EARTH SCIENCE

Course Syllabus

Course Title / Grade Levels Offered / Credit Awarded /

Content Area of Study

/ Prerequisites / Required or Elective

Earth Science

/ 9-12 / 1 Credit/SY / Science / None / Required

Course Description

Students study 14 main topics of earth science: Representations of the Earth, Earth descriptions, the Earth and the Moon system, the Solar System, Stars and Galaxies, Earth chemistry, minerals, rocks, the atmosphere, weather and climate, water resources, weathering and erosion, forces in the Earth, and the Earth’s geologic history. Assignments are short, fast-paced and well organized. Hands-on investigations are part of the course. They teach students to use their creative, inquisitive, and problem solving skills. Lab safety will be taught before students will be allowed to enter and use the lab equipment. Students will be graded on quizzes, tests, and lab experiments as well as their participation in class discussions.

COURSE OUTLINE

Semester One

/

Semester Two

Quarter One: / Grade Level Expectation Focus: / Quarter Three: / Grade Level Expectation Focus:
  • Lab Safety
  • Studying the Earth—Chapter 1, L1-3
  • Investigations
  • Making a Map
  • Reading a Topographic Map
  • Chapter test
  • Describing the Earth—Chapter 2, L1-6
  • Investigations
  • Modeling the Earth’s Rotation
  • Describing Location on a Round Surface
  • Chapter test
  • The Earth and Moon System—Chapter 3, L1-4
  • Investigations
  • Orbit Model
  • Exploring Light Angle
  • Chapter Test
  • The Solar System—Chapter 4, L1-4
  • Investigations
  • Observing sunspots
  • Modeling Distances in the Solar System
  • Chapter test
Semester One /
  • SA 1.1 (9,10,11)
  • SA 1.2 (9,11)
  • SA 2.1 (9,10)
  • SB 4.2 (9)
  • SE 1.1 (10)
  • SE 2.1 (9, 10, 11)
  • SG 2.1 (9, 10)
  • SG 3.1 (9, 10)
  • R 3.5.1 (7,8,9,10)
  • R 3.5.2 (7,8,9,10)
  • R 3.4.2 (7,8,9,10)
  • R3.4.4 (7, 8, 9, 10)
  • W3.2.2 (7,8,9,10)
  • W3.2.4 (7, 8, 9,10)
  • MEA-1 (8, 9, 10)
  • M-S&P-1 (7, 8, 9, 10)
  • M S&P-2 (8, 9, 10)
  • M PS-4 (7, 8, 9)
  • M PS-5 (7, 8, 9, 10)
/
  • The Earth’s Atmosphere—Chapter 9, L1-5
  • Investigations
  • Making Calcite
  • Identifying Rocks
  • Chapter test
  • Weather and Climate—Chapter 10, L1-4
  • Investigations
  • Measuring Air Pressure
  • Using a Weather Map
  • Chapter test
  • The Earth’s Water—Chapter 11, L1-3
  • Investigations
  • Exploring Evaporation
  • Measuring the Effect of Salt
  • Chapter test
/
  • SA 1.1 (9,10,11)
  • SA 1.2 (9,11)
  • SA 2.1 (9,10)
  • SC 3.1 (9,10,11)
  • SD 1.1 (9,10)
  • SD 1.2 (9, 10, 11)
  • SD 3.1 (9, 10)
  • SD 3.2 (9)
  • SE 2.1 (9, 10, 11)
  • SG 2.1 (9, 10)
  • SG 3.1 (9, 10)
  • R 3.5.1 (7,8,9,10)
  • R 3.5.2 (7,8,9,10)
  • R 3.4.2 (7,8,9,10)
  • R3.4.4 (7, 8, 9, 10)
  • W3.2.2 (7,8,9,10)
  • W3,2,4 (7, 8, 9,10)
  • M-S&P-1 (7, 8, 9, 10)
  • M S&P-2 (8, 9, 10)
  • M PS- (7, 8, 9)
  • M PS-5 (7, 8, 9, 10)

