Earth Systems Science Curriculum Guide 2016/2017 · Greeley-Evans School District 6 Grade: 9 Earth System Science Curriculum Guide Unit: Origin and Development of the Universe and

Revised May 2016

Earth Systems Science

Curriculum Guide

2016/2017

Revised May 2016

Greeley-Evans School District 6 Grade: 9 Earth System Science Curriculum Guide

Unit: How to Use This Guide Timeline: Suggested Time

Standard: Earth System Science Standards

Grade Level Expectation: Major state standards addressed.

Student Outcomes: Standards addressed in this unit.

Instruction: Shown as an outline. This is written as a strong suggestion of your series of instruction.

1. NUMBERS represent major claims that relate closely to the

standards. a. LETTERS are supporting pieces of evidence for the major

claims. A concept that is not necessarily directly in the standards but is necessary for full students understanding

is marked with the symbol (BR) in parentheses, denoting ‘brief review’.

i . ROMAN NUMERALS are specific examples of

instructional ideas for each concept. These ideas are not required, but have been used before with success.

Inquiry Questions: Vocabulary: Assessments: Common Unit

Science Resources: Literacy Resources:

Revised May 2016

Earth Science 2016-2017

UNIT 1 (6 Weeks)

Standard Earth System Science Standard 3

Graduate Competence Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes that have shaped our planet

Grade Level Expectation 1. The history of the universe, solar system and Earth can be inferred from evidence left from past events

Big Idea Development of the Universe and Earth

End of unit Performance Task Common Unit 1 exam- Open August 15th-October 17th

Student Outcomes Student Outcomes Nature of Science Literacy Standards Focus

Writing Standard Focus

Reading/writing Focus Cross Content Connection

a. Develop, communicate, and justify an evidence-based scientific

explanation addressing questions about Earth’s history (DOK 1-3) b. Analyze and interpret data

regarding Earth’s history using direct and indirect evidence (DOK 1-2)

c. Analyze and interpret data regarding the history of the universe using direct and indirect

evidence (DOK 1-2) d. Seek, evaluate, and use a variety of specialized resources available

from libraries, the Internet, and the community to find scientific information on Earth’s history (DOK

1-2) e. Examine, evaluate, question, and ethically use information from a

variety of sources and media to investigate the history of the universe, solar system and Earth (DOK 1-2)

b. Analyze and interpret data regarding

Earth’s history using direct and indirect evidence (DOK 1-2)

c. Analyze and interpret data regarding the history of the

universe using direct and indirect evidence (DOK 1-2)

2. Critically evaluate scientific claims in popular media and by

peers regarding Earth’s history, and determine if evidence presented is

appropriate and sufficient to support the claims. (DOK 2-3)

1. Understand that all scientific knowledge is

subject to new evidence and that the presence of reproducible results

yields a scientific theory. (DOK 1)

2. Critically evaluate scientific claims in popular media and by peers regarding

Earth’s history, and determine if evidence presented is appropriate and

sufficient to support the claims. (DOK 2-3)

RST.9-10.1 Cite specific

textual evidence to support analysis of science and

technical texts, attending to the precise details of

explanations or descriptions. RST.9-10.10

By the end of grade 10, read and comprehend science/technical

texts in the grades 9-10 text complexity band

independently and proficiently.

WHST.9-10.8 Gather relevant

information from multiple authoritative print and digital sources,

using advanced searches effectively; assess the usefulness

of each source in answering the research question; integrate

information into the text selectively to maintain the flow of ideas, avoiding

plagiarism and following a standard format for citation.

Revised May 2016

UNIT 1 (6 Weeks)

Standard Earth System Science Standard 3 Graduate Competence Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system

Grade Level Expectation 6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes

Big Idea Development of the Universe and Earth

End of unit Performance Task Common Unit 1 exam- Open August 15th-October 17th

Student Outcomes Priority Student Outcomes

Nature of Science Literacy Standards Focus

Writing Standard Focus Reading/writing Focus Cross Content

Connection

a. Develop, communicate, and justify an evidence-based scientific explanation addressing questions regarding the

interaction of Earth’s surface with water, air, gravity, and biological activity (DOK 1-3)

b. Analyze and interpret data, maps, and models concerning the direct and indirect evidence

produced by physical and chemical changes that water, air, gravity, and biological activity create (DOK 1-3)

c. Evaluate negative and positive consequences of physical and

chemical changes on the geosphere (DOK 2-3) d. Use remote sensing and

geographic information systems (GIS) data to interpret landforms and landform impact on human

activity (DOK 1-2)


explanation addressing questions regarding the

interaction of Earth’s surface with water, air, gravity, and biological activity

(DOK 1-3)

c. Evaluate negative

and positive consequences of physical and chemical

changes on the geosphere (DOK 2-3)

