Earth Science NMHZ HS Curriculum Guide

Transcription

1 MOUNT VERNON CITY SCHOOL DISTRICT Earth Science NMHZ HS Curriculum Guide THIS HANDBOOK IS FOR THE IMPLEMENTATION OF THE EARTH SCIENCE CURRICULUM IN MOUNT VERNON

2 Mount Vernon City School District Board of Education Adriane Saunders President Serigne Gningue Vice President Board Trustees Charmaine Fearon Rosemarie Jarosz Micah J.B. McOwen Omar McDowell Darcy Miller Wanda White Lesly Zamor Superintendent of Schools Dr. Kenneth Hamilton Deputy Superintendent Dr. Jeff Gorman Assistant Superintendent of Business Ken Silver Assistant Superintendent of Human Resources Denise Gagne-Kurpiewski Administrator of Mathematics and Science (K-12) Dr. Satish Jagnandan 2

3 ACKNOWLEDGEMENTS The Department of Curriculum and Instruction and Secondary Science Articulation Committee embarked upon a long range plan of curriculum development for the high schools. Teachers of every subject area from Mount Vernon and Nellie Thornton High School s were joined by district administrator in the curriculum revision process. The educators gave many personal hours and demonstrated exceptional commitment to this critical task. The New York State Learning Standards and, in some cases, the Core Curriculum formed the basis for decisions regarding the identification of grade level objectives, learning activities and assessments. Each set of performance objectives describes what a student should be able to do or understand by the end of the year, with a particular focus or the development of critical thinking ability and problem solving skills. This document is by no means completed; the modifications will depend upon its use. We hope that during the next year the school staff will explore, develop, and record the strategies deemed most successful in helping students meet the grade level objectives. Also, the order of units and their time frames should be revisited after a year of implementation. Much credit goes to school leaders who organized the efforts of the teachers who collaborated on this project. Thank you. Dr. Satish Jagnandan Administrator for Mathematics and Science (K-12) 3

4 TABLE OF CONTENTS I. COVER II. MVCSD BOARD OF EDUCATION III. ACKNOWLEDGEMENTS IV. TABLE OF CONTENTS V. IMPORTANT DATES VI. VISION STATEMENT VII. ATTRIBUTES OF AN EXEMPLARY SCIENCE PROGRAM. 7 VIII. PREFACE IX. REGENTS CURRICULUM X. LAB-PRACTICAL PERFORMANCE COMPONENT XI. EARTH SCIENCE CORE CURRICULUM MAP XIII. EARTH SCIENCE PACING GUIDE XVI. SYSTEMATIC DESIGN OF A SCIENCE LESSON XVII. SCIENCE GRADING POLICY XIX. SETUP OF THE SCIENCE CLASSROOM XX. WORD WALLS ARE DESIGNED XXI. SCIENCE CLASSROOM AESTHETICS XXII. FORMAL LAB REPORT FORMAT This document was prepared by the Mount Vernon City School District Curriculum and Instruction Department in conjunction with the Secondary Science Articulation Committee. 4

5 IMPORTANT DATES REPORT CARD 10 WEEK PERIOD MARKING PERIOD MARKING PERIOD BEGINS MP 1 September 8, 2015 MP 2 November 16, 2015 MP 3 February 1, 2016 MP 4 April 18, 2016 INTERIM PROGRESS REPORTS October 9, 2015 December 18, 2015 March 11, 2016 May 20, 2016 MARKING PERIOD ENDS November 13, 2015 January 29, 2016 April 15, 2016 June 23, 2016 DURATION REPORT CARD DISTRIBUTION 10 weeks Week of Nov. 23, weeks Week of February 8, weeks Week of April 25, weeks Last Day of School June 23, 2016 The Parent Notification Policy states Parent(s) / guardian(s) or adult students are to be notified, in writing, at any time during a grading period when it is apparent - that the student may fail or is performing unsatisfactorily in any course or grade level. Parent(s) / guardian(s) are also to be notified, in writing, at any time during the grading period when it becomes evident that the student's conduct or effort grades are unsatisfactory. 5

6 VISION STATEMENT True success comes from co-accountability and co-responsibility. In a coherent instructional system, everyone is responsible for student learning and student achievement. The question we need to constantly ask ourselves is, "How are our students doing?" The starting point for an accountability system is a set of standards and benchmarks for student achievement. Standards work best when they are well defined and clearly communicated to students, teachers, administrators, and parents. The focus of a standards-based education system is to provide common goals and a shared vision of what it means to be educated. The purposes of a periodic assessment system are to diagnose student learning needs, guide instruction and align professional development at all levels of the system. The primary purpose of this Instructional Guide is to provide teachers and administrators with a tool for determining what to teach and assess. More specifically, the Instructional Guide provides a "road map" and timeline for teaching and assessing the NYS Science Content Standards. I ask for your support in ensuring that this tool is utilized so students are able to benefit from a standards-based system where curriculum, instruction, and assessment are aligned. In this system, curriculum, instruction, and assessment are tightly interwoven to support student learning and ensure ALL students have equal access to a rigorous curriculum. We must all accept responsibility for closing the achievement gap and improving student achievement for all of our students. Dr. Satish Jagnandan Administrator for Mathematics and Science (K-12) 6

7 ATTRIBUTES OF AN EXEMPLARY SCIENCE PROGRAM 1. The standards-based science program must ensure equity and excellence for all students. 2. It is essential that the science program focus on understanding important relationships, processes, mechanisms, and applications of concepts that connect mathematics, science and technology. 3. The science program must emphasize a hands-on and minds-on approach to learning. Experiences must provide students with opportunities to interact with the natural world in order to construct explanations about their world. 4. The science program must emphasize the skills necessary to allow students to construct and test their proposed explanations of natural phenomena by using the conventional techniques and procedures of scientists. 5. The science program must provide students with the opportunity to dialog and debate current scientific issues related to the course of study. 6. The science program must provide opportunities for students to make connections between their prior knowledge and past experiences to the new information being taught. Student learning needs to be built upon prior knowledge. 7. The science program must incorporate laboratory investigations that allow students to use scientific inquiry to develop explanations of natural phenomena. These skills must include, but are not limited to, interpreting, analyzing, evaluating, synthesizing, applying, and creating as learners actively construct their understanding. 8. The science program must assess students ability to explain, analyze, and interpret scientific processes and their phenomena and the student performance data generated by theses assessments must be used to focus instructional strategies to meet the needs of all students. 9. The science program must be responsive to the demands of the 21 st century by providing learning opportunities for students to apply the knowledge and thinking skills of mathematics, science and technology to address real-life problems and make informed decisions. 7

8 PREFACE This curriculum for The Physical Setting/Earth Science is organized into instructional units based on the key ideas and major understandings of the New York State curriculum. These are further organized into specific objectives for lessons and laboratory activities to be completed throughout the year. This Physical Setting/Earth Science Core Curriculum was written to assist teachers and supervisors as they prepare curriculum, instruction, and assessment for the Earth Science content and process skills of the New York State Learning Standards for Mathematics, Science, and Technology. The Core Curriculum is part of a continuum that elaborates the science content of Standard 4, which identifies Key Ideas and Performance Indicators. Key Ideas are broad, unifying, general statements of what students need to know. The Performance Indicators for each Key Idea are statements of what students should be able to do to provide evidence that they understand the Key Idea. As part of this continuum, this Core Curriculum presents Major Understandings that give more specific detail to the concepts underlying each Performance Indicator. The topic content, skills, and major understandings address the content and process skills as applied to the rigor and relevancy to be assessed by the Regents examination in Physical Setting/Earth Science. Focus will also be on application skills related to realworld situations. Assessments will test students ability to explain, analyze, and interpret Earth science processes and phenomena, and generate science inquiry.* *from New York State Core Curriculum: Physical Setting/Earth Science 8

9 REGENTS CURRICULUM The Mount Vernon City School District recognizes that the understanding of science is necessary for students to compete in today s technological society. The study of science encourages students to examine the world around them. As individuals, they will use scientific processes and principles to make informed personal and public decisions. Students will become scientifically literate and apply scientific thinking, reasoning, and knowledge throughout their lives. All Regents science courses culminate in a NY State Regent's examination. All students enrolled in science Regents courses MUST take the June Examination. According to the State Education Department regulations, all students must successfully complete the laboratory component of the course in order to be admitted to the Regent's examination. In order to satisfy this requirement each student must: 1. Complete at least 30 full laboratory periods (1200 minutes) 2. Complete a satisfactory written report for each laboratory experience 3. Demonstrate proficiency in laboratory skills. The format of the Regents Examination in Physical Setting/Earth Science will consist of three parts: Part A (multiple choice), Part B (multiple choice and constructed response), and Part C (extended-constructed response). The concepts, content, and process skills associated with laboratory experiences in Physical Setting/Earth Science that are aligned to the New York State Learning Standards for Mathematics, Science, and Technology and the Core Curriculum for Physical Setting/Earth Science will be assessed in Part B-1 (multiple choice), Part B-2 (constructed response), and Part C (extended constructed response) of the Regents Examination in Physical Setting/Earth Science. The New York State Education Department will continue the New York State test development process for the new on-demand lab-practical performance component (Part D) for the Regents Examination in Physical Setting/Earth Science. The number of stations included on the new lab-practical performance component will be reduced from six stations to four stations so that the performance assessment can be administered within one regular, minute class period during the last two weeks of the course, but no later than the day before the written examination. The new lab-practical performance component (Part D) will be implemented for the first time on the June 2007 administration of the Regents Examination in Physical Setting/Earth Science. 9

