PLUM BOROUGH SCHOOL DISTRICT
COURSE OF STUDY
Subject/Course:
Science: Earth Science
Department:
Science
Curriculum Committee: Mrs. Marisa Magnusen
Date:
December 2010
Academic Standards for
Science/ Honors Earth Science
II.
INTRODUCTION
This document includes Standards: Science and Technology / Environment and Ecology
List Standards:
3.1.12 A. Apply concepts of systems, subsystems, feedback and control to solve complex technological problems.
3.1.12 B. Apply concepts of models as a method to predict and understand science and technology.
3.1.12 C. Assess and apply patterns in science and technology.
3.1.12 D. Analyze scale as a way of relating concepts and ideas to one another by some measure
3.1.12 E. Evaluate change in nature, physical systems and manmade systems.
3.2.12 A. Evaluate the nature of scientific and technological knowledge.
3.4.12 A. Apply concepts about the structure and properties of matter.
3.4.12 C. Apply the principles of motion and force.
3.4.12 D. Analyze the essential ideas about the composition and structure of the universe.
3.5.12 A. Analyze and evaluate earth features and processes that change the earth.
3.5.12. B. Analyze the availability, location and extraction of earth resources.
3.5.12 C. Analyze atmospheric energy transfers.
3.5.12 D. Analyze the principles and history of hydrology.
3.8.12 A. Synthesize and evaluate the interactions and constraints of science and technology on society.
3.8.12 C. Evaluate the consequences and impacts of scientific and technological solutions.
4.2.12 A. Analyze the use of renewable and nonrenewable resources.
4.2.12 B. Analyze factors affecting the availability of renewable and nonrenewable resources.
4.2.12 C. Analyze factors that influence the availability of natural resources
4.3.12 A. Analyze the complexity of environmental health issues.
4.2.12 C. Analyze the local, regional and national impacts of environmental health.
4.2.12 D. Analyze the need for a healthy environment.
Honors Science/Earth and Space – Grade 11 & 12
I. PHILOSOPHY – Why Should This Course Be Taught?
The purpose of Honors Earth-Space Science is to aid in students attaining a broader understanding of the physical world in which they live and offer
them the opportunity to take this course at a high level that pushes them to incorporate many skills from their other subject areas, especially those of
reading, writing, and presenting. This course is based upon regular Earth science in some of the major core concepts however the pace is much
quicker and there is more critical reading, writing and discussions. Students will have more work outside of the classroom that they will share
within the class. Many students who are going into studies of environment or geology will find this course useful as well as for those students looking
to challenge themselves and explore the world around them in a manner they may not have had the opportunity to do prior to this. With increased
exploration into space and the changes that our world is incurring each day it is vital that all students know more about the earth on which they live
and the realm of space toward which their lives will become increasingly oriented.
II. EXIT COMPETENCIES/STANDARDS – What should a student be able to do and demonstrate as a result of completing this class?
1. Students should realize and be able to give examples of the idea that science is changing every day and that we are building on the knowledge,
and very often mistakes, of our past.
2. The earth is dynamic and this is due to many geological processes. Students should understand these processes and how none of them stand
alone but work together as a system.
3. Science is a current event and can be seen in our daily news. Students should be able to decipher these stories and relate the relevance to
their own lives.
4. Students should be able to communicate their understanding of scientific concepts through both traditional testing methods and through
written works.
5. Students should be able to look at competing sides of a scientific argument and be able to summarize the argument and develop their own
opinions.
6. Students should be able to develop questions that are based on their natural tendency to be inquisitive and research those questions.
7. Students should gain an understanding that Earth Science goes beyond the memorization of facts but the understanding of concepts and how
all science is tied to the environment.
8. Students should understand that humans impact the environment in many ways.
9. Students should be able to comprehend scientific information through reading, lectures, discussions, and hands on investigations.
10. Students will hopefully gain an interest in topics of earth science, space, and the environment in order to spur lifelong interest in the subject.
III. Pacing Chart
Topics/Title
I
II
III
IV
V
VI
VII
VIII
IX
X
XI
XII
XIII
XIV
XV
XVI
Time Frame
Collapse: The reasons why a society might
disappear.
