Teachers Preparatory Secondary School · Web viewWord Study Volume Mass Density % Deviation Length...

Richmond Hill High SchoolCurriculum

Subject_____Earth Science_________

Unit/Length Content and Word Study Skills Essential Questions and/or Enduring Understandings

NYS Standards Learning Targets Common Core Aligned

Tasks/Skills

Department Common

AssessmentsUnit 1

Pre-requisite Skills

Length:10 days

Content

A. MassB. VolumeC. DensityD. GraphingE. % DeviationF. Scientific Notation

Word Study

VolumeMassDensity% DeviationLengthDirect RelationshipIndirect RelationshipCyclic ChangeEquilibriumScientific Notation

Graph a given set of data

Measurement of objects using various instruments

Using Formulas

Calculate standard error of measurement

Calculate Density

Graph and interpret the nature of cyclic change

Be able to write and interpret scientific notation.

Be able to write proper units.

Why and how do we graph data?

What types of instruments do we use to measure with?

How do we calculate mass and volume?

What is a formula and how do we apply it to a given set of data?

What is % Deviation and how is it implemented in science?

What is density? How do we quantify and qualify it?

How can scientific notation help us to conceptualize very large and very small numerical values?

What critical thinking skills are to be used in the solution of mathematical problems?

Summative Assessment: Benchmark Exam #1

Formative Assessments:

Labs (may include but not limited to the following) * Safety * Density * Designing an Experiment * Graphing Analysis * Measurement



Tasks/Skills

Department Common

Assessments

Unit 2

Field Maps

Length:

Content

A. Temperature FieldsB. Contour MapsC. Latitude/LongitudeD. The observer’s latitude equals the altitude of Polaris in the Northern HemisphereE. Time ZonesF. Lithosphere, Hydrosphere, Atmosphere

Word Study

contour mapcontour lineelevationequatorfieldgradientisolinelatitudelocal time (solar time)longitudemeridianprime meridiantopographic profileratescaletime zonetopographic mapGeologyMeteorologyAstronomyEarth ScienceHydrosphereAtmosphereOblate spheroidIsothermsIsobarsContour interval

Use formulas

Calculating gradients and rates

Use topographic maps to determine distances and elevations

Reading graphs/charts

In a field, use isolines to determine a source of pollution

Draw a simple contour map of a model landform

Design a 3-D landscape model from a contour map

Construct and interpret a profile based on an isoline map

Locate a point on Earth’s surface using the coordinate system of latitude and longitude

What is Earth Science?

How can a two dimensional model of a three dimensional surface help us to determine distances and elevation changes on Earth’s surface?

How do we convert an aerial map to a side-view map?

How do we locate points on Earth’s surface?

What are the different parts of the Earth?

What tools are used to navigate the Earth?

How can we use isolines to map Earth’s surface.

1.1c Earth’s coordinate system of latitude and longitude, with the equator and prime meridian as reference lines, is based upon Earths rotation and our observation of theSun and stars.

1.1d Earth rotates on an imaginary axis at a rate of 15 degrees per hour. To people on Earth, this turning of the planet makes it seem as though the Sun, the moon, and the stars are moving around Earth once a day. Rotation provides a basis for our system of local time; meridians of longitude are the basis for time zones.

1.1e The Foucault pendulum and the Coriolis effect provide evidence of Earth’s rotation.


Formative Assessments:F.A. 1 and 2

Labs (may include but not limited to the following) * Mapping a Mountain * Latitude/Longitude * Temperature fields

Unit/Length Content and Word Study Skills Essential Questions and/or Enduring NYS Standards Learning Targets Common Core Department

Understandings Aligned Tasks/Skills

Common Assessments

Unit 3

Composition of the Lithosphere

Length:

Content

A. Minerals: Physical properties, identification & classification.B. Rocks: Sedimentary; origin (clastic/ chemical/organic) texture, and composition Igneous; origin (intrusive/extrusive), texture, and composition Metamorphic; origin(regional/contact), texture, and compositionC. Rock Cycle

Word Study

MineralOrganic/InorganicLusterStreakCrystalHardnessCleavageFractureSpecific GravityIgneousMagma/LavaCrystallizationIntrusive/PlutonicExtrusive/VolcanicFelsicMaficVesicularCompositionSedimentaryGrain SizeMetamorphicFoliationBandingRegional/Contact MetamorphismRock CycleColorDensityOrigin

Use a key to identify unknown mineral and rock samples

Interpret the Earth Science Reference Tables to determine the origin, texture, composition and characteristics of rocks and minerals

Interpret the Rock Cycle in the Earth Science Reference Tables to determine a rock’s origin.

