Earth and space science I



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EARTH AND SPACE SCIENCE I
The Nature of Science

Scientific knowledge is scientists’ best explanations for the data from many investigations. Ideas about objects in the microscopic world that we cannot directly sense are often understood in terms of concepts developed to understand objects in the macroscopic world that we can see and touch. Student work should align with this process of science and should be guided by those principles. Students should also understand that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures. These concepts should be woven throughout daily work.





Standard 1: The Universe

Core Standard: Describe the age. Origin and evolution of the universe. (ES.1.1)

Core Standard: Describe the size and organization of stars and galaxies found within the universe. (ES.1.2, ES.1.3, ES.1.4)








SKILLS

SUGGESTED ACTIVITIES

ASSESSMENT

ES.1.1

Describe the Big Bang Theory and understand that evidence to support the formation of the universe and its age is found in Hubble’s law and the cosmic background microwave radiation. Describe the role of gravitational attraction in formation of stars and galaxies.


How the Earth was made DVD



  • Selected text readings

  • Chart/drawings

  • Stellar evolution-tape

  • Run away universe- tape

  • Handout- Big Bang Theory

  • Compare/contrast paper (Big Bang, Intelligent, design & Creatinoism)




*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.1.2

Differentiate between the different types of stars, including our sun, found on the Hertzsprung – Russell diagram. Compare and contrast the evolution of stars of different masses.


  • Intanct research

  • Hertzsprung –Russel

  • Compare/ contrast

  • Report:evolutional stands- include pictures

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.



ES.1.3

Understand and discuss the basics of the fusion processes, which are the source of energy of stars and the formation of the elements.


  • Selected readings

  • Handout stellar evolution

  • Lecture: fission/fusion

  • Ppt.

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.1.4

Understand and explain the hierarchical relationship and scales of planetary systems, stars, multiple-star systems, star clusters, galaxies and galactic groups in the universe.


  • Scale drawing of out solar system

  • Handout 1. Characterisitics

  • 2. Star groups

  • 3. Viewing the Universe

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.




Standard 2: The Solar System

Core Standard: Describe the age, origin and evolution of our solar system and describe the characteristics of objects in the solar system. (ES.2.1, ES.2.2, ES.2.3)
Core Standard: Recognize the role of gravity and other forces in determining the motion of bodies in the solar system. (ES.2.4)








SKILLS

SUGGESTED ACTIVITIES

ASSESSMENT

ES.2.1

Understand and discuss the nebular theory concerning the formation of solar systems. Include in the discussion the roles of planetesimals and protoplanets.




  • Handout-formation of solar system

  • Selcted readings

  • lecture

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.2.2

Describe the characteristics of the various kinds of objects in the solar system (e.g., planets, satellites, comets and asteroids). Recognize that planets have been identified orbiting stars other than the sun.


  • Chart/poster

  • Selected text reading

  • Handout 1. Movements of earth

  • 2. Molded solar system

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.2.3

Recognize that the sun is the main source of external energy for the Earth. Describe the cycles of solar energy and some of their impacts on the Earth.


  • SOHO- Internet research

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.



ES.2.4

Describe the motions of the various kinds of objects in our solar system (e.g., planets, satellites, comets and asteroids). Explain that Kepler’s laws determine the orbits of those objects and know that Kepler’s laws are a direct consequence of Newton’s law of Universal Gravitation together with his laws of motion.


  • Orbital/ diagrams

  • Gravitational pull demonstration

  • Internet research on kepler and newton

  • Models of solar system Handout

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.



Standard 3: The Earth

Core Standard: Recognize and describe that earth sciences address planet-wide interacting systems (e.g., the oceans, the air, solid ground, and life on Earth) and interactions with the solar system. (ES.3.1, ES.3.2, ES.3.3)
Core Standard: Examine the interrelationships between society and the planet-wide interacting systems and understand the basic physical and chemical laws that control these interactions. (ES.3.4)








SKILLS

SUGGESTED ACTIVITIES

ASSESSMENT

ES.3.1

Understand that the Earth system contains fixed amounts of each stable chemical element and that each element moves among reservoirs in the solid earth, oceans, atmosphere and living organisms as part of biogeochemical cycles (i.e., nitrogen, water, carbon, oxygen and phosphorus cycle), which are driven by energy from within the earth and from the sun.





  • Lecture: cycles

  • Use/draw charts

  • H.O. Energy in the Earth System

  • Directed reading “Energy in Earth Space”




  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.3.2

Demonstrate the possible effects of atmospheric changes brought about by natural and human-made processes.


  • Lecture: green house effect/ Acid Rain

  • Common questions about climate chage

  • Internet

  • Film energy crossroads

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.3.3

Identify and differentiate between renewable and nonrenewable resources present within Earth’s systems. Describe the possible long-term consequences that increased human consumption has placed on natural processes that renew some resources.



  • Selected readings

  • Lecture

  • Compare/contrast

  • Film renewable energy green energy saved by the sun

  • Research human population &natural resources/conservation

  • Presentaion pamphlets (trade show Handout)

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.3.4

Recognize that fundamental physical and chemical laws control past, present and future dynamic interactions between and within Earth systems.



  • Explain physical and chemical laws during each section

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.




Standard 4: The Atmosphere and Hydrosphere

Core Standard: Understand the structure and circulation of Earth’s atmosphere and hydrosphere and explain how natural and human factors may interact with these processes. (ES.4.1, ES.4.2)
Core Standard: Understand that both weather and climate involve the transfer of matter and energy throughout the atmosphere and hydrosphere, driven by solar energy and gravity. 9ES.4.3, ES.4.4, ES.4.5, ES.4.6)








SKILLS

SUGGESTED ACTIVITIES

ASSESSMENT

ES.4.1

Examine the origins, structure, composition, and function of Earth’s atmosphere. Include the role of living organisms in the production and cycling of atmospheric gases.




