Earth Science Curriculum Guide - MOUNT VERNON CITY SCHOOL DISTRICT 2014-15
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MOUNT VERNON CITY SCHOOL
DISTRICT
“A World Class Organization”
Earth Science ®
Curriculum Guide
THIS HANDBOOK IS FOR THE IMPLEMENTATION OF THE EARTH
SCIENCE ® CURRICULUM IN MOUNT VERNON.
2014-15Mount Vernon City School District
Board of Education
Elias Steven Gootzeit
President
Serigne Gningue
Vice President
Board Trustees
Brenda Crump
Charmaine Fearon
Rosemarie M. Jarosz
Omar McDowell
Darcy Miller
Adriane Saunders
Frances Wynn
Superintendent of Schools
Dr. Kenneth Hamilton
Assistant Superintendent of Business
Ken Silver
Assistant Superintendent of Human Resources
Denise Gagne-Kurpiewski
Assistant Superintendent for Innovation, Accountability and Grants
Gertrude Karabas
Administrator of Mathematics and Science (K-12)
Satish Jagnandan, Ed.D.
2ACKNOWLEDGEMENTS
During the 2010-11 school year, the Department of Curriculum and Instruction and Science
Articulation Committee embarked upon a long range plan of curriculum development for the
elementary and secondary schools. Teachers of every grade and subject area from Parker
Elementary School, Hamilton Elementary School, Grimes Elementary School, Longfellow
Elementary School, Pennington Elementary School, Holmes Elementary School, Graham
Elementary School, AB Davis Middle School, Mount Vernon High School and Thornton High
School were joined by district administrator in the curriculum revision process. The educators
gave many personal hours and demonstrated exceptional commitment to this critical task.
The New York State Learning Standards and, in some cases, the Core Curriculum formed the
basis for decisions regarding the identification of grade level objectives, learning activities and
assessments. Each set of performance objectives describes what a student should be able to do or
understand by the end of the year, with a particular focus or the development of critical thinking
ability and problem solving skills.
This document is by no means completed; the modifications will depend upon its use. We hope
that during the next year the school staff will explore, develop, and record the strategies deemed
most successful in helping students meet the grade level objectives. Also, the order of units and
their time frames should be revisited after a year of implementation.
Much credit goes to school leaders who organized the efforts of the teachers who collaborated on
this project. The educators most responsible for this work are as follows:
Parker Elementary School Tisa Kearns
Hamilton Elementary School Donna Page
Grimes Elementary School Sophia Williamson
Graham Elementary School Kevin Moore
Longfellow Elementary School Jeanne Casino
Pennington Elementary School Gina Conrad
Holmes Elementary School Veronica Cordero-Turner
AB Davis Middle School Patricia Duggan
Mount Vernon High School Daphne Plattkastner
Thornton High School Teresita Fajardo
Thornton High School Charles King
Thornton High School Scott Pollard
Thank you.
Satish Jagnandan, Ed. D
3TABLE OF CONTENTS
I. COVER …..……………………………………....... 1
II. MVCSD BOARD OF EDUCATION …..……………………………………....... 2
III. ACKNOWLEDGEMENTS …..……………………………………....... 3
IV. TABLE OF CONTENTS …..……………………………………....... 4
V. IMPORTANT DATES …..……………………………………....... 5
VI. VISION STATEMENT …..……………………………………....... 6
VII. ATTRIBUTES OF AN EXEMPLARY SCIENCE PROGRAM ……………. 7
VIII. PREFACE …..……………………………………....... 8
IX. REGENTS CURRICULUM …..……………………………………....... 9
X. LAB-PRACTICAL PERFORMANCE COMPONENT ..……………………... 10
XI. EARTH SCIENCE ® CORE CURRICULUM MAP ..……………………... 12
XIII. EARTH SCIENCE ® PACING GUIDE ..……………………... 24
XVI. SYSTEMATIC DESIGN OF A SCIENCE LESSON ..……………………... 41
XVII. SCIENCE GRADING POLICY ..……………... 44
XIX. SETUP OF THE SCIENCE CLASSROOM ..……………... 45
XX. WORD WALLS ARE DESIGNED ..……………... 46
XXI. SCIENCE CLASSROOM AESTHETICS ..……………... 47
XXII. FORMAL LAB REPORT FORMAT ..……………... 48
This document was prepared by the Mount Vernon City School District Curriculum and
Instruction Department in conjunction with the Secondary Science Articulation Committee.
4IMPORTANT DATES 2014-15
REPORT CARD – 10 WEEK PERIOD
MARKING MARKING INTERIM MARKING DURATION REPORT CARD
PERIOD PERIOD PROGRESS PERIOD DISTRIBUTION
BEGINS REPORTS ENDS
MP 1 September 3, October 3, November 7, 10 weeks Week of
2014 2014 2014 Nov. 17, 2014
MP 2 November 10, December 12, January 30, 10 weeks Week of
2014 2014 2015 February 9, 2015
MP 3 February 2, March 13, April 17, 9 weeks Week of
2015 2015 2015 April 27, 2015
MP 4 April 20, May 23, June 25, 10 weeks Last Day of School
2015 2015 2015 June 25, 2015
As per MVCSD Board Resolution 06-71, the Parent Notification Policy states
“Parent(s) / guardian(s) or adult students are to be notified, in writing, at any time
during a grading period when it is apparent - that the student may fail or is
performing unsatisfactorily in any course or grade level. Parent(s) / guardian(s) are
also to be notified, in writing, at any time during the grading period when it
becomes evident that the student's conduct or effort grades are unsatisfactory.”
5VISION STATEMENT
True success comes from co-accountability and co-responsibility. In a coherent
instructional system, everyone is responsible for student learning and student
achievement. The question we need to constantly ask ourselves is, "How are our
students doing?"
The starting point for an accountability system is a set of standards and
benchmarks for student achievement. Standards work best when they are well
defined and clearly communicated to students, teachers, administrators, and
parents. The focus of a standards-based education system is to provide common
goals and a shared vision of what it means to be educated. The purposes of a
periodic assessment system are to diagnose student learning needs, guide
instruction and align professional development at all levels of the system.
The primary purpose of this Instructional Guide is to provide teachers and
administrators with a tool for determining what to teach and assess. More
specifically, the Instructional Guide provides a "road map" and timeline for
teaching and assessing the NYS Science Content Standards.
