Climate and Seasons 2 weeks

Transcription

1 Performance Objective Concept Strand Gr 6 & AZ Department of Education Priority/Supporting Standards Big Idea: 1. Types of climates 2. Effect of large bodies of water on climate 3. Long-term climatic changes 4. Short-term climatic changes 5. El Nino 6. Earth s seasons 7. Natural causes of climate change 8. Impact of humans on the climate (Gr 6) Analyze the effects that bodies of water have on the climate of a region. (Gr 6) Analyze the following factors that affect climate: ocean currents elevation location (Gr 7) Explain the seasons in the Northern and Southern Hemispheres in terms of the tilt of the Earth s axis relative to the Earth s revolution around the Sun. Climate and Seasons 2 weeks Essential Questions: 1. What is the difference between climate and weather? 2. What are the different types of climates found on Earth? 3. How can the Earth s topography affect climate? 4. What effects do large bodies of fresh water have on climate? 5. What effects does the ocean have on the climate? 6. What is El Nino, and why does it happen? 7. What causes the Earth s seasons? 1. Climate 2. Climatology 3. Normals 4. Latitude 5. Longitude 6. Ocean effects 7. Large bodies of water 8. Tropics 9. Tropic of Cancer 10. Tropic of Capricorn 11. Temperate zone 12. Polar zone 13. Topography Vocabulary 25. Dry climate 26. Mild climate 27. Continental climate 28. Polar climate 29. Long-term climate changes 30. Ice age 31. Glaciers 32. Short-term climate changes 33. El Nino 34. Trade winds 35. Equatorial currents 36. Counter current 37. Seasons Tasks Resources Rev. 5/16/2012 Page 1 of 12

2 Performance Obje Concept Strand 13. Topography 14. Elevation 15. Coastline 16. Windward 17. Leeward 18. Orographic lifting 19. Precipitation 20. Desert 21. Regional climate 22. Air masses 23. Koppen classification system 24. Tropical climate 37. Seasons 38. Solar radiation 39. Northern hemisphere 40. Equator 41. Southern hemisphere 42. Equinox 43. Solstice 44. Elliptical orbit 45. Earth s tilt 46. Earth s wobble 47. Polaris Bold = Priority Standard Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on AZ Department of Education Priority/Supporting Standards Moon 3 weeks Big Idea: 1. Lunar surface 2. Moon formation 3. Lunar phases 4. Be able to interpret diagrams to determine lunar phase being modeled 5. Effect of the moon on Earth s tides 6. Be able to interpret diagrams to determine the type of tide being modeled 7. Lunar and solar eclipses 8. Be able to interpret diagrams to determine the type of eclipse being modeled Vocabulary Tasks Rev. 5/16/2012 Page 2 of 12

3 ective Gr Essential Questions: 1. Why are there light and dark areas on the surface of the moon? 2. What is the Giant Impact Theory? 3. What causes the moon to be lit up? 4. Why is it possible for us to see a full moon when the Earth is in between the sun and moon? 5. What is the difference between waxing and waning? 6. Where is the moon in relation to the sun and the Earth during each of the 8 lunar phases? 7. What causes the Earth to have tides? 8. What is the difference between spring tide and neap tide? 9. Where are the sun and moon located in relation to the Earth during a spring and neap tide? 10. Where are the sun and moon located in relation to the Earth during a lunar and solar eclipse? 11. What are the differences between a partial, total, and annular eclipse? (Gr 7) Explain the phases of the Moon in terms of the relative positions of the Earth, Sun, and Moon. (Gr 7) Construct a model for the relative positions of the Earth, Sun, and Moon as they relate to corresponding eclipses. (Gr 7) Explain the interrelationship between the Earth s tides and the Moon. (Gr 7) Explain the relationship among common objects in the solar system, galaxy, and the universe. 1. Moon 2. Luna 3. Sputnik 4. Yuri Gagarin 5. Neil Armstrong 6. Buzz Aldrin 7. Albedo 8. Highlands 9. Maria 10. Impact craters 11. Ejecta 12. Rays 13. Rilles 14. Regolith 15. Moonquakes 16. Impact theory 17. Rotation 18. Revolution 19. Lunar phases 20. Reflection 21. New moon 22. Waxing crescent 23. First quarter 24. Waxing gibbous 25. Full moon 26. Waning gibbous 27. Third quarter 28. Waning crescent 29. Synchronous rotation 30. Lunar motion 31. Tides 32. Spring tide 33. Neap tide 34. Solar eclipse 35. Lunar eclipse 36. Umbra 37. Penumbra 38. Tilted orbit 39. Annular eclipse 40. Perigee 41. Apogee 42. Annulus Resources Rev. 5/16/2012 Page 3 of 12

