Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Course Title: Earth Science Course Number: B 2415, G 2414, A 2413, H 2412 Department: Science Grade(s): 11-12 Level(s): Basic, General, Academic, Honors Credit: 1 Course Description This course stresses the major disciplines of Earth science and integrates the necessary physical science concepts. Units studied include astronomy, meteorology, geology, and oceanography. Students will explore concepts related to the solar system, the Earth-moon system, Earth s weather and climate, severe storm formation, plate tectonics, erosion, and the movement of ocean water. Required Instructional Materials Text for B and G Investigating Earth Systems, (5 modules), It s About Time, 2006. Rocks and Landforms Earth in Space and Astronomy Our Dynamic Planet Oceans Climate and Weather Text for A and H (textbook committee is currently reviewing samples) Earth Science, Prentice Hall, 1997. (Tarbuck/Lutgens) Completion/Revision Date Revisions Approved by Board of Education April 25, 2005 Revisions Approved by Board of Education June 16, 2008 Mission Statement of the Curriculum Management Team The mission statement of the Science Curriculum Management Team is to promote scientific literacy emphasizing the process, content, and interdisciplinary nature of science. Enduring Understandings for the Course Inquiry is the integration of process skills, the application of scientific content, and critical thinking to solve problems. Science is the method of observation and investigation used to understand our world. The universe is evolving. The relationship between the Earth, moon and sun explains the seasons, moon phase, eclipse and tides. Learning how Earth moves in space can help explain phenomena such as Earth s seasons. Understanding the formation of the planets provides a basis for understanding Earth s 1 of 12
processes. Small orbiting objects can provide information about the conditions that existed at the beginnings of our solar system. The environment is a complex assemblage of interacting and evolving chemical and physical processes. Matter can be described, organized, and classified for understanding. The theory of plate tectonics is used to explain major geological events including the evolution of the earth surface. Concepts within the rock cycle provide an explanation for the evolution of rocks and reflects a dynamic Earth. Waves, wind, water, and ice are key agents of erosion that modify the Earth s surface. When compared to the age of the Earth, evolution of complex life on Earth is very new. Energy drives systems and cycles of our universe, solar system, Earth, and life. The environment is a complex assemblage of interacting and evolving chemical and physical processes. The current state of any environment is maintained by the dynamic exchange of the processes that dictate its nature. Changes in any of the interacting processes with impact the current state (for better or worse). Winds are the results of pressure differences. Pressure differences are the result of thermal and moisture changes. Global warming and cooling are natural cycle of the Earth. Energy drives systems and cycles of our universe, solar system, Earth, and life. The oceans interact with the atmosphere and the land to affect weather, climate and the shape of continents. The ocean floor contains evidence of changes in Earth over time. The Earth s oceans play a vital in Earth s ecology. Resources from the ocean provide humans with food, fuel, and fresh water. 2 of 12
LEARNING STRAND 1.0 Scientific Reasoning and Communication Skills NOTE: This learning strand should be taught through the integration of the other learning strands. This learning strand is not meant to be taught in isolation as a separate unit. ENDURING UNDERSTANDING(S) Inquiry is the integration of process skills, the application of scientific content and critical thinking to solve problems. Science is the method of observation and investigation used to understand our world. ESSENTIAL QUESTION(S) How is inquiry used to solve problems or gather data to better understand a situation? How do you evaluate data and conclusions to determine its validity? How do prior knowledge, bias, and opinion affect inquiry? How does new knowledge gained create new questions? LEARNING OBJECTIVES The student will: 1.1 Generate scientific questions to be investigated. 1.2 Apply appropriate instruments needed to collect data precisely. 1.3 Analyze experimental design and data so as to question validity, identify variables, and improve experimental design. 