Earth Science Instructional Guide

Instructional Guide 202 4 -202 5

Earth Science

SCOPE & SEQUENCE

Earth and Space Science Year at a Glance 2024-2025 Quarter 1 Quarter 2 Quarter 3 Quarter 4

Module 24: Galaxies ● Standard ESS 1.2, 1.4

Module 16: Mountain Building ● Standard ESS 2.4

Module 7: Water ● Standard ESS 3.1

Module 10: Nature’s Storms ● Standards ESS 2.6, 3.4 Module 11: Climate ● Standards ESS 3.5, 3.6, 3.7 Module 20: Human Impact on Resources ● Standards ESS 4.2, 4.3, 4.4

McGraw Hill Modules& Standards

Module 23: Stars ● Standard ESS 1.1, 1.3

Module 19: Earth’s Resources ● Standard ESS 3.1, 4.1 Module 18: Geologic TimeScale ● Standards ESS 2.5

Module 12: Earth’s Oceans ● Standard ESS 3.2

Module 13: Plate Tectonics ● Standard ESS 2.2, 2.3 Module 15: Earthquakes ● Standards ESS 2.2

Module 8: Atmosphere ● Standard ESS 3.3

Module 17: Fossils ● Standards ESS 2.1

Module 9: Meteorology ● Standards ESS 3.4

DWSBA

To Be Determined

To Be Determined

To Be Determined

To Be Determined

Earth and Space Science

Galaxies and the Universe

Quarter 1

McGraw Hill Module 24

RESOURCES

PACING: 5 DAYS

● Module Launch: 45 min ● Lesson 1: 90 min ● Lesson 2: 135 min ● Lesson 3: 135 min ● Module Wrap-Up: 45 min

Module24 ● Phenomena: Why did it take so long to discover other galaxies? ● Lesson 1: The Milky Way Galaxy? ● Lesson 2: Other Galaxies in the Universe ● Lesson 3: Cosmology ● Unit 4 STEM Project: Viable Habitat for Humans on Mars

LEARNING PROGRESSIONS

STANDARD

● The discovery of variable stars aided in determining the shape of the Milky Way. ● Global clusters of old stars are found in the nuclear bulge and halo of the Milky Way. ● The spiral arms of the Milky Way are made of younger stars and gaseous nebulae. astronomers discover that the universe is expanding. ● The Big Bang model came from observations of density and acceleration. ● The critical density of the universe, along with the amount of dark energy, will determine if the universe is open or closed. ● Hubble’s law helped

ESS.1.2 Construct an explanation of the Big Bang theory based on astronomical evidence of electromagnetic radiation, motion of distant galaxies, and composition of matter in the universe. Emphasize redshift of electromagnetic radiation, cosmic microwave background radiation, and the observed composition and distribution of matter in the universe. (PS4.B, ESS1.A)

● Cosmic background

radiation supports the Big Bang theory.

● The universe is made

mostly of dark matter and dark energy, whose natures are unknown.

● Conditions of outer space

ESS 1.4 Design a solution to a space exploration challenge by

Earth and Space Science

Galaxies and the Universe

Quarter 1

McGraw Hill Module 24

breaking it down into smaller, more manageable problems that can be solved through the structure and function of a device. Defne the problem, identify criteria and constraints, develop possible solutions using models, analyze data to make improvements from iteratively testing solutions, and optimize a solution. Examples of problems could include, cosmic radiation exposure, transportation on other planets or moons, or supplying energy to space travelers. (ESS1.A, ESS1.B, ETS1.A, ETS1.B, ETS1.C)

aren’t the same as conditions on Earth.. ● Humans need certain conditions and things in order to survive (food, oxygen, water, etc.). ● Technology makes space travel possible. ● Engineers help design solutions to make space travel possible.

CONCEPTS (Nouns)

SKILLS (Verbs)

● Astronomical Evidence ● Electromagnetic Radiation ● Composition of matter ● Redshift ● Cosmic Background Radiation ● Challenges to space exploration ● Structure and function ● Modeling ● Cosmic radiation exposure ● Transportation to planets/moons ● Energy supply to space travelers

● Construct an Explanation ● Interpret the Electromagnetic Spectrum ● Explain the Shifting of Light

● Designing solutions ● Defning problems ● Using models ● Data analysis ● Iteratively testing

VOCABULARY

● Cosmic background radiation ● Halo ● Big Bang Theory ● Hubble Constant

● Active Galactic Nucleus ● Quasars ● Cosmology ● Radio Galaxy

● Superclusters ● Dark matter ● Cosmology

K-12 LEARNING PROGRESSIONS (via USBE Core Guides)

Standard 1.2 Standard 1.4

END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS

Standard 1.2 Students construct an explanation that includes:

● A description of how astronomical evidence from numerous sources is used collectively to support the Big Bang theory, which states that the universe is expanding and that thus it was

