Earth Systems Science
Curriculum Guide
2016/2017
Revised May 2016
Greeley-Evans School District 6
Grade: 9
Unit: How to Use This Guide
Earth System Science Curriculum Guide
Timeline: Suggested Time
Standard: Earth System Science Standards
Grade Level Expectation: Major state standards addressed.
Student Outcomes:
Standards addressed in this unit.
Inquiry Questions:
Science Resources:
Revised May 2016
Instruction: Shown as an outline. This is written as a strong suggestion of
your series of instruction.
1. NUMBERS represent major claims that relate closely to the
standards.
a. LETTERS are supporting pieces of evidence for the major
claims. A concept that is not necessarily directly in the
standards but is necessary for full students understanding
is marked with the symbol (BR) in parentheses, denoting
‘brief review’.
i. ROMAN NUMERALS are specific examples of
instructional ideas for each concept. These ideas
are not required, but have been used before with
success.
Vocabulary:
Assessments: Common Unit
Literacy Resources:
Earth Science 2016-2017
UNIT 1 (6 Weeks)
Standard
Graduate Competence
Grade Level Expectation
Big Idea
End of unit Performance Task
Student Outcomes
a. Develop, communicate, and
justify an evidence-based scientific
explanation addressing questions
about Earth’s history (DOK 1-3)
b. Analyze and interpret data
regarding Earth’s history using
direct and indirect evidence (DOK 12)
c. Analyze and interpret data
regarding the history of the
universe using direct and indirect
evidence (DOK 1-2)
d. Seek, evaluate, and use a variety
of specialized resources available
from libraries, the Internet, and the
community to find scientific
information on Earth’s history (DOK
1-2)
e. Examine, evaluate, question, and
ethically use information from a
variety of sources and media to
investigate the history of the
universe, solar system and Earth
(DOK 1-2)
Revised May 2016
Earth System Science Standard 3
Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes
that have shaped our planet
1. The history of the universe, solar system and Earth can be inferred from evidence left from past events
Development of the Universe and Earth
Common Unit 1 exam- Open August 15th-October 17th
Student Outcomes
Nature of Science
Literacy
Standards
Focus
Writing Standard
Focus
b. Analyze and
interpret data regarding
Earth’s history using
direct and indirect
evidence (DOK 1-2)
1. Understand that all
scientific knowledge is
subject to new
evidence and that the
presence of
reproducible results
yields a scientific
theory. (DOK 1)
RST.9-10.1
Cite specific
textual evidence
to support
analysis of
science and
technical texts,
attending to the
precise details of
explanations or
descriptions.
WHST.9-10.8
Gather relevant
information from
multiple
authoritative print
and digital sources,
using advanced
searches effectively;
assess the usefulness
of each source in
answering the
research question;
integrate
information into the
text selectively to
maintain the flow of
ideas, avoiding
plagiarism and
following a standard
format for citation.
c. Analyze and
interpret data regarding
the history of the
universe using direct
and indirect evidence
(DOK 1-2)
2. Critically evaluate
scientific claims in
popular media and by
peers regarding Earth’s
history, and determine
if evidence presented is
appropriate and
sufficient to support the
claims. (DOK 2-3)
2. Critically evaluate
scientific claims in
popular media and by
peers regarding
Earth’s history, and
determine if evidence
presented is
appropriate and
sufficient to support
the claims. (DOK 2-3)
RST.9-10.10
By the end of
grade 10, read
and comprehend
science/technical
texts in the
grades 9-10 text
complexity band
independently
and proficiently.
Reading/writing Focus
Cross Content
Connection
UNIT 1
Standard
Graduate Competence
Grade Level Expectation
Big Idea
End of unit Performance Task
Student Outcomes
a. Develop, communicate, and
justify an evidence-based
scientific explanation addressing
questions regarding the
interaction of Earth’s surface with
water, air, gravity, and biological
activity (DOK 1-3)
b. Analyze and interpret data,
maps, and models concerning the
direct and indirect evidence
produced by physical and
chemical changes that water, air,
gravity, and biological activity
create (DOK 1-3)
c. Evaluate negative and positive
consequences of physical and
chemical changes on the
geosphere (DOK 2-3)
d. Use remote sensing and
geographic information systems
(GIS) data to interpret landforms
and landform impact on human
activity (DOK 1-2)
Revised May 2016
(6 Weeks)
Earth System Science Standard 3
Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system
6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes
Development of the Universe and Earth
Common Unit 1 exam- Open August 15th-October 17th
Priority Student
Nature of Science
Literacy Standards Writing Standard Focus
Reading/writing Focus
Outcomes
Focus
Cross Content
Connection
a. Develop,
1. Ask testable
RST.9-10.4
WHST.9-10.2
communicate, and
questions and make
Determine the
Write
justify an evidencea falsifiable
meaning of
informative/explanatory
based scientific
hypothesis about
symbols, key
texts, including the
explanation
physical and
terms, and other
narration of historical
addressing questions
chemical changes on
domain-specific
events, scientific
regarding the
the geosphere and
words and phrases
procedures/ experiments,
interaction of Earth’s
use an inquiry based
as they are used in
surface with water,
approach to find an
a specific scientific or technical processes.
a.
