Course Description
Open to: Grades 8 One-Year Course
Prerequisite: None
Content: Students will study the interfaces among the lithosphere, hydrosphere,
and atmosphere of our planet, and Earth’s relationship to other bodies
in space. Investigations will include studies of the earth’s structure
and composition, formation, history, geo-physical structures and tectonic activity,
the forces and results of weathering and erosion, weather and climate, along
with a closer look at galaxies, stars, the solar system, and space exploration.
Adopted Materials
Title: Science Explorer - Earth Science
Authors: Padilla, Miaoulis, and Cyr
Publisher: Prentice Hall © 2001
Grades
The grade that a student receives in this course will
be a reflection of how the student has performed in
three main areas: the assimilation of content, the
acquisition of performance skills, and the knowledge
gained from homework. The course grade will be calculated
from scores obtained on unit tests, projects and activities
(labs, model building, reports, etc.), homework, and
a semester final.
The semester finals are also the End of Course Exams
(EOC), which will count as 10% of the student’s
final grade and determine whether or not the student
has met the State Standards in Science for this particular
course. The science curriculum supervisor discourages
the use of notes, note cards, or books when taking
a unit test. Students will not be allowed to use these
items on the Final Exam.
Copyright
Resources
Course Scope and Sequence
for Semester I
| Unit 0 |
Unifying Concepts and Scientific
Inquiry |
Ongoing |
| Unit 1 |
Minerals, Rocks, and Earth's History |
6 Weeks |
| Unit 2 |
Plate Tectonics |
6 Weeks |
| Unit 3 |
Volcanoes and Earthquakes |
4 Weeks |
Course Scope and Sequence for Semester II
| Unit 4 |
Weathering and Erosion |
5 Weeks |
| Unit 5 |
Meteorology |
5 Weeks |
| Unit 6 |
Space Science |
6 Weeks |
Assessment
Correlation acronyms key
|
Unit
0 |
Unifying Concepts and
Scientific Inquiry |
Ongoing |
|
Instructional Objective
1205.01 Understand the systems, order, and
organization of the universe; the processes
of evidence collection and model building used
to explain the structure of the universe; the
concepts of constancy and/or change in observed
phenomena; the theory that evolution is a process
that relates to gradual changes in the universe;
and that equilibrium is a physical state of
balance between offsetting and opposite forces. |
Standard Reference
8-9 ES.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Know that there is order and predictability
in the universe and that patterns and similarities
allow us to organize information about our universe. |
ES-Prentice Hall |
TMA |
|
02 |
Use observations and data as evidence on which
to base scientific explanations and predictions
about earth processes. |
ES-Prentice Hall |
TMA |
|
03 |
Develop scientific explanations based on scientific
knowledge, logic, and analysis. |
ES-Prentice Hall |
TMA |
|
04 |
Develop or use models and maps to explain earth
science concepts. |
Plate Tectonics
Topographic |
TMA |
|
05 |
Identify and analyze systems in earth science
that do, or do not, change with time. |
Rock Cycle
Water Cycle
Solar system |
EOC |
|
06 |
Understand the relationships of past, present,
and future. |
ES-Prentice Hall |
TMA |
|
Instructional Objective
1205.02 Understand scientific inquiry and
develop critical thinking skills. |
Standard Reference
8-9 ES.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Develop the ability to design experiments by:
· Designing appropriate and testable experiments
· Understanding the importance of controls in experiments
· Identifying variables and recognizing the importance of changing only
one variable at a time when conducting experiments
· Predicting the outcome of an experiment and comparing the prediction
to an actual outcome
· Critiquing experimental designs |
ES-Prentice Hall |
TMA |
|
02 |
Develop the ability to acquire data through
experimentation and observation by:
· Becoming familiar with, and practiced in selecting, the appropriate
scientific apparatus, instrumentation, or available technology
· Being able to work collaboratively in groups
· Observing essential safety precautions associated with all laboratory
procedures |
ES-Prentice Hall
|
TMA |
|
03 |
Develop the ability to record and manipulate
data by:
· Using SI units in all cases of measurement and observation
· Designing and using data tables for the orderly recording of observations
and measurements
· Creating graphs of recorded data that include labels and numerical values
or scales for all axes
· Carrying out computations and/or numerical calculations for analyzing
data |
ES-Prentice Hall |
TMA |
|
04 |
Develop the ability to communicate and share
results by:
· writing lab reports and scientific papers
· reading appropriate scientific articles and reports