Earth and Space Science

Galaxies and the Universe

Quarter 1

McGraw Hill Module 24

hotter and denser in the past, and that the entire visible universe emerged from a very tiny region and expanded. Evidence Students identify and describe the evidence to construct the explanation, including: ● The composition (hydrogen, helium and heavier elements) of stars; ● The hydrogen-helium ratio of stars and interstellar gasses; ● The redshift of the majority of galaxies and the redshift vs. distance relationship; and ● The existence of cosmic background radiation. Students use a variety of valid and reliable sources for the evidence, which may include theories, simulations, peer review, and students’ own investigations. Reasoning Students use reasoning to connect evidence, along with the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future, to construct the explanation for the early universe (the Big Bang theory). Students describe the following chain of reasoning for their explanation: ● Redshifts indicate that an object is moving away from the observer, thus the observed redshift for most galaxies and the redshift vs. distance relationship is evidence that the universe is expanding. ● The observed background cosmic radiation and the ratio of hydrogen to helium have been shown to be consistent with a universe that was very dense and hot a long time ago and that evolved through different stages as it expanded and cooled (e.g., the formation of nuclei from colliding protons and neutrons predicts the hydrogen-helium ratio [numbers not expected from students], later formation of atoms from nuclei plus electrons, background radiation was a relic from that time). An expanding universe must have been smaller in the past and can be extrapolated back in time to a tiny size from which it expanded. Standard 1.4 Using Scientifc Knowledge to Generate Solutions ● Students restate the original complex problem into a fnite set of two or more sub-problems (in writing or as a diagram or fowchart). ● For at least one of the sub-problems, students propose two or more solutions that are based on student-generated data and/or scientifc information from other sources. ● Students describe* how solutions to the sub-problems are interconnected to solve all or part of the larger problem. Describing Criteria and Constraints ● Students describe* criteria and constraints for the selected sub-problem. ● Students describe* the rationale for the sequence of how sub-problems are to be solved, and which criteria should be given highest priority if tradeoffs must be made. Evaluating Potential Solutions ● Students build and test the device according to the plan. ● Students systematically and quantitatively evaluate the performance of the device against the criteria and constraints. Refning and/or Optimizing the Design Solution

Earth and Space Science

Galaxies and the Universe

Quarter 1

McGraw Hill Module 24

● Students use the results of the tests to improve the device performance, keeping in mind the criteria and constraints, and noting any modifcations in tradeoffs. *When “describe” is referenced, any of the following descriptions could be used: written, oral, pictorial, and kinesthetic.

DIFFERENTIATION IN ACTION

Skill Building

STEM Unit Project- Have students apply what they learned in their module to their Unit Projects

Extension

Data Analysis Lab: How was the Hubble constant derived? (p. 685)

FORMATIVE ASSESSMENTS

Standard 1.2 Standard 1.4

ELA CONNECTIONS

● Cite specifc textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. ● Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. ● Write arguments focused on discipline - specifc content. ● Write informative/explanatory texts, including the narration of historical events, scientifc procedures/ experiments, or technical processes. ● Present claims and fndings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. ● Cite specifc textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. ● Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. ● Write arguments focused on discipline - specifc content. ● Write informative/explanatory texts, including the narration of historical events, scientifc procedures/ experiments, or technical processes. ● Present claims and fndings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation

MATH CONNECTIONS

Earth and Space Science

Galaxies and the Universe

Quarter 1

McGraw Hill Module 24

● Reason abstractly and quantitatively. ● Model with mathematics.

● Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ● Defne appropriate quantities for the purpose of descriptive modeling. ● Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ● Reason abstractly and quantitatively. ● Model with mathematics. ● Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ● Defne appropriate quantities for the purpose of descriptive modeling. ● Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

RECOMMENDED INSPIRE RESOURCES

PAGE MATERIALS NEEDED TIME

● Launch Lab:

Phenomena Introduction

Why does it take so long to discover other galaxies?

662

45min

How big is the MilkyWay?

CER

Launch Lab: How big is the Milky Way?

● Launch the Lesson: The MilkyWay Galaxy

Engage

Lesson1:

663

The Milky Way Galaxy

Focus Question: Where are we in our galaxy?

Launch the Lesson: The Milky Way Galaxy

● Interactive Content: Discovering

Explore & Expand

664 668

Interactive Content: Discovering the Milky WayGalaxy

the Milky Way Galaxy Content: The Shape of the MilkyWay

● Interactive

Interactive Content: The Shape of the MilkyWay

Interactive Content: Mass of the Milky

Earth and Space Science

Galaxies and the Universe

Quarter 1

McGraw Hill Module 24

● Interactive

Way

Content: Mass of the Milky Way

Interactive Content: Formation and Evolution of the Milky Way

● Interactive Content:

Interactive Content: Spiral Arms

Formation and Evolution of the Milky Way

● Interactive Content: Spiral Arms

●

Elaborate

668

DQB and Focus Question

● Formative

Evaluate

668

Assessment Check

Formative Assessment Check

●

Phenomena Check In

● Launch the

Engage

Lesson2:

670

Lesson: Other Galaxies in the Universe

Other Galaxies in the Universe

Focus Question: How did we discover there were objects outside our galaxy?