How can the characteristics of a mineral help in its identification?

How do we use the ESRTs or s flow chart to identify a rock or mineral?

How many rock types are there and how do we classify and organize them?

How do we use the properties of rocks and minerals?

How are rocks transformed into other rocks?

2.1m Many processes of the rock cycle are consequences of plate dynamics. These include the production of magma (and subsequent igneous rock formation and contact metamorphism) at both subduction and rifting regions, regional metamorphism within subduction zones, and the creation of major depositional basins through down-warping of the crust.

2.1w Sediments of inorganic and organic origin often accumulate in depositional environments. Sedimentary rocks form when sediments are compacted and/or cemented after burial or as the result of chemical precipitation from seawater.

3.1a Minerals have physical properties determined by their chemical composition and crystal structure.

-Minerals can be identified by well-defined physical and chemical properties, such as cleavage, fracture, color, density, hardness, streak, luster, crystal shape, and reaction with acid.

-Chemical composition and physical properties determine how minerals are used by humans.

3.1b Minerals are formed inorganically by the process of crystallization as a result of specific environmental conditions. These include:

-cooling and solidification of magma

-precipitation from water caused by such processes as evaporation, chemical reactions, and temperature changes

-rearrangement of atoms in existing minerals subjected to conditions of high temperature and pressure.



Labs (including but not limited to the following)

* Mineral Lab

* Sedimentary Rock Lab

* Igneous Rock Lab

* Metamorphic Rock Lab

* Specific Gravity

* Rocks and ESRT Lab

BioclasticFossil

3.1c Rocks are usually composed of one or more minerals. -Rocks are classified by their origin, mineral content, and texture. -Conditions that existed when a rock formed can be inferred from the rock’s mineral content and texture.

-The properties of rocks determine how they are used and also influence land usage by humans.



Tasks/Skills

Department Common

Assessments

Unit 5Weathering, Erosion, Deposition, and Landscapes

Length:

Content

A. Weathering: Physical & Chemical,

and their relation to particle

size and surface area.B. Erosion Agents: Wind, Water,

Gravity & GlaciationC. Erosion Factors: velocity, slope,

sediment size, channel shape, and

volume of a stream.D. Deposition Agents: Wind, Water, & Glaciation Effects of particle size, shape, and density on settling time

and settling rate. Horizontal and Vertical

Sorting.E. Landscape Regions and

Drainage Patterns.

Word Study

WeatheringPhysical WeatheringChemical WeatheringAbrasionErosionDepositionSedimentSolutionSuspensionStream VelocityDischargeMeandersGlaciersU – Shaped ValleyV – Shaped ValleyAngularHorizontal SortingVertical SortingUnsorted DepositsAlpine GlaciersContinental Glaciers

Determine relationships among: velocity, slope, sediment size, channel shape and volume of a stream

Differentiate type of erosion based upon landform formation Test sediment properties and the rate of deposition

Analyze a depositional-erosional system of a stream

Determine patterns of topography and drainage around your school and design solutions to effectively deal with runoff

Why and how do Earth materials break down?

How does an object’s chemical and physical make-up affect its rate of weathering?

What factors interact to control stream characteristics?

How do landforms tell a story of what agent of erosion operated to shape them?

How do Earth processes affect the shape of the land?

2.1r Climate variations, structure, and characteristics of bedrock influence the development of landscape features including mountains, plateaus, plains, valleys, ridges, escarpments, and stream drainage patterns.

2.1s Weathering is the physical and chemical breakdown of rocks at or near Earth’s surface. Soils are the result of weathering and biological activity over long periods of time.

2.1t Natural agents of erosion, generally driven by gravity, remove, transport, and deposit weathered rock particles. Each agent of erosion produces distinctive changes in the material that it transports and creates characteristic surface features and landscapes. In certain erosional situations, loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.