4 P Bold = Priority Standard Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on AZ Department of Education Priority/Supporting Standards Solar System 2 weeks Big Idea: 1. Solar system formation 2. Gravities influence on planetary motion 3. Planet similarities and differences 4. Planet characteristics 5. Extremes found on planets 6. Moons of other planets 7. Dwarf planets 8. The difference between asteroids, meteoroids, meteorites, and meteors 9. Comets Vocabulary Tasks Rev. 5/16/2012 Page 4 of 12

5 Performance Objective Concept Strand Gr 7 Essential Questions: 1. How and when did the solar system form? 2. What makes a star different from planets? 3. Why do planets revolve around stars? 4. What do the terrestrial inner planets have in common with one another? 5. What is the size of each planet in the solar system relative to one another? 6. What is the density of each planet in the solar system relative to one another? 7. What is the gravity of each planet in the solar system relative to one another? 8. What is the orbital period of each planet in the solar system relative to one another? 9. What is the direction of rotation for each planet in the solar system? 10. Which planets might contain liquid water? 11. How many moons does each planet have? 12. Why is Venus so much hotter than Earth? 13. What is Olympus Mons? 14. Where is the asteroid belt located, and what is it comprised of? 15. What do the outer gas giants have in common with one another? 16. What is occurring at the Great Red Spot on Jupiter? 17. What is significant about the four Galilean moons of Jupiter? 18. Which planet is completely tilted on its side causing extreme seasons? 19. Why is Pluto no longer considered a planet? 20. What are the differences between asteroids, meteoroids, meteorites, and meteors? 21. What is a comet composed of, and where are they believed to originate from? (Gr 7) Explain the relationship among common objects in the solar system, galaxy, and the universe. 1. Nebular theory 2. Dust accretion 3. Protoplanetary disk 4. Condensation 5. Planetesimals 6. Protoplanets 7. Planet 8. Terrestrial planets 9. Gas giants 10. Debris 11. Retrograde motion 12. Nicolaus Copernicus 13. Heliocentric 48. Mercury 49. Venus 50. Greenhouse effect 51. Retrograde 52. Earth 53. Mars 54. Olympus Mons 55. Valles Marineris 56. Carbon dioxide ice 57. Outer planets 58. Jupiter 59. Great red spot 60. Jupiter s rings Resources Rev. 5/16/2012 Page 5 of 12

6 14. Kepler s first law 15. Planetary motion 16. Ellipse 17. Astronomical unit 18. Eccentricity 19. Kepler s second law 20. Kepler s third law 21. Galileo Galilei 22. Issac Newton 23. Gravity 24. Law of universal gravitation 25. Sun 26. Corona 27. Chromosphere 28. Photosphere 29. Convective zone 30. Radiative zone 31. Core 32. Nuclear fusion 33. Nuclear fission 34. Hydrogen 35. Deuterium 36. Helium 37. Plasma 38. Solar wind 39. Aurora 40. Sunspots 41. Magnetic field 42. Solar activity cycle 43. Solar flare 44. Prominence 45. Solar energy 46. Inner planets 47. Density 61. Liquid metallic hydrogen 62. Belts 63. Zones 64. Galilean moons 65. Io 66. Europa 67. Ganymede 68. Callisto 69. Gravity assist 70. Saturn 71. Saturn s rings 72. Ringlets 73. Titan 74. Uranus 75. Neptune 76. Triton 77. Dwarf planet 78. Asteroid belt 79. Ceres 80. Pluto 81. Eris 82. International Astronomical Union (IAU) 83. Small solar system bodies 84. Asteroid 85. Meteoroid 86. Meteor 87. Meteorite 88. Kuiper belt 89. Comet 90. Oort cloud 91. Halley s comet 92. Head 93. Tail 94. Meteor shower Rev. 5/16/2012 Page 6 of 12