I ask for your support in ensuring that this tool is utilized so students are able to
benefit from a standards-based system where curriculum, instruction, and
assessment are aligned. In this system, curriculum, instruction, and assessment are
tightly interwoven to support student learning and ensure ALL students have equal
access to a rigorous curriculum.
We must all accept responsibility for closing the achievement gap and improving
student achievement for all of our students.
Satish Jagnandan, Ed. D
Administrator for Mathematics and Science (K-12)
6ATTRIBUTES OF AN EXEMPLARY SCIENCE PROGRAM
1. The standards-based science program must ensure equity and excellence for all
students.
2. It is essential that the science program focus on understanding important
relationships, processes, mechanisms, and applications of concepts that connect
mathematics, science and technology.
3. The science program must emphasize a hands-on and minds-on approach to
learning. Experiences must provide students with opportunities to interact with the
natural world in order to construct explanations about their world.
4. The science program must emphasize the skills necessary to allow students to
construct and test their proposed explanations of natural phenomena by using the
conventional techniques and procedures of scientists.
5. The science program must provide students with the opportunity to dialog and
debate current scientific issues related to the course of study.
6. The science program must provide opportunities for students to make connections
between their prior knowledge and past experiences to the new information being
taught. Student learning needs to be built upon prior knowledge.
7. The science program must incorporate laboratory investigations that allow
students to use scientific inquiry to develop explanations of natural phenomena.
These skills must include, but are not limited to, interpreting, analyzing,
evaluating, synthesizing, applying, and creating as learners actively construct their
understanding.
8. The science program must assess students’ ability to explain, analyze, and
interpret scientific processes and their phenomena and the student performance
data generated by theses assessments must be used to focus instructional strategies
to meet the needs of all students.
9. The science program must be responsive to the demands of the 21st century by
providing learning opportunities for students to apply the knowledge and thinking
skills of mathematics, science and technology to address real-life problems and
make informed decisions.
7PREFACE
This curriculum for The Physical Setting/Earth Science is organized into instructional
units based on the key ideas and major understandings of the New York State curriculum.
These are further organized into specific objectives for lessons and laboratory activities to
be completed throughout the year.
This Physical Setting/Earth Science Core Curriculum was written to assist teachers and
supervisors as they prepare curriculum, instruction, and assessment for the Earth Science
content and process skills of the New York State Learning Standards for Mathematics,
Science, and Technology. The Core Curriculum is part of a continuum that elaborates the
science content of Standard 4, which identifies Key Ideas and Performance Indicators.
Key Ideas are broad, unifying, general statements of what students need to know. The
Performance Indicators for each Key Idea are statements of what students should be able
to do to provide evidence that they understand the Key Idea. As part of this continuum,
this Core Curriculum presents Major Understandings that give more specific detail to the
concepts underlying each Performance Indicator.
The topic content, skills, and major understandings address the content and process skills
as applied to the rigor and relevancy to be assessed by the Regents examination in
Physical Setting/Earth Science. Focus will also be on application skills related to real-
world situations. Assessments will test students’ ability to explain, analyze, and interpret
Earth science processes and phenomena, and generate science inquiry.*
*from New York State Core Curriculum: Physical Setting/Earth Science
8REGENTS CURRICULUM
The Mount Vernon City School District recognizes that the understanding of science is necessary
for students to compete in today’s technological society. The study of science encourages
students to examine the world around them. As individuals, they will use scientific processes
and principles to make informed personal and public decisions. Students will become
scientifically literate and apply scientific thinking, reasoning, and knowledge throughout their
lives.
All Regents science courses culminate in a NY State Regent's examination. All students enrolled
in science Regents courses MUST take the June Examination. According to the State Education
Department regulations, all students must successfully complete the laboratory component of the
course in order to be admitted to the Regent's examination.
In order to satisfy this requirement each student must:
1. Complete at least 30 full laboratory periods (1200 minutes)
2. Complete a satisfactory written report for each laboratory experience
3. Demonstrate proficiency in laboratory skills.
The format of the Regents Examination in Physical Setting/Earth Science will consist of three
parts: Part A (multiple choice), Part B (multiple choice and constructed response), and Part C
(extended-constructed response). The concepts, content, and process skills associated with
laboratory experiences in Physical Setting/Earth Science that are aligned to the New York State
Learning Standards for Mathematics, Science, and Technology and the Core Curriculum for
Physical Setting/Earth Science will be assessed in Part B-1 (multiple choice), Part B-2
(constructed response), and Part C (extended constructed response) of the Regents Examination
in Physical Setting/Earth Science.
The New York State Education Department will continue the New York State test development
process for the “new” on-demand lab-practical performance component (Part D) for the Regents
Examination in Physical Setting/Earth Science.
The number of stations included on the “new” lab-practical performance component will be
reduced from six stations to four stations so that the performance assessment can be administered
within one regular, 40-45 minute class period during the last two weeks of the course, but no
later than the day before the written examination.
The “new” lab-practical performance component (Part D) will be implemented for the first time
on the June 2007 administration of the Regents Examination in Physical Setting/Earth Science.
9LAB-PRACTICAL PERFORMANCE COMPONENT –
THE PHYSICAL SETTING / EARTH SCIENCE REGENTS
EXAMINATION
The New York State Regents Examination in Physical Setting/Earth Science Performance
Test – Part D
Materials List
The New York State Regents Examination in Physical Setting/Earth Science consists of two
components: a laboratory performance test and a written test. A new form of the laboratory
performance test is currently in the development process and will be administered for the first
time in June 2008. The performance test consists of hands-on tasks set up at three stations. These
tasks are designed to measure student achievement of the New York State Learning Standards
for Mathematics, Science, and Technology as included in the Physical Setting/Earth Science
Core Curriculum.
The three stations of the new performance component of the Regents Examination in Physical
Setting/Earth Science are shown below along with a materials list for each station. The New
York State Education Department will provide the test booklets, rating guides and other printed
administration materials. Schools are responsible for obtaining the performance task materials
and assembling them for the performance test administration.
Students should be familiar with the content, concepts, and process skills assessed on the
performance tasks and should have performed similar tasks during the normal course of
instruction. However, practice of any of the individual stations before this performance
component is administered is strictly prohibited.