  • Selected reading

  • Lecture/diagram

  • H.O. charateristics of the atmosphere

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.4.2

Describe the relationships among evaporation, precipitation, ground water, surface water, and glacial systems in the water cycle. Discuss the effect of human interactions with the water cycle.



  • Film water cycle

  • Drawing/poster of water cycle

  • Lecture/ selected readings

  • “size and shape of Rain Drop lab”

  • H.O. atmosphere circulation

  • H.O. H2O cycle

  • H.O. clouds/ fog

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.4.3

Explain the importance of heat transfer between and within the atmosphere, land masses, and bodies of water.

  • Reading

  • Solar energy/ atmospheres

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.



ES.4.4

Understand and describe the origin, life cycle, and behavior of weather systems and methods of predicting them. Investigate the causes of severe weather and propose appropriate safety measures that can be taken in the event of severe weather.


  • Selected reading

  • Lecture

  • View dalor weather info/lab

  • H.O. –weather instruments

  • Air mass

  • Fronts

  • Forcasting

  • Weather mapping project online hurricane/ tornado video

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.4.5

Explain the role of Milankovitch cycles (rotation, revolution, and procession of axis) on differential heating of Earth, leading to climate change such as the cycles of glaciations.


  • Globe demonstration

  • Utilize students to demo roation and revolution

  • Vocabulary ppt.

  • Movements of the moon

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.4.6

Understand the origin, effects and uses of tides.


  • View- tides- video

  • Reading

  • H.O. tides

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.




Standard 5: The Solid Earth

Core Standard: Understand the structural and compositional layers of the earth, its magnetic field, and how this knowledge is based on data from direct and indirect observation. (ES.5.1, ES.5.2, ES.5.3, ES.5.4, ES.5.5)
Core Standard: Understand how the processes of rock formation, weathering, sedimentation, and reformation continually shape the surface of the Earth. (ES.5.6, ES.5.7)








SKILLS

SUGGESTED ACTIVITIES

ASSESSMENT

ES.5.1

Describe the large-scale, compositional layers of the Earth.





  • H.O. compostition of earth

  • Drawing

  • Identity- parts of clay model- lab

  • Density lab




  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.5.2

Understand the origin and effects of Earth’s magnetic field.



  • How the eart was made pup

  • A unique earth(H.O.)

  • Compass Activity

  • E.S.: determining relative age video (holt McDougal Series)

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.5.3

Compare and contrast the properties of rocks and minerals. Explain the uses of rocks and minerals, particularly those found in Indiana, in daily life.


  • Rock lab- density

  • Rock-Identification

  • H.O. rock cycle

  • H.O. types of rock

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.



ES.5.4

Illustrate the various processes involved in the rock cycle and discuss the conservation of matter during formation, weathering, sedimentation and reformation.



  • Charts/drawings

  • Powerpoint presentation

  • Understanding rock layers Video

  • Field trip

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.5.5

Understand the concepts of relative and absolute geologic time and their measurement by means of evidence from fossils and radioactive dating.



  • Reading

  • H.O. relative & absolute dating

  • Fossil read- evidence

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.5.6

Understand the role of changing sea level and climate in the formation of the sedimentary rocks of Indiana.


  • Interent research

  • New war limestone formed in IN

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.5.7

Explain how sea level changes over time have exposed continental shelves, created and destroyed inland seas, and shaped the surface of the land.


  • Selected reading

  • Lecture/ graphs

  • Coastal erosion & Deposition

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.





Standard 6: Earth Processes

Core Standard: Understand the cyclical nature of processes that modify the Earth and how humans interact with these cycles. (ES.6.1, ES.6.2, ES.6.3)
Core Standard: Understand the role of plate tectonics in controlling the large scale structure of Earth’s surface. Understand how the dynamic Earth impacts human society. (ES.6.4, ES.6.5)








SKILLS

SUGGESTED ACTIVITIES

ASSESSMENT

ES.6.1

Investigate and discuss how humans affect and are affected by geological systems and processes.




  • Research famous volcanoes, earthquakes, and Tsunamis

  • H.O. Earthquakes & society




  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.6.2

Differentiate among the processes of weathering, erosion, transportation of materials, deposition and soil formation.


  • Read selected articles

  • Lecture

  • Form powerpoint presentation showing examples

  • Deformation of the crust Holt Mcdougal Series

  • H.O. weathering process rate of weathering erosion soil formation

  • Soil samples labs-Soil compostion

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.6.3

Explain the origin of geologic features and processes that result from plate tectonics (e.g., earthquakes, volcanoes, trenches and mountain ranges).



  • H.O. how do mountains form

  • How and where earth quakes happen

  • Yout tube yellowstone national park

  • Build models of igneous features (topograhic land form models)

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.6.4

Understand and discuss the development of plate tectonic theory, which is derived from the combination of two theories: continental drift and seafloor spreading.


  • Films (many)

  • Lecture

  • H.O. plate tectonics & contential drift

  • Chasing conitinets

  • “plate tectonics” Holt McDougal Series

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.

ES.6.5

Explain that the source of Earth’s energy, which drives the process of tectonics, is derived from the decay of radioactive isotopes and gravitational energy from Earth’s original formation.


  • DVD how the earth was made

  • Tests (essay, multi-choice, t/f, etc)

  • Quiz (vocab, concept, section)

  • Film summary/critique

  • Lab Reports

  • PowerPoint Presentation, Posters, Pamphlets, Essay, Research Paper

  • In class discussion q and a

*Any or all assessments listed can be utilized to effectively gauge student learning.


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