observations, inferences, and measurement earth...observations, inferences, and measurement content...

Chenango Valley CSD Science Department

Teacher Name:

Michael Breed

Course Name:

Regents Earth Science Quarter:

1

Date Range

Month of September

Unit Name:

Observations, Inferences, and Measurement Content (Outcomes) Skills (Outcomes) Assessment Materials & Texts

SWBAT define observation and

inference, and can differentiate

between the two.

SWBAT measure and define mass,

weight, area, volume,

temperature, and time using

metric units.

SWBAT convert between base

metric units and those with prefixes

centi-, kilo-, and milli-.

SWBAT identify direct, inverse,

and cyclic relationships from both

data and graphs.

SWBAT read and interpret the

appropriate Earth Science

Reference Tables when necessary.

Additional Vocabulary:

S.1 – SWBAT formulate questions

about themselves and their

surroundings

S.2 – SWBAT collect data using

observation and surveys, and record

appropriately

S.3 – SWBAT construct a table to

represent a collection of data

S.4 – SWBAT identify the parts of a

graph

S.5 – SWBAT display data in a

graph

S.7 – SWBAT read and interpret

data in graphs

Tests - all tests throughout the year are

written using the Wizard Testmaker and

problem-attic software, and consist

solely of questions taken from previous

administrations of NYS Earth Science

Regents examinations.

Quizzes - Wizard Testmaker &

problem-attic.com

Homework assignments from textbook

& review book

Test review packets created with

Wizard Testmaker & Problem-Attic

website

Labs - Graphing Skills, Observations

& Inferences , Scientific Method,

AMSCO Earth Science -

The Physical Setting

textbook

School-issued iPads &

iTunes U

iPad apps such as Notability

and Safari

Earth Science Reference

Tables

Mill’s Notes Packet

Lab Manual developed by

Michael Breed & Phillip

Brooks


Scientific notation

Quantitative

Qualitative

Magnitude

Scale

Volume

Area

Mass

Weight

Independent Variable

Dependent Variable

S.8 – SWBAT formulate

conclusions and make predictions

from graphs

SWBAT determine what will be

measured and how in a laboratory

setting, using appropriate methods

and formulas.

SWBAT organize and neatly label

their work.

SWBAT analyze problems by

observing patterns.

SWBAT perform calculations

involving mass, length, area,

volume, time, temperature, and

density.

MP.2 – SWBAT reason abstractly

and quantitatively.

MP.4 – SWBAT model

mathematically.

HSN-Q.A.1 – SWBAT use units as

a way to understand problems and to

guide the solution of multi-step

problems; choose and interpret units

Density Metric Measurement, Lab

Safety, Percentage Error, Sunspot

Analysis

CSA – NYS Earth Science Regents

Examination in June

Wizard Testmaker software

PowerPoint notes

www.problem-attic.com

Various videos from

iTunes, Netflix, PBS, etc.

www.newyorkscienceteache

r.com

SUNY Oneonta Earth

Science Listserv

Document Camera and

Projector

Smart Board

Digital balance

Ruler

Graduated Cylinder

Timer/Stopwatch

http://www.problem-attic.com/

http://www.newyorkscienceteacher.com/



consistently in formulas; choose and

interpret the scale and the origin in

graphs and data displays.

HAS-CED.A.4 – SWBAT rearrange

formulas to highlight a quantity of

interest, using the same reasoning as

in solving equations.

Date Range

First three weeks of October

Unit Name

Earth’s Shape & Mapping Earth’s Surface

Content (Outcomes) Skills (Outcomes) Assessment Materials & Texts

SWBAT define model and explain

how models are used to describe

Earth’s appearance.

SWBAT describe Earth as an

oblate spheroid and explain, using

observations, why it is that shape.

SWBAT calculate the

circumference of a circle/Earth by

using Eratosthenes Method.

