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Unit Proposal

7TH GRADE OUTLINE

1. Describe goals and objectives for the year, where your team wants to me be in May, 2012.

7th Grade Unit Summary: We start our unit with an exploration of deep geologic time, then use that concept to explore the structure of the Earth and how those structures change over time.  Plate tectonics, the underlying explanatory theory of geology is then explored through maps, earthquakes and volcanoes.

Minerals and rocks are identified for the stories they can tell us about the cycles of Earth through time and how landforms develop.  That information is then used for an exploration of local geology.

The final portion of the unit combines both the Life on Earth unit and the Earth’s History unit with an exploration of evolution through, time changes in biogeochemcial cycles and an examination of the validity of the Anthropocene.

Earth Science Big Ideas

  1. Earth scientist use repeatable observations and testable ideas to understand and explain our planet.
  2. Earth is 4.6 billion years old.
  3. Earth is a complex system of interacting rock, water, air, and life.
  4. Earth is continually changing.
  5. Earth is the water planet.
  6. Life evolves on a dynamic Earth and continuously modifies Earth.
  7. Humans depend on Earth for resources.
  8. Natural hazards pose risks to humans.
  9. Humans significantly alter the Earth.

Energy Big Ideas:

  1. Energy is a physical quantity that follows precise natural laws.
  2. Physical Earth processes are the result of energy flow through the earth system.
  3. Biological Earth processes depend on energy flow through the earth system.
  4. Various sources of energy can be used to power human activities, and often this energy must be transferred from source to destination.
  5. Energy decisions are influenced by economic, political, environmental and social factors.
  6. The amount of energy used by human society depends on many factors.
  7. The quality of life of individuals and societies is affected by energy choices.

Climate Big Ideas:

  1. The sun is the primary source of energy for Earth’s climate system
  2. Climate is regulated by complex interactions among components of the Earth system.
  3. Life on Earth depends on, is shaped by, and affects climate
  4. Climate varies over space and time through both natural and man-made processes.
  5. Our understanding of the climate system is improved though observations, theoretical studies, and modeling.
  6. Human activities are impacting the climate system.
  7. Climate change will have consequences for the earth system and human lives.

2. Describe your concrete objectives for your classroom activities

  • Create a model of soil formation process.
  • Compare and contrast different soils including the conditions under which they form, the type of life they would support, environmental considerations, etc.
  • Measure the percolation and permeability of soil
  • Explain the consequences of inadequate soil management and the environmental impacts
  • Create a topographic map from a scaled three dimensional land form

3. Describe your implementation schedule for the specific classroom activities.

Schedule: January 2012- May 2012

1. What is Our Place in Earth-time?

1.1 Understanding Geologic Time

1.2 Mapping the Earth

  • Create a topographic map from a scaled three dimensional land form

2. How has the Earth’s surface changed and how do we know?

2.1 Earth Structure

2.2 Plate Tectonics: physical processes and mechanisms

2.3 Geologic Events

2.3.1 Earthquakes

2.3.2 Volcanoes

2.3.3 Mountain Building

2.4 Minerals and Rock Classification

  • Create a model of soil formation process.
  • Compare and contrast different soils including the conditions under which they form, the type of life they would support, environmental considerations, etc.
  • Measure the percolation and permeability of soil

2.5 Local Geology: Geologic and Climatic History of New England

  • Explain the consequences of inadequate soil management and the environmental impacts

3. How has life changed and how do we know?

3.1 Survey of changes to life on land and sea over time.

3.2 Mechanisms of Evolution

3.3 Evidence of Evolution

4.  Engineering: Structures project

4. Identify necessary resources for specific classroom activities.

8TH GRADE OUTLINE

1. Describe goals and objectives for the year, where your team wants to me be in May, 2012.

  • 8th Grade: Weather phenomena capture our attention on a daily basis. This unit focuses on understanding climate, the water cycle, states of matter, chemical concentration, energy transfer, energy needs and human impact on climate change.