3. Use appropriate technology to help gather and analyze data, find background

information, and communicate scientific information

on physical and chemical changes. (DOK 1-2)

1. Ask testable questions and make a falsifiable hypothesis about

physical and chemical changes on the geosphere and

use an inquiry based approach to find an answer. (DOK 1-4)

2. Share experimental data, and respectful ly discuss conflicting

results. (DOK 2-3) 3. Use appropriate

technology to help gather and analyze data, find background

information, and communicate scientific information

on physical and chemical changes. (DOK 1-2)

RST.9-10.4 Determine the meaning of symbols, key

terms, and other domain-specific words and phrases

as they are used in a specific scientific or technical context relevant to

grades 9-10 texts and topics.

RST.9-10.8 Assess the extent to which the

reasoning and evidence in a text support the author’s claim or a

recommendation for solving a scientific or technical problem.

WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic

and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the

Revised May 2016

audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Revised May 2016


Unit: Origin and Development of the Universe and the Earth Timeline: 6 weeks

Standard: Earth System Science Standard 3

Grade Level Expectation: 1. The history of the universe, solar system and Earth can be inferred from evidence left from past events

2. As part of the solar system, Earth interacts with various extraterrestrial forces and energies such as gravity, solar phenomena, electromagnetic radiation, and impact events that influence the planet’s geosphere, atmosphere, and biosphere in a variety of ways 6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes

Student Outcomes: 1.a. Develop, communicate, and justify an evidence-based scientific

explanation addressing questions about Earth’s history (DOK 1 -3)

1.b. Analyze and interpret data regarding Earth’s history using direct and

indirect evidence (DOK 1-2)

1.c. Analyze and interpret data regarding the history of the universe using

direct and indirect evidence (DOK 1-2)

1.d. Seek, evaluate, and use a variety of specialized resources available from

libraries, the Internet, and the community to find scientific information on

Earth’s history (DOK 1-2)

1.e. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate the history of the universe, solar system and Earth (DOK 1-2)

2.c. Clearly identify assumptions behind conclusions regarding

extraterrestrial forces and energies and provide feedback on the validity of

alternative explanations (DOK 2-3)

6.a. Develop, communicate, and justify an evidence-based scientific explanation addressing questions regarding the interaction of Earth’s surface

with water, air, gravity, and biological activity (DOK 1-3) 6.b. Analyze and interpret data, maps, and models concerning the direct and indirect evidence produced by physical and chemical changes that

water, air, gravity, and biological activity create (DOK 1-3)

Instruction: 1. The Universe began with the Big Bang. (1.c., 1.e.)

a. Universal expansion i. Balloon/rubber band models

b. Doppler effect model (spectral shift) i . Doppler demos

c. Background radiation ‘echo’ i . Pond ripple demo

2. The Earth formed from the same cloud of dust as our Sun and the other planets. This is known as the Solar Nebula Theory. (1.a., 1.b., 1.d., 1.e., 2.a)

a. Solar Nebula Theory sequence of events i. Storyboarding

ii . Recipe for a star b. Importance of gravity in early solar system

i. Disc shape of solar system (gravity vs. centripetal) ii . Evolution of planetismals -> protoplanets->

planets iii . Shape of planets

iv. Orbits of planets 3. The Earth is a complicated system that developed as a result of

many events during Earth’s history. (1.a., 1.b., 1.d., 2.b., 6.a., 6.b.,

6.c.) a. Four spheres model

i . Video: Birth of the Earth b. Evolution of the geosphere

i. Differentiation of Earth’s layers ii . Oil and Water Model

iii . Scale Model of Earth

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6.c. Evaluate negative and positive consequences of physical and chemical changes on the geosphere (DOK 2-3)

c. Evolution of the atmosphere i . NOAA Graphing Activity

ii . Graph interpretation of change over time d. Evolution of hydrosphere

i . Comet water evidence e. Evolution of biosphere

4. The many changes in Earth’s history can be divided into time periods described by the Geologic Time Scale. (1.a., 1.b., 1.d.)

