Earth/Environmental Science Curriculum Map 2015-2016
Unit Number: 1
Common Core Unit Name: Scientific Inquiry
Suggested Unit Pacing: Ongoing – throughout each unit
Enduring Understanding: The process skills support development of reasoning and problem-solving ability and are the core of scientific methodologies.
Life long learning through scientific inquiry.
Key Academic Vocabulary:
scientific method
inquiry
theory
scientific law
data
Standard
No specific standards
are addressed as this
unit is infused
throughout each of the
subsequent units.
hypothesis
control
variable (manipulated/independent and
responding/dependent)
analyze
interpret
sample
replication
probability
evidence
Essential Questions
(Ch.1.1) What is earth science?
(Ch.1.1) What are the fields of earth science?
(Ch. 1.1, 1.5) W hat is the scientific method?
(Ch.1.1, 1.4) What kinds of questions can science answer?
(Ch.1.5, pgs. 728-731) What are the steps in the scientific method?
(Ch. 1.5) How does a hypothesis differ from a theory?
(Ch. 1.5) What are the types of variables in an experiment?
(Ch. 1.5) What types of instruments are used to measure and record scientific data?
(Ch.1.5) Why is important that scientist share their findings with other scientists?
(pgs. 732-733) What are some lab safety precautions?
(pgs. 732-733) What are some lab safety hazards?
(pgs. 732-733) What are the lab safety symbols?
(pgs. 732-733) What types of equipment is used in a science lab?
(Ch. 1.5) Why is sample size important in science?
(Ch. 1.5, pgs. 730-731) What are the types of variables in an experiment?
(Ch. 1.5) Why is a control group important?
(Ch. 1.5) Why must scientists replicate their findings?
(Ch. 1.4) How can the earth be seen as a system?
(Ch. 1.4) How can earth science address the problems of limited resources and a growing
population?
(Ch. 1.4) What are some environmental problems?
(Ch. 1.4) What solutions have scientists come up with to solve environmental problems?
(Ch. 1.4) What are the risks and benefits of new technology?
Suggested Activities
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Mapping tree map
NC map scavenger hunt
Topographic map WS
What is Earth Science
flow map
Review crossword
Contour Island
Enviro Issue Form and
Rubric
Measurement Sheet (2)
Earth/Environmental Science Curriculum Map 2015-2016
Unit Number: 2
Common Core Unit Name: Lithosphere
Suggested Unit Pacing: 6 weeks
Enduring Understanding: The lithosphere is a complex structure that is ever-changing and can be affected by many natural and unnatural processes
Key Academic Vocabulary:
Theory of Continental Drift
epicenter
focus
fault
Richter scale
Mercalli scale
lithosphere
asthenosphere
continental and oceanic crust
mantle
inner and outer core
rock cycle
minerals
theory of plate tectonics
plate boundaries
ocean trench
mountain ranges
mid-ocean ridges
earthquake
magnitude
seafloor spreading
subduction zone
paleomagnetism
hot spot
geology
volcano
lithosphere
magma
igneous rock (intrusive and extrusive)
sedimentary rock
metamorphic rock
mechanical and chemical weathering
frost/ice wedging
mass movement
seismic waves
Earth/Environmental Science Curriculum Map 2015-2016
Standards
Essential Questions
(Ch. 9.1) What is the theory of continental drift?
(Ch. 9.1) What was Wegner’s evidence for continental drift?
EEn.2.1 Explain how
(Ch. 9.2) What was missing from the theory of continental drift?
processes and forces
(Ch. 9.2, 9.3) Describe each of the three types of plate boundaries?
affect the lithosphere.
(Ch. 9.4) What is paleomagnetism and how does it show us seafloor spreading?
EEn.2.2 Understand how (Ch. 9.5) What are five forces/mechanisms of plate movement?
human influences impact (Ch. 3.1) What is the rock cycle?
(Ch. 3.2-3.4) What are the three types of rocks?
the lithosphere.
(Ch. 3.1) What forms of energy drive the rock cycle?
(Ch. 3.1) What is the relationship between the rock cycle and plate tectonics?
(Ch. 3.1) How do atmospheric and hydrologic processes affect the rock cycle?
