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Standard 1 (Wood) - Earth Science Curriculum Map

There is not a flow to this you need to dig in and explore the map. I only set up a daily flow for what I am talking about that day.

David Wood

on 22 October 2018

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Transcript of Standard 1 (Wood) - Earth Science Curriculum Map

s1o2: Students will Analyze Earth as a part of the solar system, which is part of the Milky way Galaxy.
Earth Systems
Standard 1
Students will understand the scientific evidence that supports theories that explain how the universe and the solar system developed. They will compare Earth to other objects in the solar system.
Students will be able to apply scientific processes, communicate scientific ideas effectively, and understand the nature of science.
Obj1: Students will use science process and thinking skills
Obj2: Students will manifest scientific attitudes and interests
Obj3: Students will Demonstrate an understanding of Earth Science concepts, Principles, and systems.
Obj4: Students will communicate effectively using Earth Science language and reasoning
Obj5: Students will demonstrate an awareness of the social and historical aspects of earth science.
Obj6: Students will develop an understanding of the nature of science , especially the nature of the principal Earth sciences -- geology, meteorology, oceanography, and planetary astronomy.
When planning monthly, weekly, and daily activities these 6 objectives should be incorporated through all planned activities in some way. They really are the bread and butter of science education.

This is done well by teaming with your language arts department and by incorporating daily writing into your class. It is also vital that students are using technical writing in class to create lab reports that present their data.
Resource: Common Core Writing Standards for Literacy in History/sCocial Studies, Science, and Technical Subjects

Umbrellaology - GD (9th Wood)
Psuedoscience Water Witching GD 9th Wood
Lab Write Up Template - GD 9th Grover
Nature of Science/Psuedoscience Module - GD (9th Wood)
NOS Interactive Reading - http://undsci.berkeley.edu/article/intro_01
In order to meet this objective it is essential that scientific inquiry is introduced over and over again.

The goal would be to have Students engaged in experimental design activities at least once every two weeks. This is best done by using backwards design and looking at the ideas you are teaching and then asking yourself how could we learn this by experimentation.
HOw to Use this curriculum map
Learning Objective
Inquiry Questions
Resources in the lesson refer you to a document or page located on the internet. "GD" indicates that the file is "Google Doc" while "SD" indicates that the file is in "Skydrive" and the corresponding owner's file will be listed.

We request that as you develop lessons or awesome teaching strategies during curriculum development that you share your files so we can have a world wide FREE curriculum sharing program running open to anyone who is willing to not be greedy and share a little. We will be able to see your map on the district site so if someone thinks the lesson you planned is awesome they can look at your map, see the file name, and then pull it up in skydrive or google docs.

To access the file you must have the collection shared with you in your own Google Docs account or sky drive. All files are "read only" but can be copied and modified by going to "file" and selecting "make a copy".

To get access to a teacher's collection email the request to them. The following teachers have contributed collections to their current map:

Tyson Grover - b.tyson.grover@gmail.com
David Wood - mrwooscience@gmail.com
s1o1: Describe both the big bang theory of universe formation and the nebular theory of the solar system formation and evidence supporting them
Review of how astronomers use light?
If you think this would help students understand how we take scientific measurements of objects in space use this space to create learning goals and unit plans.

This information is not listed as part of the new Utah state core for this class.
the scientific evidence for the age of the solar system (4.6 by) including Earth (e.g., radioactive decay)
and report how science has changed the accepted ideas regarding the nature of the universe throughout history.
that heavy elements found on Earth are formed in stars.
the big bang theory and the evidence that supports this theory (e.g., cosmic background radiation, abundance of elements, distance/redshift relations for galaxies)
s1o2a: Students will
the composition of objects in the solar system to their distance from the sun,
s1o2b: Students will
the size of the solar system to the Milky Way Galaxy
s1o2c: Students will
the size and scale of objects within the solar system.
s1o2d: Students will
the conditions that currently support life on Earth (biosphere)

and compare them to the conditions that exists on the other plants and moons in the solar system. (e.g. atmosphere, hydrosphere, geosphere, amounts of incoming solar energy, habitable zone)
Links and Resources
Things to change or improve
Your own template that fits your needs
During your development you are going to probably develop your own style to your prezi planning we all are here to share ideas and creativity so if you create a new lesson, unit, or week template please share it.
Example Template
Thank you for taking the time to become part of our development community. your copy of the map is to be used however you see fit. The general idea is to have a large scale view of your curriculum starting at the learning goals and funneling down to assessment and eventually instruction. Looking at the year in a grand scale and a microscopic scale allows us to create a flow of information that makes sense.

