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Earth Systems Science

Curriculum Guide

2015/2016

Greeley-Evans School District 6 of 19 2015-2016 Earth Systems Science Curriculum Guide

Greeley-Evans School District 6 Grade: 9 Earth System Science Curriculum Guide

Unit: How to Use This Guide Timeline: Suggested Time

Standard: Earth System Science Standards

Grade Level Expectation: Major state standards addressed.

Student Outcomes: Standards addressed in this unit.

Instruction: Shown as an outline. This is written as a strong suggestion of your series of instruction.

1. NUMBERS represent major claims that relate closely to the standards.

a. LETTERS are supporting pieces of evidence for the major claims. A concept that is not necessarily directly in the standards but is necessary for full students understanding is marked with the symbol (BR) in parentheses, denoting ‘brief review’.

i. ROMAN NUMERALS are specific examples of instructional ideas for each concept. These ideas are not required, but have been used before with success.

Inquiry Questions: Vocabulary: Assessments: Common Unit

Science Resources:

Literacy Resources:


Earth Science 2015-2016

UNIT 1 (8 Weeks)

Standard Earth System Science Standard 3

Graduate Competence Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes that have shaped our planet

Grade Level Expectation 1. The history of the universe, solar system and Earth can be inferred from evidence left from past events

Big Idea Development of the Universe and Earth

End of unit Performance Task Common Unit Student Outcomes Student Outcomes Nature of Science Literacy Standards

Focus Writing Standard Focus

Reading/writing Focus Cross Content Connection

a. Develop, communicate, and justify an evidence-based scientific explanation addressing questions about Earth’s history. (DOK 1-3) b. Analyze and interpret data regarding Earth’s history using direct and indirect evidence. (DOK 1-2) c. Analyze and interpret data regarding the history of the universe using direct and indirect evidence. (DOK 1-2) d. Seek, evaluate, and use a variety of specialized resources available from libraries, the Internet, and the community to find scientific information on Earth’s history. (DOK 1-2) e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate the history of the universe, solar system and Earth. (DOK 1-2)

b. Analyze and interpret data regarding Earth’s history using direct and indirect evidence. (DOK 1-2) c. Analyze and interpret data regarding the history of the universe using direct and indirect evidence. (DOK 1-2) 2. Critically evaluate scientific claims in popular media and by peers regarding Earth’s history, and determine if evidence presented is appropriate and sufficient to support the claims. (DOK 2-3)

1. Understand that all scientific knowledge is subject to new evidence and that the presence of reproducible results yields a scientific theory. (DOK 1) 2. Critically evaluate scientific claims in popular media and by peers regarding Earth’s history, and determine if evidence presented is appropriate and sufficient to support the claims. (DOK 2-3)

RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.

WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


UNIT 1 ( Weeks)

Standard Earth System Science Standard 3 Graduate Competence Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system

Grade Level Expectation 6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes

Big Idea Development of the Universe and Earth End of unit Performance Task Common Unit Student Outcomes Priority Student

Outcomes Nature of Science Literacy

Standards Focus

Writing Standard Focus Reading/writing Focus Cross Content Connection

a. Develop, communicate, and justify an evidence-based scientific explanation addressing questions regarding the interaction of Earth’s surface with water, air, gravity, and biological activity. (DOK 1-3) b. Analyze and interpret data, maps, and models concerning the direct and indirect evidence produced by physical and chemical changes that water, air, gravity, and biological activity create. (DOK 1-3) c. Evaluate negative and positive consequences of physical and chemical changes on the geosphere. (DOK 2-3) d. Use remote sensing and geographic information systems (GIS) data to interpret landforms and landform impact on human activity. (DOK 1-2)

a. Develop, communicate, and justify an evidence-based scientific explanation addressing questions regarding the interaction of Earth’s surface with water, air, gravity, and biological activity. (DOK 1-3)

c. Evaluate negative and positive consequences of physical and chemical changes on the geosphere. (DOK 2-3)

3. Use appropriate technology to help gather and analyze data, find background information, and communicate scientific information on physical and chemical changes. (DOK 1-2)

1. Ask testable questions and make a falsifiable hypothesis about physical and chemical changes on the geosphere and use an inquiry based approach to find an answer. (DOK 1-4) 2. Share experimental data, and respectfully discuss conflicting results. (DOK 2-3) 3. Use appropriate technology to help gather and analyze data, find background information, and communicate scientific information on physical and chemical changes. (DOK 1-2)

RST.9-10.4 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 9-10 texts and topics.

RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.

WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas,

concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. 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 and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).



Unit: Origin and Development of the Universe and the Earth Timeline: ~ 8 weeks

Standard: Earth System Science Standard 3

Grade Level Expectation: 1. The history of the universe, solar system and Earth can be inferred from evidence left from past events 2. As part of the solar system, Earth interacts with various extraterrestrial forces and energies such as gravity, solar phenomena, electromagnetic radiation, and impact events that influence the planet’s geosphere, atmosphere, and biosphere in a variety of ways 6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes

Student Outcomes: 1.a. Develop, communicate, and justify an evidence-based scientific

explanation addressing questions about Earth’s history (DOK 1-3)

1.b. Analyze and interpret data regarding Earth’s history using

direct and indirect evidence (DOK 1-2)

1.c. Analyze and interpret data regarding the history of the

universe using direct and indirect evidence (DOK 1-2)

1.d. Seek, evaluate, and use a variety of specialized resources

available from libraries, the Internet, and the community to find

scientific information on Earth’s history (DOK 1-2)

1.e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate the history of the universe, solar system and Earth (DOK 1-2) 2.c. Clearly identify assumptions behind conclusions regarding

extraterrestrial forces and energies and provide feedback on the

validity of alternative explanations (DOK 2-3)

6.a. Develop, communicate, and justify an evidence-based scientific explanation addressing questions regarding the interaction of Earth’s surface with water, air, gravity, and biological activity (DOK 1-3) 6.b. Analyze and interpret data, maps, and models concerning the direct and indirect evidence produced by physical and chemical

Instruction: 1. The Universe began with the Big Bang. (1.c., 1.e.)

a. Universal expansion i. Balloon/rubber band models

b. Doppler effect model (spectral shift) i. Doppler demos

c. Background radiation ‘echo’ i. Pond ripple demo

2. The Earth formed from the same cloud of dust as our Sun and the other planets. This is known as the Solar Nebula Theory. (1.a., 1.b., 1.d., 1.e., 2.a)

a. Solar Nebula Theory sequence of events i. Storyboarding

ii. Recipe for a star b. Importance of gravity in early solar system

i. Disc shape of solar system (gravity vs. centripetal) ii. Evolution of planetismals -> protoplanets-> planets

iii. Shape of planets iv. Orbits of planets

3. The Earth is a complicated system that developed as a result of many events during Earth’s history. (1.a., 1.b., 1.d., 2.b., 6.a., 6.b., 6.c.)

a. Four spheres model i. Video: Birth of the Earth

b. Evolution of the geosphere i. Differentiation of Earth’s layers

ii. Oil and Water Model iii. Scale Model of Earth

c. Evolution of the atmosphere i. NOAA Graphing Activity


changes that water, air, gravity, and biological activity create (DOK 1-3) 6.c. Evaluate negative and positive consequences of physical and chemical changes on the geosphere (DOK 2-3)

ii. Graph interpretation of change over time d. Evolution of hydrosphere

i. Comet water evidence e. Evolution of biosphere

4. The many changes in Earth’s history can be divided into time periods described by the Geologic Time Scale. (1.a., 1.b., 1.d.)

a. Geologic time scale i. Timeline of important events activity

b. Relative and absolute dating i. M&M/Penny Half-Lives

5. Due to the many changes in Earth’s history, it has become the ‘Goldilocks Planet’: a habitable place for life to exist. (2.a., 2.b., 2.d.)

a. Factors necessary for life b. Importance of water, consistent temperature, magnetosphere

Inquiry Questions: How are essential factors for life

interrelated?

