Francis Howell School District
Curriculum Revision & Approval Sequence
Curriculum: Science 6 - Earth Science
Content Leader: Karen Hill
Curriculum Revision Team: Christine Dean (Hollenbeck), Cindy Mayer (Barnwell), Gina
Ostermeyer (Bryan), and Donna Taylor (consultant)
Board of Education Curriculum Information:
1. Current Reality and Research
The FHSD Middle School Science sequence currently has Physical Science being
taught in 6th grade and Earth Science being taught in 8th grade. The sequence is
being restructured over a 3 year period so that Earth Science is taught in 6th grade
and Physical Science is taught in 8th grade when mathematics skills are more
developed. This year, the Science 6 – Earth Science curriculum was developed.
The curriculum was aligned to the current 2.0 Missouri Learning Standards for
Science.
2. Curriculum and Assessment Development and Revision
A. Curriculum Map/Pacing Guide – included in curriculum
B. Curriculum Development Review Feedback:
Content Leader review - [4/22/14]
Director of Student Learning review – [3/14/14]
Teacher/Administrator review-- [April, 2014]
Curriculum Advisory Council review – [4/21/14]
Academic Strategic Planning Committee review – [5/5/14]
BOE First Reading – [6/5/14]
BOE Second Reading/Approval – [6/19/14]
Summary of curriculum and revisions:
Last Curriculum Revision – [none]
The curriculum was developed from the current 2.0 Missouri Learning
Standards for Science (GLE Science - Grades 6-8). It is anticipated that
the state of Missouri will revise these standards within the next two years
to align with the Next Generation Science Standards. With this in mind,
curriculum units were developed using the Disciplinary Core Idea
structure in those standards. The current Science 8 – Earth Science
(BOE approved June 5, 2008) was referenced as assessments and
activities were created for 6th grade students.
3. Professional Development and Implementation
Professional Development Plan
Teacher training dates
___6/4/2014 and TBD 2014-15___
Administrator training dates ___TBD 2014-15___
Approximate Expense
___$3850______ ___
4. Evaluate Resources and Materials
Text Selection (if applicable)* Earth and Space iScience, 2.0 Ed. © 2012
(Glencoe)
revised October 2012
Approximate Expense ____$107,561.66__________
5. Monitor Implementation
Projected Date – 2016-2017 school year
6. Program Evaluation
Projected Date – 2017-2018 school year
*see attached document(s)
revised October 2012
Science 6 - Earth Science
Curriculum
Board Approved:
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Curriculum Committee
Christine Dean
Cindy Mayer
Gina Ostermeyer
Donna Taylor
Hollenbeck Middle School
Barnwell Middle School
Bryan Middle School
Consultant
Secondary Content Leader
Director of Student Learning
Chief Academic Officer
Superintendent
Karen Hill
Dr. Chris Greiner
Dr. Mary Hendricks-Harris
Dr. Pam Sloan
Francis Howell School District
Mission Statement
Francis Howell School District is a learning community where all students reach their full potential.
Vision Statement
Francis Howell School District is an educational leader that builds excellence through a collaborative culture that values students, parents, employees, and
the community as partners in learning.
Values
Francis Howell School District is committed to:
• Providing a consistent and comprehensive education that fosters high levels of academic achievement for all
• Operating safe and well-maintained schools
• Promoting parent, community, student, and business involvement in support of the school district
• Ensuring fiscal responsibility
• Developing character and leadership
Francis Howell School District Graduate Goals
Upon completion of their academic study in the Francis Howell School District, students will be able to:
1. Gather, analyze and apply information and ideas.
2. Communicate effectively within and beyond the classroom.
3. Recognize and solve problems.
4. Make decisions and act as responsible members of society.
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Science Graduate Goals
The students in the Francis Howell School District will graduate with the knowledge, skills, and attitudes essential to leading a productive,
meaningful life. Graduates will:
• Understand and apply principles of scientific investigation.
• Utilize the key concepts and principles of life, earth, and physical science to solve problems.
• Recognize that science is an ongoing human endeavor that helps us understand our world.
• Realize that science, mathematics, and technology are interdependent, each with strengths and limitations that impact the environment
and society.
• Use scientific knowledge and scientific ways of thinking for individual and social purposes.
Course Rationale
Science education develops science literacy. Scientific literacy is the knowledge and understanding of scientific concepts and processes
required for personal decision making, participation in civic and cultural affairs, and economic productivity. A sound grounding in science
strengthens many of the skills that people use every day, like solving problems creatively, thinking critically, working cooperatively in teams,
using technology effectively, and valuing life-long learning. Scientific literacy has become a necessity for everyone.
To accomplish this literacy, science courses will reflect the following:
• Develop scientific reasoning and critical thinking skills.
• Extend problem-solving skills using scientific methods.
• Include lab-based experiences.
• Strengthen positive attitudes about science.
• Incorporate the use of new technologies.
• Provide relevant connections to personal and societal issues and events.
Course Description for Science 6 - Earth Science
This course is designed to have students explore the many facets of Earth science through the use of scientific inquiry, technology and hands-on activities.
The course focuses on three main topics: study of Earth’s surface and forces that change it, study of weather, climate and factors that affect them, and study
of our solar system and interactions of objects in it. Scientific inquiry and the environment are embedded into each unit. Students are encouraged to ask
questions, explore questions, and assess human activity on Earth’s resources and systems.
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Francis Howell School District
Science 6 – Earth Science Curriculum Map
Earth Systems – 1 (First Quarter)
• Plate Tectonics (4 weeks)
• Minerals and Rocks (4 weeks)
• Scientific Inquiry (embedded)
• Literacy (embedded)
ES2B8a
ES2B8b
ES2B8c
ES2B6a
ST3B6a
ES1A8b
ES1A8c
ES1A8a
ES2C8a
ES2A6a
ES2A6b
ES2C8b
ES1A8d
ES2C8c
ME1I8b
ES3A7a
Earth Systems – 2 (Second Quarter)
• Fossils and Geological Time (4 weeks)
• Soil, Weathering, & Erosion (4 weeks)
• Scientific Inquiry (embedded)
• Literacy (embedded)
IN1A6b
IN1B6b
IN1C6a
IN1D6a
RST.2
RST.4
RST.10
WHST.9
ES2D6a
ES2D6b
ES2D8a
ES2D8b
ES1A6a
ES2A6c
ES2A6d
ES3A6b
Earth Systems – 3 (Third Quarter)
• Atmosphere (2 weeks)
• Water cycle (2 weeks)
• Forecasting Weather (2 weeks)
• Climate (2 weeks)
• Scientific Inquiry (embedded)
• Literacy (embedded)
ES1C7a
ES1C7b
ME2C6a
ME2C7a
ES2E7a
ES3A6a
ES3A7b
ES2E7b
ES2E7c
ME1D6a
ME1D7a
ME1I7a
ES2F7a
ES2F7b
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ES2F7c
ES2F7d
ES2F7e
ES2F7f
ES2F7g
ES2F7h
IN1Ae
IN1Ba
IN1Bc
IN1Bf
IN1Ca
IN1Cb
IN1Ce
IN1Da
ES3A6c
IN1B7g
IN1C6a
IN1Da
RST.2
RST.4
RST.10
WHST.1
WHST.9
Earth’s Place in Universe – 4 (Fourth Quarter)
• Rotation & Revolution (2 weeks)
• Gravity (2 weeks)
• Earth, Moon, Sun (2 weeks)
• Solar System (1 week)
• Distance in Space (1 week)
• Scientific Inquiry (embedded)
• Literacy (embedded)
RST2
RST3
RST4
RST7
RST8
RST10
WHST.1
WHST.4
WHST.6
WHST.10
UN2B7a
UN2B7b
UN2B7c
UN2B7d
UN2B7e
UN2B7f
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ST1Ca
ST2Ba
ST2Bb
ME2C6a
IN1A6a
IN1A6b
IN1A6c
IN1A6d
IN1A6e
IN1B6a
IN1B6d
IN1B7g
IN1C6a
IN1C6b
IN1C6e
IN1D6a
RST.2 to RST.10
WHST.1 to WHST.4
WHST.8 to WHST.10
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Content Area: Science
Course: Science 6 - Earth Science
Unit Description:
The Earth’s surface is made up of moving plates composed of rocks and
minerals. Earth’s materials and surface features are changed through a variety
of internal and external processes. Human impact will also affect Earth’s
changing surface.
UNIT: Earth’s Systems 1
Unit Timeline: 8 weeks
Plate Tectonics – 4 weeks
Minerals and Rocks – 4 weeks
Scientific Inquiry – embedded
CCSS Literacy --embedded
DESIRED RESULTS
Transfer Goal - Students will be able to independently use their learning to…
Use system models to identify and analyze the flow, cycles, and conservation of matter and energy.
Understandings – Students will understand that… (Big Ideas)
1.
2.
3.
4.
Earth’s solid materials have characteristic properties.
Continual changes in the properties of Earth’s solid materials and surface features result from internal and external processes.
Earth’s surface is affected by human activity.
Scientists answer questions through the scientific inquiry process.
Essential Questions: Students will keep considering…
•
•
•
•
•
Why does the Earth’s surface appear different than it did a million years ago?
Has the amount of matter on Earth changed over time?
If you were given a geological sample of Earth, how would you determine what you have been given?
How does thermal energy impact the internal and external processes?
How does human activity impact Earth’s surface? (Pros/cons)
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Students Will Know…
Plate Tectonics
• The Earth is made up of three parts: lithosphere
(geosphere), atmosphere, and hydrosphere.
• Earth’s different layers and sub layers interact with each.
• Convection currents are movements of a fluid caused by
unequal heating of the fluid.
• The internal process of plate motion is directly related to
the movement of convection currents in the mantle, which
change Earth’s surface features and sub layers.
• A plate boundary is a place where two or more interact.
