SAUSD Common Core Aligned Curriculum Map HS Earth Science
These curriculum maps are designed to address CCSS Literacy outcomes. The overarching focus for all curriculum maps is building
student’s content knowledge and literacy skills as they develop knowledge about the world.
Each unit provides several weeks of instruction. Each unit also includes various formative and summative assessments.
Taken as a whole, this curriculum map is designed to give teachers recommendations and some concrete strategies to address the shifts
required by CCSS.
Building
knowledge
through
content-rich
nonfiction
Reading,
writing, and
speaking
grounded in
evidence from
text, both
literary and
informational
SAUSD’s approach emphasizes effective literacy instruction integrated with content knowledge to engage
students and promote inquiry. The texts are sequenced around a topic leading to the big idea and essential
questions in order to provide a clear and explicit purpose for instruction.
 Curriculum includes a rich variety of texts, including literature, nonfiction, media, primary sources,
visuals.
 Curriculum is based in part on what resources teachers likely already have, but also includes additional
authentic texts needed to craft a coherent learning progression within and among grade levels.
 The curriculum includes literacy standards, but these enhance rather than replace the currently adopted
content area standards in Science and Social Science.

SAUSD’s approach emphasizes working with evidence, including students self-assessing, learning to ask strong
text-dependent strategic questions as they read. It emphasizes performance tasks that require students to cite
textual evidence, to revise and reflect on their own writing as well as their peers’ writing. It emphasizes students
building expertise about a topic and often sharing that expertise with classmates or a wider audience.
 Throughout instruction, students are asked to return to the text through sequenced, rich, and rigorous
evidence based questioning, discussions, and varied, engaging tasks.
 Students write routinely, including a balance of on-demand and process writing. Students will draw
evidence from texts to produce clear and coherent writing that informs, explains, or makes an argument in
various written forms.
 All end-of-unit performance tasks directly build on the reading students have been doing in the unit. Many
are designed to build students’ engagement by asking them to do a more real-world task.
 Performance tasks may include narratives, but emphasize informative and argumentative writing.
SAUSD Common Core Aligned Curriculum Map HS Earth Science
Regular
practice with
complex text
and its
academic
language
SAUSD’s approach emphasizes active reading of complex texts by all students. Students will read a progression
of complex texts and focus on building academic language and syntax in context.
 Texts are chosen to reflect a variety of factors: Lexile level, complexity of the topic/concept, the
appropriateness of the text given the specific literacy standard or task.
 Texts cultivate students’ interests, are relevant to their culture, and engage them in reading, writing, and
speaking.
 Curriculum directly address supports for meeting the needs of a wide range of learners in order for every
student to become a more proficient and independent reader.
 Curriculum emphasizes academic and domain specific vocabulary as well as other words ELLs or other
struggling readers might not know
 Curriculum strongly emphasize teaching students how to figure out words in context.
 Students are expected to do regular independent reading to build on concepts and ideas in each unit.
Research shows that students must read a high volume of text at their reading level in order to build a
strong vocabulary.
Conceptual Shifts from Next Generation Science Standards:
1.
2.
3.
4.
Focuses on deeper understanding and application of content.
Reflects real world interconnections.
Integrates science content, engineering practices and crosscutting concepts.
Coordinates with English Language Arts and Mathematics Common Core State Standards.
SAUSD Common Core Aligned Curriculum Map HS Earth Science
How to Read this Document
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The purpose of this document is to provide a high-level summary of each unit and name the standards each unit addresses.
First, read each module overview paragraph. This describes the purpose for the unit the connections with previous and subsequent
units.
On the map, note the titles across the year: These show the progression of literacy skills.
Note the distinction between standards in each unit vs. central for this unit.
o Standards labeled in each unit are foundational to the CCSS shifts, and therefore are taught early and reinforced through the
year.
o Standards central for this unit are the focus for that specific unit.
o Standards formally assessed are in bold.
Text: Bold indicates the main extended text for the unit.
Grade:
Unit 1
Unit 2
HS Earth Science
Earth’s Place in the Universe: The performance expectations in the topic Earth’s Place in the Universe help students
formulate an answer to the question: “What is the universe, and what is Earth’s place in it?” Earth’s place in the universe is
broken down into three sub ideas: the universe and its stars, Earth and the solar system and the history of the planet Earth.