Vocabulary: Big Bang

Condensation

EM radiation

Evaporation

Differentiation

Nebular Theory

Proto Planet

Evolution

Geologic Time Scale

Original horizontality

Superposition

Strata

Index fossils

Radiometric dating

Assessments: Common Unit

Science Resources: Please see instruction section

Literacy Resources:


UNIT 2 (8 Weeks)


Graduate Competence Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system

Grade Level Expectation 3. The theory of plate tectonics helps explain geological, physical, and geographical features of Earth

Big Idea Forces that Reshape the Earth End of unit Performance Task Common Unit

Student Outcomes Priority Student Outcomes

Nature of Science Literacy Standards Focus

Writing Standard Focus Reading/writing Focus Cross Content Connection

a. Develop, communicate, and justify an evidence-based scientific explanation about the theory of plate tectonics and how it can be used to understand geological, physical, and geographical features of Earth. (DOK 1-3) b. Analyze and interpret data on plate tectonics and the geological, physical, and geographical features of Earth. (DOK 1-2) c. Understand the role plate tectonics has had with respect to long-term global changes in Earth’s systems such as continental buildup, glaciations, sea-level fluctuations, and climate change. (DOK 1-2) d. Investigate and explain how new conceptual interpretations of data and innovative geophysical technologies led to the current theory of plate tectonics. (DOK 2-3)

c. Understand the role plate tectonics has had with respect to long-term global changes in Earth’s systems such as continental buildup, glaciations, sea-level fluctuations, and climate change. (DOK 1-2)

4. Recognize that the current understanding of plate tectonics has developed over time and become more sophisticated as new technologies have led to new evidence. (DOK 1)

1. Understand that all scientific knowledge is subject to new findings and that the presence of reproducible results yields a scientific theory. (DOK 1) 2. Ask testable questions and make a falsifiable hypothesis about plate tectonics and design a method to find an answer. (DOK 2-4) 3. Share experimental data, and respectfully discuss conflicting results. (DOK 2-3) 4. Recognize that the current understanding of plate tectonics has developed over time and become more sophisticated as new technologies have led to new evidence. (DOK 1)

RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. RST.9-10.4 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 9-10 texts and topics.

WHST.9-10.1 Write arguments focused on discipline-specific content. a. Introduce precise claim(s),

distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses 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.

d. 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.


UNIT 2 (8 Weeks)



Grade Level Expectation 7. Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms

Big Idea Forces that Reshape the Earth

End of unit Performance Task Common Unit



Writing Standard Focus


a. Develop, communicate, and justify an evidence-based scientific explanation regarding natural hazards, and explain their potential local and global impacts. (DOK 1-3) b. Analyze and interpret data about natural hazards using direct and indirect evidence. (DOK 1-2) c. Make predictions and draw conclusions about the impact of natural hazards on human activity – locally and globally. (DOK 2-3)

c. Make predictions and draw conclusions about the impact of natural hazards on human activity – locally and globally. (DOK 2-3)

1. Collaborate with local, national, and global organizations to report and review natural disaster data, and compare their conclusions to alternate explanations. (DOK 2-3)

1. Collaborate with local, national, and global organizations to report and review natural disaster data, and compare their conclusions to alternate explanations. (DOK 2-3)

RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.9-10.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.



Unit: Forces that Reshape the Earth (Physical and Chemical) Timeline: ~ 8 weeks

Standard: Earth System Science Standard 3

Grade Level Expectation: 1. The history of the universe, solar system and Earth can be inferred from evidence left from past events 3. The theory of plate tectonics helps explain geological, physical, and geographical features of Earth 6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes 7. Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms

Student Outcomes: 1.a. Develop, communicate, and justify an evidence-based

scientific explanation addressing questions about Earth’s history

(DOK 1-3)

1.b. Analyze and interpret data regarding Earth’s history using


1.d. Seek, evaluate, and use a variety of specialized resources

available from libraries, the Internet, and the community to find

scientific information on Earth’s history (DOK 1-2)

1.e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate the history of the universe, solar system and Earth (DOK 1-2) 3.a. Develop, communicate, and justify an evidence-based scientific explanation about the theory of plate tectonics and how it can be used to understand geological, physical, and geographical features of Earth (DOK 1-3) 3.b. Analyze and interpret data on plate tectonics and the geological, physical, and geographical features of Earth (DOK 1-2) 3.c. Understand the role plate tectonics has had with respect to long-term global changes in Earth’s systems such as continental buildup, glaciations, sea-level fluctuations, and climate change (DOK 1-2)

Instruction: 1. The Earth’s surface is constantly changing as a result of natural processes.

