Earth Science ® NMHZ HS Curriculum Guidemvcsd.sharpschool.net/UserFiles/Servers/Server_87286/File...This curriculum for The Physical Setting/Earth Science is organized into instructional

MOUNT VERNON CITY SCHOOL DISTRICT

Earth Science ®NMHZ HS

Curriculum Guide

THIS HANDBOOK IS FOR THE IMPLEMENTATION OF THE EARTHSCIENCE ® CURRICULUM IN MOUNT VERNON.

2015-16

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Mount Vernon City School District

Board of Education

Adriane SaundersPresident

Serigne GningueVice President

Board TrusteesCharmaine FearonRosemarie Jarosz

Micah J.B. McOwenOmar McDowell

Darcy MillerWanda WhiteLesly Zamor

Superintendent of SchoolsDr. Kenneth Hamilton

Deputy SuperintendentDr. Jeff Gorman

Assistant Superintendent of BusinessKen Silver

Assistant Superintendent of Human ResourcesDenise Gagne-Kurpiewski

Administrator of Mathematics and Science (K-12)Dr. Satish Jagnandan

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ACKNOWLEDGEMENTS

The Department of Curriculum and Instruction and Secondary Science ArticulationCommittee embarked upon a long range plan of curriculum development for thehigh schools. Teachers of every subject area from Mount Vernon and NellieThornton High School’s were joined by district administrator in the curriculumrevision process. The educators gave many personal hours and demonstratedexceptional commitment to this critical task.

The New York State Learning Standards and, in some cases, the Core Curriculumformed the basis for decisions regarding the identification of grade levelobjectives, learning activities and assessments. Each set of performance objectivesdescribes what a student should be able to do or understand by the end of the year,with a particular focus or the development of critical thinking ability and problemsolving skills.

This document is by no means completed; the modifications will depend upon itsuse. We hope that during the next year the school staff will explore, develop, andrecord the strategies deemed most successful in helping students meet the gradelevel objectives. Also, the order of units and their time frames should be revisitedafter a year of implementation.

Much credit goes to school leaders who organized the efforts of the teachers whocollaborated on this project.

Thank you.

Dr. Satish Jagnandan

Administrator for Mathematics and Science (K-12)

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TABLE OF CONTENTS

I. COVER …..……………………………………....... 1

II. MVCSD BOARD OF EDUCATION …..……………………………………....... 2

III. ACKNOWLEDGEMENTS …..……………………………………....... 3

IV. TABLE OF CONTENTS …..……………………………………....... 4

V. IMPORTANT DATES …..……………………………………....... 5

VI. VISION STATEMENT …..……………………………………....... 6

VII. ATTRIBUTES OF AN EXEMPLARY SCIENCE PROGRAM ……………. 7

VIII. PREFACE …..……………………………………....... 8

IX. REGENTS CURRICULUM …..……………………………………....... 9

X. LAB-PRACTICAL PERFORMANCE COMPONENT ..……………………... 10

XI. EARTH SCIENCE ® CORE CURRICULUM MAP ..……………………... 12

XIII. EARTH SCIENCE ® PACING GUIDE ..……………………... 24

XVI. SYSTEMATIC DESIGN OF A SCIENCE LESSON ..……………………... 41

XVII. SCIENCE GRADING POLICY ..……………... 44

XIX. SETUP OF THE SCIENCE CLASSROOM ..……………... 45

XX. WORD WALLS ARE DESIGNED ..……………... 46

XXI. SCIENCE CLASSROOM AESTHETICS ..……………... 47

XXII. FORMAL LAB REPORT FORMAT ..……………... 48

This document was prepared by the Mount Vernon City School District Curriculum and

Instruction Department in conjunction with the Secondary Science Articulation Committee.

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IMPORTANT DATES 2015-16

REPORT CARD – 10 WEEK PERIOD

MARKINGPERIOD

MARKINGPERIODBEGINS

INTERIMPROGRESSREPORTS

MARKINGPERIOD

ENDS

DURATION REPORT CARDDISTRIBUTION

MP 1 September 8,2015

October 9,2015

November 13,2015

10 weeks Week ofNov. 23, 2015

MP 2 November 16,2015

December 18,2015

January 29,2016

10 weeks Week ofFebruary 8, 2016

MP 3 February 1,2016

March 11,2016

April 15,2016

9 weeks Week ofApril 25, 2016

MP 4 April 18,2016

May 20,2016

June 23,2016

10 weeks Last Day of SchoolJune 23, 2016

The Parent Notification Policy states “Parent(s) / guardian(s) or adult students are

to be notified, in writing, at any time during a grading period when it is apparent -

that the student may fail or is performing unsatisfactorily in any course or grade

level. Parent(s) / guardian(s) are also to be notified, in writing, at any time during

the grading period when it becomes evident that the student's conduct or effort

grades are unsatisfactory.”

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VISION STATEMENT

True success comes from co-accountability and co-responsibility. In a coherentinstructional system, everyone is responsible for student learning and studentachievement. The question we need to constantly ask ourselves is, "How are ourstudents doing?"

The starting point for an accountability system is a set of standards andbenchmarks for student achievement. Standards work best when they are welldefined and clearly communicated to students, teachers, administrators, andparents. The focus of a standards-based education system is to provide commongoals and a shared vision of what it means to be educated. The purposes of aperiodic assessment system are to diagnose student learning needs, guideinstruction and align professional development at all levels of the system.

The primary purpose of this Instructional Guide is to provide teachers andadministrators with a tool for determining what to teach and assess. Morespecifically, the Instructional Guide provides a "road map" and timeline forteaching and assessing the NYS Science Content Standards.

I ask for your support in ensuring that this tool is utilized so students are able tobenefit from a standards-based system where curriculum, instruction, andassessment are aligned. In this system, curriculum, instruction, and assessment aretightly interwoven to support student learning and ensure ALL students have equalaccess to a rigorous curriculum.

We must all accept responsibility for closing the achievement gap and improvingstudent achievement for all of our students.

Dr. Satish Jagnandan

Administrator for Mathematics and Science (K-12)

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ATTRIBUTES OF AN EXEMPLARY SCIENCE PROGRAM

1. The standards-based science program must ensure equity and excellence for allstudents.

2. It is essential that the science program focus on understanding importantrelationships, processes, mechanisms, and applications of concepts that connectmathematics, science and technology.

3. The science program must emphasize a hands-on and minds-on approach tolearning. Experiences must provide students with opportunities to interact with thenatural world in order to construct explanations about their world.

4. The science program must emphasize the skills necessary to allow students toconstruct and test their proposed explanations of natural phenomena by using theconventional techniques and procedures of scientists.

5. The science program must provide students with the opportunity to dialog anddebate current scientific issues related to the course of study.

6. The science program must provide opportunities for students to make connectionsbetween their prior knowledge and past experiences to the new information beingtaught. Student learning needs to be built upon prior knowledge.

7. The science program must incorporate laboratory investigations that allowstudents to use scientific inquiry to develop explanations of natural phenomena.These skills must include, but are not limited to, interpreting, analyzing,evaluating, synthesizing, applying, and creating as learners actively construct theirunderstanding.

8. The science program must assess students’ ability to explain, analyze, andinterpret scientific processes and their phenomena and the student performancedata generated by theses assessments must be used to focus instructional strategiesto meet the needs of all students.

9. The science program must be responsive to the demands of the 21st century byproviding learning opportunities for students to apply the knowledge and thinkingskills of mathematics, science and technology to address real-life problems andmake informed decisions.

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PREFACE

This curriculum for The Physical Setting/Earth Science is organized into instructional

units based on the key ideas and major understandings of the New York State curriculum.

These are further organized into specific objectives for lessons and laboratory activities to

be completed throughout the year.

This Physical Setting/Earth Science Core Curriculum was written to assist teachers and

supervisors as they prepare curriculum, instruction, and assessment for the Earth Science

content and process skills of the New York State Learning Standards for Mathematics,

Science, and Technology. The Core Curriculum is part of a continuum that elaborates the

science content of Standard 4, which identifies Key Ideas and Performance Indicators.

Key Ideas are broad, unifying, general statements of what students need to know. The

Performance Indicators for each Key Idea are statements of what students should be able

to do to provide evidence that they understand the Key Idea. As part of this continuum,

this Core Curriculum presents Major Understandings that give more specific detail to the

concepts underlying each Performance Indicator.

The topic content, skills, and major understandings address the content and process skills

as applied to the rigor and relevancy to be assessed by the Regents examination in

Physical Setting/Earth Science. Focus will also be on application skills related to real-

world situations. Assessments will test students’ ability to explain, analyze, and interpret

Earth science processes and phenomena, and generate science inquiry.*

*from New York State Core Curriculum: Physical Setting/Earth Science

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REGENTS CURRICULUM

The Mount Vernon City School District recognizes that the understanding of science is necessaryfor students to compete in today’s technological society. The study of science encouragesstudents to examine the world around them. As individuals, they will use scientific processesand principles to make informed personal and public decisions. Students will becomescientifically literate and apply scientific thinking, reasoning, and knowledge throughout theirlives.

All Regents science courses culminate in a NY State Regent's examination. All students enrolledin science Regents courses MUST take the June Examination. According to the State EducationDepartment regulations, all students must successfully complete the laboratory component of thecourse in order to be admitted to the Regent's examination.

In order to satisfy this requirement each student must:

1. Complete at least 30 full laboratory periods (1200 minutes)2. Complete a satisfactory written report for each laboratory experience3. Demonstrate proficiency in laboratory skills.

The format of the Regents Examination in Physical Setting/Earth Science will consist of threeparts: Part A (multiple choice), Part B (multiple choice and constructed response), and Part C(extended-constructed response). The concepts, content, and process skills associated withlaboratory experiences in Physical Setting/Earth Science that are aligned to the New York StateLearning Standards for Mathematics, Science, and Technology and the Core Curriculum forPhysical Setting/Earth Science will be assessed in Part B-1 (multiple choice), Part B-2(constructed response), and Part C (extended constructed response) of the Regents Examinationin Physical Setting/Earth Science.

The New York State Education Department will continue the New York State test developmentprocess for the “new” on-demand lab-practical performance component (Part D) for the RegentsExamination in Physical Setting/Earth Science.

The number of stations included on the “new” lab-practical performance component will bereduced from six stations to four stations so that the performance assessment can be administeredwithin one regular, 40-45 minute class period during the last two weeks of the course, but nolater than the day before the written examination.

The “new” lab-practical performance component (Part D) will be implemented for the first timeon the June 2007 administration of the Regents Examination in Physical Setting/Earth Science.

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LAB-PRACTICAL PERFORMANCE COMPONENT –THE PHYSICAL SETTING / EARTH SCIENCE REGENTS

EXAMINATION

The New York State Regents Examination in Physical Setting/Earth Science PerformanceTest – Part D

Materials ListThe New York State Regents Examination in Physical Setting/Earth Science consists of twocomponents: a laboratory performance test and a written test. A new form of the laboratoryperformance test is currently in the development process and will be administered for the firsttime in June 2008. The performance test consists of hands-on tasks set up at three stations. Thesetasks are designed to measure student achievement of the New York State Learning Standardsfor Mathematics, Science, and Technology as included in the Physical Setting/Earth ScienceCore Curriculum.