STATION 1 - MINERAL AND ROCK IDENTIFICATION
MATERIALS (PER SETUP)
One hand-sized mineral sample (approximate size: 5 cm x 7 cm x 10 cm). Any mineral can
be used, both familiar and unfamiliar, as long as the properties to be tested are clear and
unmistakable. Do not use the same type of mineral at more than one station.
Three hand-sized rock samples to include one igneous rock, one sedimentary rock, and one
metamorphic rock - The rock samples can only be rocks listed on the rock identification
charts from the 2001 edition Earth Science Reference Tables and must have unambiguous
and unmistakable diagnostic properties. Use different rock combinations or rocks at each
station.
Mineral identification kit containing a glass scratch plate, a streak plate, and a hand lens.
STATION 2 - LOCATING AN EPICENTER
MATERIALS (PER SETUP)
Safe drawing compass
10STATION 3 - CONSTRUCTING AND ANALYZING AN ASTEROID’S ELLIPTICAL
ORBIT
MATERIALS (PER SETUP)
Cotton string (approximately 30 cm)
Triple-walled cardboard, foam board or other suitable material (approximately 25cm x 30
cm)
Two push pins
A small container to hold push pins
One 30-cm metric ruler
One four-function calculator
ADDITIONAL PREPARATION MATERIALS
White enamel to label rock and mineral samples
Page protectors for station directions (approximately 15 per setup)
Tape
Scissors
11THE PHYSICAL SETTING / EARTH SCIENCE ®
CORE CURRICULUM MAP
EARTH IN SPACE – STARS AND GALAXIES
UNIT: INTRODUCTION TO EARTH’S CHANGING ENVIRONMENT
UNIT: MEASURING EARTH
UNIT: EARTH IN THE UNIVERSE
Topic Content Skills: “Students will be able to…” Core Curriculum
Major Understandings
Where are we Define and describe “galaxy”. 1.2a The universe is vast and
located in space? Locate the sun’s position in the Milky Way Galaxy estimated to be over ten billion years
How does the Understand why light years are used to measure old. The current theory is that the
Sun get its distances in space. universe was created from an
energy? Explain the composition of the sun and other stars explosion called the Big Bang.
How does the and the process of fusion. Evidence for this theory includes:
Sun compare to Explain the equilibrium between the inward pull of - cosmic background radiation
other stars? gravity and the outward pull of fusion. - a red-shift (the Doppler effect) in the
How are stars Describe the structure, color and temperature of light from very distant galaxies.
categorized? the sun and other stars. 1.2b Stars form when gravity causes
What happens to Compare/contrast the temperature, color, mass and clouds of molecules to contract until
stars like the Sun, luminosity of the sun to other stars. nuclear fusion of light elements into
as they get older? Explain the how stars are plotted on the heavier ones occurs. Fusion releases
How can we great amounts of energy over millions
Temperature/ Luminosity Diagram (H-R
describe some of years.
Diagram).
- The stars differ from each other in
unusual stars? Locate the position and give characteristics of the
How do we know size, temperature, and age.
Sun on the Temperature/ Luminosity Diagram.
- Our Sun is a medium-sized star
that galaxies Describe the evolution of the Sun and different within a spiral galaxy of stars known
move? kinds of stars. as the Milky Way. Our galaxy
How did the Explain why larger/hotter stars burn their fuel contains billions of stars, and the
universe begin faster and live shorter lives than the Sun. universe contains billions of such
and planets Explain why stars are considered to be “factories” galaxies.
form? which create elements needed for future stellar 1.2c Our solar system formed about
generation. five billion years ago from a giant
Explain the importance of the electromagnetic cloud of gas and debris. Gravity
spectrum in identifying some objects in the caused Earth and the other planets to
universe. become layered according to density
Describe the Big Bang theory of the origin of the differences in their materials.
universe. - The characteristics of the planets of
Explain how red-shift (the Doppler Effect) and the solar system are affected by each
background radiation are evidence for an planet’s location in relationship to the
expanding universe. Sun.
Understand that scientists are searching for - The terrestrial planets are small,
invisible mass that will explain continued rocky, and dense. The Jovian planets
expansion, implosion (Big Crunch), or oscillation are large, gaseous, and of low density.
of the universe. 1.2d Asteroids, comets, and meteors
Describe how the Sun/solar system formed 4.6 are components of our solar system.
billion years ago from the gas and dust (nebula) - Impact events have been correlated
left behind by a previous star’s supernova. with mass extinction and global
Explain how the planets were formed by accretion. climatic change.
Explain the theories of the origin of the moon. - Impact craters can be identified in
Explain why astronomers say, “we are made of Earth’s crust.
star dust.”
12EARTH IN SPACE – THE SOLAR SYSTEM
UNIT: EARTH IN THE UNIVERSE
UNIT: MOTIONS OF EARTH, MOON, AND SUN
Topic Content Skills: “Students will be able to…” Core Curriculum Major Understandings
What are the Identify the seasonal changes in the 1.1a Most objects in the solar system are in regular and
reasons for the Sun’s noon altitude, positions of predictable motion.
seasons? sunrise/sunset, and amount of daylight. - These motions explain such phenomena as the day, the
How do we Recognize the path of the sun during year, seasons, phases of the moon, eclipses, and tides.
know the Earth each season at different latitudes. - Gravity influences the motions of celestial objects. The
revolves and Explain the annual migration of the force of gravity between two objects in the universe
rotates? sun’s vertical ray as a result of depends on their masses and the distance between them.
How do we use revolution, tilt, and parallelism. 1.1b Nine planets move around the Sun in nearly circular
Polaris to Compare and contrast the evidences of orbits.
determine revolution and rotation. - The orbit of each planet is an ellipse with the Sun
latitude? Relate Earth’s rate of rotation to time located at one of the foci.
How does the keeping and longitude. - Earth is orbited by one moon and many artificial
motion of the Locate zenith, horizon, and compass satellites.
moon affect its directions on a celestial sphere model. 1.1c Earth’s coordinate system of latitude and longitude,
appearance? Locate Polaris using the Big Dipper. with the equator and prime meridian as reference lines, is
based upon Earth’s rotation and our observation of the
How can we Use the angle of Polaris to determine
explain eclipse Sun and stars.
the observer’s latitude at different
and tides? 1.1d Earth rotates on an imaginary axis at a rate of 15
locations.
degrees per hour. To people on Earth, this turning of the
Where is the Explain how Polaris is used as a
Earth’s location planet makes it seem as though the Sun, the moon, and
navigational tool. the stars are moving around Earth once a day. Rotation
in the solar Explain how the Moon’s rotation and provides a basis for our system of local time; meridians of
system? revolution affects its appearance.
longitude are the basis for time zones.