Introduce a topic
air, gravity, and
answer. (DOK 1-4)
or technical
and organize ideas,
biological activity
context relevant to
(DOK 1-3)
2. Share
grades 9-10 texts
concepts, and information
experimental data,
and topics.
to make important
and respectfully
c. Evaluate negative
connections and
discuss
conflicting
and positive
RST.9-10.8
distinctions; include
results. (DOK 2-3)
consequences of
Assess the extent
formatting (e.g., headings),
physical and chemical
to which the
graphics (e.g., figures,
3. Use appropriate
changes on the
reasoning and
tables), and multimedia
technology to help
geosphere (DOK 2-3)
evidence in a text
when useful to aiding
gather and analyze
support the
comprehension.
data, find
author’s claim or a
3. Use appropriate
background
recommendation
technology to help
information,
and
b.
Develop the topic
for solving a
gather and analyze
communicate
with
well-chosen,
relevant,
scientific
or
data, find background
scientific information technical problem.
and
sufficient
facts,
information, and
on physical and
extended definitions,
communicate
chemical
changes.
scientific information
concrete details,
(DOK 1-2)
on physical and
quotations, or other
chemical changes.
information and examples
(DOK 1-2)
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 domainspecific 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.
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).
Revised May 2016
Greeley-Evans School District 6
Grade: 9
Unit: Origin and Development of the Universe and the Earth
Earth System Science Curriculum Guide
Timeline: 6 weeks
Standard: Earth System Science Standard 3
Grade Level Expectation:
1. The history of the universe, solar system and Earth can be inferred from evidence left from past events
2. As part of the solar system, Earth interacts with various extraterrestrial forces and energies such as gravity, solar phenomena, electromagnetic
radiation, and impact events that influence the planet’s geosphere, atmosphere, and biosphere in a variety of ways
6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes
Student Outcomes:
1.a. Develop, communicate, and justify an evidence-based scientific
explanation addressing questions about Earth’s history (DOK 1-3)
1.b. Analyze and interpret data regarding Earth’s history using direct and
indirect evidence (DOK 1-2)
1.c. Analyze and interpret data regarding the history of the universe using
direct and indirect evidence (DOK 1-2)
1.d. Seek, evaluate, and use a variety of specialized resources available from
libraries, the Internet, and the community to find scientific information on
Earth’s history (DOK 1-2)
1.e. Examine, evaluate, question, and ethically use information from a
variety of sources and media to investigate the history of the universe, solar
system and Earth (DOK 1-2)
2.c. Clearly identify assumptions behind conclusions regarding
extraterrestrial forces and energies and provide feedback on the validity of
alternative explanations (DOK 2-3)
6.a. Develop, communicate, and justify an evidence-based scientific
explanation addressing questions regarding the interaction of Earth’s surface
with water, air, gravity, and biological activity (DOK 1-3)
6.b. Analyze and interpret data, maps, and models concerning the direct
and indirect evidence produced by physical and chemical changes that
water, air, gravity, and biological activity create (DOK 1-3)
Revised May 2016
Instruction:
1. The Universe began with the Big Bang. (1.c., 1.e.)
a. Universal expansion
i. Balloon/rubber band models
b. Doppler effect model (spectral shift)
i. Doppler demos
c. Background radiation ‘echo’
i. Pond ripple demo
2. The Earth formed from the same cloud of dust as our Sun and the
other planets. This is known as the Solar Nebula Theory. (1.a., 1.b.,
1.d., 1.e., 2.a)
a. Solar Nebula Theory sequence of events
i. Storyboarding
ii. Recipe for a star
b. Importance of gravity in early solar system
i. Disc shape of solar system (gravity vs. centripetal)
ii. Evolution of planetismals -> protoplanets->
planets
iii. Shape of planets
iv. Orbits of planets
3. The Earth is a complicated system that developed as a result of
many events during Earth’s history. (1.a., 1.b., 1.d., 2.b., 6.a., 6.b.,
6.c.)
a. Four spheres model
i. Video: Birth of the Earth
b. Evolution of the geosphere
i. Differentiation of Earth’s layers
ii. Oil and Water Model
iii. Scale Model of Earth
6.c. Evaluate negative and positive consequences of physical and chemical
changes on the geosphere (DOK 2-3)
c.
4.
5.
Inquiry Questions:

How a re essential factors for life interrelated?