SWBAT describe Earth’s latitude

and longitude coordinate system

and determine locate coordinates

from maps such as those on pages

HSN-Q.A.1 – SWBAT use units as

a way to understand problems and to

guide the solution of multi-step

problems; choose and interpret units

consistently in formulas; choose and

interpret the scale and the origin in

graphs and data displays.

HSN-Q.A.2 – Define appropriate

quantities for the purpose of

descriptive modeling.

HSN-Q.A.3 – Choose a level of

accuracy appropriate for the purpose

of descriptive modeling.








problem-attic.com


& review book





textbook


iTunes U


and Safari


Tables



3, 4, and 5 of the Earth Science

Reference Tables.

SWBAT state the time in an area,

given a map of continental US time

zones.

SWBAT use Earth’s angular rate of

rotation (15°/hour) to determine an

observer’s longitude.

SWBAT find a location on a map

based upon its latitude, given the

altitude of Polaris.

SWBAT determine the direction of

flow of a river/stream on a

topographic map.

SWBAT calculate the gradient

between two points on a

topographic map.

SWBAT correctly draw

isolines/contour lines on a field

map.

SWBAT identify areas of steep and

gentle gradients on topographic


and quantitatively.

MP.4 – SWBAT model

mathematically.



surroundings



appropriately




and formulas.


their work.


observing patterns.

website

Labs -

Latitude & Longitude

Earth’s Shape

USGS Topographic Maps

Chenango Forks Quadrangle

Drawing Map Profiles

Field Mapping

Eratosthenes Circumference



Brooks


PowerPoint notes


Various videos from



r.com

SUNY Oneonta Earth

Science Listserv

Document Camera and

Projector

Smart Board

Magnifying glasses

Various topographic maps,

including the 1:24,000 scale





maps based upon the spacing of

contour lines.

SWBAT correctly draw a profile

between two points on a field map.

SWBAT determine the contour

interval on a field map.

SWBAT identify directions on a

map based upon the four cardinal

directions.

SWBAT determine the distance

between two points on a map using

a map scale.

Additional Vocabulary:

Index Contour

Compass Rosette

USGS Chenango Forks

Quadrangle.

Date Range

Late October through mid-November

Unit Name

Properties of Rocks and Minerals

Content Skills Assessment Materials & Texts

HS-ESS2-3 – SWBAT explain that

rocks and minerals can be identified

and classified using various tests

and protocols that determine their










physical and chemical properties.

HS-ESS2-5 – SWBAT perform

mechanical and chemical

investigations with water and a

variety of solid materials to provide

the evidence for connections

between the hydrologic cycle and

system interactions commonly

known as the rock cycle.

ESS2.B – SWBAT explain that

minerals are the building blocks of

igneous, metamorphic, and

sedimentary rocks and can be

identified using physical and

chemical characteristics. These rock

types are evidence of stages of

constant recycling of Earth material

by surface processes and

convection currents in the mantle.

(HS- ESS2-3)

HS-ESS3-1 – SWBAT construct an

explanation based on evidence for

how the availability of natural

resources, occurrence of natural

hazards, and changes in climate

have influenced human activity.

Examples of key natural resources

could include access to fresh water


and quantitatively



surroundings



appropriately




and formulas.


their work.


observing patterns.

WHST.9.12.1 – SWBAT write

arguments focused on rocks and

minerals.


informative/explanatory texts,

including the narration of historical

events, scientific





problem-attic.com


& review book



website

Labs -

Mineral Identification

Sedimentary Rock Identification

Igneous Rock Identification

Metamorphic Rock Identification

textbook


iTunes U


and Safari


Tables




Brooks


PowerPoint notes


Various videos from






(such as rivers, lakes, and

groundwater), regions of fertile

soils such as river deltas, and high

concentrations of minerals and

fossil fuels.

