Earth/Space Science Curriculum
Outline:
Common Course Planning for
Earth/Space Science 1 & Honors
Leon County Schools Earth/Space Curriculum Outline
Each learning unit can be taught using as many or as few of the identified resources and benchmark lessons contained herein. The goal is for students to achieve
mastery learning, not teacher coverage of the material. Neither is a substitute for effective teaching as exhibited through efficacious pedagogy.
The units themselves may be taught in the order that best serves the learning needs of your students. Currently, there is no educational research that firmly establishes
a singular best practice sequence of instruction for science education. However, educational research clearly supports rigorous, inquiry-based instruction as a
singular best practice for pedagogy in science education. In other words, science students learn more by completing more labs than they do by simply participating in
direct instruction. More importantly, science students learn more from inquiry-based labs than any other form of science instruction. The National Science Teachers
Association (NSTA) recommends at the high school level, all students should be in the science lab or field, collecting data every week. The National Research Council
(NRC) defines lab activity as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena
or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3).
The sequence of instruction includes introductory labs, benchmark instruction, and application labs. Ideally, an application lab begins approximately two (2) weeks
prior to the scheduled end of the unit. It is during the application lab that student scientists are expected to demonstrate growth most significantly because they will
have participated in an opening query that piqued their interests and a series of benchmark lessons that guided their acquisition and practice of new knowledge and
skills.
Florida Anchor Standards for Reading and Writing Literacy are infused in each unit. Any given Science Writing Heuristic (SWH) and/or Argument Driven Inquiry (ADI)
investigation addresses each of the Florida Writing Standards for Literacy in Science. The Critical Readings included in this document address at least 70% of the
Florida Reading Standards for Literacy in Science. The remaining 30% are addressed fully in each of the benchmark lessons as well as the SWH and ADI labs. Please
note that all videos included in this curriculum have already been approved at the district level for use in the classroom. If there are additional protocols your specific
school requires, it is your obligation to meet those requirements.
Throughout the benchmark lessons, formative assessment is used as a method of observing student growth. Collection and analysis of data related to student
achievement outcomes will enable teachers to effectively determine the need for re-teaching and/or additional benchmark lessons.
This document will be located on the district science website found at http://sharepoint.leon.k12.fl.us/science/default.aspx . Activities and labs will be linked as much
as possible to facilitate access. This document is currently in draft form and will be continually updated and improved with your input and feedback. Please contact
Robin Oliveri or Ann Johnson if you require any assistance.
Science Writing Team: Mark Aley, Angela Breza-Pierce, Zondra Clayton, Bill Cunningham, Nick Daigle, BillieAnn Gay, Ann Johnson, Karin Johnson, Ray Johnson,
Mary Magdziak, Kathleen Malloy, Katrina Mendoza, Karen Minert, Alan Morales, Robin Oliveri, Alan Rice, Jackie Takaki, Jeanie Trowbridge, Bonnie Warren, Debbie
Willis
Earth Science Writing Team
Updated 8/1/2017 2
Evaluate
Elaborate
Explain
Explore
Engage
Leon County Schools Earth/Space Curriculum Outline
Leon County Science 5E Instructional Model
Description
Implementation
Learners engage with an activity that captures their attention,
The diagram below shows how the elements of the 5E model are
stimulates their thinking, and helps them access prior knowledge. interrelated. Although the 5E model can be used in linear order
A successful engagement activity will reveal existing
(engage, explore, explain, elaborate and evaluate), the model is most
misconceptions to the teacher and leave the learner wanting to
effective when it is used as a cycle of learning.
know more about how the problem or issue relates to his/her own
world. (e.g. ISN‐preview, Probe, Teacher Demonstration…)
Learners explore common, hands‐on experiences that help them
Engage
Explore
begin constructing concepts and developing skills related to the
learning target. The learner will gather, organize, interpret, analyze
and evaluate data. (e.g. investigations, labs…)
Learners explain through analysis of their exploration so that their
understanding is clarified and modified with reflective activities.