Launch the Lesson: Other Galaxies in the Universe

● Interactive Content: Discovering Other Galaxies ● Interactive Content: Properties of Galaxies ● Interactive Content: Classifcation

Explore & Expand

671 676

Interactive Content: Discovering Other Galaxies

Interactive Content: Properties of Galaxies

Interactive Content: Classifcation of Galaxies

Interactive Content: Groups and Clusters of Galaxies

Earth and Space Science

Galaxies and the Universe

Quarter 1

McGraw Hill Module 24

of Galaxies ● Interactive Content: Groups and Clusters of Galaxies ● Interactive Content: The Expanding Universe ● ● Interactive Content: Active Galaxies

Interactive Content: The Expanding Universe

Interactive Content: Active Galaxies

●

Elaborate

677

DQB and Focus Question

● Formative

Evaluate

677

Assessment Check

Formative Assessment Check

●

Phenomena Check In

● Launch the Lesson: Cosmology

Engage

Lesson3:

679

Cosmology

Focus Question: How will the universe end?

Launch the Lesson: Cosmology

● Interactive

Explore & Expand

680 682

Content: Big BangModel

Interactive Content: Big Bang Model

● Interactive Content: Cosmic

Interactive Content: Cosmic Background Radiation

Background Radiation

Applying Practices: The Big Bang Theory

● Applying

Interactive Content: Contents of the Universe

Practices: The BigBang

Earth and Space Science

Galaxies and the Universe

Quarter 1

McGraw Hill Module 24

Theory ● Interactive Content:

Contents of the Universe

●

Elaborate

682

DQB and Focus Question

● Formative

Evaluate

682

Assessment Check

Formative Assessment Check

●

Phenomena Check In

● Module Test: Galaxies and the Universe ● GoFurther

Phenomena Wrap-Up

CER

685

45min

Module Test: Galaxies and the Universe

Go Further: How was the Hubble constant derived?

Earth and Space Science

Stars

Quarter 1

McGraw Hill Module 23

RESOURCES

PACING: 4 DAYS

● Module Launch: 45 min ● Lesson 1: 90 min ● Lesson 2: 90 min ● Lesson 3: 90 min ● Module Wrap-Up: 45 min

Module 23: Stars ● Phenomena: How do telescopes tell us what elements are in the stars? ● Lesson 1: The Sun ● Lesson 2: Measuring the Stars ● Lesson 3: Stellar Evolution

LEARNING PROGRESSIONS

STANDARD

● Most of the mass in the solar system is found in theSun. ● Sun’s average density is approximately equal to that of the gas giant plants. ● The Sun has a layered atmosphere. ● The Sun’s magnetic feld causes sunspots and other solar activity. ● The fusion of hydrogen into helium provides the Sun’s energy and composition. clusters held together by gravity. ● The simplest cluster is a binary. ● Brightness of stars is related to their temperature. ● Stars are classifed by their spectra. ● Mass of a star determines its internal structure and ● Most stars exist in

ESS.1.1 Develop a model based on evidence to illustrate the life span of the Sun and the role of nuclear fusion releasing energy in the Sun’s core. Emphasize energy transfer mechanisms that allow energy from nuclear fusion to reach Earth. Examples of evidence for the model could include observations of the masses and lifetimes of other stars, or non-cyclic variations over centuries. (PS1.C, PS3.D, ESS1.A, ESS1.B)

ESS 1.3 Develop a model to illustrate the changes in matter occurring in a star’s life cycle. Emphasize that the way different elements are created varies as a function of the mass of a star and the stage of its lifetime.

Earth and Space Science

Stars

Quarter 1

McGraw Hill Module 23

its properties. ● Core temperatures that are high lead to hydrogen fusion. ● Gravity and pressure balance each other in a stable star.

CONCEPTS (Nouns)

SKILLS (Verbs)

● Lifespan of the Sun ● Energy Transfer ● Nuclear Fusion ● Sun’sCore ● Changes in Matter (elements)

● Develop a Model ● Illustrate ● Make Observations ● Identify Evidence

● High Mass Stars ● Low Mass Stars

VOCABULARY

● Photosphere ● Chromosphere ● Corona ● Solar wind ● Sunspot ● Solar fare ● Prominence

● Constellation ● Binary star

● Neutron Star ● Pulsar ● Supernova ● BlackHole

● Apparent magnitude ● Absolute magnitude ● Luminosity ● Nebula ● Protostar

● Fusion ● Fision

K-12 LEARNING PROGRESSIONS (via USBE Core Guides)

Standard 1.1 Standard 1.3

END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS

Standard 1.1 Develop a model based on evidence to illustrate the life span of the Sun and the role of nuclear fusion that includes: ● Hydrogen as the sun’s fuel

