| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | Date | Standard | Topic | Approx. Days | 9 Weeks | Description | | ||||||||||||||||||||
2 | First Week | Pass out textbooks.Go over rules. Review Syllabus/Pass it out. Show them online textbook. Lesson on Accuracy/Precision. | 3 | 1 | Day 1.Tell them about the pancake lab. Get volunteers to bring in materials. Textbooks, Rules, Syllabus, Measuring Centimeters. Day 2. Graduated Cylinders , Density, Density Lab 1. Day 3. Book Pages, Maybe Cornell Notes, Density Lab 2. | ||||||||||||||||||||||
3 | July 18 - 29 | Intro | How to graph. Review pancake lab. How to cook pancakes. How to use electronic scale. | 5 | 1 | The purpose of this introductory unit is to make sure all students have a foundational grasp of basic science skills and processes. | |||||||||||||||||||||
4 | Unit Spans: August 1 - 24 (17 total days for unit ) Motion and Forces. August 1 - 10 | 8.PS2.3 | Position, Forces, and Direction - Create a demonstration of an object in motion and describe the position, force, and direction of the object. | 8 | 1 | Students should investigate a system that includes an object, the position of the object and a set of forces acting on an object. The demonstration referenced in the standard refers to a complete description of a system used to investigate a number of forces acting on an object, accounting for the size and direction of the forces, as well as the mass of the object. The position of the object should be based on some frame of reference established by the student. Direction of the object refers to the direction of the motion of an object (velocity and acceleration). It is possible to describe and model both motion and position — the car was 20m beyond the intersection and traveling with a speed of 45km/hr. In examples such as the car referenced above, students should recognize that it may be more practical to reference the motion of the car with respect to the intersection. This means that the origin for their coordinate system/number line would be the origin and the object would have a present position at 20m. Students should only consider motion that occurs in a single dimension. This does not mean that systems cannot include objects moving diagonally. In such circumstances, the student should recognize that part of describing the motion of an object includes establishing a frame of reference. If the object is moving diagonally, the frame of reference should be described parallel to the direction of motion, rather than simply describing the motion relative to up, down, right, and left directions. With this relative frame of reference, forces and motion can be labeled as either parallel or perpendicular to the objects motion. | |||||||||||||||||||||
5 | August 11 - 17 | 8.PS2.4 | Newton's Second Law - Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. | 5 | This standard is an introduction to Newton’s Second Law. This law explains it is harder to change the motion of more massive objects. Free-body diagrams are an excellent tool for students to use to quantitatively represent multiple forces acting on an object. Students can use the free body diagrams to determine total amounts of force acting parallel or perpendicular to the direction of motion of an object. Student investigations should include systems with both balanced and unbalanced forces with the objective of gathering evidence that the change in the motion of an object is a result of the sum of the forces on the object and the mass of the object. Conceptually, it is very important that students recognize that the net force is always a sum. If forces act in opposite directions, students should recognize that forces combined by adding a positive value with a negative value, and never through subtraction of a positive value from another positive value. The investigation should include the collection of data that describes the motion of the object (velocity) or changes to the motion of the object (acceleration), the total force acting on the object, and the mass of the object. Students should be involved in decisions about how to measure the motion of the object, the forces acting on the object, and assigning dependent and independent variables. Variables can include mass, motion, and forces | ||||||||||||||||||||||