(1.a., 1.b., 3.a., 3.b., 3.c., 6.c.) a. Erosion and Deposition (BR)

i. Mechanical and chemical agents of erosion ii. Glaciation

iii. Activity: Consequences of erosion sandpaper demo b. Why the Earth isn’t smooth from erosion

2. Earth’s lithosphere is composed of tectonic plates that can move upon the surface of the asthenosphere. (1.a., 1.b., 3.a., 3.b., 3.c., 3.d.)

a. Development of Theory of Plate Tectonics (Wegener et al) i. Evidence for plate tectonics paper activity

b. Density i. Density column

c. Convection, rift push, slab pull d. Plate boundaries

i. Graham cracker plate tectonics 3. The movement of these tectonic plates results in the formation of the

geographic features we see on Earth today. (1.a., 1.b., 3.a., 3.b., 3.c., 3.d., 6.b.)

a. Continental buildup b. Mountain building

i. Clay demo c. Mid-ocean ridges

i. Seafloor spreading paper demo d. Rifting e. Trenches f. Island chains and hot spots g. Supercontinents


3.d. Investigate and explain how new conceptual interpretations of data and innovative geophysical technologies led to the current theory of plate tectonics (DOK 2-3) 6.a. Develop, communicate, and justify an evidence-based scientific explanation addressing questions regarding the interaction of Earth’s surface with water, air, gravity, and biological activity (DOK 1-3) 6.b. Analyze and interpret data, maps, and models concerning the direct and indirect evidence produced by physical and chemical changes that water, air, gravity, and biological activity create (DOK 1-3) 6.c. Evaluate negative and positive consequences of physical and chemical changes on the geosphere (DOK 2-3) 7.a. Develop, communicate, and justify an evidence-based

scientific explanation regarding natural hazards, and explain their

potential local and global impacts (DOK 1-3)

7.b. Analyze and interpret data about natural hazards using direct

and indirect evidence (DOK 1-2)

7.c. Make predictions and draw conclusions about the impact of natural hazards on human activity – locally and globally (DOK 2-3)

i. Predictions of the next supercontinent 4. The movement of these tectonic plates results in natural disasters such as

volcanos and earthquakes. (1.a., 1.b., 1.d., 3.a., 3.b., 6.b., 7.a., 7.b., 7.c.) a. High-risk locations for volcanos and earthquakes

i. Ring of Fire mapping b. Types of volcanos and volcanic eruptions

i. Lake Nyos Lab c. Yellowstone super volcano

i. Video: Super Volcano d. Types of faults

i. Fault block demos e. Seismic wave types

i. Slinky demos f. Seismographs and triangulation

i. Triangulation activity and mapping 5. The study of Earth’s patterns can inform the present and future. (1.a., 1.b.,

1.d., 3.a., 3.b., 6.a., 6.b., 6.c., 7.a., 7.b., 7.c.) a. Disaster risk analysis

i. Case study project b. Emergency preparedness

i. Safety Brochure c. Impact on human activity

i. Philosophical Chair: Earthquake Zones and Building

Inquiry Questions: How do the different types of plate

boundaries create different landforms on Earth?

How have scientists "discovered" the layers of Earth?

What drives plate motion?

What might happen to Earth’s landforms in the future?

How do Earth's systems interact to create new landforms?

Why are some natural hazards difficult to predict, while others are easier to predict?

Vocabulary: Convection

(lithosphere, asthenosphere)

Faulting

Folding

Plate boundaries (Convergent, divergent, transform)

Oceanic Crust

Continental Crust

Plate tectonics

Subduction

Tsunami

Topographic map



How are humans impacted by natural hazards?

How can we prepare for natural hazards?

How is climate change expected to change the incidence of natural hazards

Physical Map

Geologic Map

Seismograph/Seismometer

Seismic Waves

Richter Scale

Mercalli Scale

Magnituden


Literacy Resources:


UNIT 3 (7 Weeks)


Graduate Competence Describe how humans are dependent on the diversity of resources provided by Earth and Sun

Grade Level Expectation 5. There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources

Big Idea Energy Earth Recourses

End of unit Performance Task Common unit





a. Develop, communicate, and justify an evidence-based scientific explanation regarding the costs and benefits of exploration, development, and consumption of renewable and nonrenewable resources. (DOK 1-3) b. Evaluate positive and negative impacts on the geosphere, atmosphere, hydrosphere, and biosphere in regards to resource use. (DOK 2-3) c. Create a plan to reduce environmental impacts due to resource consumption. (DOK 2-4) d. Analyze and interpret data about the effect of resource consumption and development on resource reserves to draw conclusions about sustainable use. (DOK 1-3)

a. Develop, communicate, and justify an evidence-based scientific explanation regarding the costs and benefits of exploration, development, and consumption of renewable and nonrenewable resources. (DOK 1-3)

c. Create a plan to reduce environmental impacts due to resource consumption. (DOK 2-4)

2. Critically evaluate scientific claims in popular media and by peers, and determine if evidence presented is appropriate and sufficient to support the claims. (DOK 2-3)

1. Infer assumptions behind emotional, political, and data-driven conclusions about renewable and nonrenewable resource use. (DOK 2-3) 2. Critically evaluate scientific claims in popular media and by peers, and determine if evidence presented is appropriate and sufficient to support the claims. (DOK 2-3)

RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).

RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

WHST.9-10.7 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.



Unit: Energy Earth’s Resources Timeline: ~ 7 weeks

Standard: Earth System Science Standard 3 Physical Science Standards 1

Grade Level Expectation: 5. There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources Physical Science GLE: 6. When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amount of energy available to do work decreases

Student Outcomes: 5. a. Develop, communicate, and justify an evidence-based scientific

explanation regarding the costs and benefits of exploration,

development, and consumption of renewable and nonrenewable

resources (DOK 1-3)

5. b. Evaluate positive and negative impacts on the geosphere,

atmosphere, hydrosphere, and biosphere in regards to resource use

(DOK 2-3)

5. c. Create a plan to reduce environmental impacts due to resource

consumption (DOK 2-4)

5. d. Analyze and interpret data about the effect of resource consumption and development on resource reserves to draw conclusions about sustainable use (DOK 1-3) PHYSICAL SCIENCE STANDARDS (PS STANDARDS) 6.a. Use direct and indirect evidence to develop and support claims about the conservation of energy in a variety of systems, including transformations to heat (DOK 1-3) 6.b. Evaluate the energy conversion efficiency of a variety of energy transformations (DOK 1-2)

Instruction: 1. Energy and matter are always conserved. (PS6.a. PS6.b.)

a. Nature of energy and matter b. Kinetic and potential energy forms of energy

i. Forms of energy lab c. Energy transformations

i. Energy transformation lab d. Conservation of matter and energy

2. Energy resources are incredibly important to human civilization. (5.a., 5.b., 5.d.)

a. Electricity: what it is and where it comes from. i. Energy transformations in a turbine generator

ii. Tracing electrical energy back to the Sun iii. Simple circuits

3. Modern industrial civilization depends on non-renewable resources. (5.a., 5.b., 5.d.)

a. Industrial revolution and the rapid expansion of human population/standard of life.

i. Human population growth analysis worksheet b. Renewable and non-renewable resources.

i. Trace energy forms to the Sun c. Rates of consumption. d. Renewable sources of energy will be necessary to maintain our

current standard of living. 4. The positive and negative aspects of different sources of energy must be

considered when deciding how to power civilization. (5.a., 5.b., 5.c., 5.d.) a. Benefits and drawbacks of energy resources

i. Energy Expo Activity/Poster Presentation b. Reducing environmental impacts

i. Cookie mining lab

Inquiry Questions: Vocabulary: Assessments: Common Unit


How do humans use resources?

How can humans reduce the impact of resource use?

How are resources used in our community?

What are the advantages and disadvantages of using different types of energy?

Alternative energy forms (Nuclear, geothermal, solar, wind)

Economic Feasibility

Fossil Fuel (Petroleum- natural gas, Petroleum- oil, coal)

Supply/Demand

Carbon Footprint

Economic Growth

Environmental Impacts

EPA

Exponential population growth

Governmental policy

Sustainability

Wedge theory

Law of Conservation of Energy

Kinetic/Potential Energy

Fracking


Literacy Resources:


UNIT 4 (9 Weeks)


Graduate Competence Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes that have shaped our planet

Grade Level Expectation 2. As part of the solar system, Earth interacts with various extraterrestrial forces and energies such as gravity, solar phenomena, electromagnetic radiation, and impact events that influence the planet’s geosphere, atmosphere, and biosphere in a variety of ways