2.1u The natural agents of erosion include:-Streams (running water): Gradient, discharge, and channel shape influence a stream’s velocity and the erosion and deposition of sediments. Sediments transported by streams tend to become rounded as a result of abrasion. Stream features include V-shaped valleys, deltas, flood plains, and meanders. A watershed is the area drained by a stream and its tributaries.- Glaciers (moving ice): Glacial erosional processes include the formation of U-shaped valleys, parallel scratches, and grooves in bedrock. Glacial features include moraines, drumlins, kettle lakes, finger lakes, and outwash plains.-Wave Action: Erosion and deposition cause changes in shoreline features, including beaches, sandbars, and barrier islands. Wave action rounds sediments as a result of abrasion. Waves approaching a shoreline move sand parallel to the shore within the zone of breaking waves.-Wind: Erosion of sediments by wind is most common in arid climates and along



Labs (may include but not limited to the following)

* Weathering and Erosion * Glacial Budgets * Landscapes

MorainesStriationsLandscapeReliefTopographyMountainPlateauPlainAridHumidTributaryFinger LakesSoilWatershedsCompetent rock

shorelines. Wind-generated features include dunes and sand-blasted bedrock.-Mass Movement: Earth materials move downslope under the influence of gravity.

2.1v Patterns of deposition result from a loss of energy within the transporting system and are influenced by the size, shape, and density of the transported particles. Sediment deposits may be sorted or unsorted.

2.1w Sediments of inorganic and organic origin often accumulate in depositional environments.Sedimentary rocks form when sediments are compacted and/or cemented after burial or as the result of chemical precipitation from seawater.



Tasks/Skills

Department Common

Assessments

Unit 4

The Dynamic Crust

Length:

Content

A. Earth’s Interior: Layers and their temperature & pressure changes with depthB. Continental DriftC. Plate Tectonics: Convergent Boundary Divergent Boundary Transform BoundaryD. Earthquakes: Zones of activity P & S wave characteristics Locate an Epicenter

Word Study

FocusEpicenterFaultP-waveS-waveAfter shockMagnitudeIntensityMercalli ScaleRichter ScaleSeismographOrigin TimeArrival TimeLithosphereContinental CrustOceanic CrustMohoMantleOuter CoreInner CoreShadow ZoneTsunamiVolcanoRing of Fire Continental DriftPlate tectonicsMountain BuildingSubduction ZoneMid Ocean RidgeMid Atlantic RidgeTrenches

Interpret convection cell diagrams within Earth’s mantle.

Interpret illustrations of Earth’s surface features such as mid-ocean ridges/rifts, trenches/subduction zones/island arcs, mountain ranges, hot spots, and the magnetic and age patterns in surface bedrock.

Develop an emergency action plan.

Find the travel and arrival time of seismic waves.

Locate the epicenter of an earthquake.

How does convection cause land masses to migrate on Earth’s surface?

What are the ways Earth’s crust interacts and what enables it to move?

What surface Earth features are created by the interaction of Earth’s crust?

What causes Earth’s crust to vibrate and emit seismic waves?

How do we describe and interpret these seismic waves to locate the epicenter of an earthquake?

How do we prepare for natural disasters caused by movement of Earth’s crust?

What are the characteristics of Earth’s interior?

2.1a Earth systems have internal and external sources of energy, both of which create heat.

2.1b The transfer of heat energy within the atmosphere, the hydrosphere, and Earth’s interior results in the formation of regions of different densities. These density differences result in motion.

2.1j Properties of Earth’s internal structure (crust, mantle, inner core, and outer core) can be inferred from the analysis of the behavior of seismic waves (including velocity and refraction).

- Analysis of seismic waves allows the determination of the location of earthquake epicenters, and the measurement of earthquake magnitude; this analysis leads to the inference that Earth’s interior is composed of layers that differ in composition and states of matter.

2.1k The outward transfer of Earth’s internal heat drives convective circulation in the mantle that moves the lithospheric plates comprising Earth’s surface.

2.1l The lithosphere consists of separate plates that ride on the more fluid asthenosphere and move slowly in relationship to one another, creating convergent, divergent, and transform plate boundaries. These motions indicate Earth is a dynamic geologic system.

- These plate boundaries are the sites of most earthquakes, volcanoes, and young mountain ranges.

- Compared to continental crust, ocean crust is thinner and denser. New ocean crust continues to form at mid-ocean ridges.