a. Geologic time scale i. Timeline of important events activity

b. Relative and absolute dating i. M&M/Penny Half-Lives

5. Due to the many changes in Earth’s history, it has become the

‘Goldilocks Planet’: a habitable place for l ife to exist. (2.a., 2.b., 2.d.) a. Factors necessary for l ife b. Importance of water, consistent temperature,

magnetosphere

Inquiry Questions: How are essential factors for life interrelated?

Vocabulary:

Big Bang

Condensation EM radiation

Evaporation

Differentiation Nebular Theory

Proto Planet

Evolution

Geologic Time Scale Original horizontality

Superposition

Strata

Index fossils

Radiometric dating

Assessments: Common Unit

Science Resources: Please see instruction section Literacy Resources:

Revised May 2016

UNIT 2 (8 Weeks)


Graduate Competence Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system

Grade Level Expectation 3. The theory of plate tectonics helps explain geological, physical, and geographical features of Earth

Big Idea Forces that Reshape the Earth End of unit Performance Task Common Unit 2 exam- Open August 15th-December 22nd.





a. Develop, communicate, and justify an evidence-based scientific explanation about the theory of

plate tectonics and how it can be used to understand geological, physical, and geographical features

of Earth (DOK 1-3) b. Analyze and interpret data on plate tectonics and the geological,

physical, and geographical features of Earth (DOK 1-2) c. Understand the role plate

tectonics has had with respect to long-term global changes in Earth’s systems such as continental

buildup, glaciations, sea-level fluctuations, and climate change (DOK 1-2)

d. Investigate and explain how new conceptual interpretations of data and innovative geophysical technologies led to the current

theory of plate tectonics (DOK 2-3)

c. Understand the role plate tectonics has had with respect

to long-term global changes in Earth’s systems such as

continental buildup, glaciations, sea-level fluctuations, and climate change (DOK

1-2)

4. Recognize that the

current understanding of plate tectonics has

developed over time and become more sophisticated as new technologies have led

to new evidence. (DOK 1)

1. Understand that all scientific knowledge is subject to new

findings and that the presence of reproducible results

yields a scientific theory. (DOK 1) 2. Ask testable

questions and make a falsifiable hypothesis about plate tectonics and design a method

to find an answer. (DOK 2-4)

3. Share experimental data, and respectfully discuss conflicting results. (DOK 2-3)

4. Recognize that the current understanding of plate tectonics has

developed over time and become more sophisticated as new

technologies have led

RST.9-10.2 Determine the central ideas or

conclusions of a text; trace the text’s explanation or

depiction of a complex process, phenomenon, or concept; provide an

accurate summary of the text. RST.9-10.4

Determine the meaning of symbols, key terms,

and other domain-specific words and phrases as they are used in a specific

scientific or technical context relevant to grades 9-10 texts and

topics.

WHST.9-10.1 Write arguments focused on

discipline-specific content. a. Introduce

precise claim(s), distinguish the claim(s) from alternate or

opposing claims, and create an organization that establishes clear

relationships among the claim(s), counterclaims,

reasons, and evidence.

b. Develop claim(s) and

counterclaims fairly, supplying data and evidence for each while

pointing out the strengths and limitations of both

claim(s) and counterclaims in a

Revised May 2016

to new evidence. (DOK 1)

discipline-appropriate form and in a manner that anticipates the

audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to l ink the major sections of

the text, create cohesion, and clarify the

relationships between claim(s) and reasons, between reasons

and evidence, and between claim(s) and counterclaims.

d. Establish

and maintain a formal style and objective tone

while attending to the norms and conventions of the discipline in which

they are writing. Provide a concluding statement or section

that follows from or supports the argument presented.