Big Idea Weather, Climate, and Climate Change






a. Develop, communicate, and justify an evidence-based scientific explanation addressing questions around the extraterrestrial forces and energies that influence Earth. (DOK 1-3) b. Analyze and interpret data regarding extraterrestrial forces and energies. (DOK 1-2) c. Clearly identify assumptions behind conclusions regarding extraterrestrial forces and energies and provide feedback on the validity of alternative explanations. (DOK 2-3) d. Use specific equipment, technology, and resources such as satellite imagery, global positioning systems (GPS), global information systems (GIS), telescopes, video and image libraries, and computers to explore the universe. (DOK 1-2)

d. Use specific equipment, technology, and resources such as satellite imagery, global positioning systems (GPS), global information systems (GIS), telescopes, video and image libraries, and computers to explore the universe. (DOK 1-2) 1. Understand the physical laws that govern Earth are the same physical laws that govern the rest of the universe. (DOK 1)

1. Understand the physical laws that govern Earth are the same physical laws that govern the rest of the universe. (DOK 1) 2. Critically evaluate strengths and weaknesses of a model which represents complex natural phenomena. (DOK 2-3)

RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.

WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


UNIT 4 (9 Weeks)



Grade Level Expectation 4. Climate is the result of energy transfer among interactions of the atmosphere, hydrosphere, geosphere, and biosphere

Big Idea Weather, Climate, and Climate Change


Student Outcomes Student Outcomes Nature of Science Literacy Standards Focus



a. Develop, communicate, and justify an evidence-based scientific explanation that shows climate is a result of energy transfer among the atmosphere, hydrosphere, geosphere and biosphere. (DOK 1-3)

b. Analyze and interpret data on Earth’s climate. (DOK 1-2)

c. Explain how a combination of factors such as Earth’s tilt, seasons, geophysical location, proximity to oceans, landmass location, latitude, and elevation determine a location’s climate. (DOK 1-3)

d. Identify mechanisms in the past and present that have changed Earth’s climate. (DOK 1)

e. Analyze the evidence and assumptions regarding climate change. (DOK 1-3)

f. Interpret evidence from weather stations, buoys, satellites, radars, ice and ocean sediment cores, tree rings, cave deposits, native knowledge, and other sources in relation to climate change. (DOK 1-3)

c. Explain how a combination of factors such as Earth’s tilt, seasons, geophysical location, proximity to oceans, landmass location, latitude, and elevation determine a location’s climate. (DOK 1-3)

e. Analyze the evidence and assumptions regarding climate change. (DOK 1-3)

2. Examine how computer models are used in predicting the impacts of climate change. (DOK 1-2)

1. Understand how observations, experiments, and theory are used to construct and refine computer models. (DOK 1) 2. Examine how computer models are used in predicting the impacts of climate change. (DOK 1-2) 3. Critically evaluate scientific claims in popular media and by peers regarding climate and climate change, and determine if the evidence presented is appropriate and sufficient to support the claims. (DOK 2-3)

RST.9-10.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.

WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.



Unit: Weather, Climate, and Climate Change Timeline: ~ 9 weeks

Standard: Earth System Science Standards

Grade Level Expectation: 2. As part of the solar system, Earth interacts with various extraterrestrial forces and energies such as gravity, solar phenomena, electromagnetic radiation, and impact events that influence the planet’s geosphere, atmosphere, and biosphere in a variety of ways 4. Climate is the result of energy transfer among interactions of the atmosphere, hydrosphere, geosphere, and biosphere 6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes 7. Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms

Student Outcomes: 2. a. Develop, communicate, and justify an evidence-based

scientific explanation addressing questions around the

extraterrestrial forces and energies that influence Earth (DOK 1-

3)

2. b. Analyze and interpret data regarding extraterrestrial forces

and energies (DOK 1-2)

2. d. Use specific equipment, technology, and resources such as

satellite imagery, global positioning systems (GPS), global

information systems (GIS), telescopes, video and image libraries,

and computers to explore the universe (DOK 1-2)

4. a. Develop, communicate, and justify an evidence-based scientific explanation that shows climate is a result of energy transfer among the atmosphere, hydrosphere, geosphere and biosphere (DOK 1-3) 4. b. Analyze and interpret data on Earth’s climate (DOK 1-2) 4. c. Explain how a combination of factors such as Earth’s tilt, seasons, geophysical location, proximity to oceans, landmass location, latitude, and elevation determine a location’s climate (DOK 1-3) 4.d. Identify mechanisms in the past and present that have changed Earth’s climate (DOK 1)

