Timeline Standards I can statement Ess. Question Vocabulary Strategies Resources Assessments Notes
Grant County Schools
Standards Based Map
Earth Science
11th/12th
Timeline / StandardsSC O E / Student I Can
Statement / Essential Question / Academic Vocabulary / *Strategies/
Activities / *Resources/
Materials / *Assessments / Notes
All year / 1.1 Implement safe procedures and practices when manipulating equipment, materials, organisms, and models. / I can implement safe procedures and practices when manipulating equipment, materials, organisms, and models. / What are safe lab practices? / Safety goggles
Eye wash station / Apply during labs throughout the year. / Printed safety rules from internet
Library / Teacher made test
Project (presentations, poster, debate, etc.) rubrics
All year / 1.2 formulate scientific explanations based on historical observations and experimental evidence, accounting for variability in experimental results / I can formulate scientific explanations based on historical observations and experimental evidence, accounting for variability in experimental results / How can data from classic experiments be interpreted?
How is it possible to do the same experiment twice and get different results? / Skepticism
Observation
Experimentation
Variability
Reliability
Peer review / Work in groups to evaluate classic research. / Student gathered materials
Video clips
Mineral samples
Dichotomous key of minerals / Outlines
Lab reports
Worksheets
Teacher made quizzes
All year / 1.3 conduct and/or design investigations that incorporate the skills and attitudes and/or values of scientific inquiry (e.g., established research protocol, accurate record keeping, replication of results and peer review, objectivity, openness, skepticism, fairness, or creativity and logic). / I can conduct and/or design investigations that incorporate the skills and attitudes and/or values of scientific inquiry. / How are investigations designed?
How is data collected and analyzed? / Experiment
Hypothesis
Independent variable
Dependent variable
Constants
Control group
Experimental group / Identify parts of an experiment.
Design an experiment. / Prezi software
Fossils
Teacher made notes-templates and PowerPoints
Teacher made project sheets
Biology Coloring Book
Internet
All year / 1.4 design, conduct, evaluate and revise experiments (e.g., compose a question to be investigated, design a controlled investigation that produces numeric data, evaluate the data in the context of scientific laws and principles, construct a conclusion based on findings, propose revisions to investigations based on manipulation of variables and/or analysis of error, or communicate and defend the results and conclusions). / I can design, conduct, evaluate and revise experiments. / How can I design an experiment?
How do I determine which will be the experimental group vs. control group?
How many subjects do I need in each group to make it valid?
How will I know if my results support my hypothesis? / Experiment
Hypothesis
Independent variable
Dependent variable
Constants
Control group
Experimental group / Give students multiple examples of experiment to have them identify parts.
Have them design their own experiments and put them on the board or posters.
Have other groups of students review their work. / Library
TV
DVDs
Modeling clay
PowerPoint software
Computer lab
Teacher made worksheets
Newspapers
All year / 1.5 draw conclusions from a variety of data sources to analyze and interpret systems and models (e.g., use graphs and equations to measure and apply variables such as rate and scale, evaluate changes in trends and cycles, or predict the influence of external variances such as potential sources of error, or interpret maps). / I can draw conclusions from a variety of data sources to analyze and interpret systems and models. / How can I take information from various sources and combine it to understand models and graphs?
How do I use information in models to predict an extension of the givens? / Data
Interpretation
System
Model
Graph
Rate
Scale
Trends
Evaluate / Use graphs and models in textbooks in every chapter.
Use TV news, internet, or newspaper to research an issue, and then design solutions.
All year / 1.6 investigate, compare and design scientific and technological solutions to address personal and societal problems. / I can investigate, compare and design scientific and technological solutions to address personal and societal problems. / How can technology be used to address issues of society? / Society
Technology
All year / 1.7 given current science-technology-societal issues, construct and defend potential solutions. / When given current science-technology-societal issues, I can construct and defend potential solutions. / What is the best solution for a given issue? / Bioethics
Ethics
All year / 1.8 relate societal, cultural and economic issues to key scientific innovations. / I can relate societal, cultural and economic issues to key scientific innovations. / How do new scientific discoveries affect societal, cultural and economic issues? / Society
Culture
Economics
innovation
All year / 1.9 synthesize concepts across various science disciplines to better understand the natural world (e.g., form and function, systems, or change over time). / I can synthesize concepts across various science disciplines to better understand the natural world, such as form and function, systems, or change over time. / How do all the branches of science relate to each other within the natural world?
How does the world change over time? / Vocabulary that fits with subject at hand. / Relate each concept to the “real world” as much as possible, and have students make connections where feasible.
T1 / 2.1 Identify and describe the structure, origin, and evolution of the lithosphere, hydrosphere, atmosphere and biosphere / I can Identify and describe the structure, origin, and evolution of the lithosphere, hydrosphere, atmosphere and biosphere / How is the earth divided according to solid, liquid and gas?