Revised May 2016

UNIT 2 (8 Weeks)



Grade Level Expectation 7. Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms

Big Idea Forces that Reshape the Earth End of unit Performance Task Common Unit 2 exam- Open August 15th-December 22nd. Student Outcomes Priority Student

Outcomes Nature of Science Literacy

Standards Focus



a. Develop, communicate, and

justify an evidence-based scientific explanation regarding natural hazards, and explain their potential local and global impacts (DOK 1-3)

b. Analyze and interpret data about natural hazards using direct and indirect evidence (DOK 1-2)

c. Make predictions and draw conclusions about the impact of

natural hazards on human activity – locally and globally (DOK 2-3)

c. Make predictions

and draw conclusions about the impact of natural hazards on human activity –

locally and globally (DOK 2-3)

1. Collaborate with local, national, and global organizations to

report and review natural disaster data, and compare their conclusions to

alternate explanations. (DOK 2-3)

1. Collaborate with

local, national, and global organizations to report and review natural disaster data,

and compare their conclusions to alternate explanations. (DOK 2-

3)

RST.9-10.1

Cite specific textual evidence to support analysis of science and

technical texts, attending to the precise details of explanations or

descriptions. RST.9-10.9

Compare and contrast findings presented in a text to those from

other sources (including their own experiments),

noting when the findings support or contradict previous

explanations or accounts.

WHST.9-10.6

Use technology, including the Internet, to produce, publish, and update individual

or shared writing products, taking advantage of technology’s capacity

to l ink to other information and to display information

flexibly and dynamically.

Revised May 2016


Unit: Forces that Reshape the Earth (Physical and Chemical) Timeline: 8 weeks

Standard: Earth System Science Standard 3

Grade Level Expectation: 1. The history of the universe, solar system and Earth can be inferred from evidence left from past events 3. The theory of plate tectonics helps explain geological, physical, and geographical features of Earth

6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes 7. Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms

Student Outcomes: 1.a. Develop, communicate, and justify an evidence-based scientific

explanation addressing questions about Earth’s history (DOK 1-3)

1.b. Analyze and interpret data regarding Earth’s history using direct and


1.d. Seek, evaluate, and use a variety of specialized resources available from

libraries, the Internet, and the community to find scientific information on

Earth’s history (DOK 1-2)

1.e. Examine, evaluate, question, and ethically use information from a

variety of sources and media to investigate the history of the universe, solar system and Earth (DOK 1-2) 3.a. Develop, communicate, and justify an evidence-based scientific

explanation about the theory of plate tectonics and how it can be used to understand geological, physical, and geographical features of Earth (DOK 1-3)

3.b. Analyze and interpret data on plate tectonics and the geological, physical, and geographical features of Earth (DOK 1-2)

3.c. Understand the role plate tectonics has had with respect to long-term global changes in Earth’s systems such as continental buildup, glaciations, sea-level fluctuations, and climate change (DOK 1-2)

3.d. Investigate and explain how new conceptual interpretations of data and innovative geophysical technologies led to the current theory of plate tectonics (DOK 2-3)

Instruction: 1. The Earth’s surface is constantly changing as a result of natural processes.

(1.a., 1.b., 3.a., 3.b., 3.c., 6.c.) a. Erosion and Deposition (BR)

i. Mechanical and chemical agents of erosion ii . Glaciation

iii . Activity: Consequences of erosion sandpaper demo b. Why the Earth isn’t smooth from erosion

2. Earth’s l ithosphere is composed of tectonic plates that can move upon the

surface of the asthenosphere. (1.a., 1.b., 3.a., 3.b., 3.c., 3.d.) a. Development of Theory of Plate Tectonics (Wegener et al)

i . Evidence for plate tectonics paper activity b. Density

i. Density column c. Convection, rift push, slab pull d. Plate boundaries

i. Graham cracker plate tectonics

3. The movement of these tectonic plates results in the formation of the geographic features we see on Earth today. (1.a., 1.b., 3.a., 3.b., 3.c., 3.d., 6.b.)

a. Continental buildup b. Mountain building

i. Clay demo c. Mid-ocean ridges

i. Seafloor spreading paper demo d. Rifting e. Trenches

f. Island chains and hot spots g. Supercontinents

i. Predictions of the next supercontinent 4. The movement of these tectonic plates results in natural disasters such as

volcanos and earthquakes. (1.a., 1.b., 1.d., 3.a., 3.b., 6.b., 7.a., 7.b., 7.c.)