1weeks
Introduction to Earth Science and the
History of Geology
Minerals
Rock types and the Rock Cycle
Geologic Time
Resources and Energy
Future of our planet
Anthropogenic and Natural Disaster
Research and presentations
Mapping
Oceans
Atmosphere/ weather patterns
Studying space
Planets
The sun, moon, stars and galaxies
Current Events in Science
Midterms and Finals
1 week
TOTAL
36 weeks
2 weeks
2 weeks
3 weeks
3 weeks
2 weeks
4 weeks
2 weeks
4 weeks
3 weeks
1 week
2 weeks
2 weeks
About 1 week total
2 weeks
Subject/Course:
Science/ Earth and Space Science
Grade:
11 & 12
Topic
Societal Collapse
Standards and eligible content
Essential Questions
How did past societies response
3.4.12.B1:
to environmental problems and
their
understanding/misunderstanding
Analyze ethical, social, economic, and cultural
of the environment lead to their
considerations as related to the development, selection, collapse?
and use of technologies.
4.4.12.A
Research and analyze the social, political, economic,
and environmental factors that affect agricultural
systems.
How do you use examples and
ideas from a text in order to
defend your ideas in essay
form?
Instructional Strategies and Assessments
Instructional Activities
Critically read sections of the book Collapse by Jarred
Diamond
SS will discuss topics covered in the book, specifically
the five point framework for looking into a collapse.
Students will choose a second society to read on their
own based on their individual interests.
Question sheets to review discussions/ reading.
Journal topic on Moodle
Current Events articles pertaining to the five point
framework
Ecological Footprint assignment
Assessment
Discussion
Written essays
Daily oral review
Flipchart/ Promethean Board
Clips from Apocalypto
Access to class internet site
Excerpts from Novel
Subject/Course:
Science/ Earth and Space Science
Grade:
11 & 12
Topic
Introduction to Earth Science and the History of Geology
Standards and eligible content
Content Assessment Anchor
S11.A.1.1 Analyze and explain the nature of science in the
search for understanding the natural world and its connection
to technological systems.
S11.A.3.2 Compare observations of the real world to
observations of a constructed model.
Skills/Eligible Content
S11.A.1.1.1 Compare and contrast scientific theories,
scientific laws, and beliefs
S11.A.1.1.2 Analyze and explain how to verify the accuracy
of scientific facts, principles, theories, and laws.
Essential Questions
What misconceptions are
students bringing with
them concerning major
topics in Earth Science?
How do the main two
beginning theories of the
earth’s formation differ?
How did one man play a
role in the creation of a
science?
What are the main
branches of Earth
Science?
Instructional Strategies and Assessments
Pre-test on prior knowledge of earth and space science.
Preview of course material.
Notes/ discussions on: Uniformitarianism and
Catastrophism.
History of Geology
Students will compare and contrast the leading two theories
in order to prepare for the exam essay.
Question sheets to review discussions/ reading.
Research Homework concerning James Hutton “Father of
Geology”
Assessment
Pre-test
S11.A.3.2.1 Compare the accuracy of predictions represented
in a model to actual observations and behavior.
Pop quizzes
S11.A.3.2.2 Describe advantages and disadvantages of using
models to simulate processes and outcomes.
Written essay
Test
Daily oral review
S11.A.3.2.3 Describe how relationships represented in models
are used to explain scientific or technological concepts (e.g.,
dimensions of the solar system, life spans, size of atomic
particles, topographic maps).
Discussion
Research write up on James Hutton
Subject/Course:
Grade:
Topic
Science/ Earth and Space Science
11 & 12
Minerals
Standards and eligible content
Content Assessment Anchor
Essential Questions
What are the top rock
forming minerals?
S11.A.2.2 Evaluate appropriate technologies for a specific
purpose, or describe the information the instrument can
provide.
How can you identify a
mineral using basic
characteristic tests?
S11.D.1.2 Analyze how human-made systems impact the
management and distribution of natural resources.
What issues of conflict
surround diamonds and
those minerals used in our
latest technology?
Skills/Eligible Content
S11.A.2.2.1 Evaluate appropriate methods, instruments, and
scale for precise quantitative and qualitative observations (e.g.,
to compare properties of materials, water quality).
