General Earth Science Curriculum Guide
Harrisonburg High School
2013
Pacing Guide Overview 2
Units:
Unit 1: Introduction 3
Unit 2: Maps and Models 5
Unit 3: Astronomy 7
Unit 4: Minerals and Rocks 10
Unit 5: Natural Resources 12
Unit 6: Plate Tectonics 14
Unit 7: Surface Processes and Groundwater 16
Unit 8: Meteorology 18
Unit 9: Oceanography 21
Unit 10: Historical Geology 24
Unit 11: Virginia Geology 26
General Earth Science Pacing Guide Overvieiw
Unit / Topic / Matching SOLES.1 & ES.2 match all units / Blocks Allowed
1 / Introduction / ES.1, ES.2 / 4
2 / Maps and Models / ES.1 / 5
3 / Astronomy / ES.3, ES.13 / 12
1st Benchmark Exam covering Units 1-3
4 / Minerals and Rocks / ES.4, ES.5 / 8
5 / Natural Resources / ES.6 / 4
6 / Plate Tectonics / ES.7 / 10
7 / Surface Processes and Groundwater / ES.7, ES.8 / 10
2nd Benchmark Exam covering Units 4-7
8 / Meteorology / ES.11, ES.12 / 8
9 / Oceanography / ES.10 / 3
10 / Historical Geology / ES.9 / 5
11 / Virginia Geology / ES.5, ES.6, ES.7, ES.8, ES.9 / 2
3rd Benchmark Exam—all content will be tested
SOL Review / 4
SOL Testing, Remediation, Retesting / 15
*71 days have been allotted for content teaching, with another 4 days budgeted for SOL review. The 15 days at the end of the semester are to be used to for SOL testing, SOL remediation, and retesting as necessary. These final 15 days can also include additional units, projects and exams. A final exam is required for Honors Earth Science.
Matching SOL’s / ES.1, ES.2
Time Allowed / 5 blocks
Labs/Activities / - Density Measurement
- Graphing
- Making Objective Observations
- Safety in the Science Lab
Materials Needed / - Balances
- Metric Rules
- Calculators
- Graduated Cylinders
- Beakers
- Density sets
Prerequisite / Before this unit, students should understand…
· making a graph in two variables
· safe habits in the lab
Key Understanding / Students will understand…
· the ways of thinking and acting that are inherent to the practice of science
· that scientists make hypotheses based on existing knowledge and objective observations, including measurements, and test their hypotheses with experiments
· scientific laws describe patterns and relationships, which are observed facts
· scientific theories are best efforts to explain observations, have been rigorously tested and validated by repeated experiments, but can be modified by new evidence
· there are a variety of tools (including balance and graduated cylinder) used to make measurements, that they all have limits to precision and accuracy, and the metric system is used for most scientific study
· that repeated trials are required to be certain of experimental outcome
· density is an intensive physical property relating the mass to unit volume ratio of different substances
· data and information may be shared and interpreted using charts, tables, and graphs
· safety is the most important part of the lab experience, and we all must be familiar with and follow safe practices and procedures
Vocabulary / observation
volume
mass
density
balance
graduated cylinder
scientific law
hypothesis
scientific theory
evidence
experiment/experimental
trial
variable
data
information
graph
table
chart
analyze/analysis
logic
conclusion
prediction
testable
inference
Cross references / Maps Unit (scale, latitude and longitude, topographic maps, profiles)
All subsequent units will build on these concepts and skills.
Unit 2 / Maps and Models
Matching SOL’s / ES.1
Time Allowed / 5 Blocks
Labs/Activities / - Plotting Latitude & Longitude
- Map and model reading
- Map Scale
- Making a Topographic map
- Making topographic profiles
Materials Needed / - Directional Compasses
- Drafting Compasses
- Globes
- Road maps
- Topographic Maps
- 7.5 minute series quadrangle
- Raised relief maps, bathymetric maps, false color images, globes, physiographic maps,
- GPS receivers
Prerequisite / Before this unit, students should understand…
· measurements
· compass directions, reading
· horizontal/vertical
Key Understanding / Students will understand…
· how maps and globes are read and interpreted (landforms, water features, map scale, distances, and elevation)
· grid systems of latitude and Longitude
· topographic map skills (constructing profiles)
· pros and cons of different projections
Vocabulary / models
map
globe
Equator
Prime Meridian
latitude
longitude
scale
landform
benchmark
distortion
topography
topographic map
contour line
contour interval
slope
elevation
topographic profile
Global Positioning System
satellite imagery
Mercator projection
Robinson projection
Other projection types (conic, polar)
Cross references / Ocean Floor Topography
Geologic Features
Changes in Geologic time
Unit 3 / Astronomy
Matching SOL's / ES.3, ES.13
Time Allowed / 12 blocks
Labs/Activities / - Modeling eclipses
- Modeling moon phases
- Scale model of moon/earth/sun system
- Scale model of solar system
- How Big/How Far/ How Old?
