Morgan Hill Unified School District Course Outline

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1 Morgan Hill Unified School District Course Outline Course Title: Course Length: Geology (CP) One year Grades: Course Goals Students will demonstrate knowledge of the following: o observational technique and reasoning processes that constitute the discipline of geology o 4 spheres comprising the Earth o structure of rocks, minerals, and the geologic time scale o methods of chemistry o plate tectonics and mass movements of earth materials o composition, topography and movements of the oceans of the world o composition and patterns of the atmosphere o history and scientific aspects of astronomy o earth s geologic resources Students will demonstrate the skills of the laboratory method of inquiry. Texts and Supplemental Instructional Materials Texts: Earth-An Introduction to Physical Geology: Tarbuck, Edward J.; Lutgens, Frederick K.; Prentice Hall Publishing Company; Supplementary Texts: Earth Science Investigations, Oostertman & Schmidt, American Geological Institute. Laboratory Manual in Physical Geology, Busch & Tasa, Macmillian Publishing Company. Laboratory Manual for Earth Science, Glencoe Division, Macmillian Publishing Company. Earth Comm., National Science Foundation, 2000 edition. Investigation Dynamic Earth, American Geological Institute, 2000 edition. Supplementary Materials: Teacher designed laboratory materials; audio-visual materials: films, filmstrips, transparencies, Geode CD, VCR tapes, multimedia software, computer test bank; science fair project manual. Keys to Chemistry - Teacher s Guide; Addison-Wesley Publishing Company. Course Objectives by Essential Standards Standard 1: Students will understand that astronomy and planetary exploration reveal the structure, scale, and change of the solar system over time. This knowledge will be measured by a variety of methods, such as quizzes, tests, presentations, projects, labs, activities, notes, journals, portfolios, visual and/or verbal assessments. In order to exhibit proficiency students will demonstrate knowledge that :

2 how the differences and similarities among the sun, the terrestrial planets, and the gas planets may have been established during the formation of the solar system. evidence from Earth and moon rocks for the solar system s formation from a nebular cloud of dust and gas approximately 4.6 billion years ago. evidence from geological studies of the Earth and other planets that the early Earth was very different from today. evidence that the planets are much closer than the stars. the sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium. evidence for the dramatic effects of asteroid impacts in shaping the surface of planets and their moons, and in mass extinction of life on Earth. evidence for the existence of planets orbiting other stars. Standard 2: Students will understand that earth-based and space-based astronomy reveals the structure, scale, and change over time of stars, galaxies and the universe. This knowledge will be measured by a variety of methods, such as quizzes, tests, presentations, projects, labs, activities, notes, journals, portfolios, visual and/or verbal assessments. In order to exhibit proficiency students will demonstrate knowledge that: the solar system is located in an outer edge of the disc-shaped Milky Way galaxy which spans 100,000 light years. galaxies are made of billions of stars and form most of the visible mass of the universe. evidence that all elements with an atomic number greater than that of Lithium have been formed by nuclear fusion in stars. stars differ in their life cycles, and visual, radio, and X-ray telescopes collect data that reveal these differences. accelerators boost subatomic particles to energy levels that simulate conditions in the stars and in early history of the universe before stars formed. evidence that the color, brightness and evolution of a star are determined by a balance between gravitational collapse and nuclear fusion. how the red-shift from distant galaxies and the cosmic background radiation provide evidence for the big bang model that suggests that the universe has been expanding for 10 to 20 billion years. Standard 3: Students will demonstrate knowledge that plate tectonics operating over geologic time has changed the patterns of land, sea, and mount on the Earth s surface. This will be measured by a variety of methods, such as quizzes, tests, presentations, projects, labs, activities, notes, journals, portfolios, visual and/or verbal assessments. In order to exhibit proficiency students will demonstrate knowledge that: features of ocean floor (magnetic patterns, age, and sea floor topography) provide evidence for plate tectonics. the principle structures that form the three different kinds of plate boundaries. how to explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes. why and how earthquakes occur, and the scales used to measure their intensity and magnitude. 2

3 3 two kinds of volcanoes, one with violent eruptions producing steep slopes and the other with voluminous lava flows producing gentle slopes. explanation for the location and properties of volcanoes that are due to hot spots and those that are due to subduction. Standard 4: Students will demonstrate knowledge that energy enters the Earth system primarily as solar radiation and eventually escapes as heat. This will be measured by a variety of methods, such as quizzes, tests, presentations, projects, labs, activities, notes, journals, portfolios, visual and/or verbal assessments. In order to exhibit proficiency students will demonstrate knowledge that: the relative amount of incoming solar energy compared with Earth s internal energy and the energy used by society. the fate of incoming solar radiation in terms of reflection, absorption, and photosynthesis. the different atmospheric gases that absorb the Earth s thermal radiation, and the mechanism and the significance of the greenhouse effect. the different greenhouse conditions on Earth, Mars, and Venus, their origins and climatic consequences. Standard 5: Students will demonstrate knowledge that the heating of Earth s surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents. This will be measured by a variety of methods, such as quizzes, tests, presentations, projects, labs, activities, notes, journals, portfolios, visual and/or verbal assessments. In order to exhibit proficiency students will demonstrate knowledge that: how differential heating of the Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat. the relationship between the rotation of the Earth and the circular motion of ocean currents and air in pressure centers. the origin and effects of temperature inversion. properties of ocean water such as temperature and salinity can be used to explain the layered structure of the oceans, generation of horizontal and vertical ocean currents, and the geographic distribution of marine organisms. the distribution of rain forests and deserts on the Earth in bands at specific latitudes. interaction of wind patterns, ocean currents, and mountain ranges that result in the global pattern of latitudinal bands of rain forests and deserts. features of the ENSO cycle (El Nino) in terms of sea-surface and air temperature variations across the Pacific, and some climatic results of this cycle. Standard 6: Students will demonstrate knowledge that climate is the long term average of a region s weather and depends on many factors. This will be measured by a variety of methods, such as quizzes, tests, presentations, projects, labs, activities, notes, journals, portfolios, visual and/or verbal assessments. In order to exhibit proficiency students will demonstrate knowledge that: weather (in the short run) and climate (in the long run) involve the transfer of energy in and out of the atmosphere.

