Table Of Content

Curriculum Package 2010-2011 Earth Science Earth Science is a comprehensive Science course that includes California geology, dynamic earth Sections: processes, energy in the Earth • Foreword system, biogeochemical cycles, and • Earth Science Course a study of the Solar System and the Outline Universe. This course is assessed • Current Pacing Guide and locally using the materials Assessment Calendar contained within, and by the • Maps of Unpacked STAR/CST Achievement Test. This Standards class is a 10 unit, year-long college- • Subject Area Standards preparatory course created by Assessment Guides TRUSD teachers for use at the High • Appendix School level. It is a course that satisfies A(cid:198)G Requirements as an Elective Course. for entry into the UC/CSU System. 1 “To inspire students to extraordinary achievement everyday!” July 14, 2010 Dear TRUSD Educator, Welcome to a new Academic Year! This curriculum package has been created to help teachers and other instructional support personnel plan instruction and prepare students for the subject area summative assessments. Additionally, this curriculum package was written to promote high quality, standards-based instruction in all core subject areas. Included you will find: Expected Learning Outcomes, Course Outline [may be printed and distributed to teachers], Unpacked Standards [to help establish the breadth and depth to which each content standard must be addressed], District Assessment Guides, Sample pacing calendars, and an appendix. The appendix at the end of the package contains a selection of helpful, subject-specific, instructional resources. Curriculum development is a continuous process. As such, these packages are subject to periodic revisions to reflect possible changes in student population and future amendments as the State Educational Frameworks are being rewritten. Through the hard work and commitment of passionate educators over many years, this curriculum package was made a reality. This document reflects the common vision of these dedicated educators. For questions about any section of this package, or to offer comments and suggestions for improvements, please contact the Curriculum and Instruction Office, Secondary Division. Thank you. Curriculum and Academic Achievement Educational Services Bay C, TRUSD District Office McClellan, CA 95652 916-566-1600 2 D epartment: SCIENCE C ourse Title: Earth Science G rade Level: 10-12 L ength: 1 Academic Year N umber of Credits: 10 P re-requisite: NONE Satisfies A (cid:198) G Requirements [Elective] 1. COURSE DESCRIPTION: In this course, students will gain a fundamental understanding of the four major sub- disciplines in Earth Science: Geology, Astronomy, Oceanography, and Meteorology. Some of the topics students will be investigating include: plate tectonics, weather and climate, global warming and the greenhouse effect, and natural hazards in California. In addition, Earth Science students will have opportunities to gain mastery of the Investigation and Experimentation standards identified for all secondary science courses. 2. COURSE GOALS: At the end of the course, students should be able to… Apply problem solving skills during experimentation and data analysis. Explain the process of plate tectonics and how it’s responsible for shaping the Earth’s physical features through time. Identify the unique features of California by describing its natural resources and unique land and water features, as well as the existence of natural hazards. Discuss how incoming solar radiation is absorbed, transmitted, and reflected by the Earth’s atmosphere, and how greenhouse gases trap heat and influence climate. Explain how carbon and nitrogen cycles through the living and non-living components of an ecosystem, Identify the different factors influencing weather and climate [temperature, wind, pressure, humidity, elevation, topography], and Describe the Solar System’s evolution and the characteristics of the different stars and planets. Read and interpret topological and geologic maps. 3 3.0 Textbook: Prentice Hall, Earth Science, 2006/ Prentice Hall 4.0 Supplementary Materials: Supplementary materials provided by the publisher including the lab manual and teacher’s edition of the textbook, and various electronic resources. 5.0 California Content Standards Standard Set 1 Earth’s Place in the Universe [Solar System] 1a. Students know how the differences and similarities among the sun, the terrestrial planets, and the gas planets may have been established during the formation of the solar system. 