- Circumpolar star modeling
- Rotation vs Revolution
- Compare atmopsheres of all eight planets
- Planet line-up (planet comparison)
- Plotting and reading the Hertzsprung-Russell diagram
Materials needed / - Lamp/Light Source
- Insolation model
- Balls, 4:1 diameter ratio; Earth and Moon Globes, to scale
- Measuring tape (at least 40 feet long)
- Adding tape
- Hand lenses or simple telescope/ binoculars
- Orrery (Mechanical Model of Earth/Moon/Sun system
- Star charts for Honors
Prerequisites / Before this unit, students should understand…
· shape and size of Planet Earth
· gravity, inertia, and orbits
· characteristics of electromagnetic radiation
· axial tilt of Earth’s rotation
Key Understanding / Students will understand…
· the positions of the Earth, Moon, and Sun and how they move through space
· the effects of the movement of Earth, Moon and Sun; seasons, tides, eclipses
· characteristics of the sun, planets (terrestrial and gas giant), moons, comets, meteors, and asteroids, and how they all travel
· characteristics of the planets atmospheres
· the history and contributions of space explorations and the Hubble Telescope
· observed evidence for the Nebular Hypothesis of solar system formation
· the sun as a star; structure, processes, variations and their effects on Earth
· evidence which supports the Big Bang theory and its implications.
· the evolution and life cycles of stars, and how to interpret an H-R diagram
· the structure and development of star systems and galaxies.
Vocabulary / orbit
revolution
rotation
seasons
solstice
equinox
moon
satellite
telescope
phase
tide
eclipse (lunar, solar)
aphelion/apogee
perihelion/perigee
planet
ellipse/elliptical
solar nebula theory
gas giant
terrestrial
dwarf planet
asteroid, asteroid belt
meteor/meteorite/meteoroid
comet
star (main sequence, blue giant, red giant, neutron star, dwarf, black hole)
constellation
electromagnetic radiation/spectrum
fusion
Hertzsprung-Russell diagram
absolute magnitude
apparent magnitude
nebula
sun layers (core, convective zone, radiative zone, chromosphere, photosphere, corona)
solar flare
solar prominence
universe
big bang theory
doppler effect (red shift, blue shift)
galaxy (spiral, elliptical, irregular)
interstellar
Milky Way
Kuiper belt
light-year
Astrononical Unit (AU)
Hubble Telescope
Cross references / Seasons (axial tilt) with climate
Tides
Rocks and Minerals ie. Lunar rocks, meteorites
Erosion, or lack thereof
Atmosphere, Weather and Climate, possible origins of water, atmospheric evolution
Unit 4 / Minerals and Rocks
Matching SOL’s / ES.4, ES.5
Time Allowed / 8 blocks
Labs/Activities / - Test and identify the physical properties of minerals
- Identify common rock forming and ore minerals
- Classify and identify rocks by their mineral content and textures
Lab materials / - Balances
- Graduated cylinders
- Streak plates
- Glass plates
- Magnets
- Hand lens
- Copper pennies
- Steel file
- Hydrochloric acid
- UV Lamp
- Goggles (acid goggles and UV goggles)
- Minerals to include: quartz, feldspar, calcite (to include optical- Iceland spar), mica, pyrite, magnetite, hematite, galena, graphite, sulfur, and fluorescent minerals
- Rocks to include: pumice, obsidian, basalt, granite, sandstone, conglomerate, shale, limestone, rock salt, slate, schist, gneiss, marble, quartzite
Prerequisite / Before this unit, students should understand…
· that atoms are the building blocks of matter
· how to recognize elements present in a chemical formula
· density and measurements
Key Understanding / Students will understand…
· the difference between minerals and rocks; that most rocks are made of one or more minerals
· the major elements found in Earth’s crust are oxygen, silicon, aluminum, iron; and the most common minerals are silicates, oxides, and carbonates
· how to recognize major rock-forming minerals and ore minerals
· that minerals and their uses are important to human wealth and welfare
· how to observe and test the physical properties of minerals
· that rocks are classified by how they were formed
· that rocks can be identified by their mineral content and texture
· how to classify rocks as igneous intrusive or extrusive, sedimentary clastic or non clastic, and metamorphic foliated or non foliated.
· that the processes of the rock cycle form and recycle Earth materials over time
Vocabulary / mineral
crystal
inorganic/organic
silicate
carbonate
oxide
hardness
streak
luster
cleavage
fracture
fluorescence
rock
rock cycle
texture
igneous rock
crystallization
intrusive
magma
extrusive
lava
sedimentary rock
clastic/nonclastic
fossil
metamorphic rock
foliated/nonfoliated
homogenous texture
Cross references / Density
Natural resources
Plate tectonics
Surface processes
Oceanography
Geologic time
Unit 5 / Natural Resources
Matching SOL’s / ES. 6
Time Allowed / 4 blocks
Labs/Activities / - What resources do you use?