HS-ESS3-2 – SWBAT evaluate

competing design solutions for

developing, managing, and utilizing

energy and mineral resources based

on cost-benefit ratios. Emphasis is

on the conservation, recycling, and

reuse of resources (such as minerals

and metals) where possible, and on

minimizing impacts where it is not.

Examples could include developing

best practices for agricultural soil

use, mining (for coal, tar sands, and

oil shales), and pumping (for

petroleum and natural gas). Science

knowledge indicates what can

happen in natural systems—not

what should happen

SWBAT use and understand the

diagrams and tables on pages 6,7,

and 16 of the Earth Science

Reference Tables.

procedures/experiments, or technical

processes.

SL.11-12.5 – SWBAT make

strategic use of digital media (e.g.,

textual, graphical, audio, visual, and

interactive elements) in

presentations to enhance

understanding of findings,

reasoning, and evidence and to add

interest.

r.com

SUNY Oneonta Earth

Science Listserv

Document Camera and

Projector

Smart Board

Mineral Kits

Mineral Test kits, which

include magnifying glasses,

glass plates, streak plates,

iron nails, copper pennies,

steel files, and dilute

hydrochloric acid in dropper

bottles.

Sedimentary Rock Kits

Igneous Rock Kits

Metamorphic Rock Kits



Date Range

All of December

Unit Name

Plate Tectonics, Earthquakes, and Volcanoes


HS-ESS1-5 - SWBAT evaluate

evidence of the past and current

movements of continental and

oceanic crust and the theory of plate

tectonics to explain the ages of

crustal rocks. Emphasis is on the

ability of plate tectonics to explain

the ages of crustal rocks. Examples

of evidence could include that the

age of oceanic crust increases with

distance from mid-ocean ridges as a

result of plate spreading and that

the North American continental

crust contains a much older central

ancient core compared to the

surrounding continental crust as a

result of complex and numerous

plate interactions.

HS-ESS2-1 – SWBAT develop a

model to illustrate how Earth’s





and quantitatively



surroundings



appropriately




and formulas.








problem-attic.com


& review book



website

Labs –

Divergent Boundaries



textbook


iTunes U


and Safari


Tables




Brooks


internal and surface processes

operate at different spatial and

temporal scales to form continental

and ocean-floor features. Emphasis

is on how the appearance of land

features (such as mountains,

valleys, and plateaus) and sea-floor

features (such as trenches, ridges,

and seamounts) are a result of both

constructive processes (such as

volcanism, tectonic uplift, and

deposition) and destructive

processes (such as weathering,

subduction, and coastal erosion).

HS-ESS2.A – Earth Materials &

Systems

SWBAT explain that Earth’s

systems, being dynamic and

interacting, cause feedback effects

that can increase or decrease the

original changes.

HS-ESS2.B – Plate Tectonics &

Large-Scale System Interactions

SWBAT explain that plate tectonics

is the unifying theory that explains

the past and current movements of

the rocks at Earth’s surface and

provides a framework for


their work.


observing patterns.


arguments focused on plate

tectonics and associated processes.




events, scientific


processes.








interest.

SBWAT identify, state the various

characteristics of, and locate various

types of tectonic plate boundaries

Subduction Boundaries

Continental Drift

Locating an Epicenter

Indonesian Tsunami

New York State Landscape Regions

The Rock Cycle


PowerPoint notes


Various videos from



r.com

SUNY Oneonta Earth

Science Listserv

Document Camera and

Projector

Smart Board

Safety compass

Ruler

Classroom AS-1

Seismometer

Seismograms





understanding its geologic history.

Plate movements are responsible

for most continental and ocean-

floor features and for the

distribution of most rocks and

minerals within Earth’s crust.