Earth and Space Science

Stars

Quarter 1

McGraw Hill Module 23

● Helium and energy as the products of fusion processes in the sun ● The sun, like all stars, has a life span based primarily on its initial mass ● The sun’s lifespan is about 10 billion years ● The energy transfer mechanisms that allow energy from nuclear fusion in the sun to reach Earth ● Evidence could include: ○ Observations of star cycles in medium and small stars ○ Nuclear fusion processes occurring on Earth Relationships Students identify the following relationships between components of the given model: ● The production of energy by the process of fusion. ● The description of the process of radiation (energy transfer) and the components involved ● How energy released from the Sun reaches Earth’s systems Connections Students use the model to: ● Predict how the relative proportions of hydrogen to helium change as the sun ages. ● Qualitatively describe the scale of the energy released by the fusion process as being much larger than the scale of the energy released by chemical processes. ● Explicitly identify that chemical processes are unable to produce the amount of energy fowing out of the sun over long periods of time, thus requiring fusion processes as the mechanism for energy release in the sun. Students construct an explanation that includes: ● A summary of the process of nuclear fusion. ● An explanation of the relationship between nuclear fusion and radiation. ● Observations of the lifespan of stars the same size as our Sun. Evidence Students identify and describe the evidence to construct the explanation, including: ● Chemical processes on Earth do not generate enough energy to explain the Sun’s energy but nuclear processes on Earth do. ● The process of radiation can transfer energy from the sun through the vacuum of space. ● The Sun is the same size as many other medium sized stars and will meet the same fate as they have. Students use a variety of valid and reliable sources for evidence, which may include theories, simulations, peer review, and students’ own investigations. Reasoning ● All fuels will eventually run out, so the Sun will run out of fuel but not for several billion years. ● There is no air in space to connect the Sun’s energy with Earth through conduction or convention, it must be radiation. ● Nuclear bombs on Earth release enormous amounts of energy from a small amount of mass.

Standard 1.3

Earth and Space Science

Stars

Quarter 1

McGraw Hill Module 23

Develop a model based on evidence to illustrate the life span of the Sun and the role of nuclear fusion that includes: ● Hydrogen as the sun’s fuel ● Helium and energy as the products of fusion processes in the sun, ● The sun, like all stars, has a life span based primarily on its initial mass, ● The sun’s lifespan is about 10 billion years. ● Energy transfer mechanisms that allow energy from nuclear fusion to reach Earth. ● Evidence could include: Relationships Students identify the following relationships between components of the given model: ● As a star ages the proportion of elements changes and new elements form. ● Gravity is the balancing force to nuclear fusion. A star explodes when gravity can no longer contain it. Connections Students use the model to illustrate: ● How the relative proportions of hydrogen to helium change as the sun ages. DIFFERENTIATION IN ACTION ○ Observations of the masses and lifetimes of other stars ○ Evidence of heavy elements after supernova explosions ○ Non-cyclic variations over centuries

Skill Building

STEM Unit Project- Have students apply what they learned in their module to their Unit Projects

Extension

Data Analysis Lab: Can you identify elements in a star? (p. 660)

FORMATIVE ASSESSMENTS

Standard 1.1 Standard 1.3

ELA CONNECTIONS

● Cite specifc textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. ● Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. ● Write arguments focused on discipline - specifc content. ● Write informative/explanatory texts, including the narration of historical events, scientifc procedures/ experiments, or technical processes.

Earth and Space Science

Stars

Quarter 1

McGraw Hill Module 23

● Present claims and fndings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. ● Cite specifc textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. ● Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. ● Write arguments focused on discipline - specifc content. ● Write informative/explanatory texts, including the narration of historical events, scientifc procedures/ experiments, or technical processes. ● Present claims and fndings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. ● Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ● Defne appropriate quantities for the purpose of descriptive modeling. ● Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ● Reason abstractly and quantitatively. ● Model with mathematics. ● Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ● Defne appropriate quantities for the purpose of descriptive modeling. ● Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ● Reason abstractly and quantitatively. ● Model with mathematics.

MATH CONNECTIONS

RECOMMENDED INSPIRE RESOURCES

PAGE MATERIALS NEEDED TIME

● Encounter the Phenomena - Stars ● CER

Phenomena Introduction

Module Launch - How do telescopes tell us what elements are in the stars?

634

45Min

Launch Lab: How can you observe

Earth and Space Science

Stars

Quarter 1

McGraw Hill Module 23

sunspots?

document ● Launch Lab: Howcan you Observe Sunspots? ● Chromebooks or Student Worksheet ● Chromebooks to view the digital version ● Gallery Walk Instructions ● One-pager Requirements ● Graphic Organizer

Engage

Lesson1:

635

10Min

TheSun

Focus Question: What is inside the Sun?

Launch the Lesson: The Sun

Explore and Explain

636 - 641

45Min

Part 1: Reading & Gallery Walk Break students into expert groups to read a specifc section about the Sun from pages 636-641. Expert Groupings:

● Properties of the Sun ● The Sun’s Atmosphere ● Solar Activity ● The Solar Interior ● Spectra ● Solar Composition

Student groups should create a one-pager about the Sun from what they learned in the text. (Use either the text or the Interactive Content if you have chromebooks) Have students complete a gallery walk recording information about the properties of the Sun from each group.