- Carbon Footprint calculation
- Mapping Virgina Resources
Lab Materials / --VA mineral resource maps and samples
- Specimens and examples; coal, wallboard, pipes, make-up, etc.
Prerequisite / Before this unit, students should understand…
· rocks and minerals unit
Key Understanding / Students will understand…
· natural resources are limited. They are either renewable or nonrenewable
· advantages and disadvantages of using energy sources
· renewable and nonrenewable sources support the modern living standard
· extraction and use of resources has an environmental cost as well as economic benefits
· renewable resources include water, vegetation, sunlight (air).
· nonrenewable resources include coal, oil, minerals (natural gas)
· Virginia has many natural resources, including coal, crushed stone, silica, zirconium, uranium, kyanite, and titanium.
· the use of clean water is renewable, but easily polluted
· Past, present and future sources of resources and energy in Virginia.
Vocabulary / natural resources
renewable
nonrenewable
fossil fuels
natural gas
hydrofracking
petroleum
coal
strip-mining
radioactivity
uranium
nuclear reactor
fission
fusion
solar power
photovoltaic cells
wind energy
hydroelectric power
tidal energy
geothermal energy
biofuels/biomass
generator
turbine
sustainability
carbon footprint
conservation
greenhouse gas/effect
Cross references / Coal
Geologic History
Biologic and Atmospheric changes
Fusion
Pollution
Runoff
Meteorology; wind, greenhouse effect
Carbon cycle
Karst
Geysers, igneous bodies
Unit 6 / Plate Tectonics
Matching SOL’s / ES.7
Time Allowed / 10 Blocks
Labs/Activities / - Reconstruction Pangaea
- Sea Floor Spreading
- Rock Densities
- Earthquake location plotting
- Epicenter Location
- “Geoblox” (plate boundary models)
- Folding/faulting
Materials Needed / - Continental & Oceanic rock samples
- Wooden fault models
- Foam folding models
- Visuals of plate boundaries and geologic features
Prerequisite / Before this unit, students should understand…
· rocks and minerals unit
· density
· maps and models
Key Understanding / Students will understand…
· Earth’s internal structure and proof
· properties of lithospheric crusts
· evidence of plate tectonics
· continental drift
· tectonic boundaries
· geologic processes (volcanoes, earthquakes, mountain building)
· geologic features
· tectonic activity in North America including Hawaii, San Andreas, Mt. St. Helens, Applachian Mountains
· tectonic volcanic/geothermal activity worldwide including Himalayas, Deccan Traps, Iceland, Tambora, and Yellowstone
· current and an ancient plate boundaries of Japan, California, New Madrid, Missouri, Appalachian system, Iceland, and Tonga
Vocabulary / inner core
outer core
mantle
asthenosphere
crust
lithosphere
convection current
boundaries [convergent (collision/subduction), divergent, transform]
continental drift
Pangaea
plate tectonics
deep sea trench
seafloor spreading
mid-ocean ridge
rifting
Ring of Fire
earthquake
earthquake zone
epicenter
focus
seismic waves (p, s, surface)
temblor
tsunami
fault (normal, reverse, thrust, strike/slip)
volcanic eruptions
viscosity
lava
magma
flood lavas
volcanic features
volcanic island arc
volcano types (shield, cinder cone, fissure, stratovolcano/composite)
hot spot
igneous intrusion
mountain chain
mountains (folded, fault-block, dome, volcanic)
physiographic
magnetic field
Cross references / Virginia Geology
Sea Floor Geologic Processes & Topography
Earth’s Atmosphere/Climate changes due to Geologic Activity
Relative and Absolute Rock dating
Geologic time scale
Fossil evidence
Rock Cycle
Terrestrial Planets
“Moon” formation, composition, geologic activity
Composition of planets interiors
Unit 7 / Surface Processes and Groundwater
Matching SOL’s / ES.7, ES.8
Time Allowed / 10 blocks
Labs/Activities / - Effects on chemical weathering rates
- Soil profile investigation
- pH
- Mapping watersheds
- Groundwater model
- River dynamics
Lab materials / - Thermometers
- Beakers/cups
- Stopwatches
- Alka-Seltzer tablets
- pH paper
- Watershed map of Virginia
- Groundwater model
- Food coloring
- Stream table
- Sediments/sand
- Buckets
- Sediment traps
Prerequisite / Before this unit, students should understand…
· rocks and minerals
Key Understanding / Students will understand…
· how water, wind and ice alter Earth’s landscape through the processes of weathering, erosion, and deposition
· how soil is formed from the weathering of rocks and organic activity
· karst topography, its formation from carbonate rocks, and features like caves and sinkholes
· the hydrologic cycle and freshwater sources
· groundwater zones
· how humans depend on and can affect fresh water supplies
· watersheds of Virginia (Chesapeake Bay, Gulf of Mexico, North Carolina sounds)