How can we Describe the changing phases of the 1.1e The Foucault pendulum and the Coriolis effect
explain the moon. provide evidence of Earth’s rotation.
orbits of the Explain why eclipses are rare events.
planets? 1.1f Earth’s changing position with regard to the Sun and
Compare and contrast solar and lunar the moon has noticeable effects.
What are the eclipses. - Earth revolves around the Sun with its rotational axis
other members Describe how the Moon and the Sun tilted at 23.5 degrees to a line perpendicular to the plane
of the solar cause the tides. of its orbit, with the North Pole aligned with Polaris.
system? Understand the size, scale, and - During Earth’s one-year period of revolution, the tilt of
arrangement of the members of the its axis results in changes in the angle of incidence of the
solar system. Sun’s rays at a given latitude; these changes cause
Compare/contrast the geocentric and variation in the heating of the surface. This produces
heliocentric models. seasonal variation in weather.
Compare/contrast terrestrial and Jovian 1.1g Seasonal changes in the apparent positions of
planets. constellations provide evidence of Earth’s revolution.
Explain Newton’s Law of Gravitation 1.1h The Sun’s apparent path through the sky varies with
with respect to mass and distance. latitude and season.
Explain how distance from the Sun 1.1i Approximately 70 percent of Earth’s surface is
affects a planet’s orbital velocity covered by a relatively thin layer of water, which
(Kepler’s Laws). responds to the gravitational attraction of the moon and
Diagram elliptical orbits and analyze the Sun with a daily cycle of high and low tides.
their eccentricities (Kepler’s Laws). 1.2d Asteroids, comets, and meteors are components of
Understand that the apparent size of our solar system.
the Sun changes seasonally due to the - Impact events have been correlated with mass extinction
Earth’s elliptical orbit. and global climatic change.
Describe meteors, their origin, and - Impact craters can be identified in Earth’s crust.
cratering as an early geologic activity. 2.2a Insolation (solar radiation) heats Earth’s surface and
atmosphere unequally due to variations in:
Describe comets, the eccentricity of
their orbits, and the Oort cloud. - the intensity caused by differences in atmospheric
transparency and angle of incidence which vary with time
Describe the location of the asteroids
of day, latitude, and season
and their past influence on the Earth.
- characteristics of the materials absorbing the energy
Describe other planetary
such as color, texture, transparency, state of matter, and
satellites/rings.
specific heat
- duration, which varies with seasons and latitude.
13METEOROLOGY – ATMOSPHERIC VARIABLES
UNIT: ENERGY IN EARTH PROCESSES
UNIT: WEATHER
Topic Content Skills: “Students will be able to…” Core Curriculum
Major Understandings
How is the Explain how outgassing formed the 1.2e Earth’s early atmosphere formed as a result of
atmosphere earth’s original atmosphere and the outgassing of water vapor,
organized? how it evolved through time. carbon dioxide, nitrogen, and lesser amounts of
How does the Describe the various temperature other gases from its interior.
sun’s energy zones of the atmosphere and be 1.2f Earth’s oceans formed as a result of
affect the able to interpret the ESRT precipitation over millions of years. The presence
atmosphere? chart/graph on the atmosphere. of an early ocean is indicated by sedimentary rocks
Why does air Understand and interpret the of marine origin, dating back about four billion
pressure various temperature scales using years.
change? the ESRT. 1.2h The evolution of life caused dramatic changes
How do Understand that the sun is the in the composition of Earth’s atmosphere. Free
meteorologist earth’s main energy source. oxygen did not form in the atmosphere until
s explain the Understand how a barometer oxygen-producing organisms evolved.
wind, measures air pressure. 2.1b The transfer of heat energy within the
humidity, dew Describe how temperature, atmosphere, the hydrosphere, and Earth’s interior
point and humidity and altitude affect air results in the formation of regions of different
cloud pressure. densities. These density differences result in
motion.
formation? Explain the relationship between
2.1c Weather patterns become evident when
uneven heating, density differences
weather variables are observed, measured, and
and convection.
recorded. These variables include air temperature,
Explain that winds blow from high
air pressure, moisture (relative humidity and
to low pressure and how the earth’s
dewpoint), precipitation (rain, snow, hail, sleet,
rotation/coriolis effect affects the
etc.), wind speed and direction, and cloud cover.
motion of winds.
2.1d Weather variables are measured using
Explain how pressure gradient
instruments such as thermometers, barometers,
affects wind speed.
psychrometers, precipitation gauges, anemometers,
Explain the function of an and wind vanes.
anemometer and a wind vane. 2.1e Weather variables are interrelated.
Explain how evaporating water For example:
affects humidity. - temperature and humidity affect air pressure and
Use a sling psychrometer and the probability of precipitation
ESRT to determine relative - air pressure gradient controls wind velocity
humidity and dew point. 2.1f Air temperature, dewpoint, cloud formation,
Explain how changes in humidity and precipitation are affected by the expansion and
affect air pressure. contraction of air due to vertical atmospheric
Define condensation and movement.
understand the concept of 2.1g Weather variables can be represented in a
saturation. variety of formats including radar and satellite
Explain the factors cloud images, weather maps (including station models,
formation. isobars, and fronts), atmospheric cross-sections,
Compare and contrast the and computer models.
formation of clouds, fog, dew and 2.2b The transfer of heat energy within the
frost. atmosphere, the hydrosphere, and Earth’s surface
Construct and interpret isotherms, occurs as the result of radiation, convection, and
isobars and station models. conduction.
- Heating of Earth’s surface and atmosphere by the
Sun drives convection within the atmosphere and
oceans, producing winds and ocean currents.
14METEOROLOGY – WEATHER MAPS, ENERGY EXCHANGES, FORECASTS
UNIT: ENERGY IN EARTH PROCESSES
UNIT: INSOLATION AND THE SEASONS
UNIT: WEATHER
Topic Content Skills: “Students will be able Core Curriculum
to…” Major Understandings
How do air Explain how source regions 2.1f Air temperature, dewpoint, cloud formation,
masses influence air mass and precipitation are affected by the expansion
form and characteristics. and contraction of air due to vertical atmospheric
move? Identify air mass symbols on a movement.