As you begin the year and start to use the map here are some ideas of things that can be stored on the map, also remember it is 3-dimensional so you basically have an infinite canvas to work with.

Ideas of what to store on map
weekly outlines - typed on map
links to resources
PPT presentations
Lesson plans
Teacher journal and reflection
Files from other educators
Grocery lists
Prezi is easy to use and 100% collaborative in real time!
This Prezi created by:
Tyson Grover
David Wood
Science instruction should cultivate and build on students’ curiosity and sense of wonder. Effective science instruction engages students in enjoyable learning experiences. Science instruction should be as thrilling an experience for a student as opening a rock and seeing a fossil, watching the colors change in a chemical reaction, or observing the consistent sequence of color in a rainbow. Science is not just for those who have traditionally succeeded in the subject, and it is not just for those who will choose science-related careers. In a world of rapidly expanding knowledge and technology, all students must gain the skills they will need to understand and function responsibly and successfully in the world. The Core provides skills in a context that enables students to experience the joy of doing science.
The Most Important Goal
-Unit Title-
Day #1:



Main Class Body

Day #2:




Main Class Body

Day #3



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Day #4



Main Class Body

Day #8

Students will collect and analyze data to determine what color of light has the most energy.
Students will formulate questions hypothesis and conclusions.

You will need: Light source, prism/diffraction grating (work with camera?), colored cellophane light filters, cups, thermometers,

Introduce students to the light spectrum.
Using a prism show the students how light can be broken into it constituents.
Observe/infer about what is going on.
Show them the filters and discuss how they work.

Main Class Body
Ask the class the question, "Does Blue light have more energy than red light?"
Have the students create a shared Google Doc in standard lab form.
The students will create a hypothesis using an "if/then/because" statement.
Help the students create appropriate procedures for the experiment and list them in their write up.
Conduct experiment
Have the students graph their data based on the previous day's lesson.
Do a data round up by combining everyone's data onto a spreadsheet to get a good average.
The students write conclusions based on data

: If enough time remains have some of the groups present their findings. If not, discuss as a class.
-Light, the Doppler Effect, and the Big Bang-
Day #1: Reading on cosmic microwave background radiation and intro to writing assignment.

Students will understand the history of the three lines of evidence for the big bang theory


Review of what astronomers have to work with and of lab from last week
Have two groups present
Show data round up with discussion of why a larger data set is better
Show class the assignment description for the essay
Introduce them to the house CANVAS class

Main Class Body
Discussion of how theories change and a brief introduction to the three lines of evidence.
Students read the CMBR reading [see link below]
While reading they are to use a Essay organizer to put in evidence/descriptions about the different lines of evidence and about the theory for the introduction -see the example to the side

Exit ticket: 1.What are the three lines of evidence? 2. Where do you submit this assignment when you are done?
Day #2: Identifying Elements using Light

: Students will be able to use spectroscopy to identify light emitted by different elements.

Ionization tubes (4-5 different elements)
Tube lamp thinger
Diffraction gratings of glasses

Discuss with students how diffraction and refraction work and how it separates light into its different colors.
Discuss how electrons jumping to different energy levels releases photons and how the distance of the jump determines wavelength.

Main Class Body

Pass out diffraction glasses and have the students first look at incandescent, LED, and fluorescent before looking at the tubes
Look at 4-5 different gas tubes and have the students color the patterns they see on a piece of paper.
After all students have colored their patterns place a random light type into the device and have them identify the element using their key. Put in a couple of extra to throw them off.

Discuss how astronomers can use the light they get from space to determine what a star is made of.
Day #3 Property of Waves (review). Doppler Bike

: Students will review the properties of waves using a simulator as a lead in for the doppler effect.

Show the class the electromagnetic spectrum. In their journals have them respond to the prompt "Referring to the light energy lab we did, infer what type of electromagnetic wave has the most energy and why."

Main Class Body
Discuss "What comes in waves?", "How are those waves made?"
Have the each group in the class collaborate as a review coming up with the properties/parts of a wave, define refraction, diffraction and reflection; terms they should be aware of from the previous year.
The students should come up with as much as they can on their own before using the internet to look up terms. Use it as an assessment to see how much they have retained from the previous year.
Have students from each group come up to the board to draw an example of each term and properties of waves.
Discuss the properties and illustrate or give demo examples of each.