- Earthquakes and volcanoes present geologic hazards to humans. Loss of property, personal injury, and loss of life can



Labs (may include but not limited to the following) * Locating Earthquakes and Volcanoes * Mercalli Earthquake Scale * Locating Epicenters * Earthquakes in NYS * Movement of Crustal Plates

Convergent BoundaryTransform BoundaryDivergent BoundaryRift ZoneHot SpotConvectionAsthenosphere

be reduced by effective emergency preparedness.

2.1m Many processes of the rock cycle are consequences of plate dynamics. These include the production of magma (and subsequent igneous rock formation and contact metamorphism) at both subduction and rifting regions, regional metamorphism within subduction zones, and the creation of major depositional basins through down-warping of the crust.

2.1n Many of Earth’s surface features such as mid-ocean ridges/rifts, trenches/subduction zones/island arcs, mountain ranges (folded, faulted, and volcanic), hot spots, and the magnetic and age patterns in surface bedrock are a consequence of forces associated with plate motion and interaction.

2.1o Plate motions have resulted in global changes in geography, climate, and the patterns of organic evolution.

2.1p Landforms are the result of the interaction of tectonic forces and the processes of weathering, erosion, and deposition.

Unit/Length Content and Word Study Skills Essential Questions and/or Enduring

UnderstandingsNYS Standards Learning Targets Common Core

Aligned Tasks/Skills

Department Common

Assessments

Unit 8

Planet Earth

Length:

Content

A. Celestial Coordinates Altitude/Azimuth System and Constellations.B. The geocentric model as been replaced by the heliocentric model.C. Earth Motions: Rotation = 150/hr Foucault Pendulum and Coriolis effect provide evidence of Earth’s rotation Earth’s North Pole is aligned with Polaris.D. Day/night is caused by Earth rotation.E. Seasons are caused by the tilt of Earth’s axis and revolution about the sun.F. Seasons are affected by the angle and duration of insolation.G. The apparent path of the sun, its angle, and duration of insolation are different for each season and change in a cyclic manner

Word Study

astronomyapparent motionaxis of rotationapparent pathperiod of revolutioncelestialconstellationszenithgeocentricheliocentricrotationrevolutionorbitFoucault pendulumCoriolis effect

Graphing and Interpreting data

Measurement

Making models

Locate a celestial object using the altitude and azimuth system.

Be able to construct and interpret the apparent path of the sun and correlate the path with a season.

Calculate the eccentricity of a planets orbit.

Understand the relationships among the planets’; distance from the Sun, gravitational force, period of revolution, and speed of revolution.

Show how our observation of celestial motions supports the idea of the Geocentric model, but further investigation has led scientists to understand that most of the changes are due to the Heliocentric model

Determine the changing length of a shadow based on the motion of the Sun

How do we locate objects in the sky?

What model helps to explain celestial motions?

How do we determine the rate of rotation of Earth and what apparent sky motions are related to Earth’s rotation?

What causes the changing seasons and how does the sun help us to determine seasonal changes?

1.1a Most objects in the solar system are in regular and predictable motion.• These motions explain such phenomena as the day, the year, seasons, phases of the moon, eclipses, and tides.• Gravity influences the motions of celestial objects. The force of gravity between two objects in the universe depends on their masses and the distance between them.

1.1f Earth’s changing position with regard to the Sun and the moon has noticeable effects.• Earth revolves around the Sun with its rotational axis tilted at 23.5 degrees to a line perpendicular to the plane of its orbit, with the North Pole aligned with Polaris. During Earth’s one-year period of revolution, the tilt of its axis results in changes in the angle of incidence of the Sun’s rays at a given latitude; these changes cause variation in the heating of the surface. This produces seasonal variation in weather.

1.1g Seasonal changes in the apparent positions of constellations provide evidence of Earth’s revolution1.1h The Sun’s apparent path through the sky varies with latitude and season.



Labs (may include but not limited to the following) * Apparent Size of the Sun * H-R Diagram * Distance vs. Orbital Speed * Path of the Sun* Eccentricity Lab

SeasonsDuration of insolationTropic of CancerTropic of CapricornSolsticeEquinox



Tasks/Skills

Department Common

Assessments

Unit 9

Solar System

Length:

Content

A. FormationB. Planet characteristics (Jovian vs. Terrestrial)C. Meteors, comets, AsteroidsD. SunE. Nuclear FusionF. Earth and other planets are orbited by one or more moons. These satellites are natural & artificial.G. Tides and eclipses are cyclic events caused by the Earth, Moon, and Sun systemH. Eight planets move around the sun in nearly circular orbits. The orbit of each planet is an ellipse with the Sun located at one of the foci.G. Angular Diameter.