Learners use science terminology to connect their explanations to
Discuss
the experiences they had in the engage and explore phases. (e.g.
and
Lecture, ISN‐notes, Research, Close‐reading, reading to learn,
Evaluate
videos, websites…)
Learners elaborate and solidify their understanding of the concept
and/or apply it to a real world situation resulting in a deeper
understanding. Teachers facilitate activities that help the learner
correct remaining misconceptions and generalize concepts in a
Explain
Elaborate
broader context. (e.g. labs, web‐quest, presentations, debate,
discussion, ISN‐reflection…)
Teachers and Learners evaluate proficiency of learning targets,
concepts and skills throughout the learning process. Evaluations
Each lesson begins with an engagement activity, but evaluation
should occur before activities, to assess prior knowledge, after
activities, to assess progress, and after the completion of a unit to occurs throughout the learning cycle. Teachers should adjust their
instruction based on the outcome of the evaluation. In addition,
assess comprehension. (i.e. formatives and summatives)
teachers are encouraged to differentiate at each state to meet the
needs of individual students.
Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33‐34, and Volusia County Science 5E Instructional Model
http://myvolusiaschools.org/K12-Curriculum/Curriculum%20Maps%20and%20Guides/Earth%20Space%20Regular%20and%20Honors.pdf
Earth Science Writing Team
Updated 8/1/2017 3
Leon County Schools Earth/Space Curriculum Outline
Cognitive Complexity
The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade
level, with the underlying expectation that students also demonstrate critical thinking.
The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a
student. Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map.
Low
Moderate
High
This category relies heavily on the recall and recognition
of previously learned concepts and principles. Items
typically specify what the student is to do, which is often
to carry out some procedure that can be performed
mechanically. It is not left to the student to come up with
an original method or solution.
This category involves more flexible thinking and choice
among alternatives than low complexity items. They
require a response that goes beyond the habitual, is not
specified, and ordinarily has more than a single step or
thought process. The student is expected to decide
what to do—using formal methods of reasoning and
problem‐solving strategies—and to bring together skill
and knowledge from various domains.
This category makes heavy demands on student
thinking. Students must engage in more abstract
reasoning, planning, analysis, judgment, and
creative thought. The items require that the student
think in an abstract and sophisticated way often
involving multiple steps.
Students will:
Students will:
Students will:
 retrieve information from a chart, table, diagram, or
graph
 recognize a standard scientific representation of a
simple phenomenon
 complete a familiar single-step procedure or equation
using a reference sheet
 interpret data from a chart, table, or simple graph
 determine the best way to organize or present data
from observations, an investigation, or experiment
 describe examples and non-examples of scientific
processes or concepts
 specify or explain relationships among different
groups, facts, properties, or variables  differentiate
structure and functions of different organisms or
systems
 predict or determine the logical next step or outcome
 apply and use concepts from a standard scientific
model or theory
 analyze data from an investigation or experiment
and formulate a conclusion
 develop a generalization from multiple data sources
 analyze and evaluate an experiment with multiple
variables
 analyze an investigation or experiment to identify a
flaw and propose a method for correcting it
 analyze a problem, situation, or system and make
long-term predictions
 interpret, explain, or solve a problem involving
complex spatial relationships
Adapted from Webb’s Depth of Knowledge and FLDOE FCAT 2.0 Specification Documentation, Version 2.
Earth Science Writing Team
Updated 8/1/2017 4
Leon County Schools Earth/Space Curriculum Outline
Sequence of Activities
Big Idea
(Units)
Unit: 2
Earth’s
Layers
Earth’s
Layers
Fundamental
Forces
Magnetic
Field
Unit: 3
Earth as a
System
Earth’s
Sphere
Earth’s
Cycles
NGSSS & Florida
Exploration &
Standards
Introduction
Addressed
Lab
NGSSS:
SC.912.E.6.1
SC.912.P.10.4
SC.912.P.10.10
SC.912.P.10.16
SC.912.N.1.1:
SC.912.N.1.4
SC.912.N.1.5
SC.912.N.1.6
SC.912.N.2.4
SC.912.N.2.5
SC.912.N.3.1
SC.912.N.3.5
SC.912.N.4.1
NGSSS:
SC.912.E.7.1
SC.912.E.7.3
SC.912.E.7.8
SC.912.N.1.1:
SC.912.N.1.4
SC.912.N.1.5
SC.912.N.1.6
SC.912.N.2.4
SC.912.N.2.5
SC.912.N.3.1
SC.912.N.3.5
SC.912.N.4.1
Earth Science Writing Team
Benchmark Lessons (Direct
Instruction with interactive
aspects)
Differentiate Earth’s internal
zones/interaction with other
zones (E.6.1)
Convection Currents
(P.10.4)
The Four Fundamental
Forces that Impact Earth’s
Systems
(P.10.10)
The Earth’s Magnetic Field
and it’s technological
applications. (P.10.16)
Earth’s spheres and how
they interact (E.7.3)
How do various
atmospheric, oceanic, and
hydrologic conditions in
Florida have influenced and
can influence human
behavior, both individually
and collectively. (E.7.8)
Argument Driven
Inquiry (ADI) &
Application Labs
ADI:
How many plates
make up the
lithosphere of
Earth?