6 | August 18 - 24 | 8.PS2.5 | Newton's Third Law - Evaluate and interpret that for every force exerted on an object there is an equal force exerted in the opposite direction. | 4 | 1 | This standard provides students with exposure to Newton’s Third Law. Properly labeling forces including subscripts, makes identification of third law pairs of forces more easily identifiable. Proper labels for forces includes an upper case “F” to indicate force, followed by subscripts indicating the type of force (gravitational/weight, friction, normal, tension, etc.), then the object experiencing the force, and finally the object exerting the force. For example, a label for the force of tension acting on a yoyo, suspended by a string is Ft,yo-yo, string (Ft,y,s). Students often incorrectly identify gravity as the equal and opposite force (Fg,yo-yo,earth) when asked to identify the equal and opposite force acting on the yo-yo described above. This is reasonable because the directions of the tension and weight forces are opposite. However, the correct equal and opposite force for this system would be the force of tension exerted on the string by the yo-yo (Ft,s,y). Equal and opposite force will always be of the same type. In this case, both pairs were tension forces, as opposed to the incorrect pairing of a gravity/weight force with a tension force. If forces are accurately labeled, the labels will be identical, with only the order of the last two subscripts reversed. The correct pair of equal and opposite forces was Ft,y,s and Ft,s,y, not the incorrectly identified pair: Ft,y,s and Fg,y,e. Equal and opposite forces exist whether or not the objects are in moving, and even in a collision where only one object moves (e.g., jumping off the ground). | |||||||||||||||||||||
7 | Aug 25 - Sept 23 Electricity and Magnetism | 8.PS2.1 | Magnetism and Electricity - Design and conduct investigations depicting the relationship between magnetism and electricity in electromagnets, generators, and electrical motors, emphasizing the factors that increase or diminish the electric current and the magnetic field strength. | 14 days | 1 | Student investigations should be built around questions that the students ask in order to understand the cause and effect relationship in electromagnetic devices. The relationship between electricity and magnetism is reciprocal, so investigations should include systems that convert electricity into magnetism, as well as systems that create magnetism into electricity. For systems that convert electricity into magnetic force student should ask testable questions about the impacts of: the strength of the magnetic field (a result of factors such as current in the wire or loops in a coil), distances between the interacting objects, orientation of resulting objects, and the magnetic strength of the objects. Outcomes of these investigations should permit students to understand that the magnetic field can vary in strength as well as north-south polarity. The same sets of variables can be used to understand induction. Polarities either in wires or coils of wire can be observed using a compass. From experimental results, students should also be able to predict the behavior in systems they design. | |||||||||||||||||||||
8 | Embedded within the above standard. | 8.ETS1.1 | Optimal solution - electromagnets - Develop a model to generate data for ongoing testing and modification of an electromagnet, a generator, and a motor such that an optimal design can be achieved. | 1 | Within the field of engineering, models are often prototypes. The purpose of on-going testing of prototypes is to permit a variety of tests of a solution or a set of competing solutions. Data from each of the different tests can then be compiled and compared to either improve a particular design, or select from a group of designs. An optimal design may not be the best performer on all tests, but if tests are designed with respect to the criteria and constraints for the design task, it is possible to accept compromises in light of project priorities. Motors and generators both allow conversions between mechanical energy and electrical energy, but in different directions. Motors convert electrical energy into motion, while generators convert the energy of motion into electrical energy. This standard bundles well with 8.PS2.1, and testing and optimization of either type of device can as a way of exploring the patterns underlying principles of electromagnetism. Examples of models may include creating, testing, and modifying simple electromagnets, using a coil of wire and a magnet to produce electric current, or creating a simple homopolar electric motor with magnets, a battery and paper clips. | ||||||||||||||||||||||
9 | 8.PS2.2 | Non-Contact Forces - Conduct an investigation to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. | 11 | 1 | Student investigations should center around two objects that can exert a force on each other, even without coming into physical contact, with the intent of building an understanding of fields. The investigations should explore the nature of the force (gravitational, electric, or magnetic) and students should be able to identify which type of field is responsible for the interaction they are investigating. Variables under investigation might include the nature of the object exerting the field, or the distances between the objects (positions in the field). Finally, students should record their observations. Data might take the form of: changes in the motion of an object, the weight suspended in a system, or physically sensing a push or a pull against the student. In conjunction with 8.PS2.4, students can carry out investigations to explore why Earth’s gravitational field causes all objects to fall at the same rate. Investigations of electromagnetics/generators might be done concurrent with 8.PS2.1, or evidence of electric fields might be gathered from observations of pith ballsaround statically charged conductors. | ||||||||||||||||||||||