The three stations of the new performance component of the Regents Examination in PhysicalSetting/Earth Science are shown below along with a materials list for each station. The NewYork State Education Department will provide the test booklets, rating guides and other printedadministration materials. Schools are responsible for obtaining the performance task materialsand assembling them for the performance test administration.Students should be familiar with the content, concepts, and process skills assessed on theperformance tasks and should have performed similar tasks during the normal course ofinstruction. However, practice of any of the individual stations before this performancecomponent is administered is strictly prohibited.

STATION 1 - MINERAL AND ROCK IDENTIFICATIONMATERIALS (PER SETUP) One hand-sized mineral sample (approximate size: 5 cm x 7 cm x 10 cm). Any mineral can

be used, both familiar and unfamiliar, as long as the properties to be tested are clear andunmistakable. Do not use the same type of mineral at more than one station.

Three hand-sized rock samples to include one igneous rock, one sedimentary rock, and onemetamorphic rock - The rock samples can only be rocks listed on the rock identificationcharts from the 2001 edition Earth Science Reference Tables and must have unambiguousand unmistakable diagnostic properties. Use different rock combinations or rocks at eachstation.

Mineral identification kit containing a glass scratch plate, a streak plate, and a hand lens.

STATION 2 - LOCATING AN EPICENTERMATERIALS (PER SETUP) Safe drawing compass

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STATION 3 - CONSTRUCTING AND ANALYZING AN ASTEROID’S ELLIPTICALORBITMATERIALS (PER SETUP) Cotton string (approximately 30 cm) Triple-walled cardboard, foam board or other suitable material (approximately 25cm x 30

cm) Two push pins A small container to hold push pins One 30-cm metric ruler One four-function calculator

ADDITIONAL PREPARATION MATERIALS White enamel to label rock and mineral samples Page protectors for station directions (approximately 15 per setup) Tape Scissors

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THE PHYSICAL SETTING / EARTH SCIENCE ®CORE CURRICULUM MAP

EARTH IN SPACE – STARS AND GALAXIESUNIT: INTRODUCTION TO EARTH’S CHANGING ENVIRONMENT

UNIT: MEASURING EARTHUNIT: EARTH IN THE UNIVERSE

Topic Content Skills: “Students will be able to…” Core CurriculumMajor Understandings

Where are welocated in space?

How does theSun get itsenergy?

How does theSun compare toother stars?

How are starscategorized?

What happens tostars like the Sun,as they get older?

How can wedescribe someunusual stars?

How do we knowthat galaxiesmove?

How did theuniverse beginand planetsform?

Define and describe “galaxy”. Locate the sun’s position in the Milky Way Galaxy Understand why light years are used to measure

distances in space. Explain the composition of the sun and other stars

and the process of fusion. Explain the equilibrium between the inward pull of

gravity and the outward pull of fusion. Describe the structure, color and temperature of

the sun and other stars. Compare/contrast the temperature, color, mass and

luminosity of the sun to other stars. Explain the how stars are plotted on the

Temperature/ Luminosity Diagram (H-RDiagram).

Locate the position and give characteristics of theSun on the Temperature/ Luminosity Diagram.

Describe the evolution of the Sun and differentkinds of stars.

Explain why larger/hotter stars burn their fuelfaster and live shorter lives than the Sun.

Explain why stars are considered to be “factories”which create elements needed for future stellargeneration.

Explain the importance of the electromagneticspectrum in identifying some objects in theuniverse.

Describe the Big Bang theory of the origin of theuniverse.

Explain how red-shift (the Doppler Effect) andbackground radiation are evidence for anexpanding universe.

Understand that scientists are searching forinvisible mass that will explain continuedexpansion, implosion (Big Crunch), or oscillationof the universe.

Describe how the Sun/solar system formed 4.6billion years ago from the gas and dust (nebula)left behind by a previous star’s supernova.

Explain how the planets were formed by accretion. Explain the theories of the origin of the moon. Explain why astronomers say, “we are made of

star dust.”

1.2a The universe is vast andestimated to be over ten billion yearsold. The current theory is that theuniverse was created from anexplosion called the Big Bang.Evidence for this theory includes:- cosmic background radiation- a red-shift (the Doppler effect) in thelight from very distant galaxies.1.2b Stars form when gravity causesclouds of molecules to contract untilnuclear fusion of light elements intoheavier ones occurs. Fusion releasesgreat amounts of energy over millionsof years.- The stars differ from each other insize, temperature, and age.- Our Sun is a medium-sized starwithin a spiral galaxy of stars knownas the Milky Way. Our galaxycontains billions of stars, and theuniverse contains billions of suchgalaxies.1.2c Our solar system formed aboutfive billion years ago from a giantcloud of gas and debris. Gravitycaused Earth and the other planets tobecome layered according to densitydifferences in their materials.- The characteristics of the planets ofthe solar system are affected by eachplanet’s location in relationship to theSun.- The terrestrial planets are small,rocky, and dense. The Jovian planetsare large, gaseous, and of low density.1.2d Asteroids, comets, and meteorsare components of our solar system.- Impact events have been correlatedwith mass extinction and globalclimatic change.- Impact craters can be identified inEarth’s crust.

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EARTH IN SPACE – THE SOLAR SYSTEMUNIT: EARTH IN THE UNIVERSE

UNIT: MOTIONS OF EARTH, MOON, AND SUNTopic Content Skills: “Students will be able to…” Core Curriculum Major Understandings

What are thereasons for theseasons?

How do weknow the Earthrevolves androtates?

How do we usePolaris todeterminelatitude?

How does themotion of themoon affect itsappearance?

How can weexplain eclipseand tides?

Where is theEarth’s locationin the solarsystem?

How can weexplain theorbits of theplanets?

What are theother membersof the solarsystem?

Identify the seasonal changes in theSun’s noon altitude, positions ofsunrise/sunset, and amount of daylight.

Recognize the path of the sun duringeach season at different latitudes.

Explain the annual migration of thesun’s vertical ray as a result ofrevolution, tilt, and parallelism.

Compare and contrast the evidences ofrevolution and rotation.

Relate Earth’s rate of rotation to timekeeping and longitude.

Locate zenith, horizon, and compassdirections on a celestial sphere model.

Locate Polaris using the Big Dipper. Use the angle of Polaris to determine

the observer’s latitude at differentlocations.

Explain how Polaris is used as anavigational tool.

Explain how the Moon’s rotation andrevolution affects its appearance.

Describe the changing phases of themoon.

Explain why eclipses are rare events. Compare and contrast solar and lunar

eclipses. Describe how the Moon and the Sun

cause the tides. Understand the size, scale, and

arrangement of the members of thesolar system.

Compare/contrast the geocentric andheliocentric models.

Compare/contrast terrestrial and Jovianplanets.

Explain Newton’s Law of Gravitationwith respect to mass and distance.

Explain how distance from the Sunaffects a planet’s orbital velocity(Kepler’s Laws).

Diagram elliptical orbits and analyzetheir eccentricities (Kepler’s Laws).

Understand that the apparent size ofthe Sun changes seasonally due to theEarth’s elliptical orbit.

Describe meteors, their origin, andcratering as an early geologic activity.

Describe comets, the eccentricity oftheir orbits, and the Oort cloud.

Describe the location of the asteroidsand their past influence on the Earth.

Describe other planetarysatellites/rings.

1.1a Most objects in the solar system are in regular andpredictable motion.- These motions explain such phenomena as the day, theyear, seasons, phases of the moon, eclipses, and tides.- Gravity influences the motions of celestial objects. Theforce of gravity between two objects in the universedepends on their masses and the distance between them.1.1b Nine planets move around the Sun in nearly circularorbits.- The orbit of each planet is an ellipse with the Sunlocated at one of the foci.- Earth is orbited by one moon and many artificialsatellites.1.1c Earth’s coordinate system of latitude and longitude,with the equator and prime meridian as reference lines, isbased upon Earth’s rotation and our observation of theSun and stars.1.1d Earth rotates on an imaginary axis at a rate of 15degrees per hour. To people on Earth, this turning of theplanet makes it seem as though the Sun, the moon, andthe stars are moving around Earth once a day. Rotationprovides a basis for our system of local time; meridians oflongitude are the basis for time zones.1.1e The Foucault pendulum and the Coriolis effectprovide evidence of Earth’s rotation.1.1f Earth’s changing position with regard to the Sun andthe moon has noticeable effects.- Earth revolves around the Sun with its rotational axistilted at 23.5 degrees to a line perpendicular to the planeof its orbit, with the North Pole aligned with Polaris.- During Earth’s one-year period of revolution, the tilt ofits axis results in changes in the angle of incidence of theSun’s rays at a given latitude; these changes causevariation in the heating of the surface. This producesseasonal variation in weather.1.1g Seasonal changes in the apparent positions ofconstellations provide evidence of Earth’s revolution.1.1h The Sun’s apparent path through the sky varies withlatitude and season.1.1i Approximately 70 percent of Earth’s surface iscovered by a relatively thin layer of water, whichresponds to the gravitational attraction of the moon andthe Sun with a daily cycle of high and low tides.1.2d Asteroids, comets, and meteors are components ofour solar system.- Impact events have been correlated with mass extinctionand global climatic change.- Impact craters can be identified in Earth’s crust.2.2a Insolation (solar radiation) heats Earth’s surface andatmosphere unequally due to variations in:- the intensity caused by differences in atmospherictransparency and angle of incidence which vary with timeof day, latitude, and season- characteristics of the materials absorbing the energysuch as color, texture, transparency, state of matter, andspecific heat- duration, which varies with seasons and latitude.

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METEOROLOGY – ATMOSPHERIC VARIABLESUNIT: ENERGY IN EARTH PROCESSES

UNIT: WEATHERTopic Content Skills: “Students will be able to…” Core Curriculum

Major Understandings

How is theatmosphereorganized?

How does thesun’s energyaffect theatmosphere?

Why does airpressurechange?

How dometeorologists explain thewind,humidity, dewpoint andcloudformation?

Explain how outgassing formed theearth’s original atmosphere andhow it evolved through time.

Describe the various temperaturezones of the atmosphere and beable to interpret the ESRTchart/graph on the atmosphere.

Understand and interpret thevarious temperature scales usingthe ESRT.

Understand that the sun is theearth’s main energy source.

Understand how a barometermeasures air pressure.

Describe how temperature,humidity and altitude affect airpressure.

Explain the relationship betweenuneven heating, density differencesand convection.

Explain that winds blow from highto low pressure and how the earth’srotation/coriolis effect affects themotion of winds.

Explain how pressure gradientaffects wind speed.

Explain the function of ananemometer and a wind vane.

Explain how evaporating wateraffects humidity.

Use a sling psychrometer and theESRT to determine relativehumidity and dew point.

Explain how changes in humidityaffect air pressure.

Define condensation andunderstand the concept ofsaturation.

Explain the factors cloudformation.

Compare and contrast theformation of clouds, fog, dew andfrost.

Construct and interpret isotherms,isobars and station models.

