Earth & Space Science Regular and Honors

Transcription

1 Earth & Space Science Regular and Honors Earth & Space Science: Regular & Hon ors **Honors Only

2 KEY COMPONENTS OF THE SCOPE & SEQUENCE

3 Every one of the Next Generation Sunshine State Standards (NGSSS) has been assigned a Cognitive Complexity Level by the FLDOE. The Depth of Knowledge (DOK) model was designed to align content standards and assessments. The DOK level for a benchmark represents the typical level of cognitive complexity of a learning activity or assessment item associated with that benchmark. The following table illustrates the distinctions between each level and provides examples at each level. Complexity Test items Students will Examples Low rely heavily on the recall and recognition of previously learned concepts and principles typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically not be required to come up with an original method or solution retrieve information from a chart, table, diagram, or graph recognize a standard scientific representation of a simple phenomenon or identify common examples complete a familiar single-step procedure or solve a problem using a known formula Recall or recognize a fact, term, or property. Represent in words or diagrams a scientific concept or relationship. Provide or recognize a standard scientific representation for simple phenomena. Perform a routine procedure such as measuring length. Identify familiar forces (e.g. pushes, pulls, gravitation, friction, etc.) Identify objects and materials as solids, liquids, or gases. involve more flexible thinking than low-complexity test items do require a response that goes beyond the habitual, is not specified, and ordinarily involves more than a single step or thought process be expected to decide what to do using informal methods of reasoning and problem-solving strategies and to bring together skill and knowledge from various domains interpret data from a chart, table, or simple graph determine the best way to organize or present data from observations, an investigation, or experiments describe or explain examples and non-examples of scientific processes or concepts specify or explain relationships among different groups, facts, properties, or variables differentiate structure and functions of different organisms or systems predict or determine the next logical step or outcome apply and use concepts from a standard scientific model or theory Specify and explain the relationship among facts, terms, properties, and variables. Identify variables, including controls, in simple experiments. Distinguish between experiments and systematic observations. Describe and explain examples and non-examples of science concepts. Select a procedure according to specified criteria and perform it. Formulate a routine problem given data and conditions. Organize, represent, and interpret data. make heavy demands on student thinking require that the student think in an abstract and sophisticated way, often involving multiple steps engage in abstract reasoning, planning, analysis, using evidence, judgment, and creative thought analyze data from an investigation or experiment and formulate a conclusion develop a generalization from multiple data sources analyze and evaluate an experiment with multiple variables analyze an investigation or experiment to identify a flaw and propose a method for correcting it analyze a problem, situation, or system and make long-term predictions interpret, explain, or solve a problem involving complex spatial relationships Identify research questions and design investigations for a scientific problem. Design and execute an experiment or systematic observation to test a hypothesis or research question. Develop a scientific model for a complex situation. Form conclusions from experimental data. Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. Explain how political, social, and economic concerns can affect science, and vice versa. Create a conceptual or mathematical model to explain the key elements of a scientific theory or concept. Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth. Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.

4 The following content-area literacy standards & mathematics standards are also included in the Earth & Space Science (R&H)) course description & should be implemented on a routine basis. WRITING STANDARDS FOR LITERACY IN SCIENCE - LAFS.910.WHST Write arguments focused on discipline-specific content. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audiences knowledge level and concerns. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement that follows from or supports the argument presented. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information from multiple authoritative print & digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into text selectively to maintain the flow of ideas, avoiding plagiarism & following a standard format for citation. 3.9 Draw evidence from informational texts to support analysis, reflection, and research Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. STANDARDS FOR SPEAKING & LISTENING - LAFS.910.SL. 1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Work with peers to set rules for collegial discussions and decision-making. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Respond thoughtfully to diverse perspectives, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. 1.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. 1.3 Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 2.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. 2.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ENGLISH LANGUAGE DEVELOPMENT/PROFICIENCY STANDARDS FOR ENGLISH LANGUAGE LEARNERS - ELD.K12.ELL. SC.1 SI.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting.