Where is life found on Earth? / Origin
Evolution
Lithosphere
Hydrosphere
Atmosphere
Biosphere / Use diagrams of Earth to have students identify the solid, liquid and gas portions, and areas where life is found.
T1 / 2.2 analyze seismic, density, gravity, and magnetic data to explain the structure of the earth / I can analyze seismic, density, gravity, and magnetic data to explain the structure of the earth / What are the structural and functional layers of Earth?
How were the layers determines? / S waves
P waves
Gravity
Magnetic data
Lithosphere
Asthenosphere
Mesosphere
Core
Mantle
crust / Use seismograph data on the Internet to determine shadow zones of S waves and of P waves to determine where the Earth’s interior changes state.
T1 / 2.27 evaluate the potential conflicts, which arise between societal reliance on natural resources and the need to act as responsible stewards to reclaim the earth, / I can evaluate the potential conflicts, which arise between societal reliance on natural resources and the need to act as responsible stewards to reclaim the earth, / When does conservation of natural resources interfere with the needs of humans?
For example, if a human buys a lot to build to build a house, and an eagle moves in before he starts to build, should the human be allowed to build his house? / Natural resources
Hazardous waste
Renewable resources
Endangered species
conservation / Research on Internet and class discussion
Essays
Debate
T1 / 2.13 construct and/or interpret information on topographic maps / construct and/or interpret information on topographic maps / How can I use a topographic map to plan a hike? / Topographic map
Contour line
Contour interval
Index contour
legend / Students will interpret information on topographic maps.
Students will make a model of a topographic map out of modeling clay
T1 / 2.7 investigate and describe the properties of water, which contribute to its critical role in physical and chemical weathering / I can investigate and describe the properties of water, which contribute to its critical role in physical and chemical weathering / How does water increases weathering of rock? / Chemical weathering
Hydrolysis
Oxidation
Ice wedging
Erosion / Properties of water lab
T2 / 2.5 use chemical and physical properties to distinguish between common minerals and explain their economic uses. / I can use chemical and physical properties to distinguish between common minerals and explain their economic uses. / What are properties of all minerals?
What are the special properties of certain minerals? / Density
Luster
Hardness
Moh’s scale
Asterism
Chatoyancy
Phosphorescence
Fluorescence
Cleavage
fracture / Use a dichotomous key in order to identify samples of minerals.
Research and prepare a presentation on a mineral.
T2 / 2.4analyze radiometric dating and rock and fossil evidence to determine the age of substances / I can analyze radiometric dating and rock and fossil evidence to determine the age of substances / What sorts of evidence are needed to determine the age of a geologic feature? / Absolute age
Relative age
Geologic column
Radiometric dating
Varves
Index fossil / Use problems from book where students use clues to work out relative and absolute ages of rock.
T2 / 2.6 use rock characteristics to predict paleoenvironments or geologic conditions which existed during the formation of a given rock sample / I can use rock characteristics to predict paleoenvironments or geologic conditions which existed during the formation of a given rock sample. / How can the characteristics of a rock sample allow one to determine conditions that existed when the rock was formed? / Absolute age
Relative age
Geologic column
Radiometric dating
Varves
Index fossil / Study fossils to determine what living things were in a given area when the fossil was formed.
T2 / 2.3 characterize the eras, epochs and periods in relation to earth history and geologic development / I can characterize the eras, epochs and periods in relation to earth history and geologic development / What geologic time division do we live it?
What distinguishes the Paleozoic era from the Mesozoic era? / Eon
Era
Period
Epoch
Precambrian time
Cenozoic
Mesozoic
paleozoic
Jurassic / Make a time line out of adding machine tape to show the time divisions.
T3 / 2.11. evaluate current explanations for mechanisms, which drive the motion of plates (convection, slab-pull, plate push) / I can evaluate current explanations for mechanisms, which drive the motion of plates (convection, slab-pull, plate push) / How do continents collide and break apart? / Plate tectonics
Convection
Slab pull
Ridge push
Plate boundaries
Subduction
Sea-floor spreading / Use modeling clay to model convergent boundaries, transform boundaries and subduction
T3 / 2.12 relate the effect of degradation and tectonic forces on the earth's surface features: weathering, physical features of the ocean floor, life with[in]? the oceans / I can relate the effect of degradation and tectonic forces on the earth's surface features. / How do weathering and erosion, combined with tectonic influences alter Earth’s surface and ocean floor? / Plate tectonics
Convection
Slab pull
Ridge push
Plate boundaries
Subduction
Sea-floor spreading
Weathering
erosion
T3 / 2.9 predict geologic activity associated with specific plate boundaries and interactions / I can predict geologic activity associated with specific plate boundaries and interactions / Where are earthquakes and volcanoes most likely to occur?
What causes sea-floor spreading? / Hot spots
Magma plumes
Mid-ocean ridges
Convergent boundaries
Divergent boundaries
Transform boundaries
T3 / 2.10. analyze modern and historical seismic information to determine epicenter locations and magnitude of earthquakes / I can analyze modern and historical seismic information to determine epicenter locations and magnitude of earthquakes / How are the epicenters of earthquakes located?