Science Resources: Please see instruction section
Revised May 2016
Evolution of the atmosphere
i. NOAA Graphing Activity
ii. Graph interpretation of change over time
d. Evolution of hydrosphere
i. Comet water evidence
e. Evolution of biosphere
The many changes in Earth’s history can be divided into time
periods described by the Geologic Time Scale. (1.a., 1.b., 1.d.)
a. Geologic time scale
i. Timeline of important events activity
b. Relative and absolute dating
i. M&M/Penny Half-Lives
Due to the many changes in Earth’s history, it has become the
‘Goldilocks Planet’: a habitable place for life to exist. (2.a., 2.b., 2.d.)
a. Factors necessary for life
b. Importance of water, consistent temperature,
magnetosphere
Vocabulary:














Assessments: Common Unit
Bi g Ba ng
Condensation
EM ra di ation
Eva pora tion
Di fferentiation
Nebular Theory
Proto Pl a net
Evol ution
Geol ogic Ti me Scale
Ori gi nal horizontality
Superposition
Stra ta
Index fossils
Ra diometric dating
Literacy Resources:
UNIT 2
(8 Weeks)
Standard
Graduate Competence
Grade Level Expectation
Big Idea
End of unit Performance Task
Student Outcomes
Earth System Science Standard 3
Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system
3. The theory of plate tectonics helps explain geological, physical, and geographical features of Earth
Forces that Reshape the Earth
Common Unit 2 exam- Open August 15 th-December 22 nd.
Priority Student
Outcomes
Nature of Science
Literacy
Standards
Focus
Writing Standard
Focus
a. Develop, communicate, and
justify an evidence-based scientific
explanation about the theory of
plate tectonics and how it can be
used to understand geological,
physical, and geographical features
of Earth (DOK 1-3)
c. Understand the
role plate tectonics
has had with respect
to long-term global
changes in Earth’s
systems such as
continental buildup,
glaciations, sea-level
fluctuations, and
climate change (DOK
1-2)
1. Understand that all
scientific knowledge is
subject to new
findings and that the
presence of
reproducible results
yields a scientific
theory. (DOK 1)
RST.9-10.2
Determine the
central ideas or
conclusions of a
text; trace the text’s
explanation or
depiction of a
complex process,
phenomenon, or
concept; provide an
accurate summary
of the text.
WHST.9-10.1
Write arguments
focused on
discipline-specific
content.
a.
Introduce
precise claim(s),
distinguish the
claim(s) from
alternate or
opposing claims,
and create an
organization that
establishes clear
relationships
among the claim(s),
counterclaims,
reasons, and
evidence.
b.
Develop
claim(s) and
counterclaims
fairly, supplying
data and evidence
for each while
pointing out the
strengths and
limitations of both
claim(s) and
counterclaims in a
b. Analyze and interpret data on
plate tectonics and the geological,
physical, and geographical features
of Earth (DOK 1-2)
c. Understand the role plate
tectonics has had with respect to
long-term global changes in Earth’s
systems such as continental
buildup, glaciations, sea-level
fluctuations, and climate change
(DOK 1-2)
d. Investigate and explain how new
conceptual interpretations of data
and innovative geophysical
technologies led to the current
theory of plate tectonics (DOK 2-3)
Revised May 2016
4. Recognize that the
current
understanding of
plate tectonics has
developed over time
and become more
sophisticated as new
technologies have led
to new evidence.
(DOK 1)
2. Ask testable
questions and make a
falsifiable hypothesis
about plate tectonics
and design a method
to find an answer.
(DOK 2-4)
3. Share experimental
data, and respectfully
discuss conflicting
results. (DOK 2-3)
4. Recognize that the
current understanding
of plate tectonics has
developed over time
and become more
sophisticated as new
technologies have led
RST.9-10.4
Determine the
meaning of
symbols, key terms,
and other domainspecific words and
phrases as they are
used in a specific
scientific or
technical context
relevant to grades
9-10 texts and
topics.
Reading/writing Focus
Cross Content
Connection
to new evidence.
(DOK 1)
Revised May 2016
disciplineappropriate form
and in a manner
that anticipates the
audience’s
knowledge level
and concerns.
c.
Use words,
phrases, and
clauses to link the
major sections of
the text, create
cohesion, and
clarify the
relationships
between claim(s)
and reasons,
between reasons
and evidence, and
between claim(s)
and counterclaims.
d.
Establish
and maintain a
formal style and
objective tone
while attending to
the norms and
conventions of the
discipline in which
they are writing.
Provide a concluding
statement or section
that follows from or
supports the
argument presented.
UNIT 2
Standard
Graduate Competence
Grade Level Expectation
Big Idea
End of unit Performance Task
Student Outcomes
a. Develop, communicate, and
justify an evidence-based scientific
explanation regarding natural
hazards, and explain their potential
local and global impacts (DOK 1-3)
b. Analyze and interpret data about
natural hazards using direct and
indirect evidence (DOK 1-2)
c. Make predictions and draw
conclusions about the impact of
natural hazards on human activity –
locally and globally (DOK 2-3)
Revised May 2016
(8 Weeks)
Earth System Science Standard 3
Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system
7. Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and
thunderstorms
Forces that Reshape the Earth
Common Unit 2 exam- Open August 15 th-December 22 nd.