HS-ESS2.A – Earth Materials

and Systems

SWBAT recognize that Earth’s

systems, being dynamic and

interacting, cause feedback effects

that can increase or decrease the

original changes. Evidence from

deep probes and seismic waves,

reconstructions of historical

changes in Earth’s surface and its

magnetic field, and an

understanding of physical and

chemical processes lead to a model

of Earth with a hot but solid inner

core, a liquid outer core, a solid

mantle and crust. Motions of the

mantle and its plates occur

primarily through thermal

convection, which involves the

cycling of matter due to the

outward flow of energy from

Earth’s interior and gravitational

using page 5 from the Earth Science

Reference Tables.

SWBAT draw and/or recognize the

patterns of convection currents in

the asthenosphere at divergent and

convergent tectonic plate

boundaries.

SWBAT identify and explain the

existence of the landforms

(volcanoes, island arcs, oceanic

trenches, etc.) associated with

convergent, divergent, and

transform tectonic plate boundaries.

SWBAT state the properties of

primary and secondary seismic

waves.

SWBAT calculate the difference in

arrival times of primary and

secondary seismic waves.

SWBAT determine the distance to

the epicenter of an earthquake, using

“Earthquake P-Wave & S-Wave

Travel Time” chart on page 11 of

the Earth Science Reference Tables

and a provided seismogram.


movement of denser materials

toward the interior.

HS-ESS2.B – Plate Tectonics &

Large-Scale System Interactions

SWBAT understand that residual

heat from Earth’s formation and the

radioactive decay of unstable

isotopes in Earth’s interior

continually generate energy that is

absorbed by Earth’s mantle and

crust, driving mantle convection.

Plate tectonics can be viewed as the

surface expression of mantle

convection.

PS4-A: Wave Properties

SWBAT understand how geologists

use seismic waves and their

reflection at interfaces between

layers to probe structures deep in

the planet.

SWBAT correctly draw epicenter

distances from seismometers/cities

on a map to triangulate the location

of an earthquake epicenter.

SWBAT calculate earthquake origin

times and primary and secondary

seismic waves travel times using the

Earth Science Reference Tables.

SWBAT recognize that the

worldwide patterns of earthquakes

and volcanoes correspond to

tectonic plate boundaries.

Date Range

January through early February

Unit Name

Weathering and Erosion (Surface Processes) Content (Outcomes) Skills (Outcomes) Assessment Materials & Texts







and ocean-floor features. Emphasis










subduction, and coastal erosion).

HS-ESS2-2 – SWBAT analyze

geoscience data to make the claim

that one change to Earth’s surface

can create feedbacks that cause

changes to Earth’s systems.

Examples of data could also include

descriptions of other system

interactions, such as how the loss of

ground vegetation causes an

increase in water runoff and soil

erosion; how dammed rivers

increase groundwater recharge,

decrease sediment transport, and

HSN-Q.A.3 – SWBAT choose a

level of accuracy appropriate for the

purpose of descriptive modeling.


and quantitatively.



surroundings.



appropriately.




and formulas.


their work.


observing patterns.


arguments focused on weathering,

erosion, and deposition and all

associated processes.








problem-attic.com


& review book



website

Labs –

Weathering of a Sugar Cube/Alka-

Seltzer

Rates of Weathering

Stream Discharge

Drainage Patterns of NYS

Direction of Worldwide Rivers Flow

Sub-Arctic Survival Lab



textbook


iTunes U


and Safari


Tables




Brooks


PowerPoint notes


Various videos from




increase coastal erosion; or how the

loss of wetlands causes a decrease

in local humidity that further

reduces the wetland extent.

