EARTH SCIENCE
12/13
APPENDIX
National Standards:
How is QSI’s Earth Science Curriculum aligned with the National Science Standards?
Earth and Space Science
 Layers of the Earth – Essential Unit 3 (Introducing Earth, Rocks, and Minerals) and 4
(Movement of the Earth’s Crust)
 Lithospheric Plates – Essential Unit 4 (Movements of the Earth’s Crust)
 Shaping the Surface – Essential Unit 5 (Mapping Earth’s Surface, Weathering and
Soil) and Essential Unit 6 (Erosion, Deposition and Geologic History)
 Rock Cycles – Essential Unit 3 (Introducing Earth, Rocks, and Minerals), Essential
Unit 5 (Mapping Earth’s Surface, Weathering, and Soil), and Essential Unit 6
(Erosion, Deposition, and Geologic History)
 Soil composition – Essential Unit 5 (Mapping Earth’s Surface, Weathering, and Soil),
and Essential Unit 3 (The Earth’s Water) and Essential Unit 10 (Managing Earth’s
Resources)
 The Atmosphere – Essential Unit 8 (Atmosphere)
 Clouds – Essential Unit 9 (Weather and Climate)
 Interaction with Living Things – Essential Unit 5 (Mapping Earth’s Surface,
Weathering and Soil) and Essential Unit 10 (Managing Earth’s Resources)
 Geologic Processes – Essential Unit 5 (Mapping Earth’s Surface, Weathering and
Soil), Essential Unit 3 (Introducing Earth, Rocks, and Minerals), Essential Unit 4
(Movements of the Earth’s Crust), Essential Unit 6 (Erosion, Deposition and Geologic
History)
 Fossil Record – Essential Unit 6 (Erosion, Deposition, and Geologic History)
 Solar System – Essential Unit 2 (Our Solar System & the Universe)
 Motion in the Solar System – Essential Unit 2 (Our Solar System)
 Gravity – Essential Unit 1 (Exploring Our Night Sky) and Essential Unit 2 (Our Solar
System & the Universe)
 Sun and Seasons – Essential Unit 1 (Exploring Our Night Sky)
Unifying concepts are to be consistently practiced in all units and lessons. The interactive,
inquiry based textbook and ancillaries consistently support the working with the following
concepts:
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Identify Scientific Questions
Design and conduct investigation
Use appropriate tools and methods
Develop explanations and predictions
Think Critically and Logically
Recognize Alternatives
Communicate Work
Use Mathematics
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Science as Inquiry – Each unit in Earth Science focuses on one step in the Scientific Method.
There are multiple inquiry-based labs for each lesson available on the Lab Zone CD Rom. In
addition, there are a variety of scenario-based investigations which come with the textbook
suite that will further satisfy the following inquiry skills:
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Suitable Methods
Using Knowledge
Using Mathematics
Using Technology
Successive
Explanations
Legitimate Skepticism
Investigation Breeds
Investigation
Science and Society - Essential Unit 10 (Managing Earth’s Resources) will address the
following standards:
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Environmental Factors
Environmental Degradation and Depletion
Natural Hazards
Human Effect on Environment
Managing Consequences
Risk Reduction
Hazard Management
Risk verses Benefit
Decision-making
Ethical Standards
History and Nature of Science
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Science Collaboration is addressed in Essential Unit 1 (Exploring Our Night Sky) and
Essential Unit 6 (Mapping Earth’s Surface, Weathering, and Soil)
Science as a Process is addressed using the Scientific Method throughout all units
The Scientific Method for Upper Elementary/Middle
(June 2011)
The Scientific method is central to critical thinking and the development of scientific conclusions.
The following scientific method is based on IB and AP methodology for teaching Scientific Method;
however it has been simplified to be age appropriate for upper elementary. The teacher should
present the Scientific Method so that students can apply the individual steps to experiments and
critical thinking activities throughout the curriculum. This method is vertically aligned with
classroom and lab instruction in the secondary science classes.