• Divergent, transform, and convergent are the three types
of plate tectonics boundaries.
• Most volcanic eruptions and earthquakes occur along plate
boundaries.
• New discoveries led to the theory of seafloor spreading as
an explanation for continental drift.
Standard
Students Will Be Able to …
Plate Tectonics
• Describe the interior structure of the Earth (crust, mantle,
and core)
•
Explain convection currents are the result of uneven
heating inside the mantle resulting in the melting of rock
materials, convection of magma, eruption/flow of
magma, and movement of crustal plates (DOK 2)
ES2B8a
•
Describe how the movement of crustal plates can cause
earthquakes and volcanic eruptions that can result in
mountain building and trench formation (DOK 1)
ES2B8c
•
Explain how rock layers are affected by the folding,
breaking, and uplifting of rock layers due to plate motion
( DOK 2)
ES2B8b
•
Identify events (earthquakes, volcanic eruptions) and the
landforms created by them on the Earth’s surface that
occur at different plate boundaries ( DOK 2)
•
Describe ways in which science and society influence
one another (e.g., scientific knowledge and the
procedures used by scientists influence the way many
individuals in society think about themselves, others, and
the environment; societal challenges often inspire
questions for scientific research; social priorities often
influence research priorities through the availability of
funding for research) (Wegner & Hess)
Rocks and Minerals
• Describe the distinguishing properties that can be used to
classify minerals (i.e., texture, smell, luster, hardness,
crystal shape, streak, reaction to magnets and acids)
(DOK 1)
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•
•
•
•
•
•
•
•
•
•
•
Rocks and Minerals
Mineral are identified by testing their physical properties.
Physical properties used to identify minerals include:
hardness, luster, cleavage/fracture, streak, etc.
Rocks are identified based on how they are formed.
The three main types of rocks are: igneous, sedimentary,
and metamorphic.
The continuous changing of rocks from one type to
another is called the rock cycle.
Matter cannot be created or destroyed; it can only be
transformed from one form to another. (Law of
Conservation of Matter)
Humans impact the environment both positively and
negatively.
Renewable resources can be replenished with the passage
of time either through biological reproduction or other
naturally recurring processes.
Nonrenewable resources are ones that form at a rate that is
much slower than the rate at which they are consumed.
Most fossil fuels, such as oil, natural gas and coal are
considered nonrenewable resources.
Non-renewable resources are limited.
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•
Describe the methods used to identify the distinguishing
properties of minerals (DOK 1)
ES1A8c
•
Differentiate between minerals and rocks (which are
composed of different kinds of minerals) ( DOK 2)
ES1A8a
•
Explain how heating and cooling in the mantle layer
leads to the formation of metamorphic rocks and some
igneous rocks ( DOK 2)
ES2C8a
•
Make inferences about the formation of sedimentary
rocks from their physical properties (e.g., layering and
the presence of fossils indicate sedimentation) (DOK 3)
ES2A6a
•
Explain how the formation of sedimentary rocks depends
on weathering and erosion (DOK 2)
ES2A6b
•
Make inferences about the formation of igneous and
metamorphic rocks from their physical properties (e.g.,
crystal size indicates rate of cooling, air pockets or glassy
texture indicate volcanic activity) (DOK 2)
ES2C8b
•
Classify rocks as sedimentary, igneous, or metamorphic
(DOK 2)
ES1A8d
•
Explain and diagram the external and internal processes
of the rock cycle (e.g., weathering and erosion,
sedimentation, compaction, heating, re-crystallization,
resurfacing due to forces that drive plate motion)
(DOK 2)
•
Explain that the amount of matter remains constant while
being recycled through the rock cycle (DOK 2)
ME1I8b
•
Distinguish between renewable (e.g., geothermal,
hydroelectric) and nonrenewable (e.g., fossil fuel) energy
sources
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•
IN1A6b
•
Determine the appropriate tools and techniques to collect
data
IN1B6b
•
Use quantitative and qualitative data as support for
reasonable explanations (conclusions)
IN1C6a
•
Communicate the procedures and results of
investigations and explanations through:
⇛ oral presentations
⇛ drawings and maps
⇛ data tables (allowing for the recording and analysis of
data relevant to the experiment, such as independent and
dependent variables, multiple trials, beginning and
ending times or temperatures, derived quantities)
⇛ graphs (bar, single line, pictograph)
⇛ equations and writings
IN1D6a
•
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Inquiry
Identify and describe the importance of the independent
variable, dependent variables, control of constants, and
multiple trials to the design of a valid experiment
Literacy
Summarize the broad ideas and specific conclusions
made in a text, basing the summary on textual
information rather than on prior knowledge or opinions.
RST.2
•
Determine the meaning of key terms, symbols, and
domain-specific vocabulary used in a text.
RST.4
•
Read informational text independently, proficiently, and
fluently in the grades 6-8 text complexity band; read
“stretch” text with scaffolding as needed.
RST.10
•
Write in response to informational sources, drawing on
textual evidence to support analysis and reflection as well
as to describe what they have learned.
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Understanding
# 1, #2, #4
Standards
ES1A8c
ES1A8b
IN1D6a
IN1C6a
RST.4
EVIDENCE of LEARNING
Unit Performance Assessment:
Description of Assessment Performance Task(s):
Mineral Identification –
Students will be given unknown minerals which they will have to identify. They will test each
mineral’s physical properties and then apply the information gained to a Dichotomous Key to actually
identify the mineral sample.
Students will apply general information gained from Learning Activities related to the
characteristic and properties of minerals. Using the Mohs Hardness Scale, students will reason
logically to determine the identity of a mineral.
Lastly, students will create a bar graph identifying independent and dependent variables along
with proper title and interval scale. Using the data table/graph, students will then support their
answer with a reasonable explanation.
R/R Quadrant
B
See Appendix 1.A: ES1-Mineral Performance Task
1.B: ES1- Identification of Minerals Dichotomous Key
Teacher will assess:
• Correct identification of unknown minerals using a Dichotomous Key
• Analysis of a Data Table
• Application of skills in constructing a bar graph
• Accurate content information
• Application of Literacy Standards
Performance:
Mastery:
Students will show that they really understand when they…
• Correctly ID the mineral given.
• Data tables analyzed accurately.
• Proper construction of a bar graph.
Scoring Guide:
See Appendix 1.C: ES 1-Mineral Performance Task Answer Key/Blueprint
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SAMPLE LEARNING PLAN
Pre-assessment: Please see Appendix 1.D – ES1 Pre-Assessment.
Appendix 1.E – ES1 Pre-Assessment Blueprint
Understanding
Standards
Major Learning Activities:
#2, #4
ES2B8c
ES2B8b
ES2B8a
WHST.9
1. Activity: Graham Cracker Model of Plate Tectonics
Students will model the different types of plate boundaries and characteristics that are
related to them by completing a lab using graham crackers. Students will record their
observations and data in their science journals, documenting their understanding of these
plate movements.
Instructional Strategy:
Think-Pair-Share
R/R
Quadrant:
C
Nonlinguistic
Representation
Objective: Use a scale model to examine basic concepts of plate tectonics.
Appendix Document: 1.F - Graham Cracker Model of Plate Tectonics
#1, #2, #4
ES1A8b
ES1A8c
IN1A6b
IN1B6b
IN1C6a
IN1D6a
WHST.9
2. Activity: Mineral Detective Lab
Students will be given 4 different mineral samples. They will use the different testing
methods such as hardness, streak, luster, fracture, etc. to determine the mineral name.
Students will then graph the hardness of each mineral.
Objective: Examine mineral samples and use a variety of testing methods to determine the
characteristics of minerals.
Generating and
Testing
Hypothesis
C
Graphic
Organizer
Appendix Document: 1.G - Mineral Detective Lab
#3, #4
ES3A7a
ST3Bb
WHST.9
3. Activity: Cookie Mining
Students are using cookies to model the environmental and economic impact of a coal
mining operation.
Objective: Model and analyze the economic and environmental impact of using nonrenewable resources.
Generating and
Testing
Hypothesis
D
Graphic
Organizer
Appendix Document: 1.H - Cookie Mining
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#1, #2
ES2C8
RST.4
RST.10
WHST.9
4. Activity: Rock Cycle Foldable
Students will create a secret door foldable for the rock cycle after watching a clip on
You Tube as to how to create one. This foldable will include the processes rocks cycle
through as they change from one form to another. Students will include a diagram of the
rock cycle and illustrations of the different types of rocks after independently reading
information from textbook.
Similarities and
Differences
C
Nonlinguistic
Representation
Objective: Diagram and explain the external and internal processes of the rock cycle.
Appendix Document: 1.I - Rock Cycle Foldable
#1, 2
#2
ES2C8a
ES2A6a
ES2A6b
ES2C8b
ES1A8d
ES2C8c
ISTE-S.1
RST.4
5. Activity: Rock Cycle Interactive
Students use an on-line interactive website to explore and discover how rocks are
changed in various processes in the rock cycle (weathering, erosion, heat, pressure,
cementation, etc.).
Objective: Classify the different types of rocks within a cooperative learning group.
Similarities and
Differences
C
Nonlinguistic
representations
Appendix Document: 1.J - Rock Cycle Interactive
6. Activity: Plate Tectonics Vocabulary Pyramid
Students will review vocabulary words using the pyramid cooperative learning
strategy. They will work in partners and take turns giving clues to the correct vocabulary
word without using the actual word. (This is similar to the $10,000 Pyramid Game).
Cooperative
Learning Rally Coach
A
Cooperative
Learning Rally Coach
A
Objective: Review key vocabulary from the plate tectonics unit.
Appendix Document: 1.K - ES1 Vocabulary Pyramid- Plate Tectonics Smart Notebook
#1, #2
RST.4
7. Activity: Rock-Mineral Vocabulary Pyramid
Students will review vocabulary words using the pyramid cooperative learning
strategy. They will work in partners and take turns giving clues to the correct vocabulary
word without using the actual word. (This is similar to the $10,000 Pyramid Game).