ADI: How is
temperature of the
Earth layers related
to the depth?
Vocabulary
Crust
Mantle
Core
Convection
Lithosphere
Mesosphere
Asthenosphere
Magnetosphere Electromagnetism
Gravity
Radioactive decay
Law of Gravitation
Differentiation
Magnetic Field
Atmosphere
Hydrosphere
Cryosphere
Geosphere
Biosphere
Biogeochemical cycles
Water cycle
Carbon cycle
Open system
Closed system
The path matter and energy
take as they move through
the water and carbon
biogeochemical cycles.
(E.7.1)
Updated 8/1/2017 5
Leon County Schools Earth/Space Curriculum Outline
Big Idea
(Units)
Unit: 4
Plate
Tectonics
Models in
science
Plate
Tectonics
Unit: 5
The Ocean
Ocean
Currents
Exploration &
NGSSS & Florida
Introduction
Standards
Lab
Addressed
NGSSS:
SC.912.E.6.3
SC.912.E.6.4
SC.912.E.6.5
SC.912.N.1.6
SC.912.N.3.5
SC.912.N.1.1:
SC.912.N.1.4
SC.912.N.1.5
SC.912.N.2.4
SC.912.N.2.5
SC.912.N.3.1
SC.912.N.4.1
NGSSS:
SC.912.E.7.2
SC.912.E.7.8
SC.912.P.10.2
SC.912.N.1.1:
SC.912.N.1.4
SC.912.N.1.5
SC.912.N.1.6
SC.912.N.2.4
SC.912.N.2.5
SC.912.N.3.1
SC.912.N.3.5
SC.912.N.4.1
Earth Science Writing Team
ADI: What
type of plate
interactions
result in the
formation of
continental
volcanic arc, a
chain of
volcanic
islands, a nonvolcanic
mountain
range, and a
mid-oceanic
ridge?
ADI: How can
you predict if a
material will
float or sink in
water or in
alcohol?
Big Idea
(Units)
Major processes
responsible for crustal plate
movement and the
presence and occurrence of
specific surface features
and events by applying the
Theory of Plate Tectonics.
(E.6.3)
Argument Driven
Inquiry (ADI) &
Application Labs
ADI: How does the
size of the particle
in an aggregate
affect the
aggregate’s
porosity?
How specific geologic
processes and features are
expressed in Florida and
elsewhere.(E.6.4)
Geological development of
ocean floor features using
the Theory of Plate
tectonics.
(E.6.5)
How surface and deep‐
water circulation patterns
impact energy transfer in
the environment (E.7.2)
Properties of a wave
(P.10.20)
How various atmospheric,
oceanic, and hydrologic
conditions in Florida have
influenced and can
influence human behavior,
both individually and
collectively. (E.7.8)
ADI: What
relationship exists
between density,
salinity and
temperature?
Vocabulary
Theory of Plate
Tectonics
Pangaea
Continental drift
Sea‐floor
spreading
Convection
currents
Convergent
boundary
Divergent
boundary
Transform
boundary fault
Continental drift
Mid‐ocean ridge
Paleomagnetism
Earthquake
Volcanic activity
Hot spots
Weathering
Chemical
weathering
Mechanical
weathering
Erosion
Deposition
Rift valley
Trench
Subduction zone
Density
Temperature
Salinity
Turbidity
El Niño
La Nina
Crest
Trough
Wave height
Wavelength
Period
Updated 8/1/2017 6
Leon County Schools Earth/Space Curriculum Outline
Big Idea
(Units)
Unit: 6
Weather &
Climate
Suggested
Sub-Units:
Solar
Radiation
Weather
Severe
Weather
Exploration &
NGSSS & Florida
Introduction
Standards
Lab
Addressed
NGSS
Standards:
SC.912.E.7.4
SC.912.E.7.5
SC.912.E.7.6
SC.912.E.7.7
SC.912.E.7.8
SC.912.P.10.4
SC.912.N.1.1:
SC.912.N.1.4
SC.912.N.1.5
SC.912.N.1.6
SC.912.N.2.4
SC.912.N.2.5
SC.912.N.3.1
SC.912.N.3.5
SC.912.N.4.1
Climate
Climate
Change
Earth Science Writing Team
ADI: Which
types of
surfaces and
height distance
above them
create the most
pronounced
microclimates?