· presenting oral reports in both an individual and collaborative fashion
· using discipline-appropriate language or vocabulary to communicate scientific
ideas clearly
· using mathematical models in the exploration of patterns and relationships |
ES-Prentice Hall |
TMA |
|
Instructional Objective
1205.03 Understand the significance of major
scientific milestones and the relationship
between science and technology. |
Standard Reference
8-9 ES.5 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify scientists that have made significant
contributions to advance our knowledge in the
field of earth and space science. |
ES-Prentice Hall |
EOC |
|
02 |
Know that science and technology are interrelated
to each other, society, and to the workplace. |
ES-Prentice Hall |
TMA |
|
Instructional Objective
1205.04 Understand common environmental quality
issues, both natural and human induced and
the importance of managing and conserving natural
resources. |
Standard Reference
District |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Explore the environmental issues that impact
the geo and biosphere. |
ES-Prentice Hall
326-345 |
TMA |
|
02 |
Distinguish between renewable and non-renewable
energy resources for Earth’s populations. |
ES-Prentice Hall |
TMA |
|
Back to Top |
|
Unit
1 |
Minerals, Rocks, and
Earth's History |
6 weeks |
|
Instructional Objective
1205.05 Know that the movement of matter through
the solid earth, oceans, and atmosphere is driven
by the earth’s internal and external sources
of energy. These movements are often accompanied
by a change in the physical and chemical properties
of matter. |
Standard Reference
8-9 ES.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Diagram the basic structure of the atom and
the relationship among the subatomic particles. |
Instructors Notes |
TMA |
|
02 |
Describe the structure of mineral crystals. |
ES-Prentice Hall
52 |
EOC |
|
03 |
Describe how minerals are formed. |
ES-Prentice Hall
57 |
EOC |
|
04 |
Be able to use the Mohs hardness scale for minerals
to identify representative "hard" and "soft" minerals. |
ES-Prentice Hall
49-50 |
EOC |
|
05 |
Be able to test the different properties of
minerals for the purpose of identification |
ES-Prentice Hall
48-54 |
EOC |
|
06 |
Distinguish between an element, a compound,
and a mineral. |
ES-Prentice Hall
47 |
EOC |
|
07 |
Explain the steps and processes involved in
the rock cycle. |
ES-Prentice Hall
95 |
EOC |
|
08 |
Identify the three classifications of rock as
sedimentary, igneous, and metamorphic. |
ES-Prentice Hall
79-92 |
EOC |
|
Instructional Objective
1205.06 Know methods used to estimate geologic
time (observing rock sequences and using fossils
to correlate the sequences at various locations). |
Standard Reference
8-9 ES.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Measure time and processes using the Geologic
Time Scale and know that common index fossils
exist. |
ES-Prentice Hall
286-326 |
EOC |
|
02 |
Use correlation methods to estimate geologic
time (using rock sequences and using fossils
to correlate the sequences at various locations). |
ES-Prentice Hall
287-290, 294 |
EOC |
|
03 |
Explain the difference between absolute and
relative dating. |
ES-Prentice Hall
293 |
EOC |
|
04 |
Explain the use of radiocarbon dating. |
ES-Prentice Hall
301 |
EOC |
|
Instructional Objective
1205.07 Know that the outward transfer of Earth’s
internal heat drives convection circulation in
the mantle that propels the plates comprising
the earth’s surface across the face of the globe. |
Standard Reference
8-9 ES.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Distinguish between the different layers of
the Earth’s interior by composition and temperature. |
ES-Prentice Hall
112-113 |
EOC |
|
02 |
Describe earth’s internal heat and list its
two sources. |
ES-Prentice Hall
113 |
EOC |
|
03 |
Explain why the earth is magnetic. |
ES-Prentice Hall
114 |
EOC |
|
04 |
Describe Alfred Wegener’s theory of continental
drift. |
ES-Prentice Hall
119-122 |
EOC |
|
05 |
List evidence to support the theory of plate
tectonics. |
ES-Prentice Hall
123-129 |
EOC |
|
06 |
Explain how some tectonic activities are observable
(earthquakes and volcanic eruptions) but many
take place over millions of years (plate movements). |
ES-Prentice Hall |
EOC |
|
07 |
Explain how earth’s internal heat forms convection
currents causing the tectonic plates of
the earth’s surface to move. |
ES-Prentice Hall
125-129, 132-137 |
EOC |
|
08 |
Match convergent, divergent, and transform plate
boundaries with examples of the major surface
features that the boundaries would be associated
with. |
ES-Prentice Hall |
EOC |
|
Instructional Objective
1205.08 Know that there are interactions between
the solid earth, oceans, atmosphere, and organisms,
which result in a change of the earth’s system.