What weather map using the ESRT 2.1g Weather variables can be represented in a
happens and explain how air masses variety of formats including radar and satellite
when air move. images, weather maps (including station models,
masses Understand that fronts form isobars, and fronts), atmospheric cross-sections,
meet? where air masses meet. and computer models.
How does Compare and contrast the 2.1h Atmospheric moisture, temperature and
the characteristics of cold, warm, pressure distributions; jet streams, wind; air
pressure of stationary and occluded fronts. masses and frontal boundaries; and the movement
an air mass Compare and contrast of cyclonic systems and associated tornadoes,
affect the movement of air in regions of thunderstorms, and hurricanes occur in observable
weather? high and low pressure. patterns. Loss of property, personal injury, and
Why do air Recognize the patterns of loss of life can be reduced by effective emergency
masses isobars and isotherms in highs preparedness.
move in and lows. 2.1i Seasonal changes can be explained using
predictable Describe the arrangement of concepts of density and heat energy. These
patterns? fronts and air masses in a changes include the shifting of global temperature
What are typical low pressure system. zones, the shifting of planetary wind and ocean
hurricanes Describe the frontal weather current patterns, the occurrence of monsoons,
and hurricanes, flooding, and severe weather.
and patterns of movement.
tornadoes, Predict future weather for any
and how do location within a mid-latitude
they get cyclone.
their Explain the seasonal nature of
energy? hurricane formation.
Explain the role of
condensation/latent heat in
hurricane sustenance.
Explain how hurricanes lose
and gain energy.
Understand storm tracks of
hurricanes.
Compare and contrast
hurricanes and tornadoes.
15CLIMATE AND INSOLATION
UNIT: INSOLATION AND THE SEASONS
UNIT: WEATHER
UNIT: WATER AND CLIMATE
Topic Content Skills: “Students will be able to…” Core Curriculum
Major Understandings
How do global Define climate. 2.1i Seasonal changes can be
winds, pressure Understand that global wind circulation is explained using concepts of density
belts, large bodies the result of uneven heating, density and heat energy.
of water, latitude, differences and the coriolis effect. These changes include the shifting of
altitude, and Identify convergent and divergent belts global temperature zones, the shifting
mountains affect and planetary winds using the ESRT. of planetary wind and ocean current
climate? Define specific heat and explain the patterns, the occurrence of monsoons,
What happens to moderating effect of a nearby large body hurricanes, flooding, and severe
the Sun’s energy of water. weather.
when it reaches the Explain how land breezes, sea breezes and 2.2a Insolation (solar radiation) heats
Earth? monsoons affect climate. Earth’s surface and atmosphere
Why do climates Understand that density differences, wind unequally due to variations in:
seem to be getting and the coriolis effect cause ocean - the intensity caused by differences in
warmer? currents. atmospheric transparency and angle of
incidence which vary with time of day,
Explain the climate affects of warm/cold
latitude, and season
currents (El Nino, Gulf Stream).
- characteristics of the materials
Compare/contrast climate changes with
absorbing the energy such as color,
altitude and latitude.
texture, transparency, state of matter,
Explain the differences between windward
and specific heat
and leeward climate.
- duration, which varies with seasons
Compare/contrast inland and coastal and latitude.
climates at the same latitude. 2.2b The transfer of heat energy
Define insolation and explain how its within the atmosphere, the
intensity and duration affects temperature. hydrosphere, and Earth’s surface
Describe how daily/seasonal temperature occurs as the result of radiation,
cycles are affected by insolational convection, and conduction.
variations. - Heating of Earth’s surface and
Understand that insolation variations atmosphere by the Sun drives
change with latitude. convection within the atmosphere and
Compare/contrast conduction, convection oceans, producing winds and ocean
and radiation. currents.
Explain why cloudy days are cool and 2.2c A location’s climate is influenced
cloudy nights are warm. by latitude, proximity to large bodies
Compare/ contrast surfaces which absorb of water, ocean currents, prevailing
or reflect insolation. winds, vegetative cover, elevation, and
Understand that good absorbers are good mountain ranges.
radiators. 2.2d Temperature and precipitation
Interpret the electromagnetic spectrum in patterns are altered by:
the ESRT/ - natural events such as El Nino and
Understand that visible light is the most volcanic eruptions
intense form of energy radiated by the sun. - human influences including
List the greenhouse gases and explain their deforestation, urbanization, and the
affect on global warming. production of greenhouse gases such
Understand the greenhouse affect of the as carbon dioxide and methane.
absorption, conversion and reflection of
insolation.
16SURFACE PROCESSES – WEATHERING AND EROSION
UNIT: WEATHERING AND EROSION
Topic Content Skills: “Students will be Core Curriculum
able to…” Major Understandings
Where does Explain the 1.2e Earth’s early atmosphere formed as a result of the outgassing of
rain come outgassing and the water vapor, carbon dioxide, nitrogen, and lesser amounts of other
from? water cycle gases from its interior.
What Explain the 1.2f Earth’s oceans formed as a result of precipitation over millions of
happens to movement of water years. The presence of an early ocean is indicated by sedimentary rocks
rainwater through the ground of marine origin, dating back about four billion years.
1.2g Earth has continuously been recycling water since the outgassing
after it Compare and of water early in its history. This constant recirculation of water at and
reaches the contrast methods of near Earth’s surface is described by the hydrologic (water) cycle.
ground? physical and - Water is returned from the atmosphere to Earth’s surface by
How does chemical weathering precipitation. Water returns to the atmosphere by evaporation or
water List the end products transpiration from plants. A portion of the precipitation becomes runoff
infiltrate the of weathering over the land or infiltrates into the ground to become stored in the soil
soil? Explain how or groundwater below the water table. Soil capillarity influences these
How do different climates, processes.
rocks particle sizes and - The amount of precipitation that seeps into the ground or runs off is
weather? composition and influenced by climate, slope of the land, soil, rock type, vegetation,
What factors exposure affect land use, and degree of saturation.
affect the weathering - Porosity, permeability, and water retention affect runoff and
rate of processes infiltration.
weathering? Define and list the 2.1p Landforms are the result of the interaction of tectonic forces and
the processes of weathering, erosion, and deposition.