Objective: Review key vocabulary from the rocks and minerals unit.
Appendix Document: 1.L - ES1 Vocabulary Pyramid- Rock-Minerals Smart Notebook
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#4
IN1A6b
IN1B6b
IN1C6a
IN1D6a
8. Activity: Rally Coach—IV-DV
Students will become familiar with identifying independent and dependent variables
using Rally Coach cooperative learning strategy.
Cooperative
Learning Rally Coach
A
Objective: Practice and reinforcement with identifying IV and DV in a given scenario.
Appendix Document: 1.M - Rally Coach IV-DV
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UNIT RESOURCES
Teacher Resources:
• ClassZone contains a number of animations and ways to visualize various events related to Earth Science, including the rock cycle.
http://www.classzone,com/books/earth_science/terc/navigation/visualization.cfm
http://www.classzone.com/books/earth_science/terc/content/visualizations/es0605/es0605page01.cfm?chaper_no=visualization
http://www.classzone.com/books/earth_science/terc/content/visualizations/es1205/es1205page01.cfm?chapter_no=visualization
http://www.rocksandminerals.com/rockcycle.htm
Mineral Society: http://minsocam.org/MSA/K12/rkcycle/rkcycleindx.html
http://www.educypedia.be/education/gelolgyanimations.htm
Youtube.com: WE WILL ROCK YOU! (The Rock Cycle)
Youtube.com Rock Cycle Foldable
http://www.edusmart.com/texasadoption/grade8demo.php
http://www.bbc.co.uk/schools/gcsebitesize/science/21c_pre_2011/earth_and_space/continentaldriftact.shtml
• Explore Learning: Gizmos (Plate Tectonics, Building Pangaea, Mineral Identification, Rock Cycle, Rock Classification)
• United Streaming- Greatest Discoveries with Bill Nye: Earth Science
• United Streaming- Natural Disasters
• Brainpop: (Plate Tectonics, Earthquakes, Volcanoes, Mountains, Ocean Floor, Rock Cycle, Types of Rocks, Mineral Identification)
• Prentice Hall, Earth’s Changing Surface
• Glencoe, Earth Science
Student Resources:
• Mineral Society (NSTA recommended): Easy for kids to use and understand to get basics about rock types and how each forms.
http://minsocam.org/MSA/K12/rkcycle/rkcycleindx.html
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Vocabulary:
• Plate tectonics– the theory that explains how large pieces of the Earth’s outermost layer, called tectonic plates, move and change shape.
• Convergent boundary – the boundary formed by the collision of two lithospheric plates.
• Divergent boundary –the boundary between two tectonic plates that are moving away from each other.
• Transform boundary—the boundary between two tectonic plates that are sliding past each other horizontally.
• Fault—a break in a body of rock along which one block slides relative to another.
• Magma—molten rock.
• Convection currents—current in Earth’s mantle that transfers heat in Earth’s interior and is the driving force for plate tectonics.
• Folding—the bending of rock layers due to stress.
• Seismic waves—waves of energy that travel through the Earth and away form an earthquake in all directions.
• Trench—a long, narrow, steep-sided depression where one crustal plate sinks beneath another.
• Subduction—where oceanic and continental plates collide, the oceanic plate plunges beneath the less dense continental plate. As the plate
descends, molten rock forms and rises toward the surface, creating volcanoes.
• Mid ocean ridge—the area in an ocean basin where new ocean floor is formed.
• Rift valley—a valley that forms when continental plates pull apart.
• Minerals—a naturally occurring inorganic solid that has a definite chemical composition and an orderly internal atomic structure.
• Rocky cycle—the series of processes in which a rock forms, changes from one type to another, is destroyed, and forms again by geological
processes.
• Igneous rock—rock formed when magma or lava cools and hardens.
• Metamorphic rock—rock forms when heat, pressure, or fluids act on igneous, sedimentary, or other metamorphic rock to change its form or
composition.
• Sedimentary rock—rock forms when sediments are compacted and cemented together or when minerals form from solutions.
• Intrusive igneous rock—rock formed from the slow cooling and solidification of magma beneath the Earth’s surface.
• Extrusive igneous rock—rock that forms as a result of volcanic activity that cools quickly at or near the Earth’s surface.
• Density—measurement of the mass of an object divided by its volume. (D = m÷v)
• Matter—anything that has mass and takes up space.
• Mass—the amount of matter in an object.
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Content Area: Science
Course: Science 6 - Earth Science
UNIT2 : Earth’s Systems 2
Unit Description:
Unit Timeline: 8 weeks
Soil, Weathering, & Erosion – 4 weeks
Weathering agents and erosional processes slowly cause surface changes.
Fossils & Geological Time – 4 weeks
Human activity cause changes as well. These changes in the Earth over time
Scientific Inquiry – embedded
can be inferred through rock and fossil evidence.
CCSS Literacy --embedded
DESIRED RESULTS
Transfer Goal - Students will be able to independently use their learning to…
Use system models to analyze the flow, cycles, and conservation of matter and energy.
Understandings – Students will understand that… (Big Ideas)
1. Continual changes in the properties of Earth’s solid materials and surface features result from internal and external processes.
2. The Earth’s surface is affected by human activity.
3. Scientists answer questions through the scientific inquiry process.
Essential Questions: Students will keep considering…
• What processes wear down and build up Earth’s surface?
• How does human activity impact Earth’s surface? (Pros/cons)
• How do scientists use fossil evidence to determine the organisms and environments of the past?
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Students Will Know…
Fossils and Geological Time
• Fossils are the remains, imprints, or traces of
prehistoric organisms that can tell when and where
organisms once lived and how they lived.
• The Law of Superposition states that in undisturbed
layers of rock, the oldest rocks are on the bottom and
the rocks become progressively younger towards the
top.
• Relative age of rocks is its age in comparison to other
rocks and structures by examining their places in a
sequence.
• Absolute age is the age, in years, of a rock or other
object.
Soil, Weathering & Erosion
• Soil is a mixture of weathered rock, decayed organic
matter, mineral fragments, water, and air.
• Under normal conditions, there is a balance between
soil composition and soil erosion.
• Our daily activities use resources and produce waste.
Standard
Students Will Be Able to …
Fossils and Geological Time
• Explain the types of fossils and the processes by which
they are formed (i.e., replacement, mold and cast,
preservation, trace) (DOK 2)
ES2D6a
•
Use fossil evidence to make inferences about changes on
Earth and in its environment (i.e., superposition of rock
layers, similarities between fossils in different
geographical locations, fossils of seashells indicate the
area was once underwater) (DOK 3)
ES2D6b
•
Describe the methods used to estimate geologic time and
the age of the Earth (e.g., techniques used to date rocks
and rock layers, presence of fossils) (DOK 1)
ES2D8a
•
Use rock and fossil evidence to make inferences about
the age, history, and changing life forms and
environment of the Earth (i.e., changes in successive
layers of sedimentary rock and the fossils contained
within them, similarities between fossils in different
geographic locations, similarities between fossils and
organisms present today, fossils of organisms indicating
changes in climate, fossils of extinct organisms)
(DOK 2)
ES2D8b
Soil, Weathering & Erosion
• Describe the components of soil and other factors that
influence soil texture, fertility, and resistance to erosion
(e.g., plant roots and debris, bacteria, fungi, worms,
rodents) ( DOK 2)
•
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Standard
Curriculum 2.0
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Describe how weathering agents and erosional processes
(i.e., force of water as it freezes or flows,
expansion/contraction due to temperature, force of wind,
force of plant roots, action of gravity, chemical
ES1A6a
ES2A6c
Revised 20__
decomposition) slowly cause surface changes that create
and/or change landforms ( DOK 2)
•
Describe how the Earth’s surface and surface materials
can change abruptly through the activity of floods,
rock/mudslides, or volcanoes (DOK 2)
ES2A6d
•
Describe the effect of human activities (e.g., landfills, use
of fertilizers and herbicides, farming, septic systems) on
the quality of water (DOK 2)
ES3A6b
•
Analyze the ways humans affect the erosion and
deposition of soil and rock materials (e.g., clearing of
land, planting vegetation, paving land, construction of
new buildings, building or removal of dams) (DOK 3)
ES3A6c
Inquiry
• Calculate the range and average/mean of a set of data
•
Use quantitative and qualitative data as support for
reasonable explanations (conclusions)
•
Communicate the procedures and results of
investigations and explanations through:
⇛ oral presentations
⇛ drawings and maps
⇛ data tables (allowing for the recording and analysis of
data relevant to the experiment, such as independent and
dependent variables, multiple trials, beginning and
ending times or temperatures, derived quantities)
⇛ graphs (bar, single line, pictograph)
⇛ equations and writings
Literacy
• Summarize the broad ideas and specific conclusions
made in a text, basing the summary on textual
information rather than on prior knowledge or opinions.
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IN1B7g
IN1C6a
IN1Da
RST.2
Revised 20__
•
Determine the meaning of key terms, symbols, and
domain-specific vocabulary used in a text.
RST.4
•
Read informational text independently, proficiently, and
fluently in the grades 6-8 text complexity band; read
“stretch” texts with scaffolding as needed.
RST.10
•
Write arguments focused on discipline-specific content in
which they:
a. Introduce a claim about a topic or issue,
distinguish it from alternate or opposing claims,
and organize the reasons, data, and evidence
logically to support the claim.
b. Support the claim with logical reasoning and
detailed, accurate data and evidence (science) or
information from credible primary, secondary,
and tertiary sources (history).
c. Use words and phrases as well as domainspecific vocabulary to make clear the
relationships among claims, reasons, data, and
evidence.
d. Sustain an objective style and tone.
e. Provide a concluding statement or section that
follows logically from the argument.