S11.D.1.2.1 Evaluate factors affecting availability, location,
extraction, and use of natural resources.
S11.D.1.2.2 Explain the impact of obtaining and using natural
resources for the production of energy and materials (e.g.,
resource renewal, amount of pollution, deforestation).
Instructional Strategies and Assessments
Notes/ discussion on properties of minerals, common
minerals, characteristics and sub categories.
Notes and lab on identifying minerals using streak, color,
cleavage, luster, hardness, special properties.
Review work from the text
Libby Montana research activity/ brochure/ flyer.
Conflict minerals research activity
How does the material
covered in class concerning
minerals connect to current
events topic occurring
outside the classroom
walls?
Homework: Difference between Diamonds and Coal:
breaking misconceptions.
Student research on correct traits in order to identify their
minerals. T will provide a list of correct properties. Ss will
have to match up their tested properties in order to identify
minerals
Current Events articles pertaining to minerals.
Assessment
Quiz
Oral review
Test on mineral properties using lab sheets.
Research activity w/ rubric
Chapter Exam.
Hands on Practicum using test sheets to identify minerals
Subject/Course:
Grade:
Topic
Science/ Earth and Space Science
11 & 12
Rock Types and the Rock Cycle
Content Assessment Anchor
Essential Question
S11.A.1.3 Describe and interpret patterns of change in natural
and human-made systems.
How do you categorize
and identify rocks based
upon your understanding
of their formation?
S11.D.1.1 Explain and analyze the forces in the lithosphere
that continually shape Earth.
Skills/Eligible Content
S11.A.1.3.2 Describe or interpret dynamic changes to stable
systems (e.g., chemical reactions, human body, food webs,
tectonics, homeostasis).
How does the rock cycle
affect other spheres of our
planet?
Activity
Student pre- chapter research on famous rocks. Email
or use moodle to turn in famous rocks. Ss will share
learned facts from their research as opener to the
chapter.
Discussion/ notes on rock cycle.
Students draw the cycle with associated processes. Ss
will have to come up with a group poster that represents
the rock cycle using recycled materials.
Essay on rock cycle
Notes on the three types of rocks, how they form,
examples of each, terms associated with defining and
categorizing them.
Igneous rock lab
S11.D.1.1.1 Classify and describe major types of rocks
(igneous – granite, basalt, obsidian, pumice; sedimentary –
limestone, sandstone, shale, coal; and metamorphic – slate,
quartzite, marble, gneiss) and minerals (e.g., quartz, calcite,
dolomite, clay, feldspar, mica, halite, pyrite) by their origin and
formation.
Metamorphic rock lab
Sediment size note cards
Review questions from the text
Assessment
Oral review of content and rock lab results
Quizzes Pop and planned
Exam
Essay describing the rock cycle
Homework
Subject/Course:
Grade:
Topic
Science/ Earth and Space Science
11 & 12
Geologic Time
Content Assessment Anchor
Essential question
S11.A.3.3 Compare and analyze repeated processes or
recurring elements in patterns.
Skills/Eligible Content
How does our
understanding of geologic
time differ from our
current time frame?
S11.A.3.3.1 Describe or interpret recurring patterns that form
the basis of biological classification, chemical periodicity,
geological order, or astronomical order.
How long have humans
been around in
comparison to other major
historical geological
activities?
Activity
Absolute vs. Relative dating notes/ discussion
Inc: superposition, cross-cutting relationships, isotopic
dating, erosion and deposition rates.
Notes/ Discussion on Mass extinctions throughout time and
the theories associated.
Question set for notes as HW.
Questions from text.
Reading graphs of isotopic decay, and questions associated.
Half life worksheet.
Notes/discussion on Fossil Types and geologic time scales.
Time line section project.Ss will compose a photostory/ or
movie maker file that describes their time period. Group
work will be allowed.
Review question set for geologic time.
Geologic timeline fill in sheet for students to communicate
their understanding of the flow of geologic time.
Assessment
Quiz
Oral review
Time line section w/ rubric
Chapter Exam.