Students examine the processes governing the formation, evolution, and workings of the solar system and universe. Some
concepts studied are fundamental to science, such as understanding how the matter of our world formed during the Big
Bang and within the cores of stars. Other concepts are practical, such as understanding how short-term changes in the
behavior of our sun directly affect humans. Engineering and technology play a large role here in obtaining and analyzing
the data that support the theories of the formation of the solar system and universe. The crosscutting concepts of patterns,
scale, proportion, and quantity, energy and matter, and stability and change are called out as organizing concepts for these
disciplinary core ideas. In developing the Earth’s Place in the Universe performance expectations, students are expected to
demonstrate proficiency in developing and using models, using mathematical and computational thinking, constructing
explanations and designing solutions, engaging n argument, and obtaining, evaluating and communicating information;
and to use these practices to demonstrate understanding of the core ideas.
Earth’s Systems: Plate Tectonics and Large-Scale System Interactions: The performance expectations in the topic
Earth’s Systems: Plate Tectonics and Large-Scale System Interactions help students formulate an answer to the
questions: “How and why is Earth constantly changing?” Students develop models and explanations for the ways that
feedbacks between different Earth systems control the appearance of Earth’s surface. Central to this is the tension between
SAUSD Common Core Aligned Curriculum Map HS Earth Science
Unit 3
Unit 4
internal systems, which are largely responsible for creating land at Earth’s surface, and the sun-driven surface systems that
tear down the land through weathering and erosion. The crosscutting concepts of cause and effect, energy and matter,
structure and function and stability and changes are called out as organizing concepts for these disciplinary core ideas. In
the Earth’s systems performance expectations, students are expected to demonstrate proficiency in developing and using
models, planning and carrying out investigations, analyzing and interpreting data, and engaging in argument; and to use
these practices to demonstrate understanding of the core ideas.
Earth’s Systems: The Roles of Water and Climate and Weather: The performance expectations in the topic Earth’s
Systems: The Roles of Water and Climate and Weather help students formulate an answer to the questions: “How and
why is Earth constantly changing?” Students begin to examine the ways that human activities cause feedbacks that create
changes to other systems. Students understand the system interactions that control weather and climate, with a major
emphasis on the mechanisms and implications of climate change. Students model the flow of energy between different
components of the weather system and how this affects chemical cycles such as the carbon cycle. The crosscutting
concepts of cause and effect, energy and matter, structure and function and stability and changes are called out as
organizing concepts for these disciplinary core ideas. In the Earth’s systems performance expectations, students are
expected to demonstrate proficiency in developing and using models, planning and carrying out investigations, analyzing
and interpreting data, and engaging in argument; and to use these practices to demonstrate understanding of the core ideas.
Earth and Human Activity: The performance expectations for the topic Earth and Human Activity help students
formulate an answer to the question: “How do Earth’s surface processes and human activities affect each other?” Earth and
human activity is broken down into four sub-ideas: natural resources, natural hazards, human impact on Earth systems, and
global climate change. Students understand the complex and significant interdependencies between humans and the rest of
Earth’s systems through the impacts of natural hazards, our dependencies on natural resources, and the significant
environmental impacts of human activities. Engineering and technology figure prominently here, as students use
mathematical thinking and the analysis of geoscience data to examine and construct solutions to the many challenges
facing long-term human sustainability on Earth. The crosscutting concepts of cause and effect, systems and system
models, and stability and change are called out as organizing concepts for these disciplinary cores ideas. In the Earth and
Human Activity performance expectations, students are expected to demonstrate proficiency in developing and using
analyzing and interpreting data, mathematical and computational thinking, constructing explanations and designing
solutions and engaging in argument; and to use these practices to demonstrate understanding of the core ideas.
SAUSD Common Core Aligned Curriculum Map HS Earth Science
HS Earth Science – Semester 1
Timeline
TITLE
END OF UNIT
PERFORMANCE
TASK
BIG IDEAS AND
ESSENTIAL
QUESTION
9 weeks
UNIT 1
Earth’s Place in the Universe
9 weeks
UNIT 2
Earth’s Systems: Plate Tectonics and Large-Scale
System Interactions
Research how the major shifts in tectonic plates affected
animal and plant life in the past. Include possible
Create a children’s book that describes the life cycle of
changes in climate and rock formations as well as a
a star, from birth to death, the same size of our sun.
description of the mechanism that caused the plates to
Include the elements that are formed through nuclear
move in your evidence. Present your findings to the
fusion within the star.
class through a visual presentation (PowerPoint, poster,
brochure, etc.)
All matter in our universe originated during the Big
The surface of the Earth is constantly changing.
Bang 14 billion years ago.
 How and why is Earth constantly changing?