10 LAB-PRACTICAL PERFORMANCE COMPONENT THE PHYSICAL SETTING / EARTH SCIENCE REGENTS EXAMINATION The New York State Regents Examination in Physical Setting/Earth Science Performance Test Part D Materials List The New York State Regents Examination in Physical Setting/Earth Science consists of two components: a laboratory performance test and a written test. A new form of the laboratory performance test is currently in the development process and will be administered for the first time in June The performance test consists of hands-on tasks set up at three stations. These tasks are designed to measure student achievement of the New York State Learning Standards for Mathematics, Science, and Technology as included in the Physical Setting/Earth Science Core Curriculum. The three stations of the new performance component of the Regents Examination in Physical Setting/Earth Science are shown below along with a materials list for each station. The New York State Education Department will provide the test booklets, rating guides and other printed administration materials. Schools are responsible for obtaining the performance task materials and assembling them for the performance test administration. Students should be familiar with the content, concepts, and process skills assessed on the performance tasks and should have performed similar tasks during the normal course of instruction. However, practice of any of the individual stations before this performance component is administered is strictly prohibited. STATION 1 - MINERAL AND ROCK IDENTIFICATION MATERIALS (PER SETUP) One hand-sized mineral sample (approximate size: 5 cm x 7 cm x 10 cm). Any mineral can be used, both familiar and unfamiliar, as long as the properties to be tested are clear and unmistakable. Do not use the same type of mineral at more than one station. Three hand-sized rock samples to include one igneous rock, one sedimentary rock, and one metamorphic rock - The rock samples can only be rocks listed on the rock identification charts from the 2001 edition Earth Science Reference Tables and must have unambiguous and unmistakable diagnostic properties. Use different rock combinations or rocks at each station. Mineral identification kit containing a glass scratch plate, a streak plate, and a hand lens. STATION 2 - LOCATING AN EPICENTER MATERIALS (PER SETUP) Safe drawing compass 10

11 STATION 3 - CONSTRUCTING AND ANALYZING AN ASTEROID S ELLIPTICAL ORBIT MATERIALS (PER SETUP) Cotton string (approximately 30 cm) Triple-walled cardboard, foam board or other suitable material (approximately 25cm x 30 cm) Two push pins A small container to hold push pins One 30-cm metric ruler One four-function calculator ADDITIONAL PREPARATION MATERIALS White enamel to label rock and mineral samples Page protectors for station directions (approximately 15 per setup) Tape Scissors 11

12 THE PHYSICAL SETTING / EARTH SCIENCE CORE CURRICULUM MAP EARTH IN SPACE STARS AND GALAXIES UNIT: INTRODUCTION TO EARTH S CHANGING ENVIRONMENT UNIT: MEASURING EARTH UNIT: EARTH IN THE UNIVERSE Topic Content Skills: Students will be able to Core Curriculum Major Understandings Where are we located in space? How does the Sun get its energy? How does the Sun compare to other stars? How are stars categorized? What happens to stars like the Sun, as they get older? How can we describe some unusual stars? How do we know that galaxies move? How did the universe begin and planets form? Define and describe galaxy. Locate the sun s position in the Milky Way Galaxy Understand why light years are used to measure distances in space. Explain the composition of the sun and other stars and the process of fusion. Explain the equilibrium between the inward pull of gravity and the outward pull of fusion. Describe the structure, color and temperature of the sun and other stars. Compare/contrast the temperature, color, mass and luminosity of the sun to other stars. Explain the how stars are plotted on the Temperature/ Luminosity Diagram (H-R Diagram). Locate the position and give characteristics of the Sun on the Temperature/ Luminosity Diagram. Describe the evolution of the Sun and different kinds of stars. Explain why larger/hotter stars burn their fuel faster and live shorter lives than the Sun. Explain why stars are considered to be factories which create elements needed for future stellar generation. Explain the importance of the electromagnetic spectrum in identifying some objects in the universe. Describe the Big Bang theory of the origin of the universe. Explain how red-shift (the Doppler Effect) and background radiation are evidence for an expanding universe. Understand that scientists are searching for invisible mass that will explain continued expansion, implosion (Big Crunch), or oscillation of the universe. Describe how the Sun/solar system formed 4.6 billion years ago from the gas and dust (nebula) left behind by a previous star s supernova. Explain how the planets were formed by accretion. Explain the theories of the origin of the moon. Explain why astronomers say, we are made of star dust. 1.2a The universe is vast and estimated to be over ten billion years old. The current theory is that the universe was created from an explosion called the Big Bang. Evidence for this theory includes: - cosmic background radiation - a red-shift (the Doppler effect) in the light from very distant galaxies. 1.2b Stars form when gravity causes clouds of molecules to contract until nuclear fusion of light elements into heavier ones occurs. Fusion releases great amounts of energy over millions of years. - The stars differ from each other in size, temperature, and age. - Our Sun is a medium-sized star within a spiral galaxy of stars known as the Milky Way. Our galaxy contains billions of stars, and the universe contains billions of such galaxies. 1.2c Our solar system formed about five billion years ago from a giant cloud of gas and debris. Gravity caused Earth and the other planets to become layered according to density differences in their materials. - The characteristics of the planets of the solar system are affected by each planet s location in relationship to the Sun. - The terrestrial planets are small, rocky, and dense. The Jovian planets are large, gaseous, and of low density. 1.2d Asteroids, comets, and meteors are components of our solar system. - Impact events have been correlated with mass extinction and global climatic change. - Impact craters can be identified in Earth s crust. 12

13 EARTH IN SPACE THE SOLAR SYSTEM UNIT: EARTH IN THE UNIVERSE UNIT: MOTIONS OF EARTH, MOON, AND SUN Topic Content Skills: Students will be able to Core Curriculum Major Understandings What are the reasons for the seasons? How do we know the Earth revolves and rotates? How do we use Polaris to determine latitude? How does the motion of the moon affect its appearance? How can we explain eclipse and tides? Where is the Earth s location in the solar system? How can we explain the orbits of the planets? What are the other members of the solar system? Identify the seasonal changes in the Sun s noon altitude, positions of sunrise/sunset, and amount of daylight. Recognize the path of the sun during each season at different latitudes. Explain the annual migration of the sun s vertical ray as a result of revolution, tilt, and parallelism. Compare and contrast the evidences of revolution and rotation. Relate Earth s rate of rotation to time keeping and longitude. Locate zenith, horizon, and compass directions on a celestial sphere model. Locate Polaris using the Big Dipper. Use the angle of Polaris to determine the observer s latitude at different locations. Explain how Polaris is used as a navigational tool. Explain how the Moon s rotation and revolution affects its appearance. Describe the changing phases of the moon. Explain why eclipses are rare events. Compare and contrast solar and lunar eclipses. Describe how the Moon and the Sun cause the tides. Understand the size, scale, and arrangement of the members of the solar system. Compare/contrast the geocentric and heliocentric models. Compare/contrast terrestrial and Jovian planets. Explain Newton s Law of Gravitation with respect to mass and distance. Explain how distance from the Sun affects a planet s orbital velocity (Kepler s Laws). Diagram elliptical orbits and analyze their eccentricities (Kepler s Laws). Understand that the apparent size of the Sun changes seasonally due to the Earth s elliptical orbit. Describe meteors, their origin, and cratering as an early geologic activity. Describe comets, the eccentricity of their orbits, and the Oort cloud. Describe the location of the asteroids and their past influence on the Earth. Describe other planetary satellites/rings. 1.1a Most objects in the solar system are in regular and predictable motion. - These motions explain such phenomena as the day, the year, seasons, phases of the moon, eclipses, and tides. - Gravity influences the motions of celestial objects. The force of gravity between two objects in the universe depends on their masses and the distance between them. 1.1b Nine planets move around the Sun in nearly circular orbits. - The orbit of each planet is an ellipse with the Sun located at one of the foci. - Earth is orbited by one moon and many artificial satellites. 1.1c Earth s coordinate system of latitude and longitude, with the equator and prime meridian as reference lines, is based upon Earth s rotation and our observation of the Sun and stars. 1.1d Earth rotates on an imaginary axis at a rate of 15 degrees per hour. To people on Earth, this turning of the planet makes it seem as though the Sun, the moon, and the stars are moving around Earth once a day. Rotation provides a basis for our system of local time; meridians of longitude are the basis for time zones. 1.1e The Foucault pendulum and the Coriolis effect provide evidence of Earth s rotation. 1.1f Earth s changing position with regard to the Sun and the moon has noticeable effects. - Earth revolves around the Sun with its rotational axis tilted at 23.5 degrees to a line perpendicular to the plane of its orbit, with the North Pole aligned with Polaris. - During Earth s one-year period of revolution, the tilt of its axis results in changes in the angle of incidence of the Sun s rays at a given latitude; these changes cause variation in the heating of the surface. This produces seasonal variation in weather. 1.1g Seasonal changes in the apparent positions of constellations provide evidence of Earth s revolution. 1.1h The Sun s apparent path through the sky varies with latitude and season. 1.1i Approximately 70 percent of Earth s surface is covered by a relatively thin layer of water, which responds to the gravitational attraction of the moon and the Sun with a daily cycle of high and low tides. 1.2d Asteroids, comets, and meteors are components of our solar system. - Impact events have been correlated with mass extinction and global climatic change. - Impact craters can be identified in Earth s crust. 2.2a Insolation (solar radiation) heats Earth s surface and atmosphere unequally due to variations in: - the intensity caused by differences in atmospheric transparency and angle of incidence which vary with time of day, latitude, and season - characteristics of the materials absorbing the energy such as color, texture, transparency, state of matter, and specific heat - duration, which varies with seasons and latitude. 13

14 METEOROLOGY ATMOSPHERIC VARIABLES UNIT: ENERGY IN EARTH PROCESSES UNIT: WEATHER Topic Content Skills: Students will be able to Core Curriculum Major Understandings How is the atmosphere organized? How does the sun s energy affect the atmosphere? Why does air pressure change? How do meteorologist s explain the wind, humidity, dew point and cloud formation? Explain how outgassing formed the earth s original atmosphere and how it evolved through time. Describe the various temperature zones of the atmosphere and be able to interpret the ESRT chart/graph on the atmosphere. Understand and interpret the various temperature scales using the ESRT. Understand that the sun is the earth s main energy source. Understand how a barometer measures air pressure. Describe how temperature, humidity and altitude affect air pressure. Explain the relationship between uneven heating, density differences and convection. Explain that winds blow from high to low pressure and how the earth s rotation/coriolis effect affects the motion of winds. Explain how pressure gradient affects wind speed. Explain the function of an anemometer and a wind vane. Explain how evaporating water affects humidity. Use a sling psychrometer and the ESRT to determine relative humidity and dew point. Explain how changes in humidity affect air pressure. Define condensation and understand the concept of saturation. Explain the factors cloud formation. Compare and contrast the formation of clouds, fog, dew and frost. Construct and interpret isotherms, isobars and station models. 1.2e Earth s early atmosphere formed as a result of the outgassing of water vapor, carbon dioxide, nitrogen, and lesser amounts of other gases from its interior. 1.2f Earth s oceans formed as a result of precipitation over millions of years. The presence of an early ocean is indicated by sedimentary rocks of marine origin, dating back about four billion years. 1.2h The evolution of life caused dramatic changes in the composition of Earth s atmosphere. Free oxygen did not form in the atmosphere until oxygen-producing organisms evolved. 2.1b The transfer of heat energy within the atmosphere, the hydrosphere, and Earth s interior results in the formation of regions of different densities. These density differences result in motion. 2.1c Weather patterns become evident when weather variables are observed, measured, and recorded. These variables include air temperature, air pressure, moisture (relative humidity and dewpoint), precipitation (rain, snow, hail, sleet, etc.), wind speed and direction, and cloud cover. 2.1d Weather variables are measured using instruments such as thermometers, barometers, psychrometers, precipitation gauges, anemometers, and wind vanes. 2.1e Weather variables are interrelated. For example: - temperature and humidity affect air pressure and probability of precipitation - air pressure gradient controls wind velocity 2.1f Air temperature, dewpoint, cloud formation, and precipitation are affected by the expansion and contraction of air due to vertical atmospheric movement. 2.1g Weather variables can be represented in a variety of formats including radar and satellite images, weather maps (including station models, isobars, and fronts), atmospheric cross-sections, and computer models. 2.2b The transfer of heat energy within the atmosphere, the hydrosphere, and Earth s surface occurs as the result of radiation, convection, and conduction. - Heating of Earth s surface and atmosphere by the Sun drives convection within the atmosphere and oceans, producing winds and ocean currents. 14