7 Performance Objective Concept Strand Bold = Priority Standard Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on Gr AZ Department of Education Priority/Supporting Standards Big Idea: 1. Constellation identification Essential Questions: 1. What is a constellation? 2. What does the constellation Orion look like? 3. What does the constellation Ursa Major look like? 4. What does the constellation Cygnus look like? 5. What does the constellation Scorpius look like? 6. What does the constellation Cassiopeia look like? Identify the following major constellations visible (seasonally) from the Northern Hemisphere: Orion Ursa Major (Great Bear) Cygnus Scorpius Cassiopeia Explain the relationship among common objects in the solar system, galaxy, and the universe. Universe 1 week 1. Continuous spectra 2. Emission spectra 3. Absorption spectra 4. Wavelengths 5. Mass 6. Diameter 7. Apparent magnitude 8. Absolute magnitude 9. Luminosity 10. Temperature 11. Kelvin 12. Hertzspring-Russell diagram (H-R Diagram) 13. Main sequence 14. Red giant 15. White dwarf 16. Brown dwarf Vocabulary 37. Parsec 38. Parallax 39. Milky Way galaxy 40. Variable stars 41. RR Lyrae variables 42. Cepheid variables 43. Nuclear bulge 44. Disk 45. Halo 46. Spiral arms 47. Population I stars 48. Population II stars 49. Spiral density wave 50. Hubble telescope 51. Disklike galaxies 52. Elliptical galaxies 53. Irregular galaxies Tasks Resources Rev. 5/16/2012 Page 7 of 12

8 Performance Objective Concept Strand 16. Brown dwarf 17. Stellar evolution 18. Nebula 19. Protostar 20. Fusion 21. Life cycle 22. Red supergiant 23. Betelgeuse 24. Neutron star 25. Pulsar 26. Supernova 27. Black hole 28. Constellations 29. Orion 30. Ursa Major 31. Cygnus 32. Scorpius 33. Cassiopeia 34. Gemini 35. Binary stars 36. Dopplar shift 53. Irregular galaxies 54. Redshift 55. Edwin Hubble 56. Hubble s law 57. Hubble constant 58. Active galactic nucleus 59. Radio galaxies 60. Quasars 61. Quasar redshift 62. Cosmology 63. Big Bang theory 64. Outward expansion 65. Momentum of expansion 66. Open universe 67. Closed universe 68. Flat universe 69. Cosmic background radiation 70. Wilkinson Microwave Anisotropy Probe (WMAP) 71. Dark energy 72. Dark matter Bold = Priority Standard Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on Gr 6, 7 & 8 AZ Department of Education Priority/Supporting Standards Big Idea: 2nd Semester Content Essential Questions: 2nd Semester Content Test Review 1 week Vocabulary Tasks Rev. 5/16/2012 Page 8 of 12

9 Standard Cluster Grade Bold = Priority Standard Bold = Priority vocabulary Regular = Supporting vocabulary that supports the priority standard Italics = Supporting vocabulary that should be taught if time permits, but will not be tested on Resources Common Core Standards Explanations & Examples Cite specific textual evidence to support analysis of science and technical texts. Students examine the details of scientific or technical text to support their analysis of the document. Supporting evidence could include citing evidence that supports the author s claim or conclusion, purpose, or perspective; evidence that supports the credibility and validity of the text, including research design or sample size; date of publication; visual representations of data and findings; or whether the supporting research has been peer reviewed. 7 R 1 Common science texts could include magazine or newspaper articles, journal articles, science textbooks, online resources, and personal narratives. Examples: Read a news article about the extent of damage caused by a hurricane. Cite specific evidence in the article that supports the author s claims of damage (cost of repairs, loss of life, habitat damage, etc.) SC06-S3C1-01 Read an article explaining that dominant traits are not always the most common trait in a population. Cite specific evidence from the article that would support that idea and consider research factors (sample size, sampling methods, etc.) that could further support or weaken that claim. SC08-S4C2-03 Rev. 5/16/2012 Page 9 of 12