5 READING STANDARDS FOR LITERACY IN SCIENCE - LAFS.910.RST. 1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or description. 1.2 Determine the central ideas or conclusions of a text; trace the texts explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. 1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. 2.4 Determine the meaning of symbols, key terms, & other domain-specific words & phrases as they are used in a specific scientific or technical context relevant to grades 910 texts and topics. 2.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). 2.6 Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. 3.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. 3.8 Assess the extent to which the reasoning and evidence in a text supports the author s claim or a recommendation for solving a scientific or technical problem. 3.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts By the end of grade 10, read and comprehend science/technical texts in the grades 910 text complexity band independently and proficiently. MATH FLORIDA STANDARDS - MAFS.912. NOTE: The 8 Florida Standards for Mathematical Practice (MP) should also be integrated as applicable. F-IF 2.4** F-IF 3.7** G-MG 1.2** N-Q 1.1 N-Q 1.3 S-IC 2.6** S-ID 1.1** S-ID 1.2** S-ID 1.3** S-ID 1.4** S-ID 2.5** S-ID 2.6** For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. Graph linear and quadratic functions and show intercepts, maxima, and minima. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude, and using phase shift. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Evaluate reports based on data. Represent data with plots on the real number line (dot plots, histograms, and box plots). Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data. Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, and exponential models. Informally assess the fit of a function by plotting and analyzing residuals. Fit a linear function for a scatter plot that suggests a linear association.

6 Nature of Science - Infuse into all Units of Instruction The Nature of Science Benchmarks are infused throughout each content unit in the curriculum. These benchmarks should be taught at every appropriate opportunity to help students understand both the scientific process and the Earth and Space science content. Content/Academic Language FLDOE analyze classify conclusion control group controlled variables data dependent variable (outcome variable) empirical evidence experiment hypothesis independent variable (test variable) inference investigation law (scientific law) model observation repetition replication scientific method theory trials valid variable Other argumentation calibrate consensus compare consequences differentiate discard evaluate examine explain function generate interpret interrelated justify life science modify objectivity phenomena physical science precision predict procedure pseudoscientific reliable scientist source subjectivity technology telescope Topic 1: Nature of Science Next Generation Sunshine State Standards SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and Earth/space science, and do the following: Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Examine books and other sources of information to see what is already known, Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Plan investigations, (Design and evaluate a scientific investigation). Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probe-ware, meter sticks, microscopes, and computers) including set-up, calibration, technique, maintenance, and storage). Pose answers, explanations, or descriptions of events, Generate explanations that explicate or describe natural phenomena (inferences), Use appropriate evidence and reasoning to justify these explanations to others, Communicate results of scientific investigations, and evaluate the merits of the explanations produced by others. SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Complexity Level Student Target Plan and carry out a scientific investigation: develop a testable question form a hypothesis identify a test variable (independent), an outcome variable (dependent), & controlled variables (constants) establish a control group and experimental groups create or follow a procedure create an appropriate graph for the data set given or collected interpret & analyze data in tables, graphs, and graphics form and/or defend a conclusion Use units as a way to understand problems & to guide the solution of multi-step problems choose & interpret units consistently in formulas read, interpret, and examine the credibility and validity of scientific claims in different sources of information, such as scientific articles, advertisements, or media stories understand that strict standards of science include controlled variables, sufficient sample size, replication of results, empirical and measurable evidence, and the concept of falsification

7 Unit 1: Earth s Dynamic Atmosphere Unit Goal: Through inquiry and exploration, students will understand that changes in our planet are driven by the flow of energy and the cycling of matter through dynamic interactions among Earth's spheres. Suggested Time Frame: 16 days (8/14-9/5) Text Resources: Pages Content/Academic Language FLDOE atmosphere condensation conduction convection evaporation heat humidity hydrosphere infiltration percolation precipitation radiation temperature water cycle Other air mass air pressure cloud Coriolis effect** dew point drought equilibrium flood fog front geostrophic hurricane hygrometer jet stream lightning meteorologist mixing point ratio relative humidity runoff saturation thermal energy thunderstorm transpiration tornado tropical storms vapor pressure wildfire wind Next Generation Sunshine State Standards Topic 1: The Atmosphere SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere. SC.912.E.7.8 Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively. SC.912.P.10.4 Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter. SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science. Complexity Level Student Target compare weather & climate describe the extent and composition of Earth s atmosphere explain how weather has five (5) major elements to include temperature, humidity, precipitation, air pressure and wind and all interact with each other list the factors that cause varying temperatures explain how South Florida has a tropical rainforest climate (af) according to the Koeppen climate classification system and influences individual and collective behavior recognize that heat is a transfer of energy describe the relationships among energy, heat, and temperature differentiate among convection, conduction, and radiation describe what happens to solar radiation that strikes Earth and how the atmosphere is heated explore the relation between heat & changes in temperature/states of matter describe the benefit of using models to describe natural phenomena like the water and carbon cycle

