Embedded Files
Grade(s): 9-12
Length: two semesters
Credit: 1
Prerequisites: None
Course Overview:
Course Overview:
Earth & Space Science is often broken down into five major areas of specialization: geology, astronomy, meteorology, oceanography and environmental science. Geology is the study of the Earth’s surface and below. It includes minerals, rocks, the Earth’s crust and interior, and the processes that change them. Astronomy is the study of everything beyond Earth’s atmosphere. This includes the Earth & moon system, the solar system, the stars, galaxies, galaxy clusters, and the universe. Meteorology is the study of Earth’s atmosphere and the weather. Oceanography is the study of the 70% of Earth covered in seawater and its interactions with the rest of the Earth. Environmental science adds life to the mix, and combines all the other categories and how they support life on this planet; so environmental science is “cross disciplinary.”
Given Alaska’s high latitude and seasons, geology in the fall before the cold, dark and heavy snow allows for fieldtrips to examine rock outcrops at road cuts, visit mining operations, etc. Astronomy in mid-winter, when it is dark, lets classes go outside and use telescopes. Weather and oceanography in spring can mean clouds will have more variety. One can vary the order, however. If hurricanes and tornadoes are in the news in the fall, some of the weather and ocean material can be slipped in early to make the class relevant to what is happening in the news. The actual units can be studied in full detail later and teachers can refer back.
Adopted Textbook: Earth Science: Geology, the Environment, and the Universe. Glencoe/McGraw-Hill, 2017
Adopted Textbook: Earth Science: Geology, the Environment, and the Universe. Glencoe/McGraw-Hill, 2017
Units
Units
(Recommended Order)
Semester 1:
Semester 1:
Introduction to Earth and Space Science
Composition of the Earth
Surface Processes (Optional)
Resources and Our Environment (Optional)
Dynamic Earth
Semester 2:
Semester 2:
Beyond the Earth
Earth's Atmosphere, Weather, Climate
Earth's Oceans and the Marine Environment
Geologic Time
Introduction to Earth and Space Science
Introduction to Earth and Space Science
Suggested Pacing: 10 Days
Textbook Chapters/Lessons:
Since science is a process, as well as a body of knowledge, this course is taught through lab activities and experiences as well as book work. The NGSS grounding phenomenon / driving questions (storyline) teaching process is different from the traditional teaching. A poor music analogy is teaching Jazz instead of Classical music.
“Helping Students Make Sense of the World: Using Next Generation Science & Engineering Practices” (NSTA Press 2017) explains the new methods.
Key Objectives:
Key Objectives:
Demonstrate understanding of how Earth is a complex system of interacting subsystems of Rock, Water, Air and Life by engaging in argument from evidence.
Explain the importance of technology in the study of Earth Science. Exploring these requires lab activities maps to visually organize the information, remote sensing and geographic information systems (computer software that puts all the information into visual overlays that can be displayed on the maps as needed)
Design experiments that require asking questions, developing hypotheses, collecting data, interpreting data, and developing conclusions.
Demonstrate appropriate laboratory procedures and use of safety equipment in the science classroom.
Develop, revise, test and then use models to describe phenomena and design systems.
See the appendix for a detailed explanation of Earth Systems.
Use lines of latitude and longitude, and other common map features, to navigate a global map.
See the appendix for a detailed explanation of Map Latitude and Longitude.
Describe and utilize different types of maps of the Earth and their digital equivalents.
See the appendix for a detailed explanation of Map Types and Overlays.
Explain how satellites and sonar are used to collect data and map Earth’s surface. Students will be able to describe the difference between GPS and GIS and how each works.
See the appendix for a detailed explanation of GPS and GIS Systems.
Suggested Activities & Resources:
Suggested Activities & Resources:
Two Teaching Styles may be implemented depending on circumstances:
Student Drive: Grounding Phenomenon/ Driving Questions/Students' Sense Making (Storyline for short) According to the NGSS guidelines is more engaging and effective for student retention. It is also more work for the teacher and takes more time. Our textbook is not set up for this.
See “Teacher Handbook for NextGen Science Storylines, v1.1.” (NextGen Science Storylines, 2019)
Teacher Driven: Teacher introduces & leads the discussion. It is the traditional way of teaching science. Follow the suggested lessons in the Teacher Handbook and use labs, activities and the internet software that came with the textbook. These lessons are well thought out, but not as effective as Student Driven. If a teacher has to prepare for classes on three or four different subjects or a teacher is running out of time to finish a unit; this is an option.
Module 1: Introduction: Grounding Phenomenon: The Earth (1.0 days)
Observe “Image of Earth” (pages 4-5) or show “One Year in Earth’s Life” video (KUAC PBS)
Asking Driving Questions:
After introductions and class rules, syllabus, etc, explain the difference between closed and open ended questions.
Each group submits three to five of their best open-ended questions about the Earth (e.g. inside, outside, beyond). Help students turn any one word answer question into open-ended.
As a class, sort the best twenty five or so questions into four or five categories. Store the categorized twenty five questions into Google.
Jamboard - put the sticky notes on a classroom bulletin board.
As you go through the unit, you will revisit the list.
Lab safety (1.5 days): Flinn Lab Safety Review & contract for parents & students to sign. (OR families read pages 904-905 in textbook and use the safety contract at “Student Earth and Environmental Science Laboratory Safety Agreement” (Carolina Biological Supply Company, 2016).
Students draw individual lab safety maps of the classroom showing exits, fire extinguisher, fire blanket, emergency eye wash, emergency shower, phone with emergency #’s posted (1.5 days).
Internet Resources: Assign the students the Brain Pop Science Lab Safety video; it works like Ed Puzzle. The students stop and answer questions to be able to proceed. It is entertaining and accurate.