 What is the universe, and what is Earth’s place
 How does radioactive decay of unstable isotopes
in it?
generate new energy within the Earth’s crust and
 Where in its life cycle is our Sun and what is its
mantle drive mantle convection?
approximate life span?
 How can continental rocks, which can be older
 How was the solar system formed and how has
than 4 billion years, be so much older than rocks
it changed and evolved in the 5 billion years
of the ocean floor, which are less than 200
since its formation?
million years old?
 How do distant galaxies provide evidence of the
 What is thermal convection and how does it act
Big Bang?
as the mechanism in which tectonic plates are
 How does the composition stars and spectral
moved across the surface of our planet?
mapping of primordial radiation support the
 What is the theory of plate tectonics and how
Big Bang theory?
does it explain the past and current movements
 Which elements were formed during the Big
of the rocks at Earth’s surface?
Bang?
 How are plate movements responsible for most
 How are elements heavier than iron formed?
continental and ocean-floor features and for the
 How can studying lunar rocks, asteroids, and
distribution of most rocks and minerals within
meteorites provide information about Earth’s
Earth’s crust?
formation and early history?
SAUSD Common Core Aligned Curriculum Map HS Earth Science
Timeline
COMPLEX
TEXTS
Laboratory
Activities
CONTENT
STANDARDS
Next Generation
Science Standards
9 weeks
UNIT 1
Unit 8- Space Pages 656-801
Chapter 26-30
H-R Diagram Graphing Lab Activity
Nuclear Fusion Lab- Paper model of how elements are
formed in stars
Elements and Stars- Color code the periodic table based
on the type of stars that create each of the heavier
elements
Meteor Bombardment Lab
Formation of the Moon sequencing map activity
HS-ESS1-1 Develop a model based on evidence to
illustrate the life span of the sun and the role of nuclear
fusion in the sun’s core to release energy that eventually
reaches Earth in the form of radiation.
HS-ESS1-2 Construct an explanation of the Big Bang
theory based on astronomical evidence of light spectra,
motion of distant galaxies, and composition of matter in
the universe.
HS-ESS1-3 Communicate scientific ideas about the way
stars, over their life cycle, produce elements.
HS-ESS1-4 Use mathematical or computational
representations to predict the motion of orbiting objects
in the solar system.
HS-ESS1-6 Apply scientific reasoning and evidence
from ancient Earth materials, meteorites, and other
planetary surfaces to construct an account of Earth’s
formation and early history.
9 weeks
UNIT 2
Unit 2-Composition of the Earth Pages 80-153
Chapters 4-7
Unit 4- The Dynamic Earth Pages 238-339
Chapters 10-13
Sea-Floor Spreading Lab using silly putty or paper
models
Thermal Convection Lab activity
Continental Drift Flip Books
Water erosion of rocks Lab: Cycles of freeze and thaw
to break rocks
HS-ESS1-5 Evaluate evidence of the past and current
movements of continental and oceanic crust and the
theory of plate tectonics to explain the ages of crustal
rocks.
HS-ESS2-1 Develop a model to illustrate how Earth’s
internal and surface processes operate at different
spatial and temporal scales to form continental and
ocean-floor features.
HS-ESS2-3 Develop a model based on evidence of
Earth’s interior to describe the cycling of matter by
thermal convection.
HS-ESS2-5 Plan and conduct an investigation of the
properties of water and its effects on Earth materials
and surface processes.
SAUSD Common Core Aligned Curriculum Map HS Earth Science
Timeline
9 weeks
UNIT 1
9 weeks
UNIT 2
Bundled Reading Informational Text Standard(s):
1. Cite specific textual evidence to support analysis of science and technical texts.
2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior
READING
knowledge or opinions.
INFORMATIONA
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in
L STANDARDS
a specific scientific or technical context relevant to grades 6–8 texts and topics.
CENTRAL TO
8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
THIS UNIT
9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with
that gained from reading a text on the same topic.
Bundled Writing in Science Standard(s):
1. Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
WRITING
understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims,
reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
Bundled Speaking and Listening Standard(s):
SL 9-10
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their
LISTENING AND own clearly and persuasively.
4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can
SPEAKING
follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose,
STANDARDS
audience, and task.
Bundled Speaking and Listening Standard(s):
SL 9-10
SAUSD Common Core Aligned Curriculum Map HS Earth Science
Timeline
LANGAGE
STANDARDS
ELD STANDARDS
CROSSCONTENT/
REAL WORLD
CONNECTIONS
9 weeks
UNIT 1
9 weeks
UNIT 2
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades
9–10 reading and content, choosing flexibly from a range of strategies.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Part 1B. 1. Exchanging information and ideas with others through oral collaborative discussions on a range of
social and academic topics.