Priority Student
Outcomes
Nature of Science
Literacy
Standards
Focus
Writing Standard
Focus
c. Make predictions
and draw conclusions
about the impact of
natural hazards on
human activity –
locally and globally
(DOK 2-3)
1. Collaborate with
local, national, and
global organizations
to report and review
natural disaster data,
and compare their
conclusions to
alternate
explanations. (DOK 23)
RST.9-10.1
Cite specific
textual evidence to
support analysis of
science and
technical texts,
attending to the
precise details of
explanations or
descriptions.
WHST.9-10.6
Use technology,
including the Internet,
to produce, publish,
and update individual
or shared writing
products, taking
advantage of
technology’s capacity
to link to other
information and to
display information
flexibly and
dynamically.
1. Collaborate with
local, national, and
global organizations to
report and review
natural disaster data,
and compare their
conclusions to
alternate explanations.
(DOK 2-3)
RST.9-10.9
Compare and
contrast findings
presented in a text
to those from
other sources
(including their
own experiments),
noting when the
findings support or
contradict
previous
explanations or
accounts.
Reading/writing Focus
Cross Content
Connection
Greeley-Evans School District 6
Grade: 9
Unit: Forces that Reshape the Earth (Physical and Chemical)
Earth System Science Curriculum Guide
Timeline: 8 weeks
Standard: Earth System Science Standard 3
Grade Level Expectation:
1. The history of the universe, solar system and Earth can be inferred from evidence left from past events
3. The theory of plate tectonics helps explain geological, physical, and geographical features of Earth
6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes
7. Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms
Student Outcomes:
1.a. Develop, communicate, and justify an evidence-based scientific
explanation addressing questions about Earth’s history (DOK 1-3)
1.b. Analyze and interpret data regarding Earth’s history using direct and
indirect evidence (DOK 1-2)
1.d. Seek, evaluate, and use a variety of specialized resources available from
libraries, the Internet, and the community to find scientific information on
Earth’s history (DOK 1-2)
1.e. Examine, evaluate, question, and ethically use information from a
variety of sources and media to investigate the history of the universe, solar
system and Earth (DOK 1-2)
3.a. Develop, communicate, and justify an evidence-based scientific
explanation about the theory of plate tectonics and how it can be used to
understand geological, physical, and geographical features of Earth (DOK 1 3)
3.b. Analyze and interpret data on plate tectonics and the geological,
physical, and geographical features of Earth (DOK 1-2)
3.c. Understand the role plate tectonics has had with respect to long-term
global changes in Earth’s systems such as continental buildup, glaciations,
sea-level fluctuations, and climate change (DOK 1-2)
3.d. Investigate and explain how new conceptual interpretations of data and
innovative geophysical technologies led to the current theory of plate
tectonics (DOK 2-3)
Revised May 2016
Instruction:
1. The Earth’s surface is constantly changing as a result of natural processes.
(1.a., 1.b., 3.a., 3.b., 3.c., 6.c.)
a. Erosion and Deposition (BR)
i. Mechanical and chemical agents of erosion
ii. Glaciation
iii. Activity: Consequences of erosion sandpaper demo
b. Why the Earth isn’t smooth from erosion
2. Earth’s lithosphere is composed of tectonic plates that can move upon the
surface of the asthenosphere. (1.a., 1.b., 3.a., 3.b., 3.c., 3.d.)
a. Development of Theory of Plate Tectonics (Wegener et al)
i. Evidence for plate tectonics paper activity
b. Density
i. Density column
c. Convection, rift push, slab pull
d. Plate boundaries
i. Graham cracker plate tectonics
3. The movement of these tectonic plates results in the formation of the
geographic features we see on Earth today. (1.a., 1.b., 3.a., 3.b., 3.c., 3.d.,
6.b.)
a. Continental buildup
b. Mountain building
i. Clay demo
c. Mid-ocean ridges
i. Seafloor spreading paper demo
d. Rifting
e. Trenches
f. Island chains and hot spots
g. Supercontinents
i. Predictions of the next supercontinent
4. The movement of these tectonic plates results in natural disasters such as
volcanos and earthquakes. (1.a., 1.b., 1.d., 3.a., 3.b., 6.b., 7.a., 7.b., 7.c.)
6.a. Develop, communicate, and justify an evidence-based scientific
explanation addressing questions regarding the interaction of Earth’s surface
with water, air, gravity, and biological activity (DOK 1-3)
a.