Example of Earth Systems Interacting: (4.0 days)
Textbook: read pp. 6-9
Internet Resources: Show these two video clips:
Earth Systems (2 NASA video clips 5 and 5.5 minutes linked) (0.5 days)
"Real World: Earth System Video" (Chose 9-12) (KUAC PBS)
(Teachers can make ed puzzle quizzes from all videos for easier formative testing & grade entry if desired.)
Investigation 1, Interacting parts of the Earth System. (3.5 days)
Show 1st video clip "Changing Hunting at Barrow (Utqiagvik)"
"Arctic Climate Perspective Rural Alaska Seeing Changes" (KUAC PBS)
Class discussion about what systems are interacting about what systems are interacting making this a problem. Groups record their ideas and save for the next part.
Work through "What's a feedback loop and Daisy world" interactive activity.
"Daisey World Interactive Models Feedback Loops" (KUAC PBS)
Individuals write their final essay on notebook paper and keep it for the next discussion
In light of the “feedback loop activity,” class discusses and comes to consensus on what is making it harder to hunt whales in the arctic in spring.
When there is a class model for what is causing changes in the spring hunt, students write a first draft of their claim as to what causes it, followed by supporting evidence and the reasons showing why the evidence supports the claim.
Students work in teams to help each other be sure they are using complete sentences and that the grammar and spelling are correct. Now make a second draft using conjunctions “because, but, and so” to expand and clarify the reasoning. Present these second drafts to class either on whiteboards or projected on a slide. Classmates make positive editing suggestions to each presenter so that the corrections can be made while the presentation is happening. Then each perfected final product is checked off by the teacher for a grade.
Wrap it Up. Summarize the evidence you gathered from your investigations around the phenomenon and research on the questions. What conclusions did you reach about the best model for what is happening? State your conclusion as a Claim. Explain how your evidence supports your claim. Be sure to write in complete sentences.
Big Idea 3: "Earth Systems Interact" (YouTube, A GIeducation)
Understanding Maps: (2.0 days)
Textbook: Reac pp. 28-30
View Internet Resources:
Map Projections: How to Make the Surface of a Ball Flat. It's Hard! - "Why all World Maps are Wrong" (YouTube Vox)
Topographic Maps:
Calculating the Gradient of a Slope from a Topgraphic Map" (YouTube, Mike Sammartanto)
"Constructing a Profile from a Topographic Map" (YouTube, Mike Sammartano)
Latitude and Longitude coordinates on Earth; Text pp. 30-33
Do a quick globe activity. Give students globes of the Earth and help them find the equator, north & south poles, and the prime meridian. Explain how the coordinates work. Next, read off some coordinates of places on Earth & help students find them. Then, ask students to find places on the globe that interest them, point to the spot and figure out the latitude and longitude, and share it with the class. Finally do a formative assessment based on what they have learned. Make copies of the worksheet from the text and have the students use the attached map to complete it.
From teacher resources in the textbook Chapter 2, Section 1, Teaching visual 4: The map and question worksheet. Students can work together or individually to locate positions on the map given coordinates and then give the coordinates for cities listed.
Textbook p. 48-49. Complete the Geo lab from the map in the book. Answer all the questions in complete sentences and draw your profile carefully. You may use graph paper if you wish. Turn both the answers and the profile in when you are finished.
Wrap it Up. Summarize the evidence you gathered from your investigations around the phenomenon and research on the questions. What conclusions did you reach about the best model for what is happening? State your conclusion as a Claim. Explain how your evidence supports your claim. Be sure to write in complete sentences.
Remote sensing & GIS: (1.0 days)
Testbook: Read pp. 41-47
Internet Resources
"How GPS Works" (YouTube, Seeker)
"What is a GIS" (YouTube, Esri Ireland)
National Geopgraphic Lesson for Earth Science. "Introduction to GIS" (National Geographic Society). This prepackaged lesson gives directions objectives, preparation, background, and vocabulary.
Example: Alaska Department of Fish & Game Example: GIS for Hunter's AK Fish & Game - Make your own Hunting Map App. Put a check in overlays that say: Special areas, subunits, and Alaska towns. In the top right corner, click the little squares to see six different base maps you can put at the bottom. Explore everything and see what happens. Exit ticket: Make a story about creating a GIS map for friends from out of town visiting where you live. Tell what overlays you would give them and why. Draw a picture of what it might look like with all the overlays in place. Make a claim about how this technology might change people’s lives, support your claim with evidence from your life, and explain the reasons that the evidence supports your claim.
Data sources for further research if desired:
Fairbanks North Star Borough website: “Get FNSB GIS Data”
USGS National Map USA GIS website: “GIS Data Downoad”
Fun Option - Video Game Version of GIS: Alaska Delta Junction Map Tour Game Explained: “MAP UPDATED The Best All-Around Map Yet?” (YouTube, Mighty Mike Farms - Alaska Delta Junction Map Tour, Farming Simulator 19).
Before GPS: Russian Alaska Map 1775 (University of Washington Library)
Wrap it Up. Summarize what you learned about geographic information systems while doing the National Geographic modeling a GIS system activity. Make suggestions about how to improve the lab. Be sure to write in complete sentences.
Standards List: HS-ESS2-2, HS-ESS3-2, HS-ESS3-1
Unit 1: Composition of the Earth
Unit 1: Composition of the Earth
Suggested Pacing: 26 days
Textbook Chapters/Lessons:
Key Objectives:
Key Objectives:
Use the atomic model and the periodic table to predict the properties of different minerals elements and compounds.