Part 1B. 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is
conveyed explicitly and implicitly through language.
Part IC-9: Expressing information and ideas in formal oral presentations on academic topics
PartIC-10 Writing literary and informational texts to present, describe, and explain ideas and information, using
appropriate technology
All elements except for hydrogen and helium have been
created in the core of stars or the explosion of stars this
means that nearly all elements in our bodies and
everyday materials were once part of a star.
The shifting tectonic plates are the cause of the
numerous earthquakes that southern California
experiences.
SAUSD Common Core Aligned Curriculum Map HS Earth Science
HS Earth Science – Semester 2
Timeline
TITLE
END OF UNIT
PERFORMANCE
TASK
BIG IDEA AND
ESSENTIAL
QUESTIONS
9 Weeks
UNIT 3
9 Weeks
UNIT 4
Earth’s Systems: The Roles of Water and Climate
and Weather
Earth and Human Activity
Create a public service announcement (video, audio, or
print ad) that provides information of the potential
effects of climate change on weather events. Provide
evidence to support your claims.
The atmosphere, biosphere, and hydrosphere are
constantly changing and these changes have planetwide consequences.
 How and why is Earth constantly changing?
 How have changes in the sun’s energy output or
Earth’s orbit, tectonic events, ocean circulation,
volcanic activity, glaciers, vegetation, and human
activities affected global and regional climate?
 What are the varying time-scales that global and
regional climate change can occur on?
 What phenomena cause the reoccurring cycle of ice
ages and gradual climate change?
 What importance does the abundance of liquid water
play in the Earth’s systems?
 What role does electromagnetic radiation from the
sun, as well as its reflection, absorption, storage, and
redistribution among the atmosphere, ocean, and land
systems, and this energy’s re-radiation into space play
in the global climate?
 How do plants and other organisms that captured
carbon dioxide and release oxygen cause atmospheric
changes?
Research current treatises and laws that have limited
human impacts on the Earth. Prepare a claim or
counterclaim in preparation for a class debate on the
merit of the law or treaty.
Through the usage of technology and industry
humans have had an impact on the natural cycles of
our planet.
 How do Earth’s surface processes and human
activities affect each other?
 How do the outcomes predicted by global
climate models strongly depend on the amounts
of human-generated greenhouse gases added to
the atmosphere each year and by the ways in
which these gases are absorbed by the ocean
and biosphere?
 What are the associated economic, social,
environmental, and geopolitical costs and risks
as well as benefits of all forms of energy
production and other resource extraction?
 How have natural hazards and other geologic
events shaped the course of human history?
 How have natural hazards and other geologic
events significantly altered the sizes of human
populations and driven human migrations?
 What type of regulations and responsible
management of natural resources are needed to
SAUSD Common Core Aligned Curriculum Map HS Earth Science
Timeline
9 Weeks
UNIT 3
 How has human activity changed the atmosphere?
 The many dynamic and delicate feedbacks between
the biosphere and other Earth systems cause a
continual co-evolution of Earth’s surface and the life
that exists on it.
COMPLEX TEXTS
Lab Activities
CONTENT
STANDARDS
Unit 4- The Dynamic Earth Pages 238-339
Chapters 10-13
Unit 5- Reshaping the Crust Pages 342-395 & 444-467
Chapters 14,15, and 18
Unit 7 Atmospheric Forces Pages 546-655
Chapters 22, 24, and 25
Reflection vs. Absorption of Solar Radiation Labmeasure temperature changes in 4 different mediums
over a set period of time
Carbon Cycle Model Lab- Model the way carbon
moves through each of Earth’s 4 spheres
Pollen Data Lab- demonstrate how plant life can
indicate climate change
Ocean Sediment Core Sample Lab- Use microscopic
diatoms to show paleoclimate and carbon
concentrations
Vegetation’s Impact on Coastal Runoff- compare run
off rates of areas without vegetation areas to areas with
vegetation
HS-ESS2-2 Analyze geoscience data to make the claim
that one change to Earth’s surface can create feedbacks
9 Weeks
UNIT 4

ensure the sustainability of human societies and
biodiversity that supports them?
Though the magnitudes of human impacts are
greater than they have ever been, so too are
human abilities to model, predict, and manage
current and future impacts.