8 Topic 2: Water in the Atmosphere SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including atmosphere, hydrosphere, cryosphere, geosphere, and biosphere. SC.912.P.10.4 Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter. SC.912.N.1.5 Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome. Topic 3: Air Pressure & Wind SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including atmosphere, hydrosphere, cryosphere, geosphere, and biosphere. SC.912.E.7.5 Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions. analyze the movement of matter and energy through the carbon cycle, including the sources and sinks of carbon dioxide in the atmosphere analyze the movement of matter & energy through the water cycle, including: evaporation, transpiration, condensation, & precipitation explain how elevation or altitude, and humidity influence the dry and wet adiabatic lapse rate explain how the relationship between air temperature and relative humidity establishes the dew point temperature explain how precipitation is the result of saturated air describe how precipitation is measured explain how water vapor in the atmosphere condenses to form clouds explain how different types of clouds and fog tell a story about developing weather explain the processes that initiate the vertical movement of air explain the relationship between rising air temperature and increased moisture capacity explain how snow, sleet, and hail are types of precipitation that occur in warm and/or cold weather explain how heat energy affects the changing phases of water recognize that investigations and observations made with respect to weather and atmospheric patterns have similar results across the globe describe how air masses are classified by latitude & temperature explain how the boundary layers between air masses are called fronts compare the characteristic weather patterns of warm fronts, cold fronts, occluded, and stationary fronts describe how air masses affect the weather in North America describe air pressure and how it is measured (Hg and millibars) explain how air pressure changes with altitude describe the movements of air associated with the different types of pressure centers describe how wind is measured describe the idealized global patterns of pressure and wind identify and analyze the external conditions that contribute to atmospheric circulation (Hadley, Ferrel, Polar cells) driven by the Sun s energy explain how pressure gradient force, Coriolis effect, and friction influence geostrophic wind** describe how scientists use instruments to measure conditions in the upper atmosphere explain how computer simulations help scientists understand weather describe how computer models help meteorologists make regional & national weather forecasts use models, weather maps, and other tools to predict weather conditions and differentiate between accuracy of short-range and long-range weather forecasts SC.912.E.7.8 Explain how various atmospheric, oceanic, and explain how atmospheric conditions in Florida (high humidity, low pressure systems) result in

9 hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively. **SC.912.N.2.1 Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Topic 4: Weather Patterns & Severe Storms SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere. SC.912.E.7.5 Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions. SC.912.E.7.6 Relate the formation of severe weather to the various physical factors. SC.912.E.7.8 Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. tropical storms & hurricanes, and influence individual/collective human behavior describe the effect that El Niño and La Niña have on global weather patterns and society** understand that science is the systematic and organized inquiry that is derived from observations and experimentation that can be verified or tested by further investigation to explain natural phenomena list the atmospheric conditions that produce thunderstorms, tornadoes, & hurricanes describe the typical paths of tropical cyclones describe the life-cycle and meteorological effects of a middle- latitude cyclone use models, weather maps and other tools to predict weather conditions and differentiate between accuracy of short-range and long-range weather forecasts use conceptual models, such as cold fronts and low pressure systems, to predict future weather conditions identify the atmospheric conditions related to severe weather compare the impacts of tropical cyclones using the Saffir-Simpson Scale explain the cyclonic movement of an air mass in both Northern and Southern Hemispheres describe and discuss the conditions that bring about floods, droughts, wildfires, thunderstorms, and hurricanes and how these conditions can influence human behavior understand that the information gathered regarding weather patterns & severe weather are a result of inferences made from scientific observations Access Points Standards Standard Independent Supported Participatory SC.912.E.7.3 Describe the interactions among the atmosphere, hydrosphere, and biosphere, including how air, water, and land support living things and how air temperature affects water and land temperatures. Recognize components of the atmosphere, the hydrosphere, and the biosphere. Recognize that humans, plants, and animals live on the Earth (biosphere). SC.912.E.7.8 Describe how atmospheric and hydrologic conditions, such as hurricanes, drought, wildfires, and sinkholes, affect human behavior. Identify how weather and water conditions affect humans in Florida. Recognize the weather conditions, including severe weather, in Florida. SC.912.P.10.4 Relate the transfer of heat to the states of matter, including gases result from heating, liquids result from cooling a gas, and solids result from further cooling a liquid. Observe and recognize ways that heat travels, such as through space (radiation), through solids (conduction), and through liquids and gases (convection). Recognize the source and recipient of heat transfer.