Design experiments to test the predictions they made and communicate their results using different formats (written, verbal, or multimedia) in the CER (Claim Evidence Reasoning) form.
Demonstrate understanding of mixtures to explain some properties of rocks (which are mixtures of minerals in solid form)
See the appendix for a detailed explanation of Matter and its Changes.
Describe the properties of minerals and mineral groups.
Identify common minerals based on scientific observations and tests.
See the appendix for a detailed explanation of Minerals and their Properties.
Explain how different conditions produce different types of rocks.
Explain how Earth is a closed system that leads to the rock cycle.
See the appendix for a detailed explanation of Rocks and the Rock Cycle
Suggested Activities & Resources:
Suggested Activities & Resources:
Module 2: Matter & Change: (8 days)
Grounding Phenomenon: How did these crystals get so big?
Show this video: Video Showing the Giant Crystals in Spain (YouTube - from BBC Travel Article)
(The source article is from BBC Travel: “The World's Largest Crystal Cave” - BBC Travel Article)
Asking Driving Questions (1 Days):
Students in small groups ask questions about the Pulpi Geode while watching the video at their own tables, and put them on sticky notes.
Each group submits three to five of their best open-ended questions. As a class, sort the best questions into five categories. Put the categorized twenty five questions into Google jamboard or on sticky notes bulletin board. As you go through the unit, revisit the list.
Matter & The Periodic Table of Elements:
Text: pp 60-65
Internet Resources: Structure of Atoms Interactive Lesson (ChemThink)
Combining Matter:
Chemical Bonding Text pp. 66-70
Internet Resources:
Ionic Bonding Interactive Lesson (ChemThink)
Covalent Bonding Interactive Lesson (ChemThink)
Brain Pop (set to 7&8 grade quiz)
Chemical Bonds with quiz
Metallic Bonding Video: “What are Metallic Bonds, Properties of Matter, Chemistry, FuseSchool” (YouTube – Fuse School)
Wrap it up: Consider the following images
Salt spilled on table: Salt Crystals on Table
Salt Diagram: Salt Crystals Atomic Diagram
Copper Being Hammered: Artist Hammering Copper
Copper Diagram: Copper Metal Atomic Diagram
In table groups, discuss how you would use the models you have learned about chemical bonding to explain why copper gets dented when hit with a hammer, but salt shatters. When your table comes to consensus on the explanation, share it with the class. When the class reaches consensus on the best way to write it (short and to the point, but leaving nothing out), copy it on half a sheet of paper and turn it in as an exit ticket.
Mixing
Text pp. 71-72
Internet Resources:
What Is An Atom And How Do We Know?” (YouTube – Stated Clearly)
Bond Breaker Game Classroom Edition (Be The Proton!)
"Mixtures" -(YouTube - BioEd Online)
States (phases) of matter: solid, liquid, gas, plasma
Text pp. 73-75
Internet resources:
Smokey Air: Canadian Wildfire Smoke in New York City Image
Wrap it up: In table groups, sort the images, identify solid, liquid, or gas mixtures, and tell if they are homogeneous or heterogeneous. Explain the reasons you chose that, citing evidence from the pictures. You may not all agree on some of them; that is fine as long as your reasoning from the evidence makes sense. Write up your final idea and turn it in as an exit ticket.
Module 3: Minerals: (6 Days)
Grounding Phenomenon: Pulpi Geode (1.0Day)
As a class, read the 400 word article, in BBC Travel, on the abandoned silver mine in Pulpi, Spain.
“The World's Largest Crystal Cave” – (BBC Travel). Discuss the pictures. Keep this in mind as you go through the lessons coming up. At the end of the unit, decide if the crystals in the cave count as minerals and why.
What is a mineral (2days)
Watch Brain Pop Movie "Crystals"
Textbook Read p. 86-89 and p. 96-101
Identify the types of minerals (3 days)
Watch Brain Pop Movie "Mineral Identification"
Textbook Read p. 90-95
Mho’s Hardness scale: “Mohs Hardness Scale - Science Educational Video for Elementary Students” (YouTube – Bow Tie Guy and Wife)
Mineral properties: “Identifying Minerals” (YouTube – Earth Rocks!)
Wrap it up - Identify minerals using various properties. If available, set up class labs using mineral sets your school has, students use common items - fingernails, streak plates, copper pennies, glass slides, iron nails, etc. - to determine hardness and ID tables or dichotomous keys to identify about twenty common minerals for themselves. Unit ends when all students have correctly identified all minerals in the kits.
Module 4: Types of Rocks: (12 days)
Grounding Phenomenon:
“Mars Rock Samples Collect by the Perseverance Rover” (NASA Science Mars Exploration)
Think about single elements, compounds and minerals, types of mixtures, and phases of matter. Pause for 5 minutes and discuss what you know about these things with a classmate. Now watch the video from NASA’s Jet propulsion lab about perseverance rover’s rock samples, (select samples #6 & #7) video.
Students in small groups ask questions about the two samples of rocks while watching the video at their own tables and put them on sticky notes.
Each group submits three to five of their best open-ended questions. As a class, sort the best questions into five categories. Put the categorized twenty five questions into Google jamboard or on sticky notes bulletin board. As you go through the unit, revisit the list.
Internet Resources:
Content background for teachers for University of Houston’s open source minerals & rocks: “Chapter 2: Earth Materials” (University of Houston website - The Story of Earth: An Observational Guide)
The Three Types of Rocks Video: “Geology Kitchen: The 3 Types of Rocks” (YouTube – Esteem Education Co.)
Igneous Rocks: (6 days)
“Identifying Igneous Rock” (YouTube – Earth Rocks!)
