c UN2A7b UN2A7d IN1B6a IN1C6a IN1C6b IN1D6a RST.3 RST.4 RST.5 RST.7 WHST.1 ISTE-S.1

2. Activity: Seasons in 3-D Using a 3-D model in a Gizmo simulation, students are able to gain an

understanding of the causes of seasons by observing Earth as it orbits the Sun. They are able to observe the path of the Sun across the sky on any date and from any location. They will then create graphs of solar intensity and day length, and use collected data to describe and explain seasonal changes.

Objective: Describe the relationship between the Earth’s axial tilt and the position of the

Sun in the sky as it relates to the number of daylight hours.

Appendix Documents: 4.G – ES4 Seasons in 3D 4.H – ES4 Seasons in 3D Answer Key

Similarities and Differences Modeling

D


#1

UN2B7d UN2B7f UN2C7e UN2C7f IN1A6a IN1A6e IN1B6a IN1C6b IN1C6e RST.3 RST.4 RST.6 RST.7 WHST.1

3. Activity: Phases of the Moon In this Gizmo simulation, students will gain an understanding of the phases of the

Moon by observing the positions of the Moon, Earth and Sun. By running the simulation, students will be able to observe how the moon’s appearance seems to change as it revolves around the Earth. They will also be able to view how much of the Moon’s surface is illuminated by the Sun. In analyzing both of the observations, they will then be able to discuss why we see Moon phases.

Objective: Analyze how the relative position of the Earth, Moon, and Sun result in

changes in the appearance of the moon known as moon phases. Appendix Document: 4.I – ES4 Phases of the Moon

4.J – ES4 Phases of the Moon Answer Key

Generating and Testing Hypotheses Nonlinguistic Representations

C

#2, #3

UN1A7a FM2B7c UN2C7b UN2C7c UN2C7d UN2D7a UN2D7b UN2D7c IN1B8a IN1B8c IN1B8d IN1B8e IN1B8g IN1C8a IN1C8b IN1D8b RST.2 RST.3 RST.4 RST.7 RST.9 WHST.1 WHST.2 WHST.4

4. Activity: Gravity Simulation Lab Students use an online interactive simulation to explore how gravity and inertia

work together to hold objects in the Solar System in orbit, and how these celestial bodies are classified based on what they orbit. They analyze the relationship of distance and mass on gravity, as well as upon a satellite’s orbital velocity by making predictions, collecting data and calculating velocity to determine if their predictions are accurate. An integral part of the process is reading and evaluating four general rules/principals related to gravity and determining which rule/principle best applies in various scenarios they explore in the simulation. Objective: Identify and analyze the effect of changing mass and distance on the force of

gravity and how it affects a planet and/or satellites orbital velocity and motion.

Appendix Documents: 4.K – ES4 Gravity Simulation Lab 4.L – ES4 Gravity Simulation Lab Answer Key

Generating and Testing Hypotheses Nonlinguistic Representations Similarities and Differences

D


WHST.9 ISTE-S.1

#3, #5

FM2B7c IN1A6a IN1A6b IN1A6c IN1A6d IN1B6a IN1B6d IN1B7g IN1C6a IN1Da RST.4 WHST.2 WHST.3

5. Activity: Speeding Around the Sun Students will work in partners to construct a model using string, a washer, and a rubber

stopper to investigate how a planet’s distance from the sun is related to its period of revolution. During the experiment, students will form hypotheses, collect and analyze data to form conclusions based on their results. Objective: Explain how a planet’s distance from the sun affects its period of revolution. Appendix Documents: 4.M – ES4 Speeding Around the Sun

4.N – ES4 Scientific Method student handout

Generating and Testing Hypotheses Modeling

C

#2

UN1A7a UN1A7b UN1A7c UN1C7b RST3 RST4 RST7 RST10 WHST.1

6. Activity: Solar System Strip Activity Students work in groups creating a scale size model to compare and contrast the size,

composition, atmosphere, and other characteristics of the planets in the Solar System. They will discover the relationship between orbital speed and a planet’s distance from the Sun. New units of measurement, such as astronomical units and light years are introduced.

