Warwick School District

Curriculum❯Earth Science - STEELS

Earth Science - STEELS

Grade Levels: 09 | 10 | 11 | 12 |

Course Description

Earth Science is a course that relates the student’s background in the physical sciences to the Earth and the universe. Students will learn how the basic principles of the physical sciences are applied in astronomy, geology, meteorology, and ecology. 

Prerequisite: none

Core Curriculum Content Standards

PA Common Core: Science and Technical Subjects (2012)

  • Reading Informational Text: Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

    • GRADES 11-12

      • Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.(3.5.11-12.D)

Keystone Biology (2012)

  • Continuity and Unity of Life

    • Ecology

      • Describe ecological levels of organization in the biosphere.(BIO.B.4.1)
      • Describe interactions and relationships in an ecosystem.(BIO.B.4.2)
        • Describe how energy flows through an ecosystem (e.g., food chains, food webs, energy pyramids).(BIO.B.4.2.1)
        • Describe how matter recycles through an ecosystem (i.e., water cycle, carbon cycle, oxygen cycle, nitrogen cycle).(BIO.B.4.2.3)

Sci & Tech - Earth and Space Sciences (2009-2012)

  • Earth Structure, Processes and Cycles

    • GRADE 10

      • Relate plate tectonics to both slow and rapid changes in the earth’s surface. Describe the rock cycle and the processes that are responsible for the formation of igneous, sedimentary, and metamorphic rocks. Relate geochemical cycles to the conservation of matter. Explain how the Earth is composed of a number of dynamic, interacting systems exchanging energy or matter.(3.3.10.A1)
      • Analyze the effects on the environment and the carbon cycle of using both renewable and nonrenewable sources of energy.(3.3.10.A2)
      • Explain how the evolution of Earth has been driven by interactions between the lithosphere, hydrosphere, atmosphere, and biosphere.(3.3.10.A3)
      • Relate geochemical cycles to conservation of matter. Explain how the Earth’s systems and its various cycles are driven by energy.(3.3.10.A4)
      • Explain how there is only one ocean. Explain the processes of the hydrologic cycle. Explain the dynamics of oceanic currents and their relationship to global circulation within the marine environment.(3.3.10.A5)
      • Interpret meteorological data to describe and/or predict weather. Explain the phenomena that cause global atmospheric processes such as storms, currents, and wind patterns.(3.3.10.A6)
      • SCALE/MODELS Interpret and create models of the Earth’s physical features in various mapping representations. CONSTANCY AND CHANGE Relate constancy and change to the hydrologic and geochemical cycles. SCALE Apply an appropriate scale to illustrate major events throughout geologic time. CONSTANCY/CHANGE Describe factors that contribute to global climate change.(3.3.10.A7)
      • -Compare and contrast scientific theories. -Know that both direct and indirect observations are used by scientists to study the natural world and universe. -Identify questions and concepts that guide scientific investigations. -Formulate and revise explanations and models using logic and evidence. -Recognize and analyze alternative explanations and models. -Explain the importance of accuracy and precision in making valid measurements.(3.3.10.A8)

  • Origin and Evolution of the Universe

    • GRADE 10

      • Explain how gravity is responsible for planetary orbits. Explain what caused the sun, Earth, and most of the other planets to form between 4 and 5 billion years ago. Provide evidence to suggest the Big Bang Theory. Describe the basic nuclear processes involved in energy production in a star.(3.3.10.B1)
      • SCALE AND MEASUREMENT Explain how scientists obtain information about the universe by using technology to detect electromagnetic radiation that is emitted, reflected, or absorbed by stars and other objects. CONSTANCY AND CHANGE Describe changes in the universe over billions of years. SCALE AND MEASUREMENT Explain the scale used to measure the sizes of stars and galaxies and the distances between them(3.3.10.B2)
      • -Compare and contrast scientific theories. -Know that both direct and indirect observations are used by scientists to study the natural world and universe. -Identify questions and concepts that guide scientific investigations. -Formulate and revise explanations and models using logic and evidence. -Recognize and analyze alternative explanations and models. -Explain the importance of accuracy and precision in making valid measurements.(3.3.10.B3)

Science, Technology & Engineering, and Environmental Literacy & Sustainability (2023)

  • Life Science

    • Grades 9-12

      • Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.(3.1.9-12.K)
      • Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.(3.1.9-12.N)
      • Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.(3.1.9-12.S)

  • Physical Science

    • Grades 9-12

      • Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.(3.2.9-12.A)
      • Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.(3.2.9-12.H)
      • Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.(3.2.9-12.L)
      • Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model and that for some situations one model is more useful than the other.(3.2.9-12.V)

  • Earth and Space Science

    • Grades 9-12

      • 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 in the form of radiation.(3.3.9-12.A)
      • Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, the motion of distant galaxies, and the composition of matter in the universe.(3.3.9-12.B)
      • Communicate scientific ideas about the way stars, over their life cycle, produce elements.(3.3.9-12.C)
      • Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.(3.3.9-12.D)
      • Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.(3.3.9-12.E)
      • 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.(3.3.9-12.F)
      • 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.(3.3.9-12.G)
      • Analyze geoscience data to make the claim that one change to Earth's surface can create feedback that causes changes to other Earth systems.(3.3.9-12.H)
      • Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.(3.3.9-12.I)
      • 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.(3.3.9-12.J)
      • Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.(3.3.9-12.K)
      • Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.(3.3.9-12.L)
      • Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.(3.3.9-12.M)
      • Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.(3.3.9-12.S)
      • Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.(3.3.9-12.N)
      • Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.(3.3.9-12.O)
      • Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.(3.3.9-12.P)
      • Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.(3.3.9-12.Q)
      • Evaluate or refine a technological solution that reduces the impact of human activities on natural systems.(3.3.9-12.R)

Units

Unit #1 - Introduction

Unit #2 - Plate Tectonics

Unit #3 - Volcanoes

Unit #4 - Earthquakes

Unit #5 - Minerals and Rocks

Unit #6 - Earth's Resources (optional)

Unit #7 - Geologic History

Unit #8 - The Hydrosphere

Unit #9 - Atmosphere

Unit #10 - Weather

Unit #11 - Astronomy

Unit #12 - Humans and Earth Science (optional)

Course Resources

Course Text: Bernstein, Schachter, Winkler, and Wolfe, ed. Earth Science. USA: Pearson Education Inc., 2009.
Moodle
Google Classroom
Layered Earth: Geology
Science News: Magazine of the Society for Science.
Vocabulary tools like Quizlet
Review game platforms such as Blooket, Kahoot, Gimkit, Quizizz, Quizlet Live
www.sciencenews.org
https://www.youtube.com/@SciShow
https://www.scientificamerican.com/
https://www.vernier.com/