Show "Bill Nye: Waves" if you have additional time or have the students read their cosmology essay.
Day #4 Doppler Effect Lab

: Students will describe the doppler effect and how it applies to the big bang theory

Need to have 18 slinkies, 18 trays for water, and 18 droppers (two classes)
Load assignment into CANVAS

Review of the lesson from the day before
Review of properties of a wave with a diagram
Discuss that we have seen how we can tell an objects level of energy/temperature & composition simply by using light - relate to in class lab experiences
Tell the class we are now going to investigate the idea of know how an object is moving just using light (
Introduction of two research questions of the day
How does motion effect wavelength
How does energy input effect wavelength
Create file from template [canvas assignment has the template]

Main Class Body
Demo a wave to the class.
Have them draw it and label the appropriate peices
Ask them how you can change the wavelength?
Task them to find ways to change the wavelength and log it in their file
Students time to work on task
Bring class back and discuss what they found
Lead into defining frequency using student experiences
How did you change the frequency?
Have students drop drops in a tray with a constant frequency and answer questions on template
Have students drop drops in a tray with a constant frequency with moving to the right and answer questions on template
Discuss how motion effects the propagation of waves and wavelength
Show video of doppler effect from text book - it is under resources in the last chapter
Discuss what the doppler effect is
Take the class out to do the bike demo.
Have students finish the questions and submit their assignment

Final Stage
Show videos as an introduction to red and blue shift
Class discussion about red and blue shifts in spectrum analysis using the doppler effect

Depending on time have students watch "How the Universe Works - Episode 1"
Students will take notes in outline format to be used as reference for their essay development.
You may need to review and MODEL how to create outline note
Watch the movie on the next day and use it as a catch up day for the students. They need to be productive and use the time to get their work done.
Does the color of light effect how much energy it has?
What do we receive from space that we can measure scientifically?
Light and Rocks
Share your document to me:
Title your document: light lab [period number] . [table number] example [light lab 1.1]
the nebular theory of solar system formation and the evidence supporting it (e.g., solar system structure due to gravity, motion, and temperature; composition and age of meteorites; observations of newly forming stars).
example of
how technology has
helped scientists investigated the
Essay Organizer
- Add info to the sections as you go as small notes
: As you read add notes about how the theory works here and what the three main lines of evidence are.
evidence #1
: Add notes about your first line of evidence here.
evidence #2
: Add notes about your second line of evidence here.
evidence #3
: Add notes about your third line of evidence here.
: As you read add notes here about what you think was vital to the validity of the theory and what will help you conclude your argument strongly.
1."How does motion effect wavelength"
2."How does energy input effect wavelength"
"Can scientists identify elements in space?"
Have your science journals ready
-Nebular Theory and Our Solar System-
Day #5
: Creation of heavy elements

: Students will describe the process of forming heavy elements in stars.

: Review the periodic table and what the symbols/numbers mean.

Main Class Body
After the big bang the universe was made of the most simple matter (hydrogen).
Use the simulation to have students view the process of fusion
Have the students make observations by playing with the sim.
Have them infer what would happen over time by comparing what is going on in the sim with the periodic table.
How do the heavy elements occur?
If we reverse all of the fusion done by the stars, what was the universe made of?

Review the evidences of the big bang and how the creation of heavy elements supports the theory.
Day #1:

LG: Students will diagram the nebular theory of solar system formation

Jump Rope or a regular rope
Simulation ready
Weights for conservation demo

Go through the scale of the universe
Discussion about how they think the solar system formed. As a table group have them come up with a explanation to why the solar system is the way it is and show them the list of properties
Share out at random 3 of the proposed theories

Main Class Body:
Explain to the class where stars/solar systems are formed [nebulas] and show a picture
Ask them to identify what is in the picture
Tell the class we are going to go through each part of the list showing evidence
Part 1
Show simulation
Discuss gravity and fusions relationship
GO outside and due nebula collapse human demo
What is in the center of the spinning masses everytime?
Draw them to the idea that the sun is in the center because it is what the system gets build around after collapse
Part 2
Use the jump rope to show the conservation of angular momentum [starting out spinning it slow will create a circle shape as you increase the speed you will begin to form a disc.
Now use the weights to show how the [CAM] works as you draw in weight
Conclude that gravity causes a rapidly spinning disc shape
Also conclude that this is what causes them to all rotate the same direction
Part 3
Discuss the cake principal - you get what you put into it
Show clips from how the universe works about accretion
Draw it all together by having the fill the blank flow chart

Share some of the flow charts and look them over for assessment
Day #2-3 this lesson takes a day and a half - TRY TO PLAN IT FOR A A/B Day

: Students will describe the nebular theory of solar system formation and the evidence supporting it.