Word Study

tidesolar systemJovian PlanetsTerrestrial Planetsasteroidmeteorspring tideneap tidenuclear fusionwaxingwaningellipsefocisolar eclipselunar eclipseangular diameterellipsefocimajor axisminor axisgravitysatellitecomet

Develop a scale model to represent planet size and/or distance

Interpret Solar System Data using the Earth Science Reference Tables

Interpret moon phases, understand their cyclic nature, and their correlation to tides

Analyze the relationship between gravity and inertia and its effect on the orbit of a planet or satellite.

Apply eccentricity formulas to construct and interpret a scale model.

What makes up a solar system?

What is the origin of a solar system?

How do we use a chart to obtain information about our solar system?

What causes moon phases and how do we use these phases to mark time?

What is a satellite and how does it affect the celestial body it orbits?

What is a planetary orbit and how do we calculate its properties?

1.1b Nine planets move around the Sun in nearly circular orbits. • The orbit of each planet is an ellipse with the Sun located at one of the foci. • Earth is orbited by one moon and many artificial satellites

1.1i Approximately 70 percent of Earth’s surface is covered by a relatively thin layer of water, which responds to the gravitational attraction of the moon and the Sun with a daily cycle of high and low tides.

1.2d Asteroids, comets, and meteors are components of our solar system.• Impact events have been correlated with mass extinction and global climatic change.• Impact craters can be identified in Earth’s crust



Labs (may include but not limited to the following):



Tasks/Skills

Department Common

Assessments

Unit 10

Deep Space

Length:

Content A. Stars Formation Temperature SizeB. GalaxiesC. Big Bang 1. age and size of the

universe 2. red shift 3. cosmic radiation

Word Study

constellationuniversegalaxyMilky WayH-R DiagramBig Bang TheoryRed shiftLuminosityElectromagnetic spectrumDoppler EffectLight Year

Analyze and discuss the composition, life history and characteristics of stars

Identify the Sun’s luminosity and temperature relative to other stars in the H-R diagram.

How do cosmic particles affect star formation?

How are stars classified?

What evidence can help lead us to understand the origin of the universe?

Understandings:1.2a The universe is vast and estimated to be over ten billion years old. The current theory is that the universe was created from an explosion called the Big Bang. Evidence forthis theory includes:• cosmic background radiation• a red-shift (the Doppler effect) in the light from very distant galaxies.1.2b Stars form when gravity causes clouds of molecules to contract until nuclear fusion of light elements into heavier ones occurs. Fusion releases great amounts of energy over millions of years.• The stars differ from each other in size, temperature, and age.• Our Sun is a medium-sized star within a spiral galaxy of stars known as the Milky Way. Our galaxy contains billions of stars, and the universe contains billions of such galaxies.1.2c Our solar system formed about five billion years ago from a giant cloud of gas and debris. Gravity caused Earth and the other planets to become layered according to density differences in their materials.• The characteristics of the planets of the solar system are affected by each planet’s location in relationship to the Sun.• The terrestrial planets are small, rocky, and dense. The Jovian planets are large, gaseous, and of low density.



Labs (may include but not limited to the following) * H-R diagram * Spectroscope Lab



Department Common

Tasks/Skills AssessmentsUnit 6

Earth’s History

Length:

Content

A. Dating (Relative & Absolute): Geologic Sequence Intrusions/Extrusions Faults/Folds Index Fossils Buried Erosion Surface Nuclear Decay/Half- LifeB. Geologic History: Time Scale NYS Bedrock Geology

C. Geologic factors affecting landscape.

D. Earth’s Early atmosphere formed as a result of the out-gassing of various water vapor, carbon dioxide, nitrogen and lesser amounts of other gases.

Develop a scale model ofunits of geologic time

Based on present data of plate movement, determine past and future position of landmasses

Investigate two similar fossils to determine if they represent a developmental change over time.

Interpret and construct a geologic sequence.

Half-life Problems

How do we date Earth’s crust and how does this help to understand Earth history?

How do life forms help us to understand Earth history?

How do we date Earth’s crust and how does this help to understand Earth history?