1 What are igneous rocks: Text pp. 112-117 (1.o days)
2 Classification of Igneous rocks: Text pp. 118-123
Lab activity formative assessment: If school has a class set of igneous rocks, do a lab activity where students examine a set of high iron low silica, intermediate, and low iron high silica igneous rocks. Students should be able to tell if the rocks were intrusive or extrusive by the large crystals or lack thereof. They should also be able to tell by the ratio of light and dark minerals which samples are mafic (high iron), which are intermediate, and which are low iron (felsic).
Alternative: (4 days)
Use the Concord Consortium Rocks & Tectonics Module (2023-2024)
Activities 1, 3, 4 and 5. It is free, you can put your class in and it will grade the units, they are challenging and well thought out.
The Concord Consortium "Rocks & Tectonics Module" -Earth Science Interactive lessons
Sedimentary Rocks: (1 day)
"Identifying Sedimentary Rocks" (YouTube - Earth Rocks!)
1 Formation of Sedimentary Rocks Text pp. 131-140
2 Types of Sedimentary Rocks Text pp. 141-144
Metamorphic Rocks: (4.0 days)
3 Recognizing Metamorphic Rocks Text pp. 145-150
"Identifying Metamorphic Rocks" (YouTube - EarthRockes!)
The Rock Cycle: Text p151 (0.5 days)
"Bill Nye the Science Guy - Sea 03 Epis 04 Rocks & Soil" (YouTube - Vern Burn)
"The Rock Cycle" (YouTube - Short Simple Science)
Standards List: HS-ESS2-2, HS-ESS2-3
Unit 2: Surface Processes (Optional)
Unit 2: Surface Processes (Optional)
Suggested Pacing: 31 days
Textbook Chapters/Lessons:
Key Objectives:
Key Objectives:
Identify the concepts in the model of weathering and erosion in the release of minerals, formation of soils and habitat and the formation of sedimentary rock.
See the appendix for a detailed explanation of Weathering and Erosion.
Suggested Activities & Resources:
Suggested Activities & Resources:
Weathering Erosion & Soil (8.5 days)
Weathering Text pp. 164-170
Erosion & Deposition pp. 171-175
Soil TExt pp.176-183
Brain Pop Weathering movie & Quiz from the textbook resources
Mass Movement (Wind & Glaciers) (7.0 days)
Landslides Text pp. 194-200
Weind Text pp. 201-206
Glaciers Text pp. 207-212
Brain Pop Rock Cycle Movie
Brain Pop Erosion movie & Quiz (Choose question set 3, pause points for grades 7 &8)
Surface Water & Groundwater
Surface Water Text pp. 224-241 (8days)
Ground Water Text pp. 252-268 (7.5 days)
"The Water Cycle for Kids" (YouTube - Learn Bright)
Brain Pop "Water Cycle" Movie & Take Quiz
Standards List: HE-ESS2-2, HS-ESS2-5
Unit 3: Resources and our Envionment (optional)
Unit 3: Resources and our Envionment (optional)
Suggested Pacing: 36 days
Textbook Chapters/Lessons:
Key Objectives:
Key Objectives:
Identify the concepts related to human use of natural resources.
Model how available resources determine the size of living populations.
Discuss how human use of energy sources, development of technology through applied science, and engineering has solved problems and created environmental impacts (e.g. allowed us to feed the world, as well as side effects such as pollution and global warming).
Describe and compare renewable and non-renewable resources.
See the appendix for a detailed explanation for Energy, Fossil Fuels, and Renewables.
Describe human impacts on land, air, and water resources.
Describe (or design) human conservation efforts regarding land, air, and water resources.
See the appendix for a detailed explanation for Earth’s Resources Extraction and Conservation.
Suggested Activities & Resources:
Suggested Activities & Resources:
Earth Resources:
Natural Resources: Text pp. 678-681 ( 6.0 days)
(YouTube Ken ReidUMN)
Resources in Land Text pp. 682- 686 ( 4.0 days)
“What is Mining?” (YouTube Climate and Community) A short film explaining the process of mining to people of the Solomon Islands.
“Modern Mining - How Eagle Mine Produces Nickel and Copper” (YouTube – Eagle Mine) A video explaining copper mining in Minnesota on a low grade intrusive body. It is almost identical to the Fort Knox gold mining operation north of Fairbanks, except the intrusion brought gold rather than copper.
“Mining” (YouTube – Bozeman Science) A short film, produced by Bozeman Science, explaining mining from prospecting through reclamation, but also explaining the five main types of mines. (Not ocean mining, which is new but has not started at this time.)
Air Resources Text pp. 687-692 (4 days)
Alternative possibility
Concord Consortium: High Adventure Science – “Factors that Affect Air Quality” Air Quality Model surface view interactive.
Concord Consortium: High Adventure Science – “Movement of Pollutants” - Factors that Affect Air Quality - Aerial View
Water Resources Text pp. 693-697 (5 days)
Alternative possibility: Concord Consortium: High Adventure Science “HASBOT Will There be Enough Fresh Water” - Concord Consortium interactive six lessons
Energy
Conventional Energy Resources Text pp. 708-713 ((2 days)
“Fossil Fuels for Kids | Learn All About Fossil Fuels, What They Are, And Where They Come From” (YouTube – Learn Bright) Explanation of their origin, their extraction, and their uses.
Alternative Energy Resources Text pp. 714-719 ((1 day)
“What is renewable energy?” (YouTube – The Independent) Seven minute summary.
“Our Mr.Sun 1956- Complete” (YouTube – GBPPR2) Frank Kapra Bell Telephone science special. entertaining science movie for students well done.