WHST.1
•
Write in response to informational sources, drawing on
textual evidence to support analysis and reflection as well
as to describe what they have learned.
WHST.9
Technology
Creativity and Innovation: Students demonstrate creative
thinking, construct knowledge, and develop innovative products
and processes using technology.
a. Apply existing knowledge to generate new ideas,
products, or processes
b. Create original works as a means of personal or group
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ISTE-S.1
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expression
c. Use models and simulations to explore complex systems
and issues
d. Identify trends and forecast possibilities
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Research and Information Fluency: Students apply digital tools
to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and
ethically use information from a variety of sources and
media
c. Evaluate and select information sources and digital tools
based on the appropriateness to specific tasks
d. Process data and report results
ISTE-S.3
Critical Thinking, Problem Solving, and Decision Making:
Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions
using appropriate digital tools and resources.
a. Identify and define authentic problems and significant
questions for investigation
b. Plan and manage activities to develop a solution or
complete a project
c. Collect and analyze data to identify solutions and/or
make informed decisions
d. Use multiple processes and diverse perspectives to
explore alternative solutions
ISTE-S.4
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Understanding
#1, #2, #3
Standards
ES2A6c
ES3A6c
RST.2
RST.4
RST.5
RST.6
WHST.1
WHST.8
WHST.9
ISTE.S-1
ISTE.S-3
ISTE.S-4
EVIDENCE of LEARNING
Unit Performance Assessment:
Description of Assessment Performance Task(s):
Erosion Research Performance TaskStudents will assume the role of a scientist researching the disadvantages and possible solutions
to the problem of erosion caused by humans related to construction, farming and deforestation. As
students conduct research using a variety of resources, they will complete a T-Chart summarizing the
required information. Students will then create a presentation of their choice (Power Point, Prezi,
brochure, movie, etc.) giving an introduction, description of the advantages and disadvantages of the
human activity, and possible solutions for erosion prevention and/or control.
R/R Quadrant
C
See Appendix 2.A: ES2-Erosion Research Project Performance Task
Teacher will assess:
What criteria will be used in each assessment to evaluate attainment of the desired results?
• Introduction of topic
• Purpose/advantages identified
• Disadvantages identified and evaluated
• Possible solutions to prevent or control erosion stated
• Students will use precise language
• Summary is supported from textual evidence
• Adequate research notes taken
What are those elements assessed for? What qualities are most important?
• Accurate content information
• Application of Literacy Standards
• Citing of learning and research
• Personalization and creativity
Performance:
Mastery:
Students will show that they really understand when they…
Create a presentation that identifies advantages/disadvantages and solutions accurately
Scoring Guide:
See Appendix 2.B: ES 2- Erosion Research Performance Task Scoring Guide
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SAMPLE LEARNING PLAN
Pre-assessment: Please see Appendix 2.C – ES2 Pre-Assessment.
Appendix 2.D – ES2 Pre-Assessment Blueprint
Understanding
Standards
Major Learning Activities:
#1
#1, #3
ES2D6a
ES2D6b
ES2D8b
RST.4
RST.10
ISTE-S.1
ES2D8a
ES2D6b
1. Activity: Getting in to the Fossil Record
Students will go to an on-line interactive site to investigate how fossils are created.
They will complete the accompanying handout.
Objective: Identify the types of fossils and the processes by which they are formed.
Appendix Document: 2.E - Getting in to the Fossil Record
2. Activity: Superposition Mystery
Students will use a cross section picture of earth to determine the age of each layer
based on the Law of Superposition.
Instructional Strategy:
Similarities and
Differences
R/R
Quadrant:
B
Technology
Integration
Nonlinguistic
Representations
A
Similarities and
Differences
C
Objective: Use fossil evidence to infer the age of the rock layers.
Appendix Document: 2.F - Superposition Mystery…Who is the cookie Monster?
#1, #2, #3
ES1A6a
ES2A6c
ES3A6b
ES3A6c
IN1B7g
IN1C6a
IN1D6a
3. Activity: Evaluating Soil Erosion Scenarios
Students will be looking at three different plots of land and their resistance to erosion.
Then, using the information in the data table, they will complete a graph and analyze the
data obtained.
Objective: Students will use scientific inquiry to analyze the effect of soil erosion on
exposed soil in three different scenarios.
Appendix Documents: 2.G - Evaluating Soil Erosion Scenarios
2.H - Evaluating Soil Erosion Scenarios Answer Key
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#1, #2
ES1A6a
ES2A6c
ES3A6c
4. Activity: Weathering & Erosion Walk
Students will take a walk observing and recording signs of weathering and erosion in
their own neighborhoods. They will identify problems associated with and ways to prevent
erosion.
Nonlinguistic
Representations
C
Cooperative
Learning
A
Objective: Describe how weathering agents and erosional processes appear in your
neighborhood.
Appendix Document: 2.I - Weathering & Erosion Walk
5.
#1, #2
RST.4
Activity: Vocabulary Pyramid – Fossils, Weathering, & Erosion
Students will review vocabulary words using the pyramid cooperative learning strategy.
They will work in partners and take turns giving clues to the correct vocabulary word
without using the actual word. (Similar to the $10,000 Pyramid Game)
Objective: Review key vocabulary terms related to fossils, weathering, and erosion.
Appendix Document: 2.J - ES2-Vocabulary Pyramid—Fossils, Weathering, and Erosion
#1
ES2A6c
RST.4
WHST.9
6. Activity: Chemical-Mechanical Weathering Foldable
Students will create a two-door foldable comparing and contrasting chemical and
mechanical weathering. This will be used as a nonlinguistic study guide to help them
understand these concepts.
Objective: Compare and contrast chemical and mechanical weathering.
Similarities and
Differences
C
Nonlinguistic
Representation
Appendix Document: 2.K - Chemical-Mechanical Weathering Foldable
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UNIT RESOURCES
Teacher Resources:
• http://www.abc.net.au/beasts/
• www.pbs.org/wnet/nature/lessons/breaking-it-down/activities/1700/
• http://science-class.net/archive/science-class/Geology/weathering_erosion.htm (a variety of resources – labs, video clips, interactive sites, quizzes,
graphic organizer
• www.doe.virginia.gov/instruction/gifted_ed/project_promise/science_curriculum/grade_two/handouts/earth_science/weathering_erosion_pictures.pdf
(excellent pictures of weathering and erosion)
• YouTube - Science court – fossils, soil
• http://www.ucmp.berkeley.edu/education/explorations/tours/fossil/9to12/intro.html Use with the “Getting in to the Fossil Record” lab
• http://www.abc.net.au/beasts/fossilfun/
Student Resources:
• http://www.abc.net.au/beasts/
• Brainpop- Fossils, Geologic Time
• YouTube - Science court – fossils, soil
• www.kineticcity.com/mindgames/warper/ - Interactive Erosion Game
• http://www.ucmp.berkeley.edu/education/explorations/tours/fossil/9to12/intro.html
Vocabulary:
• Fossil- the preserved remains or evidence of past living organisms
• Relative age- the age of rocks and geologic features compared with other nearby rocks and features
• Absolute age – the numerical age, in years, of a rock or object.
• Soil – a mixture of weathered rock, rock fragments, decayed organic matter, water, and air
• Law of superposition – the principle that in undisturbed rock layers, the oldest rocks are on the bottom
• Weathering – the mechanical and chemical processes that change Earth’s surface over time
• Erosion- the moving of weathered material, or sediment, from one location to another
• Chemical Weathering –The process that breaks down rock through chemical changes
• Mechanical Weathering – The type of weathering in which rock is physically broken into smaller pieces
• Index Fossils- remains of species that existed on Earth for a relatively short period of time, were abundant and widespread geographically, and can be used
to assign the ages of rock layers.
• Cast – A type of body fossil that forms when crystals fill a mold or sediments wash into a mold and harden into rock
• Mold – A type of body fossil that forms in rock when an organism with hard parts is buried, decays or dissolves, and leaves a cavity in the rock.
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Content Area: Science
Course: Science 6 - Earth Science
Unit Description:
The atmosphere is made of different layers based on temperature change and
composition. Energy from the sun is the driving force creating the water cycle,
weather patterns and climate on Earth.
UNIT 3: Earth’s Systems 3
Unit Timeline: 8 weeks
Atmosphere – 2 weeks
Water Cycle – 2 weeks
Weather Forecasting – 2 weeks
Climate – 2 weeks
Scientific Inquiry – embedded
CCSS Literacy --embedded
DESIRED RESULTS
Transfer Goal - Students will be able to independently use their learning to…
Use system models to analyze the flow, cycles, and conservation of matter and energy.
Understandings – Students will understand that… (Big Ideas)
1. The transfer of the Sun’s energy through the atmosphere is responsible for the weather and climate on Earth.
2. Weather constantly changes due to the movement of air and moisture in the atmosphere.
3. Factors that influence weather patterns include: types of air masses (fronts), temperature, air pressure, relative humidity (dew point).
4. Meteorologists gather information about current weather to make predictions about future weather patterns.
5. Factors that affect climate of a region include latitude, landforms, location of lakes and oceans, and ocean currents.
6. The amount of fresh water on Earth is dependent upon the water cycle.
7. Scientists answer questions through the scientific inquiry process.
Essential Questions: Students will keep considering…
• Why is the atmosphere important to all living organisms?
• What drives the cycles on Earth?
• Why doesn’t the amount of water on Earth increase or decrease?
• Since Earth is covered with approximately 75% water, why is there a limited supply for humans?
• What factors influence weather patterns and produce climate changes?
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Students Will Know…
Standard
Atmosphere, Weather, Climate (Atmosphere)
•
•
•
•
•
•
FHSD Academics ___
Standard
Atmosphere, Weather, Climate (Atmosphere)
The atmosphere is made up of four different layers based
on temperature change and composition.