6.b. Analyze and interpret data, maps, and model s concerning the direct
and indirect evidence produced by physical and chemical changes that
water, air, gravity, and biological activity create (DOK 1-3)
6.c. Evaluate negative and positive consequences of physical and chemical
changes on the geosphere (DOK 2-3)
7.a. Develop, communicate, and justify an evidence-based scientific
explanation regarding natural hazards, and explain their potential local and
global impacts (DOK 1-3)
7.b. Analyze and interpret data about natural hazards using direct and
indirect evidence (DOK 1-2)
7.c. Make predictions and draw conclusions about the impact of natural
hazards on human activity – locally and globally (DOK 2-3)
Inquiry Questions:









How do the different types of plate
boundaries create different landforms on
Ea rth?
How ha ve s cientists "discovered" the l ayers
of Ea rth?
Wha t drives plate motion?
Wha t mi ght happen to Ea rth’s landforms i n
the future?
How do Ea rth's systems i nteract to create
new l andforms?
Why a re s ome natural hazards difficult to
predi ct, while others are easier to predict?
How a re humans i mpacted by natural
ha za rds?
How ca n we prepare for natural hazards?
How i s climate change expected to change
the i ncidence of natural hazards
Science Resources: Please see instruction section
Revised May 2016
5.
High-risk locations for volcanos and earthquakes
i. Ring of Fire mapping
b. Types of volcanos and volcanic eruptions
i. Lake Nyos Lab
c. Yellowstone super volcano
i. Video: Super Volcano
d. Types of faults
i. Fault block demos
e. Seismic wave types
i. Slinky demos
f. Seismographs and triangulation
i. Triangulation activity and mapping
The study of Earth’s patterns can inform the present and future. (1.a., 1.b.,
1.d., 3.a., 3.b., 6.a., 6.b., 6.c., 7.a., 7.b., 7.c.)
a. Disaster risk analysis
i. Case study project
b. Emergency preparedness
i. Safety Brochure
c. Impact on human activity
i. Philosophical Chair: Earthquake Zones and Building
Vocabulary:

















Assessments: Common Unit
Convecti on
(l i thosphere, asthenosphere)
Fa ulting
Fol ding
Pl a te boundaries
(Convergent, divergent, tra nsform)
Ocea nic Crust
Conti nental Crust
Pl a te tectonics
Subduction
Ts unami
Topographic map
Phys i cal Ma p
Geol ogic Ma p
Sei smograph/Seismometer
Sei smic Wa ves
Ri chter Scale
Merca l li Scale
Ma gni tude
Literacy Resources:
UNIT 3
Standard
Graduate Competence
Grade Level Expectation
Big Idea
End of unit Performance Task
Student Outcomes
a. Develop, communicate, and
justify an evidence-based scientific
explanation regarding the costs and
benefits of exploration,
development, and consumption of
renewable and nonrenewable
resources (DOK 1-3)
b. Evaluate positive and negative
impacts on the geosphere,
atmosphere, hydrosphere, and
biosphere in regards to resource
use (DOK 2-3)
c. Create a plan to reduce
environmental impacts due to
resource consumption (DOK 2-4)
d. Analyze and interpret data about
the effect of resource consumption
and development on resource
reserves to draw conclusions about
sustainable use (DOK 1-3)
Revised May 2016
(8 Weeks)
Earth System Science Standard 3
Describe how humans are dependent on the diversity of resources provided by Earth and Sun
5. There are costs, benefits, and consequences of exploration, development, and consumption of renewable and
nonrenewable resources
Energy and Earth’s Resources
Common unit 3 exam-Open August 15 th-March 17 th.
Priority Student
Outcomes
Nature of Science
Literacy
Standards
Focus
Writing Standard
Focus
a. Develop,
communicate, and
justify an evidencebased scientific
explanation regarding
the costs and benefits
of exploration,
development, and
consumption of
renewable and
nonrenewable
resources (DOK 1-3)
1. Infer assumptions
behind emotional,
political, and datadriven conclusions
about renewable and
nonrenewable
resource use. (DOK 23)
RST.9-10.5
Analyze the
structure of the
relationships
among concepts in
a text, including
relationships
among key terms
(e.g., force,
friction, reaction
force, energy).
WHST.9-10.7
Conduct short as well
as more sustained
research projects to
answer a question
(including a selfgenerated question)
or solve a problem;
narrow or broaden
the inquiry when
appropriate;
synthesize multiple
sources on the
subject,
demonstrating
understanding of the
subject under
investigation.
c. Create a plan to
reduce environmental
impacts due to
resource consumption
(DOK 2-4)
2. Critically evaluate
scientific claims in
popular media and by
peers, and determine
if evidence presented
is appropriate and
sufficient to support
the claims. (DOK 2-3)
2. Critically evaluate
scientific claims in
popular media and by
peers, and determine
if evidence presented
is appropriate and
sufficient to support
the claims. (DOK 2-3)
RST.9-10.7
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 mathematically
(e.g., in an
equation) into
words.