10 | FALL BREAK September 26 - October 7 | ||||||||||||||||||||||||||
11 | Unit goes from Oct 10 - November 18 (30 days total). October 10 - October 21. Waves, Light, and Sound | 8.PS4.1 | Develop and use models to represent the basic properties of waves including frequency, amplitude, wavelength, and speed | 10 | 2 | Waves transfer energy from the place where they form (source), to another place. Consider a rock thrown into a pond: Before the rock lands in the water, it has the energy of motion (kinetic energy). The water slows down the rock when the rock hits the water and some energy of motion is “lost.” The energy “lost” by the rock because of the collision forms ripples (waves) on the surface of the pond. These ripples move across a pond carrying energy away from where the impact occurred. The behavior of the source of the wave determines the properties of the wave. The frequency of the wave is an outcome of patterns in the motion of the source. For example, speakers producing produce higher pitch sounds (high frequency) move back and forth at a faster rate. The amplitude of a wave is an outcome of the amount of energy being transferred from the source. A speaker moves back and forth as an electromagnetic force to pull back the speaker cone. When the electromagnet is turned off or reversed, the speaker cone snaps forward, creating one wave pulse. If more energy is used to push/pull the speaker cone further, the outcome is a wave with greater amplitude. The wavelength of the sound wave generated by the speaker system is an outcome of how the distance a pulse has traveled away from the speaker before the next wave is created. Waves of identical frequencies will have different wavelengths if they are traveling through different mediums. This can be explained by a difference in velocity. Consider a pair of waves created by a pair of speakers creating compressions at identical, constant rates. If one speaker is transmitting through air, and the other water, the wave fronts will move away from the source at different rates. The wave traveling through water will travel 4x as fast. Before the speaker cone snaps back to create a second compression from each speaker, the initial compression of the wave traveling through the water will have traveled four times further from its source (speaker cone) than the wave front traveling through the air. Visualizing this pattern repeated over time, we see a wavelength that is four times greater in the water than in air. | |||||||||||||||||||||
12 | October 24 - November 11 | 8.PS4.2 | Mechanical and electromagnetic waves - Compare and contrast mechanical waves and electromagnetic waves based on refraction, reflection, transmission, absorption, and their behavior through a vacuum and/or various media. | 10 | 2 | A wave is a means of transporting energy from a source to some other location. The interaction between waves and their transmitting medium can result in a decrease in the energy of the wave. Models can be created to explain phenomena that occur as a result from the behaviors of either electrical or mechanical waves that result from interactions between the wave and the medium transmitting the wave. Additionally, students should note that electromagnetic (light) waves will interact at boundaries of matter, but are uniquely able to travel without a medium. At boundaries, light and mechanical waves may undergo changes that result from being refracted, reflected, transmitted or absorbed. For example, a mechanical wave will reflect and invert when it reaches the immobile end of its medium (e.g. a wave reflecting at the end of string that is tied in place), but will reflect without inverting if the end can move freely (e.g., a wave traveling through water in a tub that reflects off the side of the tub). Electromagnetic waves will reflect and travel in straight lines with predictable patterns for their angles of reflection. | |||||||||||||||||||||
13 | November 14 - November 18 | 8.PS4.3 | Evaluate the role that waves play in different communication systems | 5 (Taught as part of the above standards) | 2 | Digitizing is the process of converting information into a series of binary ones and zeroes representing either an on or off state. Once digitized, information can be transmitted as wave pulses and stored reliably and recreated at a later time. Devices that do not work digitally, function in analog. Analog devices can have infinite states. The difference between analog and digital is analogous to the difference between a light switch (digital) and a dimmer switch (analog). | |||||||||||||||||||||