1b. Students know the evidence from Earth and moon rocks indicates that the solar system was formed from a nebular cloud of dust and gas approximately 4.6 billion years ago. 1c. Students know the evidence from geological studies of Earth and other planets suggest that the early Earth was very different from Earth today. 1d. Students know the evidence indicating that the planets are much closer to Earth than the stars are. 1e. Students know the Sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium. 1f. Students know the evidence for the dramatic effects that asteroid impacts have had in shaping the surface of planets and their moons and in mass extinctions of life on Earth. 1g.*Students know the evidence for the existence of planets orbiting other stars. Standard Set 2 Earth’s Place in the Universe [Stars, Galaxies, and the Universe] 2a. Students know the solar system is located in an outer edge of the disc-shaped Milky Way galaxy, which spans 100,000 light years. 2b. Students know galaxies are made of billions of stars and comprise most of the visible mass of the universe. 2c. Students know the evidence indicating that all elements with an atomic number greater than that of lithium have been formed by nuclear fusion in stars. 2d. Students know that stars differ in their life cycles and that visual, radio, and X-ray telescopes may be used to collect data that reveal those differences. 2e.*Students know accelerators boost subatomic particles to energy levels that simulate conditions in the stars and in the early history of the universe before stars formed. 2f. *Students know the evidence indicating that the color, brightness, and evolution of a star are determined by a balance between gravitational collapse and nuclear fusion. Standard Set 3 Dynamic Earth Processes 3a. Students know features of the ocean floor (magnetic patterns, age, and sea-floor topography) provide evidence of plate tectonics. 3b. Students know the principal structures that form at the three different kinds of plate boundaries. 3c. Students know how to explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes. 3d. Students know why and how earthquakes occur and the scales used to measure their intensity and magnitude. 3e. Students know there are two kinds of volcanoes: one kind with violent eruptions producing steep slopes and the other kind with voluminous lava flows producing gentle slopes. 3f.*Students know the explanation for the location and properties of volcanoes that are due to hot spots and the explanation for those that are due to subduction. 4 Standard Set 4 Energy in the Earth System [Solar Energy Enters, Heat Escapes] 4a. Students know the relative amount of incoming solar energy compared with Earth’s internal energy and the energy used by society. 4b. Students know the fate of incoming solar radiation in terms of reflection, absorption, and photosynthesis. 4c. Students know the different atmospheric gases that absorb the Earth’s thermal radiation and the mechanism and significance of the greenhouse effect. 4d.* Students know the differing greenhouse conditions on Earth, Mars, and Venus; the origins of those conditions; and the climatic consequences of each. Standard Set 5 Energy in the Earth System [Ocean and Atmospheric Convection] 5a. Students know how differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat. 5b. Students know the relationship between Earth’s rotation and the circular motions of ocean currents and air in pressure centers. 5c. Students know the origin and effects of temperature inversions. 5d. Students know properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents, and the geographic distribution of marine organisms. 5e. Students know rain forests and deserts on Earth are distributed in bands at specific latitudes. 5f.* Students know the interaction of wind patterns, ocean currents, and mountain ranges results in the global pattern of latitudinal bands of rain forests and deserts. 5g.* Students know features of the ENSO (El Niño southern oscillation) cycle in terms of sea-surface and air temperature variations across the Pacific and some climatic results of this cycle. Standard Set 6 Energy in the Earth System [Weather and Climate] 6a. Students know weather (in the short run) and climate (in the long run) involve the transfer of energy into and out of the atmosphere. 6b. Students know the effects on climate of latitude, elevation, topography, and proximity to large bodies of water and cold or warm ocean currents. 