● GeoLab:

Identifying Stellar Spectral Stars

45Min

Part 2:

Investigation Lab: Diameter and Rotation of theSun

Elaborate

GeoLab: Identifying 15 Min

Earth and Space Science

Stars

Quarter 1

McGraw Hill Module 23

Stellar Spectral Lines

Review with students how Spectra helps us to identify properties of stars.

Complete the GeoLab: Identifying Stellar Spectral Lines or show students the second page of the lab and discuss how the lines in the spectra help us identify the elements in stars.

● Blank Paper or chromebook for students to create illustration

Evaluate

641

15Min

Formative Assessment Check pg. 641.

Phenomena Check In:

5Min

What did we learn today that might help us to understand how telescopes tell us what elements are in the stars?

● Chromebook to view the digital version, or printed paper version

Engage

Lesson2:

642

10Min.

Measuring the Stars

Focus Question: How do we know anything about stars that are hundreds of light-years away?

Launch the Lesson: Measuring the Stars

● String ● Tennis ball ● 9V battery & connector ● 9Vbuzzer ● Rubber bands/tape ● Meter stick ● 4meters string ● protractor

Explore and Explain

643

45Min.

Part 1: Discussion: Write the following statement on the board: Stellar Classifcation is based on measurement of light spectra, temperature and composition. Give some background knowledge about each from the text and specifcally teach students about star clusters and Binaries.

Earth and Space Science

Stars

Quarter 1

McGraw Hill Module 23

Part 2: Have students read and annotate Doppler shifts from pg. 645. Doppler Effect Demonstration https://www.exploratorium.edu/snacks/do ppler-effect Part 3: Use the Interactive content: Properties of the Stars & Stellar Position and Distance. If technology is unavailable, use pages 645 - 651 from the book.

Complete the QuickLab: Model Parallax

Elaborate

645

10Min

Apply Earth Science: Radar Detection

Students might be interested to know that police make use of the Doppler effect in timing the speed of cars.

Evaluate

642

10Miin,

Partner students and pose the question “How do we know anything about stars that are hundreds of light-years away?” Give students the opportunity to talk to their partner about the answer to the question in a think-pair-share. Once students have had time to think and share, call on students to share what they discussed together in their groups confrm correct comments and correct any misunderstandings.

Allow students time to answer the Focus

Earth and Space Science

Stars

Quarter 1

McGraw Hill Module 23

Question independently on a notecard or piece of paper and have them submit it as an exit ticket.

Phenomena Check In:

634

5Min,

Check in to see how what students learned today can help them answer the phenomena - How do telescopes tell us what elements are in the stars?

● Chromebook or Paper Copy

Engage

Lesson3:

652

15Min.

Stellar Evolution

Focus Question: What happens to the elements in a star when it dies?

Lesson Launch: Stellar Evolution

● 3Column Graphic Organizer ● BlackHole Video

Explore and Explain

652 - 657

30Min.

Part 1: Life Cycle of Stars 3 Column Notes Sun vs. Small Stars vs. Massive Stars Part 2: Watch the Black Hole Video and have students summarize how black holes are formed.

● Chromebooks or Paper Copy of Prompt

Elaborate

657

15Min.

Lesson Check: Stellar Evolution

●

Evaluate

657

15Min.

Part 1: Summarize the reason that stars have a life span. Pg. 657 in Margin

Phenomena Check In:

634

10Min.

Earth and Space Science

Stars

Quarter 1

McGraw Hill Module 23

Check in to see how what students learned today can help them answer the phenomena - How do telescopes tell us what elements are in the stars?

Phenomena Wrap-Up

CER

660

30Min

● CER

Module Test: Stars

document ● Module Test ● GoFurther

Go Further: Can you identify elements in a star?

Earth and Space Science

Plate Tectonics

Quarter 1

McGraw Hill Module 13

RESOURCES

PACING: 5 DAYS

● Module Launch: 45 min ● Lesson 1: 90 min ● Lesson 2: 90 min ● Lesson 3: 90 min ● Lesson 4: 45 min ● Module Wrap-Up: 45 min

Module 13: Plate Tectonics ● Phenomena: How do we know that this land mass is moving?