Atmosphere Big Ideas:

  1. Earth has a thin atmosphere that sustains life.
  2. Energy form the Sun drives atmospheric processes.
  3. Atmospheric circulations transport matter and energy.
  4. Earth’s atmosphere changes over time and space, giving rise to weather and climate.
  5. Earth’s atmosphere continuously interacts with the other components of the Earth System.
  6. We seek to understand the past, present, and future behavior of Earth’s atmosphere through scientific observation and reasoning.
  7. Earth’s atmosphere and humans are inextricable linked.

Energy Big Ideas:

  1. Energy is a physical quantity that follows precise natural laws.
  2. Physical Earth processes are the result of energy flow through the earth system.
  3. Biological Earth processes depend on energy flow through the earth system.
  4. Various sources of energy can be used to power human activities, and often this energy must be transferred from source to destination.
  5. Energy decisions are influenced by economic, political, environmental and social factors.
  6. The amount of energy used by human society depends on many factors.
  7. The quality of life of individuals and societies is affected by energy choices.

Climate Big Ideas:

  1. The sun is the primary source of energy for Earth’s climate system
  2. Climate is regulated by complex interactions among components of the Earth system.
  3. Life on Earth depends on, is shaped by, and affects climate
  4. Climate varies over space and time through both natural and man-made processes.
  5. Our understanding of the climate system is improved though observations, theoretical studies, and modeling.
  6. Human Activities are impacting the climate system.
  7. Climate change will have consequences for the earth system and human lives.

2. Describe your concrete objectives for your classroom activities

8th Grade: In addition to the LEs already outlined for this unit, we will add the following:

  • Create a topographic map from a scaled three dimensional land form
  • Compare and contrast heat transfer in the atmosphere with variable levels of CH4, CO2, H20, 03, N20, SO2
  • Draw, label and explain global wind patterns in relation to Earth rotation and Earth-Sun heat transfer
  • Describe the impact of the The Clean Air Act of 1970 including evidence taken from various data sources (ice cores, water testing, atmospheric data)

3. Describe your implementation schedule for the specific classroom activities

8th Grade: Begins September 6, 2011 – Ends January 20, 2012

1.  What is air?

1.1 Troposphere:  what are we breathing?

1.1.1  Elements, compounds, mixtures

1.1.2  States of matter

1.2  Measuring the properties of air

1.2.1  Density

1.2.2  Pressure

1.2.3  Humidity

1.2.4  Temperature

1.3  Composition, structure and scale of atmosphere

1.4  Energy transfer

1.4.1  Convection

1.4.2  Conduction

1.4.3  Radiation

2.  What are the effects of air movement on the Earth?

2.1  Air masses and fronts (weather maps)

  • Create a topographic map from a scaled three dimensional land form
  • Draw, label and explain global wind patterns in relation to Earth rotation and Earth-Sun heat transfer

 

2.2  Storms, extreme events (hurricanes, tornadoes, thunderstorms)

2.3  Climate

2.3.1  Ocean currents

2.3.2  Albedo

2.3.3  Elevation

3.  How does the movement of Earth around the sun affect weather and climate?

3.1  Reasons for seasons

3.2  Long term orbital cycles (Milankovitch cycles)

4.  How is our climate changing?

4.1  Greenhouse effect

4.2  Evidence for change (short and long term)

Compare and contrast heat transfer in the atmosphere with variable levels of CH4, CO2, H20, 03, N20, SO2

4.3  Effects of current climate change

4.3.1  Sea level rise

4.3.2  Change in ocean and wind patterns

4.3.3 Change in weather patterns

4.3.4  Ocean acidification

5.  What is our role in climate change?

5.1  Energy demands

5.2  Burning of fossil fuels (combustion rxn)

5.3  Energy transfers in mechanical systems

5.3.1  Work efficiency

5.3.2  Renewable vs. non-renewable sources of energy

  •  Describe the impact of the The Clean Air Act of 1970 including evidence taken from various data sources (ice cores, water testing, atmospheric data)

6.  Engineering:  Wind Turbine Project

4. Identify necessary resources for specific classroom activities.

 

 

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