DMPS Earth. Science Curriculum

Transcription

1 DMPS Earth 2012 Science Curriculum

2 Iowa Core Statements 1. Understand and apply knowledge of energy in the earth system. Principles that underlie the concept and/or skill include but are not limited to: Internal sources of energy External sources of energy Plate tectonics Energy transfer in the atmosphere and ocean Earth systems have internal and external sources of energy, both of which create heat. The sun is the major external source of energy. Two primary sources of internal energy are the decay of radioactive isotopes and the gravitational energy from the earth s original formation. The outward transfer of Earth s internal heat drives convection circulation in the mantle that propels the plates comprising the earth s surface across the face of the globe. Heating of the earth s surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents. Global climate is determined by energy transfer from the sun at and near the earth s surface. This energy transfer is influenced by dynamic processes such as cloud cover and the earth s rotation, and static conditions such as the position of mountain ranges and oceans. 2. Understand and apply knowledge of Geochemical cycles. Principles that underlie the concept and/or skill include but are not limited to: Elements/atoms within Earth reservoirs: Solid Earth, oceans, atmosphere, and organisms Movement of elements/atoms between reservoirs The earth is a system containing essentially a fixed amount of each stable chemical atom or element. Each element can exist in several different chemical reservoirs. Each element on Earth moves among reservoirs in the solid Earth, oceans, atmosphere, and organisms as part of geochemical cycles. Movement of matter between reservoirs is driven by the earth s internal and external sources of energy. These movements are often accompanied by a change in the physical and chemical properties of the matter. Carbon, for example, occurs in carbonate rocks such as limestone, in the atmosphere as carbon dioxide gas, in water as dissolved carbon dioxide, and in all organisms as complex molecules that control the chemistry of life. 1 Revised 2012

3 3. Understand and apply knowledge of the origin and evolution of the earth system. Principles that underlie the concept and/or skill include but are not limited to: Formation of solar system Geologic time Interactions among hydrosphere, lithosphere and atmosphere Life: origin, evolution, and effect on Earth systems The sun, the earth, and the rest of the solar system formed from a nebular cloud of dust and gas 10 to 15 billion years ago. The early Earth was very different from the planet on which we live today. Geologic time can be estimated by observing rock sequences and using fossils to correlate the sequences at various locations. Current methods for measuring geologic time include using the known decay rates of radioactive isotopes present in rocks to measure the time since the rock was formed. Interactions among the solid Earth, the oceans, the atmosphere, and organisms have resulted in the ongoing evolution of the earth system. We can observe some changes such as earthquakes and volcanic eruptions on a human time scale, but many processes such as mountain building and plate movements take place over hundreds of millions of years. Evidence for one-celled forms of life the microbes extends back more than 3.5 billion years. The evolution of life caused dramatic changes in the composition of the earth s atmosphere, which did not originally contain oxygen. 4. Understand and apply knowledge of the origin and evolution of the universe. Principles that underlie the concept and/or skill include but are not limited to: Age and origin of the universe Universe and galaxies Star formation The origin of the universe remains one of the greatest questions in science. The big bang theory places the origin between 10 and 20 billion years ago, when the universe began in a hot dense state: According to this theory, the universe has been expanding ever since. Early in the history of the universe, matter primarily the light atoms hydrogen and helium clumped together through gravitational attraction to form countless 2 Revised 2012

4 trillions of stars. Billions of galaxies, each of which is a gravitationally bound cluster of billions of stars, now form most of the visible mass in the universe. Stars produce energy from nuclear reactions, primarily the fusion of hydrogen to form helium. These and other processes in stars have led to the formation of all the other elements. DMPS Graduate Ends Statements: strategies for lifelong learning They exhibit competent thinking They exhibit intuitive thinking They understand systems and processes, including the understanding of underlying structures They exhibit creative and innovative thinking They anticipate future trends They critical thinking and problem solving abilities knowledge and understanding of a rigorous curriculum integrated into all content areas They proficiency in science, including life, earth and physical science possess technological and information literacy They can access and evaluate information from a variety of sources to continue their learning They understand, manage and create oral, written and multimedia communication They utilize appropriate technology to apply or analyze information 3 Revised 2012