I. Design
a. Observations - What have you noticed?
b. Problem/Question(s) - Identify the problem
c. Background research – Develop an idea of what will happen in order to formulate a
hypothesis
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d. Prediction/Hypothesis – Your best guess in the if/then format
e. Variables – independent (what you manipulate – the “if’ in the hypothesis) and
dependent (what you measure – the “then” in the hypothesis)
f. Experiment/Procedure – make a list – at least 8 steps
g. Trials – you need 5 or more to show consistency
II. Data Collection and Processing
a. Data Collection
i. Qualitative data – Descriptive findings that are not measured (what does it
look/smell like?)
ii. Quantitative data – Measureable data (how far did it go? How many cm did
it grow?)
b. Data presentation/organization – table/chart/graph format – ideally titled and
labeled quantitative and/or qualitative data
III. Conclusion and Evaluation
a. Analysis – what does your data mean?
i. Statistical – mean, median, mode
ii. Critical review of data quality – Is your data consistent? If so, why? If not,
why? Did anything go wrong? If so, what?
b. Draw a conclusion – did you test the hypothesis? If so, how?
c. Tie the conclusion the hypotheses – Is your hypothesis correct? Why or why not?
d. Next steps / new question – What other questions do your findings expose? How
could you test these new questions?
Having trouble understanding the elements of the scientific process? For further explanation, you
can click on the following link. Some of the terminology has been changed (manipulated variable
instead of independent variable), but the idea is the same and it is a great guide.
http://www.padillabay.gov/lessons/InquiryBoards.pdf
There are two full labs with formal write-ups required to complete this course; one in E05 and one in
E08. Use the approved Tier III Rubric on the following pages to assess student performance.
RUBRIC FOUND ON FOLLOWING PAGE…………………………………………..
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Tier III Lab Report Rubric
Evaluation Rubric
Name __________________________
Lab # ______
Design
Title:

Clearly describes the purpose of the lab.
Background/Information:
 Student summarizes relevant background information in paragraph form.
Date _______________
P
B
A
P
B
A
Research Question:
 Identifies question addressed by the lab.
P
B
A
Hypothesis:
 Creates a prediction using an “if…then…” statement.
P
B
A
Materials:
 All the materials used are listed in bullet form.
P
B
A
P
B
A
Data Collection
Results given are in two sections:
 Raw data tables appropriately labeled.
P
B
A
Conclusion & Evaluation
Conclusion:
 States the relationship between the variables based on the data.
P
B
A
P
B
A
P
B
A
P
B
A
P
B
A
Procedures:
 All steps listed in a clear format such that
the lab could be repeated by anyone.
Evaluation:
 Student explains what was learned from the experiment.
and recommends future improvements for the procedures.
Manipulative Skills
Follows instructions:
 Follows instructions accurately; adapts to new circumstances;
seeks assistance only when required.
Carries out techniques:
 Competent and methodical in the use of a range of techniques
and equipment.
Works safely & ethically:
 Pays attention to safety issues; does not expose self or others to
safety risks, experiments have little or no negative effect on
environment; inflicts no pain or harm living animals, & shows
due consideration to human subjects, including informed consent.
Comments:___________________________________________________________________
_____________________________________________________________________________
Total Evaluation:
Points: _________
Percentage: _______
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Copyright © 1988-2011
The next several pages include a highly structured fill in the
blank write-up format for the Scientific Process. You are not
required to use this, though you may find it helpful.
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Copyright © 1988-2011
Brainstorm
Things I could change or vary:
(Independent/manipulated variables)
Things I could measure or observe:
(Dependent/measured variables)
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Copyright © 1988-2011
Choosing Variables
I will change (one Independent/manipulated variable):
I will measure/observe
(one Measured/dependent variable):
I will keep the same
(Controlled variables):
(All the Color 1 Post-Its will go here)
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Copyright © 1988-2011
Ask a Question
What is the effect of the
__________________________________
Independent/Manipulated Variable
on the ________________________________________?
Measured/Dependent Variable
OR
How does the __________________________________
Independent/Manipulated Variable
affect the _____________________________________?
Measured/Dependent Variable
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Prediction
As the ______________________________________
Independent/Manipulated Variable
increases/decreases,
the ____________________________________________
Measured/Dependent Variable
will increase/decrease,
because ________________________________________
(You must support your prediction with a scientific
explanation. This is really what is being tested by the
experiment.)
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Copyright © 1988-2011
Table of Results
Raw Data Table
(Raw Data)
Graph of Results
What I measured
(Measured/Dependent Variables) (Y) Axis
What I Independent (X) axis
(Independent/Manipulated Variables)
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Conclusion
When I Independent:
_________________________________
Independent/Manipulated Variable
what happened to: ________________________________
Measured/Dependent Variable
I know this because:
High Data:
Low Data:
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Copyright © 1988-2011