14 | THANKSGIVING BREAK November 21 - 25 | Need to push this back a couple of weeks | |||||||||||||||||||||||||
15 | Unit goes November 28 - December 16 (includes Thanksgiving). November 28 - November 30 | 8.LS4.1 | Fossil Record - Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change in life forms throughout Earth’s history. | 3 | 2 | The fossil record is a powerful tool for understanding how living organisms have changed throughout Earth’s history, assuming that Earth’s processes and the physical laws governing these processes have remained constant. | Other Topics to review 1. Reproduction (Sexual/Asexual, Mitosis, Meosis) 2. Cells | ||||||||||||||||||||
16 | December 1 - December 5 | 8.LS4.4 | Species Survival and Genetics - Develop a scientific explanation of how natural selection plays a role in determining the survival of a species in a changing environment. | 3 | 2 | 8.LS4.3 emphasizes that variation in a population of organisms can make it more or less probable that an individual organism survives and reproduces. Standard 8.LS4.4 examines how natural selection acts on the variation in an entire population to impact the survival of a species based on surviving members passing on their genetic information. | |||||||||||||||||||||
17 | December 6 - December 8 | 8.LS4.3 | Analyze evidence from geology, paleontology, and comparative anatomy to support that specific phenotypes within a population can increase the probability of survival of that species and lead to adaptation. | 3 | 2 | Natural selection occurs because there are variations in the phenotypes of a population. A conceptually accurate understanding of natural selection must recognize that variation precedes adaptation. Over-emphasizing the idea that a particular structure (phenotype) has proliferated because of natural selection can result in under-emphasis of the emergence of the phenotype as a part of variation. This inequity, favoring discussions of morphological adaption over genetic variation, perpetuates the incorrect idea that adaptation occurs in single organisms. A student should understand that adaptation occurs in populations over time. This standard should emphasize variability, not adaptation. Student arguments (from data, information, simulations, etc.) should focus on a particular phenotype within a population of organisms, noting that there may be a number of phenotypes for a trait. Students should reconcile that these variations are an outcome of differences in the genetic information between individuals and are thus heritable. Even though all organisms may live in the same environment, the variation within the species means that individual organisms may each interact differently with the environment. Some interactions may favor the survival and reproduction of some individuals over others. Students should specifically identify how a given phenotype affects the probability of survival for an individual. | |||||||||||||||||||||
18 | December 8 - December 13 | 8.LS4.2 | Construct an explanation addressing the similarities and differences of the anatomical structures and genetic information between extinct and extant organisms using evidence of common ancestry and patterns between taxa. | 4 | 2 | Comparisons of anatomical structures can be used as evidence to infer that organisms which appear similar to one another are more likely to be closely related, compared to an organism with vastly different anatomical structures. In 7.LS1 and 7.LS3, students come to understand that the appearance of an organism is dictated by actions of the proteins encoded in its genes. Therefore, organisms that appear more similar are also more likely to share similar genetic information. | |||||||||||||||||||||
19 | |||||||||||||||||||||||||||
20 | Dec 14 - Dec 16 | 8.LS4.5 | Technology and Artifical Selection - Obtain, evaluate, and communicate information about the technologies that have changed the way humans use artificial selection to influence the inheritance of desired traits in other organisms. | 3 | 2 | Natural selection is driven by the impact of interactions between individuals and their environment on variation within a population, over time. In artificial selection, humans may attempt to deliberately introduce variation by attempting to cause new phenotypes that may favor human needs. When favorable phenotypes emerge, humans may attempt to preserve these desirable phenotypes, even if the impacted individuals might be less likely to survive in environments outside of human protection (natural environments). Techniques for artificial selection might include selective breeding, genetic modification (change to genome by addition of a new gene), or gene therapy (introduction of a new allele for an existing gene). | |||||||||||||||||||||