1.2e Earth’s early atmosphere formed as a result ofthe outgassing of water vapor,carbon dioxide, nitrogen, and lesser amounts ofother gases from its interior.1.2f Earth’s oceans formed as a result ofprecipitation over millions of years. The presenceof an early ocean is indicated by sedimentary rocksof marine origin, dating back about four billionyears.1.2h The evolution of life caused dramatic changesin the composition of Earth’s atmosphere. Freeoxygen did not form in the atmosphere untiloxygen-producing organisms evolved.2.1b The transfer of heat energy within theatmosphere, the hydrosphere, and Earth’s interiorresults in the formation of regions of differentdensities. These density differences result inmotion.2.1c Weather patterns become evident whenweather variables are observed, measured, andrecorded. These variables include air temperature,air pressure, moisture (relative humidity anddewpoint), precipitation (rain, snow, hail, sleet,etc.), wind speed and direction, and cloud cover.2.1d Weather variables are measured usinginstruments such as thermometers, barometers,psychrometers, precipitation gauges, anemometers,and wind vanes.2.1e Weather variables are interrelated.For example:- temperature and humidity affect air pressure andprobability of precipitation- air pressure gradient controls wind velocity2.1f Air temperature, dewpoint, cloud formation,and precipitation are affected by the expansion andcontraction of air due to vertical atmosphericmovement.2.1g Weather variables can be represented in avariety of formats including radar and satelliteimages, weather maps (including station models,isobars, and fronts), atmospheric cross-sections,and computer models.2.2b The transfer of heat energy within theatmosphere, the hydrosphere, and Earth’s surfaceoccurs as the result of radiation, convection, andconduction.- Heating of Earth’s surface and atmosphere by theSun drives convection within the atmosphere andoceans, producing winds and ocean currents.

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METEOROLOGY – WEATHER MAPS, ENERGY EXCHANGES, FORECASTSUNIT: ENERGY IN EARTH PROCESSESUNIT: INSOLATION AND THE SEASONS

UNIT: WEATHERTopic Content Skills: “Students will be able

to…”Core Curriculum

Major Understandings How do air

massesform andmove?

Whathappenswhen airmassesmeet?

How doesthepressure ofan air massaffect theweather?

Why do airmassesmove inpredictablepatterns?

What arehurricanesandtornadoes,and how dothey gettheirenergy?

Explain how source regionsinfluence air masscharacteristics.

Identify air mass symbols on aweather map using the ESRTand explain how air massesmove.

Understand that fronts formwhere air masses meet.

Compare and contrast thecharacteristics of cold, warm,stationary and occluded fronts.

Compare and contrastmovement of air in regions ofhigh and low pressure.

Recognize the patterns ofisobars and isotherms in highsand lows.

Describe the arrangement offronts and air masses in atypical low pressure system.

Describe the frontal weatherand patterns of movement.

Predict future weather for anylocation within a mid-latitudecyclone.

Explain the seasonal nature ofhurricane formation.

Explain the role ofcondensation/latent heat inhurricane sustenance.

Explain how hurricanes loseand gain energy.

Understand storm tracks ofhurricanes.

Compare and contrasthurricanes and tornadoes.

2.1f Air temperature, dewpoint, cloud formation,and precipitation are affected by the expansionand contraction of air due to vertical atmosphericmovement.2.1g Weather variables can be represented in avariety of formats including radar and satelliteimages, weather maps (including station models,isobars, and fronts), atmospheric cross-sections,and computer models.2.1h Atmospheric moisture, temperature andpressure distributions; jet streams, wind; airmasses and frontal boundaries; and the movementof cyclonic systems and associated tornadoes,thunderstorms, and hurricanes occur in observablepatterns. Loss of property, personal injury, andloss of life can be reduced by effective emergencypreparedness.2.1i Seasonal changes can be explained usingconcepts of density and heat energy. Thesechanges include the shifting of global temperaturezones, the shifting of planetary wind and oceancurrent patterns, the occurrence of monsoons,hurricanes, flooding, and severe weather.

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CLIMATE AND INSOLATIONUNIT: INSOLATION AND THE SEASONS

UNIT: WEATHERUNIT: WATER AND CLIMATE

Topic Content Skills: “Students will be able to…” Core CurriculumMajor Understandings

How do globalwinds, pressurebelts, large bodiesof water, latitude,altitude, andmountains affectclimate?

What happens tothe Sun’s energywhen it reaches theEarth?

Why do climatesseem to be gettingwarmer?

Define climate. Understand that global wind circulation is

the result of uneven heating, densitydifferences and the coriolis effect.

Identify convergent and divergent beltsand planetary winds using the ESRT.

Define specific heat and explain themoderating effect of a nearby large bodyof water.

Explain how land breezes, sea breezes andmonsoons affect climate.

Understand that density differences, windand the coriolis effect cause oceancurrents.

Explain the climate affects of warm/coldcurrents (El Nino, Gulf Stream).

Compare/contrast climate changes withaltitude and latitude.

Explain the differences between windwardand leeward climate.

Compare/contrast inland and coastalclimates at the same latitude.

Define insolation and explain how itsintensity and duration affects temperature.

Describe how daily/seasonal temperaturecycles are affected by insolationalvariations.

Understand that insolation variationschange with latitude.

Compare/contrast conduction, convectionand radiation.

Explain why cloudy days are cool andcloudy nights are warm.

Compare/ contrast surfaces which absorbor reflect insolation.

Understand that good absorbers are goodradiators.

Interpret the electromagnetic spectrum inthe ESRT/

Understand that visible light is the mostintense form of energy radiated by the sun.

List the greenhouse gases and explain theiraffect on global warming.

Understand the greenhouse affect of theabsorption, conversion and reflection ofinsolation.

2.1i Seasonal changes can beexplained using concepts of densityand heat energy.These changes include the shifting ofglobal temperature zones, the shiftingof planetary wind and ocean currentpatterns, the occurrence of monsoons,hurricanes, flooding, and severeweather.2.2a Insolation (solar radiation) heatsEarth’s surface and atmosphereunequally due to variations in:- the intensity caused by differences inatmospheric transparency and angle ofincidence which vary with time of day,latitude, and season- characteristics of the materialsabsorbing the energy such as color,texture, transparency, state of matter,and specific heat- duration, which varies with seasonsand latitude.2.2b The transfer of heat energywithin the atmosphere, thehydrosphere, and Earth’s surfaceoccurs as the result of radiation,convection, and conduction.- Heating of Earth’s surface andatmosphere by the Sun drivesconvection within the atmosphere andoceans, producing winds and oceancurrents.2.2c A location’s climate is influencedby latitude, proximity to large bodiesof water, ocean currents, prevailingwinds, vegetative cover, elevation, andmountain ranges.2.2d Temperature and precipitationpatterns are altered by:- natural events such as El Nino andvolcanic eruptions- human influences includingdeforestation, urbanization, and theproduction of greenhouse gases suchas carbon dioxide and methane.

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SURFACE PROCESSES – WEATHERING AND EROSIONUNIT: WEATHERING AND EROSION

Topic Content Skills: “Students will beable to…”

Core CurriculumMajor Understandings

Where doesrain comefrom?

Whathappens torainwaterafter itreaches theground?

How doeswaterinfiltrate thesoil?

How dorocksweather?

What factorsaffect therate ofweathering?

How doesgravitytransportweatheredrock debris?

How doesthe windtransportweatheredrock debris?

How doocean wavesand currentserode thecoast?

Explain theoutgassing and thewater cycle

Explain themovement of waterthrough the ground

Compare andcontrast methods ofphysical andchemical weathering

List the end productsof weathering

Explain howdifferent climates,particle sizes andcomposition andexposure affectweatheringprocesses

Define and list theagents of erosion

Understand theimportance ofgravity in erosional /depositional systemsand give examples

Explain themechanism of winderosion /deposition

Explain themechanism oferosion anddeposition by oceanwaves and currents

Recognize featuresof erosional /depositional systems

1.2e Earth’s early atmosphere formed as a result of the outgassing ofwater vapor, carbon dioxide, nitrogen, and lesser amounts of othergases from its interior.1.2f Earth’s oceans formed as a result of precipitation over millions ofyears. The presence of an early ocean is indicated by sedimentary rocksof marine origin, dating back about four billion years.1.2g Earth has continuously been recycling water since the outgassingof water early in its history. This constant recirculation of water at andnear Earth’s surface is described by the hydrologic (water) cycle.- Water is returned from the atmosphere to Earth’s surface byprecipitation. Water returns to the atmosphere by evaporation ortranspiration from plants. A portion of the precipitation becomes runoffover the land or infiltrates into the ground to become stored in the soilor groundwater below the water table. Soil capillarity influences theseprocesses.- The amount of precipitation that seeps into the ground or runs off isinfluenced by climate, slope of the land, soil, rock type, vegetation,land use, and degree of saturation.- Porosity, permeability, and water retention affect runoff andinfiltration.2.1p Landforms are the result of the interaction of tectonic forces andthe processes of weathering, erosion, and deposition.2.1s Weathering is the physical and chemical breakdown of rocks at ornear Earth’s surface. Soils are the result of weathering and biologicalactivity over long periods of time.2.1t Natural agents of erosion, generally driven by gravity, remove,transport, and deposit weathered rock particles. Each agent of erosionproduces distinctive changes in the material that it transports andcreates characteristic surface features and landscapes. In certainerosional situations, loss of property, personal injury, and loss of lifecan be reduced by effective emergency preparedness.2.1u The natural agents of erosion include:- Streams (running water): Gradient, discharge, and channel shapeinfluence a stream’s velocity and the erosion and deposition ofsediments. Sediments transported by streams tend to become roundedas a result of abrasion. Stream features include V-shaped valleys,deltas, flood plains, and meanders. A watershed is the area drained by astream and its tributaries.- Glaciers (moving ice): Glacial erosional processes include theformation ofU-shaped valleys, parallel scratches, and grooves in bedrock. Glacialfeatures include moraines, drumlins, kettle lakes, finger lakes, andoutwash plains.- Wave Action: Erosion and deposition cause changes in shorelinefeatures, including beaches, sandbars, and barrier islands. Wave actionrounds sediments as a result of abrasion. Waves approaching ashoreline move sand parallel to the shore within the zone of breakingwaves.- Wind: Erosion of sediments by wind is most common in arid climatesand along shorelines. Wind-generated features include dunes and sand-blasted bedrock.- Mass Movement: Earth materials move downslope under the influenceof gravity.

18

SURFACE PROCESSES – EROSIONAL-DEPOSITIONAL SYSTEMSUNIT: WEATHERING AND EROSION

UNIT : DEPOSITIONTopic Content Skills: “Students will be able

to…”Core Curriculum

Major Understandings

How dostreamstransportmaterials?

What factorsaffect theshape of astream?

How dostreamdepositsform?

How dodeltas andalluvial fansdiffer?

What areglaciers andhow do theyact aserosionalagents?

How doglaciersaffect thelandscape?

What werethe effectsof the IceAge?

Define and calculategradient

Explain the factors thataffect stream velocity andparticle transport

Describe the stages ofstream development

Compare and contrastfactors which affect ratesof deposition such asdensity, shape, size andenergy loss

Describe horizontal andvertical sorting

Differentiate betweendeltas & alluvial fans

Explain glacier formation Recognize types and parts

of glaciers Describe glacial motion Understand the erosional

and depositional effect ofglaciation on landscapes

Recognize glacialerosional/depositionalfeatures

Explain the effect of theIce Ages on NYS

2.1p Landforms are the result of theinteraction of tectonic forces and theprocesses of weathering, erosion, anddeposition.2.1v Patterns of deposition result from a lossof energy within the transporting system andare influenced by the size, shape, anddensity of the transported particles.Sediment deposits may be sorted orunsorted.2.1w Sediments of inorganic and organicorigin often accumulate in depositionalenvironments. Sedimentary rocks formwhen sediments are compacted and/orcemented after burial or as the result ofchemical precipitation from seawater.