15 METEOROLOGY WEATHER MAPS, ENERGY EXCHANGES, FORECASTS UNIT: ENERGY IN EARTH PROCESSES UNIT: INSOLATION AND THE SEASONS UNIT: WEATHER Topic Content Skills: Students will be able Core Curriculum How do air masses form and move? What happens when air masses meet? How does the pressure of an air mass affect the weather? Why do air masses move in predictable patterns? What are hurricanes and tornadoes, and how do they get their energy? to Explain how source regions influence air mass characteristics. Identify air mass symbols on a weather map using the ESRT and explain how air masses move. Understand that fronts form where air masses meet. Compare and contrast the characteristics of cold, warm, stationary and occluded fronts. Compare and contrast movement of air in regions of high and low pressure. Recognize the patterns of isobars and isotherms in highs and lows. Describe the arrangement of fronts and air masses in a typical low pressure system. Describe the frontal weather and patterns of movement. Predict future weather for any location within a mid-latitude cyclone. Explain the seasonal nature of hurricane formation. Explain the role of condensation/latent heat in hurricane sustenance. Explain how hurricanes lose and gain energy. Understand storm tracks of hurricanes. Compare and contrast hurricanes and tornadoes. Major Understandings 2.1f Air temperature, dewpoint, cloud formation, and precipitation are affected by the expansion and contraction of air due to vertical atmospheric movement. 2.1g Weather variables can be represented in a variety of formats including radar and satellite images, weather maps (including station models, isobars, and fronts), atmospheric cross-sections, and computer models. 2.1h Atmospheric moisture, temperature and pressure distributions; jet streams, wind; air masses and frontal boundaries; and the movement of cyclonic systems and associated tornadoes, thunderstorms, and hurricanes occur in observable patterns. Loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness. 2.1i Seasonal changes can be explained using concepts of density and heat energy. These changes include the shifting of global temperature zones, the shifting of planetary wind and ocean current patterns, the occurrence of monsoons, hurricanes, flooding, and severe weather. 15

16 CLIMATE AND INSOLATION UNIT: INSOLATION AND THE SEASONS UNIT: WEATHER UNIT: WATER AND CLIMATE Topic Content Skills: Students will be able to Core Curriculum Major Understandings How do global winds, pressure belts, large bodies of water, latitude, altitude, and mountains affect climate? What happens to the Sun s energy when it reaches the Earth? Why do climates seem to be getting warmer? Define climate. Understand that global wind circulation is the result of uneven heating, density differences and the coriolis effect. Identify convergent and divergent belts and planetary winds using the ESRT. Define specific heat and explain the moderating effect of a nearby large body of water. Explain how land breezes, sea breezes and monsoons affect climate. Understand that density differences, wind and the coriolis effect cause ocean currents. Explain the climate affects of warm/cold currents (El Nino, Gulf Stream). Compare/contrast climate changes with altitude and latitude. Explain the differences between windward and leeward climate. Compare/contrast inland and coastal climates at the same latitude. Define insolation and explain how its intensity and duration affects temperature. Describe how daily/seasonal temperature cycles are affected by insolational variations. Understand that insolation variations change with latitude. Compare/contrast conduction, convection and radiation. Explain why cloudy days are cool and cloudy nights are warm. Compare/ contrast surfaces which absorb or reflect insolation. Understand that good absorbers are good radiators. Interpret the electromagnetic spectrum in the ESRT/ Understand that visible light is the most intense form of energy radiated by the sun. List the greenhouse gases and explain their affect on global warming. Understand the greenhouse affect of the absorption, conversion and reflection of insolation. 2.1i Seasonal changes can be explained using concepts of density and heat energy. These changes include the shifting of global temperature zones, the shifting of planetary wind and ocean current patterns, the occurrence of monsoons, hurricanes, flooding, and severe weather. 2.2a Insolation (solar radiation) heats Earth s surface and atmosphere unequally due to variations in: - the intensity caused by differences in atmospheric transparency and angle of incidence which vary with time of day, latitude, and season - characteristics of the materials absorbing the energy such as color, texture, transparency, state of matter, and specific heat - duration, which varies with seasons and latitude. 2.2b The transfer of heat energy within the atmosphere, the hydrosphere, and Earth s surface occurs as the result of radiation, convection, and conduction. - Heating of Earth s surface and atmosphere by the Sun drives convection within the atmosphere and oceans, producing winds and ocean currents. 2.2c A location s climate is influenced by latitude, proximity to large bodies of water, ocean currents, prevailing winds, vegetative cover, elevation, and mountain ranges. 2.2d Temperature and precipitation patterns are altered by: - natural events such as El Nino and volcanic eruptions - human influences including deforestation, urbanization, and the production of greenhouse gases such as carbon dioxide and methane. 16

17 Topic Content Where does rain come from? What happens to rainwater after it reaches the ground? How does water infiltrate the soil? How do rocks weather? What factors affect the rate of weathering? How does gravity transport weathered rock debris? How does the wind transport weathered rock debris? How do ocean waves and currents erode the coast? SURFACE PROCESSES WEATHERING AND EROSION UNIT: WEATHERING AND EROSION Skills: Students will be Core Curriculum able to Major Understandings Explain the outgassing and the water cycle Explain the movement of water through the ground Compare and contrast methods of physical and chemical weathering List the end products of weathering Explain how different climates, particle sizes and composition and exposure affect weathering processes Define and list the agents of erosion Understand the importance of gravity in erosional / depositional systems and give examples Explain the mechanism of wind erosion /deposition Explain the mechanism of erosion and deposition by ocean waves and currents Recognize features of erosional / depositional systems 1.2e Earth s early atmosphere formed as a result of the outgassing of water vapor, carbon dioxide, nitrogen, and lesser amounts of other gases from its interior. 1.2f Earth s oceans formed as a result of precipitation over millions of years. The presence of an early ocean is indicated by sedimentary rocks of marine origin, dating back about four billion years. 1.2g Earth has continuously been recycling water since the outgassing of water early in its history. This constant recirculation of water at and near Earth s surface is described by the hydrologic (water) cycle. - Water is returned from the atmosphere to Earth s surface by precipitation. Water returns to the atmosphere by evaporation or transpiration from plants. A portion of the precipitation becomes runoff over the land or infiltrates into the ground to become stored in the soil or groundwater below the water table. Soil capillarity influences these processes. - The amount of precipitation that seeps into the ground or runs off is influenced by climate, slope of the land, soil, rock type, vegetation, land use, and degree of saturation. - Porosity, permeability, and water retention affect runoff and infiltration. 2.1p Landforms are the result of the interaction of tectonic forces and the processes of weathering, erosion, and deposition. 2.1s Weathering is the physical and chemical breakdown of rocks at or near Earth s surface. Soils are the result of weathering and biological activity over long periods of time. 2.1t Natural agents of erosion, generally driven by gravity, remove, transport, and deposit weathered rock particles. Each agent of erosion produces distinctive changes in the material that it transports and creates characteristic surface features and landscapes. In certain erosional situations, loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness. 2.1u The natural agents of erosion include: - Streams (running water): Gradient, discharge, and channel shape influence a stream s velocity and the erosion and deposition of sediments. Sediments transported by streams tend to become rounded as a result of abrasion. Stream features include V-shaped valleys, deltas, flood plains, and meanders. A watershed is the area drained by a stream and its tributaries. - Glaciers (moving ice): Glacial erosional processes include the formation of U-shaped valleys, parallel scratches, and grooves in bedrock. Glacial features include moraines, drumlins, kettle lakes, finger lakes, and outwash plains. - Wave Action: Erosion and deposition cause changes in shoreline features, including beaches, sandbars, and barrier islands. Wave action rounds sediments as a result of abrasion. Waves approaching a shoreline move sand parallel to the shore within the zone of breaking waves. - Wind: Erosion of sediments by wind is most common in arid climates and along shorelines. Wind-generated features include dunes and sandblasted bedrock. - Mass Movement: Earth materials move downslope under the influence of gravity. 17

18 SURFACE PROCESSES EROSIONAL-DEPOSITIONAL SYSTEMS UNIT: WEATHERING AND EROSION UNIT : DEPOSITION Topic Content Skills: Students will be able Core Curriculum How do streams transport materials? What factors affect the shape of a stream? How do stream deposits form? How do deltas and alluvial fans differ? What are glaciers and how do they act as erosional agents? How do glaciers affect the landscape? What were the effects of the Ice Age? to Define and calculate gradient Explain the factors that affect stream velocity and particle transport Describe the stages of stream development Compare and contrast factors which affect rates of deposition such as density, shape, size and energy loss Describe horizontal and vertical sorting Differentiate between deltas & alluvial fans Explain glacier formation Recognize types and parts of glaciers Describe glacial motion Understand the erosional and depositional effect of glaciation on landscapes Recognize glacial erosional/depositional features Explain the effect of the Ice Ages on NYS Major Understandings 2.1p Landforms are the result of the interaction of tectonic forces and the processes of weathering, erosion, and deposition. 2.1v Patterns of deposition result from a loss of energy within the transporting system and are influenced by the size, shape, and density of the transported particles. Sediment deposits may be sorted or unsorted. 2.1w Sediments of inorganic and organic origin often accumulate in depositional environments. Sedimentary rocks form when sediments are compacted and/or cemented after burial or as the result of chemical precipitation from seawater. 18