21 | CHRISTMAS BREAK December 19 - January 2 | ||||||||||||||||||||||||||
22 | Unit goes through January 4- 20 Space January 4 - January 11 | 8.ESS1.1 | The Universe and its Stars - Research, analyze, and communicate that the universe began with a period of rapid expansion using evidence from the motion of galaxies and composition of stars. | 6 | 3 | Multiple lines of evidence support that the universe began with a period of rapid expansion. This standard introduces two specific lines: the composition of stars and the motion of galaxies. These two ideas are introduced in this grade due the connections to standards within the 8.PS4 disciplinary core ideas. Stars give off light based on what elements are being fused at the core of this star. To explain, if we pretend that a star existed that was made of Neon, then it would shine the same red color as a lit up neon sign. Every element has its own characteristic color, much like a fingerprint in light. From this “fingerprint” of light, scientists can look at our sun or other stars and know what elements they are made of. We also know that stars of similar size have similar composition. This “fingerprint” is properly called an emission spectrum.Looking at galaxies, it is possible to determine the sizes of stars and to use the light them emit to determine their composition. All of the colors (frequencies) of light emitted by these galaxies are shifted to longer wavelengths than what is normally observed the elements that make up the stars in that galaxy. This lengthening of the light emitted by these stars is known as a red shift, because all of the colors shift towards the red (longer) wavelengths of light. The motion of the stars emitting the waves is “stretching” the wavelengths of the light as the stars move away. Students will have experienced phenomena caused by this Doppler effect if they have ever heard the change in the sound of a siren as the source passes them. We observe this same red shift in all galaxies, indicating that all galaxies are in motion away from each other. This is the opposite of what we would expect from gravity, which would pull the galaxies together. Furthermore, we observe that the galaxies that are the most distant, have the greatest degree of a red shift, indicating that they are traveling away from us at the fastest rate. Put together, these pieces of evidence support that all galaxies are moving away from a central point, and must have been set onto this outward trajectory by some initial force | |||||||||||||||||||||
23 | January 12 - January 20 | 8.ESS1.2 | Earth and Solar System - Explain the role of gravity in the formation of our sun and planets. Extend this explanation to address gravity’s effect on the motion of celestial objects in our solar system and Earth’s ocean tides. | 6 | 3 | Gravity is the force that attracts all forms of matter towards one another. Even a pair of atoms will exert a pull on each other. In space, atoms of hydrogen or helium pull on one another and as a result move together (8.PS2.4). As time goes on, more particles are drawn together, and create a position in space with a large cluster of atoms, together producing an increasingly significant gravitational field. As the field increases, atoms that are drawn into the growing crowd of atoms will move into the group with ever-increasing speeds. Initially, the mutual repulsion positive charges of each nuclei keep particles from colliding as they get near each other in the imminent cloud of gas. However, at some point, the inbound atoms move with such speed that the repulsion of the nuclei cannot prevent two atoms from colliding. The outcome is an enormous explosion, but moreover the birth of a new element. What began as a pair of hydrogen nuclei each with one proton, is now a helium nuclei with those two original protons fused in a single nucleus. This event marks the birth of a star such as our sun. Enormous stars eventually explode and the tremendous energy released is able to fuse larger nuclei leading to the formation of the heavier elements on the periodic table. In the collapse of a nebula, dust and gas are drawn together by mutual gravitational attraction. As each particle has some initial velocity, the centrally directed force of gravity causes the particles to begin to swirl, accumulate, and compress into a large flask disk like a spinning disk of pizza dough. Planets accumulate within these spinning protoplanetary disks. This process occurred in our solar system long, long ago. By observing patterns in other distant nebula we are able to reconstruct the history of our own solar system. Tides are significant because they are an observable event that provides evidence that gravity can act over tremendous distances. The ability of gravity to act at great distances is a requirement to support that the sun and planets formed from the influence of gravity. Students should be able to address the changing distribution of water in tidal patterns for spring and neap tides. | |||||||||||||||||||||