HS-ESS2-5 – SWBAT plan and

conduct an investigation of the

properties of water and its effects

on Earth materials and surface

processes. Emphasis is on

mechanical and chemical

investigations with water and a

variety of solid materials to provide

the evidence for connections

between the hydrologic cycle and

system interactions commonly

known as the rock cycle. Examples

of mechanical investigations could

include stream transportation

(erosion) and deposition using a

stream table, infiltration and runoff

by measuring permeability and

porosity of different materials, or

frost wedging by the expansion of

water as it freezes. Examples of

chemical investigations could

include chemical weathering and

recrystallization (by testing the

solubility of different materials) or

melt generation (by examining how




events, scientific


processes.








interest.


r.com

SUNY Oneonta Earth

Science Listserv

Document Camera and

Projector

Smart Board

All necessary lab equipment

to complete labs for this

unit.




water lowers the melting

temperature of most solids).


argument based on evidence about

the coevolution of Earth’s systems

and life on Earth. Emphasis is on

the dynamic causes, effects, and

feedbacks between the biosphere

and Earth’s other systems, whereby

geoscience factors control the

evolution of life, which in turn

continuously alters Earth’s surface.

Examples could include how

photosynthetic life altered the

atmosphere through the production

of oxygen, which in turn increased

weathering rates and allowed for

the evolution of animal life; how

microbial life on land increased the

formation of soil, which in turn

allowed for the evolution of land

plants; or how the evolution of

corals created reefs that altered

patterns of erosion and deposition

along coastlines and provided

habitats for the evolution of new

life forms.


SWBAT define and differentiate

between physical weathering and

chemical weathering.

Date Range

Mid-February through March

Unit Name

Meteorology & Climate


HS-ESS2-4 – SWBAT use a model

to describe how variations in the

flow of energy into and out of

Earth’s systems result in changes in

climate. [Clarification Statement:

Examples of the causes of climate

change could include those that

differ by timescale, over 1-10 years:





and quantitatively.









textbook


iTunes U


large volcanic eruption, ocean

circulation; 10-100s of years:

changes in human activity, ocean

circulation, solar output; 10-100s of

thousands of years: changes to

Earth's orbit and the orientation of

its axis; and 10-100s of millions of

years: long-term changes in

atmospheric composition and plate

tectonic movement.] [Assessment

Boundary: Assessment of the

results of changes in climate is

limited to changes in surface

temperatures, precipitation patterns,

glacial ice volumes, sea levels, and

biosphere distribution.]

HS-ESS3-5 – SWBAT analyze

geoscience data and the results

from global climate models to make

an evidence-based forecast of the

current rate of global or regional

climate change and associated

future impacts to Earth systems.

[Clarification Statement: Examples

of evidence could include both data

and climate model outputs that are

used to describe climate changes

(such as precipitation and

temperature) and their associated



surroundings.



appropriately.




and formulas.


their work.


observing patterns.




events, scientific


processes.






problem-attic.com


& review book



website

Labs –


Seltzer

Rates of Weathering

Stream Discharge





and Safari


Tables




Brooks


PowerPoint notes


Various videos from



r.com

SUNY Oneonta Earth

Science Listserv

Document Camera and





impacts (such as on sea level,

glacial ice volumes, or atmosphere

and ocean composition).]

[Assessment Boundary: Assessment

is limited to one example of a

climate change and its associated

impacts.]


data and communicate information

to explain how the movement and

interactions of air masses result in

changes in weather conditions.

[Clarification Statement: Examples

of evidence sources could include

station models, surface weather

maps, satellite images, radar, and

accepted forecast models. Emphasis

should focus on communicating

how the uneven heating of Earth’s

surface and prevailing global winds

drive the movement of air masses

and their corresponding circulation

patterns, the interaction of different

air masses at frontal boundaries,

and resulting weather phenomena.]

[Assessment Boundary: Analysis is

limited to surface weather maps and

general weather patterns associated

with high and low pressure




interest.

Projector

Smart Board



unit.


systems.]

Date Range

April

Unit Name

Astronomy & Earth’s Motions



model based on evidence to

illustrate the life span of the Sun

and the role of nuclear fusion in the

Sun’s core to release energy that

eventually reaches Earth in the

form of radiation. [Clarification

Statement: Emphasis is on the

energy transfer mechanisms that

allow energy from nuclear fusion in





and quantitatively.



surroundings.








problem-attic.com



textbook


iTunes U



the Sun’s core to reach Earth.