19 COMPOSITION OF THE EARTH S CRUST UNIT: EARTH MATERIALS MINERALS, ROCKS, AND MINERAL RESOURCES Topic Content Skills: Students will be able to Core Curriculum Major Understandings What are rockforming Identify the characteristics of minerals, and matter. how do we identify Explain the importance of them? chemical bonds. How can we measure Identify the characteristics of the density of Earth minerals. materials? Explain how minerals form. How are igneous, List the physical characteristics of sedimentary and minerals that are influenced by metamorphic rocks their crystalline structure. formed, and how do Identify rock-forming minerals by we identify them? physical and chemical properties. How are rocks cycled in nature? List and describe different categories of minerals: silicates and carbonates. Compare renewable and nonrenewable resources. Determine the densities of known materials. Compare/contrast the density of continental/oceanic rock Explain the difference between a mineral and a rock. Differentiate among the three major types of rocks. Distinguish between intrusive and extrusive igneous rocks and how they form. Explain the relationship between crystal size and cooling time. Understand interlocking crystals. Distinguish among the types of sedimentary rocks and how they form. Discuss features typical of sedimentary rocks. Explain the processes involved in the formation of metamorphic rocks. Differentiate among different kinds of metamorphic rocks. Learn how to use the ESRT chart for mineral and rock identification. Compare/contrast the processes in the rock cycle. (Use ESRT) 2.1m Many processes of the rock cycle are consequences of plate dynamics. These include the production of magma (and subsequent igneous rock formation and contact metamorphism) at both subduction and rifting regions, regional metamorphism within subduction zones, and the creation of major depositional basins through downwarping of the crust. 2.1w Sediments of inorganic and organic origin often accumulate in depositional environments. Sedimentary rocks form when sediments are compacted and/or cemented after burial or as the result of chemical precipitation from seawater. 3.1a Minerals have physical properties determined by their chemical composition and crystal structure. -Minerals can be identified by well-defined physical and chemical properties, such as cleavage, fracture, color, density, hardness, streak, luster, crystal shape, and reaction with acid. -Chemical composition and physical properties determine how minerals are used by humans. 3.1b Minerals are formed inorganically by the process of crystallization as a result of specific environmental conditions. -These include: -cooling and solidification of magma -precipitation from water caused by such processes as evaporation, chemical reactions, and temperature changes -rearrangement of atoms in existing minerals subjected to conditions of high temperature and pressure. 3.1c Rocks are usually composed of one or more minerals. -Rocks are classified by their origin, mineral content, and texture. -Conditions that existed when a rock formed can be inferred from the rock s mineral content and texture. -The properties of rocks determine how they are used and also influence land usage by humans. 19

20 Topic Content How do we know the crust has moved? What is an earthquake? How do seismologists locate an epicenter of an earthquake? What is the structure of the Earth s interior? Why do continents move? What happens when tectonic plates collide? Why do so many earthquakes occur in California? How was the Atlantic Ocean formed? How do geologists explain the hot spot volcanoes? THE DYNAMIC CRUST UNIT 12: EARTH S DYNAMIC CRUST AND INTERIOR Skills: Students will be Core Curriculum Major Understandings able to List direct/indirect evidence of crustal movement Describe evidence of continental drift Define terms regarding earthquakes Explain measurement of earthquake energy Compare and contrast earthquake waves Interpret inferred properties of earth s interior using earthquake time/travel chart Explain the cause of plate tectonics Describe the types and features of plate boundaries Locate and identify plate boundaries and tectonic features. 2.1a Earth systems have internal and external sources of energy, both of which create heat. 2.1b The transfer of heat energy within the atmosphere, the hydrosphere, and Earth s interior results in the formation of regions of different densities. These density differences result in motion. 2.1j Properties of Earth s internal structure (crust, mantle, inner core, and outer core) can be inferred from the analysis of the behavior of seismic waves (including velocity and refraction). - Analysis of seismic waves allows the determination of the location of earthquake epicenters, and the measurement of earthquake magnitude; this analysis leads to the inference that Earth s interior is composed of layers that differ in composition and states of matter. 2.1k The outward transfer of Earth s internal heat drives convective circulation in the mantle that moves the lithospheric plates comprising Earth s surface. 2.1l The lithosphere consists of separate plates that ride on the more fluid asthenosphere and move slowly in relationship to one another, creating convergent, divergent, and transform plate boundaries. These motions indicate Earth is a dynamic geologic system. - These plate boundaries are the sites of most earthquakes, volcanoes, and young mountain ranges. - Compared to continental crust, ocean crust is thinner and denser. New ocean crust continues to form at mid-ocean ridges. - Earthquakes and volcanoes present geologic hazards to humans. Loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness. 2.1m Many processes of the rock cycle are consequences of plate dynamics. These include the production of magma (and subsequent igneous rock formation and contact metamorphism) at both subduction and rifting regions, regional metamorphism within subduction zones, and the creation of major depositional basins through down-warping of the crust. 2.1n Many of Earth s surface features such as mid-ocean ridges/rifts, trenches/subduction zones/island arcs, mountain ranges (folded, faulted, and volcanic), hot spots, and the magnetic and age patterns in surface bedrock are a consequence of forces associated with plate motion and interaction. 2.1o Plate motions have resulted in global changes in geography, climate, and the patterns of organic evolution. 2.1p Landforms are the result of the interaction of tectonic forces and the processes of weathering, erosion, and deposition. 20

21 Topic Content How do we determine the relative ages of rock formations? How do fossils reveal the Earth s history? How can we correlate the rock record of different regions? How is the actual age of a rock or fossil determined? What is the geologic history of New York State? EARTH S HISTORY UNIT 13: INTERPRETING GEOLOGIC HISTORY Skills: Students will be able Core Curriculum Major Understandings to Learn to sequence and correlate rocks using such rules as superposition, original horizontality, cross cutting relationships, included fragments, etc. Recognize unconformities, their formation and significance. Describe the processes of fossil formation. Understand how to interpret paleoclimate and environment from fossil evidence. Locate and interpret the fossil record and geologic history of New York State using the ESRT. Understand that geologic time is determined by the fossil record. Understand that fossils reveal the process of evolution. Explain the significance of index fossils and volcanic ash in correlation. Understand that unconformities reveal an incomplete rock record. Understand that subsidence/ submergence leads to deposition; uplift/emergence leads to erosion. Explain how radioactive decay causes heating in the earth s interior. Using the ESRT, understand half-life as a tool for measuring actual age. Explain how the age of the earth has been determined. Know the evidence of past tectonic activity and interpret the sequence of plate motions using the ESRT. 1.2f Earth s oceans formed as a result of precipitation over millions of years. The presence of an early ocean is indicated by sedimentary rocks of marine origin, dating back about four billion years. 1.2h The evolution of life caused dramatic changes in the composition of Earth s atmosphere. Free oxygen did not form in the atmosphere until oxygen-producing organisms evolved. 1.2i The pattern of evolution of life-forms on Earth is at least partially preserved in the rock record. - Fossil evidence indicates that a wide variety of life-forms has existed in the past and that most of these forms have become extinct. - Human existence has been very brief compared to the expanse of geologic time. 1.2j Geologic history can be reconstructed by observing sequences of rock types and fossils to correlate bedrock at various locations. - The characteristics of rocks indicate the processes by which they formed and the environments in which these processes took place. - Fossils preserved in rocks provide information about past environmental conditions. - Geologists have divided Earth history into time units based upon the fossil record. - Age relationships among bodies of rocks can be determined using principles of original horizontality, superposition, inclusions, crosscutting relationships, contact metamorphism, and unconformities. The presence of volcanic ash layers, index fossils, and meteoritic debris can provide additional information. - The regular rate of nuclear decay (half-life time period) of radioactive isotopes allows geologists to determine the absolute age of materials found in some rocks. 21

22 LANDFORMS AND TOPOGRAPHIC MAPS UNIT 14: LANDSCAPE DEVELOPMENT AND ENVIRONMENTAL CHANGE Topic Content Skills: Students will be able to Core Curriculum Major Understandings What landscapes Understand how landscapes are 2.1q Topographic maps represent are found in New classified landforms through the use of York State? Identify NYS landscape contour lines that are isolines How do we see regions connecting points of equal hills, valleys, Interpret and apply isolines on elevation. Gradients and profiles gradient and topographic maps can be determined from changes profiles on a Draw profiles of topographic in elevation over a given distance. topographic map? maps, calculate gradient and 2.1r Climate variations, structure, What factors draw isolines and characteristics of bedrock affect landscape Define uplift and leveling influence the development of development? events landscape features including How do drainage Compare/contrast bedrock mountains, plateaus, plains, patterns reveal structure for mountains, valleys, ridges, escarpments, and landscape regions? plateaus and plains stream drainage patterns. How have humans affected the landscape? Explain the effect of climate on landscape development Identify the main watersheds/drainage basins of NYS and the USA How does human population growth affect pollution Discuss efforts to restore the environment 22

23 The Physical Setting / Earth Science Pacing Guide This guide using McDougal Littell Earth Science 2005 (ISBN: ) was created to provide teachers with a time frame to complete the New York State Physical Setting / Earth Science Curriculum. Unit 1 - Observations, Density and Changing Environment Standard Aim Objective Vocabulary Graphic Organizer Textbook 1.1 #1: What does it Understand the Safety KWL Teacher take to be safe? importance of safe Generated 1.1, 1.2, 6.1 #2: What is Earth Science? 1.1, 1.2 #3: How are observations used to make inferences? 1.3, 1.4 #4: How can we make accurate observations? 6.5 #5: How can patterns be observed on a graph? 6.5 #6: How can patterns be observed using sunspot graphing? b #7: What is density? practices in class Earth Science is the study of the Earth, its atmosphere and its place in space. Use basic observations to construct inferences about nature Metric and other forms of measurement make more useable observations Different graphing (line, pie, etc) can be used Different graphing (line, pie, etc) can be used Use formula from ESRT. How energy affects density Geology Meteorology Astronomy Observation Inference Classification Mass, grams, pounds, volume, litters, meters Line graph, Pie graph, cyclic, prediction, rate of change Line graph, Pie graph, cyclic, prediction Mass, volume, density Materials Cluster PC: 2 McD: 4 to 5 Flowchart PC: 2 to 3 Q: 1 to 8 McD: 104 to 107 Table PC: 3 Q: 9 McD: 722 to 723 KWL PC: 8 to 9 Q: 19 to 25 McD: 5 to 6 Activities and Experiments Review Safety contract in class and have signed at home Introduction to the various facets of Earth Science Lab #1: Classification System Fall Sept Sept Sept Spr Feb Feb Feb Lab #2: Metric Olympics Sept Feb Sampling of different graphs Sept Frayer McD: 5 to 6 Lab #3: Sunspot graphing Sept Feb Cause and Effect PC: Prentice Hall Earth Science Review Book Q: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim. McD: McDougal Littell Earth Science 2005 PC: 5 to 6 Q: 10 to 18 McD: 20 to 21 Feb Applying formula to data Sept Feb