4 4 effects of climate of latitude, elevation, topography, as well as proximity to large bodies of water and cold or warm ocean current. how the Earth s climate has changed over time, corresponding to changes in the Earth s geography, atmospheric composition and/pr other factors (solar radiation, plate movement, etc.) use of computer models to predict the effects of increasing greenhouse gases on climate for the planet as a whole and for specific regions. Standard 7: Students will demonstrate knowledge that each element on Earth moves among reservoirs in the solid Earth, oceans, atmosphere, and organisms as part of biogeochemical cycles. This will be measured by a variety of methods, such as quizzes, tests, presentations, projects, labs, activities, notes, journals, portfolios, visual and/or verbal assessments. In order to exhibit proficiency students will demonstrate knowledge that: the carbon cycle of photosynthesis and respiration, and the nitrogen cycle. the global carbon cycle in terms of the different physical and chemical forms of carbon in the atmosphere, oceans, biomass, and fossil fuels, and the movement of carbon among these reservoirs. movement of matter among reservoirs is driven by the Earth s internal and external sources of energy. the relative residence times the flows of carbon in and out of its different reservoirs. Standard 8: Students will demonstrate knowledge that life has changed Earth s atmosphere, and changes in the atmosphere affect conditions for life. This will be measured by a variety of methods, such as quizzes, tests, presentations, projects, labs, activities, notes, journals, portfolios, visual and/or verbal assessments. In order to exhibit proficiency students will demonstrate knowledge that: the thermal structure and chemical composition of the atmosphere. how the composition of the Earth s atmosphere has evolved over geologic time including outgassing, the origin of oxygen, and variations in carbon dioxide concentration. the location of the ozone layer in the upper atmosphere, its role in absorbing ultraviolet radiation and how it varies both naturally and in response to human activity. Standard 9: Students will demonstrate knowledge that the geology of California underlies the state s wealth of natural resources as well as its natural hazards. This will be measured by a variety of methods, such as quizzes, tests, presentations, projects, labs, activities, notes, journals, portfolios, visual and/or verbal assessments. In order to exhibit proficiency students will demonstrate knowledge that: the resource of major economic importance in California and their relation to California s geology. the principal natural hazards in different California regions and the geological basis of those hazards. the importance of water to society, the origins of California s fresh water, and the relationship between supply and need.

5 5 how to analyze published geologic hazard maps of California and use the map information to identify evidence of geological events of the past and predict geological changes in the future. Outline of Course Scope and Substance of Geology/Scientific Inquiry/Minerals and Rocks/Chemical Composition/States of Matter/Volcanic Activity/Weathering and Soils/Acids, Bases, Salts/Metamorphism. Chapter 1-7 Earth Structure/Earthquakes/Plate Tectonics/Crustal Deformation/Shorelines/Ocean Floor and Its Evolution. Chapters Weather and Winds/Deserts/Glaciation/Running Water/Groundwater/Mass Wasting/Geologic Time Chapters 8-13 Mountain Building/Evolution of Continents/Topographic Maps/The Earth s Geological Resources/Energy/Nuclear Chemistry/Planetary Geology/Astronomy. Chapters Review and Final Exams Methods of Instruction Lecture Laboratory Investigations Group/Individual Activities Discussion Reading Assignments Audio Visual Materials Guest Speakers Writing Assignment including: o Outlining and summarizing class or presentation information o Essay test answers that demonstrate knowledge and mastery of skills in each major unit o Reports and papers that demonstrate appropriate format, style, usage, spelling, punctuation and vocabulary. o Lab report writing that accurately discusses lab process and results o Recording, writing and interpreting graphing/mapping problems Assessment methods and/or tools Assessment methods include formative assessment, which will promote learning throughout the course or summative assessments, such as final exams, which document student progress toward meeting standards. These methods include: Selected response, e.g. Multiple-choice, true/false, matching, and short answer fill-in items, which can appear on quizzes, chapter tests, homework assignments, final exams and practice exercises. Essay assessment, which assesses students knowledge, reasoning, skills, products, and predispositions.

6 Performance, e.g. Student projects, lab performances and reports, debates, oral and written presentations, class participation. Personal communication, e.g. Teacher/student conference and interviews, teacher observation, classroom discussions, oral examinations, and journals and logs. 6

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