Quarter Two: / Grade Level Expectation Focus: / Quarter Four: / Grade Level Expectation Focus:
  • Stars and Galaxies—Chapter 5, L1-4
  • Investigations
  • Observing Brightness
  • Making a Constellation Model
  • Chapter test
  • Earth Chemistry—Chapter 6, L1-3
  • Investigations
  • Measuring Physical Properties of Objects
  • Separating a Mixture
  • Chapter test
  • Minerals—Chapter 7, L1-4
  • Investigations
  • Observing Color, Streak, and Hardness
  • Finding Specific Gravity
  • Chapter test
  • Rocks—Chapter 8, L1-5
  • Investigations
  • Making Calcite
  • Identifying Rocks
  • Chapter test
/
  • SA 1.1 (9,10,11)
  • SA 1.2 (9,11)
  • SA 2.1 (9,10)
  • SB 1.1 (9,10,11)
  • SB 3.1 (9)
  • SB 3.2 (9,10)
  • SD 3.1 (9)
  • SD 4.1 (9, 10, 11)
  • SD 4.2 (9)
  • SD 4.4 (9, 10)
  • SE 2.1 (9, 10, 11)
  • SG 1.1 (9)
  • SG 2.1 (9, 10)
  • SG 3.1 (9, 10)
  • R 3.5.1 (7,8,9,10)
  • R 3.5.2 (7,8,9,10)
  • R 3.4.2 (7,8,9,10)
  • R3.4.4 (7, 8, 9, 10)
  • W3.2.2 (7,8,9,10)
  • W3,2,4 (7, 8, 9,10)
  • M-S&P-1 (7, 8, 9, 10)
  • M S&P-2 (8, 9, 10)
  • M PS- (7, 8, 9)
  • M PS-5 (7, 8, 9, 10)
/
  • Weathering and Erosion—Chapter 12, L1-4
  • Investigations
  • Observing Chemical Weathering
  • Comparing Erosion
  • Chapter test
  • Forces in the Earth—Chapter 13, L1-4
  • Investigations
  • Making Models of Folding and Faults
  • Locating an Earthquake
  • Chapter test
  • A Record of the Earth’s History—Chapter 14, L1-3
  • Investigations
  • Making a Model of a Fossil
  • Making a Half-Life Model
  • Chapter test
  • Students will create a science fair project based on something they learned in Earth Science.
/
  • SA 1.1 (9,10,11)
  • SA 1.2 (9,11)
  • SA 2.1 (9,10)
  • SB 4.3 (9)
  • SD 1.2 (9, 10, 11)
  • SD 2.1 (9, 10, 11)
  • SD 2.2 (9, 10, 11)
  • SE 2.1 (9, 10, 11)
  • SG 2.1 (9, 10)
  • SG 3.1 (9, 10)
  • SG4.1 (10)
  • R 3.5.1 (7,8,9,10)
  • R 3.5.2 (7,8,9,10)
  • R 3.4.2 (7,8,9,10)
  • R3.4.4 (7, 8, 9, 10)
  • W3.2.2 (7,8,9,10)
  • W3,2,4 (7, 8, 9,10)
  • M-S&P-1 (7, 8, 9, 10)
  • M S&P-2 (8, 9, 10)
  • M PS- (7, 8, 9)
  • M PS-5 (7, 8, 9, 10)

Textbook(s) and/or Materials

  • AGS Publishing Earth Science
  • Teacher Resource Manuel, On-line lesson plans for each lesson.
  • On-line test for each chapter
/
  • On-line quizzes for each lesson
  • On-line lab assessments.

Student Evaluation

  • 40% Tests
/
  • 40% Quizzes/Daily Work
/
  • 20% Lab completion summaries

Quarter and Year-End Science Requirements

  • (14) Chapter Tests
/
  • (16) Investigation conclusion summaries. (Short answer questions)
/
  • (55) Lesson quizzes on material and vocabulary
/
  • (69) Completed worksheets and classroom activities.

COURSE ALIGNMENT WITH ALASKA STANDARDS

Performance Standards

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Grade Level Expectations

/

Assessment Tasks & Tools

A1 Science as Inquiry and Process
SA1 Students understand the processes of science used to investigate problems, design and conduct repeatable scientific investigations, and defend scientific arguments: /
  • Ask questions, predict, observe, describe, measure, classify, make generalizations, analyzing data, developing models, inferring, and communicating. (9-11)
  • Hypothesize, design a controlled experiment, making qualitative and quantitative observations, interpreting data, and using this information to communicate conclusions. (9)
  • Review pertinent literature, hypothesize, make qualitative and quantitative observations, controlling experimental variables, analyze data statistically (i.e., mean, median, mode). (10)
  • Draw conclusions, compare results, suggest further experimentation, and apply conclusions to other problems. (10)
  • Recognize, analyze multiple explanations, models and revise own explanation/model of necessary. (10) (L)
/
  • Students will complete 28 investigations. During each investigation students will follow a procedure. Then answer a series of thought provoking questions, which test their predictions, observation, descriptions, models, and communication abilities. These questions will induce students to draw conclusions, compare results, and analyze multiple explanations and suggest further experimentation.
  • Students will alter investigations to test their own hypothesis. Alterations will be based on pertinent literature, and quantitative observations of set investigations.