19

COMPOSITION OF THE EARTH’S CRUSTUNIT: EARTH MATERIALS—MINERALS, ROCKS, AND MINERAL RESOURCES

Topic Content Skills:“Students will be able to…”

Core Curriculum Major Understandings

What are rock-forming minerals, andhow do we identifythem?

How can we measurethe density of Earthmaterials?

How are igneous,sedimentary andmetamorphic rocksformed, and how dowe identify them?

How are rocks cycledin nature?

Identify the characteristics ofmatter.

Explain the importance ofchemical bonds.

Identify the characteristics ofminerals.

Explain how minerals form. List the physical characteristics of

minerals that are influenced bytheir crystalline structure.

Identify rock-forming minerals byphysical and chemical properties.

List and describe differentcategories of minerals: silicatesand carbonates.

Compare renewable andnonrenewable resources.

Determine the densities of knownmaterials.

Compare/contrast the density ofcontinental/oceanic rock

Explain the difference between amineral and a rock.

Differentiate among the threemajor types of rocks.

Distinguish between intrusive andextrusive igneous rocks and howthey form.

Explain the relationship betweencrystal size and cooling time.

Understand “interlocking”crystals.

Distinguish among the types ofsedimentary rocks and how theyform.

Discuss features typical ofsedimentary rocks.

Explain the processes involved inthe formation of metamorphicrocks.

Differentiate among differentkinds of metamorphic rocks.

Learn how to use the ESRT chartfor mineral and rockidentification.

Compare/contrast the processes inthe rock cycle. (Use ESRT)

2.1m Many processes of the rock cycle areconsequences of plate dynamics. Theseinclude the production of magma (andsubsequent igneous rock formation andcontact metamorphism) at both subductionand rifting regions, regional metamorphismwithin subduction zones, and the creation ofmajor depositional basins through down-warping of the crust.2.1w Sediments of inorganic and organicorigin often accumulate in depositionalenvironments. Sedimentary rocks form whensediments are compacted and/or cementedafter burial or as the result of chemicalprecipitation from seawater.3.1a Minerals have physical propertiesdetermined by their chemical compositionand crystal structure.-Minerals can be identified by well-definedphysical and chemical properties, such ascleavage, fracture, color, density, hardness,streak, luster, crystal shape, and reaction withacid.-Chemical composition and physicalproperties determine how minerals are usedby humans.3.1b Minerals are formed inorganically bythe process of crystallization as a result ofspecific environmental conditions. -Theseinclude:-cooling and solidification of magma-precipitation from water caused by suchprocesses as evaporation, chemical reactions,and temperature changes-rearrangement of atoms in existing mineralssubjected to conditions of high temperatureand pressure.3.1c Rocks are usually composed of one ormore minerals.-Rocks are classified by their origin, mineralcontent, and texture.-Conditions that existed when a rock formedcan be inferred from the rock’s mineralcontent and texture.-The properties of rocks determine how theyare used and also influence land usage byhumans.

20

THE DYNAMIC CRUSTUNIT 12: EARTH’S DYNAMIC CRUST AND INTERIOR

Topic Content Skills: “Students will beable to…”


How do weknow the crusthas moved?

What is anearthquake?

How doseismologistslocate anepicenter of anearthquake?

What is thestructure of theEarth’s interior?

Why docontinentsmove?

What happenswhen tectonicplates collide?

Why do somanyearthquakesoccur inCalifornia?

How was theAtlantic Oceanformed?

How dogeologistsexplain the hotspot volcanoes?

List direct/indirectevidence of crustalmovement

Describe evidence ofcontinental drift

Define terms regardingearthquakes

Explain measurement ofearthquake energy

Compare and contrastearthquake waves

Interpret inferredproperties of earth’sinterior usingearthquake time/travelchart

Explain the cause ofplate tectonics

Describe the types andfeatures of plateboundaries

Locate and identify plateboundaries and tectonicfeatures.

2.1a Earth systems have internal and external sources ofenergy, both of which create heat.2.1b The transfer of heat energy within the atmosphere, thehydrosphere, and Earth’s interior results in the formation ofregions of different densities. These density differencesresult in motion.2.1j Properties of Earth’s internal structure (crust, mantle,inner core, and outer core) can be inferred from the analysisof the behavior of seismic waves (including velocity andrefraction).- Analysis of seismic waves allows the determination of thelocation of earthquake epicenters, and the measurement ofearthquake magnitude; this analysis leads to the inferencethat Earth’s interior is composed of layers that differ incomposition and states of matter.2.1k The outward transfer of Earth’s internal heat drivesconvective circulation in the mantle that moves thelithospheric plates comprising Earth’s surface.2.1l The lithosphere consists of separate plates that ride onthe more fluid asthenosphere and move slowly inrelationship to one another, creating convergent, divergent,and transform plate boundaries. These motions indicateEarth is a dynamic geologic system.- These plate boundaries are the sites of most earthquakes,volcanoes, and young mountain ranges.- Compared to continental crust, ocean crust is thinner anddenser. New ocean crust continues to form at mid-oceanridges.- Earthquakes and volcanoes present geologic hazards tohumans. Loss of property, personal injury, and loss of lifecan be reduced by effective emergency preparedness.2.1m Many processes of the rock cycle are consequences ofplate dynamics. These include the production of magma(and subsequent igneous rock formation and contactmetamorphism) at both subduction and rifting regions,regional metamorphism within subduction zones, and thecreation of major depositional basins through down-warpingof the crust.2.1n Many of Earth’s surface features such as mid-oceanridges/rifts, trenches/subduction zones/island arcs, mountainranges (folded, faulted, and volcanic), hot spots, and themagnetic and age patterns in surface bedrock are aconsequence of forces associated with plate motion andinteraction.2.1o Plate motions have resulted in global changes ingeography, climate, and the patterns of organic evolution.2.1p Landforms are the result of the interaction of tectonicforces and the processes of weathering, erosion, anddeposition.

21

EARTH’S HISTORYUNIT 13: INTERPRETING GEOLOGIC HISTORY

Topic Content Skills: “Students will be ableto…”


How do wedetermine therelative agesof rockformations?

How dofossils revealthe Earth’shistory?

How can wecorrelate therock recordof differentregions?

How is theactual age ofa rock orfossildetermined?

What is thegeologichistory ofNew YorkState?

Learn to sequence andcorrelate rocks using such rulesas superposition, originalhorizontality, cross cuttingrelationships, includedfragments, etc.

Recognize unconformities,their formation andsignificance.

Describe the processes of fossilformation.

Understand how to interpretpaleoclimate and environmentfrom fossil evidence.

Locate and interpret the fossilrecord and geologic history ofNew York State using theESRT.

Understand that geologic timeis determined by the fossilrecord.

Understand that fossils revealthe process of evolution.

Explain the significance ofindex fossils and volcanic ashin correlation.

Understand that unconformitiesreveal an incomplete rockrecord.

Understand that subsidence/submergence leads todeposition; uplift/emergenceleads to erosion.

Explain how radioactive decaycauses heating in the earth’sinterior.

Using the ESRT, understandhalf-life as a tool for measuringactual age.

Explain how the age of theearth has been determined.

Know the evidence of pasttectonic activity and interpretthe sequence of plate motionsusing the ESRT.

1.2f Earth’s oceans formed as a result ofprecipitation over millions of years. Thepresence of an early ocean is indicated bysedimentary rocks of marine origin, datingback about four billion years.1.2h The evolution of life caused dramaticchanges in the composition of Earth’satmosphere. Free oxygen did not form in theatmosphere until oxygen-producing organismsevolved.1.2i The pattern of evolution of life-forms onEarth is at least partially preserved in the rockrecord.- Fossil evidence indicates that a wide varietyof life-forms has existed in the past and thatmost of these forms have become extinct.- Human existence has been very briefcompared to the expanse of geologic time.1.2j Geologic history can be reconstructed byobserving sequences of rock types and fossilsto correlate bedrock at various locations.- The characteristics of rocks indicate theprocesses by which they formed and theenvironments in which these processes tookplace.- Fossils preserved in rocks provideinformation about past environmentalconditions.- Geologists have divided Earth history intotime units based upon the fossil record.- Age relationships among bodies of rocks canbe determined using principles of originalhorizontality, superposition, inclusions, cross-cutting relationships, contact metamorphism,and unconformities. The presence of volcanicash layers, index fossils, and meteoritic debriscan provide additional information.- The regular rate of nuclear decay (half-lifetime period) of radioactive isotopes allowsgeologists to determine the absolute age ofmaterials found in some rocks.

22

LANDFORMS AND TOPOGRAPHIC MAPSUNIT 14: LANDSCAPE DEVELOPMENT AND ENVIRONMENTAL CHANGE

Topic Content Skills: “Students will be ableto…”

Core Curriculum MajorUnderstandings

What landscapesare found in NewYork State?

How do we seehills, valleys,gradient andprofiles on atopographic map?

What factorsaffect landscapedevelopment?

How do drainagepatterns reveallandscape regions?

How have humansaffected thelandscape?

Understand how landscapes areclassified

Identify NYS landscaperegions

Interpret and apply isolines ontopographic maps

Draw profiles of topographicmaps, calculate gradient anddraw isolines

Define uplift and levelingevents

Compare/contrast bedrockstructure for mountains,plateaus and plains

Explain the effect of climate onlandscape development

Identify the mainwatersheds/drainage basins ofNYS and the USA

How does human populationgrowth affect pollution

Discuss efforts to restore theenvironment

2.1q Topographic maps representlandforms through the use ofcontour lines that are isolinesconnecting points of equalelevation. Gradients and profilescan be determined from changesin elevation over a given distance.2.1r Climate variations, structure,and characteristics of bedrockinfluence the development oflandscape features includingmountains, plateaus, plains,valleys, ridges, escarpments, andstream drainage patterns.

The Physical Setting / Earth Science ® Pacing Guide

This guide using McDougal Littell Earth Science © 2005 (ISBN: 0-618-49938-5) was created to provide teachers with a time frame tocomplete the New York State Physical Setting / Earth Science Curriculum.

Unit 1 - Observations, Density and Changing EnvironmentStandard Aim Objective Vocabulary Graphic

OrganizerTextbook Activities and

ExperimentsFall Spr

1.1 #1: What does ittake to be safe?

Understand theimportance of safepractices in class

Safety KWL TeacherGeneratedMaterials

Review Safety contract inclass and have signed athome

Sept Feb

1.1, 1.2,6.1

#2: What is EarthScience?

Earth Science is thestudy of the Earth, itsatmosphere and itsplace in space.

GeologyMeteorologyAstronomy

Cluster PC: 2McD: 4 to 5

Introduction to the variousfacets of Earth Science

Sept Feb

1.1, 1.2 #3: How areobservations usedto makeinferences?

Use basic observationsto construct inferencesabout nature

ObservationInference

Classification

Flowchart PC: 2 to 3Q: 1 to 8

McD: 104 to107

Lab #1: ClassificationSystem

Sept Feb

1.3, 1.4 #4: How can wemake accurateobservations?

Metric and other formsof measurement makemore useableobservations

Mass, grams,pounds,

volume, litters,meters

Table PC: 3Q: 9

McD: 722 to723

Lab #2: Metric Olympics Sept Feb

6.5 #5: How canpatterns beobserved on agraph?