6c. Students know how Earth’s climate has changed over time, corresponding to changes in Earth’s geography, atmospheric composition, and other factors, such as solar radiation and plate movement. 6d.* Students know how computer models are used to predict the effects of the increase in greenhouse gases on climate for the planet as a whole and for specific regions. Standard Set 7 Biogeochemical Cycles 7a. Students know the carbon cycle of photosynthesis and respiration and the nitrogen cycle. 7b. Students know the global carbon cycle: the different physical and chemical forms of carbon in the atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these reservoirs. 7c. Students know the movement of matter among reservoirs is driven by Earth’s internal and external sources of energy. 7d.* Students know the relative residence times and flow characteristics of carbon in and out of its different reservoirs. Standard Set 8 Structure and Composition of the Atmosphere 8a. Students know the thermal structure and chemical composition of the atmosphere. 8b. Students know how the composition of Earth’s atmosphere has evolved over geologic time and know the effect of outgassing, the variations of carbon dioxide concentration, and the origin of atmospheric oxygen. 5 8c. Students know the location of the ozone layer in the upper atmosphere, its role in absorbing ultraviolet radiation, and the way in which this layer varies both naturally and in response to human activities. Standard Set 9 California Geology 9a. Students know the resources of major economic importance in California and their relation to California’s geology. 9b. Students know the principal natural hazards in different California regions and the geologic basis of those hazards. 9c. Students know the importance of water to society, the origins of California’s fresh water, and the relationship between supply and need. 9d.*Students know how to analyze published geologic hazard maps of California and know how to use the map’s information to identify evidence of geologic events of the past and predict geologic changes in the future. Standard Set 10 Investigation and Experimentation a. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. b. Identify and communicate sources of unavoidable experimental error. c. Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. d. Formulate explanations by using logic and evidence. e. Solve scientific problems by using quadratic equations and simple trigonometric, exponential, and logarithmic functions. f. Distinguish between hypothesis and theory as scientific terms. g. Recognize the usefulness and limitations of models and theories as scientific representations of reality. h. Read and interpret topographic and geologic maps. i. Analyze the locations, sequences, or time intervals that are characteristic of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). j. Recognize the issues of statistical variability and the need for controlled tests. k. Recognize the cumulative nature of scientific evidence. l. Analyze situations and solve problems that require combining and applying concepts from more than one area of science. m. Investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. Examples of issues include irradiation of food, cloning of animals by somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California. n. Know that when an observation does not agree with an accepted scientific theory, the observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic model of the movement of the Sun, Moon, and planets). NOTE: Standards identified with an asterisk [*] are NOT assessed via SASA [Subject Area Standards Assessments]. 6 6.0 Suggested Instructional Strategies and Alternative Assessment Options Instructional Strategies Assessment Strategies Computer assisted learning Assignments/Homework Cooperative Learning Groups Class participation Debates Graded discussion Demonstrations In-class essays Discussion In-class participation Explicit Direct Instruction Interactive notebooks Field trips District Assessments [SASA] Graphic organizers Laboratory Reports Guest speakers Oral presentations Independent practice Peer Evaluation Individual and or group projects Portfolios Interactive media [e.g. Projects Videoconferencing] Publications Internet activities Research papers Jigsaw activities Self evaluation Laboratory Investigations Posters/Scientific Poster Papers Manipulative activities Student publications and newspapers Modeling Web-based tests and quizzes Oral presentation Pair-share activities Peer teaching Posters/displays Projects Reciprocal teaching Research projects Role playing and dramatization NOTE: A list of varied formative assessments with Whole Group Instruction and discussion descriptions and examples can be found in the Appendix Section. 