Subject/Course:
Grade:
Topic
Science/ Earth and Space Science
11 & 12
Resources and Energy
Content Assessment Anchor
S11.A.1.2 Identify and analyze the scientific or technological
challenges of societal issues; propose possible solutions and discuss
implications.
S11.A.1.3 Describe and interpret patterns of change in natural and
human-made systems.
S11.B.3.3 Explain how human-made systems impact the management
and distribution of natural resources.
S11.C.2.2 Demonstrate that different ways of obtaining,
transforming, and distributing energy have different environmental
consequences.
Skills/Eligible Content
S11.A.1.2.1 Apply and explain scientific concepts to societal issues
using case studies (e.g., sea level change, spread of HIV,
deforestation, environmental health, energy).
S11.A.1.3.4 Compare the rate of use of natural resources and their
impact on sustainability.
11.B.3.3.1 Describe different human-made
systems and how they use renewable
and nonrenewable natural resources
(i.e., energy, transportation, distribution, management, and
processing).
S11.B.3.3.2 Compare and contrast the impact of management
practices (e.g., production, processing, research, development,
marketing, distribution, consumption, by-products) in meeting the
need for commodities locally and globally
S11.C.2.2.1 Explain the environmental impacts of energy use by
various economic sectors (e.g., mining, logging, transportation) on
environmental systems).
S11.C.2.2.2 Explain the practical use of alternative sources of energy
(i.e., wind, solar, and biomass) to address environmental problems
(e.g., air quality, erosion, resource depletion).
S11.C.2.2.3 Give examples of renewable energy resources (e.g.,
wind, solar, biomass) and nonrenewable resources (e.g., coal, oil,
natural gas) and explain the environmental and economic advantages
and disadvantages of their use.
Essential Question
Activity
What differentiates
renewable and
non/renewable resources?
Pre chapter research on Energy and resources
What are alternative
resources and what are
some of the advantages
and disadvantages?
What are some of the
societal issues
surrounding resource
energy use?
Notes and discussion on renewable /vs non renewable
resources. Elements, ores, mining. formation of coal,
Fission Vs Fusion
Student presentation of information concerning energy and
resources.
Demonstration of samples of carbonization from peat to
anthracite.
In class research and share session on three mile island
accident.
Discuss some of the
impacts of anthropogenic
disasters using energy
resources?
Reading of Voices from Chernobyl.
What role did Chernobyl
play in the American
Nuclear Industry?
Discussion of the pros and cons of nuclear power, the
constraints of our oil supply, things we can do to make a
difference on petroleum consumption.
Watch Chernobyl Heart Documentary and write reflection
on facts learned and impression made.
Research into states that have different policies on
renewable resources and different “green” initiatives.
Assessment
Oral review
Chapter Exam.
Essay concerning Chernobyl and its role in current
discussions of energy and resources
Subject/Course:
Science/ Earth and Space Science
Grade:
11 & 12
Topic
Future predictions for our Planet
Content Assessment Anchor
Essential Questions
Activity
S11.A.3.3 Compare and analyze repeated processes or
recurring elements in patterns.
How can we use what we
know about the history and
present of this planet in
order to predict its future?
Ss will read portions of the book Life and Death of Planet
Earth. Through critical reading of these sections students
will discuss how the combination of many sciences can
lead to the understanding and predicting capabilities of
astrobiologists.
S11.D.1.1 Explain and analyze the forces in the lithosphere
that continually shape Earth.
Skills/Eligible Content
S11.A.3.3.2 Compare stationary physical patterns (e.g.,
crystals, layers of rocks, skeletal systems, tree rings, atomic
structure) to the object’s properties.
S11.A.3.3.3 Analyze physical patterns of motion to make
predictions or draw conclusions (e.g., solar system, tectonic
plates, weather systems, atomic motion, waves).
S11.D.1.1.2 Explain the processes that take place at plate
boundaries and how these processes continue to shape Earth
(e.g., volcanic activity, earthquakes, mountain building, midocean ridges, deep-sea trenches, new land being formed).
S11.D.1.1.3 Analyze features created by the interaction of
processes that change Earth’s surface (e.g., wind and moving
water help break down rock into soil; plate movement,
earthquakes, and volcanic activity help cause mountains and
valleys to form; flowing water and deposition of material help
form deltas).