Examples of evidence for the model

could include observations of the

masses and lifetimes of other stars,

as well as the ways that the Sun’s

radiation varies due to sudden solar

flares (“space weather”), the 11-

year sunspot cycle, and non-cyclic

variations over centuries.]


does not include details of the

atomic and sub-atomic processes

involved with the Sun’s nuclear

fusion.]


explanation of the Big Bang theory

based on astronomical evidence of

light spectra, motion of distant

galaxies, and composition of matter

in the universe. [Clarification


astronomical evidence of the red

shift of light from galaxies as an

indication that the universe is

currently expanding at an

accelerated rate, the cosmic

microwave background as the

remnant radiation from the Big

Bang, and the observed



appropriately.




and formulas.


their work.


observing patterns.




events, scientific


processes.








interest.


& review book



website

Labs –


Seltzer

Rates of Weathering

Stream Discharge




and Safari


Tables




Brooks


PowerPoint notes


Various videos from



r.com

SUNY Oneonta Earth

Science Listserv

Document Camera and





composition of ordinary matter of

the universe, primarily found in

stars and interstellar gases (from the

spectra of electromagnetic radiation

from stars), which matches that

predicted by the Big Bang theory

(3/4 hydrogen and 1/4 helium).]

HS-ESS1-3 – SWBAT

communicate scientific ideas about

the way stars, over their life cycle,

produce elements. [Clarification

Statement: Emphasis is on how

nucleosynthesis varies as a function

of the mass of a star and the stage

of its lifetime.] [Assessment

Boundary: Details of the many

different nucleosynthesis pathways

for stars of differing masses are not

assessed.]

HSS1-4 – SWBAT use

mathematical or computational

representations to predict the

motion of orbiting objects in the

solar system. [Clarification

Statement: Emphasis is on

Newtonian gravitational laws

governing orbital motions, which

apply to human-made satellites as

Projector

Smart Board



unit.


well as planets and moons.]

[Assessment Boundary:

Mathematical representations for

the gravitational attraction of bodies

and Kepler’s Laws of orbital

motions should not deal with more

than two bodies, nor involve

calculus.]


explanation using evidence to

support the claim that the phases of

the moon, eclipses, tides and

seasons change cyclically.

[Clarification Statement: Emphasis

of the explanation should include

how the relative positions of the

moon in its orbit, Earth, and the

Sun cause different phases, types of

eclipses or strength of tides.

Examples of evidence could include

various representations of relative

positions of the Sun, Earth and

moon.] [Assessment Boundary:

Assessment does not include

mathematical computations to

support explanations but rather

relies on conceptual modeling using

diagrams to show how celestial

bodies interact to create these


cyclical changes.]

Date Range

Early through mid-May

Unit Name

Earth’s History

Content (Outcomes) Skills (Outcomes) Assessment Materials & Texts


evidence of the past and current

movements of continental and

oceanic crust and the theory of plate

tectonics to explain the ages of

crustal rocks. [Clarification






and quantitatively.









textbook



ability of plate tectonics to explain

the ages of crustal rocks. Examples

of evidence could include that the

age of oceanic crust increases with

distance from mid-ocean ridges as a

result of plate spreading and that

the North American continental

crust contains a much older central

ancient core compared to the

surrounding continental crust as a

result of complex and numerous

plate interactions.]