1 Earth Science Calendar 2010-11 Qtr Title Standards Chapters TESTING WINDOWS: 1a, 1b, 1e, 2c, 2d, 2a, Intro to Earth Science, Moon, Solar System, Stars, Sun 1, 23, 24, 25 Oct 4-8 1 2b 2 Geology, Earthquakes, Rock Cycle, Volcanoes 3a, 3b, 3c, 3d, 1f 3, 8, 9 Dec 13-17 51, 5b,5d, 41, 4b, 4c, Thermal Structure, Earth's Atmosphere 17, 19, 21 Feb. 14-18 1c, 81, 8b, 8c, 5a, 5b, 3 5c, 6a, 6b, 6c Climate Part 2, Biochemical Cycles, Topographics 6a, 6b, 6c, 7a, 7b, 7c, 21 May 24-June 4 4 I, Eh M T W T F M T W T F M T W T F M T W T F M T W T F 2 3 4 5 6 9 10 11 12 13 16 17 18 19 20 23 24 25 26 27 30 31 August Intro to Earth Science Earth's Moon and the 1 2 3 6 7 8 9 10 13 14 15 16 17 20 21 22 23 24 27 28 29 30 September Solar System Stars and the Sun Galaxies 1 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29 October Testing Window Rock Cycle Continental Drift/Plate 1 2 3 4 5 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 November Tec./ Earth's Geological Hist. Earthquakes Thanksgiving Break Volcanoes 1 2 3 6 7 8 9 10 13 14 15 16 17 20 21 22 23 24 27 28 29 30 31 December Testing Window Winter Break Winter Break 3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 31 January Thermal Structure Ocean Cir., Earths Geological Hist Structure-Composition of the Atmosphere Air 1 2 3 4 7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 February Pressure and Winds Testing Window Presidents' Week 1 2 3 4 7 8 9 10 11 14 15 16 17 18 21 22 23 24 25 28 29 30 31 March Climate Part 1 Climate Part 2 Biochemical Cycles Topographic & Geologic Maps 1 4 5 6 7 8 11 12 13 14 15 18 19 20 21 22 25 26 27 28 29 April & California Geology CST Review Spring Break CST Review 2 3 4 5 6 9 10 11 12 13 16 17 18 19 20 23 24 25 26 27 30 31 27 28 29 May CST TESTING Enrichment and Review Final Testing Window 1 2 3 6 7 8 9 10 13 14 15 16 17 20 21 22 23 24 27 28 29 30 June Closure 1 PACING GUIDE AND ASSESSMENT CALENDAR EARTH SCIENCE, 2010-2011 Standards Number of Dates Topics Addressed Instructional Wks Aug. Intro to Earth Science - 1.5 weeks 12-20 Ch. 1 Aug. Earth’s Moon and the Solar System 23- Sec 22.3, Ch 23 1a, 1b 2 weeks Sept. 3 Sept Stars and the Sun 1e, 2c, 2d 2 weeks 7-17 Ch. 24, 25 Sept. Galaxies 20- Ch. 25 2a, 2b 2 weeks Oct. 1 Testing Window: Oct. 4-8 Oct. Rock Cycle 3c 2 weeks 11-22 Ch. 3 Oct. Continental Drift & Plate Tectonics, Earth’s Geological 25- History 3a, 3b, 1f 2 weeks Nov. 5 Ch. 9 Nov. Earthquakes 3d 2 weeks 8-19 Ch. 8 Thanksgiving Break Nov. Volcanoes 29- Ch. 10 3e, 3f 2 weeks Dec. 10 Testing Window: Dec. 13-17 Thermal Structure, Composition and Ocean Circulation, Jan. 5a, 5b, 5d Evolution of Earth’s Atmosphere 2 weeks 4-14 4a, 4b,4c, 1c Sec. 15.1, 16.1 Structure & Composition of the Atmosphere Jan. Evolution of Earth's Atmosphere 8a, 8b, 8c 2 weeks 18-28 Ch. 17, 12.1 Jan. Air Pressure and Winds 31- Ch. 19 5a, 5b, 5c 2 weeks Feb.11 Testing Window Feb. 14-18 Presidents’ Week Feb. Climate, Part 1 28- Ch. 21.1 6a, 6b, 6c 1 week Mar. 4 Mar. Climate, Part 2 6a, 6b, 6c 1 week 7-11 Ch. 21.3 Mar. Biogeochemical Cycles 7a, 7b, 7c 1 week 14-18 Pg. 85 Mar. Topographic & Geologic Maps, California Geology 21- [6.1, 13A] I & Eh, 9a, 9b, 9c 3 weeks April 8 Sec. 1.3 and 1.5 April 11-15; CST Review and Re-Teach 1 week Spring Break: April 18-22 April CST Review and Re-Teach 1 week 26-29 CST Testing Dates: May 2-May 6 Finals Testing Window: May 24-June 3 9 Map of Standards Quarter 1 The Earth, Solar System, and the Universe Science Standards and Frameworks, pg. 252-257 1a. Students know the 1b. Students know the evidence 1c. Students know 1d. Students know 1eStudents know the 1f.Students know 2a Students know that the 2c. Students know the dif ferences and similarities from Earth and moon rocks the evidence from the evidence Sun is a typical Star the evidence for the solar system is located in evidence indicating that all am ong the Sun, the terrestrial indicates the Solar System was geological studies of indicating that the and is powered by dramatic effects that the outer edge of the disc- elements with an atomic pla nets, and the Gas planets may formed from a nebular cloud of Earth and other planets are much nuclear fusion, asteroid impacts have shaped Milky Way galaxy, number greater than that of have been established