1.4 Develop conclusions based on critical data analysis identifying further investigations and/or questions based on the results. 1.5 Organize data in tables and graphs. 1.6 Utilize graphs in order to determine patterns and make predictions. 1.7 Apply computer-based tools to present and research information. 1.8 Gather information using a variety of print and non-print sources. 1.9 Support scientific arguments using a variety of print and non-print sources. 1.10 Present scientific information orally. 1.11 Present scientific information in an expository format so that it adheres to standard forms of grammar and mechanics. INSTRUCTIONAL SUPPORT MATERIALS Sufficient laboratory instrumentation SUGGESTED INSTRUCTIONAL STRATEGIES Performance tasks Open-ended labs Inquiry Modeling Hands-on, minds-on lab activities Computer created spreadsheets and graphs See other learning strands for integration SUGGESTED ASSESSMENT METHODS Lab reports Open-ended questions Teacher observations Essays and/or compositions Excel spreadsheets and graphs Research based projects Computer created spreadsheets and graphs See other learning strands for integration 3 of 12
LEARNING STRAND 2.0 Astronomy Approximately 1 marking period ENDURING UNDERSTANDING(S) The universe is evolving. The relationship between the Earth, moon and sun explains the seasons, moon phase, eclipse and tides. Learning how Earth moves in space can help explain phenomena such as Earth s seasons. Understanding the formation of the planets provides a basis for understanding Earth s processes. Small orbiting objects can provide information about the conditions that existed at the beginnings of our solar system. LEARNING OBJECTIVES: The student will: 2.1 Differentiate between the formation of the universe (big bang) and the formation of the solar system. 2.2 Describe the differences and similarities among the sun, the terrestrial planets, gas planets, comets, meteorites, and asteroids. 2.3 Illustrate the orientation of Earth (axial tilt) in its orbit as related to seasons. 2.4 Demonstrate via illustration or model the Earth-moon system as it relates to phases, eclipses and tides. ESSENTIAL QUESTION(S) What is the big bang theory? How are solar systems formed? How are planetary objects similar and different? What causes the seasons? What causes the phases of the moon? Why do eclipses occur? What causes tides? What are comets, asteroids and meteoroids? INSTRUCTIONAL SUPPORT MATERIALS Various scale model of Earth, sun and moon Flashlights/light source Materials for solar system models Graph paper, protractors, compass SUGGESTED INSTRUCTIONAL STRATEGIES Field observations Group activities Videos Research current events/discoveries Investigations, lab experiments Problem solving Large and small group discussions Use a light source, Earth and moon model to display the phases of the moon and eclipses Model/diagram the angle of the sun s rays to explain the seasons Model the apparent altitude of the sun in the sky in the summer vs. winter Visit to planetarium Create a scale model of the solar system and the orbital distance based on a football field (1 meter = 1 au) Single scale model of a solar system Guest speakers, astronaut Timeline of the universe 4 of 12
SUGGESTED ASSESSMENT METHODS Essay and compositions Homework Lab reports Multimedia presentations Projects Tests and quizzes Student presentations Select a planet create a travel brochure that includes planetary highlights Demonstrate the phases of the moon place the sun, moon, and Earth in the correct location based on the phase Open-ended/constructed response questions 5 of 12
LEARNING STRAND 3.0 Geology Approximately 1 marking period ENDURING UNDERSTANDING(S) Science is the method of observation and investigation used to understand our world. The environment is a complex assemblage of interacting and evolving chemical and physical processes. Matter can be described, organized, and classified for understanding. The theory of plate tectonics is used to explain major geological events including the evolution of the earth surface. Concepts within the rock cycle provide an explanation for the evolution of rocks and reflects a dynamic Earth. Waves, wind, water, and ice are key agents of erosion that modify the Earth s surface. When compared to the age of the Earth, evolution of complex life on Earth is very new. ESSENTIAL QUESTION(S) What forces change the surface of the Earth? How has the Earth changed over time? How do we locate and predict earthquakes and possible resulting phenomena? How does matter cycle through the Earth? LEARNING OBJECTIVES The students will: 3.1 Describe the layers of the Earth. 