Earth’s atmosphere helps control how much of the Sun’s
radiation is absorbed or lost to space.
Weather describes conditions such as air pressure, wind,
temperature, and the amount of moisture in the air.
Uneven heating of Earth’s surface leads to a change in
pressure that causes air to move.
World climates can be classified by using averages of
temperature and precipitation and the vegetation that is
adapted to an area.
The causes of climatic change can operate over short
periods of time or very long periods of time.
Water Cycle
• The properties of water make it an essential component of
the Earth system (e.g., its ability to act as a solvent, its
ability to remain as a liquid at most Earth temperatures)
Students Will Be Able to …
•
Describe the composition of the Earth’s atmosphere (i.e.,
mixture of gases, water and minute particles) and how it
circulates as air masses
ES1C7a
•
Describe the role atmosphere (e.g., clouds, ozone) plays
in precipitation, reflecting and filtering light from the
Sun, and trapping heat energy emitted from the Earth’s
surface
ES1C7b
•
Recognize and describe how energy from the Sun is
transferred to Earth in a range of wavelengths and energy
levels, including visible light, infrared radiation, and
ultraviolet radiation (DOK 2)
ME2C6a
•
Identify solar radiation as the primary source of energy
for weather phenomena (DOK 1)
ME2C7a
Water Cycle
ES1B6a
•
Explain and trace the possible paths of water through the
hydrosphere, geosphere, and atmosphere (i.e., the water
cycle: evaporation, condensation, precipitation, surface
run-off/ groundwater flow)
ES2E7a
•
Relate the comparative amounts of fresh water and salt
water on the Earth to the availability of water as a
resource for living organisms and human activity
(DOK 2)
ES3A6a
•
Provide examples of how the availability of fresh water
for humans and other living organisms is dependent upon
the water cycle
ES3A7b
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Forecasting Weather
• Station models are made up of symbols that represent
weather conditions.
• Data is collected and put on weather maps which
meteorologists use to make their forecasts.
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Forecasting Weather
•
Relate the different forms water can take (i.e., snow, rain,
sleet, fog, clouds, dew, humidity) as it moves through the
water cycle to atmospheric conditions (i.e., temperature,
pressure, wind direction and speed, humidity) at a given
geographic location
ES2E7b
•
Explain how thermal energy is transferred throughout the
water cycle by the processes of convection, conduction,
and radiation
ES2E7c
•
Describe the relationship between the change in the
volume of water and changes in temperature as it relates
to the properties of water (i.e., water expands and
becomes less dense when frozen)
ME1D6a
•
Describe the relationship between temperature and the
movement of atmospheric gases (i.e., warm air rises due
to expansion of the volume of gas, cool air sinks due to
contraction of the volume of gas)
ME1D7a
•
Explain that the amount of matter remains constant while
being recycled through the water cycle
ME1I7a
•
Explain how the differences in surface temperature, due
to the different heating and cooling rates of water and
soil, affect the temperature and movement of the air
above (land and sea breezes)
ES2F7a
•
The characteristics of air masses (i.e., high/low
barometric pressure, temperature) help predict an effect
on the weather in a given location
ES2F7b
•
Identify weather conditions associated with cold fronts
and warm fronts
ES2F7c
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•
Identify factors that affect weather patterns in a particular
region (e.g., proximity to large bodies of water, latitude,
altitude, prevailing wind currents, amount of solar
radiation, location with respect to mountain ranges)
ES2F7d
•
Collect and interpret weather data (e.g., cloud cover,
precipitation, wind speed and direction) from weather
instruments and maps to explain present day weather and
to predict the next day’s weather
ES2F7e
•
Significant changes in temperature and barometric
pressure may cause dramatic weather phenomena (i.e.,
severe thunderstorms, tornadoes, hurricanes)
ES2F7f
Climate
• Differentiate between weather and climate
•
Identify factors that affect climate (e.g., latitude, altitude,
prevailing wind currents, amount of solar radiation)
Inquiry
• Recognize different kinds of questions suggest different
kinds of scientific investigations (e.g., some involve
observing and describing objects, organisms, or events;
some involve collecting specimens; some involve
experiments; some involve making observations in
nature; some involve discovery of new objects and
phenomena; some involve making models)
FHSD Academics ___
ES2F7g
ES2F7h
IN1A6e
•
Make qualitative observations using the five senses.
IN1B6a
•
Use a variety of tools and equipment to gather data (e.g.,
microscopes, thermometers, computers, spring scales,
balances, magnets, metric rulers, graduated cylinders,
stopwatches)
IN1B6c
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•
Judge whether measurements and computation of
quantities are reasonable
IN1B6f
•
Use quantitative and qualitative data as support for
reasonable explanations (conclusions)
IN1C6a
•
Use data as support for observed patterns and
relationships, and to make predictions to be tested
IN1C6b
•
Analyze whether evidence (data) and scientific principles
support proposed explanations (hypotheses, laws,
theories)
IN1C6e
•
Communicate the procedures and results of
investigations and explanations through:
⇛ oral presentations
⇛ drawings and maps
⇛ data tables (allowing for the recording and analysis of
data relevant to the experiment, such as independent and
dependent variables, multiple trials, beginning and
ending times or temperatures, derived quantities)
⇛ graphs (bar, single line, pictograph)
⇛ equations and writings
Literacy
• Summarize the broad ideas and specific conclusions
made in a text, basing the summary on textual
information rather than on prior knowledge or opinions.
FHSD Academics ___
IN1D6a
RST.2
•
Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing
technical tasks.
RST.3
•
Determine the meaning of key terms, symbols, and
domain-specific vocabulary used in a text.
RST.4
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FHSD Academics ___
•
Integrate information provided by the words in a text
with a version of that information expressed graphically
(e.g., in a flowchart, diagram, model, graph, or table).
RST.7
•
Distinguish facts or reasoned judgments based on
research findings from opinions.
RST.8
•
Read informational text independently, proficiently, and
fluently in the grades 6-8 text complexity band; read
“stretch” text with scaffolding as needed.
RST.10
•
Write arguments focused on discipline-specific content in
which they:
a. Introduce a claim about a topic or issue,
distinguish it from alternate or opposing claims,
and organize the reasons, data, and evidence
logically to support the claim.
b. Support the claim with logical reasoning and
detailed, accurate data and evidence (science) or
information from credible primary, secondary,
and tertiary sources (history).
c. Use words and phrases as well as domainspecific vocabulary to make clear the
relationships among claims, reasons, data, and
evidence.
d. Sustain an objective style and tone.
e. Provide a concluding statement or section that
follows logically from the argument.
WHST.1
•
Use technology, including the Internet, to present and
cite information effectively in a digital format, including
when publishing and responding to writing.
WHST.6
•
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 tasks, purposes, and
audiences.
WHST.10
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Understanding
#2, #3, #4, #7
Standards
ES2E7b
ES2F7b
ES2F7c
ES2F7d
ES2F7e
ES2F7f
IN1Ba
IN1Ca
IN1Cb
IN1Ce
IN1Da
RST.4
RST.7
RST.10
WHST.1
WHST.4
WHST.6
EVIDENCE of LEARNING
Unit Performance Assessment:
Description of Assessment Performance Task(s):
Weather Forecasting This performance task is intended to be used as a culminating assessment following a series of
lessons about atmospheric conditions that affect weather. The students will be required to forecast the
weather based on recent conditions and interpreting a current weather map that contains fronts and
station models. Students create a weather map that represents their prediction as to the location of
frontal boundaries for the next day. Then station model information is used to estimate such weather
factors as temperature, dew point, barometric pressure changes, wind speed and direction as well as
the chances of precipitation for the next day. Literacy elements are interwoven into the R.A.F.T.
writing component, as students take on the role of a Junior Weather Forecaster speaking to an
audience of fellow students, using a weather forecast script as the format, and addressing the topic of
what to wear to the weather station tomorrow on their field trip.
R/R Quadrant
D
See Appendix 3.A: ES3-Weather Forecast Performance Task
Teacher will assess:
• Placement of frontal boundaries.
• Estimations of weather factors, including predicted temperatures, dew point, barometric
pressure, wind speed and direction, and chances of precipitation.
• Appropriateness of the forecast script introduction and transition.
• Communication to fellow students of proper attire to wear next day.
• Communication of whether an umbrella will be needed on the field trip.
Performance:
Mastery:
•
•
•
•
Accurate content information
Application of Literacy Standards
Completion using R.A.F.T. format
Personalization and creativity
Scoring Guide:
See Appendix 3.B: ES3-Weather Forecast Performance Task Key and MC Blueprint
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SAMPLE LEARNING PLAN
Pre-assessment: Please see Appendix 3.C – ES3 Pre-Assessment.
Appendix 3.D – ES3 Pre-Assessment Blueprint
Understanding
Standards
Major Learning Activities:
#1
RST.2
RST.4
1. Activity: Find Someone Who-Atmosphere
Students will use several cooperative learning strategies to partner up with someone
and then to rotate throughout the room to review critical information related to their
understanding of the atmosphere.
Instructional Strategy:
Cooperative
LearningHands Up,
Stand Up
R/R
Quadrant:
A
Objective: Describe characteristics of each layer of the atmosphere.
Appendix Document: 3.E - Find Someone Who-Atmosphere
#1, #2, #6
ES2E7a
ES2E7b
ME1D6a
ME1D7a
ME1I7a
IN1Ae
ISTE-S.1
2. Activity: Formation of Rain Card Sort
Before completing the card sort, students will explore an online interactive site
working cooperatively to trace the droplet of water through the water cycle.
Cooperative
Learning
C
http://kids.earth.nasa.gov/droplet.html
Students will then be provided with a list of statements on cards. When put in the
correct order, they will be able to trace the steps and processes in the water cycle that result
in the production of precipitation (rain.) Students will also predict how amounts of water
vapor in the air affect the formation of rain.