during the dust and gas approximately 4.6 planets suggests that closer to Earth than primarily the fusion had in shaping the which spans 100,000 light Lithium have been formed by formation of the solar system. billion years ago. the early Earth was the stars are. of H to form He. surface of the planets years. nuclear fusion in stars. very different from and their moons and Earth today. in mass extinctions 2b. Students know that 2d. Students know that stars of lifeon Earth. galaxies are made up of differ in their life cycles and 1a-1. Students can describe how 1b-1. Students can explain how 1d-1. Students can 1e-1. Students billions of stars and that visual, radio, and X-ray the Earth and the planets formed relative dating and radioactive 1c-1. Students can explain how studying know that through comprise most of the telescopes may be used to from the Solar nebula. dating techniques are used to describe the conditions the relative motion of spectral analysis, 1f-1. Students can visible mass of the collect data that reveal those determine age of the Earth. existing on early Earth stars and planets the Sun has been describe what asteroids universe. differences. 1a-2. Students can compare and billions of years ago [lack indicate that the determined to are and can enumerate contrast the physical 1b-2. Students can state the age of of Oxygen, for e.g.] planets are much consist mainly of H the possible results of characteristics of the Gas planets the Earth as being approximately closer to Earth than and He. asteroid impacts. 2a-1. Students can identify vs. the terrestrial planets and 4.6 billion years old, based on 1c-2 Students can the stars are. the Milky Way galaxy as 2c-1. Students can explain relate these characteristics to the radioactive dating of terrestrial explain how life was 1e-2 Students can 1f-2 Students can give the location of our Solar how heavier elements such as way they were formed. samples, lunar rocks, and established on Earth 3.5 1d-2. Students can describe the process specific examples of System and can pinpoint Carbon and Iron may be meteorites. bya and discuss the explain the different of nuclear fusion mass extinctions Solar System’s at the outer found in stars as a result of 1obas-e3r.v aSttiuondesn tthsa cta snu pidpeonrtti ftyh e 1b-3. Students can recount how the seexvpelraailn t htheoe roiersi gtihna ot f life. wofa sytsa rths afrt otmhe Ediasrtathn ces [wnhuicclhe oissy rnetshpeosniss]i,b le pboeesntu claautesde dt ob hy ave edge of the galaxy. nwuhcyl etahre sfeu seiloenm,e anntsd ceaxnp olanilny be theory behind planet formation Sun was formed from a cloud of gas could be measured: for producing the asteroid impacts. 2a-2. Students can describe found in massive stars. [orbital plane is similar]. and debris, and how the Sun is 1c-3Students can through parallax, the energy that powers the physical characteristics made up mostly of lighter elements describe notable changes Doppler Effect, and the Sun. 1f-3. Students can of the Milky Way [shape, 2d-1 Students can classify 1a-4. Students can discuss and and some heavier elements. to the Earth’s through indirect identify the specific composition]. stars according to such differentiate between the two units atmosphere, lithosphere, methods of estimation periods [Cretaceous characteristics as color, used to measure distances in and hydrosphere as [via Inverse Square and Tertiary] when 2b-1. Students can describe chemical composition, size, space- LY vs. AU and Earth evolved. Law of Light]. mass extinctions how galaxies are grouped luminosity, and surface determine which unit should be occurred believed to into clusters or super temperature and gravity. used given certain distances in have been caused by clusters in the Universe. space [e.g. width of a galaxy]. 2d-2. Students can describe 2b-3. Students know the the different types of telescopes existence of “dark matter” scientists use to collect data in space, and how the mass about stars. of this “invisible matter” is even greater than the mass 2d-3. Students can explain of the visible. how stars emit light of different wavelengths that depend on Note: 2b-4. Students can classify their chemical composition. These standards mirror some of the Grade 7 and Grade 8 galaxies by using such standards, and thus may just require review of material. physical characteristics as 2d-4. Students can diagram position in sky, brightness, the different stages of any-sized etc. Star from birth to death and can predict the fate of a star of a given mass. 10