: Review of the solar systems properties and evidence of how it formed

Main Class Body
Referring to the light energy lab we did, infer what type of electromagnetic wave has the most energy and why.
DAY 6: Watchin' a movie

LG: Wrap-up of big bang module

Main Class Body:
Watch video "How the Universe Works Ep:1", Relax, grade some stuff
Ways we use waves
Wireless Network
Diagram of a Wave
-Scale of the Solar System and what is needed for life?-
Day #1:


Have the solar systems walk printed or on your phone
Need a basket ball

Fast Review of nebula theory stages
Ask if there are any questions

Main Class Body:
Talk about the dimensions of space and the size
Explain the walk and their responsibilities while we are out
Go for the space walk

Share their ideas on if pluto should be a planet or not
Day #2: Requirements for Life


What makes a planet?
Discussion in class of what is needed to be a planet?
Group comes up with 3 qualities of being a planet.
Share ideas

Main Class Body
Outline the task of writing a argumenative 2 paragraph paper about why Pluto should be or NOT be a planet
Watch the video - take notes on evidence
Write their piece.

Brainstorm what is required for life to exist on a planet
Think-pair-share : with above topic
Put together class list
Show list in prezi and have them make a table out of it - to use in their research tomorrow.
Assign research project for A/B day.

Share ideas on if pluto should be a planet or not
Day #4: Life in Space

: Students will research what conditions make Earth able to support life and evaluate the life supporting, or imparing, qualities of other objects in the solar system.

Review from previous day: Conditions for support of life on Earth
Review solar system - Rocky/gassy planets, moons, dwarf planets, kuiper belt, oort cloud
Demo for the students how to find good internet resources.
What makes a website reputable?

Main Class Body
Have students pair off and pick an object in the solar system. They could pick any planet, except Earth, or well known moon.
Give the students about 15 minutes to research their object, making a list of charataristics that would make it habitable for life and ones that would not make it habitable.
They should quickly organize their information for a short presentation. (Prezi, Powerpoint, etc.)
They should include at least one picture in their presentation.
Have each group quickly present on their object and whether or not it would be good for supporting life.

Activity #1 - Students work on this during the movie
Assign the writing assignment to describe the formation of the solar system using the evidence listed on the side that we have discussed in 2 paragraphs.
Allow them to reference to their diagram of solar system formation and flow chart from the day before.
Use their writing as the primary summative assesment of this unit.
Have them submit their writing to the daily writing task in CANVAS. Review them as they are submitted and assess their knowledge right then.

Share some of the students writing and discuss areas they missed or got right on.
Evidence of Nebular Theory
Structure of solar system due to gravity
Spinning disc
Age of meteorites
Common building blocks of terrestial planets
Common building blocks of jovian planets
Super computer simulation of temperature vs density
Observations of newly forming stars with disc shaped debri feilds
Properties of solar system
Rotating disc of material
Star is at the center
4 rocky planets are close to the sun
4 gas and ice planets are out away from the sun
There is a belt of random asteroids between the two sets of planets
All the planets, moons, sun, well the entire system rotates the same direction in individual orbits and as a whole.
What is happening in part A?
What is happening at part B?
What is happening at part C?
What is happening at part D?
Simulation of Fusion
How do the heavy elements occur?
If we reverse all of the fusion done by the stars, what was the universe made of?
Based off the simulation ...
While Playing with the Simulation
Make 5 observations
Make 5 inferences about the structure of the periodic table and the process of fusion
Weekly Reading and Writing Support
This week have the students read pages
while reading they will perform a SQ3R
- Scan and identify the main ideas [write them down]
Q- Establish the purpose of the reading and write it as a question
R- Read the section while taking minor notes on the main ideas
R- Review your notes
R- Recite what you have learned in your own words verbally to the teacher or in a summary
Do not move on until the students are capable of performing and experiment and understand the parts of the process
It is a good idea to address the difference between religion and science.
Watch the video "How the Universe Works: Episode 4 - "Extreme Planets"
Use the anticipation guide as a pre- post- assessment
Anticipation Guide Template
This learning goal is completed using this unit and the last unit
We need to add in a one day lesson that outlines radioactive dating and meteorites
s1o2d: Students will
the conditions that currently support life on Earth (biosphere)

and compare them to the conditions that exists on the other plants and moons in the solar system. (e.g. atmosphere, hydrosphere, geosphere, amounts of incoming solar energy, habitable zone)
s1o2c: Students will
the size and scale of objects within the solar system.
s1o2d: Students will
the conditions that currently support life on Earth (biosphere)

and compare them to the conditions that exists on the other plants and moons in the solar system. (e.g. atmosphere, hydrosphere, geosphere, amounts of incoming solar energy, habitable zone)
Requirements for Life:
Liquid water
Volcanism (creates atmosphere)
Energy Source
Light (photosynthesis)
Rocky Body (not gasseous)
Must have heavy elements available
Atmosphere blocks harmful rays
Magnetic field blocks solar wind
Notes on solar system objects:

Solar System Walk
-Test Review and Make ups-
Day #1:
Run a class review over the following topics
Pose questions to the students and have them research them in their groups.
I want you to help them review and be there to guide them but not to run the entire thing.
have them go through each of the topics on the list and discuss them in groups while you walk around and help.
Day #2:
Have the students take the Benchmark for Nature of Science & Astronomy
ACCESS CODE: relaxing at the beach
Day #3:
The first half of the class is for taking the retakes on the test from the day before.
I realize this is a lot of test taking but we have to get the pre and post data to analyze ya know :-)
The second half of the day the students need to take the geosphere pretest.
When they are done have them read silently
Or start studying for the test retakes tomorrow.
What properties does an object need to have in order to be classified as a planet?
1.It has to pretty much be spherical
2.It has to orbit the sun or a star
3. It has to have cleared its orbit
HAve your science Journals out and Ready
Work on your SQ3R Assignment - it needs to be done by tomorrow
Front of the Room
What is needed to sustain life on a planet?
Students will diagram the relationship between the Earth-Moon-Sun during the different phases of the moon.


Use a demo of the earth-sun-moon relation to show the light and dark regions
Show how dark regions and light regions are always there
Move demo into a new moon to show perspective of earth people
Main Class Body
Students use a flashlight 2in bouncy ball and a action figure to simulate all of the 8 phases of the moon [show picture on screen & DEMO how to do the task]
Students draw out the top down view of space with all three objects shown for all 8 of the scenarios
Walk around and help students [demo]
When done discuss with students what they had to do in order to get certain phases
Students take quiz in CANVAS

Watch video to close out - have students take notes.
The Earth - Sun - Moon
What pattern do you see in the 3 sets of measurements you took as you inflated the balloon?

Does this model help answer the question "Is the Milky Way galaxy at the center of the Universe? Why or Why not?"
DAY 6: Watchin' a movie

LG: Wrap-up of big bang module

Main Class Body:
Watch video "How the Universe Works Ep:1", Relax, grade some stuff
CMBR - Video to show final peices of the story
Pull together all of the evidence for the big bang in a final discussion and then set the kids loose on a one page arrgumenative essay about the formation of the universe based on evidence.
Lines of Evidence
1.Everything is redshifting showing us the universe is expanding and if we follow this backwards the universe would go back to a single point

2.The nature of matter follow the first line of evidence in that Hydrogen is our base element and everything builds from it. The expansion of space matches with the formation of material from a single source

3.We have detected a picture of when all the stars and material were close together and fusion began. We would expect to see a left over layer of light from this early stage and we do. It is called the cosmic microwave background radiation.
Document for Pluto essay and planetoid life research
Nature of Science
Experimental design
Inference / observation
What is science?
Science Theories
Scientific Laws
Evidence of big bang
Evidence of nebula theory
Objects of the solar system
requirements for life
Size and scale of objects in universe
What are the stages of the science process?
What is the difference between observations and inferences?
In a conclusion you use your _______ to address your __________.
What are characteristics of science?
what does it take for something to be science?
How much bigger is the sun than the Earth?
What does a graph need to have in order to make sense?
What is the difference between scientific theories and scientific laws?
Rank in order the following from smallest to largest: universe, galaxy, nebula, solar system, star, planet, moon, asteroid, dust and gas
How to analyze a graph
Describe the process of accretion
Why are the inner planets rocky?
Why don't we include Pluto as a planet?
What are the three lines of evidence of the big bang?
What are some properties of Gas planets
Describe the doppler effect
Explain the nebular theory of solar system formation to another student
What does it mean if light "red shifts"?
Log into CANVAS
Go to Benchmark #1 Nature of Science & Astronomy
I will give the access code out after role call and questions
Do the moon lesson with the toys, balls and flashlights.
Include a brief overview of tides.
Big Bang Balloon

CMB Reading
Heavy Elements Game

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