3.2 Relate a rock s properties as to how it was formed and how it is used. (rock cycle) 3.3 Compare and contrast the properties of rocks and minerals. 3.4 Differentiate between chemical and mechanical weathering. 3.5 Describe the factors that cause erosion and the evolution of landforms. 3.6 Identify the relationship between plate boundaries, landforms, earthquakes and volcanoes. 3.7 Construct and explain a time line reflecting the major divisions of geological time including evolution of life. 3.8 Assess the effects of human activity on the environment. INSTRUCTIONAL SUPPORT MATERIALS Gold Rush, Event Based Module, Prentice Hall Rock and mineral samples www.usgs.org (seismic data) State DEP CT website keyword geology Stream table materials Slinkies SUGGESTED INSTRUCTIONAL STRATEGIES Inquiry based hands on activities with rocks and minerals Stream tables Weathering experiments Modeling data gathering and graphing Field observations Projects Research Investigations, lab experiments (rocks, minerals, and density) 6 of 12
Reading assignments Problem solving Large and small group discussions Group presentations Modeling data gathering and graphing Identify/describe rock and mineral samples based on physical characteristics Relate the physical properties of rocks to potential/actual uses Identify rocks and mineral samples based on physical properties including cleavage, fracture, density, chemistry, color, crystal Discuss: o Why monuments are weathering? o Why granite is used for building? o o ph of lakes in north east Effects of acid rain and possible solutions Investigate the effects of erosion using stream tables Investigate landforms that were formed as a result of erosion (Grand Canyon, Colorado Plateau, Bryce Canyon, etc.) Explore local effects of glaciation Explore the four different types of plate boundaries using a map Plot earthquakes and volcanoes throughout the world using real time data ring of fire Research active/historical volcanoes (Mt. St. Helen, Mt. Hood, Mt. Vesuvius, etc.) Explain the cause of natural events such tsunamis, volcanoes, earthquakes, formation of mountains, etc. Calculate location of a epicenter using arrival times of P&S waves Tsunami Center - calculate the local arrival time of a tsunami at specific locations around the world prepare warnings for local regions Create a scale model of geologic time include major life forms through the ages Discuss current events in CT - What are the major geological concerns in CT? Explore state DEP CT website SUGGESTED ASSESSMENT METHODS Essay and compositions Homework Lab reports assessed with rubrics Multimedia presentations 7 of 12
Projects Tests and quizzes Student presentations Open-ended/constructed response questions Role play guest lecturer speaking to high school students in California on the San Andres fault what would you tell these students about plate tectonics? Identify the pros and cons of living near a plate boundary/ volcanoes/ etc. Using a resource, identify rock and mineral samples Based on a given situation, defend where you would build your house and why. Develop a plan to prevent future water damage to a home, given information about the water table, slope, composition of soil, etc. 8 of 12
LEARNING STRAND 4.0 Meteorology Approximately 1 marking period ENDURING UNDERSTANDING(S) Matter can be described, organized, and classified for understanding. Energy drives systems and cycles of our universe, solar system, Earth, and life. The environment is a complex assemblage of interacting and evolving chemical and physical processes. The current state of any environment is maintained by the dynamic exchange of the processes that dictate its nature. Changes in any of the interacting processes with impact the current state (for better or worse). Winds are the results of pressure differences. Pressure differences are the result of thermal and moisture changes. Global warming and cooling are natural cycle of the Earth. ESSENTIAL QUESTION(S) What causes weather? How can we predict future weather? What is the relationship between weather and air pollution? How does water cycle through the atmosphere? How does energy cycle through the atmosphere? What role do the oceans play in weather/climate? LEARNING OBJECTIVES The students will: 4.1 Identify the composition and characteristics of the atmosphere. 4.2 Describe how the electromagnetic (EM) spectrum interacts with the atmosphere and the Earth s surface. 