SA2 Students understand that processes of science require integrity, logical reasoning, skepticism, openness, communication, and peer review /
  • Formulate conclusions that are logical and supported by evidence. (9)
  • Examine methodology and conclusions to identify bias and determine that evidence supports conclusions.(10)
/
  • Students will complete 28 investigations that force students to draw conclusions supported by evidence, and examine the way the investigation was set-up.

B1 Concepts of Physical Science
SB1 Students develop an understanding of the characteristic properties of matter and the relationship of these properties to their structure and behavior. /
  • Describe atoms and their base components (i.e., protons, neutrons, electrons) (9)
  • Use the periodic table to describe atoms in terms of their base components (i.e., protons, neutrons, electrons) (10)
  • Predict the properties of an element (i.e., reactivity, metal, non-metal) using the periodic table and verifying the predictions through experimentation. (L)
/
  • Students will take a quiz and test to determine their understanding of and atom, the parts of an atom, how the parts are arranged, and how the atoms come together to form some common elements.
  • Symbols and sections from the periodic table will be presented in a quiz and test in which students must be able to describe the structure of that or the group of elements.
  • Students will describe in a quiz and test the characteristics of an element based on its location in the periodic table.

SB3 Students develop an understanding of the characteristic properties of matter and the relationship of these properties to their structure and behavior. /
  • Recognize that a chemical reaction has taken place. (9)
  • Explain that in chemical and nuclear reactions, energy (e.g., heat, light, mechanical, and electrical) is transferred into and out of a system. (9)
  • Recognize that radioactivity is a result of the decay of unstable nuclei) (10)
/
  • Students will be shown a chemical reaction. Students will then use different techniques to determine if a chemical reaction has taken place.
  • Students will be given examples on a quiz an test, students will determine if a chemical reaction has taken place.
  • Students will be asked in quizzes and tests if a reaction has taken place based on whether or not it produces energy.
  • Students will complete an investigation to simulate the radioactive breakdown of a material.

SB4 Students develop an understanding of motions, forces, their characteristics and relationships, and natural forces and their effects. /
  • Recognize that the gravitational attraction between objects is proportional to their masses and decrease with their distance. (9)
  • Describe the interactions of waves (i.e., reflection, refraction, wave addition) (9)
/
  • Students will take quizzes and test that determine a students understanding of how gravity is affected by distance and the size of the object.
  • Students will take a quiz over erosion of ocean sides by discussing waves and the interactions of waves with each other and the environment.

C1 Concepts of Life Science
SC3 Students understand that organisms are linked to each other and their physical environments through the transfer and transformation of matter & energy. /
  • Relate the carbon cycle to global climate change. (10-11) (Expand in grade 11)
  • Describe the carbon and nitrogen cycle within an ecosystem and how the continual input of energy from sunlight keeps the process going. (9) (L)
/
  • Student will trace carbon through the carbon cycle and nitrogen through the nitrogen cycle to test their understanding of the cycles the must do this during tests and quizzes as well as in class discussion.

D1 Concepts of Earth Science
SD1 Use a model to demonstrate the rock cycle. (L) /
  • Use a model to demonstrate the rock cycle.(9) (L)
  • Use a model to explain the processes (i.e., formation, sedimentation, erosion, reformation) of the rock cycle. (10)
  • Apply knowledge of the water cycle to explain changes in the Earth’s surface. (9) (Expand from 8th grade)
  • Describe their interrelationships (i.e., water cycle, carbon cycle, oxygen cycle) (10)
  • Integrate knowledge of the water cycle and biogeochemical cycling to explain changes in the Earth’s surface. (11) (L)
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  • Models of the rock cycle will be presented on quizzes and tests. Students will demonstrate their understanding by answering questions about the rock cycle.
  • Students will be given models of the water cycle on quizzes and tests. Students will demonstrate their understanding by answering questions about the water cycle.
  • Students will answer several questions on quizzes that test their knowledge on how the water cycle, carbon cycle, oxygen cycle, and atmospheric chemicals interact in the environment.

