Science - CP Earth Science

Curriculum Map - BHS - Science - Earth Science

What Earth is Made of? Landforms and Water

Stage 1 Desired Results
ESTABLISHED GOALS HS-ESS2-5. Describe how the chemical and physical properties of water are important in mechanical and chemical mechanisms that affect Earth materials and surface processes. HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s hydrosphere can create feedbacks that cause changes to other Earth systems.
Transfer
Students will be able to independently use their learning to… describe unique properties of water explain how erosional and depositional landforms are created
Meaning
ESSENTIAL QUESTIONS Why are there different landforms on Earth? How does water change our planet?
Acquisition
Students will know… water is a unique substance on Earth (all 3 phases of matter, expands when frozen, universal solvent) the difference between weathering and erosion the difference between physical and chemical changes
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
Formatives	Dissecting the Periodic Table - students will conclude why it is organized in certain ways Physical and Chemical Change Lab - which is which? Landform formation forces
Summatives	Landform test
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Earth is made of matter - many different elements on Earth Water modifies the land by physical and chemical changes The hydrosphere can erode and weather the lithosphere All spheres (biosphere, lithosphere, atmosphere and hydrosphere) are connected

Earth’s Layers

Stage 1 Desired Results
ESTABLISHED GOALS HS-ESS2-3. Use a model based on evidence of Earth’s interior to describe the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior. HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust, the theory of plate tectonics, and relative densities of oceanic and continental rocks to explain why continental rocks are generally much older than rocks of the ocean floor.
Transfer
Students will be able to independently use their learning to… explain why more dense elements are in the center of the Earth argue that Continental Drift exists using evidence from a text identify the forces (extension, compression, shearing) that create different faults and plate movements identify areas where Earthquakes commonly occur compare and contrast Volcanoes
Meaning
ESSENTIAL QUESTIONS Why are there different layers on Earth and what are their differences? What is continental drift and how was this theory proved? Why don’t we have Earthquakes in MA, but there are many in CA? Why are some volcanoes explosive and others are calm / runny?
Acquisition
Students will know… the 4 main layers of the Earth and their common elemental compositions how convection currents drive plate tectonics and continental drift the different types of volcanoes and magma types on Earth
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
Formatives Density Lab CER (claim - evidence - reasoning) writing piece	PERFORMANCE TASK(S): Students will calculate density of different materials and make predictions about what layers these elements appear Students will write CER with sentence frames, and get feedback on how to improve their writing. Students will re-write their CER to improve their scores Label and Describe Earth’s Layers (model) Draw subduction models
Summatives	Label and Describe Layers Write a CER independently
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Density Lab Earth’s Layers Convection / Continental Drift Different Plate Boundary Types and Stress

ROCKS AND MINERALS

Stage 1 Desired Results
ESTABLISHED GOALS HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust, the theory of plate tectonics, and relative densities of oceanic and continental rocks to explain why continental rocks are generally much older than rocks of the ocean floor.
Transfer
Students will be able to independently use their learning to… define and differentiate rocks and minerals use properties to identify certain minerals or rocks
Meaning
ESSENTIAL QUESTIONS What is the difference between rocks and minerals? What are common characteristics of minerals, igneous rock, sedimentary rocks, or metamorphic rocks
Acquisition
Students will know… Examples of rock types and their uses Compare the density of different rock types based on their composition How cooling and formation affects the rock type and grain size
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
Formatives:	PERFORMANCE TASK(S): Mineral Identification Lab Rocks and Minerals Use Project Igneous Rocks Activities
Summatives:	Rock Test
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction Students will know the different rock types and understand their formation. With these material, they’ll have a deeper understanding of Earth’s layers and how elements and minerals are moved through the Earth.

WEATHER, CLIMATE AND CLIMATE CHANGE

Stage 1 Desired Results
ESTABLISHED GOALS HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems over different time scales result in changes in climate. Analyze and interpret data to explain that long-term changes in Earth’s tilt and orbit result in cycles of climate change such as Ice Ages. HS-ESS2-6. Use a model to describe cycling of carbon through the ocean, atmosphere, soil, and biosphere and how increases in carbon dioxide concentrations due to human activity have resulted in atmospheric and climate changes. HS-ESS3-1. Construct an explanation based on evidence for how the availability of key natural resources and changes due to variations in climate have influenced human activity. HS-ESS3-2. Evaluate competing design solutions for minimizing impacts of developing and using energy and mineral resources, and conserving and recycling those resources, based on economic, social, and environmental cost-benefit ratios.* HS-ESS3-3. Illustrate relationships among management of natural resources, the sustainability of human populations, and biodiversity. HS-ESS3-5. Analyze results from global climate models to describe how forecasts are made of the current rate of global or regional climate change and associated future impacts to Earth systems.
Transfer
Students will be able to independently use their learning to… Differentiate between the terms weather and climate Compare today’s climate change to the natural climate change found in climate records Identify the role humans play in climate change Create their own feedback loops
Meaning
ESSENTIAL QUESTIONS How is weather different from climate? How has climate naturally changed throughout Earth’s history? How have humans altered our climate? What can we do for a more sustainable future?
Acquisition
Students will know… The different types of weather and what causes them Milankovitch cycles and how they change the climate naturally
Students will be skilled at…
Stage 2 - Evidence
Evaluative Criteria	Assessment Evidence
Formative	Climate Change Models
Summatives	OTHER EVIDENCE: <type here>
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction <type here>