Revised May 2016

6.a. Develop, communicate, and justify an evidence-based scientific explanation addressing questions regarding the interaction of Earth’s surface

with water, air, gravity, and biological activity (DOK 1-3) 6.b. Analyze and interpret data, maps, and model s concerning the direct and indirect evidence produced by physical and chemical changes that

water, air, gravity, and biological activity create (DOK 1-3) 6.c. Evaluate negative and positive consequences of physical and chemical changes on the geosphere (DOK 2-3)

7.a. Develop, communicate, and justify an evidence-based scientific

explanation regarding natural hazards, and explain their potential local and

global impacts (DOK 1-3)

7.b. Analyze and interpret data about natural hazards using direct and


7.c. Make predictions and draw conclusions about the impact of natural hazards on human activity – locally and globally (DOK 2-3)

a. High-risk locations for volcanos and earthquakes i. Ring of Fire mapping

b. Types of volcanos and volcanic eruptions i. Lake Nyos Lab

c. Yellowstone super volcano i . Video: Super Volcano

d. Types of faults i . Fault block demos

e. Seismic wave types i. Slinky demos

f. Seismographs and triangulation i . Triangulation activity and mapping

5. The study of Earth’s patterns can inform the present and future. (1.a., 1.b.,

1.d., 3.a., 3.b., 6.a., 6.b., 6.c., 7.a., 7.b., 7.c.) a. Disaster risk analysis

i . Case study project b. Emergency preparedness

i. Safety Brochure c. Impact on human activity

i. Philosophical Chair: Earthquake Zones and Building

Inquiry Questions: How do the different types of plate

boundaries create different landforms on

Earth?

How have scientists "discovered" the layers of Earth?

What drives plate motion? What might happen to Earth’s landforms in

the future? How do Earth's systems interact to create

new landforms? Why are some natural hazards difficult to

predict, while others are easier to predict? How are humans impacted by natural

hazards?

How can we prepare for natural hazards? How is climate change expected to change

the incidence of natural hazards

Vocabulary:

Convection (l i thosphere, asthenosphere)

Faulting

Folding Plate boundaries

(Convergent, divergent, transform)

Oceanic Crust

Continental Crust

Plate tectonics

Subduction Tsunami

Topographic map

Phys ical Map Geologic Map

Seismograph/Seismometer

Seismic Waves

Richter Scale Mercal li Scale

Magnitude



Revised May 2016

UNIT 3 (8 Weeks)

Standard Earth System Science Standard 3 Graduate Competence Describe how humans are dependent on the diversity of resources provided by Earth and Sun

Grade Level Expectation 5. There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources

Big Idea Energy and Earth’s Resources

End of unit Performance Task Common unit 3 exam-Open August 15th-March 17th.





a. Develop, communicate, and justify an evidence-based scientific explanation regarding the costs and benefits of exploration,

development, and consumption of renewable and nonrenewable resources (DOK 1-3)

b. Evaluate positive and negative impacts on the geosphere, atmosphere, hydrosphere, and

biosphere in regards to resource use (DOK 2-3) c. Create a plan to reduce

environmental impacts due to resource consumption (DOK 2-4)

d. Analyze and interpret data about the effect of resource consumption and development on resource reserves to draw conclusions about

sustainable use (DOK 1-3)


explanation regarding the costs and benefits of exploration, development, and

consumption of renewable and nonrenewable

resources (DOK 1-3)

c. Create a plan to

reduce environmental impacts due to resource consumption (DOK 2-4)

2. Critically evaluate

scientific claims in popular media and by peers, and determine if evidence presented

is appropriate and sufficient to support the claims. (DOK 2-3)

1. Infer assumptions behind emotional, political, and data-driven conclusions

about renewable and nonrenewable resource use. (DOK 2-3)

2. Critically evaluate scientific claims in

popular media and by peers, and determine if evidence presented is appropriate and

sufficient to support the claims. (DOK 2-3)

RST.9-10.5 Analyze the structure of the relationships

among concepts in a text, including relationships among key terms

(e.g., force, friction, reaction force, energy).

RST.9-10.7 Translate quantitative or

technical information expressed in words

in a text into visual form (e.g., a table or chart) and translate

information expressed visually or mathematically (e.g., in an

equation) into words.