Ss will define terms, discuss meaning, and compose
responses to questions that ask them to critically think
about what they have read and discussed.
Assessment
Ss will choose from a list of essays that has them
connecting what we’ve discussed in the text with ideas
already covered in class and takes them a bit further into
certain concepts within the book.
Ss will also have a synonym section that has them going
through some of the richer vocabulary in the passages to
ensure that they can use the context or their definitions to
surmise the response.
Subject/Course:
Grade:
Topic
Science/ Earth and Space Science
11 & 12
Natural and Anthropogenic Disasters
Content Assessment Anchor
Essential questions
Activity/assessment
S11.A.3.3 Compare and analyze repeated processes or
recurring elements in patterns.
What have been some of the
greatest causes of disaster on
our planet and how/why did
they occur? Also what have
been the repercussions of
these disasters?
Ss choose a natural or anthropogenic caused disaster from a
list or one that they are interested in.
Ss will turn in their explanation of which disaster they have
chosen, via class website, and explain how they think they
might make the presentation more interesting.
S11.D.1.1 Explain and analyze the forces in the lithosphere
that continually shape Earth.
Generate questions to research through a series of drafts.
Skills/Eligible Content
S11.A.3.3.2 Compare stationary physical patterns (e.g.,
crystals, layers of rocks, skeletal systems, tree rings, atomic
structure) to the object’s properties.
S11.A.3.3.3 Analyze physical patterns of motion to make
predictions or draw conclusions (e.g., solar system, tectonic
plates, weather systems, atomic motion, waves).
S11.D.1.1.2 Explain the processes that take place at plate
boundaries and how these processes continue to shape Earth
(e.g., volcanic activity, earthquakes, mountain building, midocean ridges, deep-sea trenches, new land being formed).
S11.D.1.1.3 Analyze features created by the interaction of processes
that change Earth’s surface (e.g., wind and moving water help break
down rock into soil; plate movement, earthquakes, and volcanic
activity help cause mountains and valleys to form; flowing water and
deposition of material help form deltas).
How can you communicate
unique learned information
to a group of people in an
informative yet professional
and interesting manner?
Ss will turn in researched facts.
Turn in sources used. all via website.
Using rubric to guide them Ss will produce a presentation
and convey their learned material to the class in a ten
minute presentation. All presentations will have to have an
added interesting flair.
Ss will take notes on their classmates presentations for an
open notes quiz at the end of the presentations.
3presentations per day.
Subject/Course:
Grade:
Topic
Science/ Earth and Space Science
11 & 12
Mapping
Content Assessment Anchor
Essential Question
Activity
S11.A.3.2 Compare observations of the real world to
observations of a constructed model.
Skills/Eligible Content
What role did early map
makers play in our
understanding of our earth?
Discussion/ notes on map types, topographic mapping,
latitude and longitude.
S11.A.3.2.3 Describe how relationships represented in models
are used to explain scientific or technological concepts (e.g.,
dimensions of the solar system, life spans, size of atomic
particles, topographic maps).
How can we use elevation to
create 3-D presentations of
the planet?
How can our understanding
of elevation and topographic
mapping be used to read
maps?
Several topographic mapping activities that allow students
to practice their map reading skills.
Mapping recent earthquakes activity
Topographic map profile activity.
Review questions from notes and text
Pre chapter work of famous map makers
What type of technology do
we use today to get around?
Reading excerpts from Latitude Longitude novel
Assessment
Pop quizzes
Test
Daily oral review
Subject/Course:
Grade:
Topic
Science/ Earth and Space Science
11 & 12
Oceans
Content Assessment Anchor
Essential questions
S11.A.1.2 Identify and analyze the scientific or technological
challenges of societal issues; propose possible solutions and
discuss implications.
Where did the water on our
planet come from?
S11.D.1.3 Explain the significance and contribution of water as
a resource to living things and the shaping of the land.
Skills/Eligible Content
What does the floor of our
ocean look like and how
does it play an essential role
in the interaction of spheres
of our planet?
S11.A.1.2.1 Apply and explain scientific concepts to societal
issues using case studies (e.g., sea level change, spread of HIV,
deforestation, environmental health, energy).
