Earth and Space Science

Course Description

This course represents an opportunity for students to gain knowledge about the Earth they live on and its place in the Universe. Geology, astronomy, meteorology, environmental change, earth dynamics, hydrology, and paleontology are sequentially developed into a physical history of the earth.

MS. CRONK

MR. LOHR

MS. Montera

MS. LIOTTA

Claim 1: Space Systems

Students can construct a mathematical or computational model to describe explanations and defend claims about the origin, evolution, and composition of the expanding universe, the production of electromagnetic energy that is radiated through space, the relative position and motions of Earth in the solar system, and the observations of cyclic patterns of celestial bodies.

Evidence

A student demonstrates an understanding of Space Systems through application, evaluation, analysis, and/or synthesis by using SEP, CCC, & DCI related to

A model that describes the origin, structure, and motions of celestial bodies within the universe and identifies possible cause and effect for changes in these motions [HS-ESS1-1, HS-ESS 1-4]
Evidence of star characteristics and the theory of an expanding universe [HS-ESS1-1, HS-ESS 1-2]
Synthesis of matter, the production of electromagnetic radiation, and the effects of matter and energy throughout space [HS-ESS1-1, HS-ESS1-3, HS-ESS2-4]
Models that explain the effects of cyclic changes in the Sun-Earth-Moon system [HS-ESS1-4, HS-ESS 1-7]

Claim 2: History of Earth

Students can evaluate evidence from active geologic processes in the rock record, use scientific reasoning, and apply evidence from other planetary bodies to construct an account of Earth’s formation and history, and to develop a model that illustrates how both gradual and catastrophic geologic processes operate at different spatial and temporal scales to change Earth’s geographic features.

Claim 3: Earth’s Systems

Students can develop models and investigations, analyze data and feedback mechanisms, and construct arguments based on evidence that demonstrate the coevolution of life with Earth’s changing systems and the cycling of matter and energy within and between Earth’s systems.

Evidence

A student demonstrates understanding of Earth’s Systems through application, evaluation, analysis, and/or synthesis using SEP, CCC, & DCI related to

The unique characteristics of water and the effects of water on Earth [HS-ESS 2-5]
Geoscience data that relate to how feedback mechanisms create changes within and between Earth’s systems [HS-ESS 2-2]
A model of Earth’s spheres that illustrates the interior and exterior cycling of matter and energy [HS-ESS 2-3, HS-ESS2-6]

Quarter 3

Topic 6 Insolation

I can:

explain how the angle of insolation affects the intensity of insolation and how that angle changes throughout the year.
compare and contrast how greenhouse gasses influence climate (Greenhouse Effect--greenhouse)
draw conclusions how humans impact the Earth.
explain how the the ozone layer protects us from the UV exposure.
provide examples of Global Climate Change, and the impact it has on a location.

Topic 7 Weather

I can:

measure weather variables and label/decode weather variables on station models.
describe the process by which clouds form.
state the characteristics of high and low pressure centers.
identify different fronts on a weather map and describe the air masses and weather associated with them.

Quarter 4

Topic 8 Water and Climate

I can:

describe how each factor affects climate with regards to temperature and moisture.
describe what the hydrologic (water) cycle is and correctly label a diagram of the hydrologic (water) cycle.

Topic 9, 10 Weathering , Erosion and Deposition

I can:

explain the process of chemical and physical weathering and describe two differences between them.
describe the unique ways each agent of erosion transports sediment.
model the pattern of deposition for each of the following: streams, wind, glaciers, mass movement

Topic 11 Rocks and Minerals

I can:

analyze a mineral's physical and chemical properties in order to identify the mineral.
determine the differences between sedimentary, igneous, or metamorphic rocks based on texture and environment which they formed in.

Topic 12 Earth's Dynamic Crust and Interior

I can:

explain how plate tectonics affects the development of geologic features, Earth’s processes, and natural disasters on Earth’s surface.

Topic 13 Interpreting Geologic History

I can:

justify how geologic history can be reconstructed by observing sequences of rock types and fossils to correlate bedrock at various locations.
calculate the age of a rock/fossil using radioactive decay patterns and knowledge of unstable isotope half-lives.

Scientific Skills and Practices taught

I can use what I have learned to ask two unique scientific questions about a specific topic that furthers my understanding:

I can use evidence gathered to ask two questions that allow me to test the relationship between mass, density, and volume of an object verbally and recorded in my lab manual.

I can carry out an investigation to perform experiments that test my hypotheses (If….then…because)

I can plan and carry out an investigation to explore the model of the moon, Earth, and Sun in my lab manual. I will use that model to explain how the position of the moon in relation to the Earth and Sun determines the phase of the moon and its cyclic patterns.

I can analyze and interpret data that supports or does not support my hypothesis.

I can collect and record data into a data table which is then appropriately graphed. Using the data collected I will give an explanation to support my scientific thinking in my lab manual.

I can build a model that shows the scientific idea I am learning.

I can create a topographic map to explain how the isolines represent at least four geographic features.

I can create appropriate methods to organize and represent the data of my experiment.

I can an appropriate data table that organizes gathered data about particle size and porosity. The information can then be appropriately graphed to show the relationship between them.

I can explain phenomena using a specific scientific explanation and apply it to solving a problem.

I can justify the geologic ages of the given rock layers by applying the Laws of Superposition.

I can display scientific findings from an investigation using the organized logical step of the scientific method.

I can create a labeled diagram (systems diagram, flowchart, etc.) from observations made during an investigation that shows how the speed of water impacts the erosional process.

I can evaluate a claim using accepted scientific evidence.

I can weigh evidence for and against climate change to produce a sound and scientifically based conclusion in a defendable written argument.

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