5 National Core Science Literacy Standards Reading In Science Key Ideas and Details 1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. 2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Craft and Structure 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. 5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. 6. Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Integration of Knowledge and Ideas 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. 8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. 4 Revised 2012

6 9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Range of Reading and Level of Text Complexity 10. By the end of grade 12, read and comprehend science/technical texts in the grades text complexity band independently and proficiently. Writing in Science Text Types and Purposes 1. Write arguments focused on discipline-specific content. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience s knowledge level, concerns, values, and possible biases. Use words, phrases, and clauses as well as varied syntax 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 or section that follows from or supports the argument presented. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Develop the topic thoroughly by selecting the most significant and relevant 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 complex ideas and concepts. 5 Revised 2012

7 Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Research to Build and Present Knowledge 7. 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. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 9. Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing 10. 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. 6 Revised 2012

8 Unit 1: Science Skills Approximate Timeline: 3 Weeks Content Standards Earth scientists use repeatable observations and testable ideas to understand and explain our planet. Suggested Resources: Content Objectives Iowa Core Statements Common Student-Centered Learning Targets Inference/observation Identify questions and Scientific process concepts that guide Skills and Concepts: Measurement/metric scientific investigations. Conversion of common 1A. I can distinguish between an metric units Design and conduct observation and inference. Graphing/data analysis scientific investigations. Density 1B. I can interpret graphical Formulate and revise information and make inferences scientific explanations based on the graph. and models using logic and evidence. Recognize and analyze alternate explanations and models. Communicate and defend a scientific argument. Understand about scientific inquiry. 1C. I can construct a graph from a given data set. 1D. I can, using scientific equipment, accurately measure mass, distance and volume using metric units. 1E. I can calculate density. 1F. I can predict if a material will float or sink based on its density in relationship to another material. Common Assessments At 3 weeks Sept Q#1,2 Q#3,4,5 Q#6,7 Q#8,9,10 Q#11,12,13 Q#14,15,16 Graduate Ends strategies for lifelong learning knowledge and understanding of a rigorous curriculum integrated into all content areas proficiency in science, including life, earth and physical science possess technological and information literacy 7 Revised 2012

9 UNIT 2: Rocks, Minerals, and Geologic Time Approximate Timeline: 6 Weeks Content Standards Earth is composed of rocks and minerals that continually change over time. Scientists can determine the age of materials in the earth system by using absolute and relative dating methods. Content Objectives Iowa Core Statements Common Student-Centered Learning Targets Characteristics and properties of minerals Skills and Concepts: The rock cycle Geologic time scale Absolute and relative dating methods Understand and apply knowledge of Geochemical cycles. Understand and apply knowledge of the origin and evolution of the earth system. 2A. I can use a mineral s properties to aid in identification. 2B. I can define a mineral and determine its composition. 2C. I can analyze and interpret the rock cycle. 2D. I can interpret rock layers. 2E. I can explain how rock and fossil ages are determined. 2F. I can interpret the Geologic Time Scale. Common Assessments At 9 weeks Oct. 29-Nov. 2 Q#1,2,3 Q#4,5,6 Q#7,8,9,10 Q#11,12,13 Q#14,15,16 Q#17,18,19,20 Graduate Ends strategies for lifelong learning knowledge and understanding of a rigorous curriculum integrated into all content areas proficiency in science, including life, earth and physical science possess technological and information literacy Suggested Resources: 8 Revised 2012

10 UNIT 3: The Dynamic Earth Approximate Timeline: 9 Weeks Content Standards The Earth s surface is constantly changing through energy transfer. Content Objectives Iowa Core Statements Student-Centered Learning Targets Continental drift Understand and apply knowledge of energy in Skills and Concepts: Forces drive plate the earth system. tectonics Plate boundaries Volcanoes Earthquakes and seismic waves Glaciers Weathering processes Rivers and watersheds Understand and apply knowledge of Geochemical cycles 3A. I can explain the process of continental drift using evidence. 3B. I can analyze and describe the effects of plate boundaries. 3C. I can identify patterns and causes of tectonic activity. 3D. I can identify evidence that supports the internal structure of the Earth. 3E. I can explain how glaciations have shaped the Earth s surface. 3F. I can explain how weathering shapes the Earth s crust. Common Assessments At 18 weeks Jan Q#1,2,3 Q#4,5,6 Q#7,8,9 Q#10,11 Q#11,12 Q#13,14 Graduate Ends strategies for lifelong learning knowledge and understanding of a rigorous curriculum integrated into all content areas proficiency in science, including life, earth and physical science 3G. I can identify the factors that impact a water shed. Q#15,16 possess technological and information literacy Suggested Resources: 9 Revised 2012