WHST.9-10.7 Conduct short as well as more sustained research projects to

answer a question (including a self-generated question) or solve a problem;

narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation.

Revised May 2016


Unit: Energy and Earth’s Resources Timeline: 8 weeks

Standard: Earth System Science Standard 3 Physical Science Standards 1

Grade Level Expectation: 5. There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources Physical Science GLE: 6. When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amount of energy available to do work decreases

Student Outcomes: 5. a. Develop, communicate, and justify an evidence-based scientific

explanation regarding the costs and benefits of exploration, development,

and consumption of renewable and nonrenewable resources (DOK 1-3)

5. b. Evaluate positive and negative impacts on the geosphere, atmosphere,

hydrosphere, and biosphere in regards to resource use (DOK 2-3)

5. c. Create a plan to reduce environmental impacts due to resource

consumption (DOK 2-4)

5. d. Analyze and interpret data about the effect of resource consumption and development on resource reserves to draw conclusions about sustainable use (DOK 1-3)

PHYSICAL SCIENCE STANDARDS (PS STANDARDS)

6.a. Use direct and indirect evidence to develop and support claims about the conservation of energy in a variety of systems, including transformations to heat (DOK 1-3)

6.b. Evaluate the energy conversion efficiency of a variety of energy transformations (DOK 1-2)

Instruction: 1. Energy and matter are always conserved. (PS6.a. PS6.b.)

a. Nature of energy and matter b. Kinetic and potential energy forms of energy

i. Forms of energy lab c. Energy transformations

i. Energy transformation lab

d. Conservation of matter and energy 2. Energy resources are incredibly important to human civil ization.

(5.a., 5.b., 5.d.) a. Electricity: what it is and where it comes from.

i . Energy transformations in a turbine generator ii . Tracing electrical energy back to the Sun

iii . Simple circuits

3. Modern industrial civilization depends on non-renewable resources. (5.a., 5.b., 5.d.)

a. Industrial revolution and the rapid expansion of human population/standard of l ife.

i . Human population growth analysis worksheet b. Renewable and non-renewable resources.

i . Trace energy forms to the Sun c. Rates of consumption.

d. Renewable sources of energy will be necessary to maintain our current standard of l iving.

4. The positive and negative aspects of different sources of energy

must be considered when deciding how to power civil ization. (5.a., 5.b., 5.c., 5.d.)

a. Benefits and drawbacks of energy resources i . Energy Expo Activity/Poster Presentation

Revised May 2016

b. Reducing environmental impacts i . Cookie mining lab

Inquiry Questions: How do humans use resources?

How can humans reduce the impact of

resource use? How are resources used in our

community? What are the advantages and

disadvantages of using different types of

energy?

Vocabulary: Alternative energy forms (Nuclear,

geothermal, solar, wind)

Economic Feasibility

Fossil Fuel (Petroleum- natural gas, Petroleum- oil, coal)

Supply/Demand

Carbon Footprint

Economic Growth

Environmental Impacts EPA

Exponential population growth

Governmental policy

Sustainability Wedge theory

Law of Conservation of Energy

Kinetic/Potential Energy Fracking



Revised May 2016

UNIT 4 (8 Weeks)


Graduate Competence Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes that have shaped our planet

Grade Level Expectation 2. As part of the solar system, Earth interacts with various extraterrestrial forces and energies such as gravity, solar phenomena, electromagnetic radiation, and impact events that influence the planet ’s geosphere, atmosphere, and

biosphere in a variety of ways

Big Idea Weather, Climate, and Climate Change End of unit Performance Task Common Unit 4 exam- Open August 15th-May 26th






explanation addressing questions around the extraterrestrial forces and energies that influence Earth

(DOK 1-3) b. Analyze and interpret data regarding extraterrestrial forces and

energies (DOK 1-2) c. Clearly identify assumptions

behind conclusions regarding extraterrestrial forces and energies and provide feedback on the validity of alternative explanations

(DOK 2-3) d. Use specific equipment, technology, and resources such as

satell ite imagery, global positioning systems (GPS), global information systems (GIS), telescopes, video and

image libraries, and computers to explore the universe (DOK 1-2)

d. Use specific equipment, technology,

and resources such as satell ite imagery, global positioning systems

(GPS), global information systems (GIS), telescopes, video and image libraries, and

computers to explore the universe (DOK 1-2)

1. Understand the physical laws that govern Earth are the

same physical laws that govern the rest of the universe. (DOK 1)

1. Understand the physical laws that

govern Earth are the same physical laws that govern the rest of

the universe. (DOK 1) 2. Critically evaluate strengths and

weaknesses of a model which represents complex

natural phenomena. (DOK 2-3)

RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.

