CCSS Science - Earth Science

Transcription

1 1 Cognitive level codes: B: Memorize C: Perform procedures D: Demonstrate understanding E: Conjecture, generalize, prove F: Solve non-routine pro Standard bl ems, 1: ma Nature k e connec of Science ti ons Goal 1.1: Understand Systems, Order, and Organization Bloom's Equivalent B = Knowledge C = Comprehension D = Comprehension E = Application and Analysis F = Synthesis 8-9.ES Explain the scientific meaning of system, order, and organization. (648.01a) Define the meaning of a system. Identify the four parts of Earth's system and how they interact. Locate the atmosphere, biosphere, hydrosphere and geosphere in a picture or diagram of the Earth system. List examples from the natural world that belong in each part of Earth's system. Prior: system - atmosphere - biosphere - order organization hydrosphere -geosphere Generalized Source for Video Clips and Power Point Presentations ES Apply the concepts of order and Construct a model of the atmosphere, Prior: system - order - organization - biosphere organization to a given system. (648.01a) hydrosphere, biosphere, or geosphere illustrating atmosphere the levels of organization found there. hydrosphere -geosphere Point out how the parts of Earth's sytem shape the Earth's surface. Compare and contrast the components of another planet's system with those of Earth. Goal 1.2: Understand Concepts 8-9.ES Use observations and data as evidence on List and define the two types of observations. Prior: qualitative observation quantitative Scientific Method Assessment and Processes of Evidence, which to base scientific explanations. (648.02a) Recognize examples of scientific hypotheses. observation data - graph - chart - table - Given three 8 ounce cups of water, one contains Models, and Explanations Use qualitative and quantitative observations to create a hypothesis. Record data in charts and tables. Illustrate and summarize data by creating bar, line, and circle graphs. Formulate conclusions based on scientific observation and data collection. conclusion hypothesis theory no salt, one contains one teaspoon of salt, and the other contains three teaspoons of salt: - Hypothesize the order in which the cups of water will freeze. - Set up experiment with materials and procedure. List the variables and control. - List two qualitative and two quantitative observations. - Graph your data. - Based on your results draw a conclusion.

2 2 8-9.ES Develop models to explain concepts or systems. (648.02b) Define model. Recognize situations when scientists need to use models (atoms, the solar system, etc). Explain how scientific models can be used to represent concepts or systems that cannot be observed directly. Construct and manipulate a model in order to illustrate a scientific concept. Compare, contrast and justify the accuracy and usefullness of diverse models. Prior: model 8-9.ES Develop scientific explanations based on Review and recall topic specific vocabulary and Prior: scientific method - hypothesis - conculsion knowledge, logic, and analysis. (648.02c) knowledge. Hypothesize the cause of a natural phenomenon, Develop an experiment, gather data and analyze results. Use results to support or refute your original explanation. data - experiment Design and build a model to illustrate a concept (example: model of the solar system, Earth layers, atmosphere layers, etc.) Goal 1.3: Understand 8-9.ES Measure changes that can occur in and Match scientific instruments with their usage. Prior: triple beam balance - digital balance Given an experiment list appropriate tools to Constancy, Change, and among systems. (648.03b) Demonstrate the proper usage of scientific thermometer - metric ruler - meter stick - compass measure change (example: thermometer, triple Measurement measuring equipment. protractor - flask - beaker - graduated cylinder timer beam balance, etc.)

3 3 8-9.ES Analyze changes that can occur in and among systems. (648.03b) Summarize data in graphical form. Prior: Determine patterns in data. Describe the changes that occur within the systems. Predict future changes in a natural system using observed patterns. Evaluate the possible consequences of change in a natural system. Using data from an experiment construct tables and graphs. 8-9.ES Measure and calculate using the metric system. Recall the basic metric units of length, solid and liquid volume, mass and temperature. Collect and manipulate experimental data using appropriate metric units. Solve basic metric conversion problems. Prior: kilo - hecto - deca - deci - centi - milli metric system - volume - density - mass - gram degree Celsius - liter - meter joule Measure length, width, mass, density and volume of objects in the classroom using the metric system. Measure objects in the classroom and convert from one metric units to another. Goal 1.4: Understand the Theory that Evolution is a Process that Relates to the Gradual Changes in the Universe and of Equilibrium as a Physical State Goal 1.5: Understand Concepts of Form and Function No objectives in Earth Science. No objectives in Earth Science. Goal 1.6: Understand Scientific 8-9.ES Identify questions and concepts that guide List criteria for scientific questions (OMT-RPT: Prior: scientific question - scientific Given a list of problems determine which can be Inquiry and Develop Critical scientific investigations. (649.01a) Scientific questions must involve phenomenon that investigation solved using the scientific method. Thinking Skills are observable, measurable, and testable. Scientific answers must be repeatable, predicative, and are tentative.) observable - measurable - testable repeatable - predicative - tentative Differentiate between questions that can be answered scientifically and those that cannot. Develop questions that can be answered scientifically. Justify your question as scientifically testable.