Big Idea
(Units)
Sun’s energy effect on the
Earth’s surface, bodies of
water, and atmosphere
(P.10.4) The geographical
features of a region (such
as lakes, oceans, and
mountains) and relate those
features to the region’s
climate. (E.7.4)
Predicting future weather
patterns based on current
conditions and the
limitations of models (E.7.5)
The formation of severe
Weather events.(E.7.6)
External and internal
factors that contribute to
global climate change over
long time periods. (E.7.7)
Argument Driven
Inquiry (ADI) &
Application Labs
ADI: What will the
weather be like
over the next four
days?
Vocabulary
Radiation
Absorption
Reflection
Atmosphere
Insolation
Insulation
Conduction
Convection
Water cycle
Air masses
Humidity
Fronts
Coriolis effect
Hurricanes
Tornadoes
Lightning
Thunderstorms
Cyclones
Latitude
Longitude
Prevailing winds
Climate zones
Tilt
Rain shadow
Rainforest
Desert
Savanna
Marine west
coast
Steppe
Humid
continental
Human
subtropical
Mediterranean
Subarctic
Tundra
How various atmospheric,
oceanic, and hydrologic
conditions in Florida have
influenced and can
influence human behavior,
both individually and
collectively.
(E.7.8)
Updated 8/1/2017 7
Leon County Schools Earth/Space Curriculum Outline
Big Idea
(Units)
Unit: 7
Solar System
Motion
Earth, Moon
and Sun
Solar System
Formation
Unit: 8
Suggested
Sub-Units:
Exploration &
NGSSS & Florida
Introduction
Standards
Lab
Addressed
NGSS
Standards:
SC.912.E.5.5
SC.912.E.5.6
SC.912.P.12.2
SC.912.P.12.4
SC.912.N.1.1:
SC.912.N.1.4
SC.912.N.1.5
SC.912.N.1.6
SC.912.N.2.4
SC.912.N.2.5
SC.912.N.3.1
SC.912.N.3.5
SC.912.N.4.1
SC.912.E.5.3
SC.912.E.5.4
SC.912.E.5.8
SC.912.P.10.4
SC.912.P.10.1
SC.912.P.10.1
SC.912.P.10.1
Earth Science Writing Team
ADI: What
relationship
exists between
the size of the
universe and
the distance of
galaxies?
Big Idea
(Units)
Describe speed and
Analyze motion of
objections in space in terms
of position, velocity, and
acceleration (P.12.2)
Effects of Earth, Moon and
Sun on each other using
Kepler and Newton’s laws.
(E.5.6)
Argument Driven
Inquiry (ADI) &
Application Labs
ADI: What causes
the differences in
average
temperature that
we associate with a
change in the
seasons on Earth?
ADI: Why does the
moon look different
over time?
Describe how the
gravitational force between
two objects depends on
their masses and the
distance between them
(P.12.4)
Explain how planetary
systems form using current
knowledge and theories
and apply this knowledge
to determine how newly
discovered planetary
systems and exo-planets
are formed
(E.5.5)
Layers of the sun and how
solar phenomena such as
solar flares and coronal
mass ejections can impact
the Earths systems
(E.5.4)
ADI: How do
various
characteristics of a
planet such as
distance from a
star, mass, orbit
velocity, and
presence or
Vocabulary
Scientific Law
Orbit
Kepler’s laws of
Planetary
Motion
Ellipse
Aphelion
Perihelion
Newtons’ Laws
of Motion
Gravity
Tidal bulge
Spring tides
Neap tides
Seasons
Moon phases
Apogee
Perigee
Speed
Position
Frame of
reference
Velocity
Acceleration
Mass vs. Weight
Solar eclipse
Lunar eclipse
Nebula
Terrestrial
Nebular
Hypothesis
Exoplanet
Differentiation
Sunspots
Solar flares
Corona
Photosphere
Thermal energy
Apparent
magnitude
Magnetosphere
Solar storms
Solar cycle
Magnetosphere
Radioactive
decay
Law of
Gravitation
Updated 8/1/2017 8
Leon County Schools Earth/Space Curriculum Outline
The Sun
Life Cycle of
Stars
Fundamental
Forces in
Space
SC.912.N.1.1:
SC.912.N.1.4
SC.912.N.1.5
SC.912.N.1.6
SC.912.N.2.4
SC.912.N.2.5
SC.912.N.3.1
SC.912.N.3.5
SC.912.N.4.1
Origin of the
Universe
Unit: 10
Evolution
absence of a moon,
affect the nature of
its orbit.