WHST.9-10.4 Produce clear and

coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

Revised May 2016

UNIT 4 (8 Weeks)



Grade Level Expectation 4. Climate is the result of energy transfer among interactions of the atmosphere, hydrosphere, geosphere, and biosphere

Big Idea Weather, Climate, and Climate Change End of unit Performance Task Common Unit 4 exam- Open August 15th-May 26th Student Outcomes Student Outcomes Nature of Science Literacy

Standards Focus



a. Develop, communicate, and justify an evidence-based scientific explanation that shows climate is a result of energy transfer among the

atmosphere, hydrosphere, geosphere and biosphere (DOK 1-3)

b. Analyze and interpret data on Earth’s climate (DOK 1-2) c. Explain how a combination of

factors such as Earth’s ti lt, seasons, geophysical location, proximity to oceans, landmass location, latitude,

and elevation determine a location’s climate (DOK 1-3) d. Identify mechanisms in the past

and present that have changed Earth’s climate (DOK 1) e. Analyze the evidence and

assumptions regarding climate change (DOK 1-3)

f. Interpret evidence from weather stations, buoys, satell ites, radars, ice and ocean sediment cores, tree rings, cave deposits, native

knowledge, and other sources in relation to climate change (DOK 1-3)

c. Explain how a combination of factors such as Earth’s ti lt, seasons, geophysical

location, proximity to oceans, landmass location, latitude, and

elevation determine a location’s climate (DOK 1-3)

e. Analyze the evidence and assumptions regarding

climate change (DOK 1-3)

2. Examine how computer models are used in predicting the

impacts of climate change. (DOK 1-2)

1. Understand how observations, experiments, and theory are used to

construct and refine computer models. (DOK 1)

2. Examine how computer models are used in predicting the

impacts of climate change. (DOK 1-2)

3. Critically evaluate scientific claims in popular media and by peers regarding

climate and climate change, and determine if the evidence presented is

appropriate and sufficient to support the claims. (DOK 2-3)

RST.9-10.6 Analyze the author’s purpose in providing an

explanation, describing a procedure, or

discussing an experiment in a text, defining the question the

author seeks to address.

RST.9-10.10 By the end of grade 10, read and comprehend

science/technical texts in the grades 9-10 text complexity band

independently and proficiently.

WHST.9-10.9 Draw evidence from informational texts to support analysis,

reflection, and research.

Revised May 2016


Unit: Weather, Climate, and Climate Change Timeline: 8 weeks

Standard: Earth System Science Standards

Grade Level Expectation: 2. As part of the solar system, Earth interacts with various extraterrestrial forces and energies such as gravity, solar phenomena, electromagnetic radiation, and impact events that influence the planet’s geosphere, atmosphere, and biosphere in a variety of ways

4. Climate is the result of energy transfer among interactions of the atmosphere, hydrosphere, geosphere, and biosphere 6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes 7. Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms

Student Outcomes: 2. a. Develop, communicate, and justify an evidence-based scientific

explanation addressing questions around the extraterrestrial forces and

energies that influence Earth (DOK 1-3)

2. b. Analyze and interpret data regarding extraterrestrial forces and

energies (DOK 1-2)

2. d. Use specific equipment, technology, and resources such as satell ite

imagery, global positioning systems (GPS), global information systems (GIS),

telescopes, video and image libraries, and computers to explore the universe

(DOK 1-2)

4. a. Develop, communicate, and justify an evidence-based scientific explanation that shows climate is a result of energy transfer among the atmosphere, hydrosphere, geosphere and biosphere (DOK 1-3)

4. b. Analyze and interpret data on Earth’s clima te (DOK 1-2)

4. c. Explain how a combination of factors such as Earth’s ti lt, seasons, geophysical location, proximity to oceans, landmass location, latitude, and elevation determine a location’s climate (DOK 1-3)