Different graphing(line, pie, etc) can beused

Line graph, Piegraph, cyclic,

prediction, rateof change

KWL PC: 8 to 9Q: 19 to 25McD: 5 to 6

Sampling of differentgraphs

Sept Feb

6.5 #6: How canpatterns beobserved usingsunspot graphing?

Different graphing(line, pie, etc) can beused

Line graph, Piegraph, cyclic,

prediction

Frayer McD: 5 to 6 Lab #3: Sunspot graphing Sept Feb

4.2.1 b #7: What isdensity?

Use formula fromESRT. How energyaffects density

Mass, volume,density

Cause andEffect

PC: 5 to 6Q: 10 to 18

McD: 20 to 21

Applying formula to data Sept Feb

PC: Prentice Hall Earth Science Review BookQ: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim.McD: McDougal Littell Earth Science © 2005

24

Unit 1 - Observations, Density and Changing EnvironmentStandard Aim Objective Vocabulary Graphic


ExperimentsFall Spr

4.2.1 b #8: What is densityof solids?

Use formula fromESRT


Frayer McD: 106 to 107 Lab #4: Density of Solids Sept Feb

4.2.1 b #9: What is densityof liquids?

Use formula fromESRT


Frayer McD: 492 Lab #5: Density of Liquids Sept Feb

4.3.1 a #10: How do we usescientific notation torepresent numbers?

Use of scientificnotation

Scientificnotation

Flowchart TeacherGeneratedMatrials

Sample problems Sept Feb

4.3.1 c #11: What are wedoing to ourenvironments?

Human interactionsboth beneficial andharmful

DynamicEquilibrium,

natural resources,pollution

ConceptMap

PC: 8 to 9Q: 26 to 39

McD: 154 to 158

Web tie in with currentevents on green technologytowards reducing pollutants

Sept Feb

Project #1 Sept FebCommon Assessment #1


25

Unit 2 – Measuring the Earth (Earth’s size, shape, spheres, isolines and mapping)Standard Aim Objective Vocabulary Graphic

OrganizerTextbook Activities and Experiments Fall Spr

1.M1 #12: Is theEarth flat?

Earth is an almostperfect sphere withsize in ESRT

Model. oblate spheroid Table PC:18 to 19Q: 1 to 2

McD: 42 to 44

Web interactive tie-in withinformation provided

Sept Feb

4.1.1 i,4.1.2 b.4.2.1 j

#13: What arethe differentlayers of theEarth?

Earth is made ofvarious innerspheres and threeouter ones usingESRT

Atmosphere.Troposphere. pauses,

Lithosphere,Hydrosphere, interior

Cluster PC:19 to 20Q: 3 to 17

McD: 68 to 80

Matching location ofdifferent Earth spheres withdiagrams and using ESRT

Sept Feb

4.1.1 c,4.1.1 d,4.1.1 f

#14: Where amI?

Latitude andLongitude based onstar sighting to mapEarth locations

Coordinate system,Latitude, Longitude,

Equator. PrimeMeridian, Polaris, Sun,International Dateline,

time zones

Cause andEffect

PC:22 to 24Q: 18 to 30

McD: 44 to 48

Lab #6: Celestial Navigation Sept Feb

4.1.1 c,4.1.1 d,4.1.1 f

#15: Where amI?

Latitude andLongitude based onstar sighting to mapEarth locations

Coordinate system,Latitude, Longitude,

Equator. PrimeMeridian, Polaris, Sun,International Dateline,

time zones

Cause andEffect

PC: 22 to 24Q: 18 to 30

McD: 44 to 48

Lab #7: Latitude, Longitudeand time zones

Oct Feb

4.2.1 g,6.3, 7.2

#16: How dowe map thesurface of theEarth?

Introduce theconcepts of differentisolines and fieldmapping

Fields, isolines,isotherms, isobars,

contour maps, gradient

Cluster PC: 26 to 30Q: 31 to 48McD: 377

Lab #8: Isotherm Field Map Oct Mar

4.2.1 g,6.3, 7.2

#17: How dowe map thesurface of theEarth?


Fields, isolines,isotherms, isobars,

contour maps, gradient

Cluster PC: 26 to 30Q: 31 to 48

McD: 194 to198

Lab #9: Volcano Island Oct Mar


26

Unit 2 – Measuring the Earth (Earth’s size, shape, spheres, isolines and mapping)Standard Aim Objective Vocabulary Graphic

OrganizerTextbook Activities and Experiments Fall Spr

4.2.1 g,6.3, 7.2

#18: What doesa contour mapof MountVernon looklike?


Fields, isolines,isotherms, isobars,contour maps, gradient

Cluster PC: 26 to 30Q: 31to 48

McD: 53 to 57

Lab #10: Using TopographicMaps

Oct Mar

4.2.1 g,6.3, 7.2

#19: What doesa contour mapof MountVernon looklike?


Fields, isolines,isotherms, isobars,contour maps, gradient


McD: 53 to 57

Finish various mapping labs Oct Mar

Unit Project #2 Oct MarCommon Assessment #2


27

Unit 3 – Minerals and RocksStandard Aim Objective Vocabulary Graphic


ExperimentsFall Spr

4.3.1 a,4.3.1 b

#20: Wheredoes thefluoride intoothpaste comefrom?

Minerals and theirphysicalcharacteristics aredetermined by theirchemistry andinternal arrangementof atoms

Mineral, luster,cleavage, fracture,streak, hardness,

Mohs hardness scale,crystals, silicates

Table PC: 218 to 222Q: 1 to 15

McD: 88 to 111

Introduction usingminerals to acquaint with

properties

Oct Mar

4.3.1 a,4.3.1 b

#21: How canphysicalproperties beused to identifyminerals?

Minerals and theirphysicalcharacteristics aredetermined by theirchemistry andinternal arrangementof atoms

Mineral, luster,cleavage, fracture,streak, hardness,

Mohs hardness scale,crystals, silicates

Frayer PC:218 to 222Q: 1 to 15

McD: 88 to 111

Lab #11: MineralIdentification

Oct Mar

4.3.1 c #22: Whathappens to lavaafter it cools?

Igneous rocks aremade from solidifiedlava/magma withdifferent mineralcompositions

Igneous, lava,magma, felsic, mafic,texture, solidication

Cycle PC:226 to 228Q: 22 to 29

McD:116 to 135

Introduce rock samples toshow off characteristics

Oct Mar

4.3.1 c #23: How canwe identifyigneous rocks?


Igneous, lava,magma, felsic, mafic,texture, solidication

Cycle PC: 226 to 228Q: 22 to 29

McD:116 to 135

Lab #12: Igneous RockIdentification

Oct Mar

4.2.1 f,4.1.2 j,4.2.1 w

#24: How cansand become arock?


Cementation,compaction,

evaporite, clastic,bioclastic

Cycle PC: 224 to 226Q: 16 to 21

McD: 116 to 135

Introduce rock samples toshow off characteristics

Oct Mar


28

Unit 3 – Minerals and RocksStandard Aim Objective Vocabulary Graphic


ExperimentsFall Spr

4.2.1 f,4.1.2 j,4.2.1 w

#25: How canwe identifyigneous rocks?


Cementation,compaction,

evaporite, clastic,bioclastic

Cycle PC:224 to 226Q: 16 to 21

McD: 116 to 135

Lab #13: SedimentaryRock Identification

Oct Mar

4.3.1 c #26: How werethe rocksformed in theMt. Vernonarea?

Metamorphic rocksare made fromheat/pressure re-crystallizing otherrocks

Metamorphic,heat/pressure,

foliation

Cycle PC: 230 to 231Q: 31 to 37

McD: 116 to 135

Introduce rock sample toshow off characteristics

Oct Mar

4.3.1 c #27: How canwe identifymetamorphicrocks?

Metamorphic rocksare made fromheat/pressure re-crystallizing otherrocks

Metamorphic,heat/pressure,

foliation

Cycle PC: 230 to 231Q: 31 to 37

McD: 116 to 135

Lab #14: MetamorphicRock Identification

Oct Mar

4.2.1 m,4.3.1 b,4.3.1 c

#28: How arethe three rocktypes related?

Rock cycle showshow are changed overtime.

Rock cycle Cycle PC: 231 to 232McD: 116 to 135

Have rock samplesarranged to ESRT rock

cycle

Oct Mar

4.2.1 m,4.2.1 w,4.3.1 a,4.3.1 c

#29: Wheredoes the salt forthe roads comefrom?

Mineral resources arefound in NYS and theworld.

Mineral deposits,river gravels


McD:142 to 156

Match mineral and rockssamples with their uses

Oct Mar

Project #3 Oct MarCommon Assessment #3


29

Unit 4 – Dynamic Crust (Observations, Density and Changing Environment)Standard Aim Objective Vocabulary Graphic


ExperimentsFall Spr

4.2.1 j, k, l #30: Why arethe rock layersin Westchesterso deformed?

Small crustalchanges can reflectlarge changes in theEarth’s crust

Lithosphere, crust,original horizontality,

folding, faulting,uplift, strata


McD: 212 to 222

Display pictures oflocal crustal movementto illustrate topiccovered in class

Oct Mar

2.3, 4.2.1j, k, l

#31: Areearthquakespredictable?

Earthquakes andvolcanic activityindicate activecrustal movement

Seismic waves (P, S &L), seismograph,epicenter, focus,

magnitude, Marcalliscale, tsunami,

composite cone, Ringof Fire

Chart PC: 246 to 252Q: 9 to 28

McD: 212 to 222

Tie-in video of naturalevents with notes.Earthquake andemergencypreparedness

Oct Mar

2.3, 4.2.1j, k, l







McD: 212 to 222

Lab #14: Mercalli Scale Oct Mar

2.3, 4.2.1j, k , l







McD: 212 to 222

Lab #15: FindingEpicenters

Nov Mar

4.2.1j, k &l

#34: How dowe know whatis inside theEarth?

Earth Interiorproperties areinferred mostly formseismic wave data.

Lithosphere, Moho,asthenosphere, inner &

outer core, ocean &continental crust

KWL PC: 256 to 258Q: 29 to 41

McD: 228 to 230

Use ESRT to helplocate information ofinterior layers

Nov Mar


30

Unit 4 – Dynamic Crust (Observations, Density and Changing Environment)Standard Aim Objective Vocabulary Graphic


ExperimentsFall Spr

4.2.1 b, j,k, l, m, n,o, p, 6.5,

7.1

#35: Why doAfrica andSouth Americalook like theyfit together?

Plate Tectonictheory predictscrustal movementpast, present andfuture

Plate Tectonics,tectonic plates,

divergent, convergent,MORs, transform,

convection currents,hot spots, Pangea,magnetic patterns

Charts PC: 259 to 267Q: 42 to 68

McD: 170 to 192

Have maps tocorrelate topics beingdiscussed

Nov Mar

4.2.1 b, j,k, l, m, n,o, p, 6.5,

7.1







McD: 170 to 192

Lab #16: CrustalMovements

Nov Mar

4.2.1 b, j,k, l, m, n,o, p, 6.5,

7.1

#37: Why doAfrica andSouth Americalook like theyfit together?- Day 3






McD: 170 to 192

Lab #17: Hot SpotMovement

Nov Apr

4.2.1 b, j,k, l, m, n,o, p, 6.5,

7.1







McD: 170 to 192

Lab #18: Plate PuzzlePieces

Nov Apr

Project #4 Nov AprCommon Assessment #4


31

Unit 5 – Surface Processes (Weathering, Erosion and Deposition)Standard Aim Objective Vocabulary Graphic


ExperimentsFall Spr

4.2.1 s #39: Why issome of thecement fallingoff somebuilds?