HS-ESS1-6 – SWBAT apply

scientific reasoning and evidence

from ancient Earth materials,

meteorites, and other planetary

surfaces

to construct an account of Earth’s

formation and early history.


is on using available evidence

within the solar system to

reconstruct the early history of

Earth, which formed along with the

rest of the solar system 4.6 billion

years ago. Examples of evidence

could include the absolute ages of

ancient materials (obtained by



surroundings.



appropriately.




and formulas.


their work.


observing patterns.




events, scientific


processes.






problem-attic.com


& review book



website

Labs –


Seltzer

Rates of Weathering

Stream Discharge




iTunes U


and Safari


Tables




Brooks


PowerPoint notes


Various videos from



r.com

SUNY Oneonta Earth





radiometric dating of meteorites,

moon rocks, and Earth’s rocks and

minerals), the sizes and

compositions of solar system

objects, and the impact cratering

record of planetary surfaces.]






and ocean-floor features.











subduction, and coastal erosion).]


does not include recalling the

details of the formation of specific

geographic features of Earth’s




interest.

Science Listserv

Document Camera and

Projector

Smart Board



unit.


surface.]

ESS1.C: The History of Planet Earth

Continental rocks, which can be

older than 4 billion years, are

generally much older than the rocks

of the ocean floor, which are less

than 200 million years old. (HS-

ESS1-5)

Although active geologic processes,

such as plate tectonics and erosion,

have destroyed or altered most of

the very early rock record on Earth,

other objects in the solar system,

such as lunar rocks, asteroids, and

meteorites, have changed little over

billions of years. Studying these

objects can provide information

about Earth’s formation and early

history. (HS-ESS1-6)

PS1.C: Nuclear Processes

Spontaneous radioactive decay

follows a characteristic exponential

decay law allowing an element’s

half-life to be used for radiometric

dating of rocks and other materials.

(secondary to HS-ESS1-


COMMON CORE Standards for Science: LITERACY (Addendum to Curriculum Maps) READING

Key Idea 1: Read and cite specific evidence from scientific sources to support scientific laws and hypotheses. Make logical inferences and conclusions based on evidence

provided. Inquire about any inconsistencies.

Science Lessons to Utilize: All Units & Topics

Key Idea 3: Follow precisely a multistep procedure when carrying out experiment, taking measurements, performing technical

tasks. Analyze the results and compare to information provided in background reading provided prior to the activity.

Science Lessons to Utilize: All Laboratory Activities

Key Idea 4: Determine the meaning of symbols, key terms, and other scientific words and phrases as they are used in specific scientific or technical context.


Key Idea 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively as well as written information, to answer questions and

solve problems.


Key Idea 8: Evaluate the hypotheses, data, analysis, and conclusions in a laboratory activity and compare the results to current accepted scientific explanations.


Key Idea 9: Synthesize information from a range of sources, especially experiments, into an understanding of a process or concept, and provide a coherent conclusion


*ADD to current Curriculum Maps: COMMON CORE: Literacy Standards (i.e. CC St Reading KI 2, CC St Writing KI 6)

All current lessons, topics, labs can be part of the Common Core as they DO include reading and writing.

5),(secondary to HS-ESS1-6)


COMMON CORE Standards for Science: LITERACY (Addendum to Curriculum Maps) WRITING

Key Idea 1: Write arguments focused on scientific content

a: Introduce scientific topics, establish significance of the topic, organize logical evidence to support current scientific understandings

c: Use scientific terms and proper syntax to support and clarify evidence to support current scientific understandings

e: Provide a concluding statement that supports the understandings presented


Key Idea 2: Write informative lab reports including scientific procedures & technical processes used during experiments

a: Introduce a topic and organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole, include

information from any relevant sources

e: Provide a concluding statement that follows from and supports the information or explanation presented


Key Idea 6: Use technology to produce, publish, update writing products as new information is introduced about current scientific understandings, especially findings from new

research


Key Idea 7: Conduct short as well as more sustained research projects to answer a question or solve a problem, synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation


Key Idea 8: Gather relevant information from multiple sources, using effective search techniques, to investigate information provided about current scientific understandings


Key Idea 9: Draw evidence from various sources to support, analyze, research or contradict current scientific understandings



Key Idea 10: Write routinely over extended time frames a scientific journal about understandings presented in class


observations, inferences, and measurement earth...observations, inferences, and measurement content...

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