Explain how the life cycle of
a star is determined by its
initial mass
(E.5.3)
Apparent
magnitude
Absolute
magnitude
Dynamic
equilibrium
Electromagnetic
radiation
Blackbody
radiators
C/C The four fundamental
forces (P.10.10)
Electromagnetic radiation
sources/Blackbody
radiators (P.10.19)
EM Radiation
Unit: 9
The transfer of energy
through the Sun’s
layers
(P.10.4)
SC.912.E.5.1
SC.912.E.5.2
SC.912.N.1.1:
SC.912.N.1.4
SC.912.N.1.5
SC.912.N.1.6
SC.912.N.2.4
SC.912.N.2.5
SC.912.N.3.1
SC.912.N.3.5
SC.912.N.4.1
SC.912.L.15.1
SC.912.L.15.8
SC.912.N.1.1:
SC.912.N.1.4
SC.912.N.1.5
SC.912.N.1.6
SC.912.N.2.4
SC.912.N.2.5
SC.912.N.3.1
SC.912.N.3.5
SC.912.N.4.1
Earth Science Writing Team
Cite evidence used to
develop and verify the Big
Bang Theory as the origin
of the universe (E.5.1)
Big Bang Theory
Hubble Constant
Cosmic Background Radiation
(CBR)
Red Shift
Space-time
Expansion
The Big Crunch
The Big Chill
Inflation
SIngularity
Identify patterns in the
organization and
distribution of matter in the
universe and the forces
(gravity and non‐
homogeneity) that
determine them (E.5.2)
Explain how the scientific
theory of evolution is
supported by the fossil
record, comparative
anatomy, comparative
embryology, biogeography,
molecular biology, and
observed evolutionary
change (L.15.1)
Describe the scientific
explanations of the origin of
life on Earth (L.15.8)
ADI: This ancient
skeleton is an
evolutionary
ancestor to which
modern
creature(s)?
Evolution
Fossil
Homologous structure
Vestigial structure
Analogous structure
Embryology
Biogeography
Stratigraphy
Endosymbiotic theory
Updated 8/1/2017 9
Leon County Schools Earth/Space Curriculum Outline
Listed below are the ELA and Mathematics Florida Standards, which should be incorporated into the curriculum of this course.
Grades 9-10 Language Arts Florida Standards
LAFS.910.RST.1.1 – Cite specific textual evidence to support analysis of science
and technical texts, attending to the precise details of the explanations or
descriptions.
LAFS.910.RST.1.3 – Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical tasks,
attending to special cases or exceptions defined in the text.
LAFS.910.RST.2.4 – Determine the meaning of symbols, key terms, and other
domain‐specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 9 – 10 texts and topics.
LAFS.910.RST.2.5 – Analyze the structure of the relationship among concepts in
a text, including relationships among key terms (e.g., force, friction, reaction
force, energy.) LAFS.910.RST.3.7 – Translate quantitative or technical
information expressed in words in a text into visual form (e.g., a table or chart)
and translate information expressed visually or mathematical (e.g., in an
equation) into words.
LAFS.910.RST.4.10 – by the end of grade 10, read and comprehend science /
technical texts in the grades 9 – 10 text complexity band independently and
proficiently.
LAFS.910.WHST.3.9 – Draw evidence from informational texts to support analysis,
reflection, and research.
LAFS.910.WHST.1.2 ‐ Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings), graphics (e.g.,
figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the
audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text,
create cohesion, and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of
the topic and convey a style appropriate to the discipline and context as well as to the
expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g., articulating implications or the significance
of the topic).
Earth Science Writing Team
Updated 8/1/2017 10
Leon County Schools Earth/Space Curriculum Outline
Math Florida Standards (select courses)
MAFS.912.A‐CED.1.4 – Rearrange formulas to highlight a quantity of interest,
using the same reasoning as in solving equations.
MAFS.912.S‐IC.2.6 – Evaluate reports based on data.
MAFS.912.N‐VM.1.1 – Recognize vector quantities as having both magnitude and
direction. Represent vector quantities by directed line segments, and use appropriate
symbols for vectors and their magnitudes.
MAFS.912.N‐VM.1.2 – Find the components of a vector by subtracting the coordinates
of an initial point from the coordinates of a terminal point.
