dmps earth science curriculumscience.dmschools.org/uploads/1/4/5/3/14535978/...elements/atoms within...

DMPS Earth Science Curriculum

2012

DMPS Earth Science Curriculum 2012

1 Revised 2012

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.


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.


2 Revised 2012

3. Understand and apply knowledge of the origin and evolution of the earth system.


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.


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


3 Revised 2012

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:

Graduates demonstrate 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 demonstrate critical thinking and problem solving abilities

Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas

• They demonstrate proficiency in science, including life, earth and physical science

Graduates 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


4 Revised 2012

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 11–12 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.


5 Revised 2012

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 11–12 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.


6 Revised 2012

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.


7 Revised 2012

Unit 1: Science Skills

Approximate Timeline: 3 Weeks Content

Standards

Content Objectives Iowa Core Statements Common Student-Centered

Learning Targets

Common

Assessments

Graduate Ends

Earth scientists

use repeatable

observations and

testable ideas to

understand and

explain our planet.

Inference/observation

Scientific process

Measurement/metric

Conversion of common

metric units

Graphing/data analysis

Density

Identify questions and

concepts that guide

scientific investigations.

Design and conduct

scientific investigations.

Formulate and revise

scientific explanations

and models using logic

and evidence.

Recognize and analyze

alternate explanations and

models.

Communicate and defend

a scientific argument.

Understand about

scientific inquiry.

Skills and Concepts:

1A. I can distinguish between an

observation and inference.

1B. I can interpret graphical

information and make inferences

based on the graph.

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.

At 3 weeks

Sept. 10-14

Q#1,2

Q#3,4,5

Q#6,7

Q#8,9,10

Q#11,12,13

Q#14,15,16

Graduates

demonstrate

strategies for

lifelong learning

Graduates

demonstrate

knowledge and

understanding of a

rigorous

curriculum

integrated into all

content areas

Graduates

demonstrate

proficiency in

science, including

life, earth and

physical science

Graduates possess

technological and

information

literacy

Suggested Resources:


8 Revised 2012

UNIT 2: Rocks, Minerals, and Geologic Time


Standards

Content Objectives Iowa Core Statements Common Student-Centered

Learning Targets

Common

Assessments

Graduate Ends

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.

Characteristics and

properties of minerals

The rock cycle

Geologic time scale

Absolute and relative

dating methods

Understand and apply

knowledge of

Geochemical cycles.


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.

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

Graduates

demonstrate

strategies for

lifelong learning

Graduates

demonstrate

knowledge and

understanding of a

rigorous

curriculum

integrated into all

content areas

Graduates

demonstrate

proficiency in

science, including

life, earth and

physical science

Graduates possess

technological and

information

literacy



9 Revised 2012

UNIT 3: The Dynamic Earth


Standards

Content Objectives Iowa Core Statements Student-Centered Learning

Targets

Common

Assessments

Graduate Ends

The Earth’s

surface is

constantly

changing through

energy transfer.

Continental drift

Forces drive plate

tectonics

Plate boundaries

Volcanoes

Earthquakes and seismic

waves

Glaciers

Weathering processes

Rivers and watersheds


knowledge of energy in

the earth system.


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.

3G. I can identify the factors that

impact a water shed.

At 18 weeks

Jan. 7-11

Q#1,2,3

Q#4,5,6

Q#7,8,9

Q#10,11

Q#11,12

Q#13,14

Q#15,16

Graduates

demonstrate

strategies for

lifelong learning

Graduates

demonstrate

knowledge and

understanding of a

rigorous

curriculum

integrated into all

content areas

Graduates

demonstrate

proficiency in

science, including

life, earth and

physical science

Graduates possess

technological and

information

literacy



10 Revised 2012

UNIT 4: Meteorology


Standards


Targets

Common

Assessments

Graduate Ends

Heat transfer

within the

atmosphere

creates weather.

Heat transfer

Air pressure and

temperature trends in the

atmosphere

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



the earth system.


knowledge of the origin

and evolution of the earth

system.


4A. I can describe how heat is

transferred in a fluid.

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.

4I. I can differentiate between

weather and climate.

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

Q#23,24

Graduates

demonstrate

strategies for

lifelong learning

Graduates

demonstrate

knowledge and

understanding of a

rigorous

curriculum

integrated into all

content areas

Graduates

demonstrate

proficiency in

science, including

life, earth and

physical science

Graduates possess

technological and

information

literacy



11 Revised 2012

Unit 5: Oceanography


Standards


Targets

Common

Assessments

Graduate Ends

The oceans

interact with the

atmosphere and

the land to affect

weather, climate

and the shape of

continents.

Features of the ocean

floor

Ocean water

composition

Waves

Tides

Currents

Coriolis Effect

ocean acidification



the earth system.


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.

5D. I can describe the relationship

between climate change and ocean

acidification.

At 30 weeks

April 15-19

Q#1,2,3

Q#4,5,6

Q#7,8,9,10

Q# 11,12

Graduates

demonstrate

strategies for

lifelong learning

Graduates

demonstrate

knowledge and

understanding of a

rigorous

curriculum

integrated into all

content areas

Graduates

demonstrate

proficiency in

science, including

life, earth and

physical science

Graduates possess

technological and

information

literacy



12 Revised 2012

UNIT 6: Astronomy


Standards


Targets

Common

Assessments

Graduate Ends

Human

understanding of

the origin and

evolution of the

universe is

constantly

changing.

The phases of the moon

Seasons

Life cycle of stars

Formation of the

elements

Astronomical

measurements

Planets and other

celestial bodies

Formation of the solar

system

Formation of the

universe

Understand and apply the

origin and evolution 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.

At 36 weeks

May 27-31

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

Graduates

demonstrate

strategies for

lifelong learning

Graduates

demonstrate

knowledge and

understanding of a

rigorous

curriculum

integrated into all

content areas

Graduates

demonstrate

proficiency in

science, including

life, earth and

physical science

Graduates possess

technological and

information

literacy



13 Revised 2012

dmps earth science curriculumscience.dmschools.org/uploads/1/4/5/3/14535978/...elements/atoms within...

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