10 SC.912.N.1.5 Identify that scientific investigations are sometimes repeated in different locations. Recognize that scientific investigations can be repeated in different locations. Recognize that when a variety of common activities are repeated the same way, the outcomes are the same. SC.912.E.7.1 Identify cycles that occur on Earth, such as the water and carbon cycles, and the role energy plays in them. Recognize the phases of the water cycle that occur on Earth and the role energy plays in the water cycle. Recognize that clouds release rain (part of the water cycle). SC.912.E.7.5 Identify weather conditions using weather data and weather maps. Identify weather conditions, including temperature, wind speed, and humidity. Recognize the weather conditions, including severe weather, in Florida. **SC.912.N.2.1 Identify examples of investigations that involve science. Identify questions that can be answered by science. Recognize an example of work by scientists. SC.912.E.7.6 Compare weather conditions in different types of severe storms, including hurricanes, tornadoes, and thunderstorms. Recognize conditions in severe storms, such as hurricanes, tornadoes, and thunderstorms. Recognize the weather conditions, including severe weather, in Florida. SC.912.N.1.6 Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Common Misconceptions The water cycle always goes in a specific order, beginning and ending with the same process. Meteorologists tools are always accurate. Tornadoes only occur in the mid-west. Precipitation is only rain. Humidity is how wet the air is. Cyclones move in a clockwise motion in the Northern Hemisphere. Teacher Notes This is a good unit to practice organizing and analyzing data, as well as distinguish between qualitative and quantitative data. Students should be able to describe how severe weather develops through specific atmospheric conditions. Students have a difficult time understanding the effects of air pressure and air masses on weather patterns & what this can tell meteorologists. This is a great opportunity to use a lab that measures and analyzes data in order to observe the effect first hand. When students discuss how weather can influence human behavior, example topics that could be discussed include: energy alternatives, conservation, migration, and storm preparedness. The Koeppen Climate Classification System classifies Palm Beach County as having a tropical rainforest climate (af). This climate is typical of a tropical climate because it has no real dry season and every month may have at least 2.4 inches of precipitation. There is very little difference between summer and winter. Although this climate is usually found on and near the equator, Palm Beach County exhibits the same physical properties.

11 Sample Literacy Strategies Article Jigsaw (current events): severe weather Models in Science: water cycle & carbon cycle Venn Diagram: weather vs. climate Prefixes, Suffixes, Roots thermo heat meter measure baro - pressure Sample Assessment Questions Sample Question SC.912.E.7.3 Air moving from the poles towards the equator turns west. The primary cause of this global deflection is A. the shape and size of landmasses. B. larger cities surrounded by farmlands. C. changes in the magnetic field. D. the rotation of the planet. Correct Answer: D Sample Question SC.912.N.1.1 Students plan to use several rain gauges to compare average monthly rainfall on Virginia s Coastal Plain and inland Piedmont regions. Which of these variables should be manipulated? A. Height of the gauge B. Brand of the gauge C. Size of the gauge D. Location of the gauge Correct Answer: B