Reading/writing Focus
Cross Content
Connection
Greeley-Evans School District 6
Grade: 9
Unit: Energy and Earth’s Resources
Earth System Science Curriculum Guide
Timeline: 8 weeks
Standard: Earth System Science Standard 3
Physical Science Standards 1
Grade Level Expectation:
5. There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources
Physical Science GLE: 6. When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amount
of energy available to do work decreases
Student Outcomes:
5. a. Develop, communicate, and justify an evidence-based scientific
explanation regarding the costs and benefits of exploration, development,
and consumption of renewable and nonrenewable resources (DOK 1 -3)
5. b. Evaluate positive and negative impacts on the geosphere, atmosphere,
hydrosphere, and biosphere in regards to resource use (DOK 2-3)
5. c. Create a plan to reduce environmental impacts due to resource
consumption (DOK 2-4)
5. d. Analyze and interpret data about the effect of resource consumption
and development on resource reserves to draw conclusions about
sustainable use (DOK 1-3)
PHYSICAL SCIENCE STANDARDS (PS STANDARDS)
6.a. Use direct and indirect evidence to develop and support claims about
the conservation of energy in a variety of systems, including transformations
to heat (DOK 1-3)
6.b. Evaluate the energy conversion efficiency of a variety of energy
transformations (DOK 1-2)
Revised May 2016
Instruction:
1. Energy and matter are always conserved. (PS6.a. PS6.b.)
a. Nature of energy and matter
b. Kinetic and potential energy forms of energy
i. Forms of energy lab
c. Energy transformations
i. Energy transformation lab
d. Conservation of matter and energy
2. Energy resources are incredibly important to human civilization.
(5.a., 5.b., 5.d.)
a. Electricity: what it is and where it comes from.
i. Energy transformations in a turbine generator
ii. Tracing electrical energy back to the Sun
iii. Simple circuits
3. Modern industrial civilization depends on non-renewable resources.
(5.a., 5.b., 5.d.)
a. Industrial revolution and the rapid expansion of human
population/standard of life.
i. Human population growth analysis worksheet
b. Renewable and non-renewable resources.
i. Trace energy forms to the Sun
c. Rates of consumption.
d. Renewable sources of energy will be necessary to maintain
our current standard of living.
4. The positive and negative aspects of different sources of energy
must be considered when deciding how to power civilization. (5.a.,
5.b., 5.c., 5.d.)
a. Benefits and drawbacks of energy resources
i. Energy Expo Activity/Poster Presentation
b.
Inquiry Questions:
 How do humans use resources?

How can humans reduce the impact of
resource use?

How are resources used in our
community?

What are the advantages and
disadvantages of using different types of
energy?
Science Resources: Please see instruction section
Revised May 2016
Reducing environmental impacts
i. Cookie mining lab
Vocabulary:















Assessments: Common Unit
Al ternative energy forms (Nuclear,
geothermal, solar, wind)
Economic Feasibility
Fos sil Fuel (Petroleum- natural gas,
Petrol eum- oil, coal)
Supply/Demand
Ca rbon Footprint
Economic Growth
Envi ronmental Impacts
EPA
Exponential population growth
Governmental policy
Sus tainability
Wedge theory
La w of Cons ervation of Energy
Ki netic/Potential Energy
Fra cki ng
Literacy Resources:
UNIT 4
Standard
Graduate Competence
Grade Level Expectation
Big Idea
End of unit Performance Task
Student Outcomes
a. Develop, communicate, and
justify an evidence-based scientific
explanation addressing questions
around the extraterrestrial forces
and energies that influence Earth
(DOK 1-3)
b. Analyze and interpret data
regarding extraterrestrial forces and
energies (DOK 1-2)
c. Clearly identify assumptions
behind conclusions regarding
extraterrestrial forces and energies
and provide feedback on the
validity of alternative explanations
(DOK 2-3)
d. Use specific equipment,
technology, and resources such as
satellite imagery, global positioning
systems (GPS), global information
systems (GIS), telescopes, video and
image libraries, and computers to
explore the universe (DOK 1-2)
Revised May 2016
(8 Weeks)
Earth System Science Standard 3
Describe and interpret how Earth's geologic history and place in space are relevant to our understanding of the processes
that have shaped our planet
2. As part of the solar system, Earth interacts with various extraterrestrial forces and energies such as gravity, solar
phenomena, electromagnetic radiation, and impact events that influence the planet’s geosphere, atmosphere, and
biosphere in a variety of ways
Weather, Climate, and Climate Change
Common Unit 4 exam- Open August 15 th-May 26 th
Priority Student
Outcomes
Nature of Science
Literacy
Standards
Focus
Writing Standard
Focus
d. Use specific
equipment, technology,
and resources such as
satellite imagery, global
positioning systems
(GPS), global
information systems
(GIS), telescopes, video
and image libraries, and
computers to explore
the universe (DOK 1-2)
1. Understand the
physical laws that
govern Earth are the
same physical laws
that govern the rest of
the universe. (DOK 1)
RST.9-10.3
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.