Weathering is thebreakdown of rockby physical /chemical means

Weathering, chemicalweathering, physical

weathering, frostaction

Cluster PC: 182 to 185Q: 1 to 4.

McD: 256 to 265

Use photos showingdifferent types ofweathering.

Nov Apr

4.2.1 s #40: How doesweatheringbreakdownrock?

Weathering is thebreakdown of rockby physical /chemical means

Weathering, chemicalweathering, physical

weathering, frostaction

F PC: 182 to 185Q: 1 to 4

McD: 256 to 265

Lab #19:Abrasion or Shakerlab

Nov Apr

4.2.1 s #41: How dosoils form?

Soils are made fromweathering in place

Unweathered bedrock,transported soils,

topsoil

Cycle PC: 185.Q: 6 to 10

Have soil samplesfor students toexamine

Nov Apr

1.M1,1.M2,4.2.1 t,4.2.1 u

#42: Whatmakessediments movearound?

Erosion agenttransport sedimentby various means

Erosion, massmovement, stream,abrasion, V and U

shaped valleys

Table PC: 187 to 194Q: 11 to 29.

McD: 266 to 296.

Use stream table inavailable

Nov Apr

4.2.1 u, v,w, 7.2

#43: How arethe sedimentsorted once theystop eroding?

Different erosionalagents havedifferentdepositionaldeposits

Deposition, sorted vs.unsorted, glaciers,

drumlins, sand dune,kettle ponds


McD: 266 to 296

Use videos toillustrate the agentsof deposition

Nov Apr

4.2.1 u, v,w, 7.2

#44: How arethe sedimentsorted once theystop eroding?

Different erosionalagents havedifferentdepositionaldeposits

Deposition, sorted vs.unsorted, glaciers,

drumlins, sand dune,kettle ponds


McD: 266 to 296

Lab #20:Deposition ofSediments

Nov Apr


32

Unit 5 – Surface Processes (Weathering, Erosion and Deposition)Standard Aim Objective Vocabulary Graphic


ExperimentsFall Spr

4.2.1 p, t,7.2

#45: Why is theMt. Vernonlocated in theHudsonHighlands?

Different bedrockallows variouslandscapes to formover them

Landscape, mountain,plateau, plain,watershed, uplift

Conceptmap

PC: 302 to 309Q: 1 to 18

McD: 278 to 293

Tie-in with ESRT Nov Apr

4.2.1 p, t,7.2

#46: Why is theMt. Vernonlocated in theHudsonHighlands?

Different bedrockallows variouslandscapes to formover them

Landscape, mountain,plateau, plain,watershed, uplift

Conceptmap

PC: 302 to 309Q: 1 to 18

McD: 278 to 293

Lab #21:Landscapes of NYS

Nov Apr

Project #5 Nov AprCommon Assessment #5


33

Unit 6 – Geologic History (Relative/Absolute Dating and Correlation)Standard Aim Objective Vocabulary Graphic


ExperimentsFall Spr

4.1.2 f, j,6.3

#47: Whichrock layers arethe oldest?

Relative datingdetermines the ageof rock layers bycomparing them toothers.

Relative dating,absolute dating,superposition,

intrusions, extrusions,inclusions, ash layers


McD: 644 to 668

Use everyday exampleto illustrate relativedating methods

Nov Apr

4.1.2 f, j,6.3

#48: Whichrock layers arethe oldest?

Relative datingdetermines the ageof rock layers bycomparing them toothers.

Relative dating,absolute dating,superposition,

intrusions, extrusions,inclusions, ash layers


McD: 644 to 668

Lab #22: Relativedating of rock layers

Nov Apr

4.1.2 j, 6.3 #49: How canrock layers bematched up?

Correlation of rocklayers allows themto be matched

Correlation, bedrock,index fossils

KWL PC: 281 to 282Q: 8 to 20

McD: 644 to 668

Use graphic outcropdiagram to becorrelated

Nov Apr

4.1.2 j, 6.3 #50: How canrock layers bematched up?

Correlation of rocklayers allows themto be matched

Correlation, bedrock,index fossils

KWL PC: 281 to 282Q: 8 to 20

McD: 644 to 668

Lab #23: Correlationsof rock layers

Nov Apr

4.1.2 d, f,i, j, 6.3,7.1, 7.2

#51: What isthe history ofthe Earth?

Geologic time isused to measureEarth’s events

Geologic Time Scale,unconformity,

uniformity, timeline


McD: 644 to 668

Tie in with ESRT andpossible

Nov Apr

4.1.2 I, j #52: Can rockshave an exactage?

Radioactive datingfor fairly accuratedates of rock layers

Radioactive decay,isotopes. half-life.

Cycle PC: 288 to 289Q: 37 to 46

McD: 644 to 668

Tie in with radioactivematerial in ESRT

Dec May

4.1.2 I, j #53: Can rockshave an exactage?

Radioactive datingfor fairly accuratedates of rock layers

Radioactive decay,isotopes. half-life.

Cycle PC: 288 to 289Q: 37 to 46

McD: 644 to 668

Lab #24: RadioactiveDating (the M & M lab)

Dec May


34

Unit 6 – Geologic History (Relative/Absolute Dating and Correlation)Standard Aim Objective Vocabulary Graphic


ExperimentsFall Spr

4.1.2 h, i,6.3, 7.1,

7.2

#54: How haslife changedover geologictime?

Fossils showevidence ofevolving life overtime

Paleobiology,paleontology, fossils,

outgassing


McD: 644 to 668

Use fossils to matchwith geologic timescale in ESRT

Dec May

Project #6 Dec MayCommon Assessment #6


35

Unit 7 – Earth and Energy – Energy transferred, insolation and the seasonsStandard Aim Objective Vocabulary Graphic


ExperimentsFall Spr

4.2.1 a, b #55: How can thelight from the Sunbecome heat?

Electromagneticenergy can betransform fromone type toanother

Electromagneticspectrum, heat

energy, radiation,absorption,

reflection, specificheat

Flowchart PC: 82 to 83, 88 to 89Q: 1 to 12, 25 to 30McD: 367 to 375

Use ESRT toillustrate connectionof energy

Dec May

4.2.1 a, b #56: How can thelight from the Sunbecome heat?

Electromagneticenergy can betransform fromone type toanother

Electromagneticspectrum, heat

energy, radiation,absorption,

reflection, specificheat

Flowchart PC: 82 to 83, 88 to 89Q: 1 to 12, 25 to 30McD: 367 to 375

Lab #24: Absorb andradiating of heat

Dec May

1.E1, 4.2.1a, b, 4.2.2 a,

b

#57: How doesenergy movearound?

Energy istransferred fromhigh to lowerlevels

Transfer,conduction,convection,

radiation, energystates

Flowchart PC: 85 to 86, 90 to 93Q: 13 to 24, 31 to 48

McD: 367 to 375

Show example ofactual heat transfer

Dec May

1.E1, 4.2.1a, b, 4.2.2 a,

b

#58: How doesenergy movearound?

Energy istransferred fromhigh to lowerlevels

Transfer,conduction,convection,

radiation, energystates

Flowchart PC: 85 to 86, 90 to 93Q: 13 to 24, 31 to 48

McD: 367 to 375

Lab #25: ConductionLab

Dec May

4.1. a, b, f, h #59: What is thegreenhouseeffect?

Insolation fromthe Sun can beused in differentways on the Earth

Insolation, infrared,scatter, angle of

incidence,greenhouse effect

KWL PC: 100 to 104. Q: 1 to10

McD: 367 to 375

Tie in with globalwarming

Dec May

4.1. a, b, f, h #60: What is thegreenhouseeffect?

Insolation fromthe Sun can beused in differentways on the Earth



KWL PC: 100 to 104Q: 1 to 10

McD: 367 to 375

Lab #26: Angle ofinsolation

Dec May


36

Unit 7 – Earth and Energy – Energy transferred, insolation and the seasonsStandard Aim Objective Vocabulary Graphic


ExperimentsFall Spr

4.2.2 a, b, d #61: Why does itget warmer in thesummer?

The amount ofinsolation is affectby the tilt /seasons of theEarth



KWL PC: 105 to 109Q: 11 to 31

Use globes and lightsources to show theeffect of seasonallight

Dec May

Project #7 Dec MayCommon Assessment #7


37

Unit 8 – Weather and ClimateStandard Aim Objective Vocabulary Graphic


ExperimentsFall Spr

4.1.1 f, l,4.2.2 c, d

#62: How doesrain get into theclouds?

Water cycledemonstrates howwater circulatedthrough the Earth’satmosphere

Water cycle, infiltrate,runoff, saturation,

porosity, permeability,capillarity, flooding

Cycle PC: 160 to 163Q: 1 to 25

McD: 388 to 400

Have student drawtheir water cyclediagrams

Dec May

4.1.1 f, l,4.2.2 c, d

#63: How doesrain get into theclouds?

Water cycledemonstrates howwater circulatedthrough the Earth’satmosphere

Water cycle, infiltrate,runoff, saturation,

porosity, permeability,capillarity, flooding


McD: 388 to 400

Lab 27: Infiltrationof sediments

Dec May

4.2.1 c, d,e, f. g. h. i.4.2.2. a. b.

c. d

#64: How areatmosphericpropertiesrecorded?

Basics includetemperature, andpressure.

Weather variables,barometer, isobars

Table PC: 126 to 129Q: 1 to 17

McD: 412 to 432

Use ESRT to displayvariable conversions

Dec May

4.2.1 c, d,e, f. g. h. i.4.2.2. a. b.

c. d

#65: Whatmoves theweatheraround?

Difference inheating, pressureand the rotatingEarth move theweather

Anemometer, CoriolisEffect, convections cells,

wind belts, monsoons,prevailing winds


McD: 412 to 432

Use ESRT todisplace wind beltsand an possibleisotherm lab

Dec May

4.2.1 c, d,e, f. g. h. i.4.2.2. a. b.

c. d

#66: How comethe morningsare foggy?

The amount ofmoisture in the airand how well the aircan hold onto itcontrol the amountof fog, dew, etc.

Evapo-transpiration,humidity, dew point,

psychromer, cloud cover,fog, visibility

Table PC: 137 to 142Q: 36 to 60

McD: 412 to 432

Video tie in wouldbe useful

Dec May

4.2.1 c, d,e, f. g. h. i.4.2.2. a. b.

c. d

#67: How comethe morningsare foggy?

The amount ofmoisture in the airand how well the aircan hold onto itcontrol the amountof fog, dew, etc.

Evapo-transpiration,humidity, dew point,

psychromer, cloud cover,fog, visibility

Table PC: 137 to 142Q: 36 to 60

McD: 412 to 432

Lab 28: CloudFormation

Dec May

4.2.1 c, d,e, f. g. h. i.4.2.2. a. b.

c. d

#68: Why dothunderstormsform?

Various air massesinteract at theirboundaries to causeschanges in theweather

Air masses, fronts,high/low pressure,

cyclones

Cycle PC: 144 to 146Q: 61 to 69

McD: 412 to 432

Use ESRT as sourcefor air masses andweather fronts

Dec May

38

Unit 8 – Weather and ClimateStandard Aim Objective Vocabulary Graphic


ExperimentsFall Spr

4.2.1 c, d,e, f. g. h. i.4.2.2. a. b.

c. d

#69: Why aresome days clearand othercloudy?