12 Unit 2: Climate Unit Goal: Through inquiry and exploration, students will understand the human impact on global climates. Suggested Time Frame: 10 days (9/6-9/21) Text Resources: Pages Content/Academic Language FLDOE atmosphere biosphere climate convection currents geosphere hydrosphere planet Sun temperature weather Other altitude anthropogenic climate change climate-feedback mechanism** cryosphere greenhouse effect hazardous insulate interaction latitude ozone layer permafrost prevailing winds stratosphere thermosphere trace gases troposphere vegetation Next Generation Sunshine State Standards Topic 1: Climate SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere. SC.912.E.7.4 Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans. SC.912.E.7.7 Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change. SC.912.E.7.8 Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively. SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society s decision making. Complexity Level Student Target describe the characteristics of various climates list the factors that give every location a distinctive climate explain how latitude determines the amount of solar energy received on Earth describe climate-feedback mechanisms related to climate change** understand the Koeppen/Trewartha climate classification systems to determine how latitude, altitude, topography, prevailing winds, proximity to large bodies of water, vegetation and ocean currents determine the climate of a geographic area describe how changes to Earth s position in space over time can affect global climate identify and analyze the anthropogenic conditions that contribute to global climate change understand that scientific knowledge regarding global climate change affects society s decision making

13 **SC.912.N.4.2 Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental. discuss ethics in scientific research to advance society (e.g. climate change) Access Points Standards Standard Independent Supported Participatory SC.912.E.7.3 Describe the interactions among the atmosphere, hydrosphere, and biosphere, including how air, water, and land support living things and how air temperature affects water and land temperatures. Recognize components of the atmosphere, the hydrosphere, and the biosphere. Recognize that humans, plants, and animals live on the Earth (biosphere). SC.912.E.7.4 Describe variations in climate due to geological locations, such as on mountains and the nearness to large bodies of water. Identify the climate conditions in different parts of the world. Recognize that weather (climate) is different in different locations. SC.912.E.7.7 Recognize that global climate change is related to conditions in the atmosphere and oceans. Recognize that global climate change occurs over a long period of time. Recognize that weather (climate) is different in different locations. SC.912.E.7.8 Describe how atmospheric and hydrologic conditions, such as hurricanes, drought, wildfires, and sinkholes, affect human behavior. Identify how weather and water conditions affect humans in Florida. Recognize the weather conditions, including severe weather, in Florida. SC.912.N.4.1 Identify ways scientific knowledge and problem solving benefit people. Recognize ways scientific knowledge and problem solving benefit people. Recognize science information that helps people. SC.912.N.4.2 Identify that costs and benefits must be considered when choosing a strategy for solving a problem. Recognize that some strategies may cost more to solve a problem. Recognize a local problem that can be solved by science. Common Misconceptions Weather and climate mean the same thing Layers of the atmosphere have distinct, visible lines that separate layers. Global climate change is not real. Teacher Notes It is important for students to understand how heat is transferred among and through the spheres of the Earth. Weather and climate are not the same thing, as weather refers to short-term atmospheric conditions and climate refers to long-term atmospheric conditions. The greenhouse effect is a very abstract and difficult subject for students to understand. Many have no idea what a greenhouse is and therefore do not understand the analogy. It is best to explain how a greenhouse works in order to help students understand how this affects the Earth s climate. It is important for students to understand that there are three atmospheric circulation cells in the northern hemisphere and three in the southern hemisphere all of which make up the global circulation patterns of the atmosphere.

14 Sample Literacy Strategies Venn Diagram: weather vs. climate Socratic Seminar: global climate change Prefixes, Suffixes, Roots hydro water atmo air, vapor geo Earth bio life, living cryo icy, frost Sample Assessment Questions Sample Question SC.912.E.7.7 Which of the following human activities reduces the level of ozone in the atmosphere? Sample Question SC.912.N.1.1 The graph below shows atmospheric carbon dioxide levels since the year A. using artificial lighting in scientific polar stations B. using large banks of solar cells for energy production C. releasing chlorofluorocarbons from aerosol cans D. destroying large areas of the equatorial rain forests Correct Answer: C Which of the following conclusions can be drawn from this graph? A. Atmospheric carbon dioxide levels are responsible for global temperature change. B. Atmospheric carbon dioxide levels have been rising at about the same rate for the past century. C. Atmospheric carbon dioxide levels have remained the same over the past century. D. Atmospheric carbon dioxide levels have been rising at an increasingly higher rate as the past century has progressed. Correct Answer: D