24 | 8.ETS1.2 | Technology, the solar system, and the Universe - Research and communicate information to describe how data from technologies (telescopes, spectroscopes, satellites, and space probes) provide information about objects in the solar system and universe. | The increases in scientific knowledge facilitating technological advances have enabled dynamic views of our universe. Early astronomers were limited to observing patterns in the motion of the cosmos to make measurements using principles of geometry. Modern tools such as spectroscopes allow us to determine the types of elements making up distant stars by observing patterns in the color of light given off by the stars. Examples may include the types of data/information that come from each of the various listed technologies and their uses. For example, how the Hubble Space telescope allows for imaging at greater distances than terrestrial-based telescopes. Emphasis is on tool selection and its alignment with function as it embeds with the content standard. Students should discuss the development of each technology and be able to rudimentarily explain how each gathers information. Students should be able to connect the type of data (e.g. emission spectra vs transit times for planets) to the general types of information that can be gathered from that data (e.g. composition vs time required to orbit sun) | ||||||||||||||||||||||||
25 | January 23 - January 31 | 8.ESS2.3 | Rocks - Describe the relationship between the processes and forces that create igneous, sedimentary, and metamorphic rocks. | 7 | 3 | Different processes are responsible for forming each different type of rock. It is possible to understand parts of the geologic history of places or regions by looking at the types of rocks found there. While understanding traditional models for the rock cycle is expected, it is important that students are able to use these models to explain events that have occurred in the past, accounting for changes that take place over spans of time far exceeding human lifetimes. Igneous rocks indicate undisturbed or younger areas. Patterns in the distribution of igneous rocks coincide with the patterns for earthquakes and the plate boundaries explained in tectonic theory. The presence of sedimentary rocks in an area indicates that that area was once lower lying and that erosive processes occurring in nearby areas. Metamorphic rocks can form from either igneous or sedimentary rocks, and are evidence for tectonic pressures, for example in the uplift of mountains. | |||||||||||||||||||||
26 | February 1 - February 10 Restless Earth Pt 1: Earth Structure and tectonics. February 1 - February 14 | 8.ESS2.2 | Seismic Waves and Earth's Structure - Evaluate data collected from seismographs to create a model of Earth's structure. | 8 | 3 | Seismic waves are mechanical waves that transfer energy just like other mechanical waves. The source of their energy is usually from Earth’s shifting plates. Like other mechanical waves, seismic waves interact with the medium through which they travel. Interactions include changes in the wave’s speed as the medium changes, absorption, reflection, or refraction. For example, seismic waves traveling through the Earth’s mantle will be refracted as the density of the material changes due to heating from Earth’s core. Student models of Earth’s structure should account for recorded wave behaviors. Earthquakes produce two different waves visible on seismographs: pressure waves (P-waves) and shear waves (S-waves). These two waves travel at different speeds, their relative positions on a recorded seismogram will be further apart as the distance from the epicenter to seismograph increases. The P-waves are longitudinal waves. They are able to compress both liquid and solid and therefore we expect them to travel through any matter in Earth’s interior, regardless of its state. S-waves are a transverse wave. Student should explore models of s-waves to explain why s-waves cannot travel through liquids. On seismograms, both p and s waves are observable, unless an imaginary line connecting the location of the recording seismograph and the epicenter of the earthquake also passes through earth’s outer core. When the waves from a seismic event pass through the outer core, only the p-waves are transmitted. The absence of s-waves is evidence for the liquid outer core. | |||||||||||||||||||||