MAFS.912.N‐VM.1.3 – Solve problems involving velocity that can be represented as
vectors.
Grades 11-12 LA Florida Standards
LAFS.1112.RST.1.1 – Cite specific textual evidence to support analysis of
LAFS.1112.WHST.1.2 ‐ Write informative/explanatory texts, including the narration of
science and technical texts, attending to important distinctions the author
historical events, scientific procedures/ experiments, or technical processes.
makes and any gaps or inconsistencies in the account.
a. Introduce a topic, organize complex ideas, concepts, information so that new element
LAFS.1112.RST.1.3 – Follow precisely a complex multistep procedure when
s build on that which precedes it to create a unified whole; include formatting (e.g.,
carrying out experiments, taking measurements, or performing technical
headings), graphics (e.g., figures, tables), and multimedia to aiding comprehension.
tasks; analyze the specific results based on explanations in the text.
b. Develop the topic thoroughly by selecting the most significant and relevant facts,
LAFS.1112.RST.2.4 – Determine the meaning of symbols, key terms, and other
extended definitions, concrete details, quotations, or other information and examples
domain‐specific words and phrases as they are used in a specific scientific or
appropriate to the audience’s knowledge of the topic.
technical context relevant to grades 11 – 12 texts and topics.
c. Use varied transitions and sentence structures to link the major sections of the text,
LAFS.1112.RST.3.7 – Integrate and evaluate multiple sources of information
create cohesion, and clarify the relationships among complex ideas and concepts.
presented in diverse formats and media (e.g., quantitative data, video,
d. Use precise language, domain-specific vocabulary, techniques such as metaphor,
multimedia) in order to address a question or solve a problem.
simile, and analogy to manage the complexity of topic; convey a knowledgeable
LAFS.1112.RST.4.10 – By the end of grade 12, read and comprehend science /
stance in a style that responds to the discipline and context as well as the expertise
technical texts in grades 11 – 12 text complexity band independently and
readers.
proficiently. LAFS.1112.WHST.3.9 – Draw evidence from information texts to
e. Provide a concluding statement or section that follows from and supports the
support analysis, reflection, and research
information or explanation provided (e.g., articulating implications or the significance
of the topic).
Earth Science Writing Team
Updated 8/1/2017 11
Leon County Schools Earth/Space Curriculum Outline
Grades 1-12 Math Florida Standards (all courses)
MAFS.912.F‐IF.3.7 ‐ Graph functions expressed symbolically and show key
features of the graph, by hand in simple cases and using technology for more
complicated cases.
MAFS.912.N‐Q.1.1 – Use units as a way to understand problems and to guide the
solution of multi‐step problems; choose and interpret units consistently in formulas;
choose and interpret the scale and the origin in graphs and data displays.
a. Graph linear and quadratic functions and show intercepts, maxima, and
minima.
MAFS.912.N‐Q.1.3 – Choose a level of accuracy appropriate to limitations
measurement when reporting quantities.
b. Graph square root, cube root, and piecewise-defined functions, including step
functions and absolute value functions.
c. Graph polynomial functions, identifying zeros when suitable factorizations are
available, and showing end behavior.
d. Graph rational functions, identifying zeros and asymptotes when suitable
factorizations are available, and showing end behavior.
e. Graph exponential and logarithmic functions, showing intercepts and end
behavior, and trigonometric functions, showing period, midline, and amplitude.