Conservation of energy Resources Text pp 720-723 ( 5 days)
“Energy Conservation vs. Energy Efficiency” (YouTube – IGS Energy)
“Energy Conservation for Kids – Insulation” (YouTube – Horizon Utilities)
Watch the first video telling the difference between energy conservation and energy efficiency. Then read pages 720 – 723, and watch the second video for kids on insulating houses. Based in the first video, decide if the book and the second video have correctly labeled what they are discussing. Write up your conclusion as a claim supported by evidence from all of the materials and explain the reasons that the evidence supports your claim.
Human Impact on Resources:
Populations and Use of Resources Text pp 734-736 (1 day)
Concord alternative (See 2,3 & 4 below)
Human Impact on Land Resources Text pp 737-742 (5 days)
Concord Alternative: “Can we Feed the Growing Population?” (Concord Consortium High Adventure Science)
Human Impact on Air Resources Text pp. 743-747 (2 days)
Concord Alternative: “Will the Air be Clean Enough to Breathe?” (Concord Consortium STEM Resource Finder)
“ Real World: The Carbon Cycle – Essential for Life on Earth” (YouTube – NASA eClips)
Carbon Cycle Diagram (Wikimedia)
Human Impact on Water Resources Text pp. 748-750 (3 Days)
Concord Alternative: “HASBOT Will there be Enough Fresh Water?” (Concord Consortium High Adventure Science
Standards List: HS-ESS2-2, HS-ESS2-5, HS-ESS3-1, HS-ESS3-2, HS-ESS3-3, HS-ESS3-4, HS-ESS3-6
Unit 4: Dynamic Earth
Unit 4: Dynamic Earth
Suggested Pacing: 37 days
Textbook Chapters/Lessons:
Key Objectives:
Key Objectives:
Create models or explanations how Earth’s internal systems drive processes in the geosphere such as plate tectonics, mountain building, volcanism, and earthquakes.
Explain the scientific evidence and historical development of Plate Tectonic Theory.
Describe the causes of plate motion.
Describe the three major plate boundaries and resulting features on Earth’s surface.
See appendix for a detailed explanation for Plate Tectonics.
Create a model or explain how plate tectonics influences the formation of volcanoes and major zones of volcanism.
Explain the relationship between major types of magma and resulting characteristics of an eruption.
Create a model or explain how magma forms geologic features below ground that differ from those formed at the surface by lava.
Describe how faults form at Earth’s surface.
Describe the three types of seismic waves.
Develop a model or explanation of how scientists use seismic waves to determine the structure of Earth’s interior.
Develop a model or explanation of how scientists use seismic waves to measure and locate earthquakes.
Create recommendations regarding preparedness and construction based on an understanding of factors affecting the probability of an earthquake occurring, the amount of damage caused by an earthquake, and how different structures are affected by an earthquake.
See appendix for a detailed explanation of Earthquake Waves Causes and Effects.
Develop models or explanations of orogeny to include mountain formation through plate convergence and alternative processes.
See appendix fora detailed explanation of Mountain Building
Suggested Activities & Resources:
Suggested Activities & Resources:
Plate Tectonics
Drifting Continents Text pp. 468-472
“Animated Life: Pangea, Wegener, and Continental Drift” (YouTube, Biointeractive)
Interactive Continent Move Viewer (Biointeractive Earth Viewer website)
“Plate Tectonics: An Introduction” (KUAC PBS)
Seafloor Spreading Text pp. 473-479
Evidence of seafloor spreading – “Plate Tectonics: Evidence of Mid-Ocean Ridges” (KUAC PBS)
“Magnetic Striping and Seafloor Spreading” (YouTube, Science with Thomas Stevenson)
Plate Boundaries Text pp. 480-485
“Tectonic Plate Movement in Alaska” (KUAC PBS)
“Earthquakes and Volcanoes Interactive” (PBS)
Causes of Plate Motion pp. 486- 488
“What will Earth Look Like in 500 Million Years?” (The Concord Consortium)
Interactive types of plate motion simulation and resources for teachers: “Mechanisms of Plate Movement” (KUAC PBS)
Volcanism
Volcanoes Text pp. 500-507
“Volcanism” (PBS)
“Vibrant Volcanos” (KUAC PBS)
Vesuvius cross section video and teacher resources: “Plate Tectonics and Volcanoes: The Next Pompeii” (KUAC PBS)
“Plate Tectonics: The Hawaiian Archipelago” (KUAC PBS)
Eruptions Text pp. 508-513
Types of eruptions and hazards interactive – “Volcanic Eruptions and Hazards” (KUAC PBS)
“Mount St. Helens: May 18, 1980” (YouTube, USGS)
Hawaiian effusive eruptions - “Kilauea Volcano Eruption Update; New Eruption Occurs, Expected Length of Eruption” (YouTube, Geology Hub)
Intrusive Activity Text pp. 514-517
“Igneous Intrusions Animation” (YouTube, Metfan869)
Earthquakes
Forces Within the Earth Text pp. 528-533
“The Science of Earthquakes” (USGS)
Seismic Waves and Earth’s Interior Text pp. 534-538
“Mechanical Waves: Interactive Lesson” (KUAC PBS)
“Wave Machine Demonstration” (YouTube, National STEM Centre”
“GCSE Physics – Seismic Waves #75” (YouTube, Cognito)
Measuring and Locating Earthquakes Text pp. 539-544
Measuring and Locating Earthquakes: PBS Video
Earthquakes and Society Text pp. 545-551
“Earthquake and Its Hazards” (YouTube, DOST-PHIVOLCS)
Mountain Building
Crust Mantle Relationships Text pp. 562-566
Earth’s Interior and How Seashells get to Mountain Tops – “Mountain Building” (YouTube, Jackson Wheat)
Orogeny Text pp. 567-573
Other Types of Mountain Building Text pp. 574-576
Standards List: HS-ESS1-5, HS-ESS2-1, HS-ESS2-3, HS-ESS2-5
Unit 5: Beyond The Earth
Unit 5: Beyond The Earth
Suggested Pacing: 36.5 days
Textbook Chapters/Lessons:
Key Objectives:
Key Objectives:
Demonstrate understanding of how various tools and methods, such as electromagnetic waves, telescopes, gravity waves, and multi-messenger astronomy, are employed to explore and comprehend the universe, including their applications in uncovering celestial phenomena, gravitational interactions, and cosmic events.