(Ch. 5.1) What is weathering?
(Ch. 5.1) What are the types of weathering?
(Ch. 5.1) What factors increase the rate of weathering?
(Ch. 5.2) What is soil?
(Ch. 8.1) What is an earthquake?
(Ch. 8.1) What is the difference between an epicenter and a focus?
(Ch. 8.1) What causes earthquakes?
(Ch. 8.1) What is elastic rebound hypothesis?
(Ch. 8.2) How are earthquakes measured?
(Ch. 8.2) What are the three types of seismic waves?
(Ch. 8.3) How are earthquake magnitudes and destruction measured?
(Ch. 8.4) What do seismic waves tell us about the structure of the earth?
What is the risk of earthquakes in N.C.?
Where might earthquakes occur in N.C.?
Suggested Activities
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Sedimentation Tube WS
Mineral ID WS
Locating Earthquake Epicenters
Heating and Cooling lab
Volcano plotting WS
Making a rock profile
If the Earth was a cookie
Characteristics of the Earth
Spreading Sea Floor
Patterns of Crustal Activity
Interpreting Geologic History
Correlating Rock Outcrops
Continental Drift
Tree map of mineral groups
http://serc.carleton.edu/NAGTWo
rkshops/deepearth/visualizations/
mantle_conv.html (visuals for
mantle convection.
http://glencoe.com/sites/common
_assets/science/GES_511_1_G1.p
df (worksheets for plate
boundaries)
https://www.google.com/search?
aq=f&sugexp=chrome,mod=2&so
urceid=chrome&ie=UTF8&q=activites+comparing+the+ma
gnitude+of+p+and+s+waves
(comparing magnitude of P & S
waves.
http://www.serdp.org/FeaturedInitiatives/Climate-Change-andImpacts-of-Sea-Level-Rise (article
on the impact of rising sea levels)
Earth/Environmental Science Curriculum Map 2015-2016
Unit Number: 3
Common Core Unit Name: Biosphere
Suggested Unit Pacing: 2.5 weeks
Enduring Understanding: The biosphere is a complex unit of the Earth that is ever-changing and can be affected by many natural and unnatural processes
Key Academic Vocabulary:
biosphere
sustainability
biotic and abiotic factors
biomes
biodiversity
Standards
En2.8 Evaluate human
behaviors in terms of
how likely they are to
ensure the ability to live
sustainably on Earth.
En2.7 Explain how the
lithosphere,
hydrosphere, and
atmosphere individually
and collectively affect
the biosphere.
conservation
alternative energy technologies: geothermal, solar,
wind, hydroelectric, nuclear, biofuels, etc.
conventional and sustainable practices
agriculture and aquaculture
population growth
natural resources (renewable and nonrenewable)
reduce, reuse, recycle
fossil fuel
stewardship
Essential Questions
(Ch. 4.1) What are the earth’s natural resources?
(Ch. 4.1) Why are our resources limited?
(Ch. 4.1) How are resources distributed globally?
(Ch. 4.2) How can we help ease the shortage of natural resources?
What is the difference between abiotic and biotic factors?
How do these factors interact in the deciduous forests of North Carolina?
What is biodiversity and why is it important?
What impact do humans have on the biosphere?
What are alternative energy sources and evaluate their use in North Carolina and globally?
What does sustainable mean?
What is agriculture and aquaculture?
Evaluate sustainable practices and their impact on the environment?
Evaluate trends in human population.
What effect does human population growth have on Earth's resources?
What impact is recycling having on Earth's natural resources?
Suggested Activities
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Water usage calculator
Environmental Issues
scavenger hunt
 Sustainability
 Global Warming and
Sea Level Rise
 Energy Consumption
Albedo Effect
http://www.scienceclass.net/Lessons/Ecology/
Ecosystems_Biomes/biome
s_brochure.htm (deals with
biotic and abiotic factors
within the biomes)
http://www.globalissues.org
/article/171/loss-ofbiodiversity-and-extinctions
http://education.nationalgeo
graphic.com/education/activ
ity/introduction-invasivespecies/?ar_a=1 (intro to
invasive species.
http://redpath-
Earth/Environmental Science Curriculum Map 2015-2016
Unit Number: 4
Common Core Unit Name: Hydrosphere
Suggested Unit Pacing: 2.5 weeks
Enduring Understanding: Ocean currents impact global climate by transferring heat.