Earth Science Writing Team
Updated 8/1/2017 12
Leon County Schools Earth/Space Curriculum Outline
August 2015
Sun
Mon
Tue
Wed
Thu
Fri
Sat
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
18
19
20
21
22
28
29
Teacher Planning Week
16
17
Students Return
23
24
Nature of Science & Laboratory Safety
25
26
27
Nature of Science & Laboratory Safety
30
Earth Science Writing Team
31
Updated 8/1/2017 13
Leon County Schools Earth/Space Curriculum Outline
September 2015
Sun
Mon
Tue
Wed
Thu
1
2
Fri
Sat
3
4
5
9
10
11
12
16
17
18
19
25
26
SCIENCE FAIR PROJECT SELECTION/PREPARATION
6
7
Labor Day
13
8
SCIENCE FAIR PROJECT WORK
14
15
Unit 2: Earth’s Layers, Fundamental Forces, Magnetic Field
20
21
22
28
29
24
Earth’s Layers,
Fundamental
Forces
FALL HOLIDAY
Unit 2: Earth’s Layers,
Fundamental Forces
27
23
30
Unit 2: Earth’s Basics: Earth’s Layers, Fundamental Forces, Magnetic Field
Earth Science Writing Team
Updated 8/1/2017 14
Leon County Schools Earth/Space Curriculum Outline
October 2015
Sun
Mon
4
Tue
5
Wed
Thu
Fri
Sat
1
2
3
7
8
9
10
14
15
16
17
6
Unit 3: Earth as a System: Sphere and Cycles
11
12
Columbus Day
18
13
Teacher Planning/
In-service
End 1st Quarter
Unit 3: Earth as a System: Sphere and Cycles
19
20
21
22
23
24
Unit 4: Dynamic Earth: Plate Tectonics, Earthquakes and Volcanoes
25
26
27
28
29
Unit 4: Dynamic Earth: Plate Tectonics, Earthquakes and Volcanoes
Earth Science Writing Team
30
31
Halloween
Updated 8/1/2017 15
Leon County Schools Earth/Space Curriculum Outline
November 2015
Sun
Mon
1
Tue
2
Wed
3
Thu
4
Fri
Sat
5
6
7
12
13
14
20
21
27
28
Unit 4: Dynamic Earth: Plate Tectonics, Earthquakes and Volcanoes
8
9
10
Veterans Day
Unit 5: Oceans: Formation,
Current, and Motion
15
16
11
17
Unit 5: Oceans: Formation,
Current, and Motion
18
19
Unit 5: Oceans: Formation, Currents, and Motion of Water
22
23
Unit 6: Weather & Climate,
Solar Radiation
29
Earth Science Writing Team
24
25
Thanksgiving
26
Thanksgiving Day
Thanksgiving
30
Updated 8/1/2017 16
Leon County Schools Earth/Space Curriculum Outline
December 2015
Sun
Mon
Tue
Wed
Thu
1
Unit 6: Weather, Climate and Solar Radiation
6
7
8
Fri
Sat
2
3
4
5
9
10
11
12
18
19
25
26
Unit 6: Weather, climate and Solar Radiation
13
14
15
Mid Year Review
20
21
Winter Holiday
27
22
Winter Holiday
28
Winter Holiday
i
Earth Science Writing Team
16
Early Release
Final Exam Day
23
Winter Holiday
29
Winter Holiday
17
Early Release
Final Exam Day
24
Winter Holiday
30
Winter Holiday
Early Release
Final Exam
Christmas Day
31
Winter Holiday
Updated 8/1/2017 17
Leon County Schools Earth/Space Curriculum Outline
January 2016
Sun
Mon
Tue
Wed
Thu
Fri
Sat
1
2
8
9
14
15
16
21
22
23
29
30
New Year’s Day
3
4
Teacher Planning
Inservice
10
11
5
6
7
Unit 7: Space & Exploration: History, Distance, EM Spectrum
12
13
Unit 7: Space & Exploration: History, Distance, EM Spectrum
17
18
M L King Day
24
19
20
Unit 7: Space & Exploration: History, Distance, EM Spectrum
25
26
27
28
Unit 7: Space & Exploration: History, Distance, EM Spectrum
31
Earth Science Writing Team
Updated 8/1/2017 18
Leon County Schools Earth/Space Curriculum Outline
February 2016
Sun
Mon
Tue
1
Wed
Thu
2
Fri
Sat
3
4
5
6
10
11
12
13
17
18
19
20
24
25
26
27
Unit 8: Solar System: Motion, Earth, Moon & Sun
7
8
9
Unit 8: Solar System: Motion, Earth, Moon & Sun
14
15
16
Presidents’ Day
Unit 8: Solar System: Motion, Earth, Moon & Sun
21
22
23
Unit 8: Solar System: Motion, Earth, Moon & Sun
28