● Lesson 1: Drifting Continents ● Lesson 2: Seafoor Spreading ● Lesson 3: Plate Boundaries ● Lesson 4: Causes of Plate Motion

LEARNING PROGRESSIONS

STANDARD

● I am learning how Earth’s surface is broken up into pieces called tectonic plates ● I am learning how tectonic plates move over time and reshape the surface ● I am learning about the evidence which supports the theory of plate tectonics ● I am learning the source of heat for earth’s interior ● I am learning how heat is transferred between earth’s layers (convection and conduction) ● I am learning the effects of

ESS.2.3 Construct an explanation for how plate tectonics results in patterns on Earth’s surface. Emphasize past and current plate motions. Examples could include continental and ocean foor features such as mountain ranges and mid-ocean ridges, magnetic polarity preserved in seafoor rocks, or regional hot spots. (ESS2.B)

ESS 2.2 Develop and use a model based on evidence of Earth’s interior and describe the cycling of matter by thermal convection. Emphasize the density of Earth’s layers and mantle convection driven by radioactive decay and heat from Earth’s early formation. Examples of evidence could include maps of Earth’s three-dimensional structure obtained from seismic waves or records of the rate of change of Earth’s magnetic feld. (PS1.C, ESS2.A, ESS2.B)

convection currents in Earth’s outer core and lower mantle

CONCEPTS (Nouns)

SKILLS (Verbs)

● Earth’s Interior 3 Dimensional Structure ● Matter cycling ● Thermal Convection currents ● Density

● Model Earth’s Interior ● Describe the cycling of matter ● Emphasize the density of earth’s layers

● Heat from Radioactive Decay ● Heat from Earth’s Formation

Earth and Space Science

Plate Tectonics

Quarter 1

McGraw Hill Module 13

VOCABULARY

● Continental Drift ● Pangea ● Magnetometer ● Isochron ● Seafoor spreading

● Tectonic plate ● Divergent boundary ● Rift valley ● Convergent boundary

● Subduction ● Transform boundary ● Ridgepush ● Slabpull

K-12 LEARNING PROGRESSIONS (via USBE Core Guides)

Standard 2.2 Standard 2.3

END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS

Standard 2.2 Components of the model

Develop a model based on using both seismic and magnetic evidence (e.g., the pattern of the geothermal gradient or heat fow measurements) of the components of Earth’s interior to describe the cycling of matter that includes that following as evidence: ● Earth’s interior in cross-section and radial layers (crust, mantle, liquid outer core, solid inner core) determined by density; ● The plate activity in the outer part of the geosphere; ● Radioactive decay and residual thermal energy from the formation of the Earth as a source of energy; ● The loss of heat at the surface of the earth as an output of energy; and ● The process of convection that causes hot matter to rise (move away from the center) and cool matter to fall (move toward the center). Relationships Students identify the following relationships between components of the given model: ● Energy released by radioactive decay in the Earth’s crust and mantle and residual thermal energy from the formation of the Earth provide energy that drives the fow of matter in the mantle. ● Thermal energy is released at the surface of the Earth as new crust is formed and cooled. ● The fow of matter by convection in the solid mantle and the sinking of cold, dense crust back into the mantle exert forces on crustal plates that then move, producing tectonic activity. ● The fow of matter by convection in the liquid outer core generates the Earth’s magnetic feld. ● Matter is cycled between the crust and the mantle at plate boundaries. Where plates are pushed together, cold crustal material sinks back into the mantle, and where plates are pulled apart, mantle material can be integrated into the crust, forming new rock. Connections Students use the model to illustrate:

Earth and Space Science

Plate Tectonics

Quarter 1

McGraw Hill Module 13

● The fow of matter in the mantle that causes crustal plates to move; ● The fow of matter in the liquid outer core that generates the Earth’s magnetic feld, including evidence of polar reversals (e.g., seafoor exploration of changes in the direction of Earth’s magnetic feld); ● The radial layers determined by density in the interior of Earth; and, The addition of a signifcant amount of thermal energy released by radioactive decay in Earth’s crust and mantle. Standard 2.3 Articulating the explanation of phenomena Students use evidence and reasoning to construct a scientifc explanation for the given phenomenon, including: ● Crustal materials of different ages are arranged on Earth’s surface in a pattern that can be attributed to plate tectonic activity and formation of new rocks from magma rising where plates are moving apart. ● Students identify the given evidence to be evaluated. Evidence Students identify and describe evidence (from students’ own investigations, observations, reading material, archived data) necessary to constructing the explanation, including; ● Measurement of the ratio of parent to daughter atoms produced during radioactive decay as a means for determining the ages of rocks; ● Ages and locations of continental rocks; ● Ages and locations of rocks found on opposite sides of mid-ocean ridges; ● The type and location of plate boundaries relative to the type, age, and location of crustal rocks. Students use multiple valid and reliable sources of evidence, including: ● Using additional evidence to assess and evaluate the validity of the given evidence. ● Evaluating the reliability, strengths, and weaknesses of the given evidence along with its ability to support logical and reasonable arguments about the motion of crustal plates. Reasoning Students use reasoning, along with the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future, to connect the evidence and support the explanation of how plate tectonics results in patterns on Earth’s surface. Students describe a chain of reasoning for their explanation including: ● The pattern of the continental crust being older than the oceanic crust; ● The pattern that the oldest continental rocks are located at the center of continents, with the ages decreasing from their centers to their margin; and ● The pattern is that the ages of oceanic crust are greatest near the continents and decrease in age with proximity to the mid-ocean ridges. ● Students synthesize the relevant evidence to describe* the relationship between the motion of continental plates and the patterns in the ages of crustal rocks, including that:

Earth and Space Science

Plate Tectonics

Quarter 1

McGraw Hill Module 13

○ At boundaries where plates are moving apart, such as mid-ocean ridges, material from the interior of the Earth must be emerging and forming new rocks with the youngest ages. ○ The regions furthest from the plate boundaries (continental centers) will have the oldest rocks because new crust is added to the edge of continents at places where plates are coming together, such as subduction zones. ○ The oldest crustal rocks are found on the continents because oceanic crust is constantly being destroyed at places where plates are coming together, such as subduction zones. *When “describe” is referenced, any of the following descriptions could be used: written, oral, pictorial, and kinesthetic.