Only a small percentage of global water is available for consumption and agricultural purposes.
Humans have a major impact on fresh water and should treat it as a nonrenewable resource
Key Academic Vocabulary:
Erosion
Deposition
Sediment
Sedimentation
Tributary
Meander
Drainage basin
Permeability
Alluvial fan
Delta
water table
porosity
Ocean current
Upwelling
Coriolis Effect
Shoreline
Sea level Barrier
island Continental
shelf Continental
slope saturated
infiltration
NC River Basins
Water Treatment Systems
Water cycle
Continental rise
Abyssal plain
Seamount
Contamination
Porosity
Permeability
Water cycle
River basin
Wetland
runoff
Water Pollution
Surface Water
Groundwater
5
Earth/Environmental Science Curriculum Map 2015-2016
Standards
EEn.2.3 Explain the
structure and processes
within the hydrosphere.
EEn.2.4 Evaluate how
humans use water
Essential Questions
ch 16.1) How do ocean currents affect climate?
(ch 16.1) How does the Coriolis Effect impact ocean currents?
(ch 16.2) How do waves affect the shoreline?
(ch 6.3) W hat is the difference between the porosity and the permeability of the soil?
(ch 6.3) How does groundwater move?
(ch 6.3) How does a growing human population threaten our water resources?
(ch 6.3) W hat are some environmental threats to groundwater?
What are some environmental threats to our water resources in North Carolina? Are
there any plausible solutions?
What are wetlands and what important roles to they serve for the environment?
Suggested Activities
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Plotting ocean currents
Creating stream features
Water beneath the surface
brochure
How does a developing stream
change the landscape?
Stream divides and river systems
Sediment sorting and agents of
transportation.
http://aquarius.nasa.gov/pdfs/density
_SWmix_sink.pdf (density of water)
http://omp.gso.uri.edu/ompweb/doe
e/teacher/pdf/act1.pdf (Density
affects currents)
http://www.cesn.org/cosee_CD/web/
activity/Temperature_Influences_of_
Great_Lakes_Ocean.pdf (How water
affects the climate)
http://www.ee.enr.state.nc.us/river_
basin_educator_guide.pdf (river
basins, watersheds)
http://www.dos.ny.gov/communities
waterfronts/pdfs/Guidebooks/waters
hed/Ch3guidebook.pdf (background
info on watershed)
http://groundwater.sdsu.edu/
(background info on groundwater)
http://kanat.jsc.vsc.edu/student/spat
afora/setup.htm (salt water intrusion)
6
Earth/Environmental Science Curriculum Map 2015-2016
Unit Number: 5
Common Core Unit Name: Atmosphere
Suggested Unit Pacing: 2.5 weeks
Enduring Understanding: The atmosphere is a complex structure whose intricate parts interact to affect the Earth with immediate results, as well as gradual
too.
Key Academic Vocabulary:
Air mass
Front Cyclone
Anticyclone
Jet stream
Meteorology
Coriolis Effect
Weather
Climate
Temperature
Isotherm
Standards
EEn.2.5 Understand the
structure of and
processes within our
atmosphere.
EEn.2.6 Analyze
patterns of global climate
change over time.
Water vapor
Clouds
Precipitation
Humidity
Air pressure
Isobar
Koppen Climate
El Nino
La Nina
Climate
Greenhouse Effect
Global Warming
Essential Questions
ch 19.1) What generates pressure differences between two areas?
(ch 19.1) W hat causes the wind?
(ch 19.1) Winds try to blow in which direction?
(ch 19.1) What causes the Coriolis Effect?
(ch 19.1) How does the Coriolis Effect affect the direction of the winds (or ocean
currents)?
(ch 19.1) How do winds blow/circulate in a low pressure system (cyclone)?
(ch 20.1) W hat two properties do we use to name an air mass? W hat names are used
for each?
(ch 20.2) W hat is a front?
(ch 20.2) Describe each of the 4 main types of fronts including the map symbol for
each one?
(ch 17.1) Explain the difference between the weather and the climate?