Activity /Assessment
Notes/ discussion of ocean floor topography/ features found
there/ sediments and the influence of Jacques Cousteau.
Review sheet from the text
Notes/ discussion concerning theories of ocean formation
and ocean water chemistry.
Ocean floor profile of topography.
White shark internet activity
S11.D.1.3.2 Explain relationships among physical
characteristics, vegetation, topography, and flow as it relates to
water systems.
S11.D.1.3.3 Explain factors (e.g., nutrient loading, turbidity,
rate of flow, rate of deposition, biological diversity) that affect
water quality and flow through a water system.
Notes/ discussion on Ocean movements, waves, currents,
tides and history of oceanography.
Question sheets concerning notes
Northern right whale internet activity.
Plastic dump in the ocean: How it got there and what
it is doing to us. (article and creative assignment)
Notes/ discussion of diversity of ocean life/ ocean life
zones
Reading about plastic garbage patch in the Pacific ocean.
Ocean Photostory creation.
Chapter exam and pop quizzes
Subject/Course:
Grade:
Topic
Science/ Earth and Space Science
11 & 12
Atmosphere/Weather Patterns
Content Assessment Anchor
S11.A.1.2 Identify and analyze the scientific or technological
challenges of societal issues; propose possible solutions and
discuss implications.
S11.D.2.1 Analyze how the transfer of energy and substances
between Earth's atmosphere and its surface influences regional
or global weather or climate.
Skills/Eligible Content
Essential questions
Activity
What are the layers of our
atmosphere and how do they
interact with our planet?
Notes/discussion on atmosphere
Where does our weather
come from (how does it
form and travel)?
Layer sketch of atmosphere
Review work from text
Notes on Greenhouse
Greenhouse internet activity
Reading on precipitation, air masses, fronts, forecasting.
Discussion and review.
S11.A.1.2.1 Apply and explain scientific concepts to societal issues
using case studies (e.g., sea level change, spread of HIV,
deforestation, environmental health, energy).
List of terms associated with topics
S11.D.2.1.1 Describe how changes in concentration of minor
components (e.g., O2, CO2, ozone, dust, pollution) in Earth's
atmosphere are linked to climate change.
Question sheet concerning topics covered.
S11.D.2.1.2 Compare the transmission, reflection, absorption, and
radiation of solar energy to and by the Earth’s surface under different
environmental conditions (e.g., major volcanic eruptions, greenhouse
effect, reduction of ozone layer; increased global cloud cover)
Quizzes both closed and open notes
S11.D.2.1.3 Explain weather patterns and seasonal changes using the
concepts of heat and density.
Exam
S11.D.2.1.4 Analyze weather maps and weather data (e.g., air
masses, fronts, temperature, air pressure, wind speed, wind direction,
precipitation) to predict regional or global weather events.
Question and answer activity concerning the ozone layer.
Assessment
Oral review
Subject/Course:
Grade:
Topic
Science/ Earth and Space Science
11 & 12
Studying Space and Planets
Content Assessment Anchor
Essential Question
Activity
S11.A.3.2 Compare observations of the real world to
observations of a constructed model.
What scientists have played
essential roles in the modern
view of our solar system?
Notes and discussion on the history of astronomy, scientists
associated and solar system models.
S11.A.3.3 Compare and analyze repeated processes or
recurring elements in patterns.
How do the planets differ
from one another and what
are some of their
distinguishing
characteristics?
Reading excerpts from Galileo’s daughter to her
father.
How have the models used
to predict the solar system
movement evolved?
Notes outline sheets, review questions for notes and text.
Galileo research option.
S11.D.3.1 Explain the composition, structure and origin of the
universe.
Skills/Eligible Content
S11.A.3.2.1 Compare the accuracy of predictions represented
in a model to actual observations and behavior.
S11.A.3.2.2 Describe advantages and disadvantages of using
models to simulate processes and outcomes.
S11.A.3.2.3 Describe how relationships represented in models
are used to explain scientific or technological concepts (e.g.,
dimensions of the solar system, life spans, size of atomic
particles, topographic maps).