See the appendix for a detailed explanation of the Tools of Astronomy
Describe how the interplay of celestial movements within the Earth-Sun-Moon system influences specific phenomena on Earth, including day-night cycles, seasons, lunar phases, tides, and solar and lunar eclipses.
Explain the theory of the formation of our solar system, detailing the key processes, such as nebular hypothesis, planetesimal accretion, and the role of gravity, that led to the creation of our Sun and planetary system.
Explain Kepler’s Laws of Planetary Motion, including their fundamental principles and their significance in understanding the motion of celestial bodies within our solar system.
Demonstrate understanding of Newton’s Laws of Universal Gravitation, explaining how these laws govern the behavior of objects.
Create a model to demonstrate the scale of the solar system.
Distinguish between inner and outer planets in our solar system, describing their unique characteristics, orbits, and positions.
Analyze the properties, origins, and trajectories of comets and asteroids within our solar system, understanding their roles as remnants of the early solar system and their potential impact.
Differentiate major planets from dwarf planets based on defining features.
Demonstrate understanding of the roles of the Oort Cloud and Kuiper Belt in our solar system.
Explain or model the layers and features of our Sun and the resulting impact on Earth such as space weather, solar cycles, etc.
Explain how parallax, cepheid variable stars, and doppler effect led astronomers to model how the universe works.
Use the H-R Diagram to explain the life cycle of stars including stars on the order of the sun’s mass end as white-dwarf stars, while a star an order of magnitude larger than our sun will end as a neutron star, and the most massive stars will end as black-holes.
Explain how nuclear fusion in the core provides the energy source for stars and ultimately creates heavier elements at the end of a star’s life.
See the appendix for a detailed explanation of the Evolution of Stars and Gravity Waves.
Describe the size, shape, formation, and evolution of the Milky Way galaxy.
Define "galaxy" and classify galaxies based on properties (spiral, barred spiral, elliptical, and irregular).
Explain where the idea of an expanding universe came from and give the supporting evidence.
See the appendix for a detailed explanation of Galaxies, Hubble, and the Expanding Universe.
Suggested Activities & Resources:
Suggested Activities & Resources:
The Sun-Earth-Moon System
Tools of Astronomy Text pp. 764-769 (1 day)
"Afterschool Universe: Telescope Assembly" (YouTube, AfterschoolUniverse)
"NOTGLaDOS: Electromagnetic Spectrum the Musical" (YouTube, Universe Unplugged)
"Spectroscopy, Explained" (Goddard Media Studios, NASA)
“The Electromagnetic Spectrum” (KUAC PBS)
“Gravitational Wave Discovery Leads to Greater Understanding of the Fabric of our Universe” (YouTube, PBS NewsHour)
“LIGO: Journey of a G-Wave” (YouTube, Caltech)
The Moon Text pp. 770-774 (2 days)
Inside and Out: "How did the Moon Form?" (NASA Science)
"Evolution of the Moon" (KUAC PBS)
The Sun-Earth-Moon System text pp. 775-784 (4 days)
Educator Guide: "Moon Phases" (NASA Jet Propulsion Laboratory, California Institute of Technology)
Moon Phases Interactive Lesson with Simulator - "Phases of the Moon: Part2" (BH)
"Lunar Eclipse 101" (YouTube, National Geographic)
"Solar Eclipse 101" (YouTube, National Geographic)
Our Solar System
Formation of the Solar System Text pp. 796-803 (4 days)
“NASA - Solar System Dynamics: Orbits and Kepler’s Laws” (KUAC PBS)
“Segment F: Gravity” (Georgia Public Broadcasting, PBS, NPR)
“Real World: Scaling the Solar System” (KUAC PBS)
The Inner Planets Text pp. 804-810 (1 day)
“The Inner Solar System: Discovering Earth’s Neighborhood with Dr. James Garvin” (NASA Goddard Media Studios)
“Mercury 101” (YouTube, National Geographic)
“Venus 101” (YouTube, National Geographic)
“Earth 101” (YouTube, National Geographic)
The Outer Planets Text pp. 811-815 (1 day)
“The Outer Planets: Hubble’s Continuing Legacy” (NASA Goddard)
“Jupiter 101” (YouTube National Geographic)
“Saturn 101” (YouTube, National Geographic)
“Uranus 101” (YouTube, National Geographic)
“Neptune 101” (YouTube, National Geographic)
Other Solar System Objects Text pp. 816-819 (4 days)
Asteroid Belt - "Real World: Small Bodies Orbiting the Sun" (KUAC PBS)
“Pluto 101” (YouTube, National Geographic)
“What is the Difference Between Asteroids, Comets, and Meteors? We Asked NASA Scientist: Episode 16” (NASA website)
“Kuiper Belt and Oort Cloud Explained” (YouTube, Explified)
Stars
The Sun Text pp. 830-836 (2.5 days)
“NOTGLaDOS: Fusion vs. Fission” (YouTube, ExploreAstro)
“Sun 101” (YouTube, National Geographic)
Measuring Stars pp. 837-846 ( 2 days)
“How do we Measure the Distance to Stars? Parallax and Cepheids Explained” (YouTube, AstroNaught)
“The Star that Redefined the Universe” (YouTube, ScienceOnline)
Stellar Evolution pp. 847-851 ( 3 days)
“The Life Cycle of Stars” (YouTube, Institute of Physics”
“Constructing the Hertzsprung-Russell Diagram for Globular Star Cluster Omega Centauri” (YouTube, Hubble Space Telescope)
Galaxies and the Universe
The Milky Way Galaxy Text pp. 862-868 (3 days)
"What is a Galaxy?" (YouTube, James Webb Space Telescope)
Other Galaxies in the Universe Text pp. 869-877 (5 days)
"Galaxies Explained" (YouTube, Astronomic)
"Classroom Aid - Hubble Galaxy Classification" (YouTube, David Butler)
Cosmology pp. 878-881 (4 days)
"The Big Bang, Cosmology Part 1: Crash Course Astronomy #42" (YouTube, CrashCourse)
"Origins of the Universe 101" (YouTube, National Geographic)
Standards List: HS-ESS1-1, HS-ESS1-2, HS-ESS1-4
Unit 6: Earth's Atmosphere, Weather, and Climate
Unit 6: Earth's Atmosphere, Weather, and Climate
Suggested Pacing: 34.5 days
Textbook Chapters/Lessons:
Key Objectives:
Key Objectives:
Describe or model the layers, composition, and properties of Earth’s atmosphere.