Nonlinguistic
Representations
Objective:
• Identify the order of events that leads to the formation of precipitation.
• Create a model of the water cycle using information from card sort.
Appendix Document: 3.F - Formation of Rain Card Sort
#2, #3, #5,
#7
ME1D7a
ES2F7a
ES2F7d
IN1Cb
RST.3
RST.4
WHST.1
FHSD Academics ___
3. Activity: Land and Sea Breezes
Students will use an online interactive site to collect data in order to evaluate and
identify patterns that result in land breezes and sea breezes. After collecting data, students
will then graphically represent the time of day in which land and sea breezes are most
likely to occur. By doing this they will be able to explain how differences in temperature
and air pressure affect wind formation.
(A number of other optional activities and resources are contained within this activity).
Curriculum 2.0
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Cooperative
Learning Rally Coach
C
Similarities &
Differences
Revised 20__
Objective: Identify the type of heat transfer and atmospheric conditions that result in the
formation of a land breeze and sea breeze.
Appendix Document: 3.G - Land and Sea Breezes
#2, #7
ES2E7b
ES2F7b
ME1D7a
IN1Ba
IN1Ca
RST.4
WHST.1
4. Activity: What’s the Recipe for a Cloud?
Students will build a model using a 2 liter soda bottle demonstrating cloud formation.
The students will analyze the relationship between temperature and pressure differences in
the formation of a cloud.
Nonlinguistic
Representations
C
Modeling
Objective: Describe the relationship between temperature and pressure in the formation of
clouds.
Appendix Document: 3.H - What’s the Recipe for a Cloud?
#2, #3, #4
ES2F7b
ES2F7e
IN1Ae
IN1Cb
RST.4
RST.7
WHST.10
ISTE-S.1
5. Activity: Weather Log Activity
Students will use an online interactive website or use a classroom created weather
station to collect and interpret weather data. In addition students will draw fronts and
identify where precipitation zones are located.
Nonlinguistic
Representation
B
Similarities and
Differences
C
Objective:
• Practice using weather instruments and maps to explain present day weather.
• Draw and interpret weather station models to predict the next day’s weather.
Appendix Document: 3.I - Weather Log Activity
#2, #4, #7
ES2E7b
IN1Bc
IN1Bf
RST.8
WHST.1
6. Activity: Dew Point/Relative Humidity Lab
Students will calculate the dew point and the relative humidity of air given a set of
data. Students will then use a sling psychrometer to record and calculate the relative
humidity in 3 different locations. Students will compare and contrast their collected data to
draw conclusions and find relationships between evaporation rate and relative humidity.
Objective: Explain the relationship between evaporation rate, dew point, and relative
humidity.
Generating and
Testing
Hypotheses
Appendix Documents: 3.J - Dew Point and Relative Humidity Lab
3.K - Dew Point and Relative Humidity Answer Key
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UNIT RESOURCES
Teacher Resources:
• http://water.usgs.gov/edu/watercycle-kids-adv.html
• http://www.harcourtschool.com/activity/science_up_close/308/deploy/308_HR_WaterCycle.swf
• http://www.wunderground.com/maps/
• Gizmo: Seasons Around the World
• Gizmo: Coastal Winds & Clouds
• Gizmo: Hurricane Motion
• Gizmo: Weather Maps
• Brain Pop: Earth’s Atmosphere
• Brain Pop: Wind
• Brain Pop: Weather
• Brain Pop: Greenhouse Effect
• Brain Pop: Ozone Layer
• Brain Pop: Global Warming
Student Resources:
• http://water.usgs.gov/edu/watercycle-kids-adv.html
• http://www.harcourtschool.com/activity/science_up_close/308/deploy/308_HR_WaterCycle.swf
• http://www.wunderground.com/maps/
• Gizmo: Seasons Around the World
• Gizmo: Coastal Winds & Clouds
• Gizmo: Hurricane Motion
• Gizmo: Weather Maps
• Brain Pop: Earth’s Atmosphere
• Brain Pop: Wind
• Brain Pop: Weather
• Brain Pop: Greenhouse Effect
• Brain Pop: Ozone Layer
• Brain Pop: Global Warming
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Vocabulary:
• Atmosphere– a thin layer of air that forms a protective covering around the planet.
• Ozone layer– a layer in the atmosphere with a high level of ozone which absorbs harmful radiation from the sun.
• Radiation – energy transferred by waves or rays.
• Conduction –transfer of energy that occurs when molecules bump into each other.
• Convection—transfer of heat by the flow of material.
• Condensation—process by which water vapor changes to a liquid.
• Evaporation—the process by which a liquid changes to gaseous or vapor form.
• Transpiration—process by which water that is absorbed by plants, usually through the roots, is evaporated into the atmosphere.
• Precipitation—water falling from clouds—including rain, snow, sleet, and hail—whose form is determined by air temperature.
• Dew point—temperature at which air is saturated and condensation forms.
• Humidity—the amount of water vapor held in the air.
• Relative humidity—the measure of the amount of moisture held in the air compared with the amount it can hold at a given temperature; can range
from 0 percent to 100 percent.
• Barometric pressure—the weight of the air above the earth.
• Isobars—lines drawn on a weather map that connect points having equal atmospheric pressure; also indicate the location of high- and lo-pressure
areas and can show wind speed.
• Temperature—a measure of the warmth or coldness of an object or substance.
• Land breeze—movement of air from land to sea at night, created when cooler, denser air from the land forces up warmer air over the sea.
• Sea breeze—movement of air from sea to land during the day when cooler air from above the water moves over the land, forcing the heated, less
dense air above the land to rise.
• Weather—the state of the atmosphere at a specific time and place, determined by factors including air pressure, amount of moisture in the air,
temperature, wind, and precipitation.
• Climate—average weather pattern in an area over a long period of time; can be classified by temperature, humidity, precipitation, and vegetation.
• Air mass—large body of air that has the same characteristics of temperature and moisture content as the part of Earth’s surface over which it
formed.
• Front—boundary between two air masses with different temperatures, density, or moisture; can be cold, warm, occluded, and stationary.
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Content Area: Science
Course: Science 6 - Earth Science
Unit Description:
The interrelationship of Earth, Moon, and Sun give us predictable
patterns. These observable patterns include rotation, revolution, seasons,
moon phases, etc. Gravity impacts the motion and position of Celestial
bodies. The strength of the force of gravity is dependent upon the mass and
distance. The Earth is part of a larger system known as the Solar System.
The units used in measuring distances in space are different than those used to
measure distances between objects on Earth.
UNIT 4: Earth’s Place in the Universe
Unit Timeline: 8 weeks
Rotation and Revolution – 2 weeks
Gravity – 2 weeks
Earth, Moon, and Sun – 2 weeks
Solar System – 1 week
Distance in Space – 1 week
Scientific Inquiry – embedded
CCSS Literacy --embedded
DESIRED RESULTS
Transfer Goal - Students will be able to independently use their learning to…
Use models to construct explanations of Earth’s interrelationships w/ other Celestial bodies.
Understandings – Students will understand that… (Big Ideas)
1. The Earth, moon, and Sun move in predictable patterns.
2. The Earth, moon and Sun are part of a larger system that includes other planets and smaller celestial bodies.
3. The Earth is part of a larger space system that is affected by energy and gravity.
4. Our understanding of the universe has changed over time as a result of new observations and evidence.
5. Scientists answer questions through the scientific inquiry process.
Essential Questions: Students will keep considering…
•
•
•
•
What causes seasons?
How does gravity and motion affect objects in space?
How are celestial bodies classified within the Solar System?
How have our understandings of the universe changed since the development of new technologies?
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Students Will Know…
Rotation & Revolution (Seasons)
Standard
Students Will Be Able to …
Rotation & Revolution (Seasons)
Standard
•
In the Northern Hemisphere, the Sun appears lower in the
sky during the winter and higher in the sky during the
summer
UN2A7c
•
Illustrate and explain a day as the time it takes a planet to
make a full rotation about its axis
UN2C7a
•
•
UN2A7d
Diagram the path (orbital ellipse) the Earth travels as it
revolves around the Sun
UN2C7b
In winter, the Sun appears to rise in the Southeast and set
in the Southwest, accounting for a relatively short day
length, and, in summer, the Sun appears to rise in the
Northeast and set in the Northwest, accounting for a
relatively long day length
•
Illustrate and explain a year as the time it takes a planet to
revolve around the Sun
UN2C7c
•
•
UN2A7e
Explain the relationships between a planet’s length of year
(period of revolution) and its position in the solar system
UN2C7d
The Sun is never directly overhead when observed from
North America
•
•
•
Relate the axial tilt and orbital position of the Earth as it
revolves around the Sun to the intensity of sunlight falling on
different parts of the Earth during different seasons
UN2C7g
One revolution on Earth equals one year.
One rotation on Earth’s axis equals one day.
•
•
Earth’s seasons are caused by the tilt of the axis as Earth
revolves around the sun.
Relate the apparent east-to-west changes in the positions of
the Sun, other stars, and planets in the sky over the course of
a day to Earth’s counterclockwise rotation about its axis
UN2A7a
•
Describe the pattern that can be observed in the changes in
number of hours of visible sunlight, and the time and location
of sunrise and sunset, throughout the year
UN2A7b
Gravity
• Every object exerts a gravitational force of attraction on
every other object.
FM2B7a
•
FM2B7b
•
An object’s weight is a measure of the gravitational force
of a planet/moon acting on that object.
Gravity assisted in the formation of the solar system and
continues to hold the planets in their places as they orbit
the sun.