How does agents of erosion
2.1s Weathering is the physical and chemical breakdown of rocks at or
gravity Understand the near Earth’s surface. Soils are the result of weathering and biological
transport importance of activity over long periods of time.
weathered gravity in erosional / 2.1t Natural agents of erosion, generally driven by gravity, remove,
rock debris? depositional systems transport, and deposit weathered rock particles. Each agent of erosion
How does and give examples produces distinctive changes in the material that it transports and
the wind Explain the creates characteristic surface features and landscapes. In certain
transport mechanism of wind erosional situations, loss of property, personal injury, and loss of life
weathered erosion /deposition can be reduced by effective emergency preparedness.
rock debris? Explain the 2.1u The natural agents of erosion include:
How do mechanism of - Streams (running water): Gradient, discharge, and channel shape
ocean waves erosion and influence a stream’s velocity and the erosion and deposition of
and currents deposition by ocean sediments. Sediments transported by streams tend to become rounded
erode the waves and currents as a result of abrasion. Stream features include V-shaped valleys,
deltas, flood plains, and meanders. A watershed is the area drained by a
coast? Recognize features
stream and its tributaries.
of erosional /
- Glaciers (moving ice): Glacial erosional processes include the
depositional systems formation of
U-shaped valleys, parallel scratches, and grooves in bedrock. Glacial
features include moraines, drumlins, kettle lakes, finger lakes, and
outwash plains.
- Wave Action: Erosion and deposition cause changes in shoreline
features, including beaches, sandbars, and barrier islands. Wave action
rounds sediments as a result of abrasion. Waves approaching a
shoreline move sand parallel to the shore within the zone of breaking
waves.
- Wind: Erosion of sediments by wind is most common in arid climates
and along shorelines. Wind-generated features include dunes and sand-
blasted bedrock.
- Mass Movement: Earth materials move downslope under the influence
of gravity.
17SURFACE PROCESSES – EROSIONAL-DEPOSITIONAL SYSTEMS
UNIT: WEATHERING AND EROSION
UNIT : DEPOSITION
Topic Content Skills: “Students will be able Core Curriculum
to…” Major Understandings
How do Define and calculate 2.1p Landforms are the result of the
streams gradient interaction of tectonic forces and the
transport Explain the factors that processes of weathering, erosion, and
materials? affect stream velocity and deposition.
What factors particle transport 2.1v Patterns of deposition result from a loss
affect the Describe the stages of of energy within the transporting system and
shape of a stream development are influenced by the size, shape, and
stream? Compare and contrast density of the transported particles.
How do factors which affect rates Sediment deposits may be sorted or
stream of deposition such as unsorted.
deposits density, shape, size and 2.1w Sediments of inorganic and organic
form? energy loss origin often accumulate in depositional
How do Describe horizontal and environments. Sedimentary rocks form
deltas and vertical sorting when sediments are compacted and/or
alluvial fans Differentiate between cemented after burial or as the result of
differ? deltas & alluvial fans chemical precipitation from seawater.
What are Explain glacier formation
glaciers and Recognize types and parts
how do they of glaciers
act as Describe glacial motion
erosional Understand the erosional
agents? and depositional effect of
How do glaciation on landscapes
glaciers Recognize glacial
affect the erosional/depositional
landscape? features
What were Explain the effect of the
the effects Ice Ages on NYS
of the Ice
Age?
18COMPOSITION OF THE EARTH’S CRUST
UNIT: EARTH MATERIALS—MINERALS, ROCKS, AND MINERAL RESOURCES
Topic Content Skills: Core Curriculum Major Understandings
“Students will be able to…”
What are rock- Identify the characteristics of 2.1m Many processes of the rock cycle are
forming minerals, and matter. consequences of plate dynamics. These
how do we identify Explain the importance of include the production of magma (and
them? chemical bonds. subsequent igneous rock formation and
How can we measure Identify the characteristics of contact metamorphism) at both subduction
the density of Earth minerals. and rifting regions, regional metamorphism
materials? Explain how minerals form. within subduction zones, and the creation of
How are igneous, List the physical characteristics of major depositional basins through down-
sedimentary and minerals that are influenced by warping of the crust.
metamorphic rocks their crystalline structure. 2.1w Sediments of inorganic and organic
formed, and how do Identify rock-forming minerals by origin often accumulate in depositional
we identify them? physical and chemical properties. environments. Sedimentary rocks form when
How are rocks cycled List and describe different sediments are compacted and/or cemented
in nature? categories of minerals: silicates after burial or as the result of chemical
precipitation from seawater.
and carbonates.
3.1a Minerals have physical properties
Compare renewable and
determined by their chemical composition
nonrenewable resources.
and crystal structure.
Determine the densities of known
-Minerals can be identified by well-defined
materials.
physical and chemical properties, such as
Compare/contrast the density of cleavage, fracture, color, density, hardness,
continental/oceanic rock streak, luster, crystal shape, and reaction with
Explain the difference between a acid.
mineral and a rock. -Chemical composition and physical
Differentiate among the three properties determine how minerals are used
major types of rocks. by humans.
Distinguish between intrusive and 3.1b Minerals are formed inorganically by
extrusive igneous rocks and how the process of crystallization as a result of
they form. specific environmental conditions. -These
Explain the relationship between include:
crystal size and cooling time. -cooling and solidification of magma
Understand “interlocking” -precipitation from water caused by such
crystals. processes as evaporation, chemical reactions,
Distinguish among the types of and temperature changes
sedimentary rocks and how they -rearrangement of atoms in existing minerals
form. subjected to conditions of high temperature
Discuss features typical of and pressure.
sedimentary rocks. 3.1c Rocks are usually composed of one or
Explain the processes involved in more minerals.
the formation of metamorphic -Rocks are classified by their origin, mineral
rocks. content, and texture.