How do life forms help us to understand Earth history?

1.2h The evolution of life caused dramatic changes in the composition of Earth’s atmosphere. Free oxygen did not form in the atmosphere until oxygen-producing organisms evolved.1.2i The pattern of evolution of life-forms on Earth is at least partially preserved in the rock record.

Fossil evidence indicates that a wide variety of life-forms has existed in the past and that most of these forms have become extinct.

Human existence has been very brief compared to the expanse of geologic time.

1.2j Geologic history can be reconstructed by observing sequences of rock types and fossils to correlate bedrock at various locations.

The characteristics of rocks indicate the processes by which they formed and the environments in which these processes took place.

Fossils preserved in rocks provide information about past environmental conditions.

Geologists have divided Earth history into time units based upon the fossil record.

Age relationships among bodies of rocks can be determined using principles of original horizontality, superposition, inclusions, cross-cutting relationships, contact metamorphism, and unconformities. The presence of volcanic ash layers, index fossils, and meteoritic debris can provide additional information.

The regular rate of nuclear decay (half-life time period)

UniformitarianismSuperposition

Original Horizontality

Igneous IntrusionIgneous Extrusion

Contact Metamorphism

Sequence of EventsFoldsFaultsFossils

Relative AgeGeological Sequence

UnconformityRock Correlation

StrataIndex Fossils

Geologic Time Scale

Eons, Eras, Periods & EpochsEvolutionOrogeny

Mass ExtinctionPrecambrian

Absolute TimeRadioactive Dating

Half LifeCarbon 14

Decay Product



Labs (may include but not limited to the following)

* Geologic Time Line * Matching Rock Layers * Death of the Dinosaurs * Radioactive Decay

of radioactive isotopes allows geologists to determine the absolute age of materials found in some rocks.



Tasks/Skills

Department Common

Assessments

Unit 7

Meteorology

Length:

Content

The AtmosphereA. Atmospheric

measurement and structure.

Weather Systems

A. Variables and factors that affect them:

Air temperature, moisture, air pressure, wind

speed & direction, Coriolis Effect, land and sea breezes.

Relationships between Relative Humidity, Dew Point, Temperature, and Pressure.

B. Weather instruments and how they measure weather variables. C. Weather variable interaction and cloud formation. D. Systems – Air Masses, fronts, cyclones

E. Weather patterns and Forecasting

F. Weather Hazards Hurricanes Tornadoes Thunderstorms

Be able to identify the interactions of atmospheric moisture, temperature and pressure distributions, jet streams, wind; air masses and frontal boundaries, and the movement of cyclonicsystems with associated observable patterns of thunderstorms, hurricanes and tornadoes.

Interpret how air temperature, dew point, relative humidity, cloud formation and precipitation are related

Using given weather data, be able to interpret and construct weather station models.

Using given weather data, identify the interface between air masses, such as cold fronts, warm fronts, and stationary fronts

Analyze weather maps to predict future weather events.

Discuss how early warning systems can protect society and the environment from natural disasters such as hurricanes, tornados, and floods (Emergency action plan/storm tracks)

How can we describe the layers of the atmosphere?

What causes air pressure?

How can we calculate relative humidity and dew point?

What causes winds?

How are weather variables related?

What is weather and how is climate related to weather?

What instruments are used to measure weather?

What are atmospheric variables and how do they interact to produce and control atmospheric systems?

What are air masses?

How can we interpret a weather map?

How do we forecast weather (weather fronts)?

Does weather have observable patterns?

How do we develop emergency plans to prepare for extreme weather?