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Gravity
• Compare the amount of gravitational force acting between
objects (which is dependent upon their masses and the
distance between them)
FM2B7c
•
Describe how the Earth’s gravity pulls any object on or near
the Earth toward it (including natural and artificial satellites)
UN2D7a
•
Describe how the planets’ gravitational pull keeps satellites
and moons in orbit around them
UN2D7b
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•
Earth, Moon, Sun
•
The moon rises later each day due to its revolution around
the Earth in a counterclockwise direction
UN2B7b
•
The Moon is in the sky for roughly 12 hours in a 24-hour
period (i.e., if the Moon rises at about 6 P.M., it will set at
about 6 A.M.)
UN2B7c
One half of the Moon is always facing the Sun and,
therefore, one half of the Moon is always lit
UN2B7d
The phases of the moon are due to the relative positions of
the Moon with respect to the Earth and Sun
UN2C7f
•
•
•
Describe how the Sun’s gravitational pull holds the Earth and
other planets in their orbits
UN2D7c
Earth, Moon, Sun
• Relate the apparent change in the moon’s position in the sky
as it appears to move east-to-west over the course of a day to
Earth’s counterclockwise rotation about its axis
UN2B7e
•
Describe how the appearance of the moon that can be seen
from Earth changes approximately every 28 days in an
observable pattern (moon phases)
UN2B7f
•
Describe how the moon’s relative position changes as it
revolves around the Earth
UN2C7e
•
Observe the change in time and location of moon rise, moon
set, and the moon’s appearance relative to time of day and
month over several months, and note the pattern in this
change
UN2B7a
Solar and lunar eclipses are determined by the relative
position of the Sun, Earth, and Moon.
Solar System
• The solar system consists of planets and their moons,
comets, meteoroids, and asteroids that all orbit the Sun.
The inner planets—Mercury, Venus, Earth, and Mars—are
the closest planets to the Sun.
• The outer planets—Jupiter, Saturn, Uranus, and
Neptune—are the farthest planets from the Sun.
• The meteor “family” includes meteoroids, meteors, and
meteorites.
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Solar System
• Classify celestial bodies in the solar system into categories:
Sun, moon, planets, and other small bodies (i.e., asteroids,
comets, meteors), based on physical properties
•
Compare and contrast the size, composition, atmosphere, and
surface of the planets (inner vs. outer) in our solar system and
Earth’s moon
•
Identify the relative proximity of common celestial bodies
(i.e., Sun, moon, planets, smaller celestial bodies such as
comets and meteors, other stars) in the sky to the Earth
•
Describe how the Earth’s placement in the solar system is
favorable to sustain life (i.e., distance from the Sun,
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UN1A7a
UN1A7b
UN1A7c
UN1B7a
Revised 20__
temperature, atmosphere)
Distance in Space
•
•
•
•
Energy from the Sun is transferred to Earth in a range of
wavelengths and energy levels, including visible light,
infrared radiation, and ultraviolet radiation (DOK 2)
Stars are separated from one another by vast and different
distances, which causes stars to appear smaller than the
Sun.
A light year is a measurement of distance.
Most of the information we know about the universe
comes from the electromagnetic spectrum.
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ME2C6a
•
Compare and contrast the characteristics of Earth that support
life with the characteristics of other planets that are
considered favorable or unfavorable to life (e.g., atmospheric
gases, extremely high/low temperatures)
UN1B7b
•
Explain how technological improvements, such as those
developed for use in space exploration, the military, or
medicine, have led to the invention of new products that may
improve lives here on Earth (e.g., new materials, freeze-dried
foods, infrared goggles, Velcro, satellite imagery, robotics,
lasers)
ST1Aa
Distance in Space
• Compare the distance light travels from the Sun to Earth to
the distance light travels from other stars to Earth using light
years.
•
UN1C7a
Describe how technological solutions to problems (e.g.,
storm water runoff, fiber optics, windmills, efficient car
design, electronic trains without conductors, sonar, robotics,
Hubble telescope) can have both benefits and drawbacks
(e.g., design constraints, unintended consequences, risks)
(Assessed Locally)
UN1C7b
ST1Ca
Inquiry
• Formulate testable questions and hypotheses
IN1A6a
•
Identify and describe the importance of the independent
variable, dependent variables, control of constants, and
multiple trials to the design of a valid experiment
IN1A6b
•
Design and conduct a valid experiment
IN1A6c
•
Evaluate the design of an experiment and make suggestions
for reasonable improvements or extensions of an experiment
IN1A6d
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•
Recognize different kinds of questions suggest different
kinds of scientific investigations (e.g., some involve
observing and describing objects, organisms, or events; some
involve collecting specimens; some involve experiments;
some involve making observations in nature; some involve
discovery of new objects and phenomena; some involve
making models)
IN1A6e
•
Make qualitative observations using the five senses.
IN1B6a
•
Measure length to the nearest millimeter, mass to the nearest
gram, volume to the nearest milliliter, temperature to the
nearest degree Celsius, force (weight) to the nearest Newton,
time to the nearest second
IN1B6d
•
Calculate the range and average/mean of a set of data
IN1B7g
•
Use quantitative and qualitative data as support for
reasonable explanations (conclusions)
IN1C6a
•
Use data as support for observed patterns and relationships,
and to make predictions to be tested
IN1C6b
•
Analyze whether evidence (data) and scientific principles
support proposed explanations (hypotheses, laws, theories)
IN1C6e
•
Communicate the procedures and results of investigations
and explanations through:
⇛ oral presentations
⇛ drawings and maps
⇛ data tables (allowing for the recording and analysis of data
relevant to the experiment, such as independent and
dependent variables, multiple trials, beginning and ending
times or temperatures, derived quantities)
⇛ graphs (bar, single line, pictograph)
⇛ equations and writings
IN1D6a
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Literacy
• Summarize the broad ideas and specific conclusions made in
a text, basing the summary on textual information rather than
on prior knowledge or opinions.
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RST.2
•
Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical
tasks.
RST.3
•
Determine the meaning of key terms, symbols, and domainspecific vocabulary used in a text.
RST.4
•
Analyze how each major part of a text contributes to an
understanding of the topic discussed in the text.
RST.5
•
Analyze the purpose of an experiment or explanation in a
text, including defining the problem or question to be
resolved.
RST.6
•
Integrate information provided by the words in a text with a
version of that information expressed graphically (e.g., in a
flowchart, diagram, model, graph, or table).
RST.7
•
Distinguish facts or reasoned judgments based on research
findings from opinions.
RST.8
•
Compare and contrast the information gained from
experiments, simulations, video or multimedia sources with
that gained from reading a text on the same topic.
RST.9
•
Read informational text independently, proficiently, and
fluently in the grades 6-8 text complexity band; read
“stretch” text with scaffolding as needed.
RST.10
•
Write arguments focused on discipline-specific content in
which they:
a. Introduce a claim about a topic or issue, distinguish it
from alternate or opposing claims, and organize the
reasons, data, and evidence logically to support the
WHST.1
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claim.
b. Support the claim with logical reasoning and
detailed, accurate data and evidence (science) or
information from credible primary, secondary, and
tertiary sources (history).
c. Use words and phrases as well as domain-specific
vocabulary to make clear the relationships among
claims, reasons, data, and evidence.
d. Sustain an objective style and tone.
e. Provide a concluding statement or section that
follows logically from the argument.
• Write informative/explanatory texts, including the narration
of historical events or scientific procedure/experiments, in
which they:
a. Use precise language and domain-specific
vocabulary and sustain a formal, objective style
appropriate for a reader seeking information.
b. Provide a conclusion that follows logically from the
information or explanation presented.
• Students’ narrative skills continue to grow in these grades.
The Standards require that students be able to incorporate
narrative elements effectively into arguments and
informative/explanatory texts. In science, student must be
able to write precise enough descriptions of the step-by-step
procedures they use in their investigations that others can
replicate them and (possibly) reach the same results.
• Produce writing in which the organization, development,
substance, and style are appropriate to task, purpose, and
audience.
• Gather relevant information from multiple print and digital
sources using effectively tailored searches; assess the
credibility and accuracy of each sours; and quote or
paraphrase the evidence, avoiding plagiarism and following a
standard format for citation.
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WHST.3
WHST.4
WHST.8
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• Write in response to informational sources, drawing on
textual evidence to support analysis and reflection as well as
to describe what they have learned.
•
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 tasks, purposes, and
audiences.
WHST.9
WHST.10
Technology
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Communication and Collaboration: Students use digital media
and environments to communicate and work collaboratively,
including at a distance, to support individual learning and
contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or
others employing a variety of digital environments and
media
b. Communicate information and ideas effectively to
multiple audiences using a variety of media and formats
c. Develop cultural understanding and global awareness by
engaging with learners of other cultures
d. Contribute to project teams to produce original works or
solve problems
ISTE-S.2
Technology Operations and Concepts: Students demonstrate a
sound understanding of technology concepts, systems, and
operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new
technologies
ISTE-S.6
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Understanding
#1
Standards
UN2C7g
UN2C7b
UN2C7c
UN2A7b
RST.3
RST.4
RST.8
RST.9
WHST.1
ISTE-S.2
ISTE-S.6
EVIDENCE of LEARNING
Unit Performance Assessment:
Description of Assessment Performance Task(s):
The Great Seasons Debate
This performance task is intended to be used as a culminating assessment following a series of lessons
that addresses what factors actually cause seasons and which are commonly held misconceptions.
Students first examine 3 claims about what causes seasons, and predict which are accurate. Students
are then challenged to collect and analyze data using an online interactive applet that either provides
evidence to support their predictions about each claim or proves it to be a misconception. Literacy,
note taking and argumentative elements are an essential part of the process and interwoven into final
R.A.F.T. product where students produce a draft of an e-mail addressed to their teacher identifying
whether each claim is factual or a misconception using data and notes to justify their position on each.
R/R Quadrant
D
See Appendix 4.A: ES4-The Great Seasons Debate
Teacher will assess:
• Claim has been identified.