27 | February 13 -February 21 | 8.ESS2.5 | Process of Plate Techtonics - Construct a scientific explanation using data that explains the gradual process of plate tectonics accounting for A) the distribution of fossils on different continents, B) the occurrence of earthquakes, and C) continental and ocean floor features (including mountains, volcanoes, faults, and trenches) | 6 | 3 | As this is one of the first scientific theories students will be exposed to by name, it is important properly communicate that theories are explanations of observations/patterns in nature. In this case, tectonic theory explains the three components of the standard. Though not part of the standard, it might be interesting to discuss prior explanations for these same observations. Students have seen that a conductor that moves through a magnetic field can create its own magnetic field (8.PS2.1). Earth’s liquid, moving, iron core creates Earth’s magnetic field. As new rock forms at divergent plate boundaries, iron crystals in the newly formed rock orient themselves to Earth’s magnetic field. Observing changes in the orientation of the iron crystals in the rocks is evidence of seafloor spreading. When the locations of past earthquakes are plotted onto a map, a pattern emerges where the majority of earthquakes occur along coasts. Tectonic theory explains this pattern. Fossilized remains of similar organisms are found on different continents with very different present-day environments (conflict with 8.LS4). Tectonic theory accounts for this disparity, explaining that the two locations were once connected and at the time they were connected, the environmental conditions would have been the same. | |||||||||||||||||||||
28 | February 22 - February 24 | 8.ESS2.1 | Analyze and interpret data to support the assertion that rapid or gradual geographic changes lead to drastic population changes and extinction events. | 3 | 3 | The processes of natural selection and adaptation are driven by physical changes to Earth. This standard (8.ESS2.1) explores different types of geographic changes that can occur. When Earth undergoes sudden changes at a large scale, llarge amounts of variation in living organisms may be lost, however gradual processes may lead to gradual changes in populations over generations. The fossil record can be analyzed to gather data about the types of organisms that have lived on Earth. The geologic record can provide information about geographic changes that have occurred. Making inferences from either of these records assumes that geologic and physical processes (e.g. weathering and erosion) function the same way now and in the past. Data can be used to support that while rates may vary, a particular location is constantly experiencing either processes of erosion or deposition. Erosive processes remove layers from the geologic record, while sedimentation will add new layers in lower lying sites. Data may be drawn from rock strata, formation and erosion of Hawaiian islands or Appalachian Mountains, glacial retreat, historic sea levels and elsewhere. Catastrophic events include meteor impacts, massive volcanic eruptions, tsunamis, and/or earthquakes. Gradual changes may include ice ages, warming periods, and or tectonic movements. | |||||||||||||||||||||
29 | February 27 - March 3 | 8.ESS2.4 | Plate Movement and Convection - Gather and evaluate evidence that energy from the earth’s interior drives convection cycles within the asthenosphere which creates changes within the lithosphere including plate movements, plate boundaries, and sea-floor spreading. | 5 | 3 | Convection cycles occur when fluids are heated. The heated fluid flows upward. Fluid at the surface loses heat to the atmosphere and the cooled fluid descends as a result of its increased density. The heat driving convection cycle comes from the elements found in Earth’s core and lower mantle (not from residual heat from Earth’s formation). The circular motion of the cycling asthenosphere drags the plates that make up Earth’s floating lithospheres. The floating plates are moved together or apart at boundaries. Where plates move apart, liquid rock from earth’s interior reaches the surface, and solidifies. Earth’s mantle must be primarily solid, otherwise S-waves would not travel through it. This can be cause confusion, when trying to explain how convection can occur within the mantle. Because students should recognize that convection does not occur in solids. The solid nature of the mantle is somewhat like considering glass a solid. Over very long periods of time, panes of glass oriented vertically become thinner at their tops and thicker at their bottoms as they flow downward. Similarly, Earth’s mantle exhibits liquid behaviors at geologic time scales. | |||||||||||||||||||||
30 | March 6 - 17 Spring Break | ||||||||||||||||||||||||||