(ch 18.1,19.1) W hat is air pressure and with what instruments do we measure it?
Suggested Activities
 Worldwide Climate Zones
 Cyclonic Weather Systems
 Climate and Water Cycle – El Nino and
La Nina
Carbon Dioxide and Global
Warming
http://www.mindtrekkers.mtu.edu/docs
/TrashBagandVacuum.pdf (air pressure)
http://education.arm.gov/teachertools/lessons/air-pressure (air pressure)
http://www.phschool.com/atschool/phs
ciexp/active_art/weather_fronts/ (Demo
Earth/Environmental Science Curriculum Map 2015-2016
(ch 18.2) Describe what happens to air as it rises higher into the atmosphere? As it
sinks towards the ground?
(ch 17.1) W hat are the most common gases that make up our atmosphere?
(ch 17.1) W hat are the 4 main layers of our atmosphere? Which do we live in?
(ch 17.1) W hat is the ozone layer, why is it important to life on earth, and where is it
found?
(ch 21.1) How does latitude affect climate – especially temperature? How does
elevation affect climate?
(ch 21.3) Why are CO2, CH4, and water vapor known as “greenhouse gases”?
(ch 21.3) How does burning fossil fuels affect the amount of CO2 in the atmosphere?
(ch 21.3) How does cutting down large forests affect the amount of CO2 in the
atmosphere?
(ch 21.3) What is Global Warming?
(ch 21.3) W hat effect is Global W arming having on the amount of water vapor in the
air?
(ch 21.3) W hat effect is Global W arming having on the Arctic sea ice and Ice sheets
in Antarctica and Greenland?
(ch 21.3) How might Global Warming affect global sea levels? Hurricanes?
of fronts)
http://www.fi.edu/weather/activity.htm
l (weather prediction)
http://teacher.scholastic.com/activities/
wwatch/analyze/ (analyze weather
maps)
http://www.srh.noaa.gov/jetstream/syn
optic/ll_analyze.htm(analyze weather
maps)
http://www.nature.nps.gov/air/edu/less
ons/docs/educationResources.pdf (acid
rain)
Earth/Environmental Science Curriculum Map 2015-2016
Unit Number: 6
Common Core Unit Name: Astronomy
Suggested Unit Pacing: 2.5 weeks
Enduring Understanding: The Earth's place in the universe is one of significance and insignificance; the factors that exist in order for life to be sustained on
Earth are very specific and astounding, yet there are countless celestial bodies that exist with similar conditions.
Key Academic Vocabulary:
Nebular Theory
Nebula
Big Bang theory
Astronomy
Rotation
Revolution
Axis
Perihelion
Aphelion
Perigee
Apogee
Fusion
Fission
Kepler’s Law
Ellipse
Electromagnetic spectrum/radiation
precession
nutation
barycenter
Earth/Environmental Science Curriculum Map 2015-2016
Standard
EEn.1.1 Explain the
Earth's role as a body in
space.
Essential Questions
What is astronomy?(ch 22.2)
Explain how the tilt of the Earth’s axis, combined with the revolution of the Earth
around the Sun, causes the seasons.(ch 22.2)
What forces combine to keep a planet in an elliptical orbit around the sun (or the
Moon around the Earth)? (ch 22.2)
Explain which motion is responsible for:
*Day and Night. .
* Seasons
Where in it’s orbit is a planet moving the fastest? slowest? (ch 22.2)
Compare Earth’s perihelion and aphelion. (ch 24.2)
What types of electromagnetic radiation do stars and other celestial objects produce?
Suggested Activities
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Orbits
Measuring the Earth
Dimensions of the Solar System
http://eo.ucar.edu/skymath/tmp2.ht
ml (labs)
http://outreach.as.utexas.edu/mary
kay/highschool/hs.html
(resources)
http://mjksciteachingideas.com/astr
onomy.html
http://astronomy.nmsu.edu/astro/S
pr12labmanual.pdf (labs)
http://schooltool.us/geology.html
(labs)
http://www.farraguttn.com/science/
milligan/APPhys/LabOrbit.htm
kepler’s laws
Earth/Environmental Science Curriculum Map 2015-2016
Earth/Environmental Science Curriculum Map 2015-2016