10 7 R 7 7 R 8 7 R 10 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. By the end of grade 8, read and comprehend science/technical texts in the grades 6 8 text complexity band independently and proficiently. Students will use words in a text and information expressed visually to obtain information about a given topic. Sources of text could include textbooks, magazine or newspaper articles, websites, or product information or safety sheets. Examples: Integrate written descriptions in a textbook with visual images of the rock cycle (SC07-S6C2-01) or water cycle. SC06-S6C2-01 Integrate written descriptions of cell structures to a labeled model of a plant or animal cell. (SC06-S4C1-02) Integrate written descriptions of weather systems on a website with graphical representations of weekly weather data. SC06-S6C2-05 Integrate written descriptions in a lab journal of measured movement over time with position-time graphs. SC08-S5C2-05 Examples: Read a letter to the editor that proposes solutions to prevent flooding during summer rainstorms. Analyze the text to identify which claims are supported by evidence and facts in the text and which claims are based on speculation or reasoned judgment. SC06-S3C1-02, ET06-S3C2-03 Read another student s laboratory report and analyze the text to identify which claims in the conclusion section are supported by evidence and facts and which claims are speculation, reasoned judgment, or unsupported by evidence. SC06- S1C3-03, SC08-S1C3-05, ET06-S3C2-03, ET07-S3C2-03, ET08-S3C2-03 Students read and comprehend text in science and technical subjects at the appropriate grade level. See Appendix B of the Common Core State Standards for text examples and sample performance tasks that would be appropriate for the grades 6-8 complexity band. Rev. 5/16/2012 Page 10 of 12

11 7 W 1 7 W 5 Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Students write an argument or claim based on an issue or topic included in the grade level Science Standard. The argument is presented with logical reasoning, accurate science content, and relevant data to support the claim. Cohesion and clarification of claims are created with effective word choice, appropriate use of science vocabulary, and writing style. A sound conclusion supports the argument presented. The writers skill should be evidenced in a clear and developed thesis statement, a logical organization, accurate use of academic vocabulary, and a detailed and supported argument with transitions and a concluding statement. Examples: Write an essay or argument explaining how Cell Theory was a major milestone in science at the time and the implications of that information on science today. SC06- S2C1-02 Write a persuasive essay that forms a logical argument about the importance of habitat restoration of wetlands or reforestation of clear cut areas. SC07-S3C1-02 Write an essay or argument that evaluates the impact of a major scientific development that occurred within the past decade. SC08-S2C1-03 After completing an experiment that compared the motion of a steel ball on different surfaces, write a conclusion that supports or refutes the statement Rough surfaces provide more friction than smooth surfaces and provide evidence to support the claim with the experimentally collected data in addition to other existing research. SC08-S5C2-02 Students develop and strengthen their writing through the writing process with a focus on purpose and audience. Writing in science utilizes an academic voice and is mostly non-fiction and formal. At this level the writing process students can use peers and adults to provide feedback on drafts of their writing. The writing process and peer/adult review of drafts can be used for any and all writing assignments within the science classroom. Rev. 5/16/2012 Page 11 of 12

12 7 W 6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. This standard requires the use of technology (Internet, keyboarding skills, formatting, storing) to create a published piece wherein information and ideas are connected and presented clearly and efficiently. Example: Use technology to create and publish any writing assignment aligned to the grade level Arizona Science Standard. The written product could be shared on a school or classroom website, blog, or discussion board. ET06-S2C1-01, ET07-S2C1-01, ET08-S2C1-01 Rev. 5/16/2012 Page 12 of 12