Some activities are observable (earthquakes and
volcanic eruptions) but many take place over
millions of years. |
Standard Reference
8-9 ES.4 |
|
01 |
Describe the difference between magma and lava. |
ES-Prentice Hall
178 |
EOC |
|
02 |
Describe how the cooling rate of magma affects
the crystal size in minerals and rocks. |
ES-Prentice Hall
186 |
EOC |
|
03 |
Define a caldera and describe how they form. |
ES-Prentice Hall
194 |
EOC |
|
04 |
Identify the similarities and differences in
the composition of different types of magma. |
ES-Prentice Hall
186 |
EOC |
|
05 |
Explain volcanic hotspots and give examples
of where they are found. |
ES-Prentice Hall
181 |
EOC |
|
06 |
Describe the processes involved in volcanic
formations and identify intrusive and extrusive
landforms. |
ES-Prentice Hall
Ch. 6 |
EOC |
|
07 |
Identify the three types of faults and their
cause. |
ES-Prentice Hall
146 |
EOC |
|
08 |
Describe the difference between p-waves and
s-waves. |
ES-Prentice Hall
155 |
EOC |
|
09 |
From a graph of P and S waves, determine the
distance of a seismic station from an epicenter. |
ES-Prentice Hall
161
|
EOC |
|
10 |
Be able to locate the epicenter of an earthquake
on a map, given of seismic data. |
ES-Prentice Hall
158-159 |
EOC |
|
11 |
Discuss the uses of the seismograph. |
ES-Prentice Hall
156 |
EOC |
|
Instructional Objective
1205.09 Know that the movement of matter through
the solid earth, oceans, and atmosphere is driven
by the earth’s internal and external sources
of energy. These movements are often accompanied
by changes in the physical and chemical properties
of matter. |
Standard Reference
8-9 ES.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe and differentiate the two major types
of weathering, mechanical and chemical, giving
examples of each. |
ES-Prentice Hall
213-216 |
EOC |
|
02 |
Explain how soils are formed, differentiate
between soil horizons A,B,C + bedrock. |
ES-Prentice Hall
222-223 |
EOC |
|
03 |
Explain the relationship between soil composition
and the movement of water and minerals through
soil. |
ES-Prentice Hall
222-223 |
EOC |
|
04 |
Identify various landforms and describe the
erosional and depositional processes that created
them. Include the following agents of erosion:
· wind
· groundwater
· glaciers
· oceans and waves
· mass movement |
ES-Prentice Hall
210-283 |
EOC |
|
05 |
Diagram and describe the water cycle. |
ES-Prentice Hall
363 |
EOC |
|
06 |
Describe the erosional and depositional processes
(slope, volume, and velocity) associated with
rivers and streams that help shape landforms. |
|
EOC |
|
Instructional Objective
1205.10 Know that differential heating of earth’s
surface by the sun drives convection within the
atmosphere. This produces differences in air
temperature, pressure, and humidity, determining
global weather and climate. |
Standard Reference
8-9 ES.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe how differences in elevation affect
air temperature and pressure and how these differences
affect the weather. |
ES-Prentice Hall
512-514 |
EOC |
|
02 |
Describe the characteristics of the different
layers in the atmosphere, including the ozone
layer |
ES-Prentice Hall
515-520 |
EOC |
|
03 |
Identify cumulus, cirrus, stratus, and cumulonimbus
clouds and describe their formation, and
relationship to weather. |
ES-Prentice Hall
548-549 |
EOC |
|
04 |
Know how temperature and pressure affects the
water vapor capacity of air. |
|
EOC |
|
05 |
Read and interpret standard symbols on a weather