Instruction: 1. Weather is an expression of the climate system. (4.a., 4.b, 4.c.)

a. Characteristics of weather. b. Factors that influence weather. c. Weather can be predicted. d. Air pressure affects the wind. (global and local winds) e. Air masses affect regional climate and weather

i. Reading air pressure, temperature, and moisture maps. f. Climate is the average weather in a location over a long period

of time. i. Collect weather data and compare to long term NOAA

climate data for Greeley g. Explain how a combination of factors such as Earth’s tilt,

seasons, geophysical location, proximity to oceans, landmass location, latitude, and elevation determine a location’s climate

i. Earth and sun modeling activity ii. Effect of albedo measurements

iii. Differences in heating lab (Earth’s surface vs. water) iv. Ocean current lab: Sneakers v. Deep ocean currents: Density of salt/fresh water lab

vi. Climate study: City comparison activity vii. Imaginary continent activity

2. Meteorological hazards can be predicted using scientific methods. (6.a., 7.a., 7.b.)

a. Types of meteorological hazards 3. Meteorological hazards can have local and global impacts on human

activity. (7.c.) a. Human impact of meteorological hazards


4.e. Analyze the evidence and assumptions regarding climate change (DOK 1-3) 4.f. Interpret evidence from weather stations, buoys, satellites, radars, ice and ocean sediment cores, tree rings, cave deposits, native knowledge, and other sources in relation to climate change (DOK 1-3) 6.a. Develop, communicate, and justify an evidence-based scientific explanation addressing questions regarding the interaction of Earth’s surface with water, air, gravity, and biological activity (DOK 1-3) 7.a. Develop, communicate, and justify an evidence-based

scientific explanation regarding natural hazards, and explain their

potential local and global impacts (DOK 1-3)

7.b. Analyze and interpret data about natural hazards using


7.c. Make predictions and draw conclusions about the impact of natural hazards on human activity – locally and globally (DOK 2-3)

b. Risk analysis and mitigation c. Local/global impact

4. Climate can change over time. (4.d., 4.e., 4.f.) a. Evidence for past climate change, Earth’s climate history

i. Climate change past and present (NASA module) b. Ice core data analysis c. Tree ring data d. Ocean sediment cores e. Native knowledge f. Cave deposits

5. Climate is rapidly changing as a result of human activity. (2.a., 2.b., 2.d., 4.d., 4.e., 4.f.)

a. Earth’s energy budget b. Effect of fossil fuel use on the atmosphere c. Greenhouse effect and anthropogenic carbon

i. Satellite image videos from NASA, storytelling with data

ii. CO2 Greenhouse in a Bottle Lab d. Feedback loops and likely trends

i. Iris Effect activity (negative feedback) ii. Melting ice caps and albedo activity (positive feedback)

iii. Tundra thaw methane release (positive feedback) e. Evidence of climate change

i. Graph analysis ii. Video: Truth About Climate Change

f. Impacts on physical and biological systems i. Stations and presentations graph analysis

g. Risk analysis and mitigation strategies i. Project: Carbon Mitigation Wedges

Inquiry Questions:

How does the electromagnetic spectrum positively and negatively impact Earth's systems

How can changes in the ocean create climate change?

How is climate influenced by changes in Earth's energy balance?

Vocabulary: Absorption/emission

Albedo

Cryosphere

Elevation

EM Spectrum

Greenhouse gasses

Infrared Energy

Ocean Currents

Ozone

Drought

Famine/disease



How have climates changed over Earth's history?

How does climate change impact all of Earth's systems?

How have climate changes impacted human societies?

Why are some natural hazards difficult to predict, while others are easier to predict?

How are humans impacted by natural hazards?

How can we prepare for natural hazards?

How is climate change expected to change the incidence of natural hazards?

Fire

Coriolis Effect

Thermohaline Circulation

Topography

Global Wind Patterns

Weather Watch vs. Weather Warning


Literacy Resources:

earth systems science curriculum guide 2015/2016€¦ · 2015-2016 earth systems science curriculum...

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