Describe or model how unequal heating of the Earth by the sun transfers energy throughout the atmosphere which drives weather.
See the appendix for a detailed explanation of Properties of the Atmosphere.
Identify cloud types.
See appendix for a detailed explanation of Clouds.
Distinguish between the major storm systems and how they are formed.
Describe how the global conveyor belt and coriolis effect interact to produce three prevailing global wind systems; the polar easterlies, the prevailing westerlies, and the trade winds.
Explain the formation and characteristics of fronts caused by interacting air masses, and high and low pressure systems.
Interpret weather data and isobaric maps to describe weather conditions.
See appendix for a detailed explanation of Weather and its Causes.
Define climate and describe causes of climate on Earth.
Describe the impact of human activities on climate.
Describe the impact of climate on human activities.
See appendix for a detailed explanation of Climate and its Classification.
Suggested Activities & Resources:
Suggested Activities & Resources:
Atmosphere:
“Resources to Help Integrate NOAA Science into Formal and Informal Education” (National Oceanic and Atmospheric Administration)
Atmosphere Basics Text pp. 282-288 (2.5 days)
“Bill Nye Atmosphere” full version (SchoolTube, MrMasin)
“How Big is the Atmosphere” (YouTube, Jared Owen)
“Mr. Lee – Layers of the Atmosphere Rap” (YouTube, tfashady410)
Properties of the Atmosphere Text pp. 289-296 (2.5 days)
“Bill Nye the Science Guy on the Atmosphere” (YouTube, Bill Nye)
Clouds & Precipitation Text pp. 297-303 (4 days)
The first part (Prevailing Winds, Coriolis, Clouds) of “The Unchained Goddess (1958)” (YouTube, Jack Fuller) – This is 70 years old, but essentially accurate and an entertaining story line.
“Weather 101: A Tutorial on Cloud Types” (YouTube, NWSAlbuquerque)
Meteorology
The Causes of Weather Text pp. 314-317 (2 days)
“Real World: Earth's Energy Balance – Energy In and Energy Out” (NASA eClips)
Weather Systems Text pp. 318-323 (1 day)
The last part of “The Unchained Goddess (1958)” (YouTube, Jack Fuller)
“What is the Jet Stream and How Does it Affect the Weather?” (YouTube, Met Office- Learn About Weather)
“What are Weather Fronts and How do They Affect our Weather?” (Met Office- Learn About Weather)
“Weather for Pilots – 02 – Air Masses and Fronts” (YouTube, ERAU SpecialVRF)
Gathering Weather Data Text pp. 324-328 (1 day)
“Reading a Weather Station Model” (YouTube, MooMooMath and Science)
“V.53 Isobars and Isotherms” (YouTube, WoodsScience6)
“High and Low Pressure Areas" (YouTube, Physics Channel)
Weather Analysis & Precipitation Test pp. 329-332 (3 days)
"The Science Behind Weather Forecasting" (YouTube, Dylan Robichaud)
The Nature of Storms
Thunderstorms Text pp. 344-349 (1.5 days)
“How Thunderstorms are Formed” (YouTube, NorCast Weather)
Severe Weather Text pp. 350-354 (1 day)
The middle part of “The Unchained Goddess” (YouTube, Jack Fuller)
“The Supercell – Mother of Storms” (YouTube, Pecos Hank)
“The Science Behind a Microburst – Weather Wisdom” (YouTube, The Weather Channel)
Tropical Storms Text pp. 355-360 (2 days)
“Water Vapor Fuels Hurricanes” (KUAC PBS)
“Formation of a Tropical Cyclone” (YouTube, ClickView)
Recurrent Weather Text pp. 361-365 (4 days)
“Understanding Drought” (YouTube, Bureau of Meteorology)
“Understanding Floods” (YouTube, Bureau of Meteorology)
“Understanding ENSO" (YouTube, Bureau of Meteorology)
Climate
Defining Climate Text pp. 376-380 (2 days)
“Weather Versus Climate Change – Cosmos: A Spacetime Odyssey” (YouTube, National Geographic)
Climate Kids “What’s the Difference Between Weather and Climate?” (NASA)
Climate Classification Text pp. 381-386 (2 days)
“All About Climate” (National Geographic)
Climatic Changes Text pp. 387-392 (2 days)
“The Science of Climate Change” (YouTube, Biointeractive)
The last part of “The Unchained Goddess (1958)” (YouTube, Jack Fuller). Compare the average number of Atlantic hurricanes moving on land in 1958 to now. Compare the annual CO2 from fossil fuel burning in 1958 to now.