WHST.9-10.4
Produce clear and
coherent writing in
which the
development,
organization, and
style are appropriate
to task, purpose, and
audience.
1. Understand the
physical laws that
govern Earth are the
same physical laws that
govern the rest of the
universe. (DOK 1)
2. Critically evaluate
strengths and
weaknesses of a
model which
represents complex
natural phenomena.
(DOK 2-3)
RST.9-10.10
By the end of
grade 10, read and
comprehend
science/technical
texts in the grades
9-10 text
complexity band
independently and
proficiently.
Reading/writing Focus
Cross Content
Connection
UNIT 4
(8 Weeks)
Standard
Graduate Competence
Grade Level Expectation
Big Idea
End of unit Performance Task
Student Outcomes
Earth System Science Standard 3
Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system
4. Climate is the result of energy transfer among interactions of the atmosphere, hydrosphere, geosphere, and biosphere
Weather, Climate, and Climate Change
Common Unit 4 exam- Open August 15 th-May 26 th
Student Outcomes
Nature of Science
Literacy
Standards
Focus
Writing Standard
Focus
a. Develop, communicate, and
justify an evidence-based scientific
explanation that shows climate is a
result of energy transfer among the
atmosphere, hydrosphere,
geosphere and biosphere (DOK 1-3)
c. Explain how a
combination of factors
such as Earth’s tilt,
seasons, geophysical
location, proximity to
oceans, landmass
location, latitude, and
elevation determine a
location’s climate
(DOK 1-3)
1. Understand how
observations,
experiments, and
theory are used to
construct and refine
computer models.
(DOK 1)
RST.9-10.6
Analyze the
author’s purpose
in providing an
explanation,
describing a
procedure, or
discussing an
experiment in a
text, defining the
question the
author seeks to
address.
WHST.9-10.9
Draw evidence from
informational texts
to support analysis,
reflection, and
research.
b. Analyze and interpret data on
Earth’s climate (DOK 1-2)
c. Explain how a combination of
factors such as Earth’s tilt, seasons,
geophysical location, proximity to
oceans, landmass location, latitude,
and elevation determine a
location’s climate (DOK 1-3)
d. Identify mechanisms in the past
and present that have changed
Earth’s climate (DOK 1)
e. Analyze the evidence and
assumptions regarding climate
change (DOK 1-3)
f. Interpret evidence from weather
stations, buoys, satellites, radars,
ice and ocean sediment cores, tree
rings, cave deposits, native
knowledge, and other sources in
relation to climate change (DOK 1-3)
Revised May 2016
e. Analyze the
evidence and
assumptions regarding
climate change (DOK
1-3)
2. Examine how
computer models are
used in predicting the
impacts of climate
change. (DOK 1-2)
2. Examine how
computer models are
used in predicting the
impacts of climate
change. (DOK 1-2)
3. Critically evaluate
scientific claims in
popular media and by
peers regarding
climate and climate
change, and
determine if the
evidence presented is
appropriate and
sufficient to support
the claims. (DOK 2-3)
RST.9-10.10
By the end of
grade 10, read and
comprehend
science/technical
texts in the grades
9-10 text
complexity band
independently and
proficiently.
Reading/writing Focus
Cross Content
Connection
Greeley-Evans School District 6
Grade: 9
Unit: Weather, Climate, and Climate Change
Earth System Science Curriculum Guide
Timeline: 8 weeks
Standard: Earth System Science Standards
Grade Level Expectation:
2. As part of the solar system, Earth interacts with various extraterrestrial forces and energies such as gravity, solar phenomena, electromagnetic
radiation, and impact events that influence the planet’s geosphere, atmosphere, and biosphere in a variety of ways
4. Climate is the result of energy transfer among interactions of the atmosphere, hydrosphere, geosphere, and biosphere
6. The interaction of Earth's surface with water, air, gravity, and biological activity causes physical and chemical changes
7. Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms
Student Outcomes:
2. a. Develop, communicate, and justify an evidence-based scientific
explanation addressing questions around the extraterrestrial forces and
energies that influence Earth (DOK 1-3)
2. b. Analyze and interpret data regarding extraterrestrial forces and
energies (DOK 1-2)
2. d. Use specific equipment, technology, and resources such as satellite
imagery, global positioning systems (GPS), global information systems (GIS),
telescopes, video and image libraries, and computers to explore the universe
(DOK 1-2)
4. a. Develop, communicate, and justify an evidence-based scientific
explanation that shows climate is a result of energy transfer among the
atmosphere, hydrosphere, geosphere and biosphere (DOK 1-3)
4. b. Analyze and interpret data on Earth’s clima te (DOK 1-2)
4. c. Explain how a combination of factors such as Earth’s tilt, seasons,
geophysical location, proximity to oceans, landmass location, latitude, and
elevation determine a location’s climate (DOK 1-3)
4.d. Identify mechanisms in the past and present that have changed Earth’s
climate (DOK 1)
4.e. Analyze the evidence and assumptions regarding climate change (DOK
1-3)
Revised May 2016
Instruction:
1. Weather is an expression of the climate system. (4.a., 4.b, 4.c.)
a. Characteristics of weather.