DIFFERENTIATION IN ACTION

Skill Building

STEM Unit Project- Have students apply what they learned in their module to their Unit Projects Data Analysis Lab: How does plate motion change along a transform boundary? (p. 367)

Extension

FORMATIVE ASSESSMENTS

Standard 2.2 Standard 2.3- Option A, Option B

ELA CONNECTIONS

● Cite specifc textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. ● Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. ● Write arguments focused on discipline - specifc content. ● Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ● Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of fndings, reasoning, and evidence and to add interest. ● Cite specifc textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. ● Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Earth and Space Science

Plate Tectonics

Quarter 1

McGraw Hill Module 13

● Write arguments focused on discipline - specifc content. ● Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ● Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of fndings, reasoning, and evidence and to add interest.

MATH CONNECTIONS

● Reason abstractly and quantitatively. ● Model with mathematics.

● Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ● Defne appropriate quantities for the purpose of descriptive modeling. ● Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ● Reason abstractly and quantitatively. ● Model with mathematics. ● Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ● Defne appropriate quantities for the purpose of descriptive modeling. ● Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

RECOMMENDED INSPIRE RESOURCES

PAGE MATERIALS NEEDED TIME

● Encounter the Phenomenon Video - How do we know that this landmass is moving?

Phenomena Introduction

Video: How do we know that this landmass is moving?

343

5min

Each lesson needs to be tied back to the introductory phenomena. Continually build on students’ initial knowledge by listing and discussing new revelations as a class.

● CER Document

CER: How do we know that this landmass

10min

Earth and Space Science

Plate Tectonics

Quarter 1

McGraw Hill Module 13

is moving? Initial response

● Digital Journal or Science Notebook

Engage

Lesson1:

344

10min

Drifting Continents

Focus Question: How do we know that continents have moved? Launch the Lesson: Drifting Continents Interactive Content

● Chromebook

● Interactive

Explore & Expand

344 347

Content: Early Observations

Interactive Content: Early Observations

● Interactive Content: ● ● Interactive Content: A

Interactive Content: Continental Drift

Continental Drift

Interactive Content: A Rejected Notion

Rejected Notion

●

Elaborate

348

DBQ and Focus Question

● Formative

Evaluate Formative Assessment Check

348

Assessment Check

● Digital Journal, Science Notebook or Paper Submission ● Digital Journal or Science Notebook

Phenomena Check In

5min

What did we learn today that might help us to understand that land masses are moving?

Engage

Lesson2:

349

Seafoor Spreading

Focus Question: Why does the seafoor spread?

● Chromebook

Launch the Lesson: Seafoor Spreading

Earth and Space Science

Plate Tectonics

Quarter 1

McGraw Hill Module 13

● Interactive Content:

Explore & Expand

350 355

Interactive Content: Mapping the Ocean Floor

Mapping the Ocean Floor

● Interactive Content: Magnetism

Interactive Content: Magnetism

●

Elaborate

355

DQB and Focus Question

● Formative

Evaluate

355

Assessment Check

Formative Assessment Check

● Digital Journal, Science Notebook or Paper Submission ● Digital Journal or Science Notebook

Phenomena Check In

5min

What did we learn today that might help us to understand that land masses are moving?

Engage

Lesson3:

356

Plate Boundaries

Focus Question: Why do earthquakes only happen in some places?

● Chromebook

Launch the Lesson: Plate Boundaries

● Interactive

Explore & Expand

357 361

Content: Theory of Plate Tectonics

Interactive Content: Theory of Plate Tectonics

● Interactive Content: Convergent Boundaries ● Interactive Content: Divergent Boundaries

Interactive Content: Convergent Boundaries

Interactive Content: Divergent Boundaries

PhET: Plate Tectonics

Earth and Space Science

Plate Tectonics

Quarter 1

McGraw Hill Module 13

● PhET: Plate Tectonics ● Interactive Content: Transform Boundaries ● Applying

Interactive Content: Transform Boundaries

Applying Practices: How old are crustal rocks?

Practices: How old are crustal rocks?

●

Elaborate

361

DQB and Focus Question

● Formative

Evaluate

361

Assessment Check

Formative Assessment Check

● Digital Journal, Science Notebook or Paper Submission ● Digital Journal or Science Notebook

Phenomena Check In

5min

What did we learn today that might help us to understand that land masses are moving?

Lesson4:

Engage

362

Causes of Plate Motion

Focus Question: What makes the tectonic plates move?