Differentiate among different -Conditions that existed when a rock formed
kinds of metamorphic rocks. can be inferred from the rock’s mineral
Learn how to use the ESRT chart content and texture.
for mineral and rock -The properties of rocks determine how they
identification. are used and also influence land usage by
Compare/contrast the processes in humans.
the rock cycle. (Use ESRT)
19THE DYNAMIC CRUST
UNIT 12: EARTH’S DYNAMIC CRUST AND INTERIOR
Topic Content Skills: “Students will be Core Curriculum Major Understandings
able to…”
How do we List direct/indirect 2.1a Earth systems have internal and external sources of
know the crust evidence of crustal energy, both of which create heat.
has moved? movement 2.1b The transfer of heat energy within the atmosphere, the
What is an Describe evidence of hydrosphere, and Earth’s interior results in the formation of
earthquake? continental drift regions of different densities. These density differences
How do Define terms regarding result in motion.
seismologists earthquakes 2.1j Properties of Earth’s internal structure (crust, mantle,
locate an Explain measurement of inner core, and outer core) can be inferred from the analysis
epicenter of an earthquake energy of the behavior of seismic waves (including velocity and
earthquake? Compare and contrast refraction).
What is the earthquake waves - Analysis of seismic waves allows the determination of the
structure of the Interpret inferred location of earthquake epicenters, and the measurement of
Earth’s interior? properties of earth’s earthquake magnitude; this analysis leads to the inference
Why do interior using that Earth’s interior is composed of layers that differ in
continents earthquake time/travel composition and states of matter.
move? chart 2.1k The outward transfer of Earth’s internal heat drives
convective circulation in the mantle that moves the
What happens Explain the cause of
when tectonic lithospheric plates comprising Earth’s surface.
plate tectonics
2.1l The lithosphere consists of separate plates that ride on
plates collide? Describe the types and
the more fluid asthenosphere and move slowly in
Why do so features of plate
relationship to one another, creating convergent, divergent,
many boundaries
and transform plate boundaries. These motions indicate
earthquakes Locate and identify plate
Earth is a dynamic geologic system.
occur in boundaries and tectonic
- These plate boundaries are the sites of most earthquakes,
California? features.
volcanoes, and young mountain ranges.
How was the
- Compared to continental crust, ocean crust is thinner and
Atlantic Ocean
denser. New ocean crust continues to form at mid-ocean
formed?
ridges.
How do
- Earthquakes and volcanoes present geologic hazards to
geologists
humans. Loss of property, personal injury, and loss of life
explain the hot
can be reduced by effective emergency preparedness.
spot volcanoes?
2.1m Many processes of the rock cycle are consequences of
plate dynamics. These include the production of magma
(and subsequent igneous rock formation and contact
metamorphism) at both subduction and rifting regions,
regional metamorphism within subduction zones, and the
creation of major depositional basins through down-warping
of the crust.
2.1n Many of Earth’s surface features such as mid-ocean
ridges/rifts, trenches/subduction zones/island arcs, mountain
ranges (folded, faulted, and volcanic), hot spots, and the
magnetic and age patterns in surface bedrock are a
consequence of forces associated with plate motion and
interaction.
2.1o Plate motions have resulted in global changes in
geography, climate, and the patterns of organic evolution.
2.1p Landforms are the result of the interaction of tectonic
forces and the processes of weathering, erosion, and
deposition.
20EARTH’S HISTORY
UNIT 13: INTERPRETING GEOLOGIC HISTORY
Topic Content Skills: “Students will be able Core Curriculum Major Understandings
to…”
How do we Learn to sequence and 1.2f Earth’s oceans formed as a result of
determine the correlate rocks using such rules precipitation over millions of years. The
relative ages as superposition, original presence of an early ocean is indicated by
of rock horizontality, cross cutting sedimentary rocks of marine origin, dating
formations? relationships, included back about four billion years.
How do fragments, etc. 1.2h The evolution of life caused dramatic
fossils reveal Recognize unconformities, changes in the composition of Earth’s
the Earth’s their formation and atmosphere. Free oxygen did not form in the
history? significance. atmosphere until oxygen-producing organisms
How can we Describe the processes of fossil evolved.
correlate the formation. 1.2i The pattern of evolution of life-forms on
rock record Understand how to interpret Earth is at least partially preserved in the rock
of different paleoclimate and environment record.
regions? from fossil evidence. - Fossil evidence indicates that a wide variety
How is the Locate and interpret the fossil of life-forms has existed in the past and that
actual age of record and geologic history of most of these forms have become extinct.
a rock or New York State using the - Human existence has been very brief
fossil ESRT. compared to the expanse of geologic time.
determined? Understand that geologic time 1.2j Geologic history can be reconstructed by
What is the is determined by the fossil observing sequences of rock types and fossils
geologic record. to correlate bedrock at various locations.
history of Understand that fossils reveal - The characteristics of rocks indicate the
New York the process of evolution. processes by which they formed and the
environments in which these processes took
State? Explain the significance of
place.
index fossils and volcanic ash
- Fossils preserved in rocks provide
in correlation.
information about past environmental
Understand that unconformities
conditions.
reveal an incomplete rock
- Geologists have divided Earth history into
record. time units based upon the fossil record.
Understand that subsidence/ - Age relationships among bodies of rocks can
submergence leads to be determined using principles of original
deposition; uplift/emergence horizontality, superposition, inclusions, cross-
leads to erosion. cutting relationships, contact metamorphism,
Explain how radioactive decay and unconformities. The presence of volcanic
causes heating in the earth’s ash layers, index fossils, and meteoritic debris
interior. can provide additional information.
Using the ESRT, understand - The regular rate of nuclear decay (half-life
half-life as a tool for measuring time period) of radioactive isotopes allows
actual age. geologists to determine the absolute age of
Explain how the age of the materials found in some rocks.
earth has been determined.
Know the evidence of past
tectonic activity and interpret
the sequence of plate motions
using the ESRT.
21LANDFORMS AND TOPOGRAPHIC MAPS
UNIT 14: LANDSCAPE DEVELOPMENT AND ENVIRONMENTAL CHANGE
Topic Content Skills: “Students will be able Core Curriculum Major
to…” Understandings
What landscapes Understand how landscapes are 2.1q Topographic maps represent
are found in New classified landforms through the use of
York State? Identify NYS landscape contour lines that are isolines
How do we see regions connecting points of equal
hills, valleys, Interpret and apply isolines on elevation. Gradients and profiles
gradient and topographic maps can be determined from changes
profiles on a Draw profiles of topographic in elevation over a given distance.
topographic map? maps, calculate gradient and 2.1r Climate variations, structure,
What factors draw isolines and characteristics of bedrock
affect landscape Define uplift and leveling influence the development of
development? events landscape features including
How do drainage Compare/contrast bedrock mountains, plateaus, plains,
patterns reveal structure for mountains, valleys, ridges, escarpments, and
landscape regions? plateaus and plains stream drainage patterns.