24 Unit 1 - Observations, Density and Changing Environment Standard Aim Objective Vocabulary Graphic Textbook Activities and Fall Spr Organizer Experiments b #8: What is density Use formula from Mass, volume, Frayer McD: 106 to 107 Lab #4: Density of Solids Sept Feb of solids? ESRT density b #9: What is density Use formula from Mass, volume, Frayer McD: 492 Lab #5: Density of Liquids Sept Feb of liquids? ESRT density a #10: How do we use scientific notation to represent numbers? Use of scientific notation Scientific notation Flowchart Teacher Generated Matrials Sample problems Sept Feb c #11: What are we doing to our environments? Human interactions both beneficial and harmful Dynamic Equilibrium, natural resources, pollution Concept Map PC: Prentice Hall Earth Science Review Book Q: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim. McD: McDougal Littell Earth Science 2005 PC: 8 to 9 Q: 26 to 39 McD: 154 to 158 Web tie in with current events on green technology towards reducing pollutants Project #1 Sept Feb Common Assessment #1 Sept Feb 24

25 Unit 2 Measuring the Earth (Earth s size, shape, spheres, isolines and mapping) Standard Aim Objective Vocabulary Graphic Textbook Activities and Experiments Fall Spr Organizer 1.M1 #12: Is the Earth flat? Earth is an almost perfect sphere with Model. oblate spheroid Table PC:18 to 19 Q: 1 to 2 Web interactive tie-in with information provided Sept Feb i, b j c, d, f c, d, f g, 6.3, g, 6.3, 7.2 #13: What are the different layers of the Earth? #14: Where am I? #15: Where am I? #16: How do we map the surface of the Earth? #17: How do we map the surface of the Earth? size in ESRT Earth is made of various inner spheres and three outer ones using ESRT Latitude and Longitude based on star sighting to map Earth locations Latitude and Longitude based on star sighting to map Earth locations Introduce the concepts of different isolines and field mapping Introduce the concepts of different isolines and field mapping Atmosphere. Troposphere. pauses, Lithosphere, Hydrosphere, interior Coordinate system, Latitude, Longitude, Equator. Prime Meridian, Polaris, Sun, International Dateline, time zones Coordinate system, Latitude, Longitude, Equator. Prime Meridian, Polaris, Sun, International Dateline, time zones Fields, isolines, isotherms, isobars, contour maps, gradient Fields, isolines, isotherms, isobars, contour maps, gradient McD: 42 to 44 Cluster PC:19 to 20 Q: 3 to 17 McD: 68 to 80 Cause and Effect Cause and Effect PC: Prentice Hall Earth Science Review Book Q: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim. McD: McDougal Littell Earth Science 2005 PC:22 to 24 Q: 18 to 30 McD: 44 to 48 PC: 22 to 24 Q: 18 to 30 McD: 44 to 48 Cluster PC: 26 to 30 Q: 31 to 48 McD: 377 Cluster PC: 26 to 30 Q: 31 to 48 McD: 194 to 198 Matching location of different Earth spheres with diagrams and using ESRT Sept Feb Lab #6: Celestial Navigation Sept Feb Lab #7: Latitude, Longitude and time zones Oct Feb Lab #8: Isotherm Field Map Oct Mar Lab #9: Volcano Island Oct Mar 25

26 Unit 2 Measuring the Earth (Earth s size, shape, spheres, isolines and mapping) Standard Aim Objective Vocabulary Graphic Textbook Activities and Experiments Fall Spr Organizer g, 6.3, 7.2 Lab #10: Using Topographic Maps Oct Mar g, 6.3, 7.2 #18: What does a contour map of Mount Vernon look like? #19: What does a contour map of Mount Vernon look like? Introduce the concepts of different isolines and field mapping Introduce the concepts of different isolines and field mapping Fields, isolines, isotherms, isobars, contour maps, gradient Fields, isolines, isotherms, isobars, contour maps, gradient PC: Prentice Hall Earth Science Review Book Q: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim. McD: McDougal Littell Earth Science 2005 Cluster PC: 26 to 30 Q: 31to 48 McD: 53 to 57 Cluster PC: 26 to 30 Q: 31 to 48 McD: 53 to 57 Finish various mapping labs Oct Mar Unit Project #2 Oct Mar Common Assessment #2 26

27 Unit 3 Minerals and Rocks Standard Aim Objective Vocabulary Graphic Organizer a, b a, b #20: Where does the fluoride in toothpaste come from? #21: How can physical properties be used to identify minerals? c #22: What happens to lava after it cools? c #23: How can we identify igneous rocks? f, j, w #24: How can sand become a rock? Minerals and their physical characteristics are determined by their chemistry and internal arrangement of atoms Minerals and their physical characteristics are determined by their chemistry and internal arrangement of atoms Igneous rocks are made from solidified lava/magma with different mineral compositions Igneous rocks are made from solidified lava/magma with different mineral compositions Igneous rocks are made from solidified lava/magma with different mineral compositions Mineral, luster, cleavage, fracture, streak, hardness, Mohs hardness scale, crystals, silicates Mineral, luster, cleavage, fracture, streak, hardness, Mohs hardness scale, crystals, silicates Igneous, lava, magma, felsic, mafic, texture, solidication Igneous, lava, magma, felsic, mafic, texture, solidication Cementation, compaction, evaporite, clastic, bioclastic Textbook Table PC: 218 to 222 Q: 1 to 15 McD: 88 to 111 Frayer PC:218 to 222 Q: 1 to 15 McD: 88 to 111 Cycle PC:226 to 228 Q: 22 to 29 McD:116 to 135 Cycle PC: 226 to 228 Q: 22 to 29 McD:116 to 135 Cycle PC: 224 to 226 Q: 16 to 21 McD: 116 to 135 Activities and Experiments Introduction using minerals to acquaint with properties Lab #11: Mineral Identification Introduce rock samples to show off characteristics Lab #12: Igneous Rock Identification Introduce rock samples to show off characteristics Fall Oct Oct Oct Oct Oct Spr Mar Mar Mar Mar Mar PC: Prentice Hall Earth Science Review Book Q: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim. McD: McDougal Littell Earth Science

28 Unit 3 Minerals and Rocks Standard Aim Objective Vocabulary Graphic Organizer f, j, w #25: How can we identify igneous rocks? c #26: How were the rocks formed in the Mt. Vernon area? c #27: How can we identify metamorphic rocks? m, b, c m, w, a, c #28: How are the three rock types related? #29: Where does the salt for the roads come from? Igneous rocks are made from solidified lava/magma with different mineral compositions Metamorphic rocks are made from heat/pressure recrystallizing other rocks Metamorphic rocks are made from heat/pressure recrystallizing other rocks Rock cycle shows how are changed over time. Mineral resources are found in NYS and the world. Cementation, compaction, evaporite, clastic, bioclastic Metamorphic, heat/pressure, foliation Metamorphic, heat/pressure, foliation Textbook Cycle PC:224 to 226 Q: 16 to 21 McD: 116 to 135 Cycle PC: 230 to 231 Q: 31 to 37 McD: 116 to 135 Cycle PC: 230 to 231 Q: 31 to 37 McD: 116 to 135 Rock cycle Cycle PC: 231 to 232 McD: 116 to 135 Mineral deposits, river gravels PC: Prentice Hall Earth Science Review Book Q: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim. McD: McDougal Littell Earth Science 2005 Cluster PC: 234 to 237 Q: 38 to 47 McD:142 to 156 Activities and Experiments Lab #13: Sedimentary Rock Identification Introduce rock sample to show off characteristics Lab #14: Metamorphic Rock Identification Have rock samples arranged to ESRT rock cycle Match mineral and rocks samples with their uses Project #3 Oct Mar Common Assessment #3 Fall Oct Oct Oct Oct Oct Spr Mar Mar Mar Mar Mar 28

29 Unit 4 Dynamic Crust (Observations, Density and Changing Environment) Standard Aim Objective Vocabulary Graphic Organizer Textbook j, k, l #30: Why are Small crustal Lithosphere, crust, Cluster PC: 244 to 245 the rock layers changes can reflect original horizontality, Q: 1 to 8 in Westchester large changes in the folding, faulting, McD: 212 to 222 so deformed? Earth s crust uplift, strata 2.3, j, k, l 2.3, j, k, l 2.3, j, k, l 4.2.1j, k & l #31: Are earthquakes predictable? #32: Are earthquakes predictable? #33: Are earthquakes predictable? #34: How do we know what is inside the Earth? Earthquakes and volcanic activity indicate active crustal movement Earthquakes and volcanic activity indicate active crustal movement Earthquakes and volcanic activity indicate active crustal movement Earth Interior properties are inferred mostly form seismic wave data. Seismic waves (P, S & L), seismograph, epicenter, focus, magnitude, Marcalli scale, tsunami, composite cone, Ring of Fire Seismic waves (P, S & L), seismograph, epicenter, focus, magnitude, Marcalli scale, tsunami, composite cone, Ring of Fire Seismic waves (P, S & L), seismograph, epicenter, focus, magnitude, Marcalli scale, tsunami, composite cone, Ring of Fire Lithosphere, Moho, asthenosphere, inner & outer core, ocean & continental crust PC: Prentice Hall Earth Science Review Book Q: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim. McD: McDougal Littell Earth Science 2005 Chart PC: 246 to 252 Q: 9 to 28 McD: 212 to 222 Chart PC: 246 to 252 Q: 9 to 28 McD: 212 to 222 Chart PC: 246 to 252 Q: 9 to 28 McD: 212 to 222 KWL PC: 256 to 258 Q: 29 to 41 McD: 228 to 230 Activities and Experiments Display pictures of local crustal movement to illustrate topic covered in class Tie-in video of natural events with notes. Earthquake and emergency preparedness Fall Oct Oct Spr Mar Mar Lab #14: Mercalli Scale Oct Mar Lab #15: Finding Epicenters Use ESRT to help locate information of interior layers Nov Nov Mar Mar 29