4 4 8-9.ES Utilize the components of scientific problem solving to design, conduct, and communicate results of investigations. (649.01b) Recall the steps of the scientific method. Describe the steps of the scientific method. Construct a situation requiring the use of the scientific method. List the experimental controls. List the experimental variables. Construct and conduct a scientific experiment. Summarize results using graphs, charts, tables. Present and share experimental results. Prior: variable - scientific method - qualitative Refer to assessment observation - quantitative observation - hypothesis experiment - theory - conclusion - data - line graph bar graph - circle graph controlled variable - independent variable - dependent variable manipulated variable - responding variable Scientific Method Power Point Presentation ES Use appropriate technology and Identify the use of appropriate technology (ie: Prior: technology - scientific investigation - data Use computer to construct data table or graph mathematics to make investigations. (649.01c) calculators, computers, probeware) Demonstrate the proper use of technology in the classroom. kilo - hecto - deca - deci- centi - milli - metric meter - liter - gram - degree Celsius - system joule given a specific task. 8-9.ES Formulate scientific explanations and Gather data from a scientific investigation. Prior: hypothesis - prediction - evidence Refer to assessment models using logic and evidence. (649.01d) Formulate a conclusion from summarized data. Construct a model to explain results of scientific investigation. conclusion - scientific method - model 8-9.ES Analyze alternative explanations and models. (649.01e) Define and describe alternative explanations and models for a natural phenomenon. Articulate alternative explanations and models to peers. Compare and contrast benefits of alternative explanations and models. Evaluate the models and defend your choice. Prior: scientific method - conclusion - data -model Refer to assessment ES Communicate and defend a scientific argument. (649.01f) Find and identify information supporting a scientific argument. Illustrate your information using media (PowerPoint, poster, skit... ). Develop a presentation to communicate your information to your peers. Present your information, field questions, and defend your position. Prior: data - scientific investigation - conclusion model Refer to assessment

5 5 8-9.ES Explain the differences among Define observation, hypothesis, and theory. Prior: quantitative observation - qualitative Refer to assessment observations, hypotheses, and theories. (649.01g) Discuss the difference between an hypothesis and observation - hypothesis - theory a theory. Demonstrate the process of arriving at an hypothesis using observations, and developing a theory from the hypothesis. Distinguish between observations, hypotheses and theories from examples on a list. Formulate an hypothesis from your own observations. Goal 1.7: Understand That No objectives in Earth Science. Interpersonal Relationships Are Important in Scientific Endeavors Goal 1.8: Understand Technical 8-9.ES Analyze technical writing, graphs, charts, Communication and diagrams. (658.02a) Read technical writing, graphs, charts or Prior: line graphs - circle graphs -bar graphs diagrams. diagram - experiment - scientific data Restate the information on the graph, chart, or diagram. technical writing Interpret technical writing, graphs, charts, or diagrams. Use information to answer questions about the graph, chart, or diagram. Create your own graph, chart, or diagram that displays the information in an original way (ie: line graph to pie chart). Given experimental sample data write a scientific conclusion. Standard 2: Physical Science Goal 2.1: Understand the Structure and Function of Matter and Molecules and Their Interactions Goal 2.2: Understand Concepts of Motion and Forces Goal 2.3: Understand the Total Energy in the Universe is Constant Goal 2.4: Understand the Structure of Atoms Goal 2.5: Understand Chemical Reactions