S11.A.3.3.1 Describe or interpret recurring patterns that form
the basis of biological classification, chemical periodicity,
geological order, or astronomical order.
S11.A.3.3.3 Analyze physical patterns of motion to make
predictions or draw conclusions (e.g., solar system, tectonic
plates, weather systems, atomic motion, waves).
S11.D.3.1.1 Describe planetary motion and the physical laws
that explain planetary motion.
S11.D.3.1.3 Explain the current scientific theories of the origin
of the solar system and universe (big bang theory, solar nebular
theory, stellar evolution).
How can Kepler’s laws be
used to understand the
planets?
Describe the role of
Galileo as well as his
major contributions and
his eventual fate.
Notes/ discussion on our current understanding of the solar
system, how it formed and statistics involved.
Discussion of inner planets vs outer planets.
Note outline sheets w review questions.
Planetary symbol note cards
Exam review sheet
Assessment
Quiz
Oral review
Exam
Subject/Course:
Grade:
Topic
Science/ Earth and Space Science
11 & 12
The Sun, Moon, Stars, and Galaxies
Content Assessment Anchor
Essential question
Activity
S11.A.3.2 Compare observations of the real world to
observations of a constructed model.
How does the structure of our
star, the Sun, provide the
energy needed for our solar
system?
Notes and discussion on suns layers and activity
S11.D.3.1 Explain the composition, structure and origin of
the universe.
S11.A.3.2.1 Compare the accuracy of predictions represented
in a model to actual observations and behavior.
What information do we
understand concerning a star’s
life and where does our sun fit
into this timeline?
S11.A.3.2.2 Describe advantages and disadvantages of using
models to simulate processes and outcomes.
Where did our moon come
from? What makes it a
“moon” or rather a satellite?
S11.A.3.2.3 Describe how relationships represented in
models are used to explain scientific or technological
concepts (e.g., dimensions of the solar system, life spans, size
of atomic particles, topographic maps).
What are some of the major
constellations in our night’s
sky and how do they differ
depending upon the season.
Skills/Eligible Content
Review sheets associated with the notes and text
Notes/ discussion on formation of moon, anatomy of,
eclipses, and calendars.
Project…. views of our sun and moon through time. Creative
assignment
Notes/ discussion on star formation, constellations, and
characteristics of stars.
Constellation presentation.
Review sheets.
Star life arrangement activity.
Assessment
S11.D.3.1.1 Describe planetary motion and the physical laws
that explain planetary motion.
Oral review
S11.D.3.1.2 Describe the structure, formation, and life cycle
of stars.
Sun Exam
S11.D.3.1.3 Explain the current scientific theories of the
origin of the solar system and universe (big bang theory, solar
nebular theory, stellar evolution).
Moon Exam
Moon Quiz
Pop quizzes
Star exam
Subject/Course:
Grade:
Topic
Science/ Earth and Space Science
11 & 12
Current Events in Science
Content Assessment Anchor
Essential Question
Activity
S11.A.1.1 Analyze and explain the nature of science in the
search for understanding the natural world and its connection to
technological systems.
How can you connect the
learned material from class
with what is currently going
on in the world around you?
Students will have to compile a set of current events
articles from the news that pertain to topics we’ve covered
in class. Students will use this collection to compose a
summative reflection where they support their article
choices by arguing their validity in relation to topics
covered.
S11.A.1.2 Identify and analyze the scientific or technological
challenges of societal issues; propose possible solutions and
discuss implications.
Discuss in class.
Video CNN segments planet in peril.
S11.A.1.3 Describe and interpret patterns of change in natural
and human-made systems.
Skills/Eligible Content
S11.A.1.1.1 Compare and contrast scientific theories, scientific
laws, and beliefs (e.g., the law of gravity, how light travels,
formation of moons, stages of ecological succession).
S11.A.1.2.1 Apply and explain scientific concepts to societal
issues using case studies (e.g., sea level change, spread of HIV,
deforestation, environmental health, energy).
S11.A.1.3.1 Use appropriate quantitative data to describe or
interpret change in systems (e.g., biological indices, electrical
circuit data, and automobile diagnostic systems data).
Assessment
Rubrics on expectations.