Formation of the Earth and Solar System. Radiometric dating of moon rocks, minerals, and meteorites. Size and composition of solar system objects

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1 Environmental Science: NGSS Curriculum Map S. Kraemer, J. Crane, M. Thorn, S. Marz Time/Interval Essential Question Content Skills Assessment Standards Days: Unit 1: History of the Earth Crosscutting: Patterns Stability and Change Cause and Effect How do people reconstruct and date events in Earth s planetary history? History of the Earth Formation of the Earth and Solar System Age of the Earth Radiometric dating of moon rocks, minerals, and meteorites Impact cratering Size and composition of solar system objects Ability of plate tectonics to explain ages of crustal rocks Seafloor spreading The appearance of land features are the result of constructive forces (ex. Volcanism, tectonic uplift, etc.) and destructive mechanisms (ex. weathering, mass wasting, coastal erosion, etc.) Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth s formation and early history. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks Develop a model to illustrate how Earth s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. Test Quizzes Projects Labs Activities New Jersey NGSS: ESS1.C HS-ESS1-5 HS-ESS1-6 ESS2.A HS-ESS2-1 HS-ESS2-2 ESS2.B HS-LS4-5 ESS2.D HS-ESS2-7 ESS2.E PS1.C LS4.C Literacy: RST

2 Geoscience factors control the evolution of life (ex. photosynthetic life altered the atmosphere, weathering rates allow for the evolution of life, microbial life on land increased the formation of soil, etc.) Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. RST WHST WHST SL WHST Mathematics: MP.2 MP.4 HSN-Q.A.1 HSN-Q.A.2 HSN-Q.A.3 HSF-IF.B.5 HSS-ID.B.6

3 Time/Interval Essential Question Content Skills Assessment Standards Days: Unit 2: Earth s Systems Crosscutting: Energy and Matter Structure and Function Stability and Change Technology Influence of Engineering, Technology, and Science on Society and the natural world How and why is the Earth constantly changing? Climate feedbacks -Increase in greenhouse gases causes rise in global temperatures that melt glacial ice -Melting glacial ice reduces the amount of sunlight reflected from Earth s surface -Deforestation causes increased water runoff and soil erosion -Dammed rivers decrease sediment transport and increase soil erosion -Loss of wetlands causes a decrease in local humidity that further reduces wetland extent Layers of the Earth Composition of the Earth s layers Convection currents in the Mantle Earth s interior obtained through seismic waves Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems Develop a model based on evidence of Earth s interior to describe the cycling of matter by thermal convection. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Test Quizzes Projects Labs Activities New Jersey NGSS: ESS2.A HS-ESS2-2 HS-ESS2-3 ESS2.B ESS2.C HS-ESS2-5 ESS2.D HS-ESS2-6 HS-ESS2-7 ESS2.E Literacy: RST RST WHST

4 Rate of change of Earth s magnetic field Water Cycle Rock Cycle Nitrogen Cycle Stream transport and deposition Weathering and Erosion -Frost Wedging Carbon Dioxide and Oxygen Cycle -How it cycles through the ocean, atmosphere, soil, and biosphere Causes, Effects, and Feedbacks between biosphere and other factors and how they allow for the evolution of animal and microbial life on land which increased the formation of soil which allow for the evolution of land plants and coral reefs Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. WHST SL Mathematics: MP.2 MP.4 HSN.Q.A.1 HSN.Q.A.2 HSN.Q.A.3

5 Time/Interval Essential Question Content Skills Assessment Standards Days: Unit 3: Weather and Climate Crosscutting Concepts: Patterns Cause and Effect Stability and Change What regulates weather and climate? Interpretation of weather and climate -Temperature, Pressure, Wind, Moisture Content -Air Masses Weather and climate are affected by latitude, distribution of land and water, general circulation of the atmosphere, ocean currents, altitude, topographic barriers, and storms Things that cause Earth s Climate change over different time scales including: 1-10 Years: Large volcanic eruptions and ocean circulations s of Years: Changes in human activity, ocean circulation, solar output s of thousands of years: changes of Earth s orbit and the orientation of its axis s of millions of years: Long Term changes of atmospheric composition Carbon Dioxide and Oxygen Construct scientific arguments using data to support claims that spatial and temporal patterns in weather and climate found around the Earth are created by complex global, regional, and local interactions involving sunlight, and all of the Earth's spheres. Use a model to describe how variations in the flow of energy into and out of Earth s systems result in changes in climate. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere as it relates to our climate system. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. Test Quizzes Projects Labs Activities New Jersey NGSS: ESS1.B HS-ESS2-4 ESS2.A ESS2.B ESS2.D HS-ESS2-6 ESS3.D HS-ESS3-5 SLO-1 Literacy: RST RST RST SL