b. Factors that influence weather.
c. Weather can be predicted.
d. Air pressure affects the wind. (global and local winds)
e. Air masses affect regional climate and weather
i. Reading air pressure, temperature, and moisture
maps.
f. Climate is the average weather in a location over a long
period of time.
i. Collect weather data and compare to long term
NOAA climate data for Greeley
g. Explain how a combination of factors such as Earth’s tilt,
seasons, geophysical location, proximity to oceans,
landmass location, latitude, and elevation determine a
location’s climate
i. Earth and sun modeling activity
ii. Effect of albedo measurements
iii. Differences in heating lab (Earth’s surface vs.
water)
iv. Ocean current lab: Sneakers
v. Deep ocean currents: Density of salt/fresh water
lab
vi. Climate study: City comparison activity
vii. Imaginary continent activity
2. Meteorological hazards can be predicted using scientific methods.
(6.a., 7.a., 7.b.)
a. Types of meteorological hazards
4.f. Interpret evidence from weather stations, buoys, satellites, radars, ice
and ocean sediment cores, tree rings, cave deposits, native knowledge, and
other sources in relation to climate change (DOK 1-3)
6.a. Develop, communicate, and justify an evidence-based scientific
explanation addressing questions regarding the interaction of Earth’s surface
with water, air, gravity, and biological activity (DOK 1-3)
3.
4.
7.a. Develop, communicate, and justify an evidence-based scientific
explanation regarding natural hazards, and explain their potential local and
global impacts (DOK 1-3)
7.b. Analyze and interpret data about natural hazards using direct and
indirect evidence (DOK 1-2)
7.c. Make predictions and draw conclusions about the impact of natural
hazards on human activity – locally and globally (DOK 2-3)
Inquiry Questions:
 How does the electromagnetic spectrum
positively and negatively impact Earth's
systems

How can changes in the ocean create
climate change?

How is climate influenced by changes in
Earth's energy balance?
Revised May 2016
Vocabulary:








Abs orption/emission
Al bedo
Cryos phere
El eva tion
EM Spectrum
Greenhouse gasses
Infra red Energy
Ocea n Currents
5.
Meteorological hazards can have local and global impacts on
human activity. (7.c.)
a. Human impact of meteorological hazards
b. Risk analysis and mitigation
c. Local/global impact
Climate can change over time. (4.d., 4.e., 4.f.)
a. Evidence for past climate change, Earth’s climate history
i. Climate change past and present (NASA module)
b. Ice core data analysis
c. Tree ring data
d. Ocean sediment cores
e. Native knowledge
f. Cave deposits
Climate is rapidly changing as a result of human activity. (2.a., 2.b.,
2.d., 4.d., 4.e., 4.f.)
a. Earth’s energy budget
b. Effect of fossil fuel use on the atmosphere
c. Greenhouse effect and anthropogenic carbon
i. Satellite image videos from NASA, storytelling
with data
ii. CO2 Greenhouse in a Bottle Lab
d. Feedback loops and likely trends
i. Iris Effect activity (negative feedback)
ii. Melting ice caps and albedo activity (positive
feedback)
iii. Tundra thaw methane release (positive feedback)
e. Evidence of climate change
i. Graph analysis
ii. Video: Truth About Climate Change
f. Impacts on physical and biological systems
i. Stations and presentations graph analysis
g. Risk analysis and mitigation strategies
i. Project: Carbon Mitigation Wedges
Assessments: Common Unit







How have climates changed over Earth's
history?
How does climate change impact all of
Earth's systems?
How have climate changes impacted
human societies?
Why are some natural hazards difficult
to predict, while others are easier to
predict?
How are humans impacted by natural
hazards?
How can we prepare for natural
hazards?
How is climate change expected to
change the incidence of natural hazards ?
Science Resources: Please see instruction section
Revised May 2016









Ozone
Drought
Fa mi ne/disease
Fi re
Cori ol is Effect
Thermohaline Ci rculation
Topography
Gl obal Wi nd Pa tterns
Wea ther Watch vs . Weather Warning
Literacy Resources: