This
provides a visual for the order of what we are covering this year. The
topics under environment and historical perspectives will be integrated
throughout the year. The goal here is to go with a top down approach,
starting with the big picture. It
is important that we maintain a steady pace in class that allows for us
to cover all of the necessary material. In order to do this I have
outline below the year in groupings of midterms checkpoints. This is by
no means set in stone and the nature of an inquiry based classroom and
my teaching style in general is a very flexible one. This pace chart is
in eight very broad groups for that reason. STAGE ONE
A. Explain
how evidence from stars and other celestial objects provide information about
the processes that cause changes in the composition and scale of the physical
universe.
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The
Universe
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1.
Describe that stars produce energy from nuclear reactions and that processes
in stars have led to the formation of all elements beyond hydrogen and
helium. nuclear energy, Fission, Solar power
2.
Describe the current scientific evidence that supports the theory of the
explosive expansion of the universe, the Big Bang, over 10 billion years ago. STAGE TWO
3.
Explain that gravitational forces govern the characteristics and movement
patterns of the planets, comets and asteroids in the solar system.
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E. Explain
the processes that move and shape Earth's surface.
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Processes
That
Shape
Earth
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5. Explain how the slow movement
of material within Earth results from: a.
thermal energy transfer (conduction and convection) from the deep interior; geothermal power
b. the action of gravitational
forces on regions of different density. STAGE THREE
6. Explain
the results of plate tectonic activity (e.g., magma generation, igneous
intrusion, metamorphism, volcanic action, earthquakes, faulting and folding).
7.
Explain sea-floor spreading and continental drift using scientific evidence
(e.g., fossil distributions, magnetic reversals and radiometric dating). | STAGE FOUR B. Explain that many processes occur
in patterns within the Earth's systems.
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Earth
Systems
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4.
Explain the relationships of the oceans to the lithosphere and atmosphere
(e.g., transfer of energy, ocean currents and landforms). Al Gore's greenland ice sheet melting hypothesis ocean currents producing electricity
STAGE FIVE
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Earth
Systems
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1.
Summarize the relationship between the climatic zone and the resultant
biomes. (This includes explaining the nature of the rainfall and temperature
of the mid-latitude climatic zone that supports the deciduous forest.) Effect of global warming on biomes
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2.
Explain climate and weather patterns associated with certain geographic
locations and features (e.g., tornado alley, tropical hurricanes and lake
effect snow). Wind power
3.
Explain how geologic time can be estimated by multiple methods (e.g., rock
sequences, fossil correlation and radiometric dating). STAGE SIX
4.
Describe how organisms on Earth contributed to the dramatic change in oxygen
content of Earth's early atmosphere.
5.
Explain how the acquisition and use of resources, urban growth and waste
disposal can accelerate natural change and impact the quality of life.
6.
Describe ways that human activity can alter biogeochemical cycles (e.g.,
carbon and nitrogen cycles) as well as food webs and energy pyramids (e.g.,
pest control, legume rotation crops vs. chemical fertilizers). STAGE SEVEN
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C. Explain
the 4.5 billion-year-history of Earth and the 4 billion-year-history of life on
Earth based on observable scientific evidence in the geologic record.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ I
have omitted the environmental and historical perspective standards as
they are going to integrated in throughout the year. The environmental
factors will be tied into the relating topics. I have included examples
of ideas that I am exploring above, which are in green. Historical
perspectives will be included more seamlessly. With each topic the
class will cover how we know what we know and who is accredited.
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