● Chromebook

Launch the Lesson: Causes of Plate Motion

● Interactive

Explore & Expand

363 364

Content: Causes of Plate Motions Practices: The Cyclingof Matter through Thermal Convection

Interactive Content: Causes of Plate Motions

● Applying

Applying Practices: The Cycling of Matter through Thermal Convection

Earth and Space Science

Plate Tectonics

Quarter 1

McGraw Hill Module 13

●

Elaborate

363

DQB and Focus Question

●

Evaluate

364

Formative Assessment Check

Formative Assessment Check

● Digital Journal, Science Notebook or Paper Submission ● CER Document ● Chromebook

Phenomena Check In

5min

What did we learn today that might help us to understand that land masses are moving?

Phenomena Wrap-Up

CER Assessment

367

30min

Module Test: Plate Tectonics

Phenomena: How do we know that land masses are moving?

Earth and Space Science

Earthquakes

Quarter 1

McGraw Hill Module 15

RESOURCES

PACING: 4 DAYS

● Module Launch: 45 min ● Lesson 1: 45 min ● Lesson 2: 45 min ● Lesson 3: 90 min ● Lesson 4: 90 min ● Module Wrap-Up: 45 min

Module 15: Earthquakes ● Phenomena: How can we prevent people from getting hurt during an earthquake? ● Lesson 1: Forces Within Earth

● Lesson 2: Seismic Waves and Earth’s Interior ● Lesson 3: Measuring and Locating Earthquakes ● Lesson 4: Earthquakes and Society

STANDARD

LEARNING PROGRESSIONS

● I am learning the

ESS 2.2 Develop and use a model based on evidence of Earth’s interior and describe the cycling of matter by thermal convection. Emphasize the density of Earth’s layers and mantle convection driven by radioactive decay and heat from Earth’s early formation. Examples of evidence could include maps of Earth’s three-dimensional structure obtained from seismic waves or records of the rate of change of Earth’s magnetic feld. (PS1.C, ESS2.A, ESS2.B)

structure of earth’s interior from seismic waves data

● I am learning the

composition and density of the layers of earth’s interior from seismic waves

CONCEPTS (Nouns)

SKILLS (Verbs)

● Plate Tectonics ● Mountain Ranges ● Mid-Ocean Ridges ● Magnetic Polarity ● Hot Spots ● Constructive Forces ● Destructive Forces

● Explain a process or phenomena ● Identify a pattern ● Interpret a pattern’s meaning ● Model the forces shaping Earth’s surface ● Model cause and effect

VOCABULARY

● Stress ● Strain

● Focus ● Epicenter

● Moment magnitude scale ● Modifed Mercalli scale ● Soil liquefaction ● Tsunami ● Seismic gap

● Elastic deformation ● Plastic deformation ● Fault ● Seismic wave

● Seismometer ● Seismograph ● Richter scale ● Magnitude

Earth and Space Science

Earthquakes

Quarter 1

McGraw Hill Module 15

● Primary wave ● Secondary wave

● Amplitude

K-12 LEARNING PROGRESSIONS (via USBE Core Guides)

Standard 2.2

END OF UNIT COMPETENCY WITH LANGUAGE SUPPORTS

Components of the model Develop a model based on using both seismic and magnetic evidence (e.g., the pattern of the geothermal gradient or heat fow measurements) of the components of Earth’s interior to describe the cycling of matter that includes that following as evidence: ● Earth’s interior in cross-section and radial layers (crust, mantle, liquid outer core, solid inner core) determined by density; ● The plate activity in the outer part of the geosphere; ● Radioactive decay and residual thermal energy from the formation of the Earth as a source of energy; ● The loss of heat at the surface of the earth as an output of energy; and ● The process of convection that causes hot matter to rise (move away from the center) and cool matter to fall (move toward the center). Relationships Students identify the following relationships between components of the given model: ● Energy released by radioactive decay in the Earth’s crust and mantle and residual thermal energy from the formation of the Earth provide energy that drives the fow of matter in the mantle. ● Thermal energy is released at the surface of the Earth as new crust is formed and cooled. ● The fow of matter by convection in the solid mantle and the sinking of cold, dense crust back into the mantle exert forces on crustal plates that then move, producing tectonic activity. ● The fow of matter by convection in the liquid outer core generates the Earth’s magnetic feld. ● Matter is cycled between the crust and the mantle at plate boundaries. Where plates are pushed together, cold crustal material sinks back into the mantle, and where plates are pulled apart, mantle material can be integrated into the crust, forming new rock. Connections Students use the model to illustrate: ● The fow of matter in the mantle that causes crustal plates to move; ● The fow of matter in the liquid outer core that generates the Earth’s magnetic feld, including evidence of polar reversals (e.g., seafoor exploration of changes in the direction of Earth’s magnetic feld); ● The radial layers determined by density in the interior of Earth; and, The addition of a signifcant amount of thermal energy released by radioactive decay in Earth’s crust and mantle.