6 6 Objective Task Analysis Vocabulary Assessment for Learning (Formative) Resources & Materials Standard 3: Biology Goal 3.1: Understand the Theory of Biological Evolution Goal 3.2: Understand the Relationship between Matter and Energy in Living Systems Goal 3.3: Understand the Cell is the Basis of Form and Function for All Living Things Standard 4: Earth and Space Systems Goal 4.1: Understand Scientific 8-9.ES Explain the current scientific theory that Theories of Origin and suggests that the solar system formed from a nebular Subsequent Changes in the cloud of dust and gas. (654.01a) Universe and Earth Systems I. Origin and Structure of the Universe Define the Big Bang Theory Prior: universe, space, solar system - gravity rotation - revolution - orbit - star - galaxy Devise a new planet, detailing its unique features and environmental conditions. Discuss the evidence used to support the Big Bang constellation Theory. nebula - electromagnetic radiation - lunar Explain the order and organization of the universe phase - eclipse - waxing - waning - gibbous (stars, constellations, galaxies). Summarize the life cycles of low- and high-mass stars. Construct a model of the internal structure of a star (ie: the sun). crescent Doppler effect - wavelength spectrum - red shift - blue shift - parallax - light year - astronomical unit - plasma - nuclear fusionapogee - perigee II. Origin and Structure of the Solar System Define nebula Explain how the sun, planets, moons, asteroids and comets form from nebular materials. Compare and contrast bodies within the solar system. Create a model comparing the location and sizes of the planets. III. Sun, Earth, Moon Interactions Explain the phases of the moon. Illusrate the phases of the moon Describe how the changing positions of the Earth, Sun, and Moon create the eclipses. Diagram the positions and interactions of the Earth, Sun and Moon during an eclipse. Solar System Power Point Presentation ES Identify methods used to estimate geologic time. (654.01b) *Tested on 10th grade ISAT (law of superposition, radioactive decay, carbon dating, ice ages). Describe how Earth's history has been divided into units of time based on major geologic events. Construct the geologic time line. Explain the difference between absolute and relative age. List methods used to determine the relative and absolute age of rocks and fossils. Construct a model demonstrating superposition. Demonsrate the half-life of a material. Prior: fossil relative dating - absolute dating radioactive dating - half life - geologic time scale superposition isotopes, radioisotopes - radioactive decay - ice core - tree ring - fossil types (cast, mold, trace) - index fossil Given a scale (i.e., 1 cm = 1 million years) construct the geologic time line and label each period of geologic time.

7 7 8-9.ES Show how interactions among the solid earth, oceans, atmosphere, and organisms have changed the earth system over time. (654.01c) *Tested on 10th grade ISAT (continental drift, global warming, heat transfer, solar heating). I. Geosphere A. Structure of the Earth Describe the layers of the geosphere (Earth). Model the position, depth, composition, density and temperature of each layer. B. Rock Cycle Enumerate the steps of the rock cycle. Diagram and restate the steps of the rock cycle. C. Plate Tectonics Identify historical steps in the development of the Theory of Plate Tectonics (ie: Continental Drift, Pangaea) Diagram or model plate boundaries and identify features found at each one. Explain that convection in the mantle drives tectonic plate movement. Correlate eathquakes, volcanism, and mountain building to the movement of tectonic plates. D. Earthquakes Define earthquake, and identify causes. Recognize that earthquakes occur at faults. Compare and contrast the magnitude and intensity of earthquakes. Explain how seismometers and seismographs can be used to determine the epicenter of an earthquake. Distinguish between seismic wave types, and the damage they cause. Predict how the the magnitude and intensity of earthquakes might impact human society. E. Volcanoes List and label types of volcanoes (ie: shield, composite, and cinder cone) Correlate volcano type with the eruption that produced it. Show how volcanic eruptions impact other parts of Earth's system. II. Hydrosphere Review the water cycle. Develop a diagram or model to illustrate the distribution of water on Earth. Diagram an aquifer. Trace the sources of your local water supply. III. Atmosphere State the importance of the atmosphere to life on Earth. List and label the layers of the atmosphere. Summarize the composition and features of each layer. Geosphere: Prior: earthquake - focus - epicenter - volcano lava - magma - Continental Drift Hypothesis - Pangaea - inner core - outer core - mantle - crust rock cycle - erosion - convection - igneous sedimentary - metamorphic plate tectonics - convergent boundary divergent boundary - transform boundary subduction - seismic wave - magnitude - fault intensity - lithosphere - asthenosphere primary wave - secondary wave surface wave - folded mountain - fault block mountain - reverse fault - normal fault - strike slip fault - mid-ocean ridge (spreading center) - trench Hydrosphere: Prior: water cycle, evaporation, condensation, precipitation, hurricane - tornado - climate weather - transpiration - front- air mass - cloud cumulus - cirrus - stratus - cumulonimbus - aquifer permeable - nonpermeable percolate - water table Atmosphere: Prior: cloud - cirrus - stratus - cumulus cumulonimbus - air mass - front - air pressure wind - hurricane - tornado troposphere - stratosphere mesosphere - thermosphere - ozone - low pressure system - high pressure system Coriolis effect - rain shadow ionosphere - exosphere List the layers of the Earth's atmosphere in order and discuss temperature difference what occurs in each layer. Discuss how the atmosphere makes life on Earth possible. Describe the greenhouse effect and relate its impact on global warming. What air pressure system is associated with stormy weather and why? Given pictures of different cloud types identify each and tell any weather traits each may exhibit.