15 Unit 3: Earth as a System Unit Goal: Through inquiry and exploration, students will understand the solid Earth and its structure within the Earth s system. Suggested Time Frame: 8 days (9/24-10/3) Text Resources: Pages Content/Academic Language FLDOE atmosphere biosphere conduction convection cryosphere energy geosphere hydrosphere matter interactions Other basalt condensation differentiate evaporation granite precipitation reservoir transpiration Next Generation Sunshine State Standards Topic 1: The Earth System SC.912.E.6.1 Describe and differentiate the layers of Earth and the interactions among them SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere. SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science. Complexity Level Student Target compare and contrast the layers of Earth describe the interactions between the layers of the Earth determine the internal structure, density variations, and dynamic processes between Earth's layers describe the Earth system and its fixed amounts of stable chemical elements; each element moves among reservoirs in the solid Earth, oceans, atmosphere and living organisms as part of biogeochemical cycles driven by energy from within the Earth and from the Sun analyze the movement of matter and energy through the carbon cycle analyze the movement of matter and energy through the water cycle, including the processes of evaporation, transpiration, condensation, and precipitation summarize how energy moves through a system and describe the composition, temperature and densities of the solid Earth as they relate to the rock types that constitute the crust describe how the solid Earth is known as the geosphere and how the interaction with other spheres such as the atmosphere, hydrosphere, cryosphere, and biosphere drive Earth s processes describe interactions, including transfer of energy (biogeochemical cycles, water cycle, ground and surface waters, photosynthesis, radiation, plate tectonics, conduction, and convection) identify the benefits and limitations of scientific models explain how the use of a model helps scientists understand how energy and matter move through Earth s system.

16 Access Points Standards Standard Independent Supported Participatory SC.912.E.6.1 Describe the three layers of Earth (core, mantle, and crust). Recognize the three layers of Earth (core, mantle, and crust). Identify a surface feature of Earth, such as a hill. SC.912.E.7.1 Identify cycles that occur on Earth, such as the water and carbon cycles, and the role energy plays in them. Recognize the phases of the water cycle that occur on Earth and the role energy plays in the water cycle. Recognize that clouds release rain (part of the water cycle). SC.912.E.7.3 Describe the interactions among the atmosphere, hydrosphere, and biosphere, including how air, water, and land support living things and how air temperature affects water and land temperatures. Recognize components of the atmosphere, the hydrosphere, and the biosphere. Recognize that humans, plants, and animals live on the Earth (biosphere). SC.912.N.3.5 Common Misconceptions Earth s spheres are separate from one another and do not function together. The Earth s spheres are round because they are called spheres. A change in one system will not affect another. The Earth gets energy directly from the Sun in the form of heat. Teacher Notes Students have a difficult time understanding how only matter cycles in the biogeochemical cycles. Energy does not cycle, it is only transformed. This is a good opportunity to review the Law of Conservation of Energy from previous years. Students should analyze the movement of matter and energy through the carbon cycle, including the sources and sinks of carbon dioxide in the atmosphere Teachers may need to refer to the processes of photosynthesis and cellular respiration when discussing the carbon cycle and the water cycle. It is important that teachers keep this discussion limited to a general overview of the reactants and products only and do not take the time to go into the fine details of either biological process. Many students have not traveled outside of Florida; therefore have not experienced varied topographies. When explaining how geologic processes and features are expressed elsewhere, take the time to explain them so that students may have a better understanding of the role that they play. Florida has had an active geologic history. The Florida platform has decreased and expanded its size over geologic time. Sample Literacy Strategies Concept of Definition map: Earth s spheres Semantic Feature Analysis: Layers of the Earth Prefixes, Suffixes, Roots geo- Earth hydro water atmo air bio life, living cryo ice, frost