How have humans Explain the effect of climate on
affected the landscape development
landscape? Identify the main
watersheds/drainage basins of
NYS and the USA
How does human population
growth affect pollution
Discuss efforts to restore the
environment
22The Physical Setting / Earth Science ® Pacing Guide
This guide using McDougal Littell Earth Science © 2005 (ISBN: 0-618-49938-5) was created to provide teachers with a time frame to
complete the New York State Physical Setting / Earth Science Curriculum.
Unit 1 - Observations, Density and Changing Environment
Standard Aim Objective Vocabulary Graphic Textbook Activities and Timeframe
Organizer Experiments
1.1 #1: What does it take Understand the Safety KWL Teacher Generated Review Safety contract in Week 1
to be safe? importance of safe Materials class and have signed at
practices in class home
1.1, 1.2, #2: What is Earth Earth Science is the Geology Cluster PC: 2 Introduction to the various Week 2
6.1 Science? study of the Earth, Meteorology McD: 4 to 5 facets of Earth Science
its atmosphere and Astronomy
its place in space.
1.1, 1.2 #3: How are Use basic Observation Flowchart PC: 2 to 3 Lab #1: Classification Week 2
observations used to observations to Inference Q: 1 to 8 System
make inferences? construct inferences Classification McD: 104 to 107
about nature
1.3, 1.4 #4: How can we Metric and other Mass, grams, Table PC: 3 Lab #2: Metric Olympics Week 2
make accurate forms of pounds, volume, Q: 9
observations? measurement make litters, meters McD: 722 to 723
more useable
observations
6.5 #5: How can patterns Different graphing Line graph, Pie KWL PC: 8 to 9 Sampling of different Week 3
be observed on a (line, pie, etc) can graph, cyclic, Q: 19 to 25 graphs
graph? be used prediction, rate of McD: 5 to 6
change
6.5 #6: How can patterns Different graphing Line graph, Pie Frayer McD: 5 to 6 Lab #3: Sunspot graphing Week 3
be observed using (line, pie, etc) can graph, cyclic,
sunspot graphing? be used prediction
4.2.1 b #7: What is density? Use formula from Mass, volume, Cause and PC: 5 to 6 Applying formula to data Week 4
ESRT. How energy density Effect Q: 10 to 18
affects density McD: 20 to 21
PC: Prentice Hall Earth Science Review Book
Q: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim.
McD: McDougal Littell Earth Science © 2005Unit 1 - Observations, Density and Changing Environment
Standard Aim Objective Vocabulary Graphic Textbook Activities and Experiments Timeframe
Organizer
4.2.1 b #8: What is density Use formula from Mass, volume, Frayer McD: 106 to Lab #4: Density of Solids Week 4
of solids? ESRT density 107
4.2.1 b #9: What is density Use formula from Mass, volume, Frayer McD: 492 Lab #5: Density of Liquids Week 4
of liquids? ESRT density
4.3.1 a #10: How do we use Use of scientific Scientific Flowchart Teacher Sample problems Week 5
scientific notation to notation notation Generated
represent numbers? Materials
4.3.1 c #11: What are we Human interactions Dynamic Concept PC: 8 to 9 Web tie in with current events Week 5
doing to our both beneficial and Equilibrium, Map Q: 26 to 39 on green technology towards
environments? harmful natural resources, McD: 154 to reducing pollutants
pollution 158
Project #1 Week 5
Common Assessment #1
PC: Prentice Hall Earth Science Review Book
Q: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim.
McD: McDougal Littell Earth Science © 2005
24Unit 2 – Measuring the Earth (Earth’s size, shape, spheres, isolines and mapping)
Standard Aim Objective Vocabulary Graphic Textbook Activities and Experiments Timeframe
Organizer
1.M1 #12: Is the Earth is an almost Model. oblate spheroid Table PC:18 to 19 Web interactive tie-in with Week 6
Earth flat? perfect sphere with Q: 1 to 2 information provided
size in ESRT McD: 42 to 44
4.1.1 i, #13: What are Earth is made of Atmosphere. Cluster PC:19 to 20 Matching location of different Week 6
4.1.2 b. the different various inner Troposphere. pauses, Q: 3 to 17 Earth spheres with diagrams
4.2.1 j layers of the spheres and three Lithosphere, McD: 68 to 80 and using ESRT
Earth? outer ones using Hydrosphere, interior
ESRT
4.1.1 c, #14: Where am Latitude and Coordinate system, Cause and PC:22 to 24 Lab #6: Celestial Navigation Week 6
4.1.1 d, I? Longitude based on Latitude, Longitude, Effect Q: 18 to 30
4.1.1 f star sighting to map Equator. Prime McD: 44 to 48
Earth locations Meridian, Polaris, Sun,
International Dateline,
time zones
4.1.1 c, #15: Where am Latitude and Coordinate system, Cause and PC: 22 to 24 Lab #7: Latitude, Longitude Week 7
4.1.1 d, I? Longitude based on Latitude, Longitude, Effect Q: 18 to 30 and time zones
4.1.1 f star sighting to map Equator. Prime McD: 44 to 48
Earth locations Meridian, Polaris, Sun,
International Dateline,
time zones
4.2.1 g, #16: How do Introduce the Fields, isolines, Cluster PC: 26 to 30 Lab #8: Isotherm Field Map Week 7
6.3, 7.2 we map the concepts of different isotherms, isobars, Q: 31 to 48
surface of the isolines and field contour maps, gradient McD: 377
Earth? mapping
4.2.1 g, #17: How do Introduce the Fields, isolines, Cluster PC: 26 to 30 Lab #9: Volcano Island Week 7
6.3, 7.2 we map the concepts of different isotherms, isobars, Q: 31 to 48
surface of the isolines and field contour maps, gradient McD: 194 to
Earth? mapping 198
PC: Prentice Hall Earth Science Review Book
Q: Questions from the Prentice Hall Earth Science Review Book pertaining to the Aim.
McD: McDougal Littell Earth Science © 2005
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