• Justification of the claim
• Adequate notes
• Final product is organized, legible, and complete
Performance:
Mastery:
• Accurate content information
• Application of Literacy Standards
• Completion using R.A.F.T. format
• Personalization and creativity
Scoring Guide:
See Appendix 4.B: ES4-The Great Seasons Debate Answer Key
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SAMPLE LEARNING PLAN
Pre-assessment: Please see Appendix 4.C – ES4 Pre-Assessment.
Appendix 4.D – ES4 Pre-Assessment Blueprint
Understanding
Standards
Major Learning Activities:
Instructional Strategy:
R/R
Quadrant:
1. Activity: Seasons: Why Do We Have Them
#1
UN2C7g
IN1C6a
IN1C6b
IN1A6a
RST.3
RST.4
RST.7
WHST.1
ISTE-S.1
Students will use a Gizmo exploration to learn why the temperature in the
summertime is higher than it is in the winter by studying the amount of light striking
the Earth. They will experiment online with a plate detector to measure the amount
of light striking the plate as the angle of the plate is adjusted and then measure the
incoming radiation on each plate. They will also use a group of plates placed at
different locations on the Earth to simulate various geographical locations.
Similarities and
Differences
D
Generating and
Testing
Hypotheses
Objective: Describe how the tilt of Earth’s axis as it revolves around the Sun affects the
angle and intensity of the Sun’s energy causing seasonal temperature
differences on Earth.
Appendix Documents: 4.E – ES4 Seasons: Why Do we Have Them
4.F – ES4 Seasons: Why Do we Have Them Answer Key
#1
UN2C7g
UN2C7b
UN2C7c
UN2A7b
UN2A7d
IN1B6a
IN1C6a
IN1C6b
IN1D6a
RST.3
RST.4
RST.5
RST.7
WHST.1
ISTE-S.1
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2. Activity: Seasons in 3-D
Using a 3-D model in a Gizmo simulation, students are able to gain an
understanding of the causes of seasons by observing Earth as it orbits the Sun. They
are able to observe the path of the Sun across the sky on any date and from any
location. They will then create graphs of solar intensity and day length, and use
collected data to describe and explain seasonal changes.
Similarities and
Differences
D
Modeling
Objective: Describe the relationship between the Earth’s axial tilt and the position of the
Sun in the sky as it relates to the number of daylight hours.
Appendix Documents: 4.G – ES4 Seasons in 3D
4.H – ES4 Seasons in 3D Answer Key
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#1
#2, #3
UN2B7d
UN2B7f
UN2C7e
UN2C7f
IN1A6a
IN1A6e
IN1B6a
IN1C6b
IN1C6e
RST.3
RST.4
RST.6
RST.7
WHST.1
3. Activity: Phases of the Moon
UN1A7a
FM2B7c
UN2C7b
UN2C7c
UN2C7d
UN2D7a
UN2D7b
UN2D7c
IN1B8a
IN1B8c
IN1B8d
IN1B8e
IN1B8g
IN1C8a
IN1C8b
IN1D8b
RST.2
RST.3
RST.4
RST.7
RST.9
WHST.1
WHST.2
WHST.4
4. Activity: Gravity Simulation Lab
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In this Gizmo simulation, students will gain an understanding of the phases of the
Moon by observing the positions of the Moon, Earth and Sun. By running the
simulation, students will be able to observe how the moon’s appearance seems to
change as it revolves around the Earth. They will also be able to view how much of
the Moon’s surface is illuminated by the Sun. In analyzing both of the observations,
they will then be able to discuss why we see Moon phases.
Generating and
Testing
Hypotheses
C
Nonlinguistic
Representations
Objective: Analyze how the relative position of the Earth, Moon, and Sun result in
changes in the appearance of the moon known as moon phases.
Appendix Document: 4.I – ES4 Phases of the Moon
4.J – ES4 Phases of the Moon Answer Key
Students use an online interactive simulation to explore how gravity and inertia
work together to hold objects in the Solar System in orbit, and how these celestial
bodies are classified based on what they orbit. They analyze the relationship of
distance and mass on gravity, as well as upon a satellite’s orbital velocity by
making predictions, collecting data and calculating velocity to determine if their
predictions are accurate. An integral part of the process is reading and evaluating
four general rules/principals related to gravity and determining which rule/principle
best applies in various scenarios they explore in the simulation.
Generating and
Testing
Hypotheses
D
Nonlinguistic
Representations
Similarities and
Differences
Objective: Identify and analyze the effect of changing mass and distance on the force of
gravity and how it affects a planet and/or satellites orbital velocity and motion.
Appendix Documents: 4.K – ES4 Gravity Simulation Lab
4.L – ES4 Gravity Simulation Lab Answer Key
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#3, #5
#2
WHST.9
ISTE-S.1
FM2B7c
IN1A6a
IN1A6b
IN1A6c
IN1A6d
IN1B6a
IN1B6d
IN1B7g
IN1C6a
IN1Da
RST.4
WHST.2
WHST.3
UN1A7a
UN1A7b
UN1A7c
UN1C7b
RST3
RST4
RST7
RST10
WHST.1
5. Activity: Speeding Around the Sun
Students will work in partners to construct a model using string, a washer, and a rubber
stopper to investigate how a planet’s distance from the sun is related to its period of
revolution. During the experiment, students will form hypotheses, collect and analyze data
to form conclusions based on their results.
Generating and
Testing
Hypotheses
C
Modeling
Objective: Explain how a planet’s distance from the sun affects its period of revolution.
Appendix Documents: 4.M – ES4 Speeding Around the Sun
4.N – ES4 Scientific Method student handout
6. Activity: Solar System Strip Activity
Students work in groups creating a scale size model to compare and contrast the size,
composition, atmosphere, and other characteristics of the planets in the Solar System.
They will discover the relationship between orbital speed and a planet’s distance from the
Sun. New units of measurement, such as astronomical units and light years are introduced.
Similarities and
Differences
B
Nonlinguistic
Representations
Objective: Construct and calculate scale size model of the Solar System determining and
discovering the relationship of orbital speed and a planet’s distance from the Sun.
Appendix Document: 4.P – ES4 Solar System Strip Activity
#2, #4
UN1A7a
RST.2
RST.4
WHST.4
WHST.8
7. Activity: Solar System Trading Cards
Students will create a set of trading cards for the different objects in the Solar System.
They will use a variety of resources (Internet, text, magazines) to draw a picture of the
object on one side of the trading card and at least 5 facts about that object on the other side.
Students could use the trading cards in the Quiz Quiz trade cooperative learning strategy.
Objective: Identifying physical properties of objects in the solar system
Nonlinguistic
Representation
B
Cooperative
LearningQuiz, Quiz, Trade
Appendix Document: 4.Q – ES4 Solar System Trading Cards
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UNIT RESOURCES
Teacher Resources:
• www.brainpop.com – Electromagnetic Spectrum
• United Streaming – A Spin Around the Solar System: How the Solar System Works
• United Streaming—A Spin Around the Solar System: Moon Dance
• http://phet.colorado.edu/en/simulations/category/new
• http://www.wunderground.com/maps/
• Video—Bill Nye-A Reason for the Seasons
• United Streaming—Greatest Discoveries with Bill Nye: Astronomy
• Brain Pop: Seasons
• Brain Pop: Leap Year
• Brain Pop: Solstice & Equinox
• Brain Pop: Moon
• Brain Pop: Moon Phases
• Brain Pop: Solar System
• Brain Pop: Tides
• Brain Pop: Comets
• Brain Pop: Asteroids
• Brain Pop: Gravity
Student Resources:
• www.brainpop.com – Electromagnetic Spectrum
• United Streaming – A Spin Around the Solar System: How the Solar System Works
• http://phet.colorado.edu/en/simulations/category/new
• http://www.wunderground.com/maps/
• Brain Pop: Seasons
• Brain Pop: Leap Year
• Brain Pop: Solstice & Equinox
• Brain Pop: Moon
• Brain Pop: Moon Phases
• Brain Pop: Solar System
• Brain Pop: Tides
• Brain Pop: Comets
• Brain Pop: Asteroids
• Brain Pop: Gravity
FHSD Academics ___
Curriculum 2.0
Page 47
Revised 20__
Vocabulary:
• Rotation– the Earth spinning on its axis.
• Revolution – Earth’s yearlong elliptical orbit around the sun.
• Orbit– curved path followed by a satellite as it revolves around an object.
• Ellipse—elongated, closed curve that describes Earth’s yearlong orbit around the Sun.
• Day—the time for one complete rotation of Earth on its axis.
• Year—the time for one complete revolution around the Sun
• Axis—imaginary vertical line around which Earth spins.
• Solstice—twice-yearly point at which the Sun reaches its greatest distance north or south of the equator.
• Moon phase—change in appearance of the Moon as viewed from the Earth, due to the relative positions of the Moon, Earth, and Sun.
• Equinox—the two days of the year on which neither hemisphere is tilted toward or away from the sun.
• Lunar eclipse—occurs when Earth’s shadow falls on the Moon.
• Solar eclipse—occurs when the Moon passes directl6y between the Sun and Earth and casts a shadow over part of Earth.
• Waxing—describes phases following a new moon, as more of the Moon’s lighted side becomes visible.
• Waning—describes phases that occur after a full moon, as the visible lighted side of the Moon grows smaller.
• Gravity—a force that pulls objects toward each other.
• Astronomical unit—the mean distance between the Earth and the sun.
• Light year—the distance that light travels in one year, about 9.5 million million (trillion) kilometers.
• Satellite—an object that revolves around another object in space.
• Asteroid—Rocky objects revolving around the sun that are too small and numerous to be considered planets.
• Meteoroid—a chunk of rock or dust in space.
• Comets—a loose collection of ice, dust and small rocky particles, typically with a long, narrow orbit of the sun.
FHSD Academics ___
Curriculum 2.0
Page 48
Revised 20__