SD2 Students develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth. /
  • Recognize the dynamic interaction of erosion and deposition including human causes. (9-10-11) (Expand in 10th and 11th grade)
  • Describe how the theory of plate tectonics explains the dynamic nature of its surface. (9-10-11) (Expand in 10th and 11th grade)
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  • Students will conduct an investigation to determine how ground cover affects erosion. Students will then demonstrate their understanding while answering short answer questions and quiz and test questions.
  • Students will be given quizzes and tests to determine their understanding of plate tectonics.

SD3 Students develop an understanding of the cyclical changes controlled by energy from the sun and by Earth’s position and motion in our solar system. /
  • Recognize the effect of the moon and sun on tides. (9)
  • Describe causes, effects, preventions, and mitigations of human impact on climate. (10)
  • Explain the phenomena of the aurora. (9)
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  • Students will be given quizzes and tests to determine their understanding of how the moon and sun affect tides.
  • Students will be given quizzes and tests to determine their understanding of the aurora and how humans can impact their climate.

SD4 Students develop an understanding of the theories regarding the evolution of the universe. /
  • Recognize that a star changes over time. (9)
  • Recognize phenomena in the universe (i.e., black holes, nebula) (10)
  • Describe phenomena in the universe (i.e., black holes, nebula. (11)
  • Explain that the position of stars changes in the expanding universe. (9)
  • Identify and describe the Big Bang Theory (9-10)
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  • Students will be given quizzes and tests to determine their understanding of how a star, and the universe changes over time and how they may have been created. Students will describe this during lesson instruction.
  • Students will be given quizzes and tests to determine their understanding of black holes, nebula, and other features of the universe.
  • Students will describe the features in the universe as the instructor is teaching the lessons.

E1 Science and Technology
SE1 Students understand scientific knowledge and technology used in decision making in everyday events: /
  • Identify how the progress in science and invention are interrelated with societal issues. (10)
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  • Students will be given quizzes and tests to determine their understanding of how science is driven by social pressures and needs.

SE2 Students understand solving problems involves different ways of thinking, perspectives, & curiosity that lead to exploration of multiple paths analyzed using scientific, technological, and social merits: /
  • Question, research, model, simulate and test a solution to a problem. (9)
  • Question, research, model, simulate, and test multiple solutions to a problem. (10-11) (Expand at 11th grade)
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  • Students will complete 28 investigations that simulate solutions to problems about half of those investigations will take on multiple problems addressed at higher levels.

G1 History and Nature of Science
SG1 Students develop an understanding that historical perspectives of scientific explanations demonstrate that scientific knowledge changes over time, building on prior knowledge: /
  • Identify those historical perspectives (i.e., cultural, political, religious, philosophical) that have impacted the advancement of science. (9)
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  • On several quizzes and tests students will identify how science in the past was influenced by the religion and culture of the time.

SG2 Students develop an understanding that the advancement of scientific knowledge embraces innovation and requires empirical evidence, repeatable investigations, logical arguments, and critical review in striving for the best possible explanation of the natural world. /
  • Explain the importance of innovations (i.e., microscope, immunization, computer). (9)
  • Use an account of an event to recognize the processes of science used by historically significant scientist (e.g., Goodall, Watson & Crick, Newton) (10)
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  • Students will be given quizzes and tests to determine their understanding of how instruments are used and how they have changed the way science is investigated.
  • Students will be given quizzes and tests to determine if they understand what contributions significant scientists have made.

SG3 Students understand that scientific knowledge is ongoing and subject to change: /
  • Describe the role of serendipity in scientific discoveries. (9)
  • Use experimental or observational data to evaluate a hypothesis. (10)
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  • Students will conduct 28 investigations in which mistakes will lead to student discoveries and the data will point students to different hypothesis and conclusions. Students will then conducts similar investigation to make their own advancements.