Objective: Construct and calculate scale size model of the Solar System determining and

discovering the relationship of orbital speed and a planet’s distance from the Sun. Appendix Document: 4.P – ES4 Solar System Strip Activity

Similarities and Differences Nonlinguistic Representations

B

#2, #4

UN1A7a RST.2 RST.4 WHST.4 WHST.8

7. Activity: Solar System Trading Cards Students will create a set of trading cards for the different objects in the Solar System.

They will use a variety of resources (Internet, text, magazines) to draw a picture of the object on one side of the trading card and at least 5 facts about that object on the other side. Students could use the trading cards in the Quiz Quiz trade cooperative learning strategy. Objective: Identifying physical properties of objects in the solar system Appendix Document: 4.Q – ES4 Solar System Trading Cards

Nonlinguistic Representation Cooperative Learning- Quiz, Quiz, Trade

B


UNIT RESOURCES

Teacher Resources: • www.brainpop.com – Electromagnetic Spectrum • United Streaming – A Spin Around the Solar System: How the Solar System Works • United Streaming—A Spin Around the Solar System: Moon Dance • http://phet.colorado.edu/en/simulations/category/new • http://www.wunderground.com/maps/ • Video—Bill Nye-A Reason for the Seasons • United Streaming—Greatest Discoveries with Bill Nye: Astronomy • Brain Pop: Seasons • Brain Pop: Leap Year • Brain Pop: Solstice & Equinox • Brain Pop: Moon • Brain Pop: Moon Phases • Brain Pop: Solar System • Brain Pop: Tides • Brain Pop: Comets • Brain Pop: Asteroids • Brain Pop: Gravity

Student Resources:

• www.brainpop.com – Electromagnetic Spectrum • United Streaming – A Spin Around the Solar System: How the Solar System Works • http://phet.colorado.edu/en/simulations/category/new • http://www.wunderground.com/maps/ • Brain Pop: Seasons • Brain Pop: Leap Year • Brain Pop: Solstice & Equinox • Brain Pop: Moon • Brain Pop: Moon Phases • Brain Pop: Solar System • Brain Pop: Tides • Brain Pop: Comets • Brain Pop: Asteroids • Brain Pop: Gravity

http://www.brainpop.com/

http://phet.colorado.edu/en/simulations/category/new


http://www.brainpop.com/

http://phet.colorado.edu/en/simulations/category/new



Vocabulary: • Rotation– the Earth spinning on its axis. • Revolution – Earth’s yearlong elliptical orbit around the sun. • Orbit– curved path followed by a satellite as it revolves around an object. • Ellipse—elongated, closed curve that describes Earth’s yearlong orbit around the Sun. • Day—the time for one complete rotation of Earth on its axis. • Year—the time for one complete revolution around the Sun • Axis—imaginary vertical line around which Earth spins. • Solstice—twice-yearly point at which the Sun reaches its greatest distance north or south of the equator. • Moon phase—change in appearance of the Moon as viewed from the Earth, due to the relative positions of the Moon, Earth, and Sun. • Equinox—the two days of the year on which neither hemisphere is tilted toward or away from the sun. • Lunar eclipse—occurs when Earth’s shadow falls on the Moon. • Solar eclipse—occurs when the Moon passes directl6y between the Sun and Earth and casts a shadow over part of Earth. • Waxing—describes phases following a new moon, as more of the Moon’s lighted side becomes visible. • Waning—describes phases that occur after a full moon, as the visible lighted side of the Moon grows smaller. • Gravity—a force that pulls objects toward each other. • Astronomical unit—the mean distance between the Earth and the sun. • Light year—the distance that light travels in one year, about 9.5 million million (trillion) kilometers. • Satellite—an object that revolves around another object in space. • Asteroid—Rocky objects revolving around the sun that are too small and numerous to be considered planets. • Meteoroid—a chunk of rock or dust in space. • Comets—a loose collection of ice, dust and small rocky particles, typically with a long, narrow orbit of the sun.