6 Cycle -How it cycles through the ocean, atmosphere, soil, and biosphere Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition). Mathematics: MP.2 MP.4 HSN.Q.A.1 HSN.Q.A.2 HSN.Q.A.3

7 Time/Interval Essential Question Content Skills Assessment Standards Days: Unit 4: Human Sustainability Crosscutting: Cause and Effect Systems and System Models Stability and Change Connections to Nature of Science: Science is a human Endeavor Science Addresses Questions about the natural and material world How do Earth s surface processes and human activities affect each other? Natural Resources: -Freshwater -Minerals -Fossil Fuels Natural Resources and natural hazards (Earthquakes, volcanic eruptions, severe storms, and droughts) results in changes in climate that can affect populations or drive mass migrations Recycling Minerals and Metals -Minimizing impacts where it is not recycled Develop best practices for developing soil use and for mining things like coal, tar, sand, oil shales, petroleum, and natural gases Management of natural resources includes the cost of extraction and waste management per capita Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. Use a computational representation to illustrate the Test Quizzes Projects Labs Activities New Jersey NGSS: ESS2.D HS-ESS3-6 ESS3.A HS-ESS3-1 HS-ESS3-2 ESS3.B ESS3.C HS-ESS3-3 HS-ESS3-4 ESS3.D ETS1.B Literacy: RST RST

8 consumption and development of new technologies Human sustainability is affected by: -agricultural efficiency, levels of conservation, and urban planning Examples of data on the impacts of human activities could include: Quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). How the hydrosphere, atmosphere, cryosphere, geosphere, and biosphere are affected by impacts of human activity Increase in CO2 levels results in an increase in photosynthetic biomass on land and an increase in ocean acidification relationships among Earth systems and how those relationships are being modified due to human activity. WHST Mathematics: MP.2 MP.4 HSN.Q.A.1 HSN.Q.A.2 HSN.Q.A.3

9 Time/Interval Essential Question Content Skills Assessment Standards Days: Unit 5B Ecosystem Dynamics Crosscutting: Cause and Effect Scale, Proportion, and Quantity Energy and Matter Stability and Change How and why do organisms interact with their environment and what are the effects of these interactions? Comparison of relationships among interdependent factors including boundaries, resources, climate, and competition Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data. Biomass being passed between trophic levels from one level to another Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Test Quizzes Projects Labs Activities New Jersey NGSS: LS2.A HS-LS2-1 HS-LS2-2 LS2.B HS-LS2-4 LS2.C HS-LS2-6 HS-LS2-7 Matter and energy are conserved as matter cycles and energy flows through ecosystems Atoms such as Carbon, Oxygen, Hydrogen, and Nitrogen are being conserved as they move through the ecosystem Changes in ecosystem Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in LS2.D HS-LS2-8 ETS1.B Literacy: RST RST RST

10 conditions include: -Modest biological and physical changes such as moderate hunting or seasonal flood -Extreme factors such as volcanic eruptions or sea level rise Urbanization, Building Dams, Dissemination of Invasive Species impact the environment and biodiversity Distinguish between group and individual behavior Identifying evidence supporting the outcomes of group behavior Developing logical and reasonable arguments based on evidence Group behaviors: -Flocking, Schooling, Herding, cooperative behaviors, hunting, migrating swarming stable conditions, but changing conditions may result in a new ecosystem. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. RST WHST WHST Mathematics: MP.2 MP.4 HSN.Q.A.1 HSN.Q.A.2 HSN.Q.A.3 HSS-ID.A.1 HSS-IC.A.1 HSS-IC.B.6

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