SG4 Students develop an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base. /
  • Recognize the role of these factors on scientific advancements. (10)

R3&4 The Student Follows Written Directions
R3.5 Read and follow multi-step directions to complete a task, and identify the sequence prescribed.
R4.4 Read and follow multi-step directions to complete complex tasks. /
  • Complete a task by following written, multi-step directions (e.g., answer a multi-faceted text questions (7-8) (L)
  • Read, understand, and apply multi-step directions to perform complex procedures and tasks (e.g., filling out a catalog order) (9)
  • Read, understand, and apply multi-step directions to perform complex procedures and tasks (e.g., filling out a sample income tax return or permanent fund dividend application. (10)
  • Identify the sequence of steps in a list of directions (e.g., what is the first step, what is the second step) (7-8) (Expand in grade 8)
  • Identify the sequence of steps in a list of directions (e.g., design a science experiment) (9-10) (Expand in grade 10)
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  • Students will conduct 28 investigations in which they will follow multi-step instruction. They will complete complicated procedures in this way by following the proper sequence.

R3 &4 The Student Demonstrates Understanding of Main Ideas/Arguments
R3.4 Clarify and connect main ideas and concepts, identify their relationship to other sources and related topics, and provide supporting details.
R4.3 Identify and assess the validity, accuracy, and adequacy of evidence that supports an author’s main ideas, and critique the power, logic reasonableness, and audience appeal of arguments advanced in public documents. /
  • Locate information in narrative and informative text to answer questions related to main ideas or key details. (7-10) (Expand at each new grade level from the one before)
  • Explain connections among main ideas/concepts (text to self, text to text, text to world)(7-10) (Expand at each new grade level from the one before) (L)
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  • Students will be given quizzes and tests to determine their understanding of written material from the textbook. They will have to explain the connections to different parts of the text and discussions along the way.

W3&4 The Student Writes for a Variety of Purposes and Audiences
W3.2. Select and use appropriate forms of fiction and nonfiction to achieve different purposes when writing for different audiences.
W4.2 Demonstrate understand of elements of discourse (purpose, speaker, audience, form) when completing expressive (creative, narrative, descriptive), persuasive, research-based, informational, or analytic writing assignments. /
  • Write in a variety of nonfiction forms (e.g., letter, report, biography, and/or autobiography) to inform or describe or persuade. (7-8)
  • Write in a variety of nonfiction forms (e.g., letter, report, biography, autobiography, and/or essay to inform, describe, or persuade. (9-10)
  • Using diagrams, charts, or illustrations with captions or labels in research projects or extended reports. (7) (Expand from grade 6) (L)
  • Use research-based information and/or analysis in research projects or extended reports. (8-10) (Expand at grades 9-10) (L)
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  • After completing each of the 28 investigations students will write conclusions and answer short answer type questions.
  • Students will prepare bulletin boards and classroom displays, which describe various scientific relationships and theories.

MEA Select and Use Systems, Units and Tools of Measurement
MEA-1 The Student demonstrates understanding of measurable attributes. /
  • Convert measurements within the same system (English or metric) (8)
  • Estimate or convert measurements between the English and metric systems in real-world applications, given a conversion factor (e.g., miles/kilometers) (9)
  • Convert square and cubic units within the same system, English or metric, in real-world applications. (10)
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  • Students will be given quizzes and tests to determine their understanding of how to convert measurements, estimate measurements, and convert measurements. Students will also do this while completing some of the 28 investigations.

(S&P )Statistics and Probability: Formulate Questions, gather and interpret data, and Make Predictions.
S&P-1 The student demonstrates an ability to classify and organize data. /
  • [Collect, (L)] , display, organize or explain the classification of data in real-world problems (e.g., science or humanities, peers or community), using circle graphs, frequency distributions, scatter plots (L) with appropriate scale. (7)
  • [Design, collect, (L)] , display, organize or explain the classification of data in real-world problems (e.g., science or humanities, peers or community), using histograms, circle graphs, frequency distributions, scatter plots or box and whisker plots with appropriate scale or with technology. (8) (L)
  • [Design, collect, (L)] , display, organize or explain the classification of data in real-world problems (e.g., science or humanities, peers or community, or careers), using information from tables or graphs that display two or more sets of data, or with technology. (9-10) (L)
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  • Students will prepare bulletin boards and classroom displays, which describe various scientific relationships and theories. Students will gather resources to present the displays. These will sometimes include many types of graphs and sets of data.
  • After completing some of the investigations students will create bulletin boards to display the results. The results will include graphs and data sets displayed in various ways.

*Addressed at intermediate grades, students at Level 4 are expected to master skills related to this standard during HS years.