4.d. Identify mechanisms in the past and present that have changed Earth’s climate (DOK 1)

4.e. Analyze the evidence and assumptions regarding climate change (DOK 1-3)

Instruction: 1. Weather is an expression of the climate system. (4.a., 4.b, 4.c.)

a. Characteristics of weather. b. Factors that influence weather.

c. Weather can be predicted. d. Air pressure affects the wind. (global and local winds) e. Air masses affect regional climate and weather

i. Reading air pressure, temperature, and moisture maps.

f. Climate is the average weather in a location over a long period of time.

i . Collect weather data and compare to long term NOAA climate data for Greeley

g. Explain how a combination of factors such as Earth’s ti lt, seasons, geophysical location, proximity to oceans,

landmass location, latitude, and elevation determine a location’s climate

i . Earth and sun modeling activity

ii . Effect of albedo measurements iii . Differences in heating lab (Earth’s surface vs.

water) iv. Ocean current lab: Sneakers

v. Deep ocean currents: Density of salt/fresh water lab

vi. Climate study: City comparison activity vii. Imaginary continent activity

2. Meteorological hazards can be predicted using scientific methods. (6.a., 7.a., 7.b.)

a. Types of meteorological hazards

Revised May 2016

4.f. Interpret evidence from weather stations, buoys, satell ites, radars, ice and ocean sediment cores, tree rings, cave deposits, native knowledge, and

other sources in relation to climate change (DOK 1-3) 6.a. Develop, communicate, and justify an evidence-based scientific explanation addressing questions regarding the interaction of Earth’s surface

with water, air, gravity, and biological activity (DOK 1-3) 7.a. Develop, communicate, and justify an evidence-based scientific

explanation regarding natural hazards, and explain their potential local and

global impacts (DOK 1-3)

7.b. Analyze and interpret data about natural hazards using direct and


7.c. Make predictions and draw conclusions about the impact of natural

hazards on human activity – locally and globally (DOK 2-3)

3. Meteorological hazards can have local and global impacts on human activity. (7.c.)

a. Human impact of meteorological hazards b. Risk analysis and mitigation c. Local/global impact

4. Climate can change over time. (4.d., 4.e., 4.f.)

a. Evidence for past climate change, Earth’s climate history i . Climate change past and present (NASA module)

b. Ice core data analysis c. Tree ring data

d. Ocean sediment cores e. Native knowledge f. Cave deposits

5. Climate is rapidly changing as a result of human activity. (2.a., 2.b., 2.d., 4.d., 4.e., 4.f.)

a. Earth’s energy budget b. Effect of fossil fuel use on the atmosphere

c. Greenhouse effect and anthropogenic carbon i . Satellite image videos from NASA, storytell ing

with data

ii . CO2 Greenhouse in a Bottle Lab d. Feedback loops and likely trends

i. Iris Effect activity (negative feedback) ii . Melting ice caps and albedo activity (positive

feedback) iii . Tundra thaw methane release (positive feedback)

e. Evidence of climate change i. Graph analysis

ii . Video: Truth About Climate Change f. Impacts on physical and biological systems

i. Stations and presentations graph analysis

g. Risk analysis and mitigation strategies i. Project: Carbon Mitigation Wedges

Inquiry Questions: How does the electromagnetic spectrum

positively and negatively impact Earth's

systems How can changes in the ocean create

climate change? How is climate influenced by changes in

Earth's energy balance?

Vocabulary: Absorption/emission

Albedo

Cryosphere Elevation

EM Spectrum Greenhouse gasses

Infrared Energy Ocean Currents


Revised May 2016

How have climates changed over Earth's

history? How does climate change impact all of

Earth's systems?

How have climate changes impacted

human societies? Why are some natural hazards difficult

to predict, while others are easier to predict?

How are humans impacted by natural

hazards?

How can we prepare for natural

hazards? How is climate change expected to

change the incidence of natural hazards ?

Ozone

Drought

Famine/disease

Fire

Coriol is Effect Thermohaline Circulation

Topography Global Wind Patterns

Weather Watch vs . Weather Warning


Documents

Earth Systems Science Curriculum Guide 2016/2017 · Greeley-Evans School District 6 Grade: 9 Earth System Science Curriculum Guide Unit: Origin and Development of the Universe and