Impact of Human Activities Text pp. 393-395 (4 days)
Standards List: HS-ESS2-2, HS-ESS2-4, HS-ESS3-5
Unit 7: Earth's Oceans and the Marine Environment
Unit 7: Earth's Oceans and the Marine Environment
Suggested Pacing: 15.5 days
Textbook Chapters/Lessons:
Key Objectives:
Key Objectives:
Describe Earth’s ocean system and resulting effects on climate and weather.
Explain how temperature and salinity differences drive currents and the “global conveyor belt” which transfers heat from the equator to the poles, and returns colder water from the poles to the equator.
Model or explain how motions of the oceans such as tides are controlled by the moon and sun.
Distinguish between ocean waves and tsunamis and their causes.
Describe features of the ocean floor, the seawater column, and the associated plants and animals that live in different regions.
Explain how phytoplankton play a vital role in providing oxygen to the Earth’s atmosphere.
See appendix for a detailed explanation of Oceans.
Suggested Activities & Resources:
Suggested Activities & Resources:
Earth's Oceans
An overview of oceans Text pp. 406-412 (1.5 days)
Seawater Text pp. 413-420 (3 days)
“Ocean Water Chemistry” (YouTube, Jenna Francis)
Ocean Movements pp. 421-427 (3 days)
"The Gulf Stream Explained" (YouTube, Kurzgesagt - In a Nutshell)
"Surface Ocean Currents and Gyres" (YouTube, EcoDisco)
The Marine Environment
Shoreline Features Text pp. 438-446 (3 days)
“Coastal Geological Processes” (KUAC PBS)
“Coastal Geological Materials” (KUAC PBS)
Rocky shorelines and coasts: “Rocky Coasts” (PBS)
“Sandy Coasts” (KUAC PBS)
Seafloor Features Text pp. 447-453 (5 days)
“Touring the Ocean Bottom” (YouTube, NOAAVisualizations)
“How Did Hawaii Forms?” (YouTube, Scientific American)
“How Studying the Ocean Floor Explains the History of Earth’s Climate” (KUAC PBS)
“Life on Undersea Mountains” (Marine Conservation Institute, ARGIS)
Online Resources: "Mapping the Seafloor" (NOAA National Ocean Service)
Standards List: HS-ESS2-4, HS-ESS2-5, HS-ESS2-7
Unit 8: Geologic Time
Unit 8: Geologic Time
Suggested Pacing: 25 days
Textbook Chapters/Lessons:
Key Objectives:
Key Objectives:
Explain the history and current methods of scientifically dating the age of the Earth.
See appendix for a detailed explanation of the History of Dating Earth.
Describe the methods by which fossils form and are used to interpret Earth’s physical and biological history.
See appendix for a detailed explanation of Fossils.
Describe Precambrian time including the formation of the crust and continents, oceans, atmosphere, and early life.
See appendix for a detailed explanation of Precambrian.
Describe the Phanerozoic Eon including distinguishing characteristics of the Paleozoic, Mesozoic, and Cenozoic Eras (which starts when we begin to see multicellular fossils).
Suggested Activities & Resources:
Suggested Activities & Resources:
Geologic Time:
Grounding Phenomenon: A modern picture of the Siccar point outcrop in Scotland would make a great grounding phenomena.
“Siccar Point Hutton’s Unconformity” (International Commission on Geoheritage)
Questions like, “How did this happen?” “How long did it take?” “How do we know?” These would be great driving questions to investigate.
Fossils and the Rock Record
The Rock Record Text pp. 590-594 (2 days)
“Tiktaalik and the Fossil Record” (YouTube, Biointeractive)
Relative Age Dating Text pp. 595- 600 (2 days)
“Relative Dating” (YouTube, Conceptual Academy)
Absolute Age Dating Text pp. 601-605 (1 day)
“How Does Radiocarbon Dating Work?” (YouTube, Scientific American)
“The Strange Case of Cosmic Rays (1957)” (YouTube, Jack Fuller)
Fossil Remains Text pp. 606-609 (4 days)
What do fossils tells us about evolution? – PBS Video (PBS)
“The Making of a Theory: Darwin, Wallace, and Natural Selection” (YouTube, biointeractive)
The Precambrian Earth
Early Earth Text pp. 620-622 (1 day)
Formation of the Crust and Continents Text pp. 623-627 (2 days)
Formation of the Atmosphere and Oceans Text pp. 628-632 (2 days)
“Where did Earth’s Water Come From?” (YouTube, Be Smart)
Early Life on Earth Text pp. 633-637 (3 days)
“Deep History of Life on Earth” (Howard Hughes Medical Institute, Biointeractive) Click on the images to get explanations or short videos explaining the events in the images.
“The Search for the Earliest Life” (KUAC PBS)
The Paleozoic, Mesozoic, and Cenozoic Eras (3 days)
The Paleozoic Era Text pp. 648-654
The Mesozoic Era Text pp. 655-659 (2 days)
"The Day the Mesozoic Died" (Biointeractive)
The Cenozoic Era Text pp. 660-665 (3 days)
"Out of the Ashes: Dawn of the Age of Mammals" (YouTube, Biointeractive)
Standards List: HS-ESS1-6, HS-ESS2-1,HS-ESS2-7
Page updated
Report abuse