17 Sample Assessment Questions Sample Question SC.912.E.7.1 The diagram below shows some of the ways carbon moves through different parts of the Earth s environment. CARBON CYCL E Sample Question SC.912.N.1.1 The table shows the most common elements in the Earth s crust and the approximate percentage by weight that each one represents. Which portion of the carbon cycle is driven directly by energy from the Sun? A. The formation of coal beneath rock layers B. The release of carbon dioxide during volcanic eruptions C. The emission of carbon dioxide from oil-burning power plants D. The formation of sugars at Earth s surface. Correct Answer: D Which statement is true? A. Iron is the most common metal in the crust. B. All eight elements are metals. C. Two elements comprise nearly 75% of the crust. D. Oxygen and Silicon are found in equal amounts. Correct Answer: C

18 Unit 4: Earth s Materials & Resources Unit Goal: Through inquiry and exploration, students will understand the chemistry related to the formation of rocks and minerals. Suggested Time Frame: 11 days (10/4-10/18) Text Resources: Pages Content/Academic Language FLDOE atom chemical change compounds convection electron matter mineral molecule neutron physical change pressure proton temperature Other atomic mass chemical bonds covalent bonds crystal form electrical charges ionic bonds malleability periodic table reserve sub-atomic sub-surface van der Waals forces Next Generation Sunshine State Standards Topic 1: Matter & Atoms SC.912.P.8.1 Differentiate among the four states of matter (supporting benchmark not in course description) SC.912.P.8.4 Explore the scientific theory of atoms (also known as atomic theory) by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom. (supporting benchmark - not in course description) SC.912.P.8.5 Relate properties of atoms and their position in the periodic table to the arrangement of their electrons. (supporting benchmark not in course description) SC.912.P.8.6 Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces. (supporting benchmark not in course description) SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of composition and structure. (supporting benchmark not in course description) Complexity Level Student Target compare physical properties and chemical properties of matter including shape, volume, and motion of the particles recognize that matter is composed of atoms explain that atoms are the smallest unit of an element identify the sub-atomic particles of an atom differentiate among sub-atomic particles in terms of their mass, electrical charges, and locations within the atom explain an isotope compare atomic number, mass number, and atomic mass in terms of how the atoms are arranged within the periodic table describe the ways that electrons form chemical bonds within atoms distinguish among the various bonding forces including covalent bonds, ionic bonds, and hydrogen bonds understand how attractive forces, such as van der Waals forces, are different from bonding forces differentiate between compounds and molecules interpret chemical formula representations of molecules and compounds in order to determine their composition and structure

19 SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. explain how the development of the atomic theory was modified with the addition of new information Access Points Standards Standard Independent Supported Participatory SC.912.P.8.1 Classify states of matter as solid, liquid, and gaseous. Identify examples of states of matter as solid, liquid, and gaseous. SC.912.P.8.4 Identify the nucleus as the center of an atom. Recognize that atoms are tiny particles in materials, too small to see. Select an example of a common solid, liquid, and gas. Recognize that the parts of an object can be put together to make a whole. SC.912.P.8.5 Recognize that the periodic table includes all known elements. Recognize examples of common elements, such as oxygen and hydrogen. Recognize that the parts of an object can be put together to make a whole. SC.912.P.8.6 Identify that compounds are made of two or more elements. Recognize examples of common compounds, such as water and salt. Match common compounds to their names or communication symbols. SC.912.P.8.7 Identify formulas for common compounds, such as H2O and CO2. Match common chemical formulas to their common name, such as H2O to water. Match common compounds to their names or communication symbols. SC.912.N.3.1 Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Recognize examples of cause-effect descriptions or explanations related to science. Common Misconceptions Compounds and molecules are the same thing. Neutrons are negatively charged. Electrons revolve around the nucleus in regular orbits. Matter exists only when there is perceptual evidence of its existence Atoms or molecules of a solid are not moving Teacher Notes This unit transitions from the previous unit with the discussion of the layers of the Earth. Use this unit as an opportunity to review students knowledge of states of matter and atomic structure from previous grades. While it is important for students to know how the elements on the periodic table are organized and classified, it is not necessary for students to memorize specific families of elements on the periodic table, nor their specific characteristics. Sample Literacy Strategies Triple Venn Diagram: proton, neutron, electron Prefixes, Suffixes, Roots mono covalent bond prefix di covalent bond prefix ide suffix for anion (nonmetal)