Various air massesinteract at theirboundaries to causeschanges in theweather

Air masses, fronts,high/low pressure,

cyclones

Cycle PC: 144 to 146Q: 61 to 69

McD: 412 to 432

Lab #29: CyclonicWeather

Jan May

4.2.1 c, d,e, f. g. h. i.4.2.2. a. b.

c. d

#70: Whatshould I do ifthere is atornado or ahurricane?

Some weather issevere and propersteps should betaken to be safe

Hurricane, twister,tornado, thunderstorms

blizzards


McD: 412 to 432

Video tie in wouldbe useful

Jan May

4.2.1 c, d,e, f. g. h. i.4.2.2. a. b.

c. d

#71: Whatshould I do ifthere is atornado or ahurricane?

Some weather issevere and propersteps should betaken to be safe

Hurricane, twister,tornado, thunderstorms

blizzards


McD: 412 to 432

Lab #30: Hurricaneplotting

Jan May

4.2.1 c, d,e, f. g. h. i.4.2.2. a. b.

c. d

#72: How doesthe weatherChannel keeptrack of all theweatherinformation?

Weather stationmodel allow foreasy and accuratemeans to keep dataand makepredictions from it

Station Model, weathermaps, radar, satellite

tracking

KWL PC: 152 to 154Q: 78 to 87

McD: 412 to 432.

Use ESRT to helpconstruct weatherstation models

Jan May

4.2.1 c, d,e, f. g. h. i.4.2.2. a. b.

c. d

#73: How doesthe weatherChannel keeptrack of all theweatherinformation?

Weather stationmodel allow foreasy and accuratemeans to keep dataand makepredictions from it

Station Model, weathermaps, radar, satellite

tracking

KWL PC: 152 to 154Q: 78 to 87

McD: 412 to 432

Lab #31: StationModels

Jan Jun

4.2.1 f, I,4.2.2 a, c, d

#74: Why is itcolder upstatein the winter?

Many variable affectlong term weathertrends

Climate, prevailingwinds, ocean currents,

urbanization,climographs

Chart PC: 165 to 171Q: 26 to 61

McD: 435 to 456.

Video tie in todisplay climate types

Jan Jun

4.2.1 f, I,4.2.2 a, c, d

#75: Why is itcolder upstatein the winter?

Many variable affectlong term weathertrends

Climate, prevailingwinds, ocean currents,

urbanization,climographs

Chart PC: 165 to 171Q: 26 to 61

McD: 435 to 456

Lab #32: ImaginaryContinent

Jan Jun

Project #8 Jan JunCommon Assessment #8

39

Unit 9 – The Earth in Space (Earth/Moon, Solar System and the Universe)Standard Aim Objective Vocabulary Graphic


ExperimentsFall Spr

4.1.1 a, b,d, e, f, g, h,

6.3

#76: How fast dostars moveacross the nightsky?

Earth rotation causethe apparentmovement ofcelestial objects

Celestial, apparentmotion, geocentricmodel, heliocentric

model


McD: 554 to 578

Map daily movementof sunrays acrossclassroom floor

Jan Jun

4.1.1 a, b,d, e, f, g, h,

6.3

#77: Whatevidence is therethat the Earth ismoving throughspace?

The actual motionfor the Earth arefound on the planetand by observingstars in space

Axis, Foucaultpendulum, Coriolis

Effect, Constellations


McD: 554 to 578

Demonstrate effectusing globe and webtie in

Jan Jun

4.1.1 a, b,d, e, f, g, h,

6.3

#78: How aretime zonesdetermined?

The Earth 15º perhour

Time zones Cycle PC: 69Q: 28 to 40

McD: 554 to 578

Lab 33: Time zones Jan Jun

4.1.1 a, b,d, e, f, g, h,

6.3

#79: Whatcauses Eclipsesto occur?

The motion of theEarth, moon andSun

Moon Phases, tides,lunar eclipse, solar

eclipse


McD: 554 to 578

Use globe toillustrate eclipsewithin the classroom

Jan Jun

4.1.1 a, b,d, e, f, g, h,

6.3

#80: Why doesthe moon havephases?

The revolution ofthe moon around theEarth causes thephases

Full moon, New moon,Crescent Moon,Gibbous Moon


McD: 554 to 578

Lab 34: Phases ofthe Moon

Jan Jun

4.1.1 a, b,4.1.2 a, b,c, d, 6.3,

6.4

#81: What makesa solar systemwork?

Gravitationattraction and orbitof a star(s) and itsplanets

Solar system, planets,moons, asteroids,

comets, meteors, solardisc, impact events,terrestrial planets,

Jovial planets


McD: 586 to 620.

Use modeling toexhibit parts of asolar system

Jan Jun

4.1.1 a, b,4.1.2 a, b,c, d, 6.3,

6.4

#82: What makesa solar systemwork?

Gravitationattraction and orbitof a star(s) and itsplanets.

Solar system, planets,moons, asteroids,

comets, meteors, solardisc, impact events,terrestrial planets,

Jovial planets


McD: 586 to 620

Lab 35:Solar systemmodel

Jan Jun


40

Unit 9 – The Earth in Space (Earth/Moon, Solar System and the Universe)Standard Aim Objective Vocabulary Graphic


ExperimentsFall Spr

4.1.1 a, b,4.1.2 a, b,c, d, 6.3,

6.4

#83: Do theplanets haveround orbits?

All orbiting bodieshave elliptical orbits

Ellipse, eccentricity,inertia, gravitational

attraction

Conceptmap

PC: 48 to 50Q: 30 to 50

McD: 586 to 620

Sample eccentricityproblems

Jan Jun

4.1.1 a, b,4.1.2 a, b,c, d, 6.3,

6.4




attraction

Conceptmap

PC: 48 to 50Q: 30 to 50

McD: 586 to 620

Lab #36: ApparentDiameter of the Sun

Jan Jun

4.1.1 a, b,4.1.2 a, b,c, d, 6.3,

6.4




attraction

Conceptmap

PC: 48 to 50Q: 30 to 50

McD: 586 to 620

Lab #37:Eccentricity ofPlanet Orbits

Jan Jun

4.1.1 a, b,4.1.2 a, b,c, d, 6.3,

6.4

#86: What ismeant by ourSun is one ofbillions andbillions of stars?

Our Sun in one ofmany stars in ourMilky Way Galaxy

Milky Way Galaxy,galaxies, main sequencestar super giants, white

dwarfs, black holes


McD: 586 to 620

Tie in with ESRTstar chart

Jan Jun

4.1.1 a, b,4.1.2 a, b,c, d, 6.3,

6.4

#87: How doesare Sun compareto other stars?

Our Sun is veryaverage as stars go

Main sequence starsuper giants, whitedwarfs, black holes


McD: 586 to 620

Lab #38: StarLuminosity Chart

Jan Jun

4.1.1 a, b,4.1.2 a, b,c, d, 6.3,

6.4

#88: How did allbegin?

The Universe isinferred to be about14 billion years old

Big Bang Theory,Doppler Effect,red/blue shift


Demonstrate theDoppler Effect usingsound if possible

Jan Jun

Project #9 Jan JunCommon Assessment #9

Teachers should be reviewing for the Lab Practical, completing lab requirements (20 hours) and review for the June 2012 Regents!

Based on the formative and summative assessments, teachers should focus on the major understandings wherestudents’ performances were at levels 1 and 2.

Jan Jun

JANUARY & JUNE – NYSED EARTH SCIENCE REGENTS

SYSTEMATIC DESIGN OF A SCIENCE LESSON

What are the components of a Science Lesson?

Standards-Based Science Lesson Plan Format Using the Workshop ModelComponent Time

AIM: Goal of the Day Written in Question Form Concept to be Learned Linked to Closure of the lesson Written in student friendly language Can be elicited from the students

-

Learning Objective(s): Standards-Based A precise way of stating an outcome or goal (refer to Bloom's Taxonomy) Describes what a student should be able to do (a road map) Can be measured for achievability (attainable) Getting started activities serve as prerequisite skills in preparation for undertaking new

objectives

-

Key Idea(s): NYS Performance Standards Specific skills and concepts students should master

-

Key Words: Interactive Word Wall Identify, define words relevant to the lesson, topic, concept, skill Operational definitions of terms, concepts Use of roots and prefixes for literary understanding Display on the Science Word Wall and use for vocabulary development

-

Materials: Creative and Varied Items needed to facilitate the implementation of the lesson Use to enhance/differentiate lesson (i.e. teacher-made, manipulatives, text, calculators,

technology) Organized and accessible to students

-

Problem of the Day / Do Now: Opening - Whole Group This can be considered the motivation or Do Now of the lesson It should set the stage for the day's lesson Skills review Introduction of a new concept, built on prior knowledge Open-ended problems

5 min

Mini Lesson: Guided Practice - Whole Group (Teacher Directed, Student Centered) Inform students of what they are going to do. Refer to Objectives. Refer to the Key

Words (Word Wall) Define the expectations for the work to be done Provide various demonstrations using modeling and multiple representations (i.e. model

a strategy and your thinking for problem solving, model how to use a ruler to measureitems)

Relate to previous work Provide logical sequence and clear explanations Provide medial summary

10 – 15min

42

Standards-Based Mathematics Lesson Plan Format Using the Workshop ModelComponent Time

Exploration/Investigation: Independent Practice - Cooperative Groups, Pairs,Individuals, (Student Interaction & Engagement, Teacher Facilitated) Students try out the skill or concept learned in the mini-lesson Teachers circulate the room, conferences with the students and assesses student

work (i.e. teacher asks questions to raise the level of student thinking) Students construct knowledge around the key idea or content standard through

the use of problem solving strategies, manipulatives, accountable/quality talk,writing, modeling, technology applied learning

20 – 25min

Share Out: Reflective Practice - Whole Group (Teacher Directed, StudentCentered) Students discuss their work and explain their thinking Teacher asks questions to help students draw conclusions and make references

5 – 10min

Journal Writing: Independent Reflections - Individuals (Teacher Facilitated,Student Centered) Reflect thinking in writing Use writing "prompts" if needed (i.e. "I tried to solve this problem by

______________ but it did not work because____________________.") Answer question (i.e. What did I do in Science today?, What science words did I

learn or review? What science did I learn or review?) Pose creative assignments (i.e. Use tangrams to create a character. Give a

description and details about your character.)

5 – 10min

Final Summary: (Closing) - Whole Group (Teacher Directed, Student Centered) Determine if aim/objective(s) were achieved Students summarize what was learned Allow students to reflect, share (i.e. read from journal) Homework is a follow-up to the lesson which may involve skill practice,

problem solving and writing

5min

Homework/Enrichment - Whole Group (Teacher Directed, Student Centered) Homework is a follow-up to the lesson which may involve skill practice,

problem solving and writing Homework, projects or enrichment activities should be assigned on a daily basis. SPIRALLING OF HOMEWORK - Teacher will also assign problems / questions

pertaining to lessons taught in the past

-

Remember: Assessments are on-going based on students’ responses.Assessment: Independent Practice (It is on-going! Provide formal assessmentwhen necessary / appropriate) Always write, use and allow students to generate Effective Questions for optimal

learning Based on assessment(s), Re-teach the skill, concept or content using alternative

strategies and approaches

43

IMPORTANT NOTICE

All aims must be numbered with corresponding homework. For example, Aim #7will correspond to homework #7 and so on.