11 UNIT 4: Meteorology Approximate Timeline: 8 Weeks Content Standards Heat transfer within the atmosphere creates weather. Content Objectives Iowa Core Statements Student-Centered Learning Targets Heat transfer Understand and apply knowledge of energy in Skills and Concepts: Air pressure and the earth system. temperature trends in the 4A. I can describe how heat is atmosphere transferred in a fluid. Wind and air pressure relationships Coriolis Effect Hydrologic cycle Weather measurements Air masses and fronts Weather prediction Severe weather Evidence of climate change Difference between climate and weather Understand and apply knowledge of the origin and evolution of the earth system. 4B. I can explain temperature and pressure trends in the lower atmosphere. 4C. I can analyze air pressure and its relationship to wind patterns. 4D. I can explain the causes of global and local wind patterns. 4E. I can relate moisture in the atmosphere to weather. 4F. I can predict weather patterns based on fronts, air masses and pressure systems. 4G. I can interpret a weather forecast and map. 4H. I can identify characteristics of severe weather and can differentiate between a watch and a warning. Common Assessments At 26 weeks March 4-8 Q#1,2 Q#3,4,5 Q#6,7,8 Q#9,10,11 Q#12,13,14 Q#15,16,17 Q#18,19,20 Q#21,22 Graduate Ends strategies for lifelong learning knowledge and understanding of a rigorous curriculum integrated into all content areas proficiency in science, including life, earth and physical science possess technological and information literacy 4I. I can differentiate between weather and climate. Q#23,24 Suggested Resources: 10 Revised 2012

12 Unit 5: Oceanography Approximate Timeline: 4 Weeks Content Standards The oceans interact with the atmosphere and the land to affect weather, climate and the shape of continents. Content Objectives Iowa Core Statements Student-Centered Learning Targets Features of the ocean floor Skills and Concepts: Ocean water composition Waves Tides Currents Coriolis Effect Understand and apply knowledge of energy in the earth system. Understand and apply knowledge of Geochemical cycles. 5A. I can describe the physical features of the ocean floor 5B. I can explain the properties of and relationships between salinity, density, depth, temperature and pressure. 5C. I can explain the forces and properties behind tides, waves and currents. Common Assessments At 30 weeks April Q#1,2,3 Q#4,5,6 Q#7,8,9,10 Graduate Ends strategies for lifelong learning knowledge and understanding of a rigorous curriculum integrated into all content areas ocean acidification 5D. I can describe the relationship between climate change and ocean acidification. Q# 11,12 proficiency in science, including life, earth and physical science possess technological and information literacy Suggested Resources: 11 Revised 2012

13 UNIT 6: Astronomy Approximate Timeline: 6 Weeks Content Standards Human understanding of the origin and evolution of the universe is constantly changing. Content Objectives Iowa Core Statements Student-Centered Learning Targets The phases of the moon Understand and apply the origin and evolution of Seasons the universe. Skills and Concepts: Life cycle of stars Formation of the elements Astronomical measurements Planets and other celestial bodies Formation of the solar system Formation of the universe 6A. I can describe the phases of the Moon and relate them to tides 6B. I can explain why we have seasons 6C. I can explain the life cycle and properties of a star, including our Sun. 6D. I can interpret the evidence for and results of the Big Bang. 6E. I can identify correct astronomical scales to measure sizes and distances. 6F. I can differentiate between planets in our solar system. 6G. I can compare and contrast planets, dwarf planets, asteroids, comets and meteoroids. Common Assessments At 36 weeks May Q# 1,2,3 Q# 4,5 Q #6, 7, 8, 9, 10 Q#11,12 Q# 13,14 Q# 15, 16 Q#17, 18, 19, 20 Graduate Ends strategies for lifelong learning knowledge and understanding of a rigorous curriculum integrated into all content areas proficiency in science, including life, earth and physical science possess technological and information literacy Suggested Resources: 12 Revised 2012

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