4.3 Describe the transformation of energy in the atmosphere through radiation, conduction and convection. 4.4 Describe atmospheric circulation globally and locally (i.e. climate). 4.5 Explain energy transport and phase changes within the water cycle. 4.6 Use meteorological instruments to gather data. 4.7 Apply meteorological data (barometric pressure, temperature, etc.) to an explanation of weather. 4.8 Analyze how atmospheric changes effects air pollution including the effects on human health. 4.9 Explain the formation and progression of INSTRUCTIONAL SUPPORT MATERIALS Hurricanes, Event Based Module, Prentice Hall Meteorological instruments Internet for meteorological data collection and analysis Weather maps, surface maps, high level wind maps SUGGESTED INSTRUCTIONAL STRATEGIES Laboratory activities Modeling data gathering and graphing Field observations Research/projects Reading assignments Problem solving Videos Large and small group discussions Illustrate different transformations of energy in the atmosphere using the greenhouse model Illustrate global air circulation including 9 of 12
cyclones and thunderstorms. Coriolis Effect, jet steams, wind belts and pressure belts, etc. Explore seasonal variations of global circulation El Nino, La Nina Differential heating activities/labs Inquiry activities on buoyancy, convection, and atmospheric circulation Graph the phase change diagram Explore the formation of clouds, thunderstorms and lapse rates Collect data using thermometers, barometers, anemometer, psychrometer (wet and dry bulb thermometers), wind vanes, etc. Access real time metrological data using the internet Model how to read a weather map including isobars, isotherms, pressure areas, wind flow, fronts, jet streams, etc. Predict weather based on weather map information Case studies such as LA s brown haze Explore health concerns related to ozone and other pollutants Compare local water budgets to other areas of the country Research local water quality Case study compare and contrast hurricane data Explore current events SUGGESTED ASSESSMENT METHODS Essay and composition Homework Lab reports Multimedia presentations Projects Tests and quizzes Student presentations Predict weather based on weather map information Analyze a weather map Plot storms and make predictions Predict a path of a hurricane Role play a guest speaker from a sever weather center explain the conditions necessary for the formation of severe storms 10 of 12
LEARNING STRAND 5.0 Oceanography Approximately 1 marking period ENDURING UNDERSTANDING(S) Energy drives systems and cycles of our universe, solar system, Earth, and life. The oceans interact with the atmosphere and the land to affect weather, climate and the shape of continents. The ocean floor contains evidence of changes in Earth over time. The Earth s oceans play a vital in Earth s ecology. Resources from the ocean provide humans with food, fuel, and fresh water. ESSENTIAL QUESTION(S) What are the features of the ocean floor? Why do scientists study the ocean? How do oceans affect weather and climate? What are the properties of ocean water? Why are ocean resources important? How have humans impacted our environment? Why are deep sea vents a vital research frontier? LEARNING OBJECTIVES The students will: 5.1 Describe the movement of ocean water (currents, waves, and tides) and their effect upon the Earth. 5.2 Illustrate the topographic profile of the ocean floor. 5.3 Describe the differences between salinity, density, and temperature in the oceans. 5.4 Relate the effects of oceanic circulations on weather and climate. 5.5 Review recent findings related to deep sea vents. 5.6 Describe the generation of horizontal and vertical ocean currents and the geographic distribution of marine organisms. 5.7 Assess the effects of human activity on the world s oceans. INSTRUCTIONAL SUPPORT MATERIALS Oil Spill, Event Based Module, Prentice Hall Rock salt, food coloring, clay Topographic maps Stream tables, gravel Shallow trays SUGGESTED INSTRUCTIONAL STRATEGIES Projects Research Investigations, lab experiments Reading assignments Problem solving Large and small group discussions Video Explore current events Panel discussions Web quest Make your own hydrometer Stream tables to model waves and beach erosion Model deep sea vents with food coloring Model surface currents rheoscopic fluid Graph location of deep sea vents Investigate the density of cold/warm and salt/freshwater SUGGESTED ASSESSMENT METHODS Essay and composition 11 of 12
Homework Lab reports Multimedia presentations Projects Tests and quizzes 12 of 12