map including the following:
· isotherms
· isobars
· pressure systems
· fronts |
ES-Prentice Hall
586-590 |
EOC |
|
06 |
Identify and describe the uses of weather forecasting
instruments and technology. |
ES-Prentice Hall
508-514, 546 |
TMA |
|
07 |
Diagram and/or describe how global climate is
determined by the energy transfer from the sun
at and near the earth’s surface. |
ES-Prentice Hall
596-599 |
EOC |
|
08 |
Describe how each of the following affects climate:
· latitude
· altitude
· distance from large bodies of water
· ocean currents
· mountains |
ES-Prentice Hall
596-599 |
EOC |
|
09 |
List the characteristics of the four types of
air masses |
ES-Prentice Hall
560-562 |
EOC |
|
010 |
Identify the main gases found in Earth’s atmosphere. |
ES-Prentice Hall
499-501 |
EOC |
|
Instructional Objective
1205.11 Understand scientific theories of origin
and subsequent changes in the universe and earth
systems. |
Standard Reference
8-9 ES.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Describe and/or demonstrate the motions that
explain such occurrences as the day, the seasons,
the year, phases of the moon, eclipses, and tides. |
ES-Prentice Hall
636-654 |
EOC |
|
02 |
Describe the current scientific theory suggests
that the sun, the earth, and the rest of the
solar system formed from a nebular cloud of dust
and gas. |
ES-Prentice Hall
741-744 |
EOC |
|
03 |
Identify the sun as the major external source
of energy for the Earth and describe its characteristics. |
ES-Prentice Hall
333, 526 |
EOC |
|
04 |
Compare earth with other planets with an emphasis
on conditions necessary for life. |
ES-Prentice Hall
705 |
EOC |
|
05 |
Know the inner and outer planets and the characteristics
that determine each group. |
ES-Prentice Hall
682-697 |
EOC |
|
06 |
Describe other objects in the solar system such
as asteroids, comets, moons, planetary rings,
and meteoroids. |
ES-Prentice Hall
CH |
EOC |
|
07 |
Describe how the development of life caused
dramatic changes in the composition of Earth’s
atmosphere. |
ES-Prentice Hall
309, 499 |
EOC |
|
08 |
Explain the processes involved as stars go through
their life cycle. |
ES-Prentice Hall
732-737 |
EOC |
|
09 |
Be able to use the H-R diagram. |
ES-Prentice Hall
741-744 |
EOC |
|
10 |
Describe the formation of the universe (Big
Bang theory) and possible scenarios for the future
of the universe. |
ES-Prentice Hall |
EOC |
|
11 |
Identify various types of telescopes, satellites,
spacecraft, and technology man has developed
to study space. |
ES-Prentice Hall
656-658 |
TMA |
|
Instructional Objective
1205.12 Teachers are encouraged to develop supplemental
topics. The following is a list of suggested
areas of study. These activities are entirely
discretionary. They are intended as teacher designed
and implemented enrichment activities. This flexibility
provides the opportunity for teachers to spend
more time in-depth on the required content materials
throughout the course, or provide an enrichment
culminating activity for students in a mini-unit
format. |
Standard Reference
District |
|
No. |
Supplemental Topics |
Resource Reference |
Assessment Correlation |
|
01 |
JASON PROJECT |
www.jasonproject.org |
TMA |
|
02 |
OCEANOGRAPHY |
www.marine-ed.org/bridge |
TMA |
|
03 |
IDAHO GEOLOGY |
www.idahogeology.org |
TMA |
|
04 |
WATERSHED or SOIL STUDIES |
www.earthforce.org |
TMA |
|
05 |
GLOBE PROJECT |
www.globe.gov |
TMA |
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