Earth Science Writing Team
29
Updated 8/1/2017 19
Leon County Schools Earth/Space Curriculum Outline
March 2016
Sun
Mon
Tue
Wed
Thu
1
Fri
Sat
2
3
4
5
9
10
11
12
18
19
25
26
Unit 8: Solar System: Motion, Earth, Moon & Sun
6
7
8
Unit 8: Solar System: Motion, Earth, Moon & Sun
13
14
Spring Break
20
15
Spring Break
21
16
Spring Break
22
17
Spring Break
23
Spring Break
24
Teacher Planning
Good Friday
Unit 9: Stars: Sun, Star Lifecycles, Fundamental Forces in
Space, EM Radiation
27
28
29
30
31
Unit 9: Stars: Sun, Star Lifecycles, Fundamental Forces in Space, EM Radiation
Earth Science Writing Team
Updated 8/1/2017 20
Leon County Schools Earth/Space Curriculum Outline
April 2016
Sun
Mon
3
Tue
4
Wed
5
Thu
6
Fri
Sat
1
2
8
9
14
15
16
21
22
23
28
29
30
7
Unit 9: Stars: Sun, Star Lifecycles, Fundamental Forces in Space, EM Radiation
10
11
12
13
Unit 10: Origin of the Universe: Big Bang, Matter Distribution
17
18
19
20
Unit 10: Origin of the Universe: Big Bang, Matter Distribution
24
25
26
27
Unit 11: Evolution: Fossils and Origin of Life
Earth Science Writing Team
Updated 8/1/2017 21
Leon County Schools Earth/Space Curriculum Outline
May 2016
Sun
Mon
1
Tue
2
Wed
3
Thu
Fri
Sat
4
5
6
7
11
12
13
14
18
19
20
21
27
28
Unit 11: Evolution: Fossils and Origin of Life
8
9
10
Unit 11: Evolution: Fossils and Origin of Life
15
16
17
EOY Flex Time and Review
22
23
EOY Flex Time and Review
29
30
Memorial Day
24
25
Early Release
31
Teacher Planning
26
Early Release
Final Exams
Final Exams
June 1
June 2
Teacher Planning
Early Release
Final Exams
Teacher Planning
End of Term
Earth Science Writing Team
Updated 8/1/2017 22
Leon County Schools Earth/Space Curriculum Outline
Earth Science Writing Team
Updated 8/1/2017 23
Leon County Schools Earth/Space Curriculum Outline
First 9 Weeks
Second 9 Weeks
Third 9 Weeks
Fourth 9 Weeks
1. Nature of
Science(embedded)
-Science Fair
4. The Dynamic Earth
7. Space & Exploration
9. Stars
-Plate Tectonics
-Earthquakes
-Volcanoes
-History & Future of Space
Exploration
-Distances in Space
-EM Spectrum
-Life Cycle of Stars
-Fundamental Forces in Space
-EM Radiation
SC.912.N.1.1-1.7
SC.912.2.1-2.5
SC.912.3.1-3.5
SC.912.4.1
SC.912.E.6.3
SC.912.E.6.4
SC.912.E.6.5
SC.912.N.1.1
2. Earth’s Layers
-Intro to E/S
-Earth’s Layers
-Fundamental Forces
-Magnetic Fields
SC.912.E.6.1
SC.912.P.10.4
SC.912.P.10.10
SC.912.P.10.16
SC.912.N.1.1
5. Oceans
-Ocean Formation
-Ocean Currents
-Motions of Water
SC.912.E.7.2
SC.912.E.7.8
SC.912.P.10.20
SC.912.N.1.1
3. Earth as a System
-Earth’s Spheres
-Earth’s Cycles
-Earth’s Chemistry
-Resources & Energy
SC.912.P.8.1(optional)
SC.912.P.8.4(optional)
SC.912.E.7.1
SC.912.E.7.3
SC.912.E.7.8
SC.912.N.1.1
Earth Science Writing Team
6. Weather & Climate
SC.912.E.5.9
SC.912.E.5.11
SC.912.P.10.20
SC.912.P.10.18
SC.912.N.1.1
8. Solar System
-Motion
-Earth, Moon & Sun
-Solar System Formation
SC.912.E.5.5
SC.912.E.5.6
SC.912.E.5.3
SC.912.P.12.2
SC.912.P.12.4
SC.912.N.1.1
-The Sun
SC.912.E.5.3, 4, 8
SC.912.P.10.4, 10, 11, 19
SC.912.N.1.1
10. Origin of the Universe
-Big Bang Theory
-Distribution of Matter in the
Universe
SC.912.E.5.1
SC.912.E.5.2
11. Evolution
-Fossil Record
-Origins of Life
SC.912.L.15.1
SC.912.L.15.8
SC.912.N.1.1
-Solar Radiation
-Weather
-Severe Weather
-Climate
-Climate Change
12. Minerals & Rocks (Optional
Unit)
-Minerals
-Rocks
SC.912.E.7.4, 5, 6, 7, 8, 9
SC.912.P.10.20
SC.912.N.1.1
District End-of-Year
Assessment
Updated 8/1/2017 24