8 8 Goal 4.2: Understand Geochemical Cycles and Energy in the Earth System 8-9.ES Explain the internal and external energy sources of the earth (654.02a) I. Internal Energy Source Relate convection currents in the mantle to heat rising from the interior. II. External Energy Source Recognize the Sun as Earth's external energy source. Identify and diagram three types of heat transfer, and how these warm the atmophere. Illustrate or model how the axial tilt and orbital position determines the seasons. Prior: season - axis - orbit - revolution - rotation conduction - convection - radiation axial tilt - equinox - solstice - heat transfer precession - perihelion - aphelion Describe how radioactive decay within the Earth drives the tectonic plates. Use the terms convection, uranium, lithosphere, and asthenosphere. Standard 5: Personal and Social Goal 5.1: Understand Common Environmental Quality Issues, Both Natural and Human Induced Perspectives; Technology 8-9.ES Analyze environmental issues such as water and air quality, hazardous waste, and depletion of natural resources. (656.01a) Tested on 10th grade ISAT (impact of stream degradation, logging, mining, dams, and wind turbines). Review the carbon cycle. Examine the relationship between the carbon cycle and the formation and combustion of fossil fuels. Give examples of global, national and local environmental issues. Examine the environmental impact of human use of natural resources. Communicate how environmental issues impact Earth's spheres. Prior: pollution - recycling - solar energy - wind energy - fossil fuels - acid rain global climate change (global warming) ozone - greenhouse effect eutrophication - deforestation Choose a local environmental topic and discuss the negative or positive impact that it has on the community. Given a list of natural resources, what can YOU do to conserve them for YOUR future?

9 9 Goal 5.2: Understand the Relationship between Science and Technology 8-9.ES Explain how science advances technology. (655.01a) Tested on 10th grade ISAT (Discuss specific scientists whose discoveries have significance and ramifications in today's world). Define science. Prior: telescope, thermometer, satellite Define technology. barometer Describe the process scientists use to solve technology - science - scientific problems. method - submersible Explain how the use of technology aids in scientific problem solving. Discuss specific scientists whose discoveries have significance and ramifications in today's world. Given a list of scientific tools, select one and describe how it has aided us in the advancement of science. (Be specific). 8-9.ES Explain how technology advances science. (655.01a) Tested on 10th grade ISAT (use of common methods of technology, i.e., lenses, electricity, computer, etc. as the foundation for items that lead students to see the role technology has in advancing science). Define science. Define technology. Describe the process scientists use to solve problems. Explain how the use of technology aids in scientific problem solving. Prior: telescope, thermometer, satellite barometer technology - science - scientific method - submersible Refer to or ES Explain how science and technology are pursued for different purposes. (655.01b) Tested on 10th grade ISAT (The role of technology in applying science to improve some aspects of human life, and the role of science in answering questions and extending knowledge). Define science. Define technology. Explain why humans pursue science. Explain why humans pursue technology. Explain how science and technology are pursued for different purposes. Prior: telescope, thermometer, satellite barometer technology - science - scientific method - submersible Goal 5.3: Understand the 8-9.ES Describe the difference between renewable Describe what is meant by renewable and non- Prior: solar energy - wind energy - fossil fuel Differentiate between renewable and non- Importance of Natural and nonrenewable resources. (656.03a) renewable resources. conservation renewable resources and give and example of five Resources and the Need to *Tested on 10th grade ISAT (geothermal, radioactivity, List examples of renewable and non-renewable natural resource - renewable resource of each. Manage and Conserve Them fossil fuel formation). resources. Discuss the advantages and disadvantages of renewable and non-renewable resources. Defend the use of an energy resource. nonrenewable resource - alternative energy resource hydroelectric energy - geothermal energy - biomass - nuclear energy Choose an alternative energy source and give a list of pros and cons.