How is magnitude different from intensity? / Focus
Epicenter
Triangulation
Richter scale / Practice triangulation of earthquakes
T3 / 2.26 compare the relationship between earth processes and natural disasters with their impact on humans / I can compare the relationship between earth processes and natural disasters with their impact on humans / How do earthquakes, volcanic eruptions, tsunamis and major storms affect humans? / Earthquake
Volcano
Tsunami
Hurricane
Tornado
T3 / 2.8 compare and contrast the effectiveness of agents and processes of degradation: weathering by gravity, wind, water, ice / I can compare and contrast the effectiveness of agents and processes of degradation: weathering by gravity, wind, water, ice / How does the surface of the Earth change in response to natural processes of degradation? / Weathering
Erosion
Degradation
Ice wedging
Slump
Creep
T3 / 2.14 identify and describe chemical and physical properties of oceans:
-composition
-currents
-physical features of the ocean floor / I can identify and describe chemical and physical properties of oceans: composition, currents, physical features of the ocean floor / What are the chemical and physical properties of oceans? / Oceans
Physical properties
Chemical
T3 / 2.17 examine the stratification of the oceans
-temperature
-salinity zones
-biological zones / I can differentiate among stratification of the oceans
-temperature
-salinity zones
-biological zones / Why do some organisms live near the surface of the ocean while others live on the ocean floor? / Neritic zone
Benthic environments
Pelagic environments
Oceanic zone
Density
temperature / Students will create a density column to illustrate how layers of the ocean stay separate.
T3 / 2.15 compare and contrast characteristics of the various oceans, including their lateral and vertical motions / I can compare and contrast characteristics of the various oceans, including their lateral and vertical motions / How do the motions of the oceans differ? / Wave
Global winds
Deep currents
Global currents / Students will track sharks on
OCEARCH.ORG
T4 / 2.16 analyze the evolution of the ocean floor: ocean crust, sedimentation, active and passive continental margins / I can analyze the evolution of the ocean floor: ocean crust, sedimentation, active and passive continental margins / Where do the sediments on the ocean floor originate?
What is the boundary between continental margins and deep ocean basins? / Continental margins
Deep ocean basins
Abyssal plains
Continental shelf
T4 / 2.18 investigate to explain heat transfer in the atmosphere and its relationship to meteorological processes:
-pressure
-winds
-evaporation
-condensation
-precipitation / I can investigate to explain heat transfer in the atmosphere and its relationship to meteorological processes:
-pressure
-winds
-evaporation
-condensation
-precipitation / How is heat transfer responsible for virtually all weather conditions? / Atmospheric pressure
Wind
Water cycle
Evaporation
Condensation
Precipitation
T4 / 2.20 use meteorological evidence and weather maps to forecast weather:
-air masses
-wind
-barometric pressure
-temperature data / I can use meteorological evidence and weather maps to forecast weather. / How are weather tools used to forecast weather? / Air mass
Front
Wind
Atmospheric pressure
T4 / 2.19 predict the effects of ocean currents on climate / I can predict the effects of ocean currents on climate / How do ocean currents affect weather patterns? / Climate
Ocean current
T4 / 2.21 examine global change over time:
-climatic trends
-global warming
-ozone depletion / I can recognize the effects of climatic trends, global warming and ozone depletion on on global change. / How do global warming and ozone depletion affect global change? / Global warming
CFCs
Greenhouse effect
T4 / 2.22 apply Newton’s Law of Universal Gravitation to the motion of celestial objects to explain phenomenon observed in the sun-earth-moon system / I can apply Newton’s Law of Universal Gravitation to the motion of celestial objects to explain phenomenon observed in the sun-earth-moon system / Why does the moon circle the Earth and the Earth circle the sun? / Newton’s Law of Universal Gravitation
Orbit
Revolution
Solar system
T4 / 2.24 compare ancient and modern methods of studying and uses for astronomy
-calendar
-navigation / I can compare ancient and modern methods of studying and uses for astronomy
-calendar
-navigation. / How does the modern calendar differ from ancient calendars? / Astronomy
Calendar
navigation
T4 / 2.23 analyze several origin theories of the solar system and universe and use them to explain the celestial bodies and their movements. / I can relate movement of celestial bodies to their theories of origin. / How do theories of origin explain movement of celestial bodies? / Solar system
Universe
Celestial bodies
Origin theory
T4 / 2.25 use various wavelengths of the electromagnetic spectrum to investigate the observable universe / I can explain how light and radio wave telescopes give scientists a picture of the universe. / How do radio telescopes provide pictures of distant reaches of the universe? / Electromagnetic spectrum
Light telescope
Radio telescope
universe
*Strategies, resources and assessments are listed at the beginning of the document for all standards. Some standards have additional specific strategies that are included in the numbered row.
Submitted by Patricia Clay 5-28-2015