Writing assignments at the end of the lesson (closure) bring great benefits. Not onlydo they enhance students' general writing ability, but they also increase both theunderstanding of content while learning the specific vocabulary of the disciplines.

AIM #7: What is matter?

NYS PERFORMANCE INDICATOR:

3.1q Matter is classified as a pure substance or as a mixture of substances.

Do Now (5 minutes):

Classify the following items based on their properties/characteristics.

Writing Exercise / Closure:

What are some properties of matter?

Homework #7

Page 34 #5, 7, 9, 11

Page 28 #4, 13

Page 15 #21, 33

Page 8 #40

Study for Quiz #2 on September 23, 2010

Demonstration (using manipulatives) must be incorporated in all lessons. Withstudents actively involved in manipulating materials, interest in science will bearoused. Using manipulative materials in teaching science will help students learn:

a. to relate real world situations to science symbolism.

b. to work together cooperatively in solving problems.

c. to discuss scientific ideas and concepts.

d. to verbalize their scientific thinking.

e. to make presentations in front of a large group.

f. that there are many different ways to solve problems.

g. that problems can be symbolized in many different ways.

h. that they can solve problems without just following teachers' directions.

44

HIGH SCHOOL LEVEL SCIENCE GRADING POLICY

This course of study includes different components, each of which are assigned the

following percentages to comprise a final grade. I want you--the student--to understand

that your grades are not something that I give you, but rather, a reflection of the work

that you give to me.

1. Common Assessments → 35%

2. Quizzes → 20%

3. Laboratory (with Written Lab Reports) → 15%

4. Homeworks → 15%

5. Notebooks → 5%

6. Research Projects / Class Participation → 10%

o Class participation will play a significant part in the determination of your

grade. Class participation will include the following: attendance, punctuality

to class, contributions to the instructional process, effort, work in the

laboratory, contributions during small group activities and attentiveness in

class.

Important Notice

As per MVCSD Board Resolution 06-71, the Parent Notification Policy states

“Parent(s) / guardian(s) or adult students are to be notified, in writing, at any time during

a grading period when it is apparent - that the student may fail or is performing

unsatisfactorily in any course or grade level. Parent(s) / guardian(s) are also to be

notified, in writing, at any time during the grading period when it becomes evident that

the student's conduct or effort grades are unsatisfactory.

45

SETUP OF THE SCIENCE CLASSROOM

I. Prerequisites for a Science ClassroomA Bulletin Board is meant to display necessary information related to the classitself. Displayed on the Bulletin Boards should be the following; Teacher Schedule Class List Seating Chart Code of Conduct / Discipline School Policies – dress code, attendance, important dates, etc. Grading Policy Safety and Laboratory Procedures Science Diagrams Extra Help Schedule

II. Updated Student WorkA section of the classroom must display recent student work. This can be of anytype of assessment, graphic organizer, and writing activity. Teacher feedback mustbe included on student’s work.

III. Board Set-UpEvery day, teachers must display the NYS Standard (Performance Indicator),Aim, Do Now and Homework. At the start of the class, students are to copy thisinformation and immediately begin on the Do Now.

IV. Spiraling HomeworkHomework is used to reinforce daily learning objectives. The secondary purposeof homework is to reinforce objectives learned earlier in the year. Theassessments are cumulative, spiraling homework requires students to reviewcoursework throughout the year.

Student’s Name: School:

Teacher’s Name: Date:

Aim #:

NYS Performance Indicator:

Do Now:

46

WORD WALLS ARE DESIGNED …

to promote group learning. to support the teaching of important general principles about words and how they work. to foster reading and writing in content area. to provide reference support for children during their reading and writing. to promote independence on the part of young students as they work with words. to provide a visual map to help children remember connections between words and the

characteristics that will help them form categories. to develop a growing core of words that become part of their vocabulary.

IMPORTANT NOTICE A science word wall must be present in every science classroom.

Sample Science Word Wall

Process Skills Plants Soils Animals

classify root soil inheritmeasure stem humus traitpredict leaf topsoil mammalobserve seed clay birdrecord germinate loam amphibianinfer seedling resource gills

variable photosynthesis conservation fishcompare chlorophyll strip cropping scales

cotyledon contour plowing reptilemetamorphosis

cycle

Habitats Food Chains Rocks and Minerals

environment interact mineral valleyecosystem producer rock canyonpopulation consumer crust plaincommunity decomposer mantle plateau

habitat food chain core barrier islandforest energy pyramid igneous rock weathering

deciduous forest food web sedimentary rock erosiontropical rain forest predator metamorphic rock glacier

coastal forest prey rock cycle earthquakeconiferous forest fossil volcano

desert geologist floodsalt water landform natural disaster

fresh water mountain

47

SCIENCE CLASSROOM AESTHETICS

“PRINT–RICH” ENVIRONMENT CONDUCIVE TO LEARNING

TEACHER NAME: _________________________________________________________

PERIOD: _________________________________________________________

ROOM: _________________________________________________________

CHECKLISTYES NO

Teacher Schedule

Class List

Seating Chart

Code of Conduct / Discipline

Grading Policy

List of Core Laboratories

Safety and Laboratory Procedures

Science Diagrams, Posters, Displays

Updated Student Work (Projects, Assessments, Writing, etc.)

Updated Student Portfolios

Updated Word-Wall

Updated Lab Folder

Organization of Materials

Cleanliness

Principal Signature: _________________________________________ Date: ____________

Administrator Signature: _____________________________________ Date: ____________

48

Mount Vernon City School DistrictScience Department

Formal Lab Report Format

Laboratory reports are the vehicle in which scientific information is passed on from theexperimenter to others who have an interest in the scientific study. It is therefore very importantthat each student enrolled in a science class at University High School learn the proper formatand procedure for writing a scientific report.

The following is a brief summary of what information is to be included in an acceptablelaboratory report. Not all experiments will include all of the sections shown below. If yourexperiment (or your teacher) does not call for certain parts of the report format simply leave thatsection out.

Formal lab reports should always be word-processed or at least written neatly in ink. Never writeany section in pencil. Graphs should be hand drawn or done by a computer-graphing program.The report does not necessarily have to be lengthy or elaborate. Scientific writing should beclear, concise and accurate. Correct spelling and grammar is always important and will have animpact on the evaluation of your report. Unless your teacher informs you that this will be a groupreport, each student in the lab group will be responsible for completing his/her own report. Thereport may include:

Title PageThis section includes your name, title of the lab and the names of all labpartners. The page should also include the course title, instructor, period andthe date the lab was conducted

TitleThe title of the report must clearly reflect what the experiment was all about.This is not an appropriate place for creative or ambiguous titles.

PurposeThis section of the report clearly states in one or two sentences what is to bestudied in this experiment. What are you trying to find out in this experiment?

Hypothesis

Write a brief statement outlining your specific expected outcomes of theexperiment. The hypothesis is what you think will happen during theexperiment. It differs from a guess in that it is based upon prior knowledge orevidence.

49

Materials

List what equipment was used in your experimental setup. In manyexperiments, it may be helpful to include a detailed and labeled diagram ofhow the equipment is set up. Experiments involving measurements ofelectrical circuits must include a circuit diagram.

Procedure

If you are reporting on an experiment with a written procedure, summarizebriefly how the experiment was performed. Include only the basic elementsthe will give the reader an understanding of how the data was collected.Please do not include small details such as size of beakers, specific times,computer commands, or how specific equipment is to be connected together,etc. Do NOT just recopy the procedure from the lab book or hand out. Writethe procedure as if you were describing the experiment to an interested friend.If you are writing a report on an experiment of your own design, list thenumbered steps of the procedure you followed. This should look a lot like theprocedure section of your lab book

Safety

Write a short statement outlining whatever safety precautions might apply tothe experiment. Consider the potential dangers of flammables, corrosives,toxins, sharps, heat or cold, among others. Eye protection is required forexperiments involving the use of chemicals, boiling water, dissections or thepossibility of flying projectiles

ExperimentalData

This section of the report will contain the raw data collected during theexperiment. Experimental data may take the form of qualitative observationsmade during the experiment. Observations may include color changes, newproducts formed, phase changes, sounds, lights, positions or other non-measurement observations. This type of information is often best given inparagraph form where you describe your observations during a particular step.Include in your description what you did and what happened when you did it.Do not attempt to include interpretations of what happened at this time. Thissection is for raw data only.

Data may also take the form of numerical measurements collected during theexperiment. Quantitative Data should be included in a data table with clearlylabeled headings that include the units used. Do not ignore suspected faultydata but include it you report. Later, in your CONCLUSIONS, you will havethe opportunity to explain why you have decided not to include the suspectederrors in your analysis.

Charts andGraphs

To look for relationships in the data it is often of benefit to graph the datacollected. Make sure all graphs and charts are fully titled and labeled. Seehandout on how to construct a scientific graph for format instructions.

SampleCalculations

Every time that you perform a new calculation for data analysis, show asample calculation of how it was done in this section of your report. Show asample for each type of calculation done in the experiment, no matter howtrivial it seems. Use data from your experiment in your sample calculation,not made up numbers. Fully label each calculation so that the reader

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understands what you are calculating. Show the equation used for eachcalculation. Make sure that each measurement has the proper units and thateach calculated result is given the correct number of significant digits. If acalculation is repeated in the experiment, there is no need to show it more thatonce.%Error: calculation which determines how close your experimental value is tothe accepted value (as always, show your work)

% Error = |accepted value - your value|accepted value

If one of the analysis questions below asks for a calculation, show the work inthe Questions section not Sample Calculations.

Questions

All analysis questions found at the end of the experiment are to be answeredin complete sentences (except calculations, where you need to show yourwork). One or two word answers are never acceptable. Do not rewrite theoriginal question; instead, word your answer such that the question is obviousfrom the wording of your answer.

Conclusions

This is the most important part of your lab report. It is here that you answerthe questions asked in the purpose. Your conclusion should always be statedin terms of what you said your purpose was. Did the experiment verify yourhypothesis? How do you know?

Begin your conclusion by restating your purpose and/or hypothesis. In asentence or two, indicate how the experiment was conducted. State whetherthe results verified or refuted your hypothesis. List the evidence or logic fromyour experimental results that lead you to that conclusion. Be specific. If yourresults did not agree with the expected results, how far off were you from theaccepted value? A percent error might be appropriate here. Is this errorsignificant? Looking back on how the experiment was conducted, identifyseveral sources of error. "Experimental error", "measurement error", "humanerror" and "calculation error" are not acceptable statements of error. Be muchmore specific! Your discussion of error should include the effects of eachsource with regard to both magnitude and direction. If you were to do thisexperiment again, how could you modify this experiment to improve yourresults?

Many of the points made above may have been previously discussedelsewhere in the report. Do not leave them out of your conclusion! Yourconclusion should be able to stand alone without the rest of the report.

All reports should be signed and dated by the author at the bottom of the report. The dateshould reflect the date that the report is submitted.

Documents

Earth Science ® NMHZ HS Curriculum Guidemvcsd.sharpschool.net/UserFiles/Servers/Server_87286/File...This curriculum for The Physical Setting/Earth Science is organized into instructional