31 | Unit goes from March 20 - 31 Restless Earth Pt. 2: Natural Hazards and Resources March 20 -28 | 8.ESS3.2 | Natural Hazards - Collect data, map, and describe patterns in the locations of volcanoes and earthquakes related to tectonic plate boundaries, interactions, and hotspots | 8 | 4 | Tectonic theory explains the patterns that are seen in the locations where earthquakes occur. The data collected might include locations, magnitudes, and frequencies of tectonic phenomena, as well as types and significance of damage associated with the events. As humans build cities and civilizations, knowledge of natural hazards allows for intentional development. Earthquakes occur and scientists are not yet able to predict when they will happen. However, we can generally predict where they are most likely going to happen. This knowledge allows developers to build buildings and make preparations for likely events. Preparations can include both plans to minimize damage, as well as how to respond to the most likely types of damage that will occur. | |||||||||||||||||||||
32 | March 29 - March 31 | 8.ESS3.1 | Natural resources - Interpret data to explain that earth’s mineral, fossil fuel, and groundwater resources are unevenly distributed as a result of geologic processes. | 4 | 4 | The formation and/or accumulation of resources occurs as a result of tectonic and natural processes. Data should connect natural resources locations to such processes. Mineral accumulations connect to processes such as water transport and ash spread by volcanoes. Fossil fuels form the remains of plants and algae that filled that once filled swampy areas. Students can observe data to show that swampy areas are found in low lying regions, and that these areas undergo processes of sedimentation. As sedimentation and decomposition occur, the heavy layers being deposited trap heat and permit chemical reactions that transform the remains of decaying organisms into petroleum. Data analysis can include connecting the locations of areas that were low-lying swamps in pre-historic times to sites of present-day extraction of fossil fuels. The processes that form different rock types have created non-uniform distribution of rock types. Granite and other metamorphic rocks are impermeable to water and layers of such metamorphic rock serve as enormous “bowls” trapping water. These areas fill with porous sediment, which does not prevent accumulation of water. Students can observe data about the types of rock in areas where aquifers are located, connecting this to general events that would have created necessary conditions for aquifer formation. | |||||||||||||||||||||
33 | Catch Up/Review For Testing | ||||||||||||||||||||||||||
34 | TEST WINDOW - APRIL 17 - MAY 5 | ||||||||||||||||||||||||||
35 | |||||||||||||||||||||||||||
36 | |||||||||||||||||||||||||||
37 | |||||||||||||||||||||||||||
38 | |||||||||||||||||||||||||||
39 | |||||||||||||||||||||||||||
40 | |||||||||||||||||||||||||||
41 | |||||||||||||||||||||||||||
42 | |||||||||||||||||||||||||||
43 | |||||||||||||||||||||||||||
44 | |||||||||||||||||||||||||||
45 | |||||||||||||||||||||||||||
46 | |||||||||||||||||||||||||||
47 | |||||||||||||||||||||||||||
48 | |||||||||||||||||||||||||||
49 | |||||||||||||||||||||||||||
50 | |||||||||||||||||||||||||||
51 | |||||||||||||||||||||||||||
52 | |||||||||||||||||||||||||||
53 | |||||||||||||||||||||||||||
54 | |||||||||||||||||||||||||||
55 | |||||||||||||||||||||||||||
56 | |||||||||||||||||||||||||||
57 | |||||||||||||||||||||||||||
58 | |||||||||||||||||||||||||||
59 | |||||||||||||||||||||||||||
60 | |||||||||||||||||||||||||||
61 | |||||||||||||||||||||||||||
62 | |||||||||||||||||||||||||||
63 | |||||||||||||||||||||||||||
64 | |||||||||||||||||||||||||||
65 | |||||||||||||||||||||||||||
66 | |||||||||||||||||||||||||||
67 | |||||||||||||||||||||||||||
68 | |||||||||||||||||||||||||||
69 | |||||||||||||||||||||||||||
70 | |||||||||||||||||||||||||||
71 | |||||||||||||||||||||||||||
72 | |||||||||||||||||||||||||||
73 | |||||||||||||||||||||||||||
74 | |||||||||||||||||||||||||||
75 | |||||||||||||||||||||||||||
76 | |||||||||||||||||||||||||||
77 | |||||||||||||||||||||||||||
78 | |||||||||||||||||||||||||||
79 | |||||||||||||||||||||||||||
80 | |||||||||||||||||||||||||||
81 | |||||||||||||||||||||||||||
82 | |||||||||||||||||||||||||||
83 | |||||||||||||||||||||||||||
84 | |||||||||||||||||||||||||||
85 | |||||||||||||||||||||||||||
86 | |||||||||||||||||||||||||||
87 | |||||||||||||||||||||||||||
88 | |||||||||||||||||||||||||||
89 | |||||||||||||||||||||||||||
90 | |||||||||||||||||||||||||||
91 | |||||||||||||||||||||||||||
92 | |||||||||||||||||||||||||||
93 | |||||||||||||||||||||||||||
94 | |||||||||||||||||||||||||||
95 | |||||||||||||||||||||||||||
96 | |||||||||||||||||||||||||||
97 | |||||||||||||||||||||||||||
98 | |||||||||||||||||||||||||||
99 | |||||||||||||||||||||||||||
100 |