30 Unit 4 Dynamic Crust (Observations, Density and Changing Environment) Standard Aim Objective Vocabulary Graphic Organizer Textbook Activities and Experiments b, j, #35: Why do Plate Tectonic Plate Tectonics, Charts PC: 259 to 267 Have maps to k, l, m, n, Africa and theory predicts tectonic plates, Q: 42 to 68 correlate topics being o, p, 6.5, South America crustal movement divergent, convergent, McD: 170 to 192 discussed 7.1 look like they past, present and MORs, transform, fit together? future convection currents, hot spots, Pangea, b, j, k, l, m, n, o, p, 6.5, b, j, k, l, m, n, o, p, 6.5, b, j, k, l, m, n, o, p, 6.5, 7.1 #36: Why do Africa and South America look like they fit together? #37: Why do Africa and South America look like they fit together? - Day 3 #38: Why do Africa and South America look like they fit together? Plate Tectonic theory predicts crustal movement past, present and future Plate Tectonic theory predicts crustal movement past, present and future Plate Tectonic theory predicts crustal movement past, present and future magnetic patterns Plate Tectonics, tectonic plates, divergent, convergent, MORs, transform, convection currents, hot spots, Pangea, magnetic patterns Plate Tectonics, tectonic plates, divergent, convergent, MORs, transform, convection currents, hot spots, Pangea, magnetic patterns Plate Tectonics, tectonic plates, divergent, convergent, MORs, transform, convection currents, hot spots, Pangea, magnetic patterns PC: Prentice Hall Earth Science Review Book Q: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim. McD: McDougal Littell Earth Science 2005 Charts PC: 259 to 267 Q: 42 to 68 McD: 170 to 192 Charts PC: 259 to 267 Q: 42 to 68 McD: 170 to 192 Charts PC: 259 to 267 Q: 42 to 68 McD: 170 to 192 Lab #16: Crustal Movements Lab #17: Hot Spot Movement Lab #18: Plate Puzzle Pieces Project #4 Nov Apr Common Assessment #4 Fall Nov Nov Nov Nov Spr Mar Mar Apr Apr 30

31 Unit 5 Surface Processes (Weathering, Erosion and Deposition) Standard Aim Objective Vocabulary Graphic Organizer Textbook s #39: Why is Weathering is the Weathering, chemical Cluster PC: 182 to 185 some of the breakdown of rock weathering, physical Q: 1 to 4. cement falling by physical / weathering, frost McD: 256 to 265 off some chemical means action builds? s #40: How does weathering breakdown rock? s #41: How do soils form? 1.M1, 1.M2, t, u u, v, w, u, v, w, 7.2 #42: What makes sediments move around? #43: How are the sediment sorted once they stop eroding? #44: How are the sediment sorted once they stop eroding? Weathering is the breakdown of rock by physical / chemical means Soils are made from weathering in place Erosion agent transport sediment by various means Different erosional agents have different depositional deposits Different erosional agents have different depositional deposits Weathering, chemical weathering, physical weathering, frost action Unweathered bedrock, transported soils, topsoil Erosion, mass movement, stream, abrasion, V and U shaped valleys Deposition, sorted vs. unsorted, glaciers, drumlins, sand dune, kettle ponds Deposition, sorted vs. unsorted, glaciers, drumlins, sand dune, kettle ponds F PC: 182 to 185 Q: 1 to 4 McD: 256 to 265 Cycle PC: 185. Q: 6 to 10 Table PC: 187 to 194 Q: 11 to 29. McD: 266 to 296. Cluster PC: 202 to 209 Q: 1 to 25 McD: 266 to 296 Cluster PC: 202 to 209 Q: 1 to 25 McD: 266 to 296 Activities and Experiments Use photos showing different types of weathering. Lab #19: Abrasion or Shaker lab Have soil samples for students to examine Use stream table in available Use videos to illustrate the agents of deposition Lab #20: Deposition of Sediments Fall Nov Nov Nov Nov Nov Nov Spr Apr Apr Apr Apr Apr Apr PC: Prentice Hall Earth Science Review Book Q: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim. McD: McDougal Littell Earth Science

32 Unit 5 Surface Processes (Weathering, Erosion and Deposition) Standard Aim Objective Vocabulary Graphic Organizer Textbook p, t, Concept 7.2 map p, t, 7.2 #45: Why is the Mt. Vernon located in the Hudson Highlands? #46: Why is the Mt. Vernon located in the Hudson Highlands? Different bedrock allows various landscapes to form over them Different bedrock allows various landscapes to form over them Landscape, mountain, plateau, plain, watershed, uplift Landscape, mountain, plateau, plain, watershed, uplift Concept map PC: Prentice Hall Earth Science Review Book Q: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim. McD: McDougal Littell Earth Science 2005 PC: 302 to 309 Q: 1 to 18 McD: 278 to 293 PC: 302 to 309 Q: 1 to 18 McD: 278 to 293 Activities and Fall Spr Experiments Tie-in with ESRT Nov Apr Lab #21: Landscapes of NYS Project #5 Nov Apr Common Assessment #5 Nov Apr 32

33 Unit 6 Geologic History (Relative/Absolute Dating and Correlation) Standard Aim Objective Vocabulary Graphic Organizer Textbook f, j, f, j, 6.3 #47: Which rock layers are the oldest? #48: Which rock layers are the oldest? j, 6.3 #49: How can rock layers be matched up? j, 6.3 #50: How can rock layers be d, f, i, j, 6.3, 7.1, 7.2 matched up? #51: What is the history of the Earth? I, j #52: Can rocks have an exact age? I, j #53: Can rocks have an exact age? Relative dating determines the age of rock layers by comparing them to others. Relative dating determines the age of rock layers by comparing them to others. Correlation of rock layers allows them to be matched Correlation of rock layers allows them to be matched Geologic time is used to measure Earth s events Radioactive dating for fairly accurate dates of rock layers Radioactive dating for fairly accurate dates of rock layers Relative dating, absolute dating, superposition, intrusions, extrusions, inclusions, ash layers Relative dating, absolute dating, superposition, intrusions, extrusions, inclusions, ash layers Correlation, bedrock, index fossils Correlation, bedrock, index fossils Geologic Time Scale, unconformity, uniformity, timeline Radioactive decay, isotopes. half-life. Radioactive decay, isotopes. half-life. Flowchart PC: 278 to 280 Q: 1 to 7 McD: 644 to 668 Flowchart PC: 278 to 280 Q: 1 to 7 McD: 644 to 668 KWL PC: 281 to 282 Q: 8 to 20 McD: 644 to 668 KWL PC: 281 to 282 Q: 8 to 20 McD: 644 to 668 Flowchart PC: 284 to 286 Q: 21 to 36 McD: 644 to 668 Cycle PC: 288 to 289 Q: 37 to 46 McD: 644 to 668 Cycle PC: 288 to 289 Q: 37 to 46 McD: 644 to 668 Activities and Experiments Use everyday example to illustrate relative dating methods Lab #22: Relative dating of rock layers Use graphic outcrop diagram to be correlated Lab #23: Correlations of rock layers Tie in with ESRT and possible Tie in with radioactive material in ESRT Lab #24: Radioactive Dating (the M & M lab) Fall Nov Nov Nov Nov Nov Dec Dec Spr Apr Apr Apr Apr Apr May May PC: Prentice Hall Earth Science Review Book Q: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim. McD: McDougal Littell Earth Science

34 Unit 6 Geologic History (Relative/Absolute Dating and Correlation) Standard Aim Objective Vocabulary Graphic Organizer Textbook h, i, Paleobiology, Flowchart PC: 291 to , 7.1, paleontology, fossils, Q: 47 to outgassing McD: 644 to 668 #54: How has life changed over geologic time? Fossils show evidence of evolving life over time PC: Prentice Hall Earth Science Review Book Q: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim. McD: McDougal Littell Earth Science 2005 Activities and Experiments Use fossils to match with geologic time scale in ESRT Project #6 Dec May Common Assessment #6 Fall Dec Spr May 34

35 Unit 7 Earth and Energy Energy transferred, insolation and the seasons Standard Aim Objective Vocabulary Graphic Organizer Textbook a, b #55: How can the Flowchart PC: 82 to 83, 88 to 89 light from the Sun Q: 1 to 12, 25 to 30 become heat? McD: 367 to a, b #56: How can the light from the Sun become heat? 1.E1, a, b, a, b 1.E1, a, b, a, b #57: How does energy move around? #58: How does energy move around? 4.1. a, b, f, h #59: What is the greenhouse effect? 4.1. a, b, f, h #60: What is the greenhouse effect? Electromagnetic energy can be transform from one type to another Electromagnetic energy can be transform from one type to another Energy is transferred from high to lower levels Energy is transferred from high to lower levels Insolation from the Sun can be used in different ways on the Earth Insolation from the Sun can be used in different ways on the Earth Electromagnetic spectrum, heat energy, radiation, absorption, reflection, specific heat Electromagnetic spectrum, heat energy, radiation, absorption, reflection, specific heat Transfer, conduction, convection, radiation, energy states Transfer, conduction, convection, radiation, energy states Insolation, infrared, scatter, angle of incidence, greenhouse effect Insolation, infrared, scatter, angle of incidence, greenhouse effect Flowchart PC: 82 to 83, 88 to 89 Q: 1 to 12, 25 to 30 McD: 367 to 375 Flowchart PC: 85 to 86, 90 to 93 Q: 13 to 24, 31 to 48 McD: 367 to 375 Flowchart PC: 85 to 86, 90 to 93 Q: 13 to 24, 31 to 48 McD: 367 to 375 KWL PC: 100 to 104. Q: 1 to 10 McD: 367 to 375 KWL PC: 100 to 104 Q: 1 to 10 McD: 367 to 375 Activities and Experiments Use ESRT to illustrate connection of energy Lab #24: Absorb and radiating of heat Show example of actual heat transfer Lab #25: Conduction Lab Tie in with global warming Lab #26: Angle of insolation Fall Dec Dec Dec Dec Dec Dec Spr May May May May May May PC: Prentice Hall Earth Science Review Book Q: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim. McD: McDougal Littell Earth Science