1.2e Earth’s early atmosphere formed as a result of the outgassing of water vapor, carbon dioxide, nitrogen, and lesser amounts of other gases from its interior. 1.2f Earth’s oceans formed as a result of precipitation over millions of years. The presence of an early ocean is indicated by sedimentary rocks of marine origin, dating back about four billion years.2.1c Weather patterns become evident when weather variables are observed, measured, and recorded. These variables include air temperature, air pressure, moisture (relative humidity and dewpoint), precipitation (rain, snow, hail, sleet, etc.), wind speed and direction, and cloud cover.2.1d Weather variables are measured using instruments such as thermometers, barometers, psychrometers, precipitation gauges, anemometers, and wind vanes.2.1e Weather variables are interrelated.For example: • temperature and humidity affect air pressure and probability of precipitation• air pressure gradient controls wind velocity2.1f Air temperature, dewpoint, cloud formation, and precipitation are affected by the expansion and contraction of air due to vertical atmospheric movement.2.1g Weather variables can be represented in a variety of formats including radar and satellite images, weather maps (including station models, isobars, and fronts), atmospheric cross-sections, and computer models.2.1h Atmospheric moisture, temperature and pressure distributions; jet streams, wind; air masses and frontal boundaries; and the movement of cyclonic systems and associated tornadoes, thunderstorms, and hurricanes occur in observable patterns. Loss of property, personal injury, and loss of life can be reduced by effective emergency preparedness.2.1i Seasonal changes can be explained using concepts of density and heat energy. These changes include the shifting of global temperature zones, the shifting of planetary wind and ocean current patterns, the occurrence of monsoons, hurricanes,

weatherclimate

temperatureair pressure

relative humiditydew point

precipitationcloud coverthermometer

barometeranemometerwind vane

synoptic weather map

psychrometerstation model

isobarfront

jet streamair masscyclonetornado

hurricanemonsooncold front

warm frontstationary front

ozone layeraltitude

humiditysaturationsea breezeland breeze

Coriolis effectCondensation nuclei

Occluded fronts



Labs (may include but not limited to the following) * Layers of the Atmosphere * Dew Point and Relative Humidity * Weather Map * Hurricane Andrew * Station Models

flooding, and severe weather.Unit/Length Content and Word Study Skills Essential Questions and/or Enduring

UnderstandingsNYS Standards Learning Targets Common Core

Aligned Tasks/Skills

Department Common

AssessmentsUnit 11

Climate

Length:

Content

Water Cycle

A. Water Cycle Permeability, Porosity, Runoff and GroundwaterB. Insolation Budget: Solar radiation heats Earth’s surface & atmosphere unequally due to variations in angle of incidence & atmospheric transparency which vary with time of day, latitude, & season, temperature lag, and specific heatC. Heat Transfer within the atmosphere, the hydrosphere, and Earth’s surface occurs as the result of RADIATION, CONDUCTION, & CONVECTIOND. Electromagnetic SpectrumE. Greenhouse EffectF. States of Matter

Climate

A. Geographic Factors 1. Ocean currents 2. El Nino 3. Latitudes 4. Global Winds 5. Mountains 6. Altitude 7. Bodies of Water

B. Human Influence

Be able to interpret and apply the names of the phases of the water cycle on a diagram.

Interpret a radiative balance diagram.(Greenhouse Effect)

After experimenting with radiation and absorption of light & heat energy, draw conclusions as to how the color, texture, transparency, state of matter, and specific heat of Earth materials affect the transfer of heat energy.

After experimenting with conduction of heat (using calorimeters and aluminum bars), make recommendations to create a more efficient system of heat transfer

Predict the climate of an area on a map after considering influencing factors.

Interpret the effect of mountains and large bodies of water on climate.

Explain the global effects of man’s use of the environment

How does water interact with the atmosphere?

How does Earth obtain and release heat energy?

What are the ways heat energy is transferred?

How can we create systems to make heat transfer more efficient?

Where does precipitation go once it contacts Earth’s surface?

What is climate and what factors affect climate?

How have humans affected climatic patterns?

1.2g Earth has continuously been recycling water since the outgassing of water early in its history. This constant recirculation of water at and near Earth’s surface is describedby the hydrologic (water) cycle.• Water is returned from the atmosphere to Earth’s surface by precipitation. Water returns to the atmosphere by evaporation or transpiration from plants. A portion of the precipitation becomes runoff over the land or infiltrates into the ground to become stored in the soil or groundwater below the water table. Soil capillarity influences these processes. • The amount of precipitation that seeps into the ground or runs off is influenced by climate, slope of the land, soil, rock type, vegetation, land use, and degree of saturation.• Porosity, permeability, and water retention affect runoff and infiltration.

insolationozone

radiationconvection conductionevaporation

condensationsublimation

meltingfreezingporosity

permeabilityrunoff

groundwaterwater tablewater cycle

Greenhouse Effect



Labs (including but not limited to the following) * Sun’s Path * Climate * Calorimeter

Teachers Preparatory Secondary School · Web viewWord Study Volume Mass Density % Deviation Length...

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