Resources & Energy Chapter 7 pages 154-181
Earthquakes Chapter 12 pages 294-317
Glaciers Chapter 17 pages 418-443
Ocean Water Chapter 20 pages 492-517
Movements of the Ocean Chapter 21 pages 518-543
Weather Chapter 24 pages 600-629
Climate Chapter 25 pages 630-655
California Close-Up pages 805aC1-C31
Graph real world data of changes in carbon in the
atmosphere and predict possible outcomes.
Create a model of how rising sea levels will affect the
world’s population.
Mining Activity-Use a variety of methods to model the
different types of mining
Glacier melt lab
HS-ESS3-1 Construct an explanation based on evidence
for how the availability of natural resources,
SAUSD Common Core Aligned Curriculum Map HS Earth Science
Timeline
9 Weeks
UNIT 3
9 Weeks
UNIT 4
that cause changes to other Earth systems.
occurrence of natural hazards, and changes in
HS-ESS2-4 Use a model to describe how variations n
climate have influenced human activity.
the flow of energy into and out of Earth’s systems result HS-ESS3-2 Evaluate competing design solutions for
in changes in climate.
developing, managing, and utilizing energy and
HS-ESS2-6 Develop a quantitative model to describe
mineral resources based on cost-benefit rations.
they cycling of carbon among the hydrosphere,
HS-ESS3-3 Create a computational simulation to
atmosphere, geosphere, and biosphere.
illustrate the relationships among management of
HS-ESS2-7 Construct an argument based on evidence
natural resources, the sustainability of human
about the simultaneous coevolution of Earth’s systems
populations, and biodiversity.
and life on Earth.
HS-ESS3-4 Evaluate or refine a technological solution
that reduces impacts of human activities on natural
systems.
HS-ESS3-5 Analyze geoscience data and the results
from global climate models to make an evidencebased forecast of the current rate of global or
regional climate change and associated future
impacts to Earth systems.
HS-ESS3-6 Use a computational representation to
illustrate the relationships among Earth systems and
how those relationships are being modified due to
human activity.
Bundled Reading Informational Text Standard(s):
1. Cite specific textual evidence to support analysis of science and technical texts.
2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior
READING
knowledge or opinions.
INFORMATIONAL
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in
STANDARDS
a specific scientific or technical context relevant to grades 6–8 texts and topics.
CENTRAL TO
8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
THIS UNIT
9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with
that gained from reading a text on the same topic.
Next Generation
Science Standards
SAUSD Common Core Aligned Curriculum Map HS Earth Science
Timeline
WRITING
LISTENING AND
SPEAKING
STANDARDS
9 Weeks
UNIT 3
Bundled Writing in Science Standard(s):
1. Write arguments focused on discipline-specific
content.
a. Introduce claim(s) about a topic or issue,
acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical reasoning and
relevant, accurate data and evidence that
demonstrate an understanding of the topic or text,
using credible sources.
c. Use words, phrases, and clauses to create cohesion
and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that
follows from and supports the argument presented.
9 Weeks
UNIT 4
Bundled Writing in Science Standard(s):
1. Write arguments focused on discipline-specific
content.
a. Introduce claim(s) about a topic or issue,
acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical reasoning and
relevant, accurate data and evidence that
demonstrate an understanding of the topic or text,
using credible sources.
c. Use words, phrases, and clauses to create cohesion
and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that
follows from and supports the argument presented.
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.
Bundled Speaking and Listening Standard(s):
SL 9-10
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their
own clearly and persuasively.
4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can
follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose,
audience, and task.
SAUSD Common Core Aligned Curriculum Map HS Earth Science
Timeline
9 Weeks
UNIT 3
9 Weeks
UNIT 4
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make
LANGAGE
effective choices for meaning or style, and to comprehend more fully when reading or listening.
STANDARDS
L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades
9–10 reading and content, choosing flexibly from a range of strategies.
L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Part 1B. 1. Exchanging information and ideas with others through oral collaborative discussions on a range of
social and academic topics.
Part 1B. 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is
ELD STANDARDS
conveyed explicitly and implicitly through language.
Part IC-9: Expressing information and ideas in formal oral presentations on academic topics
PartIC-10 Writing literary and informational texts to present, describe, and explain ideas and information, using
appropriate technology
Global climate change has become a hot topic for
There has been a huge push to regulate and minimize
discussion within the last 10 years with both scientists
human impact on our planet sparking worldwide
debates and political forums.
CROSS-CONTENT/ and political figures weighing in on the debate. Global
climate change is a cyclic pattern that has existed
REAL WORLD
throughout Earth’s history but through the
CONNECTIONS
industrialization of our planet humans have thrown the
natural cycles out of balance.