36 Unit 7 Earth and Energy Energy transferred, insolation and the seasons Standard Aim Objective Vocabulary Graphic Organizer Textbook a, b, d #61: Why does it KWL PC: 105 to 109 get warmer in the Q: 11 to 31 summer? The amount of insolation is affect by the tilt / seasons of the Earth Insolation, infrared, scatter, angle of incidence, greenhouse effect PC: Prentice Hall Earth Science Review Book Q: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim. McD: McDougal Littell Earth Science 2005 Activities and Experiments Use globes and light sources to show the effect of seasonal light Project #7 Dec May Common Assessment #7 Fall Dec Spr May 36

37 Unit 8 Weather and Climate Standard Aim Objective Vocabulary Graphic Organizer f, l, c, d f, l, c, d c, d, e, f. g. h. i a. b. c. d c, d, e, f. g. h. i a. b. c. d c, d, e, f. g. h. i a. b. c. d c, d, e, f. g. h. i a. b. c. d c, d, e, f. g. h. i a. b. c. d #62: How does rain get into the clouds? #63: How does rain get into the clouds? #64: How are atmospheric properties recorded? #65: What moves the weather around? #66: How come the mornings are foggy? #67: How come the mornings are foggy? #68: Why do thunderstorms form? Water cycle demonstrates how water circulated through the Earth s atmosphere Water cycle demonstrates how water circulated through the Earth s atmosphere Basics include temperature, and pressure. Difference in heating, pressure and the rotating Earth move the weather The amount of moisture in the air and how well the air can hold onto it control the amount of fog, dew, etc. The amount of moisture in the air and how well the air can hold onto it control the amount of fog, dew, etc. Various air masses interact at their boundaries to causes changes in the weather Water cycle, infiltrate, runoff, saturation, porosity, permeability, capillarity, flooding Water cycle, infiltrate, runoff, saturation, porosity, permeability, capillarity, flooding Weather variables, barometer, isobars Anemometer, Coriolis Effect, convections cells, wind belts, monsoons, prevailing winds Evapo-transpiration, humidity, dew point, psychromer, cloud cover, fog, visibility Evapo-transpiration, humidity, dew point, psychromer, cloud cover, fog, visibility Air masses, fronts, high/low pressure, cyclones Textbook Cycle PC: 160 to 163 Q: 1 to 25 McD: 388 to 400 Cycle PC: 160 to 163 Q: 1 to 25 McD: 388 to 400 Table PC: 126 to 129 Q: 1 to 17 McD: 412 to 432 Cluster PC: 131 to 135 Q: 18 to 35 McD: 412 to 432 Table PC: 137 to 142 Q: 36 to 60 McD: 412 to 432 Table PC: 137 to 142 Q: 36 to 60 McD: 412 to 432 Cycle PC: 144 to 146 Q: 61 to 69 McD: 412 to 432 Activities and Experiments Have student draw their water cycle diagrams Lab 27: Infiltration of sediments Use ESRT to display variable conversions Use ESRT to displace wind belts and an possible isotherm lab Video tie in would be useful Lab 28: Cloud Formation Use ESRT as source for air masses and weather fronts Fall Dec Dec Dec Dec Dec Dec Dec Spr May May May May May May May 37

38 Unit 8 Weather and Climate Standard Aim Objective Vocabulary Graphic Organizer c, d, e, f. g. h. i a. b. c. d c, d, e, f. g. h. i a. b. c. d c, d, e, f. g. h. i a. b. c. d c, d, e, f. g. h. i a. b. c. d c, d, e, f. g. h. i a. b. c. d f, I, a, c, d f, I, a, c, d #69: Why are some days clear and other cloudy? #70: What should I do if there is a tornado or a hurricane? #71: What should I do if there is a tornado or a hurricane? #72: How does the weather Channel keep track of all the weather information? #73: How does the weather Channel keep track of all the weather information? #74: Why is it colder upstate in the winter? #75: Why is it colder upstate in the winter? Various air masses interact at their boundaries to causes changes in the weather Some weather is severe and proper steps should be taken to be safe Some weather is severe and proper steps should be taken to be safe Weather station model allow for easy and accurate means to keep data and make predictions from it Weather station model allow for easy and accurate means to keep data and make predictions from it Many variable affect long term weather trends Many variable affect long term weather trends Air masses, fronts, high/low pressure, cyclones Hurricane, twister, tornado, thunderstorms blizzards Hurricane, twister, tornado, thunderstorms blizzards Station Model, weather maps, radar, satellite tracking Station Model, weather maps, radar, satellite tracking Climate, prevailing winds, ocean currents, urbanization, climographs Climate, prevailing winds, ocean currents, urbanization, Textbook Cycle PC: 144 to 146 Q: 61 to 69 McD: 412 to 432 Cluster PC: 147 to 150 Q: 70 to 77 McD: 412 to 432 Cluster PC: 147 to 150 Q: 70 to 77 McD: 412 to 432 KWL PC: 152 to 154 Q: 78 to 87 McD: 412 to 432. KWL PC: 152 to 154 Q: 78 to 87 McD: 412 to 432 Chart PC: 165 to 171 Q: 26 to 61 McD: 435 to 456. Chart PC: 165 to 171 Q: 26 to 61 McD: 435 to 456 Activities and Experiments Lab #29: Cyclonic Weather Video tie in would be useful Lab #30: Hurricane plotting Use ESRT to help construct weather station models Lab #31: Station Models Video tie in to display climate types Lab #32: Imaginary Continent climographs Project #8 Jan Jun Common Assessment #8 Fall Jan Jan Jan Jan Jan Jan Jan Spr May May May May Jun Jun Jun 38

39 Unit 9 The Earth in Space (Earth/Moon, Solar System and the Universe) Standard Aim Objective Vocabulary Graphic Organizer Textbook a, b, #76: How fast do Earth rotation cause Celestial, apparent Cycle PC: 60 to 64 d, e, f, g, h, stars move the apparent motion, geocentric Q: 1 to across the night movement of model, heliocentric McD: 554 to a, b, d, e, f, g, h, a, b, d, e, f, g, h, a, b, d, e, f, g, h, a, b, d, e, f, g, h, a, b, a, b, c, d, 6.3, a, b, a, b, c, d, 6.3, 6.4 sky? #77: What evidence is there that the Earth is moving through space? #78: How are time zones determined? #79: What causes Eclipses to occur? #80: Why does the moon have phases? #81: What makes a solar system work? #82: What makes a solar system work? celestial objects The actual motion for the Earth are found on the planet and by observing stars in space The Earth 15º per hour The motion of the Earth, moon and Sun The revolution of the moon around the Earth causes the phases Gravitation attraction and orbit of a star(s) and its planets Gravitation attraction and orbit of a star(s) and its planets. model Axis, Foucault pendulum, Coriolis Effect, Constellations Cycle PC: 65 to 67 Q: 20 to 27 McD: 554 to 578 Time zones Cycle PC: 69 Q: 28 to 40 McD: 554 to 578 Moon Phases, tides, lunar eclipse, solar eclipse Full moon, New moon, Crescent Moon, Gibbous Moon Solar system, planets, moons, asteroids, comets, meteors, solar disc, impact events, terrestrial planets, Jovial planets Solar system, planets, moons, asteroids, comets, meteors, solar disc, impact events, terrestrial planets, Jovial planets PC: Prentice Hall Earth Science Review Book Q: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim. McD: McDougal Littell Earth Science 2005 Cycle PC: 71 to 74 Q: 41 to 57 McD: 554 to 578 Cycle PC: 71 to 74 Q: 41 to 57 McD: 554 to 578 Cycle PC: 45 to 48 Q: 24 to 32 McD: 586 to 620. Cycle PC: 45 to 48 Q: 24 to 32 McD: 586 to 620 Activities and Experiments Map daily movement of sunrays across classroom floor Demonstrate effect using globe and web tie in Fall Jan Jan Spr Jun Jun Lab 33: Time zones Jan Jun Use globe to illustrate eclipse within the classroom Lab 34: Phases of the Moon Use modeling to exhibit parts of a solar system Lab 35:Solar system model Jan Jan Jan Jan Jun Jun Jun Jun 39

40 Unit 9 The Earth in Space (Earth/Moon, Solar System and the Universe) Standard Aim Objective Vocabulary Graphic Organizer Textbook a, b, #83: Do the All orbiting bodies Ellipse, eccentricity, Concept PC: 48 to a, b, planets have have elliptical orbits inertia, gravitational map Q: 30 to 50 c, d, 6.3, round orbits? attraction McD: 586 to a, b, a, b, c, d, 6.3, a, b, a, b, c, d, 6.3, a, b, a, b, c, d, 6.3, a, b, a, b, c, d, 6.3, a, b, a, b, c, d, 6.3, 6.4 #84: Do the planets have round orbits? #85: Do the planets have round orbits? #86: What is meant by our Sun is one of billions and billions of stars? #87: How does are Sun compare to other stars? #88: How did all begin? All orbiting bodies have elliptical orbits All orbiting bodies have elliptical orbits Our Sun in one of many stars in our Milky Way Galaxy Our Sun is very average as stars go The Universe is inferred to be about 14 billion years old Ellipse, eccentricity, inertia, gravitational attraction Ellipse, eccentricity, inertia, gravitational attraction Milky Way Galaxy, galaxies, main sequence star super giants, white dwarfs, black holes Main sequence star super giants, white dwarfs, black holes Big Bang Theory, Doppler Effect, red/blue shift Concept map Concept map PC: 48 to 50 Q: 30 to 50 McD: 586 to 620 PC: 48 to 50 Q: 30 to 50 McD: 586 to 620 Cycle PC: 40 to 44 Q: 7 to 23 McD: 586 to 620 Cycle PC: 40 to 44 Q: 7 to 23 McD: 586 to 620 Cycle PC: 38 to 40 Q: 1 to 6 Activities and Experiments Sample eccentricity problems Lab #36: Apparent Diameter of the Sun Lab #37: Eccentricity of Planet Orbits Tie in with ESRT star chart Lab #38: Star Luminosity Chart Demonstrate the Doppler Effect using sound if possible Project #9 Jan Jun Common Assessment #9 Teachers should be reviewing for the Lab Practical, completing lab requirements (20 hours) and review for the June 2012 Regents! Fall Jan Jan Jan Jan Jan Jan Spr Jun Jun Jun Jun Jun Jun Based on the formative and summative assessments, teachers should focus on the major understandings where students performances were at levels 1 and 2. JANUARY & JUNE NYSED EARTH SCIENCE REGENTS Jan Jun 40

41 SYSTEMATIC DESIGN OF A SCIENCE LESSON What are the components of a Science Lesson? Standards-Based Science Lesson Plan Format Using the Workshop Model Component AIM: Goal of the Day Written in Question Form Concept to be Learned Linked to Closure of the lesson Written in student friendly language Can be elicited from the students Learning Objective(s): Standards-Based A precise way of stating an outcome or goal (refer to Bloom's Taxonomy) Describes what a student should be able to do (a road map) Can be measured for achievability (attainable) Getting started activities serve as prerequisite skills in preparation for undertaking new objectives Key Idea(s): NYS Performance Standards Specific skills and concepts students should master Key Words: Interactive Word Wall Identify, define words relevant to the lesson, topic, concept, skill Operational definitions of terms, concepts Use of roots and prefixes for literary understanding Display on the Science Word Wall and use for vocabulary development Materials: Creative and Varied Items needed to facilitate the implementation of the lesson Use to enhance/differentiate lesson (i.e. teacher-made, manipulatives, text, calculators, technology) Organized and accessible to students Problem of the Day / Do Now: Opening - Whole Group This can be considered the motivation or Do Now of the lesson It should set the stage for the day's lesson Skills review Introduction of a new concept, built on prior knowledge Open-ended problems Mini Lesson: Guided Practice - Whole Group (Teacher Directed, Student Centered) Inform students of what they are going to do. Refer to Objectives. Refer to the Key Words (Word Wall) Define the expectations for the work to be done Provide various demonstrations using modeling and multiple representations (i.e. model a strategy and your thinking for problem solving, model how to use a ruler to measure items) Relate to previous work Provide logical sequence and clear explanations Provide medial summary Time min min

42 Standards-Based Mathematics Lesson Plan Format Using the Workshop Model Component Time Exploration/Investigation: Independent Practice - Cooperative Groups, Pairs, Individuals, (Student Interaction & Engagement, Teacher Facilitated) min Students try out the skill or concept learned in the mini-lesson Teachers circulate the room, conferences with the students and assesses student work (i.e. teacher asks questions to raise the level of student thinking) Students construct knowledge around the key idea or content standard through the use of problem solving strategies, manipulatives, accountable/quality talk, writing, modeling, technology applied learning Share Out: Reflective Practice - Whole Group (Teacher Directed, Student Centered) 5 10 min Students discuss their work and explain their thinking Teacher asks questions to help students draw conclusions and make references Journal Writing: Independent Reflections - Individuals (Teacher Facilitated, Student Centered) 5 10 min Reflect thinking in writing Use writing "prompts" if needed (i.e. "I tried to solve this problem by but it did not work because.") Answer question (i.e. What did I do in Science today?, What science words did I learn or review? What science did I learn or review?) Pose creative assignments (i.e. Use tangrams to create a character. Give a description and details about your character.) Final Summary: (Closing) - Whole Group (Teacher Directed, Student Centered) 5 Determine if aim/objective(s) were achieved min Students summarize what was learned Allow students to reflect, share (i.e. read from journal) Homework is a follow-up to the lesson which may involve skill practice, problem solving and writing Homework/Enrichment - Whole Group (Teacher Directed, Student Centered) - Homework is a follow-up to the lesson which may involve skill practice, problem solving and writing Homework, projects or enrichment activities should be assigned on a daily basis. SPIRALLING OF HOMEWORK - Teacher will also assign problems / questions pertaining to lessons taught in the past Remember: Assessments are on-going based on students responses. Assessment: Independent Practice (It is on-going! Provide formal assessment when necessary / appropriate) Always write, use and allow students to generate Effective Questions for optimal learning Based on assessment(s), Re-teach the skill, concept or content using alternative strategies and approaches 42

43 IMPORTANT NOTICE All aims must be numbered with corresponding homework. For example, Aim #7 will correspond to homework #7 and so on. Writing assignments at the end of the lesson (closure) bring great benefits. Not only do they enhance students' general writing ability, but they also increase both the understanding of content while learning the specific vocabulary of the disciplines. AIM #7: What is matter? NYS PERFORMANCE INDICATOR: 3.1q Matter is classified as a pure substance or as a mixture of substances. Do Now (5 minutes): Classify the following items based on their properties/characteristics. Writing Exercise / Closure: What are some properties of matter? Homework #7 Page 34 #5, 7, 9, 11 Page 28 #4, 13 Page 15 #21, 33 Page 8 #40 Study for Quiz #2 on September 23, 2010 Demonstration (using manipulatives) must be incorporated in all lessons. With students actively involved in manipulating materials, interest in science will be aroused. Using manipulative materials in teaching science will help students learn: a. to relate real world situations to science symbolism. b. to work together cooperatively in solving problems. c. to discuss scientific ideas and concepts. d. to verbalize their scientific thinking. e. to make presentations in front of a large group. f. that there are many different ways to solve problems. g. that problems can be symbolized in many different ways. h. that they can solve problems without just following teachers' directions. 43

44 HIGH SCHOOL LEVEL SCIENCE GRADING POLICY This course of study includes different components, each of which are assigned the following percentages to comprise a final grade. I want you--the student--to understand that your grades are not something that I give you, but rather, a reflection of the work that you give to me. 1. Common Assessments 35% 2. Quizzes 20% 3. Laboratory (with Written Lab Reports) 15% 4. Homeworks 15% 5. Notebooks 5% 6. Research Projects / Class Participation 10% o Class participation will play a significant part in the determination of your grade. Class participation will include the following: attendance, punctuality to class, contributions to the instructional process, effort, work in the laboratory, contributions during small group activities and attentiveness in class. Important Notice As per MVCSD Board Resolution 06-71, the Parent Notification Policy states Parent(s) / guardian(s) or adult students are to be notified, in writing, at any time during a grading period when it is apparent - that the student may fail or is performing unsatisfactorily in any course or grade level. Parent(s) / guardian(s) are also to be notified, in writing, at any time during the grading period when it becomes evident that the student's conduct or effort grades are unsatisfactory. 44

45 SETUP OF THE SCIENCE CLASSROOM I. Prerequisites for a Science Classroom A Bulletin Board is meant to display necessary information related to the class itself. Displayed on the Bulletin Boards should be the following; Teacher Schedule Class List Seating Chart Code of Conduct / Discipline School Policies dress code, attendance, important dates, etc. Grading Policy Safety and Laboratory Procedures Science Diagrams Extra Help Schedule II. III. Updated Student Work A section of the classroom must display recent student work. This can be of any type of assessment, graphic organizer, and writing activity. Teacher feedback must be included on student s work. Board Set-Up Every day, teachers must display the NYS Standard (Performance Indicator), Aim, Do Now and Homework. At the start of the class, students are to copy this information and immediately begin on the Do Now. Student s Name: Teacher s Name: School: Date: Aim #: NYS Performance Indicator: Do Now: IV. Spiraling Homework Homework is used to reinforce daily learning objectives. The secondary purpose of homework is to reinforce objectives learned earlier in the year. The assessments are cumulative, spiraling homework requires students to review coursework throughout the year. 45

46 WORD WALLS ARE DESIGNED to promote group learning. to support the teaching of important general principles about words and how they work. to foster reading and writing in content area. to provide reference support for children during their reading and writing. to promote independence on the part of young students as they work with words. to provide a visual map to help children remember connections between words and the characteristics that will help them form categories. to develop a growing core of words that become part of their vocabulary. IMPORTANT NOTICE A science word wall must be present in every science classroom. Sample Science Word Wall Process Skills Plants Soils Animals classify root soil inherit measure stem humus trait predict leaf topsoil mammal observe seed clay bird record germinate loam amphibian infer seedling resource gills variable photosynthesis conservation fish compare chlorophyll strip cropping scales cotyledon contour plowing reptile metamorphosis cycle Habitats Food Chains Rocks and Minerals environment interact mineral valley ecosystem producer rock canyon population consumer crust plain community decomposer mantle plateau habitat food chain core barrier island forest energy pyramid igneous rock weathering deciduous forest food web sedimentary rock erosion tropical rain forest predator metamorphic rock glacier coastal forest prey rock cycle earthquake coniferous forest fossil volcano desert geologist flood salt water landform natural disaster fresh water mountain 46

47 SCIENCE CLASSROOM AESTHETICS PRINT RICH ENVIRONMENT CONDUCIVE TO LEARNING TEACHER NAME: PERIOD: ROOM: CHECKLIST Teacher Schedule YES NO Class List Seating Chart Code of Conduct / Discipline Grading Policy List of Core Laboratories Safety and Laboratory Procedures Science Diagrams, Posters, Displays Updated Student Work (Projects, Assessments, Writing, etc.) Updated Student Portfolios Updated Word-Wall Updated Lab Folder Organization of Materials Cleanliness Principal Signature: Date: Administrator Signature: Date: 47

48 Mount Vernon City School District Science Department Formal Lab Report Format Laboratory reports are the vehicle in which scientific information is passed on from the experimenter to others who have an interest in the scientific study. It is therefore very important that each student enrolled in a science class at University High School learn the proper format and procedure for writing a scientific report. The following is a brief summary of what information is to be included in an acceptable laboratory report. Not all experiments will include all of the sections shown below. If your experiment (or your teacher) does not call for certain parts of the report format simply leave that section out. Formal lab reports should always be word-processed or at least written neatly in ink. Never write any section in pencil. Graphs should be hand drawn or done by a computer-graphing program. The report does not necessarily have to be lengthy or elaborate. Scientific writing should be clear, concise and accurate. Correct spelling and grammar is always important and will have an impact on the evaluation of your report. Unless your teacher informs you that this will be a group report, each student in the lab group will be responsible for completing his/her own report. The report may include: Title Page Title Purpose Hypothesis This section includes your name, title of the lab and the names of all lab partners. The page should also include the course title, instructor, period and the date the lab was conducted The title of the report must clearly reflect what the experiment was all about. This is not an appropriate place for creative or ambiguous titles. This section of the report clearly states in one or two sentences what is to be studied in this experiment. What are you trying to find out in this experiment? Write a brief statement outlining your specific expected outcomes of the experiment. The hypothesis is what you think will happen during the experiment. It differs from a guess in that it is based upon prior knowledge or evidence. 48